Communicating Effectively in the 21st Century

2 1s t C e n t u r y C o m m u n i c a t i o n S k i l l s
2
Unit Lesson Title Pages In this lesson:
1 Can I ask you a question? 4-7 Ask questions to get to know people
1 2 What do you call it? 8 - 11 Describe things
3 It’s stuff you use... 12 - 15 Describe things
4 What’s he like? 16 - 19 Talk about holidays
2 5 A lovely time 20 - 23 Tell people about a place you like
6 Travel 24 - 27 Talk about travel
7 Singapore’s cleaner than... 28 - 31 Compare two places you know
3 8 A nice hotel 32 - 35 Choose a hotel to stay in
9 Ask nicely 36 - 39 Ask for permission
10 Telling tales 40 - 43 Tell a traditional story
4 11 It was three years ago... 44 - 47 Talk about the first and last times you did things
12 A good read 48 - 51 Discuss books and magazines
13 Scary 52 - 55 Discuss unusual experiences
5 14 Lucky! 56 - 59 Talk about superstitions from your country
15 Celebration 60 - 63 Talk about festivals
16 Are you a morning person? 64 - 67 Discuss the seasons and what you like doing in them
6 17 He’s coming back to the office at three 68 - 71 Call someone to make an arrangement
18 Shopping 72 - 75 Discuss your shopping habits
19 Do you think it will rain? 76 - 79 Discuss the future
7 20 We’re having a party! 80 - 83 Arrange to meet people
21 Golden years 84 - 87 Talk about future plans
22 I don’t have to wear a tie 88 - 91 Discuss your jobs
8 23 I had to 92 - 95 Talk about what you had to do as a child
24 School days 96 - 99 Discuss school and school life
25 It must be a businessman’s 100 - 103 Guess what someone is talking about
9 26 If I were you... 104 - 107 Discuss problems and give advice
27 At the flea market 108 - 111 Practise bargaining
28 We stop for lunch at one 112 - 115 Plan a walking tour
10 29 A big breakfast 116 - 119 Talk about the food you eat
30 Have you got the latest...? 120 - 123 Talk about computers and technology
31 A spoonful of olive oil 124 - 127 Say how to make your favourite dish
11 32 He told me... 128 - 131 Tell people what someone said
33 It’s exciting 132 - 135 Talk about what you like doing in your free time
34 I gave her a dozen roses 136 - 139 Talk about who you would give all your things to
12 35 Pictures at an exhibition 140 - 143 Talk about pictures
36 Take one! 144 - 147 Discuss cinema and film

Language CD tracks
Grammar Question formation Track 01-02
Grammar Describing things with adjectives and passive forms Track 03
Function Describing things by their use Track 04-05
Grammar like vs be like Track 06-07
Grammar Articles Track 08-10
Skills Extended speaking and vocabulary -
Grammar Comparatives Track 11-12
Grammar Superlatives Track 13-14
Function Asking for permission Track 15-19
Grammar as, when, and while with past simple and past continuous Track 20-22
Grammar Past time expressions: ago, last, when, the first time, the last time Track 23-25
Grammar Present perfect simple for life experiences, Past simple for follow-up questions Track 26-28
Grammar Using the -ing form of the verb as a noun, First conditional Track 29-30
Function Making general statements less definite Track 31
Grammar Talking about preferences using the –ing form and base form of the verb Track 32
Grammar Present continuous for future arrangements Track 33-34
Grammar will / won’t for predictions Track 35-37
Grammar will, going to and the present continuous for decisions and plans Track 38-40
Function Talking about plans for the future Track 41-42
Grammar have to / don’t have to for obligation Track 43-46
Grammar had to for what was necessary in the past Track 47-48
Grammar Modal verbs of deduction Track 49-51
Grammar should, ought to and the second conditional for giving advice Track 52-53
Function Polite requests Track 54-58
Grammar Present simple for schedules Track 59-61
Grammar Countable and uncountable nouns with much, many and a lot of Track 62-66
Grammar Using counters with uncountable nouns Track 67
Grammar Reported speech Track 68-70
Function Saying how you feel about things and why Track 71-72
Grammar Verbs with two objects Track 73
Grammar make someone feel, make someone want to Track 74-78

1
UNIT 1
Can I ask you a question?
1Can I ask you a question?

Can I ask you a question?
UNIT 1
In this lesson - Ask questions to get to know people
Core activities - 3, 5-6, 8
Grammar - Question formation
Examples:
Is he French?
Did you enjoy the party?
Can she come tomorrow?
How did you get that cut?
Where’s your husband today?
Introduction
1a
Go over the instructions and check understanding. Introduction
1a Work with a partner. Tell them: b Track 01 Listen to Loretta being
Model the activity by introducing yourself to the class 1 your name interviewed for a magazine and check
using the prompts. In pairs, learners use the prompts to 2 where you grew up your ideas from activity 2a.
introduce themselves to their partners. 3 what you do

c Track 01 Listen again and underline the best
4 one interesting fact about yourself
options to complete the statements below.
1b b Tell the class about your partner.
1 Loretta is British / Italian.
Feedback. Learners tell the class about their partners. Listening 2 Pironi is a British / an Italian name.
2aLook at the picture of Loretta Pironi. 3 Loretta grew up in Italy / London.
What do you think she does? 4 She learned to cook in Italy / London.
Tick ( ) one of the options below.
5 Loretta speaks two / three languages.
Listening 1 She’s a food writer. ......... 6 She opened her cafe ten / six years ago.
7 Loretta’s partner is British / French.
2 She’s a cafe owner. .........
2a 3 She’s a waitress. .............
8 Loretta’s partner likes / doesn’t like London.
9 Loretta’s partner likes / doesn’t like
Direct attention to the picture of Loretta Pironi. Ask English food.
questions to establish where she is, e.g. Is she at home?
What can you see behind her? (She seems to be in some 4 lesson 1
kind of cake shop, cafe or restaurant). Encourage

speculation as to her job.
In pairs, learners choose one of the options below. Teaching tip – listening for gist and making
inferences
1 She’s a food writer.
This activity requires learners to listen for overall
2 She’s a cafe owner.
3 She’s a waitress. meaning and to make inferences. Loretta is never asked
directly what her job is, but the interviewer asks her
2b when she opened her cafe, and Loretta talks about
Track 01 Learners listen to Loretta being running her business, etc. (see CD script for Track 01.).
interviewed and check their ideas from activity 2a.
We can help prepare learners for an activity like this by
Before listening, you may like to elicit some words and
phrases that relate to each of the options in activity 2a. activating their prior knowledge of what people say and
For example: how the world works, before beginning the task.
A food writer writes articles and restaurant reviews for
magazines or newspapers.
A cafe owner runs a business, possibly with a business 2b answer
partner. Loretta is a café owner.
A waitress serves customers and takes orders, etc.
2c
Feedback in pairs and then as a class. Go over the instructions, statements and example to
check understanding.
Track 01 Learners listen again and underline the
best options to complete the statements.
Feedback in pairs and then as a class.
4 Interact / Level 2_Teacher’s Guide

3b
In this lesson: Ask questions to get to know people
Grammar: Question formation
Track 01 Learners listen again to check their answers
to activity 3a.
3a Read Loretta’s answers from the interview, below.
Unscramble the words on the left to make the questions for each answer. 3b answers
questions Loretta’s answers 1) Is it Italian? Yes, it is.
1 Italian / is / it 2) Did you grow up in London? Yes, I did.
Is it Italian? Yes, it is.
3) Where did you learn to cook? In my grandfather’s
2 you / grow up / did / in London
kitchen.
Yes, I did.
4) How many languages can you speak? Just three –
3 did / learn to cook / you / where
In my grandfather’s kitchen.
English, Italian and a little French.
4 can / speak / you / how many / languages Just three – English, Italian
5) When did you open it? Six years ago.
and a little French. 6) Is he from London, too? No, he isn’t.
5 when / you / did / open it 7) Does your partner like London? No, he doesn’t.
Six years ago.
8) What does he think about English food? He thinks it’s
6 from London too / is / he
No, he isn’t.
awful.
7 your partner / does / like London
No, he doesn’t.
Track 01 (page 148, Student book) 01 1:32
8 think / about English food / what / does / he
Interviewer - Loretta, let me start by asking you about your family
He thinks it’s awful.
name. Pironi is quite an unusual name – is it Italian?
b Track 01 Listen to the interview again and check.
Loretta - Yes, it is. I’m British, and I was born in London, but my
grandfather is Italian – Pironi is an Italian name.
4 Would you like to run a cafe? Why? Interviewer - So, did you grow up in London?
Loretta - Yes, I did. I grew up in North London, but I visited my
grandfather’s home in Italy every summer.
Interviewer - And where did you learn to cook?
Loretta - In my grandfather’s kitchen! He showed me how to cook
the most marvellous food… And then, when I was 18, I went to
lesson 1 5
study cooking in Paris.
Interviewer - Paris! So how many languages can you speak?
Loretta - Oh, just three – English, Italian and a little French.
Interviewer - Let’s talk about your cafe. When did you open it?
2c answers Loretta - The cafe? Six years ago. It was my partner’s idea.
1) Loretta is British. Interviewer - Your partner? Is he from London too?
2) Pironi is an Italian name. Loretta - No, he isn’t. He’s French. We met when I was in Paris.
Interviewer - And then he moved to London with you?
3) Loretta grew up in London.
Loretta - Yes. We run the business together. It’s hard work, but a lot
4) She learned to cook in Italy. (In her grandfather’s of fun.
kitchen.) Interviewer - So, does your partner like London?
5) Loretta speaks three languages. Loretta - No, he doesn’t. He hates the weather.
Interviewer - And what does he think about English food?
6) She opened her cafe six years ago.
Loretta - He thinks it’s awful!
7) Loretta’s partner is French.
8) Loretta’s partner doesn’t like London. 4
9) Loretta’s partner doesn’t like English food. Round off the listening section by taking brief responses
to the question.
3a
Go over the instructions and example and check
understanding. In pairs, learners read Loretta’s answers
from the interview, and unscramble the words on the
left to make the questions for each answer. Monitor and
assist as necessary.
Interact / Level 2_Teacher’s Guide 5

Language focus Practice
Language focus Question formation 5 Change each statement below into a yes/no question.
1. yes/no questions
Go over the explanations and examples with learners. auxiliary

or
a I’m happy.
You may like to direct attention to activity 3a and modal verb subject main verb Are you happy?
b There’s a sofa in the living room.
have learners find further examples of yes/no and wh- Did they like the movie?
Is she coming to the picnic?
questions with auxiliaries (e.g. did), modals (e.g. can) Have you seen my pen? c He cooked dinner.
and be as the main verb. Can he cook Italian food?
d Dara can swim.
2. ‘wh-’ questions
auxiliary
Practice question
word
or
modal verb subject main verb
e She was sleeping.
Where did you grow up?
5a-e When
How
can
do
she
you
leave?
get to work?
6 Use the question words in brackets to change each
statement below into a wh- question.
Go over the instructions and example to check a Frank works in London. (Where)
understanding. In pairs, learners change each statement 3. We don’t use an auxiliary when be is the
Where does Frank work?
main verb.
into a yes/no question. Is she English? b It’s ten thirty. (What time)
Are they tired?
Why is she interested?
Feedback as a group. Where are your brothers?
c She left last night. (When)
What were their names?
5a-e answers d This is mine. (Whose)
a) Are you happy? e I have two cats. (How many)

b) Is there a sofa in the living room?
f His favourite singer is Frank Sinatra. (Who)
c) Did he cook dinner?
d) Can Dara swim?
e) Was she sleeping?
6a-f
In pairs, learners use the question words in brackets to
change each statement into a wh- question.
6a-f answers
a) Frank works in London. (Where) 6 lesson 1
Where does Frank work?

b) It’s ten thirty. (What time)
7a answers
What time is it?
1) Are you happy?
c) She left last night. (When)
2) Is there a sofa in the living room?
When did she leave?
3) Did he cook dinner?
d) This is mine. (Whose)
4) Where does Frank work?
Whose is this?
5) What time is it?
e) I have two cats. (How many)
6) Who’s his favourite singer?
How many cats do you have?
f) His favourite singer is Frank Sinatra. (Who) 7b
Who’s his favourite singer? Elicit how the intonation is different in yes/no and wh-
questions.
Sounding natural 7b answers

With yes/no questions, the intonation generally goes up.
7a
With wh- questions, the intonation generally goes down.
Track 02 Learners listen and circle the correct arrow
to show if the intonation goes up or down at the end of 7c
each question.
Track 02 Learners listen again and copy the
intonation.

Sounding natural
9a
7a Track 02 Listen to the questions. Before starting this activity, you may like to draw
Circle the correct arrow to show if the intonation goes up ( ) or down ( ) at the end of each question.
attention to the ‘Tip box’ to give learners a way of
1 Are you happy? ......................................... refusing to answer a question they don’t want to.
2 Is there a sofa in the living room? ...............
3 Did he cook dinner? .................................
In pairs, learners ask and answer the questions from
4 Where does Frank work? ..........................
activity 8.
5 What time is it? ..........................................
6 Who’s his favourite singer? ........................

Monitor, but stay in the background as much as possible
in this activity.
b How is the intonation different in yes/no and wh- questions?
c Track 02 Listen again and copy the intonation. 9b

Learners tell the class about their partner.
Interact
8a Read the questions below and think about your answers. Highlight good use of language and elicit corrections of
any problems you noted.
1. Is your home far from the station?
2. Can you play any musical instruments?
3.
4.
5.
6. Why do you study English?
7. What did you do yesterday morning?
8.
9.
10.
b Write three more yes/no questions and three more wh- questions to ask your
classmates and add them to the list in activity 8a.
9a Work with a partner. Ask and answer the questions from activity 8.
b Tell the class about your partner.
If you don’t want to answer a question, you can say:

I’d rather not answer that!
lesson 1 7
Track 02 (page 148, Student book) 0:44

1) Are you happy?
2) Is there a sofa in the living room?
3) Did he cook dinner?
4) Where does Frank work?
5) What time is it?
6) Who’s his favourite singer?
Interact
8a
Go over the instructions to check understanding.
You may like to make brief notes of your own answers to
the questions on the whiteboard as a model.
Learners work on their own to read the questions and
make a note of their answers.
8b
Go over the instructions to check understanding.
Elicit one or two possible questions and write these on
the whiteboard. Encourage learners to be creative in their
suggestions.
Learners work on their own to write three more yes/no

questions and three more wh- questions to ask their
classmates. Monitor and assist as necessary.

2
UNIT 1
What do you call it?
2What do you call it?

What do you call it?
UNIT 1
In this lesson - Describe things
Core activities - 1-4, 6
Grammar - Describing things with adjectives and
Introduction
passive forms 1 Work with a partner and discuss
x x
To describe something we can use adjectives: the questions.
x x x x 3
b x x x 4
r
x x x x 5
Examples: a Do you ever do crosswords
x
s a x x x u
or number puzzles? x x x c s 6
It’s very old. x 1
m o
x n l
b Do you know anyone who does? b i l e p h o
We can talk about its material (metal, glass, etc.): c Have you ever tried one
x x x x s
n e
b x t r
Example: in English? x x x x s a x e x
x x
It’s made of wood. Tell the class about your partner. x x o l x b x
x x x x r
We can talk about how we use it: x
l x o x
x x x s b
Examples: x x x x
x o x
x x a x k
It’s used for drawing straight lines. 2
w i n e b o t
x
t l e x x
It’s used to wash dishes.
Warmer 2 Work with a partner. Look at the answers in the crossword.

a Match the words in the crossword with the pictures on page 9.
• On the whiteboard, write the following sentence: How Write the numbers in the boxes.
many things can you think of that... b Match the crossword clues, below, with the answers in the crossword.
Write the correct numbers next to each clue.
Next, write ...fit inside a matchbox?
• Ask learners to work in pairs and write down as many 1 It’s long and at. It’s made of metal and plastic. It’s used for talking to people.
things as they can in two minutes. They’re made of metal. They’re used to cut paper.
It’s at and very thin. It’s made of paper. It’s used for writing in.
• The pair with the most items is the winner. It’s long and round. It’s made of wood or metal. It’s used for hitting balls.
• Possible answers: coin, paper clip, pin, SD card, matches, It’s long and thin. It’s made of plastic. It’s used for measuring things.
watch battery, stamp, earrings. It’s tall and round. It’s made of glass. It’s used to keep wine in.
• Learners change partners. Explain to them that they

have to think of “how many things can you think of 8 lesson 2
that...” questions.
Example:
...are bigger than you are? 2a answers
...are rectangular? Clockwise from top left:
...people enjoy looking at? 1, 2, 4, 6, 3, 5
...have handles?
...have buttons? 2b
Learners match the crossword clues with the answers
• Learners read their questions to the class. The rest of the in the crossword. They write the correct number next to
class tries to think of as many items as they can. each clue. Monitor and assist where necessary.
Feedback in pairs, and then as a class.

Introduction 2b answers
1, 5, 6, 3, 4, 2
1a-c
In pairs, learners discuss questions a – c.
Feedback. Learners tell the class about their partner.
Language focus
2a
Ask learners to look at the answers in the crossword in Go through the explanations and the example sentences
activity 1. with learners. Check understanding. Ask learners to find
In pairs, learners match the words in the crossword with more examples in activity 2.
the pictures on page 9. They write the numbers in the
boxes.

In this lesson: Describe things
Grammar: Describing things with adjectives and passive forms
Language focus
We can describe objects in several ways.
1. We can use adjectives. 3. We can talk about how we use it.
It’s very thin. It’s used for hitting balls.

They’re long and flat. subject + be + ‘used for’ + -ing form of the verb
subject + be + adjective
They’re used to cut paper.
2. We can talk about its material (e.g. metal, glass). subject + be + ‘used to’ + base form of the verb
It’s made of metal.

They’re made of glass.
subject + be + ‘made of’ + material
lesson 2 9

Practice
Practice 3 Work with a partner.
Correct the mistakes in the descriptions below, then match the descriptions with the things they describe.
3 It’s long and thin. It made of metal. It used for cut food.
a kettle
In pairs, learners correct the mistakes in the descriptions, It’s long and thin. It’s made of metal. It’s used to cut food.
then match the descriptions with the things they It’s flat and thin. It’s made paper. It’s used to checking the date.
a ball
describe. Read example and check learners understand
the activity. Monitor and assist where necessary. It’s round or square. It’s metal and glass. It’s to tell the time.
a coat hanger
3 answers - corrections underlined It’s made of metal, wood or plastic. It’s used for keep clothes tidy in a
wardrobe. a thermometer
It’s long and thin. It’s made of metal. It’s used to cut (or for
cutting) food. – a knife It’s made by metal or plastic. It uses to boil water.
It’s flat and thin. It’s made of paper. It’s used to check (or for a calendar
checking) the date. – a calendar It is large and noisy. It makes metal and plastic.
It’s round or square. It’s made of metal and glass. It’s used to It’s used to clean your house. a vacuum
cleaner
tell the time. – a clock
It’s made of metal, wood or plastic. It’s used to keep (or for It’s made of rubber or leather. It used to play sports.
keeping) clothes tidy in a wardrobe. – a coat hanger a knife
It’s made of metal or plastic. It’s used to boil water. – a kettle It’s long and thin. It’s make of plastic and metal.
It’s large and noisy. It’s made of metal and plastic. It’s used to It’s uses to take your temperature.
a clock
clean your house. – a vacuum cleaner
It’s made of rubber or leather. It’s used to play sports. – a
ball
4 Match the questions with the answers.
It’s long and thin. It’s made of plastic and metal. It’s used to
questions answers
take your temperature. – a thermometer
a What’s it made of? It’s long and thin.
b What’s it used for? Metal and glass.
c What’s it like? For washing dishes.

Extension
Tell learners to work in pairs and study the descriptions in Track 03 Listen and check.
activity 3 for two minutes.

Learners close their books. Choose an item from the activity
and say it to the class.
The first pair to say the correct description gets a point. 10 lesson 2
Do the same for the next seven items. The pair with the most
points wins.
4 Sounding natural
Track 03 Learners match the questions with the 5
answers, then listen and check answers.
Track 03 Learners listen for how we say ‘What’s it...’
4 answers in connected speech. Drill the sentences chorally, then
See the script for Track 03. individually.

Interact
a)
A - What’s it made of? 6a
B - Metal and glass. Explain to learners they’re going to describe things in
b) the classroom. Learners secretly choose three things and
A - What’s it used for? write a brief description for each object. Give learners a
few minutes to think and make notes. Monitor and assist
B - For washing dishes.
/ provide vocabulary where necessary.
c)
A - What’s it like? 6b
B - It’s long and thin. In pairs, learners describe the things they wrote about
without saying their names. Their partner should guess
what they are. If necessary, they can ask questions to get
more information.

Sounding natural
5 Track 03 Listen again. How do we say ‘What’s it...’ when we speak naturally?
Track 03 Listen again and copy the pronunciation.
Interact
6a Look around the classroom.
Choose three things and write the names of the objects. Don’t show anyone.
Think about how to describe them without saying their names.
Make notes.
b Work with a partner. Describe the things you wrote.

Answer your partner’s questions, but don’t say the names of the things.
Can your partner guess what things you are describing?
c Describe your partner’s object to the class.

Who can guess the most things correctly?
lesson 2 11
6c
Learners describe their partner’s objects to the class. The
class tries to guess what the objects are. Monitor learners’
use of vocabulary and language. Note good use of
vocabulary and language, and errors and mistakes.
Feedback as a class.
Highlight good use of language and elicit corrections of


3
UNIT 1
It’s stuff you use...
3It’s stuff you use...

It’s stuff you use...
UNIT 1
In this lesson - Describe things
Function - Describing things by their use Introduction
1 Work with a partner. Discuss these questions:
Do you like shopping in supermarkets?
How often do you go?
Which is the best supermarket in your area?
Introduction 2 Match the words in the box with the pictures of the shopping items.
1
In pairs, learners discuss the questions in the activity.
Give everybody a chance to respond. You may like to start

this activity as pair work and then broaden it into a class
discussion. a some toothpaste
b some sunscreen
2 c a corkscrew
d some bread
Learners match the words in the box with the pictures e some washing-up liquid
of shopping items. Read example and check learners f some wine
g some cheese
understand the activity. h a razor
2 answers
Clockwise from example: a, b, g, d, c, h, e, f
3
Elicit the answer to the question.
a
3 answer
Wine is uncountable and corkscrew is countable.
3 Why do we say ‘some wine’, but ‘a corkscrew’?
Elicit whether the other items in activity 2 are countable
12 lesson 3
or uncountable.
Answers
toothpaste – uncountable Elicit and write on the board a couple more items you can
sunscreen – uncountable get in each place in the supermarket.
corkscrew – countable Give everybody a chance to respond.
bread – uncountable
washing-up liquid – uncountable
wine – uncountable Listening
cheese – uncountable
razor – countable 5
Explain to learners they’re going to listen to Kate and
4 Celia in the supermarket, buying things for their Italian
Learners work in pairs to match the items in activity 2 friend, Antonio.
with their correct places in the supermarket.
Feedback as a class. Track 04 Ask learners to listen for which items from
activity 2 Antonio wants.
4 answers
toothpaste – chemist 5 answers
sunscreen – chemist wine, toothpaste, sunscreen, corkscrew, razor
corkscrew – kitchenware
bread – bread and cakes
washing-up liquid – cleaning products
wine – wines and spirits
cheese – dairy produce / delicatessen (both are possible)
razor – chemist

6a-d
In this lesson: Describe things
Function: Describing things by their use Track 04 Learners listen again and complete the
descriptions of the shopping items, then match the
4 Match the items in activity 2 with their descriptions with the items.
correct places in the supermarket below.

delicatessen meat
fruit and
6a-d answers
rice and
vegetables a) Stuff you use for cleaning your teeth. – toothpaste
pasta
b) Stuff you use to stop sunburn. – sunscreen
bottled c) A thing you use to open bottles. – corkscrew
and canned bread and
goods cakes d) A thing you use for shaving your face. – razor
kitchenware
dairy produce
cleaning
products
wines and chemist

spirits
cashier
entrance / exit
Listening
5 Kate and Celia are in the supermarket buying things for their Italian friend, Antonio.
Track 04 Listen to their conversation. Which items from activity 2 does Antonio want?
6 Track 04 Listen again. Complete the descriptions of the shopping items, then match
the descriptions with the items.
description item
a Stuff you use for cleaning your teeth. razor
b you use to sunburn. corkscrew
c A you use to bottles. toothpaste
d A you use for your face. sunscreen
lesson 3 13

Celia - Well, this is Antonio’s list, but I can’t understand
everything he wants.
Kate - Why’s that?
Celia - Well, first he wants some wine. That’s easy. But
then he wants, ‘stuff you use for cleaning your teeth’.
Kate - ‘Stuff you use for cleaning your teeth’? That’s
toothpaste. We’ll find it in the chemist section. What’s
next?
Celia - Well, then he wants, ‘stuff you use to stop sunburn’.
Kate - That’s easy – sunscreen.
Celia - Sunscreen, of course! That’ll be in the chemist
section, too.
Kate - Anything else?
Celia - Only two more. ‘A thing you use to open bottles’,
and, ‘a thing you use for shaving your face’.
Kate - Well, ‘a thing you use to open bottles’ is a
corkscrew, and ‘a thing you use for shaving your face’
is a razor. We can get the corkscrew in the kitchenware
section, but let’s start with the wine!

Language focus
Language focus To describe objects when we don’t know the word, we can use the following patterns:
It’s stuff you use to + base form It’s stuff you use to wash your dishes.
Go through the explanation and examples with learners. (uncountable nouns) of the verb (washing-up liquid)
Ask learners to find more examples in activity 6. It’s a thing / They’re things you use to + base form It’s a thing you use to clean floors.
(countable nouns) of the verb (hoover)
It’s stuff you use for + -ing form It’s stuff you use for cleaning your teeth.
(uncountable nouns) of the verb (toothpaste)
Practice It’s a thing / They’re things

(countable nouns)
you use for + -ing form
of the verb
It’s a thing you use for eating.
(fork)
7a
In pairs, learners read and complete the descriptions, Practice
then match the descriptions with the pictures. Go over 7a Read the sentences below. Write stuff, thing(s), for and to to complete the descriptions.
example and check learners understand the activity.

a. It’s stuff you use for washing dishes.
7a answers
a) It’s stuff you use for washing dishes.
b) They’re things you use to eat. b. They’re you use eat.
c) It’s a thing you use for making pasta.

d) It’s a thing you use for cleaning floors. c. It’s a you use making pasta.
7b d. It’s a you use cleaning floors.
Read example and check learners understand the

activity. b Match the descriptions with the pictures.
7b answers
a) washing-up liquid
b) chopsticks
c) pasta machine
d) hoover
14 lesson 3
Sounding natural
8a-c
Track 05 Learners listen for how we pronounce ‘for’
Interact
in the three sentences. 10a
Learners choose five things from activity 2, or use their
8a-c answers own ideas. Give them a few minutes to think and make
In sentences a and b: /fə/ notes.
In sentence c: /fər/ (the ‘r’ is pronounced – this is known as a
linking sound) Teaching tip – taking notes
Learners should only write key words or phrases. This will
encourage them to ‘speak’, rather than just read straight
from their notes.
a) It’s stuff you use for washing clothes.
b) It’s a thing you use for blowing your nose. 10b
c) It’s a thing you use for opening a bottle of wine. Refer the learners to the supermarket map on page 13
for this activity.
9 Learners describe the things on their lists without saying
what they are. Their partner guesses then tells them
where it can be found in the supermarket.
pronunciation.
Go through an example and check learners understand
Drill.
the activity.
Monitor. Note good use of vocabulary and language, and

errors and mistakes.


Sounding natural
8 Track 05 Listen to the sentences below.
How do we pronounce ‘for’ when we speak naturally?
a It’s stuff you use for washing clothes.
b It’s a thing you use for blowing your nose.
c It’s a thing you use for opening a bottle of wine.
How is the pronunciation of ‘for’ different in c?
9 Track 05 Listen again and copy the pronunciation.
Interact
10 a Work with a partner. Choose five things from activity 2 and make a shopping list.
toothpaste
b Imagine you are in the supermarket on page 13.

Ask each other where the things on your lists are. Describe them, don’t name them.
example - Can you help me? I need some stuff you use for cleaning your teeth.
- Yes. The toothpaste is in the chemist section.
lesson 3 15
Extension
Choose three items from the classroom. Describe them
to the learners and have them guess what each item is.
Change roles. The learner can describe items from the
classroom or their bag. Give the learner a few minutes to
think and make notes.

4
UNIT 2
What’s he like?
4 What’s he like?
What’s he like?
UNIT 2
In this lesson - Talk about holidays
Core activities - 1-7, 9, 10
Grammar - like vs be like
Introduction
Examples: 1 Look at the adjectives below. Write them in the correct columns of the table.
Some adjectives can be used more than once.
What’s she like? – She’s tall and beautiful.
What does she like? – (She likes) books and movies.
Introduction
1
Focus learners’ attention on the adjectives.
In pairs, learners write the adjectives in the correct
columns. Remind them some adjectives can be used
more than once.
Teach any items learners were unsure of.
1 suggested answers
food
spicy, plain, delicious, fresh, traditional, cold
people
friendly, rude, beautiful, interesting, good-looking, tanned food people places
places
beautiful, sunny, cold, foggy, interesting
Listening
16 lesson 4
2
Track 06 Explain to learners that they’re going to
listen to Sue talk to Alice about her holiday. Tell learners Track 06 (page 148, Student book) 0:59
to tick the words from activity 1 they hear.
Alice - Hi, Sue. You look so tanned. Have you been away?
Feedback in pairs and then as a class. Sue - Thanks, Alice. Yeah, I’ve been to Spain with my new
boyfriend, Tom.
2 answers Alice - Really? I didn’t know you had a new boyfriend. What’s
tanned, good-looking, interesting, friendly, beautiful,
he like?
delicious, plain, spicy
Sue - I love him, Alice. He’s really good-looking with dark
hair, and he’s really interesting, too.
Alice - You’ll have to show me a photo sometime. Anyway,
what was Spain like?
Sue - The people were really friendly, the weather was
beautiful and the food was delicious. I don’t think Tom
enjoyed it, though.
Alice - Why?
Sue - Well, he didn’t like the hot weather and he thought the
food was too plain.
Alice - Oh. What kind of things does he like?
Sue - He likes spicy food, adventure sports and, more
importantly, me!

In this lesson: Talk about holidays
Grammar: like vs be like
Listening
2 Track 06 Listen to Sue talk to Alice about her holiday.
Tick ( ) the words that you wrote in activity 1 that she uses.
3 Track 06 Listen again. Answer the questions below.

a Where did Sue go on holiday?
b Who did she go on holiday with?
c How does Sue describe Tom?
d How does Sue describe the people in Spain?
e How does she describe the food?
f Did Tom enjoy the holiday?
g Why?
4 Have you ever been to Spain?

If yes, where did you go? If no, would you like to? Why?
lesson 4 17
3a-g
Track 06 Learners listen again and answer the
questions.
3a-g answers
a) Spain.
b) Her new boyfriend, Tom.
c) He’s really good-looking with dark hair, and he’s really
interesting.
d) Friendly.
e) Delicious.
f) No.
g) He didn’t like the hot weather and he thought the food
was too plain.
4
Feedback – learners tell the class about their partner.

Language focus
Language focus 5 Read the sentences from the conversation between Sue and Alice.
Alice: What’s he like? (What’s=What is)
5a+b Sue: He’s really good-looking with dark hair, and he’s really interesting, too.
Read through sentences from Sue and Alice’s Alice: What kind of things does he like?
Sue: He likes spicy food, adventure sports and, more importantly, me!
conversations. Ask which sentence uses ‘be like’ and
which sentence uses ‘like’. Underline the correct words to complete the rules below.
Learners underline the correct words in a and b to a We use be like / like when we ask for a description of something or someone.
complete the rules. b We use be like / like when we ask about things someone enjoys.
5a+b answers
a) We use be like when we ask for a description of Practice
something or someone. 6 Match the questions with the answers below.
b) We use like when we ask about things someone enjoys. a What was the restaurant like? 1 I like going to the park with my dog when it’s warm.
b What kind of music do you like? 2 It was really relaxing. I just stayed at home and read a book.
6a-g c Where do you like to go to relax? 3 The band was great, but the music was too loud.
Learners match the questions with the answers.
d What’s the weather like? 4 The food was expensive, but it was delicious.
6a-g answers e What was your weekend like? 5 It’s really cold and wet today, but yesterday was better.
See CD script for Track 07. f What was the concert like? 6 I really love classical music, but I like jazz, too.
g What kind of weather do you like? 7 I love the hot and sunny days we get in the summer.
7
7 Track 07 Listen and check.
Track 07 Learners listen and check answers.
Sounding natural
Track 07 (page 148, Student book) 1:20 8 Track 07 Listen again and copy the pronunciation.
a) Practise asking and answering the questions with a partner.
- What was the restaurant like?

- The food was expensive, but it was delicious.
b)
- What kind of music do you like?
- I really love classical music, but I like jazz, too.
c) 18 lesson 4
- Where do you like to go to relax?

- I like going to the park with my dog when it’s warm.
d)
Sounding natural
- What’s the weather like?
- It’s really cold and wet today, but yesterday was better. 8
e)
Track 07 Play the track again, pausing after
- What was your weekend like? each question and response for learners to copy the
- It was really relaxing. I just stayed at home and read a book. pronunciation.
f) Pay attention to natural intonation and sentence stress.
- What was the concert like?
Extension
- The band was great, but the music was too loud.
Learners practise asking and answering the questions in
g) pairs.
- What kind of weather do you like? Learners change partners and ask the same questions. This
- I love the hot and sunny days we get in the summer. time learners respond with their own answers.
Extension
• Ask learners to write the name of a good friend and make
brief notes about 1) what they like and 2) what they’re like.
Model this on the board by writing notes about a friend of
your own.
• Learners work in pairs to ask and answer questions about
their best friend.
• Learners tell the class about their partner.


As a class, discuss the final questions in the activity:
Interact
9 Think about the last time you went on holiday.
Did anyone talk about the same place?
What did you like? Does anyone like or dislike the same things?
What didn’t you like?
Make notes about:
The place
The people
The food
The weather
10 Work with a partner. Talk about your holidays.

Ask questions to get more information. Make notes.
example - What was the food like?
- It was hot and spicy.
- Do you like spicy food?
11 Tell the class about your partner.

Does anyone like or dislike the same things?
lesson 4 19
Interact
9
Explain to learners they’re going to talk about their last
holiday. Direct learners to the prompts.
Model the activity on the board by making notes of a
holiday of your own.
Allow learners time to think and make notes.
Monitor and assist as necessary.
10
Learners work in pairs and talk about their holidays.
Encourage them to ask follow-up questions to get
more information. Read example and check learners
understand the activity.
Learners make notes about their partner’s answers.
Monitor. Note good use of vocabulary and language,
and errors and mistakes.
11
Learners tell the class about their partners.

5
UNIT 2
A lovley time
5A lovely time
A lovely time
UNIT 2
In this lesson - Tell people about a place you like
Grammar - Articles Introduction
1 Work with a partner. Look at the pictures below.
Examples: Discuss these questions. Make notes about your partner’s answers.
She’s a police officer, he’s an architect. a Which of these holidays would you like to go on? Why?
b What is the best holiday you have ever had?
She’s got a cat and a dog. c Where did you stay?
d What did you do?
The cat’s name is Tippy.
The dog is the biggest chihuahua I’ve ever seen.
Introduction
Start with a quick class discussion on holidays. Direct
attention to the pictures on page 20. Elicit descriptions
for the kinds of holidays shown.
Suggested answers
Left to right, top to bottom: a beach holiday, a skiing/winter
sports holiday, a camping holiday, a sightseeing holiday
1a-d
In pairs, learners discuss questions a–d.
2

Listening
20 lesson 5
Explain that learners will listen to Tim telling his friend

Dawn about a holiday he went on.
Direct attention to the pictures on page 21. Explain that 3
these are all things that Tim talks about. Elicit what the
Track 08 Learners listen and number the pictures in
pictures are of (a newspaper, a hotel (‘What’s its name?’),
the order they hear them mentioned.
a beach, wine, a group of people – two couples (‘Are they
friends?’)). 3 answers
Encourage speculation on how the pictures relate to Tim’s 1) hotel
holiday (‘Is the hotel in the picture where Tim stayed?’, etc.). 2) newspaper (We found a wonderful hotel in the
newspaper).
Teaching tip – speculation
3) wine (It had a great restaurant with a fantastic wine list. //
Encourage learners to speculate and make guesses Dawn: I know how much you love wine...)
before a reading or listening task. This activates their 4) the couples (it was in the restaurant, one evening, where
existing knowledge and gets them in the right frame of we met a lovely couple from Manchester)
mind for the task. It also adds interest to the task because 5) the beach (There was a lovely beach we went to a lot....
learners listen or read to see if they were right in what We looked in the hotel and on the beach)
they guessed. Feedback in pairs and then as a class.

4a-e
In this lesson: Tell people about a place you like Track 08 Learners listen again and answer the
Grammar: Articles
questions.
Listening
3 Look at the pictures.
Track 08 Listen to Tim tell Dawn about his holiday.
4a-e answers
Number the pictures in the order you hear them. a) The South of France.
b) In the newspaper.
c) In the restaurant.
d) He’s a doctor, she’s a photographer.
4 Track 08 Listen again.
e) A thousand pounds.
Answer the questions below.
a What part of France did Tim go to on holiday?

As a class. Elicit the main features of the story from
learners and write on the board in note form.
b Where did he find the hotel?
Listen again to check.
c Where did he meet Ross and Rachel?
d What do Ross and Rachel do?
e How much money did Ross win?
lesson 5 21

Dawn - Hi, Tim. How was your holiday?
Tim - I think it was the best holiday we’ve ever had! The
sun shone every day!
Dawn - Really? Where did you go?
Tim - We went to the South of France. We found a
wonderful hotel in the newspaper.
Dawn - What was it called?
Tim - The Negresco. It had a great restaurant with a
fantastic wine list.
Dawn - I know how much you love wine...
Tim - I know! Anyway, it was in the restaurant, one
evening, where we met a lovely couple from
Manchester - Ross, a doctor and Rachel, a photographer.
Dawn - Did you guys spend any time together?
Tim - Yeah, we did. There was a lovely beach we went to
a lot, and one time we went to a casino in Monte Carlo.
Dawn - Wow! Did you win any money?
Tim - Ross won a thousand pounds, but then he lost it
two days later.
Dawn - In the casino?
Tim - No. He just couldn’t find it. We looked in the hotel and
on the beach, but we never did find it.
Dawn - Oh dear!

Language focus
Language focus When we talk about something for the first When we talk about locations, we use the.
time, we use a/an.
We went to the south of France.
Go through the Language focus box with learners. Break We found a wonderful hotel.
into three ‘chunks’: 1) using a/an, 2) using the, 3) using When we talk about something for the second
When we talk about jobs, we use a/an. time or if both the speaker and listener know
no article. what they are talking about, we use the.
Ross is a doctor and Rachel is a photographer.
We looked in the hotel.
Note – point out that ‘the UK’ is an exception to the rule of
When we use superlatives, we use the.
not using articles with countries. Elicit some more (the USA,
It was the best holiday I’ve ever had.
the Philippines). When we say the names of cities and countries,
we usually use no article. When we talk about something that is unique in
a house or a town or a country or the world, we
We met a lovely couple from France.
use the.
Practice When we talk about something in general, we

use no article.
The sun shines every day.
When we say the names of newspapers, oceans,
5a-g
I love wine.
rivers and hotels, we use the.
In pairs, learners find mistakes in the sentences and The Times newspaper.
The Mediterranean Sea.
correct them. The Park Royal hotel.
Make sure learners understand that not all the sentences
have mistakes.
Refer learners to the Language focus box and elicit
reasons for corrections. Practice
5 Some of the sentences below have mistakes. Find and correct the mistakes.
a The the
a I bought the new shirt and jacket yesterday. A shirt is blue and a jacket is grey.
b Devon is in the South West of England.
c We flew in the plane over Pacific Ocean to the Hawaii.
5a-g answers d Is Queen of England richest person in the UK?
See CD script for Track 09 - answers underlined e Cheetahs are the fastest land animals in the world.
(explanations in brackets) f I’m sorry, Dad. I’ve crashed the car.
g For many people, internet has completely replaced the books.

Feedback in pairs, and then as a class. Track 09 Listen and check.

a) I bought a (first time mentioned) new shirt and jacket
22 lesson 5
yesterday. The (second time mentioned)
shirt is blue and the (second time mentioned) jacket is
grey.
b) Devon is in the South West of England. (no mistakes) Sounding natural
c) We flew in a (first time mentioned) plane over the 6a
(something unique) Pacific Ocean to the (cities, countries Track 10 Learners listen for different ways ‘the’ is
– by extension, provinces) Hawaii. pronounced before consonants and vowels.
d) Is the (something unique) Queen of England the
(superlative) richest person in the UK? 6a answers
Before consonants, we use a schwa sound (/ðə/).
e) Cheetahs are the fastest land animals in the
Before vowels, we often say ‘the’ to rhyme with ‘see’ (/ði:/).
world. (no mistakes)
f) I’m sorry, Dad. I’ve crashed the car. (no mistakes)
g) For many people, the (something unique) internet has
The English book is on the table.
completely replaced the (talking about something in
The turkey is in the oven.
general) books.
Put the eggs in the fridge.
The red umbrella is in the elevator.
6b
Play again, pausing for learners to copy pronunciation.

Sounding natural
6a Track 10 Listen to the sentences below. How does the sound when it’s followed by a vowel?
How does the sound when it’s followed by a consonant?
The English book is on the table.

The turkey is in the oven.
Put the eggs in the fridge.
The red umbrella is in the elevator.
b Track 10 Listen again and copy the pronunciation.
Interact
7a Think of a place you like to visit, or go to on holiday.
Make notes about the place.
Think about:
• Where it is
• What is there
• What you can do there
• Why you like it
b Work with a partner. Ask and answer questions about the places you chose. Make notes.
example - I like the Rocky Mountains in the western part of Canada.

- I’ve never visited Canada. Is it cold?
c Tell the class about your partner.

lesson 5 23
Interact
7a
Allow learners a few minutes to think and make notes.
Monitor and assist with vocabulary where necessary.
7b
In pairs, learners talk about the places they chose.
Encourage follow-up questions.
Monitor learners’ use of vocabulary and language. Note
good use of vocabulary and language, and errors and
mistakes.
7c
Feedback. Learners tell class about their partners.


6
UNIT 2
Travel
6Travel
Travel
UNIT 2
In this lesson - Talk about travel
Core activities - 1-4 or 5-9
Skills - Extended speaking and vocabulary Introduction
1 Work with a partner.
Match the words with the pictures.
Warmer
Start with a variation of hangman to review vocabulary.
• Choose a word you think learners should know, e.g.
head. Write four blank spaces on the board, one for
every letter of the word you chose: _ _ _ _ a hot-air balloon
• Invite learners to suggest what four-letter word you are b ferry

c coach
thinking of. d taxi
• Every time learners suggest a word, write it on the e motorbike

f bicycle
board g rickshaw
a
• If the word they suggest shares any letters in the h elephant
same position as the word you chose, write these on

the appropriate blank spaces. For example, if learners
suggest ‘home’, you write in the ‘h’ in ‘head’, because
‘h’ in both the words is in the same position. You don’t
write in the ‘e’ in ‘head’ because it isn’t in the same
position as the ‘e’ in ‘home’.
• Learners keep guessing until they get the word you 2a Read the words below. Which words do you think describe the kinds of transport in activity 1? Why?
comfortable fast dangerous painful convenient slow expensive cheap
thought of, or a time limit runs out.
b Which kinds of transport above have you used? Which haven’t you used?
For example:
_ _ _ _
24 lesson 6
h _ _ _ home
h _ _ d hold
h _ _ d hard
h e a d head 2b
Ask learners to change partners and discuss the
questions in the activity. Learners tell the class about
their partner. Give everybody a chance to respond.
Introduction
1
Learners work in pairs to match the words with the Interact 1
pictures.
3a
1 answers Explain to learners they’re going to talk about travelling.
Clockwise from the example: a, d, b, c, f, g, h, e Go through the questions with learners and check
understanding. Give learners a few minutes to think and
Feedback as a class. make notes.
2a
Go over the adjectives with learners and check 3b
understanding. Tell learners to write two more questions about
Learners work in pairs and decide which words best travelling. Elicit some possible ways of starting questions
describe the kinds of transport in activity 1, and why. and write on the board.
Accept any reasonable answers. Examples:
Feedback as a class. Have you ever...?
Do you prefer... or...?
What was the worst / best / longest...?

In this lesson: Talk about travel
Skills: Extended speaking and vocabulary
Interact 1
3a You are going to talk about travelling. Read the questions below and make notes about your answers.
Do you like travelling? Why?
Which is your favourite way to travel (by train/plane, etc.)? Why?
How often do you use it?
When did you first/last use it?
Which kinds of transport do you dislike (car/bus, etc.)? Why?
Which kinds of public transport do you use most often?
How many times a week/a month?
b Write two more questions about travelling.
4a Ask and answer the questions in activity 3 with a partner.

Try to add more information and make notes about what your partner says.
example - Do you like travelling by plane?
- Not really, especially long flights. It’s very difficult to relax.
lesson 6 25
4a
Learners work in pairs. They ask and answer the
questions from activity 3. Encourage them to ask follow-
up questions to get more information. Read example and
check learners understand the activity.
4b
Learners tell the class about their partners. Monitor the
learners’ use of vocabulary and language. Note good use
of vocabulary and language, and errors and mistakes.


Vocabulary Vocabulary
5 Work with a partner. The adjectives on the left can all describe places.
Match them with the kinds of place they describe, on the right.
5 cosmopolitan a place with lots of important old buildings
In pairs, learners match the adjectives with their packed a place that isn’t changed for tourists
meanings. Go over example and check learners historical a place with people and culture from all over the world
understand the activity. touristy a place in the countryside
Feedback as a class. unspoiled a place with too many tourists and shops for tourists
modern a place that tourists don’t know about
5 answers rural a place with new buildings, roads, etc.
cosmopolitan – a place with people and culture from all undiscovered a place with too many people
over the world

6 Complete the sentences below with three of the adjectives from activity 5.
packed – a place with too many people
a London is a really cosmopolitan city – you can eat food from all over the world,
historical – a place with lots of important old buildings and hear many different languages on the streets.
touristy – a place with too many tourists and shops for
b Kyoto is very
tourists - you can see lots of old temples there.
unspoiled – a place that isn’t changed for tourists c I don’t really like cities – I prefer areas.
modern – a place with new buildings, roads, etc. 7a Work with a partner. Think of places in your country that are:
rural – a place in the countryside • Touristy

• Unspoiled
undiscovered – a place that tourists don’t know about • Cosmopolitan
• Rural
Model the pronunciation of the words. Elicit how many b Share your ideas with the class. Did anybody have the same idea?
syllables are in each word, and which syllables are
stressed.
Drill.
Answers
cosmopolitan – 5; packed – 1; historical – 4; touristy – 3;
unspoiled – 2; modern – 2; rural – 2; undiscovered – 4
6a-c
Learners complete the sentences with three words from
activity 5. Read example and check learners understand
26 lesson 6
the activity.
6a-c answers
a) London is a really cosmopolitan city – you can eat food
from all over the world, and hear many different languages Interact 2
on the streets.
b) Kyoto is very historical – you can see lots of old temples 8a
there. Explain to learners they’re going to talk about
c) I don’t really like cities – I prefer rural areas. sightseeing. Learners work in pairs and read the famous
places in the activity. Ask them to add two more places.
8b
In the same pairs, learners rank the places in their list
7a from 1-9 (1 = the place they would like to visit the most).
Ask learners to work in pairs and think of places in their Ask them to make notes for their reasons.
own country that are touristy, unspoiled, cosmopolitan,
and rural.
9
Ask learners to change partners. Compare their ideas.
7b Decide which three places they would like to visit. Ask
Feedback as a class. Give everybody a chance to respond. them to make notes of their reasons.
Learners check if anyone else had the same ideas.
10
Write the different answers on the whiteboard. As a Learners tell the class their choices. As a class, decide
class decide which place is the most touristy, unspoiled, the most popular place. Monitor. Note good use of
cosmopolitan, and rural. vocabulary and language, and errors and mistakes.

Interact 2
8a You are going to talk about sightseeing.
Work with a partner. Read the names of the famous places below.
The Great Pyramid
The Great Barrier Reef
The Great Wall of China
The Grand Canyon
Angkor Wat
The Sydney Opera House
The Statue of Liberty
Write two more famous places.

b Rank the places on your list from 1 (=the place you would most like to visit)
to 9 (=the place you would least like to visit).
Make notes about your reasons.
9 Change partners. Compare your ideas.

Decide which three places you would most like to visit. Make notes about your reasons.
10 Tell the class your choices. Which is the most popular place?
lesson 6 27

In a private lesson
Ask the learner to take two places away from the list in
activity 8a, and replace them with two places of their
own. While they do this, do the same yourself with the
list.
Compare lists. Have learners explain what places they
chose, and why. Together choose the five best places.

7
UNIT 3
Singapore’s cleaner than...
7 Singapore’s cleaner than...

Singapore’s cleaner than...
UNIT 3
In this lesson - Compare two places you know
Core activities - 1, 3-5, 7
Grammar - Comparatives Introduction
1 Read the words below.
Examples: Match each adjective with its opposite.
Birmingham is smaller than London. friendly quiet
Ice hockey is much more exciting than cricket. tidy

cheap
bad
safe
My sister is messier than me. short boring
clean small
Introduction a unfriendly friendly

b big
1a-j c dirty
d dangerous
Learners match the adjectives in the list with their
e talkative
opposites from the box. Go over the example to make
f good
sure learners understand what to do. g exciting
h expensive
1a-j answers
i messy
a) unfriendly – friendly j tall
b) big – small
c) dirty – clean
d) dangerous - safe 2 Work with a partner.
e) talkative - quiet Discuss the questions below.
f ) good – bad a Which adjectives in activity 1 do you think
g) exciting – boring describe the pictures on this page?

b What was the last city you visited?
h) expensive – cheap Describe it to your partner.
i) messy – tidy c Describe the place you live to your partner.
example My city is very safe
j) tall – short and clean.
2
In pairs, learners discuss questions (a-c). Remember, 28 lesson 7
the target language hasn’t been presented yet, so
avoid correcting learners at this stage. A more detailed
explanation will be given later on in the lesson.
Nadine - Hi Patricia, I’m just calling to say I miss you.
Patricia - I miss you too! Why did you leave London? You
Listening
had a good job and great friends.
3 Nadine - Yes, but I have a better job here in Chesterfield.
Track 11 Explain to learners that they’re going to Patricia - And you had a big flat in London.
listen to a conversation between best friends. Learners Nadine - True, but my house here is bigger.
listen and underline the correct words they hear. Go over Patricia - Really? How many bedrooms does it have?
an example to make sure learners understand what to do.
Nadine - Three. And it’s cheaper than my flat was in
Play CD again if necessary.
London, and it’s got a pretty garden. In London I didn’t have
one.
Patricia - Do you have any friends there?
3 answers Nadine - Oh yes. People here are much friendlier than in
See CD script for Track 11 - answers underlined. London.
Patricia - But London is more exciting than a small town.
Nadine - Yes, but the air here is cleaner, and it’s much safer
than London.
Patricia - OK. OK. Maybe Chesterfield is a little better than
London! So when can I visit you?

In this lesson: Compare two places you know
Grammar: Comparatives
Listening
3 Track 11 Listen and read the conversation between best friends, Patricia and Nadine.
Underline the correct words.
Nadine Hi Patricia, I’m just calling to say I

miss you.
Patricia I miss you too! Why did you leave
London? You had a good/better job
and great friends.
Nadine Yes, but I have a good/better job here
in Chestereld.
Patricia And you had a big/bigger at in London.
Nadine True, but my house here is big/bigger.
Patricia Really? How many bedrooms does
it have?
Patricia But London is exciting/more exciting
Nadine Three. And it’s cheap/cheaper than my
than a small town.
at was in London, and it’s got a pretty/
Nadine Yes, but the air here is clean/cleaner,
prettier garden. In London I didn’t
and it’s much safe/safer than London.
have one.
Patricia OK. OK. Maybe Chestereld is a little
Patricia Do you have any friends there?
good/better than London! So when can
Nadine Oh yes. People here are much friendly/
I visit you?
friendlier than in London.
4 Read the dialogue in activity 3 again. Correct the mistakes in sentences a-e.
a Nadine’s job in London was better than her job in Chesterfield.
Nadine’s job in Chesterfield is better than her job in London.

b Nadine’s flat in London was cheaper than her house in Chesterfield.
c Chesterfield is more exciting than London.
d London is much safer than Chesterfield.
e London is much better than Chesterfield.
lesson 7 29
4a-e
Ask learners to read the dialogue again, then correct the
mistakes in sentences a-e. Go over an example to make
sure learners understand what to do. Monitor and assist
as necessary.
Learners may write the corrected sentences in other

ways.
4a-e answers
a) Nadine’s job in Chesterfield is better than her job in
London.
b) Nadine’s house in Chesterfield is cheaper than her flat in
London.
c) London is more exciting than Chesterfield.
d) Chesterfield is much safer than London.
e) Chesterfield is a little better than London.

Language focus
Language focus We use the comparative forms of adjectives to compare two things.
Birmingham is smaller than London.

Ice hockey is more exciting than cricket.
Go over the examples and explanations with learners and
check understanding. We form comparative adjectives in this way:
Adjectives with one syllable: Other adjectives:

add -er use more
clean cleaner beautiful more beautiful
Practice
fast faster exciting more exciting
Adjectives with two syllables, ending in –y: Two common irregular adjectives:
5a-h
change -y to -ier
good better
noisy noisier bad worse
Learners read the prompts and use the adjectives in the happy happier
brackets to write sentences using the comparative form.

Go over an example to make sure learners understand Practice
what to do. Monitor and assist as necessary. 5 Use the prompts below to make sentences.
a Michael is 11 years old. Jenny is 7 years old.
(old) Michael is older than Jenny.

Feedback in pairs and then as a class. b Mount Everest is 8, 848 meters high. Mount Fuji is 3, 776 meters high.
(tall)
5a-h answers c A sports car costs a lot of money. A family car costs less.
a) Michael is older than Jenny. (expensive)
b) Mount Everest is taller than Mount Fuji. d Mike’s test results were bad. Bill’s results were very bad.
c) A sports car is more expensive than a family car. (bad)

e Yoga is not difficult. Aerobics is really hard.
d) Bill’s test results were worse than Mike’s. (easy)
e) Yoga is easier is than aerobics. f The weather is great today – it’s sunny. Yesterday it rained.
f) The weather is better today than yesterday. (good)
g) People are friendlier in small towns than in big cities. g People are not friendly in big cities. They’re usually nice in small towns.
h) Dubai is drier than London. (friendly)

h Dubai gets a little rain. In London, it rains a lot.
(dry)
Sounding natural
6a
Track 12 In pairs, learners listen for how we say the 30 lesson 7
underlined parts when we speak naturally (schwa).

1) The countryside is cheaper than the city. 7c
Learners use their lists of adjectives to ask their partner
2) The city is dirtier than the countryside.
about the places they chose and make notes. After, they
3) The countryside is safer than the city. change roles and do it again. Monitor the learners’ use of
vocabulary and language.
6b
Track 12 Play CD and model the sentences. Drill 7d
Feedback as class. Learners tell the class about their
chorally, then individually.
partners. Highlight good use of language and elicit
correction of errors and mistakes.
Interact Teaching tip – monitoring and error correction

When learners do speaking activities, it’s a good idea
7a to take some notes of how they use the language. This
Learners write the names of two places they visited,
studied, or worked. Go over an example to make sure includes correct as well as incorrect use.
learners understand what to do. Monitor and assist as After the activity, write on the board an incorrect and
necessary. correct sentence you heard. Then elicit which one is
correct, which one is incorrect as well as how to correct
7b the mistake.
Direct learners to activity 1a and ask them to choose six
adjectives to describe places, then to write them on the Never pick out one learner who made a mistake. Always
six lines. Monitor and assist with vocabulary as necessary. correct as a class.

Sounding natural
6a Track 12 Work with a partner. Listen to the words below.
How do we say the underlined part?
1 The countryside is cheaper than the city.
2 The city is dirtier than the countryside.
3 The countryside is safer than the city.

The underlined sound is called the schwa.
Interact
7a Write the names of two places you visited, studied, or worked in the past.
example Singapore, Paris.
b Choose six adjectives from activity 1 to describe places.

Write them in the space below.
your adjectives your partner’s answers
c Use your list of adjectives to ask about the places your partner chose.
example - Is Singapore smaller than Paris?
- Yes, it is.
- Is Paris cleaner than Singapore?
- No, it isn’t. Singapore is cleaner than Paris.
d Tell the class about your partner’s places.

example Pat told me about Singapore and Paris...
lesson 7 31

8
UNIT 3
A nice hotel
8A nice hotel
A nice hotel
UNIT 3
In this lesson - Choose a hotel to stay in
Core activities - 1-6a, 8
Grammar - Superlatives Introduction
1a Work on your own. Read the list below.
Examples: How important are the things on the list to you
when you stay in a hotel?
She’s the fastest runner in the world. Write 1, 2 or 3 next to each one (1 = very
important, 2 = quite important, 3 = not so important).
It’s the most popular song this summer.
clean rooms ....................... A
They’re the busiest people in the company. internet access .................. beautiful
good food ..........................
nice location ......................
Introduction friendly staff ......................
a good price ......................
1a first-class service ...............
Explain that this lesson is about hotels and ask a few b Compare your ideas with a partner.
questions to introduce the subject: Do learners enjoy c Tell the class about your partner.
staying in hotels? Why / Why not? Do they usually stay in example - Internet access is very B
important to Mina, but it’s
hotels for business or on holiday? Etc. not so important to me.
Go over the instructions and check understanding. Go
through the list in activity 1a and explain any unfamiliar 2 Work with a partner.
Look at the pictures of the hotels on the right.
items, e.g. location (the place where something is), a good Write the adjectives from the box in the spaces to
price (when the money you pay for something is good – describe each hotel.
not too high – for what you get).

Learners work on their own and number the items on the beautiful interesting
list to say how important each is to them when staying in big peaceful
cheap
a hotel (1 = very important, 2 = quite important, 3 = not cold
pretty
C
so important). delicious
romantic
small
Allow learners time to think and write. Monitor and assist expensive
friendly unusual
as necessary.
1b
32 lesson 8
In pairs, learners compare their ratings of the items from
activity 1a.
1c Feedback as a class. Accept any reasonable answers.

Feedback. Learners tell the class about their partner. Teach, drill and board any unfamiliar items.
2
Draw attention to the pictures on the page. Make sure 2 suggested answers
learners understand that each set of pictures is of a Hotel A
different kind of hotel. Encourage speculation about beautiful, expensive, peaceful, romantic
what each hotel is like, but don’t go into too much detail Hotel B
yourself at this point – learners will find out more in the cheap, delicious, friendly, pretty, small
Reading activity. Hotel C
big, cold, interesting, unusual
For your information
All the hotels in this lesson are fictional, but based on
real-life establishments. The set of pictures in box A
depicts a luxurious beach hotel in Bali, the set in box Reading
B depicts a rural Bed and Breakfast in the Cotswolds –
an area in the UK – and the set in box C depicts an ‘ice 3a
hotel’. Several ice hotels actually exist, notably in Canada, Go over the instructions and check understanding. Stress
Scandinavia and Hokkaido, Japan. to learners that they do not need to understand every
word in order to complete the activity.
Go over the instructions and check understanding. In Learners read the descriptions of the hotels and circle A,
pairs, learners write the adjectives from the box in the B or C next to each, to match them with the hotels in the
appropriate spaces to describe each hotel. Monitor and pictures in activity 2. This is a skim reading activity, so set
assist as necessary. a short time limit of, say, one minute. Monitor and assist
as necessary.

reading text 2
In this lesson: Choose a hotel to stay in Some people say that the Cotswolds is the prettiest place
Grammar: Superlatives
in England. Now you can enjoy this lovely part of the UK
in a traditional British hotel. The Avon Inn is the smallest
Reading hotel on our site – it has only one room – but it has the
3a Read the entries from a website for booking hotels.
Circle A, B or C to match them with the hotels in the pictures in activity 2. most delicious full English breakfast, cooked for you
Travelmaster Go
every day by the friendly owner, Carol Thatcher.
one person, one night - £30
reading text 3
This is not the cheapest hotel on our site, but it offers
first-class service at a good price. The hotel has only ten
Home Popular Places Hotels Travel Contact us
rooms, each with a private beach. You can enjoy the
1 A B C 2 A B C 3 A B C beautiful sea and fantastic weather – the temperature
This is the coldest hotel Some people say that the This is not the cheapest here never falls below 20°C. The Halus Hotel in Bali – for
on our website! The Cotswolds is the prettiest hotel on our site, but it offers
temperature in the rooms place in England. Now you first-class service at a good the most romantic holiday of your life.
is -5ºC, but people come can enjoy this lovely part price. The hotel has only ten
from all over the world to of the UK in a traditional rooms, each with a private one person, one night - £239
stay here. The Ice Palace in British hotel. The Avon Inn beach. You can enjoy the
Canada is perhaps the most is the smallest hotel on our beautiful sea and fantastic
unusual hotel on our site
– all 45 rooms are made of
site – it has only one room –
but it has the most delicious
weather – the temperature
here never falls below 20ºC. 3b
ice and snow. The biggest
room is the Snow White
full English breakfast,
cooked for you every day
The Halus Hotel in Bali – for
the most romantic holiday
Go over the instructions and check understanding. In
Chapel – very popular for
weddings.
by the friendly owner, Carol
Thatcher.
of your life.
pairs, learners read the website entries again and circle
one person, one night - £99 one person, one night - £30 one person, one night - £239
T (true) or F (false) next to each statement. Monitor and
b Work with a partner. Feedback as a class.
Read the website entries again and circle T (true) or F (false) next to each statement below.
1 The Ice Palace is cheaper than the Halus Hotel. ......................................... T / F
3b answers
2 The Avon Inn is more expensive than the Ice Palace. .................................. T / F
3 The Halus Hotel is colder than the Ice Palace. ............................................ T / F
1) The Ice Palace is cheaper than the Halus Hotel. T
4 The website has a smaller hotel than the Avon Inn. .................................... T / F 2) The Avon Inn is more expensive than the Ice Palace. F
5 The Ice Palace has a bigger room than the Snow White Chapel. ................ T / F 3) The Halus Hotel is colder than the Ice Palace. F
6 The website has cheaper hotels than the Halus Hotel. ................................ T / F 4) The website has a smaller hotel than the Avon Inn. F
7 The website has more unusual hotels than the Ice Palace. .......................... T / F
(- ‘The Avon Inn is the smallest hotel on our site’.)
4 Would you like to stay in one of the hotels in activity 3? Which one? Why?
5) The Ice Palace has a bigger room than the Snow White
lesson 8 33 Chapel. F
(- ‘The biggest room is the Snow White Chapel’.)
6) The website has cheaper hotels than the Halus Hotel. T
3a answers (- ‘This is not the cheapest hotel on our site’.)
Entry 1 - C 7) The website has more unusual hotels than the Ice Palace. F
Entry 2 - B (- ‘The Ice Palace… is perhaps the most unusual hotel on
Entry 3 - A our site’.)
4
Teaching tip – skim reading Take brief responses to the questions as a way of
Skimming a text, also known as ‘reading for gist’, is where rounding off this section of the lesson.
we cast our eyes over a text to get the main ideas – what
kind of text it is (advertisement, article, etc.) and what
it is about. It’s the kind of reading we do when we flick
through a magazine to decide what to read. Setting a
time limit for learners to decide what a text is about and
then match it to pictures or headlines, is one way to train
them in this skill.
reading text 1
This is the coldest hotel on our website! The temperature
in the rooms is -5°C, but people come from all over the
world to stay here. The Ice Palace in Canada is perhaps
the most unusual hotel on our site – all 45 rooms are
made of ice and snow. The biggest room is the Snow
White Chapel – very popular for weddings.
one person, one night - £99

Language focus Practice
Language focus We use the superlative forms of adjectives
6a Work with a partner.
Use the prompts to complete the dialogues with
to compare three or more things.
the superlative form of the adjectives.
Go over explanations and examples with learners. The Avon Inn is the smallest hotel on 1 - Yesterday was very cold.
our site.
- Yes, it was the coldest day of the year.
The Ice Palace is the most unusual hotel in
5 the world. 2 - That’s a really tall building.
- Yes, it’s building
In pairs, learners look at the hotel descriptions in We form superlatives in this way: in town.
activity 3 and find one example of each kind of regular Adjectives with one syllable:
3 - He’s really handsome.
superlative adjective. Monitor and assist as necessary. add -est
- Well, he’s man in
cheap cheapest
my office.
cold coldest
Feedback as a class. 4 - She was interesting.
Adjectives with two syllables, ending in -y: - Yes, she was

change the -y to -iest
5 answers woman at the party.
pretty prettiest
+ -est: coldest, biggest (entry 1); smallest (entry 2); cheapest friendly friendliest
5 - That’s a pretty dress.
- Thank you. I bought it because it was
(entry 3) dress in the shop.
y iest: prettiest (entry 2) Other adjectives:
6 - This food is good!
use most
most: most unusual (entry 1); most delicious (entry 2); most expensive most expensive - Yes, it’s dish on
romantic (entry 3) romantic most romantic the menu.
b Track 13 Listen and check your answers.

Two common irregular adjectives
good best
Practice bad worst
6a 5 Work with a partner.

Look at the hotel descriptions in activity 3 and
Go over the instructions and example to check find one example of each kind of regular
superlative adjective.
understanding. In pairs, learners use the prompts to
complete the dialogues with the superlative form of the
adjectives. Monitor and assist as necessary.
6a answers
See CD script for Track 13 - answers in bold.
34 lesson 8
6b
Track 13 Learners listen and check their answers.
Track 13 (page 149, Student book) 1:08 Sounding natural

1) - Yesterday was very cold.
7a
- Yes, it was the coldest day of the year.
Track 14 Learners listen and tick the sentences
2) - That’s a really tall building.
where the underlined t is pronounced.
- Yes, it’s the tallest building in town.
3) - He’s really handsome. 7a answers
- Well, he’s the most handsome man in my office. The t is pronounced in sentence 2.
4) - She was interesting. It tends not to be pronounced in sentences 1 and 3 because
- Yes, she was the most interesting woman at the party. it falls between two consonants.
This is an example of elision.
5) - That’s a pretty dress.
- Thank you. I bought it because it was the prettiest
dress Track 14 (page 149, Student book) 0:27
in the shop. 1) It’s the most popular song this summer.
6) - This food is good! 2) She was the most interesting woman at the party.
- Yes, it’s the best dish on the menu. 3) He’s the most famous writer in my country.
7b
Extension
You may like to have learners practise the dialogues in pairs. Track 14 Learners listen again and copy the
pronunciation.

Sounding natural
8c
7a Track 14 Listen. Tick ( ) the sentences where the underlined letter is pronounced.
Feedback. Learners tell the class about the hotels they
discussed, and the one they decided was the best to stay
1 It’s the most popular song this summer.
at in the future.
2 She was the most interesting woman at the party.
3 He’s the most famous writer in my country.
Highlight good use of vocabulary and language.
b Track 14 Listen again and copy the pronunciation. Elicit correction of errors/mistakes.
Interact
8a Work on your own.
Think of a hotel you have stayed at. Fill in the form for that hotel.
Hotel survey
Name of hotel:
Where:
Please circle the stars below to rate the hotel.
bad excellent
rooms
internet access
food
location
staff / service
price
Would you stay here again? Why or why not?
Any other comments:
b Work in groups.
Discuss the hotels you made notes on in activity 8a.
Decide on the best one to stay at in the future.
c Tell the class what you decided.
lesson 8 35
Interact
8a
Go over the instructions and check understanding.
Go over the hotel ‘feedback form’ and check learners
understand how it works.
Make sure learners understand they are rating the items
listed on the form according to how well the hotel they
stayed in performed in these areas, and not according to
how important they personally think they are (as they did
in activity 1).
Learners work on their own to complete the form.

Allow learners time to think and complete the form.
8b
Learners work in groups (of three, if possible) to discuss
the hotels they made notes on in activity 8a and decide
on the best one to stay in. Monitor. Note good use of
vocabulary and language and/or errors and mistakes.

9
UNIT 3
Ask nicely
9Ask nicely
Ask nicely
UNIT 3
In this lesson - Ask for permission
Function - Asking for permission Introduction
1a Work with a partner. Look at the pictures and read the situations.
What would you say in each situation?
A B
Introduction
1a
Go over the instructions to check understanding. Elicit
what is happening in the pictures and read through the
captions as a class.
In pairs, learners discuss what they would say in each
situation. Monitor and assist as necessary.
You want to call a taxi but you You want to borrow your
1b don’t have a mobile phone.

Your friend has a mobile phone.
brother’s car so you can meet
your girlfriend at the airport.
Feedback as a class. Avoid going into detailed
explanations at this stage, but use this as an opportunity C D
to see if any learners use any of the target language.
Listening
2
Go over the instructions and check understanding. Elicit
what keywords learners might hear for each situation
You are visiting your friend’s Your sister is watching a film on
(e.g. for situation B – borrow, car, girlfriend, airport). house. It is very late at night. All television. You want to watch a
the trains are finished. You want football game at the same time.
Track 15 Play the CD and show how conversation 1 to sleep on your friend’s sofa.
matches with situation C in the pictures. b Share your ideas with the class.
Track 16 Track 17 Track 18 Learners listen 36 lesson 9
to the remaining three conversations and write letters to

match the situations in activity 1 with each.
Feedback in pairs and then as a group between each 3a
track. Go over the instructions and example to check
understanding. In pairs, learners read the sentences in
2 answers
the box and write them in the correct places in the table.
conversation situation
You may like to draw attention, once again, to the
1 C keywords in one or two of the sentences and show how
2 D these can help learners complete the activity.
3 B
4 A Feedback as a class. You may like to draw the table on the
whiteboard and have learners come up and fill it in for
feedback.
Teaching tip – listening for keywords Don’t give definite confirmation of answers at this stage
This is where learners have an idea of the words, or – learners will listen to check for themselves in the next
kinds of words, they are listening for. We listen like activity.
this, in everyday life, when we listen for information in
3a answers
airports, or stations. This is the listening skills equivalent conversation 1
of scanning a text. Asking learners to listen for keywords Could I sleep on your sofa tonight?
develops this skill, and also helps them gain confidence Sure. No problem.
for more detailed listening tasks. conversation 2
Is it OK if I watch the football? ?
No, sorry. I want to watch the end of the film.

In this lesson: Ask for permission
Function: Asking for permission
Conversation 2
Man - What are you watching?
Listening Woman - Um? Oh, it’s a movie. A love story. It’s really
2 Track 15 Track 16 Track 17 Track 18 romantic.
Listen to four conversations.
Write letters to match the situations in activity 1 with Man - Is it OK if I watch the football? It’s a really important
the conversations.
game…
conversation situation
Woman - No, sorry. I want to watch the end of the film. I
1 C
want to see if the boy and girl get married.
2
4
3a Work with a partner. Conversation 3
Read the sentences in the box from the
conversations in activity 2. Ben - Dave, my girlfriend’s coming back from America
Write the sentences in the correct places in the
table below. tomorrow. I want to meet her at the airport. Can I borrow
Can I borrow your car? your car?
Could I sleep on your sofa tonight?
I’m sorry, but I need the car tomorrow. Dave - I’m sorry, but I need the car tomorrow. I’m driving to
No, sorry. I want to watch the end of the film. Oxford on business.
Is it OK if I watch the football?
May I use your phone?
Sure. No problem.
Yes, of course. Here you are. Track 18 (page 149, Student book) 0:22
Conversation 4
conversation asking for permission response
Could I sleep on
Woman - I’ll call a taxi. Oh, wait! I don’t have my mobile
1 Sure. No problem.
your sofa tonight?
phone with me. May I use your phone?
2
Man - Yes, of course. Here you are.
3
Woman - Thanks very much.
4
b Track 15 Track 16 Track 17 Track 18 Listen and check your answers.

c Look at the table again. Circle the conversation numbers where people give permission. 3c
lesson 9 37
In pairs, learners look at the table again and circle the
conversation numbers where people give permission.
conversation 3 3a answers
Can I borrow your car? Permission is given in conversations 1 and 4.
I’m sorry, but I need the car tomorrow.
conversation 4
Yes, of course. Here you are.
3b
Track 15 Track 16 Track 17 Track 18
Learners listen again to check their answers for activity 3a.

Conversation 1
Man - What time is it?
Woman - It’s 12.45.
Man - Oh, no! It’s too late to catch a train! Could I sleep on
your sofa tonight?
Woman - Sure. No problem.

Language focus
Language focus We can use the following expressions to ask for permission:
Can I
Go over the explanations and examples with learners. Could I
+ base form of the verb
May I
Is it OK if I
Can I borrow your car?
Practice Could I sleep on your sofa tonight?

Is it OK if I watch the football?
4a We can use the following expressions when we give permission:
Go over the instructions and example to check Sure. No problem.

Yes, of course.
understanding.
In pairs, learners write the words in the correct order to We can use the following expressions when we refuse permission. We often give a reason.
No, sorry. (I want to watch the end of the film.)

ask for permission. Feedback as a class. * I’m sorry, but… (I need the car tomorrow.)
* This expression needs a reason.

4a answers
1) Can I open the window? Practice
2) Could I borrow your eraser? 4a Work with a partner. b Write numbers to match the requests from
Write the words in the correct order to ask for activity 4a with the responses below.
3) Is it OK if I smoke? permission.
4) May I use the toilet? 1 I / window / the / can / open

No, sorry. My friend’s using that chair.
5) Can I sit here? Can I open the window?

1 Sure. No problem. It’s hot in here.
2 I / eraser / could / your / borrow Yes, of course. It’s upstairs.
4b I’m sorry, but this is a no-smoking area.

In pairs, learners write numbers to match the requests 3 OK / is / smoke / if / it / I
Sure. Here you are.
from activity 4a with the responses.
4 I / toilet / the / use / may
4b answers
5 No, sorry. My friend’s using that chair. 5 here / sit / I / can
1 Sure. No problem. It’s hot in here.
4 Yes, of course. It’s upstairs.
3 I’m sorry, but this is a no-smoking area.
2 Sure. Here you are.
38 lesson 9
Sounding natural
Teaching tip – substitution drill
5a Teacher says a phrase or part phrase. Learners respond
Go over the instructions and model the IPA sounds.
by fitting the phrase into a longer item using the
Track 19 Learners listen and circle the sounds they appropriate structure.
hear in the underlined parts of the sentences. Teacher: “borrow your car”
5a answers Learner: “Is it OK if I borrow your car?”
In all sentences the sound is /keɪjɪfaɪ/ Teacher: “sit here”
Learner: “Is it OK if I sit here?”
Track 19 (page 150, Student book) 0:25 Etc.
1) Is it OK if I sit here?
2) Is it OK if I open the window?
3) Is it OK if I use the toilet?
Interact
Explain that learners are going to roleplay two situations.
Divide the class into A / B groups.
5b Direct groups A and B to look at the instructions further
down the page.
pronunciation. 6a
Have learners read the information for roleplay 1 and
Extension
think about what to say. Allow learners time to think
You may like to do a substitution drill at this point.
about what they are going to say. Monitor and assist as
necessary.

Sounding natural
5a Track 19 Listen. Circle the sounds you hear in the underlined part of each sentence below.
1 Is it OK if I sit here? .......................................... /keɪjɪfaɪ/ /keɪ ɪfaɪ/
2 Is it OK if I open the window? ........................... /keɪjɪfaɪ/ /keɪ ɪfaɪ/
3 Is it OK if I use the toilet? .................................. /keɪjɪfaɪ/ /keɪ ɪfaɪ/
Interact
6a You are going to do four roleplays asking for permission.
Work in two groups, A and B.
Group A: read 1 .
Group B: read 2 .
Roleplay 1
1 2
• Your partner and you are on a business trip • Your partner and you are on a business trip
together. together.
• You are sitting on the train with your partner, • You are sitting on the train.
reading a magazine. • You want to read your partner’s magazine.
• Listen to what your partner says and refuse • Ask politely.
permission.
(You are reading a story in the magazine.)
b Work with a partner from the other group and do the roleplay.
example - Excuse me, Bill.
- Yes, Josh?
- Is it OK if…
c Do the same with the other three roleplays.

Roleplay 2
1 2
• You have a house with a big garden. Your • Your partner is your neighbour.
partner is your neighbour. • You have a cat but you can’t find it.
• Your partner comes and knocks on your door. • You want to look in your partner’s garden for
• Answer your door. Listen to what your partner your cat.
says and refuse permission. • Go to your partner’s door and ask politely.
(You are leaving for work right now.).
lesson 9 39
6b
You may like to model this activity first with a more
confident learner.
In A / B pairs, learners do roleplay 1. Monitor. Make a
note of good use of language and any errors or mistakes.
Feedback briefly as a class. Who asked for permission?
What for? Did they get permission?
Highlight good use of language and elicit corrections for

any errors or mistakes.
6c
Follow the same procedure with the remaining roleplay.

10
UNIT 4
Telling tales
10Telling tales
Telling tales
UNIT 4
In this lesson - Tell a traditional story
Grammar - as, when and while with past simple and Introduction
1a Draw lines to match each character with a fairy tale.
past continuous
Examples:
They fell in love as they danced around the room.
I asked her about it when I saw her.
I read a book while I sat on the train.
She met her husband while they were both working in Aladdin
London. Cinderella
Momotaro
Pinocchio
Red Riding Hood
Introduction Snow White
1a
Go over the instructions and example to check
understanding. In pairs, learners draw lines to match the
characters with the traditional stories. Monitor and assist
as necessary.
Feedback as a class. b Which stories from activity 1a are well known in your country? Are the names the same?
2a Write the words in the correct order to make traditional fairy tale phrases.
1a answers 1 ago time a long a long time ago
Clockwise from the example: 2 lived after happily they ever
Aladdin, Momotaro (traditional Japanese folk tale), Snow 3 time upon once a
White, Red Riding Hood, Cinderella, Pinocchio b Which phrases from activity 2a come at the beginning of fairy tales?
Which phrase usually comes at the end?
1b 40 lesson 10
Take brief responses to this question from the class as a
whole.
2a Listening
understanding. In pairs, learners write the words in the 3a
correct order to make traditional fairy tale phrases. Direct attention to the pictures and elicit which story
they are from (Red Riding Hood). If learners have
Feedback as a class. difficulty with this, you may like to say that it is one of the
stories from activity 1a.
2a answers Use the pictures to elicit / teach key vocabulary needed
1) a long time ago for the activity: basket, forest, wolf, hunter, gun, scissors.
2) they lived happily ever after
understanding. In pairs, learners write letters to match
3) once upon a time the captions with the pictures from the story. Monitor
and assist as necessary.
2b
Deal with these questions briefly as a class. Feedback as a class.
2b answers 3a answers
Phrases 1 and 3 are used at the beginning of fairy tales. Clockwise, from example:
Phrase 2 often comes at the end. D, B, G, E, C, A, F, H

In this lesson: Tell a traditional story
Grammar: as, when and while with past simple and past continuous Once upon a time, there was a little girl called Red Riding
Hood. She lived with her mother in the forest.
Listening One day, her mother baked some cakes. When she finished
3a b Number the pictures for the story of Red Riding
Write letters to match the captions with
the pictures. Hood in the correct order.
the cakes, she put them in a basket and gave them to Red
A
Riding Hood. She asked Red Riding Hood to take them to her
The wolf was sleeping on the bed when
he came into the bedroom. He shot the grandmother, who lived all alone in the forest.
wolf with his gun.
While Red Riding Hood was walking through the forest, she
B The wolf put on the grandmother’s met a wolf. “Hello, my dear,” said the wolf, “Where are you
clothes and got into bed. He thought
Caption: D Caption: going?”
about Red Riding Hood as he was lying
in the bed. “Good morning, Mr Wolf,” said Red Riding Hood
C While Red Riding Hood was walking
(because she was a polite little girl), “I’m going to see my
through the forest, she met a wolf. grandmother. She lives all alone in the forest.”
“Oh, really?” said the wolf, “Well you run along and be a
D When the wolf got to the house, he ate
the grandmother!
Caption: Caption:
good little girl. Goodbye.”
E When Red Riding Hood arrived at her
1 “Goodbye,” said Little Red Riding Hood, and walked away.
grandmother’s house, the wolf was As soon as Red Riding Hood walked away, the wolf ran to
waiting in the bed. She didn’t recognise
the wolf.
the grandmother’s house. When the wolf got to the house,
he ate the grandmother! The wolf put on the grandmother’s
F When she nished the cakes, she put
them in a basket and gave them to Red
Caption: Caption:
clothes and got into bed. As he was lying in the bed, he
Riding Hood. thought about Red Riding Hood.
G When the wolf was dead, the hunter cut
When Red Riding Hood arrived at her grandmother’s
him open with a pair of scissors. Red house, the wolf was waiting in the bed. She didn’t recognise
Riding Hood got out of the wolf.
the wolf in her grandmother’s clothes, so she said, “Good
Caption: Caption:
H As the hunter passed the window, he evening, Grandmother. I’ve brought you something to eat.”
heard some strange noises. c Track 20 Listen to check your answers
to activity 3b. “Oh, good,” said the wolf, “I’m hungry. Come closer to my
bed, my dear”.
lesson 10 41
“But Grandmother,” said Little Red Riding Hood, “what big
eyes you’ve got!”
“All the better to see you with!” said the wolf.
3b
Go over the instructions and example to check “And what a big nose you’ve got!” said Red Riding Hood.
understanding. In pairs, learners number the pictures for “All the better to smell you with!” said the wolf.
the story of Red Riding Hood to put them in the correct “And what a big mouth you’ve got!”
order. Monitor and assist as necessary. “All the better to eat you with!” said the wolf. He grabbed
Little Red Riding Hood and ate her. Then he fell asleep.
Feedback as a class, but don’t give any definite answers at
this stage. Learners will listen to check in the next activity. A hunter with a gun was walking in the woods. As the
hunter passed the window, he heard some strange noises.
3c He went into the house to see what they were. The wolf was
Track 20 Learners listen to check their answers to sleeping on the bed when he came into the bedroom. He
shot the wolf with his gun.
activity 3b.
When the wolf was dead, the hunter cut him open with a
Feedback in pairs and then as a class. pair of scissors. Red Riding Hood got out of the wolf and
said, “Thank you very much!” because she was a polite little
3b+c answers girl. Grandmother came out next. They were both fine.
Clockwise, from top left: Everyone was delighted that the wolf was dead, and they all
3, 4, 8, 5, 2, 7, 1, 6 lived happily ever after.

Language focus
Language focus as, when and while are conjunctions. We can use them to talk about a background event that was in
progress at the same time that a main event happened.
We often use the past continuous for the background event.
Go over the examples and explanations with learners. main event background event
as
4 The hunter heard some strange noises when

while
he was passing the window.
In pairs, learners look again at the captions in activity 3 and

find examples of each use of as, when and while. Monitor We can also use as, when and while to connect two past simple statements.
and assist as necessary. as emphasises that the two events happened at the same time.
when can mean that the main event happened at the same time as, or just after, the background
event.
while is used only if the background event took some time to complete.
Feedback as a class. main event background event
Red Riding Hood talked to the wolf as she walked in the forest.
4 answers The hunter killed the wolf when he saw it.
(learners only need to find one example of each) He thought of Red Riding Hood while he waited.
As
If the conjunction comes first, we use a comma between the two parts of the sentence.
He thought about Red Riding Hood as he was lying in the background event main event
bed. As
As the hunter passed the window, he heard some strange When

While
the hunter was passing the window, he heard some strange noises.
noises.
When 4 Work with a partner. Look again at the captions in activity 3a and find examples of as, when and while.
When Red Riding Hood arrived at her grandmother’s house,
the wolf was waiting in the bed. Practice
The wolf was sleeping on the bed when he came into the Underline the conjunctions that are possible in each sentence below. Sometimes more than one is possible.
bedroom. a As / When / While she was walking in the forest, Snow White met some little men.
When she finished the cakes, she put them in a basket. b Cinderella was leaving the party as / when / while she lost her shoe.
When the wolf was dead, the hunter cut him open with a c A forest grew up around the castle as / when / while Sleeping Beauty was sleeping.
pair of scissors. d Snow White looked after the little men as / when / while she lived with them.
When the wolf got to the house, he ate the grandmother! e As / When / While Pinocchio told the lie, his nose started to grow.
While f As / When / While Snow White bit the apple, she fell asleep.
While Red Riding Hood was walking through the forest, she g Aladdin found the lamp as / when / while he was in the cave.
met a wolf. h The frog turned into a prince as / when / while she gave him a kiss.
42 lesson 10
Practice
5
Go over the instructions and example to check Sounding Natural.
understanding. Highlight the fact that more than one
option may be possible. 6a
In pairs, learners underline the conjunctions that
Track 21 Learners listen and underline the words
are possible in each sentence. Monitor and assist as
they hear.
necessary.
If asked, you may like to explain that a boule (rhymes with
pool) is a kind of bowling ball used in a French game.
5a-h answers Feedback in pairs and then as a class.

a) As / When / While she was walking in the forest, Snow
6a answers
White met some little men.
See CD script for Track 21.
b) Cinderella was leaving the party when she lost her shoe.
c) A forest grew up around the castle as / when / while
Sleeping Beauty was sleeping.
d) Snow White looked after the little men when* / while she
1) pull
lived with them.
2) pool
e) As / When / While Pinocchio told the lie, his nose started
3) fool
to grow.
4) full
f) As / When Snow White bit the apple, she fell asleep.
5) boule
g Aladdin found the lamp when / while he was in the cave.
6) bull
h) The frog turned into a prince as / when she gave him a
kiss.
6b
*when might also be possible in sentence d (in the context of As a class, learners take turns saying words from activity
reporting a fact, but not in the context of telling the story). 6a. Other learners say which column the word is from.

Monitor. Note good use of vocabulary and language
Sounding natural
6a Track 21 Listen and underline the words you hear.
and/or errors and mistakes.
column A /ʊ/ column B /uː/
1 pull pool Highlight good use of language and elicit corrections of
2 pull pool any problems you noted.
3 full fool
4 full fool
5 bull boule
6 bull boule
b Say words from activity 6a. Can people tell you which column the word is from?
c Track 22 Listen and repeat the tongue twisters.
1 The wolf pulled full wool boules.

2 A fool bull fills full pools.
Interact
Think of a fairy tale that you both know.
Write the beginning of the story.
Try to use as, when and while.
Once upon a time there was a beautiful young girl. She had three ugly sisters.
One day, as she was cleaning the house, she heard some news…
b Read what you wrote to the class, but don’t say the name of the story.
Can people guess which fairy tale it is?
lesson 10 43
6c
Track 22 Learners listen and repeat the tongue
twisters.
Keep this light-hearted.

1) The wolf pulled full wool boules.
2) A fool bull fills full pools.
Interact
7a
understanding. Highlight that learners should try to use
as, when and while. Set a time limit of 5-6 minutes.
In pairs, learners think of a fairy tale that they both know
and write the beginning of the story. Monitor and assist
as necessary.
7b
Highlight that learners should not mention the name of
their story when they speak.
Learners read what they wrote to the class.
Other learners say what their story is.

11
UNIT 4
It was three years ago...
11It was three years ago...

It was three years ago...
UNIT 4
In this lesson - Talk about the first and last times you did
things
Core activities - 2-3, 5-6
Grammar - Past time expressions: ago, last, when, the
first time, the last time
Examples:
The first time I slept in a tent was when I was eight.
The first time I went to Italy was last year.
The last time I saw her was three days ago.
Introduction
1a Match the verbs with the words on the right to make phrases.
1 drive drove on holiday
Introduction 2 give on a boat
3 go 1 a car
1a 4 ride someone a kiss
5 sail a bicycle
Go over the instructions and an example with learners to
6 sleep red wine
7 drink Indian food
In pairs, learners match the verbs on the left with the 8 eat in a tent
words on the right. Monitor and assist as necessary.
Feedback as a class. Teach and board any unfamiliar b Complete the table in activity 1a with the past simple form of the verbs.
items.
1a answers
See 1b answers.
1b
In pairs, learners write the past simple form of the verbs
above in the column in the middle.
Feedback as a class. 44 lesson 11
1b answers
drive drove a car
give gave someone a kiss 2a answers
go went on holiday Clockwise from top left: a, c, b
ride rode a bicycle
sail sailed on a boat
sleep slept in a tent Track 23 (page 150, Student book) 1:07
drink drank red wine a)
eat ate Indian food Colin - Is this you?
Sue - Oh yes, it’s me! It was a long time ago! I drove that
car around Europe when I was 18. That was the first time I
Listening visited Italy.
b)
2a Sue - This is John and me in Egypt last year. We saw the
Direct attention to the holiday pictures on the page.
pyramids and went down the River Nile on a boat. It was the
Explain that they are all of the same woman, Sue. Explain
first time I rode a camel.
that learners will listen to Sue talk about the pictures
with her friend, Colin. Go over instructions and check Colin - It looks dangerous!
understanding. Sue - No! It was fun!
c)
Track 23 Play CD. Learners listen and letter the
Colin - This is a good one.
pictures in the order they are talked about.
Sue - Yes. This is my brother, Mark, and me. That was 30
Feedback in pairs and then as a class. years ago. Our parents took us on a camping holiday. It was
the first time I slept in a tent.
Colin - How old were you?
Sue - I was six and Mark was seven.

In this lesson: Talk about the first and last times you did things
Grammar: Past time expressions: ago, last, when, the first time, the last time
Listening
2a Track 23 Listen to Colin and Sue talk about Sue’s holiday photos.
Letter the photos in the order they talk about them.
rode a camel
visited Italy
slept in a tent
b Track 23 Listen again.

Complete the sentences about Sue with the words from the box, above.
1 The first time she was 30 years ago.
2 The first time she was last year.
3 The first time she was when she was 18.
c Do you think she enjoyed her holidays?
lesson 11 45
2b
Track 23 Learners listen again and complete the
sentences with the words from the box.
2b answer
1) The first time she slept in a tent was 30 years ago.
2) The first time she rode a camel was last year.
3) The first time she visited Italy was when she was 18.
2c
As a rounding off activity, ask learners if they think Sue
enjoyed her holidays? Why?

Language focus
Language focus ago means ‘before now’. We use the first Interact about when we
We use it with a period of time. did something new.
Go over the explanations and examples with learners. eight years ago = eight years before now
one week ago = one week before now
The first time I slept in a tent was when I
was eight.
Draw attention to the example of this language in The first time I went to Italy was last year.
activity 2b. last means ‘the most recent’.

We use it with a point in time. We use the last Interact about the most
recent time we did something.
last week
last year The last time I saw her was three days ago
Practice
The last time I ate curry was last night.
We can use when with a clause to talk about
the time something happened. Question Answer
3a when I was at high school

when we were six
When was the first
/ last time you slept
(It was) last summer.
(It was) a year ago.
Draw attention to the story and the picture of the boy in a tent? (It was) when I
with the broken arm. Elicit some ideas about what the was twenty.
I’ve never slept in
story may be about. a tent.
In pairs, learners read the story and put the verbs in

brackets into the past simple. Make sure that learners Practice
3a Read the story and put the verbs in brackets into the past simple.
understand that they should ignore the white gaps and
the words in the box at this stage. Monitor and assist as
necessary. The rst time I went to hospital was .
Feedback as a group. Were learners’ predictions about I (fall off) my bicycle when
the story correct? and (break) my arm. It really (hurt).
My mother (take) me to the doctor and
3a answers he (put) my arm in a sling. I couldn’t get dressed or
See CD script for Track 24. do homework for three months. It (be) great! I broke my
arm again last .I (fall off) my bicycle!
3b
Direct attention to the words in the box. In pairs, learners
put the words from the box into the white spaces to b Write the words from the box in the remaining spaces to complete the story.
complete the story. twenty years ago I was ten week
3b answers c Track 24 Listen and check your answers.

46 lesson 11
3c
Track 24 Feedback. Learners listen to check their
answers. 4b
Track 25 Play CD again, pausing between each
sentence for learners to repeat. Remodel and drill as
necessary.
The first time I went to hospital was twenty years ago. I fell off my
bicycle when I was ten and broke my arm. It really hurt. My mother
took me to the doctor and he put my arm in a sling. I couldn’t get
dressed or do homework for three months. It was great! I broke my Interact
arm again last week. I fell of my bicycle!
5a
Read through the questions and check understanding.
You may like to make notes of your own answers to the
Sounding natural questions as a model, and to illustrate how to make notes
in English.
4a Allow learners time to think and make a note of their own
Draw attention to the underlined words the underlined
answers. Monitor and assist as necessary.
words in the sentences.
Track 25 Learners listen for how we pronounce ‘was’ 5b
in connected speech. Learners write four more questions about first and last
times and add them to the list of questions in activity 5a.
4a answers You may like to first elicit some possible questions from
We generally use the weak form: /wәz/ the class as a whole.
Allow learners time to think and write. Monitor and assist
as necessary.
1) It was last summer.
2) It was a year ago.
3) It was when I was twenty.

Sounding natural
4a Track 25 Listen to the sentences. How do we pronounce the underlined words?
1 It was last summer.

2 It was a year ago.
3 It was when I was twenty.
Interact
5a Read the questions below. Make a note of your answers.
1. When was the first time you went on a date?
2. When was the last time you played sports?
3. When was the last time you ate an ice cream?
4. When was the first time you drank beer?
5.
6.
7.
8.
b Write four more questions about first times and last times.
Add them to the list of questions in activity 5a.
6a Work with a partner. Ask and answer the questions in activity 5.

Ask more questions for extra information. Make a note of your partner’s answers.
example - When was the last time you ate ice cream?
- It was last summer, when I was on holiday.
- What flavour was it?

example The last time Eri ate ice cream was…
lesson 11 47
6a
In pairs, learners ask and answer the questions on their
lists. Highlight the example and encourage learners to
ask for and give additional information when speaking.
in this activity.
6b

Elicit correction of errors/mistakes.

12
UNIT 4
A good read
12A good read

A good read
UNIT 4
In this lesson - Discuss books and magazines
Discuss the following questions.
1 Do you like reading? Why?

2 What was the last thing you read?
Warmer b Tell the class about your partner.
example Mari loves reading.

Ask learners to think about a place you all know well The last thing she read was...
(e.g. the reception area of the school). In turns, learners 2 Match the contents on the left with the kinds of magazine on the right.
describe what is in the place using “There’s a…” / “There a advice about make-up and hairstyles Computing
are some…” sentences. b a story about an actor’s wedding Cooking and food
For example: c pictures of stars and planets Current affairs and news
Learner 1: There’s a receptionist. d an album review Entertainment and TV
Learner 2: There are some coats. Etc. e pictures of furniture Fashion and beauty
f an interview with a footballer Home and garden
Introduction g a recipe Music

h news about software Science and technology
1a i an interview with the Prime Minister Sports
Go over the questions in activity 1a and check learners 3a Work with a partner.
understand the questions. Make a list of five popular magazines in your country.
What kinds of magazines are they?
Give your own answers to the questions as a model – give
fairly full answers, with additional detail, to encourage
learners to do the same. For example, ‘I read a newspaper
on the train this morning.’
In pairs, learners discuss the questions.
1b
b Share your lists with the class.
Are there any kinds of magazines that are not in activity 2?
2
Go over instructions and example with learners and 48 lesson 12
In pairs, learners match the contents on the left with the
kinds of magazine on the right.
3b
Feedback as a class. Write learners’ suggestions on the
whiteboard. Elicit what kinds of magazines they are
2 answers and provide any additional vocabulary as needed (for
(h) Computing example: ‘Lifestyle magazine’, etc.) Ask if there are any
(g) Cooking and food kinds of magazines that are not in activity 2.
(i) Current affairs and news
(b) Entertainment and TV
(a) Fashion and beauty Interact 1
(e) Home and garden 4a
(d) Music
Read through the questions and check understanding.
(c) Science and technology
(f) Sports
question as a model, and to illustrate how to make notes
3a in English.
Model the activity by giving the names of five magazines Allow learners time to think and note their answers.
from your own country, and the kind of magazines they Monitor and assist as necessary.
are. 4b
In pairs, learners make lists of five popular magazines in Learners write three more questions about magazines
their country. and add them to the list of questions in activity 4a. You
may like to first elicit some possible questions from the
class as a whole.
Allow learners time to think and write. Monitor and assist
as necessary.

In this lesson: Discuss books and magazines
Interact 1
4a Read the questions about magazines below. Make a note of your answers.
1. What kind of magazines do you like? Why?
2. Do you sometimes read magazines online?
3. Do you keep old magazines, or do you throw them away after you read them?
4. Do you buy magazines, or do you read magazines that other people buy?
5.
6.
7.
b Write three more questions about magazines.

Add them to the list of questions above.
5a Work with a partner. Ask and answer the questions in activity 4.

Make a note of your partner’s answers.
lesson 12 49
5a
lists. Monitor, but stay in the background as much as
possible during this activity.
5b


Vocabulary
6a-g Vocabulary
In pairs, learners complete the sentences with the words 6 Complete the sentences below with words from the box.
from the box. Go over an example to make sure learners biography cookery book guidebook textbook
understand what to do. comic dictionary novel

a I look in a when I don’t know what a word means.
Feedback as a class. Teach, drill and board any unfamiliar b It’s good to take a when you go on holiday.
items. c A is a book that tells a story about things and people that aren’t real.
d If you want to learn how to cook something, look in a .

6a-g answers
e A book that tells the story of a real person’s life is called a .
a) I look in a dictionary when I don’t know what a word
f If you want to study something, you need a .
means.
g A tells a story with pictures.
b) It’s good to take a guidebook when you go on holiday.
c) A novel is a book that tells a story about things and
7a Work with a partner. Discuss the questions below.
people that aren’t real.
1 Which books in activity 6 do you have?
d) If you want to learn how to cook something, look in a 2 Which books in activity 6 do you like reading?
cookery book. b Tell the class about your partner.
e) A book that tells the story of a real person’s life is called a example Ken likes reading comics and novels.
biography.
f) If you want to study something, you need a textbook.
g) A comic tells a story with pictures.
7a
In pairs, learners discuss the questions.
7b
Interact 2
50 lesson 12
8a
In pairs, learners read the list of places you can read 9a
books and add three more of their own ideas to the list. Learners change partners and share their ideas. The
Allow learners time to think, decide and write. new pairs decide on the three best places to read books.
8b
In the same pairs, learners rank the places from 1-8 (1 = 9b
a very good place to read books). Monitor and assist as Learners discuss their ideas as a class. Make notes on
necessary. good use of vocabulary and language and errors and
mistakes.
Teaching tip – Ranking activities Highlight good use of language and elicit correction of
Ranking activities encourage learners to use language errors and mistakes.
interactively. They have to compare, explain or defend
their choices. Asking learners to add items to the list
of things to be ranked makes the second stage of the
activity (where learners change partners, discuss choices
and make a new decision) fresh, since learners will not
know what their new partners may have chosen to add
to the original list.
Set a time limit on the first stage of the activity (the initial
ranking) because learners often vary in the time they take
to decide. This will also force them to keep their notes
brief and encourage them to ‘speak’ rather than just read
straight from their notes in the second stage.

Interact 2
8a Work with a partner. Look at the list of different places you can read books.
Add three more of your own ideas.
in a bookshop ..........
in a meeting at work ..
on an aeroplane .......
in a cinema ..............
in the bath ...............
b Rank the places on your list from 1-8 (1 = a very good place to read books).
9a Change partners.
Share your ideas from activity 8.
Choose the three best places to read books.
b Share your ideas with the class.
lesson 12 51

13
UNIT 5
Scary
13Scary
Scary
UNIT 5
In this lesson - Discuss unusual experiences
Grammar - Present perfect simple for life experiences, Introduction
1 Match the words in the blue box a see a ghost b go to a fortune teller c see a UFO
Past simple for follow-up questions with the pictures. d have a scary dream e get lost in a forest
Examples:
Have you (ever) met someone famous?
Where did you meet him?
Warmer a
• Write ghost and UFO on the whiteboard.

• Ask learners if they believe in ghosts or UFOs.
• Do they know anybody who has seen a ghost or a UFO?
• Give everybody a chance to respond.
Introduction
1 2 Work with a partner.
Learners match the words in the box with the pictures. Think of two more scary experiences.
Make notes. Tell the class.
1 answers example I saw a strange light

Clockwise from top left: d, a, e, c, b in a forest.
2
Elicit/check if learners know what ‘scary’ means. Learners
work in pairs and think of two more scary experiences
52 lesson 13
they had or heard about. Explain to them that they
should make brief notes then tell the class.
Don’t worry if learners make mistakes with the present Caller 1
perfect at this stage. This will be covered in more detail in
DJ - Hello and welcome to the show. Today we’re talking
the Language focus.
about scary experiences. Let’s take our first caller. Hello, Jenny
from London. Have you ever seen or heard anything scary?
Listening Jenny - Hello. Yes, I have. I think I saw a ghost.
DJ - Really? What happened?
3 Jenny - Well, I was lying in bed one night, just watching TV,
Tell learners they’re going to listen to a radio programme when I heard some strange noises.
about scary experiences. DJ - Yes...
Track 26 Track 27 Learners listen for which Jenny - So I got out of bed and walked to the bathroom.
experiences from activity 1 the callers mention and write I saw a young girl with long, black hair looking out of the
them in the spaces. mirror. It was a ghost!
3 answers
caller 1 (Jenny) a
caller 2 (Jonathan) e Caller 2
DJ - OK, now let’s take our second caller. Hello, Jonathan
from Manchester. Have you ever seen a ghost?
Jonathan - No, I haven’t.
DJ - So, what scary experience have you had?
Jonathan - Well, it wasn’t me, it was my sister. Last year she
got lost in a forest!

In this lesson: Discuss unusual experiences
Grammar: Present perfect simple for life experiences
Past simple for follow-up questions
Listening
3 Track 26 Track 27 Listen to a radio programme about scary experiences.
Which experiences from activity 1 do they mention? Write your answers below.
caller 1 (Jenny)
caller 2 (Jonathan)
4 Track 26 Listen to caller 1 again. Answer the questions.
a When did Jenny have her strange experience:

In the morning / In the afternoon / At night?
b Where did she have the experience?

In the bedroom / In the bathroom?
5 Track 27 Listen to caller 2 again. Answer the questions.
a Who had the experience that Jonathan talks about?
b In what country did the person have the experience?
Language focus
6 Study the questions the DJ asks in call 1. When we ask or talk about experiences in
someone’s whole life, we can use the present
Question 1 Have you ever seen or heard
anything scary? perfect simple.
Question 2 Really? What happened? Have you (ever) seen a ghost?

Have you (ever) been to Hong Kong?
Answer the questions below.
Have + you (ever) + past participle form
a In which question does the DJ ask
of the verb
Jenny about experiences in her life?
Short answers: Yes, I have. / No, I haven’t.
b In which question does he ask for
more information? When we ask for or give more detail, we can
c What tense is the first question in? use the past simple.
d What tense is the second question in? Where did you see it?
When did you go?
lesson 13 53
DJ - That doesn’t sound very scary to me.

Jonathan - No, really. It was in Japan. She got lost in a forest
in Japan. She was on a camping trip near Mount Fuji. She
could hear animals all around her. She was really frightened.
DJ - Did she have a phone?
Jonathan - No, she forgot it.
4a+b
Track 26 Tell learners to listen again to caller 1, and
answer the questions.
4a+b answers
a) at night
b) in the bathroom
5a+b
Track 27 Learners do the same for caller 2.
5a+b answers
a) his sister
b) in Japan

Practice
Practice 7 Write the past simple and past participle forms of the verbs in the table.
base form past simple past participle

7 see saw seen
Learners write the past simple and past participle form of speak
the verbs in the table. Read example and check learners go gone / been*
understand the activity. have
hear
7 answers get
base form past simple past participle win

* to go
see saw seen run
When we talk about life
speak spoke spoken buy experiences, we use been.
- Have you ever been to
go went gone/been cook
France?
- Yes, I have.
have had had try
To explain that someone is not
eat
hear heard heard here now, we can use gone.
drink - Where’s Bob?
get got got - He’s gone to France.
read
win won won
run ran run
buy bought bought
cook cooked cooked 8 Use the prompts to write ‘Have you...’ questions.
try tried tried a (go / abroad) Have you ever been abroad?
eat ate eaten

b (see / a ghost)
drink drank drunk
read read read c (eat / Mexican food)
Learners check answers in pairs. d (read / a Shakespeare play)
Feedback as a class. e (lose / something valuable)
8a-f f (try / a dangerous sport)
Learners write ‘Have you...’ questions using the prompts.

Listen and check your answers.
Read example and check learners understand the activity.
Track 28
8a-f answers 54 lesson 13
a) Have you ever been abroad?

b) Have you ever seen a ghost?
c) Have you ever eaten Mexican food?
d) Have you ever read a Shakespeare play?
Sounding natural
e) Have you ever lost something valuable? 9a-f
f) Have you ever tried a dangerous sport? Track 28 Learners listen again to the questions in
activity 8. Tell them to mark the stressed words. Read the
9a-f answers
e) Have you ever lost something valuable?
e) Have you ever lost something valuable?
f) Have you ever tried a dangerous sport?
f) Have you ever tried a dangerous sport?
Extension 10
Learners work in pairs to ask and answer the questions Learners practise saying the sentences.
from activity 8, then tell the class about their partners.
Interact
11a
Learners think of a strange experience that they’ve had,
or that they’ve heard about.
Give learners a few minutes to think and make notes.
Monitor and assist where necessary.

Sounding natural
9 Track 28 Listen again to the questions in activity 8. Mark ( ) the stressed words.
Have you ever been abroad?
10 Practise saying the sentences.
Interact
11 a Think of a strange experience that you have had, or that you have heard about.
Make notes.
What happened?
Where were you/they?
Who were you/they with?
How did you/they feel?
b Work with a partner.

Share your experiences.
Ask follow-up questions. Make notes.
example - Have you ever had a strange experience?

- No, but I’ve heard of one...
c Tell the class about your partner’s experience.
lesson 13 55
Teaching tip – taking notes

encourage them to ‘speak’, rather than just read straight
from their notes.
11b
Learners work in pairs and share their experiences.
Encourage learners to ask follow-up questions. Read
11c
Learners tell the class about their partner’s experience.
Monitor the learners’ use of vocabulary and language.
Note good use of vocabulary and language, and errors
and mistakes.


14
UNIT 5
Lucky!
14Lucky!
Lucky!
UNIT 5
In this lesson - Talk about superstitions from your
country
Core activities - 3-8, 10-11 Introduction
1 Work with a partner. Discuss these questions:
Grammar - Using the -ing form of the verb as a noun,
a Do you think some people are luckier than other people?
First conditional b Do you know anyone who is lucky or unlucky?
Examples: c Are you superstitious (do you believe some things can give you good or bad luck)?
Skiing is fun. 2 Tell the class about your partner.
I like shopping.
If I see John, I’ll tell him to call you. )
Introduction
a
1a-c
In pairs, learners discuss questions a-c.
2 3 Match the superstitions in the blue box with the pictures.

a breaking a mirror d Friday the 13th
3 b crossing fingers
c opening an umbrella indoors
e seeing a black cat
f hanging a horseshoe
Learners match the superstitions in the box with the
pictures.
3 answers a Do you think the superstitions in the pictures above are lucky or unlucky?
b Do you have any other superstitions in your country?
Left to right: b, e, a, f, c, d
4a+b
In pairs, learners answer the questions. 56 lesson 14

Person 1 - In Britain, some people think that breaking a
Listening
mirror is bad luck. I don’t know if it’s true, but they say if you
5a-c break a mirror, you’ll have seven years’ bad luck.
Person 2 - My mother thinks that hanging a horseshoe on
Track 29 Explain to learners they’re going to listen
to three people talk about superstitions. Ask them the wall of a house is good luck. But be careful! If you hang
to listen for which superstitions from activity 3 are the horseshoe the wrong way, you’ll have bad luck.
mentioned. Tell them to write them in the spaces. Person 3 - Some people think that crossing your fingers
brings good luck. I always do it when I wish for something
5a-c answers
good to happen.
a) breaking a mirror
b) hanging a horseshoe 6a-e
c) crossing your fingers Track 29 Learners listen again and complete the
sentences with the words they hear. Read example and
check learners understand the activity. Play the recording
again if necessary.

In this lesson: Talk about superstitions from your country
Grammar: Using the -ing form of the verb as a noun
First conditional
Listening
5 Track 29 Listen to three people talking about superstitions.
Which superstitions from activity 3 do they mention?
a Person 1
b Person 2
c Person 3
6 Track 29 Listen again and complete the missing words.
Person 1
a In Britain, some people think that breaking a mirror is bad luck.
b If you , you seven years’ bad luck.
Person 2
c My mother thinks that on the wall of a house is good luck.
d If you the the wrong way, you bad luck.
Person 3
e Some people think that brings good luck.
lesson 14 57
6a-e answers
a) In Britain, some people think that breaking a mirror is
bad luck.
b) If you break a mirror, you’ll have seven years’ bad luck.
c) My mother thinks that hanging a horseshoe on the wall
of a house is good luck.
d) If you hang the horseshoe the wrong way, you’ll have bad
luck.
e) Some people think that crossing your fingers brings good
luck.

Language focus
Language focus a One of the uses of the -ing form of the verb is as a kind of noun.
I like telling ghost stories.
a Opening doors for people is polite.
Go over the explanations and example sentences with Seeing a black cat is unlucky.
learners. This form is sometimes called the ‘gerund’.

Ask learners to find more examples in activity 6.
b We use the first conditional to talk about possible events in the future.
Answer If + present simple, will + base form of the verb
Sentences: a, c, e
If you break a mirror, you’ll have seven years’ bad luck.
If you find a four-leaf clover, you’ll be lucky.
b
Go over the explanation for the first conditional with
learners.
Focus learners’ attention on how it’s formed. Practice
7 Complete the sentences below by writing the -ing form of the verbs in the green box.
Read the example sentences and ask them to find more
examples in activity 6. make stand drive ignore receive
Answer a Driving for a long time without a rest is dangerous.
Sentences: b, d b in the rain can give you a cold.
c a red stop sign is dangerous.
d presents is nice, but giving presents is nicer.
Practice
e mistakes in English helps you learn.
7a-e 8a Match the parts of sentences in the left column with the parts of sentences in the right column.
Learners complete the sentences with the –ing forms of If you eat an apple a day, tomorrow’s weather will be good.
the verbs in the box.
If you find a four-leaf clover, you won’t need to see a doctor.
7a-e answers If you see a red sky at night, you’ll have good luck.
a) driving b) standing c) ignoring d) receiving e) making If you see a red sky in the morning, there’ll be bad weather later.
Learners check answers in pairs. b Track 30 Listen and check your answers.
58 lesson 14
8a
Ask learners to match the parts of the sentences in the
left column with the parts of sentences in the right
Sounding natural
column.
9a
8a answers Track 30 Learners listen to the sentences from
See CD script for Track 30. activity 8 and mark the stressed words.
Play the CD, pausing after each sentence for learners to
8b mark stressed words.
9a answers
Track 30 (page 151, Student book) 0:30 If you eat an apple a day, you won’t need to see a doctor.
If you find a four-leaf clover, you’ll have good luck.
If you eat an apple a day, you won’t need to see a doctor.
If you see a red sky at night, tomorrow’s weather will be
If you find a four-leaf clover, you’ll have good luck. good.
If you see a red sky at night, tomorrow’s weather will be If you see a red sky in the morning, there’ll be bad weather
good. later.
If you see a red sky in the morning, there’ll be bad weather
later. 9b
Learners practise saying the sentences.

Sounding natural
9a Track 30 Listen again to the sentences from activity 8 and mark ( ) the stressed words.
If you eat an apple a day, tomorrow’s weather will be good.
If you find a four-leaf clover, you won’t need to see a doctor.
b Practise saying the sentences.
Interact
10 You are going to talk about a superstition that you know about.
Complete the information below.
What is the superstition about (an animal / a thing / an action)?
Is the superstition about something lucky or unlucky?
Do many people know about it?
Do you believe it?
11 Work with a partner. Discuss the superstitions you made notes about.
example - Do you know the superstition about walking under ladders?
- No, what’s that?
12 a Tell the class about your partner’s superstition.
b Did anyone talk about the same superstition?
lesson 14 59
Interact
10
Explain to the learners that they’re going to talk about a
superstition that they know about. Ask them to complete
the information in the box. Write an example on the
whiteboard and check learners understand the activity.

11
In pairs, learners discuss their superstitions and make
notes.
12a
Ask learners to tell the class about their partners. Monitor
the learners’ use of vocabulary and language. Note good
use of vocabulary and language, and errors and mistakes.

12b
As a class, discuss whether anyone talked about the same
superstition.

15
UNIT 5
Celebration
15Celebration
Celebration
UNIT 5
In this lesson - Talk about festivals
Function - Making general statements less definite Introduction
1 Work with a partner. Write the festivals on the calendar.
01 January 02 February 03 March
Warmer
• Write ‘fancy dress party’ on the whiteboard. 04 April 05 May 06 June
• Ask learners if they’ve ever been to one.
• What did they dress up as?
• If not, would they like to attend one? Why or why not?
07 July 08 August 09 September
• Learners work in pairs and discuss the following
question:
If the class had a fancy dress party tonight, what would
you dress up as? 10 October 11 November 12 December
• Give learners a few minutes to think and make notes. Christmas Day
Give everybody a chance to respond.
Christmas Day Valentine’s Day
Bonfire Night (UK) Halloween
American Independence Day April Fools’ Day
Introduction New Year’s Day
1 2 Write two more festivals from your own country on the calendar.
Learners work in pairs to write the festivals on the
calendar. Feedback as a class.
1 answers
Christmas Day – December 60 lesson 15
Bonfire Night (UK) – November

American Independence Day – July
New Year’s Day – January
Valentine’s Day – February Reading
Halloween – October
April Fools’ Day – April 3
Read the words above the article. Ask them if they know
2 what they refer to. Then learners read the article to see if
As a class, add two more festivals from learners’ own they were correct.
country.
Teaching tip – scanning
Examples (Japanese festivals) We often scan in everyday life when looking for specific
Seijin Shiki: Coming of Age Day (second Monday of January) information, e.g. when looking at the TV pages for the
Hinamatsuri: Doll Festival (March 3) time a programme starts. Scanning skills are also useful
Hanami: Flower Viewing (late March to early April)
when taking tests. Asking learners to scan for keywords
Tanabata: Star Festival (July 7)
Shichi-Go-San: Festival day for children aged three, five and develops this skill, and also helps them gain confidence
seven (November 15) for more detailed reading tasks.
Omisoka: New Year’s Eve (December 31)
Learners match the words with the pictures in the article.
3 answers
Clockwise from example: a, c, b

In this lesson: Talk about festivals
Function: Making general statements less definite
Reading
3 Read this magazine article about Halloween. Match these words with the pictures below:
a Jack-o-lantern b Bobbing for apples c Trick-or-treating
Halloween is celebrated on 31st of October.

It’s unusual for British or Australian children to
go to Halloween parties, but in North America
everyone tends to celebrate Halloween.
Activities such as trick-or-treating, attending
Halloween parties, and playing games like
‘bobbing for apples’ are normally very popular.
Trick-or-treating is when children dress as
monsters and knock on strangers’ doors. The
children offer them a choice between giving
them a treat (candy or a small amount of money)
or playing a trick on the house owner.
People at Halloween parties also tend to dress Games like ‘bobbing for apples’ are normally
up in costumes. People generally dress up as very popular. Guests have to catch apples
ghosts, vampires or monsters, but you can also oating in a tub of water with their mouth.
see other costumes. They can’t use their hands!
It’s usual for people to make Jack-o-lanterns.
They cut a monster’s face in a pumpkin and put
a candle in it. They normally put it in front of
their houses or in the window.
4 Answer the questions below.

a Do British and Australian children go to Halloween parties?
b What activities do people do for Halloween?
c Where do people put Jack-o-lanterns?
lesson 15 61
4a-c
Give learners a few minutes to think about and answer
the questions in the activity.
4a-c answers
a) It’s unusual for British or Australian children to go to
Halloween parties.
b) Trick or treating, dressing as monsters and knocking
on strangers’ doors, bobbing for apples, making Jack-o-
lanterns.
c) They normally put them in front of their houses or in the
window.

Language focus
Language focus When we want to make general statements less definite, we can use words like:
tend to, normally, generally and usual/unusual for:
Write the following on the whiteboard: tend to + base form of the verb
Girls talk more than boys.
In North America everyone tends to celebrate Halloween.
Girls tend to talk more than boys.
Ask learners if the sentences are the same or different. normally/generally + present simple
Elicit how they are different. normally and generally come after ‘be’ and before other verbs.
Go over the explanations and example sentences Games like ‘bobbing for apples’ are normally very popular.
with learners. Highlight the position of ’normally’ and People generally dress up as ghosts, vampires or monsters.
‘generally’ in the sentences.

it’s usual / it’s unusual for + noun+ to + base form of the verb
It’s usual for people to make Jack-o-lanterns.
Practice
It’s unusual for British or Australian children to go to Halloween parties.
5a-d Practice
5 Use the prompts in the brackets to make the statements below less definite.
Learners use the prompts in the brackets to make the
a British people drink a lot of tea. (tend to)
statements less definite. Read example and check
British people tend to drink a lot of tea.
learners understand the activity.
Feedback in pairs and then as a class. b Europeans are taller than Asians. (generally)
5a-d answers c Americans go home to their families at Thanksgiving. (normally)

a) British people tend to drink a lot of tea.
b) Europeans are generally taller than Asians. d In Britain, men give gifts to women on Valentine’s Day. (usual for)
c) Americans normally go home to their families at
Thanksgiving.
d) In Britain, it’s usual for men to give gifts to women on
Valentine’s Day.
Extension
Ask learners to work in pairs to make some generalisations
about people in their country. 62 lesson 15

Feedback as a class. Give everybody a chance to respond.
Monitor the learners’ use of vocabulary and language. 7
Note good use of vocabulary and language, and errors and
mistakes.
Highlight good use of language and elicit corrections of any pronunciation. Pause CD after each sentence.
problems you noted. Model and drill again, if necessary.
Sounding natural Interact

6a-c 8a
Explain to learners that they’re going to talk about a
Track 31 Learners listen for what happens to the ‘d’
festival from their country. Tell them to think and make
in tend in the sentences, when we speak naturally.
notes about the topics in bold. Write an example on the
whiteboard and check learners understand the activity.
a) He tends to be sleepy in the morning. 8b
b) In Tokyo, it tends to be very hot in the summer. Learners work in pairs to talk about the festivals they
c) Mexican people tend to eat spicy food. chose.
Monitor. Note good use of vocabulary and language,
and errors and mistakes.
6a-c answer
It isn’t pronounced (in connected speech). 8c
Learners tell the class about their partner.


Sounding natural
6 Track 31 What happens to the letters in bold when we speak naturally?
a He tends to be sleepy in the morning.
b In Tokyo it tends to be very hot in the summer.
c Mexican people tend to eat spicy food.
Interact
8a Choose a festival from your country. How do you or your family celebrate it?
Think about the following and make notes:
• The festival • What you do • Food
b Work with a partner. Ask and answer questions about the festival you chose and how you celebrate it.
lesson 15 63

16
UNIT 6
Are you a morning person?
16Are you a morning person?

Are you a morning person?
UNIT 6
In this lesson - Discuss the seasons and what you like
doing in them
Core activities - 3-6, 9 Introduction
1 Work with a partner. Discuss the questions below.
Grammar - Talking about preferences using the –ing
form and base form of the verb
Examples:
General preferences
I prefer / like getting up early.
Do you prefer / like cats or dogs?
Preferences in a particular situation

Would you prefer to walk or ride?
Would you prefer a sandwich or a hamburger?
Warmer
• Learners work in pairs and discuss the following
A B
questions:
What time do you wake up on weekends? a. How do you usually feel in the morning – like the person in picture A, or the person in picture B?
What time do you wake up on weekdays? b. What’s your favourite time of day? Why?
How long before work/school do you wake up?

Who wakes up the earliest?
Who wakes up the latest?
Who has the most time before work/school?
64 lesson 16
Introduction
4
Write ‘morning person’ on the whiteboard. Elicit/check Learners tell the class their results. Take a quick survey of
meaning from learners. Ask learners to look at the the class to see how many people are ‘morning people’,
pictures on page 64. Which person do they think is a and how many are ‘night people’. Write the results on the
‘morning person’? whiteboard.
Ask learners if they agree with the results.
1a+b Make sure learners understand that the quiz is just for
Learners work in pairs and discuss questions a and b. fun, and shouldn’t be taken too seriously.
2 Extension
Learners tell the class about their partners. Class discussion:
Ask learners if they like doing these sorts of quizzes – where
can you find them? (Newspapers? Magazines (what sort)?
Reading Online?) What kind of topics are these quizzes often about?
Can learners remember the last quiz like this that they did?
3 What was the topic? What was the result?
In pairs, learners ask and answer the questions in the
questionnaire to find out if they’re a ‘morning person’ or a
‘night person’.

In this lesson: Discuss the seasons and what you like doing in them
Grammar: Talking about preferences using the –ing form and base form of the verb
Reading
Ask and answer the questions in the questionnaire to find out if you are a morning person or a night person.
Are you a morning person or a night person?

Complete the questionnaire to find out!
Part A Part B
1. Do you prefer eating a large breakfast or a 6. You have a lot of extra work to do
large dinner? tomorrow. Would you prefer to start work
a) a large breakfast b) a large dinner early or nish work late?
2. Do you prefer driving half an hour after a) start work early b) finish work late
waking up or half an hour before going 7. Would you prefer to take a test at
to bed? 10 a.m. or 3 p.m?
a) half an hour after waking up a) 10 a.m. b) 3 p.m.
b) half an hour before going to bed 8. Would you prefer a morning date or
3. Do you prefer watching the sunrise or an evening date with your boyfriend /
the sunset? girlfriend this Saturday?
a) the sunrise b) the sunset a) a morning date b) an evening date
4. On holidays, do you prefer getting up at 9. A lm on TV starts at midnight. Would you
the usual time or getting up late? prefer to stay up and watch it, or record it
a) the usual time b) late and watch it later?
5. Do you prefer coffee shops or pubs? a) record it b) stay up
a) coffee shops b) pubs 10. Would you prefer to be a farmer or a
nightclub singer?
a) a farmer b) a nightclub singer
Count the number of a’s and b’s in your answers.

Results:
Mostly a’s – you’re a morning person! You are at your best in the morning and hate staying up late.
Mostly b’s – you’re a night person! As the night gets darker, you get lively.
4 Tell the class your results. Discuss the results and decide if you agree.
lesson 16 65

Language focus
Language focus 5 Look at these questions from the questionnaire:
Questions from Part A Questions from Part B
5 Do you prefer eating a large breakfast or a large

dinner?
Would you prefer to take a test at 10 a.m. or 3 p.m?
Would you prefer a morning date or an evening date
Direct attention to the Language focus box and go Do you prefer coffee shops or pubs? with your boyfriend / girlfriend this Saturday?
over the questions from part A of the quiz with learners.
Underline the correct options below.
Elicit that these are questions about general preferences
(things that we prefer to do all the time / every day). Which questions ask about preferences in a particular situation? Questions from Part A / B.
Which questions ask about general preferences? Questions from Part A / B.
When we talk about general preferences, we usually use the –ing form of the verb, or the plural form of nouns.
Do the same with the questions from part B, but this time
I prefer getting up early. I prefer playing golf to tennis. Do you prefer cats or dogs?
elicit that these are questions about particular (single)
situations. When we talk about preferences in a particular situation, we can use would + to + base form of the verb,
To make it clearer, you could write the following on the or the singular form of nouns.
Would you prefer a cat or a dog for a pet? I’d prefer to stay at home.
board first:
I’d like to get up early tomorrow. I’d like to go to a nightclub tonight.
‘You have a test tomorrow – would you prefer to take it at 10
a.m. or 3 p.m?’
Practice
Learners underline the correct options. 6 Complete the questions below using Do you prefer or Would you prefer. Write your own answers.
a (swimming / sunbathing) - Do you prefer swimming or sunbathing?
5 answers - I prefer swimming.
b (have spaghetti / sushi tonight) - Would you prefer to have spaghetti or sushi tonight?
Which questions ask about preferences in a particular - I’d prefer spaghetti.
situation? c (cats / dogs)
Questions from Part B. d (stay in / go out tonight)

Which questions ask about general preferences?
Questions from Part A. e (go abroad / travel in your own country on holidays)
f (have baths / have showers)

Go over the explanations and example sentences with
learners. g (get a Toyota / a Honda for your next car)
h (watch sport / play sport)
Practice
66 lesson 16
6a-h
Learners complete the questions using ‘do you prefer’
or ‘would you prefer’. Tell learners to write their own
answers. Read example and check learners understand Extension
the activity. In pairs, learners ask and answer the questions. Learners tell
class about their partners.
Go over the prompts before learners do the activity.
Elicit which prompts relate to specific situations (b – asks Sounding natural

about tonight; d – asks about tonight; g – asks about
your next car). Elicit which type of question to use in
7a-c
these cases (would + to + base form). Track 32 Learners listen for how ‘Would you’ is
Elicit which prompts relate to general likes / preferences. pronounced.
Feedback in pairs and then as a class. 7a-c answers

‘Would you’ is pronounced /wʊdʒu:/.
6a-h answers Track 32 (page 151, Student book) 0:25

a) Do you prefer swimming or sunbathing? a) Would you like a drink?
b) Would you prefer to have spaghetti or sushi tonight?
b) Would you prefer red wine or white?
c) Do you prefer cats or dogs?
d) Would you prefer to stay in or go out tonight? c) What would you prefer to do?
e) Do you prefer going abroad or travelling in your own
country on holidays? 8
f) Do you prefer having baths or showers?
g) Would you prefer to get a Toyota or a Honda for your next
pronunciation. Drill.
car?
h) Do you prefer watching sport or playing sport?

Sounding natural
9d
7 Track 32 Listen to the sentences below. How do we say, ‘Would you’ when we speak naturally? Feedback as a class. Learners tell the class about their
a Would you like a drink?
partner.
b Would you prefer red wine or white?
c What would you prefer to do? Discuss similarities and differences in preferences.

Interact any problems you noted.
9 You are going to discuss seasons in your country, and what you like doing in them.
a Which is your favourite season?
b Choose two seasons. Make notes on what you like doing in them. Think about:
• Festivals • Travel • Things to do • Weather • Places • Food and drink
c Work with a partner. Compare what you like doing in different seasons.
Ask questions for more information.
example - I like going to the seaside in summer.

- Do you prefer swimming or sunbathing?
d Tell the class about your partner.

Does anyone have similar preferences?
lesson 16 67
Extension
Learners work in pairs, find examples of ‘would you...’
in activity 6 and practise saying them with the same
pronunciation.
Interact
9a
Explain to learners that they’re going to discuss seasons
in their country, and what they like doing in them.
Elicit learners’ favourite seasons.
9b
Model the activity by making notes of your own about
seasons you like on the whiteboard.
Give learners a few minutes to think about two seasons
they like and make notes.
9c
Learners work in pairs and compare what they like doing
in different seasons. Encourage them to ask follow-up
questions. Read example and check learners understand
the activity.

17
UNIT 6
He’s coming back to the office at three
17
He’s coming back to the office at three
UNIT 6
In this lesson - Call someone to make an arrangement
He’s coming back to the
Core activities - 2-4, 5a + 7 ofce at three
Grammar - Present continuous for future arrangements
Examples:
She’s working late tomorrow night.
We’re having a party on Friday.
Introduction
Introduction 1a Discuss the questions below with a partner. 2 Work with a partner.
Put the telephone phrases from the box in the
1 Do you like using the phone? Why?
correct column below.
1a 2 When was the last time you made a
phone call?
Go over the questions and check understanding. Give Who did you speak to? Why?
Can I leave a message?
Can I speak to… please?
your own answers to one or two of the questions as a 3 Have you ever made a phone call in
Can I take a message?
model. English? Who to?
I’m sorry, but he isn’t in the office today.
In pairs, learners discuss the questions. Please hold the line.

b Tell the class about your partner. (Jo Smith) speaking.
example Tim doesn’t like using the
1b
Thank you for calling.
phone because… Thanks for your help.
Feedback. Learners tell the class about their partner. This is (Jo Smith).
2
Point out the telephone phrases in the box. Go over the A - used by the person making the call B - used by the person taking the call
instructions and an example. You may like to point out This is (Jo Smith).
that one of the phrases can be used by both the person
making a call and the person taking it.
In pairs, learners put the telephone phrases from the box
in the correct column below:
2 answers
A) used by the person making the call:
This is (Jo Smith); Thanks for your help; Can I leave a 68 lesson 17
message? Can I speak to… please?; Thanks for your help
B) used by the person taking the call:

(Jo Smith) speaking (may be used by both); I’m sorry, but he
3b
isn’t in the office today; Please hold the line; Thank you for Track 33 Learners listen again and underline the
calling; Can I take a message? correct answers to the questions.
3b answers
Listening 1) Who does Luke want to speak to? Janet / Robert Hay
3a 2) Where is Robert? In the office / Out of the office
Direct attention to activity 3a. Explain the situation: 3) When will Luke meet Robert? Tomorrow / Wednesday /
Janet is taking a call from Luke. Friday
Track 33 Learners listen and tick the phrases in
activity 2 that they hear. Track 33 (page 151, Student book) 1:27
Feedback in pairs and then as a class. Janet - Good morning, Janet speaking. How can I help you?
Luke: Good morning. This is Luke Parsons at Farm Industries.
Can I speak to Robert Hay, please?
3a answers
See activity 2 answers (underlined phrases) Janet - I’m sorry, but he isn’t in the office today. Can I take a
message?
Luke - Well, I need to have a meeting with Robert. What’s he
doing tomorrow? Is he free?
Janet - Tomorrow? Let me check… I’m sorry, he’s visiting the
office in Liverpool tomorrow.
Luke - When’s he coming back to London?
Janet - Well, he’s staying in Liverpool tomorrow night, and

4 answers
In this lesson: Call someone to make an arrangement a) tomorrow - Robert is visiting the Liverpool office
Grammar: Present continuous for future arrangements
b) Wednesday - Luke is flying to Edinburgh.
c) Wednesday morning - Robert is coming into the London
office.
d) Friday morning - Luke and Robert are meeting.
e) Friday afternoon - Robert is having lunch with a
customer.
Listening
3a Track 33 Janet takes a call from Luke.
Listen and tick ( )the phrases in activity 2 that you hear.
b Track 33 Listen again. Underline the correct words to answer the questions.
1 Who does Luke want to speak to? .......... Janet / Robert Hay
2 Where is Robert? ................................... In the office / Out of the office
3 When will Luke meet Robert? ................ Tomorrow / Wednesday / Friday
4 Track 33 Listen again.

Draw lines to match the times on the left with the events on the right.
a tomorrow Robert is coming into the London office.
b Wednesday Robert is visiting the Liverpool office.
c Wednesday morning Luke is flying to Edinburgh.
d Friday morning Robert is having lunch with a customer.
e Friday afternoon Luke and Robert are meeting.
b Track 33 Listen again and check your answers.
lesson 17 69
he’s coming into the office on Wednesday morning.

Luke - Wednesday morning? No, Wednesday’s no good
for me. I’m flying to Edinburgh on Wednesday. How about
Friday?
Janet - Friday… Let’s see… He’s having lunch with a
customer in the afternoon, but Friday morning is OK.
Luke - That sounds fine. How about ten o’clock?
Janet - Ten o’clock on Friday morning? Yes, that’s fine.
Luke - Thanks for your help.
Janet - Thank you for calling, Mr. Parsons.
4
Go over instructions and example to check
understanding. Run through the list of events with
learners. You may like to elicit what learners already
remember.
Track 33 Learners listen and draw lines to match the
times on the left with the events on the right.

Language focus
Language focus We can use the present continuous to talk about plans and arrangements in the future.
be + the –ing form of the verb Questions and answers

Go over the explanation and examples with learners. I’m meeting a friend for a coffee on What are you doing tonight?
Saturday morning. I’m meeting a friend. / Nothing special.
She’s working late tomorrow night.
We’re having a party on Friday. Are you doing anything on Saturday morning?
I’m not doing anything tonight.
Practice
Yes, I am. / No, I’m not.
5a Practice
Go over the instructions and an example to check 5a Use the prompts to write questions about arrangements.
understanding. 1 what / you / do / tonight
In pairs, learners use the prompts to write questions What are you doing tonight?
2 you / do / anything / tomorrow morning
about arrangements. Monitor and assist as necessary.
Are you doing anything tomorrow morning?
Feedback as a class. 3 he / work late / tonight
5a answers 4 when / she / finish work / today

1) What are you doing tonight?
2) Are you doing anything tomorrow morning? 5 they / come to the party / tomorrow
3) Is he working late tonight?
4) When is she finishing work today? 6 where / we / meet them / for lunch
5) Are they coming to the party tomorrow?

6) Where are we meeting them for lunch?
b Correct the sentences below.
5b 1 She meets a friend next Saturday.
She’s meeting a friend next Saturday.

Go over the instructions and an example to check 2 I am visit my parents at the weekend.
understanding.
In pairs, learners rewrite the sentences about 3 We having lunch in a restaurant tonight.
arrangements to make them correct. Monitor and assist

as necessary. 4 He isn’t leave tomorrow.
Feedback as a class. 5 She meeting a friend for a coffee on Saturday.
5b answers
1) She’s meeting a friend next Saturday.
2) I’m visiting my parents at the weekend. 70 lesson 17
3) We’re having lunch in a restaurant tonight.
4) He isn’t leaving tomorrow.
5) She’s meeting a friend for a coffee on Saturday.
Interact
Sounding natural Explain to learners that they are going to roleplay making
an arrangement over the phone. Divide the class into
6a two groups, A and B. Have groups A and B look below, at
activity 7.
Track 34 Learners listen and underline the stressed
words in the sentences. 7a
Go over the instructions with learners. You may like to
6a answers
model it briefly yourself on the whiteboard.
See CD script for Track 34 - stressed words underlined.
Learners work on their own to fill ten places on their
schedules below with arrangements. Explain that
Track 34 (page 151, Student book) 0:32 learners can use ideas from the box, or their own ideas.
1) What are you doing tonight?
2) Where are you going on Saturday? Allow learners time to think and write. Monitor and assist
as necessary.
3) When are you starting the job?
4) Who are you meeting tomorrow?
6b
Track 34 Learners listen and practise the
pronunciation.

Sounding natural
6a Track 34 Listen. Underline the stressed words.
1 What are you doing tonight?
2 Where are you going on Saturday?
3 When are you starting the job?
4 Who are you meeting tomorrow?
Interact
You are going to do a roleplay. Work in pairs, A and B.
Students A and B, follow the instructions below.
7a Write ten arrangements in the schedule below.

go to concert see dentist
You can use ideas from the box, or you can use
your own ideas. work go to English class
see doctor get haircut
You can use each idea more than once.
This is what you are doing next week. visit mother have dinner with (someone)
morning afternoon evening
Monday
Tuesday
Wednesday
Thursday
Friday
b Student A: Call your partner on the phone. Wait for your Useful language
partner to answer before you start speaking. Hi (partner’s name), this is (your name).
Find out what your partner is doing next week. Do you want to…?
Ask if your partner wants to meet for a coffee. What are you doing on…?
Try to arrange a time to meet. Are you doing anything on…?
How about (Friday afternoon)?
Student B: Take a call.
Speak first – answer the phone and say who you are.
Useful language
Accept your partner’s suggestion and try to arrange
Hello, (your name) speaking.
a time to meet.
Yes, I’d love to.
c Change the partners. Students A and B changed their roles.
8 Tell the class who you arranged to meet, and when.
lesson 17 71
7b
Have learners read their instructions for the roleplay.
Make sure each group of learners understands what they
have to do.
Allow learners time to prepare. Point out the ‘useful
language’ boxes.
Put learners in pairs, one from group A and one from

group B.
Learners do the roleplay. Monitor. Note good use of
7c
Learners change partners (keep them in pairs with one
learner from group A and one from group B) and do the
second roleplay. Monitor. Note good use of vocabulary
and language and/or errors and mistakes.
8
Feedback as a class. Ask learners to comment on what
they found easy / difficult about the activity.

18
UNIT 6
Shopping
18Shopping
Shopping
UNIT 6
In this lesson - Discuss your shopping habits
Core activities - 1-3, 4 or 6
Skills – Extended speaking and vocabulary Introduction
1 Work with a partner. Match the words in the green box with the pictures. a. a department store
Warmer
Build up a crossword on the whiteboard to review

vocabulary.
• First, ask a learner to think of a word with no more than
six letters and write it on the board horizontally, e.g. a
‘movie’.
• Ask a learner to think of another word that can fit
vertically or horizontally on to the words already on the
board. They should say how many letters it has, what
the first letter is, and give a clue.
• Add the word to the crossword when it is guessed
correctly or revealed (set a time limit for guessing, after
which the clue giver reveals the word).
• Continue round the class, with learners giving clues and
building up the crossword. 2 Discuss these questions with your partner:
a Do you enjoy shopping? Why? UK US
• See how many words learners can get on the crossword a newsagent a newsstand
b When was the last time you went to
an off-licence a liquor store
in five minutes. each of the shops in activity 1? a chemist a drugstore
What did you buy?
Introduction 72 lesson 18
1
In pairs, learners match the words at the top of the page
with the pictures.
1 answers
From top, left to right: a, e, c, d, f, b
2a+b
Learners work in pairs and discuss the questions in the
activity.
Feedback as a class to compare answers.
3a-f
Learners work in pairs and match the shops from activity
1 with the descriptions. Read example and check learners
3a-f answers
a) newsagent b) supermarket c) a department store d)
butcher e) chemist f) an off-licence

In this lesson: Discuss your shopping habits
b. a newsagent c. a butcher d. an off-licence e. a chemist f. a supermarket
3 Work with a partner. Match the shops in activity 1 with the descriptions below.
a A newsagent sells newspapers, magazines, cigarettes and sweets. Some of them also sell
stationery (writing paper, pens).
b A sells most things, but especially food and household goods (soap,
cleaning products, kitchen equipment).
c A sells almost everything. It’s a good place to buy gifts. You can also buy
electrical goods (TVs, washing machines), toys (games, dolls) and jewellery (rings, earrings).
d A sells meat.
e A sells medicine, soap, shampoo and cosmetics (lipstick, eye shadow).
f An sells wine, beer and other kinds of alcohol. It also sells soft drinks.
lesson 18 73

Interact 1 Interact 1
4a Think about your answers to the questions below, and make notes.
4a Who in your home usually shops for food?

Explain to learners they’re going to talk about shopping.
Ask them to think about the questions in the activities Do you enjoy shopping for clothes? Why?
and make notes on their answers.
Monitor and assist as necessary. When was the last time you bought clothes or shoes?
4b Do you prefer to pay by cash or credit card? Why?

Ask learners to write two more questions about shopping.
Write an example on the whiteboard and check learners
What kind of things do you never buy?
4c
Learners work in pairs to ask and answer the questions in
4a and 4b. Encourage learners to ask follow-up questions.
Read example and check learners understand the activity.
Note good use of vocabulary and language, and errors b Write two more questions about shopping.
and mistakes. c Work with a partner. Ask and answer the questions. Ask more questions to get extra information.
example - Who in your home usually shops for food?

4d - Well, I do, usually.
- Do you like doing it?
Learners tell the class about their partners. How often do you do it?


Vocabulary 74 lesson 18
5a
Learners work in pairs and write the words from the box 6b
in the correct column in the table. Learners work in pairs to discuss the places they chose.
Encourage them to ask follow-up questions.
5a answers Monitor the learners’ use of vocabulary and language.
stationery: envelopes, pens, paper Note good use of vocabulary and language, and errors
meat: chicken, lamb, beef and mistakes.
electrical goods: air conditioner, fridge, vacuum cleaner
toys: doll, train set, ball 6c
jewellery: ring, earrings, bracelet Learners tell the class about their partners.
5b Feedback as a class.
Ask learners to write one more example in each column
of the table. Highlight good use of language and elicit corrections of
Interact 2
6a
Explain to learners that they’re going to talk about a place
where they go shopping. Ask them to choose from the
places in the activity. Learners read the questions and
make brief notes about their answers. Write an example
on the whiteboard and check learners understand the
activity.

Vocabulary
a Write the words from the box in the correct column of the table.
envelopes air conditioner chicken ring doll pens fridge lamb
train set beef earrings paper vacuum cleaner ball bracelet
stationery meat electrical goods toys jewellery

envelopes
b Write one more example in each column of the table.
Interact 2
6a Think of a place where you go shopping. It can be:
• A place you like, or don’t like • A town, or an area of a town • A favourite department store or shop
Make notes.
Where is it?
What can you buy there?
Why do / don’t you like it?
Who do you go there with?
How often do you go there?
b Work with a partner. Discuss the places you chose.

Ask questions to get more information.
c Tell the class about your partner. Does anyone like or dislike similar places?
lesson 18 75

19
UNIT 7
Do you think it will rain?
19Do you think it will rain?

Do you think it will rain?
UNIT 7
In this lesson - Discuss the future
Grammar - will / won’t for predictions
Introduction
Examples: 1 Work with a partner and discuss the questions below.
It will be windy tomorrow afternoon. a What is your favourite kind
of weather?
You won’t like it.
b What’s the weather like in the
summer where you live?
What’s the weather like in the
winter where you live? Edinburgh
Warmer c What weather do you like the least? d

• Elicit different ways of predicting the future, e.g. palm
reading, tarot cards, astrology, reading tea leaves.
• Ask learners if they’ve ever had their future read.
• Do they think anyone can predict the future?
Birmingham
Give everybody a chance to respond.
Cardiff
London
3 Look at the pictures below.

Introduction What kinds of weather do they show?
Write the words.
1a-c a. b. c. d. e. f. g. h. i. j.
In pairs, learners discuss the questions a-c.
2
Learners tell the class about their partners. Listening
4a Track 35 Listen to a weekend weather report. Circle the types of weather that are mentioned.
3a-j b Track 35 Listen again and label the cities with the correct weather.
Ask learners to look at the weather icons. Elicit the

76 lesson 19
different types of weather.
3a-j answers
a) rainy Teaching tip – listening for specific information
b) cloudy This where learners have an idea of the words, or kinds
c) snow
d) windy of words, they are listening for. We listen like this in
e) sunny everyday life when we listen for information in airports,
f) foggy stations or, as here, to weather reports. This is the
g) stormy listening skills equivalent of scanning a text. Asking
h) cold
i) warm learners to listen for key words develops this skill, and
j) hot also helps them gain confidence for more detailed
listening tasks.
Listening 4a answer
a, b, d, e, g, h, i
4a Elicit that a could also be described as ‘wet’.
Track 35 Explain to learners they’re going to listen
to a weekend weather report. Learners circle the types of
weather mentioned. Track 35 (page 151, Student book) 0:57
Announcer: Good morning. This is Fiona Smith with this
Feedback as a class. weekend’s weather report. Unfortunately, Edinburgh and
most of northern England will have strong winds and heavy
rain for most of weekend. So, if you have to go out, don’t
forget your umbrella. In Birmingham and the rest of the
Midlands, you won’t need an umbrella because it will be

5a-d
In this lesson: Discuss the future Learners look at their answers in activity 4b and
Grammar: will / won’t for predictions
complete the sentences a-d with will or won’t. Read
5 Look at your answers to activity 4b and complete the sentences below with will or won’t. Feedback in pairs, then as a class.
a Edinburgh and most of northern England will have strong winds and heavy rain
5a-d answers
for most of the weekend.
a) Edinburgh and most of northern England will have
b In Birmingham and the rest of the Midlands, you need an umbrella because it strong winds and heavy rain for most of weekend.
be sunny and warm all weekend.
b) In Birmingham and the rest of the Midlands, you won’t
c For London, you might want to stay at home because it be cold and cloudy most of Saturday. need an umbrella because it will be sunny and warm all
d In Cardiff and most of the Southwest it be as bad, but it’ll still be wet and windy. weekend.
Track 36 Listen and check your answers.
c) For London, you might want to stay at home because it
will be cold and cloudy most of Saturday.
d) In Cardiff and most of the Southwest, it won’t be as bad,
but it’ll still be wet and windy.
Language focus
We use will and won’t to make predictions about the future. Track 36 Learners listen and check answers.
will + base form of the verb for positive predictions
It will be sunny and warm all weekend.
a) Edinburgh and most of northern England will have
will not (won’t) + base form of the verb for negative predictions strong winds and heavy rain for most of weekend.
You won’t need an umbrella. b) In Birmingham and the rest of the Midlands, you won’t
need an umbrella because it will be sunny and warm all
We can use probably to show that we are less certain.
Probably normally comes after ’will’ and before ‘won’t’.
weekend.
c) For London, you might want to stay at home because it
It’ll probably rain in the afternoon.
It probably won’t snow tonight. will be cold and cloudy most of Saturday.
d) In Cardiff and most of the Southwest, it won’t be as bad,
but it’ll still be wet and windy.
lesson 19 77
Language focus
sunny and warm all weekend. For London, you might want Go over the explanations and example sentences with
to stay at home because it will be cold and cloudy most of learners.
Saturday. Expect stormy weather in London on Sunday. In Highlight that ‘probably’ comes after ‘will’ and before
‘won’t’.
Cardiff and most of the Southwest, it won’t be as bad, but
Elicit and write an example of each on the whiteboard.
it’ll still be wet and windy, so please dress warmly. That’s
all for this weekend’s weather. Stay tuned for the morning
traffic report.
Draw attention to the map. Elicit where different cities

and regions are, e.g. ‘Edinburgh is in the North. Cardiff is
in the Southwest.’
Ask learners to describe where some major cities in their
own country are.
4b
Track 35 Learners listen again and label the cities
with the weather.
4b answer
Edinburgh: d, a
Birmingham: e, i
London: h, b, g
Cardiff: a, d

Practice Practice
6 Write the words in the correct order to make predictions.
6a-d
a it’ll / sunny / be / all / day / probably
It’ll probably be sunny all day.
Learners write the words in the correct order to b probably / it / won’t / tomorrow / rain
make predictions. Read example and check learners

c won’t / probably / late / I / tonight / be
d go / on / summer / I’ll / holiday / probably / next
6a-d answers
a) It’ll probably be sunny all day.
b) It probably won’t rain tomorrow. Sounding natural
7a Match the phrases with the stress patterns.
c) I probably won’t be late tonight.
d) I’ll probably go on holiday next summer. I’m not sure.
I doubt it.
Feedback in pairs, then as a class. It’s possible.
No way!
Perhaps.
Sounding natural Without a doubt.
b Track 37 Listen and check your answers.

7a c Track 37 Listen again and copy the pronunciation.
Learners match the phrases with the stress patterns.
7a answers
8 Use phrases from activity 7 to answer the questions.
I’m not sure. – ooO
a Do you think it’ll rain later? Perhaps.
I doubt it. – oOo b Will you go to bed early tonight?
It’s possible. – oOoo c Will you live in a foreign country in the next five years?
No way! – OO d Will you cook dinner this evening?
e Will the sun rise in the east tomorrow?

Perhaps. – oO
Without a doubt. – oOoO
7b
78 lesson 19
Interact
7c
Track 37 Learners listen again and copy the 9a
pronunciation. Explain to learners they’re going to make some
predictions about the future.
Track 37 (page 151, Student book) 0:26 Learners work in pairs and discuss the predictions in the
I’m not sure. activity. Encourage them to use the phrases in activity
7 to say how likely to happen they think the predictions
I doubt it.
are.
It’s possible.
No way! 9b
Perhaps. In pairs, learners make two more predictions about the
future. They can use the prompts in the activity or their
Without a doubt. own ideas. Give learners a few minutes to think and make
notes for their predictions.
8a-e
Tell learners to use phrases from activity 7 to answer the 9c
questions. Learners tell the class about their predictions. Monitor the
Read example and check learners understand the activity. learners’ use of vocabulary and language. Note good use
Feedback in pairs, then as a class.

Interact
What do you think about the predictions below?
In the future:
• People will live longer
• Petrol will run out
• Computers will think for themselves
• The Leaning Tower of Pisa will fall over
• Scientists will clone humans
• Humans will travel to Mars
• The world will use one currency
Use the expressions from activity 7 as prompts to discuss your opinions.
b With your partner, make two more predictions about the future.
You can use the topics below or your own ideas.
• Technology
• Health
• Your country
• The world
• Family
• Space
c Tell the class about your predictions. Does anyone else have similar predictions?
lesson 19 79

20
UNIT 7
We’re having a party!
20We’re having a party!

We’re having a party!
UNIT 7
In this lesson - Arrange to meet people
Grammar - will, going to and the present continuous
for decisions and plans
Examples:
I’ll open the door for you.
We’re going to have a picnic tomorrow.
I’m meeting Bob for lunch tomorrow.
Introduction
1
Focus learners’ attention on the pictures on page 80.
Elicit what kind of parties they can see.
1 answers
Clockwise from top left: birthday party, graduation party,
wedding party (reception), dinner party Introduction
1 What kinds of parties can you see in the pictures?
- Elicit other kinds of party, e.g. anniversary party, 2 Read the following questions:
housewarming (in Japan, these may include: end of year a Do you enjoy going to parties?
party, cherry blossom viewing party). b What was the last party you went to?
- Use the opportunity to introduce the idea of a surprise c Have you ever been to a surprise party?
d Have you ever planned a party? If so, what kind of party was it?
party – mentioned in the Listening activity.
3 Share your answers with the class.
2a-d
Learners work in pairs and discuss the questions. Give
80 lesson 20
learners a few minutes to make notes about their
partner’s answers.
errors and mistakes. 4 answers
Surprise birthday party for Bob.
3
Learners tell the class about their partners. Highlight Track 38 (page 151, Student book) 0:55
good use of language and elicit corrections of any Emma - Hi, Jim.
problems you noted.
Jim - Oh, hi, Emma. I’m glad I bumped into you. I need to ask
you if you can come to my place on Saturday night.
Emma - Oh, I’d love to.
Listening
Jim - We’re having a surprise birthday party for Bob.
4 Emma - It’s Bob’s birthday? I’ll get him a present, then.
Tell learners to look at the picture on page 81. Ask some Jim - I’m going to buy him a CD.
questions about the people in it. Emma - Good idea. What time is the party starting?
Example: Jim - Everyone’s coming at seven o’clock. I’m meeting Bob
‘How old are they?’
at the station at seven thirty and everyone’s going to shout,
‘What kind of parties do people that age have?’
‘What kind of parties did you go to when you were that age?’ ‘Surprise!’ when he walks into the house.
Emma - Great! I know! I’ll take a photo! He’ll be so shocked...
Track 38 Explain to learners they’re going to listen to Jim - (Laughs) Yeah!
Jim and Emma talking about plans for a party. Emma - Is Mary coming?
The first time they hear the conversation, they should just Jim - I hope so. I’m going to invite her when I see her
listen for what kind of party it is. tomorrow.
Emma - I’ll call her now, if you like.
Jim - Oh, OK.

In this lesson: Arrange to meet people
Grammar: will, going to and the present continuous for decisions and plans
Listening
4 Track 38 Listen to Jim and Emma talking about plans for a party.
What kind of party is it?
5 Track 38 Listen again. Are the following sentences true (T) or false (F)? Underline the correct option.
a The party is at Jim’s house on Saturday night. T/F
b Jim has decided what present to give Bob. T/F
c The party starts at six o’clock. T/F
d Jim decides to take a photo of Bob. T/F
e Jim has invited all the guests. T/F
f Emma offers to call Mary. T/F
Track 38 Listen again and check.
lesson 20 81
5a-f
Track 38 Learners listen again and underline T (true)
or F (false) next to the sentences in the activity.
5a-f answers
a) The party is at Jim’s house on Saturday night. T
b) Jim has decided what present to give Bob. T
c) The party starts at six o’clock. F
d) Jim decides to take a photo of Bob. F
e) Jim has invited all the guests. F
f) Emma offers to call Mary. T
Track 38 Learners listen again and check answers.

Language focus
Language focus 6 Look at these sentences from the conversation:
a. I know! I’ll take a photo!
6a-c b. I’m going to buy him a CD.

c. I’m meeting Bob at the station at seven thirty.
Ask learners to read the example sentences from the
Write them in the correct place in the table below.
conversation.
something decided before the time of speaking
You may like to elicit who said these things in the something arranged (usually with someone else)
conversation (in order: Emma, Jim, Jim). Elicit which something decided at the time of speaking
statement is about a decision made at the time of
When we talk about things we decide at the time of speaking, we usually use will + base form of the verb.
speaking (the first).
I’ll get him a present, then. I’ll think about it.
Learners write the sentences in the correct place in the When we talk about plans we made before the time of speaking, we usually use going to + base form of the verb.
I’m going to invite her when I see her tomorrow. Everyone’s going to shout, ‘Surprise!’
table.
When we talk about an arrangement (usually with someone else) made before the time of speaking, we usually use
6a-c answers the present continuous.
We’re having a surprise birthday party for Bob. What time is the party starting?
a) I know! I’ll take a photo! - something decided at the time
of speaking
b) I’m going to buy him a CD. - something decided before Practice
the time of speaking 7 Work with a partner.
Underline the correct options in the conversation below.
c) I’m meeting Bob at the station at seven thirty. - something
arranged (usually with someone else) Bill: Hi, John. What’s new?
John: Well, I asked Sue to marry me, and she said, ‘Yes’!
We’re getting / We will get married in June.
Feedback as a class and make any corrections necessary. Bill: Wow! That’s great news!
Go over the explanations and example sentences with John: I know. We’re having / We will have the wedding in Hawaii.
We’re going to / We will invite all our family and friends. Can you come?
learners. Bill: I think so. I’m checking / I’ll check my schedule when I get home and I’ll call you when I
know, OK?
John: No problem.
Bill: So, where are you living / going to live after the wedding?
Practice John: We’re going to / We will look for a at in London. Maybe near your place.
Bill: Great! I’m showing / I’ll show you around the area!
John: Oh, thanks. Wow, is that the time? I have to go. I’m meeting / I will meet Sue at four
7 thirty. She wants to look at wedding dresses. See you later.
Learners work in pairs to underline the correct options in

the conversation. Track 39 Listen and check.
82 lesson 20
7 answers
Bill - Hi, John. What’s new?
John - Well, I asked Sue to marry me, and she said, ‘Yes’!
We’re getting married in June. Track 39 (page 152, Student book) 0:57
Bill - Wow! That’s great news! Bill - Hi, John. What’s new?
John - I know. We’re having the wedding in Hawaii. John - Well, I asked Sue to marry me, and she said, ‘Yes’!
We’re going to invite all our family and friends. Can you We’re getting married in June.
come? Bill - Wow! That’s great news!
Bill - I think so. I’ll check my schedule when I get home and
John - I know. We’re having the wedding in Hawaii.
I’ll call you when I know, OK?
John - No problem. We’re going to invite all our family and friends. Can you
Bill - So, where are you going to live after the wedding? come?
John - We’re going to look for a flat in London. Maybe near Bill - I think so. I’ll check my schedule when I get home and
your place. I’ll call you when I know, OK?
Bill - Great! I’ll show you around the area! John - No problem.
John - Oh, thanks. Wow, is that the time? I have to go. I’m
Bill - So, where are you going to live after the wedding?
meeting Sue at four thirty. She wants to look at wedding
dresses. See you later. John - We’re going to look for a flat in London. Maybe near
your place.
Track 39 Learners listen and check answers. Bill - Great! I’ll show you around the area!
John - Oh, thanks. Wow, is that the time? I have to go. I’m
meeting Sue at four thirty. She wants to look at wedding
dresses. See you later.

Sounding natural
10b
8 Track 40 Listen to the questions below. Learners work in pairs to arrange to meet. They can use
What happens to the underlined ‘t’s when we speak naturally? one of the ideas provided in the activity, or an idea of
a How about meeting on Monday morning? their own.
10c
b Why don’t we meet on Tuesday afternoon?

Learners consult their diaries and find a time when they
can meet. Read example and check learners understand
Interact the activity.
10 a Look at the diary page for next week. Write in the days of the week.
Write plans for the next five days. 10d
You can use your real plans, or make them up.
Learners tell the class when they’re meeting, and
example Monday morning – shopping with mother
afternoon – tennis with Tim what they’re going to do. Monitor the learners’ use of
vocabulary and language. Note good use of vocabulary
and language, and errors and mistakes.
b Work with a partner. Arrange to do something together.

Choose one of the ideas below, or use your own ideas.
• Have a coffee • Go to the cinema • Go bowling • Have lunch
c Look at your diaries and find a time when you can meet.
example - How about meeting on Monday morning?
- I can’t on Monday morning. I’m going shopping with my mother.
d Tell the class when you are meeting your partner, and what you’re going to do.
lesson 20 83
Sounding natural
8a+b
Track 40 Learners listen for what happens to the
underlined ‘t’s when we speak naturally.
8a+b answers
The underlined ‘t’s are not pronounced.

a) How about meeting on Monday morning?
b) Why don’t we meet on Tuesday afternoon?
9
pronunciation.
Interact
10a
Explain to learners they’re going to arrange a social
meeting with a partner.
Ask learners to look at the diary for the next week on
page 83. Learners should write their plans (real or made
up) for the next five days. Read example and check
learners understand the activity.

21
UNIT 7
Golden years
21Golden years
Golden years
UNIT 7
In this lesson - Talk about future plans
Function - Talking about plans for the future
Teaching tip
In Lesson 3, learners were introduced to the distinction
between going to + base form for plans made before
the time of speaking, and will + base form for decisions
made at the time of speaking.
It’s probably best not to raise the issue, but if learners get
confused between the use of ‘will’ in Lesson 3 and the use
of ‘will probably’ in this lesson, deal with it by saying that,
here, ‘will probably’ is used more as a prediction.
Warmer
• Start by eliciting the ‘main stages’ in life (accept any
reasonable suggestions, e.g. preschool, schooldays,
Introduction
university, working life, parenthood, retirement). 1 Discuss these questions with a partner:
• Write ‘The best years of your life’ on the board. a Do you think life gets better after you retire?
b Do you know any retired people?
• Ask learners to consider which stage of life has the best c What do people in your country usually do after they retire?
d When you retire, do you want to be active, or just take things easy?
years of one’s life.
84 lesson 21
Introduction
1a-d
Track 41 Ask learners to listen and tick the things in
In pairs, learners discuss questions a–d.
the pictures that Fred and Alice mention.
2 Feedback in pairs, and then as a class.
Feedback. Learners report on what they discussed with
their partners. 3 answers
They mention, in order - moving house, gardening, DIY,
painting, going on a cruise
Listening
3
Direct attention to the main picture on page 84. Explain Track 41 (page 152, Student book) 1:13
that this is Fred and Alice, who are going to talk about Interviewer - So, Fred and Alice, how do you plan to spend
plans for their retirement. your retirement?
Direct attention to pictures on page 85. Elicit what these Fred - We’ve had enough of city life, so we’re going to sell
show. our house and move to the country. We’ve found a lovely,
Suggested answers little cottage in the Cotswolds.
Left to right, top to bottom: Interviewer - Well, that’s a big change. How do you feel
keeping chickens, DIY, gardening, painting, golf, hiking, about that, Alice?
moving house, going on a cruise Alice - Oh, I’m looking forward to it. The city is so noisy and –
do you know? – we’ve never had a garden, so I hope to do a
lot of gardening at the new place.
Interviewer - And what about you, Fred? How are you
planning to spend your golden years?

In this lesson: Talk about future plans
Function: Talking about plans for the future
Listening
3 Look at the pictures.
Track 41 Listen to Fred and Alice talking about their
plans for retirement.
Tick ( ) the things they mention.
4 Track 41 Listen again and answer the questions below.

a Are Alice and Fred happy about retirement?
b What are their plans for their house?
c What are their plans for travel?
d Why can’t Alice wait until Friday?
lesson 21 85
Fred - Well, the cottage is pretty old, so I’ll probably

need to do a lot of DIY. Also, I’ve always been a bit
of an artist, so I think I‘ll do some painting.
Interviewer - Do you have any plans to do anything
together?
Alice - Oh, yes. Later this year we plan to take a cruise
around the Caribbean. Oh, I can’t wait till Friday!
Interviewer - Why? What’s happening on Friday?
Alice - It’s our last day of work!
4a-d
Track 41 Check understanding of questions. Play CD
again. Learners listen for answers.
Feedback in pairs and then as whole class.
4a-d answers
a) Yes. They sound very happy.
b) They’re going to sell it and move to the country.
c) They plan to take a cruise.
d) It’s their last day of work.
Round off the activity by asking if learners think Fred and

Alice have good plans.

Language focus
Language focus 5 Track 41 Listen again and complete the following sentences:
a We’re going to sell our house and move to the country.
5a-d b I a lot of gardening.
c I need to do a lot of DIY.

Track 41 Learners listen again and complete the d We take a cruise around the Caribbean.
sentences.
To talk about plans we have already made, we use: To talk about plans which are less certain, we use:
Alternative procedures I’m going to study Spanish next year. I hope to see Mary at the weekend.
1 (More confident learners) Elicit suggestions as to what I’m not going to study Spanish next year.
hope to + base form of the verb
could be in the gaps. Write these on board, and then have be + going to + base form of the verb
learners listen to check.

2 (Less confident learners) Write missing phrases on board in What do you plan to do after you retire? I’ll probably buy a new car next month.
I plan to have a party at the weekend.
mixed order (see answers, below). Have learners listen and I don’t plan to retire until I’m 65.
will probably + base form of the verb
match the phrases to the gaps. plan to + base form of the verb
5a-d answers
a) We’re going to sell our house and move to the country. Practice
b) I hope to do a lot of gardening. 6 Use the prompts below to write full sentences.
c) I’ll probably need to do a lot of DIY. a I / going / play / football / on / Saturday I’m going to play football on Saturday.
d) We plan to take a cruise around the Caribbean. b she / hope / go / university / next year
c I / probably / have / a haircut / this afternoon

Feedback in pairs, then as a class.
d he / plan / run / a marathon / in September
Go over the language points and examples in the e I / going / get / a new computer
Language focus box and take any questions. f he / plan / learn / drive / when / he’s 18
Track 42 Listen and check.
Practice
6a-f
In pairs, learners use prompts to write sentences.
86 lesson 21
6a-f answers
Track 42 Learners listen and check answers Sounding natural

Track 42 (page 152, Student book) 0:49 7a
a) I’m going to play football on Saturday. Learners underline all the examples of ‘to’ in the answers
b) She hopes to go to university next year. to activity 6.
c) I’ll probably have a haircut this afternoon.
7b
d) He plans to run a marathon in September.
Track 42 Learners listen again for how we say ‘to’ in
e) I’m going to get a new computer.
natural speech.
f) He plans to learn to drive when he’s eighteen.
7b answer
Extension We use the schwa sound (/tə/).
Draw attention to sentences a – e. Ask learners to rewrite
these to reflect their own, real plans for Saturday, next year, 7b
etc. Track 42 Learners listen again and copy the
Take feedback as a class. pronunciation.

Sounding natural
7a Underline all the examples of ‘to’ in the answers to activity 6.
example I’m going to play football on Saturday.
b Track 42 Listen again. How do we say ‘to’ when we speak naturally?

c Track 42 Listen again and copy the pronunciation.
Interact
8a Write notes about your plans for the times below.
Try to write two plans for each time.
after the lesson finishes
later this evening
tomorrow
next Sunday
next week
next national holiday
next year
b Work with a partner. Discuss your plans. Ask questions to get more information.

Who do you think has the most interesting plans?
lesson 21 87
Interact
8a
Give learners a few minutes to think about and make
notes on their plans. Monitor and assist with vocabulary
where necessary.
8b
Elicit questions learners can ask about plans and write
these on board (Do you have any plans for...? What do
you hope to do...? What are you going to do...?)
In pairs, learners discuss their plans.
Encourage use of follow-up questions.
8c
Feedback. Learners tell class about their partner’s plans.
Encourage learners to decide who has the most

interesting / unusual plans.


22
UNIT 8
I don’t have to wear a tie
22I don’t have to wear a tie

I don’t have to wear a tie
UNIT 8
In this lesson - Discuss your jobs
Grammar - have to / don’t have to for obligation Introduction
1 Look at the jobs and write them in the correct column below.
Examples:
Do you have to meet customers?
She doesn’t have to answer phones.
I have to work in really bad weather.
accountants carpenters postwomen housewives
Introduction
1
understanding. Write the headings and examples from
firefighters farmers hairdressers nurses
the columns on the whiteboard. Elicit which column the
remaining jobs go into. Have learners fill in the table in people who work inside people who work outside
their books at the same time. accountants carpenters
Feedback as a class. Teach and drill any unfamiliar items.

2 Match the jobs from activity 1with the phrases below.
1 answers a carpenters build things
b clean the house

people who work inside people who work outside
c cut hair
accountants carpenters d deliver mail
housewives farmers e grow food
hairdressers postwomen f help sick people
nurses firefighters g work with numbers
2a-g 88 lesson 22

understanding. Learners match the jobs from activity 1
with the phrases. 3 answers
Speaker one hairdresser
Feedback as a class. Speaker two accountant
Speaker three housewife
2a-g answers
a) carpenters build things Track 43 (page 152, Student book) 0:27
b) housewives clean the house
speaker one
c) hairdressers cut hair
d) postwomen deliver mail I love my job. I don’t have to work in an office and I don’t
e) farmers grow food have to wear a suit – I can just come to the salon in a T-shirt
f) nurses help sick people and jeans!
g) accountants work with numbers Of course I have to cut hair, but in this job, you have to like
people. You have to be friendly and smile all day.
Listening
3a speaker two
Track 43 Track 44 Track 45 Go over the Some people think being an accountant is boring, but I love
instructions and check understanding. Learners listen to it. I work in a nice office and I make a good salary. I’m always
three people talking and write the jobs they mention. busy. I have to go to meetings, write reports, and answer
Feedback as a class. emails. Of course I have to wear a suit, but I like suits.

4
In this lesson: Discuss your jobs
Grammar: have to / don’t have to for obligation
understanding. Learners look at the table in activity
3b and write T (true) or F (false) next to the sentences.
Listening
3a Track 43 Track 44 Track 45 Monitor and assist as necessary.
Listen to three people talking.
What are their jobs?
Speaker 1 - Hilary
Speaker 2 - Mark
Speaker 3 - Jane 4 answers

b Track 43 Track 44 Track 45 Listen again
a) Hilary has to cut hair. T
and tick ( ) the things in the table that are important for b) Hilary doesn’t have to be friendly. F
the jobs in activity 3a.
c) Mark has to wear a suit. T
Hilary Mark Jane d) Mark doesn’t have to work in an office. F
e) Jane has to cook. T
cut hair
f) Jane doesn’t have to do the shopping. F
cook
be friendly
5
do the shopping
Learners tell the class two things they like and two things
go to meetings
they don’t like about their job or studies.
wear a suit
4 Look at the table in activity 3b and write T (true) or F (false)

next to the sentences below.
a Hilary has to cut hair. .......................................

T
b Hilary doesn’t have to be friendly. ....................
c Mark has to wear a suit. ..................................
d Mark doesn’t have to work in an office. ..............
e Jane has to cook. ...............................................
f Jane doesn’t have to do the shopping. ................
5 Tell the class two things you like and two things you don’t
like about your job/studies.
lesson 22 89

speaker three
I work really hard, but I don’t get paid. I work at home, so I
don’t have to go to an office, but I have to cook, clean the
house and do the shopping every day. My husband thinks it’s
easy, but it isn’t!
3b
Track 43 Track 44 Track 45 Learners listen
again and tick (√) the things that the speakers mention.
Go over the example to make sure learners understand
what to do. Monitor and assist as necessary.
3 answers
Hilary Mark Jane
cut hair √
cook √
be friendly √
do the shopping √
go to meetings √
wear a suit √

Language focus
Language Focus 1. We use have to when we say that it is important or necessary to do something.
have/has to + base form of the verb
Go over the examples and explanations with learners and I have to work in really bad weather.
Mary has to cook dinner every day.
answer any questions they may have.
2. We use don’t have to when we say something isn’t necessary to do.
don’t/doesn’t have to + base form of the verb
Practice I’m a writer, so I don’t have to work in an office.

She doesn’t have to answer phones.
3. Questions
6a-i do/does + have to + base form of the verb
Go over the instructions and examples to check What time do you have to start work every day?
Does he have to meet customers?
understanding. Learners rewrite the sentences in the
correct order. Monitor and assist as necessary.
Practice
Feedback as a class. 6 Write the words in the correct order to make sentences. Don’t forget the punctuation.
a wake / to / up / tomorrow / I / early / have
6a-i answers I have to wake up early tomorrow.
a) I have to wake up early tomorrow. b have / work / do / you / to / French / at / speak

Do you have to speak French at work?
b) Do you have to speak French at work?
c make / have / we / to / don’t / lunch
c) We don’t have to make lunch.
d) When do I have to finish the report? d the / do / finish / I / when / to / report / have
e) You don’t have to drive me to the station.
f) He doesn’t have to wear a suit at work. e station / to / drive / to / you / me / don’t / have / the
g) Does she have to bring her passport?

h) You don’t have to go to the meeting. f wear / have / work / to / suit / a / at / doesn’t / he
i) What time do they have to arrive at the airport?

g to / passport / she / her / bring / have / does
h have / the / to / meeting / go / don’t / you / to
Sounding natural
i do / arrive / airport / what / they / to / have / the / time / at
7a
Track 46 Play CD. Learners listen to see if the 90 lesson 22
underlined parts in the sentences sound the same or

different.
7a answers Interact
Different.
The underlined letters in have/has for possession are 8a
voiced (/v//z/). Read through the questions and check understanding.
The underlined letters in have/has to for obligation tend You may like to make notes of your own answers to the
not to be voiced (/f//s/). questions as a model, and to illustrate how to make notes
in English.
Allow learners time to think and make a note of their own
answers. Monitor and assist as necessary.
1) I have a meeting, so I have to leave early.
2) He has a new job, so he has to buy a new suit. 8b
3) They have to wake up early because they have an early Learners write three more questions using have to and
flight. add them to the list of questions in activity 8a. You
may like to first elicit some possible questions from the
7b class as a whole. Allow learners time to think and write.
Track 46 Play CD again. Learners listen again and
copy the pronunciation. Drill chorally, then individually. 9a
give additional information in their answers. Monitor,
but stay in the background as much as possible in this
activity.

Sounding natural
7a Track 46 Listen to the sentences below. Are the underlined sounds the same or different?
1 I have a meeting, so I have to leave early.
2 He has a new job, so he has to buy a new suit.
3 They have to wake up early because they have an early flight.
Interact
8a Read the questions below. Make a note of your answers.
1. What kind of things do you have to do for other people?
2. How many places do you have to go to during the week?
3. Do you have to work long hours?
4.
5.
6.
b Write three more questions using have to.

Add them to the list of questions in activity 8a.

Ask and answer the questions in activity 8.
example - What kind of things do you have to do for
other people?
- I have to make breakfast for my daughter,
and then I have to…
example Linda has to make breakfast for her
daughter, then she has to…
lesson 22 91
9b
Highlight good use of vocabulary and language. Elicit

correction of errors/mistakes.

23
UNIT 8
I had to
23I had to
I had to
UNIT 8
In this lesson - Talk about what you had to do as a child
Core activities - 1-2, 4-6, 8
Grammar - had to for what was necessary in the past Introduction
Examples: Use the verbs from the box to complete the
phrases under the pictures.
I had to stay late at work last night. Some verbs are used more than once.
We didn’t have to wait long for the bus. do

make
mow
look
take
walk
1 walk to school 2
b Which pictures show housework?
the laundry
Introduction
Draw lines to match the adjectives on the left with
their opposites on the right.
hard-working badly-behaved
1a strict lazy
Direct attention to the pictures on the page and the well-behaved easy-going
incomplete captions. Use the pictures to explain any b Use adjectives from activity 2a to complete the 3 4
unfamiliar items, e.g. packed lunch. sentences below. the washing-up packed lunches
1 My sister’s children are very
Go over the instructions and example to check badly-behaved . They never say ‘please’
or ‘thank you’ and they shout and fight all
understanding. Highlight the fact that some verbs are the time.
used more than once. In pairs, learners use the verbs from 2 She’s a very student. She
the box to complete the phrases under the pictures. never does her homework.
3 His parents are very . He 5 after 6

Feedback as a class. Teach, drill and board any unfamiliar can’t play computer games and he has to younger children the lawn
do four hours of homework every night.
items.
4 My boss is very . We can
have two-hour lunch breaks and we never
1a suggested answers have to work late.
1) walk to school 3a Discuss the questions below with a partner.
2) do the laundry 1 Were your parents strict or easy-going?
3) do the washing-up 2 What is more important for children to do

7 8
4) make packed lunches – homework or housework?
out the rubbish homework
5) look after younger children b Share your ideas with the class.
6) mow the lawn 92 lesson 23

7) take out the rubbish
8) do homework
NOTE: ‘do the lawn’ is also possible, but ask learners which 2b
picture ‘mow’ would fit with. Go over the instructions and example to check
understanding. Point out that there are six adjectives,
1b but only four sentences, so not all the adjectives will be
Answer this question as a class. needed.
In pairs, learners use adjectives from activity 2a to
1b suggested answers complete the sentences.
Pictures 2, 3, 4, 6, and 7 show housework. Monitor and assist as necessary.
2a Feedback as a class.
understanding. In pairs, learners draw lines to match the 2b answers
adjectives on the left with their opposites on the right. 1) My sister’s children are very badly-behaved. They never
say ‘please’ or ‘thank you’ and they shout and fight all the
Feedback as a class. Teach, drill and board any unfamiliar time.
items. 2) She’s a very lazy student. She never does her homework.
3) His parents are very strict. He can’t play computer games
2a answers and he has to do four hours of homework every night.
well-behaved : badly-behaved 4) My boss is very easy-going. We can have two-hour lunch
hard-working : lazy breaks and we never have to work late.
strict : easy-going
3a
Learners discuss the questions in pairs.

4b
In this lesson: Talk about what you had to do as a child Go over the instructions and example to check
Grammar: had to for what was necessary in the past
understanding. Assure learners that they will have a
chance to listen again to check their answers.
In pairs, learners write J (Jenny) or M (Martin) next to
each sentence to say who said them. Monitor and assist
as necessary.
Feedback as a class, but don’t give any definite answers

yet – learners will listen to check for themselves in the
next activity.
4b answers (+ answers said indirectly in brackets)

1) I think parents are always stricter with girls. J
2) I had to do housework. J (+ M)
Listening
4a Track 47 Listen to Jenny and Martin talk about how strict their parents were. 3) I had to take out the rubbish every week. M (+ J)
Which thing from activity 1 do they not talk about? 4) I had to do the laundry, and the washing-up. J
b Work with a partner. Who says the things below – Jenny or Martin? 5) I had to mow the lawn every month. M
Write J (Jenny) or M (Martin) next to each sentence.
6) I didn’t have to make packed lunches. M
J
1 I think parents are always stricter with girls. ..............
2 I had to do housework. ..............................................

4c
3 I had to take out the rubbish every week. ................... Track 47 Learners listen again to check their
4 I had to do the laundry and the washing-up. ............... answers.
5 I had to mow the lawn every month. ...........................
6 I didn’t have to make packed lunches. ....................... Track 47 (page 152, Student book) 1:03
c Track 47 Listen again and check your answers.
Jenny - Were your mum and dad strict, Martin?
Martin - Yes, they were, actually. How about you?
5a Write yes or no to answer the questions. Jenny - Mine were very strict. But I think parents are always
1 Did Jenny do housework when she was young? stricter with girls.
2 Did she have a choice?
Martin - Oh, yeah? How?
b Who had stricter parents - Jenny or Martin?
Jenny - Well, I had to do a lot of homework…
lesson 23 93 Martin - I had to do homework, too… Three hours every
night.
Jenny - And… I had to do housework…
3b Martin - Me, too! I had to take out the rubbish every week.
Feedback. Have learners tell the class about their Jenny - I had to take out the rubbish, too. And I had to do
partners. the laundry and the washing-up. And I had to look after the
3a-3b alternative procedure younger children in the family.
If short on time, you may like to take one or two brief Martin - Well… I had to mow the lawn every month.
responses to the questions as a class. Jenny - Poor you! I had to get up early every day and make
packed lunches for my family.
Martin - Did you? I didn’t have to make packed lunches!
Listening Jenny - No?
4a Martin - Well, no… My sister did that.
Direct attention to the picture of Jenny and Martin and
explain the situation – they are discussing how strict
5a
Direct attention to what Jenny says in sentence 2 of
their parents were. Go over the instructions and check
activity 4b.
understanding.
Deal with the questions as a class and have learners write
You may like to direct learners to the pictures in activity 1 yes or no as appropriate.
to look at and check off while listening.
5a answer
Track 47 Learners listen for which thing from 1 Did Jenny do housework when she was young? yes
activity 1 Jenny and Martin do not talk about. 2 Did she have a choice? no
5b
4a answer Take brief responses to this question as a way of rounding
They don’t talk about walking to school. off the listening activity.

Language focus
Language Focus We use had to when we talk about situations in the past when there was no choice (when it
was necessary to do something).
had to + base form of the verb

Go over the explanations and examples with learners.
The elevator broke, so we had to use the stairs.
I had to do homework. (Because my parents were strict.)
We use didn’t have to when we talk about situations in the past when it was OK not to do
Practice something (when it was not necessary to do something).
didn’t have to + base form of the verb
6a I didn’t have to make packed lunches.

It was a holiday yesterday, so she didn’t have to go to the office.
Questions and short answers
understanding. In pairs, learners use had to or didn’t have
did + have to + base form of the verb
to and a verb from the box to complete the sentences. What time did you have to get up yesterday?
Monitor and assist as necessary. Why did you have to use the elevator?
Did you have to walk to school?
Yes, I did.
Feedback as a class. No, I didn’t.
6a answers
Practice
1) I didn’t have to pay because I had a coupon. 6a Work with a partner.
2) I was very sick yesterday. I had to call the doctor. Use had to or didn’t have to and a verb from the box to complete each sentence below.
Use each verb only once.
3) I got a takeaway last night, so I didn’t have to cook.
borrow call cook get pay work
4) She had to work late on Friday because they were really
busy in the office. 1 I didn’t have to pay because I had a coupon.
5) There was a problem with the trains, and I had to get the 2 I was very sick yesterday. I the doctor.
3 I got a takeaway last night, so I .
bus.
4 She late on Friday because they were really busy in the office.
6) I had no money, so I had to borrow some from a friend. 5 There was a problem with the trains, and I the bus.
6 I had no money, so I some from a friend.
6b b Use the prompts to complete the questions.
Go over the instructions and example to check 1 We had to pay a lot of money. How much did you have to pay ?
understanding. In pairs, learners use the prompts to 2 They had to wait a long time. How long ?
complete the questions. Monitor and assist as necessary. 3 I had to go somewhere. Where ?
4 She had to get up early. What time ?
5 He had to leave early. When ?
94 lesson 23
6b answers
1) We had to pay a lot of money. How much did you have
to pay?
2) They had to wait a long time. How long did they have to
7b
wait? Track 48 Learners listen again and copy the
3) I had to go somewhere. Where did you have to go? pronunciation.
4) She had to get up early. What time did she have to get
up?
5) He had to leave early. When did he have to leave? Interact
8a
Sounding natural Go over the instructions and examples to check
understanding. Model the activity by noting five things
7a you yourself had to do when young.
Track 48 Learners listen for what happens to the Learners work on their own to make a note of five
underlined parts of the sentences in connected speech. things that they had to do when they were young. Allow
learners time to think and make notes. Monitor and assist
7a answers as necessary.
They tend not to be pronounced.
This is an example of elision. Teaching tip – taking notes
Track 48 (page 153, Student book) 0:25 encourage them to ‘speak’ rather than just read straight
1) I had to get up early yesterday. from their notes in the following activity.
2) We had to work late.
3) I had to get the bus.

Sounding natural
7a Track 48 Listen. What happens to the underlined letter in each sentence when we speak naturally?
1 I had to get up early yesterday.
2 We had to work late.
3 I had to get the bus.
Interact
8aWork on your own.
Make a note of five things you had to do when you were young.
go to school on Saturday
practise the piano every day
b Work with a partner.

Compare the things you had to do when you were young.
Ask questions to get more information.
example - I had to practise the piano every day.

- Did you like it?
- No, I didn’t! How about you?
- I didn’t have to
practise the piano,
but I had to…
lesson 23 95
8b
understanding. Highlight the fact that learners should
ask follow-up questions to get more information. You
may like to model this briefly with a more confident
learner.
In pairs, learners compare the things they had to do

when they were young.
during this activity. Note good use of vocabulary and
language and/or errors and mistakes.
8c


24
UNIT 8
School days
24School days
School days
UNIT 8
In this lesson - Discuss school and school life
Discuss the questions below.
a Where did you go to school?
Warmer
b Did you like it? Why?
c Did you prefer your first school or your high school? Why?
• Books closed. Write ‘school’ in a circle in the middle of

the whiteboard.
• Ask the class to suggest all the words they associate
with ‘school’, e.g. teachers, classroom, books, sport.
• Accept any suggestions if learners can explain the a b
connection, e.g. ‘fun – we had fun at school’.

• Write the suggested words around the circle, connected
to it with straight lines. You should end up with a ‘sun’
effect, with lines radiating from the circle.
• Count the number of words on the board, and erase all
but the word inside the circle. c d
• Challenge the learners to recall and write down as many

of the brainstormed words as they can.
• Set a time limit. Re-elicit the words back on to the
whiteboard.
e f
Introduction
1a-c 96 lesson 24
In pairs, learners discuss questions a – c.
Extension
Extension In pairs. Give learners a few minutes to think of two
As a class. Discuss the following questions: ‘alternative’ subjects students should learn (e.g. Current
Do you remember any of your teachers from school? events, DIY, Social skills, etc.). Feedback in pairs, and then as
Who was your least favourite teacher? Why? a class.
If you were a teacher, what subject would you teach? Why?
Write learners’ responses on the whiteboard. As a class,
2 choose the best two subjects.
As a class. Elicit the names of the school subjects on the
page.
2 answers
Interact 1
a) Science
b) Music
3a+b
In pairs, learners add two more subjects to the list on
c) Maths
page 97, then rank them according to which is most
d) Geography
useful in life after school.
e) P.E. (Physical Education)
Give learners a couple of minutes to discuss and rank the
f) History
subjects.
Elicit other subjects studied at school (e.g. Japanese, Art, Monitor and assist as necessary.
English, Social Studies).
4
Learners change partners, compare ideas, and agree on
the two most useful subjects.
Encourage them to talk about why they think so.

In this lesson: Discuss school and school life
2 Match the school subjects in the table with the pictures.

Write the letters in the middle column.
school subjects picture ranking
Maths
Science a
Geography
History
Music
P.E.
Interact 1
a Add two more school subjects to the list in activity 2.
b Which subjects do you think are the most useful in life after school?
Rank them from 1–8 (1 = the most useful, 8 = the least useful).
4 Change partners.
Compare your ideas, then choose the two most useful subjects.
5 Share your ideas with the class. Can you all agree on the most useful subjects?
lesson 24 97
5
Teaching tip – ranking activities

This activity encourages learners to use language
interactively. They have to compare, explain or defend
their choices. Asking learners to add items to the list
of things to be ranked makes the second stage of the
activity (when learners change partners) fresh, since
learners will not know what their new partners may have
chosen to add to the list.
Set a time limit on the first stage of the activity (ranking)
because learners often vary in the time they need to
decide on a ranking. This will also force them to keep
their notes brief and encourage them to ‘speak’, rather
than just read straight from their notes.

Vocabulary Vocabulary
6a-e Complete the sentences below with the words from the box.
In pairs, learners complete sentences with words from the

box. naughty
fun
Encourage learners to consult with other pairs. strict

funny
encouraging
Feedback as class.
6a-e answers a My old teacher was very strict – she always gave us too much homework.
a) My old teacher was very strict – she always gave us too
b My best friend at elementary school was very .
much homework.
b) My best friend at elementary school was very naughty. He never did what the teachers told him to do.
He never did what the teachers told him to do. c My science teacher was really . He never stopped making jokes.
c) My science teacher was really funny. He never stopped d Sports day at our school was really . I always enjoyed it.
making jokes. e The best teachers are always kind and .

d) Sports day at our school was really fun. I always enjoyed
it.
e) The best teachers are always kind and encouraging.
Extension
Ask learners who they think make the best teachers: men or
women, and why.
Then brainstorm qualities that make a good teacher. Give
everybody a chance to respond.
Interact 2
7a-e 98 lesson 24
Explain to learners they’re going to talk about school life.
Read through questions a - e with the class and check
understanding. Have learners ask you one or two of the
In a private lesson
questions, and answer them yourself.
Write your own answers for questions a – e in activity
Give learners a few minutes to think about and make
7. Ask and answer the questions with your learner.
notes on their own answers.
Next, answer the two extra questions the learner wrote.
Encourage learner to ask follow-up questions.
When learners are ready, ask them to think of and write

two more questions on school or school life. Monitor and
E.g.
How many days a week should students go to school?
8
In pairs, learners ask and answer the questions from
activity 7. Read example and check learners understand
the activity.
Monitor and assist as necessary. Note good use of

Encourage follow-up questions.
Feedback as a class. Learners tell the class about their

partner.

Interact 2
7 You are going to talk about school life.
Read the questions below and make notes about your answers.
a What were your most and least favourite subjects at school?
b Who was your favourite teacher? Why?
c Do you think school life today is harder or easier than when you went to school?
d What is your funniest memory from school?
e If you could study a subject you learned about at school again, what would it be? Why?
Write two more questions about school life below.
8 Work with a partner. Ask and answer the questions.

Give extra information and ask more questions.
example - Who was your favourite teacher in school?

- My favourite teacher was my English teacher. She always
helped me with my work, and she was funny and kind. How
about you?
lesson 24 99

25
UNIT 9
It must be a businessman’s
25It must be a businessman’s

It must be a businessman’s
UNIT 9
In this lesson - Guess what someone is talking about
Grammar - Modal verbs of deduction
Example: Introduction
He must be American (I think it definitely is true). a Have you ever lost anything valuable?
b Did you find it again?
She could/might be a model (I think it is possibly true).
c Have you ever found anything someone lost? Did you take it to the lost property office?
That can’t be John (I think it definitely isn’t true). Tell the class about your partner.
Listening
2a Frank and Tony work at an airport lost property office.
Track 49 Listen to their conversation about the bags below.
Introduction Number the bags in the order you hear them.
b Match the bags with their owners below.
1a-c
Check understanding of lost property office.
Learners work in pairs to discuss questions a to c.
Extension
Ask learners if they have ever found anything valuable.
What was it?
Where was it?
What did they do?
3 Track 49 Listen again. Complete the sentences.
Listening a Bag one:

b Bag two:
It must belong to a child.
It be a businessman’s.
c Bag two: Yeah, it be a woman’s.
2a d Bag two: It be a woman’s.

It be a man’s.
Explain to learners that they’re going to listen to two e Bag three: She be a model.
workers in an airport lost property office. The men are
talking about three bags left in the office. 100 lesson 25
Point out the bags in the picture.
Track 49 Learners listen and number the bags in the
order they are mentioned. Tony - Right, now this must be a woman’s bag. Look, we’ve
got lipstick, a make-up set, a hairbrush and a copy of a
2a answers
Left to right: 3, 1, 2 fashion magazine. Oh, and some airline tickets. She could be
a model.
Frank - So, we’ll have to wait for these people to drop in.
Tony - Yeah, let’s keep an eye out for a model, a stressed
Frank - Well, we’ve got three bags with no names on them.
businessman and a young boy.
Tony - Let’s have a look at the first one. Right, we’ve got
Frank - Yeah, let’s. I’m sure they’ll be dropping in soon. OK,
some sweets, a comic and a game console.
what’s next?
Frank - It must belong to a child.
Tony - Yeah. I think so, too. OK, next is this expensive-
looking briefcase, obviously someone with money. There’s
2b
a mobile phone in it, but the battery’s dead, so I can’t check
Track 49 Learners listen again and match the bags
the name. There’s also a copy of the Financial Times. It must
with the pictures of people.
be a businessman’s.
Frank - Or a businesswoman’s! 2b answers
Tony - Yeah, it might be a woman’s. But look, there’s a bag one – boy
necktie. It can’t be a woman’s. It must be a man’s. bag two – businessman
Frank - OK, how about the next one? bag three – woman

In this lesson: Guess what someone is talking about
Grammar: Modal verbs of deduction
Language focus
4 We use the modal verbs must/might/could/can’t when we don’t know about a situation and we guess.
must
might (not)
+ base form of the verb
could (not)
can’t
Match the sentences on the left to the meanings on the right.

meaning
It can’t be a woman’s. I think it definitely is true.
She could be a model. I think it is possibly true.

It must be a businessman’s. I think it definitely isn’t true.
It might be a woman’s. I think it is possibly true.
lesson 25 101
3a-e
Track 49 Learners listen again and complete the
sentences. Read example and check learners understand
the activity.
3a-e answers
a) Bag one: It must belong to a child.
b) Bag two: It must be a businessman’s.
c) Bag two: Yeah, it might be a woman’s.
d) Bag two: It can’t be a woman’s. It must be a man’s.
e) Bag three: She could be a model.
Language focus
4
Read through the explanation with learners.
Ask learners to match the sentences on the left with the
meanings on the right.
4 answers
It can’t be a woman’s. – I think it definitely isn’t true.
She could be a model. – I think it is possibly true.
It must be a businessman’s. – I think it definitely is true.
It might be a woman’s. – I think it is possibly true.

Practice
Practice 5 Underline the correct modal verbs to complete the sentences.
a He can’t / must be home yet. It’s too early.
5a-f b He might not / can’t know where our house is. You’d better call him.
c My sister must / might like her new boyfriend. She calls him every day!
Track 50 In pairs, learners underline the correct d Life must / can’t exist on other planets. I’m 100% sure it does!
modals to complete the sentences. e He might / can’t work in an office. He’s wearing a suit.
f She’s worked all day. She may / must be tired.
Listen to check answers. Track 50 Listen and check.
5a-f answers
See CD script for Track 50 - answers underlined 6 Work with a partner.
Use must / might (not) / could (not) / can’t + be to write your own responses to the situations below.
a You hear a strange scratching noise outside your door.

a) He can’t be home yet. It’s too early. b You see a bright light in the park.
b) He might not know where our house is. You’d better call c You’re expecting an important parcel when the doorbell rings.
him.
d The telephone rings at three a.m.
c) My sister must like her new boyfriend. She calls him every
day!
d) Life must exist on other planets. I’m 100% sure it does!
e) He might work in an office. He’s wearing a suit. Sounding natural
7 Look at the underlined letters in the sentences below.
f) She’s worked all day. She must be tired.
a It could be the postman.
b He must be nearly there by now.
6a-d c They can’t be very happy with the news.
Learners use must / might (not) / could (not) / can’t + be to d She might need to call us later.
e It might be better to order on the internet.
write their own responses to the situations.
Write an example on the whiteboard and check learners Track 51 Listen. What happens to the middle letter when we speak naturally?
understand the activity. Give learners a few minutes to 8 Track 51 Listen again and copy the pronunciation.
think and write responses.

In pairs, learners compare responses.
102 lesson 25
Alternative procedure
Learners read out the responses they wrote to the class in
random order.
Class guesses which situation they are responding to. Interact
9
Sounding natural Model activity.
• Chose something in the classroom, but don’t say what
7a-e it is.
• Describe the item one sentence at a time, without
Track 51 Learners listen for what happens to the
saying what it is. Encourage learners to guess what the
underlined letters when the phrases are spoken naturally.
thing is using the modals studied in the lesson.
7a-e answers In pairs, learners secretly choose three items in the
They aren’t pronounced. classroom and do the activity.
(Technically, the ‘d’ in ‘could be’ is assimilated by the ‘b’ in
‘be’. The other underlined letters are elided).
and mistakes.
Feedback as a class – who guessed their partner’s items
a) It could be the postman.
quickest?
b) He must be nearly there by now.
c) They can’t be very happy with the news. Highlight good use of language and elicit corrections of
d) She might need to call us later. any problems you noted.
e) It might be better to order on the internet.
8
pronunciation. Pause track after each line.
Drill.

Interact
9 Work in A and B pairs.
Student A
a Choose something in the classroom, but don’t say what it is.
b Describe the thing you chose. Say one sentence at a time.
Can Student B guess what it is?
Student B
Listen to Student A.
Say what you think Student A is describing – use must/might/could/can’t.
example - It’s white.
- It could be the whiteboard, or it might be my shirt.
- It’s on the table.
- It can’t be the whiteboard... It might be the eraser.
- It’s very small.
- It must be the eraser!
Change roles and do it again.
lesson 25 103

26
UNIT 9
If I were you...
26If I were you...

If I were you...
UNIT 9
In this lesson - Discuss problems and give advice
Grammar - should, ought to and the second Introduction
1 Work with a partner. You have one minute.
conditional for giving advice Make a list of as many body parts as you can.
Examples: arm
You should do more exercise.

You ought to go to bed early.
If I were you, I’d try to relax.
a

Introduction Match the body parts from your list with
the verbs below (sometimes more than
1 one answer is possible).
Learners work with a partner to make a list of as many bend

your arm
open
body parts as they can in one minute.

Feedback as a class. close wink
Alternative procedure nod twist

Do the activity as a team competition.
Explain that dictionaries are not allowed. Spelling isn’t
turn raise
important (as long as it’s close).
The team that lists the most body parts is the winner.
Elicit the correct spellings at the end of the activity.
3 Match the medical problems below with the
2 correct place on the body in the picture.
a chest pain e stiff shoulder
Elicit/check meanings for verbs in the activity. Learners b stiff neck f headache
work with a different partner. Match the body parts from c stomachache g toothache
their lists in activity 1 with the verbs. Remind them that d backache
more than one answer may be possible.

104 lesson 26
Extension
Learners work in pairs. One learner in each pair with books
closed. The learner with the open book tests the other by
reading out phrases from activity 2 as commands (‘Nod Teaching tip – scanning
your head!’, ‘Bend your arm!’, etc.). Other learner complies. We scan for information in a text in everyday life
(You might like to teach ‘I’d rather not do that!’) Change
roles and repeat. when we, for instance, look through the TV page of a
newspaper to find the starting time of a programme – we
3 do not need to read everything to get the information
Learners match the medical problems with the correct we need quickly. Asking learners to scan texts for key
places on the body in the picture. words is a way to teach this skill. It is also a useful way to
Feedback in pairs and then as a class. build confidence before more detailed reading tasks.
3 answers
Clockwise from top left: g, f, b, a, c, d, e 4a answers
chest pains, headaches, stiff shoulders, backache
Reading 4b
4a Learners match the doctor’s replies with the letters. They
Explain to learners that they’re going to read letters write the names in the spaces.
from a magazine. Four people are asking for advice from Feedback in pairs and then as a class.
Doctor Munroe.
Ask learners to read the letters and find the problems 4b answers
from activity 3 they mention. Clockwise from top left:
This is a scanning activity. Dear Emma, Dear Alex, Dear Michelle, Dear David

In this lesson: Discuss problems and give advice
Grammar: should, ought to and the second conditional for giving advice
Reading
4 Read the letters in the magazine page below.
a Which problems from activity 3 do they mention?
b Match the letters to the doctor’s replies below. Write the names in the spaces.
Ask The Doctor Dr John Munroe answers your questions
Dear Doctor Munroe, Dear Doctor Munroe,

Phil,
I’m a heavy smoker and I really want to quit. I can’t sleep well. I spend all night tossing
I’ve tried many times, but after a few days I and turning in my bed. I feel so tired during
always start smoking again. I sometimes feel the day at work and have headaches. What
chest pains when I walk quickly. What can I advice can you give me to help me sleep
do to quit? better at night? Andrew
David Chester
Michelle
Brighton Chester
Dear Doctor Munroe, Dear Doctor Munroe,

I always have really stiff shoulders when I I want to lose weight. I’ve tried diets, but
get home from work. I can hardly move my they don’t work, and since I started my new
neck and arms and it’s quite painful. Could job I always have a backache and I have
you give me some advice? no time to exercise. What can I do to lose
Emma weight and get t?
Newcastle Alex
Leeds
Dear Emma , Dear ,

If I were you, I’d try to relax when you get You shouldn’t eat too much pasta or rice.
home. You ought to take a hot bath or Also, avoid sweets and zzy drinks. If I were
shower, put your feet up and watch some TV you, I wouldn’t have desserts. You should
with your favourite drink. If you do some of try to do more exercise - take the stairs
these things, you will feel a lot more relaxed. instead of the lift at work.
Dear , Dear ,
I think you should cut down on cigarettes You should try to relax after work, but you
slowly. Try to avoid buying a packet every deﬁnitely shouldn’t drink tea or coffee
day. If I were you, I’d use nicotine patches before you sleep. You ought to go to bed
that you put on your arm. These are really earlier and try to wake up earlier. If I were
effective. you, I wouldn’t watch TV before bed.
lesson 26 105

Language focus
Language focus 5 When we give advice, we can use the patterns below.
Positive advice Negative advice
5 should + base form of the verb shouldn’t (not) + base form of the verb
Go over the explanations and example sentences with You should cut down on cigarettes. You shouldn’t eat too much pasta or rice.
learners. Ask learners to work in pairs to find more
examples in activity 4 and write them in the correct
boxes. if I were you, + I’d (would) + base form of the verb if I were you, + I wouldn’t + base form of the verb
5 answers If I were you, I’d try to relax. If I were you, I wouldn’t have desserts.
should + base form of verb: You should try to do more
exercise. You should try to relax after work.
shouldn’t + base form of verb: You definitely shouldn’t ought to + base form of the verb
drink tea or coffee. You ought to take a hot bath or shower.

if I were you, + I’d + base form of the verb: If I were you, I’d
use nicotine patches.
if I were you, + I wouldn’t + base form of the verb: If I Find one more example of each pattern in the doctor’s advice in activity 4.
were you, I wouldn’t watch TV before bed. Write the examples in the correct boxes.
ought to + base form of the verb: You ought to go to bed

earlier.
Practice
6 Write the words below in the correct order to make
advice.
Practice a do / you / exercise / should / more
You should do more exercise.

6 b eat / you / junk / shouldn’t / food
Learners write words in the correct order to make advice.
6 answers c I / you / I’d / exercise / were / more / if

d visit / you / the / to / ought / doctor
Track 52 Learners listen and check answers. Track 52 Listen and check.
106 lesson 26

a) You should do more exercise.
b) You shouldn’t eat junk food. Interact
c) If I were you, I’d exercise more.
d) You ought to visit the doctor. 9a
Explain to learners they’re going to roleplay talking about
problems and giving advice.
Learners work in pairs.
Sounding natural Give learners A and B a few minutes to read their
problems and make notes.
7a-c Monitor and assist as necessary.
Ask learners to underline ‘to’ in the sentences.
Learner A’s problem:
Track 53 Learners listen for how we pronounce this You split up with your girlfriend / boyfriend.
word when we speak naturally. You really love her / him, but she / he won’t talk to you.
You tried calling her / him, but she / he won’t answer.
7a-c answers
We tend to use the weak form (/tə/). Learner B’s problem:
You made a big mistake at work and now your boss is really
8 angry with you.
You tried to make things better, but your boss is still very
angry.
pronunciation.
Track 53 (page 87, Student book) 0:26 9b

Learner A explains their problem to learner B. Encourage
a) You ought to be more careful.
learner B to ask follow-up questions to get more
b) You ought to drive more carefully. information. Encourage them to use the phrases in
c) You ought to say sorry. activity 5 to give advice.

Sounding natural
7 Underline ‘to’ in the sentences below.
a You ought to be more careful.
b You ought to drive more carefully.
c You ought to say sorry.
Track 53 Listen to the sentences. How do we say ‘to’ when we speak naturally?
Interact
9 You are going to roleplay talking about problems and giving advice.
a Work in A and B pairs.
Student A: read 1 .
Student B: read 2 .
1
This is your problem:
You split up with your girlfriend / boyfriend.
You really love her / him, but she / he won’t talk to you.
You tried calling her / him, but she / he won’t answer.
Prepare to explain:
- Why you split up
- What exactly happened (When? Where?)
- What you tried to do to make things better (How? What happened?)
2
This is your problem:
You made a big mistake at work and now your boss is really angry with you.
You tried to make things better, but your boss is still very angry.
Prepare to explain:
- What mistake you made
- What exactly happened (When? Where?)
- What you tried to do to make things better (How? What happened?)
b Student A, explain your problem.

Student B, ask questions to get more information and give advice.
c Change roles.
d Tell the class about the advice your partner gave you.
Did anyone give similar advice?
lesson 26 107
9c
Learners change roles and do it again.
9d
Learners tell the class about the advice their partner gave
them. Monitor learners’ use of vocabulary and language.
and mistakes.
Did anybody give the same advice?

As a class, decide who gave the best advice.


27
UNIT 9
At the flea market
27At the ea market

At the flea market
UNIT 9
In this lesson - Practise bargaining
Functions - Polite requests Introduction
a What kind of things do people sell at flea markets?
b Have you ever been to a flea market?
Warmer If so, what did you buy?

c Are flea markets popular in your country?
d Are there any famous flea markets in your town?
Write junk on the whiteboard. Elicit/explain the meaning
of the word.
Ask learners to work in pairs and discuss the following
questions:
Are you a ‘hoarder’ (someone who never throws stuff away)?
Do you have a lot of junk? What are some things you want
to throw away?
What do you do with old clothes / things you don’t use any
more (e.g. old golf clubs, kitchen stuff)?
partner.
Introduction
Ask learners to look at the picture on page 108 and ask
what kind of things they see.
Is there anything that looks interesting to buy?
Ask learners to work in pairs and choose three items.
Together, learners decide on how much they’re willing to
pay for each. 108 lesson 27
Learners tell the class about the items they chose.
1a-d
In pairs, learners discuss questions a to d. Track 54 (page 153, Student book) 1:12
Tom - Excuse me. Would you mind telling me if you’ve got
Feedback as a class. Give everybody a chance to respond. any scarves?
Stallholder - I think there’s one in this box here. I’ll have a
look... Oh, yes. Here’s a nice, yellow one.
Listening Tom - Yeah, that’s very nice. I’m also looking for a woolly
hat. Do you have one?
2a Stallholder - Well, how about this? It looks nice with the
Ask learners to look at the pictures in the table. Ask them scarf.
what the items are, and how much they would pay for
Tom - Great! How much for the scarf?
each item (in their country’s currency).
Stallholder - Five pounds.
Items: Tom - Hmm... And the hat?
yellow scarf, woolly hat, leather jacket, cactus Stallholder - Three pounds. So that’s eight pounds in total.
Tom - That’s a little expensive. I want to buy both, so could
2b you bring the price down a little?
Track 54 Track 55 Explain to learners that Stallholder - OK. Umm... seven pounds?
they’re going to listen to Tom and Barbara at a flea Tom - Could you give me both for five pounds?
market. Learners should listen to the recording and write Stallholder - Oh alright. Five pounds.
what they buy at the market. Tom - Here you are.
2b answers Stallholder - Thanks.
Tom: scarf and woolly hat
Barbara: leather jacket and cactus

3
In this lesson: Practise bargaining
Function: Polite requests Track 54 Track 55 Learners listen again for how
much the stallholder first asks for each item, and how
Listening much Tom and Barbara actually pay. Then learners write
2a Look at the pictures in the table below. What are they? the information in the table.
b Track 54 Track 55 Tom and Barbara are at a flea market.
Listen to the two conversations and write their names under the items that they bought. 3 answers
Tom: scarf and woolly hat
Price asked: £5 scarf, £3 woolly hat
items
Price paid: £5
Barbara: leather jacket and cactus

name Price asked: £20 jacket, £5 cactus
Price paid: £12 leather jacket, £3 cactus
price asked £ £ £ £
price paid £ £ £
3 Track 54 Track 55 Listen again. How much did the stallholder first ask for each item?
How much did Tom and Barbara pay? Write the amounts in the table above.
lesson 27 109

Barbara - Hello. I’m looking for a jacket. Do you have any?
Stallholder - Hmm... I’ve got this leather jacket. It might be
your size.
Barbara - Oh, I like that. Would you mind telling me how
much you want for it?
Stallholder - Let’s say... 20 pounds.
Barbara - Hmm... Could you please give me a discount?
Would ten pounds be OK?
Stallholder - Fifteen?
Barbara - I’m sorry, twelve pounds is my final offer.
Stallholder - Alright. Twelve pounds.
Barbara - Thank you. Oh! Could you tell me how much the
cactus is?
Stallholder - Five pounds.
Barbara - Oh dear. I only have three pounds left to spend.
Stallholder - OK. Three pounds. So that’s twelve pounds for
the jacket and three for the cactus. That’s fifteen pounds,
please.
Barbara - Here you are.
Stallholder - Thanks.

Language focus
Language focus When we make requests, we can sound more polite by using the structures below.
Bring the price down. Could you bring the price down a little?
Go over the explanation in the Language focus box. could you + base form of the verb
Read through the yellow boxes with learners and go over
the example sentences. How much? Would you mind telling me how much, please?
would you mind + -ing form of the verb
Practice Practice
4 Complete the sentences with could you or would you mind.
4a-c
a Could you please give me a discount?
In pairs, learners complete the sentences with could you
or would you mind. Read example and check learners b telling me if you’ve got any scarves?
understand the activity. c tell me how much the cactus is?
5 Track 56 Listen and check.

4 answers
See CD script for Track 56 - answers underlined
Sounding natural
6 To practise saying long sentences, we can start from the end and work backwards.
5 Track 57 Listen to the pattern below.
Track 56 Learners listen and check answers. a little?
price down a little?

Track 56 (page 153, Student book) 0:28 bring the price down a little?
a) Could you please give me a discount? Could you bring the price down a little?
b) Would you mind telling me if you’ve got any scarves?
7 Practise saying the sentences below in the same way.
c) Could you tell me how much the cactus is?
Would you mind telling me how much you want for it?
Could you tell me how much the cactus is?
Sounding natural Track 58 Listen and check your pronunciation.
Teaching tip – back drilling

Back drilling is a useful technique to practise connected
speech. Drill a long utterance by building it up from
110 lesson 27
the end. Increase its length each time you model it for
learners to repeat.
6
Interact
Track 57 Play the track, pausing after each line to
allow learners to repeat. 8a
Track 57 (page 153, Student book) 0:19 Explain to learners that they’re going to sell some items
a little? at a flea market.
Tell learners to make a list of ten items in their homes
price down a little?
that they’d like to sell.
bring the price down a little?
Could you bring the price down a little? 8b
Next to the items, they should write how much money
7 they want for each.
Track 58 Play the sentences, pausing after each
8c
one. Ask learners to repeat (they are likely to find this
Learners should decide the lowest price they’re willing to
challenging).
accept for each. They can make a note of this, but keep it
Model and back drill each sentence. Explain to learners
secret.
that they can use this technique for themselves when
trying to master longer phrases.
9
Track 58 (page 153, Student book) 0:15 Learners work in pairs to roleplay buying and selling
Would you mind telling me how much you want for it? items at a flea market.
Could you tell me how much the cactus is? Student A is the stallholder. Ask them to show their list
with the ‘asking’ price to their partner.
Student B is the customer. They choose four items to buy.
Ask them to use ‘polite requests’ to bring the prices down.

Interact
8 You are going to sell some items at a flea market.
a What items in your home do you want to sell? Write a list of ten items.
b How much money do you want for each item? Write a price next to each item.
c What is the lowest price you would sell each item for?
Decide, but keep it secret and don’t write it down.

Student A is the stallholder. Show your list of items and prices to your partner.
Student B is the customer. Choose four items to buy. Use polite requests to bring the prices down.
What did you buy? How much did you pay? Make notes.
10 Change roles and do it again.

What did you buy? How much did you pay? Make notes.
11 Who got the best bargain in the class?
lesson 27 111
10
Learners change roles and do it again. Monitor the
11
Feedback as a class – who got the best bargain?


28
UNIT 10
We stop for lunch at one
28We stop for lunch at one

We stop for lunch at one
UNIT 10
In this lesson - Plan a walking tour
Core activities - 1-3, 5, 7, 8
Grammar - Present simple for schedules
Examples:
The train for London leaves at 10.00.
We’re busy all morning, then we break for lunch at one.
Suggestion The Ritz Hotel
You may like to prepare some craft materials for use in

activity 7a (scissors, glue, colour pens, colour paper etc.)
if you think learners would respond well to this.
Introduction Big Ben Oxford Street
Introduction
1a 1a Work with a partner.
Make a list of all the places you know in London.
2 Write the verbs from the box to complete the phrases.
Direct attention to the pictures on the page. Elicit which take do meet cross walk
city it is. a break.

In pairs, learners make lists of all the places they know in take photos
a bus
London.
to the station
1a answers around the park
The city is London. a bridge

the road
Some suggested places: Harrods, Regent’s Park, London Zoo,
the Royal Albert Hall, the Natural History Museum. a friend
at six o’clock
1b b Share your lists with the class.

some shopping
some sightseeing
Feedback. Learners share their lists.
112 lesson 28
Extension
You may like to ask if any learners have been to London and,
if so, what their impressions were and what they did. You
could use this opportunity to introduce the idea of a tour Listening
(bus tour, walking tour).
3a
2 Direct attention to the picture of the flier. Explain the
Direct attention to the verbs in the box. Go over the situation: Terry and June are on holiday in London and are
instructions and an example to check understanding. talking about a walking tour.
In pairs, learners write verbs from the box next to each set Go over the itinerary of the tour and check
of phrases. understanding. Explain that there are six mistakes on the
flier.
Feedback as a class. Go over the instructions and example.
2 answers
Track 59 Learners listen to Terry and June’s
take - a break / photos / a bus
walk - to the station / around the park conversation and underline the mistakes on the flier.
cross - a bridge / the road Feedback in pairs, and then as a class.
meet - a friend / at six o’clock
do - some shopping / some sightseeing

3b
In this lesson: Plan a walking tour In pairs, learners read and answer the questions.
Grammar: Present simple for schedules
3b answers
1) When does the tour start? - 10 o’clock
2) How do they go to the river? - Walk
3) Where is lunch? - In Hyde Park
4) What time is afternoon tea? - 4.30
3c
Harrods Hyde Park
Track 59 Learners listen again and check their
answers.
3d
Round off the activity briefly by asking if learners would
like to take the tour themselves.
The London Eye Buckingham Palace
Listening
3a Track 59 Listen to Terry and June talk about a b Answer the questions.
London walking tour.
1 When does the tour start?
Look at the flier for the tour.
Underline five more mistakes.
2 How do they go to the river?
London walking tour

Schedule 3 Where is lunch?
Meet Waterloo Station 10.00

Take a bus to the river 4 What time is afternoon tea?
Take a ride on the London Eye 10.30
Cross the river
Buckingham Palace 11.00-12:00 c Track 59 Listen again and check your answers.
Hyde Park, fish and chips lunch d Would you like to go on the tour?
Shopping on Regent Street 2.00 - 5.00
Afternoon tea at the Ritz 5.30
lesson 28 113
3a answers - mistakes underlined

Meet Waterloo Station – 10.00
Take a bus (Walk) to the river
Take a ride on the London Eye – 10.30
Cross the river
Buckingham Palace (Big Ben and Houses of Parliament)
– 11.00
Fish and Chips (Picnic) lunch
Shopping on Regent Street (Oxford Street) – 2 - 5 (4)
Afternoon tea at the Ritz – 5.30 (4.30)

Terry - Is that the flier for the walking tour?
June - Yes. Do you want to see?
Terry - Yes please! What time does it start?
June - At 10 o’clock. We meet at Waterloo Station, then we
walk to the river and take a ride on the London Eye.
Terry - And when do we see Big Ben?
June - At eleven. We cross the river and look at Big Ben and
the Houses of Parliament from 11 to 12. See?
Terry - Oh yes. And after that, we go to Hyde Park and have
a picnic lunch.
June - Then shopping! Oxford Street from 2 to 4. And we
finish at 4.30 with afternoon tea at the Ritz.
Language focus
Language focus We can use the present simple to talk about schedules and timetables.
We finish at 4.30.
Go over the explanations and examples with learners. The train leaves at 6.00 and goes to London.
What time does the tour start?
We use words like then and after that to show that one thing follows another.
Practice We meet at Victoria station, then go to a restaurant.
After that we visit a museum.
4a
Go over the instructions and an example to check
understanding. Ensure learners understand that, since Practice
4a Complete the paragraph about Sue’s schedule with
the paragraph is about Sue’s schedule, they should use the correct verbs from the box.
the present simple form of the verbs in the box. Put the verbs into the present simple.
In pairs, learners complete the paragraph about Sue’s arrive have

schedule with the correct form of the verbs from the box. be start
fly take
4a answer Sue is very busy tomorrow.

See CD script for Track 60 - answers underlined. She work at 8.30 because
she a meeting at 9.00. Then
4b she to America with her boss
Track 60 Feedback. Learners listen to check their for another important meeting. They
a plane from Heathrow at

answers.
1.00 p.m. and in New York
Track 60 (page 154, Student book) 0:30 at 4.00 p.m., New York time.
Sue is very busy tomorrow. She starts work at 8.30 because

she has a meeting at 9.00. Then she flies to America with her b Track 60 Listen and check.
boss for another important meeting. They take a plane from

Heathrow at 1.00 p.m. and arrive in New York at 4.00 p.m.,
New York time.
114 lesson 28
Sounding natural
5a
Interact
words in the sentences. 6
Go over instructions and check understanding. Elicit one
4a answer or two ideas for walking tour locations.
See CD script for Track 61 - answers underlined. In pairs, learners decide on the location, route and things
to do on their walking tour. Allow learners time to discuss
Track 61 (page 154, Student book) 0:26 and make notes, but set a time limit to keep things fairly
brisk.
1) We leave at three.
Monitor, assist and prompt with questions as necessary.
2) We stop for lunch in a restaurant.
3) After that, we do some shopping. 7a
In pairs, learners make a flier for the tour they have
5a planned. This could range from a simple written itinerary,
Track 61 Learners listen again and copy the to a more elaborate piece of work. Either way, have them
pronunciation. Remodel and drill if necessary. make it A4 size or above, so that it can easily be read by
the rest of the class during the presentation in activity
7b. Set a time limit.
NB: You may like to think of one or two ideas for a tour
yourself at this stage, so that you can model the next
activity briefly.

Sounding natural
5a Track 61 Listen and underline the stressed words in the sentences.
1 We leave at three.
2 We stop for lunch in a restaurant.
3 After that, we do some shopping.
Interact
Plan a walking tour of a place you both know.
a. Choose the place.
b. Make a list of things to see or do in the place.
c. Decide where to meet.
d. Decide the route of the tour.
e. Decide where to have lunch, and when.
7a Make a flier for your tour.

Include the details you decided in activity 6 (if you like, you can also draw a map of the route).
b Show your flier to the class and explain the tour schedule.
example This is a tour of Camden. We meet at Camden Station at 10.30,
then we walk to…
c As a class, decide on the best tour.
lesson 28 115
7b
Model the activity by drawing a rough flier for a tour
of your home town on the board and explain your tour
schedule.
Learners show their fliers to the class and explain the tour
schedule they have planned. Encourage questions at the
end of each presentation. Monitor. Note good use of
7c
As a class, learners decide on the best tour.

29
UNIT 10
A big breakfast
29A big breakfast

A big breakfast
UNIT 10
In this lesson - Talk about the food you eat
Grammar - Countable and uncountable nouns with
much, many and a lot of
Examples:
How much coffee do you drink?
I don’t have a lot of time.
There aren’t many people that know that.
1 2
Introduction Introduction
1a+b 1a Ask and answer the questions below with a partner.
Go over the instructions and the questions to check 1 Do you eat breakfast every day? Why?
2 Do you sometimes eat breakfast in a cafe
understanding. In pairs, learners ask and answer the or restaurant? Where?
3
questions and then report back to the class about their b Tell the class about your partner.
partner. 2a Work with a partner. Write 1, 2, 3 or 4 to match

each word in the green table with the pictures.
2a b Look at the table in activity 2a again and circle yes
Go over the instructions and example to check or no to answer the questions.
understanding. In pairs, learners write 1, 2, 3 or 4 to match 1 Can you count pancakes

(for example: 1 pancake, 4
each word in the table with the pictures. 2 pancakes…)? .......................... yes / no
Feedback as a class. 2 Are the other things in column A column B

column A countable? ................. yes / no
boiled egg cereal
2a answers 3 Are the things in egg cup
3
maple syrup
column B countable? ................. yes / no pancake orange juice
column A column B 3a Work with a partner. tea
Choose four more things you can see in the pictures
boiled egg 3 cereal 4 and write them in the correct column of the table.
egg cup 3 maple syrup 2 b Share your ideas with the class.
c As a class, add two more nouns to each column
pancake 2 orange juice 3 of the green table.
tea 1 116 lesson 29

(the beverage in 3 is
conceivably tea, but looks
more like black coffee)
3c
2b As a class, elicit two more items to add to each column of
Answer these questions as a class and have learners circle the table.
yes or no in answer to the appropriate questions.
Use this activity to briefly review the distinction between
countable and uncountable nouns. Listening
2b answers
1) Can you count pancakes (for example: 1 pancake, 2 4a
pancakes…)? yes Go over the instructions and example to check
2) Are the other things in column A countable? yes understanding.
3) Are the things in column B countable? no
3a
Go over the instructions and check understanding. In In pairs, learners look at the pictures in activity 2, listen
pairs, learners look at the pictures again, choose four to four people talk about what they have for breakfast
more things they can see, and write them in the correct and write 1, 2, 3 or 4 to match each person with a picture.
column of the table. Monitor and assist as necessary. Feedback in pairs and then as a class.
3b 4a answers
Feedback as a class. Accept any reasonable answers. You Person A - 3, Person B - 1, Person C - 4, Person D - 2
may like to draw the table on the whiteboard and invite
all the learners to come to the board at the same time, to Track 62 (page 154, Student book) 0:35
write the things they chose in the correct columns. Person A
3b possible answers - Do you have a big breakfast?
Column A: fried egg, sausage, spoon, raisin - Yes. I think breakfast’s very important.
Column B: jam, coffee, toast, milk (in the cereal) - What do you have?
- Well… sausages, eggs and toast.

In this lesson: Talk about the food you eat Person D
Grammar: Countable and uncountable nouns with much, many and a lot of
- What do you have for breakfast?
- Pancakes. I eat a lot of pancakes.
Listening - Really? How many pancakes do you eat?
4a Track 62 Track 63 Track 64 Track 65 Look at the pictures in - Oh, about six or seven.
activity 2 and listen to four people being interviewed about what they have for breakfast.
Write 1, 2, 3 or 4 to match each person with a picture. - Do you use much maple syrup?
Person A: picture - Yes, I use a lot of maple syrup – I love it!
Person B: picture
Person C: picture 4b
Person D: picture Go over the instructions and example to check
b Work with a partner. understanding. In pairs, learners read the sentences and
Read the sentences and write A, B, C or D to match them with the correct
people in activity 4a. write A, B, C or D to match them with the correct people
How much tea do you drink? B in activity 4a.
How many pancakes do you eat?
Do you eat many eggs?

4c
Do you have a lot of sausages? Track 62 Track 63 Track 64 Track 65
Do you use a lot of butter? Learners listen and check their answers.
Do you use much maple syrup?
I don’t have many sausages. 5a

I don’t eat much butter. Go over the instructions and check understanding. In
I don’t have a lot of time in the mornings. pairs, learners read the sentences in activity 4b again
I eat a lot of pancakes. and circle the uncountable nouns and underline the
I use a lot of maple syrup – I love it!
countable nouns. Monitor and assist as necessary.
c Track 62 Track 63 Track 64 Track 65 Listen and check your answers. Feedback as a class.
5a Read the sentences in activity 4b again.
Underline the countable nouns and circle the uncountable nouns. 5a answers - countable nouns underlined, uncountable in bold.
b Underline the correct option to complete each statement below. How much tea do you drink? - B
You sometimes need to underline more than one option.
How many pancakes do you eat? - D
1 We usually use much with countable / uncountable nouns.
2 We usually use many with countable / uncountable nouns.
Do you eat many eggs? - A
3 We usually use much and many in questions / negative sentences / positive sentences. Do you have a lot of sausages? - A
4 In positive sentences, we usually use much / many / a lot of. Do you use a lot of butter? - B
5 We can / can’t use a lot of with both countable and uncountable nouns.
Do you use much maple syrup? - D
6 We can / can’t use a lot of in questions and negative sentences.
I don’t have many sausages. - A
c Which person’s breakfast do you like the best?
I don’t eat much butter. - B
lesson 29 117
I don’t have a lot of time. - C
I eat a lot of pancakes. - D
I use a lot of maple syrup – I love it! - D
- Do you eat many eggs?
5b
- I usually have two - one fried, and one boiled.
- And do you have a lot of sausages?
Do this activity as a class. For each statement, have
- No, I don’t have many sausages. Just two small ones.
learners look at the relevant sentences in activity 4b to
find the answers and underline the correct options. You
Track 63 (page 154, Student book) 0:28 may like to point out that the sentences in activity 4b
Person B are grouped by type – questions all together, negative
- What do you usually have for breakfast? sentences all together, and so on.
- Oh, just tea and toast. Highlight the fact that at times learners will have to
- Do you use a lot of butter? underline more than one option.
- No, just jam. I don’t eat much butter. 5b answers
- How much tea do you drink? 1) We usually use much with uncountable nouns.
- Just a cup. 2) We usually use many with countable nouns.
- Do you have milk in your tea? 3) We usually use much and many in questions / negative
- Oh, yes – always! sentences.
4) In positive sentences, we usually use a lot of.
Track 64 (page 154, Student book) 0:21 5) We can use a lot of with both countable and uncountable
Person C nouns.
- Do you have a big breakfast? 6) We can use a lot of in questions and negative sentences.
- No. Just milk and cereal.
5c
- Do you have anything to drink? Take brief responses to the question as a way of rounding
- No, I don’t. I don’t have a lot of time in the mornings. off this section.

Language focus
Language focus We use many with plural countable nouns and much with uncountable nouns*.
We usually use many and much in questions and negative sentences.
Go over the explanations and examples with learners. Do you eat many apples?
How much coffee do you drink?
I don’t have many sausages for breakfast – only one or two.
I haven’t got much time – five minutes.
Practice We usually use a lot of in positive sentences with both countable and uncountable nouns.
He has a lot of friends.

I drink a lot of tea.
6a We can also use a lot of in questions and negative sentences with both countable and
Go over the instructions and example to check uncountable nouns.
understanding. In pairs, learners underline the correct Did you eat many cakes? = Did you eat a lot of cakes?
I didn’t drink much wine last night. = I didn’t drink a lot of wine last night.
option to complete each sentence. Monitor and assist as
We use much / many, not a lot of, in questions with how.
necessary.
How many people did you meet?
A lot.
Feedback as a class. Not many.
Five or six.
How much toast do you eat?
6a answers A lot.
1) I don’t drink much coffee. Not much.
2) Many people like my boss, but I don’t.

3) How many people work in your office? Practice
4) There wasn’t much food at the party. 6a Work with a partner.
5) He eats a lot of ice cream. Underline the correct option to complete each sentence below.
1 I don’t drink many / much coffee.
2 Many / Much people like my boss, but I don’t.
6b 3 How many / much people work in your office?
Go over the instructions and check understanding. 4 There wasn’t many / much food at the party.
1 - In pairs, learners look at sentences 1-5 of activity 6a 5 He eats many / much / a lot of ice cream.
again and circle the sentence that cannot be rewritten b Look at the sentences in activity 6a again.
with a lot of. (Learners should disregard sentence 5.) 1 Circle the sentence that you cannot rewrite with a lot of.
2 - Learners rewrite the other three sentences with a lot of. 2 Rewrite the other three sentences with a lot of.
6b answers
1) Sentence 3 cannot be rewritten with a lot of.
2) 1. I don’t drink a lot of coffee. 118 lesson 29
2. A lot of people like my boss, but I don’t.
4. There wasn’t a lot of food at the party.
7b
Sounding natural Track 66 Learners listen again and copy the
pronunciation.
7a Remodel and re-drill as necessary.
understanding. You may like to check learners
understand the sound each symbol stands for.
Interact
Track 66 Learners listen for the sound they can hear
in the underlined parts of the words and circle the correct 8a
symbol. Read through the questions and check understanding.
7a answers questions as a model, and to illustrate how to make notes
When it follows a voiced consonant the ‘s’ also tends to be in English.
voiced. Allow learners time to think and make a note of their own
1) pancakes /s/ answers. Monitor and assist as necessary.
2) books /s/
3) eggs /z/ 8b
4) homes /z/ Learners write two more questions about food and add
them to the list of questions in activity 8a. Highlight the
fact that learners should use much, many or a lot of in
their questions. You may like to first elicit some possible
1) pancakes questions from the class as a whole.
2) books Allow learners time to think and write. Monitor and assist
3) eggs as necessary.
4) homes

Sounding natural
7a Track 66 Listen. Circle the sound you hear in the underlined part of each word.
1 pancakes ................... /s/ /z/

2 books ........................ /s/ /z/
3 eggs .......................... /s/ /z/
4 homes ....................... /s/ /z/
Interact
8a Work on your own. Make a note of your answers to the questions below.
1. How much meat do you eat?
2. Do you drink a lot of coffee?
3.
4.
b Write two more questions about food and add them to the list in activity 8a.
9a Work with a partner. Ask and answer the questions from activity 8.
Ask more questions to get extra information.
example - How much meat do you eat?

- Not much, but I eat a lot of fish.
example Josh doesn’t eat a lot of meat, but he…
lesson 29 119
9a
ask for and give additional information in their answers.
in this activity.
9b


30
UNIT 10
Have you got the latest...?
30Have you got the latest...?

Have you got the latest...?
UNIT 10
In this lesson -Talk about computers and technology
Core activities - 2, 4-8
Discuss the following questions.
1 Do you use a computer or mobile phone?

If you do, when and what for?
Introduction 2 Do your parents or grandparents use a computer or mobile phone?

If they do, when and what for?

1a example Hannah uses a computer
every day.
In pairs, learners discuss questions 1 and 2.
1b
Read the words below.
Which items can you see on this page?

remote control
2 internet
Direct attention to the list of items. Ask learners which escalator

washing machine
ones can they see on the page. electric car
solar panels
2 answers air conditioner
escalator, internet, microwave, solar panels, electric car, microwave
airbag airbag
3a-f
Learners complete the sentences with the words in
activity 2.
3a-f answers
a) I surf the internet at work, on the train and at home.
b) I have solar panels on my roof because I want to reduce
120 lesson 30
my electricity bill.
c) An electric car is much quieter than a petrol one.
d) If you have a heavy suitcase, don’t use the stairs. You
should use the escalator. 4c
e) I always buy a car with an airbag. It makes me feel safe. Feedback as a class. List the top three items by group on
f) I use a microwave to heat my food. the whiteboard. As a class, decide on a final list of three
most import things people need. Monitor the learners’
use of vocabulary and language.
Interact 1
4a Teaching tip – Working in pairs
Explain to learners that they’re going to talk about modern
inventions. Go over the list of six things with learners. Encourage learners to change partners quite often so
In pairs, learners add two more things to the list, then that they don’t get bored with their partner. This can also
rank the eight items from the most important to the least be important if there is an unpopular learner in the class.
(1 = most important in modern life, 8 = least important). Make sure learners understand the activity before they
do the activity.
Demonstrate the activity by writing an example on the
whiteboard. Allow learners time to think and add items If there is an odd number of learners, make a group of
to the list. Monitor and assist as necessary. three but break them up later in the lesson and put them
into pairs with someone else, so they get more chance to
4b speak.
Learners change partners and compare their rankings.
In their new pairs, learners decide on the three most
important things people need. Monitor and assist as
necessary.

In this lesson: Talk about computers and technology
3 Complete the sentences below with words from activity 2.

a I surf the at work, on the train and at home.
b I have on my roof because I want to reduce my electricity bill.
c An is much quieter than a petrol one.
d If you have a heavy suitcase, don’t use the stairs. You should use the .
e I always buy a car with an . It makes me feel safe.
f I use a to heat my food.
Interact 1
Read the list of modern inventions below.
Add two more to the list.
Rank the inventions 1-8 (1 = most important in modern life).
escalator ....................
airbag .......................
microwave .................
internet .....................
solar panels ................
electric car ...................
b Change partners.
Compare your ideas.
Decide on the three most important inventions.
c Tell the class about your choices.

As a class, decide what the top three inventions are.
lesson 30 121

Vocabulary
Vocabulary 2 5 Work with a partner. Look at the products on this page.
Tick ( ) the products that are electronic.
5 handheld games console
Direct attention to the pictures on page 122. Pick out the

picture of the laptop and elicit the item. Ask learners if it’s
scanner
an electronic or electrical product. Go over the example
and make sure learners know what to do.
laptop music player
In pairs, learners tick (√) the products that are electronic.

5 answers
laptop, handheld games console, music player, DVD player,
digital camera
tablet computer, smart phone, digital camera
tablet computer
6a-h
DVD player smart phone
Learners write the correct verbs from the box to

complete the sentences. Go over an example to make 6 Use the words from the box to complete the sentences.
sure learners understand what to do.
make watch check play
shop download take surf
6a-h answers refrigerator
a) Can I use your phone to make a phone call? a Can I use your phone to a phone call?
b) I usually check my emails on the train. b I usually my emails on the train.
c) Excuse me, can you take a picture of me and my wife? c Excuse me, can you a picture of me
coffee maker
and my wife?
d) I always surf the web before I go to bed. d I always the web before I go to bed.
e) Do you shop online? e Do you online?
f ) I use my tablet computer to play games and to send f I use my tablet computer to
emails. games and to send emails.

g I sometimes music from
g) I sometimes download music from the internet. the internet.
h) I use my laptop to watch films. h I use my laptop to films. television
printer
122 lesson 30
Interact 2
7a
Learners make notes about the questions in the activity.
understand the activity. Give learners time to think and
make notes. Monitor and assist as necessary.
Teaching tip – Taking notes

encourage them to ‘speak’ rather than just read straight
from their notes.
7b
Learners write three more questions and add them to the
list in activity 7a. Write an example on the whiteboard
and check learners understand the activity. Give learners
time to think and write questions. Monitor and assist as
necessary.
7c
lists. Monitor, but stay in the background as much as
possible in this activity.
7d


Interact 2
7a Read the questions about electronic products. Make a note of your answers.
1. Do you have a smart phone?
2. What electronic products do you have?
3. What’s your favourite electronic product?
4. Do you sometimes shop online?
5.
6.
7.
b Write three more questions about electronic products.
c Work with a partner. Ask and answer the questions in activity 7.


example Gabby has a laptop and a mobile phone. She uses…
lesson 30 123

31
UNIT 11
A spoonful of olive oil
31A spoonful of olive oil

A spoonful of olive oil
UNIT 11
In this lesson - Say how to make your favourite dish
Grammar - Using counters with uncountable nouns Introduction measurement action
Examples: boil
What dish do you most like cooking?
a tube of toothpaste Do you like making pasta?
a carton of milk What pasta dishes do you know how to cook?
a packet of biscuits 2 Write the words in the correct columns on the right.
a box of chocolates boil simmer dice fry teaspoon

grate tablespoon cup chop stir
pinch mix
3 Work with a partner. Look at the items below. Are they countable or uncountable?
Warmer Write C (countable) or U (uncountable).
Ask learners to work in pairs and discuss the following

questions:
• Are you a good cook? olive oil U garlic onion carrot
• What was the first dish you learnt to cook?

• Who does the most cooking at home?
Introduction salt and

pepper
tomato puree mixed herbs parmesan
1
Learners work in pairs to discuss the questions in the
activity.
minced meat red wine tomato
124 lesson 31
Give everybody a chance to respond. Write learners’
responses on the whiteboard. As a class, find out what
their most popular pasta dish is.
Reading
2
Elicit/check meanings of words in the activity. Learners 4
work in pairs to complete the table with words in the Focus learners’ attention on the picture of Spaghetti
activity. Bolognese. Ask them if they’ve made it before. Elicit the
ingredients needed to make it. If they don’t know, ask
2 answers
them what they think is needed.
measurement: teaspoon, tablespoon, cup, pinch
action: boil, simmer, dice, fry, grate, chop, stir, mix
Learners work in pairs, read the recipe instructions, and
3 number the boxes to put the recipe in order.
Learners work with a different partner and write c
(countable) or u (uncountable) next to the words. Monitor and assist as required.
Learners should be familiar with countable and
Teaching tip – text cohesion
uncountable at this stage. However, some learners may
need a quick refresher. This activity relies on learners noticing cohesion in a text.
Point out to learners how there is a certain amount of
3 answers repetition across the instructions. For instance, the first
uncountable: instruction talks about the onion and carrots, and the
olive oil, garlic, salt and pepper, tomato puree, mixed herbs,
next instruction carries on from there. The instruction to
parmesan, minced meat, red wine
countable: ‘Serve’ is likely to come at the end of the recipe.
onion, carrot, tomato

In this lesson: Say how to make your favourite dish
Grammar: Using counters with uncountable nouns
Reading
4 Put the recipe in the correct order.
When the onions and carrots are soft, Serve with a bowl of pasta and a
add 500 grams of minced meat and a teaspoon of parmesan cheese. Enjoy!
pinch of salt and pepper. Cook until
the meat is brown.
Next, stir in a tablespoon of mixed
herbs. Let it simmer on a low heat for
When the meat is brown, add a glass one hour.
of red wine. Wait two minutes then
mix in a can of tomatoes and half a
1 First, add a spoonful of olive oil to a
tube of tomato puree.
hot pan. Fry three cloves of crushed
garlic with half a cup of diced onion
and half a cup of grated carrot, until
soft.
lesson 31 125
4 answers
1)
First, add a spoonful of olive oil to a hot pan. Fry three cloves
of crushed garlic with half a cup of diced onion and half a
cup of grated carrot, until soft.
2)
When the onions and carrots are soft, add 500 grams of
minced meat and a pinch of salt and pepper. Cook until the
meat is brown.
3)
When the meat is brown, add a glass of red wine. Wait two
minutes then mix in a can of tomatoes and half a tube of
tomato puree.
4)
Next, stir in a tablespoon of mixed herbs. Let it simmer on a
low heat for one hour.
5)
Serve with a bowl of pasta and a teaspoon of parmesan
cheese. Enjoy!

Language focus
Language focus Words like spaghetti, garlic, olive oil, salt and pepper are uncountable.
We can make them countable by using counters.
Read the explanation and example sentences with a spoonful of olive oil
learners. Ask learners to underline the uncountable three cloves of garlic
nouns in activity 4, then circle the ‘counters’ used to

make them countable.
5 Match the counters with the items.
Example:
(teaspoon of) parmesan cheese a tube of
a carton of
milk
biscuits
a packet of toothpaste
a box of chocolates
5 a loaf of flour
Learners match the counters with the items. a bag of

a can of
bread
soft drink
5 answers
Practice
a tube of toothpaste 6 Underline the most likely word.
a carton of milk
a You need a tin / jar of tuna to make the salad.
a packet of biscuits
a box of chocolates b It’s in the fridge, next to the carton / can of milk.
a loaf of bread
c Can you go to the supermarket and buy a packet / loaf of bread?
a bag of flour
a can of soft drink d I’m not that hungry, but maybe I’ll have a slice / box of pizza.
e For breakfast, I usually have a glass / bowl of cereal.
Practice f The soup would be much nicer if you just added a pint / pinch of salt.
Track 67 Listen and check.

6a-f
Learners underline the correct words to complete the
sentences.
6a-f answers
126 lesson 31

a) You need a tin of tuna to make the salad. Sounding natural
b) It’s in the fridge, next to the carton of milk. 7a-f
c) Can you go to the supermarket and buy a loaf of bread?
Track 67 Learners listen again for how we
d) I’m not that hungry, but maybe I’ll have a slice of pizza.
pronounce ‘of’ when we speak naturally.
e) For breakfast, I usually have a bowl of cereal.
f) The soup would be much nicer if you just added a pinch 7a-f answers
of salt. We tend to use the weak form, with a ‘schwa’ sound /əf/.
8
Extension Track 67 Learners listen again and copy the
Learners work in pairs and talk about things they have in pronunciation.
their fridges. Pause CD after each sentence for learners to repeat.
Example: ‘I have a carton of milk, and three cans of beer.’ Model and drill again if necessary.

Sounding natural
7 Track 67 Listen again to the sentences in activity 6.
How do we say ‘of’ when we speak naturally?
a You need a tin of tuna to make the salad.

b It’s in the fridge, next to the carton of milk.
c Can you go to the supermarket and buy a loaf of bread?
d I’m not that hungry, but maybe I’ll have a slice of pizza.
e For breakfast, I usually have a bowl of cereal.
f The soup would be much nicer if you just added a pinch of salt.
Interact
9 You are going to tell the class how to make your favourite dish.
a Make notes about your dish.
• What’s the name of the dish? • What ingredients do you need?
• What do you do first? • What do you do next?
b Work with a partner. Tell each other how to make your dishes.
c Tell the class about your partner’s dish.
lesson 31 127
Interact
9a
Explain to learners that they’re going to tell a partner how
to make their favourite dish.
Learners read the questions and make brief notes.
Encourage learners to use the structures from the activity.
9b
Learners work in pairs and explain their dishes to each
other. Learners should make brief notes on their partner’s
dish.
9c
Learners tell the class about their partner’s dish.


32
UNIT 11
He told me...
32He told me...

He told me...
UNIT 11
In this lesson - Tell people what someone said
Grammar - Reported speech Introduction
Examples:
a Do you remember the last party you went to?
Direct speech: Where was it?
‘I want some more cake.’ What kind of party was it?

Did you enjoy it?
Reported speech: b Have you ever been to any of the kinds of parties in
She said she wanted some more cake. the pictures?
Introduction
1a+b
In pairs, learners discuss questions a and b.
2
Feedback. Learners tell class about their partner.
Listening
3a-g
Direct attention to the pictures on page 129.
Explain the situation - Robert is telling his friend, Karen,
about a party he went to.
Point out the inset pictures (Martin and Jody). Explain
that these are two people Martin met at the party.
Elicit some opinions about Martin and Jody (Who do you
think is friendly? Who would you like to talk to? Why? etc.). 128 lesson 32
Point out sentences a-g. Check vocabulary.

In pairs, learners discuss and decide who said what to Feedback in pairs and then as a class.
Robert - Martin or Jody. Play the CD again, pausing at appropriate times, if
Feedback as a class. Encourage learners to explain their necessary.
ideas.
Ask learners if they think Robert enjoyed the party.
Teaching tip – speculation
Encourage learners to speculate and make guesses 4 answers
before a reading or listening task. This activates their a) ‘I’m really rich.’ Martin
existing knowledge and gets them in the right frame of b) ‘I drive a Bentley.’ Martin
mind for the task. It also adds interest to the task because c) ‘I’m a musician.’ Jody
d) ‘I think the music is too loud.’ Martin
learners listen or read to see if they were right in what
e) ‘I love going to nightclubs.’ Jody
they guessed. f) ‘Anyone over thirty is really old.’ Jody
g) ‘I hate young people.’ Martin
4
Track 68 Tell learners they will listen to Robert
Karen - Did you enjoy the party at the weekend?
telling Karen about the party.
Ask them to check their ideas about who said what. Robert - No, not really. There were some strange people
Play CD. there!
(NB: Robert uses reported speech to say what Martin and Karen - Oh, really?
Jody said to him, so learners will not be able to listen for the Robert - Well, there was this horrible old guy. He told me he
exact words). was really rich and drove a Bentley. He said he thought the
music was too loud and that he hated young people. I don’t
know why he was there.

In this lesson: Tell people what someone said
Grammar: Reported speech
Listening
3 Robert went to a party at the weekend. He met two interesting people, Martin and Jody.
Who do you think said the things below to Robert – Martin or Jody?
Write the letters next to the person.
a ‘I’m really rich.’
b ‘I drive a Bentley.’
c ‘I’m a musician.’
d ‘I think the music is too loud.’
e ‘I love going to nightclubs.’
f ‘Anyone over 30 is really old.’
g ‘I hate young people.’
Jody
Martin a
Robert Karen
4 Track 68 Listen to Robert talk to his friend, Karen, about the party.
Check if you were right about who said what to Robert.
lesson 32 129
Karen - Sounds terrible!

Robert - Yeah. Then there was a really drunk woman.
She said that she was a musician and she loved going to
nightclubs. She also told me that anyone over 30 was really
old!
Karen - You’re kidding!
Robert - No. And she kept spilling her drink on me.

Language focus
Language focus When we report speech:
1. The present form of the verb usually changes to the past form.
am / is > was are > were do / does > did have / has > had can > could will > would
Go over the explanations and examples in the Language Direct speech: People over 30 are old. > Reported speech: She said people over 30 were old.
focus box.
2. We change pronouns.
I > he / she
Extension Direct speech: I think the music is too loud. > Reported speech: He said he thought the music was too loud.
Track 68 Play CD again and have learners listen for 3. Past simple verbs usually stay the same in reported speech.
the phrases in reported speech. Direct speech: Jimmy said, ‘I didn’t break the window.’ > Reported speech: Jimmy said that he didn’t
break the window.
Past simple verbs can also change to the past perfect tense.
Practice
Jimmy said that he hadn’t broken the window.
4. With reported speech, we often use said and told. When we use told, we say who is being spoken to.
5a-f
When we use say, we don’t normally mention who is being spoken to.
He told me he drove a Bentley.

In pairs, learners choose said or told to complete the He said that he drove a Bentley.
sentences.
Practice
5 Underline the correct words to complete the sentences.
Track 69 Play CD. Learners listen to check their
a He said / told that he drove a Ferrari.
answers.
b He said / told me that he thought the music was too loud.
5a-f answers c She said / told that she was a musician.
d He said / told me that he loved money.

e She said / told that people over 30 are old.
f She said / told me that she loved going to nightclubs.
Track 69 (page154, Student book) 0:52 Track 69 Listen and check.
a) He said that he drove a Ferrari. 6 Rewrite the sentences using direct speech.
b) He told me that he thought the music was too loud. a I drive a Ferrari.
b
c) She said that she was a musician. c
d) He told me that he loved money. d

e
e) She said that people over 30 are old. f
f) She told me that she loved going to nightclubs.
130 lesson 32
6a-f
In pairs, learners rewrite the sentences from activity 5 as
direct speech. 8
Go over the example to check learners know what to do. Track 70 Play the CD again, pausing after each line
Feedback as a class. for learners to copy the pronunciation.
Drill.
6a-f answers
a) I drive a Ferrari.
b) I think the music is too loud. Interact
c) I’m a musician.
d) I love money. 9a
e) People over 30 are old. Demonstrate the activity:
f) I love going to nightclubs. - Ask a learner to use the prompts in the grid to make two
statements about themselves.
- Make brief notes on the board about each statement.
- Use reported speech to say what the learner said.
Sounding natural
In pairs, learners take turns using the prompts on the grid
7a-c to make statements about themselves.
Track 70 Learners listen for what happens to the ‘d’ They make brief notes on what their partners say.
in ‘told me.’ (It isn’t pronounced – it’s elided in connected
speech). 9b
Learners use reported speech to tell the class what their
Track 70 (page 154, Student book) 0:29 partner said.
a) Someone told me that he worked in a shop.
b) John told me that his car was stolen. Monitor and assist as necessary, but remain in the
c) She told me that she was from Texas. background as much as possible.

Sounding natural
7 In ‘told me’, there are three consonants together: I, d, and m.
It’s difficult to pronounce them together, so we don’t say one of them.
Track 70 Listen to the sentences below.
a Someone told me that he worked in a shop.

b John told me that his car was stolen.
c She told me that she was from Texas.
Which letter do we leave out?
Interact
• Take turns to choose a square below and to make a sentence.
• Cross out the squares after you make sentences.
• Continue until all the squares are crossed out.
• Make notes of what your partner says.
example I like playing tennis.
I’m going to... I went to... I like...

ike
If it rains on Sunday, I will... I don’t know how to... I really hate...
The weather will be ___

I watched ____ on TV recently. I bought a _____ recently.
tomorrow.
I don’t know how to... In the future I want to... I am a... (job).
b Tell the class about your partner. Remember to use reported speech.
example Mami said that she liked playing tennis.
lesson 32 131

and mistakes.
Finish the activity by asking learners a couple of

questions, e.g. Who said the most surprising thing? Who
remembered the most about their partner?


33
UNIT 11
It’s exciting
33It’s exciting
It’s exciting
UNIT 11
In this lesson - Talk about what you like doing in your
free time
Core activities - 2, 4 – 6, 8
Function - Saying how you feel about things and why
Introduction hard ugly hard

relaxing hard tiring
1 funny difficult relaxing
Learners read the words in the box and match them with
the pictures.
2a+b
boring interesting expensive
3 exciting
dangerous
boring
ugly
tiring
dangerous
Learners look at the pictures across the top of pages 132
and 133. They then cross out one adjective that can’t Introduction
describe the activity. 1 Read the list of activities below.
Work with a partner. Find the activities in the pictures above.
3 answers fishing aerobics hiking cooking

playing golf shopping doing yoga playing chess
Top row, left to right (odd one out only): watching films painting rafting travelling
golf - funny
chess - ugly 2 Work with a partner. Read the activities above again.
Discuss the questions below.
aerobics - relaxing a Which are indoor activities and which are outdoor activities?
fishing - ugly b Which are both indoor and outdoor activities?
cooking - funny 3 Work with a partner.

painting - ugly For each picture above, cross out one adjective which can’t
describe the activity.
Bottom row, left to right (odd one out only):
rafting - boring 132 lesson 33
travelling - ugly
shopping - dangerous
watching films - difficult
hiking - funny
Jason - Hi Katie. How are you?
yoga - funny
Katie - I’m OK, I guess.
Jason - What’s the matter?
Katie - My sister’s coming to Vancouver to visit me and I
Listening
don’t know where to take her. We’re very different. I like
4a indoor activities but Tina’s an outdoors girl.
Jason - Oh really?
Track 71 Learners listen to the conversation and tick Katie - Yeah. I like yoga and I love aerobics. She hates doing
(√) the things in the table they hear. Go over an example yoga. She thinks it’s boring. And she doesn’t like doing
to make sure learners understand what to do.
aerobics because it’s hard.
4a answers Jason - Oh dear. What does she like doing?
doing yoga, aerobics, rafting, hiking, golf Katie - Let’s see, she likes rafting because it’s exciting. And
she loves hiking. She says it’s interesting.
Jason - Don’t you like hiking, then?
Katie - Actually, I don’t mind hiking. It’s OK. But I hate
rafting.
Jason - Why don’t you take her to Stanley Park? I think you
can go hiking there.
Katie - Yes, that’s a good idea. And there’s a golf course in
Stanley Park. I don’t mind golf. It’s relaxing. And she thinks
it’s great.
Jason - Well then, you can do that on another day.

In this lesson: Talk about what you like doing in your free time
Function: Saying how you feel about things and why
relaxing fun relaxing

ugly interesting difficult
fun funny ugly
exciting funny relaxing

difficult interesting boring
interesting tiring funny
Listening
4 a Read the words in the table. doing yoga
Track 71 Listen to the conversation between Jason and Katie.
Tick ( ) the things they mention.
aerobics
b Track 71 Listen again. Connect the sentences on the left with
adjectives on the right. fishing
1 She hates doing yoga. She thinks… it’s interesting. rafting
2 ...she doesn’t like aerobics because... It’s OK.

shopping
3 She likes rafting because… it’s exciting.
hiking
4 …she loves hiking. She says… it’s boring.
painting
5 ...I don’t mind hiking. It’s relaxing.
6 I don’t mind golf. it’s hard. golf
lesson 33 133
4b
Track 71 Learners listen again and connect the
sentences on the left with adjectives on the right.
4b answers
1) She hates doing yoga. She thinks… it’s boring.
2) … she doesn’t like aerobics because… it’s hard.
3) …she likes rafting because… it’s exciting.
4) …she loves hiking. She says… it’s interesting.
5) … I don’t mind hiking. It’s OK.
6) I don’t mind golf. It’s relaxing.

Language focus
Language focus 5 Write the words in the box in the correct spaces.
hate love don’t mind like don’t like

5
Learners write the words in the correct place on the line.
5 answers love
love - like - don’t mind - don’t like - hate
We can describe things with adjectives to say why we like or don’t like them.
Go over the examples and explanations with learners. I like chess. It’s interesting. John loves cooking. He thinks it’s fun.
I love basketball because it’s fun. She likes painting because it’s relaxing.
I don’t like maths. It’s difficult. She hates rafting. She thinks it’s scary.
Practice I hate housework because it’s boring. He doesn’t like playing golf. It’s expensive.
6a
Learners match the questions with the answers on Practice
6 a Match the questions with the answers on the right.
the right. Go over an example to make sure learners
1 How often do you do yoga? History. She thinks it’s interesting/boring.
understand what to do. Monitor and assist as necessary.
2 What’s your favourite film? Flowers. I think they’re beautiful/ugly.
3 What kind of things do you paint? 1 Three times a week. It’s relaxing/exciting.
Feedback in pairs and then as a class. 4 What does John do in his free time? Bowling. He thinks it’s fun/funny.
5 Why do you like rafting? Because it’s relaxing/exciting.
6a answers 6 What kind of books does she like reading? Mr Bean. I think it’s fun/funny.
(6) History. She thinks it’s interesting/boring.
(3) Flowers. I think they’re beautiful/ugly. b Underline the correct adjective in the answers above.
(1) Three times a week. It’s relaxing/exciting.

(4) Bowling. He thinks it’s fun/funny.
(5) Because it’s relaxing/exciting.
(2) Mr Bean. I think it’s fun/funny.
6b
Learners underline the correct adjectives in the answers
in activity 6a. Go over an example to make sure learners
understand what to do. Monitor and assist as necessary.
134 lesson 33
6b answers
See activity 6a answers - answers underlined.
boring
difficult
Sounding natural interesting
easy
relaxing
7a
Track 72 Direct attention to the words in the table.
great
Read the example with learners (boring) and slowly break
it down into syllables counting each with your fingers. 7b
Elicit how many syllables (2). Show learners they should Track 72 Learners listen again and mark the stressed
write 2 in the column next to boring. Check learners syllables. Go over the example and make sure learners
understand what to do, then play the CD. You may want understand what to do. Monitor and assist as necessary.
to stop the CD after each word, to give learners time to
think and write their answers in the table. Feedback in pairs and then as a class.
Feedback in pairs and then as a class. 7b answers

boring, difficult, interesting, easy, relaxing, great
7a answers
boring 2, difficult 3, interesting 3, easy 2, relaxing 3, great 1
7c
pronunciation.

Sounding natural
7a Track 72 Listen to the adjectives in the table.
adjectives syllables
How many syllables are there?
Write the number after each word.
boring 2
difficult
b Track 72 Listen again and mark ( ) the stressed
syllable in each adjective.
interesting
c Track 72 Listen again and copy the pronunciation. easy
relaxing
great
Interact
8a Write four indoor and four outdoor activities in the table below.
indoor activities your partner reason
1.
2.
3.
4.
outdoor activities your partner reason
1.
2.
3.
4.
b Work with a partner. Ask about the things in activity 8a.

Write your partner’s answers in the table above.
example - Do you like jogging?

- No, I don’t. I hate it. It’s hard.
example Andrew hates jogging.

He thinks it’s hard. He likes…
lesson 33 135
Interact
8a
Learners write four indoor and four outdoor activities
in the tables. Elicit some examples and write them on
the whiteboard. Encourage learners to think of some
activities that weren’t mentioned in the lesson.
8b
In pairs, learners ask and answer questions about the
things they wrote in activity 8a. Encourage them to ask
follow-up questions to get more information. Learners
write their partner’s answers in the table in activity 8a.
Demonstrate activity with a confident learner. Monitor
the learners’ use of vocabulary and language.
8c
Feedback. Learners tell the class about their partners.
Highlight good use of language and elicit correction of

34
UNIT 12
I gave her a dozen roses
34I gave her a dozen roses

I gave her a dozen roses
UNIT 12
In this lesson - Talk about who you would give all your
things to
Core activities - 1, 3, 5-6, 8
Grammar - Verbs with two objects
Examples: Introduction
1a Work with a partner. Discuss the questions below.
She read the children a story yesterday. 1 Have you ever bought anything online?
2 What kind of things would you buy online?
My brother gave his guitar to me. 3 What kind of things would you never buy online?
2 Underline the correct preposition to complete the sentences below.

Introduction a I gave my bicycle for / to my brother.
b Our boss bought coffee and doughnuts for / to us.
c Can you prepare the report and bring it for / to my office?
1a d Jack lent his car for / to me.
In pairs, learners discuss the three questions in the e I got a present for / to my sister.
activity. f Please take this cup for / to the kitchen.

g She teaches piano for / to seven-year-olds.
1b
partner.
2a-g
understanding. Learners choose the correct preposition
(for or to) to complete the sentences. Monitor and assist
as necessary.
Feedback as class.
2a-g answers
a) I gave my bicycle to my brother.
b) Our boss bought coffee and doughnuts for us. 136 lesson 34
c) Can you prepare the report and bring it to my office?

d) Jack lent his car to me.
e) I got a present for my sister. 4 answers
f) Please take this cup to the kitchen. a) Yes.
g) She teaches piano to seven-year-olds. b) Anywhere in the world.
c) A free box of chocolates.
Reading
3
Learners read through the website and answer the
questions. You may like to set a time limit of one minute
for this activity.
3 answers
a) 3. flowers
b) anniversary, birthday, congratulations, get well, new
baby, sympathy, thank you, etc.
c) Learner’s own answers.
4
Learners look at the website again and answer the
questions. Monitor and assist as necessary.

In this lesson: Talk about who you would give all your things to
Grammar: Verbs with two objects
Me to You Flowers 1 – 800 – 876 – 5687

We can make custom bouquets for you. Call us free 24 hours a day.
Home Best sellers Holiday About us FAQ Shopping cart
We promise you fresh flowers every time.

Occasions We give you a free box of
chocolate withwith
chocolates every order.
every order.
We can send flowers to people anywhere in the world.
Anniversary
Birthday
Mother’s Day
Congratulations
Get well £24.99 Add to shopping cart
New baby
Why don’t you buy tulips for your mother?
Sympathy
Thank you
Valentine’s Day
£29.99 Add to shopping cart
You can show her your love with roses.

2
Christmas
£15.99 Add to shopping cart
You can give your friends a plant for Christmas.

3 for 2
Me to You Flowers Download our free app for your mobile device.
Reading
3 Look at the website above and answer the questions below.
a What is the website about?
1 pizza 2 travel 3 flowers
b What are some special occasions that you could use this website for?
c Have you ever used this kind of website?
4 Look at the website again and answer the questions below.

a Can Me to You Flowers make custom bouquets?
b Where do they deliver to?
c What do they offer with every order?
lesson 34 137

Language focus
Language focus 5 Match the underlined words with the words in bold.
1. subject (the person doing the action)
5 We give you a free box of chocolates with every order. 2. direct object (the thing the subject acts on)
3. indirect object (the person receiving
1
Go over the instructions and example to check the direct object)
understanding. Learners match the underlined parts of Many verbs can have two objects – a direct object and an indirect object.
the sentence with the words in bold. Monitor and assist The indirect object (in bold) receives the direct object (underlined) and usually comes first.
as necessary. We promise you fresh flowers every time.

Mark gave his mother a cake.
Feedback as a class. With some verbs, we can use a preposition (usually for or to) and put the direct object first.
We can make custom bouquets for you.

5 answers I passed the ball to my teammate.
We (1) give you (3) a free 1. subject (the person doing 6 Look at the website in activity 3 again and find three examples of verbs with two objects.
Circle the indirect object and underline the direct object.
box of chocolates (2) with the action)
every order. 2. direct object (the thing
the subject acts on) Practice
3. indirect object (the 7 The sentences below all have one word in the wrong place.
person receiving the direct Rewrite each sentence with the correct word order.
object) a Could you bring to me the bill?
Could you bring the bill to me?

Go over the examples and explanations with learners and b Could you get me a glass of water for?
answer any questions they may have.

c He teaches adults English to.
6 d I took my report boss the.

Go over the instructions and check understanding. Ask
learners to look at the website again in activity 3 and e John gave to some flowers his girlfriend.
find three examples of verbs with two objects. Learners

f I made some coffee you.
circle the indirect objects and underline the direct
objects. Monitor and assist as necessary. g My sister bought gift me a.
6 answers - indirect objects in bold and direct objects 138 lesson 34
underlined.
We can send flowers to people anywhere in the world.
Why don’t you buy tulips for your mother? 7 answers
You can show her your love... a) Could you bring to me the bill?
You can give friends a plant... Could you bring the bill to me?
b) Could you get me a glass of water for?
Could you get a glass of water for me?
Practice c) He teaches adults English to.
He teaches English to adults.
7 d) I took my report boss the.
Go over the instructions and example to check I took my boss the report.
understanding. Learners find the mistake and rewrite the e) John gave to some flowers his girlfriend.
correct sentence. Monitor and assist as necessary. John gave some flowers to his girlfriend.
f) I made some coffee you.
Feedback as a class. I made you some coffee.
g) My sister bought gift me a.
My sister bought me a gift.
Sounding natural
8a
Track 73 Play the CD. Learners listen for how we say
the underlined words when we speak naturally.
8a answers
This is an example of the schwa /ə/.

Sounding natural
9b
8a Track 73 Listen to the words below. In pairs, learners ask and answer the questions in activity
How do we say the underlined words when we speak naturally? 9a. Highlight the example and encourage learners to
1 I got these chocolates for my sister. give additional information in their answers.
2 I gave my car to her.
3 I bought dinner for my friends.
4 I sold my bike to my neighbour. in this activity.
9c
Interact Feedback. Learners tell the class about their partner.
9a You’ve been chosen to be part of the first group of humans to live on Mars. Unfortunately you will
never be able return home or take any of your belongings with you. Look at the questions below and
make a note of your answers.
1. What will you do with your belongings?
2. What will you give away? Who to? Why?
3. What will you sell?
4. What will you do with your money?
5. Will you buy anything for people? What will you buy? Who for?
b Work with a partner. Ask and answer the questions in activity 9a. Make a note of your partner’s answers.
example - What will you do with your belongings?
- I’ll give my car to my brother because...
example Manny is going to give his car to
his brother because...
lesson 34 139

1) I got these chocolates for my sister.
2) I gave my car to her.
3) I bought dinner for my friends.
4) I sold my bike to my neighbour.
8b
Track 73 Play the CD again. Learners listen and copy
the pronunciation. Drill chorally, then individually.
Interact
9a
understanding. Explain to learners that they’ve been
chosen to be part of the first group of humans to live on
Mars. Unfortunately they’ll never be able return home or
take any of their belongings with them. Learners have to
decide what they’re going to do with their money and all
of their things. You may like to make notes of your own
answers to the questions as a model, and to illustrate
how to make notes in English. Allow learners time to
think and make a note of their own answers. Monitor and

35
UNIT 12
Pictures at an exhibition
35Pictures at an exhibition
Pictures at an exhibition
UNIT 12
In this lesson - Talk about pictures
Core activities - 1, 3, 5, 7
Grammar - make someone feel, make someone want Introduction
to Underline all the adjectives in the box that can describe how you feel.
Examples: asleep bored boring confused confusing
It makes me feel tired. excited exciting relaxed relaxing
It makes her want to dance. romantic scared scary sleepy
b Compete the sentences below with adjectives from the box.
scary
Introduction
1 I saw a movie and now I can’t go to sleep!
2 He’s very – he calls her ‘darling’ and always

buys flowers for her on their anniversary.
1a 3 These instructions are really – I don’t
Go over the instructions and check understanding. In understand them at all.
pairs, learners underline the adjectives in the box that can 4 This book is quite – nothing happens in
the story.
describe how you feel. Monitor and assist as necessary. 5 She’s been awake for 24 hours and now she’s really
.
Feedback as a class. Teach, drill and board any unfamiliar 6 It was a really football game – I loved
items. every minute of it.
7 A hot bath after work is very .
1a answers
2a Choose three of the questions below. Ask and answer them with a partner.
asleep bored boring confused confusing excited exciting
1 When do you feel sleepy?
relaxed relaxing romantic scared scary sleepy
2 Do you ever feel scared? Why?
3 Do you sometimes feel confused? When?
Extension 4 When do you feel bored?
You may like to elicit other adjectives that can describe how 5 Are you a romantic person? Why?
a person feels, for example - happy, sick, bad, tired, etc. You 6 Do you often feel excited? Why?
may also like to review the difference between -ed adjectives

(e.g. bored– used to describe how a person feels) and –ing
adjectives (e.g. boring – used to describe things that make 140 lesson 35
someone feel a certain way).
1b
Go over the instructions and example and check 2a
understanding. In pairs, learners compete the sentences In pairs, learners choose three of the questions and ask
with adjectives from the box in activity 1a. Make sure and answer them with a partner.
learners understand not all the adjectives will be needed. If you have a small class, you may want to increase the
Monitor and assist as necessary. number of questions learners choose to discuss.
Feedback as a class. 2b
1b answers
1) I saw a scary movie and now I can’t go to sleep!
2) He’s very romantic – he calls her ‘darling’ and always Listening
buys flowers for her on their anniversary.
3) These instructions are really confusing – I don’t 3a
understand them at all. Draw attention to the pictures on the page and explain
4) This book is quite boring – nothing happens in the story. the situation - Rachel and Josh are looking at these
5) She’s been awake for 24 hours and now she’s really pictures in an art gallery and discussing them.
sleepy. Go over the instructions and check understanding.
6) It was a really exciting football game – I loved every
minute of it.
Learners listen and number the pictures in the order
7) A hot bath after work is very relaxing.
Rachel and Josh talk about them.
3a answers
Clockwise from top left:
3, 2, 4, 1

In this lesson: Talk about pictures Three
Grammar: make someone feel, make someone want to
Josh - Oh, I love this!
Rachel - Do you? Why’s that?
Josh - It’s like a strange dream. I love all those little people
and buildings and clocks… and I love the man on the
unicycle. It makes me want to laugh.
Rachel - I don’t like it. It just makes me feel confused.

Four
Rachel - Now, this is horrible!
Josh - Really? Why?
Rachel - It makes me feel kind of scared. I hate those colours
– the orange and yellow. And that eye… it makes me want
to run away.
Josh - I like it.
Listening
3a Track 74 Track 75 Track 76 Track 77 Rachel - What?
Rachel and her boyfriend, Josh, are looking at pictures in an art gallery.
Listen and number the pictures in the order they talk about them.
Josh - Yes, I like it. I like feeling scared. And I like the
colours… they make me feel kind of excited.
b Track 74 Track 75 Track 76 Track 77
Listen again and circle the correct names to answer the questions below.
1 Who feels romantic when they look at picture 1? ................... Rachel / Josh
3b
2 Who wants to go to sleep when they look at picture 1? .......... Rachel / Josh
3 Who feels sad when they look at picture 2? ........................... Rachel / Josh
Go over the instructions and questions and check
4 Who wants to laugh when they look at picture 3? .................. Rachel / Josh
understanding.
5 Who feels confused when they look at picture 3? .................. Rachel / Josh
6 Who wants to run away when they look at picture 4? ............. Rachel / Josh
7 Who feels excited when they look at picture 4? .................... Rachel / Josh Learners listen again and circle the correct names to
4 Which picture do you like the most? Which do you like the least? Why? answer the questions.
lesson 35 141 3b answers

1) Rachel
2) Josh
Track 74 (page 155, Student book) 0:29 3) Josh
4) Josh
One
5) Rachel
Josh - What do you think about this one? 6) Rachel
Rachel - Oh, I like it. 7) Josh
Josh - Do you?
Rachel - Yes. I love the pink – it looks like a rose. 4
Josh - Maybe… Discuss the questions briefly as a class to round off the
listening activity.
Rachel - It makes me feel romantic. Roses always make me
feel romantic.
Josh - I think it’s boring. It looks like a cushion. It makes me
want to go to sleep.

Two
Rachel - How about this?
Josh - It makes me feel kind of sad.
Rachel - Sad? Why?
Josh - I don’t know. I like it, though… I love the moon in the
clouds… and the water.
Rachel - Yes. I know what you mean. I like it, too. It’s Venice,
isn’t it?
Josh - Yeah. I think it is.

Language focus
Language focus We can use make in different ways to talk about how something affects us emotionally.
make + someone + feel + adjective
4 The colours make me feel excited.

It makes me feel confused.
Go over the explanations and examples with learners. Roses make her feel romantic.
make + someone + want to + base form of the verb
Practice
It makes her want to go to sleep.
His clothes make me want to laugh.
It makes me want to run away.
5a-h
Go over the instructions and examples and check Practice
understanding. You may like to do one more example 5 Use the prompts below and the words from the box to write sentences with make/feel or make/want to.
Use each item only once.
together as a class.
In pairs, learners use the prompts and the words from the angry cry excited go to sleep
confused embarrassed go to the beach laugh
box to write sentences with make/feel or make/want to.
Monitor and assist as necessary. a He hates making mistakes. It makes him feel embarrassed.
b I love sunny days. They always make me want to go to the beach.

5a-h answers
c She loves roller coasters. They
a) He hates making mistakes. It makes him feel
d I think the sports news is really boring. It always
embarrassed.
e I can’t watch sad movies. They always
b) I love sunny days. They always make me want to go to
f I think he’s really funny. He
the beach.
g He hates rude people. They
c) She loves roller coasters. They make her feel excited.
d) I think the sports news is really boring. It always makes h I don’t understand modern art. It
me want to go to sleep. Sounding natural

e) I can’t watch sad movies. They always make me want to 6a Track 78 Listen. Underline the stressed words in the sentences below.
cry. 1 It makes me feel embarrassed.
f) I think he’s really funny. He makes me want to laugh. 2 It makes me feel confused.
g) He hates rude people. They make him feel angry. 3 He makes me want to laugh.
h) I don’t understand modern art. It makes me feel 4 It makes me want to sing.
confused. b Track 78 Listen again and copy the pronunciation.
6a 142 lesson 35

words in the sentences.
Feedback in pairs and then as a class. Interact
6a answers
7a
Draw attention to the pictures on the page. Explain that
learners are going to discuss their reactions to these.
6b Go over the instructions and check understanding. Make
it clear that the headings in the tables are to help learners
organise their thoughts – they do not have to fill in every
pronunciation. box, but they should try to use the structures from the
Track 78 (page 155, Student book) 0:33 lesson where they can.
Choose one of the pictures and model the activity
1) It makes me feel embarrassed. by writing notes on your own reaction to it on the
2) It makes me feel confused. whiteboard.
3) He makes me want to laugh. Learners work on their own, look at the pictures on the
4) It makes me want to sing. page and make a note of how they feel about each.
Allow learners time to think and make notes. Monitor and

7b
Highlight the fact that learners need to find out if they
feel the same about any of the pictures.
In pairs, learners discuss the pictures and share their
ideas.
Monitor learners’ use of vocabulary and language. Make

a note of good use of vocabulary and language and any
errors or mistakes.

Interact
7a Work on your own.
Look at the pictures below and make a note of how they affect you emotionally.
1 2
3 4
like / how it makes me what it makes me

other comments
dislike feel want to do
picture 1
picture 2
picture 3
picture 4
b Work with a partner. Discuss the pictures and share your ideas.
Do you feel the same about any of the pictures?
Does the whole class have a favourite picture?
lesson 35 143
7c
Broaden this into a class discussion of the pictures. Ask if
the class as a whole can agree on a favourite.


36
UNIT 12
Take one!
36Take one!
Take one!
UNIT 12
In this lesson - Discuss cinema and film
1 How often do you watch films on TV or DVD?
What kind of films do you like to watch?

Warmer Match the words below with the pictures.
• Write ‘action’ on the board and elicit titles of some 1. a milkshake
action movies. 2. a pizza

3. a beer
• Elicit other film genres from the learners and board 4. a fruit salad
5. doughnuts
them, e.g. comedy, drama, action, romance, horror, 6. soup
7. tacos
suspense. 8. peanuts
• Ask learners:
- If they were in a movie, what genre would it be?
- Who would they like to co-star with? Why? 3 Work with a partner.
Match the words in column A with their
- If they could be in any movie (new or old), what movie opposites in column B.
would it be? Who would they play?
column A column B
• Give everybody a chance to respond. sweet bland 1
spicy chilled
Introduction
healthy food savoury
heated junk food
delicious horrible
1
Ask learners to work in pairs and discuss the questions in 4 Which of the words in the table above would
the activity. you use to describe the food in activity 2?
As a class, decide on the most popular kind of film.
2 144 lesson 36
Learners work in pairs and match the words with pictures.
2 answers Extension
Top left to bottom: Ask learners to work in pairs. Pairs should think of three
5, 3, 1, 8, different kinds of food from their country and use the words
Top right to bottom: in activity 3 to describe them. Give learners a few minutes
2, 6, 7, 4 to think and make notes.
Feedback as a class. Learners tell the class about the food they chose.
3
Learners work in pairs to match the words with their
opposites. Interact 1
3 answers 5a
sweet – savoury Explain to learners they’re going to talk about what to eat
spicy – bland and drink when watching a DVD.
healthy food – junk food Learners add two more examples to the list.
heated – chilled
delicious – horrible 5b
Learners rank the items on their lists from 1 (the best) to
4 10 (the worst).
As a class, match the adjectives in activity 3 with items in
activity 2. 6
Example: Learners change partners and compare ideas. They
milkshake – sweet choose the three best things to eat/drink while watching
doughnuts – junk food a DVD.

In this lesson: Discuss cinema and film
Interact 1
a You are going to talk about what to eat and drink when watching a DVD.
Work with a partner. Read the list below. Write two more ideas.
food and drink ranking
a milkshake
a pizza
a beer
a fruit salad
doughnuts
soup
tacos
peanuts
b What are the best things to eat and drink when watching a DVD?
What are the worst?
Rank the things on your list from 1–10 (1 = the best).
6 Change partners. Compare your ideas.

Choose the three best things to eat/drink while watching a DVD.
7 Share your ideas with the class. Did anyone choose the same things?
lesson 36 145
7
Feedback as a class. Write learners’ ideas on the
whiteboard. Compare ideas. What was the most popular
item? What was the least popular item?
Extension
Ask learners what the best thing to eat or drink when
watching a live sporting event, festival, or picnic.

Vocabulary
8
As a class. Discuss the question in the activity. Vocabulary
8 How often do you watch films at the cinema?
Extension
Write ‘Cinema vs Home’ on the whiteboard. 9 Read the sentences below and underline the correct words.
a Comedy, action, romance, horror and science fiction are film directors / genres.
b I’m so excited / exciting! My favourite actor has made a new film.
Divide the class in half. One side prefers watching films in the c He’s so good-looking. People think he is really attractive / attraction.
cinema. The other prefers watching films at home. d That movie was the most excited / exciting film last year.
e This movie is for kids. I thought it was really childlike / childish.
Explain to learners they have three minutes to think of f I love comedy films, and this one is really funny / funniest.
reasons why their place is the best for watching films. g I didn’t enjoy the film, it was really bored / boring.
Give learners a few minutes to think and make notes. h I think her movies are really interesting / interested.
Monitor and assist / provide vocabulary where necessary.
Feedback. Each side has to explain/defend why they like

watching films at home or the cinema. UK English - film
US English - movie
Write their reasons on the whiteboard. The side with most

reasons is the winner.
9a-h
Learners read the sentences and underline the correct
words. Read example and check learners understand the
activity.
9a-h answers
a) genres
b) excited
c) attractive
d) exciting
e) childish
146 lesson 36
f) funny
g) boring
h) interesting
Interact 2
10a-e
Explain to learners that they’re going to talk about films.
They should answer questions a–e. Give learners a few
minutes to think and make notes. Monitor and assist /
provide vocabulary where necessary.
11
Learners work in pairs to ask and answer the questions
in activity 10. Read example and check learners
Learners tell the class about their partner. Monitor



Interact 2
10 You are going to talk about films.
Read the questions below and make notes about your answers.
a Who is your favourite film star? Why do you like her/him?
b What was the last film that you watched? Did you enjoy it? Why?
c What film genre do you like best? Why?
d What is the worst film that you’ve ever seen? Why didn’t you like it?
e Do you prefer watching films in the cinema or at home? Why?
Write two more questions about films below.
11 Work with a partner. Ask and answer the questions.

Give extra information and ask more questions.
example - Who is your favourite film star?

- Well, I really like Brad Pitt.
- Why do you like him?
- Hmm. I think he’s funny and good-looking.
lesson 36 147

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Communicating Effectively in the 21st Century

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2 1s t C e n t u r y C o m m u n i c a t i o n S k i l l s

1 2 What do you call it? 8 - 11 Describe things

3 It’s stuff you use... 12 - 15 Describe things

4 What’s he like? 16 - 19 Talk about holidays

2 5 A lovely time 20 - 23 Tell people about a place you like

6 Travel 24 - 27 Talk about travel

7 Singapore’s cleaner than... 28 - 31 Compare two places you know

3 8 A nice hotel 32 - 35 Choose a hotel to stay in

9 Ask nicely 36 - 39 Ask for permission

10 Telling tales 40 - 43 Tell a traditional story

12 A good read 48 - 51 Discuss books and magazines

13 Scary 52 - 55 Discuss unusual experiences

5 14 Lucky! 56 - 59 Talk about superstitions from your country

15 Celebration 60 - 63 Talk about festivals

18 Shopping 72 - 75 Discuss your shopping habits

19 Do you think it will rain? 76 - 79 Discuss the future

7 20 We’re having a party! 80 - 83 Arrange to meet people

21 Golden years 84 - 87 Talk about future plans

22 I don’t have to wear a tie 88 - 91 Discuss your jobs

8 23 I had to 92 - 95 Talk about what you had to do as a child

24 School days 96 - 99 Discuss school and school life

25 It must be a businessman’s 100 - 103 Guess what someone is talking about

9 26 If I were you... 104 - 107 Discuss problems and give advice

27 At the flea market 108 - 111 Practise bargaining

28 We stop for lunch at one 112 - 115 Plan a walking tour

11 32 He told me... 128 - 131 Tell people what someone said

12 35 Pictures at an exhibition 140 - 143 Talk about pictures

36 Take one! 144 - 147 Discuss cinema and film

Grammar Question formation Track 01-02

Grammar Describing things with adjectives and passive forms Track 03

Function Describing things by their use Track 04-05

Grammar like vs be like Track 06-07

Grammar Articles Track 08-10

Skills Extended speaking and vocabulary -

Grammar Comparatives Track 11-12

Grammar Superlatives Track 13-14

Function Asking for permission Track 15-19

Skills Extended speaking and vocabulary -

Function Making general statements less definite Track 31

Grammar Present continuous for future arrangements Track 33-34

Skills Extended speaking and vocabulary -

Grammar will / won’t for predictions Track 35-37

Function Talking about plans for the future Track 41-42

Grammar have to / don’t have to for obligation Track 43-46

Skills Extended speaking and vocabulary -

Grammar Modal verbs of deduction Track 49-51

Function Polite requests Track 54-58

Grammar Present simple for schedules Track 59-61

Skills Extended speaking and vocabulary -

Grammar Using counters with uncountable nouns Track 67

Grammar Reported speech Track 68-70

Grammar Verbs with two objects Track 73

Grammar make someone feel, make someone want to Track 74-78

Skills Extended speaking and vocabulary -

1Can I ask you a question?

introduce themselves to their partners. 3 what you do

kind of cake shop, cafe or restaurant). Encourage

Feedback in pairs and then as a class.

4 Interact / Level 2_Teacher’s Guide

Interact / Level 2_Teacher’s Guide 5

Go over the explanations and examples with learners. auxiliary

Where did you grow up?