Traveller

H. Q. Mitchell - Marileni Malkogianni

Second Edition Pre-Intermediate

ns
Contents of Teacher’s Book
io
Introduction
Student’s Book with Teacher’s Notes
at
ic
Contents of Student’s Book
bl

Module 1 .......................................................................................................................................................
............................................................................................................................................... 5
Module 2 19
Pu

.......................................................................................................................................................
...............................................................................................................................................

................................................................................................................................................ 33
Module 3.........................................................................................................................................................
Module 4 .......................................................................................................................................................
............................................................................................................................................... 47
M

Module 5 .......................................................................................................................................................
............................................................................................................................................... 61
Module 6 .......................................................................................................................................................
........ ............................................................................................................................................... 75
M

Module 7 .......................................................................................................................................................
........ ............................................................................................................................................... 89
Module 8 .......................................................................................................................................................
........ ............................................................................................................................................... 103
©

Culture pages and CLILs .............................................................................................................. 117

Speaking Section ................................................................................................................................... 125
Writing Section ....................................................................................................................................... 129
Songs ................................................................................................................................................................. 131
Grammar Reference .......................................................................................................................... 133
Irregular Verbs ......................................................................................................................................... 142
British and American English .................................................................................................. 143
Project Skills .............................................................................................................................................. 144
Learning Tips ............................................................................................................................................ 145
Wordlist .......................................................................................................................................................... 146
Listening Transcripts ......................................................................................................................................... 152
Workbook Key .......................................................................................................................................................... 158

Traveller_Rev_Pre-Interm_TB.indb 1 13/1/2021 1:26:29 µµ

 Introduction

Outline of the course

Key features
Objectives
Certain key features of the book add to the challenging and
This is an exciting and easy-to-use seven-level course in
motivating material of the course:
English, which smoothly takes learners from Beginners to
• Lively dialogues presenting real spoken English.
Advanced level. The main concern of the writers of this
• Emphasis on vocabulary building.
course has been to explicitly demonstrate how English is
• Cross-curricular and cultural information.
used in real-life situations, thus enabling learners to use it
• The language used. It is principally British English.
in meaningful contexts. The course has been meticulously
However, the writer has taken into consideration the fact
designed to build the learners’ ability to communicate their
that English is spoken as a first, second or foreign language
ideas fluently, accurately and confidently.
throughout the world. Therefore, students are exposed to
linguistic varieties as well as texts and information about
Goals
various English-speaking countries and cultures.
The course follows the requirements of the Common
• Personalisation activities.
European Framework of Reference for Languages (CEFR)
• Opportunities for promoting learner autonomy with
and focuses on the systematic development of key
learning tips, self-assessment and Now I can sections,
competencies. It aims at achieving the following goals:
learning objectives on the cover pages, through the use of

ns
• Communicative - to help students establish relations,
the Portfolio, etc.
exchange information and express ideas, attitudes and
• Opportunities for promoting critical thinking skills by
feelings.
using an inductive approach to present grammar and

io
• Socio-cultural - to help students grasp an understanding of
vocabulary, relating new information to prior knowledge
everyday life patterns of their age group. This covers topics
with warm-up activities, asking open-ended questions,
such as home, leisure, etc. in the target language.
• Learning how to learn - to help students plan their work
over a time span and set themselves realistic objectives.
• Language and cultural awareness – to help students acquire
at
through problem-solving activities, etc.
• The use of IT (Information Technology) (e.g. Internet
use for projects, Student’s Digital Material, Interactive
ic
Whiteboard).
an understanding of the language and culture.
bl

Syllabus
The course follows the modular approach, which enables
Course components
Pu

students to deal with topics in depth and over a longer period Student’s Book
of time. Moreover, the course uses an integrated approach The Student’s Book contains:
to all four language skills (reading, listening, speaking • a table of contents presenting the topics, vocabulary,
and writing) in a carefully graded and well-organised, structures, functions, pronunciation as well as the
user-friendly syllabus combining functions, structures, language skills practised in each module. The 21st century
M

vocabulary, pronunciation and communication skills. A competencies developed within each module are clearly
building-block strategy has been employed through which signposted.
every lexical and grammatical item is carefully presented • eight modules, each divided into a cover page, five two-page
M

and systematically revised enabling students to acquire lessons and two Round-up pages.
the language naturally and use it in meaningful contexts. • eight video activities.
Communicative language teaching is viewed as a practical • a speaking section including pair-work activities.
©

activity rather than a theoretical notion. • a song section including four songs.
• a section including four Culture pages and four CLIL pages,
Organisation and length of the course with texts, activities and projects.
The book effectively brings learners to a level of linguistic • a writing section including set phrases students can use.
ability at which they can satisfy their basic communication • a grammar reference section with useful tables, examples and
needs. explanations of the structures dealt with in each module.
• a section with tips helping students to acquire good learning
The book is organised in eight modules, each of which is habits inside and outside the classroom and covering areas
based on a general topic. The modules are well-organised such as vocabulary, grammar, reading, listening, speaking
within a steady framework. Each module consists of and writing.
a cover page, five two-page lessons, a video activities • a list of irregular verbs.
section, a round-up section and a CLIL / Culture page for • a section with Project Skills helping Ss to acquire useful
extra reading. In this way, students are presented with skills in organising, planning and presenting projects.
different aspects of the same topic. The modular approach • an appendix with differences between British and American
promotes progress in all dimensions, and, by the end of English.
the course, students will have been systematically exposed • a wordlist containing the active vocabulary of each lesson in
to the functions and structures outlined in the contents. alphabetical order.
Additionally, they will have been given the opportunity to
develop all four skills, having been given adequate practice Workbook
throughout the book. The precise time needed to complete The Workbook is in full colour and is closely linked to the
this course will vary according to factors such as school Student’s Book providing further practice of all the linguistic
organisation, class size, learner ability and motivation. items dealt with in the Student’s Book. Students are thus able

Traveller_Rev_Pre-Interm_TB.indb 2 13/1/2021 1:26:30 µµ

 to reinforce and consolidate what they have learnt and also • Tests
gain a sense of achievement. It is recommended that some • eight tests corresponding to the modules of the book.
of the activities in the Workbook should be done in class • a mid-term test.
but most of them should be assigned for homework. The • a final test.
Workbook includes: • keys and transcripts.
• ten pages per module comprising vocabulary, grammar, The tests are available in PDF format for printing and in
communication, listening, reading and writing tasks. modifiable format so that teachers can add, omit or change
• a thirteen-page grammar practice section at the back of the the order of the items and/or activities according to the needs
book. of their classes.

Student’s Digital Material • Audio

The Student’s Digital Material includes the dialogues, texts, This section contains the recorded material for the tests.
Culture and CLIL pages and songs in the Student’s Book. It
also includes the reading texts in the Workbook, interactive • Extra Material
activities and a digital vocabulary list, and it is meant to give This section provides teachers with supplementary material
students extra practice at home. for extra practice. It includes extra vocabulary, grammar,
reading, speaking and writing activities for each module.
Interleaved Teacher’s Book
The Teacher’s Book contains: • Portfolio
• an introduction including the module structure. The Portfolio enables students to record and present new
• a table of contents as it appears in the Student’s Book. information they have learnt and thus monitor their
• teacher’s notes interleaved with the pages of the Student’s progress. Projects are also included for this purpose.

ns
Book. Each lesson includes tables of the functions,
structures and vocabulary introduced and useful notes Interactive Whiteboard material
for teaching. These notes provide teachers with a step- The Interactive Whiteboard material includes all the textual,

io
by-step guide to each stage of the lesson within a flexible visual and audio material in the Student’s Book as well as
framework that allows teachers to adapt the activities to in the Workbook and the Grammar Book. It also includes
their own teaching style as well as to the students’ needs. the videos accompanying the Student’s Book, along with
Answers to all activities and transcripts of the listening
activities are also included.
at
the video activities, two games per module (one practising
grammar and another practising vocabulary), interactive
ic
• the aims for every activity in the Student’s Book along activities, tests, and a digital vocabulary list.
with the symbols for the 21st century competencies being
developed.
The structure
bl

• ideas for optional activities which help students get a

better understanding of the vocabulary and grammatical
of the modules
Pu

structures or forms introduced and provide them with an

opportunity for further practice.
Modules 1-8 (an overview)
• additional activities or adaptations of already-existing
Each module consists of six lessons and focuses equally on
ones for mixed ability classes (higher-performing/lower-
lexis, grammar, language functions and communicative
performing Ss).
M

skills. In the first five lessons the four basic skills (reading,
• background notes on different topics which aim at
listening, speaking, writing) and micro-skills are developed
providing teachers with useful information about the texts
in an integrated manner. In the third and fifth lesson there
appearing in the Student’s Book.
M

is a special emphasis on writing, whereas in the fourth lesson

• Language Plus boxes which give more detailed information
the focus is on reading. The sixth lesson includes a video
about the new linguistic items presented in each lesson.
clip as well as accompanying activities, which provide an
• Suggested answers to all activities where oral production is
opportunity for consolidation and expansion on the topic
©

required.
of the module. Lastly, the round-up pages at the end of each
• Model answers for all the writing activities.
module thoroughly revise the functions, grammar and
• a speaking section including pair-work activities, a section
vocabulary that have been taught in the preceding lessons
with Culture pages and CLIL pages, a song section, a
and offer a unique opportunity for self-evaluation.
writing section, a grammar reference section, a section
with learning tips, a list of irregular verbs, a section with
Cover page
project skills, an appendix of differences between British
The cover page is the first page of the module. Students are
and American English and a wordlist, as they appear in the
introduced to the topic of the module through a discussion.
Student’s Book.
They can also read about what topics they will encounter in
• the transcripts of the listening tasks included in the
the module. The purpose of doing so is to activate students’
Workbook, as well as the key to the Workbook activities.
background knowledge and create a sense of anticipation.
• the tracks ( 22 = Track 22) for all the recorded material
The third section of the cover page is a set of learning
included in the Class Audio Material.
objectives. Students read about what they will learn in the
module, which increases motivation and helps them become
Class Audio Material
autonomous learners.
The Class Audio Material includes all the recorded material
from the sections in the Student’s Book where the symbol
Vocabulary
appears. It also includes the recorded material of the listening
In this section, one or more lexical sets related to the topic
tasks that appear in the Workbook.
of the module are presented. There are also expressions,
phrasal verbs, idioms, collocations often presented through
Teacher’s Digital Resources
visual and/or verbal clues which make the presentation more
The Teacher’s Digital Resources contain:

Traveller_Rev_Pre-Interm_TB.indb 3 13/1/2021 1:26:30 µµ

 lively and comprehensive. The task types vary and include in the Grammar Reference at the back of the book, which
labelling, multiple matching, classifying, gap filling, etc. students may refer to whenever necessary.
However, this section is not just a list of lexical items which
are presented to be memorised. Students are always asked Practice
to do a task which requires them to retrieve knowledge and This section always follows the grammar section and is
information from either their previous exposure to the usually a simple activity which allows students to use the
English language or their knowledge of the world, to think structures they have learnt in context, while teachers are
critically and make educated guesses. able to check their students’ comprehension of the particular
Students are further helped to learn vocabulary with the structure. These activities can be completed in class, either
inclusion of useful advice given throughout the book in the in pairs or individually. An extra grammar section at the
form of tips. back of the Workbook is also available for those students that
might need further practice.
Reading
Reading can be divided into two parts: Intonation
• Dialogues The intonation section deals with significant aspects of
The aims of the dialogues throughout the book are to spoken English in an organised manner and is linked to the
present vocabulary, structures and functions in context language of each module. It is in the form of a listen-and-
and to expose students to natural spoken English through repeat drill, presenting and providing controlled practice of
meaningful contexts. All the dialogues have been specially sentence stress and intonation patterns.
designed to familiarise students with spoken English in
a variety of different real-life situations and they can be Listening
dealt with as both reading and listening activities. These The topic of the listening task is always related to the topic

ns
dialogues rouse students’ interest through witty exchanges of the lesson. A variety of spoken text types and task formats
in up-to-date, modern English, the objective of which is to have been employed through which important listening
promote learning in a communicative way. The dialogues micro-skills are developed. In most cases, there is a

io
are accompanied by a wide range of comprehension pre-listening activity which smoothly introduces the topic
activities, such as open-ended questions, True/False of the listening activity, activating students’ background
activities, ordering events, identifying speakers, gap filling, knowledge and preparing them for the task at hand. Quite
extracting specific information, etc.
• Different types of texts
at
often there is also a listening for gist activity requiring
students to listen to the text once and check their predictions
ic
There is a variety of reading material: factual texts, recipes, or understand the main idea(s), the topic(s) discussed, etc.
websites, emails, brochures, articles, notes, etc. The texts The main listening task focuses on listening for gist and/or
cover a broad range of motivating and contemporary topics specific information. Therefore, it is always a good idea to
bl

and provide students with interesting, multi-cultural, have students read through the questions/gapped text, etc.
cross-curricular information. The texts have been carefully first and make predictions about the possible answers using
Pu

selected not only for their language content but also for prompts such as pictures, tables, etc. It is always important
their interest and appropriateness to the level and age of to stress that students do not need to understand every
students this course is intended for. The texts and tasks word that they hear. After making sure that students have
aim at the development of reading micro-skills with the understood the instructions and the language included in the
emphasis on reading for gist and for specific information. questions, play the recording two or more times if necessary.
M

Teachers should use the pre-reading questions to introduce Elicit answers from students and ask them to justify their
the topic of the reading text and facilitate students’ answers. Then, if necessary, play the recording again and
further comprehension of it. There are also post-reading clarify any points that have not been understood.
M

questions which give students the opportunity to expand

on the topic of the text using topic-related vocabulary Students are further helped to develop their listening skills
and develop critical thinking skills. All reading texts have with the inclusion of useful advice given throughout the
©

also been recorded, and you may play the recording at book in the form of tips.
the while-reading stage in order to expose Ss to native
English pronunciation and intonation, and to facilitate Speaking
comprehension. Speaking tasks provide students with further practice of the
vocabulary, structures and functions presented. Students
Students are further helped to develop their reading skills are engaged in meaningful communication, and emphasis is
with the inclusion of useful advice given throughout the placed on communicating for a particular purpose. Students
book in the form of tips. usually work in pairs or groups and perform a variety of
real-life tasks (role-plays, questionnaires, information-gap
Grammar activities, etc.). By doing so, the amount of time students
This section deals with essential grammar and focuses on speak is increased significantly and cooperation among
the grammatical points that appear in the presentation students is encouraged. In addition, pair and group work
section. Their usage is illustrated in context through example help to lessen students’ communicative stress. Verbal and/or
sentences/dialogues. Students are actively involved in the visual prompts are always provided to facilitate the students’
understanding of grammar through various language task. In pair work involving information exchange, each
awareness activities. For example, they are required to make of the two students is provided with different information
inferences about the functions and usage of grammatical found in a special section at the back of the book. Though
points and to complete tables and/or sentences. In this this arrangement may be impractical, it is necessary so that
way, students develop strategies that help them identify the effectiveness and communicative value of the tasks are
language patterns, develop a greater awareness of language not compromised.Students are further helped to develop
and become more independent learners. A more detailed their speaking skills with the inclusion of useful advice given
presentation of the grammar focus in each lesson is included throughout the book in the form of tips.

Traveller_Rev_Pre-Interm_TB.indb 4 13/1/2021 1:26:30 µµ

 Writing Culture pages / CLIL pages
Writing is perhaps one of the most difficult skills for After every module, reference is made to either a Culture
students to master. The writer must take many things or CLIL lesson. These can be found in a special section
into consideration: handwriting, spelling, punctuation, at the back of the book, and they lead into project work.
paragraphing, purpose, audience and syntax. For this The Culture pages consist of texts which further introduce
reason, the course has paid particular attention to this skill. students to the culture of the English-speaking world as more
Students build up their writing skills through the integration multi-cultural information is included within the modules.
of skills as the writing activities are thematically linked The CLIL pages consist of texts which help students see how
to the module. Students are also provided with guidance English and cross-curricular subjects fit together.
concerning different types of writing and tips to help them
deal with the writing tasks. Songs
After every two modules there is a song accompanied by an
There is also a Writing section at the back of the book which activity. The songs can be found in a section at the back of
is a guide to writing including set phrases and expressions the book.
that students can use depending on the writing task they are
required to complete. Differentiated instruction
Differentiated instruction is an approach that helps teachers
These writing tasks are particularly suitable for homework, ensure that they address the needs of every student. It
as they give Ss the opportunity to revise the language is common knowledge that not all students learn at the
introduced in the lesson and expand on the topic. same speed or have the same learning style. Therefore, in
Instructions should be explained carefully in class, as it is classrooms where students have different learning styles
important to ensure that students have fully understood and needs, it is essential for teachers to adjust instruction

ns
what they are expected to do. Students’ written work should to tailor the material to the needs of individual Ss. This is
always be corrected (not during class time) and returned to a challenge for teachers because differentiated instruction
students in due course. Alternatively, students could work does not only mean changing the way teachers teach. It also

io
in pairs and correct each other’s work before giving it to the means changing the level and the kind of instruction in order
teacher. Moreover, students should be familiarised with a to respond to learning diversity. For this reason, this course
correction code, like the one suggested below, which will help provides strategies and additional activities or adaptations of
them identify and correct their own mistakes. at
already-existing ones to ensure that all students will achieve
the same goal but sometimes in a different way.
ic
WW : wrong word A : article
S : spelling WO : word order Strategies - Techniques for Differentiated Instruction
P : punctuation To help teachers meet the needs of students with different
^ : something missing
bl

T : tense ability levels and needs, the following strategies have been
incorporated either in the Student’s Book or in the Teacher’s
Pu

Another way to deal with writing is as a cooperative activity. Book:

Writing in pairs or groups can be highly motivating for • A range of activities, depending on the level of students, to
students and incorporates research, discussion and peer challenge higher-performing Ss and help lower-performing
evaluation. Ss.
• Scaffolding instruction – teachers support students in order
M

Students are further helped to develop their writing skills to explore various topics through various ways (e.g. notes
with the inclusion of useful advice given throughout the in the Teacher’s Book provide a step-by-step guide to each
book in the form of tips. stage of the lesson within a flexible framework that allows
M

teachers to adapt the activities to their own teaching style

Round-up as well as to the Ss’ needs, use of graphic organisers, such as
The Round-up sections consist of activities revising the Venn Diagrams and mind maps, etc.).
©

vocabulary, grammar and functions in the corresponding • Flexible grouping – students are given the opportunity
lessons. There are also speaking and listening tasks as well to work individually, in pairs, in small groups or in large
as self-evaluation charts at the end of each Round-up section groups, according to their needs and interests (mainly in
where students can check their progress. These charts give the Speaking activities).
students the opportunity to take responsibility for their • Ongoing or formative assessment – it helps teachers to
learning and see what they can do with the language they monitor students’ progress, pinpoint their strengths and
have learnt and evaluate their own strengths and weaknesses. weaknesses, provide constructive feedback, and therefore
However, in order to evaluate students’ performance, we adapt the teaching and learning process to meet students’
must ask ourselves about the purpose of evaluation. What needs. There are various forms of formative assessment,
do we hope our students will learn? Since our purpose is to such as student self-assessment (Now I can checklist).
improve students’ ability and not simply to judge it, we must
try and provide them with feedback about their strengths POINTS TO REMEMBER
and weaknesses. Here are some practical ideas on how we • Whether a task is carried out in class or assigned for
can go about doing this: homework, make sure that students fully understand the
• Monitor and describe students’ performance, on paper and rubric and are sure about what they need to do.
verbally, so that they can overcome any difficulties. Try to • For most activities, it may be helpful to demonstrate what
get them to articulate what they can do. the task requires students to do by doing the first item as an
• Determine whether students have understood the task. example.
• Judge a task not only for the end result but also reflect upon • Whenever a task requires understanding gist, the teacher
the stages and progress students went through. should not explain unknown words, thus encouraging
• In the final stage, it is a good idea to help students students to focus on gist only. When necessary, however,
determine what has been achieved. certain key words that block understanding should be
explained.

Traveller_Rev_Pre-Interm_TB.indb 5 13/1/2021 1:26:30 µµ

 • Regarding the grammar section, students will feel more answers should be revealed before students proceed to the
confident if unknown words are explained before they do actual task and check their predictions.
the grammar activities. • It is advisable that teachers use the students’ L1 when
• When correcting writing, it is suggested that a list of necessary (e.g. to initiate a discussion on a topic in order
commonly-made mistakes is made. The information to activate students’ background knowledge or to explain
gathered could then be pointed out to students orally or in grammar rules).
written form on the board.
• When explaining new lexical items, a variety of techniques
could be employed, such as example sentences, mimicry, Abbreviations used in Teacher’s Book
definitions, antonyms, synonyms, enumeration and/or adj.  adjective etc.  et cetera
translation. adv.  adverb sb  somebody
• Wherever elicitation procedures are required, it should be prep. preposition sth  something
ensured that each student has the opportunity to speak n.  noun Ss  students
before corrections are made by the teacher. v.  verb SA  student A
• In cases where students are asked to do guesswork, no p.  page SB  student B
pp.  pages TB  Teacher’s Book
e.g.  for example L1  Ss’ first language

ns
io
21st century competencies
Intercultural awareness
When learning a new language, it is important to learn about
at
ICT literacy
ic
the cultures associated with it as well. Our focus in this series Nowadays, it is vital for learners to use technology as a tool to
is not only on vocabulary, grammar and communication. research, organise, evaluate and communicate information.
The writers have taken into consideration the need to provide Since the value and the availability of information are
bl

learners with a deeper understanding of the cultures of the constantly changing and this affects our lives, we have to
target-language as well as other cultures worldwide. train our Ss to use technological aids to their advantage.
Pu

Critical thinking Personal and social responsibility

Learners should be encouraged to think for themselves, Educators play an important role in the development of the
solve problems, make decisions and express their opinions. community. Ss should understand that one of their roles in
Throughout the book there are activities which help learners society is being active members of their community. That is
M

enhance their critical thinking skills. why a sense of common good, as well as the need for active
involvement in the community should be reinforced in the
Autonomous learning classroom.
M

Learners should be able to take responsibility for their own

learning in order to be successful inside and outside the These competencies are developed throughout the series and
classroom. That is why the material is designed in a way that are clearly indicated in the table of contents in the Student’s
©

allows learners to set their goals, check their progress and Book and in the corresponding activities in the Teacher’s
look for opportunities to practise outside the classroom. Book with the following symbols:

Communication
Communication in the classroom means expressing oneself, Intercultural awareness
exchanging ideas with others, as well as presenting one’s
work. When communication is effective, learners benefit in Critical thinking
various ways.
Autonomous learning
Cooperation Communication
Cooperation creates opportunities for achievement and
promotes a positive self-concept. Learners working in pairs Cooperation
or groups offer help to each other and this facilitates the
achievement of their goals. Further to this, cooperation Creativity
promotes polite behaviour and respect towards others, which ICT literacy
are important social skills.
Personal and social responsibility
Creativity
Creativity is an important skill in real life. Learners become
more motivated if they can create something. This series
provides learners with activities that promote creative
thinking and make work in the classroom more enjoyable.

Traveller_Rev_Pre-Interm_TB.indb 6 13/1/2021 1:26:31 µµ

 Module structure
Student’s book

Cover page

Help 5
Discuss:
 Who do you usually turn to when you need help?
 How important is it to help people in need?

ns
• Introduction to the topic

io
of the module through
brief discussion

• Critical thinking
• Communication
at
ic
bl
Pu

Flick through the module and find...

 a sinking ship
 an annoyed woman at the cinema
M

 a patient talking to a doctor

 an article on a news website about an accident
 a doctor giving advice on an online advice
M

column

In this module you will learn...

 to make a doctor’s appointment
©

 to talk about medical/emotional problems

 to ask for and give advice
 to write letters/emails asking for and giving advice
 to use the Passive Voice
 to give an account of a true event
 idioms describing feelings

61

• Objectives of module • Autonomous learning

clearly presented

Traveller_Rev_Pre-Interm_TB.indb 7 13/1/2021 1:26:34 µµ

 Lesson a
• Grammar clearly • Emphasis on vocabulary
• Communication presented and practised building

5a How are you feeling? 2. VO C A B U L A RY 2.

A: Can you (show) me how
PHRASAL VERBS
(use) this printer?
1. L I ST E N I N G & R E A D I N G A phrasal verb consists of a verb (e.g. get, B: Sure. Just let me (finish) what I’m

NOTE
A. Discuss. break) and an adverb (e.g. back) and/or one doing first.
or more prepositions (e.g. for, on, with). The 3.
• When did you last go to the doctor’s? What for? meaning of the phrasal verb is different from
• What do you usually do when you have a cold? the meaning of the verb it includes. A: We’re going to Bristol for the
weekend (visit) Joanna. Would
B. Read the three dialogues quickly and put them Look at the highlighted phrasal verbs in the you like (come)?
in the correct order. Write 1-3. Then listen and dialogues and match them with their meanings a-e. B: No, I’m too busy (go) away.
check your answers. 1. get over a. not have any left 4.
2. take away b. become better again, e.g. A: Oh, no! I failed the maths test. Now, my
a parents will make me (study) all
3. run out of after an illness
Doctor Let me take your temperature. You seem c. wait week.
4. be booked up
a bit warm... Yes, you have a bit of a d. make something disappear B: Jenny has offered (help) me with
5. hang on maths. Why don’t you ask her for help too? You
temperature. Well, Ms Smith, you seem to e. have no time available
have a cold. need (do) something about it.
3. G R A M M A R
• Speaking activities
Patient Really? It’s not my allergy then. I hope I won’t
be too ill to go to my brother’s wedding on 5. I N TO N AT I O N
the 13th. INFINITIVES A. Listen and repeat. Notice the stressed words

practising useful
and how the stress affects the meaning.
Doctor Don’t worry. You’ll get over it in about a week. Read the examples and complete the rules.
Just get some rest and drink lots of fluids. John is allergic to cats. (John, not his brother or
• A: I would like to make an appointment with anybody else.)
Patient I will. What about my head and bones? Can you

language functions
the doctor for today. John is allergic to cats. (He isn’t allergic to rabbits.)
give me something to take away the pain? B: Let me check her schedule.
Doctor I’ll prescribe some pain medication. B. Listen and repeat. Underline the stressed word
C. Read again and complete the missing • A: What seems to be the problem?
Patient Thank you. I’ll go to the chemist’s straight after. in the questions 1-3 and choose the correct
information. B: My bones hurt. Could you tell me what to answer.
do? Can you give me something to take away 1. Does Robert have toothache?
b the pain? a. No, Lisa has toothache.
Doctor So, Ms Smith what seems to be the problem? File | Edit | View • A: I hope I won’t be too ill to go to my brother’s b. No, he has a sore throat.
Patient I think my allergy’s back and I’ve run out of pills. wedding on the 13th. 2. Did Alicia go to the bank?
Friday 4th March B: Don’t worry. You’ll be well enough to go.
Can you give me another prescription? a. No, Brenda went to the bank.
Doctor I need to examine you first. What exactly are your Use the full infinitive (e.g. to do): b. No, she went to the chemist’s.
Appointments
symptoms? • to express purpose. 3. Are you seeing the dentist on Monday?
Patient Well, I have a terrible headache, a runny nose and I • after certain verbs ( e.g. , , a. No, my mum is seeing the dentist on Monday.
Time: want, decide, need, offer).
keep sneezing. b. No, I’m seeing the dentist on Friday.
Name: • after and enough.
Doctor Do you have a sore throat or a cough?
Patient No, but my bones hurt. Symptoms:
• after question words (e.g. who, , how) 6. SPE A K I N G
in indirect questions.
Doctor I see. Come and lie down here. ROLE PLAY
Use the bare infinitive (e.g. do): Talk in groups of three. Act out the conversations.
• modal verbs (e.g. can, could, must) 1.

ns
c • after the verbs make and . Student A: Imagine that you are not feeling well
Receptionist Good afternoon, Dr Barkley’s surgery. How and that you want to see your doctor. Call the
doctor’s surgery and make an appointment.
may I help you? Treatment:
Patient Hello. My name is Mary Smith. I would like to Student B: Imagine that you are the doctor’s
4. PRAC T I CE receptionist. Answer Student A’s phone call and
make an appointment with the doctor for today.
Complete with the full or the bare infinitive of the help him/her make an appointment with the doctor.
Receptionist Today? I’m afraid she’s booked up for the day.
verbs in brackets. 2.
Patient What about tomorrow morning?
1. Student A: Imagine that you are at the doctor’s
Receptionist Hang on a minute, please. Let me check her
A: Could you (call) a doctor? I feel surgery. Student C is the doctor. Describe and
schedule... Tomorrow the doctor is available at

io
ill. discuss your problem with him/her and ask for
10.30 and then again at 11.30. Which do you
B: Do you want me (take) you to advice.
prefer?
hospital? Student C: Imagine that you are a doctor. Listen
Patient Half past ten is more convenient for me. to Student A’s problem, ask him/her anything you
A: No, just call a doctor.
want to know and tell him/her what to do.
62 63

• Warm-up activity introducing the topic

and encouraging personal response
at • Communication
ic
• Cooperation
bl
Pu

Lesson b
• Activities encouraging Ss to develop
• Activities encouraging personal response vocabulary building skills
M
M

5b When in danger... D. Look at the highlighted words/expressions in

the text and match them with their meanings a-f. 3. G R A M M A R
1. signal a. the people who work on
1. R E A D I N G -ing FORM
a ship or plane
A. Discuss. b. mean Read the examples and match them with
2. location
• If you were on a desert island, or on a the uses of the -ing form.
c. with the bottom on the
sinking ship, how would you call for help? top and the top on the • Sailors started using Morse code
3. stand for
©

• How well do you think you would react in to send messages.

bottom
an emergency situation? • They also sent an SOS message to
4. government d. the place where
a nearby ship by using a Morse lamp.
B. What do you think SOS stands for? Read and something is
• Panicking doesn’t help when you’re
check your answers. 5. upside down e. make a movement or

SOS
in danger.

Sending out an
sound to give information
6. crew f. the group of people who Use the -ing form (e.g. doing)
run a country a. as a subject
b. after certain verbs (e.g. like, love, enjoy, hate,
E. Discuss.
finish, start) and expressions (how about, it’s
Before the development of radio communication, The German government was the first
• Have you ever been in an emergency situation worth)

when a ship was in danger there were a number
of ways to signal for help. Lighting signal flares to
to use the SOS signal at the beginning
of the 20th century (in 1905). It became
Did you and needed help?
• What did you do?
c. after prepositions

show the location of the ship or flying a signal flag an international distress signal in 1908. know? • How long did it take for help to arrive?
were very common. Using bells and foghorns or
 Some people believe that SOS stands
perhaps firing a gun repeatedly were also ways of
for ‘Save Our Ship’ or ‘Save Our Souls’, but that’s
2. VO C A B U L A RY 4. PR AC T I CE
making other ships hear you. These are still used
not true. In fact, the letters don’t stand for anything; they PREPOSITIONAL PHRASES WITH IN Complete the dialogues with the -ing form or the
today in many cases.
were just the simplest letters in international Morse code. Complete the sentences with the phrases in the box. bare or full infinitive of the verbs in brackets.
-- ... However, people probably used these phrases to help
However, with the development . - .. 1.
. .. --- -.-- them remember the letters. in the beginning in danger in a hurry
of wireless telegraphy, sailors
... --... . .
- - - -- .

.. ... A: We’re lost! What should we

started using Morse code to send .. in addition in my opinion in fact
... -

-- . -  People have used SOS as a visual distress signal by

... - -

messages. Morse code is a type in common in the end (do)?

-- signalling with three short, three long and three short light
of code with long and short flashes or by writing it in the sand or snow. The fact that you B: Don’t panic.
...

..
.

sounds or flashes of light can read SOS right side up and upside down is very useful 1. , we should buy a house in the A: But it’s getting dark. How about
that stand for letters of and has made SOS more popular than the word HELP.
country. What do you think? (light) a fire? Someone will see it.
the alphabet. The most
 When the Titanic hit an iceberg in 1912 and started 2. I used to work in the city centre. B: (make) a fire near a forest is a
well-known Morse code
sinking, two of the crew members used radio
message asking for help , I used to work in the building crazy thing to do.
communication to ask for help. They also tried sending an
is SOS. The letters SOS in SOS message to a nearby ship, the Californian, by using a opposite the city hall. A: Wait! I can (hear)
international Morse code are: Morse lamp. Unfortunately, the crew of the Californian 3. I fell asleep during the film. What happened something!
didn’t realise what was happening until it was too late.
B: It’s a car! Quick, start (run) this
  ?
4. You can find lots of information about animals way.

C. Read again and answer the questions. Choose a, b or c.

on this website. , you can find 2.
different organisations that help save animals A: Hey Alice, would you like
1. What is Morse code? 3. What is true about SOS?
in danger. (come) to a hip hop concert tonight?
a. a code which uses sound or light a. You can send an SOS with flashes of light.
5. Tony left the house . He didn’t B: No, thanks.
b. a useful distress signal b. You can read it upside down.
c. Both of the above. want to miss his flight. A: Why not? You love (listen) to
c. a code which sends signals with flares
6. My sister and I have nothing , hip hop.
2. Why did SOS become an international 4. Why didn’t the Californian help the Titanic on time? but amazingly we get along well. B: I know but (go) to
distress signal? a. The Titanic didn’t send an SOS. 7. Kelly didn’t want to go camping , concerts isn’t really something I enjoy
a. Because it stands for ‘Save Our Souls’. b. The Californian didn’t understand the SOS. but now she’s quite excited. (do).
b. Because the letters in SOS are simple. c. The crew of the Californian didn’t know what to do.
8. Light a flare only when you are . A: OK.
c. Because SOS means HELP.
B: You could (ask) Dennis to go
NOTE

at the beginning of the century with you. He loves hip hop.

at the end of the road
A: That’s a good idea.

64 65

• Various types of texts • Grammar presented and

providing Ss with factual practised in context
information

Traveller_Rev_Pre-Interm_TB.indb 8 13/1/2021 1:26:40 µµ

 5c
Lesson c • Ask Ss some comprehension questions:
5. SPEAKING
a physical or psychological problem • Communication
Aims: • to give Ss practice in asking for and giving advice about
• Sample texts
How does Ned feel while he’s writing to Dr Wilson? He feels
helpless and doesn’t know what to do.
•
• Cooperation functioning as models
How did he feel as he walked to the front of the lecture theatre?
He could feel his heart beating fast and he was sweating.
• Ask Ss to read through the ideas in the respective boxes. What happened to him when it was time for him to talk?
• Draw Ss’ attention to the speech bubble. He just stood there looking at everyone because he couldn’t
• In pairs, Ss take turns to ask for and give advice. Encourage remember what to say.
5c A word of
higher-performing Ss to add their own ideas. This will
advice
challenge them. 5. SPE A K I N G
Who gave the presentation in the end? his fellow student
According to Dr Wilson, does Ned need to worry about what
• Go round the class helping Ss when necessary. Talk in pairs.
happened toA’shim?
1. VO C A B U L A R Y problemNo, hehim/her
doesn’t.
• Choose some pairs to act out the dialogues. Student A: Imagine that you have a problem,
either physical or psychological. Tell Student
Student B: Listen to Student
advice.Why? because
Use should(n’t)
and give
he’s(not)not
and had better theofonly
and some the one who’s afraid of public
WORDS RELATED TO EMOTIONAL PROBLEMS
B how you feel and ask him/her for advice. ideas in the box.
Read and try to guess the meaning of the words in bold.
Use some of the ideas in the box. speaking
Suggested answer
1. Nowadays, lots of people suffer from stress, and when
it’s bad, it can control their lives. Some find that
• do physical activity
• drink warm milk I feel terrible.
• can’t sleep at night
SA: I feel terrible!
talking to a psychologist helps them to reduce stress. • suffer from stress • take deep breaths Why? What’s wrong?

SB: Why? What’s wrong?

2. My younger daughter has a fear of the dark and can’t • have a phobia C. Aims: • to give ...Ss practice in identifying some stylistic
• work less

• Systematic
Well, I think you
sleep at night. How should I deal with this problem?
What do you advise me to do?
• often panic
SA: I can’t sleep at night! I haven’t slept for days.• feel tired all the time
• see doctor/psychologist
• go on holiday
featuresshould of a/ shouldn’t...
post asking for advice and of a post
SB: That’s terrible. Are you suffering from stress? • take vitamins/medication giving advice
development 2. GRAMMAR SA: I think I must be. I’m tired all the time, 6. W but
RITIN G
when I go to
A POST ASKING FOR OR GIVING
•
• Ask Ss to underline all the phrases used in the respective
of vocabulary
should / had better bed I just can’t sleep. I just have so much ADVICE
to do.
www.drwilson/advice/column.com
Read the dialogues. Then read the sentences and write T for SB:
True or Well,
F for False.the first thing you should do is see a psychologist.
A. Discuss. emails to ask for and give advice.
skills
Anne I have a stomach ache again. You
1. Should and had better are need
followed bytoto +learn to
. manage your stress.
base form. • Do you read online advice • Elicit Dr Fred Wilson’s (asking for advice: I need your advice because...,
answers
corner
• Practical tips
Keith Maybe you should visit a doctor. 2. We use should and had better to give advice. columns?
SA:
Anne I did last week, and he told me it’s stress. 3. Should and Yes,referI guess
had better to the past.you’re right. • Have you ever written to an online What should I do? – giving advice: ... you should..., ... you can...,
Keith Well, then you had better find ways to
SB:formAlso,
4. The negative of shouldI and
think you had better take a holiday
had better and
advice tryto ask
column tofor advice? ... you should do..., ... don’t forget to..., ... I advise you to...).
Dear Dr Wilson,

helping Ss to
reduce your stress. is formed by adding not. Would you like to? I need your advice because I feel helpless and don’t know what to do. Last
Tom Sorry I’m late. 5. We use should andrelax.
had better to give our opinion. • Do you think advice columns are • Ask
week I had to give a Ss to read
presentation through
at university the
with a fellow student. As sentences 1-6. Make sure that Ss do
we walked to the front of the lecture theatre, I could feel my heart beating
SA:
Jane You’d better not be late again. This is the 6. Had better That’simply
can sometimes a good
a warning.idea useful? not have When itanywas timeunknown words.
develop skills
fast and I was sweating. for me to talk, I just stood there
looking • Have Ss do the activity andfellowcheck answers.
fifth time this month.
Tom I know, but I couldn’t find a parking space.
SB: When you get back, you’ll probably feelB. This much post wasbetter.
sent to an online advice
column by someone who wanted advice.
at everyone. I couldn’t remember what to say! Fortunately, my
student gave the presentation for me. But who will save me next time? What
Read the post and the reply to it. Then should I do? Anxiously waiting for your reply.

and become
Jane Well, then maybe you shouldn’t take
answer the questions. Nervous Ned
your car to work. 4. L I ST E N I N G
6.• WRITING
A. Discuss. CD3 9 1. What is Nervous Ned’s problem? Dear Nervous Ned,
1. G 2. G 3. A 4. A 5. G 6. A
autonomous
Many people are afraid of public speaking. You’re not the only one so don’t
What kind of fears do people have? 2. What does Dr Wilson advise
worry. Here are some tips to help you deal with your problem. First of all,
3. P R AC T I CE A. •Aims: • to
Are you scared introduce the type of writing task through an
of anything? Nervous Ned to do? you should practise giving your presentation in front of a mirror until you feel
Rewrite the sentences using the words given.
oral
whenactivity
you’re scared? involving personal experience
C. Read the sentences.and
confident. This way you’ll have less stress. There are also certain things

learners
• How do you react In what type of post you can do right before and during your presentation. Before starting, you
1. You must go now because you’re going to be
late. (had better)
opinion would you find them? Write A for a post
asking for advice or G for a post giving D. Aims: • to give Ss practice in writing posts asking for and
should do some kind of physical activity to help reduce your anxiety. Taking
B. What do you think these phobias are? advice in the boxes. a walk is a good idea. Also, while you’re giving your presentation, choose a
You
•
Listen and check your answers.
1. Everything will be just fine.
giving advice
few friendly faces from the audience and focus on them. And don’t forget to
take deep breaths to feel calm. If all this doesn’t work, I advise you to take a
2. It’s not a good idea to leave your mobile in the
car. (should) arachnophobia
• Ask Ss what
claustrophobia
an online advice column is (it’s anpsychologist.
2. I think you’d better see a
online magazine •
training course in public speaking. It will help you get over your fear.

ns
You agoraphobia dental phobia
column where people can write about a problem they have and
3. What do you suggest?

• A variety • Draw Ss’ attention to the TIP and explain it.

3. Never borrow my car without asking! 4. Let me know what you think.

• Model answers
C. Listen again and complete the sentences.
(had better) get1.
advice from an
% of women and
expert). 5. Another thing you can do is
• For a more detailed list of phrases for Ss to use in their posts,
You

of listening
talk to your friend.
• Ask% Ss the
of men havequestions
arachnophobia. and generate discussion.
refer them When to
writingthe Writing
giving advice:Section at the back of the book.
for all writing
4. Don’t be late because Karen will leave without 6. I hope you can help me out. When writing to someone to someone
2. Phobias create problems when the fear
you. (had better)
• Allow Sssome
asking for advice:
time to write a post asking for advice.
be friendly and show that you understand

tasks
. WRITING TASK  explain the problem the problem.
You
and •sayAsk
how youSs
feel. toswap posts with their partners, read their partner’s
activities are
3. Some agoraphobics don’t leave their homes for
D. Write a short post of 80-100 words to make various suggestions to help solve
5. It’s a good idea to visit a psychologist. (should) Suggested answers . an online advice column describing a  use set phrases. the problem.

io
You
• Yes, I do. Reading about other people’s problems
4. A(n) and an
problem you have and ask for advice.
as a child can cause a phobia. post andwrite a post giving him/her advice.
use set phrases.

provided in
Then swap posts with another student,
5. People with dental phobia should
expert’s advice is fascinating. / No, I’m not read
really
his/herinterested
problem and write a • Choose Ss to read out their posts.
of dentists first. paragraph to him/her giving advice. For phrases, go to the Writing Section.
in reading about people’s problems.
the Teacher’s
66 67
• No, I haven’t. I usually ask my friends and family for Model answers
Problem:

• A variety of writing activities

advice. I wouldn’t write to an advice column because I
wouldn’t trust their opinion.
• Yes, they can be helpful. When you have a problem and
you feel you can’t talk to anyone you know, then you can
write about it and feel better. You may also get some useful
at I need your advice because I really don’t know Book,
of dentists. Every time I have to go, I get really
what and
to do. are
I’ve had toothache for nearly a week, but I’ve got a phobia
available
stressed. In fact, I go as rarely as possible. I know this is
written
in
nervous and

formso on
ic
advice. / No, because the person giving advice doesn’t really stupid, because it’s important to visit the dentist regularly
know you. They don’t have enough information about your
the Interactive
he can check your teeth before there’s a problem. However,
I’m just too frightened. My heart beats really fast and I feel
• Creativity
problem, so their advice could do more harm than good.
Whiteboard
dizzy just thinking about it. Anxiously waiting for your reply.
bl
Worried Wilma
B. Aims: • to give Ss practice in reading for gist
• to prepare Ss for the writing task Reply:
Material
• Dear Worried Wilma,
• Ask Ss to read through the post asking for advice and then the Your problem is a very common one, so don’t worry. A lot
Pu

Lesson d
reply. of people are afraid of dentists, but I have a few tips to help
• Point out to Ss that an email asking for or giving advice should you deal with it. Firstly, when you make your appointment,
have paragraphs (opening paragraph, main part, closing explain that you want to have a little chat with the dentist
paragraph), whereas in the posts sent to an online advice before he checks your teeth. This way, you can tell him
column only one paragraph is needed.
• Ask Ss the questions and check answers.
how you feel and I’m sure he will find ways to make the
experience much less stressful. You should ask him to tell you • Suggested
answers to
• Questions activating Ss’
5d
• Activities enabling Ss to use the exactly what he is going to do and this way, you won’t have
1. He’s afraid of public speaking. any surprises and will feel calmer. Finally, you could listen to
background knowledge phrases learnt in context all activities
M

2. He should practise giving his presentation in front of a music during your appointment, as that will help you relax. I
hope you will soon get over your fear.
mirror until he feels confident. Before his presentation,
he should do some kind of physical activity (e.g. take a requiring oral
walk) to help reduce his anxiety. 3. GRAMMAR 4. PRACTICE
he should choose a few friendly faces
During
A. Aims:
his presentation,
from the • toaudience
present the Present Simple and the Past Simple Aim: to production
give Ss practice in using the Present Simple and
M

5d In the news
and focus on them. He should also take deep of
feel calm. If all this doesn’t work, he should
breaths
take
D. Find•words
the Passive
inathe
to help
to
training
textSs
Voice
thatdistinguish
have the same meaningbetween
as the ones the4.Active
PRAC T I CE
areSimple
Past provided
of the Passive Voice
• Have Ss do the activity and check answers.
1. R E A D I N G
course in public speaking. given.
and the Passive
1. came off the tracks (para. 1):
2. a group of (para. 1):
Voice Complete with the Present Simple
Passive or the Past Simple Passive in written
•
form in the
of the verbs in brackets.
A. Discuss.
• Do you know of any serious transport accidents?
B. Read the headline of the article. What
do you think it is about? Read the
3. hurt (para. 1): 1. Every year an end-of-year 1. is organised 2. was delivered
67 TB
• How do you usually learn about serious accidents? article and check your answers. • Ask Ss to5. aread through each example in the Active
4. save (para. 2):
and in the
party 3. was hit, wasn’t injured 4. are used 5. is spoken
Teacher’s Book,
very sad event (para. 2): (organise) by the students.
©

Passive Voice
6. stop fromrespectively.
burning (para. 2): 2. The furniture 6. were rescued, was... destroyed 7. is/was kept
• Draw Ss’ attention to the verbs in bold.
7. somebody who survives (para. 4): (deliver) to our house last
www.thedailynews.com/intercity/train 8. an area of land in the countryside
• Point out to Ss that the Active Voice focuses on the(para. 4): Saturday.
person doing
3. My cat and
5. SPEAKING in written
Train Derailed by Sheep!
the action
2. VO C Awhile
B U L A Rthe Y Passive Voice focuses on the action itself.
Aims:and recorded
(hit) by a car, but luckily, it
• Ask Ss WORDS
the questions
EASILY CONFUSED in the rubric and check answers. (not injure). • to give Ss practice in using the functions, struc
4. Nowadays, mobiles
Complete with the words in the boxes.
and vocabulary presented in this lesson throug
THE DAILY NEWS > FRIDAY 1 NOVEMBER

An InterCity train was derailed in South Wales

The sentences
damaged injured
in the Active Voice have the same meaning
(speak) in China.
(use) by almost everyone.
5. Mandarin forms on the
oral activity

Interactive
yesterday. The train was travelling through a tunnel at
160 kilometres per hour when it hit a flock of sheep that
1. One of the players was
as the ones taken in
to hospital.
in the match and was
the Passive Voice. The sentences in the
6. All the Active
people •
was going in the opposite direction. The train came off (rescue) from the burning
the tracks, fell onto its side and skidded for another 200 Voice focus on the personbydoing
2. The theatre was the fire.
the action (The train
building,driver, • Ask Ss to read through the headlines on a news website.
• PointWhiteboard
but the building
metres before coming to a stop. Fortunately, nobody
was killed, but 28 people were injured, 5 of them We). The sentences in the Passive Voice focus on the action
survived rescued out to Ss that headlines do not usually include arti
completely
seriously.
itself (is3.4. Only
driven, were
two people
taken). the plane crash. possessives, auxiliary verbs, etc.
The police, fire crews and the ambulance service
were all called immediately and they arrived within
Luckily, the boy who fell in the river was
his brother.
by (destroy).
7. The cough medicine • Ask SsMaterial
to read through the speech bubble.
minutes to rescue the people. The injured passengers
were taken to local hospitals. ‘It’s a miracle that it was B. Aims: • tolookpresent
watch notice
the formation of the Presentcupboard Simple in theand
kitchen.
(keep) in a
• In pairs or in small groups, Ss take turns to describe wh
not a greater tragedy,’ said Steven Jones, one of the
the Past
5. Thousands Simple
of people around theofcountry
the Passive Voice
this happened in each of the news articles.
firefighters. ‘When we arrived, smoke was coming out 5. SPE A K I N G
of the tunnel and we thought that the train was on fire.
soap opera.
Talk in pairs or small groups. Read
• Go round the class helping Ss when necessary.
A fire in a tunnel is of course a very serious matter, but 6. I•always take a window seat on the train. I
the headlines on a news website • Choose some Ss to describe each event/incident.
• Critical luckily it was only the engine and we put it out very outside and think while travelling. and use your imagination to
quickly.’ All the sheep except one died in the crash. The lucky • Refer Ss7. to
Did the
you sentences inofthe
the size Active Voice in activity
their house? 3A. in each of
describe what happened
the situations.
Amazingly, the train driver was not hurt in the accident. survivor was rescued by a police officer and is now
• Write the sentences on the board and remind Ss of SVO
thinking He said later: ‘As soon as I noticed the animals, I pulled
the emergency brake, but it was too late.’ The tunnel
was damaged and the train was almost completely
called Lucky Lucy. The local farmer who owned the
sheep has no idea how the accident happened. ‘I have
lots of sheep and they are kept in a nearby field which
3. Gverb,
(subject, RA M Mobject).
AR
LOST CLIMBERS FOUND
BY RESCUE TEAM
Suggested answers
destroyed. Overall, 2 million pounds of damage was is surrounded by a fence. I don’t know how these sheep PASSIVE VOICE (PRESENT SIMPLE – PAST SIMPLE) LOST CLIMBERS FOUND BY RESCUE TEAM
caused. got out.’ How this accident happened is a mystery. Subject + Main Verb + ObjectMANY INJURED IN BUS ACCIDENT
A. Read the examples. Do the sentences in the Active Voice have the
SA: A group of climbers couldn’t make it down the moun
The train driver drives
Which ones focus on the action? the train.
same meaning as the ones in the Passive Voice? Which ones focus
on the person doing the action?
10 PAINTINGS DESTROYED IN FIRE because there was ice and it was very difficult to walk
C. Read again and write T for True, F for False or NM for Not Mentioned.
We ACTIVE VOICE took the passengers to
MISSING CHILD FOUND AT ZOO got dark and they had to stay there all night.
PASSIVE VOICE
SB: The next morning a rescue team flew over the area b
1. The train crashed in the tunnel because it was travelling too fast.
2. There were 28 passengers on the train altogether. We took the passengers to the The passengers were taken to the
the hospital.
The train driver drives the train. The train is driven by the train driver. TEACHER SAVED BY STUDENTS
rescue plane and found them.
3. The firefighters took a long time to arrive.
4. Not all of the train was on fire.
Write the
hospital.
following on the board:
hospital. STORM DESTROYS 20 HOUSES SA: The rescue team helped them get in the plane and to
B. Read the examples again and complete the rules.
5. The train driver did nothing to stop the accident. ACTIVE VOICE
them to the bottom of the mountain.
6. Trains will be able to use the tunnel within a few days. Subject + Main Verb + Object
S V O A group of climbers were hiking in
the Alps when there was a terrible
7. The damage to the train is about 2 million pounds. storm and they got lost. Luckily, MANY INJURED IN BUS ACCIDENT
8. Only sheep were killed in the accident. TheyPASSIVE
put on VOICE
Subject + Verb
a play+ at the end of every
Past Participle of
school year.
Verb (+ by...)
three days later they were found by
SA: Many tourists were injured in a bus accident last nigh
9. Lucky Lucy was returned to the local farmer. a rescue team.
SB: The tourists were returning from the National Muse
68 69 when the driver lost control.
A play is put on at the end of every school year. SC: A number of people are now at hospital getting treatm
• Ask Ss how the Present Simple Passive is formed (with the
Present Simple of the auxiliary verb be (am, is, are) and the past 10 PAINTINGS DESTROYED IN FIRE
• Systematic development of reading participle of the main verb). • A variety of communicative tasksSB: Ten
• Refer Ss to the examples in the grammar box again and ask
paintings were destroyed in a fire at the Nationa
Gallery yesterday.
skills (bottom-up strategy) practising the language taught SC: The
them to focus on the Past Simple Passive. Ask them how the fire started in the evening, after the gallery had
closed.
Past Simple Passive is formed (with the past tense of the verb ‘be’ SA: The fire service was called and they put out the fire.
(was, were) and the past participle of the main verb). SB: Luckily, the fire did not spread.
• Write the following on the board:
S V O MISSING CHILD FOUND AT ZOO
SA: A little boy wanted to see the tigers and he didn’t te
J. K. Rowling wrote the Harry Potter fantasy series. parents where he was going. After visiting the tigers
couldn’t see his parents anywhere.
SB: He walked around for a long time and then he saw
information desk. He told the man behind the desk
The Harry Potter fantasy series was written by J. K. Rowling. he couldn’t find his parents.
Traveller_Rev_Pre-Interm_TB.indb 9 SA: The man called13/1/2021 1:26:46 µµdesks to try
the other information
 Lesson e
• Activities encouraging personal response
• Systematic
development
5e That’s not funny! 4. W RI T I N G
of writing
1. VO C A B U L A R Y
AN ACCOUNT OF A TRUE EVENT
A. Discuss.
skills
• Have you ever done anything very embarrassing? What
IDIOMS DESCRIBING FEELINGS
was it?
Read the sentences and decide what the expressions in bold
express. How do the people feel? Use the words in the box. B. Read the account and answer the questions.
1. When and where did the event take place?
4. My sister always borrows my clothes without
2. How did the writer feel during and at the end of
surprised embarrassed annoyed frightened asking me and she never apologises. She’s
his experience?
getting on my nerves!
3. What is the purpose of each paragraph?
1. When I realised that everyone was laughing at 5. I don’t want to enter the singing competition
me, I wanted the ground to swallow me up.
2. Jack couldn’t believe his eyes when he saw his
because I’ll only make a fool of myself.
6. That noise is driving me up the wall. I can’t
4. Why does the writer use Direct Speech?
5. Which tenses does the writer use?
6. Which linking words does the writer use and why? A DAY I’LL NEVER FORGET
• Sample text
functioning
brother’s new car. stand it!
3. Fay went red as a beetroot when she fell down 7. I was lying on the sofa half asleep when the
and started crying in front of her classmates. phone rang. I nearly jumped out of my skin! Probably the most embarrassing thing I’ve ever done was two years ago. I was travelling by train,

as a model
going from Paris to London with some friends from university.
2. L I ST E N I N G 3. SP E A K I N G There were many people on the train, so I had to wait for almost half an hour to get some coffee.
A. Discuss. Choose one of the pictures and imagine that you As soon as I sat down with my coffee, I realised I needed to use the bathroom. So, I said to my friends
• Have you ever forgotten to do something are the person in it. Describe what happened to you ‘Nobody touch my coffee’ and left. However, on my way back to my seat, I saw one of my friends
important? and how you felt. sipping my coffee. I was furious! ‘Hey, that’s mine!’ I shouted and grabbed the cup, which wasn’t a
• What were the consequences? good idea because I spilt the coffee all over him and even on a few other passengers. But the worst
thing was that the person with the coffee wasn’t my friend. It just looked like him from behind.
B. Look at the pictures a-d and try to guess what My friends, who were further up the train, were laughing their heads off. I immediately apologised
happened to Lucy yesterday. Then listen to Lucy
to the people but they were still pretty angry with me. I wanted the ground to swallow me up. I’ll never
telling a friend about her experience and put the
pictures in order. Is Lucy’s story similar to what forget that day.
you expected?

C. Join the pairs of sentences using the linking

words/phrases in the box. More than one answer
WRITING TASK
D. Think about a funny, embarrassing or annoying
• Creativity
may be correct. experience that you have had and write about it.
Your account should be between 100-120 words.
a b as soon as when before as
because while but so

popcorn whisper turn off 1. I realised that Melissa was angry. I stopped
laughing. When writing an account of a true event:
 use the first person (I, We).
 divide your account into paragraphs.
c d  try to make your writing flow by:
2. Eric was running up the stairs. He fell and
• writing the events in chronological order. Use Past

ns
C. Listen again and write T for True or F for
broke his leg.
Progressive).
tenses (Past Simple and Past Progressive).
False. • using linking words/phrases expressing time (when, (when,
1. Lucy did something stupid at the meeting. 3. Brenda took a taxi to work. She was late. while, as, as soon as, before, after, during, until,

• Useful tips
etc.), contrast (but,
in the end, etc.), (but, however
however),), cause
2. John dislikes the window cleaner. (so, as a result
(because)) or result (so, result).).
3. It was the first time the window cleaner 4. They left the room. The baby started crying.  try to make it interesting to the reader by using:
(surprised, furious, etc.).
• a variety of adjectives (surprised, etc.).

enabling Ss to
used Lucy’s office window to go outside.
(suddenly, fortunately,
• adverbs / adverbial phrases (suddenly,
4. Lucy was at the hairdresser’s at eight to my surprise, etc.).
etc.).
5. I start work at 9.00. I always get up at 8.00.
o’clock. etc.).
• idioms (I(I nearly jumped out of my skin! etc.).

develop skills

io
5. The cleaners don’t clean the office on • direct speech, questions and exclamations.
6. We had dinner. Then we went out. (Comparisons, Relative
• a variety of structures (Comparisons,
Tuesdays. Clauses, Passive Voice, etc.).
etc.).
wave bump into lamp post

and strategies
6. The window cleaner was locked in Lucy’s
office all night.
70 71

• Various types of listening activities

exposing Ss to spoken language
at
• Activities enabling Ss to use the
phrases learnt in context
ic
bl
Pu

Video activities Round-up

• Videos consolidating the vocabulary, • Vocabulary, grammar and

M

grammar and functions of the module communication revision activities

M

5 Video activities Round-up 5

Fire safety
VO C A B U L A R Y G RA M M A R
1 1
©

A. Match. D. Complete the dialogue with the -ing form or the

2 bare or full infinitive of the verbs in brackets.
1. fellow a. sheep Alice I’m going to the shopping centre
A. Look at the pictures 3
and the words in the box and 2. public b. speaking (1) (buy) a new
complete the crossword. 3. runny c. students jacket. Would you like (2)
2
4 4. flock of d. nose (come) with me?
smoke Jane Sorry, but I’m too tired (3)
5. lamp e. throat
smoke alarm (go) anywhere right now. How about
wildfire 6. sore f. post (4) (go) tomorrow
5
fire extinguisher afternoon?
bucket B. Complete the sentences with the words in the box.
3 Alice No, I want (5) (get) it
sand 6 today.
crew suggest make skin examine
audience nerves get Jane I see. Well, then enjoy (6)
(shop) alone.
5 1. The loved the performance. Alice Thanks. Can you (7)
2. Andy really gets on my . (lend) me your car?
Jane No. Not today.
3. We need to an appointment
4 Alice But you never let me (8)
with Dr Joles.
(borrow) it!
6 4. The doctor will the child first Jane Yes, I do. Don’t start (9)
before giving medication. (complain) now.
5. When the cat jumped on me, I nearly
B. Watch Part 2 and answer. What two things are important to have in your house for fire safety? E. Circle the correct options.
jumped out of my .
1. Tony gave / was given a presentation
6. Sally wants to stay at home and yesterday. He did great.
C. Watch Part 2 again and complete the sentences. some rest tonight. 2. The prescription was writing / was written
1. You have got about minutes to get out of your house when a fire starts. 7. I you tell George the truth. by Dr Thomson.
2. It’s a good idea to test your smoke alarms every . 8. The on the plane were very 3. Rita pulled / was pulled out of the fire by a
3. During a fire, stay low so that you don’t breathe the . polite. firefighter.
4. A barbecue outside must be at least away from a house. 4. The fence is painted / was painted every
5. out of five wildfires start because people are not careful when they are in nature. year.
C. Complete the sentences with the correct
prepositions. 5. Both English and German are teaching / are
taught at my school.
1. We’ve run of sugar. How am I 6. Andrew called / was called the ambulance
D. Watch Part 2 of the video again and write T for True or F for False.
going to make the cake? last night.
1. People usually die in house fires because they haven’t got a smoke alarm.
2. Tony suffers severe headaches,
2. The main reason smoke alarms don’t work is because people forget to change the batteries. F. Rewrite the sentences using the words given.
but he doesn’t know how to deal
3. Fires usually start while we are sleeping at night.
them. 1. You mustn’t lie to the police. (had better)
4. If your clothes are on fire, run as fast as you can.
You
5. Most people die in fires because they try to put out the flames. 3. Sorry, I can’t talk to you right now. I’m
2. It’s a good idea to work out three times a
6. You mustn’t keep sand near a barbecue. a hurry! I’m my
week. (should)
way to the bank. You
4. CD stands compact disc. 3. Don’t be so rude to your family and friends.
E. Discuss.
5. My brother is disappointed because his team (should)
• Have you ever seen a fire?
lost, but he’ll get it. You
• What number must you call in your country when there is a fire?
6. Can I lie on your sofa for a 4. Visit a doctor before you get worse. (had
better)
bit? I feel dizzy.
You
72 73

Traveller_Rev_Pre-Interm_TB.indb 10 13/1/2021 1:26:50 µµ

 Culture Page CLIL
• Texts giving cross- • Focus on various
curricular information curricular subjects
linking English with
other school subjects
Module Module

Culture page 5 6 CLIL Music

A. Discuss.
A. How many different music genres do you know? Where do they come from?
• Do you know the emergency telephone numbers in your country?
B. Read the text and check your answers.
• Have you ever had to call the emergency services?
B. Look at the numbers. Do they mean anything to you? Read the
text to find out what they mean.
Rock 'n' roll began in the USA
in the 1950s by combining* blues,
911 999 311 112 country, R&B and gospel. Rock 'n' Opera started in Italy at the end of the 16th century and soon
roll became popular with artists like spread through the rest of Europe in the 17th century with composers
Elvis Presley, Little Richard and such as Schütz in Germany, Lully in France, and Purcell in England.
Bill Haley in the 1950s and 1960s.

Call for help!

In the 18th century, Italian opera, by composers such as Mozart,
Later rock 'n' roll spread* to the UK continued to influence* European Opera.
and bands like The Beatles and
The Rolling Stones appeared on the
scene. Many new kinds of music

Emergency telephone numbers

developed later like: progressive,
punk, heavy metal, and alternative.

In an emergency, the first thing to remember is to STAY CALM.

Also, everybody should know the emergency telephone numbers in their country. The Blues is a
type of slow, sad music
In the USA In the UK with strong rhythms. It
When there is an emergency, people call 911. It’s the emergency For emergency calls, people dial 999. In fact, it was appeared in the African
telephone number for the USA and the rest of North America. the first emergency number system ever used and it American communities* in
The call is free from any phone and you can even call this started in London on 30th June 1937. A 999 call is free the southern parts of the
number from a locked mobile phone. The people who answer too. The telephone operator answers your call and United States at the end of
the calls are called ‘dispatchers’ and they are trained to control asks ‘Which service do you need?’ Then they connect the 19th century. This music
the situation and help the callers stay calm. In fact, some of you to the correct emergency service: fire, police, influenced jazz, R&B and Hip-hop is modern music
them even help people perform first aid or CPR. ambulance, or coastguard. later rock 'n' roll. consisting* of rap with an electronic
To make sure there aren’t too many calls to 911, in North You can also call 112, a free emergency telephone backing. It’s actually a whole culture
America people can also call 311. This is a non-emergency number for all phones including mobiles. This Latin music is a popular art form which was including, DJ-ing, breakdance,
phone number used for incidents where there is no danger number is used in all European Union countries and Reggae first developed in various Latin American countries; Cuba graffiti and fashion. It all started in
to life. not only the UK. developed in Jamaica in (habanera, bolero), Brazil (samba, bossa nova), New York City in the 1970s by DJs.
the 1960s. It has its roots Argentina (tango) and Mexico (mariachi). It is vocal and During the 1980s and 1990s, hip-
in the 1950s music of instrumental music that originally came from African hop became huge thanks to artists
A three-digit number is not hard to remember. What is really important, though, is to remember that Ska. This genre heavily religious* ceremonies. However, today it is mostly used like Big Daddy Kane, Tupac and Dr.
as dance music because of its strong rhythm.

ns
these numbers are for emergency calls ONLY. Any other call wastes the dispatchers’ or telephone influenced reggae artists Dre.
operators’ time and this can easily put people’s lives in danger. such as Jimmy Cliff
and Bob Marley, and combine= to mix
combines Caribbean spread= to become known to many people/countries religious= believing that a god or gods exist
influence= to affect something or somebody consist of= to be formed from the things
calypso, jazz and R&B.
C. Read again and write T for True or F for False.
1. You can’t call 911 from a mobile phone.
PROJECT community= a group of people with common culture,
history, interests and beliefs
mentioned

2. People don’t need to pay for an emergency phone call.

Conduct an interview!
C. Read the texts again and complete the sentences.
In order to get a better insight of how

• Motivating
3. A dispatcher is the person who gives first aid to people in 1. Jimmy Cliff played music.
the emergency services work, try to
need. come in contact with a person who has
been in an emergency situation and
2. Purcell wrote in the PROJECT

io
4. For non-emergency situations people in the USA should century. Make a poster!
has made use of an emergency phone

project
call 112. number. Think of what you would like 3. The samba and bossa nova come from .
5. Telephone operators connect people to the emergency to know and prepare some questions 4. Rock 'n' roll started in and spread Search the Internet and find
beforehand. Take notes during the information about another music
service according to the incident. interview and then make a presentation to .

work
genre. Make a poster with the facts
6. 911 was the first emergency telephone number people used. in class with the information you 5. influenced jazz and rock 'n' roll. you have found, including pictures,
gathered. and present it to the class.
6. Hip-hop music was started by .

• Ιntercultural awareness
121

at
• Creativity
122
ic
• Critical thinking • ICT literacy
bl
Pu

Speaking Section Songs

• Speaking activities practising • Songs creating a positive learning

M

useful language functions environment

M

Speaking Section Songs

4d GAME
Student A: Choose one of these words without telling Student B. Describe it to him/her. Module 2 Circle the correct options. Then listen and check your answers.
©

Student B: Guess what Student A is describing.

BROADEN YOUR MIND

laptop
Broaden your mind Maybe it’s time to learn something new / now
coffee And see what you can find Life is too short / long and that is the truth
Life’s an adventure Read a book, play / start a hobby, it’s up to you
hoover
So, broaden your mind You’ll be surprised / interested with what you can do
waiter
Get out there, don’t just stay / go indoors Broaden your mind
office worker
Travel to somewhere you’ve never been again / before And see what you can find
mobile phone You learn / talk about cultures and lots lots more Life’s an adventure
Visit a city, the choice / place is yours! So, broaden your mind
shop assistant
fast food restaurant Broaden your mind Be adventurous with what you eat / taste
And see what you can find Chicken and beef aren’t the only kinds of meal / meat
battery
Life’s an adventure Add some spices / vegetables to make your meal complete
MP4 player So, broaden your mind Eat exotic food and give / have yourself a treat

coffee maker
DJ
headphones
Module 4 Complete with the words in the box. Then listen and check your answers.

cleaner free speed fridge late fancy install communicate change without about
shopping centre
computer engineer MODERN LIFE
Modern life, tell me what it’s Modern life, plug in and
Buying things that you can do MP3s, DVDs, I want them all!
It’s something that plays music. Rushing around at super fast Gadget freak, what’s your username?
Is it a...?
7a ROLE PLAY Let me tell you, what we all need... I’m online, do you a game?
Talk in pairs. Act out the conversations.
Just slow down Just slow down
Student A: Imagine that you are a bank clerk and Student B is a customer who wants to Take a look around Take a look around
withdraw some money. And take it easy And take it easy
Student B: Imagine that you’re at a bank and you want to withdraw some money, but the cash Just take it easy Just take it easy
machine has broken down. Talk to Student A who is a bank clerk.
Modern life, let’s Modern life, it’s too much for me
Student A: Imagine that you’re in a bureau de change and you want to exchange some money. An SMS to say you’ll be Let me out, I want to be
Talk to Student B who works there. A note on the , please call me I need a , and I need it now
Student B: Imagine that you work in a bureau de change and Student A wants to exchange
Too many emails for you to read One thing’s for sure, I need to... slow... down...
some money.

Student A: Imagine that you’re passing by a cash machine. Student B is there and needs some Just slow down
help. Tell him/her how to use it. Take a look around
Student B: Imagine that you’re at a cash machine but it’s your first time using it. Ask Student And take it easy
A for help. Just take it easy

128 131

Traveller_Rev_Pre-Interm_TB.indb 11 13/1/2021 1:27:10 µµ

 Writing Section

Writing Section

5c A POST ASKING FOR OR GIVING ADVICE

Set phrases • I have a problem and I’d like your advice. • What do you think?
commonly used in • I hope you can help me with a problem. • I feel helpless/terrible.
a post asking for • I need your advice because I don’t know what to do. • I’m anxiously waiting for your reply.
advice: • What should I do? • I look forward to hearing from you.

• I hope my advice will help you. • How/What about...?

Set phrases

• Useful phrases for

• In my opinion, you should(n’t) / ’d better... • Why don’t you...?
commonly used
• I advise you to... • I hope everything goes well.
in a post giving
advice: • Here are some tips to help you deal with your problem. • There’s no need to panic.

students to use in
• One thing you can do is... • Good luck!

writing tasks 6e A FILM RE VIEW

Expressions/Phrases commonly used in a film review:

• It’s a comedy / an action film / a thriller, etc. • The music is fantastic/awful, etc.
• ... stars in this film. • The special effects are amazing/spectacular/excellent/
• ... is the leading actor/actress. (un)realistic, etc.
• ... plays / has the leading role. • The ending is surprising/exciting, etc.
• The role of... is played by... • The acting is excellent/horrible, etc.
• It was directed by... • Overall, I found the film exciting/boring, etc.
• The film is set in... • I definitely recommend it.
• The film is about / based on... • It’s a great film for action-lovers / horror fans, etc.
• The film is action-packed / hilarious/interesting/boring/ • It’s (only) suitable for children/adults.
violent/long/scary, etc. • It’s (not) worth seeing.

8e AN INFORMAL EMAIL
Use some of the phrases/expressions in your email to:

ns
I just want to let you know that I...
It was nice of you to invite me but...
I’d like to invite you to...
I’d like to come but... Maybe some other time.
I’m writing to invite you to... refuse an
invite I’m afraid I can’t make it because...
How about coming to...? invitation
I’m sorry but I have to...
Would you like to come to...?
Unfortunately, I won’t be able to make it.
I hope you can make it to...

I’m writing to thank you for the invitation. How about...?

io
How could I say no? Why don’t we...?
I’m really looking forward to it. What do you think about...?
accept an I’d love to come. make What if we...?
invitation Thanks for inviting me. arrangements We can/could...
Sounds great/brilliant/perfect! Let’s...
That would be great. I think it would be a good idea to...

130
I just love the idea of...

at
There is a nice... where we/you can go...
ic
Workbook
bl
Pu

Lesson a Grammar
Activities
M

• Extra vocabulary and grammar • Supplementary grammar

practice for each lesson activities
M

5 Help Grammar Activities

©

5a How are you feeling? D. Look at the pictures and answer the questions.
Excuse me, I’d like
to see Dr Wilson. Module 1
I’d like to make an
appointment. 3. Why did he go to
the hospital? A. Complete the dialogue using the Present Simple or the Present Progressive of the verbs in brackets.
A. Complete the sentences and the crossword. 1
1. Why did he call the
Nancy Hey Allan, what (1) you (do) here all alone?
1. Charlie took the to the doctor’s surgery?
Allan I (2) (wait) for Jenna. We always (3) (have) lunch
chemist’s in the morning. 2
together on Saturdays. We usually (4) (meet) here. What about
2. Can you tell me where Dr Daniel’s 3 He called the doctor’s you? (5) you (go) shopping?
is, please?
4
surgery to make an Nancy No. I (6) (not have) a lot of time today.
3. Peter can’t visit Beth because she has cats and he’s appointment. Allan I (7) (not understand). You (8) (not work) on
to them. We need Saturdays. So, what’s the problem?
more coffee.
4. The doctor is seeing a at the Nancy Today’s a special day.
I must go home
5 2. Why is Julie going to the 4. Why is he going home? Allan What (9) you (mean)?
moment. Please wait in the waiting room. and get some rest.
supermarket? Nancy Well, Frank’s father (10) (visit) us today so right now I (11)
5. I’m sorry but I have to leave early today. I have a(n)
(go) to the train station to pick him up. We (12) (take) him to a restaurant later.
with my dentist.
Allan That sounds nice.

B. Complete the sentences with the correct prepositions. B. Look at the prompts and use the Past Simple to make sentences.
1. Frank / visit / Poland / 2007 / .
1. Bill finally got his cold. Now, he feels great.
2. I’ve run out allergy pills so I have to get some from the chemist’s.
E. Choose a or b. 2. It / not snow / last year / .
3. A: Can I talk to Mrs Mayer, please? 1. A: What are your symptoms? 3. A: What do you usually do when you have a cold?
B: Of course. Just hang a minute. B: B:
3. Thomas More / write / Utopia / .
4. Just lie and relax. You’ll feel better.
a. I have an allergy. a. I drink lots of fluids.
5. Dr Rowel is booked for the whole week. Can you believe it? b. I have a sore throat and a temperature. b. My bones hurt. 4. When / I / be / child / I not eat / healthy food. I / eat / a lot of / chocolate and sweets / .
C. Complete the dialogues with the full or bare infinitive of the verbs in brackets. 2. A: I need to lie down for a while. 4. A: Is eight o’clock convenient for you?
B: Why? What’s wrong? B: 5. Which film / you / see / last night / ?
1.
A:
Ted I need (go) to the chemist’s (buy) some pills for my back. a. I can’t examine you then.
Beth Oh, when did you manage (see) Dr Franklin? a. I’ve run out of pills. b. Let me check my schedule. 6. Yesterday / I / study / four hours / and then / I go to bed / .
Ted I didn’t have enough time (visit) him. I have too much work (do) b. I feel very dizzy.
these days. 7. Jeff / not can / speak Spanish / three years ago / .
Beth But you can’t (get) pills without a prescription. You must (call) him.

5b When in danger...
Ted I guess you’re right.
C. Complete the sentences using the correct prepositions of time.
2. A. Circle the correct options. 1. I have a guitar lesson on Sundays ten twelve.
Lisa What are you trying (make)? 1. I’m in danger / a hurry, so can you please move out of my way? 2. Alice finished university the age of twenty-one.
Jane A chocolate cake. 2. The ship sent out an SOS before it lit / sank. 3. I met Christina three years . I was seventeen years old.
Lisa Really? Will you let me (help) you? 3. Sheila put a little bell / flag on her cat, so she can hear him coming. 4. Do you start work eight o’clock?
Jane Sure. Do you know how (make) a cake? 4. This ship has a crew / government of sixteen sailors. 5. I’m going on holiday July.
Lisa Not really. Just tell me what (do). 5. Alan’s uncle turned him upside down / out and all the money fell out of his pockets. 6. Samantha learnt some Spanish her stay in Barcelona.
Jane Could you (bring) me the sugar and the butter, first? 6. The company has found a good development / location to build new offices. 7. What do you usually do the weekends?
7. What does the F in John F. Kennedy stand of / for? 8. I always have coffee lunch.
Lisa Right away!
8. I can never be friends with Linda because we have nothing in fact / common. 9. My birthday is 3rd June.
44 45 84

Traveller_Rev_Pre-Interm_TB.indb 12 13/1/2021 1:27:22 µµ

 Teacher’s Book
Lesson a • The aims of each activity • Functions and structures presented
clearly stated along with a list of active vocabulary

5a 5a
5a
How are you feeling? Learning how to make a doctor’s appointment
a. 3 b. 2 c. 1
Talking about medical problems
1. L I ST E N I N G & R E A D I N G • Ask Ss to tell you what is happening in each dialogue.
• Elicit answers (the woman is making a doctor’s
A. Discuss. appointment -c, the woman is at the doctor’s telling her her
Infinitives symptoms -b, the doctor is telling the woman what is wrong
• When did you last go to the doctor’s? What for? with her and what she should do -a).
• What do you usually do when you have a cold? • Ask Ss some comprehension questions:
available booked up convenient fluid get rest
make an appointment schedule
B. Read the three dialogues quickly and put them Words/Phrases related to medical problems What is the doctor’s name? Dr Barkley
in the correct order. Write 1-3. Then listen and allergy bones chemist’s cough examine Does Ms Smith make an appointment for the same day?
check your answers. have a cold hurt (v.) illness pain patient (n.) pill No, she doesn’t.
prescribe prescription runny nose sneeze Why can’t she make an appointment for the same day?
a sore throat surgery treatment because the doctor is booked up for the day
What exactly are your symptoms? When is her appointment? the following morning at 10.30.
Doctor Let me take your temperature. You seem What seems to be the problem? What does Ms Smith think her problem is? She thinks
a bit warm... Yes, you have a bit of a that her allergy is back.
Phrasal verbs Does Ms Smith have a temperature? Yes, she does.
temperature. Well, Ms Smith, you seem to get over hang on lie down When is her brother’s wedding? on the 13th
have a cold. run out of take away Will she be all right on her brother’s wedding? Yes, she
Patient Really? It’s not my allergy then. I hope I won’t will.
How long will it take her to get over her cold? about a
be too ill to go to my brother’s wedding on WARM-UP week
the 13th. Aims: • to help Ss make predictions about the lesson by
activating their background knowledge Where is Ms Smith going straight after the doctor’s? to
Doctor Don’t worry. You’ll get over it in about a week. the chemist’s
Just get some rest and drink lots of fluids. •
Patient I will. What about my head and bones? Can you • Draw Ss’ attention to the title of the lesson. C. Aims: • to give Ss practice in identifying specific
give me something to take away the pain? • Ask Ss to tell you when we ask this question (when we information in the dialogue through a
want to find out about one’s health). note-taking activity
Doctor I’ll prescribe some pain medication. • Ask Ss the question and elicit answers (e.g. I’m fine, I’m
C. Read again and complete the missing •
Patient Thank you. I’ll go to the chemist’s straight after. information. not very well, Not too bad, etc.).
• Ask Ss to tell you what they think the lesson is about. • Ask Ss to look at the computer screen.
• Ask Ss to tell you what they can see (a file where the
b 1. LISTENING & READING CD3 2 doctor keeps her patient’s data).
A. Aims: • to introduce the topic of the dialogues by • Make sure that Ss do not have any unknown words.
File | Edit | View relating it to Ss’ personal experience
Doctor So, Ms Smith what seems to be the problem? • Have Ss do the activity and check answers.
Patient I think my allergy’s back and I’ve run out of pills. •
Friday 4th March
Can you give me another prescription? • Ask Ss the questions and initiate a short discussion. 10.30 / Mary Smith / terrible headache, runny nose,
sneezing, bones hurt, temperature / rest, lots of
Doctor I need to examine you first. What exactly are your
Appointments fluids, pain medication
symptoms? Suggested answers
Patient Well, I have a terrible headache, a runny nose and I • I went to the doctor’s last month because I had a
Time: continuous cough that wouldn’t let me sleep at

ns
keep sneezing. • Explain any unknown words and choose Ss to act out
night.
Name: the dialogues.
Doctor Do you have a sore throat or a cough? • I usually stay at home and try to rest. I drink lots of
Patient No, but my bones hurt. Symptoms: hot drinks and may take some medication too. 2. VOCABULARY
Doctor I see. Come and lie down here. Aim: • to present some phrasal verbs
• If necessary, you can ask Ss some further questions:
•
Do doctors make you feel nervous? • Draw Ss’ attention to the NOTE and explain it.
c What makes a good doctor? • Refer Ss to the dialogues and draw their attention to the
highlighted phrasal verbs.
Receptionist Good afternoon, Dr Barkley’s surgery. How • Encourage Ss to deduce the meaning of the phrasal verbs
B. Aims: • to present vocabulary, functions and from the context.
may I help you? Treatment:
structures in the context of three dialogues • Ask Ss to read through the meanings a-e. Make sure that

io
Patient Hello. My name is Mary Smith. I would like to • to give Ss practice in reading for gist and Ss do not have any unknown words.
make an appointment with the doctor for today. understanding sequence • Have Ss do the activity and check answers.
Receptionist Today? I’m afraid she’s booked up for the day. •
Patient What about tomorrow morning? • Draw Ss’ attention to the picture and ask them to tell you 1. b 2. d 3. a 4. e 5. c
Receptionist Hang on a minute, please. Let me check her what they can see (aa doctor and a patient).
patient).
schedule... Tomorrow the doctor is available at • Ask Ss to read through the three dialogues and put them • Ask higher-performing Ss to write sentences using
in the correct order. the phrasal verbs from the matching activity. This will
10.30 and then again at 11.30. Which do you • Play the recording and ask Ss to listen to the dialogues challenge them.

62
Patient
prefer?
Half past ten is more convenient for me.

at
carefully and check their answers. • Write some of these sentences on the board without writing
the phrasal verbs, and ask lower-performing Ss to complete
them. This will give them extra practice.

62 TB
ic
• Symbols representing the • Further comprehension questions
21st century competencies to enhance Ss’ understanding of
bl

featured the text

Pu

• Step-by-step guide to
teaching
M

5a
2. VO C A B U L A R Y 2.
3. GRAMMAR B. Aims: • to give Ss practice in using stress to convey a
PHRASAL VERBS
A: Can you (show) me how
M

Aims: • to present the full and the bare infinitive specific meaning (use) this printer?
• •
A phrasal verb consists of a verb (e.g. get, B: Sure. Just let me (finish) what I’m
NOTE

• Ask Ss to read through the dialogues. • Play the recording and have Ss repeat each question as break) and an adverb (e.g. back) and/or one doing first.
• Draw Ss’ attention to the words in bold. they hear it. or more prepositions (e.g. for, on, with). The
• Point out to Ss that these are some examples of full and • Ask Ss to underline the word which is stressed in each 3.
meaning of the phrasal verb is different from
bare infinitives. question and choose the correct answer depending on the meaning of the verb it includes. A: We’re going to Bristol for the
• Ask Ss to tell you the difference between the full and the the meaning of each question. weekend (visit) Joanna. Would
(full infinitive: to + base form of the verb,
bare infinitive (full • Have Ss do the activity and check answers. you like (come)?
bare infinitive: base form of the verb without to). Look at the highlighted phrasal verbs in the
• Have Ss read through the first dialogue and explain that dialogues and match them with their meanings a-e. B: No, I’m too busy (go) away.
1. Does Robert have toothache? a
we use the full infinitive after certain verbs such as seem, 2. Did Alicia go to the bank? b 1. get over a. not have any left 4.
want, would like, decide, plan, promise, etc. For more verbs 3. Are you seeing the dentist on Monday? b A: Oh, no! I failed the maths test. Now, my
2. take away b. become better again, e.g.
©

refer Ss to the Grammar Reference at the back of the

book. after an illness parents will make me (study) all
3. run out of
• Point out that the bare infinitive is used with the verbs let 6. SPEAKING c. wait week.
and make in the Active Voice. Ask Ss for a few examples 4. be booked up
Aims: • to give Ss practice in using the functions, d. make something disappear B: Jenny has offered (help) me with
(My father made me wash his car.). structures and vocabulary presented in this 5. hang on maths. Why don’t you ask her for help too? You
• Have Ss read through the second dialogue and point out e. have no time available
lesson by simulating conversations between a need (do) something about it.
that we use the bare infinitive after modal verbs (can, doctor, a doctor’s receptionist and a patient
could, must, should, may, might, etc.). Ask Ss for a few
examples (You mustn’t be rude to your friends.). Also,
• 3. G R A M M A R 5. I N TO N AT I O N
point out to Ss that we use the full infinitive after the • Ask Ss to read through the instructions.
words something/somebody/anything/anybody, etc. • To help lower-performing Ss, tell them that they can use INFINITIVES A. Listen and repeat. Notice the stressed words
• Draw Ss’ attention to the third dialogue and explain to the three dialogues in activity 1B as models. and how the stress affects the meaning.
them that we use the full infinitive with too+adjective/ • In groups of three, Ss take turns to act out the Read the examples and complete the rules.
conversations according to the allocated roles. Make sure John is allergic to cats. (John, not his brother or
adverb with the meaning ‘more than necessary’, and with • A: I would like to make an appointment with
adjective/adverb+enough with the meaning adequate/ that there is a balance of both higher-performing Ss and anybody else.)
adequately. lower-performing Ss in each group. the doctor for today. John is allergic to cats. (He isn’t allergic to rabbits.)
• Write the following on the board: • Go round the class helping Ss when necessary. B: Let me check her schedule.
It’s too late to have dinner. • Choose some pairs to act out the conversations. B. Listen and repeat. Underline the stressed word
• A: What seems to be the problem? in the questions 1-3 and choose the correct
It’s not early enough to have dinner.
• Ask Ss to read through the tables containing the rules. Suggested answers
B: My bones hurt. Could you tell me what to answer.
• Make sure that Ss do not have questions and/or 1. do? Can you give me something to take away 1. Does Robert have toothache?
unknown words. SB: Hello. Dr Smith’s office, how may I help you? the pain?
• Have Ss do the activity and check answers. a. No, Lisa has toothache.
SA: Yes, hello. I’d like to make an appointment to see
the doctor.
• A: I hope I won’t be too ill to go to my brother’s b. No, he has a sore throat.
would like, seem, too, what, after, let SB: Is it an emergency? wedding on the 13th. 2. Did Alicia go to the bank?
SA: No, I’m just not feeling well and I have a B: Don’t worry. You’ll be well enough to go.
temperature.
a. No, Brenda went to the bank.
• Refer Ss to the Grammar Reference at the back of the
SB: Of course. Let me check her schedule. Can you Use the full infinitive (e.g. to do): b. No, she went to the chemist’s.
book.
• Ask higher-performing Ss to make sentences using the come in tomorrow at 1 p.m.? • to express purpose. 3. Are you seeing the dentist on Monday?
full and bare infinitive. This will challenge them. To SA: Yes. That’s fine. • after certain verbs ( e.g. , ,
SB: What is your name? a. No, my mum is seeing the dentist on Monday.
help lower-performing Ss, you can give them prompts want, decide, need, offer).
to make sentences (e.g. save money / buy a new mobile SA: Miriam Young.
• after and enough.
b. No, I’m seeing the dentist on Friday.
phone). SB: OK, Ms Young, we’ll see you tomorrow at 1 p.m.
SA: Thank you. Bye. • after question words (e.g. who, , how) 6. SPE A K I N G
in indirect questions.
4. PRACTICE 2. ROLE PLAY
Aim: to give Ss practice in using the full and the bare SC: So, Miriam, what seems to be the problem? Use the bare infinitive (e.g. do):
SA: Well, I’m not feeling well. I have a temperature and Talk in groups of three. Act out the conversations.
infinitive in the context of four short dialogues
a sore throat. • modal verbs (e.g. can, could, must) 1.
• Have Ss do the activity and check answers.
SC: Do you have any other symptoms? • after the verbs make and . Student A: Imagine that you are not feeling well
SA: Not really. I am very tired, though.
1. call, to take SC: OK. Let’s take a look. Say ahhh...
and that you want to see your doctor. Call the
2. show, to use, finish SA: Ahhhh. doctor’s surgery and make an appointment.
3. to visit, to come, to go SC: Well, It looks as if you have caught the flu. Student B: Imagine that you are the doctor’s
4. study, to help, to do SA: What should I do? 4. PR AC T I CE receptionist. Answer Student A’s phone call and
SC: I’ll write you a prescription for some medicine.
Take them twice a day for five days. Complete with the full or the bare infinitive of the help him/her make an appointment with the doctor.
5. INTONATION CD3 3, 4 SA: Anything else? verbs in brackets. 2.
A. Aim: to present how stress affects meaning SC: Make sure you drink lots of fluids and get plenty 1. Student A: Imagine that you are at the doctor’s
• Play the recording and have Ss repeat each sentence as of rest.
A: Could you (call) a doctor? I feel surgery. Student C is the doctor. Describe and
they hear it. discuss your problem with him/her and ask for
• Point out to Ss that in the first sentence the word John is ill.
stressed, whereas in the second sentence the word cats is B: Do you want me (take) you to advice.
stressed. hospital? Student C: Imagine that you are a doctor. Listen
• Explain to Ss that according to the meaning we want to to Student A’s problem, ask him/her anything you
express, we stress different words in a sentence. A: No, just call a doctor.
want to know and tell him/her what to do.
63 TB 63

• Strategies to support lower– • Suggested answers to

performing Ss and challenge activities where oral
higher-performing Ss production is required

Traveller_Rev_Pre-Interm_TB.indb 13 13/1/2021 1:27:27 µµ

 Contents
Modules Vocabulary Grammar Reading

1
• Conversational English • Present Simple vs Present • An article: From the letter
• Phrases related to communication Progressive box to the inbox
page 5 • Phrases describing likes/dislikes • Stative verbs • An article: Lewis Hamilton
• Free-time activities • Past Simple and Angelina Jolie
Youth culture • Words easily confused • Used to
• Adjectives describing personality • Prepositions of time
• Quantifiers
Video Activities page 16

2
• Adjectives ending in -ed and -ing • Past Progressive • A story:
• Adjectives describing food • Past Simple vs Past Progressive A Strange Fruit
page 19 • Adverbs and adverbial phrases • Time Clauses (when, while, as, as • A website: Have you ever
• The weather soon as) thought of exploring the
What an experience! • Phrases for emails • Present Perfect Simple desert?
• Present Perfect Simple vs Past
Video Activities page 30 Simple

3
• Words related to travelling by plane • can / could / may / be able to • An interview with a caver
• Word building (nouns ending in -ion, • have to / don’t have to / must / • An article: Come to
page 33 -ation, -ment, -ance, -al) mustn’t / need to / don’t need to / Sichuan!

ns
• Accommodation and facilities needn’t
Going places • Geographical features • Indirect questions
• Adjectives describing places • Comparisons

io
Video Activities page 44

4
• Words easily confused • Future will • An article about predictions
page 47
Nowadays
• Expressions with make
• Abbreviations
• Collocations related to technology
at
• Time clauses
• will for predictions
• will have to,
to, will be able to
• Four advertisements about
gadgets
ic
• Word building (adjectives ending in • too, enough
-ful, -less) • Relative pronouns (who, which,
that) and adverbs (where)
bl

Video Activities page 58

5
• Phrasal verbs • Infinitives • An article: Sending out an
Pu

• Prepositional phrases with in • -ing form SOS

page 61 • Words related to medical/emotional • should / had better • An article: Train Derailed
problems • Passive Voice (Present Simple - by Sheep!
Help • Words easily confused Past Simple)
• Idioms describing feelings
Video Activities page 72
M

6
• Words/collocations related to sports • may/might/could • A holiday itinerary
• Compound nouns • Conditional Sentences Type 1 • Two advertisements: The
M

page 75 • Words related to places of • if vs when Cirque du Soleil

entertainment • so/neither/too/either and the Harlem
Time out • Phrasal verbs • Present Perfect Progressive Globetrotters
• Words related to films • Present Perfect Progressive vs
©

Present Perfect Simple

Video Activities page 86

7
• Opposites • Negative questions • An article: Let’s get down to
• Words easily confused • Question tags business
page 89 • Words related to employment and • Exclamatory sentences • A job forum: Someone’s got
qualifications • Clauses of result to do it
Good job • Jobs • Reflexive pronouns
• Words related to training courses • Past Perfect Simple

Video Activities page 100

8
• Words easily confused • Reported speech (statements, • An article:
• Verbs + prepositions questions, commands, requests) They do it differently!
page 103 • Words related to cooking • An extract from a novel:
• Conditional Sentences Type 2
The Last of the Mohicans
Way of life • Wishes

Video Activities page 114

Culture pages and CLILs p. 117 / Speaking Section p. 125 / Writing Section p. 129 / Songs p. 131 / Grammar Reference p. 133

Traveller_Rev_Pre-Interm_TB.indb 14 13/1/2021 1:27:29 µµ

 Speaking 21st century
Listening (Pronunciation*) Writing Functions competencies

• People talking in different • Pair work • A short text • Talking about routines, habitual
situations • Group work presenting oneself actions and permanent situations in
• Part of a TV programme * Word stress • A description of a the present and past
• A conversation between two person • Distinguishing between permanent and
colleagues
temporary situations
• Describing people
• Expressing likes and dislikes

• A conversation between • Pair work • A story • Narrating events and stories

two friends about a strange • Group work • An email giving • Describing feelings
experience * The reduced news • Referring to time
• People talking about living form of did you • Giving news
in a foreign country and have you
• People talking in different
situations

• A conversation at a hotel • Role play • An email asking • Expressing ability, making requests and
• A conversation between two • Guessing game for information asking for permission
friends • Information gap activity • A description of a • Expressing obligation, lack of

ns
• People talking in different • Pair work place obligation and prohibition
situations * Distinguishing • Making comparisons
between the intonation • Describing places
of direct and indirect • Giving opinion

io
questions • Asking for information

• People talking in different • Pair work • Notes and • Making predictions, promises, offers
situations
• People giving their opinion
about mobile phones
• Game
• Group work
* Word stress
messages
• A paragraph
expressing an
at and requests
• Talking about the future
• Understanding notes and messages
ic
• A conversation between two
opinion • Defining people, things and places
friends about gifts
bl

• A radio show about phobias • Role play • A post asking for • Stating a problem
Pu

• A conversation between two • Pair work or giving advice • Asking for and giving advice
friends • Group work • An account of a • Talking about accidents
• People talking in different • Transferring from visual true event • Narrating experiences
situations to verbal information
• Making appointments
* Word stress
M

• People giving their • Pair work • A paragraph • Describing actions and situations and
opinion about places of • Group work expressing their consequences
M

entertainment • Class debate preference • Referring to conditions and their

• A radio show with a film * Intonation and • A film review results
critic rhythm
• Expressing possibility
• People talking in different
• Agreeing and disagreeing
©

situations
• Expressing preference and opinion

• People talking in different • Role play • A curriculum vitae • Sequencing past actions and events
situations • Pair work (CV) • Expressing interest and surprise
• A recorded message and a * Intonation of • An email giving • Making exclamations
dialogue with a call centre question tags information • Expressing result
agent
• Asking for confirmation
• Talking about work and qualifications
• Carrying out money transactions
• Understanding and using
advertisement language
• A conversation about a • Pair work • A recipe • Reporting
recipe • Role play • An informal email • Giving and following instructions
• A conversation between two * Sentence stress • Talking about food and quantity
friends about a festival • Discussing customs
• People talking in different
• Talking about imaginary situations
situations
• Making wishes
• Inviting, accepting and refusing an
invitation

Irregular Verbs p. 142 / British and American English p. 143 / Project Skills p. 144 / Learning Tips p. 145 / Wordlist p. 146

Traveller_Rev_Pre-Interm_TB.indb 15 13/1/2021 1:27:30 µµ

 1 Youth culture

Aims: • to introduce the topic of the module and activate

Ss’ background knowledge
• to present the learning objectives of the module
•
• Ask Ss to look at the picture and tell you what they can
see.
• Elicit answers (a young woman with a backpack riding an
electric scooter along a pavement or bike lane).
• Draw Ss’ attention to the title of the module and ask

ns
them to tell you what they think it will be about.
• Elicit answers and, if necessary, help Ss deduce the
meaning of the title (young people’s lifestyle and way of

io
thinking).
• Ask Ss some questions:
What is the young woman wearing? She’s wearing beige
trousers and a beige jumper with a cream-coloured jacket.
She is wearing white trainers and has a grey backpack. She
at
ic
is also wearing glasses.
What kind of expression does she have on her face?
bl

She looks quite serious but calm.

• Ask Ss the questions in the Discuss section and elicit
Pu

answers. Allow the use of L1, if necessary, to encourage

lower-performing Ss to express themselves. You can
write the English equivalent on the board.

Suggested answers
M

We like to play sports or go to the cinema. Some

young people in my country like to use the Internet.
M

People usually make new friends in school or

online.
• Read out the points listed in the Flick through the module
©

and find... section.

• Explain any unknown words.
• Then ask Ss to flick through the module and find where
these points are discussed.

a blog entry from a student at university: p. 11

information about two role models for young
people: p. 12
conversations between young people on the phone:
p. 6
an article about a popular way to communicate
nowadays: p. 8
a description of a new girl at college: p. 15

• Read out the objectives listed in the In this module you

will learn... section.
• Explain any unknown words.

5 TB

Traveller_Rev_Pre-Interm_TB.indb 16 13/1/2021 1:27:32 µµ

 Youth culture 1
Discuss:
 What activities are popular with
young people in your country?
 How do young people make new
friends today?

Flick through the module and find...

 a blog entry from a student at university

ns
 information about two role models for young
people

io
 conversations between young people on the
phone
 an article about a popular way to communicate
nowadays
at
ic
 a description of a new girl at college
bl
Pu

In this module you will learn...

 to talk about the present and past
M

 to talk about past habits

 to discuss different ways of communicating
M

 to talk about what you and other people you

know like and dislike
 to use quantifiers
©

 to talk about friends and friendship

 to describe people (physical appearance,
personality)
 to write a description of a person
 to present yourself
 to link your ideas with and, but, so, because and
or

Traveller_Rev_Pre-Interm_TB.indb 17 13/1/2021 1:27:35 µµ

 1a What’s up?
1. L I ST E N I N G & R E A DIN G

A. Discuss.
• Do you talk with your friends on the phone a lot?
• What do you usually talk about?

B. Listen and name the people in the pictures.

Nancy Hey, are you watching telly?

Paul Yeah, why?
Nancy Switch over to SportPlus channel.
1
Paul No, thanks. I don’t want to watch sports
right now.
Nancy Just do it.

ns
Paul OK, hold on... Wow! That’s Usain Bolt...
and he’s playing football.
Nancy Yeah, it’s a charity match.

io
Paul He’s quite good.

Denise ... and what about Lynn’s clothes?

at
ic
Penny I think they’re OK.
Denise You can’t be serious! That red 2
bl

top is about ten years old.

Penny So what? It’s still trendy. I like it.
Pu

Denise And what about her hairstyle?

Penny Well, it’s pretty awful.
Denise At least we agree on something.
M

3
Jane Hi, mate. What are you up to?
Neal Not much. I’m just sending a few
M

emails.
Jane You never send emails to me.
©

Neal That’s because we talk on the phone all the time.

Jane I suppose so. Do you fancy watching a film later?
Neal Sorry, I have other plans.
Jane No problem.

Sue Hi, Ken, how’s it going? 4

Ken Not bad. Are you calling from work?
Sue No, I’m on the train home.
Ken But you usually finish late on Tuesdays.
C. Read the dialogues and answer the questions.
Sue Yes, but I’m not working this week.
Ken Nice one! Do you want to go for coffee later? 1. What can you see on SportPlus channel now?
Sue Sure, why not? Got to go! We’re going into 2. What does Penny think is trendy?
a tunnel. 3. What doesn’t Penny like about Lynn?
Ken So? 4. Why doesn’t Neal send emails to Jane?
Sue Mobiles don’t work in tunnels. 5. Where is Sue calling from?
Ken Of course... Sue? ... Sue? 6. Why can’t Sue speak to Ken any longer?

Traveller_Rev_Pre-Interm_TB.indb 18 13/1/2021 1:27:41 µµ

 1a
• Ask Ss to look at the pictures and tell you what they can see.
Using informal language when talking on the phone Write the following questions on the board and ask Ss to focus
Distinguishing between permanent and temporary on them: Where are they? What are they doing? Allow Ss to note
situations down key words next to each picture. This will help lower-
Making plans for the day performing Ss.
Accepting and refusing an invitation • Ask Ss to guess how the young woman in the red top can be
related to the people in the other pictures
• Elicit answers but do not correct Ss at this stage.
Present Simple vs Present Progressive • Play the recording and have Ss read and listen to the first
Stative verbs telephone conversation.
• Alternatively, you can have higher-performing Ss listen
agree all the time at least awful channel to the first dialogue with their books closed. This will
charity fancy (v.) hairstyle pretty (adv.) switch challenge them.
• Ask Ss to tell you if they can name any of the people in
telly trendy tunnel pictures 1-4.
Conversational English • Check the answers with the class.
Got to go! Hold on. How could I say no? • Encourage Ss to deduce the meaning of the word telly.
How’s it going? I can’t make it. I have other plans. • Follow the same procedure with the rest of the telephone
I suppose so. I’m afraid... Nice one! conversations.
Nothing much. Sounds brilliant! • Have Ss match the telephone conversations with the
That would be great. What are you up to? corresponding pictures and check answers.
What’s up? You can’t be serious!

ns
1. Paul 2. Neal 3. Lynn 4. Sue
WARM-UP
Aims: • to help Ss make predictions about the lesson by • Ask Ss some comprehension questions:
activating their background knowledge

io
1st telephone conversation
•
What are Nancy and Paul watching? They’re watching
• Draw Ss’ attention to the title of the lesson and ask them to tell telly/TV.
you when we say What’s up? (to ask someone what the problem is
/ to greet a friend meaning ‘What’s new?’ or ‘What’s happening?’
although there may not be anything wrong).
at
Are they watching the same channel? No, they aren’t.
Which channel is Nancy telling Paul to switch over to?
ic
SportPlus channel
• Ask Ss to tell you what they think the lesson is about. What is Usain Bolt doing? He’s playing football.
• Activate Ss’ background knowledge by asking them to tell you What kind of match is this? It’s a charity match.
bl

if they know of any similar phrases we can use on the two 2nd telephone conversation
occasions (HowHow are you holding/keeping up – How are you?
you?).
). Does Denise like Lynn’s clothes? No, she doesn’t.
Is Lynn’s red top old or new? It’s old.
Pu

1. LISTENING & READING CD1 2 3rd telephone conversation

A. Aims: • to introduce the topic of the dialogues by What is Neal doing? He’s sending a few emails.
relating it to Ss’ personal experience Are Jane and Neal going to the cinema later? No, they aren’t.
• Why? because Neal has other plans
4th telephone conversation
M

• Ask Ss the questions and initiate a short discussion. When does Sue usually finish late from work?
οn Tuesdays
Suggested answers Is she working this week? No, she isn’t.
M

• I use the phone to communicate with my friends, but Are Sue and Ken going out later? Yes, they are.
we don’t always talk a lot. We often send each other text Where are they going? They are going for coffee.
messages, and we also communicate through social media.
• We usually talk about how we have spent our day, about
©

how school or work is going. We sometimes talk about C. Aim: to give Ss practice in identifying specific
other friends of ours. My friends and I also talk on the information in the telephone conversations
phone in order to arrange to hang out together. • Draw Ss’ attention to the first question and explain to them
• If necessary, you can ask Ss some more questions: that the personal pronoun you is used in an impersonal way
to refer to people in general.
How important is your mobile phone to you? • Have Ss do the activity and check answers.
What do you use it for? • As soon as they finish, have higher-performing Ss work with
Do people of different ages talk about the same things on the lower-performing Ss in pairs and compare their answers.
phone? Encourage them to provide justification by referring to
specific parts in the dialogues. This will build lower-
B. Aims: • to present vocabulary, functions and structures in performing Ss’ confidence to share their answers in class.
the context of four short telephone conversations • Check the answers with the class.
• to give Ss practice in identifying the main idea
of the telephone conversations 1. a charity match
• 2. Lynn’s red top
3. her hairstyle
4. because they talk on the phone all the time
• In British English, the word telly is the informal 5. She’s calling from the train / from her mobile while
equivalent for television. on the train.
• A charity match is a football match organised to raise 6. because they are going into a tunnel and mobiles
money for charity. People who play in a charity match don’t work in tunnels
are usually famous and not necessarily footballers and
do not get paid. • Explain any unknown words and choose Ss to act out
the telephone conversations.
6 TB

Traveller_Rev_Pre-Interm_TB.indb 19 13/1/2021 1:27:45 µµ

 1a
• Have Ss do the activity.
• Ask them to underline any time expressions/adverbs in the
Usain St. Leo Bolt (born 21 August, 1986) is a runner from sentences. This will help lower-performing Ss do the activity.
Jamaica, who has won gold medals in the 100-metre and 200- • Check the answers with the class.
metre races in three consecutive Olympic games. He won his • Have Ss justify their answers by referring to the uses of each
first gold medal in 2002 at the age of fifteen, becoming the tense, any stative verbs they may have, or any time expressions/
youngest-ever male world junior champion in any event. At the adverbs they can find in the sentences (e.g. 3. know — stative
Olympic games in 2008 he achieved something spectacular; he verb, 10. isn’t working — time expression: this week, etc.).
became the first man after Carl Lewis to win the 100 metres, This will challenge higher-performing Ss and help lower-
200 metres, and 4x100-metre relay in a single Olympics and the performing Ss understand why these answers are correct.
first ever to set world records in all three events.
1.
2. VOCABULARY 1. are you doing 6. don’t usually use
Aims: • to help Ss expand their vocabulary by practising 2. ’m waiting 7. have
conversational English 3. know 8. want
• 4. mean 9. hate
5. are you going
• Ask Ss to read through the phrases 1-5 and refer them to the
telephone conversations. 2.
• Ask Ss to read through the phrases a-e. 10. isn’t working 12. sends
• Allow Ss some time to do the matching. 11. don’t understand 13. Do you want
• Check the answers with the class.

1. e 2. c 3. d 4. b 5. a 5. SPE A K ING

ns
Aims: • to give Ss practice in using the structures, functions
and vocabulary presented in this lesson through a
3. GRAMMAR pair-work activity
PRESENT SIMPLE vs PRESENT PROGRESSIVE •

io
Aims: • to have Ss differentiate between the Present Simple • Ask Ss to read through the phrases in the boxes.
and the Present Progressive • Ask Ss to read through the speech bubble.
• • In pairs, Ss take turns to discuss their plans for the day using
• Ask Ss to read through the four examples.
• Draw Ss’ attention to the verbs in bold.
• Ask Ss to read through the phrases a-d. If necessary, explain
at
the phrases in the boxes and the ideas given. You can have
higher-performing Ss work with lower-performing Ss.
• Go round the class helping Ss when necessary.
ic
the meaning of the phrase as a general rule. • Choose some pairs to act out the telephone conversations.
• Allow Ss some time to do the matching and check the answers
bl

with the class.

Suggested answers
a. 3 b. 1 c. 2 d. 4 SA: Hello. SB: Maybe some other
Pu

SB: Hi, Mary. It’s David. time.

• Ask Ss to tell you the difference between the Present Simple
SA: Hi, David. How’s it
and the Present Progressive. going? SA: Hello.
• Ask Ss the following questions: SB: I’m great. What SB: Hi, Mark. How’s it
Which tense is used for permanent situations? are you up to this going?
M

(Present Simple) afternoon? SA: Not bad. And you?

Which tense is used for actions happening now? SA: Nothing much, I’m SB: Not very well. You
(Present Progressive) going to study after see I’m going to work
M

Which tense is used for future arrangements?

(Present Progressive) school. tomorrow. I know it’s
Which tense is used for habitual actions? SB: Would you like to Saturday, but there’s
(Present Simple) come to the football a lot to do. Can you
©

• For further practice, ask higher-performing Ss to come match with me? come and help?
up with their own examples demonstrating the difference SA: Sure. I’d love to! SA: Of course!
between the Present Simple and the Present Progressive. This What time? SB: That’s great! Thank
will challenge them. To help lower-performing Ss, you can
give them prompts to make sentences (e.g. usually / drive / work SB: Six o’clock. you for your help!
/ but / today / take / the bus). SA: Sounds great. See you
• Refer Ss to the Grammar Reference at the back of the book. there. SA: Hello.
STATIVE VERBS SB: Bye. SB: Hi, Laura. What are
Aims: • to present some stative verbs you doing?
• SA: Hello. SA: I’m just watching TV.
• Ask Ss to read through the examples. SB: Hi, Melanie. Why?
• Draw Ss’ attention to the verbs in bold. SA: Oh, hi Jen. How are SB: Lisa and I are going
• Point out to Ss that these are stative verbs. you? out to dinner in ten
• Ask Ss the question. SB: I’m fine. And you? minutes. Do you
• Elicit the answer that we usually use the Present Simple with SA: Very well, thank you. want to come?
stative verbs although the events they describe are taking place
at the moment of speaking.
Some friends and SA: Sorry, I have other
• Refer Ss to the telephone conversations in the Listening and I are going to the plans. I’m going to
reading activity and help them find any other examples of stative cinema tonight. Do my aunt’s house
verbs (At least we agree on something. Do you fancy watching a film you want to come? for dinner with my
later? Do you want to go for coffee later?). SB: I’d like to come, but family. Have fun
• Refer Ss to the Grammar Reference at the back of the book. I’m studying for a with Lisa!
4. PRACTICE test. SB: Thanks! You too!
Aim: to give Ss practice in using the Present Simple, the SA: I understand.
Present Progressive and stative verbs in the context of
two dialogues
7 TB

Traveller_Rev_Pre-Interm_TB.indb 20 13/1/2021 1:27:48 µµ

 2. VO C A B U L A R Y 4. PRACT ICE
Complete the dialogues with the Present Simple or
CONVERSATIONAL ENGLISH the Present Progressive of the verbs in brackets.
Read and match.
1.
A: What (1) (you / do) here,
1. Hold on. Dave?
2. You can’t be serious! B: I (2) (wait) for the
3. What are you up to? underground, just like you.
4. How’s it going? A: I (3) (know) that.
5. Nice one! I (4) (mean), where
(5) (you / go)? You
a. Great! (6) (usually / not use)
b. How are you? the underground. You (7)
c. I don’t agree with you. (have) a motorbike, right?
d. What are you doing at the moment? B: Yeah, but I (8) (want) to
e. Wait. go to the city centre and the underground is

ns
the best way. No traffic!
A: Yeah, I (9) (hate) driving
in traffic too.

io
2.
3. G R A M M A R A: Where’s Gordon today?
PRESENT SIMPLE vs
atB: He (10)
office this week.
(not work) in the
ic
PRESENT PROGRESSIVE
A: I (11) (not understand).
Read the examples and match them with the B: Every year, Mr O’Brien (12)
bl

phrases a-d.
(send) people to London for seminars.
Present Simple
Pu

A: That sounds interesting.

1. We talk on the phone all the time. B: (13) (you / want) to go
2. Mobiles don’t work in tunnels. next year? I can talk to Mr O’Brien for you.
A: Thanks.
Present Progressive
M

3. I’m just sending a few emails.

4. I’m
’m not working this week. 5. SP EA KIN G
M

Talk in pairs. Pretend to ring your partner and

a. right now discuss your plans for today. Use some of the
phrases in the boxes and the ideas given.
©

b. usually or repeatedly
c. as a general rule
d. this period of time cinema Sure, why not?
Of course. I’d love to.
sports work Sounds brilliant!
STATIVE VERBS
Nice one!
Read the examples and answer the That would be great.
question. dinner
How could I say no?
• I don’t want to watch sports right now.
• I like it.
Sorry, I have other plans.
Want and like are stative verbs. Which tense Hi, how’s it going?
I’m afraid I’m busy.
do we usually use with stative verbs, the Not bad.
What are you doing...?
Maybe some other time.
Present Simple or the Present Progressive?
Nothing much. No, thanks.
Do you want to...? I’d like to come but...
... I’m afraid I can’t make it
because...

Traveller_Rev_Pre-Interm_TB.indb 21 13/1/2021 1:27:49 µµ

 1b Keep in touch
1. R E A DI N G
A. Discuss.
• Do you use the Internet to keep in touch with friends?
• What is a social media website? What can members of
social media sites do?
B. Read the text and compare the information in it with your answers.

From the letter box to the inbox

In the good old days, friends used to phone you or send you a birthday card on your
birthday. These days, if you’re a member of a social media site, you probably receive
messages on your ‘wall’ with a virtual ‘gift’.

ns
Social media sites appeared just before the the world. They can even play with online friends
beginning of the century and took the Internet, and they’ve never even met. And it seems it doesn’t
the world, by storm. Just a few decades ago, people take time to make friends; it just takes a few clicks.
wrote letters or called each other regularly to keep Until very recently, people used to put all their

io
in touch. Then emails came, and today social media holiday photos in albums. Now social media users
sites allow users to communicate instantly with can display their photos online. Just click on your
friends and family.
In the past, people could play computer games
at
friend’s album and enjoy!
It’s easy to keep in touch with friends online, and
ic
with friends only when they were together. With making new online friends can be great fun. But
social media sites, users can play online games with when it comes to birthdays, real gifts are much
bl

people that are next door or on the other side of better than virtual ones!
Pu

C. Read again and answer the questions. 2. VO CA B UL A RY

1. Whoho can receive messages and virtual ‘gifts’ on PHRASES RELATED TO COMMUNICATION
a ‘wall’? Read and match.
M

2. When did social media websites appear?

1. I left university last year, but I try to
3. What are online friends?
keep in touch with people through email.
M

4. Where did people use to keep their photos? 2. Give me a call when you get home, OK?
3. I left a message for Dana, but she hasn’t
©

D. Look at the highlighted words in the text and choose

returned my call.
the correct meaning a or b.
b 4. I’m not sure what my cousin is up to. We’ve
lost touch.
1. regularly 3. online
5. I’m sorry I haven’t written to you.
a. usually a. on the phone
I promise to drop you a line soon.
b. suddenly b. on the Internet
6. Can I have a word with you before the
2. instantly 4. display meeting starts?
a. soon a. take 7. I sent an email to Joe, but I didn’t receive a
b. immediately b. show reply.
a. phone someone because they phoned you
E. Discuss. b. get an answer
• Are you a member of a social media website? c. continue to communicate
Why? / Why not? d. speak to someone for a short time
• What do you think the advantages and e. send a short message or note
disadvantages of having online friends are? f. stop communicating
g. phone someone

Traveller_Rev_Pre-Interm_TB.indb 22 13/1/2021 1:27:51 µµ

 1b
picture on the left and the word inbox with the picture on the
right.
Talking about past events • Ask Ss what they think the text is about (the change in the way
Talking about past habits people communicate today).
Talking about different ways of communicating • Ask Ss to read through the text and compare the information
in it with their answers from the previous activity.
• Ask Ss some comprehension questions:
Past Simple
Used to How did people keep in touch a few decades ago? They wrote
letters or called each other regularly.
When could people play computer games with their friends in
album allow appear at the beginning the past? only when they were together
century click (n./v.) continue decade display (v.) What can users of social media sites play? online games
each other gift immediately instantly leave Where can you see your friends’ photos today? online
meeting member next door online probably Are virtual birthday gifts better than real ones? No, they
promise real recently regularly seem social media aren’t.
take time user virtual website/site
Words/Phrases related to communication C. Aim: to give Ss practice in identifying specific information
communicate drop sb a line give sb a call in the text
have a word with keep in touch leave a message • Have Ss do the activity and check answers.
lose touch message note receive a reply return one’s call
1. members of social media websites
WARM-UP 2. just before the beginning of the century
Aims: • to help Ss make predictions about the lesson by 3. people that you chat to through the Internet but have
never met in person

ns
activating their background knowledge
• 4. in albums
• Draw Ss’ attention to the title of the lesson and ask them
if they can guess what the phrase Keep in touch means (to D. Aims: • to give Ss practice in deducing the meaning of

io
communicate with someone on a regular basis). some unknown words from the text
• If necessary, give an example: I often send emails to my friends, •
so I keep in touch with them. • Ask Ss to look at the highlighted words in the text.

1. READING CD1
A. (PRE-READING)
3
at
• Encourage Ss to deduce the meaning of the words from the
context. To challenge higher-performing Ss, ask them to cover
the activity in their book, and try to deduce the meaning of the
ic
Aims: • to introduce the topic of the text by relating it to Ss’ highlighted words by relying only on the context.
personal experience • Have Ss do the activity and check answers.
•
bl

1. a 2. b 3. b 4. b
Pu

• Explain any unknown words and choose Ss to read out the

Social media websites are aimed at helping people make text.
friends on the Internet. They include a variety of ways for
users to interact, such as instant messaging, sending emails, E. (POST-READING)
sharing photos/videos/stories, etc. Examples of these websites Aims: • to give Ss the opportunity to have a further discussion
are Instagram, Facebook, Twitter, etc. on the topic of the text
M

•
• Ask Ss the questions and initiate a short discussion. • First have Ss think of the questions individually. Ask them to
note down any ideas they can think of. In this way, you ensure
M

Suggested answers that all Ss will come up with their own ideas.
• Yes, I do. The Internet makes it easy for me to keep in touch • Then divide Ss into pairs. You can have lower-performing Ss
with people I don’t meet very often because they live far away work with higher-performing Ss so that the former feel more
or are very busy. We can send pictures, give information about confident. Encourage Ss to exchange opinions and allow them
©

events we’d like to attend together, and learn more about each some time to prepare their answers.
other through social media. There are so many apps that you • Have pairs share their answers in class and initiate a short
can use to communicate with your friends easily. discussion.
• Social media websites allow people to communicate with Suggested answers
each other through their computers or phones. Members • Yes, I’m a member of a social media website. I’m interested
of social media sites can give information about themselves in photography, and in this way, people can see my pictures
and their interests, as well as communicate with other and show me what they think of them. I can also see
users. There are many social media websites for people with beautiful pictures from all over the world. / No, I’m not. I
different kinds of interests such as taking pictures, making used to be a member of different social media sites, but I
videos, blogging, etc. realised I was spending too much time on them. After all,
B. Aims: • to present vocabulary, functions and communicating with people online is very different from
structures in the context of a text spending time with your friends ‘in real life’.
• to give Ss practice in reading for gist • The main advantage is that you can get in touch with them
instantly, even if they live far away from you. Also, you can
• make new friends who have the same interests as you, and
it can often be easier to talk to someone online, especially if
you’re shy. On the other hand, an important disadvantage
• The inbox is where email messages which are sent to you are is that you may not know who is actually communicating
kept. with you, as people may not be who they say they are.
• The ‘wall’ is like an electronic noticeboard which members Another problem some people face is that they feel bad
of social media sites have and where they can post and about themselves if they are less popular than their friends.
receive messages, music, videos, posts, etc. Finally, it may not always be easy to meet your online
friends in real life, so you may never get to know some of
• Draw Ss’ attention to the title of the text and the pictures these people.
accompanying it.
• Make sure that Ss can associate the word letter box with the
8 TB

Traveller_Rev_Pre-Interm_TB.indb 23 13/1/2021 1:27:52 µµ

1b
The correct answer is b.
2. VOCABULARY
Aims: • to present vocabulary related to communication • Ask Ss to tell you when used to is used.
• • Elicit the answer that we use it to talk about past habits.
• Ask Ss to read through the sentences 1-7 and encourage them • Draw Ss’ attention to the table showing how the affirmative,
to deduce the meaning of the phrases in bold from the context. negative and question forms of used to are formed.
• Ask Ss to read through the definitions a-g. • Explain the affirmative and the negative form of used to. If
• Have Ss do the activity and check answers. necessary, provide Ss with further examples.
• Ask Ss to underline any other examples of used to in the text
1. c 2. g 3. a 4. f 5. e 6. d 7. b (Until very recently, people used to put all their holiday photos in
albums).
• Make sure that Ss don’t have any questions.
• Ask higher-performing Ss to tell you what they used to do
• Ask higher-performing Ss to make their own sentences using when they were younger but don’t do anymore. This will
the phrases from the previous activity and check them. This challenge them. To help lower-performing Ss, you can give
will challenge them. them prompts to make sentences (e.g. communicate with friends
• To help lower-performing Ss, you can write incomplete sentences / social media sites).
on the board and ask Ss to complete them with the correct • Refer Ss to the Grammar Reference at the back of the book.
phrases from activity 2. This will give them extra practice.

3. GRAMMAR 4. PRACTICE
A. Aim: to give Ss practice in using the Past Simple of
PAST SIMPLE regular and irregular verbs in context
A. Aims: • to present the uses of the Past Simple
• • Have Ss do the activity.

ns
• Check the answers with the class.
• Ask Ss to read through the two examples and the uses of the Past
Simple. Make sure that Ss haven’t got any unknown words.
• Allow Ss some time to do the matching. 1. Did... call 5. couldn’t
• Check the answers with the class. 2. talked 6. was

io
3. were 7. didn’t say
1. b 2. a 4. told

B. Aims: • to present the formation of the Past Simple of

at
B. Aim: to give Ss practice in using used to in context
• Have Ss do the activity.
ic
regular and irregular verbs and the verb be • Check the answers with the class.
•
bl

• Refer Ss to the text and ask them to fill in the boxes with the 1. used to play 4. used to sleep
Past Simple of the verbs. 2. Did... use to send 5. used to be
• Check the answers with the class. 3. didn’t use to drink 6. used to call
Pu

called could 5. SPEAKING

took were Aims: • to give Ss practice in talking about the means of
communication they use to keep in touch with others
• Ask Ss to underline all the examples of the Past Simple in the •
M

text (appeared,
appeared, took, wrote, called, came, could, were
were).
). • Ask Ss to read through the questions.
• Ask Ss what they notice about the formation of the Past Simple • Draw Ss’ attention to the means of communication given here
of regular and irregular verbs. and the speech bubble.
M

• Elicit the answer that the Past Simple of regular verbs is formed • Ask Ss the questions and initiate a short discussion.
by adding -ed at the end of the verb, while irregular verbs form • Alternatively, you can draw the following table on the board
the Past Simple in a different way. and ask Ss to copy it in their notebooks. Explain to them that in
• Make sure you remind Ss of the spelling irregularities in the the boxes they should write the means of communication their
©

formation of the regular verbs in the Past Simple (carried / friends, parents and grandparents used to use in the past and the
lived / stopped) and the irregular verbs. ones they use now. This will help lower-performing Ss.
• Ask Ss to tell you how we form the negative and the question
forms of the Past Simple (negative form: we add didn’t / did now in the past
not before the base form of the main verb / question form: we
add Did before the subject and the base form of the main verb).
friends
• Ask Ss what they notice about the formation of the Past Simple parents
of the verb be.
• Elicit the answer that the Past Simple of the verb be is was in the grandparents
first and third person singular and were in all the other persons. • Go round the class helping Ss when necessary.
• Remind Ss of the time expressions that we use with the Past
Simple (yesterday, last week, three months ago, etc.) and ask
them to come up with their own sentences practising the tense.
Suggested answer
• Refer Ss to the Grammar Reference and to the list of irregular SA: Most of my friends communicate using text messages
verbs at the back of the book. and apps like WhatsApp. Also, we use social media sites
like Instagram and Facebook.
USED TO SB: I think my friends use their mobile phones a lot too.
Aims: • to present used to SC: What about your parents? Mine use their mobile phones
• all the time.
• Ask Ss to read through the example sentence. SA: Yes, mine do too. Also, my mother uses email a lot to
• Draw Ss’ attention to the phrase used to. keep in touch with friends.
• Ask Ss to read through the sentences a-b. SD: My parents write notes all the time and leave them on
• Ask Ss to tell you which of the sentences a-b best represents the the fridge.
meaning of the example sentence. SB: I don’t think my parents use notes, but my grandparents
• Check the answer with the class. do. And they still write and send letters.
SA: Not mine. My grandfather sends me texts messages every
day.
9 TB

Traveller_Rev_Pre-Interm_TB_M1.indd 24 18/1/2021 10:23:32 πµ

 4. P RACT ICE
3. G R A M M A R A. Complete the dialogue with the Past Simple of
the verbs in brackets.
PAST SIMPLE A: (1) you
A. Read the examples and match them with the (call) Sandy about tomorrow?
uses of the Past Simple. B: What’s happening tomorrow?
1. Social media sites appeared just
A: We (2) (talk) about this
before the beginning of the century.
yesterday.
2. Just a few decades ago, people wrote
B: When?
letters.
A: When we (3) (be) on the
a. a habitual or repeated action in the past bus. I (4) (tell) you all
b. an action that happened at a specific time about it.
in the past B: Sorry, I (5) (not can) hear
B. Look at the text in activity 1B and find the you very well on the bus. It
Past Simple of the verbs. (6) (be) quite noisy.
call  can  A: But you (7) (not say)

ns
take  be  anything!
B: Look, I’m sorry, OK?
USED TO

io
A: Let’s talk about it again.
Read the example and choose the correct B. Complete the sentences with the correct form of
meaning a or b.
Friends used to send you a birthday card on
at used to and the verbs in the box.

be not drink play sleep call send

ic
your birthday.
a. Friends sent you a birthday card in the past 1. I video games when I was
bl

and still do so today. a teenager, but I’m bored of them now.

b. Friends sent you a birthday card in the past 2. you a lot
Pu

but they don’t any more. of emails when you were at university?
Affirmative Negative Question 3. I water at all, but now I try
to have eight glasses a day.
used to didn’t use to Did... use to?
M

4. Harry for ten hours a

night, but now he doesn’t.
M

5. Maya’s hair dark brown,

5. SP E A K I N G but now it’s fair.
Think of a few people that you know well (friends, 6. My teacher me Smithie at
©

parents, grandparents, etc.). Look at the means of school.

communication and discuss the questions with the
class or talk in small groups.

• Which means of communication do they

usually use to keep in touch with others?
• Which means of communication did they
use to use? Why?

mobile phone email note

letter social media website

My grandparents used to communicate by sending letters.

Mine too, but now my grandmother sends emails.

Traveller_Rev_Pre-Interm_TB.indb 25 13/1/2021 1:27:57 µµ

 1c That’s me
3. P RACT ICE
1. VO C A B U L A R Y Complete the sentences with the correct
prepositions of time.
PHRASES DESCRIBING LIKES AND DISLIKES 1. Iris is meeting Helen noon.
Read the sentences. Which of the phrases in bold 2. Paul always reads articles online
mean like and which dislike? Sunday afternoon.
1. Tom is a big fan of Manchester United. He 3. I usually drink a warm cup of milk
never misses a match. the morning.
2. Frank can’t stand rap music. It gives him a 4. Tanya takes lots of photos her
headache. holiday.
3. Alice is interested in art. She has twenty 5. They went to Berlin June.
paintings in her house. 6. I was in Spain 29 January.
4. Rosie is fond of children. She wants to become
a teacher. 4. IN TON AT ION
5. Henry finds science-fiction films boring. He

ns
A. Listen and repeat. What do you notice about the
rarely watches them. stress on in and at in the two sentences?
6. Linda hates geography. She never studies it. I sometimes read books in the evenings.

io
7. My brother and I are really into football. We Let’s visit Mary at the weekend.
play in the school football team too.
B. Listen and repeat.
at
1. Jane worked from eight to seven last year.
2. G R AMM A R 2. There were no mobile phones in the 19th
ic
century.
PREPOSITIONS OF TIME
bl

3. I usually do housework on Mondays.

Read the dialogue and underline the 4. Jack called at noon.
Pu

prepositions of time. Then complete the

table with on, in or at.
5. SPEA KIN G
Ann Let’s meet tomorrow at 6.00.
Talk in pairs about the things you like and don’t
Keith I’m afraid I can’t. On Wednesdays I like. Use some of the ideas in the box.
M

work from 10.30 till 6.30.

Ann OK, then. Do you want to meet in the I’m fond of jogging.
M

evening, at around 8.00? How often do you go jogging?

Keith Sure, and we can go to the new Italian About four times a week.
When do you find the time to go?
©

restaurant. I went there two weeks ago

I usually go in the morning before I go to work.
and the food was delicious.
What about you?
nine o’clock / the weekend Oh, I hate jogging. I find it boring.
noon/night/midday/midnight
the age of five
the morning /afternoon/evening
August / autumn / 2017 / the 21st century
Tuesday / 4 July
a winter’s night / a cold morning
a Sunday afternoon

rock music classical music

Other prepositions of time:
horror films comedies
during from... to/till/until
before after football table tennis
jogging swimming
maths history

10

Traveller_Brit_2nd_Pre-Interm_TB_M1.indd 26 11/1/2022 1:39:49 µµ

 1c
• Elicit the answer that we use the preposition at with the time,
the preposition on with the days of the week, the preposition
Expressing likes and dislikes from... till... to express duration and the preposition in with the
Talking about routines and free-time activities parts of the day.
Presenting oneself • Ask Ss to read through the table.
• Ask Ss to complete the table with on, in and at.
• Check the answers with the class.
Prepositions of time
at nine o’clock...
in the morning...
be over expenses improve look for miss (v.) on Tuesday...
part-time practise rarely share
• Draw Ss’ attention to the table presenting Other prepositions
Phrases describing likes and dislikes of time.
be a fan of be fond of be interested in be into • Point out to Ss that the preposition during is followed by a
can’t stand find... boring/interesting noun (e.g. during the break) while the prepositions after and
before can be followed by a noun (e.g. after/before the break) or
Words/Phrases related to TV programmes a clause (e.g. after/before she arrived).
and pastimes • Refer Ss to the Grammar Reference at the back of the book.
blog chat chat show classical music comedy • Ask higher-performing Ss to make their own sentences using
horror film photography rap science-fiction film the prepositions from the last table. This will challenge them.
soap opera table tennis talent show • Check Ss’ sentences in class and, if necessary, provide any
further explanations and/or examples.
• To help lower-performing Ss, Ss, you can write incomplete

ns
WARM-UP sentences on the board and ask Ss to complete them with on,
Aims: • to introduce the topic of the lesson in or at (e.g. He started playing tennis the age of four).
• This will give them extra practice.

io
• Draw Ss’ attention to the title of the lesson and ask them to
guess what they think the lesson is about.
3. PRACTICE
Aim: to give Ss practice in using prepositions of time in
• Elicit answers.

1. VOCABULARY
Aims: • to introduce phrases describing likes and dislikes
at context
• Have Ss do the activity and check answers.
ic
• 1. at 2. on 3. in 4. during 5. in 6. on
• Ask Ss to read through the sentences 1-7.
bl

• Draw Ss’ attention to the words and phrases in bold in each

sentence. 4. INTONATION CD1 4, 5
• Explain to Ss that these phrases are ways of expressing likes and A. Aim: to familiarise Ss with stressed/unstressed words
Pu

dislikes. within a sentence

• Encourage Ss to deduce the meaning of the phrases from the • Play the recording and draw Ss’ attention to the words in and
context. at in the two sentences.
• Check the answers with the class. • Elicit the answer that in and at are not stressed in the two
• Ask Ss to tell you which phrases describe likes and which sentences.
M

describe dislikes.
• Elicit answers. B. Aim: to give Ss practice in stressing individual words within
a sentence correctly
LIKES: a big fan of, is interested in, is fond of, are...
M

• Play the recording pausing after each sentence.

into – DISLIKES: can’t stand, finds... boring, hates • Ask Ss to repeat each sentence as they hear it.
5. SPEAKING
©

• Divide Ss into small groups. Make sure there is a balance Aims: • to give Ss practice in talking about their likes and
of both higher-performing Ss and lower-performing Ss in dislikes through a pair-work activity
each group. •
• Explain to them that one student from each group will • Ask Ss to read through the speech bubble.
come to the front of the class and that you are going to • Draw Ss’ attention to the ideas in the box.
write a phrase from the Vocabulary activity on the board. • In pairs, Ss take turns to talk about the things they like and
• The student will have to talk about something he/she don’t like.
likes or dislikes, depending on the phrase, for 20 seconds • Go round the class helping Ss when necessary.
without stopping. • Choose some pairs to act out the exchanges.
• Tell them that they can talk about an activity they like/
dislike, justify their answer, give examples to support what Suggested answer
they’re saying or even refer to past experiences that made SA: What kind of films do you like?
them like/dislike that specific activity. You can write some SB: I really like comedies.
words/phrases on the board to help lower-performing Ss SA: Me too. I’m also fond of horror films.
express themselves.
• Encourage higher-performing Ss to talk for more than 20 SB: Oh, not me! I hate horror films. They’re scary. Do you
seconds. This will challenge them. play any sports?
SA: No. I rarely play, but I’m a big football fan.
SB: I find football boring, but I’m very fond of tennis and I
2. GRAMMAR play a few times a week.
Aims: • to present prepositions of time SA: What about music?
•
SB: I’m really into hip-hop music and go to concerts all the
• Ask Ss to read through the dialogue and underline the time. What about you? What kind of music do you like?
prepositions of time. SA: I like hip-hop too, but I really love rock music!
• Elicit answers (at, On, from... till..., in, at).
• Ask Ss to tell you how the prepositions they have underlined
are used.
10 TB

Traveller_Brit_2nd_Pre-Interm_TB_M1.indd 27 11/1/2022 1:39:51 µµ

 1c
Tina Well, I’m twenty years old and I’m a student at the
Royal Academy of Dance. I’m a terrible singer and
6. LISTENING CD1 6, 7 I can’t play a musical instrument, but I’m a great
A. (PRE-LISTENING) dancer. I like to work out, go dancing or just hang
Aims: • to present the topic of the listening text out with my friends in my free time. (fade out)
•
• Ask Ss the questions and generate discussion. • Ask Ss some questions:
• If necessary, give Ss examples of some more types of TV Why are talent shows so popular these days?
programmes (e.g. TV series, talk shows, game shows). Would you take part in a talent show? Why / Why not?
Suggested answers
• Yes, I sometimes watch TV in the evening. / I never watch 7. WRITING CD1 8
TV – I find it boring. A. Aims: • to identify purpose, audience and stylistic
• I like watching the news to stay informed about what’s features of a blog entry presenting oneself
happening in the world. I also enjoy watching documentaries, •
as it’s a fun way to learn new things.
• They can be fun to watch sometimes, but most of the time,
they have nothing important to offer. • Uni is short for university.
• The word flatmate can refer to someone with whom you
B. Aims: • to give Ss practice in listening for gist share a flat.
•
• Draw Ss’ attention to the text.
• Tell Ss that they will listen to three people introducing • Ask Ss to tell you what kind of text it is ((a blog).
themselves and that they should try to decide what kind of TV • Ask Ss to read through the text and answer questions 1-4.
programme they are on. • Check the answers with the class.

ns
• Play the recording. Have Ss listen carefully. Encourage Ss to
note down key words that helped them do the activity. 1. Matt Roberts, a student at the University of Bristol
• Check the answers with the class. To challenge higher- 2. because he is looking for a new flatmate
performing Ss, ask them to justify their answers. This will 3. other students studying at the University of Bristol

io
challenge them and help lower-performing Ss understand why 4. linking words (and, because, so, or, also, but)
this answer is correct.
• Ask Ss some comprehension questions:
The correct answer is b.

C. Aims: • to give Ss practice in listening for specific

at
Where is Matt? He’s back at university.
Where was he? He was on holiday.
ic
Why is he looking for a new flatmate? because he hates living aalone
information through a True/False activity and he wants someone to share the expenses with
• What is he studying? He’s studying music.
bl

• Ask Ss to read through the sentences 1-6. Make sure that Ss What kind of music does he like? jazz and rock
don’t have any unknown words. What else does he do? He plays in a band.
• Play the recording. Have Ss listen carefully. How many times a week do Matt and his friends practise? three
Pu

• Check the answers with the class. times a week

What does he like doing in his free time? He watches films, chats
1. F 2. T 3. F 4. F 5. T 6. T on the Internet, goes out with friends and practises photography.
Does he like housework? No, he doesn’t.
Does he like cooking? Yes, he does.
• Have higher-performing Ss work with lower-performing Ss When does he usually study for his classes? early in the morning
M

and correct the false sentences. This will challenge higher- or late at night
performing Ss and help lower-performing Ss understand why
these sentences are false. • Explain any unknown words.
M

B. Aims: • to help Ss organise their ideas

LISTENING TRANSCRIPT •
Presenter Now here’s our first contestant Brian Daniels. ... • Have Ss do the activity and check answers.
©

(applause) So, Brian, tell us a few things about

yourself.
Brian Well, I’m twenty years old and I’m a university Suggested answer
student. I’m studying English at the University of The following should be ticked: name, age, interests,
Kent. where your parents live, what you’re studying
Presenter What do you like doing in your free time?
Brian I enjoy reading and listening to music. I also like C. Aims: • to give Ss practice in writing a presentation of
going out with friends when I’m not studying or themselves
working. You see, I work part-time at a restaurant •
as a waiter.
Presenter Very well... Now, here’s our second contestant James • Draw Ss’ attention to the TIP and explain it.
Ronalds. ... (applause) James, are you a student too? • Allow Ss some time to write their paragraphs.
James No, I’m a hairdresser. I have my own business and • Choose some Ss to read out their paragraphs.
I work a lot, about nine hours a day, so I don’t have
much free time. I’m into fashion and art and I
never miss a fashion show. When I can find some Model answer
time, I love going to art galleries. I’m a big fan of Hi Matt,
Leonardo da Vinci. I read your blog on the university site and I’m interested in
Presenter Interesting. Anything else? sharing a flat with you. My name’s Roger Fenton and I’m twenty
James I’m a pretty good singer too. I sometimes sing to years old. At the moment, I’m living with my parents, but I need
my customers. Actually, one of my customers told to find somewhere new because they’re moving to another city
me to come here today. soon. I love rock music and I play the guitar. I also like keeping
Presenter Really? That’s great... And now our final contestant fit, so I swim every morning before my Spanish classes. I also
Tina Carson. ... (applause) So Tina, tell us about took up tennis recently. Like you, I’m into cooking, and I actually
yourself. don’t mind doing housework! I usually study at the library until
late, so you don’t need to worry about noise in the flat.

11 TB

Traveller_Brit_2nd_Pre-Interm_TB_M1.indd 28 20/9/2021 2:51:46 µµ

 6. L ISTEN I N G
A. Discuss. C. Listen again and write T for True or F for False.
• Do you watch TV in your free time? 1. Brian is studying music
• What kind of programmes do you like at the University of Kent.
watching? 2. Brian finds reading interesting.
• What do you think of chat shows, talent shows
3. James works part time
and soap operas?
at a hairdresser’s.
B. Listen to three people introducing themselves 4. James can’t stand art galleries.
and decide what kind of TV programme they are
on. Choose a, b or c. 5. Tina is a dance student.
a. chat show b. talent show c. soap opera 6. Tina can’t play the piano.

7. WR IT I N G
A. Read the blog entry and answer the questions.
A BLOG

ns
http://www.bristoluniblog.com

io
BristolUni blog at
Back to uni again! I had a great holiday and I can’t believe the summer is over!
ic
My name is Matt Roberts and I’m nineteen years old. I’m looking for a
new flatmate because I hate living alone and I want someone to share the
bl

expenses with. I’m studying music and I’m a big fan of jazz and rock. I also
play in a band. My friends and I practise three times a week. On Wednesdays
Pu

we practise at my flat. So, I hope you’re into rock music! In my free time, I
enjoy watching films, chatting on the Internet or going out with friends. I’m
also interested in photography, so I joined a photography group recently. I
can’t stand housework, but I’m really into cooking. I’m not a great cook, but
M

I’m improving. I usually study for my classes early in the morning or late at
night, so I like it to be quiet during those hours.
M

1. Who is writing the entry in the blog?

WRITING TASK
2. Why is he writing it?
©

C. Now write back to Matt, telling him about yourself.

3. Who is going to read this entry? Expand on the ideas you have ticked in activity B.
4. What words does the writer use Your reply should be between 80–100 words.
to link his ideas?

B. Imagine that you’ve decided to write back

to Matt. Tick () the information you would
include. When writing a paragraph presenting yourself:
name interests  include only relevant information.
 use the appropriate tenses. Use the Present Simple
age what you did last week for routines, the Present Progressive for temporary
situations and the Past Simple for past events.
your life story things you don’t like  link your ideas. Use - and to join similar ideas.
- but to join two opposite ideas.
what you’re studying - so to express result/consequence.
- because to show reason.
where you’re going on holiday - or to show alternative.
where your parents live

11

Traveller_Rev_Pre-Interm_TB.indb 29 13/1/2021 1:28:08 µµ

 1d Good role models Scarlett Johansson

1. R E A DI N G Lionel
A. Discuss. Messi
• What do you know about
these people?
• Are they good role models?
Ryan Why? / Why not?
Reynolds

ns
io
Helen Keller Adele

at
B. Read the texts and find out why the two people are good role models.
ic

bl

British-born Formula One driver, Lewis Hamilton, is one of the best

Pu

drivers of the sport ever. With Lewis, the sport has become more
popular, especially with young people in the UK.
Lewis began karting as a hobby at the age of eight. One thing was clear.
He was very talented, and he soon won races and championships.
M

Today, Lewis spends many hours at the gym every day and doesn’t have much
free time on his hands. Few people know that F1 drivers need to train hard and
be very fit. They need to have strong, muscular bodies and very little body fat.
M

After winning his first F1 World Drivers’ Championship in 2008, Hamilton has
continued competing in races all over the world and has won more than eighty so
far. Driving is his passion and he's at his happiest when he's behind the wheel.
©


Angelina Jolie is one of the most famous actresses in the world. She
is a very beautiful woman and she is well-known for her charity work.
Angelina Jolie has played many roles on screen and won an Academy
award for her role in the film Girl Interrupted in 1999. However, she
became an international superstar after her performances in the Lara Croft
films.
During filming for Lara Croft: Tomb Raider, Angelina spent some time in
Cambodia. There, she became aware of the poverty in Asia and the problems
refugees face all over the world. She realised that she was in a position to do
something and became a goodwill ambassador.
Her charity work has also affected her family. She has six children in
all; three of them adopted from Cambodia, Vietnam and Ethiopia.

12

Traveller_Rev_Pre-Interm_TB.indb 30 13/1/2021 1:28:15 µµ

 1d
Talking about quantities • Ask Ss the questions and generate discussion.
Talking about famous people
Suggested answers
• Ryan Reynolds (b. 1976) is a Canadian actor. Helen Keller
Quantifiers (1880-1968) was an American writer and educator. Lionel
Messi (b. 1987) is an Argentinian football player. Scarlett
Johansson (b. 1984) is an American actress and singer.
Adele (b. 1988) is an English pop singer and songwriter.
adopt affect award (n.) beat (v.) begin • I think they are good role models, because they show us
championship clear (adj.) especially face (v.) that if we work hard and don’t give up, we can achieve
fat (n.) however international live (adj.) our dreams and ambitions. Helen Keller became a writer
nervous passion perform performance poverty and educator although she couldn’t see or hear. Lionel
race realise role model screen strong Messi has trained very hard to become one of the most
talented train (v.) well-known successful football players in the world. Adele, Scarlett
Johansson and Ryan Reynolds are hard-working and
Phrases successful, and they do charity work as well.
become aware of be behind the wheel be fit
be in a position to have time on one’s hands
play a role • Ask Ss some further questions:
Do you have a role model?
WARM-UP Why is he/she a role model for you?

ns
Aims: • to help Ss make predictions about the lesson by
activating their background knowledge B. Aims: • to present vocabulary, functions and structures in
• the context of two texts about two famous people

io
• Draw Ss’ attention to the title of the lesson and help them • to give Ss practice in identifying the main ideas in a
deduce the meaning of the phrase role model (a person whom text
someone admires and whose behaviour they try to copy). •
• Ask Ss to guess what they think the lesson is about.
• Ask Ss to tell you when someone can be a good role model
(when they influence people in a good way with their actions,
at
• Draw Ss’ attention to the two pictures accompanying the first
text.
ic
lifestyle). • Ask Ss to tell you who this man is and what he does ((He is
Lewis Hamilton, a Formula 1 driver
driver).
1. READING CD1 9 • Ask Ss to tell you what they know about him and why he can
bl

A. (PRE-READING) be a good role model.

Aims:s: • to introduce the topic of the text by relating it to Ss’ • Elicit answers but do not correct Ss at this stage.
• Follow the same procedure with the second text (Angelina
Pu

personal experience
Jolie, an actress).
• • Have Ss read the two texts and check their predictions.

• Lewis Hamilton is a good role model because he’s a

• Scarlett I. Johansson (born 22 November 1984) is an
successful, hard-working young athlete.
M

actress and singer. Johansson rose to fame with her role in

1998’s The Horse Whisperer and subsequently gained critical • Angelina Jolie is a good role model because she’s a
acclaim for her roles in Lost in Translation (2003) and Girl successful actress, well-known for her charity work.
M

with a Pearl Earring (2003). In 2008, Johansson made her • Ask Ss some comprehension questions:
debut as a vocalist on her first album, Anywhere I Lay My
Head. Where was Lewis born? He was born in Britain.
• Helen Adams Keller (27 June 1880 – 1 June 1968) was an Is Formula 1 popular with young people in the UK? Yes, it is.
©

American author, activist and lecturer. She was the first Does Lewis have a lot of free time? No, he doesn’t.
deaf and blind person to graduate from college in the
United States. Keller was well travelled and was outspoken Where does he spend many hours every day? at the gym
in her opposition to war. She campaigned for women’s Do F1 drivers need to be fit? Yes, they do.
suffrage, workers’ rights and socialism as well as many other What do F1 drivers need to have? They need to have strong,
progressive causes. muscular bodies and very little body fat.
• Adele (born 5 May 1988) is a British singer-songwriter, When is Lewis at his happiest? when he’s behind the wheel
who has sold millions of albums worldwide and won 15 When did Angelina become an international superstar? after her
Grammys and an Oscar. performances in the ‘Lara Croft’ films
• Ryan Reynolds (born 23 October 1976) is a Canadian actor, When did Angelina spend some time in Cambodia? during
mainly known for his comedic performances, particularly filming for ‘Lara Croft: Tomb Raider’
as the star of the superhero franchise Deadpool (2016) and What did she become aware of in Cambodia? She became aware
Deadpool 2 (2018). In 2017, he was awarded the Saturn
of the poverty in Asia and the problems refugees face all over the
award for Best Actor for his performance in Deadpool by the
Academy of Science Fiction, Fantasy & Horror Films, USA. world.
• Lionel Andrés ‘Leo’ Messi was born on 24 June 1987 in Why did she become a goodwill ambassador? because she realised
Rosario, Argentina. He is one of the most popular players in that she was in a position to do something
the world of football. He plays for FC Barcelona and is the How many children does she have in all? six
captain of the national Argentinian football team and plays How many adopted children does she have? three
mainly in attack. Messi had received several Ballon d’Or and Where do her adopted children come from? from
FIFA World Player of the Year nominations by the age of 21. Cambodia, Vietnam and Ethiopia
In 2009, he helped his team win the club’s first ‘treble’ (La
Liga championship, The Copa del Rey and the Champions
League title).

12 TB

Traveller_Rev_Pre-Interm_TB.indb 31 13/1/2021 1:28:20 µµ

1d
C. Aim: to give Ss practice in identifying specific information • Check Ss’ previous knowledge of some and any.
in a text • Point out to Ss that we can use some and any as pronouns,
• Have Ss do the activity and check answers. without a noun (A: Is there any milk?
B: Yes, there is some. / No, there isn’t any.).
• Ask Ss to tell you when we use no. Point out to Ss that we can
1. Lewis 3. Angelina 5. Lewis use no instead of not any to emphasise the negative meaning.
2. Angelina 4. Lewis 6. Angelina Write the following example on the board to make sure that Ss
have understood what the difference between any and no is.
D. Aims: • to give Ss practice in deducing the meaning of some There is no cheese in the fridge.
unknown words from the texts There isn’t any cheese in the fridge.
• • Explain to Ss that these two sentences have the same meaning.
• Have Ss complete the rules.
• Have Ss do the activity and check answers. • Check the answers with the class.
• Make sure that Ss can differentiate between an offer (Have
1. a 2. a 3. b 4. a 5. a some.) and a request (Can I have some milk?).

Use some in affirmative sentences, offers and requests.

E. (POST-READING) Use any in questions and negative sentences.
Aims: • to give Ss the opportunity to have a further discussion Use no in affirmative sentences to give a negative meaning.
on the topic of the reading texts
•
B. Aims: • to present quantifiers (much, (much, many, a few, few, a
• Ask Ss the questions and generate a short discussion. little, little, a lot of, lots of )

ns
•
• Ask Ss to read through the extract from the text about Lewis
Suggested answer
Hamilton and draw their attention to the words in bold.
I think British actress Emma Watson (born in 1990) is a good

io
• Point out to Ss that much is used with uncountable nouns
role model for young people. She is most famous for playing
and many with countable plural nouns. Also, explain to them
Hermione Granger in the Harry Potter film series. Even
that in everyday language much and many are usually used in
though she is a famous actress, she decided to study English
at university. at
questions and in negative sentences, while a lot of and lots of
are usually used in affirmative sentences.
• Draw Ss’ attention to the words few and little and ask them to
ic
2. VOCABULARY tell you which is used before uncountable nouns (little)
( and
Aims: • to give Ss practice in distinguishing between words which is used before plural countable nouns (few).(
that can be easily confused • Ask Ss to tell you what they think the difference in meaning
bl

• between little (negative meaning — a small and inadequate

• Ask Ss to read the first sentence. amount of something)
something and a little (positive meaning — a small
Pu

• Draw Ss’ attention to the words in bold (win/beat). but adequate amount of something) is. Explain the difference
• Refer Ss to the verb win in the two texts (...
... he soon won races and between few and a few in a similar way.
championships. / ... and won an Academy award for her role...).
role...). • Have Ss complete the rules.
• Encourage Ss to work out the difference in meaning between • Check the answers with the class.
win and beat: win sth (e.g. .g. a race, championship, game,
match, an award, etc.), beat sb or a team (e.g. (e.g. an opponent,
M

Use many and (a) few before plural countable nouns.

Manchester United). Use much and (a) little before uncountable nouns.
• Allow Ss some time to do the first set of sentences.
• For the remaining sets of sentences, provide Ss with definitions
M

and refer them to the respective texts, when appropriate. C. Aims: • to have Ss differentiate between a little and little
train:: to prepare yourself for a sport by doing a lot of exercise ((... •
F1 drivers need to train hard...
hard...)) • Ask Ss to read through the two examples and draw their
perform:: to entertain an audience by playing a piece of music, etc.
©

attention to the words in bold.

popular:: liked or admired by many people ((... the sport has become
• Ask Ss the question in the rubric.
more popular, especially with young people in the UK. UK.)
famous: well-known (Angelina
Angelina Jolie is one of the most famous • Check the answer with the class.
actresses in the world.). • Point out that the same distinction applies to a few and few,
understand the meaning of sth followed by plural countable nouns.
realise the importance, seriousness, etc. of sth (She realised that
she was in a position to do something...). A little means enough.
• Have Ss do the activity and check answers. Little means not enough.

1. win 3. trained 5. popular 7. understand • Refer Ss to the Grammar Reference at the back of the book.
2. beat 4. performed 6. famous 8. realise
• Ask higher-performing Ss to write their own sentences practising
4. PRACTICE
Aim: to give Ss practice in using quantifiers in context
the set of words examined in activity 2. This will challenge them.
Then write some of the sentences on the board, (e.g. I took part • Have Ss do the activity.
in a competition and a trip abroad.) without writing • Check the answers with the class.
the words presented in activity 2. Ask lower-performing Ss to
complete the sentences. This will give them extra practice. 1. 1. lots of 2. little 3. no
2. 4. many 5. Few 6. much 7. any
3. GRAMMAR
A. Aims: • to present quantifiers (some, any, no) WORKBOOK LISTENING CD1 10
• • Go to the listening transcript.
• Ask Ss to read through the dialogue and draw their attention
to the words in bold.

13 TB

Traveller_Rev_Pre-Interm_TB.indb 32 13/1/2021 1:28:20 µµ

 C. Read again and complete with
Lewis or Angelina. 3. GRA M MA R
1.
showed great talent at QUANTIFIERS: some, any, no, much, many, a lot of,
an early age. lots of, (a) few, (a) little
2.
A. Read the dialogue and complete the rules.
won an award in 1999.
3. A: Is there any coffee left? Use in affirmative
B: Yeah, there is. Have some. sentences, offers and requests.
tries to help other people. Use in questions and
4. A: Can I have some milk?
negative sentences.
B: I’m sorry, there’s no milk left.
turned a hobby into a career. Use in affirmative
A: How about biscuits? sentences to give a negative
5.
B: Sorry, we don’t have any. meaning.
needs to be very fit for his/
her job. B. Read the extract from the text about Lewis Hamilton and
6. complete the rules with much, many, (a) few and (a) little.
has a big family. Which of the words in bold can we replace with a lot of / lots of?

ns
Today, Lewis spends many hours at the gym every day and
D. Look at the highlighted words/ doesn’t have much free time on his hands. Few people know that
phrases in the texts and choose
F1 drivers need to train hard and be very fit. They need to have

io
a or b.
strong, muscular bodies and very little body fat.
1. behind the wheel
a. driving a car
b. training at the gym
at
Use and
plural countable nouns.
before
ic
Use and before
2. well-known 4. became aware of uncountable nouns.
bl

a. famous a. realised
Use a lot of / lots of before uncountable or plural
b. clever b. got bored with
countable nouns.
Pu

3. on screen 5. was in a position to

C. Read the examples and notice the words in bold.
a. in her life a. could Which of them means enough and which means
b. in films b. was at the right place not enough?
• I have a little money with me; perhaps we can
M

E. Discuss
buy a sandwich.
• Do you know of any other famous people • I don’t think we can buy it; I have very little
M

who are good role models for young people? money with me.
Why do you consider them role models?
©

2. VO C A B U L A R Y 4. P RACT ICE
WORDS EASILY CONFUSED Circle the correct options.
Circle the correct options. 1.
Tom Hey, Jill. Are you going to the gym again?
1. Did your team win / beat the match today?
2. I won / beat my brother at a game of chess Jill Yep. I have (1) lots of / much time on my
yesterday. hands these days, so I go to the gym every
3. Jenkins has trained / performed hard and is day now.
ready for the big match. Tom Wow! I do very (2) a little / little exercise. I
4. It is the first time my brother has trained / have (3) no / any free time.
performed live and he’s very nervous. 2.
5. Skiing isn’t very popular / famous in my country. Tony James has starred in (4) many / much
6. He became internationally popular / famous adventure films. (5) Few / A few actors train so
after winning the award. hard before making a film. That’s why he doesn’t
7. I don’t speak French, so I couldn’t really see his family (6) much / a lot of. He is a very
understand / realise her. good actor but he hasn’t won (7) any / some
8. I didn’t understand / realise you worked at
Oscars. Maybe next year.
home.
13

Traveller_Rev_Pre-Interm_TB.indb 33 13/1/2021 1:28:21 µµ

 1e Friendly faces
1. VO C AB U L A R Y 2. LIST EN IN G
ADJECTIVES DESCRIBING PERSONALITY A. Listen to a man and a woman discussing
three new colleagues of theirs. Match the
Read the sentences and match the words in bold people with the adjectives. There is one extra
with the definitions a-h. adjective which you do not need to use.
1. I can’t talk to Bill about anything. He’s so
quick-tempered!
2. One of Mary’s bad qualities is that she’s
bossy. She keeps telling us what to do and
what not to do!
3. Julia is so lazy. She just sits there all day
doing nothing.
4. Don’t be shy. Come and say hello to my 2. David

ns
family.
5. Oliver is an outgoing person and loves

io
meeting new people. 1. Karen
6. My sister’s an honest person. She never lies
to me.
7. A very kind young man helped me carry
at
ic
my shopping bags up the stairs.
a. outgoing
8. Wendy is a confident woman, so job
b. lazy
bl

interviews are very easy for her. 3. Isabel

c. shy
a. not wanting to work / not very active d. bossy
Pu

b. believing in yourself and your abilities

c. fond of telling people what to do B. Listen again and write man or woman to
d. friendly, enjoying meeting other people complete the sentences.
e. always telling the truth
M

1. The thinks Karen doesn’t like

f. afraid to meet or talk to other people
her job.
g. becoming angry quickly
M

2. The goes out with David a lot.

h. helpful and friendly
3. The thinks David is a different
Learn new words in context (in sentences person at work.
©
TIP

describing situations). This way, it is easier to 4. The thinks Isabel is shy.

remember them. 5. The has a problem with Isabel.

3. SP E AK I N G
Talk in groups and discuss the questions. Use
the prompts in the box.
• What are your friends like?
• Do you always get along with them?
• Do you think you are a good friend?
• How would you describe the ideal friend?

• My friends are...
• We usually get along fine, but we sometimes argue
about...
• I think/believe I am / am not a good friend because...
• The ideal friend should be...

14

Traveller_Rev_Pre-Interm_TB.indb 34 13/1/2021 1:28:31 µµ

 1e
• Point out to Ss that they should look for words which
Talking about friends and friendship will help them decide on the adjectives that describe the
Describing people (personality) personalities of the three people.
• Play the recording. Have Ss listen carefully. Encourage Ss
to note down key words that helped them do the activity.
already argue assignment college • Check the answers with the class. To challenge higher-
fun to be with get along ideal interview (n.) performing Ss, ask them to justify their answers. This
lie (v.) mark (n.) quality reason will challenge them and help lower-performing Ss
sense of humour tell the truth whenever understand why these answers are correct.
Adjectives describing personality
active bossy confident helpful honest kind 1. b 2. a. 3. d
lazy outgoing quick-tempered shy
Phrases B. Aim: to give Ss practice in listening for specific
What does she look like? information
What is she like?
• Ask Ss to read through the sentences 1-5. Make sure that
Ss don’t have any unknown words.
WARM-UP • Play the recording. Ss listen carefully and complete the
Aims: • to introduce the topic of the lesson sentences.
• Check the answers with the class. If necessary, play the

ns
• recording again in order to clarify any questions Ss may
• Draw Ss’ attention to the title of the lesson and ask them have.
to guess what the lesson is about.
• Elicit answers. 1. man 2. man 3. woman 4. man 5. woman

io
• Ask Ss to tell you what a friendly face is, what makes a
face friendly, etc.
• Elicit answers. 3. SPEAKING
at
Aims:
Aim s: • to give Ss practice in talking about friendship
1. VOCABULARY and their friends
ic
Aims: • to introduce vocabulary related to adjectives •
describing personality • Draw Ss’ attention to the questions and the prompts in
bl

• the box.
• Ask Ss to read through the sentences 1-8. • In groups, Ss discuss the questions using the prompts in
Pu

• Draw Ss’ attention to the words in bold. Explain to them the box.
that these are adjectives describing personality. • Go round the class helping Ss when necessary.
• Ask Ss to read through the definitions a-h. • Choose some groups of Ss to act out the discussions.
• Have Ss do the activity.
• Check the answers with the class. Suggested answer
M

SA: What are your friends like?

SB: I have a lot of great friends. They are all really fun
1. g 5. d
to be with and have a good sense of humour.
M

2. c 6. e
SC: I only have a few close friends, but we always get
3. a 7. h
along and never fight.
4. f 8. b
SD: That’s great! I don’t always get along with my
©

friends. Sometimes we argue about how we

• Explain any unknown words. should spend our time, but not usually.
• Draw Ss’ attention to the TIP and explain it. SC: Do you think you are a good friend?
• Ask Ss to describe people they know (e.g. a friend, SA: I think so. I’m always honest with my friends and
relative, classmate) using the adjectives 1-8. try to be helpful.
• Encourage higher-performing Ss to justify what they are SB: Me too, but sometimes I can be a little bossy.
saying through examples (e.g. I think I’m outgoing, and How would you describe the ideal friend?
I like meeting new people and making new friends.). This SD: Well, the ideal friend should be kind and helpful.
will challenge them. SA: I agree, and I think they should not be quick-
tempered or rude.
2. LISTENING CD1 11, 12 SB: That’s true. And I think friends should be fun to
(for the listening transcript, go to the back of the book) be with.
A. Aims: • to give Ss practice in listening for gist
•
• Tell Ss that they will listen to a man and a woman
discussing three new colleagues of theirs and that
they should match the people in the pictures with the
adjectives given.
• Point out to Ss that there is one extra adjective which
they do not need to use. You may remove the extra
adjective. This will help lower-performing Ss.

14 TB

Traveller_Rev_Pre-Interm_TB.indb 35 13/1/2021 1:28:37 µµ

 1e
4. WRITING CD1 14 D. Aims: • to give Ss practice in writing a description of
A. Aims: • to prepare Ss for the writing task by asking a person
them to make predictions based on visual •
prompts
• • Draw Ss’ attention to the TIP and explain it.
• Allow Ss some time to write their descriptions as
• Draw Ss’ attention to the picture of the girl. instructed.
• Ask Ss the questions about the girl. • Choose some Ss to read out their descriptions.
• Draw Ss’ attention to the difference between What does
she look like? (to ask about her appearance) and What is
she like? (to ask about her character/personality). Model answer
• Elicit answers but do not correct Ss at this stage. A person I’ve recently met
I met Freddy a month ago in the conversational
Suggested answers French class I joined. He was friendly to me on my
• The girl has got long, straight, dark hair and brown first day when I didn’t know anyone, so that was nice.
eyes. She’s wearing a grey top and she’s smiling.
• I think she’s friendly and kind. He’s short and a bit chubby with fair wavy hair
and blue eyes. He always wears black trousers and
B. Aims: • to check Ss’ predictions colourful shirts and takes care of his appearance.
• to familiarise Ss with the structure of a

ns
description of a person Freddy’s fun to be with because he’s got a great sense
• of humour and always makes people laugh. Everyone
in the class gets along with him because he’s helpful,
• Ask Ss to read through the description of the girl and honest and outgoing. I’m quite a shy person, so I

io
check their predictions. find it difficult to talk to people I don’t know. Freddy
• Have Ss do the activity. is really kind and understands that I’m only quiet
• Check the answers with the class.

In which paragraph does the writer:

at
because I’m shy. He’s very confident but can be bossy.
I think he sometimes argues too much with people
when they don’t agree with him.
ic
• describe the person’s personality? 3
• introduce the person? 1 I’m sure Freddy and I are going to become good
bl

• describe how he/she feels about this person? 4 friends. To tell the truth, we are very different, but I
• describe the person’s appearance? 2 really like him because he’s a really funny, friendly
person. Also, whenever we work together in the
Pu

• Ask Ss some comprehension questions: French class, we do well, so I’m happy I met Freddy.

Where did the writer meet Amy? at college

When did Amy start college? two weeks ago
M

Has she got many friends? Yes, she has.

What does Amy look like? She’s tall and slim with long
dark brown hair and brown eyes.
M

What kind of clothes does she usually wear? She usually

wears really trendy clothes.
Does she always look good? Yes, she does.
©

What is Amy like? She’s clever, confident, outgoing, with a

good sense of humour, friendly but quick-tempered.
Are the writer and Amy going to be best friends? No, they
aren’t.
Why? because they don’t always get along well
When do the writer and Amy get good marks? when they
work together

• Explain any unknown words.

C. Aims: • to help Ss plan their writing and encourage

them to include relevant information in it
•
• Ask Ss to read through the statements 1-7.
• Refer Ss to the description of Amy.
• Have Ss do the activity. You can tell Ss that they should
tick four statements. This will help lower-performing Ss.
• Check the answers with the class.

The following should be ticked: 1, 5, 6, 7

15 TB

Traveller_Rev_Pre-Interm_TB.indb 36 13/1/2021 1:28:38 µµ

 4. WR IT I N G
A DESCRIPTION OF A PERSON
A. Discuss. B. Read the description of the girl and compare your
answers in activity A. In which paragraph does the writer:
• What does the girl look like?
• What do you think she’s like? • describe the person’s personality?
• introduce the person?
• describe how he/she feels about this person?
• describe the person’s appearance?

A person I’ve recently met

Amy is a new girl at college. She started two weeks

ns
ago but she already seems to have many friends.
She’s tall and slim with long dark brown hair and
brown eyes. She usually wears really trendy clothes

io
and she always looks good.
Amy is very popular because she is clever and
at
confident and she always gets good marks at
school. She is also outgoing and has a good sense
ic
of humour. Of course, she tries to be friendly with
everyone, but I’m not so sure she is very honest.
bl

Also when I work with her on assignments, she can

be very quick-tempered. She often gets angry for
Pu

silly reasons.
I don’t think Amy and I are going to become best
friends because we don’t always get along well.
However, she is good fun to be with, and whenever
M

we work together, we get good marks, so that’s

something.
M
©

C. Read the statements and tick () the ones that WRITING TASK
apply to the description of Amy in activity 4B. D. Write a description of a person you have recently
met. Your description should be between 100-
The writer: 120 words.
1. uses a variety of adjectives
2. gives details about how they met
3. uses the past tense only
4. suggests how this person can change When writing a description of a person:
personality  group related ideas together. Organise your description
5. groups related ideas together into paragraphs as shown in activity 4B.
6. gives his/her general opinion about the  use a variety of adjectives to describe the person’s
person appearance and personality.
 use examples to explain what you mean.
7. gives some examples to explain what  give your general opinion about this person in the
he/she means last paragraph.

15

Traveller_Rev_Pre-Interm_TB.indb 37 13/1/2021 1:28:42 µµ

 1 Video activities
Emoticons

A. Label the pictures.

colon dash brackets dot line icon badge tablet smartphone

. :
1 2 3 4

ns
()
io
– ic
at
5 6 7 8 9
bl
Pu

B. Watch Part 2 of the video. Which phrase best describes the video? Choose a, b or c.

a. How useful emoticons are. b. The wide variety of emoticons. c. The history of emoticons.
M

C. Watch Part 2 again and write T for True or D. Watch Part 2 again and answer the questions.
M

F for False. Choose a or b.

1. People used computers to make 1. What colour was the first smiley face?
©

the first smiley faces. a. yellow b. red

2. Harvey Ball didn’t get a lot of money 2. When did Harvey Ball first design the smiley face?
for his famous smiley face design. a. 1945 b. 1963
3. The first person to type a smiley 3. What was Scott Fahlman doing at Carnegie Mellon
emoticon in an electronic message University in 1982?
a. He was a student. b. He was a teacher.
was Scott Fahlman.
4. Where did Scott Fahlman suggest using the
4. A colon is often a symbol for eyes.
emoticon :-)?
5. Kaomoji emoticons are usually
a. next to a serious message b. next to a joke
on their side. 5. What does the Kaomoji emoticon >-( ‘ v ‘ )-< show?
a. a bird b. a koala

E. Discuss.
• How often do you use emoticons?
• Do you know any other emoticons?
• Do you think they are a good way to
communicate?

16

Traveller_Rev_Pre-Interm_TB.indb 38 13/1/2021 1:28:43 µµ

 Video activities 1
Emoticons
• Alternatively, to challenge higher-performing Ss, you
may modify the activity from multiple choice to open-
badge brackets colon dash dot icon line tablet ended questions. Write questions 1-5 on the board
(without the options), ask Ss to cover the activity in their
Aims: • to give Ss the opportunity to expand on the books, watch the video and answer the questions.
topics in the module and the language presented • Play Part 2 of the video and have Ss do the activity.
• • Check the answers with the class.
Α.
• Draw Ss’ attention to pictures 1-9 and ask them if they 1. a
use any of these things. 2. b
• Play Part 1 of the video to familiarise Ss with the 3. b
unknown words presented in the video. 4. b
• Have Ss do the activity. 5. a
• Check the answers with the class. E.
• Ask Ss the questions.

ns
1. tablet • Elicit answers and initiate a short discussion.
2. dot
3. colon Suggested answers

io
4. badge • I use emoticons very often when I send text
5. dash messages.
6. smartphone • Yes, I know many other emoticons. For example,
7. icon
8. line
9. brackets
atmy favourite is the smiling face with heart-eyes
emoticon.
ic
• Yes, I think they are a great way to communicate
and show how you feel.
bl

B.
• Ask Ss to read through the phrases a, b and c. TRANSCRIPTS
• Explain to Ss that they are going to watch Part 2 of the Part 1
Pu

video and choose which phrase best describes the video. badge brackets colon dash dot icon line tablet
• Play Part 2 of the video and have Ss do the activity. Part 2
• Check the answers with the class. To challenge higher- The word emoticon comes from two words, emotion
performing Ss,, ask them to justify why the other two and icon. The most common emoticon is a smiling
options are incorrect. This will challenge them and help
M

face, but people were drawing faces by making two dots

lower-performing Ss understand why this answer is and a line many years before computers were around.
correct. The yellow happy or smiley face was the idea of artist
M

Harvey Ball in 1963. He only got $45 for his work, but it
The correct answer is cc.. is now one of the most famous images in the world. You
see it on badges, T-shirts, advertisements, everywhere.
C. In 1982, Scott Fahlman, a computer scientist, was
©

• Ask Ss to read through the sentences 1-5 and make sure working at Carnegie Mellon University. He wanted his
they understand everything. students to understand when his online messages were
• Have Ss watch Part 2 of the video and do the activity. jokes and when they weren’t. So, he typed symbols for
• Check the answers with the class. them: a happy face on the side for jokes and a sad face
for serious messages. This was the first time smiley
faces or emoticons appeared in an electronic message.
1. F Nowadays, people usually use emoticons on computers,
2. T tablets, smartphones and other electronic devices.
3. T You can use punctuation marks like the colon, dash,
4. T and brackets to make a smiley face. On some devices
5. F and on some websites, when you type an emoticon, it
• Have higher-performing Ss work with lower- turns into a picture, like the famous yellow smiley face.
performing Ss and correct the false sentences. This Today, some emoticons are even animated. In the 1980s
will challenge higher-performing Ss and help lower- a new kind of emoticon became popular, especially
performing Ss understand why these sentences are false. in Japan. It is called kaomoji and it uses punctuation
marks to make faces, but they are not on the side like
D. traditional emoticons. It is popular to use kaomoji to
• Have Ss read through questions 1-5 and the multiple make animals, like a bear, or a bird, or a fish, or even a
choices and make sure they haven’t got any unknown koala. One thing is for sure: emoticons make messages
words. more fun.

16 TB

Traveller_Brit_2nd_Pre-Interm_TB_M1.indd 39 20/9/2021 2:53:04 µµ

 1 Round-up
Aims: • to help Ss revise the structures, functions and
vocabulary presented in Module 1 through
various activities
•

VOCABULARY
A.

1. b 4. c
2. c 5. c
3. a 6. a

GRAMMAR
B.

1.
is... going, plays, doesn’t open, doesn’t know
2.

ns
are painting, Do... need, is coming, are... painting,
want, doesn’t like

io
C.

1.
was, broke, didn’t want
at
ic
2.
Did... tell, called, told, couldn’t,
bl

were you, had, needed

Pu

D.

1. on
2. from, till, In
M

3. at
4. at
5. ago
M

E.
©

1. didn’t use to eat

2. used to visit
3. used to drive
4. Did... use to live, used to work

F.

1.
few, some
2.
some, a little
3.
a lot of, any

17 TB

Traveller_Rev_Pre-Interm_TB.indb 40 13/1/2021 1:28:44 µµ

 Round-up 1
VO C AB U L A R Y C. Complete the dialogues with the Past Simple of
the verbs in brackets.
A. Choose a, b or c.
1.
1. I want to have a with you tonight. A: Why (be) Kelly angry at Jim
a. talk b. word c. reply yesterday?
B: Because Jim (break) her
2. Ryan doesn’t get with his brother.
smartphone and he (not want) to
They always argue. buy her a new one.
a. over b. up c. along 2.
3. Tanya is in modern art. A: your mum (tell) you
a. interested b. fond c. a fan that I (call) last night?
B: Yes, she (tell) me but I
4. The athletes really hard weeks (not can) return your call. Sorry.
before the race. A: Where (you / be)?
a. performed b. beat c. trained B: At home, but my little brother

ns
5. Do you want to keep in ? (have) an assignment for school and he
(need) my help.
a. note b. message c. touch

io
6. I get very when people lie to me. D. Circle the correct options.

a. angry b. honest c. confident 1. Are you coming back from Rome in / on 11

atFebruary?
2. Every year, from / during March in / till
ic
September, my grandfather lives on the island.
In / At the winter, he comes to the city.
G R AM MA R
bl

3. I began playing tennis at / in the age of ten.

B. Complete the dialogues with the Present Simple
or the Present Progressive of the verbs in 4. Helen usually goes to bed during / at midnight.
Pu

brackets. 5. I lost touch with my classmates years before / ago.

1. E. Complete the sentences with the correct form of
A: Where James (go)? used to and the verbs in the box.
M

B: To the sports centre. He (play) visit drive work not eat live
table tennis with Ryan on Mondays. 1. Samantha strawberries and
M

A: But today is a bank holiday. The sports centre cherries, but now she loves them.
(not open) on bank holidays. 2. Henry his parents every
weekend, but now he doesn’t have time.
B: Oh! James (not know) that! Give
©

3. I to university, but now I take

him a call. the bus.
2. 4. A: you in
A: What a mess! London?
B: Yeah. Tom and I (paint) the house B: Yes, I in a bank there.
this week. F. Circle the correct options.
A: you (need) any help? 1.
A: There are very little / few / no chairs in the
I’m free.
living room. Where is everyone going to sit?
B: No, thanks. Tom’s brother (come) B: Don’t worry. There are some / lots / few chairs in
later today. the kitchen too.
A: OK, then. So, what colour you 2.
A: Would you like much / some / no milk in your
(paint) the kitchen?
coffee?
B: I’m not sure. I (want) light yellow B: Yes, please and little / a little / a few sugar.
walls, but Tom (not like) yellow. 3.
A: I receive a lot of / much / no emails every day.
B: Really? Some days I don’t receive some / no / any.
17

Traveller_Rev_Pre-Interm_TB.indb 41 13/1/2021 1:28:44 µµ

 SP E AK IN G
G. Read the questions in the questionnaire and answer them for your partner. Then ask your partner and see how
many answers you got right.

HOW WELL DO YOU KNOW

YOUR FRIEND? YOUR ANSWERS YOUR FRIEND’S
RIGHT OR WRONG?
ABOUT YOUR FRIEND ANSWERS
Does he/she like talking on the phone?
Is he/she a social media user?
Does he/she send emails?
What are his/her interests?
How often does he/she go out?
Where to?
Who’s his/her favourite actor/singer?
What did he/she do last weekend?
What did he/she use to do but

ns
doesn’t anymore?
What’s his/her best quality?

io
So, do you like talking on the phone?
L IST EN IN G
Yes.../No...
Oh, my answer is right/wrong!
at
I. Listen and choose a or b.
1. Why didn’t Anna go to the cinema?
ic
a. because she didn’t receive a message
b. because she was busy
bl

2. What’s Susan a fan of?

a. soap operas
CO M M UN I C AT I O N
Pu

b. talent shows
H. Complete the dialogue with the phrases a-e. There
is one extra phrase which you do not need to use. 3. What’s true about Angie’s flatmate?
a. She’s helpful, but bossy.
b. She’s lazy and rude.
M

a. You can’t be serious!

4. What did Iris use to be?
b. She’s good fun to be with.
a. a waitress
M

c. Sounds brilliant! b. a chef

d. What does she look like?
e. I have other plans. SELF-A SSESSMEN T
©

Read the following and tick () the appropriate

boxes. For the points you are unsure of, refer back to
Sally Guess what! I finally have a new flatmate. the relevant sections in the module.
Linda That’s great! Who’s the lucky person?
Sally Do you remember Amanda from the Now I can...
computer course?  talk about the present and past
Linda I’m not sure. (1)  talk about past habits
Sally She has long dark hair and blue eyes.  use quantifiers
Linda Oh! I remember her. What’s she like?  talk about people’s likes and dislikes
Sally (2) We’re even going bungee  describe people and write a description
of a person
jumping together next week.
 use and, but, so, because, or
Linda (3)
Sally I am! She’s really into extreme sports.
Hey, do you fancy coming with us? Culture page:
Linda No, thanks. (4) Fandoms

18

Traveller_Rev_Pre-Interm_TB.indb 42 13/1/2021 1:28:44 µµ

 Round-up 1
SPEAKING Steve Yeah. You sent me a message yesterday. You asked
G.
• Ask Ss to read through the questions in the questionnaire. me to go to the cinema with you.
• Explain to Ss that in the first column they should write their Anna That’s right. But you didn’t reply so I thought you
answers about their partner. Then they should ask their were busy.
partner the same questions and write the answers in the 2.
second column. In the third column they should write whether Billy Let’s turn on the telly and see what’s on.
their answers are right or wrong according to their partner’s Susan Aggh! Not that. I can’t stand it!
answers. Billy Yeah, I find soap operas horrible too. Let’s see what
• Draw Ss’ attention to the speech bubble below the else is on.
questionnaire. Susan Oh, leave that.
• Have Ss do the activity in pairs. You can have higher- Billy I’m not really fond of talent shows.
performing Ss work with lower-performing Ss. Susan Really? I am. Be a star is the best show ever.
• Go round the class helping Ss when necessary.
• Choose some pairs to act out the dialogue. 3.
Kathy So, how’s it going with your new flatmate, Angie?
Angie Alright, I guess.
Suggested answer Kathy You don’t sound very excited.
SA: So, do you like talking on the phone? Angie It’s just that she’s always telling me what to do.
SB: Not at all. Kathy I see. And the housework... Doesn’t she help?
SA: Really? My answer is wrong there. What about social Angie No, no, she does. She helps a lot. It’s just that she
media? Are you a social media user? thinks she knows everything.
SB: Yes. I’m on Facebook and Instagram. Kathy That could be a problem.

ns
SA: Oh, good. I got that right. Do you send emails often?
SB: Of course! 4.
SA: That’s what I thought. What about your interests? How Iris Hello, Glynn.
do you like to spend your time? Glynn Iris, hi! What are you doing here?

io
SB: Well, I’m really fond of photography and am always Iris I work here. Remember?
trying to improve. Glynn Oh, yeah. That’s right. I forgot that you’re a waitress
SA: Wow! I didn’t know that. How often do you go out? here.
SB: Rarely. I’m usually too busy studying.
SA: What about music? Who is your favourite singer?
SB: I’m a big fan of Beyoncé.
at
Iris Actually, I used to be. Now, I’m the chef.
Glynn Wow, that’s good to hear!
Iris Yeah, I finished my studies last year and they
ic
SA: Yeah, she’s really talented. What did you do last offered me the job a few months ago.
weekend? Glynn Well, I’m looking forward to my meal.
SB: I went to the cinema on Saturday and visited my
bl

grandparents on Sunday.
SA: I guessed right about the cinema. What did you see?
SB: That new science-fiction film. SELF-ASSESSMENT
Pu

SA: What did you use to do that you don’t do anymore? Aims: • to give Ss the opportunity to check their
SB: Well I used to be really into blogging, but I haven’t progress
done that in a long time. • to encourage learner autonomy
SA: I didn’t know that either. What do you think is your •
best quality?
• Draw Ss’ attention to the points and have Ss read them.
M

SB: I always tell the truth.

SA: I wrote that you are honest. So I got that right too! • Explain any unknown words.
• Have Ss tick the points they feel confident about. For the
COMMUNICATION points they are unsure of, they should refer back to the relevant
M

sections in the module.

H.

1. d
©

2. b Culture page:
3. a
4. e Fandoms
The Teacher’s Notes can be found at the
back of the book.
LISTENING CD1 15
I.
• Ask Ss to read through the questions and the options. GRAMMAR ACTIVITIES
• Play the recording twice. There is a section at the back of the Workbook with grammar
• Alternatively, play the recording and pause after each dialogue activities providing Ss with further practice of the grammar
for Ss to choose their answers. presented in the module. After each Round-up section in the
• Play the recording a second time. Ss check their answers. Workbook, it is advisable to do the corresponding activities in
• Check the answers with the class. the Grammar Activities section.
The key for the Grammar Activities section is included in the
Workbook key at the back of the Teacher’s Book.
1. a 2. b 3. a 4. a

LISTENING TRANSCRIPT
1.
Steve Anna, where are you?
Anna Hey Steve. I’m on my way to Jenny’s house. Why?
Steve You can’t be serious! I’m waiting for you outside the
cinema.
Anna The cinema?

18 TB

Traveller_Rev_Pre-Interm_TB.indb 43 13/1/2021 1:28:45 µµ

 2 What an experience!

Aims: • to introduce the topic of the module and activate

Ss’ background knowledge
• to present the learning objectives of the module
•
• Ask Ss to look at the picture and tell you what they can
see (a man on top of a mountain).
• Draw Ss’ attention to the title of the module and
ask them to tell you when we can exclaim What an
experience!
• Help Ss relate the content of the picture (reaching the top

ns
of a mountain) to the meaning and usage of the utterance
(to show how an event or activity has affected you).
• If necessary, describe an event (e.g. a festival) that you

io
have been to or an activity (e.g. bungee jumping) that you
have tried and then say What an experience!
• Ask Ss some questions:

How do you think the man feels?

Have you ever experienced something similar?
at
ic
If yes, how did you feel? If not, would you like to?
bl

• Ask Ss the questions in the Discuss section and elicit

answers.
Pu

• Encourage Ss to answer in English. If they don’t know

a word they want to use in English, encourage them to
paraphrase. Write the word for what they are describing
on the board.
• Alternatively, allow limited use of L1. This will build
M

lower-performing Ss’ confidence.

M

Suggested answers
I went scuba diving last year. That was an
unforgettable experience. Also, when I was younger, I
travelled with my family to New York City and it was
©

amazing.
I’m a big fan of new experiences. I think they are
really exciting and I try to do new things all the time.

• Read out the points listed in the Flick through the module
and find... section.
• Explain any unknown words.
• Then ask Ss to flick through the module and find where
these points are discussed.

a text about a personal experience in an Asian

country: p. 22
an email from a university student: p. 29
a couple showing their holiday photos: p. 20
a website with helpful tips on surviving in the desert:
p. 26
a woman being chased by a swarm of bees: p. 24
• Read out the objectives listed in the In this module you
will learn... section.
• Explain any unknown words.

19 TB

Traveller_Rev_Pre-Interm_TB.indb 44 13/1/2021 1:28:47 µµ

 What an experience! 2
Discuss:
 Can you think of any unforgettable
moments in your life?
 Do you get excited about new
experiences, or do they frighten you?

Flick through the module and find...

 a text about a personal experience in an Asian
country
 an email from a university student

ns
 a couple showing their holiday photos
 a website with helpful tips on surviving in the

io
desert
 a woman being chased by a swarm of bees
at
ic
bl
Pu
M
M
©

In this module you will learn...

 to describe your feelings
 to use the Past Progressive
 to narrate a story and experiences
 to write a story
 to talk about unusual food and what it’s like
 to use the Present Perfect Simple
 to write an email giving news

19

Traveller_Rev_Pre-Interm_TB.indb 45 13/1/2021 1:28:47 µµ

 2a What happened?
1. L I ST E N I N G & R E A DIN G
A. Discuss.

• What makes an interesting

holiday experience?
• What’s your opinion about
the following activities?

hiking
cycling

rock climbing

scuba diving

ns
sightseeing

io
shopping
at
ic
bl

B. Look at the picture.

What do you think the
Pu

people are talking about?

Listen, read and check your answers.
Fiona Let me show you some pictures from Martin No, actually, it was exciting.
our cycling trip in the South of France. Fiona Yeah, and when we managed to reach
M

Annie OK. How was it? the top, we were amazed!

Fiona It was nice but it was a bit tiring.
M

Martin The view down into the gorge was

Martin Look! Here’s one outside the hotel on fantastic!
our first day. Annie Did you take any pictures there?
©

Fiona We were tired from the car journey. So, Martin Sorry, but with all that rain, the
we didn’t ride much that day. camera got wet and stopped working.
Martin But the next day we went on a long ride. Annie So, all that effort and no pictures to
Fiona Too long. We decided to go to this show for it.
gorge, but the hills were really steep in Fiona I’m afraid so.
that area.
Martin Fiona was pushing her bike most of the
way up. C. Read the dialogue and answer the questions.
Fiona Yes, you weren’t helping at all. You 1. Who was with Fiona on the cycling trip?
were taking pictures of me all the time. 2. What did they do on the second day?
Here’s one. 3. Why did Fiona have trouble on the
Annie It looks very muddy. journey to the gorge?
Martin And that’s before the rain. The water 4. Why was Fiona angry at Martin?
came down like a river. 5. Why didn’t they take pictures of the gorge?
Annie Sounds dangerous.

20

Traveller_Rev_Pre-Interm_TB.indb 46 13/1/2021 1:28:54 µµ

 2a
B. Aims: • to present vocabulary, functions and structures
Narrating past experiences in the context of a dialogue
Describing one’s feelings • to give Ss practice in identifying the main idea
of the dialogue
•
Past Progressive
• Draw Ss’ attention to the picture and ask them some
questions:
actually area effort experience (n.) gorge hill
What can you see in the picture?
I’m afraid so. journey manage muddy push What are the people in the picture doing?
rain (n.) reach steep top wet Do you think that the people know each other?
Activities
cycling hiking rock climbing scuba diving • Elicit answers and then ask Ss the question in the rubric.
shopping sightseeing • Elicit answers but do not correct Ss at this stage.
Adjectives: -ed / -ing • Play the recording and ask Ss to listen to the dialogue and
amazed/amazing bored/boring excited/exciting check their predictions.
frightened/frightening interested/interesting
surprised/surprising tired/tiring Suggested answer
They are talking about the pictures they see on the
camera. The pictures are from Martin and Fiona’s cycling
WARM-UP trip in the South of France.

ns
Aims: • to help Ss make predictions about the lesson by
activating their background knowledge • Ask Ss some comprehension questions:
• Where did they go cycling? in the South of France

io
• Draw Ss’ attention to the title of the lesson and ask them to What does Fiona think of their cycling trip? that it was nice
tell you when we ask this question (to ask about an event or but a bit tiring
situation that took place in the past). Where did they decide to go during their ride on the second
• Ask Ss to tell you what they think the lesson is about.
• Elicit answers.
at
day? They decided to go to a gorge.
What was Fiona doing most of the way up the hills? She
was pushing her bike most of the way up.
ic
1. LISTENING & READING CD1 18 What was the weather like during their journey to the
A. (PRE-READING) gorge? It was raining.
bl

Aims: • to introduce the topic of the dialogue by relating it Was Martin afraid of the rain? No, he wasn’t.
to Ss’ personal experience How did they feel when they managed to reach the top?
• They were amazed.
Pu

• Ask Ss the questions and initiate a short discussion. Why? because the view down into the gorge was fantastic
• Make sure that Ss know all the activities mentioned in the • Draw Ss’ attention to the picture on the camera and ask
second question. them to tell you what it shows (Martin and Fiona on their
trip).
M

Suggested answers
• In my opinion, the type of holiday, the place and the C. Aim: to give Ss practice in identifying specific
activities you choose to do during your holiday are information in the dialogue
M

important for the experience you will have. The people you • Have Ss do the activity.
choose to go on holiday with can make a difference to the • As soon as they finish, have higher-performing Ss work
holiday experience you have, as well. with lower-performing Ss in pairs and compare their
• Hiking is a great way to exercise and enjoy nature at answers. Encourage them to provide justification by referring
©

the same time. Cycling is a great way to keep fit while to specific parts in the dialogue. This will build lower-
choosing an environmentally-friendly means of transport. performing Ss’ confidence to share their answers in class.
Rock climbing is a thrilling activity for those who feel • Check the answers with the class.
adventurous, but not for those who are afraid of heights.
Scuba diving seems to be an exciting activity that brings 1. Martin
you nearer to nature. Sightseeing is an activity that offers 2. They went on a long ride. / They went to a gorge.
you knowledge about the world and can teach you about
the culture and history of the place you visit. It can be a 3. because the hills were really steep
bit tiring, though. Shopping, especially for souvenirs, is 4. because he wasn’t helping her at all
important for many tourists, as it allows you to take home 5. because with all that rain, the camera got wet and
something that will always help you remember the place stopped working
you visited. However, you shouldn’t spend too much time
shopping, because then there won’t be enough time for • Explain any unknown words and choose Ss to act out the
doing more interesting things. dialogue.

• If necessary, you can ask Ss some more questions: POST-READING

Aims: • to give Ss the opportunity to expand on the topic of
Which of the activities mentioned do you like doing / the dialogue
would you like to try / have you tried, etc? •
Are there any other activities that you enjoy doing in your • Ask Ss some questions:
free time / you have tried?
What type of holidays do you prefer?
Have you ever been on a similar trip?
Do you usually take pictures during your holidays? Why? /
Why not?
20 TB

Traveller_Rev_Pre-Interm_TB.indb 47 13/1/2021 1:28:56 µµ

2a
2 . VOC A BUL A RY • Refer Ss to the Grammar Reference at the back of the book.
A. Aims: • to present the differences between adjectives • Ask Ss questions practising the Past Progressive.
ending in -ed and -ing e.g. A: Where were you at eight o’clock yesterday evening?
• B: I was at home.
A: What were you doing?
• Ask Ss to read through the two examples. B: I was watching TV.
• Draw Ss’ attention to the adjectives in bold in the respective • Alternatively, you can divide Ss into pairs and have them act
examples. out a similar dialogue. Have higher-performing Ss work
• Help Ss deduce that the adjective tired describes how they with lower-performing Ss. Ask higher-performing Ss to
felt while the adjective tiring describes what the trip was form questions and lower-performing Ss to answer them.
like. • Then, ask one of the students in each pair to report the
• Encourage higher-performing Ss to come up with their answers to the class,
own examples using adjectives ending in -ed or -ing. This e.g. At eight o’clock yesterday evening, Paul was watching TV
will challenge them. To help lower-performing Ss, you can and I was listening to music.
write incomplete sentences on the board and give them sets
of adjectives in brackets. Then ask them to complete the 4 . PR AC T ICE
sentences (e.g. (bored - boring) I’m in here. Aim: to give Ss practice in using the Past Progressive in the
Let’s go out for a walk in the park.). This will give them extra context of three short dialogues
practice. • Have Ss do the activity and check answers.
B. Aim: to give Ss practice in differentiating between

ns
1. was calling, weren’t working, were having
adjectives ending in -ed and -ing 2. was... raining, wasn’t raining
• Have Ss do the activity and check answers. If necessary, 3. were... looking for, was driving
provide Ss with further explanations.

io
1. boring 3. frightened 5. amazing 5. SPE A K ING
2. surprised 4. excited 6. interesting at
Aims: • to give Ss practice in using the structures, functions
and vocabulary presented in this lesson through a
pair-work activity
ic
3. GR A MM A R •
A. Aims: • to present when the Past Progressive is used and
help Ss differentiate between the Past Simple
bl

• Draw Ss’ attention to the prompts in the box.

and the Past Progressive • Ask Ss to read through the speech bubble.
• • In pairs, Ss take turns to ask and answer questions about an
Pu

• Ask Ss to read through the first example and draw their adventurous experience they had in the past.
attention to the words in bold. • Go round the class helping Ss when necessary.
• Point out to Ss that this is the affirmative form of the Past • Choose some pairs to act out the dialogue.
Progressive of the verb paint. • Choose some other Ss to report their partners’ answers to
• Ask Ss to tell you when the Past Progressive is used. the class.
M

• Elicit the answer that it is used to describe an action that

was in progress in the past.
• If necessary, demonstrate this with further examples. Suggested answer
M

• Ask Ss to read through the second example and follow the SA: So, when did it happen?
same procedure. SB: It happened last year.
• Elicit the answer that the Past Simple is used to describe an SA: Where were you?
SB: In Peru.
©

action that was completed in the past.

SA: What were you doing?
SB: We were hiking to Machu Picchu. It’s a four-day
a. 2 b. 1 hike.
SA: Who was with you?
SB: I was with my family.
B. Aims: • to present how the Past Progressive is formed SA: What happened?
• SB: It was on the second day of the hike. I was taking
a sandwich out of my bag when I saw a big bird
• Ask Ss to read through the examples and draw their standing on a rock next to us!
attention to the words in bold.
SA: How did you feel?
• Ask Ss what they notice about the formation of the Past
SB: I was surprised and a little frightened.
Progressive (we form it with the past tense of the verb ‘be’
and the main verb with the ending ‘-ing’) and have them SA: What did you do?
complete the rule. SB: Nothing. I was scared and I couldn’t move.
• Check the answers with the class. SA: What happened then?
SB: The bird took my sandwich and ate it!
Past Progressive
was or were + verb + -ing

21 TB

Traveller_Rev_Pre-Interm_TB.indb 48 13/1/2021 1:29:00 µµ

 2. VO C A B U L A R Y 4. PRACT ICE
ADJECTIVES ENDING IN -ED AND -ING Complete the dialogues with the Past Progressive
of the verbs in brackets.
A. Read the examples. What’s the difference
between tired and tiring? 1.
A: Hey, Sandy. Where were you and Tom
• We were tired from the car journey.
yesterday? I (call) your house
• It was nice but it was a bit tiring. all day.
B: Well, it was Sunday and we
(not work) so we went to the beach.
We (have) a great time and we
decided to spend the whole day there.
2.
A: So, did you enjoy your trip or
it (rain)?
B: No, it (not rain), but it was
very cold.
3.

ns
B. Circle the correct options.
A: I saw you in the bookshop on Tuesday. What
1. We left the cinema early because the film you (look for)?
was bored / boring. B: A book about scuba diving. Why didn’t you

io
2. Samantha was surprised / surprising to see talk to me?
A: I couldn’t. I (drive) to work.
an old school friend on the train.
3. I’m not going near that horse! It looks wild
at
5. SPEAKING
ic
and I’m frightened / frightening.
Talk in pairs.
4. Everyone was excited / exciting about the
bl

Student A: Think of an adventurous experience

school trip.
you once had. Answer Student B’s
5. Henry’s cat can do an amazed / amazing
Pu

questions.
trick with a tennis ball. Student B: Imagine you are a reporter. Interview
6. I travel quite a lot and I always meet Student A about an adventurous
interested / interesting people. experience he/she once had. Ask him/
M

her questions using the prompts in

the box.
3. G R A M M A R
M

• when it happened • what happened

PAST PROGRESSIVE • where he/she was • how he/she felt
©

• what he/she was doing • what he/she did

A. Read the examples and match them with the • who was with him/her • what happened then
rules.

1. I was painting my room all day yesterday.

2. I painted it blue.
a. An action that was completed in the past.
b. An action that was in progress in the past.
B. Read the examples and complete the rule about
the formation of the Past Progressive.
• Fiona was pushing her bike most of the way up.
• You were taking pictures of me all the time.
Past Progressive
or + verb +
So, when did it happen?
It happened last year.

21

Traveller_Rev_Pre-Interm_TB.indb 49 13/1/2021 1:29:01 µµ

 2b Just taste it!
1. R E A DI N G
A. Discuss.
• What’s your favourite dish? What’s in it?
• Would you ever eat the things shown in
the pictures? If you had to, in which order
would you try them?
Pitaya

ns
Kiwano ple Seaweed it Jackfruit
Custard ap Dragon fru Durian

io
B. Read the story and choose the best title a, b or c.

a.
at
A few years ago, I was working in Singapore. During
ic
The Market in Singapore my first week there, while I was travelling on an MRT*
train, I saw a strange sign saying ‘NO DURIANS’ with
bl

a picture of a crossed-out fruit. I wondered why they

b.
A strange fruit were forbidden. It wasn’t until later that I found out
that they smell really, really bad, but they’re very tasty
Pu

c. and healthy. For this reason, many people in Southeast

Afraid of new experiences Asia eat them. I was very curious and decided to try for
myself.
As I was walking through a market place, a very
M

strong smell hit me. It smelt like someone had left some onions and other vegetables to rot. However, I realised that I
was standing next to a stall selling durians. ‘I’d like to try a bit of durian,’ I told the merchant and he said with a smile,
M

‘At your own risk!’ He then took a durian from a box, cut it in half with a large knife and
then cut a piece of the fruit.
When he handed it to me, I started having second thoughts. ‘What does
it taste like?’ I wondered. As I was raising the fruit to my lips, I suddenly
©

felt sick and a bit dizzy, but I began to eat.

The durian was thick and creamy like butter and had a fresh, sweet
taste. As soon as I finished eating the piece, the merchant offered me some
more. I actually finished the entire fruit. The man looked at me for a
response. ‘Yummy! That was tasty!’ I said, so the merchant put three in a
response
bag for me to take home. Unfortunately, I had to walk all the way because I
wasn’t allowed on the MRT.

* MRT: The main public transport system in Singapore

C. Read again and write T for True, F for False or NM for Not Mentioned.
1. The writer saw durians in an advertisement for the first time.
2. In Singapore, they sell durians only in markets.
3. The writer thought the strong smell was rotten food.
4. The writer cut the durian, then ate a piece.
5. The merchant served the fruit with some cream and butter.
6. The writer enjoyed the durian and wanted some more.
22

Traveller_Rev_Pre-Interm_TB.indb 50 13/1/2021 1:29:04 µµ

 2b
• Ask Ss:
Talking about unusual food and what it is like
Narrating experiences Do you know of any other unusual food?
Understanding time sequence
B. Aims: • to present vocabulary, functions and
structures in the context of a text
Past Simple vs Past Progressive • to give Ss practice in reading for gist
Time clauses (when, while, as, as soon as) •
• Draw Ss’ attention to the picture accompanying the text.
• Ask Ss to guess how this picture can be related to the text
be afraid of be allowed to curious cut dizzy and what the text is about.
entire feel hand (v.) knife lip market • Elicit answers but do not correct Ss at this stage.
offer (v.) piece raise response rot rotten • Ask Ss to read through the titles a-c.
sick sign (n.) smell (n./v.) smile (n.) snail • Explain to Ss that they should choose the best title for
strange suddenly taste (v./n.) try (taste) the text.
wonder (v.) • Ask Ss to read through the text.
Adjectives describing food • Check the answer with the class. To challenge higher-
bitter creamy fresh healthy salty sour performing Ss,, ask them to justify why the other two
spicy sweet tasty thick options are incorrect.

ns
The best title is b because it conveys successfully the
WARM-UP main idea of the story which is about durians / a
Aims: • to help Ss make predictions about the lesson by strange fruit.

io
activating their background knowledge
• Ask Ss some comprehension questions:
•
• Draw Ss’ attention to the title of the lesson and ask them
if they can tell you when the phrase Just taste it! can be
at
What was the writer doing in Singapore? He was
working there.
ic
used (when you urge someone to taste food and find out Are durians known only in Singapore? No, they aren’t.
whether they like it or not). They’re known all over Southeast Asia.
• Ask Ss to tell you what they think the lesson is about. Where was the writer when he smelt the durians? He
bl

• Elicit answers. was walking through a market place.

What did the merchant do when the writer asked to
1. READING CD1 19
Pu

try a bit of durian? The merchant took a durian from a

A. (PRE-READING) box, cut it in half with a large knife and then cut a piece
Aims: • to introduce the topic of the text by relating it to of the fruit.
Ss’ personal tastes and experience How did the writer feel when the merchant handed him
• the fruit? He started having second thoughts.
M

• Ask Ss the first question and elicit answers. Why did the writer walk home? because he bought three
durians and wasn’t allowed to take them on the MRT
M

Suggested answer
My favourite dish is a traditional Spanish dish called C. Aims: • to give Ss practice in identifying specific
patatas bravas. It is potatoes with a really tasty tomato information in the text
sauce. •
©

• Draw Ss’ attention to the pictures. • Have Ss do the activity.

• Explain to Ss that the pictures show things that people in • Check the answers with the class.
various parts of the world eat.
• Make sure that Ss do not have any unknown words.
• Point out to Ss that not all people/cultures have the 1. F
same eating habits. In some parts of the world, some 2. NM
things may be considered delicacies while in other places 3. T
the same things may be considered inedible or simply 4. F
disgusting. 5. F
• Ask Ss the second question and initiate a short 6. T
discussion.
• Have higher-performing Ss work with lower-
Suggested answer performing Ss and correct the false sentences. This
I would definitely try the fruit shown in the pictures, will challenge higher-performing Ss and help lower-
as they all look delicious. I’m not sure I would try the performing Ss understand why these sentences are false.
seaweed, because I’ve heard that it’s quite salty. If I had
to, I would try them in the following order: pitaya,
dragon fruit, kiwano, jackfruit, custard apple, durian,
seaweed.

22 TB

Traveller_Brit_2nd_Pre-Interm_TB_M2.indd 51 20/9/2021 2:58:00 µµ

2b
D. Aims: • to give Ss practice in deducing the meaning an action of longer duration which was interrupted by another
of unknown words from the text through a action of shorter duration or two actions which were happening
matching activity at the same time in the past.
• • Tell Ss that we use when before a short action (using Past
Simple) and while to introduce a long action (using Past
• Refer Ss to the text and ask them to look at the highlighted
words. Progressive).
• Encourage Ss to deduce the meaning of the words from the • Go round the class asking Ss questions, e.g. What were you
context. doing at eight o’clock yesterday evening? Did anything happen
• Ask Ss to read through the meanings a-e. while you were…? and eliciting answers.
• Have Ss do the activity and check answers. • Draw Ss’ attention to the time linker as soon as in the third
example and help them elicit its meaning (to link two past
1. e 2. d 3. b 4. c 5. a actions that happened one after the other).
• For further practice, refer Ss to the text and ask them to
underline any examples of the Past Progressive and Past
• Explain any unknown words and choose Ss to read out the Simple which correspond to the meanings a-c.
text. • Elicit answers (... while I was travelling on an MRT train, I
saw a strange sign... – c. / I was very curious and decided to
E. (POST-READING) try for myself – b. / As I was walking through a market place,
Aims: • to give Ss the opportunity to have a further a very strong smell hit me. – c. / He then took a durian from a
discussion on the topic of the text box, cut it in half with a large knife and then cut a piece of the
• fruit. – b. / When he handed it to me, I started having second
• Ask Ss the questions and initiate a short discussion. thoughts. – b. / As I was raising the fruit to my lips, I suddenly

ns
felt sick... – c. / As soon as I finished eating the piece, the
merchant offered me some more. - b.).
Suggested answers • Point out to Ss that we use the time linker when in the same
• I think the writer was quite adventurous to try the way as as soon as and as in the same way as while.

io
fruit even though its smell made him feel dizzy and • Refer Ss to the Grammar Reference at the back of the book.
sick. The fresh and sweet taste of the durian happily • Ask higher-performing Ss to provide examples of the
surprised him though. This story teaches us not to different uses of the Past Simple and Past Progressive. This
be afraid of new experiences.
• Yes, I would – they are tasty and healthy! / No, I
at
will challenge them. To help lower-performing Ss, you can
give them prompts to make examples (e.g. I / watch TV /
while / brother / play video games)
games).
ic
wouldn’t – I can’t stand smelly things!
4. PRACTICE
Aim: to give Ss practice in using the Past Simple and the
bl

2. VOCABULARY Past Progressive in context

Aims: • to present and give Ss practice in using adjectives
which describe food • Have Ss do the activity. Ask Ss to underline the time
Pu

• expressions that will help them decide which tense to use

(e.g. when, As, etc.). This will help lower-performing Ss.
• Draw Ss’ attention to the table. • Check the answers with the class.
• Point out to Ss that the adjectives in the first column can be
used to describe food.
• Explain to Ss that the adjectives sweet, bitter and fresh can be 1. was watching 5. opened 9. got
M

used to describe coffee while the adjectives fresh and sour can 2. walked 6. started 10. saw
be used to describe lemons. 3. wanted 7. said 11. began
• Ask Ss to tick the adjectives that can be used to describe cake 4. left 8. was taking 12. answered
M

and pizza in the respective columns.

• Have Ss do the activity and check answers.
5. SPEAKING
Aims: • to give Ss practice in using the functions,
cake: sweet, fresh pizza: salty, spicy
©

structures and vocabulary presented in this lesson

through an oral activity
•
• Ask Ss to think of other kinds of food and the adjectives • Ask Ss to read through the questions.
that can be used to describe them. • In small groups, Ss take turns to ask and answer the
questions.
• Go round the class helping Ss when necessary.

3. GRAMMAR
Aims: • to present the difference between the Past Simple Suggested answers
and the Past Progressive and introduce time • I do like to try unusual foods, especially sweets. When I
clauses travel, I always try the local dishes.
• • I’ve had a few strange food experiences. Once I even ate
• Ask Ss to read through the sentences 1-3. frogs’ legs.
• Draw Ss’ attention to the verbs in bold. • I was in Paris visiting some friends and they took me to
• Allow Ss some time to match the sentences 1-3 with the a local restaurant. Frogs’ legs was the most famous dish
meanings a-c. there.
• Check the answers with the class. • I was nervous because it seemed strange and I wondered
how it would taste. I didn’t want to get sick.
a. 2 b. 3 c. 1 • It was actually really good. It tasted like salty chicken.

• Ask Ss to tell you what they notice about the use of the time WORKBOOK LISTENING CD1 20
linker while in the first two examples (we use it to introduce • Go to the listening transcript.
23 TB

Traveller_Rev_Pre-Interm_TB.indb 52 13/1/2021 1:29:07 µµ

 D. Match the words 1-5 with their synonyms a-e. 3. GRA M MA R
1. merchant
2. handed PAST SIMPLE vs PAST PROGRESSIVE -
3. raising TIME CLAUSES (when, while, as, as soon as)
4. entire
Read the examples and match them with a-c.
5. response
1. While I was travelling on the underground,
a. answer I saw a strange sign.
b. moving something upwards 2. I was looking at the merchant while he
c. whole was cutting the fruit in half.
d. gave 3. As soon as I finished eating the piece,
e. a person that sells things
the merchant offered me some more.
a. The two actions were happening
E. Discuss. at the same time.
• What do you think of the writer’s experience? b. The two actions happened one after the other.

ns
• Would you ever try durians? Why? / Why not? c. One action was in progress when
the other happened.
2. VO C A B U L A R Y

io
ADJECTIVES DESCRIBING FOOD
4. PRACT ICE
Look at the table and tick () the correct columns. atComplete the text with the Past Simple or the Past
Progressive of the verbs in brackets.
ic
I (1) (watch) a film when my sister
bl

(2) (walk) into the house with a

paper bag. There were snails in it! She
Pu

(3) (want) to make something

different for dinner. She (4) (leave)
the bag on the table, (5) (open)
M

the fridge and (6) (start) taking out

coffee lemons cake pizza some vegetables. ‘You’re going to love this!’ she
M

sweet  (7) (say). As she (8)

bitter  (take) the vegetables out of the fridge, some of the
©

salty snails (9) (get) out of the bag.

spicy As soon as I (10) (see) them,
fresh   I (11) (begin) shouting: ‘They’re
sour moving! They’re alive!’ and my sister

(12) (answer): ‘Of course, they are.
That’s how you cook them!’

5. SP EA KIN G
Discuss.
• Do you like trying unusual food?
• Have you ever had a strange food experience?
• Where were you? What happened?
• How did you feel before and after tasting the
food?
• What did the food taste like?
23

Traveller_Rev_Pre-Interm_TB.indb 53 13/1/2021 1:29:10 µµ

 2c Believe it or not!
1. VO C A B U L A R Y
ADVERBS AND ADVERBIAL PHRASES When you learn new
words, it’s a good idea

TIP
Match the words 1-6 with their synonyms a-f. Then use some of
to learn their synonyms
them to complete the sentences. In some cases there is more than
and/or opposites.
one correct answer.

1. We were having dinner when the lights went out.

1. suddenly a. in the end 2. Mark had a car accident last night, but he didn’t
2. finally b. to my surprise get hurt.
3. fortunately c. unluckily 3. Karen found her keys under the sofa.
4. amazingly d. all of a sudden 4. Dan wanted to go swimming on Sunday, but it
5. then e. luckily was raining.
6. unfortunately f. after that 5. When Angela realised that someone was following her, she ran
home, locked the door and she called the police.

ns
2. L ISTE N I N G
A. Discuss.

io
• Have you ever seen a swarm of bees? If yes, how did you feel?
• Are there any insects you are afraid of? Why?
B. You will hear a telephone conversation between
Dave and his friend, Jenny, who had a bad
at
ic
experience with bees. Before you listen, look at
the picture and guess which of the words in the
bl

box will be mentioned. Then listen and check

your answers.
Pu

swarm faint sting hospital

kill flowers hide buzz police
honey river
M

C. Listen again and put the sentences in the correct

M

order. Write 1-7.

a. Jenny jumped in the river.
b. Jenny killed a bee.
©

c. Jenny went to her sister’s house.

d. Jenny saw lots of bees in her garden.
e. Jenny ran home.
f. A bee stung Jenny.
g. Jenny ran and got onto a bus.

D. Discuss.
• Do you believe Jenny’s story?
• What would you do if a swarm of bees came
after you?
Before you listen, try to
TIP

predict what the speakers

are going to talk about.
3. SP E AKI N G
Talk in pairs.
Students A & B: Go to the
Speaking section.
24

Traveller_Rev_Pre-Interm_TB.indb 54 13/1/2021 1:29:16 µµ

 2c
• Ask Ss to look at the picture and guess which of the
words given will be mentioned in the listening text.
Narrating a story and experiences • Elicit answers but do not correct Ss at this stage.
• Play the recording and have Ss listen carefully to check
their predictions.
bee believe it or not break into burglar buzz (v.)
description doorbell empty faint follow freeze
get hurt give sb a hand hide honey kill lock (v.) honey, buzz, kill, swarm, sting, river, hide, flowers
return ring (v.) sting (v.) stupid swarm
take place thank (v.) upset van
C. Aims: • to give Ss practice in listening for specific
Adverbs and adverbial phrases information
all of a sudden amazingly (un)fortunately •
in the end (un)luckily to my surprise • Ask Ss to read through the sentences a-g and make sure
that they do not have any unknown words.
WA R M - UP • Play the recording and have Ss do the activity.
Aims: • to help Ss make predictions about the lesson by • You can tell Ss which one is the first sentence. This will
activating their background knowledge help lower-performing Ss.
• • Check the answers with the class.
• Draw Ss’ attention to the title of the lesson and ask them
when the phrase Believe it or not! can be used (when a. 3 b. 1 c. 7 d. 6 e. 5 f. 2 g. 4
telling someone about something that is true, although it

ns
seems unlikely).
• Ask Ss to tell you what they think the lesson is about. LISTENING TRANSCRIPT
1. VOC A BUL A RY Jenny Hey Dave, did I tell you what happened to me

io
Aims: • to introduce adverbs and adverbial phrases in the park last Friday?
• Dave No.
• Draw Ss’ attention to the words and phrases in the two
columns in the box.
• Explain to Ss that these are adverbs and adverbial
at
Jenny It was really frightening. I was eating yoghurt
with honey and reading a magazine. Suddenly,
a bee started buzzing around me so I killed it
ic
phrases. with the magazine.
• Draw Ss’attention to the TIP and explain it. Dave Why did you do that? Bees are our friends.
bl

• Allow Ss some time to do the matching and check Jenny Oh, I won’t do it again, that’s for sure. As I
answers. was walking back to work, suddenly there was
another bee buzzing around my head, then
Pu

1. d 3. e 5. f another and another. Soon, there was a whole

2. a 4. b 6. c swarm of them.
Dave Did they sting you?
• Ask Ss to read through the sentences 1-5. Jenny A few times, yes. On my neck and arms. So, I
• Have Ss do the activity and check answers. started running, but I couldn’t make them go
M

away.
Suggested answers Dave What did you do?
M

1. suddenly / all of a sudden Jenny Well, I was near the river, so I jumped in and
2. fortunately / luckily / amazingly / to my surprise hid under the water.
3. Finally / In the end / Fortunately / Luckily Dave Did it work?
4. unfortunately / unluckily Jenny No, they were just waiting till I got out. So, I
©

5. then / after that / finally got my breath back and ran for it. I tried to find
a place to go inside but all I could see was a bus
2 . LIS T ENING CD1 21, 22 waiting at the bus stop. So, I got on. The people
A. (PRE-LISTENING) thought I was crazy! The bees just followed me
Aims: • to present the topic of the listening text by onto the bus, so all the passengers got off.
activating Ss’ personal experience Dave That’s unbelievable!
• Jenny I know. I got off the bus with the others and
just ran all the way home. I didn’t go back to
• Ask Ss the questions and initiate a short discussion.
work that day. But listen to this. I woke up the
next morning and all the flowers in my back
Suggested answers garden were full of bees, millions of them. Like
• Luckily, I’ve never seen a swarm of bees. If I saw they were waiting for me...
one, I’d feel scared, but I would try not to panic. Dave Oh, come on Jenny! I don’t believe that!
• It really hurts when an insect stings you, so that’s Jenny It’s true! I went out through the back door and
why I’m afraid of them, especially bees. went to my sister’s house. I’m staying there at
the moment.
B. Aims: • to give Ss practice in identifying the topics Dave Yes, and there are millions of bees in the
discussed neighbourhood waiting for you...
• Jenny But, Dave, listen...
• Draw Ss’ attention to the TIP and explain it. Dave I’ve had enough of your jokes, Jenny. Goodbye!
• Draw Ss’ attention to the picture and the list of words.

24 TB

Traveller_Rev_Pre-Interm_TB.indb 55 13/1/2021 1:29:18 µµ

2c
D. (POST-LISTENING)
Aims: • to give Ss the opportunity to have a further 1. The introductory paragraph sets the scene / describes
discussion on the topic of the listening text the background of the story and introduces the main
characters.
• The main paragraph describes how the story started
• Ask Ss the questions and initiate a short discussion. and developed.
The final/concluding paragraph ends the story and
Suggested answers makes a short comment about it.
• I do believe Jenny’s story. I’ve heard that when you kill a bee 2. The writer uses the Past Simple and the Past Progressive.
it produces a smell that attracts other bees. Maybe that’s why
the bees were chasing Jenny. Jenny’s story also brought to • Ask Ss some comprehension questions:
mind a news story I once read. A swarm of bees followed a
car for two days because their queen was inside it. What was Paul doing when he saw the two men? He was returning
• I would run away fast. I wouldn’t try to make the bees go home.
away by moving my arms, because that could scare them and Where were the men? outside the house of his neighbour, Tom Baker
they could attack me even more. What were they doing? They were carrying his neighbour’s furniture
into a van.
3. SPEAKING Why did Paul offer to help them? because he knew that Tom was
Aims: • to give Ss practice in narrating a story moving out in a few days
• to give Ss practice in transferring from visual to What was Paul doing when the doorbell rang? He was having dinne dinner.
verbal information Who was at the door? It was Tom.
How did he look? He looked very upset.
•

ns
What had happened? Someone had broken into his house and had
• Divide Ss in pairs. taken everything.
• Refer Ss to the appropriate pages, look at the pictures and read Why did Paul think that he was stupid? because he realised that he
through the words/phrases in the box. had helped the burglars

io
• Have Ss do the activity. Did Paul help the police catch the burglars? Yes, he did.
• Go round the class helping Ss when necessary. the men.
How did Paul help the police? He gave a clear description of th
• Choose some pairs to narrate the stories. When did the police catch the burglars? after only an hour

Suggested answers
SA: It was three o’clock in the morning. Jim was sleeping
at
How did Paul help his neighbour? He helped him move everything
back into the empty house.
Has Paul helped any other neighbours after what happened? No, h he
ic
when a strange noise woke him up. Even though he was hasn’t.
frightened, he went to check it out. He looked in the room
of his flatmate, Brad, but it was empty. Then he heard the C. Aims: • to help Ss organise their ideas and plan their
bl

noise again so decided to go downstairs. He was surprised writing

to see a strange light coming from the bottom of the stairs.
SB: I think his flatmate was in the kitchen making food. •
Pu

• Ask Ss to read through the questions.

SB: It was a nice spring afternoon. Tina was relaxing in her • Refer Ss to the story.
back garden when she thought she heard something.
She looked round and was surprised to see a ball on the • Have Ss do the activity and check answers.
ground. She got up to see where it came from. That’s when
she realised that something was happening behind the Who is/are the main character(s) and what was/were
M

bushes. She was curious to see what, so she decided to go the main character(s) doing? 1
and have a better look. What she saw really made her smile. What happened in the end? 3
SA: I think she saw two very young children playing together in What did the main character(s) do and what happened? 2
M

the garden.
Where did the story take place? 1
When did the story take place? 1
How does/do the main character(s) feel now? 3
4. WRITING CD1 23 How did the main character(s) feel? 2
©

A. Aims: • to prepare Ss for the writing task through a

discussion relating to their personal experiences D. Aims: • to give Ss practice in writing a story
• •
• Ask Ss the questions and initiate a short discussion. • Draw Ss’ attention to the TIP and explain it.
• Refer Ss to the appropriate pages.
Suggested answers • Point out to Ss that it is important to use the questions in the
• Yes, two unbelievable events happened to me during my trip previous activity as a guide while writing out their stories.
to London last year. • Allow Ss some time to write their stories.
• I was walking down Oxford Street, one of the busiest streets • Choose some Ss to read out their stories.
in London, when I met a friend from my home town, who
was visiting London for the weekend. I was very surprised, Model answer
but an hour later, I was even more surprised, when I saw my
neighbours near Big Ben! It was three o’clock in the morning. Jim was sleeping, when
suddenly a noise woke him up.
B. Aims: • to familiarise Ss with the stylistic features of a story ‘What’s going on?’ Jim wondered. He got up and went to see if
• his flatmate, Brad, was still sleeping, but he wasn’t.
• Ask Ss to read through the story and answer the two questions. In fact, his room was empty. Jim started to feel frightened.
• For question 1, you can write the following on the board and Where was Brad? Who was making that noise? He decided to
ask Ss to match them with the corresponding paragraphs: It check it out. While he was going downstairs, he was surprised
describes how the story started and developed. / It ends the story to see a strange light. It was coming from outside and the front
and makes a short comment about it. / It describes the background door was open.
of the story and introduces the main characters. This will help As soon as he looked into the garden, he saw Brad. ‘Oh, hi, Jim!
lower-performing Ss. I’m just taking some night time photos for my photography
• Check the answers with the class. class,’ he said. Jim just laughed.

25 TB

Traveller_Rev_Pre-Interm_TB.indb 56 13/1/2021 1:29:23 µµ

 4. WR IT I N G
A STORY

A. Discuss.
• Has anything unbelievable ever happened
to you? Can I give you a hand?
• What happened?
It was a warm summer eve
B. Read the story and answer the questions. ning. Paul was returning
home when he saw two me
n outside the house of his
1. What is the purpose of each of the neighbour, Tom Baker. Th
ey were carrying his
paragraphs? furniture into a van.
2. What tenses are used? He knew that Tom was mo
ving out in a few days,
so he walked up to one of
the men and said, ‘Hello,
can I give you a hand?’ Th
e man just stood there,
looking at Paul. That’s wh
en the other man said,
‘That would be great.’ As
soon as Paul helped them
finish, the two men quick
ly got into the van, thank
him and lef t. Later, while ed

ns
Paul was having dinner,
doorbell rang. It was Tom the
and he looked very upset
‘Someone broke into my .
house and took every thi
ng!’

io
he shouted. Paul froze. ‘I’m
so stupid!’ he thought.
Fortunately, Paul gave a
clear description of the
at
men to the police and the
only an hour. Paul helpe
y found the burglars after
d move every thing back
ic
into the empty house bu
t he’s never offered to he
neighbour again. lp a
bl
Pu

C. Look at the questions and decide in which paragraph each of them has been answered.
Write 1, 2 or 3.
M

Who is/are the main character(s) and what was/were

the main character(s) doing? What happened in the end?
M

What did the main character(s) do and what happened? Where did the story take place?
©

When did the story take place? How does/do the main character(s) feel now?

How did the main character(s) feel?

WRITING TASK
D. Look at the stories in the
Speaking Section, choose When writing a story:
one and write it out. Answer  write the events in chronological order. Use past tenses (Past Simple and Past
the questions in activity Progressive).
4C. Your story should be  use time linkers (when, while, as, as soon as, etc.).
between 100-120 words.  use adverbs and adverbial phrases (suddenly, fortunately, in the end, to my
surprise, etc.).
 use adjectives describing feelings (surprised, amazed, frightened, upset, etc.).
 use direct speech, questions and exclamations to make your story more
interesting.
 organise it into paragraphs as shown in activity 4B.

25

Traveller_Rev_Pre-Interm_TB.indb 57 13/1/2021 1:29:26 µµ

 2d Adventure
1. R E A DI N G www.desertexplorers.com
A. Discuss.
• What do you know about deserts?
• Which of the following do you
associate with the desert?

snow sun ice

have you ever
low high thought of exploring
the desert?
temperatures temperatures

thunder lightning storms

Deserts cover a third of the earth’s surface

B. Read the text quickly and match the headings and they have always been of great interest to

ns
a-e with the paragraphs 1-4. There is one extra people. The extreme conditions make them a
heading which you do not need to use. mysterious and, at the same time, an unfriendly
a. Weather place.

io
b. The best time to visit
1.
c. A word of warning
It’s a large area of land with very little water and
d. What is it?
e. Nature
at
very few plants. Many deserts are places with
extreme heat and lots of sand. One of the biggest
ic
deserts is the Sahara in Africa. But did you know
Look for key words in each that the Antarctic is the biggest cold desert?
TIP

bl

paragraph to understand the 2.

main ideas.
During the day, the temperature in the Sahara can
Pu

ο
reach 50 C, but at night it can drop to below zero.
C. Read again and answer the questions.
Deserts receive very little rainfall, but when it rains,
Choose a, b or c.
it pours! After that, months can pass without any
1. According to the text, what is true rain at all.
M

about the Antarctic? 3.

a. It’s bigger than the Sahara. Amazingly, some animals and plants can survive in
b. It’s a kind of desert.
M

the desert. A good example is the camel. Camels can

c. There’s no life there. drink large amounts of water in one day and survive
2. Why does the writer mention camels and for seven days without drinking again! As for plants,
cacti are very common. They store water in their
©

cacti?
leaves, roots and stems.
a. Because they have been in the desert
4.
for centuries.
The desert is a dangerous place, so be prepared and
b. Because they can live without water for
never travel alone. Heat stroke, severe sunburn
a long time. and insect bites are possible dangers. So, keep your
c. Because people cannot survive in the head and body covered. In other words, dress like the
desert without them. locals. Clothes should be long, light and loose. And of
3. Which of the following would be most course, don’t forget to have lots of water with you.
useful when travelling in the desert?
a. a hat
b. a pair of shorts Comments
c. a pair of boots I’ve travelled to lots of places around the world, but
4. What is not true about Anna? my last trip was something else! I travelled around
a. She found the advice useful. North Africa for a month and I spent a week in the
b. She spent only a week in North Africa. Sahara. Your information helped a lot. Thanks.
c. She visited the desert. Posted by Anna Sheffield at 18.09

26

Traveller_Rev_Pre-Interm_TB.indb 58 13/1/2021 1:29:42 µµ

 2d
B. Aims: • to present vocabulary, functions and
Linking past and present time structures in the context of a text
Talking about travel adventures • to give Ss practice in reading for gist
•
Present Perfect Simple (just, always, before, ever, never,
so far, once, twice, many times, etc.) The Antarctic, which is the biggest cold desert, is situated
Present Perfect Simple vs Past Simple in the southern hemisphere, almost entirely south of the
Antarctic Circle. It is surrounded by the Southern Ocean.
About 98% of Antarctica is covered with ice, which
according to alive at the same time be prepared averages 2.16 kilometres (1.3 miles) in thickness.
bite (n.) common condition cover (v.) danger • Draw Ss’ attention to the title of the text and ask them to
dress (v.) explore extreme light (adj.) locals tell you what they think the text is about.
loose mysterious pass (v.) (im)possible severe • Elicit answers.
store (v.) sunburn survive unfriendly warning • Draw Ss’ attention to the layout of the text and ask them to
Words related to nature tell you what kind of text it is (a website) and where it can
cactus camel desert earth insect be found (on the Internet).
land (n.) leaf plant root sand stem (n.) • Ask Ss to read through the headings a-e.
• Draw Ss’ attention to the TIP and explain it.
Words/Phrases related to weather conditions • Ask Ss to read through the text.
below zero degrees (°) drop heat

ns
• Have Ss do the activity.
high (temperature) ice lightning • As soon as they finish, have higher-performing Ss work with
low (temperature) snow storm thunder lower-performing Ss in pairs and compare their answers.
Phrases Encourage them to provide justification. This will build lower-

io
in other words It was something else! performing Ss’ confidence to share their answers in class.
• Check the answers with the class.
WARM-UP
Aims: • to help Ss make predictions about the lesson by
at
1. d 2. a 3. e 4. c
ic
activating their background knowledge
• Ask Ss some comprehension questions:
•
bl

• Draw Ss’ attention to the title of the lesson and ask them to How much of the earth’s surface do deserts cover?
tell you what they think it is about. a third
• Elicit answers. What makes deserts a mysterious and unfriendly place? the
Pu

• Ask Ss some questions: extreme conditions

Can you find lots of water and many plants in a desert? No,
What does adventure mean to you? you can’t.
What is the most adventurous thing you have ever done? What kind of places are many deserts? They are places with
extreme heat and lots of sand.
M

Which is one of the biggest deserts? the Sahara Desert in Africa

1. READING CD1 25
What is the temperature like in the desert during the day? It
A. (PRE-READING)
M

can reach 50° C.

Aims: • to introduce the topic of the text by relating it to
What is the temperature like in the desert at night? It can drop
Ss’ background knowledge
to below zero.
• to introduce vocabulary related to weather
Does it often rain in the desert? No, it doesn’t.
©

• How long can camels survive without drinking water? seven

• Ask Ss the first question and elicit answers. days
Is the desert a dangerous place? Yes, it is.
Suggested answer What are the possible dangers in the desert? heat stroke, severe
Deserts are very dry places. Some deserts are very hot, but sunburn and insect bites
they can get very cold during the night. What kind of clothes should you wear in the desert? long, light
and loose clothes
• Ask Ss to tell you of any deserts they know of and where What should you remember to have with you in the desert?
they are located (e.g. the Sahara Desert – Africa, the Kalahari lots of water
Desert – Africa, the Gobi Desert - Asia, the Great Victoria Has Anna travelled to lots of places around the world? Yes, she
Desert - Australia).
has.
• Ask Ss the second question and draw their attention to the
words given.
Did she enjoy her last trip? Yes, she did.
• Make sure that Ss don’t have any unknown words and can
C. Aims: • to give Ss practice in identifying specific
relate the words to the symbols.
• Elicit answers.
information in the text
•
Suggested answer • Have Ss do the activity and check the answers with the
I associate the sun and low and high temperatures with the class.
desert.
1. b 2. b 3. a 4. b

26 TB

Traveller_Rev_Pre-Interm_TB.indb 59 13/1/2021 1:29:42 µµ

2d
• Ask Ss to tell you which time expressions are used with the
D. Aims: • to give Ss practice in deducing the meaning of Past Simple and which with the Present Perfect Simple. You can
unknown words in the text draw two columns on the board with the headings Past Simple
• and Present Perfect Simple and write their answers.
• If necessary, provide Ss with further examples demonstrating
• Refer Ss to the text and ask them to look at the highlighted the difference between the Present Perfect Simple and the Past
words. Simple or ask Ss to come up with their own.
• Encourage Ss to deduce the meaning of the words from the • Refer Ss to the Grammar Reference at the back of the book.
context. To challenge higher-performing Ss, you can ask • Ask higher-performing Ss to make sentences using the Present
them to to cover the activity in their book and try to deduce Perfect Simple and the Past Simple. This will challenge them. To
the meaning of the highlighted words by relying only on the help lower-performing Ss, you can write incomplete sentences
context. on the board as in the example, I (not speak) to James
• Have Ss do the activity and check answers. today., and ask them to complete the sentences with the Past
Simple or the Present Perfect Simple of the verbs in brackets.
1. a 2. b 3. b 4. a 5. a
3. PRACTICE
• Explain any unknown words and choose Ss to read out the Aim: to give Ss practice in differentiating between the
text. Present Perfect Simple and the Past Simple in the
context of a dialogue
E. (POST-READING) • Have Ss do the activity and check answers.
Aims: • to give Ss the opportunity to have a further discussion
on the topic of the text 1. Have... visited 5. Did... like
•
2. have never left 6. Have... ever travelled

ns
• Ask Ss the question and initiate a short discussion. 3. have always wanted 7. drove
4. visited 8. was
Suggested answers
Yes, I’d love to go on an adventurous journey through the
4. INTONATION CD1 26, 27

io
Sahara Desert. I’d like to see the camels, and to ask the local
people about their way of life. / A. Aim: to familiarise Ss with the pronunciation of the
No, deserts are not for me because I can’t stand extreme reduced forms of did you and have you
temperatures.

2. GRAMMAR
at
• Play the recording and have Ss listen and repeat each question
they hear.
• Ask Ss to tell you what they notice about the pronunciation of
ic
PRESENT PERFECT SIMPLE did you and have you.
Aims: • to present the Present Perfect Simple
bl

• B. Aim: to give Ss practice in pronouncing the reduced forms

of did you and have you
• Draw Ss’ attention to the picture.
• Ask Ss to read through the dialogue. • Play the recording and have Ss repeat each question they hear.
Pu

• Point out to Ss that the verbs in bold are in the Present Perfect
Simple. 5. SPEAKING
• Ask Ss the first question. Aims: • to give Ss practice in using the structures and
• Elicit answers and have Ss complete the rule (we form the functions presented in this lesson through a
Present Perfect Simple with the auxiliary verb have/has and the pair-work activity
M

past participle of the main verb). •

• Point out to Ss that the past participle of regular verbs is • Draw Ss’ attention to the prompts and the speech bubble.
formed in the same way as the Past Simple. On the other hand, • In pairs, Ss take turns to ask and answer questions about each
M

each irregular verb forms the past participle in a different way, other’s travel adventures. You can have higher-performing Ss
e.g. eat-eaten.. Refer Ss to the list of irregular verbs at the back work with lower-performing Ss.
of the book. • Go round the class helping Ss when necessary.
• Ask Ss the second question. • Choose some pairs to act out the dialogues.
©

• Ask Ss to read through the two options.

• Elicit the answer that we use the Present Perfect Simple to refer Suggested answer
to past events and link them to the present, and we do not
SA: Have you ever visited an interesting place?
know or say when exactly they happened. (b.).
• Ask Ss about the formation of the negative and question forms. SB: Yes, I have.
• Elicit answers and have Ss come up with their own examples. SA: Where did you go?
• Make sure that Ss understand the use of the Present Perfect SB: Last year, I went to Athens. It was really interesting.
Simple by relating it to the dialogue. If necessary, provide Ss SA: What did you do there?
with further explanations and/or examples. SB: We went to visit many important places, like the
• Point out to Ss that a. refers to the Present Progressive. Parthenon and the Temple of Zeus. And we explored the
• Draw Ss’ attention to the NOTE and explain to them that these old town around the Acropolis.
time expressions are usually used with the Present Perfect SA: Who did you go with?
Simple and ask them to tell you more time expressions that we SB: I went with a group of good friends.
use with the Present Perfect Simple (already, yet, etc.). SA: Did you all have a good time?
SB: Yes, it was great and I’d love to go back. What about you?
PRESENT PERFECT SIMPLE vs PAST SIMPLE
Where did you go that was interesting?
Aims: • to have Ss differentiate between the Present Perfect
Simple and the Past Simple SA: I went to Iceland.
SB: Wow! That sounds really interesting. When did you go
• there?
• Ask Ss to read through the examples. SA: Two years ago. I went with my family.
• Draw Ss’ attention to the words in bold. SB: Did you have a good time?
• Ask Ss to tell you the difference between I’ve travelled and SA: Yes. To my surprise it was really beautiful.
I travelled and elicit the answer that I’ve travelled refers to SB: What did you do there?
an action that happened in the past but the exact time is SA: We saw volcanoes. And I even ate shark meat.
not mentioned, whereas I travelled refers to an action that SB: Did you like it?
happened in the past and we say when exactly. SA: Believe it or not, I did!
27 TB

Traveller_Rev_Pre-Interm_TB.indb 60 13/1/2021 1:29:46 µµ

 D. Look at the highlighted words in the text and 3. PRACT ICE
choose the correct meaning a or b. Complete with the Past Simple or the Present
1. extreme Perfect Simple of the verbs in brackets.
a. very great b. usual Paul I can’t wait to go to Warsaw next week.
2. drop Larry Sounds great! (1) you
a. go up b. go down
(visit) Poland before?
3. survive
a. die b. stay alive Paul No. Actually, I (2) (never
4. store / leave) the country, but I (3)
a. keep for future use b. drink slowly (always / want) to go there. My brother
5. severe Mario (4) (visit) Warsaw
a. serious b. impossible two years ago.
E. Discuss. Larry (5) he (like)
• Would you like to go on a journey through it?
the desert? Why? / Why not? Paul Of course. And you? (6) you
(ever / travel) to Poland?

ns
Larry Yes, I (7) (drive) to Krakow
2. G R A M M A R with some friends last summer.

io
It (8) (be) wonderful!
PRESENT PERFECT SIMPLE
Look at the picture and read the dialogue.
How do we form the Present Perfect Simple?
at
4. IN TO N AT IO N
ic
A. Listen and repeat. What do you notice about the
A: Look! Justin has pronunciation of did you and have you?
bl

opened the bottle with

Did you go to the gym yesterday?
his teeth.
Have you ever ridden a camel?
Pu

B: I’ve seen him do it

many times before. B. Listen and repeat.
1. Did you call Dan last night?
Present Perfect Simple 2. Have you tried Mexican food before?
M

or + past participle 3. Have you ever sent Irene an email?

4. Did you see Rita two weeks ago?
M

• What kind of actions do we use the Present 5. Have you ever seen a snake?
Perfect Simple for? 6. Did you enjoy the film yesterday evening?
©

a. actions happening now

b. actions that happened in the past but we
can see their results now and/or we don’t 5. SPEA KIN G
mention when they happened Talk in pairs about travel adventures. Use the
prompts in the box.
NOTE

Use the Present Perfect Simple with

just, always, before, ever, never, so • ever / visit / interesting • what / do / there / ?
far, once, twice, many times, etc. place / ? • who / go with / ?
• where / go / ? • have / good time / ?
• when / go / ?
PRESENT PERFECT SIMPLE vs
PAST SIMPLE
Read the examples. What’s the difference Have you ever visited an interesting place?
between I’ve travelled and I travelled?
Yes...
• I’ve travelled to lots of places around the
Where did you go?
world.
I went to...
• I travelled to North Africa last month.

27

Traveller_Rev_Pre-Interm_TB.indb 61 13/1/2021 1:29:48 µµ

 2e Broaden your mind

1. G R AM M A R
PRESENT PERFECT SIMPLE with for, since, yet, already
A. Read the dialogue. When B. Read the dialogue and been gone already yet
did Fred move to the city? complete the rules with
A: How long have you had the words in the box.
Use in affirmative
this house, Fred? A: Andy is a reporter from sentences and put it between have/has
B: I’ve had it for two years, London and he travels and the past participle.
since I moved to this city, abroad all the time. He Use in questions and
actually. has already been to the negative sentences and put it at the end
USA and China but he of the sentence.
for + period of time hasn’t been to France yet.
e.g. two years, a week, six months, Use have/has to a place

ns
an hour, five minutes B: Really? Where is he now? when someone is still at that place.
A: He has gone to New York. Use have/has to a place
since + a point in time
e.g. Sunday, yesterday, He’s coming back next when someone has returned from that

io
two o’clock, last May, last week place.
Tuesday.

2. P R AC T I CE
at
3. LIST EN IN G
ic
Complete the dialogues with the Present Perfect A. Discuss.
Simple of the verbs in the box and circle the correct • Have you ever lived abroad?
options.
bl

• Would you like to live abroad? Why? / Why not?

be not return not check B. Listen to three people talking about living in
Pu

tell call go not see a foreign country. Match the people with the
statements a-d. There is one extra statement
which you do not need to use.
1.
Jodie What’s wrong, Dan? Kate a. has improved his/her Spanish a lot
M

Dan Where’s Harriet? recently.

Jodie She yet.
already / yet b. took a course but it didn’t help.
M

Jake
Dan From where? Where is she? c. wants to improve his/her Spanish to
Jodie She to the supermarket. make his/her job easier.
Dan But I need the car. I her Sally d. is living in Spain to learn the language.
©

so many times that I need the car on

Fridays! 4. SP EA KIN G
Jodie Why don’t you phone her? A. Discuss.
Dan I already / yet • Do you like learning foreign languages?
her three times but • Is learning English easy for you?
there’s no answer! B. Talk in pairs. Which of these do you think help
2. when learning English? Why? Which ones do
Mike Hey, Sonia. I you for / you do?
since last year. When did you return from • watch films in English without subtitles
New York? • take a (summer) course in an English-
Sonia In August. Didn’t you get my emails?
speaking country
Mike I my emails for / since a
• visit an English-speaking country for some
month. Sorry. Anyway, let’s go for coffee
time
and talk about New York.
• read books / online articles in English
Sonia OK. you ever
• use the Internet
there?
Mike No, but I want to go. • communicate with people who speak English
• listen to English songs and read the lyrics
28

Traveller_Rev_Pre-Interm_TB.indb 62 13/1/2021 1:29:48 µµ

 2e
• Refer Ss to the Grammar Reference at the back of the book.
Talking about the duration of an action
Giving news 2. PRACTICE
Aim: to give Ss practice in using the Present Perfect Simple
with for, since, yet, already in the context of two
Present Perfect Simple with for, since, yet, already dialogues
• Have Ss do the activity and check answers.

abroad accept accommodation arrange 1. hasn’t returned yet, has gone, have told, have already called
exactly foreign lyrics make plans organise 2. haven’t seen... since, haven’t checked... for, Have... been
stressed subtitle take a course
Phrases
How are things? I must go now. 3. LISTENING CD1 28
I’m looking forward to... A. (PRE-LISTENING)
Sorry I haven’t written for so long. Aims: • to present the topic of the listening text by activating
Take care. What have you been up to? Ss’ personal experience
•

WARM-UP • Ask Ss the questions and initiate a short discussion.

Aims: • to help Ss make predictions about the lesson by
activating their background knowledge Suggested answers
• • Yes, I visited Italy as a student. I lived with a local family for
• Draw Ss’ attention to the title of the lesson. three months. It was an unforgettable experience because
• Help Ss deduce that the phrase to broaden one’s mind means to

ns
I was able to experience Italian culture and to learn the
increase the range of one’s knowledge and experience. language too.
• Ask Ss to guess what the lesson is about and elicit answers. • Yes, because living abroad allows you to experience a way
• Ask Ss some questions: of life that is different to your own. In this way, you can

io
become more open to new ideas and improve your skills.
Do you think that travelling can broaden your mind? How?
/ No, because I would miss my family and friends. I’m not
What other things can broaden your mind? How?
really adventurous, I don’t like learning foreign languages

1. GRAMMAR
A. Aims: • to present the Present Perfect Simple with for and
atand I feel safer in my country.

B. Aims: • to have Ss identify speakers’ experiences and attitudes

ic
since •
•
• Ask Ss to read through the statements a-d. You can remove the
• Ask Ss to read through the dialogue.
bl

extra statement to help lower-performing Ss.

• Draw Ss’ attention to the words in bold. • Play the recording twice and have Ss do the matching.
• Ask Ss the question in the rubric.
Pu

Fred moved to the city two years ago. Kate d. Jake a. Sally c.

• Make sure that Ss can make the connection between I’ve had this LISTENING TRANSCRIPT
house for two years and I moved to this city two years ago
ago.
• Draw Ss’ attention to the table. Kate
M

• Point out to Ss that for refers to the duration of an action whereas I’ve been here for a month now and the only things I can say
since refers to the time when the action started. in Spanish are everyday expressions like Thank you and Good
• Draw Ss’ attention to the words that go with for and since. morning. Sometimes I feel stupid. People talk to me and I just
M

• Ask higher-performing Ss to make sentences using for and since. look at them. Luckily, my flatmate, Maria, speaks Spanish very
This will challenge them. To help lower-performing Ss Ss, you well and she helps. But I can’t go anywhere without Maria!
can write incomplete sentences on the board and ask them to I haven’t managed to learn much, so, I’ve decided to take a
complete them with for or since accordingly. course. I want to speak Spanish well when I leave and go back
©

home. I mean that’s why I’m here, right?

B. Aims: • to present the Present Perfect Simple with already
and yet Jake
• to present have been and have gone I’ve been here since last September. The first few months
• were very hard for me. I found it difficult to understand the
• Ask Ss to read through the dialogue. professors and I didn’t speak to my classmates because I was
• Draw Ss’ attention to the words in bold. afraid of making mistakes. My flatmate, Thomas, had the
• Ask Ss to remind you of the position of the time expressions same problem and we decided to take a course to improve our
already and yet. Spanish. It was a great idea because I’ve already improved so
• In order to help Ss, write the following on the board and have much that I can read articles online and watch my favourite
Ss put the words in the correct order: TV programmes. And I almost never have problems at the
Ian / found / a / not / yet / job / has / . university.
Ian has not found a job yet.
had / Maria / already / has / dinner / . Sally
Maria has already had dinner. It’s an amazing experience! I’ve been abroad before but only on
• Have Ss highlight the time expressions and ask them to tell you holiday. I like the people a lot and I enjoy working as a teacher
how they are used. but I sometimes have problems with the language. I’m OK
• Have Ss read through the dialogue again and make sure they when I go out because I can always find someone who speaks
understand that have/has been means that someone has visited English, but I sometimes have problems at work. Not with
a place but has returned, while have/has gone means that my colleagues; they speak English, but when students don’t
someone has gone somewhere and is still there. understand something I can’t explain it in their own language.
• Have Ss complete the rules. I wanted to take a language course back home but I didn’t and
• Check the answers with the class. If necessary, provide Ss with now I don’t have time.
further examples and/or explanations.

already, yet, gone, been

28 TB

Traveller_Rev_Pre-Interm_TB.indb 63 13/1/2021 1:29:48 µµ

2e
Flor is writing to Gwen to tell her her news. (She’s going to
4. SPEAKING Edinburgh for her Master’s.)
A. Aims: • to prepare Ss for the speaking activity
• • Ask Ss some comprehension questions:
• Ask Ss the questions and generate discussion.
Why hasn’t Flor written to Gwen for so long? because she has
been very busy with university
Suggested answers Where does Gwen live? in Edinburgh
• Yes, I do. I enjoy learning foreign languages and I think Why is Flor going to Edinburgh? for her Master’s
they are very important. / No, I find it boring, but it’s Why is Flor a bit stressed? because she hasn’t organised things yet
something everyone must do. Does Flor have to look for a flat? No, she doesn’t.
• Learning English is quite easy because I like to listen to Why? because the university is arranging her accommodation
English music and watch films in English. / Actually, I think What is Flor going to need? a part-time job
it’s quite difficult. Does Flor know exactly when she is going to Edinburgh? No, she
doesn’t.
B. Aims: • to give Ss practice in speculating and making a Have Flor and Gwen seen each other recently? No, they haven’t.
decision
• • Explain any unknown words.
• Ask Ss to read through the list of things that can help someone C. Aims: • to introduce the structure of an email giving news
when learning English. •
• In pairs, Ss take turns to talk about the questions in the rubric. • Refer Ss to the email.
Encourage higher-performing Ss to add their own ideas and • Ask Ss to read through the questions a-d.
give examples to justify their answers. This will challenge them. • Have Ss do the activity.
• Go round the class helping Ss when necessary.

ns
• Check the answers with the class.

Suggested answer a. 3 b. 4 c. 2 d. 1
SA: I think watching films in English without subtitles is

io
really helpful. You have to listen carefully and you can
learn a lot. D. Aims: • to familiarise Ss with appropriate opening and
SB: I agree, and I like to watch films with the subtitles in closing phrases for an email giving news
English too. This helps me a lot.
SA: Have you ever taken a summer course in an English-
speaking country?
at•
• Ask Ss to read through the phrases in the box. Explain any
phrases they might not know.
ic
SB: No, I haven’t, but I’m sure that it would be very helpful. • Ask Ss to look at the phrases from Flor’s email.
I have visited London before, and I learnt a lot just being • Have Ss do the activity.
bl

there. • Check the answers with the class.

SA: You’re right. I think travelling to an English-speaking • Refer Ss to the back of the book for a more detailed list of set
country and talking to the locals is the best way to learn phrases.
Pu

the language.
SB: Do you visit English websites and read English articles Greetings
online? Dear Jamie,
SA: Honestly, no. Most of the things I read are in my Set phrases for opening paragraph
language. What about you? Thanks for your email.
SB: Sometimes I read things in English online. And I often
M

I’m writing to tell you about...

listen to music in English and read the lyrics. Hi! How have you been?
SA: Me too. But I don’t think this is really that helpful.
Set phrases for closing paragraph
M

Everybody listens to music in English, but not everybody

I’m looking forward to hearing from you.
can speak English.
I must go now.
Give my love to everyone.
5. WRITING CD1 29
Signature endings
©

A. Aims: • to prepare Ss for the writing task

Take care, Bye for now,
•
• Ask Ss the questions and generate discussion.
E. Aims: • to give Ss practice in writing an email giving news
•
Suggested answers • Draw Ss’ attention to the TIP and explain it.
• Yes, I do. It’s a good way to keep in touch with friends you • Allow Ss some time to write their email.
don’t get to see very often. / No, I don’t. I find writing emails • Choose some Ss to read out their email.
boring. I prefer meeting my friends or talking on the phone.
• I usually share my news with them. I write about any Model answer
interesting stories I have and what we can do when we meet. Hi Flor,
Thanks for your email. No problem about not writing
B. Aims: • to have Ss identify the purpose of an email giving sooner – I’ve been busy too. Anyway, it was great to hear your
news exciting news!
Edinburgh’s definitely a great place to live – it’s so beautiful
• and there’s lots to see and do. I’d love to show you the most
important places in the city, and of course you can meet my
friends too. Don’t feel stressed – I can help you find work! I’ve
A Master’s (informal for a Master’s degree) is an advanced got some news too – I’ve just started a brilliant new job! I’m
college or university degree that you study for after your now the manager of a gym. You know I’ve always loved sport
first degree. and fitness, so I’m really enjoying it. What about joining my
gym? I can even give you a discount!
• Ask Ss to read through the email.
I can’t wait to hang out with you again. Don’t forget to let me
• Ask Ss the question in the rubric.
know when you’re arriving.
• Check the answer with the class.
Yours,
Gwen
29 TB

Traveller_Rev_Pre-Interm_TB.indb 64 13/1/2021 1:29:50 µµ

 5. WR IT I N G
AN EMAIL GIVING NEWS
A. Discuss.
• Do you like writing emails to friends?
• What do you usually write to them about?
B. Read the email. Why is Flor writing to Gwen?

Hello Gwen,
How are things? Sorry I haven’t written for so long,
but I’ve been very busy with university. However, guess
what! I have some great news.
I’m coming to Edinburgh for my Master’s! That’s
right, they’ve finally accepted me. I’m looking forward
to it but I haven’t organised things yet and I’m a
bit stressed. Luckily, the university is arranging my

ns
accommodation so I don’t have to look for a flat too.
However, I’m going to need a part-time job to pay for C. Read again and answer the
my expenses. Anyway, I don’t know exactly when I’m questions. In which paragraph

io
coming, but I’m looking forward to seeing you again (1-4) does Flor:
after all these years.
a. ask for Gwen’s news?
So, what about you? What have you been up to? Do
you still go out like you used to? Start making plans!
at b. use set phrases to
ic
Well, that’s all for now. Write back soon! end her email?
c. give her news?
Yours,
bl

Flor
d. say why she’s writing?
Pu

D. Look at the table with the phrases Flor has used in her email and complete it with the phrases given.

Set phrases for Set phrases for Signature

Greetings • Give my love to • I’m writing to
opening closing endings
M

everyone. tell you about...

paragraph paragraph
• Dear Jamie, • Take care,
M

Hello Gwen, How are things? Well, that’s all Yours,

• I’m looking forward • Hi! How have
for now. to hearing from you. you been?
Sorry I haven’t
written for so Write back • Thanks for your • Bye for now,
©

long, but... soon. email. • I must go now.

WRITING TASK
E. Write an email to reply to Flor. Say how happy you are that she’s coming to your city to study and give her your
news. Your email should be between 80-100 words.

When writing an email giving news:  use standard grammar and spelling
 start with Hi/Hello/Dear + first name. conventions. Don’t use forms such as wanna,
 use set phrases to begin and end your email. CU L8R, etc.
 sign off with a set phrase and your first name under this.  use short forms (e.g. I’m, don’t).
 organise it into paragraphs as shown in activity 5B.  use exclamations (e.g. Guess what!) and direct
 use expressions (e.g. well, of course, anyway, you know). questions (e.g. What have you been up to?).

For phrases, go to the Writing Section.

29

Traveller_Rev_Pre-Interm_TB.indb 65 13/1/2021 1:29:51 µµ

 2 Video activities
Scott of the Antarctic

A. Match the words with the pictures. Then watch Part 1 of the video and check your
answers.

frozen explorer telegram South Pole landscape search team

1 2 3

ns
io
at
ic
4 5 6
bl
Pu

B. Watch Part 2 of the video. Was Scott’s expedition to the South Pole successful?
M

C. Watch Part 2 again and write T for True or F for False. D. Watch Part 2 again and answer the questions.
M

1. Scott was a national hero after his first trip

to the Antarctic. 1. What did Robert Falcon Scott do
2. As soon as Scott returned from his first expedition, in 1901?
©

2. What was the name of Scott’s ship on

he left for the Antarctic again.
his second expedition to Antarctica?
3. Scott and his team sailed directly from Wales
3. What happened in Melbourne?
to the Antarctic. 4. How long did it take Scott and
4. The explorer Roald Amundsen was part of his team to reach the South Pole
Scott’s team. from their camp?
5. Amundsen arrived at the South Pole one month 5. Why didn’t the men celebrate when
before Scott. they arrived at the South Pole?
6. What did Scott find at the South Pole?
6. The journey from the South Pole to Scott’s camp
7. What happened after that?
was 1,500 km.
7. Lawrence Oates was the first of Scott’s team to die.

E. Discuss.
• Do you think Scott should be considered a hero? Why? / Why not?
• Would you like to visit the South Pole? Why? / Why not?

30

Traveller_Rev_Pre-Interm_TB.indb 66 13/1/2021 1:29:53 µµ

 Video activities 2
Scott of the Antarctic
Vocabulary 1. He led an expedition to Antarctica.
expedition explorer frozen landscape lead 2. The name of his ship was Terra Nova.
search team South Pole telegram 3. He received a telegram from Roald
Amundsen.
4. It took two and a half months.
Aims: • to give Ss the opportunity to expand on the 5. Because Amundsen had reached the
language and topics of the module Pole before them.
6. He found a Norwegian flag.
• 7. They died on the return journey.
A.
• Ask Ss if they know any interesting facts about the Antarctic E.
and initiate a short discussion. • Ask Ss the questions.
• Draw Ss’ attention to the pictures 1-6 and the phrases in the • Elicit answers and initiate a short discussion. Allow the use
box. of L1, if necessary, to help lower-performing Ss express
• Play Part 1 of the video to familiarise Ss with the unknown themselves.
words presented in the video.
• Have Ss do the activity.

ns
Suggested answers
• Check the answers with the class.
• Yes, I think that Scott is a hero because he managed
to reach the South Pole.
1. telegram • I would like to visit the South Pole very much. I’ve

io
2. landscape watched a documentary about it and it seems like a
3. South Pole wonderful place.
4. search team
5. frozen
6. explorer
at TRANSCRIPTS
ic
Part 1
B. expedition explorer frozen landscape lead
• Ask Ss to read the question in the rubric and make search team South Pole telegram
bl

predictions. Part 2
• Play Part 2 of the video and have Ss check their predictions. Robert Falcon Scott was born in 1868 in Devonport,
Pu

England. As a young man, he worked on various Royal

Navy ships, and in 1901 he was chosen to lead an
No, because he reached the South Pole, but expedition to Antarctica. They travelled further south
Amundsen had arrived before him. Also, he died on than anyone had ever been. He returned to Britain as a
the way back to camp. national hero, but he felt that his work wasn’t finished.
Nobody had ever reached the South Pole, and Scott
M

C. felt he was the man to take up the challenge. He had to

• Ask Ss to read through the sentences 1-7 and make sure they wait a few years, however, as he had to raise money to
haven’t got any unknown words. pay for the trip. In June 1910, the ship Terra Nova left
M

• Have Ss watch Part 2 of the video again and do the activity. Wales carrying Scott and his team. They stopped off in
Ask Ss to note down key words that will help them correct the Melbourne, Australia, where Scott received a telegram
false sentences. from a Norwegian explorer, Roald Amundsen, explaining
©

• Check the answers with the class. that he, too, was trying to reach the South Pole. Scott
realised the race was on. In January 1911, Terra Nova
arrived in the Antarctic and the team set up camp. Scott
and his men began the long journey across the freezing
1. T landscape on 1st November 1911. It was an extremely
2. F difficult journey with unexpected bad weather. Two and
3. F a half months later, they finally reached the South Pole,
4. F but what they found there ruined any celebration. A
5. T Norwegian flag was at the Pole which could mean only
6. T one thing. Amundsen had beaten them to it. In fact, they
7. F were more than a month too late. Exhausted and broken,
• Have higher-performing Ss work with lower-performing Ss the five-man team now had to make the 1,500 km journey
and correct the false sentences. This will challenge higher- back. One man died a month later and another, Lawrence
performing Ss and help lower-performing Ss understand why Oates, who was very ill, realised he was slowing the team
these sentences are false. down, so he walked out of their tent and was never seen
again. The other three men, including Scott, never made it
D. back alive. Eight months later, a search team found them
• Draw Ss’ attention to the questions 1-7 and make sure they and Scott’s diary with the last entry on 29th March, 1912
understand everything. saying: ‘Look after our people.’
• Have Ss watch Part 2 of the video and answer the questions.
• Check the answers with the class.

30 TB

Traveller_Brit_2nd_Pre-Interm_TB_M2.indd 67 20/9/2021 3:00:10 µµ

 2 Round-up
Aims: • to help Ss revise the structures, functions and
vocabulary presented in Module 2 through
various activities
•

VOCABULARY
A.

1. b
2. c
3. b
4. a
5. c
6. a
7. b
8. c

GRAMMAR

ns
B.

1
1. was driving

io
2. crashed
3. got out

2
4. drove
at
ic
5. had
6. was walking
bl

7. saw
8. was breaking
9. called
Pu

10. caught

C.
M

1. Have... visited
2. went
M

3. Have... eaten
4. have already tried
5. had
6. have been
©

7. Have... tried
8. went
9. was
10. didn’t try

D.

1. just
2. already
3. never, before
4. yet
5. for
6. ever

31 TB

Traveller_Rev_Pre-Interm_TB.indb 68 13/1/2021 1:29:55 µµ

 Round-up 2
VO C ABU L A R Y C. Complete with the Past Simple or the Present
A. Choose a, b or c. Perfect Simple of the verbs in brackets.
1. It took a lot of effort, but in the end we
to carry the sofa up the stairs.
a. offered b. managed c. reached
2. Henry was very to see his
father at the station.
a. surprise b. surprising c. surprised
3. I can’t drink this coffee. It’s too .
a. salty b. sweet c. spicy
4. Can you this rope with that
knife over there?
A: Hi Steve!

ns
a. cut b. bite c. raise
B: Hi Dave! How’s Rome? (1) you
5. Oliver was watering the flowers when,
(visit) the Colosseum yet?
, a bee stung him.

io
a. amazingly b. fortunately c. all of a sudden A: Of course. I (2) (go) there on my first
day.
6. When I saw the
storm was on its way.
, I knew a at
B: (3) you (eat) anything
ic
nice?
a. lightning b. thunder c. ice
7. You should water this plant more often. A: Are you joking? I (4) (already / try)
bl

Its are turning yellow. lots of things. For lunch today, I (5)
(have) the most amazing pizza. Nothing like the
Pu

a. roots b. leaves c. stems

8. Lots of visitors come to this pizza at home.
museum. B: I know. I (6) (be) to Italy a few times
a. dizzy b. common c. foreign and the food is just fantastic! (7) you
M

(try) gnocchi yet?

G R AM M A R A: No, I (8) (go) to a restaurant last
M

B. Complete with the Past Simple or the Past night and it (9) (be) on the menu,
Progressive of the verbs in brackets.
but I (10) (not try) it.
©

1. B: You should, it’s delicious.

I (1) (drive) to a friend’s A: OK.
house last night when, suddenly, a van
(2) (crash) into the back of me. I D. Circle the correct options.
(3) (get out) of my car, but the van 1. Roger has just / since come back from the
just (4) (drive) away. supermarket. Do you want to talk to him?
2. 2. I’ve already / ever seen this film. Let’s watch
Last night Judy (5) (have) something else.
a frightening experience. While she (6)
3. Julia has before / never been scuba diving before /
(walk) home, she (7) (see) a man ago, so she’s really looking forward to it.
dressed in black in her neighbour’s garden. Judy
4. Have you rung your brother about that job
thought he (8) (break) into the house!
interview yet / ever?
She immediately (9) (call) the police
and they (10) (catch) him. It was her 5. I haven’t spoken to Stewart for / since ten years.
neighbour’s son who didn’t have his keys! 6. Have you before / ever ridden a camel?
31

Traveller_Rev_Pre-Interm_TB.indb 69 13/1/2021 1:29:56 µµ

 CO M M UN I C AT I O N SP EA KIN G
E. Complete with the phrases a-e. There is one extra G. Work in small groups. Make up a story using as
phrase which you do not need to use. many of the pictures and words/phrases in the
box as possible. Then tell your story to the class.
a. I’m afraid so.
b. How are things? hang
c. Can you give me a hand?
d. In other words, you don’t want to help.
e. You can follow the match and help at
the same time. accident
lost reach
A: Hello, Gavin. Can I ask you something?
B: Sure.
A: I’m moving house tomorrow afternoon.
(1)
frightened
B: Sorry, but there’s a football match I really

ns
want to see.
warning
A: And it’s in the afternoon, right?

io
B: (2) dangerous
A: Why don’t you listen to it on the radio?
(3)
B: Sorry, I’m really looking forward to this
at
shout
ic
match. get hurt
bl

A: (4) cut
B: Don’t be like that. I can come after the
Pu

match and help tidy up.

A: OK, thanks.
below zero
M

survive
L ISTE NIN G
F. Listen and choose a, b or c.
M

SELF-A SSESSMEN T
1. How did Lenny feel on his hiking trip? Read the following and tick () the appropriate
a. bored boxes. For the points you are unsure of, refer back to
©

b. excited the relevant sections in the module.

c. frightened
Now I can...
2. What did Sheila eat in France?  talk about how I feel
a. snails  narrate and write a story
b. frogs’ legs
 use the Past Progressive and time clauses
c. horse meat
 use the Present Perfect Simple
3. What was Maria doing when a bee stung her?  describe food
a. She was cycling.
 write an email giving news
b. She was talking on the phone.
c. She was eating.

4. Who has visited a desert before?

a. the man
CLIL: History
b. the woman
c. both Song: Broaden your mind

32

Traveller_Rev_Pre-Interm_TB.indb 70 13/1/2021 1:30:11 µµ

 Round-up 2
COMMUNIC AT ION
E.
Suggested answer
Last autumn, some friends and I went on a camping trip to
1. c 2. a 3. e 4. d the Rocky Mountains in Canada. Before we started, we saw
a weather warning on the Internet, but that didn’t stop us.
On the first day, it started to snow in the afternoon, but we
LIS T ENING CD1 30 continued because we wanted to reach the top. We climbed
for a couple of hours until it got dark and then went inside
F. our tents to sleep. It was below zero, but we had warm
• Ask Ss to read through the questions 1-4 and the options given. clothes with us. When we woke up the next day, it was
• Alternatively, to challenge higher-performing Ss, you may still snowing. As we continued moving up the mountain,
modify the activity from multiple choice to open-ended we heard something and we looked up. It was a very big
questions. Write the questions on the board (without the snowball coming towards us! Fortunately, it didn’t hit us, but
options), ask Ss to cover the activity in their books, then listen our friend Peter got frightened and lost his balance. Then
and answer the questions. To help lower-performing Ss, you we saw him hanging from the side of the mountain. It was a
may eliminate one incorrect option in each item. good thing that we were using rope! We carefully managed
• Play the recording twice. to get him back on his feet. He didn’t get hurt, but, at that
• Check the answers with the class. moment, we understood how dangerous bad weather is for
mountain climbers. We made it back down the mountain
without having an accident. We survived the adventure, and
1. a 2. c 3. b 4. b after that we paid more attention to the weather warnings.

ns
LISTENING TRANSCRIPT SELF - A SSE SSMENT
Aims: • to give Ss the opportunity to check their progress
1. • to encourage learner autonomy
Sonia What did you do this weekend, Lenny?

io
Lenny I went hiking with some friends from work. •
Sonia Oh yeah, I forgot. Where did you go? • Draw Ss’ attention to the points and ask Ss to read through
Lenny Dead Man’s Gorge. them.
Sonia
Lenny
Sonia
That’s an exciting name.
Yeah, we liked the name too. That’s why we chose it.
Was it dangerous?
at
• Explain any unknown words.
• Have Ss tick the points they feel confident about. For the
points they are unsure of, they should refer back to the relevant
ic
Lenny Not really. It was a very small gorge and it took us
hours to get there. It was a bit of a waste of time sections in the module.
really.
bl

Sonia So, you’re not going again.

Lenny No way.
CLIL: History
2.
Pu

Sheila What are you watching? The Teacher’s Notes can be found at the back of the
Dennis It’s a cooking programme about French cuisine. book.
Sheila Those snails look nice.
Dennis Have you ever had snails?
Sheila No, but I lived in France for a year and I tried other
things.
M

Dennis What, like frogs’ legs?

Sheila That’s a bit too much for me. I had a horse burger by Song: Broaden your mind CD1 33
accident.
M

Dennis What do you mean? Aims: • to help Ss revise and consolidate the
Sheila I thought it was a normal burger.
structures, functions and vocabulary they
3. have already studied through a song
Maria I was cycling home when my mobile rang. So, I
©

stopped at the side of the road and started looking for it in •

my bag. I found it and answered it and then this bee came • Ask Ss to read through the song at the back of the
and stung me. Can you believe it? It probably smelt the
sandwich I had in my bag. book once without worrying about the correct
answers.
4. • Ask Ss to try and choose the correct words before
Man Are those photos from your trip to Africa? listening to it.
Woman Yes, this is me on a camel. • Play the recording and ask Ss to listen to the song
Man Ha ha ha. Did you enjoy the desert?
Woman Yes, it was beautiful. carefully and check their answers.
Man It can get cold there at night, though. • Check Ss’ answers and explain any unknown
Woman Yes, it can. Have you been there? words.
Man No, I just read about it on the Internet.
stay before learn choice new short
start surprised eat meat spices give
SPE A K ING
G.
• Ask Ss to look at the pictures and read through the prompts in
the boxes. Make sure that Ss do not have any unknown words.
• Explain to Ss that they should make up a story using as many
GRAMMAR ACTIVITIES
There is a section at the back of the Workbook with grammar
of the pictures and the prompts as possible.
activities providing Ss with further practice of the grammar
• Have Ss to do the activity in small groups. Make sure that
presented in the module. After each Round-up section in the
there is a balance of both higher-performing Ss and lower-
Workbook, it is advisable to do the corresponding activities in the
performing Ss in each group.
Grammar Activities section.
• Go round the class helping Ss when necessary.
The key for the Grammar Activities section is included in the
• Choose a student from each group to tell their story to the rest
Workbook key at the back of the Teacher’s Book.
of the class.
32 TB

Traveller_Rev_Pre-Interm_TB.indb 71 13/1/2021 1:30:19 µµ

 3 Going places

Aims: • to introduce the topic of the module and activate

Ss’ background knowledge
• to present the learning objectives of the module
•
• Draw Ss’ attention to the title of the module and ask
them what they think the module will be about.
• Ask Ss to look at the picture and tell you what they can
see (a map).
• Ask Ss some questions:

ns
Have you ever travelled to a foreign country?
Did you like it? Why? / Why not?

io
How is visiting places abroad different from visiting
places in your country?

• Ask Ss the questions in the Discuss section and elicit

answers. Allow the use of L1, if necessary, to encourage
at
ic
lower-performing Ss to express themselves.
bl

Suggested answers
Yes, I love to travel and visit new places.
Pu

I would most like to go to Egypt. I’m very interested

in ancient cultures and would love to see the
Pyramids.
M

• Read out the points listed in the Flick through the module
and find... section.
• Explain any unknown words.
M

• Then ask Ss to flick through the module and find where

these points are discussed.
©

an online brochure about a region in China: p. 40

an unhappy passenger: p. 34
a city with colourful buildings: p. 43
an interview with a caving expert: p. 36
different places to stay when travelling: p. 38

• Read out the objectives listed in the In this module you

will learn... section.
• Explain any unknown words.

33 TB

Traveller_Rev_Pre-Interm_TB.indb 72 13/1/2021 1:30:21 µµ

 Going places 3
Discuss:
 Do you enjoy visiting new places?
 Which place in the world would you most like to visit?

Flick through the module and find...

 an online brochure about a region in China
 an unhappy passenger
 a city with colourful buildings
 an interview with a caving expert

ns
 different places to stay when travelling

io
at
ic
bl
Pu
M
M
©

In this module you will learn...

 language related to travelling by plane
 to make requests and ask for permission
 to express ability
 to express obligation, lack of obligation and prohibition
 to ask for information using indirect questions
 to write an email asking for information
 to discuss different types of holiday and holiday
destinations
 to make comparisons
 to talk about cities and places and the facilities they
include
 to write a description of a place

33

Traveller_Rev_Pre-Interm_TB.indb 73 13/1/2021 1:30:21 µµ

 3a What’s your destination?
1. L I ST E N I N G & R E A DIN G
A. Discuss.
• Do you find travelling enjoyable or stressful? Why?
• What’s the worst thing that’s happened to you while
travelling?
B. Look at the woman in the picture. How does she feel? What do
you think has happened to her? Listen and check your answers.

ns
io
At the check-in desk in Dubai...
at
ic
Check-in clerk Good afternoon. Where are you flying to?
bl

Passenger London Heathrow.

Check-in clerk May I see your passport, please? At lost luggage in London Heathrow...
Pu

Passenger There you go. Could I have an

aisle seat? Attendant I have some good news and some bad
Check-in clerk Sure. How many bags are you news. The good news is that we were able
checking in? to find your bag.
M

Passenger Just this one. Can I take this Passenger At last! You know, I didn’t even want to
smaller one on the plane with me? check that one in. What’s the bad news?
M

Check-in clerk Let me see. Could you put it on Attendant Well, there’s been a bit of a mix-up. Let
the conveyor belt? me explain. The airport code for London
Passenger There. Heathrow is LHR, but the baggage
©

Check-in clerk Hmmm... I’m sorry, but it’s too handler thought your bag had LHP on it.
heavy for hand luggage. You have An easy mistake to make.
to check it in. Passenger LHP? What airport is that?
Passenger But I have important stuff in there. Attendant Lehu.
Check-in clerk Sorry. Passenger Le where?
Attendant It’s in Papua New Guinea.
C. Read the dialogues and answer the questions. Passenger What!?
1. Where would the passenger like to sit on the Attendant We’ve arranged to fly your bag directly
plane? here as soon as possible. Can you give me
2. How many bags does the passenger check in? an address here in London? We can
3. What is LHR? arrange for a courier to bring it to you.
4. What’s the bad news? Passenger Yes, I’ve written the address in my
5. Where is Lehu? notebook... Oh, no!
6. Who is going to bring the passenger’s lost Attendant Is there a problem?
luggage to her? Passenger Yes. My notebook is in Papua New
7. What is in the passenger’s lost bag? Guinea!

34

Traveller_Brit_2nd_SRB_Pre-Interm_TB_M3.indd 74 29/4/2022 2:17:08 µµ

 3a
Expressing ability
Making requests • Dubai is one of the seven emirates and the second
Asking for permission most populous city of the United Arab Emirates.
It is located along the southern coast of the Persian
Gulf on the Arabian Peninsula.
can, could, may, be able to • London Heathrow Airport or Heathrow, located
in London, is the largest and busiest airport in the
United Kingdom.
as soon as possible at last bring clerk explain • Papua New Guinea is a country in Oceania,
go away lost mix-up (n.) stuff occupying the eastern half of the island of New
Guinea and numerous offshore islands. It is located
Words/Phrases related to travelling by plane in the southwestern Pacific Ocean.
aisle seat arrival baggage board (v.) • Lehu is an airport in Papua New Guinea.
boarding card business trip check in conveyor belt
delay (n.) departure destination flight attendant • Draw Ss’ attention to the woman in the picture and ask
gate land (v.) (hand) luggage passenger passport them to tell you where she is (at an airport).
suitcase take off • Ask Ss the questions in the rubric.
• Elicit answers but do not correct Ss at this stage.
• Play the recording and ask Ss to listen to the dialogues
WARM-UP carefully and check their predictions.

ns
Aims: • to help Ss make predictions about the lesson by
activating their background knowledge The woman feels angry, disappointed, etc.
• She has lost her bag.

io
• Draw Ss’ attention to the title of the lesson. Help them • Ask Ss some comprehension questions:
deduce the meaning of the word destination and ask
them to tell you when we ask this question (when we
want to find out where someone is travelling to).
at
Where does the first dialogue take place? (at a check-in
desk) in Dubai
ic
• Ask Ss to tell you what they think the lesson is about. Where is the woman flying to? She’s flying to London
• Elicit answers. Heathrow.
bl

What does the woman want to take on the plane with

1. LISTENING & READING CD2 2 her? a bag
A. Aims: • to introduce the topic of the dialogues by Does the check-in clerk let her take the bag on the plane
Pu

relating it to Ss’ personal experience with her? No, she doesn’t.

• Why? because it is too heavy for hand luggage
Why does the woman want to take it on the plane with
• Ask Ss the questions and initiate a short discussion. her? because she has important stuff in it
Where does the second dialogue take place? at lost luggage
M

Suggested answers in London Heathrow

• Travelling is something I enjoy because I love seeing What kind of mistake did the baggage handler make? He/
M

new places and having new experiences. / I find some She mixed up the airport codes.
features of travelling stressful, such as planning a trip, What is LHP? the airport code for Lehu
packing the right things, being at the airport or train What is the good news? that they found the woman’s bag
station early enough and finding your way around a Do they have the bag? No, they don’t.
©

new place. What have they arranged? to fly her bag directly to
• During a weekend trip to an island, I got sick – probably London Heathrow as soon as possible
from eating street food. I spent both days in my room Why can’t the woman give the attendant her address
feeling terrible. I couldn’t go swimming or try the in London? because she has written it in her notebook,
delicious food the island is famous for. which is in her lost bag / in Papua New Guinea

C. Aim: to give Ss practice in identifying specific

• Ask Ss some more questions: information in the dialogues
• Have Ss do the activity and check answers.
What kind of preparations do you make before
travelling? 1. She would like to have an aisle seat.
What kind of transport do you prefer when travelling? 2. two
3. the airport code for London Heathrow
B. Aims: • to present vocabulary, functions and 4. that there has been a bit of a mix-up and now the
structures in the context of two dialogues woman’s bag is in Lehu
• to give Ss practice in identifying the main 5. It’s in Papua New Guinea.
idea of the dialogues 6. a courier
• 7. her notebook with her address in London

• Explain any unknown words and choose Ss to act out

the dialogues.

34 TB

Traveller_Rev_Pre-Interm_TB_M3.indd 75 18/1/2021 10:31:0 πµ

3a
• Give Ss some extra examples or ask them to come up with their
2. VOCABULARY own (e.g. Can I take a break, please?).
Aims: • to present vocabulary related to travelling by plane • Draw Ss’ attention to the first and fifth examples. Ask Ss what
the modal verbs may and could express.
• • Elicit the answer that they express request.
• Ask Ss some questions: • Ask Ss to come up with their own examples.
Have you ever been to an airport?
Can you name any of the areas that can be found at an airport? May I...?  request
Can you think of any words related to travelling by plane? Can I...?  permission
can  ability (in the present)
• Elicit answers. were able to  ability (in the past)
• Ask Ss to read through the text. Could you...?  request
• Draw Ss’ attention to the words in bold. Explain to them that
these are words/phrases related to travelling by plane. • Draw Ss’ attention to the NOTE and explain it.
• Draw Ss’ attention to the TIP and explain it. • Refer Ss to the Grammar Reference at the back
• Help Ss deduce the meaning of the words/phrases from the of the book.
context.
• To help lower-performing Ss, you can use the definitions in
the KEY box to give them two options to choose from for each OPTIONAL ACTIVITY
word (e.g. arrivals: a. the place at an airport where passengers go For further practice, ask higher-performing Ss to make
to once they have got off the plane b. the place at an airport where their own sentences using the modal verbs presented in
passengers go to before they get on their plane). the previous activity to express ability in the present/past,
• Check the answers with the class. to make requests and ask for permission. To help lower-

ns
performing Ss,, you can write incomplete sentences on the
board and ask Ss to complete them with can, could, may or
arrivals = the place at an airport where passengers be able to in the correct form.
go to once they have got off the plane

io
land (v.) = to come down through the air onto the ground
departures = the place at an airport where passengers go to 4. PRACTICE
in order to make all the necessary arrangements before they Aims: to give Ss practice in using the modal verbs can, could,
get on their plane
delay (n.) = a period of time when passengers have to wait
before they get on their plane because of a problem that
at
may, be able to in context
• Have Ss do the activity and check answers.
ic
makes their flight late
take off = to leave the ground and begin to fly 1. Can I borrow your mobile phone?
gate = the place at an airport where passengers are allowed to 2. I’m sorry but I wasn’t able to meet you at the airport
bl

get on or off a plane yesterday.

board (v.) = to get on a plane 3. Could I have some water, please?
boarding card = a card which a passenger receives after they 4. I can’t find my boarding card.
Pu

have checked in and which they must have to be allowed to 5. May I use my laptop on the plane?
get on a plane
flight attendant = someone whose job is to assist passengers
on a plane 5. SPEAKING
Aims: • to give Ss practice in using the structures, functions
M

and vocabulary presented in this lesson by simulating

3. GRAMMAR a conversation between a check-in clerk at an airport
Aims: • to present the modal verbs can, could, may, and a passenger
M

be able to •
• • Draw Ss’ attention to the prompts in the boxes.
• Ask Ss to read through the third and fourth examples. • Draw their attention to the TIP and explain it.
• Draw Ss’ attention to the words in bold. • In pairs, Ss take turns to ask and answer the questions. You
©

• Point out to Ss that these words are modal verbs. can have higher-performing Ss work with lower-performing
• Ask Ss to decide what the words in bold express (They express Ss.
ability.). Make sure that they do not have any unknown words. • Go round the class helping Ss when necessary.
• Draw the following table on the board to help Ss understand • Choose some pairs to act out the dialogue.
better:
present can am/are/is able to Suggested answer
SA: Good morning, sir. Where are you flying to?
past could was/were able to SB: Hi. I’m travelling to London.
future - will be able to SA: May I see your passport and ticket, please?
SB: Here you are. Could I have a window seat, please?
• Point out that be able to can be used interchangeably with can/ SA: Of course. How many bags are you checking in?
could in most cases to express ability in the present and in the SB: Just one. Do I need to check this bag in too? It’s for my
past. However, when we refer to our ability in one particular laptop.
situation in the past, we can’t use could. We use was/were able SA: No, that’s fine. Please put the bag on the conveyor belt.
to, instead. SB: I can take my laptop and MP4 player on the plane then?
• Give Ss the following examples: SA: Yes. The flight attendant will inform you when it is safe
When I was ten years old, I could / was able to play the violin. to use them. Here’s your boarding card. Enjoy your
(general ability in the past) flight.
I was able to arrive in time for the interview despite the heavy SB: Thank you. Bye.
rain. (ability on a specific occasion in the past)
• Point out to Ss that in the second example we can’t use could.
• Explain to Ss that be able to can be used in almost all tenses. WORKBOOK LISTENING CD2 3
• Draw Ss’ attention to the second example. Explain to them that
• Go to the listening transcript.
can here expresses permission.

35 TB

Traveller_Rev_Pre-Interm_TB.indb 76 13/1/2021 1:30:37 µµ

 2. VO C A B U L A R Y 4. PRACT ICE
WORDS RELATED TO TRAVELLING BY Read the situations and write sentences using the
words in brackets.
PLANE
Read the text and try to guess the meaning of the 1. You want to borrow your friend’s mobile
words/phrases in bold. phone. What do you say?
(can)
2. You couldn’t meet your sister at the airport
yesterday. Apologise to her.
(able)
3. You’re thirsty. Ask the flight attendant for
some water.
Lee arrived at the airport at 6 a.m. He was going (could)
away on a business trip but before leaving, he 4. You are not able to find your boarding card.
wanted to see his friend, Oliver. Oliver was coming Tell the clerk.
back from a trip abroad and was arriving at 6.15.
Lee waited for him at arrivals. When Oliver’s plane (can)

ns
landed, they went to a café. When it was time for 5. You want to use your laptop on the plane.
Lee to leave, he went to departures and checked Ask for permission.
in his suitcase. Unfortunately, there was a two- (may)

io
hour delay. However, while he was waiting, he fell
asleep. Luckily, someone woke him up just before
his plane took off! He ran to the gate and was the
last passenger to board the plane. He showed his
boarding card to the flight attendant and went to
at
5. SP EA KIN G
ROLE PLAY
ic
his seat.
Talk in pairs.
bl

Student A: Imagine that you are the check-in

To guess the meaning of an unknown word: clerk and that Student B is a passenger
Pu

• read the words before and after the unknown word and checking in his/her luggage. Discuss
think of the situation. using the prompts in the box and
• try to figure out what part of speech (verb, noun, etc.)
the unknown word is.
answer Student B’s questions.
M

• see if the unknown word is similar to other words in

English or in your own language. where / fly / to / ?
passport and ticket / please / ?
M

how many / bags / check in / ?

3. G R A M M A R put on / conveyor belt / please / ?
©

can / could / may / be able to

Student B: Imagine that you are a passenger
Read the examples and decide what the words checking in your luggage and that
in bold express: ability, permission or request. Student A is a check-in clerk. Discuss
• May I see your passport, please? and use the prompts in the box to ask
• Can I take this smaller one on the plane with Student A’s questions.
me?
• We can arrange for a courier to bring it to you. have / aisle-window seat / please / ?
• The good news is that we were able to find check in / this bag / too / ?
your bag. take / laptop, MP4 player, etc. / on plane / ?
• Could you put it on the conveyor belt?

Before you speak, make sure you understand

TIP
NOTE

We use can or is/are able to to express

the task and how you should use the prompts.
ability in the present.
We use could or was/were able to to
express ability in the past.

35

Traveller_Rev_Pre-Interm_TB.indb 77 13/1/2021 1:30:41 µµ

 3b Dos and don’ts
1. R E A DI N G
A. Discuss. B. Read the text quickly and match the
• Do you like exploring new places? questions a-e with the paragraphs 1-5.
• How does it make you feel? a. Do you need special training?
b. How did it all start?
c. Apart from strong boots and helmets, what
safety equipment do you need?
d. Why is caving so popular?
e. What’s the most important thing to remember?

www.esmnews.com

INTERVIEW

ns
Caving
They’re dark, cold, wet and dangerous places.

io
So, why do people explore them?
Who better to ask than the country’s top caver
Clive Stewart! 3
at
ic
Most caving clubs have special programmes for
1 beginners.. They must learn the basic skills above
beginners
ground first. They aren’t allowed to take part
bl

Well, up until the late 19th century, scientists explored

caves for study. In 1889, Edouard-Alfred Martel used otherwise. You have to be physically fit for caving and
ropes and ladders to go down vertical caves over 100 m the minimum age for club members is usually sixteen.
Pu

deep because he liked exploration. Today, we call these

4
caves ‘potholes’ and they are the most popular with
cavers. Never explore caves alone, always in groups. And you
mustn’t go without an experienced caver. Also, it’s
2
M

a good idea to leave a note of your trip and the time

It’s the thrill of the unknown and discovering new you expect to return with someone. Caving can be
places. Sometimes, you have to walk through waist- dangerous. It’s very easy for accidents to happen, but
M

high water or climb a slippery rock face, and you think, rescuing people is very difficult, sometimes impossible.
‘What am I doing?’ But then you discover a huge
5
underground cave with beautiful rock formations, and
©

it all seems worth it. Of course, half the fun is trying to Without light you are lost. So, each person must have a
get back out of the cave. headlamp and at least one extra, as well as batteries.
You need some strong ropes, and a first-aid kit is
necessary too. You don’t have to wear special clothing,
C. Read the text and write T for True or F for False. as long as what you wear is warm and waterproof.
1. Caves are safe places.
2. Cavers enjoy getting into caves more D. Look at the highlighted words in the text and match
than getting out. them with the meanings a-f.
3. You do the first part of the training 1. vertical a. excitement
in a cave. 2. thrill b. shapes
4. Teens under sixteen can’t go cave exploring. 3. formations c. going straight up or down
5. Only experienced cavers should 4. beginners d. not letting water in
explore caves alone. 5. the minimum e. people starting to learn
6. All members of a group must have 6. waterproof f. the smallest possible
more than one light.
E. Discuss.
7. Special clothes are necessary.
• Would you like to start cave exploration?
Why? / Why not?

36

Traveller_Rev_Pre-Interm_TB.indb 78 13/1/2021 1:30:43 µµ

 3b
Encourage them to provide justification by referring to
specific parts in the text. This will build lower-performing Ss’
Expressing obligation and lack of obligation confidence to share their answers in class.
Expressing prohibition • Check the answers with the class.

1. b 2. d 3. a 4. e 5. c
have to, don’t have to, must, mustn’t, need to,
don’t need to, needn’t • Ask Ss some comprehension questions:

How deep were the caves that Martel went down in 1889? They
as well as basic skills battery beginners cave were over 100 m deep.
club communication deep discover discuss What did he use to go down these caves? He used ropes and
discussion equipment excite excitement expect ladders.
experienced exploration extra first-aid kit form (v.) What are these caves called today? They are called ‘potholes’.
formation ground helmet huge improvement Do cavers like exploring them? Yes, they do.
What do cavers like about caving? the thrill of the unknown and
ladder minimum necessary organisation discovering new places
over (more than) physically fit preparation When may a caver think, ‘What am I doing’? when he/she has to
prepare rescue safety scientist special survival walk through waist-high water or climb a slippery rock face
take part thrill unknown waterproof worth When does it all seem worth it? when a caver discovers a huge
underground cave with beautiful rock formations
WA R M - UP What do most caving clubs have? special programmes for
Aims: • to help Ss make predictions about the lesson by beginners
activating their background knowledge How should you always explore caves? in groups

ns
• What is considered to be a good idea to do before you go on you your
trip? to leave a note of your trip and the time you expect to rreturn
• Draw Ss’ attention to the title of the lesson and ask them if
with someone
they can tell you what the phrase dos and don’ts means and
What is very difficult in caving? rescuing people

io
when it is used (things you should and shouldn’t do in a given
What happens if you don’t have light with you? You can get lost.
situation).
What is it necessary to have with you? a headlamp and at least
• Ask Ss to tell you what they think the lesson is about.
one extra, batteries, strong ropes and a first-aid kit
• Elicit answers.

1. RE A DING CD2 4
at
What kind of clothes should you wear? warm and waterproof
ic
A. (PRE-READING) C. Aim: to give Ss practice in identifying specific
Aims: • to introduce the topic of the interview by relating it to information in the text through a True/False activity
Ss’ personal experience
bl

• • Have Ss do the activity.

• Check the answers with the class.
• Ask Ss the questions and generate discussion.
Pu

1. F 2. F 3. F 4. T 5. F 6. T 7. F
Suggested answers
• Yes, I love the sense of adventure I get when I explore a
new place. • Have higher-performing Ss work with lower-performing Ss
• I’m always excited about exploring new places. I feel and correct the false sentences. This will challenge higher-
adventurous and unafraid. performing Ss and help lower-performing Ss understand why
M

these sentences are false.

• Ask Ss a few more questions:
D. Aims: • to give Ss practice in deducing the meaning
of unknown words from the text
M

What is the most frightening place you have explored?

What is the most exciting or interesting place you have explore
explored? •

• Refer Ss to the text and ask them to find the words 1-6.
• Encourage Ss to deduce the meaning of the words from the
©

B. Aims: • to prepare Ss for the reading text by drawing their

attention to visual information context.
• to present vocabulary, functions and structures in • Ask Ss to read through the meanings a-f.
the context of an interview • Have Ss do the activity and check answers.
• to give Ss practice in reading for gist
• 1. c 2. a 3. b 4. e 5. f 6. d
• Draw Ss’ attention to the picture in the top right-hand corner
of the page. • Explain any unknown words and choose Ss to read out the
• Ask Ss some questions: interview.

What does the picture show? a man exploring a cave E. (POST-READING)

Where does the interview appear? on a website Aims: • to give Ss the opportunity to have a further discussion
What extreme sport is the interview about? It’s about caving. on the topic of the text
What is caving? the exploration of caves •
Who is the man in the picture? He’s Clive Stewart. • Ask Ss the questions and initiate a short discussion.
Why do you think they did an interview with Clive Stewart?
because he has a lot of interesting things to say about caving
Suggested answers
Yes, it sounds exciting. I like exploring nature, being active
• Ask Ss to read through the questions a-e and explain that they and learning new skills. I find caves very interesting because
should match them with the paragraphs 1-5. I imagine people living in them millions of years ago. / No,
• Ask Ss to read through the interview. it seems to be dangerous and scary. I don’t like dark, closed
• Have Ss do the activity. spaces. Lots of accidents could happen if you don’t have the
• As soon as they finish, have higher-performing Ss work with necessary equipment and an experienced guide.
lower-performing Ss in pairs and compare their answers.

36 TB

Traveller_Brit_2nd_Pre-Interm_TB_M3.indd 79 20/9/2021 3:04:40 µµ

3b
5. SPE A K ING
2 . VOC A BUL A RY Aims: • to give Ss practice in using the structures and
Aims: • to present and give Ss practice in word building functions presented in this lesson through a guessing
(noun suffixes) game
• •
• Draw Ss’ attention to the NOTE and explain it. • Ask Ss to look at the places.
• Draw Ss’ attention to the suffixes in the brackets. • Ask Ss to read through the ideas in the box and the speech
• Ask Ss to look at the nouns given and underline the suffix in bubble.
each one of them. • In groups of four, Ss play the guessing game. Make sure
• Explain to Ss that the words without the suffixes are the verbs there is a balance of both higher-performing Ss and lower-
which the respective nouns derive from. performing Ss in each group.
• Have Ss do the activity and check answers. • Go round the class helping Ss when necessary.
• Choose some groups to act out the guessing game.
2. excite 8. improve
3. appear 9. discuss
4. explore 10. communicate Suggested answers SB: Yes, it is.
5. perform 11. arrive SB: Do you have to wear a
6. seat belt there? SA: Do you have to sit
prepare 12. organise
7. survive SA: No, you don’t. there?
SD: Can you eat there? SB: No, you don’t.
SA: Yes, you can. SC: Can you sit there?
3. GR A MM A R SC: Must you be quiet SB: Yes, you can.
Aims: • to present have to, don’t have to, must, mustn’t, when you are there? SD: Can you make noise
need to, don’t need to and needn’t SA: No. You don’t have to there?

ns
• be quiet. SB: Yes, you can.
SB: Can you use your SA: Do you have to buy a
• Have Ss read through the first, third and fifth examples. Check mobile phone there? ticket?
their background knowledge by asking what must and have to SA: Yes, you can. SB: No, you don’t.

io
express (obligation in the present/future). Explain that need to SB: Do you have to buy SC: Can you eat there?
expresses necessity. tickets to go there? SB: Yes, you can.
• Ask Ss to read the second, fourth, sixth and seventh example SA: Yes, you do. SD: Is it a park?
and tell you what they think each of these examples expresses
(mustn’t expresses prohibition, don’t have to expresses lack
of obligation and don’t need to and needn’t express lack of
at
SD: Can you take pictures
there?
SA: Yes, you can.
SB: Yes, it is.

SA: Do you have to be

ic
necessity). SC: Is it the stadium? quiet?
• Encourage Ss to come up with their own examples of situations SA: Yes, it is. SB: No, you don’t.
expressing obligation, prohibition, lack of obligation and lack SC: Do you have to sit?
bl

of necessity. SA: Can you eat there? SB: No, you don’t.
• Have Ss do the activity and check answers. SB: No, you can’t. SD: Can you eat there?
• Refer Ss to the Grammar Reference at the back of the book. SC: Must you have a ticket? SB: Yes, you can.
Pu

SB: Yes, you must. SA: Can you take pictures?

You have to be physically fit. a SD: Do you have to be SB: Yes, you can.
You don’t have to wear special clothing. b quiet? SC: Do you have to buy a
Each person must have a headlamp. a SB: Yes, you do. ticket?
You mustn’t go without an experienced caver. c SA: Do you have to sit in SB: Yes, you do.
M

You need to have safety equipment. a a seat? SD: Is it a gallery?

Experienced cavers don’t need to take a training course. b SB: Yes, you do. SB: Yes, it is.
You needn’t buy special clothing. b SC: Can you use your
M

mobile? SA: Do you have to buy a

SB: No, you can’t. ticket?
SD: Is it a theatre? SB: Yes, you do.
OPTIONAL ACTIVITY SB: Yes, it is. SC: Do you have to be
©

For further practice, ask higher-performing Ss to make quiet?

their own sentences using the verbs presented in the SA: Can you use your SB: No, you don’t.
previous activity to express obligation in the present/future, mobile? SD: Can you eat there?
lack of obligation in the present/future and prohibition. SB: No, you can’t. SB: Yes, you can.
This will challenge them. To help lower-performing Ss, you SC: Do you have to buy a SA: Do you have to sit
can write incomplete sentences on the board (e.g. Mum will ticket? down?
make a cake, so you bring anything for dessert), SB: Yes, you do. SB: No, you don’t.
and ask Ss to complete them with the correct form of the SD: Can you make noise? SC: Can you sit down?
modal verbs. Point out to Ss that in some cases more than SB: Sometimes you have to SB: Yes, you can.
one answer may be possible. be quiet. SD: Can you use your
SA: Do you have to wear a mobile?
seat belt? SB: Yes, you can.
4 . PR AC T ICE SB: Yes, you do. SC: Is it a train?
Aims: • to give Ss practice in using have to, don’t have to, need SC: Is it a plane? SB: Yes, it is.
to, don’t need to, needn’t, must and mustn’t in context
•
• Ask Ss to look at the signs. Make sure that they do not have
any unknown words.
• Have Ss do the activity and check answers.

You have to / need to / must wear a helmet at all times.

You mustn’t use your phone in the hospital.
You need to / have to / must buy a ticket for the gallery.
You mustn’t take photographs.
You don’t need to / don’t have to / needn’t pay to enter the
funpark on Tuesday.
37 TB

Traveller_Rev_Pre-Interm_TB_M3.indd 80 13/1/2021 4:42:43 µµ

 2. VO C A B U L A R Y 4. PRACT ICE
WORD BUILDING Look at the signs and write sentences using have
to, don’t have to, need to, don’t need to, must or
mustn’t.
NOTE

A lot of nouns are formed by adding a suffix

(-ion, -ation, -ment, -ance, -al) to a verb.

Look at the nouns and write the verbs which they

derive from.

 formation
WEAR A NO MOBILE
HELMET
1. form PHONES
2.  excitement ALLOWED
AT ALL TIMES IN THE HOSPITAL
3.  appearance
4.  exploration
GAINSBOROUGH
5.  performance GALLERY

ns
6.  preparation TICKET OFFICE 
7.  survival

io
 improvement
8.
Finbar
9.
10.
 discussion
 communication
at Funpark
Tuesday’s entrance
ic
11.  arrival NO PHOTOGRAPHY FREE!
bl

12.  organisation
Pu

3. G R AM M A R 5. SP EA KIN G
GAME
M

have to / don’t have to / must / mustn’t / Work in groups of four. Look at the places. One
need to / don’t need to / needn’t student chooses one of the places and the other
M

three in the group have to find out which place

Read the examples and decide what each of
them means. Choose a, b or c. it is by asking questions about what you have
©

to, don’t have to, mustn’t, etc. do there. Use the

You have to be physically fit. ideas in the box.
You don’t have to wear special clothing.
Each person must have a headlamp. train plane theatre
You mustn’t go without an experienced caver.
stadium park gallery
You need to have safety equipment.
Experienced cavers don’t need to take a
training course. wear seat belt make noise eat
You needn’t buy special clothing. use mobile buy tickets take pictures

a. It is necessary.
b. It isn’t necessary. Do you have to wear a seat belt there?
No, you don’t.
c. Don’t do it!
Can you eat there?

37

Traveller_Rev_Pre-Interm_TB.indb 81 13/1/2021 1:30:46 µµ

 3c Where to stay
1. VO C A B U L A R Y
ACCOMMODATION AND FACILITIES
Which of the words in the box relate to the
different types of accommodation shown?
There may be more than one answer.

high prices
room service
tent
air conditioning
shower
swimming pool
buffet

ns
Wi-Fi connection
business centre

io
sleeping bag
shared bathroom B&B (bed and hotel campsite youth hostel
breakfast)
at
ic
2. G R AMM A R 3. IN TON AT ION
bl

A. Listen and repeat. What’s the difference between

INDIRECT QUESTIONS a and b?
Pu

a. What time is your flight?

Read the dialogues and answer the questions.
b. Do you know what time your flight is?
DIRECT QUESTION
M

A:Where’s the library? B. Listen and repeat. Is the intonation rising  or

B: It’s straight ahead, next to the post office. falling  ?
M

INDIRECT QUESTION 1. Could you tell me where Susan went?

A: Excuse me, sir, could you tell me where the 2. Where did you get this tent?
library is?
3. Do you know why Harry is upset?
©

B: Sure. It’s straight ahead, next to the post office.

4. When are you visiting Munich?
• Which of the two questions is more formal?
5. How often do you go camping?
• What is the difference in word order between
the two phrases in bold? 6. Can you tell us which hotels you’ve stayed at?

4. P R AC T I CE
Read the direct questions and write indirect questions.
1. What time does the gym open?  Excuse me, can you tell me ?
2. Where is the swimming pool?  Do you know ?
3. Where did you stay?  Can ?
4. How much did you pay?  Could ?
5. Where is Tom’s house?  Do ?

38

Traveller_Brit_2nd_SRB_Pre-Interm_TB_M3.indd 82 29/4/2022 2:17:27 µµ

 3c
2. GRAMMAR
Asking for and giving information about different types Aims: • to present indirect questions
of accommodation •
• Ask Ss to read through the two short dialogues.
• Draw Ss’ attention to the phrases in bold in each dialogue.
Indirect questions
• Make sure that Ss understand that the first question is a
direct one while the second question is an indirect one.
• Ask Ss the two questions and elicit the answers that the
close (adj.) cost (v.) daily hire pay plan (v.) indirect question is more formal and polite than the direct
price public transport question. The difference in the word order between the
two bold phrases is that in indirect questions we don’t use
Words/Phrases related to different types of question forms after the question word (who, why, etc.)
accommodation and facilities and if/whether. The word order changes to statement form
air conditioning B&B buffet business centre (subject-verb).
campsite parking receptionist room service • Give Ss the following direct questions and ask them to turn
shared sleeping bag swimming pool tent them into indirect ones:
Wi-Fi connection youth hostel What time does the train arrive at the station?
(Do you know what time the train arrives at the station?)
Where did you go on holiday last summer?
WARM-UP (Can you tell me where you went on holiday last summer?)
Aims: • to help Ss make predictions about the lesson by How much sugar should I use for the cake?

ns
activating their background knowledge (Do you know how much sugar I should use for the cake?)
• • Refer Ss to the Grammar Reference at the back of the book.

• Draw Ss’ attention to the title of the lesson. 3. INTONATION CD2 5, 6

io
• Ask Ss to tell you what they think the lesson is about. A. Aim: to familiarise Ss with the difference in intonation
• Elicit answers. between direct and indirect questions

1. VOCABULARY
Aims: • to present vocabulary related to different types of
at
• Play the recording and pause after each question.
• Ask Ss to listen for the difference in intonation between the
ic
two questions.
accommodation • Play the recording again and ask Ss to repeat the questions
• while you move your hand upwards or downwards to show
bl

the rising and falling tone in each question.

Pu

• Bed and Breakfast (B&B) is a type of a. falling intonation

accommodation which is a private house or small b. rising intonation
hotel offering guests breakfast as well as a room.
• A youth hostel describes a place where people,
B. Aim: to give Ss practice in distinguishing between
especially young people, can stay cheaply for short
M

rising and falling intonation in direct and indirect

periods when they are travelling.
questions
M

• Ask Ss to look at the pictures which show different types of • Play the recording and pause after each question.
accommodation and read through the words underneath • Ask Ss to repeat each question and write the appropriate
each picture. symbol next to it.
• Make sure that Ss are familiar with all four types of • Check the answers with the class.
©

accommodation.
• Ask Ss to read through the words in the box. 1. rising intonation
• Make sure that Ss do not have any unknown words. 2. falling intonation
• Have Ss do the activity and check answers. 3. rising intonation
4. falling intonation
5. falling intonation
high prices: hotel 6. rising intonation
room service: hotel
tent: campsite
air conditioning: B&B, hotel, youth hostel 4. PRACTICE
shower: B&B, hotel, campsite, youth hostel Aim: to give Ss practice in forming indirect questions
swimming pool: hotel
• Have Ss do the activity and check answers.
buffet: B&B, hotel
Wi-Fi connection: B&B, hotel, youth hostel
business centre: hotel 1. what time the gym opens
sleeping bag: campsite 2. where the swimming pool is
shared bathroom: B&B, campsite, youth hostel 3. you tell me where you stayed
4. you tell me how much you paid
5. you know where Tom’s house is
• In sentences 2 and 4, you can give lower-performing Ss
two options to choose from (e.g. 2. Do you know where is the
swimming pool or Do you know where the swimming pool is?).

38 TB

Traveller_Rev_Pre-Interm_TB_M3.indd 83 18/1/2021 12:49:14 µµ

3c
B.
SB: Longbourne Youth Hostel, how can I help you?
5. LIS T ENING CD2 7, 8
SA: Hello. I’d like some information about your hostel.
(for the listening transcript, go to the back of the book) SB: Certainly.
A. (PRE-LISTENING) SA: First of all, could you tell me how much the rooms cost
Aims: • to present the topic of the listening text by relating it per night?
to Ss’ personal experience SB: Of course. It’s €18.00 per night for adults and €12.50 per
• night for those under 18. Those prices include breakfast,
• Ask Ss the questions and initiate a short discussion. by the way.
SA: Also, can you tell me how many beds are in each room?
Suggested answers SB: Our rooms have either 4 or 5 beds, and all rooms have a
• I usually stay at a hotel when I visit a city, but I like going shared bathroom.
camping when I go on holiday to the mountains. SA: OK. Where is the hostel?
• Yes, I have often complained, and for a lot of reasons: SB: The hostel is in the city centre.
the room was nothing like the rooms shown in the SA: Great. How far is it from the underground?
advertisement, the bathroom wasn’t clean, there was no hot SB: It’s very close. Just a two-minute walk.
water in the shower, the Wi-Fi connection was too slow, the SA: Thank you. Bye.
bed was uncomfortable, and others.
• I once found a mouse in the bathroom of a hotel room. 7. WRIT ING CD2 9
I was so shocked that I asked the staff to move me to a A. Aims: • to prepare Ss for the writing task
different room. Luckily, it was the last night of my stay at •
this hotel, anyway.
• Explain the situation to Ss and ask them the question in the
B. Aims: • to give Ss practice in listening for gist rubric.

ns
• • Elicit answers but do not correct Ss at this stage.
• Explain to Ss that they will listen to a conversation between
a customer and a hotel receptionist and they should find out
Suggested answer

io
what the customer is complaining about.
I think Peter is going to ask about the price of the campsite,
• Play the recording and check Ss’ answers.
where it is, whether the facilities are clean, if there are
restaurants and other shops near it, and if pets are allowed.
Suggested answer
The door to his room is stuck / doesn’t open.
at
• Ask Ss to read through Peter’s email to Gavin and have them
check their predictions.
ic
C. Aim: to give Ss practice in listening for specific
information through a True/False activity
B. Aims: • to give Ss practice in identifying the stylistic
• Ask Ss to read through the sentences 1-7.
bl

features of an email asking for information

• Play the recording, have Ss do the activity and check answers. •
• Refer Ss to the email.
Pu

1. T 2. F 3. F 4. T 5. F 6. F 7. T • Ask Ss the questions and check the answers with the class.

6. SPE A K ING 1. Peter asks four questions about the campsite.

Aims: • to give Ss practice in asking for and giving information 2. Firstly, Also, Finally
about different types of accommodation
M

3. He has used both direct and indirect questions.

•
• Refer Ss to the appropriate pages and ask them to read C. Aims: • to help Ss organise their ideas and plan their
M

through the information, the prompts and the speech writing

bubbles on each page. •
• In pairs, Ss take turns to ask and answer questions about the • Ask Ss to read through the list of ideas.
youth hostel and the hotel. • Have Ss do the activity and check answers.
©

• Point out to Ss that when asking they should use indirect

questions because they are more polite than direct ones. To D. Aims: • to give Ss practice in writing an email asking for
help lower-performing Ss, tell them to refer to activity 4 for information
the expressions used to introduce indirect questions. •
• Choose some pairs to act out the dialogues. • Draw Ss’ attention to the TIP and explain it.
Suggested answers • Point out to Ss that they can use the ideas they talked about
A. in the previous activity.
SA: Sheringham Hotel, how can I help you? • Allow Ss some time to write their emails.
SB: I’d like some information about your hotel. • Choose some Ss to read out their emails.
SA: Certainly. Model answer
SB: First of all, could you tell me how much the rooms cost
per night? Hi Alex,
SA: Of course. A single room is €89.00 per night and a How are you doing? I’m going to Paris in June and I just
double room is €136.00 per night. remembered you liked the hotel you stayed in last year.
SB: Also, can you tell me what time breakfast is served in the Could you please tell me a few things about it?
morning? Firstly, I was wondering if all the rooms have a Wi-Fi
SA: Breakfast is served between 7.30 and 9.30. connection, because this is something I’m going to need.
SB: OK. What do the rooms have? Also, is the hotel close to public transport? I have to be able
SA: All rooms have showers and air conditioning. to get to the city centre easily. Finally, does it have a gym? I
SB: Great. What extra facilities does the hotel offer? really enjoy working out at the end of the day.
SA: The hotel has a large swimming pool, a business centre Please, can you reply soon, because I need to book a hotel
and free Wi-Fi in all the rooms. this week? Thanks!
SB: Thank you. Bye for now,
39 TB Larry

Traveller_Rev_Pre-Interm_TB.indb 84 13/1/2021 1:31:04 µµ

 5. L ISTE N I N G
A. Discuss. B. Listen to a conversation at a hotel between a man and
the receptionist. What is the man complaining about?
• Where do you usually stay when you
go on holiday? C. Listen again and write T for True or F for False.
• Have you ever had to complain at a 1. The man sent an email to the hotel from his room.
hotel? Why? 2. The receptionist tried to ring the man but the phone
• What is the worst experience you’ve didn’t work.
had at a hotel? 3. The man couldn’t use the Internet in his room.
6. SP E A K I N G 4. The receptionist didn’t understand the man’s email.
INFORMATION GAP ACTIVITY 5. The man wants to change to a different room.
Talk in pairs. 6. There aren’t any other rooms available.
Students A & B: Go to the 7. The man can’t talk to the receptionist because
Speaking section. he has to go to a meeting.

7. WR IT I N G
AN EMAIL ASKING FOR INFORMATION

ns
A. This is an email Peter has sent to his friend, Gavin. Gavin recently stayed at a campsite and was very pleased
with it. Peter wants to go camping this summer and would like some information about it. What do you think
Peter is going to ask about? Read and check your answers.

io
From: [email protected]
at
ic
To: [email protected]
Subject: Camping
bl

Hi Gavin,
Pu

How are things? Listen, you stayed at a campsite last summer and you really liked it there, right?
Well, I need some information. Could you tell me a bit more about it?
Firstly, can you hire tents there, or do I have to bring my own? Also, does it have showers and
what are they like? Finally, could you tell me how much it costs? Do you pay daily or every week?
M

I’m planning to go next month, so please send me a reply with any information. Thanks a lot.
Bye for now,
M

Peter

B. Read again and answer the questions. WRITING TASK

©

1. How many questions does Peter ask about D. You are planning a trip to Paris. Your friend recently
stayed at a hotel there and was very pleased with it.
the campsite?
Write an email to your friend asking for more information
2. Which words does he use to list them? about the hotel. Choose three ideas from activity 7C.
3. What kind of questions has he used? Your email should be between 80-100 words.

C. Look at the ideas. Tick () the kind of

information you would ask about if you wanted
to know more about a hotel.
When writing an email asking for information:
prices parking  use set phrases to say why you are writing (e.g. I’m
interested in... so..., I want some information about..., I’d
Wi-Fi connection air conditioning like to know...).
 use words/phrases to list your questions (e.g. firstly, first
business centre TV of all, next, then, also, finally).
gym location  don’t use direct questions only. Use indirect questions
too (e.g. Can/Could you tell me...?, Do you know...?).
swimming pool close to public transport  end by saying thanks and mentioning that you’d like a
reply as soon as possible.
balcony view
39

Traveller_Rev_Pre-Interm_TB.indb 85 13/1/2021 1:31:05 µµ

 3d Natural beauty
1. VO C A B U L A R Y
GEOGRAPHICAL FEATURES
Look at the pictures and the words. Which of these
types of geographical features exist in or near the
area where you live? valley

volcano cliff waterfall coast jungle

ns
io
mountain range

2. R E AD IN G
at
B. Read the text and tick (() the topics that are mentioned.
ic
A. Look at the pictures and the map in activity hotels nature museums animals
2B. What do you know or can you guess about
bl

Sichuan? food history places of interest

Pu

http://www.cometosichuan/travel/asia/china.com
M

Come to Sichuan!
M

With its beautiful scenery, friendly people and great Chengdu is the capital of Sichuan and is the cultural and
food, Sichuan Province in China is the ideal holiday industrial centre of the region. Chengdu is also home to
©

destination. the Chengdu Giant Panda Research Base, one of the most
Sichuan is in southwest China and it has many important centres in the world for the protection of the
mountains, including the Himalayas to the west. The Giant Panda. The Research Centre has developed into
famous Yangtze River runs through China, from west to China Panda City with a museum and a zoo.
east, crossing Sichuan. The Yangtze isn’t as long as the If you travel about 40 km from Chengdu, you will have
Amazon or the Nile but it’s the longest river in Asia. the chance to visit the impressive modern Sanxingdui
Mount Emei, which is 2,500 m high, is a wonderful place museum. There you can see more than 4,000 beautiful
to visit, especially in the summer. Here you can take objects that are thousands of years old. They were only
photos of the amazing views, ancient trees, monkeys and discovered recently but have become famous around the
the many waterfalls. world.
For some more beautiful scenery, visit Jiuzhaigou Valley. After all that sightseeing, you must definitely
Jiuzhaigou Valley, in the north of Sichuan, is one of the have something to eat. The Sichuanese cook
most spectacular places in China with snow-covered with a lot of chilli peppers and garlic, and
mountains, colourful lakes and beautiful forests. Sichuanese food is hotter and spicier than
other types of Chinese cuisine, but it’s
delicious!

40

Traveller_Rev_Pre-Interm_TB.indb 86 13/1/2021 1:31:36 µµ

 3d
• Have Ss do the activity. Ask Ss to underline parts of
Talking about the natural beauty of a place the text to support their answers. As soon as they
Making comparisons finish, have higher-performing Ss work with lower-
performing Ss in pairs and compare their answers.
Encourage them to provide justification by referring
Comparisons to specific parts in the text. This will build lower-
performing Ss’ confidence to share their answers in
class.
capital chilli peppers colourful definitely • Check the answers with the class.
develop garlic giant grow impressive
include panda protection research (n.)
scenery spectacular zoo nature, museums, animals, food, places of interest
Geographical features
cliff coast jungle mountain range valley • Ask Ss some comprehension questions:
volcano waterfall
Why is Sichuan considered to be an ideal holiday
destination? because of its beautiful scenery, friendly
WARM-UP people and great food
Aims: • to help Ss make predictions about the lesson by Where is Sichuan? It’s in (southwest) China.
activating their background knowledge Which is the longest river in Asia? the Yangtze River
Is the Yangtze River longer than the Amazon or the Nile?

ns
• No, it isn’t.
• Draw Ss’ attention to the title of the lesson and ask them What can you do on Mount Emei? You can take photos of
to tell you what they think it is about. the amazing views, ancient trees, monkeys and the many
• Elicit answers.

io
waterfalls.
Where is the Giant Panda Research Base? in Chengdu
1. VOCABULARY What has the Research Centre developed into? It has
Aims: • to present vocabulary related to geographical
features
at
developed into China Panda City with a museum and a
zoo.
ic
• How far is the Sanxingdui museum from Chengdu? 40
• Ask Ss to look at the pictures and the words. km
• Help Ss deduce the meaning of any unknown words What can you see there? More than 4,000 objects that are
bl

from the context of the corresponding pictures and ask thousands years old.
them the question in the rubric. What is Sichuanese food like? It’s hotter and spicier than
Pu

Suggested answer other types of Chinese cuisine.

There are many cliffs, beaches and a valley in the Is it delicious? Yes, it is.
area where I live.
C. Aim: to give Ss practice in identifying specific
information in the text
M

2. READING CD2 11
• Have Ss do the activity and check answers.
A. (PRE-READING)
Aims: • to help Ss make predictions about the reading
M

text by relying on visual information and/or 1. the Himalayas

their background knowledge 2. at the Sanxingdui museum
• 3. at Jiuzhaigou Valley
©

• Draw Ss’ attention to the map and the pictures 4. It’s Chengdu.
accompanying the text. 5. a lot of chilli peppers and garlic
• Ask Ss the question in the rubric.
• Elicit answers but do not correct Ss at this stage.
D. Aims: • to give Ss practice in deducing the meaning
Suggested answer of unknown words from the text through a
Looking at the pictures and the map, I understand that matching activity
Sichuan is in China, near the Yangtze River and the •
Himalayas. It’s a place where you can be close to nature. • Refer Ss to the text and ask them to find the words 1-4.
You can see pandas and interesting buildings there. • Encourage Ss to deduce the meaning of the words from
the context.
• Ask Ss to look at the layout of the text and tell you what
• Ask Ss to read through the options underneath each
it is (an online brochure).
word.
• Have Ss do the activity and check answers.
B. Aims: • to check Ss’ predictions
• to present vocabulary, functions and
structures in the context of a text 1. a 2. a 3. a 4. b
• to give Ss practice in reading for gist
• Ask Ss to read through the text and check their • Explain any unknown words and choose Ss to read out
predictions. the text.
• Ask Ss to look at the list of the topics and tick the ones
that are mentioned in the text.

40 TB

Traveller_Rev_Pre-Interm_TB.indb 87 13/1/2021 1:31:49 µµ

3d
• Ask higher-performing Ss to make sentences using
E. (POST-READING) comparisons. This will challenge them. To help lower-
Aims: • to give Ss the opportunity to have a further performing Ss, you can give them prompts to make
discussion on the topic of the text sentences (e.g. My new neighbourhood / quiet / than / old
• one).
• Ask Ss the questions and initiate a short discussion.
4 . PR AC T ICE
Aims: to give Ss practice in making comparisons in the
Suggested answers context of a dialogue
• Yes, because I like spending time in nature, but I also
enjoy visiting museums. I’d also like to try the local • Have Ss do the activity and check answers.
food, because I love garlic and spices.
• I’d love to visit Mount Emei to admire the views, see 1. the worst 4. more expensive
the waterfalls, and take lots of pictures. I’d also like 2. better 5. quiet
to visit the Sanxingdui museum, as I’m interested in 3. tasty 6. the cheapest
history.
5. SPE A K ING
3. GR A MM A R Aims: • to give Ss practice in using the functions and
A. Aims: • to present the comparative and superlative structures presented in this lesson through a
form of adjectives pair-work activity

ns
• •
• Ask Ss to read through the third example. Explain to • Ask Ss to go to the Speaking Section at the back of the
them that it shows the comparative form of adjectives. book.
• Check Ss’ previous knowledge by asking them how we

io
• Ask Ss to look at the pictures and the captions
form the comparative form of adjectives. accompanying them.
• Ask Ss to read through the first two examples. Explain • Draw Ss’ attention to the adjectives.
that they show the superlative form of adjectives. Check
Ss’ previous knowledge by asking them how we form the
superlative form of adjectives.
at
• Ask Ss to read through the speech bubble.
• To help lower-performing Ss Ss, tell them to tick the type
of holiday they prefer and the adjectives they want to use.
ic
• Draw Ss’ attention to the words in bold. • In pairs, Ss take turns to talk about the holiday
• Ask Ss the two questions. destinations. You can have higher-performing Ss work
bl

• Elicit answers. with lower-performing Ss Ss.

• Go round the class helping Ss when necessary.
Pu

1. The third sentence includes adjectives in the • Choose Ss to say which holiday destinations they prefer
comparative form while the first and the second giving reasons for their choices.
sentence include adjectives in the superlative form.
2. We use the word than after adjectives in the Suggested answer
comparative form. We use the word the before SA: I would prefer a holiday in the city because it’s the
M

adjectives in the superlative form. most interesting.

SB: Yes, that’s true. There are lots of interesting
things to see and do in the city, but cities are very
M

B. Aims: • to present other forms of comparison (as... as)

expensive.
•
SA: I agree that cities can be very expensive. But
• Ask Ss to read the sentence. I think that a luxury holiday on the beach is
©

• Draw Ss’ attention to the words in bold. probably expensive too.

• Point out to Ss that we use the structure ((not) as + SB: You’re right. The cheapest is probably the
adjective + as as another form of comparison between mountain holiday. And a mountain holiday will
two people or things. Explain that the adjective between probably be the most relaxing.
as... as is in the positive form. SA: Not if you’re hiking all day. I think the mountains
• Ask Ss to read through the three options and choose the are tiring. I’d much prefer to relax on the beach in
correct one. a luxury hotel.
• Check the answer with the class. SB: Not me. I think the beach is boring.
SA: So, you prefer a mountain holiday?
The correct answer is b. SB: Yes, definitely.

• Refer Ss to the text and ask them to underline all the

phrases containing comparisons of adjectives (The
Yangtze isn’t as long as the Amazon or the Nile but it’s the
longest river in Asia. / For some more beautiful scenery... /
... one of the most spectacular places in China... / ... one of
the most important centres... / ... Sichuanese food is hotter
and spicier than other types of Chinese cuisine...).
• Refer Ss to the Grammar Reference at the back of the
book.

41 TB

Traveller_Rev_Pre-Interm_TB.indb 88 13/1/2021 1:31:58 µµ

 C. Read again and answer the questions.
1. What’s the mountain range to the west of
3. GRA MMA R
Sichuan called? COMPARISONS
2. Where can you go to see ancient objects?
A. Look at the examples and answer the
3. Where can you see beautiful scenery and
questions.
lakes?
• The Yangtze isn’t as long as the Amazon or
4. What’s the capital of this Province?
the Nile, but it’s the longest river in Asia.
5. What do the Sichuanese use in their
• Jiuzhaigou Valley, in the north of Sichuan,
cooking?
is one of the most spectacular places in
D. Look at the highlighted words in the text and China.
choose the correct meaning a or b. • ... Sichuanese food is hotter and spicier
1. spectacular 3. developed than other types of Chinese cuisine, but it’s
a. impressive a. grown delicious!
b. important b. built 1. Which of the examples include
2. region 4. definitely adjectives in the comparative form and
a. area a. fortunately which in the superlative form?

ns
b. mountain b. surely 2. Which word do we usually use after
adjectives in the comparative form
and which before adjectives in the

io
E. Discuss.
• Would you like to visit Sichuan? superlative form?
• Which places in Sichuan would you like to
visit most? Why?
at
B. Read the example and decide what it means.
Choose a , b or c.
ic
The Yangtze isn’t as long as the Amazon.
a. The Yangtze is longer.
bl

b. The Amazon is longer.

Pu

CHINA c. The two rivers are the same length.

Jiuzhaigou
igo
gouu

Sanxingdui
Saanxi
n ingd
museum
mus e u
d 4. PRACT ICE
M

Complete the dialogue with the correct form of the

Chengdu
C heng
engdu
du adjectives in brackets. Add the where necessary.
M
HI

A: Let’s have dinner at La Playa tonight.

Yangtze
Yangt ze River
R i ve r
MA

Mt Emei
mei
B: No way! That’s one of (1)
LA

(bad) restaurants in town. Debbie was there

©
YA

last week and she says it’s horrible!

S

A: Well, it’s (2) (good) than

the restaurant in our neighbourhood.
B: Yeah, the food in Paradiso isn’t as
(3) (tasty) as it used to be.
A: Paradiso is also (4)
(expensive) than La Playa.
B: I know! Why don’t we go to La Scala in the
shopping centre? It’s not as (5)
(quiet) as the other places but the food is good.
A: OK. It’s also (6) (cheap)
restaurant in the shopping centre.

5. SPEA KIN G
Go to the Speaking Section.

41

Traveller_Rev_Pre-Interm_TB.indb 89 13/1/2021 1:32:06 µµ

 3e Urban life
1. VO C A B U L A R Y
ADJECTIVES DESCRIBING PLACES
A. Read the sentences 1-8 and match the adjectives in bold with the definitions a-h.
1. The bus was crowded and I couldn’t get on. a. comfortable and warm
2. When I get tired of life in the city, I go to the countryside. b. quiet and calm
It’s so peaceful there. c. full of people
3. You can find lots of books about ancient history in the library. d. making a lot of noise
4. I live in a noisy neighbourhood and can’t sleep at night! e. liked by a large number
5. Don’t worry; the streets around here are safe for the children to play in. of people
6. The town square is a popular meeting place for teenagers. f. very old
7. We went on a tour around the town and saw many historic buildings. g. important in history
8. The town centre has a great variety of cosy cafés and restaurants. h. not dangerous

B. Use some of the adjectives above to describe your city/town.

ns
2. SP E AK I N G
Talk in pairs. The three people in the pictures have been When talking to another person, listen carefully

io

TIP
offered jobs in the three cities presented. Read the to him/her and respond to what he/she is
information, discuss and decide which city is the most that.).
saying (e.g. I agree, I don’t know about that.
suitable for each person. Give reasons for your choices. at
ic
bl
Pu
M

Jill Grant, 23 Helen Aberson, 34 Harry Perl, 41

Likes: art, cinema, eating out, Likes: sports, reading, Likes: museums, nature,
M

travelling shopping swimming

Dislikes: shopping, nature Dislikes: art, theatre Dislikes: shopping, theatre
©

I think the most suitable city for Jill is... because...

I disagree. I think the ideal city for her is... because...

Chicago, Illinois New York City, New York Minneapolis, Minnesota

• beautiful parks and beaches • museums, galleries, shows • lakes and parks with sports
• lots of sports facilities • world famous shops activities
• museums • huge variety of restaurants • large shopping centre
• many theatres

42

Traveller_Rev_Pre-Interm_TB.indb 90 13/1/2021 1:32:18 µµ

 3e
2. SPEAKING
Aims: • to give Ss practice in making a decision and justifying
Making decisions and justifying them their choices
Describing a place
•
• Ask Ss to look at the pictures of the three people and read
attract countryside full of souvenir square through the information about each one of them.
such as (go on a) tour tourist variety • Ask Ss to look at the pictures of the three cities and read
through the information about each one of them.
Adjectives describing places • Make sure that Ss do not have any unknown words.
ancient calm comfortable cosy crowded • Ask Ss to read through the speech bubble.
dangerous fascinating historic narrow • Draw Ss’ attention to the TIP and explain it.
noisy peaceful popular safe suitable • In pairs, Ss take turns to talk about which city is the most
unforgettable wonderful suitable for each person and have to justify their choices. To
help lower-performing Ss, you can write some places that can
be found in a city/town on the board.
• Go round the class helping Ss when necessary.
WARM-UP • Choose some pairs to act out the exchanges.
Aims: • to help Ss make predictions about the lesson by
activating their background knowledge
• Suggested answer
SA: What do you think about Jill Grant? Which city would
• Draw Ss’ attention to the title of the lesson. be most suitable for her?
• Help Ss understand the meaning of the phrase urban life (= life SB: Well, I think New York City is the best place for her.

ns
in the city) as opposed to rural life (= life in the countryside). She likes eating out and New York has a huge variety of
• Ask Ss to tell you what they think the lesson is about. restaurants.
• Ask Ss to tell you whether they prefer an urban or a rural way SA: I agree. There are also wonderful museums and galleries
of life and why. there.

io
SB: What about Helen? I think Minneapolis is the right
1. VOCABULARY city for her. She can go shopping in the large shopping
centre, and there are many lakes and parks with sports
A. Aims: • to present adjectives used to describe places
•
• Ask Ss to read through the sentences 1-8.
at activities for her.
SA: Yes, that’s true. So, then I guess Chicago is the best city
for Harry.
ic
• Draw Ss’ attention to the adjectives in bold.
• Help Ss deduce the meaning of any unknown adjectives from SB: Definitely. The beautiful parks and beaches mean that he
the context. can go for a walk or go swimming, and there are a lot of
bl

• Ask Ss to read through the definitions a-h. museums.

• Have Ss do the matching and check answers.
Pu

1. c
2. b
3. f
4. d
5. h
M

6. e
7. g
8. a
M

B. Aims: • to give Ss practice in using adjectives to describe

©

their city/town
•
• Ask Ss to make their own sentences using some of the
adjectives presented above to describe their city/town.
• To help lower-performing Ss, you can write some places that
can be found in a city/town on the board.
• Choose Ss to read out their sentences.

Suggested answer
My city can get very crowded in the summer, when lots of
tourists visit it.
There is an ancient theatre in my town. It is one of the
historic places that everyone should visit. I live in an area
that has lots of restaurants and cafés, so it is usually quite
noisy at the weekend.
There is a cosy place where you can stay if you visit my
city. It’s a small hotel in the city centre.

42 TB

Traveller_Rev_Pre-Interm_TB.indb 91 13/1/2021 1:32:25 µµ

3e
3. LISTENING CD2 12, 13 Tim What floor are you on?
Zoe The seventh.
A. (PRE-LISTENING) Tim Do you have a nice view? Or do you have to look at your
Aims: • to present the topic of the listening text by relating it to
neighbour’s washing every day?
Ss’ personal experience Zoe It’s not that bad. But all I can see is a boring office
• building.
• Ask Ss the question and initiate a short discussion. Tim Oh well. You seem really happy here and... (fade out)

Suggested answer 4. WRITING CD2 14

Some of the advantages are that there are lots of shops and A. Aims: • to prepare Ss for the writing task
services as well as lots of places where you can spend your free •
time such as theatres, cinemas, museums, restaurants and cafés. • Ask Ss the questions and generate discussion.
Also, it is easier to move around using public transport and
there are more possibilities to meet new people. Talking about Suggested answers
work, it is more possible to find a job in a big city than in a small • Rome, the capital of Italy, is the most interesting place I’ve ever
town. On the other hand, big cities are usually noisier and more visited.
crowded, city people are not close to nature, there is not enough • I liked it because I’m interested in history, art and architecture.
personal space and the cost of living is higher. Also, people living Rome is full of interesting buildings and beautiful squares. I also
in big cities have a way of life that can sometimes be stressful. loved Italian food.

B. Aims: • to give Ss practice in listening for gist B. Aims: • to have Ss identify the purpose of the text
• •

ns
• Play the recording. Have Ss listen carefully. • Ask Ss to read through the text.
• Ask Ss the question in the rubric. • Have Ss work out the answer to the question.
• Check the answer with the class. Ask higher-performing Ss to
justify their answer. This will challenge them and help lower-
The correct answer is b.

io
performing Ss understand why this answer is correct.

Zoe likes living in the city. • Ask Ss some comprehension questions:

C. Aims: • to give Ss practice in listening for specific information

and in transferring from verbal to visual information
at
What is the capital of the state of Bahia? It’s Salvador.
Where is Salvador? It’s in eastern Brazil on the coast.
What does ‘Pelourinho’ mean? It means the ‘old city’.
ic
• Why does this area attract many tourists every year? because it has
• Ask Ss to read through the questions 1-4 and look at the colourful colonial buildings, narrow streets and beautiful squa
squares
pictures underneath each question.
bl

What is another place worth visiting? the Afro-Brazilian Museum

• Draw Ss’ attention to the TIP and explain it. What can you do in Salvador? You can go to Mercado Modelo for
• Play the recording. Have Ss listen carefully and decide which Salvador’s best shopping.
picture best answers each question.
Pu

What can you do there? You can buy souvenirs, taste Bahian
• Encourage Ss to take notes of what they hear. Point out to cuisine and watch the fascinating capoeira.
Ss that they may hear all the options, but they have to pay Are there a lot of beaches in Salvador? Yes, there are.
attention to the question they have to answer.
• Check the answers with the class. C. Aims: • to help Ss organise their ideas and plan their writing
• To challenge higher-performing Ss,, ask them to justify why • to give Ss practice in identifying some of the stylistic
M

the other two options/pictures are incorrect. features of a description of a place

•
1. b 2. b 3. c 4. a • Have Ss do the activity and check the answers with the class.
M

1. In which paragraph does the writer:

Tim Nice café. • describe what tourists can do there? 3
Zoe Yeah, I come here often with my colleagues. • say how he/she feels about the place? 4
©

Tim So, how’s life in the city? • describe the most important sights? 2
Zoe I think I made the right decision moving here. • give general information about the place? 1
Tim Isn’t it a bit dangerous in the city centre? 2. The writer uses a variety of adjectives (impressive,
Zoe Well, I don’t really live in the centre. I’m in the north of the interesting, colourful, narrow, beautiful, fascinating,
city. exciting, unforgettable) to make the description more lively.
Tim I see. Well, it’s very different from your old neighbourhood.
Zoe Oh, yes, there’s so much to do here. It’s brilliant. D. Aims: • to give Ss practice in writing a description of a place
Tim Cinemas and museums, eh? •
Zoe No, that’s not really for me. I love it here because I can • Draw Ss’ attention to the TIP and explain it.
watch United every Saturday. • Allow Ss some time to write their descriptions.
Tim Of course, you’re a football fan. What about the shops here? • Choose some Ss to read out their descriptions.
Zoe There are many to choose from. Just take a walk, and
there’s a great shop on every corner. I need to have two jobs, Model answer
really, so I can go shopping every day. Bologna is the most beautiful city I’ve ever visited. It is the capital of
Tim Is your new job OK, then? the Emilia-Romagna region in Northern Italy.
Zoe Yeah, it’s great and my colleagues have been very nice to Bologna is a historic city and there are a lot of fascinating places to
visit. The main square is called the Piazza Maggiore and it is very
me.
impressive. The amazing Palazzo dei Notai is on the square, and there
Tim Well, the good thing is that you don’t have to drive to get are many interesting museums you can visit too.
there. The narrow streets are always crowded with tourists. You can buy
Zoe I know! I used to drive for an hour! And there was so much souvenirs from the large variety of shops and enjoy sitting at one of
traffic. the popular cafés. Bologna is famous for its delicious food, and the
Tim So, how do you get there? Do you walk? city is full of wonderful restaurants.
Zoe It’s a bit far, so I take the underground. There’s a station just Bologna has something for everyone – there is so much to see and do.
outside my block of flats, which is very convenient. I had an unforgettable time when I went and I would love to go back.
Tim What’s your flat like?
Zoe It’s small, but it’s cosy. The neighbourhood is a bit noisy,
43 TB but I like it. It’s full of life and there’s a park nearby.

Traveller_Rev_Pre-Interm_TB.indb 92 13/1/2021 1:32:27 µµ

 2. Where does Zoe go every weekend?
3. L ISTEN I N G
A. Discuss.
• What are the advantages and disadvantages
of living in a city?
a b c
B. Listen to Zoe talking to a friend about her new
life. What is her opinion about life in the city? 3. How does Zoe get to work?
C. Listen again and choose the correct picture
a, b or c.
1. Where does Zoe live?
a b c

4. What can Zoe see out of her window?

a b c

a b c

ns
4. WR IT I N G
A DESCRIPTION OF A PLACE
Before you listen, read the rubric carefully and

io
A. Discuss.

TIP
look at the pictures, maps, etc. This will give
• What is the most interesting place you’ve ever visited? you an idea of what to listen for.
• Why did you like it? at
ic
www.salvadordabahia.com
bl

SALVADOR
Pu

DA BAHIA
Salvador is one Salvador has many interesting places At this market, you can buy
M

of the most to see such as Pelourinho, the ‘old souvenirs, taste Bahian cuisine in
impressive cities city’. This area has colourful colonial one of the many restaurants and
buildings, narrow streets, beautiful watch the fascinating capoeira too.
M

I’ve ever visited. It

is in eastern Brazil squares and attracts many tourists Salvador also offers a great variety
every year. Another place worth of beautiful beaches.
on the coast, and
visiting is the Afro-Brazilian Museum. Salvador is a very exciting city and I
it is the capital of
©

There are many things to do in had a fantastic time there. It was an

the state of Bahia. Salvador. You can go to Mercado unforgettable experience and I hope
Modelo for Salvador’s best shopping. to visit this wonderful city again.

B. Read the text and choose a, b or c. WRITING TASK

The text is: D. Write a description of a place you’ve visited. Your
a. part of a story that happened in Salvador description should be between 100-120 words.
da Bahia.
b. a description of Salvador da Bahia.
c. an advertisement about a holiday in
Salvador da Bahia.
C. Read again and answer the questions. When writing a description of a place:
1. In which paragraph (1-4) does the writer:  before you start, write down some ideas.
• describe what tourists can do there?  develop your ideas and write about the most important or
• say how he/she feels about the place? interesting features of the place.
 divide your text into paragraphs as shown in activity 4A.
• describe the most important sights?
 use a variety of adjectives to make your description lively.
• give general information about the place?
2. Which adjectives does the writer use to
make the description more lively?
43

Traveller_Rev_Pre-Interm_TB.indb 93 13/1/2021 1:32:29 µµ

 3 Video activities
Australia

A. Look at the pictures and complete the crossword.

kangaroo
2 4
1 koala
1 3 emu
2
platypus
cricket
3 rugby

ns
5
5 6
6

io
at
B. Which one of the statements is true? Watch Part 2 of the video and check your answer.
ic
1. The population of Australia is 240 million.
bl

2. The capital city of Australia is Sydney.

3. There are 300,000 camels living wild in Australia.
Pu

C. Watch Part 2 again and write T for True or F for False.

M

1. Australia is a country and a continent.

2. For every square kilometre in Australia there are three people.
M

3. Europeans arrived in Australia about 50,000 years ago.

4. Sydney and Melbourne are larger than Canberra.
5. The emu only lives in Australia.
©

D. Watch Part 2 again and complete the sentences.

1. Australia is the largest country in the world.
2. Australian cities are usually near the .
3. Camels arrived in Australia in the century.
4. The Australian cricket, and hockey teams are very good.

E. Discuss.
• Would you like to visit Australia?
• Is there anything else you know about Australia that wasn’t mentioned in the video?

44

Traveller_Rev_Pre-Interm_TB.indb 94 13/1/2021 1:32:31 µµ

 Video activities 3
Australia
Vocabulary E.
• Ask Ss the questions.
coral reef emu hemisphere kangaroo koala • Elicit answers and initiate a short discussion. Allow the
multicultural platypus rugby use of L1, if necessary, to help lower-performing Ss
express themselves.
Aims: • to familiarise Ss with certain aspects of the
Australian culture
Suggested answers
•
• Yes, Australia seems like an interesting place to visit.
A. • Yes. The people who lived in Australia before
• Ask Ss if they travel and what their favourite trip was. Europeans came are called Aborigines.
Initiate a short discussion.
• Draw Ss’ attention to the pictures 1-6 and the words in the TRANSCRIPTS
box. Part 1
• Play Part 1 of the video to familiarise Ss with the coral reef emu hemisphere kangaroo koala
unknown words presented in the video. multicultural platypus rugby

ns
• Have Ss do the activity.
• Check the answers with the class. Part 2
Australia is a country in the southern hemisphere,
but it is also a continent. It is the sixth largest country

io
1. platypus
2. cricket in the world, but it only has a population of about
3. kangaroo twenty-four million. That means there are about three
4. rugby
5. koala
6. emu
at
people for every square kilometre. Compared to the
UK, where there are 250 people per square kilometre,
Australia has a lot of empty space. Humans arrived
ic
in Australia about 50,000 years ago, and Europeans
started living there at the end of the 18th century. Today
B.
bl

it is a multicultural country with people from all over

• Ask Ss to read through the statements 1-3 and tell you the world living there.
which is true. The two largest cities in Australia are Sydney and
Pu

• Elicit answers but do not correct Ss at this stage. Melbourne. In 1908, Australians couldn’t decide which
• Play Part 2 of the video and have Ss check their answers. city to make the capital, so they built a new capital city
• Check the answers with the class. between the two and called it Canberra. Nearly all the
cities in Australia are near the coast. That’s because
Statement 3 is the correct one. the centre of the country, the outback as the local
M

people call it, is mainly desert.

Australia is home to the largest living structure, the
C.
M

Great Barrier Reef, a huge coral reef off the north-

• Ask Ss to read through the sentences 1-5 and make sure eastern coast. It’s the perfect place for scuba diving!
they understand everything. In Australia, there are also animals that do not live
• Have Ss watch Part 2 of the video and do the activity. anywhere else on Earth, like the koala, kangaroo, emu
©

• Check the answers with the class. and platypus. You can also find camels. Travellers
brought them to Australia in the 19th century and now,
1. T there are about 300,000 living in the wild. Australians
2. T play a lot of sports, mainly because the weather is
3. F good for outdoor activities. They have good teams in
4. T cricket, rugby and hockey. And of course, with so many
5. T beautiful beaches, Australians also love water sports!
• To challenge higher-performing Ss, ask them to correct
the false sentence.
D.
• Draw Ss’ attention to the sentences 1-4.
• Explain to Ss that they are going to watch Part 2 of the
video and complete the sentences.
• Play Part 2 of the video and have Ss do the activity.
• Check the answers with the class.

1. sixth
2. coast
3. 19th
4. rugby

44 TB

Traveller_Rev_Pre-Interm_TB.indb 95 13/1/2021 1:32:32 µµ

 3 Round-up
Aims: • to help Ss revise the structures, functions and
vocabulary presented in Module 3 through
various activities
•

VOCABULARY COMMUNICATION
A. F.

1. b 1. d
2. c 2. c
3. a 3. a
4. b 4. e
5. c 5. b
6. b
7. a
8. c

Β.

ns
1. e
2. c
3. a

io
4. g
5. d
6. b
7. f
at
ic
GRAMMAR
bl

C.

1. could
Pu

2. need
3. have to
4. can
5. mustn’t
M

6. needn’t
7. May
M

D.

1. darkest
©

2. noisier
3. comfortable
4. most impressive
5. heavy
6. worst
7. spicier

E.

1. who that man is

2. what this word means
3. you tell me where the bathroom is
4. know when Mrs Carter left the building
5. you tell me how much these boots cost

45 TB

Traveller_Rev_Pre-Interm_TB.indb 96 13/1/2021 1:32:32 µµ

 Round-up 3
VO C ABU L A R Y
A. Choose a, b or c. D. Complete the sentences with the correct
form of the adjectives in brackets.
1. I need a(n) to reach that shelf.
1. This is the (dark) cave I’ve ever been in.
a. helmet b. ladder c. equipment
2. Ms Baker’s class is (noisy) than Ms
2. There were only fifty on the plane.
a. destinations b. passports c. passengers Thomson’s.
3. A: Where’s Mum? 3. The black armchair is not as
B: She’s dinner. (comfortable) as the brown one.
a. preparing b. discovering c. expecting 4. Ben bought the (impressive) painting
4. You should go to the south of France. in the gallery.
There are lots of beautiful towns by the sea. 5. My hand luggage was as (heavy) as
a. valley b. coast c. cliff my suitcase so I had to check it in.
5. Dave lives in a area. It’s nice and quiet. 6. Monday is the (bad) day of the week.
a. crowded b. comfortable c. peaceful 7. The food was (spicy) than we

ns
6. We had a(n) time in New York last expected and we had trouble eating it.
winter.
a. cosy b. unforgettable c. suitable E. Read the direct questions and form indirect questions.

io
7. You can a car and explore the island. 1. Who is that man?
It’s beautiful. Do you know ?
a. hire b. include
8. Excuse me, sir. You’re not
c. attract
to take
at
2. What does this word mean?
Excuse me, can you tell me ?
ic
pictures in the museum. 3. Where’s the bathroom?
a. necessary b. possible c. allowed Can ?
bl

4. When did Mrs Carter leave the building?

B. Match.
Do you ?
Pu

1. public a. card 5. How much do these boots cost?

2. room b. attendant Could ?
3. boarding c. service
4. youth d. connection
CO M MUN ICAT IO N
M

5. Wi-Fi e. transport
F. Complete the dialogue with the phrases a-e.
6. flight f. range
M

7. mountain g. hostel a. I have to be in Coleridge as soon as possible.

b. It’s about as quick as the underground.
G R AM M A R c. Could you tell me where the nearest
©

C. Circle the correct options. underground station is?

Andy Hey, Olivia (1) could / may you drive me d. Could you help me?
to the airport tomorrow evening? e. You don’t have to take the underground.
Olivia At what time? Woman Excuse me. (1)
Andy Well, my departure time is 10.00, so I Man Sure. Do you want me to carry one of your bags?
(2) need / must to be there at around 8.00.
Woman No, I’m fine. (2)
Olivia OK, then. I’m working till 7.00 and then
Man There is no underground today.
I just (3) could / have to get my car from
Woman Oh, dear.
the garage. So I (4) can / may come by
your house at 7.30. Man Where do you want to go?
Andy That sounds fine. But you (5) don’t have Woman (3)
to / mustn’t be late. I don’t want to miss Man Don’t worry. (4) You can take the
number 45 bus.
my flight.
Olivia You (6) needn’t / don’t need worry. Woman How long does it take?
Andy Thanks. Oh, one more thing... (7) May / Man (5) There’s a bus stop over there.
Must I borrow your camera? Woman Thank you.
Olivia Yes, of course. Man No problem.
45

Traveller_Rev_Pre-Interm_TB.indb 97 13/1/2021 1:32:33 µµ

 L ISTE NIN G
G. Listen and choose a, b or c.
1. What must the passengers 2. What did Dan think about the 3. Where are the people staying?
on flight T315 do? B&B? a. at a house in the mountains
a. They must go to gate 4. a. It was as good as a hotel. b. at a campsite
b. They must wait at gate 16. b. It was more expensive than a c. at a hotel by the beach
c. They must board the plane hotel.
from gate 16. c. It was worse than a hotel.

SP E AK IN G It would be a good idea to...

H. Talk in pairs. Imagine that you and your partner are going on a I think it would be better to...
camping trip. Look at the pictures and discuss which five objects We should(n’t) take... because...
you would take with you and why. I think we need... because...
Use the phrases in
the box. ... is/are useful/necessary.

ns
io
at
ic
-
bl
Pu
M
M

SE L F-ASSESSM E N T
©

Read the following and tick (

(()
)) the appropriate boxes. For the points you are unsure of, refer back to the relevant
sections in the module.

Now I can...
 make requests and ask for permission
 express ability
 express obligation, lack of obligation and prohibition
 ask for information using indirect questions
 make comparisons
 use language related to travelling by plane
 discuss different types of holiday and holiday destinations
 describe places and write a description of a place

Culture page:
Quiz! Famous Landmarks

46

Traveller_Rev_Pre-Interm_TB.indb 98 13/1/2021 1:32:59 µµ

 Round-up 3
LISTENING CD2 15
G.
Suggested answer
• Ask Ss to read through the three questions and their
SA: First, I think we need to take a tent and it should
options.
be waterproof. We’ll need a tent to keep animals
• Alternatively, to challenge higher-performing Ss, you
out while we sleep.
may modify the activity from multiple choice to open-
SB: I agree. And I also think it would be a good idea
ended questions. Write questions 1-3 on the board
to bring sleeping bags. We will need them to stay
(without the options), ask Ss to cover the activity in their
warm.
books, then listen and answer the questions. To help
SA: Of course. Do you think we should bring a
lower-performing Ss, you may eliminate one incorrect
smartphone?
option.
SB: It’s always a good idea to have a phone in case of
• Play the recording twice.
an emergency. Also, a phone can tell you where
• Check the answers with the class.
you are if you get lost.
SA: OK. I think we should take a first-aid kit, just in
1. a 2. a 3. c case there is an accident.
SB: I agree. What about a laptop or an MP4 player? I
LISTENING TRANSCRIPT don’t really think we need either of those.
1. SA: No, we don’t. And the laptop’s battery will stop
DING DONG!! working after a few hours anyway.

ns
This is an announcement for all passengers on flight SB: Should we bring our passports?
T315. There has been a gate change, from gate 16 to SA: Well, I don’t think so. They could get lost.
gate 4. All passengers kindly proceed to gate 4. Any SB: I really think we should bring a torch and extra
batteries.

io
passengers already waiting at gate 16, please go to the
new gate as the plane is ready for boarding. Thank SA: Yes, I agree. We need to be able to see at night!
you. SB: OK then, so we’re bringing a tent, sleeping bags,

2.
at a smartphone, a first-aid kit and a torch.
SA: Yes, that sounds right.
ic
Jim So, how was your weekend away?
Dan Very nice.
Jim Did you stay in that B&B you found on the SELF-ASSESSMENT
bl

Internet? Aims: • to give Ss the opportunity to check their progress

Dan Yes, it was lovely. The room was great and • to encourage learner autonomy
Pu

the people there were really friendly. •

Jim Better than a hotel? • Draw Ss’ attention to the prompts in the box.
Dan Well about the same. Draw Ss’ attention to the points and ask Ss to read
Jim But much cheaper I suppose. through them.
Dan Of course. • Explain any unknown words.
M

• Ask Ss to tick the points they feel confident about. For

3. the points they are unsure of, they should refer back to
Man Just look at that view!
M

the relevant sections in the module.

Woman Yes, it’s amazing.
Man Hey, is that a tent on the beach?
Woman Yes, they’re camping there. Is that allowed? Culture page:
©

Man I don’t know. Hey, what time do we have to

Quiz! Famous Landmarks
leave tomorrow?
Woman After breakfast. We’ve got a long trip ahead of The Teacher’s Notes can be found at the back
us. of the book.
Man Oh, that’s too bad. Anyway, we must tell the
receptionist to wake us up early.
GRAMMAR ACTIVITIES
There is a section at the back of the Workbook with
SPEAKING grammar activities providing Ss with further practice
H. of the grammar presented in the module. After each
• Draw Ss’ attention to the prompts in the box. Round-up section in the Workbook, it is advisable to do
• Ask Ss to look at the pictures of the objects. Make sure the corresponding activities in the Grammar Activities
that Ss know what the objects are called in English. section.
• In pairs, Ss discuss which five objects they would take The key for the Grammar Activities section is included in
with them on a camping trip giving reasons for their the Workbook key at the back of the Teacher’s Book.
choices.
• Go round the class helping Ss when necessary.
• Choose Ss to say which five objects they would take with
them, giving reasons for their choices.

46 TB

Traveller_Rev_Pre-Interm_TB.indb 99 13/1/2021 1:33:17 µµ

 4 Nowadays

Aims: • to introduce the topic of the module and activate

Ss’ background knowledge
• to present the learning objectives of the module
•
• Draw Ss’ attention to the title of the module. Make sure
that they understand the meaning of the word nowadays
(at the present time).
• Ask Ss to look at the picture and tell you what they can
see (a young man wearing a virtual reality headset).

ns
• Ask Ss some questions:

What is the young man wearing?

Where do you think he is?

io
How does he feel?

• Ask Ss the questions in the Discuss section and elicit

answers. Allow the use of L1, if necessary, to encourage
lower-performing Ss to express themselves.
at
ic
Suggested answers
bl

I don’t think life is very different from ten years ago.

We use more social media sites now than in the past.
Pu

Also, I think things like cars and planes are safer

nowadays.
I think we will see flying cars and maybe scientists
will find a way to save people from some diseases
like cancer.
M

• Read out the points listed in the Flick through the module
and find... section.
M

• Explain any unknown words.

• Then ask Ss to flick through the module and find where
these points are discussed.
©

notes and text messages: p. 53

two friends in an art gallery: p. 48
two opinions about computers: p. 57
advertisements about unusual gadgets: p. 54
quotes by famous people: p. 50

• Read out the objectives listed in the In this module you

will learn... section.
• Explain any unknown words.

47 TB

Traveller_Rev_Pre-Interm_TB.indb 100 13/1/2021 1:33:19 µµ

 Nowadays 4
Discuss:

 How is life different from ten years ago?

 What do you think the major changes in your lifetime
will be?

Flick through the module and find...

 notes and text messages
 two friends in an art gallery
 two opinions about computers
 advertisements about unusual gadgets

ns
 quotes by famous people

io
at
ic
bl
Pu
M
M
©

In this module you will learn...

 to discuss buying things and prices
 to make promises, on-the-spot decisions and requests
 to refer to the future by using appropriate tenses
 to express your opinion and make predictions about
the future
 to read and write notes and text messages
 to use abbreviations
 to use too and enough
 to define people, places and things by using relative
pronouns and adverbs
 to describe gadgets and talk about their positive and
negative aspects

47

Traveller_Rev_Pre-Interm_TB.indb 101 13/1/2021 1:33:23 µµ

 4a Is it worth buying?

ns
io
at
ic
1. L ISTE N I N G & R E A DI N G
bl

A. Discuss.
• What do you think of modern art? Lee I don’t know. What is it supposed to be,
Pu

anyway?
B. Listen to the dialogue. Why are the two men at Jack It’s called Life Source.
an art gallery?
Lee It looks like a big egg to me. What a waste of
Lee So, which one do you want to buy? money!
M

Jack It’s that one over there. Jack It’s worth buying, trust me.
Lee It’s huge. Where are you going to put it? Lee Go on then, I’ll help you out.
M

Jack In my living room, right next to the Jack Fantastic!

window. Lee How are you going to get it home?
Lee Does it fit?
©

Jack As soon as the exhibition is over, they’ll

Jack Just about. It’s a powerful image, don’t you deliver it to me.
think? Lee And pay more money I expect. Forget it. I’ll
Lee You’re crazy. And why did you bring me help you carry it home.
here? I don’t know anything about art. Jack What?
Jack Well, I was getting to that. Lee I’m only kidding!
Lee By the way, how much is it?
Jack £7,500.
C. Read the dialogue and find statements which prove
Lee Are you serious? Can you afford it? that these sentences are true.
Jack Not exactly. I’m a bit short. That’s why I 1. Lee thinks the painting is too big for Jack’s house.
was thinking...
2. Jack asked Lee to come to the gallery.
Lee Here we go. 3. Lee is not an art expert.
Jack Will you lend me some money? Not all of 4. Lee thinks the painting is too expensive.
it, just half, maybe. 5. Jack doesn’t need to borrow the whole amount.
Lee I can’t believe this. 6. Jack is very fond of the painting.
Jack Oh, please. I’ll pay you back at the end of 7. Jack doesn’t have to carry the painting home.
next month.
48

Traveller_Rev_Pre-Interm_TB.indb 102 13/1/2021 1:33:24 µµ

 4a
B. Aims: • to present vocabulary, functions and structures in
Talking about the future the context of a dialogue
Making promises, on-the-spot decisions and requests • to give Ss practice in identifying the main idea of
Discussing buying things and prices the dialogue
•

Future will LANGUAGE PLUS

Time clauses • spend = to give money to pay for something
• waste = to use more money than is necessary/useful/wise
at the end of bookend deliver digital photo frame • Draw Ss’ attention to the picture and ask them to tell you what
exhibition expert fit (v.) image pocket they can see (two men at an art gallery looking at a painting).
powerful vase • Ask Ss the question in the rubric.
Words/Phrases related to money • Elicit answers but do not correct Ss at this stage.
• Play the recording and ask Ss to listen to the dialogue carefully
afford amount be broke be short of bill and check their predictions.
borrow cash change (n.) coin lend note
pay sb back receipt save
Suggested answer
Conversational English Because Jack wants to buy a painting for his
By the way,... Go on then. Here we go. living room.
I was getting to that. I’m only kidding! Just about.
Trust me. What a waste of money! • Ask Ss some comprehension questions:

ns
What is it supposed to be? You’re crazy.
Does Lee like the painting? No, he doesn’t.
How much is the painting? It’s £7,500.
WARM-UP Does Jack have all the money to buy the painting? No, he

io
Aims: • to help Ss make predictions about the lesson by doesn’t.
activating their background knowledge When will Jack pay Lee back? αt the end of next month
What is the painting called? It’s called ‘Life Source’.
•
• Draw Ss’ attention to the title of the lesson.
• Ask Ss to tell you when we use the question in the title (to
at
What does Lee think of the painting? It looks like a big egg to
him and he thinks it is a waste of money.
Will Lee help Jack buy the painting? Yes, he will.
ic
ask whether something should be bought because of its price, Will Lee help Jack carry the painting home? No, he won’t.
usefulness, etc.).
• Introduce and explain the phrase a waste of money (when
when sth is
bl

not worth buying).

• Ask Ss some questions: C. Aims:• to give Ss practice in identifying specific
information in the dialogue
Pu

What things are worth buying? •

What things are a waste of money? • Have Ss do the activity and check answers.

• Ask Ss what they think the lesson is about. 1. It’s huge. / Where are you going to put it?
• Elicit answers. Allow the use of L1 if necessary to encourage 2. And why did you bring me here?
M

lower-performing Ss to express themselves. 3. I don’t know anything about art.

4. Are you serious? Can you afford it?
1. LISTENING & READING CD2 18
5. Not all of it, just half, maybe.
A. Aims: • to introduce the topic of the dialogue by
M

6. It’s a powerful image, don’t you think? / It’s worth buying,

relating it to Ss’ personal experience trust me.
• 7. As soon as the exhibition is over, they’ll deliver it to me.
©

BACKGROUND NOTE • Explain any unknown words and choose Ss to act out the
Modern art denotes the style and philosophy of the art dialogue.
produced during the period extending roughly from the
1860s to the 1970s. Modern artists experimented with 2. VOCABULARY
new ways of seeing and with fresh ideas about the nature Aims: • to give Ss practice in distinguishing between words
of materials and the functions of art. A tendency toward that can be easily confused
abstraction is characteristic of much modern art. More •
recent artistic production is often called Contemporary
art or Postmodern art.
LANGUAGE PLUS
• Ask Ss the question and initiate a short discussion. • be broke = having no money
• be short of sth = not having enough of sth
• lend = to give something to someone for a period of time
Suggested answer • borrow = to receive sth which belongs to someone else and
Modern art sometimes appears to be very simple. It makes to use it for a period of time
me think that the artists that produced it aren’t very talented • note = a piece of paper money
or skilled. However, I have often liked modern works because • coin = a small round piece of metal, usually silver or
they are creative and express important messages about life in copper coloured, which is used as money
an imaginative and clever way. • bill = a piece of paper showing money owed
• receipt = a piece of paper showing money paid
• Ask Ss some more questions: • afford = to be able to buy something because you have
enough money
Have you ever been to an art exhibition/gallery? • save (up) = to put money aside so that you can buy
If so, did you like it? If not, would you like to? something with it in the future
What is your favourite form of art?
Do we need art? If so, why?

48 TB

Traveller_Rev_Pre-Interm_TB.indb 103 13/1/2021 1:33:24 µµ

4a
• Ask Ss to read through the sentences 1-9 and draw their
attention to the words in bold.
• Alternatively, ask Ss to read through the first two sentences Present
and draw their attention to the words in bold.
• Refer Ss to the dialogue and help them deduce the difference
between the two phrases (be broke and be short of ) from the • Refer higher-performing Ss to the Grammar Reference at the
context. back of the book.
• Follow the same procedure with the rest of the sentences (3 & • Ask higher-performing Ss to come up with their own
4, 5, 6 & 7, 8 & 9). examples. This will challenge them. To help lower-performing
• Check the answers with the class. If necessary, provide Ss with Ss, you can give them prompts to make sentences (e.g. call /
explanations and/or examples. when / get / airport).

4. PRACTICE
1. broke 2. short 3. lend 4. borrow 5. note, coins Aim: to give Ss practice in using the Future will and time
6. bill 7. receipt 8. afford 9. saving clauses in the context of two short dialogues
• Have Ss do the activity and check answers.

OPTIONAL ACTIVITY 1. will you give, ’ll give, ’ll get, finish, ’ll use
• Ask Ss to make their own sentences using the words
presented above and check them. 2. Will you do, leave, ’ll help, get

5. SPEAKING
3. GRAMMAR

ns
Aims: • to give Ss practice in discussing buying things and
FUTURE will prices through a pair-work activity
Aims: • to present the Future will
•
•

io
• Ask Ss to read through the first, second and third example and • Ask Ss to look at the items and the prices given.
draw their attention to the words in bold. • Ask Ss to read through the speech bubble.
• Ask Ss about the formation of the Future will (will–will not / • You can have higher-performing Ss work with lower-
won’t + the base form of the verb). Point out to them that will
remains the same in all persons.
• Remind Ss that we usually use the full form when we write and
at
performing Ss in pairs and take turns to discuss the items and
decide on three of them.
• Go round the class helping Ss when necessary.
ic
the short form (’ll) when we speak or in informal situations. • Choose some Ss to act out the dialogues.
• Explain that the Future will can be used to make on-the-spot
decisions, promises and requests.
bl

• For further practice write the following sentences on the board Suggested answer
and ask Ss to match each sentence with the phrases describing SA: I really like this digital photo frame. What do
how Future will is used. you think of it?
Pu

1. ‘I didn’t mean to break your phone yesterday. I’ll get you a new SB: It’s great, but really expensive, and you only have
one.’ €50.
2. Someone’s at the door. I’ll go see who it is. SA: What about these bookends? They’re cheap, and
3. Will you help me with the heavy bags, please?
a. request I really like elephants.
M

b. on-the-spot decision SB: That’s a good choice.

c. promise SA: I’d like to get something for the walls as well. Do
• Ask Ss to come up with their own sentences. you like the painting or the poster?
M

• Refer Ss to the Grammar Reference at the back of the book. SB: I like the painting better, but it’s more expensive.
• Have Ss do the activity. SA: Hmm... I’m thinking of getting the painting and
• Check the answers with the class.
the bookends. That’s €22 and €15, so €37 in
total.
©

a. 3 b. 2 c. 1 SB: But then you only have €13 left and that’s not
enough to buy anything else!
SA: Well, I need to buy the lamp and I want to buy
• Draw Ss’ attention to the NOTE and explain it. the vase too. Could you lend me €26?
SB: I haven’t got enough money with me. I can lend
TIME CLAUSES you 7€ to buy the lamp. You haven’t got a lamp
Aims: • to present time clauses
and you need one.
• SA: You’re right.
• Ask Ss to read through the example and the rule with the time
clauses and draw their attention to the words in bold. Make WORKBOOK LISTENING CD2 19
sure they understand their meaning.
• Point out that the words when, after, before, until and as • Go to the listening transcript.
soon as are used to introduce time clauses which are always
accompanied by main clauses.
• Ask Ss to look carefully at the example and tell you how the
time clause and the main clause are formed. Elicit the answer
that we use the Present Simple for the time clause and the
Future will for the main clause.
• Refer Ss to the Grammar Reference at the back of the book.
• Have Ss do the activity.
• Check the answers with the class.

49 TB

Traveller_Rev_Pre-Interm_TB.indb 104 13/1/2021 1:33:33 µµ

 2. VO C A B U L A R Y 4. PRACT ICE
WORDS EASILY CONFUSED Complete the sentences with the Present Simple or
the Future will of the words in brackets.
Circle the correct options.
1.
1. Ellie’s usually broke / short by the end of the A: Ken, (you / give) me the tablet,
month. please?
2. I can’t buy a new mobile because I’m a bit broke / B: Sorry, but I’m reading an article.
short of cash at the moment. A: I (give) it back immediately, I
3. Could you lend / borrow me €50 for tonight? promise. I just want to see the weather forecast
4. Can I lend / borrow your car to go to work? for tomorrow.
5. A: That’s €5.49 altogether. B: No, you (get) it as soon as
B: I have only got a 100-euro note / coin. Is that I (finish).
OK? A: Forget it. I (use) the laptop to
A: Have you got 50 cents? check it now.
B: Let me see. I have got some notes / coins in my B: Good idea.
pocket. Yes, here you are. 2.
A: Thanks. Here’s your change. A: Where are you going?

ns
6. That was a lovely meal. Let’s ask for the bill / B: To the shopping centre.
receipt. A: (you / do) me a favour before

io
7. Here are your new shoes. Your bill / receipt is in you (leave)?
the bag. B: I don’t know, what is it?
8. I want to buy a new car, but I can’t afford / save it.
9. Adam is affording / saving up for a new laptop.
at
A: I need to take these boxes upstairs.
B: I haven’t got enough time. I (help)
ic
you when I (get) back, OK?
3. GRAMMAR 5. SP EA KIN G
bl

FUTURE will Talk in pairs.

Pu

Student A: Imagine that you are looking for

Read the examples and match them with their items to decorate your house. You have got only
ses. Which verb form is used after will
uses. will?
€50 to spend. Discuss with Student B and choose
1. Will you lend me some money? three of these items. If you need more money, ask
M

2. I’ll pay you back at the end of next month. Student B to lend you some.
3. Go on then, I’ll help you out. Student B: Student A is looking for items to
M

a. on-the-spot decision decorate his/her house. Discuss and help him/her

b. promise choose three items from below.
c. request
©

Use the Future be going to and the

NOTE

Present Progressive for future plans and

arrangements.
I’m going to put the painting over the sofa.
Jill is coming with us to the art exhibition painting €22 poster €17 digital photo
tomorrow. frame €50

TIME CLAUSES
Read the example and complete the rule.
As soon as the exhibition is over, they’ll
deliver it to me.
lamp €20 bookends €15 vase €19
Time Clause (referring to the future) Main Clause
What do you think of this painting?
}+
when, after, before,
Simple Future will It’s not bad, but can you afford it?
until, as soon as

49

Traveller_Rev_Pre-Interm_TB.indb 105 13/1/2021 1:33:39 µµ

 4b Only time will tell
1. R E A DI N G
A. Discuss. B. Read the text quickly and choose the most suitable introduction
for it, a, b or c.
• What do you know
about the following? a. It is very difficult to make correct predictions about the future, but four
famous people have tried. So, let’s see what the future holds.
the Wright brothers
b. With the world changing so quickly, it is very difficult to make correct
IBM YouTube predictions about the future. Some people get it right, others get it wrong.
Some people, however, are a long way off. Here are a few examples.
20th Century Fox
c. Nowadays, we fly planes, use computers and relax in front of the TV. We
don’t think it’s something special. But how about in the past? What was
life like then?

ns
io
In 1901, the Wright brothers tried out their flying machine for the first time
but were very disappointed However, two years
at
later, in 1903, they took to the skies and entered the history books. And
only 18 years after Wilbur made his prediction, Captain John Alcock and
ic
Sir Arthur Whitten Brown made the first non-stop transatlantic flight from
Newfoundland, Canada to Ireland.
bl
Pu

This prediction seems

M

there will be a lot more

in the near future.
M
©

‘Television won’t last because people will soon

get tired of staring at a plywood box every night.’
Darryl Zanuck, film producer, 20th Century Fox (1946)
Zanuck played a major role in the Hollywood studio system from 1922 to
1970, but he definitely got it wrong about television. The total number of
TV sets in the world is over 1.5 billion. In the USA, there are over 2,000 TV
channels and on average, most adults watch over five hours of TV every day.

‘There’s just not that many videos

I want to watch.’ Steve Chen, co-founder of YouTube (2005)
At the time, Chen was worried about the popularity of his site. Luckily for Chen, he continued with his
YouTube idea and almost two years later, on 13 November 2006, he made a lot of money when Google
bought YouTube for $1.65 billion. Today, YouTube is the Internet’s largest video-sharing website.
People from all around the world watch hundreds of millions of videos every day.

50

Traveller_Rev_Pre-Interm_TB.indb 106 13/1/2021 1:33:49 µµ

 4b
B. Aims: • to give Ss practice in reading for gist
Talking about the future
Making predictions about the future •
Expressing obligation and ability in the future • Ask Ss to look at the layout and the headlines of the
short texts as well as the pictures accompanying them
and tell you what they are and where they can be found
will for predictions, will have to, will be able to (predictions about the plane, the computer, the television and
a website / they can be found in an article of a newspaper or
adult correct (adj.) disappointed example exist a magazine.)
fail get tired of last (v.) machine major non-stop • Ask Ss to read through the texts and the introductions a-c.
nowadays on average predict ridiculous role • Allow Ss some time to decide which introduction is the
sky succeed technology television total try out most suitable one.
TV set worried about • Check the answer with the class. Ask higher-performing
Ss to justify why the other two options are incorrect.
Expressions with make This will challenge them and help lower-performing Ss
make a decision make a mistake make a phone call understand why this answer is correct.
make a prediction make money make plans
make sure
Suggested answer
The most suitable introduction is b because it prepares
WARM-UP the reader for what will follow; texts about some

ns
Aims: • to help Ss make predictions about the lesson by rather incorrect predictions about the future.
activating their background knowledge
• • Ask Ss some comprehension questions:

io
• Draw Ss’ attention to the title of the lesson and ask them
if they can tell you what it means and when it is used. What did Wilbur Wright predict? that man wouldn’t fly for
fifty years
• Elicit answers (it is used to say that you must wait for some
time to find out the result of a situation).
• Ask Ss to tell you what they think the lesson is about.
at
Who did he tell his prediction? his brother Orville
When did he make this prediction? in 1901
ic
• Elicit answers. How did the Wright brothers feel after they tried out their
flying machine? They were/felt disappointed.
Who made the first non-stop transatlantic flight? Captain
1. READING CD2
bl

20
John Alcock and Sir Arthur Whitten Brown
A. (PRE-READING) What distance did the first non-stop transatlantic flight
Aims: • to introduce the topic of the texts by activating
Pu

cover? from Newfoundland, Canada to Ireland

Ss’ background knowledge Who was Thomas J. Watson? the chairman of the board of
• IBM
When was Thomas J. Watson the chairman of the board of
• Ask Ss the question and elicit answers. IBM? in 1943
M

Was Thomas J. Watson positive about the future of

Suggested answer computers in 1943? No, he wasn’t.
The Wright brothers were American and they invented How many computers do experts predict there will be in the
M

and flew the first aeroplane. IBM is an American near future? more than two billion
computer production company. YouTube is a video- Who was Darryl Zannuck? a film producer
sharing website. 20th Century Fox was an American film What did Darryl Zannuck do from 1922 to 1970? He played
production company. a major role in the Hollywood studio system.
©

When did he make his prediction about the future of TV? in

1946
How many TV sets are there in the world? over 1.5 billion
The Wright brothers, Orville and Wilbur, are How many TV channels are there in the USA? over 2,000
considered to be the fathers of modern aviation. They What was Steve Chen worried about in 2005? the popularity
were the first to build the first plane and fly it on 17 of his site
December, 1903. When did Steve Chen make a lot of money? on 13 November
International Business Machines Corporation (IBM) 2006
is an American IT company that produces and sells What happened on 13 November 2006? Google bought
products related to computer technology. It is one of YouTube.
the world’s biggest corporations with yearly sales worth How much did Google pay to buy YouTube? $1.65 billion
billions of dollars. What is YouTube considered to be today? the Internet’s
YouTube is a website which allows users to view other largest video-sharing website
What do people watch on YouTube every day? hundreds of
people’s videos as well as upload their own. These videos
millions of videos
can be music clips, TV clips, and users’ own recordings.
It was created in 2005 and is visited by millions of users
every day.
Twentieth Century Fox Film Corporation is a major
US film studio, which has been producing films and
TV shows for more than eighty years. The company is
popular for its box office hits and since 2019, it has been
a subsidiary of the Disney Company.

50 TB

Traveller_Rev_Pre-Interm_TB.indb 107 13/1/2021 1:33:54 µµ

4b
C. Aim: to give Ss practice in identifying specific information They express prediction.
in the texts through a True/False activity
• Have Ss do the activity.
• Check the answers with the class. will have to, will be able to
Aims: • to present will have to and will be able to
•
1. F 2. F 3. T 4. T 5. T 6. F 7. F
• Ask Ss to read through the two examples.
• Have higher-performing Ss work with lower-performing Ss • Draw Ss’ attention to the words in bold.
and correct the false sentences. This will challenge higher- • Explain that will be able to expresses ability in the future and
performing Ss and help lower-performing Ss understand why will have to expresses obligation in the future.
these sentences are false. • Ask Ss to come up with their own examples.
• Ask Ss the question and check their answers.
D. Aims: • to give Ss practice in deducing the meaning of
unknown words from the text through a will be able to = will manage to
matching activity will have to = must
•
• Refer Ss to the text and ask them to find the words 1-6.
• Encourage Ss to deduce the meaning of the words from the • Refer Ss to the Grammar Reference at the back of the book.
context. • Ask higher-performing Ss to make sentences using will have
• Ask Ss to read through the meanings a-f. to and will be able to. This will challenge them. To help lower-
• Have Ss do the activity and check answers. performing Ss,, you can write incomplete sentences on the
board and ask Ss to complete them with the correct form of

ns
will have to or will be able to (e.g.
(e.g. Dad forgot to buy milk from
1. e 2. b 3. f 4. d 5. c 6. a the supermarket, so I some).
to go later and get some
• Explain any unknown words and choose Ss to read out the 4. PRACTICE

io
text. Aim: to give Ss practice in using will for predictions, will
have to and will be able to in the context of two short
POST-READING dialogues
Aims: • to give Ss the opportunity to have a further

•
discussion on the topic of the text
at
• Have Ss do the activity and check answers.
ic
1. won’t be able to, will have to, won’t be able to, will
• Ask Ss some questions:
2. won’t, will be able to, will, will, will
bl

How many hours per day do you spend in front of your

computer? 5. SPEAKING
Pu

What do you usually use your computer for? Aims: • to give Ss practice in making predictions about the
Do you use ‘YouTube’? If so, what kind of videos do you like future through a pair-work activity
watching? •
Do you think computers have changed our lives? In what way? • Ask Ss to read through the speech bubble and the ideas in the
How many hours per day do you watch TV? box.
M

Are you happy with the quality of TV programmes in your • In pairs, Ss talk about what they think will happen in the
country? If not, what would you change? future. Encourage higher-performing Ss to add their own
ideas. This will challenge them.
M

• Elicit answers and initiate a short discussion. • Go round the class helping Ss when necessary.
• Choose some pairs to present their predictions about the
2. VOCABULARY future to the class.
Aims: • to present and give Ss practice in using expressions
©

with make
Suggested answer
•
• Ask Ss to read through the expressions in the box. SA: I think that there will be too many people living
• Have Ss do the activity and check answers. in my neighbourhood in the future, and it will be
difficult to find a flat to rent.
1. make a decision 5. make predictions SB: I think they will build nicer, more modern
2. made plans 6. makes mistakes buildings in my area.
3. make a phone call 7. make money SA: I think that they will find medicine to beat cancer
4. Make sure in the future.
SB: Oh, I hope you’re right. I think people will be able
to work from home thanks to new technology.
3. GRAMMAR SA: That would be nice. I don’t think people will need
will FOR PREDICTIONS to learn to drive a car in the future.
Aims: • to present will for predictions SB: I agree. I think cars and planes and trains will
• move by themselves.
• Have Ss read the two examples and explain that the Future will
can be used to make predictions. SA: And hopefully there won’t be any accidents
• Ask Ss to come up with their own predictions using the Future anymore.
will or give them some more examples. SB: I imagine I will have a job using computers and
e.g. In the next ten years, CDs will be difficult to find. technology.
In the future, the Internet will be much faster. SA: Me too. I’m sure we will need to learn a lot about
• Refer Ss to the Grammar Reference. technology in the future.
• Have Ss do the activity.
• Check the answer with the class.

51 TB

Traveller_Brit_2nd_Pre-Interm_TB_M4.indd 108 20/9/2021 3:07:17 µµ

 C. Read again and write T for True or F for False. 3. GRA MMA R
1. The Wright brothers flew a plane for
the first time in 1901.
will FOR PREDICTIONS
2. The first non-stop transatlantic flight Read the examples. What do the phrases in bold
was in 1918. express?
3. In 1950, the world market didn’t have • Man will not fly for fifty years.
a need for computers. • Television won’t last because people will soon
get tired of it.
4. About two billion people use
computers today. will have to, will be able to
5. Zanuck predicted that people wouldn’t
like watching TV. Read the examples. Which of the verbs in bold
6. In the USA, people watch TV for means must and which means will manage to?
• Tracy finished her assignment so she will be
about five hours a week.
able to go out tonight.
7. Steve Chen owns YouTube.
• George gave me some money but I will have to
pay him back by Monday.
D. Look at the highlighted words in the text and
match them with the meanings a-f.

ns
4. PRACT ICE
1. disappointed a. very large or important
Complete the dialogues with will, won’t, will have
2. succeed b. not fail to, will be able to or won’t be able to.

io
c. continue to exist
3. ridiculous d. say that something will 1.
4. predict
5. last
happen in the future
e. unhappy because
atA: Oh no! The lift isn’t working!
We use it.
ic
something didn’t happen B: Then we take the stairs.
6. major f. very silly A: With all these heavy bags?
bl

I do it.
B: Yes, you . I live on the
2. VO C A B U L A R Y
Pu

second floor.
EXPRESSIONS WITH MAKE A: All right then.
Complete the sentences with the correct form of the 2.
expressions in the box. A: What do you think about flying cars?
M

B: Well, there be any in

make mistakes make money our lifetime, that’s for sure.
M

make a decision make predictions A: Why not?

make plans make a phone call make sure B: I don’t think scientists
©

create them soon. Anyway, they

be too dangerous.
1. Edna never knows what she wants. She just
A: You think so?
can’t about anything.
B: Yeah, people drive
2. I’ve already for the them, and there be
weekend. I’m going to visit my parents in Bath. accidents all the time.
3. I need to to Sandra A: Maybe, you’re right.
before we leave.
4. you close the window
5. SP EA KIN G
Talk in pairs. Make predictions about the future.
before you leave the office. Talk about:
5. It’s not easy to about the
weather. • your area/ I don’t think there will be
neighbourhood any parks in my
6. Robert when he speaks
• technology neighbourhood in the future.
Italian.
• transport
7. Harry thinks he can • your own future
without working. (family, job, etc.)
51

Traveller_Rev_Pre-Interm_TB.indb 109 13/1/2021 1:33:55 µµ

 4c A quick note
1. VO C A B U L A R Y 4. IN TON AT ION
ABBREVIATIONS A. Listen and repeat. Which words are stressed?
Look at the abbreviations and answer This coffee isn’t sweet enough.
the questions. That light is too bright.
• What do you think they stand for?
• Where would you see them? B. Read and underline the main stress in the
• Why do we use them? sentences. Then listen and check your answers.
1. Ted isn’t old enough to drive.
St. asap Rd PTO min. hr No. 2. There aren’t enough books for everyone.
tel. e.g. Dr kg Mon Sept 3. We’re too tired to go out.
4. I’m not tall enough for the basketball team.
5. This food is too salty.
2. G R AM M A R
too, enough

ns
5. L IST EN IN G
A. Read the dialogue and complete the rules. A. Discuss.
A: Oh, no! We’re too late. We’ve missed the bus.

io
• Look at the three texts.
B: Don’t worry. I have got enough money for a What are they?
taxi.
A: No, it’s OK. We can take the underground to
the city centre. We’ll get there early enough
at
B. Listen to three short
phone calls and
ic
complete the missing
to watch the film.
r
information.
a
bl

g
su
Use: Before you listen,
• + adjective or adverb try to predict what
Pu

ilk
kind of information is
TIP

• adjective or adverb +
missing. Make sure
• + noun that your answers
make sense.
m
M

B. Read the dialogue again and answer the

questions. Choose a or b.

exhibition
M

1. What does too late mean?

a. on time b. not on time
2. What does enough money mean?
p.m.
©

a. They can afford it. b. They can’t afford it.

3. What does early enough mean?
a. They won’t be late. b. They’ll be late. 72

Fair view
3. P R AC TI CE
Look at the pictures and the prompts and say what
the problem is, using too or enough and the words
in brackets.
shopping with Mary

Go to and
00
€3

drive to
1. I can’t buy it. 2. This hat doesn’t fit her.
(expensive) (cheap) (big) (small)
52

Traveller_Rev_Pre-Interm_TB.indb 110 13/1/2021 1:34:09 µµ

 4c
• Point out to Ss that too has a negative meaning and
Using abbreviations means more than necessary while enough has a positive
Writing notes and text messages meaning and means adequate/sufficient/adequately.
• Have Ss do the activity and check answers.
too, enough
1. b 2. a 3. a

cancel instead out of order paper run late stuck

• Refer Ss to the Grammar Reference at the back of the book.
• Ask higher-performing Ss to make sentences using too
WARM-UP and enough. This will challenge them. To help lower-
Aims: • to help Ss make predictions about the lesson by performing Ss, you can give them prompts to make
activating their background knowledge sentences (e.g. coffee / hot. I can’t drink it.).
•
3. PRACTICE
• Draw Ss’ attention to the title of the lesson. Aim: to give Ss practice in using too and enough in context
• Ask Ss to tell you what they think the lesson is about.
• Ask Ss to look at the pictures and read through the
1. VOCABULARY prompts underneath them.
Aims: • to introduce abbreviations by activating Ss’ • Have Ss do the activity and check answers.

ns
background knowledge
• a. It’s too expensive. / It isn’t cheap enough.
b. It’s too big. / It isn’t small enough.
• Ask Ss to look at the abbreviations and explain that an

io
abbreviation is the process of making a word or phrase
shorter by using only some of the letters of each word. 4. INTONATION CD2 21, 22
• Ask Ss the questions and elicit answers.

• St.: Street, asap: as soon as possible, Rd: Road,

at
A. Aim: to familiarise Ss with the main stress in
sentences containing too and enough
• Play the recording and have Ss repeat each sentence.
ic
PTO: Please Turn Over or Parent-Teacher • Ask Ss the question and elicit the answer that in the
Organisation, min.: minute, hr: hour, No.: first sentence the word sweet is stressed, whereas in the
bl

Number, tel.: telephone, e.g.: exempli gratia (= for second sentence the word too is stressed.
example), Dr: Doctor or Drive, kg: kilogram, Mon:
Monday, Sept: September
Pu

B. Aim: to give Ss practice in identifying the main stress

• We can see abbreviations almost everywhere, but in sentences containing too and enough
they are mainly used in notes, messages and signs. • Have Ss read the sentences 1-5 and underline the main
• We use them when we want to express what needs to be stress in each sentence.
said in a clear and short way, without any unnecessary • Play the recording and have Ss check their answers.
words.
M

1. old 2. books 3. too tired 4. tall 5. too salty

2. GRAMMAR
M

A. Aims: • to present the position of too and enough in

a sentence
5. LISTENING CD2 23
A. (PRE-LISTENING)
•
©

Aims: • to present the topic of the listening text by

• Ask Ss to read through the dialogue. activating Ss’ background knowledge
• Draw Ss’ attention to the words in bold. •
• Point out to Ss that too precedes adjectives while enough
follows them. • Ask Ss the question and elicit answers.
• Ask Ss to complete the table and check answers.
Suggested answer
The first text is a shopping list, the second one is a note
too, enough, enough and the third one is a page from a diary.

B. Aims: • to present the meaning of too and enough B. Aim: to give Ss practice in listening for specific
information through a gap-filling activity
•
• Draw Ss’ attention to the TIP and explain it.
• Refer Ss to the dialogue again. • Play the recording and have Ss fill in the missing
• Ask Ss to read through the questions 1-3 and the options information.
following each question. • Check the answers with the class.
• Write some examples with too and enough on the board:
You are too young to drive a car.
You are not old enough to drive a car.
• Explain to Ss that the phrases too young and not old
enough have the same meaning.

52 TB

Traveller_Rev_Pre-Interm_TB.indb 111 13/1/2021 1:34:14 µµ

4c
• If necessary, help Ss deduce the meaning of the
1. yoghurt, eggs 3. (the) dentist(’s), abbreviations used in the message (L8: late, @: at,
2. modern art, 8, Stone brother (Jake), airport PLS: please, W8: wait).
Road/Rd • Ask Ss to tell you how the text message is different from
the notes.
LISTENING TRANSCRIPT
1. 1. on the printer at an office, on the fridge, in a shop
Alice Hey, Frank where are you? Have you been to window, on the door of a shop, on an office desk,
the supermarket yet? outside a lift
Frank No, but I will go. Why? Do you want to 2. You would say full sentences. (There’s something
add to the list? I’ve already got sugar and wrong with the printer. Please, don’t put too much
yoghurt.
Alice I know, I know. Could you get some milk paper in it. / I have gone to Brenda’s. There’s not
for the baby? There’s not enough... Oh, and enough food for tonight. Please, order some Chinese.
some eggs. I’ll be back at about 11 p.m./ I’ll be back in five
Frank ... and I think we need coffee too. minutes. / Mrs Baker rang five times. She wants to
Alice No, we don’t. cancel the meeting because she can’t make it today.
Frank OK, I’ll be home asap. Can we make it on Wednesday instead? / The lift is
out of order. Please, use the stairs. / I’m running late.
2. I’m stuck at the bank. Please wait for me.)
me.
Jenny Hello? 3. The text message contains a lot of abbreviations.
Tanya Hi, Jenny. It’s me Tanya. Listen, Fay and I

ns
are going to a modern art exhibition tonight
at around 8.00 p.m. Do you want to come C. Aims: • to give Ss practice in using the appropriate
along? register and style in notes/messages

io
Jenny Sure, where is it? •
Tanya It’s in Fairview. • Ask Ss to read through the sentences 1-5.
Jenny What? That’s too far for me. It’s going to • Refer Ss to the notes/messages in the previous activity.
Tanya
take me an hour to get there.
Come on. It’ll be fun. And we can go for
dinner afterwards. Just the three of us.
at
• Have Ss do the activity.
• Check the answers with the class.
ic
Jenny OK, I’ll come. Did you say eight?
Tanya 1. T 2. F 3. T 4. T 5. F
r
Yes and here’s the address: 72 Stone Road.

a
Jenny See you later.
bl

g
su
• Have higher-performing Ss work with lower-performing
3. Ss and correct the false sentences. This will challenge
Pu

Voicemail Hi! I’m not at home at the moment. Please higher-performing Ss and help lower-performing Ss

ilk
leave your message after the beep... understand why sentences are false.
Monica Hi Mary, it’s me Monica. Sorry but I can’t
make it today. I have a terrible toothache
and must see a dentist later, and after that I m
D. Aims: • to give Ss practice in writing a note or a text
have to take my brother, Jake, to the airport. message
M

Can we go shopping tomorrow afternoon? •

Call me tonight. Bye.
• Ask Ss to read through the situations. To help lower-
M

performing Ss, tell them to underline what they should

include in both their text message and note.
6. WRITING CD2 24 • Draw Ss’ attention to the TIP and explain it.
A. Aims: • to prepare Ss for the writing task by relating it • Refer Ss to the list of abbreviations and the text message
©

to their personal experience dictionary at the back of the book. If necessary, help
• them deduce the meaning of any abbreviations that they
• Ask Ss the questions and elicit answers. may have difficulty understanding.
• Allow Ss some time to complete the writing task.
Suggested answers • Choose some Ss to read out their notes and their text
Yes, I do. I often leave notes around the house. They can messages.
be about a chore that someone has to do or something
we need to buy from the supermarket, or they can even Model answers
be a nice message that aims to make anyone who reads Note
it smile. / No. I don’t leave notes, as I can never be sure Anna,
that my family or friends will see them, so I usually send Have dentist appointment after work. Can’t go to
them text messages. supermarket. Can you get me bread, bananas and cheese?
B. Aims: • to have Ss identify the purpose and stylistic Back by 9 p.m. Thanks!
features of notes/messages Text message
• Lisa
• Ask Ss to read through the notes/messages. Thanks 4 invite! Can come, but will B L8. Meeting after
• Ask Ss the first two questions. work. CUL!
• Draw Ss’ attention to the screen of the smartphone and
have them read through the text message.

53 TB

Traveller_Brit_2nd_Pre-Interm_TB_M4.indd 112 20/9/2021 3:10:11 µµ

 6. W R IT I N G
NOTES/MESSAGES
A. Discuss. B. Read through the texts and answer the questions.
• Do you often leave notes to your family 1. Where would you find these notes?
and friends? What are they usually about? 2. What would you actually say if you were speaking
to the person?
3. How is the text message different to the notes?

Tony,
nda's.
Gone to Bre
food
wrong with Not enou gh
Something’s Order
ase don’t for tonig ht .
printer. Ple
uc h paper. e? B ac k BACK IN 5min.
put too m Chines
about
11 p. m. Sue

ns
OUT OF ORDER!

io
Henry, USE STAIRS
r rang
Mr s Ba k e at
Wants to RUNNING L8.
5 times. STUCK @ BANK.
eeting.
c a n c el m PLS W8.
ic
y.
ke it toda
Can’t ma
ead?
Wed in st
bl

Frank
Pu

C. Read the sentences and write T for True or F for False.

M

1. In notes/messages, we only give the

important information.
M

2. In notes/messages, we always write

full sentences.
3. In notes/messages, we can use
©

abbreviations.
4. In notes/messages, we don’t always
When writing a note:
use articles and prepositions.  greet and sign off when appropriate.
5. In text messages, we greet and sign  keep the text short and give only the important
off by writing names. information.
 remember that you don’t have to write full sentences
WRITING TASK (e.g. you don’t have to use articles, prepositions,
D. Read the situations and write a note pronouns, certain verbs like be, have, etc.).
and a text message.  you can use abbreviations.
• You want some things from the supermarket
When writing a text message:
but you can’t go. Write a note asking your  you don’t need to write a greeting or to sign off.
flatmate to go, telling him/her what you  you can use abbreviations and text message language.
need. Tell him/her why you can’t go and
what time you’ll be back.
• A friend has invited you to his/her house for
dinner. Write a text message to thank him/
her and say that you will be a bit late. Give For a text message dictionary and a list of common
an excuse. abbreviations, go to the Writing Section.

53

Traveller_Rev_Pre-Interm_TB.indb 113 13/1/2021 1:34:40 µµ

 4d What an idea!
1. R E A DI N G
A. Discuss.
• Which of these items do you use?
• How often do you use them?
• Could you live without them?

B. Look at the pictures. What do you think these gadgets do? Read and check your answers.

a b

ns
Move
USB Activity
io
and Sleep Watch
desk vac at
If you want to know about your body’s activity while
ic
you’re sleeping or exercising then look no further!
A great place where you can use this USB
Our new watch records important information about
hoover is in your office. It’s perfect for those who
bl

how your body is working all day and night. You

hate dirty desks. This handy gadget plugs into
can even download everything through a wireless
the USB port of your computer and cleans up
Pu

connection to your mobile phone and create files of

dust and crumbs in seconds. So keep your desk
your sleeping and exercising habits. The best part
clean and your boss happy. about this watch is its price.

99
3

Buy the USB desk vac today! So, what are you waiting for?

9.
£1

£7
Get yours today!
M

c d
M

SolarJacket

Coffee
©

Ordery!
toda

Maker
These days our cars are like mobile homes. They
have got media players, wireless connection to
mobile phones, TVs and even game consoles. So,
The days of dead batteries are over. Everyone
why not install a coffee maker too? Just imagine,
who owns a mobile phone will find this clever
you’re late for work and you haven’t got time to
gadget very useful. The jacket has got panels
make a cup of coffee. The new Car Coffee Maker which use the sun to create energy. So, you
is the answer to your problem. It’s perfect for can charge your mobile phone, tablet and
drivers who love luxury. Just press a button and anything else that has got a battery. It’s very
drive while the machine makes your coffee. useful, helps you become environmentally
0

60
£8

Arrive at work ready for action! friendly and looks great!

£

54

Traveller_Rev_Pre-Interm_TB.indb 114 13/1/2021 1:34:58 µµ

 4d
What does it clean up? dust and crumbs
Defining people and things and giving information How much does it cost? £13
about them What does the Move Activity and Sleep Watch record? important
information about how your body is working
Do you have to connect it to your computer to download
Relative pronouns (who, which, that) – Relative adverb information? No, you don’t.
Why? because you can download everything through a wireless
(where) connection to your mobile phone
How much does it cost? £79,99
What are cars like these days? They are like mobile homes.
clean up create dust energy environment What can a car have? media players, wireless connection to mobile
handy imagine in seconds luxury own (v.) phones, TVs and game consoles
solar useful Who will love the Car Coffee Maker? drivers who love luxury
Words/Phrases related to gadgets and technology How much does it cost? £80
What can you do with the SolarJacket? You can charge your mobile
antivirus program button charge (a battery) phone, tablet and anything else that has got a battery.
coffee maker dead battery download enter How much does it cost? £60
file hoover (n.) install password plug into
press shut sth down software turn sth on C. Aims: • to give Ss practice in identifying specific information
in the text
username wireless
•
Phrases
environmentally friendly ready for action • Have Ss do the activity.
• As soon as they finish, have higher-performing Ss work with
lower-performing Ss in pairs and compare their answers.
WARM-UP

ns
Encourage them to provide justification by referring to specific
Aims: • to help Ss make predictions about the lesson by activating parts in the texts. This will build llower-performing
ower-performing Ss’
their background knowledge confidence to share their answers in class.
• • Check the answers with the class.

io
• Draw Ss’ attention to the title of the lesson and ask them to tell
you what it is about. 1. b 2. a 3. c 4. d 5. a
• Ask Ss when we use the exclamatory phrase: What an idea! (to
show that you think a suggestion is stupid, unthinkable, pioneering,
brilliant, etc.).
• If necessary, provide Ss with examples:
e.g. You can’t wear trainers at the wedding. What an idea!
at
D. Aims: • to give Ss practice in deducing the meaning of
unknown words from the context and through their
background knowledge
ic
• Ask Ss to come up with their own example sentences. •
1. READING CD2 26 • Refer Ss to the text and ask them to find the words given.
bl

A. (PRE-READING) • Help Ss deduce the meaning of the words.

Aims: • to introduce the topic of the reading text by relating it to • Check the answers with the class.
Ss’ personal experience
Pu

USB = a device used for storing computer information

• wireless = without wires
• Ask Ss to look at the pictures. coffee maker = an electric appliance used for making coffee
• Make sure that Ss know the English names of the items shown in game console = a gadget that you connect to a screen for playing
the pictures (a tablet, a digital camera, a coffee maker, an alarm electronic games
clock).
M

• Ask Ss the questions and generate discussion. • Explain any unknown words and choose Ss to read out the text.

Suggested answers E. (POST-READING)

Aims: • to give Ss the opportunity to have a further discussion on
M

• I’ve got a digital camera and a coffee maker. I haven’t got an

alarm clock, because I use the app on my phone. I haven’t got the topic of the texts
a tablet, because I can carry my laptop anywhere I want. •
• I use my camera every week, because I’m interested in • First have Ss think of the questions individually. Ask them to note
©

photography. I use the coffee maker every morning. down any ideas they can think of. In this way, you ensure that all
• I could live without them, but it wouldn’t be the same because Ss will come up with their own ideas.
they definitely improve the quality of my life. • Then divide Ss into pairs. You can have lower-performing Ss
work with higher-performing Ss so that the former feel more
B. Aims: • to present vocabulary, functions and structures in the confident. Encourage Ss to exchange opinions and allow them
context of four texts some time to prepare their answers.
• to give Ss practice in reading for gist • Have pairs share their answers in class and initiate a short
discussion.
•

LANGUAGE PLUS Suggested answers

• Vac (AmE) is the informal equivalent for vacuum (cleaner). • I’d like to have the Move Activity and Sleep Watch, because
it could help me check my body’s activity and help me create
healthy habits. I’d also buy the Solar Jacket because it is
• Ask Ss to look at the layout of the texts, the pictures and the environmentally friendly and I’ve got lots of gadgets that need
headings accompanying them and tell you what they are charging too.
(advertisements for gadgets). • I think the USB desk vac would be a waste of money. You can
• Ask Ss the question in the rubric. easily clean your desk using a wet cloth. The Car Coffee Maker
• Elicit answers but do not correct Ss at this stage. is not only a waste of money but also dangerous. You can have
• Ask Ss to read through the texts and check their predictions. an accident while making hot drinks in the car.
• Ask Ss some comprehension questions:
• Ask Ss some more questions:
Who will find the USB desk vac particularly useful? those who hate
dirty desks Do you think that gadgets really help us improve the quality of our
How does it work? It plugs into the USB port of your computer. lives?
If you were an inventor, what sort of gadget would you come up
with?

54 TB

Traveller_Rev_Pre-Interm_TB.indb 115 13/1/2021 1:34:59 µµ

4d
• Ask higher-performing Ss to make sentences using relative
pronouns and the relative adverb where. This will challenge them.
2. VOCABULARY To help lower-performing Ss, you can write incomplete sentences
Aims: • to present collocations related to technology on the board and ask Ss to complete them with who, which, that
• or where (e.g. My brother works in a shop sells mobile
phones.).

BACKGROUND NOTE 4. PRACTICE

• The software of a computer is the program which Aim: to give Ss practice in using the relative pronouns who,
contains the instructions which control what the which, that and the relative adverb where in defining
computer does. relative clauses
• An antivirus program is used to protect the main • Have Ss read through the dialogues and complete the dialogues.
memory of a computer against infection by a virus. • Check the answers with the class.

• Ask Ss to read through the two columns. 1. 2.

• Allow Ss some time to do the matching activity. 1. (which/that) 5. (which/that)
• Check the answers with the class. If necessary, provide any 2. where 6. who/that
necessary clarification. 3. who/that 7. which/that
4. (who/that) 8. where
1. d 2. e 3. a 4. c 5. f 6. b
5. SPEAKING
• Ask higher-performing Ss to write sentences using the collocations Aims: • to give Ss practice in defining people and things and
presented in the previous activity. This will challenge them. giving information about them
• Write some of these sentences on the board without writing •
the collocations, and ask lower-performing Ss to complete the • Draw Ss’ attention to the list of objects and jobs in the Speaking

ns
sentences. This will give them extra practice. Section.
• Ask Ss to read through the speech bubble.
3. GRAMMAR • Point out to Ss that it is important to use the relative pronouns and
Aims: • to present defining relative clauses introduced by the the relative adverb as instructed.

io
relative pronouns who, which, that and the relative • In pairs, Ss take turns to play the guessing game. You can have
adverb where higher-performing Ss work with lower-performing Ss.
• • Go round the class helping Ss when necessary.
A.
• Ask Ss to read through the examples.
• Draw Ss’ attention to the words in bold.
• Point out to Ss that the relative pronouns who, which and that and
at
• Choose some pairs to act out the game.

Suggested answers
ic
SA: It’s a place where you can SA: Is it a shop assistant?
the relative adverb where are used to introduce relative clauses. get something to eat when SB: Yes, it is.
• Explain to Ss that we use the relative pronoun who for people you don’t have enough time.
SB: Is it a fast-food restaurant? SA: It’s something you put in a
bl

and which for things, animals and ideas. Also, tell them that the
pronouns who and which can be replaced by that. SA: Yes, it is. gadget like a mobile phone
so that it works. You must
• Point out to Ss that relative clauses are a way to give some SB: It’s something you use to charge it for the gadget to
Pu

additional information about a person, an animal, a thing, etc. We clean your house. work.
mainly use relative pronouns in order to avoid repetition. SA: Is it a hoover? SB: Is it a battery?
• Write the following sentences on the board: That’s the girl. She won SB: Yes, it is. SA: Yes, it is.
the music competition. Then write the sentence That’s the girl who/ SA: It’s something you use SB: You can save all of your
that won the music competition. Distinguish between the main for work or school and to favourite songs on it and
clause (That’s the girl) and the relative clause (who/that won the have fun. It holds a lot of listen to them any time you
M

music competition). information and it has got a want.

• Ask Ss: screen and a keyboard. SA: Is it an MP4 player?
SB: Is it a laptop? SB: Yes, it is.
SA: Yes, it is.
Which word do the relative pronouns who/that refer to? They refer
M

SA: It’s a machine for making

to the noun ‘girl’. SB: It’s something that people coffee.
Is who/that the subject or the object of the relative clause? It’s the usually drink in the SB: Is it a coffee maker?
subject. morning to help them wake SA: Yes, it is.
up. Some people like to put
©

• Point out to Ss that who/that replaces ‘She’ in the sentence She won sugar and milk in it. SB: It’s a person who works at a
the music competition. SA: It is coffee? radio station. He/She plays
SB: Yes, it is. the songs and decides what
• Write the following sentences on the board: That’s the boy. I met songs people will listen to.
him at the park. Then follow the same procedure. Encourage Ss to SA: It’s a job somebody does SA: Is it a DJ?
combine the clauses using who/that (That’s the boy who/that I met in a restaurant. They ask SB: Yes, it is.
at the park.). Elicit the answers that the relative pronouns who/that the people there what they
refer to the noun ‘boy’ and who/that is the object of the relative want to eat and then bring SA: It’s something you put in
it from the restaurant’s or on your ears to listen to
clause. kitchen to the table. music.
• Point out that who/that replaces ‘him’ in the sentence I met him at SB: Is it a waiter? SB: Is it headphones?
the park. SA: Yes, it is. SA: Yes, it is.
• Ask Ss what the words in bold refer to and elicit answers.
SB: It’s somebody who works SB: It’s a person who cleans
behind a desk. These people things like floors and
drivers panels the book a place use phones and computers windows.
to do their job. SA: Is it a cleaner?
SA: Is it an office worker? SB: Yes, it is.
B. SB: Yes.
• Refer Ss to the examples and ask Ss to look at the table. SA: It’s a place with many
• Have Ss complete the table and check answers. SA: It’s something you use different shops. There
to talk to people, send are usually clothes shops,
messages and get connected fast food restaurants and
who which where to the Internet. You can also supermarkets. Sometimes
download useful apps on it there are cinemas too.
• Draw Ss’ attention to the NOTE and explain it. to help make your life easier. SB: Is it a shopping centre?
SB: Is it a mobile phone? SA: Yes, it is.
• Refer Ss to the examples and point out to them that who/that in SA: Yes, it is.
the first sentence and which/that in the second sentence are the SB: It’s a person that makes
subjects of the verbs of the respective relative clauses, while which/ SB: It’s somebody who works in programs and apps that we
that in the third sentence is the object of the verb of the relative a shop and helps the client use on the computer.
clause and can be omitted. decide what to buy. It’s also SA: Is it a computer engineer?
the person that you pay and SB: Yes. It is.
• Refer Ss to the Grammar Reference at the back of the book. who gives you the receipt.
55 TB

Traveller_Rev_Pre-Interm_TB.indb 116 13/1/2021 1:35:00 µµ

 C. Read the texts again and the statements
1-5. Which gadget do they refer to? 3. GRA MMA R
Write a, b, c or d.
RELATIVE PRONOUNS (who, which, that)
1. You can use this gadget while AND ADVERBS (where)
sleeping.
2. You need a computer to use A. Read the examples. What do the words in bold refer to?
this gadget. It’s perfect for drivers who/that love luxury.
3. This gadget is a good time-saver. The jacket has got panels which/that use the sun to create energy.
4. This gadget is good for the I bought the book (which/that) you were telling me about.
environment. A great place where you can use this USB hoover is in your office.
5. You can use this gadget at work. B. Read the examples again and complete the rules.
Use:
D. Look at the words taken from the texts. • and that for people.
What do you think they mean?
• and that for things, animals and ideas.
• for places.
USB wireless

ns
NOTE

coffee maker game console We can omit who,

who, which and that when

io
they refer to the object of the verb.

E. Discuss. 4. PRACT ICE

at
ic
• Which of the gadgets in activity 1B Complete the dialogues with who, which, that or where. If
they can be omitted, put them in brackets.
would you like to have? Why?
bl

1.
• Which do you consider a waste of
A: Is that the laptop (1) you bought last week?
Pu

money? Why?
B: Yeah.
A: It’s nice. Where did you get it from?
B: From the shop (2) you used to work. In fact, the
2. VO C A B U L A R Y man (3) sold it to me knew you.
M

COLLOCATIONS A: Did he? What was his name?

Match. B: Alan Bishop.
M

A: Oh, he was one of the people (4) I hung out

1. charge with while I was there.
2.
©

2. download
A: Denise, can I borrow your green top?
3. install
B: Which one?
4. enter A: The one (5) you were wearing yesterday.
5. turn on / shut down B: Go on then. Are you going out?
6. press A: Yeah, I’m meeting Laura. You know, the girl (6)
is in my computer class.
B: Where are you going?
a. software / an antivirus program A: To Ricky’s.
B: Where?
b. the on/off button / ENTER A: You know, the café (7) is in the park. It’s the
c. a username / a password place (8) her sister works.
B: Have fun!
d. a battery / a mobile / a digital camera
e. information from the Internet / photos 5. SPEA KIN G
f. a computer / a laptop GAME
Go to the Speaking section.

55

Traveller_Rev_Pre-Interm_TB.indb 117 13/1/2021 1:35:00 µµ

 4e Can you live without it?
1. VO C A B U L A R Y 2. L IST EN IN G
WORD BUILDING A. Discuss.
A. Read the examples. What’s the • Have you got a mobile phone?
difference between useful and useless? • When do you use it?
• This book is very useful. I learnt B. Listen to four people talking about mobile
a lot about cooking from it. phones and match the names with the
• My new mobile phone is useless. statements. There is one extra statement
It never works when I need it. which you do not need to use.

Frank a. Mobiles can be annoying.

NOTE

A lot of adjectives are formed by adding b. Children don’t use mobile

a suffix (-ful, -less) to a verb or noun. Julie phones more than adults.
c. Mobiles can be very expensive.
B. Complete the sentences with the correct form of the Roger d. Mobiles can be harmful to
words in capitals. your health.

ns
Nancy e. Mobiles are helpful when you
1. Don’t be afraid of the spider. It’s .
need them.
HARM

io
2. Leonardo DiCaprio is a actor. 3. SPEA KIN G
SUCCESS Discuss.
3. Don’t let John do the washing-up. He is
very . CARE
at
Talk in groups of four. What do you think of mobile
phones? Discuss the positive and negative aspects
ic
of having a mobile phone, using the ideas in the
4. I have nobody to talk to. I feel .
box. Write notes in the table and then use your
HELP notes to present your arguments to the class. Give
bl

5. I asked my sister to help me fix my computer, reasons for your answers.

Pu

but she wasn’t very . She

I believe...
doesn’t know much about computers. HELP I disagree. In my opinion...
6. I went to Amanda’s wedding yesterday. She You’re right. I also think...
looked . BEAUTY
M

7. I love living in the country because it’s very Talk about:

. PEACE • size
M

8. Sweets are to your teeth. • cost

HARM • what they’re used for
• people’s health
©

9. Please be with that knife.

• if people can become addicted
CARE
• if they can be annoying

POSITIVE NEGATIVE

56

Traveller_Rev_Pre-Interm_TB.indb 118 13/1/2021 1:35:00 µµ

 4e
2. LISTENING CD2 27
Talking about gadgets A. (PRE-LISTENING)
Talking about the positive and negative aspects of an issue Aims: • to present the topic of the listening text by
Listing points relating it to Ss’ personal experience
Agreeing/Disagreeing •
Expressing opinion
• Ask Ss the questions and generate discussion.

addicted annoying careless cause (v.) damage (v.) Suggested answers

delete destroy disagree harmful harmless • Yes, I have. I couldn’t live without my mobile. / No,
helpless invention socialise successful useless I haven’t. I don’t really need one, because I’ve got a
Expressions with do landline at home.
do good do harm do without • I use my mobile every day to get in touch with my
Linking words/phrases friends. I also use it when I visit a new place, as my phone
As a result, ... First of all, ... In addition, ... has GPS and maps. A mobile phone can be very useful in
In my opinion, ... Lastly, ... Personally, ... case of emergency too.
To begin with, ... What is more, ... B. Aims: • to give Ss practice in identifying speakers’
attitudes and experiences
•
WARM-UP
• Ask Ss to read through the statements a-e.

ns
Aims: • to help Ss make predictions about the lesson by
activating their background knowledge • Make sure that Ss do not have any unknown words.
• Play the recording. Have Ss listen carefully and do the
• matching activity. Encourage Ss to note down key words

io
• Draw Ss’ attention to the title of the lesson. that helped them match the people with the statements.
• Ask Ss to tell you what they think the lesson is about. • As soon as they finish, have higher-performing Ss work
• Ask Ss some questions:
What are the things you can’t live without?
Why are they so important to you?
at
with lower-performing Ss in pairs and compare their
answers. Encourage them to provide justification. This
will build lower-performing Ss’ confidence to share
ic
• Elicit answers. their answers in class.
• Check the answers with the class.
bl

1. VOCABULARY
A. Aims: • to present adjective suffixes (-ful and -less)
-less) Frank e Julie b Roger d Nancy a
Pu

•
LISTENING TRANSCRIPT
• Draw Ss’ attention to the NOTE and explain it.
Frank
• Ask Ss to read through the examples.
I’ve had a mobile for the past five years. I don’t use it
• Draw Ss’ attention to the adjectives in bold.
very often but I have to say that I can’t live without
• Ask Ss the question in the rubric and check answers.
M

it. Having a mobile makes me feel safe. Last summer

• Point out to Ss that not all adjectives necessarily take
I had a serious car accident and I needed help. My
both suffixes (e.g. wonderful but not: wonderless).
wonderless
mobile saved my life.
M

Julie
Suggested answer I bought my son, Tony, a mobile last month. I didn’t
The adjective useful (= of use) has a positive meaning want to buy him one though, for health reasons. But
©

whereas the adjective useless (= of no use) has a you know how children are with technology. They
negative meaning. don’t know when to stop. But it seems that my husband
and I use our mobiles much more. I was surprised
to hear that his friends don’t use their mobiles often
B. Aim: to give Ss practice in forming adjectives using either.
adjective suffixes (-ful and -less) in context Roger
• Ask Ss to read through the sentences 1-9. I’ve been a doctor for five years now. People sometimes
• Draw Ss’ attention to the words in bold and make sure come to me and tell me about headaches and earaches.
that Ss do not have any unknown words. The first thing I tell them to do is to use their mobiles
• Have Ss do the activity and check answers. less... as little as possible. Especially kids. Mobiles are
more harmful than people realise.
Nancy
1. harmless 4. helpless 7. peaceful I was ill last Monday, so I didn’t go to work. I stayed
2. successful 5. helpful 8. harmful at home to relax, but my mobile just kept ringing all
3. careless 6. beautiful 9. careful the time. People were calling me from work to ask me
all sorts of silly questions. Since that day, I can’t stand
hearing my phone ring.

56 TB

Traveller_Rev_Pre-Interm_TB.indb 119 13/1/2021 1:35:01 µµ

4e
B. Aims: • to give Ss practice in identifying purpose and
some of the stylistic features of paragraphs
3. SPEAKING expressing opinions
Aims: • to give Ss practice in discussing the positive and •
negative aspects of mobile phones and making a • Ask Ss to read through the two paragraphs and ask the
decision questions.
• • Check the answers with the class.
• Ask Ss to read through the list of the topics for discussion. 1. The writer of the second paragraph has a positive
• Make sure that Ss do not have any unknown words. opinion about computers.
• Draw Ss’ attention to the speech bubble. She lists some of the positive aspects of using a
• In groups of four, Ss discuss the positive and negative computer.
aspects of mobile phones and write their notes in the 2. First paragraph: First of all, What is more, Lastly
table. Make sure that there is a balance of both higher- Second paragraph: To begin with, Also, In addition
performing Ss and lower-performing Ss in each group. 3. First paragraph: Personally, I believe
• Go round the class helping Ss when necessary. Second paragraph: In my opinion
• Choose some groups to present their arguments to the
class. • Ask Ss some comprehension questions:
What can happen if you use a computer for many hours? It can
Suggested answer damage your eyes and cause backache.
SA: Nowadays, everyone has a smartphone. I think Can people become easily addicted to computers? Yes, they can.

ns
they’re really useful. What can make people stop socialising with other people?
SB: Me too. They’re easy to carry in your pocket or spending hours in front of the screen
bag, and they do a lot of different things. Why is using the Internet not always safe? because computers
SC: Yes. You can make calls, keep in touch with can get viruses

io
friends and family on social media, and even What can these viruses do? They can destroy all the programs
watch films or videos. and delete information.
SD: They are also great in case of an emergency. It is
possible to get lost while driving, so your phone
can always tell you where you are and you can
at
How can computers be useful? They help us organise our work
and, as a result, we work faster.
What can we store on the computer? important information,
ic
always call someone when you need them. videos or photos
SC: I agree, but do you think they are bad for people’s What can people who have got an Internet connection do?
health?
bl

They can download a great amount of information and also

SB: I don’t know. Some people say they’re bad because keep in touch with family and friends.
people can become addicted.
Pu

SA: I think that’s true. People spend too much time C. Aims: • to give Ss practice in using linking words and
on their smartphones. phrases in context
SB: Yes, and nobody talks to anybody anymore. •
Everybody sends text messages. • Ask Ss to read through the paragraph.
SD: Also, it’s really annoying when they ring all the • Tell Ss that they can find all the words they need to
M

time.
complete the paragraph in the text in activity 4B.
SC: I don’t know. You can always turn the ringer off,
and they’re a great way to stay informed. Alternatively, to help lower-performing Ss, you can
write the words in jumbled order on the board, and ask
M

SA: OK, so the positives are the size, and all the uses.
What about the cost? Ss to use them to complete the paragraph.
SB: Well some phones are really very expensive. • Have Ss do the activity and check answers.
SD: That’s true and there are better things to spend
©

your money on. 1. opinion 4. also

SC: But not all smartphones are expensive nowadays. 2. First 5. Finally/Lastly
SD: That’s true. So, the negatives are they can be 3. addition
annoying and addictive.
SA: Yes, that sounds right. D. Aims: • to give Ss practice in writing a paragraph
expressing their opinion on mobile phones by
elaborating on the speaking activity
4. WRITING CD2 28 •
A. Aims: • to prepare Ss for the writing task • Draw Ss’ attention to the TIP and explain it.
• • Refer Ss to the table in the speaking activity.
• Ask Ss the question and generate discussion. • Allow Ss some time to write their paragraphs as instructed.
• Choose some Ss to read out their paragraphs.
Suggested answer
Computers are very important to me. I use one at work, Model answer
It is true that mobile phones have become a really
and I use my laptop in my free time to listen to music, important part of our lives, but they can affect us quite
watch videos, and communicate with my friends and negatively. Firstly, I believe that most people spend far too
family. Shopping online also saves me a lot of time. much time using their phones and many even become
addicted. As a result, they rarely hang out with friends, take
exercise or do interesting hobbies. In addition, it can be bad
for your health to use mobiles. What is more, many people
spend more than they can afford on expensive phones and
then become stressed about money. In my opinion, we
should try to use mobile phones more carefully.
57 TB

Traveller_Rev_Pre-Interm_TB.indb 120 13/1/2021 1:35:04 µµ

 4. WR IT I N G
A PARAGRAPH EXPRESSING AN OPINION
A. Discuss. B. Read the texts and answer the questions.
• How important 1. In which text has the writer got a positive opinion about computers?
are computers How can you tell?
in your life? 2. Which words/phrases do the writers use to list their points? Underline them.
3. Which phrases do the writers use to state their final opinion?

www.technologyonline.com

» YOUR VIEWS

Can We Do
Without

ns
Computers?

io
Donald Turdin, Norwich
at
It is true that computers are very popular nowadays, but they can do more harm than good. First of all, they are
harmful to our health. Using a computer for too many hours can damage your eyes and cause backache. What is
ic
more, children, teenagers and even adults can easily become addicted to computers and spend hours in front of
the screen instead of socialising with other people. Lastly, the Internet is useful, but not always safe. Computers
can get viruses which can destroy all the programs and delete information. Personally, I believe that computers
bl

are not as important or useful as many people think and we can definitely do without them.
Pu

Elsie Flannigan, Hollyhead

Computers help people in more than one way and are becoming more and more popular with people of all ages.
To begin with, computers are very useful as they help us organise our work and, as a result, we work faster. Also,
we can store important information, videos or photos on the computer and with one click open the file we need.
In addition, people who have got an Internet connection can download a great amount of information and also
M

keep in touch with family and friends. In my opinion, computers are an important part of our lives and we cannot
live without them.
M
©

C. Complete the text with the correct words. WRITING TASK

In my (1) , the TV is a very D. Imagine that an online magazine has asked
readers to give their opinions about mobile
important invention. (2) of phones. Write a paragraph stating your opinion
using the ideas in the speaking activity. Your
all, it’s a popular form of entertainment for paragraph should be between 80-100 words.
many people. In (3) , there
are lots of programmes, like the news and
documentaries that inform you about the
world. You can (4) watch a When writing a paragraph expressing your opinion:
 use linking words to list points: firstly, first of all, to begin
huge variety of films and TV series.
with, secondly, also, in addition, what is more, finally,
(5) , it is a very cheap form lastly.
 use phrases like: In my opinion..., Personally I believe...
of entertainment.
 give reasons to support your opinion, by using clear
examples.

57

Traveller_Rev_Pre-Interm_TB.indb 121 13/1/2021 1:35:07 µµ

 4 Video activities
Marvellous machines
A. Talk in pairs. Discuss the questions.
• What do you think the most useful mode of transport is?
• Can you imagine life without cars, planes, trains, etc.?

ns
io
at
ic
bl
Pu

B. Answer the questions. Then watch Part 2 of the video and check your answers.
1. Where did the first car accident when someone died
happen?
a. USA b. Australia c. Ireland
M

2. What did John Pitt put on his Sky Car?

a. wings b. an umbrella c. feathers
M

3. When did the first powered flight take place?

a. 1803 b. 1893 c. 1903
©

C. Watch Part 2 again and complete the sentences. D. Talk in pairs. Discuss the questions.

1. The Dynasphere was a monowheel that could go • What do you think life was like when
. cars and planes were new inventions?
2. The Dynasphere was invented by . • Are there any new inventions that can
3. The first car accident when someone died happened on compare to them nowadays?
.
4. The first flying machines looked like they were
and not flying.
5. Early flying machines with engines couldn’t take off
because they were .
6. were the first people to fly a
powered flying machine.

58

Traveller_Rev_Pre-Interm_TB.indb 122 13/1/2021 1:35:18 µµ

 Video activities 4
Marvellous machines

D.
bounce die engine inventor monowheel • Ask Ss the two questions.
road safety vehicle • Elicit answers and initiate a short discussion. Allow the
use of L1, if necessary, to help lower-performing Ss
express themselves.
Aims: • to give Ss the opportunity to expand on the
language and topics of the module Suggested answers
• • I’m sure it was very difficult for people to travel to
places that were far away.
A. • Computers and the Internet were inventions that
• Ask Ss the two questions. changed the lives of millions of people.
• Elicit answers and initiate a short discussion.
TRANSCRIPTS
Suggested answers

ns
• I think that the plane is the most useful mode of Part 1
transport because you can go very far in a really short bounce engine inventor monowheel road safety
amount of time. vehicle

io
• I can’t imagine life without cars. A lot of everyday
activities would be much more difficult. Part 2
Advances in engineering at the end of the 19th century
• Play Part 1 of the video to familiarise Ss with the
unknown words presented in the video.
at
meant that many new machines were built, beginning
with the car. Early motorcars were slow, but soon
ic
became faster and, in some ways, a little stranger. The
B. Dynasphere was a monowheel vehicle which had a top
• Ask Ss to read through the questions 1-3 and the multiple speed of 25 mph. Here is its inventor, J. A. Purves,
bl

choices. enjoying a drive in one. There were, of course, dangers

• Elicit answers, but do not correct Ss at this stage. involved and drivers soon learnt the importance
Pu

• Play Part 2 of the video and have Ss check their of road safety. On 31st August, 1869, in Ireland, Mary
predictions. Ward became the first person to die in a car accident.
• Check the answers with the class. She was a passenger in a car her cousins had made.
Since then, people have become a lot more aware of
1. c road safety. Next, it was time to take to the skies. The
M

2. b end of the 19th century saw many inventors trying to

3. c make flying machines. Some were successful, others...
not so much. This didn’t stop inventors from coming
M

up with crazy machines. The machines didn’t have

C. engines, and flying was, well, a bit more like falling.
• Have Ss read through the sentences 1-6 and make sure Later, inventors came up with many different ways to
©

they haven’t got any unknown words. power their flying machines. The first machines with
• Alternatively, to challenge higher-performing Ss, Ss you may engines were too heavy to take off, like John Pitts’ Sky
modify the activity from multiple choice to open-ended Car which had a large kind of umbrella joined to a car.
questions. Write questions 1-3 on the board (without Instead of flying, it just bounced up and down. The
the options), ask Ss to cover the activity in their books, ideas became crazier and crazier, and many people
watch the video and answer the questions. To help lower- started to believe that powered flight wouldn’t ever be
performing Ss, you may eliminate one incorrect option. possible. But that all changed on 17th December, 1903
• Have Ss watch Part 2 of the video and do the activity. when two brothers, Orville and Wilbur Wright, made
• Check the answers with the class the first powered flight, and changed the world as we
know it.
1. 25 mph
2. J. A. Purves
3. 31st August 1869
4. falling
5. too heavy
6. Orville and Wilbur Wright

58 TB

Traveller_Rev_Pre-Interm_TB.indb 123 13/1/2021 1:35:18 µµ

 4 Round-up
Aims: • to help Ss revise the structures, functions and COMMUNICATION
vocabulary presented in Module 4 through various F.
activities
• 1. b 2. b 3. a 4. a

VOCABULARY
A. SPEAKING
G.
1. lent • Ask Ss to look at the pictures and read through the
2. coins prompts.
3. ridiculous • In pairs, Ss discuss the positive and negative aspects of
4. batteries how some things will change in the future. Encourage
5. of higher-performing Ss to add their own ideas. This will
6. handy challenge them.
7. invention • Go round the class helping Ss when necessary.
8. deleted
9. addicted Suggested answers
SA: I think that everyone will have a smartwatch in
the future. People will be able to do many things

ns
Β.
with their smartwatch.
SB: Like what?
1. made SA: Well, you will be able to see others while you talk
2. make

io
to them. Maybe it will be possible to watch TV
3. do from your watch too.
4. made SB: The problem is that the screen is small, so you
5. make
6. do
7. do
at
won’t be able to see very well or watch with
friends.
SA: That’s true.
ic
8. makes
9. make SA: What do you think about flying cars? In my
bl

opinion, they will make travel much easier in the

future.
GRAMMAR SB: Yes, I agree. There won’t be any traffic on the
Pu

C. streets and you will be able to go places quickly

and easily.
1. c SA: That’s true, but I think one negative aspect is that
2. b they could be dangerous. People will have to get a
3. c special licence to drive them and many accidents
M

4. a may happen.
5. a SB: Maybe you won’t need a licence. Maybe they will
drive themselves.
M

6. c
SA: That’s possible.
7. b
SB: What do you think about the cooking machine?
©

SA: Well, I don’t know. How will it work?

D. SB: I guess you just tell it what to make and it will do
all the cooking for you.
1. too expensive, enough money SA: Well, that is helpful.
2. too tired SB: And it will be nice to have a clean kitchen.
3. close enough SA: Yes, but no one will learn to cook anymore.
4. careful enough Cooking is an important skill.
5. too dangerous SB: You’re right. Also, a cooking machine may be
difficult to clean.
SA: That’s true.
E.

1. (which/that)
2. where
3. which/that
4. who/that
5. which/that
6. who/that
7. where
8. (who/that)

59 TB

Traveller_Rev_Pre-Interm_TB.indb 124 13/1/2021 1:35:20 µµ

 Round-up 4
VO C AB U L A R Y GRA MMA R
A. Circle the correct options. C. Choose a, b or c.
1. Ronan lent / borrowed me €100 last 1. As soon as I get home, I you.
month and I still haven’t given it back. a. call b. am calling c. will call
2. When I got to the supermarket, I 2. I’m sorry, but you use headphones
realised I only had a few cash / coins on because I can’t work with that noise.
me. a. won’t have to b. will have to c. will be able to
3. She looks ridiculous / annoying in that 3. I’ll fix the washing machine before I .
dress. a. will be able to leave b. will leave c. leave
4. This gadget doesn’t work. I think the 4. I you back. I promise.
batteries / buttons are dead. a. will pay b. will have to pay c. pay
5. I’m getting really tired about / of 5. You use the printer today. It’s out of order.
watching the same TV shows all the a. won’t be able to b. won’t have to c. will be able to
time. 6. shut down the computers? I’m running

ns
6. This little gadget is very handy / late.
harmful. You should buy one. a. Will you have to b. Do you c. Will you
7. This invention / prediction is going to 7. OK, OK, I you the money.

io
change the world as we know it. a. will have to lend b. will lend c. lend
8. Oh, no! I think I’ve entered / deleted an
important file. I can’t find it anywhere.
9. My brother spends all his free time
at
D. Complete the sentences with too or enough and the words
ic
in brackets.
playing computer games. He’s addicted / 1. I won’t buy the coffee maker. It’s
bl

installed to them! (expensive) and I haven’t got

(money) with me.
Pu

B. Complete the sentences with the correct form 2. Jake is (tired) to go out tonight.
of make or do. 3. Alison doesn’t want to go to the shopping centre on
1. I think you’ve a spelling foot. She says it isn’t (close).
4. Of course I won’t lend you my car! You aren’t
M

mistake.
(careful)!
2. In 2015, Greg opened his own shop but 5. I wouldn’t try rock climbing if I were you. It seems
M

he didn’t much money, so (dangerous) to me.

he closed it down.
3. Can eating these leaves E. Complete the sentences with who, which, that or where. If
©

they can be omitted, put them in brackets.

you any harm?
4. Have you any plans for 1. Is this the digital photo frame you
bought from the Internet?
the weekend?
2. Wensley’s is a café lots of university
5. Where’s your phone? I need to students socialise.
a phone call. 3. Is this the hoover doesn’t work?
6. Drinking soft drinks all day won’t 4. That’s the waiter gave me the wrong
you any good, you know. change.
7. My tablet has broken down, and I don’t 5. There are two lifts in this building are
think I can without it for out of order.
6. My cousin is a person gets disappointed
long.
very easily.
8. Who usually the decisions 7. Old Trafford is the stadium Manchester
in your family? United play.
9. Please, sure that you get a 8. Do you remember the man we
receipt from that shop. met at the art gallery yesterday? He’s a successful
businessman.
59

Traveller_Brit_2nd_SRB_Pre-Interm_TB_M4.indd 125 29/4/2022 2:18:00 µµ

 CO M M UN I C AT I O N L IST EN IN G
F. Choose a or b. H. Listen to a man and a woman at a department
1. A: Are you sure about this? store and match the presents with the people.
There are two extra presents which you do not
B: I know what I’m doing. need to use.
a. Go on then. b. Trust me. Paul Stephanie Gary
2. A: I lent my car to Dave last week.
B: He’s a terrible driver.
a. Here we go! b. You’re crazy!
3. A: Sally spent €400 on a new coat, and it’s a. b. c.
horrible!
B:
a. What a waste b. That’s not enough
of money! money! d. e.
4. A: Did you really meet Brad Pitt at the
restaurant last night?
I. Listen again and write T for True or F for False.

ns
B: Of course not!
1. Paul likes to show people photographs
a. I was just kidding. b. I was getting to that.
from his holidays.

io
2. The man and the woman don’t like the
presents Stephanie buys them.
SP E AK IN G
G. Talk in pairs. These pictures show how some
things will change in the future. Discuss the
at
3. The woman thinks a TV set is a good
present for Stephanie.
ic
positive and negative aspects of each change. Use 4. The vase is not very expensive.
the prompts given. 5. Gary bought a new MP4 player recently.
bl

6. The gadgets are on the first floor of the

Smartwatch department store.
Pu

• see other while talking

• Internet
SELF-A SSESSMEN T
Read the following and tick () the appropriate
• watch TV boxes. For the points you are unsure of, refer back to
M

• small screen the relevant sections in the module.

• can’t use with friends
Now I can...
M

 make promises, on-the-spot decisions,

Flying car requests and predictions
©

• no traffic  use the Future will

• speed  express my opinion
• dangerous  write notes and messages
• need special licence
 use abbreviations
 use too and enough
 define people, places, things
 describe gadgets and talk about their
Cooking machine positive and negative aspects
• no cooking needed  use words related to money
• tasty food
• clean kitchen
• difficult to clean
• young people won’t CLIL: Science
learn to cook
Song: Modern Life

60

Traveller_Rev_Pre-Interm_TB.indb 126 13/1/2021 1:35:42 µµ

 Round-up 4
LISTENING CD2 29, 30
H. George Maybe we can get him some wireless ones.
• Ask Ss to look at the presents a-e. They’re quite expensive, you know.
• Play the recording once. Polly OK, where will we find them? On the second
• Have Ss listen to the dialogue carefully and match the floor with the hi-fi systems?
presents with the people. Encourage Ss to note down key George On the first with all the other gadgets.
words that helped them find the answers. Polly You go up and look around, I’ll buy this and
• As soon as they finish, have higher-performing Ss work meet you up there.
with lower-performing Ss in pairs and compare their George OK.
answers. Encourage them to provide justification. This
will build lower-performing Ss’ confidence to share
their answers in class. SELF-ASSESSMENT
• Check the answers with the class. Aims: • to give Ss the opportunity to check their
progress
Paul d Stephanie c Gary e • to encourage learner autonomy
•
I.
• Ask Ss to read through the statements 1-6. • Draw Ss’ attention to the points and ask Ss to read them.
• Play the recording again. • Explain any unknown words.
• Have Ss listen to the dialogue carefully and do the • Have Ss tick the points they feel confident about. For the
points they are unsure of, they should refer back to the

ns
activity.
• Check the answers with the class. If necessary, play the relevant sections in the module.
recording again in order to clarify any questions Ss may
have.

io
CLIL: Science
1. T 2. F 3. F 4. F 5. T 6. T

• Have higher-performing Ss work with lower-

performing Ss and correct the false sentences. This
at The Teacher’s Notes can be found at the back of the
book.
ic
will challenge higher-performing Ss and help lower-
performing Ss understand why these sentences are
bl

false. Song: Modern Life CD2 33

LISTENING TRANSCRIPT
Pu

Aims: • to help Ss revise and consolidate the

George So, let’s take a look at that list. structures, functions and vocabulary they
Polly I know what I want to get Paul. have already studied through a song
George Really? What’s that? •
Polly Well, whenever we go to his house, he shows
M

us all his holiday photos. • Ask Ss to read through the song at the back of the
George That’s true. He has too many. book once without worrying about the correct
answers.
Polly I know. So, let’s get him one of those frames
M

• Ask Ss to try and choose the correct words before

that shows digital pictures. listening to it.
George That’s an excellent idea. I hope it’s not too • Play the recording and ask Ss to listen to the song
expensive. Anyway, what about Stephanie? carefully and check their answers.
©

Polly I’m not sure. But we will have to get her • Check Ss’ answers and explain any unknown
something nice, because she always gets us words.
nice gifts.
George You’re right. What about a TV set?
Polly That’s a bit too expensive, isn’t it? about, without, speed, communicate,
George Not a huge one. A small one, maybe. late, fridge, install, fancy, free, change
Polly I think you just want to look at the TVs, am I
right?
George You’ve got me! Come on, they’re over there.
They’ll have digital frames there too.
Polly Wait! Look at this vase. It’s perfect for
GRAMMAR ACTIVITIES
There is a section at the back of the Workbook with
Stephanie.
grammar activities providing Ss with further practice
George Yeah, it’ll look very nice in her living room.
of the grammar presented in the module. After each
Polly It’s a bit expensive but I’ll get it anyway.
Round-up section in the Workbook, it is advisable to do
George Great. This is going well. Who’s next on the
the corresponding activities in the Grammar Activities
list?
section.
Polly Ermm.. Any good ideas for Gary?
The key for the Grammar Activities section is included in
George He likes gadgets and things.
the Workbook key at the back of the Teacher’s Book.
Polly Yes, he got a new MP4 player recently, right?
George That’s it! His headphones weren’t working very
well the last time I saw him.
Polly Just headphones? Is that enough for a present?

60 TB

Traveller_Brit_2nd_Pre-Interm_TB_M4.indd 127 20/9/2021 3:14:05 µµ

 5 Help

Aims: • to introduce the topic of the module and activate

Ss’ background knowledge
• to present the learning objectives of the module
•
• Draw Ss’ attention to the title of the module and ask
them what they think the module will be about.
• Ask Ss to look at the picture and tell you what they can
see (someone is helping a young woman go up a cliff / some
rocks).

ns
• Ask Ss some questions:

Why does the woman in the picture need the other

person’s help?

io
Have you ever found yourself in a similar situation?

• Ask Ss the questions in the Discuss section and elicit

answers. Allow the use of L1, if necessary, to encourage
at
ic
lower-performing Ss to express themselves.
bl

Suggested answers
When I need help, I usually turn to my parents
Pu

or close friends. I know they’ll always be there for

me.
I think it’s very important to help people in need.
We could all do more to help the people around us
who are not as lucky as we are and also give more
M

to charity.
M

• Read out the points listed in the Flick through the module
and find... section.
• Explain any unknown words.
©

• Then ask Ss to flick through the module and find where

these points are discussed.

a sinking ship: p. 64
an annoyed woman at the cinema: p. 70
a patient talking to a doctor: p. 62
an article on a news website about an accident:
p. 68
a doctor giving advice on an online advice
column: p. 67

• Read out the objectives listed in the In this module you

learn... section.
• Explain any unknown words.

61 TB

Traveller_Rev_Pre-Interm_TB.indb 128 13/1/2021 1:35:52 µµ

 Help 5
Discuss:
 Who do you usually turn to when you need help?
 How important is it to help people in need?

ns
io
at
ic
bl
Pu
M

Flick through the module and find...

M

 a sinking ship
 an annoyed woman at the cinema
©

 a patient talking to a doctor

 an article on a news website about an accident
 a doctor giving advice on an online advice
column

In this module you will learn...

 to make a doctor’s appointment
 to talk about medical/emotional problems
 to ask for and give advice
 to write letters/emails asking for and giving advice
 to use the Passive Voice
 to give an account of a true event
 idioms describing feelings

61

Traveller_Rev_Pre-Interm_TB.indb 129 13/1/2021 1:35:53 µµ

 5a How are you feeling?
1. L I ST E N I N G & R E A DIN G
A. Discuss.
• When did you last go to the doctor’s? What for?
• What do you usually do when you have a cold?

B. Read the three dialogues quickly and put them

in the correct order. Write 1-3. Then listen and
check your answers.

a
Doctor Let me take your temperature. You seem
a bit warm... Yes, you have a bit of a
temperature. Well, Ms Smith, you seem to
have a cold.

ns
Patient Really? It’s not my allergy then. I hope I won’t
be too ill to go to my brother’s wedding on
the 13th.

io
Doctor Don’t worry. You’ll get over it in about a week.
Just get some rest and drink lots of fluids.
Patient I will. What about my head and bones? Can you
give me something to take away the pain?
at
ic
Doctor I’ll prescribe some pain medication.
C. Read again and complete the missing
Patient Thank you. I’ll go to the chemist’s straight after.
bl

information.
Pu

b
File | Edit | View
Doctor So, Ms Smith what seems to be the problem?
Patient I think my allergy’s back and I’ve run out of pills.
Friday 4th March
Can you give me another prescription?
M

Doctor I need to examine you first. What exactly are your

Appointments
symptoms?
M

Patient Well, I have a terrible headache, a runny nose and I Time:

keep sneezing.
Name:
©

Doctor Do you have a sore throat or a cough?

Patient No, but my bones hurt. Symptoms:
Doctor I see. Come and lie down here.

c
Receptionist Good afternoon, Dr Barkley’s surgery. How
may I help you? Treatment:
Patient Hello. My name is Mary Smith. I would like to
make an appointment with the doctor for today.
Receptionist Today? I’m afraid she’s booked up for the day.
Patient What about tomorrow morning?
Receptionist Hang on a minute, please. Let me check her
schedule... Tomorrow the doctor is available at
10.30 and then again at 11.30. Which do you
prefer?
Patient Half past ten is more convenient for me.

62

Traveller_Rev_Pre-Interm_TB.indb 130 13/1/2021 1:35:58 µµ

 5a
5a
a. 3 b. 2 c. 1
Learning how to make a doctor’s appointment
Talking about medical problems • Ask Ss to tell you what is happening in each dialogue.
• Elicit answers (the woman is making a doctor’s
appointment -c, the woman is at the doctor’s telling her her
Infinitives symptoms -b, the doctor is telling the woman what is wrong
with her and what she should do -a).
• Ask Ss some comprehension questions:
available booked up convenient fluid get rest
make an appointment schedule
Words/Phrases related to medical problems What is the doctor’s name? Dr Barkley
allergy bones chemist’s cough examine Does Ms Smith make an appointment for the same day?
have a cold hurt (v.) illness pain patient (n.) pill No, she doesn’t.
prescribe prescription runny nose sneeze Why can’t she make an appointment for the same day?
sore throat surgery treatment because the doctor is booked up for the day
What exactly are your symptoms? When is her appointment? the following morning at 10.30.
What seems to be the problem? What does Ms Smith think her problem is? She thinks
that her allergy is back.
Phrasal verbs Does Ms Smith have a temperature? Yes, she does.
get over hang on lie down When is her brother’s wedding? on the 13th
run out of take away Will she be all right on her brother’s wedding? Yes, she

ns
will.
How long will it take her to get over her cold? about a
WARM-UP week
Aims: • to help Ss make predictions about the lesson by

io
activating their background knowledge Where is Ms Smith going straight after the doctor’s? to
the chemist’s
•
• Draw Ss’ attention to the title of the lesson.
• Ask Ss to tell you when we ask this question (when we
at
C. Aims: • to give Ss practice in identifying specific
information in the dialogue through a
ic
want to find out about one’s health). note-taking activity
• Ask Ss the question and elicit answers (e.g. I’m fine, I’m •
not very well, Not too bad, etc.).
bl

• Ask Ss to tell you what they think the lesson is about. • Ask Ss to look at the computer screen.
• Ask Ss to tell you what they can see (a file where the
1. LISTENING & READING CD3 2
Pu

doctor keeps her patient’s data).

A. Aims: • to introduce the topic of the dialogues by • Make sure that Ss do not have any unknown words.
relating it to Ss’ personal experience • Have Ss do the activity and check answers.
•
• Ask Ss the questions and initiate a short discussion. 10.30 / Mary Smith / terrible headache, runny nose,
M

sneezing, bones hurt, temperature / rest, lots of

fluids, pain medication
Suggested answers
M

• I went to the doctor’s last month because I had a

continuous cough that wouldn’t let me sleep at • Explain any unknown words and choose Ss to act out
night. the dialogues.
©

• I usually stay at home and try to rest. I drink lots of

hot drinks and may take some medication too. 2. VOCABULARY
Aim: • to present some phrasal verbs
• If necessary, you can ask Ss some further questions:
•
Do doctors make you feel nervous? • Draw Ss’ attention to the NOTE and explain it.
What makes a good doctor? • Refer Ss to the dialogues and draw their attention to the
highlighted phrasal verbs.
• Encourage Ss to deduce the meaning of the phrasal verbs
B. Aims: • to present vocabulary, functions and from the context.
structures in the context of three dialogues • Ask Ss to read through the meanings a-e. Make sure that
• to give Ss practice in reading for gist and Ss do not have any unknown words.
understanding sequence • Have Ss do the activity and check answers.
•
• Draw Ss’ attention to the picture and ask them to tell you 1. b 2. d 3. a 4. e 5. c
what they can see (a doctor and a patient).
• Ask Ss to read through the three dialogues and put them • Ask higher-performing Ss to write sentences using
in the correct order. the phrasal verbs from the matching activity. This will
• Play the recording and ask Ss to listen to the dialogues challenge them.
carefully and check their answers. • Write some of these sentences on the board without writing
the phrasal verbs, and ask lower-performing Ss to complete
them. This will give them extra practice.

62 TB

Traveller_Rev_Pre-Interm_TB.indb 131 13/1/2021 1:36:00 µµ

5a
3. GRAMMAR B. Aims: • to give Ss practice in using stress to convey a
Aims: • to present the full and the bare infinitive specific meaning
• •
• Ask Ss to read through the dialogues. • Play the recording and have Ss repeat each question as
• Draw Ss’ attention to the words in bold. they hear it.
• Point out to Ss that these are some examples of full and • Ask Ss to underline the word which is stressed in each
bare infinitives. question and choose the correct answer depending on
• Ask Ss to tell you the difference between the full and the the meaning of each question.
bare infinitive (full infinitive: to + base form of the verb, • Have Ss do the activity and check answers.
bare infinitive: base form of the verb without to).
• Have Ss read through the first dialogue and explain that 1. Does Robert have toothache? a
we use the full infinitive after certain verbs such as seem, 2. Did Alicia go to the bank? b
want, would like, decide, plan, promise, etc. For more verbs 3. Are you seeing the dentist on Monday? b
refer Ss to the Grammar Reference at the back of the
book.
• Point out that the bare infinitive is used with the verbs let 6. SPEAKING
and make in the Active Voice. Ask Ss for a few examples Aims: • to give Ss practice in using the functions,
(My father made me wash his car.). structures and vocabulary presented in this
• Have Ss read through the second dialogue and point out lesson by simulating conversations between a
that we use the bare infinitive after modal verbs (can, doctor, a doctor’s receptionist and a patient

ns
could, must, should, may, might, etc.). Ask Ss for a few •
examples (You mustn’t be rude to your friends.). Also,
point out to Ss that we use the full infinitive after the • Ask Ss to read through the instructions.
words something/somebody/anything/anybody, etc. • To help lower-performing Ss,Ss, tell them that they can use

io
• Draw Ss’ attention to the third dialogue and explain to the three dialogues in activity 1B as models.
them that we use the full infinitive with too+adjective/ • In groups of three, Ss take turns to act out the
conversations according to the allocated roles. Make sure
adverb with the meaning ‘more than necessary’, and with
adjective/adverb+enough with the meaning adequate/
adequately.
at
that there is a balance of both higher-performing Ss and
lower-performing Ss in each group.
ic
• Write the following on the board: • Go round the class helping Ss when necessary.
It’s too late to have dinner. • Choose some pairs to act out the conversations.
It’s not early enough to have dinner.
bl

• Ask Ss to read through the tables containing the rules. Suggested answers
• Make sure that Ss do not have questions and/or 1.
Pu

unknown words. SB: Hello. Dr Smith’s office, how may I help you?
• Have Ss do the activity and check answers. SA: Yes, hello. I’d like to make an appointment to see
the doctor.
would like, seem, too, what, after, let SB: Is it an emergency?
SA: No, I’m just not feeling well and I have a
M

• Refer Ss to the Grammar Reference at the back of the temperature.

book. SB: Of course. Let me check her schedule. Can you
• Ask higher-performing Ss to make sentences using the come in tomorrow at 1 p.m.?
M

full and bare infinitive. This will challenge them. To SA: Yes. That’s fine.
help lower-performing Ss, Ss, you can give them prompts SB: What is your name?
e.g. save money / buy a new mobile
to make sentences (e.g. SA: Miriam Young.
SB: OK, Ms Young, we’ll see you tomorrow at 1 p.m.
©

phone).
SA: Thank you. Bye.
4. PRACTICE 2.
Aim: to give Ss practice in using the full and the bare SC: So, Miriam, what seems to be the problem?
infinitive in the context of four short dialogues SA: Well, I’m not feeling well. I have a temperature and
a sore throat.
• Have Ss do the activity and check answers.
SC: Do you have any other symptoms?
SA: Not really. I am very tired, though.
1. call, to take SC: OK. Let’s take a look. Say ahhh...
2. show, to use, finish SA: Ahhhh.
3. to visit, to come, to go SC: Well, It looks as if you have caught the flu.
4. study, to help, to do SA: What should I do?
SC: I’ll write you a prescription for some medicine.
Take them twice a day for five days.
5. INTONATION CD3 3, 4 SA: Anything else?
A. Aim: to present how stress affects meaning SC: Make sure you drink lots of fluids and get plenty
• Play the recording and have Ss repeat each sentence as of rest.
they hear it.
• Point out to Ss that in the first sentence the word John is
stressed, whereas in the second sentence the word cats is
stressed.
• Explain to Ss that according to the meaning we want to
express, we stress different words in a sentence.
63 TB

Traveller_Rev_Pre-Interm_TB.indb 132 13/1/2021 1:36:04 µµ

 2. VO C A B U L A R Y 2.
A: Can you (show) me how
PHRASAL VERBS
(use) this printer?
A phrasal verb consists of a verb (e.g. get, B: Sure. Just let me (finish) what I’m
NOTE

break) and an adverb (e.g. back) and/or one doing first.

or more prepositions (e.g. for, on, with). The 3.
meaning of the phrasal verb is different from
the meaning of the verb it includes. A: We’re going to Bristol for the
weekend (visit) Joanna. Would
Look at the highlighted phrasal verbs in the you like (come)?
dialogues and match them with their meanings a-e. B: No, I’m too busy (go) away.
1. get over a. not have any left 4.
2. take away b. become better again, e.g. A: Oh, no! I failed the maths test. Now, my
after an illness parents will make me (study) all
3. run out of
c. wait week.
4. be booked up
d. make something disappear B: Jenny has offered (help) me with
5. hang on maths. Why don’t you ask her for help too? You
e. have no time available
need (do) something about it.

ns
3. G R A M M A R 5. IN TON AT ION
INFINITIVES A. Listen and repeat. Notice the stressed words

io
and how the stress affects the meaning.
Read the examples and complete the rules.
John is allergic to cats. (John, not his brother or
• A: I would like to make an appointment with
the doctor for today.
at anybody else.)
John is allergic to cats. (He isn’t allergic to rabbits.)
ic
B: Let me check her schedule.
B. Listen and repeat. Underline the stressed word
• A: What seems to be the problem? in the questions 1-3 and choose the correct
bl

B: My bones hurt. Could you tell me what to answer.

do? Can you give me something to take away 1. Does Robert have toothache?
Pu

the pain? a. No, Lisa has toothache.

• A: I hope I won’t be too ill to go to my brother’s b. No, he has a sore throat.
wedding on the 13th. 2. Did Alicia go to the bank?
B: Don’t worry. You’ll be well enough to go. a. No, Brenda went to the bank.
M

Use the full infinitive (e.g. to do): b. No, she went to the chemist’s.
• to express purpose. 3. Are you seeing the dentist on Monday?
M

• after certain verbs ( e.g. , , a. No, my mum is seeing the dentist on Monday.
want, decide, need, offer
offer).
• after and enough
enough.
b. No, I’m seeing the dentist on Friday.
©

• after question words (e.g.

(e.g. who
who, , how) 6. SP EA KIN G
in indirect questions.
ROLE PLAY
Use the bare infinitive (e.g. do): Talk in groups of three. Act out the conversations.
• modal verbs (e.g. can, could, must) 1.
• after the verbs make and . Student A: Imagine that you are not feeling well
and that you want to see your doctor. Call the
doctor’s surgery and make an appointment.
Student B: Imagine that you are the doctor’s
4. P R ACT I CE receptionist. Answer Student A’s phone call and
Complete with the full or the bare infinitive of the help him/her make an appointment with the doctor.
verbs in brackets. 2.
1. Student A: Imagine that you are at the doctor’s
A: Could you (call) a doctor? I feel surgery. Student C is the doctor. Describe and
ill. discuss your problem with him/her and ask for
B: Do you want me (take) you to advice.
hospital? Student C: Imagine that you are a doctor. Listen
A: No, just call a doctor. to Student A’s problem, ask him/her anything you
want to know and tell him/her what to do.
63

Traveller_Rev_Pre-Interm_TB.indb 133 13/1/2021 1:36:06 µµ

 5b When in danger...
1. R E A DI N G
A. Discuss.
• If you were on a desert island, or on a
sinking ship, how would you call for help?
• How well do you think you would react in
an emergency situation?

B. What do you think SOS stands for? Read and

check your answers.

Sending out an SOS

Before the development of radio communication,  The German government was the first

ns
when a ship was in danger there were a number
of ways to signal for help. Lighting signal flares to
to use the SOS signal at the beginning
of the 20th century (in 1905). It became
Did you
show the location of the ship or flying a signal flag an international distress signal in 1908. know?

io
were very common. Using bells and foghorns or
 Some people believe that SOS stands
perhaps firing a gun repeatedly were also ways of
making other ships hear you. These are still used
today in many cases.
at
for ‘Save Our Ship’ or ‘Save Our Souls’, but that’s
not true. In fact, the letters don’t stand for anything; they
were just the simplest letters in international Morse code.
ic
..
-- - . . However, people probably used these phrases to help
However, with the development . .
. .. --- -.-- them remember the letters.
of wireless telegraphy, sailors
... --... . .

bl
- - - -- .

.. ...
started using Morse code to send ..
... -

-- . -  People have used SOS as a visual distress signal by

... - -

messages. Morse code is a type signalling with three short, three long and three short light
Pu

--
of code with long and short flashes or by writing it in the sand or snow. The fact that you
...

..
.

sounds or flashes of light can read SOS right side up and upside down is very useful
that stand for letters of and has made SOS more popular than the word HELP.
the alphabet. The most
M

 When the Titanic hit an iceberg in 1912 and started

well-known Morse code
sinking, two of the crew members used radio
message asking for help
communication to ask for help. They also tried sending an
M

is SOS. The letters SOS in SOS message to a nearby ship, the Californian, by using a
international Morse code are: Morse lamp. Unfortunately, the crew of the Californian
didn’t realise what was happening until it was too late.
 
©

C. Read again and answer the questions. Choose a, b or c.

1. What is Morse code? 3. What is true about SOS?

a. a code which uses sound or light a. You can send an SOS with flashes of light.
b. a useful distress signal b. You can read it upside down.
c. a code which sends signals with flares c. Both of the above.

2. Why did SOS become an international 4. Why didn’t the Californian help the Titanic on time?
distress signal? a. The Titanic didn’t send an SOS.
a. Because it stands for ‘Save Our Souls’. b. The Californian didn’t understand the SOS.
b. Because the letters in SOS are simple. c. The crew of the Californian didn’t know what to do.
c. Because SOS means HELP.

64

Traveller_Rev_Pre-Interm_TB.indb 134 13/1/2021 1:36:09 µµ

 5b
• Draw Ss’ attention to the title and ask them when a ship
Reacting in an emergency situation sends out an SOS (when it is in danger).
• Ask Ss the question in the rubric.
• Elicit answers but do not correct Ss at this stage.
-ing form • Ask Ss to read through the text and check their
predictions.
a number of bell crew development flag
The letters SOS don’t stand for anything but are
government gun light (v.) location nearby
simply a signal that means you need help.
perhaps sailor ship signal (n./v.) simple
sink (v.) sound (n.) stand for upside down
• Ask Ss some comprehension questions:
Prepositional phrases with in
in a hurry in common in danger in fact What methods did they use in the past to show the
in the beginning location of the ship? They lit signal flares or flew a signal
flag.
What did they use in the past to make a ship hear you?
WARM-UP They used bells and foghorns and they fired a gun
Aims: • to help Ss make predictions about the lesson by repeatedly.
activating their background knowledge What made it possible for sailors to start using Morse
Code to send messages? the development of wireless
•

ns
telegraphy
• Draw Ss’ attention to the title of the lesson. What is the most well-known Morse Code message
• Ask Ss to tell you what the lesson will be about. asking for help? SOS

io
• Elicit answers. Who was the first to use the SOS signal? the German
government
1. READING CD3 5 When did they use it for the first time? at the beginning
A. (PRE-READING)
Aims: • to introduce the topic of the reading text by
at
of the 20th century / in 1905
What happened in 1908? The SOS signal became an
international distress signal.
ic
relating it to Ss’ personal opinion
What do some people believe that SOS stands for? ‘Save
•
Our Ship’ or ‘Save Our Souls’
bl

• Ask Ss the questions and elicit answers. Why did these people probably believe that? because
these phrases helped them remember the letters
Pu

Suggested answers If you want someone to see that you’re in danger, how can
• If I were on a sinking ship, I’d try to fly a signal you signal SOS? by signalling with three short, three long
flag. If I were on a desert island, I’d try to make a and three short light flashes or by writing it in the sand or
fire or write ‘SOS’ on the beach to signal for help. snow
Of course, if I had a mobile phone, I’d use it to When did the Titanic sink? in 1912
M

communicate with the emergency services. What did two of the crew members of the Titanic use to
• I think I’d react quite well if I managed to keep calm ask for help? radio communication
and not panic. I’d then think about the best way to What did they also try to do? They also tried to send an
M

act and I’d call for help. SOS message to a nearby ship, the Californian.
How did they try to do this? by using a Morse lamp

B. Aims: • to present vocabulary, functions and

©

structures in the context of a text C. Aim: to give Ss practice in identifying specific

• to give Ss practice in reading for gist information in the text through a multiple-
• choice activity
• Have Ss do the activity.
• As soon as they finish, have higher-performing Ss work
Radio Communication is a wireless system of with lower-performing Ss in pairs and compare their
transmitting messages, especially to signal danger. answers. Encourage them to provide justification by
Energy is sent to the receiver and it transforms into referring to specific parts in the text. This will build
a signal that the person handling the receiver is lower-performing Ss’ confidence to share their answers
able to understand. Marchese Guglielmo Marconi in class.
(1874-1937) was very important to the development • Check the answers with the class.
of wireless telegraphy. His radio system transmitted
Morse code over the Atlantic Ocean. Today, advanced
radio communication is widely used in other aspects 1. a 2. b 3. c 4. b
of our lives, such as entertainment.

• Ask Ss to look at the picture accompanying the text

and tell you what they can see (a sailing ship which has
capsized and is sinking).

64 TB

Traveller_Rev_Pre-Interm_TB.indb 135 13/1/2021 1:36:09 µµ

5b
D. Aims: • to give Ss practice in deducing the meaning 3. GRAMMAR
of unknown words from the text through a Aims: • to present the -ing form
matching activity •
• • Draw Ss’ attention to the grammar box. Explain to them
• Refer Ss to the text and draw their attention to the that it focuses on the -ing form.
highlighted words/expressions. • Ask Ss to read the first example. Point out that we use
• Encourage Ss to deduce the meaning of the words/ the -ing form with certain verbs and expressions such as
expressions from the context. enjoy, hate, finish, start, feel like, can’t stand, can’t help,
• Ask Ss to read through the meanings a-f. Make sure that etc.
Ss do not have any unknown words. • Draw Ss’ attention to the second example in the
• Have Ss do the activity and check answers. grammar box and ask them to tell you what they
notice about the word preceding the -ing form (it is a
preposition).
1. e 2. d 3. b 4. f 5. c 6. a • Explain to Ss that prepositions are often followed by the
-ing form.
• Ask Ss to read the third example and explain that
• Explain any unknown words and choose Ss to read out panicking is the subject of the sentence.
the text. • Ask Ss to give you a few more examples.
• Have Ss do the activity and check the answers with the
class.

ns
E. (POST-READING)
Aims: • to give Ss the opportunity to have a further
discussion on the topic of the text b, c, a

io
•
• Ask Ss the questions and initiate a short discussion. • Refer Ss to the Grammar Reference at the back of the

Suggested answers
• Yes, once I was inside a lift and the door wouldn’t open.
at
book.
• Divide Ss into pairs. Have higher-performing Ss work
with lower-performing Ss. Ss
ic
• I tried shouting for help, but no one heard me. Luckily, I • Write the following words and phrase on the board: too
could use my phone, so I called the emergency services. try manage suggest should let begin it’s worth
bl

• It took about an hour for help to arrive. Since I knew • Ask Ss to write a small paragraph/story using these
that help was on the way, I managed to stay calm while I words and the full infinitive, bare infinitive or the -ing
was inside the lift. form.
Pu

• Ask each pair to read out their short story, and have the
rest of the Ss check if they have used the full infinitive,
2. VOCABULARY the bare infinitive and the -ing form correctly.
Aim: • to present and give Ss practice in using
prepositional phrases with in 4. PRACTICE
M

• Aim: to give Ss practice in using the -ing form and the

full and the bare infinitive in the context of two
• Ask Ss to read through the prepositional phrases in the
M

short dialogues
box.
• Have Ss do the activity and check answers. • Ask Ss to read through the dialogues.
• Have Ss do the activity. Ask higher-performing Ss to
justify their answers (e.g. 1. the correct answer is ‘do’
©

1. In my opinion 5. in a hurry because ‘should’ is followed by the bare infinitive). This

2. In fact 6. in common will challenge them and help lower-performing Ss
3. in the end 7. in the beginning understand why these answers are correct.
4. In addition 8. in danger
1. do, lighting, Making, hear, running
• Explain any unknown words/phrases if necessary. 2. to come, listening, going, doing, ask
• Draw Ss’ attention to the NOTE and explain it.
• Point out to Ss that the phrases in the beginning/end are
used as adverbs, while the phrase at the beginning/end + WORKBOOK LISTENING CD3 6
of is followed by a noun. • Go to the listening transcript.

OPTIONAL ACTIVITY
• Ask higher-performing Ss to write sentences using the
prepositional phrases with in from activity 2. This will
challenge them.
• Write some of these sentences on the board without
writing the prepositional phrases, and ask lower-
performing Ss to complete them. This will give them
extra practice.

65 TB

Traveller_Rev_Pre-Interm_TB.indb 136 13/1/2021 1:36:10 µµ

 D. Look at the highlighted words/expressions in
the text and match them with their meanings a-f. 3. GRA M MA R
1. signal a. the people who work on
-ing FORM
a ship or plane
2. location b. mean Read the examples and match them with
the uses of the -ing form.
c. with the bottom on the
top and the top on the • Sailors started using Morse code
3. stand for
to send messages.
bottom
• They also sent an SOS message to
4. government d. the place where
a nearby ship by using a Morse lamp.
something is
• Panicking doesn’t help when you’re
5. upside down e. make a movement or in danger.
sound to give information
6. crew f. the group of people who Use the -ing form (e.g. doing)
run a country a. as a subject
b. after certain verbs ((e.g. like, love, enjoy, hate,
E. Discuss.
finish, start)) and expressions ((how about, it’s
• Have you ever been in an emergency situation worth)

ns
and needed help? c. after prepositions
• What did you do?
• How long did it take for help to arrive?

io
2. VO C A B U L A R Y 4. PRACT ICE
PREPOSITIONAL PHRASES WITH IN
Complete the sentences with the phrases in the box.
at
Complete the dialogues with the -ing form or the
bare or full infinitive of the verbs in brackets.
ic
1.
in the beginning in danger in a hurry
bl

A: We’re lost! What should we

in addition in my opinion in fact
in common in the end (do)?
Pu

B: Don’t panic.
1. , we should buy a house in the A: But it’s getting dark. How about
country. What do you think? (light) a fire? Someone will see it.
M

2. I used to work in the city centre. B: (make) a fire near a forest is a

, I used to work in the building crazy thing to do.
M

opposite the city hall. A: Wait! I can (hear)

3. I fell asleep during the film. What happened something!
? B: It’s a car! Quick, start (run) this
©

4. You can find lots of information about animals way.

on this website. , you can find 2.
different organisations that help save animals A: Hey Alice, would you like
in danger. (come) to a hip hop concert tonight?
5. Tony left the house . He didn’t B: No, thanks.
want to miss his flight. A: Why not? You love (listen) to
6. My sister and I have nothing , hip hop.
but amazingly we get along well. B: I know but (go) to
7. Kelly didn’t want to go camping , concerts isn’t really something I enjoy
but now she’s quite excited. (do).
8. Light a flare only when you are . A: OK.
B: You could (ask) Dennis to go
NOTE

at the beginning of the century with you. He loves hip hop.

at the end of the road
A: That’s a good idea.

65

Traveller_Rev_Pre-Interm_TB.indb 137 13/1/2021 1:36:10 µµ

 5c A word of advice
1. VO C A B U L A R Y
WORDS RELATED TO EMOTIONAL PROBLEMS
Read and try to guess the meaning of the words in bold.
1. Nowadays, lots of people suffer from stress, and when
it’s bad, it can control their lives. Some find that
talking to a psychologist helps them to reduce stress.
2. My younger daughter has a fear of the dark and can’t
sleep at night. How should I deal with this problem?
What do you advise me to do?

2. GRAMMAR
should / had better

ns
Read the dialogues. Then read the sentences and write T for True or F for False.

Anne I have a stomach ache again. 1. Should and had better are followed by to + base form..

io
Keith Maybe you should visit a doctor. 2. We use should and had better to give advice.
Anne I did last week, and he told me it’s stress. 3. Should and had better refer to the past.
Keith Well, then you had better find ways to
reduce your stress.
at
4. The negative form of should and had better
is formed by adding not.
ic
Tom Sorry I’m late. 5. We use should and had better to give our opinion.
You’d better not be late again. This is the 6. Had better can sometimes imply a warning.
bl

Jane
fifth time this month.
Pu

Tom I know, but I couldn’t find a parking space.

Jane Well, then maybe you shouldn’t take
your car to work. 4. L IST EN IN G
A. Discuss.
M

• What kind of fears do people have?

3. P R AC TI CE • Are you scared of anything?
M

Rewrite the sentences using the words given.

• How do you react when you’re scared?
1. You must go now because you’re going to be
©

late. (had better)

B. What do you think these phobias are?
You Listen and check your answers.
2. It’s not a good idea to leave your mobile in the
car. (should) arachnophobia claustrophobia
You agoraphobia dental phobia
3. Never borrow my car without asking!
(had better) C. Listen again and complete the sentences.
You 1. % of women and
% of men have arachnophobia.
4. Don’t be late because Karen will leave without
2. Phobias create problems when the fear
you. (had better)
.
You
3. Some agoraphobics don’t leave their homes for
5. It’s a good idea to visit a psychologist. (should)
.
You
4. A(n) as a child can cause a phobia.
5. People with dental phobia should
of dentists first.
66

Traveller_Rev_Pre-Interm_TB.indb 138 13/1/2021 1:36:13 µµ

 5c
in its negative form, we use had better + not + bare infinitive
infinitive.
In informal situations, short forms are commonly used (I’d
Talking about emotional problems better, You’d better).
Asking for and giving advice • Ask Ss to read through the sentences 1-6.
• Have Ss do the activity and check the answers with the class.

should / had better 1. F 2. T 3. F 4. T 5. T 6. T

• Refer Ss to the Grammar Reference at the back of the book.

anxiously waiting audience beat (v.) (for heart) • Ask higher-performing Ss to make sentences using should and had
better. This will challenge them. To help lower-performing Ss, you
fellow student focus on physical activity can give them prompts to make sentences (e.g. You want to lose
presentation public speaking suggest sweat (v.) weight. – take up a sport).
tip vitamin
3. PRACTICE
Words/Phrases related to emotional problems Aim: to give Ss practice in using should and
a fear of advice advise anxiety control (v.) had better in context
deal with deep breath medication panic phobia • Have Ss do the activity and check answers.
psychologist reduce stress/anxiety suffer from
1. had better go now because you’re going to
be late
WARM-UP 2. should not / shouldn’t leave your mobile in the car
Aims: • to help Ss make predictions about the lesson by
3. had better not borrow my car without asking

ns
activating their background knowledge
4. had better not be late or Karen will leave without you
•
5. should visit a psychologist
• Draw Ss’ attention to the title of the lesson.
• Ask Ss to tell you what they think the lesson is about.

io
• Ask Ss some questions: 4. LISTENING CD3 7, 8
(for the listening transcript, go to the back of the book)
When was the last time you asked for a word of advice? A. (PRE-LISTENING)
When was the last time you gave a word of advice?
What was the most useful word of advice you have ever
been given?
at
Aims: • to present the topic of the listening text by relating it
to Ss’ personal experience
ic
•
• Ask Ss the questions and initiate a short discussion.
1. VOCABULARY
bl

Aims: • to present vocabulary related to emotional problems

• Suggested answers
• Some common fears people have are fear of heights, fear of
Pu

• Ask Ss to read through each extract and draw their attention to crowded places, fear of spiders, fear of flying, fear of small
the words in bold. spaces, fear of insects, fear of snakes, etc.
• Point out to Ss that these words are related to emotional • I have a fear of flying.
problems. • My heartbeat gets faster, my hands sweat and I try to get
• Help Ss deduce the meaning of these words from the context. away from the cause of the fear as fast as possible.
M

1. suffer from = to be affected by an unpleasant

condition B. Aims: • to give Ss practice in listening for gist
M

control = to have power over sth/sb •

psychologist = someone who studies the human mind • Ask Ss if they know what a phobia is.
and human emotions and behaviour, • Draw Ss’ attention to the difference between a fear and a
and how different situations have an phobia (a fear is a reasonable feeling that all people experience
©

effect on them and who help people going when something that is potentially dangerous frightens them,
through emotional stress e.g. a fear of snakes / the dark, etc., whereas a phobia is an
reduce = decrease, make smaller or less extreme fear of a particular thing or situation, that is not life-
2. a fear of = be afraid of threatening).
deal with = to take action in order to solve a • Ask Ss to read through the phobias given here and tell you
problem / tackle what they think they are about.
advise = to tell sb what they should do or • Play the recording and have Ss listen to the dialogue carefully
how they should act in a and check their predictions/answers.
particular situation

2. GRAMMAR arachnophobia = a fear of spiders

claustrophobia = a fear of being in small places
Aims: • to present should and had better
agoraphobia = a fear of public places
• dental phobia = a fear of dentists
• Ask Ss to read through the two dialogues and draw their
attention to the words in bold.
• Explain to Ss that these are the modal verbs should and had C. Aim: to give Ss practice in listening for specific
better. information through a gap-filling activity
• Ask Ss to tell you what should / shouldn’t express (advice, • Ask Ss to read through the sentences 1-5.
opinion or suggestion). • Play the recording again.
• Tell them that we use should (not) + bare infinitive to refer to • Check the answers with the class.
the present and future.
• Ask Ss to read the examples and tell you what had better 1. 50, 10 4. bad experience
expresses (had better expresses advisability and means ‘should’. It 2. controls your whole life 5. watch videos
is used to indicate that it would be good for something to happen). 3. years
• Explain to Ss that had better is followed by a bare infinitive, and

66 TB

Traveller_Rev_Pre-Interm_TB.indb 139 13/1/2021 1:36:13 µµ

5c
• Ask Ss some comprehension questions:
5. SPEAKING
Aims: • to give Ss practice in asking for and giving advice about How does Ned feel while he’s writing to Dr Wilson? He feels
a physical or psychological problem helpless and doesn’t know what to do.
• How did he feel as he walked to the front of the lecture theatre?
He could feel his heart beating fast and he was sweating.
• Ask Ss to read through the ideas in the respective boxes. What happened to him when it was time for him to talk?
• Draw Ss’ attention to the speech bubble. He just stood there looking at everyone because he couldn’t
• In pairs, Ss take turns to ask for and give advice. Encourage remember what to say.
higher-performing Ss to add their own ideas. This will Who gave the presentation in the end? his fellow student
challenge them. According to Dr Wilson, does Ned need to worry about what
• Go round the class helping Ss when necessary. happened to him? No, he doesn’t.
• Choose some pairs to act out the dialogues. Why? because he’s not the only one who’s afraid of public
speaking
Suggested answer
SA: I feel terrible!
SB: Why? What’s wrong? C. Aims: • to give Ss practice in identifying some stylistic
SA: I can’t sleep at night! I haven’t slept for days. features of a post asking for advice and of a post
SB: That’s terrible. Are you suffering from stress? giving advice
SA: I think I must be. I’m tired all the time, but when I go to •
bed I just can’t sleep. I just have so much to do. • Ask Ss to underline all the phrases used in the respective
SB: Well, the first thing you should do is see a psychologist. emails to ask for and give advice.
You need to learn to manage your stress. • Elicit answers (asking
asking for advice: I need your advice because...,

ns
SA: Yes, I guess you’re right. What should I do? – giving advice: ... you should..., ... you can...,
SB: Also, I think you had better take a holiday and try to ... you should do..., ... don’t forget to..., ... I advise you to...).
to...
relax. • Ask Ss to read through the sentences 1-6. Make sure that Ss do
SA: That’s a good idea not have any unknown words.

io
SB: When you get back, you’ll probably feel much better. • Have Ss do the activity and check answers.

6. WRITING CD3 9 1. G
at 2. G 3. A 4. A 5. G 6. A
A. Aims: • to introduce the type of writing task through an
oral activity involving personal experience and
ic
opinion D. Aims: • to give Ss practice in writing posts asking for and
• giving advice
bl

• Ask Ss what an online advice column is (it’s

it’s an online magazine •
column where people can write about a problem they have and • Draw Ss’ attention to the TIP and explain it.
get advice from an expert). • For a more detailed list of phrases for Ss to use in their posts,
Pu

• Ask Ss the questions and generate discussion. refer them to the Writing Section at the back of the book.
• Allow Ss some time to write a post asking for advice.
Suggested answers • Ask Ss to swap posts with their partners, read their partner’s
• Yes, I do. Reading about other people’s problems and an post and write a post giving him/her advice.
expert’s advice is fascinating. / No, I’m not really interested • Choose Ss to read out their posts.
M

in reading about people’s problems.

• No, I haven’t. I usually ask my friends and family for Model answers
advice. I wouldn’t write to an advice column because I Problem:
M

wouldn’t trust their opinion. I need your advice because I really don’t know what to do.
• Yes, they can be helpful. When you have a problem and I’ve had toothache for nearly a week, but I’ve got a phobia
you feel you can’t talk to anyone you know, then you can of dentists. Every time I have to go, I get really nervous and
write about it and feel better. You may also get some useful stressed. In fact, I go as rarely as possible. I know this is
©

advice. / No, because the person giving advice doesn’t really stupid, because it’s important to visit the dentist regularly so
know you. They don’t have enough information about your he can check your teeth before there’s a problem. However,
problem, so their advice could do more harm than good. I’m just too frightened. My heart beats really fast and I feel
dizzy just thinking about it. Anxiously waiting for your reply.
Worried Wilma
B. Aims: • to give Ss practice in reading for gist
• to prepare Ss for the writing task Reply:
• Dear Worried Wilma,
• Ask Ss to read through the post asking for advice and then the Your problem is a very common one, so don’t worry. A lot
reply. of people are afraid of dentists, but I have a few tips to help
• Point out to Ss that an email asking for or giving advice should you deal with it. Firstly, when you make your appointment,
have paragraphs (opening paragraph, main part, closing explain that you want to have a little chat with the dentist
paragraph), whereas in the posts sent to an online advice before he checks your teeth. This way, you can tell him
column only one paragraph is needed. how you feel and I’m sure he will find ways to make the
• Ask Ss the questions and check answers. experience much less stressful. You should ask him to tell you
exactly what he is going to do and this way, you won’t have
1. He’s afraid of public speaking. any surprises and will feel calmer. Finally, you could listen to
2. He should practise giving his presentation in front of a music during your appointment, as that will help you relax. I
mirror until he feels confident. Before his presentation, hope you will soon get over your fear.
he should do some kind of physical activity (e.g. take a
walk) to help reduce his anxiety. During his presentation,
he should choose a few friendly faces from the audience
and focus on them. He should also take deep breaths to
feel calm. If all this doesn’t work, he should take a training
course in public speaking.

67 TB

Traveller_Rev_Pre-Interm_TB.indb 140 13/1/2021 1:36:15 µµ

 5. SP E A K I N G
Talk in pairs.
Student A: Imagine that you have a problem, Student B: Listen to Student A’s problem and give him/her
either physical or psychological. Tell Student advice. Use should(n’t) and had better (not) and some of the
B how you feel and ask him/her for advice. ideas in the box.
Use some of the ideas in the box.
• do physical activity
• can’t sleep at night • drink warm milk I feel terrible.
• suffer from stress • take deep breaths Why? What’s wrong?
• have a phobia • work less ...
• often panic • see doctor/psychologist Well, I think you
• feel tired all the time • go on holiday should / shouldn’t...
• take vitamins/medication

6. W R IT I N G
A POST ASKING FOR OR GIVING
ADVICE

ns
www.drwilson/advice/column.com
A. Discuss.
• Do you read online advice Dr Fred Wilson’s

io
columns? corner
• Have you ever written to an online
advice column to ask for advice?
Would you like to?
Dear Dr Wilson,
at
I need your advice because I feel helpless and don’t know what to do. Last
ic
• Do you think advice columns are week I had to give a presentation at university with a fellow student. As
useful? we walked to the front of the lecture theatre, I could feel my heart beating
bl

fast and I was sweating. When it was time for me to talk, I just stood there
B. This post was sent to an online advice looking at everyone. I couldn’t remember what to say! Fortunately, my fellow
Pu

column by someone who wanted advice. student gave the presentation for me. But who will save me next time? What
Read the post and the reply to it. Then should I do? Anxiously waiting for your reply.
answer the questions. Nervous Ned

1. What is Nervous Ned’s problem? Dear Nervous Ned,

M

Many people are afraid of public speaking. You’re not the only one so don’t
2. What does Dr Wilson advise
worry. Here are some tips to help you deal with your problem. First of all,
Nervous Ned to do? you should practise giving your presentation in front of a mirror until you feel
M

confident. This way you’ll have less stress. There are also certain things
C. Read the sentences. In what type of post you can do right before and during your presentation. Before starting, you
would you find them? Write A for a post
should do some kind of physical activity to help reduce your anxiety. Taking
©

asking for advice or G for a post giving

advice in the boxes. a walk is a good idea. Also, while you’re giving your presentation, choose a
few friendly faces from the audience and focus on them. And don’t forget to
1. Everything will be just fine. take deep breaths to feel calm. If all this doesn’t work, I advise you to take a
2. I think you’d better see a training course in public speaking. It will help you get over your fear.
psychologist.
3. What do you suggest?
4. Let me know what you think.
5. Another thing you can do is
talk to your friend.
6. I hope you can help me out. When writing to someone When writing to someone giving advice:
asking for advice:  be friendly and show that you understand
WRITING TASK  explain the problem the problem.
D. Write a short post of 80-100 words to and say how you feel.  make various suggestions to help solve
an online advice column describing a  use set phrases. the problem.
problem you have and ask for advice.  use set phrases.
Then swap posts with another student,
read his/her problem and write a
paragraph to him/her giving advice. For phrases, go to the Writing Section.

67

Traveller_Rev_Pre-Interm_TB.indb 141 13/1/2021 1:36:15 µµ

 5d In the news
1. R E A DI N G
A. Discuss. B. Read the headline of the article. What
• Do you know of any serious transport accidents? do you think it is about? Read the
article and check your answers.
• How do you usually learn about serious accidents?

www.thedailynews.com/intercity/train

Train Derailed by Sheep!

THE DAILY NEWS > FRIDAY 1 NOVEMBER

An InterCity train was derailed in South Wales

ns
yesterday. The train was travelling through a tunnel at
160 kilometres per hour when it hit a flock of sheep that
was going in the opposite direction. The train came off

io
the tracks, fell onto its side and skidded for another 200
metres before coming to a stop. Fortunately, nobody
was killed, but 28 people were injured, 5 of them
seriously.
at
ic
The police, fire crews and the ambulance service
were all called immediately and they arrived within
bl

minutes to rescue the people. The injured passengers

were taken to local hospitals. ‘It’s a miracle that it was
Pu

not a greater tragedy,’ said Steven Jones, one of the

firefighters. ‘When we arrived, smoke was coming out
of the tunnel and we thought that the train was on fire.
A fire in a tunnel is of course a very serious matter, but
M

luckily it was only the engine and we put it out very

quickly.’ All the sheep except one died in the crash. The lucky
M

Amazingly, the train driver was not hurt in the accident. survivor was rescued by a police officer and is now
He said later: ‘As soon as I noticed the animals, I pulled called Lucky Lucy. The local farmer who owned the
the emergency brake, but it was too late.’ The tunnel sheep has no idea how the accident happened. ‘I have
©

was damaged and the train was almost completely lots of sheep and they are kept in a nearby field which
destroyed. Overall, 2 million pounds of damage was is surrounded by a fence. I don’t know how these sheep
caused. got out.’ How this accident happened is a mystery.

C. Read again and write T for True, F for False or NM for Not Mentioned.

1. The train crashed in the tunnel because it was travelling too fast.
2. There were 28 passengers on the train altogether.
3. The firefighters took a long time to arrive.
4. Not all of the train was on fire.
5. The train driver did nothing to stop the accident.
6. Trains will be able to use the tunnel within a few days.
7. The damage to the train is about 2 million pounds.
8. Only sheep were killed in the accident.
9. Lucky Lucy was returned to the local farmer.

68

Traveller_Rev_Pre-Interm_TB.indb 142 13/1/2021 1:36:18 µµ

 5d
Giving an account of an event Did it take them long to put out the fire? No, it didn’t.
Was the train driver hurt in the accident? No, he wasn’t.
Who rescued the sheep that didn’t die in the crash? a police
officer
Passive Voice (Present Simple – Past Simple) What do they call her now? Lucky Lucy
Who owned the sheep? a local farmer
Where does he keep all his sheep? in a nearby field which is
a flock of brake (n.) completely except surrounded by a fence
fence field kilometres per hour (kph) Can he explain how the sheep got out and caused the train
metre missing notice opposite direction
accident? No, he can’t.
pull sheep surround tracks within minutes
Words/Phrases related to accidents/emergencies
ambulance be on fire burn crash C. Aims: • to give Ss practice in identifying specific
injure put out smoke (n.) survivor tragedy information in the news website article
•
• Ask Ss to read through the sentences 1-9.
WARM-UP • Have Ss do the activity.
Aims: • to help Ss make predictions about the lesson by • Check the answers with the class.
activating their background knowledge
• 1. F 2. NM 3. F 4. T 5. F 6. NM 7. F 8. T 9. NM
• Draw Ss’ attention to the title of the lesson and ask them to tell you
what the phrase in the news means (a report about sb or sth that • Have higher-performing Ss work with lower-performing Ss

ns
appears on news websites or on television or the radio). and correct the false sentences. This will challenge higher-
• Ask Ss to write sentences using the phrase be in the news about a performing Ss and help lower-performing Ss understand why
person or an event (e.g. The Oscar ceremony was in the news for these sentences are false.
quite some time.).

io
• Ask Ss to tell you what they think the lesson is about. D. Aims: • to give Ss practice in deducing the meaning of
• Elicit answers. unknown words from the context
•
1. READING CD3
A. (PRE-READING)
11

Aims: • to introduce the topic of the reading text by relating it

at
• Ask Ss to read through the meanings 1-8.
• Refer Ss to the relevant paragraphs in the article and ask them
ic
to Ss’ personal experience to find the words.
• • Have Ss do the activity and check answers.
bl
• Ask Ss the questions and generate discussion.
1. was derailed 4. rescue 7. survivor
Suggested answers 2. a flock of 5. tragedy 8. field
Pu

• The Tenerife Airport Disaster was one of the deadliest 3. injured 6. put out
accidents of all time. In 1977, two aeroplanes crashed
into each other on a foggy day at Tenerife-North 2. VOCABULARY
Airport. This resulted in the death of five hundred and Aims: • to give Ss practice in distinguishing between words
eighty-three people. that can easily be confused
M

• I usually hear about them on the radio or read about •

them on news websites. • Ask Ss to read through each set of sentences.
• Refer Ss to the words in the article or, when it is necessary,
M

B. Aims: • to present vocabulary, functions and structures in

the context of an online article provide them with further definitions and/or examples.
• to give Ss practice in reading for gist
damaged = badly affected or broken - usually used to
•
describe things, not people (The tunnel was damaged...)
©

• Draw Ss’ attention to the layout of the text and ask them to tell you injured = hurt (... 28 people were injured,... / The injured
what kind of text it is (an article) and where it can be found (on a passengers were taken to local hospitals.)
news website).
• Ask Ss to look at the two pictures accompanying the article and survived = were alive after the accident
tell you what they can see (a train accident and a sheep). rescued = saved (... they arrived within minutes to rescue
• Draw Ss’ attention to the headline of the article (Train Derailed by the people)
Sheep!) and ask them the question in the rubric.
• Elicit answers but do not correct Ss at this stage. look = to turn your eyes in a particular direction
• Ask Ss to read through the article and check their predictions. watch = to look at sth where there is action or
movement with attention (e.g. TV)
It is about a train accident caused by some / a flock of notice = to see or observe sth (‘As soon as I noticed the
sheep. animals,...’)
• Ask Ss some comprehension questions:
• Have Ss do the activity and check answers.
What kind of train was derailed? an InterCity train
Where was it derailed? in a tunnel in South Wales 1. injured 2. damaged 3. survived 4. rescued
How fast was the train going? 160 kph
What happened? It hit a flock of sheep that was going in the 5. watch 6. look 7. notice
opposite direction.
What happened to the train? It came off the tracks, fell onto its • Ask higher-performing Ss to write sentences using the words
side and skidded for another 200 metres before coming to a stop. easily confused. This will challenge them.
Did any of the passengers get killed? No, they didn’t. • Write some of these sentences on the board without writing the
How many passengers were seriously injured? five words presented in activity 2, and ask lower-performing Ss to
Where were they taken? to local hospitals complete them. This will give them extra practice.
What did the firefighters see when they arrived? smoke
coming out of the tunnel
68 TB

Traveller_Brit_2nd_Pre-Interm_TB_M5.indd 143 20/9/2021 3:16:55 µµ

5d
3. GRAMMAR 4. PRACTICE
A. Aims: • to present the Present Simple and the Past Simple Aim: to give Ss practice in using the Present Simple and the
of the Passive Voice Past Simple of the Passive Voice
• to help Ss distinguish between the Active • Have Ss do the activity and check answers.
and the Passive Voice
• 1. is organised 2. was delivered
• Ask Ss to read through each example in the Active and in the 3. was hit, wasn’t injured 4. are used 5. is spoken
Passive Voice respectively. 6. were rescued, was... destroyed 7. is/was kept
• Draw Ss’ attention to the verbs in bold.
• Point out to Ss that the Active Voice focuses on the person doing
the action while the Passive Voice focuses on the action itself. 5. SPEAKING
• Ask Ss the questions in the rubric and check answers. Aims: • to give Ss practice in using the functions, structures
and vocabulary presented in this lesson through an
oral activity
The sentences in the Active Voice have the same meaning
as the ones in the Passive Voice. The sentences in the Active •
Voice focus on the person doing the action (The train driver, • Ask Ss to read through the headlines on a news website.
We). The sentences in the Passive Voice focus on the action • Point out to Ss that headlines do not usually include articles,
itself (is driven, were taken). possessives, auxiliary verbs, etc.
• Ask Ss to read through the speech bubble.
B. Aims: • to present the formation of the Present Simple and • In pairs or in small groups, Ss take turns to describe what
the Past Simple of the Passive Voice happened in each of the news articles.
• Go round the class helping Ss when necessary.
• • Choose some Ss to describe each event/incident.

ns
• Refer Ss to the sentences in the Active Voice in activity 3A.
• Write the sentences on the board and remind Ss of SVO Suggested answers
(subject, verb, object).
LOST CLIMBERS FOUND BY RESCUE TEAM

io
Subject + Main Verb + Object SA: A group of climbers couldn’t make it down the mountain
The train driver drives the train. because there was ice and it was very difficult to walk. It
We took the passengers to got dark and they had to stay there all night.

Write the following on the board:

the hospital. at
SB: The next morning a rescue team flew over the area by
rescue plane and found them.
SA: The rescue team helped them get in the plane and took
ic
them to the bottom of the mountain.
S V O
MANY INJURED IN BUS ACCIDENT
bl
They put on a play at the end of every school year. SA: Many tourists were injured in a bus accident last night.
SB: The tourists were returning from the National Museum
when the driver lost control.
Pu

A play is put on at the end of every school year. SC: A number of people are now at hospital getting treatment.
• Ask Ss how the Present Simple Passive is formed (with the
Present Simple of the auxiliary verb be (am, is, are) and the past 10 PAINTINGS DESTROYED IN FIRE
participle of the main verb). SB: Ten paintings were destroyed in a fire at the National
• Refer Ss to the examples in the grammar box again and ask Gallery yesterday.
them to focus on the Past Simple Passive. Ask them how the SC: The fire started in the evening, after the gallery had
M

closed.
Past Simple Passive is formed (with the past tense of the verb ‘be’ SA: The fire service was called and they put out the fire.
(was, were) and the past participle of the main verb). SB: Luckily, the fire did not spread.
• Write the following on the board:
M

S V O MISSING CHILD FOUND AT ZOO

SA: A little boy wanted to see the tigers and he didn’t tell his
J. K. Rowling wrote the Harry Potter fantasy series. parents where he was going. After visiting the tigers, he
couldn’t see his parents anywhere.
©

SB: He walked around for a long time and then he saw an

information desk. He told the man behind the desk that
The Harry Potter fantasy series was written by J. K. Rowling. he couldn’t find his parents.
SA: The man called the other information desks to try
• Explain to Ss that we use by + agent when we want to and find the boy’s parents. It wasn’t easy to find them
emphasise who does the action or what causes the action. because the zoo was very big.
Otherwise, it is usually omitted, especially when we don’t know SB: At last, they were found and their son was returned to
who does an action or when it is easily understood who does it. them.
• Write the following sentence on the board to help Ss
understand better: They sell these smartphones all over the TEACHER SAVED BY STUDENTS
world. These smartphones are sold all over the world. Ask Ss why SA: Students saved their teacher’s life. During a field trip, the
the agent is omitted in the Passive Voice (because it is easy to teacher was eating strawberry ice cream and she started
to have trouble breathing.
figure out who the agent is). SB: A couple of the students thought that she might be
• Refer Ss to the Grammar Reference at the back of the book. allergic to strawberries because they were also allergic.
• Ask Ss to look at the rule of the Passive Voice in the table and SA: One of them immediately gave her medicine and soon
complete it. she was breathing normally again.
• Check the answers with the class.
STORM DESTROYS 20 HOUSES
Subject + Verb be + Past Participle of Main Verb (+ by...) SA: The heavy rainstorm on the west coast of England
caused floods.
SB: Some streets looked like lakes.
• Ask higher-performing Ss to make sentences using the Present SA: Many houses were seriously damaged, and, so far,
Simple and Past Simple Active and turn them into the Passive reports tell us that twenty houses were completely
Voice. This will challenge them. To help lower-performing Ss, destroyed by the storm.
you can write several sentences in the Present Simple and Past SB: The government will do whatever it can to help people
Simple Active and ask Ss to turn them into the Passive Voice. that had to leave their houses.
69 TB

Traveller_Rev_Pre-Interm_TB.indb 144 13/1/2021 1:36:19 µµ

 D. Find words in the text that have the same meaning as the ones 4. PRACT ICE
given.
Complete with the Present Simple
1. came off the tracks (para. 1): Passive or the Past Simple Passive
2. a group of (para. 1): of the verbs in brackets.
3. hurt (para. 1): 1. Every year an end-of-year
4. save (para. 2): party
5. a very sad event (para. 2): (organise) by the students.
6. stop from burning (para. 2): 2. The furniture
7. somebody who survives (para. 4): (deliver) to our house last
8. an area of land in the countryside (para. 4): Saturday.
3. My cat
2. VO C A B U L A R Y (hit) by a car, but luckily, it
WORDS EASILY CONFUSED (not injure).
Complete with the words in the boxes. 4. Nowadays, mobiles
(use) by almost everyone.
damaged injured 5. Mandarin

ns
(speak) in China.
1. One of the players was in the match and was
6. All the people
taken to hospital.

io
2. The theatre was by the fire. (rescue) from the burning
building, but the building
survived rescued
3. Only two people the plane crash.
at completely
ic
4. Luckily, the boy who fell in the river was by (destroy).
his brother. 7. The cough medicine
bl

(keep) in a
look watch notice
cupboard in the kitchen.
Pu

5. Thousands of people around the country this

soap opera. 5. SP EA KIN G
6. I always take a window seat on the train. I Talk in pairs or small groups. Read
the headlines on a news website
M

outside and think while travelling. and use your imagination to

7. Did you the size of their house? describe what happened in each of
the situations.
M

LOST CLIMBERS FOUND

3. G R A M M A R BY RESCUE TEAM
©

PASSIVE VOICE (PRESENT SIMPLE – PAST SIMPLE) MANY INJURED IN BUS ACCIDENT
A. Read the examples. Do the sentences in the Active Voice have the
same meaning as the ones in the Passive Voice? Which ones focus 10 PAINTINGS DESTROYED IN FIRE
on the person doing the action? Which ones focus on the action?
MISSING CHILD FOUND AT ZOO
ACTIVE VOICE PASSIVE VOICE
The train driver drives the train. The train is driven by the train driver. TEACHER SAVED BY STUDENTS
We took the passengers to the The passengers were taken to the
hospital. hospital. STORM DESTROYS 20 HOUSES
B. Read the examples again and complete the rules.
ACTIVE VOICE
A group of climbers were hiking in
Subject + Main Verb + Object the Alps when there was a terrible
PASSIVE VOICE storm and they got lost. Luckily,
three days later they were found by
Subject + Verb + Past Participle of Verb (+ by...)
a rescue team.

69

Traveller_Rev_Pre-Interm_TB.indb 145 13/1/2021 1:36:19 µµ

 5e That’s not funny!
1. VO C A B U L A R Y
IDIOMS DESCRIBING FEELINGS
Read the sentences and decide what the expressions in bold
express. How do the people feel? Use the words in the box.

4. My sister always borrows my clothes without

surprised embarrassed annoyed frightened asking me and she never apologises. She’s
getting on my nerves!
1. When I realised that everyone was laughing at 5. I don’t want to enter the singing competition
me, I wanted the ground to swallow me up. because I’ll only make a fool of myself.
2. Jack couldn’t believe his eyes when he saw his 6. That noise is driving me up the wall. I can’t
brother’s new car. stand it!
3. Fay went red as a beetroot when she fell down 7. I was lying on the sofa half asleep when the
and started crying in front of her classmates. skin
phone rang. I nearly jumped out of my skin!

ns
2. L ISTE N I N G 3. SPEA KIN G
A. Discuss. Choose one of the pictures and imagine that you

io
• Have you ever forgotten to do something are the person in it. Describe what happened to you
important? and how you felt.
• What were the consequences?
B. Look at the pictures a-d and try to guess what
at
ic
happened to Lucy yesterday. Then listen to Lucy
telling a friend about her experience and put the
bl

pictures in order. Is Lucy’s story similar to what

you expected?
Pu
M

a b
M

popcorn whisper turn off

©

c d

C. Listen again and write T for True or F for

False.
1. Lucy did something stupid at the meeting.
2. John dislikes the window cleaner.
3. It was the first time the window cleaner
used Lucy’s office window to go outside.
4. Lucy was at the hairdresser’s at eight
o’clock.
5. The cleaners don’t clean the office on
Tuesdays.
6. The window cleaner was locked in Lucy’s wave bump into lamp post
office all night.
70

Traveller_Rev_Pre-Interm_TB.indb 146 13/1/2021 1:36:21 µµ

 5e
5
B. Aims: • to give Ss practice in using visual prompts to
Narrating annoying, embarrassing, funny experiences predict the content of the listening text
Sequencing events • to give Ss practice in listening for gist
• to give Ss practice in transferring from verbal
to visual information
almost annoyed apologise bump into cry •
embarrassed embarrassing furious grab • Ask Ss to look at the pictures and tell you what they
lamp post popcorn sip spill touch think happened to Lucy.
turn off wave (v.) whisper • Play the recording and have Ss listen carefully and put
Idioms the pictures a-d in the correct order.
drive sb up the wall get on sb’s nerves • Check the answers with the class.
go red as a beetroot laugh one’s head off
make a fool of oneself nearly jump out of one’s skin a. 2 b. 1 c. 4 d. 3
not believe your eyes want the ground to swallow you up
C. Aim: to give Ss practice in listening for specific
information through a True/False activity
WARM-UP
Aims: • to help Ss make predictions about the lesson by • Ask Ss to read through the sentences 1-6.
activating their background knowledge • Have Ss listen to the dialogue again and decide whether
the sentences are True or False.
•

ns
• Check the answers with the class.
• Draw Ss’ attention to the title of the lesson.
• Ask Ss to tell you when the utterance That’s not funny! 1. F 2. F 3. F 4. F 5. T 6. F
can be said (to show your annoyance at sth that sb has

io
done or said to you which they think is amusing, funny, • Have higher-performing Ss work with lower-
etc. but you don’t). performing Ss and correct the false sentences. This
• Ask Ss to tell you what they think the lesson is about.
• Elicit answers.
at
will challenge higher-performing Ss and help lower-
performing Ss understand why these sentences are
false.
ic
1. VOCABULARY
Aims: • to present some idioms describing feelings LISTENING TRANSCRIPT
bl

• John Morning Lucy!

Lucy Hi, John. Have you heard?
John Heard what?
Pu

idiom = a group of words which have a different Lucy I did something really, really stupid yesterday.
meaning when used together from the meaning of John You didn’t make a fool of yourself during yesterday’s
each individual word meeting, again, did you?
Lucy No, the meeting went very well.
• Ask Ss to read through the sentences 1-7. John So, what’s up?
M

• Draw Ss’ attention to the expressions in bold. Lucy Well, you know Terry, the window cleaner?
John Yeah, I really like Terry.
• Point out to Ss that these are idioms which describe
Lucy He’s not too fond of me at the moment.
M

people’s feelings. John Why not?

• Have Ss decide what the idioms express and match them Lucy You know he uses our office window to go outside
with the adjectives in the box. sometimes.
• Check the answers with the class. John Yeah, it’s the easiest way to get to those high windows,
©

and he was cleaning them yesterday. What happened?

Lucy Well, after a while, it started getting cold in here so
1. embarrassed 2. surprised 3. embarrassed I closed the window without thinking. Then, I had
4. annoyed 5. embarrassed 6. annoyed to go to the meeting, and it went on and on and
7. frightened finished after eight o’clock. I had an appointment at
the hairdresser’s, and I was kind of late, so after the
meeting I ran back here, took my bag and left. And I
2. LISTENING CD3 12, 13 was the last one out of the office.
A. (PRE-LISTENING) John Oh no! You didn’t. So, did the cleaners open the
window to let him in later in the evening?
Aims: • to present the topic of the listening text by Lucy No, it was Tuesday yesterday, remember?
relating it to Ss’ personal experience John Of course, they come on Mondays, Wednesdays and
• Fridays. So, who let him in?
• Ask Ss the questions and generate discussion. Lucy Me. I came in early this morning because I had to
prepare some notes, and, as I sat down, I heard a tap
Suggested answers on the window.
• I once forgot to turn off the oven and left the house. John So, he was out there all night?! Lucy, that’s terrible!
Lucy Please, I feel bad enough as it is.
• Luckily, nothing happened, but I was shocked to realise John What did you say to him?
I was so careless. Lucy I tried to apologise, but he didn’t want to listen. He
just left.
John Looks like we’ll need a new window cleaner.
Lucy You can say that again.

70 TB

Traveller_Brit_2nd_Pre-Interm_TB_M5.indd 147 20/9/2021 3:18:44 µµ

5e
3. SPEAKING 5. the Past Simple, the Past Progressive and the Future Simple
Aims: • to give Ss practice in giving an account of 6. As soon as (time), but/however (contrast), because (cause), so
an annoying and embarrassing incident by (result). He uses them to make his writing flow.
transferring from visual to verbal information • Ask Ss some comprehension questions:
•
• Ask Ss to look at the pictures and read through the prompts. Who was the writer travelling with? some friends
• Ask Ss to imagine that they are the person the arrow points to from university
in each one of them and describe what happened and how they Were there many people on the train? Yes, there were.
felt. How long did the writer have to wait to get some coffee? for
• Point out to Ss that they can use some of the idioms in the almost half an hour
vocabulary activity in order to describe their feelings more What did the writer realise as soon as she sat down with her
vividly. coffee? that she needed to use the bathroom
• Choose Ss to describe what happened and their feelings. What did she say to her friends before going to the bathroom? not
To help lower-performing Ss, you can write the following to touch her coffee
questions on the board and ask them to answer them: What did she see on her way back to her seat? someone sipping
- Where were you? her coffee
- What were you doing there? What did she do? She grabbed the coffee cup from the person.
- What happened? What happened then? She spilt the coffee all over that person and
- How did you feel? even on a few other passengers.
• Alternatively, have Ss work in pairs. Explain to them that they What did she realise then? that the person with the coffee wasn’t
should ask their partner what happened and how they felt and her friend
How did her friends react? They laughed their heads off.
listen to their description. Then, they should switch roles.

ns
Did the people forgive her after she apologised to them? No, they
• Choose some pairs to act out their dialogues. didn’t.
Suggested answers • Explain any unknown words.

io
• Last night I went to the cinema. The people around me
were making so much noise the entire time that I couldn’t C. Aim: to give Ss practice in using linking words/phrases
enjoy the film. The woman next to me was eating popcorn • Ask Ss to read through the linking words/phrases in the box.
very loudly. There were two men in front of me who were
whispering non-stop and one man never turned off his
telephone! Their way of acting really got on my nerves!
at
• Have Ss do the activity and check answers.
ic
• Yesterday I was walking home when I saw Mary and Louisa
across the street. When they waved to me, I turned to wave 1. As soon as / When I realised that Melissa was angry,
back and I bumped into a lamp post! I was so embarrassed I I stopped laughing.
I stopped laughing because I realised that Melissa was angry.
bl

wanted the ground to swallow me up.

I realised that Melissa was angry, so I stopped laughing.
2. While Eric was running up the stairs, he fell and broke his
Pu

leg.
4. WRITING CD3 14
Eric fell and broke his leg as he was running up the stairs.
A. Aims: • to prepare Ss for the topic of the writing task by 3. Brenda took a taxi to work because she was late.
relating it to their personal experience Brenda was late for work, so she took a taxi.
• 4. As soon as they left the room, the baby started crying.
• Ask Ss the questions and generate discussion. When they left the room, the baby started crying.
M

5. I start work at 9.00, so I always get up at 8.00.

I always get up at 8.00 because I start work at 9.00.
Suggested answers 6. As soon as we had dinner, we went out.
M

• Last week, I made such a fool of myself. I read that one of my Before we went out, we had dinner.
favourite bands is going to play at a concert in my town. I
immediately thought of calling my friend to tell her. As soon D. Aims: • to give Ss practice in writing an account of an
as she picked up the phone, I started telling her the news. I
was so embarrassed when I realised that I called the wrong
event
©

number! •
• Draw Ss’ attention to the TIP and explain it.
B. Aims: • to give Ss practice in understanding the main • Allow Ss some time to write their accounts.
points of an account • Choose Ss to read out their accounts.
• to give Ss practice in identifying the purpose
and some stylistic features of an account
Model answer
• The most embarrassing thing I’ve ever done happened last
• Ask Ss to read through the account entitled ‘A day I’ll never year. My alarm clock didn’t wake me up in the morning, so I
forget’. was in a hurry to leave the house. I was really afraid of being
• Ask Ss the questions 1-6. late for my new job, especially as I had to give an important
• Check the answers with the class. presentation that day.
Anyway, when I arrived, I went straight to the meeting room,
where everyone was waiting. However, as soon as I took off
1. It took place two years ago on a train going
my jacket, I realised I was still wearing my pyjama top! I
from Paris to London.
went red as a beetroot and apologised to the audience, who
2. During her experience the writer felt furious. At the end of
were laughing. ‘It’s OK. Don’t worry about it. Let’s hear your
her experience the writer felt embarrassed.
presentation,’ said my boss. I wanted the ground to swallow me
3. The introductory paragraph (introduction) gives the
up, but, in end, I think the experience has helped me to get over
background of the event and introduces the main characters.
my fear of public speaking!
The second paragraph describes how the event started and
developed. The last paragraph (conclusion) describes the
outcome of the event and makes a short comment on it.
4. because she wants to make the account more realistic and
interesting

71 TB

Traveller_Rev_Pre-Interm_TB.indb 148 13/1/2021 1:36:23 µµ

 4. WR IT I N G
AN ACCOUNT OF A TRUE EVENT
A. Discuss.
• Have you ever done anything very embarrassing? What
was it?

B. Read the account and answer the questions.

1. When and where did the event take place?
2. How did the writer feel during and at the end of
his experience?
3. What is the purpose of each paragraph?
4. Why does the writer use Direct Speech?
5. Which tenses does the writer use?
6. Which linking words does the writer use and why? A DAY I’LL NEVER FORGET

Probably the most embarrassing thing I’ve ever done was two years ago. I was travelling by train,

ns
going from Paris to London with some friends from university.
There were many people on the train, so I had to wait for almost half an hour to get some coffee.
As soon as I sat down with my coffee, I realised I needed to use the bathroom. So, I said to my friends

io
‘Nobody touch my coffee’ and left. However, on my way back to my seat, I saw one of my friends
sipping my coffee. I was furious! ‘Hey, that’s mine!’ I shouted and grabbed the cup, which wasn’t a
at
good idea because I spilt the coffee all over him and even on a few other passengers. But the worst
thing was that the person with the coffee wasn’t my friend. It just looked like him from behind.
ic
My friends, who were further up the train, were laughing their heads off. I immediately apologised
to the people but they were still pretty angry with me. I wanted the ground to swallow me up. I’ll never
bl

forget that day.

Pu

C. Join the pairs of sentences using the linking WRITING TASK

words/phrases in the box. More than one answer D. Think about a funny, embarrassing or annoying
may be correct. experience that you have had and write about it.
M

Your account should be between 100-120 words.

as soon as when before as
M

because while but so

1. I realised that Melissa was angry. I stopped

©

laughing. When writing an account of a true event:

 use the first person (I, We).
 divide your account into paragraphs.
2. Eric was running up the stairs. He fell and  try to make your writing flow by:
• writing the events in chronological order. Use Past
broke his leg.
tenses (Past Simple and Past Progressive).
• using linking words/phrases expressing time (when,
3. Brenda took a taxi to work. She was late. while, as, as soon as, before, after, during, until,
in the end, etc.), contrast (but, however), cause
(because) or result (so, as a result).
4. They left the room. The baby started crying.  try to make it interesting to the reader by using:
• a variety of adjectives (surprised, furious, etc.).
• adverbs / adverbial phrases (suddenly, fortunately,
5. I start work at 9.00. I always get up at 8.00. to my surprise, etc.).
• idioms (I nearly jumped out of my skin! etc.).
• direct speech, questions and exclamations.
6. We had dinner. Then we went out. • a variety of structures (Comparisons, Relative
Clauses, Passive Voice, etc.).

71

Traveller_Rev_Pre-Interm_TB.indb 149 13/1/2021 1:36:25 µµ

 5 Video activities
Fire safety
1 1
2
A. Look at the pictures 3
and the words in the box and
complete the crossword.
2
4
smoke
smoke alarm
wildfire 5
fire extinguisher
bucket
6 3
sand

ns
5

io
4 at
ic
6
bl

B. Watch Part 2 and answer. What two things are important to have in your house for fire safety?
Pu

C. Watch Part 2 again and complete the sentences.

1. You have got about minutes to get out of your house when a fire starts.
M

2. It’s a good idea to test your smoke alarms every .

3.
M

During a fire, stay low so that you don’t breathe the .

4. A barbecue outside must be at least away from a house.
5. out of five wildfires start because people are not careful when they are in nature.
©

D. Watch Part 2 of the video again and write T for True or F for False.
1. People usually die in house fires because they haven’t got a smoke alarm.
2. The main reason smoke alarms don’t work is because people forget to change the batteries.
3. Fires usually start while we are sleeping at night.
4. If your clothes are on fire, run as fast as you can.
5. Most people die in fires because they try to put out the flames.
6. You mustn’t keep sand near a barbecue.

E. Discuss.
• Have you ever seen a fire?
• What number must you call in your country when there is a fire?

72

Traveller_Rev_Pre-Interm_TB.indb 150 13/1/2021 1:36:26 µµ

 Video activities 5
Fire safety
1. T
alarm bucket fire extinguisher flames rise wildfire 2. T
3. T
4. F
Aims: • to give Ss the opportunity to expand on the 5. F
6. F
language and topics of the module
• • Have higher-performing Ss work with lower-
performing Ss and correct the false sentences. This
A. will challenge higher-performing Ss and help lower-
• Ask Ss what can cause a fire. Elicit answers and initiate a performing Ss understand why these sentences are
short discussion. false.
• Draw Ss’ attention to the pictures 1-6 and the words/
phrases in the box. E.
• Play Part 1 of the video to familiarise Ss with the • Ask Ss the questions.
unknown words presented in the video. • Elicit answers and initiate a short discussion.
• Have Ss do the activity.

ns
• Check the answers with the class.
Suggested answers
• No, I have never seen a fire in real life.

io
1. wildfire • I live in Italy and the number you must call when
2. smoke alarm there is a fire is 112.
3. sand
4. bucket
5. fire extinguisher
6. smoke
at TRANSCRIPTS
ic
Part 1
alarm bucket fire extinguisher flames rise wildfire
bl

B. Part 2
• Ask Ss to read the question in the rubric and make sure About one in three hundred houses reports a fire every
they understand it. year. When a fire starts in your home, you have about
Pu

two minutes to get out. Sixty per cent of the people who
• Play Part 2 of the video and have Ss answer the question.
have died in a fire didn’t have a smoke alarm in their
• Check the answers with the class. house. It is very important to have smoke alarms and it is
also very important to test them every month. The most
It is important to have smoke alarms and a fire common reason why smoke alarms don’t work is because
M

extinguisher. the batteries are dead. Also, every home must have at
least one fire extinguisher. Most fires start between the
hours of 11 p.m. and 7 in the morning. Often, a fire
M

C. starts because of something very simple, something you

• Draw Ss’ attention to the sentences 1-5. don’t expect. For example, when you are cooking and
• Explain to Ss that they are going to watch Part 2 of you forget about it and leave it to burn. During a fire,
the video and complete the sentences. To help lower- the best advice is to ‘Get low and go, go, go’. Don’t stand!
©

performing Ss,, tell them that the answers to sentences 1, Smoke rises to the top of a room, so it’s important to get
4 and 5 contain numbers. low and get outside quickly. Most people don’t die from
• Play Part 2 of the video and have Ss do the activity. burns but from breathing smoke and poisonous gases.
• Check the answers with the class. If your clothes catch fire, remember to ‘Stop, drop and
roll’ to try and put out the flames. Never go back into a
burning house to get things or a pet. Tell the firefighters
1. two when they arrive.
2. month But fire safety doesn’t stop once you are outside. If you
3. smoke and poisonous gases enjoy barbecues, then it must be at least two metres away
4. two metres from your house. And always have a bucket of water or
5. Four sand nearby. Take extra special care while in nature.
Four out of five wildfires start because of people. And
D. if you see a fire in nature, call the emergency services
• Ask Ss to read through the sentences 1-6 and make sure immediately.
they understand everything.
• Have Ss watch Part 2 of the video and do the activity.
• Check the answers with the class.

72 TB

Traveller_Brit_2nd_Pre-Interm_TB_M5.indd 151 20/9/2021 3:20:00 µµ

 5 Round-up
Aims: • to help Ss revise the structures, functions and
vocabulary presented in Module 5 through
various activities
•

VOCABULARY
A.

1. c
2. b
3. d
4. a
5. f
6. e

Β.

1. audience
2. nerves

ns
3. make
4. examine
5. skin

io
6. get
7. suggest
8. crew
at
ic
C.

1. out
bl

2. from, with
3. in, on
Pu

4. for
5. over
6. down
M

GRAMMAR
D.
M

1. to buy 6. shopping
2. to come 7. lend
3. to go 8. borrow
©

4. going 9. complaining
5. to get

E.

1. gave
2. was written
3. was pulled
4. is painted
5. are taught
6. called

F.

1. had better not lie to the police

2. should work out three times a week
3. shouldn’t be so rude to your family and friends
4. had better visit a doctor before you get worse

73 TB

Traveller_Rev_Pre-Interm_TB.indb 152 13/1/2021 1:36:27 µµ

 Round-up 5
VO C ABU L A R Y GRA M MA R
A. Match. D. Complete the dialogue with the -ing form or the
bare or full infinitive of the verbs in brackets.
1. fellow a. sheep Alice I’m going to the shopping centre
2. public b. speaking (1) (buy) a new
3. runny c. students jacket. Would you like (2)
4. flock of d. nose (come) with me?
Jane Sorry, but I’m too tired (3)
5. lamp e. throat
(go) anywhere right now. How about
6. sore f. post (4) (go) tomorrow
afternoon?
B. Complete the sentences with the words in the box.
Alice No, I want (5) (get) it
crew suggest make skin examine today.
Jane I see. Well, then enjoy (6)

ns
audience nerves get
(shop) alone.
1. The loved the performance. Alice Thanks. Can you (7)

io
2. Andy really gets on my . (lend) me your car?
Jane No. Not today.
3. We need to an appointment
with Dr Joles.
atAlice But you never let me (8)
(borrow) it!
ic
4. The doctor will the child first Jane Yes, I do. Don’t start (9)
before giving medication. (complain) now.
bl

5. When the cat jumped on me, I nearly

E. Circle the correct options.
jumped out of my .
Pu

1. Tony gave / was given a presentation

6. Sally wants to stay at home and yesterday. He did great.
some rest tonight. 2. The prescription was writing / was written
7. I you tell George the truth. by Dr Thomson.
M

8. The on the plane were very 3. Rita pulled / was pulled out of the fire by a
firefighter.
M

polite.
4. The fence is painted / was painted every
year.
C. Complete the sentences with the correct
©

prepositions. 5. Both English and German are teaching / are

taught at my school.
1. We’ve run of sugar. How am I 6. Andrew called / was called the ambulance
going to make the cake? last night.
2. Tony suffers severe headaches,
F. Rewrite the sentences using the words given.
but he doesn’t know how to deal
them. 1. You mustn’t lie to the police. (had better)
You
3. Sorry, I can’t talk to you right now. I’m
2. It’s a good idea to work out three times a
a hurry! I’m my
week. (should)
way to the bank. You
4. CD stands compact disc. 3. Don’t be so rude to your family and friends.
5. My brother is disappointed because his team (should)
lost, but he’ll get it. You
6. Can I lie on your sofa for a 4. Visit a doctor before you get worse. (had
better)
bit? I feel dizzy.
You
73

Traveller_Rev_Pre-Interm_TB.indb 153 13/1/2021 1:36:27 µµ

 CO M M UN I C AT I O N SP EA KIN G
G. Complete the dialogue with the sentences a-f. ROLE PLAY
I. Look at the pictures and talk in pairs.
a. Maybe you should just tell him how you feel. Student A: Imagine that you are a reporter.
b. He’s driving me up the wall! Interview Student B about a fire that broke out at
c. We have nothing in common. a restaurant while he/she was working there. Use
d. I wanted the ground to swallow me up. the prompts given.
e. What seems to be the problem, John?
f. What happened anyway?

Dad (1)
Son Sam! (2) I can’t stand
him.
Dad Calm down. He’s your younger brother.
(3)

ns
Son We were on our way home from school
when he started acting like a chicken. Some

io
kids from school saw him and laughed
their heads off. (4)
Dad (5)
Son He won’t understand. We’re so different.
at
What / happen / ?
When / happen / ?
Anybody / injure / ?
Who / put out / fire / ?
ic
Where / be / you / ? What / you / do / ?
(6) What / you / doing / ? How / you / feel / ?
bl

Student B: Imagine that you work in a restaurant

and that the kitchen caught fire. Student A is a
Pu

L ISTE NIN G reporter. Tell him/her what happened. Use the

H. Listen and answer the questions. words in the box.
Choose a, b or c.
fire smoke chef injured damage burn
M

1. What’s true about the man? scared annoyed in danger helpless

a. He only has a headache. be on fire ambulance firefighter put out
M

b. He has a temperature.
c. He’s suffering from a cold. SELF-A SSESSMEN T
©

Read the following and tick () the appropriate

2. What is the woman’s problem? boxes. For the points you are unsure of, refer back
to the relevant sections in the module.
a. She has a phobia.
b. She has an allergy. Now I can...
c. She doesn’t like someone.  make a doctor’s appointment
 talk about medical/emotional problems
3. Where is the man?
 ask for and give advice
a. at a hospital
 write a letter asking for/giving advice
b. at a doctor’s surgery
 talk and write about a true event
c. at the chemist’s
 use the Passive Voice
4. How many people were killed in the accident?  use idioms describing feelings
a. None.
b. About a hundred people.
Culture page:
c. 15 crew members.
Call for help!

74

Traveller_Rev_Pre-Interm_TB.indb 154 13/1/2021 1:36:27 µµ

 Round-up 5
COMMUNICATION SPEAKING
G. • Ask Ss to read through the prompts as well as the words
in the box.
1. e • In pairs, Ss take turns to ask and answer questions about
2. b the fire. You can have higher-performing Ss work with
3. f lower-performing Ss.
4. d • Go round the class helping Ss when necessary.
5. a • Choose some pairs to act out the interview.
6. c
Suggested answer
SA: So, Marcus. You work at the Pacific Rim restaurant.
LISTENING CD3 15 Tell us what happened.
H. SB: Last night, a fire started suddenly and the whole
• Ask Ss to read through the four questions and the answer restaurant burnt down.
options. SA: When did this happen?
• Play the recording twice. SB: At around 9 p.m.
• Alternatively, play each exchange twice and have Ss SA: Where were you when the fire started?
SB: I was serving dessert to a table when I saw smoke
decide on the correct answer.
coming from the kitchen. I opened the door and saw
• Check the answers with the class. that the kitchen was on fire. The chef was trying to
put out the fire. It was getting bigger and bigger.

ns
1. c 2. b 3. c 4. a SA: How did you feel when you saw the fire?
SB: I felt helpless and scared.
LISTENING TRANSCRIPT SA: What did you do next?
1. SB: First I pulled the chef out of the kitchen. He was

io
Eric Morning, Maureen. annoyed at me, but Ι didn’t care. His life was in
Maureen You don’t look very well. What’s up? danger. Then I shouted ‘fire’ and told everyone in the
Eric I’m a bit ill. restaurant to go out through the front door.
Maureen
Eric
You shouldn’t be at work. You should go home
and rest.
But I have a presentation this afternoon.
at
SA: Was anybody injured?
SB: Some people had problems breathing because of the
smoke, but nobody was seriously injured. Fortunately,
ic
Maureen You can’t do it like that. Let me feel your head. an ambulance arrived immediately to help.
No, you don’t have a temperature.
Eric Ah, ah, ahchoo! Ohhh, my head. SA: Who put out the fire?
bl

Maureen That’s it. You’re going home. And stop at a SB: Someone called the fire service and they arrived
chemist’s on your way to get some medication within minutes. The firefighters put out the fire, but
for your head. the building was destroyed.
Pu

Eric OK, OK. SA: How dο you feel now?

Maureen And don’t come back until you get over that SB: I am happy that everyone is safe.
cold.
2.
John Hey, do you want to come to Louise’s house
tonight? She’s having a few friends round. SELF-ASSESSMENT
M

Heather No thanks. Aims: • to give Ss the opportunity to check their

John Why not? I thought you liked Louise. progress
Heather I don’t have a problem with Louise, she’s great. • to encourage learner autonomy
M

It’s just that...

John What? •
Heather Well, she has a cat.
John Oh, I forgot about that. We can ask her to put • Draw Ss’ attention to the points and have Ss read
through them.
©

it in another room.
Heather No, there’ll be cat hairs everywhere and I’ll • Explain any unknown words.
sneeze all evening. I’d better stay at home. • Have Ss tick the points they feel confident about. For the
John That’s a shame.
3. points they are unsure of, they should refer back to the
Chemist Good afternoon. relevant sections in the module.
James Hello, I have this prescription but I can’t
understand what my doctor has written. I’m
sorry. Culture page:
Chemist Why don’t you let me have a look at it?
James Go ahead. Call for help!
Chemist Ah, right. I’m sorry but we’ve run out of these The Teacher’s Notes can be found at the back
pills. of the book.
James Are you going to get some more in?
Chemist Of course. In fact, I ordered some this
morning.
James So, you’ll have them by tomorrow, right? GRAMMAR ACTIVITIES
Chemist Definitely. There is a section at the back of the Workbook with
4.
Radio announcer grammar activities providing Ss with further practice
The 100 passengers of the Arctic Tours were in danger of the grammar presented in the module. After each
yesterday when the ship hit an iceberg and started Round-up section in the Workbook, it is advisable to do
sinking. The ship was in the north Atlantic going the corresponding activities in the Grammar Activities
towards Canada. Fortunately, a nearby ship responded to section.
their SOS signal and immediately went to their rescue.
Only about 15 people were injured, but, other than that, The key for the Grammar Activities section is included in
all passengers and crew are safe on board the Atlantic the Workbook Key at the back of the Teacher’s Book.
Seaways.
74 TB

Traveller_Rev_Pre-Interm_TB.indb 155 13/1/2021 1:36:28 µµ

 6 Time out

Aims: • to introduce the topic of the module and activate

Ss’ background knowledge
• to present the learning objectives of the module
•
• Draw Ss’ attention to the title of the module.

ns
• Ask Ss what Time out is (a break from school / work / the
daily routine in order to rest or do something different).
• Ask Ss to look at the picture and tell you what they can

io
see (the centre of a city).
• Help Ss relate the title of the module to the content of the
picture and ask them what they think the module will be
about.
• Elicit answers.
at
ic
• Ask Ss the questions in the Discuss section and elicit
answers.
bl

Suggested answers
I like to go out with my friends in my free time. We
Pu

usually go to the cinema or go shopping.

I prefer to go out. When you go out, you can see
more people and do more things. Staying home is
boring.
M

• Read out the points listed in the Flick through the module
M

and find... section.

• Explain any unknown words.
• Then ask Ss to flick through the module and find where
these points are discussed.
©

a website about an extreme sports holiday: p. 78

a man playing golf in his living room: p. 76
a roller coaster: p. 80
a review of a film p. 85
ads for two well-known shows: p. 82

• Read out the objectives listed in the In this module you

will learn... section.
• Explain any unknown words.

75 TB

Traveller_Rev_Pre-Interm_TB.indb 156 13/1/2021 1:36:30 µµ

 Time out 6
Discuss:
 What do you usually do in your free time?
 Do you prefer staying at home or going out?
Why?

Flick through the module and find...

 a website about an extreme sports holiday
 a man playing golf in his living room
 a roller coaster

ns
 a review of a film
 ads for two well-known shows

io
at
ic
bl
Pu
M
M
©

In this module you will learn...

 to express possibility in the present and future
 to talk about sports
 to talk about different places of entertainment
 to talk about conditions and their results
 to express agreement/disagreement
 to write a paragraph expressing preference
 to talk about shows and films
 to write a film review

75

Traveller_Rev_Pre-Interm_TB.indb 157 13/1/2021 1:36:32 µµ

 6a Feeling sporty?
1. L I ST E N I N G & R E A DIN G
A. Discuss.
• Do you like playing video games? Why / Why not?
B. What do you think the pictures are trying to
show? Listen and find out.

ns
io
at
ic
bl
Pu

Tonia There you go. Sorry it’s a bit late. Tonia Well, it comes with lots of sports games.
Alex What’s this? Tennis, baseball, boxing, golf... What shall we
Tonia A birthday present. Go on, open it. You may start with?
need scissors. Alex Do you need to ask?
M

Alex You really didn’t need to buy me anything. Tonia Of course, golf, your favourite.
Tonia So, what do you think? Alex So, you swing the controller like this to hit the
M

Alex Ermm... It’s a game console. But I already ball.

have one. Tonia You’re a fast learner.
Tonia Not like this one. Come on, open it. It’s Alex I’m going to thrash you!
©

brilliant. My cousin Frank has one and he Tonia I’m quite good at this golf game actually. So, I
plays all day. could beat you.
Alex Is it the one with the wireless controller? Alex Let’s see!
Tonia That’s right, here it is. Let me show you. Let’s
say you’re playing a tennis game. You have to C. Read the dialogue and answer the questions.
swing the controller to hit the ball, like this. 1. Why does Tonia apologise to Alex?
Or for bowling, you have to move your arm 2. Why is Alex not very happy with his
like this to throw the ball, just like in real present in the beginning?
bowling. 3. Who is Frank?
Alex But you don’t throw the controller, do you? 4. How do you ‘throw’ a bowling ball with
Tonia No, it might break. Anyway, it has a wrist the game console?
strap to stop you from dropping it. 5. What stops a player from dropping the
Alex What about football? How do you pass the controller?
ball or shoot? 6. Why do they choose to play golf?
Tonia I’m not sure, but I know you can use the 7. Who feels confident about winning the
controller like a normal game controller. game?
Alex Sounds like fun. What games do I have?
76

Traveller_Rev_Pre-Interm_TB.indb 158 13/1/2021 1:36:35 µµ

 6a
• Draw Ss’ attention to the pictures accompanying the
Expressing possibility in the present and future dialogue and ask them what they can see (a young man
Talking about sports playing golf in reality at a golf course and virtually, in his
living room).
• Ask Ss the question in the rubric.
may, might, could • Elicit answers but do not correct Ss at this stage.
• Play the recording and ask Ss to listen to the dialogue
carefully and check their predictions.
come with monotonous normal scissors
stop sb from doing sth wrist Suggested answer
Words related to sports How realistic a wireless game controller can be.
aerobics athletics baseball bowling boxing
catch (v.) dribble (v.) drop (v.) final golf hit (v.)
kick (v.) move (v.) pass (v.) score (v.) shoot (v.)
• Ask Ss some comprehension questions:
swing (v.) throw (v.)
Conversational English What did Tonia buy Alex for his birthday?
I’m going to thrash you! a game console
What shall we...? What kind of game console is it?
one with a wireless controller
What might happen to the controller if you throw it?

ns
WARM-UP It might break.
Aims: • to help Ss make predictions about the lesson by
What sports games does the game console have?
activating their background knowledge
tennis, baseball, boxing, golf

io
•
Does Alex find it difficult to use the controller to play
• Draw Ss’ attention to the title of the module. golf? No, he doesn’t.
• Ask Ss to tell you when we ask this question
(when we want to ask if sb feels like doing some physical
activity / working out).
at
Does Tonia know how to play golf on the game console?
Yes, she does.
ic
• Ask Ss to tell you what they think the lesson is about.
• Ask Ss some questions: C. Aim: to give Ss practice in identifying specific
information in the dialogue
bl

What sports do you play? • Have Ss do the activity.

How often do you play them? • As soon as they finish, have higher-performing Ss work
Pu

Do you prefer team or individual sports? Why? with lower-performing Ss in pairs and compare their
answers. Encourage them to provide justification by
referring to specific parts in the dialogue. This will build
1. LISTENING & READING CD3 18 lower-performing Ss’ confidence to share their answers
A. Aims: • to introduce the topic of the dialogue by in class.
M

relating it to Ss’ personal preferences • Check the answers with the class.
•
M

• Ask Ss the question and initiate a short discussion.

1. because she’s late in giving him a birthday
present / because she didn’t give him a present
Suggested answer
on his birthday and she’s giving him one now
©

Yes, I love playing video games. I think they’re a lot of fun,

2. because he already has a game console
especially when you’re playing with or against friends.
3. Tonia’s cousin
• If necessary, you can ask Ss some further questions: 4. You move your arm just like in real bowling.
5. a wrist strap (that the controller has)
What kind of video games do you like playing? 6. because it’s Alex’s favourite sport
What is your favourite video game? 7. both of them
B. Aims: • to present vocabulary, functions and
structures in the context of a dialogue • Explain any unknown words and choose Ss to act out the
• to give Ss practice in reading for gist dialogue.
•

There are types of game consoles that integrate

controllers with movement sensors instead of
joysticks. A main feature of a wireless controller is
its motion-sensing capability, which allows the user
to interact with and manipulate items on the screen
via movement and pointing through the use of
accelerometer and optical sensor technology.

76 TB

Traveller_Rev_Pre-Interm_TB.indb 159 13/1/2021 1:36:37 µµ

6a
2. VOCABULARY
A. Aims: • to present vocabulary related to sports The words in bold express a. Something that can
• possibly happen.
• Ask Ss to look at the pictures and read through the verbs
underneath them.
• Make sure that Ss can relate the meaning of the verbs to • Draw Ss’ attention to the NOTE and explain it.
what the pictures show. • Refer Ss to the Grammar Reference at the back of the
• Ask Ss to read through the verbs in the box. book.
• Have Ss do the activity.
• Check the answers with the class. 4. PRACTICE
Aims: • to give Ss practice in using may (not), might
(not) and could to express possibility / lack of
hit, throw, score possibility in the present or future
•
B. Aims: • to present collocations related to sports • Ask Ss to look at the pictures 1-3.
• • Point out to Ss that they should use the verbs in activity 2A.
• Have Ss do the activity and check answers.
• Ask Ss to look at the table and make sure that they do
not have any unknown words.

ns
Suggested answers
• Point out to Ss that they will have to combine a verb with 1. He may/might/could pass the ball to another player.
one of the activities in the table to form a collocation. / He may/might/could shoot and score points for his
• To help lower-performing Ss do the activity, you can team.

io
write the following on the board: 2. He may/might/could kick the ball and score a goal. /
play + a ball sport He may/might/could pass the ball to another player.
go + -ing
do + an exercise
• Explain to them that the verb play is used to talk about
at
3. He may/might/could hit/miss the ball.
ic
ball sports and activities in which two people/teams
compete. 5. SPEAKING
The verb do is used for individual activities/sports that Aims: • to give Ss practice in expressing their opinion
bl

don’t use a ball. and justifying it

The verb go is often used with activities and sports that •
Pu

end in –ing. • Ask Ss to read through the words in the box and make
• Have Ss do the activity and check answers. sure they do not have any unknown words.
• Ask Ss to read through the speech bubble.
play volleyball, go skiing, do karate, play on/for a • In pairs, Ss take turns to talk about whether they
team, play a game, go windsurfing, play in the final, prefer playing sports on a game console or playing
M

go swimming, do water sports, do athletics, play team real sports justifying their preference. Encourage
sports, do aerobics higher-performing Ss to add their own ideas. This will
M

challenge them.
• Go round the class helping Ss when necessary.
• Choose some Ss to say their opinion.
• Have higher-performing Ss work with lower-
©

performing Ss and work out more collocations with Suggested answer

the verbs in the table. SA: I really like both. Sometimes I want to play real
• Elicit answers (e.g. play chess, go fishing, do gymnastics, sports and sometimes I want to play video games.
etc.). It has to do with how much time I have and the
weather conditions.
SB: Not me. I’m not fond of playing sports on a
3. GRAMMAR console. I think it’s monotonous. I like to be active
Aims: • to present may, might and could outside in the fresh air.
• SA: I understand. I really enjoy playing tennis, but
during the winter it’s cold outside. There is no
• Ask Ss to read through the three examples and draw place near my house to play indoors.
their attention to the words in bold. SB: So, do you use a game console and play inside
• Draw Ss’ attention to the modal verbs and explain to during the winter?
them that may/might/could express possibility. SA: Yes. There are new and exciting games that can
• Remind Ss that could is not used in the negative form to make exercising at home fun.
express lack of possibility. We use may not / might not. SB: That’s convenient. I like to swim, so there isn’t
• Point out that may/might are may not / might not in the really a swimming game I can play on a console.
negative form and they don’t form a short form. I go to a heated indoor pool in the winter and it
• Ask Ss to read through the sentences a-c and ask them really helps me stay fit.
the question in the rubric. SA: Is it expensive to go to the pool?
• Check the answer with the class. SB: No, not at all! It’s really popular too, and it’s a nice
place to socialise.
77 TB

Traveller_Rev_Pre-Interm_TB.indb 160 13/1/2021 1:36:43 µµ

 2. VO C A B U L A R Y 4. PRACT ICE
WORDS/COLLOCATIONS RELATED TO Look at the pictures and say what will possibly
happen. Use may (not), might (not) or could.
SPORTS
A. Label the pictures with the words in the box.

hit score throw

kick pass dribble

1
catch

ns
B. Complete the table by ticking () the correct boxes.

io
play go do
2
volleyball
skiing
at
ic
karate
on/for a team
bl

a game
Pu

windsurfing
in the final
swimming
water sports 3
M

athletics
team sports 5. SP EA KIN G
M

aerobics Talk in pairs. Do you prefer playing sports on a

game console or playing real sports? Use the
vocabulary given and think about:
©

3. G R A M M A R • how much it helps you • the cost

may/might/could keep fit • how popular it is
• the place • when you can do it
Read the examples below. What do the words • the weather conditions
in bold express? Choose a, b or c.
• You may need scissors. exciting monotonous stay fit
• No, it might break. tiring active expensive convenient
• So, I could beat you. fresh air facilities socialise
a. Something that can possibly happen.
b. Something that can’t possibly happen.
c. Something that will certainly happen. I prefer real sports because they’re more exciting
and they...
I agree/disagree. I believe playing sports on a
NOTE

We use may not / might not to express

lack of possibility in the present or future. game console is...

77

Traveller_Rev_Pre-Interm_TB.indb 161 13/1/2021 1:36:47 µµ

 6b Thrills and spills
1. R E A DI N G
A. Discuss.
• Have you ever been to Mexico on holiday?
If not, would you like to go?
• Does the idea of an extreme sports holiday appeal to you, or
would you rather spend your holiday relaxing on the beach?

B. Read the text quickly and choose the best title a, b or c.

a. Relaxing holiday in Mexico b. Adventure! Mexican Style c. Sightseeing in Mexico

www.thrillingmexico.com/holiday/itineraries

DAY You will arrive in Ensenada and from there you’ll travel DAY During your second day in Cancun, you’ll get the chance

ns
1 4
by boat to Guadalupe Island, one of the best places in to go sightseeing. You can see fascinating Mayan ruins
the world to see great white sharks. You’ll spend the first at the El Rey archaeological site. Also, if you visit the
two nights of your trip on the boat and you will have the Interactive Aquarium, you’ll have the opportunity to swim
opportunity to eat some traditional Mexican food. In the afternoon, with dolphins and touch sea urchins and stingrays. If you want to

io
you’ll watch a diving safety video. If there’s time, your guides might see more sights, ask your hotel to recommend a tour guide.
take you to see the famous Guadalupe fur seals.

DAY There are five shark cages on the boat and they will be DAY
at
You will arrive in Acapulco. When you check into the
ic
2 5
open for diving at 6.00 a.m., so if you wake up early, you’ll hotel, a coach will take you to the Papagayo River. There
be able to swim with the sharks before breakfast! You are a number of sports activities on offer there, including
will spend most of the day diving with sharks. But if you kayaking and rock climbing. Alternatively, you can ride
bl

change your mind, you can sit and watch all the action on a 42’ TV down the river in a speedboat.
in the main salon through a special underwater ‘shark cam’.
Pu

DAY This is the last day of your trip, so you’ll have to get up
DAY
6
You will arrive in Cancun early in the morning. After early for the goodbye gathering. It will take place in the

3
checking into the hotel, you will spend the rest of the day breakfast area. There will be music, and all participants
taking part in some exciting extreme sports. Activities on will receive photos of the trip. You must check out of the
M

offer include bungee jumping and windsurfing. You’ll also hotel by midday. If you book your taxi to the airport in advance,
be able to go parasailing if it’s not too windy. you’ll get a 10% discount.
M

Do you need more information? Call 0789 456 2239 or email our travel agents at [email protected]

C. Read again and complete the email.

©

Hi Lizzy,
I’m having a great time in Mexico. Right now I’m in
(1) and I’m going to visit the Interactive
Aquarium and swim with (2) . I also want to visit
the (3) ruins later. They should be interesting.
Yesterday, I went bungee jumping. Can you believe it? I wanted to go
parasailing too, but it was too (4) so I couldn’t.
I didn’t manage to swim with (5) , either.
Unfortunately, I got scared and didn’t go.
Tomorrow I’m going to (6) . They will take us to
the Papagayo River and I might do some water sports like
(7) .
See you in a few days,
Natalie

78

Traveller_Rev_Pre-Interm_TB.indb 162 13/1/2021 1:36:56 µµ

 6b
Talking about conditions and their results The best title is b because it best conveys the main
Talking about an extreme sports holiday idea of the text, which is about an extreme sports
holiday in Mexico.
Conditional Sentences Type 1 • Ask Ss some comprehension questions:

How many days does the extreme sports holiday in

alternatively aquarium book (v.) chance Mexico last? six days
check into check out of coach creature discount What is the first destination of your trip? Ensenada
dolphin kayaking main opportunity What can you see on Guadalupe Island? great white
parasailing participant per cent (%) sharks and fur seals
railway station recommend ruins seal shark Where will you spend the first two nights of your trip? on
souvenir shopping speedboat taxi rank the boat
tourist attraction travel agency travel agent What will you have the opportunity to eat there? some
Phrases traditional Mexican food
change one’s mind in advance on offer the rest of When will you watch a diving safety video? in the
afternoon
If you get scared and don’t want to swim with the sharks,
WARM-UP what can you do? You can sit and watch all the action on
Aims: • to help Ss make predictions about the lesson by

ns
a 42’ TV in the main salon through a special underwater
activating their background knowledge ‘shark cam’.
• What extreme sports can you try in Cancun? bungee
• Draw Ss’ attention to the title of the lesson. jumping, windsurfing and parasailing

io
• Ask Ss to look at the picture in the top right-hand corner of When will you go sightseeing? on the fourth day of your
the page and tell you what it shows (kayaking, an extreme trip / on your second day in Cancun
sport).
• Help Ss deduce the meaning of the phrase thrills and spills
(= the excitement that is involved in dangerous activities) by
at
Where can you see fascinating Mayan ruins? at the El Rey
archaeological site
How can you ride down the Papagayo River? in a
ic
relating it to the content of the picture.
• Ask Ss to tell you what they think the lesson will be about. speedboat
• Elicit answers. Where will the goodbye gathering take place? in the
bl

breakfast area of the hotel

1. READING CD3 19 When do you have to check out of the hotel? by midday
A. (PRE-READING) Why is it a good idea to book your taxi to the airport in
Pu

Aims: • to introduce the topic of the text by relating it to Ss’ advance? because you’ll get a 10% discount
personal experience
•
• Ask Ss the questions and elicit answers. C. Aims: • to give Ss practice in identifying specific
information in the text through a gap-filling
M

activity
Suggested answers •
• I’ve never been to Mexico on holiday, but I’d like to go
M

• Point out to Ss that this is an email written by Natalie, who

very much. is on the extreme sports holiday in Mexico, to her friend
• I’ve never been on an extreme sports holiday, but it Lizzy.
sounds exciting and fun, so it definitely appeals to me! • Ask Ss to read through the email.
©

• Have Ss do the activity and check answers.

B. Aims: • to present vocabulary, functions and structures
in the context of a text 1. Cancun 2. dolphins 3. Mayan 4. windy
• to give Ss practice in reading for gist 5. sharks 6. Acapulco 7. kayaking
•

D. Aims: • to give Ss practice in deducing the meaning of

unknown words
• Cam is an abbreviation for camera.
• Parasailing or parascending is an extreme sport, •
which involves wearing a parachute and being • Ask Ss to read through the definitions 1-6. Make sure that
pulled behind a boat. As the boat picks up speed, the Ss do not have any unknown words.
parasailer ‘sails’ through the air. • Refer Ss to the relevant paragraphs in the text.
• Have Ss do the activity and check answers.

• Ask Ss to look at the layout of the text and tell you what they 1. on offer 2. aquarium 3. recommend
think it is about (an itinerary for an extreme sports holiday) and 4. check into 5. coach 6. participants
where it can be found (on a travel agent’s website).
• Draw Ss’ attention to the titles a-c. • Explain any unknown words and choose Ss to read out the
• Ask Ss to read through the text and decide on the most text.
appropriate title for it.
• Check the answers with the class. To challenge higher-
performing Ss, ask them to justify why the other two
options are incorrect.
78 TB

Traveller_Rev_Pre-Interm_TB.indb 163 13/1/2021 1:37:01 µµ

6b
E. (POST-READING) • Ask Ss to tell you the difference in meaning between the
Aims: • to give Ss the opportunity to have a further two sentences. Elicit the answer that when is used to refer to
discussion on the topic of the text the time something is going to happen, while if refers to the
• possibility of something happening.
I’ll inform her when I see her. (= I will definitely see her.)
• Ask Ss the questions and initiate a short discussion. I’ll inform her if I see her. (= I may not see her.)
• Allow Ss some time to work out the answers to the questions.
Suggested answer Explain to Ss that the word condition in question 4 refers to
The activity I’d like to try is kayaking. I’m sure it’d be the part of the conditional sentence starting with if, which
really exciting to kayak down the Papagayo River, and expresses a situation that is possible.
hopefully there wouldn’t be any sharks, as I’m scared of • Check the answers with the class.
them!
1. They refer to the future. 2. No, she isn’t.
2. VOCABULARY 3. Ryan 4. the first one
A. Aim: to present compound nouns
• Refer Ss to the Grammar Reference at the back of the book.
• Ask higher-performing Ss to make sentences using
Conditional Sentences Type 1. This will challenge them. To
Compound nouns can be formed as two words (e.g. bus help lower-performing Ss, you can give them prompts to
stop) or as one word (e.g. postman). Sometimes they are e.g. weather / good / go swimming).
make sentences (e.g. swimming
joined using a hyphen (e.g. check-in).
4. PRACTICE
Aim: to give Ss practice in using Conditional Sentences Type
• Draw Ss’ attention to the NOTE and explain it.

ns
1 and if/when in the context of two short dialogues
• Refer Ss to the text and ask them to find compound nouns.
• Allow Ss some time to do the activity and check answers. • Ask Ss to read through each dialogue.
• Have Ss do the activity and check answers.

io
Indicative examples of compound nouns appearing
in the texts: 1. If, is, may go, When, decide, give
Day 1 fur seals 2. ’ll do, if, doesn’t get, ’ll know, when, sees, If, take
Day 2 shark cages
Day 3 bungee jumping, windsurfing
Day 4 sightseeing, sea urchins, stingrays, tour guide
at
5. INTONATION CD3 20
Aim: to raise Ss’ awareness of issues of intonation and
ic
Day 5 rock climbing, speedboat rhythm in Conditional Sentences Type 1
Day 6 midday, airport • Play the recording and have Ss repeat the first sentence as
bl

they hear it paying careful attention to the intonation and

B. Aims: • to give Ss practice in forming compound nouns rhythm.
• • Do the same with the rest of the conditional sentences.
Pu

• Ask Ss to read each column.

• Have Ss do the activity and check answers. 6. SPEAKING
Aims: • to give Ss practice in discussing two flyers and
making a decision
1. f 2. d 3. e 4. b 5. a 6. c
•
M

3. GRAMMAR • Refer Ss to the Speaking Section at the back of the book.

CONDITIONAL SENTENCES TYPE 1 • Ask Ss to look at the flyers. Make sure that they do not have
any unknown words.
M

Aims: • to present Conditional Sentences Type 1

• • Ask Ss to read through the speech bubble.
• In pairs, Ss take turns to discuss what they can do at each
• Ask Ss to read through the examples and check Ss’ place so as to decide where to go. You can have higher-
background knowledge of the use and formation of
©

performing Ss work with lower-performing Ss.

Conditional Sentences Type 1 (We use Conditional Sentences • Go round the class helping Ss when necessary.
Type 1 for things which are probable in the present/future. Also, • Choose some pairs to act out the dialogue.
we use the Present Simple in the if-clauses while we use the
Future will / some modal verbs / the imperative in the main
clauses.). Suggested answer
• Point out to Ss that we use a comma to separate the if-clause SA: They both look like fun. What do you think?
from the main clause if the if-clause is at the beginning of the SB:Well, if we go to the aquarium, we can swim with the
sentence. However, we don’t use a comma if the if-clause is at dolphins, which looks like a lot of fun.
the end of the sentence. SA: That’s true. But if we visit the MegaMall this week, we
• Ask Ss to look at the examples again and complete the rule in will get a 15% discount. That’s a great opportunity.
the table. SB:Yes, but if we visit the aquarium, we can help to name
• Have Ss do the activity and check answers. a baby dolphin. Plus, the documentary looks very
interesting.
SA: If you want to watch a film, there’s a cinema complex
Present Simple, will, might at MegaMall.
SB:I suppose if we go to MegaMall, we could go bowling
• Ask Ss to make their own examples using Conditional and then get a nice meal.
Sentences Type 1. SA: The MegaMall has restaurants with food from over 20
countries. How about this: Let’s go to the MegaMall
if vs when since there are discounts this week and we can go to
Aims: • to present the difference between if and when the aquarium next week.
• SB:Sounds great!
• Ask Ss to read through the examples and draw their attention
to the words in bold. WORKBOOK LISTENING CD3 21
• Ask Ss to read through the questions 1-4.
• Go to the listening transcript.
79 TB

Traveller_Rev_Pre-Interm_TB.indb 164 13/1/2021 1:37:02 µµ

 3. GRA M MA R
CONDITIONAL SENTENCES TYPE 1
Read the examples and complete the rule.
• If you wake up early, you’ll be able to swim with the sharks
before breakfast!
• If there’s time, your guides might take you to see the famous
Guadalupe fur seals.
D. Find words/phrases in the text • If you want to see more sights, ask your hotel to recommend a
that mean the following: tour guide.
1. available
, can, must, may, , etc. + base form
(Day 3): If +
imperative
2. a building where people can
go and see water creatures if vs when
(Day 4):
Read the examples and answer the questions.
3. say that someone or
• Kate: I’ll go skiing if it snows.

ns
something is good or suitable
• Ryan: I’ll go skiing when it snows.
(Day 4):
1. Do the sentences refer to the present/future or past?
4. arrive and go through the

io
2. Is Kate sure that it will snow?
necessary procedure before
staying at a hotel 3. Who will definitely go skiing?
(Day 5):
5. a comfortable bus used for
at
4. Which sentence expresses a condition?
ic
long journeys 4. PRACT ICE
(Day 5):
bl

Circle the correct options and complete the boxes with if or when.
6. people taking part in an 1.
Pu

activity Alice So, Linda what are you doing next weekend?
(Day 6): Linda I’m going to the beach with Ann. the weather
E. Discuss. is / will be good, we go / may go swimming. Why don’t
• Which of the activities in the you come with us?
M

text would you like to try? Why? Alice Sure! you decide / will decide what time you
are leaving, give / will give me a call, OK?
2. VO C A B U L A R Y
M

2.
COMPOUND NOUNS Jill Is Ted going to swim with the sharks tomorrow?
Carl I don’t know. He does / ’ll do it he doesn’t
©
NOTE

A compound noun is a
combination of two nouns get / won’t get too scared. We know / ’ll know tomorrow
which function as one word. morning he sees / will see the sharks.
The first noun defines the Jill it’s not too much trouble, please take / can
second one (e.g. bus stop =
a stop for buses). take a picture of him.

A. Look at the text in activity 1B 5. IN TON AT ION

and find compound nouns.
Listen and repeat. Notice the intonation and rhythm.
B. Match the nouns 1-6 with the
nouns a-f to form compound 1. If you wake up early, you’ll be able to swim with the sharks.
nouns. 2. If we bring a map, we won’t get lost.
3. If you get home early, we can go shopping tonight.
1. tourist a. agency
4. If they don’t have tickets, they won’t be able to get in.
2. adventure b. station 5. If you want to buy souvenirs, go to the town centre.
3. taxi c. shopping
4. railway d. holiday 6. SP EA KIN G
5. travel e. rank Go to the Speaking Section.
6. souvenir f. attraction
79

Traveller_Rev_Pre-Interm_TB.indb 165 13/1/2021 1:37:03 µµ

 6c Hot spots
1. VO C A B U L A R Y
WORDS RELATED TO PLACES OF ENTERTAINMENT
Which words are related to each place of entertainment?
Complete the table by ticking () the correct boxes.
theme park theatre bowling alley concert
audience
queue
backstage
games
special effects
indoor
outdoor

ns
rides
stage

io
2. L ISTE N I N G
A. Discuss.
at
3. GRA M MA R
so/neither/too/either
ic
• Are there many places of entertainment in
your town/city?
Read the following dialogues and match the
bl

• What’s the most popular with people your age?

phrases in bold with their uses.
B. Listen to four people talking about places of
Pu

entertainment. Which place is each of them A: I like going to the cinema.

talking about? Match the names with the places. B: So do I. / I do too.
C: I don’t. I don’t like queuing.
1. Danny a. cinema A: I can’t sing.
M

B: Neither can I. / I can’t either.

2. Roger b. bowling alley
C: Well, I can.
M

3. Emily c. theatre a. It is used to agree with an affirmative

sentence.
4. Rita d. concert
b. It is used to agree with a negative sentence.
©

c. It is used to disagree.
When listening for gist, try to
TIP

understand the general idea,

not every single word. 4. SP EA KIN G
Talk in groups of three. Look at the places below
C. Listen again and write T for True or F for False.
and discuss what you like or don’t like about them.
1. Danny usually goes to this place alone. Agree or disagree using so or neither.
2. Danny enjoys the variety of activities on
museum theme park bowling alley
offer.
cinema theatre café restaurant
3. Roger doesn’t like queues.
4. Roger has to go there because it’s his job.
5. Emily hates preparing before going to this I love going to cafés because...
So do I. / I do too.
place.
I don’t because...
6. Rita goes because of another person.
7. Rita likes going there late.

80

Traveller_Rev_Pre-Interm_TB.indb 166 13/1/2021 1:37:04 µµ

 6c
lower-performing Ss in pairs and compare their answers.
Talking about different places of entertainment Encourage them to provide justification. This will build lower-
performing Ss’ confidence to share their answers in class.
Expressing agreement / disagreement • Check the answers with the class.
Expressing preference
Danny: bowling alley, Roger: cinema,
Emily: concert, Rita: theatre
so/neither/too/either
C. Aim: to give Ss practice in listening for
specific information
acting applaud as (because) atmosphere
backstage bowling alley costume drama club • Play the recording again.
• Have Ss do the activity and check answers.
entertainment give sth up indoor outdoor
put on (a performance) queue rehearse ride (n.)
scenery (at the theatre) special effects stage 1. F 2. T 3. T 4. T 5. F 6. T 7. F
success theme park • Have higher-performing Ss work with lower-performing Ss
and correct the false sentences. This will challenge higher-
performing Ss and help lower-performing Ss understand why
WARM-UP these sentences are false.
Aims: • to help Ss make predictions about the lesson by
activating their background knowledge LISTENING TRANSCRIPT
• Danny: My friends and I usually meet there at the weekend,
• Ask Ss to look at the picture in the top right-hand corner of the

ns
but sometimes during the week too. I really like the
page and tell you what it shows (a roller coaster). atmosphere there. The food isn’t that good, and most of it is
• Ask Ss if they have been to a theme park, what the atmosphere very unhealthy. But the main reason I like it is because there
was like there, etc. are lots of activities to do, and a lot of people don’t realise
• Draw Ss’ attention to the title of the lesson and help them deduce

io
that. Of course, I’m also in a team and we play in a league on
the meaning of the phrase hot spots (= places where there is a Saturday nights. We’re not doing very well this season, but it’s
lot of activity and entertainment) by relating it to the previous still good fun.
discussion.
• Ask Ss to tell you what they think the lesson is about.
• Ask Ss to name any other hot spots they can think of.
at
Roger: For most people it’s a very popular thing to do when
you go out. And it’s true I used to really enjoy going before it
became my job. You see, I write reviews for a local newspaper.
ic
So, I have to go two or three times a week. Don’t get me wrong,
1. VOCABULARY there are lots of times when I really enjoy it, but other times I
Aims: • to present vocabulary related to places of would like to stay at home. And when it’s crowded and I have
bl

entertainment to queue up to watch some rubbish with awful special effects

• and terrible acting, I get really annoyed. I used to eat all the
• Draw Ss’ attention to the four places of entertainment. unhealthy food and sweets on offer, and I got really fat. I don’t
Pu

• Ask Ss to read through the words in the first column. If touch them any more. Well, I may get some popcorn once in a
necessary, explain any unknown words. while.
• Point out that they sometimes have to tick more than one Emily: Whenever I go, I get really excited. I love everything
places for each word. about it. I love booking the tickets, I love arranging how to get
• Have Ss do the activity and check answers. there, I even like queuing up. It’s all part of the atmosphere. All
M

those people, coming together for one purpose, to have a good

theme park: queue, games, outdoor, rides time. To be honest, sometimes it can be a bit too loud. I know, I
theatre: audience, queue, backstage, special effects, indoor, know, it should be loud, but that’s just me.
M

outdoor, stage Rita: The first time I went, I was still at school. I didn’t really
bowling alley: queue, games, indoor like it then, and I still can’t understand why people like it.
concert: audience, queue, backstage, special effects, indoor, The only reason I go is because my husband enjoys it. Luckily,
outdoor, stage we don’t go very often because the tickets are usually very
©

expensive. I have two rules when we go: One, we sit near the
back because I don’t like being too near the actors. And two, we
2. LISTENING CD3 22, 23 go to the early showing, because when we go to the later one, I
A. (PRE-LISTENING) sometimes fall asleep.
Aims: • to present the topic of the listening text by relating it
to Ss’ personal experience
• 3. GRAMMAR
Aims: • to present so/neither/too/either
• Ask Ss the questions and generate discussion.
•
Suggested answers • Ask Ss to read through the short dialogues in the grammar
• I live in a big city, so there are lots of places of entertainment box, drawing their attention to the words in bold.
to choose from. • Ask Ss to remind you when we use so/too and neither/either (we
• The most popular with people my age is definitely concerts. use so/too when we agree with an affirmative statement, but we
Where I live, you can hear live music every weekend if you don’t want to repeat it and neither/either when we agree with a
want, which is great. negative statement).
• Point out to Ss that we use So/Neither + be / have / modal /
auxiliary verbs (affirmative) + subject but we use subject +
B. Aims: • to give Ss practice in listening for gist affirmative auxiliary verb + too and subject + negative auxiliary
• verb + either.
• Point out to Ss that neither/either can be pronounced in two
• Draw Ss’ attention to the TIP and explain it. different ways, both of them are considered to be correct.
• Play the recording and have Ss match the names with the • Have Ss pronounce them using both ways:
places of entertainment. 
• Encourage Ss to note down key words that helped them match • Have Ss do the activity.
the people with the places. • Check the answers with the class.
• As soon as they finish, have higher-performing Ss work with
80 TB

Traveller_Brit_2nd_Pre-Interm_TB_M6.indd 167 20/9/2021 3:27:38 µµ

6c
• Ask Ss to read through the paragraph.
So do I. / I do too. a • Ask Ss the questions and check answers.
I don’t. c
Neither can I. / I can’t either. b 1. I find that it’s an interesting place / a nice, relaxing
Well, I can. c atmosphere / It’s great fun / I wouldn’t give it up for
anything in the world
• Refer Ss to the Grammar Reference at the back of the book. 2. a. the members of the drama club, b. at the drama
• Write some sentences on the board and ask Ss to agree/disagree
using so, neither, too, either. Encourage higher-performing
club, c. the performances, d. the audience,
Ss to express both agreement and disagreement. This will e. the performance of A Midsummer Night’s Dream
challenge them. To help lower-performing Ss, you can allow • Ask Ss some comprehension questions:
them to express either agreement or disagreement.
4. SPEAKING Where does the writer enjoy going to more than
Aims: • to give Ss practice in expressing agreement and anywhere else? to the drama club
disagreement What can a member of the drama club do there? spend
• time with friends, have fun and learn something new
How often do they rehearse? twice a week
• Ask Ss to look at the places in the box.
• Ask Ss to read through the speech bubble. Do they take it too seriously? No, they don’t.
• In groups of three, Ss say what they like or don’t like about What is the atmosphere like at the drama club? nice and
each place and agree or disagree with each other. relaxing
• Go round the class helping Ss when necessary. How many performances do they put on every year? two
• Choose some groups to act out the dialogues. How long do they work to create the scenery and the

ns
costumes? They work for months.
Suggested answer Which play did they perform last year? A Midsummer
SA: I really like going to the cinema. Night’s Dream

io
SB: So do I. There’s always something exciting to see. Was it a success? Yes, it was.
SA: I don’t like going to the theatre, though. What did the audience do at the end of the performance?
SC: Me neither. I find the theatre boring. They couldn’t stop applauding.
SB: Do you like bowling?
SC: Not really.
SA: Me neither. It’s not a very exciting activity.
at
C. Aim: to give Ss practice in improving their writing style in
ic
SB: I enjoy going to restaurants and cafés with my friends, order to achieve text cohesion
though. • Ask Ss to read through each paragraph.
bl

SC: Yes, so do I. I think it’s always nice to spend time with • To help lower-performing Ss, you can tell them which words
your friends. they should replace in the first paragraph (e.g. 1: My sister and
SB: I do too. I go to the shopping centre every weekend. The shopping centre
Pu

SA: I think theme parks can be a lot of fun. is usually crowded, but my sister and I always have a good time
SC: I do too. Theme parks are exciting. when we go to the shopping centre.).
SB: Not me! I don’t like them, because the rides are scary. • Have Ss do the activity and check answers.
SC: I like scary rides.
SA: I do too! 1. My sister and I love going to the shopping centre.
M

SC: My mother likes going to museums and taking me We go there every weekend. It is usually crowded,
with her. To be honest, I find museums boring. but we always have a good time when we go there.
SA: So do I. I am not interested in art. 2. Brian is really interested in acting. It relaxes him.
M

SB: Well, I don’t. I find them very interesting. Also, not There are lots of theatres in his neighbourhood
all museums have got art. Don’t you like science and
technology museums? and he goes to one of them once a month.
SC: I forgot about those. They’re lots of fun.
©

D. Aims: • to give Ss practice in expressing preference by

5. WRITING CD3 24 writing a paragraph about their favourite place of
A. Aims: • to introduce the topic of the writing task by entertainment
activating Ss’ background knowledge •
• • Draw Ss’ attention to the TIP and explain it.
• Ask Ss the questions and generate discussion. • Allow Ss some time to write their paragraphs.
• Choose some Ss to read out their paragraphs.
Suggested answers
• My favourite place of entertainment is the bowling alley. Model answer
• I like going there because I can hang out with my friends My favourite place of entertainment
and chat while we bowl. We have a lot of fun, and I prefer I’m a big fan of the theatre and it’s definitely where I
it to the cinema or theatre because I feel like I’m doing enjoy going to the most. I like the cinema too, but I
something, not just sitting and watching actors perform. prefer the theatre because I always find it exciting to see
a live performance. I’ve got quite a few favourite actors,
B. Aims: • to help Ss identify some stylistic features of a so whenever they’re performing, I go to see them. The
paragraph expressing preference whole experience at the theatre makes me feel alive
• to familiarise Ss with text cohesion and happy. The atmosphere when the curtain opens
•
and you first see the stage is wonderful, and, at the
end of the play, I love applauding as loudly as possible.
I recently saw a brilliant show which was put on by a
famous American director, and I know I’ll never forget
A Midsummer Night’s Dream is a romantic comedy it. I feel very lucky to live in a city where there’s a great
written by William Shakespeare. variety of theatres, so there’s always something worth
seeing at one of them.
81 TB

Traveller_Rev_Pre-Interm_TB.indb 168 13/1/2021 1:37:06 µµ

 5. WR IT I N G
A PARAGRAPH EXPRESSING PREFERENCE
A. Discuss. B. Read the paragraph and answer the questions.
• What is your favourite place of 1. Which words/phrases show that the writer likes this place?
2. What do the highlighted words refer to?

ns
entertainment?
• Why do you like going there? a. we: d. them:
b. there: e. it:

io
My favourite place c. them:

of entertainment at
I enjoy going out a lot but there’s one place I like going to more than anywhere else, and that’s the
ic
drama club. I find that it’s an interesting place as it gives members the chance to spend time with
friends, have fun and also learn something new. We all meet up there to rehearse twice a week, but
bl

nobody takes it too seriously. The club offers a nice, relaxing atmosphere. Every year, we put on two
performances and everyone gets excited about them. We all work together for months to create the
Pu

scenery and the costumes. Last year we performed A Midsummer Night’s Dream which was a big
success. The audience couldn’t stop applauding! Some of them even came back to see it a second
time. It’s great fun being part of a drama club and I wouldn’t give it up for anything in the world!
M

C. Rewrite the sentences without repeating the

same words, whenever you can.
M

1. My sister and I love going to the shopping centre.

WRITING TASK
My sister and I go to the shopping centre every
D. Write a paragraph about your favourite place of
©

weekend. The shopping centre is usually crowded, entertainment. Your paragraph should be between
but my sister and I always have a good time 80-100 words.
when my sister and I go to the shopping centre.

When writing a paragraph expressing preference:

 explain your ideas by giving examples.
 use phrases like: I think..., I prefer..., I like/love..., I
2. Brian is really interested in acting. Acting really enjoy..., I’m fond of..., I’m a big fan of..., I’m
interested in..., I find... fantastic, etc.
relaxes Brian. There are lots of theatres in
 use a variety of adjectives (interesting, exciting, etc.) to
Brian’s neighbourhood and Brian goes to one describe how you feel.
of the theatres once a month.  try not to repeat the same words all the time. Instead,
use subject personal pronouns (he, she, it...), object
personal pronouns (him, her, it...), possessive
adjectives (his, her, its...) and adverbs (here, there).

81

Traveller_Rev_Pre-Interm_TB.indb 169 13/1/2021 1:37:07 µµ

 6d It’s showtime!
1. R E A DI N G
A. Look at the pictures and the titles
of the texts and guess whether the
statements are true or false. Write T
for True or F for False.
1. The Harlem Globetrotters
feature a sporting event.
2. You can see lots of acrobats
at the Cirque du Soleil.
3. The Cirque du Soleil
performs a story about the sun.
4. The Harlem Globetrotters
only play in the USA.
B. Read the texts and check your answers
in activity A.
Let the Harlem Globetrotters

ns
work their magic on you!

io
The Harlem Globetrotters show is great entertainment for
both young and old. The world-famous basketball team from
the USA amaze their audiences with their sporting skills and
at
entertain people with their amusing antics on court.
The Harlem Globetrotters have been touring the world for
ic
a long time and over 148 million people in 123 countries have
been applauding and cheering them on for over 90 years.
bl

They have been responsible for making basketball popular in

many countries.
The Harlem Globetrotters have been preparing for their
Pu

upcoming tour to the UK in February & March. So if you happen

to be in Hull, Cardiff, Brighton, London, Birmingham, Leeds,
Glasgow, Nottingham or Manchester during that time, this is
your chance to see them LIVE! Tickets are selling out fast. So,
M

check them out! The show won’t let you down.

A circus with a difference! Tickets are on sale at www.tickets-for-trotters.com.
M

Ticket hotline on 0061 110 210 778 944.

Since it started in Montreal, Canada in 1984, the
Cirque du Soleil (French for ‘Circus of the Sun’) has been Ticket prices starting from £19.77
entertaining millions of people around the world with its (Prices depend on seating area)
©

original mix of artistic acrobatics, theatre and live music. Special offers for families,
They have produced different major shows which have senior citizens, and groups!
all been huge successes. Visit www.tickets-for-trotters.com for details!
One of their latest shows, ‘Axel’ is about a journey
through an imaginary and colourful world, during
which Axel comes across Lei and together they try to C. Read again and write CS for the Cirque du Soleil,
bring back the light that has been stolen from them. HG for the Harlem Globetrotters or B for Both.
This warming winter tale is great entertainment for 1. Which show is great family
the whole family with amazing acrobatics and wonderful entertainment?
music and skating.
2. Which show features music?
Now touring in the USA and performing in 5 major cities 3. Which show has been running the
The show will run from 2-5 January 2020 at longest?
Little Caesars Arena, Detroit 4. Which show has a discount for
families?
Performances:
5. Which show will take place in the USA?
Wednesday – Sunday Prices: $34 – $135
(depending on seat and day of the week) 6. Which show has been a huge success
For tickets please log on to: www.tickets-for-circus.com around the world?
7. Which show has a storyline?
82

Traveller_Rev_Pre-Interm_TB.indb 170 13/1/2021 1:37:10 µµ

 6d
Where do the Harlem Globetrotters come from?
Talking about shows from the USA
How do they amaze and entertain their audiences?
with their sporting skills and with their amusing antics on
court
Present Perfect Progressive How long have people been applauding and cheering
Globetrotters on for? over 90 years
How many countries have they been to? 123
amaze amusing artistic circus court (basketball) countries
depend on details difference disappoint How many people have seen them perform live? over 148
entertain imaginary on sale original produce million
What are they responsible for? making basketball popular in
responsible run senior citizen tale tour (v.) many countries
Phrasal verbs What have they been preparing for recently? their upcoming
bring back check sb/sth out cheer on come across tour to the UK
let down log on sell out Where and when are they playing next? in Hull, Cardiff,
Brighton, London, Birmingham, Leeds, Glasgow, Nottingham
and Manchester in February and March
WARM-UP
Aims: • to help Ss make predictions about the lesson by C. Aims: • to give Ss practice in reading for specific
activating their background knowledge information
• •

ns
• Draw Ss’ attention to the title of the lesson. • Ask Ss to read through the questions 1-7.
• Ask Ss to tell you when the phrase It’s showtime! is said and • Make sure that Ss do not have any unknown words.
what it means (it is said to signal the beginning of a show/ • Have Ss do the activity.
performance or an event). • As soon as they finish, have higher-performing Ss work with

io
• Ask Ss to tell you what they think the lesson is about. lower-performing Ss in pairs and compare their answers.
• Elicit answers. Encourage them to provide justification by referring to specific
parts in the texts. This will build lower-performing Ss’
1. READING CD3 26
at
confidence to share their answers in class.
A. (PRE-READING) • Check the answers with the class.
Aims: • to help Ss make predictions about the reading texts
ic
based on visual prompts and their background
knowledge 1. B 2. CS 3. HG 4. HG 5. CS 6. B 7. CS
•
bl

• Ask Ss to look at the pictures and the titles of the shows.

• Ask Ss if they have heard of these shows, what they know about D. Aims: • to give Ss practice in deducing the meaning of
Pu

them and what they can understand from the pictures. unknown words
• Elicit answers. •
• Ask Ss to read through the sentences 1-4. Make sure that Ss do
not have any unknown words. • Refer Ss to the words 1-5 in the texts.
• Have Ss do the activity and elicit answers but do not correct • Ask Ss to read through the meanings a-g. Make sure that Ss do
them at this stage. not have any unknown words.
M

• Have Ss do the activity and check answers.

B. Aims: • to give Ss practice in reading for gist
• to present vocabulary, functions and structures in 1. f 2. g 3. e 4. b 5. d
M

the context of two advertisements for two shows

• • Explain any unknown words and choose Ss to read out the
texts.
• Ask Ss to look at the layout of the two texts and tell you what
kind of texts they are (advertisements for two shows) and where
©

E. (POST-READING)
they can be found (on the Internet). Aims: • to give Ss the opportunity to have a further
• Ask Ss to read through the texts and check their predictions. discussion on the topic of the texts
• Ask higher-performing Ss to justify their answers by referring
to specific parts in the texts. This will challenge them and •
help lower-performing Ss understand why these answers are • Ask Ss the questions and initiate a short discussion.
correct.
Suggested answers
1. T 2. T 3. F 4. F • Well, I’d most like to see the Cirque du Soleil. It sounds like it
would be an amazing show because it offers so much variety
– acrobatics, live music and even skating!
• Ask Ss some comprehension questions: • I’ve been to a sound and water show. It was fantastic! There
was a long line of fountains which moved in time to live
When did the Cirque du Soleil start? in 1984 music and looked like they were dancing. The lighting made
Where did it start? in Montreal, Canada it even more spectacular.
What does the circus mix together? artistic acrobatics, theatre • I’d really love to see a stand-up comedy show. I’m sure it
and live music would be really fun!
What is the title of one of their latest shows? ‘Axel’
What is it about? It’s about a journey through an imaginary
and colourful world.
Who is the hero of the story? Axel
Who does Axel come across? Lei
What do they try to do together? to bring back the light that
has been stolen from them
How long will the show run for? four days
Where can you see it? at Little Caesars Arena, Detroit
82 TB

Traveller_Rev_Pre-Interm_TB.indb 171 13/1/2021 1:37:10 µµ

6d
The Present Perfect Simple is used in the first sentence and
2. VOCABULARY the Present Perfect Progressive is used in the second sentence.
Aims: • to present some phrasal verbs The first sentence emphasises the result and the second
• sentence emphasises the duration of the action.
• Ask Ss to read through the phrasal verbs 1-7.
• Refer Ss to the texts and ask them to find and underline the • Refer Ss to the Grammar Reference at the back of the book.
phrasal verbs. • Ask Ss to find examples of the two tenses in the two
• Ask Ss to read through the meanings a-g. Make sure that Ss do advertisements (1st advertisement: ... have produced..., ... have
not have any unknown words. all been huge successes, ... has been entertaining..., ... has been
• Have Ss do the activity and check answers. stolen..., ... / 2nd advertisement: ... have been touring..., ... have been
applauding and cheering..., They have been responsible..., ... have
been preparing...
1. f 2. b 3. c 4. d 5. e 6. g a • Ask higher-performing Ss to make sentences using the Present
Perfect Simple and the Present Perfect Progressive. This will
challenge them. To help lower-performing Ss, you can give them
prompts to make sentences (e.g. learn English / five years).
For further practice, ask Ss to write sentences using the
phrasal verbs in the vocabulary activity and check them
4. PRACTICE
Aim: to give Ss practice in using the Present Perfect Simple
with the class. and the Present Perfect Progressive in the context of a
dialogue
• Have Ss do the activity and check answers.
3. GRAMMAR

ns
PRESENT PERFECT PROGRESSIVE
Aims: • to present the formation and the use of the Present 1. have never seen 5. has been looking for
Perfect Progressive 2. have been working 6. Have... tried
3. have... given up 7. have been coming
• 4. have been trying

io
• Ask Ss to read through the example.
• Draw Ss’ attention to the words in bold. Explain to Ss that this
is the Present Perfect Progressive of the verb tour. 5. SPEAKING
• Discuss the formation of the tense (it’s formed with have/has +
been + verb -ing). Also, have Ss infer the negative and question
forms of the tense.
at
Aims: • to give Ss practice in using the functions, the structures
and the vocabulary presented in this lesson
ic
•
• Ask Ss when they think we use the Present Perfect Progressive
(for actions which started in the past and continue up to the • Ask Ss to read through the list of questions.
• In small groups, Ss take turns to talk about a show and decide
bl
present).
• Give Ss some examples and then ask them to come up with on how to advertise it to their classmates.
their own. • Go round the class helping Ss when necessary.
• Have each group advertise their show to the rest of the class.
Pu

• Ask Ss the question and elicit the answer.

• At the end of each presentation ask the rest of the class to
comment on how successfully each show was advertised and if
Yes, they do. they would go and see it.
• Ask Ss to read through the table containing the rules about the
M

formation and use of the Present Perfect Progressive. Suggested answer

• Have Ss complete the table and check answers. SA: Are you going to see the show The Happiest Days tonight?
SB: No, but I’m planning to see it soon.
SC: Me too. Do you know how long it has been running?
M

have, been, -ing, past, present SA: For more than six months.
SB: Has it been touring from the start?
SA: No, it just started touring a month ago.
PRESENT PERFECT PROGRESSIVE SC: Which places has it toured so far?
©

vs PRESENT PERFECT SIMPLE SA: It has toured most of the cities in the North.
Aims: • to present the difference between the Present Perfect SB: Do you know which age group the show is for?
Simple and the Present Perfect Progressive SC: I heard that it’s for twelve and over.
• SA: Do either of you know what the show is about?
• Draw Ss’ attention to the set of examples. Ask them to tell SB: I read somewhere that it’s about a family that moves to a new
you which tense is used in the first example (Present Perfect city.
Simple) and which one in the second example (Present Perfect SC: How have audiences responded?
Progressive). SA: Very well.
• Ask Ss to look carefully at the examples and tell you if they SB: Where can we get tickets?
understand the difference in use between the two tenses (the SC: We can book them online.
Present Perfect Simple emphasises the result and the Present SA: Great! How much are they?
Perfect Progressive emphasises the action / the duration of an SC: It says here that tickets start from €10.
action). SB: OK, that’s not too expensive.
• Give Ss a few more examples to help them understand the
difference between these two tenses (I’ve done the university
project. / I’ve been doing the university project.).
• Remind Ss of the question How long…? and explain to them
that we usually use How long… + Present Perfect Progressive to
ask about the duration of an action.
• Point out that stative verbs (like, believe, understand, know, etc.)
are not used with the Present Perfect Progressive even if we
want to emphasise the duration of an action.

83 TB

Traveller_Rev_Pre-Interm_TB.indb 172 13/1/2021 1:37:11 µµ

 D. Look at the highlighted words in the texts and match 4. PRACT ICE
them with their meanings a-g. There are two extra
Complete with the Present Perfect Simple
meanings which you do not need to use.
or the Present Perfect Progressive of the
1. original a. performance verbs in brackets.
2. live b. story A: Can I take your order?
3. imaginary c. successful B: Hello Steve! I didn’t know you were a
4. tale d. the place where tennis and waiter here.
5. court basketball are played A: Well, I am.
e. not real B: I come here all the time and I
f. new, not the same as anything else (1) (never / see) you
g. not recorded, done when people
before.
are watching/listening
A: I’m new here. I (2)
E. Discuss.
(work) here for a week now.
• Which of the shows would you like to see? Why? B: So, (3) you
• Have you been to any other kind of show? What was
(give up) trying to be an artist?
it like?
A: No, but I need the extra money. So, I
• Is there any show that you would like to go and see?

ns
(4) (try) different
2. VO C A B U L A R Y part-time jobs since last year.
PHRASAL VERBS B: Sounds interesting. My boss

io
Match the phrasal verbs 1-7 from the texts with their (5) (look for) someone
meanings a-g. to work as a part-time secretary for quite
1.
2.
come across
bring back
a. disappoint
b. return from somewhere with
at some time now, so if this place doesn’t
work out for you, let me know.
ic
3. log on something A: Thanks. So, what would you like?
4. cheer on c. connect to a computer system
bl

(6) you
5. sell out d. shout to someone in a race or (try) the vegetable soup?
6. competition to encourage him/her
Pu

check out B: Of course, I (7) (come)

7. let down e. have no tickets left here for years. I know the menu very
f. find/see by chance well.
g. look at something that seems A: Great.
M

interesting

3. GRAMMAR 5. SPEA KIN G

M

Work in small groups. Think of

Present Perfect Progressive a show or make one up. Think
of things to say about it and
©

Read the example and answer the questions. Then complete the rules advertise it to your classmates.
about the formation and use of the Present Perfect Progressive. Use these questions:
The Harlem Globetrotters have been touring the world for a long time. • How long has it been
• Do the Harlem Globetrotters still tour the world? running?
Present Perfect Progressive • How long has it been
or has + + verb + touring?
Use: • Which places has it toured
the Present Perfect Progressive for actions or situations that started in so far?
the and continue up to the . • What age group is the
show for?
PRESENT PERFECT PROGRESSIVE vs PRESENT PERFECT SIMPLE • What is it about?
Read the sentences. Which tenses are used? Which sentence • How have audiences
emphasises the result and which the duration of the action? responded?
• They have produced different major shows which have all been huge • Where can you get tickets?
successes. • How much are they?
• The Cirque du Soleil has been entertaining millions of people around
the world...
83

Traveller_Rev_Pre-Interm_TB.indb 173 13/1/2021 1:37:11 µµ

 6e Lights, camera, action!
1. VO C A B U L A R Y
WORDS RELATED TO FILMS
Complete the table by writing the words in the box under
the correct heading.

types of films people adjectives

thriller film critic
cast crime drama thriller cast hilarious
hilarious (un)realistic
biography romantic comedy
action-packed violent
leading actor director

ns
2. SP E AK I N G
Choose a film you have seen and tick () the
appropriate boxes in the table. Then discuss your

io
answers in small groups.

plot
excellent OK terrible at
ic
special effects
bl

acting
music
Pu

ending

I think the special effects in the film...

M

were amazing.
I disagree. I think they were unrealistic,
M

but I really liked the plot.

©

3. L ISTE N I N G
A. Discuss.
• Who is your favourite actor/actress?
• Can you name three of his/her best films?
B. Look at the five posters which show five films
Leonardo DiCaprio has starred in. Try to answer
the questions. Then listen to a film critic talking
and check your answers.
1. Which film won 5 Oscars?
2. Which film didn’t win any Oscars?
3. What type of film is The Aviator?
4. Which films aren’t directed by Martin
Scorsese?

84

Traveller_Rev_Pre-Interm_TB.indb 174 13/1/2021 1:37:15 µµ

 6e
Talking about films Suggested answer
Expressing opinion SA: I chose The Irishman, the new film by Martin
Scorsese.
SB: I’ve seen that. I thought the plot was excellent.
action film action-packed based on biography SA: Yes, I agree. Did you know it’s based on a true
cast crime drama direct director ending story?
excellent film critic film review hilarious SC: I didn’t know that. I guess that makes it more
leading actor plot (un)realistic romantic comedy interesting, because I thought the plot was a bit
scene set (v.) star (v.) take revenge villain boring.
violent SA: I think the acting was the best part of the film.
SC: Me too. Everyone was just great.
SB: What did you think of the special effects?
WARM-UP SA: Well, it was pretty amazing how they made all
Aims: • to help Ss make predictions about the lesson by those old actors look 30 years younger.
activating their background knowledge SC: I don’t know. I actually thought that part was
• terrible. Everyone looked like they were wearing a
lot of makeup.
• Draw Ss’ attention to the title of the lesson. SB: That’s true.
• Ask Ss to tell you when the phrase Lights, camera, action! SC: What about the music in the film?
is said (before shooting a scene of a film).

ns
SB: Honestly, I don’t remember the music at all.
• Ask Ss to tell you what they think the lesson is about. SA: Me neither. I think that means it wasn’t very good.
• Elicit answers. SC: The ending was excellent, though.
SA: I completely agree. I really enjoyed it.

io
1. VOCABULARY SB: Me too.
Aims: • to present vocabulary related to films
3. LISTENING CD3 27, 28
•
• Draw Ss’ attention to the three headings in the table.
• Ask Ss to read through the words in the box.
at
(for the listening transcript, go to the back of the book)
A. (PRE-LISTENING)
ic
Aims: • to present the topic of the listening text by
• Ask Ss to look at the examples. relating it to Ss’ personal preferences
• Have Ss do the activity.
bl

•
• Check the answers with the class and explain any
unknown words. • Ask Ss the questions and generate a short discussion.
Pu

Suggested answers
types of films people adjectives • My favourite actor is Antonio Banderas.
biography leading actor action-packed • He’s acted in Spy Kids, The Legend of Zorro and Once upon
a time in Mexico.
crime drama film critic (un)realistic
M

romantic director violent B. Aims: • to give Ss practice in listening for gist

comedy
•
M

• Point out to Ss that sometimes a film is a mixture of

genres. The Academy Awards (Oscars) and the Golden
Globe Awards are two formal ceremonies that are
©

held annually in order to honour each year’s best

2. SPEAKING professionals in the film industry. During these two
Aims: • to give Ss practice in talking about a film they ceremonies, the winners receive an Oscar or a Golden
have seen Globe respectively. These two nights are broadcast live
• and are watched by millions of people.
• Ask Ss to brainstorm films they have seen and write the
titles of the films on the board. • Ask Ss to look at the posters of the five films.
• Ask Ss to look at the table and read through the speech • Ask Ss to tell you the titles of the films (The Aviator, Gangs
bubble. of New York, Titanic, The Great Gatsby, The Revenant).
• Make sure Ss do not have any unknown words. • Ask Ss what these films have in common (Leonardo
• In small groups, Ss decide on a film they have all seen DiCaprio stars in them.).
and talk about it after ticking the appropriate boxes • Ask Ss if they have seen these films, if they liked them, etc.
in the table. Make sure that there is a balance of both • Ask Ss to read through the questions 1-4 and answer
higher-performing Ss and lower-performing Ss in each them.
group. • Elicit answers but do not correct Ss at this stage.
• Go round the class helping Ss when necessary. • Play the recording and have Ss listen to the dialogue and
• Choose some groups to act out their discussion about the check their predictions.
film.
1. The Aviator
2. Gangs of New York
3. It’s a biography / true story.
4. Titanic, The Great Gatsby, The Revenant
84 TB

Traveller_Rev_Pre-Interm_TB.indb 175 13/1/2021 1:37:16 µµ

6e
C. Aim: to give Ss practice in listening for specific C. Aims: • to present the structure of a film review by
information helpingSsidentifythemaintopicofeachparagraph
• Draw Ss’ attention to the TIP and explain it. through a matching activity
• Ask Ss to read through the sentences 1-5 and their •
options. • Refer Ss to the film review.
• Play the recording again and have Ss do the activity. • Have Ss do the matching and check answers.
• Check the answers with the class. If necessary, play the
recording once more in order to clarify any questions Ss 1st para: Introduction general information about
might have. the film
2nd para: Main Part setting and plot
1. a 2. a 3. a 4. b 5. b 3rd para: Conclusion writer’s opinion

4. WRITING CD3 29 D. Aims: • to familiarise Ss with the organisation of

A. Aim: to prepare Ss for the writing task through an oral ideas in a film review
activity •
• Ask Ss the questions and generate discussion. • Ask Ss to read through the sentences 1-6. Make sure that
Ss do not have any unknown words.
Suggested answers • Have Ss do the activity and check answers.
• For a film to be successful, the audience has to care

ns
about the main characters and what happens to
1. I 2. M 3. I 4. C 5. C 6. I
them. So, the actors and director have to be excellent
and there also has to be a great plot.
• I sometimes read film reviews, but I’m not always

io
E. Aims: • to give Ss practice in writing a film review
influenced by them. It depends on who’s written the
review, as there are some film critics whose opinion I •
agree with more than others. at
• Draw Ss’ attention to the TIP and explain it.
• For more expressions and phrases refer Ss to the Writing
Section at the back of the book.
ic
B. Aims: • to give Ss practice in reading for gist • Allow Ss some time to write their film reviews.
• • Choose some Ss to read out their film reviews.
bl

• Ask Ss to look at the poster of the film and ask them to

tell you the title of the film (Avengers: Endgame).
• Ask Ss what they know about this film (it’s in the Model answer
Pu

Avengers series of films). Groundhog Day is an American comedy which was

• Ask Ss some questions: directed by Harold Ramis. It first came to cinemas in
1993 and is one of the most popular comedies ever. It
Have you seen this film? stars Bill Murray as Phil Connors, a TV weatherman
Did you like it? and Andie MacDowell as Rita Hanson, who works
M

Are you into superhero films? with him.

It takes place in a little town called Punxsutawney,

M

• Ask Ss to read through the film review.

• Have Ss answer the questions and check answers. Pennsylvania, where there is an unusual tradition
that happens every year. Phil and Rita go there in the
winter to film the event. Phil has done it for many
©

1. Yes, she did. 2. the Present Simple years, and has become bored with the experience.
However, some very surprising things start
• Ask Ss some comprehension questions: happening, with amusing results.

What kind of film is it? It’s an action film. Overall, I enjoyed this film very much because
Who directed it? Anthony and Joe Russo. the plot is original and funny. I recommend it to
Which well-known actors star in the film? Robert Downey everyone who is looking for great entertainment.
Jr., Josh Brolin and others
What does Thanos use to destroy life in the film? the
magic infinity stones
Why do the heroes in the film travel in time? because they
want to try to change what happened in the past and to
save everyone and everything
What happens after the Avengers manage to find all the
magic stones? Thanos comes back from the past and tries
to destroy the Avengers’ plans and take revenge.
What kept the writer of the review interested throughout
the whole film? the action-packed scenes and the surprises
in the plot
Who does the writer recommend the film to? to action-
lovers, as well as to Marvel fans

85 TB

Traveller_Rev_Pre-Interm_TB.indb 176 13/1/2021 1:37:18 µµ

 C. Listen again and choose the correct answer a or b.
1. Gangs of New York is set in the 4. DiCaprio won
a. 19th century. a. an Oscar for The Aviator.
b. 20th century. b. a Golden Globe for The
Aviator.
2. The Great Gatsby won
a. two Oscars. 5. Howard Hughes was
b. three Oscars. a. an aircraft designer and
an actor.
3. The radio presenter thinks
b. a pilot and a director.
a. Titanic should be top of the critic’s list.
b. The Aviator should be top of the critic’s list. When listening, don’t assume that
an answer is correct just because

TIP
the speakers mention a word that
is in the activity. Listen carefully
4. WR IT I N G before you answer.
A FILM REVIEW
A. Discuss.
C. What is the topic of each paragraph? Read the
• In your opinion, what makes a film successful?

ns
review again and match.
• Do you read film reviews? Are you influenced 1st para: Introduction a. writer’s opinion
by them? 2nd para: Main Part b. general information

io
B. This is a film review which appeared on a college 3rd para: Conclusion about the film
website. Read the review and answer the questions. c. setting and plot
1. Did the writer like the film? at
2. What tense does the writer use to describe the plot? D. Read the sentences and decide which paragraph
you would find them in. Write I for Introduction,
ic
M for Main Part or C for Conclusion.
Film Review by Joanna Stone 1. The film was directed by Peter Jackson.
bl

2. The leading actor tries to save the

Avengers: Endgame is an action film which was
Pu

world.
directed by Anthony and Joe Russo. It is the fourth 3. This film is a romantic comedy.
one in the Avengers film series and many well-known
4. It’s suitable for both children and
actors star in it, such as Robert Downey Jr. as Tony
Stark and Josh Brolin as the villain, Thanos. adults.
M

5. I was very disappointed by the film.

The film starts twenty-three days after Thanos
uses the magic infinity stones to destroy life. In the
6. Nicole Kidman stars in this film.
M

film, the heroes travel in time from the present to

different times in the past, trying to change what WRITING TASK
happened and save everyone and everything. The E. Write a film review of a film you’ve recently
©

Avengers manage to find all the magic stones, but seen. Your review should be between 100-120
Thanos comes back from the past and tries to words.
destroy their plans and take revenge.
Overall, I found the
film very exciting. The
When writing a film review:
action-packed scenes
 choose a film you know well and make a plan of
and the surprises
what you are going to write.
in the plot kept me  give some general information about the film (e.g.
interested throughout director, leading actors, music, special effects).
the whole film. I would  only mention a general outline of the plot. Don’t
definitely recommend include too many details and don’t reveal the
it to action-lovers, as ending. Remember to use the Present Simple
well as to Marvel fans. when describing the plot.
 express your opinion of the film and say whether
you recommend it or not.

For expressions/phrases, go to the

Writing Section.
85

Traveller_Rev_Pre-Interm_TB.indb 177 13/1/2021 1:37:19 µµ

 6 Video activities
Computer-animated films

A. Complete the sentences with the correct form of the words in the box.

script record animator frame 3D model

1. I took the drawings of the character and used a computer to make a(n) of it.
2. My job as a(n) means I have to move the characters around in a scene.
3. The director stopped the film to check that one of the was OK.
4. The director told the actors they didn’t have to follow the exactly.
5. It took three hours for the actress to her lines.

ns
B. Watch Part 2. What do 3D artists do during the making of a
computer-animated film?

io
C. Watch Part 2 of the video again and complete the sentences. at
ic
1. It takes about to make a computer-animated
film.
bl

2. The first thing you need to do is .

Pu

3. Artists make drawings and paintings of the

and settings.
4. There are about frames in a ninety-minute film.
M
M

D. Watch Part 2 again and write T for True or F

for False.
©

1. Actors sometimes change the script when

they read their lines.
2. Voice actors have to read their lines in more
than one way.
3. The characters should always look real.
4. Directors are not needed when making a
computer-animated film.
5. Light is added to the scenes after the images
are rendered.
6. Render farms aren’t used any more.

E. Discuss.
• Which is your favourite computer-animated film?
• Would you like to help make a computer-animated film?

86

Traveller_Rev_Pre-Interm_TB.indb 178 13/1/2021 1:37:19 µµ

 Video activities 6
Computer-animated films
• Have higher-performing Ss work with lower-
3D model animator character frame performing Ss and correct the false sentences. This
record (v.) script will challenge higher-performing Ss and help lower-
performing Ss understand why these sentences are
false.
Aims: • to give Ss the opportunity to expand on the
language and topics of the module E.
• Ask Ss the questions.
•
• Elicit answers and initiate a short discussion.
A.
• Ask Ss what kind of films they usually watch and if Suggested answers
they ever watch animated films.
• My favourite computer-animated film is The Lion
• Draw Ss’ attention to the sentences 1-5 and the words
King.
in the box.
• Yes, it seems very interesting. I also like using
• Explain to Ss that they are going to complete the
computers.
sentences with the correct form of the words in the box.
• Play Part 1 of the video to familiarise Ss with the
unknown words presented in the video. TRANSCRIPTS

ns
• Have Ss do the activity.
Part 1
• Check the answers with the class.
3D model animator character frame record
script

io
1. 3D model
2. animator Part 2
3. frames
4. script
5. record
at
A computer-animated film is made using 3D models
and takes about four to five years to make. You need a
huge team of experts all working together. First of all,
ic
the story is written. This needs to be strong because
everything else follows the basic story.
bl

B. Next, the script is written. This can change later when

• Ask Ss to read the question in the rubric and make sure actors read their lines. Then artists make a storyboard of
they understand it. the film. This is made up of lots of drawings that show
Pu

• Play Part 2 of the video and have Ss answer the the basic story of the whole film. Here, we also get an
question. idea about what the characters will look like.
• Check the answers with the class. Next come the voice actors. They must record their lines
in different ways, and the best ones are chosen for the
film. After that, the people in the art department work
M

3D artists use computers to make 3D models. on what the film will look like. They make drawings
and paintings to show the characters and settings.
M

Then 3D artists use computers to make 3D models.

They have to make oceans, cities, houses, furniture,
C.
toys, everything... and, of course, the characters. The
• Draw Ss’ attention to the sentences 1-4.
characters don’t have to look real, but they must show a
©

• Explain to Ss that they are going to watch Part 2 of the

lot of emotions. Then these 3D models are given colour
video and complete the sentences.
and animators take them and bring them to life.
• Play Part 2 of the video and have Ss do the activity.
The director works very closely with the artists to make
• Check the answers with the class.
sure everything is the way he or she wants it to be. When
the animation is finished, light is added to each scene,
and the film comes alive.
1. four to five years The final stage is called rendering. This means taking all
2. write the story the computer information and making the final image
3. characters that is used in the film. One image is called a frame, and
4. 130,000 it can take hours to render. A ninety-minute film has
about 130,000 frames, so you need a lot of time. The
final film is made in large buildings full of computers
D.
called render farms.
• Ask Ss to read through the sentences 1-6 and make sure
they understand everything.
• Have Ss watch Part 2 of the video and do the activity.
• Check the answers with the class.

1. T
2. T
3. F
4. F
5. F
6. F 86 TB

Traveller_Brit_2nd_Pre-Interm_TB_M6.indd 179 20/9/2021 3:28:47 µµ

 6 Round-up
Aims: • to help Ss revise the structures, functions and
vocabulary presented in Module 6 through various
activities
•

VOCABULARY
A.

1. passed
2. booked
3. plot
4. queue
5. aquarium
6. rank
7. violent
8. outdoor
9. applauded
10. sold

ns
B.

1. parks

io
2. attractions
3. let
4. alley
5. across
6. effects
7. opportunity
at
ic
8. rehearse
bl

GRAMMAR
C.
Pu

1. will lose
2. won’t miss
3. may join
M

4. When
5. have
6. might not
M

7. wait
8. if
©

D.

1. Have you ever been, have been doing, have never

tried
2. has always wanted, have put on, have been
rehearsing, has also worked / has also been working,
hasn’t told, has ever played

COMMUNICATION
E.

1. So am, ’m not
2. do, don’t
3. either, did
4. Neither have, am too

87 TB

Traveller_Rev_Pre-Interm_TB.indb 180 13/1/2021 1:37:20 µµ

 Round-up 6
VO C AB U L A R Y GRA MMA R
A. Circle the correct options. C. Circle the correct options.

1. Thomas passed / shot the ball to 1. Our team lose / will lose if we don’t play well tomorrow.
Paul. 2. If we hurry, we don’t miss / won’t miss the film.
2. We caught / booked a room in a very 3. Jack and I may join / will join a drama club, but we
nice hotel. haven’t decided for sure yet.
3. The plot / scene of the film is very 4. If / When you check into the hotel, give me a call, so I
interesting. I certainly recommend it. can come and pick you up.
4. There was a very long queue / cast 5. If you’re hungry, have / will have some of my sandwich.
outside the post office. 6. Kelly couldn’t / might not come with us this evening if
5. The children saw sharks and dolphins she feels tired after working all day.
at the ruins / aquarium. 7. If we wait / will wait a little longer, they might let us go
6. There is a taxi station / rank opposite backstage.
the park. 8. We won’t go rock climbing if / when it rains. We’ll stay

ns
7. That film is hilarious / violent. I at home.
don’t want my kids to watch it.
8. Golf is an exciting indoor / outdoor D. Complete the sentences with the Present Perfect Simple or

io
sport. the Present Perfect Progressive of the words in brackets.
9. When the performance was over, 1.
everyone applauded / entertained
with excitement.
A:
at (you / ever / be) parasailing Tom?
B: Of course. It’s my hobby. I (do) it
ic
10. The tickets were sold / checked out in for the past ten years actually. It’s great fun.
three days!
bl

A: I (never / try) parasailing.

2.
B. Complete with the words in the box.
Pu

My sister Diane (always / want) to be

an actress. Two years ago she joined a local drama club and
across effects parks since then they (put on) many plays,
rehearse attractions let
three a year I think. They (rehearse) for
alley opportunity
M

a new play for months now. Diane (also

/ work) on the scenery with some of the other actors. She
M

1. We love going to theme . (not tell) me the name of the play yet. She
They’re lots of fun. wants it to be a surprise. But she says her role is one of the
2. There are many tourist most interesting she (ever / play).
©

in Spain.
3. Ask John to help you. He won’t
you down.
CO M MUN ICAT IO N
E. Complete the dialogues.
4. Let’s go to the new bowling
on Darley Street. 1.
5. I was looking through my things when A: I can’t go bungee jumping. I’m afraid of heights.
I came an old CD. B: I.
6. The special in this C: Well, I . I love a little adventure in
film are very realistic. my life.
7. Luckily, I had the to 2.
travel for a year when I finished school. A: I find going to an Internet café every day boring.
8. We had to every day B: I too.
a month before the performance. C: I ! I can spend hours there.
3.
A: Sally didn’t like the special effects.
B: I didn’t .
A: I . I thought they were amazing!

87

Traveller_Rev_Pre-Interm_TB.indb 181 13/1/2021 1:37:20 µµ

 4.
A: I’ve never been kayaking.
SP EA KIN G
B: I. Do you want to go? CLASS DEBATE
A: I don’t know. I’m a bit scared. H. Choose one of the statements and then work
B: Well, I , but I think in two groups. Group A should argue for the
we’ll enjoy it. statement. Group B should argue against it.
Think about the ideas given.
F. Complete the dialogue with the sentences a-g.
There are two extra sentences which you do not
Watching films at the cinema is better than
need to use.
watching films at home.
a. Anyway, if you see me having fun, you’ll
change your mind and will want to join me. • cost
b. I got a very good discount. • how comfortable you are
c. Neither have I. • queue
d. I do too. • the screen / sound / special effects
e. You can’t stop me from trying it now. • the noise
f. So am I.
• friends and
g. Check it out!
other people

ns
Kathy I’m very excited about our holiday. • type of films
Marlin (1) Have you packed your
bags yet?

io
Kathy No, I haven’t. It’s better to watch sports on TV than live.
Marlin (2) By the way, I’ve
arranged for us to go rock climbing while
we’re there.
at
• cost
• how comfortable
• the noise
• the atmosphere
ic
Kathy No way! I’m not trying that. you are and the people
Marlin Well, I am. (3) • queue • travelling
bl

Kathy I won’t. I don’t think you should try it either. • the excitement to venue
Marlin (4) I’ve already paid for it.
Pu

Kathy Why did you pay in advance?

Marlin (5)

LISTE NIN G SELF-A SSESSMEN T

Read the following and tick () the appropriate
M

G. Listen to four short dialogues and answer the

questions. Choose a, b or c. boxes. For the points you are unsure of, refer back to
1. What sport are the people talking about? the relevant sections in the module.
M

a. volleyball
b. golf Now I can...
c. basketball  talk about things that can possibly
©

2. What do the people definitely want to do happen

during their holiday?  talk about conditions and their results
a. do water sports
b. go on a cruise  talk about sports
c. go souvenir shopping  talk about different places of
3. How did the man feel about the show? entertainment
a. It wasn’t for adults.  express agreement/disagreement
b. It was boring.
c. It was great.  write a paragraph expressing
preference
4. Where do the people decide to go?
a. To a restaurant.  talk about shows and films
b. To the theatre.  write a film review
c. To a concert.

CLIL: Music

Song: I’m so bored

88

Traveller_Rev_Pre-Interm_TB.indb 182 13/1/2021 1:37:20 µµ

 Round-up 6
F.

1. f 2. c 3. a 4. e 5. b Suggested answers
It’s better to watch sports on TV than live.
Group A - for
Watching sports on TV is better that watching them
LISTENING CD3 30 live. The TV cameras at sporting events are able to get
G. close and you can see everything that is happening
(for the listening transcript, go to the back of the book) perfectly from the TV. Also, when something
• Ask Ss to read through the four questions and their options. important happens, they show it again a few times.
• Play the recording twice. This isn’t possible when you’re watching at the venue.
• Alternatively, play each dialogue twice and have Ss decide So, there is no reason to travel all the way to a venue
on the correct answer. and wait in a long queue. You can sit on your most
• Alternatively, to challenge higher-performing Ss, you may comfortable sofa, invite some friends and enjoy the
modify the activity from multiple choice to open-ended match!
questions. Write questions 1-4 on the board (without the
options), ask Ss to cover the activity in their books, listen Group B - against
and answer the questions. To help lower-performing Ss, You can’t beat the atmosphere and the excitement
you may eliminate one incorrect option. at a live sporting event! I love everything about it,
• Check the answers with the class. especially the noise of everybody cheering. I don’t
even mind the bad weather or the cost of the ticket. I
like the idea of being with thousands of other people

ns
1. a 2. b 3. c 4. b and cheering on my favourite team. It’s the best
feeling!

SPEAKING

io
H. SELF-ASSESSMENT
• Ask Ss to choose one of the statements and read through the Aims: • to give Ss the opportunity to check their progress
• to encourage learner autonomy
list of ideas.
• Divide Ss in two groups and explain that Group A should
argue for the statement and Group B should argue against it.
at •
• Draw Ss’ attention to the points and have Ss read through
ic
• Allow each group some time to discuss and prepare their them.
arguments. Encourage higher-performing Ss to add their • Explain any unknown words.
• Have Ss tick the points they feel confident about. For the
bl

own ideas and examples to support their argument. This

will challenge them. points they are unsure of, they should refer back to the
• Go round the class helping Ss when necessary. relevant sections in the module.
Pu

• Have some Ss from each group present their arguments to

the class.
CLI L : M u sic
The Teacher’s Notes can be found at the back
of the book.
M

Suggested answers
Watching films at the cinema is better than
watching films at home.
Song: I’m so bored CD3 33
M

Group A - for
I believe it’s better to watch films at the cinema. I Aims: • to help Ss revise and consolidate the
enjoy the excitement and the atmosphere of watching structures, functions and vocabulary
a film on the big screen, especially types of films they have already studied through a song
©

like science fiction where the special effects and the •

sound are more important. So many people watching • Ask Ss to read the song once without worrying
the same thing together creates a strong energy that about the correct answers.
you can’t create at home on your own. The seats are • Ask Ss to try and choose the correct words before
also really comfortable and you can choose how far listening to it.
from the screen you sit. • Play the recording and ask Ss to listen to the song
carefully and check their answers.
Group B - against • Check Ss’ answers and explain any unknown words.
I don’t agree. I like watching films from the comfort • Play the recording again and have Ss sing along.
of my own home. I can watch them anytime I want.
Also, it’s expensive to go to the cinema but doesn’t chair nothing sport lazy go
cost anything at home. Also, I don’t have to wait in someone so stay agree idea
a queue. My friends and I like to get together at my year better
house. We like to talk about the film as we watch it
and at the cinema people aren’t supposed to make
any noise. GRAMMAR ACTIVITIES
There is a section at the back of the Workbook with grammar
activities providing Ss with further practice of the grammar
presented in the module. After each Round-up section in the
Workbook, it is advisable to do the corresponding activities
in the Grammar Activities section.
The key for the Grammar Activities section is included in the
Workbook Key at the back of the Teacher’s Book.
88 TB

Traveller_Rev_Pre-Interm_TB.indb 183 13/1/2021 1:37:21 µµ

 7 Good job

Aims: • to introduce the topic of the module and activate

Ss’ background knowledge
• to present the learning objectives of the module
•
• Ask Ss to look at the picture and tell you what they can
see (two young men smiling and shaking hands at the
workplace).
• Ask Ss to guess what the two men are talking about and
why they look happy (one of the two men has succeeded in

ns
something at work and the other man is congratulating him
on his success).
• Draw Ss’ attention to the title of the module.
• Help Ss relate the title of the module to the content of

io
the picture in order to deduce the meaning of the phrase
good job (= to do sth well, to carry sth out successfully).
• Ask Ss what they think the module is about.
• Elicit answers.
• Ask Ss the questions in the Discuss section and elicit
at
ic
answers. Allow the use of L1, if necessary, to encourage
lower-performing Ss to express themselves.
bl

Suggested answers
Pu

My ideal job would be a doctor because you get to

help people and also make good money.
You need a lot of qualifications to be a doctor. You
have to go to medical school and get lots of special
training.
M

• Read out the points listed in the Flick through the module
M

and find... section.

• Explain any unknown words.
• Then ask Ss to flick through the module and find where
©

these points are discussed.

a CV: p. 95
an advertisement for an English language course:
p. 99
a dialogue at the bank: p. 90
people doing different jobs: p. 97
some happy colleagues: p. 92

• Read out the objectives listed in the In this module you

will learn... section.
• Explain any unknown words.

89 TB

Traveller_Rev_Pre-Interm_TB.indb 184 13/1/2021 1:37:23 µµ

 Good job 7
Discuss:
 What’s your ideal job?
 What qualifications would you need for it?

Flick through the module and find...

 a CV
 an advertisement for an English language course
 a dialogue at the bank
 people doing different jobs
 some happy colleagues

ns
io
at
ic
bl
Pu
M
M
©

In this module you will learn...

 to carry out transactions
 to talk about work and workplaces
 to describe your qualifications
 to ask for confirmation
 to express interest, surprise and make exclamations
 to express result
 to use the Past Perfect Simple
 to write a CV
 to write an email giving information

89

Traveller_Rev_Pre-Interm_TB.indb 185 13/1/2021 1:37:28 µµ

 7a Need some cash?
1. L I ST E N I N G & R E A DIN G
A. Discuss.
• Do you have a bank account?
• If yes, how often do you put money in it?
• How do you feel about using cash machines?

B. Listen to three dialogues and at the bank

decide where each of them is
taking place. Write 1, 2 or 3
at a cash machine
next to the names of the places. at a bureau de change
1.
Clerk Good morning, how can I help you?

ns
Woman I’d like to exchange some euros into Japanese yen.
What’s the exchange rate?
Clerk One euro is 122 yen.

io
Woman OK, let me see. How much will I need to spend? Erm...
here’s €200. You charge commission, don’t you?
Clerk Yes, we charge 1% commission. Is that OK?
Woman That’s fine.
at
ic
Clerk So, here’s your money.
Woman Thank you.
bl

2.
Pu

Man What’s taking you so long? 3.

Woman I’m trying to withdraw some money. Bank clerk Good afternoon.
Man Didn’t you want to make a deposit? Customer Hello, I’d like to open a new account.
Woman I’ve already done that. Then I took Bank clerk OK. Let me tell you about our latest account. It’s
M

my card and got the receipt, but called Silversaver and it has an interest rate of 5%.
I realised we need money for the Customer Sounds good.
M

supermarket, so I tried to withdraw Bank clerk And we will also give you a debit card free of charge.
some. Customer Isn’t that the same as a credit card?
Man And? Bank clerk No, with a debit card you can pay for things and
©

Woman It won’t accept my PIN number. the amount is directly taken from your account.
Man Maybe you entered it incorrectly. Customer I can’t use Internet banking with that account,
Woman But it worked before, didn’t it? Let me can I?
try once more. Bank clerk Of course, you can. You can also get up to £50
Man How many times have you entered it? cashback at various shops and supermarkets.
Woman This is the third time. Customer That’s useful.
Man I hope it doesn’t swallow your card. Bank clerk Here’s a brochure. If you have any questions,
Woman It’s OK, it’s working now. don’t hesitate to ask.

C. Read the dialogues and match.

1. When you exchange money, a. the cash machine may ‘swallow’ your card.
2. When you enter your PIN three times incorrectly, b. it asks for your PIN number.
3. When you put your card in a cash machine, c. you get money back from shops.
4. When you use a debit card, d. you usually have to pay commission.
5. When you use cashback, e. money is directly taken from your account.

90

Traveller_Rev_Pre-Interm_TB.indb 186 13/1/2021 1:37:29 µµ

 7a
• As soon as they finish, have higher-performing Ss work with
lower-performing Ss in pairs and compare their answers.
Carrying out bank transactions Encourage them to provide justification. This will build lower-
Expressing interest and surprise performing Ss’ confidence, and encourage them to share their
Asking for confirmation answers in class.
• Check the answers with the class.

Negative Questions 1. at a bureau de change

Question Tags 2. at a cash machine
3. at the bank

brochure (in)correctly customer delivery • Ask Ss some comprehension questions:

envelope hesitate latest swallow (v.) various
Words/Phrases related to money transactions 1.
Where is the yen used? in Japan
bank account bureau de change cash machine What is the exchange rate between the euro and the yen?
charge commission credit card debit card One euro is 122 yen.
deposit (v.) exchange free of charge Internet banking How much money does the woman decide to change into
make a deposit PIN rate refuse withdraw yen? €200
How much commission do they charge? 1%
Phrase 2.
What’s taking you so long? What did the woman do first when she went to the cash
machine? She made a deposit.

ns
What is the woman trying to do now? She’s trying to
WARM-UP withdraw some money.
Aims: • to help Ss make predictions about the lesson What does she need the money for? for the supermarket
by activating their background knowledge What is the problem? The cash machine won’t accept her

io
• PIN number.
How many times did she enter her PIN number before the
• Draw Ss’ attention to the title of the lesson. cash machine worked? three times
• Make sure that Ss know the meaning of the word cash
(= money in the form of notes and coins).
• Point out to Ss that the formation of the question is informal
since the auxiliary verb do is missing.
at
3.
Why is the man at the bank? because he wants to open a
new account
ic
What is the name of the bank’s latest account? Silversaver
• Ask Ss to tell you when this question is asked (when we offer to What is the interest rate of Silversaver? 5%
lend/give sb some money). What will they give him if he opens a Silversaver account?
bl

• Ask Ss to tell you what they think the lesson is about. a debit card
• Elicit answers. Will the man have to pay for the debit card? No, he won’t.
Can the man use Internet banking with a Silversaver
1.LISTENING & READING CD4 2
Pu

account? Yes, he can.

A. Aims: • to introduce the topic of the dialogues by relating it How much cashback will it be possible for him to get? up
to Ss’ personal experience to £50
• Is he happy with the information he got from the bank
clerk? Yes, he is.
• Ask Ss the questions and initiate a short discussion. What does the bank clerk give him? a brochure
M

Suggested answers
• I’ve got a bank account which I’ve had for about ten years. C. Aims: • to give Ss practice in identifying specific
• I have a job, so money goes into my account once a
M

information in the dialogues

month.
• I usually pay for things with my debit card, so I don’t use •
cash machines very often. However, when I do use them, • Ask Ss to read through 1-5 and a-e.
I’m always careful when typing in my PIN number to • Refer Ss to the dialogues.
©

make sure nobody sees it. • Have Ss do the activity.

• To help lower-performing Ss, you can tell them which
• Ask Ss some further questions: dialogue they should read to find the answers (e.g. sentence
1: dialogue 1, sentences 2 and 3: dialogue 2, sentences 4 and 5:
How much money do you spend each month? dialogue 3).
Have you got a credit card? • Check the answers with the class.
How do you usually pay when you buy things?
1. d 2. a 3. b 4. e 5. c
• Explain any unknown words and choose Ss to act out the
The initials PIN stand for Personal Identification dialogues.
Number.
B. Aims: • to present vocabulary, functions and structures in 2. VOCABULARY
the context of three dialogues Aims: • to present the opposites of some words in the
• to give Ss practice in reading for gist dialogues
•
•
• Ask Ss to read through the sentences 1-5.
• Ask Ss to read through the names of the three places. If • Draw Ss’ attention to the words in bold.
necessary, explain to Ss what a bureau de change is (= an office • Refer Ss to the dialogues.
where you can change the money of one country for that of • Have Ss do the activity and check answers.
another).
• Play the recording and have Ss listen to the three dialogues
carefully in order to decide where they are taking place. 1. spend 2. withdraw 3. accepted
• Alternatively, play the recording and have Ss listen to the first 4. incorrectly 5. free of charge
dialogue and decide where it is taking place. Follow the same
procedure for the rest of the dialogues.
90 TB

Traveller_Rev_Pre-Interm_TB.indb 187 13/1/2021 1:37:29 µµ

7a
5. INTONATION CD4 3, 4
3. GRAMMAR A. Aim: to present the intonation of question tags
NEGATIVE QUESTIONS • Play the recording and have Ss repeat each sentence as they
Aims: • to present negative questions hear it.
• • Ask Ss the questions in the rubric and elicit answers.
• Ask Ss to read through the examples in the grammar box.
• Draw Ss’ attention to the words in bold and explain that these In the first sentence (rising intonation), the speaker is not
are examples of negative questions. sure whether there is a new bank on Greenfield Street
• Point out to Ss that negative questions are formed with the and wants to confirm it. In the second sentence (falling
negative auxiliary verb + subject. We can use them to show intonation), the speaker is sure that there is a new bank on
surprise or when we expect the listener to confirm what we say. Greenfield Street and expects the listener to agree.
• Ask Ss to come up with their own examples.
• Refer Ss to the Grammar Reference at the back of the book. • Play the recording again and ask Ss to repeat the sentences
• Ask Ss the questions in the rubric. while you move your hand upwards or downwards to show the
• Check the answers with the class. rising or falling intonation in each question tag.
B. Aims: • to raise Ss’ awareness of issues of intonation and
Didn’t you want to make a deposit? : The speaker expresses rhythm in question tags
surprise. •
Isn’t that the same as a credit card? : The speaker expects • Play the recording and pause after each sentence.
the listener to agree with him. • Ask Ss to repeat them and write the appropriate symbol next
to each one.
• Check the answers with the class.
• Ask higher-performing Ss to come up with their own
examples using negative questions. This will challenge them.

ns
To help lower-performing Ss, you can give them some 1. falling intonation 4. falling
falling intonation
sentences with the words in jumbled order, (e.g. you / know / to 2. falling intonation 5. falling intonation
/ a / you / debit card / don’t / how / use / ?), and have them put 3. rising intonation 6. rising intonation
the words in the correct order to form a sentence.

io
6. SPEAKING
QUESTION TAGS Aims: • to give Ss practice in simulating conversations at a
Aims: • to present question tags
•
• Ask Ss to read through the examples and draw their attention
at
•
bank, at a bureau de change and at a cash machine
ic
• Refer Ss to the Speaking Section at the back of the book.
to the short questions at the end of the sentences.
• Have them read through the instructions.
• Check Ss’ background knowledge by asking them what these
• To help lower-performing Ss Ss, tell them that they should use
questions are (question tags).
bl

the dialogues in the Listening and reading activity as models.

• Ask Ss how they are formed (with the auxiliary or modal verb
• In pairs, Ss take turns to act out the conversations according to
of the sentence and a personal pronoun in the same person as the
the allocated roles.
subject. If there is no auxiliary or modal verb in the sentence, we
Pu

• Go round the class helping Ss when necessary.

use ‘do’, ‘does’ or ‘did’, depending on the tense of the verb) and
• Choose some pairs to act out the different conversations.
when they think question tags are used (when we are not sure
about something and we want to confirm it or when we are sure
about what we are saying and we think the listener will agree). Suggested answers SB: Certainly. 1 euro is
• Ask Ss to read through the rules. Make sure that they do not At the bank $1.12. For €250 you
M

have any unknown words. SB: Excuse me. Could you will receive $279.07.
• Ask Ss to come up with their own examples. help me, please? SA: Perfect. Thank you.
• Refer Ss to the Grammar Reference at the back of the book and SA: Certainly. What seems SB: You’re welcome.
to be the problem?
M

have them do the activity.

• Check the answers with the class. SB: I want to withdraw some At the cash machine
money from the cash SB: Excuse me. Would you
machine, but it’s broken. mind helping me?
end, an auxiliary, positive, negative SA: I see. I can take care ofSA: Not at all.
©

that for you. Do you SB: I’ve never used a cash

have your bank card? machine before. What
4. PRACTICE SB: Yes. Here you are. do I do?
A. Aim: to give Ss practice in making negative questions SA: Thank you. How much SA: Well first you put your
• Have Ss do the activity and check answers. would you like to card in here.
withdraw? SB: OK.
1. Don’t you know how to use a cash machine? / Can’t you SB: €100. SA: Then you have to type
SA: Here you go. Just sign in your PIN number for
use a cash machine?
here please. security.
2. Didn’t we go to the same school? / Didn’t you go to the SB: Thank you. SB: OK. I’ve done that.
same school as me? SA: My pleasure. SA: Now, what do you want
3. Haven’t you seen this film before? to do? Do you want to
At the bureau de change take out money or make
SA: Good afternoon. I’d like a deposit?
B. Aims: • to give Ss practice in using question tags in the
to exchange some euros. SB: I want to take out
context of two short dialogues
SB: Of course. How much money.
•
money would you like to SA: Alright. Just type in the
• Have Ss do the activity and check answers. exchange? amount you want here
SA: €250. Is there a and the machine will
1. didn’t you, did you, can’t you commission? give it to you.
2. aren’t they, haven’t you, will you, do you SB: No. There is no SB: Thank you so much for
commission for your help.
exchanges over $100. SA: No problem. Don’t
SA: Great. Can you tell me forget to take your card
what the rate is? and your receipt.

91 TB

Traveller_Rev_Pre-Interm_TB.indb 188 13/1/2021 1:37:30 µµ

 2. VO C A B U L A R Y 4. P RACT ICE
OPPOSITES A. Read the situations and make negative
questions.
Look at the words/phrases in bold. Find their
opposites in the dialogues in activity 1B and 1. You’re surprised that your brother doesn’t know
complete the sentences with their correct form. how to use a cash machine. What do you say?
1. You should start saving money. Don’t
it on things you don’t actually 2. You see a woman who you think went to the
same school as you. What do you say to her?
need.
2. The good thing about cash machines is that
3. Your best friend wants to watch a film but
you can deposit or money
you’re quite sure he’s seen it before. What do
without having to wait in a queue to see a bank you say?
clerk.
3. Charlie refused to go on a business trip to
London, but I . B. Complete the dialogues with the correct
question tags.
4. I spelt the name on the envelope correctly, but
1.

ns
I spelt the address . A: David, you went to the bank today, ?
5. We had to pay €1,000 for the furniture, but B: No. You didn’t tell me to go, ?

io
the delivery was . A: Yes, I did.
B: Sorry.
atA: You can go tomorrow,
B: Of course.
?
ic
3. G R A M M A R 2.
A: The banks are closed today, ?
bl

NEGATIVE QUESTIONS
B: Yes, but there’s a cash machine round the
Pu

Read the examples and notice the words in corner. You’ve seen it, ?
bold. In which sentence does the speaker in the
A: You’re right. I’ll go there.
dialogue expect the listener to agree? In which
sentence does the speaker express surprise? B: You won’t be long, ?
• Didn’t you want to make a deposit? A: No, I just need to check something.
M

• Isn’t that the same as a credit card? B: You don’t have Internet banking, ?
A: No, I don’t.
M

QUESTION TAGS 5. IN TO N AT IO N
Read the examples, notice the words in bold A. Listen and repeat. In which sentence is the
©

and then complete the rules by circling the speaker not sure about something and wants to
correct words. confirm it? In which sentence is the speaker sure
• You charge commission, don’t you? and expects the listener to agree?

• But it worked before, didn’t it? There’s a new bank on Greenfield Street, isn’t there?
• I can’t use Internet banking with that account, 
There’s a new bank on Greenfield Street, isn’t there?
can I?
B. Listen and repeat. Is the intonation rising  or
• Question tags are short questions which we falling  ?
put at the beginning / end of a sentence.
• They are formed with an auxiliary / a main 1. You’ll lend me some money, won’t you?
verb (am, is, are, was, were, have, has, do, does, 2. Jill hasn’t closed her bank account, has she?
did, can, could, will, etc.) and a subject personal 3. Your cousin lives in Bristol, doesn’t he?
pronoun (I, you, he, she, etc.). 4. We aren’t working this Saturday, are we?
• We use a positive / negative question tag with
a negative sentence and a positive / negative 5. You often change your PIN, don’t you?
question tag with a positive sentence. 6. Tom didn’t spend all the money, did he?

6. SP EA KIN G
Go to the Speaking Section.
91

Traveller_Rev_Pre-Interm_TB.indb 189 13/1/2021 1:37:30 µµ

 7b Job satisfaction
1. R E A DI N G
A. Discuss.
• What do you think makes
employees happy with their job?

B. Read the text quickly. What is the writer’s main

purpose? Choose a, b or c.
a. To criticise employers.
b. To inform people about the working
conditions some companies offer.
c. To advertise different businesses.
C. Read again and complete the sentences.

Let’s get down 1. A software company in Los Angeles

doesn’t charge its employees anything

to business

ns
for their clothes or when
they want to wash .
They can also free of charge

io
Because big salaries and large bonuses aren’t always all day long.
enough to keep employees happy, some companies are
now offering their staff exciting and unusual perks.
A software company in Los Angeles, USA, for example,
at
2. Employees at a San Francisco company can go
outside and play or
ic
during their break. Sometimes they have so
has built a number of on-site facilities for its employees. much fun at work they don’t want
Staff can visit the hairdresser’s, leave their cars at the
bl

.
car wash and their clothes at the dry-cleaner’s – for free!
3. were taken to a concert by a
Pu

There’s also an on-site restaurant that serves free gourmet

UK mobile phone company.
meals 24 hours a day! What a treat!
4. Employees of a US insurance company don’t
When employees of a San Francisco-based software
have to on their birthdays and
company need a break, they head for the games room.
they can relax in a whenever
M

Here, they can play video games, pool or table tennis.

they like.
Alternatively, staff members can take part in outdoor
M

activities, like basketball or tennis. The employees of this D. Look at the highlighted words in the text and match
them with their meanings a-g.
company say that their work environment is so pleasant
that they often don’t want to go home! 1. perks a. trips or short journeys
©

Many companies also organise annual holidays and usually lasting for a day
2. gourmet b. go towards
outings for their staff. Last year, a US supermarket chain
c. think about something in
took all its employees white-water rafting. And, in the UK, 3. head for
a particular way
a mobile phone company organised a special end-of-year
4. pleasant d. food of high quality and
concert for its 17,000 employees. Some of the biggest rock
often expensive
bands in the UK played at the concert and staff members 5. outings e. nice, enjoyable
had the opportunity to meet the performers – how thrilling!
6. firm f. things you are offered as
Some companies offer their staff members slightly more well as your salary
unusual perks. For example, a US insurance firm gives all 7. consider g. company
its employees the day off on their birthday, as well as a gift
of $100. The company also offers on-site golf lessons and E. Discuss.
exercise classes, and there are even quiet rooms for staff • Which of the perks mentioned in the text do
members to relax. Many employees consider this company you think would create the happiest work
to be such a wonderful place to work that they wouldn’t environment?
dream of looking for a job anywhere else! • Imagine you’re the manager of your own
company. What kind of unusual perks would
you offer your employees?
92

Traveller_Rev_Pre-Interm_TB.indb 190 13/1/2021 1:37:34 µµ

 7b
• Ask Ss some comprehension questions:
Talking about work and workplaces
Expressing result Are big salaries and large bonuses always enough to
keep employees happy? No, they aren’t.
Making exclamations What are some companies now offering their staff? exciting and
unusual perks
What has a software company in LA built for its employees? a
Exclamatory sentences number of on-site facilities
Clauses of result What can the employees of a San Francisco-based software
company do in the games room during their break? They can
play video games, pool or table tennis.
What do many companies organise for their employees? annual
advertise annual break (n.) car wash condition holidays and outings
consider criticise dream (v.) dry-cleaner’s Where did a US supermarket chain take all its employees last
inform outing pleasant serve slightly study (n.) year? It took them white-water rafting.
treat (n.) white-water rafting Who played at the special end-of-year concert which a UK
mobile phone company organised for its employees? some of the
Words related to work biggest rock bands in the UK
What did the staff members have the opportunity to do? to meet
bonus company day off employee employer the performers
firm (n.) salary staff How much money does a US insurance firm give to its
employees as a birthday present? $100
What else does it offer to its employees? on-site golf lessons and
WARM-UP exercise classes, as well as quiet rooms for staff members to

ns
Aims: • to help Ss make predictions about the lesson by relax
activating their background knowledge What do many employees think about this company? that it’s a
• wonderful place to work
Do they ever think about looking for a job elsewhere?

io
• Draw Ss’ attention to the title of the lesson.
• Help Ss elicit the meaning of the phrase job satisfaction (= the No, they don’t.
feeling of pleasure and achievement which you experience in your
job when you know that your work is worth doing).
• Ask Ss to tell you what they think the lesson is about.
• Elicit answers.
• Ask Ss:
at
C. Aims: • to give Ss practice in identifying specific

•
information in the text
ic
• Ask Ss to read through the sentences. Make sure that they do
What is more important to you: job satisfaction or not have any unknown words.
bl

earning a lot of money? • To help lower-performing Ss, tell them that sentences 1-4
correspond to the first four paragraphs in the text. This means
that they should find the words to complete the sentences in item
Pu

• Elicit answers and generate discussion. 1 in paragraph 1 and so on. Tell Ss that in sentences 1 and 4 they
have to deduce the required meaning and reword parts of the text
1. READING CD4 5 to fit the gaps.
A. (PRE-READING) • Have Ss do the activity and check answers.
Aims: • to introduce the topic of the text by relating it to Ss’
personal opinion
M

1. dry-cleaning, their cars, eat

• 2. basketball, tennis, to go home
• Draw Ss’ attention to the picture. 3. 17,000 employees
4. work, quiet room
M

• Ask Ss the question and elicit answers.

Suggested answer
I think employees need to feel that the people they work D. Aims: • to give Ss practice in deducing the meaning of some
with recognise their worth, in order to be happy at work. unknown words from the text through a matching
©

In addition, if the job is interesting and the pay is good, the activity
employee is more likely to be happy. •
• Refer Ss to the highlighted words 1-7 in the text.
• Ask Ss to read through the definitions a-g. Make sure that they
B. Aims: • to present vocabulary, functions and do not have any unknown words.
structures in the context of a text • Have Ss do the activity and check answers.
• to give Ss practice in reading for gist
•
1. f 2. d 3. b 4. e 5. a 6. g 7. c
• Ask Ss to read through the text.
• Ask Ss to read through the sentences a-c and check
understanding.
• Have Ss decide which sentence best describes the writer’s main • Explain any unknown words and choose Ss to read out the text.
purpose. E. (POST-READING)
• Check the answer with the class. Ask higher-performing Ss Aims: • to give Ss the opportunity to have a further
to justify why the other two options are incorrect. This will discussion on the topic of the text
challenge them and help lower-performing Ss understand why
this answer is correct. •
• First have Ss think of the questions individually. Ask them to
The correct answer is b. note down any ideas they can think of. In this way, you ensure
that all Ss will come up with their own ideas.
• Then divide Ss into pairs. You can have lower-performing Ss
work with higher-performing Ss so that the former feel more
confident. Encourage Ss to exchange opinions and allow them
some time to prepare their answers.
• Have pairs share their answers in class and initiate a short
discussion.
92 TB

Traveller_Rev_Pre-Interm_TB.indb 191 13/1/2021 1:37:35 µµ

7b
nouns in plural or uncountable nouns.
• Write the following examples on the board to help Ss
understand better:
Suggested answers They are such clever students. (students-plural)
• The perks that would create the happiest work It was such nice weather that we spent the whole day at the beach.
environment are the activities employees can do when (weather-uncountable)
they need a break, like playing games in the games room • Have Ss come up with their own examples practising the new
and doing outdoor sports. structures.
• I’d have a large room where my employees could dance • Have Ss complete the rules and check the answers with the
and listen to music whenever they needed a break. I would class.
also offer them free musical instrument lessons on-site.
1. They don’t want to go home.
2. VOCABULARY 2. Because their work environment is pleasant.
Aims: • to give Ss practice in using words that can be easily 3. They express result.
confused To express result use:
• - so + adjective or adverb + (that)...
- such + (a/an) + (adjective) + noun + (that)...
LANGUAGE PLUS • Refer Ss to the Grammar Reference at the back of the book.
work = an activity which requires a person to use physical or • Divide Ss into pairs. Have higher-performing Ss work with
mental effort to do, usually for money lower-performing Ss.
job = what a person does on a regular basis to earn money • Read the following pairs of sentences aloud, and have Ss
employer = a person or organisation that offers people paid determine which sentence in each pair is the correct one.
work Explain to Ss that they should justify their answers.
employee = a person who is paid to work for sb else - What a lovely weather or What lovely weather?

ns
office = a room or part of a building in which people work (What lovely weather is the correct sentence because the noun
study = a room, especially in a house, used for work weather is uncountable.)
desk = a type of table that you can work at - They were such an expensive boots! or They were such expensive
company = firm, a business that usually sells services/goods boots! (They were such expensive boots is the correct sentence

io
organisation = a group of people who work together in a because the noun boots is plural.)
structured way for a shared purpose 4. PRACTICE

• Ask Ss to read through the first set of sentences and then the
words in the box.
at
Aim: to give Ss practice in using exclamatory sentences and
clauses of result in the context of two short dialogues
• Have Ss do the activity and check answers.
ic
• Refer Ss to the word job in the text (... they wouldn’t dream of
looking for a job anywhere else!). 1. such, such, so 2. so, What, so, How
• Encourage Ss to work out the difference in meaning between
bl

work and job.

• Point out to Ss that work has a more general meaning. 5. SPEAKING
• Have Ss do the rest of the activity, one set at a time. Aims: • to give Ss practice in using the functions, the
Pu

• Check the answers with the class. structures and some of the vocabulary presented in
this lesson through a pair-work activity
1. job, work 3. office, desk, study •
2. employee, employer 4. company, organisation • Ask Ss to read through the ideas given.
• Draw Ss’ attention to the speech bubble.
M

• Draw Ss’ attention to the TIP and explain it.

3. GRAMMAR • In pairs, Ss talk about an ideal company, using clauses of
EXCLAMATORY SENTENCES result and exclamatory sentences respectively. To help lower-
Aims: • to present exclamatory sentences
M

performing Ss, allow them to talk about their ideal company

• using just three of the ideas given. To challenge higher-
• Ask Ss to read through the examples. performing Ss, encourage them to add their own ideas.
• Draw Ss’ attention to the words in bold. • Go round the class helping Ss when necessary.
• Choose some pairs to act out the dialogues.
©

• Explain to Ss that we use exclamatory sentences to give

emphasis to the meaning of the adjective/adverb or noun (How
beautiful!, What a nice day!).
• Ask Ss the question in the rubric. Suggested answer
• Check the answers with the class. SA: I really like my job. It’s such a wonderful place to
• Read out and explain the rule. work.
SB: That’s great! What makes it so special?
SA: First of all, there are such excellent facilities. The office
The speaker wants to emphasise what follows the
spaces and the desks are so big and comfortable.
words in bold. SB: Wow! What about your boss?
SA: She’s really nice and it’s a pleasure to work for her. My
colleagues are also great. They are so friendly that we
CLAUSES OF RESULT have all become great friends!
Aims: • to present clauses of result SB: That’s wonderful! What about the money?
• SA: The money that I am getting is more than I expected,
• Ask Ss to look at the rules about the formation of clauses of so I’m quite pleased.
result and read through the examples. SB: It sounds like you found the perfect job.
• Have Ss tell you if they understand the meaning of so/such in SA: I did. And I haven’t told you about the perks yet! We
these sentences (to such a great extent) and discuss the new get three fifteen-minute breaks, as well as a one-hour
structures mainly through the examples. lunch break! What’s even better is that we have such a
• Point out that these structures express a cause and effect lot of days off which we can take whenever we want!
relationship.
• Ask Ss to tell you what difference they notice between so and SB: How lovely for you! It sounds ideal.
such. Elicit the answer that the main difference is that such SA: But there’s more! We can also work from home, if we
is always followed by a noun while so is used before adverbs/ like!
adjectives. SB: Have they got any job openings?
• Point out to Ss that we use such without the article a/an before

93 TB

Traveller_Rev_Pre-Interm_TB.indb 192 13/1/2021 1:37:35 µµ

 2. VO C A B U L A R Y 4. PRACT ICE
WORDS EASILY CONFUSED Complete the dialogues with how, what,
so or such.
Complete the sentences with the words in the boxes.
1.
work job A: I had a tiring day!
B: Why? What happened?
1. Sheila has a new . She started
A: We had a lot of
last Monday.
work to do that we didn’t have time
employer employee for a break.
B: So, you haven’t eaten?
2. Tim Barkley is an of Fiji Bank. His
A: No, I’m hungry I
sent him to Suva last week.
could eat a horse!
office study desk 2.
A: Why are you late?
3. My brother is a graphic designer and has a(n)
B: I woke up late that
on the third floor of that building with a large
I missed the bus, and the next one
in it. But he also works at home in his .

ns
was half an hour later.
company organisation A: a nightmare!
B: Did Mr Humphries notice I wasn’t

io
4. Christine is the manager of a software and
here?
in her free time she does volunteer work for a(n)
A: No, he’s busy these
which helps protect the environment. at days he never comes out of his
office.
ic
3. G R A M M A R B: lucky I am!
bl

EXCLAMATORY SENTENCES 5. SP EA KIN G

Talk in pairs.
Pu

Read the examples. Which words does the speaker

want to emphasise? Student A: Imagine that you work
• How thrilling! • What a treat! for the ideal company. Tell Student B
• It’s so pleasant! • It’s such a wonderful place! about it. Think about the ideas given
M

and use so/such... that.

To make exclamations use:
• how and so before adjectives/adverbs
• your boss
M

• what and such before nouns or adjectives + nouns • your colleagues

• the money you make
• the perks you receive
©

CLAUSES OF RESULT
• the facilities
Read the examples, answer the questions 1-3 and complete • the working hours/days
the rules.
• the days off / holidays you get
• The employees say that their work environment is so pleasant
that they often don’t want to go home! • the breaks you can have
• The employees say that their work environment is such a Student B: Respond to what Student A
pleasant place that they often don’t want to go home! says using How...! or What...!.
1. What don’t the employees want to do?
My boss is so friendly that
2. Why don’t they want to do it?
he’s like a best friend to me.
3. What does so... that... and such... that... express?
How lucky you are!
To express result use:
- so + or adverb + (that)...
Listen carefully to the other
- such + (a/an) + (adjective) + + (that)...
TIP

person and show interest or

surprise.

93

Traveller_Rev_Pre-Interm_TB.indb 193 13/1/2021 1:37:36 µµ

 7c A successful CV
1. VO C A B U L A R Y
3. GRA M MA R
LEXICAL SET: QUALIFICATIONS
Read the table and tick () what is true REFLEXIVE PRONOUNS
about you.
Yes No Read the examples and answer the questions.
Do you have a university degree? • Ted taught himself how to play the guitar.
Do you have previous work • Mrs Fields taught him how to play the piano.
experience? In which sentence does the pronoun refer
Are you fluent in more than to the subject?
one language? • Do you ever stay at home by yourself?
Are you computer literate? • Children, be careful. You might hurt yourselves.
What does the phrase by yourself mean?
Do you have a driving licence?
What’s the difference between yourself and
Do you have good people skills? yourselves?

ns
Can you work overtime?
Do you want a full-time job?

io
4. P RACT ICE
2. SP E AK I N G Complete the sentences using the verbs in the box
at
and reflexive pronouns.
A. Discuss.
ic
• Have you ever been to a job interview? enjoyed cut made look at buy
• What kind of questions are people asked?
bl

B. ROLE PLAY 1. Ann felt ill, so she some

Talk in pairs. tea.
Pu

Student A: Imagine that you’re applying for 2. Be careful! You’ll with

a job and Student B is interviewing you. Tell
that knife.
him/her which job you’re applying for and
answer his/her questions. 3. I want to a suit from
M

Student B: Imagine that Student A has that shop over there for my job interview.
applied for a job in the company you work for. 4. Before they leave the house, the girls always
M

Interview him/her using ideas from activity 1 in the mirror.

and your own.
5. We at Tina’s birthday
©

party yesterday.
Which job are you applying for?
I’m applying for the job of...
Do you have...? 5. LIST EN IN G
A. Discuss.
• What do you think might go wrong during a
job interview?
• Can you think of any reasons for which a
person might not get the job?

B. Listen to two conversations and answer the

questions.
1. a. Where did Susan’s interview take place?
b. Can Susan speak French?
2. a. What does Robert do?
b. Does he want a full-time or a part-time
job?
94

Traveller_Rev_Pre-Interm_TB.indb 194 13/1/2021 1:37:39 µµ

 7c
Interviewing and being interviewed for a job SB: That’s OK. Anyway, it isn’t overtime?
Talking about your studies, qualifications and work very important for this SA: Yes, I am, but I would like
experience job. Do you have good to know in advance about
people skills? that.
SA: I think so. I’m very SB: OK, that’s fine. Are you
Reflexive pronouns friendly and easy to get looking for a full-time job?
along with. SA: Yes, I am.
SB: Are you able to work
applicant apply for assistant available upon request
be in charge of culture curriculum vitae (CV) 3. GRAMMAR
Aims: • to present reflexive pronouns
date of birth guest interest manager overtime
present (now) reference •
• Ask Ss to read through the examples.
Words/Phrases related to qualifications • Write on the board: Jenny and Michael are watching a film. They
advanced computer literate degree driving licence are watching a film. Look at them.
• Check Ss’ previous knowledge of personal pronouns (subject/object)
education fluent in intermediate knowledge of
by asking them when they are used (subject pronouns precede the
people skills previous experience skills verb as subjects while object pronouns are used after verbs as objects
or after prepositions).
WARM-UP • Write the following on the board: DIY and ask Ss to tell you what
it stands for (Do-It-Yourself). Underline the reflexive pronoun
Aims: • to help Ss make predictions about the lesson by
activating their background knowledge yourself and draw Ss’ attention to the reflexive pronouns himself,
by yourself and yourselves.
yourselves.

ns
•
• Explain to Ss that reflexive pronouns are used when the subject
• Ask Ss to look at the title of the lesson. and the object in a sentence refer to the same person and the
• Ask Ss what a CV (= Curriculum Vitae) is (short written description reflexive pronoun clarifies who is being referred to. They are used
of your education, qualifications, previous employment and sometimes after transitive verbs or after prepositions.

io
also your personal interests, which you send to an employer when you are • Explain the relation between personal pronouns and reflexive
trying to get a job). pronouns e.g. I/me/myself, you/you/yourself, he/him/himself, etc.
• Ask Ss what makes a successful CV and elicit answers. • To help Ss understand, you can write the following verbs on the board
• Ask Ss what they think the lesson is about and elicit answers.

1. VOCABULARY
at
and explain to Ss that these are mostly found with reflexive pronouns:
cut, enjoy, hurt, introduce. Give Ss examples using these verbs and
have them identify the personal pronouns and reflexive pronouns (He
ic
Aims: • to present vocabulary related to qualifications cut himself. / We are enjoying ourselves at the beach, etc.).
• • Ask Ss the question and check the answer.
• Ask Ss to read through the questions. Make sure that they do not
bl

have any unknown words. In the first sentence.

• Have Ss answer the questions according to what is true about
them by ticking the appropriate column.
• Ask Ss to read through the second set of examples.
Pu

• Initiate a short discussion.

• Draw Ss’ attention to the words in bold.
• Write the following on the board: Yvonne made this bag by herself.
2. SPEAKING • Explain to Ss that by + relexive pronoun can be used to show that
A. Aims: • to introduce the topic of the speaking activity by
someone is alone or does something without help.
relating it to Ss’ personal experience
• Ask Ss the questions and check answers.
•
M

• Ask Ss the questions and generate discussion.

• by yourself means alone
Suggested answers • yourself is second person singular, while yourselves is second
M

• I’ve only been to one job interview before. person plural

• They asked me about my education and work experience. • Refer Ss to the Grammar Reference at the back of the book.
• Ask higher-performing Ss to make sentences using reflexive
pronouns. This will challenge them. To help lower-performing
©

B. Aims: • to give Ss practice in simulating a job interview

• Ss, you can write incomplete sentences on the board and ask Ss to
complete them with the correct reflexive pronoun (e.g. Ted made
• Ask Ss to read through the speech bubble. the puzzle by .).
• Point out to Ss that they can use vocabulary and ideas from
activity 1.
• You can have higher-performing Ss work with lower-performing
4. PRACTICE
Aim: to give Ss practice in using the reflexive pronouns in context
Ss in pairs and act out the job interview. Have lower-performing
Ss take on the role of SB the first time they act out the role play. • Have Ss do the activity and check answers.
This will give lower-performing Ss an idea of what kind of
answers to give when it is their turn to take on the role of SA. 1. made herself 2. cut yourself 3. buy myself
• Go round the class helping Ss when necessary. 4. look at themselves 5. enjoyed ourselves
• Choose some pairs to act out the job interviews.

Suggested answer than one language? 5. LISTENING CD4 6

SB: Please have a seat. SA: I speak French and A. (PRE-LISTENING)
SA: Thank you. English very well, and Aims: • to introduce the topic of the listening text by relating it
SB: Do you have a university I can also speak a little to Ss’ personal opinion and experience
degree? Italian. •
SA: Yes, I have a degree in SB: Are you computer literate? • Ask Ss the questions and generate discussion.
History. SA: Yes, of course.
SB: Do you have any previous SB: Do you have a driving Suggested answers
work experience? license? • You might feel so nervous that you either talk too much or give
SA: Yes, I do. I have been SA: Not yet, but I’m taking too few details when answering questions.
working at a small driving lessons now, and • A person might not get the job if he/she hasn’t had enough
company for over a year I hope to have my driving previous experience, can’t answer many questions, doesn’t
now. The details are on license in three months have the necessary skills, or doesn’t make the interviewer
my CV. from now. believe that he/she has a lot to offer the company.
SB: Are you fluent in more
94 TB

Traveller_Rev_Pre-Interm_TB.indb 195 13/1/2021 1:37:42 µµ

7c
B. Aims: • to give Ss practice in listening for specific information How long did she work there? for 2 years / from 2014 until 2016
• Where is she currently working? at Park Hotel
• For each conversation have Ss read through the respective What is her current position? She is the hotel manager.
questions. Make sure that they do not have any unknown words. What are her duties? She is in charge of 25 employees and she
• Play the recording twice, have Ss listen to the conversations interviews, hires and trains employees.
carefully and answer the questions. How long has she been working there? since 2016
• Alternatively, play the recording and have Ss listen to the first What is Jennifer’s first degree in? International Hospitality
conversation twice and answer the first set of questions. Follow Management
the same procedure with the second conversation. Where did she complete it? at the Robert Gordon University
• Check the answers with the class. Does she have a postgraduate degree? Yes, she does.
What is it in? It’s in Hospitality and Tourism Management.
Where did she complete it? at Edinburgh Napier University
1. a. at the Sunrise Hotel b. No, she can’t. What languages does she speak? She speaks Spanish, German and
2. a. He’s a photographer. b. He wants a part-time job. Italian.
Is she computer literate? Yes, she is.
LISTENING TRANSCRIPT Does she get on well with people? Yes, she does.
1. What does she like doing? travelling and learning about different
Irene Hey, Susan, where were you this morning? cultures
Susan I was at the Sunrise Hotel.
Irene Wow! A lot of famous people stay there. Why were you C. Aims: • to involve Ss in making a decision based on
there? information
Susan I had an interview. •
Irene How did it go? • Ask Ss to read through the three advertisements. Make sure that
Susan Well, everything was going great until the interviewer they do not have any unknown words.
started speaking to me in French. • Ask Ss the question in the rubric.

ns
Irene French? Why did he do that?
Susan Because in my CV, I wrote that I’m fluent in French. • Allow Ss some time to decide which of the three jobs is most
So when he saw that I didn’t understand what he was suitable for Jennifer Silverstone.
saying, he got pretty annoyed with me. • As soon as they finish, have higher-performing Ss work with
Irene Of course he did. You shouldn’t lie in your CV! lower-performing Ss in pairs and compare their answers.

io
2. Encourage them to provide justification. This will build lower-
Tanya Hey, Robert how’s the job-hunting going? performing Ss’ confidence, and encourage them to share their
Robert Not well. answers in class.
Tanya
Robert
That’s a shame. You take great pictures.
Thanks, but my work is not the problem. All the ads
I find want someone to be available to work full-time
at
• Check the answers with the class.

Suggested answer
ic
and I only have time to work for about four hours a
day. The job at the NorthWest Hotel is the most suitable for Jennifer
Tanya Why don’t you go and ask at JayMag? My friend Frank Silverstone because she has all the necessary qualifications for
bl

works there and he doesn’t work full-time. Maybe they it. She is not suitable for the job at the Lampert Hotel because
need a photographer. she doesn’t have 10 years’ work experience and she doesn’t
Robert OK. I will. speak French. She isn’t suitable for the job at the Palace Hotel
because she doesn’t hold a BA in Business and Management and
Pu

she isn’t fluent in Italian.

6. WRITING CD4 7
A. Aims: • to introduce the topic of the writing task by activating
Ss’ background knowledge D. Aims: • to give Ss practice in writing a CV
•
•
M

• Ask Ss the questions and generate discussion. • Draw Ss’ attention to the TIP and explain it.
• Point out to Ss that they should use the CV in activity 6B as a
Suggested answers model.
M

• Yes, I’ve written a CV once. • Allow Ss some time to write their CVs.
• You should give your name, age, address, phone numbers and • Choose some Ss to read out their CVs.
email address. You should also give a list of your qualifications
and work experience. You shouldn’t write what you do in your Model answer
free time or what your holiday plans are. CV
©

Personal Information
B. Aims: • to familiarise Ss with the conventions of a CV Name: Jane Blyth
• Address: 64 Horsefield Rd, Abbington, AB9 1RF
Telephone: Home – 0987 234511
Mobile – 0734127648
Email: [email protected]
• BA is an abbreviation for ‘Bachelor of Arts’, which is the first Date of birth: 02.01.1995
university degree in an Arts or Social Science subject.
• MBA is an abbreviation for ‘Master’s of Business Work experience
Administration’, which is a postgraduate degree. 2018 – present: Tour guide for Citybreak Tours
giving tourists information organising travel and accommodation
• Ask Ss to read through Jennifer Silverstone’s CV. 2016-2018: Assistant Travel Agent at Sunway Holidays
• Ask Ss to read through the headings a-f. Make sure that they do making holiday bookings and advising customers
not have any unknown words. Education
• Have Ss do the activity and check answers. 2015-2016: University of Westminster – Tour Guiding qualification
2013-2015: Solent University, Southampton – BA in Travel and
1. e 2. c 3. a 4. b 5. f 6. d Tourism
Skills
• Ask Ss some comprehension questions: Fluent in French and Portuguese, good knowledge of German
Computer literate
Where does Jennifer live? She lives in Surrey. Excellent people and communication skills
When was she born? on 3 June 1989 / in 1989 Advanced driving skills
Where was her first job? at Hyde Hotel Interests
What was her position? She was assistant manager. Photography, physical fitness, cinema, theatre
What were her duties? She was in charge of ordering food and References
supplies, and she organised special events for guests. Available upon request

95 TB

Traveller_Rev_Pre-Interm_TB.indb 196 13/1/2021 1:37:43 µµ

 6. W R IT I N G
A CURRICULUM VITAE (CV)
A. Discuss. C. Read the advertisements. Which of the three jobs is
• Have you ever written a CV? most suitable for Jennifer Silverstone? Why?
• What information do you believe should / shouldn’t
be included in someone’s CV?
B. Read Jennifer Silverstone’s CV and match the Lampert Hotel
headings a-f with the parts of the CV 1-6. is looking for a Hotel Manager
a. Education d. References Applicants must:
b. Skills e. Personal Information • have a degree
• have at least 10 years’ work experience
c. Work Experience f. Interests • speak French fluently
• be computer literate
• be available to work weekends
CV
1. 2.

ns
Name: 2016 – present
Jennifer Silverstone Hotel manager at Park Hotel
Address: • in charge of 25 employees

io
5 Shipston St, Epsom, • interview, hire and train
Surrey KT18 2LR employees
Telephone:
Home: 01372 639823
Mobile: 07939 876982
2014 – 2016
Assistant manager at Hyde
Hotel
at
ic
• in charge of ordering food
Email:
and supplies
[email protected] • two letters of reference
bl

• organised special events for

Date of birth: guests
03.06.1989
Pu

Hotel Manager needed for

3. 4.
Palace Hotel
Applicants must:
2012 – 2013 • Fluent in Spanish and • have a Master’s degree in Hospitality
Edinburgh Napier University German, good knowledge of
M

Management
– MBA in Hospitality and Italian • have a BA in Business and Management
Tourism Management • Advanced user of MS Excel, • have previous work experience
M

2007 – 2011 and an intermediate user of • be fluent in at least two foreign languages
The Robert Gordon University MS Word, Access, FrontPage (one must be Italian)
– BA in International and Outlook programs • be computer literate
©

Hospitality Management • Good people and • be able to work overtime and during holidays
communication skills

5. 6.
Travelling, learning about Available upon request
different cultures

WRITING TASK
D. Write your own CV. When writing a CV:  focus on your abilities and strong points
 remember to be brief and to the point. which are relevant to the job you are
 don’t write information that is unnecessary applying for.
(e.g. appearance, irrelevant awards).  don’t write full sentences (e.g. write ‘good
 group the information in separate sections knowledge of Italian’ rather than ‘I can
(personal information, work experience, speak Italian well’).
education, skills, interests, references).  do not use informal language.
 highlight important information in bold.

95

Traveller_Rev_Pre-Interm_TB.indb 197 13/1/2021 1:37:47 µµ

 7d I quit!
www.jobforum.com
1. R E A DI N G
A. Discuss.
• What do you think the worst job Job Forum
in the world is? REGISTER FAQ MEMBERS LIST
• Which of the following make You are in: DISCUSSION POINT
people not like their job? TUESDAY, 30TH MARCH, 11.33 P.M.

salary working hours employer Someone’s got to do it...

colleagues routine workplace Tell us your bad job experiences. It can’t be that bad, can it?

B. Read the text quickly and match the names of Laura Mitchell, Southampton
the people with the job they are describing. Two I once worked at a sweet factory putting sugar on sweets
people are describing the same job. and biscuits. I thought it would be nice because I was a
big fan of sweets. Well, I used to go home with sugar in
Laura
a. zookeeper my hair, up my nose and in my ears! It was disgusting and

ns
Dan the smell was so strong that I couldn’t get used to it. I
b. factory worker only lasted a week, but one good thing did come out of
Eleanor my experience. By the time I left, I had given up sweets

io
c. call centre agent altogether.
Willy

C. Read again and write L for Laura, D for Dan, E for

at Dan Given, Hemsby
I worked for one summer at a safari park. I liked feeding
ic
Eleanor or W for Willy. the penguins and the other animals in general, but cleaning
up after them wasn’t much fun, as you can imagine. The
bl

1. I worked there for a month. worst job I had was in the monkey reserve. You see, as
2. I soon got used to it. visitors drove through, monkeys usually climbed on their
Pu

3. I was happy when I lost my job. cars for a free ride. At the exit of the reserve, one of
us had to stop the monkeys from getting into the next
4. I enjoyed part of my job.
reserve. I can tell you, chasing monkeys around with a
5. My job helped me improve my health. stick in the middle of the summer is not fun at all.
M

6. I still have the same job.

Eleanor Ignes, Uxbridge
7. I worked there for less than a month.
My job can be really hard sometimes as it involves taking
M

D. Find words/phrases in the text that mean the customers’ orders, answering calls and in general, dealing
following: with people and their complaints. You see, I work at a
call centre and the things I have to put up with are awful.
©

1. extremely unpleasant, horrible

Just because people can’t see you face-to-face, they think
(Laura): it’s OK to be rude. It was really difficult in the beginning,
2. an area of land that is protected but by the end of the first month, I had learnt not to take
it too personally. Once, I got so angry with a customer, I
(Dan):
shouted back at him, and it almost cost me my job.
3. a thin piece of wood (Dan):
4. accept something that is annoying, without Willy Hawkins, Bath
complaining (Eleanor): I often remind myself, no matter how bad things get,
they could be worse. I could still be working there. I
5. help somebody remember something
don’t know how I lasted a month at the box factory.
(Willy): I’d had enough before the end of the first week. It was
6. really tiring (Willy): exhausting on the body, but what it did to your mind was
most worrying. Boring, just isn’t a strong enough word. I
E. Discuss.
worked with a man who had been there for twenty years!
He told me he dreamt of boxes, he saw boxes when he
• Which of the jobs in the text would you closed his eyes, and he even tasted boxes when he ate. I
least like to do? Why? was so glad when I was fired!

96

Traveller_Rev_Pre-Interm_TB.indb 198 13/1/2021 1:37:48 µµ

 7d
Talking about bad job experiences Laura: b, Dan: a,
Sequencing past actions and events Eleanor: c, Willy: b
Structures • Ask Ss some comprehension questions:
Past Perfect Simple
What did Laura do at the sweet factory where she
Vocabulary worked? She put sugar on sweets and biscuits.
altogether be/get fired by the time complaint Why did she like her job in the beginning? because she was a big
fan of sweets
construction disgusting exhausting exit How did she use to go home? with sugar in her hair, up her nose
face-to-face factory feed get used to glad and in her ears
in general in the middle of involve media Did she like the smell? No, she didn’t.
penguin put up with quit remind sweet (n.) Why? because it was very strong
unpleasant What didn’t Dan like about his job? cleaning up after the animals
Where was the worst job he had? in the monkey reserve
Jobs What did monkeys do as visitors drove through? They climbed on
builder call centre agent cameraman journalist their cars (for a free ride).
lifeguard newsreader painter paramedic What did the people working at the safari park have to do at the
plumber rescue squad zookeeper exit of the reserve? They had to stop the monkeys from getting
into the next reserve.
How did they chase the monkeys around? with a stick

ns
WARM-UP What does Eleanor’s job involve? taking customers’ orders,
Aims: • to help Ss make predictions about the lesson by answering calls and dealing with people and their complaints
activating their background knowledge Why does she think that people are rude? because they can’t see
you face-to-face

io
• What happened once while she was talking to a customer?
She got so angry that she shouted back at him.
• Draw Ss’ attention to the title of the lesson.
• Help Ss deduce the meaning of the verb quit (= leave your When did Willy first understand that he had had enough of his
job).
• Ask Ss to tell you what they think the lesson is about.
• Elicit answers.
at
job at the factory? before the end of the first week
Was it tiring? Yes, it was.
What was the worst thing about it? that it was boring
ic
Who did Willy work with? a man who had been there for twenty
1. READING CD4 9 years
What was the man’s problem? that he dreamt of boxes, he saw
bl

A. (PRE-READING)
boxes when he closed his eyes and he even tasted boxes when he ate
Aims: • to prepare Ss for the topic of the reading text by
relating it to their personal opinion
Pu

• C. Aims: • to give Ss practice in reading for specific

information
• Ask Ss the questions and generate discussion. •

Suggested answers • Ask Ss to read through the sentences 1-7 and make sure that
they do not have any unknown words.
M

• For me, the worst job in the world is being the president
of a country. • Have Ss do the activity.
• I think that any of these things could make people • As soon as they finish, have higher-performing Ss work
with lower-performing Ss in pairs and compare their
M

unhappy in their job. If the salary’s too low, the working

hours too long, the employer is rude, the colleagues answers. Encourage them to provide justification by
are unfriendly, the routine is tiring or the workplace is referring to specific parts in the text. This will build lower-
unpleasant, it would be impossible to like your job. performing Ss’ confidence, and encourage them to share
their answers in class.
©

• Check the answers with the class.

B. Aims: • to present vocabulary, functions and structures
in the context of a forum
• to give Ss practice in reading for gist 1. W 2. E 3. W 4. D 5. L 6. E 7. L
•
D. Aims: • to give Ss practice in guessing the meaning of
unknown words from the context
A forum is a place on the Internet where people can •
post messages or discuss particular subjects with other
people at the same time. • Ask Ss to read through the definitions 1-6. Make sure that
they do not have any unknown words.
• Refer Ss to the text.
• Ask Ss to look at the layout of the text and tell you what it • Have Ss do the activity and check answers.
is (a webpage of a forum) and where it can be found (on the
Internet). 1. disgusting 2. reserve 3. stick
• Ask Ss to tell you what kind of a forum this is (a job forum).
• Ask Ss to tell you what a job forum is about (people who 4. put up with 5. remind 6. exhausting
discuss their job experiences).
• Ask Ss what other forums they know of, if they have ever • Explain any unknown words and choose Ss to read out the
joined a forum, etc. text.
• Ask Ss to read through the text.
• Have Ss match the names of the people with the job they
are describing and check answers.

96 TB

Traveller_Rev_Pre-Interm_TB.indb 199 13/1/2021 1:37:49 µµ

7d
E. (POST-READING) • Have Ss do the activity and check answers.
Aims: • to give Ss the opportunity to have a further
discussion on the topic of the reading text
• had, before
• Ask Ss the question and initiate a short discussion.
• Refer Ss to the Grammar Reference at the back of the
Suggested answer book.
I’d least like to work in the call centre. I don’t like • Ask higher-performing Ss to make sentences using the
talking on the phone and would hate to listen to Past Perfect Simple. This will challenge them. To help
complaints all day. I much prefer talking to people lower-performing Ss, you can give them prompts to make
face-to-face and would also like to have an outdoor job. sentences (e.g. by the time / get home / everybody / leave).

2. VOCABULARY 4. PRACTICE
Aims: • to present vocabulary related to jobs Aim: to give Ss practice in using the Past Perfect Simple
and the Past Simple in the context of a dialogue
•
• Ask Ss to read through the dialogue.
• Ask Ss to look at the pictures showing jobs of three • Have Ss do the activity and check answers.
different groups (emergency services, media, construction).
• Help Ss relate the content of each picture to the job it
Did... take, got, had closed, parked, went,
describes.

ns
remembered, had left, ran, had happened, had
• Ask Ss the question in the rubric.
taken, saw, was
• Elicit answers.

io
Suggested answers 5. SPEAKING
emergency services: ambulance driver, doctor, nurse, Aims: • to give Ss practice in sequencing past
firefighter, police officer
media: weather/sports presenter, editor, graphic
designer
at
•
events through a pair-work activity
ic
construction: electrician, architect • Draw Ss’ attention to the timeline of events.
• Ask Ss to read through the speech bubble.
bl

• In pairs, Ss take turns to ask and answer questions

3. GRAMMAR about the events they have included in their timelines.
Aims: • to present the formation and use of the Past You can have higher-performing Ss work with lower-
Pu

Perfect Simple performing Ss.

• • Go round the class, helping Ss when necessary.
• Choose some pairs to act out the dialogues.
• Write on the board: When I arrived home, my sister had
cooked. Suggested answer
M

• Explain to Ss that had cooked is the Past Perfect Simple SA’s timeline
and explain its formation (had followed by the past 2005 2007 2012 2015 2019
M

participle of the verb). get have buy get a do

• Tell Ss that Past Perfect Simple is used for an action which married a baby a house manager’s volunteer
was completed before a specific point in the past or for an job work
©

action which happened before another one in the past. SB’s timeline
• Draw Ss’ attention to the timeline and the sentence again
2005 2007 2008 2012 2013
and ask them which action happened first (my sister had
cooked) and which tense was used (Past Perfect Simple). get finish pass get get
first school driving university first
Then ask them what happened next (I returned home)
bike test degree car
and which tense was used (Past Simple).
• Draw the following timeline on the board, to illustrate the SA: Had you passed your driving test before you went
difference between the two tenses: to university?
morning afternoon SB: Yes, I had. Had you bought a house before you got
a manager’s job?
SA: Yes, I had. Had you finished school before you got
My sister had cooked. I arrived home. your first bike?
SB: No, I hadn’t. Had you got married before you had
• Ask Ss to read through the examples. a baby?
• Draw Ss’ attention to the verbs in bold. SA: Yes, I had. Had you been to university before you
• Ask Ss the question in the rubric. got your first car?
• Elicit the answer that in the first sentence the speaker SB: Yes, I had. Had you done volunteer work before
first gave up sweets and then she left, in the second you bought a house?
sentence Sam first sent her CV and then she got the job SA: No, I hadn’t.
and in the third sentence they hadn’t been to the zoo
until they took the kids there. WORKBOOK LISTENING CD4 10
• Ask Ss to look at the table. Go to the listening transcript.
97 TB

Traveller_Rev_Pre-Interm_TB.indb 200 13/1/2021 1:38:03 µµ

 2. VO C A B U L A R Y
JOBS
Look at the groups of words. Can you add any more
to each group?

media
emergency services

journalist newsreader cameraman

paramedic lifeguard rescue squad

construction
3. G R A M M A R

ns
PAST PERFECT SIMPLE builder painter plumber

Read the examples. Which action happened

io
first and which happened second? Then
complete the rule.
PAST PERFECT SIMPLE
• By the time I left, I had given up sweets altogether.
• Sam had sent a CV to the company before she got
at + past participle
ic
the job. We use the Past Perfect Simple for an action which
• Yesterday, we took the kids to the zoo. We hadn’t had happened before another action in the past.
bl

been there before.

Pu

4. P R ACT I CE
Complete with the Past Simple or the Past Perfect
Simple of the verbs in brackets.
M

A: Hey, William. you (take) the car to the garage today?

B: Yeah, but listen to this. When I (get) there, they (close) for lunch. So
M

I (park) outside and (go) for a walk. Then I (remember)

something. I (leave) my wallet and my keys in the car! I (run) back but the
car was gone.
©

A: What?
B: I was shocked! But then I realised what (happen). The mechanic (take) the car
inside to fix it.
A: Without asking?
B: Well, he (see) the keys in the car and thought it (be) OK to take it.

5. SP E A K I N G
Make a timeline of events in your life, like
this one. Write the events on a piece of Had you passed your driving test before you went to university?
paper, in random order, and give them to Yes, I had.
your partner. Then talk in pairs. Ask each
other questions as in the example.

get a bike finish school pass driving test go to university get first car
2008 2009 2010 2011 2014
| | | | |
97

Traveller_Rev_Pre-Interm_TB.indb 201 13/1/2021 1:38:13 µµ

 7e Sign up
1. VO C A B U L A R Y
WORDS RELATED TO TRAINING COURSES
Read the sentences and try to guess the meaning of the words/phrases in bold.

1. Sam signed up for a Spanish class but she’s broke, 3. My sister is trying to manage having both a
so I don’t know how she’s going to pay the fees. family and a career.
2. If you want to get a certificate at the end of the 4. You can’t really learn gardening from a book. You
course, you have to attend all the classes. need to get out there and do some practical work.
5. Jason has just completed his Master’s degree and
2. L ISTE N I N G is now looking for a job.
A. Discuss.
• What sort of training courses do you know of?
• Would you like to sign up for one? Why / Why not?

ns
B. Somebody is calling to ask about training courses C. Now you will hear the caller speaking with a call
and is listening to a recorded message. Listen to the centre agent. Listen and complete the caller’s notes.
message and complete the advertisement.

Topclass
io
at
ic
Tr a i n i n g C o u r s e s
TOP CLASS
bl

FOR AGES: (1) T R A I N I N G

COURSES
Pu

AVAILABLE: > Building/construction

 course: (1)
> (2) training
> (3)  qualifications needed? (2)
M

And many more!

 course lasts (3) weeks
WE OFFER: > Seminars
(4) lessons per week
M

> (4)
> Distance learning (Tuesdays and (5) )
©

 Mewbury College
All students receive a certificate
at the end of the course  fees: (6)
What are you waiting for?

3. SP E AKI N G Interior design Basic Computing Hair

ROLE PLAY
dressing

Photography How long / last / ?

How much / fees / ?
Student B: Imagine that
you are a receptionist at a
Where / take place / ?
Student A: Imagine that you want college which is offering
When / lessons / ?
to attend one of these four training these four training
How many / students per class / ?
courses. Student B is a receptionist at a courses. Answer Student
need / qualifications or equipment / ?
college offering them. Use the prompts A’s questions about the
offer / practical work / ?
to ask Student B questions about the courses with ideas of your
certificate / when finish / ?
course you are interested in. own.
98

Traveller_Rev_Pre-Interm_TB.indb 202 13/1/2021 1:38:14 µµ

 7e
If it’s Computer Science you want, we have many courses
Asking for and giving information about training with varying difficulties. The seminars take place in
courses various colleges and institutions, and you will also have
the opportunity to do some practical work. We even offer
distance learning courses, so you learn from the comfort of
your home.
as for... attend career certificate When you complete the course, you will receive a certificate
complete (v.) cookery course fee gardening recognised throughout the country.
intensive practical work sign up well-organised If you’d like more information about course dates and times,
press 1.
If you’d like to find out more about a specific course, press 2.
WARM-UP If you’d like to speak to one of our agents, press 3. Beep!
Aims: • to help Ss make predictions about the lesson by
activating their background knowledge
• C. Aim: to give Ss practice in listening for specific information
• Draw Ss’ attention to the title of the lesson. about a training course offered by a college
• Help Ss deduce the meaning of the phrasal verb sign up • Ask Ss to read through the notes.
(= enrol). • To help lower-performing Ss, ask them to try to figure out
• Ask Ss to tell you what they think the lesson is about. what kind of information is missing in each gap (e.g. 3. a
number, 5. a day, etc.).
1. VOCABULARY • Elicit answers but do not correct Ss at this stage.
Aims: • to present vocabulary related to training courses • Play the recording once and have Ss listen to the dialogue in
• order to check their predictions.
• Play the recording again and have Ss complete the gaps.

ns
• Ask Ss to read through the sentences 1-5.
• Draw Ss’ attention to the words in bold. • Check the answers with the class.
• Have Ss deduce the meaning of the words in bold from the
context. 1. gardening 2. no/none 3. 10

io
• Check the answers with the class. 4. 2 5. Thursdays 6. €350
fees = the amount of money you pay to be LISTENING TRANSCRIPT
allowed to do sth (e.g. attend a course)
certificate

attend
= a document that you receive at the end of
a course
= go to, be present at
at
Agent Top Class training courses, how can I help you?
Caller Hello, I’m interested in one of your courses but I’d
like a bit more information.
ic
career = the period of time that you devote to Agent Certainly. Which course are you interested in?
your professional life trying to become Caller It’s the one where you learn all about gardening. You
see, I lost my job last year and I’d like to become a
bl

successful
practical work = work relating to real action and professional gardener.
experience Agent Then, it’s a great way to start.
Pu

complete = finish successfully Caller Do I need any qualifications to sign up for the course?
Agent No, but after the 20 lessons are over, there’s an
advanced class you can join.
2. LISTENING CD4 11, 12
Caller That’s good to know. So, is it 20 lessons in 10 weeks?
A. (PRE-LISTENING) Agent That’s right, two a week.
Aims: • to prepare Ss for the topic of the listening text Caller On which days?
M

• Agent Let me see, yes, on Tuesdays and Thursdays, and they

• Ask Ss the questions and generate discussion. start at ten.
Caller OK, that’s good. Where do the classes take place?
M

Agent At Mewbury College, and the practical work is done

Suggested answers in the college gardens.
• I know of a few training courses such as gardening, Caller That’s close to me, which is convenient. Could you
cooking, scuba diving. tell me about the fees?
• I’d like to sign up for a training course. It’s always good to
©

Agent The duration of the course is 50 hours in total and the

learn new skills which could help me find an interesting price is €350.
job. It might give me the chance to make some new friends Caller OK, thank you very much.
too. Agent No problem. If you need anything else, don’t hesitate
to call.
B. Aim: to give Ss practice in listening for specific information Caller Great.
about the training courses offered by a college
• Ask Ss to read through the advertisement. Make sure that they 3. SPEAKING
do not have any unknown words. Aims: • to give Ss practice in asking for and giving
• Play the recording twice. information about training courses through a
• Have Ss listen to the recorded message carefully and complete pair-work activity
the blanks. •
• Check the answers with the class.
• Ask Ss to look at the titles of the four training courses on offer.
1. 18 and over 2. Teacher • Ask Ss to read through the prompts.
3. Computer Science 4. Practical work • Point out to Ss that Student B has to make up the information
in order to answer Student A’s questions.
LISTENING TRANSCRIPT • In pairs, Ss take turns to ask for and give information about
the courses. You can have higher-performing Ss work with
Recorded message: Thank you for calling Top Class training
lower-performing Ss.
courses. We provide a great variety of courses for people who
• Go round the class helping Ss when necessary.
are over 18 and want to get a head start or help their careers.
• Choose some pairs to act out the dialogues.
Whether you want to learn some building skills to help you
get a job on a construction site, or take a teacher training
course to improve your classroom environment, we have
courses for everyone.
98 TB

Traveller_Rev_Pre-Interm_TB.indb 203 13/1/2021 1:38:15 µµ

7e
4. WRITING CD4 13
A. Aims: • to familiarise Ss with the purpose and content of an
Suggested answers Hairdressing
Interior design SA: Hello, I’m calling about email giving information
SA: Hello. Could you give me the hairdressing course. •
some information about the SB: What would you like to • Ask Ss to read through the email.
interior design course the know? • Ask Ss the questions 1-5.
college is offering? SA: First I would like to know • Check the answers with the class.
SB: Of course. What do you how long the course lasts.
want to know? SB: It’s a one-year course. 1. to give him some information about the cookery
SA: First of all, how long does SA: How much does it cost? training course she attended
the course last? SB: There is no charge. 2. information about the cookery training course (e.g. how long
SB: The interior design course is SA: Where do the lessons take the course lasted)
three months long. place? 3. Jerry might want to know about the number of students
SA: And how much are the fees? SB: At Dawson College. on the course, if he needs to have any qualifications or
SB: It’s €1,000 together with SA: When are the lessons? equipment, etc.
additional expenses for SB: The lessons are every day
things you may need like from 8 a.m. to 4 p.m. 4. She really liked it and found it very useful.
drawing and printing SA: How many students are 5. Introduction: the reason for writing, Main part: giving
equipment. there in the class? all the information asked about the course, Conclusion:
SA: Where do the lessons take SB: Anywhere between fifteen recommending the course
place? and thirty. • Ask Ss some comprehension questions:
SB: In classroom 110. SA: Do I need any equipment or
SA: What time are the lessons? qualifications to participate? Where does Monica work? at a restaurant
SB: Every Tuesday and SB: Yes, you will need your own What kind of course did she attend? a cookery training course
Thursday from 7 p.m. to 9 hairdresser’s kit. We will Was it well-organised? Yes, it was.

ns
p.m. tell you exactly what you How long did it last? four weeks
SA: How many students are need to buy if you decide to How many times a week did she have lessons? three
there per class? sign up. What time did the lessons finish? at six in the evening
SB: Class size is 12 students. SA: What about practical work? When did the lessons take place? at Dewhurst College

io
SA: Will I need any special SB: Once you have completed What were the facilities like there? They were great.
qualifications or your first six months, What were the chefs like? They were experienced and very helpful.
equipment? we will send you to a Was it easy to work with them? Yes, it was.
SB: You don’t need any special
qualifications. You will need
some special drawing and
hairdresser’s at weekends to
practise.
SA: Do I get a certificate when
at
Has she kept in touch with some of the chefs? Yes, she has.
What does she think of the fees? They were expensive, but it was
worth it.
ic
printing equipment, which I finish? What did she receive when the course was completed? a certificate
your instructor will tell you SB: Yes, you get a certificate that
about on the first day of is very well-known all over Did it take her long to find a job? No, it didn’t.
bl

class. the UK. B. Aims: • to give Ss practice in expanding information taken

SA: Will I receive a certificate or Photography from advertisements into sentences
qualification when I finish? SA: Hello. How are you? I’m • to familiarise Ss with the language used in
Pu

SB: Yes. You will receive a looking for information advertisements

certificate of attendance on the photography course •
when the course is finished you’re offering. • Have Ss do the activity and check answers.
with your grade on it. SB: Sure. I’d be glad to answer
SA: OK. Thank you. your questions. 2. The photography course is offered on Mondays,
SB: You’re welcome. SA: First, I would like to know Wednesdays and Fridays from 10.30 a.m. till 3.00 p.m.
M

Basic Computing how long the course lasts. 3. The course lasts 5 weeks and the fees are €250. / The fees for
SA: Hello, I’m interested in the SB: It’s a six-month course. this five-week course are €250.
basic computing course, and SA: What’s the cost? 4. Sign up now and get a 20% discount.
M

I’d like some information. SB: It’s €500. 5. For further/more information, contact Libby Robinson at
SB: Yes, of course. What would SA: Where do the lessons take [email protected].
you like to know? place?
SA: First, I would like to know SB: In Room 5 on the first floor. C. Aims: • to give Ss practice in writing an email giving
information
©

how long the course lasts. SA: When are the lessons?
SB: It’s a two-month course. SB: The lessons are every •
SA: How much are the fees? Wednesday and Friday from • Draw Ss’ attention to the TIP and explain it.
SB: €300. 8 p.m. – 10 p.m. • Ask Ss to read through the advertisement. Make sure that they
SA: Where do the lessons take SA: How many students are do not have any unknown words.
place? there in the class? • To help lower-performing Ss, refer them to the email in activity
SB: In classroom 15. SB: Classes can have as many as 4A and the sentences in activity 4B, which they can use for ideas
SA: When are the lessons? thirty students. when writing their own email.
SB: They are every Monday SA: Do I need any equipment or • Allow Ss some time to write their emails.
evening from 6-8 p.m. qualifications to participate?
SA: How many students are SB: Yes, you will need your • Choose some Ss to read out their emails.
there in the class? own camera to participate, Model answer
SB: There can only be up to as well as other equipment Hi Mauro,
twenty students. which the instructor will tell Thanks for your email. It’s great news that you’re coming to
SA: Do I need any equipment or you about on the first day. work here too! I’ll tell you all about the English course I did and
qualifications to participate? SA: What about practical work? which I’d definitely recommend.
SB: No, it’s a beginner’s class, SB: Your instructor will give To begin with, it’s great for people at a beginner level of English,
so no qualifications are you monthly projects to
necessary and we have all complete. like you, and the teachers are friendly and experienced. It’s an
the equipment that you SA: Do I get a certificate when intensive course which lasts for just two months with five hours
need for the course. I finish? of lessons every day. They start at 9 a.m., and you have to work
SA: Do I get a certificate when SB: Yes, you do get a certificate, really hard, but it’s worth the effort. As for the classes, they’re
I finish? but please don’t forget small – there are never more than six students in each one! The
SB: Yes, you get a certificate that this course isn’t for course costs £650, which I don’t think is too expensive. Finally,
that says you completed a professional photographers. you are given a certificate when you finish, which is useful for
two-month course. SA: Thank you very much. your CV.
If there’s any other information I can help you with, let me know.
Best wishes,
99 TB Fabio

Traveller_Rev_Pre-Interm_TB.indb 204 13/1/2021 1:38:17 µµ

 4. WR IT I N G
AN EMAIL GIVING INFORMATION
A. Read the email and answer the questions.
1. Why is Monica writing to Jerry? 4. What does Monica think about the course?
2. What sort of information did Jerry ask for? 5. What is the topic of each of the paragraphs in
3. What other information might be useful to Jerry? the email?

Hi Jerry,
It was great to hear from you. I’m very busy at the moment, working hard at the restaurant.
Anyway, I would be more than happy to give you some information about the cookery training
course I attended.
To begin with, I’ll tell you about the course itself. It was a very well-organised four-week course.
The lessons lasted till six in the evening and they were three times a week. They took place
at Dewhurst College and the facilities were great. As for the chefs, they were experienced and
very helpful. I found it very easy to work with them and I’ve even kept in touch with some of

ns
them. However, the fees were quite expensive, but it was definitely worth it. When the course
was completed, I received a certificate and, as you already know, I managed to find a job within
weeks.

io
So, if you’re thinking about signing up for the cookery course, I recommend it. If there’s anything
else you’d like to know, don’t hesitate to ask.
Best wishes,
Monica
at
ic
bl

5 week
B. Read the information taken from advertisements. Write full sentences, as in the example.
course
1. The course is for people between age group 3.
Pu

fees: € 250
the ages of 18 and 24. 18-24
sign up now
2. 4.
Photography 20%
M

Course
Mon, Wed, Fri discount
10.30 a.m. - 3.00 p.m.
M

5. contact:
WRITING TASK Libby Robinson
[email protected]
C. Imagine that you are working in an English-speaking
©

country. A friend of yours is coming to live there because

he/she has found a job, and he/she wants to know
about the English course that you attended. Look at the
advertisement and write an email to your friend giving
information. Your email should be between 80-100 words.

When writing an email giving information:

 use appropriate expressions to begin and end your
ONLY email.

Learn English
For beginners or for people who have some
£650  do not copy the wording in the advertisement. Try to
rephrase it, add comments and relevant information.
 use linking words/phrases to connect your ideas
knowledge of English, but want to become more fluent (e.g. To begin with, What’s more, Finally, As for,
• 2-month intensive course • small classes (max. 6 students) However).
(9.00 a.m. - 2.00 p.m.) • certificates for all students who  in the last paragraph, mention that you are willing to
• friendly, experienced teachers complete the course give any additional information.
For more information contact Greyson College at
[email protected]
99

Traveller_Rev_Pre-Interm_TB.indb 205 13/1/2021 1:38:18 µµ

 7 Video activities
Top 5 dangerous jobs
A. Talk in pairs. Discuss the questions.
• Can you name a few dangerous jobs?
• What do you think makes them dangerous?
B. The jobs given in the table are the top 5 most dangerous in the USA. Can you put them in order starting from the
most dangerous job (1) to the least dangerous job (5)? Write 1-5 in the first column. Then watch Part 2 of the video
and check your answers.

fisherman
iron and steel worker
logger
roofer

ns
pilot

io
at
ic
bl
Pu
M

C. Watch Part 2 again and complete the sentences with a word or short phrase.
M

1. The main reason iron and steel workers lose their lives is .
2. The job of an iron and steel worker has become more dangerous because .
©

3. faces similar dangers to an iron and steel worker.

4. In the past, the job of a roofer wasn’t as as it is today.
5. Pilots who work for have fewer risks.
6. is the main reason why pilots lose their lives.
7. Rescue teams have difficulty rescuing fisherman because of and
.
8. Apart from difficult weather conditions and dangerous machinery, loggers have the extra danger
of .
9. More are being employed because the number of houses being built has
increased.

D. Talk in pairs. Discuss the questions.

• If you had to do one of these jobs, which would you choose?
• Can you think of any ways to make these jobs safer?
100

Traveller_Rev_Pre-Interm_TB.indb 206 13/1/2021 1:38:20 µµ

 Video activities 7
Top 5 dangerous jobs
fisherman iron and steel worker logger
overturn (v.) pilot roofer TRANSCRIPTS
Part 1
Aims: • to give Ss the opportunity to expand on the fisherman iron and steel worker logger overturn
language and topics of the module pilot roofer
•
A. Part 2
• Ask Ss what their job is and if they like it or not. Recent research on fatal injuries in the workplace in
Alternatively, you can ask them what job they would like the USA gives us an idea of the most dangerous jobs.
to do in the future. Elicit answers and initiate a short Here are the top five.
discussion. At number five is structural iron and steel workers.
• Ask Ss the two questions and initiate a short discussion. These guys work with heavy materials and dangerous
equipment. They also have to work in all kinds of
Suggested answers weather. But their main risk is heights. They are the
• I think the jobs of a farmer and a firefighter are very ones who get up there and secure the main structure
dangerous. of a building, and as buildings get taller, the risks get

ns
• The job of a farmer can be dangerous because they work higher. They have all sorts of safety equipment, but
in difficult weather conditions with heavy equipment. still, about 37 out of 100,000 workers lose their lives
The job of a firefighter is very dangerous because they every year.
constantly put their lives at risk to put out fires.

io
Number four on the list is the job of a roofer. As with
• Play Part 1 of the video to familiarise Ss with the steel and iron workers, roofers have to deal with rain,
unknown words presented in the video. wind, snow and ice. And the fact that they work high
B.
• Draw Ss’ attention to the five jobs and make sure they
at
up all day long is what makes this job so dangerous.
However, recent regulations have made this job much
safer than it was in the past. But still, with around 40
ic
know what they are. workers losing their lives out of 100,000 every year, this
• Explain to Ss that they are going to put them in order
is not the sort of job people ought to choose lightly.
bl

starting from the most dangerous (1) to the least

dangerous job (5). They are going to write the numbers in Number three on the list is pilots, which may surprise
the left column of the table. some people. Well, pilots who work for major airlines
Pu

• Have Ss do the activity, but do not correct Ss at this stage. actually have quite a safe occupation. However, there
• Play Part 2 of the video and have Ss check their answers. are many pilots of small planes, charter airlines and
taxi pilots whose job has a lot more risks. About 53
2. fisherman out of 100,000 pilots lose their lives every year and the
5. iron and steel worker main cause is bad weather. Fortunately, better weather
M

1. logger information and improved technology is helping to

4. roofer reduce this number.
3. pilot At number 2 is people working in the fishing industry.
M

Dealing with heavy machinery in bad weather is

C. difficult for anyone, but when you have huge waves
• Draw Ss’ attention to the sentences 1-9 and make sure they
understand everything. crashing over the boat at the same time, it becomes
©

• Explain to Ss that they are going to watch the video again a nightmare. About half the deaths of fishermen are
and complete the sentences. caused by boats overturning or sinking during storms.
• Play Part 2 of the video again and have Ss do the activity. The weather and their location in the ocean make it
• Check the answers with the class. almost impossible for rescue teams to do their job. Not
surprisingly, about 117 fishermen out of every 100,000
1. heights 2. buildings are getting taller 3. A roofer lose their lives every year.
4. safe 5. major airlines 6. Bad weather At the top of the list is loggers with approximately 127
7. weather, location 8. falling trees workers losing their lives out of 100,000 every year. As
9. (inexperienced) workers with most dangerous jobs, logging requires working
in all weather conditions. But they have the additional
D. hazard of falling trees and dangerous equipment. In
• Ask Ss the questions. recent years there has been a growing need for housing,
• Elicit answers and initiate a short discussion. Allow so many new inexperienced workers are starting
the use of L1 if necessary, to help lower-performing Ss out, and the first year is always the most dangerous.
express themselves. Companies are encouraged to use logging machinery,
which helps reduce the risks. But that still doesn’t stop
Suggested answers it from being the most dangerous job.
• I would like to be a pilot because I find engineering
technology very interesting.
• I think that technology can make all these jobs easier.
For example, I’m sure the fishing equipment will
improve in the future.

100 TB

Traveller_Rev_Pre-Interm_TB.indb 207 13/1/2021 1:38:20 µµ

 7 Round-up
Aims: • to help Ss revise the structures, functions and COMMUNICATION
vocabulary presented in Module 7 through F.
various activities
• have you, didn’t you,
don’t I, do you, aren’t
they, will you
VOCABULARY
A.
G.
1. refuse
2. employer 1. 5, 4, 3, 6, 1, 7, 2
3. cash 2. 3, 4, 2, 1, 5, 6
4. applicant
5. inform

B.

ns
1. in 5. up
2. of 6. of
3. for 7. in
4. off

io
GRAMMAR
C.
at
ic
1. had arranged
bl

2. got
3. had already gone
4. didn’t know
Pu

5. waited
6. bought / had bought
7. entered
8. had started
M

D.
M

1. by herself
2. them
3. yourself
©

4. it
5. myself
6. us

E.

1. Amanda is so rude.
2. The kids were making so much noise that
I couldn’t work.
3. Alex enjoys working as a teacher, doesn’t
he?
4. It had been such a tiring day that I didn’t
want to go out for dinner.
5. The place was so crowded that we
couldn’t sit anywhere.
6. What a great idea!

101 TB

Traveller_Rev_Pre-Interm_TB.indb 208 13/1/2021 1:38:21 µµ

 Round-up 7
VO C ABU L A R Y
A. Circle the correct options. E. Rewrite the sentences using the words in bold.
1. I accept / refuse to leave until I speak to the 1. Amanda is very rude. (so)
manager.
2. My employee / employer fired me yesterday. 2. I couldn’t work because the kids were making
3. There are three charge / cash machines in my noise. (so much)
neighbourhood.
4. We can’t hire this applicant / customer 3. Alex enjoys working as a teacher, right?
because he has no previous experience. (doesn’t)
5. Why didn’t anyone inform / attend me about
the meeting? 4. The day had been very tiring so I didn’t want
to go out for dinner. (such)
B. Complete the sentences with the correct prepositions.
1. Greg is fluent Spanish, but he can’t
5. It was such a crowded place that we couldn’t sit
speak a word of French.

ns
so))
so
anywhere. (so)
2. Children under five enter the museum free
charge.
6. That is a great idea! (what)
(

io
3. Are you applying the job of a
journalist?
4. Can I take the day tomorrow?
5. I don’t think the teacher can put
at
CO M MUN ICAT IO N
F. Complete the dialogue with question tags.
ic
with John any longer.
6. What’s your date birth? A: Hey, you haven’t seen my holiday photos,
bl

7. Who’s charge of collecting fees? ?

B: No, you went to India, ?
G R AM M A R
Pu

A: Yeah, it was wonderful.

C. Complete the dialogue with the Past Simple or the
B: You know something, these photos...
Past Perfect Simple of the verbs in brackets.
A: They’re not very good, I know. I need a new
A: Do you know what Ken did last night? We
camera, ?
M

(1) (arrange) to meet

outside the cinema, but when I (2) B: You don’t have a digital camera, ?
(get) there, he (3) (already A: No, I really need one. And they’re really cheap
M

/ go) inside. these days, ?

B: Really? B: Yeah, they are.
©

A: Yes, but I (4) (not know). A: Then you won’t mind getting me one for my
So, I (5) (wait) for fifteen birthday next week, ?
minutes outside. By the time I B: What?
(6) (buy) a ticket and
(7) (enter) the cinema, the
G. Put the dialogues in order.
film (8) (start).
1.
D. Circle the correct options.
Thank you, how much do you want to deposit?
1. My daughter can’t eat by herself / herself yet.
2. Aren’t you going to tell them / themselves Yes, it’s 67899897.
what happened? OK. Do you have the account number?
3. I hate it when you only think about myself /
£600. Can I also deposit money at the cash
yourself.
machine?
4. I think I lost my mobile phone. I can’t find it /
itself anywhere. Good morning. What can I do for you?
5. I burnt myself / me while I was cooking Yes, you can.
yesterday.
6. Our boss invited us / ourselves to his house for I’d like to make a deposit.
dinner. 101

Traveller_Rev_Pre-Interm_TB.indb 209 13/1/2021 1:38:22 µµ

 2.
SP EA KIN G
We charge 1%. I. Talk in pairs. Use the prompts in the boxes to
compare the two jobs.
That’s good. I’d like to exchange $1,000
into euros.
I’d like to ask you something. How much
commission do you charge?
Good afternoon. How can I help?
OK, I’ll just check the exchange rate.
Thank you.

L ISTE NIN G
H. You will hear four conversations. For questions 1-4, Think about:
choose the picture which answers the question
salary working hours employer
correctly.

ns
colleagues routine workplace
1. What perks does the woman receive?
exhausting boring (un)pleasant

io
tiring overtime face-to-face
ID
M A DR
LON D
ON

7/10/0
9 at I think that… is better because…
I disagree. I believe that…
ic
a. b. c.
bl

2. What does the man do? J. Which job do you believe you are more suitable
for? Why?
Pu

I think that I am more suitable for… because…

I am more suitable for…
M

a. b. c. SELF-A SSESSMEN T
M

Read the following and tick () the appropriate

boxes. For the points you are unsure of, refer back to
3. What time is the job interview? the relevant sections in the module.
©

Now I can...
 carry out transactions
 talk about work, workplaces and
describe my qualifications
 ask for confirmation
a. b. c.
 express interest, surprise and make
exclamations
4. What kind of training course has the woman
 express result
attended?
 use the Past Perfect Simple
 write a CV
BASIC BASIC TV GARDENING  write an email giving information
COOKERY TRAINING FOR BEGINNERS
Culture page:
a. b. c. The Dollar

102

Traveller_Rev_Pre-Interm_TB.indb 210 13/1/2021 1:38:28 µµ

 Round-up 7
LISTENING CD4 15 • In pairs, Ss take turns to compare the two jobs in the pictures
H. using the ideas in the boxes.
• Ask Ss to read through the four questions and look at the • Go round the class helping Ss when necessary.
pictures following each question. • Choose some pairs to act out the dialogues.
• Play the recording twice.
• Alternatively, play each dialogue twice and have Ss decide on
the correct answer. Suggested answer
• Tell Ss that all the options may be mentioned in the audio SA: I think that it is better to work in an office than to work
input, but they should listen to the whole dialogue and pay
as a lifeguard.
attention to the question.
• Encourage Ss to note down key words that helped them answer SB: Really! Why?
the questions. SA: An office worker has a better salary and working hours.
SB: You’re probably right about office workers making
more money than lifeguards, but I’m not sure about the
1. b 2. b 3. c 4. a working hours. Lifeguards don’t have to work overtime
since nobody goes swimming at night. Also, I think that
LISTENING TRANSCRIPT lifeguards’ employers and colleagues are more friendly
and easier to get to know.
1.
SA: You may be right about that. The beach creates a
Man So, how’s your new job?
Woman It’s great, the salary’s good and my colleagues more relaxing atmosphere. On the other hand, it must
are very friendly. And they offer some fantastic be boring to sit under the sun in a chair all day just

ns
perks. watching people.
Man What like, cash bonuses or free yoga lessons in SB: I disagree. You get to work outside and talk face-to-face
the office? with different people. The only thing is it could be more
Woman No, but because it’s a travel agency, we get free tiring than office work.

io
airline tickets every year to go anywhere in
Europe. SA: I agree that working outside is nicer, but I think it would
Man Not bad. be more pleasant to work in an office.

2.
Woman How’s work?
J.at
• Ask Ss the question in the rubric and draw their attention to
the speech bubble.
ic
Man It’s pretty tiring but it’s good fun. The film we’re
working on at the moment is about a plumber • In pairs, Ss take turns to say which job they believe they are
who has all these accidents. more suitable for giving reasons for their choice.
bl

Woman Is it funny? • Go round the class helping Ss when necessary.

Man Yeah, there was one bit today where the leading • Choose some pairs to act out the dialogue.
actor pushes a painter off his ladder. The paint
Pu

went all over my camera. Luckily, there was no

damage. Suggested answer
Woman So, being a cameraman can be dangerous. I think that I am more suitable for the job of an office
Man Oh, yes. worker. I like using computers and I work well with others.
Also, I don’t know how to swim, so I don’t think I’d be a
M

3.
Man Quick, what time is it? very good lifeguard.
Woman Ermm... It’s nine o’clock.
M

Man I’m late!

Woman What for? SELF-ASSESSMENT
Man I have an interview today. I have to be there at Aims: • to give Ss the opportunity to check their progress
ten. • to encourage learner autonomy
Woman You have loads of time. •
©

Man No, I have to catch the half past nine bus.

Woman Get going then! • Draw Ss’ attention to the points and have Ss read through
them.
4. • Explain any unknown words.
Woman So, what do you think? • Have Ss tick the points they feel confident about. For the
Man Hmmm... It’s delicious. Did you get the recipe points they are unsure of, they should refer back to the relevant
from that TV programme you watch? sections in the module.
Woman No, I learnt this on that cookery course I took,
remember?
Man Yes, I do. I wanted to take a gardening course Culture page:
once. The Dollar
Woman What stopped you?
Man It seemed like too much hard work. The Teacher’s Notes can be found at the back
of the book.

SPEAKING GRAMMAR ACTIVITIES

I.
• Ask Ss to look at the two pictures. There is a section at the back of the Workbook with grammar
• Ask Ss to tell you what the jobs of the people in the pictures are activities providing Ss with further practice of the grammar
(she’s a secretary / an office worker, he’s a lifeguard). presented in the module. After each Round-up section in the
• Ask Ss to read through the two boxes. Make sure that Ss do not Workbook, it is advisable to do the corresponding activities in
have any unknown words. the Grammar Activities section.
• Ask Ss to read through the speech bubble. The key for the Grammar Activities section is included in the
Workbook Key at the back of the Teacher’s Book.

102 TB

Traveller_Rev_Pre-Interm_TB.indb 211 13/1/2021 1:38:31 µµ

 8 Way of life

Aims: • to introduce the topic of the module and

activate Ss’ background knowledge
• to present the learning objectives of the module
•
• Draw Ss’ attention to the picture and ask them:

What can you see? photos of many different people

Do all these people appear to be in the same situation?
No, they don’t.

ns
What is different about them? their clothes and feelings

• Draw Ss’ attention to the title of the module.

io
• Help Ss relate the title of the module to the content of
the picture (e.g. different people, different ways of life /
cultures).
• Ask Ss what they think the module is about.
• Elicit answers.
at
ic
• Ask Ss the questions in the Discuss section and elicit
answers. Allow the use of L1, if necessary, to encourage
bl

lower-performing Ss to express themselves.

Pu

Suggested answers
I would like to work less so I could spend more time
with my friends and family. Also, I think I should
get more exercise.
Two of the most important celebrations in my
M

country are Shogatsu, which is the Japanese New

Year celebration and Setsubun, which celebrates the
beginning of spring.
M

• Read out the points listed in the Flick through the module
and find... section.
©

• Explain any unknown words.

• Then ask Ss to flick through the module and find where
these points are discussed.

an email of invitation: p. 112

a recipe for a Peruvian dish: p. 108
customs and gestures from different countries:
p. 106
two friends listening to music: p. 104
an extract from a historical novel: p. 110

• Read out the objectives listed in the In this module you

will learn... section.
• Explain any unknown words.

103 TB

Traveller_Rev_Pre-Interm_TB.indb 212 13/1/2021 1:38:34 µµ

 Way of life 8
Discuss:
 What would you like to change about
your lifestyle? Why?
 What are the most important celebrations
in your country?

ns
io
at
ic
bl
Pu

Flick through the module and find...

M

 an email of invitation
 a recipe for a Peruvian dish
M

 customs and gestures from different countries

 two friends listening to music
©

 an extract from a historical novel

In this module you will learn...

 how to report statements, questions, commands
and requests
 to talk about food and quantity
 to give and follow instructions
 about customs from different countries
 to talk about your music preferences
 how to write a recipe
 to talk about imaginary situations and learn to
make wishes
 to write an email accepting or refusing an
invitation and making arrangements

103

Traveller_Rev_Pre-Interm_TB.indb 213 13/1/2021 1:38:39 µµ

 8a My kind of music
1. L IST E N I N G & R E A DIN G
A. Discuss.
• What kind of music do you like?
• Who’s your favourite singer?
• What’s your favourite band?
Jay Who was that?
B. Look at the second picture. What do you think Vicky It was my brother, Sean.
the people are listening to? Listen and find out. Jay I haven’t seen him since Gary’s party. Is he still
in that band?
Vicky Yes, and he told me I should play you a few
songs from his new album. His band went to
a proper studio for the recording. It was quite
expensive but the end result was great.
Jay They’re becoming quite professional.

ns
Vicky The studio engineer told them that they were
the best he had heard for ages.
Sean ... Where are you?

io
Jay Wow! He’s going to be famous.
Vicky I’m at the mall with Jay. I’ve just bought
Vicky Here, listen to track 3. It’s wicked!
new headphones.
Sean Nice! Jay’s there, huh? You should play him
a few songs from my new album. He’ll like
Jay at
Turn down the volume. It’s a bit loud... That’s
better. Hmm... It has a strong beat. It’s like a
ic
them. mixture of rock and hip-hop. I like it.
Vicky He said you would.
bl

Vicky OK. See you later.

Jay Who writes the lyrics?
Vicky My brother. He plays the guitar too.
Pu

Jay The lead singer has a great voice. Listen, I’d love
to get a hold of a copy of this album.
Vicky That’s easy to do. They have a website where you
M

can download the whole album if you want.

Jay That sounds good.
M
©

C. Read the dialogues and answer the questions.

1. What did Vicky get from the mall? 3. Where did Sean’s band record their album?
2. What does Sean want Vicky to do? 4. What is Jay’s opinion of track 3?
5. What does Sean do in the band?
2. VO C AB U L A R Y 6. How can Jay get a copy of the album?

WORDS EASILY CONFUSED

Complete the sentences with the words in the boxes.

album single record compose

1. I love all the songs on Ed Sheeran’s new 3. Beyoncé wrote the lyrics to this song, but she
. didn’t the music.
2. Have you seen Taylor Swift’s music video for 4. The lead singer has a problem with her voice
her new ? so the band can’t their new
songs at the moment.
104

Traveller_Rev_Pre-Interm_TB.indb 214 13/1/2021 1:38:47 µµ

 8a
can tell them that they can find the answers to the first two
Talking about music preferences questions in the yellow box.
Reporting • As soon as they finish, have higher-performing Ss work with
lower-performing Ss in pairs and compare their answers.
Encourage them to provide justification by referring to specific
Reported Speech (statements) parts in the dialogues. This will build lower-performing Ss’
confidence to share their answers in class.
• Check the answers with the class.
headphones
Words/Phrases related to the music industry 1. new headphones
album band compose copy lead singer 2. He wants her to play Jay a few songs from his new
mixture music video professional recording album.
3. at a proper studio
studio studio engineer track turn up/down 4. He likes it.
voice volume 5. He writes the lyrics and plays the guitar.
Phrases 6. He can download it from the band’s website.
for ages get a hold of sth It’s wicked!
• Explain any unknown words and choose Ss to act out the
dialogue.
WARM-UP
Aims: • to help Ss make predictions about the lesson by 2. VOCABULARY
activating their background knowledge Aim: to give Ss practice in using words that can be easily

ns
• confused
• Draw Ss’ attention to the title of the lesson. • Ask Ss to read through the first set of sentences and then the
• Help Ss deduce that when we say My kind of music, we mean words in the box.
My favourite kind of music. • Refer Ss to the word album in the dialogue ((... a few songs from

io
• Ask Ss to tell you what they think the lesson is about. album...).
my new album... / ... download the whole album...
• Elicit answers. • Encourage Ss to work out the difference between album and
single..
single
1. LISTENING & READING CD4
A. Aims: • to introduce the topic of the dialogue by relating it
to Ss’ personal preferences
18 at
• Have Ss do the rest of the activity, one set at a time. For each
set of words, refer Ss to the text and/or provide them with
definitions and/or examples.
ic
• Check the answers with the class.
•
• Ask Ss the questions and generate discussion.
bl

album = a collection of music tracks that are grouped

Suggested answers
together, e.g. on a CD, and sold as a single
Pu

• The music I prefer listening to is rock.

• My favourite singer is George Ezra. product
• The band I like most is Imagine Dragons. single = an album with no more than three music
tracks, one of which is usually a popular or
B. Aims: • to present vocabulary, functions and hit song from another album; a song that is
structures in the context of a dialogue released in this way/fashion
M

• to give Ss practice in reading for gist record = to perform a song so that it can be copied onto
• and kept on a CD
M

• Ask Ss to look at the second picture. compose = to write music

• Ask Ss the question in the rubric. track = one of several songs or pieces of music on a CD
• Elicit answers but do not correct Ss at this stage. soundtrack = the music from a film that is recorded on
• Play the recording and have Ss listen to the dialogue and check a CD
©

their predictions. turn on = to start the flow of electricity by moving a

• Alternatively, play the recording and have Ss read and listen to
the dialogue at the same time. switch or button
turn off = to stop the flow of electricity by moving a
They are listening to music. switch or button
turn up = to increase the sound of a piece of equipment
turn down = to decrease the sound of a piece of
• Ask Ss some comprehension questions:
equipment
Where is Vicky? She’s at the mall.
Who is she with? with Jay
Who is she talking to on the phone? Sean
Does Sean think that Jay will like his new album? Yes, he does.
Who is Sean? Vicky’s brother 1. album 6. track
When was the last time Jay saw Sean? at Gary’s party 2. single 7. turn up
Did it cost Sean and his band a lot to record their songs? Yes, it did. 3. compose 8. Turn off
What did the studio engineer tell them? that they were the best he 4. record 9. Turn on
had heard for ages 5. soundtrack 10. Turn down
Does track 3 have a strong beat? Yes, it does.
What kind of music is the song Jay is listening to? a mixture of rock • Ask higher-performing Ss to write sentences using the words
and hip-hop easily confused. This will challenge them.
What does Jay think of the lead singer’s voice? that it’s great • Write some of these sentences on the board without writing the
Does Jay want to have a copy of the album? Yes, he does. words presented in activity 2, and ask lower-performing Ss to
complete them. This will give them extra practice.
C. Aim: to give Ss practice in identifying specific
information in the dialogue
• Have Ss do the activity. To help lower-performing Ss, you
104 TB

Traveller_Rev_Pre-Interm_TB.indb 215 13/1/2021 1:38:52 µµ

8a
3. GRAMMAR • Ask Ss the question in the rubric and elicit the answer
Aims: • to present Reported Speech (statements) that the underlined words are stressed.
• 6. SPEAKING
• Draw Ss’ attention to the first three example sentences Aims: • to give Ss practice in using the functions, the
and explain that they are in Direct Speech. structure and some of the vocabulary presented
• Point out that in Direct Speech we repeat the exact words in this lesson through a pair-work activity
that someone said. We usually use the verb say and the
speaker’s words are in quotation marks. •
• Draw Ss’ attention to the next three example sentences • Ask Ss to read through the questions and the speech
and explain that they are in Reported Speech. bubble.
• Point out to Ss that in Reported Speech we report the • In pairs, Ss take turns to ask and answer the questions.
meaning of what somebody said, but without using the • Go round the class helping Ss when necessary.
exact words. We use a reporting verb, usually tell when • Choose some Ss to report their partner’s answers to the
there is a person/pronoun as an object or say when there class.
is no person/pronoun as an object, followed by that,
which is optional, and the reported statement.
Suggested answers
• Ask Ss what changes they notice in the examples which
SA: What’s your favourite album?
are in Reported Speech (There are no quotation marks
SB: My favourite album is A Rush of Blood to the Head
and the pronouns and tenses have changed.).
by Coldplay.

ns
• Draw Ss’ attention to the rules to the right of the example
SA: When do you usually listen to music?
sentences and explain that they show the changes that
SB: I listen to music in my car when I’m driving to
usually occur when a sentence changes from Direct to
school.

io
Reported Speech.
SA: Do you watch music videos?
• Refer Ss to the Grammar Reference at the back of the
SB: No, not very often.
book to study the changes.
SA: Which concert have you been to lately?
• Ask Ss to read through the rules. Make sure that Ss do
not have any unknown words.
• Allow Ss some time to complete the rules.
at
SB: I saw Lana Del Rey a month ago.
SA: Did you enjoy it?
ic
SB: It was fantastic.
• Check the answers with the class.
SA: Which music album will you probably download
soon?
bl

tell, say, Past Simple, Past Perfect Simple, had to SB: I’m going to download the new Lorde album. I
heard the first single on her album and it was really
Pu

• Ask higher-performing Ss to make sentences using good.

Direct Speech and turn them into Reported Speech.
This will challenge them. To help lower-performing Ss, Ss, SA: She said that her favourite album was A Rush of
you can give them sentences and ask them to turn them Blood to the Head by Coldplay. She said she usually
into Reported Speech (e.g.
e.g. ‘I’m so happy I passed all of my listened to music in the car when she was driving
M

exams,’ said Kate.). to school. She said she didn’t watch music videos
very often. She said she had seen Lana Del Rey
live the previous month and she really enjoyed it.
M

4. PRACTICE
Aim: to give Ss practice in using Reported Speech She said she was going to download the new Lorde
(statements) in context album.
©

• Ask Ss to read through the speech bubbles.

• Have Ss do the activity and check answers. WORKBOOK LISTENING CD4 20, 21
• To help lower-performing Ss,Ss, encourage them to refer to • Go to the listening transcript.
the table in order to make sure they make the necessary
changes.

1. (that) it was really boring and he couldn’t stand it

2. (that) she wanted to download it too. She also said
she would log on to the band’s website the
next/following day
3. (that) her brother had downloaded the same music
album for her the previous week / the week
before
4. (that) he had heard it before

5. INTONATION CD4 19
Aim: to give Ss practice in identifying the intonation of
statements in Reported Speech
• Play the recording and have Ss repeat each sentence as
they hear it.

105 TB

Traveller_Rev_Pre-Interm_TB.indb 216 13/1/2021 1:38:53 µµ

 track soundtrack turn on turn off turn up turn down

5. How much does the Mamma Mia! Here We Go 7. Could you please the music a
Again cost? bit? I like this song.
6. Move on to the next . I don’t like 8. the TV before you go to bed.
this song. 9. that lamp. It’s dark in here.
10. the volume! It’s too loud.

3. GRAMMAR
• Say and tell are reporting verbs. Use before
REPORTED SPEECH (statements) an indirect object (person) and when there is
no indirect object.
Read the examples, answer the questions and
complete the rules. • Pronouns and possessive adjectives change according to
the meaning of the sentence.
DIRECT SPEECH
• Tenses, modal verbs and time expressions usually change
• ‘You should play Jay a few songs from my new as follows:
album,’ Sean said to Vicky.

ns
• ‘You are the best I have heard for ages,’ the DIRECT SPEECH REPORTED SPEECH
Present 
studio engineer said to them.
Past  Past Perfect

io
• ‘I want to listen to Sean’s songs,’ Jay said. Present Perfect 
REPORTED SPEECH will  would
• Sean told Vicky that she should play Jay a few
songs from his new album.
can
must
this
at 


could

that
ic
• The studio engineer told them that they were today  that day
the best he had heard for ages. yesterday  the previous day / the day before
bl

• Jay said that he wanted to listen to Sean’s songs. last week  the previous week / the week before
When do we use reported speech? tomorrow  the next day / the following day
Pu

next year  the following year

In the examples above, which words have
changed in reported speech and how?
M

4. P R ACT I CE 5. IN TO N AT IO N
Imagine that you have downloaded a new music Listen and repeat. What do you notice about the
M

album and have just played it for your friends. underlined words?
Read the comments they made and complete the
sentences using reported speech. You said you would go to the concert with me.
Gary told me that he wrote the lyrics for two of
©

It’s really boring. I can’t stand it. the songs.

They said I wasn’t a very good singer.
Brian Ian told me that he didn’t like Coldplay’s latest album.
I want to download it too.
I’ll log on to the band’s
My brother downloaded website tomorrow. 6. SPEA KIN G
the same music album Talk in pairs. Interview each other and then report
Lillian your partner’s answers to the class. Use these
for me last week.
questions.
Ruth I’ve heard it before. • What’s your favourite album?
• When do you usually listen to music?
Fred • Do you watch music videos?
1. Brian said . • Which concert have you been to lately?
• Did you enjoy it?
2. Lillian said . • Which music album will you probably
3. Ruth said . download soon?
4. Fred said . Maria said that her favourite album was...

105

Traveller_Rev_Pre-Interm_TB.indb 217 13/1/2021 1:38:53 µµ

 8b Cultural differences
1. R E A DI N G
A. Discuss.
• Think of gestures or customs that exist
in your country. Do you think they are
the same everywhere around the world?
B. Guess the answers to these questions. Then read and
check your answers.
1. What do Russians do just 2. What’s a common way
before going on a journey? for people in Belgium
a. They call their family to to greet each other? 3. What does pulling the skin down
say goodbye. a. They kiss three times under your eye mean in Japan?
b. They sit quietly for a short on the cheek. a. Something is boring.
while in their house. b. They shake hands. b. Something is interesting.

ns
www.culturaldifferences.com

io
They do it differently! at
We know what feels normal and right to do in our culture. But other cultures have customs and gestures that are
ic
different and they may seem strange to us. So, it’s easy to misunderstand someone from a culture that is different
from our own. Here are a few examples:
bl

I was in Russia with some friends and I’m from London, and when we Last year, I was invited to Japan by my
we were about to leave to go on a meet someone for the first time, we friend, Daiki. On the second day of my
Pu

long trip. So, with my bags in my hand, usually shake hands. Well, I had a visit, Daiki asked me if I wanted to see his
I walked towards the door. I turned big surprise in Belgium. When I was son in a play and, of course, I said ‘yes’.
around to say something, but everyone introduced to my friend’s brother, It was really entertaining but, halfway
else was just sitting there silently. With something occurred which made through the play, I got something in my
M

his finger to his lips, Dimitri smiled at me feel uncomfortable. I said ‘hi’ eye. So, I tried to remove it with my
me and asked me not to interrupt, as to him, extending my hand, and finger. Daiki’s wife saw me and she got
this would bring bad luck. Feeling a he came up to me and kissed me really upset. I couldn’t understand why
M

bit embarrassed, I walked back in and on the cheek, not once, but three though. I asked Daiki why his wife was
sat down. After a minute, everyone times, going from one cheek to angry with me and he told me that in
got up and cheerfully walked out the the other! Of course, I went red Japan when you pull the skin down under
©

door. I later learnt that it is a Russian and they started laughing at me. your eye, it shows that you’re making
custom to sit silently in the house In Belgium, it’s common to greet fun of something. Later in the evening,
before a journey. Actually, it’s also someone by kissing three times. I apologised to Daiki’s wife and tried to
useful because it helps you remember Tracy, London clear up the misunderstanding, but I’m
if you’ve forgotten anything important! not so sure she believed me.
John, Boston Peter, Bath

C. Read again and answer the questions. D. Look at the highlighted words/phrases in the
texts and choose the correct meaning a or b.
1. Why did Dimitri ask John to be quiet?
2. How did John react? 1. were about to
3. Why did Tracy extend her hand? a. were ready to b. were afraid to
2. silently
4. How did Tracy feel when the man
a. without moving b. without speaking
kissed her?
3. occurred
5. Why did Peter pull the skin down
a. was said b. happened
under his eye?
4. remove
6. What did Peter do after the a. take out b. cover
misunderstanding? 5. clear up
a. explain b. find out
106

Traveller_Rev_Pre-Interm_TB.indb 218 13/1/2021 1:38:59 µµ

 8b
Talking about customs from different countries 1. b 2. a 3. a
Reporting
• Ask Ss some comprehension questions:
How did John’s friend ask him not to interrupt? He put
Reported Speech (questions, commands and requests)
his finger to his lips.
What did John do? He walked back in and sat down.
How long did they all sit silently? for a minute
cheek cheerfully clear up custom finger
What do people in London usually do when they meet
greet interrupt introduce kiss (v.)
someone for the first time? They shake hands.
misunderstand misunderstanding occur play (n.)
Who was Tracy introduced to in Belgium? her friend’s
remove silently skin uncomfortable
brother
Phrases Did things go the usual way? No, they didn’t.
a short while halfway through What did the others do when they saw her reaction? They
make fun of sth/sb shake hands started laughing.
Where does Peter’s friend come from? from Japan
What is his name? Daiki
WARM-UP What did Daiki ask Peter on the second day of his visit?
Aims: • to help Ss make predictions about the lesson by
He asked if Peter wanted to go and see Daiki’s son in a
activating their background knowledge
play.

ns
• Did Peter accept? Yes, he did.
• Draw Ss’ attention to the title of the lesson. What did Peter think of the play? that it was really
• Ask Ss to tell you what they think the lesson is about. entertaining
Why did Daiki’s wife get upset with Peter? because she

io
• Elicit answers.
• Ask Ss if they already know of any cultural differences, if saw him pull the skin down under his eye during the play
they are interested in finding out more, etc. How did Peter find out why Daiki’s wife got upset with
• Elicit answers.
1. READING CD4 22
at
him? He asked Daiki.

C. Aim: to give Ss practice in identifying specific

ic
A. (PRE-READING) information in the text
Aims: • to introduce the topic of the text by activating
• Have Ss do the activity.
bl

Ss’ background knowledge

• As soon as they finish, have higher-performing Ss work
• with lower-performing Ss in pairs and compare their
Pu

• Ask Ss the question and generate discussion. If necessary, answers. Encourage them to provide justification by
explain the meaning of the words gesture (= a movement referring to specific parts in the text. This will build
of the hands to express a feeling) and custom (= an lower-performing Ss’ confidence to share their answers
established and socially accepted way of behaviour and in class.
belief ). • Check the answers with the class.
M

Suggested answer 1. because talking would bring bad luck

M

In Greece, if two or more people say the same thing at 2. He felt a bit embarrassed. He walked back in and sat
the same time, they say ‘touch red’ and have to quickly down.
touch anything near them that is red. They believe 3. to say ‘hi’
that this will stop them from fighting or arguing. 4. She felt uncomfortable. / She went red.
©

However, I don’t think that people anywhere else in 5. because he got something in his eye
the world believe or do this. 6. He apologised to Daiki’s wife and tried to explain.
B. Aims: • to help Ss make predictions about the text
• to present vocabulary, functions and D. Aims: • to give Ss practice in deducing the meaning
structures in the context of a text of some unknown words/phrases from the
• to give Ss practice in reading for gist text through a matching activity
• •
• Ask Ss to read through the questions 1-3 and the answer • Refer Ss to the highlighted words/phrases 1-5 in the text.
options. Make sure that Ss do not have any unknown • Ask Ss to read through the options following each word/
words. phrase. Make sure that Ss do not have any unknown
• Allow Ss some time to answer the questions. words.
• Elicit answers but do not correct Ss at this stage. • Have Ss do the activity and check answers.
• Ask Ss to look at the layout of the text and tell you what it is
(an article) and where it can be found (online / on a website). 1. a 2. b 3. b 4. a 5. a
• Draw Ss’ attention to the title (They do it differently!) and
to the names and places at the end of each paragraph. • Explain any unknown words and choose Ss to read out
• Ask Ss to tell you what the online article is about (cultural the text.
differences / things that are different in different cultures).
• Ask Ss to read through the text and check their answers
to questions 1-3.

106 TB

Traveller_Rev_Pre-Interm_TB.indb 219 13/1/2021 1:39:02 µµ

8b
turn them into reported ones:
‘What time do you go to work?’ Mark asked. (Mark asked
E. (POST-READING) what time I went to work.)
Aims: • to give Ss the opportunity to have a further ‘Did you go to the supermarket yesterday?’ John asked
discussion on the topic of the text Bridget. (John asked Bridget if she had gone to the
• supermarket the previous day.)
• Ask Ss the questions and initiate a short discussion. • Ask Ss the questions and check answers.

Suggested answers • The same question word that the direct question
• Luckily, none of these misunderstandings has ever begins with.
happened to me. • (We use) the word if/whether.
• My sister went to Italy to stay with a family while • (They are) in the affirmative form.
she was doing a three-month language course when
she was eighteen. It was her first time abroad, and • Ask higher-performing Ss to make direct questions
she was very surprised when everyone in the Italian and turn them into Reported Speech. This will
family kissed her when she arrived. She couldn’t challenge them. To help lower-performing Ss, you can
believe that somebody would do that to people they give them some direct questions to turn into Reported
didn’t know, but she soon realised it was a friendly, Speech (e.g. ‘What time does the film start?’ Mary asked. /
welcoming Italian custom. ‘Did you buy your car last year?’, Kate asked John. / ‘Will
you go abroad this summer?’ Clive asked Susan.).
2. VOCABULARY

ns
REPORTED SPEECH (commands-requests)
Aims: • to present and give Ss practice in using verbs Aims: • to present Reported Speech (commands-
followed by prepositions requests)

io
• •
• Ask Ss to read through the box containing verbs followed • Ask Ss to read through the sentences in Direct and
by different prepositions. Make sure that Ss do not have Reported Speech.
any unknown words.
• Ask Ss to read through the sentences 1-7. Make sure that
at
• Explain to them that they are examples of commands
and requests in Direct and Reported Speech.
ic
Ss do not have any unknown words. • Point out to Ss that in order to report an affirmative
• Have Ss do the activity and check answers. command we use tell, order, etc. as reporting verbs,
followed by a full infinitive and when we want to report
bl

1. invite an affirmative request we use ask as a reporting verb.

2. apologise • Draw Ss’ attention to the NOTE and explain to them
Pu

3. laugh that when the command is negative, the reporting verb is

4. forget followed by not + full infinitive.
5. wait • Write the following on the board: ‘Turn off the music,’
6. lie/talk her brother said.
7. argue • Ask Ss to change it into Reported Speech (Her brother
M

told her to turn off the music.).

• Ask higher-performing Ss to make sentences using the • Give Ss some commands and requests and have them
report them all together (e.g. Sit down! - Our teacher
M

verbs presented in activity 2. This will challenge them.

• To help lower-performing Ss,Ss, you can write sentences told us to sit down. / Open the door, please. - Our teacher
on the board and have them circle the correct asked me to open the door.). This will help lower–
late
preposition, (e.g. He apologised about/for being late.). performing Ss practise Reported Speech (commands
©

and requests) without worrying about making mistakes.

3. GRAMMAR • Ask Ss to look at the box containing the rule.
REPORTED SPEECH (questions) • Have Ss complete the rule and check the answers with
Aims: • to present Reported Speech (questions) the class.
•
• Draw Ss’ attention to the direct questions and ask them tell, ask
to read through them.
• Ask Ss what the difference between these two questions • Refer Ss to the Grammar Reference at the back of the
is (the first question begins with a wh- question word book.
while the second one is a Yes/No question).
• Ask Ss to circle the question word Why in the first 4. PRACTICE
sentence and the auxiliary verb Have in the second one. Aim: to give Ss practice in using Reported Speech
• Have Ss read through the respective reported questions (questions, commands and requests)
and tell you what the difference in formation between
• Have Ss do the activity and check answers.
these two questions is (when the question begins with
a question word, the same question word comes after
the reporting verb asked, while when we report a Yes/No 1. what I was eating
question, the word if/whether comes after ‘asked’). 2. to let her borrow her jacket
• Point out to Ss that in reported questions we don’t use 3. to stop right there
question forms after the reporting verbs. 4. if I needed any help
• Give Ss the following direct questions and ask them to 5. not to open that window
6. Jill why she had come back so soon
107 TB

Traveller_Rev_Pre-Interm_TB.indb 220 13/1/2021 1:39:03 µµ

 E. Discuss.
• Have any misunderstandings like the ones in the texts ever happened to you?
• Have you heard of any happening to other people?

2. VO C A B U L A R Y
VERBS + PREPOSITIONS
Look at the verbs in the box and use some of them to complete the sentences.
1. Let’s Alison to our house for
• apologise to someone for doing something dinner next Saturday.
• smile at someone 2. You should to Paul for being
• talk to/with someone about something rude.
• laugh at someone/something 3. It’s not polite to at people
• forget about someone/something when they fall down.
• invite someone to something 4. Don’t about the appointment.
• wait for someone/something It’s at 8.30 a.m.
• introduce someone to someone else

ns
5. You can for Dr Roberts in his
• lie to someone about something surgery. He’s on his way.
• argue with someone about something 6. Sam didn’t want to to his

io
family about where he was.
7. My flatmates always with
at
each other about the housework.
ic
3. GRAMMAR
bl

REPORTED SPEECH (questions) REPORTED SPEECH (commands-requests)

Pu

Read the examples and answer the questions. Read the examples and complete the rule.
DIRECT SPEECH DIRECT SPEECH
Sue: ‘Why is Dave angry with me? Steve: ‘Please don’t interrupt me. Be quiet!’
Have I done something wrong?’
M

REPORTED SPEECH
REPORTED SPEECH Steve asked me not to interrupt him. He told me
M

Sue asked why Dave was angry with her. to be quiet.

She asked if/whether she had done something wrong.
Use the verb to report commands
• Which word do we use after asked when the
©

and the verb to report requests.

question begins with a question word?
• Which word do we use after asked when we
NOTE

report a Yes/No question? Don’t changes to not to.

• Are the verbs in reported questions in the
affirmative or in the question form?

4. P R ACT I CE
Complete the sentences using Reported Speech.
1. ‘What are you eating?’ Jeremy asked. Jeremy asked me .
2. ‘Please let me borrow your jacket,’ Fay said to her sister. Fay asked her sister .
3. ‘Stop right there!’ the police officer said to the man. The police officer told the man .
4. ‘Do you need any help?’ my mum asked. My mum asked me .
5. ‘Don’t open that window!’ Harry said to the children. Harry told the children .
6. ‘Why did you come back so soon?’ Ted asked Jill. Ted asked .
107

Traveller_Rev_Pre-Interm_TB.indb 221 13/1/2021 1:39:03 µµ

 8c What’s cooking?
1. VO C A B U L A R Y frying pan
A. Discuss.
• Who cooks at your house?
• Do you cook? Why? / Why not?

B. Look at the pictures and the words and try

to guess the meaning of the verbs in bold. fry the eggs

wooden potato
spoon knife masher

ns
chopping bowl
saucepan board
boil the rice and stir peel the onions and mix milk with cocoa mash the potatoes

io
chop them powder

whisk at
ic
fork
bl

oven
Pu

dish plate
melt the butter whisk the butter add a layer of cream pour some melted
on top chocolate and spread
M

2. L ISTE N I N G
A. Listen to June telling her friend Donna the recipe B. Listen again, read the instructions and write T for
M

for a Peruvian dish called causa and complete True or F for False.
Donna’s notes.
1. Boil the potatoes with the onions.
©

2. Mash the potatoes with some oil.

3. Mix the tuna with the mayonnaise
- 1 kg and the eggs.
- 160-gr tin of 4. Make layers of mashed potato and
tuna-mayonnaise mix.
- mayonnaise 5. Decorate with slices of lemon.
- 1 small 3. SPEA KIN G
Think of a dish that you know how to prepare.
- or olive oil Which of the actions mentioned in activity 1B do
you do? In which order?
- juice
- salt and pepper First, I boil the water.
Then, I...
- olives
- boiled

108

Traveller_Rev_Pre-Interm_TB.indb 222 13/1/2021 1:39:26 µµ

 8c
2. LISTENING CD4 23, 24
A. Aim: to give Ss practice in listening for specific
Talking about food and quantities information regarding the ingredients of a recipe
Giving and following instructions • Ask Ss to read through Donna’s notes of the ingredients used
in a recipe for a Peruvian dish called causa.
• Make sure that Ss do not have any unknown words.
a couple of aluminium foil cocoa powder • Play the recording and have Ss listen to the dialogue carefully
crumb decorate gram (g) ingredient and complete the blanks with the ingredients that are missing.
• If necessary, play the recording again and pause it after each
instructions layer mayonnaise olive correct answer.
olive oil recipe salami tin • Check the answers with the class.
Kitchen utensils
bowl chopping board fork frying pan potatoes, tuna, onion, vegetable, lemon, egg slices
oven dish plate potato masher saucepan
tablespoon (tbsp) wooden spoon
B. Aim: to give Ss practice in listening for specific
Verbs related to cooking information regarding the instructions for a recipe
add boil chop fry mash melt
• Ask Ss to read through the instructions 1-5.
mix peel place (v.) pour slice (v.) spread • Make sure that Ss do not have any unknown words.
stir whisk wrap • Play the recording again and have Ss do the activity.
• Check the answers with the class.
WARM-UP
Aims: • to introduce the topic of the lesson 1. F 2. T 3. F 4. T 5. F

ns
•
• Have higher-performing Ss work with lower-performing Ss
• Ask Ss to look at the title of the lesson.
and correct the false sentences. This will challenge higher-
• Draw Ss’ attention to the pictures on the page.
performing Ss and help lower-performing Ss understand why
• Ask Ss to tell you what they think the lesson is about.

io
these sentences are false.
• Elicit answers.
• Ask Ss to tell you when we ask the question What’s cooking?. LISTENING TRANSCRIPT
• Point out to Ss that the question What’s cooking? is not used to
ask about food that is being cooked but rather to ask about what
is happening or what someone is planning
(e.g. Everybody looks serious – what’s cooking?). Here, the title
at
June
Donna
June
Hello?
Hi, June. How are things?
Not too bad. And you?
ic
Donna Well, I need some help. I’m having some friends
aims to create a rather humorous effect and make direct over for dinner tomorrow and I have no idea what
reference to the topic of the lesson. to cook. And you know me, I’m not the best chef in
bl

the world!
1. VOCABULARY June What about causa? It’s a Peruvian dish.
A. Aims: • to activate Ss’ background knowledge about the topic Donna Sounds a bit exotic. I hope it’s not too difficult and
Pu

of the lesson by relating it to their personal experience doesn’t need ingredients I don’t have.
• June Don’t worry. It’s very simple. And it’s not exactly
• Ask Ss the questions and generate discussion. the way they make it in Peru. It’s my recipe. I made
it the other day and it turned out lovely. Do you
have a pen?
Suggested answers Donna Yeah, go on.
M

• In my house, everyone cooks. I live with my parents, and June Right, you need about a kilo of potatoes.
they’ve taught my brother and me how to cook lots of Donna OK.
dishes. June You also need a 160-gr tin of tuna, some
M

• Yes, I do. I mostly cook at the weekends, when I have more mayonnaise and a small onion.
free time and can relax. Donna (writing) Tuna, mayonnaise and an onion. OK, so
B. Aims: • to present vocabulary related to cooking what do I do?
June First, you peel and boil the potatoes. Then, you
©

• mash them with some oil.

• Ask Ss to look at the pictures and read through the phrases Donna Olive oil?
underneath them. June Yeah, or vegetable oil. Also add some lemon juice
• Draw Ss’ attention to the verbs in bold. and some salt and pepper to the mash and leave it
• Explain to Ss that these are verbs related to cooking. aside.
• Help Ss deduce the meaning of the verbs in bold by relating Donna What next?
them to the content of the respective pictures. June Chop up the onion, put it in a bowl and mix it with
• If necessary, provide Ss with any further explanations and/or the tuna and some mayonnaise.
examples and explain any unknown words. Donna How much mayonnaise?
June About a cup. Don’t put too much. It won’t be nice.
Donna Yeah, and it’s not very healthy.
fry = to cook food in oil June That’s true! Finally, you take a dish and spread
boil = to cook food by putting it in water that is boiling some mayonnaise on the bottom. Then, add a
stir = to mix something using a spoon layer of mashed potato. Next, add a layer of the
peel = to remove the skin of fruit or vegetables tuna-mayonnaise mix. Finally, add another layer of
chop = to cut something into pieces with a knife mashed potato on top.
mix = to put or stir different substances together in order Donna That’s easy!
to form one mass or mixture June I know. And it’s delicious! Then, put it in the fridge
mash = to crush food in order to form a creamy, soft mass for a while to cool.
melt = to heat something solid in order to make it liquid Donna That’s it?
whisk = to beat eggs and other kinds of food quickly using June Yeah! Oh, and don’t forget to add some olives or
a special tool boiled egg slices for decoration before you serve it.
add = to put in additional ingredients Donna Lovely! What’s it called again?
pour = to drop a stream of liquid from one container into June Causa. C-A-U-S-A. I know a very nice Peruvian
another or onto food salad recipe too.
spread = to make a soft substance cover the surface of Donna Hold on! Let me get more paper...
something evenly by pushing
108 TB

Traveller_Brit_2nd_Pre-Interm_TB_M8.indd 223 20/9/2021 3:37:55 µµ

8c
POST-LISTENING • Ask Ss some questions:
Aims: • to give Ss the opportunity to have a further
discussion on the topic of the listening text Have you ever tried it?
• Would you like to try it?
• Ask Ss some questions: Do you think it will be difficult to prepare it?
e.g. Do you think that ‘causa’ is delicious?
Would you ever try to make it?
• Elicit answers.
• Elicit answers.
• Ask Ss to read through the ingredients. Make sure that
they do not have any unknown words.
3. SPEAKING • Ask Ss to read through the instructions. Make sure that
Aims: • to give Ss practice in talking about a recipe they do not have any unknown words.
• • Ask Ss to look at the pictures.
• Ask Ss to think of a dish they know how to prepare. • Have Ss do the activity.
• Draw Ss’ attention to the questions in the rubric and the • Refer Ss to the Vocabulary activity if they don’t
speech bubble. remember the verbs related to cooking. To help lower-
• Allow Ss some time to think of the steps they follow to performing Ss, you can also tell them which picture
prepare the dish. comes first.
• Ask Ss to tell you the steps they follow. • Check the answers with the class.

ns
Suggested answer a. 2 b. 4 c. 3 d. 5 e. 6 f. 8 g. 1 h. 7
I know how to make omelettes. First, I heat olive oil in
a frying pan and I add chopped onions and peppers.
Then I whisk the eggs with some salt and pepper. I

io
C. Aims: • to give Ss practice in writing a recipe
pour the eggs into the pan and I cook until the eggs
are brown at the bottom. I turn the omelette over and •
cook the other side for two minutes.

4. WRITING CD4 25
at
• Draw Ss’ attention to the TIP and explain it.
• Have Ss do the activity.
• Choose some Ss to read out their recipes.
ic
A. Aims: • to prepare Ss for the writing task by relating
it to their personal opinion and experience Model answer
bl

French Toast
•
(serves 4)
• Ask Ss the questions and generate discussion.
Pu

INGREDIENTS
Suggested answers 1/2 cup milk
• I’ve got a lot of cookbooks and I think they’re very 2 large eggs
useful. When I’ve got a few ingredients in the kitchen 1/4 tsp salt
M

but can’t think of how to make them into a meal, 2 tbsps butter
I always manage to find a few good ideas in my 4 slices of bread
cookbooks.
M

• I never watch cooking shows on TV. I think they’re INSTRUCTIONS

really boring. I prefer cooking something myself to 1. Put the milk, eggs and salt in a bowl and whisk.
watching other people doing it. 2. Melt the butter in a frying pan.
©

• My friends and I sometimes exchange recipes. If I’m 3. Put the slices of bread in the milk and egg mixture.
invited for a meal at a friend’s house and they cook 4. Add the slices of bread in the hot frying pan.
something delicious, I ask them for the recipe. I love 5. Cook until the slices are brown on both sides.
cooking, and my friends often ask for my cake and 6. Serve immediately, adding sugar, jam or any other
biscuit recipes. topping you prefer.

B. Aims: • to help Ss transfer from verbal to visual

information in the context of a recipe
•

LANGUAGE PLUS
• tbsp is an abbreviation for tablespoon (= the amount a
large spoon can hold)
• tsp is an abbreviation for teaspoonful (= the amount a
teaspoon can hold)

• Ask Ss to look at the title of the recipe and the

accompanying pictures.

109 TB

Traveller_Rev_Pre-Interm_TB.indb 224 13/1/2021 1:39:43 µµ

 4. WR IT I N G
A. Discuss.
• Do you think cookbooks are useful? Why? / Why not?
• Do you watch cooking shows on TV?
• Do you exchange recipes with friends?
B. Read the recipe and put the pictures in the correct
order. Write 1-8.

Chocolate Salami
(serves 8)

INGREDIENTS
300 g biscuits
150 g butter

ns
6 tbsp sugar
a powder
6 tbsp unsweetened coco
2 fresh eggs

io
atINSTRUCTIONS
1. Melt the butter, but be careful not to cook it.
ic
2. Put the butter in a bowl, add the sugar and
the eggs and whisk.
bl

3. Slowly add the cocoa powder and whisk

some more.
Pu

4. Put the biscuits in a large bowl and break

them with the back of a spoon.
5. Pour the mixture into the bowl with the
a b c
M

biscuit crumbs and stir until it is mixed

well.
M

6. Place this mixture on a piece of aluminium

foil and shape it like a salami.
7. Wrap it up in the aluminium foil and put it
©

in the fridge for a couple of hours.

8. Slice your chocolate salami and serve it with
coffee or tea.

d e f
WRITING TASK
C. Write a recipe for one of your
favourite dishes.

When writing a recipe:

 don’t forget to write the name of the recipe.
 mention how many people it is for (e.g. serves 2).
 write the ingredients.
g h  give clear instructions using the Imperative.

109

Traveller_Rev_Pre-Interm_TB.indb 225 13/1/2021 1:39:46 µµ

 8d Times past
1. R E A DI N G JAMES FENIMORE COOPER
A. Discuss.
• What do you know about THE LAST OF
the Native Americans? THE MOHICANS
B. Read the extract from an adapted version
of the story The Last of the Mohicans.
Who is Hawkeye?

ns
io
at
ic
CHAPTER 3 Chingachgook turned to his friend and said:
‘Hawkeye, let us eat well tonight and show those
bl

With fall approaching, the evenings were getting Maquas that we are men tomorrow.’
colder. Two men were talking by a river. One of them It was not long before they heard an animal
moving in the bushes. Hawkeye raised his rifle, but
Pu

had dark skin and his body was painted with different
colors. He had a shaved head, apart from a crest down Uncas whispered to him.
the middle and his name was Chingachgook. He ‘If I were you, I wouldn’t shoot. The Maquas will
wore buckskin pants and he held a tomahawk and a hear. Those thieves would want to eat too if you killed
rifle.. The other man was of European origin, but his the animal.’
M

skin was dark from the sun. He was dressed like a Hawkeye put his rifle down and watched as Uncas
Native American too, and had a rifle of great length. threw himself to the ground and moved silently
towards his prey. Soon enough, there was an arrow
M

Chingachgook was telling him stories of his fathers,

who were proud warriors before the white men came in its side. The wounded animal jumped out of the
from the setting sun. bushes and Uncas finished the job with his knife.
‘I wish there were more of my people. But when I ‘Shhhh! I hear something,’ said Chingachgook.
©

die, my son Uncas, will be the last of the Mohicans,’ ‘Maybe it’s wolves following the animal,’ suggested
said Chingachgook. Hawkeye.
‘Uncas is here!’ said another voice, and a young ‘No. The horses of white men are coming.
warrior came and sat with them. The father showed Hawkeye, they are your brothers, speak to them. With
no surprise and they all sat silently for several the Maquas nearby, this is a dangerous place for them,’
minutes. said Chingachgook.
‘Did you see any of those thieves from the Maquas
tribe?’ asked Chingachgook.
fall (AmE) = autumn (BrE)
‘I have been on their trail, and there are as many
pants (AmE) = trousers (BrE)
as the fingers on both my hands. But they hide like
color (AmE) = colour (BrE)
cowards!’ replied his son.
The Last of the Mohicans 59
58 The Last of the Mohicans

When you read a text, try to understand which of the unknown words
TIP

are really important for understanding the text. Try to guess the
meaning of as many of these words as possible from the context.

110

Traveller_Rev_Pre-Interm_TB.indb 226 13/1/2021 1:41:06 µµ

 8d
Differentiating between British and American English Hawkeye is a European who lives among Native
words American warriors.
Talking about imaginary situations
Making wishes • Ask Ss some comprehension questions:

What were the two men doing? They were talking by a river.
Conditional Sentences Type 2 What was the weather like? It was getting colder.
What does Chingachgook look like? He has dark skin, his body
Wishes is painted with different colours and he has a shaved head,
apart from a crest down the middle.
What was Hawkeye’s skin like? It was dark from the sun.
approach arrow bush coward hold What kind of stories was Chingachgook telling? stories of his
on one’s trail prey proud rifle several fathers
shaved (adj.) shoot (v.) steal thief tribe What were his fathers? proud warriors
Who is Uncas? Chingachgook’s son
warrior wolf wounded What will Uncas be when his father dies? He’ll be the last of the
Mohicans.
Did Chingachgook show any signs of surprise when his son
WARM-UP arrived? No, he didn’t.
Aims: • to introduce the topic of the lesson
What does Chingachgook think of the Maquas? that they are
• thieves
• Draw Ss’ attention to the title of the lesson. What does Uncas think of the Maquas? that they hide like

ns
• Ask Ss what they think the lesson is about. cowards
• Elicit answers. Where was the animal? in the bushes
What did Hawkeye do? He raised his rifle.
1. READING CD4 27 Why did Chingachgook tell Hawkeye not to shoot the animal?

io
A. (PRE-READING) because the Maquas would hear it
Aims: • to prepare Ss for the topic of the reading text by Did Hawkeye follow his friend’s advice? Yes, he did.
activating their background knowledge What did Uncas do? He threw himself to the ground and moved
•
• Ask Ss the question and elicit answers.
at
silently towards his prey.
Did he manage to kill the animal? Yes, he did.
Who did Hawkeye think was coming? some wolves following the
ic
animal
Suggested answer Who did Chingachgook think was coming? some white men on
their horses
bl

I don’t know much about Native Americans but I would like

to learn more. I believe they lived all over North America • Draw Ss’ attention to the examples of some American English
before people came from Europe, fought with them and words in the text and their British English equivalents.
Pu

took most of their land. They used to wear clothes made • Explain to Ss that the differences between American and
from animals they’d killed. They used to sleep in tents, British English involve different words as well as differences in
which they took with them as they moved from place to spelling.
place. • Ask Ss if they know of any other American English words.
• Elicit answers (e.g. apartment (AmE) – flat (BrE), elevator (AmE)
– lift (BrE), garbage (AmE) – rubbish (BrE), vacation (AmE) –
M

BACKGROUND NOTE holiday (BrE), gas (AmE) – petrol (BrE), realize (AmE) – realise
(BrE), center (AmE) – centre (BrE), traveled (AmE) – travelled
Native Americans are the people who were living in North (BrE), etc.).
M

and South America before Europeans arrived. It has come to

replace the term Indian. C. Aims: • to give Ss practice in deducing the meaning of
some unknown words in the text
B. Aims: • to present vocabulary, functions and
©

•
structures in the context of a literary text • Refer Ss to the highlighted words in the text.
• to give Ss practice in reading for gist • Encourage Ss to deduce the meaning of these words from the
context.
BACKGROUND NOTE • Ask Ss to read through the definitions a-e. Make sure that Ss
do not have any unknown words.
The Last of the Mohicans is a historical novel by James • Have Ss do the activity and check answers.
Fenimore Cooper, published in 1826. The story takes place
in 1757 during the Seven Years’ War when France and the
United Kingdom battled for control of the American and 1. a 2. d 3. e 4. c 5. b
Canadian colonies.
D. Aims: • to give Ss practice in identifying specific
information in the text
• Draw Ss’ attention to the cover of the book.
• Ask Ss if they have read the book or seen the film. •
• Elicit answers. • Ask Ss to read through the questions 1-6 as well as the options
• Draw Ss’ attention to the TIP and explain it. to each question. Make sure that Ss do not have any unknown
• Ask Ss to read through the text without worrying about words.
unknown words. • Have Ss do the activity.
• Ask Ss the question in the rubric. • Alternatively, to challenge higher-performing Ss, you may
• Explain to Ss that the name Hawkeye is made up of the words modify the activity from multiple choice to open-ended
hawk (= a type of large bird which catches small birds and questions. Write questions 1-6 on the board (without the
animals for food) and eye and describes someone who watches options), ask Ss to cover the activity in their books, read the text
and notices everything that happens. and answer the questions. This will challenge them. To help
• Check the answer with the class. Ask higher-performing Ss to lower-performing Ss, you may eliminate one incorrect option.
justify their answers. This will challenge them and help lower-
performing Ss understand why this answer is correct.
110 TB

Traveller_Rev_Pre-Interm_TB.indb 227 13/1/2021 1:41:10 µµ

8d
• Have Ss complete the rule.
• Check the answers with the class. • Check the answer with the class.

1. c 2. a 3. b 4. c 5. b 6. b would

• Explain any unknown words and choose Ss to read out the • Ask higher-performing Ss to make sentences using
text. Conditional Sentences Type 2. This will challenge them.
• To help lower-performing Ss, ask them the following
E. (POST-READING) questions:
Aims: • to give Ss the opportunity to have a further Where would you go if you could travel anywhere in the world?
discussion on the topic of the reading text What would you do if you missed your flight?
• Encourage them to use full sentences in their answers (e.g. If I
• could travel anywhere in the world, I would definitely go to...).
• Ask Ss the questions and initiate a short discussion.
• For the question in the second bullet point, explain to Ss that WISHES
they have to come up with the continuation of the story. Aims: • to present Wishes
• Encourage higher-performing Ss to write it in the form of a •
dialogue. This will challenge them.
• To help lower-performing Ss, ask them to note down ideas. • Ask Ss to read the example. Draw their attention to the words
in bold.
• Point out to Ss that although the verb is in the Past Simple, it
Suggested answers doesn’t mean that the action actually happened in the past.

ns
• I enjoyed reading the extract because the main In some cases, the Past Simple refers to the present or future
characters sound very interesting. The events and expresses unreal situations. This use of the Past Simple is
taking place are described very well, and I want to called Unreal Past
Past..
• Ask Ss the following question:

io
know what happens next. I’ve never read a story Do you wish you were better at something?
about Native Americans, which makes it even more • Tell Ss to answer this question by following the tense used in
enjoyable as it’s so different from my own life. the sentence (e.g. I wish I were better at maths.). In order to help
• Perhaps the main characters will go with the white
men to try to find the Maquas, and then there will
be a fight.
at
Ss, you can answer the question first, and then encourage Ss to
do the same.
• Ask Ss when wish / if only + Past Simple is used (to make a wish
ic
• I’d love to read the whole story because I’d like to about a present situation which we would like to be different).
Point out to Ss that if only is stronger than wish.
know how it began, all the details of what happens
bl

• Ask Ss the questions and check the answers with the class.
and whether the main characters survive.
• It refers to the present/future.
Pu

2. GRAMMAR • No, there aren’t.

CONDITIONAL SENTENCES TYPE 2 • He doesn’t like it. / He feels sad/unhappy about it.
Aims: • to present Conditional Sentences Type 2
• • Draw Ss’ attention to the table containing the rule about
• Before you start talking about Conditional Sentences Type
M

the formation of Wishes. Make sure that Ss do not have any

2, make sure Ss remember and have no questions about unknown words.
Conditional Sentences Type 1.. Briefly revise if necessary, by • Refer Ss to the example and have them complete the gap.
asking Ss to give examples.
M

• Check the answers with the class.

• Ask Ss to look at the grammar box and read the example.
Explain to Ss that this is a Conditional Sentence Type 22.
• Write the sentence on the board and have Ss distinguish Past
between the if-clause and the main clause.
©

• Explain to Ss that we use the Past Simple in the if-clause and

would/could/might + base form in the main clause. • Draw Ss’ attention to the NOTE and explain it.
• Ask Ss to guess when Conditional Sentences Type 2 are • Refer Ss to the Grammar Reference at the back of the book.
used (we use them to refer to the present or future and express • Give Ss some situations (e.g. You want to buy a new mobile
something that is unlikely to happen or to refer to unreal or phone, but you don’t have enough money.) and ask higher-
imaginary situations). performing Ss to make sentences about the situations using
• Explain to Ss that although we are referring to present or wishes. This will challenge them. To help lower-performing
future situations, we use the Past Simple. Past Simple here is Ss, you can give them prompts to make sentences (e.g. have /
an unreal past used to refer to unreal conditions in the present. more money).
Point out to Ss that Past Simple in Conditional Sentences Type
2 doesn’t indicate past time. It is used to show that something 3. PRACTICE
is unlikely to happen. Aim: to give Ss practice in using Conditional Sentences Type 2
• Have Ss find examples of Conditional Sentences Type 2 in the and Wishes in the context of a dialogue
text (If I were you, I wouldn’t shoot., Those thieves would want to • Ask Ss to read through the dialogue. Make sure that they do
eat too if you killed the animal.). not have any unknown words.
• Ask Ss the questions and check answers. • Have Ss do the activity and check answers.

• It refers to the present/future. were, would look up, had, didn’t need, would ask,
• No, he hasn’t. could

• Draw Ss’ attention to the table containing the rule about the
formation of Conditional Sentences Type 2. Make sure that Ss
do not have any unknown words.

111 TB

Traveller_Rev_Pre-Interm_TB.indb 228 13/1/2021 1:41:11 µµ

 C. Look at the highlighted words in the text and try to
guess what they mean. Then match them with their 2. GRA M MA R
meanings a-e.
1. warriors a. people who fight in battles CONDITIONAL SENTENCES TYPE 2
2. thieves b. injured Read the example, answer the questions and
3. trail c. plants like small trees complete the rule.
4. bushes d. people who steal things Uncas: Hawkeye, if you shot your gun, the
Maquas would hear it.
5. wounded e. a sign or smell that is left
• Does the sentence refer to the present/future
behind by someone or
or past?
something that has passed
• Has Hawkeye shot his gun?
CONDITIONAL SENTENCES TYPE 2
D. Read again and answer the questions. They express imaginary situations or things that are
Choose a, b or c. unlikely to happen in the present or future.
If + Past Simple  , could, might + base form
1. Who was wearing Native American clothes?
a. Chingachgook

ns
b. Hawkeye WISHES
c. Both of them Read the example, answer the questions and
complete the rule.

io
2. What’s the first thing Chingachgook did when
Chingachgook: I wish there were more of my
his son arrived?
people.
a. He didn’t speak.
b. He asked him a question.
at
• Does the sentence refer to the present/future or
past?
ic
c. He listened to what he had to say.
• Are there many of Chingachgook’s people alive?
3. Where had Uncas been?
bl

• How does he feel about it?

a. hiding in the bushes WISHES
b. following the Maquas tribe
Pu

We use wish + Simple to make a wish

c. looking for food about a present situation which we would like to be
4. Why did Chingachgook say: ‘Let us eat well different.
tonight’?
M

NOTE

a. They didn’t know if they would find food the In Conditional Sentences Type 2 and after
following day. wish we usually use were for all persons.
M

b. They hadn’t eaten for days because they were

following the Maquas tribe.
c. They were planning to fight and needed to be 3. P RACT ICE
©

strong. Complete the dialogue with the correct form of the

5. What did Uncas use to kill the animal? verbs in brackets.
a. a rifle Debbie I have to do a project on Native Americans.
b. an arrow and a knife What should I do?
c. a knife and his hands
Alison If I (be) you, I
6. What does Chingachgook want Hawkeye to do? (look up) information in a history book.
a. tell the white men about the animals Debbie That’s a bit boring. I wish I
b. warn the white men
(have) a computer. Then I’d be able to find
c. find a safe place for them
lots of things to write about.
E. Discuss. Alison Why? What happened to your laptop?
• Did you like the extract? Why? / Why not? Debbie Unfortunately it is broken. I’ll have to
• What do you think will probably happen next wait until I buy a new one next month. If
in the story? you (not need) yours for the
• Would you like to read the whole story? project, I (ask) to borrow it.
Alison I wish I (can) help you.
111

Traveller_Rev_Pre-Interm_TB.indb 229 13/1/2021 1:41:11 µµ

 8e Let’s celebrate!
1. L I ST E N I N G
A. Discuss. C. Listen to the continuation of the conversation
and choose a, b or c.
• Do any popular festivals/celebrations
take place in your town/city? 1. What day does the festival finish?
• Why do they take place? a. Thursday
• What do people do during these b. Friday
festivals/celebrations? c. Sunday

B. You will hear Danny and Karen talking about a

2. Where are the activities taking place?
festival. Listen and answer the question. a. inside the station
b. outside the station
Which festival is Karen interested in, the Glasgow
c. both inside and outside the station
International Festival or the Subway Festival?
3. What can people win at the festival?
Pay attention to how people speak. Their a. free tickets to next year’s festival
tone of voice can often help you understand
TIP
b. a free trip abroad

ns
how they feel. c. free meals in all Glasgow restaurants

2. SP E AK I N G

io
Talk in pairs.
Student A: Think of an interesting event (e.g.
festival, celebration, performance) and invite
atStudent B: Ask Student A questions about the
event and decide whether you are going to go.
ic
Student B to come along. Also, tell him/her some If you are, arrange the time and meeting place.
of the interesting things you could do there. If you aren’t, make an excuse.
bl

3. WR ITIN G
Pu

AN INFORMAL EMAIL
A. Linda has received an email from her friend Jennifer. Read Jennifer’s email and Linda’s reply, and answer the questions.

1. Why is Jennifer writing to Linda? 4. In which email(s) are these functions expressed? Write 1, 2 or B
M

2. What does she ask Linda to do? for Both.

3. Does Linda answer all Jennifer’s a. giving information d. giving news
M

questions?
b. expressing enthusiasm e. reassuring
c. asking for information
©

From: [email protected]
To: [email protected]

Hey Linda,
Guess what? I’m finally getting married! I’m going to send you
a formal invitation soon, but I wanted to let you know early so
that you can arrange flights and everything. Will you come?
I really want you to!
The wedding is in three months, on Saturday 4th August, at the Town Hall and the reception is at
a hotel nearby. It’s a tradition in Toby’s family for the bride and groom to go out for dinner with
close friends and family before the wedding. How about joining us? I’m afraid I can’t put you up
because there will be so much going on. But I know a nice B&B you can stay at if you like.
It’s going to be brilliant. You have to see my dress, it’s so beautiful! And guess what! My little
nieces are going to be bridesmaids. Just imagine!
Email me when you can,
Jennifer
112

Traveller_Rev_Pre-Interm_TB.indb 230 13/1/2021 1:41:13 µµ

 8e
LISTENING TRANSCRIPT
Talking about events/festivals/celebrations Part 1
Inviting Danny I’m going to a really interesting festival next
Accepting or refusing an invitation and making week. Do you want to come along?
arrangements or excuses Karen Where? To the Glasgow International Festival?
Danny No, the Subway Festival.
Karen Subway Festival? I didn’t know Glasgow
celebration congratulations exotic festival organised a Subway Festival! What’s it about?
formal put sb up subway town hall tradition Danny Well, it wants to show people how easy, quick,
Words/Phrases related to weddings cheap and enjoyable it is to get around and
reach any of Glasgow’s parks, museums,
best man bride bridesmaid couple get married
cinemas and so on when using the subway. So,
give a speech groom honeymoon invitation they organise lots of events and you even have
reception the opportunity to win prizes!
Karen Oh, really?
WARM-UP
Aims: • to help Ss make predictions about the lesson by C. Aim: to give Ss practice in listening for specific
activating their background knowledge information
• • Play the recording and have Ss do the activity.
• Draw Ss’ attention to the title of the lesson. • Alternatively, to challenge higher-performing
higher-performing, Ss you may

ns
• Ask Ss to tell you what they think the lesson is about. modify the activity from multiple choice to open-ended
questions. Write questions 1-3 on the board (without the
1. LISTENING CD4 28, 29 options), ask Ss to cover the activity in their books, listen
A. (PRE-LISTENING) and answer the questions. This will challenge them. To

io
Aims: • to prepare Ss for the topic of the listening text help lower-performing Ss Ss, you may eliminate one incorrect
option.
•
• Check the answers with the class.
• Ask Ss the questions and generate discussion. at
1. c 2. c 3. b
ic
Suggested answers
• In my city here in India, the Festival of Colours takes
place annually. In Indian culture it’s called Holi. LISTENING TRANSCRIPT
bl

• It celebrates the end of winter and the beginning of Part 2

spring and is a very happy time when everyone has Danny This is the first year it’s taking place. It starts on
Pu

fun out in the streets. Thursday. What do you say? Are you coming?
• People get together in large crowds outside in the Karen I’m afraid I can’t make it on Thursday.
streets and parks and throw coloured powder at each Danny No problem, we can go together on Friday and
other. Everyone laughs and smiles, and in the end sometime during the weekend. The last day is
they’re covered in various colours. It’s amazing to Sunday.
M

watch and great fun to take part in. Karen Great! So, what are we going to do there?
Danny We have many activities to choose from.
Karen Tell me a few, will you?
M

B. Aims: • to give Ss practice in identifying a speaker’s Danny We can watch musical and theatrical
attitude/feelings performances, fashion shows, art shows...
• Karen Wow! And all these are going to be inside the
©

station?
LANGUAGE PLUS Danny Well, some are outside.
Subway is the American English equivalent for Karen Oh, I see. Do we need to buy any tickets?
‘underground’. In British English, however, subway is Danny No, all the events are free of charge. But if we
used to refer to the underground passage which allows buy ‘Glasgow Subway Festival’ badges, the
people on foot to cross a busy road. Here, it refers to a money goes to charity. And don’t forget, we may
festival about the underground. win some prizes, like subway tickets or meals at
some of Glasgow’s best restaurants. And here’s
the best part – there’s a treasure hunt! And do
BACKGROUND NOTE you know what the treasure is?
Glasgow International or the Gi Festival, is the city of Karen What?
Glasgow’s Festival of Contemporary Visual Art. It hosts Danny A trip for four to New York City! Can you
exhibitions, seminars, artists’ talks and other events. believe it?
Karen Really? That’s what I want to win!
Danny Yeah, so do I! But we have to find the treasure
• Draw Ss’ attention to the TIP and explain it. first!
• Ask Ss to read through the question.
• Play the recording and have Ss listen to the dialogue
carefully in order to answer the question.
• Check the answer with the class.

Karen is interested in the Subway Festival.

112 TB

Traveller_Rev_Pre-Interm_TB.indb 231 13/1/2021 1:41:14 µµ

8e
2. SPEAKING B. Aims: • to give Ss practice in replying to situations
Aims: • to give Ss practice in talking about events using appropriate expressions
• to give Ss practice in inviting and accepting or •
refusing an invitation • Ask Ss to read through the situations 1-5.
• • Ask Ss to read through the expressions in the box.
• In pairs, Ss take turns to talk about an interesting event, • Have Ss do the activity and check answers.
invite their partner to it and accept or refuse the invitation
by making arrangements or excuses. You may need to refer Suggested answers
Ss to the list of relevant phrases/expressions. 1. That would be great because I haven’t been to a
• Go round the class helping Ss when necessary. football match for ages! Have you already bought the
• Choose some pairs to act out the dialogues. tickets?
2. Great idea, but I can’t make it at 5.00. How about 5.30?
Suggested answer 3. Don’t worry, I’ll take a taxi instead.
SA: There’s going to be a concert to raise money for 4. I’m afraid I can’t. You see, I’m going to work / I have to
charity. Would you like to come with me? work all summer.
SB: I don’t know. Who will be playing? 5. I’d love to! What time should I be there?
SA: There will be a lot of different bands and singers,
including John Legend.
SB: Oh, I love him. When’s the concert? C. Aims: • to give Ss practice in replying to an informal
SA: It’s on Saturday night at the stadium. There will be email

ns
food and music too. •
SB: That sounds like a lot of fun. What time does it start? • Draw Ss’ attention to the TIP and explain it.
SA: 8 p.m. • Ask Ss to read through the email. Make sure that Ss do not
SB: Alright, I’ll come. Shall I meet you there? have any unknown words.

io
SA: If you like, I can pick you up. • Refer Ss to the list of relevant phrases/expressions.
SB: Sounds perfect. • Allow Ss some time to write their emails.

3. WRITING CD4 30
at
• Choose some Ss to read out their emails.
ic
A. Aims: • to give Ss practice in identifying specific Model answer
information in two informal emails Hi David,
Great to hear from you! I think it’s wonderful that you’re
bl

• taking part in the local music festival. Of course, I’d love

• Ask Ss to read through Jennifer’s email and Linda’s reply. to come see you perform. It sounds like a lot of fun!
• Ask Ss the questions and check answers. Ask Ss to justify Unfortunately, I can’t come to town on Friday because I
Pu

their answers. have lessons at university, and then I have to work until 9
p.m. Could we get together on Saturday morning before
1. She wants to invite her to her wedding. you perform? I can take an early train and be in town by
2. Jennifer asks Linda to join them for dinner before 10 a.m. Also, can you tell me what the price of a ticket is?
the wedding. I’m really looking forward to hearing you perform!
M

3. Yes, she does. See you soon.

4. a. B, b. B, c. 2, d. 1, e. 2 Matilda
M

• Ask Ss some comprehension questions:

When is the wedding taking place? in three months / on

©

Saturday 4th August

Where is the wedding taking place? at the Town Hall
Where is the reception taking place? at a hotel nearby
Why are the bride and groom going out for dinner with
close friends and family before the wedding? because it’s a
tradition in Toby’s family
Is Linda going to stay at Jennifer’s? No, she isn’t.
Who are going to be the bridesmaids? Jennifer’s little nieces
What does Linda think about Toby? that he’s a lucky man
What does she think about Jennifer and Toby? that they’re
going to be the perfect couple
Who does she think is going to be the best man? Toby’s
brother
What does she want to see him do? give a speech
How long will she probably stay? for a week
What else, apart from going to the wedding, does she want
to do? to see some friends
Does she love weddings? Yes, she does.
• Explain any unknown words.

113 TB

Traveller_Rev_Pre-Interm_TB.indb 232 13/1/2021 1:41:14 µµ

 From: [email protected]
To: [email protected]

Hi Jennifer,
Congratulations! Toby is a lucky man. You’re going to be the perfect couple. Who’s going to be the
best man? His brother? I can’t wait to see him give a speech!
Of course I’ll be there. I’ll probably come up for a week and see some friends too. Also, I’d love to
attend your pre-wedding dinner. Which day are you planning it for? I’m so excited for you! I
love weddings!
You don’t need to worry about a B&B, though. I have some friends from university who live very
near you. I asked them and they said I can stay with them, no problem.
Any plans for a honeymoon? Somewhere exotic I expect.
Speak to you soon,
Linda

ns
B. Read the situations 1-5 and the expressions in the box. Accepting
A ccepting an invitation
How would you reply? Great idea!
That would be great.

io
1. I’m thinking of going to the football match on I’d love to / I’d like to…
Saturday. Do you want to come along? Of course, I’ll…
at Refusing an invitation
I’m afraid I can’t. I…
ic
2. How about going shopping 4. Will you come to Rome Sorry, I can’t…
around 5.00 p.m. today? with us next summer? I’m sorry I can’t make it.
bl

I’d love to, but…

3. I’m afraid I can’t give you 5. Would you like to join Reassuring
Pu

a lift to the airport tomorrow. us for dinner at Mario’s? It’s / That’s OK.
Don’t worry about…
No problem.
M

WRITING TASK
C. Imagine that you have received an email from a friend. Read your friend’s
M

email and write a reply. Your email should be between 100-120 words.
©

When writing an informal email:

I’m taking part in a local music festival this year. I’m a bit  use the appropriate layout.
nervous though, so I’m inviting all my friends to come,  use appropriate expressions to begin and end
because having friendly faces around makes me feel your email.
 read the rubric and the email you are replying
more comfortable. Do you think you can make it? to carefully. Make sure you understand why you
are writing and respond to all requests suitably.
The festival’s from Friday the 12th to Sunday the 14th but  group related ideas together and divide your
I’m performing on Saturday. Can you come to town on email into paragraphs.
Friday, so we can spend some time together?  use short forms (e.g. I’m, don’t ).
 use appropriate phrases/expressions to
There are also many fun activities to do at the festival, express enthusiasm, invite, accept an invitation,
apart from musical performances and they are all refuse an invitation, give an excuse, make
included in the ticket price. You’ll have a great time. arrangements, reassure, etc.

Email me when you can,

David

For phrases/expressions, go to the

Writing Section.
113

Traveller_Rev_Pre-Interm_TB.indb 233 13/1/2021 1:41:15 µµ

 8 Video activities
The rise and fall of the CD
A. Complete the sentences with the correct form of the words in the box. Then watch Part 1 of the video and check
your answers.

vinyl cassette quantity disc CD burner

1. I couldn’t get the to work because I was putting it into the player upside
down.
2. Donald counted the contents of every box to make sure they had the right
of eggs.
3. I found this round metal on the floor, but I don’t know what it’s for.
4. My grandfather has got a collection of old records in his garage.

ns
5. Lorna can make a copy of that for you with her .

io
B. Before you watch, answer the question.
Then watch Part 2 of the video and check your answer.
Which of the statements is false?
a. The quality of sound on a CD is better than that of an MP3.
at
ic
b. The CD was invented in the 1990s.
c. People don’t buy as many CDs as in the past.
bl

C. Watch Part 2 again and write T for True or F for False.

Pu

1. The CD was used to store a variety

of digital information before sound.
2. The main ways to listen to music in
M

the 1970s were vinyl records and cassettes.

3. In the 1990s vinyl records were cheaper
M

to buy than CDs.

4. CD producers knew from the start that
©

the MP3 would threaten CD sales.

5. People were disappointed with the
sound quality of MP3s.

D. Watch Part 2 again and answer the questions. E. Discuss.

1. How big is a CD? • What CDs do you own?
2. How was the CD invented? • What other media do you think will
3. What happened in 1985? die out in the future?
4. When was the CD burner invented?
5. What did CD producers consider as a threat
to the sales of CDs?
6. What did CD producers consider a silly idea?

114

Traveller_Rev_Pre-Interm_TB.indb 234 13/1/2021 1:41:17 µµ

 Video activities 8
The rise and fall of the CD

cassette CD burner digital information

disc quantity vinyl record 1. It is 12 cm wide.
2. Two major companies, Philips and Sony, decided
to work together to make something that would be
Aims: • to give Ss the opportunity to expand on the more useful and effective.
language and topics of the module 3. The first CD to sell a million copies was made.
4. It was invented by the late 1990s.
• 5. They considered the CD burner to be a threat.
A. 6. The idea that people would be able to carry around
• Draw Ss’ attention to the pictures and ask Ss if they all the music they wanted on a gadget the size of a
know what they are. Elicit answers (CD cases containing credit card.
CDs, a CD/DVD, an MP3/MP4 player).
• Draw Ss’ attention to the words/phrases in the box. E.
• Play Part 1 of the video to familiarise Ss with the • Ask Ss the questions.
unknown words presented in the video. • Elicit answers and initiate a short discussion.
• Have Ss do the activity.

ns
• Check the answers with the class.
Suggested answers
1. cassette • I own almost every CD of the Beatles.
• I think that there will be no USB flash drives.

io
2. quantity
3. disc
4. vinyl TRANSCRIPTS

B.
5. CD burner at
Part 1
cassette CD burner digital information disc
ic
quantity vinyl record
• Draw Ss’ attention to the question and the multiple
choices. Part 2
bl

• Elicit answers, but do not correct students at this stage. CD stands for Compact Disc, which is a 12 cm wide
Have Ss watch Part 2 of the video and check their plastic disc originally designed to store music and sound,
answers. but later used for any kind of digital information.
Pu

• Check the answers with the class. By the end of the 1970s, the two main ways of listening to
music were vinyl records and cassettes. It was clear that
b these were becoming outdated. Two major companies,
Philips and Sony, decided to work together to make
something that would be more useful and effective, and
M

C.
the CD was born. The first CDs came out in 1982 and
• Ask Ss to read through the sentences 1-5 and make sure
by 1985 the first CD to sell one million copies was made.
they understand everything. Compared to the physical weakness of vinyl and the poor
M

• Have Ss watch Part 2 of the video and do the activity. quality of cassettes, the CD was shiny, new and exciting.
• Check the answers with the class. By the 1990s, CDs were cheaper to produce than vinyl
records, but they were selling for up to twice as much.
©

1. F Music producers were making lots of money, and the CD

2. T was a huge success.
3. T By the late 1990s, the CD burner was invented, and
4. F companies considered this to be the main threat to the
5. F sales of CDs, because everyone would be able to make
their own copies of music. While focusing their attention
• Have higher-performing Ss work with lower- on this, none of the companies noticed an even bigger
performing Ss and correct the false sentences. This threat which was on the way: the MP3.
will challenge higher-performing Ss and help lower- The root of the problem was already there; the CD
performing Ss understand why these sentences are false. was a way to store digital information easily. The MP3
just made it even easier to transfer this information
D. wherever you wanted. The quality of sound on a CD
was much better than that of the MP3, but most people
• Have Ss read through the questions 1-6 and make sure didn’t mind. They were more interested in quantity
they understand everything. than quality. Just before the MP3 came out, inventors
• Have Ss watch Part 2 of the video and answer the had predicted that, in the following years, people would
questions. be able to carry around all the music they wanted on a
• Check the answers with the class. gadget the size of a credit card. CD producers considered
this a ridiculous idea.
Today, CD sales have dropped because of digital music,
and it won’t be long before the CD will have gone the way
of vinyl. In fact, all hard copies of media will disappear
as we enter the digital age.

114 TB

Traveller_Brit_2nd_Pre-Interm_TB_M8.indd 235 20/9/2021 3:40:17 µµ

 8 Round-up
Aims: • to help Ss revise the structures, functions and E.
vocabulary presented in Module 8 through
various activities Suggested answers
• 1. I wish I could compose great songs.
2. I wish I could go to my friend’s wedding. / I wish I
didn’t have a lot of work to do.
VOCABULARY 3. I wish I had the recipe for goulash.
A. 4. I wish I knew how people in Hong Kong greet each
other. / I wish I knew how to greet people in Hong
1. up Kong.
2. introduce
3. album
4. melts COMMUNICATION
5. ingredients F.
6. coward
7. prey 1. e 2. d 3. a 4. c 5. b
8. invitations

Β.
LISTENING CD4 32

ns
(for the listening transcript, go to the back of the book)
G.
1. b • Ask Ss to read through the four questions and look at the
2. c pictures following each question.

io
3. a • Tell Ss to try to figure out the differences between the three
4. c pictures before they listen to the dialogues.
5. a
6. a at
• Play the recording twice.
• Alternatively, play each dialogue twice and have Ss decide
on the correct answer.
ic
• Check the answers with the class.
GRAMMAR • To challenge higher-performing Ss, you may ask them to
justify why the other two options/pictures were incorrect.
bl

C.

1. Jack said that he had been to his best friend’s 1. a 2. c 3. c 4. a

Pu

wedding the previous weekend.

2. Julia asked where the aluminium foil was.
3. Amelia told Mark not to touch the knife.
4. My father said that he was going to send the
invitations the following/next day.
M

5. George asked me when he should call Mr Stevens.

6. Robert told Anna to add some salt and stir the
M

mixture.
7. My sister asked me if I knew how to make a
chocolate cake.
©

D.

1. Would you be
2. forgot
3. were
4. would buy
5. had
6. would do
7. would go
8. didn’t have

115 TB

Traveller_Rev_Pre-Interm_TB.indb 236 13/1/2021 1:41:18 µµ

 Round-up 8
VO C ABU L A R Y
A. Circle the correct options. 5. ‘When should I call Mr Stevens?’ George asked
1. I can’t hear the TV. Can you turn up / down me.
the volume?
2. Let me interrupt / introduce you to my 6. Robert said to Anna, ‘Add some salt and stir
cousin, Justin. the mixture.’
3. I don’t like any of the songs on this track /
album. 7. ‘Do you know how to make a chocolate cake?’
4. Leave the butter in the frying pan until it my sister asked me.
melts / pours.
5. Sean wanted to make lasagne but he didn’t
have any of the ingredients / instructions.
D. Complete the dialogue with the correct form of the
6. She called me a coward / warrior because I verbs in brackets.
was afraid of the mouse.
A: It was Mary’s birthday yesterday and I forgot
7. The wolf carried its tribe / prey to the other

ns
side of the forest before eating it. about it. Now she won’t speak to me.
8. Sophie and Barry made their own (1) (you / be) angry if I
(2) (forget) your

io
invitations / traditions for their wedding.
birthday?
B. Choose a, b or c. B: Yeah. I would.
1. The lead singer of this band has an amazing
at
A: What should I do?
B: Well, if I (3) (be) you,
ic
. Listen to her!
a. studio b. voice c. recording I (4) (buy) her a nice
present to apologise.
bl

2. Put water in a(n) and

let it boil. A: If I (5) (have) time,
a. oven dish b. whisk c. saucepan
Pu

I (6) (do) it. But I have

3. When the cake is ready, to work overtime today. Could you go to the
it in some aluminium foil. shopping centre and get her something?
a. wrap b. mix c. shape B: I’m afraid I can’t. My car’s at the garage.
4. Ralph, can you open a
M

I (7) (go) if
of beans for me?
I (8) (not have)
a. slice b. plate c. tin
M

a problem with my car.

5. The thieves tried to
the ancient statue, but it was too heavy for A: That’s OK. I’ll see what I can do.
them to move.
©

a. steal b. shoot c. approach E. Read the situations and make sentences using
6. Can you put me for wish.
the night? I have nowhere to stay. 1. I want to be able to compose great songs.
a. up b. in c. down

G R AM M A R 2. My friend’s wedding is next week. I have a lot

C. Rewrite the sentences using Reported Speech. of work to do and I can’t go.
1. Jack said, ‘I went to my best friend’s wedding
last weekend.’
3. I want to make goulash but I don’t have the
2. ‘Where is the aluminium foil?’ Julia asked. recipe.

3. Amelia said, ‘Don’t touch the knife, Mark.’

4. I’m in Hong Kong, but I don’t know how they
4. My father said, ‘I’m going to send the greet people here.
invitations tomorrow.’

115

Traveller_Rev_Pre-Interm_TB.indb 237 13/1/2021 1:41:18 µµ

 CO M M UN I C AT I O N
F. Complete the dialogue with the phrases a-e.
Jack Vern, have you finished playing that game?
a. If I had the money, I would. Vern (1)
b. Yeah, it’s wicked! Jack How long is it going to take you?
c. He can get hold of one at half Vern (2) I just want to finish this level.
price. Jack It’s going to take you ages.
d. A short while. Vern What can I say? Buy your own game console.
Jack (3)
e. I’m about halfway through.
Vern My cousin works at Computertown. (4)
Jack Really? Can he get me this game with it?
Vern Maybe. It’s good, isn’t it?
Jack (5)
L ISTE NIN G
G. You will hear four conversations. For questions 1-4, choose the picture which answers the question correctly.
1. What kind of music did they record today? 3. Who fell in the lake?

ns
HIP-HOP

io
Jazz at
a. b. c. a. b. c.
ic
2. What has the man done to the potatoes? 4. What did the woman do to say goodbye?
bl
Pu
M

a. b. c. a. b. c.

SP E AK IN G SELF-A SSESSMEN T
M

H. Talk in pairs. Imagine that you are in a foreign Read the following and tick () the appropriate
country. What would you do if these things boxes. For the points you are unsure of, refer back to
happened to you? the relevant sections in the module.
©

• They offer you something and you can’t eat it. Now I can...
• You don’t know the language, but you have to  report statements, questions, commands
communicate. and requests
• You make a gesture and everyone laughs.  give and follow instructions (recipes)
• You go to a celebration and you are asked to  talk about food and quantity
dance a traditional dance.
 write a recipe
• You go to a restaurant and you don’t
understand the menu/waiter.  talk about imaginary situations and
make wishes
 write an email accepting or refusing
an invitation and making arrangements
What would you do if they offered you
something and you couldn’t eat it?
I would say that I wasn’t hungry.
CLIL: Art

Song: Gestures
116

Traveller_Rev_Pre-Interm_TB.indb 238 13/1/2021 1:41:19 µµ

 Round-up 8

SPEAKING
H.
• Ask Ss to read through the hypothetical situations. Make CLIL: Art
sure that they do not have any unknown words.
• Ask Ss to read through the speech bubble. The Teacher’s Notes can be found at the back of the
book.
• In pairs, Ss take turns to ask and answer questions about
what they would do if they found themselves in these
situations while visiting a foreign country. You can have
higher-performing Ss work with lower-performing Ss.
• Go round the class helping Ss when necessary. Song: Gestures CD4 35
• Choose different pairs to ask and answer questions about Aims: • to help Ss revise and consolidate the
the given situations. structures, functions and vocabulary they
have already studied through a song
Suggested answer •
SA: What would you do if they offered you something • Ask Ss to read the song once without worrying
and you couldn’t eat it? about the missing words.
SB: I would say that I wasn’t hungry. What about you? • Ask Ss to read through the words in the box.
What would you do if you were at a restaurant and

ns
• Ask Ss to try and complete the song with the words
you didn’t understand the menu? in the box before listening to it.
SA: I think I would ask if they had a menu in English. • Play the recording and ask Ss to listen to the song
SB: Me too. carefully and check their answers.

io
SA: What would you do if you didn’t know the • Check Ss’ answers and explain any unknown words.
language and you had to communicate? • Play the recording again and have Ss sing along.
SB: Well, I would probably try to speak English, since
most people speak English.
SA: I think I would use gestures.
at hips talking angry going
ic
SB: Yes, but what would you do if you made a gesture matter nose tap greet expecting
and everyone laughed? surprised
bl

SA: Hmm, I don’t know. I guess I would be

embarrassed.
SB: Me too. What would you do if you were asked to
Pu

dance a traditional dance at a celebration? GRAMMAR ACTIVITIES

SA: It depends. If it didn’t look difficult, I think I There is a section at the back of the Workbook with
would try to do it. grammar activities providing Ss with further practice
SB: Not me. I would tell them I had a sore leg. of the grammar presented in the module. After each
Round-up section in the Workbook, it is advisable to do
M

the corresponding activities in the Grammar Activities

section.
M

SELF-ASSESSMENT The key for the Grammar Activities section is included in

Aims: • to give Ss the opportunity to check their the Workbook key at the back of the Teacher’s Book.
progress
• to encourage learner autonomy
©

•
• Draw Ss’ attention to the points and have Ss read
through them.
• Explain any unknown words.
• Have Ss tick the points they feel confident about. For the
points they are unsure of, they should refer back to the
relevant sections in the module.

116 TB

Traveller_Rev_Pre-Interm_TB.indb 239 13/1/2021 1:41:20 µµ

 Module

1
Culture page
CD1 17 • Elicit answers but do not correct Ss at this stage.
Aims: • to introduce Ss to various aspects of the culture of • Ask Ss to read through the text and compare their answers.
the English-speaking world
Suggested answer
•
I’ve never heard the word ‘fandom’ before. Perhaps it
means a group of people who are all fans of the same
person, football team or band. Maybe they chat online and
• Star Trek is an American science-fiction entertainment exchange information about the person or thing they like.
series and media franchise. The Star Trek fictional
universe, created by Gene Roddenberry, is the setting
of eight TV series including the original 1966 Star Trek, • Point out to Ss that the term fandom is a compound
in addition to thirteen feature films. The franchise one, consisting of the word fan and the suffix -dom. The
also extends to dozens of computer and video games, resulting abstract noun fandom has been coined to show
hundreds of novels and instances of fan fiction, as well the absolute admiration the fans of a particular community
as several fan-created video productions. Beginning have for their favourite book, film, character, etc.
with the original TV series and continuing with the • Point out to Ss that the term fandom reminds us of words
subsequent films and series, the franchise has created a such as kingdom, stardom, etc. This is indicative of the
cult phenomenon and has spawned many pop culture meaning that the term fandom wants to convey.
references. • Ask Ss some comprehension questions:
• The Lord of the Rings is an epic high fantasy novel What is the Tolkien fandom? the fans of the writer J.R.R.

ns
written by philologist J.R.R. Tolkien. The title of the Tolkien
book refers to the story’s main antagonist, the Dark Do you know any books by Tolkien? ‘The Hobbit’ and ‘The
Lord Sauron, who had in an earlier age created the One Lord of the Rings’ trilogy
Ring that rules the other Rings of Power, as the ultimate

io
What have some fans learnt to speak? They have learnt to
weapon in his campaign to conquer and rule all of speak Elvish.
Middle-earth. The story began as a sequel to Tolkien’s Where do Harry Potter fans chat? online.
earlier, less complex children’s fantasy novel The Hobbit
(1937) but eventually developed into a much larger
work. It was written in stages between 1937 and 1949,
at
• Ask Ss to tell you what they think of fandoms, if fandoms
ic
much of it during World War II. Although intended are popular in their country, if they would join / have
as a single-volume work, it was originally published in joined one, what kind of fandom they would join, etc.
three volumes in 1954 and 1955, due to post-war paper • Elicit answers and initiate a short discussion.
bl

shortages, and it is in this three-volume form that it is • Have Ss do the activity.

popularly known. It has since been reprinted numerous • Check the answers with the class.
times and translated into many different languages,
Pu

becoming one of the most popular and influential works B.

in 20th-century literature. • Have Ss do the activity and check answers.
• Harry Potter is a series of seven fantasy novels and a
playscript written by British author J.K. Rowling. The 1. They are groups of enthusiastic fans who know
books chronicle the adventures of the eponymous everything about their favourite book, film or character.
M

adolescent wizard Harry Potter, together with Ron 2. You can find fandoms for just about anything, from
Weasley and Hermione Granger, his friends from the science fiction to pop stars to video games.
Hogwarts School of Witchcraft and Wizardry. 3. from the television series Star Trek
M

The central story revolves around Harry’s struggle 4. They meet once a year dressed up as their favourite Star
against the evil wizard Lord Voldemort, who killed Trek characters.
Harry’s parents in his quest to conquer the wizarding 5. the language spoken by the elves and it was invented by
world and subjugate non-magical (Muggle) people Tolkien
©

to his rule. Since the 1997 release of the first novel, 6. They publish their own Harry Potter stories.
Stone, which was
Harry Potter and the Philosopher’s Stone 7. a type of music including songs about Harry Potter
retitled Harry Potter and the Sorcerer’s Stone in the US,
the books have gained immense popularity, critical • Explain any unknown words.
acclaim and commercial success worldwide. Several
successful derivative films, video games and other theme
merchandise have been based upon the series. PROJECT
• Draw Ss’ attention to the project.
• Explain to Ss that they have to give a presentation.
WARM-UP Refer Ss to the Project Skills section at the back of
• Draw Ss’ attention to the pictures accompanying the text. the book and explain to them the steps they have to
• Ask Ss to tell you what these pictures show. follow to prepare for their presentation.
• Elicit answers (three films – Star Trek, The Lord of the Rings, • Ask Ss to search the Internet and find information
Harry Potter). about other fandoms.
• Tell Ss to decide on the way they are going to present
• Ask Ss: the information (e.g. make a poster, a slideshow
presentation,a short video, etc.). This will encourage
Are you a fan of any of these films? Ss to express themselves according to their learning
styles and needs.
• Elicit answers and ask them to tell you why. • Allow Ss some time to do the activity in class, or
assign it as homework.
A. • Have Ss take turns to present what they have prepared
• Draw Ss’ attention to the title of the text and ask them the in class.
question in the rubric.

117 TB

Traveller_Rev_Pre-Interm_TB.indb 240 13/1/2021 1:41:23 µµ

 Module

Culture page 1

A. What do you think fandoms are? Read and find out.

www.fandoms.com

Log in or Join | Keep Talking Forum

News Pictures Links Shop

ns
Your screensaver is a picture of your favourite actor, and your ringtone is your favourite
group’s latest song, but is that enough to make you a true fan? Yes? Well, think again!

io
In the USA, many people These people are fans of the
at
have started joining fan
communities called fandoms.
writer J.R.R. Tolkien. In his
books The Hobbit and The
ic
These groups of enthusiastic Lord of the Rings trilogy,
fans know everything about the elves speak ‘Elvish’, a
bl

their favourite book, film or language Tolkien invented.

Pu

character. There’s a fandom Can you imagine what some

for just about anything, from fans do? They have learnt to
science fiction to pop stars to have simple conversations
video games. with each other in Elvish!
M

The science-fiction fandom Of course, there is also a

includes a famous group of Harry Potter fandom. These
M

fans called Trekkers. Trekkers fans chat online and publish

are fans of the television their own Harry Potter stories
series Star Trek, and they love on the Internet. And that’s not
©

meeting once a year at Star all. Believe it or not, there

Trek conventions dressed up are many rock bands in the
as their favourite Star Trek USA that play a type of music
characters! called Wizard Rock and sing
Another example of a songs just about Harry Potter!
fandom is the Tolkien fandom. Now those are real fans!

B. Read again and answer the questions.

PROJECT
1. What are fandoms?
Give a presentation!
2. What kind of fandoms can you find?
3. Where did Trekkers get their name from? Search the Internet and find
information about other famous
4. What do Trekkers do? fandoms. Find as many interesting
5. What is Elvish? facts about them as you can and
6. What do Harry Potter fans publish on the Internet? present them to the class.
7. What is Wizard Rock?

117

Traveller_Rev_Pre-Interm_TB.indb 241 13/1/2021 1:41:24 µµ

 Module

2
1 CLIL History

A. Discuss.
• Do you know of any famous explorers?
• What did they discover?

B. Who do you think discovered America? Read and find out.

Who really discovered America?

F irst of all, what do we mean by America? There’s North America

ns
and South America and together they are called the Americas.
Technically, the Native Americans were the first people to discover
America when they travelled across from Asia about 12,000 years ago.

io
But who was the first European to discover the Americas?
The most common answer is Christopher Columbus. In 1492,
at
he set sail from Spain and, two months later, he reached one of the islands
ic
we know now as the Bahamas. He called it San Salvador. However, Columbus Christopher
thought he was on an island off the coast of India. He found natives already living Columbus
bl

there and wrongly called them ‘Indians’.

The Americas got their name from another explorer, Amerigo Vespucci. Vespucci travelled
Pu

to the Americas seven years after Columbus, and some people believe he was the first to set
foot on the mainland. During his first voyage, he explored the northern coast of South
America right up to the Amazon. More importantly, Vespucci realised South America
M

wasn’t an extension of Asia but a whole new continent.

Mystery solved? Not quite. Five hundred years earlier, in about 1000 CE,
M

a Viking explorer called Leif Erikson made an interesting discovery. He was

exploring the coast of Greenland when he sailed further west and landed in
Newfoundland, Canada. However, he didn’t explore the continent further.
©

 So, who discovered A merica? Leif Erikson

C. Read again and answer the questions.

1. What happened 12,000 years ago? PROJECT
2. How long did Columbus’s trip last? Write a fact file!
3. Where did Columbus think the Bahamas were?
Search the Internet and find information
4. When did Vespucci travel to the Americas? about a famous explorer and his/her
5. What did Vespucci know that Columbus didn’t? discoveries. Use the information you
6. Who was Leif Erikson? find to write a fact sheet about him/her
and present it to the class.
7. Where did Erikson land?

118

Traveller_Rev_Pre-Interm_TB.indb 242 13/1/2021 1:41:26 µµ

 Module

2
CLIL
CD1 32 • Explain any unknown words.
• Ask Ss to tell you who they think we should attribute the
Aims: • to give Ss a sense of how English and cross-curricular discovery of America to, and justify their answers. Also, ask
subjects fit together them if they have heard of any similar cases, etc.
• • Elicit answers and initiate a short discussion.

A.
• Ask Ss the questions and generate discussion. PROJECT
• Draw Ss’ attention to the project.
Suggested answers • Explain to Ss that they have to write a fact file. Refer
• I know of Marco Polo and Roald Amundsen. Ss to the Project Skills section at the back of the book
• Marco Polo was Italian and he explored China about 700 and explain to them the steps they have to follow to
years ago. Roald Amundsen was Norwegian and was the prepare for their presentation.
first person to reach the South Pole. • Ask Ss to search the Internet and find
information about a famous explorer and his/her
B. discoveries.
• Draw Ss’ attention to the pictures accompanying the text • To help lower-performing Ss, Ss tell them to include
and ask what they show (a ship, a statue and a picture of information about:
Christopher Columbus). • his/her life

ns
• Ask Ss to tell you if they can recognise whose statue this is. • his/her most important discoveries
• Ask Ss the question in the rubric. • any other interesting facts about him/her
• Elicit answers but do not correct Ss at this stage. • Encourage Ss to also find some pictures as well.
• Allow Ss some time to do the activity in class, or assign

io
• Ask Ss to read through the text and check their predictions.
it as homework.
• Have Ss take turns to present what they have prepared
the Native Americans, Christopher in class.
Columbus, Amerigo Vespucci and
Leif Ericson
at
ic
• Ask Ss some comprehension questions:
bl

Which continents are called the Americas? North America

and South America
Pu

Who was the first European to discover the Americas?

Christopher Columbus
When did Columbus reach one of the islands we know as
the Bahamas? in 1492
What did he call the island? San Salvador
M

Who did he find there? natives

What did he call the natives? ‘Indians’
Was he right? No, he wasn’t.
M

What did Amerigo Vespucci explore? He explored the

northern coast of South America right up to the Amazon.
When did Leif Ericson make an interesting discovery? in
about 1000 CE
©

What was Ericson doing when he decided to sail further

west? He was exploring the coast of Greenland.

C.
• Have Ss do the activity.
• To help lower-performing Ss, for questions 1, 5 and 7, you
can give them two options to choose from (e.g. question 1:
a. The Europeans discovered America. b. The Native
Americans discovered America.).
• Check the answers with the class.

1. The native Americans discovered

America when they travelled across
from Asia.
2. two months
3. off the coast of India
4. seven years after Columbus
5. that South America wasn’t an
extension of Asia, but a whole new
continent
6. a Viking explorer
7. in Newfoundland in Canada

118 TB

Traveller_Rev_Pre-Interm_TB.indb 243 13/1/2021 1:41:27 µµ

 Module

3
Culture page
CD2 17
Aims: • to introduce Ss to various aspects of the culture of
the English-speaking world
•
• Ask Ss to look briefly at the content of the culture page.
• Ask Ss some questions:

What is it?
Where can you find quizzes like this one?
Do you like doing quizzes? About what?

• Elicit answers.
• Draw Ss’ attention to the title of the quiz (Famous
Landmarks).
• Ask Ss to look at the eight pictures and tell you if they can
recognise what they show.
• Help Ss deduce the meaning of the word landmark (a

ns
building or place that is very important because of its history
and can be easily recognised) from the content of the
pictures.
• Point out to Ss that the purpose of the quiz is to test

io
their general knowledge about some of the most famous
landmarks around the world.
• Tell Ss to read each question carefully and then choose the
answer which they think is the correct one.
• Allow Ss some time to do the quiz and then refer them
at
ic
to the bottom of the page where the correct answers are
given. You can allow Ss to do the quiz in pairs and have
higher-performing Ss work with lower-performing Ss.
bl

• Initiate a short discussion about how many questions

they answered correctly, which questions were the most
difficult to answer, if they have learnt any new facts, etc.
Pu

• Explain any unknown words.

• Ask Ss to tell you about the landmarks of their country.

PROJECT
M

• Draw Ss’ attention to the project.

• Explain to Ss that they are going to make a quiz. Refer
Ss to the Project Skills section at the back of the book
M

and explain to them the steps they have to follow to

make their quiz.
• Ask Ss to search the Internet and find information
about other famous landmarks. Encourage them
©

to find some interesting facts to make questions

about and to find some pictures to accompany the
questions.
• Allow Ss some time to do the activity in class, or
assign it as homework. You can have Ss work in pairs
or groups and encourage all of them to take part in
the making of the quiz by taking on a different role
(e.g. SA finds pictures, SB searches for information, etc.).
This will help Ss to express themselves according to
their learning styles and needs.
• Have Ss bring their quizzes to class. Divide Ss in
groups and have them ask each other the questions
that they have prepared.

119 TB

Traveller_Rev_Pre-Interm_TB.indb 244 13/1/2021 1:41:34 µµ

 Module

Culture page 3

Do the quiz.
QUIZ! 5 The Romans built Hadrian’s Wall
2,000 years ago. But which two

Famous L andmark s
countries does it separate?

1 The Statue of Liberty in

New York City is 93 m tall a France and Italy
and it’s over 120 years old.
But who was it a gift from? b England and Scotland

c Wales and England

a the French

b the Canadians 6 Mt Rushmore is in South

Dakota, USA. It has 18-metre
c the English

ns
tall sculptures of American
presidents.
presidents. But how many
presidents are there on the
2 mountain?

io
The Sydney Opera House sits in the middle
of Sydney Harbour in Australia. Jørn Utzon
designed the building, but what did he want
it to look like? at a four b five c six
ic
a the sails of a boat

7
bl

b the waves in the sea Uluru is a huge rock in the middle of Australia.
At sunset it glows a bright colour.
c the wings of a bird
Pu

But which colour?

a

3 Stonehenge is a circle of stones in the UK.

Each stone weighs between four tons to over
M

twenty tons. But when did the b c

ancient Britons build it?
M

a 2,000 years ago

8
©

b 3,000 years ago There is a very famous large clock in the centre
of London, next to the Houses of Parliament.
c 5,000 years ago You can hear its chimes all over London. People
have been using the name Big Ben to describe
the tower, the clock and the bell. However, the
4 Niagara Falls lies between Canada and the
name was actually first given to:
USA. 3,160 tons of water flows over it every
second. In 1901, Annie Edson Taylor became
the first woman to go over the falls. But what
did she do it in?
a the clock b the tower c the bell

a a boat b a barrel c a basket

PROJECT
Make a quiz!
ANSWERS: 1. a / 2. a / 3. c / 4. b / 5. b / 6. a / 7. b / 8. c Search the Internet and find information
about other famous landmarks. Make a quiz
with the facts you find and give it to your
classmates to check their knowledge.

119

Traveller_Brit_2nd_Pre-Interm_TB_Culture_CLIL.indd 245 11/1/2022 1:53:29 µµ

 Module

4 CLIL Science

A. Discuss.
• Do you think it’s important to protect the environment?
• What do you do to protect the environment?

B. Why do you think people install

gardens on their roofs?
Read and find out. GREEN ROOFS
The hanging gardens of Babylon were one of the seven wonders of the
ancient world. It’s unknown what they looked like, but they were probably
some kind of rooftop gardens. In the modern world, green roofs are
environmentally friendly and are becoming very popular in cities. So, it
seems the ancient Babylonians were eco-friendly too.

ns
A green roof works well in all seasons. In summer, it keeps the temperature low
in the house and in winter, it keeps the heat inside and warms up the house.

io
Also, green roofs absorb rain very well and help prevent flooding. A green roof
can also make a roof much nicer to look at. There are two types of green roofs:
intensive and extensive.
at
ic
Intensive roofs
These are like normal gardens but on your roof. You can have flowers, bushes
bl

or even trees. However, they often include more than 15 cm of soil and aren’t
suitable for most buildings. They need big buildings with strong roofs that can
Pu

take the weight of all the soil and plants. They aren’t easy to look after, but they
can be very attractive.

Extensive roofs
M

These roof gardens have grass and don’t need much soil. You can install them
on any roof and there’s a great variety of grasses that you can use. Plants that
M

you find on cliffs survive very well too. Extensive roofs are more common than
intensive roofs and they’re easier to look after.
©

Green roofs can be expensive, but they are worth it. Just think of the many
advantages for your home and for the environment, especially in major
cities. Imagine looking out from one of the modern wonders of the world,
the Empire State Building, and seeing a sea of green rooftops. That’s what
cities should be like.

C. Read again and answer the questions.

1. According to the text, why were the ancient
Babylonians eco-friendly?
PROJECT
2. Why is a house with a green roof useful in winter?
Do research!
3. On what kind of green roof can you have trees? Search the Internet and find other ways to
4. What kind of buildings can have intensive roofs? make your house eco-friendly and to protect the
5. Where can you install an extensive roof? environment. Write a text presenting those you
consider most important. Explain why you consider
6. What are the best kinds of plants for extensive them important and present your ideas to the class.
roofs?

120

Traveller_Rev_Pre-Interm_TB.indb 246 13/1/2021 1:41:43 µµ

 Module

4
CLIL
CD2 32 C.
Aims: • to give Ss a sense of how English and cross-curricular • Have Ss do the activity and check answers.
subjects fit together
• 1. because the hanging gardens of Babylon were
probably rooftop gardens
A. 2. because it keeps the heat inside
• Ask Ss the questions and generate discussion. 3. on intensive roofs
4. big buildings with strong roofs (that can take the
Suggested answers weight of all the soil and plants)
• I think it is extremely important to protect the 5. on any roof
environment. We all need clean air to breathe, fresh 6. grass and plants that you find on cliffs and grasses
clean water to drink and somewhere safe to live. In
addition, we must try to stop climate change. The lives
of plants and animals should also be protected, for our • Explain any unknown words.
own good. • Ask Ss some questions:
• I write articles about the importance of caring for our
planet for various online magazines. I either travel on Have you ever seen a green roof?
public transport, walk or ride my bike to reduce air Are green roofs popular in your country?
Would you build a green roof?

ns
pollution. I am careful to have showers rather than baths to
not waste water, and I use as little electricity in the house as
possible. At weekends, I go to the hills near my city to plant
trees and look after them, with a voluntary group. I also do • Elicit answers and initiate a short discussion.
PROJECT

io
a lot of recycling and never use plastic cups or straws. • Draw Ss’ attention to the project.
• Explain to them that they have to do research and
write a text. Alternatively, you can have Ss decide on
B.
• Draw Ss’ attention to the picture in the background and ask
them what it shows (a roof garden).
at the way they are going to present the information (e.g.
make a poster, a slideshow presentation,a short video,
etc.)
etc.).. This will encourage Ss to express themselves
ic
• Help Ss associate the content of the picture with the title of according to their learning styles and needs. Refer
the text. Ss to the Project Skills section at the back of the book
bl

• Ask Ss the question in the rubric. and explain the steps they have to follow to write
• Elicit answers but do not correct Ss at this stage. it.
• Ask Ss to read through the text and check their predictions. • Ask Ss to search the Internet and find details
Pu

about ways to make eco-friendly changes in your

Suggested answer house
I think some people instal gardens on their roofs in • Allow Ss some time to do the activity in class, or
order to improve the appearance of buildings in big assign it as homework.
cities and as a way to save energy because in this way • Have Ss present what they have prepared to
M

they keep the temperature in their houses at a certain class.

level.
M

• Ask Ss some comprehension questions:

Do we know what the hanging gardens of Babylon
looked like? No, we don’t.
©

What is true about green roofs in the modern world? that

they are environmentally friendly and are becoming very
popular in cities
Does a green roof work well in all seasons? Yes, it does.
How does a green roof help control the temperature of the
house in summer? The green roof keeps the temperature low
in the house.
How do green roofs help prevent flooding? They absorb rain
very well.
How many types of green roofs are there? There are two.
What are they? the intensive and the extensive types
What do intensive green roofs look like? They look like
normal gardens.
How much soil do they include? They often include more
than 15 cm of soil.
Are they suitable for all buildings? No, they aren’t.
Do you need to look after them a lot? Yes, you do.
Are they attractive? Yes, they are.
Do extensive green roofs need a lot of soil? No, they don’t.
Do they have grass? Yes, they do.
Do you need to look after them a lot? No, you don’t.
Which green roofs are more common? Extensive green roofs
are more common than intensive green roofs.
Are green roofs cheap? No, they aren’t.

120 TB

Traveller_Rev_Pre-Interm_TB.indb 247 13/1/2021 1:41:43 µµ

 Module

5
Culture page
CD3 17 C.
Aims: • to introduce Ss to various aspects of the culture of • Ask Ss to read through the sentences 1-6.
the English-speaking world • Have Ss do the activity.
• • Check the answers with the class.

A. 1. F 2. T 3. F 4. F 5. T 6. F
• Ask Ss the questions and generate discussion.

Suggested answers
• I just know the ones for fire emergencies and the police. • Have higher-performing Ss work with lower-performing
• I once had to call the emergency services when I saw Ss and correct the false sentences. This will challenge
smoke coming out of the house opposite mine. The higher-performing Ss and help lower-performing Ss
owner went out and forgot that there was food cooking understand why these sentences are false.
in the kitchen. Luckily, he was OK, but his kitchen • Explain any unknown words.
burnt completely.
PROJECT
B. • Draw Ss’ attention to the project.
• Explain to Ss that they are going to conduct an
interview. Refer Ss to the Project Skills section at the

ns
back of the book and explain to them the steps they
• CPR (abbreviation for Cardiopulmonary have to follow to prepare for their interview and
Resuscitation) is the procedure of breathing air into presentation.
the mouth of an unconscious person and pressing on

io
• Tell Ss to decide on the way they are going to present
their chest to keep blood and oxygen flowing through the information (e.g. make a poster, a slideshow
their body in order to keep them alive. presentation, etc.). This will encourage Ss to express

• Draw Ss’ attention to the pictures accompanying the text

at
themselves according to their learning styles and
needs.
• Allow Ss some time to do the activity in class, or
ic
and ask them what they can see (an ambulance and a assign it as homework.
smartphone ready to make an emergency call). • Have Ss take turns and present their findings in
• Draw Ss’ attention to the four emergency numbers and ask class.
bl

them the question in the rubric.

• Elicit answers but do not correct Ss at this stage.
• Ask Ss to read through the text and check their predictions.
Pu

911 is the emergency telephone number for the USA

and the rest of North America.
999 is the emergency telephone number for the UK.
M

311 is a non-emergency telephone number for North

America.
112 is the emergency telephone number for all EU
M

countries.

• Ask Ss some comprehension questions:

©

What is the first thing to remember in an emergency? to stay

calm
Is a 911 call free? Yes, it is.
For what kind of incidents can people call 311? for incidents
where there is no danger to life
When did 999 start in the UK? on 30th June 1937
Is a 999 call free? Yes, it is.
Can you call 112 from a mobile phone? Yes, you can.
Why do emergency services use a three-digit number? because
it isn’t hard to remember
What can put people’s lives in danger? calling the emergency
services when there is no real emergency

121 TB

Traveller_Brit_2nd_Pre-Interm_TB_Culture_CLIL.indd 248 20/9/2021 3:51:11 µµ

 Module

Culture page 5

A. Discuss.
• Do you know the emergency telephone numbers in your country?
• Have you ever had to call the emergency services?
B. Look at the numbers. Do they mean anything to you? Read the
text to find out what they mean.

911 999 311 112

Call for help!

ns
Emergency telephone numbers

io
In an emergency, the first thing to remember is to STAY CALM. at
Also, everybody should know the emergency telephone numbers in their country.
ic
In the USA In the UK
bl

When there is an emergency, people call 911. It’s the emergency For emergency calls, people dial 999. In fact, it was
telephone number for the USA and the rest of North America. the first emergency number system ever used and it
The call is free from any phone and you can even call this started in London on 30th June 1937. A 999 call is free
Pu

number from a locked mobile phone. The people who answer too. The telephone operator answers your call and
the calls are called ‘dispatchers’ and they are trained to control asks ‘Which service do you need?’ Then they connect
the situation and help the callers stay calm. In fact, some of you to the correct emergency service: fire, police,
them even help people perform first aid or CPR. ambulance, or coastguard.
M

To make sure there aren’t too many calls to 911, in North You can also call 112, a free emergency telephone
America people can also call 311. This is a non-emergency number for all phones including mobiles. This
M

phone number used for incidents where there is no danger number is used in all European Union countries and
to life. not only the UK.
©

A three-digit number is not hard to remember. What is really important, though, is to remember that
these numbers are for emergency calls ONLY. Any other call wastes the dispatchers’ or telephone
operators’ time and this can easily put people’s lives in danger.

C. Read again and write T for True or F for False.

1. You can’t call 911 from a mobile phone.
PROJECT
2. People don’t need to pay for an emergency phone call.
Conduct an interview!
3. A dispatcher is the person who gives first aid to people in In order to get a better insight of how
the emergency services work, try to
need. come in contact with a person who has
4. For non-emergency situations people in the USA should been in an emergency situation and
has made use of an emergency phone
call 112. number. Think of what you would like
5. Telephone operators connect people to the emergency to know and prepare some questions
beforehand. Take notes during the
service according to the incident. interview and then make a presentation
6. 911 was the first emergency telephone number people used. in class with the information you
gathered.

121

Traveller_Rev_Pre-Interm_TB.indb 249 13/1/2021 1:41:57 µµ

 Module

6 CLIL Music

A. How many different music genres do you know? Where do they come from?
B. Read the text and check your answers.

Rock 'n' roll began in the USA

in the 1950s by combining* blues,
country, R&B and gospel. Rock 'n' Opera started in Italy at the end of the 16th century and soon
roll became popular with artists like spread through the rest of Europe in the 17th century with composers
Elvis Presley, Little Richard and such as Schütz in Germany, Lully in France, and Purcell in England.
Bill Haley in the 1950s and 1960s. In the 18th century, Italian opera, by composers such as Mozart,
Later rock 'n' roll spread* to the UK continued to influence* European Opera.
and bands like The Beatles and

ns
The Rolling Stones appeared on the
scene. Many new kinds of music
developed later like: progressive,
punk, heavy metal, and alternative.

io
The Blues is a
type of slow, sad music
at
ic
with strong rhythms. It
appeared in the African
bl

American communities* in
the southern parts of the
Pu

United States at the end of

the 19th century. This music
influenced jazz, R&B and Hip-hop is modern music
later rock 'n' roll. consisting* of rap with an electronic
M

backing. It’s actually a whole culture

Latin music is a popular art form which was including, DJ-ing, breakdance,
Reggae first developed in various Latin American countries; Cuba graffiti and fashion. It all started in
M

developed in Jamaica in (habanera, bolero), Brazil (samba, bossa nova), New York City in the 1970s by DJs.
the 1960s. It has its roots Argentina (tango) and Mexico (mariachi). It is vocal and During the 1980s and 1990s, hip-
in the 1950s music of instrumental music that originally came from African hop became huge thanks to artists
©

Ska. This genre heavily religious* ceremonies. However, today it is mostly used like Big Daddy Kane, Tupac and Dr.
influenced reggae artists as dance music because of its strong rhythm. Dre.
such as Jimmy Cliff
and Bob Marley, and combine= to mix
combines Caribbean spread= to become known to many people/countries religious= believing that a god or gods exist
influence= to affect something or somebody consist of= to be formed from the things
calypso, jazz and R&B. community= a group of people with common culture, mentioned
history, interests and beliefs

C. Read the texts again and complete the sentences.

1. Jimmy Cliff played music.
2. Purcell wrote in the PROJECT
century. Make a poster!
3. The samba and bossa nova come from .
4. Rock 'n' roll started in and spread Search the Internet and find
information about another music
to . genre. Make a poster with the facts
5. influenced jazz and rock 'n' roll. you have found, including pictures,
6. Hip-hop music was started by . and present it to the class.

122

Traveller_Rev_Pre-Interm_TB.indb 250 13/1/2021 1:42:01 µµ

 Module

6
CLIL
CD3 32 C.
Aims: • to give Ss a sense of how English and cross-curricular • Have Ss do the activity.
subjects fit together • To help lower-performing Ss, ask them to underline the
• following names and words in sentences 1, 2, 3 and 5: 1.
Jimmy Cliff, 2. Purcell, 3. samba, bossa nova, 5. jazz, rock
A. ‘n’ roll. Tell them to scan the texts to find the words they
• Draw Ss’ attention to the title of the text (Music genres). have underlined and complete the sentences. Also, tell
• Draw Ss’ attention to the titles of the paragraphs them to follow the same procedure for sentences 4 and 6.
(Rock'n'roll, Opera, The Blues, Reggae, Latin, Hip-hop). • Check the answers with the class.
• Ask Ss to tell you what the phrase music genre means
(type/kind of music).
• Draw Ss’ attention to the map and ask them the questions 1. reggae
in the rubric. 2. opera, 17th
• Elicit answers but do not correct Ss at this stage. 3. Brazil
4. the USA, the UK
5. The Blues
Suggested answer 6. DJs
I know jazz music, which comes from New Orleans,
and pop music, which started in the United States

ns
of America and the UK. I also know the blues genre, • Explain any unknown words.
which first appeared in the United States. • Ask Ss some questions:

Which is your favourite music genre?

io
Which music genre do you like the least?
B.
• Ask Ss to read through the text and check their • Elicit answers and initiate a short discussion.
predictions.
• Draw Ss’ attention to the box at the end of the text which
explains some unknown words.
at
PROJECT
ic
• Draw Ss’ attention to the project.
• Explain to Ss that they are going to make a poster.
Rock'n'roll comes from the USA, opera from Italy, the
bl

Refer Ss to the Project Skills section at the back of

blues from the USA, reggae from Jamaica, latin from the book and explain the steps they have to follow to
Latin America and hip-hop from the USA. make their posters.
Pu

• Ask Ss to search the Internet and find information

• Ask Ss some comprehension questions: about another music genre. Encourage them to
find some photos to use in their presentation as
well.
When did rock'n'roll
roll begin? in the 1950s • Allow Ss some time to do the activity in class, or
M

What does it combine? blues, country, R&B and gospel assign it as homework.
Which artists made it popular? Elvis Presley, Little Richard • Have Ss present their posters in class.
and Bill Haley
M

Which two famous rock’n’roll bands come from the UK? The
Beatles and The Rolling Stones

When did opera start? at the end of the 16th century

©

What did Italian opera continue to do in the 18th century? It

continued to influence European Opera.

Where did the blues first appear? in the African American

communities in the southern parts of the USA
When did the blues appear? at the end of the 19th century

What are the roots of reggae? the 1950s music of Ska

What does reggae combine? Caribbean calypso, jazz and
R& B

Where does bolero come from? Cuba

Where does tango come from? Argentina
How is latin music mostly used today? as dance music
because of its strong rhythm

What does the culture of hip-hop combine? DJ-ing,

breakdance, graffiti and fashion
When did hip-hop start? in the 1970s
Who are some of the most famous hip-hop artists? Big Daddy
Kane, Tupac and Dr. Dre

122 TB

Traveller_Rev_Pre-Interm_TB.indb 251 13/1/2021 1:42:01 µµ

 Module

7
Culture page
CD4 17 • As soon as they finish, have higher-performing Ss work
Aims: • to introduce Ss to various aspects of the culture of with lower-performing Ss in pairs and compare their
the English-speaking world answers. Encourage them to provide justification by
referring to specific parts in the text. This will build lower-
• performing Ss’ confidence to share their answers in class.
A. • Check the answers with the class.
• Draw Ss’ attention to the pictures accompanying the text
and ask what they show (dollar notes from the USA, New 1. c 2. c 3. b 4. b 5. a
Zealand, Canada and Australia, Canadian coins and two
notes about the US dollar sign).
• Ask Ss the questions in the rubric.
• Elicit answers but do not correct Ss at this stage. PROJECT
• Draw Ss’ attention to the project.
• Explain to them that they have to write a fact file.
Suggested answers
Refer Ss to the Project Skills section at the back of
• Quite a few countries have the dollar as currency, I
the book and explain the steps they have to follow to
believe. The ones I know of are the USA, Canada and
write it.
Australia.
• Ask Ss to search the Internet and find information
• I know that there are a hundred cents in a dollar and

ns
about a currency.
that in the USA the note worth the most is the 100
• Allow Ss some time to do the activity in class, or
dollar bill.
assign it as homework.
• Have Ss present their fact file to class.

io
B.
• Ask Ss to read through the sentences 1-3 and make sure that • Explain any unknown words.
they do not have any unknown words.
• Ask Ss to guess whether the sentences are true or false.
• Elicit answers but do not correct Ss at this stage.
at
ic
• Ask Ss to read through the text and check their predictions.
• Check the answers with the class.
bl

1. F 2. F 3. T
Pu

• Have higher-performing Ss work with lower-performing

Ss and correct the false sentences. This will challenge
higher-performing Ss and help lower-performing Ss
understand why these sentences are false.
M

• Ask Ss some comprehension questions:

What was the silver coin that was used in Europe called? a
M

thaler
How long was it used for? for almost 400 years
Where did the dollar sign ‘$’ first appear? in business
documents between English-Americans and Spanish-
©

Americans
When did it appear? in the 1770s
What does ‘ps’ mean? It’s the abbreviation for the plural of
peso.
Which letters are believed to have been mixed to form the
dollar sign ‘$’? the letters U and S
What’s a ‘loonie’? the Canadian $1 coin
Which US dollar bill can last up to 8,5 years? the 50-dollar
bill
Which US bill has lots of nicknames? the US $100 bill

C.
• Ask Ss to read through the questions 1-5 and their answer
options. Have Ss do the activity.
• Alternatively, to challenge higher-performing Ss, you may
modify the activity from multiple choice to open-ended
questions. Write questions 1-5 on the board (without the
options), ask Ss to cover activity C in their books and
answer the questions. To help lower-performing Ss, you
may eliminate one incorrect option (e.g. for question 1
eliminate option a).

123 TB

Traveller_Brit_2nd_Pre-Interm_TB_Culture_CLIL.indd 252 20/9/2021 4:10:17 µµ

 Module

Culture page 7

A. Discuss. B. Read the sentences and write T for True or F for False.
• Do you know which countries have Then read the text and check your answers.
the dollar as currency?
1. The word dollar comes from the USA.
• What do you know about the dollar?
2. All dollar banknotes are made of paper.

the dollar
The dollar is the name of the currency used in
3. An Australian dollar has a longer lifespan than a US dollar.

Australian and New Zealand dollar banknotes are made from a kind of
plastic called polymer. The US dollar banknotes are made of 25% linen
several countries in the world, such as the USA, and 75% cotton. Red and blue synthetic fibres are found throughout the
Canada, Australia and New Zealand. Here are some
note. Before World War I these fibres were made of silk.
interesting facts about the dollar...

The dollar sign ‘$’ first appeared in The name dollar has its roots in a The Canadian $1 coin is usually called

ns
business documents between English- silver coin called a thaler which was the loonie
loonie,, after the Canadian bird on it
Americans and Spanish-Americans in used in Europe for almost 400 years. and the $2 coin is called a toonie. Also,
the 1770s. There are many explanations Canadian and US dollars are often

io
called bucks.
for how the sign was formed.

at The average US one-dollar bill has

a lifespan of about 5,8 years. The
ic
50-dollar bill can last up to 8,5 years
while the lifespan of the average
bl

One of the most popular is that it 100-dollar is 15 years. The Australian

comes from a handwritten form of ps, and New Zealand dollar notes last
Pu

the abbreviation for the plural of peso. four times more.

The US $100 bill has many nicknames:

C-note, Hundo, Big one. Also, because
M

the portrait of the American statesman

Benjamin Franklin appears on the
M

banknote, it is often called a Franklin, a

Later, the dollar sign was found with Benjamin or a Benji.
two vertical lines. The most popular
©

theory for this sign is a combination of

banknote or note (especially BrE) /
the letters U and S,, from United States. bill (especially AmE)

C. Read again and answer the 3. Which note has the shortest
questions. Choose a, b or c. lifespan? PROJECT
1. Where does the $ sign come a. a US $50 Write a fact file!
from? b. a US $1
c. an Australian $1 Search the Internet
a. ps and find information
b. US 4. What’s a toonie? about another
c. We don’t know. a. a Canadian $1 coin currency that is
commonly used in
2. What are US dollar banknotes b. a Canadian $2 coin many countries. Write
made of? c. a Canadian $2 bill a fact file including its
a. cotton and silk historical background
5. What is a Benji? and other interesting
b. synthetic fibres a. a US $100 bill facts, and present it
c. linen and cotton b. a US $50 bill to the class.
c. a US $1 bill

123

Traveller_Rev_Pre-Interm_TB.indb 253 13/1/2021 1:42:14 µµ

 Module

8 CLIL Art
A. Discuss.
• Do you like art?
• What do you think of modern art?
• Do you think that some modern art is not art at all?
B. Look at the pictures. What is installation art? Read and check your answers.

IN S TALL AT ION ART

Installation art is a kind of art that uses the area it’s in to help people enjoy
it. It isn’t just about making paintings or sculpture; installation art includes
exhibits with sound, performances, video and even the Internet. The people who
experience the art often have to use different senses at once, not only sight,
but also hearing, smell and touch. You can find installation art in museums and
in public places, like parks and shopping centres where many people will see it.

ns
Most art installations are temporary and stay at the site only for a few weeks or
months. The main point of installation art is for the people not to just look at it, 1
but to experience it and feel like they are a part of the art, too.

io
1 These days there are many artists who make installation art. Carsten Höller
displayed his Test Site in the main hall of the Tate Modern in London from
at
October 2006 to April 2007. Test Site was an installation of five large metal
slides that people could slide down for free.
ic
2 Also in 2003 at the Tate Modern, artist Olafur Eliasson installed a glowing
sun in the room and a huge mirror on the ceiling. The room was also
filled with a mist made of sugar and water. The installation was called The
bl

Weather Project and many visitors enjoyed lying on the floor and looking
up at their shadows on the ceiling.
2
Pu

3 Christo and Jeanne-Claude were a married couple who made many famous
art installations all over the world. Some of their most famous exhibits
include: covering the Reichstag in Berlin and the Pont Neuf in Paris with
fabric, placing umbrellas in public places in California and Japan at the
same time, and wrapping almost 200 trees in a park in Basel, Switzerland.
M

Their last installation was The Gates in New York City’s Central Park. For
two weeks in February 2005, more than 7,500 orange-coloured fabric
M

‘gates’ were hung over the sidewalks of the park for people to walk
through. The gates stretched for nearly 23 miles and cost about 21 million
dollars to create. After Jeanne-Claude’s death in 2009, Christo continued
working, and in 2016 he created one of his most ambitious projects,
©

The Floating Piers, on Lake Iseo, Italy. Unfortunately, his death in 2020
prevented him from seeing the duo’s long-awaited L’Arc de Triomphe,
Wrapped project become a reality in 2021. This project involves covering
the arch with a silvery blue recyclable polypropylene fabric – nearly 25,000
3
square metres of it – held together with about 7,000 metres of red rope.

C. Read the text again and write T for True or F for False.
1. You can see, hear and smell installation art.
PROJECT
2. Installation art only appears in public places. Give a presentation!
3. Installation art usually doesn’t last forever. Search the Internet and find
4. Carsten Höller installed slides outside the Tate information about another artistic
Modern in 2006. genre. Find interesting facts about its
history as well as some well-known
5. Visitors didn’t have to pay to use the slides. artists that represent it. In addition,
6. Natural sunlight was used for The Weather Project. find some pictures of representative
pieces of art and give a presentation
7. Christo and Jeanne-Claude placed umbrellas on the in class.
Pont Neuf.

124

Traveller_Rev_Pre-Interm_TB.indb 254 13/1/2021 1:42:18 µµ

 Module

8
CLIL
CD4 34 • Ask Ss the question in the rubric.
• Elicit answers but do not correct Ss at this stage.
Aims: • to give Ss a sense of how English and cross-curricular • Ask Ss to read through the text and check their predictions.
subjects fit together • Alternatively, play the recording and ask Ss to listen to the text
• and check their predictions.
A.
• Ask Ss the questions and generate discussion. Installation art includes exhibits with sound,
performances, video, and even the Internet.
• Ask Ss some comprehension questions:
Suggested answers
• I’m a big fan of art. What does installation art use to help people enjoy it? the area it
• There are many different styles of modern art and I like is in
some of them. I like the New European Painting style, What is the main point of installation art? for the people not to just
for example, and many modern sculptures I’ve seen look at it but to experience it and feel like they are a part of the art
outside in parks and other places. Are there many artists these days who make installation art? Yes,
• I wouldn’t say that, but I have to tell you that I do not there are.
enjoy performance art. I have watched many videos of What was the name of Carsten Höller’s art installation at the Tate
performance artists presenting their work, but I have Modern? ‘Test Site’
never been able to understand what they meant. Where is Tate Modern? in London
What did Olafur Eliasson install at the Tate Modern? a glowing
sun in the room and a huge mirror on the ceiling
What did he also put in the room? a mist made of sugar and water
BACKGROUND NOTE

ns
What did he call the installation? ‘The Weather Project’
Installation art appeared in the 1960s but the term Installation What was the result? Many visitors enjoyed lying on the floor and
Art came of use in the 1970s to describe the use of sculptural looking up at their shadows on the ceiling.
materials and other media to change a particular environment How were Christo and Jeanne-Claude related? They were married.
or space. It is not necessarily confined to gallery spaces and

io
Did they make many art installations all over the world? yes
can be placed in public or private spaces. The materials used What was the name of their last art installation? ‘The Gates’
range from everyday and natural materials to new media such Where was it hosted? in New York City’s Central Park
as video, sound, performance, virtual reality and the Internet. When did it take place? in February 2005
Some installations are site-specific in that they are designed to
only exist in the space for which they were created.
The Tate Modern in London is Britain’s national museum
at
How long did it last? for two weeks
What was it like? more than 7,500 orange-coloured fabric ‘gates’
were hung over the sidewalks of the park for people to walk through
ic
of international modern art and is, with Tate Britain, Tate How far did the fabric ‘gates’ stretch? for nearly 23 miles
Liverpool and Tate St Ives in Cornwall, part of the group now How much did they cost to create? about 21 million dollars
known simply as Tate. The Tate Modern is located in Bankside What was the name of the project that Christo created after
bl

(an area along the south bank of the River Thames). Since Jeanne-Claude’s death? ‘The Floating Piers’
the museum’s opening in 2000, it has become a destination Where was it hosted? on Lake Iseo, Italy
for Londoners and tourists. Entry is free for the permanent When did it take place? in 2016
Pu

collection and some temporary exhibitions. What does ‘L’Arc de Triomphe, Wrapped’ project involve?
Carsten Höller is a German artist. He has a doctorate in It involves covering the arch with silvery blue recyclable polypropylene
Biology. His works often involve the participation of the viewer. fabric held together with about 7,000 metres of red rope.
In 2006 he made the work Test Site for ‘The Unilever Series’ C.
in the turbine hall of the Tate Modern in London. This slide
• Have Ss do the activity and check answers.
M

installation follows the six earlier slides he has produced.

Olafur Eliasson is a Danish-Icelandic artist, noted for his
exhibition The Weather Project at the Tate Modern, London, 1. T 2. F 3. T 4. F 5. T 6. F 7. F
M

in 2003. That same year, he also represented Denmark at the

Venice Biennale. • Have higher-performing Ss work with lower-performing Ss
Christo and Jeanne-Claude were a married couple who and correct the false sentences. This will challenge higher-
created environmental installation art. Their works include the performing Ss and help lower-performing Ss understand why
wrapping of the Reichstag in Berlin and the Pont Neuf bridge in these sentences are false.
©

Paris, the 24-mile-long curtain called Running Fence in Marin • Explain any unknown words and ask Ss some questions:
and Sonoma counties in California, and The Gates in New York
City’s Central Park. Do you find art installations interesting?
The Reichstag building in Berlin was constructed to house Is installation art popular in your country?
the Reichstag, the first parliament of the German Empire. It Have you seen any art installations in your country?
was opened in 1894 and housed the Reichstag until 1933, when • Elicit answers and initiate a short discussion.
it was severely damaged in a fire. The building remained in
ruins until the reunification of Germany, when it underwent
reconstruction led by internationally renowned architect
PROJECT
Norman Foster. After its completion in 1999, it became • Draw Ss’ attention to the project.
the meeting place of the modern German parliament, the • Explain to Ss that they have to give a presentation. Refer Ss to the
Bundestag. In today’s usage, the German term Reichstag Project Skills section at the back of the book and explain to them
or Reichstagsgebäude refers to the building, while the term the steps they have to follow to prepare for their presentation.
Bundestag refers to the institution. • Ask Ss to search the Internet and find information about another
The Pont Neuf (French for ‘New Bridge’) is the oldest standing artistic genre. Encourage Ss to find interesting facts about its
bridge across the river Seine in Paris. Its name, which was given history and some well-known artists as well as some pictures.
to distinguish it from older bridges that were lined on both • Tell Ss to decide on the way they are going to present the
sides with houses, has remained. It connects the Rive Gauche information (e.g. make a poster, a slideshow presentation, a
of Paris with the Rive Droite. The bridge is composed of two short video, etc.). This will encourage Ss to express themselves
separate spans. according to their learning styles and needs.
B. • Allow Ss some time to do the activity in class, or assign it as
• Draw Ss’ attention to the title of the text and the pictures homework.
accompanying it. • Have Ss take turns to present what they have prepared in class.
• Ask Ss if they have heard of the term installation art and
encourage them to relate it to the content of the pictures.
124 TB

Traveller_Brit_2nd_Pre-Interm_TB_Culture_CLIL.indd 255 20/9/2021 4:14:49 µµ

 ns
io
at
ic
bl
Pu
M
M
©

Traveller_Rev_Pre-Interm_TB.indb 256 13/1/2021 1:42:20 µµ

 Speaking Section
2c STUDENT A
A. These pictures tell a story. Tell Student B what happened in the four pictures and let him/her
guess what happened at the end of the story. Use the words/phrases in the box and start like this:
It was three o’clock in the morning. Jim was sleeping when…

wake up noise frightened flatmate empty decide

go downstairs check it out strange light surprised

ns
1 2

io
at
ic
bl
Pu

3 4

B. Listen to Student B’s story and guess the ending.

M

3c STUDENT A
A. Imagine that you work at the Sheringham Hotel. Look at the information and answer Student B’s
M

questions.

Sheringham Hotel Sheringham Hotel, how can I help you?

©

I’d like some information about your

hotel.
Certainly.
First of all, could you tell me how
much...?
...
Also, can you tell me...

B. Imagine that you want to stay at the

Longbourne Youth Hostel. Student
B works there. Use the prompts to
ask for information.

Single room (sleeps 1) €89 Extra information • how much / cost / per night / ?
Double room (sleeps 2) €136 • swimming pool • how many / beds / each room / ?
All rooms have air conditioning & shower • business centre • where / be / hostel / ?
Breakfast served 7.30 – 9.30 a.m. • Wi-Fi connection • how far / from underground / ?

125

Traveller_Rev_Pre-Interm_TB.indb 257 13/1/2021 1:42:23 µµ

 Speaking Section
3d Talk in pairs. Look at the three types of holiday. Which of them do you prefer and why? Compare
the three places using the adjectives given.

interesting boring cheap expensive relaxing tiring

Tour the city

day and night A luxury holiday Experience nature
on the beach in the mountains

ns
io
at
ic
I think a holiday in the mountains is more interesting than a holiday in the city.
Yes, but it’s more tiring because you go hiking...
bl
Pu

6b Talk in pairs. Look at the flyers and discuss what you can do at each place. Then decide where you will go.
M

If we visit Blue World Aquarium, we will feed dolphins.

Yes, but if we visit MegaMall, we can shop in over 600 shops!
M

Come to
MegaMall
©

Blue World
Aquarium You’ll need more than a few hours to shop at this mall!
for an
unforgettable
experience...
≈ feed the dolphins
≈ swim with dolphins
≈ watch dolphin shows
≈ help name a baby . over 600 shops
dolphin . 200 restaurants
≈ watch a 4D documentary (cuisine from over 20 countries)
about marine life . cinema complex
. bowling alley
Ticket prices: Adults £14.50
Children (up to 14) £10.50
Students £12.50 This week 15% discount in all shops
and 10% in restaurants

126

Traveller_Rev_Pre-Interm_TB.indb 258 13/1/2021 1:42:31 µµ

 Speaking Section
2c STUDENT B
A. Listen to Student A’s story and guess the ending.
B. These pictures tell a story. Tell Student A what happened in the four pictures and let him/her guess
what happened at the end of the story. Use the words/phrases in the box and start like this:
It was a nice spring afternoon. Tina was relaxing in her back garden when…

hear curious surprised ball

decide realise get up behind bushes

ns
1 2

io
at
ic
bl
Pu

3 4

3c
M

STUDENT B
A. Imagine that you want to stay at the B. Imagine that you work at the Longbourne Youth
Sheringham Hotel. Student A works Hostel. Look at the information and answer
M

there. Use the prompts to ask for Student A’s questions.

information.
©

• how much / room / cost / ?

• what time / breakfast / ?
Longbourne
YOUTH HOSTEL
• what / have / rooms / ?
• what / extra facilities / hotel / offer / ? Prices per night:
Adults: €18
Under 18: €12.50
(Price includes breakfast)
Longbourne Youth Hostel, how can I help you?
I’d like some information about your hostel. Rooms:
Certainly. 4-bed room (shared)
First of all, could you tell me how much...? 5-bed room (shared)
shared bathroom
...
Also, can you tell me... Extra information
• big TV room
• in the city centre
• 2-minute walk
to underground

127

Traveller_Rev_Pre-Interm_TB.indb 259 13/1/2021 1:42:34 µµ

 Speaking Section
4d GAME
Student A: Choose one of these words without telling Student B. Describe it to him/her.
Student B: Guess what Student A is describing.

laptop
coffee
hoover
waiter
office worker
mobile phone

ns
shop assistant
fast food restaurant

io
battery
MP4 player at
ic
coffee maker
DJ
bl

headphones
Pu

cleaner
shopping centre
M

computer engineer
M

It’s something that plays music.

©

Is it a...?
7a ROLE PLAY
Talk in pairs. Act out the conversations.

Student A: Imagine that you are a bank clerk and Student B is a customer who wants to
withdraw some money.
Student B: Imagine that you’re at a bank and you want to withdraw some money, but the cash
machine has broken down. Talk to Student A who is a bank clerk.

Student A: Imagine that you’re in a bureau de change and you want to exchange some money.
Talk to Student B who works there.
Student B: Imagine that you work in a bureau de change and Student A wants to exchange
some money.

Student A: Imagine that you’re passing by a cash machine. Student B is there and needs some
help. Tell him/her how to use it.
Student B: Imagine that you’re at a cash machine but it’s your first time using it. Ask Student
A for help.

128

Traveller_Rev_Pre-Interm_TB.indb 260 13/1/2021 1:42:44 µµ

 Writing Section

2e AN EMAIL GIVING NEWS

Use appropriate phrases to begin and end your emails.

Greetings Set phrases for opening paragraph Set phrases for closing paragraph Signature endings
Hello Gwen, How are things? Well, that’s all for now. Yours,
Dear Jamie, Sorry I haven’t written for so long, but... Write back soon. Take care,
Hi Lucy! Thanks for your email. Give my love to everyone. Bye for now,
Dear Mum, I’m writing to tell you about... I’m looking forward to hearing from you. Love,
Dear Aunt Mary, Hi! How have you been? I must go now. See you soon,
How are you? Say hello to everyone. Best wishes,
How’s it going? Lots of kisses,
How’s life? Keep in touch,
I hope you’re fine.
Guess what! I have some great news.

ns
It was nice to hear from you.
What have you been up to?

io
4c NOTES/MESSAGES
at
ic
TEXT MESSAGE DICTIONARY
bl

@ = at BCOZ = because M8 = mate

2DAY = today CING = seeing PLZ = please
2MORO = tomorrow CU = see you R = are
Pu

2NITE = tonight FRND = friend THX = thanks

4EVER = forever GR8 = great U = you
4 = for H8 = hate W8 = wait
B = be L8 = late XLNT = excellent
M

B4 = before L8R = later Y = why

M

COMMON ABBREVIATIONS

4WD = four-wheel drive m = metre(s)

ad = advertisement MA = Master of Arts
©

a.m. = ante meridiem (before noon) min. = minute

asap = as soon as possible Mon = Monday (Tue/Wed/Thur/Fri/Sat/Sun)
Ave. = avenue Mt = mountain
BA = Bachelor of Arts No. = number
BSc = Bachelor of Science p. = page
C = Celsius (centigrade) PIN = personal identification number
cm = centimetre(s) p.m. = post meridiem (after noon)
Dept = department pp. = pages
Dr = doctor / Drive PS = postscript (written at the end of a letter to add
e.g. = for example information)
etc. = et cetera (and other similar things) PTO = please turn over
hr(s) = hour(s) Rd = road
info = information sec = second
Jan = January (Feb/Mar/Apr/Jun/Jul/Aug/Sept/Oct/ St = Saint
Nov/Dec) St = Street
kg = kilogram(s) tel. = telephone number
km = kilometre(s) uni = university
kph = kilometres per hour vs = versus

129

Traveller_Rev_Pre-Interm_TB.indb 261 13/1/2021 1:42:44 µµ

 Writing Section

5c A POST ASKING FOR OR GIVING ADVICE

Set phrases • I have a problem and I’d like your advice. • What do you think?
commonly used in • I hope you can help me with a problem. • I feel helpless/terrible.
a post asking for • I need your advice because I don’t know what to do. • I’m anxiously waiting for your reply.
advice: • What should I do? • I look forward to hearing from you.

• I hope my advice will help you. • How/What about...?

Set phrases • In my opinion, you should(n’t) / ’d better... • Why don’t you...?
commonly used
• I advise you to... • I hope everything goes well.
in a post giving
advice: • Here are some tips to help you deal with your problem. • There’s no need to panic.
• One thing you can do is... • Good luck!

ns
6e A FILM RE VIEW

io
Expressions/Phrases commonly used in a film review:

• It’s a comedy / an action film / a thriller, etc.

• ... stars in this film.
at
• The music is fantastic/awful, etc.
• The special effects are amazing/spectacular/excellent/
ic
• ... is the leading actor/actress. (un)realistic, etc.
• ... plays / has the leading role. • The ending is surprising/exciting, etc.
bl

• The role of... is played by... • The acting is excellent/horrible, etc.

Pu

• It was directed by... • Overall, I found the film exciting/boring, etc.

• The film is set in... • I definitely recommend it.
• The film is about / based on... • It’s a great film for action-lovers / horror fans, etc.
• The film is action-packed / hilarious/interesting/boring/ • It’s (only) suitable for children/adults.
M

violent/long/scary, etc. • It’s (not) worth seeing.

M

8e AN INFORMAL EMAIL
©

Use some of the phrases/expressions in your email to:

I just want to let you know that I...

It was nice of you to invite me but...
I’d like to invite you to...
I’d like to come but... Maybe some other time.
I’m writing to invite you to... refuse an
invite I’m afraid I can’t make it because...
How about coming to...? invitation
I’m sorry but I have to...
Would you like to come to...?
Unfortunately, I won’t be able to make it.
I hope you can make it to...

I’m writing to thank you for the invitation. How about...?

How could I say no? Why don’t we...?
I’m really looking forward to it. What do you think about...?
accept an I’d love to come. make What if we...?
invitation Thanks for inviting me. arrangements We can/could...
Sounds great/brilliant/perfect! Let’s...
That would be great. I think it would be a good idea to...
I just love the idea of... There is a nice... where we/you can go...

130

Traveller_Rev_Pre-Interm_TB.indb 262 13/1/2021 1:42:45 µµ

 Songs
Module 2 Circle the correct options. Then listen and check your answers.

BROADEN YOUR MIND

Broaden your mind Maybe it’s time to learn something new / now
And see what you can find Life is too short / long and that is the truth
Life’s an adventure Read a book, play / start a hobby, it’s up to you
So, broaden your mind You’ll be surprised / interested with what you can do

Get out there, don’t just stay / go indoors Broaden your mind
Travel to somewhere you’ve never been again / before And see what you can find
You learn / talk about cultures and lots lots more Life’s an adventure

ns
Visit a city, the choice / place is yours! So, broaden your mind

Broaden your mind Be adventurous with what you eat / taste

io
And see what you can find Chicken and beef aren’t the only kinds of meal / meat
Life’s an adventure Add some spices / vegetables to make your meal complete
So, broaden your mind at
Eat exotic food and give / have yourself a treat
ic
bl

Module 4 Complete with the words in the box. Then listen and check your answers.
Pu

free speed fridge late fancy install communicate change without about

MODERN LIFE
M
M

Modern life, tell me what it’s Modern life, plug in and

Buying things that you can do MP3s, DVDs, I want them all!
Rushing around at super fast Gadget freak, what’s your username?
©

Let me tell you, what we all need... I’m online, do you a game?

Just slow down Just slow down

Take a look around Take a look around
And take it easy And take it easy
Just take it easy Just take it easy

Modern life, let’s Modern life, it’s too much for me

An SMS to say you’ll be Let me out, I want to be
A note on the , please call me I need a , and I need it now
Too many emails for you to read One thing’s for sure, I need to... slow... down...

Just slow down

Take a look around
And take it easy
Just take it easy

131

Traveller_Rev_Pre-Interm_TB.indb 263 13/1/2021 1:42:46 µµ

 Songs
Module 6 Circle the correct options. Then listen and check your answers.

I’m so bored Bored, bored, bored, bored, bored!

I’m so bored I just wanna shout!
Bored, bored, bored, bored, bored!
I’ve been sitting in this sofa / chair all day Come on, I think it’s time to go out!
There’s nothing / something on the TV today
Maybe I’ll try out a sport / game I’m bored out of my mind
Dribble, kick, pass, shoot and score! You know what, so / neither am I
I don’t wanna stay / be in tonight
Bored, bored, bored, bored, bored! I suppose / agree,, neither do I
I’m so bored I just wanna shout! There’s a new show, did you hear?

ns
Bored, bored, bored, bored, bored! You know, that’s not a bad idea / thing
Come on, I think it’s time to go out! We haven’t seen a show for a month / year
Well, it’s better / good than sitting here

io
This is really not a day to be down / lazy
If I stay inside today, I’ll go / be crazy Bored, bored, bored, bored, bored!
I know, I’ll give them / someone a call!
Ruth, Fred, Anne or Paul!
at
I’m so bored I just wanna shout!
Bored, bored, bored, bored, bored!
ic
Come on, I think it’s time to go out!
bl
Pu

Module 8 Complete the song with the words in the box. Then listen and check your answers.
angry nose going hips greet tap surprised expecting matter talking
M
M

GESTURES People sometimes their heads in Argentina

It just means they’re thinking, you will find
©

Avoid putting hands on in Indonesia However, in other countries that I’ve been to
Especially when you’re out and about It often means `Are you out of your mind?’
Because if you’re and anyone sees you
They’ll think you’re getting and shout. There are lots of different ways that people
But in Belgium it’s a bit different, you’ll see
If you want to ask someone `What’s on?’ If you’re to get a kiss on the cheek
Over in Puerto Rico, as everyone knows Don’t be if you end up with three!
It doesn’t where you may be from
There’s no need to say it, just wiggle your . Gestures, gestures
They’re different where you go
Gestures, gestures Gestures, gestures
They’re different where you go They’re useful things to know
Gestures, gestures
They’re useful things to know

132

Traveller_Rev_Pre-Interm_TB.indb 264 13/1/2021 1:42:46 µµ

 Grammar Reference
Module 1  Past Simple
 Present Simple vs Present Progressive Affirmative
Present Simple I/He/She/It worked/went
AFFIRMATIVE NEGATIVE We/You/They worked/went
I work I don’t work
He/She/It works He/She/It doesn’t work Negative
We/You/They work We/You/They don’t work I/He/She/It didn’t work/go
QUESTIONS We/You/They didn’t work/go
Do I work?
Does he/she/it work? Questions
Do we/you/they work?
Did I/he/she/it work/go?
Did we/you/they work/go?
Present Progressive
AFFIRMATIVE NEGATIVE

NOTE

ns
I am working I’m not working Irregular verbs in the Past Simple don’t take -ed. Look
He/She/It is working He/She/It isn’t working at the list of irregular verbs.
We/You/They are working We/You/They aren’t working
• We use the Past Simple for:

io
QUESTIONS
- actions that started and were completed at a specific time
Am I working? in the past.
Is he/she/it working?
Are we/you/they working? at We bought our house five years ago.
- habitual or repeated actions in the past.
I always went to bed early when I lived with my parents.
ic
We use the Present We use the Present
- completed actions that happened one after the other in the
Simple: Progressive:
past.
bl

• for permanent states. • for temporary states. I made a sandwich, turned on the TV and watched the
Ben lives in London. I’m taking driving match.
Pu

• for habits or actions that lessons this month.

happen regularly. • for actions happening at Time expressions
We always have the moment of speaking.
• last night/week/year, etc.
breakfast at eight. Lucy is sleeping now.
• yesterday, ago, in 1999, etc.
• for general truths. • for future arrangements.
M

The earth goes round We’re flying to

NOTE

the sun. Acapulco tonight. The Past Simple of the verb can is could.
The Past Simple of the verb be is was/were.
M

Time expressions
• usually, always, often, etc. • now, at the moment  Used to
• every day/week, etc. • today, these days
©

• in the morning/spring, etc. • this week/year, etc. Affirmative

• on Mondays / Monday • tonight, tomorrow, etc.
I/He/She/It used to play
morning, etc. • next week/year, etc.
We/You/They used to play
• at the weekend, etc.
• once / twice / three times,
etc. a week/day, etc. Negative
I/He/She/It didn’t use to play
 Stative Verbs We/You/They didn’t use to play
• The following verbs are not normally used in progressive
tenses: Questions
- Verbs of the senses: feel, hear, smell, taste, seem,
Did I/he/she/it use to play?
look (= seem), appear, etc. Did we/you/they use to play?
- Verbs of emotion: like, dislike, love, hate, want, need,
prefer, etc. • We use used to to talk about something that happened
- Verbs of perception and opinions: know, mean, think, regularly in the past, but no longer does.
understand, remember, forget, imagine, hope, believe, etc. We used to go skateboarding every afternoon when we were
- Other verbs: be, have, own, belong, cost, etc. young.

133

Traveller_Rev_Pre-Interm_TB.indb 265 13/1/2021 1:42:47 µµ

  Prepositions of time • We use few with plural countable nouns when there are not
at at six o’clock / at half past two enough of them.
at noon/night/midnight/midday There are very few tomatoes left.
at the weekend
For emphasis we can use:

NOTE
at breakfast/lunch/dinner
• very, so, too + little/few
at fifteen / at the age of twenty There’s very little milk in my coffee.
at the moment
• only + a little / a few
in in the morning/afternoon/evening He’s got only a few friends.
in April When some, any, much, many, a lot, lots, a little,
in spring/winter/autumn/summer a few are used as pronouns, they are not followed
in 2006 / in the 20th century by nouns.
in my free time Do you have any money? No, I don’t have any.
I don’t need any more hats. I have lots.
on on Friday
on Friday morning/afternoon, etc.
on weekdays
on his birthday / on 15th May
Module 2
 Past Progressive
during I met him during my trip to Venice.
Affirmative

ns
after She left after lunch.
I/He/She/It was working
before He arrived before midnight. We/You/They were working

io
from...
Negative
till/until/to We usually work from nine till/until/to five.

 Quantifiers (some / any / no / much / many /

a lot of / lots of / (a) little / (a) few)
at I/He/She/It wasn’t working
We/You/They weren’t working
ic
Questions
• We use some + uncountable / plural countable nouns in
affirmative sentences and offers. Was I/he/she/it working?
bl

There is some orange juice in the fridge. Were we/you/they working?

Would you like some chips?
Pu

• We use any + uncountable / plural countable nouns in • We use the Past Progressive:
questions and negative sentences. - for actions that were happening at a specific point in time
Is there any orange juice in the fridge? in the past.
There aren’t any chips on the table. I was watching TV at seven o’clock yesterday evening.
• We use no (= not any) + uncountable / plural countable - to set the scene in a story.
M

nouns in affirmative sentences to give a negative meaning. Jill was walking in the forest and it was raining.
There is no cheese in the fridge. (= There isn’t any cheese - for actions that were happening at the same time in the
M

in the fridge.) past. In this case, we usually use while.

• We use much with uncountable nouns, in questions While I was watching TV, my father was cooking.
and negative sentences.
We don’t have much money.  Past Simple vs Past Progressive
©

Time clauses (when, while, as, as soon as)

• We use many with plural countable nouns, usually in
questions and negative sentences. • We use the Past Progressive and the Past Simple in the same
There aren’t many books in the bookcase. sentence when one action interrupted another in the past.
We use the Past Progressive for the longer action and the
• We use a lot of / lots of with uncountable and plural
Past Simple for the shorter action. In this case we usually
countable nouns, usually in affirmative sentences.
use while, when or as.
There is a lot of coffee in my cup.
As/While I was driving, I saw a cat in the street.
There are lots of apples in the fridge.
I was sleeping when the telephone rang.
• We use a little with uncountable nouns in affirmative
sentences. We use as soon as with the Past Simple.
NOTE

There is a little cheese on the table. As soon as they left, we started cleaning up the
house.
• We use a few with plural countable nouns in affirmative
sentences.
There are a few books on the table.
• We use little with uncountable nouns when there’s not
enough of something.
We’ve got very little time.

134

Traveller_Brit_2nd_Pre-Interm_TB_GramRef.indd 266 11/1/2022 1:56:41 µµ

  Present Perfect Simple  have/has gone, have/has been
• have/has gone means that someone has gone somewhere
Affirmative and is still there.
I have worked/brought The Greens have gone to Rome. (= They are still in Rome.)
He/She/It has worked/brought • have/has been means that someone has visited a place but
We/You/They have worked/brought has come back.
Ian has been to the new shopping centre. (He visited the
Negative new shopping centre at some point in the past but he’s not
I haven’t worked/brought there any more.)
He/She/It hasn’t worked/brought
We/You/They haven’t worked/brought  Present Perfect Simple vs Past Simple
• We use the Present Perfect Simple for actions that
Questions happened at some time in the past, but the exact time is not
mentioned.
Have I worked/brought I have heard this song before.
Has he/she/it worked/brought
Have we/you/they worked/brought • We use the Past Simple for actions that happened at a
definite time in the past and the time is mentioned.
• We use the Present Perfect Simple: I heard this song on the radio last night.
- for an action which happened in the past, but we don’t
Module 3

ns
mention when exactly.
I’ve travelled to the USA twice.
- to talk about a state which started in the past and  can/could/may
continues up to the present.

io
I...?, Could I...?,
• We use Can I...?, I...? May I...? to ask for permission.
I have lived in Athens since 2012. (I still live in Athens.) Can/Could/May I go to the party?
- for an action which happened in the past and finished, but Yes, you can/may.
the results are obvious in the present.
I’m tired. I’ve just finished studying.
at No, you can’t / may not.
• We use Can I...?
I...?, Could I...?, May I...? to offer help and
ic
Look! Jerry has broken his leg! make requests.
Can/Could/May I help you?
NOTE Look at the list of irregular verbs.
bl

Can/Could/May I have some more cake?

• We use Can/Could you...? to make polite requests and ask
Time expressions
for a favour. Could is more polite.
Pu

• for, since, already, just, yet, recently, lately, ever, never, Can/Could you help me open the door?
how long, once, twice, before, so far, etc.
We use shall to make suggestions or to offer to do
NOTE

something. Shall is used only in the first person

 since/for singular and plural (I, we).
M

Shall we go away for the weekend?

since + a point in time I’ve had this collection Shall I help you?
It refers to the time when the action since 2016.
M

started.
for + a period of time I’ve had this collection
 can / could / be able to
It refers to the duration of the for six years. • We use can to express ability in the present.
©

action. The baby can speak.

Present Perfect Simple + since + Anna has starred in four • We use could to express ability in the past.
Past Simple films since she became I could climb trees when I was young.
To indicate when an action which an actress. • Be able to expresses ability and forms all tenses. It is mainly
started in the past and continues up used in tenses where we cannot use can.
to the present started. I haven’t been able to go shopping since last month.

 yet/already  have to / don’t have to / need (to) / needn’t /

don’t need to / must / mustn’t
yet is used only with the Have you finished yet? • We use must and have to to express obligation in the
question and negative form He hasn’t arrived yet. present or future.
of verbs. It is placed at the I must buy Sam a present for his birthday.
end of the sentence. You have to wear a helmet when you go go-karting.
already is used with the I’ve already seen that film. • We use need to when it is necessary for us to do something.
affirmative and question You’ve finished eating already! (We have no other choice.)
form of verbs. It is placed I need to talk to you.
between the auxiliary and • We use don’t have to, don’t need to and needn’t when it
the main verb, or at the isn’t necessary for us to do something.
end of the sentence for You don’t have to go out with her if you don’t like her.
emphasis. You don’t need to give me back the money.
She needn’t buy me a present.
135

Traveller_Rev_Pre-Interm_TB.indb 267 13/1/2021 1:42:48 µµ

 • We use mustn’t when we are not allowed to do something. Formation
You mustn’t smoke inside the building.
adjective + -er
The past tense of have to and must is had to. Comparative form:
} + than
NOTE

more + adjective
Need is used:
John is older than Peter.
• as a main verb in all tenses, in the affirmative,
My watch is more expensive than yours.
negative and question form. It is followed by to +
base form and forms the negative and question form + adjective + -est
with auxiliary verbs.
• as a modal verb only in the negative and question
Superlative form: the
+ most + adjective } + of/in

form of the Present Simple. It is followed by a base John is the oldest boy in his class.
form and forms the negative and question form This watch is the most expensive of all.
without auxiliary verbs.
Affirmative All one-syllable and most two- short - shorter - the shortest
syllable adjectives take -er / -est.
I need to go
He/She/It needs to go One-syllable adjectives ending in safe - safer - the safest
We/You/They need to go -e take -r / -st.
One-syllable adjectives ending big - bigger - the biggest
Negative in one vowel + one consonant,
double the consonant before the

ns
I don’t need to go I needn’t go
He/She/It doesn’t need to go He/She/It needn’t go -er / -est.
We/You/They don’t need We/You/They needn’t Adjectives ending in consonant + easy - easier - the easiest
to go go -iest
-y drop the y and take -ier //-iest.

io
Adjectives with three or more dangerous -
Questions
syllables and some two-syllable more dangerous -
Do I need to go?
Does he/she/it need to go?
Need I go?
Need he/she/it go?
Do we/you/they need to go? Need we/you/they go?
at
adjectives take more + adjective / the most dangerous
most + adjective.
ic
Irregular forms
POSITIVE COMPARATIVE SUPERLATIVE
bl

 Indirect questions FORM FORM FORM

• We use indirect questions when we ask for information. good better the best
Pu

Indirect questions begin with phrases like:

Can/Could you tell me...? bad worse the worst
Do you know...? farther the farthest
far
I’d like to know... further the furthest
M

Direct question many/much more the most

QUESTION WORD + VERB + SUBJECT little less the least
M

Where is the post office?

 Other Forms of Comparison
Indirect question
©

• as + adjective + as
PHRASE + QUESTION WORD + SUBJECT + VERB My car is as fast as yours. (= My car and your car are
Can you tell me where the post office is? equally fast.)
• not as + adjective + as
He’s not as clever as you are. (= You are cleverer than he is.)
 Comparative and Superlative Forms
• We use the comparative form of adjectives when we
compare two people, animals or things. Module 4
• We use the superlative form of adjectives when we compare  Future will
one person, animal or thing with several of the same kind.
Affirmative
I will work
He/She/It will work
We/You/They will work

Negative
I will not / won’t work
He/She/It will not / won’t work
We/You/They will not / won’t work

136

Traveller_Rev_Pre-Interm_TB.indb 268 13/1/2021 1:42:48 µµ

 Questions  Relative pronouns (who, which, that) and
adverbs (where)
Will I work?
Will he/she/it work? • The relative pronouns who, which, that and the adverb
Will we/you/they work? where introduce relative clauses.
Pronouns Examples
Short answers
The woman who/that is driving
Yes, I will. No, I won’t. that sports car is my aunt.
Yes, he/she/it will. No, he/she/it won’t. PEOPLE who/that
The teacher (who/that) I like the
Yes, we/you/they will. No, we/you/they won’t. most is Mrs Robbins.
• We use the Future will for: The bag which/that is on the table
- offers. THINGS is mine.
I’ll help you with everything. ANIMALS which/that
IDEAS The film (which/that) I watched
- promises. last night was terrible.
I promise, I’ll be there for you.
Adverb Example
- requests.
Will you do me a favour? PLACE where The place where I live is beautiful.
- on-the-spot decisions.
Fine, I’ll meet you in an hour. • Who, which and that
that can be omitted when they refer

NOTE

ns
to the object of the verb.
- predictions, usually with the verbs think and believe. • Where can never be omitted or replaced with that.
I think he will be a great actor one day.

Module 5

io
Time expressions
• tomorrow, tonight, soon, next week/month
• in an hour/week, etc.

 Time Clauses
at
 Infinitives
• We use the full infinitive (to + base form of the verb):
- to express purpose.
ic
I’m going to the supermarket to get some fruit.
• Time clauses begin with when, after, before, as soon as,
until, etc. - after certain verbs: want, would like, would love, hope,
bl

• When the sentence refers to the future, we usually use the decide, manage, plan, arrange, advise, choose, learn, offer,
Present Simple in the time clause and the Future will in the promise, afford, agree, expect, seem, forget, teach, need,
Pu

main clause. try, tell, etc.

I haven’t managed to find it yet.
Time clause Main clause
- after it + be + adjective (it’s nice, it was stupid, etc.)
As soon as I know, I’ll tell you. It’s difficult to explain.
- after certain adjectives: afraid, surprised, free, happy, ready,
M

Before I leave, I’ll help you with the housework.

sorry, pleased, etc.
Are you afraid to ask him?
NOTE

When the time clause comes before the main clause, - after too and enough
the two clauses are separated by a comma.
You’re too young to stay out late.
e.g. As soon as I know, I’ll tell you.
I’m strong enough to carry the box.
©

- after question words (who, how, what, etc.) in indirect

 will have to, will be able to questions
Do you know how to get there?
• Will have to expresses obligation in the future.
We’ll have to train hard to take part in the race. • We use the bare infinitive (base form of verb without to):
- after modal verbs (can, could, will, would, shall, should,
• Will be able to expresses ability in the future.
may, might, must).
When I go to Spain, I’ll be able to practise my Spanish.
Could you give me a glass of water?
 too/enough You must visit the doctor today.
• We use too before adjectives and adverbs. Too has a negative - after the verbs let and make (in the active voice).
meaning and it means ‘more than necessary’. She makes me study all the time.
This dress is too big. I need a smaller size.
We can use the verb help with a bare or full infinitive
NOTE

• We use enough after adjectives and adverbs, but before without change in meaning.
nouns. Enough has a positive meaning. I always help my brother do his homework.
The water isn’t warm enough. We can’t go swimming. I always help my brother to do his homework.
We have enough food for tonight.

137

Traveller_Rev_Pre-Interm_TB.indb 269 13/1/2021 1:42:48 µµ

  -ing form Past Simple
• We use the -ing form: Affirmative
- after certain verbs: like, love, hate, enjoy, prefer, suggest,
start, finish, continue, keep, stop, begin, avoid, imagine, I was called / given
spend (time), etc. He/She/It was called / given
I like listening to music, but I hate dancing. We/You/They were called / given
- after certain expressions: don’t mind, can’t stand, be
interested in, it’s worth, How/What about...?, I look
Negative
forward to, etc. I wasn’t called / given
I look forward to seeing you. He/She/It wasn’t called / given
- after prepositions We/You/They weren’t called / given
I’m so excited about going on this trip.
- as a subject of a verb. Questions
Smoking is a bad habit. Was I called / given?
Was he/she/it called / given?
 should / shouldn’t Were we/you/they called / given?
• We use should / shouldn’t + bare infinitive to:
- ask for and give advice. NOTE Look at the list of irregular verbs.
Should I stay or should I go?

ns
- express an opinion. Active Voice SUBJECT VERB OBJECT
She should tell her mum about it. Mary wrote a letter.
- make a suggestion.

io
Shouldn’t we discuss it with the boss first?
- express mild obligation.
You should go to work on time.
at
Passive Voice SUBJECT VERB AGENT
NOTE

Should / shouldn’t + bare infinitive refers to the A letter was written by Mary.
ic
present or future.
The person who causes or carries out the action is
NOTE
bl

called an agent and is preceded by the preposition by.

 had better We usually omit the agent when the action interests us
We use had better + bare infinitive to give strong advice. more than the agent, when we don’t know the agent or
Pu

It often expresses threat or warning and it’s stronger than when it is easy to figure out who the agent is.
should. It refers to the present or future, not the past. Its My bag was stolen!
negative form is had better not.. In spoken English the short (by someone who we do not know)
form is commonly used (I’d better, you’d better, etc.). BMW cars are made in Germany.
You’d better ask a doctor about it. (by factory workers)
M

 Passive Voice
Use
Module 6
M

We use the Passive Voice to emphasise the action rather than

who or what is responsible for it.  may/might/could
• The verbs may, might and could
©

Formation - are followed by the base form of the verb.

The Passive Voice is formed with the verb be in the - are the same in all persons in the singular and plural.
appropriate form and the past participle of the main verb. - do not form the questions and negative forms with do.
- express possibility in the present/future.
Present Simple We may / might / could go to the Fun Park next week.
Affirmative We use may not/might not to express lack of possibility
NOTE

I am called / given in the present or future.

He/She/It is called / given Henry may not/might not be able to join us.
We/You/They are called / given

Negative
I am not called / given
He/She/It is not called / given
We/You/They are not called / given

Questions
Am I called / given?
Is he/she/it called / given?
Are we/you/they called / given?

138

Traveller_Rev_Pre-Interm_TB.indb 270 13/1/2021 1:42:48 µµ

  Conditional Sentences Type 1 Negative
• We use Conditional Sentences Type 1 for something which
I haven’t been working
is likely to happen in the present or future. Conditional
He/She/It hasn’t been working
Sentences consist of the if-clause and the main clause. We/You/They haven’t been working
if-clause main clause
Future will
Questions
Ηave I been working?
Modal verbs Ηas he/she/it been working?
if + Present Simple
(may, might, can, must, should) Ηave we/you/they been working?
Imperative
• We use the Present Perfect Progressive for:
If I find the book, I’ll buy it for you. - a repeated action or situation which started in the past and
continues up to the present.
If you go to the gym early, you might see him there.
They have been using the Internet for more than two
If you see her, ask her about the party. hours now.
- an action which was happening over a period of time in
NOTE

When the if-clause comes before the main clause, the the past and may have finished, but its results are obvious
two clauses are separated by a comma. in the present.
He’s very tired. He’s been studying all night.

ns
 if vs when Time expressions
When is used to refer to the time something is going to
happen, while if refers to the possibility of something • for, since, how long, all day/week, etc.

io
happening.
I’ll tell him when I see him. (= I will definitely see him.)  Present Perfect Progressive vs Present Perfect
I’ll tell him if I see him. (= I may not see him.)

 so/neither/too/either
at
Simple
The Present Perfect Progressive emphasises the duration of
an action, while the Present Perfect Simple emphasises the
ic
• To express agreement: result of an action.
We use so + affirmative auxiliary verb + subject or subject Lucy has been typing letters since 10.30.
bl

+ affirmative auxiliary verb + too when we agree with an Lucy has typed eight letters since 10.30.
affirmative statement, but we don’t want to repeat it.
Pu

A: I play the guitar.

B: So do I. / I do too. Module 7
A: Sandra has seen this film.  Negative Questions
B: So have I. / I have too.
• Negative questions are formed with: Auxiliary Verb + n’t
M

We use neither + affirmative auxiliary verb + subject or (= short form of not) + Subject + Main Verb.
subject + negative auxiliary verb + either when we agree • We use negative questions:
with a negative statement, but we don’t want to repeat it. - to express surprise.
M

A: Paul can’t swim. Haven’t you been to the city centre before?
B:: Neither can I. / I can’t either.
- when we expect the listener to agree with us.
A:: Macy won’t go to the party. Don’t you want to come to the theatre with us?
©

B:: Neither will I. / I won’t either.

 Question tags
• To express disagreement: • Question tags are short questions at the end of statements.
We use subject + affirmative auxiliary verb when we We use them:
disagree with a negative statement, but we don’t want to - when we are not sure about something.
repeat it. - when we want the other person to agree with us.
A: I can’t play the guitar. We form question tags with the auxiliary or modal verb of
B: I can. the sentence and a personal pronoun in the same person
We use subject + negative auxiliary verb when we disagree as the subject.
with an affirmative statement, but we don’t want to repeat it. You couldn’t see her, could you?
A: I’ve been to Madrid twice. Tom believed him, didn’t he?
B: I haven’t. - When the statement is affirmative, we use a negative
question tag.
 Present Perfect Progressive The boys are at school, aren’t they?
- When the statement is negative, we use a positive question
Affirmative tag.
I have been working She hasn’t seen the doctor yet, has she?
He/She/It has been working Be careful with the following question tags:
NOTE

We/You/They have been working I am a very good actor, aren’t I?

Let’s go to the cinema, shall we?
Open that door, will you?

139

Traveller_Rev_Pre-Interm_TB.indb 271 13/1/2021 1:42:49 µµ

  Exclamatory sentences Questions
Formation
Ηad I worked/written?
• how/so + adjective/adverb Ηad he/she/it worked/written?
Ηad we/you/they worked/written?
• what/such + (a/an) + (adjective) + noun
NOTE Look at the list of irregular verbs.
We use Exclamatory Sentences to give emphasis to the
meaning of the adjective/adverb or noun. • We use the Past Perfect Simple for an action which took
How wonderful! place before a specific point in time or another action in the
What a beautiful day! past. The second action is in the Past Simple.
It was so funny! She had already called him before she left the house.
He’s such an unusual man! She had finished her homework by eight o’clock.
The train had left by the time we arrived at the station.
 Clauses of result
• We use Clauses of result to express the result of an action or Time expressions
a conclusion:
• already, ever, never, just, by, before, after, when, by the time
- so + adjective/adverb + (that)
He was so bored (that) he left before the end of the film.
- such + (a/an) + (adjective) + noun + (that)
It was such a hot day that we all went swimming. Module 8

ns
 Reported speech (statements)
NOTE

• We say so + much/many, but such a lot of. Speech, we repeat the exact words that someone
In Direct Speech,
• That can be omitted, especially in spoken English. said. We usually use the verb say and the words of the speaker

io
are put in quotation marks.
Irina said, ‘Tina is on the phone.’
 Reflexive pronouns
PERSONAL PRONOUNS REFLEXIVE
at
In Reported Speech,
Speech, we report the meaning of what someone
said, without using their exact words. We use a reporting
ic
PRONOUNS verb, usually say or tell, followed by that (which can be
SUBJECT OBJECT
omitted) and the reported statement.
I me myself Irina said that Tina was on the phone.
bl

you you yourself

he him himself • We use say when there is no indirect object.
NOTE

‘I'll be there,’ he said.

Pu

she her herself

it it itself He said that he would be there.
we us ourselves • We use tell when there is an indirect object.
you you yourselves ‘I'll call you, Mark,’ she said.
they them themselves She told Mark she would call him.
M

• We use reflexive pronouns: • When we change a sentence from Direct to Reported

- as objects of verbs when the subject and the object of the speech, pronouns and possessive adjectives change
M

verb are the same. according to the meaning of the sentence.

I bought myself an expensive pair of shoes. ‘You look great in your new dress,’ said David.
- as objects of prepositions when the object of the David said that I looked great in my new dress.
preposition is the same as the subject of the verb. • When a sentence changes from Direct to Reported Speech,
©

He never talks about himself. tenses, modals and time expressions change as follows.
Present Simple  Past Simple
We use by + reflexive pronoun to show that someone
NOTE

Sue said, ‘I want to go to the cinema.’

does something alone, without any help from anyone Sue said (that) she wanted to go to the cinema.
else.
I always pack my suitcases by myself. Present Progressive  Past Progressive
Sarah said, ‘I’m reading a novel.’
Sarah said she was reading a novel.
 Past Perfect Simple Past Simple  Past Perfect Simple
Affirmative Pete said, ‘Mum made some sandwiches.’
Pete said his mum had made some sandwiches.
I had worked/written Present Perfect Simple  Past Perfect Simple
He/She/It had worked/written Jo said, ‘I’ve worked hard today.’
We/You/They had worked/written
Jo said she had worked hard that day.
will  would
Negative
Sean said, ‘I’ll be there soon.’
I hadn’t worked/written Sean said he would be there soon.
He/She/It hadn’t worked/written can  could
We/You/They hadn’t worked/written
Jane said, ‘I can help you with your homework.’
Jane said she could help me with my homework.

140

Traveller_Rev_Pre-Interm_TB.indb 272 13/1/2021 1:42:49 µµ

 may  might  Reported speech (commands and requests)
Frank said, ‘I may buy her a pair of shoes.’ • We commonly use tell when we report commands and ask
Frank said he might buy her a pair of shoes. when we report requests.
must  had to • The Imperative changes to full infinitive or not + full
Mum said, ‘You must be home early.’ infinitive.
Mum said I had to be home early. ‘Stay there,’ said the man.
now  then The man told me to stay there.
Tina said, ‘I’ll call him now.’ ‘Don’t take this away, please,’ she said.
Tina said she would call him then. She asked me not to take that away.
here  there
Eric said, ‘I saw it here.’  Conditional Sentences Type 2
Eric said he had seen it there. • We use Conditional Sentences Type 2 for unreal or
ago  before imaginary situations which are unlikely to happen in the
Ben said, ‘I bought this house two years ago.’ present or the future.
Ben said he had bought that house two years before. if-clause main clause
today, tonight  that day, that night if + Past Simple would/could/might + base form
Martha said, ‘We’re having pizza for lunch today.’
Martha said they were having pizza for lunch that day. If I had enough money, I would buy a bigger flat.
yesterday  the previous day / the day before You could get that job if you took my advice.

ns
Dad said, ‘I visited the doctor yesterday.’
Dad said he had visited the doctor the previous day. • In Conditional Sentences Type 2 were is often used

NOTE
this morning/year, etc.  that morning/year, etc. instead of was in the if-clause.

io
Beth said, ‘I haven’t bought anything this year.’ If Mary were older, she could take driving lessons.
Beth said she hadn’t bought anything that year. • We use if I were you to express an opinion or give
advice.
tomorrow  the next day / the following day
Lynn said, ‘I’m flying to London tomorrow.’
Lynn said she was flying to London the following day.
at If I were you, I’d take it easy.
ic
last week/month, etc.  the previous week/month, etc. /  Wishes
the week/month, etc. before • We use:
bl

Colin said, ‘I met her last year.’ - wish + Past Simple:

Colin said he had met her the previous year. to make a wish about a present situation which we would
like to be different.
Pu

next week / month, etc.  the following week/month, etc.

Bob said, ‘I’ll finish the report next week.’ I wish I didn’t have to take any more exams.
Bob said he would finish the report the following week. - wish + could + base form:
to express regret about something we cannot do at
• The Past Perfect and the verbs could
could,, might
might,, should, present.
NOTE

would and used to do not change in Reported speech. I wish I could help you!
• The Past Progressive usually doesn’t change in
Reported Speech.
NOTE

We usually use were after all persons in wishes.

M

I wish this course were easier.

 Reported speech (questions)
• We usually introduce reported questions with the reporting
©

verb ask.
• Reported questions follow the word order of affirmative
sentences.
‘Why did he come back?’ he asked.
He asked me why he had come back.
• If the direct question begins with a question word, the
reported question also begins with the same question word.
What are you doing?’ she asked.
She asked me what I was doing.
• If the direct question does not begin with a question word,
the reported question begins with if/whether.
‘Did you enjoy the party?’ he asked.
He asked me if/whether I had enjoyed the party.
• When we change questions from Direct to Reported speech,
pronouns, tenses, adverbs, etc. change in the same way as
when we report statements.

141

Traveller_Rev_Pre-Interm_TB.indb 273 13/1/2021 1:42:49 µµ

 Irregular Verbs
Base Form Past Simple Past Participle Base Form Past Simple Past Participle
be was/were been let let let
beat beat beaten lie lay lain
become became become light lit lit
begin began begun lose lost lost
bite bit bitten make made made
blow blew blown mean meant meant
break broke broken meet met met
bring brought brought pay paid paid
build built built put put put
burn burnt/burned burnt/burned read read read
buy bought bought ride rode ridden
catch caught caught ring rang rung
choose chose chosen run ran run

ns
come came come say said said
cost cost cost see saw seen

io
cut cut cut sell sold sold
deal dealt dealt send sent sent
do
draw
did
drew
done
drawn
set
shake
at set
shook
set
shaken
ic
dream dreamt/dreamed dreamt/dreamed shoot shot shot
drink drank drunk show showed shown
bl

drive drove driven shut shut shut

eat ate eaten sing sang sung
Pu

fall fell fallen sink sank sunk

feed fed fed sit sat sat
feel felt felt sleep slept slept
M

fight fought fought smell smelt/smelled smelt/smelled

find found found speak spoke spoken
M

fly flew flown spell spelt/spelled spelt/spelled

forget forgot forgotten spend spent spent
freeze froze frozen spill spilt/spilled spilt/spilled
©

get got got spread spread spread

give gave given stand stood stood
go went gone steal stole stolen
grow grew grown sting stung stung
hang hung hung swim swam swum
have had had take took taken
hear heard heard teach taught taught
hide hid hidden tell told told
hit hit hit think thought thought
hold held held throw threw thrown
hurt hurt hurt understand understood understood
keep kept kept wake woke woken
know knew known wear wore worn
learn learnt/learned learnt/learned win won won
leave left left withdraw withdrew withdrawn
lend lent lent write wrote written

142

Traveller_Rev_Pre-Interm_TB.indb 274 13/1/2021 1:42:50 µµ

 British and American English
spelling words and phrases
British English American English British English American English
apologise apologize aluminium foil aluminum foil
cancelled canceled angry mad
athletics track and field
centre center aubergine eggplant
chilli chili autumn fall
colour color banknote, note bill
bathroom (in a public place) restroom
cosy cozy bill (at a restaurant) check
doughnut donut (also doughnut) bin garbage can
favour favor biscuit cookie
block of flats apartment building
favourite favorite boarding card boarding pass
grey gray brackets parentheses
humour humor café coffee shop
car park parking lot, parking garage
lasagne lasagna caving spelunking
metre meter chemist’s drugstore, pharmacy
neighbour neighbor chips french fries, fries
cinema (the building) movie theater

ns
offence offense city centre downtown, downtown area
organise organize clever smart, intelligent
organisation organization cookery course cooking class
crisps potato chips

io
practise practice CV resumé
programme program do the washing do the laundry
do the washing-up do the dishes
pyjamas
realise
recognise
pajamas
realize
recognize
at
doctor’s surgery
driving licence
fair (hair)
doctor’s office
driver’s license
blonde (hair)
ic
socialise socialize film movie (also film)
flat apartment
theatre theater flatmate roommate
bl

tyre tire football soccer

travelled traveled fridge refrigerator
full stop period
Pu

traveller traveler garden yard

yoghurt, yogurt yogurt ground floor first floor
hairdresser’s hair salon
handbag purse
grammar and usage holiday
hoover (verb)
vacation
vacuum
M

ill sick
British English American English jumper sweater
I have backache I have a backache lift elevator
M

luggage baggage
I have toothache I have a toothache mark grade
in hospital in the hospital match game
maths math
mobile phone cell phone
©

at the weekend on the weekend motorbike motorcycle

in the team on the team mum/mummy mom/mommy
newsreader news anchor
PE Gym
4(th) January January 4(th) petrol gas
phone, ring, call call
quarter past two a quarter after two presenter host
primary school elementary school, grade school
queue line
I’m studying Music. I’m majoring in Music. railway station train station
attend a course take a class rubbish garbage, trash
secondary school high school
hire a car rent a car shop store
go to the cinema go to the movies shop assistant salesperson
have a shower take a shower surname last name
sweets candy
have a temperature have a fever table tennis ping-pong
tidy my room clean my room taxi rank taxi stand
telly TV
tick () check ()
learnt learned tin, can can
smelt smelled torch flashlight
dreamt dreamed trainers sneakers
trousers pants
spelt spelled TV / radio programme TV / radio show
spilt spilled underground subway

143

Traveller_Rev_Pre-Interm_TB.indb 275 13/1/2021 1:42:51 µµ

 Project Skills
BRAINSTORM PLAN RESEARCH CREATE PROOFREAD PRESENT

STEP 1
BRAINSTORM STEP 2
 Think of the topic carefully PLAN
and create a mind map TOPIC  Decide which of the ideas
to help you come up with
in Step 1 you would like
ideas or words related to
to include in your project
the topic.
and make a plan to use
as a general guide.
STEP 3

ns
RESEARCH
 Do research on the topic. Read books, STEP 4
use the Internet, watch videos or CREATE

io
documentaries or even visit a museum.  When you have collected all the
 Note down key words and important information, start working on your
information you have found. Remember:
you mustn’t copy the information. Use
your own words to summarise the ideas.
at project.
 Make your project interesting.
Think of a title and find pictures or
ic
draw your own.
STEP 5  You can also write captions
bl

underneath the pictures to

PROOFREAD describe them.
Pu

 After you finish, proofread your work.

 Make sure you have included all the
information and ideas you chose in your
project.
M

 Check your spelling, grammar,

vocabulary, etc.
M

STEP 6
©

PRESENT Use the following checklist with the

things you need to do. Tick () the
A presentation consists of 3 stages: boxes when you do them.
Stage 1: Before the presentation
 Practise presenting your work in front of a mirror Project checklist
or to a friend. This will help you feel more confident.
Stage 2: During the presentation  mind map
 First, introduce the topic. (I would like to talk  plan
about… / I am going to talk about…)  research
 Use short and simple sentences.  key words
 Speak clearly and confidently.  paragraph/text
 Smile at the people in the audience (your  title
classmates) and make eye contact.  pictures and captions
Stage 3: After the presentation  checking
 Ask the audience if they have any questions  presentation practice
and try to answer their questions. (Any questions?)
 Don’t forget to thank the audience.
(Thank you for your attention.)

144

Traveller_Rev_Pre-Interm_TB.indb 276 13/1/2021 1:42:52 µµ

 Learning Tips
• Refer to the Wordlist. and look at the pictures, maps, etc. Try to
In class • Practise the spelling and pronunciation of predict what the speakers are going to talk
How to learn better new words. about.
in class • Before you listen, read the statements or
• Look up unknown words in a dictionary.
• Look at the board and take notes. There, you can find a lot of useful questions carefully. This will give you an
• Listen carefully to your teacher and the information about a word: pronunciation, idea of what to listen for.
recording. word class (noun, verb, etc.), meaning and • While listening, try to understand the
• Ask your teacher when you don’t example sentence. general idea, not every single word.
understand. • Regularly revise words you have learnt. • Listen for key words to understand the main
• Speak in English as much as possible. • Try to use words you have recently learnt ideas.
• Take part in pairwork and group work when you speak or write. • While listening, don’t assume that an
activities. answer is correct just because the speakers
Speak mention a word that is in the activity. Listen
Outside the class How to do better when carefully before you answer.
How to learn better doing speaking tasks • Pay attention to the speakers’ tone of voice
outside the class to understand how they feel.
• Before you speak, make sure you • When completing sentences, make sure that
• Read the dialogues and texts from your understand the task and how you should your answers make sense.
book and listen to the recording. use the prompts.

ns
• Read the dialogues and texts aloud and • Look at the example and use the prompts Write
Write
sometimes record yourself. given. How to do better when
• Study the vocabulary and grammar and then • Use the language you have learnt. doing writing tasks

io
do your homework. • When talking to another person, listen
• Read selected texts from magazines and carefully to him/her and respond to what • Make sure you understand what you are
newspapers in English. he/she is saying (e.g. I agree, I don’t know asked to write.
• Read websites in English.
• Listen to songs in English.
at
about that).). Also, show interest or surprise
by using phrases like Really?, Did you?
you?,, etc.
• Before you start writing, think about the
topic carefully and try to come up with ideas
ic
• Watch TV programmes and DVDs in • Don’t be afraid to make mistakes when you which are relevant to it. Make notes of the
English. speak. information you want to include. You can
• Speak only in English. also make a mind map to organise your
bl

Grammar ideas.
How to learn Read • Plan your paragraphs. Before you start,
Pu

grammar better How to do better when think of the ideas you are going to include in
doing reading tasks each paragraph.
• Refer to the Grammar Reference. • Group relevant information together and put
• Use grammar tables. • Before you read, try to predict what the text it in the same paragraph.
• Have a grammar notebook. is about with the help of the title and the • Do not write very short sentences. Use
M

In it write: pictures. linking words (and, but, or, so, because) to

- tips and/or rules in your language, • Look for key words in the text to understand join your ideas.
- example sentences, the main ideas. • Use linking words/phrases to add something
M

- important grammatical points • Try to understand which of the words in (e.g. in addition, what is more, also), to
e.g. irregular verbs. the text are really important. Try to guess express contrast (e.g. but, however), to
• Make a note of grammatical errors that you the meaning of as many of these words as express result (e.g. as a result) and to give
©

often make. possible from the context. Use the following reason (e.g. that’s why). This will make your
strategies: writing flow.
Vocabulary - Read the words before and after the • Use time linkers (e.g. first, firstly, then, next,
How to learn unknown word and think of the situation. after that, later, finally, when, before, while,
vocabulary better - Try to figure out what part of speech (verb, as, as soon as) to show the order in which
noun, etc.) the unknown word is. events happen.
• Write down new words in a notebook. - See if the unknown word is similar to other • Use a variety of adjectives (e.g. spectacular,
Together with the English word: words in English or in your own language. shocked) and adverbs/adverbial phrases
- write the translation in your language, • Read the text quickly to understand the (e.g. luckily, all of a sudden) in your writing
- write an example sentence, main idea. to make it more interesting.
- draw or stick a picture. • Read the text carefully to understand • Use words like he, she, it, them, there, etc.
• Put words in groups or use diagrams. specific details. to avoid repeating the same words.
• Learn whole phrases (eg. verb+noun) not • Decide in which part of the text you can find • When you write to a friend, start and
just isolated words. the information you need. finish your email in an appropriate way.
• Learn new words in context (in sentences • Make sure you understand who or what the Remember to use set phrases.
describing situations). This way, it is easier pronouns (he, it, this, them, etc.) and the • Write your first draft and correct it. Then
to remember them. adverbs (here, there, etc.) refer to in the text. write your final draft.
• When you learn new words, you must • Write neatly.
remember if they are verbs, nouns, Listen • After you finish, check your writing. Check
adjectives, etc. How to do better when punctuation and capital letters, word order,
• When you learn new words, it’s a good idea doing listening tasks spelling, linking words, grammar and
to learn any synonyms and/or opposites. vocabulary.
• Before you listen, read the rubric carefully
145

Traveller_Rev_Pre-Interm_TB.indb 277 13/1/2021 1:42:52 µµ

 Wordlist
1a receive a reply argue
agree return one’s call assignment
all the time college
at least
awful
1c fun to be with
get along
be over
channel expenses ideal
charity improve interview (n.)
fancy (v.) look for lie (v.)
hairstyle miss (v.) mark (n.)
pretty (adv.) part-time quality
switch practise reason
telly rarely sense of humour
trendy share tell the truth
tunnel Phrases describing likes and dislikes whenever
Conversational English be a fan of Adjectives describing personality
Got to go! be fond of active
Hold on. be interested in bossy
How could I say no? be into confident
How’s it going? can’t stand helpful
I can’t make it. find... boring/interesting honest
I have other plans. Words/Phrases related to TV kind

ns
I suppose so. programmes and pastimes lazy
I’m afraid... blog outgoing
Nice one! chat quick-tempered
Nothing much. chat show shy

io
Sounds brilliant! classical music Phrases
That would be great. comedy What does she look like?
What are you up to? What is she like?
What’s up?
You can’t be serious!
horror film
photography
rap
at 1 Video activities
ic
science-fiction film badge
1b soap opera brackets
album table tennis colon
bl

allow talent show dash

appear dot
at the beginning 1d icon
Pu

century adopt line

click (n./v.) affect tablet
continue award (n.)
decade
display (v.)
beat (v.) 2a
begin actually
M

each other championship area

gift clear (adj.) effort
immediately especially experience (n.)
M

instantly face (v.) gorge

leave fat (n.) hill
meeting however I’m afraid so.
member international journey
©

next door live (adj.) manage

online nervous muddy
probably passion push
promise perform rain (n.)
real performance reach
recently poverty steep
regularly race top
seem realise wet
social media role model Activities
take time screen cycling
user strong hiking
virtual talented rock climbing
website/site train (v.) scuba diving
Words/Phrases related to well-known shopping
communication Phrases sightseeing
communicate become aware of Adjectives: -ed / -ing
drop sb a line be behind the wheel amazed/amazing
give sb a call be fit bored/boring
have a word with be in a position to excited/exciting
keep in touch have time on one’s hands frightened/frightening
leave a message play a role interested/interesting
lose touch surprised/surprising
message
note 1e tired/tiring
already

146

Traveller_Rev_Pre-Interm_TB.indb 278 13/1/2021 1:42:53 µµ

 Wordlist
2b (un)luckily I must go now.
be afraid of to my surprise I’m looking forward to...
be allowed to Sorry I haven’t written for so long.
curious
cut 2d Take care.
What have you been up to?
dizzy according to
alive
entire
feel at the same time 2 Video activities
be prepared expedition
hand (v.) explorer
knife bite (n.)
common frozen
lip landscape
market condition
cover (v.) lead
offer (v.) search team
piece danger
dress (v.) South Pole
raise telegram
response explore
extreme
rot
rotten light (adj.) 3a
sick locals as soon as possible
sign (n.) loose at last
smell (v./n.) mysterious bring
pass (v.) clerk

ns
smile (n.)
snail (im)possible explain
strange severe go away
suddenly store (v.) lost

io
taste (v./n.) sunburn mix-up (n.)
try (taste) survive stuff
wonder (v.) unfriendly Words/Phrases related to travelling by
Adjectives describing food
bitter
creamy
warning
Words related to nature
cactus
at plane
aisle seat
arrival
ic
fresh camel baggage
healthy desert board (v.)
earth boarding card
bl

salty
sour insect business trip
spicy land (n.) check in
leaf conveyor belt
Pu

sweet
tasty plant delay (n.)
thick root departure
sand destination
stem (n.) flight attendant
2c Words /Phrases related to weather gate
M

bee conditions land (v.)

believe it or not below zero (hand) luggage
break into degrees (o) passenger
M

burglar drop passport

buzz (v.) heat suitcase
description high (temperature) take off
doorbell ice
©

empty
faint
lightning
low (temperature) 3b
follow snow as well as
freeze storm basic skills
get hurt thunder battery
give sb a hand Phrases beginners
hide in other words cave
honey It was something else! club
kill communication
deep
lock (v.)
return 2e discover
ring (v.) abroad discuss
sting accept discussion
stupid accommodation equipment
swarm arrange excite
take place exactly excitement
thank (v.) foreign expect
upset lyrics experienced
van make plans exploration
Adverbs and adverbial phrases organise extra
all of a sudden stressed first-aid kit
amazingly subtitle form (v.)
(un)fortunately take a course formation
in the end Phrases ground
How are things?

147

Traveller_Rev_Pre-Interm_TB.indb 279 13/1/2021 1:42:53 µµ

 Wordlist
helmet volcano I was getting to that.
huge waterfall I’m only kidding!
improvement Just about.
ladder
minimum
3e Trust me.
What a waste of money!
attract
necessary countryside What is it supposed to be?
organisation full of You’re crazy.
over (more than) souvenir
physically fit
preparation
square 4b
such as adult
prepare (go on a) tour correct (adj.)
rescue tourist disappointed
safety variety example
scientist Adjectives describing places exist
special ancient fail
survival calm get tired of
take part comfortable last (v.)
thrill cosy machine
unknown crowded major
waterproof dangerous non-stop
worth fascinating nowadays

ns
historic on average
3c narrow
noisy
predict
ridiculous
close (adj.)
peaceful role

io
cost (v.)
daily popular sky
hire safe succeed
pay
plan (v.)
price
suitable
unforgettable
wonderful
at technology
television
total
ic
public transport try out
Words/Phrases related to different types 3 Video activities TV set
worried about
of accommodation and facilities coral reef
bl

air conditioning emu Expressions with make

B&B hemisphere make a decision
buffet kangaroo make a mistake
Pu

business centre koala make a phone call

campsite multicultural make a prediction
parking platypus make money
receptionist rugby make plans
room service make sure
M

shared
sleeping bag 4a 4c
swimming pool at the end of cancel
M

tent bookend instead

Wi-Fi connection deliver out of order
youth hostel digital photo frame paper
exhibition run late
©

expert
3d fit (v.)
stuck
capital image
chilli peppers pocket 4d
colourful powerful clean up
definitely vase create
develop Words/Phrases related to money dust
garlic afford energy
giant amount environment
grow be broke handy
impressive be short of imagine
include bill in seconds
panda borrow luxury
protection cash own (v.)
research (n.) change (n.) solar
scenery coin useful
spectacular lend Words/Phrases related to gadgets and
zoo note technology
Geographical features pay sb back antivirus program
cliff receipt button
coast save charge (a battery)
jungle Conversational English coffee maker
mountain range By the way,... dead battery
valley Go on then. download
Here we go. enter

148

Traveller_Rev_Pre-Interm_TB_Wordlist.indd 280 18/1/2021 12:27:16 µµ

 Wordlist
file pain reduce stress/anxiety
hoover (n.) patient (n.) suffer from
install pill
password
plug into
prescribe
prescription
5d
a flock of
press runny nose brake (n.)
shut sth down sneeze completely
software sore throat except
turn sth on surgery fence
username treatment field
wireless What exactly are your symptoms? kilometres per hour (kph)
Phrases What seems to be the problem? metre
environmentally friendly Phrasal verbs missing
ready for action get over notice
hang on opposite direction
4e lie down
run out of
pull
addicted sheep
annoying take away surround
careless tracks
cause (v.)
damage (v.)
5b within minutes
Words/Phrases related to accidents/
a number of

ns
delete bell emergencies
destroy crew ambulance
disagree development be on fire
harmful burn

io
flag
harmless government crash
helpless gun injure
invention
socialise
successful
light (v.)
location
nearby
at put out
smoke (n.)
survivor
ic
useless perhaps tragedy
Expressions with do sailor
do good ship 5e
bl

do harm signal (n./v.) almost

do without simple annoyed
Linking words/phrases sink (v.) apologise
Pu

As a result, ... sound (n.) bump into

First of all, ... stand for cry
In addition, ... upside down embarrassed
In my opinion, ... Prepositional phrases with in embarrassing
Lastly, ... in a hurry furious
M

Personally, ... in common grab

To begin with, ... in danger lamp post
What is more, ... in fact popcorn
M

in the beginning sip

4 Video activities spill
bounce
die
5c touch
turn off
anxiously waiting
©

engine audience wave (v.)

inventor beat (v.) (for heart) whisper
monowheel fellow student Idioms
road safety focus on drive sb up the wall
vehicle physical activity get on sb’s nerves
presentation go red as a beetroot
5a public speaking laugh one’s head off
make a fool of oneself
available suggest
booked up sweat (v.) nearly jump out of one’s skin
convenient tip not believe your eyes
fluid vitamin want the ground to swallow you up
get rest Words/Phrases related to emotional
make an appointment problems 5 Video activities
schedule a fear of alarm
Words/Phrases related to medical advice bucket
problems advise fire extinguisher
allergy anxiety flames
bones control (v.) rise
chemist’s deal with wildfire
cough deep breath
examine
have a cold
medication
panic
6a
come with
hurt (v.) phobia monotonous
illness psychologist

149

Traveller_Rev_Pre-Interm_TB.indb 281 13/1/2021 1:42:54 µµ

 Wordlist
normal indoor record (v.)
scissors outdoor script
stop sb from doing sth
wrist
put on (a performance)
queue
7a
brochure
Words related to sports rehearse (in)correctly
aerobics ride (n.) customer
athletics scenery (at the theatre) delivery
baseball special effects envelope
bowling stage hesitate
boxing success latest
catch (v.) theme park swallow (v.)
dribble (v.) various
drop (v.)
final
6d Words/Phrases related to money
amaze transactions
golf amusing bank account
hit (v.) artistic bureau de change
kick (v.) circus cash machine
move (v.) court (basketball) charge
pass (v.) depend on commission
score (v.) details credit card
shoot (v.) difference debit card

ns
swing (v.) disappoint deposit (v.)
throw (v.) entertain exchange
Conversational English imaginary free of charge
I’m going to thrash you! on sale Internet banking

io
What shall we...? original make a deposit
produce PIN
6b
alternatively
aquarium
responsible
run
senior citizen
atrate
refuse
withdraw
ic
book (v.) tale Phrase
chance tour (v.) What’s taking you so long?
check into Phrasal verbs
bl

check out of
coach
bring back
check sb/sth out
7b
advertise
creature cheer on annual
Pu

discount come across break (n.)

dolphin let down car wash
kayaking log on condition
main sell out consider
opportunity criticise
6e
M

parasailing dream (v.)

participant action film dry-cleaner’s
per cent (%) action-packed inform
M

railway station based on outing

recommend biography pleasant
ruins cast serve
seal crime drama slightly
©

shark direct study (n.)

souvenir shopping director treat (n.)
speedboat ending white-water rafting
taxi rank excellent Words related to work
tourist attraction film critic bonus
travel agency film review company
travel agent hilarious day off
Phrases leading actor employee
change one’s mind plot employer
in advance (un)realistic firm (n.)
on offer romantic comedy salary
the rest of scene staff
set (v.)
6c star (v.) 7c
acting take revenge applicant
applaud villain apply for
as (because) violent assistant
atmosphere available upon request
backstage
bowling alley
6 Video activities be in charge of
3D model culture
costume animator curriculum vitae (CV)
drama club character date of birth
entertainment frame guest
give sth up interest

150

Traveller_Rev_Pre-Interm_TB.indb 282 13/1/2021 1:42:54 µµ

 Wordlist
manager overturn (v.) oven dish
overtime pilot plate
present (now) roofer potato masher
reference saucepan
Words/Phrases related to qualifications
advanced
8a tablespoon (tbsp)
wooden spoon
headphones
computer literate Words/Phrases related to the music Verbs related to cooking
degree industry add
driving licence album boil
education band chop
fluent in compose fry
intermediate copy mash
knowledge of lead singer melt
people skills mixture mix
previous experience music video peel
skills professional place (v.)
recording pour
7d studio slice (v.)
spread
altogether studio engineer
be/get fired track stir
by the time turn up/down whisk

ns
complaint voice wrap
construction volume
disgusting Phrases 8d
exhausting for ages approach

io
exit get a hold of sth arrow
face-to-face It’s wicked! bush
factory
feed
get used to
8b
cheek
at coward
hold
on one’s trail
ic
glad cheerfully prey
in general clear up proud
in the middle of custom rifle
bl

involve finger several

media greet shaved (adj.)
penguin interrupt shoot (v.)
Pu

put up with introduce steal

quit kiss (v.) thief
remind misunderstand tribe
sweet (n.) misunderstanding warrior
unpleasant occur wolf
M

Jobs play (n.) wounded

builder remove
call centre agent silently 8e
M

cameraman skin celebration

journalist uncomfortable congratulations
lifeguard Phrases exotic
newsreader a short while festival
©

painter halfway through formal

paramedic make fun of sth/sb put sb up
plumber shake hands subway
rescue squad town hall
zookeeper
8c tradition
Words/Phrases related to weddings
a couple of
7e aluminium foil best man
as for... cocoa powder bride
attend crumb bridesmaid
career decorate couple
certificate gram (g) get married
complete (v.) ingredient give a speech
cookery course instructions groom
fee layer honeymoon
gardening mayonnaise invitation
intensive olive reception
practical work olive oil
sign up
well-organised
recipe 8 Video activities
salami cassette
tin CD burner
7 Video activities Kitchen utensils digital information
fisherman bowl disc
iron and steel worker chopping board quantity
logger fork vinyl record
frying pan
151

Traveller_Rev_Pre-Interm_TB.indb 283 13/1/2021 1:42:54 µµ

 Listening Transcripts

Module 1 never had. He’s a really friendly person. Within

1d WORKBOOK LISTENING CD1 10 ten minutes of meeting somebody, they become
friends!
DANIEL Naomi Well, he doesn’t seem like that at work.
At school I was really into history. There was one reason Miles You just need to get to know him. What about
for this, and his name was Mr Collins. Before Mr Collins Isabel? She’s kind of shy, right?
came to our school, I couldn’t stand history, but when he Naomi She isn’t shy, but I don’t think she’s outgoing.
came, that all changed. He made everything sound really And listen to this, she loves going out, but
interesting and he changed my life. You see, I’m a teacher she only goes to places that she likes. And
now too. Of course, maths is my subject and not history. sometimes we go to some awful places.
But the subject isn’t really important. You just need to Miles Oh yeah?
try and get the students interested. That’s the important Naomi She never lets me choose a restaurant or
thing. anything. She always decides what we’re going
to do.
ALISON Miles Why don’t you talk to her about it? What she’s

ns
I met my role model last year. I was walking down the doing is not right.
street when I saw lots of people outside a bookshop. Naomi You’re right, but it’s difficult.
Miles You just need to be a bit more confident, that’s

io
So, I went to see what was happening. And there she
was, signing books for people. I couldn’t believe it. So, I all.
bought her book and waited in line to meet her. When it Naomi I think you’re right.
was my turn, I was really nervous, but she was very nice
and she talked to me for a while. It was really exciting.
at
ic
Module 2
ROBIN 2b WORKBOOK LISTENING CD1 20
bl

I used to play a lot of football when I was at school, and

my favourite player was David Beckham. He scored Woman I fancy going out for dinner tonight. Any
Pu

some amazing goals and I wanted to be just like him. ideas?

When he became super famous, I still liked him because Man Well, don’t go to Raymondo’s in the centre. I
he did a lot for young football players. He even opened went last week.
a football school near my house. But now I’m bored of Woman But it looks like a nice place.
football and I’m into tennis. So, I have a new role model,
M

Man That’s what I thought. First of all, it’s in the

Rafael Nadal. Now, he’s amazing. city centre, so I needed forty minutes to find
a parking space, and I even walked for twenty
M

minutes to get to the restaurant. When I

Module 1 finally sat down, I waited about half an hour
1e CD1 11, 12 for a waiter to come.
©

Woman Not a good start.

Miles So Naomi, what do you think of the new Man It got worse. I was upset, so I was a bit rude to
people? the waiter. I said I was sorry when he brought
Naomi They’re all right, I guess. my order, but he didn’t say anything.
Miles What do you mean? Woman How was the food?
Naomi Well, I’m not sure about Karen. Man Well, it was OK. The lasagne was a big piece,
Miles Yeah, what a waste of space. She just sits there and the salad was fresh. But I needed to add a
all day. lot of salt on the lasagne to give it some taste.
Naomi Exactly, and she doesn’t do any work. And she’s Then I decided to have some dessert. I ordered
always bored. some chocolate cake, but again the waiter said
Miles I don’t think she enjoys what she’s doing. nothing. He just looked at me and left.
Naomi But she isn’t doing anything! Anyway, I can’t Woman That was strange.
see her staying here long. Man To be honest, I didn’t really think it was a
Miles You’re right. problem, but listen to this. He brought the
Naomi What about David? He seems a bit quiet, right? cake, and, the next thing I knew, it was all over
Miles Are you kidding? Come out with us on Friday me!
night and see. Woman No! Was it an accident?
Naomi So, you hang out together? Man I’m not so sure. He said sorry, but I didn’t
Miles Yeah, didn’t you know? He’s like the brother I believe him.
152

Traveller_Rev_Pre-Interm_TB.indb 284 13/1/2021 1:42:54 µµ

 Listening Transcripts

Woman What did you do? phone doesn’t work. I couldn’t call you,
Man I just said ‘Don’t worry, I’m on a diet anyway.’ so I sent an email to the hotel. Luckily
I left some money on the table and ran out. the Wi-Fi is working.
Woman You? On a diet? Receptionist Sorry, I don’t understand. Why didn’t
Man What else could I say? I just wanted to get out you just come downstairs?
of there. Customer That’s what I was trying to explain
in my email. The door to my room is
stuck. I can’t open it.
Module 3 Receptionist Oh dear! From your email, I thought
your balcony door didn’t open.
3a WORKBOOK LISTENING CD2 3
Customer No, no, I can’t get out of my room. I
banged on the door for ten minutes,
Ron Hi, Fay!
but nobody heard me. Then I decided
Fay Ron! You’re here already.
to send an email. Now, I’m late for a
Ron Yeah, well, I didn’t want to arrive at midnight, so I
meeting. I’m not staying another night

ns
took another flight.
here. I want my money back.
Fay So, what time did your plane get here?
Receptionist OK, calm down sir. I’m sending
Ron We landed at about half past nine. There was also a
someone up right now to fix the door.

io
six o’clock flight, but I had a meeting till half past
We can offer you a different room if
six, so I missed it.
you like.
Fay Well, I’m just happy you’re here. How was your
flight?
Ron It was fine. There was a good film on, but I was
at
Customer Wait a minute! When I arrived, you
said this was the only room you had.
ic
Suddenly, you’re able to move me to
very tired, so I just got some sleep. I had a bit of a
another room. Can you tell me how
nightmare after I landed, though.
bl

that is possible?
Fay What do you mean?
Receptionist Well, a woman from the 5th floor left
Ron Well, I only had hand luggage so as soon as I got
Pu

this morning.
off the plane, I left the airport. But while I was
Customer Was her door broken too?
waiting for a taxi, I realised I had the wrong hand
Receptionist No, she just decided to go home earlier.
luggage.
Customer I see. Well, I don’t think I want to stay
Fay You’re joking!
because...
M

Ron No, so I ran back into the airport and spoke to an

Receptionist Just go, now! Go on!
attendant, and she put out an announcement. We
Customer I beg your pardon!
waited for about half an hour. But nobody came,
M

Receptionist I’m sorry, I was talking to the hotel

so I left.
caretaker. He’s coming to fix your door
Fay But you have your luggage now.
now.
Ron Yeah, listen to this. As I was leaving, I saw a man
©

Customer Well, tell him to hurry, please.

with my bag coming into the airport. He was
Receptionist Of course. Now, when he fixes it, please
coming back to find his!
come downstairs and we can discuss...
Fay Were they exactly the same?
Customer I’m sorry, but I’m already half an hour
Ron Yes, exactly!
late for a meeting.
Fay So, you just took the wrong bag from the plane.
Receptionist OK, do you know when you are going
Ron I just wanted to get home quickly.
to be back?
Fay Well, be more careful next time.
Customer Later this evening. But I’m not going to
stay.
Receptionist OK. I’m very sorry about all this.
Module 3
3c CD2 7, 8
Module 4
Customer Hello?
Receptionist Hello, Mr Benjamin?
4a WORKBOOK LISTENING CD2 19
Customer At last!
1.
Receptionist This is reception. We’ve just received a
Darren Everything is so expensive these days.
strange email from you.
Phil I know.
Customer That’s right. The zero button on the

153

Traveller_Rev_Pre-Interm_TB_Transcripts.indd 285 14/1/2021 4:23:19 µµ

 Listening Transcripts

Darren I came in here for a few things, and I don’t Man Where?
have enough to pay for all of them. Can you Woman Over there.
lend me five pounds? Man Let me see... It seems OK, it’s not sinking or
Phil Sorry, I can’t. anything.
Darren What? Are you broke again? Woman Keep looking, there’s a flashing light.
Phil No, it’s just... Man Yes, you’re right... and it’s Morse code.
Darren Well, get your wallet out then. Woman Is it an SOS signal?
Phil I can’t, I left it at home. Man Yes, get on the radio. They need help, and
Darren Oh... fast...

2. 3.
Michael What do you think of these bookends, Carol? Captain Ah, are you the new member of the crew?
Carol They’re very nice. My sister has the same ones. Alex Yes, sir.
Michael I may get them for my bedroom. Captain And what’s your name?
Carol Good idea. Alex Alex J. Thomson.

ns
Michael Let me see. No, they’re too expensive. Captain Is that Thompson with a P?
Carol I’ll buy them for you. Alex No, sir.
Michael But I don’t know when I can pay you back. Captain And what does the J stand for? John?

io
Carol Forget about it. It’s your birthday soon, Alex It’s James, actually.
anyway. Captain OK, welcome aboard.
Michael Thanks, Carol. at
ic
3. Module 5
Sonia Paul, what did you get from the supermarket?
5cc CD3
5 7, 8
bl

Paul Whatever was on the list and a few magazines.

Sonia How much did you spend?
Host Good evening and welcome to ‘On call’, the
Paul
Pu

I’m not sure, why?

medical advice programme. Tonight we’re going
Sonia I was just wondering.
to talk about phobias and I have a leading expert,
Paul Wait, I think I still have the receipt in my
Dr Gregory Marshall, with me. Dr Marshall,
pocket.
welcome to the show.
Sonia OK.
M

Dr M I’m happy to be here.

Paul No, it’s not there. But look! 50 euros! I didn’t
Host So, Dr Marshall, what is a phobia? I mean, I’m
know I had that.
a bit scared of spiders. Does that mean I have a
M

Sonia I love it when that happens.

phobia?
Dr M Well, arachnophobia is actually the most
common phobia in the world. Half of women
©

Module 5 and 10 per cent of men have a fear of spiders. But

5b WORKBOOK LISTENING CD3 6 most of these people can live normal lives.
Host That’s true. Basically, I just don’t want one in my
1. bed.
Woman What are you doing? Dr M When the fear controls your whole life, that’s
Man I’m writing in the sand to signal for help. when phobias become a problem.
Woman What for? We’re sitting on a beach, next to the Host What other common phobias are there?
hotel. Dr M A lot of people suffer from claustrophobia.
Man I’m just having some fun. Host That’s the fear of being in small places.
Woman You should write SOS, you know. You can Dr M Yes, like a lift or something.
read it upside down. Host Is there an opposite to claustrophobia? Let’s say a
Man That’s true. fear of open spaces?
Woman Anyway, SAVE US is too long. Dr M Well, there is agoraphobia, but that’s more like
Man OK, OK, I’ll write SOS. the fear of public places. In some cases people
2. can be so scared they don’t leave their homes for
Man What a lovely day to be sailing... years.
Woman Quick! Come and see! I think there’s a ship in Host Really? What causes phobias?
trouble. Dr M It’s difficult to tell. Most of the time it’s because

154

Traveller_Rev_Pre-Interm_TB_Transcripts.indd 286 14/1/2021 4:24:29 µµ

 Listening Transcripts

of a bad experience as a child, but it’s not always Module 6

the case. However, finding what causes them isn’t 6e CD3 27, 28
that important. People with phobias should learn
how to deal with them and control them. Radio Presenter Hello and welcome back. Now, on
Host So what is the best treatment? Film Review, it’s time for that part
Dr M Well, some doctors prescribe medication. Other of the show called Top 5. Today, film
people who suffer from phobias say that seeing critic Larry is here to tell us what he
a psychologist and talking about the experience thinks DiCaprio’s top 5 films are. So
helps. But there are many things you can try on tell us Larry which films should we
your own. The most successful way to get over a watch?
phobia is a step-by-step exposure approach. For Film Critic Hi Jim. I have put The Great Gatsby in
example, a person with dental phobia, you know, fifth place.
someone who’s afraid of going to the dentist, Radio Presenter A great film and a great book too!
could watch videos of dentists at work, then Film Critic F. Scott Fitzgerald wrote the book
watch a dentist in real life, then start visiting a

ns
and Australian Buzz Luhrmann
dentist and sitting in the chair only and so on. directed the film. It won two Oscars
Host Some very useful advice. OK, let’s... for costumes and production. Di

io
Caprio’s performance as Jay Gatsby is
unforgettable.
Module 6 Radio Presenter And number four is...
6b WORKBOOK LISTENING CD3 21
at
Film Critic Gangs of New York.
Radio Presenter I loved it!
ic
Charlie Hey, I have a great idea for a holiday this year. Film Critic The film’s director is the one and
Vivian Oh no, not camping again. That was terrible, only Martin Scorsese. It is set in 19th
bl

Charlie. Century New York City and Di Caprio

Charlie No, no. Not camping. plays side by side with Daniel Day-
Pu

Vivian Can’t we just book a nice hotel by the beach Lewis. Although this film didn’t win
and relax on the beach all day? any Oscars, Leonardo’s and Day-
Charlie Boring! Here, check out these brochures I got Lewis’ acting won’t disappoint.
from the travel agent’s. Radio Presenter OK, so what’s number three?
Film Critic Titanic.
M

Vivian Adventure holidays? I’m not sure.

Charlie Oh, come on. I’m sure you’ll love it. Radio Presenter Really? I thought that was going to be
Vivian Do you think so? number one.
M

Charlie Definitely. Look, if we go to Vancouver Island Film Critic Oh, it’s a fantastic film, don’t get me
in Canada, we’ll go kayaking and whale wrong. I mean it won 11 Oscars, and it
watching. was a huge box-office hit.
©

Vivian Canada? That’s too far away. Radio Presenter Was that DiCaprio’s first Oscar?
Charlie OK, what about Scotland? Film Critic Actually, he didn’t win one. But along
Vivian That’s more like it. My cousin lives in with Kate Winslet, Leonardo gives
Scotland. We can visit her too. an excellent performance. This is a
Charlie Good idea. Let me see, here’s a good one. Rock wonderful romantic drama, and a film
climbing in Glencoe. And there’s another one everybody should see.
here where you can swim with dolphins. Radio Presenter You’re right about that! Which film do
Vivian Dolphins? Are you sure? you think is number two?
Charlie No wait, that one’s in Miami. Film Critic For me, it has to be The Aviator. It isn’t
Vivian Does it say how you travel to Scotland? as well-known as the other two films,
Charlie You can go by coach, but that takes eight but it won 5 Oscars and DiCaprio
hours. won a Golden Globe award. It is also
Vivian No way, what about a train? directed by Scorsese and it’s a true
Charlie Yeah, you can go by train too. So, what do you story – the life of American billionaire
think? Howard Hughes.
Vivian Sounds interesting. Radio Presenter Howard Hughes wasn’t just a pilot,
was he?
Film Critic No, he designed and helped build
aircraft and he also produced and

155

Traveller_Rev_Pre-Interm_TB_Transcripts.indd 287 14/1/2021 4:24:59 µµ

 Listening Transcripts

directed films. He was quite a Adam Definitely. I didn’t expect all the comedy acts
character and Leonardo gives an and the live music.
amazing performance in this film. Pam I just thought the acrobats were a bit boring.
Radio Presenter So which film would you say is Adam Boring? They were my favourite bit. Next time
DiCaprio’s best film? I’ll ask Lynn to come with me. She’ll love it.
Film Critic I would say The Revenant. Although Pam I’m really glad you didn’t hate it.
DiCaprio has given many wonderful Adam Thanks, Pam. That was a really great birthday
performances, this is the best one and present.
also the only one that he has won an 4.
Oscar for. Be sure not to miss it! Ken So, what are we doing tonight?
Radio Presenter That was great, Larry! Thank you for Claire A new Italian restaurant has just opened in
joining us once again. the city centre. Let me find the address on the
Film Critic It’s always a pleasure, Jim... (fade out). Internet.
Ken But I’m not really hungry.
Claire OK. How about a play? It’s been a long time

ns
Module 6 since we last went to the theatre.
Ken I’m not sure. Anything else?
6 round-up CD3 30
Claire Look Full Blast are playing at Lockley Stadium

io
tonight. You love rock concerts.
1.
Ken I know but a colleague of mine saw them
Tom
Eddie
Tom
You’re doing it all wrong.
Give me a break. It’s my first time.
You shouldn’t catch the ball. It’s not basketball.
Claire
atyesterday and she said they were horrible.
Too bad.
ic
Ken Maybe a play isn’t a bad idea after all.
Hit it to the other side of the court! Just like I
Claire Great! And we can book the tickets online.
showed you.
bl

Eddie OK, OK.

Tom And if you swing your arms like that, you’ll
Module 7
Pu

never get anywhere.

Eddie Oh no, I dropped it again. 7d WORKBOOK LISTENING CD4 10
Tom Let’s try again.
Eddie OK. Clive Hi, Tessa. How’s it going?
M

Tessa Fine, and how are you? How’s your new job?
2. Clive It’s OK, I suppose.
Jane Peter, this sounds interesting. Tessa You don’t sound very happy. I thought this was
M

Peter Summer holidays in Egypt? Not bad. I’m tired your dream job. Big salary, car...
of going to the beach every summer. Clive I have no problem with the money.
Jane I know. Windsurfing, kayaking and stuff like Tessa Is it your colleagues, then? Are they really
©

that isn’t my idea of fun. It says here that we can boring?

stay in Cairo for three days and go on a guided Clive No, they’re fine. It’s just that I don’t get to see
tour of the Pyramids of Giza. That’s great. my family a lot. I get home at nine every night
Peter Well, if we go there, we could also go on a and I’m exhausted. I just want to go to bed.
cruise down the Nile. Tessa I know what you mean.
Jane Of course. What about Alexandria? We can Clive But you start work late.
go there to check out the traditional markets, Tessa Yeah, but I’m still really busy before I go to
maybe get some nice souvenirs. work. I mean, this morning I went to the bank, I
Peter Calm down Jane. If we do all that, we won’t did my weekly shopping at the supermarket and
have money to get back. We can’t afford it. then went to work. Now, I’m exhausted.
Jane I guess you’re right. Clive You like your job, though, don’t you?
Tessa Yeah, it’s OK. The salary’s not that good, and my
3. office is very small, but I like the people there.
Pam Well? What did you think? Especially my boss, he’s very funny sometimes.
Adam You know, I never liked the circus. I always He makes the day pass really quickly.
thought there’s nothing to see and that it’s only Clive That’s good. The first employer I had was a
for little kids. nightmare. I was working in a shop and, because
Pam But this was something different. it was my first job, I wanted to make a good

156

Traveller_Rev_Pre-Interm_TB_Transcripts.indd 288 14/1/2021 4:25:42 µµ

 Listening Transcripts

impression. I was never late, and I was very Module 8

polite to the customers, but he was rude to me. 8 round-up CD4 32
Then, one day, out of nowhere, he fired me.
Tessa Did you ever find out why? 1.
Clive No, it’s always been a mystery. Woman This is a great studio!
Man Thanks!
Woman Do you get many famous people recording
Module 8 here?
8a WORKBOOK LISTENING CD4 20, 21 Man We had Lay-z Boy in here last week.
Woman Who’s that? Does he play jazz like us?
1. Man No, he’s a hip-hop artist. We do a lot of rock
Jane Hi, Simon, how’s it going? recordings here too.
Simon Great! I love the music. Woman So, you don’t like jazz.
Jane Thanks. Man Not usually, but I really like some of the stuff

ns
Simon What’s the name of this song? I haven’t heard it we’ve recorded today.
for over ten years.
Jane It’s called Dance with me. We used to listen to 2.

io
this at university, remember? Woman What are you doing to those potatoes?
Simon And dance all night. Man Isn’t this what you wanted?
Woman I told you to peel them first.
Jane Come on then, let me see you dance. Hey, Dave!
Turn it up!
Simon What about the neighbours?
at
Man
Woman
I thought we were going to mash them.
That’s right! So, why are you slicing them?
ic
Jane Don’t worry, it’s only nine o’clock. Man I’m not sure.
Simon OK, just like back in uni, hey? Woman How are you going to peel them now?
bl

Jane You know it!

3.
Pu

2. Man Did you hear what happened at Julia’s

Woman So, what do you think? wedding?
Man I’m not sure. Is this the first track on the Woman No, what?
album? Man Well, after the ceremony, they were taking
pictures by the lake and when they asked the
M

Woman Yeah.
Man I think it needs something else. best man to go and take a picture with them,
Woman So do you want to hear it without the lead he accidentally pushed Julia.
M

singer? Woman Oh, no! He didn’t!

Man No, let’s get the band to have a break, and we’ll Man Yep! The groom tried to stop her from falling
start again in ten minutes. in, but he ended up in the lake too. It was so
©

Woman OK. funny!

Man And I’ll have a word with the singer.
Woman Great. OK everyone, we’re going to take a ten- 4.
minute break... Woman 1 So, did you take Emily to the airport?
Woman 2 Yes, she left last night.
3. Woman 1 Were you really sad? Did you cry?
Woman See anything you like? Woman 2 Not really. We just said goodbye, and she left.
Customer No, but what are we listening to? Woman 1 What, no kiss on the cheek? Not even a
Woman It’s a new album by Grant Long. handshake?
Customer Is it hip-hop? Woman 2 Oh, come on. I waved when she got to the
Woman Well, it’s a mixture of jazz and hip-hop. entrance, and she waved back. That’s it!
Customer It’s really good. Woman 1 You can be quite rude sometimes!
Woman Well, if you’re interested, the CD is over Woman 2 What are you talking about?
here.
Customer Thank you very much. Has he made any
other albums?
Woman Yes, this is his third one.
Customer Really? I must have a look at them.

157

Traveller_Rev_Pre-Interm_TB_Transcripts.indd 289 14/1/2021 4:26:02 µµ

 Workbook Key
Module 1 3. I used to be very fit, D. 1e
Did you use to go to the Suggested answers
1a gym
A.
Hello. Yes, of course. 1. long
A. 4. He used to live in Spain I’m twenty-two years old.
1. Do you want, don’t go 2. trendy
5. We used to meet for I listen to pop music.
out, always stay, watch, lunch every day 3. kind
I’m into basketball and 4. honest
’s talking, Do you D. tennis.
remember, ’s living, 1. c 2. d 3. e 4. a 5. b 5. outgoing
Not really. I only go to
’s staying 6. lazy
E. the cinema about once a
2. ’s Harry doing, ’s month. 7. bossy
making, don’t know, 5 Yeah so, I’m thinking
about playing again. I love science-fiction films. B.
does he cook, usually Robert’s young. He’s in his
make, ’m not cooking, What do you think? I love hanging out with my
2 Really? About what? friends. 30s. He’s tall and slim with
wants short black hair and big
4 Of course I do. It was
B. brown eyes.
1. Do cats drink orange
great. 1d
8 That’s great. Hope it’s a He’s very active. He plays
juice? A. basketball or tennis in the
good team.

ns
No, they don’t. They 1. trains afternoons. He’s also very
1 Hi Steve, I wanted to
drink milk. 2. beat funny and has a good
have a word with you.
2. Does Kelly go shopping 3. realised sense of humour.
6 Sounds good. Give me

io
on Sundays? 4. nervous However, he’s a bit shy so
a call when you find a
No, she doesn’t. She team. 5. awards he doesn’t like going out
goes jogging.
3. Are the girls studying
this weekend?
7 Actually, I found one
yesterday. 7. face
at
6. well-known very much.
C.
ic
3 The good old days. Do 8. passion Betty: B
No, they aren’t. They are you remember when we 9. aware Laura: O
watching TV.
bl

used to play basketball? B. Rick: AB

4. Is Jason riding his bike Greg: A
now? 1. any, any
1c
Pu

No, he isn’t. He is 2. some, much, some, no

talking on the phone / A. 3. no, some, some, any/ 1 Round-up
on his mobile. Suggested answers many A.
1. Alice can’t stand soap 4. many/any, many, some, 1. keep
C.
M

operas. no 2. fan
1. a 2. b 3. b 4. b 5. b
6. b 2. Sandra finds museums C. 3. in
M

boring. / Sandra thinks 1. a 2. c 3. b 4. c 5. a 4. find

that museums are 6. b 7. c 8. b 9. b 5. understand
1b boring. D. 6. lazy
A. 3. Is Andrew fond of rap
©

1. ... sleep much last night 7. serious

1. century music?
2. ... little free time 8. on
2. recently 4. Kate is a fan of classical
3. ... don’t have much 9. line
3. display music.
furniture in it 10. win
4. member 5. Simon is (really) into
4. ... is no orange juice left B.
5. promise computer games.
5. ... won (very) few races 1. happened, do you mean,
B. B. 6. ... a lot of people on the called, ’m not, play,
1. called, weren’t, Did your 1. b 2. c 3. b 4. a 5. c bus hang out, are you doing,
sister tell, forgot, tried, 6. c 7. b 8. c 9. a ’m playing, Are you
E.
was, didn’t have, did C. reading, have, Do you
you want, wanted 1. loved
1. because 2. maths want, ’s coming
2. did you do, went, did 2. so/and 2. Do you know, doesn’t
you see, loved, thought 3. a shop
3. or live, moved, are staying,
C. 4. friendly
4. but didn’t tell, sent, decided,
1. I didn’t use to eat salads 5. football found, hope
5. and 6. David Beckham
2. She didn’t use to work C.
6. because, and
on Saturdays 1. b 2. c 3. a 4. b
7. or, and
8. so/and 5. b 6. c 7. b 8. b

158

Traveller_Brit_2nd_Pre-Interm_TB_WBKey.indd 290 11/1/2022 2:07:35 µµ

 Workbook Key
D. 4. was coming torch. Suddenly, he heard a 2. Yes, I did. I went to
1. e 2. f 3. b 4. a 5. c 5. was shopping scream and something hit Italy.
6. d 6. found him on the head. Because 3. Unfortunately, yes.
E. 7. wasn’t looking he was in a lot of pain, he 4. No, it didn’t.
8. opened fainted. Amazingly, when 5. No, I haven’t.
1. b 2. b 3. c 4. a
he woke up, his sister 6. Yes, I have. They were
9. decided
and a police officer were delicious!
Module 2 10. had standing above him. They
11. was looking were there because his
2a 12. saw 1. Have... ridden
sister had heard a noise
A. 13. didn’t have and thought a burglar was 2. Did... go
1. excited, exciting 14. got in the house. Fortunately, 3. Has... stung
2. interested, interesting 15. went she explained what had 4. Did... snow
3. frightening, frightened 16. couldn’t happened and the police 5. Have... explored
4. surprising, surprised 17. rang officer left without 6. Have... eaten
B. 18. ordered arresting him.
1. Lisa and Tina were 19. was C. 2e

ns
having coffee. C. 1. T 2. F 3. T 4. NM A..
A
2. Lisa and Tina were Suggested answers 5. F 6. F 7. NM 1. for
looking at their mobile

io
1. He was sleeping when 2. been
phones. the alarm went off. 2d 3. always
3. Dan was using the 2. As she was eating, her
Internet.
4. They were not talking to
phone rang.
3. She was reading a book
A.
at
1. dress
2. high
4. since
5. already
6. yet
ic
each other. while she was going
5. Lisa was sitting next to 3. leaves 7. gone
home. 8. since
4. thunder
bl

Tina. 4. He climbed up a tree as

C. 5. locals B.
soon as he saw the lion.
6. plants 1. ... ’ve never tasted snails
Pu

1. Was Alex studying 5. He was walking to work

yesterday morning? when he met a friend. 7. explore 2. ... has travelled to Las
No, he wasn’t. He was 8. loose Vegas and San Francisco
D. so far
sleeping. 1. b 2. a 3. a 4. a B.
2. Was George pushing his 3. ... has just returned
M

1. Have... ever heard, ’s

car home two days ago? read... many times, ’ve from the supermarket
Yes, he was. 2c read... so far, haven’t 4. ... hasn’t seen his son
M

3. Were the children A. finished since 2010

cycling to school last 1. suddenly 2. ’ve never been, ’ve 5. ... ’ve read this book
Friday? 2. amazingly taken, ’ve visited... twice
©

No, they weren’t. They 3. To my surprise twice, ’ve always wanted 6. ... haven’t arranged
were walking. 4. Suddenly C. a meeting with Mrs
4. Was Jackie playing in Donaldson before
5. Luckily 1. Have... visited
the garden yesterday? 7. ... hasn’t called for four
6. After that 2. travelled
Yes, she was. days
B. 3. had
8. ... hasn’t learnt how to
D. Last Saturday, Derek went 4. ’ve never been drive yet
1. c 2. e 3. a 4. f 5. d to the cinema. When 5. ’ve never seen
6. b C.
he came back home, he 6. visited
couldn’t find his keys. He 1. I’ve never travelled
7. described
tried to open the front abroad before.
2b 8. did... take
2. I’ve already made plans.
door but he couldn’t 9. were
A. because it was locked. So, 3. I went there last
1. d 2. e 3. b 4. f 5. a 10. didn’t take weekend.
he went to the back door. 11. ’ve walked
6. c To his surprise, he found 4. I’ve known her for ten
12. haven’t met years.
B. the back door open and
1. was walking entered the house. It was D. 5. I haven’t called him
2. smelt dark in the living room so Suggested answers since spring.
3. looked he looked around to find 1. No, I haven’t. 6. I took a course two
his keys with his mobile years ago.

159

Traveller_Brit_2nd_Pre-Interm_TB_WBKey.indd 291 11/1/2022 2:07:35 µµ

 Workbook Key
D. 3. May, Could, wasn’t able to You don’t have to wear a C.
1. c 2. d 3. a 4. f 5. b 4. can’t, May, can helmet. the smallest, The largest,
6. e C. You mustn’t go alone. the deepest, high, higher,
Suggested answers You have to be physically the longest, longer
2 Round-up 1. Could you raise your fit. D.
arms, please? You must have a map. Suggested answers
A.
1. nature 2. May I have another cup D. 1. It’s Madrid.
2. hiking of coffee, please? 1. d 2. a 3. b 4. e 5. c 2. Yes, there is.
3. strange 3. Can you come and help 3c 3. The Ebro is the longest
4. Suddenly me, please? river.
A.
5. amazed 4. Could I use your 4. Barcelona, Seville and
mobile? 1. tent Granada are the most
6. shouted 2. sleeping
5. May I ask a question? popular, but Madrid
7. stupid 3. hotel and Mallorca are quite
8. smelt D. 4. First of all popular too.
9. fainted 1 Sorry. I wasn’t able to get 5. buffet
here earlier. Am I too 5. Mount Teide is the

ns
10. experience 6. room service highest mountain.
late?
B. 7. Also
5 Could I have a window
1. brought, was crying, seat please? 8. Wi-Fi connection 3e

io
haven’t slept 2 It’s fine. May I see your 9. Finally
A.
2. Were... ringing, ’ve passport, please? 10. air conditioning 1. unforgettable
been, was watching,
was, couldn’t
3. Have... tasted, had, gave,
4 Thank you.
7 May I check this one in
B. at
Suggested answer
2. tourists
3. tour
ic
too? ... how many people stay 4. narrow
Did... like, loved, ’ve in the same room? Also,
8 Yes, just wait a moment. 5. crowded
never eaten
bl

6 Certainly. Could you what facilities does this 6. souvenirs

C. put your bag on the hostel offer? Next, how far
7. countryside
1. b 2. c 3. a 4. b 5. b conveyor belt? is it from the city centre?
Pu

Finally, do you know how 8. peaceful

6. c 7. a 8. b 9. b 10. a 3 Of course, there you go.
much it costs for a week? B.
D. E.
C. 1. ... many
1. a 2. a 3. b 4. b 5. a 1. F 2. T 3. T 4. F 5. F
1. NM 2. T 3. F 4. T 5. T historic/fascinating/
6. b
M

wonderful/exciting
E. sights...
3b
1. b 2. a 3. c 4. a, b 5. c 3d
M

2. It’s a
A. beautiful/historic/
1. organisation A.
Module 3 2. discussion 1. Victoria Falls are higher fascinating/wonderful
theatre...
©

3a 3. survival than Niagara Falls.

Angel Falls are the 3. Another
A. 4. excitement historic/fascinating/
highest of all.
1. departure 5. arrival wonderful/exciting place
2. Impression, Sunrise is
2. delay 6. exploration worth...
older than Starry Night.
3. passport 7. performance 4. ... many
Mona Lisa is the oldest
4. seat 8. improvement of all. interesting/fascinating/
5. suitcase B. wonderful/exciting
B. things to do...
6. passenger 1. b 2. a 3. b 4. c 5. a 6. b Suggested answers 5. ... a mall with
7. card C. 1. The Eiffel Tower is numerous/fascinating/
8. attendant Suggested answers as impressive as the wonderful shops...
9. aisle You need to have special Empire State Building. 6. ... or a tasty/wonderful
10. conveyor equipment. 2. The parrot isn’t as meal...
11. business You must bring water. colourful as the 7. ... of the cosy/wonderful
WORD IN PURPLE You needn’t wear a peacock. cafés...
BOXES: DESTINATION headlamp. 3. Caving is as exciting as 8. ... watch the beautiful/
B. You have to carry a first- scuba diving. fascinating/exciting
1. Can, can’t, couldn’t aid kit. 4. Lions aren’t as fashion shows
2. wasn’t able to, Can, May dangerous as bears.

160

Traveller_Brit_2nd_Pre-Interm_TB_WBKey.indd 292 11/1/2022 2:07:35 µµ

 Workbook Key
9. ... this 7 Of course. Just put it in 2. Will you bring some 2. Penny, please cancel
historic/fascinating/ your bag so it doesn’t get salt, please? Friday’s dinner. I have
exciting/beautiful/ lost. 3. I’ll call you as soon as I a meeting till 9 p.m.
wonderful city... 3 I understand, but you get there. Can you arrange it for
mustn’t drink or eat in 4. I’ll join you. / I’ll come Saturday instead?
Paragraph division: here. There is a sign at with you. 3. I’m out for lunch. I’ll be
1st: The city has... the entrance. D. back in fifteen minutes.
2nd: Milan is not... 2 But I’ve just bought it. 1. a 2. e 3. b 4. c 5. g 4. You’re late again! Where
3rd: Milan attracts... 6 Oh, OK. But can I have are you?
the bottle when I come E.
B.
back out? 1. b 2. a 3. a
3 Round-up Richard,
4 I didn’t see it. I could Jasmine’s birthday today.
A. put the bottle in my 4b Gone to city centre to buy
1. equipment backpack. present. Craig called. Call
2. expecting A.
F. 1. major him asap.
3. ladder 1. Accommodation Brenda
4. receptionist 2. television

ns
2. Holiday Transport 3. decision C.
5. grown 3. Meals 4. fail 1. ... doesn’t have enough
6. cliff time
G. 5. ridiculous
7. noisy

io
Suggested answers 6. sure 2. ... s’ too expensive
8. cost 3. ... s’ too narrow
1. You could stay in a B.
B.
1. may, wasn’t able to,
have, don’t need
hostel.
2. You could travel by car.
at
Suggested answers
She’ll have to find a place
4. ... isn’t enough paper
5. ... ’s too heavy
ic
3. You should arrange to stay. D.
2. don’t have to, can, must, to bring your own She’ll have to find a part- 1. They used people or
Could, can’t breakfast food.
bl

time job. animals.

C. 2. their leg
She’ll meet new people.
1. ... isn’t as close to the Module 4
Pu

She’ll be able to see a 3. the ancient Egyptians

city centre as yours and Persians
2. ... safer than the train
4a different culture.
She’ll learn Spanish. 4. to carry news of the
3. ... more expensive than A. Olympic Games to
1. will you lend, ’ll pay, She’ll be able to try
the Central Hotel different parts of the
M

arrive, do you want, ’ll Spanish dishes.

4. ... is the best teacher in country
tell, buy She’ll be able to go
our school 5. in Paris
2. won’t be, Will you take, sightseeing.
M

5. ... is the most interesting 6. during WWI and WWII

person I have ever met ’ll take, leave C.
6. ... are as comfortable as B. Suggested answer
I’ll finish university when 4d
©

aisle seats Suggested answers

1. Doris will meet Angela I’m 22. A.
D.
for lunch after she goes I’ll get a job as a manager 1. useful
1. ... how much the city
to the gym. when I finish university. 2. headphones
tour costs
2. I will lend you some I believe I’ll make a lot of 3. wireless
2. ... you tell me what time
money as soon as I get money. 4. installed
Ronnie’s Pizza opens
paid. I’ll have a few good friends. 5. downloaded
3. ... you tell me where I
can buy souvenirs 3. Christina will send I’ll buy a sports car when 6. turned
some emails before she I’m 26. 7. enter
4. ... you tell me who the
tour guide is leaves the office. I think I’ll buy a big house
B.
4. We won’t go to the city when I’m 40.
E. 1. a 2. a 3. b 4. c
centre until Pete calls us. I’ll travel to many countries
5 No, sir. I’m sorry. You 5. a 6. a 7. a
5. Sam will give Tom his around the world.
need to give me the C.
bottle as well as your present when he goes to
his house. 4c 1. d The Incredibles 2 is the
bag. It’s for safety
C. animated film (which/
reasons. A. that) I watched last
1 Excuse me, sir. You aren’t Suggested answers 1. It was great seeing you night.
allowed to bring that 1. I’ll give you a lift home. tonight. Thanks for the
bottle into the museum. / I’ll drive you home. present.

161

Traveller_Brit_2nd_Pre-Interm_TB_WBKey.indd 293 11/1/2022 2:07:35 µµ

 Workbook Key
2. g A digital photo frame B. 6. These jeans are too C.
is a picture frame Suggested answers small. 2. watching horror films
which/that shows 2. I believe laptops are E. 3. playing computer games
photos without using a handy because you can 1. b 2. c 3. f 4. d 5. a all day
computer. take them wherever you 6. e 4. buying
3. b A tour guide is a go. 5. to have pizza for dinner
person who/that shows F.
3. I think microwaves 6. to drink
tourists around places, aren’t harmful because 1. c 2. c 3. b 4. a 5. c
such as museums. 6. a D.
I’ve had one for years
4. a A campsite is a place and nothing has ever 1. c 2. c 3. b
where people stay in happened to me. Module 5
tents during their 4. In my opinion, 5a 5c
holiday. sunglasses aren’t useless
A. A.
5. f A flight attendant is a at all because they protect
1. prescription 1. beats
person who/that takes our eyes from the sun.
2. surgery 2. speaking
care of the passengers C.
on a plane. 3. allergic 3. stress

ns
1. opinion 4. advice
6. e Scuba diving is a sport 4. patient
2. First 5. breath
(which/that) people do 5. appointment
underwater. 3. more 6. Focus
B.

io
7. h A college is a place 4. addition 7. psychologist
5. Lastly/Finally 1. over
where students study 8. suggest
2. of
after they have finished
school.
8. c An honest man is a
4 Round-up
3. on
4. down
at 9. deal
B.
ic
A. 5. up Suggested answers
person who/that always
1. handy 1. She had better see a
tells the truth. C.
bl

2. about doctor., She shouldn’t

D. 1. to go, to buy, to see, to eat chocolate.
3. predict visit, to do, get, call
1. which/that my mother
Pu

4. luxury 2. She had better call her

bought me last year 2. to make, help, to make, dentist., She had better
5. afford to do, bring
2. which/that millions of not be late again.
people around the world 6. save D. 3. She shouldn’t use the
speak 7. receipt 2. Julie’s going to the lift., She had better see a
M

3. where sick people go to B. supermarket to buy psychologist.

get better 1. where some coffee. 4. He should tell the
M

4. which/that are necessary 2. (which/that) 3. He went to the hospital truth., He shouldn’t lie
to everyone nowadays 3. which/that to see Dr Wilson. again.
5. who/that plays the 4. who/that 4. He’s going home to get C.
©

doctor in this film is 5. where some rest. 1. b 2. g 3. f 4. e

great 6. (which/that) E. 5. a 6. c 7. d
6. which/that I dream of 7. (who/that) 1. b 2. b 3. a 4. b
buying is a Porsche D.
7. who/that I trust C. 1. Athens, Greece / the 5th
completely 1. will you come, get, 5b century
won’t be able to, ’ll Α. 2. a boy, a message
come, will have to, 1. a hurry 3. location
4e won’t 2. sank 4. Method of Loci
A. 2. will, finishes, ’ll go, 3. bell 5. Dominic O’Brien
1. helpless will be, won’t have, will 6. People of all ages
4. crew
2. harmless D. 5. down
3. careless Suggested answers 6. location 5d
4. useless 2. It’s too hot in here. 7. for
5. successful A.
3. I haven’t got enough 8. common
6. annoying 1. is sent
money.
B. 2. are collected
7. invention 4. This coffee is too bitter.
1. c 2. b 3. c 4. b 5. b 3. are taken
5. This vase isn’t big
6. b 7. a 8. c 9. a 10. a 4. is arranged
enough.

162

Traveller_Brit_2nd_Pre-Interm_TB_WBKey.indd 294 11/1/2022 2:07:36 µµ

 Workbook Key
5. are sent C. D. 2. offer
6. are organised After about five minutes a 1. were... written 3. discount
7. are delivered bus arrived but it was full, 2. are worn 4. attractions
B. so I waited for the next one. 3. was put out, wasn’t 5. ruins
1. Linda made some biscuits I was happy because the destroyed 6. souvenir
yesterday., Some biscuits next bus was empty. 4. is painted 7. recommend
were made by Linda As soon as the bus 5. isn’t called 8. Book
yesterday. stopped, I got on and went 6. weren’t hurt
to the back. B.
2. Jessica carried all the E. 1. sees
bags last Saturday., All After I had sat down, I put
on my headphones and 1. b 2. d 3. f 4. a 5. c 2. Will you say
the bags were carried by 6. e
began listening to music. 3. will need
Jessica last Saturday.
I was listening to my F. 4. Call
3. Keith delivered the box
yesterday morning., The favourite band, so I closed 1. K 2. B 3. T 4. B 5. T 5. arrive
box was delivered by my eyes and started 6. K 6. won’t go
Keith yesterday morning. singing. 7. doesn’t start
When I opened my Module 6

ns
4. Tom and Beth bought C.
two plane tickets last eyes, I saw about ten
people looking at me and 6a Suggested answers
week., Two plane tickets 2. If we order two pizzas,
laughing. A.

io
were bought by Tom and basketball football baseball they will bring us three.
Beth last week. As soon as the bus throw   
pass   3. If I take part in the
stopped, I got off. shoot  
C.
1. are caused
2. wasn’t put out 5 Round-up
kick

catch
score
at
dribble 








competition, I might
win €300.
4. If I join the dance
ic
hit 

3. surrounded A. B. school by 15 June, I will

4. is built 1. advice Suggested answers pay half price.
bl

5. was cancelled 2. sweat 1. She may/might/could 5. If we go to Aqualand,

6. weren’t written 3. apologise become a musician. we will feed the
Pu

4. fence dolphins.
7. is driven 2. She may/might/could
5. location buy (all) four jumpers. 6. If we book a holiday at
8. don’t wear
Star Travel Agency one
9. were injured 6. injured 3. They may/might/could
month in advance, we
7. away go on a trip.
D.
M

will save €100.

B. 4. He may not / might not
8 Yes, the police and the D.
get the job.
ambulance arrived 1. to finish 1. a 2. b 3. a 4. a 5. a
M

within minutes. 5. She may not / might not

2. Working 6. b
eat the fruit.
4 I was standing right 3. do
here. C. E.
4. going
©

2 There was a car accident 1. Simon may (not) / 1. camping

5. relax
an hour ago. might (not) play golf. 2. (nice) hotel, relax on the
6. to move beach
5 Was anybody injured? 7. to sit 2. Alicia may/might/could
3 That’s terrible! Where take an aerobics class. 3. travel agent’s
8. thinking 4. kayaking
were you when it 3. Tom may (not) / might
9. living 5. cousin
happened? (not) win the swimming
10. clean race. 6. coach
7 Did help arrive on time?
11. trying 4. Anna may (not) /
1 What happened?
12. to make might (not) watch the
6 Fortunately, all four
13. try 6c
people are alive. But they volleyball game.
14. do 5. Ricky may (not) / might A.
are seriously injured.
C. (not) play in the finals. 1. stage
Suggested answers 2. queue
5e D.
1. He should stay in bed., 3. put on, success
1. e 2. a 3. c 4. f
A. He had better not go to 4. rehearsed
1. c 2. e 3. a 4. b 5. f school. 5. park, outdoor
6. d 6b
2. She had better call B.
B. an ambulance., She A. 1. Neither do, do
1. d 2. e 3. b 4. a 5. c shouldn’t move him. 1. agency 2. So have, haven’t

163

Traveller_Brit_2nd_Pre-Interm_TB_WBKey.indd 295 11/1/2022 2:07:36 µµ

 Workbook Key
3. Neither will, will C. 3. If Jack doesn’t score a Module 7
4. did, didn’t 2. has been producing goal, the other team 7a
C. films, has produced might win.
twenty films 4. We’ll visit the sights A.
1. Ben and Alex went to 1. banking
the cinema yesterday. 3. has only downloaded when the rain stops.
four programs, has been 5. If you want to enter 2. brochures
They watched a new 3. hesitate
science-fiction film. downloading programs the museum, you
4. have been travelling, must throw away that 4. latest
It had lots of special
have travelled to fifteen sandwich. 5. accept
effects and they found
them amazing. countries 6. If you wait two weeks, 6. refused
2. My brother broke his 5. has been calling him, you could get that dress B.
arm when he fell off has called him ten times on sale. Suggested answers
his bike. His arm hurt D. 7. I’ll call my friend when I 2. Isn’t the bank clerk
a lot, so I took him 1. came across go home. rude?, The bank clerk is
to hospital. A doctor 2. cheering on 8. If you want to stay rude, isn’t she?
examined him there healthy, you must 3. Can’t you remember
3. let... down
and (he) told him that exercise.

ns
4. brought back your PIN number?, You
his arm was going to be C. ccan
an remember your PIN
fine in three weeks. 5. log on
1. ’ve never had number, can’t you?
6. check out
4. Wasn’t the meal

io
D. 2. ’s come
1. You can go to the 3. ’ve already booked delicious?, The meal was
cinema. 6e delicious, wasn’t it?
2. You can go swimming.
3. It is an indoor theme
A.
1. b 2. c 3. b 4. a
at
4. ’ve paid
5. Have... decided
6. ’ve been calling
5. Haven’t we met before?,
We’ve met before,
ic
park. 5. b 6. a 7. b haven’t we?
7. ’s been working
4. at Sea Life Caverns Β. C.
bl

D.
5. It is one of the three Overall, I enjoyed the film 3 Your credit card. You’ve
Suggested answers
ships which Christopher very much because of the got it with you, haven’t
2. Neither did I. / I didn’t
Pu

Columbus used to sail amazing cast and the great you?

to America in 1942. either. / I did.
action-packed scenes. The 5 Well, I went to deposit
6. at 170 Street, Edmonton, 3. I do too. / So do I. / I some money but the
plot is really interesting,
Alberta, Canada don’t. machine swallowed my
and I definitely
4. Neither do I. / I don’t
M

recommend it not only to card.

either. / I do. 7 I’m not really sure.
6d Star Wars fans, but also to
all science-fiction lovers. 5. I will too. / So will I. / I 2 Sure. What do you need?
M

A. won’t.
C. 9 You’re right! Silly me.
1. on sale, senior citizens, 6. Neither have I. / I
1. c 2. e 3. f 4. d 5. a 1 Can you do me a favour?
details haven’t either. / I have.
6. b 6 Oh no! You didn’t enter
©

2. court, disappoints, E. the wrong PIN number,

responsible, difference 5 Really? What’s it about? did you?
B. 6 Round-up Well, if you want to 8 Wait! Didn’t you change
1. I’ve been calling you A. know, you must go see your PIN number last
since five o’clock, I’ve 1. drop 6 it. I’m not telling you. week?
been waiting in the 2. aerobics It is. I watched it last 4 Of course I have, why?
queue for three hours 3. aquarium 4 night and I just loved it.
You’re right. I might D.
2. Have you been working 4. circus
long hours again, We 7 go tonight. 1. did you, have you, aren’t
5. produced you
have been rehearsing Have you read that film
6. directed review about Brie 2. haven’t you, hasn’t it,
since seven o’clock this
7. death 1 Larson’s new film? was it
morning
8. cast That’s right. The film
3. He’s been saving
people’s lives for many B. 3 critic says it’s a great film. 7b
years, How long has Suggested answers You mean about
2 Captain Marvel? A.
he been working as a 2. If you don’t go and get 1. work
firefighter the tickets now, there F.
2. pleasant
4. Her wrist has been may not be any later. 1. b 2. b 3. b 4. b 5. a
3. employer
hurting since Monday 6. a

164

Traveller_Brit_2nd_Pre-Interm_TB_WBKey.indd 296 11/1/2022 2:07:36 µµ

 Workbook Key
4. job Good people and 7. The film had started D.
5. consider communication skills when Mr Brown arrived 1. a 2. e 3. c 4. b
6. employees C. at the cinema. E.
7. salary 1. herself 8. Everybody had finished 1. He spent most of the
8. firm 2. yourself having breakfast by the time watching the
time I woke up. cameraman at work.
Β. 3. ourselves
1. b 2. c 3. c 4. c 4. himself D. 2. at a TV station
5. c 6. c 7. c 8. b 5. myself 1. c 2. a 3. c 4. b 3. because he didn’t do a
6. themselves very good job
C.
2. e, The dress I like is so D. 7e 4. He made a wildlife
documentary in Africa.
expensive that I can’t 1. teaches himself/herself A.
buy it. 1. course 5. fifteen years
2. mathematician,
3. a, Emma thinks this Germany 2. career 6. because someone in
car is so great that she’s their group scared it
3. six years old 3. sign
going to buy it. 4. (his father’s library of) 4. organised
4. b, He did such a great books 5. certificate Module 8

ns
job that his boss was 5. printer 6. complete 8a
8a
very happy. 6. the US Constitution 7. fees A.
5. d, Liz had such a

io
7. Steven Spielberg, Stanley B. 1. lead singer
wonderful time at that Kubrick
restaurant that she Suggested answer 2. album
wants to go again.
6. f, The weather was so 7d
at
... the course starts on
1st February and it lasts
for six weeks. As for the
3. studio
4. composed
5. lyrics
ic
good that we spent the A.
day at the park. 1. lifeguard classes, you don’t have to 6. single
attend any because you 7. soundtrack
bl

D. 2. paramedic
can do them online if you
Suggested answers 3. painter want. Lastly, the course B.
1. ... (that) all the members
Pu

2. I’m so excited! 4. journalist costs €300, but if you sign

3. What a surprise! 5. newsreader up online now, you can get of the band were
4. How nice! 20% off. professional musicians
B.
5. It’s such a nightmare! 2. ... (that) their new
1. quit
album would be out
M

6. How exciting! 2. hadn’t come 7 Round-up soon

3. called A. 3. ... (that) the band was
4. talked
M

7c 1. withdraw giving a concert the

5. had tried 2. save following/next week
A. 6. had sent
1. applied 3. refused 4. ... (that) they had
7. found
©

4. outing finished the music

2. previous 8. forgot / had forgotten 5. salary video for the album
3. assistant the previous week / the
4. available C. 6. colleagues
2. Marcy had finished week before
5. interests 7. career
reading the book by the 5. ... (that) he/she could
6. fluent 8. commission
time her parents came download the album
7. skills to visit. B. from the band’s / their
Β. 3. Peter had called the 1. a 2. b 3. c 4. c website
Personal Information plumber before he went 5. a 6. c 7. c 8. b C.
Name: Vicky Hoffman to work. C. Suggested answer
Address: 28 Valley Rd 4. I realised the coffee 1. hadn’t started, got ... he had gone to a concert
Telephone: 01635 684655 wasn’t mine after I had 2. called, had heard the previous night. ...
Email: vhoffman@mail. drunk it. 3. had written (that) he didn’t like
com 5. I had washed my car 4. hadn’t tidied, returned concerts because they were
Date of birth: 20.07.1994 half an hour before it 5. did... realise, had lost always very crowded. ...
Skills (suggested answers) started raining. 6. had never played, (that) he hadn’t enjoyed
6. Liz went out with her moved the previous day’s concert
Fluent in French, Italian,
friends after she had because the singer’s voice
Spanish and Chinese 7. decided, had taken
cooked dinner for Joe. had been horrible. Robin
Good computer skills 8. arrived, had left

165

Traveller_Brit_2nd_Pre-Interm_TB_WBKey.indd 297 11/1/2022 2:07:36 µµ

 Workbook Key
told him (that) he should C. C. 4. I wish it didn’t /
go to a karaoke night at 1. ... not to play with the 1. They are flat, thin wouldn’t rain all the
Jamie’s café and (that) he cat and to let it sleep. circles of bread. time here.
would hear some really 2. ... not to interrupt her 2. a sauce, such as salsa 5. Melissa wishes she knew
horrible voices there. Tony when she was on the verde, suizas or mole how to cook Chinese
told Robin (that) he had phone. 3. in many Mexican streets food.
been to karaoke nights 3. ... not to invite Dan to 4. It is Dutch pea soup. 6. Tina wishes there were
before and it had been the wedding. (some) shopping centres
5. peas, herbs, onions,
fun. Robin told him (that) 4. ... to remove his shoes in the area.
potatoes and sausage
they could go together the before he entered the 6. The spoon will stand on D.
following/next weekend. house. its own in the middle Suggested answers
D. 5. ... to turn down the of it. 1. ... I would buy an island.
Dialogue 1 - c volume. 7. by cooking rice, soya 2. ... long hair.
Dialogue 2 - b 6. ... not to forget to buy beans, and salt together 3. ... I would travel all
Dialogue 3 - a two tickets for the for a long time until around the world.
Ε. cinema that night. they are very soft 4. ... have to wake up at 7

ns
Dialogue 1 D. 8. Japanese people drink a.m. every day.
a. Dance with me 1. a 2. c 3. b 4. b 5. c the soup right from 5. ... I would live on it.
6. c the bowl and eat the 6. ... I would feel lonely.
b. It’s nine o’clock.
other ingredients with

io
Dialogue 2 chopsticks.
a. first 8c 8e
b. ten minutes
Dialogue 3
A.
1. Recipe
8d
A.
at A.
1. bride
ic
a. Grant Long’s 2. Ingredients 2. groom
b. three 3. tablespoons 1. whisper
3. couple
2. proud
bl

4. Instructions 4. invitations
3. wounded
8b 5. saucepan 5. reception
4. warrior
Pu

A. 6. mix 6. bridesmaids
7. Peel 5. bush
1. to 7. honeymoon
8. stir 6. thieves
2. to 8. congratulations
9. Boil 7. trail
3. about B.
B.
M

4. at B. Suggested answers
1. Peel and slice the 2. If I had enough time
5. with, about 1. I’ll definitely come!
potatoes. to cook, I would make
M

6. for dinner. 2. Should I bring my

7. at 2. Peel the onion. famous chicken rolls?
3. Chop the onion and the 3. If I spoke French, I
8. to, about would go to France. 3. My photography class
green pepper.
©

B. 4. If it weren’t cold, I finishes at 9. Can I come

4. Heat the olive oil in a a bit later?
1. ... he had had a good frying pan. would go to the beach.
time 5. If I had a car, I wouldn’t C.
5. Fry the potatoes until
2. ... if/whether he had take the bus every day. Suggested answers
soft.
stayed at a hotel 6. If I liked vegetables, I 1. I’d love to. Where can
6. Add the onion and the
3. ... if/whether he liked would eat the pea soup. we get tickets?
green pepper.
camping C. 2. I’m afraid I can’t. It’s my
7. Whisk the eggs and add
4. ... him who he had gone Suggested answers sister’s birthday.
salt and pepper.
with 1. Fred wishes he had 3. Sure. I’ll meet you at the
8. Mix the eggs with the
5. ... also asked him how enough money to buy train station.
vegetables in the frying
the place had been pan. the ticket to go to Spain. 4. I’m sorry, I can’t. I have
6. ... asked him if/whether 2. Alice wishes she had no money.
9. Shake the frying pan
he had taken pictures so the omelette doesn’t more free time. / Alice 5. I will definitely be there!
7. ... asked him when they burn, and fry for ten wishes she went out When is it?
could visit him to see minutes. with her friends more 6. No, I’m sorry. My car
the pictures 10. The Spanish omelette often. broke down yesterday.
is ready! 3. Tracy wishes she could
meet Cillian Murphy.

166

Traveller_Brit_2nd_Pre-Interm_TB_WBKey.indd 298 11/1/2022 2:07:36 µµ

 Workbook Key
8 Round-up E. Erin didn’t use to meet her D.
A. 1. c 2. b 3. b 4. b 5. b friends every day, but she 1. Have you heard / Did
1. a 2. c 3. c 4. b does now. you hear
Bill used to take the bus to 2. went
5. b 6. a 7. b 8. b Grammar work, but he doesn’t now. 3. have never missed
B. Activities Erin used to take the bus 4. didn’t go
Suggested answers to work, but she doesn’t
Module 1 5. was
1. Kelly asked Lucy what now.
she was doing. Lucy 6. had
A. E.
answered that she was 7. has ever been
1. are... doing
making dinner and 1. some, a little
2. ’m waiting
she needed some help. 2. lots of, a few Module 3
3. have
She asked Kelly if she 3. much, some
4. meet A.
could chop the onions 4. any Suggested answers
on the chopping board. 5. Are... going
5. some 1. Can I drive your car?
Kelly said she couldn’t 6. don’t have
6. much 2. May I ask a question?
because she had cut her 7. don’t understand
7. little 3. Could I help you?

ns
finger the previous day 8. don’t work
8. a few 4.
4. May I speak to Mr
and it still hurt. Lucy 9. do... mean
said it was OK and that 10. is visiting Adams, please?
Module 2 5. Can I join you?

io
she would do it. She 11. ’m going
asked her to read that/ 12. are taking A. 6. Could I order?
the recipe for her and 1. was calling, was sleeping
she asked her what she
should do next. Kelly
B.
1. Frank visited Poland in
at
2. Were... talking, wasn’t
talking, was chatting,
B.
1. don’t have to
2. can
ic
told Lucy to chop the 2007.
was... doing, Was... 3. mustn’t
peppers before she 2. It didn’t snow last year. shopping, were having
4. Could
bl

added them to the 3. Thomas More wrote 3. Were... living

frying pan. Utopia. 5. don’t have to
4. When I was a child I B. 6. Must
Pu

2. Jill said that she and

Adam were getting didn’t eat healthy food. 1. When Sandra arrived 7. could
married the following I ate a lot of chocolate home, she found the
door open. C.
year. Ruth said (that) and sweets. 1. c 2. c 3. a 4. a
that was wonderful. Jill 5. Which film did you see 2. Linda was talking on
5. b 6. c 7. b
M

told her that she had last night? the phone while Todd
something she wanted 6. Yesterday I studied for was watching a film. D.
3. As soon as Angie saw Suggested answers
M

to ask her. Ruth asked four hours and then I

what it was and Jill went to bed. the mouse, she ran. Can you tell me when you
asked her if she wanted 7. Jeff couldn’t speak 4. As Cindy was walking travelled abroad for the
to be her bridesmaid. through the park, it first time?
©

Spanish three years ago.

Ruth said that of course started raining. I’d like to know how often
C.
she did. Jill said (that) 5. Gary was writing an you travel abroad.
that was great and that 1. from, to email when the phone Could you tell me how
she would need her help 2. at rang. much time you usually
with the preparations. 3. at 6. I was driving to work spend in a country?
4. in when a man jumped in Can you tell me which
C.
5. during front of my car. countries you have been
1. wasn’t / weren’t, would
chase 6. at C. to?
2. could 7. after 2. haven’t been, since I’d like to know what your
3. wouldn’t have, turned 8. on 3. hasn’t decided, yet favourite destination is.
down D. 4. hasn’t visited, before Could you tell me how
4. were, would use Bill didn’t use to have 5. has already finished many foreign languages
breakfast, but he does now. you speak?
5. liked 6. have never tried
Erin used to have breakfast, Can you tell me what the
6. wouldn’t be able to, 7. have downloaded, so far
but she doesn’t now. strangest food you’ve ever
wasn’t / weren’t 8. have known, for
Bill used to meet his tasted is?
7. lived 9. Have... returned, yet
friends every day, but he I’d like to know where
D. 10. Has... called, lately your next destination is.
doesn’t now.
1. c 2. a 3. e 4. d 5. b

167

Traveller_Brit_2nd_Pre-Interm_TB_WBKey.indd 299 11/1/2022 2:07:36 µµ

 Workbook Key
Module 4 Module 5 8. is taken Aren’t you a well-known
A. A. 9. was advised journalist?
2. I’ll take a taxi. 1. to get, help, (to) find 10. wasn’t hit 4. You should be at
3. I’ll buy it. 2. to speak, do, to talk work, shouldn’t you?,
Shouldn’t you be at
4. I’ll call her tonight. 3. reading, read, to read, Module 6 work?
5. I’ll make a sandwich. reading A.
4. Seeing, think 5. It’s hot in Puerto Rico
6. ... you’ll be late. 1. She may/might/could this time of the year,
7. I’ll take a course. 5. going, coming, staying, buy a goldfish. isn’t it?, Isn’t it hot in
8. I’ll study harder next to study 2. He may not / might Puerto Rico this time of
time. B. not come to the cinema the year?
9. ... you’ll get hurt. 1. ... going to the cinema with us. 6. We already have enough
10. I’ll look for a new 2. ... to buy the grey shirt 3. I may/might/could visit cats, don’t we?, Don’t
house. 3. ... to drive Bob to work her/him in July. we already have enough
B. 4. ... driving to the city 4. He may/might/could be cats?
2. Craig won’t stop centre on Saturdays away on holiday. B.
exercising until he loses 5. ... her stay out late 5. He may/might/could be 1. are you

ns
weight. 6. ... eating salads (all the her father.
2. aren’t you
3. Diana will go shopping time) 6. Christina may/might/
3. haven’t they
after she gets paid. could cook something.

io
C. 4. has she
4. I’ll turn off the lights 1. You had better start B. 5. didn’t they
before I leave home. studying harder. 1. c 2. d 3. b 4. g
5. As soon as Tom arrives
at the airport, he will
2. We had better go home.
3. You shouldn’t drink too C.
at
5. a 6. f 7. e
6. is it
7. aren’t I
8. hasn’t she
ic
call us. much coffee. 1. b 2. c 3. b 4. b 9. will we
6. When Stella returns, 4. You had better not 5. c 6. a 7. b 10. could she
bl

she’ll tell me/you/us the take the car to the city

news. D. C.
centre.
7. Before Todd goes to bed, 1. ... she won’t be able to 1. so, such, What
Pu

5. You should try to save

he will have dinner. sleep. 2. How, such, so
some money.
8. Anna will get your 2. ... you have problems D.
message as soon as she D. with your colleagues.
1. A music festival was 1. It was such a beautiful
comes. 3. ... wish her a Happy
M

organised last month day that we went for a

9. After I watch the film, Birthday. walk on the beach.
I’ll go to bed. (by the town). 4. ... you won’t be healthy. The day was so beautiful
M

2. This washing machine 5. ... you don’t leave a

C. is bought by a lot of that we went for a walk
1. b 2. c 3. c 4. a 5. c message. on the beach.
people. 6. ... don’t eat it.
6. b 3. Water sports are enjoyed 2. Peter got such good
©

D. by a lot of people during E. marks that his parents

1. too spicy the summer. 1. Has... landed bought him a car.
2. experienced enough 4. A lot of printing paper 2. has been working / has Peter’s marks were so
3. too cold is used every week in worked good that his parents
the office (by us). 3. have been bought him a car.
4. enough food
5. A nice meal was 4. have closed 3. The party was such a
5. too light
prepared for all of us 5. Have... been practising success that the children
6. fast enough didn’t want to leave.
7. enough time (by Fay). 6. hasn’t been cleaning
6. A lot of money was 7. have damaged The party was so
E. spent on our new flat. successful that the
8. has been training
1. who children didn’t want to
E. leave.
2. where
3. who
1. was told Module 7 4. It was such a difficult
2. is raised A. problem that nobody
4. which
3. aren’t washed 2. The film was brilliant, could think of an answer.
5. that
4. was sung wasn’t it?, Wasn’t the The problem was so
6. which
5. are... paid film brilliant? difficult that nobody
7. that
6. wasn’t sold 3. You’re a well-known could think of an answer.
8. where
7. was asked journalist, aren’t you?,

168

Traveller_Brit_2nd_Pre-Interm_TB_WBKey.indd 300 11/1/2022 2:07:36 µµ

 Workbook Key
5. It was such a boring 2. If my house wasn’t /
film that we didn’t weren’t small, you could
watch the ending. stay with me.
The film was so boring 3. If I were tall enough, I
that we didn’t watch the could join the volleyball
ending. team.
E. 4. If Joanna could find a
1. c 2. a 3. c 4. a 5. c job, she wouldn’t live
6. a 7. c 8. b 9. b with her parents.
5. If I met Johnny Depp,
F. I would tell him how
1. was, hadn’t slept much I like his acting.
2. had ever received 6. If this cake didn’t have
3. had prepared, watched strawberries, Shannon
4. saw, hadn’t seen would eat it.
5. had made, arrived 7. If Karen had breakfast,
6. died, had made she wouldn’t always be

ns
hungry at around 12.00
p.m.
Module 8
D.

io
A.
Suggested answers
1. c 2. a 3. c 4. a
1. Jenna wishes she were/
5. c 6. c 7. b 8. c
B.
was on a tropical island.
/ Jenna wishes she
at
ic
1. Joanna asked me why weren’t / wasn’t at work.
she hadn’t received a 2. Kenneth wishes he
bl

reply yet. could find a parking

2. Don said that the space.
Pu

Robinsons had bought a 3. I wish it weren’t / wasn’t

house by the beach the very hot today.
previous year / the year 4. Jack wishes his office
before. were/was bigger. / Jack
3. Alexandra said that she wishes his office weren’t
M

had always wanted to go / wasn’t so small.

to the opera. 5. Tracy wishes she had
M

4. Lisa asked Tom if/ more free time.

whether he could drive 6. I wish my neighbours
her to the airport the weren’t so noisy. / I wish
©

following/next day. I could get enough/

5. Mr Grant told me that more sleep.
buying a car would
make my life easier.
6. Derek told the girl that
she should look for a
new place to stay the
following/next year.
7. Chris told Dennis that
he wanted to talk to him
that day.
8. Amelia told Mary to
give her the keys and
not to take her car
again.
C.
1. If Sam lived near me, we
would see each other.

169

Traveller_Brit_2nd_Pre-Interm_TB_WBKey.indd 301 11/1/2022 2:07:36 µµ

 Notes

ns
io
at
ic
bl
Pu
M
M
©

Traveller_Rev_Pre-Interm_TB.indb 302 13/1/2021 1:42:57 µµ

 Notes

ns
io
at
ic
bl
Pu
M
M
©

Traveller_Rev_Pre-Interm_TB.indb 303 13/1/2021 1:42:58 µµ

 S E I
B
H. Q. Mitchell - Marileni Malkogianni

Published by:
www.mmpublications.com
[email protected]

O
UK China Cyprus Greece Korea Poland Turkey USA
Associated companies and representatives throughout the world.

Copyright © 2020 MM Publications

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or

ns
transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise,
without permission in writing from the publishers.

io
We would like to thank Shutterstock and 123RF for permission to reproduce copyright photographs.

at
The publishers have tried to contact all copyright holders, but in cases where they may have failed, they will
be pleased to make the necessary arrangements at the first opportunity.
opportunity.
ic
bl

Produced in the EU
Pu
M
M
©

ISBN: 978-618-05-4358-2 N2005002019-17452

Traveller_Rev_Pre-Interm_TB.indb 304 13/1/2021 1:42:58 µµ