Contents of Teacher’s Book

Introduction
Student’s Book with Teacher’s Notes
Contents of Student’s Book
Module 1 ......................................................................................................... 5
Module 2 ......................................................................................................... 19
Module 3.......................................................................................................... 33
Module 4 ......................................................................................................... 47
Module 5.......................................................................................................... 61
Culture page ................................................................................................... 74
Module 6 ......................................................................................................... 75
Module 7.......................................................................................................... 89
Module 8 ......................................................................................................... 103
Speaking Section ............................................................................................ 118
Writing Section ............................................................................................... 122
Pairwork Activities ......................................................................................... 118
Writing Section ............................................................................................... 122
Culture and CLIL pages ................................................................................. 124
Songs .............................................................................................................. 132
Grammar Reference ....................................................................................... 134
Irregular Verbs ................................................................................................ 143
British and American English ......................................................................... 144
Project Skills ................................................................................................... 145
Learning Tips................................................................................................... 146
Word List ........................................................................................................ 147
Listening Transcripts ...................................................................................... 153
Workbook Key ................................................................................................ 159
 Introduction

OUT LINE OF T HE COUR SE such as school organisation, class size, learner ability and
motivation.
Objectives
This is an exciting and easy-to-use seven-level course in Key features
English, which smoothly takes learners from Beginners Certain key features of the book add to the challenging
to Advanced level. The main concern of the writer of this and motivating material of the course:
course has been to explicitly demonstrate how English is • Lively dialogues presenting real spoken English.
used in real-life situations, thus enabling learners to use it • Emphasis on vocabulary building.
in meaningful contexts. The course has been meticulously • Cross-curricular and cultural information.
designed to build the learners’ ability to communicate • The language used. It is principally British English.
their ideas fluently, accurately and confidently. However, the writer has taken into consideration the
fact that English is spoken as a first, second or foreign
Goals language throughout the world. Therefore, students
The course follows the requirements of the Common are exposed to linguistic varieties as well as texts and
European Framework of Reference for Languages (CEFR) information about various English-speaking countries
and focuses on the systematic development of key and cultures.
competencies. It aims at achieving the following goals: • Personalisation activities
• Communicative - to help students establish relations, • Opportunities for promoting learner autonomy with
exchange information and express ideas, attitudes and learning tips, self-assessment and Now I can sections,
feelings. learning objectives on the cover pages, through the use
• Socio-cultural - to help students grasp an understanding of the Portfolio, etc.
of everyday life patterns of their age group. This covers • Opportunities for promoting critical thinking skills by
topics such as home, leisure, etc. in the target language. using an inductive approach to present grammar and
• Learning how to learn - to help students plan their work vocabulary, relating new information to prior knowledge
over a time span and set themselves realistic objectives. with warm-up activities, asking open-ended questions,
• Language and cultural awareness – to help students through problem-solving activities, etc.
acquire an understanding of the language and culture. • The use of IT (Information Technology) (e.g. Internet
use for projects, Student’s Digital Material, Interactive
Syllabus Whiteboard).
The course follows the modular approach, which enables
students to deal with topics in depth and over a longer COURSE COMPONENTS
period of time. Moreover, the course uses an integrated
approach to all four language skills (reading, listening, Student’s Book
speaking and writing) in a carefully graded and well- The Student’s Book contains:
organised, user-friendly syllabus combining functions, • a table of contents presenting the topics, vocabulary,
structures, vocabulary, pronunciation and communication structures, functions, pronunciation as well as the
skills. A building-block strategy has been employed through language skills practised in each module. The 21st
which every lexical and grammatical item is carefully century competencies developed within each module are
presented and systematically revised enabling students to clearly signposted.
acquire the language naturally and use it in meaningful • eight modules, each divided into a cover page, five two-
contexts. Communicative language teaching is viewed as a page lessons and two Round-up pages.
practical activity rather than a theoretical notion. • eight video activities.
• a speaking section including pair-work activities.
Organisation and length of the course • a song section including 4 songs.
This is the third book in the series and it effectively brings • a section including four Culture pages and four CLIL
learners to a level of linguistic ability at which they can pages, with texts, activities and projects.
satisfy their basic communication needs, level A2 (Basic • a writing section including set phrases students can use.
User/Waystage) of the CEFR. • a grammar reference section with useful tables, examples
and explanations of the structures dealt with in each
The book is organised in eight modules, each of which is module.
based on a general topic. The modules are well-organised • a section with tips helping students to acquire good
within a steady framework. Each module consists of a learning habits inside and outside the classroom and
cover page, two-page lessons, a video activities section, covering areas such as vocabulary, grammar, reading,
a round-up section and a CLIL / culture page for extra listening, speaking and writing.
reading. In this way, students are presented with different • a list of irregular verbs.
aspects of the same topic. The modular approach • a section with Project Skills helping Ss to acquire useful
promotes progress in all dimensions and by the end of the skills in organising, planning and presenting projects.
course, students will have been systematically exposed • an appendix with differences between British and
to the functions and structures outlined in the contents. American English.
Additionally, they will have been given the opportunity • a wordlist containing the active vocabulary of each
to develop all four skills, having been given adequate lesson in alphabetical order.
practice throughout the book. The precise time needed
to complete this course will vary according to factors
Workbook • a mid-term test.
The Workbook is in full colour and is closely linked to • a final test.
the Student’s Book providing further practice of all the • keys and transcripts.
linguistic items dealt with in the Student’s Book. Students
are thus able to reinforce and consolidate what they The tests are available in PDF format for printing and
have learnt and also gain a sense of achievement. It is in modifiable format so that teachers can add, omit or
recommended that some of the activities in the Workbook change the order of the items and/or activities according
should be done in class but most of them should be to the needs of their classes.
assigned for homework. The Workbook includes:
• ten pages per module comprising vocabulary, grammar, Audio
communication, listening, reading and writing tasks. This section contains the recorded material for the tests.
• a thirteen-page extra grammar practice section at the
back of the book. Supplementary material for extra practice
This section provides teachers with supplementary
Student’s Digital Material material for extra practice. It includes extra vocabulary,
• The Student’s Digital Material includes the dialogues, grammar, reading, speaking and writing activities for
texts, Culture and CLIL pages and songs in the Student’s each module.
Book and is meant to give students extra practice at
home. Student’s Portfolio
The Portfolio enables students to record and present new
Interleaved Teacher’s Book information they have learnt and thus monitor their
The Teacher’s Book contains: progress. Projects are also included for this purpose.
• an introduction including the module structure.
• a table of contents as it appears in the Student’s Book. Interactive Whiteboard material
• teacher’s notes interleaved with the pages of the Student’s The Interactive Whiteboard material includes all the
Book. Each lesson includes tables of the functions, textual, visual and audio material in the Student’s Book as
structures and vocabulary introduced and useful notes well as in the Workbook. It also includes the animations
for teaching. These notes provide teachers with a step- and videos accompanying the Student’s Book, along with
by-step guide to each stage of the lesson within a flexible the video activities and a digital vocabulary list.
framework that allows teachers to adapt the activities to
their own teaching style as well as to the students’ needs. THE STRUCTURE OF THE MODULES
Answers to all activities, transcripts of the listening
activities and the aims for every activity in the Student’s Modules 1-8 (an overview)
Book are also included. Each module consists of five lessons and focuses
• the aims for every activity in the Student’s Book along equally on lexis, grammar, language functions and
with the symbols for the 21st century competencies communicative skills. In all five lessons the four basic
being developed. skills and micro-skills (reading, listening, speaking,
• ideas for optional activities which help students get a writing) are developed in an integrated manner. In the
better understanding of the vocabulary and grammatical third and fifth lesson there is a special emphasis on
structures or forms introduced and provide them with writing, whereas in the fourth lesson the focus is on
an opportunity for further practice. reading. Lastly, the round-up pages at the end of each
• background notes on different topics which aim at module thoroughly revise the functions, grammar and
providing teachers with useful information about the vocabulary that have been taught in the preceding lessons
texts appearing in the Student’s Book. and offer a unique opportunity for self-evaluation.
• language Plus boxes which give more detailed
information about the new linguistic items presented in Cover page
each lesson. The cover page is the first page of the module. Students
• a speaking section including pair-work activities, a are introduced to the topic of the module through a
section with Culture pages and CLIL pages, a song discussion. They can also read about what topics they
section, a writing section, a grammar reference section, will encounter in the module. The purpose of doing so is
a section with learning tips, a list of irregular verbs, a to activate students’ background knowledge and create a
section with project skills, an appendix of differences sense of anticipation. The third section of the cover page is
between British and American English and a wordlist, as a set of learning objectives. Students read about what they
they appear in the Student’s Book. will learn in the module, which increases motivation and
• the transcripts of the listening tasks included in the helps them become autonomous learners.
Workbook, as well as the key to the Workbook activities.
• the tracks ( 22 = Track 22) for all the recorded Vocabulary
material included in the Class Audio Material In this section, one or more lexical sets related to the topic
of the module are presented. There are also expressions,
Class Audio Material phrasal verbs, idioms, collocations often presented
The Class Audio Material includes all the recorded through visual and/or verbal clues which make the
material from the sections in the Student’s Book where the presentation more lively and comprehensive. The task
symbol appears. It also includes the recorded material types vary and include labelling, multiple matching,
of the listening tasks that appear in the Workbook. classifying, gap filling, etc. However, this section is
not just a list of lexical items which are presented to be
Teacher’s Digital Resources memorised. Students are always asked to do a task which
The Teacher’s Digital Resources contain: requires them to retrieve knowledge and information
• eight tests corresponding to the modules of the book. from either their previous exposure to the English
language or their knowledge of the world, to think Practice
critically and make educated guesses. This section always follows the grammar section and is
Students are further helped to learn vocabulary with the usually a simple activity which allows students to use
inclusion of useful advice given throughout the book in the structures they have learnt in context, while teachers
the form of tips. are able to check their students’ comprehension of the
particular structure. These activities can be completed in
Reading class, either in pairs or individually. An extra grammar
Reading can be divided into two parts: section at the back of the Workbook is also available for
• Dialogues those students that might need further practice.
The aims of the dialogues throughout the book are
to present vocabulary, structures and functions in Intonation
context and to expose students to natural spoken The intonation section deals with significant aspects of
English through meaningful contexts. All the dialogues spoken English in an organised manner and is linked to
have been specially designed to familiarise students the language of each module. It is in the form of a listen-
with spoken English in a variety of different real-life and-repeat drill, presenting and providing controlled
situations and they can be dealt with as both reading practice of sentence stress and intonation patterns.
and listening activities. These dialogues rouse students’
interest through witty exchanges in up-to-date, modern Listening
English, the objective of which is to promote learning in The topic of the listening task is always related to the
a communicative way. The dialogues are accompanied by topic of the lesson. A variety of spoken text types and task
a wide range of comprehension activities, such as open- formats have been employed through which important
ended questions, True/False activities, ordering events, listening micro-skills are developed. In most cases, there
identifying speakers, gap filling, extracting specific is a pre-listening activity which smoothly introduces
information, etc. the topic of the listening activity, activating students’
• Different types of texts background knowledge and preparing them for the task at
There is a variety of reading material: factual texts, hand. Quite often there is also a listening for gist activity
recipes, websites, emails, brochures, articles, notes, requiring students to listen to the text once and check
etc. The texts cover a broad range of motivating their predictions or understand the main idea(s), the
and contemporary topics and provide students with topic(s) discussed, etc. The main listening task focuses on
interesting, multi-cultural, cross-curricular information. listening for gist and/or specific information. Therefore,
The texts have been carefully selected not only for it is always a good idea to have students read through the
their language content but also for their interest and questions/gapped text, etc. first and make predictions
appropriateness to the level and age of students this about the possible answers using prompts such as pictures,
course is intended for. The texts and tasks aim at the tables, etc. It is always important to stress that students
development of reading micro-skills with the emphasis do not need to understand every word that they hear.
on reading for gist and for specific information. Teachers After making sure that students have understood the
should use the pre-reading questions to introduce the instructions and the language included in the questions,
topic of the reading text and facilitate students’ further play the recording two or more times if necessary. Elicit
comprehension of it. There are also post-reading answers from students and ask them to justify their
questions which give students the opportunity to expand answers. Then, if necessary, play the recording again and
on the topic of the text using topic-related vocabulary clarify any points that have not been understood.
and develop critical thinking skills. All reading texts
have also been recorded, and you may play the recording Students are further helped to develop their listening skills
at the while-reading stage in order to expose Ss to native with the inclusion of useful advice given throughout the
English pronunciation and intonation, and to facilitate book in the form of tips.
comprehension.
Speaking
Students are further helped to develop their reading skills Speaking tasks provide students with further practice
with the inclusion of useful advice given throughout the of the vocabulary, structures and functions presented.
book in the form of tips. Students are engaged in meaningful communication
and emphasis is placed on communicating for a
Grammar particular purpose. Students usually work in pairs or
This section deals with essential grammar and focuses on groups and perform a variety of real-life tasks (role-
the grammatical points that appear in the presentation plays, questionnaires, information-gap activities, etc.).
section. Their usage is illustrated in context through By doing so, the amount of time students speak is
example sentences/dialogues. Students are actively increased significantly and cooperation among students
involved in the understanding of grammar through is encouraged. In addition, pair and group work help
various language awareness activities. For example, they to lessen students’ communicative stress. Verbal and/
are required to make inferences about the functions and or visual prompts are always provided to facilitate the
usage of grammatical points and to complete tables and/ students’ task. In pair work involving information
or sentences. In this way, students develop strategies that exchange, each of the two students is provided with
help them identify language patterns, develop a greater different information found in a special section at the
awareness of language and become more independent back of the book. Though this arrangement may be
learners. A more detailed presentation of the grammar impractical, it is necessary so that the effectiveness and
focus in each lesson is included in the Grammar Reference communicative value of the tasks are not compromised.
at the back of the book, which students may refer to Students are further helped to develop their speaking
whenever necessary. skills with the inclusion of useful advice given throughout
the book in the form of tips.
 • Monitor and describe students’ performance, on paper
Video activities and verbally, so that they can overcome any difficulties.
The video activities found in every module provide an Try to get them to articulate what they can do.
opportunity for consolidation and expansion on the topic • Determine whether students have understood the task.
of the module. • Judge a task not only for the end result but also reflect
upon the stages and progress students went through.
Writing • In the final stage, it is a good idea to help students
Writing is perhaps one of the most difficult skills for determine what has been achieved.
students to master. The writer must take many things
into consideration: handwriting, spelling, punctuation, Culture pages / CLIL pages
paragraphing, purpose, audience and syntax. For this After every module, reference is made to either a culture
reason, the course has paid particular attention to this or CLIL lesson. These can be found in a special section
skill. Students build up their writing skills through at the back of the book and they lead into project work.
the intergration of skills as the writing activities are The culture pages consist of texts which further introduce
thematically linked to the module. Students are also students to the culture of the English-speaking world as
provided with guidance concerning different types of more multi-cultural information is included within the
writing and tips to help them deal with the writing tasks. modules.
The CLIL pages consist of texts which help students see
There is also a Writing section at the back of the book how English and cross-curricular subjects fit together.
which is a guide to writing including set phrases and
expressions that students can use depending on the Songs
writing task they are required to complete. After every two modules there is a song accompanied by
an activity. The songs can be found in a section at the back
These writing tasks are particularly suitable for of the book.
homework, as they give Ss the opportunity to revise
the language introduced in the lesson and expand on POINTS TO REMEMBER
the topic. Instructions should be explained carefully • Whether a task is carried out in class or assigned for
in class, as it is important to ensure that students have homework, make sure that students fully understand the
fully understood what they are expected to do. Students’ rubric and are sure about what they need to do.
written work should always be corrected (not during • For most activities, it may be helpful to demonstrate
class time) and returned to students in due course. what the task requires students to do by doing the first
Alternatively, students could work in pairs and correct item as an example.
each other’s work before giving it to the teacher. Moreover, • Whenever a task requires understanding gist, the teacher
students should be familiarised with a correction code, should not explain unknown words, thus encouraging
like the one suggested below, which will help them students to focus on gist only. When necessary, however,
identify and correct their own mistakes. certain key words that block understanding should be
explained.
• Regarding the grammar section, students will feel more
WW : wrong word A : article
confident if unknown words are explained before they
S : spelling WO : word order
do the grammar activities.
P : punctuation ^ : something missing
• When correcting writing, it is suggested that a list of
T : tense
commonly-made mistakes is made. The information
Another way to deal with writing is as a cooperative gathered could then be pointed out to students orally or
activity. Writing in pairs or groups can be highly in written form on the board.
motivating for students and incorporates research, • When explaining new lexical items, a variety of
discussion and peer evaluation. techniques could be employed, such as example
sentences, mimicry, definitions, antonyms, synonyms,
Students are further helped to develop their writing skills enumeration and/or translation.
with the inclusion of useful advice given throughout the • Wherever elicitation procedures are required, it should
book in the form of tips. be ensured that each student has the opportunity to
speak before corrections are made by the teacher.
Round-up • In cases where students are asked to do guesswork, no
The Round-up sections consist of activities revising the answers should be revealed before students proceed to
vocabulary, grammar and functions in the corresponding the actual task and check their predictions.
lessons. There are also speaking and listening tasks as • It is advisable that teachers use the students’ L1 when
well as self-evaluation charts at the end of each Round- necessary (e.g. to initiate a discussion on a topic in order
up section where students can check their progress. to activate students’ background knowledge or to explain
These charts give students the opportunity to take grammar rules).
responsibility for their learning and see what they can do
with the language they have learnt and evaluate their own Abbreviations used in Teacher’s Book
strengths and weaknesses. adj  adjective etc.  et cetera
However, in order to evaluate students’ performance, we adv  adverb sb  somebody
must ask ourselves about the purpose of evaluation. What prep  preposition sth  something
do we hope our students will learn? Since our purpose n  noun Ss  students
is to improve students’ ability and not simply to judge it, v  verb SA  student A
we must try and provide them with feedback about their p.  page SB  student B
strengths and weaknesses. Here are some practical ideas pp.  pages TB  Teacher’s Book
on how we can go about doing this: e.g.  for example L1  Ss’ first language
21 S T CENT URY COMPE T ENCIE S ICT literacy
Nowadays, it is vital for learners to use technology as a
Intercultural awareness tool to research, organise, evaluate and communicate
When learning a new language, it is important to information. Since the value and the availability of
learn about the cultures associated with it as well. Our information are constantly changing and this affects our
focus in this series is not only on vocabulary, grammar lives, we have to train our Ss to use technological aids to
and communication. The writers have taken into their advantage.
consideration the need to provide learners with a deeper
understanding of the cultures of the target-language as Personal and social responsibility
well as other cultures worldwide. Educators play an important role in the development
of the community. Ss should understand that one of
Critical thinking their roles in society is being active members of their
Learners should be encouraged to think for themselves, community. That is why a sense of common good, as
solve problems, make decisions and express their well as the need for active involvement in the community
opinions. Throughout the book there are activities which should be reinforced in the classroom.
help learners enhance their critical thinking skills. There These competencies are developed throughout the series
is also a section at the back of the Workbook where 21st and are clearly indicated in the table of contents in the
century critical thinking skills are practised. These skills Student’s Book and in the corresponding activities in the
encourage Ss to: Teacher’s Book with the following symbols:
• Analyse (Ss are required to pay attention to details
in order to understand a picture/text and draw
conclusions.)  Intercultural awareness
• Deduce (Ss are required to draw conclusions through
deductive reasoning.)  Critical thinking
• Classify (Ss are required to identify groups/categories.)
 Autonomous learning
• Infer (Ss are required to understand information which
is not explicitly stated.)  Communication
• Make decisions (Ss are required to assess a situation and
use criteria to make decisions.)  Cooperation
• Evaluate (Ss are required to use their judgment to decide
if the information provided is a subjective opinion or an  Creativity
objective fact.)  ICT literacy
• Sequence (Ss are required to put events, patterns,
numbers, etc. in the correct order.)  Personal and social responsibility
• Solve problems (Ss are required to assess a problem,
examine the given facts and data and decide on the best
solution / find a solution.)

Autonomous learning
Learners should be able to take responsibility for their
own learning in order to be successful inside and outside
the classroom. That is why the material is designed in
a way that allows learners to set their goals, check their
progress and look for opportunities to practise outside the
classroom.

Communication
Communication in the classroom means expressing
oneself, exchanging ideas with others, as well as presenting
one’s work. When communication is effective, learners
benefit in various ways.

Cooperation
Cooperation creates opportunities for achievement
and promotes a positive self-concept. Learners working
in pairs or groups offer help to each other and this
facilitates the achievement of their goals. Further to
this, cooperation promotes polite behaviour and respect
towards others, which are important social skills.

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.
 Module structure
Student’s book
Cover page

• Introduction to the topic

of the module through
brief discussion

• Critical thinking
• Communication

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

Flick through the module and find...

 a sinking ship
 an annoyed girl at the cinema
 a patient talking to a doctor
 a newspaper article 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 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
Lesson a
• Grammar clearly • Communication
• Communication presented and practised • Cooperation

5a How are you feeling? 2. VO C A B U L A R Y 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
• A variety of
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
and how the stress affects the meaning.

pair- work
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 the doctor for today.

activities
give me something to take away the pain? John is allergic to cats. (He isn’t allergic to rabbits.)
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.
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. PR AC T I CE receptionist.Answer Student A’s phone call and help
make an appointment with the doctor for today.
Complete with the full or the bare infinitive of the 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
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 • Creativity • Short writing activity

Lesson b
• Vocabulary presented through visual prompts • Pronunciation activity

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

the text and match them with their meanings a-f. 3. G RA 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, • Have you ever been in an emergency situation worth)
 The German government was the first
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. PRAC 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

• Dialogues presenting • Speaking activity to give Ss practice

language in an engaging in using the vocabulary, structures
and motivating manner and functions presented in this lesson
Lesson c

5c A word of advice 5. SPE A K I N G

Talk in pairs.
1. VO C A B U L A R Y Student A: Imagine that you have a problem, Student B: Listen to Student A’s problem and give him/her
WORDS RELATED TO EMOTIONAL PROBLEMS either physical or psychological. Tell Student advice. Use should(n’t) and had better (not) and some of the
Read and try to guess the meaning of the words in bold.
B how you feel and ask him/her for advice. ideas in the box.
Use some of the ideas in the box.
1. Nowadays, lots of people suffer from stress, and when • do physical activity
it’s bad, it can control their lives. Some find that • can’t sleep at night • drink warm milk I feel terrible.
talking to a psychologist helps them to reduce stress. • suffer from stress • take deep breaths Why? What’s wrong?
2. My younger daughter has a fear of the dark and can’t • have a phobia • work less ...
sleep at night. How should I deal with this problem? • often panic • see doctor/psychologist Well, I think you
What do you advise me to do? • feel tired all the time • go on holiday should / shouldn’t...

• Εmphasis on 2. GRAMMAR 6. W R I T I N G
• take vitamins/medication
• A variety of
vocabulary should / had better
Read the dialogues. Then read the sentences and write T for True or F for False.
A POST ASKING FOR OR GIVING
ADVICE
A. Discuss.
www.drwilson/advice/column.com listening tasks
building Anne
Keith
I have a stomach ache again.
Maybe you should visit a doctor.
1. Should and had better are followed by to + base form.
2. We use should and had better to give advice.
• Do you read online advice
columns?
Dr Fred Wilson’s
corner
Anne I did last week and he told me it’s stress. 3. Should and had better refer to the past. • Have you ever written to an online
Keith Well, then you had better find ways to 4. The negative form of should and had better advice column to ask for advice? Dear Dr Wilson,
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
5. We use should and had better to give our opinion. • Do you think advice columns are week I had to give a presentation at university with a fellow student. As
Tom Sorry I’m late.
useful? we walked to the front of the lecture theatre, I could feel my heart beating
Jane You’d better not be late again. This is the 6. Had better can sometimes imply a warning. fast and I was sweating. When it was time for me to talk, I just stood there
fifth time this month. B. This post was sent to an online advice looking at everyone. I couldn’t remember what to say! Fortunately, my fellow
Tom I know, but I couldn’t find a parking space. column by someone who wanted advice. student gave the presentation for me. But who will save me next time? What
Jane Well, then maybe you shouldn’t take Read the post and the reply to it. Then should I do? Anxiously waiting for your reply.
answer the questions below. Nervous Ned
your car to work. 4. L I ST E N I N G
A. Discuss. 1. What is Nervous Ned’s problem? Dear Nervous Ned,
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 • Are you scared 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. confident. This way you’ll have less stress. There are also certain things
• How do you react when you’re scared? C. Read the sentences. 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 would you find them? Write A for a post
should do some kind of physical activity to help reduce your anxiety. Taking
late. (had better) asking for advice or G for a post giving
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. few friendly faces from the audience and focus on them. And don’t forget to
2. It’s not a good idea to leave your mobile in the 1. Everything will be just fine. take deep breaths to feel calm. If all this doesn’t work, I advise you to take a
arachnophobia claustrophobia 2. I think you’d better see a training course in public speaking. It will help you get over your fear.
car. (should)
You psychologist.
agoraphobia dental phobia 3. What do you suggest?
3. Never borrow my car without asking! 4. Let me know what you think.
(had better) C. Listen again and complete the sentences.
5. Another thing you can do is
You 1. % of women and
talk to your friend.
% of men have arachnophobia.
4. Don’t be late because Karen will leave without 6. I hope you can help me out. When writing to someone When writing to someone giving advice:
2. Phobias create problems when the fear
you. (had better) asking for advice:  be friendly and show that you understand
. WRITING TASK  explain the problem the problem.
You
3. Some agoraphobics don’t leave their homes for D. Write a short post of 80-100 words to and say how you feel.  make various suggestions to help solve
5. It’s a good idea to visit a psychologist. (should)  use set phrases. the problem.
. an online advice column describing a
You problem you have and ask for advice.  use set phrases.
4. A(n) as a child can cause a phobia.
Then swap posts with another student,
5. People with dental phobia should read his/her problem and write a
of dentists first. paragraph to him/her giving advice. For phrases, go to the Writing Section.

66 67

• Communication • Communication • Pair-work activities

• Personal & social responsibility • Cooperation helping Ss develop
their communication
• Αctivities encouraging Ss to make and collaboration
predictions (top-down strategy) skills while practising
the language taught

Lesson d
• Presentation of vocabulary to facilitate • Systematic development
Ss’ understanding of listening skills

5d In the news D. Find words in the text that have the same meaning as the ones 4. PR AC T I CE
given.
Complete with the Present Simple
1. came off the tracks (para. 1): Passive or the Past Simple Passive
1. R E A D I N G 2. a group of (para. 1): of the verbs in brackets.
A. Discuss. B. Read the headline of the article. What
3. hurt (para. 1): 1. Every year an end-of-year
• Do you know of any serious transport accidents? do you think it is about? Read the
article and check your answers. 4. save (para. 2): party
• How do you usually learn about serious accidents?
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
www.thedailynews.com/intercity/train 8. an area of land in the countryside (para. 4): Saturday.
3. My cat

Train Derailed by Sheep!

2. VO C A B U L A RY (hit) by a car, but luckily, it
WORDS EASILY CONFUSED (not injure).
Complete with the words in the boxes. 4. Nowadays, mobiles
THE DAILY NEWS > FRIDAY 1 NOVEMBER
(use) by almost everyone.
damaged injured 5. Mandarin
An InterCity train was derailed in South Wales
yesterday. The train was travelling through a tunnel at (speak) in China.
1. One of the players was in the match and was
160 kilometres per hour when it hit a flock of sheep that 6. All the people
taken to hospital.
was going in the opposite direction. The train came off (rescue) from the burning
2. The theatre was by the fire.
the tracks, fell onto its side and skidded for another 200 building, but the building
metres before coming to a stop. Fortunately, nobody survived rescued
was killed, but 28 people were injured, 5 of them
seriously. 3. Only two people the plane crash. completely
The police, fire crews and the ambulance service 4. Luckily, the boy who fell in the river was by (destroy).
were all called immediately and they arrived within his brother. 7. The cough medicine
minutes to rescue the people. The injured passengers (keep) in a
were taken to local hospitals. ‘It’s a miracle that it was
look watch notice
cupboard in the kitchen.
not a greater tragedy,’ said Steven Jones, one of the
5. Thousands of people around the country this
firefighters. ‘When we arrived, smoke was coming out
soap opera. 5. SPE A K I N G
of the tunnel and we thought that the train was on fire. Talk in pairs or small groups. Read
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
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
7. Did you the size of their house? describe what happened in each of
Amazingly, the train driver was not hurt in the accident. survivor was rescued by a police officer and is now the situations.
He said later: ‘As soon as I noticed the animals, I pulled called Lucky Lucy. The local farmer who owned the
LOST CLIMBERS FOUND
the emergency brake, but it was too late.’ The tunnel sheep has no idea how the accident happened. ‘I have 3. G R A M M A R

• A variety of
BY RESCUE TEAM
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 PASSIVE VOICE (PRESENT SIMPLE – PAST SIMPLE) MANY INJURED IN BUS ACCIDENT
caused. got out.’ How this accident happened is a mystery.

communicative
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

tasks practising
C. Read again and write T for True, F for False or NM for Not Mentioned.
ACTIVE VOICE PASSIVE VOICE
1. The train crashed in the tunnel because it was travelling too fast. The train driver drives the train. The train is driven by the train driver. TEACHER SAVED BY STUDENTS
2. There were 28 passengers on the train altogether. We took the passengers to the The passengers were taken to the
3. The firefighters took a long time to arrive.
4. Not all of the train was on fire.
hospital. hospital.
B. Read the examples again and complete the rules.
STORM DESTROYS 20 HOUSES
the language
taught
5. The train driver did nothing to stop the accident. ACTIVE VOICE
A group of climbers were hiking in
6. Trains will be able to use the tunnel within a few days. Subject + Main Verb + Object the Alps when there was a terrible
7. The damage to the train is about 2 million pounds. storm and they got lost. Luckily,
PASSIVE VOICE
8. Only sheep were killed in the accident. three days later they were found by
9. Lucky Lucy was returned to the local farmer. Subject + Verb + Past Participle of Verb (+ by...)
a rescue team.

68 69

• Systematic development of reading • Critical thinking

skills (bottom-up strategy)
Lesson e
Various types of listening activities exposing Ss to spoken language

5e That’s not funny! 5. SPE A K I N G

• Useful
Talk in pairs.

1. VO C A B U L A R Y 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

guidance
IDIOMS DESCRIBING FEELINGS B how you feel and ask him/her for advice. ideas in the box.
Read the sentences and decide what the expressions in bold Use some of the ideas in the box.
express. How do the people feel? Use the words in the box.
• do physical activity

enabling Ss to
• can’t sleep at night • drink warm milk I feel terrible.
4. My sister always borrows my clothes without
• suffer from stress • take deep breaths Why? What’s wrong?
surprised embarrassed annoyed frightened asking me and she never apologises. She’s
• have a phobia • work less ...

develop their
getting on my nerves!
• often panic • see doctor/psychologist Well, I think you
1. When I realised that everyone was laughing at 5. I don’t want to enter the singing competition
• feel tired all the time • go on holiday should / shouldn’t...
me, I wanted the ground to swallow me up. because I’ll only make a fool of myself.
• take vitamins/medication

writing skills
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! 6. W RI T I N G
3. Fay went red as a beetroot when she fell down 7. I was lying on the sofa half asleep when the
A POST ASKING FOR OR GIVING
and started crying in front of her classmates. phone rang. I nearly jumped out of my skin!
ADVICE www.drwilson/advice/column.com
A. Discuss.
2. L IST E N I N G 3. SP E A K I N G
A. Discuss. Choose one of the pictures and imagine that you • Do you read online advice Dr Fred Wilson’s
• Have you ever forgotten to do something are the person in it. Describe what happened to you columns? corner
important? and how you felt. • Have you ever written to an online
advice column to ask for advice?

• Systematic
• What were the consequences? Dear Dr Wilson,
B. Look at the pictures a-d and try to guess what
Would you like to? I need your advice because I feel helpless and don’t know what to do. Last
happened to Lucy yesterday. Then listen to Lucy • Do you think advice columns are week I had to give a presentation at university with a fellow student. As
we walked to the front of the lecture theatre, I could feel my heart beating

development
telling a friend about her experience and put the useful?
pictures in order. Is Lucy’s story similar to what fast and I was sweating. When it was time for me to talk, I just stood there
you expected? B. This post was sent to an online advice looking at everyone. I couldn’t remember what to say! Fortunately, my fellow
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
answer the questions below.
should I do? Anxiously waiting for your reply.

Dear Nervous Ned,

Nervous Ned
of writing
skills
1. What is Nervous Ned’s problem?
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,
a b Nervous Ned to do? you should practise giving your presentation in front of a mirror until you feel
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
popcorn whisper turn off 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
c d training course in public speaking. It will help you get over your fear.
2. I think you’d better see a
C. Listen again and write T for True or F for
psychologist.
False. 3. What do you suggest?
1. Lucy did something stupid at the meeting. 4. Let me know what you think.
5. Another thing you can do is
2. John dislikes the window cleaner.
talk to your friend.

• Creativity
3. It was the first time the window cleaner 6. I hope you can help me out. When writing to someone When writing to someone giving advice:
used Lucy’s office window to go outside. asking for advice:  be friendly and show that you understand
4. Lucy was at the hairdresser’s at eight WRITING TASK  explain the problem the problem.
o’clock. 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.
5. The cleaners don’t clean the office on  use set phrases.
problem you have and ask for advice.
Tuesdays. Then swap posts with another student,
6. The window cleaner was locked in Lucy’s wave bump into lamp post read his/her problem and write a
paragraph to him/her giving advice. For phrases, go to the Writing Section.
office all night.
70 67

• Systematic development of reading skills

through various types of activities

Video activities Writing section

• Videos consolidating the vocabulary, • Vocabulary, grammar and

grammar and functions of the module communication revision activities

5 Video activities Writing section

Fire safety
1 1 2e AN EMAIL GIVING NEWS
2 Use appropriate phrases to begin and end your emails.
A. Look at the pictures 3
and the words in the box and Greetings Set phrases for opening paragraph Set phrases for closing paragraph Signature endings
complete the crossword.
2 Hello Gwen, How are things? Well, that’s all for now. Yours,
4 Dear Jamie, Sorry I haven’t written for so long, but... Write back soon. Take care,
smoke Hi Lucy! Thanks for your email. Give my love to everyone. Bye for now,
smoke alarm Dear Mum, I’m writing to tell you about... I’m looking forward to hearing from you. Love,
wildfire Dear Aunt Mary, Hi! How have you been? I must go now. See you soon,
5
fire extinguisher How are you? Say hello to everyone. Best wishes,
How’s it going? Lots of kisses,
bucket
6 3 How’s life? Keep in touch,
sand I hope you’re fine.
Guess what! I have some great news.
It was nice to hear from you.
What have you been up to?
5

4c NOTES/MESSAGES
4

6 TEXT MESSAGE DICTIONARY

@ = at BCOZ = because M8 = mate

2DAY = today CING = seeing PLZ = please
B. Watch Part 2 and answer. What two things are important to have in your house for fire safety?
2MORO = tomorrow CU = see you R = are
2NITE = tonight FRND = friend THX = thanks
4EVER = forever GR8 = great U = you
C. Watch Part 2 again and complete the sentences. 4 = for H8 = hate W8 = wait
B = be L8 = late XLNT = excellent
1. You have got about minutes to get out of your house when a fire starts.
B4 = before L8R = later Y = why
2. It’s a good idea to test your smoke alarms every .
3. During a fire, stay low so that you don’t breathe the . COMMON ABBREVIATIONS
4. A barbecue outside must be at least away from a house.
4WD = four-wheel drive m = metre(s)
5. out of five wildfires start because people are not careful when they are in nature. 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)
D. Watch Part 2 of the video again and write T for True or F for False. Ave. = avenue Mt = mountain
BA = Bachelor of Arts No. = number
1. People who die in a house fire usually haven’t got a smoke alarm. BSc = Bachelor of Science p. = page
2. The main reason smoke alarms don’t work is because people forget to change the batteries. C = Celsius (centigrade) PIN = personal identification number
3. Fires usually start while we are sleeping at night. cm = centimetre(s) p.m. = post meridiem (after noon)
Dept = department pp. = pages
4. If your clothes are on fire, run as fast as you can. Dr = doctor / Drive PS = postscript (written at the end of a letter to add
5. Most people die in fires because they try to put out the flames. e.g. = for example information)
6. You mustn’t keep sand near a barbecue. 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
E. Discuss.
Nov/Dec) St = Street
• Have you ever seen a fire? kg = kilogram(s) tel. = telephone number
• What number must you call in your country when there is a fire? km = kilometre(s) uni = university
kph = kilometres per hour vs = versus

72 122
Round-up
• Focus on various curricular subjects

Round-up 5 CO M M U N I C AT I O N SPE A K I N G
G. Complete the dialogue with the sentences a-f. ROLE PLAY
I. Look at the pictures and talk in pairs.
VOCA B U L A R Y GRAMMAR a. Maybe you should just tell him how you feel. Student A: Imagine that you are a reporter.
A. Match. D. Complete the dialogue with the -ing form or the
bare or full infinitive of the verbs in brackets.
b. He’s driving me up the wall! Interview Student B about a fire that broke out at
1. fellow a. sheep Alice I’m going to the shopping centre c. We have nothing in common. a restaurant while he/she was working there. Use
2. public b. speaking (1) (buy) a new d. I wanted the ground to swallow me up. the prompts given.
3. runny c. students jacket. Would you like (2) e. What seems to be the problem, John?
(come) with me? f. What happened anyway?
4. flock of d. nose
Jane Sorry, but I’m too tired (3)
5. lamp e. throat Dad (1)
(go) anywhere right now. How about
6. sore f. post (4) (go) tomorrow Son Sam! (2) I can’t stand
afternoon? him.
B. Complete the sentences with the words in the box.
Alice No, I want (5) (get) it Dad Calm down. He’s your younger brother.
crew suggest make skin examine today.
(3)
audience nerves get Jane I see. Well, then enjoy (6)
Son We were on our way home from school
(shop) alone.
1. The loved the performance. Alice Thanks. Can you (7) when he started acting like a chicken. Some
2. Andy really gets on my . (lend) me your car? kids from school saw him and laughed
Jane No. Not today. their heads off. (4)
3. We need to an appointment What / happen / ? Anybody / injure / ?
Alice But you never let me (8) Dad (5)
with Dr Joles. When / happen / ? Who / put out / fire / ?
(borrow) it!
4. The doctor will the child first Son He won’t understand. We’re so different. Where / be / you / ? What / you / do / ?
Jane Yes, I do. Don’t start (9)
before giving medication. (6) What / you / doing / ? How / you / feel / ?
(complain) now.
5. When the dog jumped on me, I nearly Student B: Imagine that you work in a restaurant
E. Circle the correct options.
jumped out of my . and that the kitchen caught fire. Student A is a
1. Tony gave / was given a presentation L I ST E N I N G reporter. Tell him/her what happened. Use the
6. Sally wants to stay home and yesterday. He did great. H. Listen and answer the questions. words in the box.
some rest tonight. 2. The prescription was writing / was written Choose a, b or c.
7. I you tell George the truth. by Dr Thomson. fire smoke chef injured damage burn
8. The on the plane were very 3. Rita pulled / was pulled out of the fire by a 1. What’s true about the man? scared annoyed in danger helpless
firefighter. a. He only has a headache. be on fire ambulance firefighter put out
polite.
4. The fence is painted / was painted every b. He has a temperature.
C. Complete the sentences with the correct
year. c. He’s suffering from a cold. SE L F-A SSESSM E N T
prepositions. 5. Both English and German are teaching / are Read the following and tick (4) the appropriate
taught at my school. 2. What is the woman’s problem? boxes. For the points you are unsure of, refer back
1. We’ve run of sugar. How am I 6. Andrew called / was called the ambulance to the relevant sections in the module.
a. She has a phobia.
going to make the cake? last night. b. She has an allergy. Now I can...
2. Tony suffers severe headaches, c. She doesn’t like someone.
F. Rewrite the sentences using the words given.  make a doctor’s appointment
but he doesn’t know how to deal
1. You mustn’t lie to the police. (had better)  talk about medical/emotional problems
them. 3. Where is the man?
You  ask for and give advice
3. Sorry, I can’t talk to you right now. I’m a. at a hospital
2. It’s a good idea to work out three times a  write a letter asking for/giving advice
a hurry! I’m my b. at a doctor’s surgery
week. (should)  talk and write about a true event
way to the bank. c. at the chemist’s
You  use the Passive Voice
4. CD stands compact disc. 3. Don’t be so rude to your family and friends.
4. How many people were killed in the accident?  use idioms describing feelings
5. My brother is disappointed because his team (should)
a. None.
lost, but he’ll get it. You
b. About a hundred people.
6. Can I lie on your sofa for a 4. Visit a doctor before you get worse. (had Culture page:
c. 15 crew members.
better) Call for help!
bit? I feel dizzy.
You
73 74

• Ιntercultural awareness •C  reativity •T

 exts giving cross-curricular information
• Critical thinking • ICT literacy linking English with other school
subjects

CLIL Speaking section

• Videos consolidating the vocabulary, • Vocabulary, grammar and

grammar and functions of the module communication revision activities

4
CLIL Science Speaking Section
4d GAME
A. Discuss. Student A: Choose one of these words without telling Student B. Describe it to him/her.
• Do you think it’s important to protect the environment? Student B: Guess what Student A is describing.
• What do you do to protect the environment?

B. Why do you think people install gardens on their roofs?

Read and find out. laptop

GREEN ROOFS coffee

hoover
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 waiter
some kind of rooftop gardens. In the modern world, green roofs are office worker
environmentally friendly and are becoming very popular in cities. So, it
seems the ancient Babylonians were eco-friendly too. mobile phone
shop assistant
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. fast food restaurant
Also, green roofs absorb rain very well and help prevent flooding. A green roof battery
can also make a roof much nicer to look at. There are two types of green roofs,
intensive and extensive: MP4 player

Intensive roofs coffee maker

These are like normal gardens but on your roof. You can have flowers, bushes DJ
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 headphones
take the weight of all the soil and plants. They aren’t easy to look after, but they cleaner
can be very attractive.
shopping centre
Extensive roofs computer engineer
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
you find on cliffs survive very well too. Extensive roofs are more common than
intensive roofs and they’re easier to look after.
It’s something that plays music.
Is it a...?
Green roofs can be expensive, but they are worth it. Just think of the many 7a ROLE PLAY
advantages for your home and for the environment, especially in major Talk in pairs. Act out the conversations.
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 Student A: Imagine that you are a bank clerk and Student B is a customer who wants to
cities should be like. 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.
C. Read again and answer the questions.
Student A: Imagine that you’re in a bureau de change and you want to exchange some money.
1. According to the text, why were the ancient
Babylonians eco-friendly?
PROJECT Talk to Student B who works there.
2. Why is a house with a green roof useful in winter?
Do research! Student B: Imagine that you work in a bureau de change and Student A wants to exchange
some money.
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 Student A: Imagine that you’re passing by a cash machine. Student B is there and needs some
5. Where can you install an extensive roof? environment. Write a text presenting those you help. Tell him/her how to use it.
consider most important. Explain why you consider
6. What are the best kinds of plants for extensive Student B: Imagine that you’re at a cash machine but it’s your first time using it. Ask Student
them important and present your ideas to the class.
roofs? A for help.

127 121
Workbook
Lesson a • Extra vocabulary and grammar
practice for each lesson

4 Nowadays
4a Is it worth buying? D. Complete the dialogue with the phrases a-g. There are two extra phrases which you do not need to use.

Billy Look at those boats! I’m thinking of buying one. a. It’s a waste of money!
Jane What? You don’t need a boat. (1)
b. You see, I’m a bit short of money at the moment.
A. Complete the dialogues using the Present Simple or the Future will. Billy No, it isn’t. Think of all the summers we can spend on it!
Jane But look at the price! It’s very expensive. (2) c. You’re kidding, right?
1. 2.
Billy I was getting to that. (3) But with a little help d. Go on then.
Kathy Anna, (you / lend) me 20 euros? Tanya Are you going out? from a friend, I could buy it. I just need to borrow €1000. e. Are you sure you can afford it?
Anna Sure. James Yes in a bit. I’m going to the shop to buy some Jane (4) f. What’s it supposed to be?
Kathy Thanks. I (pay) you back as milk. I (not be) long. Billy No, and I promise to pay you back very soon. Please!
g. I’m broke.
soon as we (arrive) home. Tanya (you / take) out the rubbish Jane Sorry, Billy. (5) Anyway, I wouldn’t lend you
money for a boat!
Anna OK. What (you / want) to get? on your way out?
Kathy It’s a surprise. I (tell) you after James Sure. Leave it by the door. I E. Listen to three dialogues and answer the questions. Choose a, b or c.

I (buy) it. (take) it when I (leave). 1. Why can’t Phil lend Darren any money? 3. What did Paul find in his pocket?
Anna Fine. Tanya OK, thanks. a. He’s broke. a. a banknote
b. He hasn’t got his wallet. b. a receipt
c. He hasn’t got enough money. c. a shopping list
B. Join the sentences using the words in brackets. Make all the necessary changes.
2. What will Carol do?
a. She will buy some bookends as a present for Michael.
1. Doris will go to the gym. Then she will meet Angela for lunch. (after) b. She will lend Michael money to buy some bookends.
c. She will buy some bookends for her sister.
2. I will get paid. Then I will lend you some money. (as soon as)

4b Only time will tell

3. Christina will send some emails. Then she will leave the office. (before)

4. Pete will call us. Then we will go to the city centre. (until)
A. Complete the dialogue with the words in the box. There are two extra words which you do not need to use.

disappointed sure decision ridiculous major fail mistake television

5. Sam will go to Tom’s house. Then he will give him his present. (when)

Vicky Hey Jenny, are you getting ready for the dance
competition?
C. Read the situations and write what you would say in each of them. Use the Future will.
Jenny No. I’m not going to take part in it this year.
1. A friend is coming out of the supermarket holding many shopping bags. She hasn’t got a car, but you do. Vicky You can’t be serious! The Swing is a (1)
You want to help her. What do you say? event! It’s even going to be on (2)
this year.
2. Your sister is coming to your house for dinner. You are cooking and you realise you haven’t got any salt. Jenny I know.
You decide to call her and ask her to bring some. What do you say to her? Vicky When did you make that (3) ?
Jenny A few days ago. I’m just not ready for a competition
3. You leave for a short trip and your friend tells you to call as soon as you get there. You promise to do so. and I don’t want to (4) .
What do you say? Vicky Don’t be (5) ! The competition is in
six months. And you’re the best dancer I’ve ever met!
Jenny OK, I’ll think about it.
4. You are sitting with some colleagues in the cafeteria when a colleague says that he really wants to go to an
Vicky Make (6) you do.
art exhibition and he wants somebody to join him. You want to go to that exhibition too. What do you say?

34 35

Round-up Extra Grammar

• Videos consolidating the vocabulary, • Vocabulary, grammar and

grammar and functions of the module communication revision activities

4 Round-up D. Imagine that you are interviewing a famous reporter. He makes travel documentaries. Look at the prompts in the
box and make indirect questions with Can/Could you tell me… and I’d like to know…

A. Circle the correct options. • When did you travel abroad for the first time? • What is your favourite destination?
• How often do you travel abroad? • How many foreign languages do you speak?
e-navigator • How much time do you usually spend in a country?
• Which countries have you been to?
• What’s the strangest food you’ve ever tasted?
• Where is your next destination?
One of our most popular products is the e-Navigator. This
(1) handy / harmful application will help you drive around the city
without being worried (2) about / for getting lost. It is very useful for new
drivers but also for anyone who wants to know their way around the city.
It can even (3) destroy / predict how long it will take you to reach your
destination. So, visit our website to download the e-Navigator at a very
low price. We care enough to make it a(n) (4) luxury / image you can
(5) afford / borrow.
Buy it now and (6) pay / save €5!

Download and keep the (7) bill / receipt to get free updates in the future.

B. Complete the sentences with who, which, that or where. If they can be omitted, put them in brackets.

1. This is the house I grew up. What do you think of it?

2. Have a look at the pictures
3. Let’s meet at the fast food restaurant
my grandmother gave me. They’re 100 years old!
is near the underground station.
Module 4
4. I have got two sisters. Christina is the one is studying history. A. Read the sentences. Then make sentences using the Future will and the prompts in the box, as in the example.
5. Can you show me the office building Jill works? I want to go and see her.
6. Goulash is a kind of soup people eat in Hungary. buy / it call / her / tonight take / course buy / new one look for / new house
get / hurt take / taxi make / sandwich be / late study / harder / next time
7. The writer we met in London won an award last week.

C. Circle the correct options. 1. I broke my friend’s coffee cup and I feel bad.
1. 2. I will buy him/her a new one.
Ellen So, do you come / will you come shopping Jake What will / does Greg do when he 2. I can’t carry all those heavy boxes home.
with me on Friday as soon as you finishes / will finish his Spanish course?
get / will get home from work? Fred I think he ’ll go / ’ll be able to go to Spain for 3. I think that dress is beautiful.
Angie Sorry, I won’t be able to / won’t have to. a while.
Amanda is coming round. But Jake That’s a good idea. He is / will be able to
4. I miss my friend Emma very much.
I come / ’ll come with you another day. practise the language.
How about Tuesday? Fred Yes, he won’t have / won’t have to anyone
5. I’m hungry.
Ellen OK. Our shopping will be able to / will have to to help him so he will / won’t have to speak
wait till then. At around 4 p.m.? Spanish.
Angie Yes, and I promise I will / won’t be late. 6. Hurry up or,
7. I want to learn Portuguese.
D. Complete the dialogues. Write sentences using too or enough.

1. A: 4. A: 8. I failed my English test.

B: I’ll buy some milk later. B: I’ll bring you some sugar.
2. A: 5. A:
B: I’ll turn on the air conditioning. B: You should buy a bigger vase, then. 9. Be careful or,
3. A: 6. A: 10. I don’t like this neighbourhood.
B: Don’t worry, I’ll lend you some money. B: Try on those jeans. I think they’re a bigger size.

42 88
Teacher’s book

4a Is it worth buying? 2. VOCAB UL ARY 4. PRACTI CE

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?
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
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. A: I need to take these boxes upstairs.
9. Adam is affording / saving up for a new laptop. B: I haven’t got enough time. I (help)
you when I (get) back, OK?
1. LI STE N I N G & RE A D I N G 3. GRAMMAR
A. Discuss. 5. SPEAK I NG
Lee I don’t know. What is it supposed to be, FUTURE will Talk in pairs.
• What do you think of modern art?
anyway? Student A: Imagine that you are looking for
B. Listen to the dialogue. Why are the two men at Read the examples and match them with their items to decorate your house. You have got only
Jack It’s called Life Source. uses. Which verb form is used after will?
an art gallery? €50 to spend. Discuss with Student B and choose
Lee It looks like a big egg to me. What a waste of
1. Will you lend me some money? three of these items. If you need more money, ask
Lee So, which one do you want to buy? money!
2. I’ll pay you back at the end of next month. Student B to lend you some.
Jack It’s that one over there. Jack It’s worth buying, trust me.
3. Go on then, I’ll help you out. Student B: Student A is looking for items to
Lee It’s huge. Where are you going to put it? Lee Go on then, I’ll help you out.
a. on-the-spot decision decorate his/her house. Discuss and help him/her
Jack In my living room, right next to the Jack Fantastic!
b. promise choose three items from below.
window. Lee How are you going to get it home?
c. request
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. Use the Future be going to and the

NOTE
think? Lee And pay more money I expect. Forget it. I’ll Present Progressive for future plans and
Lee You’re crazy. And why did you bring me help you carry it home. arrangements.
here? I don’t know anything about art. Jack What? 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
Jack Well, I was getting to that. Lee I’m only kidding! tomorrow. frame €50
Lee By the way, how much is it?
Jack £7,500.
C. Read the dialogue and find statements which prove TIME CLAUSES
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. Read the example and complete the rule.
was thinking... As soon as the exhibition is over, they’ll
2. Jack asked Lee to come to the gallery.
Lee Here we go. 3. Lee is not an art expert. deliver it to me.
Jack Will you lend me some money? Not all of lamp €20 bookends €15 vase €19
4. Lee thinks the painting is too expensive. Time Clause (referring to the future) Main Clause
it, just half, maybe. 5. Jack doesn’t need to borrow the whole amount.
What do you think of this painting?
}+
Lee I can’t believe this. when, after, before,
6. Jack is very fond of the painting. Simple Future will
Jack Oh, please. I’ll pay you back at the end of until, as soon as It’s not bad, but can you afford it?
7. Jack doesn’t have to carry the painting home.
next month.
48 49

4b Only time will tell C. Read again and write T for True or F for False. 3. GRAM M AR
1. The Wright brothers flew a plane for
will FOR PREDICTIONS
1. RE A D I N G the first time in 1901.
A. Discuss. B. Read the text quickly and choose the most suitable introduction 2. The first non-stop transatlantic flight Read the examples. What do the phrases in bold
for it, a, b or c. was in 1918. express?
• What do you know • Man will not fly for fifty years.
a. It is very difficult to make correct predictions about the future, but four 3. In 1950, the world market didn’t have
about the following? • Television won’t last because people will soon
famous people have tried. So, let’s see what the future holds. a need for computers.
get tired of it.
the Wright brothers 4. About two billion people use
b. With the world changing so quickly, it is very difficult to make correct
computers today. will have to, will be able to
IBM YouTube predictions about the future. Some people get it right, others get it wrong.
5. Zanuck predicted that people wouldn’t
Some people, however, are a long way off. Here are a few examples. Read the examples. Which of the verbs in bold
20th Century Fox like watching TV.
c. Nowadays, we fly planes, use computers and relax in front of the TV. We 6. In the USA, people watch TV for means must and which means will manage to?
don’t think it’s something special. But how about in the past? What was • Tracy finished her assignment so she will be
about five hours a week.
able to go out tonight.
life like then? 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.
‘Man will not fly for fifty years.’ 4. PRACTI CE
1. disappointed a. very large or important
Wilbur Wright, to his brother Orville (1901) 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.
In 1901, the Wright brothers tried out their flying machine for the first time c. continue to exist
3. ridiculous d. say that something will 1.
but were very disappointed when they didn’t succeed. However, two years
later, in 1903, they took to the skies and entered the history books. And happen in the future A: Oh no! The lift isn’t working!
4. predict
only 18 years after Wilbur made his prediction, Captain John Alcock and e. unhappy because We use it.
Sir Arthur Whitten Brown made the first non-stop transatlantic flight from 5. last something didn’t happen B: Then we take the stairs.
Newfoundland, Canada to Ireland. 6. major f. very silly A: With all these heavy bags?
I do it.
‘I think there’s a world market B: Yes, you . I live on the
2. VOCAB UL ARY second floor.
for about five computers.’ EXPRESSIONS WITH MAKE A: All right then.
Thomas J. Watson, chairman of the board of IBM (1943)
Complete the sentences with the correct form of the 2.
This prediction seems ridiculous today, but it was true for ten expressions in the box. A: What do you think about flying cars?
years after Watson said it. Even so, today there are about two billion
computers in use in the world. Experts predict there will be a lot more B: Well, there be any in
in the near future. make mistake make money our lifetime, that’s for sure.
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
‘Television won’t last because people will soon 1. Edna never knows what she wants. She just
be too dangerous.
get tired of staring at a plywood box every night.’ can’t about anything.
A: You think so?
B: Yeah, people drive
Darryl Zanuck, film producer, 20th Century Fox (1946) 2. I’ve already for the them, and there be
Zanuck played a major role in the Hollywood studio system from 1922 to weekend. I’m going to visit my parents in Bath. accidents all the time.
1970, but he definitely got it wrong about television. The total number of 3. I need to to Sandra
TV sets in the world is over 1.5 billion. In the USA, there are over 2000 TV A: Maybe, you’re right.
channels and on average, most adults watch over five hours of TV every day. before we leave.
4. you close the window
5. SPEAK I NG
Talk in pairs. Make predictions about the future.
‘There’s just not that many videos before you leave the office. Talk about:
I want to watch.’ Steve Chen, co-founder of YouTube (2005) 5. It’s not easy to
weather.
about the
• your area/ I think there won’t be any
At the time, Chen was worried about the popularity of his site. Luckily for Chen, he continued with his neighbourhood parks in my neighbourhood
6. Robert when he speaks
YouTube idea and almost two years later, on 13 November 2006, he made a lot of money when Google • technology in the future.
Italian.
bought YouTube for $1.65 billion. Today, YouTube is the Internet’s largest video sharing website. People • transport
7. Harry thinks he can • your own future
from all around the world watch hundreds of millions of videos every day.
without working. (family, job, etc.)
50 51
 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!
• Accommodation and facilities needn’t
Going places • Geographical features • Indirect questions
• Adjectives describing places • Comparisons

Video Activities page 44

4
• Words easily confused • Future will • An article about predictions
• Expressions with make • Time clauses • Four advertisements about
page 47 • Abbreviations • will for predictions gadgets
• Collocations related to technology • will have to be, will be able to
Nowadays • Word building (adjectives ending in • too, enough
-ful, -less) • Relative pronouns (who, which,
that) and adverbs (where)
Video Activities page 58

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

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

Speaking Section p. 118 / Writing Section p. 122 / Culture pages and CLILs p. 124 / Songs p. 132 / Grammar Reference p. 134
 Speaking 21st century
Listening (Pronunciation*) Writing Functions competencies

• People talking in different • Pair work • A short text presenting • Talking about routines, habitual
situations • Group work oneself actions and permanent situations in
• Part of a TV programme • A description of a person the present and past
• A conversation between two • 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 • Class survey • An email giving news • Describing feelings
experience * Intonation of • Referring to time
• People talking about living questions • Giving news
in a foreign country * The reduced
• People talking in different form of did you
situations

• A conversation at a hotel • Role play • An email asking for • Expressing ability, making requests and
• A conversation between two • Pair work information asking for permission
friends • Guessing game • A description of a place • Expressing obligation, lack of
• People talking in different • Group work obligation and prohibition
situations * Word stress • Making comparisons
• Describing places
• Giving opinion
• Asking for information

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

• A radio show about phobias • Role play • A post asking for or giving • Stating a problem
• A conversation between two • Group work advice • Asking for and giving advice
friends • Pair work • An account of a true event • Talking about accidents
• People talking in different * Word stress • Narrating experiences
situations
• Making appointments

• People giving their • Pair work • A paragraph expressing • Describing actions and situations and
opinion about places of • Group work preference their consequences
entertainment • Role play • A film review • Referring to conditions and their
• A radio show with a film * Intonation and results
critic rhythm
• Expressing possibility
• People talking in different
situations • Agreeing and disagreeing
• Expressing preference and opinion

• People talking in different • Role play • A curriculum vitae (CV) • Sequencing past actions and events
situations • Pair work • An email giving • Expressing interest and surprise
• A recorded message and a • Presenting people information • Making exclamations
dialogue with a call centre * Sentence stress • 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 • Information gap • An informal email • Giving and following instructions
• A conversation between two activity • 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. 143 / British and American English p. 144 / Project Skills p. 145 / Learning Tips p. 146 / Wordlist p. 147
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 wearing casual clothes,
walking around a city square).
• Draw Ss’ attention to the title of the module and ask
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
thinking).
• Ask Ss some questions:

What is the young woman wearing? jeans and a white

T-shirt with a checked shirt around her waist
What can you tell from the expression on her face?
She looks happy.

• 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. You can
write the English equivalent on the board.

Suggested answers
• We like to play sports or go to the cinema. Some
young people in my country like to use the Internet.
• 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 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
 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 from a student at university
 information about two role models for young
people
 conversations between young people on the
phone
 an article about a popular way to communicate
nowadays
 a description of a new girl at college

In this module you will learn...

 to talk about the present and past
 to talk about past habits
 to discuss different ways of communicating
 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

5
1a What’s up?
1. L IST E N I N G & R E A DI NG

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.
Paul No, thanks. I don’t want to watch sports 1
right now.
Nancy Just do it.
Paul OK, hold on... Wow! That’s Usain Bolt...
and he’s playing football.
Nancy Yeah, it’s a charity match.
Paul He’s quite good.

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

Penny I think they’re OK.
Denise You can’t be serious! That red
top is about ten years old.
2
Penny So what? It’s still trendy. I like it.
Denise And what about her hairstyle?
Penny Well, it’s pretty awful.
Denise At least we agree on something.

Jane Hi, mate. What are you up to?

Neal Not much. I’m just sending a few 3
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?

6
 1a
Using informal language when talking on the phone down key words next to each picture. This will help lower-
Distinguishing between permanent and temporary performing Ss.
• Ask Ss to guess how the young woman who is not talking
situations on the phone can be related to the people who are talking
Making plans for the day on the phone.
Accepting and refusing an invitation • Elicit answers but do not correct Ss at this stage.
• Play the recording and have Ss read and listen to the first
telephone conversation.
Present Simple vs Present Progressive • Alternatively, you can have higher-performing Ss listen
Stative verbs to the first dialogue with their books closed. This will
challenge them.
• Ask Ss to tell you if they can name any of the people in
agree all the time at least awful channel pictures 1-4.
charity fancy (v.) hairstyle pretty (adv.) switch • Check the answer with the class.
telly trendy tunnel • Encourage Ss to deduce the meaning of the word telly.
• Follow the same procedure with the rest of the telephone
Conversational English conversations.
Got to go. Hold on. How could I say no? • Have Ss match the telephone conversations with the
How’s it going? I can’t make it. I have other plans. corresponding pictures and check answers.
I suppose so. I’m afraid... Nice one!
Nothing much. Sounds brilliant! 1. Paul 2. Neal 3. Lynn 4. Sue
That would be great. What are you up to?
What’s up? You can’t be serious. • Ask Ss some comprehension questions:

1st telephone conversation

WARM-UP What are Nancy and Paul watching? They’re watching
Aims: • to help Ss make predictions about the lesson by telly/TV.
activating their background knowledge Are they watching the same channel? No, they aren’t.
• Which channel is Nancy telling Paul to switch over to? Sport-
Plus Channel
• Draw Ss’ attention to the title of the lesson and ask them What is Usain Bolt doing? He’s playing football.
to tell you when we say What’s up? (to ask someone what What kind of match is this? It’s a charity match.
the problem is / to greet a friend meaning ‘What’s new?’ or 2nd telephone conversation
‘What’s happening?’ although there may not be anything Does Denise like Lynn’s clothes? No, she doesn’t.
wrong). Is Lynn’s red top old or new? It’s old.
• Ask Ss to tell you what they think the lesson is about. 3rd telephone conversation
• Activate Ss’ background knowledge by asking them to tell What is Neal doing? He’s sending a few emails.
you if they know of any similar phrases we can use on the Are Jane and Neal going to the cinema later? No, they aren’t.
two occasions (How are you holding/keeping up – How are Why? because Neal has other plans
you?). 4th telephone conversation
When does Sue usually finish late from work?
1. LISTENING & READING 2 οn Tuesdays
A. Aims: • to introduce the topic of the dialogues by Is she working this week? No, she isn’t.
relating it to Ss’ personal experience Are Sue and Ken going out later? Yes, they are.
Where are they going? They are going for coffee.
•
• Ask Ss the questions and initiate a short discussion.
• If necessary, you can ask Ss some more questions: C. Aims: • to give Ss practice in identifying specific
information in the telephone conversations
How important is your mobile phone to you?
What do you use it for? •
Do people of different ages talk about the same things on the • Draw Ss’ attention to the first question and explain to them
phone? that the personal pronoun you is used in an impersonal
way, to refer to people in general.
B. Aims: • to present vocabulary, functions and structures • Have Ss do the activity and check answers.
in the context of four short telephone • As soon as they finish, have higher-performing Ss work with
conversations lower-performing Ss in pairs and compare their answers.
• to give Ss practice in identifying the main idea Encourage them to provide justification by referring to
of the telephone conversations specific parts in the dialogues. This will build lower-
performing Ss’ confidence to share their answers in class.
• • Check the answers with the class.

1. a charity match
• In British English, the word telly is the informal 2. Lynn’s red top
equivalent for television. 3. her hairstyle
• A charity match is a football match organised to 4. because they talk on the phone all the time
raise money for charity. People who play in a charity 5. She’s calling from the train / from her mobile while
match are usually famous and not necessarily on the train.
footballers and do not get paid. 6. because they are going into a tunnel and mobiles
don’t work in tunnels
• Ask Ss to look at the pictures and tell you what they can see.
Write the following questions on the board and ask Ss to focus • Explain any unknown words and choose Ss to act out
on them: Where are they? What are they doing? Allow Ss to note the telephone conversations.
6 TB
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 sentences. This will help lower-performing Ss do the activity.
from Jamaica who has won gold medals in the 100-metre • Check the answers with the class.
and 200-metre races in three consecutive Olympic games. • Have Ss justify their answers by referring to the uses of each
He won his first gold medal in 2002 at the age of fifteen, tense, any stative verbs they may have, or any time expressions/
becoming the youngest-ever male world junior champion adverbs they can find in the sentences (e.g. 3. know — stative
in any event. At the Olympic games in 2008 he achieved verb, 10. isn’t working — time expression: this week, etc.).
something spectacular; he became the first man after Carl This will challenge higher-performing Ss and help lower-
Lewis to win the 100 metres, 200 metres, and 4x100-metre performing Ss understand why these answers are correct.
relay in a single Olympics and the first ever to set world
records in all three events. 1.
1. are you doing 6. don’t usually use
2. ’m waiting 7. have
2. VOCABULARY 3. know 8. want
Aims: • to help Ss expand their vocabulary by practising 4. mean 9. hate
conversational English 5. are you going
•
2.
• Ask Ss to read through the phrases 1-5 and refer them to the 10. isn’t working 12. sends
telephone conversations. 11. don’t understand 13. Do you want
• Ask Ss to read through the phrases a-e.
• Allow Ss some time to do the matching.
• Check the answers with the class.
5. SPE A K ING
Aims: • to give Ss practice in using the structures, functions
and vocabulary presented in this lesson through a pair
1. e 2. c 3. d 4. b 5. a work activity
•
• Ask Ss to read through the phrases in the boxes.
3. GRAMMAR • Ask Ss to read through the speech bubble.
PRESENT SIMPLE vs PRESENT PROGRESSIVE • In pairs, Ss take turns to discuss their plans for the day using
Aims: • to have Ss differentiate between the Present Simple the phrases in the boxes and the ideas given. You can have
and the Present Progressive higher-performing Ss work with lower-performing Ss.
•  • Go round the class helping Ss when necessary.
• Ask Ss to read through the examples 1-4. • Choose some pairs to act out the telephone conversations.
• Draw Ss’ attention to the verbs in bold.
• Ask Ss to read through the phrases a-d. If necessary, explain
the meaning of the phrase as a general rule. Suggested answers
• Allow Ss some time to do the matching and check the answers SA: Hello. SA: Maybe some other
with the class. SB: Hi, Mary. It’s David. time.

SA: Hi, David. How’s it
a. 3 b. 1 c. 2 d. 4 going? SA: Hello.
SB: I’m great. What SB: Hi, Mark. How’s it
are you up to this going?
• Ask Ss what they notice about the uses of the Present Simple afternoon? SA: Not bad. And you?
and the Present Progressive. SA: Nothing much, I’m SB: Not very well. You
• Elicit the answer that the Present Simple is used for permanent
situations and routines or habitual actions, whereas the going to study after see I’m going to work
Present Progressive is used for actions happening now, at the school. tomorrow. I know it’s
moment of speaking and for temporary situations. SB: Would you like to Saturday, but there’s
• For further practice, ask higher-performing Ss to come come to the football a lot to do. Can you
up with their own examples demonstrating the difference match with me? come and help?
between the Present Simple and the Present Progressive. This SA: Sure. I’d love to! SA: Of course!
will challenge them. To help lower-performing Ss, you can
give them prompts to make sentences (e.g. usually / drive / work
What time? SB: That’s great! Thank
/ but / today / take / the bus). SB: Six o’clock. you for your help!

• Refer Ss to the Grammar Reference at the back of the book. SA: Sounds great. See you
STATIVE VERBS there. SA: Hello.
Aims: • to present some stative verbs SB: Bye. SB: Hi, Laura. What are

• you doing?
• Ask Ss to read through the examples. SA: Hello. SA: I’m just watching TV.
• Draw Ss’ attention to the verbs in bold. SB: Hi, Melanie. Why?
• Point out to Ss that these are stative verbs. SA: Oh, hi Jen. How are SB: Lisa and I are going
• Ask Ss the question. you? out to dinner in ten
• Elicit the answer that we usually use the Present Simple with SB: I’m fine. And you? minutes. Do you
stative verbs although the events they describe are taking place
at the moment of speaking.
SB: Very well, thank you. want to come?
• Refer Ss to the telephone conversations and help them find any Some friends and SA: Sorry, I have other
other examples of stative verbs (At least we agree on something. I are going to the plans. I’m going to
Do you fancy watching a film later? Do you want to go for coffee cinema tonight. Do my aunt’s house
later?). you want to come? for dinner with my
• Refer Ss to the Grammar Reference at the back of the book. SA: I’d like to come, but family. Have fun
4. PRACTICE I’m studying for a with Lisa!
Aims: • to give Ss practice in using the Present Simple, the test. SB: Thanks! You too!
Present Progressive and stative verbs in the context of SB: I understand.
two dialogues
•
7 TB
2. VO C ABU 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
the best way. No traffic!
A: Yeah, I (9) (hate) driving
in traffic too.
2.
3. G R AM MA R A: Where’s Gordon today?
B: He (10) (not work) in the
PRESENT SIMPLE vs
office this week.
PRESENT PROGRESSIVE
A: I (11) (not understand).
Read the examples and match them with the B: Every year, Mr O’Brien (12)
phrases a-d.
(send) people to London for seminars.
Present Simple 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
3. I’m just sending a few emails.
4. I’m not working this week. 5. SPEA KIN G
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...

7
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’.

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
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. friend’s album and enjoy!
In the past, people could play computer games It’s easy to keep in touch with friends online, and
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
people that are next door or on the other side of better than virtual ones!

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

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

8
 1b
How did people keep in touch a few decades ago? They
Talking about past events wrote letters or called each other regularly.
Talking about past habits When could people play computer games with their
Talking about different ways of communicating friends in the past? only when they were together
What can members of social media sites play? online
games
Past Simple
Used to
Where can you see your friends’ photos today? online
Are virtual birthday gifts better than real ones? No, they
aren’t.
album allow appear at the beginning
century click (n./v.) continue decade display (v.) C. Aims: • to give Ss practice in identifying specific
each other gift immediately instantly leave information in the text
meeting member next door online probably •
promise real recently regularly seem
take time user website/site social media • Have Ss do the activity and check answers.

Words/Phrases related to communication

communicate drop sb a line give sb a call 1. members of social media websites
have a word with keep in touch lose touch 2. just before the beginning of the century
message note receive a reply return one’s call 3. online friends that you have never met in person
4. in albums

WARM-UP D. Aims: • to give Ss practice in deducing the meaning of

Aims: • to help Ss make predictions about the lesson by some unknown words from the text
activating their background knowledge •
• • Ask Ss to look at the highlighted words in the text.
• Draw Ss’ attention to the title of the lesson and ask them • Encourage Ss to deduce the meaning of the words from the
if they can guess what the phrase Keep in touch means (to context. To challenge higher-performing Ss, ask them to cover
communicate with someone on a regular basis). the activity in their book, and try to deduce the meaning of the
• If necessary, give an example: I often send emails to my friends, highlighted words by relying only on the context.
so I keep in touch with them. • Have Ss do the activity and check answers.

1. READING 3
1. a 2. b 3. b 4. b
A. (PRE-READING)
Aims: • to introduce the topic of the text by relating it to Ss’ • Explain any unknown words and choose Ss to read out the text.
personal experience
• E. (POST-READING)
Aims: • to give Ss the opportunity to have a further discussion
on the topic of the text
• Social media websites are aimed at helping people make •
friends on the Internet. They include a variety of ways for • First have Ss think of the questions individually. Ask them to
users to interact, such as instant messaging, sending emails, note down any ideas they can think of. In this way, you ensure
sharing photos/videos/stories, etc. Examples of these websites that all Ss will come up with their own ideas.
are Instagram, Facebook, Twitter, etc. • Then divide Ss into pairs. You can have lower-performing Ss
work with higher-performing Ss so that the former feel more
• Ask Ss the questions and initiate a short discussion. confident. Encourage Ss to exchange opinions and allow them
B. Aims: • to present vocabulary, functions and some time to prepare their answers.
structures in the context of a text • Have pairs share their answers in class and initiate a short
• to give Ss practice in reading for gist discussion.
•
2. VOCABULARY
Aims: • to present vocabulary related to communication
•
• The inbox is where email messages which are sent to
you are kept. • Ask Ss to read through the sentences 1-7 and encourage them
to deduce the meaning of the phrases in bold from the context.
• The ‘wall’ is like an electronic notice board which • Ask Ss to read through the definitions a-g.
members of social media sites have and where they can • Have Ss do the activity and check answers.
post and receive messages, music, videos, posts, etc.
1. c 2. g 3. a 4. f 5. e 6. d 7. b
• Draw Ss’ attention to the title of the text and the pictures
accompanying it.
• Make sure that Ss can associate the word letter box with the • Ask higher-performing Ss to make their own sentences using
picture on the left and the word inbox with the picture on the the phrases from the previous activity and check them. This
right. will challenge them.
• Ask Ss what they think the text is about (the change in the way • To help lower-performing Ss, you can write incomplete
people communicate today). sentences on the board and ask Ss to complete them with
• Ask Ss to read through the text and compare the information the correct phrases from activity 2. This will give them extra
in it with their answers from the previous activity. practice.
• Ask Ss some comprehension questions:

8 TB
1b
3. GRAMMAR 4. PRACTICE
PAST SIMPLE A. Aims: • to give Ss practice in using the Past Simple of
A. Aims: • to present the uses of the Past Simple regular and irregular verbs in context
• •
• Ask Ss to read through the examples 1-2 and the uses of the
Past Simple. Make sure that Ss haven’t got any unknown • Have Ss do the activity.
words. • Check the answers with the class.
• Allow Ss some time to do the matching.
• Check the answers with the class. 1. Did... call 5. couldn’t
2. talked 6. was
1. b 2. a 3. were 7. didn’t say
4. told

B. Aims: • to give Ss practice in using used to in context

B. Aims: • to present the formation of the Past Simple of
•
regular and irregular verbs and the verb be
• Have Ss do the activity.
• • Check the answers with the class.
• Refer Ss to the text and ask them to fill in the boxes with
the Past Simple of the verbs.
• Check the answers with the class. 1. used to play
2. Did... use to send
3. didn’t use to drink
called could 4. used to sleep
took were 5. used to be
6. used to call
• Ask Ss to underline all the examples of the Past Simple in
the text (appeared, took, wrote, called, came, could, were).
• Ask Ss what they notice about the formation of the Past 5. SPEAKING
Simple of regular and irregular verbs. Aims: • to give Ss practice in talking about the means of
• Elicit the answer that the Past Simple of regular verbs is communication they use to keep in touch with
formed by adding -ed at the end of the verb, while irregular others
verbs form the Past Simple in a different way. •
• Ask Ss what they notice about the formation of the Past
Simple of the verb be. • Ask Ss to read through the questions.
• Elicit the answer that the Past Simple of the verb be is was in • Draw Ss’ attention to the means of communication given
the first and third person singular and were in all the other here and the speech bubble.
persons. • Ask Ss the questions and initiate a short discussion.
• Refer Ss to the Grammar Reference and to the list of • Alternatively, you can draw the following table on the
irregular verbs at the back of the book. board and ask Ss to copy it in their notebooks. Explain
to them that in the boxes they should write the means of
USED TO communication their friends, parents and grandparents
Aims: • to present used to used to use in the past and the ones they use now. This will
help lower-performing Ss.
•
• Ask Ss to read through the example sentence. now in the past
• Draw Ss’ attention to the phrase used to. friends
• Ask Ss to read through the sentences a-b.
• Ask Ss to tell you which of the sentences a-b best represents parents
the meaning of the example sentence. grandparents
• Check the answer with the class.
• Go round the class helping Ss when necessary.
The correct answer is b.
Suggested answers
SA: Most of my friends communicate using text
messages and apps like WhatsApp. Also, we use
• Ask Ss to underline any other examples of used to in the text social media sites like Instagram and post updates.
(Until very recently, people used to put all their holiday photos SB: I think my friends use their mobile phones a lot too.
in albums). SC: What about your parents? Mine use their mobile
• Ask Ss to tell you when used to is used. phones all the time.
• Elicit the answer that we use it to talk about past habits. SA: Yes, mine do too. Also, my mother uses email a lot
• Draw Ss’ attention to the table showing how the affirmative, to keep in touch with friends and relatives.
negative and question of used to are formed. SD: My parents write notes all the time and leave them
• Make sure that Ss don’t have any questions. on the fridge.
• Ask higher-performing Ss to tell you what they used to do SB: I don’t think my parents use notes, but my
when they were younger but don’t do anymore. This will grandparents do. And they still write letters and
challenge them. To help lower-performing Ss, you can give send them in the mail.
them prompts to make sentences (e.g. communicate with SA: Not mine. My grandfather posts on Facebook every
friends / social media sites). day and sends me texts messages.
• Refer Ss to the Grammar Reference at the back of the book.

9 TB
 4. P RACT ICE
3. G R AM 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 before the A: We (2) (talk) about this
beginning of the century. yesterday.
2. Just a few decades ago, people wrote letters. B: When?
a. a habitual or repeated action in the past A: When we (3) (be) on the
b. an action that happened at a specific time bus. I (4) (tell) you all
in the past about it.
B. Look at the text in activity 1B and find the B: Sorry, I (5) (not can) hear
Past Simple of the verbs. you very well on the bus. It
(6) (be) quite noisy.
call  can  A: But you (7) (not say)
take  be  anything!
B: Look, I’m sorry, OK?
USED TO 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. used to and the verbs in the box.
Friends used to send you a birthday card on
be not drink play sleep call send
your birthday.
a. Friends sent you a birthday card in the past 1. I video games when I was
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
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?
4. Harry for ten hours a
night, but now he doesn’t.
5. Maya’s hair dark brown,
5. SP E AK IN 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.

9
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 7. My brother left ten minutes .
a teacher.
5. Henry finds science-fiction films boring. He 4. IN TON AT ION
rarely watches them. A. Listen and repeat. What do you notice about the
6. Linda hates geography. She never studies. stressing of in and at in the two sentences?
7. My brother and I are really into football. We I sometimes read books in the evenings.
play in the school football team too. Let’s visit Mary at the weekend.
B. Listen and repeat.
1. Jane worked from eight to seven last year.
2. G R AM M A R 2. There were no mobile phones in the 19th
PREPOSITIONS OF TIME century.
3. I usually do housework on Mondays.
Read the dialogue and underline the
prepositions of time. Then complete the 4. Jack called at noon.
table with on, in or at.
Ann Let’s meet tomorrow at 6.00. 5. SPEA KIN G
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.
work from 10.30 till 6.30.
Ann OK, then. Do you want to meet in the I’m fond of jogging.
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.
restaurant. I went there two weeks ago When do you find the time to go?
and the food was delicious. I usually go in the morning before I go to work.
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

Other prepositions of time: rock music classical music

during from... to/till/until horror films comedies
before after ago football table tennis
jogging swimming
maths history

10
 1c
parts of the day and the preposition ago with the Past Simple
Expressing likes and dislikes at the end of the sentence.
Talking about routines and free-time activities • Ask Ss to read through the table.
• Ask Ss to complete the table with on, in and at.
Presenting oneself • Check the answers with the class.

at nine o’clock...
Prepositions of time in the morning...
on Tuesday...
be over expenses look for miss (v.) • Draw Ss’ attention to the table presenting Other prepositions
part-time practise rarely share of time.
Phrases describing likes and dislikes • Point out to Ss that the preposition during is followed by a
be a fan of be fond of be interested in be into 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
can’t stand find... boring/interesting a clause (e.g. after/before she arrived).
Vocabulary related to TV programmes 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, you can write incomplete
WARM-UP sentences on the board and ask Ss to complete them with on, in
Aims: • to introduce the topic of the lesson or at. (e.g. He started playing tennis the age of four).
• This will give them extra practice.
• Draw Ss’ attention to the title of the lesson and ask them to
guess what they think the lesson is about.
3. PRACTICE
Aims: • to give Ss practice in using prepositions of time in
• Elicit answers.
context
•
1. VOCABULARY
Aims: • to introduce phrases describing likes and dislikes • Have Ss do the activity and check answers.
•
• Ask Ss to read through the sentences 1-7. 1. at 2. on 3. in 4. during 5. in 6. on 7. ago
• Draw Ss’ attention to the phrases in bold in each sentence.
• Explain to Ss that these phrases are ways of expressing likes and
dislikes. 4, 5
• Encourage Ss to deduce the meaning of the phrases from the 4. INTONATION
context. A. Aim: to familiarise Ss with stressed/unstressed words
• Check the answers with the class. within a sentence
• Ask Ss to tell you which phrases describe likes and which • Play the recording and draw Ss’ attention to the words in and
describe dislikes. at in the two sentences.
• Elicit answers (LIKES: a big fan of, is interested in, is fond of, • Elicit the answer that in and at are not stressed in the two
are... into – DISLIKES: can’t stand, finds... boring, hates). sentences.

B. Aim: to give Ss practice in stressing individual words within

• Divide Ss into small groups. Make sure there is a balance a sentence correctly
of both higher-performing Ss and lower-performing Ss in • Play the recording pausing after each sentence.
each group. • Ask Ss to repeat each sentence as they hear it.
• Explain to them that one student from each group will
come to the front of the class and you are going to write a
phrase from the Vocabulary activity on the board. 5. SPEAKING
• The student will have to talk about something he/she Aims: • to give Ss practice in talking about their likes and
likes or dislikes, depending on the phrase, for 20 seconds dislikes through a pair work activity
without stopping. •
• Tell them that they can talk about an activity they like/ • Ask Ss to read through the speech bubble.
dislike, justify their answer, give examples to support what • Draw Ss’ attention to the ideas in the box.
they’re saying or even refer to past experiences that made • In pairs, Ss take turns to talk about the things they like and
them like/dislike that specific activity. You can write some don’t like.
words/phrases on the board to help lower-performing Ss • Go round the class helping Ss when necessary.
express themselves. • Choose some pairs to act out the exchanges.
• Encourage higher-performing Ss to talk for more than 20
seconds. This will challenge them.
Suggested answers
SA: What kind of films do you like?
2. GRAMMAR SB: I really like comedies.
Aims: • to present prepositions of time SA: Me too. I’m also fond of horror films.
• SB: Oh, not me! I hate horror films. They’re frightening.
Do you play any sports?
• Ask Ss to read through the dialogue and underline the SA: No. I rarely play, but I’m a big football fan.
prepositions of time. SB: I find football boring, but I’m very fond of tennis
• Elicit answers (at, On, from... till..., in, at, ago). and I play a few times a week.
• Ask Ss to tell you how the prepositions they have underlined SA: What about music?
are used. SB: I’m really into hip-hop music and go to concerts all
• Elicit the answer that we use the preposition at with the time, the time. What about you? What kind of music do
the preposition on with the days of the week, the preposition you like?
from... till... to express duration, the preposition in with the SA: I like hip-hop too, but I really love rock music!
10 TB
1c
6. LISTENING 6, 7 • Ask Ss some questions:
A. (PRE-LISTENING) Why are talent shows so popular these days?
Aims: • to present the topic of the listening text
• Would you take part in a talent show? Why / Why not?
• Ask Ss the questions and generate discussion. 7. WRITING
• If necessary, point out to Ss the names of some more TV A. Aims: • to identify purpose, audience and stylistic
programmes (e.g. TV serials, talk shows, game shows). features of a blog entry presenting oneself
•
B. Aims: • to give Ss practice in listening for gist
•
• Tell Ss that they will listen to three people introducing
themselves and that they should try to decide what kind of TV • Uni is short for university.
programme they are on. • The word flatmate can refer to someone with whom
• Play the recording. Have Ss listen carefully. Encourage Ss to you share a flat.
note down key words that helped them do the activity.
• Check the answers with the class. To challenge higher- • Draw Ss’ attention to the text.
performing Ss, ask them to justify their answers. This will • Ask Ss to tell you what kind of text it is (a blog).
challenge them and help lower-performing Ss understand why • Ask Ss to read through the text and answer questions 1-4.
this answer is correct. • Check the answers with the class.

The correct answer is b. 1. Matt Roberts, a student at the University of Bristol

2. because he is looking for a new flatmate
C. Aims: • to give Ss practice in listening for specific 3. other students studying at the University of Bristol
information through a True/False activity 4. linking words (and, because, so, or, also, but)
•
• Ask Ss some comprehension questions:
• Ask Ss to read through the sentences 1-6. Make sure that Ss
don’t have any unknown words. Where is Matt? He’s back at university.
• Play the recording. Have Ss listen carefully. Where was he? He was on holiday.
• Check the answers with the class. Why is he looking for a new flatmate? because he hates living
alone and he wants someone to share the expenses with
1. F 2. T 3. F 4. F 5. T 6. T What is he studying? He’s studying music.
What else does he do? He plays in a band.
What kind of music does he like? jazz and rock
• Have higher-performing Ss work with lower-performing Ss How many times a week do Matt and his friends practise?
and correct the false sentences. This will challenge higher- three times a week
performing Ss and help lower-performing Ss understand why What does he like doing in his free time? He watches films,
these answers are correct. chats on the Internet, goes out with friends and practises
photography.
LISTENING TRANSCRIPT Does he like housework? No, he doesn’t.
Presenter Now here’s our first contestant Brian Daniels. Does he like cooking? Yes, he does.
... (applause) So, Brian, tell us a few things When does he usually study for his classes? early in the morn-
about yourself. ing or late at night
Brian Well, I’m twenty years old and I’m a university • Explain any unknown words.
student. I’m studying English at the University
of Kent. B. Aims: • to help Ss organise their ideas
Presenter What do you like doing in your free time? •
Brian I enjoy reading and listening to music. I also • Have Ss do the activity and check answers.
like going out with friends when I’m not
studying or working. You see, I work part time
at a restaurant as a waiter. name, interests, age, things you don’t like, what you’re
Presenter Very well... Now, here’s our second contestant studying
James Ronalds. ... (applause) James, are you a
student too?
James No, I’m a hairdresser. I have my own business C. Aims: • to give Ss practice in writing a presentation of
and I work a lot, about nine hours a day, so I themselves
•
don’t have much free time. I’m into fashion
and art and I never miss a fashion show. • Draw Ss’ attention to the TIP and explain it.
When I can find some time, I love going to art • Allow Ss some time to write their paragraphs.
galleries. I’m a big fan of Leonardo da Vinci. • Choose some Ss to read out their paragraphs.
Presenter Interesting. Anything else?
James I’m a pretty good singer too. I sometimes
sing to my customers. Actually, one of my Model answer
customers told me to come here today. Hi Matt,
Presenter Really? That’s great... And now our final I read your blog on the university site and I’m interested
contestant Tina Carson. ... (applause) So Tina, in sharing a flat with you. My name’s Roger Fenton and
tell us about yourself. I’m twenty years old. At the moment, I’m living with my
parents, but I need to find somewhere new because they’re
Tina Well, I’m twenty years old and I’m a student moving to another city soon. I love rock music and I play
at the Royal Academy of Dance. I’m a terrible the guitar. I also like keeping fit, so I swim every morning
singer and I can’t play a musical instrument, before my Spanish classes. I also joined a tennis club
but I’m a great dancer. I like to work out, go recently. Like you, I’m into cooking, and I actually don’t
dancing or just hang out with my friends in mind doing housework! I usually study at the library until
my free time. late, so you don’t need to worry about noise in the flat.
11 TB
6. L ISTE NI 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 ITING
A. Read the blog entry and answer the questions.
A BLOG

http://www.bristoluniblog.com

BristolUni blog
Back to uni again! I had a great holiday and I can’t believe the summer is over!
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
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
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
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.

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 (4) 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
1d Good role models
1. R E A DI N G Scarlett
A. Discuss. Johansson
• What do you know about Lionel Messi
these people?
• Are they good role models?
Why? / Why not?

Adele

Ryan
Reynolds
Helen Keller

B. Read the texts and find out why the two people are good role models.


British-born Formula One driver, Lewis Hamilton, is one of the best
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.
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.
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
 1d
• Lionel Andrés ‘Leo’ Messi was born on 24 June
Talking about quantities
1987 in Rosario, Argentina. He is one of the most
Talking about famous people
popular players in the world of football. He plays
for FC Barcelona and is the captain of the national
Argentinean football team and plays mainly in attack.
Quantifiers
Messi received several Ballon d’Or and FIFA World
Player of the Year nominations by the age of 21. In
2009, he helped his team win the club’s first ‘treble’
adopt affect award (n.) beat (v.) begin
(La Liga championship, The Copa del Rey and the
championship clear (adj.) especially face (v.)
Champions League title).
fat (n.) however international live (adj.)
nervous passion perform performance poverty
• Ask Ss the questions and generate discussion.
race realise role model screen strong
• Ask Ss some further questions:
talented train (v.) well-known
Phrases Do you have a role model?
be aware of be behind the wheel be fit Why is he/she a role model for you?
be in a position to have time on one’s hands
play a role B. Aims: • to present vocabulary, functions and
structures in the context of two texts about
WARM-UP two famous people
Aims: • to help Ss make predictions about the lesson by • to give Ss practice in identifying the main
activating their background knowledge ideas in a text
• •
• Draw Ss’ attention to the title of the lesson and help • Draw Ss’ attention to the two pictures accompanying the
them deduce the meaning of the phrase role model (a first text.
person whom someone admires and whose behaviour they • Ask Ss to tell you who this man is and what he does (He
try to copy). is Lewis Hamilton, a Formula 1 driver).
• Ask Ss to guess what they think the lesson is about. • Ask Ss to tell you what they know about him and why he
• Ask Ss to tell you when someone can be a good role can be a good role model.
model (when they influence people in a good way with • Elicit answers but do not correct Ss at this stage.
their actions, lifestyle). • Follow the same procedure with the second text
(Angelina Jolie, an actress).
1. READING 8 • Have Ss read the two texts and check their predictions.
A. (PRE-READING)
Aims: • to introduce the topic of the text by relating it to • Lewis Hamilton is a good role model because he’s a
Ss’ personal experience successful, hard working, young athlete.
• • Angelina Jolie is a good role model because she’s
a successful actress, well-known for her charity
work.
• Scarlett I. Johansson (born 22 November 1984) is an
actress and singer. Johansson rose to fame with her • Ask Ss some comprehension questions:
role in 1998’s The Horse Whisperer and subsequently
gained critical acclaim for her roles in Lost in Where was Lewis born? He was born in Britain.
Translation (2003) and Girl with a Pearl Earring (2003). Is Formula 1 popular with young people in the UK? Yes, it is.
In 2008, Johansson made her debut as a vocalist on Does Lewis have a lot of free time? No, he doesn’t.
her first album, Anywhere I Lay My Head. Where does he spend many hours every day? at the gym
• Helen Adams Keller (27 June 1880 – 1 June 1968) was Do F1 drivers need to be fit? Yes, they do.
an American author, activist and lecturer. She was the What do F1 drivers need to have? They need to have strong,
first deaf and blind person to graduate from college muscular bodies and very little body fat.
in the United States. Keller was well travelled and was When is Lewis at his happiest? when he’s behind the wheel
outspoken in her opposition to war. She campaigned When did Angelina become an international superstar? after
for women’s suffrage, workers’ rights and socialism as her performances in the ‘Lara Croft’ films
well as many other progressive causes. When did Angelina spend some time in Cambodia? during
• Adele (born 5 May 1988) is a British singer-songwriter filming for Lara Croft: Tomb Raider
who has sold millions of albums worldwide and won What did she become aware of in Cambodia? She became
15 Grammys and an Oscar. aware of the poverty in Asia and the problems refugees face
• Ryan Reynolds (born 23 October 1976) is a Canadian all over the world.
actor, mainly known for his comedic performances, Why did she become a goodwill ambassador? because she
particularly as the star of the superhero franchise realised that she was in a position to do something
Deadpool (2016) and Deadpool 2 (2018). In 2017, he How many children does she have in all? six
was awarded for his performance in Deadpool by the How many adopted children does she have? three
Academy of Science Fiction, Fantasy & Horror Films, Where do her adopted children come from? from
USA. Cambodia, Vietnam and Ethiopia

12 TB
1d
C. Aims: • to give Ss practice in identifying specific
information in a text 3. GRAMMAR
• A. Aims: • to present quantifiers (some, any, no)
• Have Ss do the activity and check answers. •
• Ask Ss to read through the dialogue and draw their attention
1. Lewis 2. Angelina 3. Angelina to the words in bold.
• Have Ss complete the rules.
4. Lewis 5. Lewis 6. Angelina • Check the answers with the class.
• Make sure that Ss can differentiate between an offer (Have
D. Aims: • to give Ss practice in deducing the meaning of some some.) and a request (Can I have some milk?).
unknown words from the texts
•
Use some in affirmative sentences, offers and requests.
• Have Ss do the activity and check answers. Use any in questions and negative sentences.
Use no in affirmative sentences to give a negative
meaning.
1. a 2. a 3. b 4. a 5. a
B. Aims: • to present quantifiers (much, many, a few, few, a
E. (POST-READING) little, little, a lot of, lots of )
Aims: • to give Ss the opportunity to have a further discussion •
on the topic of the reading texts
• Ask Ss to read through the extract from the text about Lewis
•
Hamilton and draw their attention to the words in bold.
• Ask Ss the questions and generate a short discussion. • Have Ss complete the rules.
• Check the answers with the class.
2. VOCABULARY
Aims: • to give Ss practice in distinguishing between words
that can be easily confused Use many and (a) few before plural countable nouns.
• Use much and (a) little before uncountable nouns.
• Ask Ss to read the first sentence.
• Draw Ss’ attention to the words in bold (win/beat). C. Aims: • to have Ss differentiate between a little and little
• Refer Ss to the verb win in the two texts (... he soon won races
and championships. / ... and won an Academy award for her •
role...). • Ask Ss to read through the two examples and draw their
• Encourage Ss to work out the difference in meaning between attention to the words in bold.
win and beat: win sth (e.g. a race, championship, game, match, • Ask Ss the question in the rubric.
an award, etc.), beat sb (e.g. an opponent). • Check the answer with the class.
• Allow Ss some time to do the first set of sentences. • Point out that the same distinction applies to a few and few,
• For the remaining sets of sentences, provide Ss with definitions followed by plural countable nouns.
and refer them to the respective texts, when appropriate.
train: to prepare yourself for a sport by doing a lot of exercise
(... F1 drivers need to train hard...) A little means enough.
perform: to entertain an audience by playing a piece of music, Little means not enough.
etc.
popular: liked or admired by many people (... the sport has
become more popular, especially with young people in the UK.) • Refer Ss to the Grammar Reference at the back of the book.
famous: well-known (Angelina Jolie is one of the most famous
actresses in the world.). 4. PRACTICE
understand the meaning of sth Aims: • to give Ss practice in using quantifiers in context
realise the importance, seriousness, etc. of sth (She realised that
•
she was in a position to do something...).
• Have Ss do the activity and check answers. • Have Ss do the activity.
• Check the answers with the class.
1. win 5. popular
2. beat 6. famous 1. 2.
3. trained 7. understand 1. lots of 4. many
4. performed 8. realise 2. little 5. Few
3. no 6. much
7. any
• Ask higher-performing Ss to write their own sentences practising
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 WORKBOOK LISTENING 9
in a competition and a trip abroad.) without writing • Go to the listening transcript.
the words presented in activity 2. Ask lower-performing Ss to
complete the sentences. This will give them extra practice.

13 TB
 C. Read again and complete with
Lewis or Angelina. 3. GRA MMA 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?
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
a or b.
F1 drivers need to train hard and be very fit. They need to have
strong, muscular bodies and very little body fat.
1. behind the wheel
a. driving a car Use and before
plural countable nouns.
b. training at the gym
Use and before
2. well-known 4. became aware of uncountable nouns.
a. famous a. realised
Use a lot of / lots of before uncountable or plural
b. clever b. got bored with
countable nouns.
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?
E. Discuss • I have a little money with me; perhaps we can
buy a sandwich.
• Do you know of any other famous people • I don’t think we can buy it; I have very little
who are good role models for young people? money with me.
• Why do you consider them role models?

2. VO C ABU 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
1e Friendly faces
1. VO C ABULA 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
family.
5. Oliver is an outgoing person and loves
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
my shopping bags up the stairs.
a. outgoing
8. Wendy is a confident woman, so job
b. lazy
interviews are very easy for her. 3. Isabel
c. shy
a. not wanting to work / not very active d. bossy
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 1. The thinks Karen doesn’t like
f. afraid to meet or talk to other people
her job.
g. becoming angry quickly
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 ING
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 can 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
 1e
• Point out to Ss that there is one extra adjective which
Talking about friends and friendship they do not need to use. You may remove the extra
Describing people (personality) adjective. This will help lower-performing Ss.
• Point out to Ss that they should look for words which
will help them decide on the adjectives that describe the
personalities of the three people.
argue assignment college fun to be with
• Play the recording. Have Ss listen carefully. Encourage Ss
get along ideal interview (n.) lie (v.) mark (n.) to note down key words that helped them do the activity.
quality reason sense of humour tell the truth • Check the answers with the class. To challenge higher-
whenever performing Ss, ask them to justify their answers. This
will challenge them and help lower-performing Ss
Adjectives describing personality understand why these answers are correct.
active bossy confident helpful honest kind
lazy outgoing quick-tempered rude shy
1. b 2. a. 3. d
Phrases
What does she look like? B. Aims: • to give Ss practice in listening for specific
What is she like? information
•
• Ask Ss to read through the sentences 1-5. Make sure that
WARM-UP Ss don’t have any unknown words.
Aims: • to introduce the topic of the lesson • Play the recording. Ss listen carefully and complete the
sentences.
• • Check the answers with the class. If necessary, play the
• Draw Ss’ attention to the title of the lesson and ask them recording again in order to clarify any questions Ss may
to guess what the lesson is about. have.
• Elicit answers.
• Ask Ss to tell you what a friendly face is, what makes a
1. man 2. man 3. woman 4. man 5. woman
face friendly, etc.
• Elicit answers.

1. VOCABULARY 3. SPEAKING
Aims: • to introduce vocabulary related to adjectives Aims: • to give Ss practice in talking about friendship
describing personality and their friends
• •
• Ask Ss to read through the sentences 1-8. • Draw Ss’ attention to the questions and the prompts in
• Draw Ss’ attention to the words in bold. Explain to them the box.
that these are adjectives describing personality. • In groups, Ss discuss the questions using the prompts in
• Ask Ss to read through the definitions a-h. the box.
• Have Ss do the activity. • Go round the class helping Ss when necessary.
• Check the answers with the class. • Choose some groups of Ss to act out the discussions.

1. g 5. d Suggested answers
2. c 6. e SA: What are your friends like?
3. a 7. h SB: I have a lot of great friends. They are all really fun
4. f 8. b to be with and have a good sense of humour.
SC: I only have a few close friends, but we always get
• Explain any unknown words. along and never fight.
• Draw Ss’ attention to the TIP and explain it. SD: That’s great! I don’t always get along with my
• Ask Ss to describe people they know (e.g. a friend, friends. Sometimes we argue about how we
relative, classmate) using the adjectives 1-8. should spend our time, but not usually.
• Encourage higher-performing Ss to justify what they are SC: Do you think you are a good friend?
saying through examples (e.g. I think I’m outgoing, and SA: I think so. I’m always honest with my friends and
I like meeting new people and making new friends.). This try to be helpful.
will challenge them. SB: Me too, but sometimes I can be a little bossy. Can
you describe your ideal friend?
2. LISTENING 10, 11 SD: Well, the ideal friend should be kind and helpful.
(for the listening transcript, go to the back of the book) SA: I agree, and I think they should not be quick-
A. Aims: • to give Ss practice in listening for gist tempered or rude.
• SB: That’s true. And I think friends should be fun to
be with.
• 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.

14 TB
1e
4. WRITING 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 Model answer
she like? (to ask about her character/personality). A person I’ve recently met
• Elicit answers but do not correct Ss at this stage. I met Freddy a month ago in the conversational
French class I joined. He was friendly to me on my
B. Aims: • to check Ss’ predictions first day when I didn’t know anyone, so that was nice.
• to familiarise Ss with the structure of a He’s short and a bit chubby with fair wavy hair
description of a person and blue eyes. He always wears black trousers and
• colourful shirts and takes care of his appearance.
• Ask Ss to read through the description of the girl and Freddy’s fun to be with because he’s got a great sense
check their predictions. of humour and always makes people laugh. Everyone
• Have Ss do the exercise. in the class gets along with him because he’s helpful,
• Check the answers with the class. honest and outgoing. I’m quite a shy person, so I
find it difficult to talk to people I don’t know. Freddy
is really kind and understands that I’m only quiet
In which paragraph does the writer: because I’m shy. He’s very confident but can be bossy.
• describe the person’s personality? 3 I think he sometimes argues too much with people
• introduce the person? 1 when they don’t agree with him.
• describe how he/she feels about this person? 4 I’m sure Freddy and I are going to become good
• describe the person’s appearance? 2 friends. To tell the truth, we are very different, but I
really like him because he’s a really funny, friendly
• Ask Ss some comprehension questions: person. Also, whenever we work together in the
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
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.
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.

1, 5, 6, 7

15 TB
4. W R ITING
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
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
and she always looks good.
Amy is very popular because she is clever and
confident and she always gets good marks at
school. She is also outgoing and has a good sense
of humour. Of course, she tries to be friendly with
everyone, but I’m not so sure she is very honest.
Also when I work with her on assignments, she can
be very quick-tempered. She often gets angry for
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
we work together, we get good marks, so that’s
something.

C. Read the statements and tick (4) 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
1 Video activities
Emoticons

A. Label the pictures.

colon dash brackets dot line icon badge tablet smartphone

. :
1 2 3 4

– ()
5 6 7 8 9

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.

C. Watch Part 2 again and write T for True or D. Watch Part 2 again and answer the questions.
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 often is 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
 Video activities 1
Emoticons
modify the activity from multiple choice to open-ended
questions. Write questions 1-5 on the board (without the
badge brackets colon dash dot icon line tablet options), ask Ss to cover the activity in their books, watch
the video and answer the questions.
• Play Part 2 of the video and have Ss do the activity.
Aims: • to give Ss the opportunity to expand on the • Check the answers with the class.
language and topics of the module
• 1. a
2. b
Α.
3. b
• Draw Ss’ attention to pictures 1-9 and ask them if they use
4. b
any of these things.
5. a
• Have Ss do the activity. Tell them to start with the ones
they are more familiar with. E.
• Check the answers with the class. • Ask Ss the questions.
• Elicit answers and initiate a short discussion.
1. tablet
2. dot Suggested answers
3. colon • I use emoticons very often when I text.
4. badge • Yes, I know many other emoticons. For example, my
5. dash favourite is the smiling face with heart-eyes emoji.
6. smartphone • Yes, I think they are a great way to communicate and
7. icon show how you feel.
8. line
9. brackets
TRANSCRIPTS
B. Part 1
• Ask Ss to read through the phrases a, b and c. badge brackets colon dash dot icon line tablet
• Explain to Ss that they are going to watch Part 2 of the Part 2
video and choose which phrase best describes the video. The word emoticon comes from two words, emotion and
• Play Part 2 of the video and have Ss do the activity. icon. The most common emoticon is a smiling face, but
• Check the answers with the class. To challenge higher- people were drawing faces by making two dots and a line
performing Ss, ask them to justify why the other two many years before computers were around. The yellow happy
options are incorrect. This will challenge them and help or smiley face was the idea of artist Harvey Ball in 1963.
lower-performing Ss understand why this answer is He only got $45 for his work, but it is now one of the most
correct. famous images in the world. You see it on badges, T-shirts,
advertisements, everywhere. In 1982, Scott Fahlman,
a computer scientist, was working at Carnegie Mellon
The correct answer is c.
University. He wanted his students to understand when his
online messages were jokes and when they weren’t. So, he
C. typed symbols for them: a happy face on the side for jokes
• Ask Ss to read through the sentences 1-5 and make sure and a sad face for serious messages. This was the first time
they understand everything. smiley faces or emoticons appeared in an electronic message.
• Have Ss watch Part 2 of the video and do the activity. Nowadays, people usually use emoticons on computers,
• Check the answers with the class. tablets, smartphones and other electronic devices. You can
use punctuation marks like the colon, dash, and brackets to
make a smiley face. On some devices and on some websites,
1. F when you type an emoticon, it turns into a picture, like the
2. T famous yellow smiley face. Today, some emoticons are even
3. T animated. In the 1980s a new kind of emoticon became
4. T popular, especially in Japan. It is called kaomoji and it uses
5. F punctuation marks to make faces, but they are not on the
side like traditional emoticons. It is popular to use kaomoji to
• Have higher-performing Ss work with lower- make animals, like a bear, or a bird, or a fish, or even a koala.
performing Ss and correct the false sentences. This One thing is for sure: emoticons make messages more fun.
will challenge higher-performing Ss and help lower-
performing Ss understand why these answers are
correct.

D.
• Have Ss read through questions 1-5 and the multiple
choices and make sure they haven’t got any unknown
words.
• Alternatively, to challenge higher-performing Ss, you may

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

C.

1.
was, broke, didn’t want
2.
Did... tell, called, told, couldn’t,
were you, had, needed

D.

1. on
2. from, till, In
3. at
4. at
5. ago

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
 Round-up 1
VO C ABUL 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
5. Do you want to keep in ? (have) an assignment for school and he
(need) my help.
a. note b. message c. touch
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

February?
2. Every year, from / during March in / till
September, my grandfather lives on the island.
In / At the winter, he comes to the city.
G R AM M AR
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.
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.
B: To the sports centre. He (play) visit drive work not eat live
table tennis with Ryan on Mondays. 1. Samantha strawberries and
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 / any 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
 SPE AK ING
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 member?
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
doesn’t anymore?
What’s his/her best quality?

So, do you like talking on the phone?

L IST EN IN G
I. Listen and choose a or b.
Yes.../No...
Oh, my answer is right/wrong! 1. Why didn’t Anna go to the cinema?
a. Because she didn’t receive a message.
b. Because she was busy.
2. What’s Susan a fan of?
a. soap operas.
COMM UNIC AT I O N
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.
a. You can’t be serious!
4. What did Iris use to be?
b. She’s good fun to be with.
a. a waitress.
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 (4) 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
 Round-up 1
SPEAKING
G.
• Ask Ss to read through the questions in the questionnaire. Steve Yeah. You sent me a message yesterday. You asked
• Explain to Ss that in the first column they should write their me to go to the cinema with you.
answers about their partner. Then they should ask their Anna That’s right. But you didn’t reply so I thought you
partner the same questions and write the answers in the were busy.
second column. In the third column they should write whether 2.
their answers are right or wrong according to their partner’s Billy Let’s turn on the telly and see what’s on.
answers. Susan Aggh! Not that. I can’t stand it!
• Draw Ss’ attention to the speech bubble below the Billy Yeah, I find soap operas horrible too. Let’s see what
questionnaire. else is on.
• Have Ss do the activity in pairs. You can have higher- Susan Oh, leave that.
performing Ss work with lower-performing Ss. Billy I’m not really fond of talent shows.
• Go round the class helping Ss when necessary. Susan Really? I am. Be a star is the best show ever.
• Choose some pairs to act out the dialogue.
3.
Kathy So, how’s it going with your new flatmate, Angie?
Suggested answers Angie Alright, I guess.
SA: So, do you like talking on the phone? Kathy You don’t sound very excited.
SB: Not at all. Angie It’s just that she’s always telling me what to do.
SA: Really? My answer is wrong there. What about social Kathy I see. And the housework... Doesn’t she help?
media? Are you a member of any social media sites? Angie No, no, she does. She helps a lot. It’s just that she
SB: Yes. I’m on Facebook and Instagram. thinks she knows everything.
SA: Oh, good. I got that right. Do you send emails often? Kathy That could be a problem.
SB: Of course!
SA: That’s what I thought. What about your interests? How 4.
do you like to spend your time? Iris Hello, Glynn.
SB: Well, I’m really fond of photography and am always Glynn Iris, hi! What are you doing here?
trying to improve. Iris I work here. Remember?
SA: Wow! I didn’t know that. Do you go out often? Glynn Oh, yeah. That’s right. I forgot that you’re a waitress
SB: Rarely. I’m usually too busy studying. here.
SA: What about music? Do you have a favourite singer or Iris Actually, I used to be. Now, I’m the chef.
musician? Glynn Wow, that’s good to hear!
SB: I’m a big fan of Beyoncé. Iris Yeah, I finished my studies last year and they
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
grandparents on Sunday.
SA: I guessed right about the cinema. What did you see?
SB: That new science-fiction film. SELF-ASSESSMENT
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?
SB: I always tell the truth. • Draw Ss’ attention to the points and have Ss read them.
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
sections in the module.
H.

1. d
2. b Culture page:
3. a Fandoms
4. e The Teacher’s Notes can be found at the
back of the book.
LISTENING 13
I.
• Ask Ss to read through the questions and the options. GRAMMAR ACTIVITIES
• Play the recording twice. There is 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

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
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
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
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?
If yes, how did you feel? If not, would you like to?

• Ask Ss the questions in the Discuss section and elicit

answers.
• 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
lower-performing Ss’ confidence.

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 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 travel blog 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
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
 a couple showing their holiday photos
 a website with helpful tips on surviving in the
desert
 a woman being chased by a swarm of bees

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
2a What happened?
1. L IST E N I N G & R E A DI NG
Discuss.

• What makes an interesting

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

hiking
cycling

rock climbing

scuba diving

sightseeing

shopping

B. Look at the picture.

What do you think the
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
Annie OK. How was it? the top, we were amazed!
Fiona It was nice but it was a bit tiring. 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
 2a
Suggested answer
Narrating past experiences They are talking about the pictures they see on the
Describing one’s feelings camera. The pictures are from Martin and Fiona’s cycling
trip in the South of France.
Past Progressive
• Ask Ss some comprehension questions:
actually area effort experience (n.) hill
Where did they go cycling? in the South of France
I’m afraid so. journey manage muddy push
What does Fiona think of their cycling trip? that it was
rain (n.) reach top wet
nice but a bit tiring
Activities Where did they decide to go during their ride on the
cycling hiking rock climbing scuba diving second day? They decided to go to a gorge.
shopping sightseeing What was Fiona doing most of the way up the hills?
She was pushing her bike most of the way up.
Adjectives: -ed / -ing What was the weather like during their journey to the
amazed / amazing bored / boring excited / exciting gorge? It was raining.
frightened / frightening interested / interesting Was Martin afraid of the rain? No, he wasn’t.
surprised / surprising tired / tiring How did they feel when they managed to reach the
top? They were amazed.
Why? because the view down into the gorge was
fantastic
WARM-UP
Aims: • to help Ss make predictions about the lesson by • Draw Ss’ attention to the picture on the camera and ask
activating their background knowledge them to tell you what it shows (Martin and Fiona walking).
•
• Draw Ss’ attention to the title of the lesson and ask them to C. Aims: • to give Ss practice in identifying specific
tell you when we ask this question (to ask about an event or information in the dialogue
situation that took place in the past). •
• Ask Ss to tell you what they think the lesson is about.
• Elicit answers. • Have Ss do the activity.
• As soon as they finish, have higher-performing Ss work
1. LISTENING & READING 16 with lower-performing Ss in pairs and compare their
A. (PRE-READING) answers. Encourage them to provide justification by referring
Aims: • to introduce the topic of the dialogue by relating it to specific parts in the dialogue. This will build lower-
to Ss’ personal experience performing Ss’ confidence to share their answers in class.
• Check the answers with the class.
•
• Ask Ss the questions and initiate a short discussion.
• Make sure that Ss know all the activities mentioned in the 1. Martin
second question. 2. They went on a long ride. / They went to a gorge.
• If necessary, you can ask Ss some more questions: 3. because the hills were really steep
4. because he wasn’t helping her at all
Which of the activities mentioned do you like doing /
5. because with all that rain, the camera got wet and
would you like to try / have you tried, etc?
Are there any other activities that you enjoy doing in your stopped working
free time / you have tried?
• E
 xplain any unknown words and choose Ss to act out the
B. Aims: • to present vocabulary, functions and structures dialogue.
in the context of a dialogue
• to give Ss practice in identifying the main idea
POST-READING
of the dialogue
Aims: • to give Ss the opportunity to expand on the topic of
• the dialogue
• Draw Ss’ attention to the picture and ask them some •
questions: • Ask Ss some questions:

What can you see in the picture? What type of holidays do you prefer?
What are the people in the picture doing? Have you ever been on a similar trip?
Do you think that the people know each other? Do you usually take pictures during your holidays? Why? /
Why not?
• Elicit answers and then ask Ss the question in the rubric.
• Elicit answers but do not correct Ss at this stage.
• Play the recording and ask Ss to listen to the dialogue and
check their predictions.

20 TB
2a
2 . VOC A BUL A RY
A. Aims: • to present the differences between adjectives
• Refer Ss to the Grammar Reference at the back of the book.
ending in -ed and -ing
• Ask Ss questions practising the Past Progressive.
• e.g. A: Where were you at eight o’clock yesterday evening?
• Ask Ss to read through the two examples. B: I was at home.
• Draw Ss’ attention to the adjectives in bold in the respective A: What were you doing?
examples. B: I was watching TV.
• Help Ss deduce that the adjective tired describes how they • A lternatively, you can divide Ss into pairs and have them act
felt while the adjective tiring describes what the trip was out a similar dialogue. Have higher-performing Ss work
like. with lower-performing Ss. Ask higher-performing Ss to
• Encourage higher-performing Ss to come up with their form questions and lower-performing Ss to answer them.
own examples using adjectives ending in -ed or -ing. This • Then, ask one of the students in each pair to report the
will challenge them. To help lower-performing Ss, you can answers to the class,
write incomplete sentences on the board and give them sets e.g. At eight o’clock yesterday evening, Paul was watching TV
of adjectives in brackets. Then ask them to complete the and I was listening to music.
sentences (e.g. (bored - boring) I’m in here.
Let’s go out for a walk in the park.). This will give them extra 4 . PR AC T ICE
practice. Aims: • to give Ss practice in using the Past Progressive in
the context of three short dialogues
B. Aims: • to give Ss practice in differentiating between
adjectives ending in -ed and -ing •
• • Have Ss do the activity and check answers.
• Have Ss do the activity and check answers. If necessary,
provide Ss with further explanations. 1. was calling, weren’t working, were having
2. was... raining, wasn’t raining
1. boring 3. frightened 5. amazing 3. were... looking for, was driving
2. surprised 4. excited 6. interesting
5. SPE A K ING
3. GR A MM A R Aims: • to give Ss practice in using the structures,
A. Aims: • to present when the Past Progressive is used and functions and vocabulary presented in this lesson
help Ss differentiate between the Past Simple through a pairwork activity
and the Past Progressive •
•
• Draw Ss’ attention to the prompts in the box.
• Ask Ss to read through the first example and draw their • Ask Ss to read through the speech bubble.
attention to the words in bold. • In pairs, Ss take turns to ask and answer questions about an
• Point out to Ss that this is the affirmative form of the Past adventurous experience they had in the past.
Progressive of the verb paint. • Go round the class helping Ss when necessary.
• Ask Ss to tell you when the Past Progressive is used. • Choose some pairs to act out the dialogue.
• Elicit the answers that it is used to describe an action that • Choose some other Ss to report their partners’ answers to
was in progress in the past. the class.
• If necessary, demonstrate this with further examples.
• Ask Ss to read through the second example and follow the
same procedure. Suggested answers
• Elicit the answer that the Past Simple is used to describe an SA: So, when did it happen?
action that was completed in the past. SB: It happened last year.
SA: Where were you?
SB: In Peru.
a. 2 b. 1 SA: What were you doing?
SB: We were hiking to Machu Picchu. It’s a four-day
hike.
B. Aims: • to present how the Past Progressive is formed SA: Who was with you?
SB: I was with my family.
•
SA: What happened?
• Ask Ss to read through the examples and draw their SB: It was on the second day of the hike. I was
attention to the words in bold. reaching into my bag for my sandwich when I saw
• Ask Ss what they notice about the formation of the Past a giant condor standing on a rock next to us!
Progressive (we form it with the past tense of the verb ‘be’ SA: How did you feel?
and the main verb with the ending ‘-ing’) and have them SB: I was surprised and a little frightened.
complete the rule. SA: What happened then?
• Check the answers with the class. SB: The condor took my sandwich and ate it!

Past Progressive
was or were + verb + -ing

21 TB
2. VO C ABU 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.
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
2. Samantha was surprised / surprising to see talk to me?
an old school friend on the train. A: I couldn’t. I (drive) to work.
3. I’m not going near that horse! It looks wild
5. SPEAKING
and I’m frightened / frightening.
Talk in pairs.
4. Everyone was excited / exciting about the
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
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/
her questions using the prompts in
the box.
3. G R AM MA R
• 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
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

Kiwano ple Seaweed it Jackfruit

Custard ap Dragon fru Durian

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

A few years ago, I was working in Singapore. During

a.
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
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
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
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,
‘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 and 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
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
 2b
• Ask Ss to read through the text.
• Alternatively, play the recording and have Ss read and
Talking about unusual food and what it is like listen to the text.
Narrating experiences • Check the answer with the class. To challenge higher-
Understanding time sequence performing Ss, ask them to justify why the other two
options are incorrect.

Past Simple vs Past Progressive The best title is b because it conveys successfully the
Time clauses (when, while, as, as soon as) main idea of the story which is about durians / a
strange fruit.

be afraid of be allowed to curious cut dizzy • Ask Ss some comprehension questions:

entire feel frog hand (v.) knife lips market
offer (v.) piece raise response rot rotten What was the writer doing in Singapore? He was
sick sign (n.) smell (v.) smile (n./v.) snail working there.
strange suddenly taste (v./n.) wonder (v.) Are durians known only in Singapore? No, they aren’t.
Adjectives describing food They’re known all over Southeast Asia.
bitter creamy fresh healthy salty sour Where was the writer when he smelt the durians? He
spicy sweet tasty thick was walking through a market place.
What did the merchant do when the writer asked to
try a bit of durian? The merchant took a durian from
a box, cut it in half with a large knife and then cut a
WARM-UP piece of fruit.
Aims: • to help Ss make predictions about the lesson by How did the writer feel when the merchant handed him
activating their background knowledge the fruit? He started having second thoughts.
• Why did the writer walk home? because he bought three
durians and wasn’t allowed to take them on the MRT
• 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
used (when you urge someone to taste food and find out C. Aims: • to give Ss practice in identifying specific
whether they like it or not). information in the text
• Ask Ss to tell you what they think the lesson is about. •
• Elicit answers. • Have Ss do the activity.
17 • Check the answers with the class.
1. READING
A. (PRE-READING)
Aims: • to introduce the topic of the text by relating it to 1. F
Ss’ personal tastes and experience 2. NM
• 3. T
• Ask Ss the first question and elicit answers. 4. F
• Draw Ss’ attention to the pictures. 5. F
• Explain to Ss that the pictures show things that people in 6. T
various parts of the world eat.
• Make sure that Ss do not have any unknown words. • Have higher-performing Ss work with lower-
• Point out to Ss that not all people/cultures have the performing Ss and correct the false sentences. This
same eating habits. In some parts of the world, some will challenge higher-performing Ss and help lower-
things may be considered delicacies while in other places performing Ss understand why these answers are
the same things may be considered inedible or simply correct.
disgusting.
• Ask Ss the questions and initiate a short discussion.
• Ask Ss:
Do you know of any other unusual food?

B. Aims: • to present vocabulary, functions and

structures in the context of a text
• to give Ss practice in reading for gist
•
• Draw Ss’ attention to the picture accompanying the text.
• Ask Ss to guess how this picture can be related to the text
and what the text is about.
• Elicit answers but do not correct Ss at this stage.
• Ask Ss to read through the titles a-c.
• Explain to Ss that they should choose the best title for
the text.

22 TB
2b
D. Aims: • to give Ss practice in deducing the meaning example and help them elicit its meaning (to link two past
of unknown words from the text through a actions that happened one after the other).
matching activity • For further practice, refer Ss to the text and ask them to
• underline any examples of the Past Progressive and Past
Simple which correspond to the meanings a-c.
• Refer Ss to the text and ask them to look at the highlighted • Elicit answers (... while I was travelling on the underground,
words. I saw a strange sign... – c. / I was very curious and decided to
• Encourage Ss to deduce the meaning of the words from the try for myself – b. / As I was walking through a market place,
context. a very strong smell hit me. – c. / He then took a durian from
• Ask Ss to read through the meanings a-e. a box, cut it in half with a large knife and then cut a piece of
• Have Ss do the activity and check answers. the fruit. – b. / When he handed it to me, I started having
second thoughts. – b. / As I was raising the fruit to my lips,
1. e 2. d 3. b 4. c 5. a I suddenly felt sick... – c. / As soon as I finished eating the
piece, the merchant offered me some more. - b.).
• Point out to Ss that we use the time linker when in the same
• Explain any unknown words and choose Ss to read out the way as as soon as and as in the same way as while.
text. • Refer Ss to the Grammar Reference at the back of the book.
• Ask higher-performing Ss to provide examples of the
different uses of the Past Simple and Past Progressive. This
E. (POST-READING) will challenge them. To help lower-performing Ss, you can
Aims: • to give Ss the opportunity to have a further give them prompts to make examples (e.g. I / watch TV /
discussion on the topic of the text while / brother / play video games).
•
• Ask Ss the questions and initiate a short discussion. 4. PRACTICE
Aims: • to give Ss practice in using the Past Simple and the
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
• expressions that will help them decide which tense to use
• Draw Ss’ attention to the table. (e.g. when, As, etc.). This will help lower-performing Ss.
• Point out to Ss that the adjectives in the first column can be • Check the answers with the class.
used to describe food.
• Explain to Ss that the adjectives sweet, bitter and fresh can 1. was watching 7. said
be used to describe coffee while the adjectives fresh and sour 2. walked 8. was taking
can be used to describe lemons. 3. wanted 9. got
• Ask Ss to tick the adjectives that can be used to describe 4. left 10. saw
cake and pizza in the respective columns. 5. opened 11. began
• Have Ss do the activity and check answers. 6. started 12. answered

cake: sweet, fresh

pizza: salty, spicy 5. SPEAKING
Aims: • to give Ss practice in using the functions,
structures and vocabulary presented in this lesson
through an oral activity
• Ask Ss to think of other kinds of food and the adjectives •
that can be used to describe them.
• Ask Ss to read through the questions.
• In small groups, Ss take turns to ask and answer the
3. GRAMMAR questions.
Aims: • to present the difference between the Past Simple • Go round the class helping Ss when necessary.
and the Past Progressive and introduce time
clauses
• Suggested answers
I do like to try unusual foods, especially sweets. When
• Ask Ss to read through the sentences 1-3.
• Draw Ss’ attention to the verbs in bold. I travel, I always try the local dishes.
• Allow Ss some time to match the sentences 1-3 with the I’ve had a few strange food experiences. Once I even
meanings a-c. ate frogs’ legs.
• Check the answers with the class. I was in Paris visiting some friends there. And they
took me to a local restaurant. Frogs’ legs was the
a. 2 b. 3 c. 1 speaciality.
I was nervous because it seemed strange and I
wondered how it would taste. I didn’t want to get sick.
It was actually really good. It tasted like salty chicken.
• Ask Ss to tell you what they notice about the use of the
time linker while in the first two examples (we use it to link
a lengthy past action (Past Progressive) that was in progress
when it was interrupted by a shorter or sudden one (Past WORKBOOK LISTENING 18
Simple) or two past actions (Past Progressive) that were in • Go to the listening transcript.
progress at the same time).
• Draw Ss’ attention to the time linker as soon as in the third
23 TB
 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.
• Would you ever try durians? Why? / Why not? c. One action was in progress when
the other happened.
2. VO C ABU L A R Y
ADJECTIVES DESCRIBING FOOD
4. PRACT ICE
Look at the table and tick (4) the correct columns.
Complete the text with the Past Simple or the Past
Progressive of the verbs in brackets.
I (1) (watch) a film when my sister
(2) (walk) into the house with a
paper bag. There were snails in it! She
(3) (want) to make something
different for dinner. She (4) (leave)
the bag on the table, (5) (open)
the fridge and (6) (start) taking out
coffee lemons cake pizza some vegetables. ‘You’re going to love this!’ she
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. SPEA 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
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.

2. LISTE NING
A. Discuss.
• 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
experience with bees. Before you listen, look at
the picture and guess which of the words in the
box will be mentioned. Then listen and check
your answers.

swarm faint sting hospital

kill flowers hide buzz police
honey river

C. Listen again and put the sentences in the correct

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 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 AK ING
Talk in pairs.
Students A & B: Go to the
Speaking section.
24
 2c
• You can tell Ss which one is the first sentence. This will
Narrating a story and experiences help lower-performing Ss.

bee believe it or not break into burglar honey, buzz, kill, swarm, sting, river, hide, flowers
description doorbell empty faint follow freeze
get hurt give sb a hand hide honey kill lock (v.)
return ring (v.) sting (v.) stupid swarm
take place thank (v.) upset van C. Aims: • to give Ss practice in listening for specific
information
Adverbs and adverbial phrases
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.
WARM-UP • Play the recording and 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
• a. 3 b. 1 c. 7 d. 6 e. 5 f. 2 g. 4

• Draw Ss’ attention to the title of the lesson and ask them LISTENING TRANSCRIPT
when the phrase Believe it or not! can be used (when telling
someone about something that is true, although it seems Jenny Hey Dave, did I tell you what happened to me in
unlikely). the park last Friday?
• Ask Ss to tell you what they think the lesson is about. Dave No.
Jenny It was really frightening. I was eating yoghurt with
1. VOCABULARY honey and reading a magazine. Suddenly, a bee
Aims: • to introduce adverbs and adverbial phrases started buzzing around me so I killed it with the
magazine.
• Dave Why did you do that? Bees are our friends.
• Draw Ss’ attention to the words and phrases in the two Jenny Oh, I won’t do it again, that’s for sure. As I was
columns in the box. walking back to work, suddenly there was another
• Explain to Ss that these are adverbs and adverbial bee buzzing around my head, then another and
phrases. another. Soon, there was a whole swarm of them.
• Draw Ss’attention to the TIP and explain it. Dave Did they sting you?
• Allow Ss some time to do the matching and check Jenny A few times, yes. On my neck and arms. So, I
answers. started running, but I couldn’t make them go
away.
1. d 3. e 5. f Dave What did you do?
2. a 4. b 6. c Jenny Well, I was near the river, so I jumped in there and
hid under the water.
• Ask Ss to read through the sentences 1-5. Dave Did it work?
• Have Ss do the activity and check answers. Jenny No, they were just waiting till I got out. So, I got
my breath back and ran for it. I tried to find a
Suggested answers place to go inside but all I could see was a bus
1. suddenly / all of a sudden waiting at the bus stop. So, I got on. The people
2. fortunately / luckily / amazingly / to my surprise thought I was crazy! The bees just followed me on
3. finally the bus, so all the passengers got off the bus.
4. unfortunately / unluckily Dave That’s unbelievable!
5. then / after that / finally Jenny I know. I got off the bus with the others and just
ran all the way home. I didn’t go back to work that
2. LISTENING 19, 20 day. But listen to this. I woke up the next morning
A. (PRE-LISTENING) and all the flowers in my back garden were full of
Aims: • to present the topic of the listening text by bees, millions of them. Like they were waiting for
activating Ss’ personal experience me...
• Dave Oh, come on Jenny! I don’t believe that!
Jenny It’s true! I went out through the back door and
• Ask Ss the questions and initiate a short discussion. 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.
• Ask Ss to look at the picture and guess which of the
words given will be mentioned in the listening text.
• Elicit answers but do not correct Ss at this stage.
• Play the recording and have Ss listen carefully to check
their predictions.
24 TB
2c
D. (POST-LISTENING) • Ask Ss some comprehension questions:
Aims: • to give Ss the opportunity to have a further
discussion on the topic of the listening text What was Paul doing when he saw the two men? He was
• returning home.
• Ask Ss the questions and initiate a short discussion. Where were the men? outside the house of his neighbour, Tom Baker
What were they doing? They were carrying his neighbour’s
3. SPEAKING furniture into a van.
Aims: • to give Ss practice in narrating a story Why did Paul offer to help them? because he knew that Tom
• to give Ss practice in transferring from visual to was moving out in a few days
verbal information What was Paul doing when the doorbell rang? He was having
• dinner.
Who was at the door? It was Tom.
• Divide Ss in pairs. How did he look? He looked very upset.
• Refer Ss to the appropriate pages, look at the pictures and read What had happened? Someone had broken into his house and
through the words/phrases in the box. had taken everything.
• Have Ss do the activity. Why did Paul think that he was stupid? because he realised that
• Go round the class helping Ss when necessary. he had helped the burglars
• Choose some pairs to narrate the stories. Did Paul help the police catch the burglars? Yes, he did.
How did Paul help the police? He gave a clear description of the
Suggested answers men.
SA: It was three o’clock in the morning. Jim was sleeping When did the police catch the burglars? after only an hour
when suddenly he woke up. He heard a strange noise How did Paul help his neighbour? He helped him move
coming from his flatmate Brad’s room. When he everything back into the empty house.
went to Brad’s room it was empty, so he decided to go Has Paul helped any other neighbours after what happened?
downstairs. He saw a strange light coming from the No, he hasn’t.
bottom of the stairs and went to check it out.
SB: I think his roommate was in the kitchen making food in
the middle of the night. C. Aims: • to help Ss organise their ideas and plan their
 writing
SB: It was a nice spring afternoon. Tina was relaxing in the •
back garden when suddenly she saw a ball. Tina was
curious. She got up and picked up the ball, and that’s • Ask Ss to read through the questions.
when she saw that something was happening behind • Refer Ss to the story.
the bushes. She went closer to get a better look and • Have Ss do the activity and check answers.
what she saw made her smile.
SA: I think she saw two very young children playing Who is/are the main character(s) and what was/were
together in the garden. the main character(s) doing? 1
What happened in the end? 3
What did the main character(s) do and what happened? 2
4. WRITING Where did the story take place? 1
A. Aims: • to prepare Ss for the writing task through a When did the story take place? 1
discussion relating to their personal experiences How does/do the main character(s) feel now? 3
• How did the main character(s) feel? 2

• Ask Ss the questions and initiate a short discussion.

D. Aims: • to give Ss practice in writing a story
B. Aims: • to familiarise Ss with the stylistic features of a story •
•
• Draw Ss’ attention to the TIP and explain it.
• Ask Ss to read through the story and answer the two questions. • Refer Ss to the appropriate pages.
• For question 1, you can write the following on the board, and • Point out to Ss that it is important to use the questions in the
ask Ss to match them with the corresponding paragraphs: previous activity as a guide while writing out their stories.
It describes how the story started and developed. / It ends the • Allow Ss some time to write their stories.
story and makes a short comment about it. / It describes the • Choose some Ss to read out their stories.
background of the story and introduces the main characters. This
will help lower-performing Ss.
• Check the answers with the class. Model answer
It was three o’clock in the morning. Jim was sleeping, when
suddenly a noise woke him up.
‘What’s going on?’ Jim wondered. He got up and went to see
1. The introductory paragraph sets the scene / describes if his flatmate, Tony, was still sleeping, but he wasn’t.
the background of the story and introduces the main In fact, his room was empty. Jim started to feel frightened.
characters. Where was Tony? Who was making that noise? He decided
The main paragraph describes how the story started to check it out. While he was going downstairs, he was
and developed. surprised to see a strange light. It was coming from outside
The final/concluding paragraph ends the story and and the front door was open.
makes a short comment about it. As soon as he looked into the garden, he saw Tony. ‘Oh,
2. The writer uses the Past Simple and the Past hi, Jim! I’m just taking some night time photos for my
Progressive. photography class,’ he said. Jim just laughed.

25 TB
4. W R ITING
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
Paul was having dinner,
doorbell rang. It was Tom the
and he looked very upset
‘Someone broke into my .
house and took every thi
he shouted. Paul froze. ‘I’m ng !’
so stupid!’ he thought.
Fortunately, Paul gave a
clear description of the
men to the police and the
y found the burglars after
only an hour. Paul helpe
d move every thing back
into the empty house bu
t he’s never offered to he
neighbour again. lp a

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

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

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

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
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
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.
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? very few plants. Many deserts are places with
e. Nature extreme heat and lots of sand. One of the biggest
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

paragraph to understand the 2.

main ideas.
During the day, the temperature in the Sahara can
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.
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. 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
 2d
Linking past and present time • Draw Ss’ attention to the title of the text and ask them to
Talking about travel adventures tell you what they think the text is about.
• Elicit answers.
• Draw Ss’ attention to the layout of the text and ask them to
Present Perfect Simple (just, always, before, ever, never, tell you what kind of text it is (a website) and where it can
so far, once, twice, many times, etc.) be found (on the Internet).
Present Perfect Simple vs Past Simple • Ask Ss to read through the headings a-e.
• Draw Ss’ attention to the TIP and explain it.
• Ask Ss to read through the text.
according to alive at the same time be prepared • Alternatively, play the recording and have Ss read and listen
bite (n.) common condition cover (v.) danger to the text.
dress (v.) explore extreme light (adj.) locals • Have Ss do the activity.
loose mysterious pass (v.) (im)possible severe • As soon as they finish, have higher-performing Ss work
store (v.) sunburn survive unfriendly warning with lower-performing Ss in pairs and compare their
Words related to nature answers. Encourage them to provide justification. This
cactus camel desert earth insect will build lower-performing Ss’ confidence to share their
land (n.) leaf plant root sand stem (n.) answers in class.
• Check the answers with the class.
Words/Phrases related to weather conditions
below zero degrees (°) drop heat 1. d 2. a 3. e 4. c
high (temperature) ice lightning
low (temperature) snow storm thunder
• Ask Ss some comprehension questions:
Phrases
in other words It was something else!
How much of the earth’s surface do deserts cover?
a third
What makes deserts a mysterious and unfriendly place?
WARM-UP the extreme conditions
Aims: • to help Ss make predictions about the lesson by Can you find lots of water and many plants in a desert?
activating their background knowledge No, you can’t.
• What kind of places are many deserts? They are places
• Draw Ss’ attention to the title of the lesson and ask them to
with extreme heat and lots of sand.
tell you what they think it is about.
Which is one of the biggest deserts? the Sahara Desert in
• Elicit answers.
Africa
• Ask Ss some questions:
What is the temperature like in the desert during the day?
It can reach 50° C.
What does adventure mean to you? What is the temperature like in the desert at night? It can
What is the most adventurous thing you have ever done? drop to below zero.
Does it often rain in the desert? No, it doesn’t.
How long can camels survive without drinking water?
1. READING 22 seven days
A. (PRE-READING) Is the desert a dangerous place? Yes, it is.
Aims: • to introduce the topic of the text by relating it to What are the possible dangers in the desert? heat stroke,
Ss’ background knowledge severe sunburn and insect bites
• to introduce vocabulary related to weather What kind of clothes should you wear in the desert? long,
light and loose clothes
•
What should you remember to have with you in the
• Ask Ss the first question and elicit answers.
desert? lots of water
• Ask Ss to tell you of any deserts they know of and where
Has Anna travelled to lots of places around the world? Yes,
they are located (e.g. the Sahara Desert – Africa, the Kalahari
she has.
Desert – Africa).
Did she enjoy her last trip? Yes, she did.
• Ask Ss the second question and draw their attention to the
words given.
• Make sure that Ss don’t have any unknown words and can
relate the words to the symbols. C. Aims: • to give Ss practice in identifying specific
• Elicit answers. information in the text
•
B. Aims: • to present vocabulary, functions and
• Have Ss do the activity and check the answers with the
structures in the context of a text
class.
• to give Ss practice in reading for gist
• 1. b 2. b 3. a 4. b

The Antarctic is the biggest cold desert, situated in

the southern hemisphere, almost entirely south of the
Antarctic Circle, and is surrounded by the Southern
Ocean. About 98% of Antarctica is covered with ice,
which averages 2.16 kilometres (1.3 miles) in thickness.
26 TB
2d
D. Aims: • to give Ss practice in deducing the meaning of speak) to James today., and ask them to complete the sentences
unknown words in the text with the Past Simple or the Present Perfect Simple of the verbs
• in brackets.

• Refer Ss to the text and ask them to look at the highlighted 3. PRACTICE
words. Aims: • to give Ss practice in differentiating between the
• Encourage Ss to deduce the meaning of the words from the Present Perfect Simple and the Past Simple in the
context. To challenge higher-performing Ss, you can ask context of a dialogue
them to to cover the activity in their book, and try to deduce
the meaning of the highlighted words by relying only on the •
context. • Have Ss do the activity and check answers.
• Have Ss do the activity and check answers.

1. Have... visited 5. Did... like

1. a 2. b 3. b 4. a 5. a 2. have never left 6. Have... ever travelled
3. have always wanted 7. drove
4. visited 8. was
• Explain any unknown words and choose Ss to read out the
text.
4. INTONATION 23, 24
E. (POST-READING) A. Aim: to familiarise Ss with the reduced forms of did you
Aims: • to give Ss the opportunity to have a further discussion and have you
on the topic of the text
•
• Play the recording and have Ss listen and repeat each question
• Ask Ss the questions and initiate a short discussion. they hear.
• Ask Ss to tell you what they notice about the pronunciation of
did you and have you.
2. GRAMMAR
PRESENT PERFECT SIMPLE B. Aim: to give Ss practice in pronouncing the reduced forms
Aims: • to present the Present Perfect Simple of did you and have you
•
• Draw Ss’ attention to the picture. • Play the recording and have Ss repeat each question they hear.
• Ask Ss to read through the dialogue.
• Point out to Ss that the verbs in bold are in the Present Perfect 5. SPEAKING
Simple. Aims: • to give Ss practice in using the structures and
• Ask Ss the first question. functions presented in this lesson through a
• Elicit answers and have Ss complete the rule (we form the pairwork activity
Present Perfect Simple with the auxiliary verb have/has and the
past participle of the main verb). •
• Ask Ss the second question.
• Ask Ss to read through the two options. • Draw Ss’ attention to the prompts and the speech bubble.
• Elicit the answer that we use the Present Perfect Simple for • In pairs, Ss take turns to ask and answer questions about each
actions that happened in the past but we can see their results other’s travel adventures. You can have higher-performing Ss
now and/or we don’t mention when they happened (b.). work with lower-performing Ss.
• Make sure that Ss understand the use of the Present Perfect • Go round the class helping Ss when necessary.
Simple by relating it to the dialogue. If necessary, provide Ss • Choose some pairs to act out the dialogues.
with further explanations and/or examples.
• Point out to Ss that a. refers to the Present Progressive.
• Draw Ss’ attention to the NOTE and explain to them that these Suggested answers
words are usually used with the Present Perfect Simple. SA: Have you ever visited an interesting place?
SB: Yes. Last year I went to Athens. It was really interesting
PRESENT PERFECT SIMPLE vs PAST SIMPLE SA: What did you do there?
Aims: • to have Ss differentiate between the Present Perfect SB: We went to visit all the archaeological sites, like the
Simple and the Past Simple Parthenon and the Temple of Zeus. And we explored
the old town around the Acropolis.
• SA: Who did you go with?
• Ask Ss to read through the examples. SB: I went with a group of good friends.
• Draw Ss’ attention to the words in bold. SA: Did you all have a good time?
• Ask Ss to tell you the difference between I’ve travelled and SB: Yes, it was great and I’d love to go back. What about
I travelled and elicit the answer that I’ve travelled refers to you? Where did you go that was interesting?
an action that happened in the past but the exact time is SA: I went to Iceland.
not mentioned, whereas I travelled refers to an action that SB: Wow! That sounds really interesting. When did you go
happened in the past and we say when exactly. there?
• If necessary, provide Ss with further examples demonstrating SA: Two years ago. I went with my family.
the difference between the Present Perfect Simple and the Past SB: Did you have a good time?
Simple. SA: Yes. To my surprise it was really beautiful.
• Refer Ss to the Grammar Reference at the back of the book. SB: What did you do there?
• Ask higher-performing Ss to make sentences using the Present SA: We saw glaciers and volcanoes. And I even ate whale.
Perfect Simple and the Past Simple. This will challenge them. SB: Did you like it?
To help lower-performing Ss, you can write incomplete SA: Believe it or not, I did!
sentences on the board as in the example, I (not

27 TB
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?
Larry Yes, I (7) (drive) to Krakow
2. G R AM MA R with some friends last summer.
It (8) (be) wonderful!
PRESENT PERFECT SIMPLE
Look at the picture and read the dialogue.
How do we form the Present Perfect Simple? 4. IN TO N AT IO N
A. Listen and repeat. What do you notice about the
A: Look! Justin has pronunciation of did you and have you?
opened the bottle with
Did you go to the gym yesterday?
his teeth.
Have you ever ridden a camel?
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?
or + past participle 3. Have you ever sent Irene an email?
4. Did you see Rita two weeks ago?
• 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
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
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
two o’clock, last May, last week place.
Tuesday.

2. P R AC TICE 3. LIST EN IN G
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.
• Would you like to live abroad? Why? / Why not?
be not return not check B. Listen to three people talking about living in
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
Dan Where’s Harriet? recently.
Jodie She already / yet. b. took a course but it didn’t help.
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
 2e
• Have Ss do the activity and check answers.
Talking about the duration of an action
Giving news
1. hasn’t returned yet, has gone, have told, have already
called
2. haven’t seen... since, haven’t checked... for, Have... been
Present Perfect Simple with for, since, yet, already

3. LISTENING 25
abroad accept accommodation arrange A. (PRE-LISTENING)
exactly foreign lyrics make plans organise Aims: • to present the topic of the listening text by activating
stressed take a course Ss’ personal experience
•
Phrases
How are things? I must go now.
• Ask Ss the questions and initiate a short discussion.
I’m looking forward to...
Sorry I haven’t written for so long.
B. Aims: •  to have Ss identify speakers’ experiences and attitudes
Take care. What have you been up to?
•
• Ask Ss to read through the statements a-d. You can remove the
WARM-UP extra statement to help lower-performing Ss.
Aims: • to help Ss make predictions about the lesson by • Play the recording twice and have Ss do the matching.
activating their background knowledge
•
Kate d. Jake a. Sally c.
• Draw Ss’ attention to the title of the lesson.
• Help Ss deduce that the phrase to broaden one’s mind means to
increase the range of one’s knowledge and experience. LISTENING TRANSCRIPT
• Ask Ss to guess what the lesson is about and elicit answers. Kate
• Ask Ss some questions: I’ve been here for a month now and the only things I can say
in Spanish are everyday expressions like Thank you and Good
Do you think that travelling can broaden your mind? How? morning. Sometimes I feel stupid. People talk to me and I just
What other things can broaden your mind? How? look at them. Luckily, my flatmate Maria speaks Spanish very
well and she helps. But I can’t go anywhere without Maria!
I haven’t managed to learn much, so, I’ve decided to take a
1. GRAMMAR course. I want to speak Spanish well when I leave and go back
A. Aims: • to present the Present Perfect Simple with for and home. I mean that’s why I’m here, right?
since
• Jake
• Ask Ss to read through the dialogue. I’ve been here since last September. The first few months
• Draw Ss’ attention to the words in bold. were very hard for me. I found it difficult to understand the
• Ask Ss the question in the rubric. professors and I didn’t speak to my classmates because I was
afraid of making mistakes. My flatmate, Thomas, had the
same problem and we decided to take a course to improve our
Fred moved to the city two years ago. Spanish. It was a great idea because I’ve already improved so
much that I can read articles online and watch my favourite
• Make sure that Ss can make the connection between I’ve had TV programmes. And I almost never have problems at the
this house for two years and I moved to this city two years ago. university.
• Draw Ss’ attention to the table.
• Point out to Ss that for refers to the duration of an action Sally
whereas since refers to the time when the action started. It’s an amazing experience! I’ve been abroad before but only
• Draw Ss’ attention to the words that go with for and since. on holiday. I like the people a lot and I enjoy working as a
• Ask higher-performing Ss to make sentences using for and teacher but I sometimes have problems with the language. I’m
since. This will challenge them. To help lower-performing Ss, OK when I go out because I can always find someone who
you can write incomplete sentences on the board and ask them speaks English, but I sometimes have problems at work. Not
to complete them with for or since accordingly. with my colleagues; they speak English, but when students
don’t understand something I can’t explain it in their own
B. Aims: • to present the Present Perfect Simple with already language. I wanted to take a language course back home but I
and yet didn’t and now I don’t have time.
• to present have been and have gone
•
• Ask Ss to read through the dialogue. 4. SPEAKING
• Draw Ss’ attention to the words in bold. A. Aims: • to prepare Ss for the speaking activity
• Ask Ss to look at the two tables. Make sure that Ss don’t have •
any unknown words.
• Have Ss complete the tables. • Ask Ss the questions and generate discussion.
• Check the answers with the class. If necessary, provide Ss with
further examples and/or explanations.

Suggested answers
already, yet, gone, been
Yes, I do. I enjoy learning foreign languages and I
• Refer Ss to the Grammar Reference at the back of the book. think they are very important. / No, I find it boring,
but it’s necessary.
2. PRACTICE Learning English is quite easy because I like to
Aims: • to give Ss practice in using the Present Perfect Simple listen to English music and watch films in English. /
with for, since, yet, already in the context of two Actually, I think it is quite difficult.
dialogues
•
28 TB
2e
B. Aims: • to give Ss practice in speculating and making a
decision What is Flor going to need? a part-time job
• Does Flor know exactly when she is going to Edinburgh? No,
she doesn’t.
• Ask Ss to read through the list of things that can help someone Have Flor and Gwen seen each other recently? No, they
when learning English. haven’t.
• In pairs, Ss take turns to talk about the questions in the rubric.
Encourage higher-performing Ss to add their own ideas and • Explain any unknown words.
give examples to justify their answers. This will challenge
them. C. Aims: • to introduce the structure of an email giving news
• Go round the class helping Ss when necessary. •
• Refer Ss to the email.
Suggested answers • Ask Ss to read through the questions a-d.
SA: I think watching films in English without subtitles is • Have Ss do the activity.
really helpful. You have to listen carefully and you can • Check the answers with the class.
learn a lot.
SB: I agree, and I like to watch movies with the subtitles in a. 3 b. 4 c. 2 d. 1
English too. This helps me a lot.
SA: Have you ever taken a summer course in an English-
speaking country?
SB: No, I haven’t, but I’m sure that it would be very helpful. D. Aims: • to familiarise Ss with appropriate opening and
I have visited London before, and I learned a lot just closing phrases for an email giving news
being there. •
SA: You’re right. I think travelling to an English-speaking
country and talking to the locals is the best way to • Ask Ss to read through the phrases in the box. Explain any
learn the language. phrases they might not know.
SB: Do you visit English websites and read English articles • Ask Ss to look at the phrases from Flor’s email.
online? • Have Ss do the activity.
SA: Honestly, no. Most of the things I read are in my • Check the answers with the class.
language. What about you? • Refer Ss to the back of the book for a more detailed list of set
SB: Sometimes I read things in English online. And I often phrases.
listen to music in English and read the lyrics.
SA: Me too. But I don’t think this is really that helpful. Greetings
Everybody listens to music in English, but not Hello Gwen, Dear Jamie,
everybody can speak English.
Set phrases for opening paragraph
How are things?
5. WRITING Sorry I haven’t written for so long, but...
A. Aims: • to prepare Ss for the writing task Thanks for your email.
I’m writing to tell you about...
•
Hi! How have you been?
• Ask Ss the questions and generate discussion. Set phrases for closing paragraph
Well, that’s all for now.
B. Aims: • to have Ss identify the purpose of an email giving Write back soon.
news I’m looking forward to hearing from you.
• I must go now.
Give my love to everyone.
Signature endings
Yours, Take care, Bye for now,
A Master’s (informal for a Master’s degree) is an
advanced college or university degree that you study
for after your first degree. E. Aims: • to give Ss practice in writing an email giving news
•
• Ask Ss to read through the email. • Draw Ss’ attention to the TIP and explain it.
• Ask Ss the question in the rubric. • Allow Ss some time to write their email.
• Check the answer with the class. • Choose some Ss to read out their email.

Model answer
Flor is writing to Gwen to tell her her news. (She’s Hi Flor,
going to Edinburgh for her Master’s.) Thanks for your email. No problem about not writing
sooner – I’ve been busy too. Anyway, it was great to hear
your exciting news!
• Ask Ss some comprehension questions: 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 around
Why hasn’t Flor written to Gwen for so long? because she and of course you can meet my friends too. Don’t feel
has been very busy with university stressed – I can help you find work! I’ve got some news too –
Where does Gwen live? in Edinburgh I’ve just started a brilliant new job! I’m now the manager of
Why is Flor going to Edinburgh? for her Master’s a gym. You know I’ve always loved sport and fitness, so I’m
Why is Flor a bit stressed? because she hasn’t organised really enjoying it. What about joining my gym? I can even
give you a discount!
things yet I can’t wait to hang out with you again. Don’t forget to let
Does Flor have to look for a flat? No, she doesn’t. me know when you’re arriving.
Why? because the university is arranging her Yours,
accommodation Gwen

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

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
everyone. tell you about...
paragraph paragraph
• Dear Jamie, • Take care,
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
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

4 5 6

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

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

1. Scott was a national hero after his first trip 1. What did Robert Falcon Scott do
to the Antarctic. in 1901?
2. As soon as Scott returned from his first expedition, 2. What was the name of Scott’s ship on
his second expedition to Antarctica?
he left for the Antarctic again.
3. What happened in Melbourne?
3. Scott and his team sailed directly from Wales
4. How long did it take Scott and
to the Antarctic. his team to reach the South Pole
4. The explorer Roald Amundsen was part of from their camp?
Scott’s team. 5. Why didn’t the men celebrate when
5. Amundsen arrived at the South Pole one month they arrived at the South Pole?
before Scott. 6. What did Scott find at the South Pole?
7. What happened after that?
6. The journey from the South Pole to Scott’s camp
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
 Video activities 2
What an experience!
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 unexpected 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. H e found a Norwegian flag.
• 7. They died on the return journey.
A.
• Ask Ss if they know any interesting facts about the Antarctic • Ask Ss the questions.
and initiate a short discussion. • Elicit answers and initiate a short discussion. Allow the use
• Draw Ss’ attention to the pictures 1-6 and the phrases in the of L1, if necessary, to help lower-performing Ss express
box. themselves.
• Have Ss do the activity and check the answers with the class.
E.
1. telegram
2. landscape Suggested answers
3. South Pole • Yes, I think that Scott is a hero because he managed
4. search team to reach the South Pole.
5. frozen • I would like to visit the South Pole very much. I’ve watched
6. explorer a documentary about it and it seems like an incredible
place.
B.
• Ask Ss to read the question in the rubric and make TRANSCRIPTS
predictions.
• Play Part 2 of the video and have Ss check their predictions. Part 1
expedition explorer frozen landscape lead
search team South Pole telegram unexpected
No because he reached the South Pole, but Part 2
Amundsen had arrived before him. And he died on Robert Falcon Scott was born in 1868 in Devonport,
the way back to camp. England. As a young man, he worked on various Royal
Navy ships, and in 1901 he was chosen to lead an
C. expedition to Antarctica. They travelled further south
• Ask Ss to read through the sentences 1-7 and make sure they than anyone had ever been. He returned to Britain as a
haven’t got any unknown words. national hero, but he felt that his work wasn’t finished.
• Have Ss watch Part 2 of the video again and do the activity. Nobody had ever reached the South Pole, and Scott
Ask Ss to note down key words that will help them correct the felt he was the man to take up the challenge. He had to
false sentences. wait a few years, however, as he had to raise money to
• Check the answers with the class. pay for the trip. In June 1910, the ship Terra Nova left
Wales carrying Scott and his team. They stopped off in
Melbourne, Australia, where Scott received a telegram
from a Norwegian explorer, Roald Amundsen, explaining
1. T that he, too, was trying to reach the South Pole. Scott
2. F realised the race was on. In January 1911, Terra Nova
3. F arrived in the Antarctic and the team set up camp. Scott
4. F and his men began the long journey across the freezing
5. T landscape on 1st November 1911. It was an extremely
6. T difficult journey with unexpected bad weather. Two and
7. F a half months later, they finally reached the South Pole,
• Have higher-performing Ss work with lower-performing Ss but what they found there ruined any celebration. A
and correct the false sentences. This will challenge higher- Norwegian flag was at the Pole which could mean only
performing Ss and help lower-performing Ss understand why one thing. Amundsen had beaten them to it. In fact, they
these answers are correct. were more than a month too late. Exhausted and broken,
the five-man team now had to make the 1,500 km journey
D. back. One man died a month later and another, Lawrence
• Draw Ss’ attention to the questions 1-7 and make sure they Oates, who was very ill, realised he was slowing the team
understand everything. down, so he walked out of their tent and was never seen
• Have Ss watch Part 2 of the video and answer the questions. again. The other three men, including Scott, never made it
• Check the answers with the class. back alive. Eight months later, a search team found them
and Scott’s diary with the last entry on 29th March, 1912
saying: ‘Look after our people.’

30 TB
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
B.

1
1. was driving
2. crashed
3. got
4. drove

2
5. had
6. was walking
7. saw
8. was breaking
9. called
10. caught

C.

1. Have... visited
2. went
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
 Round-up 2
VO C ABUL 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!
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.
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 , I knew a
storm was on its way. B: (3) you (eat) anything
nice?
a. lightning b. thunder c. ice
7. You should water this plant more often. A: Are you joking? I (4) (already / try)
Its are turning yellow. lots of things. For lunch today, I (5)
a. roots b. leaves c. stems (have) the most amazing pizza. Nothing like the
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
(try) gnocchi yet?
GR AM M AR A: No, I (8) (go) to a restaurant last
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
 COMM UNIC 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
want to see.
warning
A: And it’s in the afternoon, right?
B: (2) dangerous
A: Why don’t you listen to it on the radio?
(3)
B: Sorry, I’m really looking forward to this
shout
match. get hurt
A: (4) cut
B: Don’t be like that. I can come after the
match and help tidy up.
A: OK, thanks.
below zero

survive
LISTE NING
F. Listen and choose a, b or c.
SELF-A SSESSMEN T
1. How did Lenny feel on his hiking trip? Read the following and tick (4) 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
 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
 Round-up 2
COMMUNIC AT ION
E.
Suggested answers
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 26 continued because we wanted to reach the top. We climbed
for a couple of hours until it got dark and then set up our
F. tents. It was below zero, but we had warm clothes with us.
• Ask Ss to read through the questions 1-4 and the options given. When we woke up the next day, it was still snowing. As we
• Alternatively, to challenge higher-performing Ss, you may continued moving up the mountain, we heard something
modify the activity from multiple choice to open-ended and we looked up. It was a very big snow ball coming toward
questions. Write questions on the board (without the options), us! Fortunately, it didn’t hit us, but our friend Peter got
ask Ss to cover the activity in their books, listen and answer the frightened and slipped. Then we saw him hanging from the
questions. To help lower-performing Ss, you may eliminate one side of the mountain. It was a good thing that we were using
incorrect option in each item. rope! We carefully pulled him back. He didn’t get hurt but at
• Play the recording twice. that moment we understood how dangerous bad weather is
• Check the answers with the class. for mountain climbers. We made it back down the mountain
without having an accident. We survived the adventure, and
after that we paid more attention to the weather warnings.
1. a 2. c 3. b 4. b

SELF - A SSE SSMENT

LISTENING TRANSCRIPT Aims: • to give Ss the opportunity to check their progress
1. • to encourage learner autonomy
Sonia What did you do this weekend, Lenny? •
Lenny I went hiking with some friends from work. • Draw Ss’ attention to the points and ask Ss to read through
Sonia Oh yeah, I forgot. Where did you go? them.
Lenny Dead Man’s Gorge.
Sonia That’s an exciting name. • Explain any unknown words.
Lenny Yeah, we liked the name too. That’s why we chose it. • Have Ss tick the points they feel confident about. For the
Sonia Was it dangerous? points they are unsure of, they should refer back to the relevant
Lenny Not really. It was a very small gorge and it took us sections in the module.
hours to get there. It was a bit of a waste of time
really.
Sonia So, you’re not going again.
Lenny No way. CLIL: History
2. The Teacher’s Notes can be found at the back of the
Sheila What are you watching? book.
Dennis It’s a cooking programme about French cuisine.
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.
Dennis What, like frogs’ legs? Song: Broaden your mind 29
Sheila That’s a bit too much for me. I had a horse burger by
accident.
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
have already studied through a song
3.
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 book once without worrying about the correct
sandwich I had in my bag. answers.
• Ask Ss to try and choose the correct words before
4.
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? carefully and check their answers.
Woman Yes, it was beautiful. • Check Ss’ answers and explain any unknown
Man It can get cold there at night, though. words.
Woman Yes, it can. Have you been there?
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. GRAMMAR ACTIVITIES
• Explain to Ss that they should make up a story using as many There is 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
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:

Have you ever travelled to a foreign country?

Did you like it? Why? / Why not?
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
lower-performing Ss to express themselves.

Suggested answers
Yes, I love to travel and visit new places.
I would most like to go to Egypt. I’m very interested
in ancient cultures and would love to see the
Pyramids.

• 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 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
 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...

 a brochure about a region in China
 an unhappy passenger
 a capoeira dancer
 an interview with a caving expert
 different places to stay when travelling

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
3a What’s your destination?
1. L IST E N I N G & R E A DI NG
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.

At the check-in desk in Dubai...

Check-in clerk Good afternoon. Where are you flying to?

Passenger London Heathrow.
Check-in clerk May I see your passport, please? At lost luggage in London Heathrow...
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.
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?
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
 3a
• Draw Ss’ attention to the woman in the picture and ask
them to tell you where she is (at an airport).
Expressing ability • Ask Ss the questions in the rubric.
Making requests • Elicit answers but do not correct Ss at this stage.
Asking for permission • Play the recording and ask Ss to listen to the dialogues
carefully and check their predictions.
can, could, may, be able to
The woman feels angry, disappointed, etc.
She has lost her bag.
as soon as possible at last bring clerk explain
go away lost mix-up (n.) stuff • Ask Ss some comprehension questions:
Words/Phrases related to travelling by plane Where does the first dialogue take place? (at a check-in
aisle seat arrival baggage board (v.) desk) in Dubai
boarding card business trip check in conveyor belt Where is the woman flying to? She’s flying to London
delay (n.) departure destination flight attendant Heathrow.
gate land (v.) (hand) luggage passenger passport What does the woman want to take on the plane with
suitcase take off her? a bag
Does the check-in clerk let her take the bag on the plane
with her? No, she doesn’t.
WARM-UP Why? because it is too heavy for hand luggage
Aims: • to help Ss make predictions about the lesson by Why does the woman want to take it on the plane with
activating their background knowledge her? because she has important stuff in it
• Where does the second dialogue take place? at lost luggage
in London Heathrow
• Draw Ss’ attention to the title of the lesson. Help them What kind of mistake did the baggage handler make? He/
deduce the meaning of the word destination and ask She mixed up the airport codes.
them to tell you when we ask this question (when we What is LHP? the airport code for Lehu
want to find out where someone is travelling to). What is the good news? that they found the woman’s bag
• Ask Ss to tell you what they think the lesson is about. Do they have the bag? No, they don’t.
• Elicit answers. What have they arranged? to fly her bag directly to
London Heathrow as soon as possible
1. LISTENING & READING 30 Why can’t the woman give the attendant her address
A. Aims: • to introduce the topic of the dialogues by in London? because she has written it in her notebook,
relating it to Ss’ personal experience which is in her lost bag / in Papua New Guinea
•
• Ask Ss the questions and initiate a short discussion. C. Aims: • to give Ss practice in identifying specific
• Ask Ss some more questions: information in the dialogues
•
What kind of preparations do you make before
travelling? • Have Ss do the activity and check answers.
What kind of transport do you prefer when travelling?
1. She would like to have an aisle seat.
2. two
B. Aims: • to present vocabulary, functions and 3. the airport code for London Heathrow
structures in the context of two dialogues 4. that there has been a bit of a mix-up and now the
• to give Ss practice in identifying the main woman’s bag is in Lehu
idea of the dialogues 5. It’s in Papua New Guinea.
• 6. a courier
7. her notebook with her address in London

• Dubai is one of the seven emirates and the second • Explain any unknown words and choose Ss to act out
most populous city of the United Arab Emirates. the dialogues.
It is located along the southern coast of the Persian
Gulf on the Arabian Peninsula.
• London Heathrow Airport or Heathrow, located
in London, is the largest and busiest airport in the
United Kingdom.
• Papua New Guinea, is a country in Oceania,
occupying the eastern half of the island of New
Guinea and numerous offshore islands. It is located
in the southwestern Pacific Ocean.
• Lehu is an airport in Papua New Guinea.

34 TB
3a
2. VOCABULARY • Refer Ss to the Grammar Reference at the back
Aims: • to present vocabulary related to travelling by of the book.
plane
•
• Ask Ss some questions: For further practice, ask higher-performing Ss to
make their own sentences using the modal verbs in the
Have you ever been to an airport? previous activity to express ability in the present/past,
Can you name any of the areas that can be found at an to make requests and ask for permission. To help
airport? lower-performing Ss, you can write incomplete
Can you think of any words related to travelling by plane? sentences on the board and ask Ss to complete them
with can, could, may or be able to in the correct form.
• Elicit answers.
• Ask Ss to read through the text.
• Draw Ss’ attention to the words in bold. Explain to them 4. PRACTICE
that these are words/phrases related to travelling by Aims: • to give Ss practice in using the modal verbs can,
plane. could, may, be able to in context
• Draw Ss’ attention to the TIP and explain it.
• Help Ss deduce the meaning of the words/phrases from •
the context. • Have Ss do the activity and check answers.
• To help lower-performing Ss, you can use the
definitions in the KEY box to give them two options to
1. Can I borrow your mobile phone?
choose from for each word (e.g. arrivals: a. the place at
2. I’m sorry but I wasn’t able to meet you at the airport
an airport where passengers go to once they have got off the
yesterday.
plane b. the place at an airport where passengers go before
3. Could I have some water, please?
they get on their plane).
4. I can’t find my boarding card.
• Check the answers with the class.
5. May I use my laptop on the plane?
arrivals = the place at an airport where passengers
go to once they have got off the plane 5. SPEAKING
land (v.) = to come down through the air onto the ground Aims: • to give Ss practice in using the structures,
departures = the place at an airport where passengers go functions and vocabulary presented in this
to in order to make all the necessary arrangements before lesson by simulating a conversation between a
they get on their plane
check -in clerk at an airport and a passenger
delay (n.) = a period of time when passengers have to wait
before they get on their plane because of a problem that •
makes their flight late
• Draw Ss’ attention to the prompts in the boxes.
take off = to leave the ground and begin to fly
gate = the place at an airport where passengers are allowed • Draw their attention to the TIP and explain it.
to get on or off a plane • In pairs, Ss take turns to ask and answer the questions.
board (v.) = to get on a plane You can have higher-performing Ss work with lower-
boarding card = a card that a passenger receives after they performing Ss.
have checked in and they must have it to be allowed to get • Go round the class helping Ss when necessary.
on a plane • Choose some pairs to act out the dialogue.
flight attendant = someone whose job is to assist
passengers on a plane Suggested answers
SA: Good morning, sir. Where are you flying to?
3. GRAMMAR SB: Hi. I’m travelling to London.
Aims: • to present the modal verbs can, could, may, SA: May I see your passport and ticket, please?
be able to SB: Here you are. Could I have a window seat, please?
SA: Of course. How many bags are you checking in?
• SB: Just one. Do I need to check this bag in too? It’s for
• Ask Ss to read through the examples. my laptop.
• Draw Ss’ attention to the words in bold. SA: No, that’s fine. Please put the bag on the conveyor
• Point out to Ss that these words are modal verbs. belt.
• Ask Ss to decide what the words in bold express. Make SB: I can take my laptop and MP4 player on the plane
sure that they do not have any unknown words. then?
• Elicit answers. SA: Yes. The flight attendant will inform you when
it is safe to use them. Here’s your boarding card.
May I...?  a request Enjoy your flight.
Can I...?  permission SB: Thank you. Bye.
can  ability (in the present)
were able to  ability (in the past)
Could you...?  request WORKBOOK LISTENING 31
• Go to the listening transcript.
• Draw Ss’ attention to the NOTE and explain it.

35 TB
2. VO C ABU 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)
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)
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 5. SPEA KIN G
boarding card to the flight attendant and went to
his seat. ROLE PLAY
Talk in pairs.
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
• 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.
• see if the unknown word is similar to other words in
English or in your own language. where / fly / to / ?
passport and ticket / please / ?
how many / bags / check in / ?
3. G R AM 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
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

Caving
They’re dark, cold, wet and dangerous places.
So, why do people explore them?
Who better to ask than the country’s top caver
Clive Stewart! 3
Most caving clubs have special programmes for
1 beginners. They must learn the basic skills above
Well, up until the late 19th century, scientists explored ground first. They aren’t allowed to take part otherwise.
caves for study. In 1889, Edouard-Alfred Martel used You have to be physically fit for caving and the minimum
ropes and ladders to go down vertical caves over 100 m age for club members is usually sixteen.
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 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
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 get Without light you are lost. So, each person must have a
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
 3b
with lower-performing Ss in pairs and compare their
Expressing obligation and lack of obligation answers. Encourage them to provide justification by
Expressing prohibition referring to specific parts in the text. This will build lower-
performing Ss’ confidence to share their answers in class.
• Check the answers with the class.
have to, don’t have to, must, mustn’t, need to,
don’t need to, needn’t 1. b 2. d 3. a 4. e 5. c

• Ask Ss some comprehension questions:

as well as basic skills battery beginners cave
club communication deep discover discussion How deep were the caves that Martel went down in 1889?
equipment excitement expect experienced They were over 100 m deep.
exploration extra first-aid kit formation ground What did he use to go down these caves? He used ropes and
ladders.
helmet huge improvement ladder minimum What are these caves called today? They are called ‘potholes’.
necessary organisation over (more than) Do cavers like exploring them? Yes, they do.
physically fit preparation prepare rescue safety What do cavers like about caving? the thrill of the unknown
scientist special survival take part thrill and discovering new places
unknown waterproof worth When may a caver think, ‘What am I doing’? when
he/she has to walk through waist-high water or climb a
slippery rock face
WARM-UP When does it all seem worth it? when a caver discovers a
Aims: • to help Ss make predictions about the lesson by huge underground cave with beautiful rock formations
activating their background knowledge What do most caving clubs have? special programmes for
• beginners
How should you always explore caves? in groups
• Draw Ss’ attention to the title of the lesson and ask them What is considered to be a good idea to do before you go
if they can tell you what the phrase dos and don’ts means on your trip? to leave a note of your trip and the time you
and when it is used (things you should and shouldn’t do in a expect to return with someone
given situation). What is very difficult in caving? rescuing people
• Ask Ss to tell you what they think the lesson is about. What happens if you don’t have light with you? You can get
• Elicit answers. lost.
What is it necessary to have with you? a headlamp and at
1. READING 32 least one extra, batteries, strong ropes and a first-aid kit
A. (PRE-READING) What kind of clothes should you wear? warm and waterproof
Aims: • to introduce the topic of the interview by
relating it to Ss’ personal experience C. Aims: • to give Ss practice in identifying specific
• information in the text through a True/False
• Ask Ss the questions and generate discussion. activity
• Ask Ss a few more questions: •
• Have Ss do the activity.
What is the most frightening place you have explored? • Check the answers with the class.
What is the most exciting or interesting place you have
explored? 1. F 3. F 5. F 7. F
2. F 4. T 6. T
B. Aims: • to prepare Ss for the reading text by drawing
their attention to visual information • Have higher-performing Ss work with lower-performing
• to present vocabulary, functions and structures Ss and correct the false sentences. This will challenge
in the context of an interview higher-performing Ss and help lower-performing Ss
• to give Ss practice in reading for gist understand why these answers are correct.
•
D. Aims: • to give Ss practice in deducing the meaning
• Draw Ss’ attention to the picture in the top right-hand of unknown words from the text
corner of the page. •
• Ask Ss some questions:
• 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
What does the picture show? a man exploring a cave
context.
Where does the interview appear? on a website
• Ask Ss to read through the meanings a-f.
What extreme sport is the interview about? It’s about caving.
• Have Ss do the activity and check answers.
What is caving? the exploration of caves
Who is the man on the cover? He’s Clive Stewart.
Why do you think they did an interview with Clive Stewart? 1. c 2. a 3. b 4. e 5. f 6. d
because he has a lot of interesting things to say about caving
• Explain any unknown words and choose Ss to read out the
interview.
• Ask Ss to read through the questions a-e and explain that
they should match them with the paragraphs 1-5. E. (POST-READING)
• Ask Ss to read through the interview. Aims: • to give Ss the opportunity to have a further
• Alternatively, play the recording and ask Ss to listen discussion on the topic of the text
and read at the same time. •
• Have Ss do the activity.
• As soon as they finish, have higher-performing Ss work • Ask Ss the questions and initiate a short discussion.
36 TB
3b
2. VOCABULARY You have to / need to / must wear a helmet at all times.
Aims: • to present and give Ss practice in word building You need to / have to / must buy a ticket for the gallery.
(noun suffixes) You don’t need to / don’t have to / needn’t pay to enter the
• funpark on Tuesday.
You mustn’t take your pets in the park.
• Draw Ss’ attention to the NOTE and explain it. You mustn’t take photographs.
• Draw Ss’ attention to the suffixes in the brackets.
• Ask Ss to look at the nouns given and underline the suffix in
each one of them.
• Explain to Ss that the words without the suffixes are the verbs
5. SPEAKING
which the respective nouns derive from. Aims: • to give Ss practice in using the structures and
• Have Ss do the activity and check answers. functions presented in this lesson through a
guessing game
2. excite •
3. appear • Ask Ss to look at the places.
4. explore • Ask Ss to read through the ideas in the box and the speech
5. perform bubble.
6. prepare • In groups of four, Ss play the guessing game. Make sure
7. survive
8. improve there is a balance of both higher-performing Ss and lower-
9. discuss performing Ss in each group.
10. communicate • Go round the class helping Ss when necessary.
11. arrive • Choose some groups to act out the guessing game.
12. organise
Suggested answers SA: Do you have to sit
SB: Do you have to wear a there?
3. GRAMMAR seat belt there? SB: No, you don’t.
Aims: • to present have to, don’t have to, must, mustn’t, SA: No, you don’t. SC: Can you sit there?
need to, don’t need to and needn’t SC: Must you be quite when SB: Yes, you can.
• you are there? SA: Can you make noise
SA: No. You don’t have to there?
• Ask Ss to read through the examples and the sentences a-c. be quiet. SD: Yes, you can.
• Have Ss do the activity and check answers. SD: Can you eat there? SA: Do you have to buy a
• Refer Ss to the Grammar Reference at the back of the book. SA: Yes, you can. ticket?
SB: Can you use your SB: No, you don’t.
mobile phone there? SC: Can you eat there?
You have to be physically fit. a SA: Yes, you can. SB: Yes, you can.
You don’t have to wear special clothing. b SB: Do you have to buy SD: Is it a park?
Each person must have a headlamp. a tickets to go there? SB: Yes, it is.
You mustn’t go without an experienced caver. c SA: Yes, you do. 
You need to have safety equipment. a SD: Can you take pictures SA: Do you have to be
Experienced cavers don’t need to take a training course. b there? quiet?
You needn’t buy special clothing. b SA: Yes, you can. SB: No, you don’t.
SC: Is it the stadium? SB: Do you have to sit?
SA: Yes, it is. SB: No, you don’t.
 SD: Can you eat there?
For further practice, ask higher-performing Ss to SA: Can you eat there? SB: Yes, you can.
SB: No, you can’t. SA: Can you take pictures?
make their own sentences using the verbs in the SC: Must you have a ticket? SB: Yes, you can.
previous activity to express obligation in the present/ SB: Yes. SC: Do you have to buy a
future, lack of obligation in the present/future and SD: Do you have to be ticket?
prohibition. This will challenge them. To help lower- quiet? SB: Yes, you do.
performing Ss, you can write incomplete sentences on SB: Yes. SD: Is it a gallery?
the board, e.g. Mum will make a cake, so you SA: Do you have to sit in SB: Yes, it is.
a seat? 
bring anything for dessert, and ask Ss to SB: Yes. SA: Do you have to buy a
complete them with the correct form of the modal SC: Can you use your ticket?
verbs. Point out to Ss that in some cases more than one mobile? SB: Yes, you do.
answer may be possible. SB: No, you can’t. SC: Do you have to be
SD: Is it a theatre? quiet?
SB: Yes, it is. SB: No, you don’t.
 SD: Can you eat there?
4. PRACTICE SA: Can you use your SB: No, you can’t.
Aims: • to give Ss practice in using have to, don’t have to, need mobile? SA: Do you have to sit
to, don’t need to, needn’t, must and mustn’t in context SB: No, you can’t. down?
SC: Do you have to buy a SB: No, you don’t.
• ticket? SC: Can you sit down?
• Ask Ss to look at the signs. Make sure that they do not have SB: Yes, you do. SB: Yes, you can.
any unknown words. SD: Can you make noise? SD: Can you use your
• Have Ss do the activity and check answers. SB: Sometimes you have to mobile?
be quiet. SB: Yes, you can.
SA: Do you have to wear a SA: Do you have to buy a
seat belt? ticket?
SB: Yes, you do. SB: Yes, you do.
SC: Is it a plane? SC: Is it a train?
SB: Yes, it is. SB: Yes, it is.
37 TB
2. VO C ABU 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 verb 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
6.  preparation TICKET OFFICE +
7.  survival
 improvement
8.
Finbar
9.  discussion
Funpark
10.  communication Tuesday’s entrance
11.  arrival NO PHOTOGRAPHY FREE!
12.  organisation

3. G R AM M A R 5. SPEA KIN G
GAME
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
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
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
Wi-Fi connection
business centre
sleeping bag
shared bathroom B&B (bed and hotel campsite youth hostel
breakfast)

2. G R AM M A R 3. IN TON AT ION
A. Listen and repeat. What’s the difference between
INDIRECT QUESTIONS a and b?
a. What time is your flight?
Read the dialogues and answer the questions.
b. Do you know what time your flight is?
DIRECT QUESTION
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  ?
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 in the
two bold phrases? 6. Can you tell us which hotels you’ve stayed at?

4. P R AC TICE
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
 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 (adv.) 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 the indirect question has affirmative
Words/Phrases related to different types of word order.
accommodation and facilities • Refer Ss to the Grammar Reference at the back of the book.
air conditioning B&B buffet business centre
campsite parking receptionist room service
shared sleeping bag swimming pool tent
3. INTONATION 33, 34
A. Aim: to familiarise Ss with the difference in intonation
Wi-Fi connection youth hostel
between direct and indirect questions
• Play the recording and pause after each question.
WARM-UP • Ask Ss to listen for the difference in intonation between the
Aims: • to help Ss make predictions about the lesson by two questions.
activating their background knowledge • Play the recording again and ask Ss to repeat the questions
while you move your hand upwards or downwards to show
• the rising and falling tone in each question.
• Draw Ss’ attention to the title of the lesson.
• Ask Ss to tell you what they think the lesson is about. a. falling intonation
• Elicit answers. b. rising intonation

1. VOCABULARY
Aims: • to present vocabulary related to different types of B. Aim: to give Ss practice in distinguishing between
accommodation rising and falling intonation in direct and indirect
• questions
• Play the recording and pause after each question.
• Ask Ss to repeat each question and write the appropriate
• Bed and Breakfast (B&B) is a type of symbol next to it.
accommodation which refers to a room to sleep in • Check the answers with the class.
for the night and a morning meal, or a private house
or small hotel offering this.
• A youth hostel describes a place where people, 1. rising intonation
especially young people, can stay cheaply for short 2. falling intonation
periods when they are travelling. 3. rising intonation
4. falling intonation
5. falling intonation
• Ask Ss to look at the pictures which show different types of 6. rising intonation
accommodation and read through the words underneath
each picture.
• Make sure that Ss are familiar with all four types of
accommodation. 4. PRACTICE
• Ask Ss to read through the words in the box. Aims: • to give Ss practice in forming indirect questions
• Make sure that Ss do not have any unknown words. •
• Have Ss do the activity and check answers.
• Have Ss do the activity and check answers.

high prices: hotel 1. what time the gym opens?

room service: hotel 2. where the swimming pool is?
tent: campsite 3. you tell me where you stayed?
air conditioning: B&B, hotel, youth hostel 4. you tell me how much you paid?
shower: B&B, hotel, campsite, youth hostel 5. you know where Tom’s house is?
swimming pool: hotel
buffet: B&B, hotel
Wi-Fi connection: B&B, hotel, youth hostel • In sentences 2 and 4, you can give lower-performing Ss
business centre: hotel two options to choose from (e.g. 2. Do you know where is the
sleeping bag: campsite swimming pool or Do you know where the swimming pool is?).
shared bathroom: B&B, campsite, youth hostel

38 TB
3c
5. LISTENING 35, 36
(for the listening transcript, go to the back of the book) B.
SB: Longbourne Youth Hostel, how can I help you?
A. (PRE-LISTENING) SA: Hello. I’d like some information about your hostel.
Aims: • to present the topic of the listening text by relating it SB: Certainly.
to Ss’ personal experience SA: First of all, could you tell me how much the rooms
cost per night?
• SB: Of course. It’s €18.00 per night for adults and €12.50
per night for those under 18.
• Ask Ss the questions and initiate a short discussion. SA: Also, can you tell me how many beds are in each
room?
B. Aims: • to give Ss practice in listening for gist SB: Our rooms have either 4 or 5 beds and all rooms have
• a shared bathroom.
SA: OK. Where is the hostel located?
• Explain to Ss that they will listen to a conversation between SB: The hostel is in the city centre.
a customer and a hotel receptionist and they should find out SA: Great. How far is it from the underground?
what the customer is complaining about. SB: It’s very close. Just a two-minute walk.
• Play the recording and check Ss’ answers. SA: Thank you. Bye.

Suggested answer
The door to his room is stuck / doesn’t open. 7. WRITING
A. Aims: • to prepare Ss for the writing task
•
C. Aims: • to give Ss practice in listening for specific
information through a True/False activity • Explain the situation to Ss and ask them the question in the
• rubric.
• Elicit answers but do not correct Ss at this stage.
• Ask Ss to read through the sentences 1-7. • Ask Ss to read through Peter’s email to Gavin and have them
• Play the recording, have Ss do the activity and check answers. check their predictions.

B. Aims: • to give Ss practice in identifying the stylistic

1. T 2. F 3. F 4. T 5. F 6. F 7. T features of an email asking for information
•
6. SPEAKING • Refer Ss to the email.
Aims: • to give Ss practice in asking for and giving information • Ask Ss the questions and check the answers with the class.
about different types of accommodation
•
1. Peter asks four questions about the campsite.
• Refer Ss to the appropriate pages and ask them to read through 2. Firstly, Also, Finally
the information, the prompts and the speech bubbles on each 3. He has used both direct and indirect questions.
page.
• In pairs, Ss take turns to ask and answer questions about the
youth hostel and the hotel. C. Aims: • to help Ss organise their ideas and plan their writing
• Point out to Ss that when asking they should use indirect
questions because they are more polite than direct ones. To •
help lower-performing Ss, tell them to refer to activity 4 for
the expressions used to introduce indirect questions. • Ask Ss to read through the list of ideas.
• Choose some pairs to act out the dialogues. • Have Ss do the activity and check answers.

D. Aims: • to give Ss practice in writing an email asking for

Suggested answers information
A. •
SA: Sheringham Hotel, how can I help you?
SB: I’d like some information about your hotel. • Draw Ss’ attention to the TIP and explain it.
SA: Certainly. • Point out to Ss that they can use the ideas they talked about in
SB: First of all, could you tell me how much the rooms the previous activity.
cost per night? • Allow Ss some time to write their emails.
SA: Of course. A single room is €89.00 per night and a • Choose some Ss to read out their emails.
double room is €136.00 per night.
SB: Also, can you tell me what time breakfast is served in
the morning? Model answer
SA: Breakfast is served between 7.30 and 9.30.
SB: OK. What do the rooms have? Hi Alex,
SA: All rooms have showers and air conditioning. How are you doing? I’m going to Paris in June and I just
SB: Great. What extra facilities does the hotel offer? remembered you liked the hotel you stayed in last year.
SA: The hotel has a large swimming pool, a business Could you please tell me a few things about it?
centre and free Wi-Fi in all the rooms. Firstly, I was wondering if all the rooms have a Wi-Fi
SB: Thank you. connection, because this is something I’m going to need.
Also, is the hotel close to public transport? I have to be
able to get to the city centre easily. Finally, does it have a
gym? I really enjoy working out at the end of the day.
Please, can you reply soon, because I need to book a hotel
this week? Thanks!
Bye for now,
Larry

39 TB
5. L ISTE NI 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 AK IN 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 ITING
AN EMAIL ASKING FOR INFORMATION
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.

From: [email protected]
To: [email protected]
Subject: Camping

Hi Gavin,
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?
I’m planning to go next month, so please send me a reply with any information. Thanks a lot.
Bye for now,
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 (4) 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
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

mountain range

2. RE AD ING B. Read the text and tick (4) the topics that are mentioned.
GEOGRAPHICAL FEATURES
hotels nature museums animals
A. Look at the pictures and the map in activity
2B. What do you know or can you guess about food history places of interest
Sichuan?

http://www.cometosichuan/travel/asia/china.com

Come to Sichuan!
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
 3d
Encourage them to provide justification by referring
to specific parts in the text. This will build lower-
Talking about the natural beauty of a place performing Ss’ confidence to share their answers in
Making comparisons class.
• Check the answers with the class.
Comparisons
nature, museums, animals, food, places of interest
capital chilli peppers colourful definitely
develop garlic giant grow impressive
include panda protection research (n.) • Ask Ss some comprehension questions:
scenery spectacular zoo
Geographical features Why is Sichuan considered to be an ideal holiday
cliff coast jungle mountain range valley destination? because of its beautiful scenery, friendly
volcano waterfall people and great food
Where is Sichuan? It’s in (southwest) China.
Which is the longest river in Asia? the Yangtze River
Is the Yangtze River longer than the Amazon or the Nile?
WARM-UP No, it isn’t.
Aims: • to help Ss make predictions about the lesson by What can you do on Mount Emei? You can take photos of
activating their background knowledge the amazing views, ancient trees, monkeys and the many
• waterfalls.
• Draw Ss’ attention to the title of the lesson and ask them Where is the Giant Panda Research Base? in Chengdu
to tell you what they think it is about. What has the Research Centre developed into? It has
• Elicit answers. developed into China Panda City with a museum and a
zoo.
How far is the Sanxingdui museum from Chengdu? 40
1. VOCABULARY km
Aims: • to present vocabulary related to geographical What can you see there? More than 40,000 objects that
features are thousands years old.
• What is Sichuanese food like? It’s hotter and spicier than
other types of Chinese cuisine.
• Ask Ss to look at the pictures and the words. Is it delicious? Yes, it is.
• Help Ss deduce the meaning of any unknown words
from the context of the corresponding pictures and ask
them the question in the rubric.

2. READING 38
A. (PRE-READING)
Aims: • to help Ss make predictions about the reading
text by relying on visual information and/or
their background knowledge
•
• Draw Ss’ attention to the map and the pictures
accompanying the text.
• Ask Ss the question in the rubric.
• Elicit answers but do not correct Ss at this stage.
• Ask Ss to look at the layout of the text and tell you what
it is (a travel website).

B. Aims: • to check Ss’ predictions

• to present vocabulary, functions and
structures in the context of a text
• to give Ss practice in reading for gist
•
• Ask Ss to read through the text. Alternatively, play the
recording and have Ss read and listen to the text at the
same time and check their predictions.
• Ask Ss to look at the list of the topics and tick the ones
that are mentioned in the text.
• Have Ss do the activity. Ask Ss to underline parts of
the text to support their answers. As soon as they
finish, have higher-performing Ss work with lower-
performing Ss in pairs and compare their answers.

40 TB
3d
C. Aims: • to give Ss practice in identifying specific • Refer Ss to the Grammar Reference at the back of the
information in the text book.
• • Ask higher-performing Ss to make sentences using
comparisons. This will challenge them. To help lower-
• Have Ss do the activity and check answers. performing Ss, you can give them prompts to make
sentences (e.g. My new neighbourhood / quiet / than / old
1. the Himalayas one).
2. at the Sanxingdui museum
3. at Jiuzhaigou Valley 4. PRACTICE
4. It’s Chengdu. Aims: • to give Ss practice in making comparisons in the
5. a lot of chilli peppers and garlic context of a dialogue
•

D. Aims: • to give Ss practice in deducing the meaning • Have Ss do the activity and check answers.
of unknown words from the text through a
matching activity 1. the worst
• 2. better
3. tasty
• Refer Ss to the text and ask them to find the words 1-4. 4. more expensive
• Encourage Ss to deduce the meaning of the words from 5. quiet
the context. 6. the cheapest
• Ask Ss to read through the options underneath each
word.
• Have Ss do the activity and check answers. 5. SPEAKING
Aims: • to give Ss practice in using the functions and
1. a 2. a 3. a 4. b structures presented in this lesson through a
pairwork activity
•
• Explain any unknown words and choose Ss to read out
the text. • Ask Ss to go to the Speaking section at the back of the
book.
E. (POST-READING) • Ask Ss to look at the pictures and the captions
Aims: • to give Ss the opportunity to have a further accompanying them.
discussion on the topic of the text • Draw Ss’ attention to the adjectives.
• • Ask Ss to read through the speech bubble.
• To help lower-performing Ss, tell them to tick the type
• Ask Ss the questions and initiate a short discussion. of holiday they prefer and the adjectives they want to use.
• In pairs, Ss take turns to talk about the holiday
3. GRAMMAR destinations. You can have higher-performing Ss work
A. Aims: • to present the comparative and superlative with lower-performing Ss.
form of adjectives • Go round the class helping Ss when necessary.
• • Choose Ss to say which holiday destinations they prefer
giving reasons for their choices.
• Ask Ss to read through the examples.
• Draw Ss’ attention to the words in bold.
• Ask Ss the two questions. Suggested answers
• Elicit answers. SA: I would prefer a holiday in the city because it’s the
most interesting.
SB: Yes, that’s true. There are lots of interesting
The third sentence includes adjectives in the things to see and do in the city, but cities are very
comparative form while the first and the second expensive.
sentence include adjectives in the superlative form. SA: I agree that cities can be very expensive. But
We use the word than after adjectives in the I think that a luxury holiday on the beach is
comparative form. We use the word the before probably expensive too.
adjectives in the superlative form. SB: You’re right. The cheapest is probably the
mountain holiday. And a mountain holiday will
B. Aims: • to present other forms of comparison (as... as) probably be the most relaxing.
SA: Not if you’re hiking all day. I think the mountains
• are tiring. I’d much prefer to relax on the beach in
• Ask Ss to read the sentence. a luxury hotel.
• Draw Ss’ attention to the words in bold. SB: Not me. I think the beach is boring.
• Ask Ss to read through the three options. SA: So, you prefer a mountain holiday?
• Check the answer with the class. SB: Yes, definitely.

The correct answer is b.

41 TB
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?
b. mountain b. surely 2. Which word do we usually use after
adjectives in the comparative form
E. Discuss. and which before adjectives in the
• Would you like to visit Sichuan? superlative form?
• Which places in Sichuan would you like to B. Read the example and decide what it means.
visit most? Why? Choose a , b or c.

CHINA
The Yangtze isn’t as long as the Amazon.
Jiuzhaigou
a. The Yangtze is longer.
b. The Amazon is longer.
Sanxingdui
museum c. The two rivers are the same length.
Chengdu

4. PRACT ICE
HI

Yangtze River
MA

Mt Emei Complete the dialogue with the correct form of the

adjectives in brackets. Add the where necessary.
LA
YAS

A: Let’s have dinner at La Playa tonight.

B: No way! That’s one of (1)
(bad) restaurants in town. Debbie was there
last week and she says it’s horrible!
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
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.

2. SP E AK ING
Talk in pairs. The three people in the pictures have been When talking to another person, listen carefully

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 saying (e.g. I agree, I don’t know about that.).
suitable for each person. Give reasons for your choices.

Jill Grant, 23 Helen Aberson, 34 Harry Perl, 41

Likes: art, cinema, eating out, Likes: sports, reading, Likes: museums, nature,
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
 3e
• Make sure that Ss do not have any unknown words.
Making decisions and justifying them • Ask Ss to read through the speech bubble.
Describing a place • Draw Ss’ attention to the TIP and explain it.
• In pairs, Ss take turns to talk about which city is the
most suitable for each person justifying their choices. To
attract countryside full of souvenir square help lower-performing Ss, you can write some places
such as (go on a) tour tourist variety that can be found in a city/town on the board.
• Go round the class helping Ss when necessary.
Adjectives describing places
• Choose some pairs to act out the exchanges.
ancient calm comfortable cosy crowded
dangerous fascinating historic narrow
noisy peaceful popular safe suitable Suggested answers
unforgettable wonderful SA: What do you think about Jill Grant? Which city
would be most suitable for her?
SB: Well, I think New York City is the best place for
WARM-UP her. She likes eating out and New York has a huge
Aims: • to help Ss make predictions about the lesson by variety of restaurants.
activating their background knowledge SA: I agree. There are also wonderful museums and
• galleries there.
SB: What about Helen? I think Minneapolis is the
• Draw Ss’ attention to the title of the lesson. right city for her. She can go shopping in the large
• Help Ss understand the meaning of the phrase urban shopping centre, and there are many lakes and
life (= life in the city) as opposed to rural life (= life in the parks with sports activities for her.
countryside). SA: Yes, that’s true. So, then I guess Chicago is the best
• Ask Ss to tell you what they think the lesson is about. city for Harry.
• Ask Ss to tell you whether they prefer an urban or a rural SB: Definitely. The beautiful parks and beaches mean
way of life and why. that he can go swimming, and there are a lot of
museums.
1. VOCABULARY
A. Aims: • to present adjectives used to describe places
•
• Ask Ss to read through the sentences 1-8.
• Draw Ss’ attention to the adjectives in bold.
• Help Ss deduce the meaning of any unknown adjectives
from the context.
• Ask Ss to read through the definitions a-h.
• Have Ss do the matching and check answers.

1. c
2. b
3. f
4. d
5. h
6. e
7. g
8. a

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.
2. SPEAKING
Aims: • to give Ss practice in making a decision and
justifying their choices
•
• Ask Ss to look at the pictures of the three people and
read through the information about each one of them.
• Ask Ss to look at the pictures of the three cities and read
through the information about each one of them.

42 TB
3e
3. LISTENING 39, 40 Tim Do you have a nice view? Or do you have to look at
your neighbour’s washing every day?
A. (PRE-LISTENING) Zoe It’s not that bad. But all I can see is a boring office
Aims: • to present the topic of the listening text by relating it to
building.
Ss’ personal experience
Tim Oh well. You seem really happy here and... (fade out)
•
• Ask Ss the question and initiate a short discussion. 4. WRITING
A. Aims: • to prepare Ss for the writing task
B. Aims: • to give Ss practice in listening for gist •
• • Ask Ss the questions and generate discussion.
• Play the recording. Have Ss listen carefully.
• Check the answer with the class. Ask higher-performing Ss to B. Aims: • to have Ss identify the purpose of the text
justify their answer. This will challenge them and help lower- •
performing Ss understand why this answer is correct. • Ask Ss to read through the text.
• Have Ss work out the answer to the question.
Zoe likes living in the city.
The correct answer is b.
C. Aims: • to give Ss practice in listening for specific
information and in transferring from verbal to
visual information • Ask Ss some comprehension questions:
•
• Ask Ss to read through the questions 1-4 and look at the
pictures underneath each question. What is the capital of the state of Bahia? It’s Salvador.
• Draw Ss’ attention to the TIP and explain it. Where is Salvador? It’s in eastern Brazil on the coast.
• Play the recording. Have Ss listen carefully and decide which What does ‘Pelourinho’ mean? It means the ‘old city’.
picture best answers each question. Why does this area attract many tourists every year?
• Encourage Ss take notes of what they hear. Point out to Ss that because it has colourful colonial buildings, narrow streets
they may hear all the options, but they have to pay attention to and beautiful squares
the question they have to answer. What is another place worth visiting?
• Check the answers with the class. the Afro-Brazilian Museum
• To challenge higher-performing Ss, ask them to justify why What can you do in Salvador? You can go to Mercado
the other two options/pictures are incorrect. Modelo for Salvador’s best shopping.
What can you do there? You can buy souvenirs, taste
Bahian cuisine and watch the fascinating capoeira.
Are there a lot of beaches in Salvador? Yes, there are.
1. b 2. b 3. c 4. a
C. Aims: • to help Ss organise their ideas and plan their
writing
• to give Ss practice in identifying some of the
Tim Nice café. stylistic features of a description of a place
Zoe Yeah, I come here often with my colleagues. •
Tim So, how’s life in the city? • Have Ss do the activity and check the answers with the class.
Zoe I think I made the right decision moving here.
Tim Isn’t it a bit dangerous in the city centre?
Zoe Well, I don’t really live in the centre. I’m in the north 1. In which paragraph does the writer:
of the city. • describe what tourists can do there? 3
Tim I see. Well, it’s very different from your old • say how he/she feels about the place? 4
neighbourhood. • describe the most important sights? 2
Zoe Oh, yes, there’s so much to do here. It’s brilliant. • give general information about the place? 1
Tim Cinemas and museums, eh? 2. The writer uses a variety of adjectives (impressive,
Zoe No, that’s not really for me. I love it here because I interesting, colourful, narrow, beautiful, fascinating,
can watch United every Saturday. exciting, unforgettable) to make the description
Tim Of course, you’re a football fan. What about the more lively.
shops here?
Zoe There are many to choose from. Just take a walk, D. Aims: • to give Ss practice in writing a description of a place
and there’s a great shop on every corner. I need to •
have two jobs, really, so I can go shopping every day.
Tim Is your new job OK, then? • Draw Ss’ attention to the TIP and explain it.
Zoe Yeah, it’s great and my colleagues have been very • Allow Ss some time to write their descriptions.
nice to me. • Choose some Ss to read out their descriptions.
Tim Well, the good thing is that you don’t have to drive
to get there. Model answer
Zoe I know! I used to drive for an hour! And there was so Bologna is the most beautiful city I’ve ever visited. It is the
much traffic. capital of the Emilia-Romagna region in Northern Italy.
Tim So, how do you get there? Do you walk? Bologna is a historic city and there are numerous fascinating
Zoe It’s a bit far, so I take the underground. There’s a places to visit. The main square is called the Piazza Maggiore
station just outside my block of flats, which is very and it is very impressive. The amazing Palazzo dei Notai is on
convenient. the square, and there are many interesting museums you can
Tim What’s your flat like? visit too.
Zoe It’s small, but it’s cosy. The neighbourhood is a bit The narrow streets are always crowded with tourists. You
noisy, but I like it. It’s full of life and there’s a park can buy souvenirs from the large variety of shops and enjoy
nearby. sitting at one of the popular cafés. Bologna is famous for its
Tim What floor are you on? delicious food, and the city is full of wonderful restaurants.
Zoe The seventh. Bologna has something for everyone – there is so much to see
and do. I had an unforgettable time when I went and I would
love to go back.

43 TB
 2. Where does Zoe go every weekend?
3. L ISTE NI 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
4. W R ITING
A DESCRIPTION OF A PLACE
Before you listen, read the rubric carefully and
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?

www.salvadordabahia.com

SALVADOR
DA BAHIA
Salvador is one Salvador has many interesting places At this market, you can buy
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
I’ve ever visited. It buildings, narrow streets, beautiful watch the fascinating capoeira too.
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
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

4
5
5 6
6

B. Which one of the statements is true? Watch Part 2 of the video and check your answer.

1. The population of Australia is 240 million.

2. The capital city of Australia is Sydney.
3. There are 300,000 camels living wild in Australia.

C. Watch Part 2 again and write T for True or F for False.

1. Australia is a country and a continent.
2. For every square kilometre in Australia there are three people.
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
 Video activities 3
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, I’d like to know about traditional Australian
• Ask Ss if they travel and what their favourite trip was. food.
Initiate a short discussion.
• Draw Ss’ attention to the pictures 1-6 and the words in the
box. TRANSCRIPTS
• Have Ss do the activity and check the answers with the Part 1
class. coral reef emu hemisphere kangaroo koala
multicultural platypus rugby
1. platypus
2. cricket Part 2
3. kangaroo Australia is a country in the southern hemisphere,
4. rugby but it is also a continent. It is the sixth largest country
5. koala in the world, but it only has a population of about
6. emu twenty-four million. That means there are about three
people for every square kilometre. Compared to the
UK, where there are 250 people per square kilometre,
B. Australia has a lot of empty space. Humans arrived
• Ask Ss to read through the statements 1-3 and tell you in Australia about 50,000 years ago, and Europeans
which is true. started living there at the end of the 18th century. Today
• Elicit answers but do not correct Ss at this stage. it is a multicultural country with people from all over
• Play Part 2 of the video and have Ss check their answers. the world living there.
• Check the answers with the class. The two largest cities in Australia are Sydney and
Melbourne. In 1908, Australians couldn’t decide which
Statement 3 is the correct one. city to make the capital, so they built a new capital city
between the two and called it Canberra. Nearly all the
cities in Australia are near the coast. That’s because
the centre of the country, the outback as the local
C. people call it, is mainly desert.
• Ask Ss to read through the sentences 1-5 and make sure Australia is home to the largest living structure, the
they understand everything. Great Barrier Reef, a huge coral reef off the north-
• Have Ss watch Part 2 of the video and do the activity. eastern coast. It’s the perfect place for scuba-diving!
• Check the answers with the class. In Australia there are also animals that do not live
anywhere else on Earth, like the koala, kangaroo, emu
1. T and platypus. You can also find camels. Travellers
2. T brought them to Australia in the 19th century and now
3. F there are about 300,000 living in the wild. Australians
4. T play a lot of sports, mainly because the weather is
5. T good for outdoor activities. They have good teams in
cricket, rugby and hockey. And of course, with so many
• To challenge higher-performing Ss, ask them to correct beautiful beaches, Australians also love water sports!
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
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.

1. e
2. c
3. a
4. g
5. d
6. b
7. f

GRAMMAR
C.

1. could
2. need
3. have to
4. can
5. mustn’t
6. needn’t
7. May

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
 Round-up 3
VO C ABUL 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
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.
7. You can a car and explore the island. 1. Who is that man?
It’s beautiful. Do you know ?
a. hire b. include c. attract 2. What does this word mean?
8. Excuse me, sir. You’re not to take Excuse me, can you tell me ?
pictures in the museum. 3. Where’s the bathroom?
a. necessary b. possible c. allowed Can ?
4. When did Mrs Carter leave the building?
B. Match.
Do you ?
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
5. Wi-Fi e. transport
F. Complete the dialogue with the phrases a-e.
6. flight f. range
7. mountain g. hostel a. I have to be in Coleridge as soon as possible.
b. It’s about as quick as the underground.
GR AM M AR 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
 LISTE NING
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.

SPE AK ING 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.

SEL F-ASSESSM E N T
Read the following and tick (4) 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:
Famous landmarks

46
 Round-up 3
LISTENING 41
G. Suggested answers
• 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 if it rains and to
• Alternatively, to challenge higher-performing Ss, you keep animals 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, listen and answer the questions. To help lower- SA: Of course. Do you think we should bring a
performing Ss, you may eliminate one incorrect option. smartphone?
• Play the recording twice. SB: It’s always a good idea to have a phone in case of
• Check the answers with the class. an emergency. Also, a phone can tell you where
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
TRANSCRIPTS don’t really think we need either of those.
1. SA: No, we don’t. And there will be no way to charge
DING DONG!! the laptop anyway.
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. I
gate 4. All passengers kindly proceed to gate 4. Any think it’s better just to bring a driver’s license or
passengers already waiting at gate 16, please go to the ID card.
new gate as the plane is ready for boarding. Thank SB: I really think we should bring a torch and extra
you. batteries.
SA: Yes, I agree. We need to be able to see at night!
2. SB: OK then, so we’re bringing a tent, sleeping bags,
Jim So, how was your weekend away? smartphone, torch and extra batteries.
Dan Very nice. SA: Yes, that sounds right.
Jim Did you stay in that B&B you found on the
Internet?
Dan Yes, it was lovely. The room was great and SELF-ASSESSMENT
the people there were really friendly. Aims: • to give Ss the opportunity to check their progress
Jim Better than a hotel? • to encourage learner autonomy
Dan Well about the same. •
Jim But much cheaper I suppose.
Dan Of course. • Draw Ss’ attention to the prompts in the box.
Draw Ss’ attention to the points and ask Ss to read
3. through them.
Man Just look at that view! • Explain any unknown words.
Woman Yes, it’s amazing. • Ask Ss to tick the points they feel confident about. For
Man Hey, is that a tent on the beach? the points they are unsure of, they should refer back to
Woman Yes, they’re camping there. Is that allowed? the relevant sections in the module.
Man I don’t know. Hey, what time do we have to
leave tomorrow? Culture page:
Woman After breakfast. We’ve got a long trip ahead of
us. Quiz! Famous Landmarks
Man Oh, that’s too bad. Anyway, we must tell the The Teacher’s Notes can be found at the back
receptionist to wake us up early. of the book.

SPEAKING GRAMMAR ACTIVITIES

H.
There is section at the back of the Workbook with
• Draw Ss’ attention to the prompts in the box.
grammar activities providing Ss with further practice
• Ask Ss to look at the pictures of the objects. Make sure
of the grammar presented in the module. After each
that Ss know what the objects are called in English.
Round-up section in the Workbook, it is advisable to do
• In pairs, Ss discuss which five objects they would take
the corresponding activities in the Grammar Activities
with them on a camping trip giving reasons for their
section.
choices.
The key for the Grammar Activities section is included in
• Go round the class helping Ss when necessary.
the Workbook key at the back of the Teacher’s Book.
• Choose Ss to say which five objects they would take with
them giving reasons for their choices.

46 TB
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 woman listening to music).
• Ask Ss some questions:

What is the young woman wearing?

Where do you think she is?
How does she 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.

Suggested answers
I don’t think life is very different from ten years ago.
We use more social media sites now than in the past.
Also, I think things like cars and planes are safer
nowadays.
I think we will see flying cars and maybe they will
find a cure to some diseases like cancer.

• 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.

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
 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
 quotes by famous people

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
4a Is it worth buying?

1. L ISTE NING & R E A DI N G

A. Discuss.
• What do you think of modern art? Lee I don’t know. What is it supposed to be,
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!
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.
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
 4a
B. Aims: • to present vocabulary, functions and
Talking about the future structures in the context of a dialogue
Making promises, on-the-spot decisions and requests • to give Ss practice in identifying the main
Discussing buying things and prices idea of the dialogue
•
Future will
Time clauses
• spend = to give money to pay for something
bookend deliver digital photo frame exhibition • waste = to use more money than is necessary/useful/
expert fit (v.) image pocket powerful vase wise
Words and phrases related to money
afford amount be broke be short of bill • Draw Ss’ attention to the picture and ask them to tell you
borrow cash change (n.) coin lend note what they can see (two men at an art gallery looking at a
pay sb back receipt save painting).
Conversational English • Ask Ss the question in the rubric.
By the way... Go on then. Here we go. • Elicit answers but do not correct Ss at this stage.
I was getting to that. I’m kidding. just about • Play the recording and ask Ss to listen to the dialogue
Trust me. What a waste of money! carefully and check their predictions.
What is it supposed to be? You’re crazy!
Suggested answer
Because Jack wants to buy a painting for his
WARM-UP living room.
Aims: • to help Ss make predictions about the lesson by
activating their background knowledge
• • Ask Ss some comprehension questions:
• Draw Ss’ attention to the title of the lesson. Does Lee like the painting? No, he doesn’t.
• Ask Ss to tell you when we use the question in the title How much is the painting? It’s £7,500.
(to ask whether something should be bought because of its Does Jack have all the money to buy the painting? No, he
price, usefulness, etc.). doesn’t.
• Introduce and explain the phrase a waste of money (when When will Jack pay Lee back? αt the end of next month
sth is not worth buying). What is the painting called? It’s called ‘Life Source’.
• Ask Ss some questions: What does Lee think of the painting? It looks like a big egg
to him.
What things are worth buying? Will Lee help Jack buy the painting? Yes, he will.
What things are a waste of money? Will Lee help Jack carry the painting home? No, he won’t.

• Ask Ss what they think the lesson is about.

• Elicit answers. Allow the use of L1 if necessary to C. Aims: • to give Ss practice in identifying specific
encourage lower-performing Ss to express themselves. information in the dialogue
•
1. LISTENING & READING 44
A. Aims: • to introduce the topic of the dialogue by • Have Ss do the activity and check answers.
relating it to Ss’ personal experience
• 1. It’s huge. / Where are you going to put it?
2. And why did you bring me here?
3. I don’t know anything about art.
Modern Art denotes the style and philosophy of the art 4. Are you serious? Can you afford it?
produced during the period extending roughly from the 5. Not all of it, just half, maybe.
1860s through the 1970s. Modern artists experimented 6. It’s a powerful image, don’t you think? / It’s worth
with new ways of seeing, and with fresh ideas about the buying, trust me.
nature of materials and functions of art. A tendency 7. As soon as the exhibition is over, they’ll deliver it to
toward abstraction is characteristic of much modern me.
art. More recent artistic production is often called
Contemporary art or Postmodern art.
• Explain any unknown words and choose Ss to act out
the dialogue.
• Ask Ss the question and initiate a short discussion.
• Ask Ss some more questions:

Have you ever been to an art exhibition/gallery?

If so, did you like it? If not, would you like to?
What is your favourite form of art?
Do we need art? If so, why?

48 TB
4a
2. VOCABULARY not have any unknown words.
Aims: • to give Ss practice in distinguishing between • Point out to Ss that the words when, after, before, until
words that can be easily confused and as soon as are used to introduce time clauses.
• • Have Ss do the activity and check answers.

Present
• be broke = having no money
• be short of sth = not having enough of sth
• lend = to give something to someone for a period of • Refer higher-performing Ss to the Grammar Reference
time at the back of the book.
• borrow = to receive sth which belongs to someone else • Ask higher-performing Ss to come up with their own
and to use it for a period of time examples. This will challenge them. To help lower-
• note = a piece of paper money performing Ss, you can give them prompts to make
• coin = a small round piece of metal, usually silver or sentences (e.g. call / when / get / airport).
copper coloured, which is used as money
• bill = a piece of paper showing money owed 4. PRACTICE
• receipt = a piece of paper showing money paid Aims: • to give Ss practice in using the Future will
• afford = to be able to buy something because you have and time clauses in the context of two short
enough money dialogues
• save (up) = to put money aside so that you can buy •
something with it in the future
• Have Ss do the activity and check answers.

1. will you give, ’ll give, ’ll get, finish, ’ll use
• Ask Ss to read through the sentences 1-9 and draw their
2. Will you do, leave, ’ll help, get
attention to the words in bold.
• Alternatively, ask Ss to read through the first two
sentences and draw their attention to the words in bold. 5. SPEAKING
• Refer Ss to the dialogue and help them deduce the Aims: • to give Ss practice in discussing buying things
difference between the two phrases (be broke and be short and prices through a pairwork activity
of ) from the context. •
• Follow the same procedure with the rest of the sentences
• Ask Ss to look at the items and the prices given.
(3 & 4, 5, 6 & 7, 8 & 9).
• Ask Ss to read through the speech bubble.
• Check the answers with the class. If necessary, provide Ss
• You can have higher-performing Ss work with lower-
with explanations and/or examples.
performing Ss in pairs and take turns to discuss the
items and decide on three of them.
1. broke 2. short 3. lend 4. borrow 5. note, coins • Go round the class helping Ss when necessary.
6. bill 7. receipt 8. afford 9. saving • Choose some Ss to act out the dialogues.

Suggested answers
• Ask Ss to make their own sentences using the words SA: I really like this digital photo frame. What do
presented above and check them. you think of it?
SB: It’s great, but really expensive, and you only have
€50.
3. GRAMMAR SA: What about these bookends? They’re cheap, and
FUTURE will I really like elephants.
Aims: • to present the Future will SB: That’s a good choice.
• SA: I’d like to get something for the walls as well. Do
• Ask Ss to read through the examples 1-3 and draw their you like the painting or the poster?
attention to the words in bold. SB: I like the painting better, but it’s more expensive.
• Have Ss do the activity. SA: Hmm... If I get the painting and the bookends
• Check the answers with the class. that’s €22 and €15, so €37 in total.
SB: But then you only have €13 left and that’s not
enough to buy anything else!
a. 3 b. 2 c. 1 SA: Well, I need to buy the lamp and I want to buy
the vase too. Could you lend me €26?
• Draw Ss’ attention to the NOTE and explain it. SB: I haven’t got enough money with me. I can lend
you 7€ to buy the lamp. You haven’t got a lamp
TIME CLAUSES and you need one.
Aims: • to present time clauses SA: You’re right.
•
• Ask Ss to read through the example and draw their WORKBOOK LISTENING 45
attention to the words in bold. • Go to the listening transcript.
• Ask Ss to look at the table and make sure that they do

49 TB
2. VO C ABU 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?
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
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. A: I need to take these boxes upstairs.
9. Adam is affording / saving up for a new laptop. B: I haven’t got enough time. I (help)
you when I (get) back, OK?
3. GRAMMAR 5. SPEA KIN G
FUTURE will Talk in pairs.
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
uses. Which verb form is used after 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
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
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
4b Only time will tell
1. R E ADI 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?

‘Man will not fly for fifty years.’

Wilbur Wright, to his brother Orville (1901)
In 1901, the Wright brothers tried out their flying machine for the first time
but were very disappointed when they didn’t succeed. However, two years
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
Sir Arthur Whitten Brown made the first non-stop transatlantic flight from
Newfoundland, Canada to Ireland.

‘I think there’s a world market

for about five computers.’
Thomas J. Watson, chairman of the board of IBM (1943)
This prediction seems ridiculous today, but it was true for ten
years after Watson said it. Even so, today there are about two billion
computers in use in the world. Experts predict there will be a lot more
in the near future.

‘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 2000 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
 4b
(predictions about the plane, the computer, the television
Talking about the future and a website / they can be found on a website).
Making predictions about the future • Ask Ss to read through the texts and the introductions a-c.
Expressing obligation and ability in the future • Allow Ss some time to decide which introduction is the
most suitable one.
• Check the answer with the class. Ask higher-performing
will for predictions, will have to, will be able to Ss to justify why the other two options are incorrect.
This will challenge them and help lower-performing Ss
adult correct (adj.) disappointed example exist understand why this answer is correct.
fail get tired of last (v.) machine major non-stop
nowadays on average predict ridiculous sky Suggested answer
succeed technology television total try out The most suitable introduction is b because it
TV set worried about prepares the reader for what they are about to read,
that is some correct and some rather incorrect
Expressions with make predictions about the future.
make a decision make a mistake make a phone call
make a prediction make money make sure
• Ask Ss some comprehension questions:

WARM-UP What did Wilbur Wright predict? that man wouldn’t fly for
Aims: • to help Ss make predictions about the lesson by fifty years
activating their background knowledge Who did he tell his prediction? his brother Orville
When did he make this prediction? in 1901
•
How did the Wright brothers feel after they tried out their
• Draw Ss’ attention to the title of the lesson and ask them flying machine? They were/felt disappointed.
if they can tell you what it means and when it is used. Who made the first non-stop transatlantic flight? Captain
• Elicit answers (it is used to say that you must wait for some John Alcock and Sir Arthur Whitten Brown
time to find out the result of a situation). What distance did the first non-stop transatlantic flight
• Ask Ss to tell you what they think the lesson is about. cover? from Newfoundland, Canada to Ireland
• Elicit answers. Who was Thomas J. Watson? the chairman of the board of
IBM
46 When was Thomas J. Watson the chairman of the board of
1. READING IBM? in 1943
A. (PRE-READING)
Was Thomas J. Watson positive about the future of
Aims: • to introduce the topic of the texts by activating computers in 1943? No, he wasn’t.
Ss’ background knowledge How many computers do experts predict there will be in the
• near future? more than two billion
Who was Darryl Zannuck? a film producer
• Ask Ss the question and elicit answers.
What did Darryl Zannuck do from 1922 to 1970? He played
a major role in the Hollywood studio system.
When did he make his prediction about the future of TV? in
The Wright brothers, Orville and Wilbur, are 1946
considered to be the fathers of modern aviation. They How many TV sets are there in the world? over 1.5 billion
were the first to build the first plane and fly it on 17 How many TV channels are there in the USA? over 2000
December, 1903. What was Steve Chen worried about in 2005? the popularity
International Business Machines Corporation (IBM) of his site
is an American IT company that produces and sells When did Steve Chen make a lot of money? on 13 November
products related to computer technology. It is one of 2006
the world’s biggest corporations with yearly sales worth What happened on 13 November 2006? Google bought
billions of dollars. YouTube.
YouTube is a website which allows users to view other How much did Google pay to buy YouTube? $1.65 billion
people’s videos as well as upload their own. These videos What is YouTube considered to be today? the Internet’s
can be music clips, TV clips, and user’s own recordings. largest video sharing website
It was created in 2005 and is visited daily by millions of What do people watch on YouTube every day? hundreds of
users every day. millions of videos
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.

B. Aims: • to give Ss practice in reading for gist

•
• 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

50 TB
4b
C. Aims: • to give Ss practice in identifying specific They express prediction.
information in the texts through a True/
False activity will have to, will be able to
• Aims: • to present will have to and will be able to
• Have Ss do the activity. •
• Check the answers with the class. • Ask Ss to read through the two examples.
• Draw Ss’ attention to the words in bold.
• Ask Ss the question and check their answer.
1. F 2. F 3. T 4. T 5. T 6. F 7. F

• Have higher-performing Ss work with lower-performing will be able to = will manage to

Ss and correct the false sentences. This will challenge will have to = must
higher-performing Ss and help lower-performing Ss
understand why these answers are correct. • Refer Ss to the Grammar Reference at the back of the
book.
D. Aims: • to give Ss practice in deducing the meaning • Ask higher-performing Ss to make sentences using will
of unknown words from the text through a have to and will be able to. This will challenge them. To
matching activity help lower-performing Ss, you can write incomplete
• sentences on the board and ask Ss to complete them with
• Refer Ss to the text and ask them to find the words 1-6. the correct form of will have to or will be able to (e.g. Dad
• Encourage Ss to deduce the meaning of the words from forgot to buy milk from the supermarket, so I
the context. to go later and get some).
• Ask Ss to read through the meanings a-f.
• Have Ss do the activity and check answers. 4. PRACTICE
Aims: • to give Ss practice in using will for predictions,
1. e 2. b 3. f 4. d 5. c 6. a will have to and will be able to in the context of
two short dialogues
• Explain any unknown words and choose Ss to read out
the text. • Have Ss do the activity and check answers.
POST-READING
1. won’t be able to, will have to, won’t be able to, will
Aims: • to give Ss the opportunity to have a further
discussion on the topic of the text 2. won’t, will be able to, will, will, will
•
• Ask Ss some questions: 5. SPEAKING
Aims: • to give Ss practice in making predictions about
How many hours per day do you spend in front of your the future through a pairwork activity
computer? •
What do you usually use your computer for? • Ask Ss to read through the speech bubble and the ideas
Do you use ‘YouTube’? If so, what kind of videos do you like in the box.
watching? • In pairs, Ss talk about what they think will happen in
Do you think computers have changed our lives? In what way? the future. Encourage higher-performing Ss to add their
How many hours per day do you watch TV? own ideas. This will challenge them.
Are you happy with the quality of TV programmes in your • Go round the class helping Ss when necessary.
country? If not, what would you change? • Choose some pairs to present their predictions about the
future to the class.
• Elicit answers and initiate a short discussion.
Suggested answers
2. VOCABULARY SA: I think that there will be too many people living
Aims: • to present and give Ss practice in using in my neighbourhood in the future and it will be
expressions with make difficult to find a flat to rent.
• SB: I think they will build nicer, more modern
• Ask Ss to read through the expressions in the box. buildings in my area.
• Have Ss do the activity and check answers. SA: I think that they will find a cure for cancer in the
future.
SB: Oh, I hope you’re right. I think new technology
1. make a decision 5. make predictions will take over many jobs and people will be able to
2. made plans 6. makes mistakes work from home.
3. make a phone call 7. make money SA: That would be nice. I don’t think people will need
4. Make sure to learn to drive a car in the future.
SB: I agree. I think cars and planes and trains will
move by themselves.
SA: And hopefully there won’t be any accidents
3. GRAMMAR anymore.
will FOR PREDICTIONS
SB: I imagine I will have a job using computers and
Aims: • to present will for predictions
technology.
• SA: Me too. I bet we will need to learn a lot about
• Ask Ss to read through the two examples.
technology in the future.
• Draw Ss’ attention to the words in bold.
• Ask Ss the question and check their answer.
51 TB
 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.
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.
c. continue to exist
3. ridiculous d. say that something will 1.
happen in the future A: Oh no! The lift isn’t working!
4. predict
e. unhappy because We use it.
5. last something didn’t happen B: Then we take the stairs.
6. major f. very silly A: With all these heavy bags?
I do it.
B: Yes, you . I live on the
2. VO C ABU L A R Y 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?
B: Well, there be any in
make mistake make money our lifetime, that’s for sure.
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. SPEA 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 think there won’t be any
neighbourhood parks in my neighbourhood
6. Robert when he speaks
• technology in the future.
Italian.
• transport
7. Harry thinks he can • your own future
without working. (family, job, etc.)
51
4c A quick note
1. VO C A B U L A R Y 4. IN TON AT ION
Look at the abbreviations and answer A. Listen and repeat. Which words are stressed?
the questions.
This coffee isn’t sweet enough.
• What do you think they stand for?
That light is too bright.
• Where would you see them?
• Why do we use them? B. Read and underline the main stress in the
sentences. Then listen and check your answers.
St. asap Rd PTO min. hr No.
1. Ted isn’t old enough to drive.
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.
2. G R AM M A R 5. This food is too salty.

too, enough
5. LIST 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.
B: Don’t worry. I have got enough money for a • Look at the three texts.
taxi. What are they?
A: No, it’s OK. We can take the underground to
B. Listen to three short 1
the city centre. We’ll get there early enough phone calls and
to watch the film. complete the missing
information.
r
ga
Use:
Before you listen,
• + adjective or adverb
try to predict what
s u
ilk
• adjective or adverb + kind of information is
TIP

• + noun missing. Make sure

that your answers
make sense.
m
B. Read the dialogue again and answer the
questions. Choose a or b.
1. What does too late mean? 2
a. on time b. not on time exhibition
2. What does enough money mean?
a. They can afford it. b. They can’t afford it. p.m.
3. What does early enough mean?
a. They won’t be late. b. They’ll be late. 72

Fair view
3. P R AC TICE 3
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
 4c
• Ask higher-performing Ss to make sentences using too
Using abbreviations and enough. This will challenge them. To help lower-
Writing notes and text messages performing Ss, you can give them prompts to make
sentences (e.g. coffee / hot. I can’t drink it.).
too, enough 3. PRACTICE
Aims: • to give Ss practice in using too and enough in
context
cancel instead out of order paper run late stuck
•
• Ask Ss to look at the pictures and read through the
WARM-UP prompts underneath them.
Aims: • to help Ss make predictions about the lesson by • Have Ss do the activity and check answers.
activating their background knowledge
• a. It’s too expensive. / It isn’t cheap enough.
• Draw Ss’ attention to the title of the lesson. b. It’s too big. / It isn’t small enough.
• Ask Ss to tell you what they think the lesson is about.

1. VOCABULARY 4. INTONATION 47, 48

Aims: • to introduce abbreviations by activating Ss’ A. Aim: t o familiarise Ss with the main stress in
background knowledge sentences containing too and enough
• • Play the recording and have Ss repeat each sentence.
• Ask Ss the question and elicit the answer that in the
• Ask Ss to look at the abbreviations and explain that an first sentence the word sweet is stressed, whereas in the
abbreviation is the process of making a word or phrase second sentence the word too is stressed.
shorter by using only some of the letters of each word.
• Ask Ss the questions and elicit answers. B. Aim: to give Ss practice in identifying the main stress
in sentences containing too and enough
• St.: Street, asap: as soon as possible, Rd: Road, • Have Ss read the sentences 1-5 and underline the main
PTO: Please Turn Over or Parent-Teacher stress in each sentence.
Organisation, min.: minute, hr: hour, No.: • Play the recording and have Ss check their answers.
Number, tel.: telephone, e.g.: exempli gratia (= for
example), Dr: Doctor or Drive, kg: kilogram, Mon:
1. old 2. books 3. tired 4. tall 5. salty
Monday, Sept: September
• We can see abbreviations almost everywhere, but
they are mainly used in notes, messages and signs. 5. LISTENING 49
•W  e use them when we want to express what needs to be A. (PRE-LISTENING)
said in a clear and short way, without any unnecessary Aims: • to present the topic of the listening text by
words. activating Ss’ background knowledge
•
2. GRAMMAR • Ask Ss the question and elicit answers (a shopping list, a
A. Aims: • to present the position of too and enough in note, a diary).
a sentence
• B. Aims: • to give Ss practice in listening for specific
information through a gap filling activity
• Ask Ss to read through the dialogue. •
• Draw Ss’ attention to the words in bold.
• Ask Ss to complete the table and check answers. • Draw Ss’ attention to the TIP and explain it.
• Play the recording and have Ss fill in the missing
too, enough, enough information.
• Check the answers with the class.

B. Aims: • to present the meaning of too and enough

•
• Refer Ss to the dialogue again.
• Ask Ss to read through the questions 1-3 and the options
following each question.
• Have Ss do the activity and check answers.

1. b 2. a 3. a

• Refer Ss to the Grammar Reference at the back of the book.

52 TB
4c
5. LISTENING 49 • Ask Ss to read through the notes/messages.
A. (PRE-LISTENING) • Ask Ss the first two questions.
Aims: • to present the topic of the listening text by • Draw Ss’ attention to the screen of the smartphone and
activating Ss’ background knowledge have them read through the text message.
• • If necessary, help Ss deduce the meaning of the
• Ask Ss the question and elicit answers (a shopping list, a abbreviations used in the message (L8: late, @: at,
note, a diary). PLS: please, W8: wait).
• Ask Ss to tell you how the text message is different from
B. Aims: • to give Ss practice in listening for specific the notes.
information through a gap filling activity
• 1. On the printer at an office, on the fridge, in a shop
• Draw Ss’ attention to the TIP and explain it. window/on the door of a shop, on an office desk,
• Play the recording and have Ss fill in the missing outside a lift
information. 2. You would say full sentences. (There’s something
• Check the answers with the class. wrong with the printer. Please, don’t put too much
paper in it. / I have gone to Brenda’s. There’s not
1. yoghurt, eggs 3. (the) dentist(’s), enough food for tonight. Please, order some Chinese.
2. Modern Art, 8, Stone brother (Jake), airport I’ll be back at about 11 p.m./ I’ll be back in five
Road/Rd minutes. / Mrs Baker rang five times. She wants to
cancel the meeting because she can’t make it today.
LISTENING TRANSCRIPT Can we make it on Wednesday instead? / The lift is
1. out of order. Please, use the stairs. / I’m running late.
Alice Hey, Frank where are you? Have you been to I’m stuck at the bank. Please wait for me.)
the supermarket yet? 3. The text message contains a lot of abbreviations.
Frank No, but I will go. Why? Do you want to
add to the list? I’ve already got sugar and
yoghurt. C. Aims: • to give Ss practice in using the appropriate
Alice I know, I know. Could you get some milk register and style in notes/messages
for the baby? There’s not enough... Oh, and •
some eggs. • Ask Ss to read through the sentences 1-5.
Frank ... and I think we need coffee too. • Refer Ss to the notes/messages in the previous activity.
Alice No, we don’t. • Have Ss do the activity.
Frank OK, I’ll be home asap. • Check the answers with the class.
2.
Jenny Hello? 1. T 2. F 3. T 4. T 5. F
Tanya Hi, Jenny. It’s me Tanya. Listen, Fay and I
are going to a modern art exhibition tonight • Have higher-performing Ss work with lower-performing
at around 8.00 p.m. Do you want to come Ss and correct the false sentences. This will challenge
along? higher-performing Ss and help lower-performing Ss
Jenny Sure, where is it? understand why these answers are correct.
Tanya It’s in Fairview.
Jenny What? That’s too far for me. It’s going to
take me an hour to get there. D. Aims: • to give Ss practice in writing a note or a text
Tanya Come on. It’ll be fun. And we can go for message
dinner afterwards. Just the three of us. • 
Jenny OK, I’ll come. Did you say eight? • Ask Ss to read through the situations. To help lower-
Tanya Yes and here’s the address: 72 Stone Road.
Jenny See you later. performing Ss, tell them to underline what they should
include in their messages and their notes.
3. • Draw Ss’ attention to the TIP and explain it.
Voicemail H
 i! I’m not at home at the moment. Please • Refer Ss to the list of abbreviations and the text message
leave your message after the beep... dictionary at the back of the book. If necessary, help
Monica Hi Mary, it’s me Monica. Sorry but I can’t them deduce the meaning of any abbreviations that they
make it today. I ‘ve got a terrible toothache may have difficulty understanding.
and must see a dentist later, and after that I • Allow Ss some time to complete the writing task.
have to take my brother, Jake, to the airport. • Choose some Ss to read out their notes and their text
Can we go shopping tomorrow afternoon? messages.
Call me tonight. Bye.
Model answers
6. WRITING Note
A. Aims: • to prepare Ss for the writing task by relating it Anna,
to their personal experience Have dentist appointment after work. Can’t go to
• supermarket. Can you get me bread, bananas and cheese?
• Ask Ss the questions and elicit answers. Back by 9 p.m. Thanks!
Text message
B. Aims: • to have Ss identify the purpose and stylistic Lisa
features of notes/messages Thanks 4 invite! Can come, but will B L8. Meeting after
• work. CUL!
53 TB
6. WR ITING
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 en ou gh
Something’s Order
ase don’t n ig ht .
printer. Ple
h paper.
for to
k BACK IN 5min.
put too m uc Chinese? Bac
abou t
11 p. m. Sue

OUT OF ORDER!
Henry, USE STAIRS
r rang
Mr s Ba k e
Wants to RUNNING L8.
5 times. STUCK @ BANK.
eeting.
c a n c el m y. PLS W8.
a n’t m a ke it toda
C
ead?
Wed in st
Frank

C. Read the sentences and write T for True or F for False.

1. In notes/messages, we only give the
important information.
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
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

Move
USB Activity
desk vac and Sleep Watch
If you want to know about your body’s activity while
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
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
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!

c d
SolarJacket
Car
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
 4d
Who will find the USB desk vac particularly useful? those who
Defining people and things and giving information hate dirty desks
about them How does it work? It plugs into the USB port of your computer.
What does it clean up? dust and crumbs
How much does it cost? £13
What does Doctor Watch record? important information about
Relative pronouns (who, which, that) – Relative adverb how your body is working
(where) Do you have to connect it to your computer to download
information? No, you don’t.
Why? because you can download everything through a wireless
create dust energy environment connection to your mobile phone
handy imagine in seconds luxury own (v.) How much does it cost? £79,99
solar useful What do cars look like these days? like mobile homes
What can a car have? media players, wireless connection to
Words/Phrases related to gadgets and technology mobile phones, TVs and game consoles
antivirus program button charge (a battery) Who will love the Car Coffee Maker? drivers who love luxury
coffee maker dead battery download enter How much does it cost? £80
file hands-free hoover (n.) install What can you do with the SolarJacket? You can charge your
password plug in press shut sth down mobile phone, tablet and anything else that has got a battery.
software turn sth on username wireless How much does it cost? £60
Phrases C. Aims: • to give Ss practice in identifying specific
come with environmentally friendly ready for action information in the text
•
• Have Ss do the activity.
WARM-UP • As soon as they finish, have higher-performing Ss work
Aims: • to help Ss make predictions about the lesson by with lower-performing Ss in pairs and compare their
activating their background knowledge answers. Encourage them to provide justification by
• referring to specific parts in the texts. This will build
lower-performing Ss’ confidence to share their answers
• Draw Ss’ attention to the title of the lesson and ask them in class.
to tell you what it is about. • Check the answers with the class.
• Ask Ss when we use the exclamatory phrase: What
an idea! (to show that you think a suggestion is stupid, 1. b 2. a 3. c 4. d 5. a
unthinkable, pioneering, brilliant, etc.).
• If necessary, provide Ss with examples:
e.g. You can’t wear trainers at the wedding. What an idea! D. Aims: • to give Ss practice in deducing the meaning
• Ask Ss to come up with their own example sentences. of unknown words from the context and
through their background knowledge
1. READING 51 •
A. (PRE-READING) • Refer Ss to the text and ask them to find the words given.
Aims: • to introduce the topic of the reading text by • Help Ss deduce the meaning of the words.
relating it to Ss’ personal experience • Check the answers with the class.
•
USB = a device used for storing computer
• Ask Ss to look at the pictures. information
• Make sure that Ss know the English names of the items wireless = without wires
shown in the pictures (a tablet, a digital camera, a coffee coffee maker = an electric appliance used for making
maker, an alarm clock). coffee
game console = a surface on which you find the
• Ask Ss the questions and generate discussion. controls for a game
B. Aims: •  to present vocabulary, functions and • Explain any unknown words and choose Ss to read out
structures in the context of four texts the text.
•  to give Ss practice in reading for gist
E. (POST-READING)
• Aims: • to give Ss the opportunity to have a further
discussion on the topic of the texts
•
• Vac (AmE) is the informal equivalent for vacuum • First have Ss think of the questions individually. Ask them
(cleaner). to 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
• Ask Ss to look at the layout of the texts, the pictures and that the former feel more confident. Encourage Ss to
the headings accompanying them and tell you what they exchange opinions and allow them some time to prepare
are (advertisements for gadgets). their answers.
• Ask Ss the question in the rubric. • Have pairs share their answers in class and initiate a
• Elicit answers but do not correct Ss at this stage. short discussion.
• Ask Ss to read through the texts. Alternatively, play the • Ask Ss some more questions:
recording and have Ss read and listen to the texts at the
same time and check their predictions. Do you think that gadgets really help us improve the
• Ask Ss some comprehension questions: quality of our lives?
If you were an inventor, what sort of gadget would you
come up with?
54 TB
4d
2. VOCABULARY 5. SPEAKING
Aims: • to present collocations related to technology Aims: • to give Ss practice in defining people and things and
• giving information about them
•
• Draw Ss’ attention to the list of objects and jobs in the
• The software of a computer is the program which Speaking Section.
contains the instructions which control what the • Ask Ss to read through the speech bubble.
computer does. • Point out to Ss that it is important to use the relative pronouns
• An anti-virus program is used to protect the main and the relative adverb as instructed.
memory of a computer against infection by a virus. • In pairs, Ss take turns to play the guessing game. You can have
higher-performing Ss work with lower-performing Ss.
• Ask Ss to read through the two columns. • Go round the class helping Ss when necessary.
• Allow Ss some time to do the matching. • Choose some pairs to act out the game.
• Check the answers with the class. If necessary, provide any
necessary clarification.
Suggested answers
SA: It’s a place where you SA: Is it a shop assistant?
1. d 2. e 3. a 4. c 5. f 6. b can get something to SB:
 Yes, it is.
eat if you are in a hurry.
• Ask higher-performing Ss to write sentences using the SB: Is it a fast food SB: It’s something you put
collocations in the previous activity. This will challenge restaurant? in a device like a mobile
them. SA:
 Yes, it is. phone so that it works.
• Write some of these sentences on the board without writing You must charge them
the collocations. SB: It’s something you use to for the device to work.
• Ask lower-performing Ss to complete the sentences. This clean your house. SA: Is it a battery?
SA: Is it a hoover? SB:
 Yes, it is.
will give them extra practice. SB:
 Yes, it is.
SA: You can save all of your
3. GRAMMAR SA: It’s something you use favourite songs on it
Aims: • to present defining relative clauses introduced by the for work or school, and and listen to them any
relative pronouns who, which, that and the relative to have fun. It holds a time you want.
adverb where lot of information and SB: Is it an MP4 player?
• it has got a screen and a SA:
 Yes, it is.
A. keyboard.
• Ask Ss to read through the examples. SB: Is it a laptop? SB: It’s a machine for
• Draw Ss’ attention to the words in bold. SA:
 Yes, it is. making coffee.
• Ask Ss what the words in bold refer to and elicit answers. SA: Is it a coffee maker?
SB: It’s something that SB:
 Yes, it is.
people usually drink
drivers panels a place in the morning to help SA: It’s a person who works
them wake up. Some at a radio station. He/
B. people like to put sugar She plays the songs
• Refer Ss to the examples and ask Ss to look at the table. and milk in it. and decides what songs
• Have Ss complete the table and check answers. SA: It is coffee? people will listen to.
SB:
 Yes, it is. SB: Is it a DJ?
SA:
 Yes, it is.
who which where SA: It’s a job people do in a
restaurant. They ask the SB: It’s something you put in
• Draw Ss’ attention to the NOTE and explain it. clients what they want or on your ears to listen
• Refer Ss to the examples and point out to them that who/that to eat and then bring to music.
in the first sentence and which/that in the second sentence are it from the restaurant’s SA: Is it headphones?
the subjects of the verbs of the respective relative clauses, while kitchen to the table. SB:
 Yes, it is.
which/that in the third sentence is the object of the verb of the SB: Is it a waiter?
relative clause and can be omitted. SA:
 Yes, it is. SA: It’s a person who cleans
• Refer Ss to the Grammar Reference at the back of the book. things like floors and
• Ask higher-performing Ss to make sentences using relative SB: It’s somebody who windows.
pronouns and the relative adverb where. This will challenge works from behind a SB: Is it a cleaner?
them. To help lower-performing Ss, you can write incomplete desk. These people use SA:
 Yes, it is.
sentences on the board and ask Ss to complete them with who, phones and computers
which, that or where (e.g. My brother works in a shop to do their job. SB: It’s a place with many
sells mobile phones.). SA: Is it an office worker? different shops.
SB:
 Yes. There are usually
clothes shops, fast
4. PRACTICE SA: It’s a device that you food restaurants
Aims: • to give Ss practice in using the relative pronouns who, use to talk to people, and supermarkets.
which, that and the relative adverb where in defining send messages and Sometimes there are
relative clauses get connected to the cinemas too.
• Internet. You can also SA: Is it a shopping centre?
• Have Ss read through the dialogues and complete the dialogues. download useful apps SB:
 Yes, it is.
• Check the answers with the class. on it to help make your
life easier. SA: It’s a person that
SB: Is it a mobile phone? makes programs and
1. 2. SA:
1. (which/that) 5. (which/that)  Yes, it is. applications that we use
on the computer.
2. where 6. who/that SB: It’s somebody who SB: Is it a computer
3. who/that 7. which/that works in a shop and engineer?
4. (who/that) 8. where helps the client decide SA: Yes. It is.
what to buy. It’s also
the person that you pay
and who gives you the
receipt.
55 TB
 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 NOTE

coffee maker game console We can omit who, which and that when
they refer to the object of the verb.

E. Discuss. 4. PRACT ICE

• 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?
1.
• Which do you consider a waste of
A: Is that the laptop (1) you bought last week?
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 ABU L A R Y man (3) sold it to me knew you.
COLLOCATIONS A: Did he? What was his name?
Match. B: Alan Bishop.
A: Oh, he was one of the people (4) I hung out
1. charge with while I was there.
2. download 2.
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
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.
Nancy e. Mobiles are helpful when you
1. Don’t be afraid of the spider. It’s .
need them.
HARM
2. Leonardo DiCaprio is a actor. 3. SPEA KIN G
SUCCESS Discuss.
3. Don’t let John do the washing-up. He is Talk in groups of four. What do you think of mobile
very . CARE phones? Discuss the positive and negative aspects
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
5. I asked my sister to help me fix my computer, reasons for your answers.
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
7. I love living in the country because it’s very Talk about:
. PEACE • size
8. Sweets are to your teeth. • cost
HARM • what they’re used for
9. Please be with that knife. • people’s health
• if people can become addicted
CARE
• if they can be annoying

POSITIVE NEGATIVE

56
 4e
Talking about gadgets 2. LISTENING 52
Talking about the positive and negative aspects of an issue A. (PRE-LISTENING)
Listing points Aims: • to present the topic of the listening text by
Agreeing/Disagreeing relating it to Ss’ personal experience
Expressing opinion •
• Ask Ss the questions and generate discussion.
addicted annoying careless cause (v.) damage (v.)
delete destroy disagree harmful harmless B. Aims: • to give Ss practice in identifying speakers’
helpless invention socialise successful useless attitudes and experiences
Expressions with do •
do good do harm do without • Ask Ss to read through the statements a-e.
Linking words/phrases • Make sure that Ss do not have any unknown words.
As a result, ... First of all, ... In addition, ... • Play the recording. Have Ss listen carefully and do the
In my opinion, ... Lastly, ... Personally, ... matching. Encourage Ss to note down key words that
To begin with, ... What is more, ... helped them match the people with the statements.
• As soon as they finish, have higher-performing Ss work
with lower-performing Ss in pairs and compare their
WARM-UP answers. Encourage them to provide justification. This
Aims: • to help Ss make predictions about the lesson by will build lower-performing Ss’ confidence to share
activating their background knowledge their answers in class.
• • Check the answers with the class.
• Draw Ss’ attention to the title of the lesson.
• Ask Ss to tell you what they think the lesson is about. Frank e Julie b Roger d Nancy a
• Ask Ss some questions:
What are the things you can’t live without? LISTENING TRANSCRIPT
Why are they so important to you? Frank
• Elicit answers. I’ve had a mobile for the past five years. I don’t use it
very often but I have to say that I can’t live without
1. VOCABULARY it. Having a mobile makes me feel safe. Last summer
A. Aims: • to present adjective suffixes (-ful and -less) I had a serious car accident and I needed help. My
mobile saved my life.
• Julie
• Draw Ss’ attention to the NOTE and explain it. I bought my son, Tony, a mobile last month. I didn’t
• Ask Ss to read through the examples. want to buy him one though, for health reasons. But
• Draw Ss’ attention to the adjectives in bold. you know how children are with technology. They
• Ask Ss the question in the rubric and check answers. don’t know when to stop. But it seems that my husband
• Point out to Ss that not all adjectives necessarily take and I use our mobiles much more. I was surprised
both suffixes (e.g. wonderful but not: wonderless). to hear that his friends don’t use their mobiles often
either.
Roger
Suggested answers
I’ve been a doctor for five years now. People sometimes
The adjective useful (= of use) has a positive meaning
come to me and tell me about headaches and earaches.
whereas the adjective useless (= of no use) has a
The first thing I tell them to do is to use their mobiles
negative meaning.
less... as little as possible. Especially kids. Mobiles are
more harmful than people realise.
B. Aims: • to give Ss practice in forming adjectives using Nancy
adjective suffixes (-ful and -less) in context I was ill last Monday, so I didn’t go to work. I stayed
home to relax but my mobile just kept ringing all the
•
time. People were calling me from work to ask me all
• Ask Ss to read through the sentences 1-9. sorts of silly questions. Since that day I can’t stand
• Draw Ss’ attention to the words in bold and make sure hearing my phone ring.
that Ss do not have any unknown words.
• Have Ss do the activity and check answers.

1. harmless 4. helpless 7. peaceful

2. successful 5. helpful 8. harmful
3. careless 6. beautiful 9. careful

56 TB
4e
3. SPEAKING 1. The writer of the second paragraph has a positive
Aims: • to give Ss practice in discussing the positive and opinion about computers.
negative aspects of mobile phones and making a She lists some of the positive aspects of using a
decision computer.
• 2. First paragraph: First of all, What is more, Lastly
Second paragraph: To begin with, Also, In addition
• Ask Ss to read through the list of the topics for discussion. 3. First paragraph: Personally, I believe
• Make sure that Ss do not have any unknown words. Second paragraph: In my opinion
• Draw Ss’ attention to the speech bubble.
• In groups of four, Ss discuss the positive and negative • Ask Ss some comprehension questions:
aspects of mobile phones and write their notes in the
table. Make sure that there is a balance of both higher- What can happen if you use a computer for many hours? It can
performing Ss and lower-performing Ss in each group. damage your eyes and cause backaches.
• Go round the class helping Ss when necessary. Can people become easily addicted to computers? Yes, they can.
• Choose some groups to present their arguments to the What can make people stop socialising with other people?
class. spending hours in front of the screen
Why using the Internet is not always safe? because computers
can get viruses
Suggested answers What can these viruses do? They can destroy all the programs
SA: Nowadays, everyone has a smartphone. I think and delete information.
they’re really useful. How can computers be useful? They help us organise our work
SB: Me too. They’re small, so you can carry them and, as a result, we work faster.
in your pocket or purse, and they do a lot of What can we store on the computer? important information,
different things. videos or photos
SC: Yes. You can make calls, keep in touch with What can people who have got an Internet connection do?
friends and family on social media, and even They can download a great amount of information, as well as
watch films or videos. keep in touch with family and friends.
SD: They are also great in case of an emergency. You
can always call someone if you need them, and C. Aims: • to give Ss practice in using linking words and
your phone can tell you where you are if you get phrases in context
lost. •
SC: I agree, but do you think they are bad for people’s • Ask Ss to read through the paragraph.
health? • Tell Ss that they can find all the words they need to
SB: I don’t know. Some people say they’re bad because complete the paragraph in the text in activity 4B.
people can become addicted. Alternatively, to help lower-performing Ss, you can
SA: I think that’s true. People spend too much time write the words in jumbled order on the board, and ask
on their smartphones.
Ss to use them to complete the paragraph.
SB: Yes, and nobody talks to anybody anymore.
Everybody sends text messages. • Have Ss do the activity and check answers.
SD: Also, it’s really annoying when they ring all the
time. 1. opinion
SC: I don’t know. You can always turn the ringer off, 2. First
and it’s a great way to stay informed. 3. addition
SA: OK, so the positives are the size, and all the uses. 4. also
What about the cost? 5. Finally/Lastly
SB: Well some phones are really very expensive.
SD: That’s true and there are better things to spend
your money on. D. Aims: • to give Ss practice in writing a paragraph
SC: But not all smartphones are so expensive expressing their opinion on mobile phones by
nowadays. elaborating on the speaking activity
SD: That’s true. So, the negatives are they can be
annoying and addictive. •
SA: Yes, that sounds right. • Draw Ss’ attention to the TIP and explain it.
• Refer Ss to the table in the speaking activity.
• Allow Ss some time to write their paragraphs as
4. WRITING instructed.
A. Aims: • to prepare Ss for the writing task • Choose some Ss to read out their paragraphs.
•
• Ask Ss the question and generate discussion. Model answer
It is true that mobile phones have become a really
B. Aims: • to give Ss practice in identifying purpose and important part of people’s lives, but their effect on
some of the stylistic features of paragraphs them can be quite negative. Firstly, I believe that most
expressing opinions people spend far too much time using their phones and
• many even become addicted. As a result, they rarely
hang out with friends, take exercise or do interesting
• Ask Ss to read through the two paragraphs and ask the
hobbies. In addition, it can be bad for your health to
questions. use mobiles. What is more, many people spend more
• Check the answers with the class. than they can afford on expensive phones and then
become stressed about money. In my opinion, we
should try to use mobile phones in a wiser way.
57 TB
4. W R ITING
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
Computers?
Donald Turdin, Norwich
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 backaches. What is
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
are not as important or useful as many people think and we can definitely do without them.

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, as well as
keep in touch with family and friends. In my opinion, computers are an important part of our lives and we cannot
live without them.

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
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.?

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
2. What do you think John Pitt put on his Sky Car?
a. wings b. an umbrella c. feathers
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
 Video activities 4

Suggested answers
bounce die engine inventor monowheel • I’m sure it was very difficult for everyone to travel.
motorcar road safety vehicle • Computers and the Internet were inventions that
changed the lives of millions of people.

Aims: • to give Ss the opportunity to expand on the

language and topics of the module
• Part 1
bounce, die, engine, inventor, monowheel,
A.
motorcar, road safety, vehicle
• Ask Ss the two questions.
• Elicit answers and initiate a short discussion. TRANSCRIPT
Part 2
I think that the plane is the most useful mode of Advances in engineering at the end of the 19th century
transport because you can go very far in a really short meant that many new machines were built, beginning
time. with the car. Early motorcars were slow, but soon
I can’t imagine life without cars. A lot of everyday became faster and, in some ways, a little stranger. The
simple things would be much more difficult. Dynasphere was a monowheel vehicle which had a top
speed of 25mph. Here is its inventor, J. A. Purves,
enjoying a drive in one. There were, of course, dangers
B. involved and drivers soon learned the importance
• Ask Ss to read through the questions 1-3 and the multiple of road safety. On 31st August, 1869, in Ireland, Mary
choices. Ward became the first person to die in a car accident.
• Elicit answers, but do not correct Ss at this stage. She was a passenger in a car her cousins had made.
• Play the video and have Ss check their predictions. Since then, people have become a lot more aware of
• Check the answers with the class. road safety. Next, it was time to take to the skies. The
end of the 19th century saw many inventors trying to
make flying machines. Some were successful, others...
1. c
not so much. This didn’t stop inventors from coming
2. b
up with crazy machines. The machines didn’t have
3. c
engines, and flying was, well, a bit more like falling.
Later, inventors came up with many different ways to
C. power their flying machines. The first machines with
• Have Ss read through the sentences 1-6 and make sure engines were too heavy to take off, like John Pitts’ Sky
they haven’t got any unknown words. Car which had a large kind of umbrella joined to a car.
• Alternatively, to challenge higher-performing Ss, you may Instead of flying, it just bounced up and down. The
modify the activity from multiple choice to open-ended ideas became crazier and crazier, and many people
questions. Write questions 1-3 on the board (without started to believe that powered flight wouldn’t ever be
the options), ask Ss to cover the activity in their books, possible. But that all changed on 17th December, 1903
watch the video and answer the questions. To help lower- when two brothers, Orville and Wilbur Wright, made
performing Ss, you may eliminate one incorrect option. the first powered flight, and changed the world as we
• Have Ss watch the video and do the activity. know it.
• Check the answers with the class

1. 25mph
2. J. A. Purves
3. 1869
4. failing
5. too heavy
6. Orville and Wilbur Wright

D.
• Ask Ss the two questions.
• Elicit answers and initiate a short discussion. Allow the
use of L1, if necessary, to help lower-performing Ss
express themselves.

58 TB
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
Β.
with their smartwatch.
SB: Like what?
1. made SA: Well, you will be able to see others while you talk
2. make 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 won’t be able to see very well or watch with
6. do friends.
7. do SA: That’s a good point.
8. makes 
9. make SA: What do you think about flying cars? In my
opinion, they will make travel much easier in the
future.
GRAMMAR SB: Yes, I agree. There won’t be any traffic on the
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 license to drive them and they will have to
4. a make laws for them.
5. a SB: Maybe you won’t need a license. Maybe they will
6. c drive themselves.
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 colourful 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
 Round-up 4
VO C ABUL 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
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.
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. D. Complete the sentences with too or enough and the words
9. My brother spends all his free time in brackets.
playing computer games. He’s addicted / 1. I won’t buy the coffee maker. It’s
installed to them! (expensive) and I haven’t got
(money)with me.
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
mistake.
(careful)!
2. In 2015, Greg opened his own shop but 5. I don’t like this painting. It’s
he didn’t much money, so (colourful).
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
 COMM UNIC 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
store and match the presents with the people.
1. A: Are you sure about this? 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.
B:
1. Paul likes to show people photographs
a. I was just kidding. b. I was getting to that.
from his holidays.
2. The man and the woman don’t like the
presents Stephanie buys them.
SPE AK ING
3. The woman thinks a TV set is a good
G. Talk in pairs. These pictures show how some
things will change in the future. Discuss the present for Stephanie.
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.
6. The gadgets are on the first floor of the
Smartwatch department store.
• see others while talk
• Internet
SELF-A SSESSMEN T
Read the following and tick (4) the appropriate
• watch TV boxes. For the points you are unsure of, refer back to
• small screen the relevant sections in the module.
• can’t use with friends
Now I can...
 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
 Round-up 4
LISTENING 53
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
activity. points they are unsure of, they should refer back to the
• 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.
CLIL: Science
1. T 2. F 3. F 4. F 5. T 6. T
The Teacher’s Notes can be found at the back of the
• Have higher-performing Ss work with lower- book.
performing Ss and correct the false sentences. This
will challenge higher-performing Ss and help lower-
performing Ss understand why these answers are
correct. Song: Modern Life 56

LISTENING TRANSCRIPT Aims: • t o 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
us all his holiday photos. • Ask Ss to read through the song at the back of the
George That’s true. He has got too many. book once without worrying about the correct
answers.
Polly I know. So, let’s get him one of those frames
• 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 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
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).
• Ask Ss some questions:

Why does the woman in the picture need the other

person’s help?
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
lower-performing Ss to express themselves.

Suggested answers
When I need help, I usually turn to my parents
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
to charity.

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

Flick through the module and find...

 a sinking ship
 an annoyed girl at the cinema
 a patient talking to a doctor
 a newspaper article 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 asking for and giving advice
 to use the Passive Voice
 to give an account of a true event
 idioms describing feelings

61
5a How are you feeling?
1. L IST E N I N G & R E A DI NG
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.
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.
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?
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. information.

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?
Doctor I need to examine you first. What exactly are your
Appointments
symptoms?
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
 5a
5a
Learning how to make a doctor’s appointment symptoms -b, the doctor is telling the woman what is wrong
Talking about medical problems with her and what she should do -a).
• Ask Ss some comprehension questions:

Infinitives What is the doctor’s name? Dr Barkley

Does Ms Smith make an appointment for the same day?
No, she doesn’t.
available convenient fluid get rest Why can’t she make an appointment for the same day?
make an appointment schedule because the doctor is booked up for the day
Words/Phrases related to medical problems When is her appointment? the following day/morning
allergy bones chemist’s cough examine What does Ms Smith think her problem is? She thinks
have a cold hurt (v.) illness pain patient (n.) pill that her allergy is back.
prescribe prescription runny nose sneeze Does Ms Smith have a temperature? Yes, she does.
sore throat surgery treatment When is her brother’s wedding? on the 13th
What exactly are your symptoms? Will she be all right on her brother’s wedding? Yes, she
What seems to be the problem? will.
Phrasal verbs How long will it take her to get over her cold? about a
booked up get over hang on lie down week
run out of take away Where is Ms Smith going straight after the doctor’s? to
the chemist’s

WARM-UP C. Aims: • to give Ss practice in identifying specific

Aims: • to help Ss make predictions about the lesson by information in the dialogue through a
activating their background knowledge note-taking activity
• •
• Draw Ss’ attention to the title of the lesson. • Ask Ss to look at the computer screen.
• Ask Ss to tell you when we ask this question (when we • Ask Ss to tell you what they can see (a file where the
want to find out about one’s health). doctor keeps her patient’s data).
• Ask Ss the question and elicit answers (e.g. I’m fine, I’m • Make sure that Ss do not have any unknown words.
not very well, Not too bad, etc.). • Have Ss do the activity and check answers.
• Ask Ss to tell you what they think the lesson is about.

2 10.30 / Mary Smith / terrible headache, runny nose,

1. LISTENING & READING sneezing, bones hurt, temperature / rest, lots of
A. Aims: • to introduce the topic of the dialogues by
fluids, pain medication
relating it to Ss’ personal experience
•
• Ask Ss the questions and initiate a short discussion. • Explain any unknown words and choose Ss to act out
• If necessary, you can ask Ss some further questions: the dialogues.

Do doctors make you feel nervous?

What makes a good doctor?

B. Aims: • to present vocabulary, functions and

structures in the context of three dialogues
• to give Ss practice in reading for gist and
understanding sequence
•
• Draw Ss’ attention to the picture and ask them to tell you
what they can see (a doctor and a patient).
• Ask Ss to read through the three dialogues and put them
in the correct order.
• Play the recording and ask Ss to listen to the dialogues
carefully and check their answers.

a. 3 b. 2 c. 1

• 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

62 TB
5a
2. VOCABULARY stressed, whereas in the second sentence the word cats is
Aim: • to present some phrasal verbs stressed.
• • Explain to Ss that according to the meaning we want to
express, we stress different words in a sentence.
• Draw Ss’ attention to the NOTE and explain it.
• Refer Ss to the dialogues and draw their attention to the B. Aims: • to give Ss practice in using stress to convey a
highlighted phrasal verbs. specific meaning
• Encourage Ss to deduce the meaning of the phrasal verbs •
from the context.
• Ask Ss to read through the meanings a-e. Make sure that • Play the recording and have Ss repeat each question as
Ss do not have any unknown words. they hear it.
• Have Ss do the activity and check answers. • Ask Ss to underline the word which is stressed in each
question and choose the correct answer depending on
the meaning of each question.
1. b 2. d 3. a 4. e 5. c • Have Ss do the activity and check answers.
• Ask higher-performing Ss to write sentences using the
1. Does Robert have toothache? a
phrasal verbs in the previous activity. This will challenge
2. Did Alicia go to the bank? b
them.
3. Are you seeing the dentist on Monday? b
• Write some of these sentences on the board without writing
the phrasal verbs.
• Ask lower-performing Ss to complete the sentences. This 6. SPEAKING
will give them extra practice. Aims: • to give Ss practice in using the functions,
structures and vocabulary presented in this
3. GRAMMAR lesson by simulating conversations between a
Aims: • to present the full and the bare infinitive doctor, a doctor’s receptionist and a patient
• •
• Ask Ss to read through the dialogues. • Ask Ss to read through the instructions.
• Draw Ss’ attention to the words in bold. • To help lower-performing Ss, tell them that they can use
• Point out to Ss that these are some examples of full and the three dialogues in activity 1B as models.
bare infinitives. • In groups of three, Ss take turns to act out the
• Make sure that Ss understand the difference between the conversations according to the allocated roles. Make sure
full and the bare infinitive (full infinitive: to + base form that there is a balance of both higher-performing Ss and
of the verb, bare infinitive: base form of the verb without to). lower-performing Ss in each group.
• Ask Ss to read through the tables containing the rules. • Go round the class helping Ss when necessary.
• Make sure that Ss do not have questions and/or • Choose some pairs to act out the conversations.
unknown words.
• Have Ss do the activity and check answers.
Suggested answers
1.
would like, seem, too, what, after, let SA: Hello. Dr Smith’s office, how may I help you?
SB: Yes, hello. I’d like to make an appointment to see
• Refer Ss to the Grammar Reference at the back of the the doctor.
book. SA: Is it an emergency?
• Ask higher-performing Ss to make sentences using the SB: No, I’m just feeling poorly and I have a fever.
full and bare infinitive. This will challenge them. To SA: Of course. Let me check her schedule. Can you
help lower-performing Ss, you can give them prompts come in tomorrow at 1 p.m.?
to make sentences (e.g. save money / buy a new mobile SB: Yes. That’s fine.
phone). SA: What is your name?
SB: Miriam Young
4. PRACTICE SA: OK, Ms Young we’ll see you tomorrow at 1 p.m.
Aims: • to give Ss practice in using the full and the bare SB: Thank you. Bye.
infinitive in the context of four short dialogues 2.
• SC: So, Miriam, what seems to be the problem?
SA: Well, I’ve been feeling poorly for three days now. I
• Have Ss do the activity and check answers. have a fever and a sore throat.
SC: Do you have any other symptoms?
1. call, to take SA: Not really. I am very tired, though.
2. show, to use, finish SC: OK. Let’s take a look. Say ahhh...
3. to visit, to come, to go SA: Ahhhh.
4. study, to help, to do SC: Well, It looks as if you have an infection.
SA: What should I do?
SC: I’ll write you a prescription for antibiotics. Take
5. INTONATION 3, 4 them twice a day for five days.
A. Aim: • to present how stress affects meaning SA: Anything else?
• 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

63 TB
2. VO C ABU 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.
3. G R AM MA R 5. IN TO N AT IO N
INFINITIVES A. Listen and repeat. Notice the stressed words
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 anybody else.)
the doctor for today. John is allergic to cats. (He isn’t allergic to rabbits.)
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
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?
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.
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?
• after certain verbs ( e.g. , , a. No, my mum is seeing the dentist on Monday.
want, decide, need, offer).
• after and enough.
b. No, I’m seeing the dentist on Friday.
• after question words (e.g. who, , how) 6. SPEA 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 AC TICE receptionist.Answer Student A’s phone call and help
Complete with the full or the bare infinitive of the 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
5b When in danger...
1. R E AD I 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
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?
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
making other ships hear you. These are still used
not true. In fact, the letters don’t stand for anything; they
today in many cases.
.. were just the simplest letters in international Morse code.
-- - . . However, people probably used these phrases to help
However, with the development . .
. .. --- -.-- them remember the letters.
of wireless telegraphy, sailors
... --... . .
- - - -- .

.. ...
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
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
 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
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
 5b
Reacting in an emergency situation • Ask Ss some comprehension questions:

What methods did they use in the past to show the

-ing form location of the ship? They lit signal flares or flied a signal
flag.
What did they use in the past to make a ship hear you?
a number of bell crew development flag They used bells and foghorns and they fired a gun
government gun light (v.) location nearby repeatedly.
perhaps sailor ship signal (n./v.) simple When did sailors start using Morse Code to send
sink (v.) sound (n.) stand for upside down messages? with the development of wireless telegraphy
What is the most well-known Morse Code message
Prepositional phrases with in asking for help? SOS
in a hurry in common in danger in fact Who was the first to use the SOS signal? the German
government
When did they use it for the first time? at the beginning
WARM-UP of the 20th century / in 1905
Aims: • to help Ss make predictions about the lesson by What happened in 1908? The SOS signal became an
activating their background knowledge international distress signal.
What do some people believe that SOS stands for? ‘Save
• Our Ship’ or ‘Save Our Souls’
• Draw Ss’ attention to the title of the lesson. Why did these people probably believe that? because
• Ask Ss to tell you what the lesson will be about. these phrases helped them remember the letters
• Elicit answers. If you want someone to see that you’re in danger, how will
you signal SOS? by signalling with three short, three long
1. READING 5 and three short light flashes or by writing it in the sand or
snow
A. (PRE-READING)
Aims: • to introduce the topic of the reading text by When did the Titanic sink? in 1912
relating it to Ss’ personal opinion What did two of the crew members of the Titanic use to
ask for help? radio communication
• What did they also try to do? They also tried to send an
• Ask Ss the questions and elicit answers. 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
• to give Ss practice in reading for gist C. Aims: • to give Ss practice in identifying specific
information in the text through a multiple-
• choice activity
•
Radio Communication is a wireless system of • Have Ss do the activity.
transmitting messages, especially to signal danger. • As soon as they finish, have higher-performing Ss work
Energy is sent to the receiver and it transforms into with lower-performing Ss in pairs and compare their
a signal that the person handling the receiver is answers. Encourage them to provide justification by
able to understand. Marchese Guglielmo Marconi referring to specific parts in the text. This will build
(1874-1937) was very important to the development lower-performing Ss’ confidence to share their answers
of wireless telegraphy. His radio system transmitted in class.
Morse code over the Atlantic Ocean. Today, advanced • Check the answers with the class.
radio communication is widely used in other aspects
of our lives, such as entertainment.
1. a 2. b 3. c 4. b

• Ask Ss to look at the picture accompanying the text and

tell you what they can see (a sailing ship which has sunk).
• Draw Ss’ attention to the title and ask them when a ship
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.
• Ask Ss to read through the text and check their
predictions.
• Alternatively, play the recording and ask Ss to listen to
the text carefully and check their predictions.

The letters SOS don’t stand for anything.

64 TB
5b
D. Aims: • to give Ss practice in deducing the meaning • Have Ss do the activity and check answers.
of unknown words from the text through a
matching activity
• b, c, a

• Refer Ss to the text and draw their attention to the

highlighted words/expressions. • Refer Ss to the Grammar Reference at the back of the
• Encourage Ss to deduce the meaning of the words/ book.
expressions from the context. • Divide Ss into pairs. Have higher-performing Ss work
• Ask Ss to read through the meanings a-f. Make sure that with lower-performing Ss.
Ss do not have any unknown words. • Write the following words and phrase on the board: too
• Have Ss do the activity and check answers. try manage suggest should let begin it’s worth
• Ask Ss to write a small paragraph/story using these
words and the full Infinitive, bare Infinitive or the -ing
1. e 2. d 3. b 4. f 5. c 6. a form.
• Ask each pair to read out their short story, and have the
rest of the Ss check if they have used the full Infinitive,
• Explain any unknown words and choose Ss to read out the bare Infinitive and the -ing form correctly.
the text.
4. PRACTICE
E. (POST-READING) Aim: • to give Ss practice in using the -ing form and the
Aims: • to give Ss the opportunity to have a further full and the bare infinitive in the context of two
discussion on the topic of the text short dialogues
• •
• Ask Ss the questions and initiate a short discussion. • Ask Ss to read through the dialogues.
• Have Ss do the activity. Ask higher-performing Ss to
2. VOCABULARY justify their answers (e.g. 1. the correct answer is ‘do’
Aim: • to present and give Ss practice in using because ‘should’ is followed by the bare infinitive). This
prepositional phrases with in will challenge them and help lower-performing Ss
understand why these answers are correct.
•
• Ask Ss to read through the prepositional phrases in the 1. do, lighting, Making, hear, running
box. 2. to come, listening, going, doing, ask
• Have Ss do the activity and check answers.

WORKBOOK LISTENING 6
1. In my opinion 5. in a hurry
• Go to the listening transcript.
2. In fact 6. in common
3. in the end 7. in the beginning
4. In addition 8. in danger

• Explain any unknown words/phrases if necessary.

• 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 +
of is followed by a noun.

• Ask higher-performing Ss to write sentences using the

prepositional phrases with in in the previous activity.
This will challenge them.
• Write some of these sentences on the board without
writing the prepositional phrases.
• Ask lower-performing Ss to complete the sentences.
This will give them extra practice.

3. GRAMMAR
Aims: • to present the -ing form
•
• Ask Ss to read through the examples and draw their
attention to the words in bold.
• Ask Ss to read through the table containing the uses of
the -ing form.
65 TB
 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)
and needed help? c. after prepositions
• What did you do?
• How long did it take for help to arrive?

2. VO C ABU L A R Y 4. PRACT ICE

PREPOSITIONAL PHRASES WITH IN Complete the dialogues with the -ing form or the
Complete the sentences with the phrases in the box. bare or full infinitive of the verbs in brackets.
1.
in the beginning in danger in a hurry
A: We’re lost! What should we
in addition in my opinion in fact
in common in the end (do)?
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.
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.
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
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
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.
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 4. The negative form of should and had better
reduce your stress. is formed by adding not.
Tom Sorry I’m late. 5. We use should and had better to give our opinion.
Jane You’d better not be late again. This is the 6. Had better can sometimes imply a warning.
fifth time this month.
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.
• What kind of fears do people have?
3. P R AC TICE • Are you scared of anything?
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
 5c
• Have Ss do the activity and check answers.
Talking about emotional problems
Asking for and giving advice 1. F 2. T 3. F 4. T 5. T 6. T

• Refer Ss to the Grammar Reference at the back of the

should / had better book.
• Ask higher-performing Ss to make sentences using should
and had better. This will challenge them. To help lower-
anxiously waiting audience beat (v.) (for heart) performing Ss, you can give them prompts to make
fellow student focus on physical activity sentences (e.g. You want to lose weight. – take up a sport).
presentation public speaking suggest sweat (v.)
tip vitamin 3. PRACTICE
Aims: • to give Ss practice in using should and
Words/Phrases related to emotional problems had better in context
a fear of advice advise anxiety control (v.) •
deal with deep breath medication panic phobia
• Have Ss do the activity and check answers.
psychologist reduce stress/anxiety suffer from
1. You had better go now because you’re going to
be late.
WARM-UP 2. You should not / shouldn’t leave your mobile in
Aims: • to help Ss make predictions about the lesson by the car.
activating their background knowledge 3. You had better not borrow my car without asking!
• 4. You had better not be late, otherwise Karen will
• Draw Ss’ attention to the title of the lesson. leave without you.
• Ask Ss to tell you what they think the lesson is about. 5. You should visit a psychologist.
• Ask Ss some questions:
When was the last time you asked for a word of advice? 4. LISTENING 7, 8
When was the last time you gave a word of advice? (for the listening transcript, go to the back of the book)
What was the most useful word of advice you have ever A. (PRE-LISTENING)
been given? Aims: • to present the topic of the listening text by
relating it to Ss’ personal experience
•
1. VOCABULARY
Aims: • to present vocabulary related to emotional • Ask Ss the questions and initiate a short discussion.
problems
• B. Aims: • to give Ss practice in listening for gist
• Ask Ss to read through each extract and draw their •
attention to the words in bold. • Ask Ss if they know what a phobia is.
• Point out to Ss that these words are related to emotional • Draw Ss’ attention to the difference between a fear and
problems. a phobia (a fear is a reasonable feeling that all people
• Help Ss deduce the meaning of these words from the experience when something that is potentially dangerous
context. frightens them, e.g. a fear of snakes / the dark, etc., whereas
a phobia is an extreme fear of a particular thing or
1. suffer from = to be affected by an unpleasant situation, that is not life-threatening).
condition • Ask Ss to read through the phobias given here and tell
control = to have power over sth/sb you what they think they are about.
psychologist = someone who studies the • Play the recording and have Ss listen to the dialogue
human mind and human carefully and check their predictions/answers.
emotions and behaviour, and
how different situations have an arachnophobia = a fear of spiders
effect on them
reduce = decrease, make smaller or less claustrophobia = a fear of being in small places
2. a fear of = be afraid of agoraphobia = a fear of public places
deal with = to take action in order to solve a dental phobia = being afraid of dentists
problem / tackle
advise = to tell sb what they should do or
how they should act in a C. Aims: • to give Ss practice in listening for specific
particular situation information through a gap-filling activity
•

2. GRAMMAR • Ask Ss to read through the sentences 1-5.

Aim: • to present should and had better • Play the recording again.
• • Check the answers with the class.

• Ask Ss to read through the two dialogues and draw their 1. 50%, 10% 3. years
attention to the words in bold. 2. controls your whole 4. bad experience
• Explain to Ss that these are the modal verbs should and life 5. watch videos
had better.
• Ask Ss to read through the sentences 1-6. • Go to the listening transcript.
66 TB
5c
How does Ned feel while he’s writing to Dr Wilson? He feels
5. SPEAKING helpless and doesn’t know what to do.
Aims: • to give Ss practice in asking for and giving How did he feel as he walked to the front of the lecture
advice about a physical or psychological theatre? He could feel his heart beating fast and he was
problem sweating.
• What happened to him when it was time for him to talk?
He just stood there looking at everyone because he couldn’t
• Ask Ss to read through the ideas in the respective boxes. remember what to say.
• Draw Ss’ attention to the speech bubble. Who gave the presentation in the end? his fellow student
• In pairs, Ss take turns to ask for and give advice. According to Dr Wilson, does Ned need to worry about what
Encourage higher-performing Ss to add their own ideas. happened to him? No, he doesn’t.
This will challenge them. Why? because he’s not the only one who’s afraid of public
• Go round the class helping Ss when necessary. speaking
• Choose some pairs to act out the dialogues.
C. Aims: • to give Ss practice in identifying some
Suggested answers stylistic features of a letter asking for advice
SA: I feel terrible! and of a letter giving advice
SB: Why? What’s wrong? •
SA: I can’t sleep at night! I haven’t slept for days. • Ask Ss to underline all the phrases used in the respective
SB: That’s terrible. Are you suffering from stress? emails to ask for and give advice.
SA: I think I must be. I’m tired all the time, but when • Elicit answers (asking for advice: I need your advice
I go to bed I just can’t sleep. I just have so much to because..., What should I do? – giving advice: ... you
do. should..., ... you can..., ... you should do..., ... don’t forget
SB: Well, the first thing you should do is see a to..., ... I advise you to...).
psychologist. You need to learn to manage your • Ask Ss to read through the sentences 1-6. Make sure that
stress. Ss do not have any unknown words.
SA: Yes, I guess you’re right. • Have Ss do the activity and check answers.
SB: Also, I think you had better take a holiday and try
to relax. 1. G 2. G 3. A 4. A 5. G 6. A
SA: That’s a good idea
SB: When you get back, you’ll probably feel much D. Aims: • to give Ss practice in writing posts asking for
better. and giving advice
•

6. WRITING • Draw Ss’ attention to the TIP and explain it.

A. Aims: • to introduce the type of writing task through • For a more detailed list of phrases for Ss to use in their
an oral activity involving personal experience posts, refer them to the Writing Section at the back of
and opinion the book.
• • Allow Ss some time to write a post asking for advice.
• Ask Ss to swap posts with their partners, read their
• Ask Ss what an online advice column is (it’s an online partner’s post and write a post giving him/her advice.
magazine column where people can write about a problem • Choose Ss to read out their posts.
they have and get advice from an expert).
• Ask Ss the questions and generate discussion.
Model answer
B. Aims: • to give Ss practice in reading for gist Problem:
• to prepare Ss for the writing task I need your advice because I really don’t know what to
• do. I’ve had toothache for nearly a week, but I’ve got a
phobia of dentists. Every time I have to go, I get really
• Ask Ss to read through the email asking for advice and nervous and stressed. In fact, I go as rarely as possible.
then the reply. I know this is stupid, because it’s important to visit
• Point out to Ss that an email asking for or giving advice the dentist regularly so he can check your teeth before
should have paragraphs (opening paragraph, main part, there’s a problem. However, I’m just too frightened.
closing paragraph), whereas in the emails sent to an My heart beats really fast and I feel dizzy just thinking
online advice column only one paragraph is needed. about it. Anxiously waiting for your reply.
• Ask Ss the questions and check answers. Worried Wilma

Reply:
1. He’s afraid of public speaking. Dear Worried Wilma,
2. He should practise giving his presentation in front Your problem is a very common one, so don’t worry. A
of a mirror until he feels confident. Before his lot of people are afraid of dentists, but I have a few tips
presentation, he should do some kind of physical to help you deal with it. Firstly, when you make your
activity (e.g. take a walk) to help reduce his appointment, explain that you want to have a little chat
anxiety. During his presentation, he should choose with the dentist before he checks your teeth. This way,
a few friendly faces from the audience and focus you can tell him how you feel and I’m sure he will find
on them. He should also take deep breaths to feel ways to make the experience much less stressful. You
calm. If all this doesn’t work, he should take a should ask him to tell you exactly what he is going to do
training course in public speaking. and this way, you won’t have any surprises and will feel
calmer. Finally, you could wear headphones and listen
• Ask Ss some comprehension questions: to music during your appointment, as that will help
you relax. I hope you will soon get over your fear.
67 TB
5. SP E AK 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. WR ITING
A POST ASKING FOR OR GIVING
ADVICE www.drwilson/advice/column.com
A. Discuss.
• Do you read online advice Dr Fred Wilson’s
columns? corner
• Have you ever written to an online
advice column to ask for advice? Dear Dr Wilson,
Would you like to? I need your advice because I feel helpless and don’t know what to do. Last
• 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
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
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 below. Nervous Ned

1. What is Nervous Ned’s problem? Dear Nervous Ned,

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
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
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

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
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.
The police, fire crews and the ambulance service
were all called immediately and they arrived within
minutes to rescue the people. The injured passengers
were taken to local hospitals. ‘It’s a miracle that it was
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
luckily it was only the engine and we put it out very
quickly.’ All the sheep except one died in the crash. The lucky
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
 5d
Did any of the passengers get killed? No, they didn’t.
Giving an account of an event How many passengers were seriously injured? five
Where were they taken? to local hospitals
What did the firefighters see when they arrived? smoke
Passive Voice (Present Simple – Past Simple) coming out of the tunnel
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
a flock of brake (n.) completely except officer
fence field kilometres per hour (kph) What do they call her now? Lucky Lucy
metre missing notice opposite direction Who owned the sheep? a local farmer
pull sheep surround tracks within minutes Where does he keep all his sheep? in a nearby field which is
Words/Phrases related to accidents/emergencies surrounded by a fence
ambulance be on fire burn crash Can he explain how the sheep got out and caused the train
injure put out smoke (n.) survivor tragedy accident? No, he can’t.
C. Aims: • to give Ss practice in identifying specific
WARM-UP information in the newspaper article
Aims: • to help Ss make predictions about the lesson by •
activating their background knowledge
• • Ask Ss to read through the sentences 1-9.
• Have Ss do the activity.
• Draw Ss’ attention to the title of the lesson and ask • Check the answers with the class.
them to tell you what the phrase in the news means (a
report about sb or sth that appears on news websites or on 1. F 2. F 3. F 4. T 5. F 6. NM 7. F 8. T 9. NM
television or the radio).
• Ask Ss to write sentences using the phrase be in the news • Have higher-performing Ss work with lower-
about a person or an event (e.g. The Oscar ceremony was performing Ss and correct the false sentences. This
in the news for quite some time.). will challenge higher-performing Ss and help lower-
• Ask Ss to tell you what they think the lesson is about. performing Ss understand why these answers are
• Elicit answers. correct.
1. READING 10
D. Aims: • to give Ss practice in deducing the meaning of
A. (PRE-READING) unknown words from the context
Aims: • to introduce the topic of the reading text by
relating it to Ss’ personal experience •
• • Ask Ss to read through the meanings 1-8.
• Refer Ss to the relevant paragraphs in the article and ask
• Ask Ss the questions and generate discussion. them to find the words.
• Have Ss do the activity and check answers.
B. Aims: • to present vocabulary, functions and
structures in the context of an online article
• to give Ss practice in reading for gist 1. was derailed 4. rescue 7. survivor
2. a flock of 5. tragedy 8. field
•
3. injured 6. put out
• Draw Ss’ attention to the layout of the text and ask them
to tell you what kind of text it is (an article) and where it
can be found (on a news website). 2. VOCABULARY
• Ask Ss to look at the two pictures accompanying the Aims: • to give Ss practice in distinguishing between
article and tell you what they can see (a train accident words that can easily be confused
and a sheep). •
• Draw Ss’ attention to the headline of the article (Train
• Ask Ss to read through each set of sentences.
Derailed by Sheep!) and ask them the question in the • Refer Ss to the words in the article, or when it is
rubric.
necessary provide them with further definitions and/or
• Elicit answers but do not correct Ss at this stage.
examples.
• Ask Ss to read through the article and check their
predictions. damaged = destroyed (The tunnel was damaged...)
• Alternatively, play the recording and ask Ss to listen to injured = hurt (... 28 people were injured,... / The injured
the article carefully and check their predictions. passengers were taken to local hospitals.)
survived = were alive after the accident
It is about a train accident caused by some / a flock rescued = saved (... they arrived within minutes to rescue
of sheep. the people)
• Ask Ss some comprehension questions: look = to turn your eyes in a particular direction
watch = to look at sth with attention (e.g. TV)
What kind of train was derailed? an InterCity train notice = to see or observe sth (‘As soon as I noticed the
Where was it derailed? in a tunnel in South Wales animals,...’)
How fast was the train going? 160 kph
What happened? It hit a flock of sheep that was going in the • Have Ss do the activity and check answers.
opposite direction.
What happened to the train? It came off the tracks, fell onto 1. injured 2. damaged 3. survived 4. rescued
its side and skidded for another 200 metres before coming to 5. watch 6. look 7. notice
a stop.
68 TB
5d
• Ask higher-performing Ss to write sentences using the
easily confused words. This will challenge them. 1. is organised 2. was delivered
• Write some of these sentences on the board without 3. was hit, wasn’t injured 4. are used 5. is spoken
writing the words presented in activity 2. 6. were rescued, was... destroyed 7. is/was kept
• Ask lower-performing Ss to complete the sentences.
This will give them extra practice.
5. SPEAKING
3. GRAMMAR Aims: • to give Ss practice in using the functions,
A. Aims: • to present the Present Simple and the Past structures and vocabulary presented in this
Simple of the Passive Voice lesson through an oral activity
• to help Ss distinguish between the Active •
and the Passive Voice • Ask Ss to read through the headlines on a news website.
• • Point out to Ss that headlines do not usually include
• Ask Ss to read through each example in the Active and in articles, possessives, auxiliary verbs, etc.
the Passive Voice respectively. • Ask Ss to read through the speech bubble.
• Draw Ss’ attention to the verbs in bold. • In pairs or in small groups, Ss take turns to describe
• Ask Ss the questions in the rubric. what happened in each of the news articles.
• Ask Ss the questions in the rubric and check answers. • Go round the class helping Ss when necessary.
• Choose some Ss to describe each event/incident.

The sentences in the Active Voice have the same

Suggested answers
meaning as the ones in the Passive Voice. The sentences LOST CLIMBERS FOUND BY RESCUE TEAM
in the Active Voice focus on the person doing the action SA: A group of climbers couldn’t make it down the
(The train driver, We). The sentences in the Passive Voice mountain because there was ice and it was slippery. It
focus on the action itself (is driven, were taken). got dark and they had to stay there all night.
SB: The next morning a rescue team flew over the area by
helicopter and found them.
B. Aims: • to present the formation of the Present Simple SA: The rescue team helped them get in the helicopter and
and the Past Simple of the Passive Voice took them to the bottom of the mountain.

•
MANY INJURED IN BUS ACCIDENT
• Refer Ss to the sentences in the Active Voice in activity SA: Many tourists were injured in a bus accident last night.
3A. SB: The tourists were returning from the National Museum
• Explain to Ss how the words in these sentences follow the when the driver lost control.
construction: SC: Several people are being treated in hospital.

Subject + Main Verb + Object 10 PAINTINGS DESTROYED IN FIRE
The train driver drives the train. SB: Ten paintings were destroyed in a fire at the National
We took the passengers to Gallery yesterday.
SC: The fire started in the evening, after the gallery had
the hospital. closed.
SA: The fire service was called and they put out the fire.
• Refer Ss to the sentences in the Passive Voice in activity SB:
3A.  Luckily, the fire did not spread.
• Ask Ss to tell you what they notice about the formation MISSING CHILD FOUND AT ZOO
of the sentences in the Passive Voice. SA: A little boy wanted to see the lions and he didn’t tell
• Ask Ss to look at the rule of the Passive Voice in the table his parents where he was going. After visiting the
lions, he couldn’t see his parents anywhere.
and complete it. SB: He walked around for a long time and then he saw an
• Check the answers with the class. information desk. He told the man behind the desk
that he had lost his parents.
SA: The man called the other information desks to try
Subject + Verb be + Past Participle of and find the boy’s parents. It wasn’t easy to find them
Main Verb (+ by...) because the zoo was very big.
SB: The man found the boy’s parents and they waited for
the man to bring their son to them.

• Refer Ss to the Grammar Reference at the back of the
book. TEACHER SAVED BY STUDENTS
SA: Students saved their teacher’s life. During a field trip
• Ask higher-performing Ss to make sentences using the the teacher was eating ice cream with nuts and she
Present Simple and Past Simple Active and turn them started to have trouble breathing.
into Passive Voice. This will challenge them. To help SB: A couple of the students thought that she might be
lower-performing Ss, you can write several sentences in allergic to nuts because they were also allergic.
the Present Simple and Past Simple Active and ask Ss to SA: One of the students immediately gave her medicine
turn them into Passive Voice. and soon she was breathing normally again.

STORM DESTROYS 20 HOUSES
4. PRACTICE SA: The heavy rainstorm on the west coast of England
Aims: • to give Ss practice in using the Present Simple caused floods.
and the Past Simple of the Passive Voice SB: Some streets looked like lakes.
SA: Many houses had serious damage, and so far reports
• tell us the storm completely destroyed twenty houses.
• Have Ss do the activity and check answers. SB: The government will do whatever it can to help people
that had to leave their houses.
69 TB
 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 ABU 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
(speak) in China.
1. One of the players was in the match and was
6. All the people
taken to hospital.
2. The theatre was by the fire. (rescue) from the burning
building, but the building
survived rescued
3. Only two people the plane crash. completely
4. Luckily, the boy who fell in the river was by (destroy).
his brother. 7. The cough medicine
(keep) in a
look watch notice
cupboard in the kitchen.
5. Thousands of people around the country this
soap opera. 5. SPEA 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
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.

LOST CLIMBERS FOUND

3. G R AM 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
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. phone rang. I nearly jumped out of my skin!

2. LISTE NING 3. SPEA KIN G

A. Discuss. Choose one of the pictures and imagine that you
• 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
happened to Lucy yesterday. Then listen to Lucy
telling a friend about her experience and put the
pictures in order. Is Lucy’s story similar to what
you expected?

a b

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
 5e
5
think happened to Lucy.
Narrating annoying, embarrassing, funny experiences • Play the recording and have Ss listen carefully and put
Sequencing events the pictures a-d in the correct order.
• Check the answers with the class.

almost annoyed apologise bump into cry a. 2 b. 1 c. 4 d. 3

embarrassed embarrassing furious grab
lamp post popcorn sip spill touch C. Aims: • to give Ss practice in listening for specific
turn off wave (v.) whisper information through a True/False activity
Idioms •
drive sb up the wall get on sb’s nerves
go red as a beetroot laugh one’s head off • Ask Ss to read through the sentences 1-6.
make a fool of oneself nearly jump out of one’s skin • Have Ss listen to the dialogue again and decide whether
not believe your eyes want the ground to swallow you up the sentences are True or False.
• Check the answers with the class.

WARM-UP 1. F 2. F 3. F 4. F 5. T 6. F
Aims: • to help Ss make predictions about the lesson by
activating their background knowledge • Have higher-performing Ss work with lower-
• performing Ss and correct the false sentences. This
• Draw Ss’ attention to the title of the lesson. will challenge higher-performing Ss and help lower-
• Ask Ss to tell you when the utterance That’s not funny! performing Ss understand why these answers are
can be said (to show your annoyance at sth that sb has done correct.
or said to you and they think it is amusing, funny, etc.).
LISTENING TRANSCRIPT
• Ask Ss to tell you what they think the lesson is about.
• Elicit answers. John Morning Lucy!
Lucy Hi, John. Have you heard?
1. VOCABULARY John Heard what?
Aims: • to present some idioms describing feelings Lucy I did something really, really stupid yesterday.
• John You didn’t make a fool of yourself during yesterday’s
meeting, again, did you?
Lucy No, the meeting went very well.
idiom = a group of words which have a different John So, what’s up?
Lucy Well, you know Terry, the window cleaner?
meaning when used together from the meaning of
John Yeah, I really like Terry.
each individual word
Lucy He’s not too fond of me at the moment.
John Why not?
• Ask Ss to read through the sentences 1-7. Lucy You know he uses our office window to go outside
• Draw Ss’ attention to the expressions in bold. sometimes.
• Point out to Ss that these are idioms which describe John Yeah, it’s the easiest way to get to those high windows
people’s feelings. and he was cleaning them yesterday. What happened?
• Have Ss decide what the idioms express and match them Lucy Well, after a while, it started getting cold in here
with the adjectives in the box. so I closed the window without thinking. Then, I
• Check the answers with the class. had to go to the meeting and it went on and on and
finished after eight o’clock. I had an appointment at
the hairdresser’s and I was kind of late, so after the
1. embarrassed 2. surprised 3. embarrassed meeting I ran back here, took my bag and left. And I
4. annoyed 5. embarrassed 6. annoyed was the last one out of the office.
7. frightened John Oh no! You didn’t. So, did the cleaners open the
window to let him in later in the evening?
Lucy No, it was Tuesday yesterday, remember?
2. LISTENING 11, 12 John Of course, they come on Mondays, Wednesdays and
A. (PRE-LISTENING) Fridays. So, who let him in?
Aims: • to present the topic of the listening text by Lucy Me. I came in early this morning because I had to
relating it to Ss’ personal experience prepare some notes, and as I sat down, I heard a tap
on the window.
• John So, he was out there all night!? Lucy, that’s terrible!
• Ask Ss the questions and generate discussion. Lucy Please, I feel bad enough as it is.
John What did you say to him?
B. Aims: • to give Ss practice in using visual prompts to Lucy I tried to apologise, but he didn’t want to listen. He
predict the content of the listening text just left.
• to give Ss practice in listening for gist John Looks like we’ll need a new window cleaner.
• to give Ss practice in transferring from verbal Lucy You can say that again.
to visual information
•
• Ask Ss to look at the pictures and tell you what they

70 TB
5e
3. SPEAKING • Ask Ss some comprehension questions:
Aims: • to give Ss practice in giving an account of
an annoying and embarrassing incident by Who was the writer travelling with? some friends
transferring from visual to verbal information from university
• Were there many people on the train? Yes, there were.
• Ask Ss to look at the pictures and read through the prompts. How long did the writer have to wait to get some coffee? for
• Ask Ss to imagine that they are the person the arrow points to almost half an hour
in each one of them and describe what happened to them and What did the writer realise as soon as he sat down with his
how they felt. coffee? that he needed to use the bathroom
• Point out to Ss that they can use some of the idioms in the What did he say to his friends before going to the bathroom?
vocabulary activity in order to describe their feelings more not to touch his coffee
vividly. What did he see on his way back to his seat? one of his friends
• Choose Ss to describe what happened and their feelings. sipping his coffee
To help lower-performing Ss, you can write the following What did he do? He grabbed the coffee cup from the person.
questions on the board and ask them to answer them: What happened then? He spilt the coffee all over that person
- Where were you? and even on a few other passengers.
- What were you doing there? What did he realise then? that the person with the coffee
- What happened? wasn’t his friend
- How did you feel? How did his friends react? They were laughing their heads off.
• Alternatively, in pairs, Ss take turns to describe what happened Did the people forgive him after he apologised to them? No,
and their feelings. they didn’t.
• Choose some pairs to act out their dialogues.
• Explain any unknown words.

Suggested answers C. Aims: • to give Ss practice in using linking words/

• Last night I went to the cinema. The people around phrases
me were making so much noise the entire time that I •
couldn’t enjoy the film. The woman next to me was • Ask Ss to read through the linking words/phrases in the box.
eating popcorn very loudly. There were two men in • Have Ss do the activity and check answers.
front of me who whispered non-stop and one man
never turned off his telephone! It really got on my
nerves! 1. As soon as / When I realised that Melissa was angry,
• Yesterday I was walking home when I saw Mary and I stopped laughing.
Louisa across the street. They waved to me and I I stopped laughing because I realised that Melissa was
walked right into a lamp post! I was so embarrassed I angry.
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 leg.
4. WRITING Eric fell and broke his leg as he was running up the
A. Aims: • to prepare Ss for the topic of the writing task by stairs.
relating it to their personal experience 3. Brenda took a taxi to work because she was late.
• Brenda was late for work, so she took a taxi.
• Ask Ss the questions and generate discussion. 4. As soon as they left the room, the baby started crying.
When they left the room, the baby started crying.
B. Aims: • to give Ss practice in understanding the main 5. I start work at 9.00, so/but I get up at 8.00.
points of an account I get up at 8.00 because I start work at 9.00.
• to give Ss practice in identifying the purpose 6. As soon as we had dinner, we went out.
and some stylistic features of an account Before we went out, we had dinner.
•
• Ask Ss to read through the account entitled ‘A day I’ll never
forget’. D. Aims: • to give Ss practice in writing an account of an
• Ask Ss the questions 1-6. event
• Check the answers with the class. •
• Draw Ss’ attention to the TIP and explain it.
1. It took place two years ago on a train going • Allow Ss some time to write their accounts.
from Paris to London. • Choose Ss to read out their accounts.
2. In the middle of his experience the writer felt furious. At
the end of his experience the writer felt embarrassed. Model answer
3. The introductory paragraph (introduction) gives the The most embarrassing thing I’ve ever done happened
background of the event and introduces the main last year. My alarm clock didn’t wake me up in the
characters. The paragraph of the main part describes morning, so I was in a hurry to leave the house. I was
how the event started and developed. The concluding really afraid of being late for my new job, especially as I
paragraph (conclusion) describes the outcome of the had to give an important presentation that day.
event and makes a short comment on it. Anyway, when I arrived, I went straight to the meeting
4. because he wants to make the account more realistic and room, where everyone was waiting. However, as soon
interesting as I took off my coat, I realised I was still wearing my
5. the Past Simple and the Past Progressive pyjamas! I went red as a beetroot and apologised to the
6. As soon as (time), but/however (contrast), because audience, who were laughing. ‘It’s OK. Don’t worry about
(cause), so (result). He uses them to make his writing it. Let’s hear your presentation,’ said my boss. I wanted
flow. the ground to swallow me up, but in end, I think the
experience has helped me to get over my fear of public
speaking!
71 TB
4. W R ITING
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,
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
‘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
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.
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
forget that day.

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.
Your account should be between 100-120 words.
as soon as when before as
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
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

B. Watch Part 2 and answer. What two things are important to have in your house for fire safety?

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.
2. It’s a good idea to test your smoke alarms every .
3. 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 who die in a house fire usually 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
 Video activities 5
Fire safety
1. T
alarm, bucket, character, fire extinguisher, flames, rise, 2. T
wildlife 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 answers are
short discussion. correct.
• Draw Ss’ attention to the pictures 1-6 and the words/
phrases in the box. E.
• Have Ss do the activity and check the answers with the • Ask Ss the questions.
class. • Elicit answers and initiate a short discussion.

1. wildfire Suggested answers

2. smoke alarm No, I have never seen a fire in real life.
3. sand I live in Italy and the number you must call when
4. bucket there is a fire is 112.
5. fire extinguisher
6. smoke
TRANSCRIPTS
Part 1
B. alarm, bucket, character, fire extinguisher, flames, rise,
• Ask Ss to read the question in the rubric and make sure wildlife
they understand it. Part 2
• Play Part 2 of the video and have Ss answer the question. About one in three hundred houses reports a fire every
• Check the answers with the class. year. When a fire starts in your home, you have about
two minutes to get out. Sixty per cent of the people who
have died in a fire didn’t have a smoke alarm in their
It is important to have smoke alarms and a fire house. It is very important to have smoke alarms and it is
extinguisher. also very important to test them every month. The most
common reason why smoke alarms don’t work is because
C. the batteries are dead. Also, every home must have at
• Draw Ss’ attention to the sentences 1-5. least one fire extinguisher. Most fires start between the
• Explain to Ss that they are going to watch Part 2 of hours of 11 p.m. and 7 in the morning. Often, a fire
the video and complete the sentences. To help lower- starts because of something very simple, something you
performing Ss, tell them that the answers to sentences 1, don’t expect. For example, when you are cooking and
4 and 5 contain numbers. you forget about it and leave it to burn. During a fire,
• Play Part 2 of the video and have Ss do the activity. the best advice is to ‘Get low and go, go, go’. Don’t stand!
• Check the answers with the class. Smoke rises to the top of a room, so it’s important to get
low and get outside quickly. Most people don’t die from
burns, but from breathing smoke and poisonous gases.
1. two If your clothes catch fire, remember to ‘Stop, drop and
2. month roll’ to try and put out the flames. Never go back into a
3. smoke and poisonous gases burning house to get things or a pet. Tell the firefighters
4. two metres when they arrive.
5. Four But fire safety doesn’t stop once you are outside. If you
enjoy barbecues, then it must be at least two metres away
D. from your house. And always have a bucket of water or
• Ask Ss to read through the sentences 1-6 and make sure sand nearby. Take extra special care while in nature.
they understand everything. Four out of five wildfires start because of people. And
• Have Ss watch Part 2 of the video and do the activity. if you see a fire in nature, call the emergency services
• Check the answers with the class. immediately.

72 TB
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
3. make
4. examine
5. skin
6. get
7. suggest
8. crew

C.

1. out
2. from, with
3. in, on
4. for
5. over
6. down

GRAMMAR
D.

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. You had better not lie to the police.

2. You should work out three times a week.
3. You shouldn’t be so rude to your family and friends.
4. You had better visit a doctor before you get worse.

73 TB
 Round-up 5
VO C ABUL 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.
audience nerves get Jane I see. Well, then enjoy (6)
(shop) alone.
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
Alice But you never let me (8)
with Dr Joles.
(borrow) it!
4. The doctor will the child first Jane Yes, I do. Don’t start (9)
before giving medication. (complain) now.
5. When the dog jumped on me, I nearly
E. Circle the correct options.
jumped out of my .
1. Tony gave / was given a presentation
6. Sally wants to stay 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.
8. The on the plane were very 3. Rita pulled / was pulled out of the fire by a
polite. firefighter.
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
 COMM UNIC 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)
Son We were on our way home from school
when he started acting like a chicken. Some
kids from school saw him and laughed
their heads off. (4)
What / happen / ? Anybody / injure / ?
Dad (5) When / happen / ? Who / put out / fire / ?
Son He won’t understand. We’re so different. Where / be / you / ? What / you / do / ?
(6) What / you / doing / ? How / you / feel / ?
Student B: Imagine that you work in a restaurant
and that the kitchen caught fire. Student A is a
LISTE NING 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
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
b. He has a temperature.
c. He’s suffering from a cold. SELF-A SSESSMEN T
Read the following and tick (4) 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
 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 answers
SA: So, Marcus. You are an employee at the Pacific Rim
LISTENING 13 restaurant. Tell us what happened.
• Ask Ss to read through the four questions and their SB: Last night, a fire broke out and the whole restaurant
options. burnt down.
• Play the recording twice. SA: When did this happen?
SB: At around 9 p.m.
• Alternatively, play each exchange twice and have Ss SA: Where were you when the fire started?
decide on the correct answer. SB: I was serving dessert to a table, when I saw smoke
• Check the answers with the class. coming from the kitchen. I opened the door and saw
that the kitchen was on fire. The chef was trying to
put out the fire. It was getting bigger and bigger.
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
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 the customers
Eric I’m a bit ill. to go out through the front door.
Maureen You shouldn’t be at work. You should go home SA: Was anybody injured?
and rest. SB: Some people had problems breathing because
Eric But I have a presentation this afternoon.
Maureen You can’t do it like that. Let me feel your head. of the smoke, but nobody was seriously injured.
No, you don’t have a temperature. Fortunately, an ambulance arrived immediately to
Eric Ah, Ah, Ahchoo! Ohhh, my head. help.
Maureen That’s it. You’re going home. And stop at a SA: Who put out the fire?
chemist’s on your way to get some medication SB: Someone had called the fire service and they arrived
for your head. within minutes. The firefighters put out the fire, but
Eric OK, OK. the building was destroyed.
Maureen And don’t come back until you get over that SA: How dο you feel now?
cold.
2. SB: I am happy that everyone is safe.
John Hey, do you want to come to Louise’s house
tonight? She’s having a few friends round.
Heather No thanks. SELF-ASSESSMENT
John Why not? I thought you liked Louise. Aims: • to give Ss the opportunity to check their
Heather I don’t have a problem with Louise, she’s great. progress
It’s just that...
John What? • to encourage learner autonomy
Heather Well, she has a cat. •
John Oh, I forgot about that. We can ask her to put
it in another room. • Draw Ss’ attention to the points and have Ss read
Heather No, there’ll be cat hairs everywhere and I’ll through them.
sneeze all evening. I’d better stay at home. • Explain any unknown words.
John That’s a shame.
3. • Have Ss tick the points they feel confident about. For the
Chemist Good afternoon. points they are unsure of, they should refer back to the
James Hello, I have this prescription but I can’t relevant sections in the module.
understand what my doctor has written. I’m
sorry.
Chemist Why don’t you let me have a look at it? Culture page:
James Go ahead.
Chemist Ah, right. I’m sorry but we’ve run out of these Call for help!
pills.
James Are you going to get some more in? The Teacher’s Notes can be found at the back
Chemist Of course. In fact, I ordered some this of the book.
morning.
James So, you’ll have them by tomorrow, right?
Chemist Definitely. GRAMMAR ACTIVITIES
4.
Radio announcer There is a section at the back of the Workbook with
The 100 passengers of the Arctic Tours were in danger grammar activities providing Ss with further practice
yesterday when the ship hit an iceberg and started of the grammar presented in the module. After each
sinking. The ship was in the north Atlantic going Round-up section in the Workbook, it is advisable to do
towards Canada. Fortunately, a nearby ship responded to the corresponding activities in the Grammar Activities
their SOS signal and immediately went to their rescue.
Only about 15 people were injured, but other than that, section.
all passengers and crew are safe on board the Atlantic The key for the Grammar Activities section is included in
Seaways. the Workbook Key at the back of the Teacher’s Book.
74 TB
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.
• 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
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.
• Ask Ss the questions in the Discuss section and elicit
answers.

Suggested answers
I like to go out with my friends in my free time.
Usually, we 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.

• 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 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 Avengers: Endgame 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
 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...

 an email about an extreme sports holiday
 a man playing golf in his living room
 a roller coaster
 a review of a film
 ads for two well-known shows

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
6a Feeling sporty?
1. L IST E N I N G & R E A DI NG
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.

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?
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
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
 6a
playing golf ).
Expressing possibility in the present and future • Ask Ss the question in the rubric.
Talking about sports • 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.
may, might, could
Suggested answer
How realistic a wireless game controller can be.
come with monotonous normal scissors
stop sb from doing sth wrist
Words related to sports
• Ask Ss some comprehension questions:
aerobics athletics baseball bowling boxing
catch (v.) dribble (v.) drop (v.) final golf hit (v.) What did Tonia buy Alex for his birthday?
kick (v.) move (v.) pass (v.) score (v.) shoot (v.) a game console
swing (v.) throw (v.) What kind of game console is it?
Conversational English one with a wireless controller
I’m going to thrash you! What might happen to the controller if you throw it?
What shall we...? It might break.
What sports games does the game console have?
tennis, baseball, boxing, golf
WARM-UP Does Alex find it difficult to use the controller to play
Aims: • to help Ss make predictions about the lesson by golf? No, he doesn’t.
activating their background knowledge Does Tonia know how to play golf on the game console?
• Yes, she does.
• Draw Ss’ attention to the title of the module.
• Ask Ss to tell you when we ask this question C. Aims: • to give Ss practice in identifying specific
(when we want to ask if sb feels like doing some physical information in the dialogue
activity / working out). •
• Ask Ss to tell you what they think the lesson is about.
• Ask Ss some questions: • Have Ss do the activity.
• As soon as they finish, have higher-performing Ss work
What sports do you play? with lower-performing Ss in pairs and compare their
How often do you play them? answers. Encourage them to provide justification by
Do you prefer team or individual sports? Why? referring to specific parts in the dialogue. This will build
lower-performing Ss’ confidence to share their answers
in class.
1. LISTENING & READING 16 • Check the answers with the class.
A. Aims: • to introduce the topic of the dialogue by
relating it to Ss’ personal preferences
• 1. because she’s late in giving him a birthday
present / because she didn’t give him a present
• Ask Ss the question and initiate a short discussion.
on his birthday and she’s giving him one now
• If necessary, you can ask Ss some further questions:
2. because he already has a game console
What kind of video games do you like playing? 3. Tonia’s cousin
What is your favourite video game? 4. You move your arm just like in real bowling.
5. A wrist strap (that the controller has).
6. because it’s Alex’s favourite sport
B. Aims: • to present vocabulary, functions and 7. both
structures in the context of a dialogue
• to give Ss practice in reading for gist
• • Explain any unknown words and choose Ss to act out the
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.

• Draw Ss’ attention to the pictures accompanying the

dialogue and ask them what they can see (a young man

76 TB
6a
2. VOCABULARY
A. Aims: • to present vocabulary related to sports • Draw Ss’ attention to the NOTE and explain it.
• • Refer Ss to the Grammar Reference at the back of the
book.
• 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 4. PRACTICE
what the pictures show. Aims: • to give Ss practice in using may (not), might
• Ask Ss to read through the verbs in the box. (not) and could to express possibility / lack of
• Have Ss do the activity. possibility in the present or future
• Check the answers with the class. •
• Ask Ss to look at the pictures 1-3.
hit, throw, score • Point out to Ss that they should use the verbs in activity 2A.
• Have Ss do the activity and check answers.

B. Aims: • to present collocations related to sports Suggested answers

• 1. He may/might dribble the ball and then pass it to
another player. / He may/might dribble the ball and
• Ask Ss to look at the table and make sure that they do then shoot and score a point for his team.
not have any unknown words. 2. He may/might kick the ball and score a goal. / His
• Point out to Ss that they will have to combine a verb with may/might pass the ball to another player.
one of the activities in the table to form a collocation. 3. He may/might hit/miss the ball.
• To help lower-performing Ss do the activity, you can
write the following on the board:
Play + a ball sport 5. SPEAKING
Go + -ing Aims: • to give Ss practice in expressing their opinion
Do + an exercise and justifying it
• Explain to them that the verb play is used to talk about •
ball sports and activities in which two people/teams
compete. • Ask Ss to read through the words in the box and make
The verb do is used for individual activities/sports that sure they do not have any unknown words.
don’t use a ball. • Ask Ss to read through the speech bubble.
The verb go is often used with activities and sports that • In pairs, Ss take turns to talk about whether they
end in –ing. prefer playing sports on a game console or playing
• Have Ss do the activity and check answers. real sports justifying their preference. Encourage
higher-performing Ss to add their own ideas. This will
play volleyball, go skiing, do karate, play on/for a challenge them.
team, play a game, go windsurfing, play in the final, • Go round the class helping Ss when necessary.
go swimming, do water sports, do athletics, play team • Choose some Ss to say their opinion.
sports, do aerobics
Suggested answers
SA: I really like both. Sometimes I want to play real
sports and sometimes I want to play video games.
• Have higher-performing Ss work with lower- It depends on how much time I have and the
performing Ss and work out more collocations with weather conditions.
the verbs in the table. SB: Not me. I’m not fond of playing sports on a
• Elicit answers (e.g. play chess, go fishing, do gymnastics, console. I think it’s monotonous. I like to be active
etc.). outside in the fresh air.
SA: I understand. I really enjoy playing tennis, but
during the winter it’s cold outside. There is no
3. GRAMMAR place near my house to play indoors.
Aims: • to present may, might and could SB: So, do you use a game console and play inside
• during the winter?
• Ask Ss to read through the three examples and draw SA: Yes. There are new and exciting games that can
their attention to the words in bold. make exercising at home fun.
• Point out to Ss that the words may, might and could are SB: That’s convenient. I like to swim, so there isn’t
modal verbs. really a swimming game I can play on a console.
• Ask Ss to read through the sentences a-c and ask them I go to a heated indoor pool in the winter and it
the question in the rubric. really helps me stay fit.
• Check the answer with the class. SA: Do they have nice facilities there?
SB: Yes, it’s really popular too, and it’s a nice place to
The words in bold express a. Something that can socialise.
possibly happen.

77 TB
2. VO C ABU 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

B. Complete the table by ticking the correct boxes.

play go do
2
volleyball
skiing
karate
on/for a team
a game
windsurfing
in the final
swimming
water sports 3
athletics
team sports 5. SPEA KIN G
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 AM 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
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

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
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 You will arrive in Acapulco. When you check into the

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
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’.

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
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.

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
 6b
performing Ss, ask them to justify why the other two
options are incorrect.
Talking about conditions and their results
Talking about an extreme sports holiday
The best title is b because it best conveys the main
idea of the text, which is about an extreme sports
Conditional Sentences Type 1
holiday in Mexico.

alternatively aquarium book (v.) chance • Ask Ss some comprehension questions:

check into check out of coach creature discount
dolphin kayaking main opportunity How many days does the extreme sports holiday in
parasailing participant per cent (%) Mexico last? six days
railway station recommend ruins seal shark What is the first destination of your trip? Ensenada
souvenir shopping speedboat taxi rank What can you see in Guadalupe Island? great white
tourist attraction travel agency travel agent sharks
Phrases Where will you spend the first two nights of your trip? on
change one’s mind in advance on offer the rest of the boat
What will you have the opportunity to eat there? some
traditional Mexican food
WARM-UP When will you watch a diving safety video? in the
Aims: • to help Ss make predictions about the lesson by afternoon
activating their background knowledge What is Guadalupe famous for? for its fur seals
• If you get scared and don’t want to swim with the sharks,
what can you do? You can sit and watch all the action on
• Draw Ss’ attention to the title of the lesson. a 42’ TV in the main salon through a special underwater
• Ask Ss to look at the picture in the top right-hand corner ‘shark cam’.
of the page and tell you what it shows (kayaking, an What extreme sports can you try in Cancun? bungee
extreme sport). jumping, windsurfing and parasailing
• Help Ss deduce the meaning of the phrase thrills and When will you go sightseeing? on the fourth day of your
spills (= the excitement that is involved in dangerous trip / on your second day in Cancun
activities) by relating it to the content of the picture. Where can you see fascinating Mayan ruins? at the El Rey
• Ask Ss to tell you what they think the lesson will be archaeological site
about. How can you ride down the Papagayo River? in a
• Elicit answers. speedboat
Where will the goodbye gathering take place? in the
1. READING 17 breakfast area of the hotel
A. (PRE-READING) When do you have to check out of the hotel? by midday
Aims: • to introduce the topic of the text by relating it to Why is it a good idea to book your taxi to the airport in
Ss’ personal experience advance? because you’ll get a 10% discount
•
• Ask Ss the questions and elicit answers.
C. Aims: • to give Ss practice in identifying specific
information in the text through a gap-filling
B. Aims: • to present vocabulary, functions and
activity
structures in the context of a text
• to give Ss practice in reading for gist •
• Point out to Ss that this is an email written by Natalie,
•
who is on the extreme sports holiday in Mexico, to her
friend Lizzy.
• Ask Ss to read through the email.
• Cam is an abbreviation for camera.
• Have Ss do the activity and check answers.
• Parasailing or parascending is an extreme sport,
which involves wearing a parachute and being
pulled behind a boat. As the boat picks up speed, the 1. Cancun 2. dolphins 3. Mayan 4. windy
parasailer ‘sails’ through the air. 5. sharks 6. Acapulco 7. kayaking

• Ask Ss to look at the layout of the text and tell you what
they think it is about (an itinerary for an extreme sports
holiday) and where it can be found (on a travel agent’s
website).
• Draw Ss’ attention to the titles a-c.
• Ask Ss to read through the text and decide on the most
appropriate title for it.
• Alternatively, play the recording and have Ss read and
listen to the text and do the activity.
• Check the answers with the class. To challenge higher-

78 TB
6b
D. Aims: • to give Ss practice in deducing the meaning of • Ask Ss to read through the examples and draw their attention to
unknown words the words in bold.
• • Ask Ss to read through the questions 1-4.
• Allow Ss some time to work out the answers to the questions.
• Ask Ss to read through the definitions 1-6. Make sure that Ss • Check the answers with the class.
do not have any unknown words.
• Refer Ss to the relevant paragraphs in the text. 1. They refer to the future. 2. No, she isn’t.
• Have Ss do the activity and check answers.
3. Ryan 4. the first one

1. on offer 2. aquarium 3. recommend • Refer Ss to the Grammar Reference at the back of the book.
• Ask higher-performing Ss to make sentences using
4. check into 5. coach 6. participants Conditional Sentences Type 1. This will challenge them. To
• Explain any unknown words and choose Ss to read out the text. help lower-performing Ss, you can give them prompts to
make sentences (e.g. weather / good / go swimming).
E. (POST-READING)
Aims: • to give Ss the opportunity to have a further discussion 4. PRACTICE
on the topic of the text Aims: • to give Ss practice in using Conditional Sentences
• Type 1 and if/when in the context of two short
• Ask Ss the questions and initiate a short discussion. dialogues
•
2. VOCABULARY • Ask Ss to read through each dialogue.
A. Aim: to present compound nouns • Have Ss do the activity and check answers.

1. If, is, may go, When, decide, give

Compound nouns can be formed as two words (e.g. 2. ’ll do, if, doesn’t get, ’ll know, when, sees, If, take
bus stop) or as one word (e.g. postman). Sometimes they
are joined using a hyphen (e.g. check-in).
5. INTONATION 18
• Draw Ss’ attention to the NOTE and explain it. Aim: to raise Ss’ awareness of issues of intonation and rhythm
• Refer Ss to the text and ask them to find compound nouns. in Conditional Sentences Type 1
• Allow Ss some time to do the activity and check answers.
• Play the recording and have Ss repeat the first sentence as they
Indicative examples of compound nouns appearing in hear it paying careful attention to the intonation and rhythm.
the texts: • Do the same with the rest of the conditional sentences.
Day 1 fur seals
Day 2 shark cages 6. SPEAKING
Day 3 bungee jumping, windsurfing Aims: • to give Ss practice in discussing two flyers and making
Day 4 sightseeing, sea urchins, stingrays, tour guide a decision
Day 5 rock climbing, speedboat •
Day 6 midday, airport • Refer Ss to the Speaking Section at the back of the book.
• Ask Ss to look at the flyers. Make sure that they do not have
any unknown words.
B. Aims: • to give Ss practice in forming compound nouns • Ask Ss to read through the speech bubble.
• • In pairs, Ss take turns to discuss what they can do at each place
• Ask Ss to read each column. so as to decide where to go. You can have higher-performing
• Have Ss do the activity and check answers. Ss work with lower-performing Ss.
• Go round the class helping Ss when necessary.
• Choose some pairs to act out the dialogue.
1. f 2. d 3. e 4. b 5. a 6. c
Suggested answers
3. GRAMMAR SA: They both look like fun. What do you think?
CONDITIONAL SENTENCES TYPE 1 SB: Well, if we go to the aquarium, we can swim with
Aims: • to present Conditional Sentences Type 1 the dolphins, which looks like a lot of fun.
• SA: That’s true. But if we visit the MegaMall this
• Ask Ss to read through the examples and draw their attention week, we will get a 15% discount. That’s a great
to the words in bold. opportunity.
• Explain to Ss that these are Conditional Sentences Type 1. SB: Yes, but if we visit the aquarium, we can help
• Draw Ss’ attention to the table. to name a baby dolphin. How cute! Plus, the
• Explain to Ss that conditional sentences consist of the documentary looks very interesting.
if-clause followed by the main clause. SA: If you want to watch a film, there’s a cinema
• Ask Ss to look at the examples again and complete the rule in complex at MegaMall.
the table. SB: I suppose if we go to MegaMall, we could go
• Have Ss do the activity and check answers. bowling and then get a nice meal.
SA: The MegaMall has restaurants from over 20
countries. How about this: Let’s go to the
Present Simple, will, might MegaMall since there are discounts this week and
we can go to the aquarium next week.
• Ask Ss to make their own examples using Conditional SB: Sounds great!
Sentences Type 1.
WORKBOOK LISTENING 19
if vs when
Aims: • to present the difference between if and when • Go to the listening transcript.
•
79 TB
 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.
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
2. Is Kate sure that it will snow?
necessary procedure before
staying at a hotel 3. Who will definitely go skiing?
(Day 5): 4. Which sentence expresses a condition?
5. a comfortable bus used for
long journeys 4. P RACT ICE
(Day 5): Circle the correct options and complete the boxes with if or when.
6. people taking part in an 1.
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?
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 ABU L A R Y 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
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 (4) the correct boxes.
theme park theatre bowling alley concert
audience
queue
backstage
games
special effects
indoor
outdoor
rides
stage

2. LISTE NING
A. Discuss. 3. GRA M MA R
• Are there many places of entertainment in so/neither/too/either
your town/city?
• What’s the most popular with people your age? Read the following dialogues and match the
phrases in bold with their uses.
B. Listen to four people talking about places of
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.
B: Neither can I. / I can’t either.
2. Roger b. bowling alley
C: Well, I can.
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
 6c
will build lower-performing Ss’ confidence to share their
Talking about different places of entertainment 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. Aims: • to give Ss practice in listening for
specific information
acting applaud as (because) atmosphere • 
backstage bowling alley costume drama club
entertainment give sth up indoor outdoor • Play the recording again.
put on (a performance) queue rehearse ride (n.) • Have Ss do the activity and check answers.
scenery (at the theatre) special effects stage
success theme park 1. F 2. T 3. T 4. T 5. F 6. T 7. F

• Have higher-performing Ss work with lower-performing

WARM-UP Ss and correct the false sentences. This will challenge
Aims: • t o help Ss make predictions about the lesson by higher-performing Ss and help lower-performing Ss
activating their background knowledge understand why these answers are correct.
•
LISTENING TRANSCRIPT
• Ask Ss to look at the picture in the top right-hand corner of
Danny: My friends and I usually meet there at the
the page and tell you what it shows (a roller coaster). weekend, but sometimes during the week too. I really
• Ask Ss if they have been to a theme park, what the like the atmosphere there. The food isn’t that good, and
atmosphere was like there, etc. most of it is very unhealthy. But the main reason I like
• Draw Ss’ attention to the title of the lesson and help them it is because there are lots of activities to do, and a lot
deduce the meaning of the phrase hot spots (= places where of people don’t realise that. It’s also open 24 hours. Of
there is a lot of activity and entertainment) by relating it to course, I’m also on a team and we play in a league on
the previous discussion. Saturday nights. We’re not doing very well this season,
• Ask Ss to tell you what they think the lesson is about. but it’s still good fun.
• Ask Ss to name any other hot spots they can think of. 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
1. VOCABULARY before it became my job. You see, I write reviews for a
local newspaper. So, I have to go two or three times a
Aims: • t o present vocabulary related to places of week. Don’t get me wrong, there are lots of times when
entertainment I really enjoy it, but other times I would like to stay at
• home. And when it’s crowded and I have to queue up to
watch some rubbish with awful special effects and terrible
• Draw Ss’ attention to the four places of entertainment. acting, I get really annoyed. I used to eat all the unhealthy
• Ask Ss to read through the words in the first column. If food and sweets on offer, and I got really fat. I don’t touch
necessary, explain any unknown words. them any more. Well, I may get some popcorn once in a
• Point out that they sometimes have to tick more than one while.
places for each word. Emily: Whenever I go, I get really excited. I love
• Have Ss do the activity and check answers. everything about it. I love booking the tickets, I love
arranging how to get there, I even like queuing up. It’s all
part of the atmosphere. All those people, coming together
theme park: queue, games, special effects, outdoor, for one purpose, to have a good time. To be honest,
rides sometimes it can be a bit too loud. I know, I know, it
theatre: audience, queue, backstage, special effects, should be loud but that’s just me.
indoor, outdoor, stage Rita: The first time I went, I was still at school. I didn’t
bowling alley: queue, games, indoor really like it then, and I still can’t understand why people
concert: audience, queue, backstage, special effects, like it. The only reason I go is because my husband enjoys
indoor, outdoor, stage it. Luckily, 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
2. LISTENING 20, 21 the actors. And two, we go to the early showing, because
A. (PRE-LISTENING) when we go to the later one, I 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.
•
B. Aims: • to give Ss practice in listening for gist • Ask Ss to read through the two short dialogues and the
• sentences a-c.
• Have Ss do the activity and check answers (a, c, b, c).
• Draw Ss’ attention to the TIP and explain it.
• Refer Ss to the Grammar Reference at the back of the book.
• Play the recording and have Ss match the names with the
• Write some sentences on the board and ask Ss to
places of entertainment.
agree/disagree using so, neither, too, either. Encourage
• Encourage Ss to note down key words that helped them
higher-performing Ss to express both agreement and
match the people with the places.
disagreement. This will challenge them. To help lower-
• As soon as they finish, have higher-performing Ss work
performing Ss, you can allow them to express either
with lower-performing Ss in pairs and compare their
agreement or disagreement.
answers. Encourage them to provide justification. This 80 TB
6c
4. SPEAKING
Aims: • to give Ss practice in expressing agreement and Where does the writer enjoy going to often? to the
disagreement drama club
• What can a member of the drama club do there? spend
• Ask Ss to look at the places in the box. time with friends, have fun and learn something new
• Ask Ss to read through the speech bubble.
How often do they rehearse? twice a week
• In groups of three, Ss say what they like or don’t like about
each place and agree or disagree with each other. Do they take it too seriously? No, they don’t.
• Go round the class helping Ss when necessary. What is the atmosphere like at the drama club? nice and
• Choose some groups to act out the dialogues. relaxing
How many performances do they put on every year? two
Suggested answers How long do they work to create the scenery and the
SA: I really like going to the cinema. costumes? They work for months.
SB: So do I. There’s always something exciting to watch. Which play did they perform last year? A Midsummer
SA: I don’t like going to the theatre, though. Night’s Dream
SC: Me neither. I find the theatre boring. Was it a success? Yes, it was.
SB: Do you like bowling? What did the audience do at the end of the performance?
SC: Not really. They couldn’t stop applauding.
SA: Me neither. It’s not a very exciting sport.
SB: I enjoy going to restaurants and cafés with my
friends, though. C. Aims: • to give Ss practice in improving their writing
SC: Yes, so do I. I think it’s always nice to spend time style in order to achieve text cohesion
with your friends.
SB: I do too. •
SA: I think theme parks can be a lot of fun. • Ask Ss to read through each paragraph.
SC: I do too. Theme parks are exciting. • To help lower-performing Ss, you can tell them which
SB: Not me! I don’t like them, because the rides are words they should replace in the first paragraph (e.g. 1:
scary. My sister and I go to the shopping centre every weekend.
SC: I like scary rides. The shopping centre is usually crowded, but my sister and
SA: I do too! I always have a good time when we go to the shopping
SC: My mother likes going to museums and taking me centre.).
with her. To be honest, I find museums boring.
SA: So do I. I am not interested in art. • Have Ss do the activity and check answers.
SB: Well, I don’t. I find them very interesting. Also, not
all museums have got art. Don’t you like science 1. My sister and I love going to the shopping centre.
and technology museums? We go there every weekend. It is usually crowded,
SC: I forgot about those. Those are lots of fun. but we always have a good time when we go there.
2. Brian is really interested in acting. It relaxes him.
There are lots of theatres in his neighbourhood
5. WRITING and he goes to one of them once a month.
A. Aims: • to introduce the topic of the writing task by
activating Ss’ background knowledge
• D. Aims: • to give Ss practice in expressing preference
• Ask Ss the questions and generate discussion. by writing a paragraph about their favourite
place of entertainment
B. Aims: • to help Ss identify some stylistic features of a
paragraph expressing preference •
• to familiarise Ss with text cohesion • Draw Ss’ attention to the TIP and explain it.
• Allow Ss some time to write their paragraphs.
•
• Choose some Ss to read out their paragraphs.

A Midsummer Night’s Dream is a romantic comedy Model answer

written by William Shakespeare. My favourite place of entertainment
I’m a big fan of the theatre and it’s definitely where I
enjoy going to the most. I like the cinema too, but I
• Ask Ss to read through the paragraph. prefer the theatre because I always find it exciting to
• Ask Ss the questions and check answers. see a live performance. I’ve got several favourite actors,
so whenever they’re performing, I go to see them. The
1. I prefer / I find that it’s an interesting place / a nice, whole experience at the theatre makes me feel alive
relaxing atmosphere / It’s great fun / I wouldn’t give and happy. The atmosphere when the curtain opens
it up for anything in the world and you first see the stage is wonderful, and at the end
2. a. the members of the drama club, b. at the drama of the play, I love applauding as loudly as possible. I
club, c. the performances, d. the audience, recently saw a brilliant show which was put on by a
e. the performance of A Midsummer Night’s Dream famous American director and I know I’ll never forget
it. I feel very lucky to live in a city where there’s a wide
• Ask Ss some comprehension questions: variety of theatres, so there’s always something worth
seeing at one of them.

81 TB
5. W R ITING
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?
entertainment? 2. What do the highlighted words refer to?
• Why do you like going there? a. we: d. them:
b. there: e. it:
My favourite place c. them:

of entertainment
I enjoy going out a lot but there’s one place I prefer going to more often and that’s the 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 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
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!

C. Rewrite the sentences below without repeating

the same words, whenever you can.
1. My sister and I love going to the shopping
WRITING TASK
centre. My sister and I go to the shopping centre
D. Write a paragraph about your favourite place of
every weekend. The shopping centre is usually entertainment. Your paragraph should be between
crowded, but my sister and I always have a good 80-100 words.
time when we 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
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.
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
work their magic on you!
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
entertain people with their amusing antics on court.
The Harlem Globetrotters have been touring the world for
a long time and over 148 million people in 123 countries have
been applauding and cheering them on for over 90 years.
They have been responsible for making basketball popular in
many countries.
The Harlem Globetrotters have been preparing for their
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,
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.

Ticket hotline on 0061 110 210 778 944.
Since it started in Montreal, Canada in 1984, the Ticket prices starting from £19.77
Cirque du Soleil (French for ‘Circus of the Sun’) has (Prices depend on seating area)
been entertaining millions of people around the world
with its original mix of artistic acrobatics, theatre and Special offers for families,
senior citizens, and groups!
live music. They have produced different major shows Visit www.tickets-for-trotters.com for details!
which have all been huge successes.
One of their latest shows, ‘Axel’ is about a journey
through an imaginary and colourful world, during C. Read again and write CS for the Cirque du Soleil,
which Axel comes across Lei and together they try to HG for the Harlem Globetrotters or B for Both.
bring back the light that has been stolen from them.
1. Which show is great family
This warming winter tale is great entertainment for
the whole family with amazing acrobatics and entertainment?
wonderful music and skating. 2. Which show features music?
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
Performances: families?
Wednesday – Sunday Prices: $34 – $135 5. Which show will take place in the USA?
(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
 6d
• Ask Ss some comprehension questions:
Talking about shows
When did the Cirque du Soleil start? in 1984
Where did it start? in Montreal, Canada
Present Perfect Progressive What does the circus mix together? artistic acrobatics,
theatre and live music
What is the title of one of latest shows? ‘Axel’
amaze amusing artistic circus court (basketball) What is it about? It’s about a journey through an
depend on details difference disappoint imaginary and colourful world.
entertain imaginary on sale original produce Who is the hero of the story? Axel
responsible run senior citizen tale tour (v.) Who does Axel come across? Lei
Phrasal verbs What do they try to do together? to bring back the light
bring back check sb/sth out cheer on come across that has been stolen from them
let down log on sell out How long will the show run? for four days
Where can you see it? at Little Caesars Arena, Detroit
Where do the Harlem Globetrotters come from?
WARM-UP from the USA
Aims: • to help Ss make predictions about the lesson by How do they amaze and entertain their audiences?
activating their background knowledge with their sporting skills and with their amusing antics
• on court
How long have people applauding and cheering
• Draw Ss’ attention to the title of the lesson. Globetrotters on? for over 90 years
• Ask Ss to tell you when the phrase It’s showtime! is said How many countries have they been to? to 123
and what it means (it is said to signal the beginning of a countries
show/performance or an activity). How many people have seen them perform live? over 148
• Ask Ss to tell you what they think the lesson is about. million
• Elicit answers. What are they responsible for? making basketball
popular in many countries
1. READING 23 What have they been preparing for recently? for their
A. (PRE-READING) upcoming tour to the UK
Aims: • t o help Ss make predictions about the reading Where and when are they playing next? in Hull, Cardiff,
texts based on visual prompts and their Brighton, London, Birmingham, Leeds, Glasgow,
background knowledge Nottingham and Manchester in February and March
•
• Ask Ss to look at the pictures and the titles of the shows. C. Aims: • to give Ss practice in reading for specific
• Ask Ss if they have heard of these shows, what they know information
about them and what they can understand from the •
pictures. • Ask Ss to read through the questions 1-7.
• Elicit answers. • Make sure that Ss do not have any unknown words.
• Ask Ss to read through the sentences 1-4. Make sure that • Have Ss do the activity.
Ss do not have any unknown words. • As soon as they finish, have higher-performing Ss work
• Have Ss do the activity and elicit answers but do not with lower-performing Ss in pairs and compare their
correct them at this stage. answers. Encourage them to provide justification by
referring to specific parts in the texts. This will build
B. Aims: • to give Ss practice in reading for gist lower-performing Ss’ confidence to share their answers
• to present vocabulary, functions in class.
and structures in the context of two • Check the answers with the class.
advertisements for two shows
•
• Ask Ss to look at the layout of the two texts and tell you 1. B 2. CS 3. HG 4. HG 5. CS 6. B 7. CS
what kind of texts they are (advertisements for two shows)
and where they can be found (on the Internet).
• Ask Ss to read through the texts and check their
predictions.
• Alternatively, play the recording and ask Ss to listen to
the texts carefully and check their predictions.
• 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 correct.

1. T 2. T 3. F 4. F

82 TB
6d
D. Aims: • to give Ss practice in deducing the meaning of The Present Perfect Simple is used in the first sentence
unknown words and the Present Perfect Progressive is used in the second
• sentence.
The first sentence emphasises the result and the second
• Refer Ss to the words 1-5 in the texts. sentence emphasises the duration of the action.
• Ask Ss to read through the meanings a-g. Make sure that Ss
do not have any unknown words. • Refer Ss to the Grammar Reference at the back of the book.
• Have Ss do the activity and check answers. • Ask Ss to find examples of the two tenses in the two
advertisements (1st advertisement: ... have produced..., ...
1. f 2. g 3. e 4. b 5. d have all been huge successes, ... has been entertaining...,
... has been stolen..., ... / 2nd advertisement: ... have been
touring..., ... have been applauding and cheering..., They
• Explain any unknown words and choose Ss to read out the have been responsible..., ... have been preparing...
texts. • Ask higher-performing Ss to make sentences using the
Present Perfect Simple and the Present Perfect Progressive.
E. (POST-READING) This will challenge them. To help lower-performing Ss,
Aims: • to give Ss the opportunity to have a further you can give them give Ss prompts to make sentences (e.g.
discussion on the topic of the texts learn English / five years).
•
4. PRACTICE
• Ask Ss the questions and initiate a short discussion. Aims: • to give Ss practice in using the Present Perfect
Simple and the Present Perfect Progressive in the
2. VOCABULARY context of a dialogue
Aims: • t o present some phrasal verbs •
• • Have Ss do the activity and check answers.
• Ask Ss to read through the phrasal verbs 1-7.
• Refer Ss to the texts and ask them to find and underline the
1. have never seen
phrasal verbs.
2. have been working
• Ask Ss to read through the meanings a-g. Make sure that Ss
3. have... given up
do not have any unknown words.
4. have been trying
• Have Ss do the activity and check answers.
5. has been looking for
6. Have... tried
1. f 2. b 3. c 4. d 5. e 6. g 7. a 7. have been coming

5. SPEAKING
Aims: • to give Ss practice in using the functions, the
For further practice, ask Ss to write sentences using the structures and the vocabulary presented in this
phrasal verbs in the vocabulary activity and check them lesson
with the class. •
• Ask Ss to read through the list of questions.
3. GRAMMAR • In small groups, Ss take turns to talk about a show and
PRESENT PERFECT PROGRESSIVE decide on how to advertise it to their classmates.
Aims: • to present the formation and the use of the Present • Go round the class helping Ss when necessary.
Perfect Progressive • Have each group advertise their show to the rest of the class.
• At the end of each presentation ask the rest of the class to
•
comment on how successfully each show was advertised
• Ask Ss to read through the example. and if they would go and see it.
• Draw Ss’ attention to the words in bold. Explain to Ss that
this is the Present Perfect Progressive tense.
• Ask Ss the two questions and elicit answers. Suggested answers
SA: Are you going to see the show The Happiest Days
tonight?
Yes, they do. SB: No, but I’m planning to see it soon.
SC: Me too. Do you know how long it has been running?
• Ask Ss to read through the table containing the rules about SA: For more than six months.
the formation and use of the Present Perfect Progressive. SB: Has it been touring from the start?
• Have Ss complete the table and check answers. SA: No, it just started touring a month ago.
SC: Which places has it toured so far?
SA: It has toured most of the cities in the North.
have, been, -ing, past, present SB: Do you know which age group the show is for?
SC: I heard that it’s for twelve and over.
SA: Do either of you know what the show is about?
PRESENT PERFECT PROGRESSIVE SB: I read somewhere that it’s about a family that moves to
vs PRESENT PERFECT SIMPLE a new city.
Aims: • to present the difference between the Present SC: Did audiences respond well?
Perfect Simple and the Present Perfect Progressive SA: Yes, very well.
• SB: Where can we get tickets?
• Ask Ss to read through the examples. SC: We can book them online.
• Draw Ss’ attention to the words in bold. SA: Great! How much are they?
• Ask Ss the questions and check answers. SC: It says here that tickets start from €10.
SB: OK, that’s not too expensive.
83 TB
 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?
(4) (try) different
2. VO C ABU L A R Y part-time jobs since last year.
PHRASAL VERBS B: Sounds interesting. My boss
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. come across a. disappoint some time now, so if this place doesn’t
2. bring back b. return from somewhere with work out for you, let me know.
3. log on something A: Thanks. So, what would you like?
4. cheer on c. connect to a computer system (6) you
5. sell out d. shout to someone in a race or (try) the vegetable soup?
6. check out competition to encourage him/her 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.
interesting

3. GRAMMAR 5. SP EA KIN G
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
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

2. SP E AK ING
Choose a film you have seen and tick (4) the
appropriate boxes in the table. Then discuss your
answers in small groups.

excellent OK terrible
plot
special effects
acting
music
ending

I think the special effects in the film...

were amazing.
I disagree. I think they were unrealistic,
but I really liked the plot.

3. LISTE NING
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 films didn’t win any Oscars?
3. What type of film is The Aviator?
4. Which films aren’t directed by Martin
Scorsese?

84
 6e
Suggested answers
Talking about films SA: I chose The Irishman, the new film by Martin
Expressing opinion Scorsese.
SB: I’ve seen that. I thought the plot was excellent.
SA: Yes, I agree. Did you know it’s based on a true
action film action-packed based on biography story?
cast crime drama direct director ending SC: I didn’t know that. I guess that makes it more
excellent film critic film review hilarious interesting, because I thought the plot was a bit
leading actor plot (un)realistic romantic comedy boring.
scene set (v.) star (v.) take revenge villain SA: I think the acting was the best part of the film.
violent SC: Me too. Everyone was just great.
SB: What did you think of the special effects?
SA: Well, it was pretty amazing how they made all these
WARM-UP old actors look 30 years younger.
Aims: • to help Ss make predictions about the lesson by SC: I don’t know. I actually thought that part was
activating their background knowledge terrible. Everyone looked like they were wearing a
lot of makeup.
•
SB: That’s true.
• Draw Ss’ attention to the title of the lesson. SC: What about the music in the film?
• Ask Ss to tell you when the phrase Lights, camera, action! SB: Honestly, I don’t remember the music at all.
is said (before shooting a scene of a film). SA: Me neither. I think that means it wasn’t very good.
• Ask Ss to tell you what they think the lesson is about. SC: The ending was excellent, though.
• Elicit answers. SA: I completely agree. I really enjoyed it.
SB: Me too.
1. VOCABULARY
Aims: • to present vocabulary related to films 3. LISTENING 24, 25
• (for the listening transcript, go to the back of the book)
• Draw Ss’ attention to the three headings in the table. A. (PRE-LISTENING)
• Ask Ss to read through the words in the box. 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. •
• Check the answers with the class and explain any
unknown words. • Ask Ss the questions and generate a short discussion.

B. Aim: to give Ss practice in listening for gist

types of films people adjectives
thriller cast hilarious
biography leading actor action-packed The Academy Awards (Oscars) and the Golden
crime drama film critic (un)realistic Globe Awards are two formal ceremonies that are
held annually in order to honour each year’s best
romantic director violent professionals in the film industry. During these two
comedy ceremonies, the winners receive an Oscar or a Golden
Globe respectively. These two nights are broadcast live
and are watched by millions of people.
• Point out to Ss that sometimes a film is a mixture of
genres.
• Ask Ss to look at the posters of the five films.
2. SPEAKING • Ask Ss to tell you the titles of the films (The Aviator,
Aims: • to give Ss practice in talking about a film they Gangs of New York, Titanic, The Great Gatsby, The
have seen revenant).
• • Ask Ss what these films have in common (Leonardo
DiCaprio stars in them.).
• Ask Ss to brainstorm films they have seen and write the • Ask Ss if they have seen these films, if they liked them,
titles of the films on the board. etc.
• Ask Ss to look at the table and read through the speech • Ask Ss to read through the questions 1-4 and answer
bubble. them.
• Make sure Ss do not have any unknown words. • Elicit answers but do not correct Ss at this stage.
• In small groups, Ss decide on a film they have all seen • Play the recording and have Ss listen to the dialogue and
and talk about it after ticking the appropriate boxes check their predictions.
in the table. Make sure that there is a balance of both
higher-performing Ss and lower-performing Ss in each
group. 1. The Aviator.
• Go round the class helping Ss when necessary. 2. Gangs of New York.
• Choose some groups to act out their discussion about the 3. It’s a biography / true story.
film. 4. Titanic.

84 TB
6e
C. Aims: • to give Ss practice in listening for specific C. Aims: • to present the structure of a film review by
information helping Ss identify the main topic of each
• paragraph through a matching activity
• Draw Ss’ attention to the TIP and explain it. •
• 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
might have. 1st para: Introduction general information about
the film
2nd para: Main Part setting and plot
1. a 2. b 3. a 4. b 5. b
3rd para: Conclusion writer’s opinion

D. Aims: • to familiarise Ss with the organisation of

4. WRITING ideas in a film review
A. Aims: • to prepare Ss for the writing task through an •
oral activity
• • Ask Ss to read through the sentences 1-6. Make sure that
Ss do not have any unknown words.
• Ask Ss the questions and generate discussion. • Have Ss do the activity and check answers.
B. Aims: • to give Ss practice in reading for gist
1. I 2. M 3. I 4. C 5. C 6. I
•
E. Aims: • to give Ss practice in writing a film review
• Ask Ss to look at the poster of the film and ask them to
tell you the title of the film (Quantum of Solace). •
• Ask Ss what they know about this film (it’s a James Bond • Draw Ss’ attention to the TIP and explain it.
film). • For more expressions and phrases refer Ss to the Writing
• Ask Ss some questions: Section at the back of the book.
• Allow Ss some time to write their film reviews.
Have you seen this film? • Choose some Ss to read out their film reviews.
Did you like it?
Are you into James Bond films?
Model answer
Groundhog Day is an American comedy which
• Ask Ss to read through the film review. was directed by Harold Ramis. It first came to the
• Have Ss answer the questions and check answers. cinema in 1993 and is one of the most popular
comedies ever. It stars Bill Murray as Phil Connors,
1. Yes, she did. 2. The Present Simple. a TV weatherman and Andie MacDowell as Rita
Hanson, who works with him.

• Ask Ss some comprehension questions: It takes place in a little town called Punxsutawney,
Pennsylvania, where there is an unusual tradition
What kind of film is it? It’s an action film. that happens every year. Phil and Rita go there
Who directed it? Anthony and Joe Russo. in the winter to film the event. Phil has done it
Which well-known actors star in the film? Robert for many years, and has become bored with the
Downey Jr. and Josh Brolin experience. However, some very surprising things
What does Thanos use to destroy life in the film? the start happening, with amusing results.
magic infinity stones
Why do the heroes in the film travel in time? because Overall, I enjoyed this film very much because
they want to try to change what happened in the past the plot is original and funny. I recommend it to
and to save everyone and everything everyone who is looking for great entertainment.
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’s fans

85 TB
 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
4. W R ITING is in the activity. Listen carefully
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? 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
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?
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,
M for Main Part or C for Conclusion.
Film Review by Joanna Stone 1. The film was directed by Peter Jackson.
2. The leading actor tries to save the
Avengers: Endgame is an action film which was 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.
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.
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, ending. Remember to use the Present Simple
as well as to Marvel’s when describing the plot.
fans.  express your opinion of the film and say whether
you recommend it or not.

For expressions/phrases, go to the

Writing Section.
85
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.

B. Watch Part 2. What do 3D artists do during the making of a

computer-animated film?

C. Watch Part 2 of the video again and complete the sentences.

1. It takes about to make a computer-animated

film.
2. The first thing you need to do is .
3. Artists make drawings and paintings of the
and settings.
4. There are about frames in a ninety-minute film.

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
 Video activities 6
• Have higher-performing Ss work with lower-
3D model animator frame record (v.) script performing Ss and correct the false sentences. This
will challenge higher-performing Ss and help lower-
performing Ss understand why these answers are
Aims: • to give Ss the opportunity to expand on the correct.
language and topics of the module
E.
•
• Ask Ss the questions.
A. • Elicit answers and initiate a short discussion.
• Ask Ss what kind of films they usually watch and if
they ever watch animated films.
• Draw Ss’ attention to the sentences 1-5 and the words Suggested answers
in the box. • My favourite computer-animated film is Lion King.
• Explain to Ss that they are going to complete the • Yes, it seems very interesting. I also like using
sentences with the correct form of the words in the box. computers.
• Have Ss do the activity.
• Check the answers with the class.
Part 1
3D model, animator, frame, record (v.), script
1. 3D model
2. animator TRANSCRIPT
3. frames
Part 2
4. script
A computer-animated film is made using 3D models
5. record
and takes about four to five years to make. You need a
huge team of experts all working together. First of all,
B. the story is written. This needs to be strong because
• Ask Ss to read the question in the rubric and make sure everything else follows the basic story.
they understand it. Next, the script is written. This can change later when
• Play Part 2 of the video and have Ss answer the actors read their lines. Then artists make a storyboard of
question. the film. This is made up of lots of
• Check the answers with the class. drawings that show the basic story of the whole film.
Here, we also get an idea about what the characters will
look like.
3D artists use computers to make 3D models. 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
on what the film will
C. look like. They make drawings and paintings to
• Draw Ss’ attention to the sentences 1-4. show the characters and settings. Then 3D artists use
• Explain to Ss that they are going to watch Part 2 of the computers to make 3D models. They have to make
video and complete the sentences. oceans, cities, houses, furniture, toys, everything... and,
• Play Part 2 of the video and have Ss do the activity. of course, the
• Check the answers with the class. characters. The characters don’t have to look real, but
they must show a lot of emotions. Then these 3D models
are given colour and animators take them and bring
1. four to five years them to life.
2. write the story The director works very closely with the artists to make
3. characters sure everything is the way he or she wants it to be. When
4. 130,000 the animation is finished, light is added to each scene,
and the film comes alive.
The final stage is called rendering. This means taking all
D. the computer information and making the final image
• Ask Ss to read through the sentences 1-6 and make sure that is used in the film. One image is called a frame, and
they understand everything. it can take hours to render. A ninety-minute film has
• Have Ss watch Part 2 of the video and do the activity. about 130,000 frames, so you need a lot of time. The
• Check the answers with the class. final film is made in large buildings full of computers
called render farms.
1. T
2. T
3. F
4. F
5. F
6. F

86 TB
6 Round-up
Aims: • t o 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

B.

1. parks
2. attractions
3. let
4. alley
5. across
6. effects
7. opportunity
8. rehearse

GRAMMAR
C.

1. will lose
2. won’t miss
3. may join
4. When
5. have
6. might not
7. wait
8. if

D.

1. Have you ever been, have been doing, have never

tried
2. has always wanted, have been putting on, have been
rehearsing, has also worked, hasn’t told, has ever
played

COMMUNICATION
E.

1. So am, am not
2. do, don’t
3. either, did
4. Neither have, am too

87 TB
 Round-up 6
VO C ABUL 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 ill.
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
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
sport. the Present Perfect Progressive of the words in brackets.
9. When the performance was over, 1.
everyone applauded / entertained A: (you / ever / be) parasailing Tom?
with excitement. B: Of course. It’s my hobby. I (do) it
10. The tickets were sold / checked out in for the past ten years actually. It’s great fun.
three days! A: I (never / try) parasailing.
2.
B. Complete with the words in the box. 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
a new play for months now. Diane (also
/ work) on the scenery with some of the other actors. She
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
 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
Kathy I’m very excited about our holiday. • type of films
Marlin (1) Have you packed your
bags yet?
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 • cost • the noise
we’re there. • how comfortable • the atmosphere
Kathy No way! I’m not trying that. you are and the people
Marlin Well, I am. (3) • queue • travelling
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.
Kathy Why did you pay in advance?
Marlin (5)

LISTE NING SELF-A SSESSMEN T

G. Listen to four short dialogues and answer the Read the following and tick (4) the appropriate
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.
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
 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 26 live. The TV cameras at sporting events are able to get
(for the listening transcript, go to the back of the book) close and you can see everything that is happening
• Ask Ss to read through the four questions and their options. perfectly from the TV. Also, when something
• Play the recording twice. important happens you can see the replay. This isn’t
• Alternatively, play each dialogue twice and have Ss decide possible when you’re watching at the venue. As a
on the correct answer. result, there is no reason to travel all the way to a
• Alternatively, to challenge higher-performing Ss you may venue and wait in a long queue. You can sit on your
modify the activity from multiple choice to open-ended most comfortable sofa, invite some friends and enjoy
questions. Write questions 1-4 on the board (without the the match!
options), ask Ss to cover the activity in their books, listen
and answer the questions. To help lower-performing Ss, Group B - against
you may eliminate one incorrect option. You can’t beat the atmosphere and the excitement
• Check the answers with the class. at a live sporting event! I love everything about it,
especially the noise of everybody cheering. I don’t
even mind the bad weather or the cost of the ticket. I
1. a 2. b 3. c 4. b like the idea of being with thousands of other people
and supporting my favourite team. It’s the best
feeling!
SPEAKING
• Ask Ss to choose one of the statements and read through the
list of ideas. SELF-ASSESSMENT
• Divide Ss in two groups and explain that Group A should Aims: • to give Ss the opportunity to check their progress
argue against the statement and Group B should argue for • to encourage learner autonomy
it. •
• Allow each group some time to discuss and prepare their • Draw Ss’ attention to the points and have Ss read through
arguments. Encourage higher-performing Ss to add their them.
own ideas and examples to support their argument. This • Explain any unknown words.
will challenge them. • Have Ss tick the points they feel confident about. For the
• Go round the class helping Ss when necessary. points they are unsure of, they should refer back to the
• Have some Ss from each group present their arguments to relevant sections in the module.
the class.
CLI L : Science
 he Teacher’s Notes can be found at the back
T
Suggested answers of the book.
Watching films at the cinema is better than
watching films at home.
Group A - for
I believe it’s better to watch films at the cinema. I Song: I’m so bored 29
enjoy the excitement and the atmosphere of watching Aims: • to help Ss revise and consolidate the
a film on the big screen. Especially types of films like structures, functions and vocabulary
science fiction where the special effects and the sound they have already studied through a song
are more important. So many people watching the •
same thing together creates a strong energy that you • Ask Ss to read the song once without worrying
can’t create at home on your own. The seats are also about the correct answers.
really comfortable and you can choose the distance • Ask Ss to try and choose the correct words before
from the screen that is perfect for you. listening to it.
• Play the recording and ask Ss to listen to the song
Group B - against carefully and check their answers.
I don’t agree. I like watching films from the comfort • Check Ss’ answers and explain any unknown words.
of my own home. I can watch it anytime I want. Also, • Play the recording again and have Ss sing along.
the cost is much cheaper and I don’t have to wait in
a queue. My friends and I like to get together at my chair nothing sport lazy go
house. We like to talk about the film as we watch it someone so stay agree idea
and at the cinema people aren’t supposed to make year better
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
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
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
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
answers. Allow the use of L1, if necessary, to encourage
lower-performing Ss to express themselves.

Suggested answers
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.

• 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 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
 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
 four happy colleagues

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
7a Need some cash?
1. L IST E N I N G & R E A DI NG
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?
Woman I’d like to exchange some euros into Japanese yen.
What’s the exchange rate?
Clerk One euro is 122 yen.
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.
Clerk So, here’s your money.
Woman Thank you.
2.
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
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.
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
 7a
first dialogue and decide where it is taking place. Follow
Carrying out bank transactions the same procedure for the rest of the dialogues.
Expressing interest and surprise • As soon as they finish, have higher-performing Ss
Asking for confirmation work with lower-performing Ss in pairs and compare
their answers. Encourage them to provide justification.
This will build lower-performing Ss’ confidence, and
Negative Questions encourage them to share their answers in class.
Question Tags • Check the answers with the class.

brochure (in)correct customer delivery envelope 1. at a bureau de change

hesitate latest swallow (v.) various 2. at a cash machine
3. at the bank
Words/Phrases related to money transactions
bank account bureau de change cash machine
charge commission credit card debit card • Ask Ss some comprehension questions:
deposit (v.) exchange free of charge Internet banking
1.
make a deposit PIN rate refuse withdraw
Where is the yen used? in Japan
Phrase What is the exchange rate between the euro and the yen?
What’s taking you so long? One euro is 122 yen.
How much money does the woman decide to change into
yen? €200
WARM-UP How much commission do they charge? 1%
Aims: • to help Ss make predictions about the lesson 2.
by activating their background knowledge What did the woman do first when she went to the cash
• machine? She made a deposit.
What is the woman trying to do now? She’s trying to
• Draw Ss’ attention to the title of the lesson. withdraw some money.
• Make sure that Ss know the meaning of the word cash What does she need the money for? for the supermarket
(= money in the form of notes and coins). What is the problem? The cash machine won’t accept her
• Point out to Ss that the formation of the question is PIN number.
informal since the auxiliary verb do is missing. How many times did she enter her PIN number before the
• Ask Ss to tell you when this question is asked (when we cash machine worked? three times
offer to lend/give sb some money). 3.
• Ask Ss to tell you what they think the lesson is about. Why is the man at the bank? because he wants to open a
• Elicit answers. new account
What is the name of the bank’s latest account? Silversaver
1. LISTENING & READING 30 What is the interest rate of Silversaver? 5%
A. Aims: • to introduce the topic of the dialogues by What will they give him if he opens a Silversaver account?
relating it to Ss’ personal experience a debit card
• Will the man have to pay for the debit card? No, he won’t.
Can the man use Internet banking with a Silversaver
• Ask Ss the questions and initiate a short discussion.
account? Yes, he can.
• Ask Ss some further questions:
How much cashback will it be possible for him to get? up
How much money do you spend each month? to £50
Have you got a credit card? Is he happy with the information he got from the bank
How do you usually pay when you buy things? clerk? Yes, he is.
What does the bank clerk give him? a brochure

C. Aims: • to give Ss practice in identifying specific

The initials PIN stand for Personal Identification
information in the dialogues
Number.
•
• Ask Ss to read through 1-5 and a-e.
B. Aims: • to present vocabulary, functions and • Refer Ss to the dialogues.
structures in the context of three dialogues • Have Ss do the activity.
• to give Ss practice in reading for gist • To help lower-performing Ss, you can tell them which
• dialogue they should read to find the answers (e.g.
• Ask Ss to read through the names of the three places. If question1: dialogue 1, questions 2 and 3: dialogue 2,
necessary, explain to Ss what a bureau de change is (= an questions 4 and 5: dialogue 3).
office where you can change the money of one country for • Check the answers with the class.
that of another).
• Play the recording and have Ss listen to the three 1. d 2. a 3. b 4. e 5. c
dialogues carefully in order to decide where they are
taking place. • Explain any unknown words and choose Ss to act out
• Alternatively, play the recording and have Ss listen to the the dialogues.

90 TB
7a
5. INTONATION 31, 32
2. VOCABULARY A. Aim: to present the intonation of question tags
Aims: • to present the opposites of some words in the
dialogues • Play the recording and have Ss repeat each sentence as they
• hear it.
• Ask Ss the questions in the rubric and elicit the answers: In
• Ask Ss to read through the sentences 1-5. the first sentence (rising intonation), because the speaker is
• Draw Ss’ attention to the words in bold. not sure whether there is a new bank on Greenfield Street
• Refer Ss to the dialogues. and wants to confirm it. In the second sentence (falling
• Have Ss do the activity and check answers. intonation), the speaker is sure that there is a new bank on
Greenfield Street and expects the listener to agree.
1. spend 2. withdraw 3. accepted • Play the recording again and ask Ss to repeat the sentences
while you move your hand upwards or downwards to show the
4. incorrectly 5. free of charge rising or falling intonation in each question tag.
B. Aims: • to raise Ss’ awareness of issues of intonation and
3. GRAMMAR rhythm in question tags
NEGATIVE QUESTIONS •
Aims: • to present negative questions • Play the recording and pause after each sentence.
• • Ask Ss to repeat them and write the appropriate symbol next
• Ask Ss to read through the examples. to each one.
• Draw Ss’ attention to the words in bold. • Check the answers with the class.
• Point out to Ss that these are negative questions.
• Ask Ss the questions in the rubric. 1. falling intonation 4. falling intonation
• Check the answers with the class. 2. falling intonation 5. falling intonation
3. rising intonation 6. rising intonation

Didn’t you want to make a deposit? : The speaker expresses

surprise.
6. SPEAKING
Aims: • to give Ss practice in simulating conversations at a
Isn’t that the same as a credit card? : The speaker expects bank, at a bureau de change and at a cash machine
the listener to agree with him. •
• Refer Ss to the Speaking Section at the back of the book.
QUESTION TAGS • Have them read through the instructions.
Aims: • to present question tags • To help lower-performing Ss, tell them that they should use
• the dialogues in the first activity of the lesson as models.
• In pairs, Ss take turns to act out the conversations according to
• Ask Ss to read through the examples. the allocated roles.
• Draw Ss’ attention to the words in bold. • Go round the class helping Ss when necessary.
• Point out to Ss that these are question tags. • Choose some pairs to act out the different conversations.
• Ask Ss to read through the rules. Make sure that they do not
have any unknown words.
• Have Ss do the activity and check answers. Suggested answers SA: Certainly. 1 euro is
At the bank currently $1.12. For
SB: Excuse me. Could you €250 you will receive
end, an auxiliary, positive, negative help me, please? $279.07.
SA: Certainly. What seems SB: Perfect. Thank you.
to be the problem? SA: You’re welcome.
• Refer Ss to the Grammar Reference at the back of the book.
SB: I want to withdraw some
• Ask higher-performing Ss to come up with their own
money from the cash At the cash machine
examples using negative questions. This will challenge them.
machine, but it’s broken.SA: E xcuse me. Would you
To help lower-performing Ss, you can give them some
SA: I see. I can take care of mind helping me?
sentences with the words in jumbled order, (e.g. you / know / to
that for you. Do you SB: Not at all.
/ debit card/ don’t / how / use / ?), and have them put the words
have your bank card and SA: I’ve never used a cash
in the correct order to form a sentence.
some identification? machine before. What
SB: Yes. Here you are. do I do?
4. PRACTICE SA: Thank you. How much SB: Well first you put your
A. Aims: • to give Ss practice in making negative questions
would you like to card in here.
•
withdraw? SA: OK.
• Have Ss do the activity and check answers. SB: €100. SB: Then you have to type
SA: Here you go. Just sign in your PIN number for
here and you are all set. security.
1. Don’t you know how to use a cash machine? / Can’t you SB: Thank you. SA: OK. I have that.
use a cash machine? SA: My pleasure. SB: Now, what do you want
2. Didn’t we go to the same school? / Didn’t you go to the to do? Do you want to
same school as me? At the bureau de change take out money or make
3. Haven’t you seen this film before? SB: Good afternoon. I’d like a deposit?
to exchange some euros. SA: I want to take out
SA: Of course. How much money.
B. Aims: • to give Ss practice in using question tags in the money will you be SB: A lright. Just type in the
context of two short dialogues exchanging? amount you want here
• SB: €250. Is there a and the machine will
• Have Ss do the activity and check answers. commission? give it to you.
SA: No. There is no SA: Thank you so much for
commission for your help.
1. didn’t you, did you, can’t you exchanges over $100. SB: N o problem. Don’t forget
2. aren’t they, haven’t you, will you, do you SB: Great. Can you tell me to take your receipt.
what the rate is?

91 TB
2. VO C ABU 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.
I spelt the address . A: David, you went to the bank today, ?
5. We had to pay €1000 for the furniture, but the B: No. You didn’t tell me to go, ?
delivery was . A: Yes, I did.
B: Sorry.
A: You can go tomorrow, ?
B: Of course.
3. G R AM M A R 2.
A: The banks are closed today, ?
NEGATIVE QUESTIONS
B: Yes, but there’s a cash machine round the
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.
• Isn’t that the same as a credit card? B: You don’t have Internet banking, ?
A: No, I don’t.
QUESTION TAGS 5. IN TON AT ION
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 change your PIN number often, don’t you?
question tag with a positive sentence. 6. Tom didn’t spend all the money, did he?

6. SPEA KIN G
Go to the Speaking Section.
91
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 of big companies.
b. To inform people about the working
conditions some companies offer.
c. To advertise different businesses.
C. Read again and complete the sentences.
1. A software company in Los Angeles
Let’s get down doesn’t charge its employees anything

to business
for their clothes or when
they want to wash .
They can also free of charge
Because big salaries and large bonuses aren’t always all day long.
enough to keep employees happy, some companies are 2. Employees at a San Francisco company can go
now offering their staff exciting and unusual perks. A outside and play or
software company in Los Angeles, USA, for example, has during their break. Sometimes they have so
built a number of on-site facilities for its employees. Staff much fun at work they don’t want
can visit the hairdresser’s, leave their cars at the car wash .
and their clothes at the dry-cleaner’s – for free! There’s also 3. were taken to a concert by a
an on-site restaurant that serves free gourmet meals 24 UK mobile phone company.
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
Here, they can play video games, pool or table tennis. they like.
Alternatively, staff members can take part in outdoor
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
took all its employees white-water rafting. And, in the UK, 3. head for c. think about something in
a mobile phone company organised a special end-of-year a particular way
concert for its 17,000 employees. Some of the biggest rock 4. pleasant d. food of high quality and
bands in the UK played at the concert and staff members often expensive
5. outings e. nice, enjoyable
had the opportunity to meet the performers – how thrilling!
Some companies offer their staff members slightly more 6. firm f. things you are offered as
unusual perks. For example, a US insurance firm gives all well as your salary
its employees the day off on their birthday, as well as a gift 7. consider g. company
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
 7b
Are big salaries and large bonuses always enough to
Talking about work and workplaces keep employees happy? No, they aren’t.
Expressing result What are some companies now offering their staff? exciting and
Making exclamations unusual perks
What has a software company in LA built for its employees? a
number of on-site facilities
What can the employees of a San Francisco-based software
Exclamatory sentences company do at the games room during their break? They can
Clauses of result play video games, pool or table tennis.
What do many companies organise for their employees? annual
holidays and outings
Where did a US supermarket chain take all its employees last
advertise annual break (n.) car wash condition year? It took them white-water rafting.
consider criticise dream (v.) dry-cleaner’s Who played at the special end-of-year concert which a UK
inform outing pleasant serve slightly study (n.) mobile phone company organised for its employees? some of the
treat (n.) white-water rafting biggest rock bands in the UK
What did the staff members have the opportunity to do? to meet
Words related to work the performers
How much money does a US insurance firm give to its
bonus company day off employee employer employees as a birthday present? $100
firm (n.) salary staff What else does it offer to its employees? on-site golf lessons and
exercise classes, as well as quiet rooms for staff members to
relax
WARM-UP What do many employees think about this company? that it’s a
Aims: • to help Ss make predictions about the lesson by wonderful place to work
activating their background knowledge Do they ever think about looking for a job elsewhere?
No, they don’t.
•
• Draw Ss’ attention to the title of the lesson. C. Aims: • to give Ss practice in identifying specific
• Help Ss elicit the meaning of the phrase job satisfaction (= the information in the text
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. • Ask Ss to read through the sentences. Make sure that they do
• Elicit answers. not have any unknown words.
• Ask Ss: • To help lower-performing Ss, tell them that sentences 1-4
What is more important to you: job satisfaction or correspond to the four paragraphs in the text. This means that
they should find the words to complete the sentences in item 1 in
earning a lot of money? paragraph 1 and so on.
• Have Ss do the activity and check answers.
• Elicit answers and generate discussion.

1. READING 33 1. dry-cleaning, their cars, eat

A. (PRE-READING) 2. basketball, tennis, to go home
Aims: • to introduce the topic of the text by relating it to Ss’ 3. 17,000 employees
personal opinion 4. work, quiet room
•

• Draw Ss’ attention to the picture. D. Aims: • to give Ss practice in deducing the meaning of some
• Ask Ss the question and elicit answers. unknown words from the text through a matching
activity
B. Aims: • to present vocabulary, functions and •
structures in the context of a text
• to give Ss practice in reading for gist • Refer Ss to the highlighted words 1-7 in the text.
• • Ask Ss to read through the definitions a-g. Make sure that they
do not have any unknown words.
• Ask Ss to read through the text. • Have Ss do the activity and check answers.
• Alternatively, play the recording and have Ss read and listen to
the text. 1. f 2. d 3. b 4. e 5. a 6. g 7. c
• Ask Ss to read through the sentences a-c and check
understanding.
• Have Ss decide which sentence best describes the writer’s main
purpose. • Explain any unknown words and choose Ss to read out the
• Check the answers with the class. Ask higher-performing text.
Ss justify why the other two options are incorrect. This will
challenge them and help lower-performing Ss understand why E. (POST-READING)
this answer is correct. Aims: • to give Ss the opportunity to have a further
discussion on the topic of the text
The correct answer is b. •
• First have Ss think of the questions individually. Ask them to
note down any ideas they can think of. In this way, you ensure
• Ask Ss some comprehension questions: 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.

92 TB
7b
• Have pairs share their answers in class and initiate a short
discussion. 1. They don’t want to go home.
2. Because their work environment is pleasant.
2. VOCABULARY 3. They express result.
Aims: • to give Ss practice in using words that can be easily
confused To express result use:
• - so + adjective or adverb + (that)...
- such + (a/an) + (adjective) + noun + (that)...

• 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?
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 = f irm, a business that usually sells services/goods boots! (They were such expensive boots is the correct sentence
organisation = a group of people who work together in a because the noun boots is in plural.)
structured way for a shared purpose
4. PRACTICE
Aims: • to give Ss practice in using exclamatory sentences
• Ask Ss to read through the first set of sentences and then the and clauses of result in the context of two short
words in the box. dialogues
• Refer Ss to the word job in the text (... they wouldn’t dream of •
looking for a job anywhere else!).
• Encourage Ss to work out the difference in meaning between • Have Ss do the activity and check answers.
work and job.
• Point out to Ss that work has a more general meaning.
• Have Ss do the rest of the activity, one set at a time. 1. such, such, so
• Check the answers with the class. 2. so, What, so, How

1. job, work 5. SPEAKING

2. employee, employer Aims: • to give Ss practice in using the functions, the struc-
3. office, desk, study tures and some of the vocabulary presented in this
4. company, organisation lesson through a pairwork activity
•

• Ask Ss to read through the ideas given.

3. GRAMMAR • Draw Ss’ attention to the speech bubble.
EXCLAMATORY SENTENCES • Draw Ss’ attention to the TIP and explain it.
Aims: • to present exclamatory sentences • In pairs, Ss talk about an ideal company, using clauses of
• result and exclamatory sentences respectively. To help lower-
performing Ss, allow them to talk about their ideal company
• Ask Ss to read through the examples. using three of the ideas given. To challenge higher-performing
• Draw Ss’ attention to the words in bold. Ss, encourage them to add their own ideas.
• Ask Ss the question in the rubric. • Go round the class helping Ss when necessary.
• Check the answers with the class. • Choose some pairs to act out the dialogues.
• Read out and explain the rule.

Suggested answers
The speaker wants to emphasise what follows SA: I really like my job. It’s such a wonderful place to
by using the words in bold. work.
SB: That’s great! What makes it so special?
SA: First of all, the facilities are excellent. The office spaces
CLAUSES OF RESULT and the desks are big and comfortable.
Aims: • to present clauses of result 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
• Ask Ss to read through the examples. have all become great friends!
• Draw Ss’ attention to the words in bold. SB: That’s wonderful! What about the money?
• Ask Ss to read through the questions 1-3. SA: The money that I am getting is more than I expected,
• Have Ss answer the questions and check answers. so I’m quite pleased.
• Ask Ss to look at the rules. SB: It sounds like you found the perfect job.
• Have Ss complete the rules and check answers. SA: I did. And I haven’t told you about the perks yet! We
get three fifteen-minute breaks, as well as a one-hour
lunch break! What’s even better is that we have lots of
days off that we can take whenever we want!
SB: How lovely for you! It sounds ideal.
SA: But there’s more! We can also work from home, if we
like!
SB: Have they got any job openings?

93 TB
2. VO C ABU 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 .
was half an hour later.
company organisation A: a nightmare!
B: Did Mr Humphries notice I wasn’t
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.
days he never comes out of his
office.
3. G R AM M A R B: lucky I am!

EXCLAMATORY SENTENCES 5. SPEA KIN G

Talk in pairs.
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
and use so/such... that.
To make exclamations use:
• how and so before adjectives/adverbs
• your boss
• what and such before nouns or adjectives + nouns • your colleagues
• the money you make
CLAUSES OF RESULT • the perks you receive
• 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
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 (4) 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?
Can you work overtime?
Do you want a full-time job?
4. P RACT ICE
2. SP E AK ING Complete the sentences using the verbs in the box
and reflexive pronouns.
A. Discuss.
• Have you ever been to a job interview? enjoyed cut made look at buy
• What kind of questions are people asked?
B. ROLE PLAY 1. Ann felt ill, so she some
Talk in pairs. tea.
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
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
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. L IST 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
 7c
SA: Are you fluent in more SA: That’s OK. Anyway, it
Interviewing and being interviewed for a job than one language? isn’t very important for
Talking about your studies, qualifications and work SB: I speak French and this job. Do you have
experience English very well, and good people skills?
I can also speak a little SB: I think so. I’m very
Italian. friendly and easy to get
SA: Are you computer along with.
Reflexive pronouns literate? SA: Are you able to work
SB: Yes, of course. overtime?
SA: Do you have a driving SB: Yes, I can, but I would
applicant apply for assistant available upon request license? like to know in advance
be in charge of culture curriculum vitae (CV) SB: Not yet, but I’m taking about that.
date of birth guest interest manager overtime driving lessons now, SA: OK, that’s fine. Are you
present (now) reference and I hope to have my looking for a full-time
driving license in three job?
months from now. SB: Yes, I am.
Words/Phrases related to qualifications
advanced computer literate degree driving licence
education fluent in intermediate knowledge of
people skills previous experience skills 3. GRAMMAR
Aims: • to present reflexive pronouns
•
WARM-UP • Ask Ss to read through the first set of examples.
Aims: • to help Ss make predictions about the lesson by • Draw Ss’ attention to the words in bold.
activating their background knowledge • Point out to Ss that himself is a reflexive pronoun while him is
• an object personal pronoun.
• Ask Ss to look at the title of the lesson. • Ask Ss the question and check the answer.
• Ask Ss what a CV (= Curriculum Vitae) is (short written
description of your education, qualifications, previous employment In the first sentence.
and sometimes also your personal interests, which you send to an
employer when you are trying to get a job). • Ask Ss to read through the second set of examples.
• Ask Ss what makes a successful CV and elicit answers. • Draw Ss’ attention to the words in bold.
• Ask Ss what they think the lesson is about and elicit answers. • Ask Ss the questions and check answers.

1. VOCABULARY by yourself means alone

Aims: • to present vocabulary related to qualifications
yourself is second person singular number, while yourselves
•
is second person plural number
• Ask Ss to read through the questions. Make sure that they do
not have any unknown words. • Refer Ss to the Grammar Reference at the back of the book.
• Have Ss answer the questions according to what is true about • Ask higher-performing Ss to make sentences using reflexive
them by ticking the appropriate column. pronouns. This will challenge them. To help lower-
• Initiate a short discussion. performing Ss, you can write incomplete sentences on the
board and ask Ss to complete them with the correct reflexive
2. SPEAKING pronouns (e.g. Ted made the puzzle by .).
A. Aims: • to introduce the topic of the speaking activity by
relating it to Ss’ personal experience
• 4. PRACTICE
Aims: • to give Ss practice in using the reflexive pronouns in
• Ask Ss the questions and generate discussion. context
•
Suggested answers
I’ve only been to one job interview before. • Have Ss do the activity and check answers.
They asked me about my education and experience.
1. made herself 2. cut yourself 3. buy myself
4. look at themselves 5. enjoyed ourselves
B. Aims: • to give Ss practice in simulating a job interview
•
• Ask Ss to read through the speech bubble. 34
• Point out to Ss that they can use vocabulary and ideas from 5. LISTENING
activity 1. A. (PRE-LISTENING)
• You can have higher-performing Ss work with lower- Aims: • to introduce the topic of the listening text by relating
performing Ss in pairs and act out the job interview. Have it to Ss’ personal opinion and experience
lower-performing Ss take on the role of SB the first time they •
act out the role play. This will give lower-performing Ss an • Ask Ss the questions and generate discussion.
idea of what kind of answers to give when it is their turn to
take on the role of SA. B. Aims: • to give Ss practice in listening for specific
• Go round the class helping Ss when necessary. information
• Choose some pairs to act out the job interviews. •
• For each conversation have Ss read through the respective
Suggested answers previous work questions. Make sure that they do not have any unknown
SA: Please have a seat. experience? words.
SB: Thank you. SB: Yes, I do. I have been • Play the recording twice, have Ss listen to the conversations
SA: Do you have a university working at a small carefully and answer the questions.
degree? company for over a year • Alternatively, play the recording and have Ss listen to the first
SB: Yes, I have degree in now. The details are on conversation twice and answer the first set of questions. Follow
history. my CV. the same procedure with the second conversation.
SA: Do you have any • Check the answers with the class.
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7c
Where did she complete it? at the Robert Gordon University
Does she have a postgraduate degree? Yes, she does.
1. a. at the Sunrise Hotel b. No, she can’t. What is it in? It’s in Hospitality and Tourism Management.
2. a. He’s a photographer. b. He wants a part-time job. Where did she complete it? at Edinburgh Napier University
What languages does she speak? She speaks Spanish, German
LISTENING TRANSCRIPT and Italian.
1. Is she computer literate? Yes, she is.
Irene Hey, Susan, where were you this morning? Does she get on well with people? Yes, she does.
Susan I was at the Sunrise Hotel. What does she like doing? travelling and learning about
different cultures
Irene Wow! A lot of famous people stay there. Why were
you there? C. Aims: • to involve Ss in making a decision based on
Susan I had an interview. information
Irene How did it go? •
Susan Well, everything was going great until the
interviewer started speaking to me in French. • Ask Ss to read through the three advertisements. Make sure
Irene French? Why did he do that? that they do not have any unknown words.
Susan Because in my CV, I wrote that I’m fluent in • Ask Ss the question in the rubric.
French. So when he saw that I didn’t understand • Allow Ss some time to decide which of the three jobs is most
what he was saying, he got pretty annoyed with me. suitable for Jennifer Silverstone.
Irene Of course he did. You shouldn’t lie in your CV! • As soon as they finish, have higher-performing Ss work with
2. lower-performing Ss in pairs and compare their answers.
Tanya Hey, Robert how’s the job-hunting going? Encourage them to provide justification. This will build lower-
Robert Not well. performing Ss’ confidence, and encourage them to share their
Tanya That’s a shame. You take great pictures. answers in class.
Robert Thanks, but my work is not the problem. All the • Check the answers with the class.
ads I find want someone to be available to work
full-time and I only have time to work for about
Suggested answer
four hours a day.
The job at the NorthWest Hotel is the most suitable for
Tanya Why don’t you go and ask at JayMag? My friend
Jennifer Silverstone because she has all the necessary
Frank works there and he doesn’t work
qualifications for it. On the contrary, she is not suitable for
full-time. Maybe they need a photographer.
the job at the Lampert Hotel because she isn’t over 30 and
Robert OK. I will.
she doesn’t 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 she isn’t fluent in Italian.
6. WRITING
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
• •
• 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
B. Aim: to familiarise Ss with the conventions of a CV model.
• Allow Ss some time to write their CVs.
• Choose some Ss to read out their CVs.

• BA is an abbreviation for ‘Bachelor of Arts’, which is

the first university degree in an Arts or Social Science Model answer
subject. CV
Personal Information
• MBA is an abbreviation for ‘Master’s of Business Name: Jane Blyth
Administration’, which is a postgraduate degree. Address: 64 Horsefield Rd, Abbington, AB9 1RF
Telephone: Home – 0987 234511
Mobile – 0734127648
• Ask Ss to read through Jennifer Silverstone’s CV. Email: [email protected]
• Ask Ss to read through the headings a-f. Make sure that they Date of birth: 02.01.1998
do not have any unknown words.
• Have Ss do the activity and check answers. Work experience
2018 – present: Tour guide for Citybreak Tours
giving tourists information organising travel and
1. e 2. c 3. a 4. b 5. f 6. d accommodation
2016-2018: Assistant Travel Agent at Sunway Holidays
• Ask Ss some comprehension questions: making holiday bookings advising customers
Education
Where does Jennifer live? She lives in Surrey. 2015-2016: University of Westminster – Tour Guiding
When was she born? on 3 June 1989 / in 1989 diploma
Where was her first job? at Hyde Hotel 2013-2015: Solent University, Southampton – BA in Travel
What was her position? She was assistant manager. and Tourism
What were her duties? She was in charge of ordering food and
supplies and she organised special events for guests. Skills
How long did she work there? for 2 years / from 2014 until 2016 Fluent in French and Portuguese, good knowledge of German
Where is she currently working? at Park Hotel Computer literate
What is her current position? She is the hotel’s manager. Excellent people and communication skills
What are her duties? She is in charge of 25 employees and she Advanced driving skills
interviews, hires and trains employees.
How long has she been working there? since 2016 Interests
What is Jennifer’s first degree in? in International Hospitality photography, physical fitness, cinema, theatre
Management References
Available on request
95 TB
6. WR ITING
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.
NorthWest Hotel
Position: Hotel Manager
Name: 2016 – present We offer:
Jennifer Silverstone Hotel manager at Park Hotel
• full-time work in an excellent working
Address: • in charge of 25 employees
environment
5 Shipston St, Epsom, • interview, hire and train
We require:
Surrey KT18 2LR employees
• a Master’s degree
Telephone: 2014 – 2016 • previous work experience (at least 4 years)
Home: 01372 639823 Assistant manager at Hyde • knowledge of at least two foreign languages
Mobile: 07939 876982 Hotel
• good knowledge of computers
• in charge of ordering food
Email: • a pleasant personality
and supplies
[email protected] • two letters of reference
• organised special events for
Date of birth: guests
03.06.1989 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 Management
– MBA in Hospitality and Italian • have a BA in Business and Management
Tourism Management • Advanced user of MS Excel, • have previous work experience
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.

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7d I quit!
www.jobforum.com
1. R E ADI 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
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
c. call centre agent altogether.
Willy
Dan Given, Hemsby
C. Read again and write L for Laura, D for Dan, E for I worked for one summer at a safari park. I liked feeding
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
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
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.
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
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
 7d
Talking about bad job experiences What did Laura do at the sweet factory where she
Sequencing past actions and events worked? She put sugar on sweets and biscuits.
Why did she like her job in the beginning? because she was a big
Structures fan of sweets
How did she use to go home? with sugar in her hair, up her nose
Past Perfect Simple and in her ears
Did she like the smell? No, she didn’t.
Vocabulary Why? because it was very strong
altogether be/get fired by the time complaint What didn’t Dan like about his job? cleaning up after the
animals
construction disgusting exhausting exit Where was the worst job he had? in the monkey reserve
face-to-face factory feed get used to glad What did monkeys do as visitors drove through? They climbed
in general in the middle of involve media on their cars (for a free ride).
penguin put up with quit remind sweet (n.) What did the people working at the safari park have to do at the
unpleasant exit of the reserve? They had to stop the monkeys from getting
into the next reserve.
Jobs How did they chase the monkeys around? with a stick
builder call centre agent cameraman journalist What does Eleanor’s job involve? taking customers’ orders,
lifeguard newsreader painter paramedic answering calls and dealing with people and their complaints
plumber rescue squad zookeeper Why does she think that people are rude? because they can’t see
you face-to-face
What happened once while she was talking to a customer?
WARM-UP She got so angry that she shouted back at him.
Aims: • to help Ss make predictions about the lesson by When did Willy first understand that he had had enough of his
activating their background knowledge 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
• Draw Ss’ attention to the title of the lesson. Who did Willy work with? with a man who had been there for
• Help Ss deduce the meaning of the verb quit (= leave your twenty years
job). What was the man’s problem? That he dreamt of boxes, he saw
• Ask Ss to tell you what they think the lesson is about. boxes when he closed his eyes and he even tasted boxes when he
• Elicit answers. ate

1. READING 36
A. (PRE-READING) C. Aims: • to give Ss practice in reading for specific
Aims: • to prepare Ss for the topic of the reading text by information
relating it to their personal opinion •
•
• Ask Ss to read through the sentences 1-7 and make sure that
• Ask Ss the questions and generate discussion. they do not have any unknown words.
• Have Ss do the activity.
B. Aims: • to present vocabulary, functions and structures • As soon as they finish, have higher-performing Ss work
in the context of a forum with lower-performing Ss in pairs and compare their
• to give Ss practice in reading for gist answers. Encourage them to provide justification by
• referring to specific parts in the text. This will build lower-
performing Ss’ confidence, and encourage them to share
their answers in class.
• Check the answers with the class.
A forum is a place on the Internet where people can
post messages or discuss particular subjects with other
people at the same time. 1. W 2. E 3. W 4. D 5. L 6. E 7. L

• Ask Ss to look at the layout of the text and tell you what it
is (a webpage of a forum) and where it can be found (on the D. Aims: • to give Ss practice in guessing the meaning of
Internet). unknown words from the context
• 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
discuss their job experiences). • Ask Ss to read through the definitions 1-6. Make sure that
• Ask Ss what other forums they know of, if they have ever they do not have any unknown words.
joined a forum, etc. • Refer Ss to the text.
• Ask Ss to read through the text. Alternatively, play the • Have Ss do the activity and check answers.
recording and have Ss read and listen to the text at the same
time. 1. disgusting 2. reserve 3. stick
• Have Ss match the names of the people with the job they 4. put up with 5. remind 6. exhausting
are describing and check answers.

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

Laura: factory worker, Dan: zookeeper, text.
Eleanor: call centre agent, Willy: factory worker
E. (POST-READING)
Aims: • to give Ss the opportunity to have a further
• Ask Ss some comprehension questions: discussion on the topic of the reading text
•

96 TB
7d
• Ask Ss the question and initiate a short discussion. 4. PRACTICE
Aims: • to give Ss practice in using the Past Perfect
2. VOCABULARY Simple and the Past Simple in the context of a
Aims: • to present vocabulary related to jobs dialogue
• •

• Ask Ss to look at the pictures showing jobs of three • Ask Ss to read through the dialogue.
different groups (emergency services, media, construction). • Have Ss do the activity and check answers.
• Help Ss relate the content of each picture to the job it
describes. Did... take, got, had closed, parked, went,
• Ask Ss the question in the rubric. remembered, had left, ran, had happened, had
• Elicit answers. taken, saw, was

Suggested answers 5. SPEAKING

emergency services: ambulance driver, doctor, nurse, Aims: • to give Ss practice in sequencing past
firefighter, police officer events through a pairwork activity
media: weather/sports presenter, editor, graphic
designer •
construction: electrician, architect • Draw Ss’ attention to the timeline of events.
• Ask Ss to read through the speech bubble.
• 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-
Perfect Simple performing Ss.
• • Go round the class, helping Ss when necessary.
• Write on the board: When I arrived home, my sister had • Choose some pairs to act out the dialogues.
cooked.
• Explain that the first action is had cooked and for this Suggested answers
reason the Past Perfect Simple is used, whereas arrived is SB’s timeline
the second action, therefore the verb is in the Past Simple
2005 2007 2012 2015 2019
tense.
• Draw the following diagram on the board, to illustrate the get have buy get a do
difference between the two tenses: married a baby a house manager’s volunteer
job work
Past Perfect Simple Past Simple
SA: Had you passed your driving test before you went
to university?
action 1 action 2 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
• Ask Ss to read through the examples.
your first bike?
• Draw Ss’ attention to the verbs in bold.
SB: No, I hadn’t. Had you got married before you had
• Ask Ss the question in the rubric.
a baby?
• Elicit the answer that in the first sentence the speaker
SA: Yes, I had. Had you been to university before you
first gave up sweets and then she left, in the second
got your first car?
sentence Sam first sent her CV and then she got the job
SB: Yes, I had. Had you done volunteer work before
and in the third sentence they hadn’t been to the zoo
you bought a house?
until they took the kids there.
SA: No, I hadn’t.
• Ask Ss to look at the table.
• Have Ss do the activity and check answers.
WORKBOOK LISTENING 37
had, before
Go to the listening transcript.

• Refer Ss to the Grammar Reference at the back of the

book.
• Ask higher-performing Ss to make sentences using the
Past Perfect Simple. This will challenge them. To help
lower-performing Ss, you can give them prompts to
make sentences (e.g. By the time / get home / everybody /
leave).

97 TB
2. VO C ABU 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 AM M A R
PAST PERFECT SIMPLE builder painter plumber

Read the examples. Which action happened

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 + past participle
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.
been there before.

4. P R AC TICE
Complete with the Past Simple or the Past Perfect
Simple of the verbs in brackets.
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
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 AK 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
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. LISTE NING 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?
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
Tr a i n i n g C o u r s e s
TOP CLASS
FOR AGES: (1) T R A I N I N G
COURSES
AVAILABLE: > Building/construction
/ course: (1)
> (2) training
> (3) / qualifications needed? (2)
And many more!
/ course lasts (3) weeks
WE OFFER: > Seminars
/ (4) lessons per week
> (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 AK ING 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 to college which is offering
When / lessons / ?
attend one of these courses. Student B is the four training courses
How many / students per class / ?
a receptionist at a college with training shown above. Answer
need / qualifications or equipment / ?
courses. Use the prompts to ask Student Student A’s questions
offer / practical work / ?
B questions about the course you are about the courses with
certificate / when finish / ?
interested in. ideas of your own.
98
 7e
When you complete the course, you will receive a certificate
Asking for and giving information about training recognised throughout the country.
If you’d like more information about course dates and times,
courses press 1.
If you’d like to find out more about a specific course, press 2.
If you’d like to speak to one of our agents, press 3. Beep!
as for... attend career certificate
complete (v.) cookery course fee gardening
C. Aims: • to give Ss practice in listening for specific information
intensive practical work sign up well-organised about a training course offered by a college
•
WARM-UP • Ask Ss to read through the notes.
Aims: • to help Ss make predictions about the lesson by • To help lower-performing Ss, ask them to try to figure out
activating their background knowledge what kind of information is missing in each gap (e.g. 3. a
number, 5. a day, etc.).
• • Elicit answers but do not correct Ss at this stage.
• Draw Ss’ attention to the title of the lesson. • Play the recording once and have Ss listen to the dialogue in
• Help Ss deduce the meaning of the phrasal verb sign up order to check their predictions.
(= enrol). • Play the recording again and have Ss complete the blanks.
• Ask Ss to tell you what they think the lesson is about. • Check the answers with the class.
1. VOCABULARY
Aims: • to present vocabulary related to training courses 1. gardening 2. no/none 3. 10
• 4. 2 5. Thursdays 6. €350
• Ask Ss to read through the sentences 1-5. LISTENING TRANSCRIPT
• Draw Ss’ attention to the words in bold.
• Have Ss deduce the meaning of the words in bold from the Agent Top Class training courses, how can I help you?
context. Caller Hello, I’m interested in one of your courses but I’d
• Check the answers with the class. like a bit more information.
Agent Certainly. Which course are you interested in?
Caller It’s the one where you learn all about gardening. You
fees = the amount of money you pay to be allowed to do see, I lost my job last year and I’d like to become a
sth (e.g. attend a course) professional gardener.
certificate = a document that you receive at the end of a Agent Then, it’s a great way to start.
course Caller Do I need any qualifications to sign up for the
attend = go to, be present at course?
career = the period of time that you devote to your Agent No, but after the 20 lessons are over, there’s an
professional life trying to become better and advanced class you can join.
successful Caller That’s good to know. So, is it 20 lessons in 10 weeks?
practical work = work relating to real action and Agent That’s right, two a week.
experience Caller On which days?
complete = finish successfully Agent Let me see, yes, on Tuesdays and Thursdays, and
they start at ten.
Caller OK, that’s good. Where do the classes take place?
2. LISTENING 38, 39
Agent At Mewbury College, and the practical work is done
A. (PRE-LISTENING)
Aims: • to prepare Ss for the topic of the listening text in the college gardens.
Caller That’s close to me, which is convenient. Could you
• tell me about the fees?
• Ask Ss the questions and generate discussion. Agent The duration of the course is 50 hours in total and
the price is €350.
B. Aims: • to give Ss practice in listening for specific Caller OK, thank you very much.
information about the training courses offered by a Agent No problem. If you need anything else, don’t hesitate
college to call.
• Caller Great.
• Ask Ss to read through the advertisement. Make sure that they
do not have any unknown words.
• Play the recording twice.
• Have Ss listen to the recorded message carefully and complete 3. SPEAKING
the blanks. Aims: • to give Ss practice in asking for and giving
• Check the answers with the class. information about training courses through a
pairwork activity
•
1. 18 and over 2. Teacher
3. Computer Science 4. Practical work • Ask Ss to look at the titles of the four courses on offer.
LISTENING TRANSCRIPT • Ask Ss to read through the prompts.
• Point out to Ss that Student B has to make up the information
Recorded message: Thank you for calling Top Class training in order to answer Student A’s questions.
courses. We provide a great variety of courses for people who • In pairs, Ss take turns to ask for and give information about
are over 18 and want to get a head start or help their careers. the courses. You can have higher-performing Ss work with
Whether you want to learn some building skills to help you lower-performing Ss.
get a job on a construction site, or take a teacher training • Go round the class helping Ss when necessary.
course to improve your classroom environment, we have • Choose some pairs to act out the dialogues.
courses for everyone.
If it’s Computer Science you want, we have many
courses with varying difficulties. The seminars take place
in 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.
98 TB
7e
4. WRITING
Suggested answers SA: First, I would like to know
A. Aims: • to familiarise Ss with the purpose and content of
Basic Computing how long the course lasts. an email giving information
SA: Hello, I’m interested in SB: It’s a six-month course. •
the basic computing SA: What’s the cost? • Ask Ss to read through the email.
course, and I’d like some SB: It’s €500.
information. SA: Where do the lessons take • Ask Ss the questions 1-5.
SB: Yes, of course. What would place? • Check the answers with the class.
you like to know? SB: In Room 5 on the first
SA: First, I would like to know floor. 1. to give him some information about the cookery training
how long the course lasts. SA: When are the lessons?
SB: It’s a two-month course. SB: The lessons are every course she attended
SA: How much are the fees? Wednesday and Friday 2. information about the cookery training course (e.g. how
SB: €300. from 8 p.m. – 10 p.m. long the course lasted)
SA: Where do the lessons take SA: How many students are 3. Terry might want to know about the number of students
place? there in the class? on the course, if he needs to have any qualifications or
SB: In the town hall. SB: Classes can have as many equipment, if they offer any practical classes, etc.
SA: When are the lessons? as thirty students. 4. She really liked it and found it very useful.
SB: They are every Monday SA: Do I need any equipment 5. Introduction: the reason for writing, Main part: giving
evening from 6-8 p.m. or qualifications to all the information asked about the course, Conclusion:
SA: How many students are participate? recommending the course
there in the class? SB: Yes, you will need
SB: There can only be up to your own camera to • Ask Ss some comprehension questions:
twenty students. participate, as well as
SA: Do I need any equipment other equipment which Where does Monica work? at a restaurant
or qualifications to the instructor will tell you What kind of course did she attend? a cookery training course
participate? about on the first day. Was it well-organised? Yes, it was.
SB: No, it’s a beginner’s class, SA: What about practical How long did it last? four weeks
so no qualifications are work? How many times a week did she have lessons? three
required and we provide SB: You will be given monthly What time did the lessons finish? at six in the evening
all the equipment that you projects to complete. When did the lessons take place? at Dewhurst College
need for the course. SA: Do I get a certificate when What were the facilities like there? They were great.
SA: Do I get a certificate when I finish? What were the chefs like? They were experienced and very helpful.
I finish? SB: Yes, you do get a Was it easy to work with them? Yes, it was.
SB: Yes, you get a certificate certificate, but please keep Has she kept in touch with some of the chefs? Yes, she has.
that says you completed a in mind that this course
two-month course. isn’t for professional What does she think of the fees? They were expensive but it was
photographers. worth it.
Hairdressing SA: Thank you very much. What did she receive when the course was completed? a certificate
SA: Hello, I’m calling about Did it take her long to find a job? No, it didn’t.
the hairdressing course. Interior design
SB: What would you like to SA: Hello. Could you give me B. Aims: • to give Ss practice in expanding information taken
know? some information about from advertisements into sentences
SA: First I would like to know the interior design course • to familiarise Ss with the language used in
how long the course lasts. the college is offering? advertisements
SB: It’s a one-year course. SB: Of course. What do you •
SA: How much does it cost? want to know?
SB: There is no charge. This is SA: First of all, how long does • Have Ss do the activity and check answers.
a public trade school, so the course last?
all you need is your high SB: The interior design course 2. The photography course is offered on Mondays,
school diploma. is three months long. Wednesdays and Fridays from 10.30 a.m. till 3.00 p.m.
SA: Where do the lessons take SA: And how much are the 3. The course lasts 5 weeks and the fees are €250. / The fees
place? fees?
SB: At Dawson College. SB: It’s €1,000 plus additional for this five-week course are €250.
SA: When are the lessons? expenses for materials 4. Sign up now and get a 20% discount.
SB: The lessons are every day like drawing and printing 5. For further/more information, contact Libby Robinson at
from 8 a.m. to 4 p.m. equipment. [email protected]
SA: How many students are SA: Where do the lessons take
there in the class? place?
SB: Anywhere between fifteen SB: In classroom 110. C. Aims: • to give Ss practice in writing an email giving
and thirty. SA: What time are the lessons? information
SA: Do I need any equipment SB: Every Tuesday and
or qualifications to Thursday from 7 p.m. to •
participate? 9 p.m. • Draw Ss’ attention to the TIP and explain it.
SB: Yes, you will need your SA: How many students are • Ask Ss to read through the advertisement. Make sure that they
own hairdresser’s kit. We there per class? do not have any unknown words.
will tell you exactly what SB: Class size is limited to 12 • To help lower-performing Ss, refer them to the email in
you need to buy if you students.
decide to sign up. SA: Will I need any special activity 4A and the sentences in activity 4B, which they can
SA: What about practical qualifications or use for ideas when writing their own email.
work? equipment? • Allow Ss some time to write their emails.
SB: Once you have completed SB: You don’t need any special • Choose some Ss to read out their emails.
your first six months, qualifications. You
you will be sent to a will need some special
hairdressing salon at drawing and printing Model answer
weekends to practise. equipment, which your Hi Mauro,
SA: Do I get a certificate when instructor will tell you Thanks for your email. It’s great news that you’re coming to work
I finish? about on the first day of here too! I’ll tell you all about the English course I did and which
SB: Yes, you get a certificate class. I’d definitely recommend.
that is very well-known all SA: Will I receive a certificate To begin with, it’s great for people at a beginner level of English,
over the UK. or qualification when I like you, and the teachers are friendly and experienced. It’s an
finish? intensive course which lasts for just two months with five hours
Photography SB: Yes. You will receive a of lessons every day. They start at 9 a.m. and you have to work
SA: Hello. How are you? I’m certificate of attendance
looking for information when the course is really hard, but it’s worth the effort. As for the classes, they’re
on the photography finished with your grade small – there are never more than six students in each one! The
course you’re offering. on it. course costs £650, which I don’t think is too expensive. Finally,
SB: Sure. I’d be glad to answer SA: OK. Thank you. you are given a certificate when you finish, which is useful for
your questions. SB: You’re welcome. your CV.
If there’s any other information I can help you with, let me know.
Best wishes,
Fabio
99 TB
4. W R ITING
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
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.
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

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.
fees: € 250
the ages of 18 and 24. 18-24
Photography sign up now
4.
2.
Course
Mon, Wed, Fri
20%
10.30 a.m. - 3.00 p.m. discount

WRITING TASK 5.
C. Imagine that you are working in an English-speaking contact: Libby Robinson
country. A friend of yours is coming to live there because [email protected]
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
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
pilot

C. Watch Part 2 again and complete the sentences with a word or short phrase.
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. of the deaths of fishermen occur when waves overturn or sink their boats.
8. Rescue teams have difficulty rescuing fisherman because of and
.
9. Apart from difficult weather conditions and dangerous machinery, loggers have the extra danger
of .
10. 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
 Video activities 7
Top 5 dangerous sports
death fisherman iron and steel worker logger
overturn (v.) pilot roofer
Part 1
Aims: • to give Ss the opportunity to expand on the death fisherman iron and steel worker logger
overturn (v.) pilot roofer
language and topics of the module
• TRANSCRIPT
Part 2
A.
Recent research on fatal injuries in the workplace in
• Ask Ss what their job is and if they like it or not.
the USA gives us an idea of the most dangerous jobs.
Alternatively, you can ask them what job they would like
Here are the top five.
to do in the future. Elicit answers and initiate a short
At number five is structural iron and steel workers.
discussion.
These guys work with heavy materials and dangerous
• Ask Ss the two questions and initiate a short discussion.
equipment. They also have to work in all kinds of
weather. But their main risk is heights. They are the
Suggested answer ones who get up there and secure the main structure
I think that being a farmer is a dangerous job. of a building, and as buildings get taller, the risks get
The job of a farmer can be dangerous because they higher. They have all sorts of safety equipment, but
work in difficult weather conditions with heavy still, about 37 out of 100,000 workers lose their lives
equipment. every year.
Number four on the list is the job of a roofer. As with
steel and iron workers, roofers have to deal with rain,
B.
wind, snow and ice. And the fact that they work high
• Draw Ss’ attention to the five jobs and make sure they
up all day long is what makes this job so dangerous.
know what they are.
However, recent regulations have made this job much
• Explain to Ss that they are going to put them in order
safer than it was in the past. But still, with around 40
starting from the most dangerous (1) to the least
workers losing their lives out of 100,000 every year, this
dangerous job (5). They are going to write the numbers in
is not the sort of job people ought to choose lightly.
the left column of the table.
Number three on the list is pilots, which may surprise
• Have Ss do the activity, but do not correct Ss at this stage.
some people. Well, pilots who work for major airlines
• Play the video and have Ss check their answers.
actually have quite a safe occupation. However, there
are many pilots of small planes, charter airlines and
2. fisherman taxi pilots whose job has a lot more risks. About 53
5. iron and steel worker out of 100,000 pilots lose their lives every year and the
1. logger main cause is bad weather. Fortunately, better weather
4. roofer information and improved technology is helping to
3. pilot reduce this number.
At number 2 is people working in the fishing industry.
C. Dealing with heavy machinery in bad weather is
• Draw Ss’ attention to the sentences 1-10 and make sure difficult for anyone, but when you have huge waves
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 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. Half 8. weather, location 9. falling trees workers losing their lives out of 100,000 every year. As
10. (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
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.

1. in 5. up
2. of 6. of
3. for 7. in
4. off

GRAMMAR
C.

1. had arranged
2. got
3. had already gone
4. didn’t know
5. waited
6. bought
7. entered
8. had started

D.

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
 Round-up 7
VO C ABUL 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.
anywhere. (so)
2. Children under five enter the museum free
charge.
6. That is a great idea! (what)
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 CO M MUN ICAT IO N
with John any longer. F. Complete the dialogue with question tags.
6. What’s your date birth? A: Hey, you haven’t seen my holiday photos,
7. Who’s charge of collecting fees? ?
B: No, you went to India, ?
GR AM M AR 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
(1) (arrange) to meet camera, ?
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
/ 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
 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 $1000
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.

LISTE NING
H. You will hear four conversations. For questions 1-4, Think about:
choose the picture which answers the question
salary working hours employer
correctly.
colleagues routine workplace
1. What perks does the woman receive?
exhausting boring (un)pleasant
tiring overtime face-to-face
ID
M A DR
ON
LON D
9
I think that… is better because…
7/10/0
I disagree. I believe that…

a. b. c.

2. What does the man do? J. Which job do you believe you are more suitable
for? Why?

I think that I am more suitable for… because…

I am more suitable for…

a. b. c. SELF-A SSESSMEN T
Read the following and tick (4) 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
 Round-up 7
LISTENING 41 • 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 answers
• 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
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.
airline tickets every year to go anywhere in
Europe. SA: I agree that working outside is nicer, but it would be
Man Not bad. more pleasant to work in an office.

2. J.
Woman How’s work? • Ask Ss the question in the rubric and draw their attention to
Man It’s pretty tiring but it’s good fun. The film we’re the speech bubble.
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.
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
went all over my camera. Luckily, there was no
damage. Suggested answers
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
3.
Man Quick, what time is it? very good lifeguard.
Woman Ermm... It’s nine o’clock.
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
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? a young Asian woman

What is she wearing? traditional Asian clothes
Why? Maybe she’s getting ready for a traditional
celebration.

• Draw Ss’ attention to the title of the module.

• 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.
• 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.

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.
In my country we have big celebrations for Easter
and Christmas. On those holidays everyone gets
together with friends and family and there are a lot
of special events.

• 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
 Way of life 8
Discuss:
 What would you like to change about
your lifestyle? Why?
 What are the most important celebrations
in your country?

Flick through the module and find...

 an email of invitation
 a recipe for a Peruvian dish
 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
8a My kind of music
1. L ISTE N I N G & R E A DI N G
A. Listen and repeat.
• 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.
Vicky The studio engineer told them that they were
the best he had heard for ages.
Sean ... Where are you?
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.
Jay Turn down the volume. It’s a bit loud... That’s
Sean Nice! Jay’s there, huh? You should play him
a few songs from my new album. He’ll like better. Hmm... It has a strong beat. It’s like a
them. mixture of rock and hip hop. I like it.
Vicky OK. See you later. Vicky He said you would.
Jay Who writes the lyrics?
Vicky My brother. He plays the guitar too.
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
can download the whole album if you want.
Jay That sounds good.

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 ABULA 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
 8a
• Have Ss do the activity. To help lower-performing Ss,
Talking about music preferences you can tell them that they can find the answers to the
Reporting first two questions in the yellow box.
• As soon as they finish, have higher-performing Ss work
with lower-performing Ss in pairs and compare their
Reported Speech (statements) answers. Encourage them to provide justification by
referring to specific parts in the dialogues. This will build
lower-performing Ss’ confidence to share their answers
headphones in class.
Words/Phrases related to the music industry • Check the answers with the class.
album band compose copy lead singer
mixture music video professional recording 1. new headphones
studio studio engineer track turn up/down 2. He wants her to play Jay a few songs from his new
voice volume album.
Phrases 3. at a proper studio
for ages get a hold of sth It’s wicked! 4. He likes it.
5. He writes the lyrics and plays the guitar.
6. He can download it from the band’s website.
WARM-UP
Aims: • to help Ss make predictions about the lesson by
activating their background knowledge • Explain any unknown words and choose Ss to act out the
dialogue.
•
• Draw Ss’ attention to the title of the lesson. 2. VOCABULARY
• Help Ss deduce that when we say My kind of music, we Aims: • to give Ss practice in using words that can be
mean My favourite kind of music. easily confused
• Ask Ss to tell you what they think the lesson is about.
• Elicit answers. •
• Ask Ss to read through the first set of sentences and then
1. LISTENING & READING 44 the words in the box.
A. Aims: • to introduce the topic of the dialogue by • Refer Ss to the word album in the dialogue (... a few songs
relating it to Ss’ personal preferences from my new album... / ... download the whole album...).
• Encourage Ss to work out the difference between album
• and single.
• Ask Ss the questions and generate discussion. • 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
B. Aims: • to present vocabulary, functions and them with definitions and/or examples.
structures in the context of a dialogue • Check the answers with the class.
• to give Ss practice in reading for gist
•
• Ask Ss to look at the second picture. album = a CD that has several tracks on it
• Ask Ss the question in the rubric. single = a CD which has only one main track on it
• Elicit answers but do not correct Ss at this stage. record = t o perform a song so that it can be copied onto
• Play the recording and have Ss listen to the dialogue and and kept on CD
check their predictions. compose = to write music
• Alternatively, play the recording and have Ss read and track = one of several songs or pieces of music on a CD
listen to the dialogue at the same time. soundtrack = the music from a film that is recorded on
a CD
turn on = to start the flow of electricity by moving a
They are listening to music. switch or button
turn off = to stop the flow of electricity by moving a
• Ask Ss some comprehension questions: switch or button
turn up = to increase the sound of a piece of equipment
Where is Vicky? She’s at the mall. turn down = to decrease the sound of a piece of
Who is she with? with Jay
Who is she talking to on the phone? to Sean
equipment
Does Sean think that Jay will like his new album? Yes, he does.
Who is Sean? Vicky’s brother
When was the last time Jay saw Sean? at Gary’s party 1. album 6. track
Did it cost Sean and his band a lot to record their songs? Yes, it did. 2. single 7. turn up
What did the studio engineer tell them? that they were the best he 3. compose 8. Turn off
had heard for ages 4. record 9. Turn on
Does it have a strong beat? Yes, it does. 5. soundtrack 10. Turn down
What kind of music is the song Jay is listening to? a mixture of rock
and hip hop • Ask higher-performing Ss to write sentences using the
What does Jay think of the lead singer’s voice? that it’s great easily confused words. This will challenge them.
Does Jay want to have a copy of the album? Yes, he does.
• Write some of these sentences on the board without
C. Aims: • to give Ss practice in identifying specific writing the words presented in activity 2.
information in the dialogue • Ask lower-performing Ss to complete the sentences.
• This will give them extra practice.
104 TB
8a
3. GRAMMAR • Choose some Ss to report their partner’s answers to the
Aims: • to present Reported Speech (statements) class.
•
• Ask Ss to read through the examples. Suggested answers
• Ask Ss the questions. SA: What’s your favourite album?
• Elicit the answers that we use Reported Speech when we SB: My favourite album is A Rush of Blood to the Head
want to report someone’s actual words. The tenses, the by Coldplay.
personal pronouns and the possessive adjectives have SA: When do you usually listen to music?
changed according to the meaning of the sentences in SB: I listen to music in my car when I’m driving to
Direct Speech. school.
• Refer Ss to the Grammar Reference at the back of the SA: Do you watch music videos?
book to study the changes. SB: No, not very often.
• Ask Ss to read through the rules. Make sure that Ss do SA: Which concert have you been to lately?
not have any unknown words. SB: I saw Lana Del Rey a month ago.
• Allow Ss some time to complete the rules. SA: Did you enjoy it?
• Check the answers with the class. SB: It was fantastic.
SA: Which music album will you probably download
soon?
tell, say, Past, Past Perfect, should SB: I’m going to download the new Lorde album. I
heard the first single on her album and it was really
• Ask higher-performing Ss to make sentences and turn good.
them into Reported Speech. This will challenge them. To 
help lower-performing Ss, you can give them sentences SA: She said that her favourite album was A Rush of
and ask them to turn them into Reported Speech (e.g. Blood to the Head by Coldplay. She said she usually
Kate said: ‘I passed all my exams. I’m very happy!’). listened to music in the car when she was driving
to school. She said she didn’t watch music videos
4. PRACTICE very often. She said she had seen Lana Del Rey
Aims: • to give Ss practice in using Reported Speech live the previous month and she really enjoyed it.
(statements) in context She said she was going to download the new Lorde
album.
•
• Ask Ss to read through the speech bubbles.
• Have Ss do the activity and check answers. WORKBOOK LISTENING 46, 47
• To help lower-performing Ss, encourage them to refer to • Go to the listening transcript.
the table in order to make sure they make the necessary
changes.

(that) it was really boring and he couldn’t stand it.

(that) she wanted to buy it too. She would log on to the
online music store the next/following day.
(that) her brother had downloaded the same music
album for her the previous week / the week
before.
(that) he had heard it before.

5. INTONATION 45
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.
• Ask Ss the question in the rubric and elicit the answer
that the underlined words are stressed.

6. SPEAKING
Aims: • to give Ss practice in using the functions, the
structure and some of the vocabulary presented
in this lesson through a pairwork activity
•
• Ask Ss to read through the questions and the speech
bubble.
• In pairs, Ss take turns to ask and answer the questions.
• Go round the class helping Ss when necessary.

105 TB
 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.
• ‘You are the best I have heard for ages,’ the DIRECT SPEECH REPORTED SPEECH
Present 
studio engineer said to them.
Past  Past Perfect
• ‘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 can  could
songs from his new album. must 
this  that
• 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
• 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
next year  the following year
In the examples above, which words have
changed in reported speech and how?

4. P R AC TICE 5. IN TON AT ION

Imagine that you have downloaded a new music Listen and repeat. What do you notice about the
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. SP EA 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?
Brian said . • Which concert have you been to lately?
• Did you enjoy it?
Lillian said . • Which music album will you probably
Ruth said . download soon?
Fred said . Maria said that her favourite album was...

105
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.

www.culturaldifferences.com

They do it differently!
We know what feels normal and right to do in our culture. But other cultures have customs and gestures that are
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:

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
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
I walked towards the door. I turned big surprise in Belgium. When I was his son in a play and of course I said
around to say something, but everyone introduced to my friend’s brother, ‘yes’. 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
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
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
 8b
• Ask Ss some comprehension questions:
Talking about customs from different countries
Reporting How did John’s friend ask him not to interrupt? He put
his finger to his lips.
What did John do? He walked back in and sat down.
Reported Speech (questions, commands and requests) How long did they all sit silently? for a minute
What do people in London usually do when they meet
someone for the first time? They shake hands.
cheek cheerfully clear up custom finger Who was she introduced to in Belgium? to her friend’s
greet interrupt introduce kiss (v.) brother
misunderstand misunderstanding occur play (n.) Did things go the usual way? No, they didn’t.
remove silently skin uncomfortable What did the others do when they saw her reaction? They
started laughing.
Phrases Where does Peter’s friend come from? from Japan
a short while halfway through What is his name? Daiki
make fun of sth/sb shake hands What did Daiki ask Peter on the second day of his visit?
He asked if Peter wanted to go and see Daiki’s son in a
play.
WARM-UP Did Peter accept? Yes, he did.
Aims: • to help Ss make predictions about the lesson by What did Peter think of the play? that it was really
activating their background knowledge entertaining
• Why did Daiki’s wife get upset with Peter? because she
• Draw Ss’ attention to the title of the lesson. saw him pull the skin down under his eye during the play
• Ask Ss to tell you what they think the lesson is about. How did Peter find out why Daiki’s wife got upset with
• Elicit answers. him? He asked Daiki.
• Ask Ss if they already know of any cultural differences, if
they are interested in finding out more, etc.
• Elicit answers. C. Aims: • to give Ss practice in identifying specific
information in the text
1. READING 48 •
A. (PRE-READING) • Have Ss do the activity.
Aims: • to introduce the topic of the text by activating • As soon as they finish, have higher-performing Ss work
Ss’ background knowledge with lower-performing Ss in pairs and compare their
answers. Encourage them to provide justification by
• referring to specific parts in the text. This will build
• Ask Ss the question and generate discussion. If necessary, lower-performing Ss’ confidence to share their answers
explain the meaning of the words gesture (= a movement in class.
of the hands to express a feeling) and custom (= an • Check the answers with the class.
established and socially accepted way of behaviour and
belief).
1. because talking would bring bad luck
2. He felt a bit embarrassed. He walked back in and sat
B. Aims: • to help Ss make predictions about the text
down.
• to present vocabulary, functions and
3. to say ‘hi’
structures in the context of a text
4. She felt uncomfortable. / She went red.
• to give Ss practice in reading for gist
5. because he got something in his eye
• 6. He apologised to Daiki’s wife and tried to explain.
• Ask Ss to read through the questions 1-3 and their
options. Make sure that Ss do not have any unknown
words. D. Aims: • to give Ss practice in deducing the meaning
• Allow Ss some time to answer the questions. of some unknown words/phrases from the
• Elicit answers but do not correct Ss at this stage. text through a matching activity
• 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 • Refer Ss to the highlighted words/phrases 1-5 in the text.
website). • Ask Ss to read through the options following each word/
• Draw Ss’ attention to the title (They do it differently!) and phrase. Make sure that Ss do not have any unknown
to the names and places at the end of each paragraph. words.
• Ask Ss to tell you what the online article is about (about • Have Ss do the activity and check answers.
cultural differences / things that are different in different
cultures).
• Ask Ss to read through the text and check their answers 1. a 2. b 3. b 4. a 5. a
to questions 1-3.
• Alternatively, play the recording and have Ss read and
listen to the text and check their predictions. • Explain any unknown words and choose Ss to read out
the text.
1. b 2. a 3. a

106 TB
8b
E. (POST-READING) • Draw Ss’ attention to the NOTE and explain it.
Aims: • to give Ss the opportunity to have a further
discussion on the topic of the text
tell, ask
•
• Ask Ss the questions and initiate a short discussion.
• Refer Ss to the Grammar Reference at the back of the
2. VOCABULARY book.
Aims: • to present and give Ss practice in using verbs
followed by prepositions
4. PRACTICE
• Aims: • to give Ss practice in using Reported Speech
• Ask Ss to read through the box containing verbs followed (questions, commands and requests)
by different prepositions. Make sure that Ss do not have
any unknown words. •
• Ask Ss to read through the sentences 1-7. Make sure that • Have Ss do the activity and check answers.
Ss do not have any unknown words.
• Have Ss do the activity and check answers.
1. what I was eating.
2. to let her borrow her jacket.
1. invite 3. to stop right there.
2. apologise 4. if I needed any help.
3. laugh 5. not to open that window.
4. forget 6. Jill why she had come back so soon.
5. wait
6. lie
7. argue

• Ask higher-performing Ss to make sentences using the

verbs presented in activity 2. This will challenge them.
• To help lower-performing Ss, you can write sentences
on the board and have them circle the correct
preposition, e.g. He apologised about/for being late.

3. GRAMMAR
REPORTED SPEECH (questions)
Aims: • to present Reported Speech (questions)
•
• Ask Ss to read through the direct questions.
• Ask Ss to read through the respective reported questions.
• Ask Ss the questions and check answers.

• The same question word that the direct question

begins with.
• (We use) the word if/whether.
• (They are) in the affirmative form.

• Ask higher-performing Ss to make direct questions

and turn them into Reported Speech. This will
challenge them. To help lower-performing Ss, you
can give them some direct questions to turn them into
Reported Speech, (e.g. ‘What time does the film start?’,
Mary asked, ‘Did you buy your car last year?’, Kate asked
John.,‘Will you go abroad this summer?’, Clive asked
Susan.)

REPORTED SPEECH (commands-requests)

Aims: • to present Reported Speech (commands-
requests)
•
• Ask Ss to read through the sentences in Direct Speech.
• Help Ss understand that the first sentence is a request
while the second one is a command.
• Ask Ss to look at the box containing the rule.
• Have Ss complete the rule and check the answers with
the class.

107 TB
 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 ABU 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 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
family about where he was.
7. My flatmates always with
each other about the housework.

3. GRAMMAR
REPORTED SPEECH (questions) REPORTED SPEECH (commands-requests)
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?’ REPORTED SPEECH
REPORTED SPEECH Steve asked me not to interrupt him. He told me
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 AC TICE
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
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

chopping bowl
saucepan board
boil the rice and stir peel the onions and mix milk with cocoa mash the potatoes
chop them powder

whisk

fork

oven
dish plate
melt the butter whisk the butter add a layer of cream pour some melted
on top chocolate and spread

2. LISTE NING
A. Listen to June telling her friend Donna the recipe B. Listen again, read the instructions and write T for
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 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
 8c
• Check the answers with the class.
Talking about food and quantities
Giving and following instructions potatoes, tuna, onion, vegetable, lemon, egg slices

a couple of aluminium foil cocoa powder B. Aims: • to give Ss practice in listening for specific
crumb decorate gram (g) ingredient information regarding the instructions for a
instructions layer mayonnaise olive recipe
olive oil recipe salami tin •
Kitchen utensils • Ask Ss to read through the instructions 1-5.
bowl chopping board fork frying pan • Make sure that Ss do not have any unknown words.
oven dish plate potato masher saucepan • Play the recording again and have Ss do the activity.
tablespoon (tbsp) wooden spoon • Check the answers with the class.
Verbs related to cooking 1. F 2. T 3. F 4. T 5. F
add boil chop fry mash melt
mix peel place (v.) pour slice (v.) spread • Have higher-performing Ss work with lower-performing
stir whisk wrap Ss and correct the false sentences. This will challenge
higher-performing Ss and help lower-performing Ss
WARM-UP understand why these answers are correct.
Aims: • to introduce the topic of the lesson
LISTENING TRANSCRIPT
•
June Hello?
• Ask Ss to look at the title of the lesson. Donna Hi June. How are things?
• Draw Ss’ attention to the pictures on the page. June Not too bad. And you?
• Ask Ss to tell you what they think the lesson is about. Donna Well, I need some help. I’m having some
• Elicit answers. friends over for dinner tomorrow and I have
• Ask Ss to tell you when we ask the question What’s no idea what to cook. And you know me, I’m
cooking?. not the best chef in the world!
• Point out to Ss that the question What’s cooking? is not June What about causa? It’s a Peruvian dish.
used to ask about food that is being cooked but rather Donna Sounds a bit exotic. I hope it’s not too difficult
to ask about what is happening or what someone is and doesn’t need ingredients I don’t have.
June  Don’t worry. It’s very simple. And it’s not
planning exactly the way they make it in Peru. It’s my
(e.g. Everybody looks serious – what’s cooking?). Here, the recipe. I made it the other day and it turned
title aims to create a rather humorous effect and make out lovely. Do you have a pen?
direct reference to the topic of the lesson. Donna Yeah, go on.
June Right, you need about a kilo of potatoes.
1. VOCABULARY Donna OK.
A. Aims: • to activate Ss’ background knowledge about the June You also need a tin of tuna, some mayonnaise
topic of the lesson by relating it to their personal and a small onion.
Donna (writing) Tuna, mayonnaise and an onion. OK,
experience
so what do I do?
• June First, you peel and boil the potatoes. Then, you
• Ask Ss the questions and generate discussion. mash them with some oil.
Donna Olive oil?
B. Aim: to present vocabulary related to cooking June Yeah, or vegetable oil. Also add some lemon
juice and some salt and pepper to the mash
• Ask Ss to look at the pictures and read through the and leave it aside.
Donna What next?
phrases underneath them. June Chop up the onion, put it in a bowl and mix it
• Draw Ss’ attention to the verbs in bold. with the tuna and some mayonnaise.
• Explain to Ss that these are verbs related to cooking. Donna How much mayonnaise?
• Help Ss deduce the meaning of the verbs in bold by June About a cup. Don’t put too much. It won’t be
relating them to the content of the respective pictures. nice.
• If necessary, provide Ss with any further explanations Donna Yeah, and it’s not very healthy.
and/or examples and explain any unknown words. June That’s true! Finally, you take a dish and spread
some mayonnaise on the bottom. Then, add
a layer of mashed potato. Next, add a layer of
2. LISTENING 49, 50
the tuna-mayonnaise mix. Finally, add another
A. Aims: • to give Ss practice in listening for specific layer of mashed potato on top.
information regarding the ingredients of a Donna That’s easy!
recipe June I know. And it’s delicious! Then, put it in the
• fridge for a while to cool.
• Ask Ss to read through Donna’s notes of the ingredients Donna That’s it?
June Yeah! Oh, and don’t forget to add some olives
used in a recipe for a Peruvian dish called causa. or boiled egg slices for decoration before you
• Make sure that Ss do not have any unknown words. serve it.
• Play the recording and have Ss listen to the dialogue Donna Lovely! What’s it called again?
carefully and complete the blanks with the ingredients June Causa. C-A-U-S-A. I know a very nice
that are missing. Peruvian salad recipe too.
• If necessary, play the recording again and pause it after Donna Hold on! Let me get more paper...
each correct answer.
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8c
POST-LISTENING • Check the answers with the class.
Aims: • to give Ss the opportunity to have a further
discussion on the topic of the listening text a. 2 b. 4 c. 3 d. 5 e. 6 f. 8 g. 1 h. 7
•
• Ask Ss some questions:
e.g. Do you think that ‘causa’ is delicious? C. Aims: • to give Ss practice in writing a recipe
Would you ever try to make it?
• Elicit answers. •
• Draw Ss’ attention to the TIP and explain it.
• Have Ss do the activity.
3. SPEAKING • Choose some Ss to read out their recipes.
Aims: • to give Ss practice in talking about a recipe
•
• Ask Ss to think of a dish they know how to prepare. Model answer
• Draw Ss’ attention to the questions in the rubric and the Blueberry Pancakes
speech bubble. (serves 4)
• Allow Ss some time to think of the steps they follow to
prepare the dish. INGREDIENTS
• Ask Ss to tell you the steps they follow. 2 fresh eggs
1 tbsp. sugar
½ cup milk
Suggested answers ¼ tbsp. powdered vanilla
I know how to make pancakes. First, I whisk the eggs 1 cup flour
with some milk. Next, I mix in some flour and baking 2 tbsp baking powder
powder. Then I melt the butter. After that, I pour the 1 cup fresh blueberries
batter into the pan to make the pancake. When it’s 1 tbsp butter
finished, I spread some melted chocolate on top.
INSTRUCTIONS
Put the eggs, milk, sugar, and vanilla in a bowl and
4. WRITING whisk. Slowly add the flour and baking powder and
A. Aims: • to prepare Ss for the writing task by relating whisk until smooth. Gently mix in the blueberries.
it to their personal opinion and experience Melt some butter in a frying pan. Pour ¼ cup pancake
• mixture into a pan and cook over a medium heat for
• Ask Ss the questions and generate discussion. three minutes. Then, flip the pancake and cook for
three minutes more. Continue until you have used all
B. Aims: • to help Ss transfer from verbal to visual the pancake mixture.
information in the context of a recipe
•

LANGUAGE PLUS
• t bsp 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.
• Ask Ss some questions:

Have you ever tried it?

Would you like to try it?
Do you think it will be difficult to prepare it?

• Elicit answers.
• Ask Ss to read through the ingredients. Make sure that
they do not have any unknown words.
• Ask Ss to read through the instructions. Make sure that
they do not have any unknown words.
• Ask Ss to look at the pictures.
• Have Ss do the activity.
• Refer Ss to the Vocabulary activity if they don’t
remember the verbs related to cooking. To help lower-
performing Ss, you can also tell them which picture
comes first.

109 TB
4. W R ITING
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
6 tbsp sugar
a powder
6 tbsp unsweetened coco
2 fresh eggs

INSTRUCTIONS
1. Melt the butter, but be careful not to cook it.
2. Put the butter in a bowl, add the sugar and
the eggs and whisk.
3. Slowly add the cocoa powder and whisk
some more.
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
biscuit crumbs and stir until it is mixed
well.
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
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?

CHAPTER 3 Chingachgook turned to his friend and said:

‘Hawkeye, let us eat well tonight and show those
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
had dark skin and his body was painted with different moving in the bushes. Hawkeye raised his rifle, but
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.’
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
Chingachgook was telling him stories of his fathers, towards his prey. Soon enough, there was an arrow
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
 8d
help lower-performing Ss understand why this answer
Differentiating between British and American English is correct.
words
Talking about imaginary situations Hawkeye is a European who lives among Native
Making wishes American warriors.
• Ask Ss some comprehension questions:
Conditional Sentences Type 2
Wishes What were the two men doing? They were talking by a
river.
What was the weather like? It was getting colder.
approach arrow bush coward hold What does Chingachgook look like? He has dark skin, his
on one’s trail prey proud rifle several body is painted with different colours and he has a shaved
shaved (adj.) shoot (v.) steal thief tribe head, apart from a crest down the middle.
warrior wolf wounded What was Hawkeye’s skin like? It was dark from the sun.
What kind of stories was Chingachgook telling? stories of
his fathers
WARM-UP What were his fathers? proud warriors
Aims: • to introduce the topic of the lesson Who is Uncas? Chingachgook’s son
What will Uncas be when his father dies? He’ll be the last
• of the Mohicans.
• Draw Ss’ attention to the title of the lesson. Did Chingachgook show any signs of surprise when his
• Ask Ss what they think the lesson is about. son arrived? No, he didn’t.
• Elicit answers. What does Chingachgook think of the Maquas? that they
are thieves
1. READING 52 What does Uncas think of the Maquas? that they hide like
A. (PRE-READING) cowards
Aims: • to prepare Ss for the topic of the reading text by Where was the animal? in the bushes
activating their background knowledge What did Hawkeye do? He raised his rifle.
Why did Chingachgook tell Hawkeye not to shoot the
• animal? because the Maquas would hear it
• Ask Ss the question and elicit answers. Did Hawkeye follow his friend’s advice? Yes, he did.
BACKGROUND NOTE What did Uncas do? He threw himself to the ground and
moved silently towards his prey.
Native Americans are the people who were living in Did he manage to kill the animal? Yes, he did.
North and South America before Europeans arrived. It Who did Hawkeye think was coming? some wolves
has come to replace the term Indian. following the animal
Who did Chingachgook think was coming? some white
B. Aims: • to present vocabulary, functions and men on their horses
structures in the context of a literary text
• to give Ss practice in reading for gist
• Draw Ss’ attention to the examples of some American
• English words in the text and their British English
BACKGROUND NOTE
equivalents.
• Explain to Ss that the differences between American
The Last of the Mohicans is a historical novel by James and British English involve different words as well as
Fenimore Cooper, published in 1826. The story takes differences in spelling.
place in 1757 during the Seven Years’ War when France • Ask Ss if they know of any other American English
and the United Kingdom battled for control of the words.
American and Canadian colonies. • Elicit answers (e.g. apartment – flat (BrE), elevator – lift
(BrE), garbage – rubbish (BrE), vacation – holiday (BrE),
gas – petrol (BrE), realize – realise (BrE), center – centre
• Draw Ss’ attention to the cover of the book.
(BrE), traveled – travelled (BrE), etc.).
• Ask Ss if they have read the book or seen the film.
• Elicit answers.
• Draw Ss’ attention to the TIP and explain it.
• Ask Ss to read through the text without worrying about
unknown words. Alternatively, play the recording and
have Ss read and listen to the text at the same time.
• Ask Ss the question in the rubric.
• Explain to Ss that the name Hawkeye is made up of
the words hawk (= a type of large bird which catches
small birds and animals for food) and eye and describes
someone who watches and notices everything that
happens.
• Check the answer with the class. Ask higher-performing
Ss to justify their answers. This will challenge them and

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8d
C. Aims: • to give Ss practice in deducing the meaning • Have Ss complete the rule.
of some unknown words in the text • Check the answer with the class.
•
• Refer Ss to the highlighted words in the text. would
• Encourage Ss to deduce the meaning of these words from
the context.
• Ask Ss to read through the definitions a-e. Make sure • Ask higher-performing Ss to make sentences using
that Ss do not have any unknown words. Conditional Sentences Type 2. This will challenge them.
• Have Ss do the activity and check answers. • To help lower-performing Ss, ask them the following
questions:
1. a 2. d 3. e 4. c 5. b Where would you go if you could travel anywhere in the
world?
What would you do if you missed your flight?
D. A ims: • to give Ss practice in identifying specific • Encourage them to use full sentences in their answers
information in the text (e.g. If I could travel anywhere in the world, I would
definitely go to...).
•
• Ask Ss to read through the questions 1-6 as well as the WISHES
options to each question. Make sure that Ss do not have Aims: • to present Wishes
any unknown words. •
• Have Ss do the activity. • Ask Ss to read the example. Draw their attention to the
• Alternatively, to challenge higher-performing Ss you words in bold.
may modify the activity from multiple choice to open- • Ask Ss the questions and check answers.
ended questions. Write questions 1-6 on the board
(without the options), ask Ss to cover the activity in their
books, read the text and answer the questions. This will It refers to the present/future.
challenge them. To help lower-performing Ss, you may No, there aren’t.
eliminate one incorrect option. He doesn’t like it. / He feels sad/unhappy about it.
• Check the answers with the class.
• Draw Ss’ attention to the table containing the rule about
1. c 2. a 3. b 4. c 5. b 6. b the formation of Wishes. Make sure that Ss do not have
any unknown words.
• Refer Ss to the example and have them complete the
• Explain any unknown words and choose Ss to read out blank.
the text. • Check the answers with the class.

E. (POST-READING) Past
Aims: • to give Ss the opportunity to have a further
discussion on the topic of the reading text
• • Draw Ss’ attention to the NOTE and explain it.
• Ask Ss the questions and initiate a short discussion. • Refer Ss to the Grammar Reference at the back of the
• For the question in the second bullet point, explain to Ss book.
that they have to come up with the continuation of the • Give Ss some situations (e.g. You want to buy a new
story. mobile phone, but you don’t have enough money.) and
• Encourage higher-performing Ss to write it in the form ask higher-performing Ss to make sentences about the
of a dialogue. This will challenge them. situations using wishes. This will challenge them. To
• To help lower-performing Ss, ask them to note down help lower-performing Ss, you can give them prompts
ideas. to make sentences (e.g. have / more money).

2. GRAMMAR 3. PRACTICE
CONDITIONAL SENTENCES TYPE 2 Aims: • to give Ss practice in using Conditional Sen-
Aims: • to present Conditional Sentences Type 2 tences Type 2 and Wishes in the context of a
dialogue
•
• Ask Ss to read the example. Draw their attention to the •
words in bold. • Ask Ss to read through the dialogue. Make sure that they
• Ask Ss the questions and check answers. do not have any unknown words.
• Have Ss do the activity and check answers.
It refers to the present/future.
No, he hasn’t. were, would look up, had, didn’t need, would ask,
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
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-f.
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 + base form
1. Who was wearing Native American clothes?
a. Chingachgook
b. Hawkeye WISHES
c. Both of them Read the example, answer the questions and
complete the rule.
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.
• Does the sentence refer to the present/future or
b. He asked him a question.
past?
c. He listened to what he had to say.
• Are there many of Chingachgook’s people alive?
3. Where had Uncas been? • How does he feel about it?
a. hiding in the bushes WISHES
b. following the Maquas tribe We use wish + Simple to make a wish
c. looking for food about a present situation which we would like to be
different.
4. Why did Chingachgook say: ‘Let us eat well
tonight’?
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.
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
8e Let’s celebrate!
1. L ISTE 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
how they feel. c. free meals in all Glasgow restaurants

2. SP E AK ING
Talk in pairs.
Student A: Think of an interesting event (e.g. Student B: Ask Student A questions about the
festival, celebration, performance) and invite event and decide whether you are going to go.
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.

3. W R ITING
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
2. What does she ask Linda to do? for Both.
3. Does Linda answer all Jennifer’s a. giving information d. giving news
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
 8e
C. Aims: • to give Ss practice in listening for specific
Talking about events/festivals/celebrations information
Inviting •
Accepting or refusing an invitation and making • Play the recording and have Ss do the activity.
arrangements or excuses • Alternatively, to challenge higher-performing Ss you may
modify the activity from multiple choice to open-ended
questions. Write questions 1-3 on the board (without the
celebration congratulations exotic festival options), ask Ss to cover the activity in their books, listen
formal put sb up subway town hall tradition and answer the questions. This will challenge them. To
Words/Phrases related to weddings help lower-performing Ss, you may eliminate one incorrect
best man bride bridesmaid couple get married option.
give a speech groom honeymoon invitation • Check the answers with the class.
reception
1. c 2. c 3. b
WARM-UP LISTENING TRANSCRIPT
Aims: • to help Ss make predictions about the lesson by
activating their background knowledge Part 2
Danny This is the first year it’s taking place. It starts on
• Thursday. What do you say? Are you coming?
• Draw Ss’ attention to the title of the lesson. Karen I’m afraid I can’t make it on Thursday.
• Ask Ss to tell you what they think the lesson is about. Danny No problem, we can go together on Friday and
sometime during the weekend. The last day is
1. LISTENING 53, 54 Sunday.
A. (PRE-LISTENING) Karen Great! So, what are we going to do there?
Aims: • to prepare Ss for the topic of the listening text Danny We have many activities to choose from.
• Karen Tell me a few, will you?
• Ask Ss the questions and generate discussion. Danny We can watch musical and theatrical
performances, fashion shows, art shows...
B. Aims: • to give Ss practice in identifying a speaker’s Karen Wow! And all these are going to be inside the
attitude/feelings station?
• Danny Well, some are outside.
Karen Oh, I see. Do we need to buy any tickets?
LANGUAGE PLUS Danny No, all the events are free of charge. But if we
Subway is the American English equivalent for buy ‘Glasgow Subway Festival’ badges, the
‘underground’. In British English, however, subway is money goes to charity. And don’t forget, we may
used to refer to the underground passage which allows win some prizes, like subway tickets or meals at
people on foot to cross a busy road. Here, it refers to a some of Glasgow’s best restaurants. And here’s
festival about the underground. the best part – there’s a treasure hunt! And do
you know what the treasure is?
Karen What?
BACKGROUND NOTE Danny A trip for four to New York City! Can you
Glasgow International or the Gi Festival, is the city of believe it?
Glasgow’s Festival of Contemporary Visual Art. It hosts Karen Really? That’s what I want to win!
exhibitions, seminars, artists’ talks and other events. Danny Yeah, so do I! But we have to find the treasure
first!

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

• 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.

LISTENING TRANSCRIPT
Part 1
Danny I’m going to a really interesting festival next
week. Do you want to come along?
Karen Where? To the Glasgow International Festival?
Danny No, the Subway Festival.
Karen Subway Festival? I didn’t know Glasgow
organised a Subway Festival! What’s it about?
Danny Well, it wants to show people how easy, quick,
cheap and enjoyable it is to get around and
reach any of Glasgow’s parks, museums,
cinemas and so on when using the subway. So,
they organise lots of events and you even have
the opportunity to win prizes!
Karen Oh, really?
112 TB
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 since I haven’t been to a football
• Go round the class helping Ss when necessary.
match for ages! Have you already bought the tickets?
• Choose some pairs to act out the dialogues.
2. Great idea, but I can’t make it at 5:00. How about 5:30?
3. You needn’t worry, I’ll take a taxi instead.
Suggested answers 4. I’m afraid I can’t. You see, I’m going to work / I have to
SA: There’s going to be a concert to raise money for work all summer.
charity. Would you like to come with me? 5. I’d love to! What time should I be there?
SB: I don’t know. Who will be playing?
SA: There will be a lot of different bands and singers,
including John Legend. C. Aims: • to give Ss practice in replying to an informal
SB: Oh, I love him. When’s the concert? email
SA: It’s on Saturday night at the convention centre. There
will be 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, count me in. Shall I meet you there? have any unknown words.
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.
• Choose some Ss to read out their emails.

3. WRITING Model answer

A. Aims: • to give Ss practice in identifying specific Hi David,
information in two emails Great to hear from you! I think it’s wonderful that you’re
• 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
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 to dinner before 10 a.m. Also, can you tell me what’s the price of a ticket?
the wedding. I’m really looking forward to hearing you perform!
3. Yes, she does. See you soon.
4. a. 1, b. B, c. 2, d. 1, e. 2 Matilda

• 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
 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

B. Read the situations 1-5 and the expressions in the box. Accepting an invitation
How would you reply? Great idea!
That would be great.
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…
Refusing an invitation
I’m afraid I can’t. I…
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.
I’d love to, but…
3. I’m afraid I can’t give you 5. Would you like to join Reassuring
a lift to the airport tomorrow. us for dinner at Mario’s? It’s / That’s OK.
Don’t worry about…
No problem.

WRITING TASK
C. Imagine that you have received an email from a friend. Read your friend’s
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
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.
5. Lorna can make a copy of that for you with her .

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.
b. The CD was invented in the 1990s.
c. People don’t buy as many CDs as in the past.

C. Watch Part 2 again and write T for True or F for False.

1. The CD was used to store a variety
of digital information before sound.
2. The main ways to listen to music in
the 1970s were vinyl records and cassettes.
3. In the 1990s vinyl records were cheaper
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
 Video activities 8
E.
cassette CD burner digital information • Ask Ss the questions.
disc quantity record vinyl • Elicit answers and initiate a short discussion.

Aims: • to give Ss the opportunity to expand on the

Suggested answers
language and topics of the module
I own almost every CD of the Beatles.
• I think that there will be no USB flash drives.
A.
• Draw Ss’ attention to the pictures on the bottom of
the page and ask Ss if they know what they are. Elicit
answers.
Part 1
• Draw Ss’ attention to the pictures 1-5 and the words/
cassette, CD burner, digital information, disc,
phrases in the box.
quantity, record, vinyl
• Have Ss do the activity and check the answers with the
class.
Part 2
CD stands for Compact Disc, which is a 12 cm
1. cassette wide plastic disc originally designed to store music
2. quantity and sound, but later used for any kind of digital
3. disc information.
4. vinyl By the end of the 1970s, the two main ways of
5. CD burner listening to music were vinyl records and cassettes.
B. It was clear that these were becoming outdated. Two
• Draw Ss’ attention to the question and the multiple major companies, Philips and Sony, decided to work
choices. together to make something that would be more
• Elicit answers, but do not correct students at this stage. useful and effective, and the CD was born. The first
Have Ss watch Part 2 of the video and check their CDs came out in 1982 and by 1985 the first CD to
answers. sell one million copies was made. Compared to the
• Check the answers with the class. physical weakness of vinyl and the poor quality of
cassettes, the CD was shiny, new and exciting.
By the 1990s, CDs were cheaper to produce than vinyl
b records, but they were selling for up to twice as much.
Music producers were making lots of money, and the
C. CD was a huge success.
• Ask Ss to read through the sentences 1-5 and make sure By the late 1990s, the CD burner was invented, and
they understand everything. companies considered this to be the main threat to
• Have Ss watch Part 2 of the video and do the activity. the sales of CDs, because everyone would be able to
• Check the answers with the class. make their own copies of music. While focusing their
attention on this, none of the companies noticed an
1. F even bigger threat which was on the way: the MP3.
2. T The root of the problem was already there; the CD
3. T was a way to store digital information easily. The MP3
4. F just made it even easier to transfer this information
5. F wherever you wanted. The quality of sound on a
• Have higher-performing Ss work with lower- CD was much better than that of the MP3, but most
performing Ss and correct the false sentences. This people didn’t mind. They were more interested in
will challenge higher-performing Ss and help lower- quantity than quality. Just before the MP3 came out,
performing Ss understand why these answers are correct. inventors had predicted that, in the following years,
people would be able to carry around all the music
D. they wanted on a gadget the size of a credit card. CD
• Have Ss read through the questions 1-6 and make sure producers considered this a ridiculous idea.
they understand everything. Today CD sales have dropped because of digital music,
• Have Ss watch Part 2 of the video and answer the and it won’t be long before the CD will have gone the
questions. way of vinyl. In fact, all hard copies of media will
• Check the answers with the class. disappear as we enter the digital age.

1. It is 12 cm wide.
2. Two major companies, Philips and Sony, decided
to work together to make something that would be
more useful and effective.
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.
6. People would be able to carry around all the music
they wanted on a gadget the size of a credit card.
114 TB
8 Round-up
Aims: • to help Ss revise the structures, functions and
vocabulary presented in Module 8 through E.
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
VOCABULARY didn’t have a lot of work to do.
A. 3. I wish I had the recipe for goulash.
4. I wish I knew how people in Hong Kong greet each
1. up other. / I wish I knew how to greet people in Hong
2. introduce Kong.
3. album
4. melts
5. ingredients COMMUNICATION
6. coward F.
7. prey
8. invitations 1. e 2. d 3. a 4. c 5. b

Β.
LISTENING 56
G.
1. b • Ask Ss to read through the four questions and look at the
2. c pictures following each question.
3. a • Tell Ss to try to figure out the differences among the three
4. c pictures before they listen to the dialogues.
5. a • Play the recording twice.
6. a • Alternatively, play each dialogue twice and have Ss decide
on the correct answer.
• Check the answers with the class.
GRAMMAR • To challenge higher-performing Ss, you may ask them to
C. justify why the other two options/pictures were incorrect.

1. Jack said that he had been to his best friend’s 1. a 2. c 3. c 4. a

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.
5. George asked me when he should call Mr Stevens.
6. Robert said to Anna to add some salt and stir the
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
 Round-up 8
VO C ABUL 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
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
invitations / traditions for their wedding. (2) (forget) your
birthday?
B. Choose a, b or c. B: Yeah. I would.
1. The lead singer of this band has an amazing A: What should I do?
. Listen to her! B: Well, if I (3) (be) you,
a. studio b. voice c. recording I (4) (buy) her a nice
2. Put water in a(n) and present to apologise.
let it boil. A: If I (5) (have) time,
a. oven dish b. whisk c. saucepan 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 I (7) (go) if
of beans for me?
I (8) (not have)
a. slice b. plate c. tin
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

GR AM M AR 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
 COMM UNIC 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 a hold of one for Vern (2) I just want to finish this level.
half 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)
LISTE NING
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?
HIP HOP

Jazz
a. b. c. a. b. c.
2. What has the man done to the potatoes? 4. What did the woman do to say goodbye?

a. b. c. a. b. c.

SPE AK ING SELF-A SSESSMEN T

H. Talk in pairs. Imagine that you are in a foreign Read the following and tick (4) 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
 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 59
• 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 answers •
SA: What would you do if you were offered 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 • 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.
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. hips talking angry going
SB: Yes, but what would you do if you made a gesture matter tap greet expecting
and everyone laughed? surprised
SA: Hmm, I don’t know. I guess I would be
embarrassed.
SB: Me too. What would you do if you were asked to
dance a traditional dance at a celebration? GRAMMAR ACTIVITIES
SA: It depends. If it didn’t look difficult, I think I There is 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
the corresponding activities in the Grammar Activities
section.
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
 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

1 2

3 4

B. Listen to Student B’s story and guess the ending.

3c STUDENT A
A. Imagine that you work at the Sheringham Hotel. Look at the information and answer Student B’s
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.
Prices per night:
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 / ?

118
 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

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...

6b Talk in pairs. Look at the flyers and discuss what you can do at each place. Then decide where you will go.

If we visit Blue World Aquarium, we will feed dolphins.

Yes, but if we visit MegaMall, we can shop in over 600 shops!

Come to

Blue World MegaMall

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

119
 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…

bring mobile phone surprised start barking

decide follow behind bushes

1 2

3 4

3c 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
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

120
 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
shop assistant
fast food restaurant
battery
MP4 player
coffee maker
DJ
headphones
cleaner
shopping centre
computer engineer

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.

121
 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.
It was nice to hear from you.
What have you been up to?

4c NOTES/MESSAGES

TEXT MESSAGE DICTIONARY

@ = at BCOZ = because M8 = mate

2DAY = today CING = seeing PLZ = please
2MORO = tomorrow CU = see you R = are
2NITE = tonight FRND = friend THX = thanks
4EVER = forever GR8 = great U = you
4 = for H8 = hate W8 = wait
B = be L8 = late XLNT = excellent
B4 = before L8R = later Y = why

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

122
 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!

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.
• 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:

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...

123
 1
Culture page
A. What do you think fandoms are? Read and find out.

www.fandoms.com

Log in or Join | Keep Talking Forum

FANDOMS
News Pictures Links Shop
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!

In the USA, many people These people are fans of the

have started joining fan writer J.R.R. Tolkien. In his
communities called fandoms. books The Hobbit and The
These groups of enthusiastic Lord of the Rings trilogy,
fans know everything about the elves speak ‘Elvish’, a
their favourite book, film or language Tolkien invented.
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!
The science-fiction fandom Of course, there is also a
includes a famous group of Harry Potter fandom. These
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. Where did fandoms start?
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?

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15 • 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
• Fandoms are fan communities consisting of
enthusiastic fans who know everything about their
favourite book, film or character.
• Star Trek is an American science-fiction entertainment
series and media franchise. The Star Trek fictional
universe created by Gene Roddenberry is the setting of • Point out to Ss that the term fandom is a compound
eight TV series including the original 1966 Star Trek, one, consisting of the word fan and the suffix -dom.
in addition to thirteen feature films. The franchise The resulting abstract noun fandom has been coined to
also extends to dozens of computer and video games, show the absolute admiration the fans of a particular
hundreds of novels and instances of fan fiction, as well community have for their favourite book, film, character.
as several fan-created video productions. Beginning • Point out to Ss that the term fandom reminds us of words
with the original TV series and continuing with the such as kingdom, stardom, etc. This is indicative of the
subsequent films and series, the franchise has created a meaning that the term fandom wants to convey.
cult phenomenon and has spawned many pop culture • Ask Ss some comprehension questions:
references.
• The Lord of the Rings is an epic high fantasy novel What is the Tolkien fandom? the fans of the writer J.R.R.
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 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 • Ask Ss to tell you what they think of fandoms, if fandoms
work. It was written in stages between 1937 and 1949, are popular in their country, if they would join / have
much of it during World War II. Although intended joined one, what kind of fandom they would join, etc.
as a single-volume work, it was originally published in • Elicit answers and initiate a short discussion.
three volumes in 1954 and 1955, due to post-war paper • Have Ss do the activity.
shortages, and it is in this three-volume form that it is • Check the answers with the class.
popularly known. It has since been reprinted numerous
times and translated into many different languages, B.
becoming one of the most popular and influential works • Have Ss do the activity and check answers.
in 20th-century literature. 1. in the USA
• Harry Potter is a series of seven fantasy novels and a 2. You can find fandoms for just about anything, from
playscript written by British author J.K. Rowling. The science fiction to pop stars to video games.
books chronicle the adventures of the eponymous 3. from the television series Star Trek
adolescent wizard Harry Potter, together with Ron 4. They meet once a year dressed up as their favourite Star
Weasley and Hermione Granger, his friends from the Trek characters.
Hogwarts School of Witchcraft and Wizardry. 5. the language spoken by the elves and it was invented by
The central story revolves around Harry’s struggle Tolkien
against the evil wizard Lord Voldemort, who killed 6. They publish their own Harry Potter stories.
Harry’s parents in his quest to conquer the wizarding 7. a type of music and songs about Harry Potter
world and subjugate non-magical (Muggle) people
to his rule. Since the 1997 release of the first novel
Harry Potter and the Philosopher’s Stone, which was
retitled Harry Potter and the Sorcerer’s Stone in the US, • Explain any unknown words.
the books have gained immense popularity, critical
acclaim and commercial success worldwide. Several
PROJECT
successful derivative films, video games and other theme
merchandise have been based upon the series. • Draw Ss’ attention to the project.
• Explain to Ss that they have to organise a
presentation. Refer Ss to the Project Skills section
WARM-UP at the back of the book and explain to them the
steps they have to follow to prepare for their
• Draw Ss’ attention to the pictures accompanying the text. presentation.
• Ask Ss to tell you what these pictures show. • Ask Ss to search the Internet and find information
• Elicit answers (three films – Star Trek, The Lord of the Rings, about other fandoms.
Harry Potter). • Tell Ss to decide on the way they are going to present
the information (e.g. make a poster, a slideshow
• Ask Ss: 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.
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28
Aims: • to give Ss a sense of how English and cross-curricular • Explain any unknown words.
subjects fit together • Ask Ss to tell you who they think we should attribute the
• discovery of America to, and justify their answers. Also, ask
them if they have heard of any similar cases, etc.
A. • Elicit answers and initiate a short discussion.
• Ask Ss the questions and generate discussion.

B. PROJECT
• Draw Ss’ attention to the pictures accompanying the text • Draw Ss’ attention to the project.
and ask what they show (a ship, a statue). • Explain to Ss that they have to write a fact file. Refer
• Ask Ss to tell you if they can recognise whose statue this is. Ss to the Project Skills section at the back of the book
• Ask Ss the question in the rubric. and explain to them the steps they have to follow to
• Elicit answers but do not correct Ss at this stage. prepare for their presentation.
• Ask Ss to read through the text and check their predictions. • Ask Ss to search the Internet and find
• Alternatively, you can play the recording and have Ss read information about a famous explorer and his/her
and listen at the same time. discoveries.
• To help lower-performing Ss, tell them to include
information about:
the Native Americans, Christopher • his/her life
Columbus, Amerigo Vespucci and • his/her most important discoveries
Leif Ericson • any other interesting facts about him/her
• Encourage Ss to also find some pictures as well.
• Ask Ss some comprehension questions: • Allow Ss some time to do the activity in class, or assign
it as homework.
Which continents are called the Americas? North America • Have Ss take turns to present what they have prepared
and South America in class.
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
Who did he find there? natives
What did he call the natives? Indians
Was he right? No, he wasn’t.
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 Ss two options to choose from (e.g. question 1:
a. The Europeans discovered America. b. The Native
Americas discovered America.).
• Check the answers with the class.

1. The native Americans discovered

America when they travelled across
from Asia.
2. two months long
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

125 TB
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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
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.
But who was the first European to discover the Americas?
The most common answer is Christopher Columbus. In 1492,
he set sail from Spain and two months later he reached one of the islands
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
there and wrongly called them ‘Indians’.
The Americas got their name from another explorer, Amerigo Vespucci. Vespucci travelled
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
wasn’t an extension of Asia but a whole new continent.
Mystery solved? Not quite. Five hundred years earlier, in about 1000 CE,
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 was Columbus’ trip? 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?

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Culture page
Do the quiz.
QUIZ! 5 The Romans built Hadrian’s Wall
2000 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 tall sculptures of American
presidents. But how many
presidents are there on the
2 The Sydney Opera House sits in the middle
mountain?

of Sydney Harbour in Australia. Jørn Utzon

designed the building, but what did he want
it to look like?

a four b five c six

a the sails of a boat

b the waves in the sea 7 Uluru is a huge rock in the middle of Australia.
At sunset it glows a bright colour.
c the wings of a bird But which colour?
a

3 Stonehenge is a circle of stones in the UK.

Each stone weighs between four tons to over
twenty tons. But when did the b c
ancient Britons build it?

a 2,000 years ago

b 3,000 years ago 8 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.

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43
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? It’s a quiz.

Where can you find quizzes like this one? on the Internet
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
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
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
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.
• 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.
• Explain any unknown words.
• Ask Ss to tell you about the landmarks of their country.

PROJECT
• 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
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.
• A llow 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.

126 TB
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CLIL
55
Aims: • to give Ss a sense of how English and cross-curricular • Explain any unknown words.
subjects fit together • Ask Ss some questions:
• Have you ever seen a green roof?
Are green roofs popular in your country?
A. Would you build a green roof?
• Ask Ss the questions and generate discussion.

B. • Elicit
PROJECTanswers and initiate a short discussion.
• Draw Ss’ attention to the picture in the background and ask
them what it shows (a roof garden). • Draw Ss’ attention to the project.
• Help Ss associate the content of the picture with the title of • Explain to them that they have to do research and
the text. write a text. Alternatively, you can have Ss decide on
• Ask Ss the question in the rubric. the way they are going to present the information (e.g.
• Elicit answers but do not correct Ss at this stage. make a poster, a slideshow presentation,a short video,
• Ask Ss to read through the text and check their predictions. etc.). This will encourage Ss to express themselves
according to their learning styles and needs. Refer
Ss to the Project Skills section at the back of the book
Suggested answer and explain the steps they have to follow to write
Because they are good for the environment and for it.
the house. • Ask Ss to search the Internet and find details
about ways to make eco-friendly changes in your
house
• Ask Ss some comprehension questions: • A llow Ss some time to do the activity in class, or
assign it as homework.
Do we know what the hanging gardens of Babylon • Have Ss present what they have prepared to
looked like? No, we don’t. class.
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 type
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.

C.
• Have Ss do the activity and check answers.

1. because the hanging gardens of Babylon were

probably rooftop gardens
2. b ecause it keeps the heat inside
3. on intensive roofs
4. big buildings with strong roofs (that can take the
weight of all the soil and plants)
5. on any roof
6. plants that you find on cliffs

127 TB
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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.

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.
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:

Intensive roofs
These are like normal gardens but on your roof. You can have flowers, bushes
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
take the weight of all the soil and plants. They aren’t easy to look after, but they
can be very attractive.

Extensive roofs
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
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?

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Culture page
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!

Emergency telephone numbers
In an emergency, the first thing to remember is to STAY CALM.
Also, everybody should know the emergency telephone numbers in their country.

In the USA In the UK

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
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.
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
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 Contact an emergency service in your
need. country and ask for someone you
can talk to, in order to get a better
4. For non-emergency situations people in the USA should insight of how the emergency services
call 112. work. Think of what you would like
to know and prepare some questions
5. Telephone operators connect people to the emergency
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.

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Culture page
15 • Have higher-performing Ss work with lower-performing
Aims: • to introduce Ss to various aspects of the culture of Ss and correct the false sentences. This will challenge
the English-speaking world higher-performing Ss and help lower-performing Ss
• understand why these answers are correct.
• Explain any unknown words.
A.
• Ask Ss the questions and generate discussion.
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
• CPR (abbreviation for Cardiopulmonary back of the book and explain to them the steps they
Resuscitation) is the procedure of breathing air into have to follow to prepare for their interview and
the mouth of an unconscious person and pressing on presentation.
their chest to keep them alive by sending air around • Ask Ss to search the Internet and find any further
their body. information about emergency services.
• Tell Ss to decide on the way they are going to present
the information (e.g. make a poster, a slideshow
presentation, etc.). This will encourage Ss to express
• Draw Ss’ attention to the pictures accompanying the text themselves according to their learning styles and
and ask them what they can see (an ambulance and a needs.
smartphone ready to make an emergency call). • A llow Ss some time to do the activity in class, or
• Draw Ss’ attention to the four emergency numbers and ask assign it as homework.
them the question in the rubric. • Have Ss take turns and present their findings in
• Elicit answers but do not correct Ss at this stage. class.
• Ask Ss to read through the text and check their predictions.
• Alternatively, you can play the recording and have Ss
listen to the text and check their predictions.

911 is the emergency telephone number for the USA

and the rest of North America.
999 is the emergency telephone number for the UK.
311 is a non-emergency telephone number for North
America.
112 is the emergency telephone number for all EU
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, like suspicious-looking people
or minor injuries
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

C.
• Ask Ss to read through the sentences 1-6.
• Have Ss do the activity.
• Check the answers with the class.

1. F 2. T 3. F 4. F 5. T 6. F

128 TB
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CLIL
28 complete the sentences. Also, tell them to follow the same
Aims: • to give Ss a sense of how English and cross-curricular procedure for sentences 4 and 6.
subjects fit together • Check the answers with the class.
•
A. 1. reggae
• Draw Ss’ attention to the title of the text (Music genres). 2. opera, 17th
• Draw Ss’ attention to the titles of the paragraphs 3. Brazil
(Rock'n'roll, Opera, The Blues, Reggae, Latin, Hip-hop). 4. the USA, the UK
• Ask Ss to tell you what the phrase music genre means 5. The Blues
(type/kind of music). 6. DJs
• Draw Ss’ attention to the map and ask them the questions
in the rubric.
• Elicit answers but do not correct Ss at this stage. • Explain any unknown words.
• Ask Ss some questions:
B.
• Ask Ss to read through the text and check their Which is your favourite music genre?
predictions. Which music genre do you like the least?
• Draw Ss’ attention to the box at the end of the text which
explains some unknown words. • Elicit answers and initiate a short discussion.

PROJECT
Suggested answers • Draw Ss’ attention to the project.
Rock'n'roll comes from the USA, Opera from Italy, • Explain to Ss that they are going to make a poster.
The Blues from the USA, Reggae from Jamaica, Latin Refer Ss to the Project Skills section at the back of
from Latin America and Hip hop from the USA. the book and explain the steps they have to follow to
make their posters.
• 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 begin? in the 1950s • A llow Ss some time to do the activity in class, or
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
Which are two famous rock'n'roll bands in 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 1950’s music of Ska

What does Reggae combine? Caribbean calypso, jazz and
R& B

Where does bolero come from? from Cuba

Where does tango come from? 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

C.
• Have Ss do the activity.
• To help lower-performing Ss, ask them to underline the
following names and words in the sentences 1, 2, 3 and 5:
1. Jimmy Cliff, 2. Purcell, 3. samba, bossa nova, 4. Rock
‘n’ roll, 5. jazz, rock ‘n’ roll, 6. Hip hop. Tell them to scan
the texts to find the words they have underlined and

129 TB
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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
The Rolling Stones appeared on the
scene. Many new kinds of music
developed later like: progressive,
punk, heavy metal, and alternative.

The Blues is a
type of slow, sad music
with strong rhythms. It
appeared in the African
American communities* in
the southern parts of the
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
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
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.

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Culture page
B. Read the sentences and write T for True or F for False.
A. Discuss.
Then read the text and check your answers.
• Do you know which countries have 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
3. An Australian dollar has a longer
lifespan than a US dollar.

Australian and New Zealand dollar banknotes are made from a kind of
The dollar is the name of the currency used in 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
business documents between English- silver coin called a thaler which was the 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 the Canadian and the US dollar are
for how the sign was formed. usually called bucks.

The average US one-dollar bill has

a lifespan of about 5,8 years. The
50-dollar bill can last up to 8,5 years
while the lifespan of the average
One of the most popular is that it comes 100-dollar is 15 years. The Australian
from a handwritten form of ps, the and New Zealand dollar notes last four
abbreviation for the plural of peso. times more.

The US $100 bill has many nicknames:

C-note, Hundo, Big one. Also, because
the portrait of the American statesman
Benjamin Franklin appears on the
Later, the dollar sign was found with two banknote, it is often called a Franklin, a
vertical lines. The most popular theory Benjamin or a Benji.
for this sign is a combination of the
letters U and S, from United States. banknote or note (especially BrE) /
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

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Culture page
43
Aims: • to introduce Ss to various aspects of the culture of PROJECT
the English-speaking world
• Draw Ss’ attention to the project.
• • Explain to them that they have to write a fact file.
Refer Ss to the Project Skills section at the back of
A. the book and explain the steps they have to follow to
• Ask Ss the questions and elicit answers. write it.
• Ask Ss to search the Internet and find information
B. about a currency.
• Ask Ss to read through the sentences 1-3 and make sure that • Allow Ss some time to do the activity in class, or
they do not have any unknown words. assign it as homework.
• Ask Ss to guess whether the sentences are True or False. • Have Ss present their fact file to class.
• Elicit answers but do not correct Ss at this stage.
• Ask Ss to read through the text and check their predictions.
• Alternatively, you can play the recording and have Ss read
and listen to the text and check their predictions at the
same time.
• Check the answers with the class.

1. F 2. F 3. T

• 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 answers are correct.
• Ask Ss some comprehension questions:
What was the silver coin that was used in Europe called? a
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 the most nicknames? the US $100

C.
• Ask Ss to read through the questions 1-5 and their 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. in question 1
eliminate option a).
• 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 parts in the text. This will build lower-
performing Ss’ confidence to share their answers in class.
• Check the answers with the class.

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

• Explain any unknown words.

130 TB
 8
CLIL
Installation art includes exhibits with sound,
58 performances, video, and even the Internet.
Aims: • to give Ss a sense of how English and cross-curricular
subjects fit together • Ask Ss some comprehension questions:
•
What does installation art use to help people enjoy it? the area it
A. is in
• Ask Ss the questions and generate discussion. What is the main point of installation art? for the people not to just
look at it, but to experience it and feel like they are a part of the art
BACKGROUND NOTE Are there many artists these days who make installation art? Yes,
Installation art appeared in the 1960s but the term there are.
Installation Art came of use in the 1970s to describe the use of What was the name of Carsten Höller’s art installation at the Tate
sculptural materials and other media to change a particular Modern? ‘Test Site’
environment or space. It is not necessarily confined to gallery Where is Tate Modern? in London
spaces and can be in everyday public or private seen spaces. What did Olafur Eliasson install at the Tate Modern? a glowing
The materials used range from everyday and natural materials sun in the room and a huge mirror on the ceiling
to new media such as video, sound, performance, virtual What did he also put in the room? a mist made of sugar and water
reality and the Internet. Some installations are site-specific in What did he call the installation? The Weather Project
that they are designed to only exist in the space for which they What was the result? Many visitors enjoyed lying on the floor and
were created.
looking up at their shadows on the ceiling.
The Tate Modern in London is Britain’s national museum
of international modern art and is, with Tate Britain, Tate How were Christo and Jeanne-Claude related? They were married.
Liverpool and Tate St Ives in Cornwall, part of the group Have they made many art installations all over the world? Yes, they
now known simply as Tate. The Tate Modern is located on have.
the Bankside (an area along the south bank of the River What was the name of their last art installation? ‘The Gates’
Thames). Since the museum’s opening in 2000, it has become Where was it hosted? in New York City’s Central Park
a destination for Londoners and tourists. Entry is free for the When did it take place? in February 2005
permanent collection and some temporary exhibitions. How long did it last? for two weeks
Carsten Höller is a German artist. He has a doctorate in What was it like? more than 7,500 orange-coloured fabric ‘gates’
biology. His works often involve the participation of the were hung over the sidewalks of the park for people to walk through
viewer. In 2006 he made the work Test Site for ‘The Unilever How far did the fabric ‘gates’ stretch? for nearly 23 miles
Series’ in the turbine hall of the Tate Modern in London. This How much did they cost to create? about 21 million dollars
slide 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, C.
in 2003. That same year, he also represented Denmark at the • Have Ss do the activity and check answers.
Venice Biennale.
Christo and Jeanne-Claude were a married couple who
created environmental installation art. Their works include 1. T 2. F 3. T 4. F 5. T 6. F 7. F
the wrapping of the Reichstag in Berlin and the Pont Neuf
bridge in Paris, the 24-mile-long curtain called Running
Fence in Marin and Sonoma counties in California, and most • Have higher-performing Ss work with lower-performing Ss
recently The Gates in New York City’s Central Park. and correct the false sentences. This will challenge higher-
The Reichstag building in Berlin was constructed to house performing Ss and help lower-performing Ss understand why
the Reichstag, the first parliament of the German Empire. these answers are correct.
It was opened in 1894 and housed the Reichstag until • Explain any unknown words.
1933, when it was severely damaged in a fire. The building • Ask Ss some questions:
remained in ruins until the reunification of Germany, when
it underwent reconstruction led by internationally renowned Do you find art installations interesting?
architect Norman Foster. After its completion in 1999, it Is installation art popular in your country?
became the meeting place of the modern German parliament, Have you seen any art installations in your country?
the Bundestag. In today’s usage, the German term Reichstag
or Reichstagsgebäude refers to the building, while the term • Elicit answers and initiate a short discussion.
Bundestag refers to the institution.
The Pont Neuf (French for ‘New Bridge’) is the oldest
standing bridge across the river Seine in Paris. Its name, which PROJECT
was given to distinguish it from older bridges that were lined • Draw Ss’ attention to the project.
on both sides with houses, has remained. It connects the Rive • Explain to Ss that they have to organise a presentation.
Gauche of Paris with the Rive Droite. The bridge is composed Refer Ss to the Project Skills section at the back of the
of two separate spans. book and explain to them the steps they have to follow to
prepare for their presentation.
B. • Ask Ss to search the Internet and find information about
• Draw Ss’ attention to the title of the text and the pictures another genre. Encourage Ss to find interesting facts about
accompanying it. its history and some well-known artists as well as some
• Ask Ss if they have heard of the term installation art and pictures.
encourage them to relate it to the content of the pictures. • Tell Ss to decide on the way they are going to present the
• Ask Ss the question in the rubric. information (e.g. make a poster, a slideshow presentation,
• Elicit answers but do not correct Ss at this stage. a short video, etc.). This will encourage Ss to express
• Ask Ss to read through the text and check their predictions. themselves according to their learning styles and needs.
• Alternatively, play the recording and ask Ss to listen to the text • Allow Ss some time to do the activity in class, or assign
and check their predictions. it as homework.
• Have Ss take turns to present what they have prepared
in class.

131 TB
 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.
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.

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
October 2006 to April 2007. Test Site was an installation of five large metal
slides that people could slide down for free.

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
Weather Project and many visitors enjoyed lying on the floor and looking
up at their shadows on the ceiling.
2
3 Christo and Jeanne-Claude were a married couple who had made many
famous art installations all over the world before Jeanne-Claude’s death in
2009. 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. 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 ‘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. Now, for the first time
since his wife’s death, Christo is about to return to their art installations
with ‘L’Arc de Triomphe, Wrapped (Project for Paris, Place de l’Étoile-
Charles de Gaulle),’ project. It will involve covering the arch with a silvery
blue recyclable polypropylene fabric — nearly 25,000 square metres of it —
held together with about 7,000 metres of red rope. 3

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.

131
 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
Visit a city, the choice / place is yours! So, broaden your mind

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
Life’s an adventure Add some spices / vegetables to make your meal complete
So, broaden your mind Eat exotic food and give / have yourself a treat

Module 4 Complete with the words in the box. Then listen and check your answers.

free speed fridge late fancy install communicate change without about

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!
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

132
 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?
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
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! I’m so bored I just wanna shout!
Ruth, Fred, Anne or Paul! Bored, bored, bored, bored, bored!
Come on, I think it’s time to go out!

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

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

133
 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
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
QUESTIONS • We use the Past Simple for:
- actions that started and were completed at a specific time
Am I working? in the past.
Is he/she/it working? We bought our house five years ago.
Are we/you/they working?
- habitual or repeated actions in the past.
I always went to bed early when I lived with my parents.
We use the Present We use the Present
- completed actions that happened one after the other in the
Simple: Progressive:
past.
• 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.
• 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.
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.
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.

134
 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
after She left after lunch.
I/He/She/It was working
before He arrived before midnight. We/You/They were working

from...
Negative
till/until/to We usually work from nine till/until/to five.
I/He/She/It wasn’t working
ago I came back from work an hour ago. We/You/They weren’t working
 Quantifiers (some / any / no / much / many /
Questions
a lot of / lots of / (a) little / (a) few)
• We use some + uncountable / plural countable nouns in Was I/he/she/it working?
affirmative sentences and offers. Were we/you/they working?
There is some orange juice in the fridge.
Would you like some chips? • We use the Past Progressive:
- for actions that were happening at a specific point in time
• We use any + uncountable / plural countable nouns in
in the past.
questions and negative sentences.
I was watching TV at seven o’clock yesterday evening.
Is there any orange juice in the fridge?
There aren’t any chips on the table. - to set the scene in a story.
Jill was walking in the forest and it was raining.
• We use no (= not any) + uncountable / plural countable
nouns in affirmative sentences to give a negative meaning. - for actions that were happening at the same time in the
There is no cheese in the fridge. (= There isn’t any cheese past. In this case, we usually use while.
in the fridge.) While I was watching TV, my father was cooking.
• We use much with uncountable nouns, in questions  Past Simple vs Past Progressive
and negative sentences.
Time clauses (when, while, as, as soon as)
We don’t have much money.
• We use the Past Progressive and the Past Simple in the same
• We use many with plural countable nouns, usually in
sentence when one action interrupted another in the past.
questions and negative sentences.
We use the Past Progressive for the longer action and the
There aren’t many books in the bookcase.
Past Simple for the shorter action. In this case we usually
• We use a lot of / lots of with uncountable and plural use while, when or as.
countable nouns, usually in affirmative sentences. As/While I was driving, I saw a cat in the street.
There is a lot of coffee in my cup. I was sleeping when the telephone rang.
There are lots of apples in the fridge.
We use as soon as with the Past Simple.
NOTE

• We use a little with uncountable nouns in affirmative

sentences. As soon as they left, we started cleaning up the
house.
There is a little cheese on the table.
• 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.

135
  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
mention when exactly.
I’ve travelled to the USA twice. Module 3
- to talk about a state which started in the past and  can/could/may
continues up to the present. • We use Can I...?, Could 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. No, you can’t / may not.
I’m tired. I’ve just finished studying. • We use Can I...?, Could I...?, May I...? to offer help and
Look! Jerry has broken his leg! make requests.
Can/Could/May I help you?
NOTE Look at the list of irregular verbs. 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.
• 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).
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.
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.

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 • 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,
I don’t need to go I needn’t go double the consonant before the
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 -y drop the y and take -ier /-iest.
Adjectives with three or more dangerous -
Questions
syllables and some two-syllable more dangerous -
Do I need to go? Need I go? adjectives take more + adjective / the most dangerous
Does he/she/it need to go? Need he/she/it go? most + adjective.
Do we/you/they need to go? Need we/you/they go?
Irregular forms
POSITIVE COMPARATIVE SUPERLATIVE
 Indirect questions FORM FORM FORM
• We use indirect questions when we ask for information. good better the best
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

Direct question many/much more the most

QUESTION WORD + VERB + SUBJECT little less the least
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

137
 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 can be omitted when they refer

NOTE
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.

Time expressions
• tomorrow, tonight, soon, next week/month
Module 5
• in an hour/week, etc.  Infinitives
• We use the full infinitive (to + base form of the verb):
 Time Clauses - to express purpose.
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,
• 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,
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.
Before I leave, I’ll help you with the housework. - after certain adjectives: afraid, surprised, free, happy, ready,
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. I’ll tell you as soon as I know.
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.

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 -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?
- express an opinion. Active Voice SUBJECT VERB OBJECT
She should tell her mum about it. Mary wrote a letter.
- make a suggestion.
Shouldn’t we discuss it with the boss first?
- express mild obligation.
You should go to work on time.
Passive Voice SUBJECT VERB AGENT
NOTE

Should / shouldn’t + bare infinitive refers to the A letter was written by Mary.
present or future.
The person who causes or carries out the action is
NOTE

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
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)

 Passive Voice
Use
We use the Passive Voice to emphasise the action rather than
Module 6
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?

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  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.
 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.
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.) Simple
The Present Perfect Progressive emphasises the duration of
 so/neither/too/either an action, while the Present Perfect Simple emphasises the
• To express agreement: result of an action.
We use so + affirmative auxiliary verb + subject or subject Lucy has been typing letters since 10.30.
+ 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.
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
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.
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?

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 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
 Reported speech (statements)
NOTE

• We say so + much/many, but such a lot of. In Direct Speech, we repeat the exact words that someone
• That can be omitted, especially in spoken English. said. We usually use the verb say and the words of the speaker
are put in quotation marks.
Irina said, ‘Tina is on the phone.’
 Reflexive pronouns
In Reported Speech, we report the meaning of what someone
PERSONAL PRONOUNS REFLEXIVE said, without using their exact words. We use a reporting
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.
you you yourself
he him himself • We use say when there is no indirect object.
NOTE

she her herself ‘I'll be there,’ he said.

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.

• 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
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.

141
 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 + 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.
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
this morning/year, etc.  that morning/year, etc. NOTE instead of was in the if-clause.
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 If I were you, I’d take it easy.
Lynn said, ‘I’m flying to London tomorrow.’
Lynn said she was flying to London the following day.
last week/month, etc.  the previous week/month, etc. /  Wishes
the week/month, etc. before • We use:
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
next week / month, etc.  the following week/month, etc. like to be different.
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, 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.

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.

142
 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
come came come say said said
cost cost cost see saw seen
cut cut cut sell sold sold
deal dealt dealt send sent sent
do did done set set set
draw drew drawn shake shook shaken
dream dreamt/dreamed dreamt/dreamed shoot shot shot
drink drank drunk show showed shown
drive drove driven shut shut shut
eat ate eaten sing sang sung
fall fell fallen sink sank sunk
feed fed fed sit sat sat
feel felt felt sleep slept slept
fight fought fought smell smelt/smelled smelt/smelled
find found found speak spoke spoken
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

143
 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
offence offense city centre downtown, downtown area
organise organize clever smart, intelligent
organisation organization cookery course cooking class
crisps potato chips
practise practice CV resumé
programme program do the washing do the laundry
pyjamas pajamas do the washing-up do the dishes
doctor’s surgery doctor’s office
realise realize driving licence driver’s license
recognise recognize fair (hair) blonde (hair)
socialise socialize film movie (also film)
flat apartment
theatre theater flatmate roommate
tyre tire football soccer
travelled traveled fridge refrigerator
full stop period
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
ill sick
British English American English jumper sweater
I have backache I have a backache lift elevator
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 (4) check (4)
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

144
 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
RESEARCH
 Do research on the topic. Read books, STEP 4
use the Internet, watch videos or CREATE
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: project.
you mustn’t copy the information. Use  Make your project interesting.
your own words to summarise the ideas. Think of a title and find pictures or
draw your own.
STEP 5  You can also write captions
underneath the pictures to
PROOREAD describe them.
 After you finish, proofread your work.
 Make sure you have included all the
information and ideas you chose in your
project.
 Check your spelling, grammar,
vocabulary, etc.

STEP 6
PRESENT Use the following checklist with the
things you need to do. Tick (4) 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.)

145
 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.
• Read the dialogues and texts aloud and • Look at the example and use the prompts 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
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. about that). Also, show interest or surprise • Before you start writing, think about the
• Listen to songs in English. by using phrases like Really?, Did you?, etc. topic carefully and try to come up with ideas
• 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
Grammar ideas.
How to learn Read • Plan your paragraphs. Before you start,
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
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
- 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

146
 Wordlist
1a 1c ideal
agree be over interview (n.)
all the time expenses lie (v.)
at least look for mark (n.)
awful miss (v.) quality
channel part-time reason
charity practise sense of humour
fancy (v.) rarely tell the truth
hairstyle share whenever
pretty (adv.) Phrases describing likes and dislikes Adjectives describing personality
switch be a fan of active
telly be fond of bossy
trendy be interested in confident
tunnel be into helpful
Conversational English can’t stand honest
Got to go. find... boring/interesting kind
Hold on. Words/Phrases related to TV lazy
How could I say no? programmes and pastimes outgoing
How’s it going? blog quick-tempered
I can’t make it. chat rude
I have other plans. chat show shy
I suppose so. classical music Phrases
I’m afraid... comedy What does she look like?
Nice one! horror film What is she like?
Nothing much. photography
Sounds brilliant!
That would be great.
rap
science-fiction film
1 Video activities
badge
What are you up to? soap opera brackets
What’s up? table tennis colon
You can’t be serious. talent show dash
dot
1b 1d icon
album adopt line
allow affect tablet
appear award (n.)
at the beginning
century
beat (v.)
begin
2a
actually
click (n./v.) championship area
continue clear (adj.) effort
decade especially experience (n.)
display (v.) face (v.) hill
each other fat (n.) I’m afraid so
gift however journey
immediately international manage
instantly live (adj.) muddy
leave nervous push
meeting passion rain (n.)
member perform reach
next door performance top
online poverty wet
probably race Activities
promise realise cycling
real role model hiking
recently screen rock climbing
regularly strong scuba-diving
seem talented shopping
social media train (v.) sightseeing
take time well-known Adjectives: -ed / -ing
user Phrases amazed / amazing
website/site be aware of bored / boring
Words/Phrases related to be behind the wheel excited / exciting
communication be fit frightened / frightening
communicate be in a position to interested / interesting
drop sb a line have time on one’s hands surprised / surprising
give sb a call play a role tired / tiring
have a word with
keep in touch 1e 2b
lose touch argue
message be afraid of
assignment be allowed to
note college
receive a reply curious
fun to be with cut
return one’s call get along dizzy

147
 Wordlist
entire be prepared explorer
feel bite (n.) frozen
frog common landscape
hand (v.) condition lead
knife cover (v.) search team
lips danger South Pole
market dress (v.) telegram
offer (v.) explore unexpected
piece extreme
raise
response
light (adj.)
locals
3a
as soon as possible
rot loose at last
rotten mysterious bring
sick pass (v.) clerk
sign (n.) (im)possible explain
smell (v.) severe go away
smile (v./n.) store (v.) lost
snail sunburn mix-up (n.)
strange survive stuff
suddenly unfriendly Words/Phrases related to travelling by
taste (v./n.) warning plane
wonder (v.) Words related to nature aisle seat
Adjectives describing food cactus arrival
bitter camel baggage
creamy desert board (v.)
fresh earth boarding card
healthy insect business trip
salty land (n.) check in
sour leaf conveyor belt
spicy plant delay (n.)
sweet root departure
tasty sand destination
thick stem (n.) flight attendant
Words /Phrases related to weather gate
2c conditions land (v.)
bee below zero (hand) luggage
believe it or not degrees (o) passenger
break into drop passport
burglar heat suitcase
description high (temperature) take off
doorbell ice
lightning
empty
faint 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
lock (v.) 2e deep
discover
return abroad
ring (v.) accept discussion
sting accommodation equipment
stupid arrange excitement
swarm exactly expect
take place foreign experienced
thank (v.) lyrics exploration
upset make plans extra
van organise first-aid kit
Adverbs and adverbial phrases stressed formation
all of a sudden take a course ground
amazingly Phrases helmet
(un)fortunately How are things? huge
in the end I must go now. improvement
(un)luckily I’m looking forward to... ladder
to my surprise Sorry I haven’t written for so long, ... minimum
Take care, necessary
organisation
2d What have you been up to?
over (more than)
according to physically fit
alive 2 Video activities preparation
at the same time expedition prepare

148
 Wordlist
rescue tourist example
safety variety exist
scientist Adjectives describing places fail
special ancient get tired of
survival calm last (v.)
take part comfortable machine
thrill cosy major
unknown crowded non-stop
waterproof dangerous nowadays
worth fascinating on average
historic predict
3c narrow
noisy
ridiculous
sky
close (adj.) peaceful succeed
cost (v.) popular technology
daily safe television
hire suitable total
pay unforgettable try out
plan (v.) wonderful TV set
price worried about
public transport
Words/Phrases related to different types 3 Video activities Expressions with make
make a decision
of accommodation and facilities coral reef
emu make a mistake
air conditioning make a phone call
B&B hemisphere
kangaroo make a prediction
buffet make money
business centre koala
multicultural make sure
campsite
parking platypus
receptionist rugby 4c
room service cancel
shared
sleeping bag
4a instead
out of order
bookend paper
swimming pool deliver
tent run late
digital photo frame stuck
Wi-Fi connection exhibition
youth hostel expert
fit (v.) 4d
3d image create
dust
capital pocket
chilli peppers powerful energy
colourful vase environment
definitely Words/Phrases related to money handy
develop afford imagine
garlic amount in seconds
giant be broke luxury
grow be short of own (v.)
impressive bill solar
include borrow useful
panda cash Words/Phrases related to gadgets and
protection change (n.) technology
research (n.) coin antivirus program
scenery lend button
spectacular note charge (a battery)
zoo pay sb back coffee maker
Geographical features receipt dead battery
cliff save download
coast Conversational English enter
jungle By the way,... file
mountain range Go on then. hoover (n.)
valley Here we go. install
volcano I was getting to that. password
waterfall I’m kidding! plug in
just about press
3e Trust me.
What a waste of money!
shut sth down
software
attract turn sth on
countryside What is it supposed to be?
You’re crazy! username
full of wireless
souvenir
square 4b Phrases
come with
such as adult
(go on a) tour correct (adj.) environmentally friendly
disappointed ready for action

149
 Wordlist
4e hang on pull
addicted lie down sheep
annoying run out of surround
careless take away tracks
cause (v.) within minutes
Words/Phrases related to accidents/
damage (v.)
delete 5b emergencies
destroy a number of ambulance
disagree bell be on fire
harmful crew burn
harmless development crash
helpless flag injure
invention government put out
socialise gun smoke (n.)
successful light (v.) survivor
useless location tragedy
Expressions with do nearby
perhaps
do good
do harm sailor 5e
ship almost
do without annoyed
Linking words/phrases signal (n./v.)
simple apologise
As a result, ... bump into
First of all, ... sink (v.)
sound (n.) cry
In addition, ... embarrassed
In my opinion, ... stand for
upside down embarrassing
Lastly, ... furious
Personally, ... Prepositional phrases with in
in a hurry grab
To begin with, ... lamp post
What is more, ... in common
in danger popcorn
in fact sip
4 Video activities spill
bounce
die 5c touch
turn off
engine anxiously waiting wave (v.)
inventor audience whisper
monowheel beat (v.) (for heart) Idioms
motorcar fellow student drive sb up the wall
road safety focus on get on sb’s nerves
vehicle physical activity go red as a beetroot
presentation laugh one’s head off
public speaking
5a suggest
make a fool of oneself
nearly jump out of one’s skin
available sweat (v.)
convenient not believe your eyes
tip want the ground to swallow you up
fluid vitamin
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 character
allergy anxiety fire extinguisher
bones control (v.) flames
chemist’s deal with rise
cough deep breath wildfire
examine medication
have a cold
hurt (v.)
panic 6a
phobia come with
illness psychologist monotonous
pain reduce stress/anxiety normal
patient (n.) suffer from scissors
pill stop sb from doing sth
prescribe
prescription 5d wrist
Words related to sport
runny nose a flock of
brake (n.) aerobics
sneeze athletics
sore throat completely
except baseball
surgery bowling
treatment fence
field boxing
What exactly are your symptoms? catch (v.)
What seems to be the problem? kilometres per hour (kph)
metre dribble (v.)
Phrasal verbs drop (v.)
booked up missing
notice final
get over golf
opposite direction

150
 Wordlist
hit (v.) artistic cash machine
kick (v.) circus charge
move (v.) court (basketball) commission
pass (v.) depend on credit card
score (v.) details debit card
shoot (v.) difference deposit (v.)
swing (v.) disappoint exchange
throw (v.) entertain free of charge
Conversational English imaginary Internet banking
I’m going to thrash you! on sale make a deposit
What shall we...? original PIN
produce rate
6b responsible
run
refuse
withdraw
alternatively
aquarium senior citizen Phrase
book (v.) tale What’s taking you so long?
chance tour (v.)
check into Phrasal verbs
bring back
7b
check out of advertise
coach check sb/sth out annual
creature cheer on break (n.)
discount come across car wash
dolphin let down condition
kayaking log on consider
main sell out criticise
opportunity dream (v.)
parasailing 6e dry-cleaner’s
participant action film inform
per cent (%) action-packed outing
railway station based on pleasant
recommend biography serve
ruins cast slightly
seal crime drama study (n.)
shark direct treat (n.)
souvenir shopping director white-water rafting
speedboat ending Words related to work
taxi rank excellent bonus
tourist attraction film critic company
travel agency film review day off
travel agent hilarious employee
Phrases leading actor employer
change one’s mind plot firm (n.)
in advance (un)realistic salary
on offer romantic comedy staff
the rest of scene
set (v.) 7c
6c star (v.)
take revenge
applicant
acting apply for
applaud villain assistant
as (because) violent available upon request
atmosphere be in charge of
backstage 6 Video activities culture
bowling alley 3D model curriculum vitae (CV)
costume animator date of birth
drama club frame guest
entertainment record (v.) interest
give sth up script manager
indoor overtime
outdoor
put on (a performance)
7a present (now)
reference
brochure
queue (in)correct Words/Phrases related to qualifications
rehearse customer advanced
ride (n.) delivery computer literate
scenery (at the theatre) envelope degree
special effects hesitate driving licence
stage latest education
success swallow (v.) fluent in
theme park various intermediate
Words/Phrases related to money knowledge of
6d transactions people skills
previous experience
amaze bank account
amusing bureau de change skills

151
 Wordlist
7d recording place (v.)
altogether studio pour
be/get fired studio engineer slice (v.)
by the time track spread
complaint turn up/down stir
construction voice whisk
disgusting volume wrap
exhausting Phrases
exit
face-to-face
for ages
get a hold of sth
8d
approach
factory It’s wicked arrow
feed bush
get used to
glad
8b coward
cheek hold
in general cheerfully on one’s trail
in the middle of clear up prey
involve custom proud
media finger rifle
penguin greet several
put up with interrupt shaved (adj.)
quit introduce shoot (v.)
remind kiss (v.) steal
sweet (n.) misunderstand thief
unpleasant misunderstanding tribe
Jobs occur warrior
builder play (n.) wolf
call centre agent remove wounded
cameraman silently
journalist
lifeguard
skin
uncomfortable
8e
newsreader celebration
Phrases congratulations
painter a short while
paramedic exotic
halfway through festival
plumber make fun of sth/sb
rescue squad formal
shake hands put sb up
zookeeper
subway
7e 8c town hall
a couple of tradition
as for... aluminium foil Words/Phrases related to weddings
attend cocoa powder best man
career crumb bride
certificate decorate bridesmaid
complete (v.) gram (g) couple
cookery course ingredient get married
fee instructions give a speech
gardening layer groom
intensive mayonnaise honeymoon
practical work olive invitation
sign up olive oil reception
well-organised recipe

7 Video activities
salami
tin
8 Video activities
cassette
death Kitchen utensils CD burner
fisherman bowl digital information
iron and steel worker chopping board disc
logger fork quantity
overturn (v.) frying pan record (n.)
pilot oven dish vinyl
roofer plate
potato masher
8a saucepan
tablespoon (tbsp)
headphones
Words/Phrases related to the music wooden spoon
industry Verbs related to cooking
album add
band boil
compose chop
copy fry
lead singer mash
mixture melt
music video mix
professional peel

152
 Listening Transcripts
MODULE 1 LESSON D never had. He’s a really friendly person. Within
ten minutes of meeting somebody, they become
Daniel friends!
At school I was really into history. There was one reason Naomi Well, he doesn’t seem like that at work.
for this, and his name was Mr Collins. Before Mr Collins Miles You just need to get to know him. What about
came to our school, I couldn’t stand history, but when he Isabel? She’s kind of shy, right?
came, that all changed. He made everything sound really Naomi She isn’t shy, but I don’t think she’s outgoing.
interesting and he changed my life. You see, I’m a teacher And listen to this, she loves going out, but
now too. Of course, maths is my subject and not history. she only goes to places that she likes. And
But the subject isn’t really important. You just need to sometimes we go to some awful places.
try and get the students interested. That’s the important Miles Oh yeah?
thing. Naomi She never lets me choose a restaurant or
anything. She always decides what we’re going
Alison to do.
I met my role model last year. I was walking down the Miles Why don’t you talk to her about it? What she’s
street when I saw lots of people outside a bookshop. doing is not right.
So, I went to see what was happening. And there she Naomi You’re right, but it’s difficult.
was, signing books for people. I couldn’t believe it. So, I Miles You just need to be a bit more confident, that’s
bought her book and waited in line to meet her. When it all.
was my turn, I was really nervous, but she was very nice Naomi I think you’re right.
and she talked to me for a while. It was really exciting.

Robin MODULE 2 LESSON B

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
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, 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
minutes to get to the restaurant. When I
MODULE 1 LESSON E finally sat down, I waited about half an hour
for a waiter to come.
Miles So Naomi, what do you think of the new Woman Not a good start.
people? Man It got worse. I was upset, so I was a bit rude to
Naomi They’re all right, I guess. the waiter. I said I was sorry when he brought
Miles What do you mean? my order, but he didn’t say anything.
Naomi Well, I’m not sure about Karen. Woman How was the food?
Miles Yeah, what a waste of space. She just sits there Man Well, it was OK. The lasagne was a big piece
all day. and the salad was fresh. But I needed to add a
Naomi Exactly, and she doesn’t do any work. And she’s lot of salt on the lasagne to give it some taste.
always bored. Then I decided to have some dessert. I ordered
Miles I don’t think she enjoys what she’s doing. some chocolate cake, but again the waiter said
Naomi But she isn’t doing anything! Anyway, I can’t nothing. He just looked at me and left.
see her staying here long. Woman That was strange.
Miles You’re right. Man To be honest, I didn’t really think it was a
Naomi What about David? He seems a bit quiet, right? problem, but listen to this. He brought the
Miles Are you kidding? Come out with us on Friday cake and the next thing I knew, it was all over
night and see. me!
Naomi So, you hang out together? Woman No! Was it an accident?
Miles Yeah, didn’t you know? He’s like the brother I Man I’m not so sure. He said sorry, but I didn’t

TB 153
 Listening Transcripts
believe him. phone doesn’t work. I couldn’t call you,
Woman What did you do? so I sent an email to the hotel. Luckily,
Man I just said ‘Don’t worry, I’m on a diet anyway.’ the Wi-Fi is working.
I left some money on the table and ran out. Receptionist Sorry, I don’t understand. Why didn’t
Woman You? On a diet? you just come downstairs?
Man What else could I say? I just wanted to get out Customer That’s what I was trying to explain
of there. in my email. The door to my room is
stuck. I can’t open it.
Receptionist Oh dear! From your email, I thought
MODULE 3 LESSON A your balcony door didn’t open.
Customer No, no, I can’t get out of my room. I
Ron Hi, Fay! banged on the door for ten minutes,
Fay Ron! You’re here already. but nobody heard me. Then I decided
Ron Yeah, well, I didn’t want to arrive at midnight, so I to send an email. Now, I’m late for a
took another flight. meeting. I’m not staying another night
Fay So, what time did your plane get here? here. I want my money back.
Ron We landed at about half past nine. There was also Receptionist OK, calm down sir. I’m sending
a six o’clock flight but I had a meeting till half past someone up right now, to fix the door.
six, so I missed it. We can offer you a different room if
Fay Well, I’m just happy you’re here. How was your you like.
flight? Customer Wait a minute! When I arrived, you
Ron It was fine. There was a good film on, but I was said this was the only room you had.
very tired, so I just got some sleep. I had a bit of a Suddenly, you’re able to move me to
nightmare after I landed, though. another room. Can you tell me how
Fay What do you mean? that is possible?
Ron Well, I only had hand luggage so as soon as I got Receptionist Well, a woman from the 5th floor left
off the plane, I left the airport. But while I was this morning.
waiting for a taxi, I realised I had the wrong hand Customer Was her door broken too?
luggage. Receptionist No, she just decided to go home earlier.
Fay You’re joking! Customer I see. Well, I don’t think I want to stay
Ron No, so I ran back into the airport and spoke to an because...
attendant and she put out an announcement. We Receptionist Just go, now! Go on!
waited for about half an hour. But nobody came, Customer I beg your pardon!
so I left. Receptionist I’m sorry, I was talking to the hotel
Fay But you have your luggage now. caretaker. He’s coming to fix your door
Ron Yeah, listen to this. As I was leaving, I saw a man now.
with my bag coming into the airport. He was Customer Well, tell him to hurry, please.
coming back to find his! Receptionist Of course. Now, when he fixes it, please
Fay Were they exactly the same? come downstairs and we can discuss...
Ron Yes, exactly! Customer I’m sorry, but I’m already half an hour
Fay So, you just took the wrong bag from the plane. late for a meeting.
Ron I just wanted to get home quickly. Receptionist OK, do you know when you are going
Fay Well, be more careful next time. to be back?
Customer Later this evening. But I’m not going to
stay.
MODULE 3 LESSON C Receptionist OK. I’m very sorry about all this.

Customer (man) Hello?

Receptionist Hello, Mr Benjamin? MODULE 4 LESSON A
Customer At last!
Receptionist This is reception. We’ve just received a 1.
strange email from you. Darren Everything is so expensive these days.
Customer That’s right. The zero button on the Phil I know.

154 TB
 Listening Transcripts
Darren I came in here for a few things and I don’t trouble.
have enough to pay for all of them. Can you Man Where?
lend me five pounds? Woman Over there.
Phil Sorry, I can’t. Man Let me see... It seems OK, it’s not sinking or
Darren What? Are you broke again? anything.
Phil No, it’s just... Woman Keep looking, there’s a flashing light.
Darren Well, get your wallet out then. Man Yes, you’re right... and it’s Morse code.
Phil I can’t, I left it at home. Woman Is it an SOS signal?
Darren Oh... Man Yes, get on the radio. They need help, and
fast...
2.
Michael What do you think of these bookends, Carol? 3.
Carol They’re very nice. My sister has the same ones. Captain Ah, are you the new member of the crew?
Michael I may get them for my bedroom. Alex Yes, sir.
Carol Good idea. Captain And what’s your name?
Michael Let me see. No, they’re too expensive. Alex Alex J. Thomson
Carol I’ll buy them for you. Captain Is that Thompson with a P?
Michael But I don’t know when I can pay you back. Alex No, sir.
Carol Forget about it. It’s your birthday soon, Captain And what does the J stand for? John?
anyway. Alex It’s James, actually.
Michael Thanks, Carol. Captain OK, welcome aboard.

3.
Sonia Paul, what did you get from the supermarket? MODULE 5 LESSON C
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 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. 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
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 LESSON B and 10 per cent of men have a fear of spiders. But
most of these people can live normal lives.
1. Host That’s true. Basically, I just don’t want one in my
Woman What are you doing? bed.
Man I’m writing in the sand to signal for help. Dr M When the fear controls your whole life, that’s
Woman What for? We’re sitting on a beach, next to the when phobias become a problem.
hotel. Host What other common phobias are there?
Man I’m just having some fun. Dr M A lot of people suffer from claustrophobia.
Woman You should write SOS, you know. You can Host That’s the fear of being in small places.
read it upside down. Dr M Yes, like a lift or something.
Man That’s true. Host Is there an opposite to claustrophobia? Let’s say a
Woman Anyway, SAVE US is too long. fear of open spaces?
Man OK, OK, I’ll write SOS. Dr M Well, there is agoraphobia, but that’s more like
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?

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 Listening Transcripts
Dr M It’s difficult to tell. Most of the time it’s because
of a bad experience as a child, but it’s not always MODULE 6 LESSON E
the case. However, finding what causes them isn’t
that important. People with phobias should learn Radio presenter Hello and welcome back. Now, on
how to deal with them and control them. Film Review it’s time for that part of
Host So what is the best treatment? the show called Top 5. Today, film
Dr M Well, some doctors prescribe medication. Other critic Larry is here to tell us what he
people who suffer from phobias say that seeing thinks DiCaprio’s top 5 films are. So
a psychologist and talking about the experience tell us Larry which films should we
helps. But there are many things you can try on watch?
your own. The most successful way to get over a Film Critic Hi Jim. I have put the Great Gatsby in
phobia is a step-by-step exposure approach. For fifth place.
example, a person with dental phobia, you know, Radio Presenter A great film and a great book too!
someone who’s afraid of going to the dentist, Film Critic F Scott Fitzerland wrote the book
could watch videos of dentists at work, then and Australian, Buzz Luhrmann
watch a dentist in real life, then start visiting a directed the film. It won two Oscars
dentist and sitting in the chair only and so on. for costumes and production. Di
Host Some very useful advice. OK, let’s... Caprio’s performance as Jay Gatsby is
unforgettable.
Radio Presenter And number four is...
MODULE 6 LESSON B Film Critic Gangs of New York.
Radio Presenter I loved it!
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
Charlie. Century New York City and Di Caprio
Charlie No, no. Not camping. plays side by side with Daniel Day
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 Lewis’
Charlie Boring! Here, check out these brochures I got acting won’t disappoint.
from the travel agent’s. Radio Presenter OK, so what’s number three?
Vivian Adventure holidays? I’m not sure. Film critic Titanic.
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.
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?

156 TB
 Listening Transcripts
Film critic No, he designed and helped build for little kids.
aircraft and he also produced and Pam But this was something different.
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 Di Adam Boring? They were my favourite bit. Next time
Caprio’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
MODULE 6 ROUND-UP since we last went to the theatre.
Ken I’m not sure. Anything else?
1. Claire Look Full Blast are playing at Lockley Stadium
Tom You’re doing it all wrong. tonight. You love rock concerts.
Eddie Give me a break. It’s my first time. Ken I know but a colleague of mine saw them
Tom You shouldn’t catch the ball. It’s not basketball. yesterday and she said they were horrible.
Hit it to the other side of the court! Just like I Claire Too bad.
showed you. Ken Maybe a play isn’t a bad idea after all.
Eddie OK, OK. Claire Great! And we can book the tickets online.
Tom And if you swing your arms like that, you’ll
never get anywhere.
Eddie Oh no, I dropped it again. MODULE 7 LESSON D
Tom Let’s try again.
Eddie OK. Clive Hi, Tessa. How’s it going?
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
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

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 Listening Transcripts
nightmare. I was working in a shop and because Woman Yes, this is his third one.
it was my first job I wanted to make a good Customer Really? I must have a look at them.
impression. I was never late and I was very polite
to the customers, but he was rude to me. Then,
one day, out of nowhere, he fired me. MODULE 8 ROUND-UP
Tessa Did you ever find out why?
Clive No, it’s always been a mystery. 1.
Woman This is a great studio!
Man Thanks!
MODULE 8 LESSON A Woman Do you get many famous people recording
here?
1. Man We had Lay-z Boy in here last week.
Jane Hi, Simon, how’s it going? Woman Who’s that? Does he play jazz like us?
Simon Great! I love the music. Man No, he’s a hip hop artist. We do a lot of rock
Jane Thanks. recordings here too.
Simon What’s the name of this song? I haven’t heard it Woman So, you don’t like jazz.
for over ten years. Man Not usually, but I really like some of the stuff
Jane It’s called Dance with me. We used to listen to we’ve recorded today.
this at university, remember?
Simon And dance all night. 2.
Jane Come on then, let me see you dance. Hey, Dave! Woman What are you doing to those potatoes?
Turn it up! Man Isn’t this what you wanted?
Simon What about the neighbours? Woman I told you to peel them first.
Jane Don’t worry, it’s only nine o’clock. Man I thought we were going to mash them.
Simon OK, just like back in uni, hey? Woman That’s right! So, why are you slicing them?
Jane You know it! Man I’m not sure.
Woman How are you going to peel them now?
2.
Woman So, what do you think? 3.
Man I’m not sure. Is this the first track on the Man Did you hear what happened at Julia’s
album? wedding?
Woman Yeah. Woman No, what?
Man I think it needs something else. Man Well, after the ceremony, they were taking
Woman So do you want to hear it without the lead pictures by the lake and when they asked the
singer? best man to go and take a picture with them,
Man No, let’s get the band to have a break and we’ll he accidentally pushed Julia.
start again in ten minutes. Woman Oh, no! He didn’t!
Woman OK. Man Yep! The groom tried to stop her from falling
Man And I’ll have a word with the singer. in, but he ended up in the lake too. It was so
Woman Great. OK everyone, we’re going to take a ten- funny!
minute break...
4.
3. Woman 1 S o, did you take Emily to the airport?
Woman See anything you like? Woman 2 Yes, she left last night.
Customer No, but what are we listening to? Woman 1 Were you really sad? Did you cry?
Woman It’s a new album by Grant Long. Woman 2 Not really. We just said goodbye, and she left.
Customer Is it hip-hop? Woman 1 What, no kiss on the cheek? Not even a
Woman Well, it’s a mixture of jazz and hip-hop. handshake?
Customer It’s really good. Woman 2 Oh, come on. I waved when she got to the
Woman Well, if you’re interested, the CD is over entrance, and she waved back. That’s it!
here. Woman 1 You can be quite rude sometimes!
Customer Thank you very much. Has he made any Woman 2 What are you talking about?
other albums?

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 Workbook key
Module 1 5. We used to meet for D. 1. happened, do you mean,
1a lunch every day 1. ... sleep much last night called, ’m not, play,
D. 2. ... little free time hang out, are you doing,
A. 1. c 2. d 3. e 4. a 5. b 3. ... don’t have much ’m playing, Are you
1. D
 o you want, don’t go furniture in it reading, have, Do you
out, always stay, watch, E.
5, 2, 4, 8, 1, 6, 7, 3 4. ... is no orange juice left want, ’s coming
’s talking, Do you 5. ... won (very) few races 2. Do you know, doesn’t
remember, ’s living,
’s staying 1c 6. ... a lot of people on the live, moved, are staying,
bus didn’t tell, sent, decided,
2. ’s Harry doing, ’s A. found, hope
making, don’t know, Suggested answers E.
1. A lice can’t stand soap 1. loved C.
does he cook, usually 1. b 2. c 3. a 4. b
make, ’m not cooking, operas. 2. maths
2. Sandra finds museums 3. a shop 5. b 6. c 7. b 8. b
wants
boring. / Sandra thinks 4. friendly D.
B. 5. football 1. e 2. f 3. b 4. a 5. c 6.
that museums are
1. Do cats drink orange 6. David Beckham d
boring.
juice? E.
3. Is Andrew fond of rap
No, they don’t. They
music? 1e 1. b 2. b 3. c 4. a
drink milk.
4. Kate is a fan of classical A.
2. Does Kelly go shopping Module 2
music. 1. long
on Sundays?
No, she doesn’t. She
5. Simon is (really) into 2. trendy 2a
computer games. 3. kind A.
goes jogging.
3. Are the girls studying B. 4. honest 1. excited, exciting
this weekend? 1. b 2. c 3. b 4. a 5. c 5. outgoing 2. interested, interesting
No, they aren’t. They are 6. c 7. b 8. c 9. a 10. a 6. lazy 3. frightening, frightened
watching TV. C. 7. bossy 4. surprising, surprised
4. Is Jason riding his bike 1. because B. B.
now? 2. so/and Robert’s young. He’s in his 1. Lisa and Tina were
No, he isn’t. He is 3. or 30s. He’s tall and slim with having coffee.
talking on the phone / 4. but short black hair and big 2. Lisa and Tina were
on his mobile. 5. and brown eyes. looking at their mobile
C. 6. because, and He’s very active. He plays phones.
1. a 2. b 3. b 4. b 5. b 7. or, and basketball or tennis in the 3. Dan was using the
6. b 8. so/and afternoons. He’s also very Internet.
D. funny and has a good 4. They were not talking to
sense of humour. However, each other.
1b Open answers
he’s a bit shy so he doesn’t 5. Lisa was sitting next to
A. like Dan.
1. century 1d
going out very much. C.
2. recently A. 1. Was Alex studying
3. display 1. trains C.
Betty: B yesterday morning?
4. member 2. beat No, he wasn’t. He was
5. promise 3. realised Laura: O
Rick: AB sleeping.
B. 4. nervous 2. Was George pushing his
5. awards Greg: A
1. called, weren’t, Did your car home two days ago?
sister tell, forgot, tried, 6. well-known
7. face 1 Round-up Yes, he was.
was, didn’t have, did 3. Were the children
you want, wanted 8. passion A.
1. keep cycling to school last
2. did you do, went, 9. aware Friday?
did you watch, loved, B. 2. fan
3. in No, they weren’t. They
thought 1. any, any were walking.
C. 2. some, much, some, no 4. find
5. understand 4. Was Jackie playing in
1. I didn’t use to eat salads 3. no, some, some, any/ the garden yesterday?
2. She didn’t use to work many 6. lazy
7. serious Yes, she was.
on Saturdays 4. many/any, many, some, D.
3. I used to be very fit, no 8. on
9. line 1. c 2. e 3. a 4. f 5. d 6.
Did you use to go to the C. b
gym 10. win
1. a 2. c 3. b 4. c 5. a
4. He used to live in Spain 6. b 7. c 8. b 9. b B.

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 Workbook key
2b the back door open and 3. Has... stung 8. smelt
A. entered the house. It was 4. Did... snow 9. fainted
1. d 2. e 3. b 4. f 5. a 6. dark in the living room so 5. Have... explored 10. experience
c he looked around to find 6. Have... eaten B.
B. his keys with his mobile 1. brought, was crying,
1. was walking torch. Suddenly, he heard a 2e haven’t slept
2. smelt scream and something hit A. 2. Were... ringing, ’ve
3. looked him on the head. Because 1. for been, was watching,
4. was coming he was in a lot of pain, he 2. been was, couldn’t
5. was shopping fainted. Amazingly, when 3. always 3. Have... tasted, had, gave,
6. found he woke up, his sister 4. since Did... like, loved, ’ve
7. wasn’t looking and a police officer were 5. already never eaten
8. opened standing above him. They 6. yet C.
9. decided were there because his 7. gone 1. b 2. c 3. a 4. b 5. b
10. had sister had heard a noise 8. since 6. c 7. a 8. b 9. b 10. a
11. was looking and thought a burglar was D.
B.
12. saw in the house. Fortunately, 1. a 2. a 3. b 4. b 5. a
1. ... ’ve never tasted snails. 6. b
13. didn’t have she explained what had
2. ... has travelled to E.
14. got happened and the police
Las Vegas and to San 1. b 2. a 3. c 4. a, b 5. c
15. went officer left without
Francisco so far.
16. couldn’t arresting him.
C.
3. ... has just returned Module 3
17. rang from the supermarket.
1. T 2. F 3. T 4. NM 3a
18. ordered 4. ... hasn’t seen his son
19. was 5. F 6. F 7. NM A.
since 2010. 1. departure
C. 5. ... ’ve read this book 2. delay
Suggested answers 2d twice. 3. passport
1. He was sleeping when A. 6. ... haven’t arranged 4. seat
the alarm went off. 1. dress a meeting with Mrs 5. suitcase
2. As she was eating, her 2. high Donaldson before. 6. passenger
phone rang. 7. card
3. leaves 7. ... hasn’t called for four 8. attendant
3. She was reading a book 4. thunder days. 9. aisle
while she was going 5. locals 8. ... hasn’t learnt how to 10. conveyor
home. 6. plants drive yet. 11. business
4. He climbed up a tree as 7. explore C. WORD IN PURPLE
soon as he saw the lion. 8. loose 1. I’ve never travelled BOXES: DESTINATION
5. He was walking to work B. abroad before. B.
when he met a friend. 1. Have... ever heard, ’s 2. I’ve already made plans. 1. Can, can’t, couldn’t
D. 2. wasn’t able to, Can, May
read... many times, ’ve 3. I went there last 3. May, Could, wasn’t able to
1. b 2. a 3. a 4. a read... so far, haven’t weekend. 4. can’t, May, can
finished 4. I’ve known her for ten C.
2c 2. ’ve never been, ’ve years. Suggested answers
A. taken, ’ve visited... 5. I haven’t called him 1. Could you raise your
1. suddenly twice, ’ve always wanted since spring. arms, please?
C. 6. I took a course two 2. May I have another cup of
2. amazingly coffee, please?
3. To my surprise 1. Have... visited years ago.
2. travelled 3. Can you come and help
4. Suddenly D. me, please?
3. had
5. Luckily 4. ’ve never been 1. c 2. d 3. a 4. f 5. b 6. 4. Could I use your mobile?
6. After that 5. ’ve never seen e 5. May I ask a question?
B. 6. visited D.
Last Saturday, Derek went 7. described 2 Round-up 1, 5, 2, 4, 7, 8, 6, 3
to the cinema. When 8. did... take E.
9. were A.
he came back home, he 1. F 2. T 3. T 4. F 5. F
10. didn’t take 1. nature
couldn’t find his keys. He 11. ’ve walked 2. hiking
tried to open the front 12. haven’t met 3. strange
3b
door but he couldn’t D. 4. Suddenly A.
because it was locked. So, Open answers 1. organisation
5. amazed 2. discussion
he went to the back door. 1. Have... ridden 6. shouted
2. Did... go 3. survival
To his surprise, he found 7. stupid 4. excitement

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5. arrival 1. The Eiffel Tower is have, don’t need 4. We won’t go to the city
6. exploration as impressive as the 2. don’t have to, can, must, centre until Pete calls
7. performance Empire State Building. Could, can’t us.
8. improvement 2. The parrot isn’t as 5. Sam will give Tom his
C.
B. colourful as the present when he goes to
1. ... isn’t as close to the
1. b 2. a 3. b 4. c 5. a 6. b peacock. his house.
city centre as yours.
C. 3. Caving is as exciting as
Suggested answers 2. ... safer than the train. C.
You need to have special scuba-diving. 3. ... more expensive than Suggested answers
equipment. 4. Lions aren’t as the Central Hotel. 1. I’ll give you a lift home.
You must bring water. dangerous as bears. 4. ... is the best teacher in / I’ll drive you home.
You needn’t wear a C. our school. 2. Will you bring some
headlamp. the smallest, The largest, 5. ... is the most interesting salt, please?
You have to carry a first-aid the deepest, high, higher, person I have ever met. 3. I’ll call you as soon as I
kit. get there.
You don’t have to wear a the longest, longer 6. ... are as comfortable as
helmet. D. aisle seats. 4. I’ll join you. / I’ll come
You mustn’t go alone. Open answers D. with you.
You have to be physically 1. how much the city tour D.
fit. 3e costs 1. a 2. e 3. b 4. c 5. g
You must have a map.
A. 2. you tell me what time E.
D. Ronnie’s Pizza opens 1. b 2. a 3. a
1. d 2. a 3. b 4. e 5. c 1. unforgettable
2. tourists 3. ... you tell me where I
3. tour can buy souvenirs 4b
3c 4. you tell me who the
4. narrow A.
A. tour guide is
5. crowded 1. major
1. tent E.
6. souvenirs 2. television
2. sleeping 5, 1, 7, 3, 2, 6, 4
7. countryside 3. decision
3. hotel F.
8. peaceful 4. fail
4. First of all 1. Accommodation
B. 5. ridiculous
5. buffet 2. Holiday Transport
1. historic/fascinating/ 6. sure
6. room service 3. Meals
7. Also wonderful/exciting B.
2. beautiful/historic/ G. Suggested answers
8. Wi-Fi connection Suggested answers
fascinating/wonderful She’ll have to find a place
9. Finally 1. You could stay in a
3. historic/fascinating/ to stay.
10. air conditioning hostel.
wonderful/exciting She’ll have to find a part-
B. 2. You could travel by car. time job.
Suggested answer 4. interesting/fascinating/
wonderful/exciting 3. You should arrange She’ll meet new people.
... how many people stay to bring your own
5. numerous/fascinating/ She’ll be able to see a
in the same room? Also, breakfast food.
wonderful different culture.
what facilities does this
6. tasty/wonderful She’ll learn Spanish.
hostel offer? Next, how far
is it from the city centre? 7. cosy/wonderful Module 4 She’ll be able to try
Finally, do you know how 8. beautiful/fascinating/ 4a Spanish dishes.
exciting A. She’ll be able to go
much it costs for a week?
9. historic/fascinating/ 1. w ill you lend, ’ll pay, sightseeing.
C.
exciting/beautiful/ arrive, do you want, ’ll C.
1. NM 2. T 3. F 4. T 5. T
wonderful tell, buy Open answers
2. won’t be, Will you take,
3d 3 Round-up ’ll take, leave 4c
A. A. B. A.
1. Victoria Falls are higher 1. equipment Suggested answers 1. It was great seeing you
than Niagara Falls. 2. expecting 1. Doris will meet Angela tonight. Thanks for the
Angel Falls are the 3. ladder for lunch after she goes present.
highest of all. 4. receptionist to the gym. 2. Penny, please cancel
2. Impression, Sunrise is 5. grown 2. I will lend you some Friday’s dinner. I have
older than Starry Night. 6. cliff money as soon as I get a meeting till 9 p.m.
Mona Lisa is the oldest 7. noisy paid. Can you arrange it for
of all. 8. cost 3. Christina will send Saturday instead?
B. B. some emails before she 3. I’m out for lunch. I’ll be
Suggested answers leaves the office. back in fifteen minutes.
1. may, wasn’t able to,

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4. You’re late again! Where holiday. 6. save to see Dr Wilson.
are you? 5. f A flight attendant 7. receipt 4. He’s going home to get
B. is the person who/ B. some rest.
Richard, that takes care of the 1. where E.
Jasmine’s birthday today. passengers on a plane. 2. (which/that) 1. b 2. b 3. a 4. b
Gone to city centre to buy 6. e Scuba-diving is a sport 3. which/that
present. Craig called. Call (which/that) people do 4. who/that 5b
him asap. underwater. 5. where Α.
Brenda 7. h A college is a place 6. (which/that) 1. a hurry
C. where students study 7. (who/that) 2. sank
1. ... doesn’t have enough after they have finished C. 3. bell
time. school. 1. w ill you come, get, 4. crew
2. ... s’ too expensive. 8. c An honest man is a won’t be able to, ’ll 5. down
3. ... s’ too narrow. person who/that always come, will have to, 6. location
4. ... isn’t enough paper. tells the truth. won’t 7. for
5. ... ’s too heavy. D. 2. w ill, finishes, ’ll go, 8. common
D. Open answers will be, won’t have, will B.
1. They used people or D. 1. c 2. b 3. c 4. b 5. b
animals. 4e Suggested answers 6. b 7. a 8. c 9. a 10. a
2. their leg A. 2. It’s too hot in here. C.
3. the ancient Egyptians 1. helpless 3. I haven’t got enough 2. watching horror films.
and Persians 2. harmless money. 3. playing computer games
4. to carry news of the 3. careless 4. This coffee is too bitter. all day
Olympic Games to 4. useless 5. This vase isn’t big 4. buying
different parts of the 5. successful enough. 5. to have pizza for dinner
country 6. annoying 6. These jeans are too 6. to drink
5. in Paris 7. invention small.
D.
6. during WWI and WWII B. E.
1. c 2. c 3. b
Suggested answers 1. b 2. c 3. f 4. d 5. a 6.
4d 2. I believe laptops are e
5c
A. handy because they F.
are powerful machines 1. c 2. c 3. b 4. a 5. c 6. A.
1. useful 1. beats
2. headphones and you can take them a
wherever you go. 2. speaking
3. wireless 3. stress
4. installed 3. I think microwaves Module 5 4. advice
5. downloaded aren’t harmful because 5a
I’ve had one for years 5. breath
6. turned A. 6. Focus
7. enter and nothing has ever
1. prescription 7. psychologist
happened to me.
B. 2. surgery 8. suggest
1. a 2. a 3. b 4. c 4. In my opinion,
3. allergic 9. deal
5. a 6. a 7. a sunglasses aren’t useless
4. patient B.
at all because they
C. 5. appointment Suggested answers
protect our eyes from
1. d The Incredibles 2 is the B. 1. She had better see a
the sun.
animated film (which/ 1. over doctor., She shouldn’t
C.
that) I watched last 2. of eat chocolate.
night. 1. opinion
3. on 2. She had better call her
2. g A digital photo frame 2. First
4. down dentist., She had better
is a picture frame 3. more
5. up not be late again.
which/that shows 4. addition
C. 3. She shouldn’t use the
photos without using a 5. Lastly/Finally
1. to go, to buy, to visit, to lift., She had better see a
computer. visit, to do, get, call psychologist.
3. b A tour guide is a 4 Round-up 2. to make, help, to make, 4. He should tell the
person who/that shows A. to do, bring truth., He shouldn’t lie
tourists around places, 1. handy D. again.
such as museums. 2. about 2. Julie’s going to the C.
4. a A campsite is a place 3. predict supermarket to buy 1. b 2. g 3. f 4. e
where people stay in 4. luxury some coffee. 5. a 6. c 7. d
tents during their 5. afford 3. He went to the hospital D.

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1. Athens, Greece / the 5th 6. Fortunately, all four C.
century people are alive. But they Suggested answers 6b
2. a boy, a message are seriously injured. 1. He should stay in bed.,
A.
3. location He had better not go to
1. agency
4. Method of Loci 5e school.
2. offer
5. Dominic O’Brien 2. She had better call
A. 3. discount
6. People of all ages an ambulance., She
1. c 2. e 3. a 4. b 5. f 6. 4. attractions
shouldn’t move him.
d 5. ruins
5d B.
D.
6. souvenir
A. 1. were... written 7. recommend
1. d 2. e 3. b 4. a 5. c
1. is sent 2. are worn 8. Book
C. 3. was put out, wasn’t
2. are collected After about five minutes a B.
3. are taken destroyed
bus arrived but it was full, 1. sees
4. is arranged 4. is painted
so I waited for the next 2. Will you say
5. are sent 5. isn’t called
one. 3. will need
6. are organised 6. weren’t hurt
I was happy because the 4. Call
7. are delivered E.
next bus was empty. 5. arrive
B. 1. b 2. d 3. f 4. a 5. c 6. 6. won’t go
As soon as the bus
1. Linda made some biscuits e 7. doesn’t start
stopped, I got on and went
yesterday., Some biscuits F.
to the back. C.
were made by Linda After I had sat down, I put 1. K 2. B 3. T 4. B 5. T Suggested answers
yesterday. on my headphones and 6. K 2. If we order two pizzas,
2. Jessica carried all the began listening to music. they will bring us three.
bags last Saturday., All I was listening to my Module 6 3. If I take part in the
the bags were carried by favourite band, so I closed 6a competition, I might
Jessica last Saturday. my eyes and started A. win €300.
basketball football baseball
3. Keith delivered the box singing. 4 4 4
4. If I join the dance
throw
yesterday morning., The When I opened my pass 4 4 school by 15 June, I will
shoot 4 4
box was delivered by eyes, I saw about ten kick 4 pay half price.
dribble 4 4
Keith yesterday morning. people looking at me and catch 4 4 4 5. If we go to Aqualand,
score 4 4 4
4. Tom and Beth bought laughing. hit 4 we will feed the
two plane tickets last As soon as the bus B. dolphins.
week., Two plane tickets stopped, I got off. Suggested answers 6. If we book a holiday at
were bought by Tom and 1. She may/might/could Star Travel Agency one
Beth last week. 5 Round-up become a musician. month in advance, we
C. 2. She may/might/could will save €100.
A.
1. are caused buy (all) four jumpers. D.
1. advice
2. wasn’t put out 3. They may/might/could 1. a 2. b 3. a 4. a 5. a 6.
2. sweat
3. surrounded go on a trip. b
3. apologise
4. is built 4. He may not / might not E.
4. fence
5. was cancelled get the job. 1. camping
5. location
6. weren’t written 5. She may not / might not 2. (nice) hotel, relax on the
6. injured
7. is driven eat the fruit. beach
7. away
8. don’t wear C. 3. travel agent’s
B.
9. were injured 1. Simon may (not) / 4. kayaking
1. to finish
D. might (not) play golf. 5. cousin
2. Working
8. Y es, the police and the 2. A licia may/might/could 6. coach
3. do
ambulance arrived take an aerobics class.
4. going
within minutes.
5. relax
3. Tom may (not) / might 6c
4. I was standing right here. (not) win the swimming A.
6. to move
2. There was a car accident race. 1. stage
7. to sit
an hour ago. 4. A nna may (not) / 2. queue
8. thinking
5. Was anybody injured? might (not) watch the 3. put on, success
9. living
3. That’s terrible! Where volleyball game. 4. rehearsed
10. clean
were you when it 5. R icky may (not) / might 5. park, outdoor
11. trying
happened? (not) play in the finals.
12. to make B.
7. Did help arrive on time? D.
13. try 1. Neither do, do
1. What happened? 1. e 2. a 3. c 4. f
14. do 2. So have, haven’t

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3. Neither will, will 2. has been producing 8. If you want to stay some money but the
4. did, didn’t films, has produced healthy, you must machine swallowed my
C. twenty films exercise. card.
1. Ben and Alex went to 3. has only downloaded C. 7 I’m not really sure.
the cinema yesterday. four programs, has been 1. ’ve never had 2 Sure. What do you need?
They watched a new downloading programs 2. ’s come 9 You’re right! Silly me.
science-fiction film. 4. have been travelling, 3. ’ve already booked 1 Can you do me a favour?
It had lots of special have travelled to fifteen 4. ’ve paid 6 Oh no! You didn’t enter
effects and they found countries 5. Have... decided the wrong PIN number,
them amazing. 5. has been calling him, 6. ’ve been calling did you?
2. My brother broke his has called him ten times 7. ’s been working 8 Wait! Didn’t you change
arm when he fell off D. D. your PIN number last
his bike. His arm hurt 1. came across Suggested answers week?
a lot, so I took him to 2. cheering on 2. Neither did I. / I didn’t 4 Of course I have, why?
the hospital. A doctor 3. let... down either. / I did. D.
examined him there 4. brought back 3. I do too. / So do I. / I 1. did you, did you, aren’t
and he told him that 5. log on don’t. you
his arm was going to be 6. check out 4. Neither do I. / I don’t 2. haven’t you, hasn’t it,
fine in three weeks. either. / I do. was it
D. 6e 5. I will too. / So will I. / I
1. You can go to the A. won’t. 7b
cinema. 1. b 2. c 3. b 4. a 6. Neither have I. / I A.
2. You can go swimming. 5. b 6. a 7. b haven’t either. / I have. 1. work
3. It is an indoor theme Β. E. 2. pleasant
park. Open answers 5, 6, 4, 7, 1, 3, 2 3. employer
4. At Sea Life Caverns. F. 4. job
C.
5. It is one of the three 1. b 2. b 3. b 4. b 5. a 5. consider
1. c 2. e 3. f 4. d 5. a 6.
ships which Christopher 6. a 6. employees
b
Columbus used to sail 7. salary
to America in 1942.
6 Round-up Module 7 8. firm
6. At 170 Street,
A. 7a Β.
Edmonton, Alberta, 1. b 2. c 3. c 4. c
Canada. 1. drop A.
1. banking 5. c 6. c 7. c 8. b
2. aerobics
3. aquarium 2. brochures C.
6d 2. e, The dress I like is so
4. circus 3. hesitate
A. 4. latest expensive that I can’t
5. produced
1. on sale, senior citizens, 5. accept buy it.
6. directed
details 6. refused 3. a, Emma thinks this
7. death
2. court, disappoints, car is so great that she’s
8. cast B.
responsible, difference Suggested answers going to buy it.
B.
B. Suggested answers 2. Isn’t the bank clerk 4. b, He did such a great
1. I’ve been calling you 2. If you don’t go and get rude?, The bank clerk is job that his boss was
since five o’clock., I’ve the tickets now, there rude, isn’t she? very happy.
been waiting in the may not be any later. 3. Can’t you remember 5. d, Liz had such a
queue for three hours 3. If Jack doesn’t score a your PIN number?, You wonderful time at that
2. Have you been working goal, the other team can remember your PIN restaurant that she
long hours again, We might win. number, can’t you? wants to go again.
have been rehearsing 4. We’ll visit the sights 4. Wasn’t the meal 6. f, The weather was so
since seven o’clock this when the rain stops. delicious?, The meal was good that we spent the
morning 5. If you want to enter delicious, wasn’t it? day at the park.
3. He’s been saving the museum, you 5. Haven’t we met before?, D.
people’s lives for many must throw away that We’ve met before, Suggested answers
years, How long has sandwich. haven’t we? 2. I’m so excited!
he been working as a 6. If you wait two weeks, C. 3. What a surprise!
firefighter? you could get that dress 3 Your credit card. You’ve 4. How nice!
4. Her wrist has been on sale. got it with you, haven’t 5. It’s such a nightmare!
hurting since Monday 7. I’ll call my friend when you? 6. How exciting!
C. I go home. 5 Well, I went to deposit

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7c C. B. Suggested answer
A. 2. Marcy had finished 1. a 2. b 3. c 4. c ... he had gone to a concert
1. applied reading the book by the 5. a 6. c 7. c 8. b the previous night. ...
2. previous time her parents came C. (that) he didn’t like
3. assistant to visit. 1. hadn’t started, got concerts because they were
4. available 3. Peter had called the 2. called, had heard always very crowded. ...
5. interests plumber before he went 3. had written (that) he hadn’t enjoyed
6. fluent to work. 4. hadn’t tidied, returned the previous day’s concert
7. skills 4. I realised the coffee 5. did... realise, had lost because the singer’s voice
Β. wasn’t mine after I had 6. had never played, had been horrible. Robin
Personal Information drunk it. moved told him (that) he should
Name: Vicky Hoffman 5. I had washed my car 7. decided, had taken go to a karaoke night at
Address: 28 Valley Rd half an hour before it 8. arrived, had left Jamie’s café and (that) he
Telephone: 01635 684655 started raining. D. would listen to some really
Email: vhoffman@mail. 6. Liz went out with her 1. a 2. e 3. c 4. b horrible voices there. Tony
com friends after she had E. told Robin (that) he had
Date of birth: 20.07.1994 cooked dinner for Joe. 1. He spent most of the been to karaoke nights
Skills (suggested answers) 7. The film had started time watching the before and it had been
Fluent in French, Italian, when Mr Brown arrived cameraman at work. fun. Robin told him (that)
Spanish and Chinese at the cinema. 2. at a TV station they could go together the
Good computer skills 8. Everybody had finished 3. because he didn’t do a following/next weekend.
Good people and having breakfast by the very good job D.
communication skills time I woke up. 4. He made a wildlife Dialogue 1 - c
C. D. documentary in Africa. Dialogue 2 - b
1. herself 1. c 2. a 3. c 4. b 5. f ifteen years Dialogue 3 - a
2. yourself 6. because someone in Dialogue 1
3. ourselves 7e their group scared it a. Dance with me
4. himself A. b. first It’s nine o’clock
5. myself 1. course Module 8 Dialogue 2
6. themselves a. First
2. career 8a
D. 3. sign b. ten minutes
A. Dialogue 3
1. teaches himself/herself 4. organised 1. lead singer a. Grant Long’s
2. mathematician, 5. certificate 2. album b. three
Germany 6. complete 3. studio
3. six years old 7. fees 4. composed 8b
4. (his father’s library of) B. 5. lyrics
books Suggested answer A.
6. single
5. printer ... the course starts on 1. to
7. soundtrack
6. the US Constitution 1st February and it lasts 2. to
7. Steven Spielberg. Stanley for six weeks. As for the B. 3. about
Kubrick classes, you don’t have to 1. ... (that) all the members 4. at
attend any because you of the band were 5. with, about
7d can do an online course. professional musicians. 6. for
Lastly, the course costs 2. ... (that) their new 7. at
A. album would be out
1. lifeguard €300. But if you sign up 8. to, about
online now, you can get soon. B.
2. paramedic 3. ... (that) the band was
3. painter 20% off. 1. ... he had had a good
giving a concert the time.
4. journalist following/next week.
5. newsreader 7 Round-up 4. ... (that) they had
2. ... if/whether he had
B. A. stayed at a hotel.
finished the music 3. ... if/whether he liked
1. quit 1. withdraw video for the album
2. hadn’t come 2. save camping.
the previous week / the 4. ... him who he had gone
3. called 3. refused week before.
4. talked 4. outing with.
5. ... (that) he/she could 5. ... also asked him how
5. had tried 5. salary download the album
6. had sent 6. colleagues the place had been.
from the band’s / their 6. ... asked him if/whether
7. found 7. career website.
8. forgot 8. commission he had taken pictures.
C. 7. ... asked him when they
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could visit him to see 2. a sauce, such as salsa 6. Tina wishes there were asked her if she could
the pictures. verde, suizas or mole. shopping centres in the chop the onions on
C. 3. on many Mexican area. the chopping board.
1. ... not to play with the streets. D. Kelly said she couldn’t
cat and to let it sleep. 4. It is Dutch pea soup. Suggested answers because she had cut
2. ... not to interrupt her 5. peas, herbs, onions, 1. ... I would buy an island. her finger the previous
when she was on the potatoes and sausage. 2. ... long hair. day and it still hurt.
phone. 6. The spoon will stand on 3. I would travel all Lucy said it was OK
3. ... not to invite Dan to its own in the middle around the world. and that she would
the wedding. of it. 4. ... have to wake up at 7 do it. She asked her
4. ... to remove his shoes 7. by cooking rice, soya a.m. every day. to read that recipe for
before he entered the beans, and salt together 5. ... I would live on it. her and she asked her
house. for a long time until 6. ... I would feel lonely. what she should do
5. ... to turn down the they are very soft. next. Kelly told Lucy to
volume. 8. Japanese people drink 8e chop the peppers before
6. ... not to forget to buy the soup right from A. she added them to the
two tickets for the the bowl and eat the 1. bride frying pan.
cinema that night. other ingredients with 2. groom 2. Jill said that she and
D. chopsticks. 3. couple Adam were getting
1. a 2. c 3. b 4. b 5. c 6. 4. invitations married the following
c 8d 5. reception year. Ruth said (that)
A. 6. bridesmaids that was wonderful. Jill
8c 1. whisper 7. honeymoon told her that she had
2. proud 8. congratulations something she wanted
A.
3. wounded to ask her. Ruth asked
1. Recipe B.
4. warrior Suggested answers what it was and Jill
2. Ingredients
5. bush 1. I’ll definitely come! asked her if she wanted
3. tablespoons
6. thieves 2. Should I bring my to be her bridesmaid.
4. Instructions
7. trail famous chicken rolls? Ruth said that of course
5. saucepan
3. My photography class she did. Jill said (that)
6. mix B.
finishes at 9. Can I come that was great and that
7. Peel 2. If I had enough time
a bit later? she would need her help
8. stir to cook, I would make
with the preparations.
9. Boil dinner. C.
3. If I spoke French, I Suggested answers C.
B. 1. wasn’t / weren’t, would
1. Peel and slice the would go to France. 1. I’d love to. Where can
4. If it weren’t cold, I we get tickets? chase
potatoes. 2. could
2. Peel the onion. would go to the beach. 2. I’m afraid I can’t. It’s my
5. If I had a car, I wouldn’t sister’s birthday. 3. wouldn’t have, turned
3. Chop the onion and the down
green pepper. take the bus every day. 3. Sure. I’ll meet you at the
6. If I liked vegetables, I train station. 4. were, would use
4. Heat the olive oil in a 5. decorated / would
frying pan. would eat the pea soup. 4. I’m sorry, I can’t. I have
no money. decorate
5. Fry the potatoes until C.
Suggested answers 5. I will definitely be there! 6. wouldn’t be able to,
soft. wasn’t / weren’t
6. Add the onion and the 1. Fred wishes he had When is it?
enough money to buy 6. No, I’m sorry. My car 7. went
green pepper.
the ticket to go to Spain. broke down yesterday. D.
7. Whisk the eggs and add
2. Alice wishes she had 1. c 2. a 3. e 4. d 5. b
salt and pepper.
8. Mix the eggs with the more free time. / Alice 8 Round-up E.
vegetables in the frying wishes she went out A. 1. c 2. b 3. b 4. b 5. b
pan. with her friends more 1. a 2. c 3. c 4. b
9. Shake the frying pan so often. 5. b 6. a 7. b 8. b Extra Grammar
the omelette won’t burn 3. Tracy wishes she could B. Activities
and fry for ten minutes. meet Cillian Murphy. Suggested answers
4. I wish it didn’t / Module 1
10. The Spanish omelette 1. Kelly asked Lucy what
is ready! wouldn’t rain all the she was doing. Lucy A.
time here. answered that she was 1. are... doing
C.
5. Melissa wishes she knew making dinner and she 2. ’m waiting
1. They are flat, thin
how to cook Chinese needed some help. She 3. have
circles of bread.
food. 4. meet

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5. Are... going 7. little B. call us.
6. don’t have 8. a few 1. don’t have to 6. When Stella returns,
7. don’t understand 2. can she’ll tell me/you/us the
8. don’t work Module 2 3. mustn’t news.
9. do... mean A. 4. Could 7. Before Todd goes to bed
10. is visiting 1. was calling, was sleeping 5. don’t have to he will have dinner.
11. ’m going 2. Were... talking, wasn’t 6. Must 8. A nna will get your
12. are taking talking, was chatting, 7. could message as soon as she
B. was... doing, Was... C. comes.
1. Frank visited Poland in shopping, were having 1. c 2. c 3. a 4. a 9. After I watch the film,
2007. 3. Were... living 5. b 6. c 7. b I’ll go to bed.
2. It didn’t snow last year. B. D. C.
3. Thomas More wrote 1. When Sandra arrived Suggested answers 1. b 2. c 3. c 4. a 5. c 6.
Utopia. home, she found the Can you tell me when you b
4. When I was a child I door open. travelled abroad for the D.
didn’t eat healthy food. 2. Linda was talking on first time? 1. too spicy
I ate a lot of chocolate the phone while Todd I’d like to know how often 2. experienced enough
and sweets. was watching a film. you travel abroad. 3. too cold
5. Which film did you see 3. As soon as Angie saw Could you tell me how 4. enough food
last night? the mouse, she ran. much time you usually 5. too light
6. Yesterday I studied for 4. As Cindy was walking spend in a country? 6. fast enough
four hours and then I through the park, it Can you tell me which 7. enough time
went to bed. started raining. countries you have been E.
7. Jeff couldn’t speak 5. Gary was writing an to? 1. who
Spanish three years ago. email when the phone I’d like to know what your 2. where
C. rang. favourite destination is. 3. who
1. from, to 6. I was driving to work Could you tell me how 4. which
2. at when a man jumped in many foreign languages 5. that
3. ago front of my car. you speak? 6. which
4. at Can you tell me what the 7. that
C.
5. in strangest food you’ve ever 8. where
2. haven’t been, since
6. during tasted is?
3. hasn’t decided, yet
7. at I’d like to know where Module 5
4. hasn’t visited, before
8. after your next destination is.
5. has already finished A.
9. on 6. have never tried 1. to get, help, (to) find
D. 7. have downloaded, so far Module 4 2. to speak, do, to talk
Bill didn’t use to have 8. have known, for A. 3. reading, read, to read,
breakfast, but he does now. 9. Have... returned, yet 2. I’ll take a taxi. reading
Erin used to have 10. Has... called, lately 3. I’ll buy it. 4. Seeing, think
breakfast, but she doesn’t D. 4. I’ll call her tonight. 5. going, coming, staying,
now. 1. Have you heard 5. I’ll make a sandwich. to study
Bill used to meet his 2. went 6. ... you’ll be late. B.
friends every day, but he 3. have never missed 7. I’ll take a course. 1. ... going to the cinema
doesn’t now. 4. didn’t go 8. I’ll study harder next 2. ... to buy the grey shirt
Erin didn’t use to meet her 5. was time. 3. ... to drive Bob to work
friends every day, but she 6. had 9. ... you’ll get hurt. 4. ... driving to the city
does now. 7. has ever been 10. I’ll look for a new centre on Saturdays
Bill used to take the bus to house. 5. ... her stay out late
work, but he doesn’t now. Module 3 B. 6. ... eating salads (all the
Erin used to take the bus 2. Craig won’t stop
A. time)
to work, but she doesn’t Suggested answers exercising until he loses C.
now. 1. Can I drive your car? weight. 1. You had better start
E. 2. May I ask a question? 3. Diana will go shopping studying harder.
1. some, a little 3. Could I help you? after she gets paid. 2. We had better go home.
2. lots of, a few 4. May I speak to Mr 4. I’ll turn off the lights 3. You shouldn’t drink too
3. much, some Adams, please? before I leave home. much coffee.
4. any 5. Can I join you? 5. As soon as Tom arrives 4. You had better not
5. some 6. Could I order? at the airport, he will take the car to the city
6. much
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centre. with your colleagues. that we went for a walk her to the airport the
5. You should try to save 3. ... wish her a Happy on the beach. following/next day.
some money. Birthday. 2. Peter got such good 5. Mr Grant told me that
D. 4. ... you won’t be healthy. marks that his parents buying a car would
1. A music festival was 5. ... you don’t leave a bought him a car. make my life easier.
organised last month message. Peter’s marks were so 6. Derek told the girl that
(by the town). 6. ... don’t eat it. good that his parents she should look for a
2. This washing machine E. bought him a car. new place to stay the
is bought by a lot of 1. Has... landed 3. The party was such a following/next year.
people. 2. has been working success that the children 7. Chris told Dennis that
3. Water sports are enjoyed 3. have been didn’t want to leave. he wanted to talk to him
by a lot of people during 4. have closed The party was so that day.
the summer. 5. Have... been practising successful that the 8. A melia told Mary to
4. A lot of printing paper 6. hasn’t been cleaning children didn’t want to give her the keys and
is used every week in 7. have damaged leave. not to take her car
the office (by us). 8. has been training 4. It was such a difficult again.
5. A nice meal was problem that nobody C.
prepared for all of us Module 7 could think of an 1. If Sam lived near me, we
(by Fay). answer. would see each other.
A.
6. A lot of money was The problem was so 2. If my house wasn’t /
2. The film was brilliant,
spent on our new flat. difficult that nobody weren’t small, you could
wasn’t it?, Wasn’t the
E. could think of an stay with me.
film brilliant?
1. was told answer. 3. If I were tall enough, I
3. You’re a well-known
2. is raised 5. It was such a boring could join the volleyball
journalist, aren’t you?,
3. aren’t washed film that we didn’t team.
Aren’t you a well-known
4. was sung watch the ending. 4. If Joanna could find a
journalist?
5. are... paid The film was so boring job, she wouldn’t live
4. You should be at
6. wasn’t sold that we didn’t watch the with her parents.
work, shouldn’t you?,
7. was asked ending. 5. If I met Johnny Depp,
Shouldn’t you be at
8. is taken work? E. I would tell him how
9. was advised 5. It’s hot in Puerto Rico 1. c 2. a 3. c 4. a 5. c much I like his acting.
10. wasn’t hit this time of the year, 6. a 7. c 8. b 9. b 6. If this cake didn’t have
isn’t it?, Isn’t it hot in F. strawberries, Shannon
Module 6 Puerto Rico this time of 1. was, hadn’t slept would eat it.
the year? 2. had ever received 7. If Karen had breakfast,
A.
6. We already have enough 3. had prepared, watched she wouldn’t always be
1. She may/might/could
cats, don’t we?, Don’t 4. saw, hadn’t seen hungry at around 12.00
buy a goldfish.
we already have enough 5. had made, arrived p.m.
2. He may not / might
not come to the cinema cats? 6. died, had made D.
Suggested answers
with us. B.
1. Jenna wishes she were/
3. I may/might/could visit 1. are you Module 8
was on a tropical island.
her in July. 2. aren’t you A. / Jenna wishes she
4. He may/might/could be 3. haven’t they 1. c 2. a 3. c 4. a weren’t / wasn’t at work.
away on holiday. 4. has she 5. c 6. c 7. b 8. c 2. Kenneth wishes he
5. He may/might/could be 5. didn’t they B. could find a parking
her father. 6. is it 1. Joanna asked me why space.
6. Christina may/might/ 7. aren’t I she hadn’t received a 3. I wish it weren’t / wasn’t
could cook something. 8. hasn’t she reply yet. very hot today.
B. 9. will we 2. Don said that the 4. Jack wishes his office
1. c 2. d 3. b 4. g 10. could she Robinsons had bought a were/was bigger. / Jack
5. a 6. f 7. e C. house by the beach the wishes his office weren’t
C. 1. so, such, What previous year / the year / wasn’t so small.
1. b 2. c 3. b 4. b 2. How, such, so before. 5. Tracy wishes she had
5. c 6. a 7. b D. 3. A lexandra said that she more free time.
D. 1. It was such a beautiful had always wanted to go 6. I wish my neighbours
1. ... she won’t be able to day that we went for a to the opera. weren’t so noisy. / I wish
sleep. walk on the beach. 4. Lisa asked Tom if/ I could get enough/
2. ... you have problems The day was so beautiful whether he could drive more sleep.

168
Notes
Notes
Notes
Traveller Pre-Intermediate
Teacher’s Book
H.Q. Mitchell

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ISBN: 978-960-443-584-5 C1802001009-14172