THIRD EDITION

LEARNING

OUTCOMES
ELEMENTARY A2

Mike Sayer Teacher’s Book

OUTCOMES
THIRD
EDITION

BEGINNER
Student’s Book with the Spark platform • • • • • • • • • • • • • • • • • 979-8-214-17926-1
Spark platform, Instant Access • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 979-8-214-17752-6

•
Split Edition A with the Spark platform • • • • • • • • • • • • • • • • • • 979-8-214-17918-6
Split Edition B with the Spark platform • • • • • • • • • • • • • • • • • • 979-8-214-17922-3

•
Split Edition A Spark platform, Instant Access • • • • • • • • • 979-8-214-17921-6
Split Edition B Spark platform, Instant Access • • • • • • • • • 979-8-214-17925-4

•
Teacher’s Book • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 978-0-357-03010-3
ELEMENTARY
Student’s Book with the Spark platform • • • • • • • • • • • • • • • • • 978-0-357-91716-9
Spark platform, Instant Access • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 978-0-357-91718-3

•
Split Edition A with the Spark platform • • • • • • • • • • • • • • • • • • 978-0-357-91725-1
Split Edition B with the Spark platform • • • • • • • • • • • • • • • • • • 978-0-357-91726-8

•
Split Edition A Spark platform, Instant Access • • • • • • • • • 978-0-357-97850-4
Split Edition B Spark platform, Instant Access • • • • • • • • • 978-0-357-97851-1

•
Teacher’s Book • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 978-0-357-91722-0
PRE-INTERMEDIATE
Student’s Book with the Spark platform • • • • • • • • • • • • • • • • • 978-0-357-91735-0
Spark platform, Instant Access • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 978-0-357-91737-4

•
Split Edition A with the Spark platform • • • • • • • • • • • • • • • • • • 978-0-357-91744-2
Split Edition B with the Spark platform • • • • • • • • • • • • • • • • • • 978-0-357-91745-9

•
Split Edition A Spark platform, Instant Access • • • • • • • • • 978-0-357-97852-8
Split Edition B Spark platform, Instant Access • • • • • • • • • 978-0-357-97853-5

•
Teacher’s Book • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 978-0-357-91740-4
INTERMEDIATE
Student’s Book with the Spark platform • • • • • • • • • • • • • • • • • 978-0-357-91753-4
Spark platform, Instant Access • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 978-0-357-91755-8
•
Split Edition A with the Spark platform • • • • • • • • • • • • • • • • • • 978-0-357-91762-6
Split Edition B with the Spark platform • • • • • • • • • • • • • • • • • • 978-0-357-91763-3
•
Split Edition A Spark platform, Instant Access • • • • • • • • • 978-0-357-97854-2
Split Edition B Spark platform, Instant Access • • • • • • • • • 978-0-357-97855-9
•
Teacher’s Book • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 978-0-357-91759-6
UPPER INTERMEDIATE
Student’s Book with the Spark platform • • • • • • • • • • • • • • • • • 978-0-357-91771-8
Spark platform, Instant Access • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 978-0-357-91773-2
•
Split Edition A with the Spark platform • • • • • • • • • • • • • • • • • • 978-0-357-91780-0
Split Edition B with the Spark platform • • • • • • • • • • • • • • • • • • 978-0-357-91781-7
•
Split Edition A Spark platform, Instant Access • • • • • • • • • 978-0-357-97856-6
Split Edition B Spark platform, Instant Access • • • • • • • • • 978-0-357-97857-3
•
Teacher’s Book • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 978-0-357-91777-0
ADVANCED
Student’s Book with the Spark platform • • • • • • • • • • • • • • • • • 978-0-357-91789-3
Spark platform, Instant Access • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 978-0-357-91791-6
•
Split Edition A with the Spark platform • • • • • • • • • • • • • • • • • • 978-0-357-91798-5
Split Edition B with the Spark platform • • • • • • • • • • • • • • • • • • 978-0-357-91799-2
•
Split Edition A Spark platform, Instant Access • • • • • • • • • 978-0-357-97858-0
Split Edition B Spark platform, Instant Access • • • • • • • • • 978-0-357-97859-7
•
Teacher’s Book • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 978-0-357-91795-4
DELIVERED ON THE SPARK PLATFORM
National Geographic Learning Online Placement
Online Practice
Student’s eBook, with audio and video
Assessment Suite
Classroom Presentation Tool, with audio and video
Teacher Resources
Course Gradebook

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THIRD EDITION TEACHER’S BOOK

OUTCOMES
ELEMENTARY

Mike Sayer

LEARNING

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

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 LEARNING

National Geographic Learning, © 2024 Cengage Learning, Inc.

a Cengage Company
ALL RIGHTS RESERVED. No part of this work covered by the copyright herein
may be reproduced or distributed in any form or by any means, except as
permitted by U.S. copyright law, without the prior written permission of the
Outcomes Elementary Teacher’s Book, copyright owner.
3rd Edition
“National Geographic”, “National Geographic Society” and the Yellow Border
Mike Sayer
Design are registered trademarks of the National Geographic Society
Publisher: Rachael Gibbon ® Marcas Registradas
Managing Development Editor: Delia Kidd
Content Editors: Alison Sharpe and Clare Shaw
For permission to use material from this text or product,
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Heads of Regional Marketing: [email protected]
Charlotte Ellis (Europe, Middle East and Africa)
Justin Kaley (Asia and Greater China)
Irina Pereyra (Latin America) Outcomes Elementary Teacher’s Book, 3e
ISBN: 978-0-357-91722-0
Joy MacFarland (US and Canada)
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Composition: MPS North America LLC
Unless otherwise specified, all line art is © Cengage.
Audio Producer: Tom Dick & Debbie Productions Ltd

Credit
Illustrations: All illustrations are owned by © Cengage Learning, Inc.
Photography: p232 GJGK Photography/Shutterstock.com, Gorins/Shutterstock.com; p253 Eric Isselee/Shutterstock.com, Milles
Studio/Shutterstock.com, Kaewmanee jiangsihui/Shutterstock.com.

Printed in the United Kingdom by Ashford Colour Press

Print Number: 01 Print Year: 2024

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Contents
SCOPE AND SEQUENCE 4

INTRODUCTION TO OUTCOMES 8

INTEGRATED DIGITAL TOOLS ON SPARK 10

STUDENT’S BOOK UNIT WALKTHROUGH 12

1 PEOPLE AND PLACES 18

2 DAILY LIFE 29

3 HOME 44

4 TIME OFF 54

5 SHOPPING 69

6 EDUCATION 81

7 PEOPLE I KNOW 96

8 PLANS 106

9 EXPERIENCES 121

10 FOOD 131

11 TRAVEL 147

12 FEELINGS 158

13 NATURE 172

14 OPINIONS 182

15 TECHNOLOGY 196

16 LOVE 206

TEACHER DEVELOPMENT BANK 220

COMMUNICATIVE ACTIVITIES 228

TEACHER’S NOTES TO COMMUNICATIVE ACTIVITIES 260

Contents 3

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 SPEAKING

1 People and places • Have a conversation about yourself when you arrive


in a place
• Talk about what’s good / bad about the place


you’re from
• Talk about the jobs people in your class do


Developing conversations: Where exactly?
page 6

2 Daily life • Plan where and when to meet


• Talk about what you do in your free time


• Explain how much time you spend doing things


Developing conversations: Making plans

page 14
WRITING 1: Completing forms page 22 REVIEW 1 page 24

3 Home • Ask and answer questions about local shops and


other places
• Talk about home and what you like / don’t like


about it
• Ask someone for help with a problem in a shared


house
Developing conversations: Asking for information
page 26

4 Time off • Talk about what you did at the weekend


• Talk about holidays / special days you had


• Talk about public holidays you enjoyed

Developing conversations: That sounds …

page 34
WRITING 2: Introducing yourself page 42 REVIEW 2 page 44

5 Shopping • Roleplay choosing and buying food or clothes in


a shop
• Talk about money and shopping

• Ask for and get help in different places in a

shopping centre
Developing conversations: Questions in shops
page 46

6 Education • Roleplay conversations about what you’re studying


• Compare education now and in the past

• Describe and discuss four different courses

Developing conversations: How’s the course
going?

page 54
WRITING 3: Writing adverts page 62 REVIEW 3 page 64
  
7 People I know • Find out about each other’s families

• Give opinions about home life, parents and kids

• Describe friends to other people

Developing conversations: Adding information

page 66

8 Plans • Discuss plans


• Say how you feel about government plans

• Decide how to improve places you know

Developing conversations: Making suggestions

page 74
WRITING 4: Writing invitations page 82 REVIEW 4 page 84
  
4

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GRAMMAR VOCABULARY READING LISTENING

• Present simple be • Where? • Personal introductions on an • A conversation between a taxi


• There is / There are • Describing places online course driver and a tourist
• Present simple • Work • Four conversations about jobs

• Verb patterns (-ing or infinitive • Daily activities • An article about how people • Two conversations about free
with to) • In the classroom spend their free time time
• Adverbs of frequency • Three conversations in an
• Countable and uncountable English class
nouns

• Prepositions of place • Places for things you need • Two blog posts about films • Three conversations where
• Possessives • Homes and family people ask about places
• Can / Can’t • Problems in the home • Three conversations about
problems in a shared home

• Past simple positive • Holidays • Messages about a holiday • Four conversations about what
• Past simple negative • Public holidays people did at the weekend
• Past simple questions • A school podcast about public
holidays

• This / These / That / Those • Size and quantity • A newspaper article about how • Three conversations in markets
• Present continuous • Money and shopping two shops are doing • Four conversations in a
• A, an and the • In a shopping centre shopping centre

• Comparatives • Studying • An article about languages and • Three conversations about

• Modifiers • Courses education studying
• Four people talk about courses
they’re doing

• Short answers • Relationships • Forum posts about being a • Three conversations about
• Have to • Parents and kids working parent families
• Talking about friends • Five people talk about friends
and family

• Going to • Plans for the week • A local website discussion • Three conversations about
• Would like to • Discussing plans about government plans plans
• In my life • Four people talk about things
they want to do

Scope and sequence 5

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 SPEAKING

9 Experiences • Roleplay a conversation with a tourist about their

visit
• Compare experiences you’ve had or would like to
have
• Share experiences of when you got help
Developing conversations: Recommending
page 86

10 Food • Roleplay ordering in a restaurant

• Explain food and drink culture in your country
• Explain a menu from your country
Developing conversations: Ordering food and drink

page 94
WRITING 5: Writing a restaurant review page 102 REVIEW 5 page 104

  
11 Travel • Roleplay a conversation buying travel tickets
• Discuss solutions to traffic problems
• Choose places for a guided tour and explain your
choices
Developing conversations: Telling the time

page 106

12 Feelings • Talk about health problems and give advice

• Explain what happened in a news story
• Discuss how happy you think people in your
country are
Developing conversations: Saying no

page 114
WRITING 6: Emailing a friend page 122 REVIEW 6 page 124
  
13 Nature • Have conversations about the weather and make
plans
• Talk about living in the countryside
• Do a class survey about people’s pets and opinions
about animals
Developing conversations: Short questions
page 126

14 Opinions • Give your opinions about films, plays and musicals

• Describe life in your town, city or country
• Make predictions about the future
Developing conversations: What’s it like?

page 134
WRITING 7: Writing social media posts page 142 REVIEW 7 page 144

15 Technology • Find people to give you information / advice

• Discuss the use of technology in society
• Do a survey about people’s opinions and
experiences of technology
Developing conversations: Saying emails, websites
and passwords
page 146

16 Love • Share news about relationships

• Write poems about promises
• Tell a personal story
Developing conversations: Did I tell you …?

page 154
WRITING 8: Writing short stories page 162 REVIEW 8 page 164
  
GRAMMAR REFERENCE page 166 IRREGULAR VERBS page 190
  
  
6

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GRAMMAR VOCABULARY READING LISTENING

• Present perfect questions (been, • Visiting places • A blog post about bucket lists • A conversation between a local
tried) • Words with different meanings person and two tourists
• Present perfect positive and • A radio show about experiences
negative of getting help

• Explaining quantity • In a restaurant • An article about public health • Two tourists order food in a
• Me too, me neither and • Food in Finland restaurant
auxiliaries • Three conversations connected
to food

• Too much, too many and not • Travel and tickets • An article about solutions to • A conversation in a train station
enough • Guided tours traffic problems ticket office
• Superlatives • Extracts from a guided tour

• Should / Shouldn’t • Health problems • Articles from local newspapers • Five conversations about health
• Because, so, before and after • In the news problems
• Feelings • A podcast about being happy

• Be going to and might • Weather • A blog post giving strong • Three conversations where
• Present perfect and how long • Animals opinions about where to live people make plans
• Three conversations about pets
and animals

• It’s + adjective + to + verb • Describing films, plays and • An article about people who • Two conversations about a film
• Will / Won’t for predictions musicals have moved to different and a musical
• Life in different places countries • A news report

• Be thinking of • Choosing a phone • A newsletter describing three • Two conversations where

• Descriptive adverbs • What technology does types of technology people ask for advice about
• Technology going wrong buying things
• Four people answering
questions about technology

• Will / Won’t for promises • Love and relationships • Four poems about promises • Four conversations about
• Past continuous • Promises relationships
• Three people describe
experiences of love at first sight

VOCABULARY REFERENCE page 191 INFORMATION FILES page 199 AUDIO SCRIPTS page 203
  
  
Scope and sequence 7

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Introduction to Outcomes
ABOUT THE AUTHORS • students get to see a structure in use more often before they
tackle all its forms or difficult contrasts.
I’m Andrew. I’ve been in ELT for 30 years. As well as writing • students have the chance to reuse forms more often over time.
and training, I continue to teach and learn languages. I think
that English language isn’t an academic subject, but something For vocabulary, we consistently present it in collocations,
practical. My experience is that, given the opportunity, anyone chunks and in the context of sentences to show students
can engage in real conversations and express their personality how it’s used. And because the words we choose are carefully
and ideas from the beginning – if you get the right support. In aligned to the CEFR levels students are trying to achieve,
my own teaching, I try to listen to what students are trying to they are better able to both meet expectations and use the
say and help them express it better. language in a natural way.

I’m Hugh. I’ve been teaching English as a Foreign Language And finally, we help students understand and take part in
since 1993, and writing books and training teachers since extended conversations through the Developing Conversation
2000. What matters most for me in language teaching – and sections. We teach the simple patterns and chunks of
learning – is the ability to communicate, to be yourself in a language that will enable students to keep conversations
foreign language and to forge meaningful connections with going for longer, leading to a more dynamic classroom and
others. I see language primarily as a tool, as a way of opening better learning.
doors and enhancing your experience of the world. In both
my teaching and learning, I’m interested in the language that WHAT’S NEW FOR STUDENTS IN
students really need.
OUTCOMES 3rd EDITION
It’s not just the focus on students’ real needs and wants that
SERIES INTRODUCTION
makes teachers and learners love Outcomes; it’s our focus
Outcomes is focused on empowering learners to express on good learning practices – especially the consistent focus
themselves by developing their ability to have natural on revision and recycling. The new edition has been widely
conversations in English. informed in consultation with teachers from around the world
and we are very appreciative of their input and advice. This
To do this, we start by thinking about the kinds of speaking
edition builds on good learning practice in various ways.
that we do in real life, using students’ interests and the CEFR
can-do statements to help inform this. We then think of a clear
task for students to work towards in each lesson to mirror these
Additional speaking tasks and focus on mediation
We have a new extended speaking section at the end of each
goals. This may be having a social or practical conversation,
unit where students engage in a range of tasks such as debates,
telling a personal anecdote, discussing issues around a text or
problem-solving, creating and conducting surveys, or sharing
completing an extended ‘problem-solving’ task. We then think
information and experiences. In the new edition, we have also
about what language students might need to fulfil these tasks
highlighted tasks that provide practice of different types of
and write the exercises to present this in the different sections
mediation skill, aligned with the updated CEFR. The result is
in each lesson. Much of this language is also recycled through
that students get even more opportunities to communicate in
motivating reading and listening texts that reflect the world
personalized ways.
students live in.
We think that choosing language to meet the task, rather Clearly stated outcomes and refined language input
than creating a task to practise grammar, helps students and All lessons are driven by a communicative outcome clearly
teachers. Firstly, the tasks reflect students’ real-life interactions stated at the beginning of each unit. Each lesson also has
better, which is more motivating. Secondly, students are sub aims listed so students and teachers can always see how
better prepared to use what they’re learning straight away in different exercises relate to the outcomes.
meaningful ways. And thirdly, you will find students tend to
We have also made the learning goals more achievable by
stretch themselves more because they are trying to express
closely aligning the language taught to the lesson outcomes.
genuine things. In doing so, they find out what they need to
Outcomes is already known for helping students use new
learn next and give you the chance to teach the language.
language effectively by focusing on collocation and giving
It’s not just choosing the language for the task that makes natural examples. In the new edition, we have more clearly
Outcomes different, it’s how we present that language. highlighted target language in word boxes or with bolding.
We have refined some vocabulary sets to better focus on the
With grammar, we sometimes introduce a structure, in a
lesson outcome or grade language more consistently in line
simplified way, earlier than other courses. This is to enable more
with CEFR levels. A fully revised grammar reference provides
natural conversations. We will refocus on these structures more
short, clear explanations and additional exercises. The overall
fully in a later unit. This means:
effect is to ensure highly achievable learning goals.
• the grammar syllabus is more fully in line with CEFR levels.
• ‘new’ grammar can be integrated in texts and tasks earlier.

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Integrated pronunciation Standardized unit sequence with clear goals
In consultation with teachers using Outcomes, we have Standardizing the sequence of lessons (Conversation Practice,
introduced a regular, fully integrated pronunciation activity Reading, Listening) and bringing Writing into the core
in each unit where students repeat target vocabulary with units will help teachers and study directors organize their
collocations and identify problematic sounds to work on. courses more easily. Providing four goals for each lesson and
Students can also access extra pronunciation practice in the prioritizing the three main communicative outcomes at the
Online Practice on the Spark platform to work on specific sounds. start of each unit will also help guide teachers in how to adapt
material for hybrid and online classrooms where the shorter
Fast speech, videos and understanding accents face-to-face lessons will tend to focus on speaking practice.
In real life outside the classroom, hearing language can be
difficult because people speak quickly and have different Teacher development and support
accents. To help students with this, some of the listening The demands of the curriculum to develop students’ skills in
exercises focus on processing fast speech more effectively. mediation, in learner autonomy and cognition, or in taking
exams, can present new challenges for some teachers. As well
In the fully updated video sections, students also get to hear
as providing straightforward structured tasks in these areas
authentic unscripted language from English speakers across the
in the Student’s Book, the Outcomes Teacher’s Book provides
globe, with exercises to help students understand different
a wealth of additional information and ideas on how to train
accents and fast speech.
students in these areas.
Tasks for exam success The Teacher’s Book also has a convenient teacher
Part of the real-life outcomes for students is that they often development section, focused on practical advice on
need to take public exams such as IELTS, Key, Preliminary, etc. everything from organizing pairs and groups to giving feedback
and many state exams have similar formats. The new edition to students. Newer teachers may find it useful to read this
brings the updated writing pages into the core units, and we section in one go and/or build their skills throughout the course
systematically model and teach the kinds of texts students will with the in-unit references embedded at relevant points.
have to produce in exams. It also integrates typical exam-type
reading and listening tasks to support exam success. Additional photocopiable tasks
Teachers can adapt classes and give extra practice with simple,
My Outcomes effective photocopiable tasks in the Teacher’s Book. As well
Evidence suggests that learning improves when students take as fully updating the existing worksheets, we have added an
responsibility and evaluate their own progress. The new My additional communicative fluency task for each unit.
Outcomes self-assessment activities at the end of each unit
get students to discuss what they have studied, as well as to Integrated digital tools for lesson preparation,
reflect on how they can practise and improve. teaching and assessment
The new Spark platform brings together digital tools that
Additional online learning tools support every stage of teaching and learning.
The revised and expanded Online Practice on Spark provides
For reliable placement, the National Geographic Learning
comprehensive unit-by-unit self-study practice of all target
Online Placement Test on Spark provides student alignment
language and skills covered in the Student’s Book, as well as
to the CEFR, recommends placement within the Outcomes
new ‘On the go’ banks offering quick, motivating language
programme and delivers a skills-specific report for each
practice that students can easily complete on their phones,
test-taker.
wherever they are. The Online Practice also provides regular
progress checks and adaptive remediation tutorials and activities The Classroom Presentation Tool on Spark provides teachers
that reinforce the lessons in the Student’s Book. with the materials they need to prepare and teach engaging
live lessons. It includes the complete Student’s Book with video,
The fully updated Vocabulary Builder, in the Student’s eBook
audio, answer keys and games.
on Spark, contains all key language from the Student’s Book
and is organized by unit so that learners can easily refer to the The Outcomes Assessment Suite on Spark offers pre-made
words they need while they are studying. For each key word, the unit and mid-course review tests and customizable question
Vocabulary Builder includes: definitions, phonetics, collocations, banks, allowing teachers to easily assign formative and
example sentences and word family members. Students can use summative assessments for evaluating student progress.
the annotation tool to add their own notes and translations.
The Course Gradebook on Spark allows teachers to track
The Online Practice and Student’s eBook with Vocabulary Builder, student and class progress against skills, learning objectives
are now easily accessible in one place via the Spark platform, and CEFR scales. Integrating results from all assignments
so students can consolidate learning even more easily. in the Online Practice and Assessment Suite, it provides
comprehensive data that can inform future lesson-planning.
WHAT’S NEW FOR TEACHERS IN
OUTCOMES 3rd EDITION
Teachers love Outcomes because they see the dynamic,
motivated classes it creates and the real improvements in
students’ learning. The new edition maintains this standard
while bringing extra support to deliver consistently great lessons
and better monitor students’ progress.

Introduction to Outcomes 9

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 Bring the world to the classroom and the classroom to life with
the Spark platform — where you can prepare, teach and assess
your classes all in one place!

Manage your course Track student and Set up classes and roster
and teach great classes class performance on students quickly and
with integrated digital independent online easily on Spark. Seamless
teaching and learning practice and assessment. integration options and
tools. Spark brings The Course Gradebook point-of-use support helps
together everything helps you turn information you focus on what matters
you need on an into insights to make most: student success.
all-in-one platform the most of valuable
with a single log-in. classroom time.

On a hot day in Hong Kong, people crowded into an air-conditioned train.

When the lights dimmed, one young woman stood out, lost in the glow of her own digital world.
©Brian Yen

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 Integrated digital tools on the all-in-one Spark platform
support every stage of teaching and learning:

Placing students Preparing and Assigning practice,

reliably at the right level teaching live lessons tests and quizzes

Tracking student and class progress,

turning information into insights

Visit ELTNGL.com/spark
to learn more

Integrated digital tools on Spark 11

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Student’s Book unit walkthrough
The unit opener introduces students to the topic through compelling photography
and engaging discussion points, and sets their expectations for the unit ahead
through clear goals focused on practical communicative outcomes.

4
Time off
IN THIS UNIT, YOU:
• talk about what you did at the weekend
• talk about holidays / special days you had
• talk about public holidays you enjoyed

SPEAKING
1 Work in pairs. Discuss the questions.
1 Look at the photo. Do you think this is a nice place
for a holiday? Why? / Why not?
2 Can you think of three things people do in this kind
of place?
3 Do you like doing these things?

2 Look at these activities. Put ✓✓ next to things

you really like doing, ✓ next to things you
quite like doing and ✗ next to things you
don’t really like doing. Then compare your
answers with your partner.
a spending time outside
b cooking nice food
c having interesting things to see and do
d doing nothing
e having time to read
f watching films or TV shows
g going swimming
h going out at night

3 Work with a new partner. Say two more

things that you really like doing when you
have time off.

People enjoying time off at the

beach in Rio de Janeiro, Brazil.

34 Unit 4 Time off 35

Clear learner outcomes outline Engaging opener photos and corresponding

what students can expect to achieve speaking activities encourage students to
by the end of the unit. make personal connections to the topic and
provoke lively discussions.

12

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Lesson A prepares students to practise typical conversations that they
are likely to have in everyday life. Language development activities in
this lesson build towards a Conversation Practice task. The listening
section provides context for the language and develops listening skills,
with audio featuring English speakers from around the world.

The Developing
Lesson goals ensure students Conversations tasks provide
and teachers have a clear sense of students with practical chunks
progression throughout the unit and an of language that they can use
understanding of how each activity links straight away in meaningful
to the main communicative outcome. interactions inside and outside
the classroom.

4A IN THIS LESSON, YOU:

• talk about what you did at the weekend
8 Complete the sentences about things people 10 Write a comment about each sentence using that
did last weekend with the past simple form of sounds and one of these adjectives.

I had a great weekend

• practise listening to people talk about what they did at the
these verbs.
weekend bad great interesting nice
• share what you like doing at the weekend be come get go have spend stay watch
• comment on what people tell you 1 We rented a boat and went on the lake.
1 I lunch with my grandparents. 2 I went for a walk in the countryside.
2 I to the beach with some friends. 3 I had a headache, so I stayed at home.
SPEAKING GRAMMAR 3 We at home and relaxed. 4 I went shopping with my mum.
4 I a football match on Saturday. 5 I watched a nature show on TV.
1 Work in pairs. Listen to the conversation between
two friends. Then say it. Past simple positive 5 There a free concert in town. 6 We had a party at home.
A: Did you have a good weekend? The past simple form is usually verb + -ed. If the verb ends in 6 Some friends to our house for dinner.
-e, just add -d. 11 Use the ideas from Exercise 10 to have conversations
B: Yeah, it was great. 7 I went shopping and I some new shoes.
like the ones in Exercise 4.
I played tennis and watched TV. 8 I all weekend studying for an exam.
A: What did you do? A: What did you do at the weekend?
B: Well, on Saturday morning I went to the gym. Then I I wanted to go out yesterday.
9 Write three things you did in the past that were great B: We rented a boat and went on the lake.
met some friends for lunch and in the evening, I went She agreed with me. and three things that were bad / boring. Work in A: That sounds great.
to a party. groups. Share your ideas.
A lot of common verbs are irregular. You just need to learn
A: That sounds fun.
B: Yeah, it was. Then on Sunday I just slept and then
the past simple forms of irregular verbs. G See Grammar reference 4A. CONVERSATION PRACTICE
see – saw take – took spend – spent
watched TV. Oh, and I did my homework too.
get – got read – read buy – bought DEVELOPING CONVERSATIONS 12 Think about last weekend. Did you have a nice
A: Oh, nice! weekend? Choose an answer from the list (a–c). Write
B: What about you? What did you do? That sounds … down two or three things you did.
7 Write the past simple form of these verbs. a Yeah, it was great. b It was OK. c Not really.
2 Change the words in purple. Use a dictionary if you We use that sounds + adjective to comment on what
1 show showed people say.
need to. Then practise your new conversation with 13 Have conversations about last weekend with different
your partner. Exchange roles and repeat. 2 cook A: Some friends came to visit, so I showed them round the people in your class. Use these questions. Comment on
3 stay city. people’s answers with that sounds … .
LISTENING 4 go B: That sounds nice.
5 do Did you have a nice weekend?
A: I played tennis, watched TV, the usual things.
3 Look at what four people say about what they did last 6 have What did you do?
weekend. Do you think each person had a very good B: That sounds OK.
time, an OK time or a bad time? 7 come
8 is / are 14 M Work in pairs. Which person in the class had the
a I was ill. I had a bad cold. most interesting weekend? Why?
b We went to a music festival.
c Some friends came to visit, so I showed them round the city.
d Nothing much, really. I did some shopping on Saturday
morning.

4 Listen to four conversations. Match the

conversations (1–4) with the sentences in Exercise 3
(a–d). Does each person say the weekend was good,
OK or bad?

5 Listen again. Match these statements (a–f) with the

conversations (1–4).
a We had a picnic in the park.
b I saw DJ Format on Saturday night. He was good.
c I stayed in bed all weekend.
d I cooked lunch for everyone.
e I played tennis, watched TV … the usual things.
f I needed to relax.

6 Work in pairs. Do you like these things? Why? /

Why not?
1 busy weekends
2 quiet weekends
3 going to music festivals
4 going to markets
5 cooking for lots of people
6 showing people round your town / area

36 Unit 4 Time off 37

Each unit provides several opportunities for students

to develop and practise different forms of mediation.
These tasks are clearly signposted with the M icon and
have supporting notes in the Teacher’s Book.

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Lesson B focuses on developing students’ reading skills. Vocabulary
and grammar activities equip them with the language input they need
to engage with a reading text that explores real-world topics, develops
reading stamina and provides stimulus for rich classroom discussion.

4B
2A IN THIS LESSON, YOU:
READING
• talk about holidays / special days you had

It didn’t rain once • describe different kinds of holidays

• read messages about a holiday
• discuss holiday activities
a

Hi Alesia. How are you? Hope you and your family are well. Just
to let you know Helena and I are back home now after three
fantastic weeks in Wales.
VOCABULARY Holidays GRAMMAR
1 Complete the short texts with the words in bold. Hey Nicklas! Oh wow, that sounds great.
Past simple negative
1 fantastic, whole, worried
To make the past simple negative, we use didn’t + verb.
Before we left, I was about the weather
It didn’t rain once. It was. We had a wonderful time. We flew to Cardiff, the capital,
there, but it was . It was lovely and warm
the time we were there. and spent a few days there. It’s a really nice city. We went
We didn’t stay long.
sightseeing every day and visited the museums. Oh, and we
2 fly, trip, wonderful
For the verb be, we use wasn’t / weren’t. b went on a tour of the castle. We really enjoyed going out at
It was the best ever! It was my 50th birthday
It wasn’t very expensive. night too. It’s a fun place – and it wasn’t very expensive! You’d
and we decided to to Sicily. We stayed in a
love it.
lovely hotel there and had a time. There weren’t many people around.
3 castle, sightseeing, tour
I’m sure. I want to visit one day!
We went a lot while we were there.
6 Complete the sentences with the negative form of the
We visited all the museums, and one day we went
past simple verbs in brackets.
on a of the old town and saw the Then after that, we rented a car and spent two weeks driving
too. 1 I much on Sunday. (did)
round the country. It’s really beautiful! I was worried about the
4 chat, cycling, relaxing 2 I until eleven. (got up)
weather, but it didn’t rain once. We stayed in B&Bs and met
I just stayed at home and spent the week . 3 I wanted to have breakfast, but there any some really lovely people.
I had time to read, with friends, sleep. coffee or bread in the house. (was)
Oh, and one day I went in the mountains. 4 I went to the shop, but I my keys. (took)
Lucky you! What was the best place you went to?
2 Work in groups. Discuss the questions. 5 The shops open. It was a holiday! (were)
c
6 I went to a café and I had a coffee, but then I saw that I
1 Which person in Exercise 1 do you think had the best I think my favourite place was the south of the country. We went
any money! (had)
holiday? Why?
7 I went back to my flat. I broke a window to get in. I walking in the mountains for a few days. It was lovely and quiet.
2 How often do you / does your family have a holiday? On the first day we didn’t see anyone else – we only saw cows
out again after that. (went)
3 Do you usually go away somewhere or stay at home? and sheep!
4 If you go away, do you always go to the same place or to 7 Complete the sentences with the past simple negative
different places? form of these verbs.
Oh, nice! It’s always good to leave the city for a bit, right?
5 What do you usually do when you are on holiday? be buy do eat go have see understand

Yeah, but now we’re back in Copenhagen and back at work!

READING 1 I wanted to buy it, but I any money.
Anyway, how was your summer? Did you go on holiday
2 The film was in English. I anything!
3 Read the messages on page 39 between a Danish anywhere? Did you have a good time?
3 The beach was very quiet. We anyone
man, Nicklas, and his Italian friend, Alesia. Number the
there for three days. d
photos (a–d) in the order they are talked about (1–4). I did, yeah. I’m at work now. Are you free later for a chat?
4 We went shopping, but I anything.
4 Read the messages again. Answer these questions. 5 I had a very quiet weekend. I anywhere.
1 Where did Nicklas go? 6 We stayed in a small town. There any Sure. Call after seven and tell me everything! And hey, come and
2 Did he go on his own? shops! visit us soon. Maybe in September? The weather is still OK, then.
3 How long was he there for? 7 I anything special. I just stayed in.
4 Was the weather good? 8 I felt ill, so I anything at dinner.
5 What did he do there? G See Grammar reference 4B.
6 Do you think it was a good holiday? Why? / Why not?

5 Work in pairs. Tell each other the best place in your SPEAKING
area / country:
8 Choose one of these things to talk about. Make notes
1 to go sightseeing. about what you want to say.
2 to go walking. 1 the last time you had a holiday
3 to go swimming. 2 your last birthday
4 to spend a week relaxing. 3 a special day in your life
5 to go out at night.
9 Work in groups. Tell each other about your weekend /
6 for driving around.
holiday / day.

38 Unit 4 Time off 39

Topic-related vocabulary is clearly presented Grammar sections provide students with

in useful chunks and within the context of the language they need to achieve the
sentences to show students how it’s used. communicative outcome of the lesson.
Grammar is clearly presented, with students
encouraged to actively notice the features of
the form. A fully revised Grammar Reference
section with additional practice can be found
at the back of the book.

14

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Lesson C exposes students to a variety of text types exploited through
exam-type listening tasks to support exam success. Accompanying
audio showcases the range of accents students are likely to hear when
communicating in international contexts. The lesson culminates in an
extended speaking task in which students can put the ideas and language
from the unit as a whole into practice in an engaging communicative
task, often providing opportunity to practise mediation skills.

Fast speech FS activities help students

Pronunciation P activities encourage students process difficult-to-hear language – a
to identify and practise problematic sounds in crucial skill for taking part in successful
the target vocabulary. communication beyond the classroom.

4C IN THIS LESSON, YOU:

GRAMMAR f I went on my own.
g A town called Hastings.

What did you do?

• talk about public holidays you enjoyed
• discuss what people do on public holidays Past simple questions h It was great, yes. Really hot and sunny.
• practise listening to a school podcast about public holidays We make past simple questions using did + subject + verb.
• ask and answers questions about past public holidays
G See Grammar reference 4C.
Did you do anything special?
Where did you go? SPEAKING TASK
For the verb be, make questions with was / were.
VOCABULARY Public holidays 4 Think of public holidays from last year. Choose four 11 Think about what you did on different public holidays
things from Exercise 2 to describe what happened. Tell Was the weather OK? in the past. Look at the questions and make notes.
1 Work in groups. Discuss the questions. a partner. Where were you for this day this year? 1 Which public holiday was the most special?
1 How many public holidays do you have in your country? Last year, I gave my mum flowers for Mother’s Day.
2 Where were you?
2 What’s your favourite public holiday? What do you Everyone wanted to visit their families for the holiday.
normally do? 3 Who were you with?
9 Write past simple questions to ask a friend about
3 Do you know about any other public holidays around the what they did for a public holiday. Use these notes. 4 What did you do?
LISTENING 5 Why was it so special?
world? 1 you / go away anywhere?
5 FS In fast speech, questions using are / were and
2 Complete the sentences with these pairs of words. do / did can often sound similar. Listen to six pairs of 2 where / go? 12 Talk to at least three different people in your
questions. In each pair, which question is asking about 3 who / go with? class. Take turns to ask and answer the questions
envelopes / luck flowers / national off / picnics in Exercise 11. With each person, ask three more
the past: a or b? 4 have a good time?
paint / dead sing / laugh terrible / away connected past simple questions to continue the
6 Listen to part of a school podcast about different 5 how long / there for? conversation.
1 We songs and with our public holidays. Answer the questions. 6 where / stay?
friends. 13 M Work in pairs. Who was most similar to you? In
1 Which holidays do they talk about? 7 the weather good?
2 We have a day and people often have what way?
2 Where do they happen? 8 the food good?
in the park or in the countryside.
3 We our faces and remember 3 When are they? 10 Match these answers (a–h) with the questions in
people in our family. Exercise 9 (1–8). MY OUTCOMES
7 Work in pairs. Check you understand these words
4 We give each other gifts and , and we from the three stories. Then decide which speaker a Yes, I did. I love it there.
Work in pairs. Discuss the questions.
wear our clothes. used each group of words. Listen again to check. b Yes, great. I ate lots of fish and chips.
1 What conversations were fun to have?
5 The traffic’s usually because everyone a three – drove – clear – cloud – views – traffic – two c At a friend’s place.
wants to go for a few days. 2 What can you now talk about in English?
b work – missed – old – remember – prepare – happy – sad d Yes, I did. I went to the coast.
6 Adults give children money in red , 3 What did you learn about other students and their lives?
c fire – beach – night – songs – swam – warm – slept e Three days.
and we open all the doors and windows for good 4 What part of this unit do you want to look at again and
. 8 Work in pairs. Say as much as you can about what practise?
each speaker did, using the words in Exercise 7.
3 P Listen to the words from Exercise 2 and practise
saying them on their own and in a phrase. Which They made a fire on the beach with some friends.
words / phrases do you find hard to say? Practise
saying them again.

People celebrate Día

de los Muertos in South
San Francisco Bay, US.

40 Unit 4 Time off 41

The My Outcomes reflective tasks encourage students

to personalize their learning journey by discussing what
they have learned in the unit, how they can improve,
and what language and skills they’d like to practise
and use outside of the classroom.

Contents 15
Student’s Book unit walkthrough

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A Writing lesson every two units models and teaches text types
that students will need to produce in real life and in exams.

The writing genre often reflects Useful Language sections introduce and
texts that students will be expected to practise relevant language to support
produce in international exams. students in their writing practice.

WRITING 2 IN THIS LESSON, YOU:

WRITING USEFUL LANGUAGE

Introducing yourself
• write a short introduction to yourself for a home stay 4 Work in pairs. Read the introductions of two people And and but
• talk about staying in someone’s home and renting a room who are interested in renting Karina’s room. Who do We can join two short sentences with and or but.
• read an offer of a home stay and guests’ introductions you think is the best guest for Karina? Why?
• improve your writing by joining sentences in simple ways I’m 22. I’m from Gdańsk. → I’m 22 and I’m from Gdańsk.
I’m coming to South America to travel. I want to stay in
2 AUGUST Santiago for a month. → I’m coming to South America
to travel and I want to stay for a month.
SPEAKING My name’s Andrzej. I’m 22 and I’m
Hi, I’m Karina. I live an area called Providencia in Santiago from Gdańsk in Poland. I’m coming I worked for a big Korean company. I retired last year. →
1 Work in groups. Discuss the sentences and say if they de Chile. I’m retired now, but I was a bank manager. I live to Chile to do a music course. I I worked for a big Korean company, but I retired last year.
are true for you. Why? / Why not?
in an apartment with my daughter Sandra, who is 27, and want to stay for about 18 months. I’m a friendly pńerson. I’m quiet. → I’m a friendly person,
1 On holiday, I like meeting local people.
our small dog. I speak Spanish OK. I’m a friendly but I’m quiet.
2 I sometimes do home stays – I stay in other people’s ANDRZEJ
The apartment is on the third floor. Your room is quite Poland person, but I’m quiet. I stay at
homes when I travel.
small, but there are two cupboards for your things and Age 20–25 home a lot and I practise the violin
3 It’s good to rent a room in your home to tourists or 7 Work in pairs. Answer the questions.
there is a bathroom only for you. You can share the and write music. I also like reading
students. 1 How do you say and and but in your first language?
kitchen. There’s a gym in our building that you can use and watching movies. I’m clean
4 I know someone who rents a room in someone’s home. 2 Where do the words come in the sentence – at the start,
and there’s a park near here too. There’s a metro station and tidy.
5 I don’t want to rent a room in my family home to the middle or the end?
anyone. and lots of shops near our building.
8 Join these sentences using and or but.
I’m at home most of the day. I like reading, taking the dog
WRITING 1 I’m at university. I study business.
for a walk, cooking and playing chess and other games.
My daughter works in an office. In the evening she often 2 I’m from the UK. I live in Brussels.
2 Read an advertisement on a website for offering a 3 AUGUST
cooks with me. She loves music and she goes out a lot to 3 Our home is near a metro. You can get to the centre in
home stay. Answer the questions. I’m Kim Eun-jung. I’m 57. I’m from fifteen minutes.
1 Where is the home? see bands. She plays the electric guitar.
South Korea. I’m coming to South 4 My apartment has two bedrooms. There are two
2 How many people live there? From $16/night America to travel. I want to stay bathrooms.
3 What sounds good to you about the place? in Santiago for a month. I don’t 5 Our building has parking. We don’t have a space.
4 Can you think of any possible problems with the place? 3 Work in pairs. Compare your answers. Would you like Kim Eun-jung speak Spanish. I have two children 6 I have a car. I prefer to cycle in the city.
to stay in Karina’s home? Why? / Why not? Korea who are 28 and 32. I worked
7 I love going to the cinema. I also like listening to music.
Age 55–60 for a big Korean company, but I
8 I visited the capital last year. I was only there for the day.
retired last year. I like travelling and I didn’t really see anything.
meeting new people. I also like
The district of Providencia walking and playing golf. 9 Write four sentences about your home and family.
Write two sentences with and and two sentences with
in Santiago de Chile.
but.
The kitchen is small, but the bedrooms are big.
My brother plays the piano and I play the guitar.
5 Work in pairs. Complete these sentences from the
texts with up to three words or numbers. Don’t look
back at the texts. PRACTICE
1 My Andrzej. 10 Write an introduction to yourself for a home stay as in
2 I’m coming to Chile to do . Exercise 4. Write 50–80 words.
3 I want to stay for . 11 Work in pairs. Read your partner’s introduction.
4 I also like reading . Discuss the questions.
5 I’m Kim Eun-jung. I’m . 1 Do you want to know anything else about your partner?
6 I’m coming to South America . 2 How similar are you?
7 I want to stay in Santiago for .
12 Would you change your introduction if you were
8 I also like walking . writing it for one of these reasons? What would
6 Tell your partner about someone you know who: you change?

• plays music. 1 for people working together

• plays a sport. 2 for people travelling together on a group holiday

• plays games at home. 3 for finding people to share a house / apartment

• is quiet.
• is retired.

42 Writing 2 43

Students work with a practical

writing model before producing
their own text of the same genre.

16

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Review lessons revisit topics and conversations from the previous two
units and consolidate learning through additional practice of the target
language. The review features two brand new videos, each linked to a
different unit, in which students hear authentic, unscripted language
from English speakers from around the world.

New ‘Developing Conversations’ videos model improvised

New ‘Out and about’ videos, featuring real conversations linked to the topic and Developing Conversations
Outcomes students and teachers, showcase focus in Lesson A. This enables students to make the connection
natural language in use and introduce between what they learn in class and the conversations they will
students to a wide range of accents. have outside the classroom.

REVIEW 2 Video Grammar and Vocabulary

GRAMMAR VOCABULARY
1 Choose the correct option to complete the sentences. 6 Match the two parts of the phrases.
1 There’s a café on / in the corner of this road. 1 sing a a taxi / an engineer
2 Our house is in front / next to a school. 2 send b the dishes / my hands
3 Simon’s / Simon parents live on this road. 3 go c our faces / the house
4 Can you give he / him the keys. 4 call d my home / a car
5 I’m sorry, I can’t / can see the board. 5 paint e a birthday card / someone a gift
6 Did you went / go out last night? 6 wash f songs / Happy Birthday
7 They were / was both ill at the weekend. 7 wear g my glasses / somewhere to live
8 My house is at / in the end of this road opposite / 8 rent h my room tidy / warm
between the church. 9 keep i cycling / for a walk
2 Complete the text with the past simple form of the 10 look for j our national clothes / shorts
verbs in brackets.
7 Decide if these words are about places for things you
We 1
(have) a great holiday in Greece. We need, home or holidays. There are five items in each
2
(fly) to Athens and 3 (spend) three group.
days there and 4 (see) all the famous sights.
VIDEO Out and about VIDEO Developing conversations After that, we 5 (take) a boat to Mykonos and apartment away bookshop castle
chemist cleaning cooking furniture
we 6 (stay) in a small hotel near the beach.
1 Work in groups. What did you do last weekend? 5 You’re going to watch someone asking about heating library post office sightseeing
places they want to go to. Watch and take notes 3 Rewrite the sentences as negatives (–) or questions (?). sports centre tour trip
Understanding accents about where they want to go. 1 I can come to the next class. (–)
2 There was a beach near the hotel. (?) 8 Choose the correct option to complete the sentences.
Some accents use an /ɪ/ sound instead of an /iː/ sound, 6 Work in pairs. Compare what you understood.
so feel /fiːl/ may sound more like fill /fɪl/. Watch again if you need to. 3 The hotel was very good. (–) 1 Do you have a brush / shelf so I can clean the floor?
4 He had a nice time. (?) 2 Do you want to pick up / come round later for dinner?
7 FS Watch again. Complete the sentences with two
2 Watch six people answer the same question. How 5 I understood everything. (–) 3 Is there anywhere quiet / noisy where I can study?
or three words in each gap.
many different activities did you hear? Then work in 6 You can look for it later. (?) 4 Can I share your book? I forgot / moved mine.
1 Excuse me, do you ?
pairs. Did anyone have similar experiences to you? 5 Can you repair / check the window is closed?
2 There is one. just walk straight ahead and 4 Complete the questions in the conversation. Use the
3 Watch again. Match one or two sentences with you turn left … words in brackets and a question word if you need to. 6 I put the flowers in the rubbish. They were broken / dead.
each speaker. 3 But unfortunately, it closes . 7 Is there anywhere near here I can change / find money?
A: 1
a nice weekend? (you / have)
a I went for something to eat with friends. 4 I’m looking for a quiet place write a birthday B: Yes, it was great. 9 Complete the text with one word in each gap. The
b I saw a really good film about Ireland. card. first letters are given.
A: 2
? (do)
c I did something that I don’t normally do. 5 OK. Perfect. And if they sell pens?
B: I went to stay with my brother. I had a week 1of from work last month and went
d I want to do well in my IELTS exam. 6 But there is a shop just right road. to Greece for a holiday. I was a bit 2wo because it
A: That’s nice. 3 ? (live)
e I recently moved to the city. 7 Got it. And the bank is , right? was my first time travelling alone, but it was fine! I stayed
B: Dublin. We went to the theatre on Saturday night.
f It rained, but then there was some sun. 8 OK. I got it. Thank you so much. kind. in a hostel in Athens and there were lots of people my
A: 4
? (see)
g I was a bit ill. B: The Lion King. age. We sat in the café and 3ch together in the
h I went out at night with some friends. CONVERSATION PRACTICE A: 5
? (it / good)
evening and we 4la a lot. I also spent two days
i I went for a long walk. 8 Work in pairs. You’re going to practise a conversation. on an island. One day, the weather was 5te , so
B: I liked it, but my brother didn’t.
I stayed inside all day and 6re . The next day, I
4 Tell your partner about the last time you did four of 1 Choose a Conversation practice from either Lesson 3A or
5 Listen and write the six sentences you hear. Include went to the beach and went 7sw . I took a picnic
these things. Lesson 4A.
these words. and spent the 8wh day there. It was
1 went for a long walk 2 Look at the language in that lesson.
1 think / things 9
fa .
2 did something a bit different 3 Check the meaning of anything you don’t remember
with your partner. 2 can / off
3 went out at night 3 bank / road
4 Have the conversation. Try to do it better than the last
4 did an English exam 4 long / there
time you did it.
5 felt a bit ill 5 anyone / knew
6 went for something to eat 6 I / what

44 Review 2 45

Students have the opportunity Additional grammar and vocabulary activities revise
to revisit one of the the language students have learned and offer practice
Conversation Practice of task types found in international exams.
tasks from the previous
units that they would like
to improve on.

Contents 17
Student’s Book unit walkthrough

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 1 People and places
Example answers
IN THIS UNIT, STUDENTS: 1 In a hostel
• have a conversation about themselves when they 2 They might be travelling together or they might

 
arrive in a place have met in the hostel.
• talk about what’s good / bad about the place 3, 4 Students’ own answers
they’re from
• talk about the jobs people in their class do
Culture notes
The photo shows travellers waiting for their meal in a
hostel in Torres del Paine National Park, Patagonia, Chile.
SPEAKING
Hostels are cheap places for travellers to stay. People
AIM usually have to share a room with people they don’t
to introduce the theme with a photo; to get students know, and there is simple food, but people are usually
introducing themselves very friendly and they are good places to meet other
travellers.
Optional lead-in activity 1 Start by saying your name Torres del Paine National Park is an area of Patagonia that is
and writing it on the board. Ask: What’s your name? and very popular with walkers. It has some beautiful mountains
encourage responses from three or four individuals in and lakes and you can walk for several days here.
the class. Ask students to ask and answer the question
across the class. Then put them in groups of three to ask
and answer the question. Alternatively, in a small class, 2 Ask students in pairs to read through the sentences
ask everybody to stand up, walk round, and find out and discuss the question. Go round the class and check
everybody’s name. students are doing the task, and help with ideas and
pronunciation if necessary.
Optional lead-in activity 2 Tell students to look at the • In feedback, ask students which phrases they want
unit title and photo. Ask: What is the unit about? What to use.
words and phrases can you think of? Brainstorm words • Follow up by drilling a few of the phrases. Read them
connected with the topic, e.g. sister, friend, town, house, out and get students to repeat after your model. Make
apartment, etc. your intonation pronounced as a wide intonation
pattern signals that you are friendly and welcoming.
Optional extra activity There are various ‘getting to
know you’ games that you could play to help break the Answers
ice. Here is one idea you could use: Bring in a bean bag Depending on the situation, all these phrases could
or light rubber ball. Say: Hello, I’m John / Joan and throw be used. Focus on getting students to memorize and
the ball to another student. Prompt the student to say: use any that they feel comfortable saying.
Hello, I’m … and then say their name before throwing
the ball to another student. When the ball gets back
Language culture notes
to you, say, Hello, I’m John / Joan and this is … before
throwing the ball to the student whose name you have In informal situations, saying Hi or Hi. How are you? is an
said. It then becomes a memory game. Students must easy way to start a conversation. Using Nice to meet you
say their name and introduce another student before is friendly, but a bit more formal – what you might say at
throwing the ball. By the end of the game, students a conference rather than in a hostel.
should have all memorized each other’s names.
3 Ask students to choose and prepare things to say to
1 Lead in by asking questions about the photo. Ask: classmates, using the sentences in Exercise 2.
What place can you see? What people can you see? • Tell students to stand up, walk round the class, and
• Organize the class into pairs to discuss the questions. ask questions. Join in the activity yourself and model
Go round the class and check students are doing the phrases accurately. Encourage students to use phrases
task. Help with ideas and vocabulary if necessary. and (if students in your class don’t already know each
• In feedback, ask different pairs to answer the other) learn and repeat each other’s names.
questions. 4 Organize the class into new pairs. Tell students to work
together to try to say all the names in your class.

18 Unit 1 People and places

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Optional extra activity 1 Getting to know names is SPEAKING
important – it helps bond a new class. Ask students to AIM
design name cards, bring them to each lesson, and place to introduce ways of asking and answering questions
them on their desks so everybody (including you) knows about where people are from
who they are. After a few lessons, when everybody has
got to know each other, you won’t need the cards. 1 Ask students to read through the conversation.


You could check any words students don’t know at this
Optional extra activity 2 Start the next lesson by
stage (e.g. on the coast), but note they will be checked
asking students to introduce themselves again. Ask them
in the following Vocabulary section.
to find out names, and sit in the class in the alphabetical
• Play the audio. Tell students to listen and follow in their
order of their names. This mixes students and encourages
books.
them to get to know each other.
• Organize the class into pairs to practise reading out the
conversation to each other. Tell students to exchange
roles and practise more than once. Monitor and
DEVELOPING LEARNER INDEPENDENCE prompt students to correct pronunciation and attempt
AIM an appropriate intonation pattern as they speak.
to become familiar with the coursebook
Audio script
and its aims
A: Hi. How are you?
Ask students in pairs to flick through their new B: Good, thanks.
coursebook and answer these questions. A: Where are you from?
1 How many units are there? What are the different B: Spain.
units about? A: Oh nice. Where exactly?
2 There are three sections in each unit – A, B and C. B: Tarragona. Do you know it?
Which section has a long reading text? A: No. Where is that?
3 Where is the Conversation Practice? Where is the B: It’s in the north-east.
Speaking Task? Where is Writing? A: OK. Is it nice?
4 Where are the Grammar and Vocabulary references? B: Yeah. I like it. It’s on the coast.
5 What is interesting about the book? A: Is this your first time in Paris?
6 Which pictures do you like? B: No. It’s my second time.
A: Well, welcome back!

TEACHER DEVELOPMENT 15: LEARNER 2 Ask students in pairs to change the words in purple and
INDEPENDENCE practise reading out the conversation again. If you have
Go to page 226 for information and advice. students from a variety of countries, encourage them
to talk about where they are from. If your students
are from the same place, you could ask them to be
imaginative and invent more exotic places to talk about.
• Monitor as students practise, and correct mistakes.

1A Where are you from? Optional extra activity Practice makes perfect. Ask
students to practise the conversation three or four times,
trying to memorize more and more of it each time. Then
Student’s Book pages 8–9 ask them to close their books and try to remember as
much as they can and use their own ideas for the rest.
IN THIS LESSON, STUDENTS:
• have a conversation about themselves when they VOCABULARY Where?
arrive in a place
• talk about where they’re from and where places are AIM
• practise listening to people talk about where to introduce and practise ways of saying where
they’re from places are
• use the verb be to talk about themselves and V See Vocabulary reference 1A in the Student’s Book.
others
3 Ask students to look at the photos. Ask: What places
can you see? Elicit phrases from students and see how
well they can already describe places.
• Ask students to match the words in bold to the
photos. You could organize the class into pairs to do
the matching task, or have students work individually
then check in pairs.
• In feedback, elicit answers from students, and check
any words students are unsure of.

Unit 1 People and places 19

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 Answers LISTENING
1 c 2 f  
3 g 4 h 5 a 6 d 7 e 8 i 9 b AIM
  
  
  
  
  
  
  
to practise listening to a conversation for general
Language and culture notes and specific understanding

In English, cities, countries and continents have capital 6 Start by setting the scene. Read out the situation.


letters. Generally, we do not use ‘the’ with countries or Say: You want to know where Nancy is from. What
continents. However, there are some exceptions when questions do you ask? Elicit Where are you from? and
talking about some regions and some countries which are Where exactly? Read through the places in the box to
either groups of islands or groups of regions or states: show students how they are likely to be pronounced.
e.g. the Middle East, the Seychelles, the United States / • Ask students to look at the question.
the US, the United Kingdom / the UK, the United Arab • Play the audio. Tell students to listen and tick the places
Emirates / the UAE. in the box that the people are from. After listening, tell
students to write Gede and Nancy in their notebooks, then
use the words in the box to write where they are from.
TEACHER DEVELOPMENT 3: APPROACHES TO • Ask students to compare answers in pairs.
VOCABULARY • Elicit answers in feedback.
Go to page 220 for information and advice.
Answers
Nancy: the UK, Neston, in the North (her parents are
4 P Play the audio. Students listen and practise.
from Malaysia)

You could pause at difficult phrases and model
Gede: the north of Bali
phrases yourself to help students say them correctly.
• In feedback, ask students to say which phrases were
hard and focus on them as a class. Comment on any Audio script
errors students made. G = Gede, N = Nancy
G: Let me take your bag.
Audio script N: Thank you.
1 on the coast, it’s on the coast G: My name is Gede.
2 in the east, in the east of China N: I’m Nancy.
3 north-west, in the north-west of Italy G: Hello, Nancy. Welcome to Bali.
4 in the countryside, a little place in the countryside N: Good to be here.
5 Africa, in west Africa G: Is this your first time in Bali?
6 in the mountains, a little place in the mountains N: Yeah.
7 island, on the south island G: Well, welcome! I hope you enjoy it. Are you OK?
8 rich, a rich part of the country You’re not tired?
9 parts of Asia, from other parts of Asia N: No, thanks, I’m OK.
G: Where are you from, Nancy?
N: The UK, but my parents are from Malaysia.
Pronunciation notes G: Oh, Malaysia! Where exactly? Kuala Lumpur?
Note the difficult pronunciation: Asia /ˈeɪʒə/. Note the N: No – Kangar. Do you know it?
silent ‘s’ in island. G: No. Where is that?
N: It’s in the north – near Thailand. We still have

some family there.
TEACHER DEVELOPMENT 5: DRILLING FOR G: But you live in the UK.
PRONUNCIATION N: Yes, I was born there.
Go to page 222 for information and advice. G: Where exactly?
N: Near Liverpool. I don’t think you know it. It’s a

5 Organize the class into pairs to think of examples. little town near the sea, called Neston.
At this point you could mix students up so they are G: Living near the sea is good – clean air.
working with a new partner. In feedback, elicit some N: Yes, I’m at university in Liverpool now – it’s not
ideas and write the more interesting examples on the so good – a lot of traffic.
board. An alternative is to turn this into a competition – G: Same here in Denpasar!
find out which pair can make the most sentences. N: Really?
G: Very bad.
Optional extra activity 1 Write some well-known N: So Gede, are you from Denpasar?
places on the board and ask students to say where they G: No. I live here now, but I’m from the north of
are, using language from the lesson. Choose places your Bali – a little place on the coast.
students will know, or use this list: New York, Sri Lanka, N: Is that part of the island nice?
Cairo, Tokyo, Kathmandu. G: Very nice but quiet. Maybe you want something

more … er ...
Optional extra activity 2 Organize the class into pairs.
N: No. Quiet is good. My home is quiet.
Student A says a place (e.g. Barcelona, Rio). Student B
says where they are (e.g. On the coast!)

20 Unit 1 People and places

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Culture notes 8 Start by reading out sentences 1 to 5 while students
read and listen. Then model the activity by changing
Bali /ˈbɑːli/ is one of the many islands that make up
some of the words in purple and inserting true
Indonesia. It is part of the Coral Triangle, and has high
information about you. Check ‘was born’, ‘live’ and
biodiversity of marine species, especially fish and turtles.
‘move’ by translating, or by showing the meaning with
It is the most popular holiday destination in Indonesia
mime as you speak (e.g. miming rocking a baby as you
and is especially popular with Australians as it is quite
say ‘was born’ and miming walking with your fingers
close to their country. Denpasar is the capital of Bali.
when you say ‘moved’).
• Ask students in pairs to take turns to talk. Monitor
7 Give students time to read the sentences. Check closely, and pick up any errors or mispronunciations

any unknown words. of language connected to countries and parts of the
• Play the audio again. Ask students to listen and write world. In feedback, point out any good, interesting
T (true) or F (false) next to each sentence. or useful pieces of language students produced, and
• Ask students to compare answers in pairs. correct any errors you heard as well.
• Elicit answers in feedback.
Optional extra activity Ask students to write three
Answers sentences about where they are from – two true, one false.
1 T (‘Is this your first time in Bali?’ ‘Yeah.‘) Students read their sentences. The class guess which is false.
2 F (‘You’re not tired?’ ‘No, thanks, I’m OK.’)
3 F (they are from Kangar, in Malaysia)
DEVELOPING CONVERSATIONS
4 F (she’s from a little town near the sea)
5 T (she’s at university in Liverpool) Where exactly?
6 F (she says ‘Quiet is good.’) AIM
to introduce and practise asking for more detail
about where a person is from
EXAM-STYLE SKILLS TASKS:
How to do a true and false exercise 9 Read through the information in the box as a class.
Students at elementary level are asked to decide • Model the conversation in the box by reading it out
if sentences are true or false in a number of loud. Emphasize the exaggerated intonation pattern
common exams. when saying each question.
• Ask the two questions again and nominate students
To do this task effectively, students should:
in the class to answer (e.g. T: Alessandra … Where are
1 Listen out for phrases that give the answer you from? A: [Brazil.] T: Where exactly?). You could drill
 
using different words or ways of expression the conversations in open pairs – nominate a student
than the true or false sentence. Provide an to ask and a student to respond (with true answers).
example with sentence 1. The sentence says • Once students have the idea, organize them into pairs.
It’s Nancy’s first visit. The taxi driver asks Is this Read out the example conversation, then point out
your first time in Bali? and Nancy says Yeah. the prompts in 2 to 5. Students take turns to ask and
Note that first visit and first time in Bali mean answer.
the same, so the answer is T (true). • Monitor as students speak. Prompt students to repeat
2 Justify answers to show they know. Get conversations if they make errors.
 
students to say what they heard, and explain
how this justifies their answer. Even if they 10 Ask students to work with a different partner to
get the answer wrong, discussing what they repeat the conversation, but this time inventing an
heard is revealing and helps them get better answer to the question Do you know it? Read out the
at doing this sort of exercise. If students have example to give students the idea.
lots of problems, let them research answers in • In feedback, ask a few pairs to model one of their
the audio script so they get better at knowing conversations for the class.
what to listen out for.
GRAMMAR Present simple be
AIM
TEACHER DEVELOPMENT 10: DEVELOPING to check students’ understanding of how to use be in
LISTENING SKILLS the present simple
Go to page 224 for information and advice.
11 Read through the information in the Grammar
box as a class. Then organize the class into pairs to
write sentences. Monitor and note how well students
understand the rules.
• In feedback, elicit the students’ answers and correct
any errors.

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 Answers I’m hungry.
1 My name is Taylor. I’m a student.
 
2 I’m not good at English. I’m a Spanish speaker.
 
3 Are you from Paris?
I’m a teacher.
 
4 My grandmother is very old. She’s 92.
I’m 55.
 
5 She’s from the South. It isn’t a rich part of the
 
country. Ask students to write their own list. Find out who can
6 Mario is my boyfriend. We aren’t married. make the longest list in two minutes.
 
7 This is my first time here. Is it always so hot?
 
8 How old are you? Are you still at school? G For further guidance and practice, see Grammar
 
reference 1A in the Student’s Book. It explains use
and form in greater detail, and provides written
Language notes accuracy practice.
The verb be is taught here first, and in isolation,
not just because it is so common and useful, but Answers to Exercises 1, 2, 3 and 4, Grammar
because, unusually, it has three different irregular forms, reference 1A
(I am, he / she / it is and you / we / they are). It is further 1 1 are 2 ‘m 3 ‘s 4 are

 
 
 
complicated for low-level learners by the fact that it 5 ‘m 6 ‘s 7 Is 8 are

  
 
 
 
generally contracts to ’m, ’s and ’re, and the negative 9 Is 10 ‘s 11 ‘s 12 ‘s

  
form not also contracts. Note that I’m not is correct but 13 ‘m 14 ‘re

 
I amn’t isn’t correct, whereas he isn’t and you aren’t are 2 1 It’s not interesting. / It isn’t interesting.
generally preferred to he’s not and you’re not, which are 2 She’s not from Germany. / She isn’t from

possible but often used when being emphatic. Germany.
You will need to give students plenty of guidance and 3 They’re not students. / They aren’t students.
practice to become accurate in the form, and students 4 I’m not hungry.
whose alphabet is different from that of English may 5 You’re not late. / You aren’t late.
struggle to get apostrophes in the right place in the 6 It’s not boring. / It isn’t boring.
contracted forms. 3 1 A: Where are you from?
B: I’m from Italy.
Students may struggle to pronounce the difficult long

2 A: What’s your job?
vowels and diphthongs involved in the pronunciation B: I’m a French teacher.
(e.g. aren’t /a:nt/ and we’re /wɪə/).

3 A: What time is it?
Students may forget to switch round subject and verb B: It’s half past 12.

when making questions: You are from France? 4 A: How old are your grandparents?
Look out for students missing out pronouns (Spanish B: I’m not sure.

speaker: Is cold today.) or missing out be altogether 5 A: Is it cold in winter?
(Russian speaker: Where you from?), depending on B: Yes, it’s very cold.

their first language. 6 A: Are you hungry?
B: No, I’m not.

4 Students’ own answers
 
TEACHER DEVELOPMENT 6: APPROACHES TO
GRAMMAR
Go to page 222 for information and advice. CONVERSATION PRACTICE
AIM
12 Start by modelling a few things students could write to practise language from the lesson in a free,
(e.g. I’m from China; I’m French; My mum isn’t from communicative, personalized speaking activity
here). Then give students two minutes to prepare their
own ideas. Monitor and help with vocabulary and MEDIATION
formulation. Mediating communication
• Organize the class into groups of four or five. Students In Exercise 13, students have to roleplay an
take turns to share ideas. Monitor and note down intercultural exchange, using simple words to
errors or examples of good language you hear. ask people to explain where they’re from and to
• In feedback, look at language that students used, and get clarification of what they say.
pieces of language students didn’t quite use correctly
After they’ve completed Exercise 13, ask
during the activity. Show students better ways of
students to say how well they did the task. Ask:
saying what they were trying to say.
How well did you explain where you’re from?
Did you find out about your partner?
Optional extra activity Say a list of sentences about
yourself using language students know already, e.g.
My name is Andrew. TEACHER DEVELOPMENT 9: MEDIATION
I’m from Leeds. Go to page 224 for information and advice.
I’m British.

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13 M This is an opportunity to bring together several VOCABULARY Describing places
parts of the lesson and for students to practise using
AIM
all the language they have learned.
to introduce and practise words to describe places
• Depending on your class, and their confidence and
ability, you could choose to organize this activity in a 2 Organize the class into pairs to read and check the
variety of ways: words. Ask students to try to work out the meaning
1 Ask students to read the situation and model the from the sentence, to think about if the word is similar
conversation. Elicit examples of other things students to a word in their language, and to use dictionaries to
could say to keep the conversation going. Then put confirm their understanding.
students in pairs to practise. Ask them to say the • In feedback, think about ways other than translation
conversation a second time to try to improve their for checking the understanding of these words. This
performance. could include mime (e.g. miming a yawn for boring),
2 Ask students to read the situation. Elicit examples photos (to show a bridge, tourists, etc.), opposites
of other things students could say. Then have pairs (clean / dirty, quiet / noisy, interesting / boring), or
prepare and write out a conversation. Students can synonyms (very nice for lovely).
then act out their conversation for the class.
3 Organize a mingle. Students move from partner 3 Ask students in pairs to describe their favourite
to partner, having a different conversation each places, using the new words. In feedback, elicit some
time. Listen for errors, new language or interesting interesting uses of language from students.
conversations to refer to in feedback.
• In feedback at the end, look at good pieces of Example answers
language that students used, and pieces of language My favourite place in the world is New York. There
students didn’t quite use correctly during the activity. are beautiful bridges, a lovely park and modern
Show students better ways of saying what they were buildings. There are a lot of tourists and it’s never
trying to say. boring.

Language notes
Ask students whether the words in bold are adjectives

1B A nice place to live (lovely, dirty, boring, noisy) or nouns (the other words).
Point out plural forms (trees, buildings, tourists).

Student’s Book pages 10–11 TEACHER DEVELOPMENT 4: LEARNING AND

CHECKING NEW WORDS
IN THIS LESSON, STUDENTS: Go to page 221 for information and advice.
• talk about what’s good / bad about the place
they’re from
Optional extra activity Write the names of five cities
• describe places they know
on the board (they could be world-famous cities or cities
• read about people on a course and where they live
from the students’ own countries). Organize the class
• explain what there is in a place
into pairs. One student must make sentences to describe
one city, but mustn’t say its name. Their partner must
listen until they know which city they are describing, and
SPEAKING only when they are sure can they guess. Tell them they
AIM have only one guess. Students exchange roles. To make
to lead in to the topic of the lesson; to talk about it more competitive, put students in groups. See which
favourite places student guesses the correct city first.

1 Start by modelling the activity. Say a few sentences

about your three favourite places (e.g. My favourite
READING
place in the world is Venice … My favourite place in AIM
my country is …). Ask two or three students to say to give students practice in reading for key
where their favourite places are. information in a text
• Organize the class into pairs to make their own
sentences. 4 Start by asking students to look at the photos in an
• In feedback, ask different pairs to tell the class what open-class discussion. Ask: What can you see? Point to
they found out about their partner. a photo and ask Where is it? Is it lovely? Is it boring?
Elicit a few ideas to get students started then put them
in pairs to describe the photos together. Monitor and
prompt if necessary. Encourage students to use the
new adjectives they have learned.

Unit 1 People and places 23

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 Example answers GRAMMAR There is / There are
a It’s on the beach. AIM

b There is a bridge and a river. There are a lot of to introduce and practise there is / there are

tourists in the summer.
c It’s a lovely place. / It’s boring. There is a river and 8 Read through the information in the Grammar box as

old buildings, and mountains. I think it’s in Spain a class. Elicit which words go in the gap in the first
or Italy. sentence to get students started. Then ask students to
d It’s a big city, it’s dirty and noisy. There are modern work individually to complete the rest of the sentences.

buildings. Monitor and notice how well students understand the
use of the auxiliary verb.
5 Ask students to read the texts and match the photos to
Answers
the people.
1 There isn’t 2 Is there
• Students can compare their answers with a partner

3 There aren’t, There’s 4 There’s
before discussing as a class.
5 There are 6 There are

Answers 7 There’s 8 There aren’t

1 Jeff a 2 William d
  
         
3 Rocío c 4 Barbora b Language notes
         
We use there as a pronoun to introduce the subject
6 Ask students to work in pairs to discuss answers. of a sentence – somebody or something that exists
Elicit the first answer to get students started. or happens. We use there is to introduce singular or
• In feedback, elicit answers from the class. uncountable nouns, and there are to introduce plural
nouns. The main problem for students here is simply
Answers remembering the phrase, as it is unlikely to translate
1 William 2 Jeff 3 Barbora 4 Rocío word for word from their language, where a phrase
5 Barbora 6 William 7 Jeff 8 Rocío which is grammatically very different may well
be used.

MEDIATION
Mediating a text 9 Start by eliciting examples from the class to complete
In Exercise 7, students have to express a personal the first two sentences (e.g. There’s a good café near
response to a text. They state whether they here. There aren’t any good shops).
liked a place or not and explain why in simple • Organize the class into new pairs to think of ways of
language. completing the sentences. Monitor and help with ideas
and vocabulary.
After they’ve completed Exercise 7, ask students
to say how well they did the task. Ask: Did you G For further guidance and practice, see Grammar
say what you wanted to say? reference 1B in the Student’s Book. It explains use
and form in greater detail, and provides written
accuracy practice.
7 M Organize the class into small groups to discuss the
question. As students speak, go round and monitor, Answers to Exercises 1, 2 and 3, Grammar
and note down any interesting pieces of language you reference 1B
hear. 1 1 Is there
• At the end, elicit students’ ideas. Look at good pieces 2 There are
of language that they used and pieces of language 3 There isn’t
they didn’t quite use correctly during the activity. 4 Is there
5 Are there
Optional extra activity Ask students to find and 6 there are
underline five words in the text they don’t know. Tell 7 There are, there isn’t
them to share their words with a partner and explain 8 There’s, there are
them to each other. Ask students to look up any words 2 1 There aren’t any jobs here.
they are still not sure of in a dictionary. 2 Is there a car park near here?
3 There are a lot of expensive houses in this area.
4 Are there any buses after 11 p.m.?
5 Is there a nice place to eat near here?
6 There aren’t any cheap hotels in the centre.
3 Example answers:
1 There’s a lovely park near my house.
2 There are some great shops.
3 There isn’t a university.
4 There aren’t any good restaurants.
5 There are a lot of cafés by the river.

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10 Organize the class into groups of four by putting • Organize students into groups and give them one
pairs together. Students compare and discuss ideas. minute to brainstorm and write as many other jobs
• In feedback, elicit a few sentences from different as they can think of. Find out which group has the
groups and ask the class if they agree with the longest list.
statements.
Optional extra activity 1 You might want to go round
Example answers the class and make sure everybody can write down and
1 There’s a good café near here. say their own job. Encourage students to express their
2 There aren’t any good shops. jobs simply, so ‘regional sales and marketing consultant’
3 There aren’t enough parking spaces. could be turned into ‘sales manager’.
4 I’m happy there isn’t a lot of rubbish here. Optional extra activity 2 Organize the class into pairs.
5 It’s bad that there are a lot of noisy bars here. Ask students to decide which jobs from their lists in
6 It’s great that there’s a big cinema here. Exercise 1 are the best, and why. In feedback, at the end,
elicit ideas from different pairs and agree as a class on
SPEAKING the best two jobs.

AIM
2 Start by reading out the list of jobs, a–f. Ask: What do
to practise language from the lesson in a free,
they do? Where do they work? Find out what students
communicative, personalized speaking activity
know or can say.
11 Ask students to read the questions and write ideas • Organize the class into pairs and ask them to read the
using there is and there are. Monitor students and help descriptions and match them to the jobs.
with ideas and formulation. • In feedback, elicit answers, then check the words in
bold.
12 Once students have a few ideas, organize them into
pairs to discuss their ideas. Collect errors and examples Answers
of good language use which you could write on the 1 b 2 f 3 c 4 e 5 d 6 a
  
  
  
  
  
board and use for feedback at the end of the activity.
Language and pronunciation notes
Note the stress: assistant, officer.
Many languages omit the indefinite article a / an when
1C What do you do? referring to jobs, and some languages omit the verb be,
so watch out for errors such as I’m teacher and I teacher.
We use an when the following word begins with a vowel
Student’s Book pages 12–13 sound. In these sentences, a / an are weakly stressed, and
thus reduced to /ə/ and /ən/.

IN THIS LESSON, STUDENTS: 3 Organize the class into groups to discuss the paired
• talk about the jobs people in their class do phrases.
• say what they like / don’t like about jobs • In feedback, ask why, and elicit a few reasons for
• practise listening to people asking about what students’ choices.
other people do
• ask and answer questions about their normal life Optional extra activity If your students work, ask them
now to write a description of their own job, and read it out to
their classmates.

VOCABULARY Work LISTENING

AIM
AIM
to introduce and practise words used to talk about
to practise hearing sounds in slow and fast speech;
work
to practise listening for specific information
V See Vocabulary reference 1C in the Student’s Book.
4 FS Read out the instruction line, and model saying

Do you …? (giving full value to the vowel sounds) and
1 Write Jobs on the board and ask: What’s my job? Do you …? in fast speech (reduce the vowel sounds to
What’s your job? Elicit teacher and the names of two
/ə/: /dəjə/).
or three of your students’ jobs, if they work. Ask
• Ask students to write 1 to 5 in their notebooks. Play
students to repeat them for pronunciation and write
the audio. Students listen and write a or b to show the
the jobs on the board.
question that sounds faster.
• Ask students to compare answers with a partner
before checking as a class.

Unit 1 People and places 25

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 Answers E:
What do you do there?
1 b 2 a   
3 a 4 b 5 a F:
I’m an office worker.

  
  
  
E:
OK. Where do you work?
F:
For the local government.
Audio script E:
Do you enjoy it?
1 a What do you do? F:
It’s OK. The hours are good – not too long –


b What d’ye do? and I like the other people at work.

2 a Where d’ye work? 4 G: What do you do, Marc?

b Where do you work? H: I’m a guide.

3 a What d’ye teach? G: Where do you work?

b What do you teach? H: In a big museum in my city.

4 a Do you enjoy it? G: Interesting! Do you enjoy it?

b D’ye enjoy it? H: Before yes, but now it’s a bit boring. I need to


5 a What d’ye want to do? change jobs.

b What do you want to do? G: Oh? What do you want to do?

H: I don’t know … maybe work in a different


5 Ask students to read the four names. You could museum. Or maybe do something very

ask them to copy the names into their notebooks different – be a police officer, maybe!
so they can easily write the people’s jobs next to the G: Really? That’s what I do!
names when they listen.
• Play the audio. Students listen and write the correct job 6 
Give students time to read through the statements
next to each name. and note whether they are true or false, if they can
• Ask students to compare answers with a partner remember from the first listening.
before checking as a class. • Play the audio again. Students listen and write T (true)
or F (false) next to the statements.
Answers • Ask students to compare answers with a partner
1 Jana is a doctor. before checking as a class.
2 Lewis is a teacher.
3 Marta is an office worker (local government). Answers
4 Marc is a (tour) guide (in a museum). 1 T
2 F (She says ‘I love it. But it’s hard work.’)
3 F (He works in a school in Bristol but he teaches

Audio script French.)
1 A: Hello. 4 F (He enjoys it most of the time.)
B: Hi. It’s Jana, isn’t it? 5 T
A: Yes. 6 T (‘The hours are good – not too long.’)
B: What do you do, Jana? 7 T (‘It’s a bit boring. I need to change jobs.’)
A: I’m a doctor. 8 F (The other speaker is a police officer.)
B: Really? Where do you work?
A: In a hospital in Warsaw.
7 Organize the class into pairs to ask and answer the
B: Do you enjoy it?
questions, or organize a mingle. Encourage students
A: I love it. But it’s hard work. I work long hours.
to personalize and give answers in their own words
2 C: So, Lewis, what do you do?
from what they remember from the lesson. In feedback
D: I’m a teacher.
point out any errors students continue to make with
C: Oh, really? Where do you work?
form and pronunciation.
D: In a school in Bristol.
C: Do you enjoy it? Optional extra activity Ask students to write a
D: Most of the time. Sometimes the children are personalized conversation using questions from the

noisy and I get tired. lesson and their own personal information. This is then a
C: What do you teach? record they can memorize and learn.
D: French.
C: That’s good. Sorry, I don’t speak French!
3 E: And where are you from, Marta?
F: Colombia.
E: Oh, OK. Where exactly?
F: I was born in Bogotá, but I live in Cali now.
E: I don’t know it.
F: Ah. It’s a small city.

26 Unit 1 People and places

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GRAMMAR Present simple 11 Point out how questions are formed by looking at
the structure of the example Where do you work? in
AIM
the Grammar box: question word + auxiliary + noun /
to introduce and practise the present simple
pronoun + verb. Then ask students to put the words in
8 Read through the information in the Grammar box order to make sentences.
as a class. Then discuss how she, he and it forms are • Ask students to compare in pairs before checking
different. Use follow-up questions to check students answers in feedback.
are clear about rules: What word do we add to make
questions? How do you say the short form of ‘does not’? Answers
1 What do you do in your free time?
Answers 2 Who do you live with?
We add s (or -es) to the verb when using he, she or 3 How do you come to class?
it forms. 4 What time do you get up?
In negatives, don’t becomes doesn’t when using he, 5 When do you go to bed?
she or it forms. 6 How many languages do you speak?
In questions, we add -es to the auxiliary verb do (to
make does). 12 Organize the class into pairs to practise asking and
answering the questions. Ask students to give their
own true answers. They should exchange roles so they
Language notes
both have a go at asking and answering.
We use the present simple for present states that • Monitor as students speak, and notice errors and
are always true, and for general habits and routines. examples of good language use. At the end, in
Meaning is unlikely to be a problem for students, but the feedback, look at good pieces of language that
form is difficult to manipulate because of the way the students used and pieces of language students didn’t
auxiliary verb do is used to form negatives and questions. quite use correctly during the activity. Show students
Common errors at this level include missing off the third better ways of saying what they were trying to say.
person -s (He enjoy work), and avoiding the auxiliary (I
no / not speak French. You work in an office? Where Optional extra activity 1 Use a table to show how
you live?). Devote plenty of time to manipulating form in questions are formed:
written and spoken accuracy practice exercises. Question word do / does subject verb
The weakly-stressed pronunciation of do and you in Where do you live?
questions (e.g. Where do you (/dəjə/) work?) and the When do you go to bed?
difficult pronunciation of doesn’t (/ˈdʌzənt/) are errors to Do you want to go out?
focus on.
Optional extra activity 2 If you prepare some small
cards before the lesson with all the words from Exercise
9 Set a simple focus task for the text: Say: Look at the 11 printed on them (do, you, how, speak, live, etc.),
photo. What does she do? Where does she work?
you could make this activity memorable and hands-
Does she like her job? Elicit answers, then ask students
on. Students have to move the cards around to make
to read the text quickly and find the correct answers
questions instead of writing them.
(she’s a journalist, she works for a newspaper and likes
her job).
G For further guidance and practice, see Grammar
• Ask students to write the correct forms individually.
reference 1C in the Student’s Book. It explains use
Monitor and prompt. Students can check answers with and form in greater detail, and provides written
a partner. Write or show correct forms on the board in accuracy practice.
feedback.
Answers to Exercises 1, 2, 3 and 4, Grammar
Answers reference 1C
1 works 2 don’t see 3 does 1 1 works 2 like 3 get up

   
   
4 gets up 5 has 6 don’t go 4 you 5 do 6 lives
 
  
   
   
7 wants 8 doesn’t want 9 is 7 don’t 8 has 9 doesn’t

 
  
    
   
10 likes 10 they
2 1 do 2 does 3 does
10 Start by referring students back to the three
   
   
4 Do 5 does 6 do
  
   
   
questions in Exercise 7. Ask students to change the 7 Does 8 do
  
   
questions to ask about people they know: What does 3 1 do 2 does, don’t
   
[your sister] do? Where does he / she work? Does 3 does, doesn’t 4 do
  
  
he / she enjoy it? 5 Do, don’t 6 don’t, do
  
   
• Give students time to think of a person to describe 7 Do, do 8 Does, does, don’t
  
   
and prepare some things to say. Monitor and help with 4 Students’ own answers
ideas.
• Organize the class into pairs to share ideas.
• In feedback, ask students what they found out from
their partner.
Unit 1 People and places 27
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SPEAKING TASK TEACHER DEVELOPMENT 7: DEVELOPING
AIM SPEAKING SKILLS
to develop students’ speaking skills in an extended Go to page 223 for information and advice.
fluency-based activity; the task has a goal, an
intended outcome and requires mediation, and
Optional extra activity Ask students to type the
it encourages students to use all their language
following into their search engine: boring job, interesting
resources in English to successfully complete it
job, good job, bad job, different job. Ask them to say
which jobs came up.
MEDIATION
Mediating concepts
In Exercise 13, students have to play a supportive MY OUTCOMES
role in interaction; asking questions, making
suggestions and supporting others to contribute. AIM
to reflect on what students have learned and
After they’ve completed Exercise 13, ask
on how to improve in a personalized speaking
students to say how well they did the task. Ask:
activity
Did you get the answers you wanted? Did you
compare what you learned? • Give your students time to read the questions
and prepare things to say. You could suggest that
students make a few brief notes.
13 M Organize students into new pairs. It is a good • Organize the class into pairs or small groups.
idea to mix pairs to vary interaction. Ask students Give students five to ten minutes to discuss the
to choose and prepare their questions. They should questions.
then try to memorize them so that they can practise • In feedback, ask a few pairs to tell the class what
asking and answering from memory instead of reading they said. Alternatively, you could have a class
them out. This makes it much more like a natural discussion in which groups share the ideas they
conversation. have and comment on each other’s ideas.
• Organize the survey as a mingle. Ask students to stand • Follow up by setting a task for homework. See the
up, walk round and talk to as many people as they can Teacher development section for ideas. Following
in a fixed time. Set a five-minute time limit (or less if this activity, you could, for example, ask students
you are short of time in class). to think of one thing to do to put the language
• As students speak, go round and monitor, and note they have learned into practice.
down any interesting pieces of language you hear.
• Once the time limit is over, ask students to sit with
their original partners and compare what they learned. TEACHER DEVELOPMENT 16: MY OUTCOMES
• At the end, find out what different pairs have learned. Go to page 227 for information and advice.
Look at good pieces of language that students used
and pieces of language students didn’t quite use For further practice, use Communicative activities 1.1
correctly during the activity. Show students better ways and 1.2 on pages 228–229.
of saying what they were trying to say.

Answers
1 a Where are you from?
b Where do you live?
c Is it nice there? / Do you like it there?
d What do you do? Where do you work?
e Do you enjoy it?
f Do you want a different job?

28 Unit 1 People and places

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 2 Daily life
• Model the task. Say: 1 Reading is boring. No. Not true.
IN THIS UNIT, STUDENTS: 5 I’m good at dancing. Mmm. No.
• plan where and when to meet • Ask students to discuss the sentences in pairs.
• talk about what they do in their free time • In feedback, ask a few simple questions and elicit
• explain how much time they spend doing things answers from students: Is reading boring? Do you think
shopping is great?

3 Ask students to change the sentences in Exercise 2

SPEAKING so they are true for them. They should use the
adjectives in the sentences or language they used in
AIM
Exercise 1.
to introduce the theme with a photo; to get students
talking about free-time activities 4 Organize the class into new pairs. Ask students to
share sentences and say if they agree or disagree with
Optional lead-in activity Tell students to look at the
their partner’s sentences. Go round the room and
unit title and photo. Ask: What is the unit about? What
check students are doing the task, and help with ideas
words and phrases can you think of? Brainstorm words
and vocabulary if necessary.
connected with the topic: sports, shopping, go to the
• In feedback, ask some students to tell the class what
cinema, etc.
they found out about their partner. Use the board to
build up a list of useful pieces of language students
1 Lead in by asking questions about the photo with the suggest, and use the opportunity to correct any errors
whole class. Ask: What can you see? Where are the or rephrase what students are trying to say.
people? What are they doing? Use the opportunity to
elicit, drill and write on the board activities shown in Optional extra activity If classroom space allows,
the photo. turn Exercise 4 into a mingle. Tell students to stand up,
• Organize the class into pairs. Ask students to look at walk round the class, and share their sentences. Join in
the photo and the task, and prepare things to say first. the activity yourself and model phrases accurately. Ask
Monitor and help with ideas. If students are not sure students to find people who have the same sentences.
how to say something, ask them to use a dictionary or
help them with the words as part of your monitoring.
• Ask students to talk with their partner about activities
they like doing.
• In feedback, ask questions to the class and ask
different pairs to answer. Write up any interesting or 2A Do you want to come?
useful new phrases on the board.

Example answers Student’s Book pages 16–17

1 People are eating, drinking, having picnics,
meeting friends and family, reading the newspaper. IN THIS LESSON, STUDENTS:
2 Students’ own answers (for example, I like playing • plan where and when to meet
tennis / going to a café with friends; I like reading / • practise listening to people talking about what they
playing video games on my own) do in their free time
• discuss what they like / don’t like doing
Culture notes
The photo shows people in a city park in Ankara, Turkey.
Ankara is Turkey’s second-largest city by population SPEAKING
after Istanbul, and it has many parks and green spaces. AIM
Picnics are very popular in Turkey and people like to introduce ways of arranging to do free-time
spending time outdoors with their family, friends and activities
neighbours.
1 Start by setting the scene. Ask students to look at

2 Ask students to read through the sentences. Revise the photo on page 17. Ask: What can you see? Where
and check any difficult words. It is a good idea to use are the people?
photos to check the vocabulary in the activity.

Unit 2 Daily life 29

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• Ask students to read through the conversation. Check Answers
any words they are unsure of. 1 L 2 DL 3 OK 4 DL 5 L 6 L
• Play the audio. Ask students to listen and follow in

  
  
  
  
  
their books.
• Organize the class into pairs to practise reading out the Audio script
conversation to each other. Ask students to exchange (A = woman, B = man)
roles and practise more than once. Monitor and A: Do you like doing sports?
prompt students to correct pronunciation and attempt B: No, not really. What about you?
an appropriate intonation pattern as they speak. A: Yeah, I do. I really enjoy playing tennis and


basketball. Do you like walking?
Audio script B: No – it’s boring. What about you?
A: Do you like sports? A: Yeah, it’s OK. I like going to the park. I sometimes


B: Yeah, I do. walk there.
A: Oh, great. Do you want to play basketball B: Do you like playing video games?
tonight? A: No, not really. How about you?
B: OK. What time? B: Oh, I love it. It’s really good fun. I play every day –


A: Is seven OK? a lot! Do you like going to the cinema?
B: Yeah, fine. Where do you want to meet? A: Yes, I do. It’s great.
A: In the park near the station. B: I love it too. Do you want to see I Want You


B: OK. See you later. Back?
A: No. I don’t like films about love. I like horror films.
2 Ask students to work in pairs to change the words B: Oh.
in purple. You could elicit a few ideas from the class
first (for example, change sports to films or food). Language notes
Monitor as students prepare, and help with ideas and
We say: What about you? to return a question someone
vocabulary. Advise students to use dictionaries if they
has already asked us.
need to.
• When students are ready, ask pairs to practise reading A: Do you like walking?
out the conversation again. B: No. What about you?
• Monitor and correct mistakes as students practise. Ask A: It’s OK.
fast finishers to prepare another conversation or try A: How are you?
to have the conversation without using notes. (e.g. B: OK. What about you?
Student A reads out their lines, but B has to remember A: Fine.
their lines). Ask students to practise using What about you? when
asking about likes and dislikes.
Optional extra activity Practice makes perfect. Ask
students to practise the conversation three or four times,
trying to memorize more and more of it each time. Then
5 Model the activity first by doing a model interview
with a student. Use the example conversation in the
ask them to close their books and try to remember as
Student’s Book but add one or two extra questions.
much as they can and to use their own ideas for the rest.
• Organize the class into new pairs. Ask students to
think of questions to ask their partner individually.
LISTENING You could elicit a few ideas to get students started:
Do you like sports / video games / reading / going to
AIM
the cinema? Alternatively, brainstorm a longer list and
to give students practice in listening to hear specific
write it on the board (see Language notes below), then
pieces of information
ask students to select things from the list to ask about.
3 Start by setting up the situation. Ask students to look • When students are ready, tell them to have a
at the first of the two pictures. Ask: Is it a man or a conversation and give true answers.
woman? Is he young or old? What does he like doing? • As students speak, monitor closely, prompt students
Does he like doing sport? Encourage the class to guess. to correct, and note any errors or interesting uses of
You may wish to pre-teach video game and tennis, and language that you could focus on in feedback.
horror film and films about love.
Language notes
4 Ask students to look at the table. Make sure they
Here is a list of activities you could write up (or

understand what to write in each gap (DL for doesn’t
brainstorm) on the board: cooking, meeting new people,
like, OK for thinks it’s OK and L for loves).
dancing, playing video games, doing sport, playing the
• When students are ready, play the audio. Students
guitar, drawing, reading, going out for dinner, singing,
listen and complete the table. Ask students to compare
going to a concert, swimming, going to the cinema,
answers in pairs. In feedback, elicit answers from the
walking, listening to music, watching TV.
students. Alternatively, write up or project the table on
the board and ask students to come up to the front
and write in their answers.

30 Unit 2 Daily life

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Optional extra activity Practice makes perfect. Ask Optional extra activity Ask students to share their
students to walk round the class and ask the same sentences from Exercise 8 with a partner and find
questions to as many other students as they can in five anything they have in common.
minutes.
G For further guidance and practice, see Grammar
reference 2A in the Student’s Book. It explains use
GRAMMAR Verb patterns (-ing or infinitive and form in greater detail, and provides written
with to) accuracy practice.

AIM
Answers to Exercises 1, 2 and 3, Grammar
to introduce and practise verbs followed by the -ing
reference 2A
form or infinitive with to
1 1 swimming 2 to go out 3 to go
6 Read through the information in the Grammar box as 4 dancing 5 to be 6 playing
a class. Then organize the class into pairs to match the 7 watching 8 to choose
sentences to the patterns. Elicit the first match as an 2 1 My brother really likes reading. (likes to read


example with the class. Monitor and note how well is also possible)
students can identify the patterns. 2 She hates singing. She’s really bad at it. (hates


to sing is also possible)
Answers 3 My parents want to have more free time.
1, 3 and 6 are pattern a; 2, 4 and 5 are pattern b 4 I don’t really enjoy working in an office.
5 I always try to go to bed before 11.
Language notes 6 I need to finish my homework before I go out.


7 We love going to the cinema with friends.
After verbs that express likes and dislikes, we generally


(love to go is also possible)
use the -ing form, e.g. I like / love / hate swimming. (Note
8 I want to learn French.
that while like + infinitive with to is possible, it is less

3 Example answers:
common, and isn’t used to talk about general activities,
1 I love swimming in the sea.
so it is best at this level to simply teach like + -ing.)
2 I want to visit London one day.
After need, want and try we use infinitive with to. 3 I hate being late.
Students need to memorize and practise the different verbs. 4 I don’t like playing video games.
5 I need to get a new phone.
6 I always try to do my best.
TEACHER DEVELOPMENT 6: APPROACHES TO
GRAMMAR
Go to page 222 for information and advice. DEVELOPING CONVERSATIONS
Making plans
7 Elicit the first full sentence from the class to get AIM
students started. Write it on the board. Ask students
to practise ways of making plans using the present
to write the other sentences individually. Monitor and
simple
help and prompt with spelling and form.
• Ask students to compare answers in pairs before 9 Read through the information in the box about making
providing a clear written record for students to check future plans as a class. To check understanding, ask:
against. When and where do they want to meet?
• Ask students to look at the questions in the box. Then
Answers do the first item as an example. Ask students to look at
1 My daughter wants to get a new phone. Conversation 1 and say which question goes with the
2 Do you like dancing? answers.
3 I try to study English every day. • Ask students to work individually to match the other
4 I don’t enjoy shopping. questions with the answers. Then ask them to compare
5 We need to buy some things later. their answers in pairs. Students may need to use
6 I really hate cooking. dictionaries to check words like end and meet, but see
if they can work out the meaning from context first.
8 Ask students to complete the sentences with their
own ideas. Provide one or two examples to get them Answers
started. 1 What time do you want to meet?
2 What time does the film end?
Example answers 3 Do you want to see the new Avatar film on Sunday?
1 I love camping. 4 Do you like going to the cinema?
2 I don’t really like cooking. 5 Where?
3 This week I need to get a new bag.
4 I want to learn Italian.
5 I don’t really enjoy dancing.

Unit 2 Daily life 31

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10 Set up the task by focusing on the notes. Ask: CONVERSATION PRACTICE
What days can you see? What do they want to watch
AIM
on Saturday? What time does Declan want to meet
to practise language from the lesson in a free,
Tina? Elicit the options students have to choose from.
communicative, personalized speaking activity
Check any words in the task that students don’t know
(match = football match – e.g. Manchester City v Real 12 This is an opportunity to bring together several parts
Madrid). of the lesson, and for students to practise using all the
• Play the audio. Students listen and choose the correct language they have learned.
options. Ask students to compare answers with a • Start by brainstorming things to do in your town and
partner before discussing as a class. writing some ideas on the board. You could support this
activity by bringing in leaflets or a What’s On page, or
Answers suggesting students look at a What’s On page online.
1 match 2 North Street station • Ask students to decide on activities and make brief

3 four 4 Italian notes about what they want to do.

5 one 6 station • You could have a short feedback stage. Ask a few

individuals to say what their plans are.
Audio script
1 A: Hey, Declan, do you like watching football? MEDIATION
B: Yeah, it’s OK. Why? Mediating communication
A: Well, do you want to watch the match on
In Exercise 13, students contribute to an

Saturday?
intercultural exchange, using simple words to ask
B: Where?
people to explain things and to get clarification of
A: In a café in town. It’s on TV.
what they want to do. They have to collaborate in
B: OK. What time does it start?
a simple, practical task, asking what others think,
A: Five.
making suggestions and understanding responses.
B: So what time do you want to meet?
A: Is four OK? We want to get a place to sit. After they’ve completed Exercise 13, ask
B: OK. Where do you want to meet? students to say how well they did the task. Ask:
A: Outside North Street train station? Did you say what you wanted to say? Did you
B: That sounds good. So four o’clock outside agree on something to do?

North Street station.
A: Yes, see you there.
2 B: Do you like Italian food?
TEACHER DEVELOPMENT 9: MEDIATION
C: Yeah, I do. I love it.
Go to page 224 for information and advice.
B: Do you want to meet for lunch on Sunday?

There’s a really nice Italian restaurant near here.
C: Yeah, that sounds good. What time do you 13 M Organize the class into new pairs. Ask students

want to meet? to practise a conversation using the ideas they
B: Is one OK? prepared in Exercise 12. You could model this by
C: Yes, sure. Where? acting out a conversation with a reliable student first,
B: Outside the station? or by asking one well-prepared pair to model their
C: OK, great. conversation for the class.
• As students speak, monitor and listen for errors, new
11 Students discuss the question in pairs. Take brief language or interesting conversations to use in feedback.
feedback from the class. Introduce because to help • In feedback at the end, look at good pieces of
students answer (e.g. Saturday because I like football). language that students used and pieces of language
students didn’t quite use correctly during the activity.
Optional extra activity If your students have phones in Show students better ways of saying what they were
the classroom, ask them to look at their diary page and trying to say.
tell their partner what they want to do at the weekend,
who with, where, and what time. Optional extra activity Once students have practised
in pairs, extend the activity to a mingle. Ask students to
walk round, speak to three different people, and try to
use their own words in the conversation a bit more.

TEACHER DEVELOPMENT 7: DEVELOPING

SPEAKING SKILLS
Go to page 223 for information and advice.

32 Unit 2 Daily life

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 Note the specific verb + noun collocations here (e.g. do
homework, do exercise, have a shower, have a coffee,
2B I usually finish at five go to bed). Encourage students to make and learn other
collocations, so get to work and leave home are also
possible.
Student’s Book pages 18–19 Students may find it confusing why English sometimes
uses the, sometimes a / an, and sometimes no article. At
this early stage of learning, it is best to just learn phrases
IN THIS LESSON, STUDENTS: as fixed useable chunks rather than analyzing them.
• talk about what they do in their free time
• discuss daily activities
• explain how often they do things
GRAMMAR Adverbs of frequency
• read an article about how people spend their free time AIM
to introduce and practise adverbs of frequency

3 Read through the information in the Grammar box as

VOCABULARY Daily activities a class. Then ask students to complete the table. Elicit
AIM which word goes in the first space as an example with
to introduce and practise phrases for activities in the whole class. Monitor and notice how well students
daily life do the task.
• Ask students to compare answers in pairs.
V See Vocabulary reference 2B in the Student’s Book. • In feedback, project or copy the table onto the board
and elicit answers to complete it. You could ask
1 Start by reading out check your phone and do students to translate the words into their first language.
homework and eliciting where in the table students
would put the phrases. Answers
• Once students get the idea, ask them to work 1 always 2 often 3 sometimes 4 never
  
  
  
individually to write the activities in the table. You
could ask them to copy the table into their notebooks
first so that they have more space to write. Language notes
We use adverbs of frequency to say how often we do
2 Ask students to compare their answers in pairs. Note things. In terms of meaning, students are unlikely to
that they may have different answers (e.g. some may have problems – they just need to remember what the
go to the supermarket in the morning, others in the translation is in their first language.
evening), so encourage them to explain why they
In terms of form, the adverb goes between the subject
disagree.
and the main verb (I often read books). If the verb be
• Encourage students to make guesses about unknown
is used the adverb goes after the verb (I’m often tired).
words and to teach each other. Students can use mime
Occasionally, the adverb may be put at the start of a
or examples to explain words they are not sure of
sentence (e.g. we will often place sometimes at the start),
to each other. You can use mime yourself to explain
but at this level it is best to stick to the simple subject +
words as you monitor. At the end, ask students to use
adverb of frequency + verb rule.
dictionaries if they are still unsure of any words.
Note the silent /t/ in often /ˈɒfən/ and the difficult sounds
Example answers in usually /ˈjuːʒʊəlɪ/.
in the morning: do some exercise, have a shower,
have a coffee, tidy your flat / house, check your 4 Set up the task by asking students to tick or suggest
phone changes to the adverb in the first sentence. Give
in the afternoon: have a little sleep, go to the students two or three minutes to tick or correct all the
supermarket sentences.
in the evening: leave work, get home from work, do
homework, prepare dinner, go to bed 5 Organize the class into groups of four or five to share
their sentences. Monitor and prompt, and note how
well students are using the frequency adverbs. In
Optional extra activity Ask students to look at the feedback, find out which students are similar and
phrases in Exercise 1 for two minutes, then close their point out any errors or problems you noticed.
books and work in pairs to see how many words they
can remember and write down. 6 Start by saying or writing two sentences that are true
for you. Set a two-minute time limit and and ask
students to write their sentences. Monitor and prompt
Language and pronunciation notes
for correct spelling and word order. Ask students to
Note the stress is on the first syllable of all these share their sentences with a partner.
words. Tricky pronunciations include: exercise /ˈɛksəˌsaɪz/,
shower /ˈʃaʊə/

Unit 2 Daily life 33

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 Example answers • Take brief feedback from the class. There are no right
1 I often cook dinner for friends at the weekend. or wrong answers – just ask students what they think.
2 I sometimes use English outside class. Use the opportunity to check any words in the text
3 I never go to the cinema on Mondays. that are new (e.g. adjectives: cheap, expensive, lucky).
4 I occasionally work at the weekend when I’m busy
Example answers
 
at work.
1 Students’ answers
2 Erasmo – he is very busy; Lena – she sounds rich;

 
Optional extra activity Ask students to write three Ibrahim – he has lots of free time; Malee – she
sentences about themselves – two true, one false. They spends time with family and friends
read out their sentences in groups. The group members
must decide which sentence is false. 8 Ask students to read the article again and match
the questions to the people in the four texts. Do the
G For further guidance and practice, see Grammar first as an example (write Ibrahim next to 1 on the
reference 2B in the Student’s Book. It explains use board).
and form in greater detail, and provides written • Ask students to compare their answers with a partner
accuracy practice. before discussing as a class.

Answers to Exercises 1, 2 and 3, Grammar Answers

reference 2B 1 Ibrahim (play basketball in the park)
1 1 sometimes 2 don’t often 2 Lena (I like buying nice things with the money I



3 never 4 usually make. I have an expensive new car)

5 never 6 don’t cook very often 3 Erasmo (on Sundays, I sleep)

2 1 I often sleep until twelve on Sundays. 4 Lena (I have … a very big TV. I like watching sport)

2 My parents don’t often do sport. 5 Malee (At the weekend, I go out with my family

3 I don’t go shopping very often. to a park or to the countryside, and we go for a
4 I never watch sport on TV. walk), or Ibrahim (I play basketball in the park)
5 I’m sometimes late for work. 6 Erasmo (I do something most nights)
6 We sometimes go to a restaurant, but we 7 Malee (I go to bed at nine or ten)

don’t go very often. 8 Ibrahim (My friends often play video games, but I

7 A: What time do you usually get up? don’t like them)
B: It’s usually seven o’clock during the week.

8 A: Do you always work on Saturdays?
EXAM-STYLE SKILLS TASKS
B: Not every Saturday, but I often do. Matching questions to different texts

3 Students’ own answers
Students at elementary level are asked to match
 
questions to different texts in a number of
READING common exams.
To do this task effectively, students at this level
AIM
need to do the following:
to give students practice in reading for general
1 Look at the questions first because it is
understanding and for specific information
necessary to know what you need to look for
in the texts. Read the questions carefully and
MEDIATION underline the most important words.
Mediating a text 2 Look at the first text and check which
In Exercise 7, students have to process text in questions you can answer. Don’t try to do the
speech. They have to report in simple sentences task question by question – if you do that,
the information contained in clearly structured, you will have to read the texts many times in
short, simple texts. order to get all the matches right.
After they’ve completed Exercise 7, ask students 3 Once you have ticked any questions answered
to say how well they did the task. Ask: Did you by the first text, move to the second text,
have a good understanding of the texts? Did then the next text.
you say what you wanted to say about them? 4 Always go through answers one last time at
the end and check if everything makes sense.

7 M Start by focusing students’ attention on the article

layout and photos. Ask: What’s the title? Where are TEACHER DEVELOPMENT 11: DEVELOPING
the four people from? Look at the photos. What READING SKILLS
activities do they do? Go to page 225 for information and advice.
• Ask students to read the article and discuss the
questions in pairs. 9 Ask students to work individually to complete the
sentences.
• Ask students to compare their answers with a partner
before discussing as a class.

34 Unit 2 Daily life

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 Answers
1 on 2 on, at 3 in 4 at 5 at, at 6 in
2C A lot of homework!
  
  
  
  
Language notes
at + time (at 9, at 10.30) Student’s Book pages 20–21
on + days (on Monday, on Fridays, on Sunday morning –
but at the weekend)
IN THIS LESSON, STUDENTS:
in + part of the day (in the morning / afternoon / evening)
• explain how much time they spend doing things
• discuss courses and studying
• use classroom language
Optional extra activity 1 Write some of the
• practise listening to three classroom conversations
prepositional phrases from Exercise 9 on the board: on
Mondays, on Sunday mornings, in the afternoon, etc.
Ask students in pairs to say as many sentences as they
can about things they do at these times. To make it SPEAKING
more meaningful, ask students to make sentences which AIM
may be true or false – their partner must say whether to lead in to the topic of the lesson; to talk about
they think it is true or not (e.g. A: I always do sport on English language learning experiences
Mondays. B: False. A: OK, Yes. It’s false.).
Optional extra activity 2 Write the sentences below on 1 Organize the class into pairs to discuss the questions.
the board. Ask students to translate them into their own You may wish to check and pre-teach the phrases first.
language. Then ask them to translate them back into You could use mime to check the words (e.g. finding
English. Ask them to compare the English to the original. words in a dictionary) or you could ask students to use
dictionaries to check words before they start.
I usually have a shower in the morning.
• As students speak, go round and monitor, and note
He never works at the weekend. what they like and dislike. This is useful information as
She goes running on Sunday mornings. the course proceeds.

SPEAKING DEVELOPING LEARNER INDEPENDENCE

AIM AIM
to practise language from the lesson in a free, to encourage students to reflect on how
communicative, personalized speaking activity they learn best in the classroom
Different students have different expectations in
10 This is an opportunity to bring together several parts the classroom and different experiences. Find out
of the lesson and for students to practise using all the how your students feel about their classroom
language they have learned. experience with the questionnaire below. Use it
• Ask students to practise saying the questions briefly. to encourage students to collaborate with others
Then organize them into groups of four or five to ask and try new things.
and answer them. In feedback, ask different groups to
say who has the best social life and why. How do you learn best in the classroom?
• As students speak, go round and monitor, and note Tick the statements that you agree with.
down any interesting pieces of language you hear. 1 I enjoy working in pairs and groups.
• At the end, look at good pieces of language that 2 I want the teacher to explain rules and the
students used and pieces of language students didn’t meaning of words.
quite use correctly during the activity. Show students 3 I want my teacher to tell me every time I make
better ways of saying what they were trying to say. a mistake.
4 I like to try to understand things by myself.
Optional extra activity Ask students to go online to 5 I enjoy explaining things to classmates and
find out what people of a particular nationality typically learning from them.
do at the weekend. They could choose their own 6 I like working on my own.
nationality, or an English-speaking nationality – e.g. 7 I prefer speaking to writing.
Americans, Canadians or Australians. Students present 8 I only want to hear and use English in the
sentences in the next class, e.g. A lot of Australians do classroom.
sport at the weekend. They often go to the beach. They 9 I like sitting next to different people.
like rugby and cricket. 10 I want the teacher to translate words I don’t

know.

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TEACHER DEVELOPMENT 15: LEARNER Optional extra activity Ask students to write five
INDEPENDENCE sentences in their notebooks using different phrases from
Go to page 226 for information and advice. this lesson and adverbs of frequency (I often write in
pencil in my notebook).
VOCABULARY In the classroom
AIM LISTENING
to introduce and practise phrases used in an English AIM
class to give students practice in listening for general
understanding and to answer true and false
V See Vocabulary reference 2C in the Student’s Book.
questions; to practise hearing and noticing the
different pronunciations of is or ’s in fast speech
2 Elicit the first match (1 c) from the students to get them
started. Then organize the class into pairs to complete 5 Start by asking students: What do students say at
the exercise. Ask them to match what they can before


the beginning / end of the class? This will preview the
checking any difficult words in their dictionaries. listening and focus students on the task. You may wish
• In feedback, show a clear record of the answers. Point to pre-teach try and remember.
out any ‘clues’ that helped students reach the answers • Play the audio. Students listen and note answers.
(e.g. come goes with to). • Ask students to compare their answers with a partner
before discussing as a class.
Answers
1 c 2 b 3 d 4 a 5 f 6 e 7 h 8 g Answers
  
  
  
  
  
  
  
a 3 b 1
  
c 2

  
Language notes
Note the collocations here. Phrases like take a break or Audio script
turn off the light may not translate word for word into M = Matty, S = Simon, K = Kasia
students’ L1 so they will need to be memorized as fixed 1 M: OK. Let’s take a break! There’s a café next door

collocations. if you want a coffee.
S: Eh? What?
3 P Play the audio. Students listen and practise. K: It’s a break. He says there’s a café next door.


You could pause at difficult phrases and model phrases S: Oh. OK, thanks.
yourself to help students say them correctly. K: Do you want to have a coffee?
• In feedback, ask students to say which phrases were S: Oh … yeah, but I don’t have any money.
hard and focus on them as a class. Comment on any K: That’s OK. I have some.
errors students made. S: Are you sure?
K: Sure. You can pay another day.
Audio script S: OK, thanks. How long is the break?
1 pencil, write in pencil K: Oh, I don’t know. Teacher! Teacher!
2 notebook, write the words in your notebook M: Yes, Kasia.
3 turn off, turn off your phones K: How much time do we have?
4 notes, take notes M: Twenty minutes.
5 sit down, come in and sit down K: Twenty. OK. Thanks.
6 meaning, check the meaning M: Oh, and Kasia – call me Matty, not ‘teacher’!
7 scissors, use your scissors K: Oh. OK! Sorry … Matty.
8 rubber, use a rubber 2 K: Er … um teacher, er Matty?
9 bring, bring it here M: Yes, Kasia?
10 stand up, stand up and find a new partner K: Do we have any homework?
M: Oh yes. Thanks. I forgot. OK, everyone! Look

on page 136. The Grammar section. OK? So
Pronunciation notes do Exercise 2 on question forms and then in
Note the difficult pronunciation: pencil /ˈpɛnsəl/ and Revision do all three exercises.
scissors /ˈsɪzəz/. S: All?
M: Yeah. And then try to remember the

vocabulary from today’s class.
TEACHER DEVELOPMENT 5: DRILLING FOR S: This is a lot of homework.
PRONUNCIATION M: Do you think so?
Go to page 222 for information and advice. K: No, it’s not much homework. I think Simon’s

lazy!
4 Organize the class into pairs. Ask them to take turns S: Ha ha. Yes, maybe a bit.
to say a verb and remember and say the whole phrase. M: No, I don’t think so! Simon, try to do it. Do

Model the activity first with a reliable student to get some every day – five or ten minutes.
the class started. Extend the activity until students are S: OK. Maybe.
confident about remembering all the phrases. M: OK, everyone. Thanks. See you next week.

36 Unit 2 Daily life

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 3 M: OK everyone, nice to see you again. My name’s Answers


Matty. Remember? Before we start, stand up 1 T (she offers to pay for both coffees)
everyone and try to remember each other’s 2 F (twenty minutes)
names. 3 F (do Exercise 2 on question forms and then in


M: OK. Stop there! Oh, hello Simon. Revision do all three exercises)
S: Hi … er, sorry, … I’m late. 4 F (This is a lot of homework – he thinks it’s too


M: That’s OK. Come in and sit down. There’s a much)

place next to Kasia. 5 T (There’s a place next to Kasia.)
S: Er. OK. 6 T (‘Do you have a dictionary?’ ‘No. … Oh, Kasia,


M: OK. So, everyone. Look at page 63 now. See thanks.’)

Exercise 1. What’s the answer to number 1?
Anyone? Kasia? 8 Organize the class into pairs to discuss the questions.
K: Close the window. As students speak, go round and monitor, and note

M: Yes. That’s right. OK, everyone – you find the down any interesting pieces of language you hear.

other answers. • At the end, elicit students’ ideas and look at good
S: Teacher! I don’t have a pen. pieces of language they used and pieces of language

M: Oh, right. Does anyone have a pen? Thanks, they didn’t quite use correctly during the activity.

Kasia! Oh, and Simon, call me Matty, not
‘teacher’. Example answers
S: OK. OK. Er … Teacher, what does ‘turn off’ 1 I think Simon is a bad student. He is late for the

 
mean? lesson and isn’t prepared. He doesn’t have what
M: Um … er … Do you have a dictionary? he needs and thinks the homework is too much;

S: No. … Oh, Kasia, thanks. And I didn’t bring Kasia is a good student. She has everything she

my notebook … sorry. Kasia, do you have any needs and answers questions.
paper? 2 Yes, I do. Matty is very patient and nice to
 
everyone, including Simon.
6 FS Play the audio. Students listen and note down 3 Students’ own ideas.
 
which sentences include the word is.
• Ask students to compare answers with a partner Optional extra activity Write beginning, middle
before checking as a class. and end on the board. Put students in pairs. Point to
beginning – students must act out a conversation at the
Answers
beginning of a lesson. Point to end – they must try a
1, 2, 4, 6 and 8 include is or ‘s.
different conversation. Point to middle, or to beginning
Note that in 1, 2 and 6, you hear /z/, and in 4 and 8
again. Students have to keep thinking of things to say.
you hear /s/.
GRAMMAR Countable and uncountable
Audio script nouns
1 There’s a café.
AIM
2 How long is the break?
to introduce and practise countable and uncountable
3 Do you think so?
nouns
4 It’s not much homework.
5 Thanks. See you next week. 9 Read through the information in the Grammar box as
6 My name’s Matty. a class. Ask students to give you other examples of
7 Come in and sit down. countable and uncountable nouns.
8 What’s the answer? • Ask students to work individually to decide which
words are countable and uncountable. Elicit the first
Pronunciation notes answer to get them started.
• Organize the class into pairs to check their answers.
The full form is is pronounced /ɪz/. Is is often abbreviated
Monitor and note how well students understand the
to ‘s. After voiced sounds, ‘s is pronounced /z/. After
use of countable and uncountable nouns.
unvoiced sounds (e.g. the /t/ sound), it is pronounced /s/.
Answers
7 Start by asking students to read through the six countable: exam, note, street, teacher, tourist, park,

sentences. Check any unknown words (break = short town
free time at work or school). uncountable: help, paper, rubbish, countryside, time,
• Play the audio again. Students listen and write T (true) homework
or F (false) for each sentence.
• Ask students to compare their answers with a partner
before discussing as a class.

Unit 2 Daily life 37

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Language notes Optional extra activity Write the following prompts
Be aware that countability can be much more difficult on the board and ask students to make their own
than it looks. Your students’ L1 may have no concept true sentences. Ask them to make sentences negative
of countability (e.g. Japanese), or may omit articles with or positive and to add a word like some, any, much,
countable nouns (e.g. Russian), or may consider words many, etc.
that are countable in English to be uncountable (e.g. I / have / free time
information is uncountable in English but countable in There / be / thing(s) to do here
French; the word for people in Italian is uncountable, but
I / do / homework
the word for money in Italian is countable).
I / eat / food in the morning
Try to show that countable nouns can be counted (use
your fingers or lines on the board to show four pens, for I / drink / coffee
example) and that their plural form adds -s or -es. Ask students to compare sentences and find things in
Note the following. common.
Negative sentences
We use not a with countable singular nouns (dictionary), 11 Ask students to prepare their questions individually.
not any with countable plural or uncountable nouns You could elicit two or three examples before they
(cars, traffic). start.
We use not many with countable plural nouns (cars) or • As students prepare, monitor and help with ideas and
not much with uncountable nouns (traffic). vocabulary.
• Organize the class into groups of four or five to
Questions
practise asking and answering the questions.
We use Do you have + a with countable singular nouns • As students speak, go round and monitor and note
(rubber), Do you have + any with countable plural or down any errors or good uses of language you hear.
uncountable nouns (scissors, paper, homework). • In feedback, find out what students have learned from
We use Do you want + some with countable plural nouns each other. Look at good pieces of language that
(chips), or uncountable nouns (water). students used and pieces of language students didn’t
quite use correctly during the activity.
10 Ask students to work individually to change the G For further guidance and practice, see Grammar
nouns in the sentences. Elicit an example for the first
reference 2C in the Student’s Book. It explains use
sentence to get them started. You may wish to support and form in greater detail, and provides written
students more here by asking whether students need accuracy practice.
a countable or an uncountable noun in each sentence.
For example, elicit that an in 1 needs a singular noun Answers to Exercises 1 and 2, Grammar
with a vowel sound at the start, much in 7 needs reference 2C
an uncountable noun, many in 8 needs a countable 1 1 a 2 some

noun, but a lot of in 9 could have a countable or an 3 a lot of, much 4 a, much
uncountable noun. 5 any, much 6 some, any

• Organize the class into pairs to compare their ideas. 2 1 A: Do you have a pen and some paper? I need

Monitor and note how well students understand the to write a shopping list.
use of countable and uncountable nouns. B: Have a look in the drawer next to the


• In feedback, elicit some of your students’ ideas. Focus fridge.
on areas where students made mistakes and explain 2 A: Do you have any / some money with you?
why some words can or cannot be used. B: Sorry, I don’t. I usually use a card or my


phone these days.
Example answers 3 A: Are there any good places for a coffee near

1 answer (singular countable noun beginning with here?
 
a vowel) B: Yes, there are some nice cafés on the next


2 paper / pens (uncountable or plural countable noun) street.
 
3 time to do my homework (uncountable or plural 4 A: Ah, there isn’t any milk, I’m afraid.
 
countable noun) B: That’s OK. Black coffee is fine.

4 homework to do today (uncountable noun) 5 A: Do you have much homework this
 

5 doctor (note that we say a with jobs) evening?
 
6 paper on my desk (uncountable noun) B: Yes, I have a lot of vocabulary exercises to
 


7 work (uncountable noun) do.
 
8 people (countable noun) 6 A: There’s a lot of traffic round here today.
 
9 shops / restaurants near here (plural countable B: Yes, I think there’s a big event at the
 


noun) stadium later.
10 food in the fridge (uncountable or plural countable

noun)

38 Unit 2 Daily life

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SPEAKING TASK MY OUTCOMES
AIM AIM
to develop students’ speaking skills in an extended to reflect on what students have learned and
fluency-based activity; the task has a goal, an on how to improve in a personalized speaking
intended outcome and requires mediation, and activity
it encourages students to use all their language
resources in English to successfully complete it • Give your students time to read the questions and
prepare things to say. You could ask students to
12 Start by setting the scene. Ask: What do you do in make a few brief notes.
your free time? Do you study a lot? How much time do • Organize the class into pairs or small groups.
you sleep? Give students five to ten minutes to discuss the
• Write on the board: How much time do you spend …? questions.
Check spend time + ing, then elicit different ways of • In feedback, ask a few pairs to tell the class what
completing the question using the activities students they said. Alternatively, you could have a class
have learned in the lesson. discussion in which groups share the ideas they
• Once students have the idea, organize the class into have and comment on each other’s ideas.
pairs and ask them to prepare four questions. • Follow up by setting a task for homework. See the
• Monitor and help with ideas and vocabulary as Teacher development section for ideas. Following
students prepare. this activity, you could, for example, ask students
• Have a brief feedback stage. Ask each pair to model to brainstorm a list of what they have learned
one of the questions they have prepared. from reflection.

MEDIATION TEACHER DEVELOPMENT 16: MY OUTCOMES

Mediating concepts Go to page 227 for information and advice.
In Exercise 13, students collaborate to construct
meaning. They have to ask and answer
For further practice, use Communicative activities 2.1
questions, understand each other, show they are
and 2.2 on pages 230–231.
following, and help each other understand by
rephrasing or asking more clearly.
After they’ve completed Exercise 13, ask
students to say how well they did the task. Ask:
Did you get answers to your questions? WRITING 1
13 M Read out the instruction and point out the Completing forms
phrases students can use to answer. You could drill
some of the phrases so students can get used to saying Student’s Book pages 22–23
them.
• Organize the survey as a mingle. Ask students to stand
up, walk round and talk to as many people as they can IN THIS LESSON, STUDENTS:
in a fixed time. Set a five-minute time limit (or less if • complete an online application form
you are short of time in class). • learn questions that ask for information about
• As students speak, go round and monitor and note people
down any interesting pieces of language you hear. • talk about things from different countries
• explain their reasons for taking a course
14 Ask students to sit with their original partners and
compare what they learned.
• At the end, find out what different pairs have learned. SPEAKING
Look at good pieces of language that students used
and pieces of language students didn’t quite use AIM
correctly during the activity. Show students better ways to get students talking about the topic
of saying what they were trying to say.
1 Lead in by asking: When do you complete a form?
What information is on a form?
TEACHER DEVELOPMENT 7: DEVELOPING • Ask students to read the questions and check any
SPEAKING SKILLS unknown words (surname is the same as family name).
Go to page 223 for information and advice. • Ask students to match the questions to the answers.
• Ask students to compare answers in pairs.
• In feedback, elicit answers.

Writing 1 39
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 Answers Language and culture notes
1e 2c 3a 4f 5d 6g 7b There are no hard and fast rules for which suffix to use
  
  
  
  
  
  
to form nationalities from countries, so students need to
Culture notes simply learn them. Focus on a set of nationalities that your
particular group of students are most likely to need.
If you have non-Europeans in your class, explore how
names and addresses are expressed differently. Point Typical endings include -(i)an (German, Italian,
out that the person in this exercise is David Sebastian Argentinian, Nigerian, Canadian), -ish (British, Irish,
Abbott (first name, middle name, surname/family name). Swedish), -ese (Chinese, Vietnamese, Japanese), and -i
Note that not everybody has a middle name in English- (Pakistani, Kuwaiti, Saudi).
speaking cultures, and that many (like David) don’t use Some nationalities are unique: French, Swiss, Greek, etc.
it. Some people have more than one middle name. Ask If your students are studying in the UK or Ireland, or have
students to say whether they have a middle name. Find an interest in the area, you could teach its countries and
out whether students do things differently in their culture nationalities: the UK / British, England / English, Scotland /
– e,g. they may put their family name first (this is the Scottish, Wales / Welsh, Ireland / Irish.
case in China, Korea and Japan).

5 Ask students to discuss the photos with a partner.

2 Ask students to ask and answer the questions in pairs. • In feedback, ask students to say what they think
• In feedback, ask students to tell the class what they and reveal the correct answers. Correct the use and
found out about their partners. pronunciation of countries and nationalities.

WRITING Example answers

a It’s a Brazilian beach.
AIM
b It’s Korean.
to develop students’ ability to complete a form
c It’s an Italian pizza / a pizza from Italy.
3 Start by focusing students’ attention on the form. Ask: d It’s Turkish.
What is the form for? What information can you see e They’re Mexican wrestling masks.
on the form? f They’re French baguettes / baguettes in France.
• Ask students to complete the form with the words in g It’s a German car (a BMW).
the box. Elicit the first answer to get students started. h It’s a Canadian flag / the flag of Canada.
• Ask students to compare answers in pairs.
• In feedback, elicit answers and show them on the 6 Organize the class into small groups to discuss the
board. Confirm understanding of new words by asking questions and think of ideas.
questions round the class (What’s your address? What’s • In feedback, ask groups to present their ideas. Work
your date of birth? etc.). with students’ ideas – it doesn’t matter if they can’t
think of many examples. In a multinational class, ask
Answers students to give examples of people, food and famous
1 Surname 2 First names things from their country.
3 Title 4 Nationality
5 Date of birth 6 Address Optional extra activity Ask students to choose a
7 Telephone number 8 Email address country in Exercise 4 that they know little about, and go
online to find a famous person, food, building and fact.

USEFUL LANGUAGE Countries and

nationalities USEFUL LANGUAGE Writing sentences
AIM AIM
to practise saying countries and nationalities to practise writing sentences with correct
punctuation following a subject–verb–object pattern.
4 Read through the Useful language box as a class.
• Ask students to complete the table then check with a 7 Read through the box on writing sentences as a class.
partner. • Ask students to complete the sentences then check
• In feedback, ask students to come to the board to with a partner. You could elicit the first answer to get
write up answers. students started.
• In feedback, ask students to justify answers by referring
Answers to the information box on writing sentences.
1 Brazilian 2 Egypt 3 Italy
4 Japanese 5 Mexico 6 Oman Answers
7 Peruvian 8 Polish 9 Spain 1 I love the language.
10 Thailand 11 Turkish 12 Vietnam 2 My partner is from Canada.
3 I want to visit New Zealand next year.
4 I want to read books in English.
5 I need English for my job.
6 I want to get a good job.

40 Writing 1
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8 Ask students to prepare sentences from the prompts Example answers
individually. Monitor and help with ideas and Reason you want to do this course:
vocabulary. I love travelling / meeting new people / learning new
• Ask students to compare sentences in pairs, and work things.
together to correct if necessary. I need the language for my job.
• In feedback, ask students to share sentences with the I want to do an exam in English.
class. I want to live and work in the US.

Example answers
I love my house / learning English.
I’m from Sweden. My partner is Norwegian.
I want to travel round the world.
I need a new bag.
REVIEW 1 Video

PRACTICE Student’s Book page 24

AIM
to practise completing an application form for an About the videos
online English course The two types of video in Outcomes are designed to
expose students to the sort of natural communication
9 Start by asking a few What’s your … ? questions
that they will encounter outside the classroom, with
around the class to focus students on the form and the
speakers from a wide range of language backgrounds.
answers they need (e.g. What’s your surname?).
They are intended to be authentic examples of English,
• Ask students to complete the form individually.
rather than perfect models. The accompanying activities
Monitor and help with vocabulary and spelling.
reflect this and aim to build students’ confidence in
understanding fast speech, different accents, and English
TEACHER DEVELOPMENT 12: DEVELOPING as it is spoken in the real world. They can also be used
WRITING SKILLS to build students’ confidence about their own ability
Go to page 225 for information and advice. in English, by showing them that you don’t need to
have completely accurate English as long as you can
MEDIATION communicate your message to your listener.
Mediating concepts
In Exercise 10, students have to collaborate on a
shared task. They have to formulate and respond
VIDEO Out and about
to suggestions, compare ideas and explain AIM
choices, and ask whether people agree. to watch a ‘vox pop’ video in which people talk
After completing Exercise 10, ask students to say about what they like about their hometown; to
how well they did the task. Ask: How well did notice accents which use a /z/ sound instead of a /ð/
you suggest corrections and changes? sound in some words

Note that there is usually a peer review 1 This is a review of the Unit 1 topic, so you could start
mediation task after students have completed by asking students to say what they remember about
the writing activity on Writing pages on this the conversations in Unit 1, or what phrases they
course. Although these tasks will not be labelled remember from the unit. Organize the class into small
each time with the mediation icon, you might groups to discuss the question.
still wish to ask a follow-up question and focus • In feedback, ask students to briefly share any interesting
on the mediation aspect of the task. descriptions they heard from their classmates.

2 Tell students they are going to watch the ‘Out and

10 M When students have completed their forms, ask about’ video, in which four people talk about their
them to exchange with a partner. hometown.
• Students read each other’s work and think about the • Before playing the video, read through the
questions. Understanding accents box with your class. Tell
• When students have read the forms, put them in pairs students that they may notice this pronunciation
to make comments and suggest corrections. feature in the video. If you’d like to explore this with
your class further, see the Pronunciation notes on
11 In the same pairs, ask students to compare their
page 42.
reasons for wanting to do the course.
• Ask students to watch the video. Then focus their
• In feedback, find out who had similar reasons and who
attention on the questions in Exercise 2.
had really good ideas.

Review 1 41
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• Ask students to discuss with their partner whether any Answers
of the places mentioned sound similar to where they Mariana a, f Emeric c, h
live, and to share anything they remember hearing Bernardita b, e Abdulrahman d, g
from the video.
• In feedback, ask students to share answers briefly with
the class. At this stage, just find out what students 4 Organize the class into small groups. Ask students to
caught – they will have a chance to listen again in read and discuss the questions.
more detail later. • In feedback, elicit ideas from different groups.

Optional extra activity Ask students to make a list of

Video script
the five best things to do in their town or region.
Mariana: My city is Saltillo, it’s, it’s a small city but I
like it because we have many things to do there. We
can go to different restaurants or go to the cinema, VIDEO Developing conversations
like, old, old places.
AIM
Emeric: I came from the city of Toulon in France. And
to watch a ‘developing conversations’ video in
I really love this city because it’s not too big, it’s not
which two people arrange to meet; to give students
too small and there is everything you need in it. And
practice in understanding fast speech
also, I go to college there and I really love my college.
Bernardita: My hometown is Santiago. I live there in 5 This is a review of Lesson 2A. Lead in by asking
Chile and it’s a big city from Chile. It’s the capital. Er, some general questions. You could use the image
I think it’s like, like all big cities in the world. We are in the Student’s Book or pause the video just before
lucky because we have this big city or the capital, but the two people start talking. Ask: What can you see?
we have many mountains and good place to escape Where are they? Explain that they are arranging to go
and go to run and walk on. out. Ask: What phrases might they use?
Abdulrahman: My hometown in Saudi Arabia in • Ask students to watch the video and make brief notes.
the Middle East. And what is like, it’s like a village Ask them to note down any key words or phrases they
and there is lots of shops, out shops I mean, and the hear.
weather in the winter it’s chilly, chilly weather. In the
summer, it’s quite hot and, and also close to quiet Video script
country. A: Do you want to go for a run at the weekend?
B: Oh, OK. When?
Pronunciation notes A: Maybe Saturday?
B: Oh, no, I can’t make Saturday. I have a piano
You may wish to explore why some speakers may

lesson.
replace one sound with another. Start by asking whether
A: Piano? You take piano lessons?
speakers of the students’ first language often do this.
B: Yes, I do. I really enjoy it. But, well, I’m not very
Then look at reasons why students change the sounds.

good.
Here are some possibilities:
A: Piano is really hard to learn.
1 Sometimes a sound does not exist in a student’s first B: Yes, it is.
language (e.g. the /ð/ sound), so they approximate to the A: Anyway, how about Sunday?
nearest similar sound. B: Sunday sounds good. But I, I like getting up late

2 Sometimes a sound in a student’s first language is on Sunday. So, what time were you thinking?
similar to two sounds in English, so they use the same A: I like to get up at eight. So, nine?
sound for both. B: Nine?
3 Sometimes, it is hard to say a sound after another A: Ten?
sound in a word – so students approximate. B: How about eleven?
A: OK, eleven. Where do you want to meet?
Recognize that English is an international language,
B: How about the café inside the park?
so students will come across many accents influenced
A: Great! We could go for a coffee after a run.
by a speaker’s first language, as well as many accents
B: Oh, yeah. Yeah, that sounds really good. But it’s
influenced by other factors such as nationality, age,

going to be really hot, isn’t it?
culture and regional variations. Encourage students to be
A: It’s not hot at nine!
open to and alert to the variety.
B: OK.
A: No, it’s fine. I’m actually out on Saturday evening. I

3 Give students time to read sentences a to h. have dinner with my whole family.
• Ask students to watch the ‘Out and about’ video again B: Oh, so you didn’t want to get up early or go for a

and match speakers to sentences. run early on Sunday?
• Ask students to compare their ideas in pairs. A: OK. Do you have plans on Saturday?
• In feedback, elicit and show answers on the board. B: I do. I’m going to put my feet up and watch a

movie.
A: Ah, so you can go to bed early then?
B: Yes, I’ll see you on Sunday morning.

42 Review 1
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6 Ask students to compare their ideas in pairs. Play • As students speak, monitor closely and note any errors
the video again if necessary; pause then play the you hear. In feedback, praise good language use, and
video at points where students had problems catching comment on any errors you noted.
information.
• In feedback, ask students to share what they heard. Optional extra activity Write five or six useful words or
Don’t worry about getting everything – just find out phrases from the lesson on the board and ask students to
how well students were able to follow the natural include them when they are having their conversations.
conversation.

7 FS Give students time to read sentences 1 to 8,

and try to recall or guess what words are missing. You
could tell students to write in answers lightly in pencil.
• Ask students to watch the video again and to complete
REVIEW 1 Grammar and Vocabulary
the gaps.
• Ask students to compare their ideas in pairs.
Student’s Book page 25
• In feedback, elicit and show answers on the board.
AIM
Answers
to consolidate vocabulary and grammar from Units
1 want to 2 very good 3 getting up
1 and 2
4 How about 5 go for 6 have dinner
7 have plans 8 bed early 1 1 is 2 to go

 
3 any, a 4 Are

 
5 playing, love 6 Is, are
Optional extra activity Here are a few things you can

 
7 do you do, don’t 8 Does, loves, often
do with a video to vary the activity:

 
2 1 What do you do?
1 Freeze frame at the start and ask students 2 Where do you work?
questions to set the scene and predict what the 3 Do you enjoy it?
speakers might do or say. 3 1 I need to do some shopping.
 
2 Freeze frame after someone asks a question – ask 2 I never play video games.
students to predict how the other speaker might 3 Sorry, I don’t understand. What does
 
respond. receptionist mean?
3 Freeze frame on close-ups or interesting 4 I don’t know much English.
expressions or actions – ask students how the 5 There is a palace near the river. It’s beautiful.
speakers are feeling. 6 She speaks English very well, but she’s not from
 
4 Play with the sound down – students have to the UK.
recall and say what they are talking about or actually 4 1 Do you have any money?
saying – students could even say the conversation 2 I don’t need any help, thanks.
while watching the silent video. 3 What time do you want to meet?
4 There are a lot of places to visit here.
CONVERSATION PRACTICE 5 I don’t need to do much homework tonight.
6 He usually gets up at six and starts work at
 
AIM seven.
to practise conversations based on the videos 5 1 g 2 f 3 h 4 a 5 b 6 c
students have watched and the Conversation Practice 7 d 8 e
in 1A and 2A 6 Places: building, countryside, island, mountains
Work: boss, customers, earn, long hours
8 Ask students to work in pairs to choose a conversation Everyday activities: prepare dinner, sit down,
to prepare. Refer them to the Conversation Practices
stand up, tidy my flat
in Lesson 1A and Lesson 2A of their Student’s Book.
7 1 coast 2 dirty 3 take
You could revise the language they use in each set of
4 dangerous 5 noisy 6 get
conversations.
7 river 8 show
• Once students have selected a conversation, tell them
8 1 part 2 east 3 lovely
to prepare by looking at phrases to use. They can look
4 trees 5 rubbish 6 fashion
at their notes on Lesson 1A or 2A, or on this Video
7 other 8 boring
lesson.
• Give students five minutes to prepare ideas.
• When students are ready, ask them to have
conversations. You could ask them to practise again by
exchanging roles, exchanging partners, or exchanging
information in their conversation. Practice makes
perfect, so it is a good idea to try out conversations
three or four times.

Review 1 43
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 3 Home
Culture notes
IN THIS UNIT, STUDENTS:
The village of Gangi, Sicily, has been named the most
• ask and answer questions about local shops and beautiful village in Sicily – it’s very old and has a castle
other places and views of the mountains. But the government is selling
• talk about home and what they like / don’t like houses for one euro to try to get more people to come
about it to live in the village and look after the old buildings,
• have short conversations to get help with a which need a lot of repair. The man in the photo is from
problem in a shared house Denmark and has bought one of these one euro houses.
Sicily is an island in the Mediterranean Sea, and is a
region of Italy. It is known for its many ancient historical
SPEAKING sites, beautiful scenery and good food.
AIM
to set the scene and introduce the theme with a
2 Ask students to read through sentences a–g. Revise
photo; to get students talking about places to live in
and check any difficult words.
Optional lead-in activity Ask students to look at the • Mix the pairs so that students are working with
unit title and photo. Ask: What is the unit about? What someone new. Model the task. Say: A big kitchen?
words and phrases can you think of? Brainstorm words Yes. That’s important.
connected with the topic: jobs in the home, types of • Ask students to say what is important in pairs. Go
rooms, etc. round the room and check students are doing the task
and help with ideas and vocabulary if necessary.
• In feedback, ask students to tell the class what their
1 Lead in by asking questions about the photo with the partner thought was important.
whole class. Ask: What can you see? Do you think the
houses are cheap or expensive? 3 Ask students to prepare things to say to classmates.
• Organize the class into pairs. Ask students to look at Ask them to use dictionaries to find words they need,
the photo and the task, and prepare things to say first. but monitor and check students are using the right
Monitor and help with ideas. If students are not sure words and can pronounce them correctly.
how to say anything, tell them to use a dictionary or • Ask students to share ideas with the class.
help them with the words as part of your monitoring.
• Ask students to talk about activities with their partner. Example answers
• In feedback, ask questions and ask different pairs to parking / a garage
answer. Write up any interesting or useful new phrases a garden with flowers
on the board. own bathroom
in the city centre
Example answers
1 Yes: it’s cheap, attractive, historical, a good place
 
for a holiday; No: it’s too old / small / quiet. Optional extra activity Ask pairs to decide on the top
2 There might be problems, e.g. the houses need five things that are important to them for a place to live
 
a lot of repair, it’s difficult to get there, maybe in, in order of importance, using the ideas in Exercise 2
nobody lives there. and their own ideas from Exercise 3. Ask pairs to present
3 Students’ own answers their lists to the class.
 
TEACHER DEVELOPMENT 1: INSTRUCTING
Go to page 220 for information and advice.

44 Unit 3 Home
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 Audio script
A: I want to buy some gifts for my family. Is there a
3A Is there one near here?


market near here?
B: There’s one on New Street.
A: OK. Where’s that?
Student’s Book pages 28–29 B: So this is High Street. Go to the end and turn left.


That’s New Street. The market is opposite the station.
A: OK. Thank you.
IN THIS LESSON, STUDENTS:


• ask and answer questions about local shops and
other places 2 Set up the task by eliciting a few ways of changing the
• practise listening to people asking and saying words in purple. For example, students may suggest
where things are buy a book or watch a film. Model the conversation.
• explain exactly what they want to get or do Say: I want to buy a book. Is there a bookshop near
• explain exactly where things are here? Nominate a student to play the B role. Once
students have got the idea, ask them to act out
conversations in open pairs across the class. To do
this, nominate one student to play A, and another in
DEVELOPING LEARNER INDEPENDENCE a different part of the class to play B. They act out the
AIM conversation while the class listens. Nominate another
to set lesson goals and encourage students’ A and another B and ask them to act out a different
awareness of what they are trying to conversation by changing the parts in purple.
achieve on this course • Ask students in pairs to work together to change
Ask students in pairs to look at the list of aims at the words in purple and practise reading out the
the top of the page, and the headings of activities conversation again in closed pairs.
on the page. Then ask them to discuss these • Monitor as students practise, and correct mistakes.
questions (which you could write on the board):
Optional extra activity Practice makes perfect. Ask
1 What vocabulary will you learn? students to practise the conversation three or four times,
2 What skills (reading, listening, speaking, writing) will trying to memorize more and more of it each time.
you practise? Then ask them to close their books and try to remember
3 What do you think is the main aim of this lesson? as much as they can and to use their own words to
4 What’s your main aim? What do you want to learn? complete the rest of the conversation.
You could repeat this task in other sections
of this unit to guide students to a good VOCABULARY Places for things you need
understanding of what the lesson aims are.
AIM
to introduce and practise words to describe places
for things you need
TEACHER DEVELOPMENT 15: LEARNER
INDEPENDENCE 3 Elicit the first match (1 b) from the students to get them
Go to page 226 for information and advice. started. Then organize the class into pairs to complete
the exercise. Ask them to match what they can before
checking any difficult words in their dictionaries.
SPEAKING
Answers
AIM
1 b 2 f 3 a 4 c 5 e 6 d
to introduce ways of asking where things are and
  
  
  
  
  
giving directions
Language notes
1 Ask students to read through the conversation.

Check any words they are unsure of. Explain opposite A department store is a large shop which is made up
by drawing a simple street on the board with the of a number of departments – commonly: clothes, toys,
market and station shown opposite each other. perfume, bags, shoes, gifts, etc.
• Play the audio. Ask students to listen and follow in Students may confuse bookshop and library (in French,
their books. for example, librairie means bookshop, and the word for
• Organize the class into pairs to practise reading out the library is bibliothèque). Point out that you buy books in a
conversation to each other. Ask students to exchange bookshop. We borrow books or go to study in a library.
roles and practise more than once. Monitor and
prompt students to correct pronunciation and attempt
an appropriate intonation pattern as they speak. TEACHER DEVELOPMENT 3: APPROACHES TO
VOCABULARY
Go to page 220 for information and advice.

Unit 3 Home 45
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4 P 
Play the audio. Students listen and practise. Audio script
You could pause at difficult phrases and model phrases 1 A: Are you OK?
yourself to help students say them correctly. B: No. I have a headache. I need something for it.
• In feedback, ask students to say which phrases were A: Sorry. I don’t have anything.
hard, and focus on them as a class. Comment on any B: Is there a chemist near here?
errors students made. A: Yes of course. There’s one behind here, on 21st


Street.
Audio script B: OK. Where’s that?
1 bookshop, I’m looking for a bookshop A: The next street behind us. Go out of here and


2 chemist, is there a chemist near here? turn left. At the end of the road turn left and
3 department store, it’s a big department store it’s the first left again. There’s a small food shop
4 library, go to the library on the corner and the chemist is next to that.
5 post office, is there a post office near here? B: OK. Thank you.
6 sports centre, there’s a sports centre near here 2 C: I need to do some exercise. I usually do something


7 shorts, I need some shorts every day. Is there a pool or a gym near here?
8 birthday card, get a birthday card D: There isn’t really anything in this area. You need


9 quiet place, I need a quiet place to study to go to Newtown – there’s a sports centre there.
10 swimming, I’d like to go swimming C: OK, nice. Where’s Newtown?
11 change some money, I need to change some money D: Oh, you need to take the bus. There’s a stop at


12 forgot, I forgot my toothbrush the end of the road.
C: OK. What number?
Pronunciation notes D: Number 15. It’s the only bus. Go to the end

Note the difficult pronunciation: chemist starts with of the road and turn right. The stop’s about
a hard /k/ sound, and headache ends with a hard /k/ 50 metres down the road but on the opposite
sound; library /ˈlaɪbrɪ/, exercise /ˈɛksəˌsaɪz/ side. You need to cross the road. The stop is in
front of a school.
Note the stress: department
C: Oh, OK. Thanks.
3 E: Is there a bookshop near here? I forgot my

TEACHER DEVELOPMENT 5: DRILLING FOR book and I don’t have anything to read.
PRONUNCIATION F: No, sorry, but maybe try Jeffer’s. It’s a department

Go to page 222 for information and advice. store. I think they sell books – but I’m not sure.
E: OK. Where’s that?
F: It’s on High Street. It’s the main road in the
5 Organize the class into groups of four or five to share

centre of town.
their ideas. Monitor and note how well students E: OK. Sorry, can you show me on the map?
understand, use and pronounce the places. In F: Yes, sure. Look. We’re here – and this is High
feedback, briefly find out which places students go

Street. The department store’s on the left. It’s
to, and check the meaning and pronunciation of any next to another big shop which is closed now
words students had problems with. and empty.
E: Great, thanks. I always bring a book on
Optional extra activity Read out a list of shops.

holiday. I hate having nothing to read.
Students must write one thing they can buy in each shop
F: Yes, me too.
you say. Put the students in pairs. Ask them to say words
in any order from the words they wrote down. Their
partner says which shop they can buy them in. TEACHER DEVELOPMENT 10: DEVELOPING
LISTENING SKILLS
Go to page 224 for information and advice.
LISTENING
AIM
to practise listening for general understanding and
7 Ask students to read the sentences and try to

remember what words were said in the conversations.
to hear specific words
Ask them to check their ideas with a partner. Check
6 Start by setting up the situation. Make sure the meaning of right and left.

students know there will be three conversations and • When students are ready, play the audio again.
people will ask about places and things to buy. Students listen and note the words they hear.
• Play the audio. Students listen and note answers. • Ask students to compare answers in pairs.
• Ask students to compare answers in pairs. In feedback, • In feedback, elicit answers from the students. At the
elicit answers from the students. end, you may wish to ask students to look at the audio
script on page 204 to check their answers.
Answers
1 a chemist Answers
2 a sports centre 1 left 2 food shop
3 a department store 3 15 4 right, school
5 High, centre 6 is closed

46 Unit 3 Home
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Optional extra activity Practice makes perfect. Ask Language notes
students to practise one of the conversations in the audio Depending on your students’ L1, in and on may or may
script. Ask them to close their books and try to remember not be problematic. Basically, in is used when you are
as much as they can and to use their own words if they located in a place which is surrounded in some way (in
can’t remember. a shop, for example), and on is used when you are not
surrounded (on a street, for example). However, be aware
DEVELOPING CONVERSATIONS that ‘rules’ are more complex than that (at a shop and
in a street are possible, for example), so it is best to get
Asking for information
students to learn uses as set phrases.
AIM Students may confuse opposite (face to face) and in front
to introduce and practise ways of asking for of (the opposite of behind). The words are false friends in
information some other European languages. In Italian, for example,
opposite is di fronte a.
8 Read through the information in the box as a class.
• Ask students to look at the example conversation in
the box. Elicit other phrases to explain why we need a 11 Ask students to work in pairs to ask and answer
shop: I need to …, I want a … questions about different places on the map. Start by
• Ask students to work in pairs to look back at modelling the activity with a reliable student, or by
Exercise 3. You could ask them to prepare their own getting students to ask Is there …? questions back and
reasons for visiting the places, or just use the ideas in forth across the class in an open-pairs drill.
the exercise. Tell students to think of the best places • Once students are working in closed pairs, monitor and
to go near the school. Students may need to use note how well they use prepositions. In feedback, write
dictionaries to find words to use. a few incorrect sentences you heard while monitoring
on the board and ask students to correct them.
9 Ask students to use the ideas they prepared in
Exercise 8 to practise conversations. You could model G For further guidance and practice, see Grammar
reference 3A in the Student’s Book. It explains use
the activity first with a student, or model in open
and form in greater detail, and provides written
pairs by nominating a student to play the A role and
accuracy practice.
nominating another student to be B.
• As students speak, monitor and listen for errors, and Answers to Exercises 1, 2 and 3, Grammar
correct students if they have problems. reference 3A
1 1 at 2 in
Optional extra activity Extend the activity for fast
3 on 4 on
finishers by giving them other situations to make
5 opposite 6 next, on
conversations about (Clothes shop: I need / want to buy
7 on / in, to 8 in, in / on
a dress / some jeans / a jumper; Café: I want a coffee / a
9 between 10 behind, front
sandwich; Bank: I need to get some money)
2 1 The cinema is on the corner of Second Street

and Station Road.
GRAMMAR Prepositions of place 2 The library is next to the main square, on the left.

3 The book shop is at the end of Second Street
AIM
4 The bank is between the cinema and the book
to introduce and practise prepositions of place

shop.
10 Read through the information in the Grammar box 5 The café is in / on the main square.
as a class. 6 The department store is opposite the library.
• Ask students to look at the map. Ask: What can you 7 The government building is on / in Central Street.

see? Where is the department store? Where is the 8 The entrance to the car park is in / on Second

post office? Where is the theatre? Find out how well Street.
students can say where things are. Check more difficult 3 Students’ own answers
 
prepositions (e.g. in front of v opposite) by asking
questions: Where’s the bus stop? (in front of the
CONVERSATION PRACTICE
sports centre) What’s opposite the sports centre? (the
stadium). AIM
• Ask students to use the map to complete the to practise language from the lesson in a free,
sentences with the names of missing places. communicative, personalized speaking activity
• Ask students to compare answers before checking in
feedback.
12 This is an opportunity to bring together several parts
of the lesson and for students to practise using all the
Answers language they have learned.
1 Central Park 2 car park • Start by organizing the class into pairs and asking them
3 bus stop 4 book shop to think of and write down five places (e.g. a bank,
5 hotel 6 main square a theatre, a cinema) that they want to ask about.
7 Green Park 8 hotel • Once students have a list of places, ask them to note
down reasons (e.g. a bank – to get some money,
a theatre – to see a show).
Unit 3 Home 47
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 MEDIATION
Mediating concepts
In Exercise 13, students have to contribute to
3B Family home
an exchange in which they ask for and offer
information. They also ask people to explain things
Student’s Book pages 30–31
and need to get clarification of what they say.
Mediating a text IN THIS LESSON, STUDENTS:
In interpreting the map, and relaying information • talk about home and what they like / don’t like
from the map in speech, students also have to about it
show they can give short, simple instructions • say what kind of home they have and what people
clearly. do to help
• read two descriptions of films about home and
After they’ve completed Exercise 13, ask
family
students to say how well they did the task. Ask:
• talk about who things belong to
Did you explain information clearly? Did you
undertand your partner’s explanations?

13 M Ask the class to decide as a whole which task VOCABULARY Homes and family
to do. AIM
a Organize the class into pairs. Ask students to take to introduce and practise words and phrases for
turns to ask Is there …? questions. In this activity,
talking about homes and family
students need to use their own ideas and words to
talk about real places in their city. Tell them to talk V See Vocabulary reference 3B in the Student’s Book.
about real places and give reasons for going.
b Organize the class into pairs. Make sure they can all 1 Organize the class into pairs to discuss the question.
access a map. You could model this by acting out a Then elicit a few ideas from the class in feedback.
conversation with a reliable student first. Tell them to
talk about the places they prepared in Exercise 12 and Example answers
give reasons for going. People are happy because: they love their family,
• As students speak, monitor and listen for errors, they have a lot of friends in the area, they like things
new language or interesting conversations to use in in their home.
feedback. People are not happy because: they don’t live with
• In feedback at the end, look at good pieces of friends or family they like, they don’t know people
language that students used and pieces of language near where they live, their home is too small, or not
students didn’t quite use correctly during the activity. in a good part of town.
Show students better ways of saying what they were
trying to say. 2 Start by reading out the first sentence. Ask students:
What does ‘rent’ mean? Point out how students can
Optional extra activity For stronger groups, where guess the word from the sentence before checking
students try and explain how to get there, you might with a dictionary.
feed in some phrases to help (for example, go down • Ask students to work in pairs to guess the words. If
this road and turn left). For weaker groups the extra your students have the same first language, tell them
repetition will be good. Alternatively, you could leave to suggest translations and use dictionaries to check.
this task and do it as a revision task at the beginning If your students are from different countries and speak
of the next lesson or as part of the review lesson at the different first languages, ask them to try to explain
end of Unit 4. words to each other until they both have a good
understanding. Make sure everybody has a good paper
or online dictionary that provides information about
TEACHER DEVELOPMENT 7: DEVELOPING
use, part of speech and pronunciation as well as the
SPEAKING SKILLS
translation.
Go to page 223 for information and advice.
• In feedback, elicit answers. You could use pictures or
mime or simple examples to check the words (e.g.
mime being lazy or washing dishes, draw a broken
window). At the end, make sure students have copied
the words and translations into their notebooks.

Language and pronunciation notes

Note the verb + noun collocations: do the cooking, take
the dog for a walk, keep the room tidy, wash the dishes.
Ask students if they use the same collocations in their L1.

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Note that the British English word flat can be used as an
alternative to apartment. MEDIATION
Mediating a text
Note the stress is on the first syllable of all these words,
except for apartment. Tricky pronunciations include: In Exercise 7, students have to express a personal
furniture /ˈfɜː.nɪ.tʃə/, cupboard /ˈkʌbəd/; lazy /ˈleɪ.zi/. response to a text and report their feelings and
ideas in simple language.
After they’ve completed Exercise 7, ask students
3 Organize the class into pairs to discuss the question. to say how well they did the task. Ask: Did you
• In feedback, elicit ideas from the class. show that you understood the text well?

Example answers
The person is unhappy that they live in an
apartment, not a house, and they have a small TEACHER DEVELOPMENT 9: MEDIATION
bedroom. But they keep their room tidy, their Go to page 224 for information and advice.
grandparents live nearby.

7M Ask students to discuss the questions in pairs. In

4 Organize the class into new pairs. Give students two feedback, elicit answers from the students.
or three minutes to prepare things to say individually.
Monitor and help with ideas. When students are ready, Example answers
ask them to take turns sharing sentences. Monitor and 1 Manana and Gilbert love their families but are not

 
notice any interesting things students say. happy. They want their own place and their own
• In feedback, ask what different students found out lives.
about their partner’s home and write up any useful 2 Perhaps the right thing is to follow their dreams – a

 
phrases you heard on the board for students to notice. home of her own for Manana and a life travelling
with Becky for Gilbert.
Optional extra activity If you have a monolingual class, 3 Perhaps they leave their families; perhaps they go
 
ask students in pairs to sit facing each other so that one back; perhaps they have a new life but sometimes
student can see the board, while the other can’t. Write a go back to their families.
phrase from this lesson on the board (e.g. rent a house;
take the dog for a walk). The student who can see the
board must say the phrase in the students’ L1. Their Culture notes
partner must then say the word or phrase in English. My Happy Family is a 2017 film from Georgia, directed by
Nana Ekvtimishvili and Simon Groß. By leaving her family
READING to live alone, Manana challenges the social expectations
of women in modern Georgia. The ending of the film is
AIM left open – Manana asks her husband questions, but we
to practise reading and responding personally to a don’t know what his responses will be.
text; to read for specific information
What’s Eating Gilbert Grape is a 1993 American coming-
5 Start by setting up the situation. Write the names of of-age drama film directed by Lasse Hallström and set
the films on the board: My Happy Family and What’s in a small town in Iowa, US. At the end of the film, the
Eating Gilbert Grape. Ask: Do you know the films? mother dies and Gilbert leaves town with his disabled
What do you think they are about? Are the families younger brother, and Becky and her grandmother.
happy in the films?
• Ask students to read about the films and tell a partner GRAMMAR Possessives
whether they would like to see them or not.
• In feedback, elicit answers from the students. AIM
to introduce and practise the use of possessive
6 Start by giving students time to read sentences 1 to adjectives, possessive nouns and the possessive ’s
7 and checking any unknown words. Ask students to
read the text again to find the answers. 8 Read through the information in the Grammar box as
• Ask students to compare answers in pairs. a class. Set up the task by eliciting the answer to 1 as
• In feedback, elicit answers from the students. Ask an example. Ask students to complete the rest of the
students to justify answers by saying what they read. sentences with the words in brackets.
• Ask students to compare answers in pairs before
Answers checking the answers in feedback.
F: 1, 2, 3, 5, 7
G: 4, 6 Answers
1 my, her 2 sister’s, her
3 My, Juan’s, ours 4 his, mine
TEACHER DEVELOPMENT 11: DEVELOPING 5 mum and dad’s, theirs 6 Their, mine, my
READING SKILLS
Go to page 225 for information and advice.

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Language notes 6 I don’t like the government’s new ideas.
Possessive adjectives generally go before the noun they 7 Don’t forget about tomorrow’s meeting!
are describing. Possessive pronouns replace the noun. 8 My grandparents’ house is really big.
9 This is Ana and Olga’s apartment.
Problems for students will depend on their L1. Many
10 Olivier is a good friend of mine.
languages have nouns which have gender, so, if the
word bedroom is feminine in a student’s language, they
may say her bedroom, thinking that her must match the SPEAKING
noun’s gender, not the gender of the person who uses
the bedroom. AIM
to practise language from the lesson in a free,
The use of ’s is very particular to English and
communicative, personalized speaking activity
Scandinavian languages. Students may wish to say the
book of John or John his book or John book. This use will 11 This is an opportunity to bring together several parts
take some practice to get right. of the lesson and for students to practise using all the
language they have learned.
• Ask students to work individually to prepare their own
TEACHER DEVELOPMENT 6: APPROACHES TO personal answers to the questions. Monitor and help
GRAMMAR with ideas and vocabulary.
Go to page 222 for information and advice. • Organize students into groups of four or five to discuss
their answers. You could ask one student to ask the
9 Start by providing some example sentences from questions while the rest take turns to answer. In
your own experience (e.g. My brother lives alone; My feedback, ask different groups to say what they found
grandma lives with my mum and dad). out about each other.
• Ask students to prepare their own sentences. Monitor • As students speak, go round and monitor, and note
and help with ideas and vocabulary. down any interesting pieces of language you hear.
• At the end, look at good pieces of language that
10 Again, model the activity first by interviewing a students used and pieces of language they didn’t quite
student or acting out a conversation yourself (e.g. ‘My use correctly during the activity. Show students better
brother lives alone.’ ‘OK. Where does he live?’ ‘In New ways of saying what they were trying to say.
York / In the city centre.’)
• Organize the class into pairs to discuss their sentences. Optional extra activity Ask students to research
Monitor and prompt, and notice how well students phrases from the lesson by typing phrases into their
are using the language. In feedback, find out which search engine and seeing what whole sentences come
students are similar, and point out any errors or up. For example, typing in keep my room tidy revealed
problems you noticed. 7 Useful Tips For Keeping Your Bedroom Clean.

Optional extra activity Read out three sentences about

your own home using language from the lesson. Ask
students to listen and write down the sentences. You
may need to read out the sentences two or three times.
Ask students in pairs to look at the three sentences and 3C Can you help me?
say which one is untrue (make sure two are true, and one
false, but not obviously so).
Student’s Book pages 32–33
G For further guidance and practice, see Grammar
reference 3B in the Student’s Book. It explains use IN THIS LESSON, STUDENTS:
and form in greater detail, and provides written
• ask someone for help with a problem in a shared
accuracy practice.
house
• describe problems in the home
Answers to Exercises 1 and 2, Grammar • practise listening to conversations and say what the
reference 3B problem is
1 1 Your 2 Their • say what they can’t do and ask people to help
3 Jakub’s pizzas, mine 4 mine, yours
5 My parents’ car 6 Andrew’s flat
7 mum’s 8 my, parents’ SPEAKING
2 1 Where do your parents live? AIM
2 My dad’s family are from Malta. to get students talking about the topic of the lesson
3 Is this bag yours? Or is it Alex’s?
4 My boyfriend’s sister lives with us. 1 Organize the class into groups of four or five to discuss
5 It’s not my money. It’s Valentin’s. the questions. In feedback, elicit a few ideas from
students and write any interesting phrases they suggest
on the board. You can refer to these phrases later,

50 Unit 3 Home
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 after the Vocabulary, to see whether students predicted elicit useful words. You could focus on adjectives that
language in the lesson. naturally come up here: dirty / clean, tidy / messy, noisy /
quiet, hot / cold, high / low, broken.
Example answers • Organize the class into pairs to discuss the two
3 I tidy my room, tidy the kitchen, cook the dinner, questions.
wash the dishes • In feedback, elicit ideas from different pairs.

Answers
VOCABULARY Problems in the home a One of the women is cold. They need to put the


AIM heating on.
to introduce and practise phrases used to talk about b The dishes are dirty. Someone needs to wash them.


problems at home c The woman can’t study because someone is


playing loud music. They need to turn it down.
2 Ask students to read sentences 1 to 9. Ask: Which d The woman can’t reach a high shelf. She needs to


problems do you have in your home? Check any words stand on a chair.
students are unsure of. e The man is looking for something in his bag,


• Ask students to work individually to match sentences. maybe keys to get in the flat.
• Ask them to compare their answers in pairs. In f The man is too hot. He needs to open a window.
feedback, elicit answers from the class. g The room is untidy. Someone needs to tidy it.
h The man can’t hear the TV. The women need to


Answers stop talking / go in another room.
1a 2e 3g 4d 5h 6f 7b 8i 9c

5 FS Play the audio. Students listen and note down

TEACHER DEVELOPMENT 4: LEARNING AND whether they hear can or can’t.
CHECKING NEW WORDS • Ask students to compare answers with a partner
Go to page 221 for information and advice. before checking as a class.

Answers
3 Organize the class into new pairs to talk about the
1 Can 2 can’t 3 can
problems. Model the activity first by talking about
4 can’t 5 Can 6 Can
your own situation and eliciting one or two examples
7 Can’t 8 can
from students round the class (e.g. I often can’t find
my glasses. Two other problems: there’s no space in
our house and sometimes there’s no hot water. What Audio script
about you?) 1 Can you wait? 2 I can’t get
• In feedback, at the end, ask a few students what they 3 I can tidy 4 We can’t stay
found out about classmates. 5 Can you call? 6 Can you stop?
7 Can’t we watch? 8 We can sit
Example answers
Other problems: the dog / cat makes a mess; it’s hot;
the washing machine isn’t working; there’s a lot of Pronunciation notes
washing up. Generally, can is unstressed in statements and questions,
so the vowel sound is reduced to /ə/. Can’t is generally
stressed so it has its full value / kɑːn(t)/.
Optional extra activity Ask students to discuss these
When followed by a consonant sound, the /t/ in can’t is
questions in pairs or groups: Why do you need to call
often lost (but not always – some speakers or varieties of
an engineer? Who else do you sometimes call to your
English will still pronounce the sound).
home? Do you have anything in your home that is
broken or isn’t working? What do you check before you
go to bed / go on holiday? Where do you keep a brush? 6 Recap the situations a–h by asking what problem

Do you use a brush much? each picture shows.
• Play the audio. Students listen and match each
LISTENING conversation to a picture in Exercise 4.
• Ask students to compare their answers with a partner
AIM before discussing as a class.
to listen for the difference between can and can’t;
to practise listening for gist and for specific words Answers
Conversation 1 = Picture g
4 Start by asking general questions about the pictures with
Conversation 2 = Picture a
the whole class. Ask: What can you see? What things
Conversation 3 = Picture h
can you see in the pictures? (e.g. dirty dishes, computer,
cupboard, bag, sofa, bed, TV). Use the opportunity to

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 Audio script Answers
1 A: Hey – you’re back. 1 tidy 2 game
B: Yeah … Oh man – look at this place … 3 my side 4 ago
A: What? 5 repair it 6 mine
B: It’s a mess. You never keep things tidy. 7 talking 8 something different
A: Those are dirty clothes. I need to wash them. 9 the kitchen
B: OK, fine, so … er ... so when?
A: What? 8 Organize the class into pairs to share ideas. In
B: When are you going to wash them? feedback, ask students to tell the class what they
A: Later. found out.
B: Really? But can you pick up your things from

the floor? Optional extra activity Choose and write five sentences
A: Can you wait? I’m on this game. from the conversations on the audio at random on the
B: I can’t get to my bed without breaking board, e.g. You never keep things tidy. Your English is better

something! than mine. Is the heating on? Can you stop talking? I don’t
A: Just move everything to my side of the room. love you anymore. Then ask pairs to write and practise a

I can tidy up later. three-line conversation using one of the phrases in their
B: OK, fine! conversation. Ask pairs to read out their conversation for
A: How was your trip? the class.
B: It was good, but I’m tired.
A: What? GRAMMAR Can / Can’t
B: I’m tired.
2 C: Is the heating on? AIM
D: Yeah, I turned it on ten minutes ago. to introduce and practise can or can’t to say
C: It’s cold. I think it’s broken. something is possible or impossible, and can to ask
D: Are you sure? someone to do something
C: Yeah, it’s not working.
9 Read through the information in the Grammar box
D: We need to call someone to repair it. We can’t
as a class. Ask students to provide examples of other

stay here without heating.
questions they can ask using Can (e.g. Can you open
C: I know. I’m cold now … Can you call?
your book?), and other sentences with can or can’t
D: Why me?
(e.g. I can help you).
C: Your English is better than mine.
• Ask students to work individually to write the words in
D: Really?
the correct order. Tell them to write the sentences in
C: Yeah – please?
their notebooks.
D: Sure.
• Ask students to compare their answers with a partner
3 A: What did he say?
before checking as a class.
B: ‘It’s not you, it’s me.’
A: Oh … and what was that? Answers
B: ‘I don’t love you anymore.’ 1 I can’t repair it.
A: Can you stop it for a second? 2 Can you pick up the rubbish?
B: Sure. 3 I can’t find the brush.
A: Hey, you two. Can you stop talking? I can’t 4 Can you check the lights are off?

hear the film. 5 Can everyone help me tidy the room?
C: It’s boring. 6 You can leave your things there.
D: Yeah. Can’t we watch something different? 7 You can change the music.
A: No, it’s good! 8 Where can I wash my hands?
B: Yeah – I like it.
A: If you don’t want to watch it, go somewhere

else to talk. Language notes
C: What do you want to do? The modal verbs can and can’t have a variety of uses, but
D: Let’s go. We can sit in the kitchen. here students are being introduced to a few simple ones:
can’t means ‘it is impossible to’, can means ‘it is possible to’
7 Start by asking students to read through the nine and can you is used in questions to ask others to do things.

sentences. Ask if students can remember any words or Can and can’t are followed by the infinitive without to.
guess what’s missing. Don’t confirm or reject anything They are modal auxiliary verbs so can and the subject
at this stage. noun or pronoun invert to make questions.
• Play the audio again. Students listen and complete
the sentences. Pause after each conversation to give 10 Read through the example with your class to get
students a chance to write their answers. students started. Then ask students to work individually
• Ask students to compare their answers with a partner to write sentences and questions from the prompts.
before discussing as a class. Monitor and help with any problems.
• Ask students to compare their answers with a partner
before discussing as a class.
52 Unit 3 Home
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 Answers 12 M This is an opportunity to bring together several
1 I can’t hear you. Can you speak louder? parts of the lesson and for students to practise using
2 Can you help me? I can’t do this exercise. all the language they have learned.
3 Can I move to the front? I can’t see the board. • Ask students to work in pairs to prepare conversations.
4 I can’t come to the next class. Can you tell me Monitor and help with ideas and vocabulary.

what homework to do?
5 Can I go to the toilet? I can’t wait.
13 Organize students into groups of four by putting
one pair with another, and ask pairs to take turns to
6 Kenji can’t find his phone. Can everyone help him
act out their conversations. The other pair should listen

(to) look for it?
and find the picture in Exercise 4 that matches the
7 Can I stand on this chair? I can’t get the book off
conversation.

the shelf.
• As students speak, go round and monitor and note
down any interesting pieces of language you hear.
11 Demonstrate a short conversation using the example • At the end, look at good pieces of language that
given. Elicit possible further ways of answering the students used and pieces of language they didn’t quite
request. Ask students to practise conversations in pairs. use correctly during the activity. Show students better
Monitor and correct any misuses or mispronunciations ways of saying what they were trying to say.
of can and can’t.
Optional extra activity Extend this practice into a
G For further guidance and practice, see Grammar
mingle in which students have to meet and use their own
reference 3C in the Student’s Book. It explains use
and form in greater detail, and provides written
words to have conversations based on the pictures.
accuracy practice.
TEACHER DEVELOPMENT 8: FEEDBACK ON
Answers to Exercises 1 and 2, Grammar CONTENT, LANGUAGE AND ERRORS
reference 3C Go to page 224 for information and advice.
1 1 Can you move it?
2 Can you take me in the car?
3 Can I phone you back later?
4 Can you tell the others? MY OUTCOMES
5 Can I/we open the window?
AIM
6 Can I make a sandwich?
to reflect on what students have learned and
7 Can you look at it?
on how to improve in a personalized speaking
8 Can I have some more (,please)?
activity
2 1 can park
2 can’t smoke • Give your students time to read the questions and
3 can’t use prepare things to say. You could ask students to
4 can’t go make a few brief notes.
5 can eat • Organize the class into pairs or small groups. Give
6 can wait students five to ten minutes to discuss the questions.
• In feedback, ask a few pairs to tell the class what
they said. Alternatively, you could have a class
SPEAKING TASK discussion in which groups share the ideas they
AIM have, and comment on each other’s ideas.
to develop students’ speaking skills in an extended • Follow up by setting a task for homework. See the
fluency-based activity; the task has a goal, an Teacher development section for ideas. Following
intended outcome and requires mediation, and this activity, you could, for example, ask students
it encourages students to use all their language to make a list of questions they want to ask about
resources in English to successfully complete it their learning.

MEDIATION TEACHER DEVELOPMENT 16: MY OUTCOMES

Mediating communication Go to page 227 for information and advice.
In Exercises 12 and 13, students have to
contribute to an exchange in which they ask For further practice, use Communicative activities 3.1
for and offer help. They have to use simple and 3.2 on pages 232–233.
words to ask people to explain things and to get
clarification of what they say.
After they’ve completed Exercise 13, ask
students to say how well they did the task. Ask:
How good were your conversations?

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 4 Time off
2 Start by asking students to read the activities. Check
IN THIS UNIT, STUDENTS: any new words. Then model the activity by showing
• talk about what they did at the weekend your coursebook and pretending to put one tick, two
• talk about holidays / special days they had ticks or a cross next to things you like, really like or
• talk about public holidays they enjoyed don’t like doing.
• As students do the activity, monitor and make sure
they are clear about the task.
• Model things to say, e.g. I really like spending time
SPEAKING
outside. I like going swimming. I don’t like cooking.
AIM Then ask students to share sentences with a partner.
to set the scene and introduce the theme with a Monitor and prompt students or correct errors as you
photo; to get students talking about time off and listen. You could say Me too! or Really? to model
holidays natural responses to the sentences as you monitor.
• In feedback, ask students to tell the class what they
Optional lead-in activity Ask students to look at the found out about their partner.
unit title and photo. Ask: What is the unit about? What
words and phrases can you think of? Brainstorm words 3 Start by checking time off (= time when you don’t
connected with the topic: go on holiday, go to the beach, work or go to school or college, e.g. evenings,
go camping, stay in a hotel, etc. weekends, holidays). Ask: When do you have time off?
Do you have a lot of time off?
1 Lead in by asking questions about the photo with the • Ask students to prepare things to say to classmates. Ask
whole class. Ask: What can you see? What type of them to use dictionaries to find any words they need.
holiday place is it? Elicit a brief description of the photo • Organize the class into new pairs. Ask students to
and introduce any key words students might need. share ideas with a partner.
• Organize the class into pairs. Ask students to take • In feedback, ask students to tell the class what they
turns to ask and discuss the questions. Go round the found out about their partner.
class and check students are doing the task. Help with
Example answers
ideas and vocabulary if necessary.
seeing friends, going walking, sleeping, playing
• In feedback, ask the questions and ask different pairs
tennis, playing an instrument
to answer.

Example answers Optional extra activity Ask students to work in pairs to

1 Yes, it looks warm and sunny, there’s a beach brainstorm words for things they can see in the photo on
 
and probably restaurants and cafés. / No, it’s very this page.
busy / there are too many people. I like places that
are quiet.
TEACHER DEVELOPMENT 2: ORGANIZING PAIRS
2 Meet friends / swim in the sea / lie in the sun / go
AND GROUPS
 
surfing / play football or volleyball
Go to page 220 for information and advice.
3 Students’ own answers
 
Culture notes
Ipanema is an area of Rio de Janeiro, Brazil, that is
famous for its beach. It is near to Copacabana, another
famous beach. Ipanema is popular with surfers, and
people come here to relax in the sun, enjoy the sea
and play football and volleyball. It can get particularly
crowded at the weekends. It’s an expensive area to live
and has many shops and restaurants.

54 Unit 4 Time off

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 Optional extra activity Practice makes perfect. Ask
students to practise the conversation three or four times,
4A I had a great weekend trying to memorize more and more of it each time.
Then ask them to close their books and try to remember
as much as they can and to use their own words to
Student’s Book pages 36–37 complete the rest of the conversation.

IN THIS LESSON, STUDENTS: LISTENING

• talk about what they did at the weekend
AIM
• practise listening to people talk about what they
to practise listening for gist and for specific phrases
did at the weekend
• share what they like doing at the weekend 3 Start by asking students to read the four sentences
• comment on what people tell them a–d. Check any difficult phrases (a bad cold, show
people round, music festival).
• Ask students to tell a partner if they think the people
had a very good, a bad or an OK time.
SPEAKING • In feedback, elicit a few guesses and ask students to
AIM explain their answers.
to introduce ways of talking about what people did
at the weekend Example answers
a a bad time
1 Start by setting the scene. Ask students to look b a very good time

at the photo. Ask: What can you see? Where are the c a very good time
people? What did they do at the weekend? d an OK time
• Ask students to read through the conversation. Check
any words they are unsure of. Explain just slept by
miming sleeping. To establish that we are using the
4 Start by setting up the situation. Make sure

students know there will be four conversations and
past, ask: What verbs are past? (went, met, slept,
they must match each one to a sentence in Exercise 3.
watched, did)
They must also note what the person says about their
• Play the audio. Ask students to listen and follow in
weekend.
their books.
• Play the audio. Then ask students to compare their
• Organize the class into pairs to practise reading out the
answers in pairs. In feedback, elicit answers from the
conversation to each other. Ask students to exchange
students.
roles and practise more than once. Monitor and
prompt students to correct pronunciation and attempt
Answers
an appropriate intonation pattern as they speak.
1 b 2 d 3 a 4 c
  
  
  
1 good (fantastic, great) 2 OK 3 bad
Audio script
 
  
  
4 good (great, lovely)
A: Did you have a good weekend?
B: Yeah, it was great.
A: What did you do? Audio script
B: Well, on Saturday morning I went to the gym. 1 A: Hi, Aldona. How are you?

Then I met some friends for lunch and in the B: OK, but very tired!
evening, I went to a party. A: Oh. What did you do at the weekend?
A: That sounds fun. B: We went to a music festival.
B: Yeah, it was. Then on Sunday I just slept and then A: Yeah?

watched TV. Oh, and I did my homework too. B: Yeah, it was fantastic.
A: Oh, nice! A: Really? Who did you see?
B: What about you? What did you do? B: Oh, lots of people! Um … Emily Dust, Newen

Afrobeat. Who else was there? Oh, yes – I saw
2 Set up the task by eliciting a few ways of changing the DJ Format on Saturday night. He was good.
words in purple. For example, students may suggest A: That sounds great.
wonderful for great, or went to the cinema. B: Yeah, it was great, but I didn’t sleep much!
• Ask students in pairs to work together to change the 2 C: Hello.
words in purple. D: Hi, how are you? Did you have a nice weekend?

• If your students have not used past forms before, you C: Yes, it was OK.
could keep things simple and tell students to keep the D: What did you do?
verb where they can and change the rest (e.g. went to C: Nothing much, really. I did some shopping on

the cinema, met my sister). Saturday morning. I played tennis, watched TV,
• Ask pairs to practise reading out the conversation. Ask the usual things.
them to exchange roles after they have finished the D: It sounds OK.
conversation once. Listen in as students practise, and C: Yeah, I needed to relax.
correct mistakes.

Unit 4 Time off 55

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 3 E: Did you have a good weekend? Answers
F: Not really. 1 showed 2 cooked
E: Oh! That sounds bad. What did you do? 3 stayed 4 went
F: Nothing! I was ill. I had a bad cold. I stayed in 5 did 6 had

bed all weekend. 7 came 8 was / were
E: Oh, no! Are you OK now?
F: Yes, more or less – but I need to work today!
Language notes

4 G: Imran! Hi! How are you?
H: Good. The past simple in English is likely to surprise many
G: Did you have a nice weekend? of your students in its simplicity. Unlike many other
H: Yes, it was great. languages, there are no complex conjugations to
G: What did you do? remember, with changes depending on first person or
H: Well, some friends came to visit, so I showed third person, masculine or feminine, plural or singular.

them round the city. Regular verbs add -ed or -d in all persons.
G: That sounds nice. Where did you go? The big difficulty here is remembering all the irregular
H: Well, on Saturday, we went to a museum and pasts. They simply need to be learned, so think about

then we had a picnic in the park, and in the setting homework, doing revision tests and playing
evening we went into the old town. Then on memory games with irregular verbs. Many of the most
Sunday, we went to the market in the morning, common verbs in English have irregular past forms, and
and then I cooked lunch for everyone. there are no useful rules for why they change as they do.
G: That sounds great.
H: It was. It was lovely.
TEACHER DEVELOPMENT 6: APPROACHES TO
GRAMMAR
5 Ask students to read the statements and decide
Go to page 222 for information and advice.
whether they can match any to the conversations they
heard. Then play the audio again. Ask students to
listen and match – some conversations match more Optional extra activity Ask students to work in pairs to
than one statement. test each other. Student A says an infinitive from the verb
• Ask students to compare answers in pairs. list and Student B has to say the past form. In feedback,
• In feedback, elicit answers from the students. At the discuss which forms students found most difficult to
end, you may wish to ask students to look at the audio remember.
script on page 205 to check answers.

Answers
8 Ask students to complete the sentences. Do the first as
an example to get students started.
1 b 2 e, f 3 c 4 a, d
• Ask students to compare their answers in pairs before
  
  
  
checking the answers as a class. Write up the correct
6 Model the first question: Do you like busy weekends? forms on the board so students can check and copy if
Ask the question two or three times round the class necessary.
and elicit responses. Then put students in pairs to ask
and answer questions about all the things in the list. Answers
Monitor and note errors or good uses of language you 1 had 2 went
could feed back on at the end of the activity. 3 stayed 4 watched
5 was 6 came
Optional extra activity Extend the activity by asking 7 got 8 spent
students to prepare five more Do you like …? questions
about weekend activities. Once students have prepared
9 Ask students to prepare their sentences. You could
questions, ask them to mingle and interview three or four
provide an example by reading out sentences about
different people.
things you did in the past which were great, bad or
boring. Monitor and help with ideas, vocabulary and
GRAMMAR Past simple positive spelling.
• Organize the class into groups of four or five to share
AIM
their ideas. Rather than asking them to read out the
to introduce and practise the past simple positive
questions they prepared, ask them to close their books
7 Read through the information in the Grammar box as and try to remember and say the sentences without
a class. Then ask students to write the past forms of reading. Once students are working in groups, monitor
the verbs, which are all from the listening. Elicit the and notice how well they use past forms. In feedback,
first answer as an example with the whole class to get write a few incorrect sentences on the board and ask
students started. Monitor and note how well students students to correct them.
know regular and irregular forms.
G For further guidance and practice, see Grammar
• Ask students to compare answers in pairs. Elicit reference 4A in the Student’s Book. It explains use
answers and show them on the board or ask students and form in greater detail, and provides written
to check in the Grammar reference on page 172. accuracy practice.

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 Answers to Exercises 1, 2 and 3, Grammar Pronunciation notes
reference 4A
Here, that is a pronoun which refers back to what the
1 1 I felt ill so I went home. feel, go
previous speaker said.
2 I went shopping and got some new boots.
go, get 
In order to sound interested in a conversation,
3 I was lucky. I found €20 on the pavement. students need to pay attention to their intonation.
A flat intonation can sound uninterested or even rude.

be, find
4 I slept badly because I drank too much coffee. Encourage students to start their intonation high over
that, rising over sounds, and falling over nice:

sleep, drink
5 We met at school. I sat next to her in class.

meet, sit
That sounds nice.
6 I spent three years in Japan. I taught English

there. spend, teach
7 I saw her yesterday and she said hello to you.
Language notes

see, say
8 My son made dinner for us yesterday. It wasn’t In conversational English, speakers often don’t say the
subject when they say sounds.

great, but I ate it. make, be, eat
9 She told me she swam five miles last Saturday. A: We went to the country for the day.

tell, swim B: Sounds nice.
10 We were very busy at work today. I had a quick A: Do you want to go to the cinema tonight?

lunch in my office. be, have B: Sounds great.
2 1 went 2 made 3 sat
4 ate 5 talked 6 told
 
       
      
7 laughed 8 watched 9 was Optional extra activity Write five to eight key words or
10 loved 11 swam 12 were phrases from the lesson on the board (e.g. How are you?
13 got 14 had 15 slept / tired / do at the weekend? / rock festival / fantastic /
3 Students’ own answers see? / lots of bands! / Sounds great).
Ask students in pairs to imagine the conversation from
DEVELOPING CONVERSATIONS the prompts and practise it.

That sounds …
CONVERSATION PRACTICE
AIM
to introduce and practise ways of using the AIM
expression that sounds … to comment on what to practise language from the lesson in a free,
people say communicative, personalized speaking activity

10 Read through the information in the box as a class. 12 This is an opportunity to bring together several parts
• Ask students to write their own comments using that of the lesson and for students to practise using all the
sounds … Elicit an example about sentence 1 to get language they have learned.
students started. • Start by saying: What did you do at the weekend?
• Ask students to compare their ideas in pairs. Then elicit Elicit a few answers and write any useful phrases on
answers from the class. the board. You could help by saying what you did at
the weekend and reminding students of phrases they
Example answers have learned which they could use. Once students
Students’ own ideas but here are the most likely have prepared things to say about what they did at the
answers: weekend, ask them to practise asking and answering
1 That sounds nice / great. about their weekends with a partner.
2 That sounds nice / great.
3 That sounds bad. 13 Organize the class into groups of four or five, or ask
4 That sounds nice. them to stand up and mingle to practise asking and
5 That sounds interesting. answering the questions about their weekends. If you
6 That sounds great. do a mingle, join in yourself and model saying That
sounds nice and any other useful phrases.
• As students speak, monitor and listen for errors,
11 Ask students to use the ideas they prepared in new language or interesting conversations to use in
Exercise 10 to practise conversations. You could act feedback.
out the example conversation with a reliable student
to show the class what to do before they start. As
students speak, monitor and listen for errors, and
correct students if they have problems. Encourage
students to attempt a good intonation pattern when
pronouncing the phrase (see Pronunciation notes).

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 Answers
MEDIATION
1 worried, fantastic, whole
Mediating concepts
2 trip, fly, wonderful
In Exercise 14, students have to collaborate to 3 sightseeing, tour, castle
construct meaning. They ask their partner to give 4 relaxing, chat, cycling
reasons for their views. They make suggestions
in a simple way in order to move the discussion
forward. They express an idea with very simple Language notes
words and ask what others think. The whole time = all the time
After they’ve completed Exercise 14, ask Notice go + ing (3 went sightseeing) and spend time +
students to say how well they did the task. Ask: ing (4 spent the week relaxing)
How well did you explain your reasons? Did you
Notice the verb + noun collocations: stay in a hotel, have
ask your partner to explain their answer?
a good time, go on a tour

TEACHER DEVELOPMENT 9: MEDIATION TEACHER DEVELOPMENT 4: LEARNING AND

Go to page 224 for information and advice. CHECKING NEW WORDS
Go to page 221 for information and advice.
14 M Put students in pairs to discuss what class
members did at the weekend and decide who had 2 Organize the class into groups of four or five to discuss
the best weekend and why. In feedback, look at good the questions. You could ask one student to ask
pieces of language that students used and pieces of the questions while the rest take turns to answer. In
language students didn’t quite use correctly during the feedback, ask different groups to say what they found
activity. Show students better ways of saying what they out about each other.
were trying to say. • As students speak, go round and monitor and note
down any interesting pieces of language you hear.
TEACHER DEVELOPMENT 7: DEVELOPING • At the end, look at good pieces of language that
SPEAKING SKILLS students used and pieces of language students didn’t
Go to page 223 for information and advice. quite use correctly during the activity.

READING
AIM
to give students practice in reading for general
4B It didn’t rain once understanding and for specific information

3 Start by focusing students on the photos. Ask: What

can you see in the photos? Where are the places? Elicit
Student’s Book pages 38–39
ideas and useful vocabulary (you may wish to pre-teach
capital city, mountains and sheep using the photos).
IN THIS LESSON, STUDENTS: • Ask students to read the messages and put the photos
• talk about holidays / special days they had in order.
• describe different kinds of holidays • Ask students to compare their answers in pairs. Have a
• read messages about a holiday brief feedback session. Ask students to say which parts
• discuss holiday activities of the text gave them clues.

Answers
1 d (Cardiff, the capital … we went on a tour of the
VOCABULARY Holidays

castle)
AIM 2 a (two weeks driving round the country)
to introduce and practise words for talking about 3 b (we only saw sheep)
holidays 4 c (now we’re back in Copenhagen)

1 Start by asking students to read the four texts in the

exercise. Ask: In 1, was the weather good? Culture notes
In 2, how old was the person? In 3, where did they Wales (pronounced /weɪlz/) is a country that is part of
go? In 4, were they busy? the United Kingdom. It is bordered by England to the
• Ask students to complete the texts individually, then east. Just over three million people live in Wales. It is
ask them to compare their answers in pairs. At the famous for its beautiful mountains and coast, it has lots
end, allow students to use dictionaries if they are still of old castles and historic towns, and is a popular holiday
unsure of any words. destination.

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B&Bs are popular places to stay in Wales (and the rest of Answers
the UK). B&B stands for ‘bed and breakfast’ – you get 1 didn’t do 2 didn’t get up
a bedroom for the night and a cooked breakfast next 3 wasn’t 4 didn’t take
morning. B&Bs are guest houses and are often also the 5 weren’t 6 didn’t have
family home of the host. 7 didn’t go

4 Ask students to read the messages again and answer

the questions. Elicit the first answer as an example.
7 Elicit the negative form in the first sentence as an
example. Ask students to work individually to complete
• Ask students to compare their answers with a partner
the sentences.
before discussing as a class.
• Ask students to compare answers in pairs before
Answers checking the correct answers in feedback.
1 Wales; he went to Cardiff and drove round the
Answers
 
rest of the country.
1 didn’t have 2 didn’t understand
2 No, he went with Helena.
3 didn’t see 4 didn’t buy
3 Three weeks
5 didn’t go 6 weren’t
4 Yes, it didn’t rain once.
7 didn’t do 8 didn’t eat
5 He went sightseeing, enjoyed the nightlife, drove
 
round the country and went walking.
6 Students’ own answers Language notes: any
Notice that any, anyone, anything and anywhere are used
Optional extra activity Organize the class into pairs in these negative sentences. You may need to explain
to roleplay a conversation with Nicklas. Student A asks their use briefly to students.
the questions in Exercise 4, changing the words Nicklas In negative sentences, any is used before plural or
and he to you, was to were, and his to your. Student uncountable nouns.
B is Nicklas and answers using information from the In negative sentences, we can also use anyone or
messages. anybody (to refer to people), anywhere (to refer to
places) and anything (to refer to other things) when we
TEACHER DEVELOPMENT 11: DEVELOPING are not being specific about what it is we are referring to.
READING SKILLS
Go to page 225 for information and advice.
Optional extra activity Write the sentences below on
the board. Ask students to translate them into their first
5 Ask students to work in pairs. Give students two language. Then ask them to translate them back into
minutes to think of things to say first. You could help English and compare the English to the original.
by spending a minute telling students about the best
We didn’t see anyone the first day.
places in your country in order to provide a model
of what to say. Monitor and help with ideas and I didn’t go anywhere last weekend.
vocabulary. I didn’t do anything last night.
• As students speak, go round and monitor and note We didn’t try any of the food.
down any interesting pieces of language you hear.
• At the end, look at good pieces of language that
students used and pieces of language students didn’t G For further guidance and practice, see Grammar
quite use correctly during the activity. Show students reference 4B in the Student’s Book. It explains use
better ways of saying what they were trying to say. and form in greater detail, and provides written
accuracy practice.
Optional extra activity Extend this practice into a
Answers to Exercises 1, 2 and 3, Grammar
mingle. If your students come from different countries,
reference 4B
ask them to walk round the class and tell each other
1 1 didn’t 2 didn’t
about the best places to do different things.

3 wasn’t 4 weren’t

5 didn’t 6 wasn’t
GRAMMAR Past simple negative

7 didn’t, wasn’t 8 didn’t, wasn’t
AIM 9 weren’t, didn’t 10 wasn’t, didn’t
  
to introduce and practise the past simple negative 2 1 There weren’t any cheap hotels in the old

town, so we stayed outside the city.
6 Read through the information in the Grammar box as 2 I was only in Cairo for two days, so I didn’t

a class. Then organize the class into pairs to complete have time to see much.
the sentences. Elicit which word goes in the first space 3 We went to their apartment, but they

as an example in open class. Monitor and notice how weren’t there.
well students do the task. 4 I was very tired, so I didn’t go out last night.
• Ask students to compare answers in pairs before
eliciting correct forms from the class.

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 5 I didn’t do anything on Sunday. I just stayed DEVELOPING LEARNER INDEPENDENCE

at home and relaxed. AIM
6 We stayed in the mountains and we didn’t to encourage students to think about their

see another person all weekend. homework preferences
7 I looked in ten different shops, but I didn’t Mature students may have time restrictions

find what I wanted. or motivation issues which can affect what
8 I just had a very quick lunch because I wasn’t homework they want to do. Ask students

hungry. to prepare answers to the questions below.
3 1 The hotel wasn’t near the sea. Then ask them to discuss homework options
2 We didn’t go to bed late. in groups. Make a plan as a class about what
3 The hotel wasn’t cheap. homework to set, when and how much.
4 I didn’t have a busy weekend. 1 What sort of homework do you like?
5 People weren’t friendly. • exercises to practise new vocabulary, grammar
6 We didn’t stay for (a) long (time). and skills
7 My parents weren’t happy. • reading blogs or articles, listening to things, or
8 We didn’t arrive on time. writing stories
• speaking homework: interviewing people or
SPEAKING preparing a presentation
• I want to choose my own homework.
AIM 2 How much homework do you want to have?
to practise language from the lesson in a free, 3 How much time do you have for homework?
communicative, personalized speaking activity; to 4 How important is homework to you (from 1 to 10)?
practise past forms Why?

8 Ask students to prepare individually. Tell them to

choose a topic and to make very brief notes about
what they want to say. You could scaffold by putting TEACHER DEVELOPMENT 15: LEARNER
some useful question words on the board: What? INDEPENDENCE
When? Where? Who? Tell students to imagine Go to page 226 for information and advice.
answering questions beginning with these words as
they prepare.
• As students prepare, monitor and help with ideas,
vocabulary and past simple verb forms. Tell students to
note down the forms they need to use in their story,
and help them with irregular forms. Remind students 4C What did you do?
to try to include one negative.

9 Organize the class into small groups to talk. Tell Student’s Book pages 40–41
students to take turns to tell their stories. Encourage
groups to ask questions to find out more about each IN THIS LESSON, STUDENTS:
other’s stories. • talk about public holidays they enjoyed
• As students speak, go round and monitor and note • discuss what people do on public holidays
down errors and any interesting pieces of language • practise listening to a school podcast about holidays
you hear. • ask and answer questions about past public holidays
• At the end, look at good pieces of language that
students used and pieces of language students didn’t
quite use correctly during the activity. Show students
better ways of saying what they were trying to say.
VOCABULARY Public holidays
AIM
Optional extra activity Write one of the topics from to introduce and practise phrases used to talk about
Exercise 8 on the board. Tell the class that you will talk public holidays
about that event if people in the class ask you correct
past simple questions about it. Elicit a question from 1 Start by eliciting public holidays your students will be
a student. If they say the question correctly, answer it. familiar with. Build up a list on the board and show
If not, look quizzical until the student or a classmate how to say common public holidays in English.
corrects the question. Use the activity to tell the class • Organize students into groups to discuss the questions.
about a true event in your life as a ‘live listening’. • In feedback, ask each group to summarize any
interesting information they discussed.

2 Ask students to look at the pairs of words in the

box. Then elicit the correct pair of words to complete
sentence 1. Show how students can use context to
work out the answer – (sing collocates with songs and
laugh collocates with with).

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• Students complete sentences individually.
TEACHER DEVELOPMENT 5: DRILLING FOR
• Ask students to compare answers in pairs before
PRONUNCIATION
checking as a class.
Go to page 222 for information and advice.
Answers
1 sing, laugh 4 If you brainstormed public holidays in Exercise 1, focus
2 off, picnics students’ attention on the list on the board. If not,
3 paint, dead elicit a few examples and write them on the board.
4 flowers, national • Ask students to read the examples, then prepare a few
5 terrible, away things to say about the public holidays listed. Monitor
6 envelopes, luck and help with ideas and vocabulary.
• Organize the class into pairs to share their ideas.
• In feedback, ask students what they found out about
Optional extra activity Ask students to say if the
their partner.
sentences in Exercise 2 make them think of public
holidays in their country or other countries (e.g. 3 = Day Optional extra activity Ask students to rank the three
of the Dead in Mexico; 6 = Chinese New Year). most important public holidays they celebrate from first
to third. In feedback, students say why they have ranked
Language notes the holidays in the way they have.
Ask students to use dictionaries to check any words they
can’t work out from context. Point out the following: LISTENING
Common collocations: sing songs, laugh with friends,
AIM
give gifts / money
to give students practice in listening for gist and for
go away = leave home and go on holiday specific words; to practise hearing are / were and do /
a day off = a day when you don’t work did in fast speech
traffic = cars, buses, lorries, etc. 5 FS Play the audio. Students listen and note down
picnic = a meal outside in a park, on a beach, etc. when they hear past auxiliary verb forms.
envelope = you put a letter in it • Ask students to compare answers with a partner
before checking as a class.

TEACHER DEVELOPMENT 3: APPROACHES TO Answers

VOCABULARY 1 a 2 b 3 b 4 a 5 a
  
  
  
  
Go to page 220 for information and advice.

Audio script
3 P Play the audio. Students listen and practise.
1 a What did you do?

You could pause at difficult phrases and model phrases
b What do you do?
yourself to help students say them correctly.
2 a So where are you?
• In feedback, ask students to say which phrases were
b So where were you?
hard, and focus on them as a class. Comment on any
3 a And do you do anything special?
errors students made.
b And did you do anything special?
4 a And was the weather OK?
Audio script
b And is the weather OK?
1 sing, sing songs
5 a So what did you usually do on this day?
laugh, laugh with our friends
b So what do you usually do on this day?
2 off, have a day off
picnics, have picnics in the park
3 paint, paint our faces Pronunciation notes
dead, remember dead people
Generally, unstressed auxiliary verbs are often reduced, so
4 flowers, give each other flowers
are becomes /ə/, were becomes /wə/, was /wəz/, and do
national, wear our national clothes
/də/. It makes them hard to hear in natural fast speech.
5 terrible, the traffic’s usually terrible
away, go away for a few days
6 envelopes, in red envelopes
6 Lead in by writing Spain, the US and Mexico

on the board. Ask: What public holidays do they
luck, for good luck
have in these countries? Find out if your class know
about any of the special occasions these countries
Pronunciation notes celebrate. Alternatively, you could write up the names
Note the difficult pronunciation: laugh /lɑːf/, flowers of the three festivals (as mentioned in the audio) and
/ˈflaʊəz/, envelope /ˈɛnvəˌləʊp/ ask students to guess where they are celebrated. If
necessary, pre-teach celebrate (= do things to make a
special day important).

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• Ask students to read the questions. Explain that they G: Día de los Muertos – or Day of the Dead – is a
need to listen out for specific information: names of very old holiday – thousands of years old – and
holidays, names of places, and in particular anything we remember and celebrate the lives of our dead.
relating to the month, date or time of year. We usually prepare food and drink and activities
• Play the audio. Students listen and note answers. that the dead enjoyed in life, and we paint our
• Ask students to compare their answers with a partner faces and leave flowers and gifts for them. It’s a
before discussing as a class. very happy, beautiful time. I’m sad I missed it.

Answers
Speaker 1: 1 Sant Joan – or the Day of Saint John, 7 Organize the class into pairs to discuss the words


 
2 the Catalan part of Spain, 3 June 24th and say which speaker used them. Ask students to
Speaker 2: 1 Martin Luther King Jr Day, 2 the US, decide which words are verbs, which are nouns and
 
3 third Monday of January which are adjectives, and ask them to try to work out
Speaker 3: 1 Día de los Muertos – or Day of the their meaning from the other words, or from what
 
Dead, 2 Mexico, 3 November they remember from the first listening. Ask students to
check any words they are still unsure of in dictionaries.
• Play the audio. Students listen and check their ideas.
Audio script
Ask them to compare their answers with a partner

A = presenter, P = Pau, H = Hudson, G = Gabi before discussing as a class.
A: So first, we have Pau from Barcelona who wants
to tell us about a special holiday in the Catalan Answers
part of Spain – Sant Joan, or the Day of Saint a 2 b 3 c 1
  
  
John. Pau – what did you do on this day last
year? TEACHER DEVELOPMENT 10: DEVELOPING
P: Well, the night before the Sant Joan holiday, we LISTENING SKILLS
made a big fire on the beach with some friends Go to page 224 for information and advice.
and had a little party. We sat round the fire all
night and we ate and sang songs and laughed.
We had a great time. Some of my friends swam 8 Organize the class into pairs to make sentences using
in the sea for good luck, but I didn’t. The sea the words in Exercise 7. The aim here is to get students
wasn’t very warm. It usually isn’t in June. Then on using past forms in whole sentences. In feedback, try
the 24th, I slept until four in the afternoon. to get the class to reconstruct as much of the listening
A: That sounds great. Thanks, Pau. Next, we actually as they can.
have one of our teachers, Hudson, talking about
Martin Luther King Jr Day, which is always on the Culture notes
third Monday of January. Hi, Hudson. So where Day of the Dead (Día de los Muertos in Spanish) is a
were you for this day this year? Mexican holiday where family and friends come together
H: I was back in the US visiting friends. to pray for and remember friends and family members
A: And did you do anything special? who have died, and help support their spiritual journey.
H: We did! We went away – we went to Snowshoe The Feast of Sant Joan (Saint John the Baptist), celebrated
Mountain in West Virginia. The snow’s good in in Barcelona and the rest of Catalonia, is held on 23 and
January. We left on the Saturday at three in the 24 June and announces the start of the summer. Bonfires
morning and drove to the mountains. It was and fireworks are lit throughout the city and region.
good because there weren’t many cars on the
Martin Luther King Jr Day is an American federal holiday
road. We got there at eight and spent the whole
marking the birthday of Martin Luther King Jr (1929–1968),
weekend skiing.
a leader in the African-American Civil Rights Movement
A: Wow! And was the weather OK?
who was shot and killed. It is held on the third Monday of
H: Yeah, it was great – very clear and sunny. There
January.
wasn’t a cloud in the sky. We had great views.
We came home on the afternoon of the holiday
Monday, but the traffic was terrible. We didn’t Optional extra activity Ask students to research one of
get back home to Washington until eleven that the three public holidays mentioned in the listening and
night. present findings.
A: Oh no! But you had a good time anyway. That’s
what’s important. Finally today, we have Gabi.
Now, I know you didn’t have a great time on a GRAMMAR Past simple questions
special day, Gabi. What happened? What went AIM
wrong? to introduce and practise past simple questions
G: Well, I wasn’t in Mexico last November. I was in
Toronto for work, so I missed everything because 9 Read through the information in the Grammar box as a
they don’t really have this holiday in Canada. class. Ask students to work in pairs to prepare questions
A: Oh no! So what do you usually do on this day? using the notes. Do the first one together as an example.
In feedback, write up or show answers on the board.

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 Answers 11 This is an opportunity to bring together several parts
1 Did you go away anywhere? of the lesson and for students to practise using all the
2 Where did you go? language they have learned.
3 Who did you go with? • Ask students to work individually to prepare answers
4 Did you have a good time? to the questions. Monitor and help with ideas and
5 How long were you there for? vocabulary.
6 Where did you stay?
7 Was the weather good?
12 Organize the activity as a mingle. Ask students to
stand up, walk round and talk to at least three people.
8 Was the food good?
Once students have stood up, model the activity
by acting out an example interview with a student.
10 Ask students to match answers to questions. Elicit Use the questions from Exercise 11 and follow-up
the first match to get students started. questions, depending on the student’s response.
• Ask students to compare their answers with a partner • As students speak, go round and monitor and note
before discussing as a class. In feedback, write up or down any interesting pieces of language you hear.
show answers on the board.
TEACHER DEVELOPMENT 8: FEEDBACK ON
Answers CONTENT, LANGUAGE AND ERRORS
1 d 2 g 3 f 4 a 5 e 6 c 7 h 8 b Go to page 224 for information and advice.

Optional extra activity Drill the questions from Exercise

9 and ask students to repeat. Then set up an open pairs MEDIATION
Mediating a text
drill in which you nominate a student to ask a question
to the class, then nominate another student to respond In Exercise 13, students have to convey the main
with the correct answer. In natural speech, did you is points from short, simple conversations and use
unstressed, and reduced to /dɪdjə/. that information to decide who they are most
similar to.
G For further guidance and practice, see Grammar After they’ve completed Exercise 13, ask
reference 4C in the Student’s Book. It explains use students to say how well they did the task. Ask:
and form in greater detail, and provides written Did you find many things that are similar?
accuracy practice.

Answers to Exercises 1, 2, 3 and 4, Grammar 13 M Ask students to discuss the questions with a
reference 4C partner.
1 1 What did you do last night? • Have a brief class feedback session and find out which
2 What film did you see? students had similar experiences.
3 Was it good? • At the end, look at good pieces of language that
4 Who did you go with? students used and pieces of language students didn’t
5 Where did you buy your shoes? quite use correctly during the mingle. Show students
6 Were they very expensive? better ways of saying what they were trying to say.
7 Did you get anything else?
8 Do you usually go shopping there? Optional extra activity Ask students to research public
2 1 f 2 a 3 d 4 g 5 h 6 b 7 c 8 e holidays from around the world. Tell them to choose
3 1 did you do a country and find a public holiday. In a later lesson,
2 did you have students present the country, the holiday, the date(s)
3 Did you do it takes place, and one thing people do on that public
4 did you start holiday. Here is a list to research: Women’s Day, Labour
5 Did you go Day, or International Workers Day, Unity Day in Germany,
6 were you, Were you International Youth Day, Father’s Day, Teachers’ Day,
4 Students’ own answers Human Rights Day in South Africa, Independence Day in
India, Cinnamon Bun Day in Sweden.

SPEAKING TASK
TEACHER DEVELOPMENT 17: USING OUTCOMES
AIM IN AN ONLINE CLASSROOM
to develop students’ speaking skills in an extended Go to page 227 for information and advice.
fluency-based activity; the task has a goal, an
intended outcome and requires mediation, and
it encourages students to use all their language
resources in English to successfully complete it

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 MY OUTCOMES Culture notes
The idea of ‘home stays’ may be culturally unfamiliar to
AIM
your students. If so, take time to explain it. Visitors share
to reflect on what students have learned and
a house or an apartment with a person local to the area
on how to improve in a personalized speaking
to which they are travelling (the host). It could be for just
activity
a few nights or it could be for months. Sometimes, the
• Give your students time to read the questions and visitor has to pay rent, but sometimes they stay for free
prepare things to say. You could ask students to in return for something (e.g. looking after pets while the
make a few brief notes. host is away). Home stays are popular with backpackers
• Organize the class into pairs or small groups. and with students who study abroad or participate in
Give students five to ten minutes to discuss the student exchange programs.
questions.
• In feedback, ask a few pairs to tell the class what
they said. Alternatively, you could have a class WRITING
discussion in which groups share the ideas they
AIM
have, and comment on each other’s ideas.
to develop students’ ability to write a short
• Follow up by setting a task for homework. See the
introduction
Teacher development section for ideas. Following
this activity, you could, for example, ask students 2 Start by focusing students on the layout of the text.
to make a five-point list of things to do to revise Ask: What type of text is it? (an advertisement) Where
new language. do you see this type of advertisement? (online)
• Ask students to read the advertisement and note
answers to the questions.
TEACHER DEVELOPMENT 16: MY OUTCOMES
Go to page 227 for information and advice. 3 Ask students to compare their answers to the
questions in Exercise 2 in pairs.
For further practice, use Communicative activities 4.1 • In feedback, elicit the answers. Ask students to give
and 4.2 on pages 234–235. reasons why they would like to stay at Karina’s home
or not.

Answers
1 An area called Providencia in Santiago de Chile
WRITING 2 2 Two
3 Sounds good: a bathroom only for you, a gym in
the building, park, metro station and shops nearby
Introducing yourself 4 Problems: small room, a small dog, host at home

most of the day, mother and daughter seem to be
Student’s Book pages 42–43 cooking a lot, electric guitar

IN THIS LESSON, STUDENTS: Optional extra activity Ask students to rewrite two
• write a short introduction to themselves for a home sentences in the advertisement to make it more of a
stay place that they would like to stay.
• talk about staying in someone’s home and renting
a room
4 Focus students’ attention on the photos. Ask: What are
• read an offer of a home stay and guests’
the names, ages and nationalities of the people in the
introductions
photos?
• improve their writing by joining sentences in simple
• Ask students to read the advertisements and discuss
ways
which person would make the best guest and give
reasons why.
SPEAKING Example answers
AIM Students’ own ideas.
to get students talking about the topic They could argue Andrzej would be a better guest
because he likes music and reading, speaks Spanish,
1 Lead in by asking: Do you go on holidays? Where do and is friendly and quiet. But he is a man (and the
you go? Where do you stay? two women may prefer another woman to stay with
• Ask students to read the sentences and check any them), 18 months is a long time, and there may be
unknown words (rent a room to someone = a visitor / a problem with a violin and an electric guitar in the
tourist stays in a room in your house for money). same house.
• Ask students to discuss the sentences in small groups. They could argue Kim would be better because she
• In feedback, elicit a summary of ideas and experiences is a similar age as the advertiser and retired. But Kim
from different groups. doesn’t speak Spanish and doesn’t have interests in
common with the host.
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5 Ask students to complete the sentences with words or 9 Ask students to look at the examples then write their
numbers. Elicit the first answer to get students started. own sentences. You could elicit one or two ideas to
• Ask students to compare their answers in pairs. get them started. Monitor and help with ideas and
• In feedback, elicit the answers. You could ask students vocabulary as students write.
to look back at the texts to check answers. • You could organize the class into small groups to share
and discuss their sentences.
Answers • In feedback, ask different students to read out one
1 name’s 2 a music course of their sentences. Correct students if they misuse and

3 about 18 months 4 and watching movies or but.
5 57 6 to travel

7 a month 8 and playing golf PRACTICE

AIM
6 Ask students to discuss ideas in pairs. Check retired = to practise writing an introduction to yourself
not working because you are older – e.g. over 55.
• In feedback, ask students to say what they found out. 10 Start by reminding students of the home stay
advertisement in Exercise 2. Alternatively, set a different
Optional extra activity Ask students in groups to ask context – suggest a home stay in a major city or resort
questions and find out which person in their group is that your students will be familiar with.
best suited to stay for a month with Karina in Santiago. • Ask students to write their introduction. Tell them to
use the two models in Exercise 4 to help. Monitor and
help with vocabulary and spelling.
USEFUL LANGUAGE And and but
AIM TEACHER DEVELOPMENT 12: DEVELOPING
to practise using and and but to join short sentences WRITING SKILLS
Go to page 225 for information and advice.
7 Read through the Useful language box as a class.
• Ask students to discuss the questions with a partner. 11 When students have completed their introductions,
• In feedback, elicit answers. tell them to exchange with a partner.
• Students read each other’s work and think about the
Answers
questions.
1 Students’ own answers
• When students have read the introductions, put them
2 the middle
in pairs to make comments and suggest corrections.

Language notes 12 In the same pairs, ask students to discuss how

they would change their introduction in the different
We use and to add extra information: I’m British and I’m 45.
situations.
We use but to add contrasting information: I’m British, but • In feedback, elicit ideas from the students.
I work in France.
Note that there is a tendency to put a comma before but Example answers
(but not and) when joining two sentences. 1 for people working together: say more about your
job, your hours, whether you drive to work
2 for people travelling together on a group holiday:
8 Ask students to rewrite the sentences as one sentence say more about your interests, your personality,
using and or but. what you enjoy doing
• Ask students to compare their answers in pairs. 3 for finding people to share a house / apartment:
• In feedback, elicit the answers. You could ask students say more about your personal qualities, your
to look back at the useful language box to check interests, what sort of house you want, whether
answers. you are tidy or not

Answers
1 I’m at university and I study business.
2 I’m from the UK, but I live in Brussels.
3 Our home is near a metro and you can get to the
centre in fifteen minutes.
REVIEW 2 Video
4 My apartment has two bedrooms and (there are)
two bathrooms. Student’s Book page 44
5 Our building has parking, but we don’t have a space.
6 I have a car, but I prefer to cycle in the city.
7 I love going to the cinema and I also like listening About the videos
to music. The two types of video in Outcomes are designed to
8 I visited the capital last year, but I was only there expose students to the sort of natural communication
for the day and I didn’t really see anything. that they will encounter outside the classroom, with
speakers from a wide range of language backgrounds.

Review 2 65
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They are intended to be authentic examples of English, Video script
rather than perfect models. The accompanying activities
reflect this and aim to build students’ confidence in Andrea: Last weekend I practised hiking with
understanding fast speech, different accents, and English my friend. And we went in a small village near
as it is spoken in the real world. They can also be used Dublin Wharf. And, we walked during a long time,
to build students’ confidence about their own ability 15 kilometres. So, it was very cool but the view was
in English, by showing them that you don’t need to amazing. Just the weather was not, really good. It
have completely accurate English as long as you can was really raining and, but, after the rain, we had a
communicate your message to your listener. lot of sun, and there were a beautiful rainbow.
Luke: Last weekend I went ice skating. I haven’t
been ice skating for about 15 years, and I tried really
VIDEO Out and about hard not to fall over. It’s obviously very slippy but,
AIM just about managed to avoid doing that and it was
to watch a ‘vox pop’ video in which people talk great fun. Something very different and it brought a
about what they did last weekend; to notice accents lot of joy.
which use an /ɪ/ sound instead of an /iː/ sound in Bernardita: Last weekend is my second weekend
some words here in Brighton and I go to the beach and read a
lot and I go with, I went with some friends to a club,
1 This is a review of the Unit 4 topic, so you could start
a nightclub, and a bar. Yes. And I walk around the
by asking students to say what they remember about
city, the town because I want to know the place and
the conversations in Unit 4, or what phrases they
that’s it.
remember from the unit.
• Organize the class into small groups to discuss the Abdulrahman: To be honest, I went to the library,
question. and I studied hard because I want to do the IELTS
• In feedback, ask students to briefly share any exam and also I want to get 5.5.
interesting experiences they heard from their
Kat: Last weekend on Saturday, I had a couple of
classmates.
friends over and we watched a film. It was about
2 Explain to students they are going to watch Irish history. It was a very good film, quite a difficult
the ‘Out and about’ video, in which six people talk one. And then on Sunday, I didn’t feel very well. So,
about what they did last weekend. Before playing the I just stayed in and spent time reading.
video, read through the Understanding accents box Hannah: So last weekend I met some friends, and
with your class. Tell students that they may notice we ate breakfast, and we drank coffee and we
this pronunciation feature in the video. If you’d talked. I also met some friends for lunch, and we
like to explore this further with your class, see the played games. It was a really sunny day. So, I went
Pronunciation notes. for a walk and had a really nice cycle ride. And also,
• Ask students to watch the video and note the activities I watched some TV.
they hear.
• Ask students to compare their ideas in pairs. Ask
them to discuss with their partner whether any of the
Pronunciation notes
speakers had similar experiences to them, and to share
anything they remember hearing from the video. You may wish to explore why some speakers may
• In feedback, ask students to share answers briefly with replace one sound with another. Start by asking whether
the class. At this stage, just find out what students speakers of the students’ first language often do this.
caught – they will have a chance to listen again in Then look at reasons why students change the sounds.
more detail later. Here are some possibilities:
1 Sometimes a sound does not exist in a student’s first

Answers language so they approximate to the nearest similar
Different activities: hiking (walking), ice skating, went sound.
to the beach, read, went to a club and bar, walked 2 Sometimes a sound in a student’s first language is

around the city, went to the library to study, watched similar to two sounds in English, (e.g. the /i:/ sound and
a film, stayed in, met friends, played games, went /ɪ/ sound), so they use the same sound for both.
for a walk, went on a cycle ride, watched TV (14 3 Sometimes, it is hard to say a sound after another

activities) sound in a word – so students approximate.
Recognize that English is an international language,
so students will come across many accents influenced
by a speaker’s first language, as well as many accents
influenced by other factors such as nationality, age,
culture and regional variations. Encourage students to be
open to and alert to the variety.

66 Review 2
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3 Give students time to read sentences a to i. A: OK, perfect. And do you know if they sell pens?


• Ask students to watch the ‘Out and about’ video again B: They don’t, I think, no. But there is a shop just


and match speakers to sentences. right across the road.
• Ask students to compare their ideas in pairs. A: OK. So, across the road from the museum.
• In feedback, elicit and show answers on the board. B: Yes, and it’s in between the bakery and the


chemist.
Answers A: OK, in between the bakery and the chemist, got it.


Andrea (Speaker 1): f, i And the bank is there as well, right?
Luke (Speaker 2): c B: Yes. The bank. So you just cross the road, you take


Bernardita (Speaker 3): e, h the first left and you just turn right.
Abdulrahman (Speaker 4): d A: OK, I got it. Thank you so much, you are very kind.


Kat (Speaker 5): b, g B: You’re welcome.
Hannah (Speaker 6): a A: Have a good day!
B: You too!
4 Organize the class into pairs. Ask students to read the A: Bye.
list and discuss their experiences about four of the
things. 6 Ask students to compare their ideas in pairs. Play
• In feedback, ask students to say what they found out the video again if necessary; pause then play the
about their partners. video at points where students had problems catching
information.
Optional extra activity Ask students to think of five • In feedback, ask students to share what they heard.
more activities then ask their partner when they last did Don’t worry about getting everything – just find out
them. how well students were able to follow the natural
conversation.
VIDEO Developing conversations 7 FS Give students time to read sentences 1 to 8,
AIM and try to recall or guess what words are missing. You
to watch a ‘developing conversations’ video in which could tell students to write answers lightly in pencil.
two people ask about places and give directions; to • Ask students to watch the video again. Ask students to
give students practice in understanding fast speech complete the gaps.
• Ask students to compare their ideas in pairs.
5 This is a review of Lesson 3C. Lead in by asking • In feedback, elicit and show answers on the board.
some general questions. You could use the image
in the Student’s Book or pause the video just before Answers
the two people start talking. Ask: What can you see? 1 live here 2 So, if you 3 at one
Where are they? Explain that they are asking about 4 where I can 5 do you know 6 across the
places. Ask: What phrases might they use? 7 there as well 8 You’re very
• Ask students to watch the video and make brief notes.
Ask them to note down any key words or phrases they
hear. Optional extra activity Here are a few things you can
do with a video to vary the activity:
Video script 1 Freeze frame at the start and ask students questions to
 
A: Excuse me. Do you live here? set the scene and predict what the speakers might do
B: I do. or say.
A: Great. I’m looking for the library. Do you know if 2 Freeze frame after someone asks a question – ask


there is a library near here? students to predict how the other speaker might
B: There is one. So, if you just walk straight ahead respond.

and you turn left and it’s on the opposite side of 3 Freeze frame on close-ups or interesting expressions or

the road, but unfortunately it closes at one. actions – ask students how the speakers are feeling.
A: At one? 4 Play with the sound down – students have to recall

B: Yes. and say what they are talking about or actually
A: Oh, it’s already closed. saying – students could even say the conversation
B: I’m sorry! while watching the silent video.
A: I’m looking for a quiet place where I can write a

birthday card. Do you know if there is a quiet place
near here? CONVERSATION PRACTICE
B: I do. There is a café inside the museum. So, once AIM

you’ve gotten to the library, if you just walk past to practise conversations based on the videos
the roundabout and then you turn right. It’s just students have watched and the Conversation Practice
there. in 3A and 4A

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8 Ask students to work in pairs to choose a conversation 6
to prepare. Refer them to the Conversation Practices 1f 2e 3i 4a 5c
in Lesson 3A and Lesson 4A of their Student’s Book. 6b 7j 8d 9h 10 g
You could revise the language they used in each set of 7
conversations. Places for things you need: bookshop, chemist,
• Once students have selected a conversation, ask them library, post office, sports centre
to prepare by looking at phrases to use. They can look Home: apartment, cleaning, cooking, furniture,
at their notes on Lesson 3A or 4A, or on this Video heating
lesson. Holidays: away, castle, sightseeing, tour, trip
• Give students five minutes to prepare ideas. 8
• When students are ready, ask them to have 1 brush 2 come round 3 quiet
conversations. You could ask them to practise again by 4 forgot 5 check 6 dead
exchanging roles, exchanging partners, or exchanging 7 change
information in their conversation. Practice makes 9
perfect, so it is a good idea to try out conversations 1 off 2 worried 3 chatted
three or four times. 4 laughed 5 terrible 6 relaxed
• As students speak, monitor closely and note any errors 7 swimming 8 whole 9 fantastic
you hear. In feedback, praise good language use, and
comment on any errors you noted.

Optional extra activity Write five or six useful words or

phrases from the lesson on the board and ask students to
include them when they are having their conversations.

REVIEW 2 Grammar and Vocabulary

Student’s Book page 45

AIM
to consolidate vocabulary and grammar from
Units 3 and 4

1
1 on 2 next to 3 Simon’s
4 him 5 can’t 6 go
7 were 8 at, opposite
2
1 had 2 flew 3 spent
4 saw 5 took 6 stayed
3
1 I can’t come to the next class.
2 Was there a beach near the hotel?
3 The hotel wasn’t very good.
4 Did he have a nice time?
5 I didn’t understand everything.
6 Can you look for it later?
4
1 Did you have
2 What did you do?
3 Where does he live?
4 What did you see?
5 Was it good?
5
1 I think those things are hers.
2 Can you turn it off?
3 The bank is on this road on the right.
4 How long were you there for?
5 There wasn’t anyone I knew there.
6 Sorry, I didn’t hear what you said.

68 Review 2
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 5 Shopping
Example answers
IN THIS UNIT, STUDENTS: 1 food: meat, fish, eggs, bread, rice, fruit, apple,

 
• roleplay choosing and buying food or clothes orange, banana, vegetables, carrot, cake, pizza
in a shop 2 clothes: shirt, skirt, trousers, jumper, jeans, dress,

 
• talk about money and shopping socks, top, coat, jacket
• ask for and get help in different places in a 3 colours: red, yellow, orange, blue, green, black,

 
shopping centre grey, pink, purple, brown

TEACHER DEVELOPMENT 2: ORGANIZING PAIRS

SPEAKING AND GROUPS
AIM Go to page 220 for information and advice.
to introduce the theme with a photo; to get students
talking about shopping

Optional lead-in activity Tell students to look at the

unit title and photo. Ask: What is the unit about? What
words and phrases can you think of? Brainstorm words
5A How much is that red one?
connected with the topic, e.g. types of shops, buy, sell,
sale.
Student’s Book pages 48–49

1 Lead in by asking questions about the photo with the

whole class. Ask: What can you see? What types of IN THIS LESSON, STUDENTS:
food are there? Would you like to shop there? Why? / • roleplay choosing and buying food or clothes in
Why not? a shop
• Organize the class into pairs. Ask students to take • explain the size and quantity of what they want
turns to ask the questions and discuss their answers. • practise listening to people buying food and clothes
• In feedback, ask the questions and ask different pairs • make clear which thing they want
to answer.

Culture notes SPEAKING

The photo shows a fruit and vegetable stall in the AIM
Municipal Market, in the historic centre of São Paulo, to introduce ways of asking and answering questions
Brazil. in a clothes shop
Over 22 million people live in São Paulo, making it the 1 Ask students to read through the conversation.
biggest city in Brazil by population. The city has the 5th

Check any words they are unsure of (e.g. Anything
highest population in the world. The official language is else? = Do you want another thing?; that blue one =
Portuguese but the people who live there are from many we use ‘one’ to mean one thing – here, one shirt).
different cultures. • Play the audio. Ask students to listen and follow in
their books.
2 Model this activity by suggesting two or three • Organize the class into pairs to practise reading out the
examples for each category. conversation to each other. Tell students to exchange
• Organize the class into groups of four or five. Set the roles and practise more than once. Monitor and
time limit. Ask students to choose one person in their prompt students to correct pronunciation and attempt
group to write down words. Ask students to make as an appropriate intonation pattern as they speak.
many suggestions as they can. Emphasize that they
should not use a dictionary – you want to find out how Audio script
many words students already know. A: Can I help you?
• In feedback, find out which group has the longest B: Hi. How much is this shirt?
list. You could ask students to come to the board and A: 150.
write up some of the words they thought of. Explain or B: Do you have a bigger one?
translate any words other students don’t know. A: Sorry – only medium.
B: What about that blue one behind you?

Unit 5 Shopping 69
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 A: That one is 200. Do you like it? TEACHER DEVELOPMENT 3: APPROACHES TO
B: Yeah. Can I try it on? VOCABULARY
A: Of course. It looks good. Go to page 220 for information and advice.
B: Yeah. I’ll take it.
A: Anything else? A hat? A T-shirt?
4 P Play the audio. Students listen and practise.
B: No, that’s all, thanks.


You could pause at difficult phrases and model phrases
A: OK. That’s 200 then.
yourself to help students say them correctly.
• In feedback, ask students to say which phrases were
2 Set up the task by eliciting a few ways of changing the
hard, and focus on them as a class. Comment on any
words in purple. For example, students may suggest
errors students made.
changing shirt to dress, or bigger to smaller. If students
are unsure, revise some alternatives (e.g. clothes
Audio script
vocabulary, ways of saying numbers for prices, and
1 a few, a few oranges
small, medium and large).
2 size, a smaller size
• Ask students in pairs to work together to change the
3 bottle, a big bottle of water
words in purple.
4 a bag, a small bag of sugar
• Ask pairs to practise reading out the conversation. Tell
5 piece, cut it into pieces
them to exchange roles after they have finished the
6 kilo, a kilo of potatoes
conversation once. Listen in as students practise, and
7 litre, half a litre
correct mistakes.
8 pair, a pair of jeans
Optional extra activity Practice makes perfect. Ask 9 half, it’s half price
students to practise the conversation three or four times,
trying to memorize more and more of it each time. Then Pronunciation notes
ask them to close their books and try to remember as Note the difficult pronunciation: kilo /ˈkiːləʊ/, litre /liːtə/,
much as they can and to use their own words to practise. half /hɑːf/

VOCABULARY Size and quantity

TEACHER DEVELOPMENT 5: DRILLING FOR
AIM PRONUNCIATION
to introduce and practise phrases for expressing size Go to page 222 for information and advice.
and quantity

3 Ask students to look at the words in the box. Ask: 5 Organize the class into pairs to match the words from
What words do you know? You could choose to Exercise 3 with the new words. In feedback, elicit some
explain any words students are not sure of. of the more interesting combinations students came
• Ask students to match the words with the phrases. up with.
You could organize the class into pairs to do the
Answers
matching task, or have students work individually then
1 half a lemon, a piece of lemon, a bag / a kilo of
check in pairs.

lemons, a few lemons
• In feedback, elicit answers from students.
2 a piece of cheese, (half) a kilo of cheese
Answers 3 a size ten T-shirt, a few T-shirts
1 a few 2 size 3 bottle 4 What size are your gloves? a pair of gloves, a few



4 bag 5 piece 6 kilo gloves


7 litre 8 pair 9 half 5 a bottle of juice, a litre of juice


6 half a melon, a bag of melons, ten kilos of melons

(NB: students may suggest a bag of cheese, or a bag
Language notes of juice – possible but less common answers)
a pair = 2
half = ½
Optional extra activity 1 Organize the class into new
Many pieces make a whole – think of jigsaw pieces or pairs. Ask them to talk together and each find eight
pieces of a cake things they bought in the last few weeks. Ask them to
size = how big something is use words from Exercise 3.
litre = shows how much liquid (water) Optional extra activity 2 Ask students to write out
kilo = shows how heavy a shopping list for ingredients for their favourite pizza
Use visuals or realia to show bottle and bag. topping. Ask students to share their lists and say whether
they would like to try each other’s pizzas!
Point out that a few means a small number, and is a
phrase we only use with countable nouns (we use a little
with uncountables).

70 Unit 5 Shopping
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LISTENING E: OK. Anything else?
AIM C: No that’s it.
to practise listening for specific information E: That’s 18 euros.
3 F: English? Can I help you?
6 Make sure students know there will be three G: Yes. How much are those T-shirts?

conversations and they will need to complete the table. F: Depends – seven dollars fifty, ten, fifteen


Elicit what might go in the first gap to show them what dollars. Which do you like?
to do. You could ask students to copy the table into their G: How much is that green one?
notebooks. Check the meaning of any new words in the F: This one?
table (peaches, lemon cake; also: carrot cake, cheesecake). G: No, the other one, there at the top. With


• Play the audio. Students note answers. ‘Turkey’ on it.
• Ask students to compare answers in pairs. Play the F: This one?
audio a second time (and a third time if necessary). G: Yes.
• In feedback, elicit answers from the students. You could F: Fifteen.
show a record of the answers on the board in a table. G: Really?
F: For you, two shirts for twenty-five.
Answers G: You have another one like that?
1 yellow 2 six 3 apples F: Of course.


4 3.10 5 half 6 cheesecake G: What size?


7 18 8 T-shirts 9 small F: Any size.


10 20 G: OK. What about two for twenty dollars?
F: OK. What size do you want?
Audio script G: Can I have one in medium and a small one?


1 A: Who’s next? Thanks.
B: Me. F: Here you are.
A: What would you like?
B: Those things there. What do you call them in

English? TEACHER DEVELOPMENT 10: DEVELOPING
A: These? LISTENING SKILLS
B: Yes. Go to page 224 for information and advice.
A: Peaches. Do you want the yellow or the orange

ones? 7 Organize the class into groups of four or five to
B: Three yellow ones. discuss the prices of different things. You may need to
A: Anything else? The oranges are lovely. remind students how to say prices and how to express
B: Can I have some apples? the currency they use in English. You may also need
A: These ones? to remind them of words like cheap, expensive and
B: No, those red ones. normal.
A: How many would you like? • As students speak, monitor and note what they say. In
B: Six. feedback, elicit interesting information students shared,
A: OK. Anything else? and comment on or correct errors that you picked up
B: No, that’s it, thanks. during the activity.
A: Do you need a bag?
B: No – can you put them in mine? Optional extra activity Ask students to discuss where
A: There you go. That’s three pounds ten in their city or region the prices are highest and lowest

altogether. Who’s next? for the same things.
2 C: Those look nice.
D: Mmm. That yellow one especially.
GRAMMAR This / These / That / Those
C: Hello. Do you speak English?
E: A little. AIM
C: You see the yellow cake? Is it lemon? to introduce and practise this, these, that and those
E: Yes.
C: How much is that? 8 Read through the information in the Grammar box
E: Three euros for one piece or 20 for the whole cake. with your class. Ask students to match sentences in the
Grammar box to the photos to show understanding.

C: Can we have half?
E: OK. That’s four pieces, OK? Anything else? Elicit the first answer as an example in open class.
C: And the brown one above it – with the orange • Ask students to compare their answers in pairs.
• Elicit answers from students.

on top? What’s that?
E: That’s coffee cake with orange.
Answers
D: The kids don’t like coffee.
1 d 2 c 3 a 4 b
E: This cheesecake is nice. Or there’s carrot cake.
  
  
  
C: We’ll have two pieces of the cheesecake.

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Language notes DEVELOPING CONVERSATIONS
This, these, that and those are demonstrative adjectives. Questions in shops
They are used before nouns to show (or ‘demonstrate’)
AIM
which one (or ones) is / are being referred to. We use
to introduce and practise common questions used in
this with singular or uncountable nouns to refer to nouns
shops
that are close at hand, and that to refer to nouns that are
further away. We use these with plural nouns to refer to 11 Read through the information in the box as a class.
nouns that are close at hand, and those to refer to nouns • Ask students to match the questions to the people
that are further away. who ask them. Elicit the first answer to get students
Note that we can also use them as demonstrative started. Ask students to compare their ideas in pairs.
pronouns, replacing the noun (e.g. What’s this called?).
One is an indefinite pronoun (plural: ones). It is used as Answers
the object of a verb or preposition to avoid using a / an 1 A 2 C 3 C 4 C 5 A 6 A 7 A 8 A
and repeating a noun.

Optional extra activity To revise countable and

9 Start by asking students to look at the conversations.
uncountable nouns, ask students when we use How
Check or revise any unknown words: leather jacket,
much? and when we use How many?
gloves, plant.
• Ask students to complete the sentences individually. You could do a quick drill. Say different objects and
Elicit the first answer to get them started. students have to say How many? or How much?
• Ask students to compare answers in pairs before (e.g. T: tomatoes; Ss: How many? T: rice; Ss: How much?)
checking as a class.
12 Ask students to match the questions in Exercise 11
Answers to the pairs of possible answers. Elicit the first question
1 those, ones, This / The to get students started. Ask students to compare their
2 these ideas in pairs. A way of checking this in feedback is
3 that to get one student to ask a question and another
student to give the answer. That way you practise the
10 Ask students to work in groups to ask and answer conversations as a whole class as well as providing
the questions. Start by modelling the activity with a answers.
reliable student.
• Once students are working together, monitor and Answers
note how well they use this, that, these and those. In 1 c 2 a 3 e 4 b 5 h 6 d 7 g 8 f
  
  
  
  
  
  
  
feedback, write a few incorrect sentences on the board
and ask students to correct them.
Optional extra activity Organize the class into pairs.
G For further guidance and practice, see Grammar Ask student As to practise saying the questions in
reference 5A in the Student’s Book. It explains use Exercise 11 while their partners (Bs) try to memorize the
and form in greater detail, and provides written answers. When students are ready, ask them to practise –
accuracy practice.
Bs have books closed. When they have finished, ask them
to exchange roles. As students speak, monitor and listen
Answers to Exercises 1 and 2, Grammar
for errors and correct students if they have problems.
reference 5A
1 1 That 2 this 3 are 4 This
CONVERSATION PRACTICE
   
   
    
5 are 6 that 7 those 8 this
  
   
   
2 1 A: Which cake do you want?
AIM
B: That one. The one with the pink sweets on
to practise language from the lesson in a free,


top.
communicative, personalized speaking activity
2 A: Those jeans look OK, but I prefer those

other ones you tried on before. 13 This is an opportunity to bring together several parts
B: Mmm, OK. What about these black ones? of the lesson and for students to practise using all the

A: Yeah – they’re nice as well. Which ones are language they have learned.


cheaper? • Organize the class into pairs. Ask each pair to choose a
3 A: How much are the apples? shop. Give students time to look back at the photos in

B: These ones here are five euros a kilo and the unit and decide which shop to choose. If students


those (ones) are 4.50. want to be creative, they could choose a shop of
4 A: Excuse me. Do you have these jumpers in an their own.

extra-large? • Ask pairs to decide who is A and who is B. You might
B: No. Sorry. We only have this one in small, want to give students a little preparation time – ask


medium and large, I think. them to look back at language used in the lesson (see
5 A: I can’t decide whether to get this bag or Exercises 1, 9, 11 and 12).

that one. What do you think? • Ask students to exchange roles, choose a different
B: Well, I like this one. I think it’s a nicer photo and have a different conversation.


colour. And that one’s a bit too big, I think.

72 Unit 5 Shopping
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• As students speak, monitor and listen for errors, new
Language notes
language or interesting conversations to use in feedback.
• In feedback at the end, look at good pieces of Note the verb + noun collocations with money: make /
language that students used and pieces of language save money (also: spend, lend, borrow, lose, earn)
students didn’t quite use correctly during the activity. pay in cash = pay with real money (not a card)
Show students better ways of saying what they were a discount = money off the price
trying to say.
a bill = the money you have to pay for gas, electricity,
water, etc.
TEACHER DEVELOPMENT 8: FEEDBACK ON
CONTENT, LANGUAGE AND ERRORS 2 Organize the class into pairs to discuss the situations.
Go to page 224 for information and advice. • In feedback, ask students to tell the class what they
found out about their partners.
Optional extra activity Ask students to research the price
Optional extra activity In a monolingual class, have
of things in different major cities. Ask them to find out how
students test each other in pairs. A says a word from the
much it costs for a coffee and a cake, a meal for two, a
lesson. B says what it means in the students’ L1.
litre of petrol and a pair of jeans in three of the following
cities: London, Paris, Tokyo, Moscow, Beijing and New York.
READING
AIM
to give students practice in reading for specific
information; to do a jigsaw reading that creates an
5B They’re having a sale information gap and lots of spoken interaction

3 Lead in by asking students to look at the photo. Ask:

Student’s Book pages 50–51 What can you see? Use the opportunity to revise or
pre-teach key words: high(er) prices, low(er) prices,
cheap, half-price, shop assistant, customer, shelves,
IN THIS LESSON, STUDENTS: (plus a sale and discount from the Vocabulary section).
• talk about money and shopping • Ask students to look at the questions then read
• read and share information about how two shops the introduction (the paragraph after the heading).
are doing Organize students into groups of four to discuss the
• give reasons why they can’t go somewhere with questions.
someone
4 Students should already be in groups of four from the
previous exercise. Ask them to split into two pairs – As
VOCABULARY Money and shopping and Bs.
• Read through the five questions and explain that
AIM students should read their text and find answers.
to introduce and practise words connected with
money and shopping 5 Ask As to compare answers, and Bs to compare
answers. You could monitor at this stage and help any
V See Vocabulary reference 5B in the Student’s Book. pairs who are unclear about any of the answers.

1 Start by writing money and shopping on the board.

Ask students to think of any words connected with MEDIATION
the two topics (e.g. dollars, pounds, buy, supermarket, Mediating a text
shopping bag). Brainstorm as many words as you can In Exercise 6, students have to process text
from students and write them on the board. in speech. They have to convey relevant
• Ask students to look at the words in the box. Elicit the information from their story to their partner, and
word that best completes sentence 1 to provide an they have to ask questions to find out about
example. their partner’s text.
• Ask students to complete the sentences. After they’ve completed Exercise 6, ask students to
• Organize the class into pairs to compare answers. Then say how well they did the task. Ask: How clearly
elicit answers from the class in feedback. did you explain information from your text?

Answers
1 online 2 low 3 make 4 complained
   
  
5 discount 6 sale 7 save 8 in cash TEACHER DEVELOPMENT 9: MEDIATION
  
  
   
9 bills 10 high Go to page 224 for information and advice.
    
Unit 5 Shopping 73
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6M In their groups, ask students to exchange partners

7 Ask students to discuss the questions with their partner.
so that A students are with B students. This could • In feedback, ask pairs to summarize their ideas. You
involve changing places. Give students time to make could have a class discussion and build up a list of
sure they are with a new partner. things shops could do to make money on the board.
• Ask students to interview each other using the
questions in Exercise 4. Ask students to note down the Example answers
answers their partner gives them. 1 The clothes shop is doing better (busy, company

 
• In feedback, ask As to say what they found out about doing very well, so many customers). The book
Esi from their partners. Ask Bs to say what they found shop is doing less well (The shop seems quite
out about Iona from their partners. busy. The shop’s doing OK, but it’s not making a
lot of money).
Answers 2 If you like books, the job in the book shop is

 
Text 1 Iona better (writers giving talks, music on Thursdays).
1 She’s a manager. The job in the clothes chop is busy (untidy
2 in a big clothes shop customers, crazy on Saturdays).
3 most of the time (but Saturday isn’t her 3 Students’ own answers

 
 
favourite day) 4 Possibilities: more sales and promotions, more

 
4 very well advertising, open longer hours
5 People always like great fashion and they love it
 
more when it’s cheap.
Optional extra activity 1 Ask students to find and
Text 2 Esi
underline three or four words in the text that they
1 She’s an assistant.
don’t know. Tell them to use the context to try to work
 
2 in a bookshop
out or guess the words. Then ask students to explain
 
3 Yes, she loves it, but can’t save any money, so
or translate them for a partner and look them up in
 
she’s looking for a new job.
a dictionary to check. Some words students may find
4 The shop’s doing OK, it’s quite busy, but it’s not
new: fashion, soaps, untidy, complain, stamp on a card,
 
making a lot of money.
concert, busy, it’s a shame, famous names (e.g. Levi’s™,
5 They’re having a sale, they have a loyalty card,
Superdry™).
 
there’s a café displaying new books, they stay
open late two nights a week and have guest Optional extra activity 2 Ask students to read the
writers or music. other text for homework.

Managing a jigsaw reading GRAMMAR Present continuous

Jigsaw readings require carefully-planned management. AIM
Here is an alternative way of managing this activity. Start to introduce and practise the use of the present
by splitting the class in half. The left-hand side of the class continuous to talk about present actions or
should be As and the right-hand side Bs, or the front As situations that are temporary and not finished
and the back Bs, or simply go round the room and say
AA / BB / AA / BB / AA / BB to pairs around the class. 8 Read through the information in the Grammar box
as a class. Then ask students to find examples in the
• Ask the As to read about Iona. Ask the Bs to read text. You could put students in pairs and ask them to
about Esi. Give them around five minutes to read and do the activity as a race – which pair can find twelve
answer the questions together. examples first?
• Now organize the class into A/B pairs to ask and • Ask students to compare answers in pairs before
answer questions about their texts. Listen and note any discussing as a class.
problems and help if necessary. Give them around five • In feedback, ask: Which examples are about the
minutes for this task. future? (Keith Lowe is coming next week; A local
• When most people seem to have finished, stop the singer is doing a concert next week.)

task. You could ask if anyone has any questions at this
point and answer any that come up. Answers
Customers aren’t going to them as often; They’re
looking online; ‘How’s the shop doing?’; the
TEACHER DEVELOPMENT 11: DEVELOPING company is doing very well; I don’t like working on
READING SKILLS Saturdays; Today, we’re having a sale; Keith Lowe is
Go to page 225 for information and advice. coming next week; I’m reading his new book at the
moment; A local singer is doing a concert next week;
So is it working? The shop’s doing OK, but it’s not
making a lot of money; I’m looking for a new job.

74 Unit 5 Shopping
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Language notes Optional extra activity Students do the activity as a
In English we use the present simple to express game. Nominate a student to begin. Ask them to ask
permanency (e.g. I have a job) and the present each person in their group the question. Each student
continuous to express temporariness (e.g. We’re having in the group has to think of a different reason. They
a sale). Students often have problems deciding when should keep asking the question around the group until
to use the forms because, in their L1, the uses are someone can’t think of a different reason. Tell students to
different. Spanish speakers, for example, may be familiar exchange roles so that somebody else asks the question.
with the idea of using continuous forms to describe
things happening now, but will naturally feel that they Example answers:
should use simple forms to talk about something that I can’t. I’m meeting a friend. I can’t. I’m doing my
is happening these days or temporarily. Russian has no homework. I can’t. I’m helping my mum and dad. I
continuous form, so Russian speakers find it really hard can’t. I’m playing football. I can’t. I’m not feeling well.
to recognize when to use which form. It is a good idea,
if you have a monolingual class, to familiarize yourself
G For further guidance and practice, see Grammar
with problems your students may face. Point out that reference 5B in the Student’s Book. It explains use
phrases like now, at the moment and these days are clues and form in greater detail, and provides written
that we should use the continuous form. accuracy practice.

9 Ask students to complete the sentences. Elicit the first Answers to Exercises 1, 2 and 3, Grammar
answer to get them started. reference 5B
• Organize the class into pairs to check answers. 1 1 Can you come back later? I’m making dinner at


• In feedback, go through the answers. the moment.
2 He’s not ready. He’s changing his clothes.
Answers 3 They’re building a new shopping centre near my

1 are you doing 2 ‘re (are) going house.
  
3 is having 4 ‘s (is) closing 4 She’s not / She isn’t working today. She’s visiting
  

5 aren’t (are not) making 6 is coming round her grandparents.
  
7 ‘m (am) making 8 ‘m (am) trying 5 I’m not going to the shop just now. It’s raining.
  

9 is he doing 10 ‘s (is) looking 6 A: What are you making?
  
B: I’m making a cake.

7 A: Are you looking for something?
Optional extra activity Ask students to practise reading
B: Yes. I’m looking for my bag.
out the conversation in pairs.

8 A: Where’s he going?
B: He’s going to the supermarket.

Pronunciation notes 2 1 is coming, are you making
2 ‘m meeting, ‘m going, is playing
To focus on pronunciation, you could drill some of the
3 ‘m looking, ‘m reading
present continuous sentences in Exercise 9, or focus
4 are you doing, ‘m trying, isn’t working
on and correct pronunciation as students practise the
3 Students’ own answers
conversations in Exercise 9 or 10.
With pronouns, am, are and is contract to I’m, you’re,
we’re and they’re, and he’s, she’s, and it’s. SPEAKING
With nouns, are doesn’t usually contract but is reduced AIM
to a weak, barely discernible /ə/ sound. Is tends to to practise language from the lesson in a free,
contract. communicative, personalized speaking activity;
to practise present continuous forms
10 Set up the task by modelling an exchange with the 11 Organize the class into pairs to talk. Ask students
whole class. Ask the question and nominate different
to read through 1 to 5 and prepare some things to
students to respond. Think of one or two reasons to
say. Then ask students to take turns to share ideas.
start them off, e.g. I can’t. I’m meeting a friend. /
Encourage pairs to ask questions to find out extra
I can’t. I’m helping my mum and dad.
information.
• Use the opportunity to correct any errors in form and
• As students speak, go round and monitor, and note
pronunciation that students are still making.
down errors and any interesting pieces of language.
• Then organize the class into groups of four or five.
• At the end, look at good pieces of language that
Ask them to think of as many reasons as they can and
students used and pieces of language students didn’t
write them in a list.
quite use correctly during the activity. Show students
• Monitor and note errors, particularly with the use and
better ways of saying what they were trying to say.
pronunciation of the present continuous.
• At the end, look at good pieces of language that
students used and pieces of language students didn’t
quite use correctly during the activity. Show students
better ways of saying what they were trying to say.

Unit 5 Shopping 75
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Optional extra activity Here are some typical present
continuous questions to ask: What are you watching on
TV these days? What book are you reading? What are 5C Do you sell …?
you doing at the weekend? What are the kids / your
friends / your parents doing today? How are you feeling?
Put them on the board and have students ask and Student’s Book pages 52–53
answer them.
IN THIS LESSON, STUDENTS:
• ask for and get help in different places in a
DEVELOPING LEARNER INDEPENDENCE shopping centre
• talk about shopping centres where they live and
AIM
what’s there
to encourage students to think about
• practise listening to four conversations in a
managing their own time to learn better
shopping centre
We’re all busy, and adult learners often don’t • use a, an and the in short conversations to ask for help
have much time to study. Make a copy of the list
of ideas for busy people below (or show it on
the board and ask students to copy).
SPEAKING
Ask students to look at the list and decide which
ones they could do to help them improve their AIM
English: to read for information and talk about shops,
department stores and shopping centres
1 Play English recordings in the car or at the gym.
2 Write ten words to learn on pieces of paper. Put 1 Start by asking students to look at the photo. Ask:
them in your pocket or bag. Take them out and What is the name of this place? What does it sell?
look at them when it’s quiet at work or college. • Ask students to read the text and answer the
3 Keep a blog in English. Write three sentences questions.
about your day every morning or every evening. • Ask students to discuss their answers in pairs before
4 Notice English around you. For example, English discussing as a class.
on a street advertisement, or something you
hear on a train. Example answers
5 Label things in your house with English words I’d like to go because there are a lot of shops and a
and phrases. Use sticky notes. But don’t big cinema.
write ‘fridge’ on the fridge. Write something I’d do some shopping, go to the cinema and eat
interesting like ‘a cool glass of milk’ or ‘it’s very Thai food.
cold in here’. Find out who in your house or flat
can write the best English language sticky notes.
6 Read something every day in English. Text a
2 Organize the class into groups of four or five to discuss
the questions.
friend to say what you read.
• As students speak, monitor and note what they say. In
feedback, elicit interesting information students shared,
and comment on or correct errors that you picked up
TEACHER DEVELOPMENT 15: LEARNER
during the activity.
INDEPENDENCE
Go to page 226 for information and advice.
Culture notes
CentralwOrld is one of the biggest shopping malls in the
world. It is located near other large malls in Bangkok’s
busy commercial district. Note the branded spelling – the
O is capitalized.
Note that in British English, people say shopping centre,
but in other varieties of English, notably American
English, CentralwOrld is a shopping mall. Some speakers
differentiate between a shopping centre as a relatively
small place with just a few shops, and a mall as a very
large place with hundreds of shops.

76 Unit 5 Shopping
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VOCABULARY In a shopping centre • Ask students to compare their answers with a partner
before discussing as a class.
AIM
to introduce and practise words and phrases Answers
connected with shopping centres 1 e 2 b 3 d 4 f

3 Start by writing shopping centre on the board and

brainstorming words students can think of connected Audio script
with the topic, e.g. shops, shop assistant, fashion, 1 A: Excuse me. Do you sell batteries?
clothes, a sale. B: Yes, madam. They’re on the shelves by the


• Ask students to work in pairs to read the sentences and cash desk.
explain the words to each other. Ask students to try to A: Really? I can’t see them. Do you have this


guess words from context before checking in a dictionary. kind – it’s for a camera.
• In feedback, use explanations, examples or translation B: Let’s see. I think so. Yes – here you are.
to make sure students understand the words, and drill A: Oh, thank you.
the words for their pronunciation. B: Anything else?
A: Yes, I’m thinking of buying a new laptop.
Language and pronunciation notes B: Of course. I can show you what we have.


entrance = way in (opposite: exit) What are you looking for?
A: I don’t know. Something light. Mine is very
I’m afraid not = a polite way to say ‘no’
heavy.

straight on = going on in the same direction B: Sure. Follow me.
changing rooms = where you put on new clothes that 2 C: Are you going down?
you want to buy D: Yes.
the back = opposite of front C: Can you move in a bit?
D: Sorry, sure.
batteries /ˈbætərɪz/ = use visuals or realia to show what
C: I can wait for the next one.
these are
D: No, it’s OK. There’s enough space.
manager = boss C: Thanks.
let’s + verb = a way to suggest something D: Where are you going?
change the baby = put a new nappy on C: The car park. Bottom floor, please. Thanks …

Wow! That’s a big TV!
a lift (or elevator /ˈɛlɪveɪtə/, in American English) is a ‘box’
D: Yes – my son’s 21st birthday …
that goes up from one floor to the next, whereas you
C: Right …oh … Why aren’t the doors opening?
walk up stairs (Note: an escalator /ˈɛskəleɪtə/ is a type of

D: Did you try …
moving metal stairs).
C: Yes …
Mime follow and top / bottom and draw some stairs to D: Oh no. Can we call anyone? Is there a phone?

show downstairs / upstairs 3 E: Excuse me. Do you have this in a size 12?

F: Let’s look. Hmm, I can’t see any. Wait here and

I can check in the back room.
TEACHER DEVELOPMENT 4: LEARNING AND G: Those jackets are nice, too. You could wear
CHECKING NEW WORDS

them with the dress.
Go to page 221 for information and advice. E: Maybe. Are you buying anything?
G: Yeah, I’m getting this top.
4 Organize the class into pairs to practise reading out E: Yeah – it looks nice on you. I like the colour.
the conversations. Monitor and correct any poor F: Hello, madam. I’m afraid that’s the only size

pronunciation. that’s left.
E: That’s a shame. Well, can I try these things on?
5 Organize the class into new pairs. Ask students to F: Of course. The changing rooms are at the
prepare new conversations. Monitor and help with

back, next to the shoes.
ideas and vocabulary. When students are ready, ask
E: Oh right. OK. Thanks.
them to practise in their pairs.

G: I’m going downstairs to pay. I’ll wait for you
• Ask each pair to present a conversation to the class.

there.
• Feed back on any errors you heard while students were
E: OK. Then let’s go for a coffee and cake. I need
talking.

a rest.
4 H: Hi.
LISTENING I: Hi, how can I help you?
AIM H: I need a charger for my phone. Where can I

to give students practice in listening for gist and for get one?
specific information; practise hearing prepositions I: Well, there’s a phone shop downstairs, and

there’s a technology shop on this floor. I think
6 Ask students to read through the situations first. they sell chargers.

Check any unknown words. H: OK. Where is it?
• Play the audio. Students listen and match the
conversations to the situations.
Unit 5 Shopping 77
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 I: Straight down there on the left. Can you see

EXAM-STYLE SKILLS TASKS:
it? There are computers and cameras and How to do a true and false exercise
things in the front.
Students at elementary level are asked to decide
H: OK, yes. OK, I see it. Oh, and another thing, is
if sentences are true or false in a number of

there a café or restaurant here?
common exams.
I: Yes. There are a few places in the food hall on

the top floor. To do this task effectively, students should:

H: OK – thank you. 1 Listen out for phrases that give the answer

using different words or ways of expression to
the T or F sentence. Provide an example with
7 FS Start by eliciting examples of prepositions (in,
sentence 1. The sentence says The customer
on, at, for, with, etc.). Ask why they are hard to hear.
gets what they want. The shop assistant says
• Play the audio. Students listen and note down the
here you are, so it’s true.
prepositions they hear.
• Ask students to compare answers with a partner 2 Justify answers to show they know. Get
before checking as a class. students to say what they heard and explain
how this justifies their answer. Even if they get
Answers the answer wrong, discussing what they heard
1 on 2 on 3 on is revealing and helps them get better at doing


4 of 5 for 6 for this sort of exercise. If students have lots of


7 in 8 next to 9 for problems, ask them to research answers in the

audio script so they get better at knowing what
to listen out for.
Audio script
1 on the left
2 on the top floor
TEACHER DEVELOPMENT 10: DEVELOPING
3 on the shelves
LISTENING SKILLS
4 I’m thinking of buying
Go to page 224 for information and advice.
5 What are you looking for?
6 I can wait for the next one.
7 in the back room 9 Organize students into small groups to discuss the
8 next to the shoes questions.
9 let’s go for a coffee • In feedback, ask different groups to summarize their
views or share any interesting experiences with the class.

Pronunciation notes Optional extra activity 1 Ask students to practise one

Generally, prepositions are unstressed. The vowel sounds of the conversations in the audio script in pairs.
in some reduce to an /ə/ sound (e.g. for /fə/, of /əv/ and Optional extra activity 2 Write the sentences below on
to /tə/. the board. Ask students to translate them into their L1.
Then ask them to translate them back into English and
compare the English to the original.
8 Ask students to read the statements carefully first
How can I help you?

and to try to remember the conversations and whether
Straight down there on the left.
the sentences are true or false.
I’m thinking of buying a new laptop.
• Play the audio. Students listen and check.
I can wait for the next one.
• Ask students to compare their answers with a partner
Let’s go for a coffee.
before discussing as a class.

Answers GRAMMAR A, an and the

1 T
AIM
2 F (the customer wants to buy something else)
to introduce and practise a, an and the (indefinite
3 F (they’re both going down)
and definite articles)
4 T
5 F (one woman is buying a top and the other is 10 Read through the information in the Grammar box

trying some things on – so she will probably buy as a class. Then ask students to work individually to
something) add articles to the sentences.
6 F (she wanted a different size) • Ask students to compare answers in pairs before
7 F (he wants a charger for his phone) discussing as a class.
8 F (the food hall is on the top floor)

78 Unit 5 Shopping
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 Answers SPEAKING TASK
1 A: I’m looking for a place to change some money. AIM
B: There’s a bank on the second floor. When you to develop students’ speaking skills in an extended


get to the top of the stairs – turn left. fluency-based activity; the task has a goal, an
2 A: I’m looking for a phone with a good camera.

intended outcome and requires mediation, and
B: I think this is the best one, but I’m sorry, it’s it encourages students to use all their language

not in the sale. resources in English to successfully complete it
3 A: Can you help me? Where’s the exit to the car

park? 11 This is an opportunity to bring together several parts
B: Take that lift. It’s on the bottom floor. When of the lesson and for students to practise using all the

you come out of the lift, it’s in front of you. language they have learned.
4 A: I want to get a bus to the city centre. • Ask students to work in pairs. Ask them to look at

B: The stop is next to a bank, near the main the map on page 201 of the Student’s Book. Ask a

entrance. Go straight down there. (NB: if there few questions to get students familiar with the map,
is only one bank in town, we use the; if there e.g. Where’s the entrance / department store? Then
is more than one, we use a). ask pairs to decide which shops to add to the map
5 A: That’s a nice dress. Ask the assistant if you can and complete A to G with names or types of shops as

try it on. students prefer.
B: Is there a place I can try this? • Have a brief feedback session and find out what

C: Of course – the changing rooms are at the students have added to their map.

back of the shop. • Alternatively, you could ask students to go online and
find a map of their own town, or a town they are
familiar with, to use instead.
Language notes
Articles can be very difficult for some students. In some
MEDIATION
languages (Russian, for example) they aren’t used. And
Mediating communication
in other languages, they are used quite differently.
Students will continue to make errors with articles based In Exercise 12, students have to contribute to
on L1 interference way beyond the elementary level, so an intercultural exchange, using simple words
concentrate on getting across basic rules and don’t worry to ask people to explain things and to get
if students continue to make errors. clarification of what they say. If they roleplay
the version with the translator, they have to act
Try writing this simple conversation on the board:
as intermediary and communicate the overall
‘Is there a chemist near here?’ sense of what is said in an everyday situation in
‘Yes. The chemist is on the High Street.’ another language.
Ask why a is used in the question (not important which After they’ve completed Exercise 12, ask
one), and why the is used in the answer (there is only students to say how well they did the task. Ask:
one – the one on the High Street – it makes it clear How clearly did you understand each other with
exactly which thing we’re talking about). or without the translation?

TEACHER DEVELOPMENT 6: APPROACHES TO 12 M Decide as a class how to do the roleplay. You

GRAMMAR could organize students into pairs to do it in English,
Go to page 222 for information and advice. or do it in threes, in which case one student will be
a translator. You could have a mix of pairs and threes
Optional extra activity Ask students to practise reading depending on how the class chooses to organize.
out the conversations in pairs. • Ask students to find and read their role cards. Give
students time to prepare things to say based on the
G For further guidance and practice, see Grammar prompts. Monitor and help with ideas and vocabulary.
reference 5C in the Student’s Book. It explains use • When students are ready, ask them to begin. Ask them
and form in greater detail, and provides written to use the maps they prepared in Exercise 11. You can
accuracy practice. vary the interaction by asking students to exchange
roles, or by mixing pairs.
Answers to Exercises 1 and 2, Grammar • As students speak, go round and monitor and note
reference 5C down any interesting pieces of language you hear.
1 1 a, the 2 a, the 3 The, the • At the end, look at good pieces of language that



4 an, the 5 a, a 6 a, a students used and pieces of language students didn’t



7 the, a 8 a, the 9 The, the quite use correctly during the activity. Show students


2 1 a 2 the 3 a better ways of saying what they were trying to say.


4 a 5 The 6 the


7 a 8 a 9 a


Unit 5 Shopping 79
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Optional extra activity Download a store guide for
a major department store and hand it out to students,
or ask them to find one online. They can use this to give
directions. Don’t worry if the guide is in the students’
own language.

TEACHER DEVELOPMENT 7: DEVELOPING

SPEAKING SKILLS
Go to page 223 for information and advice.

MY OUTCOMES
AIM
to reflect on what students have learned and
on how to improve in a personalized speaking
activity
• Give your students time to read the questions and
prepare things to say. You could ask students to
make a few brief notes.
• Organize the class into pairs or small groups.
Give students five to ten minutes to discuss the
questions.
• In feedback, ask a few pairs to tell the class what
they said. Alternatively, you could have a class
discussion in which groups share the ideas they
have and comment on each other’s ideas.
• Follow up by setting a task for homework. See the
Teacher development section for ideas. Following
this activity, you could, for example, ask students
to make a five-point list of things to do to try out
the new language

TEACHER DEVELOPMENT 16: MY OUTCOMES

Go to page 227 for information and advice.

For further practice, use Communicative activities 5.1

and 5.2 on pages 236–237.

80 Unit 5 Shopping
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 6 Education
Example answers
IN THIS UNIT, STUDENTS:
1 playing with friends; learning new things; doing

 
• roleplay conversations about what they’re studying sport
• compare education now and in the past 2 English / maths / science / art / music
• describe and discuss four different courses 3 helping people learn
4 marking homework

SPEAKING TEACHER DEVELOPMENT 2: ORGANIZING PAIRS

AIM AND GROUPS
to introduce the theme; to get students talking Go to page 220 for information and advice.
about education

Optional lead-in activity Ask students to look at

the unit title and photo. Ask: What is the unit about?
What words and phrases can you think of? Brainstorm
words connected with the topic, e.g. teacher, students, 6A What are you studying?
classroom, study, science, maths, English.

Student’s Book pages 56–57

1 Lead in by asking questions about the photo. Ask: Where
are they? What can you see? What are they doing? Use
the opportunity to introduce any key words students IN THIS LESSON, STUDENTS:
might need (e.g. class, study, chemistry, science). • roleplay conversations about what they’re studying
• Organize the class into pairs. Ask students to look at the • discuss issues connected to education
photo and take turns to ask and answer the questions. • practise listening to three conversations about
• In feedback, ask the questions and ask different studying
pairs to answer. Correct any errors or rephrase what • talk about courses people are doing
students are trying to say to make them accurate.

Example answers SPEAKING

1 They’re studying chemistry / science.
2 It’s relaxed, fun; the students are learning by doing AIM
 
experiments. to introduce ways of asking and answering questions
3 Students’ own answers about studies

1 Start by setting the scene. Ask students to look at

2

Model this activity by reading out questions and the photo. Ask: What can you see? Are they students?
modelling your own personal answers (e.g. The best What do you think they are studying?
things about school? Mmm … playing with friends, • Ask students to read through the conversation. Check
doing music). any words they are unsure of (course /kɔːs/ = the
• Organize the class into groups of four or five. Set a subject you are studying; point out that, at university,
time limit. Tell students to choose one person in their students say first year, second year, third year,
group to ask the questions, and make sure everybody final year).
answers. Go round the room and check students are • Play the audio. Ask students to listen and follow in
doing the task. Help with ideas and vocabulary if their books.
necessary. • Organize the class into pairs to practise reading out the
• In feedback, ask some students to tell the class what conversation to each other. Ask students to exchange
they found out about their classmates. Use the board roles and practise more than once. Monitor and
to build up a list of useful pieces of language students prompt students to correct pronunciation and attempt
suggest and use the opportunity to correct any errors an appropriate intonation pattern as they speak.
or rephrase what students are trying to say.
Audio script
A: So what do you do?
B: I’m a student at university.
A: Oh, OK. What are you studying?

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 B: French and Spanish. Optional extra activity Ask students to think of other
A: Oh right. So what year are you in? words they could use to replace the words in bold, e.g.
B: My first. I only started this year. 2 (an) English, 3 university, 4 big, 6 friend.
A: And how’s the course going?
B: Really well, thanks. I’m really enjoying it.
TEACHER DEVELOPMENT 3: APPROACHES TO
VOCABULARY
2 Set up the task by eliciting a few ways of changing the
Go to page 220 for information and advice.
words in purple. For example, students may suggest
changing French and Spanish to science, or using It’s
really interesting in place of I’m really enjoying it. 4 P Play the audio. Students listen and practise.


• Ask students in pairs to change the words in purple You could pause at difficult phrases, and model
and practise reading out their new conversation. phrases yourself to help students say them correctly.
If you have students still in education, encourage • In feedback, ask students to say which phrases were
them to talk about themselves. If your students have hard, and focus on them as a class. Comment on any
completed education, you could choose to let them be errors students made.
imaginative and invent an imaginary educational career.
• Monitor as students practise, and correct mistakes. Audio script
1 fail, I’m going to fail this exam
Optional extra activity Practice makes perfect. Ask 2 pass, I’m going to pass this exam
students to practise the conversation three or four times, 3 maths, a maths teacher
trying to memorize more and more of it each time. Then 4 chemistry, a chemistry teacher
ask them to close their books and try to remember as 5 language school, studying at a local language

much as they can and to use their own ideas for the rest. school
6 college, studying at a local college
7 modern, a very modern school
VOCABULARY Studying 8 popular, a very popular school
AIM 9 degree, doing a degree in French
to introduce and practise words and phrases to talk 10 course, doing a course in French
about studying 11 colleague, a colleague of mine
12 classmate, a classmate of mine
3 Ask students to work individually to replace the words. 13 year, the second year
Elicit the first answer (pass) to get students started. Ask 14 term, the second term
them to do what they can before checking any difficult
words in their dictionaries.
• Organize students into pairs to check. In feedback, ask Pronunciation notes
what connects the words in the box to the words they Note the difficult pronunciation: chemistry /ˈkɛmɪstrɪ/,
replace (see the Language notes). language /ˈlæŋɡwɪdʒ/, college /ˈkɒlɪdʒ/, colleague /ˈkɒliːɡ/
Note the stress: modern, degree, colleague
Answers
1 pass 2 chemistry 3 college

4 popular 5 course 6 classmate TEACHER DEVELOPMENT 5: DRILLING FOR

7 term PRONUNCIATION
Go to page 222 for information and advice.

Language notes
Pass is the opposite of fail.
5 Organize the class into pairs to prepare and share
opinions. Monitor and note how well students
Subjects: maths, chemistry, art, music, English understand, use and pronounce the new language.
Places where you study: school, college, university In feedback, briefly find out what students said, and
Adjectives to describe schools: modern / old, popular / check the meaning and / or pronunciation of any
unpopular, big / small (popular = a lot of people like it) words students had problems with.
Words to describe people you know: colleague =
Optional extra activity If your students are in
someone you work with; classmate = someone in the
education, ask them to describe where they’re studying
same class
using words from the lesson, e.g. I’m studying English at
Course = a programme of lessons in a particular subject a language school in London. It’s a modern school and
(e.g an English course); degree = a course of study at a I’m doing a course in Elementary English.
college or university that leads to a qualification (e.g. a
degree in English)
We use (academic) year to describe a year at school (from
September to July in Europe). The year is usually in three
parts and each part is called a term.

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LISTENING 4 Tom is at university.
AIM 5 His course is not going very well.
to practise listening for specific information and for 6 He’s in his second year.
specific words and phrases 7 José is doing an English course.
8 It’s quite difficult.
6 Start by setting up the situation. Say: You’re going 9 He has an exam in June.

to hear people talk about what they are studying.
Ask: What do the people study? Where do the people
Language notes
study? Elicit ideas about what they might hear (names
of subjects and typical places of study). At this level, it is best just to get students to notice and
• Play the audio. Students note answers to the questions. learn specific uses or collocations rather than trying to
• Ask students to compare answers in pairs. In feedback, give rules. However, here are some things to note:
elicit answers from the students. do a degree / a course / maths: we use do with a course
of study (and make when you create or construct – do
Answers homework / make a cake).
1 history (for a degree)
at university: notice we don’t use the here – at school /
2 chemistry
college / work / university – because we aren’t interested
3 English
in which specific university, but in the fact the person is
studying somewhere.
Audio script boring not bored: people feel bored but things (films,
1 A: So what do you do, Orla? books, days, courses) are boring.
B: I’m a student.
a lot of work: work is uncountable.
A: Oh, OK. What are you studying?
B: I’m doing a degree in history. good luck with …: with is the dependent preposition
A: Right. Interesting. And what year are you in? here.
B: My first. I only started this year. Note the opposites: boring / interesting, easy / difficult.
A: How’s the course going?
B: Really well. It’s great. I’m really enjoying it. It’s 8 Ask students to discuss the questions in pairs. Monitor

very interesting and the other students are very and note how well students use language from the
nice and friendly too, so that’s good. lesson to answer the questions. In feedback, ask
2 C: So what do you do, Tom? Are you working? students what they found out about their partner
D: No, I’m a student at university. before giving some feedback on errors you heard and
C: Oh, right. What are you studying? examples of good language use by your students.
D: Chemistry.
C: Oh, cool. And how’s it going? Optional extra activity Practice makes perfect. Ask
D: Not very well, actually. I just find it a bit boring. students to practise one of the conversations in the audio
C: Oh no. That sounds bad. What year are you in? script. Ask them to close their books and try to remember
D: My second. as much as they can and use their own words and ideas
3 E: What do you do, José? Are you working? for the rest.
F: No, I’m not, actually. I’m at the local college.
E: Oh, right. What are you studying?
F: I’m doing an English course.
DEVELOPING CONVERSATIONS
E: Oh, OK. How’s it going? How’s the course going?
F: OK, but it’s quite difficult. It’s a lot of work! AIM
E: When do you finish? to introduce and practise ways of asking about a
F: I have one more term. Then after that, I have course

an exam in June.
E: Well, good luck with it. I hope you pass. 9 Read through the information in the box as a class.
F: Thanks. Me too. • Ask students to complete the answers individually. Elicit
the first answer to get students started.
7 Ask students to read the sentences and decide • Ask students to compare their ideas in pairs. In
feedback, drill three or four of the phrases so students

which word is wrong (or likely to be wrong). Ask
students to compare ideas in pairs. get some practice saying them.
• When students are ready, play the audio. Students
Answers
listen and note the correct information.
1 OK 2 Not very well.
• Ask students to compare answers in pairs. In feedback,

3 Really well. 4 OK
elicit answers from the students.

5 Not very well. 6 Really well.

Answers 7 Really well. 8 Not very well.

1 Orla is in her first year. 9 OK
2 The course is interesting.
3 The other students are very nice and friendly.

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Language notes TEACHER DEVELOPMENT 8: FEEDBACK ON
Wrong is the opposite of right. CONTENT, LANGUAGE AND ERRORS
Go to page 224 for information and advice.
Chose is the past of choose.
OK, I suppose; we say I suppose to mean that the answer
is yes (e.g. Yes, the course is OK), but you are not very
excited or interested.

10 Ask students to ask and answer the questions 6B Two is better than one
in groups of four or five. Encourage them to use
expressions from Exercise 9. To get students started,
you could model this activity first with a reliable Student’s Book pages 58–59
student. As students speak, monitor and listen for
errors, and correct students if they have problems. IN THIS LESSON, STUDENTS:
• You could choose to extend the activity by turning it • compare education now and in the past
into a mingle. Ask the class to stand up, walk round, • talk about different languages
and ask four or five people. • read an article about languages and education
• compare different things
Optional extra activity Ask students to discuss what
they don’t like about the course, or what they would
change. Find time to discuss and comment on any
feedback from students. SPEAKING
AIM
CONVERSATION PRACTICE to practise talking about languages

AIM 1 Ask students to work in pairs to discuss question 1 first.

to practise language from the lesson in a free, Ask them to brainstorm places where each language
communicative, personalized speaking activity is an official language. There are a lot of possible
answers, so only a few of the main countries are given
below. Set a two-minute time limit and elicit a few
MEDIATION
suggestions from different pairs. Point out the spelling
Mediating a text
and pronunciation of both countries and languages /
In Exercise 11, students have to relay specific nationalities.
information given in straightforward informational • Once students have answered question 1, ask them
texts (in this case, a table) in speech. to discuss questions 2 to 4 in pairs. Elicit ideas and
After they’ve completed Exercise 11, ask experiences from the class in feedback.
students to say how well they did the task. Ask:
How well did you tell your partner information Example answers
from the table? 1 Arabic: Algeria, Morocco, Lebanon, Tunisia,

Saudi Arabia, Egypt
Bengali: Bangladesh, parts of India
TEACHER DEVELOPMENT 9: MEDIATION English: the UK, Australia, New Zealand, Canada,

Go to page 224 for information and advice. the US, India, Botswana, Kenya, Malawi, South
Africa, Singapore
French: France, Belgium, Switzerland, Canada,
11 M This is an opportunity to bring together several

Cameroon, Senegal
parts of the lesson and for students to practise using
German: Germany, Austria, Switzerland,
all the language they have learned.

Liechtenstein
• Organize the class into pairs. Ask pairs to prepare
Hindi: northern India
individually before practising the conversations. Student A
Mandarin Chinese: Beijing and most cities in
needs to practise saying the questions. Student B needs

mainland China; Singapore, Malaysia
to look at the guide and the information in the table and
Portuguese: Portugal, Brazil, Angola
think about how to give the information. Students should
Spanish: Spain, Mexico, Colombia, Argentina,
exchange roles once A has asked all the questions. Of

Peru (and many other South American countries)
course, if your students are actually at university, get
Urdu: Pakistan, parts of India, Nepal, South Africa
them to prepare to give true answers to the questions.
2 See Culture Notes
Students should practise four conversations, exchanging
3 Students’ own answers
roles so they each play A and B twice.
4 Students’ own answers
• As students speak, monitor and listen for errors, new
language or interesting conversations to use in feedback.
• In feedback at the end, look at good pieces of language
that students used and pieces of language students didn’t
quite use correctly during the activity. Show students
better ways of saying what they were trying to say.
84 Unit 6 Education
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Culture notes Answers
Students will have different ideas about why languages 1 Pupils can write in their first language and then


are important. Here are some facts to help: explain their ideas to their classmates in English;
parents come to after-school clubs and teach
Top six languages in terms of first-language speakers:
different languages to the children.
1 Chinese, 2 Spanish, 3 English, 4 Arabic, 5 Hindi,
2 In the UK, around one in five children speaks a
6 Bengali.


different language to English at home.
English has most second language speakers, but Hindi is 3 Language is a big part of who we are and kids


an important second language in India. sometimes feel sad if they can’t use their first
Arabic is the official language in 22 countries and spoken language at school. Students feel happier about
(in various dialects) in the Middle East, north Africa, the school and their new lives if they can sometimes
Arabian Peninsula and other Islamic countries. do things in their first language – and they learn
French is the official language in 40 countries, but has English faster too.
fewer first language speakers than many languages, 4 Students who grow up with two languages are


including Russian, Japanese and German. better at solving problems; they usually finish
school with higher marks in their exams; they can
see things in different ways; they’re often better
Optional extra activity Write the following stress at explaining ideas.
patterns on the board and ask students to copy them and
write the language names that follow that stress pattern TEACHER DEVELOPMENT 11: DEVELOPING
next to them. Ask them to add their L1 to the correct READING SKILLS
pattern. End by asking students to say the languages Go to page 225 for information and advice.
with the correct stress.
Oo English, German, Spanish, Hindi, Urdu
4 Ask students to complete the sentences. Elicit the
  
Ooo Arabic missing word in sentence 1 to get students started.
ooO Portuguese Show students how to use context to help – here, for
oOo Bengali example, the missing word must be a verb – and a
verb that shows an opinion.
• Ask students to compare their answers in pairs. In
Pronunciation notes feedback, elicit answers from the students. Ask students
to justify answers by saying why they chose the word.
When a language ends in -ish, the stress is generally on
the syllable before. When a language ends with -ese, the Answers
stress is on the suffix. 1 believe 2 clubs 3 marks

4 growing up 5 solving 6 pupils
7 at least 8 research
READING
AIM 5 Ask students to tell a partner which sentences are
to practise reading for the main idea and for specific true for them. You could ask students to change the
information; to work out the meaning of words in sentences to make them true, e.g. I believe using your
context first language can help you learn English; I often went
to after-school clubs.
2 Start by setting up the situation. Ask students to look at
the title and photo. Ask: What is the text about? What 6 Ask students to discuss the questions in groups. However,
do you think is special about the school in the text? don’t expect students to say too much – it is hard for
• Ask students to read sentences a to d. Check students elementary students to express themselves in much
understand them. detail. As students speak, go round and monitor, and
• Ask students to read the text and choose the best note down any interesting pieces of language you hear.
description of the main idea. • At the end, look at good pieces of language that
• Ask students to compare their answers in pairs. In students used and pieces of language students didn’t
feedback, elicit answers from the students. quite use correctly during the activity. Show students
better ways of saying what they were trying to say.
Answer
c Optional extra activity There are some words in the
text which students may not know. At the end, ask
3 Give students time to read the four sentences. Check students to find and underline words and phrases they
understanding. don’t know and try to guess their meaning from context.
• Ask students to read the article again to find the Then explain them with examples, translation or dictionary
answers. It is a good idea to organize the class into work. Try to put into practice some of the ideas in the
pairs to work together and discuss what they find. text by getting students to use their first language to help
• End with whole-class feedback. Elicit answers from them understand and explain English better.
students round the class.

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Language notes Answers
Note these interesting collocations in the text: 1 higher 2 lazier

3 more boring 4 more interesting
explain ideas, learn new information, solve problems,

5 faster
finish school
primary school = school that students attend between
ages five and eleven Language notes
research = when you find out about a subject, situation In English we add -er to adjectives with one syllable
or problem (cheaper, older). If the adjective ends consonant + vowel
+ consonant, the final consonant doubles (hotter,
population = number of people in a place, area or country
thinner). If the adjective ends with -y, change the y
to i and add -er (drier).
For adjectives with two syllables when the second syllable
DEVELOPING LEARNER INDEPENDENCE ends with -y, we change the y to -ier (busier, happier).
AIM We use more in front of adjectives with two, three or
to encourage students to think about more syllables (more helpful, more interesting).
translanguaging
Translanguaging refers to using more than 8 Ask students to work individually to write sentences.
one language within a classroom lesson. It Elicit the first sentence to get them started.
describes the way students use all their language • Organize the class into pairs to check their answers.
resources to communicate. Students can use Monitor and note how well students understand the
their knowledge of one language to shine a light use and form of comparatives.
on another. You can use the following activity to • In feedback, elicit answers or ask students to come to
explore how translanguaging can help students the board and write up correct sentences.
learn English in your classroom and beyond.
Answers
Write or show this list of ideas on the board:
1 I’m better at swimming than you.
1 Learning grammar rules by comparing English 2 My house is nearer to the school than your place.
to your language. 3 My sister is older than me.
2 Finding English words that are the same as in 4 You’re more interested in history than me.
your language (be careful about false friends!). 5 My school was smaller than yours.
3 Using translation to find out what English
words mean.
4 Preparing ideas in your first language then 9 Model this activity first with a reliable student. Ask (for
talking in English. example): Are you good at swimming? How far can
5 Reading in English then talking about what you you swim? How fast can you swim? How often do you
read in your first language. go swimming? At the end, say: Anna is better / worse
6 Changing from your first language to English in at swimming than me.
class all the time (and when you want). • Ask students to work in pairs to have conversations.
You could choose to ask students to prepare first by
Then ask students: Which of these ideas are
writing some questions to ask.
good ways of getting better at English? Which
• As students speak, monitor and correct any misuses or
ideas do you want to do?
mispronunciations of comparative forms. At the end,
take whole-class feedback, and ask students to say
who is better, nearer, taller, etc.
TEACHER DEVELOPMENT 15: LEARNER
INDEPENDENCE G For further guidance and practice, see Grammar
Go to page 226 for information and advice. reference 6B in the Student’s Book. It explains use
and form in greater detail, and provides written
accuracy practice.
GRAMMAR Comparatives
AIM Answers to Exercises 1, 2 and 3, Grammar
to introduce and practise comparatives reference 6B
1 1 more popular
7 Read through the information in the Grammar box as a 2 shorter
class. Then ask students to work individually to choose
3 higher
the correct comparative.
4 friendlier (more friendly)
• Ask students to compare answers in pairs. Then elicit
5 nicer, warmer, sunnier
answers from different pairs.
6 worse, colder, rainier
7 better, more interesting
8 more difficult, easier (or easier, more difficult)
2 1 Thailand is bigger than Japan.
2 Spain is hotter than Germany.
3 Weekends are more relaxing than weekdays.
86 Unit 6 Education
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 4 Football is more popular than rugby.
5 Going by train is faster than (going) by bus
6 A sensible diet is better than eating lots of fast 6C Learning and training

food.
7 The weather in October is worse than (the

weather) in June. Student’s Book pages 60–61
8 Chatting with friends today is easier than it

was twenty years ago.
IN THIS LESSON, STUDENTS:
3 Students’ own answers.
• describe and discuss four different courses
• talk about what people do on courses
SPEAKING • practise listening to people describing courses
they’re doing
AIM
• change adjectives in different ways
to practise language from the lesson in a free,
communicative, personalized speaking activity

VOCABULARY Courses
MEDIATION
Mediating concepts AIM
to introduce and practise language used when
In Exercise 10, students have to collaborate
describing courses
to construct meaning. They have to express
opinions, ask others to give their views and 1 Start by asking students to read through the texts
reasons for their views, and ask questions to quickly. Set a focus task (see below), e.g. What type
invite people to clarify their reasoning. of course is described in each text?
After they’ve completed Exercise 10, ask • Ask students to read the texts again more carefully and
students to say how well they did the task. Ask: put the words in the correct gaps. Do the first gap as
How well did you explain your opinions? an example to get students started. Ask students to
compare their answers in pairs.
• In feedback, elicit answers and write up answers with
10 M This is an opportunity to bring together several relevant collocations from the text (e.g. become a pilot,
parts of the lesson and for students to practise using borrow money).
all the language they have learned.
• Ask students to work individually to think of ideas. You Answers
might want to give them a time frame, e.g. comparing 1 pilot, lasts, borrow
now with twenty years ago, or forty years ago, or 2 improve, useful, hope
allow students the freedom to choose. Monitor and 3 photography, advice, beginner
help with ideas and vocabulary. 4 fun, level, repeat
• Then organize students into groups of four or five to
share their ideas and opinions.
• As students speak, go round and monitor, and note Optional extra activity The activity in Exercise 1
down any interesting pieces of language you hear. reviews verb forms students have learned so far. You
• At the end, look at good pieces of language that could ask questions to check understanding or ask them
students used and pieces of language students didn’t to do the following in pairs:
quite use correctly during the activity. Show students Name the verb form(s) in each sentence. Decide which
better ways of saying what they were trying to say. sentences describe:
– actions at a particular time in the past (needed, started,

Optional extra activity Extend this practice by asking was, went, failed)
students to think of other more personal things to – actions started but not finished (’s studying, I’m doing,
compare then and now (e.g. their cities, their English,

is paying, I’m learning, I’m enjoying)
their personality, their job).
– things that are generally / always true. (lasts, costs,

helps, gives, want to)
TEACHER DEVELOPMENT 13: DIFFERENTIATION
Go to page 226 for information and advice.
Language notes
lasts = how much time it takes
borrow = opposite of lend
improve = get better
a useful course = i.e. a course that teaches you
something you can use – to get a job, for example
give advice = tell somebody good ideas they can use
the next level = e.g. from beginner to elementary
repeat = do again

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Point out some of the more interesting collocations: do 5 FS Read the information. Ask students how they
a course, the course lasts …, borrow, pay money, get pronounce the words at, for and to in fast speech. Ask
better at, give advice, repeat a course / level / term / year. why they are hard to hear.
• Play the audio. Students listen and note down words
2 Give students two or three minutes to prepare things they hear.
to say individually. Monitor and help with ideas. • Ask students to compare answers with a partner
• Ask students to work in pairs. When students are before checking as a class.
ready, ask them to take turns sharing their sentences.
Monitor and note any interesting things students say. Answers
In feedback, write up any useful phrases you heard on 1 to 2 for 3 a 4 a 5 for
the board and feed back on any errors. 6 to 7 to 8 a 9 to 10 a

Example answers
I’m doing an English course. It lasts three months. Audio script
It’s fun and very useful. I’m really enjoying it and I’m 1 learning to make clothes
learning a lot. The teacher helps us to improve. I 2 lasts for ten weeks
hope to get to the next level. 3 I’m learning a lot
4 had a special training course
5 lasted for about an hour
3 Organize the class into new pairs. Ask students to
6 how to improve our emails
discuss the questions.
7 I’m learning to ride
• In feedback, elicit individual answers and discuss
8 have a horse
reasons as a class.
9 learning how to become
Optional extra activity Ask students to write a short 10 ten hours a week
text about a course they are doing, did last year, or want
to do in the future. Pronunciation notes
Generally, words such as articles and prepositions
LISTENING are unstressed. This is because they do not carry any
meaning – stress-timed langages like English strongly
AIM
stress the key words that carry meaning, whereas the
to give students practice in listening for gist and for
other words are unstressed and very difficult to hear.
specific words; recognizing words reduced to the
The vowel sounds in a, for and to reduce to an /ə/ sound:
schwa sound in fast speech
for /fə/, a /ə/ and to /tə/.
4 Elicit the first match to get students started. Ask
students to match the other words and phrases with 6 Play the audio. Students listen and match the

the photos. speakers to the photos.
• Ask students to compare their answers. • Ask students to compare their answers with a partner
• In feedback, elicit answers. Follow up by asking what before discussing as a class.
courses are shown in the photos (e.g. learning to
make clothes / be a fashion designer; learning to ride a Answers
horse; studying online or in a class). Check training 1 a 2 c 3 d 4 b
  
  
  
(= learning a practical skill).
Audio script
Answers
1 Charlie
a fashion (cut, scissors, dress, clothes, make)
I’m doing a great course at the moment. I’m
b an online course (computer, internet)
learning to make clothes. It’s every Monday and
c a training course (listen, talk, learn)
Wednesday evening from 6:30 to 9. It lasts for ten
d a horse (ride, jump, countryside, helmet,
weeks and we get a diploma at the end. It’s quite

jacket, boots)
expensive, but it’s really good – and very useful.
The teachers help a lot and give us great advice.
Optional extra activity You may wish to pre-teach a I was a beginner when I started, but I’m learning
set of key words and collocations that are used in the a lot and I love seeing what the other students
audio. One way of doing this is to write the following make as well. I want to change my job and hope
verbs on the left side of the board: ride, work, write, do, I can work in fashion, so doing this course is a
have. Then write these nouns on the right: in fashion, good start.
a horse, the chance, a course, a novel. Ask students 2 Ella
to match the verbs to the nouns (ride a horse, work in We had a special training course at work last week.
fashion, write a novel, do a course, have the chance) It wasn’t very long – it only lasted for about an
before checking the meaning. hour – but it was awful. The boss told everyone to
go, so we all went. I really didn’t want to, though.
It was about how to improve our emails!

88 Unit 6 Education
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 I didn’t learn anything new. They just repeated 9 Organize the class into groups of four or five to discuss
things we already knew. It wasn’t much fun! the questions. As students speak, monitor and listen
3 Kate for errors, new language or interesting conversations
I’m learning to ride. I started taking classes about to use in feedback.
six months ago and I usually ride once a week – or
twice if I’m not busy. I grew up in the countryside Optional extra activity Ask students to write five
and when I was young, I always wanted to ride sentences about their current English course or about
and have a horse, but my parents didn’t have another course they are doing. Tell them to look at the
much money so I didn’t have the chance. I’m really texts in this lesson for ideas of what to write. At the end,
enjoying the lessons. My teacher’s wonderful and collect in the texts and put them on the wall so that all
I’m getting quite good now. the class can go and read them.
4 Chris
I’m doing an online course at the moment – GRAMMAR Modifiers
learning how to become a better writer. My wife
started it with me, but she stopped. She didn’t AIM
like it because it’s an open course, so she was to introduce and practise the modifiers very, really
doing it with thousands of other students. On the and quite
course, we watch lots of videos and discuss them.
Then we do our own writing. I’m trying to write a
10 Read through the information in the Grammar
box as a class. Ask students to work individually to
book. I’m spending about ten hours a week on it.
choose the correct options. Elicit the first answer as an
Another thing I like about the course is there’s no
example.
exam at the end. I hate taking exams. I always fail.
• Ask students to compare their answers in pairs.
Monitor and notice how well students do the task. In
7 Ask students to discuss the questions in pairs. Then feedback, ask students to say why each option they
have a whole-class feedback session and discuss chose is correct.
students’ opinions.
• You may need to check students understand words for Answers
very good (great, wonderful) and very bad (awful). 1 very 2 really 3 very


4 quite 5 very 6 quite


Example answers 7 not very 8 really
1 Mostly good, but it’s quite expensive.
2 Awful. Didn’t learn anything. No fun.
3 Good, she’s really enjoying it, the teacher’s
11 Organize the class into groups of four or five to think
of example sentences using the prompts. Monitor and
 
wonderful.
note examples of good language use.
4 His wife didn’t like it because it’s an open course.
• In feedback, elicit examples from each group and
 
Chris says ‘Another thing I like about the course’
comment on any errors or examples of good language
so he must like it, though he doesn’t say very
use from the class.
much about why.
Example answers
8 Start by asking students to read the eight 1 Cars / Computers / Holidays are really expensive.

sentences and decide whether they are true or false. 2 Leather jackets are very popular at the moment.
Don’t confirm any answers at this stage. You may 3 Doing the washing up / Very long films are quite

wish to check any difficult phrases in the listening at boring.
this point (e.g. I didn’t have the chance = I had no 4 TVs and radios are not very modern.
opportunity to do it). 5 History is quite interesting.
• Play the audio again. Students listen and choose true
or false. Ask them to compare their answers with a
partner before discussing as a class. Language notes
Very and really (meaning ‘a lot’) and quite (meaning
Answers ‘a little’) go before adjectives. The stress is on the first
1 F (6:30 to 9) syllable of each word, and in sentences, the words need
2 T to be stressed. Note that extremely means ‘very, very’ and
3 T fairly means ‘quite’.
4 F (I didn’t learn anything new.)
5 F (I usually ride once a week – or twice if I’m not
 
busy) TEACHER DEVELOPMENT 6: APPROACHES TO
6 F (when I was young, I always wanted to ride and GRAMMAR
 
have a horse, but my parents didn’t have much Go to page 222 for information and advice.
money so I didn’t have the chance)
7 T
8 F (I’m trying to write a book.)

Unit 6 Education 89
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Optional extra activity If you have fast finishers, Student B
extend the activity by asking students to think of people 1 1 Italian Beginners’ course
who are: very lazy, quite helpful, very friendly, really busy, 2 ten weeks

 
quite quiet. 3 £209

 
4 Thursday evening 18:00 to 20:00

 
G For further guidance and practice, see Grammar 2 1 yoga
reference 6C in the Student’s Book. It explains use 2 come when you like

 
and form in greater detail, and provides written 3 £15 a week

 
accuracy practice. 4 Monday evening 19:00 to 20:00

 
Answers to Exercises 1, 2 and 3, Grammar
reference 6C MEDIATION
Mediating a text and concepts
1 1 It’s quite cold in here. Can we turn on the

heating? In Exercise 13, students have to collaborate in
2 Thanks for inviting us. We had a really great a group and manage interaction. They have to

time. present ideas and opinions, ask what others think,
3 It’s not very interesting. We always do the make suggestions and come to an agreement.

same things. Students also have to process information in a
4 He’s OK, I guess, but he’s a bit strange! text and pass it on reliably.
5 She’s really good at sciences. She always gets After they’ve completed Exercise 13, ask

A grades. students to say how well they did the task. Ask:
6 My teachers were very helpful, so that made How did you agree on the best course?

the course easier.
7 I’m quite hungry, but I can wait for lunch.

8 I’m not very good at maths. I’m better at
TEACHER DEVELOPMENT 9: MEDIATION

subjects like history and geography.
Go to page 224 for information and advice.
2 1 very 2 really 3 very 4 quite
  
  
  
5 really 6 not very 7 really 8 quite, a bit
13
  
  
3 Students’ own answers. M Ask students to share their information with a
partner. Ask students to listen to each other carefully
and note down key information.
SPEAKING TASK • Ask students to compare the four courses and decide
AIM which is best. You could introduce language students
to develop students’ speaking skills in an extended can use to present ideas and opinions, and to ask what
fluency-based activity; the task has a goal, an others think, e.g. I think … is / sounds best because …,
intended outcome and requires mediation, and I agree / disagree because …; What do you think?
it encourages students to use all their language • Ask each group to present the course they have chosen
resources in English to successfully complete it to the class. You could have a class vote on which
course is the best.
12 This is an opportunity to bring together several parts • As students speak, go round and monitor, and note
of the lesson and for students to practise using all the down any interesting pieces of language you hear.
language they have learned. • At the end, look at good pieces of language that
students used and pieces of language students didn’t
• Ask students to work in pairs. Ask them to decide
quite use correctly during the activity. Show students
who is A, and who is B, then find and read their text
better ways of saying what they were trying to say.
in the Information file section of the Student’s Book.
Ask students to note answers to the questions.
Optional extra activity Ask students to research an
• Monitor as students read and prepare notes. Help any
online course that they would like to do. Ask them to
students who have problems extracting and noting
decide on a course (e.g. art, guitar, fashion) and choose
their information.
an English-speaking city (e.g. London, New York, Sydney).
Answers Then they should use their search engine to find a
Student A course. Ask them to find out where it is, when it is, how
1 1 car repair course long it lasts, and how much it costs.
2 10 online lessons
 
3 £49
 
4 online, any time
 
2 1 art course
2 one year
 
3 £499
 
4 Saturday mornings 9:00 to 12:00
 
90 Unit 6 Education
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TEACHER DEVELOPMENT 7: DEVELOPING Example answers
SPEAKING SKILLS 1 You can find advertisement boards / notice boards
Go to page 223 for information and advice. like the one in the photo in supermarkets or
local shops, or in public buildings like libraries or
community centres.
2 People offer to sell second-hand things (car,
MY OUTCOMES bike, sofa, etc.). People offer / look for jobs (e.g.
AIM gardening, window cleaning), or offer / look for
to reflect on what students have learned and local classes (e.g. yoga, music, dance, languages),
on how to improve in a personalized speaking or offer / look for services (e.g. volunteers to help
activity with children).
3 Students’ own answers.
• Give your students time to read the questions and
prepare things to say. You could ask students to
WRITING
make a few brief notes.
• Organize the class into pairs or small groups. AIM
Give students five to ten minutes to discuss the to develop students’ ability to write a short
questions. introduction
• In feedback, ask a few pairs to tell the class what
they said. Alternatively, you could have a class 2 Start by focusing students’ attention on the titles to
discussion in which groups share the ideas they the ads. Ask: Do you often look at online ads? What
have, and comment on each other’s ideas. was the last thing you bought online?
• Follow up by setting a task for homework. See the • Ask students to read the titles a–d and discuss the
Teacher development section for ideas. Following questions in pairs.
this activity, you could, for example, ask students • In feedback, elicit ideas from students.
to brainstorm a list of what they have learned
Example answers
from reflection.
1 Students’ own answers
2 a How big is it? How much is it? What colour is
TEACHER DEVELOPMENT 16: MY OUTCOMES it? How old is it?
Go to page 227 for information and advice. b When / where are they available? How much
are lessons? What are their qualifications and
For further practice, use Communicative activities 6.1 experience?
and 6.2 on pages 238–239. c How small / old is it? Does it work? How much
is it?
d Where do you live? How often do you want to
meet? Where are you from? What language do
you want to practise? What is your level? What
WRITING 3 are your interests?

3 Ask students to read the adverts and match them to

Writing adverts the titles.
• Ask students to compare their answers in pairs.
• In feedback, elicit the answers.
Student’s Book pages 62–63
Answers
IN THIS LESSON, STUDENTS: 1b 2d 3a 4c
• write two short adverts selling / looking for things
• talk about different kinds of adverts
Optional extra activity Ask students to rewrite two
• think about information to include in adverts
sentences in one advertisement to make the item
• describe things they want to sell / find
something they might want to buy.

SPEAKING 4 Ask students to work in pairs to discuss whether the

adverts gave them all the information they thought of
AIM in exercise 2.
to get students talking about the topic • In feedback, elicit students’ opinions about the adverts.

1 Lead in by asking: What can you see in the photos? 5 Ask students to read the adverts again and match the
Where do you see these types of adverts? Explain that sentences to them. Elicit the first sentence match to
ads or adverts are short for advertisements. get students started.
• Ask students to organize into small groups to discuss • Ask students to compare their answers in pairs.
the questions. • In feedback, elicit the answers. You could ask students
• In feedback, elicit ideas and experiences from different to justify answers by saying what they read.
groups.
Writing 3 91
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 Answers USEFUL LANGUAGE If
1 b, e 2 d, g 3 a, h 4 c, f AIM
   
   
   
to practise using if in adverts
6 Ask students to complete the sentences with words
in bold from the adverts. Elicit the first answer to get 9 Read through the Useful language box as a class.
students started. Point out that it needs to be a verb • Ask students to match the two parts of the sentences.
that collocates with well (answer: works). Elicit the first match to get them started.
• Ask students to compare their answers in pairs. • Ask students to compare their answers in pairs.
• In feedback, elicit the answers. Check the meaning of • In feedback, elicit the answers.
any words students don’t know.
Answers
Answers 1e 2c 3d 4a 5b

   
   
   
   
1 works 2 condition 3 free


4 collect 5 text 6 details Language notes


7 nearly 8 cost
Notice how we use the simple present form or can +

infinitive form in both clauses with this structure.
Language notes
it works = used to say that a machine operates when you
switch it on 10 Ask students to work in pairs to think of ways of
in good condition = it looks good, and isn’t old or broken completing the sentences.
(the opposite is in bad condition) • In feedback, elicit example sentences. Build up a list of
useful phrases on the board.
free = no money needed
collect = come and take it Example answers
text = send a message on your phone 1 you want to buy it / need more details
details = information (e.g. name, address, cost) 2 you pay cash / you collect
3 I can help / contact me
nearly new = not new but recently bought so it looks
4 it’s free / you can have it for less
new
no extra cost = you don’t pay more money
PRACTICE
7 Point out that each advert orders the information in AIM
the exercise in the same way. Ask students to read the to practise describing things you want to sell / find
list of things then look at the adverts and decide on
their order.
11 Start by brainstorming ideas for things to sell or look
for. You could suggest a laptop, a bike, a language
• Ask students to compare their answers in pairs.
partner, a guitar teacher. Encourage students to think
• In feedback, elicit the answers.
about things they have and would like to sell, or
Answers services they would like to find.
Order: d, e, b, c, a • Ask students to write their advert. Ask them to use
the models in Exercise 3 to help, and to include if
sentences. Monitor and help with vocabulary and
8 Ask students to use the order they agreed on in spelling.
Exercise 7 as a model to use to order the lines of the
advert.
TEACHER DEVELOPMENT 12: DEVELOPING
• Ask students to compare their answers in pairs.
WRITING SKILLS
• In feedback, elicit the answers.
Go to page 225 for information and advice.
Answers
d English–Italian Dictionary 12 When students have completed their adverts, ask
b This is a good book for low-level learners of them to exchange with a partner.
Italian. • Students read each other’s work and think about the
e It has 168 pages. It’s small and easy to carry. I used questions.
it for my university exams, so there’s some writing • When students have read the adverts, put them in
in it. pairs to make comments and suggest corrections.
a Free if you can collect.
c Message me or text on 07832-222-969. Optional extra activity Ask students to think of things
they want to buy or services they want to find. Ask them
to go online and find English language sites that offer
the things. See if students can find what they want at a
good price.

92 Writing 3
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 Video script

REVIEW 3 Video Jack: Oh, I think in Taiwan I seldom, I, maybe I

just go online shopping because Taiwan is very
convenient about online shopping. I just, maybe I
just say, oh, I want this one and check, then it was
Student’s Book page 64
sent to my home, maybe one just after one days or
two days. It’s very fast.
About the videos Andrea: Well, I live in Paris so there are a lot of
The two types of video in Outcomes are designed to temptation, but I try to, uh, not go to the shopping
expose students to the sort of natural communication every day or every week, just when I need to buy
that they will encounter outside the classroom, with new clothes. For example, when we change the
speakers from a wide range of language backgrounds. season for … buy some clothes for the winter or for
They are intended to be authentic examples of English, summer.
rather than perfect models. The accompanying activities
Jinon: Oh, when I was in my country, I go shopping
reflect this and aim to build students’ confidence in
twice a month and I still shop online every day now.
understanding fast speech, different accents, and English
I like to buy just clothes or shoes or bag. I think I
as it is spoken in the real world. They can also be used
prefer online because more easily and to get more
to build students’ confidence about their own ability
fast. So, yeah …
in English, by showing them that you don’t need to
have completely accurate English as long as you can Jorge: I never go shopping all over my home with
communicate your message to your listener. my father have to say, have to say to me, you must
to go because you’re always with the same clothes
and like, it’s, it’s something I need to go, but I don’t
VIDEO Out and about like. Never, I, I never trust to the size of the internet,
on the internet, and I prefer to go in the physical
AIM
shop.
to watch a ‘vox pop’ video in which people talk
about shopping; to notice accents which use a /d/ Min: I think once a week. And actually I not enjoy
sound instead of a /ð/ sound in some words about shopping. So, I think when I go shopping,
at that time, I just buy, is, buy food. I think just
1 This is a review of the Unit 5 topic, so you could start that because I’m not interested about fashion or
by asking students to say what they remember about something like that. I just interested about food,
the conversations in Unit 5, or what phrases they delicious food. Yeah.
remember from the unit. Organize the class into small
groups to discuss the questions. Steven: Tend to buy things online maybe once a
• In feedback, ask students to briefly share any week just for a lot of conveniences. But maybe go
interesting preferences or experiences they heard from out, like, proper shopping in a, like, a shopping
their classmates. centre, maybe once a month, twice a month, maybe.
I prefer more in person shopping. I just find it a little
2 Tell students they are going to watch the ‘Out more involved. I enjoy, I enjoy going out. I enjoy
and about’ video in which six people talk about seeing what I’m getting, but just for convenience’s
shopping. Before playing the video, read through sake, we do end up shopping online more often.
the Understanding accents box with your class. Tell
students that they may notice this pronunciation
feature in the video. If you’d like to explore this Pronunciation notes
further with your class, see the Pronunciation notes. You may wish to explore why some speakers may
• Ask students to watch the video. Then focus their replace one sound with another. Start by asking whether
attention on the questions. speakers of the students’ first language often do this.
• Ask students to compare their ideas in pairs. Ask Then look at reasons why students change the sounds.
students to discuss with their partner whether any Here are some possibilities:
of the speakers gave similar answers to them, and to 1 Sometimes a sound does not exist in a student’s first

share anything they remember hearing from the video. language (e.g. the /ð/ sound), so they approximate to
• In feedback, ask students to share answers briefly with the nearest similar sound.
the class. At this stage, just find out what students 2 Sometimes a sound in a student’s first language is

caught – they will have a chance to listen again in similar to two sounds in English, so they use the same
more detail later. sound for both.
3 Sometimes, it is hard to say a sound after another

sound in a word – so students approximate.
Recognize that English is an international language,
so students will come across many accents influenced
by a speaker’s first language, as well as many accents

Review 3 93
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influenced by other factors such as nationality, age, A: Yeah, classmates are good, and teachers are
culture and regional variations. Encourage students to be


patient and kind and yes. But the subject is
open to and alert to the variety. difficult.
B: Oh, you’re finding it hard? How are you, are you


learning a lot about the world?
3 Give students time to read sentences a to h.
A: Not really. It’s more about Japan.
• Ask students to watch the ‘Out and about’ video again
B: Japan? Interesting! The mountains, the beautiful
and match speakers to sentences.


Mount Fuji, the islands, very interesting.
• Ask students to compare their ideas in pairs.
A: Yeah. Very interesting. But I’m, I’m learning more
• In feedback, elicit and show answers on the board.


about the language.
Answers B: Oh, which language?
Jack (Speaker 1): d Andrea (Speaker 2): f A: The Japanese language?
Jinon (Speaker 3): b Jorge (Speaker 4): c, g B: Oh, I don’t remember doing my geography classes


Min (Speaker 5): e, h Steven (Speaker 6): a in Japanese.
A: No, I’m studying Japanese. That’s my course,


Japanese language.
4 Organize the class into groups. Ask students to read B: Oh, OK. Sorry, I got the wrong subject.
and discuss the questions.


A: That’s ok.
• In feedback, ask students to say what they found out B: Maybe you can spend some time in Japan?
about their classmates. A: I will, I, I’m going to spend two weeks in Kyoto.


B: Ah, you can visit Mount Fuji and the beautiful old
Optional extra activity Ask students to think about

cities.
and discuss how they would shop to buy the following:
A: I definitely will.
a new coat, a gift for a friend, a new smartphone,
B: Good.
something for dinner.

6 Ask students to compare their ideas in pairs. Play

VIDEO Developing conversations the video again if necessary; pause then play the
video at points where students had problems catching
AIM
information.
to watch a ‘developing conversations’ video in which
• In feedback, ask students to share what they heard.
two people talk about a university course; to give
Don’t worry about getting everything – just find out
students practice in understanding fast speech
how well students were able to follow the natural
5 This is a review of Lesson 6C, so you could start conversation.
by asking students to say what they remember about
the conversations in Unit 6, or what phrases they
7 FS Give students time to read sentences 1 to 8,
and try to recall or guess what words are missing. You
remember from the unit. Lead in by asking some
could ask students to write in answers lightly in pencil.
general questions. You could use the photo in the
• Ask students to watch the video again and complete
Student’s Book or pause the video just before the two
the gaps.
people start talking. Ask: What can you see? Where
• Ask students to compare their ideas in pairs.
are they? Ask: What phrases might they use?
• In feedback, elicit and show answers on the board.
• Ask students to watch the video and make brief notes.
Ask them to note down any key words or phrases they
Answers
hear.
1 the holidays 2 see you 3 first term
Video script 4 quite difficult 5 hear that 6 the world
A: Hello, Andy, how have you been? 7 the language 8 beautiful old
B: I have been very well, thank you.
A: Good.
Optional extra activity Here are a few things you can
B: Are you home for the holidays?
do with a video to vary the activity:

A: I am indeed. Yes.
1 Freeze frame at the start and ask students questions to
B: That’s good. It’s really good to see you.

set the scene and predict what the speakers might do
A: Thank you. It’s good to see you too.
or say.
B: Yes.
2 Freeze frame after someone asks a question – ask
A: How is business going?

students to predict how the other speaker might
B: Business is good. It’s kept me busy. How’s the first
respond.

term at the university?
3 Freeze frame on close-ups or interesting expressions or
A: It’s great, but it’s also quite difficult.

actions – ask students how the speakers are feeling.

B: Oh, I’m sorry to hear that.
4 Play with the sound down – students have to recall
A: That’s OK.

and say what they are talking about or actually saying
B: Do you have good teachers, good classmates?
– students could even say the conversation while

watching the silent video.

94 Review 3
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CONVERSATION PRACTICE 4 1 My son’s studying law at university.
AIM 2 I’m learning to ride a horse at the moment.
to practise conversations based on the videos 3 I’m looking for the changing rooms.
students have watched and the Conversation Practice 4 Some of my classmates aren’t very friendly.
in 5A and 6A 5 Your English is better than mine.
6 It was much warmer last summer.
8 Ask students to work in pairs to choose a conversation 5 1d 2e 3h 4g 5f 6c 7b 8a

  
  
  
  
  
  
  
to prepare. Refer them to the Conversation Practices 6 Shopping centres: changing rooms, downstairs,


in Lesson 5A and Lesson 6A of their Student’s Book. entrance, lift, manager
You could revise the language they use in each set of Studying: beginner, college, fail, maths, term
conversations. Sizes and quantities: half, kilo, litre, pair, piece
• Once students have selected a conversation, ask them 7
to prepare by looking at phrases to use. They can look 1 popular 2 failed 3 battery
at their notes on Lesson 5A or 6A, or on this Video 4 makes 5 high 6 low
lesson. 8
• Give students five minutes to prepare ideas. 1 language 2 colleague 3 fun
• When students are ready, ask them to have 4 bottle 5 stairs 6 back
conversations. You could ask them to practise again by 7 change 8 size 9 complained
exchanging roles, exchanging partners, or exchanging 10 discount 11 saved 12 sale
information in their conversation. Practice makes
perfect, so it is a good idea to try out conversations
three or four times.
• As students speak, monitor closely and note any errors
you hear. In feedback, praise good language use, and
comment on any errors you noted.

Optional extra activity Write five or six useful words or

phrases from the lesson on the board and ask students to
include them when they are having their conversations.

REVIEW 3 Grammar and Vocabulary

Student’s Book page 65

AIM
to consolidate vocabulary and grammar from Units
5 and 6

1 1 those
2 Are you
3 more difficult
4 she’s working
5 quite
6 a, cheaper
7 this, better
2 1 what are you studying?
2 How is it going?
3 Where are you doing that?
4 why are you doing
5 where are you living?
3 1 not 2 I’m
3 are 4 It’s
5 these / those, really / very 6 this
7 reading, very, more

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 7 People I know
IN THIS UNIT, STUDENTS:
• find out about each other’s families 7A Cousins, aunts and uncles
• give opinions about home life, parents and kids
• describe friends to other people
Student’s Book pages 68–69

SPEAKING IN THIS LESSON, STUDENTS:

AIM • find out about each other’s families
to introduce the theme with a photo; to get students • practise listening to conversations about people’s
talking about people they know families
• ask questions about people and give short answers
Optional lead-in activity Ask students to look at the • add information to a short answer
unit title and photo. Ask: What is the unit about? What
words and phrases can you think of? Brainstorm words
connected with the topic: family, friends, classmates, SPEAKING
colleagues, etc.
AIM
to introduce ways of asking about people’s families
1 Lead in by asking questions about the photo. Ask:
What can you see? Who are they? Where are they? 1 Start by setting the scene. Ask students to look at

What are they doing? Use the opportunity to introduce the photo. Ask: What can you see? Who can you see?
any key words students might need (e.g. hold hands = Elicit a couple of sentences about the relationships
mime or act out doing this). between the people in the photo.
• Organize the class into pairs. Ask students to read • Ask students to read through the conversation. Check
the questions and options. Check the meaning of any any words they are unsure of (big sister = older sister).
words students don’t know in the task. • Play the audio. Ask students to listen and follow in
• Ask students to take turns to ask and answer the their books.
questions. Monitor and help with ideas. If students • Organize the class into pairs to practise reading out the
are not sure how to say something, ask them to use a conversation to each other. Tell students to exchange
dictionary or help them with the words as part of your roles and practise more than once. Monitor and
monitoring. prompt students to correct pronunciation and attempt
• In feedback, ask the questions and ask different pairs an appropriate intonation pattern as they speak.
to answer. Elicit different ideas and experiences from
students. Correct any errors or rephrase what students Audio script
are trying to say to make them accurate. A: What did you do yesterday?
B: I went to see my big sister.
2 Organize the class into new pairs. Ask students to A: Oh nice. Where does she live?
discuss the questions. Go round the room and check
B: In a flat near the university.
students are doing the task, and help with ideas and
A: Right. Do you often go and see her?
vocabulary if necessary.
B: Yes, I do. We meet most weeks.
• In feedback, ask some students to tell the class what
A: That’s nice. So what did you do together?
they found out about their partner. Use the board to
B: We went to the cinema.
build up a list of useful pieces of language students
suggest and use the opportunity to correct any errors
or rephrase what students are trying to say. 2 Ask students to work in pairs to change the words in
purple. You could elicit a few ideas from the class first
Optional lead-in activity Ask students in pairs to (for example, change my big sister to my brother).
discuss what other ways they show they are good friends Monitor as students prepare and help with ideas and
with someone. vocabulary. Ask students to use dictionaries if they
need to.
• When students are ready, ask pairs to practise reading
TEACHER DEVELOPMENT 13: DIFFERENTIATION out the new conversation.
Go to page 226 for information and advice.

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• Monitor as students practise, and correct mistakes. Note that the strong stress is on the first syllable of all
Ask fast finishers to prepare another conversation the words.
or try to say their answers without looking at their Note the difficult vowel sounds in some of the words:
notes (e.g. Student A reads out their lines, but B has daughter /ˈdɔːtə/, aunt /ɑːnt/, uncle /ˈʌŋkəl/.
to remember and say their line – or make it up if they
can’t remember exactly).
4 Ask students to complete the sentences individually.
Do the first as an example to get students started.
Optional extra activity Practice makes perfect. Ask
• Ask students to compare answers in pairs before
students to practise the conversation three or four times,
discussing in feedback.
trying to memorize more and more of it each time. Then
ask them to close their books and try to remember as
Answers
much as they can and to use their own words to invent
1 uncle 2 cousin 3 aunts
the rest.
4 neighbours 5 granddaughter 6 partner
7 parents, grandma 8 girlfriend 9 step-dad

    
VOCABULARY Relationships
AIM 5 Organize the class into pairs to speculate about the
to introduce and practise words to describe people photo in more detail. Ask them to use language from
in a family the lesson to say who the people are and how they are
related. Alternatively, ask one student to imagine it is a
3 Start by brainstorming words for family members from photo of their family and describe it to their partner.
your class. Write them up on the board. Students
should already know words like mum, dad, son, Example answers
daughter, sister, brother. Ask students to say which Students’ own answers, but you may want to
of the words elicited are male relatives and which are introduce great-grandfather / great-grandson
female relatives. great-granddaughter to describe the relationship
• Ask students to look at the table. Elicit the word that between the elderly man and the children.
goes in the first space in the table to get students
started. Then ask students to complete the table. You
Culture notes
could ask them to copy the table into their notebooks
so they have space to write. The photo shows a multi-generational family in the
• Ask students to compare answers in pairs. village of Lengeri, in Svaneti. Svaneti is a mountainous
• In feedback, show the completed table on the board. region of Georgia that is mainly covered by forest. Some
You could do a simple repetition drill to practise the of the highest peaks of the Caucasus mountains are in
pronunciation of each word. this region.

Answers 6 Focus students’ attention on the example questions,

1 grandma then elicit other questions students might ask (e.g. Do
2 grandson you have a step-dad? How old is your step-dad? What
3 step-mum does your uncle do? What is your girlfriend’s name?
4 boyfriend What do your parents like doing?)
5 aunt • Ask students to work with their partner to think of
6, 7, 8 cousin / neighbour / partner questions about the people in the table in Exercise 3.
• In feedback, elicit examples of good questions, and
correct any errors students make.
Language and pronunciation notes
• Make sure students keep their questions – they will
Mum and dad are short for mother and father. Young need them to do the Conversation practice at the end
children say mummy and daddy. In American English, of the lesson.
mom / mommy is more common, and pa as well as dad /
daddy is used. Optional extra activity 1 Write six names from your
Gran, granny and grandma are short versions of family on the board and say a sentence about each
grandmother, and grandad / granddad or grandpa are one (e.g. Ann’s my aunt, Jim’s my brother, etc.). Ask
short versions of grandfather. students to write their own list of six names. Put them
Step-mum and step-dad are used to describe a parent in new pairs to practise talking about them. In feedback,
who is married to your mother or father but not your correct any errors students made and comment on good
biological parent. language use.

The word partner is increasingly used as an alternative Optional extra activity 2 If your class is mature, and
to wife / husband. It is also commonly used by people in happy to talk about themselves, ask them to show
same-sex or unmarried long-term relationships. photos on their phones and ask and answer questions
Note that in English there is no gender-specific word for about family members.
cousin, unlike many other European languages. English
nouns don’t necessarily have gender.

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LISTENING F: Well, just my dad has eight brothers and


AIM sisters and my mum has two, and I think
to practise listening closely for specific words seven of them are married, so, what, that’s
(relationships, names, numbers and countries) seventeen right?
E: Wow. I only have one uncle and he’s single.
7 Start by setting up the situation. Make sure

students know there will be three conversations 8 Give students time to read through the questions


and they have to listen for words that describe 1 to 6. You could pre-teach any words students may
relationships. not know: family members = people in your family;
• Play the audio. Students listen and note answers. older / younger / in the middle; married / single.
• Ask students to compare answers in pairs. In feedback, • Play the audio again. Ask students to listen and write
elicit answers from the students. answers to the questions. Encourage them to write as
much detail as they can, including the relationship as
Answers
well as the name.
1 the woman’s brothers
• Ask students to compare their answers in pairs.
2 the man’s wife and son
• In feedback, elicit answers from the students. Ask
3 the man’s cousin, her boyfriend, his uncle, aunt
students to justify their answers by saying what
 
(auntie), mum, dad, and their brothers and sisters
they heard.

Audio script Answers

1 A: Do you have any brothers or sisters, Zoe? 1 Zoe’s younger brother, Tim
B: Yes, I do. I have two brothers. 2 her older brother, Neil
A: Oh, right. How old are they? 3 thirty years next year
B: My older brother is twenty-eight and my 4 Ted’s son, Ted Junior

younger one is nineteen. So I’m in the middle. 5 France and England (UK)
A: What do they do? 6 Uncle Julien and Auntie Ruth
B: Neil – my older brother – is a teacher, and my

younger brother, Tim, is in his second year at
Culture notes
university.
A: Oh, OK. What’s he studying? Auntie (or aunty) is a familiar version of aunt.
B: Chemistry.
2 C: So, are you married, Ted?
D: Yes, I am – thirty years next year. GRAMMAR Short answers
C: Wow! Really? AIM
D: Yep. to introduce and practise the use of auxiliary verbs in
C: So, what does your wife do? short answers
D: She’s a nurse.
C: And do you have any children? 9 Read through the information in the Grammar box as
D: Yeah, just one son – Ted junior. He’s finishing a class. Check students understand how the auxiliary is

college this year. repeated by asking a few simple questions and eliciting
C: Really? OK. What’s he studying? yes / no + subject + auxiliary verb responses, e.g. Do
D: Nursing. He wants to be a nurse like his mom. you like chocolate? Did you watch TV yesterday? Can
3 E: Did you go out yesterday, Alain? you dance?
F: Yeah, I did. I met my cousin and her boyfriend • Ask students to work individually to complete the

for a coffee. answers. Elicit the first answer from the class as an
E: Oh, nice. Are they visiting from France? example.
F: No, they’re not. They’re English. They live in • Ask students to compare their answers in pairs before

Brighton. feedback.
E: Oh right – you have family here. I didn’t know.
F: Yes. My uncle Julien came to England to study Answers

and then he got a job in a company here, and 1 do 2 does 3 are
  
  
my auntie Ruth was his colleague for a short 4 does, doesn’t 5 are, aren’t 6 can’t
  
  
time. 7 did 8 didn’t
  
E: Oh right. So, he never went back to France?
F: No – I mean, for holidays, but not to live.
Language notes
E: So how old is your cousin?
F: Twenty. She’s a year younger than me. It is important for students to practise manipulating
E: Do you have any other cousins here? auxiliary verbs as they are so prevalent in English. It
F: No, I don’t, but I have twelve back in France. is also important for students to try using language
E: Really? How many aunts and uncles do you meaningfully and realistically. Avoid ‘language lesson

have? English’ (such as Are you married? Yes, I’m married.)
in which students use unlikely language just because it
‘practises’ a grammatical form.

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The rule of form is simple here – when saying yes, the DEVELOPING CONVERSATIONS
auxiliary in the question is used in the affirmative; when
Adding information
saying no, the auxiliary in the question is used in the
negative. AIM
The presentation does not include the question and to introduce and practise ways of adding
answer Are you Italian? Yes, I am / No, I’m not. It is information
covered in the Grammar reference. You could choose to
11 Read through the information in the box as a class.
explain and practise this use.
• Ask students to match the extra information to the
conversations in Exercise 9. Elicit the first as an example
to get students started.
TEACHER DEVELOPMENT 6: APPROACHES TO
• Ask students to compare answers in pairs before
GRAMMAR
discussing answers as a class.
Go to page 222 for information and advice.
Answers
10 Organize the class into pairs to practise the 1 c 2 h 3 f 4 e 5 d 6 g 7 b 8 a

  
  
  
  
  
  
  
conversations giving opposite answers. Point out the
example answer for 1 to provide a model: No, I don’t.
Monitor and correct if students make any errors. 12 Ask students to practise the conversations in pairs.
• In feedback, focus on any short answers students had Model the activity first with a student to show them
problems with. that they need to add information to extend each
conversation. Tell students to use their imagination to
Answers add details.
1 No, I don’t. • Alternatively, depending on the confidence and ability
2 No, she doesn’t of your class, you could choose to prepare with a
3 No, we aren’t. writing stage, in which students write out short
4 My son doesn’t, but my daughter does. written conversations, or a stage in which students
5 My mum’s parents aren’t, but my dad’s are. work together, without writing anything down, to
6 Yes, sure, I can. think of extra questions before practising them in the
7 No, I didn’t. conversations.
8 Yes, it did. • As students speak, monitor and listen for errors, and
correct students if they have problems.
• In feedback, ask students to provide examples of some
Optional extra activity Ask students in pairs to think of the good questions their partner asked.
of four questions to ask classmates starting with Do, Did,
Are and Can. Mix pairs or ask students to mingle to ask CONVERSATION PRACTICE
and answer questions.
AIM
to practise language from the lesson in a free,
G For further guidance and practice, see Grammar
communicative, personalized speaking activity
reference 7A in the Student’s Book. It explains use
and form in greater detail, and provides written
13 This is an opportunity to put together several parts
accuracy practice.
of the lesson input and for students to practise using
all the language they have learned.
Answers to Exercises 1, 2 and 3, Grammar
• Ask students to work individually to look back at the
reference 7A
questions they thought of in Exercise 6 and decide
1 1 can’t 2 did 3 do
which questions to ask. Monitor and help with ideas
     
     
4 I’m not 5 do 6 didn’t
and vocabulary.
    
     
7 can 8 is
• Organize the class into pairs. Ask students to take
      
2 1 he is 2 I don’t 3 we did
turns to ask and answer questions and to have
     
    
4 you can’t 5 I am 6 I did
conversations. Ask students to make up their answers
   
     
3 Example answers
if they prefer not to talk about their families.
1 Yes, I am. / No, I’m not. I work.
• As students speak, monitor and listen for errors,
2 Yes, I did. To a restaurant. / No, I didn’t.
new language or interesting conversations to use in

I stayed at home.
feedback.
3 Yes, I do. I play tennis. / No, I don’t.
• In feedback at the end, look at good pieces of
4 Yes, I can. / No, I can’t.
language that students used and pieces of language
5 Yes, I do. / No, I don’t. I live with my family.
students didn’t quite use correctly during the activity.
Show students better ways of saying what they were
trying to say.

TEACHER DEVELOPMENT 7: DEVELOPING

SPEAKING SKILLS
Go to page 223 for information and advice.

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 9 doesn’t matter, It doesn’t matter if they don’t
10 glad, I’m glad I can
7B I have to look after the kids 11 unfortunately, unfortunately, I don’t see my kids


much
12 miss, I really miss them
Student’s Book pages 70–71
Pronunciation notes
IN THIS LESSON, STUDENTS:
Note the stress: unfortunately
• give opinions about home life, parents and kids
• describe what parents and kids are like
• read about parents’ experiences TEACHER DEVELOPMENT 5: DRILLING FOR
• say things they have to do in different situations PRONUNCIATION
Go to page 222 for information and advice.

VOCABULARY Parents and kids 3 Model the activity by acting out one or two words and
asking students to say the words. Then organize the
AIM class into pairs to act or draw words.
to introduce and practise words and phrases to talk • Ask students to take turns to act or draw a word. Their
about parents and kids partner must guess and shout out the word. Set a
short time limit.
1 Lead in by asking: Are you a parent? Do you have
• In feedback, find out which pair got the most guesses
kids? What do your children do? If your class is
right, and find out which words were hard to act
younger, ask: What do babies do? What do small kids
or draw.
do? What did you do when you were very young?
Elicit any words or phrases students already know.
Optional extra activity 1 Ask students to discuss the
Write any interesting language they use on the board.
following questions in pairs: Do you know what you
• Organize the class into pairs to read the sentences and
were like as a baby or young child? Do you know anyone
check the words. Ask students to try to guess words
with a baby or small child? What are they like? Is there
and explain them to each other, then use dictionaries
anything you miss / don’t miss about being younger?
to check any words they are not sure of.
• In feedback, check students understand the words. Optional extra activity 2 If you have or once had
You could do this by acting out some of the verbs young kids, provide a live listening by briefly describing
(e.g. crying, shouting, pushing, jumping) or asking life with them, using some of the words from this lesson.
questions: What do kids do in a playground?
Do TVs have a screen?
READING
Optional extra activity Ask students to say who they AIM
think is speaking in each sentence 1 to 11: a mum, to practise reading and responding to posts on a
a dad, or a grandparent. forum

4 Start by setting up the situation. Ask students to look

TEACHER DEVELOPMENT 3: APPROACHES TO at the text. Ask: What is it? (a website forum); How
VOCABULARY many people are writing? (six). You may want to
Go to page 220 for information and advice. pre-teach nursery (= pre-school for under-fives) and
pushchair (= four-wheeled seat for children).
2 P Play the audio. Students listen and practise • Ask students to read the main forum post. Then put

saying the words. You could pause at difficult phrases, students in pairs to discuss the questions.
and model phrases yourself to help students say them • In feedback, elicit answers from the students.
correctly.
• In feedback, ask students to say which phrases were Example answers
hard, and focus on them as a class. Comment on any Students will have their own views, but here are
errors students made. some possibilities:
1 Yes. Kids make friends and start enjoying nursery.
 
Audio script 2 Yes. Many parents send their kids to nursery. It can
 
1 crying, the baby’s crying. be difficult for kids.
2 push, push her in the pushchair 3 No. Parents need the money from two jobs, and
 
3 jumps, jumps on top of me they need to have their own lives and jobs.
4 kiss, gives everyone a kiss
5 shouting, the kids are shouting 5 Ask students to read the forum replies on the message
6 playground, they were in the playground board and match the sentences to the replies.
7 collects, my wife collects her in the afternoon • Ask students to compare their answers in pairs.
8 screen, looking at a screen In feedback, elicit answers from the students. Ask
students to justify answers by saying what they read.
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 Answers Pronunciation notes: have to or don’t have to
1 d 2 a 3 e 4 b 5 c
The ‘ve’ in have to becomes /f/ in fast natural speech and

  
  
  
  
the ‘o’ in to is reduced to /ə/: /hæftə/.
6 Organize the class into pairs to discuss the questions.
Set a short time limit.
8 Ask students to prepare ideas individually. You could
• In feedback, elicit students’ ideas and views. If students
elicit one or two ideas of what they have to do at
have different ideas, open this out to a class discussion
home or work to get them started.
and have students argue their points of view.
• When students are ready, organize them into small
groups of four or five to discuss ideas. Monitor as
Optional extra activity Ask students to write a
students speak and note down any errors you hear,
comment expressing their view for the message board.
or any examples of good language use.
You could ask students to write short comments on
• Ask students to tell the class what they found out
pieces of paper, then collect them in and put them on
about classmates in feedback. Briefly focus on any
the class notice board and ask the class to get up and
interesting or inaccurate pieces of language you heard
read the views.
during the activity.

GRAMMAR Have to Optional extra activity Describe what you have to do

at home and at work in a short monologue. Ask students
AIM
to listen and note what you have to do and share what
to introduce and practise the use of have to and
they heard with a partner. Providing a ‘live’ teacher
don’t have to to talk about what it is necessary or
listening in class, in which you tell students a little about
not necessary to do
yourself, can be motivating and an easy activity to set up.
7 Read through the information in the Grammar box as
a class. G For further guidance and practice, see Grammar
• Ask students to complete the sentences with have to / reference 7B in the Student’s Book. It explains use
and form in greater detail, and provides written
has to or don’t / doesn’t have to. Elicit the first answer
accuracy practice.
to get students started.
• Ask students to compare their answers in pairs before
Answers to Exercises 1, 2 and 3, Grammar
feedback.
reference 7B
1 1 has to 2 have to
Answers
3 has to 4 have to
1 don’t have to 2 have to
5 doesn’t have to 6 have to

3 doesn’t have to 4 Do you have to
7 don’t have to 8 don’t have to

5 have to, has to 6 has to, don’t have to
2 1 have to leave 2 don’t have to wait

7 do we have to 8 have to work
3 has to do 4 have to work

5 doesn’t have to go 6 Do ... have to have
Language notes 3 Students’ own answers. For example:
Have to is taught simply here using the words ‘necessary’ 1 I don’t have to buy my own food.
and ‘not necessary’ to get over the meaning (words 2 I have to keep the house tidy.
that will be synonymous with words in many European 3 I don’t have to pay the bills.
students’ L1, or easily guessed). In a non-European class,
students may need to look up ‘necessary’.
SPEAKING
In many ways, the meaning and use of have to is
synonymous with must and need to. Note, however, AIM
that don’t have to (not necessary) has a very different to practise language from the lesson in a free,
meaning to mustn’t (not permitted). We tend to use have communicative, personalized speaking activity
to when the obligation (or lack of it) is from outside, as
with laws or rules (e.g. You have to drive on the left) MEDIATION
or when the speaker implies the obligation is placed on Mediating concepts
him / her by others (e.g. I have to do the shopping, I’m In Exercise 9, students have to collaborate and
afraid, or Do I have to go to bed?). Must differs ever so interact in a shared task. They have to give
slightly in that the obligation is a personal one (I’m so opinions, make suggestions, and ask whether
lazy – I must work harder). At this level, there is no need people agree or not.
to go into this, but it’s worth knowing!
After they have completed Exercise 9, ask
Have to is often referred to as a modal verb for students to say how well they did the task.
convenience. However, it is neither modal nor auxiliary. Ask: How clearly did you give your opinions?
It conjugates in all forms like a regular verb using the Did you agree or disagree with each other?
auxiliary do.

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TEACHER DEVELOPMENT 9: MEDIATION
Go to page 224 for information and advice.
7C A good friend
9 M This is an opportunity to bring together several
parts of the lesson and for students to practise using
Student’s Book pages 72–73
all the language they have learned.
• Ask students to work individually to prepare their
opinions. Monitor and help with ideas and vocabulary. IN THIS LESSON, STUDENTS:
• Organize students into small groups of four or five to • describe friends to other people
share their ideas. You could model this briefly with a • explain how they know people
reliable student, using the example conversation. • talk about relationships with friends and family
• As students speak, go round and monitor, and note • practise listening to five people talk about family
down any interesting pieces of language you hear. and friends
• In feedback, ask different students to tell the class their
classmates’ opinions.
• At the end, look at good pieces of language that SPEAKING
students used and pieces of language students didn’t
quite use correctly during the activity. Show students AIM
better ways of saying what they were trying to say. to introduce the theme of the lesson; to get students
talking about friends
Optional extra activity Extend the discussion by
getting students to prepare and discuss further opinions
1 Start with a lead-in to the lesson. Write friend on the
board and ask students to tell you types of friends
about family life in groups of four or five. You could ask
(e.g. good friend, best friend, boyfriend, girlfriend,
them to prepare opinions using these sentence starters:
classmate, colleague, roommate, teammate).
It’s good if … , It doesn’t matter if …, It’s bad if …
• Ask students to read the six sentences. In feedback,
Ask students to discuss ideas and say if they agree or
ask a few focus questions: Who is a new friend? Who
disagree.
was a classmate? Who is a colleague? Check any
difficult words: degree (e.g. a science degree, a degree
in art), department (e.g. sales department). The same =
DEVELOPING LEARNER INDEPENDENCE the opposite of different.
AIM • Ask students to work individually to write sentences.
to encourage students to use English with You could first elicit verbally two or three things they
people they know might write to make sure students have got the idea.
• Monitor as students write, and help with ideas and
Adult elementary students often find it difficult
vocabulary.
to use their newly-acquired English outside the
classroom. And yet, because English is such 2 Organize the class into pairs or small groups. Ask
an international language, there are plenty of them to show photos and talk about their friends.
people out there to practise with, regardless of Ask students to use the questions to ask each other for
which country the students live in. more information.
Ask students to make a list of people in their • Monitor as students speak and prompt students to add
family or friendship circle who speak some information or correct themselves.
English. Tell them to contact that person (or • In feedback, ask students to say what they found out
those people) and arrange to practise English about each other’s friends.
with them. This need not be a regular or
time-consuming thing. Suggest things like VOCABULARY Talking about friends
preparing a few questions based on the language
AIM
they are currently studying and emailing them for
to introduce and practise phrases used to talk about
their speaking partner to answer, or calling them
friends
on an online conferencing platform to have a
five-minute Q&A. 3 Ask students to work in pairs to read the sentences
and explain words. Tell students to use context and
translation to work out and explain meaning, and to
TEACHER DEVELOPMENT 15: LEARNER use dictionaries to check.
INDEPENDENCE • In feedback, ask which sentences show good or bad
Go to page 226 for information and advice. things, and provide other example sentences from your
own experience to show how the phrases can be used
(e.g. I offered to do the shopping for my grandma;
My brother is like my uncle).

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 Example answers 6 Organize the class into pairs to discuss the questions.
Show something good: 4 (she thinks about You could extend the activity by then putting pairs
other people – she’s kind); 5 (she is positive and together to form groups of four, and asking students
optimistic); 6 (they are friendly and sociable); 8 (it is to compare and combine their answers.
good to have a conversation with him because he • Ask students to look back at the descriptions to
listens and says interesting things) compare what they remembered. Have a brief class
Bad: 1 (she is often ill); 2 (not helpful) feedback session and elicit answers.
3 and 7 are neither good nor bad
Answers
1 She drove 100km to collect me from the airport;
4 Model the activity by reading out the examples in


she cooked for me and did my washing
the Student’s Book. Then ask students to prepare six 2 He didn’t say very much; he usually talks a lot.
sentences about people they know. Monitor and help 3 She’s very friendly and easy to talk to. But
with ideas as students prepare.


sometimes she only thinks about herself and she
• In feedback, elicit a few phrases from different often forgets things.
students in the class. Alternatively, put students in pairs 4 She passed all her exams. She doesn’t always
or groups to share their sentences.


believe she can do things.
5 She has some health problems / needs to do more
Optional extra activity Ask students to notice the


exercise. We went for a walk, and she had to stop
patterns in the chunks of language presented here. You
and sit down.
could do this before doing Exercise 4, or as part of a
feedback on sentences produced by students. See the
Language notes below for patterns to focus on. 7 You could choose to do this activity with the whole
class or in pairs or groups. Groups work well if you have
plenty of time, as students can make lots of sentences
Language notes to personalize the adjectives, and can practise talking to
be like = be similar to – we use this to say that somebody and listening to each other in English.
has the same personality or does the same things as • Ask students to prepare a few ideas individually first. If
somebody else you do this as pair or groupwork, monitor closely, prompt
offer to + infinitive students to use new words, and correct any errors.
think about + somebody (him, herself, poor people, • Have a brief class feedback session and find out what
etc.) = here, think about means think in a caring and students learned from classmates.
sympathetic way
Optional extra activity Ask students to match the
believes (that) she can + infinitive (we don’t use to after adjectives to a profession that best helps them remember
modals like can and could) the adjective, e.g. a funny comedian, a clever scientist,
invite (somebody) to do (something) a fit footballer, a quiet librarian, a kind nurse
grow up (past: grew up) is a phrasal verb
easy to + infinitive (we use the infinitive of the verb after LISTENING
adjectives)
AIM
to give students practice in listening for a general
5 Read through the descriptive adjectives. Ask: Which understanding, and listening to choose specific
words do you know? Which word is negative? (stupid)
multiple-choice options; to notice how not is often
• Ask students to work individually to read each
said n’t in fast speech
description carefully, and choose the word that
completes it. 8 Lead in by asking students to look at the topics

• Ask students to compare their answers in pairs. a to e and predict what people might say about each
• In feedback, elicit answers. Check meaning by asking (e.g. for an old friend: I miss her, I’ve known her for
which words in the descriptions explain the words in twenty years; for a dog: he’s friendly, I take him for
the box. walks). You could choose to pre-teach difficult words
in the listenings. Write a leather jacket, Dublin, couples
Answers on the board, and check their meaning (Dublin is the
1 kind capital city of Ireland).
2 funny, quiet • Play the audio. Students listen and match.
3 stupid • Ask students to compare their answers with a partner
4 clever before discussing as a class.
5 fit
Answers
1 b 2 c 3 a 4 e 5 d
  
  
  
  
Unit 7 People I know 103
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 Audio script Pronunciation notes
1 My brother and I are a similar size so he borrows
Notice that when an auxiliary verb ends with a consonant
my clothes all the time. Normally it doesn’t matter
sound (e.g. did, have), an /ə/ sound is pronounced
but yesterday, he wanted to take my leather
between the consonant sound and n’t: /ənt/ (e.g. didn’t /
jacket, and I said no. My mum said it wasn’t very
didənt/).
kind, but the jacket was new and I saved to buy it.
My brother can spend some of his own money!
2 Roisin and I met at school. We’re like sisters. We
10 Start by asking students to read the questions
and options carefully and think about which options
grew up together and at university, we shared a
might be correct. Check any key words students may
flat in Dublin. She now lives in New York. I miss
not know (e.g. borrow / save / spend money; laugh a
going out with her, but we often chat online.
lot; chat to people). Point out the difference between
Unfortunately, she has to call me late, because
borrow (you borrow from someone) and lend (you lend
New York is five hours behind Dublin. The last
to someone).
time we talked I didn’t sleep until three at night.
• Play the audio again. Students listen and choose the
3 I went out with a guy I met online. He invited me
correct options.
to a restaurant in town. The food was nice and
• Ask students to compare their answers with a partner
he paid for the dinner, which was very kind. But
before discussing as a class.
I’m not sure I want to go out with him again. He
thinks he’s very funny and laughs a lot, but he says
Answers
a lot of stupid things and he doesn’t really listen
1 a (I saved to buy it)
to other people.
2 a (she has to call me late)
4 My mum and dad bought me Django because I
3 c (he says a lot of stupid things and he doesn’t
didn’t have a brother or sister. And he was a real 
really listen to other people)
friend. At home he followed me round the house
4 a (real friend, followed me round the house,
and sat on my bed while I studied. When I took
 

played nicely with them)
him for walks, kids often stopped us because he
5 a (we’re so similar)
was quite small and funny-looking. He always
played nicely with them. He died a few years ago
now, but I still miss him. EXAM-STYLE SKILLS TASKS:
5 Andrea and I are together because we’re so Multiple-choice options
similar, but sometimes people don’t believe we’re Students at elementary level are asked to select
partners. For example, if we go to a party, we multiple-choice options in a number of common
often chat to different people. Andrea usually exams.
dances, but I don’t. And we don’t hold hands or To do this task effectively, students at this level
kiss like some couples do. need to do the following:
1 Read the options carefully. This is not just
9
 
FS Start by eliciting examples of auxiliary verbs a test of listening skills but also of reading

you could use with not or n’t (e.g. don’t, didn’t, can’t, skills. There is a lot to read in multiple-choice
wasn’t). questions, so encourage students to underline
• Play the audio. Students listen and note the numbers key words in the questions and make sure
of any sentences that include not / n’t. they understand the difference between the
• Ask students to compare answers with a partner options.
before checking as a class.
2 Don’t just listen for exact matches. Think
 
about how the answer could be expressed in
Answers
different ways. For example, in 1, the speaker
1, 3, 5, 6 and 8 include not / n’t.
says I saved to buy it – this means the answer
is a – he bought something expensive.
Audio script
3 Remind students that just because a word
1 it wasn’t very kind,
 
or phrase is mentioned, it doesn’t make it
2 We’re like sisters.
correct. Students must select the correct
3 I didn’t sleep until three
answer, not the first one they hear.
4 The food was nice
5 he doesn’t really listen 4 Tell students not to get stuck on a question.
 
6 I didn’t have a brother or sister. They need to make a guess then listen for the
7 we’re so similar next set of options.
8 people don’t believe we’re

TEACHER DEVELOPMENT 10: DEVELOPING

LISTENING SKILLS
Go to page 224 for information and advice.

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11 Organize the class into pairs or small groups to • At the end, look at good pieces of language that
discuss the questions. First, ask them to read through students used and pieces of language they didn’t quite
the sets 1 to 5 and decide which three to discuss. Set a use correctly during the activity. Show them better
time limit for the task. ways of saying what they were trying to say.
• As students speak, go round and monitor, and note
down any interesting pieces of language you hear. TEACHER DEVELOPMENT 8: FEEDBACK ON
• At the end, look at good pieces of language that CONTENT, LANGUAGE AND ERRORS
students used and pieces of language they didn’t quite Go to page 224 for information and advice.
use correctly during the activity.

Optional extra activity Ask students to write a short MY OUTCOMES

description of a person they know using language from
the vocabulary in Exercise 3. AIM
to reflect on what students have learned and
on how to improve in a personalized speaking
SPEAKING TASK
activity
AIM
• Give your students time to read the questions and
to develop students’ speaking skills in an extended
prepare things to say. You could ask students to
fluency-based activity; the task has a goal, an
make a few brief notes.
intended outcome and requires mediation, and
• Organize the class into pairs or small groups.
it encourages students to use all their language
Give students five to ten minutes to discuss the
resources in English to successfully complete it
questions.
12 Organize students into new pairs. It is a good idea • In feedback, ask a few pairs to tell the class what
to mix pairs to vary interaction. Ask students to read they said. Alternatively, you could have a class
through the questions and think of a friend they want discussion in which groups share the ideas they
to talk about. Ask them to think of answers to the have and comment on each other’s ideas.
questions and make brief notes if they want to. As • Follow up by setting a task for homework. See the
students prepare, monitor and help with ideas and Teacher development section for ideas. Following
vocabulary. this activity, you could, for example, ask students
• Ask students to take turns to interview their partner. to think of one thing to do to put the language
Ask students to note down any key words their partner they have learned into practice.
uses when answering the questions.

TEACHER DEVELOPMENT 16: MY OUTCOMES

MEDIATION Go to page 227 for information and advice.
Mediating concepts
In Exercise 13, students have to discuss and
For further practice, use Communicative activities 7.1
decide on friends to introduce – they have to
and 7.2 on pages 240–241.
give reasons, make suggestions, persuade, agree
or disagree, and reach a conclusion.
After they’ve completed Exercise 13, ask
students to say how well they did the task. Ask:
How well did you agree on which friends to
introduce to each other?

13 M Mix pairs again so they have a new partner.

Ask students to take turns to share information they
learned from their previous partner.
• Follow up by asking students to discuss the two
questions about their own friends and their partners’
friends in Exercise 12. You could introduce language
students can use to give reasons, make suggestions,
persuade, agree or disagree, and reach a conclusion,
e.g. I’d introduce … because …, We could …, Let’s …;
That’s a good idea; What do you think?
• In feedback, ask pairs to summarize and share their
ideas and opinions with the class.
• As students speak, go round and monitor, and note
down any interesting pieces of language you hear.

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 8 Plans
IN THIS UNIT, STUDENTS: Optional extra activity Ask students to look at an
online What’s On page for next weekend (in English or
• discuss making plans in L1), and plan what to do with a partner.
• say how they feel about government plans
• decide how to improve places they know
TEACHER DEVELOPMENT 2: ORGANIZING PAIRS
AND GROUPS
Go to page 220 for information and advice.
SPEAKING
AIM
to set the scene and introduce the theme with a
photo; to get students talking about what they enjoy
doing and plans they have for the week
8A What are your plans?
Optional lead-in activity Ask students to look at the
unit title and photo. Ask: What is the unit about? What
words and phrases can you think of? Brainstorm words Student’s Book pages 76–77
connected with the topic: go out, meet friends, go to the
cinema, etc. IN THIS LESSON, STUDENTS:
• discuss plans
1 Lead in by asking questions about the photo with • discuss things people are planning to do this week
the whole class. Ask: What can you see? What are • practise listening to three conversations about plans
they doing? Elicit a brief description of the photo and • make suggestions
introduce any key words students might need.
• Organize the class into pairs. Ask students to take
turns to ask the questions and discuss their answers.
SPEAKING
Go round the class and check students are doing the
task. Help with ideas and vocabulary if necessary. AIM
• In feedback, ask the questions and ask different pairs to introduce ways of asking and talking about plans
to answer. for today or tomorrow

Example answers 1 Start by asking about the photo. Ask: What can

1 In the photo, the men are playing video games. you see? Where do you think it is? What are the
 
2 Places to spend free time: at home, at the cinema, people doing? (e.g. eating Chinese food, having fun
 
on the beach, at the park, in the countryside, with with friends / meeting friends, going out in town).
friends, family • Ask students to read through the conversation. Check
3 Yes, I am. / No, I’m not. I have to work long hours. any words they are unsure of. Explain that Old Town
 
4 Things to do: go to the cinema, theatre, gym, is often the name given to the old, historical centre of
 
park, theme park, bowling alley, football stadium, a city.
skating rink, shopping mall • Play the audio. Ask students to listen and follow in
5 Places to go in the evening: cafés, restaurants, their books.
• Organize the class into pairs to practise reading out the
 
cinema
conversation to each other. Ask students to exchange
roles and practise more than once. Monitor and
2 Start by asking students to read the activities. Check prompt students to correct pronunciation and attempt
any new words. You could use mime to check some of an appropriate intonation pattern as they speak.
the words, or use concept-check questions: Where do
you buy new clothes / see a film / find a book? etc. Audio script
• Model things to say, e.g. I really like shopping. This A: What are your plans for today?
week, I’m planning to / going to go to the shopping B: I’m going to do some shopping this afternoon
centre. Then ask students to share sentences with a and then just go home. What about you?
partner. Monitor and prompt students or correct errors as A: I’m going to go to the gym. Then I’m going to
you listen in. You could say Me too! or Really? to model meet some friends.
natural responses to the sentences as you monitor. B: What about tomorrow? Do you want to go out
• In feedback, ask students to tell the class what they somewhere?
found out about their partner.
106 Unit 8 Plans
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 A: Yes. Great. Where? 4 P Play the audio. Students listen and practise.


B: How about the Old Town? You could pause at difficult phrases and model phrases
A: OK. Fine. What time? yourself to help students say them correctly.
B: How about twelve? • In feedback, ask students to say which phrases were
A: Perfect. hard, and focus on them as a class. Comment on any
errors students made.
2 Set up the task by eliciting a few ways of changing the
words in purple. For example, students may suggest go Audio script
to the park or cinema. 1 wedding, a friend’s wedding
• Ask students in pairs to work together to change the 2 gas bill, pay my gas bill
words in purple. 3 pack, pack my things
• Ask pairs to practise reading out the new conversation. 4 book, book a train ticket
Ask them to exchange roles after they have finished 5 appointment, have a doctor’s appointment
the conversation once. Listen in as students practise, 6 business trip, away on a business trip
and correct mistakes. 7 lift, give you a lift
8 camping, go camping
Optional extra activity 1 Practice makes perfect. Ask show, a show at the theatre
students to practise the conversation three or four times, 9 mind, I don’t mind
trying to memorize more and more of it each time.
Then ask them to close their books and try to remember
as much as they can and to use their own words to
Pronunciation notes
complete the rest of the conversation. Note the stress: appointment
Optional extra activity 2 Ask students to interview a Note the difficult pronunciation: business /ˈbɪznɪs/,
new partner and find three things they both want to do theatre /ˈθiətə/, mind /maɪnd/ (not /mɪnd/), and gas /gæs/
at the weekend. with a /s/ sound.

VOCABULARY Plans for the week TEACHER DEVELOPMENT 5: DRILLING FOR

AIM PRONUNCIATION
to introduce and practise words used to talk about Go to page 222 for information and advice.
plans for the week
5 Ask students to read through the four prompts and
3 Ask students to complete the sentences with the words prepare some ideas individually. Check never and often
in the box. Elicit the first answer from the class to get
with examples (e.g. I often watch TV – I love crime
students started.
shows; I never go to the theatre – I don’t like plays).
• Ask students to compare answers in pairs before
• Organize the class into pairs to share ideas. Monitor
checking as a class.
and note how well students understand, use and
pronounce the new vocabulary. In feedback, briefly
Answers
find out what answers students shared, and check the
1 wedding 2 gas 3 pack
meaning and pronunciation of any words students had
 
4 book 5 appointment 6 trip
problems with.
 
7 lift 8 camping, show 9 mind
 
Example answers
Language notes 1 I often book train tickets – I have to visit my

family in the country.
Point out verb + noun collocations when checking
2 I never go on business trips – I’m a student!
these words, and get students to record them in their
3 I’m planning to go camping.
notebooks (e.g. pay a bill, pack my things / clothes, book
4 I enjoy going to a show / I don’t enjoy paying
a ticket, give someone a lift).

bills.
Think of simple ways of checking the words in feedback
(after students have used dictionaries and explained
words to each other). For example, hum the bridal LISTENING
march or mime putting on a ring to elicit wedding, mime
AIM
hitchhiking for give a lift, mime looking miserable and
to practise listening closely to match conversations
taking notes from your pocket to elicit pay a bill. Shrug
with places
your shoulders for I don’t mind.
6 Start by setting up the situation. Make sure

students know there will be three conversations and
TEACHER DEVELOPMENT 3: APPROACHES TO people will talk about plans. Ask, What plans do
VOCABULARY people talk about at work / at university / on holiday?
Go to page 220 for information and advice. (e.g. have a meeting, take an exam, go to a beach).

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• Play the audio. Students listen and match conversations 7 Ask students to read the six statements and see if


with places. they can remember or guess which conversation each
• Ask students to compare answers in pairs. In feedback, statement goes with. You may choose to check some
elicit answers from the students. key words at this stage: have exams, wi-fi, the details
of a flight, customers, call me later.
Answers • When students are ready, play the audio again. Ask
1 b 2 c 3 a students to write the number of each conversation
  
  
next to the statements.
Audio script • Ask students to compare their answers in pairs. In
1 A: Hey … um … Kevin … listen, do you want … feedback, elicit answers from students. Ask students to

um … do you have time for a coffee? justify answers by saying what they heard. At the end,
B: No, sorry, I don’t. I’m going to study in the you may wish to allow students to look at the audio

library and do some reading for my history script to check answers.
course.
A: Oh, OK. Well, maybe later? Answers
B: I can’t really. I’m not going to have time. I’m a 3 (Where are you going to eat? A new French



just going to go home because I really need to place in Harajuku)
study. I have my exams next week, you know, b 2 (How about in the main square at eight?)
so … c 1 (What about after your exams? Do you want


A: Oh, right. Well, good luck with them. What to go out somewhere then? Maybe go out for

about after your exams? Do you want to go dinner one night?)
out somewhere then? Maybe go out for dinner d 3 (I need to collect someone from the station)

one night? e 1 (I’m really sorry, but I can’t. I … I have to work

B: I’m really sorry, but I can’t. I … I have to work that night. Bye.)

that night. Bye. f 2 (I need to book a hotel for next week,… I have

A: But I didn’t say which night! to check the details of my flight as well)
2 C: So what are your plans for today?
D: Oh, I need to book a hotel for next week and

the wi-fi in the hostel isn’t very good, so I’m EXAM-STYLE SKILLS TASKS:
going to find a café and do that – and I have How to match statements to conversations
to check the details of my flight as well, so, you Students at elementary level are asked to match
know … What about you? What are your plans? statements to conversations in a number of
C: I’m going to go running by the river later. I common exams.

need to do some exercise! To do this task effectively, students at this level
D: That’s a good idea! What about tonight? Are need to do the following:

you going to be busy then?
1 Read statements very carefully and predict
C: No. Why? Do you want to meet somewhere?
 
what might be said. For example, the

D: Yeah. Great. Where?
statement in question b says Someone arranges
C: How about in the main square at eight?
where to meet. Students could predict that
D: OK. Great.
they say something like, Let’s meet at the café
C: Then I can show you some nice places where
or Would you like to meet in the park?

there aren’t too many tourists.
3 E: Are you going to go to the meeting? 2 Recognize that speakers won’t say exactly what
 
F: No, I’m not. I’m going to meet some new is in the task. They may need to infer (e.g. in e,
they have to infer that Kevin doesn’t want to

customers and have lunch with them.
E: Oh, right. Where are you going to eat? meet because he keeps giving reasons why he
F: A new French place in Harajuku. can’t, and then leaves quickly).
E: Oh, that sounds good. 3 Recognize that speakers may use different
 
F: Yeah. What about you? What are your plans? words to those in the task. Ask students to
E: I’ve got to go to the meeting and then I need think of different ways of saying words in the

to collect someone from the station, but I’m task (e.g. go for a meal instead of dinner, get
going to go out somewhere after work. Do on a plane / flight instead of fly).
you want to come? 4 Understand how to do the task. Here, you
 
F: Yeah. Maybe. Call me later, OK? could suggest they listen and write 1, 2 or 3
E: OK. next to the statements as they listen.
F: Great. See you.

TEACHER DEVELOPMENT 10: DEVELOPING

Culture notes LISTENING SKILLS
Harajuku is a fashionable district in Shibuya, Tokyo, Japan. Go to page 224 for information and advice.
It is a centre for Japanese youth culture and a good place
to go to see Japanese street fashion. There are lots of
interesting boutiques and restaurants and cafés.

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GRAMMAR Going to G For further guidance and practice, see Grammar
reference 8A in the Student’s Book. It explains use
AIM and form in greater detail, and provides written
to introduce and practise going to for plans accuracy practice.

8 Read through the information in the Grammar box

as a class. Make sure students notice the form in the Answers to Exercises 1, 2, 3 and 4, Grammar
examples. You could ask them to label them with be + reference 8A
going to + verb. Point out the inversion when forming 1 1 b 2 f 3 d 4 a 5 c 6 e

  
  
  
  
  
a question, and the position of not when forming a 2 1 I’m going to get a taxi home. How are you


negative. Both She’s not going to … and She isn’t going to get home?
going to … are correct. 2 He’s not going to have a big party, but a few


• Ask students to complete the sentences with the people are going to go out to a restaurant.
correct forms. 3 Maria’s going to be here in a few minutes. Are


• Ask students to compare their answers in pairs. In you going to come with us?
feedback, elicit answers from students. Ask students to 4 I’m not going to go for a run. I’m going to go


justify answers if necessary by referring back to the rules. to the gym instead.
5 Where are your cousins going to stay when


Answers they visit? Are they going to stay with you or in
1 are going to take, are you going to go a hotel?
2 ‘m going to leave, are you going to get up 6 A: Where are you going to meet Abdul?
3 are going to visit, are they going to stay B: He’s going to come here and then we’re


4 isn’t going to come, Is he going to go going to get the bus into town.
3 1 I’m not going to do anything special tonight.
2 How are you going to get to the station?
Language notes 3 Where are they going to go on holiday this year?

We use be + going to + verb to talk about plans that 4 What is your sister going to study?
have already been made, e.g. We’re going to play 5 What time are you going to arrive?
football tomorrow means that the plan was made before 6 I’m / am going to have dinner with my parents

saying this sentence. tonight.
At this level, this use is being taught in isolation so 4 Students’ own answers
that students have a clear, useable way of describing
plans without getting confused with contrasting uses
DEVELOPING CONVERSATIONS
(will + verb when no plan has been made, and present
continuous when the plan is an arrangement). Making suggestions
Note that many speakers often reduce going to go to the AIM
present continuous (e.g. I’m going running not I’m going to introduce and practise ways of making
to go running). However, both forms are correct. suggestions
The form is complex so watch out for students missing 10 Read through the information in the box as a class.
out words (I going to play, I’m going play, etc.). • Ask students to work in pairs to number the sentences
in the conversation in the correct order. Elicit the first
line to get students started.
Optional extra activity Ask students to practise the
• Ask students to compare their ideas in pairs.
conversations in Exercise 8 in pairs. Ask them to try to
continue each conversation by making up an answer to 11 Play the audio. Students listen and check.

the final question. • Ask students to compare their answers in pairs one
more time before writing up the order on the board.
9 Ask students to work in pairs to talk about their plans.
Start by modelling the example conversation with a Answers
reliable student. Give students a minute to think of 1 d 2 g 3 f 4 a 5 i 6 b 7 h 8 c 9 e
things to say before they start. You could ask students
to try out two or three conversations in open pairs first. Audio script
(Nominate a student to stand up and say: I’m going A: What are your plans for later?
to cook dinner tonight. Nominate another student to B: I don’t have any. Why? Do you want to meet
respond, e.g. OK. Great. What are you going to cook?) somewhere?
• Once students are working in closed pairs, monitor and A: Yes. Great. Where?
notice how well they use going to. In feedback, write a B: How about in the main square, under the big
few incorrect sentences on the board and ask students clock?
to correct them. A: Yes, fine. What time?
B: Is six OK?
A: It’s quite early.
B: Oh, sorry. Well, how about seven thirty?
A: Perfect! See you later. Bye.

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12 Ask students to think of their own responses and
write them in their notebook. You could start by eliciting
two or three possible responses to the first question to 8B For and against
get students started. Go round and prompt students to
correct any errors in the sentences they write.
• Organize the class into pairs to practise the questions Student’s Book pages 78–79
and responses, or ask the questions round the class,
eliciting responses, and using the opportunity to
IN THIS LESSON, STUDENTS:
correct form and pronunciation. In feedback, write a
few incorrect sentences on the board and ask students • say how they feel about government plans
to correct them. • talk about changes their town / city needs
• look at ways of agreeing / disagreeing with plans
Example answers • read a local website discussion
1 How about the new Mission Impossible film?
2 How about some flowers?
3 How about pizza? SPEAKING
4 How about the sports centre? AIM
to introduce the theme and get students talking
about important changes
Optional extra activity Extend the activity for fast
finishers by giving them other questions to answer (e.g. 1 Organize the class into groups to discuss the questions.
What do you want to watch on TV tonight? What are we You may need to check key words (e.g. a metro line,
going to buy for lunch?). street lights). Give the groups time to discuss the
questions.
• Have a brief feedback session. Expect only short, simple
CONVERSATION PRACTICE
opinions at this level, e.g. I think a new airport is very
AIM important. People need to fly / travel.
to practise language from the lesson in a free,
communicative, personalized speaking activity VOCABULARY Discussing plans
13 This is an opportunity to bring together several parts AIM
of the lesson and for students to practise using all the to introduce and practise ways of discussing plans
language they have learned.
2 Ask students to read the words in the box. Then explain
• Organize the class into new pairs. Ask pairs to decide
that students need to match each pair of words to a
who is A and who is B. Ask them to think about how
sentence in order to complete it. Elicit the first match to
to complete the unfinished sentences. When they are
get students started (1 = environment + complete).
ready, ask them to practise the conversation, then
• Ask students to compare their answers in pairs before
exchange roles. Practice makes perfect, so ask students
eliciting and writing up answers on the board.
to practise the conversation four or five times, or
exchange pairs so they can practise with new people. Answers
• As students speak, monitor and listen for errors, 1 environment, complete
new language or interesting conversations to use in 2 build, crowded
feedback.
  
3 economy, government
• In feedback at the end, look at good pieces of
  
4 education, digital
language that students used and pieces of language
  
  
5 use, employ
students didn’t quite use correctly during the activity. 6 Nothing, save
Show students better ways of saying what they were
trying to say.
Language notes
Optional extra activity Make this a mingle. Ask Point out useful collocations and chunks of language for
students to practise once in pairs. Then ask them to stand students to note down and learn:
up, without books, walk round the class, and ask lots of
It’s good / better for the environment / economy.
people: What are your plans for today?
It’s a good use of time / money.
improve (= make better) transport
TEACHER DEVELOPMENT 8: FEEDBACK ON save time
CONTENT, LANGUAGE AND ERRORS
build houses
Go to page 224 for information and advice.
employ people

3 Organize the class into pairs to make sentences. Monitor

and check how well students use going to and vocabulary
from the lesson. In feedback, briefly find out what ideas
students came up with, and check the meaning and
pronunciation of any words students had problems with.

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 Example answers TEACHER DEVELOPMENT 11: DEVELOPING
A new shopping centre is going to be good for the READING SKILLS
economy. Go to page 225 for information and advice.
A bigger library is going to improve education.
A new museum is going to improve education.
Better roads are going to be good for the economy.
8 Organize the class into pairs to discuss their opinions.
You could model this activity first, e.g. I agree with
Better wi-fi is going to be good for education and
Cass. I think a new airport is going to be a lot of noise
the economy.
and it’s not going to be good for the air.
A new hospital is going to employ a lot of people.
• Monitor as students speak and notice good uses of
A new metro line is going to improve transport and
language and any errors.
save time.
• In feedback, elicit students’ ideas and views. Feed back
More street lights is a good use of money.
on any errors you heard or point out any good uses of
Better water is going to improve people’s health.
language you noticed.
More schools are going to improve education.

Optional extra activity Ask students to write a

4 Organize the class into small groups to discuss the comment expressing their view on each of the three
questions. Monitor and check how well students use topics. You could ask students to write short comments
vocabulary from the lesson. In feedback, briefly find on pieces of paper, collect them in and put them on the
out what ideas students came up with, and check the class notice board, and ask the class to get up and read
meaning and pronunciation of any words students had each other’s views.
problems with.
SPEAKING
READING
AIM
AIM
to practise language from the lesson in a free,
to practise reading for a general understanding and
communicative, personalized speaking activity; to
for specific information; to use the text to set up a
have a class discussion
discussion
9 This is an opportunity to bring together several parts
5 Start by setting up the situation. Ask students to look of the lesson and for students to practise using all the
at the text. Ask: What is it? (an article) How many language they have learned.
people are giving opinions? (six). • Ask students to work individually to read and decide
• Ask students to read the opinions and complete the on opinions. Tell them to note down any reasons
headings. they can think of. Monitor and help with ideas and
vocabulary. You could put students in pairs to help
6 Ask students to compare their answers for Exercise 5 in each other by sharing the reasons they prepared and
pairs. In feedback, elicit answers from the students.
correcting each other’s work.
Answers
1 build a new airport MEDIATION
2 cut spending / spend less money Mediating concepts
3 build a sports stadium In Exercise 10, students have to collaborate
to construct meaning. They have to express
7 Ask students to read the article again carefully and opinions, ask others to give their views and
note the names of people to answer the questions. reasons for their views, and ask questions to
• Ask students to compare their answers in pairs. In invite people to clarify their reasoning.
feedback, elicit answers from the students. After completing Exercise 10, ask students to say
how well they did the task. Ask: How well did
Answers you explain your opinions?
1 Gloria and Jamila
2 Elijah (Selina is against spending cuts that might

be bad for education, but doesn’t talk about TEACHER DEVELOPMENT 9: MEDIATION
improving education) Go to page 224 for information and advice.
3 Jamila
4 Gavin
5 Gloria 10 M When students are ready, organize them into
6 Cass groups of four or five to discuss their opinions. You
could focus students on the example sentences provided
in the Student’s Book. Point out phrases used to give
opinions, and agree or disagree. Elicit other phrases
students might use: In my opinion, I don’t agree, etc.
You could also elicit phrases to use to ask people to give
or clarify their opinions, e.g. What do you think? What’s
your opinion? What do you mean? Can you explain?

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• As students speak, go round and monitor and note Audio script
down any interesting pieces of language you hear. 1 I’m from Spain but, at the moment, I’m living in
• At the end, look at good pieces of language that Manchester. I’m doing a degree here. I also work
students used and pieces of language students didn’t part-time and I’m saving money because, after
quite use correctly during the activity. Show students university, I’d really like to go to São Paulo to study
better ways of saying what they were trying to say. Brazilian Jiu-Jitsu. I can only practise three times a
week at the moment, but I’d like to take it to the
Optional extra activity Ask students in pairs or groups
next level.
to think of a current issue that the national or local
2 I work for a big design company in Gdańsk,
government are planning. Ask students to present their
but I’d like to leave and start my own business
ideas, then decide as a class which issue they would most
sometime in the next two or three years. I don’t
like to discuss. Have a class discussion on that issue.
like having a boss. I’d like to work for myself. I’d
also like to start a family, have children, but maybe
that has to wait!
3 I’m going to stop working next year, after 38
years! It’s going to be strange, but I’m looking
8C Hopes and dreams forward to it. I’d like to spend more time
gardening. I have a small piece of land and I’d
like to grow my own fruit and vegetables. I’d also
Student’s Book pages 80–81 like to spend more time with my husband and
children.
4 I’d like to be really famous. I’d like to have my
IN THIS LESSON, STUDENTS: own TV show and I’d like to have lots and lots of
• decide how to improve places they know money. I’d like someone to drive me round in a
• practise listening to people talking about things big car and I’d like to eat in expensive restaurants
they want to do – and I’d like everyone in the world to know my
• talk about life events and plans name!

3 FS Start by asking students how they pronounce

LISTENING

the word to in fast speech. Model the short,
AIM unstressed schwa sound.
to give students practice in listening for gist and for • Ask students to write 1 to 8 in their notebooks. Play
specific words the audio. Students listen and tick the numbers of any
phrases they hear that include to.
1 Ask students to look at the photos, and make sure • Ask students to compare answers with a partner
students understand that they show what the people before checking as a class.
want to do. Ask: What can you see? Elicit ideas. Use
the opportunity to pre-teach words that will be useful Answers
when listening: martial arts (jiu-jitsu, judo, kung fu), Phrases 2, 4, 6 and 8 include to.
design / designer, retire, gardening, famous.
• Put students in pairs to discuss the question in the
Audio script
Student’s Book. The listening in the next exercise will
1 doing a degree here
confirm their ideas.
2 take it to the next level
3 work for a big design company
Example answers
4 I’d like to work for myself
Photo a: perhaps the speaker wants to be famous /
5 after 38 years
to be a celebrity; perhaps they want to be a
6 it’s going to be strange
photographer
7 have lots and lots of money
Photo b: perhaps the speaker wants to be a
8 I’d like to eat in expensive restaurants
computer programmer or a designer
Photo c: perhaps the speaker wants to retire (= stop
work) and relax, do gardening, spend time at home Pronunciation notes
Photo d: perhaps the speaker wants to learn a Generally, words such as prepositions are unstressed. This
martial art is because they do not carry any meaning. Stress-timed
langages like English strongly stress the key words that
2 Play the audio. Students listen and match the carry meaning, but reduce working words like to to /tə/.

speakers to the photos. Ask students to compare their
answers with a partner before discussing as a class.
4 Start by asking students to read through the eight

Answers statements. Check students understand the statements
1 d 2 b 3 c 4 a and ask them to try to recall whether they are true or

false.

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• Play the audio again. Students listen and note T (true) start a family = have children
or F (false) next to each statement. strange = unusual or different
• Ask students to compare their answers with a partner.
someone to drive me round in a big car = i.e. a
• In feedback, ask different pairs to justify their answers
chauffeur, a person paid to drive your car while you sit in
by saying what they heard on the audio.
the back.
Answers Brazilian jiu-jitsu (BJJ) is a self-defence martial art and
1 F (I’m from Spain, but at the moment, I’m living in combat sport.

Manchester. If students make errors, point out
how the use of the present continuous refers to 5 Organize the class into groups to discuss the questions.
a temporary situation) Model answers using the examples in the Student’s
2 T (I can only practise three times a week at the Book. Ask a couple of students to answer the question

moment.) before asking students to discuss in their groups. The
3 F (I’d like to leave and start my own business Grammar section will explain the grammar point and

sometime in the next two or three years.) give further practice.
4 F (that has to wait!) • Monitor and note language use. In feedback, write a

5 T (I’m looking forward to it.) few incorrect sentences on the board and ask students
6 F (I’d like to grow my own fruit and vegetables.) to correct them.
7 T (I’d like to have lots and lots of money.)
8 F (I’d like someone to drive me round in a big car.) VOCABULARY In my life
AIM
to introduce and practise phrases used to describe
EXAM-STYLE SKILLS TASKS:
life events and plans
How to do a true and false exercise
Students at elementary level are asked to decide 6 Ask students to read the sentences carefully. Ask
if sentences are true or false in a number of students to place a tick next to the words in bold they
common exams. already know, or can guess, and place a ? next to the
To do this task effectively, students should: words they don’t know.
• Organize the class into pairs and ask students to
1 Listen out for phrases that give the answer
explain words to each other. Ask them to use mime,
 
using different words or ways of expression
photos and examples to explain, and to check words in
than the T or F sentence. Provide an example
dictionaries if they need to.
with statement 7. It says The man wants to be
• In feedback, use mime, photos and examples to check
rich. The speaker says I’d like to have lots and
the words (e.g. mime riding a motorbike, show your
lots of money. He says the same with different
own driving licence).
words, so it’s true.
2 Recognize that sometimes they need to infer Language notes
 
answers. For example, in 5, the speaker says I’m
join a club = become a member (someone who is in the
looking forward to it. From this, we can infer
club)
that she thinks retiring is going to be good.
star = the best or most important performer in a play
3 Justify answers to show they know. Ask
 
students to say what they heard, and explain single = opposite of ‘married’
how this justifies their answer. Even if they a normal life = a life that is typical and that most people
get the answer wrong, discussing what they have – not the life of a famous person
heard is revealing and helps them get better everywhere = in all the places
at doing this sort of exercise. If students
blonde hair = compare to brown, dark, fair
have lots of problems, ask them to research
answers in the audio script so they get better an album = a set of music or songs
at knowing what to listen out for. a YouTube channel = a video channel that shows short
videos
You can use photos to show motorbike, opera,
TEACHER DEVELOPMENT 10: DEVELOPING helicopter, driving licence
LISTENING SKILLS
Go to page 224 for information and advice.
TEACHER DEVELOPMENT 4: LEARNING AND
CHECKING NEW WORDS
Language notes Go to page 221 for information and advice.
Note these words you may wish to check:
work part-time = work a few hours a week (not all week)
take it to the next level = do the sport more and get
better at it

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7 Start by modelling the activity (e.g. I joined a golf club. Students are likely to have problems with the form.
That’s good if you like golf, but it’s expensive. or I They may miss out ’d (e.g. I like to go to France one day)
travelled across Indonesia on a motorbike. That’s a lot or misapply rules in question or negative forms (e.g. Do
of fun and exciting, but very difficult.). you would like …?). Note that the abbreviated ’d form
• Organize the class into new pairs. Give students a is more common, and pronouncing would can sound
minute to prepare things to say individually. Monitor over-exaggerated.
and help with ideas. When students are ready, ask
them to discuss the sentences.
• In feedback, elicit different opinions from students. TEACHER DEVELOPMENT 6: APPROACHES TO
GRAMMAR
8 Give students two or three minutes to prepare things Go to page 222 for information and advice.
to say individually. Monitor and help with ideas. When
students are ready, ask them to take turns talking 10 Set up the task by asking students to study the
about life events and plans. Monitor and note any example. Ask students to work individually to think of
interesting things students say. things to say. Then organize them into pairs to discuss
• In feedback, ask what different students found out plans. Monitor and prompt, and check how well
about their partner and write up any useful phrases students are using the language. In feedback, point out
you heard on the board for students to notice. any errors or problems you noticed.

Optional extra activity Ask students to write five Optional extra activity Here are some other things to
sentences about their life using phrases from the discuss: buy a boat, change my job, learn to ski, climb a
sentences in Exercise 6. mountain.

GRAMMAR Would like to 11 This activity provides further personalized speaking.

Ask students to work individually to think of things to
AIM
say, then organize them into groups of four or five.
to introduce and practise would like to + verb to talk
As students speak, monitor and prompt and check
about things we want or hope to do in the future
how well students are using the language. In feedback,
9 Read through the information in the Grammar box as point out any errors or problems you noticed.
a class. Then ask students to work individually to make
G For further guidance and practice, see Grammar
sentences from the prompts. Elicit the first answer to
reference 8C in the Student’s Book. It explains use
get them started, and write it on the board. and form in greater detail, and provides written
• Ask students to compare their answers in pairs before accuracy practice.
confirming by writing up correct sentences on the
board, or asking students to write them up. If students Answers to Exercises 1, 2 and 3, Grammar
make errors, refer them back to the information in the reference 8C
box to check. 1 1 join, get
2 learn, go
Answers 3 start, become
1 I’d / I would really like to spend a year in India. 4 leave, get
2 I’d / I would really like to meet him sometime. 5 save, buy

I loved his last album! 2 1 I’d really like to learn the piano one day.
3 My brother would like to learn how to cook. 2 Would you like to live in an English-speaking

4 She’d / She would like to change jobs sometime country one day?

soon. 3 I wouldn’t like to do the same job all my life.
5 I wouldn’t like to be famous! 4 I’d like to get married in my early 30s. I

6 It’s a nice apartment, but I wouldn’t like to live in wouldn’t like to get married before that.

that area. 5 Would you like to do something at the

7 Would you like to join a band? weekend?
8 Would you like to come shopping with me 6 I’d really like to stop working as soon as I can.


tomorrow? 3 Students’ own answers

Language notes Optional extra activity Ask students to go online to

Would behaves like a modal auxiliary verb. You add n’t find as many song titles as they can that include I’d like
to it to make a negative, and invert with the subject to to … (e.g. I’d like to teach the world to sing, I’d like to,
make a question. It has a similar meaning to want but A song I’d like to sing, I’d like to know you better).
is more polite and tentative, and more commonly used
when expressing hopes and wishes. It is better and more
common in the question form to make invitations.

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SPEAKING TASK MY OUTCOMES
AIM
AIM
to develop students’ speaking skills in an extended
to reflect on what students have learned and
fluency-based activity; the task has a goal, an
on how to improve in a personalized speaking
intended outcome and requires mediation, and
activity
it encourages students to use all their language
resources in English to successfully complete it • Give your students time to read the questions and
prepare things to say. You could tell students to
12 This is an opportunity to bring together several parts make a few brief notes.
of the lesson and for students to practise using all the • Organize the class into pairs or small groups.
language they have learned. Give students five to ten minutes to discuss the
• Ask students to work in pairs. Ask them to choose a questions.
place and prepare some notes for the next activity. Set • In feedback, ask a few pairs to tell the class what
a two- or three-minute time limit. Students can use the they said. Alternatively, you could have a class
example sentences as a model, but you could introduce discussion in which groups share the ideas they
extra language students can use to give their opinion, have and comment on each other’s ideas.
to agree or disagree and to ask what others think. For • Follow up by setting a task for homework. See the
example: We could …; We should …; That’s a good idea; Teacher development section for ideas. Following
What would you like to change? What do you think? this activity, you could, for example, ask students
• Monitor as students prepare notes. Help any students to flick through the unit and choose a task to
who are short of ideas. You could refer students back revise (e.g. the vocabulary, the grammar, reread a
to previous exercises where they have considered text).
similar ideas.
• Once students have some ideas, ask them to put them
together in a short presentation for the class. TEACHER DEVELOPMENT 16: MY OUTCOMES
Go to page 227 for information and advice.
MEDIATION
Mediating concepts
In Exercise 13, students have to collaborate as DEVELOPING LEARNER INDEPENDENCE
a class to agree on a best plan. They have to
AIM
present ideas and opinions, ask what others
to encourage students to build on prior
think, make suggestions and come to an
learning and life experiences
agreement.
Adult students already have many interesting life
After completing Exercise 13, ask students to say
experiences and skills, and a lot of experience
how well they did the task. Ask: How did you
of studying and learning. Help them to use this
agree on the best plan?
experience to study and learn English.
The questions below aim to explore your
students’ prior learning and life experiences and
TEACHER DEVELOPMENT 9: MEDIATION
get students to think about how they can apply
Go to page 224 for information and advice.
these to learning English.
1 What studies or training did you do in the
13 M Ask students to share their ideas with the class.
 
past? Can you use experiences from those
Ask each pair to take turns to present their ideas for courses to help you learn English? If so, which
change. You may wish to organize this by asking all ones?
the pairs who have chosen to talk about the classroom 2 What makes you a good learner? Can you
to talk first. Then have a class discussion about
 
use these personal qualities when learning
that place before moving on to presentations and a English?
discussion about the next place. 3 What have you done in life so far? What are
• After presentations on each place, ask for opinions
 
you planning to do in the future? How can
from the rest of the class. You could have a class vote you use those experiences and plans to help
on which changes are the best. you in your study of English?
• As students speak, note down any interesting pieces of
language you hear.
• At the end, look at good pieces of language that
TEACHER DEVELOPMENT 15: LEARNER
students used and pieces of language students didn’t
INDEPENDENCE
quite use correctly during the activity. Show students
Go to page 226 for information and advice.
better ways of saying what they were trying to say.

For further practice, use Communicative activities 8.1

TEACHER DEVELOPMENT 7: DEVELOPING
and 8.2 on pages 242–243.
SPEAKING SKILLS
Go to page 223 for information and advice.

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 4 Ask students to discuss the questions in pairs.
• In feedback, elicit ideas, opinions and experiences from
WRITING 4 different pairs.

Optional extra activity Ask students to say if they have

Writing invitations written messages like the ones in Exercise 2 in their own
language. Ask what they notice about the language used
Student’s Book pages 82–83 in the messages, and how it is different to what they
might say in their own language.

IN THIS LESSON, STUDENTS:

• write messages inviting people to do something USEFUL LANGUAGE Inviting people
and answer them AIM
• talk about things they do with friends and how to practise sending messages to invite people
they plan them
• look at how to organize messages inviting people 5 Read through the Useful language box as a class.
• learn phrases to invite people and answer them • Ask students to order the parts of the message then
check with a partner.
• In feedback, elicit the best order.

SPEAKING Answers
AIM c Hi. What are you doing next weekend?
to get students talking about the topic a I saw Lana last night and we decided to go for a
walk in the mountains on Sunday.
1 Ask students to look at the sentence starters and f Would you like to come too?
examples and prepare true things to say about b We’re going to leave around 10 a.m.
themselves. You could model the activity by saying one d Lana is going to drive, so we could collect you
or two things you did recently and are planning to do from your place.
soon. Point out the structure invite (somebody) to do e Let me know if you can come.
(something).
• Ask students to compare and discuss sentences in
pairs. Language notes
• In feedback, ask students to say what they found out Point out some of the language used in invitations, and
about their partners. suggest some alternative phrases:
We usually use going to to describe plans, but we can
WRITING also use: we’re thinking of … ; we’re planning to ….
AIM When inviting, we can say Would you like to …? Or Do
to develop students’ ability to write messages you want to …?
inviting people to do something An informal way of asking somebody to answer is to say
Let me / us know if / what / when …
2 Start by focusing students on the invitations. Ask: How
many invitations are there? How do writers start and
finish the invitations? Are they formal or informal? 6 Ask students to complete the phrases. Elicit two or
• Ask students to read the invitations and match them three possible answers for 1 to get students started.
to the sentences. Elicit the first match to get students • Ask students to compare ideas in pairs.
started. • In feedback, elicit ideas.
• Ask students to compare answers in pairs.
• In feedback, elicit answers. Ask students to justify Example answers
answers by saying what they read. 1 later today / on Saturday afternoon
2 Tina, go to the beach / meet for lunch
Answers 3 to come with us / to meet us there
1 c, f 2 b, d 3 a, e 4 take a picnic.
    
    
5 at 3 / in the café.
3 Ask students to read the phrases carefully and try to 6 if you want to come / what your plans are.
remember or guess the missing words. Then ask them
to look at the messages again and find the answers. 7 Read through the box about answering invitations as a
• Ask students to compare answers in pairs. class.
• In feedback, elicit answers. • Ask students to match the sentence halves then check
with a partner. You could elicit the first match to get
Answers
students started.
1 are you doing 2 could meet you 3 Would you like
• In feedback, ask students to justify answers by referring
4 it starts at 5 Are you free 6 Let us know
to the information box on answering invitations.

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 Answers
1d 2b 3c 4e 5a 6f
REVIEW 4 Video
8 Ask students to prepare responses individually. Monitor
and help with ideas and vocabulary.
• Ask students to compare answers in pairs and work Student’s Book page 84
together to correct them if necessary.
• In feedback, ask students to share their prepared About the videos
responses with the class. The two types of video in Outcomes are designed to
expose students to the sort of natural communication
Example answers that they will encounter outside the classroom, with
Yes: Sure. I’d love to come. Thanks for inviting me. speakers from a wide range of language backgrounds.

See you at 10 on Sunday. They are intended to be authentic examples of English,
No: What a shame. I’m away this weekend. Have a rather than perfect models. The accompanying activities

good time. reflect this and aim to build students’ confidence in
understanding fast speech, different accents, and English
as it is spoken in the real world. They can also be used
PRACTICE to build students’ confidence about their own ability
AIM in English, by showing them that you don’t need to
to practise writing messages inviting people to do have completely accurate English as long as you can
something communicate your message to your listener.

9 Start by asking What plans do you have for the

weekend? around the class. Elicit a few responses and VIDEO Out and about
find out what plans your students have. AIM
• Organize the class into new pairs. Ask students to to watch a ‘vox pop’ video in which people talk
decide on a plan for the weekend. about friends and families; to notice accents which
use a /p/ sound instead of a /f/ sound in some words
10 Ask students to work individually to write their
invitation. Ask them to use the invitations in Exercise 2 1 This is a review of the Unit 7 topic, so you could start
as a model. Provide support by telling students to by asking students to say what they remember about
include all the information from exercise 9. Monitor the conversations in Unit 7, or what phrases they
and help with vocabulary and spelling. remember from the unit. Organize the class into small
groups to discuss the questions.
TEACHER DEVELOPMENT 12: DEVELOPING • In feedback, ask students to briefly share any
WRITING SKILLS interesting views they heard from their classmates.
Go to page 225 for information and advice.
2 Tell students they are going to watch the ‘Out and
about’ video in which five people talk about friends
11 When students have completed their messages, and family. Before playing the video, read through
ask them to show their message to their partner. the Understanding accents box with your class. Tell
• Students read each other’s work and think about students that they may notice this pronunciation
whether they achieve all the points in the list. feature in the video. If you’d like to explore this
• Ask students to support each other by making further with your class, see the Pronunciation notes on
comments and suggesting corrections or additions to page 118.
their messages. • Ask students to watch the video. Then focus their
attention on the questions in Exercise 2.
12 Mix the class so they are in groups of four or five.
• Ask students to discuss with their partner whether any
Make sure students are not with the partner that they
of the speakers gave similar answers to them, and to
prepared with.
share anything they remember hearing from the video.
• Ask students to share messages. You could ask them
• In feedback, ask students to share answers briefly with
to read out their message, then ask the others in their
the class. At this stage, just find out what students
group to prepare a response. Alternatively, you could
caught – they will have a chance to listen again in
ask students to pass round their written messages,
more detail later.
so students can write their responses beneath.
• In feedback, find out who got the most positive
responses to their invitation.

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 Video script • Ask students to compare their ideas in pairs.
• In feedback, elicit and show answers on the board.
Israel: My immediate family is small. Just me, my
brother, my father and my mom, but my extended Answers
family is very big. Only in the part of my mother, Israel (Speaker 1): c Marri (Speaker 2): a
I have 16 between aunts and uncles. For me, both Valarie (Speaker 3): b, d Jinon (Speaker 4): e, g
are important. But most my family because my family Min (Speaker 5): f, h
created me, raised me and love me unconditionally.

Marri: No, just four, my father and mother and

4 Organize the class into pairs. Ask students to prepare
to talk about people they know. When they are ready,
my younger brother, just four. I think my family, for
ask students to share descriptions.
me, my family is important, and my mother is like
• In feedback, ask students to say what they found out
sometimes my friends and my important partner and
about their partners.
of course my mother.

Valarie: No, I come from a very little family. I only Optional extra activity Ask students in pairs to talk
have one brother. But, I’m married and my husband about their families and find five things in common
has a sister and a brother so have a sister-in-law and (e.g. We both have five cousins).
a brother-in-law. And, I have seven nephews. Both are
important for me. I’m, very attached to my family. But,
to my friends too.
VIDEO Developing conversations
AIM
Jinon: My parents and my grandmother and my big
to watch a ‘developing conversations’ video in which
sister and me and two dogs. I think of course, family
two people plan to do something; to give students
because my parents is, is more important to me than
practice in understanding fast speech
friends.

Min: I think I’m from small family because my family 5 This is a review of Lesson 8C. Lead in by asking
member is my father and my mother and my older some general questions. You could use the image
brother and me, just four. So, I think small family. For in the Student’s Book or pause the video just before
me, I think family is really important to me because I the two people start talking. Ask: What can you see?
grew up with my family and I think my family really Where are they? Explain that they are making plans.
impacted to me. Yeah. So I think family is really Ask: What phrases might they use?
important. • Ask students to watch the video and make brief notes.
Ask them to note down any key words or phrases they
hear.
Pronunciation notes
You may wish to explore why some speakers may Video script
replace one sound with another. Start by asking whether A: I am going camping with my friends for a weekend,

speakers of the students’ first language often do this. would you like to come?
Then look at reasons why students change the sounds. B: Camping at the weekend? Sounds cold. Where are
Here are some possibilities:

we going?
1 Sometimes a sound does not exist in a student’s first A: I’m not sure. I need to talk with my friends this

language, so they approximate to the nearest similar

week. Would you like to – can you come around to
sound. Forming the /f/ sound involves touching the chat about it?
bottom lip with top teeth – if this is not done in their
B: Yeah, I can do that. What day is good for you?
first language, students may approximate to /p/ when

trying to make the English sound. A: How about Tuesday?

2 Sometimes a sound in a student’s first language is B: Oh, Tuesday. I’m so sorry. I have drama class on


similar to two sounds in English, so they use the same Tuesday. Sorry!
sound for both. A: Drama class? Really?

3 Sometimes, it is hard to say a sound after another B: Yes. I joined a drama school in September. Maybe


sound in a word – so students approximate. you should come!
Recognize that English is an international language, A: No, thanks.

so students will come across many accents influenced B: Why?
by a speaker’s first language, as well as many accents

A: I think I’m, it’s not for me. How about Wednesday?
influenced by other factors such as nationality, age,

culture and regional variations. Encourage students to be B: Oh, I’m afraid I can’t make Wednesday. I have

open to and alert to the variety. tickets with my sister to the theatre. We’re going to
see a play. I’m so sorry.
A: You really like theatre.
3 Give students time to read sentences a to h.

B: I do. I do. How about, if you can make it, could you
• Ask students to watch the ‘Out and about’ video again

come on Thursday?
and match speakers to sentences.

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 A: Thursday? I can’t make it. I have a meeting after CONVERSATION PRACTICE


work. How, how about Friday? AIM
B: Let me see, Friday. Yeah, I think Friday’s fine. Who’s to practise conversations based on the videos

coming with us anyway? students have watched and the Conversation Practice
A: Oh, yes! Two of my flatmates, Stephen and in 7A and 8A

Michael. They are very friendly and easy going and
also Ian as well. Yeah, I think you met him at my
8 Ask students to work in pairs to choose a conversation
to prepare. Refer them to the Conversation practices
party, right?
in Lesson 7A and Lesson 8A of their Student’s Book.
B: I did, I did meet Ian. He’s very funny. You could revise the language they use in each set of
A: Yes. conversations.
B: I look forward to meeting you then. Seeing you all • Once students have selected a conversation, ask them

again. to prepare by looking at phrases to use. They can look
at their notes on Lesson 7A or 8A, or on this Video
A: Yes. What time is good for you?
lesson.
B: Oh, Friday, anytime. • Give students five minutes to prepare ideas.
A: OK, great. So, we have a plan. I’ll talk with my • When students are ready, ask them to have

flatmates and text you. conversations. You could ask them to practise again by
B: OK. Sounds good to me. exchanging roles, exchanging partners, or exchanging
information in their conversation. Practice makes
perfect, so it is a good idea to try out conversations
6 Ask students to compare their ideas in pairs. Play
three or four times.
the video again if necessary, and pause then play the
• As students speak, monitor closely and note any errors
video at points where students had problems catching
you hear. In feedback, praise good language use, and
information.
comment on any errors you noted.
• In feedback, ask students to share what they heard.
Don’t worry about getting everything – just find out
Optional extra activity Write five or six useful words or
how well students were able to follow the natural
phrases from the lesson on the board and ask students to
conversation.
include them when they are having their conversations.
7 FS Give students time to read sentences 1 to 8,
and try to recall or guess what words are missing. You
could ask students to write in answers lightly in pencil.
• Ask students to watch the video again and complete
the gaps.
• Ask students to compare their ideas in pairs.
REVIEW 4 Grammar and Vocabulary
• In feedback, elicit and show answers on the board.
Student’s Book page 85
Answers
1 chat about it 2 good for you AIM
3 so sorry 4 can’t make to consolidate vocabulary and grammar from Units
5 Who’s coming 6 Two of my 7 and 8
7 at my party 8 and text you 1
1 going, am 2 don’t 3 to, are
4 can 5 don’t 6 does
Optional extra activity Here are a few things you can
7 to 8 would
do with a video to vary the activity:
2
1 Freeze frame at the start and ask students questions to
1 I’m not going to see him today.

set the scene and predict what the speakers might do
2 She doesn’t have to come to the meeting.
or say.
3 Would you like to be famous some day?
2 Freeze frame after someone asks a question – ask 4 I wouldn’t like to work for that company.

students to predict how the other speaker might 5 Is he going to stay here?
respond. 6 Do I have to wait?
3 Freeze frame on close-ups or interesting expressions or 7 We don’t have to go right now.

actions – ask students how the speakers are feeling. 8 Would she like to go to university?
4 Play with the sound down – students have to recall and 3

say what they are talking about or actually saying – 1 She doesn’t have to drive me to the station. I can
students could even say the conversation while take a taxi.
watching the silent video. 2 A: Do you all speak Chinese well?
B: No, my older brother does, but I don’t.

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 3 It’s OK. You don’t have to do it. You decide.
4 Would you like to have your own restaurant?
5 My husband is going to go, but I’m not.

4
1 She’s not going to like the idea.
2 I don’t have to work tomorrow.
3 What time are you going to arrive tomorrow?
4 I’d really like to stop working and travel more.
5 Would you like to do something different?
6 My daughter is going to stay at home with her

dad.

5
1e 2g 3f 4a 5h 6c 7b 8d
  
  
  
  
  
  
  
6
Relationships: aunt, cousin, neighbour, partner
Kids: cry, grow up, playground, shout
City plans: complete, economy, environment,
 
government
7
1 matter 2 screens 3 star
4 stupid 5 thinks 6 single
7 wedding 8 education

8
1 trip 2 easy 3 talk
4 fit 5 Unfortunately 6 health
7 camping 8 driving 9 lift
10 glad

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 9 Experiences
2 Start by asking students to read the list of experiences.
IN THIS UNIT, STUDENTS: Check any new words. You could use mime to check
• roleplay a conversation with a tourist about some of the words, or use concept check questions:
their visit What shows are on in your city right now? What
• compare experiences they’ve had or would like animals are there on a farm? etc.
to have • Model things to say, e.g. Sometimes you feel tired and
• share experiences of when they got help bored when travelling on a bus, but you see interesting
places and meet nice people. Then ask students to
share sentences with a partner. Monitor and prompt
SPEAKING students or correct errors as you listen in. You could
say I agree! or I think so, too to model natural
AIM responses to the sentences as you monitor.
to set the scene and introduce the theme with a • In feedback, ask students to tell the class what they
photo; to get students talking about life experiences found out about their partner’s views.

Optional lead-in activity Ask students to look at the Optional extra activity Ask students in pairs to share
unit title and photo. Ask: What is the unit about? What one experience they hope to have in the coming year.
words and phrases can you think of? Brainstorm words Students tell each other what might be good or bad
connected with the topic: travel, climb a mountain, get about the experience.
married, have a baby, etc.

TEACHER DEVELOPMENT 13: DIFFERENTIATION

1 Lead in by asking questions about the photo with Go to page 226 for information and advice.
the whole class. Ask: What can you see? What are
they doing? Elicit a brief description of the photo and
introduce any key words students might need.
• Organize the class into pairs. Check any unknown
words in question 2 (e.g. hard = physically difficult,
share experiences = have experiences together, hurts = 9A Have you ever been there?
you feel pain, very tired, etc.)
• Ask students to take turns to ask the questions and
discuss their answers. Go round the class and check Student’s Book pages 88–89
students are doing the task. Help with ideas and
vocabulary if necessary.
• In feedback, ask the questions and ask different pairs IN THIS LESSON, STUDENTS:
to answer. • roleplay a conversation with a tourist about their
visit
Example answers • give reasons to (not) visit a place
2 I think it’s a good experience. You meet lots of • practise listening to a local person talk with tourists

people and share an important experience. It’s hard in Istanbul
and it hurts but that’s good because when you • find out where people have been to and things
complete the marathon you feel you did something they’ve tried
that wasn’t easy.

Culture notes SPEAKING

The photo shows an organized ten kilometre race in
AIM
London. Running is a popular sport in the UK, and one
to introduce ways of asking and talking about places
of the most famous races in the world is the London
you have been to
Marathon. It takes place every April and it was first run
in 1981. There are elite professional races for men and 1 Start by asking about the photo. Ask: What can
women, elite level wheelchair races, and a mass run for you see? Do you know this place?
thousands of ordinary people. People often dress in fancy • Ask students to read through the conversation. Check
dress costumes and run for charity. The event has raised any words they are unsure of.
billions for charity over the years. • Play the audio. Ask students to listen and follow in
their books.

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• Organize the class into pairs to practise reading out the Answers
conversation to each other. Ask students to exchange
1 history 2 guidebook 3 carefully
roles and practise more than once. Monitor and
4 crowds 5 lie 6 adventures
prompt students to correct pronunciation and attempt
7 go in 8 view
an appropriate intonation pattern as they speak.

Audio script Language notes

A: Have you been here before? Point out the common verb + noun collocations: take a
B: Yeah. Once, a few years ago. tour, plan a trip, lie by the pool, go in a museum, see the
A: Well, welcome back! So what places have you view
been to?
B: The centre of the city, the market square, the old
bridge.
A: Have you been to the main museum? MEDIATION
Mediating concepts
B: No, I haven’t.
A: Oh, you should! It’s free to go in. In Exercise 4, students have to collaborate in a
B: OK. Maybe I’ll go there tomorrow. group and manage interaction. They have to
present ideas and opinions, ask what others
think, make suggestions and come to an
Culture notes agreement.
Istanbul is the largest city in Turkey, and one of the
most famous and historical cities in the world. There After completing Exercise 4, ask students to say
are many major monuments. In the listening, three are how well they did the task. Ask: How did you
mentioned: Topkapı Palace (the home of the Ottoman find someone with the same ideas?
sultans between the 15th and 19th centuries), Galata
Tower (built by the Genoese in 1348–49), and the Grand
TEACHER DEVELOPMENT 9: MEDIATION
Bazaar (a beautiful covered market that dates back to the
Go to page 224 for information and advice.
15th century).

2 Set up the task by eliciting a few ways of changing the 4 M Ask students to read the sentences again carefully
words in purple. You could brainstorm places: the park, and decide whether they take the same view. You
the funfair, the art gallery, the theatre, the national could ask students to tick any sentences with a view
museum, the castle, the Old Town. Explain once, twice, they share.
three times, a few times, many times. • Ask students to discuss the statements with classmates
• Ask students in pairs to work together to change the in groups or as a mingle. Ask students to find and pair
words in purple. up with a student who has similar views. You could
• Ask pairs to practise reading out the new conversation. introduce language to use to do this exercise: What
Ask them to exchange roles after they have finished about you? Do you share the same idea? What do you
the conversation once. Listen in as students practise, think?
and correct mistakes. • In feedback, ask students to tell the class who has
similar views to them, and in what way.
Optional extra activity Practice makes perfect. Ask
students to practise the conversation three or four times, LISTENING
trying to memorize more and more of it each time. AIM
Then ask them to close their books and try to remember to practise listening to order information you hear,
as much as they can and to use their own words to and to practise note-taking
complete the rest of the conversation.
5 Start by setting up the situation. Ask students to
look at the photo on page 89 of the Student’s Book
VOCABULARY Visiting places again, and ask them to say what they know about the
AIM building and the city. Write the following tourist sites
to introduce and practise phrases to talk about on the board so students will understand the words
visiting places when they hear them: Topkapı Palace, Galata Tower,
Grand Bazaar.
3 Ask students to complete the sentences individually • Give students time to read questions a to h. You may
using the words in the box. Do the first as a class to wish to pre-teach queue (= stand in a line and wait –
get them started. it’s pronounced /kju:/) and amazing (= very, very good).
• Ask students to compare their answers in pairs Ask students to read the questions carefully before
before giving feedback. You could ask concept check they listen.
questions to make sure students understand all the • Play the audio. Students listen and put the questions
words: What information is in a guidebook? When do in order.
you see large crowds of people in your city? What’s • Ask students to compare their answers in pairs. In
the most exciting adventure you have had? feedback, elicit answers from the students.

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 Answers Answers
1e 2h 3g 4d 5b 6a a All day.
7c 8f b Yes, we went there at the weekend.
c We’d like to go out for dinner.
d No, there was a long queue.
Audio script e No, never. But Harry’s been here before.
A: Have you been to Istanbul before? f No, we haven’t.
B: No, never. But Harry came here two or three years g This morning we went round the Grand Bazaar,
ago, right? then we went over to Galata.
C: Yeah, but it was for work, so I didn’t see much h Last Friday.
then.
A: Right. So … when did you arrive?
B: Last Friday. TEACHER DEVELOPMENT 10: DEVELOPING
C: Yeah – it was late. And we got up quite late too, LISTENING SKILLS
so we didn’t do that much on Saturday. Go to page 224 for information and advice.
A: So where have you been?
B: Well, this morning we went round the Grand 7 Organize the class into groups of four or five to
Bazaar. That was great. Then we went over to discuss the questions. Monitor and note any errors or
Galata and walked round there. interesting pieces of language students try to use. At
A: Did you go up the Galata Tower? the end, in feedback, write up six to eight sentences
C: No. There was a long queue and we didn’t want students said on the board. Include incorrect and
to wait. correct sentences. Ask students to correct errors, and
A: Really? You get a great view from the top. point out examples of good things students said.
C: Yeah, I heard. Another time, maybe.
A: Have you been to Topkapı Palace? Optional extra activity Practice makes perfect.
B: Yes, we went there at the weekend. It’s amazing, Ask students to practise the conversation from the
and it’s so big! listening from memory. One student asks the question
A: I know. How long did you spend there? in Exercise 5. The other student must remember the
B: All day! We were tired at the end. responses or use their own ideas.
C: Yeah, really tired!
A: I’m sure.
GRAMMAR
B: We also went to the Hagia Sophia.
A: Did you? I’ve never been in there. Present perfect questions (been, tried)
B: But you live here! AIM
A: I know, but sometimes you don’t think about to introduce and practise the present perfect to ask
visiting places when they’re near. if someone has an experience of something
B: That’s true. We live in London and I’ve never been
to Buckingham Palace. 8 Read through the information in the Grammar box as
A: So, what are you doing later? a class. Then organize the class into pairs to read and
C: We’d like to go out for dinner somewhere, but complete the conversation about visiting Bangkok.
we’re not sure where. Elicit the first answer as an example. Monitor and note
A: Well, have you tried the fish here? how well students understand the rules.
B: No, we haven’t. • In feedback, elicit answers, and check any errors by
A: Oh, you should! It’s very good – very fresh. referring to rules of form in the box.
There’s a great place quite near here. I can take
you there, if you want. Answers
C: Oh, that sounds great. Thank you. 1 Have 2 never 3 has 4 once
5 tried 6 times 7 been 8 haven’t
6 Ask students to work in pairs to note down any
answers they can remember. Monitor and note how
much students understood from the first listening.
Language notes
• Play the audio again. Students complete their notes In English we use the present perfect (the auxiliary
then compare their answers in pairs. In feedback, elicit verb have / has + past participle) when asking about
answers from the students. Build up a list of answers experiences. A simple rule for students is that we use the
on the board. present perfect when we are interested in experiences
(but not when they happened) and we use the past
simple when we ask about events (and want to know
when they happened).
All students need to know is that we use this form to
describe experiences when we don’t say when (i.e. we
don’t use a past time marker). You could show this by
asking concept check questions and drawing a timeline.

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 ? ? ? ? ? DEVELOPING CONVERSATIONS
Past <_______________> Now Recommending
I’ve been to Istanbul.
AIM
Did he go in the past? (yes) to introduce and practise ways of recommending
Do we say when? (no)
10 Read through the information in the box as a class.
Is when important (no)
• Ask students to look at the phrases in bold in the box.
What’s important? (his experience) Point out how we put strong stress on should and
To form questions, students need to recognize how don’t to show strong feeling. Ask students to practise
speakers invert subject and auxiliary verb (e.g. He’s been the conversations in the box in pairs. Encourage them
… to Has he been …?) If students have problems, get to stress should and don’t strongly.
them to compare their L1 with English so they can notice • Elicit two or three examples of good and bad places
how English operates differently, and provide controlled to get students started. Ask students to make a list
practice (e.g. give students mixed up sentences – you to of places individually then compare their ideas in
been London? Have – and ask them to reorder the words pairs. Help students with the English spelling and
to make questions). pronunciation of places they want to talk about if
necessary.

TEACHER DEVELOPMENT 6: APPROACHES TO Language notes

GRAMMAR Manipulating auxiliary verbs is an important aspect of
Go to page 222 for information and advice. learning to communicate in English. It helps students
communicate in a way that sounds natural. Note the
9 Start by brainstorming a few places and writing them use of auxiliary verbs in short answers (No, I haven’t
on the board. This will depend on your class – if they tried the fish here), in reduced recommendations (Oh,
are young, and from the same place, ask students to you should try the fish here) and in reduced imperatives
think of more local places that at least some of the (Don’t visit the palace).
students will have been to. This might include the In all these uses, there is a strong stress on the auxiliary
local zoo or cinema complex, for example. If you have verb.
a more mature class from a variety of countries, ask
students to think of well-known places in their region. 11 Organize the class into new pairs. Ask students to
This might include well-known national monuments, use the ideas they prepared in Exercise 10 to practise
for example. conversations. As students speak, monitor and listen
• Model this activity. Ask Have you ever …? questions for errors, and correct students if they have problems.
about the places students thought of and elicit • Note that this is a controlled drill, where the answer
responses from four or five students in the class. Once is basically presented as a No to ensure practice. Ask
students have got the idea, get them to ask and students to answer No (even if they have actually been
answer in open pairs across the class. to the place!)
• Once students are working in closed pairs, monitor and
check how well they use the form. In feedback, write a Optional extra activity 1 Extend the activity into a
few incorrect sentences on the board and ask students mingle. Students walk round and speak to three or four
to correct them. different students.
G For further guidance and practice, see Grammar Optional extra activity 2 Ask students to write
reference 9A in the Student’s Book. It explains use and recommendations for the places they thought of in
form in greater detail, and provides written accuracy Exercise 10. Ask them to use: you should go to …, try
practice. …, visit …, and don’t go to …, don’t try … This prepares
students for the next activity in the Conversation Practice.
Answers to Exercises 1, 2 and 3, Grammar
reference 9A
1 1 Has, to 2 been, like 3 ever, have, you CONVERSATION PRACTICE

    
4 tried, haven’t 5 been AIM
2 1 Have you ever been there? to practise language from the lesson in a free,
2 Have you been communicative, personalized speaking activity
Have you been
12 This is an opportunity to bring together several parts

3 Have you been
have you tried of the lesson and for students to practise using all the

4 Has she visited language they have learned.
5 Have you ever tried • Ask students to work in A and B pairs to do the roleplay.
6 Has she been Student A must prepare by practising questions.
3 Students’ own answers Student B must prepare by thinking of answers. You
could model this by acting out a conversation with a
reliable student first, or by asking one well-prepared

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 pair to model their conversation for the class. Give 3 In the same pairs, ask students to make sentences
students time to look at the questions and prepare about themselves. Students will have to shift from
thoroughly before doing the roleplay. using has to using have, so give some examples to start
• Once students have completed the roleplay, ask them them off, e.g. I’ve been abroad many times, but I’ve
to exchange roles and repeat. You might also choose never been to Australia or the US. I’ve seen all the Star
to change pairs or get students to do a mingle exercise Wars films several times. Again, monitor as students
to practise further. speak and notice how well they use present perfect
• As students speak, monitor and listen for errors, forms. Note down any errors or misuses which you
new language or interesting conversations to use in can focus on later in the lesson if students continue to
feedback. make the errors.
• In feedback at the end, look at good pieces of
language that students used and pieces of language GRAMMAR
students didn’t quite use correctly during the activity.
Present perfect positive and negative
Show students better ways of saying what they were
trying to say. AIM
to introduce and practise positive and negative
TEACHER DEVELOPMENT 7: DEVELOPING forms of the present perfect
SPEAKING SKILLS
Go to page 223 for information and advice. 4 Read through the information in the Grammar box as
a class. Then organize the class into pairs to categorize
the past participles. Elicit the first two as examples
Optional extra activity Ask students to research to get students started. Monitor and check how well
famous places in Istanbul and find out five facts about students do the task.
them to share with the rest of the class. • Ask students to check their answers using the Grammar
reference on page 180, which shows the main regular
and irregular past participles. There is also a more
comprehensive list on page 190.

9B New experiences Answers

Same: changed, failed, had, lived, lost, made, met,
moved, read, stayed
Student’s Book pages 90–91 Different: broken, come, done, eaten, flown,
forgotten, given, seen, swum, taken
IN THIS LESSON, STUDENTS:
• compare experiences they’ve had or would like to Language notes
have
Regular past participles look the same as regular past
• talk about experiences people they know have had
simple forms. Irregular past participles are sometimes
• read a blog post about bucket lists
the same (made / made; cut / cut) but often different
• notice words that go together in a text
(took / taken; threw / thrown). Often -n or -en is used as
an ending to irregular participles. However, there really
SPEAKING are no useful rules for irregular forms – students simply
need to learn and memorize them. It is worth giving
AIM them plenty of practice to learn and test the forms.
to practise sharing information about people we
know; to preview the use of the present perfect to
talk about experiences Optional extra activity Play past participle tennis.
Students work in pairs. Student A serves a verb (e.g.
1 Ask students to read through the sentences. Check any break), Student B returns with the past simple (broke),
words they are unsure of.
Student A replies with the past participle (broken) and
• Elicit or model a correct sentence. You could provide
wins the point. 1-0 to A. Now, it’s B’s turn to serve a
an example from your own life experience – and add
verb. If A gets the past simple form wrong, B gets the
extra detail: My Uncle Tony has only travelled abroad
point. If A gets the past simple form right, but B gets the
once. He didn’t like the food.
past participle wrong, A gets the point. If B gets the past
• Ask students to complete the sentences. Monitor and
participle right, B gets the point. Students take turns to
prompt students to think of ideas.
play a verb. The winner is the first to five points.
2 Organize the class into pairs to share ideas. Give an
example first to model the activity, e.g. My friend Dan 5 Ask students to complete the sentences. Elicit the first
has visited the capital many times. The main office of answer as an example.
his company is there. Monitor as students speak and • Ask students to compare their answers in pairs before
notice how well they use present perfect forms. Note eliciting answers in feedback.
down any errors or misuses which you can focus on
later in the lesson if students continue to make errors.

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 Answers
DEVELOPING LEARNER INDEPENDENCE
1 has failed
2 have broken AIM
3 has been married to use bite-sized testing to test or revise
4 has never moved language
5 have met
An important part of learning English is to revise
6 haven’t read, have seen
language, and a good way to encourage that is
7 have visited, haven’t travelled
to set tests, or get students to set tests for each
8 has made, hasn’t given
other. Bite-sized testing is a great way of getting
students to revise and test themselves without
Optional extra activity Ask students to write two feeling the anxiety of a more formal test.
sentences describing true experiences from their life Set bite-sized tests after every lesson for
using the past participles in Exercise 4, and one sentence homework. Here are some ideas:
describing an experience that actually never happened. In 1 Test new grammar with a mini-challenge, e.g.
groups, students read out their sentences, and the rest of Ask students to write a diary entry for the day
the group have to ask questions about the experiences, which practises the grammar they have recently
then guess which one was false. done – so, in this lesson, they could write about
experiences; give students five past participles –
6 Start by eliciting two or three possible sentences from they have to put them in five sentences about
the class to complete sentence 1. Then ask students to themselves or people they know.
work individually to complete each sentence with their 2 Test new vocabulary by giving students a handout
own ideas. with twenty words and phrases on it from recent
• Ask students to share their sentences in pairs or small lessons. Students have to organize the phrases into
groups. Ask students to ask extra questions (What? ‘words I know’, ‘words I think I know’ and ‘words
Why? When?) to get extra information about each I don’t know’. Students think about how to explain
other’s experiences. words they know for homework. In groups, in the
• In feedback, ask students to share any interesting next lesson, students work together to explain
personal experiences they discussed with the class. Focus words to each other.
on and correct any errors with present perfect forms. 3 Ask students to design a vocabulary test for
classmates. Ask them to choose five new or
Example answers difficult words or phrases and make a test – this
1 I haven’t lived abroad but I’d love to one day. could be definitions for the words, or sentences in

2 I have never eaten a snake and I don’t ever want to. which the words are missing. Start or end lessons

3 I haven’t been to the theatre because it’s just too with a test designed by one of the students.

expensive.
4 I’ve tried windsurfing once but I wouldn’t do it

again. TEACHER DEVELOPMENT 15: LEARNER
5 You should try yoga – it’s great. INDEPENDENCE
Go to page 226 for information and advice.
G For further guidance and practice, see Grammar
reference 9B in the Student’s Book. It explains use and
form in greater detail, and provides written accuracy
READING
practice. AIM
to help train students to read for a general
Answers to Exercises 1, 2 and 3, Grammar
understanding and for personal response
reference 9B
1 1 ‘ve taken 7 Start by setting up the situation. Ask students to name
2 ‘ve never seen one thing they want to do before they are old. Build
3 has had up a list of ideas on the board, and decide as a class
4 ‘ve been, haven’t been / haven’t been, ‘ve been who has the best idea.
5 ‘s lived, ‘s never learned • Ask students to read the four statements. Ask: What
2 1 ‘ve met, met do you think a bucket list might be? Elicit ideas but
2 Have … seen, saw, Have … seen don’t reveal answers yet.
3 Have … lost, haven’t seen • Ask students to read the introduction (the first
4 Have … been, ‘ve been paragraph) of the blog post and note whether the
5 ‘s lived, lived statements are true or false.
6 have never been, travelled • Ask students to compare answers in pairs. In feedback,
3 Students’ own answers elicit answers from the students.

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 Answers 10 Have a class discussion. Ask students to discuss whether
1 F (showing the things they hope to do, or giving they agree with the author’s ideas in the blog. Ask:


advice on how to complete a list) Should bucket lists include exciting dreams? Is it important
2 T (the title of the 2007 American film) to think about cost and the environment when planning
3 T (there are now millions of websites) a bucket list? Is a good bucket list one that helps other
4 F (I like some of these lists more than others) people? Have you ever made a bucket list?

SPEAKING
Culture notes
AIM
The Bucket List is a 2007 American film directed by Rob
to practise language from the lesson in a free,
Reiner and starring Jack Nicholson and Morgan Freeman.
communicative, personalized speaking activity
It was written by Justin Zackham who invented the
expression ‘bucket list’ after he wrote his own ‘List of 11 This is an opportunity to bring together several parts
Things to do Before I Kick the Bucket’. Top of his list of the lesson and for students to practise using all the
was ‘get a film made at a major studio’. The Bucket List language they have learned.
was his first studio film. • Ask students to work individually to prepare their own
bucket list. You could ask them to discuss what their
bucket list will include first. For example, Will it have
TEACHER DEVELOPMENT 11: DEVELOPING happy and sad experiences? Will it be about doing
READING SKILLS things for ‘you’ or ‘other people’? Will you travel near
Go to page 225 for information and advice. or far? Monitor and help with ideas and vocabulary.

8 Ask students to read the list of things. Check any 12 Organize students into groups of four or five to
unknown words. discuss their lists. In feedback, ask different groups to
• Ask students to read the rest of the blog and note L or say what they found out about each other.
DL next to each statement. • As students speak, go round and monitor, and note
• Ask students to compare answers in pairs. In feedback, down any interesting pieces of language you hear.
elicit answers from the students. • At the end, look at good pieces of language that
students used and pieces of language they didn’t quite
Answers use correctly during the activity. Show students better
1 DL 2 DL 3L 4L 5L ways of saying what they were trying to say.

Optional extra activity Write Have you ever …? on

9 Start by asking students to find and circle or underline the board. Ask students to ask you Have you ever …?
the words in the blog post. Then, to provide a model, questions. If the grammar and pronunciation of the
ask which verb or adjective goes with the word question they ask is correct, answer it. If not, wait until
‘phrase’ in the text (answer: funny phrase). the class correct it. Encourage a teacher Q&A session.
• Ask students to find verbs or adjectives that go with
the other words.
• Ask students to compare answers in pairs. In feedback,
elicit answers from the students.

Answers
9C Thank you so much
1 funny phrase
2 giving advice
Student’s Book pages 92–93
3 dangerous activities
4 see the amazing animals
5 cost nothing IN THIS LESSON, STUDENTS:
6 make a cake for someone special • share experiences of when they got help
7 (have) great success • talk about when and why they say thank you
8 get a broken heart • learn words that have more than one meaning
• practise listening to people sharing experiences of
Optional extra activity Ask students if they can think getting help
of other words that go with the words in the box (e.g.
fun activities, do nothing, little success, take advice). SPEAKING
AIM
Language notes to talk about when you say thank you
Exercise 9 encourages students to notice and record
new language as verb + noun or adjective + noun
1 Organize the class into small groups to discuss the
questions and share ideas.
collocations. Ask students to find other similar
• In feedback, elicit ideas from different groups and open
collocations in the text.
up the topic to a class discussion. In a class with students
get a broken heart = feel unhappy when a relationship ends
from different cultures, find out whether there are

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 differences. In a monocultural class, ask if students think
TEACHER DEVELOPMENT 3: APPROACHES TO
they use thank you differently to speakers of English.
VOCABULARY
Go to page 220 for information and advice.
Culture notes
This expression is used when: someone gives you a
gift; someone compliments you; someone simply does 4 P Play the audio. Students listen and practise.
something nice for you (like holding a door open); a shop You could pause at difficult phrases, and model
assistant hands you change at the store; somebody gives phrases yourself to help students say them correctly.
you advice; somebody shows sympathy or support (e.g. • In feedback, ask students to say which phrases were
holding a hand); somebody does you a favour. hard, and focus on them as a class. Comment on any
errors students made.

Optional extra activity Ask students to work in Audio script

pairs to discuss whether they would say thank you in the 1 saved, saved a lot, saved my life
following situations: 2 way, on the way home, a way to relax
3 lost, got lost on the way, his team lost
Somebody opens the door of a shop for you.
4 join, join them for dinner, join a gym
A waiter gives you the menu. 5 fell, fell and hurt herself, the temperature really fell
A shop assistant tells you where to find T-shirts. 6 pull, pull to open it, pull it out
The teacher tells you what the homework is going to be. 7 afraid, afraid I can't, afraid of being alone
8 left, left my bag, there were no tickets left

VOCABULARY Words with different Pronunciation notes

meanings Note the /eɪ/ sound: saved /seɪvd)/, afraid /əˈfreɪd/
AIM
to introduce and practise using words with more TEACHER DEVELOPMENT 5: DRILLING FOR
than one meaning PRONUNCIATION
2 Start by asking students if they know any verbs with Go to page 222 for information and advice.
two meanings. You could suggest play (play a game /
play the guitar). 5 Organize the class into small groups to discuss the
• Ask students to complete sentences individually. Do the questions. Give students a minute to read through the
first as a class to get them started. questions and prepare some answers first.
• As students speak, monitor and notice any errors
3 Ask students to compare answers in pairs and discuss or examples of good use of the new vocabulary. In
the translations before feedback. You could ask feedback, ask groups to share answers with the class.
students to say which words are new for them, which
have the same meaning in their language, and which Example answers
are useful to learn. 1 firefighter, police officer, paramedic, counsellor
2 a rope, a luggage trolley, a door open
Answers 3 ghosts, the dark, high places
1 saved 2 way 3 lost 4 join 4 to 7 Students’ own ideas
5 fell 6 pull 7 afraid 8 left

Optional extra activity Some extension questions to

Language notes ask: What’s the best way of saving money? When might
Many common words in English have more than one you say ‘I’m afraid I can’t’? What have you left at home
meaning. Be aware that in the students’ L1 they may today?
use two different words when English uses one. Explore
this with your students by asking them to translate save
LISTENING
money and save lives into their first language. Find out
if they can use one verb or two to get across the two AIM
meanings of ‘save’. to give students practice in listening for general
You could explore this further by getting students to find understanding, and listening to choose specific
examples of words with two meanings in their language multiple choice options; to notice how groups of
(which need two words in English) or words with two words are often said faster in fast speech
meanings that are the same in English and in their own
6 Play the audio. Students listen and answer the
language.
question.
Point out that because words may have more than one
meaning, it is important to record and learn them as Answer
collocations (e.g. save money) rather than in isolation People you want to thank and why.
(‘save’).

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7 Ask students to look at the task and options. Play Answers
the audio again for students to choose the correct 1 b (there was a really bad storm during the flight.
options. I was so afraid)
• Ask students to compare their answers with a partner 2 a (She helped me find a better way to live and not
before discussing as a class. get angry and fight)
3 c (I heard the shop assistant say that the card
Answers machine wasn’t working)
1b 2c 3a
    
    
Audio script
Audio script S: So we have our first caller. Mo, tell us your story.
A: Hi there – you’re listening to the five o’clock show M: Yeah. Last week, I was flying home from Morocco


with me, Andy Jones … and there was a really bad storm during the flight.
S: … and me Sabera Kapasi. Welcome back! I was so afraid.
A: If you’re just joining us, we’re talking about this S: Oh I hate flying in bad weather.
amazing story about an unknown woman who M: Yeah, I felt really bad, but the lady next to me was


saved an old man’s life. Bao Lam was out walking so kind and funny. She talked to me and helped
along a river near his home when he fell into the me stay calm. So I hope she’s listening, and I’d like
water. Bao can’t swim, but he was very lucky … to say thanks.
S: A woman with a dog saw Mr Lam fall and she A: Thanks, Mo. So, Jess. You also have a special
jumped in the river to save him. After she pulled person who helped you.
him out, she called an ambulance and it took him J: Yes. When I was younger my life was very difficult.


to hospital before Mr Lam got her name. Mr Lam I was often upset and angry, and I had a lot of
is now looking for the woman to give her a large problems at school. Anyway, the school had this
gift of money to say thank you. lovely woman who talked to kids with problems.
A: So today we’d like to hear about people you want I went to see her every week for almost a year.
to thank and why. You can call us on 08117722 I talked to her about everything. She helped me
or email [email protected]. find a better way to live and not get angry and
fight. I would like to tell her I’m at university now
8 Organize the class into pairs to discuss the questions. and that she changed my life.
In feedback, elicit ideas from different pairs, and A: Fantastic. And what’s this woman called?
encourage any students with interesting experiences or J: Miss Latif.
views to share them. A: So, Miss Latif – if you’re listening, good job!
S: We have another caller now. Noah.
9 FS Read through the information with the class. N: Yes. Last year I was on the way home from work.
Provide an example (A large group of friends) – It was late and I was really tired and hungry, so I
point out how little words like a and of are barely went into a shop to buy something for dinner. I
pronounced. was waiting to pay and I heard the shop assistant
• Play the audio. Students listen and note what they say that the card machine wasn’t working.
hear. Just play it once – ask students to work out or A: Oh no – you didn’t have cash?
guess the unstressed words if they don’t catch them. N: No, and I guess I said something to myself,
• Ask students to compare answers with a partner because the guy in front of me turned and said,
before checking as a class. ‘Don’t worry. I’ll pay.’
A: Wow. That was kind.
Audio script and answers N: Yeah. Anyway, he left very quickly, and I just want
1 a woman with a dog to thank him again.
2 the lady next to me A: OK. So the man with cash, thank you.
3 a special person who helped you S: Great. We’re going to take more calls in a
4 this lovely woman who talked to kids moment, but first the news …
5 the shop assistant
6 the guy in front of me EXAM STYLE SKILLS TASKS:
Multiple choice options
10 Start by asking students to read the questions
and options carefully and think about which options Students at elementary level are asked to select
might be correct. Check any key words students may multiple-choice options in a number of common
not know (e.g. miss a flight = be late and not get on exams.
the flight; earn money = get money from working) To do this task effectively students at this level
• Play the rest of the audio. Students listen and choose need to do the following:
the correct options. 1 Read the options carefully. This is not just a test

• Ask students to compare their answers with a partner of listening skills but also of reading skills. There
before discussing as a class. is a lot to read in multiple-choice questions,
so have students underline key words in the
questions and make sure they understand the
difference between the options.
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 2 Don’t just listen for exact matches. Think 13 M Organize the class into groups. Ask students to

about how the answer could be expressed in take turns to tell stories. Once they have each told a
different ways. story, ask each group to decide on the one they want
3 Remind students that just because a word to retell to the class. Ask groups to think about how to

or phrase is mentioned, it doesn’t make it retell the story – tell them that the person who first told
correct. Students must select the correct the story can’t retell it – the rest of the group have to.
answer, not the first one they hear. • Ask speakers from each group to retell their best story.
4 Remind students not to get stuck on a At the end, vote on the story with the person who

question. They need to make a guess then gave most help.
listen for the next set of options. • At the end, look at good pieces of language that
students used and pieces of language they didn’t quite
use correctly during the activity. Show them better
TEACHER DEVELOPMENT 10: DEVELOPING ways of saying what they were trying to say.
LISTENING SKILLS
Go to page 224 for information and advice. TEACHER DEVELOPMENT 8: FEEDBACK ON
CONTENT, LANGUAGE AND ERRORS
11 Organize the class into pairs or small groups to order Go to page 224 for information and advice.
the people.
• In feedback, ask students to give reasons to justify their
MY OUTCOMES
answers, and agree as a class on who was kindest.
AIM
Example answers
to reflect on what students have learned and
1 The man who paid for Noah was extremely
on how to improve in a personalized speaking

generous, so therefore helpful.
activity
2 You could argue that the woman on the plane
• Give your students time to read the questions and

was naturally very kind throughout the flight, and
prepare things to say. You could ask students to
therefore more helpful.
make a few brief notes.
3 The woman who helped Jess was probably the most
• Organize the class into pairs or small groups.

helpful – it happened over a long period of time.
Give students five to ten minutes to discuss the
questions.
SPEAKING TASK • In feedback, ask a few pairs to tell the class what
they said. Alternatively, you could have a class
AIM discussion in which groups share the ideas they
to develop students’ speaking skills in an extended have, and comment on each other’s ideas.
fluency-based activity; the task has a goal, an • Follow up by setting a task for homework. See the
intended outcome and requires mediation, and Teacher development section for ideas. Following
it encourages students to use all their language this activity, you could, for example, ask students to
resources in English to successfully complete it think of one thing to do to put the language they
have learned into practice.
12 Start by asking students if they have a story about
getting help. Encourage any student with ideas to
briefly say what happened to them. Alternatively, model TEACHER DEVELOPMENT 16: MY OUTCOMES
a short story from your own experience or elicit some Go to page 227 for information and advice.
typical situations (e.g. help on holiday, help when you’ve
lost something, help when you need good advice).
For further practice, use Communicative activities 9.1
• Ask students to read the questions and prompts.
 
and 9.2 on pages 244–245.
Check any unknown words. Then ask students to
prepare. If students can’t think of a true story, ask
them to make one up. As students prepare, monitor
and help with ideas and vocabulary.

MEDIATION
Mediating a text
In Exercise 13, students have to process a story
they have heard in conversation. They have to
retell or summarize the story, and pick out the
most important or interesting details.
After completing Exercise 13, ask students to say
how well they did the task. Ask: How well did
you retell your classmates’ stories?

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10 Food
3 Organize the class into small groups of four or five
IN THIS UNIT, STUDENTS: to compare ideas. Model things to say, e.g. I think
• roleplay ordering in a restaurant h is very important – I like to go to the same place.
• explain food and drink culture in their country Monitor and prompt students or correct errors as you
• explain a menu from their country listen in.
• In feedback, ask students to tell the class what they
found out from their classmates. Find out what’s most
SPEAKING important to the majority of the class.

AIM Optional extra activity Ask students to discuss their

to set the scene and introduce the theme with a eating out experiences in groups. Set these questions: Do
photo; to get students talking about eating out and you have a favourite restaurant? What do you like about
food experiences it? What do you usually eat when you go out for a meal?
Who usually pays?
Optional lead-in activity Ask students to look at the
unit title and photo. Ask: What is the unit about? What
TEACHER DEVELOPMENT 1: INSTRUCTING
words and phrases can you think of? Brainstorm words
Go to page 220 for information and advice.
connected with the topic: eat out, menu, recipe, share a
table, taste, etc.

1 Lead in by asking questions about the photo. Ask:

What can you see? What are they doing? Elicit a brief
description of the photo and introduce any key words 10A Are you ready to order?
students might need.
• Organize the class into pairs. Check any unknown
words (e.g. street food = food that is cooked and sold Student’s Book pages 96–97
quickly and cheaply in the street, share tables = sit at a
table with people you don’t know). IN THIS LESSON, STUDENTS:
• Ask students to take turns to ask the questions and • roleplay ordering in a restaurant
discuss their answers. Go round the class and check • look at common things people say in restaurants
students are doing the task. Help with ideas and • practise listening to two tourists in a restaurant in
vocabulary if necessary. France
• In feedback, ask the questions and ask different pairs • use different phrases to order food and drink
to answer.

Culture notes SPEAKING

The photo shows a family eating at a street food AIM
restaurant in Yaowarat Road, Bangkok, Thailand. to introduce how to order a meal in a restaurant
Yaowarat (Dragon) Road runs through the centre of
Bangkok’s Chinatown. It is a popular place to go to buy 1 Start by asking questions about the photo. Ask:
jewellery and souvenirs as well as tasty Chinese and Thai What can you see? What are the people doing? What
street food. jobs do people have in a restaurant? What do waiters
and customers say to each other in a restaurant? Elicit
some key words students are likely to already know,
2 Start by asking students: Do you sometimes eat out? e.g. menu, order a meal, book a table.
Where do you go? Why do you go to that place? Elicit • Ask students to read through the conversation. Check
a few answers from different students. any words they are unsure of.
• Ask students to read a to h carefully. Check any • Play the audio. Ask students to listen and follow in
unknown words. Then ask students to work their books.
individually to order them from most to • Organize the class into pairs to practise reading out the
least important. conversation to each other. Ask students to exchange
roles and practise more than once. Monitor and
prompt students to correct pronunciation and attempt
an appropriate intonation pattern as they speak.

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 Audio script Language notes
A: Hello. Do you have a table for one? Note that many of these phrases are quite fixed (Are you
B: Have you booked? ready to order? Can we just get the bill, please?) and
A: No, I’m afraid not. need to be learned as whole phrases.
B: That’s OK. Come with me. This is your table – and
For starters = for my first course / my starter course

here’s the menu.
A: Thank you. Note the collocations: book a table, order a meal, take an
B: Are you ready to order? order, get a bill, include service
A: Yes. I’d like the chicken salad, please.
B: Of course. And to drink?
Culture notes
A: Just some water.
This conversation takes place in a British restaurant which
2 Set up the task by eliciting a few ways of changing the serves a typical European menu. If your students are from
words in purple. You could brainstorm types of food a different culture, you may need to include a lead-in
and drink. Ask students to say what they normally like or discussion about how this situation differs from a
to order in a nice restaurant. restaurant situation in their culture.
• Ask students in pairs to work together to change the Here are some things to point out:
words in purple.
Restaurant meals usually include three courses: a starter /
• You could choose to practise first with the class.
first course; a main course (a fish or meat course); dessert
Ask one student to stand up and be a customer, and
(and coffee).
another to stand up and be a waiter. They take turns
to deliver lines from the conversation. Steak is traditionally cooked rare (i.e. just cooked)
• Ask pairs to practise reading out the new conversation. medium or well-done. The customer usually says how
Tell them to exchange roles after they have finished the they would like it cooked.
conversation once. Listen in as students practise, and Vegetarian: restaurants generally offer at least one
correct mistakes. vegetarian option in British restaurants (i.e. with no meat
or fish)
Optional extra activity Practice makes perfect. Ask Includes service: In the UK, many restaurants include a
students to practise the conversation three or four times, charge for service, often ten or twelve per cent of the
trying to memorize more and more of it each time. total bill. No further tip (i.e. extra money left for the
Then ask them to close their books and try to remember waiter) is expected. You could discuss tipping culture in
as much as they can and to use their own words to your students’ country and find out how it differs.
complete the rest of the conversation.

TEACHER DEVELOPMENT 3: APPROACHES TO

VOCABULARY In a restaurant
VOCABULARY
AIM Go to page 220 for information and advice.
to introduce and practise words and phrases used in
restaurants
4 P Play the audio. Students listen and practise.
3 Ask students to look at the words in the box. Ask: You could pause at difficult phrases, and model
Which words do you already know? phrases yourself to help students say them correctly.
• Ask students to complete the sentences with words • In feedback, ask students to say which phrases were
from the box individually. Elicit the first missing word in hard, and focus on them as a class. Comment on any
sentence 1 (table) to get them started. errors students made.
• Organize the class into pairs to compare answers. Elicit
the answers in feedback. Audio script
1 table, a table for two
Answers 2 ready, Are you ready to order?
1 table 2 ready 3 vegetarian 3 vegetarian, I’m vegetarian
 
 
4 soup 5 order 6 decide 4 soup, I’ll have the soup
 
 
7 steak 8 course 9 dessert 5 order, Can I take your order?
 
 
10 bill 11 include 12 per cent 6 decide, still trying to decide
7 steak, How do you want your steak cooked?
8 course, for my main course
9 dessert, Would you like any dessert?
10 bill, get the bill
11 include, Does this include service?
12 per cent, we add ten per cent

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Pronunciation notes C: Oh. I’d like to try that, please.
Note the difficult sounds: soup /su:p/, steak /steɪk/, B: Certainly, madam. And for you, sir?
course /kɔːs/. A: The fish, please.
…
Note the stress: vegetarian, dessert
B: I’m sorry, sir, but the fish is finished. We don’t
Note that it is important to use a positive, rising have any more.
intonation when asking the waiter’s questions. A: Oh, right. Well, can I get a steak, please? Well-
cooked. No blood.
B: As you prefer.
TEACHER DEVELOPMENT 5: DRILLING FOR
…
PRONUNCIATION
B: Can I take your plates?
Go to page 222 for information and advice.
C: Thank you. That was delicious.
B: Would you like any dessert?
5 Organize the class into pairs to discuss the question. A: No, I’m fine. I can’t eat another thing. Can we
In feedback, elicit answers. have the bill, please?
B: Of course. One moment.
Answers …
1C 2W 3C B: Here you are.
 
4C 5W 6C A: Thanks. Does this include service?
 
7W 8C 9W B: Yes, we add 15 per cent.
 
10 C 11 C 12 W C: OK. Thank you.

Optional extra activity Ask students to practise saying Language notes

the sentences in Exercise 3 in short conversations.
Check some of the language in the conversation by
writing the sentences below on the board and getting
LISTENING students to say or check what the underlined words mean:

AIM The restaurant is very busy.

to practise listening for specific words in a The meal was delicious.
conversation, and to infer understanding of the The fish is finished.
situation
The man wants the steak well-cooked.
6 Start by setting up the situation. Ask students:
What problems might the tourists have? What mistakes 7 Ask students to read the questions carefully. Tell
do tourists make when they are in a restaurant in them to briefly discuss answers they remember from
another country? Do you know anything about French the first listening with a partner.
food? Do you know any French dishes? • When students are ready, play the audio again. Ask
• Play the audio. Students listen and note answers. students to discuss their answers again in their pairs.
• Ask students to compare their answers in pairs. In In feedback, elicit answers from the students.
feedback, elicit answers from the students.
Answers
Answers 1 They haven’t booked so they have to wait ten
They order: a bird (similar to a chicken) and a steak. minutes; they don’t speak French and there are no
menus in English so they need help to understand
the menu; the fish is finished.
Audio script
2 Yes, they say it was delicious.
A: Hello. I’m sorry. Do you speak English?
3 This depends on students’ interpretation (and
B: A little, yes.
perhaps their culture). They may argue ‘No,
A: Great. Can we have a table for two, please?
because service is included in the bill’ or they may
B: Have you booked?
argue that because the service and food were
A: No, I’m afraid we haven’t.
good, they might choose to give some extra.
B: Ah. We are very busy tonight. Can you wait ten
minutes?
A: Yeah, sure. Culture notes
…
It is quite common for French restaurants to include
C: Can we see the menu, please?
a 15% service charge on bills. However, this money
B: Of course.
often goes to the restaurant. There is no obligation on
C: Ah. You don’t have English menus?
customers to add a tip for good service, but many do.
B: We don’t. I’m sorry, but I can help you. This is
chicken, this is fish – but I don’t know the name You may want to point out that ordering the steak well-
of the fish in English – this is steak, this is soup cooked (or well-done) is presented as a bit of a joke here.
and this is a bird – I don’t know the name – it’s Typically, French people prefer steak rare.
similar to a chicken, but smaller. It’s very, very
good. I recommend this.

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8 Organize the class into groups of four or five. Ask Language and pronunciation notes
students to prepare their ideas individually before they
Arguably, I’d like … is a little more polite and tentative
discuss the sentences in their group.
than the other functional phrases used to place an order.
• As students speak, monitor and listen for errors,
However, they are all equally common. It is important
new language or interesting conversations to use in
to say please. English lacks a polite form, so missing out
feedback.
please can make a request seem abrupt.
• In feedback at the end, look at good pieces of
language that students used and pieces of language Note the strong stress in these sentences is on the thing
students didn’t quite use correctly during the activity. being ordered (salad, chicken, etc.). The intonation
Show students better ways of saying what they were pattern is important, so make sure students attempt it
trying to say. when repeating the audio. The intonation should start
high, and it should rise at the end over the word please.
Optional extra activity Here are some other things to A flat intonation sounds rude.
discuss – write them on the board if fast finishers want to
continue their discussions.
Home cooking is better than eating out.
CONVERSATION PRACTICE
Only tip if the service is good. AIM
to practise language from the lesson in a free,
It’s better to eat out at lunchtime than in the evening.
communicative, personalized speaking activity
DEVELOPING CONVERSATIONS 11 This is an opportunity to bring together several parts
Ordering food and drink of the lesson and for students to practise using all the
language they have learned.
AIM
• Ask students to work in A and B pairs. First, they
to introduce and practise ways of ordering food and
must decide on their roles and prepare. Direct A (the
drink
customer) to the information in File 3 on page 199.
9 Read through the information in the box as a class. Ask B to prepare questions.
Ask students to say what I’d and I’ll are short for
12 When students are ready, they should use the guide
(I would; I will).
to practise the conversation. You could model this
• Ask students to order the sentences to make
by acting out a conversation with a reliable student
conversations. Ask them to compare their answers in
first, or by asking one well-prepared pair to model
pairs.
their conversation for the class. Encourage students
10 Play the audio. Students listen and check. to exchange roles and try out the conversation two or
• In feedback, elicit answers from students. three times. Practice makes perfect.
• Ask students to practise the conversations in their pairs. • As students speak, monitor and listen for errors, new
language or interesting conversations to use in feedback.
Answers • In feedback at the end, look at good pieces of
1 c, a, e, b, f, d language that students used and pieces of language
2 c, a, e, d, f, b students didn’t quite use correctly during the activity.
Show students better ways of saying what they were
Audio script trying to say.
1
TEACHER DEVELOPMENT 7: DEVELOPING
A: Are you ready to order?
SPEAKING SKILLS
B: Yes. Thanks. I’ll have the salad for starters, please.
Go to page 223 for information and advice.
A: Certainly. And for your main course?
B: Can I get the chicken, please?
A: I’m afraid the chicken’s finished. Optional extra activity If your students are in or from
B: Really? Oh. OK. Well, can I have the fish then, the same city, write (or brainstorm) the names of five
please? well-known local restaurants on the board. Choose one
2 of these activities:
C: Would you like any dessert? 1 Ask groups to order them from 1 to 5. Students can
D: Yes, please. Can I get the ice cream?

decide criteria: e.g. best to worst, cheapest to most
C: Of course. And for you, madam? expensive, most to least popular, etc.
E: I can’t eat anything else. I’ll just have a coffee,
2 Ask pairs to choose a restaurant and say what they like
please.

and don’t like about it.
C: With milk – or without?
E: Without, please, so just black. 3 Ask pairs to choose a restaurant, find its menu online,

and roleplay a waiter / customer conversation using the
menu.

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 • Ask students to look at the list. Ask: What does it
DEVELOPING LEARNER INDEPENDENCE
show? Why do you think Spain is at the top?
AIM • Organize the class into small groups to discuss the
to encourage students to think about using questions.
menus, brochures, leaflets, etc. to practise • In feedback, elicit and discuss students’ ideas as a class.
language
Example answers
Having to deal with everyday transactions, such
1 Students’ ideas, but they could mention a strong
as ordering food, buying something in a shop,
healthcare system, healthy lifestyle habits,
getting a ticket or asking for directions, are
favourable environmental factors such as good air
the most common situations where elementary
quality, and a healthy diet.
language learners can use their new language
2 Students’ own answers
for real.
3 Spain and Italy have a healthy Mediterranean diet
Ask students to collect leaflets for places to
(with fruits, vegetables, legumes and olive oil).
visit, menus from local fast food restaurants,
Italians also eat pasta and pizza. In Iceland and
flyers from shops. They can be in English or L1.
Japan they eat a lot of fish. In Switzerland, cheese
Students can use these to improve their English
and dairy products are popular.
in many ways:
4 Students’ own answers
1 Students explain the flyer to a friend or

classmate, translating from English to L1, or L1
to English. Culture notes
2 Students act out roleplays based on the leaflet, The Bloomberg Global Health Index tries to work out the

menu or flyer. This could be ordering food, healthiest countries using different information, including
asking how much it is to get in and what you data from the World Health Organization (WHO) and The
can see, etc. World Bank. It uses three main factors: life expectancy
3 Students can pretend they work for a (how long we can expect to live), environmental factors

company that is promoting the place on (air pollution, water quality, etc.) and health risks (e.g.
the flyer. They have to say why the place is levels of smoking, alcohol use).
interesting, or the food is good.
Spain has a strong healthcare system, healthy lifestyle
4 Students can pretend they are reviewing the
habits and a healthy climate. Family and community

place on the flyer. They have to say what’s
is important, which is good for people’s mental and
good or bad about it and how many stars to
emotional well-being. Spain’s Mediterranean diet includes
give it.
a lot of fruits, vegetables, legumes and olive oil, and this
is thought to lead to lower risk of serious diseases such
as heart disease, diabetes, and cancer.
TEACHER DEVELOPMENT 15: LEARNER
INDEPENDENCE
Go to page 226 for information and advice.
READING
AIM
to practise reading for key information; to answer
true or false questions
10B A change for the better 2 Start by asking students what they know about Finland
and Karelia. You could show a map. Ask: Do you think
Karelia is a healthy place to live? Why? / Why not?
Student’s Book pages 98–99
Would you like to live there? Why? / Why not?
• Ask students to look at the questions then read the
IN THIS LESSON, STUDENTS: first paragraph of the article.
• explain food and drink culture in their country • Ask students to compare their answers in pairs. In
• read an article about public health in Finland feedback, elicit answers from the students.
• explain quantity using how much / how many
• discuss what they eat Example answers
1 A lot of people there – especially men – died early
from heart problems.
SPEAKING 2 It could be bad diet, problems with smoking and
drinking alcohol, or doing hard physical work.
AIM
3 Perhaps he introduced new foods, or changed
to introduce the topic of public health
working regulations.
1 Start by asking general questions on the topic: Which
countries are healthy places to live? Why? Are hot
countries or cold countries healthier? Why? Are rich
countries healthier? Why? Why not? Where would you
like to live and why?

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3 Ask students to read the rest of the article to check Optional extra activity 1 Show these sentences on the
their ideas in Exercise 2. board and ask students to complete them with words
• Ask students to note down answers as they read. from the article. Depending on the class, you might want
• Ask students to compare their answers in pairs. In to give the answers mixed up in a box. Check answers,
feedback, elicit answers from the students. then ask students to discuss whether they agree with the
sentences or not.
Answers
1 Better information about what’s healthy helps people
1 A lot of people there – especially men – died early


change their _______ .
from heart problems.
2 Men ate a bad diet. They ate a lot of animal 2 Healthy _______ are usually more boring than


products (with fat and salt) and didn’t eat many unhealthy ones.
vegetables or much fruit. The men also smoked a 3 The government needs to stop children seeing _______


lot. for unhealthy food.
3 Puska and his team talked to schools and parents 4 If you do a lot of exercise, it can be bad for your
about food and cooking and showed them how


_______ .
to make healthier meals. They spoke to local
5 The best way to improve your health is to stop eating
companies and got them to produce healthier


animal _______ .
products. They used education to stop people
smoking. The government also stopped cigarette 6 It’s hard to _______ what food is good for you and


advertisements. what food isn’t.
7 The main _______ some people aren’t very healthy is

4 Ask students to read through the six sentences and that they don’t have money.
decide if they are true or false. You may need to check 8 It’s always better to work in a _______ than to work

phrases like sell products and improve (= get better). alone.
You could also check words from the text at this stage Answers: 1 behaviour, 2 habits, 3 advertisements,
(see the Language notes). 4 heart, 5 products, 6 find out, 7 reason, 8 team
• Students read the article again to check if the
sentences are true or false. Ask students to compare Optional extra activity 2 Ask students to find and
their answers in pairs. In feedback, elicit answers from underline other new or interesting words in the article.
the students. Ask students to justify their answers by Ask them to try to guess their meaning from context.
saying what they read. Then explain them with examples, translation or
dictionary work. Ask students to write new sentences
Answers using the new or interesting words.
1 F (A lot of people there – especially men – died

early from heart problems.)
2 T (Some men didn’t eat any vegetables, because Language notes

they said vegetables were for animals, not real behaviour = the way you do things
men. People didn’t eat much fruit, either) advertisements = used to make people buy things – on
3 F (They showed them how to make little changes TV, online, in newspapers

to the dishes they cooked every day.)
products = things you make and sell
4 T (One local sausage factory started using local

mushrooms instead of animal fat. The result? work in a team = work in a group of people
Sausages that were healthier and cheaper to
make.)
5 T (The government stopped cigarette GRAMMAR Explaining quantity

advertisements.) AIM
6 F (The results of these small changes were so good to introduce and practise ways of explaining

that the government asked Puska and his team quantity
to help the whole country.)
6 Read through the information in the Grammar box as
a class. Ask students to discuss the questions in pairs.
TEACHER DEVELOPMENT 11: DEVELOPING
Follow this up with a class discussion and check the
READING SKILLS
rules.
Go to page 225 for information and advice.
Answers
5 Organize the class into pairs to discuss the questions. 1 any, a lot of, some 2 many
Ask them to read the questions and prepare ideas 3 much 4 any, much, many
first. Once students have ideas, ask them to start their
discussion.
• As students speak, monitor and note errors and
examples of good language use. In feedback, correct
any errors and point out any really good language
students used.

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Language notes G For further guidance and practice, see Grammar
reference 10B in the Student’s Book. It explains use
We use a lot of (= a large quantity or number) and some and form in greater detail, and provides written
(= a regular quantity or number – not large or small) with accuracy practice.
both countable and uncountable nouns in the affirmative.
We use any with both countable and uncountable nouns Answers to Exercises 1, 2, 3, 4 and 5, Grammar
in the negative. reference 10B
We use much (= a large quantity) with uncountable 1 1 much 2 much 3 many
nouns in the negative and in questions. 4 much 5 many
2 1 any 2 some 3 some
We use many (= a large number) with countable nouns in
4 any 5 some
the negative and in questions.
3 1 a lot of
Note that a lot of is often used by native speakers in the 2 any
negative and in questions, too. At this level, however, it 3 a lot of / quite a lot of
is best for students to learn much and many as exclusive 4 quite a lot of / some, any
ways of expressing large quantities in negative sentences. 5 much
It is likely that students will express quantity very 6 any / many, a lot of
differently in their first language. For example, they may 7 many / any, No, not many / Yes, quite a lot.
use the same word for much, many and a lot of, or not 8 much, some / quite a lot
differentiate between some or any, or these expressions 4 1 a lot of 2 much 3 many
may change according to the gender of the noun rather 4 a lot of 5 quite a lot of

  
  
than any other rule. Consequently, don’t assume this 5 Students’ own answers
is obvious to students, and provide plenty of accuracy
practice to make sure they understand the rules.
SPEAKING
AIM
TEACHER DEVELOPMENT 6: APPROACHES TO to practise language from the lesson in a free,
GRAMMAR communicative, personalized speaking activity
Go to page 222 for information and advice.
MEDIATION
Mediating concepts
7 Ask students to complete the sentences. Elicit the first
answer to get them started. In Exercise 9, students have to show they can
• Ask students to compare answers in pairs. Monitor collaborate with people from other backgrounds,
and notice how well students do the task. In feedback, showing interest and empathy by asking and
provide answers. answering simple questions, and finding ways
of explaining things carefully, or asking others to
Answers explain more clearly.
1 any 2 many 3 some
After completing Exercise 9, ask students to say
4 much 5 any 6 much, lot
how well they did the task. Ask: How well did
you understand ideas? How well did you get
8 Organize the class into new pairs. Read through the across your ideas?
words in the box and check any words students are
unsure of. Set up the task by asking students to look
at the example sentence and prepare things to say TEACHER DEVELOPMENT 9: MEDIATION
individually about the different foods. Point out that Go to page 224 for information and advice.
they can use the sentences in Exercise 7 as models.
Once students have prepared, ask them to share their 9 M Ask students to work in pairs to prepare ideas.
information with their new partner. If your students are all from the same country, ask
• As students speak, monitor and note errors and them to start by noting down all the ideas they want
examples of good language use. Use the feedback to get across (e.g. we eat a lot of cheese). Then ask
to correct and point out any really good language them to work together to add extra information.
students used. • If your students are from different countries, organize
this differently. Ask students to prepare ideas
Optional extra activity Organize this activity as a
individually. Ask them to think about how they will
mingle and a survey. Students prepare questions using
explain what they eat and drink to people from other
Do you eat much … ? and Do you eat many … ? Then
cultures. Monitor and help with ideas and vocabulary.
they walk round the class, ask the questions, and note
students’ answers. At the end, pairs compare their 10 Organize students into groups to compare and
information and present the results of their survey to discuss ideas. In feedback, ask different groups to say
the class. what they found out about each other.
• As students speak, go round and monitor and note
down any interesting pieces of language you hear.

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• At the end, look at good pieces of language that Answers
students used and pieces of language they didn’t quite 1 c water 2 e mango
use correctly during the activity. Show students better 3 f eggs 4 d carrots
ways of saying what they were trying to say. 5 b lemons 6 a pasta

Optional extra activity Ask students to prepare a

typical weekly shopping list of products they usually buy. 3 Ask students to work in pairs to match the individual
In pairs, students talk about how much or how many foods in the photos to the words in Exercise 2. Elicit
items they buy of each product. answers in feedback. At this stage, explain or translate
any words student are unsure of, or let them look in
dictionaries.

Answers
Vegetables: potatoes, carrots
10C What’s this on the menu? Milk products: yoghurt, cheese,
Drinks: juice
Fruit: apples
Student’s Book pages 100–101 Meat: beef, steak

IN THIS LESSON, STUDENTS: 4 Organize students into pairs to do this activity. The idea
• explain a menu from their country is that students take turns to describe the foods in their
• describe different kinds of foods list using language from Exercise 2. Give them time to
• practise listening to three conversations connected study their lists in the Files on page 199 and 202 of the
to food Student’s Book, and help them prepare. Note that they
• agree and disagree with statements can also use mime or drawings to explain their foods.
• To provide a model, give an example or two of your
own. Write a food word you think students may not
VOCABULARY Food know on the board and explain what the food is.
AIM When they guess the word, students should shout out
to introduce and practise words about food the answer in their first language.
• As students speak, monitor and note errors. Ask
V See Vocabulary reference 10C in the Student’s Book. students how well they were able to guess each other’s
words. Give feedback on language use.
1 Start by asking students to look at the photos on
the page. Read out the labels and point out the LISTENING
pronunciation (vegetables = /ˈvɛdʒtəbəlz/). You could
ask students to listen to you say the word, and repeat. AIM
• Organize the class into small groups. Ask students to to give students practice in listening for gist and for
look at the example sentences. Ask students to talk detailed understanding; students practise hearing
about the foods in their groups. Elicit an example how sounds link in fast speech
sentence from the class to get students started.
5 Start by setting up the situation. Give students
• In feedback, ask students to say what they found out
time to read the five sentences a–e.
about their classmates.
• Play the audio. Students listen and match each
conversation to one sentence.
Optional extra activity You could brainstorm words
• Ask students to compare their answers with a partner
students already know by asking them to provide
before discussing as a class.
examples for each food group labelled in the photos. For
example, milk, cheese and butter are milk products. Answers
1d 2e 3b
2 Organize the class into new pairs. Ask them to look
at the example, and explain the task. Check students
understand the phrase ‘all kinds of meat except …’
(except = not including). In 1, water is the answer – it
isn’t used to add flavour – so we can match 1 with c.
Elicit a possible answer for 2.
• Students work in pairs to do the task. Monitor and
help with ideas as students talk.
• In feedback, ask pairs to share their sentences. Be
prepared for a variety of different (and perhaps
creative) answers.

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 Audio script 6 FS Read through the information with the class.
1 A: So where do you want to eat? Provide an example. Say black and white and point out
B: I don’t mind. I eat anything. the linking between the first two words.
A: Yes, me too. • Play the audio. Students listen and note what they
C: Actually. I don’t eat meat. hear. Play it a second time if students don’t catch all
A: Oh, really? the words the first time.
C: Yeah, but if the restaurant has some fish or • Ask students to compare answers with a partner

vegetable dishes, that’s OK. before checking as a class.
A: Have you been to the place on the corner?
C: No. Audio script and answers
B: Me neither. What’s it like? 1 eat anything
A: It’s nice. It’s Italian – more or less. 2 but if
B: OK. That’s fine with me. 3 place on
C: Me too. 4 lots of
2 D: So what are you planning to cook for this big 5 like anything

party, then? 6 kinds of
E: Is Kevin just going to buy lots of sausages and 7 what about

do a barbecue again? 8 made a
F: No. No! He’s a much better cook than you 9 thought of

think, you know. I mean, he likes a good
barbecue, sure, but he can do lots of other 7 Start by giving students time to read through the
things too. options. Check they understand the key language
D: OK. So ...? (vegetarian = they don’t eat meat or fish; laugh /

F: Well, we’ve decided we’re going to do la:f/ = sound you make when you think something is

Mexican. funny). You may wish to check any food words in the
D: Oh wow! Save some for me. I’d really like to audio that are difficult – the food words, for example

try that. prawns, chillies and barbecue.
E: Oh, I wouldn’t. • Ask students if they can remember any answers from

F: No? Why not? the first listening. Don’t confirm or reject anything at

E: It’s too hot. I don’t like anything with chillies this stage.

in. • Play the audio again. Students listen and choose
F: Is IS hot, but it’s amazing. I love it. It’s one of options.

my favourite kinds of foods. • Ask students to compare their answers with a partner
D: Mine too. before discussing as a class.

E: Hmmm.

3 G: What are you going to have? Answers

H: I can’t decide. 1c 2b 3b

G: Me neither.

I: Hmm. it all looks delicious. What about the
EXAM-STYLE SKILLS TASKS:
 

mussels? Multiple-choice options
G: Oh, I don’t like seafood.

I: Really? I do! I love it. Students at elementary level are asked to select
 

H: Me too. Don’t you like any seafood? multiple-choice options in a number of common

G: Not really. I’ve tried prawns before, but I prefer exams.

meat. To do this task effectively students at this level
H: Oh, OK. need to do the following:

I: Right. I’ve decided. Talking of prawns, I’m 1 Read the options carefully. This is not just
 

going to have the prawn curry.

a test of listening skills but also of reading
H: Hmm. Good choice. I saw Jamie Oliver on TV skills. There is a lot to read in multiple-choice

last night and he made a prawn curry. questions, so ask students to underline key
I: Oh yeah. I saw that too. Maybe that’s why I words and make sure they understand the
 

thought of it! difference between the options.
H: Yeah. 2 Don’t just listen for exact matches. Think

G: OK, I think I’ll have the steak.

about how the answer could be expressed

H: Oh, right. It’s so hard to decide! OK. I’m going using synonyms or paraphrasing.

to have the pasta. 3 Remind students that just because a word

or phrase is mentioned, it doesn’t make it
Culture notes correct. Students must select the correct
answer, not the first one they hear.
Jamie Oliver is a world famous, British celebrity chef. He
4 Remind students not to get stuck on a question.
has made numerous TV programmes and written many

They need to make an educated guess then
cookbooks. He also led a campaign to improve food for
concentrate on the next set of options.
children in schools.

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TEACHER DEVELOPMENT 10: DEVELOPING 10 Set up this task by telling students about your own
LISTENING SKILLS experiences using the sentence frames. Then ask
Go to page 224 for information and advice. students to complete the sentences with their own
ideas. Monitor and help with ideas and vocabulary.

8 Organize the class into groups of four or five to discuss 11 Organize the class into pairs to have conversations.
the questions. You could ask one student to ask Monitor and prompt and notice how well students
the questions while the rest take turns to answer. In are using the language. In feedback, find out which
feedback, ask different groups to say what they found students are similar and point out any errors or
out about each other. problems you noticed.
• As students speak, go round and monitor, and note
down any interesting pieces of language you hear. Optional extra activity 1 Organize this activity as a
• At the end, look at good pieces of language that mingle. Students walk round the class and talk to three
students used and pieces of language students didn’t or four different people. In feedback, they report on
quite use correctly during the activity. similarities and differences.
Optional extra activity 2 Ask students to work
Optional extra activity Ask students in pairs or small in groups of three. Ask them to discuss the foods in
groups to design their ‘perfect menu’. It must include Exercises 1 and 2, and find things that they all:
two starters, two main courses and two desserts. 1 love.
Students present their perfect menus to the class. 2 don’t really like.
3 eat or drink too much.
GRAMMAR Me too, me neither and 4 don’t eat or drink enough.
auxiliaries
AIM G For further guidance and practice, see Grammar
reference 10C in the Student’s Book. It explains use
to introduce and practise using me too, me neither
and form in greater detail, and provides written
and auxiliaries to agree or disagree
accuracy practice.
9 Read through the information in the Grammar box as
Answers to Exercises 1, 2 and 3, Grammar
a class. To check understanding, ask students to agree
reference 10C
or disagree with the following statements: I like chips;
1 1 Me too. 2 Me neither.
I don’t feel hungry; I can’t eat a lot of chocolate; I’d
3 I don’t. 4 I do.
like a cheese sandwich; I have never eaten prawns.
5 I wouldn’t. 6 Me neither. / I’m not.
• Ask students to complete the conversations. Elicit the
2 1 neither, too
first missing word to get students started.
2 can, too
• Ask students to compare answers in pairs.
3 neither, don’t, too
• In feedback, elicit answers and refer students to the
4 too, doesn’t
grammar rules if they make any errors.
3 1 Me neither. / I do.
Answers 2 Me too. / I don’t.
1 too 2 neither 3 can 3 Me neither. / I have.
4 have 5 wouldn’t 6 didn’t 4 Me too / I don’t.
   
   
5 Me neither. / I did.
6 Me neither. / I can.
Language and pronunciation notes 7 Me too. / I don’t.
Me too and me neither are easy-to-learn expressions used 8 Me too. / I wouldn’t.
to agree with a positive or negative sentence. They avoid
the complexity of phrases such as So do I or Neither
can I, which mean the same, but involve manipulating
SPEAKING TASK
auxiliary verbs. Save these for later in the students’ AIM
learning. to develop students’ speaking skills in an extended
To disagree, students must practise manipulating fluency-based activity; the task has a goal, an
auxiliaries. Students will need practice in recognizing intended outcome and requires mediation, and
which auxiliary to use. Compare the following: it encourages students to use all their language
resources in English to successfully complete it
A: I love cheese. B: Oh, I don’t.
A: I wouldn’t go. B: Oh, I would. 12 This is an opportunity to bring together several parts
A: I can swim. B: I can’t. of the lesson and for students to practise using all the
In these short answers, the auxiliaries are stressed. language they have learned.
There is a sharp rise-fall intonation pattern over phrases • If your students are from the same country, ask them
like me too and I don’t. Students should practise this to to say what typical dishes might be on a menu. You
avoid a flat intonation that shows a lack of interest. could build up a list on the board. If your students are
from different countries, ask them to say the names

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 of some typical dishes and ask other class members MY OUTCOMES
if they know them. Ask: Which dishes are difficult to
explain in English? AIM
• Ask students to prepare a menu and think about how to reflect on what students have learned and
to explain the things on the menu. It is a good idea on how to improve in a personalized speaking
to ask students to prepare in pairs if they are from the activity
same country, but make sure each student writes out • Give your students time to read the questions and
the menu. prepare things to say. You could ask students to
• Monitor as students prepare notes. Help any students make a few brief notes.
who are short of ideas. • Organize the class into pairs or small groups.
Give students five to ten minutes to discuss the
MEDIATION questions.
Mediating a text • In feedback, ask a few pairs to tell the class what
In Exercise 13, students have to provide a simple, they said. Alternatively, you could have a class
rough, spoken translation into English of short, discussion in which groups share the ideas they
simple texts in their first language, capturing the have, and comment on each other’s ideas.
most essential points. • Follow up by setting a task for homework. See the
Teacher development section for ideas. Following
After completing Exercise 13, ask students to say this activity, you could, for example, ask students
how well they did the task. Ask: How well did to brainstorm a list of what they have learned
you use translation to describe the food? from reflection.

TEACHER DEVELOPMENT 9: MEDIATION TEACHER DEVELOPMENT 16: MY OUTCOMES

Go to page 224 for information and advice. Go to page 227 for information and advice.

13 M Organize the class into new pairs. Ask students to For further practice, use Communicative activities 10.1
 
show their menu to their partner. Model how to do the and 10.2 on pages 246–247.
roleplay by pointing to a student’s menu and saying:
OK. So, that looks nice. What is it? What is in this dish?
What does it taste like? Is there a vegetarian option?
• Students take turns to ask and answer questions about
their menus. WRITING 5
• After doing the roleplay, ask students if they
understand the menu and can make a good choice of
food.
Writing a restaurant review
• As students speak, note down any interesting pieces of
Student’s Book pages 102–103
language you hear.
• At the end, look at good pieces of language that
students used and pieces of language students didn’t IN THIS LESSON, STUDENTS:
quite use correctly during the activity. Show students • write reviews of restaurants they have eaten in
better ways of saying what they were trying to say. • discuss positive and negative restaurant experiences
• think of good titles for reviews
Optional extra activity 1 Bring in some menus from • decide what to put in reviews
local restaurants or download menus for world-famous
restaurants from the internet. Ask students in groups
to look at three menus each, describe and explain the SPEAKING
dishes, and decide which restaurant they would like to
go to. AIM
to get students talking about the topic
Optional extra activity 2 Ask students to think of an
English-speaking country and find a menu online from 1 Lead in by asking: What can you see in the photo?
a restaurant that serves typical food from that country. Who are the people? What are they saying? Revise
Alternatively, ask students to find the following British restaurant words: waiter, menu, dish, main course,
dishes online and find out what is in them: a full English dessert. Check that students understand what a
breakfast, toad-in-the-hole, spotted dick and custard, restaurant review is – when you write about the
Eccles cakes, Hunter’s chicken. restaurant you have been to and say if it is good or
bad.
• Ask students to organize into small groups to discuss
TEACHER DEVELOPMENT 8: FEEDBACK ON the questions.
LANGUAGE, CONTENT AND ERRORS • In feedback, elicit ideas and experiences from different
Go to page 224 for information and advice. groups.

Writing 5 141
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Culture notes Answers
Use the lead-in to find out the extent to which your A
students eat out in restaurants. Depending on their 1 They went for lunch one day while they were on
culture, background or age, students may rarely or never holiday.
go to restaurants, or their experience may be limited to 2 They were very friendly.
fast food outlets or shopping mall cafés. Work with your 3 The food was delicious.
students’ experiences. They can write reviews of fast food 4 They thought it wasn’t expensive.
outlets they are familiar with, or reviews of places they 5 The restaurant had a great view of the river.
have heard about or researched online. 6 Yes: I really recommend this place.
B
1 They were driving home from the coast.
2 Start by reading out the first review sentence (a) and 2 The waiter was tired and not very friendly.
asking students to say if it is positive or negative.
3 The food was OK, but not amazing.
• Ask students to get into pairs to discuss the sentences
4 It wasn’t cheap (expensive).
and decide whether they are from positive or negative
5 It was busy and they had to wait a long time for
reviews. Be aware that in some cases students could
their table and their food.
argue for both. Ask students to discuss question 2 and
6 No: I’m not sure I want to come here again.
share their own experiences.
• In feedback, elicit and discuss ideas from different
pairs. 5 Ask students to notice the words in bold in the two
reviews. Ask students in pairs to work out the meaning
Answers of the words from the context. You could ask students
Positive: b, c, d, e, i to guess the part of speech first (e.g. while is a linking
Negative: a, f, g, h, j word, busy is an adjective). Ask: Which words are
Students may argue that some apparent positives positive? (friendly and delicious are, busy and expensive
are actually negative (e.g. d: there was only space aren’t).
because the restaurant was empty and unpopular;
e: the food only came quickly because they didn’t 6 Ask students to read the review quickly. Ask: Is it
take time to cook it well). positive or negative? (negative)
Students may argue that h is positive – it is saying • Ask students to use the words in bold to complete the
the restaurant is busy and popular. review.
• Ask students to compare their answers in pairs.
• In feedback, elicit the answers. You could ask students
WRITING to justify answers by saying how the context helped
AIM them choose the word.
to develop students’ ability to write a restaurant
Answers
review
1 while 2 busy 3 waiter
3 Start by focusing students’ attention on the titles. 4 friendly 5 delicious 6 expensive
Ask: Which are positive, and which negative? Revise
key words: vegetarian, starter, main course, dessert, Language notes
bill, service, staff (= here, people who work in the
while = during the period that (see Useful language
restaurant).
section that follows)
• Ask students to read the reviews and match them to
the two best titles. busy = there were a lot of people in the place
• Ask students to compare answers in pairs. waiter = person who comes to your table and serves the
• In feedback, elicit answers from students. food (called a server in US English)
friendly = here, smiling and helpful and positive
Answers
A3 B5 delicious = very good (used to describe the taste of food
positively)
expensive = a lot of money (opposite of cheap)
Optional extra activity Ask students to think of two
more possible titles for each review.
7 Ask students to work in pairs to think of a title.
• In feedback, elicit ideas. Decide on the best title as a
4 Ask students to work in pairs to discuss the questions. class.

Ask them to look back at the reviews to find answers.
• In feedback, elicit students’ answers. Example answers
A terrible restaurant / experience
Bad food, no view and unfriendly staff
No view and awful food

142 Writing 5
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8 Organize the class into small groups to look at all three PRACTICE
reviews and decide what was the best and worst about
AIM
each restaurant.
to practise writing a restaurant review
• In feedback, elicit ideas from different groups, and
discuss as a class. 11 Start by brainstorming places students could write
about. If your class are regular restaurant goers, leave
Example answers
students to prepare ideas. But if your class are short of
Exercise 3A review: Best = all of it (staff, food, view,
ideas, think of creative ways of getting them to think
price); Worst = nothing
of what to write. For example, brainstorm some of the
Exercise 3B review: Best = food (especially the salad);
best-known restaurants in your town and get students
Worst = long wait for table and food
to choose and research one online. Alternatively, show
Exercise 5 review: Best = the soup for starter;
a picture of a busy restaurant scene and get students
Worst = main courses (or having no view)
to imagine they have visited the place.
• Ask students to think of two restaurants and prepare
Optional extra activity Focus on words students can notes. You could put students in pairs to share ideas
use for very good (delicious, amazing, great, fantastic) and comment on each other’s notes.
and very bad (terrible, awful, horrible) in this context.
12 Ask students to write their reviews, using the models
in Exercises 3 and 6 to help. Monitor and help with
USEFUL LANGUAGE While vocabulary and spelling.
AIM
TEACHER DEVELOPMENT 12: DEVELOPING
to practise using while in reviews
WRITING SKILLS
9 Read through the Useful language box as a class. Go to page 225 for information and advice.
• Ask students to complete the sentences. Elicit the first
missing word to get them started. 13 When students have completed their reviews, ask
• Ask students to compare their answers in pairs. them to exchange with a partner.
• In feedback, elicit the answers. • Students read each other’s work and think about the
questions.
Answers
• When students have read the reviews, put them in
1 staying
pairs to make comments and suggest corrections.
2 I was in Manchester for work
3 I was in the toilet Optional extra activity If your students are from or are
4 I was waiting living in the same city, put the reviews on the classroom
5 the staff just did nothing walls, ask students to go round and read them, then ask
6 eating students in pairs or groups to decide where to go to eat
out this evening based on the reviews they have read.
Language notes
Notice how the word while suggests duration – it is used
to describe a longer action in which something happens
(We went to the restaurant while we were on holiday –
the holiday is the longer action).
REVIEW 5 Video
While is often used with past continuous clauses (while
we were eating) or with present participles (while staying Student’s Book page 104
in London). Note that we can only reduce to a participle
if we have the same subject in both clauses (e.g While About the videos
staying in London, Tim visited the museums). The two types of video in Outcomes are designed to
expose students to the sort of natural communication
that they will encounter outside the classroom, with
10 Ask students to work in pairs to think of ways of speakers from a wide range of language backgrounds.
completing the sentences.
They are intended to be authentic examples of English,
• In feedback, elicit example sentences. Build up a list of
rather than perfect models. The accompanying activities
useful phrases on the board.
reflect this and aim to build students’ confidence in
Example answers understanding fast speech, different accents and English
1 While we were on holiday, we visited some great as it is spoken in the real world. They can also be used
restaurants. to build students’ confidence about their own ability
2 We waited to order for a long time while watching in English, by showing them that you don’t need to
the live band. have completely accurate English as long as you can
3 While we were waiting for our food, we talked communicate your message to your listener.
about our holidays.
4 While we were eating dessert, I found a coin in
the food.

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VIDEO Out and about Abdulrahman: My favourite restaurant is Almoosh
AIM restaurant in Hove, and I like Almoosh restaurant
to watch a ‘vox pop’ video in which people talk because they make like, kind of traditional Arabic
about favourite restaurants; to notice accents which food. So that’s why I like it. Lamb Kabsa.
use a /ʃ / sound instead of a /tʃ / sound in some words Luke: Oh, that’s a good question. My favourite
restaurant, actually just on this street, is a restaurant
1 This is a review of the Unit 10 topic, so you could start called Spiced Roots. I really like it – spicy, Caribbean
by asking students to say what they remember about
food. It’s very colourful and it looks great and tastes
the conversations in Unit 10, or what phrases they
even better.
remember from the unit. Organize the class into small
groups to discuss the question.
• In feedback, ask students to briefly share any Pronunciation notes
interesting preferences or experiences they heard from You may wish to explore why some speakers may
their classmates. replace one sound with another. Start by asking whether
speakers of the students’ first language often do this.
2 Tell students they are going to watch the ‘Out and
Then look at reasons why students change the sounds.
about’ video in which five people talk about favourite
Here are some possibilities:
restaurants. Before playing the video, read through
the Understanding accents box with your class. Tell 1 Sometimes a sound does not exist in a student’s first


students that they may notice this pronunciation language, so they approximate to the nearest similar
feature in the video. If you’d like to explore this with sound.
your class further, see the Pronunciation notes. 2 Sometimes a sound in a student’s first language is

• Ask students to watch the video. Then focus their similar to two sounds in English, so they use the same
attention on the questions in Exercise 2. sound for both.
• Ask students to compare their ideas in pairs. Tell 3 Sometimes, it is hard to say a sound after another

students to discuss with their partner which restaurant sound in a word – so students approximate. For some
they think sounds best, and to share anything they speakers, it is hard to say /t/ then /ʃ/ to make /tʃ/.
remember hearing from the video. Recognize that English is an international language,
• In feedback, ask students to share answers briefly with so students will come across many accents influenced
the class. At this stage, just find out what students by a speaker’s first language, as well as many accents
caught – they will have a chance to listen again in influenced by other factors such as nationality, age,
more detail later. culture and regional variations. Encourage students to be
open to and alert to the variety.
Video script
Jack: Oh, in Dublin, I think the restaurant called J2,
J2 Sushi, is a Japanese restaurant. I think it’s the best 3 Give students time to read sentences a to j.
Japanese restaurant in Dublin. Just for me, I don’t • Ask students to watch the ‘vox pop’ video again and
know, I don’t know. But it’s very good because they match speakers to sentences.
have a lot of things about really traditional Japanese • Ask students to compare their ideas in pairs.
food. So, just like last week, oh, no, last two weeks, • In feedback, elicit and show answers on the board.
I go to the restaurant for seven days, I go six days, Answers
you know, so crazy. Almost every day I go to the Jack (Speaker 1): b, h
restaurant. It’s a lunch box, I recommend the lunch Andrea (Speaker 2): d, f
box. It’s called Bento, Bento is a Japanese word. It’s, Bernardita (Speaker 3): e, j
they have a rice, sushi and prawn. Yeah, prawn and, Abdulrahman (Speaker 4): c, i
about small dumpling. Yeah, very good. It’s €10. Luke (Speaker 5): a, g
Andrea: Actually, I don’t have one favourite
restaurant because I like discover many different type 4 Organize the class into groups. Ask students to read
of food. And for example, I like tried … Lebanon the questions and discuss their experiences and
food, or Indian food and I live in Paris, so, in my street opinions.
in Paris they are really, different type of restaurant. • In feedback, ask students to say what they found out
You can choose what you want, maybe Thai about their classmates.
restaurant, or Italian restaurant in one street. So, I like
change, I really like change. Optional extra activity Ask students to describe the
Bernardita: Er, my favourite restaurant is one of, is best restaurant they have ever been to.
one in Pucón, or near Pucón in the south of Chile. It’s
a Mapuche restaurant. They have a, a lot of families VIDEO Developing conversations
there and, er, some girl that I know, the name is
Anita, have a, a restaurant there with their typical AIM
foods and I, I love it. to watch a ‘developing conversations’ video in which
two people talk about places in their area; to give
students practice in understanding fast speech

144 Review 5
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5 This is a review of Lesson 9C. Lead in by asking • In feedback, ask students to share what they heard.
some general questions. You could use the photo Don’t worry about getting everything – just find out
in the Student’s Book or pause the video just before how well students were able to follow the natural
the two people start talking. Ask: What can you see? conversation.
Where are they? Ask: What phrases might they use?
• Ask students to watch the video and make brief notes.
7 FS Give students time to read sentences 1 to 10
and try to recall or guess what words are missing. You
Tell them to note down any key words or phrases they
could tell students to write in answers lightly in pencil.
hear.
• Ask students to watch the video again and to complete
the gaps.
Video script • Ask students to compare their ideas in pairs.
A: Wow, your sandwich looks nice. • In feedback, elicit and show answers on the board.

B: I love sandwiches. Have you tried the new place on

the High Street? Answers
A: I have been there a few times, but I don’t go there 1 looks nice 2 go there

 
often because it’s dangerous. 3 went out 4 Spanish place

 
B: How is a bakery dangerous? 5 heard of 6 been to

 
A: Because the cakes are amazing and it’s dangerous 7 that does 8 should maybe

 
to go there often. I just want them all. 9 favourite places 10 great books
B: That is so funny. So, how are you anyway?

A: I’m fine. I’m a little tired because I went out with
Optional extra activity Here are a few things you can

my friends last night.
B: Oh, where did you go? do with a video to vary the activity:

A: Do you know that Spanish place on, on West 1 Freeze frame at the start and ask students questions to



Street? set the scene and predict what the speakers might do
B: I’ve heard of it, but I’ve not been. or say.

A: You should, the food there is so delicious. 2 Freeze frame after someone asks a question – ask


B: Really? What do you recommend? students to predict how the other speaker might

A: I would recommend the spiced potatoes and their respond.

seafood is delicious.
3 Freeze frame on close-ups or interesting expressions or
B: Julia recommended the seafood there.

actions – ask students how the speakers are feeling.

A: Did she?

B: Yes. 4 Play with the sound down – students have to recall and


A: It’s a bit more expensive than the one on Mina say what they are talking about or actually saying –

Street, but it’s special. students could even say the conversation while watching
B: Have you been to that new Italian place on Mina the silent video.

Street?
A: Oh, the place that does the, the pizza and pasta?
CONVERSATION PRACTICE

B: Yes, I recommend the pasta.

A: Right. I, I tried the pizza. AIM

B: You know, there are some places that have opened to practise conversations based on the videos

that we should maybe think about trying on the students have watched and the Conversation Practice
High Street. There is a new library. Have you been? in 9A and 10A
A: Yes, it’s one of my favourite places. The people
8 Ask students to work in pairs to choose a conversation

there are lovely, and they know so much about the
books there. to prepare. Refer them to the Conversation Practices
B: They have so many great books there. I in Lesson 9A and Lesson 10A of their Student’s Book.

recommend the non-fiction section. You could revise the language they use in each set of
A: OK. I’ll keep that in mind. Did you know they conversations.

have a cinema in there and they screen films every • Once students have selected a conversation, ask them
Wednesday? to prepare by looking at phrases to use. They can look
B: No, I’ve been to the library section but not the at their notes on Lesson 9A or 10A, or on this Video

cinema. lesson.
A: How about going? • Give students five minutes to prepare ideas.

B: I’d like to go. • When students are ready, ask them to have

A: Next Wednesday? conversations. You could ask them to practise again by

B: Great. exchanging roles, exchanging partners or exchanging

A: I’ll text you. information in their conversation. Practice makes

perfect, so it is a good idea to try out conversations
three or four times.
6 Ask students to compare their ideas in pairs. Play
• As students speak, monitor closely and note any errors
the video again if necessary; pause then play the
you hear. In feedback, praise good language use, and
video at points where students had problems catching
comment on any errors you noted.
information.

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Optional extra activity Write five or six useful words or
phrases from the lesson on the board and ask students to
include them when they are having their conversations.

REVIEW 5 Grammar and Vocabulary

Student’s Book page 105

AIM
to consolidate vocabulary and grammar from Units 9
and 10
1
1 ever 2 have 3 times
4 too 5 quite 6 never
7 don’t 8 any / much 9 much
10 neither

2
1 Have you ever been, I went
2 Has your son seen, He saw
3 Have they visited, they came
4 Has she met, we had
5 Have you tried, I didn’t like
3
1 seen 2 has 3 a lot of money
4 read 5 quite a lot of food 6 much
7 eaten 8 I played 9 many
10 any

4
1 I’ve tried it, but I didn’t like it.
2 I’ve never been there, but I’d love to go.
3 I don’t drink much coffee, but I drink a lot of tea.
4 I’ve been there a few times.
5 They eat quite a lot of chicken there.
6 I’ve met her parents three or four times now.

5
1g 2d 3a 4h 5b 6c 7e 8f
  
  
  
  
  
  
  
6
Food: beef, garlic, mango, onion, yogurt
Holidays: adventure, crowd, great view, guidebook,
a lot of history
Restaurants: add ten per cent, bill, main course,
order, table for four

7
1 way 2 lost 3 decide
4 falls 5 afraid 6 join

8
1 vegetarian 2 carefully 3 way
 
 
4 ready 5 soup 6 afraid
 
 
7 steak 8 pasta 9 cream
 
 
10 lemon 11 pepper 12 melons

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11 Travel
• In feedback, ask students to tell the class what they
IN THIS UNIT, STUDENTS:
found out about their partner’s experiences.
• roleplay a conversation buying travel tickets
• discuss solutions to traffic problems Optional extra activity Write Where? When? Who?
• choose places for a guided tour and explain their Why? What? on the board. Then tell a short story of
choices your own about a travel experience. Students in pairs
think of which of the questions they can answer using
information from your story.
SPEAKING
AIM TEACHER DEVELOPMENT 2: ORGANIZING PAIRS
to set the scene and introduce the theme with a AND GROUPS
photo; to get students talking about travel Go to page 220 for information and advice.

Optional lead-in activity Ask students to look at the

unit title and photo. Ask: What is the unit about? What
words and phrases can you think of? Brainstorm words
connected with the topic: take a bus / train, drive, go by
bus, miss a flight, etc.
11A When’s the next train?
1 Lead in by asking questions about the photo. Ask: Student’s Book pages 108–109
What can you see? What are they doing? Elicit a brief
description of the photo and introduce any key words
students might need. IN THIS LESSON, STUDENTS:
• Organize the class into pairs. Ask students to • roleplay a conversation buying travel tickets
brainstorm words and phrases. Go round the class and • learn common questions and answers for buying
check students are doing the task. Help with ideas and tickets
vocabulary if necessary. • practise listening to someone buying a train ticket
• In feedback, elicit some of the most interesting words • say the time of trains, buses, etc., and what time
and phrases from different pairs and write them on the they do things
board.

Example answers
road, traffic, sheep, lorry, countryside, wait SPEAKING
AIM
Culture notes to introduce ways of asking for and buying a train
ticket
The photo shows a flock of merino sheep on a road in
New Zealand, blocking the traffic. The Merino is a breed of 1 Start by asking about the photo. Ask: What can
domestic sheep, characterized by very fine soft wool. It was you see? What are the people doing? Use the photo
originally bred in Spain, but became popular in New Zealand to elicit and check some key words: single and return
in the nineteenth century. Today, there are around 25 million tickets, platform, passenger, fast train.
sheep in New Zealand (and only five million people). • Ask students to read through the conversation. Check
any words they are unsure of.
2 Start by asking students to read the questions. Check • Play the audio. Ask students to listen and follow in
any new words (traffic = cars, buses, etc. on the road; their books.
flight = travel on a plane; fight = when two people hit • Organize the class into pairs to practise reading out the
each other). conversation to each other. Ask students to exchange
• Ask students to tick any of the situations in question 2 roles and practise more than once. Monitor and
that have happened to them. Ask students to prepare prompt students to correct pronunciation and attempt
any stories they want to tell about their experiences. an appropriate intonation pattern as they speak.
• Organize the class into new pairs. Ask students to
discuss the questions and tell any personal stories.

Unit 11 Travel 147

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 Audio script Language notes
A: Hi. I’d like a ticket to Bilbao, please. single ticket = one way
B: Bilbao. Certainly. Single or return?
return ticket = there and back
A: Single.
B: And do you want the fast train or the regular discount = lower price, or money off the full price

service? platform = where you stand to wait for the train (e.g.
A: What’s the difference in price? Platform 5)
B: The fast train is 58.30 and the regular service is direct = a train that goes to the station you want – you

just 18.50, but it takes an hour and a half longer. don’t have to change train
A: OK. I’ll take the regular service.
a delay = when the train is late
B: That’s 18.50 then. The next train is at 11:25 and it

leaves from platform 4. get on / off a train
first-class = the best and most expensive ticket (compare
Culture notes standard or economy)

The photo shows London Liverpool Street railway station. Note the strong stress is on the first syllable of all the
There are lots of useful words you could elicit about it: words except delay.
station, timetable, toilets, information desk, Way Out,
Underground, bus station, noticeboard, passengers, 4 Elicit the first answer to get students started. Ask
platforms, shops. students to match individually before comparing
answers with a partner.
2 Set up the task by eliciting a few ways of changing • In feedback, elicit answers from the class.
the words in purple. You could brainstorm how to say
Answers
prices, times and portions of an hour (e.g. a quarter of
1d 2h 3f 4b 5g 6e 7a 8c
an hour, twenty minutes).
   
   
   
   
   
   
   
• Ask students in pairs to work together to change the
words in purple. 5 Organize the class into pairs to discuss the words. In
• Ask pairs to practise reading out the new conversation. feedback, check the meaning and pronunciation of any
Tell them to exchange roles after they have finished the words students had problems with.
conversation once. Listen in as students practise, and
Answers
correct mistakes.
On a bus or a plane you can have a single or return
Optional extra activity Practice makes perfect. Ask ticket, change and come back, and there could be a
students to practise the conversation three or four times, delay.
trying to memorize more and more of it each time. Then On a plane, you can also have a first-class ticket and
ask them to close their books and try to remember as get a direct flight. You don’t usually use these with
much as they can and use their own words to complete a bus.
the rest of the conversation. You can get off a bus and you can talk about a bus
stop. You can get a discount with a student card.
You can’t use these words with a plane.
VOCABULARY Travel and tickets You only have platforms on railways, not with planes
AIM or buses.
to introduce and practise words and phrases used at
a train station Language notes
change trains = get off a train and get on another as part
V See Vocabulary reference 11A in the Student’s Book.
of a journey
3 Elicit the first answer from the students to get them come back = return
started (a train company worker). Then organize stop = we say bus stop and train station / stop
the class into pairs to discuss who usually says each 15% off = a discount of 15%
question. Ask students to write C (company worker) or
T (traveller) next to each question.
• Elicit and discuss answers in feedback. Encourage TEACHER DEVELOPMENT 3: APPROACHES TO
students to try to guess words from the context or VOCABULARY
their own knowledge. Let them use dictionaries to Go to page 220 for information and advice.
check.

Answers 6 P Play the audio. Students listen and practise.

1 C 2 T 3 T 4 T 5 T 6 T 7 C 8T You could pause at difficult phrases and model phrases
  
  
  
yourself to help students say them correctly.
• In feedback, ask students to say which phrases were
hard, and focus on them as a class. Comment on any
errors students made.

148 Unit 11 Travel

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 Audio script A: Yeah, that’s fine.
1 single, return; Would you like a single or return? B: A single or return?


2 student card; discount with a student card A: Return, but we’re not sure when we’re coming
3 platform; Which platform is it? back.
4 direct; Is it a direct train? B: Ah, so it’s probably best to buy a single and buy
5 delay; Why is there a delay? another for the return journey when you’ve
6 get off at; Which stop do we get off at? decided.
7 touch; touch the top A: Oh, OK. How much are the single tickets?
8 first-class; a first-class ticket B: Second class is twenty-nine euros forty and first
9 change; have to change class is forty-nine ninety-eight.
10 coming back; coming back tomorrow A: Two second class is fine, thank you.

B: That’s fifty-eight euros eighty then please. Card
Pronunciation notes or cash?
A: Card.
Note the difficult pronunciation: platform /ˈplætfɔːm/,
B: OK. If you can just touch your card here. … No.
touch /tʌtʃ/
Try again – just at the top here.
Note the stress: direct, return, delay A: Like that?
B: Yep … no sorry. It hasn’t worked. Can you put it
in the machine and use your number?
TEACHER DEVELOPMENT 5: DRILLING FOR A: Oh right, sure.
PRONUNCIATION B: That’s done it. Thank you.
Go to page 222 for information and advice. A: Great. What platform does the train leave from?
B: Five. It’s the train to Enschede and you change at
Optional extra activity Ask students to practise saying Amersfoort.
the questions and answers in Exercises 3 and 4 in pairs. A: Oh, it’s not direct?
Then ask them to practise saying the questions in 3 and B: No, there aren’t any direct trains from here.
thinking of their own answers. Alternatively, write the A: I see. How long does it take then?
words in bold in the exercises on the board. Ask students B: About two hours fifty minutes. You have to
to close their books and try to remember the questions wait fifteen minutes when you change trains at
and answers (or think of new ones) including the words Amersfoort and you’ll arrive in Groningen around
on the board. quarter to five.
A: OK. And it’s platform five, yes?
B: Yes, the thirteen fifty-five train to Enschede.
LISTENING A: OK. Thanks for your help.
AIM C: Did you get the tickets OK?
to help train students to listen for specific A: Yes, our train’s at five to two. What time is it
information and words now? Do we have time for a coffee?
C: Yeah – plenty of time. It’s a quarter past one.
7 Start by setting up the situation. Ask students to
read the questions and check any words. Ask students
to predict possible answers. You may wish to check the
8 Ask students to read the sentences and complete
as many as they can.
places mentioned and their pronunciation: Groningen
• When students are ready, play the audio again.
(grəʊnɪŋeən), Enschede (enʃedə) and Amersfoort
Students listen and complete the rest of the sentences.
(æməsfɔ:t).
• Ask students to compare their answers in pairs. In
• Play the audio. Ask students to note answers then
feedback, elicit answers from the students.
compare answers in pairs. In feedback, elicit answers
from the students. Answers
1 How 2 best 3 worked 4 change
Answers
5 take 6 arrive 7 help
1 five to two
2 two second-class singles
3 by card Optional extra activity Write the sentences below on
4 platform 5 the board. Ask students to translate them into their own
language. Then ask them to translate them back into
Audio script English and compare the English to the original.
A Hello. I’m sorry. Do you speak English? How long does the journey take?
B: Of course. How can I help?
The drive usually takes about an hour and a half.
A: Hi. We’d like two tickets to Groningen, please.
B: Groningen. No problem. There’s one at five to It usually takes me half an hour on the train.
two. It took me three hours to get here today!

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9 Organize the class into groups of four or five to discuss f three thirty / half past three
the questions. In feedback, elicit any interesting views, g six twenty-five / twenty-five past six
and check the meaning and pronunciation of any h two thirty / half past two
words students had problems with.

Optional extra activity Do a live listening. Describe a Optional extra activity Do a whole-class drill before
favourite train journey you once took. Ask students to listen asking students to work in pairs in Exercise 11. This helps
and think of a question to ask you about it at the end. to reinforce form and practise pronunciation. You could
take in a kitchen clock, with hands that are easy to move,
or a cardboard clock with moveable hands, or just write
DEVELOPING CONVERSATIONS six different times on the board (8:00, 8:30, 4:45, etc.).
Telling the time Show or point to a time, and model how to say it. Ask
the whole class to repeat. Point out the pronunciation
AIM
and form. Once students have repeated chorally after
to introduce and practise ways of telling the time
your model, show or point to times without speaking and
10 Read through the information in the box as a class. ask individuals to say the times. Once they have done
• Ask students to match the times to the pictures. Elicit this, point to times, and say, for example, three forty-five.
the first match as an example to get students started. Students must say the times the other way – quarter to
Let students compare their ideas in pairs. four.

Answers 12 Organize the class into groups of four or five to

1f 2a 3d 4b 5c 6g 7e 8h discuss the questions. In feedback, elicit any interesting
   
   
   
   
   
   
   
answers to share with the class, and correct the form
Language notes or pronunciation of any times students had problems
with.
In formal situations, such as train announcements, times
are usually said two thirty, three forty-five, etc.
CONVERSATION PRACTICE
In less formal situations, both ways of saying the time are
used interchangeably, i.e. two thirty or half past two. AIM
to practise language from the lesson in a free,
Other languages have very different ways of saying times
communicative, personalized speaking activity
(e.g. half before nine, instead of half past eight), so don’t
assume that the English way of saying times is natural for 13 This is an opportunity to bring together several parts
students. of the lesson, and for students to practise using all the
Students should learn that we say five past, ten past, language they have learned.
quarter past, etc. until half past, but then switch to to, • Ask students to work in A and B pairs. First, A finds
so twenty-five past nine, half past nine, then twenty-five File 5 on page 200, while B finds File 9 on page 202.
to ten. Check that students know there are two situations.
If we want to be very specific about time, we say nine In the first, A is a passenger who wants to go to
twenty-seven (9:27) not twenty-seven past nine. Oxford, and B works in a ticket office. In the second,
B is a passenger who wants to go to Liverpool, and A
Native speakers generally say, for example, It’s quarter to
works in a ticket office. Give students time to prepare.
four, but note that It’s a quarter to four is also possible.
Set a time limit and monitor to help with ideas and
The ‘o’ in o’clock is usually unstressed and reduced to a vocabulary.
weak /ə/ sound. • Ask students to practise. You could model this activity
The words half, quarter and the times are generally by acting out a conversation with a reliable student
stressed: It’s quarter to seven. first, or by asking one well-prepared pair to model
their conversation for the class. Students should act
out both scenarios, which gives them a chance to play
11 Ask students in pairs to practise saying the times. both roles.
Remind them of the two different ways of saying the • As students speak, monitor and listen for errors,
times in the box and elicit the two ways of saying new language or interesting conversations to use in
3:45 (quarter to four and three forty-five). Encourage feedback.
students to use both forms where possible. As students • In feedback at the end, look at good pieces of
speak, monitor and listen for errors, and correct language that students used, and pieces of language
students if they have problems. students didn’t quite use correctly during the activity.
Show students better ways of saying what they were
Answers
trying to say.
a three forty-five / quarter to four
b eight fifty-five / five to nine
Culture notes
c five past nine / (nine oh five)
d four fifteen / quarter past four Liverpool is a port city on the north-west coast of
e nine o’clock England. Oxford is a university city in the south-east.

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 4 Organize the class into groups of four. Ask them to sit
together and decide which two students will read the
11B Getting around A text and which two will read the B text.
• Ask students to find and read their texts and note
answers to the questions.
Student’s Book pages 110–111
5 Ask students to share answers with the person in their
group who read the same text. You could monitor
at this stage, and make sure everybody has a clear
IN THIS LESSON, STUDENTS: understanding of all the answers.
• discuss solutions to traffic problems
• talk about their experiences of using different types MEDIATION
of transport Mediating a text
• read and share information about cities’ solutions
In Exercise 6, students have to process text
for traffic
in speech. They have to convey relevant
• explain what’s bad about transport and cities
information from their text to their partner, and
they have to ask questions to find out about
SPEAKING their partner’s text.
AIM After completing Exercise 6, ask students to say
to introduce the topic of the lesson; to get students how well they did the task. Ask: How clearly did
talking about how they get around you explain information in your text?

1 Organize the class into small groups of four or five. Ask

students to discuss the questions. You could ask an TEACHER DEVELOPMENT 9: MEDIATION
individual in each group to lead the discussion by asking Go to page 224 for information and advice.
the questions and making sure everybody contributes.
• In feedback, ask different groups to share some of the
interesting answers they found.
6 M Organize the class back into their groups of four.
Ask them to sit together and share their information.
• Once students have shared their answers, ask them to
READING
discuss the questions.
AIM • In feedback, ask the questions in Exercise 4, and elicit
to help train students to read for a general brief answers from different groups.
understanding and to scan read
Answers (to questions in exercise 4)
2 Start by setting up the situation. Ask students to look 1 Students’ answers
at the title of the article, and the photo on the page. 2 Singapore – charged drivers to enter the main city
Ask: What is the article about? What information is in area; Mexico – stopped different people driving
the article? Ask: Do you think there is too much traffic on different days; Copenhagen – spent money
in London? Is the air likely to be dirty? to make cycling quick and safe; Malta – made
• Ask students to read the introduction and note answers. it free to travel on most buses on the island:
• Ask students to compare answers in pairs before Shenzen – changed to an electric transport
discussing as a class. system; São Paulo, Brazil – stopped some drivers
using their car for one day a week and uses a lot
Example answers
of helicopters; Barcelona charged extra money
1 It’s slow / the slowest in the world.
for some companies to park their vans in the city;
2 Dirty air is a big problem / It killed 1.8 million
Manchester is building 1,600 km of safe paths
people around the world in 2019.

Managing a jigsaw reading

Culture notes
Jigsaw readings require carefully-planned management.
TomTom is a well-known satellite navigation company.
Here is an alternative way of managing this activity. Start
by splitting the class in half. The left-hand side of the
3 Organize the class into groups of three or four to class should be As and the right-hand side Bs, or the front
discuss their ideas. As and the back Bs, or simply go round the room and say
• In feedback, elicit possible answers and build up a list AA / BB / AA / BB / AA / BB to pairs around the class.
of ideas on the board. • Ask the As to read text A. Ask the Bs to read text B.
Give them around five minutes to read and answer the
Example answers questions together.
Solutions: ban cars, make people pay fee to use cars • Now organize the class into A/B pairs (put pairs
in cities, ban cars on some days, provide more together in groups of four and ask them to exchange
buses and taxis, reduce cost of buses and trams partners) to ask and answer questions about their
to centre, have more bus lanes and cycle lanes, texts. Listen and note any problems and help if
encourage people to walk or use bikes. necessary. Give them around five minutes for this task.

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• When most people seem to have finished, stop the
Optional extra activity Ask students to discuss how
 
task. You could ask if anyone has any questions at this
they get to the following places, and how long it takes:
point and answer any that come up.
work, school or college, their best friend’s house, the
local supermarket, the cinema, the seaside.
TEACHER DEVELOPMENT 11: DEVELOPING
READING SKILLS GRAMMAR Too much, too many and
Go to page 225 for information and advice. not enough
AIM
7 Ask students to work in their groups to complete the to introduce and practise too much, too many and
sets of phrases. Ask them to find the words in bold in
not enough
their parts of the article, and pool the collocations they
find in order to reach an answer. 9 Read through the information in the Grammar box as
• In feedback, elicit answers from the students. a class. Then organize the class into pairs to complete
the rules. Monitor and check how well students do the
Answers task.
1 journey 2 air 3 solution • In feedback, elicit the full rules. Then ask students to
4 depends 5 charge 6 lane check in the Grammar reference on page 182.
7 service 8 system 9 create
Answers
1 too many 2 too much 3 not enough
Language notes
You may want to explain some of these collocations and
uses: Language notes
• We use too much + uncountable nouns and too many
clean air = not dirty or polluted; fresh air = a general way
+ plural countable nouns to say that the amount or
of referring to air outdoors
number of something is higher than necessary or
charge = make you pay desirable. We want less or fewer.
a cycle lane = we use lane to describe one section of a • We use not enough + uncountable or plural countable
road – here, a lane that can only be used by bikes nouns to say that the amount or number of something
Most useful collocations to learn: a safe journey, fresh air, is lower than necessary or desirable. We want more.
find a solution, cycle / bus lane, bus service, create jobs • A common problem is for students to misuse these
terms with adjectives. These are some typical mistakes.
Note the preposition on used in the expression It depends
on ✗ I am too much tired. ✓ I am too tired.
✗ I am not enough clever. ✓ I am not clever enough.

8 Organize the class into pairs to share ideas. Ask

students to briefly prepare first by thinking of a few TEACHER DEVELOPMENT 6: APPROACHES TO
things to say using words from Exercise 7. GRAMMAR
• Students share sentences in their pairs. Go to page 222 for information and advice.
• In feedback, elicit what students found out about each
other.
10 Set up the task by eliciting the first answer as an
example. Ask students to work individually to choose
Example answers
the correct options.
1 I only use my car for short journeys.
• Ask students to compare answers in pairs before
2 We have clean air in my neighbourhood.
checking the correct answers in feedback.
3 We need to find a solution to the traffic problems
in my city.
Answers
4 I often cycle to work – it depends on the weather
1 aren’t enough 2 too many 3 is
– I drive when it’s raining.
4 aren’t 5 many 6 enough, too much
5 Where I live, they charge a lot to park in the city
centre.
6 We don’t have enough cycle lanes here. G For further guidance and practice, see Grammar
reference 11B in the Student’s Book. It explains use
7 There is a great taxi service in my city.
and form in greater detail, and provides written
8 We have a very good transport system with lots of
accuracy practice.
buses.
9 If we had more public transport it would also
create new jobs.

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 Answers to Exercises 1, 2 and 3, Grammar DEVELOPING LEARNER INDEPENDENCE
reference 11B
AIM
1 1 much 2 many 3 enough 4 not
to think about how to make your learners
5 too 6 enough 7 many 8 much
more proactive in lessons
2 1 too many 2 enough 3 too much
4 enough 5 too much 6 too much, enough There is an expectation in many classrooms that
7 enough / much, much / enough teachers ‘teach’ and learners ‘learn’. Turn this on
3 Example answers its head by handing over the responsibility to be
1 There isn’t enough to do in the evening. proactive in the classroom to your learners. Here
2 There aren’t enough good restaurants. are some suggestions:
3 There are too many coffee shops.
1 Learner presentations
4 There’s too much pollution.
5 It costs too much to eat out these days. Ask students to prepare presentations on topics
they are interested in. For example, students
could talk about their families, jobs or hobbies,
Optional extra activity Find and show a photo of a
or could make a presentation on how they travel
busy street scene with a lot of traffic. Ask students to
to work or places they have visited. From time to
make sentences to describe the scene. Possible sentences
time, ask a student to deliver a presentation to
may include: There is too much traffic. / There are too
the class (with slides, or as a vlog if they prefer).
many cars / There aren’t enough street lights. / There is
The rest of the class listen and ask questions at
too much pollution.
the end.
2 Learner-led lead-ins
SPEAKING
Ask one of your learners to prepare a lead-in to
AIM
a unit topic. This could be questions about the
to practise language from the lesson in a free,
topic, a personal story related to the topic, or a
communicative, personalized speaking activity; to
set of words relevant to the topic. The learner
practise using too much, too many and not enough
then introduces the topic of a new unit and
11 This is an opportunity to bring together several parts leads the discussion.
of the lesson and for students to practise using all the 3 Read and report
language they have learned.
Give students a text to read for homework
• Ask students to describe what the situation is where
and ask one student to present a report on the
they live, including problems they can think of as well
text in the next lesson. It is the student’s job
as good things about the situation. Start by eliciting
to summarize the text, explain any difficult key
one or two ideas to get students started. Then ask
words, and offer a personal reaction to the text.
students to work individually to prepare their own
This can lead to a class discussion – find out
ideas. Monitor and help with vocabulary.
what others think.
• Organize students into groups of four or five to discuss
ideas.
• Have a brief feedback session. Ask students in different
TEACHER DEVELOPMENT 15: LEARNER
groups to say what they found out about their
INDEPENDENCE
classmates’ towns or cities.
Go to page 226 for information and advice.
12 Ask students to discuss possible solutions for the
different problems they discussed in Exercise 11.
Model this by giving a solution to one of the problems
students mentioned, e.g. We need more all-night
trains.
• As students speak, go round and monitor and note
11C Where’s the best place to go?
down any interesting pieces of language you hear.
• At the end, look at good pieces of language that Student’s Book pages 112–113
students used and pieces of language students didn’t
quite use correctly during the activity. Show students
better ways of saying what they were trying to say.
IN THIS LESSON, STUDENTS:
Optional extra activity Ask students to research traffic • choose places for a guided tour and explain their
in English-speaking cities. Ask them to choose a city (e.g. choices
New York) and find out five interesting facts (e.g. what • talk about guided tours and places they visit
local people call taxis, which roads are really busy, the • practise listening to parts of a guided tour
most common form of transport). • compare descriptions of a place

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SPEAKING The main building of The National Museum of Brazil
was where the Portuguese royal family lived in the early
AIM nineteenth century. It was burned down in 2018. It held
to introduce the topic of the lesson; to get students one of the largest collections of natural history in the
talking about guided tours world, much of which was lost in the fire.
1 Start by asking students to look at the photo. Ask: Federico García Lorca (1898–1936) was a Spanish poet,
What sort of a guided tour is this? (a segway tour) playwright and theatre director.
Would you like to go on this tour? Why? Why not? Caesars Superdome is in New Orleans, Louisiana. It is
• Organize the class into small groups of four or five. the home stadium of the American football team New
Ask students to discuss the questions. You could ask Orleans Saints. It has held many major events including
an individual in each group to lead the discussion the Super Bowl.
by asking the questions and making sure everybody Markthal is an indoor market in Rotterdam, in the
contributes. Netherlands.
• In feedback, ask different groups to share some of the
interesting answers they found.
3 Start by asking students to read the questions and
Culture notes prepare some ideas to talk about.
The photo shows a segway guided tour in Belém, in the • Organize the class into pairs to discuss the questions.
city of Lisbon in Portugal. • In feedback, ask different pairs to share some of the
interesting answers they found.
A segway tour is a tour of a city in which tourists stand
and travel on a two-wheeled vehicle.
LISTENING
AIM
VOCABULARY Guided tours to give students practice in listening for gist and for
specific words
AIM
to introduce and practise phrases to talk about 4 Set the situation. Ask: What do people say in an
guided tours introduction to a guided tour? Make sure students
understand the questions.
2 Ask students to complete the sentences with the pairs
• Play the audio. Students listen and note their answers.
of words individually. Do the first sentence as a class to
• Ask students to compare their answers with a partner
get them started.
before discussing as a class.
• Ask students to compare their answers in pairs
before giving feedback. You could ask concept check
Answers
questions to make sure students understand all the
1 by bus
words: Is a collection of paintings one painting or a
2 Madrid
number of paintings? What is the opposite of indoor?
3 90 minutes – depending on traffic
Does enter mean go in or go out? Do artists paint or
write?
Audio script
Answers
Hello, everyone. Welcome to our bus tour of Madrid.
1 walls, century
My name is Miguel and I am your guide today. On

2 entering, gate
the tour, we’ll see some of Madrid’s most famous

3 paintings, artists
places and I’ll tell you about the history of this great
4 fire, collection
city. If you have any questions on the way, please ask

5 writer, play
me. Our tour today will take about 90 minutes –

6 indoor, roof
depending on traffic. We’ll sometimes stop and
7 unusual, designed
get off the bus for photos. OK … is everyone
comfortable? Are we ready? OK. Let’s start.
Language notes
Point out that the sentences are excerpts from a guided 5 FS Read through the information with the class.
tour, so they include historical details. We often use the Provide an example, e.g. say: He walked down the
passive form when describing historical details: were road. Point out how the /t/ sound at the end of walked
built, were destroyed, was designed. is not pronounced.
• Play the audio. Students listen and write what they
hear.
Culture notes • Ask students to compare answers with a partner.
The Orsay Museum (Musée d’Orsay) is a museum in • Play the audio again if necessary and ask students to
Paris, on the Left Bank of the river Seine. It is housed in compare answers again.
the former Gare d’Orsay, a railway station built between • In feedback, check answers as a class.
1898 and 1900. The museum holds mainly French art
dating from 1848 to 1914.

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 Audio script and answers was an indoor arena like this one, but in


1 opened the art museum 2001 there was a big fire that destroyed that
2 How much does it cost to go in? stadium. This one opened in 2005.
3 discounts for students 3 M: OK, this is the last stop before we return to


4 hold big concerts there the Prado Museum. We’re going to get off
5 What basketball team plays here? and enter the Plaza Mayor or main square. It’s
6 that destroyed that stadium perhaps the loveliest square in Madrid. OK,
7 the loveliest square follow me … the building on the north side is
8 What’s there now? the oldest – it’s from the 16th century and is
called Casa de la Panadería … do you know
what a panadería is?
6 Start by asking students: What do you know about
C: It looks like a hotel.
Madrid? What places do people visit there on a guided


M: ‘Pan’ means bread.
tour?


C: A bakery?
• Ask students to read the questions and options


M: Yes … it was a bread shop!
carefully. Ask: What places do they go to on the tour?


C: What? The whole building? That’s a lot of bread!
(a museum, a stadium, the Salamanca area, the Casa


M: Well, no. Just the ground floor was the bakery.
de la Panadería)


C: What’s there now?
• Play the audio. Students listen and choose the correct


M: It’s a tourist office. Now, if you look at the
options.


paintings on the outside …
• Ask students to compare their answers with a partner
again before discussing as a class.
7 Elicit a list of the places mentioned in the audio
Answers on the board. Then play the audio again. Students
1b 2b 3c 4b 5c 6a listen and find and note one more piece of information
about each place.
• Ask students to compare and discuss their answers in
Audio script small groups before discussing as a class.
1 M: So today we are starting the tour outside the

Prado Museum. It’s Spain’s most important Example answers
museum. The collection has 7,600 paintings Prado Museum: Spain’s most important museum /
and includes our greatest artists. The main The collection has 7,600 paintings and includes
building was designed in 1785 to be a science Spain’s greatest artists / main building was designed
museum, but later the new king and queen in 1785 to be a science museum / Fifteen euros to
decided to use it for art instead. They opened go in / closes at 8
the art museum in 1819. … Sorry, you have a Salamanca: one of the richest areas / A flat often
question? costs over a million euros / has Madrid’s biggest
A: Yes. How much does it cost to go in? indoor stadium – there are big concerts there as well

M: Fifteen euros, but there are discounts for as basketball and handball matches / home of Real

students and young people. Madrid and Estudiantes / held the World Cup of
A: Oh – I think I’m too old! Basketball / new stadium opened in 2005.

M: Don’t worry. Entrance is also free after 6 p.m. Plaza Mayor or main square: the loveliest square in

Monday to Friday. It closes at 8 so you won’t Madrid.
have time to see all the paintings, but I think Casa de la Panadería: the ground floor was the
you can see enough. Has anyone been there? bakery / now it’s a tourist office.
B: Yes – fantastic! I loved it. 15 euros is cheap.

2 M: OK …We’re now driving through an area
8 Organize the class into new pairs. Give students a

called Barrio de Salamanca. There are 21 areas
minute to read through the questions and think about
in Madrid and this is one of the richest. A flat
what to say.
here often costs over a million euros. We’re
• As students speak, go round and monitor and note
going to stop here a moment. Over there is
down any interesting pieces of language you hear.
Madrid’s biggest indoor stadium. They hold
• At the end, look at good pieces of language that
big concerts there as well as basketball and
students used and pieces of language students didn’t
handball matches. There’s been … Yes?
quite use correctly during the activity. Show students
B: What basketball team plays here?
better ways of saying what they were trying to say.

M: It’s the home of two teams – Real Madrid and

my team Estudiantes. They’ve also had the Optional extra activity Extend this activity into a
World Cup of Basketball here. survey. Ask pairs to choose three questions they would
B: Did Spain win? like to ask. Then ask them to stand up, walk round and

M: Not that year, unfortunately, but Spain has won ask their questions. After five minutes, ask students to sit

it twice! … Anyway, there have been three down in pairs again and to collate their information. Ask
stadiums here in the last hundred and fifty pairs what they found out about their classmates.
years. The first was a bullring. Then the second

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GRAMMAR Superlatives Answers:
AIM good better best
to introduce and practise superlatives bad worse worst
fast faster fastest
9 Read through the information in the Grammar box as a small smaller smallest
class. Check understanding by writing some adjectives big bigger biggest
on the board (e.g. tall, large, pretty, useful, interesting) strong stronger strongest
and asking students to tell you the superlative form, or hot hotter hottest
come to the board and write the superlative form. early earlier earliest
• Ask students to make questions by writing superlatives. boring more boring most boring
Elicit the first answer to get them started. interesting more interesting most interesting
• Organize the class into pairs to check their answers.
• In feedback, elicit answers and ask students to justify G For further guidance and practice, see Grammar
their answers by referring back to the rules in the reference 11C in the Student’s Book. It explains use
Grammar box. and form in greater detail, and provides written
accuracy practice.
Answers
1 the best 2 the worst Answers to Exercises 1, 2, 3 and 4, Grammar
3 the oldest 4 the easiest reference 11C
5 the cheapest 6 the most beautiful 1 1 the hottest 2 most 3 loudest 4 busiest
7 the most famous 8 the most delicious 5 worst 6 easiest 7 nicest 8 tallest
2 1 the best
2 the hottest
Language notes 3 the biggest
Superlatives, like comparatives, can be tricky for students 4 the oldest, the youngest

because English has two forms. Romance languages like 5 the nicest, friendliest
French and Spanish just use the equivalent of most (so 6 the most boring, the longest

watch out for errors like most big and most busy) while 3 1 the quickest 2 the most beautiful
many Germanic languages just use the -ste form (so a 3 the worst 4 the most dangerous
German might say intelligenteste, for example). 5 the cheapest, the most expensive /

There is a slightly confusing overlap of rules when it the most expensive, the cheapest
comes to two-syllable adjectives. When two-syllable 4 Students’ own answers
adjectives end with -y, the y changes to -iest (busiest,
happiest, etc.). When they don’t end in y, they take SPEAKING TASK
most (most boring, most useful, etc.). However, some
adjectives break these rules (e.g. we say narrowest but AIM
NOT most narrow, but commonest and most common to develop students’ speaking skills in an extended
are both correct). fluency-based activity; the task has a goal, an
intended outcome and requires mediation, and
When we use -est, the stress is on the adjective, so
it encourages students to use all their language
the and -est are weakly stressed: the biggest (-est is
resources in English to successfully complete it
pronounced /ɪst/).
When we use most, the stress is on most and the 11 Start by asking students: Have you ever given a
adjective, but the adjective has the main stress. guided tour for friends or visitors? What places can you
think of in your area that might be good for a guided
tour?
10 Organize the class into small groups to ask and • Ask students to think of five places for which to
answer the questions. prepare a guided tour. As students prepare a list of
• In feedback, find out what interesting information places and ideas, monitor and help with vocabulary.
students gathered. Provide feedback on any grammar
errors students make. MEDIATION
Mediating concepts
Optional extra activity Write the following adjectives
In Exercise 12, students have to collaborate on a
on the board: good, bad, fast, small, big, strong, hot,
shared task. They have to formulate and respond
early, boring, interesting. Ask students in pairs to write
to suggestions, ask whether people agree, and
comparative and superlative forms of the words. Find out
propose alternative approaches.
who can do it first.
After completing Exercise 12, ask students to say
how well they did the task. Ask: How well did
you explain your choices and agree on places to
include?

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12 M Organize the class into pairs. Decide on whether
to select option a or b – naturally this will depend
on the make-up of your class. If you have a mix of
students – some from one place, some from another –
choose option b but mix students carefully so they are
all with someone from a different area.
• Ask students to take turns to share their ideas (if doing
a) or deliver their guided tour (if doing b).
• At the end, ask students what places they included in
their tour (if doing a) or whether they would like to do
the tour (if doing b).
• Look at good pieces of language that students used
and pieces of language they didn’t quite use correctly
during the activity. Show them better ways of saying
what they were trying to say. Feed back on how
well students used language to agree and make
suggestions.

TEACHER DEVELOPMENT 8: FEEDBACK ON

CONTENT, LANGUAGE AND ERRORS
Go to page 224 for information and advice.

MY OUTCOMES
AIM
to reflect on what students have learned and
on how to improve in a personalized speaking
activity
• Give your students time to read the questions and
prepare things to say. You could tell students to
make a few brief notes.
• Organize the class into pairs or small groups.
Give students five to ten minutes to discuss the
questions.
• In feedback, ask a few pairs to tell the class what
they said. Alternatively, you could have a class
discussion in which groups share the ideas they
have, and comment on each other’s ideas.
• Follow up by setting a task for homework. See the
Teacher development section for ideas. Following
this activity, you could, for example, ask students
to make a list of questions they want to ask about
their learning.

TEACHER DEVELOPMENT 16: MY OUTCOMES

Go to page 227 for information and advice.

For further practice, use Communicative activities

 
11.1 and 11.2 on pages 248–249.

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12 Feelings
Example answers
IN THIS UNIT, STUDENTS: 1 someone plans you a surprise birthday party; you
• talk about health problems and give advice pass an exam; you have a baby
• explain what happened in a news story 2 you lose a race; a friend forgets your birthday;
• discuss how happy they think people in their your team loses a match
country are 3 you’re stuck in traffic; somebody is rude to you;
you lose your job
4 your partner is ill; your children are late home;
SPEAKING you’re on a boat and it’s getting very windy
5 you get married; you get your dream job; you win
AIM something
to set the scene and introduce the theme with a 6 you forget your mum’s birthday; you make
photo; to get students talking about feelings someone cry; you fail an exam

Optional lead-in activity Ask students to look at the unit

title and photo. Ask: What is the unit about? What words 3 Start by asking students to work individually to prepare
and phrases can you think of? Brainstorm words connected to talk about a personal experience.
with the topic: feel angry, sad, worried, tired, bored, etc. • Organize the class into groups. Mix students to vary
interaction. Ask students to take turns to talk about
1 Lead in by asking questions about the photo. Ask: What their experience.
can you see? Elicit a brief description of the photo and • In feedback, ask groups to briefly tell the class about
introduce any key words students might need. one of the experiences they talked about.
• Organize the class into pairs. Ask students to discuss
the questions. Go round the class and check students Optional extra activity Tell a true short story of your
are doing the task. Help with ideas and vocabulary if own based on one of the feelings. Students follow up by
necessary. asking you questions about the story.
• In feedback, elicit some of the most interesting ideas
and experiences from different pairs. TEACHER DEVELOPMENT 2: ORGANIZING PAIRS
AND GROUPS
Example answers Go to page 220 for information and advice.
1 They are feeling excited/happy/amazed.
2 They saw their favourite band/singer(s)/actor(s)
(in this case, K-pop stars).

Culture notes 12A Are you OK?

The photo shows teenage fans of K-pop watching events
on stage in Trafalgar Square as part of The London Student’s Book pages 116–117
Korean Festival. The event showcases Korea’s historic and
modern cultural heritage through dance, music, food
and more. IN THIS LESSON, STUDENTS:
K-pop (Korean popular music) often features young boy • talk about health problems and give advice
or girl bands. • practise listening to five conversations about health
problems
• say no to offers and advice politely
2 Start by asking students to read the adjectives that
describe feelings. Check any new words (worried =
feeling nervous because of a situation – e.g. if you’re SPEAKING
waiting for exam results or your partner is very ill). AIM
• Organize the class into new pairs. Ask students to to introduce ways of talking about health problems
think of different examples. and giving advice
• In feedback, ask students to share their ideas with
the class. 1 Start by asking about the photo. Ask: What can you
see? What are the people doing? What advice is the
person giving? Use the photo to elicit and check some
key words: ill, don’t feel well, have a headache, etc.
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• Ask students to read through the conversation. Check
Language notes
any words they are unsure of.
• Play the audio. Ask students to listen and follow in Note the verbs that commonly collocate:
their books. Verb + adjective: be / feel ill / well / sick / alright
• Organize the class into pairs to practise reading out the Verb + noun: have a headache / stomach ache / a cold /
conversation to each other. Ask students to exchange a cough
roles and practise more than once. Monitor and
We can use ache with a number of words: headache /
prompt students to correct pronunciation and attempt
toothache / stomach ache / backache / ear ache
an appropriate intonation pattern as they speak.
What’s the matter? = What’s the problem? – the
question we use if someone looks ill, stressed or upset
Audio script
A: Are you OK?
B: No, not really. I don’t feel well. I have a headache. 4 P Play the audio. Students listen and practise.
A: Oh no. Maybe you should go home and have a You could pause at difficult phrases and model phrases

sleep. yourself to help students say them correctly.
B: No, it’s OK. I just need something to drink. • In feedback, ask students to say which phrases were
A: Are you sure? hard, and focus on them as a class. Comment on any
B: Yes, thanks. I’ll be fine. errors students made.
A: Well, I hope you feel better soon.
Audio script
2 Set up the task by eliciting a few ways of changing 1 cold, have a cold
the words in purple. You could brainstorm language
2 hurts, back hurts
for illnesses and advice that students already know
3 sick, feel really sick
(e.g. have a cold, feel ill, have a cough, take an aspirin,
4 stomach ache, have a really bad stomach ache
drink some water, call the doctor).
5 accident, had an accident
• Ask students in pairs to work together to change the
6 cut, cut it on a piece of glass
words in purple.
7 matter, what’s the matter
• Ask pairs to practise reading out the new conversation.
8 knee, hurt my knee
Ask them to exchange roles after they have finished
9 ice, put some ice on it
the conversation once. Listen in as students practise,
10 badly, slept really badly
and correct mistakes.
11 lie down, go and lie down
12 alright, are you alright?
Optional extra activity Practice makes perfect. Ask
13 medicine, take this medicine
students to practise the conversation three or four times,
trying to memorize more and more of it each time.
Then ask them to close their books and try to remember Pronunciation notes
as much as they can and to use their own words to
Note the difficult pronunciation: stomach ache
complete the rest of the conversation.
/ˈstʌməkˌeɪk/, knee /ni:/.
Note the stress: accident, medicine
VOCABULARY Health problems
AIM
to introduce and practise words to describe health TEACHER DEVELOPMENT 5: DRILLING FOR
problems PRONUNCIATION
Go to page 222 for information and advice.
V See Vocabulary reference 12A in the Student’s Book.

3 Elicit the first missing word (cold) from the students Optional extra activity Ask students in pairs to practise
to get them started. Then ask students to work saying the conversations 5 to 9 in Exercise 3. Tell them to
individually to complete the sentences. Organize the focus on pronouncing words correctly.
class into pairs to check answers. In feedback, use
mime or examples to help explain the words in the 5 Organize the class into groups of four or five to discuss
box. Tell the class to use context to guess meaning the questions. Monitor and check how well students
before checking any difficult words in their dictionaries. understand, use and pronounce the new vocabulary. In
feedback, briefly find out about students’ experiences,
Answers and check the meaning and/or pronunciation of any
1 cold 2 hurts words students had problems with.
3 sick 4 stomach ache
5 accident, cut 6 matter Optional extra activity Do a live listening. Tell a story
7 knee, ice 8 badly, lie down about a health problem you once had, or the last time
9 alright, medicine you took a day off sick.

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 DEVELOPING LEARNER INDEPENDENCE D: No, it’s OK. I just need to turn the lights off for


a bit and maybe put some ice on my head.
AIM C: Are you sure?
to think about how to get learners testing D: Yeah, really, I’ll be fine. It’s nothing serious.
each other’s vocabulary 3 E: Are you OK?
Vocabulary tests are a useful part of learning. F: No, I feel a bit sick.
Why not get students to take responsibility for E: Maybe you should go out and get some


planning and devising their own tests? fresh air.
F: Yes, I think I will. I’ll be back in a moment.
Here is a suggestion:
E: OK. Take your time. There’s no need to hurry.
Ask a learner to choose five or six words or 4 G: Are you OK?
phrases that they have learned recently. Tell H: Yeah, yeah. I’m alright. Thank you.
them to prepare a vocabulary test for the rest of G: Have you been to the doctor?
the class. They could use translation or visuals H: No. It’s just a cold.
to set their test. They could give synonyms for G: Are you sure? That doesn’t sound good. I really


definitions and ask the class to write the words think you should see someone. Maybe you
or phrases they are describing, or they could need some medicine.
prepare contextualized sentences with gaps, and H: Really, it’ll be fine in a couple of days.
ask classmates to complete them with missing 5 I: Are you alright?
words or phrases. J: Yeah, I’m fine. My knee just hurts a bit, that’s all.
I: Maybe you shouldn’t play tennis, then.
Ask a different learner to set the next test and
J: It’s OK. I told Fabio I’m going to.
make it a regular event.
I: Yeah, but are you sure you can play?
J: Yeah, I’ll be fine when I start.
TEACHER DEVELOPMENT 15: LEARNER
INDEPENDENCE
Go to page 226 for information and advice.
Language notes
You may want to explain the use of just + noun and a bit
+ adjective. They are both ways of saying that something
LISTENING is not very serious. So, just a cold means it’s not bad, and
AIM a bit sick means not very sick.
to identify the health problems mentioned in
conversations 7 Start by eliciting which conversation sick and fresh air
went with. Then ask students to discuss the other pairs
6 Start by asking: What health problems might they
of words. Encourage them to recall and reconstruct
talk about in the conversations?
other parts of the conversations they can remember.
• Play the audio. Students listen and note the health
Monitor closely to prompt and support students.
problems they hear.
• Ask students to compare their answers in pairs before 8 Play the audio again. Students listen and check
discussing as a class. their answers to the matching task in Exercise 7.
• Ask students in pairs to try to remember and say what
Answers the speakers said in each conversation using the words
1 a bit of a stomach ache in Exercise 7 as prompts.
2 slept badly / a terrible headache
3 feel a bit sick Answers
4 a cold 1 c 2 e 3 a 4 b 5 d
5 knee just hurts a bit a ‘I feel a bit sick.’ ‘You should go out and get some
fresh air.’
b ‘Have you been to the doctor? Maybe you need
Audio script some medicine.’
1 A: Are you OK? c ‘Maybe you should lie down.’ ‘I think I’m just
B: Yeah, I’m OK. I just have a bit of a stomach hungry.’

ache. d ‘Maybe you shouldn’t play tennis.’ ‘I’ll be fine
A: Maybe you should lie down. when I start.’
B: No, it’s OK. I think I’m just hungry. e Maybe you should phone your boss and take the
A: Are you sure? day off.
B: Yeah. Really. I’ll be fine after I have something

to eat.
Optional extra activity 1 Ask students to act out one
2 C: What’s the matter?
of the conversations in their pairs.
D: I slept badly last night and woke up with a

terrible headache. Optional extra activity 2 Do a language patterns
C: Oh no. Maybe you should phone your boss and activity. Write the sentences below on the board. Ask

take the day off. students to translate them into their language. Then ask

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them to translate them back into English. Ask students to G For further guidance and practice, see Grammar


compare their English to the original. reference 12A in the Student’s Book. It explains use
and form in greater detail and provides written
It’ll be fine in a couple of days.
accuracy practice.
I’ll be fine in a moment.
It’ll be fine by the weekend.
Answers to Exercises 1, 2 and 3, Grammar
I’ll be fine after I have something to eat.
reference 12A
I’ll be fine after I warm up. 1 1 you should 2 you shouldn’t
3 he should 4 we should
GRAMMAR Should / Shouldn’t 5 they shouldn’t 6 She, should
2 1 should cook 2 should be
AIM 3 shouldn’t eat 4 should do, shouldn’t need
to introduce and practise should / shouldn’t + verb to 5 shouldn’t spend, should get
give advice 3 Students’ own answers
9 Read through the information in the Grammar box as
a class. Then ask students to complete the sentences.
Elicit the first answer as an example in open class. Optional extra activity Mime a health problem
• Ask students to compare answers in pairs before (e.g. coughing, blowing your nose, holding your leg) and
checking answers as a class. ask students round the class to suggest a solution using
You should. Only say That’s a good idea if the phrase is
Answers accurate with good pronunciation and intonation.
1 should 2 shouldn’t 3 shouldn’t
  
     
4 should 5 shouldn’t, should
DEVELOPING CONVERSATIONS
  
Saying no
Language notes
AIM
Should and shouldn’t are modal verbs and are followed
to introduce and practise ways of saying no
by an infinitive without to. They express obligation, so
when used to give advice, it is strong advice. At this level, 11 Read through the information in the box as a class.
however, it is best to get over the meaning in terms of ‘a • Ask students to look at the phrases in the box. Ask
good idea’ and ‘a bad idea’. them to suggest two or three other ways of saying no.
In their first language, students may express advice in • Elicit an example to get students started. Ask them to
different ways. Their language may not use a modal in work in pairs to write conversations. Monitor and help
this way, and may choose a longer phrase, or it may with ideas and vocabulary.
use a modal that looks different. It is a good idea to
give students plenty of practice in context to make sure Example answers
students see how to use should to express advice. 1 No, it’s OK, it’s not serious. I’ll be fine.
2 No, thanks. I’m fine. I’m really full. It was delicious.
3 I’m alright, it’s just a cold. I’ll be fine when I get to
TEACHER DEVELOPMENT 6: APPROACHES TO work.
GRAMMAR 4 Really, it’s fine. I’ll read my book.
Go to page 222 for information and advice.
12 Ask students to practise their conversations. As
10 Ask students to read the situations. Revise any words students speak, monitor and listen for errors and
students are unsure of. correct students if they have problems.
• Elicit a piece of advice for the first situation to get students
started. Ask students to work in pairs to think of other Optional extra activity Ask some pairs to act out their
things to say. Monitor and help with ideas and vocabulary. conversations for the class to listen to.
In feedback, elicit and comment on some of the best ideas.

Example answers CONVERSATION PRACTICE

1 You should rest / go and see a doctor / stop
AIM
playing tennis.
to practise language from the lesson in a free,
2 You should take a pill / drink some water.
communicative, personalized speaking activity
3 You should rest your knee / stop running / put
some ice on it.
4 You should go to bed / take a day off / stay at
MEDIATION
home.
Mediating concepts
5 You should go to bed earlier / wear an eye mask /
take a sleeping pill. In Exercise 13, students have to collaborate on a
6 You should take him to hospital / see a doctor / shared task. They have to ask others for advice,
buy him a walking stick. give reasons and make suggestions in a simple
way.

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 After completing Exercise 13, ask students to say weekend). Read them out in a random order and ask
how well they did the task. Ask: How well did students to say which kind of news it is. This previews
you get across your problem and offer advice? the use of headlines in the next activity.

TEACHER DEVELOPMENT 9: MEDIATION VOCABULARY In the news

Go to page 224 for information and advice. AIM
to introduce and practise newspaper language and
13 M This is an opportunity to bring together several phrases used in newspaper articles
parts of the lesson and for students to practise using
2 Ask students to match the two parts of the sentences.
all the language they have learned.
Start them off by eliciting the first match from the class.
• Ask students to work in A and B pairs. First, they must
• Ask students to compare their answers in pairs before
prepare what they are going to say using the guide to
checking answers in feedback. In feedback, check the
help. You could model this by acting out a conversation
words in bold, or ask students to check with a dictionary.
with a reliable student first, or by asking one well-
prepared pair to model their conversation for the class. Answers
You could also brainstorm some possible problems and 1c 2d 3a 4b
advice to the board so students have prompts to refer to.

   
   
   
5h 6g 7e 8f
• As students speak, monitor and listen for errors,

   
   
   
new language or interesting conversations to use in
feedback. Exchange pairs so students can practise Language notes
three or four times. Note how the grammar of the words helps students do
• In feedback at the end, look at good pieces of language the matching task: harder to do something; planning to
that students used, and pieces of language students didn’t do something; continue to do
quite use correctly during the activity. Show students
grow = get bigger
better ways of saying what they were trying to say.
continue = not stop
Optional extra activity Practice makes perfect. Ask
students to stand up and mingle, talking to four or five 3 Ask students to discuss the sentences in pairs and
students as they walk round the class. decide if the stories are good news or bad news. Start
them off by eliciting the first answer in open class. In
feedback, elicit answers.

Example answers
12B Good news, bad news 1 could be good or bad – good if people survived,
bad if they didn’t
2 good – it’s finally open
Student’s Book pages 118–119 3 good – will help savers
4 bad if you’re a child; good for some parents – will
make kids safer
IN THIS LESSON, STUDENTS: 5 good for the environment
• explain what happened in a news story 6 probably good for most people – creates jobs,
• discuss what kind of news they watch / read – rising salaries
and how 7 bad = still can’t find the dog
• describe some good and bad news 8 clearly bad
• read some news stories

4 Organize the class into groups of four or five to

SPEAKING produce true sentences. In feedback, elicit some of the
more interesting sentences students came up with.
AIM
to introduce the theme; to talk about different types READING
of news
AIM
1 Organize the class into groups of four or five to discuss to practise reading for a general understanding; to
the questions. Start by checking that they know all the match headlines to texts; to read closely and choose
words in the box. Monitor and pick up on interesting from multiple-choice options
uses of language by students. In feedback, comment
on good language use. 5 Start by setting up the situation. Ask students to look
at the headlines. Ask: How many stories are there?
Optional extra activity A way of checking the words How many headlines are there? What do you think
in the box is to produce example headlines (e.g. 10% the news stories are about? You could point out the
tax rise, Spanish actor wins Oscar, President wins election, style used in headlines: we miss out auxiliary verbs, so
Brazil win World Cup, Thieves steal £1m, Countries go needed, not is needed, and missing, not are missing;
to war, Satellite goes to Mars, Rain and snow for the we use infinitive with to to show future.
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• Ask students to read the news articles and match them • Ask students to work in new pairs to prepare their
to the headlines. stories. Tell them to decide which task to do first.
• Ask students to compare their answers in pairs and You could provide support by asking them to include
explain their ideas. In feedback, elicit answers from the answers to the questions Who? What? Where? When?
students. and Why? in their stories, or by noting down key
details under the headings beginning, middle and end
Answers before putting the ideas together in a story.
1e 2d 3b 4a • Monitor and help with ideas and vocabulary as pairs
    
    
    
prepare.
EXAM-STYLE SKILLS TASKS:
Matching headings to texts or paragraphs MEDIATION
Mediating a text
Students at elementary level are asked to match
headings to texts or paragraphs in a number of In Exercise 9, students have to relay information
common exams. from a text. This may include retelling or
reformulating information.
Here are two approaches to this task:
After completing Exercise 9, ask students to say
Ask students to: 1 Circle key words within the
how well they did the task. Ask: How well did
headings; 2 Notice any similarities or differences
you get across your story?
between headings; 3 Read the first and last
sentence of the news story (the first and/or last
sentence often contains the main idea); 9 M Organize students into groups of four to take
4 Choose the heading that is most suitable. turns telling their story.
• As students speak, go round and monitor, and note
Ask students to: 1 Read the first news story;
down any interesting pieces of language you hear.
2 Think of their own heading; 3 Look at the
• At the end, look at good pieces of language that
headline options and choose the one similar to
students used and pieces of language students didn’t
the heading they invented.
quite use correctly during the activity. Show students
better ways of saying what they were trying to say.
TEACHER DEVELOPMENT 2: ORGANIZING PAIRS
Optional extra activity If you think students will have
AND GROUPS
problems remembering and telling stories, brainstorm
Go to page 220 for information and advice.
stories that are in the news currently, and write a short
description on the board (e.g. Dog saves granny from
6 Ask students to read the questions and options and try to fire). Brainstorm three or four useful words or phrases for
remember answers from the first reading. You could allow each story. Then ask students to prepare to describe one
students to compare ideas with a partner at this stage. of the stories on the board.
• Ask students to read the articles again to check their
answers. Ask them to scan each article closely until
they find the key information they are looking for.
• Ask students to compare their answers in pairs and
explain their ideas. In feedback, elicit answers from 12C Happy days
the students. Ask students to justify answers by saying
what they read.
Student’s Book pages 120–121
Answers
1c 2b 3a 4b
    
    
    
IN THIS LESSON, STUDENTS:
7 Ask students to read the questions and take a moment • discuss how happy they think people in their
to prepare things to say. You could brainstorm a few country are
current local stories to get students started. • explain what makes them happy and what doesn’t
• Organize the class into small groups. Ask students to • talk about how they feel and why
discuss the questions. • practise listening to a podcast about being happy
• In feedback, discuss as a class which article is the most
interesting and why.
SPEAKING
SPEAKING AIM
to introduce the theme; to talk about what makes
AIM
you happy or unhappy
to practise language from the lesson in a free,
communicative, personalized speaking activity 1 Organize the class into small groups of four or five to
discuss the questions.
8 This is an opportunity to bring together several parts
of the lesson, and for students to practise using all the
language they have learned.

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• In feedback, elicit a few interesting things students Example answers
discussed, and write up any useful phrases or words 1 get angry or upset; shout; kick their desk
students used in their discussions. 2 football; a movie star; a TV programme
3 they look sad or cry
VOCABULARY Feelings 4 being late; forgetting someone’s birthday
AIM 5 good news; a thank you letter
to introduce and practise adjectives used to describe 6 when they find money in the street; when they
feelings have a car crash and aren’t hurt

2 Start by reading out the words in the box and 5 Organize the class into pairs to share their personal
asking students to repeat any words with difficult
experiences. Monitor and pick up on any errors or
pronunciation. See the pronunciation notes below.
interesting uses of language by students. In feedback,
• Ask students to work individually to complete the
point out and correct errors and comment on good
sentences. Elicit the first answer to get students started.
language use.
• Organize the class into pairs to check answers. Ask
them to explain words to each other but let them use
Optional extra activity Do a live listening. Tell a story
dictionaries if they are not sure about meanings. In
about a time you were stressed, surprised, lucky, sorry or
feedback, use mime or examples to help explain the
pleased.
words in the box.

Answers LISTENING
1 pleased, successful 2 lucky, surprised
AIM
3 crazy about, upset 4 apologize, angry
to give students practice in listening for gist and for
5 hate, stressed 6 excited, can’t wait
specific information

Language and pronunciation notes 6 Read the situation and the list with the class.
Ask: How do you think the places and things in the
If you have students from European countries in your list connect to a podcast about being happy? Which
class, be aware that adjectives that describe feelings countries in the world do you think are the happiest
include many ‘false friends’. Make sure you check the and why? Elicit ideas from the class.
words carefully and use them in context. If you have a • Play the audio. Students listen and order the things
monolingual class, it is a good idea to get familiar with in the list – ask them to write numbers next to a–h as
which words are cognates and which aren’t. they hear them (1, 2, 3, etc.).
Note the strong stress is on the first syllable of all the words
except: apologize, surprised, excited, successful, upset 7 Ask students to compare their ordering with a
partner. Ask them to tell their partner why the speaker
talked about each thing.
3 Ask students to work individually to read the situations • Play the audio again. Students complete their notes.
and think about how they might feel. Then organize • Ask students to compare answers with a partner again
students into pairs to share their ideas. before discussing as a class.
• In feedback, ask a few students to share what they and
their partner said. Answers
1 h the United Nations (did some surprising

Example answers research)
1 I’m so excited. I’ve always been crazy about them. 2 c Sweden and Norway (They think Finns are

2 I’m really stressed. I can’t wait to have a holiday. boring.)
3 I feel really angry / upset. 3 f Singapore (It’s a rich country, but only

4 I was very surprised. 25th happiest.)
5 I feel really excited. I can’t wait. 4 a Costa Rica (It’s happier than Singapore – but

6 I was really surprised. It was very lucky. not one of the 50 richest countries.)
5 g women in Texas (Professor Daniel Kahneman

4 Ask students to work individually first to prepare did research on them.)
answers to the questions. Monitor and help with ideas, 6 b friends and family (They made Texas women

or ask students to use dictionaries. happiest.)
• Organize the class into small groups to ask and answer 7 d children (Spending time with their children

the questions. wasn’t what made Texas women happiest.)
• In feedback, briefly find out about students’ ideas and 8 e work (Texas women hated travelling to and

experiences, and check the meaning and pronunciation from work.)
of any words students had problems with.

164 Unit 12 Feelings

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 Audio script Audio script
I heard a story on the news this morning about the 1 I got the bus to work. I was lucky because I got a
happiest countries in the world. What surprised seat. I sat and read my book. It was quite a nice
me about the United Nations research is that my journey.
husband’s country – Finland – came first – and has 2 When I got to work, we had a meeting. The boss
done for six years now. It’s funny because the Finns’ was quite angry. She shouted a bit and told us we
neighbours in Norway and Sweden think of them as need to work harder. It was really horrible.
quiet and a bit boring! 3 After the meeting finished, I sat and thought about
One interesting thing about the research is that it everything I had to do. I got a headache. I sent a few
shows money isn’t the only thing you need for a emails and tried not to think about anything else.
happy life. For example, Singapore is one of the 4 I had lunch with my aunt. She lives near my office.
richest countries in the world, but is 25th on the list She always makes me smile. I felt better after
– behind Costa Rica, which isn’t even one of the 50 seeing her.
richest countries. 5 After lunch, I met some customers. It was a
In one of his books, Professor Daniel Kahneman successful afternoon. I sold a few things, and it’s
found this was also true not just for countries, but always nice to meet people.
for people. He asked some women in Texas, US 6 Back in the office, I had to answer about
to write down how they felt at different times in 30 emails. It was slow and not very interesting.
their day – and most of them were happy most of 7 After work, I had to wait for the bus for half
the time – those with a lot of money and those an hour and then when it came, it was full, so I
with less! The thing that made them happiest was couldn’t sit and read.
spending time with friends and family. They enjoyed 8 When I got home, I went for a run with my friend,
this more than looking after their children! They Viv. We’re going to go on holiday together, so we
hated travelling to and from work. talked about that. It was a lovely warm evening.
I wanted to test this idea, so I decided to start 9 After dinner, I watched the news on TV. I wanted
recording what I do at different times of the day and to watch a film as well, but I fell asleep on the sofa.
then listening later to see how I feel when I’m doing
different things. Here’s what I did yesterday. 10 Ask students to discuss the questions with a
partner. Tell them to tell their partner why the speaker
8 FS Read through the information with the class. had each feeling.
Provide an example. Say: I was (/wəz/) tired. • Play the audio again. Students complete their notes.
• Play the audio. Students listen and note phrases where • Ask students to compare answers with a partner again
they hear was. before discussing as a class.
• Ask students to compare answers with a partner
Example answers
before checking as a class.
1 happy (because she got a seat on the bus, and the
Answers journey was nice)
1, 2, 6, 7 and 8 include was. 2 upset (because the boss was angry and shouted)
3 stressed (because she had a lot to do)
4 happy (because she had lunch with her aunt, who
Audio script always makes her smile)
1 I was lucky. 5 pleased (because it was a successful afternoon and
2 It was really horrible. it was nice to meet people)
3 I sent a few emails. 6 bored (because answering emails is not interesting)
4 She lives near my office. 7 unhappy (she had a long wait for the bus and she
5 It’s always nice. couldn’t sit down because it was full)
6 It was slow. 8 quite excited (talked about holiday)
7 It was full. 9 really tired (fell asleep – perhaps because it was a
8 It was a lovely warm evening. long day, or because dinner made them feel tired)
9 I watched the news on TV.

9 Give students time to read through the options Optional extra activity Ask students to write two
1 to 9. Check students understand the difference sentences of their own that show a feeling. They read
between the paired words (e.g. upset = you want to them to their partner who must guess the feeling.
cry; angry = you want to shout; tired = you want to
sleep, bored = you are not interested in something). GRAMMAR Because, so, before and after
• Play the audio. Students listen and choose the best options.
• Ask students to compare their answers with a partner AIM
before discussing as a class. to introduce and practise because, so, before and
after to show why something happens, the result of
Answers something happening or when something happens
1 happy 2 upset 3 stressed
11 Read through the information in the Grammar box

4 happy 5 pleased 6 bored
as a class.


7 unhappy 8 quite excited 9 really tired

Unit 12 Feelings 165
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• Ask students to join the sentences. Point out how 13 Start by asking students: What factors are important
the clauses are reversed in the example and elicit the to find out if people are happy or not? Elicit and
answer to 2 to get students started. discuss some of the students’ ideas (e.g. money, the
• Ask students to check their answers with a partner. climate, the food, types of jobs).
Then elicit answers from the class and write them on • Ask students to read the list of things and grade them
the board. from 1 to 10.

Answers MEDIATION
1 I passed all my exams, so I’m really pleased. Mediating concepts
2 I’m excited because I’m going to go on holiday In Exercise 14, students have to collaborate on a
next month. shared task. They have to formulate and respond
3 He sat on the sofa and cried after they had a big to suggestions, compare ideas and explain
argument. choices, ask whether people agree, and propose
4 I’m very stressed because I have a really important alternative approaches.
exam tomorrow.
5 I met my wife after I moved to London. After completing Exercise 14, ask students to say
6 I always go for a run in the morning before I go to how well they did the task. Ask: How well did
work. you explain your choices and what similarities
7 He didn’t get the job he wanted, so he’s quite upset. and differences did you find?
8 I had a really nice lunch with her before she had
her accident. 14 M Organize the class into groups. Ask students
to take turns to share their marks and opinions first.
12 Ask students to work individually to prepare Then ask them to compare ideas and explain choices.
ideas. You could elicit or model one or two example If students are from different countries, find out which
sentences first to get them started. Organize the class one rates highest for happiness, and if they are from
into pairs to compare their ideas. Monitor and notice the same country, get students to discuss any major
how well students use the linking words. differences in point of view.
• In feedback, elicit some good examples of sentences • To encourage mediation, you could focus on a set of
students made. language students might use to compare ideas, to
agree or disagree and to explain choices: I think …
Example answers because; I agree but … ; I don’t agree because …
I studied for important exams. I’m really stressed. • Ask a speaker from each group to summarize their
I met some old friends. We went to a café in the ideas for the class.
centre. It was nice. I’m pleased and happy. • At the end, look at good pieces of language that
I’ve been to the gym five times. I’m really tired. students used and pieces of language they didn’t quite
I’ve cleaned the house, washed my clothes and tidied use correctly during the activity. Show them better
my room. I’ve been very busy. I’m tired but happy. ways of saying what they were trying to say.
I haven’t done much. I’m bored.
TEACHER DEVELOPMENT 8: FEEDBACK ON
CONTENT, LANGUAGE AND ERRORS
G For further guidance and practice, see Grammar
Go to page 224 for information and advice.

reference 12C in the Student’s Book. It explains use
and form in greater detail, and provides written
accuracy practice.
MY OUTCOMES
AIM
Answers to Exercises 1, 2 and 3, Grammar to reflect on what students have learned and
reference 12C on how to improve in a personalized speaking
1 1 because 2 before, so 3 because activity
   
   
4 after 5 so 6 before • Give your students time to read the questions and
     

7 after 8 so prepare things to say. You could tell students to
     
2 1 so 2 After 3 because make a few brief notes.
      
     
4 before 5 because 6 so • Organize the class into pairs or small groups. Give
    

7 before, so 8 because, so students five to ten minutes to discuss the questions.
  
3 Students’ own answers • In feedback, ask a few pairs to tell the class what
they said. Alternatively, you could have a class
discussion in which groups share the ideas they
SPEAKING TASK have, and comment on each other’s ideas.
AIM • Follow up by setting a task for homework. See the
to develop students’ speaking skills in an extended Teacher development section for ideas. Following
fluency-based activity; the task has a goal, an this activity, you could, for example, ask students to
intended outcome and requires mediation, and make a five-point list of things to do to revise the
it encourages students to use all their language new language.
resources in English to successfully complete it
166 Unit 12 Feelings
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TEACHER DEVELOPMENT 16: MY OUTCOMES 3 Organize the class into pairs. Remind students that
Go to page 227 for information and advice. Tanya asks Where else do you think I should go while
I’m in Germany? I’m going to stay for about three
weeks. Ask students to imagine she is coming to their
For further practice, use Communicative activities 12.1 country for three weeks (not Germany). Ask students
and 12.2 on pages 250–251.
to talk and make a list of places to go.
• In feedback, elicit ideas from different pairs. You could
agree as a class on three places she should definitely
go to. If your students are from different countries,
WRITING 6 have them tell the class two places they would highly
recommend for a visit.

Emailing a friend 4 Ask students to look at the photos of different places

in Germany. Ask: What can you see? Which places
would you like to go to?
Student’s Book pages 122–123
• Ask students to read Dietmar’s email and match the
photos to the places in the email.
IN THIS LESSON, STUDENTS: • Ask students to compare answers in pairs.
• write an email to a friend recommending places • In feedback, elicit students’ answers.
to visit
• talk about visiting people and recommending
Answers
places
a = Hackescher Markt in Berlin (bars and restaurants)
• use different phrases in friendly emails
b = the Allgäu (rivers and lakes)
• recommend things to do in their country
c = Neuschwanstein Castle
d = the station

SPEAKING 5 Ask students to discuss which part of Germany they

AIM would like to visit. You could do this in pairs or with
to get students talking about the topic the whole class.
• In feedback, elicit ideas from different students.
1 Ask students to get into small groups to discuss the
questions. Culture notes
• In feedback, elicit ideas and experiences from different The Allgäu is a mountainous region in southern
groups. Germany. People go there for hiking, skiing and the
popular local cheese. It’s also known for its castles, like
Optional extra activity Ask students to talk about how the 19th-century Neuschwanstein Castle, built for King
they keep in contact with people they know. Write old Ludwig II.
school friends, grandparents, cousins, close friends, kids,
Berlin is Germany’s capital city. Hackescher Markt (Markt
work colleagues on the board. Ask students to say how
means market square in English) is a centre for nightlife
they contact these people (by phone, letter, email, text,
in the city and is also a transport hub.
on social media, etc.).

WRITING USEFUL LANGUAGE Writing friendly

AIM emails
to develop students’ ability to write an email to a AIM
friend to practise writing friendly emails

2 Start by focusing students on the email. Ask: Who is it 6 Read through the Useful language box as a class.
to? Who is it from? What is the subject? • Ask students to use words from the phrases in the
• Ask students to read the email and answer the Useful language box to complete Dietmar’s email.
questions. • Ask students to compare their answers in pairs.
• Ask students to compare answers in pairs. • In feedback, elicit the answers.
• In feedback, elicit answers from students.
Answers
Answers 1 Hi 2 hear 3 fine 4 Anyway 5 All
  
   
   
   
1 They are friends.
2 Hamburg, Germany.
3 She’s planning to go to Germany on holiday and
would like to visit Dietmar and Jean-Paul.

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Language notes 10 Ask students to use the prompts to write sentences.
Elicit one or two possible ways of completing the first
You could choose to elicit and explain other similar phrases
sentence to get students started.
students could use in informal emails. For example: Hello;
• Ask students to work in pairs to share sentences.
How are things?; I’m great thanks; Nice to hear from you;
• In feedback, elicit sentences from different students in
Best wishes. Note also the synonymous phrases in Exercise 7.
the class.
We use Anyway as a discourse marker to change the
subject or get back to the main point. So, it is often used PRACTICE
in friendly emails to end the conversation and introduce
the main reason for writing. AIM
to practise writing an email to a friend

7 Ask students to replace phrases in Dietmar’s email 11 Start by asking students to read Amy’s email. Ask:
with phrases 1 to 5. Explain that the replacement When does she want to visit you? Why? What does
phrases don’t have the same meaning, but they can be she want you to recommend?
swapped with sentences in the email. • Ask students to work in pairs to make notes on how to
• Ask students to work in pairs to compare answers. start and end the email, and what to tell Amy.
• In feedback, elicit answers.
12 Ask students to write their email on their own using
Answers the model in Exercise 4 to help. Monitor and help with
1 All the best vocabulary and spelling.
2 Hi
TEACHER DEVELOPMENT 12: DEVELOPING
3 Anyway, let me know when exactly you want to
WRITING SKILLS
come.
Go to page 225 for information and advice.
4 I’m fine, thanks.
5 Great to hear from you.
13 When students have completed their emails, ask
them to exchange with a partner.
USEFUL LANGUAGE Recommending • Students read each other’s work and think about the
AIM questions.
to practise recommending in friendly emails • When students have read the emails, put them in pairs
to make comments and suggest corrections.
8 Read through the box about recommending as a class.
• Ask students to note answers to the questions.
• Ask students to compare their answers in pairs.
• In feedback, elicit the answers.
REVIEW 6 Video
Answers
1 present forms (simple, continuous, perfect)
2 I would Student’s Book page 124
3 you should definitely go
About the videos
9 Ask students to match the sentence beginnings and The two types of video in Outcomes are designed to
endings. Elicit the first answer to get students started. expose students to the sort of natural communication
• Ask students to work in pairs to compare answers. that they will encounter outside the classroom, with
• In feedback, elicit answers. speakers from a wide range of language backgrounds.
They are intended to be authentic examples of English,
Answers
rather than perfect models. The accompanying activities
1e 2f 3c 4b 5a 6d
reflect this and aim to build students’ confidence in
understanding fast speech, different accents, and English
Culture notes as it is spoken in the real world. They can also be used
The Komensky Pedagogical Museum is in Prague. It is a to build students’ confidence about their own ability
museum about the history of education for the Czech in English, by showing them that you don’t need to
nation. have completely accurate English as long as you can
communicate your message to your listener.
Wangfujing Street is a well-known shopping street in
Beijing, China.
Brittany is a region in north-western France. VIDEO Out and about
Nagano is a ski resort in Japan.
AIM
The Maracanã Stadium is a famous football stadium in to watch a ‘vox pop’ video in which people talk
Rio de Janeiro, Brazil. about the best places in their town or city; to notice
Los Dinamos National Park is located on a hill above accents which add an /e/ sound when a word starts
Mexico City. with a /st/ or /sp/ sound

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1 This is a review of the Unit 11 topic, so you could start Marri: I’m living in Japan in the northern part of Japan.
by asking students to say what they remember about It’s called Hokkaido. It’s the northern part of Japan and
the conversations in Unit 11, or what phrases they there are a lot of nature so we can do exercise in the
remember from the unit. Organize the class into small nature. So, it will be great for health and to refresh,
groups to discuss the questions. yeah, maybe.
• In feedback, ask students to briefly share any
interesting views they heard from their classmates.
Pronunciation notes
2 Tell students they are going to watch the ‘Out You may wish to explore why some speakers may
and about’ video in which five people talk about the replace one sound with another. Start by asking whether
best places in their town or city. Before playing the speakers of the students’ first language often do this.
video, read through the Understanding accents box Then look at reasons why students change the sounds.
with your class. Tell students that they may notice Here are some possibilities:
this pronunciation feature in the video. If you’d 1 Sometimes a sound does not exist in a student’s first
like to explore this further with your class, see the language so they approximate to the nearest similar
Pronunciation notes. sound.
• Ask students to watch the video. Then focus their
2 Sometimes a sound in a student’s first language is
attention on the questions in Exercise 2.
similar to two sounds in English, so they use the same
• Ask students to compare their ideas in pairs. Ask
sound for both.
students to discuss with their partner whether any
of the speakers gave similar answers to them, and 3 Sometimes, it is hard to say a sound after another
to share anything they remember hearing from the sound in a word – so students approximate. It is typical of
video. Spanish speakers to insert /e/ before /st/ and /sp/ to make
• In feedback, ask students to share answers briefly with the sounds easier and more natural to say.
the class. At this stage, just find out what students Recognize that English is an international language,
caught – they will have a chance to listen again in so students will come across many accents influenced
more detail later. by a speaker’s first language, as well as many accents
influenced by other factors such as nationality, age,
Video script culture and regional variations. Encourage students to be
Israel: I live in a small city in the coast of the state of open to and alert to the variety.
São Paulo in Brazil. The name of my city is Ubatuba.
The best place to stay there is in my neighbourhood,
Itamambuca’s beach because it’s the best, it’s the best
3 Give students time to read sentences a to h.
• Ask students to watch the ‘Out and about’ video again
beach in my city.
and match speakers to sentences.
Valarie: To stay in my city, I think the city centre is a
• Ask students to compare their ideas in pairs.
very beautiful city centre and it’s the best place to stay.
• In feedback, elicit and show answers on the board.
My city is named Angers, it’s in the west of France.
Kenny: I think there’s lots of places to go out in Answers
Dublin City. But my favourite would be the George Israel: c Valarie: b, d
Bar on George’s Street, because of the night life and it Kenny: e, f Marri: a, g
opens late. Steven: h
Marri: I think that in Japan, Tokyo is the best city to
go out with friends or something because it is the
most famous city in Japan, of course, there are a lot 4 Organize the class into pairs. Ask students to prepare
of things fantastic and traditional, so it will be fun. to talk about places they know. When they are ready,
My favourite spot in Tokyo is Tokyo Skytree. It’s like a ask students to share descriptions.
tower and at night they illuminate it – so beautiful. • In feedback, ask students to say what they found out
So, you can see the beautiful tower in Tokyo. about their partners.
Valarie: In the city centre. There are many pedestrian
Optional extra activity Ask students in pairs to talk
streets, and you can … with many shops and it’s very
about places in their country they haven’t visited but
good to, it’s really fine to do shopping there.
would like to. Ask students to agree on a place to visit
Steven: Well, there’s a shopping centre called
together.
Westgate, which is good if you’re looking for
some of the bigger shops, some of the more well-
known places. But I’m a fan of the covered market, VIDEO Developing conversations
where you’ll find more traditional handmade, more
AIM
independent shops and I prefer that type of shopping
to watch a ‘developing conversations’ video in which
experience.
two people talk about why they didn’t sleep well; to
Kenny: Well, there is many gyms in Dublin City. You
give students practice in understanding fast speech
could choose from CrossFit to community gyms. But
my favourite is the aquatic centre. I take lessons in
diving, three years.

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5 This is a review of Lesson 12C. Lead in by asking • In feedback, ask students to share what they heard.
some general questions. You could use the photo Don’t worry about getting everything – just find out
in the Student’s Book or pause the video just before how well students were able to follow the natural
the two people start talking. Ask: What can you see? conversation.
Where are they? What phrases might they use?
• Ask students to watch the video and make brief notes.
7 FS Give students time to read sentences 1 to 8,
and try to recall or guess what words are missing. You
Tell them to note down any key words or phrases they
could tell students to write in answers lightly in pencil.
hear.
• Ask students to watch the video again and to complete
the gaps.
Video script • Ask students to compare their ideas in pairs.
A: Are you OK? What’s the matter? You’re very quiet • In feedback, elicit and show answers on the board.

this morning and you’re not eating; you haven’t
eaten anything! Answers
B: Yeah, I was not hungry. I feel a bit tired this 1 haven’t eaten 2 you’re not


morning. I didn’t sleep very well. 3 the most 4 Do you often

A: Oh no, that’s not good. You should lie down if 5 a bit scared 6 shouldn’t eat


you’re not feeling very well. 7 Shall we go 8 have a look

B: It’s OK. I think I’m going to have a coffee or a juice

and I’m going to be OK.
A: Are you sure? Is that your room is OK? Optional extra activity Here are a few things you can

B: My room is fine. I just, didn’t sleep very well. I do with a video to vary the activity:

think my bed is not the most comfortable. 1 Freeze frame at the start and ask students

A: Oh, no, that’s no good. You should change your questions to set the scene and predict what the

rooms. speakers might do or say.
B: No, it’s OK. I think I’m going to be fine. I think … 2 Freeze frame after someone asks a question – ask


it’s … I think my bed is not bad. It’s just not what students to predict how the other speaker might
I’m used to. respond.
A: Do you often sleep badly? 3 Freeze frame on close-ups or interesting


B: Sometimes. I think I’m just getting old. expressions or actions – ask students how the

A: No. No, you’re not. We’re still young. speakers are feeling.

B: Yeah, I had an exciting day yesterday. We’ve met 4 Play with the sound down – students have to recall


loads of new people. We’ve had … we did … we and say what they are talking about or actually
had great classes. I think it was a lot and I wasn’t saying – students could even say the conversation
very sleepy. Yeah. Maybe I’m also a bit scared … while watching the silent video.
A: Scared?

B: … about the talk that I’m doing today, which is
CONVERSATION PRACTICE

probably why I didn’t sleep that well.
A: Oh, you should sleep before your talk. AIM

B: I maybe, you know what … to practise conversations based on the videos

A: Yes. students have watched and the Conversation Practice

B: … I’m going to be fine, I’m going to have a coffee in 11A and 12A

and it’s going to be fine. And also, I think that all
the food that we had yesterday … 8 Ask students to work in pairs to choose a conversation
A: Ah, yes! to prepare. Refer them to the Conversation Practices

B: … didn’t help because we had dinner quite late in Lesson 11A and Lesson 12A of their Student’s Book.

and that doesn’t help. You could revise the language they use in each set of
A: Yeah, it was quite big meal. And also, I think it was conversations.

quite late when we eat and, and my mum always • Once students have selected a conversation, ask them
says you shouldn’t eat too much in the evenings. to prepare by looking at phrases to use. They can look
B: I think she has a point. at their notes on Lesson 11A or 12A, or on this Video

A: Do you want to get fresh air, right? lesson.

B: Yes. • Give students five minutes to prepare ideas.

A: Shall we go for a walk by the beach? • When students are ready, ask them to have

B: Yes, let’s do that. I’m going to have a look at my conversations. You could ask them to practise again by

notes and then at 10 o’clock we can go for a walk. exchanging roles, exchanging partners, or exchanging
A: OK. Great. That sounds a plan. information in their conversation. Practice makes

B: Great. I’ll see you in a bit. perfect, so it is a good idea to try out conversations

A: Yeah. Sure. three or four times.

• As students speak, monitor closely and note any errors
you hear. In feedback, praise good language use, and
6 Ask students to compare their ideas in pairs. Play
comment on any errors you noted.
the video again if necessary; pause then play the
video at points where students had problems catching
information.
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Optional extra activity Write five or six useful words or
phrases from the lesson on the board and ask students to
include them when they are having their conversations.

REVIEW 6 Grammar and Vocabulary

Student’s Book page 125

AIM
to consolidate vocabulary and grammar from Units
11 and 12

1
1 much 2 because 3 enough
4 should 5 The 6 not
2
1 after 2 many 3 shouldn’t
4 after 5 enough 6 so
7 most 8 oldest
3
1 many 2 aren’t 3 the quickest 4 should
  
  
  
5 before 6 easiest
   
4
1 She’s our country’s most famous artist.
2 I felt a bit sick after I ate all that cake.
3 There are too many people travelling by plane.
4 Maybe you should tell him you’re feeling stressed.
5 He was one of the richest men in the world.
6 I don’t think you should pay more than thirty
pounds for it.
5
1g 2c 3f 4d 5b 6a
7h 8e
6
Travel: direct, first-class, get off at, platform, return
Health problems: cold, knee, lie down, medicine, sick
History and news: artist, century, fire, killed, missing
7
1 law 2 paintings 3 matter
4 alright 5 delay 6 upset
7 surprised
8
1 land 2 lucky 3 accident
 
 
4 hurt 5 hate 6 stressed
 
 
7 designed 8 unusual 9 roof
 
 
10 opened 11 collection 12 enter
13 card

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13 Nature
3 Organize the class into pairs. Mix students to vary
IN THIS UNIT, STUDENTS: interaction. Ask students to discuss the questions.
• have conversations about the weather and make • In feedback, ask pairs to share their ideas with the
plans class.
• talk about living in the countryside
• do a class survey about people’s pets and opinions Example answers
about animals It’s exciting. / It’s healthy to be outside. / You work
long hours. / It’s nice if it’s sunny.

SPEAKING Optional extra activity Brainstorm some outdoor jobs:

farmer, builder, fisherman, etc. Ask students to say what
AIM
is good and bad about the jobs.
to set the scene and introduce the theme with a
photo; to brainstorm words connected with nature
TEACHER DEVELOPMENT 1: INSTRUCTING
Optional lead-in activity Ask students to look at the Go to page 220 for information and advice.
unit title and photo. Ask: What is the unit about? What
words and phrases can you think of? Brainstorm words
connected with being in nature: wind, storms, wild
animals, countryside, etc.
13A There might be a storm
1 Lead in by asking questions about the photo. Ask: What
can you see? Elicit a brief description of the photo and
introduce any key words students might need. Student’s Book pages 128–129
• Organize the class into groups of three or four. Ask
students to brainstorm as many words connected
with the photo as they can in one minute. Ask each IN THIS LESSON, STUDENTS:
group to choose one person to write down the words • have conversations about the weather and make
as classmates think of them. Go round the class and plans
check students are doing the task. Help with ideas and • practise listening to conversations where people
vocabulary if necessary. make plans
• say what is certain and uncertain about the
2 Ask groups to say how many words they have. Then weather and plans
ask the group with the most to read out their words. • ask short questions
You could ask the group to come to the front of the
class and write their words on the board.
• In feedback, discuss the words and phrases on the
board with the whole class. Ask: Do all the words go SPEAKING
with the photo? Which words are really useful? What AIM
words could you add to the list? Write any new words to introduce talking about the weather and making
on the board and see how many the class can think of. plans

Example answers 1 Start by asking questions about the photo. Ask:

camera, photographer, penguins, curious, mountains, What can you see? What is the weather like? Elicit
ice, snow, cold, funny, strange some weather words: cloudy, windy, rainy. Check
storm = strong wind and rain.
• Ask students to read through the conversation. Check
Culture notes any words they are unsure of.
The photo shows National Geographic photographer • Play the audio. Ask students to listen and follow in
Joel Sartore taking a photo of an Adélie penguin chick. their books.
The Adélie penguin is widespread along the coast of • Organize the class into pairs to practise reading out the
Antarctica. Joel Sartore is the founder of the Photo Ark, a conversation to each other. Ask students to exchange
25-year effort to photograph every species in human care roles and practise more than once. Monitor and
around the globe. Since there are approximately 20,000 prompt students to correct pronunciation and attempt
species living in the world’s zoos and wildlife sanctuaries, an appropriate intonation pattern as they speak.
that’s a major project.

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 Audio script Language notes
A: What do you want to do on Saturday? To complete the sentences, students will need to
B: I don’t know. What’s the weather going to be like? recognize verbs (snow), nouns and adjectives. Note that
A: It’s going to be wet. They said there might be a

we add -y to some nouns to form weather adjectives –
storm. cloudy, windy, sunny as well as icy, stormy, rainy, foggy,
B: Really? Well then, maybe we should go to a misty, etc.).

museum or something?
The best way to explain the meaning is through visuals.
A: Oh, we could do. Which one?
Use weather symbols, or photos from the internet.
B: Why don’t we go to the science museum? We

haven’t been there for a long time. In English, seasons (spring, summer, autumn, winter) are
A: OK. Let’s do that. lower case.
Note the strong stress is on the first syllable of all the
2 Set up the task by eliciting a few ways of changing the words.
words in purple. You could brainstorm weather phrases
students may know (sunny, dry, etc.) and different
places to visit. TEACHER DEVELOPMENT 3: APPROACHES TO
• Ask students in pairs to work together to change the VOCABULARY
words in purple. Go to page 220 for information and advice.
• You could choose to practise first as an open-class
activity. Ask two students to stand up and take turns to
4 Organize the class into groups of four or five to discuss
deliver lines from the conversation.
the questions. Monitor and notice how well students
• Ask pairs to practise reading out the new conversation.
use the new language. In feedback, briefly find out
Ask them to exchange roles after they have finished
what students discussed and check the meaning and
the conversation once. Listen in as students practise,
pronunciation of any words students had problems
and correct mistakes.
with.
Optional extra activity Practice makes perfect. Ask
Optional extra activity Write four different cities on
students to practise the conversation three or four times,
the board (e.g. Oslo, Nairobi, Bangkok, London). Ask
trying to memorize more and more of it each time.
students to choose a city and prepare a forecast. Ask
Then ask them to close their books and try to remember
students to read out the forecast. Other students guess
as much as they can and to use their own words to
which city is being described.
complete the rest of the conversation.

LISTENING
VOCABULARY Weather
AIM
AIM
to practise listening for general understanding; to
to introduce and practise words to describe the
model be going to and might
weather
5 Start by setting up the situation. Tell students there
3 Ask students to look at the words in the box then use will be three conversations. Focus students’ attention
them to complete the sentences. Elicit the first answer
on the question.
to get students started.
• Play the audio. Students note answers.
• Organize the class into pairs to compare answers
• After listening, ask students to compare their answers
before checking as a class.
in pairs. In feedback, elicit answers from the students.
• In feedback, check the meaning and use of the words
in the box (see Language notes). Answers
1 not so hot
Answers
2 rain this morning, dry this afternoon
1 clouds 2 sunny 3 windy
3 cold, might snow
4 temperature 5 snow 6 Spring
7 sky, stars 8 grey 9 storms
10 autumn; warm
Audio script
1 A: What do you want to do tomorrow?

Optional extra activity To check meaning, draw the B: I don’t know. What’s the weather going to be

sort of weather symbols often used on the TV weather like?
forecast on the board. Ask students to match words to A: Better. It’s not going to be so hot. They said it

the symbols. The photo in the Student’s Book is a good might fall to 30 degrees or less.
way to check storm. B: Really? Why don’t we go to the swimming

pool, then?
A: We could do. Which one?

B: The one in the sports centre. The café there

does a nice lunch which is quite cheap.
A: OK. Let’s do that.

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 2 C: What do you want to do today? 7 Read through the information in the Grammar box as

D: I don’t know. What’s the weather going to be a class. Then ask students to complete the sentences

like? It looks a bit cloudy. with the correct form.
C: It said it might rain this morning, but it’s going • Ask students to check answers in pairs.

to be dry this afternoon. • In feedback, elicit answers from different pairs.
D: OK. Well, why don’t we relax this morning and

then go for a walk this afternoon? Answers
C: Could do. Where? 1 might

D: How about taking the car and going to the 2 are going to

hills? 3 are, going to, might / ‘m going to
C: OK. Let’s do that. We haven’t been there recently. 4 is, going to, might / ‘s going to, might

3 E: Do you want to go away at the weekend? 5 isn’t going to be, might not

F: I’m not sure. What’s the weather going to be

like? Language notes
E: I think it’s going to be cold. They said it might
We use the modal auxiliary verb might + infinitive

snow.
without to when talking about future possibility. It tends
F: Really? Why don’t we just stay here? I don’t
to be used when there is a less than 50% likelihood of

want to drive if there’s ice on the roads.
something happening.
E: That’s true. We should go shopping one day,

though – we need to get some presents for the Students may confuse going to with the present
kids. continuous. It is formed with the verb be (which conjugates:
F: I guess so. When exactly? am, is, are) + going to + infinitive. Watch out for form

E: Early on Saturday morning. We can take the errors such as It’s going very hot or It’s going be very hot.

train. Going to is presented here as a way of expressing
F: Can we be back before the football starts? certainty about plans. The plan is made before the

E: Maybe. What time? moment of speaking, e.g. They’re going to build some

F: It starts at three. new flats (there was a council meeting last month and

E: I guess – if we go early. this was decided for certain) and I’m going to get a job

F: OK. Let’s do that. We have to do it sometime. (this plan was made before speaking – and it is certain).

Optional extra activity Organize the class into pairs.
TEACHER DEVELOPMENT 6: APPROACHES TO
Ask them to look at the audio script on pages 211 and
GRAMMAR
212 and practise the conversations.
Go to page 222 for information and advice.

6 Ask students to look at sentences 1 to 6 and try to

remember or guess what words may be missing. Ask 8 This is an opportunity to practise using might in a
students to discuss their ideas with a partner. personalized activity with an emphasis on fluency.
• Play the audio again. Students listen and note down • Start by providing a model. For example: I might buy a
the missing words. Pause after each phrase comes up new car – it depends on money. I might not go to the
on the audio to give students time to write. If students beach this weekend – I think it’s going to be cloudy.
need to listen again, rewind and repeat the phrase • Ask students to prepare and write four ideas. Monitor
before moving on to the next part of the audio. and help with vocabulary.
• Ask students to compare answers in pairs before 9 Organize the class into groups of four or five.
showing the answers on the board. Encourage students to take turns to share ideas and to
respond to what the others say. You could model the
Answers
speaking activity briefly with a reliable student first to
1 to the swimming pool
get students started.
2 which is quite cheap
• As students speak, monitor and listen for errors,
3 relax this morning
new language or interesting conversations to use in
4 taking the car
feedback.
5 go shopping one day
• In feedback at the end, look at good pieces of
6 the football starts
language that students used and pieces of language
students didn’t quite use correctly during the activity.
GRAMMAR Be going to and might Show students better ways of saying what they were
trying to say.
AIM
to introduce and practise be going to and might + G For further guidance and practice, see Grammar
verb to talk about the future reference 13A in the Student’s Book. It explains use
and form in greater detail, and provides written
accuracy practice.

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 Answers to Exercises 1, 2 and 3, Grammar CONVERSATION PRACTICE
reference 13A AIM
1 1 might 2 might to practise language from the lesson in a free,
3 ‘m not going to 4 might communicative, personalized speaking activity
5 might not 6 ‘re going to, going to
7 ‘m going to 8 might, might 12 This is an opportunity to put together several parts
2 1 ‘s going to, might 2 ‘re going to, might of the lesson input and for students to practise using
3 might, ‘m going to 4 ‘s going to, might all the language they have learned.
5 might, ‘m going to 6 might, ‘m going to • Ask students to work in A and B pairs. Ask them to
3 Students’ own ideas prepare conversations. Monitor and help with ideas
and vocabulary. You could model this by acting out a
conversation with a reliable student first, or by asking
DEVELOPING CONVERSATIONS one well-prepared pair to model their conversation for
Short questions the class.
AIM • Ask students to roleplay their conversations once they
to introduce and practise short questions without are ready. As students speak, monitor and listen for
verbs errors, new language or interesting conversations to
use in feedback.
10 Read through the information in the box as a class. • In feedback at the end, look at good pieces of
• Ask students to read the conversations briefly. Set a language that students used and pieces of language
simple focus question or two: How many conversations students didn’t quite use correctly during the activity.
are there? (five) Why does one speaker want to go to Show students better ways of saying what they were
the beach? (It’s sunny). trying to say.
• Ask students to work individually to choose the short
questions. Ask students to compare their ideas in pairs. Optional extra activity Extend this activity into a
Elicit answers in feedback. Ask students to say why mingle. Students walk round the class, talk to three
they chose each question (see notes below). or four other students, and make up their own
conversations.
Answers
1 What time? 2 Where? TEACHER DEVELOPMENT 7: DEVELOPING
3 How long for? 4 Why? SPEAKING SKILLS
5 How? Go to page 223 for information and advice.

Background language notes for teachers

We use short questions when there is no need to say the
full question as it is understood from the context. Often,
saying the whole question would be repetitive. 13B Country life
You could show this by eliciting what the full question is
for some of the short questions in Exercise 10, e.g. What
time (is it on)? and Where (might you go)? Student’s Book pages 130–131
Notice that we sometimes use prepositions with the
questions: Who with? (= Who do you want to go with?)
IN THIS LESSON, STUDENTS:
• talk about living in the countryside
11 Ask students to practise the conversations in • read a blog post giving strong opinions about
pairs. Ask them to exchange roles and try out the where to live
conversations two or three times. As students speak, • guess the meaning of new words in a text
monitor and listen for errors, and correct students if • discuss their opinions of the blog post and their
they have problems. own experience

Optional extra activity Write up all the short answers

from the lesson at random on the board. Ask students SPEAKING
in pairs to prepare and write a short conversation using
three of the questions. Ask some pairs to act out their AIM
conversations but tell them to pause and be silent for a to introduce the topic of the lesson; to get students
moment instead of saying the short question. The rest of talking about the city and the countryside.
the class must say what the three missing short questions
were.
1 Organize the class into pairs to brainstorm and prepare
lists. You could start by eliciting an example or two for
each category.

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2 Ask each pair to join with another pair to compare 5 Ask students to read the blog again to match the
their lists. headings to the paragraphs. You may need to pre-
• In feedback, ask different groups to share what they teach smell (mime this) and views (= the nature you
listed in certain categories, and write up any new or can see – fields, hills, rivers, etc.).
interesting words and phrases on the board so students • Ask students to compare answers in pairs.
can note them down. • In feedback, elicit answers from the students. Ask
students to justify answers by saying what they read.
Example answers
City Answers
1 dog, cat, fox 1 b (you have to hold your nose most of the


2 office worker, shop assistant time)
3 cinema, restaurant 2 d (I still hate cows)


4 crime, pollution, car accidents 3 c (can you buy milk at eight o’clock in the


5 noise, crime, traffic evening? No chance!)
Countryside 4 f (no-one wears nice clothes in the countryside)


1 sheep, cows 5 e (field, field. It’s all just very, very boring)


2 farmer, local shopkeeper 6 a (you really don’t have many choices)


3 long walks, horse riding
4 being lonely, bad weather 6 Ask students to work in pairs to match the meanings
5 no wi-fi, no local shop, not many buses to the to the words. Support students by suggesting
nearest town a good way to approach the task. Here is one
idea: 1: Tell students to find the first word in bold
(pollution); 2: Ask them to use the context to guess
READING the word’s part of speech and meaning; 3: Read
AIM through the meanings 1 to 11 and work out which
to practise reading for key information; to complete goes best with the word; 4: Repeat the activity with
a true and false exercise; to practise working out each word in bold.
words in context • In feedback, elicit answers from the students. At the
end, you could ask students to use dictionaries or
3 Start by setting up the situation. Ask students to look translation to confirm answers.
at the photos and title and ask questions to focus on
what they can see. Ask: What is the blog about? Do Answers
you think it is funny or serious? 1 no chance 2 hill 3 waste
 
• Ask students to read the introduction and complete 4 crops 5 choices 6 pollution
 
the title. 7 chemicals 8 connection 9 convenient
 
• Ask students to compare ideas in pairs before eliciting 10 scary 11 field
answers.
7 Ask students to read the blog again and decide if the
Answers
sentences are true or false. Elicit the first answer to get
move to the countryside (leave the city / live in the
them started.
countryside)
• Ask students to compare answers in pairs. In feedback,
elicit answers from the students. Ask students to justify
Optional extra activity Ask follow-up questions about answers by saying what they read.
the information in the introduction: How much is the
house? Why do they want to leave the city? How does Answers
the writer feel? 1 F (chemicals that farmers use)

2 F (cows followed her and looked at her)

4 Ask students to work in pairs to predict the six reasons. 3 T (you can’t buy milk after eight in the evening)

You could elicit one idea to get them started. In 4 T (you have to cross a field or go along a dirty

feedback, elicit ideas from the students. road)
5 T (field, field, … It’s all just very, very boring)

Example answers 6 F (there are no cafés with nice cappuccino and

Students may have a range of ideas depending on wi-fi)
their view of life in the countryside. The reasons
mentioned in the text are the bad smells, the scary
cows, the fact that the countryside is inconvenient
– no shops are open, it’s dirty, people wear
unfashionable, old clothes, views are boring, there
are few job choices, there are no nice cafés and
wi-fi is bad.

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 EXAM-STYLE SKILLS TASKS: SPEAKING
How to do a true and false exercise
AIM
Students at elementary level are asked to decide to practise language from the lesson in a free,
if sentences are true or false in a number of communicative, personalized speaking activity
common exams.
To do this task effectively, students should:
11 This is an opportunity to bring together several parts
of the lesson, and for students to practise using all the
1 Read statements carefully and note or
language they have learned.

underline key words.
• Organize the class into small groups and ask them to
2 Scan the text until they find the part that
decide on a task. Ask students to read through the

deals with the statement. Then read that
questions individually and prepare a few things to say.
part closely. They need to find information
• Ask students to discuss the questions. You could ask
that confirms or contradicts the statement.
one student in each group to lead the discussion by
Provide an example with statement 1. The
asking the questions and making sure everybody says
statement says Everything in the countryside
something.
is natural. The text says You also have to smell
• As students speak, go round and monitor, and note
the horrible chemicals that farmers use. So it’s
down any interesting pieces of language you hear.
false.
• At the end, look at good pieces of language that
3 Justify answers to show they know. Get
students used and pieces of language students didn’t

students to say what they read and explain
quite use correctly during the activity. Show students
how this justifies their answer. Even if they get
better ways of saying what they were trying to say.
the answer wrong, discussing what they read
is revealing and helps them get better at doing
Optional extra activity Ask students to prepare six
this sort of exercise.
reasons not to have children, watch sport, vote, have
a dog or work five days a week. You could set this for
TEACHER DEVELOPMENT 11: DEVELOPING homework. In the next class students could share and
READING SKILLS debate their ideas in groups.
Go to page 225 for information and advice.

DEVELOPING LEARNER INDEPENDENCE

MEDIATION
Mediating concepts AIM
to encourage students to think about
In Exercise 8, students have to collaborate on a managing their own time to learn better
shared task. They have to formulate and respond
to suggestions, ask what others think, agree and We’re all busy, and adult learners often find it
disagree, and give reasons for their views. hard to fit in time to study. Ask students to look
at the list of ideas for busy people below, and to
After completing Exercise 8, ask students to say decide which ones they could do to help them
how well they did the task. Ask: How well did improve their English:
you give your opinions and find agreement? 1 Play recordings of English when driving or in

the gym.
2 Write ten words to learn on pieces of paper.
TEACHER DEVELOPMENT 9: MEDIATION

Put them in your pocket and carry them round
Go to page 224 for information and advice.
all day. In quiet moments, take them out and
say them. When you are sure you know a
8 M Organize the class into pairs to discuss the reasons. word, replace it.
You could set this activity up by reminding students 3 Keep a personal blog in English. Write three

of the first reason (it’s dirty and full of bad smells) sentences about your day every morning or
then briefly eliciting opinions or providing examples of every evening.
opinions. In feedback, briefly find out whether your 4 Label things in your house with English words

class agree or disagree with the reasons. and phrases using sticky notes. Involve your
family or flatmates – who can write the best
9 Ask students to look at the words in the box and try English language sticky notes?
to remember how they were used in the text. Then ask 5 Read something every day in English. Text a
them to work with their partner and discuss what they

friend to say what you read.
can remember.

10 Give students time to read the text again to check TEACHER DEVELOPMENT 15: LEARNER
their ideas. Take feedback from the class and find out
INDEPENDENCE
how much they could remember.
Go to page 226 for information and advice.

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 3 P Play the audio. Students listen and practise.
You could pause at difficult phrases, and model
13C They’re lovely animals phrases yourself to help students say them correctly.
• In feedback, ask students to say which phrases were
hard, and focus on them as a class. Comment on any
Student’s Book pages 132–133 errors students made.

Audio script
IN THIS LESSON, STUDENTS:
1 pets, good pets
• do a class survey about people’s pets and opinions
2 keep, keep them in the house
about animals
3 wild, wild animals
• talk about pets and animals
4 hairs, leave hairs everywhere
• practise listening to three conversations about pets
5 bite, often bite
and animals
6 careful, if you’re careful
• explain how long they’ve had or done something for
7 annoying, it’s annoying
8 pretty, look very pretty
9 causing, causing problems
VOCABULARY Animals 10 space, space to run around
11 feed, cost a lot to feed
AIM 12 huge, they’re huge
to introduce and practise words used to describe
animals
Pronunciation notes
V See Vocabulary reference 13C in the Student’s Book. Note the difficult pronunciation: wild /waɪld/, huge /hjuːdʒ/
Note the stress: annoying
1 Start by asking students to look at the photo.
Ask: What animals can you see? What are they
doing? What animals do you often see in your TEACHER DEVELOPMENT 5: DRILLING FOR
neighbourhood? PRONUNCIATION
• Organize the class into small groups to write a list of Go to page 222 for information and advice.
animals. After one minute, find out which group has
the longest list. Ask that group to read it out. Write up
4 Ask students to work in pairs to discuss the questions.
any interesting animals they mention on the board. Ask
Monitor and note language use. In feedback, comment
other groups to suggest animals to add.
on examples of good language use, and correct errors.
Example answers
Optional extra activity Ask students in pairs to think
Domesticated / farm: cat, rat, horse, dog, cow,
of another farmyard or countryside animal and prepare a
sheep, chicken, hamster, rabbit, parrot, mouse (mice)
description. Ask some pairs to present their descriptions
Wild: fox, bear, lion, tiger, deer, penguin, whale,
and see if the class can say which animal it is. If students
fish, shark, eagle, kangaroo, camel, giraffe, zebra,
are unsure of the name, despite understanding the
crocodile, elephant
description, either tell them the name or ask them to
look up the word in dictionaries. Some common animals:
Optional extra activity You could choose to narrow goat, duck, goose, wolf, badger, deer, rabbit.
down this activity by asking students to name all the pets
they can think of.
LISTENING
2 Organize the class into pairs. Ask them to read each AIM
sentence and notice the words in bold. Ask students to to give students practice in listening for gist and for
explain or translate unknown words to each other and specific words and phrases
check them in dictionaries if necessary. Ask students to
5 FS Read through the information with the class.
provide an example of an animal for each sentence.
• Play the audio. Students listen and complete the
• In feedback, elicit any interesting answers to share with
sentences with the words they hear.
the class.
• Ask students to compare answers with a partner.
• Play the audio again if necessary and ask students to
Example answers
compare answers again.
1 dogs 2 horses 3 tigers
• In feedback, check as a class.
 
 
4 bears 5 hamsters 6 rabbits
 
 
7 chickens 8 fish 9 mice
 
 
10 dogs 11 hamsters 12 elephants / whales

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 Answers C: Five years. I got him when we moved out of the
1 Did I tell city. We have more space now, so …
2 have they been D: Mmm.
3 Do they cause C: He’s very friendly. He always jumps on you
4 Have they ever tried when you come home.
5 have you had D: Woah! Scary!
6 Didn’t I tell C: No, it’s fine. And he’s very funny too. I mean,
7 have you had he plays very well with our cat, Kira. He follows
8 are you going to do her and she runs around, but they’ve never had
any fights or anything.
3 E: What’s that noise?
Audio script F: That? Oh, we have rats in the house. Didn’t I
1 Did I tell you? tell you?
2 How long have they been there? E: No. How annoying! How long have you had
3 Do they cause problems? them?
4 Have they ever tried to come inside? F: Well, we’ve been here a year now and they’ve
5 How long have you had him? been here the whole time.
6 Didn’t I tell you? E: Ugh!
7 How long have you had them? F: I know. They eat our food and I worry they’ll
8 What are you going to do? bite the kids one day.
E: So what are you going to do?
6 Review the names of the animals in the photo and F: Well, we’ve tried all kinds of things already, but
give students a moment to read the questions. You nothing has worked, so I think we need to pay
could pre-teach jump (use mime) and scared and scary someone to come in and do something about
(= frightened and frightening). them.
• Play the audio. Students listen and note their answers.
• Ask students to compare their answers with a partner 7 Start by asking students to say where the first
before discussing as a class. phrase is from. Then ask students to discuss the other
phrases in pairs.
Answers • If your students have all the answers more or less
1 1 foxes (and a cat) 2 a dog / a cat 3 rats correct, elicit and confirm them. If not, play the audio

  
  
2 1 Because the foxes are living in the garden. again, or ask them to look at the audio script on page

2 Because she’s showing a photo of her dog. 212 of the Student’s Book.

3 Because they hear the noise of the rats living in • Ask students to compare their answers with a partner

the house. before discussing as a class.

Answers
Audio script a3 b2 c3 d1 e2 f1 g1
  
  
  
  
  
  
1 A: Hey, did I tell you? I have foxes in my garden. h2 i3
  
B: Really? Living there?
A: I think so, yes. I see them quite a lot, anyway. TEACHER DEVELOPMENT 10: DEVELOPING
B: Wow! So how long have they been there? LISTENING SKILLS
A: For a few months, I guess. Go to page 224 for information and advice.
B: And are they OK? I mean, do they cause
problems?
A: Not really, no. Well, sometimes they use the
8 Ask students to work in groups of four or five to
describe their experiences. Monitor and note students’
garden as a toilet ... but I love having them
language use. In feedback, comment on examples of
there and watching them play.
good language use, and correct errors.
B: Have they ever tried to come inside?
A: Once, yes. They stole one of my shoes, actually!
Optional extra activity Do a live listening. Tell an
I found it outside the next day – half-eaten.
animal story of your own, either to model and set up
B: Oh!
Exercise 8 or as a follow-on and extended listening
A: I haven’t had any problems recently, though,
practice.
because I have a cat now and I think they’re a
bit scared of her!
2 C: Look. This one’s a photo of my dog. Here. GRAMMAR Present perfect and how long
D: He’s huge!
AIM
C: I know. He weighs 51 kilos.
to introduce and practise using the present perfect
D: Really? That’s amazing. What’s his name?
to express duration
C: He’s called Sheriff.
D: And how long have you had him? 9 Read through the information and example sentences
in the Grammar box as a class. Then ask students to
complete the questions. Elicit the first question to get

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 them started. Monitor and note how well students
3 A: I heard they’re going to get married.
understand how to form the questions.
B: Really? How long have they been together?
• Ask students to compare answers in pairs before
A: Not long. A few months.
checking as a class.
4 A: We’re having a party for our wedding


anniversary.
Answers
B: Nice. How long have you been married?
1 has he lived 2 have they been
A: Five years.
3 have you been 4 have you known
5 A: I’m going to visit my brother in Hong Kong.
5 have you had 6 has she worked
B: That’s cool. How long has he lived there?
A: Not long, about a year.
Language notes 6 A: Who’s that in the photo?
This use of the present perfect form (have + past B: Oh that’s my best friend, Clover.
participle) is used to talk about a state or an action A: Nice. How long have you known her?
that began in the past and continued to now. Its use B: All my life! Her dad and my dad were friends.
emphasizes the duration and its effect on now. It is
possible to draw a timeline on the board to show how Optional extra activity Ask students to work in pairs
this form works: to practise conversations using the language in Exercises
two years ago now 9 and 10. Ask students to try to keep each conversation
   
going for as long as they can. Monitor and correct any
Past________ l l__________Future misuses or mispronunciations of the form.
I’ve had my cat for two years
12 Organize the class into groups of four or five. Elicit
10 Ask students to match the questions from Exercise possible questions students need to ask to find the
9 with the comments in Exercise 10. Explain that first piece of information, e.g. Do you have a pet?
the questions are follow-up questions to get more How long have you had it? Ask students to prepare
information. Elicit the first match to get students other questions to ask individually. Then tell them to
started: a5 – I have a dog. How long have you had it? take turns to ask and answer questions to find out the
• Ask students to compare answers in pairs. Don’t information. Monitor and note students’ language use.
confirm answers yet – they will hear them in the audio In feedback, find out which person in each group has
in Exercise 11. done things the longest.
• At the end, look at good pieces of language that
Answers students used and pieces of language students didn’t
a5 b6 c2 d1 e3 f4 quite use correctly during the activity. Show students
  
  
  
  
  
better ways of saying what they were trying to say.
11 Play the audio. Students listen and check their
answers. Then play the audio again. Students listen Optional extra activity Organize a class survey. Ask
and write the answers they hear. students in pairs to think of five new How long…?
• Ask students to compare their answers in pairs. questions, e.g. How long have you had your mobile
• In feedback, elicit answers, and write the answers to phone? How long have you known your teacher? How
the How long questions on the board. Point out that long have you lived in this city? When students are ready,
not very long means a short time. ask them to mingle and ask four or five different students
their questions. At the end, students sit down with their
Answers original partner, compare their information, and present
Conversation 1: Two years. findings to the class.
Conversation 2: I don’t know – a long time.
Conversation 3: Not long. A few months. G For further guidance and practice, see Grammar
Conversation 4: Five years. reference 13C in the Student’s Book. It explains use
Conversation 5: Not long. (about a year) and form in greater detail, and provides written
Conversation 6: All my life! accuracy practice.

Answers to Exercises 1, 2, 3 and 4, Grammar

Audio script reference 13C
1 A: Yeah. I have a dog! 1 1 ‘ve had

B: How long have you had it? 2 ‘s lived

A: Two years. 3 ‘ve known

2 A: My mum works for a bank in the city. 4 have been

B: How long has she worked there? 5 haven’t eaten

A: I don’t know – a long time. 6 hasn’t rained


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 2 1 How long have you had your cat? • At the end, look at good pieces of language that
students used and pieces of language they didn’t quite


2 Have you been together for a long time?
use correctly during the activity. Show them better


3 How long have they been married?
ways of saying what they were trying to say.

4 Have they known each other long?

5 How long has she worked there?
Example questions

6 How long has he lived here?
What’s your favourite animal?

3 1 How long have you been here?
Have you ever had a pet?

2 How long you have have you lived here?
How can we protect wild animals?

3 How long have you did done that job?
Should we eat animals?

4 She has had her dog for five years.

5 I live ’ve lived here for three months now.

6 I don’t have haven’t had this phone very long. TEACHER DEVELOPMENT 8: FEEDBACK ON

4 Student’s own answers. For example: CONTENT, LANGUAGE AND ERRORS
1 We’ve lived in our apartment for a few years. Go to page 224 for information and advice.

2 I’ve had my phone for about a year.
3 I’ve known my best friend for over five years.
MY OUTCOMES

4 It hasn’t rained here for ages.
5 I’ve lived in Poland all my life. AIM
to reflect on what students have learned and
SPEAKING TASK on how to improve in a personalized speaking
activity
AIM • Give your students time to read the questions and
to develop students’ speaking skills in an extended prepare things to say. You could ask students to
fluency-based activity; the task has a goal, an make a few brief notes.
intended outcome and requires mediation, and • Organize the class into pairs or small groups.
it encourages students to use all their language Give students five to ten minutes to discuss the
resources in English to successfully complete it questions.
• In feedback, ask a few pairs to tell the class what
MEDIATION they said. Alternatively, you could have a class
Mediating concepts
discussion in which groups share the ideas they
In Exercise 13, students have to collaborate on a have, and comment on each other’s ideas.
shared task. They have to discuss and agree on • Follow up by setting a task for homework. See the
six sentences, which requires them to formulate Teacher development section for ideas. Following
and respond to suggestions, compare ideas and this activity, you could, for example, ask students to
explain choices, ask whether people agree and make a five-point list of things to do to try out the
propose alternative approaches. new language.
After completing Exercise 13, ask students to say
how well they did the task. Ask: How well did TEACHER DEVELOPMENT 16: MY OUTCOMES
you work together to agree on and form your Go to page 227 for information and advice.
six sentences?

For further practice, use Communicative activities 13.1

 
13 M Start by reading out the task then asking and 13.2 on pages 252–253.
students: What other questions can you think of? Elicit
some of the students’ ideas.
• Organize the class into groups of four or five. Ask
students to prepare their own list of questions.
• Once students have prepared questions, organize
this activity as a mingle. Ask students to stand up,
walk round and interview at least three people (from
different groups) using their questions. Monitor as
students mingle to make sure students have people to
talk to, and to listen in on what students are saying.
• After a few minutes, ask students to sit back down
in their groups and compare and discuss findings. Tell
students that they have to write six statements to best
summarize what they have found out from asking their
six questions.
• Ask a speaker from each group to summarize their
findings for the class.

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14 Opinions
IN THIS UNIT, STUDENTS:
• give their opinions about films, plays and musicals 14A What was the film like?
• describe life in their town, city or country
• make predictions about the future
Student’s Book pages 136–137

SPEAKING IN THIS LESSON, STUDENTS:

AIM • give their opinions about films, plays and musicals
to set the scene and introduce the theme with a • describe good and bad things about films, plays
photo; to brainstorm words connected with films, and musicals
plays and musicals • practise listening to two conversations about a film
and a musical
Optional lead-in activity Ask students to look at the • ask for descriptions of things people have seen
unit title and photo. Ask: What is the unit about? What
words and phrases can you think of? Brainstorm words
SPEAKING
connected with giving opinions: I think / believe, In my
opinion / view, It’s a good idea AIM
to introduce talking about films
1 Lead in by asking questions about the photo. Ask: What 1 Start by asking questions about the photo. Ask:
can you see? Elicit a brief description of the photo and
What can you see?
introduce any key words students might need.
• Ask students to read through the conversation. Check
• Organize the class into pairs. Ask students to say which
any words they are unsure of.
sentences are true for them and why. Go round the
• Play the audio. Ask students to listen and follow in
class and check students are doing the task. Help with
their books.
ideas and vocabulary if necessary.
• Organize the class into pairs to practise reading out the
• In feedback, ask pairs to say whether they had the
conversation to each other. Ask students to exchange
same or different ideas.
roles and practise more than once. Monitor and
2 Organize the class into groups to discuss the questions. prompt students to correct pronunciation and attempt
You could do this by asking each pair from Exercise 1 an appropriate intonation pattern as they speak.
to match up with another pair.
• In feedback, find out what interesting things students Audio script
in your class have seen recently. A: Have you seen The Eight Mountains?
B: No, I haven’t. What’s it like?
Culture notes A: It’s brilliant, but it’s very sad. I cried at the end.
B: Oh, OK. So what’s it about?
The photo shows the dance group of the Swedish
A: These two friends in Italy and the way things
choreographer Fredrik Rydman performing at Admiral

change between them over time. It’s very
Palace in Berlin, Germany. In this production, Rydman
beautiful.
introduces elements of street dance and modern dance
B: It sounds good. I’d like to try and see it.
theatre to Tchaikovsky's Swan Lake. Fredrik Rydman is
well-known in Sweden, where he has been involved in
choreographing routines for performers in the Eurovision Culture notes
Song Contest.
The Eight Mountains (Le otto montagne in Italian)
is a 2022 Italian drama film co-directed by Felix van
Groeningen and Charlotte Vandermeersch. It is based
Optional extra activity Write the names of five recent
on a novel by Paolo Cognetti. It’s about a friendship
films on the board that you think your class will know.
between two men who spend their childhood together in
Make them varied. Ask students in groups to choose one
a remote Alpine village and reconnect later as adults.
film to see together.

TEACHER DEVELOPMENT 1: INSTRUCTING

Go to page 220 for information and advice.

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2 Set up the task by eliciting a few ways of changing the TEACHER DEVELOPMENT 5: DRILLING FOR
words in purple. You could brainstorm films students PRONUNCIATION
know and words to describe the films. Go to page 222 for information and advice.
• Ask students in pairs to work together to change the
words in purple.
• Ask pairs to practise reading out the new conversation. Optional extra activity Ask students to practise
Ask them to exchange roles after they have finished saying the sentences in Exercise 3. Ask them to focus on
the conversation once. Listen in as students practise, pronouncing words correctly.
and correct mistakes.
5 Elicit the first answer (1 sounds good) from the
Optional extra activity Practice makes perfect. Ask students to get them started. Then ask pairs to discuss
students to practise the conversation three or four times, the other descriptions. In feedback, ask students to
trying to memorize more and more of it each time. justify answers.
Then ask them to close their books and try to remember
as much as they can and to use their own words to Answers
complete the rest of the conversation. Sounds good: 1, 2, 6, 10
Doesn’t sound good: 5, 8
Could be either: 3, 4, 7, 9
VOCABULARY Describing films, plays and
musicals
Optional extra activity Ask students in pairs to think
AIM of films they know that could match to the sentences in
to introduce and practise words to describe films, Exercise 3.
plays and musicals

V See Vocabulary reference 14A in the Student’s Book. LISTENING

AIM
3 Elicit the first answer (jokes) from the students to get
to practise listening for general understanding and
them started. Then organize the class into pairs to
for specific words
complete the sentences. Ask them to try to work out
the meaning from the context before checking any 6 Start by setting up the situation. Make sure
difficult words in their dictionaries. students know there will be two conversations. Give
them time to read the questions.
Answers • Play the audio. Students note answers.
1 jokes 2 actor 3 blood • Ask students to compare their answers in pairs. In
4 cover 5 end 6 brilliant feedback, elicit answers from the students.
7 stage 8 strange 9 scene
  
10 energy Answers
1 1 No.
4 P Play the audio. Students listen and practise. 2 The first person says it’s brilliant and really scary.
 
You could pause at difficult phrases, and model The second person says ‘It sounds terrible’ and
phrases yourself to help students say them correctly. ‘it’s definitely not for me’.
• In feedback, ask students to say which phrases were 2 1 Yes.
hard, and focus on them as a class. Comment on any 2 One person thought it was brilliant and funny,
 
errors students made. the other thought it was nothing special.

Audio script
1 jokes, some really good jokes Audio script
2 actor, my favourite actor 1 A: Have you ever seen a film called The

3 blood, a lot of blood Lighthouse?
4 cover, I had to cover my eyes B: No, I haven’t. I’ve heard of it, but I’ve never

5 end, you know how it’s going to end seen it. What’s it like?
6 brilliant, it was brilliant A: It’s brilliant. It’s got one of my favourite actors,

7 stage, people on stage Robert Pattinson, in …
8 strange, it was very strange B: Oh, I know him.

9 scene, one whole scene A: But it’s VERY strange. And for some scenes, I had

10 energy, the show has great energy to cover my eyes.
B: Yeah? It sounds terrible.

Pronunciation notes
Note the difficult pronunciation: strange /streɪndʒ/,
scene /siːn/

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 A: No. Really. It’s great! It’s a very clever film too. 8 Start by asking if anyone has seen the film or the musical.

It’s not all blood and killing or anything. The Ask anyone who has to say what they think of it.
two main guys live away from other people, • Mix the pairs so that students are working with
by the sea, and there’s a lot about their someone new. Ask students to discuss the questions.
relationship and … well, I don’t want to tell you Go round the room and check students are doing the
too much. task and help if necessary.
B: Don’t worry. It’s definitely not for me! • In feedback, comment on any interesting language

A: No, it’s really good! Honestly! used and correct any errors students made.

2 C: Have you seen the musical Hamilton yet?

D: Yes, I have. I saw it last week, actually. Optional extra activity Ask students to work in pairs

C: Oh really? We went to see it last night. What to make a list of reasons why they would choose to

did you think of it? go and see a film. For example, it has great actors, a
D: It was OK. Nothing special. I enjoyed some great director, it’s an action film, it’s a serious film, it’s a

scenes, but I just didn’t think the writing was comedy.
very good.
C: No? Oh, I thought the whole thing was DEVELOPING CONVERSATIONS

brilliant – one of the best things I’ve seen in a
What’s it like?
long time.
D: Yeah? OK. AIM

C: It had such energy. The dancing and the music to introduce and practise asking What’s it like?

were great – and I loved the way they used the
stage. It was very funny too. I couldn’t stop 9 Read through the information in the box as a class.
laughing! • Ask students to match the questions to the answers.
D: What about the way it ended? I thought it was Elicit a match for the first question to get students

too much! started.
C: Not for me! I started crying it was so sad! • Ask students to compare their answers in pairs.

D: Really? Oh well. I guess we just like different Students may need to use dictionaries to check words.

kinds of things, then.
Answers
1d 2f 3e 4c 5h 6g
Culture notes
   
   
   
   
   
7a 8b
   
The Lighthouse is a 2019 film directed and produced by
Robert Eggers. It stars Willem Dafoe and Robert Pattinson as
nineteenth-century lighthouse keepers during a wild storm. Language and pronunciation notes
Hamilton is a biographical musical with music and Here, like is a preposition. It is used in the structure
lyrics by Lin-Manuel Miranda. It is based on the 2004 What is / are … like? when asking for a description of
biography Alexander Hamilton by Ron Chernow, and tells something. What was the film like? = Describe the film
the life story of Alexander Hamilton and his involvement to me. This use is difficult because it will be very different
in the American Revolution. from what students would say in their first language.
Students may get confused with the verb like (What was
the film like? Yes, I like it), or feel they should use like
7 Ask students to read the sentences and recall or
in the answer (It is like very funny). Give them time to
guess the missing words. Ask them to compare ideas
practise the structure and response in drills and controlled
with a partner.
activities.
• When students are ready, play the audio again.
Ask students to compare their answers in pairs. In Here, both the thing being asked about and the word
feedback, elicit answers from the students. Check any like are stressed when asking questions: What was the
phrases students are unsure of. band like? Make sure you drill this.

Answers
1 called 2 of 3 like Optional extra activity Before moving on to practice
4 sounds 5 Honestly 6 of in Exercises 10 and 11, do a repetition drill. Ask students
   
7 scenes 8 dancing 9 ended to close their books and repeat the questions in Exercise
10 kinds 9 after you. You could also use prompt drills. With books
   
closed, you say the film, and students say What is the
film like? Then you say your parents, and students say
Language notes What are your parents like? If you want students to
I’ve heard of it – we say this when we know about it – switch between present and past, use gestures to show
somebody told us about it or we read about it – but we now (point to your feet) or the past (point over your
haven’t seen or experienced it shoulder). You could also prompt students to say the
Honestly! – we say this to emphasize that we are telling question by reading out answers, e.g. My mum’s great
the truth but I’m not very close to my dad, and elicit What are
your parents like?
The way it ended = the ending, the end of the film

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10 Ask students to work in pairs to practise 13 M Organize the class into pairs. Ask pairs to follow
conversations. As students speak, monitor and listen the model to ask and answer questions about their lists.
for errors, and correct students if they have problems. • As students speak, monitor and listen for errors,
Once students have had a go at just reading out new language or interesting conversations to use in
questions and answers, encourage them to exchange feedback.
roles and try making up their own answers. Practice • In feedback at the end, look at good pieces of
makes perfect, so give students plenty of time to have language that students used and pieces of language
a go at these questions and try to get to a stage where students didn’t quite use correctly during the activity.
they are feeling confident using them. Show students better ways of saying what they were
trying to say.
11 Ask students to work individually to prepare
questions. Monitor and help with ideas. TEACHER DEVELOPMENT 7: DEVELOPING
• Once students have prepared questions, organize the SPEAKING SKILLS
class into small groups and tell students to take turns Go to page 223 for information and advice.
to ask and answer. You could model this by asking one
or two questions of your own first. Alternatively, do
a mingle. Ask students to stand up, walk round and DEVELOPING LEARNER INDEPENDENCE
interview four or five people.
• As students speak, monitor and note errors or AIM
examples of good language use. Use the feedback to to encourage students to build on prior
correct errors and point out good things you heard. learning and life experiences
Adult students have already had many life
Optional extra activity Set topics to ask about. For experiences and learned many skills. Find out
example, last summer’s holiday (What was the weather / hotel about your students’ life experiences and get
like?), work (What are the people / bosses like?). You could students to think about how they can apply
extend this lesson into a mingle in which you write four or these to learning English.
five topics on the board, shout one out, and get students to 1 What have you learned before? For example,

ask their own questions about that topic until you shout out have you learned to drive, studied at university,
a new topic. learned to dance?
2 What do you remember about your learning

CONVERSATION PRACTICE experiences?
3 What parts of your previous learning

AIM experiences can you use to learn English
to practise language from the lesson in a free, better?
communicative, personalized speaking activity

12 This is an opportunity to bring together several parts TEACHER DEVELOPMENT 15: LEARNER
of the lesson and for students to practise using all the
INDEPENDENCE
language they have learned.
Go to page 226 for information and advice.
• You could start by brainstorming a few films, plays or
musicals to get students started. Let them produce
their own list individually. Monitor to help with ideas
and to translate the names of films or plays they want
to talk about into English. If students are short of
ideas, tell them that they can choose to talk about 14B A better life
favourite TV programmes instead.

MEDIATION Student’s Book pages 138–139

Mediating a text
In Exercise 13, students have to express their IN THIS LESSON, STUDENTS:
reactions to a work, reporting their feelings and • describe life in their town, city or country
ideas in simple language. • discuss what’s good and bad about life in different
After completing Exercise 13, ask students to say places
how well they did the task. Ask: How well did • read about people who have moved to different
you explain what films, plays or musicals were countries
like to your partner? • say how you feel about different situations

TEACHER DEVELOPMENT 9: MEDIATION

Go to page 224 for information and advice.

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VOCABULARY Life in different places partner they prepared their sentences with. Model the
activity first with a confident student, e.g. T: Lots of people
AIM are starting new businesses. S: The economy’s doing very
to introduce and practise words and phrases well. T: Yes, that’s right. Students take turns to read out
connected with life in different places their sentences for the rest of the group to guess.
1 Start by reading out the words in bold and pointing
Optional extra activity Ask students to write five true
out the pronunciation. You could ask students to listen
sentences about the economy, crime, people, weather
and repeat. Note the stress is on the first syllable in
and the health system of their country.
temperature and the word is usually said with three
syllables: /ˈtemprətʃə(r)/.
• Ask students to choose the sentence in each pair (a READING
or b) that has the meaning most similar to the head
AIM
sentence (1–5).
to help train students to do a jigsaw reading and to
• Ask students to compare their answers in pairs.
read for specific information
In feedback, use opposites, synonyms, visuals and
examples to check the words (see below). At the end, 4 Start by setting up the situation. Focus students on
ask students to use dictionaries if they are still unsure the photo and title. Ask: What are people doing in the
of any words. photo? What could ‘A new life’ be about?
• Ask students to read the introduction to the article
Answers then discuss the questions in pairs. Elicit ideas in
1a 2b 3a 4b 5a feedback and open up ideas for debate if necessary.

Example answers
Language notes
Reasons for moving to another country: to do a
less = opposite of more course at school or university, to learn the language
safe = opposite of dangerous of the country, to get a new job, to make money,
war / guns = give an example of a war; mime or show a to be with or marry someone from that country, to
picture of a gun escape from war, poverty or violence in your country.
without = not having (opposite of with)
helpful – describes people who help you, for example, by Optional extra activity Be aware of the make-up of
answering questions your class, and tailor this lead-in activity accordingly. If,
polite – for example, a person who says please and thank for example, you are teaching a class of people who have
you and hello moved to an English-speaking country, talk about their
reasons and aspirations.
cloudy / snow / temperature – use pictures as on a
weather report, e.g. 22°C
5 Organize the class into groups of four. Ask each group
pleasant = giving pleasure
to split into an A pair and a B pair. Make sure students
health system = doctors, nurses, hospitals, etc. are clear about which text to read.
complain = say that something is bad • Ask students to read their text, then discuss the
waiting list = here, how long you have to wait to see a questions with the student who read the same text.
doctor • Have a brief feedback session. Ask: So, who would
like to live in the place you read about? You could ask
nurse = someone who looks after people who are ill
students to guess which countries the two speakers are
describing (Maja may be in the US – California perhaps;
2 Ask students to work in pairs to prepare sentences. Adnan is probably in the UK – maybe London).
Start by writing an example sentence on the board,
e.g. 1 Lots of people are starting new businesses. Example answers
Monitor and help with ideas and vocabulary as Students’ ideas
students prepare. Maja: Most would be positive about moving here –
lots of tech jobs, good money, helpful and friendly
Example answers people, warm, safe
1 Lots of people are starting new businesses. Adnan: Largely positive, but not great – not
2 There isn’t any crime. dangerous, free and good health system, difficult to
3 Everybody smiles and wants to talk. get to know people, money OK, rains a lot
4 It’s sunny every day.
5 It costs a lot of money; there aren’t enough
doctors, nurses or hospitals.
6 In their A pairs and B pairs, ask students to discuss the
questions. You could go through the questions with
students first so that they know what information they
3 Organize students into small groups to do this activity. need to find.
You could put each pair with another pair to make groups
of four or mix pairs so that students don’t work with the

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 Answers Adnan
Student A: Maja steal (stole, stolen) = take things illegally
1 Five years. hurt in the war = e.g. he had an injury from a gun or
2 To work. bomb
3 Yes, I love it.
4 They are nice, friendly and helpful.
5 It’s warm, but there is snow in the mountains. TEACHER DEVELOPMENT 11: DEVELOPING
6 It’s quite expensive, but I have health insurance, so READING SKILLS
it isn’t a problem. Go to page 225 for information and advice.
7 There is some gun violence, but I’ve never seen
anything.
8 No, probably not. I don’t miss anything. GRAMMAR It’s + adjective + to + verb
Student B: Adnan AIM
1 Two years. to introduce and practise constructions with it's +
2 Because there was a war in my country. adjective + to + verb
3 It’s OK, but I miss some things, and I can’t get a
good job here. 9 Read through the information in the Grammar box as
4 They are polite, but it’s difficult to get to know a class.
them. • Ask students to complete the sentences using the
5 I like it, it rains a lot, but that’s OK, it’s too hot in pairs of words in the box. Point out the example in the
my country. Student’s Book to get students started.
6 It has been great for me, I had really good free • Ask students to compare answers in pairs.
treatment. • In feedback, elicit answers from the class.
7 There is some crime but it isn’t dangerous.
Answers
8 Yes, I hope so one day.
1 It’s important to study
2 It isn’t difficult to find
7 Ask students to exchange partners in their groups 3 Is it safe to travel
so they are working in mixed pairs (an A student and 4 It’s nice to meet
a B student). 5 Is it easy to pass
• Ask students to ask and answer the questions in pairs. 6 It isn’t cheap to get
In feedback, elicit answers from the students. Ask
students to say what they found out.
Language notes
8 Ask students to discuss and respond to the texts Note that when this structure is used, adjectives
personally, in pairs or in their groups of four. You could are always followed by to + infinitive. If you have a
open this up to a class discussion at the end. monolingual class, compare the pattern in English with
that of your students’ first language and see if it is the
Optional extra activity There are some difficult words
same or different.
in the text which students may not know (see Language
notes below). At the end, ask students to find and
underline words they don’t know and try to guess their
10 Set up the task by eliciting one or two examples
from the class. Ask students to work individually to
meaning from context. Then explain them with examples,
complete the sentences.
translation or dictionary work.
• Ask students to compare answers in pairs before
eliciting a few from the class. Ask students to expand
Example answers on their ideas in feedback (e.g. It’s easy to get to work.
Students’ ideas There are a lot of buses.).
Most would suggest Maja has the better life – a
good job that she likes, plus health insurance, and Example answers
good money. 1 It’s easy to get to work / make friends / find a job.
2 It’s important to speak two languages.
3 It’s nice to go cycling in this city.
Language notes
4 It’s not cheap to eat out.
Note these difficult words in the texts: 5 It’s sometimes difficult to find a good job / get to
Maja know people.
miss (things) = feel sad because you cannot see people or
do things you did in your home country G For further guidance and practice, see Grammar
work long hours = work for many hours in a day reference 14B in the Student’s Book. It explains use
and form in greater detail, and provides written
accuracy practice.

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 Answers to Exercises 1, 2 and 3, Grammar Optional extra activity Ask students to research one
reference 14B of the areas (crime, health system, climate, etc.) in a
1 1d 2a 3e 4c 5b 6f city or country they know well. Ask students to find five
  
  
  
  
  
2 1 to find interesting pieces of information to share with the class
2 to drink in the next lesson.
3 to park
4 to leave
5 to see, to meet
6 to read, to understand
3 Student’s own answers. For example: 14C What do you think will happen?
1 It’s helpful to watch films in that language.
2 It’s useful to know someone who speaks the

language. Student’s Book pages 140–141
3 It’s important to speak as much as you can.
4 It’s not good to worry about it.
IN THIS LESSON, STUDENTS:
• make predictions about the future
Optional extra activity Write the following on the • talk about what’s in the news at the moment
board then discuss as a class: It’s hard to improve your • practise listening to news stories
pronunciation; It’s interesting to read about English • listen to predictions about different news stories
history; It’s scary to speak English in shops; It’s fun to
watch films in English
LISTENING
AIM
SPEAKING
to give students practice in listening for gist and for
AIM specific information
to practise language from the lesson in a free,
communicative, personalized speaking activity 1 Start by checking that students understand the
categories in the box. Then ask students in groups
11 This is an opportunity to bring together several parts of three or four to discuss different news stories they
of the lesson and for students to practise using all the can think of. You could elicit one or two examples to
language they have learned. get them started.
• Ask students to work individually to prepare things to
say. If you think students may be short of ideas, start Optional extra activity Preview the listening by asking
by eliciting at least one idea for each category first, students to say what order the different kinds of news in
and ask students to share and compare their ideas with the box usually appear on a TV or radio news report. In
a partner to help them improve and add to their ideas. feedback, elicit ideas and build up a class order on the
Monitor and help with ideas and vocabulary. board. A possible order: 1 Major national or international
news. 2 Business news and entertainment news come
MEDIATION in the middle. 3 Sports news is usually at the end. The
Mediating concepts weather forecast often comes after the news report.
In Exercise 12, students have to collaborate with
peers. They have to express suggestions clearly, 2 Play the audio. Students listen and match the
and help others contribute. They express ideas stories to the types of news.
simply, ask what others think, and give reasons • Ask students to compare their answers with a partner
for their views. before discussing as a class.
After completing Exercise 12, ask students to say
Answers
how well they did the task. Ask: How well did
1 national news 2 business news
you explain the problems and give reasons?
    
3 international news 4 entertainment 5 sport
  
  
12 M Organize students into groups of four or five to
discuss the topics. You could ask one student to chair the Audio script
discussion while the rest take turns to express their views. 1 Tomorrow, people across the country will choose
• In feedback, ask different groups to say what they a new government – and at the moment, it’s
decided might be a problem for people coming to live very hard to say what the result will be. The two
in their country. main parties both say they hope to win, but most
• As students speak, go round and monitor, and note people think that they will probably have to work
down any interesting pieces of language you hear. together and share power. We’ll know the final
• At the end, look at good pieces of language that results early on Monday morning.
students used and pieces of language students didn’t
quite use correctly during the activity. Show students
better ways of saying what they were trying to say.

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 2 One of the largest companies in the country has Language notes
said that it is going to cut five thousand jobs. The Note the sets of vocabulary that help students
company lost 385 million dollars last year and now understand each story:
plans to close its two biggest factories in the north
1 government / main parties / win / share power / final
of the country.


result
3 Abroad, talks between the United Kingdom and
the European Union are continuing. The two sides 2 largest companies / cut jobs / lost … dollars / factories


still can’t agree on how to do business together or 3 talks / continuing / can’t agree / end well


on how people can move between the different 4 music / TV idol / planning to get married / TV show


countries, but both say they still hope the talks will
5 World Cup match / star player / hurt herself / play /
end well.


games
4 Next, music – and some news that has surprised
many people. The winner of last year’s TV Idol
show – Myleene – is planning to get married – to
TEACHER DEVELOPMENT 10: DEVELOPING
her boyfriend of two months, who she met while
LISTENING SKILLS
they were both working on a new TV show.
Go to page 224 for information and advice.
5 And finally, the national Women’s Team go into
their important World Cup match tonight without
one of their star players, Williams, who hurt 4 FS Read through the information with the class.
herself in the gym yesterday. It’s now possible that Provide an example. Say: I’ll, we’ll, they’ll, she’ll, this’ll.
she won’t play in the next two or three games. Point out how an /ə/ sound is inserted before the final
/l/ sound.
• Play the audio. Students listen and note which
3 Start by giving students time to read through the
sentence does not have will or ‘ll in it.
three sentence options that go with each of the five
• Ask students to compare answers with a partner.
news stories.
• Play the audio again if necessary and ask students to
• Ask students to decide which sentence is true. Tell
compare answers again.
students to compare their ideas in pairs. Don’t confirm
• In feedback, check as a class.
or reject anything at this stage.
• Play the audio again. Students listen and check. Ask Answer
students to compare their answers with a partner 3
before discussing as a class.

Answers Audio script

1 a F (Tomorrow, people … will choose a new 1 This’ll be terrible.

government) 2 I don’t think they’ll be together.
b F (… they will probably have to … share 3 They both have too much to lose.

power.) 4 I’m sure they’ll solve the problems.
c T (… final results early on Monday morning.) 5 They’ll still have a very strong team.

2 a T (The company lost 385 million dollars last 6 It’ll be better if there’s no clear winner.

year …)
b F (… it is going to cut 5,000 jobs.)
5

c F (… in the north of the country) Explain that students will hear speakers comment

3 a F (talks … are continuing – so, already started) on each of the news stories 1 to 5. To make sure

b T (both say they still hope the talks will end students are clear about the order of stories, write the

well) following on the board: 1: new government; 2: lost
c F (still can’t agree on how to do business jobs; 3: UK and EU talks; 4: Myleene’s new boyfriend;

together or on how people can move between 5: star player hurt.
the different countries) • Ask students to write 1 to 5 in a list in their notebooks.
4 a T (winner of last year’s ‘TV Idol’ show) Tell them to write a to e next to each number as they

c F (her boyfriend of two months) listen to the comments.

c (doesn’t say) • Play the audio. Students listen and note answers.

5 a F (hurt herself in the gym) • Ask students to compare answers with a partner.

b T (one of their star players) • Play the audio again if necessary, and ask students to

c F (It’s now possible that she won’t play in the compare answers again.

next two or three games) • In feedback, check as a class.

Answers
a2 b4 c3 d5 e1

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 Audio script interchange the forms. At this level, it is best to point out
a This’ll be terrible for the whole area. It’ll be really that both will and going to are used for predictions, but
bad because lots of people will have to move to that we generally, but not exclusively, say I think with will.
find work.
b It won’t last. I don’t think they’ll be together by
TEACHER DEVELOPMENT 6: APPROACHES TO
the end of the year.
GRAMMAR
c I don’t think the situation will get worse. They
Go to page 222 for information and advice.
both have too much to lose. I’m sure they’ll solve
the problems they’re having.
d This loss won’t change anything. They’ll still have a 9 Ask students to discuss the questions in pairs. You
very strong team tonight. could briefly discuss the first question as a class to
e It’ll be better if there’s no clear winner. It’ll mean get them started. Point out how students can use the
they all have to talk to each other and solve phrases in the box to answer the questions.
problems together! • In feedback, elicit answers and ask students to explain
their decisions.
6 Ask students to work individually to prepare what G For further guidance and practice, see Grammar
they want to say. Monitor and help with ideas and reference 14C in the Student’s Book. It explains use
vocabulary. You could let students compare ideas in and form in greater detail, and provides written
pairs if you think they need more help. accuracy practice.

7 Organize the class into small groups to share their Answers to Exercises 1, 2, 3 and 4, Grammar
stories. As students speak, monitor and note errors and reference 14C
examples of good language use which you could focus 1 1 there’ll be
on in feedback. 2 they will
3 will the meeting start
Optional extra activity Find and write three headlines 4 won’t
on the board from current stories in the news. Choose 5 won’t
examples which are funny or interesting, and have simple 6 you’ll
words, but for which students will have to use a bit 7 probably won’t
of guesswork if they are to work out what the story is 8 will your parents
about. Ask students in pairs to guess one of the stories or 2 1 I think you will need to take a test.
invent their own story to go with the headline. 2 I don’t think they will offer me the job.
3 I think the exam will be difficult.
GRAMMAR Will / Won’t for predictions 4 The restaurant won’t be busy this evening.
5 Do you think it will be expensive?
AIM 6 She doesn’t think it will be easy.
to introduce and practise will / won’t for predictions 7 Do you think he will agree?
8 They won’t arrive before 6:30.
8 Read through the information in the Grammar box as a
3 1 ’ll go
class. Point out that we use will + infinitive without to,
2 ‘ll learn
and that won’t is an abbreviated version of will not.
3 ‘ll be
• Ask students to complete the sentences.
4 ‘ll live
• Ask students to compare answers in pairs before
4 Students’ own answers
feedback as a class.

Answers SPEAKING TASK

1 won’t 2 won’t 3 ’ll 4 won’t
 
5 won’t 6 ’ll 7 ’ll 8 won’t AIM
 
9 ’ll 10 ’ll to develop students’ speaking skills in an extended
fluency-based activity; the task has a goal, an
intended outcome and requires mediation, and
Language notes it encourages students to use all their language
We use will / wont + infinitive without to. In natural resources in English to successfully complete it
speech, the abbreviated form ’ll is generally used with
pronouns but the full form tends to be used with nouns.
10 Start by choosing one of the topics and eliciting
and discussing some of your students’ predictions
Many student grammar and coursebooks will tell (e.g. politics: The liberals will win the election; The
students that will is used to make a future prediction government will improve roads).
when it is based on a personal opinion (I’ll be rich one • Ask students to work individually to prepare their
day; I don’t think Ron will like this much) and going to is own predictions. Monitor and help with ideas and
used when there is some outside evidence that enables vocabulary.
the speaker to predict the future (Julie’s going to have a
baby; Look at those clouds – it’s going to rain). While this
rule sounds neat, the truth is that native speakers often

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 MEDIATION
Mediating concepts
In Exercise 11, students have to collaborate on a WRITING 7
shared task. They have to formulate and respond
to suggestions, compare ideas and explain
choices, ask whether people agree, and agree
Writing social media posts
on a list.
Student’s Book pages 142–143
After completing Exercise 11, ask students to say
how well they did the task. Ask: How well did
you explain your ideas and opinions? How did IN THIS LESSON, STUDENTS:
you agree on an order? • write two social media posts about photos
• discuss how they use social media
• describe what they can see in different photos
11 M Organize the class into groups. Ask students • make comments on other people’s posts
to take turns to share their two predictions. Once
students have shared ideas, ask the group to order the
predictions in the order they think they are most likely SPEAKING
to happen.
AIM
• Ask a speaker from each group to summarize their
to get students talking about the topic
orders for the class.
• At the end, look at good pieces of language that 1 Ask students to get into small groups to discuss the
students used and pieces of language they didn’t quite questions.
use correctly during the activity. Show them better • In feedback, elicit ideas and experiences from different
ways of saying what they were trying to say. groups.

TEACHER DEVELOPMENT 8: FEEDBACK ON

Optional extra activity Show a photo that you recently
CONTENT, LANGUAGE AND ERRORS
posted. Tell students to ask you questions to find out
Go to page 224 for information and advice.
more about it.

MY OUTCOMES WRITING
AIM AIM
to reflect on what students have learned and to develop students’ ability to write a social media
on how to improve in a personalized speaking post
activity
• Give your students time to read the questions and 2 Start by focusing students on the photos a–f. Ask:
prepare things to say. You could ask students to What words do you need to describe these photos?
make a few brief notes. Students could tell you in their first language what
• Organize the class into pairs or small groups. words they need – write up any useful words that
Give students five to ten minutes to discuss the come up in English.
questions. • Ask students to look at the photos in pairs and say
• In feedback, ask a few pairs to tell the class what what they see.
they said. Alternatively, you could have a class • In feedback, elicit ideas from students.
discussion in which groups share the ideas they
have, and comment on each other’s ideas. Example answers
Follow up by setting a task for homework. See the a The photo shows a play outside – with actors.

b The photo shows a pet snake.

Teacher development section for ideas. Following

this activity, you could, for example, ask students c The photo shows hills and trees on a dark, grey,

to brainstorm a list of what they have learned wet, windy day.
from reflection. d The photo shows two musicians playing in a park.

e The photo shows a woman with her pet dog.

f The photo shows someone giving cows food.

TEACHER DEVELOPMENT 16: MY OUTCOMES
Go to page 227 for information and advice. 3 Ask students to read the social media posts and match
them to the photos.
For further practice, use Communicative activities 14.1 • Ask students to compare answers in pairs.
 
and 14.2 on pages 254–255. • In feedback, elicit students’ answers.

Answers
1e 2b 3c 4d
   
   
   
Writing 7 191
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4 Ask students to match comments to posts. Elicit the USEFUL LANGUAGE Say and tell
first match to get students started.
AIM
• Ask students to compare answers in pairs.
to practise using say and tell in social media posts
• In feedback, elicit students’ answers.
8 Read through the box about say and tell as a class.
Answers • Ask students to choose the correct option to complete
1 e, g 2 c, f 3 b, d 4 a, h the sentences.
   
   
   
• Ask students to compare their answers in pairs.
5 Ask students to discuss the comments and write an • In feedback, elicit the answers.
extra comment in pairs. Elicit one possible comment to
get students started. Answers
• In feedback, elicit students’ ideas. 1 told 2 say 3 tell
4 said 5 told 6 said
Example answers 7 told 8 said, say
1 So sorry to hear about your dog.
2 I love snakes – text me if you need any advice.
Language notes
3 Enjoy your holiday – walking is more fun when the
weather’s bad! Many languages use the same verb to express say and
4 I’m going to see the film tomorrow – don’t tell me tell, so students are likely to make errors here (typically,
what happens! He said me that …). Emphasize that tell has a direct
object, but say doesn’t have a direct object.

Language notes 9 Ask students to work in pairs to talk about what

You could choose to explain difficult phrases in the social photos in a social media post might be described by
media posts: the comments.
miss (a pet) a lot = think about (a pet) and wish it was • In feedback, elicit answers.
still here
Example answers
make a mistake = do or say something wrong 1 a cat
There’s no chance of that = that’s not going to happen 2 a photo of the person at an event
strange = unusual 3 a photo of the film poster
4 a photo of a company office
on stage = the high place in a theatre or at a concert
5 a photo of a band
where people perform
6 a photo of people in a restaurant
7 people in a meeting
8 a photo of Mika holding the present
USEFUL LANGUAGE As you can see
AIM
to practise using as you can see when writing about
PRACTICE
a photo AIM
to practise writing a social media post
6 Read through the Useful language box as a class.
• Ask students to write sentences using as you can see. 10 Start by asking students to decide which two photos
Monitor and help with ideas. to write about. If students have phones in class,
and are happy to share personal photos, tell them
7 Ask students to compare their ideas in pairs. to choose that option as it makes the activity more
• In feedback, elicit the students’ best ideas. personal.
Example answers • Ask students to tell a partner which two photos they
a As you can see, the theatre was outside. have chosen and why. Monitor and make sure students
b He’s a scary snake, as you can see. have good photos to write about. You could suggest
c The place is really beautiful, as you can see. some useful vocabulary to use as you monitor.
d As you can see, everybody had a great time at the 11 Ask students to write their two posts using the
concert. model media posts in Exercise 3 to help. Monitor and
e As you can see, we loved Rocky very much. help with vocabulary and spelling.
f As you can see, the new animals like their food.
TEACHER DEVELOPMENT 12: DEVELOPING
WRITING SKILLS
Go to page 225 for information and advice.

192 Writing 7
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 MEDIATION 2 Tell students they are going to watch the ‘Out
Mediating a text and about’ video in which five people talk about
when and why people should visit their country, and
In Exercise 12, students have to express a
whether they prefer the countryside or the city. Before
personal response to something they read. They
playing the video, read through the Understanding
have to explain why certain parts or aspects of a
accents box with your class. Tell students that they may
text especially interested them.
notice this pronunciation feature in the video. If you’d
After completing Exercise 12, ask students to say like to explore this with your class further, see the
how well they did the task. Ask: What did you Pronunciation notes on page 194.
think of the comments on your post? • Ask students to watch the video. Then focus their
attention on the questions.
• Ask students to compare their ideas in pairs. Ask
12 M When students have completed their posts,
students to discuss with their partner which speakers
ask them to exchange them with a partner.
gave answers most similar to theirs, and to share
• Students read each other’s work and write a comment
anything they remember hearing from the video.
on each.
• In feedback, ask students to share answers briefly with
• Ask students to return the social media posts and
the class. At this stage, just find out what students
comments to their partner and discuss what they have
caught – they will have a chance to listen again in
written.
more detail later.

Video script
Jorge: My country is very different as here. And in
REVIEW 7 Video the summer is very hot weather and it’s not, it’s not
comfortable to do … simple things. Or, and for me,
it’s … the best moment is in the month of May or
Student’s Book page 144 maybe April because you can, you can wear maybe
long trousers and T-shirt.

About the videos Diego: I think all time, it’s a good time because
The two types of video in Outcomes are designed to my country has a good weather. But if you want to
expose students to the sort of natural communication visit in a specific time, I think in December we have
that they will encounter outside the classroom, with different parties, different festivities that you can
speakers from a wide range of language backgrounds. enjoy. And maybe if you want to go to different
They are intended to be authentic examples of English, places like beach or go to different mountains or
rather than perfect models. The accompanying activities different cities, we have different places to visit.
reflect this and aim to build students’ confidence in
Min: My country is South Korea, and my city is
understanding fast speech, different accents, and English
Daegu, and I want to, I want to tell you I don’t
as it is spoken in the real world. They can also be used
recommend my country in summer because my
to build students’ confidence about their own ability
city … because my city is really hottest city in my
in English, by showing them that you don’t need to
country. So, I don’t recommend my city in summer.
have completely accurate English as long as you can
communicate your message to your listener. Jorge: I prefer the city centre because you can
make more plans with your friends. There are many
different places you can go out to dinner. You can
VIDEO Out and about go out to maybe bowling or something like that.
AIM And it’s very easy to go out.
to watch a ‘vox pop’ video in which people talk Kat: I think I am very much a city girl, and my
about when and why people should visit their partner disagrees with me. He loves quiet villages
country; to notice accents which use an /iː/ sound and I enjoy being near the noise and life of it all.
instead of an /ɪ/ sound. And even if you are not a part of it, it’s always there
for you to reach.
1 This is a review of the Unit 13 topic, so you could start
by asking students to say what they remember about Diego: I prefer the city because I live all my life in
the conversations in Unit 13, or what phrases they the city. But I enjoy when I go outside to the city
remember from the unit. Organize the class into small because I really, I really want to go. Sometimes the
groups to discuss the questions. city is really, really hard.
• In feedback, ask students to briefly share any
Steven: I prefer the countryside. I like going out
interesting views they heard from their classmates.
walking in more open spaces, through forests or
through hills. It’s just quieter. You’re more at peace
with your thoughts. Cities can be a bit busy, a bit
loud, but obviously are much better in terms of
convenience. But I always take the countryside when
I can.

Review 7 193
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Pronunciation notes Video script
A: Can you recommend a film to go to?
You may wish to explore why some speakers may


B: Well, I haven’t seen any films recently – good or
replace one sound with another. Start by asking whether


bad! I need some recommendations myself.
speakers of the students’ first language often do this.
A: Me too. What about TV? Have you seen any
Then look at reasons why students change the sounds.


good TV programmes?
Here are some possibilities:
B: There is one TV programme that I really enjoy
1 Sometimes a sound does not exist in a student’s first


and it’s called First dates. And these two people

language so they approximate to the nearest similar meet for the first time, and they have dinner.
sound. A: Oh, that sounds interesting.
2 Sometimes a sound in a student’s first language is


B: It’s very interesting. And they get to know each

similar to two sounds in English, (e.g. the /iː/ sound and


other and if they like each other, they meet again
/ɪ/ sound), so they use the same sound for both. afterwards and have maybe another date.
3 Sometimes, it is hard to say a sound after another A: That sounds interesting. I think, I think I’ll watch it.

sound in a word – so students approximate.


B: I think you would enjoy it very much. Anyway,


Recognize that English is an international language, how about you? Have you seen any movies lately
so students will come across many accents influenced that you enjoy?
by a speaker’s first language, as well as many accents A: Well, I watched the Blade Runner on Saturday,


influenced by other factors such as nationality, age, the one from 1982. And I know it’s a classic but
culture and regional variations. Encourage students to be I, I didn’t really enjoy it.
open to and alert to the variety. B: Really, why not?

A: Well, it’s very long and we couldn’t finish it. Also,

3 Give students time to read sentences a to h. it’s violent and it’s all about men and that’s a bit
• Ask students to watch the ‘vox pop’ video again and boring. Oh, and it rains all the time and that’s
match speakers to sentences. depressing.
• Ask students to compare their ideas in pairs. B: So, it was boring, depressing, raining, why did

• In feedback, elicit and show answers on the board. you watch it?
A: You know, the Blade Runner, comes from a story

Answers from a fiction book from the 1950s.
Jorge: e, h Diego: a, b B: Oh, no, I didn’t know that.

Min: g Kat: d A: And the book is very good. So, we thought in my

Steven: f book club, why don’t we watch the film?
B: I see. So, can you tell me what was better, the

4 Organize the class into groups to discuss the questions. film or the book for you?
• In feedback, ask students to say what they found out A: The book!

about their classmates. B: The book sounds like it’s something I’d like to

read.
Optional extra activity Ask students in pairs to talk A: Yes, I think you’ll find it very interesting.
about the best places to go in spring, summer, autumn B: So, how about you and me go to the cinema

or winter. together and watch a movie that is interesting,
makes us laugh, extremely funny, not boring and
that we enjoy very much.
VIDEO Developing conversations A: I would love that.

AIM B: OK.

to watch a ‘developing conversations’ video in which A: Yeah.

two people talk about films and things on TV; to B: Let’s do that.

give students practice in understanding fast speech A: Let’s do it.

5 This is a review of Lesson 14C. Lead in by asking
some general questions. You could use the photo
6 Ask students to compare their ideas in pairs. Play
the video again if necessary; pause then play the
in the Student’s Book or pause the video just before
video at points where students had problems catching
the two people start talking. Ask: What can you see?
information.
Where are they? Ask: What phrases might they use?
• In feedback, ask students to share what they heard.
• Ask students to watch the video and make brief notes.
Don’t worry about getting everything – just find out
Tell them to note down any key words or phrases they
how well students were able to follow the natural
hear.
conversation.

194 Review 7
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7 FS Give students time to read sentences 1 to 8,
and try to recall or guess what words are missing. You
could tell students to write in answers lightly in pencil. REVIEW 7 Grammar and Vocabulary
• Ask students to watch the video again and to complete
the gaps.
• Ask students to compare their ideas in pairs. Student’s Book page 145
• In feedback, elicit and show answers on the board.
AIM
Answers to consolidate vocabulary and grammar from
1 go to 2 TV programmes Units 13 and 14
3 have dinner 4 each other
5 finish it 6 bit boring 1
7 was better 8 do that 1 going 2 will 3 to 4 to

  
5 might 6 go 7 been 8 won’t

  
  
2
Optional extra activity Here are a few things you can 1 They said it might not be very hot this weekend.
do with a video to vary the activity: 2 They said it’s going to be very cold and it might
1 Freeze frame at the start and ask students questions to snow tonight.

set the scene and predict what the speakers might do 3 How long have you worked here?
or say. 4 It’s not easy to find.
2 Freeze frame after someone asks a question – ask 5 I’ve had a cough for a few days now.

students to predict how the other speaker might 6 I don’t think things will get any worse.
respond. 7 I haven’t known him very long.
8 Do you think you’ll ever move?
3 Freeze frame on close-ups or interesting expressions or
3

actions – ask students how the speakers are feeling.
1 They won’t do it before Friday.
4 Play with the sound down – students have to recall and 2 It’s easy to find work there.

say what they are talking about or actually saying – 3 I might not go to the party.
students could even say the conversation while watching 4 I think they’ll miss her.
the silent video. 5 It isn’t good / It’s not good to be scared at times
like that.
6 Do you think they’ll win?
CONVERSATION PRACTICE 4
AIM 1 She’s lived there all her life.
to practise conversations based on the videos 2 How long have you known each other?
students have watched and the Conversation Practice 3 It’s difficult not to worry about what will happen.
in 13A and 14A 4 You can try, but I don’t think it will change things.
5 I don’t think the economy will be stronger next year.
8 Ask students to work in pairs to choose a conversation 6 They said it’s going to be hot and there might be a

to prepare. Refer them to the Conversation Practices storm.
in Lesson 13A and Lesson 14A of their Student’s Book. 5
You could revise the language they use in each set of 1f 2g 3a 4h 5c 6d 7e 8b
  
  
  
  
  
  
  
conversations. 6
• Once students have selected a conversation, tell them Entertainment: actor, how it ends, joke, on stage, scene
to prepare by looking at phrases to use. They can look Weather: cloud, storm, sunny, warm, windy
at their notes on Lesson 13A or 14A, or on this Video Animals: hair, huge, a lot of space, pet, wild
lesson. 7
• Give students five minutes to prepare ideas. 1 brilliant 2 stars 3 annoying
• When students are ready, ask them to have 4 grey 5 temperature
conversations. You could ask them to practise again by 8
exchanging roles, exchanging partners, or exchanging 1 war 2 end 3 safe
 
 
information in their conversation. Practice makes 4 without 5 spring 6 helpful
 
 
perfect, so it is a good idea to try out conversations 7 energy 8 polite 9 system
 
 
three or four times. 10 nurse 11 blood 12 waiting
• As students speak, monitor closely and note any errors 13 autumn 14 cloudy
you hear. In feedback, praise good language use, and
comment on any errors you noted.

Optional extra activity Write five or six useful words or

phrases from the lesson on the board and ask students to
include them when they are having their conversations.

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15 Technology
DEVELOPING LEARNER INDEPENDENCE
IN THIS UNIT, STUDENTS:
AIM
• find people to give them information / advice to encourage students to use technology for
• discuss the use of technology in society self study
• do a survey about people’s opinions and
experiences of technology Encourage your students to use technology to
help their learning.
Here are things to suggest:
SPEAKING 1 Check out and compare apps that will help


you learn English. For example, a word search
AIM app to revise vocabulary.
to set the scene and introduce the theme with a 2 Use Search and Translate tools to help find
photo; to talk about technology


words you need.
3 Keep an online blog in English and interact
Optional lead-in activity Ask students to look at 
with others who are writing blogs in English.
the unit title and photo. Ask: What is the unit about?
4 Ask your class to decide what they want
What words and phrases can you think of? Brainstorm

to improve on in English. Then ask them to
words connected with technology: AI, website, program,
research English language websites to help.
computers, smartphones, laptops
5 Find out what your students’ hobbies are.

Then ask them to find places online to go to
1 Lead in by asking questions about the photo with read about their hobby, or make contact with
the whole class. Ask: What can you see? Elicit a brief other hobbyists.
description of the photo and introduce any key words
students might need.
• Organize the class into pairs. Ask students to discuss TEACHER DEVELOPMENT 15: LEARNER
the questions. Go round the class and check students INDEPENDENCE
are doing the task. Help with ideas and vocabulary if Go to page 226 for information and advice.
necessary.
• In feedback, ask pairs to say what they talked about.

2 Organize the class into new pairs to discuss the

statements and think of reasons to agree or disagree
with them.
15A Can you recommend anything?
3 Organize the class into groups of four by matching
each pair with another. Ask students to take turns Student’s Book pages 148–149
saying whether they agree or disagree with the
statements, giving reasons why. Tell groups they have IN THIS LESSON, STUDENTS:
to decide which statement they most agree with. • find people to give them information / advice
• In feedback, find out which statement most groups in • spell out emails, website addresses or passwords
the class agreed with, and why. • practise listening to two conversations where
people ask for and give advice / information
Culture notes • explain a possible idea for the future
The photo shows a woman trying virtual reality vision
glasses at the VIVA Technology Trade Show in Paris. The
event encourages innovation by connecting start-ups, SPEAKING
major corporations and tech leaders. AIM
to introduce ways of asking for and giving advice on
technology
Optional extra activity Ask students in groups to make
a list of all the technology they currently own. 1 Start by asking questions about the photo. Ask:
What can you see? What does the shop sell? Elicit
TEACHER DEVELOPMENT 2: ORGANIZING PAIRS some words to describe the technology in the photo.
AND GROUPS Ask: What might the shop assistant and customer say
Go to page 220 for information and advice. in this shop?

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• Ask students to read through the conversation. Check Audio script
any words they are unsure of. 1 bcdegptv
• Play the audio. Ask students to listen and follow in 2 flmnsxz
their books. 3 ahjk
• Organize the class into pairs to practise reading out the 4 quw
conversation to each other. Ask students to exchange 5 iy
roles and practise more than once. Monitor and 6 o
prompt students to correct pronunciation and attempt 7 r
an appropriate intonation pattern as they speak.

Language and pronunciation notes

Audio script
A: Do you have a laptop? There are twenty-six letters in the English alphabet. If you
B: Yeah. In fact, I recently bought a new one. Why? have students whose first language isn’t European, you
A: I’m thinking of getting one. Where did you get will need to spend time making sure they are clear about

yours? the order of letters in the alphabet (a useful skill when
B: I bought it online from computers.com. using a dictionary).
A: Do you know much about laptops? Can you The pronunciation of the letters q /kjuː/ and w /double

recommend anything? juː/ are the two most likely to be troubling. Note the
B: Not really. It depends what you want. pronunciation of h /eɪtʃ/.
A: How did you choose yours?
B: I talked to a friend about it and she recommended
4

a couple of different ones. Start by asking how a website address is different
to an email address or password (websites end dot
com or dot co dot + the abbreviation for the country;
2 Set up the task by eliciting a few ways of changing the emails have at plus the email service provider;
words in purple. You could brainstorm useful words
passwords are letters, numbers and keyboard symbols).
students may know (e.g. smartphone, PC, headphones,
• Play the audio. Ask students to write what they hear.
earphones). Ask students for different ways of
Play a second time if necessary.
answering the question How did you choose yours?,
• Ask students to check answers in pairs before checking
e.g. I asked a shop assistant in a tech store; I looked at
as a class.
magazine reviews; I asked my uncle – he’s good with
computers.
Answers
• Ask students in pairs to work together to change the
1 wiring.co.uk
words in purple.
2 [email protected]
• You could choose to practise first as a class. Ask two
3 Bobscafe1
students to stand up and take turns to deliver lines
from the conversation.
Audio script
• Ask pairs to practise reading out the new conversation.
1 wiring.co.uk
Ask them to exchange roles after they have finished
That’s wiring W-I-R-I-N-G dot co dot U-K.
the conversation once. Listen in as students practise,
2 [email protected]
and correct mistakes.
That’s T-E-double D-Y-B-O-D 9-8 at cmail,
Optional extra activity Practice makes perfect. Ask C-M-A-I-L dot G-E.
students to practise the conversation three or four times, 3 The password is Bobscafe1
trying to memorize more and more of it each time. Then Bobscafe is all one word with a Capital B at the
ask them to close their books and try to remember as start and the rest in small letters. So capital B,
much as they can and to use their own words to complete then O-B-S-C-A-F-E and then 1 at the end
the rest of the conversation.
5 Ask students to prepare addresses and a password:
they should use their imagination and make them up
DEVELOPING CONVERSATIONS rather than using real details.
Saying emails, websites and passwords • Organize the class into pairs. Ask them to take turns to
AIM pass on their information and write it down. Monitor
to practise saying and spelling emails, websites and and correct any errors. Note any errors or interesting
passwords language used which you could focus on in feedback.

3 Read through the information in the box as a class. Optional extra activity 1 Play internet whispering
Check the new information by writing an example dictation. Prepare three or four website and email
email address on the board and asking students to addresses. Keep them simple and natural. Ask students
work out how to say it, e.g. [email protected]. to organize themselves into groups of five or six. Whisper
• Play the audio. Ask students to repeat the letters. the first address into the ear of one student in each
Practise any that are difficult to say. group. They have to whisper it on to the next student,
and so on until it reaches the ear of the last student in
each group. That student must go to the board and write

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up the address. Find out if groups have got the address 2 C: You have an electric bike, don’t you?
right. Then whisper the second address into the ear of a


D: Yeah, why?
member of each group.


C: I’m thinking of getting one but they’re quite


Optional extra activity 2 If your students have internet expensive. Are you happy with yours?
access in class, dictate some web addresses and ask D: Yeah, I love it, but I guess it depends how


them to find them. Choose website addresses relevant to much you’re going to use it.
your institution, or learning websites, or popular English- C: Well. I recently got a new job …


language websites (e.g. news websites). If they hear them D: Oh, congratulations!


correctly, they should be directed to the right place. C: Thanks, yeah – and anyway, the job isn’t too


far away, but I have to take two buses, so I’m
thinking of cycling. But there’s also a big hill
LISTENING on the way.
D: Yeah, well electric bikes are great for going up
AIM


hills.
to practise listening and note-taking C: So how did you choose yours?


D: I actually have a friend who sells them. You
6 Start by setting up the situation. Make sure


should talk to him. He let me borrow one to
students know there will be two conversations.
try before I bought mine.
• Play the audio. Students make notes.
C: That would be great. Have you got a number
• Ask students to compare their answers in pairs. In


or email?
feedback, elicit answers from the students.
D: Yeah, email might be best … let me see. Yeah,


Answers it’s [email protected].
1 1 wants another phone C: OK, wait a second. Again?


2 advises getting a used phone, recommends a website D: jmorgan – that’s all one word.


3 usedtech.co.eu C: J-M-O-R-G-A-N.


2 1 wants an electric bike D: Yep, @terri33.com, so T-E-double R-I-3-3 dot


2 a good idea if you use it a lot, great for going up hills, com.

recommends contacting a friend C: Is that it?

3 [email protected] D: Yeah, that’s it. I’ll let him know that you might


contact him. He’s a lovely guy.
C: Thanks.
Audio script

1 A: I like your phone.

B: Yeah, it’s nice isn’t it? I actually bought it used. MEDIATION

A: Really? It doesn’t look used. Mediating a text

B: I know. It’s quite a recent model, but it’s so

much cheaper than getting something new. In Exercises 6 and 7, students have to take notes
A: Right. Actually, I’m thinking of getting another as a list of key points then get across the main

phone because I dropped mine and broke the points to others.
screen – so maybe I should get a used one. After completing Exercise 7, ask students to say
B: Yeah, you should. how well they did the task. Ask: How well did

A: But what if it doesn’t work or it breaks? Do you get across key information from your notes

you get your money back? to your classmates?
B: Yeah, yeah, I think anytime in the first year or

18 months.
A: OK. That’s good. So can you recommend 7 M Ask students to read through the eight statements.

anywhere good? Check any unknown words: a used phone = a phone that
B: Well, I bought this from a shop near my house, somebody owned before; up a hill = draw a bike going up

but there’s a website called usedtech.co.eu, a hill on the board. You may also need to revise borrow /
which is good. I bought a laptop from there lend and recommend.
and I’m really happy with it. It’s really light, lots • Ask students to compare their notes in small groups
of memory and I haven’t had any problems … of three or four to decide whether the statements are
so … true or false.
A: Right – so what’s the website again – • When students are ready, play the audio again so

usedtech? Is that C-H at the end? students can confirm answers.
B: Yeah, used U-S-E-D tech T-E-C-H dot co dot • In feedback, elicit answers from the students. Ask

E-U. I’ll send you a text with the link, if you students to justify answers.
like.
A: Oh great. Thanks.

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 Answers Optional extra activity Ask students to take out any
1 T (it’s nice isn’t it. I actually bought it used. … it’s technology they have on them (smartphone, smartwatch,


so much cheaper than getting something new.) etc.). In pairs students say what it is, why they bought it,
2 F (you get your money back … anytime in the first and what they like about it.

year or 18 months)
3 F (I bought this from a shop near my house)
GRAMMAR Be thinking of

4 F (usedtech.co.eu – there is an h on ‘tech’)

5 T (I’m thinking of cycling) AIM

6 T (there’s also a big hill on the way) to introduce and practise be thinking of + -ing to

7 F (He let me borrow one to try before I bought mine) talk about uncertain plans

8T
10 Read through the information in the Grammar box
as a class. Then ask students to work individually to
Optional extra activity Ask students in groups to say complete the sentences. Elicit the first answer from the
why they bought their own mobile phone. class as an example.
• Ask students to compare sentences in pairs before
discussing answers as a class.
VOCABULARY Choosing a phone
AIM Answers
to introduce and practise words to describe machines 1 ’m thinking of changing
and technology 2 are thinking of buying
3 is thinking of studying
8 Start by asking: When people choose a new phone, 4 ‘m thinking of getting
what do they think about? Elicit ideas, e.g. the price, 5 is thinking of doing
the look, what other people recommend, how good 6 ‘re thinking of going
the camera is. 7 ‘re thinking of staying
• Ask students to complete the sentences with words in 8 ’m thinking of getting
the box. Elicit the first answer to get students started. 9 are you thinking of spending
• Organize the class into pairs to compare answers. 10 ’m not thinking of doing
• In feedback, elicit answers and drill the words in the
box for pronunciation.
Language notes
Answers The verb think is in the present continuous form (i.e. I’m
1 recommended 2 design 3 light thinking now). After prepositions, e.g. of, we use the -ing
4 reviews 5 model 6 memory form.
7 used, latest 8 dropped
We use this form when the plan is just something in our
minds now – we haven’t done anything to make the plan
Language and pronunciation notes happen, such as booking a ticket.
recommend = say that it is a good thing to buy
the design = the way something looks TEACHER DEVELOPMENT 6: APPROACHES TO
the latest model = the newest one GRAMMAR
light = opposite of ‘heavy’ Go to page 222 for information and advice.

review = when somebody writes what they think about

something (e.g. a new machine, a new film) 11 Organize the class into pairs and give them
Note the strong stress: recommend preparation time to think of what to say to make
recommendations. You could introduce some language
to use, e.g. Why don’t you … ? You could / should …
TEACHER DEVELOPMENT 3: APPROACHES TO • When students are ready, model a typical conversation
VOCABULARY with a reliable student to get the activity started.
Go to page 220 for information and advice. • Ask students to act out the conversations. Ask them to
exchange roles and act out the conversation a second
time.
9 Organize the class into pairs to discuss technology they • Once students are talking in pairs, monitor and note
have bought. You could provide a model by showing
how well they use the new structure. In feedback,
your smartphone and saying why you bought it.
write a few incorrect sentences on the board and ask
Monitor and note how well students understand and
students to correct them.
use the new words. In feedback, check the meaning
and pronunciation of any words students had problems G For further guidance and practice, see Grammar
with. reference 15A in the Student’s Book. It explains use
and form in greater detail, and provides written
accuracy practice.

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 Answers to Exercises 1, 2, 3 and 4, Grammar TEACHER DEVELOPMENT 8: FEEDBACK ON
reference 15A CONTENT, LANGUAGE AND ERRORS
1 1 I’m thinking of joining a gym. Go to page 224 for information and advice.
 

2 What model are you thinking of buying?
 

3 They are thinking of moving sometime next
 

year. Optional extra activity If you have internet access
4 Is he thinking of leaving the company? in class, ask students in pairs to choose a product (e.g.
 

5 Who are you thinking of asking? a smartphone, a TV, a bike) then go online to find a
 

6 They’re not / They aren’t thinking of changing recommendation of what to buy. Ask students to mingle
 

the price. and ask each other for advice on what product to buy.
7 Which university is she thinking of going to? In feedback, talk about which pair found the best online
 

8 I’m thinking of getting a new computer. product to recommend.
 

9 Why is he thinking of retiring? He’s only 48.
 

10 We’re not thinking of getting married yet.

2 1 is thinking of doing
 

2 ’re thinking of going
 

3 ’m thinking of changing
15B It’s a good solution
 

4 ’s thinking of buying
 

5 ’re thinking of going
 

6 ’m thinking of visiting
Student’s Book pages 150–151
 

3 1e 2b 3c 4f 5a 6d
 
  
  
  
  
  
4 Students’ own answers
 
IN THIS LESSON, STUDENTS:
• discuss the use of technology in society
Optional extra activity Ask students to write three
• explain what a type of technology does
uncertain plans they have for the weekend using the
• read a newsletter with stories about three
form be thinking of (e.g. I’m thinking of going to the
technologies
café). Ask students in groups to share plans and find
classmates with similar plans.
SPEAKING
CONVERSATION PRACTICE AIM
to introduce the topic of the lesson; to get students
AIM
talking about how technology has solved problems
to practise language from the lesson in a free,
communicative, personalized speaking activity 1 Ask students to look at the list of technological items.
Ask: How have they changed society? Elicit a few ideas
12 This is an opportunity to bring together several parts (e.g. fridges mean that we don’t have to go shopping for
of the lesson, and for students to practise using all the
fresh food every day; medicines mean we live longer).
language they have learned.
• Organize the class into groups of four or five to decide
• Ask students to work individually to prepare what
which things have changed society most.
they want to talk about first. Ask them to use their
• In feedback, ask each group to give their opinion and a
imagination and invent something to buy if they
reason why. You could end with a class vote to decide
currently have no plans to buy anything! Monitor and
which thing the whole class think has made the biggest
help with ideas and vocabulary. Here are some ideas to
change.
suggest if students are short of ideas: a new TV, a new
bike, a tour to go on, a good restaurant for Sunday Example answers
lunch. Some will say medicines – antibiotics have stopped
many dangerous diseases.
13 When students are ready, organize the class into Cars have changed the way we live and work.
groups of four or six. Ask students to take turns asking
Mobile phones have changed the way we
and answering questions. Model the activity by asking a
communicate.
student the following questions: I’m thinking of buying
a TV. Do you know anything about them? What do you
recommend? Once students have asked people in their VOCABULARY What technology does
group, you could extend this into a class mingle. Ask
AIM
students to walk round the class and ask different people.
to introduce and practise words connected with
• As students speak, monitor and listen for errors, new
what technology does
language or interesting conversations to use in feedback.
• In feedback at the end, find out who gave the best 2 Ask students to match the two parts of the sentences.
advice and what it was. Look at good pieces of Elicit the first match to get them started.
language that students used and pieces of language • Ask students to compare their answers in pairs. In
students didn’t quite use correctly during the activity. feedback, use the context to check the words in bold
Show students better ways of saying what they were and point out interesting collocations. At the end, ask
trying to say.

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 students to use dictionaries if they are still unsure of
Optional extra activity With more confident classes,
any words.
play a game. Ask students to get into pairs and to sit so
• The idea of the exercise is to get students thinking
that one person in each pair can see the board, but their
about the vocabulary in a simple way, as well as to
partner can’t. Write a list of technology on the board,
prepare them for the reading (which includes some of
e.g. dishwasher, laptop, camera, fridge, watch. Student A
this vocabulary) and the final speaking task where they
must describe each in turn. Their partner must say what
will talk about their own experiences of technology.
is being described. The winner is the first pair to describe
and guess all five.
Answers
1d 2b 3a 4c 5g 6h 7f 8e
  
  
  
  
  
  
  
READING
Language notes AIM
to practise reading a newsletter for general and
Note the forms: allow someone to do something; a
specific understanding
solution to a problem
Note the common collocations: notice changes, protect 5 Start by setting up the situation. Organize the students
the planet, save energy into pairs to look at the photos and discuss the
questions. In feedback, elicit ideas and opinions from
the students.
3 P Play the audio. Students listen and practise.
You could pause at difficult phrases and model phrases Example answers
yourself to help students say them correctly. Students should be able to predict that the first
• In feedback, ask students to say which phrases were text is about technology related to solar panels,
hard, and focus on them as a class. Comment on any allowing people to produce electricity from the sun,
errors students made. that the second is about a technology to do with
light / LEDs / ultraviolet light, allowing people to
Audio script grow more food in a small space / all year round,
1 produce, produce electricity and the third is technology to do with robots,
2 notice, notice any changes allowing older people to be more independent / to
3 means, it means you can be looked after in their own homes.
4 solution, a solution to the problem
5 develop, it allows you to develop Optional extra activity Pre-teach key words. Write
6 replace, they could replace doctors the following pairs of words on the board and ask
7 planet, protect the planet students to explain how they differ: problem / solution,
8 energy, it saves energy electricity / energy, develop / produce, solar farms /
solar cells. Ask students to use their own knowledge or
Pronunciation notes dictionaries to explain the differences. Ask them to use
Note the stress on the second syllable with many verbs: the words to predict the content of the text.
allow, develop, replace, produce, (but notice)
6 Ask students to read the newsletter and find answers.
• Ask students to compare answers in pairs before
TEACHER DEVELOPMENT 5: DRILLING FOR checking as a class.
PRONUNCIATION
Go to page 222 for information and advice. Answers
1 1 the Grätzel cell

2 It allows people to produce electricity from light /
4 Ask students to work in pairs to think of ideas. Elicit

the sun.
one or two to get them started. Monitor and note how
2 1 indoor farms
well students understand how to use the words.

2 They allow people to grow vegetables in
• In feedback, elicit some ideas from different pairs.

cities, using less space and water and without
Example answers chemicals.
Solar panels allow you to produce electricity at 3 1 robot nurses

home. 2 They allow older people to live in their homes

Robots could replace doctors or nurses in the future. longer – the robots care for them.
Dishwashers, washing machines, etc. mean you can
do more things. 7 Ask students to match names and phrases to each type
of technology. Ask students to work with a partner
and see if they can remember or guess which words go
with which technology.
• Ask students to compare answers in pairs then read
the texts again and find and confirm the answers.
• In feedback, check as a class.

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 Answers SPEAKING
1 c, d, g, i
AIM
2 b, e, f, j
to practise language from the lesson in a free,
3 a, h, k, l
communicative, personalized speaking activity

10 Read through the categories with your class and

Optional extra activity There are some difficult words
elicit one or two examples to get students started.
in the article which students may not know (see below).
Check any words students don’t know. Ask students
At the end, ask students to find and underline words
to work individually to prepare ideas. Monitor and help
they don’t know and try to guess their meaning from the
with ideas and vocabulary.
context. Then explain them with examples, translation or
dictionary work. 11 Organize students into groups of four or five to
discuss the categories. You could ask one student to
Language notes lead the discussion while the rest take turns to explain
their choices. In feedback, ask different groups to say
Note these words in the newsletter:
what they found out about each other.
support = help • As students speak, go round and monitor, and note
colleagues = people you work with down any interesting pieces of language you hear.
improve = make better • At the end, look at good pieces of language that
students used and pieces of language students didn’t
huge = very big
quite use correctly during the activity. Show students
carers = people who look after other people better ways of saying what they were trying to say.

Optional extra activity Ask students to pull out their

8 Ask students to work in pairs to match the problems
mobile phones and show the app icons to others in their
to the technologies and give reasons for their answers.
group. Students take turns to ask about the icons and to
Elicit the answer to 1 first to get students started. Point
describe their function. Ask them to say how much they
out that there are no fixed answers here – encourage
really need it and why.
students to discuss and think of ideas.
• In feedback, ask different pairs to provide an answer
and explanation for each problem.

Example answers
1 indoor farms
3 robot nurses
2 Grätzel cells
4 indoor farms
15C My tech
5 indoor farms 6 robot nurses
Student’s Book pages 152–153
TEACHER DEVELOPMENT 11: DEVELOPING
READING SKILLS
IN THIS LESSON, STUDENTS:
Go to page 225 for information and advice.
• do a survey about people’s opinions and experiences of
technology
9 Start by asking students to read the seven statements • talk about things that go wrong with technology
and prepare their own ideas. Check any words • practise listening to four people answering questions
students may not know: develop technology = make it about technology
better, produce electricity = make electricity, look after • understand how we add information to verbs with an
someone = make sure a person is safe and well (e.g. adverb
give them food, etc.).
• Ask students to work in pairs to read and discuss the
statements.
VOCABULARY Technology going wrong
• As students speak, go round and monitor and note AIM
down any interesting ideas or pieces of language you to introduce and practise words connected with
hear. technology going wrong
• At the end, find out whether your class broadly agree
or disagree with the statements. Look at good pieces 1 Start by writing the word computer on the board and
of language that students used and pieces of language brainstorming all the words students already know on
students didn’t quite use correctly during the activity. the topic, e.g. PC, laptop, monitor, keyboard, mouse,
Show students better ways of saying what they were go online, open a file.
trying to say. • Organize the class into pairs to read the sentences
and work out the meaning of the words in bold. Tell
students to use their own knowledge and the context

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 of the sentences to guess the words. If students are • Organize the class into pairs to discuss the questions.
from the same country, tell them to work out a good • In feedback, ask a few students to say what they found
translation. If not, tell them to try to explain the words out about their partner.
then use dictionaries to check.
• In feedback, confirm translations or definitions. 5 FS Read through the information with the class.
Ask students to look at the phrases and predict where
Language notes they might add an adverb in two or three examples
(e.g. in 1, it could go at the end or between I and
Point out the interesting collocations of verbs and nouns
had). Check headphones (= you wear them on your
in the sentences: do a search, find / save / open / delete /
head and listen with them). Point out that two phrases
download a file, click send.
will add two extra adverbs to the sentences.
a search = when you look for things • Play the audio. Students listen and note down the
by mistake = you didn’t intend to do it adverbs they hear.
save a file = make a copy so that it is on the computer – • Ask students to compare answers with a partner
compare delete a file (the opposite – you remove it) before checking as a class.
printer = machine for making paper copies
Answers
download = take something from the internet 1 recently 2 immediately 3 actually
immediately realize = understand at that moment 4 suddenly 5 actually really 6 nearly always
suddenly stop = stop without warning 7 usually just

mouse = the thing you move with your hand to move on a

computer screen Audio script
1 I recently had two weeks’ holiday
obviously = of course, clearly
2 I immediately realized
click ‘send’ = choose and press on the icon ‘send’ to send 3 this is actually terrible
a message 4 the phone suddenly started
5 it’s actually really difficult
6 I nearly always wear headphones
2 Ask students to work in pairs to think what they might 7 I usually just use an app
say in each situation. Point out the three examples to
get students started.
• In feedback elicit a few ideas from different pairs.
6 Start by reading out the situation and reminding
students of the questions in Exercise 4. Make sure
Example answers students are looking at the questions when they
4 How annoying! Perhaps you can do a search and listen – tell them to write 1 to 4 next to the questions

find it. answered by the speakers.
5 Oh dear. You feel really stupid when that happens. • Play the audio. Students listen and note answers.

6 Oh dear. What happened next? • Ask students to compare their answers with a partner

7 I’d call an engineer. before checking as a class.

8 Are you sure? Check in your ‘sent’ box.

Answers
1c 2a 3b 4f
3 Organize the class into new pairs. Ask students to take
  
  
  
turns to read out sentences and use their ideas from
Audio script
Exercise 2 to respond. Encourage students to continue
1 Well, a phone – obviously. Then I nearly always
each conversation. Monitor and note any interesting
wear headphones, because I love listening to
things students say.
music. And I also wear a smart watch, so that’s
• In feedback, ask what advice or solutions students
three almost always with me. Then, if I’m going
helped each other with, and write up any useful
to university, I often take a laptop. And I have
phrases you heard on the board.
a card to pay for things – I guess that is a kind
Optional extra activity Point out all the verbs students of technology. I mean I never pay in cash for
can collocate with file: find / save / open / delete / anything these days.
download a file. Ask students to research and find verbs 2 At work, we still use it a lot. They have tried to
they can collocate with email, printer and mouse. reduce how many people send, but I recently
had two weeks’ holiday and when I got back to
the office, I had three hundred waiting for me in
LISTENING my inbox. But with friends and family, I usually
AIM just use an app for messages. I have a younger
to give students practice in listening to and doing a brother and I’ve stopped sending him emails
questionnaire because he doesn’t check his account for days,
or even weeks.
4 Start by asking students to read through the questions.
Check any unknown words: a virus = software that
damages a computer or phone.

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 3 The short answer is too much. I actually realized GRAMMAR Descriptive adverbs
how much I looked at it when I went camping AIM
with some friends a few weeks ago. There was to introduce and practise well and other adverbs of
no connection where we were, and I immediately manner
felt strange about not being able to check my
social media. But then, after a few days, we all 9 Read through the information in the Grammar box as a
realized we were talking more and it felt good class. Then ask students to complete the rules.
being without our phones. When I got back, • Organize the class into pairs to compare answers.
I wanted to continue, but it’s actually really • In feedback, elicit answers. You could ask students to
difficult. You can’t change your behaviour easily. check in the Grammar reference on page 187.
4 This is actually terrible because I work in a tech
company and I know I shouldn’t open files when Answers
you don’t know where they’re from. Anyway, a 1 after 2 an adjective 3 can

   
   
friend sent me a text with a file and the message
‘this is great’. Anyway, I clicked on the link
Language notes
without thinking and I immediately realized it was
a mistake. The phone suddenly started deleting We usually add -ly to adjectives to make adverbs, but
all my messages and I couldn’t do anything about note the form rule when an adjective ends with y: easy –
it. So stupid! easily. As well as fast, other irregular adverbs which have
the same form as the adjective include: hard, late, early,
daily, straight and wrong.
7 Ask students to read questions 1 to 8 carefully.
Ask them to note down answers based on their first Errors students make include confusing adjective
listening. Ask them to write short answers, not whole and adverb forms (a quickly runner) and putting the
sentences. You could ask students to compare ideas in adverb in the wrong place – we tend to place it after
pairs at this stage. the whole verb phrase (so, I changed the app easily
• Play the audio again. Students listen and write or NOT I changed easily the app; I wrote the email quite
confirm their short answers. quickly NOT I wrote quite quickly the email).
• Ask students to compare their answers with a partner
before discussing as a class.
10 Ask students to work individually to add the adverbs.
You could elicit the first answer to get them started.
Answers
Organize the class into pairs to compare their ideas.
1 listening to music 2 with a card
• In feedback, elicit answers and check rules.
3 300 emails 4 yes
5 camping 6 no
Answers
7 in a tech company 8 ‘this is great’
1 If I have a problem with technology, I can usually

find a solution quite easily.
TEACHER DEVELOPMENT 10: DEVELOPING 2 I always read the instructions for technology very

LISTENING SKILLS carefully.
Go to page 224 for information and advice. 3 I can use Microsoft Word well, but I don’t know

much about other software.
4 Our country is changing quickly. I don’t like it.
8 Mix pairs so that students work with someone new.

5 I only understand what people say in English if
Ask students to discuss how their answers to the

they speak slowly.
questions in Exercise 4 were the same or different to
6 I don’t write very clearly because I don’t often
the speakers on the audio. In feedback, you could

write with a pen.
open this out to a class discussion.
7 Our local sports team is playing really badly at

Optional extra activity Ask students to think of five the moment. They’ve lost most of their games.
pieces of technology they own (e.g. a TV, a mobile
phone, a tablet, a sat nav, a laptop, a smartphone) and 11 Ask students to get into new pairs to discuss the
to order them in importance. Put students in groups to sentences and say whether they are true for them.
explain their orders. • In feedback, ask a few students to say what they found
out about their partners.

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G For further guidance and practice, see Grammar MY OUTCOMES
reference 15C in the Student’s Book. It explains use
and form in greater detail, and provides written AIM
accuracy practice. to reflect on what students have learned and
on how to improve in a personalized speaking
Answers to Exercises 1, 2 and 3, Grammar activity
reference 15C • Give your students time to read the questions and
1 1 slowly 2 easily 3 badly prepare things to say. You could tell students to
4 happily, quickly 5 well 6 late, early, hard make a few brief notes.
2 1 well 2 badly 3 safely • Organize the class into pairs or small groups.
4 carefully 5 clearly 6 quickly, easily Give students five to ten minutes to discuss the
3 Students’ own answers questions.
• In feedback, ask a few pairs to tell the class what
they said. Alternatively, you could have a class
SPEAKING TASK discussion in which groups share the ideas they
AIM have, and comment on each other’s ideas.
to develop students’ speaking skills in an extended • Follow up by setting a task for homework. See the
fluency-based activity; the task has a goal, an Teacher development section for ideas. Following
intended outcome and requires mediation, and this activity, you could, for example, ask students to
it encourages students to use all their language think of one thing to do to put the language they
resources in English to successfully complete it have learned into practice.

MEDIATION
Mediating concepts TEACHER DEVELOPMENT 16: MY OUTCOMES
Go to page 227 for information and advice.
In Exercise 12, students have to collaborate on a
shared task. They have to formulate and respond
to suggestions, compare ideas and explain For further practice, use Communicative activities 15.1
 
choices, ask whether people agree, and propose and 15.2 on pages 256–257.
alternative approaches.
After completing Exercise 12, ask students to say
how well they did the task. Ask: How well did
you explain your choices and what differences
did you find?

12 M Organize the class into pairs. Focus pairs on

the task. Explain that they have to prepare questions
for a survey on their classmates’ experiences with or
opinions about technology. Read through the example
questions in the first part of the task and elicit another
example of a pair of questions to ask.
• Ask pairs to prepare questions to ask in their survey.
Monitor and help with ideas and vocabulary.
• Once students have questions prepared, tell them
to walk round the class and interview students from
different pairs. Set a five-minute time limit and tell
students to talk to at least three different students.
• When students have completed the survey, ask them
to sit in a group (two pairs could work together) and
use the information they have gathered to write six
sentences.
• In feedback, ask each group to present their findings
to the class. End with a general discussion about what
interesting or surprising things they found out in the
survey.

TEACHER DEVELOPMENT 7: DEVELOPING

SPEAKING SKILLS
Go to page 223 for information and advice.

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16 Love
IN THIS UNIT, STUDENTS: Optional extra activity Write Love is … on the board.
Ask students to think of interesting ways to end the
• share news about relationships sentence, e.g. Love is being with my family; Love is
• write poems about promises holding hands; Love is my happy dog! Ask students to
• tell a personal story share their sentence with the class.

TEACHER DEVELOPMENT 1: INSTRUCTING

SPEAKING
Go to page 220 for information and advice.
AIM
to set the scene and introduce the theme with a
photo; to brainstorm words connected with love

Optional lead-in activity Ask students to look at the

unit title and photo. Ask: What is the unit about? What
16A Did I tell you my news?
words and phrases can you think of? Brainstorm words
connected with love: fall in love, kiss, get married, say I
Student’s Book pages 156–157
love you

1 Lead in by asking questions about the photo with IN THIS LESSON, STUDENTS:
the whole class. Ask: What can you see? Elicit a brief • share news about relationships
description of the photo and introduce any key words • describe different events in relationships
students might need. • practise listening to four conversations about
• Organize the class into small groups. Ask students to relationships
take turns to ask and discuss the questions. Go round • introduce news they want to give
the class and check students are doing the task. Help
with ideas and vocabulary if necessary.
• In feedback, ask groups to share some of their ideas SPEAKING
with the class. You could brainstorm ways of showing AIM
love and write them on the board – it is an interesting to introduce ways of sharing news about a wedding
vocab set: send a card, buy a present, send a heart
emoji or emoticon, say I love you, hug, kiss, smile, 1 Start by asking questions about the photo. Ask:
hold hands. What can you see? What are the people doing? Use
the opportunity to pre-teach get married and wedding.
2 Organize the class into pairs. Ask students to look at • Ask students to read through the conversation. Check
the list of things and choose four to talk about. Give any words they are unsure of. Point out that we say
students a minute to prepare individually. Congratulations! to somebody when they do well at
• Ask students to tell their partner about the things they something or have a special day (e.g. get married, get
love. Monitor as students speak and note interesting a job, pass an exam).
uses of language as well as errors. • Play the audio. Ask students to listen and follow in
• In feedback, ask some students to tell the class what their books.
they found out about their partner, or what they have • Organize the class into pairs to practise reading out the
in common with their partner. Provide feedback on any conversation to each other. Ask students to exchange
language you heard used well or incorrectly. roles and practise more than once. Monitor and
prompt students to correct pronunciation and attempt
3 Organize the class into new pairs. Ask students to an appropriate intonation pattern as they speak.
prepare ideas to talk about individually first.
• Ask students to share their stories about people they
know with their partner. Monitor as students speak.
Note interesting uses of language as well as errors.
• In feedback, ask some students to say what they found
out. Provide feedback on any language you heard used
well or incorrectly.

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 Audio script fall in love = start feeling in love
A: Did I tell you my sister’s getting married? break up = stop being together
B: No. That’s great! When’s the wedding? his partner left him = his partner ended the relationship
A: Sometime in May, I think.
a couple = two people who are together in a relationship
B: That’ll be lovely. So what’s her partner like?
A: He’s nice, actually. Very friendly and easy to talk a guy = a (usually male) person

to. pregnant = going to have a baby
B: Well, that’s good. Say congratulations from me. it’s a shame = used to express feelings of regret – you are

A: Thanks. I will. sorry it happened

Culture notes TEACHER DEVELOPMENT 3: APPROACHES TO

The photo shows a large family wedding in Baghdad in VOCABULARY
Iraq. Three hundred guests celebrated for two days when Go to page 220 for information and advice.
the bride and groom in the photo got married.

4 P Play the audio. Students listen and practise.

2 Set up the task by eliciting a few ways of changing the You could pause at difficult phrases, and model
words in purple. You could brainstorm family members phrases yourself to help students say them correctly.
(brother, cousin, aunt, etc.) and ways of describing • In feedback, ask students to say which phrases were
people. hard, and focus on them as a class. Comment on any
• Ask students in pairs to work together to change the errors students made.
words in purple.
• Ask pairs to practise reading out the new conversation. Audio script
Tell them to exchange roles after they have finished the 1 fell in love; they fell in love
conversation once. Listen in as students practise, and 2 romantic; it was very romantic
correct mistakes. 3 pregnant; you’re pregnant?
4 Congratulations; that’s amazing! Congratulations!

Optional extra activity Practice makes perfect. Ask 5 left; his partner left him
students to practise the conversation three or four times, 6 relationship; in a relationship
trying to memorize more and more of it each time. 7 date; I have a date
Then ask them to close their books and try to remember 8 guy; this guy from work
as much as they can and to use their own words to 9 marriage; fifty years of marriage
complete the rest of the conversation. 10 achievement; a real achievement
11 broken up; Toni has broken up with me
12 argued; we argued quite a lot
VOCABULARY Love and relationships
13 couple; a lovely couple
AIM 14 shame; it’s a real shame
to introduce and practise words and phrases to
describe love and relationships
Pronunciation notes
3 Ask students to complete the sentences with the Note the difficult pronunciation: marriage /ˈmærɪdʒ/
pairs of words or phrases. Elicit the first answer to get
Note the stress: romantic, pregnant, congratulations,
students started.
relationship, achievement
• Elicit and discuss answers in feedback. Encourage
students to try to guess words from the context or
their own knowledge. Ask them to use dictionaries to TEACHER DEVELOPMENT 5: DRILLING FOR
check. PRONUNCIATION
Go to page 222 for information and advice.
Answers
1 fell in love, romantic
2 pregnant, Congratulations 5 Start by focusing on the example. Then ask students to
3 left, relationship think of a good response to the second sentence (e.g.
4 date, guy Thanks. I know. We’re very happy).
5 marriage, achievement • Ask students to work individually first to think of
6 broken up, argued responses. If students are short of ideas, you could
7 couple, shame ask them to work with a partner to come up with
responses.
• Monitor and help with ideas and vocabulary as
Language notes
students prepare.
a date = when two people who like each other go out
together, e.g. for meal or for a coffee, with a view to
starting a relationship

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 Example answers C: The doctors said sometime in May.


2 Thanks. I know. We’re very happy. D: OK. And do they know if it’s a boy or a girl?


3 OK. I think that’s a good idea. C: No. They said they want it to be a surprise.


4 That’s great. I hope you have a good time. 3 E: Did I tell you Imke and Thorsten have broken


5 Thanks. We’re very happy together. up?
6 Oh, I’m sorry. That’s awful. F: No! Why’s that?


7 I know. I don’t know why they didn’t get married / E: I think she wanted kids, but he didn’t – and


they broke up. they argued about it a lot.
F: Oh, that’s sad! How long were they together?


6 The aim here is to get students to use the new E: Not that long. Four years, I think.


language in conversations. Organize the class into F: What a shame! They made such a lovely


pairs to act out and extend the conversations. Model couple.
an example with a reliable student. Monitor and note E: I know. I hope we can stay friends with them


errors and examples of good language use to focus on both.
in feedback. 4 G: Did I tell you that I had a date on Friday?


H: No. Who with?


Optional extra activity Ask students to rewrite G: A guy from my French class.


sentences so they are true for them or for people they H: So what’s he like?


know (e.g. My parents have been together for a long G: He seems very nice. He’s quite quiet, but he’s


time). Ask students to share any sentences about love funny.
and marriage in their family. H: Is he good-looking?


G: I think so, yeah. He has lovely eyes.

H: OK. So what did you do? Something romantic?
LISTENING

G: Not really, no. We had a drink together and

AIM then we met some of his friends for karaoke.
to practise listening generally to recognize
the situation, and listening closely for specific
information EXAM-STYLE SKILLS TASKS:
How to match sentences to conversations
7 Start by setting up the situation. Ask students to Students at elementary level are asked to match
read the four sentences and check they know all the sentences to conversations in a number of
words. Make sure students know there will be four common exams.
conversations and people will talk about relationships.
Ask them to say what they expect to hear on the To do this effectively, students at this level need
audio. to do the following:
• Play the audio. Students listen and match the 1 Read the sentences carefully and make sure

conversations to the sentences. they are clear about what they are describing.
• Ask students to compare answers in pairs. In feedback, 2 Predict what speakers might say or what

elicit answers from the students. vocabulary they might use if talking about
each situation. For example, a relationship has
Answers ended – here, the speaker may use phrases
1b 2d 3a 4c like argued a lot and broken up, and they
might say things like that’s a shame.
Audio script 3 Recognize how to do the task. Here, you

1 A: Did I tell you Owen’s going to get married? could suggest students write 1 to 4 in a list
then write a to d next to each number as they

B: No. Really? Wow! I didn’t even know he had a
listen. Ask them to have the four sentences in
 
girlfriend! How long have they been together?
A: Two or three months, I think. front of them as they listen.

B: That’s not long! What’s she like?

A: She’s really nice – and very clever! She’s a
TEACHER DEVELOPMENT 10: DEVELOPING

computer engineer.
LISTENING SKILLS
B: Oh, that’s great. I’m pleased for him. Say
Go to page 224 for information and advice.

‘congratulations’ from me.
A: I will.
8

B: So, where are they going to live? Ask students to read the questions carefully and

2 C: Hey, did I tell you that my brother’s wife is try to answer them from their first listening. Ask

pregnant? students to make brief notes. You could ask students
D: No. Wow! So you’re going to be an uncle. to compare what they can remember with a partner.

C: Yep. I’m quite excited. • When students are ready, play the audio again.

D: Do they have a date yet? Students listen and note or confirm answers.

• Ask students to compare their answers in pairs.
• In feedback, elicit answers from the students.

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 Answers Answers
1 Two or three months. 1 are going to go / are going
2 She’s really nice – and very clever. 2 has
3 Sometime in May. 3 met
4 No. 4 have broken up
5 Imke wanted kids, but Thorsten didn’t. 5 have … found
6 Four years. 6 are going to have / are having
7 A guy from her French class.
8 He seems very nice. He’s quite quiet, but he’s funny.
11 Ask students to practise the conversations in pairs.
9 They had a drink together and then met some of
As students speak, monitor and listen for errors and
his friends for karaoke.
correct students if they have problems.

9 Organize the class into small groups to discuss the CONVERSATION PRACTICE
questions.
AIM
• As students speak, monitor and listen for errors,
to practise language from the lesson in a free,
new language or interesting conversations to use in
communicative, personalized speaking activity
feedback.
• In feedback at the end, look at good pieces of 12 This is an opportunity to bring together several parts
language that students used and pieces of language of the lesson and for students to practise using all the
students didn’t quite use correctly during the activity. language they have learned.
• Ask students to work individually. You could start
Optional extra activity Brainstorm possible things to by brainstorming relationships that students could
do on a first date. Ask students in pairs or groups to talk about. These could be people students know or
order them from best idea to worst. In feedback, have a celebrity relationships. As students prepare, go round
class debate. Here is a list of ideas: and help with ideas and vocabulary.
Go for a walk
13 Organize the class into groups of four. Ask students
Go on a picnic
to share their information and act out extended
Volunteer at a soup kitchen together conversations.
Take a yoga or other fitness class • As students speak, monitor and listen for errors,
Play video games together new language or interesting conversations to use in
feedback.
Take a music lesson together
• In feedback at the end, look at good pieces of
Go to a used bookstore language that students used and pieces of language
Go gift shopping – not for each other, but for somebody students didn’t quite use correctly during the activity.
else Show students better ways of saying what they were
Take a cooking class together trying to say.

Visit a popular tourist place in your town that neither of

Optional extra activity Do a live listening. Tell students
you has been to before
about relationships you know.
Attend a local film or music festival
Visit a new restaurant
Eat in

DEVELOPING CONVERSATIONS
16B I promise
Did I tell you …?
Student’s Book pages 158–159
AIM
to introduce and practise ways of giving and asking
for information IN THIS LESSON, STUDENTS:
• write poems about promises
10 Read through the information in the box as a class.
• discuss their feelings about different kinds of
• Ask students to complete the conversations. Elicit the
promises
first answer to get students started. Ask students to
• read four poems about promises
compare their ideas in pairs.
• learn eight new words in poems

VOCABULARY Promises
AIM
to introduce and practise words and phrases to talk
about promises

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1 Start by writing promise on the board. Ask: What G For further guidance and practice, see Grammar
promises do people make? Have you made a promise
reference 16B in the Student’s Book. It explains use
to someone this week? and form in greater detail, and provides written
• Ask students to read the statements and check the accuracy practice.
words in bold in groups of four or five. Then tell them
to discuss whether they agree or disagree with them. Answers to Exercises 1, 2 and 3, Grammar
• In feedback, elicit ideas and check that students reference 16B
understand the words in bold. 1 1 I won’t 2 It won’t 3 We’ll 4 I’ll
5 I’ll 6 I’ll 7 I won’t 8 We will.
Language notes 2 1 I’ll be careful. Don’t worry.
Promise is both a noun and a verb (with the same 2 I’ll pay you back next week.


pronunciation). 3 I won’t lose it. Don’t worry.
Notice the collocations with promise: make a promise, 4 We won’t be long.
keep a promise and its opposite break a promise. 5 I’ll be back in a few minutes.
6 I’ll look after it. I promise.
honest = describes someone who tells the truth
7 We won’t stay long.
expect = think that this will definitely happen 8 They / We won’t make any noise. I promise.
believe = think that something is true 3 1 I won’t. I promise.
2 I won’t. Don’t worry.
3 I will. I promise
GRAMMAR Will / Won’t for promises 4 I will. I promise
5 I won’t. Don’t worry.
AIM
6 I will. Don’t worry.
to introduce and practise will / won’t for promises

2 Read through the information in the Grammar box READING

as a class. Point out how will reduces to ’ll. Then ask
students to work in pairs to make promises from AIM
the prompts. Point out the example to get students to practise reading poems for a general
started. understanding and for specific information

Answers 4 Start by pre-teaching poems and poets (the people

1 I’ll call you later. 2 I won’t tell anyone. who write poems). Direct students’ attention to the
3 I’ll try harder. 4 I won’t be late. poems on page 159 to show what a poem is.
5 I won’t get angry. 6 I’ll tell you when I hear • Ask students to discuss the questions in pairs or small

more news. groups. In feedback, elicit answers and ideas from the
students.

3 Ask students to work in pairs to make conversations 5 Ask students to read the poems and match them to
from the prompts. Again, elicit and model the first one the titles. Ask students to compare their answers in
to get students started. Monitor and note how well pairs.
students use and pronounce the forms. • In feedback, elicit answers from the students. Ask
students to justify answers by saying what parts of the
Answers poem helped them understand.
1 I won’t. I promise.
2 I will. I promise. Answers
3 I will. I promise. 1b 2c 3a 4d
   
   
   
4 I won’t. I promise.
5 I will. I promise.
6 Ask students to work in pairs to decide who is making
6 I won’t. I promise.
the promises and who to. Monitor and note how well
students understand the possible meanings of the
Language and pronunciation notes poems here. In feedback, open this into a class debate
and ask students to justify their answers.
The modal verbs will and won’t + infinitive without to
have a variety of uses, but here students are being
introduced to just their use to make promises. Notice
how will reduces to ’ll when used with pronouns and
notice the /əʊ/ sound in won’t. The short forms are
stressed and given their full value.

TEACHER DEVELOPMENT 6: APPROACHES TO

GRAMMAR
Go to page 222 for information and advice.

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 Example answers 9 This is an opportunity to bring together several parts
1 Most likely to be a parent to a child – at the end it of the lesson and for students to practise using all the
talks about letting go. language they have learned.
2 From one partner to another in a relationship – the • Ask students to work in pairs to think of promises.
first has betrayed the other and wants to repair Monitor and help with ideas and vocabulary. Then, in
the relationship. feedback, elicit ideas from different pairs.
3 Could be a husband / wife to their partner after
they have left or died, or to another family Example answers
member or loved one. 1 I will never leave you.
4 Between two partners in a relationship, or just 2 I won’t make a mess.
friends or even people in a business relationship, 3 I will learn more vocabulary / do my homework on
e.g. customer / client. One has let the other one time.
down, and that person no longer trusts them. 4 I will give you a test next week / I will give you an
extra lesson after school.
5 I will get someone to come and help you.
7 Ask students to match the words to the meanings. 6 We won’t cut funding / raise taxes.
• Ask students to compare their answers in pairs.
• In feedback, elicit answers from the students. Let
students use dictionaries to check, or provide example 10 Ask students to work individually to write their
sentences to show how the words work. poem. Again, be available to help with vocabulary and
answer questions. Encourage students to use ideas and
Answers vocabulary they already have rather than looking up
1 let go too many words in dictionaries.
2 double
3 encourage
11 When students are ready, organize them into
small groups of four or five to read out their poems.
4 fade
Alternatively, you could ask students to pass round
5 weeds
their poems in groups, or you could pin poems to the
6 remain
wall and ask students to circulate and read them.
7 trust
• At the end, point out good pieces of language that
8 trouble
students used and pieces of language students didn’t
quite use correctly during the activity.
MEDIATION
Mediating a text Optional extra activity You could ask students to
write the poems for homework and send them to you
In Exercise 8, students have to express a personal
electronically. Correct them, then share the poems with
response to a text. They express their reactions
the class.
to a work, reporting their feelings and ideas in
simple language. They state which aspects of a
work especially interested them, and explain why
they liked or didn’t like a work.
After completing Exercise 8, ask students to say
how well they did the task. Ask: How well did 16C Love at first sight
you give your opinions about the poems?

Student’s Book pages 160–161

TEACHER DEVELOPMENT 9: MEDIATION
Go to page 224 for information and advice.
IN THIS LESSON, STUDENTS:
• tell a personal story
8 M Ask students to work in groups of four or five to • discuss love at first sight
discuss the questions. Monitor and help with ideas and • practise listening to people describing experiences
vocabulary. In feedback, ask different groups to explain of love at first sight
lines they found hard.

Optional extra activity Organize students into pairs. SPEAKING

Ask students to take turns to say each poem.
AIM
to introduce the theme of the lesson, to get students
SPEAKING talking
AIM
1 Organize the class into groups of four to discuss the
to practise language from the lesson in a free,
questions. In feedback, elicit ideas and examples.
communicative, personalized speaking activity
• As students speak, monitor and listen for errors, new
language or interesting conversations to focus on in
feedback at the end.

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 Example answers 2 When I was a kid, I always loved music and
1 love at first sight = falling in love with someone or musical instruments. For my twelfth birthday, my
something the moment you see them uncle gave me a guitar – and it was love at first
2 Examples include: Romeo falling in love with Juliet sight. My uncle was a really important person for
when he first sees her at a ball; the Prince falling me then. He was playing in a band at the time
in love with Cinderella in the fairy tale. and I went to see them one night. That had a
3 Some people fall in love with their new phones; big effect on me. After that, the guitar became
kids fall in love with toys they get at Christmas; the centre of my world. I played it 24 hours a
sometimes people walk into a house and know day, seven days a week. Later, I studied music at
immediately that they want to buy it. university and now I have a job making guitars. All
because of that special day!
3 I play online games a lot and love thinking of
LISTENING new characters. You design them, choose their
AIM names and the way they look and then make lives
to give students practice in listening for gist and for for them. Last year, I was in a relationship, but
specific information things weren’t going very well. We were arguing
all the time, so I started spending more and more
2 Start by asking students to look at the photos. Ask: time online. One night, I was playing one of my
What can you see? Elicit useful words to describe the favourite games when I met my future husband.
photos. He was new to the game and looked lost, so I
• Organize the class into pairs to discuss the photos. In decided to help him. His name in the game was
feedback, elicit a few ideas from students and write Nyxon and with his cat ears, blue skin and big
a few of the things they suggest on the board. You eyes, he looked great. It was love at first sight.
can refer to these phrases later, after listening, to see Nyxon soon asked my character to marry him and
whether students predicted answers. I said yes. We were married online in July. It was
very romantic. He then asked me in the real world
Example answers and I agreed. We haven’t actually met yet, but I
Photo a shows an attractive house in the country – know that he’s the one for me.
falling in love with a beautiful house
Photo b shows a woman gaming – falling in love
with an online game
4 FS Read through the information with the class.
Provide an example. Say: Beds are big. Point out how
Photo c shows a band on stage – falling in love with
the ‘s’ is pronounced /z/ at the end of beds.
a band, with music, or with somebody in a band
• Play the audio. Students listen and write the phrases
they hear. Note that the /z/ sound in item 2 is at the
3 Play the audio. Students listen and match the end of the phrase.
speakers to the photos. • Ask students to compare answers with a partner.
• Ask students to compare their answers with a partner • Play the audio again, if necessary, and ask students to
before discussing as a class. compare answers again.
• In feedback, check as a class.
Answers
1a 2c 3b Audio script and answers
    
    
1 five houses every weekend
2 the house of our dreams
Audio script 3 When I was a kid
1 My wife and I spent two years looking for the 4 was a really important person
right place to live. We weren’t looking very hard 5 24 hours a day
for the first year and a half, but then she got 6 seven days a week
pregnant and we had to find somewhere fast. We 7 I play online games a lot
saw five houses every weekend for six months but 8 was in a relationship
didn’t like any of them. One day, we were driving
home from another appointment when we saw
it – the house of our dreams! And, amazingly, it 5 Ask students to read through the nine sentences
was for sale. We knocked at the door and the and decide whether they are true or not. Don’t confirm
people that lived there let us look around. It was or reject anything at this stage. You could ask students
everything we wanted! We offered the price they to discuss the statements in pairs and see how much
were asking for it and moved in soon after that. they can remember from the first listening.
• Play the audio again. Students listen and tick the true
sentences.
• Ask students to compare their answers with a partner
before discussing as a class.

Answers
Tick sentences 1, 2, 5, 9

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6 Organize the class into pairs to discuss the questions. Answers
In feedback, elicit ideas and examples. 1 were having 2 was staying

 
• As students speak, monitor and listen for errors, new 3 was taking 4 wasn’t looking

 
language or interesting conversations to focus on in 5 was walking 6 weren’t planning

 
feedback at the end. 7 was doing 8 was listening

 
9 were … trying 10 was watching
Optional extra activity Ask students to retell one of
the stories from the listening in their own words.
G For further guidance and practice, see Grammar
reference 16C in the Student’s Book. It explains use
GRAMMAR Past continuous and form in greater detail, and provides written
accuracy practice.
AIM
to introduce and practise the past continuous to Answers to Exercises 1, 2 and 3, Grammar
show an action in progress reference 16C
1 1 I was talking to
7 Read through the information in the Grammar box as a 2 I was working in
class. You could use a timeline and check questions to
3 It wasn’t working very well
check understanding (see notes below).
4 Where were you living in 2021?
• Ask students to work individually to choose the best
5 They weren’t getting on very well
options. Elicit the first answer to get them started.
6 Who were you talking to a few minutes ago?
• Ask students to compare answers in pairs before
7 I was working from home.
checking as a class.
8 I was driving to work. You were waiting for the


bus outside the park.
Answers
2 1 were studying, met
1 were both studying; met
2 saw, was working
2 wasn’t looking; walked
3 was raining, cancelled
3 was working; came
4 wasn’t feeling, went
4 was travelling; met
5 were waiting, arrived
5 was working; missed
6 didn’t answer, was having
6 did you do / were you doing; heard
3 Students’ own answers
(Note the difference between What did you do
when you heard? (i.e. What did you do afterwards?)
and What were you doing when you heard? (i.e. SPEAKING TASK
What were you already in the middle of?)
AIM
to develop students’ speaking skills in an extended
Language notes fluency-based activity; the task has a goal, an
The past continuous (was(n’t) / were(n’t) + the present intended outcome and requires mediation, and
participle or -ing form of the verb) is often used when it encourages students to use all their language
setting a scene in a story. It describes actions that have resources in English to successfully complete it
duration. Look at the examples from the listening and
compare:
9 Start by asking When did you first meet … your
partner / your best friend / your first English teacher?
He was playing in a band at the time … (this is a
Ask the question round the class and ask different
repeated action over a long period)
students to answer.
… I went to see them one night … (one event
• Ask students to work individually to read through
within the time frame above)
the four situations, choose one, and prepare stories.
We were driving home … (a longer action)
Monitor and help with ideas and vocabulary.
… when we saw it (the house). (a shorter action
that interrupts the longer event above)
MEDIATION
A timeline is useful here: Mediating concepts
We saw the house In Exercise 10, students have to collaborate on
Past X Now
a shared task. They have to compare ideas, ask
We were driving home questions to help understanding, and decide
together which story is the most interesting.
After completing Exercise 10, ask students to say
8 Ask students to work individually to complete the how well they did the task. Ask: How did you
sentences. Elicit the first answer to get them started.
agree on which story was the most interesting?
Organize the class into pairs to check their answers.
Monitor and note how well students use the past
continuous form. 10 M Organize the class into groups of four or five to
• In feedback, elicit answers or write them on the board share stories. Encourage students to ask each other
for students to read and check. questions to find out details and make sure they listen

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 to the stories. Once each student in the group has told 3 Read graded readers in English.


their story, tell students to talk together and decide 4 Watch films and TV programmes in English –


which story is the most interesting and why. put on English subtitles to help.
• In feedback, ask different groups to summarize the 5 Make your online world English – use an


story they found the most interesting. English language browser, search for things on
• As students speak, go round and monitor, and note English language sites, check out the headlines
down any interesting pieces of language you hear. on English language news sites.
• At the end, look at good pieces of language that 6 Keep in touch with friends from your course


students used and pieces of language students didn’t on social media.
quite use correctly during the activity. Show students
better ways of saying what they were trying to say.
TEACHER DEVELOPMENT 15: LEARNER
TEACHER DEVELOPMENT 8: FEEDBACK ON INDEPENDENCE
CONTENT, LANGUAGE AND ERRORS Go to page 226 for information and advice.
Go to page 224 for information and advice.
For further practice, use Communicative activities 16.1

 
and 16.2 on pages 258–259.
Optional extra activity Ask students to research
examples of love at first sight from literature (for
example, Romeo and Juliet).

MY OUTCOMES
WRITING 8
AIM
to reflect on what students have learned and
Writing short stories
on how to improve in a personalized speaking
activity Student’s Book pages 162–163
• Give your students time to read the questions and
prepare things to say. You could ask students to IN THIS LESSON, STUDENTS:
make a few brief notes. • write a short story about some pictures
• Organize the class into pairs or small groups. • talk about stories they like and what makes a good
Give students five to ten minutes to discuss the story
questions. • read four short stories and decide what’s good /
• In feedback, ask a few pairs to tell the class what less good about them
they said. Alternatively, you could have a class • join different actions and situations in one sentence
discussion in which groups share the ideas they
have, and comment on each other’s ideas.
• Follow up by setting a task for homework. See the
Teacher development section for ideas. Following SPEAKING
this activity, you could, for example, ask students AIM
to flick through the unit and choose a task to to get students talking about the topic
revise (e.g. the vocabulary, the grammar, reread
a text). 1 Ask students to get into small groups to discuss the
questions.
• In feedback, elicit ideas and experiences from different
TEACHER DEVELOPMENT 16: MY OUTCOMES groups.
Go to page 227 for information and advice.
Optional extra activity Ask students to name some
of the most famous short stories in their culture. Ask if
DEVELOPING LEARNER INDEPENDENCE anyone can say what happens in the story and what the
story is about.
AIM
to encourage students to think about how
to keep learning after their language course WRITING
For many students, reaching the end of the AIM
coursebook means reaching the end of the to develop students’ ability to write a short story
course. Share ideas with your students about
how they can keep improving their English. Here 2 Start by focusing students’ attention on the pictures.
are a few ideas: Ask: What can you see in each picture? Elicit any
necessary key words: puppy, poster, pet.
1 Use online study tools to reinforce the • Ask students to look at the pictures in pairs and discuss

vocabulary and grammar you have learned. the questions in detail. Monitor and notice how well
2 Join a conversation club or international the students predict the story.

group.

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• Have a brief feedback session. Ask a few of the Example answers
questions and find out what the class think happens in 1 When he saw her, he felt really surprised.
the end. 2 On the way to the beach, they were really happy.
3 On the way to the wedding, it started to rain.
3 Ask students to read the short stories and answer the
4 On the way home, she met a friend of hers.
questions.
• Ask students to compare ideas in pairs.
• In feedback, elicit students’ ideas about which story USEFUL LANGUAGE Had to and couldn’t
they prefer.
AIM
Answer to practise using had to and couldn’t in stories
Story 3
8 Read through the box about had to and couldn’t as a
class.
4 Ask students to grade the stories with marks between • Ask students to match the sentences to the two
1 and 5 for the language and the story. Elicit which possible endings.
story is the worst to get students started. • Ask students to compare their answers in pairs.
• In feedback, elicit the answers.
5 Ask students to compare grades in pairs.
• In feedback, elicit students’ ideas. Answers
1 a, f 2 b, e 3 c, d
Example answers
1 For the story: 2 – no real story.
For the language: 1. Short, limited vocabulary, only Language notes
uses past simple, no linking. Had to expresses an obligation from outside, so She had
2 For the story: 2 – not a very interesting story. to stay inside means she had no choice but to stay inside.
For the language: 4 Good variety of tenses and Couldn’t means wasn’t able to or wasn’t allowed to – so,
use of connecting words. Repeats the word park She couldn’t pay means she didn’t have the ability to
too much. pay because she had no card, and he couldn’t get on
3 For the story: 5 – interesting story with a funny the plane means he wasn’t allowed to because he didn’t
ending. have a passport.
For the language: 5. Variety of tenses and
connecting words used. Good use of vocabulary 9 Ask students to complete sentences with their own ideas.
(adjectives and adverbs). • Ask students to compare their ideas in pairs.
4 For the story: 4 – an interesting story • In feedback, elicit students’ sentences and decide
For the language: 3. Short unconnected sentences, which are most interesting.
only past simple used, simple vocabulary.
Example answers
Language notes 1 He lost his phone, so he couldn’t call home.
2 She hurt her leg, so she couldn’t walk to work /
You could choose to explain difficult words:
she had to stay at home and rest.
annoyed = a little angry
poster = sheet of paper with advert or picture on
PRACTICE
AIM
USEFUL LANGUAGE On the way / When to practise writing a short story
AIM
10 Start by asking students to describe the pictures
to practise using on the way and when in short stories
briefly. Ask: What can you see in each picture?
6 Read through the Useful language box as a class. • Ask students to look at the pictures in pairs and discuss
• Ask students to complete the sentences. the questions in Exercise 2 in detail. Monitor and
• Ask students to compare their answers in pairs. notice how well the students can tell the story. Help
• In feedback, elicit the students’ answers. with vocabulary students need.
• Have a brief feedback session. Ask a few of the
Answers questions and find out what the class think happens in
1 When 2 On the way 3 On the way the end.
   
   
4 When 5 when 6 on the way
11 Ask students to write their story individually. Ask
them to use the models in Exercise 3 to help, and use
7 Ask students to complete the sentences with their own when / on the way and had to / couldn’t in their story.
ideas. Elicit a first sentence to get them started. Monitor and help with vocabulary, ideas and spelling.
• Ask students to compare their sentences in pairs.
• In feedback, elicit a few of the students’ ideas. TEACHER DEVELOPMENT 12: DEVELOPING
WRITING SKILLS
Go to page 225 for information and advice.

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12 When students have completed their stories, ask Video script
them to exchange them with a partner. Marri: Yes, I had, today and I had, my result of the
• Students read each other’s work and think about the test from teacher and he said it was really good. So,
questions. you can go up to the next level. So, I’m really happy
• Ask students to make comments to their partner about to hear that.
their stories and suggest corrections. Valarie: Yes. One of my nephew had a baby. So it
was a very good news!
Diego: Recently, yes, I heard one news about my
country. I heard that we as a Colombians don’t need
REVIEW 8 Video a visa to visit United Kingdom. It’s a really, really
good news for me because we don’t have to pay
for visa and we can go, since next month, to visit
Student’s Book page 164 different countries. I really like to visit countries like
London, like Manchester and take a lot of photos
here.
About the videos Baldamero: Yeah, I will visit my sister, I think in
The two types of video in Outcomes are designed to December. My, my sister live here in Europe, in
expose students to the sort of natural communication Norway. It’s a good, a good news for me.
that they will encounter outside the classroom, with Laura: Yeah, the other week I found out that my
speakers from a wide range of language backgrounds. sister was engaged to her boyfriend. So, I’m really,
They are intended to be authentic examples of English, really happy for my sister and also looking forward
rather than perfect models. The accompanying activities to their wedding and hopefully being a bridesmaid.
reflect this and aim to build students’ confidence in Israel: I met my best friend when I was four years
understanding fast speech, different accents, and English old. My brother was friend of the other guy, and
as it is spoken in the real world. They can also be used I went with him to the, to the, to their house and
to build students’ confidence about their own ability I met his little brother. His name is Iago, and he
in English, by showing them that you don’t need to became my best friend.
have completely accurate English as long as you can Marri: We are in the, we are working at the, at the
communicate your message to your listener. same place. I, I’m working in a theatre, so we work
together and I meet her there.
Valarie: Most of them I met, I met them when I
VIDEO Out and about was a student. One of, I, I know one of them since,
AIM since many years, for many years, since I was 11. Her
to watch a ‘vox pop’ video in which people talk name, Valarie like me.
about good news; to notice accents which use a /b/ Laura: So, I met my best friend, Georgia, when we
sound instead of a /v/ sound. were at secondary school. So, we were 11 or 12. We
were in some classes together and we were also on
1 This is a review of the Unit 16 topic. Organize the class the school netball team together as well.
into small groups to discuss the questions.
• In feedback, ask students to briefly share any
interesting views they heard from their classmates. Pronunciation notes
You may wish to explore why some speakers may
2 Tell students they are going to watch the ‘Out replace one sound with another. Start by asking whether
and about’ video in which six people talk about good speakers of the students’ first language often do this.
news they have had recently and when they met their Then look at reasons why students change the sounds.
best friend. Before playing the video, read through Here are some possibilities:
the Understanding accents box with your class. Tell
1 Sometimes a sound does not exist in a student’s first
students that they may notice this pronunciation

language so they approximate to the nearest similar
feature in the video. If you’d like to explore this further
sound.
with your class, see the Pronunciation notes.
2 Sometimes a sound in a student’s first language is
• Ask students to watch the video. Then focus their

similar to two sounds in English, (e.g. the /b/ sound and
attention on the questions.
/v/ sound), so they use the same sound for both.
• Ask students to compare their ideas in pairs. Ask
3 Sometimes, it is hard to say a sound after another
students to discuss with their partner whether any of

sound in a word – so students approximate.
the speakers had similar experiences to them, and to
share anything they remember hearing from the video. Recognize that English is an international language,
In feedback, ask students to share answers briefly with so students will come across many accents influenced
the class. At this stage, just find out what students by a speaker’s first language, as well as many accents
caught – they will have a chance to listen again in influenced by other factors such as nationality, age,
more detail later. culture and regional variations. Encourage students to be
open to and alert to the variety.

216 Review 8
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3 Give students time to read sentences a to i. B: Yes. So, Mary, the younger one, she met her


• Ask students to watch the ‘Out and about’ video again boyfriend eight months ago and six weeks in, he
and match speakers to sentences. proposed to her.
• Ask students to compare their ideas in pairs. A: Six weeks? That’s fast!


• In feedback, elicit and show answers on the board. B: Yes. But they’re a lovely couple and they look


happy together.
Answers A: Oh. And what about the oldest other sister?


Marri: d, f B: Izzy?


Valarie: e, g A: Yes.


Diego: c B: So, Izzy the oldest sister has been with her


Baldamero: a boyfriend, Alex, for eight years. You know, they’ve
Laura: b, h been together for a very long time, and they have
Israel: i their own flat together also. I don’t think they
were planning to get married any time soon.
A: Oh. But now that the younger sister is getting
4 Organize the class into pairs. Ask students to prepare


married …
to talk about people they know. When ready, ask
B: A bit jealous, decided they wanted to get married
students to share descriptions.


too. Maybe. Maybe it was the right time.
• In feedback, ask students to say what they found out
A: Maybe.
about their classmates.


B: But Patsy said that Alex, Izzy’s boyfriend, came to


Optional extra activity Ask students in pairs to meet them to get their approval for the wedding.
describe their first friend from primary school. A: That’s really sweet.


B: Yes, they celebrated their eighth anniversary


together.
VIDEO Developing conversations A: Ahh, Congratulations.

AIM B: Yes, they’re very happy. And Tom and Patsy, they

to watch a ‘developing conversations’ video in which love Alex.
two people talk about relationships and people they A: I’m going to text Patsy and say congratulations.

know; to give students practice in understanding fast B: That’ll be nice.

speech A: So, did I tell you about my brother?

B: No.

5 This is a review of Lesson 16C. Lead in by asking A: It’s kind of sad news.

some general questions. You could use the photo B: Oh, what happened?

in the Student’s Book or pause the video just before A: Well, him and Paula have broken up.

the two people start talking. Ask: What can you see? B: Oh, no!

Where are they? Ask: What phrases might they use? A: I think they’re going to get divorced.

• Ask students to watch the video and make brief notes. B: Really?

Ask them to note down any key words or phrases they A: But I think they will stay friends.

hear. B: OK. That’s, that’s, that’s good because it’s much

easier for the children.
Video script A: Yeah. But it’s still sad news. I really, really liked

A: Do you remember our old school friend, Ava? Paula.

B: Ava? Yes. B: Yes.


A: I saw her on the high street the other day,

shopping. 6 Ask students to compare their ideas in pairs. Play
B: Did you? the video again if necessary; pause then play the

A: She was coming out of a very specific shop. video at points where students had problems catching

B: OK. information.

A: It sells baby clothes. • In feedback, ask students to share what they heard.

B: What? Don’t worry about getting everything – just find out

A: She’s pregnant! how well students were able to follow the natural

B: Wow. conversation.

A: I know. Don’t say anything though, she’s not told
7 FS

her parents yet. Give students time to read sentences 1 to 8,
B: OK. How exciting. Did I tell you about Patsy’s and try to recall or guess what words are missing. You

daughters? could tell students to write in answers lightly in pencil.
A: No? • Ask students to watch the video again and to complete

B: They’re getting married. the gaps.

A: Both of them? • Ask students to compare their ideas in pairs.

B: Yes. • In feedback, elicit and show answers on the board.

A: Mary and Izzy?

Review 8 217
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 Answers
1 the other day 2 out of a
3 She’s not 4 the younger one REVIEW 8 Grammar and Vocabulary
5 they’ve been 6 wanted to get
7 to get their 8 and say congratulations
Student’s Book page 165
Optional extra activity Here are a few things you can AIM
do with a video to vary the activity: to consolidate vocabulary and grammar from
1 Freeze frame at the start and ask students questions to Units 15 and 16

set the scene and predict what the speakers might do
or say. 1
1 were 2 having 3 well
2 Freeze frame after someone asks a question – ask

   
   
4 very 5 you 6 are

students to predict how the other speaker might
7 will 8 be
respond.
2
3 Freeze frame on close-ups or interesting expressions or 1 am / ’m 2 was 3 were

actions – ask students how the speakers are feeling. 4 are 5 are 6 was
4 Play with the sound down – students have to recall 3

and say what they are talking about or actually saying 1 I can’t run very quickly because I have a bad leg.
– students could even say the conversation while 2 I can’t swim well, unfortunately.
watching the silent video. 3 It only worked successfully for a few months.
4 She hurt her leg badly in the accident.
5 He had a game yesterday and won easily.
CONVERSATION PRACTICE 6 I didn’t understand because he wasn’t speaking
clearly.
AIM
4
to practise conversations based on the videos
1 We met when we were both studying in Germany.
students have watched and the Conversation Practice
2 I’m thinking of asking her to marry me.
in 15A and 16A
3 I won’t do anything without talking to you first.
8 Ask students to work in pairs to choose a conversation 4 I saw it when I was staying in New York.
to prepare. Refer them to the Conversation Practices 5 He had an accident because he was driving too
in Lesson 15A and Lesson 16A of their Student’s Book. fast.
You could revise the language they use in each set of 6 I’ll tell you when I hear more news.
conversations. 5
• Once students have selected a conversation, tell them 1d 2g 3e 4h 5b 6f 7a 8c
  
  
  
  
  
  
  
to prepare by looking at phrases to use. They can look 6
at their notes on Lesson 15A or 16A, or on this Video Technology: delete, memory, mouse, printer, search
lesson. Love and relationships: break up, couple, date,
• Give students five minutes to prepare ideas. marriage, pregnant
• When students are ready, ask them to have Promises: break, honest, keep, make, politician
conversations. You could ask them to practise again by 7
exchanging roles, exchanging partners, or exchanging 1 light 2 reviews 3 recommended
information in their conversation. Practice makes 4 dropped 5 suddenly
  
perfect, so it is a good idea to try out conversations 8
three or four times. 1 design 2 replace 3 latest
 
 
• As students speak, monitor closely and note any errors 4 planet 5 means 6 energy
 
 
you hear. In feedback, praise good language use, and 7 used 8 realized 9 guy
 
 
comment on any errors you noted. 10 immediately 11 shame 12 mistake
  
Optional extra activity Write five or six useful words or
phrases from the lesson on the board and ask students to
include them when they are having their conversations.

218 Review 8
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www.frenglish.ru
TEACHER DEVELOPMENT BANK

The Teacher development section aims to describe basic a Use a mingle or mill. Students have to walk round and
principles of key areas of language learning, to suggest talk to three or four different people. It works well
different approaches and emphases, and to give practical when doing surveys or questionnaires, or conversation
advice for teachers on how to exploit the material on the practice activities.
Student’s Book page. b Use an onion. In a small class, arrange half the
students in a circle facing out and the other half in a
1 Teacher development: Instructing wider circle facing in. This means that each student
When explaining tasks to students, ask them to listen and is facing a partner. Students can then carry out a
focus on you first, instruct simply (use the imperative), pairwork activity before moving easily to a new partner
and try to show students what to do (for example, ‘front’ to repeat the activity.
the Student’s Book by holding it in front of you and point c Use speaking corners. Organize the class into three or
to the task you want students to do). Here are some four groups and send each group to a different corner
other tips: or part of the classroom. It works well for activities
1 Always do the first item as an example when doing when students have to present or summarize what
gap-fills, answering questions, etc. This shows students they do because it gives the students a sense that they
what to do and gets them started. have been sent off to achieve a task.
2 Act out tasks. If you want students to interview their
partner, act this out with a reliable student first.
3 Teacher development: Approaches to
Similarly, set up roleplays and other speaking activities
vocabulary
in this way. Chunks and collocations
3 When there is a particularly important part of the
Memorizing chunks of language as meaningful units
task that students need to do, use information check
reduces the strain on our working memory and makes
questions to check that students have heard this and
them more readily available and retrievable when needed.
understood. For example: Should you use a dictionary /
That is why Outcomes aims to expose students to
Google at this stage? (No) Are you talking to someone
language in chunks: fixed phrases (e.g. all of a sudden),
who read the same text as you or a different text?
collocations (e.g. give a presentation) and frames (e.g. If
(same), etc.
I were you, I’d …).
4 If appropriate for your classroom, use students' first
language to simply and effectively explain complex tasks. Support students by getting them to:
1 Notice and note new language in useable chunks
2 Teacher development: Organizing (e.g. get them to note down I work in IT not just IT).
pairs and groups 2 Learn a set of chunks as part of a lexical set linked to a
Outcomes aims to encourage lots of spoken interaction topic (e.g. do training, earn good money, work for the
between students by means of pairwork and groupwork. government) – this makes the words memorable and
However, this can become frustrating for students if they useable.
always end up with the same partner. That’s why it’s 3 Manipulate collocations and frames to broaden and
important to vary pairs and groups. personalize their vocabulary (e.g. I always work hard,
I never work late, I sometimes work overtime).
Here are some tips for varying pairwork:
• To encourage adult students to speak to different Language in context
people in the class and get to know them, mix up
pairs during the initial warmer or lead-in parts of the A great way of building passive vocabulary (i.e.
lesson. Use instructions like: find a partner you didn’t vocabulary you recognize but don’t use) is to use texts as
speak to in the last lesson, or: find a partner who has a resource for finding and learning new words in context.
been to the same famous place as you, to empower Outcomes encourages students to find chunks and
students to seek out new speaking partners. This builds phrases, and explore the words they are connected with.
relationships and class dynamics. Students get to recognize collocations and dependent
• On the other hand, don’t mix pairs for the sake of it. prepositions, and are asked to look for further examples,
Adult students often want to sit with a partner they and to think about which phrases they can learn and use.
are comfortable with when talking about grammar Support students by getting them to:
rules, doing vocabulary exercises or checking answers 1 Use the context of a text to work out the part of
to a reading text, for example. However, aim to change speech and likely meaning of a word or chunk and
pairs when the task is creative or productive. So, then check their ideas by translating or using a
students should have a new partner when they do a dictionary.
speaking or writing task. 2 Think about what words or phrases in a text they want
• When preparing to do a speaking or writing activity, to learn, remember and use.
ask students to prepare with one partner, then do the
activity with another partner. Tasks include: telling students to underline all the key
• Think about creative ways of doing productive tasks. words in a short text then look up the ones they don’t
It doesn’t always have to be pairwork. Here are three know; telling students to find five words or phrases in the
suggestions: text that go together – e.g. words connected by topic,

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part of speech or type of phrase – before checking their Keeping a vocabulary notebook
meaning; telling students to select words or phrases to
Students need to be well-organized and rigorous in
remember then either telling a partner why they chose
their use of a vocabulary notebook in order to help their
them, or writing personalized sentences using them.
learning.
Using a dictionary and Google® Here are some tips on how to train your students to note
new language in ways that will aid their learning:
Here are suggestions of how to approach using them:
1 Make sure students don’t just write the word and a
1 Tell students to use context, their knowledge and
translation – students should include the word form,
guesswork to work out what a word means, and then
a definition or explanation of their own, an original
use a dictionary to check if they are right.
sentence, synonyms and, if possible, any collocates
2 Tell students to use a learner dictionary to find more
or word families. Here is an example: good at (adj
than meaning – e.g. tell them to find and notice
+ prep) I’m not very good at swimming. I’m really
pronunciation, part of speech, an example of how to
good at art. The personalized example sentence
use a word, how commonly used the word is.
is a really useful and motivating way of recording
3 Tell half the class to check one set of new words in a
vocabulary.
dictionary, and the other half to check a different set.
2 Get students to write new entries by hand. They could
Students have to explain to a partner from the other
use different colour pens for verbs, adjectives and nouns.
half of the class what their words mean.
The physical act of writing helps memory retention.
4 Take time in class to talk about which dictionary
3 Students need to encounter new vocabulary
to use. You could bring in two or three learner
between six and twenty times before it enters
dictionaries and ask students to compare them before
long-term memory. Simply using a new word a few
deciding which one to use, or you could ask students
times in a lesson proves insufficient. Encourage this
to compare online dictionaries they use and find out
learning by getting students to revisit vocabulary
which is best.
to write sentences or paragraphs, and by setting
5 At low levels, the simplest and most direct way of
vocabulary tests so students have to revise.
explaining a word is through translation. If your
Encourage students to use apps like Quizlet, which
students have online access, encourage them to use
can be used at any time to practise any set of new
Google Translate. Show students how to look up
language.
small chunks and simple collocations on Google, help
4 Suggest a slim notebook for noting words down in
them use the device to translate phrases that they
lessons, and another notebook for neat copying.
want to use from their first language, and use it to
Students have to copy words from lessons into the
enable them to write and say new things. It improves
neat notebook, organizing words in sets according
student autonomy. It frees them up to find new ways
to topic or part of speech. ‘Copying’ and organizing
of expressing themselves.
words into another notebook or on cards is one way to
re-encounter words. It also allows students to think of
Active vocabulary
new personalized examples or add an extra collocation.
When students learn a new set of words or phrases, Having an organized notebook may help students find
it takes time and practice before they can recall and use the word when they need to.
them well. 5 Remember we can also revise words by trying to use
them or through reading. Getting students to write a
Support students by getting them to:
journal or make short videos or read simplified texts
1 Use new language in personalized sentences or stories.
or listen to podcasts on things that interest them, can
If students relate new words to their experience, it
all help them re-encounter words they know and see
makes them memorable.
them used in context.
2 Use vocabulary cards. Students write new words on
different cards (ideally in an example sentence), and 4 Teacher development: Learning and
keep the cards in two piles or packs – one of words checking new words
they know, one of words they don’t know. Students
keep looking at each card in the ‘don’t know’ pile until Outcomes provides lots of vocabulary exercises to learn
they are sure they have learned it. When students are new words and phrases. Ask students to do these
sure, they move the card to the other pile. Encourage tasks to learn basic meanings and then, as you get the
students to keep card records and regularly test answers from students, ask questions to check if students
themselves. understand words and how they are used.
3 Regularly revise and test new words. Fun ways include
vocabulary tests set by students themselves, writing Doing the tasks
up words and phrases from recent lessons and Some vocabulary tasks in Outcomes ask students to guess
asking students to use them to tell stories, or getting the meanings of words first from context and to suggest
students to make a crossword and set clues from a set a translation. Other exercises, like gap fills or matching,
of words. ask students to work in pairs to share their knowledge
4 Think about how they record words. (See the next (some students may know some words) or to use a
section). dictionary, the vocabulary builder or Google®.

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Checking meaning 4 If students have problems saying any words, drill them
yourself in open class. Show students how to say
As you go through the answers to a task, ask check
difficult sounds.
questions in English to check students have understood
the words and how they might be used. For example: Here are three techniques to support students when
doing the drilling yourself:
What’s the opposite of ‘leave halfway through’?
a Use fingers to show syllables in a word or phrase
What do people do if they are angry?
(e.g. say interesting and show three fingers for three
What might you say if you were pleased with something?
syllables – point to the finger with the main stress).
What might you ask if it’s boiling in a room?
b Use backchaining to focus on the rhythm of longer
Why might someone avoid a rough area?
phrases (e.g. if getting students to say a packet of
What else might people avoid doing?
crisps, say crisps and students repeat, then say of crisps
What examples of an artist can you think of?
and students repeat, then say a packet of crisps and
You might also ask about the grammar of words. students repeat).
For example: c Use gestures (not words) to get students to repeat and
practise (e.g. spread your hands apart to show you
What preposition follows ‘interested’?
want students to say whole phrases, roll hands over
What form follows ‘avoid’? ‘-ing’ or infinitive?
each other to show repeat, smile to praise, cup your
What’s the noun form of ‘argue’?
ear to show you want to hear).
Some exercises in Outcomes have questions like these
as a practice/check, but you can use these kinds of Prompt drilling
questions for checking at any time.
As a more challenging alternative to repetition drilling, ask
When students answer these questions or at other times students to practise pronunciation and form by drilling
you may need to (re)explain the meaning. In these cases from prompts. Here are a couple of ideas for providing
you might: word prompts to help your students do this (in these
• translate if you can examples, the language point is present simple questions):
• draw a picture 1 Write four or five sentences like these on the board:
• use mime Where / she / work / ? and What food / he / like / ?
• list examples Point to the questions and say them as complete
• give one or two example sentences. questions. Then point again and ask students to make
questions chorally and individually.
Remember that other practice and skills activities that
2 Write some question words (Where, What, How),
follow the Vocabulary sections will also test how well
some verbs (work, live, like, do) and some names of
students know a word.
students in the class on the board. Point to words
5 Teacher development: Drilling for and ask students to make questions chorally and
pronunciation individually. Then ask students to make and say their
own questions from the prompts.
Repetition drilling
6 Teacher development: Approaches to
Students need plenty of practice to get their tongue
grammar
round new words. Outcomes generally provides a
recording of one set of new words with collocations in An inductive approach involves students detecting, or
each unit. It is important to use this to provide initial noticing, patterns and working out a ‘rule’ for themselves
repetition practice. Here are some suggestions: before they practise the language. A deductive approach
1 When you ask students to listen and repeat after starts with the presentation of a rule and is followed by
the audio, ensure that students are not looking at the examples in which the rule is applied. Outcomes aims
words. You could ask them to close their books. This to allow the teacher the freedom to use either or both
way, students are concentrating on how the word methods.
sounds and attempting to imitate the pronunciation.
If they are reading the word at the same time, it can Deductive
distract from how accurately they say the word. Rules are simply stated in a Grammar box with examples,
2 Play the audio once and ask the class to repeat each which teachers can read through with students. The
word or phrase. Then play a second time and ask Language notes in the Teacher’s Book provide more
individual students or pairs of students to repeat. detailed notes and suggestions on ways of checking
3 Notice which words or phrases are hard to say. with a board stage (e.g. using concept check questions
Encourage students to say which are hard. Talk and timelines). The Grammar reference in the back of
about why (e.g. linking between words, difficult the Student’s Book also has a fuller explanation with
sounds, stressed and unstressed sounds). Note, plenty of examples which can be used to make a detailed
however, that the aim here is just broader presentation of the language.
comprehensibility, not perfect imitation of what
students hear on the audio. There is a lot of Inductive
variation among speakers of English, so don’t be
Clear contextualized examples of new language are
too hard on your students – as long as they are
provided in the Grammar box. Students are provided with
comprehensible, that is good enough.
a student-centred task which encourages them to work
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out and complete rules from the examples. The Teacher’s course of action or persuade someone of your view. Set
Book provides advice on typical errors and problems an aim for speaking tasks. You could:
to help you support students as they work out rules. a Tell students to find out whether they have
There is a Grammar reference section at the back of experiences or opinions in common.
the Student’s Book, which allows students to check and
b Give students a clear, specific aim when talking
confirm rules, and practise what they have studied.
(e.g. you have to find out three things).
7 Teacher development: Developing
speaking skills Scaffolding

In Outcomes, Lesson A of each unit ends with Conversation At elementary level, students often need ‘scaffolding’ (i.e.
Practice (a social or functional conversation, which the a practised set of language to use, and clear, broken-down
language and listening in the lesson directly supports and stages to set up and build up the activity). This is especially
models). Lesson B of each unit ends with Speaking, a true when doing the Conversation Practice in Lesson A. To
fluency activity (which pulls together some of the language support, you could:
and ideas of the section taught, and may also provide a Ask students to prepare conversations first in full
fluency practice of the grammar in the unit). Lesson C of written form or as notes (e.g. just noting phrases to
each unit ends with Speaking task, a more extended free- use). They could use their first language as part of
speaking activity. It has a goal and an intended outcome that preparation. Once students have practised a bit,
(e.g. to solve a problem or organize an event), and it they can turn over notes and improvise.
generally requires mediation by your students. It allows b Provide a class model. For example, you could model
students to draw on all the language resources they have what to say first, refer them to the model in the
available to them to successfully complete the task. audio, or you could brainstorm a model conversation
When carrying out these tasks, think about the following: to the board and drill it, or you could ask students to
model a conversation across the class in open pairs.
Personalization
Interaction
In general, the B and C tasks require students to give their
own opinions or share their own experiences. Making It is a good idea to vary interaction by mixing pairs and
personal responses by sharing experiences, ideas, thoughts, groups throughout the lesson. This is particularly true
and opinions is important – it is real because that is what when preparing and carrying out a speaking activity. You
we talk about in real life, and it means students have more can sometimes use pairwork, sometimes groupwork,
to say because they are talking about what they know. Be sometimes a class mingle or an open class discussion.
aware that not all students want to talk about themselves You could:
and their experiences, however. Personalization doesn’t a Ask students to prepare in pairs then change pairs to
have to be that ‘personal’! Students may prefer to talk do the activity.
about other people, or things in the news. In all cases, it’s b Ask students to prepare in groups, do the activity in
important to let students be free to talk for themselves and pairs or as a mingle, then go back to groups for the
say as little or as much as they want, while you listen and feedback stage.
support them, firstly as another human being and secondly
as a teacher providing the language they need. A focus while speaking; monitoring and feedback

Students sometimes think that chatting to a partner is a

Preparation
‘filler’ before moving on to the next part of the lesson.
The more you prepare, the better the outcome. To support This is especially true if the teacher doesn’t seem to be
this, incorporate a lead-in stage to generate ideas and listening. To avoid this, you could:
language. You could: a Set demanding time limits so students have to focus
a Brainstorm ideas from students first, and put key to get the task done in time.
phrases to use on the board. b Tell students what you are listening for as they speak,
b Ask students to share and prepare ideas in pairs. then monitor pairs or groups equally and notice what
c Ask students to do research online to prepare ideas they say.
and vocabulary. c Feed back on content (i.e. what students were talking
d Model the task by, for example, describing a personal about), then on errors and good use of language.
experience of your own as a live listening. d In feedback, reformulate student output by writing up
e At low levels, use the students’ first language (if you whole sentences they nearly said or could have but
can) to instruct and set up more complex activities. didn’t say. You could gap some of the sentences they
have tried to say and paraphrase the gaps to select
An opinion or information gap words from the whole class to complete them. This
way, students feel heard and feel the teacher is there
It is important to have an aim when speaking – this could to help them say what they wanted to say better.
be to simply find out what a partner thinks, but it also
could be (for example) to solve a problem, agree on a

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8 Teacher development: Feedback on In feedback, elicit missing words and corrections from the
content, language and errors whole class. This kind of elicitation is in itself motivating
as it involves the whole class, it’s quick and it is still
1 While students are speaking correction too. It recycles and reviews both the grammar
During a speaking activity, listen to what students are and some lexis you’ve already studied – in a holistic,
saying and don’t interrupt unless it is to respond naturally integrated, whole-sentence kind of way. The fact it
or show interest or to provide language students are comes from what students are saying is also motivating
trying to use but can’t. and more likely to stick. This kind of reformulation also
means you accept students will make mistakes with
While you are listening, you might also notice how well structures they’ve studied before, and gives them chances
students use new or revised language. all the time to go back over ground already covered.
Note where students are unable to convey meanings
easily, or where they are searching for a word. Students
9 Teacher development: Mediation
may say, ‘How do you say?’ or hesitate heavily or they Mediation is using language to help someone understand
may use their first language or a dictionary or they may something. As language users, we have to mediate in three
explain something rather than use a single word or situations: mediating a text (e.g. simplifying, translating or
expression. You might supply them the language at that giving an opinion about the text); mediating a concept (e.g.
point and/or note it down for feedback. collaborating in groupwork by asking questions, making
suggestions or giving reasons, or leading groupwork
2 After speaking by giving instructions or checking understanding), and
mediating communication (e.g. organizing how the
After a speaking activity, it is important to feed back on
discussion works, helping when people don’t understand
both content and language use. Here are three steps to
by translating, explaining or resolving disagreements).
successful feedback.
1 Feed back on what students talked about first. Give In Outcomes, mediation can happen in any pairwork,
the class an opportunity to say what they found out checking or speaking activity, but tasks which are
about each other, and/or to show that they completed structured to specifically encourage mediation are flagged
the task. Do this briefly. For example, ask a handful with the M icon in the Student’s Book. In the Teacher’s
of students to tell you the most interesting thing they Book, an explanation and task are provided to help you
found out about their partner. and your students focus on how they are practising
2 Feed back on how well your class used new or revised mediation.
language. In the feedback stage, you could write up on
Here are some ways of incorporating more mediation
the board any interesting or useful chunks of language
into your classroom when using Outcomes:
students used when doing the activity. You could also
1 Ask students to explain language and activities to each
write up phrases they didn’t use, but might have used.
other (mediating a concept).
Try to improve your students' language production by
2 Ask students to comment on what they read or listen
praising and reinforcing good use and making tweaks
to by summarizing it or explaining its main points to
and suggestions for better use.
each other (mediating a text).
3 Feed back on errors your students make. It is important
3 Set tasks for students when they do discussions or
at the end of an extended speaking stage to provide
debates – e.g. one student has to chair the discussion,
feedback on errors students make, particularly in any
one student has to make sure everybody contributes,
area you are focusing on.
one student has to summarize what was said
Two ways of providing feedback: (mediating communication).
1 At the end of the speaking activity, write four or five 4 Ask students to use translation to explain language
chunks or sentences on the board with errors you and texts (mediating a text).
noticed in them. Do this anonymously – don’t say 5 Ask students to talk about how they feel about
which student made the error. Ask students to work information in a text, or how it relates to their personal
in pairs to correct the errors. Go over any rules if experience (mediating a text).
necessary in feedback.
2 As students speak, listen and write up errors on the
board. Thus, if students are doing a quick five-minute 10 Teacher development: Developing
warmer on a Friday morning about what they’re up listening skills
to over the weekend, a board might end up looking Outcomes provides practice of bottom up listening skills
like this: (e.g. recognizing aspects of fast speech) and top down
I haven’t ............... decided yet. skills (e.g. developing the ability to listen for gist or key
I ............... work tomorrow. information). It also incorporates practice in exam-
style skills tasks (e.g. practice in doing a true and false
go to the launderette tomorrow and ............... my activity).
washing.
clean my house up tomorrow. We have a cleaning rota Bottom up skills
and it’s my ..........!
Training students to recognize and hear words and
I’m not really sure. I ............... go swimming if the meaning in fast speech requires lots of practice.
weather’s nice. It’s depend.
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Supplement activities in the Understanding Fast Speech A close reading task
or Listening section of the Student’s Book with some of
Students read more closely the second time. This may
these ideas:
involve tasks where they have to find specific pieces of
a Play a short section of a listening and ask students to information or infer meaning. In Outcomes, exam-style
note down all the words they hear. Put students in skills tasks such as putting missing sentences in a text
groups to share words and predict what the listening involve close reading. Some tasks are more open and
is about. engage critical thinking, discussion and mediation.
b Play or read out the opening sentence of the listening
as a dictation. Students listen two or three times and A language in context task
write it down. Tell them to practise saying it and/or
Students are sometimes asked to work out the meaning
predict content from it.
of words in a text they have read by looking at the
c Choose five or six short phrases or sentences from
context and matching words to synonyms or definitions,
an audio, each of which contain a key content word.
or by mediating meanings with translations, or by
Read them at natural speed. Students have to write
selecting words to use to retell what they have read.
the key word in each.

Note that ways of managing and developing exam-style A follow-up task

skills tasks are explored in the body of the notes in the
Students respond to the text in some way. They could say
Teacher’s Book every time a relevant activity comes up.
what they like, dislike or think about information in the
text, or they could share their own experiences and ideas.
11 Teacher development: Developing
Jigsaw readings
reading skills
Outcomes makes use of jigsaw readings, with a focus
Outcomes aims to exploit a variety of texts (blogs, articles,
on mediation. Students are given different texts to
quizzes, etc.) and encourages practice of a range of sub-
share and a task to go with it (such as having to
skills (skimming, scanning, close reading, etc.). It also
find particular information). The aim is that students
incorporates practice in exam-style skills tasks (e.g.
negotiate comprehension and language themselves
practice in how to match topic sentences to paragraphs).
while the teacher monitors, just as they would for a
Note the following typical stages. speaking task.

Note that ways of managing and developing exam-style

The lead-in stage
skills tasks are explored in the body of the notes in the
There are lead-in tasks which ask for opinions or Teacher’s Book every time a relevant activity comes up.
experiences of the topic. The aim is to create interest by
getting students to think about or show knowledge of 12 Teacher development: Developing
the topic, and to introduce useful language, including writing skills
pre-teaching any difficult content words in the text Product writing
students need to know.
Product writing focuses on the final product. It is a useful
Predicting content approach at low levels when students need to copy or
use simple base structures to support their writing, or
Some tasks encourage students to predict the content with formal texts like application letters when the text
of a text from any clues they have before they read. You required is repeatable.
can also do this yourself with other texts. For example, 1 Students read and comprehend a text.
students can predict from photos on the page, from 2 Students look at features of the text: its layout, useful
the title of the text, or from a handful of key words or phrases, etc.
phrases in the text which you could pull out and write 3 Students write a similar text using the model text as
on the board before students start reading. Predicting a base.
can be useful as it gives a teacher a chance to work from
students’ ideas and pre-teach language that may be Process writing
useful when dealing with the text.
Good writers plan and revise, rearrange and delete text,
A global task re-read drafts, and produce multiple drafts, before they
produce their finished document. In the classroom, a
Some simple focus tasks are set in the Student's Book to process writing approach attempts to reproduce this
encourage students to read quickly and get a flavour of process. Here are some things to remember:
what the text is about. This could be checking predictions 1 Allow a lot of classroom time to fully explore the
made, answering one or two factual questions, or getting act of process writing. The final draft can be left for
the gist of a text by (for example) recognizing who it is homework but only if students have had plenty of time
aimed at or what its tone is. Think about always setting working on earlier stages of their draft.
a simple focus task to make sure all students are focused 2 Start with a clear task and lots of ideas and vocabulary –
on the text from the outset. this could be a model text, a brainstorming session,
or a set of questions or headings for guidance.

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3 Encourage lots of interaction and support between b Before doing a speaking activity, ask students to

 
students. This could be students working together to think about what they want feedback on. This could
brainstorm ideas or make notes. It should also be two be accuracy, pronunciation or even fluency or clarity.
or three stages in which students look at each other’s At the end, students feed back on each other’s
work and make comments, or suggest alternative performance.
words or ideas. It is the partner’s job to provide 2 Help learners use success criteria to identify what they
feedback and suggestions on the style and vocabulary have done well and what they need to focus on next.
of a fellow student’s piece of writing. Ask students They can then set personal goals. This could be, for
to check each other’s work by asking questions or by example, a checklist of questions to ask to see if they
comparing them to checklists. The more students get have completed a writing task appropriately (e.g. Have
involved with each other’s process writing, the better you used formal phrases?).
the final product. 3 Ask students to grade their own work. You can choose
4 Encourage students to be critical of their own work. whether to agree or not. After a while, students will
Make sure they respond to criticisms from their peers get good at saying whether their work is good or not
or to comments you make. Encourage the use of so good, improving or not improving.
dictionaries to get students to improve their vocabulary.
5 Respond naturally to the final draft that students Teacher assessment
produce. So, if they have written blog posts, put them
1 Be creative with tests. For example, have simple bite-
online and get other students to write comments
sized tests weekly to revise new material, ask students
online. Alternatively, pin written work to the classroom
to set their own tests, and tell you what they want to
wall and get students to read each other’s work and
be tested on.
respond to it naturally.
2 Incorporate tutorials or student counselling into your
13 Teacher development: course. This could be face-to-face or online. It could be
Differentiation a conversation or in written form (e.g. an email with
questions or an online chat). Ask open questions (e.g.
The best way of dealing with different levels in a What three things do you feel you want to improve
classroom is to avoid worrying too much about accuracy, over the next six months?) and periodically review
and instead focus on the human interest and personal progress.
exchange of your students. So, instead of testing explicit 3 Celebrate the small things. Encourage your learners
grammar knowledge, or ‘correct’ production of the to write down or say what they have achieved in
language, put your focus on the positive uses of language every class.
all students can share. Here are some suggestions: 4 Build confidence by showing students how much
1 Ask plenty of whole-class questions where you can they are learning. For example, at the start of a unit,
take ideas from the stronger students, reformulate show them a list of key vocabulary and ask them to
them and use them to help everyone. say which words they know. At the end of the unit,
2 Mix students up and don’t let pairs or groups get too show the same list and show how much they have
settled. Think about when it might be better to put learned.
stronger and weaker students together (e.g. when a
stronger student might help explain new vocabulary), 15 Teacher development: Learner
and when it might be better to have them apart (e.g. independence
stronger students may prefer to do a speaking task
Students sometimes attend lessons, and do homework
together so they can maximize their speaking time).
set, but otherwise don’t have any strategies for using or
3 Don’t let tasks drag. Keep changing focus and
improving their English inside or outside the classroom. In
interaction.
the Teacher’s Book, we have included activities which you
4 Re-tell interesting stories you hear ‘weaker’ students
can easily do with your students which will encourage
come up with.
them to think about how they learn, what they want to
5 Give clear round-ups to exercises where you check not
achieve, and to take responsibility for their own learning.
only what the answers are but clarify why the answers
The areas covered are:
are the answers.
1 Setting lesson goals: i.e. understanding what the lesson
14 Teacher development: Assessment aims are, and thinking about your own aims.
2 How you learn best: i.e. thinking about whether
Self and peer assessment you learn well by working individually or in pairs, by
1 Learners are much better at giving each other accurate learning rules or using language.
and sensitive feedback than we may think. You might 3 Categorizing new words: i.e. thinking about what to
sometimes want to incorporate these activities to give do with words you are learning.
them the opportunity to demonstrate it. 4 Learner journals: i.e. how keeping a journal can help
a Divide the class into groups of three (not pairs) to your learning progress.
 
do a speaking task. While Student A, for example, 5 Bite-sized testing: i.e. how you can stay motivated to
is talking, Student B will be listening attentively and learn by doing quick and regular tests.
encouragingly, and Student C will be taking notes in 6 Building on prior learning and life experiences: i.e.
order to give constructive feedback on language use thinking about how what we have done in the past
and errors. can help us learn now.

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Note that learner independence tasks are included in 3 Try to break the lesson up into small chunks – ideally
each unit of the Teacher’s Book at relevant points where no more than 5–7 minutes – to keep students’
you might want to incorporate them into your lesson. attention from wandering.
4 Assign reading and writing activities before the live
16 Teacher development: My Outcomes session with recorded instructions provided to tell
The aim of the My Outcomes section is to get students to students exactly what to read or write, and what tasks
think about and reflect on what they have learned in the to do. This allows more time for interaction in the live
unit. By reflecting on learning, you own your learning. meeting.
It encourages students to think about aims and progress, 5 Take advantage of the technology available to expand
strengths and weaknesses, and likes and dislikes. It on the topics of the Student’s Book. For example, you
should give you useful insight into how they are finding could ask students to research a topic online and do
the course. a presentation as a warmer or lead-in. You could ask
students to go online to find ideas and arguments in
The aim of Question 1 is to say what you have enjoyed. preparation for speaking tasks.
The aim of Question 2 is to say what you have learned. 6 Use breakout rooms when students prepare, check
The aim of Question 3 is to say what you found answers or do speaking activities.
challenging. 7 Use programs like Google Docs to encourage students
The aim of Question 4 is to say what you will do to to collaborate in writing tasks.
improve. 8 Use the chat box to elicit or brainstorm ideas, or check
Some suggestions on how to use My Outcomes: language or answers.
1 Organize the class into pairs. Give students five 9 Use the engaging and impactful images in Outcomes
minutes to discuss the questions. Ask a few pairs to tell or elsewhere on the internet to get students interested
the class what they said. in topics.
2 Ask students to prepare their own answers at home
and post them as comments on your class online
noticeboard or webchat. Other students can add and
make comments.
3 Set it as a homework task, but make time in the next
lesson to discuss what students think in groups or as a
class.
4 After doing the activity, ask students to perform a task
based on their reflection. Here are some ideas:
a Brainstorm a list of what you have learned from
reflection
b Make a list of questions you want to ask about
your learning
c Make a five-point list of things to do to revise new
language
d Make a five-point list of things to do to try out the
new language
e Flick through the unit and choose a task to revise
(e.g. the vocabulary, the grammar, reread a text).
In the next lesson, ask students to say what they
revised, and how it helped them improve their
English.

17 Teacher development: Using

Outcomes in an online classroom
Using a Student's Book designed for face-to-face
teaching requires some forethought and creativity to
adapt activities. Here are some suggestions:
1 Master the technology. Whatever platform you are
using, make sure you are familiar with its features.
Being able to do the basics (e.g. put students in
breakout rooms, share your screen, etc.) will make the
learning more dynamic and interesting.
2 Plan lessons effectively by being selective about which
activities you do from the Student's Book. Think about
how to adapt them a little to make them work. Ask
these three questions to decide what to do: What can
students do on their own online? What can students
do in groups? What do students need the teacher for?

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1.1 ALL ABOUT YOU

STUDENT A
YOU STUDENT B

Name: Ilkay Yilmaz what / name?


Age: 22 how old?


Country: Turkey where / from?


Part: Bodrum, in the west where exactly?


Home: Home:
• great place to live, very beautiful, lovely
like it?
beaches, old buildings


• with parents and two sisters
Work: who / live with?


• guide, art museum Work:
• interesting, money is not good what / do? where / work?


Free time: enjoy it?
• take photos, go to the cinema, go to


Free time:
restaurants
do in your free time?
Languages:


• Turkish, English, Arabic
Languages:
how many languages / speak?


which languages?

STUDENT B
YOU STUDENT A

Name: Brodie Matsuura what / name?


Age: 22 how old?

Country: the US where / from?

Part: Los Angeles, California, in the west where exactly?


Home: Home:
• interesting place to live, great shops, like it?
beautiful beaches, a lot of tourists

• with best friend, Kim
who / live with?
Work:

Work:
• music teacher, school
• fun, love music and children what / do? where / work?

enjoy it?
Free time:

• swim in the sea, play guitar on the Free time:
beach, watch films do in your free time?

Languages:
• English and Japanese Languages:
how many languages / speak?

which languages?

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1.2 A GREAT PLACE TO …

• a good city to study in • a bad city to study in

 
 
• a bad place to go on holiday • a good place to go on holiday

 
 
• a great place to go shopping • a bad place to go shopping

 
 
• a bad place to visit with your family • a nice place to visit with your family

 
 
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2.1 DO YOU WANT TO COME?
My diary for this week

Mon Tues Wed Thurs Fri Sat Sun

Morning

Afternoon

Evening

Do you want to ...

• go to see (which film)? (what kind of film is it?)
  
, starts at 18.00 or 20.00 every day except Sunday
• go out for lunch at (where)? (what kind of place is it?)
 
, open from 12.00 every day except Sunday
• go shopping for (what)? (where?)
 
My diary for this week

Mon Tues Wed Thurs Fri Sat Sun

Morning

Afternoon

Evening

Do you want to ...

• have coffee (where?) and practise your English conversation skills
 
• go out for dinner at (where?) (what kind of restaurant is it?)
 
, open from 18.00–21.00 every day except Tuesday
• do some exercise with a friend: (what?) (where?)
  
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2.2 A BUSY LIFE

Find someone who …

Name:
usually does their homework in the morning.
Notes:

Name:
never watches the news on TV.
Notes:

sometimes gets home from work / school Name:

after 20.00. Notes:

Name:
always gets up before 8.00 at the weekend.
Notes:

Name:
goes to the theatre sometimes.
Notes:

Name:
never goes to bed before midnight.
Notes:

Name:
often cooks for friends or family.
Notes:

Name:
never cooks.
Notes:

Name:
normally stays at home on week nights.
Notes:

Name:
often goes out for dinner on week nights.
Notes:

Name:
is normally tired on Mondays.
Note:

Name:
doesn’t often go shopping in town.
Notes:

Name:
often does exercise in the evening.
Notes:

Name:
often meets new people.
Notes:

Name:
sometimes goes to concerts in other cities.
Notes:

Name:
always listens to music in the shower.
Notes:

Name:
usually plays video games at the weekends.
Notes:

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3.1 IS THERE WI-FI?

STUDENT A

Robert’s French Quarter Apartment

• 2 guests • TV
• Apartment • Kitchen
• 1 bedroom • Hot tub
• 1 bathroom • Balcony

I am a musician from New Orleans. My home is very old – built in 1836. It is in the French
Quarter. The apartment is beautiful. The bedroom is large and there are two beds. There is
also a sofa, a TV and a lot of books. I like painting. You can see some of my paintings of New
Orleans on the walls. There’s a balcony looking onto the street. You can relax there. The
bathroom has a shower and a sink. There are towels for visitors. There is a small kitchen with
a fridge. There are a lot of great bars and restaurants on the street. There’s a famous jazz café
opposite my home and bands play music in the street every night. There is a small park nearby.
It is a fifteen-minute walk to the Mississippi River and the famous Jackson Square with its
museums, shops and cafés.

STUDENT B

Clara’s Historic District Apartment

• 2 guests • Kitchen
• Apartment • Living room
• 2 bedrooms • Balcony
• 2 bathrooms • Wi-fi
• TV • Garden

I am a history teacher from New Orleans. My apartment is in a very old building – built in 1800.
It’s on a quiet street with a lot of large trees. Many tourists walk by here to take photos of the
building. Inside the apartment everything is new. There are two small bedrooms and a large
living room. We have free wi-fi for all our visitors. There’s a balcony and a big garden. There is a
large kitchen. You can buy great food and drink at the shops near my home. We are next to the
wonderful City Park, where you can visit the New Orleans Museum of Art and the famous café,
Morning Call. It is a 30-minute walk to the French Quarter bars and restaurants. There are one
or two good restaurants near here.

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3.2 GUESS THE PHRASE

A B

1 do the cooking 1 do the cleaning

2 look for your phone 2 go to bed

3 get dressed 3 wash the dirty dishes

4 keep your room tidy 4 use the washing machine

5 put something in a cupboard 5 pick up the baby’s toys

C D

1 do some exercise 1 do some shopping

2 put something on a shelf 2 watch TV

3 call an engineer 3 pick up the rubbish

4 check the door is closed 4 turn off your phone

5 repair the washing machine 5 check the cooker is turned off

E F

1 have a shower 1 lie down

2 look for your glasses 2 prepare dinner

3 clean the kitchen 3 repair the TV

4 turn the heating on 4 check your emails

5 repair a broken window 5 take the dog for a walk

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4.1 WHAT DID WE BOTH DO?

A B

Yesterday evening Last Saturday

What / do? What time / get up?

Who / be / with? What / have for breakfast?

What / have for dinner? Where / go?

What / watch on TV? What / do?

How / feel? Who / meet?

What time / go to bed? What time / go to bed?

C D

The last public holiday A concert or festival

When / be? Who / see?

Who / spend / with? When / go?

Where / go? Who / go with?

How / celebrate the day? have / good time?

Where / stay? Where / sleep?

Eat / drink / anything special? When / come home?

E F

Your birthday Your holiday

When / your birthday? Where / go?

Who / be / with? Who / go with?

What / do? Where / stay?

What / eat and drink? What / do?

What presents / get? What places / visit?

How / feel? When / go?

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4.2 THAT SOUNDS LOVELY

(+) fly to Thailand (+) go to Sydney on my own (+) rent a boat

(+) take fifteen hours (-) meet any new people (-) know how to drive it

(+) take the train from (+) spend a day shopping

(-) get a taxi to the airport
London to Edinburgh in Rome
(+) miss our flight
(-) get a seat (-) buy anything

(+) spend a week in

(+) stay in a cheap hotel (+) go out for dinner
the countryside
(-) sleep all night (-) find a good restaurant
(+) rain every day

(+) rent an apartment

(+) stay with friends in Berlin (+) go to a music festival
in the city
(+) have a bad cold (-) like the music
(-) have a kitchen

(+) fly to Sri Lanka (+) go to Miami on my own (+) rent a boat
(+) only take five hours (+) meet a lot of new people (+) be very comfortable

(+) spend a day (+) have a week’s holiday at

(+) take the train to St. Moritz
shopping in Paris home
(+) go through the mountains
(+) buy a lot of food (+) spend time with friends

(-) know where to go for (+) spend a week in

(+) stay in a lovely hotel dinner the countryside
(+) be very close to the beach (+) find a great (-) rain once
Mexican restaurant

(+) rent a house in the city

(+) stay with friends in Berlin (+) go to a music festival
(+) have a balcony over the
(+) enjoy going out at night (+) dance all night
river

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5.1 SHOPPING

Work in groups. Student A starts, and has to talk for one minute about topic 1. The speaker must not
pause or hesitate, and must not repeat the same information. If the speaker does this, another student
must say STOP. The first person to say STOP continues talking about the same topic for the time that is
left. Repeat with the other boxes, with students taking turns to start.
For each turn, one person in the group is the referee. The referee must:
1 read out the questions in the box.
2 time the student who is talking.
3 stop the timer when other students say STOP, and decide if the challenge is good.
4 restart the time for the next speaker and award a point at the end of the minute.

1 What I wear 2 The last thing I bought 3 Shopping for food

What are you wearing now? Think about the last piece of When do you usually go food
clothing you bought. shopping?
What do you usually wear for
work / college? What did you buy? Where do you go and why?

What do you usually wear at Where did you buy it? What do you buy and how
the weekend? much do you spend?
Why did you buy it?
What’s your favourite piece of
clothing? How much was it?

4 A department store 5 Shopping online 6 My favourite shop

Do you have a department Do you shop online? What’s your favourite shop?
store in your town?
What products do people What can you buy there?
What is its name? sometimes buy online?
Why do you like it?
Where is it? What was the last thing you
bought online? What is the last thing you
How big is it? bought there?
Why did you buy it?
What can you buy there?

7 Sales 8 New shops 9 Shopping

When are the sales in your Are any new shops opening or Do you enjoy shopping?
country? closing in your city? Why? / Why not?

When did you last go to the What sort of shops are they? How often do you go
sales and what did you buy? shopping?
What sort of shops do you need
Are sales a good idea? Why? / in your city and why? Who do you go with? Why?
Why not?
How do you spend your day
when you go shopping?

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5.2 AT THE DEPARTMENT STORE

department department

Department
Store
department department

department department

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6.1 THE COMPARISON GAME

Work in groups. Turn over a card. You have two minutes to think of as many similarities and differences
as you can between the two things on the card. One student must note your ideas. Do the same with
the next card until you have no more time!

1 2 3 4

pen café newspaper lift

and and and and

pencil restaurant magazine escalator

5 6 7 8

house teacher test biology

and and and and

flat professor exam chemistry

9 10 11 12

clock school training course supermarket

and and and and

watch university university course department store

13 14 15 16

jumper parents hotel dishwasher

and and and and

T-shirt relatives bed & breakfast washing machine

17 18 19 20

chair bookshop sports centre clean

and and and and

sofa library gym wash

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6.2 IT’S MORE INTERESTING THAN MATHS

Which subject is easier:

or ?

Which language is easier:

or ?

Which exams are more difficult:

or ?

Which subject is more interesting:

or ?

Which subject is more creative:

or ?

Which university course is more useful (to get a job):

or ?

Which skill are you better at in English:

or ?

Which skill is more important in English:

or ?

Which course is more difficult:

or ?

Which app is more helpful (to study English):

or ?

What time of day is worse for studying:

or ?

Which homework task is more boring:

or ?

Which university is more famous:

or ?

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7.1 WHO HAS IT EASY IN THE FAMILY?

Kids under 10 Parents

What they have to do! What they have to do!
They have to go to bed early. They have to look after the children.






What they don’t have to do! What they don’t have to do!
They don’t have to work. They don’t have to go to bed early.






Teenage kids Grandparents
What they have to do! What they have to do!
They have to listen to their parents. They have to help with the children.






What they don’t have to do! What they don’t have to do!
They don’t have to work. They don’t have to work very hard.






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7.2 INTERESTING RELATIONSHIPS

Complete the mind map below to show your relationships to six different people. The information in the
box explains what the different lines show. Read the explanation, and write the names of six people in the
circles.

A short line is for someone you are close to, and who is important to you (e.g.

a family member, an old friend).
A longer line is for someone who is less important (e.g. someone you work with).
A solid line is for someone you see often.
A dotted line is for someone you don’t see often.

Think about how to describe your relationship to each person. For example:
This is my sister Kate. She’s friendly and has two children – I see her every day because she lives

near my house.
This is my friend on Facebook, Ivan. We’ve never met but I sometimes read his blog.

Now work in a group. Explain your mind maps and ask follow-up questions to find out more.

YOU

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8.1 ARE YOU GOING TO …?

Complete the follow-up questions in the worksheet. Then ask and answer the questions in your class, and
note down the information in the worksheet. You must not ask one person more than two questions.

Are you going to … Yes? Name? Follow-up question Answer

1 … meet your friends this Where ____________________

evening? _________________________?

2 … watch TV this evening? What _____________________

_________________________?

3 … do any sport or exercise this What _____________________

week? _________________________?

4 … go to a museum or an art What _____________________

gallery at the weekend? _________________________?

5 … cook dinner this evening? What _____________________

_________________________?

6 … go sightseeing at the Where ____________________

weekend? _________________________?

7 … learn anything new this What _____________________

year? (a language, a hobby, etc.) _________________________?

8 … visit friends or relatives at Who _____________________

the weekend? _________________________?

9 … go to any celebrations this Where ____________________

year? (a wedding, birthday, etc.) _________________________?

10 … go to a concert this year? Who _____________________

_________________________?

11 … look for a new job When ____________________

this year? _________________________?

12 … travel anywhere this year? Where ____________________

(on holiday, for studies, etc.) _________________________?

13 … do any new courses, What _____________________

classes or training this year? _________________________?

14 … move house this year? Where ____________________

_________________________?

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8.2 THE BIG EVENT

• You’re going to get married in six months’ time.

• You’re going to have a baby next year.
• You’re going to move to another country in one month’s time.
• You’re going to have an interview for a great job next Wednesday.
• You’re going to take your driving test in six weeks’ time.
• You’re going to have a surprise party for your father’s 60th birthday.
• You’re going to travel around Asia on a bicycle for six months.
• You’re going to go on a dream holiday in two months’ time.
• You’re going to do an important university entrance exam in four weeks’ time.

To do list Details

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9.1 BINGO

Talk to your classmates and ask questions starting Have you ever …? Do you …? or Did you …? Write the
names of people who answer yes. Try to fill a row across or a column down. When you have completed a
row or column, shout BINGO!

Find someone who …

B I N G O
B … has tried … watched a … has lost … has moved … has a birthday
Indian food film yesterday their passport or house three this month
identity card times or more

NAME: NAME: NAME: NAME: NAME:

___________ ___________ ___________ ___________ ___________

I … has broken … likes cooked … got up before … has been in a … has missed a
his / her arm or tomatoes nine o’clock last film or a play flight
leg weekend

NAME: NAME: NAME: NAME: NAME:

___________ ___________ ___________ ___________ ___________

N … has three or … always does … is doing an … has planned … has looked after
more aunts the housework at evening course their next holiday children
the weekend

NAME: NAME: NAME: NAME: NAME:

___________ ___________ ___________ ___________ ___________

G … has bought … played a … has given … likes singing … has shared a

someone a team sport last flowers to room with a brother
present in the last weekend someone or sister
week

NAME:
NAME: NAME: NAME: NAME:
___________ ___________ ___________ ___________ ___________

O … has cooked … eats eggs for … is not feeling … has lived … hasn’t watched
dinner this week breakfast well today abroad TV this week

NAME: NAME: NAME: NAME: NAME:

___________ ___________ ___________ ___________ ___________

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9.2 STORIES FROM OUR LIVES

To win the square, talk about a time when …

… you left
… you fell
… you felt something
and hurt
afraid important
yourself
… you had somewhere
… you got an accident
lost on the way
… you somewhere
saved
Team A money Team B
to buy
… you had … you had
something
to say ‘I’m to pull
afraid I something
… you can’t’ … you heavy
… a dentist
had no learned a
pulled out your
money new way to
… you tooth
left do something
… you joined a (or your
class or club for favourite
… you
the first time … you did team) lost a
couldn’t go
something match
… somebody somewhere
that saved
saved your life because there
… the a lot of … you were no
temperature time joined tickets left
fell and you people
were very on a trip
cold

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10.1 HE DOESN’T EAT ANY KIND OF SEAFOOD

STUDENT A
You’ve invited four people to dinner. Student B has invited four people to dinner.
• Ondine likes most kinds of food, but she • Martin works hard and needs a lot of food.

 
can’t eat any pineapple or mushrooms. He eats (how much?)
She doesn’t eat much sugar, bread or pasta dairy, pasta, potatoes, meat, vegetables …
because she wants to stay slim. anything at all really. But he hates sugar and
doesn’t eat (what?) except
• Jon is a vegan, which means he doesn’t
cheese, ever.
 
eat any meat or dairy products. He isn’t a
difficult person and he will try any food you • Clara doesn’t eat (what?).

 
give him. She eats (how much?) fruit
and some salad. She doesn’t eat much rice.
• Emma doesn’t like red meat, so she eats
 
quite a lot of chicken or fish. She doesn’t eat • Andrew is a vegetarian who eats a lot of

 
much cheese. She also doesn’t eat any bread. cheese, mushrooms, rice and pasta. He can’t
eat (what?). He also loves
• Steve loves meat and fish, but he doesn’t
(what?).
 
like herbs and spices. He doesn’t usually eat
many vegetables, only potatoes. He’s a bit • Zoe absolutely loves
 
difficult to cook for. (what?) and eats a lot of it, when she isn’t
being vegan. But sometimes she decides
she is vegan. She usually doesn’t eat
(what?), but she likes
seafood and spicy food.

STUDENT B
You’ve invited four people to dinner. Student A has invited four people to dinner.
• Martin works hard and needs a lot of food. • Ondine likes most kinds of food,
 
 
He eats a lot of dairy, pasta, potatoes, meat, but she can’t eat
vegetables … anything at all really. But he (what?) or mushrooms. She doesn’t eat
hates sugar and doesn’t eat any desserts (how much?) sugar, bread
except cheese, ever. or pasta because she wants to stay slim.
• Clara doesn’t eat any fish or seafood. She • Jon is a vegan, which means he doesn’t eat
 
 
eats quite a lot of fruit and some salad. She (what?). He isn’t a difficult
doesn’t eat much rice. person and he will try any food you give him.
• Andrew is a vegetarian who eats a lot of • Emma doesn’t like (what?),
 
 
cheese, mushrooms, rice and pasta. He can’t so she eats quite a lot of chicken or fish.
eat any nuts. He also loves chocolate. She doesn’t eat (how
much?) cheese. She also doesn’t eat
• Zoe absolutely loves cheese and eats a
(how much?) bread.
 
lot of it, when she isn’t being vegan. But
sometimes she decides she is vegan. She • Steve loves meat and fish, but he doesn’t like
 
usually doesn’t eat much meat, but she likes (what?). He doesn’t usually
seafood and spicy food. eat many vegetables, only potatoes. He’s a
bit difficult to cook for.

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10.2 DO YOU HAVE A HEALTHY DIET?

Look at the prompts in each section and think about how to ask the questions. Write two questions of
your own in each section. Then ask and answer the questions in your group and complete the worksheet
with your answers.

1 Drinks

Student A Student B Student C Student D

How much / coffee / afternoon?

How many / cups of tea / day?

How much / sugar / coffee or tea?

How often / buy / drinks with sugar / week?

How many / glasses of water / day?

_____________________________?

_____________________________?

2 Healthy food

Student A Student B Student C Student D

How much / fruit / week?

What / breakfast?

How often / salads or vegetables?

How often / fish?

How many / eggs / week?

_____________________________?

_____________________________?

3 Unhealthy habits

Student A Student B Student C Student D

How many / chocolate bars / week?

How often / fast food / week?

How much / sugar / day?

How much / time / spend outdoors / day?

How much / exercise / week?

_____________________________?

_____________________________?

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11.1 HOW OFTEN DO YOU TRAVEL FIRST CLASS?

Types of transport where you live

• train • bus • plane • car • taxi • bicycle • walking • • •

Possible questions
• How do you get to …? • When do you …? • How often …? • Where … from … to …?
• How much time …? • How much does … cost …? • How long …?
• What time …? • Is there too much …? • Are there enough …?
• What is the biggest problem with …? • What is best about …?

Survey title:

YOUR QUESTIONS

YOUR ANSWERS

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11.2 SUPERLATIVES QUESTIONNAIRE

Ask questions in your group to find out the information below. Write the name of the person and their
answer. For example, for question 1, ask: How tall are you? Write the name of each person you ask, and
their height.

1 Who is the tallest?

1 _________________________ 2 _________________________ 3 _________________________

2 Who has the most brothers and sisters?

1 _________________________ 2 _________________________ 3 _________________________

3 Who lives the furthest from the language class?

1 _________________________ 2 _________________________ 3 _________________________

4 Who gets up the earliest?

1 _________________________ 2 _________________________ 3 _________________________

5 Who goes to bed the latest?

1 _________________________ 2 _________________________ 3 _________________________

6 Who has the longest surname?

1 _________________________ 2 _________________________ 3 _________________________

7 Who has been to the most countries?

1 _________________________ 2 _________________________ 3 _________________________

8 Who has the strangest hobby?

1 _________________________ 2 _________________________ 3 _________________________

9 Who can cook the most interesting meal?

1 _________________________ 2 _________________________ 3 _________________________

10 Who has had the most pets in their lifetime?

1 _________________________ 2 _________________________ 3 _________________________

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12.1 WHAT SHOULD I DO?

Write two pieces of advice for each situation. Work in groups and decide on the best advice for each
situation.

an important job interview a bad headache

You should . You should .



You shouldn’t . You shouldn’t .


a long plane journey inviting vegetarians for dinner

You should . You should .



You shouldn’t . You shouldn’t .


a bad stomach ache the first day in a new job

You should . You should .



You shouldn’t . You shouldn’t .


meeting your new boyfriend or backache
girlfriend’s parents for the first time
You should .

You should .

You shouldn’t .

You shouldn’t .

going to a friend’s wedding your boyfriend or girlfriend’s parents are
coming to stay for the weekend
You should .

You should .

You shouldn’t .

You shouldn’t .

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12.2 WHAT’S THE STORY?

1 UNDERWATER PICTURES SHOW


2 GIANT IS BIGGEST IN THE WORLD

3 FAMOUS RESTAURANT CLOSES AFTER


4 CITY THANKS FOR SAVING


5 LOSES JOB AFTER BREAKING


6 FINDS IN GARDEN

7 SCIENTISTS SAY IS BETTER THAN


8 LOCAL CHILD WINS

9 SUPERMARKET SAYS SORRY FOR

10 WILL VISIT FOR THE FIRST TIME

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13.1 WHAT ARE YOUR PLANS?

Complete the worksheet with your plans for the future. Use might and be going to. Then work in groups
to discuss your plans. If your plans are not definite, explain why (I need to save some money, I need to do
well in my exams, etc.). Ask the other students in your group follow-up questions about their plans.

Jobs and career: 


Studies:


Family:


Shopping:


Hobbies:


Social activities:


Going out:


Sport / keeping fit:


Health / food and drink:


Holidays:


Weekend:


This evening:


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13.2 THE PERFECT PET

Jasper is a galah cockatoo from Australia.

He is fifteen years old and a very friendly
bird. He needs a lot of love. He would like his
owner to play with him for at least two hours
every day. Cockatoos are very clever and you
can teach them to play games and talk. Jasper
already knows a lot of different expressions.
Some of them are not polite! Sometimes he
is very noisy. He should eat seeds and fruit.
He might try to eat human food, but you
should not give it to him. He might live to be
80 years old.

Harry is a six-year-old cat. He has lived in a

house with children for six years and is very
patient. His family is moving abroad and can’t
take him with them. Harry would prefer to
be the only pet in his home. He doesn’t like
other cats. He doesn’t need a lot of your time,
but he is friendly and likes to sit on your knee.
Harry will bring you presents from outside
(small animals and birds). He needs to eat
twice a day. You have to be careful how much
you feed him. He might get fat. He might live
to be fifteen to twenty years old.

Molly is a rabbit. She’s three years old. Rabbits

are very friendly and good with children. Molly
is a house rabbit, so she lives in the house and
needs her own home to relax in. She needs
some time outside every day to play except
in very bad weather. She would like another
rabbit friend to play with! Molly should eat
plenty of hay and vegetables – especially
green vegetables like cabbage. Molly might
live until she is eight years old.

Discuss the questions. • a 32-year-old doctor with a large flat

 
1 Which pet might be the most expensive to without a garden

keep? • a family with three children and two dogs
 
2 Which pet needs the most time? who live in the countryside
3 Which pet needs the most space? • a young couple who have just got married
 
and live in a small house
Discuss which pets and people might be • a couple in their forties who do not have
 
happy living together and which might any children and live in a small house in the
have problems. country
• a lonely 70-year-old woman with a big house • a family with one ten-year-old boy who loves
 
 
and garden animals; they live in a flat

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14.1 IT’S REALLY, REALLY SCARY

• a brilliant film / book / play / podcast

• a boring film / book / play / TV show
• a funny film / book / TV show / radio show / podcast
• a film / TV show / play that is difficult to watch
• a strange website / TV show / film / podcast
• a film / TV show with a lot of killing in it
• a really scary film / TV show / book
• a good book / film that was really sad at the end
• a film with great music and lots of songs

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14.2 WHAT WAS THE QUESTION?

What’s your boss What was your first What’s your house
like? teacher like? or apartment like?

What’s your What was the What was your first

bedroom like? weather like day at school like?
yesterday?

What’s your sister or What was your first What’s your oldest
brother like? job like? friend like?

What’s your garden What’s your pet What was your last
like? like? holiday like?

What’s your kitchen What’s your home What was your

like? town like? weekend like?

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15.1 WHAT’S YOUR PASSWORD?

1 Create an email address by using the initials of your name, followed by your favourite colour,
 
followed by the number of a house you have lived in (e.g. [email protected]).
My email address: [email protected]
2 Create a website address by using an adjective that describes you, a type of animal, and the
 
number of the day of the month you were born. Use capital letters at the start of words and
end the address with the letter code for your country (e.g. FunnyGoat19.co.es).
My website address: www.________________.co.___
3 Create a password by using the name of a place you went to when you were a child and a
 
number that is important to you. Include at least one capital letter and a keyboard symbol
($, &, ?, etc.) that you like (e.g. HillPark$123).
My password: ________________
Now talk to four students and exchange your details.
1 email address: _______________ website address: _______________ password: _______________
2 email address: _______________ website address: _______________ password: _______________
3 email address: _______________ website address: _______________ password: _______________
4 email address: _______________ website address: _______________ password: _______________

1 Create an email address by using the initials of your name, followed by your favourite colour,
 
followed by the number of a house you have lived in (e.g. [email protected]).
My email address: [email protected]
2 Create a website address by using an adjective that describes you, a type of animal, and the
 
number of the day of the month you were born. Use capital letters at the start of words and
end the address with the letter code for your country (e.g. FunnyGoat19.co.es).
My website address: www.________________.co.___
3 Create a password by using the name of a place you went to when you were a child and a
 
number that is important to you. Include at least one capital letter and a keyboard symbol
($, &, ? etc.) that you like (e.g. HillPark$123).
My password: ________________
Now talk to four students and exchange your details.
1 email address: _______________ website address: _______________ password: _______________
2 email address: _______________ website address: _______________ password: _______________
3 email address: _______________ website address: _______________ password: _______________
4 email address: _______________ website address: _______________ password: _______________

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15.2 IT DIDN’T WORK VERY WELL

ROLEPLAY 1
STUDENT A STUDENT B

You are a customer in an electronics shop. You are a salesperson in an electronics shop.
Use these phrases: Use these phrases:
My computer died. How much are you thinking of spending?
Do you know much about laptops? Well, for that price, try …
I’m thinking of buying a laptop. This … works really well.
Can you recommend anything? It allows you to …

Talk about your old computer: Talk about the:

not working very well memory
being slow positive reviews

Ask about the: Answer questions about the:

screen screen
design design
latest models latest models

ROLEPLAY 2
STUDENT B STUDENT A

You work in an office. You are an IT trainer in an office.

Use these phrases: Use these phrases:
Can you help me? How can I help?
I can’t find … Do you know much about … ?

… has stopped working. Oh dear.

That’s annoying.
How do I … ?
Maybe you should …
Talk about:
Talk about:
the printer (it doesn’t work)
using the printer: press the button /
your files (you can’t find them)
put paper in it
Ask about: finding files: search in documents / type the
downloading files name of the file
using the mouse Answer questions about:
downloading files
using the mouse

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16.1 HOW WELL DO YOU KNOW ME?

Clothes and fashion Plans

Find out what clothes your partner likes, what Find out what your partner is going to do this
they wear at work or at school, what they evening, at the weekend, next summer, after
wear at the weekend, what their favourite the course, in the future.
colours are, and what they don’t like.

Work Food

Find out about your partner’s job now, where Find out about what your partner usually eats
they work and what they do in their job. for breakfast, lunch and dinner, what food
they like and dislike, what they never eat, what
Find out about jobs they had in the past, jobs they ate yesterday, and what they are going to
they want to have, or are going to try to get. eat this evening.

Find out what they cook and how often.

Holidays People I know

Find out where your partner usually goes on Find out the names of people in your partner’s
holiday, who they usually go with, where they family, what they do, where they live, how old
went last summer and what they did, and they are, and what their interests are.
where they plan to go for their next holiday.

Education Going out

Find out where your partner went to school Find out what your partner usually does in the
and / or university, what subjects they studied, evening or at the weekend, how often they go
what subjects they enjoyed, who their out, where they go and who with.
favourite teacher was, what they are studying
now.

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16.2 GUESS THE SITUATION

Student A
Read the situations below and think of four promises people could make using will or won’t.
1 You want to invite some friends for a party but your housemates think it is a bad idea. What
 
promises can you make to your housemates?
___________________________ __________________________
___________________________ __________________________
2 You want to borrow your friend’s bike for the holidays. What promises can you make to your
 
friend?
___________________________ __________________________
___________________________ __________________________
3 You want to paint your apartment. What promises can you make to your housemate?
 
___________________________ __________________________
___________________________ __________________________
4 You want to miss a week of lessons because you are going on holiday. What promises can you
 
make to your teacher?
___________________________ __________________________
___________________________ __________________________
Read out your promises to your classmates, but don’t tell them what the situation is. Can they
guess the situation?

Student B
Read the situations below and think of four promises people could make using will or won’t.
1 You want to leave your pet dog at your friend’s house for a day. What promises can you make
 
to your friend?
___________________________ __________________________
___________________________ __________________________
2 You want to borrow the family photo album from your mum and dad so you can show the
 
photos to friends at school. What promises can you make to your mum and dad?
___________________________ __________________________
___________________________ __________________________
3 You want to buy a new set of drums. What promises can you make to your housemates?
 
___________________________ __________________________
___________________________ __________________________
4 You want to borrow your parents’ car. What promises can you make to your parents?
 
___________________________ __________________________
___________________________ __________________________
Read out your promises to your classmates, but don’t tell them what the situation is. Can they
guess the situation?

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TEACHERS’ NOTES TO COMMUNICATIVE ACTIVITIES
1.1 All about you • Hand out one worksheet to each student. Ask students
to choose four ideas from the list at the top of the
AIM to practise asking about and describing people worksheet to talk about. Students work individually to
and places prepare their ideas. Give students five to ten minutes
to prepare. Monitor and help with ideas. Check that
Genre: pairwork
students are making notes on their mind maps and not
Before the lesson: Photocopy one worksheet for every writing sentences – the purpose of the mind map is to
two students in the class. Cut each worksheet in half. organize ideas in note form as a prompt for productive
work.
Procedure: Write What / name? on the board. Elicit the
• When most students have finished writing, organize
question What’s your name? Ask one student: What’s
the class into groups of five. Ask: Who is going to talk
your name? Then ask: How do you spell that? As the
about a good city to study in? Encourage a student
student spells out their name, write the letters on the
in each group who prepared to talk about this topic
board. If necessary, review the names of the letters of
to start talking. Monitor and direct groups to work
the alphabet by writing the alphabet up and eliciting
through the topics in order. If students have chosen the
the name of each letter. Write the question How do
same places, ask them if they had any more ideas to
you spell that? on the board. Drill the question chorally
add and / or if there’s anything they disagree with.
and individually.
• When most of the groups have finished, end the
• Organize the class into pairs. Ask the pairs to sit
activity. Ask each group to choose the best place and
opposite each other. Hand out one Student A
the worst place for each of the topics they talked
worksheet and one Student B worksheet to each
about. Take class feedback.
pair. Tell students they cannot look at their partner’s
worksheet. Tell students they need to ask questions to
find out about their partner. Use the prompts on the 2.1 Do you want to come?
worksheet to elicit some of the questions.
• Ask students to prepare to describe themselves using AIM to practise making arrangements
the details on their sheet. Give students a few minutes Genre: individual and mingle
to read about their character.
• Students take turns to ask and answer questions Before the lesson: Photocopy one worksheet for every
and write down the information about their partner. two students in the class. Cut each worksheet in half.
Monitor and check that students are spelling names and The first stages can be set as homework if you wish to
places correctly, asking for spellings where necessary. save time in class.
• When most students have completed their Procedure: Draw a weekly diary like the one on the
conversations, end the activity. Ask the class to tell worksheet on the board. Write the times of your
you what was the same about the two people. classes with the class you are teaching in the diary.
(They like the place they live. There are good beaches Describe the arrangement, e.g. On Mondays from
in their cities. They like films. They speak English.) 9.00 / 12.00, I have English class with you. Write two
personal arrangements in the diary (e.g. go out for
1.2 A great place to … dinner with Jan).
• Hand out half of each worksheet to each student in
AIM to practise describing places the class. You do not need to organize students into
pairs. Ask students to complete the diaries with their
Genre: individual and groupwork
own real arrangements. Give students five minutes to
Before the lesson: Photocopy one worksheet for every complete their diaries. This stage could be done for
student in the class. homework prior to the lesson.
• When they’ve finished, ask the class: What activities do
Procedure: Draw one of the spider diagrams from the
you do every week? How many hours do you do them
worksheet on the board.
for? Take feedback from the class.
Ask: What is a good area to live in in this city? Elicit • Ask students to plan their time using the diaries.
the name of a good area to live in in the city you are Point out the bullet points under each diary. Model
in. Write the name of the area in the middle of the completing the bullet points. Ask students to complete
circle. Ask: Why is it a good area? Elicit ideas, e.g. It’s the bullet points with their own ideas. Allow three or
very quiet. There are a lot of shops. Note each idea at four minutes for this.
the end of a line (a lot of shops, quiet). Add more lines • Tell students they are going to find another student
if necessary. Then ask: What shops are there? Why to do the activities on their worksheet with. Choose a
is it quiet? Demonstrate building a mind map on the strong student and model making arrangements. For
board by adding more circles and lines as you elicit the example:
examples and reasons. Demonstrate using the mind You: Do you want to see Father at the cinema with me
map as a prompt for speaking: X is a great place to on Saturday? It’s a new horror film.
live. There are a lot of shops. They’re nice and they’re Student: OK. What time?
cheap. You: It starts at six or eight.
Student: Eight sounds good.
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 You: What time do you want to meet? • In feedback, find out who completed the most sections
Student: Seven thirty. on the worksheet. Ask individual students to tell
You: Where do you want to meet? you what they found out about each activity on the
Student: At the cinema. worksheet, using their notes.
You: OK, great.
• Model writing the arrangement in your diary.
3.1 Is there wi-fi?
Encourage a student to try to make an arrangement
with you. This time, model refusing the arrangement AIM to practise asking about and describing homes
(or, if the student you modelled with first refused the and places
arrangement, model accepting the arrangement and
asking further questions). Genre: pairwork
• Organize students into groups of five or six students, Before the lesson: (Optional: For homework before
or ask the whole class to stand up. Ask students class, ask students to find out about things to see and do
to find another student to talk to and try to make in the city of New Orleans in Louisiana, US.) Photocopy
arrangements. one worksheet for every two students in the class. Cut
• After two minutes, ask them to exchange partners. each worksheet in half.
After students have talked to four or five other
students, end the activity. Procedure: Write New Orleans on the board. Find out
• In class feedback, ask individual students about the what students know about the city. Write their ideas
arrangements they made. on the board. Tell students they are going to decide
where to stay for a week in New Orleans. Ask students
what they want to know about the place they could
2.2 A busy life stay in. Elicit questions, e.g. How many bedrooms are
there? Is there a shower? Are there any restaurants
AIM to practise talking about routine and free-time
near the apartment?
activities
• Organize the class into pairs. Ask the pairs to sit
Genre: mingle opposite each other. Hand out one Student A
worksheet and one Student B worksheet to each pair.
Before the lesson: Photocopy one worksheet for every
Tell students they will tell their partner about a place to
student in the class.
stay in New Orleans.
Procedure: Hand out the worksheets. Ask students • Ask students to read about their apartment and
to look at the worksheet and think about what underline the important information in the description.
questions they might ask to find out the information. Give students a few minutes to read about their
Elicit examples, e.g. When do you normally do your apartment. Monitor and help with the meaning or
homework? How often do you watch the news on TV? pronunciation of any unknown words.
What time do you get home from work? Write these • Then ask them to turn over their worksheets. Students
examples on the board. take turns to describe the place they read about to
• Point out the Name: and Notes: sections on the each other. Monitor and encourage students to ask
worksheet. Write Name: and Notes: on the board. questions to find out about their partner’s place.
Tell students they are going to find someone who • Now ask students to turn over their worksheets
does each thing and find out more information. and decide which place they like best. Monitor and
Demonstrate the activity using one or two of the ideas encourage students to give reasons.
on the worksheet. Ask questions and complete the • When the pairs have chosen the place they like best,
Name: and Notes: sections on the board. For example: ask them to write a list of questions that they want to
You: Do you like playing video games? ask the owner before they decide to stay there, e.g. Is
Student: Yes. there wi-fi? Can I bring my pet? etc.
You: Do you usually play video games at the weekend? • When most students have made a list of about five
Student: Yes. [Write the student’s name on the board.] questions, end the activity. Find out how many pairs
You: How long do you play for? chose Clara’s apartment and how many pairs chose
Student: A long time. Maybe ten hours. [Write on the Robert’s apartment. Ask students to tell you what
board ten hours.] questions they want to ask. Write them on the board
You: What games do you like? and elicit corrections from the class for any errors with
Student: I like Minecraft. [Write on the board Minecraft.] question forms.
Elicit possible follow-up questions for four more of the
activities on the worksheet.
3.2 Guess the phrase
• Ask students to walk round the class, find another
student and ask questions about as many of the AIM to practise vocabulary from Unit 3 and earlier
activities on the worksheet as possible. After two units for activities around the house
minutes, tell students to find a new student to talk to.
Monitor and help with follow-up questions. Genre: groupwork (or pairwork)
• After students have talked to five students, end the Before the lesson: Photocopy one worksheet for every
activity. three students in the class. Cut out the six cards on each
sheet.

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Procedure: Introduce the activity by telling students receive one card each (with one or two extra to use as
you are going to mime words and phrases they have examples).
learned on the course so far. Mime three or four of the
Procedure: Write on the board: That sounds … . Say to
activities on the cards and ask students to say which
the class: I went to England by ferry. I was sick on the
phrase you are miming.
boat. Elicit responses from students using adjectives
• Organize the class into groups of three. Each group
they know to complete the sentence on the board
gets one worksheet – cut into six cards and placed face
(bad, really bad, horrible, awful, terrible, nasty, etc.).
down. The first student in each group takes a card.
Do not try to teach new words at this time; only write
They must act out the five phrases on their card in
up synonyms that come from the students. Write the
order, using mime. The other two students must guess
words in a list on one side of the board. Repeat the
and say the phrases on the card correctly. As soon
procedure with a positive holiday experience and write
as they say the correct phrase, the first student must
up a list of synonyms for good on the board (great,
move on to miming the next word. Once they have
amazing, wonderful, lovely, nice, etc.). Encourage
guessed all the phrases, it is the turn of the second
students to record the lists in their notebooks. Drill the
student to take a card and mime the phrases.
words.
• Once all six cards have been used, find out which
• Put the cards in a pile on your desk. Take one from
group guessed quickest or got most right.
the pile and copy the contents out onto the board.
Alternative: You could make this activity very Demonstrate using the (+) and (-) signs to form positive
competitive. Put students in pairs not threes. Make sure and negative sentences in the past simple. Hand out a
the six cards held by each pair are in the correct order card to every student. Ask a strong student to look at
(i.e. A to F). On a signal, ask Student A in each pair to their card and tell you about their holiday. For example:
look at the first card and mime the phrases. Students Student: I flew to Thailand. It took fifteen hours.
work against the clock. As soon as one pair has mimed You: That sounds bad. Did you sleep on the plane?
and guessed all five phrases they shout STOP. Check that Student: No.
they guessed all five correctly and award a point. Move You: Where did you fly to?
on to the second card. Student: I went to Bangkok.
You: Did you have a good time?
4.1 What did we both do? • Give the student you demonstrated the activity with
a new card. Ask students to think about the ideas on
AIM to practise using the past simple to ask about their cards for a minute.
events • Ask students to walk round the class, find another
student and tell each other about their holidays
Genre: pairwork using the ideas on the cards. Monitor and encourage
Before the lesson: Photocopy one worksheet for every students to ask follow-up questions.
pair of students in the class. Cut out the six question • After three minutes, ask students to find someone new
cards on each photocopy. to talk to. With strong groups, you can ask them to
exchange cards before they exchange partners.
Procedure: Introduce the activity by asking some • After students have talked to four students, end the
questions in open class: What did you do yesterday activity or give students another card.
evening? When was your birthday? What time did you • In feedback, find out if anyone has ever had a holiday
get up last Saturday? experience in real life which was similar to one on the
• Organize the class into pairs. Each pair gets one card.
worksheet – six cards cut out and face up, with Card A
on top. Tell students they are going to ask and answer
past simple questions about yesterday evening (the 5.1 Shopping
topic on Card A). Tell them they must find three things
they both did. For example, perhaps they both went to AIM to practise using present and past tenses to talk
the cinema or were with friends. Tell them they can ask about shopping experiences
extra questions if they want. At the end, ask pairs to Genre: groupwork
say what three things they both did.
Before the lesson: Photocopy one worksheet for every
• Exchange the pairs so students have a new partner,
group of four students in the class.
and repeat with card B, and so on.
Procedure: Introduce the activity by talking for one
4.2 That sounds lovely minute about the last thing you bought. Then tell
students that they are going to talk about different
AIM to practise talking about holidays using topics for one minute.
past simple verbs and That sounds + adjective for • Organize the class into groups of four. Each group gets
commenting one worksheet. Student A must talk for exactly one
minute about the topic in the first box (1 What I wear).
Genre: mingle They must not stop talking or repeat sentences they
Before the lesson: Depending on the size of your class, have already said. If they do, another person can say
photocopy enough worksheets so that each student can STOP. If the referee agrees that they paused too long or
repeated, the person who said STOP takes over talking

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 for the rest of the minute. So, if they challenged after Before the lesson: Photocopy one worksheet for every
40 seconds, they have to talk for 20 more seconds. The group of four students in the class. Cut out the cards on
person speaking after one minute gets 1 point. each sheet.
• Ask one student in each group to be ‘referee’ for each
Procedure: Introduce the activity by writing pen and
round. Their job is:
pencil on the board and eliciting how the two things
1 to read out the questions in the box.
are similar and different.
2 to ask another student to start talking.
• Organize the class into groups of four. Each group
3 to decide on whether any challenge is good.
gets one set of cards, placed face down in a pile. Ask
4 to say STOP after one minute and give a point to the
students to turn over card 1. They have two minutes to

winning player.
think of as many similarities and differences as they can
• After the first round, move to box 2 and change the
between the two things on the card. Say STOP at the
referee. After nine rounds, find out which student in
end of two minutes and ask students to turn over the
each group won most points.
next card. Continue for as long as you have available.
• At the end, elicit ideas students have. If you want to
5.2 At the department store make the game competitive, award points for the
group with the most or best ideas. Then ask students
AIM to practise vocabulary for talking about shops to move on to card 2 and repeat the activity.
and things you can buy in shops • In a student-centred activity, students can time
themselves and should try to get through as many
Genre: pairwork
cards as possible, and note as many ideas as they can
Before the lesson: Photocopy one worksheet for every in the time available.
two students in the class. You will also need a timer.
Procedure: Write department store on the board. Elicit 6.2 It’s more interesting than maths
six different departments in a department store,
e.g. menswear, womenswear, beauty, electronics, AIM to practise using comparative adjectives to talk
kitchenware, furniture, food, etc. about education
• Organize students into pairs. Hand out the worksheets.
Genre: mingle
• Ask students to write the names of the six departments
in the outer circles. Before the lesson: Photocopy one worksheet for every
• Tell students they are going to play a game. They will thirteen students in the class and cut up into strips. You
have 90 seconds to list as many things as possible that may wish to review the questions and remove any which
you can buy in one of the departments. Show students are not appropriate for your context.
that they need to write a list next to the circles for
Procedure: Ask students: Which classroom is nicer – X
each department on the worksheet. Ask: What can
or Y? (Name two classrooms in your school building.)
you buy in the (food) department?
Take answers from different students. Ask: Why?
• Show students you are starting the timer. Monitor,
Demonstrate recording a tally of which classroom is
making sure students are listing the words in the
nicer (blocks of five, e.g. I I I I) and noting reasons
correct place on their worksheets.
(more windows, bigger, has a computer, etc.)
• When the time is up, shout Stop! Make sure all
• Tell students they are going to do a class survey.
students stop writing. Ask students to count how
• If possible, spread all the questions out on a desk
many items they thought of. Ask the pair with the
so that students can come up and choose their own
most items to read out their list. Award a point to the
question. If not, hand out one strip to each student in
pair with the most items. Encourage the other students
the class.
to add any new words to their lists.
• Point out the gaps on the strips for students’ ideas.
• Repeat for the remaining five departments. The team
Ask them to think about what they want to ask about
with the most points is the winner.
and to complete their question. Give students one or
• Focus students on their list of words. Ask: Is this a
two minutes to do this.
good way to organize your vocabulary for shopping?
• If any student does not like their question, they could
Take yes or no answers and ask students to explain
exchange it for another or write their own question.
why or to say other methods they prefer. Explain that
They will need to use their notebooks to write down
people often find words easier to remember when
students’ reasons.
they are organized visually and by topic – so this way is
• Ask students to walk round the class, find another
helpful to a lot of learners.
student and take turns to ask their questions. Monitor
• Ask students to work in pairs and check the spelling of
and check students are forming comparatives correctly.
the words in their lists, using a dictionary when they
• Tell students you will tell them when to find a new
are unsure.
student.
• When students have completed their surveys, ask them
6.1 The comparison game to sit down and think about how they will explain their
results.
AIM to practise describing the differences between • In feedback, ask students to briefly present their
words results to the class. For example, Ten students thought
literature was more interesting than maths. They
Genre: groupwork
Teachers’ notes to communicative activities 263
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 like talking about books and they think maths is I see her every day because she lives near my house).
very boring. Two students thought maths was more A short dotted line is for a person you have a strong
interesting than literature, because they don’t like relationship with but don’t see a lot (e.g. This is my
reading poems and they don’t think literature is helpful best friend from university, Tom – he lives in America
for getting a job. With weaker classes, you may wish and he’s a scientist). A long solid line is for a person
to focus on the results of their survey only, and then you don’t have a strong relationship with but see a lot
ask for reasons yourself. With large classes, this stage (e.g. This is my boss Mr Hall – he’s not very friendly).
could be done in groups. A long dotted line is for a person you don’t have a
strong relationship with and don’t see a lot (e.g. This
is my friend on Facebook, Ivan. We’ve never met but
7.1 Who has it easy in the family?
I sometimes read his blog).
AIM to practise using have to and don’t have to to • Organize the class into pairs. Each student gets a
talk about family responsibilities photocopy. Ask them to write the names of people
they know in each of the six circles as in your model.
Genre: groupwork Ask them to prepare to describe their people and their
Before the lesson: Photocopy one worksheet for every relationship. In pairs, students take turns to describe
four students in the class. their people. Their partners listen and ask questions.
They must also write two interesting facts about each
Procedure: Introduce the activity by writing kids, of the people their partner talks about. In feedback,
teenagers, parents and grandparents on the board and ask different students to say what they found out
asking: Who has the easiest life? Who works hardest in about their partner.
the family? Who finds life most difficult and why? Elicit • If you wish, you could do this activity in groups of four.
a few ideas.
• Organize the class into four groups of three to five
students. Tell the groups that they are going to 8.1 Are you going to …?
prepare to discuss whether kids, teenagers, parents
AIM to practise questions with going to
or grandparents have it easy in a family. Give each
group a category (kids under 10, teenagers, parents, Genre: mingle or groupwork
grandparents), then hand out preparation cards to
Before the lesson: Photocopy one worksheet for every
each student in each group. For example, everyone in
student in the class.
the group preparing to discuss parents should have a
‘parents’ card. If you have a class of more than twenty Procedure: Introduce the activity by asking a few
students, two or more groups will have to talk about questions round the class using going to for plans.
the same topic. • Ask students to read the questions in the first column
• Ask groups to work together to prepare sentences and write follow-up questions using going to. Monitor
saying what people in their category have to do and and help with ideas and vocabulary.
don’t have to do in the family. Set a time limit and • Ask students to walk round, ask questions to different
monitor and help with ideas and vocabulary. Make sure students and note their answers. The rule is that they
every student writes down ideas. can only ask the same person two questions, then
• Organize the class into new groups of four by they must change partner. If their partner says No, they
asking one student from each group to sit with a write nothing on their photocopy. If they say
representative from each of the other groups. Ask Yes, they write their name and the answer to the
students to take turns to share their sentences and follow-up question.
arguments, and to discuss who they really think has it • When a student has completed their form, end the
easiest in the family and why. activity. Ask that student to say what they found out
• In feedback, at the end, ask each group to say what about people in the class.
they decided and why.
8.2 The big event
7.2 Interesting relationships
AIM to practise using be going to to talk about
AIM to practise describing people and relationships plans for important events
Genre: individual and pair- or groupwork Genre: groupwork
Before the lesson: Photocopy one worksheet for every Before the lesson: Photocopy one worksheet for every
student in the class. student in the class.
Procedure: Introduce the activity by drawing a mind Procedure: Start by talking about something you are
map on the board like the one on the worksheet and looking forward to or a big event that is coming up in
writing your name in the middle. your future, either real or invented. For example, I’m
• Now write the names of six people you know in the going to go to my best friend’s wedding next month.
other circles. As you do, talk about the person (and Encourage students to ask you questions about your
explain the line). A short solid line is for a person you plans, e.g. What are you going to wear? Are you going
have a strong relationship with and see a lot (e.g. This to give him / her a present? Talk about your plans for
is my sister Kate. She’s friendly and has two children – the day.

264 Teachers’ notes to communicative activities

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• Organize the class into groups of three. Hand out one Procedure: Organize the class into pairs. Give each pair
worksheet to each student. a worksheet and ask them to look at the stories they
• Ask students to read the list of events at the top of the have to tell in the hexagons. Check any difficult words.
worksheet and choose one to plan for (as a group). Tell • Give pairs two minutes to think of true stories from
them they should discuss and make notes on all the their lives that they can tell for each of the stories.
things they need to do before the event. Give students Provide an example: for ‘… you saved money to buy
five to ten minutes to discuss their ideas. Monitor and something’: students could talk about buying their first
make sure they are noting their ideas. bike or car. Explain that there may be some situations
• Ask groups to look at their list and number the things (e.g. a time when a dentist pulled a tooth out) which
they need to do in the order they should do them. they don’t have a true story for. It means they won’t be
If anything needs to happen at a particular time they able to play that square.
should note it. Give students five minutes to do this. • When students are ready, ask pairs to join with other
• Put students in new groups of three to work with pairs to make groups of four. One pair is Team A. The
students from different groups. Ask students to take other pair is Team B. Ask them to place one of the
turns to describe their plans to the rest of the group. handouts on a table so everyone in the group can see
The other students should listen and ask questions it, and place a counter or coin on the Team A or Team
about details. Model this stage, e.g. When are you B square.
going to buy your ticket? etc. Give students five to • The aim of the game is to move the team counter or
ten minutes to describe their plans. coin across the board to the other side (so, from left
• Take feedback from each group on which plans to right for Team A, and from right to left for Team B).
they thought were the most exciting. Ask individual Team A goes first. They move to any hexagon next to
students to tell you about any events they are looking the Team A square. Then they tell a true story
forward to in real life. according to the instruction. Either of the team
members can tell the story. Once they have completed
their story, Team A claim the hexagon by writing the
9.1 Bingo
letter A in that hexagon. Now it is Team B’s go. They
AIM to practise question forms (especially present claim a hexagon next to the Team B hexagon, move
perfect) their counter or coin, tell their story, then write a B in
the hexagon.
Genre: mingle • Teams continue until one team has gone right across
Before the lesson: Photocopy one worksheet for every the board to the other side. They are the winner. Point
student in the class. out, however, that teams are not allowed to go into a
hexagon that the other team has claimed (and written
Procedure: Introduce the activity by asking a few Have their letter in). This means that part of the game is to
you ever …? and Do / Did you …? questions to the try to block the opponent and make them go a long
class. way round to get across the board.
• Ask students to look at the worksheet and think about • When one team has won the game, or both teams
how to form questions to find the information. Go have succesfully blocked each other from crossing the
round and help with any problems. board, students can repeat the game with the other
• Ask students to walk round, ask questions and write worksheet they have. This time it is Team B’s turn to
down the name of any person who answers yes to start.
a question. The aim is to complete a row (across) or
column (down) of five names. It must be a row or
column – not a diagonal or zig-zag. When a student 10.1 He doesn’t eat any kind of
has completed a row or column, they shout BINGO! seafood
Stop the game. Check the answers. Then continue the
AIM to practise talking about quantities of food
game – who can be the next person to complete a row
or column? Genre: pairwork
• You will need to set a few rules: 1 You can only ask a
Before the lesson: Photocopy one worksheet for every
student a maximum of three questions before moving
two students in the class. Cut each worksheet in half.
to a new partner. 2 You must have a different name in
each box in a completed row or column. 3 (optional) Procedure: Tell students they are going to cook dinner
You may wish to ask students to ask a follow-up for eight friends. They have each invited four people
question (e.g. Did you watch a film yesterday? What to dinner. They need to find out about the people their
was it called? Did you like it? Who was in it?). partner invited.
• Organize the class into pairs. Ask the pairs to sit
opposite each other. Hand out one Student A
9.2 Stories from our lives
worksheet and one Student B worksheet to each
AIM to practise telling stories about experiences pair. Tell students they cannot look at their partner’s
using words with different meanings worksheet. Tell students they need to ask questions to
find out about their partner’s guests.
Genre: pairwork / groupwork • Give students a minute to read about the first two
Before the lesson: Photocopy one worksheet for every guests. Use the prompts on the worksheet to elicit
pair of students in the class.
Teachers’ notes to communicative activities 265
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 the first question about Martin. Student A starts and • Organize students into groups of four or five. Ask
asks Student B questions to complete the information them to discuss what topic they want to ask about in
about Martin. Then B asks questions to complete the their survey.
information about Ondine, and so on. Monitor and • Hand out the worksheet and ask each group to
check that students are forming questions correctly. complete their survey title. Look at the first box and
• When pairs have completed their information, ask elicit any other types of local transport (e.g. trams) that
them to plan a menu for their guests. They will need might be relevant to students. Use the second box to
to include a choice of foods and drinks to suit all the elicit specific questions they might ask.
people. The completed menus can be displayed in the • Students work as a group to write five questions. Give
classroom for students to look at and comment on. students ten minutes to do this. Monitor and help
students with question forms. Encourage them to
provide options for their questions where appropriate.
10.2 Do you have a healthy diet?
• Ask students to carry out the survey as a class mingle,
AIM to practise much, many and quantity or reorganize students into new groups and ask
them to conduct their surveys with four or five other
Genre: groupwork students in their group. Bring the original groups back
Before the lesson: Photocopy one worksheet for every together to collate their results.
three students in the class. • Ask students to briefly present their results to the class,
or you could ask students to create tables, graphs
Procedure: Introduce the activity by asking a few How and / or posters showing their results and conduct
much …? and How many …? questions in open class. presentations to the class in a later lesson.
• Give out the worksheets. Ask students to get into
groups of four and work together to form How much
… ? and How many … ? questions to find out the 11.2 Superlatives questionnaire
information they need to complete the worksheet. Ask
AIM to practise comparatives and superlatives and
them to add two more questions for each topic.
question forming
• Once they have prepared their questions, ask students
to ask and answer the questions in their group and Genre: groupwork and mingle
note the answers. In feedback, find out what each
Before the lesson: Photocopy one worksheet for every
group found out about their classmates.
student in the class.
Alternative: If time is limited, you could cut each
Procedure: Organize the class into groups of four and
worksheet in three and allocate one category only to
give each group a worksheet.
each group.
• Explain to students they are going to do a survey in
their group. Firstly, they must decide which questions
11.1 How often do you travel first to ask to find out the information they need. Give
class? students two or three minutes to prepare.
• When they are ready, model the activity by eliciting
AIM to practise using vocabulary for transport, the first question: How tall are you? Ask the question
expressions of frequency and too / not enough to of three students in the class, or have students ask
discuss transport where you live one another in open class, and note the answers they
Genre: groupwork and mingle / optional online project give on the board, e.g. 1 Anna 1.55m, Pablo 1.72m,
and presentation Ahmed 1.78m. Ask which student is the tallest and
circle that answer on the board.
Time: more than 30 minutes • Then tell students to ask and answer questions to
Before the lesson: Photocopy one worksheet for every complete the rest of the worksheet.
student in the class. • At the end, take feedback from the class and find out
who in the class is the tallest, etc.
Procedure: Tell students they are going to create a
survey about transport in the place where they live.
Ask students what kind of transport they think is the 12.1 What should I do?
most popular where they live and why. Write different
kinds of example survey questions on the board and AIM to practise giving advice
conduct a quick survey of two or three students. For Genre: groupwork
example:
Before the lesson: Photocopy one worksheet for every
How often do you travel by bus? (a) Never
student in the class.
(b) Occasionally (c) Once or twice a week (d) More
than twice a week (e) Every day Procedure: Introduce the activity by writing a situation
Are there any problems with the buses where you live? on the board and elicting examples of things you
What are they? should or shouldn’t do. For example, write: a long train
Elicit various ideas for survey topics, e.g. your journey journey. Students might say: You should take a book
to and from work or school (your commute), public or your laptop or You shouldn’t eat a lot of food.
transport, traffic problems, green transport.

266 Teachers’ notes to communicative activities

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• Ask students to look at the worksheet and read the 13.2 The perfect pet
situations. Check students understand all the situations
and deal with any vocabulary problems. AIM to practise talking about animals and use might
• Ask students to work individually to write two pieces to talk about possibilities
of advice for each situation: one with should and
Genre: groupwork
one with shouldn’t. Monitor and help with ideas and
vocabulary. Before the lesson: Photocopy one worksheet for every
• When students are ready, ask them to work in groups three students in the class. Cut each worksheet up along
of four or five to decide on the best two pieces of the cut lines.
advice for each situation. At the end, take feedback
Procedure: Ask students if they have any pets and ask
from the class and find out the best pieces of advice
follow-up questions to individual students about their
from each group.
pets. Ask what they like about owning a pet and about
any problems or difficulties they have. Tell students
12.2 What’s the story? they are going to find out about three pets who need
homes.
AIM to practise using linking words in short • Organize the class into groups of three. Ask the
narratives about news headlines groups to sit in a circle. Hand out one description of a
Genre: pairwork different pet that needs a home to each student in the
group.
Before the lesson: Photocopy one worksheet for every • Tell students they are going to tell their partner about
two students in the class. the pet on their worksheet. Give students a few
Procedure: Explain that students are going to complete minutes to read about their pet and underline the
news headlines. Write an example on the board, e.g. important information. Monitor and help with the
_____ FINDS ________ UNDER HIS BED. Elicit ideas and meaning or pronunciation of any unknown words.
try to make the most exciting or funniest headline you • Then ask them to turn over their sheets. Students
can, e.g. POLICEMAN FINDS TIGER UNDER HIS BED. take turns to describe the pet they read about to
• Tell students they are going to work in pairs and each other. Monitor and encourage students to ask
complete the headlines on the worksheet. questions to find out about their partner’s pet.
• Hand out one worksheet to each pair. Set a time limit • Now ask students to turn over their worksheets. Give
of ten minutes for the activity. Monitor and help with a copy of the bottom half of the worksheet to each
vocabulary and grammar as necessary. group. Ask students to discuss the questions on the
• When pairs have completed their headlines, ask them worksheet, using might where appropriate.
to exchange papers with another pair. They should • In feedback, find out which pets were matched with
choose one of the other pairs’ headlines and write which homes. Ask students which homes were left
a short news story at the bottom of the worksheet. without a pet and why. Ask them to suggest pets
Remind students of the uses of after, so and because which might be suitable for those homes.
to link ideas.
• When students have finished writing their stories, ask 14.1 It’s really, really scary
them to tell the story to the students who wrote the
headline. AIM to practise describing media, places and things
• Ask pairs to exchange worksheets and check the using adverbs and adjectives
story the other pair wrote for errors in the use of
Genre: pairwork
conjunctions, spelling and punctuation.
Before the lesson: Photocopy one worksheet for every
13.1 What are your plans? student in the class.
Procedure: Tell the class they are going to talk about
AIM to practise talking about plans for the future different kinds of media. Write the following on the
Genre: groupwork board: podcast, book, film, TV show, radio show, play.
Ask students to tell a partner which of these they read
Before the lesson: Photocopy one worksheet for every / watch / listen to most often. Hand out one worksheet
student in the class. to each student.
Procedure: Introduce the activity by asking What are • Ask students to think about the ideas on the
your plans for the weekend? Elicit some suggestions worksheet and think of examples for eight of the nine
from the class. Check students are using might and be categories. Ask them to write a note of the name
going to correctly, and prompt them if necessary. of the film, book, etc. in one of the speech bubbles.
• Ask students to complete the sheet with their plans for Model doing this yourself for one or two ideas.
the future in all the different categories. Depending on • Give students a few minutes to prepare, then ask them
the class and the time available you could ask them to to fold their sheets in half along the line.
write one sentence with might and one sentence with • Model talking about one of the ideas you noted, e.g.
going to, or you could just ask for one sentence for Westworld is a brilliant TV show. It was on TV last
each heading, using both might and be going to across summer. I didn’t know how it was going to end. Keep
the worksheet.

Teachers’ notes to communicative activities 267

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 talking as long as you can fluently. Then encourage password. Ask students to spell out the details and
students to ask you questions, e.g. Is the story write down what their partner says. Give students
exciting? time to talk to four or five other students. If you have
• Ask students to work with their partner and take turns a large class, it may be easier to organize the class
to talk about the things they chose. They should ask into groups of five to six so they can ask each other in
questions to find out more. Monitor and help students groups.
to self-correct. • In feedback, elicit the email address, website address
• When pairs complete their exchanges, take feedback and password of a few students and write them on
from individuals on something they would like to the board. Ask if students wrote them down correctly
see / read / hear that their partner told them about. when they talked to that student. Investigate how the
students formed the different email addresses, website
addresses and passwords. Find out who had the
14.2 What was the question?
funniest password.
AIM to practise what … like? and descriptions
Genre: groupwork
15.2 It didn’t work very well
Before the lesson: Photocopy one worksheet for every AIM to practise talking about IT
group of two in the class. Cut each worksheet into
Genre: pairwork
fifteen cards.
Before the lesson: Photocopy one worksheet for every
Procedure: It is a good idea to model this activity first.
four students in the class. Cut out the roleplay cards.
Write What ... like? on the board. Explain that you are
going to answer a question with What ... like? and Procedure: Lead in by discussing a time you got advice
students have to work out what the question is. on how to use a piece of technology. Ask students
Take a card, without letting anyone see, and say, who they go to when they need advice: at home, at
It’s a new / old building with lots of classrooms and school / work, when buying new technology.
students. Students must guess: What’s the school like? • Tell students they are going to act out a conversation
• Organize the class into groups of four or five. Give for a situation asking for and giving advice about
each group a pile of fifteen cards and ask them to technology.
shuffle them and place them in a pile face down. • Organize the class into pairs. Give each pair of
Student A turns over a card, without letting the other students a Student A and a Student B card from the
students see, and must answer the question on the same Roleplay (1 or 2). Tell students they should work
card without saying any of the words in the question. together to plan and practise their conversations.
The other students in the group must try to guess what They will have ten minutes and then they will perform
the question on the card is. The student who says the their scene for another pair. Monitor and check that
exact question first gets the card. students are using the phrases correctly, helping with
• Students take turns round the group to take a question vocabulary and other phrases they want to use as
card and answer the question. You may want to necessary.
make a rule that the speaker must say at least three • Organize students into groups of four (a pair with
sentences before others can guess the question. Roleplay 1 and a pair with Roleplay 2). Ask students
• At the end, find out which student in each group to listen to the other students’ roleplay and give them
guessed most questions. feedback about what was realistic and what was not
realistic.
• Ask students to exchange roleplay cards with the other
15.1 What’s your password?
pair in their group and repeat the activity with the
AIM to practise giving email addresses, website other roleplay. Give them a few minutes to prepare.
addresses and passwords Choose individual pairs to perform their roleplays for
the class.
Genre: individual / groupwork • In class feedback, ask for any new words and phrases
Before the lesson: Photocopy one worksheet for every students heard or used and write them up on the
two students in the class. Cut worksheets along the board.
cutline.
Procedure: Give each student a handout. Read out the 16.1 How well do you know me?
instructions for creating addresses and passwords
AIM to practise talking about topics on the course
and give students time to prepare and write their
own (invented!) email address, website address and Genre: pairwork and whole class
password. Monitor and help with ideas. Make sure
Before the lesson: Photocopy one worksheet for every
students understand they shouldn’t use their real
pair of students in the class.
details.
• Ask students to stand up, walk round and ask each Procedure: Organize the class into pairs. Give out the
other for their email address, website address and worksheet. Ask the pairs to look at the worksheet and
find out as much as they can about each other in the
different topic areas.

268 Teachers’ notes to communicative activities

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• If limited time is available, you might want to cut the
worksheet up and have each pair of students only ask
about two or four topic areas. Set an appropriate time
limit, e.g. 20 minutes for the whole sheet, 10 minutes
for four topics.
• Organize students into groups of four (two pairs). Ask
students to take turns to tell the rest of the group
about their partner. They can choose the topic each
time, or they can take the topics in turn.
Alternative: Ask one pair to come to the front of the
class and stand or sit facing the class. Tell the rest of the
class they can now ask three questions about the first
topic – clothes and fashion, e.g. What is your favourite
colour? What do you wear at the weekend? Make a
note of the questions that are asked on the board. Both
students must write down their own true answer to the
question on a piece of paper. Then each student must say
what they think their partner’s answer is. Give points for
each answer they guess correctly.
• Repeat the process with a different pair of students
and a new topic area.

16.2 Guess the situation

AIM to practise making promises using will and
won’t
Genre: pairwork / groupwork
Before the lesson: Photocopy one worksheet for every
two students in the class. Cut worksheets in half along
the cutline.
Procedure: Give each student one half of a worksheet
(A or B). Make sure you give out an equal number
of worksheet halves. Ask students to find someone
with the same worksheet half as them, and to sit and
prepare with that student.
• Give pairs time to read their worksheets together and
think of four promises to make to people for each
situation. Ask students to write down their promises.
Monitor and help with ideas and vocabulary.
• When students have prepared their promises, ask a
student from each A pair to find and sit with a student
from a B pair. Students take turns to read out four
promises for one of their situations. Their partner must
listen and guess the situation.
• In feedback, find out which students guessed most
situations correctly. Comment on and correct students’
use of will and won’t when making promises.

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OUTCOMES
THIRD
EDITION

ELEMENTARY
Teacher’s Book

Join the conversation.

Outcomes, Third Edition empowers learners to express themselves by developing
their ability to have natural conversations in English.

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as well as extra activities, worksheets and comprehensive explanations of the
target language and pronunciation.

The Outcomes Teacher’s Book features:

• Teaching notes for all Student’s Book activities, with accompanying language,
 
pronunciation and culture notes, and suggestions for extra activities.

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Book answer key, video and audio scripts, and communicative worksheets.

• Accompanying digital tools on the Spark platform that support every stage of

teaching and learning, including placing students at the right level, planning
and teaching live lessons, assigning practice and assessment, and tracking
student and class progress.

A1 A2 B1 B2 C1 C2

CEFR correlation:
Outcomes Elementary is for students who are
around level A1 and want to progress towards A2.

BRITISH ENGLISH

LEARNING
Bringing the world to the classroom
and the classroom to life

ELTNGL.com
A PA RT O F C E N G AG E

www.frenglish.ru