tt*

t**mffi

q course in nqfurql English

Hugh Dellor ond Andrew Wolkley
with Richord Moore

THOTVISON
HEINLE

l l n t e . l K r g d o r r . U r i e d S t a t e !. A u l t r a i a . C a n a c i a. l v l e rc o . S n ! l . o o . r . S D dI

Contenls
Introduction

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t5
t9
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24
t*

29

tI_
36
4l
t:.,,rllrir!l r., .il,ii:'

r!':i r: :l lh-il

Review: Units 5-8

46
5l
53 __
59
64
69

Review: Units 9-12

74

* 7 L
82
87
92
98
t00

t05
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il6
Review: Units l7-2O

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lnlroduction
lnnovotions,
first published in 2000, was created to
provide intermediate to high-intermediate students with
interesting models of natural spoken Englishto motivate
them beyond the intermediate plateau./nnovotionshas
now been updated and expanded into a new series
(pre-intermediate, intermediote, upper-intermediote) f or
classeslooking for a fresh approach.lt is based on a
language-rich,lexical/grammaticalsyllabusthar starts
with the l<indsof natural conversations that learners
want to nave.

What's so innovative about lnnovations?

lnnovotionsintermediote,like the rest of the lnnovotrons
s e r i e s ,s e t s o u t t o m a x i m i s es t u d e n t s 'a b i l i t y t o s p e a k
E n g l i s hf l u e n t l y a n d t o b e a b l e t o u n d e r s t a n dn a c u r a
s p o l < e nE n g l i s hl.t d o e s t h i s n o t s i m p l y b y p r o v i d i n g
s t u d e n t sw i t h p l e n t y o f o p p o r t u n i t i e s t o u s e l a n g u a g er n
p e r s o n a l ,c r e a t i v ea n d c o m m u n i c a t i v ec o n t e x r s .b u t m o r e
i m p o r t a n t l y ,b y p r o v i d i n ga p r e d o m i n a n t l ys p o k e n m o d e l
o f E n g l i s hT. h e E n g l i s hp r e s e n t e di n t h e w h o l e l n n o v o t i o n s
s e r i e s i s t h e E n g l i s hc o m m o n l y u s e d i n e v e r y d a yI i f e b y
n a t i v e s p e a k e r sT. h e s e r i e s s y l l a b u si s d e s i g n e dt o m e e t
s t u d e n t s 'c o m m u n i c a t i v en e e d s .A r a l l l e v e l s t, h e p r i m e
concern is what students will be able to soy afterwarcs.
A s a r e s u l t ,t h e s t a r t i n g p o i n t f o r o u r s y l l a b u si s n o t t h e
usual list of tense-basedstructures, but rather the typical
l<indsof conversations we believe students want to be
a b l e t o h a v e i n E n g l i s hW
. h a t i s t h e n p r e s e n r e da n d
p r a c t i s e di s t h e l a n g u a g e( b o t h v o c a b u l a r ya n d g r a m m a r )

Organisation
".iotions intermediate
i s c , : : : - : 3 l w e n t y u n i t s .E a c h
- : t r s f u r t h e r d i v i d e d i n t o : ^ - . 3 : r , 3 - D a g es e c t i o n s a
, ll of
' r ' n c h p r o v i d e s e l f - c o n t a i n e :: - : : . ^ e , - e n t l e s s o n so f
5 0 - 9 0 m i n u t e s ,a l t h o u g h o b ! 3 - s . , 3 J m a y w i s h t o a l t e r
inese to suit your needs.A :-. _^ :s I lnnovotions
' t e r m e d i o t ec o n t a i n a t l e a s r o - e : / , : - f , 1 ! e
sectionbased
o n r e a d i n go r l i s t e n i n gT.h e s e s : : : : ^ s . R e a d i n g o r
L i s t e n i n g , t y p i c a l l yf o l l o w a D : : : : - - : j p r e - r e x t
s p e a k i n ga, c l e a r t a s l <f o r s t u d e ^ : s : : : : w h e t h e y r e a d
o r l i s t e n ,a n d s p e a l < i ntga s k s a n c : - : - : : e w o r k . S h o r t
r e a d i n gt e x t s a n d l i s t e n i n gr a s ts - , . ' . , : - e r i m e s u s e d
e l s e w h e r ei n t h e C o u r s e b o o k : : : ' : : : . : t a n g u a g e .
The other two two-pagesecriors o' e:c^ lnit are
Using vocabulary and Using grammar These
s e c t i o n sc o n t a i nf r e q u e n rs p e a f - = j : : , r e s a n d a i m t o
p r o v i d e l o t s o f e x a m p l e so f h o w , . : i t - : r y a n d
g r a m m a r a r e a c t u a l l yu s e d .M a n y a i : - e e x e r c r s e sa r e i n
t h e f o r m o f s h o r t d i a l o g u e sa n a 3 " e : - c h e a u d i o
r e c o r d i n g sp
, r o v i d i n gf u r t h e r p r o . - - : 3 : c n D r a c r i c ea n d
d e v e l o p i n gl i s t e n i n gs l < i l t s .
There is a Review after every fc-- -- :s
.

The Tapescript at the back ci :-: C:."sebool<

f e a t u r e sa l l o f t h e d i a l o g u e s /. , : - : ^ : ^ - s s i n gw o r o s
a n d p h r a s e sh i g h l i g h t ei dn c c : - , ' ' l - : : s
er
identification.

The Grammar commentary l: :-e :ack of the

C o u r s e b o o kp r o v i d e sn o r e s c - : - . i - 3 - m a r
D r e s e n t e di n t h e c o u r s e .

The Expression organiser :'- :^e :::k of the

C o u r s e b o o k a l l o w s s t u d e n r si o - e : t - a a n d r r a n s r a t e
s o m e o f t h e m o s t i m p o r t a n :e x : - . s s : ^ s n e a c h
un i t .

that will enable them to have those conversations.

How does lnnovations intermediate ftt

in wi t h t h e r e s t o f th e se ri e s?
lnnovationsintermedioteaims to provide a large boost in
l a n g u a g ea c q u i s i t i o nw
, hich we feel is important at the
intermediate level.lt focuses on basic topic
conversations and functions. Grammar tends to be
presented qither as fixed chunl<sof lexis to be rearnt,or
fairly short grammar sections which practise grammar in
a fairly narrow context. Students are shown how to
make the most of a limited vocabulary.lnnovotions
intermediotepresents more sophisticatedversions of
some basic conversations.lt does this by presencinga
wider range of responses to rypical questions and by
introducing some idiomatic language.lt also covers a
wider range of issues than lnnovotions pre-intermediote
both through the reading rexts and the choice of topics.
Consequently,there is a greater vocabulary load.
Grammar is now focused on more deeply througn
examples showing how it is used in different ways and in
wider contexts.Tensesare contrasted more, meaning is
discussed,and more 'difficult' structures such as
conditionals are introduced. ln lnnovotionsupperintermediote,the languageis more idiomatic and focuses
on more aspects of spol<engrammar that are often
neglected.

W r i t i n g i s n o t f o c u s e do n i n r h e C : - - s e : o c < H o w e v e r ,
t h e r e a r e t h o r o u g h w r i t i n g s e c rc - s - : : - e o d d u n i t s
o f t h e W o r k b o o k . T h e s e p r o v i d e r . 3 . e s c i r y p r c a lt e x t s
s t u d e n t sa r e e x p e c t e d t o w r i t e i n e x : ^ - s s - c h a s P E T
a n d F C E .T h e y a r e o f t e n f o l l o w e d b y a s . o r l e x e r c i s eo n
u s e f u l l a n g u a g ef o r w r i t i n g , a n d a w r r r i l a s k .T h e
w r i t i n g t a s k o f t e n r e q u i r e s s t u d e n t sr o w r ! e a s i m i l a r
text to the one in the model.

rtroducton

O t h e r c o m po n e n ts

Getting the most out of Innovations

The Coursebool<is complementedby a set of two

Audio CDs/AudioTapes,a Worl<bool<,
thisTeacher's
Bool<,and a separate,photocopiable
Teacher'sResource
Book.There is also support in the form of a website
programme
with usefullinl<s,
and the test-crearing
ExamView@Pro.

ThisTeacher's Bool< provides plenty of detailed advice

on how to get the most out of lnnovationsintermediote.
However, there are some general points to mal<eabout
the specialfeatures you will find in /nnovotions
intermedioteCoursebook.
These features are highlighted in

Audio CDs/AudioTapes
T h e A u d i o C D s / A u d i o T a p ecso n t a i nr e c o r d i n gos f a l l
the dialoguesand readingtexts,pronunciation
exercisesand those lexicalexerciseswhere stress
and intonationare the mainfocus.

Workbook
but any of the
The Workbool<is for self-study,
exercisesin it may be done either in classor as
homeworl<.
In addition,the Workbool<contains
writing tasl<s.
Someof the Worl<bookexercisesare
directlyrelatedto activitiesin the Coursebook,
while
mal<ing
them usefulfor settingas homeworl<,
others are more looselyconnectedand are designed
of the
to extend and expandstudents'l<nowledge
language.
lf you choosenot to usethe Workbook in
class,it is a good ideato recommendit to students
as additionalDractice.

Teacher's Resource Book

TheTeacher's
ResourceBook providesforty
photocopiableactivitiesand gameswhich closely
supportthe materialin the Coursebook.

the seccion that follows.

Fecllures of lnnovcrlions
Us i n gv o c a b u la ry
E a c h u n i t h a s a t w o - p a g e s e c t i o n e x p l i c r t i y: e : - : r . i n
v o c a b u l a r yT. h e t a s l < si n t h e s e s e c t i o n sf o c u s : - : - e
w o r d s , c o l l o c a t i o n sa n d e x p r e s s i o n ss t u d e n : s - . . a o r d e r t o h a v e c o m m o n c o n v e r s a u o n so n t n e : l - : : ,
t h e u n i t . E x e r c i s e so f t e n e x D l o r e t h e v a r r e c yc , : , ; : :
r e s p o n s e st o c o m m o n q u e s t i o n sl i l < e ' W h a r ' s, : < e
r o u n d t h e r e l ' o r ' H o w w a s y o u r j o u r n e y l ' .w i . . : : - e l e a d i n t o p e r s o n a l i s e dp r a c t i c e .O t h e r e x e r c r s e s
e n c o u r a g es t u d e n t s t o h a v e l o n g e r c o n v e r s a to n s o p r o v i d e t h e k i n d o f l a n g u a g et h e y n e e d r o t a k e o . g e . t u r n s . B e c a u s em o s t o f t h e v o c a b u l a r yi n t h e s e s e c r , o r s
i s i n t h e c o n t e x t o f i t s t y p i c a l u s a g e t, h e e x e r c s e s o r : e reveat common grammatical patterns, which yol c:rr^
draw students' attention to. As you go through che
answers,you can also get students to repear the <ey
e x p r e s s i o n sw, h i c h p r o v i d e s t h e m w i t h p r a c t i c e r n
p r o n u n c i a t i o nM
. a n y o f t h e e x e r c i s e sa r e o n r h e a u d i o
r e c o r d i n g s .F i n a l l yy, o u c a n a s k t h e l < i n d so f q u e s r i o n s
m e n t i o n e d i n t h e s e c t i o n b e l o w ,N o t i c i n g
surrounding language. The nores in the Teacher's
B o o l <w i l l h e l p y o u w i t h t h i s .

U s i n gg r a m m a r
E a c h u n i t c o n t a i n sa t w o - p a g e s e c t i o n d e a l i n gw i t h
p a r t i c u l a ra r e a so f g r a m m a r w h i c h s p r i n g n a t u r a l l yf r o m
t h e t e x r s o r w h i c h a r e c e n t r a l t o t h e t o p i c .A l l t h e m a i n
tense-basedstructures you would expect to cover at
t h e i n t e r m e d i a t el e v e l a r e h e r e . S t u d e n t sc o n s o l i d a t e
what they have learnt earlier in the lnnovotionsseries.
F o r e x a m p l e ,w h e r e a s t h e U s i n g g r a m m a r s e c t i o n si n
lnnovationspre-intermediatelool< at single uses of tenses
and modals, in lnnovotionsintermediotethey look ar
s e v e r a ld i f f e r e n t u s e s a n d f r e q u e n t l yc o n r r a s ! t h e n r w r r
o t h e r s t r u c t u r e sa n d t h e w a y t h e y a r - eu s e d A g a t n ,r h e
f o c u s o n t y p i c a l u s a g eo f t e n l e a d sr o p r a c t i c e w i t h a
dialogue or role play.
Apart from the traditional tenses,we lool< at some
grammatical areas that are somerimes neglected,such as
get used to, opinions with must,and verbs to tall<about
t h e f u t u r e . I n a l l t h e U s i n g g r a m m a r s e c t i o n st h e r e
a r e a l s o o p p o r t u n i t i e s t o f o c u s o n n e w v o c a b u l a r yb y
g e t t r n gs t u d e n t st o n o r i c e t h e s u r r o u n d i n gl a n g u a g e .
Attention is often drawn to typical vocabulary that goes
with the grammar through the grammatical explanations
and Real English nores. There are plenty of speal<ing
tasl<slinked to the particular structure. Reference rs
a l w a y sm a d e t o t h e c o r r e s p o n d i n gs e c t i o n i n r h e
Grammar commentary
at the bacl<of the
Coursebool<.

: mPortant as the language

: ^ lf the exercise
: l n o t m i s st h e
o P P o r t u n t t y : :_ - .
1 _ : -. ' : : r r o u n d i n gc o m m o n
phrases and e: : -= -'. - ' ". -. : : : : n e t i m e . O n e o f t h e
m o s t i m p o | t : ' a : . . . ' . . ' . ' . ' . : ... rmprove on their
'- -:ticing'into
o w n i s i f r h e y- : : : - - : a major
C l a S S r O O m a c t " :-. . : - .
: : : ^ s ,y o u n e e d t o n o t
o n l y e x p l a i nm e i - : : - ' . r : " : : . l d e n t sq u e s t i o n s
such as:
W h a t o t h e rt h r n g . - . - W h o t o t h e r t h i n g s: :

'-

..

Whot's the oppos:e .'

-. ! :: ..
Whot'sthe posltlve

l f y o ud o . . . , w h a i . ' ., :
before?

tt

hnhheneA

Wherewouldyou
','-

W h o td o y o uu s e.
W h o t w o u l dy o L .) . : . ' : ,

- .- -. :j

The aimof thes: :-::: :^:

: :: ::-:-::e useful

e x e r c i s ea n d a : : ' : . : _ : = - : : : :
o f c o l l o c a t i o - i: - - : :
l a n g u a g eA.s r - : : - :
s i m p l ye x p , : - - a t : - a - ' = a - = t : : - : : - s : r . : h e ya l l o w
y O U e X J -I - : :
S f U C e n :: s: ' : -

::::'
i-:

: - - : : " S 1 : O O OW n a t
^
:-:
:
:-:. :':
:-1:iing fOr Che
-.-a
:-=-- - :^: :e:Chng

= : : : =' : : - : : - : ' < n O W l e d g e

: - s r ' e ' : : ^ : , 1 - : l r : r e n a l ' o ! : e : - a : : : _ t i a n g u a gbey

C l - - e : : - i l n / r l ] S t a k e sO r r e - S : l :- i , . , - : : : h e y S a i di n
f i . r o r -nf , l u r - dEr n g l i s hT.b i s n e w 3 - i _ : i e : : n a i s o b e p u t
o n t h e b o a r d .i d e a i l yi n t h e f o r ^ . . . . . . - 3 e e x p r e s s i o n as s
you would userhem in speeclY o u m a y a l s o l i k e t o f o l l o w u p a s e c : c r c f r e a c h i n gl i l < e
t h i s b y a s l < i n gs t u d e n t sr o b r i e f l y p e r - s o n a i i saen y n e w
v o c a b u l a r yy o u p u t o n t h e b o a r d . F o r e x a m p l e ,y o u
could asl<:
D o y o u k n o w o r h a v ey o u h e o r do b o u t o t l , / a n e
who ... ?
D o y o u k n o w o r h o v ey o u h e o r d o b o u t o n y o n ew h o h o s . . . ?
When's the /ost time you ... ? Where?Whot hoppened?
Con you use any ofthese wordslphrosesiexpressions
to
describe things in your life?
Which is the most usefulwordlphroselexpressionT
Which wordslphroseslexpresslons
do you ltke most?

Not i c i n gs u r r o un d i n gl a n g u a g e
A l t h o u g h g r a m m a r e x e r c i s e sa r e p r o v i d e d p r i m a r i l y t o
focus on particular structures, we have presented all
such languagein natural contexts. This means that the

Y o u c o u l d p u t s t u d e n t s i n t o p a i r s t o d o t h i s l < i n do f
exercise for five or ten minutes.This is a good way of
breal<ingup the lesson and getting away from the
C o u r s e b o o l <f o r a m o m e n t . l t a l s o e n c o u r a g e ss t u d e n t s
t o g e t r o k n o w e a c h o t h e r b e t t e r a n d ,u n l i l < e

F e a t u r e so f n n o v a t t o n s

s u p p l e m e n t a r ym a t e r i a l s r, e q u i r e s l i t t l e p l a n n i n ga n d n o
fighting with the photocopier!
The teachers' notes often suggestquestions you can asl<
about languagein the texts and there are also good
examples of these kinds of questions in the Vocabulary
quizzes in the Review units. lt may take a little time to
get used to this style of teaching,and students also may
initially need to get used to it, but it is worth persisting
with it, as it produces a dynamic and language-rich
classroom.

G r a m m a rco mme n ta ry
The Grammar commentary
starts on page 160 of
the Coursebool< after a two-page introduction outlining
the basic approach to grammar tal<enin the book. Ask
students to read these pages early on in the course and
d i s c u s sa n y q u e s t i o n st h a t a r i s e f r o m i t . T h e g r a m m a r
points that follow refer to the Using grammar
sections within the units. Generally,you can asl<students
as a way to
to read the Grammar commentary
review the languageafter they have looked at particular
structures. However, in some casesyou might want
s t u d e n t st o c o m e u p w i t h a g u i d e l i n eo r ' r u l e '
themselves and then compare it to the explanacionin
before working on the
the Grammar commentary
e x e r c i s e s . T h eG r a m m a r c o m m e n t a r y i s a l s o
good source of useful examples for students to
:::j:;:

Dialogues
Almost without exception, the listeningtexts are
conversations.Theycontain the topics people talk about
every day,and contain many commonly-used phrases
and expressions.Many of these common expressions are
re-cycled in the Coursebool<.
Listeningtexts often occur at the beginningof a unit.
This is becausea lot of the languagein the text is
focused on in the rest of the unit. When you do these
listeningtaslcsin class,play the recording once so
students can answer the gist questions in While you
listen and then once more to allow them to identify
t h e w o r d s a n d p h r a s e sw h i c h c o m p l e t e t h e g a p s .l f y o u r
students find this hard, play the recording a third time
and pause after each gap to give them more time to
write. Finally,play the recording one last time as
students read the dialogue.Listening to natural spoken
E n g l i s hw h i l s t a l s o r e a d i n gw h a t t h e y a r e h e a r i n gh e l p s
students get used to the way languageis'chunl<ed':
where speal<erspause,and more importantly, where
t h e y d o n o t p a u s e .l t a l s o h e l p s t h e m n o t i c e o t h e r
features of everyday speech,such as discourse marl<ers.
You could follow up by getting students to read the
d i a l o g u ea l o u d i n p a i r s - e i t h e r t h e w h o l e d i a l o g u eo r
just part of it. The other listeningtexts in the book are
treated like more traditional skills lessons.However, if
you and your students lil<ethe gap-fillingactivities,you
could copy the relevant tapescript at the bacl<of the
b o o k a n d b l a n k o u t t h e e x p r e s s i o n sy o u w o u l d m o s t
like to focus on.Alternatively,picl<out some key nouns
or verbs.

Reading texts
Thirteen of the units in /nnovotionsintermediotehave
two-page reading sections.Thesetexts are derived from
authentic articles,but have been re-written to include
maximally useful vocabulary and collocations.The texts
a r e a l l d e s i g n e dt o e l i c i t s o m e k i n d o f p e r s o n a l r e s p o n s e
from students,whether it be laughter,disbelief,or shocl<!
Encourage students to read the whole text through
without worrying too much about any words they don't
l<now.Tellthem to put their pens down for a minute and
relax! One good way of ensuring they do this is to play
the recording as they read it the first time or, if you
want a slower pace,to read it out yourself. lmportant
vocabulary is focused on later,and students need to gain
confidence in their ability to understand most - if not all
- of a text. Encourage students to focus on the many
words they do know!
Each reading text is followed by a speakingtask where
students have the opportunity to react personally to the
text and to extend the discussionon a related theme.
These taskscan either be done in pairsor in small
groups.You may want to add some of your own
questions connected to the text which you thinl< will
interest your particular class.
There are also often comprehension and vocabulary
tasks that encourage students to re-read the text and
n o t i c e u s e f u le x p r e s s i o n sa n d c o l l o c a t i o n sO
. ne question
that you can asl<is if anyone found an expression or
collocation that was interesting or new to them. For
example, in The day that changed my life on page
25, students might find I just did it on impulsean
interesting new expression.Suggestthat students use a
good English*Englishdictionary, not only to checl<the
meaning of words but also to read the examples,which
often contain useful collocations and phrases.
With both the reading and the listening texts, you could
simply asl<students Do you have ony questionsobout the
text? Note that this a different question to Are there ony
words which you don't know?,because it allows students to
asl<about anything.They can ask about words they do
know, but which may appear in a new meaning or
collocation; they can asl<about expressions;they can asl<
about content; they can even asl<you what you thinl<l
Encouragingstudents to asl<questions is a good way to
encourage them to notice language.lt also helps to
create a good relationship between students and
teacner.

Extra texts
O c c a s i o n a l l yt ,h e r e a r e s m a l l e r l i s t e n i n ga n d r e a d i n g
texts such as Two uses of the present continuous
on page 30 and A good job? on page 38. These are
warm-up exercisesthat function as tallcingpoints at the
b e g i n n i n go f t h e l e s s o n T
. hey provide short, natural
contexts for the grammar that is focused on in the
resson.

Unit overview

General topic
Learningthe language
of introductions,
asking
questions,
usefullanguage-learning
tips.
Reading
Studentsand teachersgivetips on language
learning.
Language input
. 'Gettingto lcnowyou' questions:Whereare you
'

'
'
'

from?What do you do whenyou'renotworking?etc.

Expressions
for mal<ing
personalquestionsmore
tentative;expressions
we use when we do not
wish to answerthe questionasl<ed:
How old ore
you,if you don't mind me askingT
ld rothernot soy,if
you don't mind. etc.
Someexpressions
for givingadvice:lt's importont
to ... , Don'tworrytoo muchobout.. . . erc.
Collocationswith common verbs:giveyou some
odvice,mokeo mess,do a lot of domoge,etc.
Pastsimpleand past continuousin stories:I wos
stillpockingwhenmy taxi to the oirportturnedup!

l n B r i t a i n ,p e o p l e o f i e ^ s : 1 l r n f r o m u p n o r t h t o m e a n
t h a t t h e y a r e f r o m r a e : c r - r h e r np a r r o f E n g l a n dT. h e
o p p o s i t e i s I ' m f r o n : : . . 1 ' s o , , r h .T h i s r e f l e c t st h e
g e o g r a p h i c aaln d h i s c c - : : . v s i o n so f E n g l a n di n
p a r t i c u l a r (. l n t h e U S ; e : : - I s c s , l y o r / t w e s ta n d

bockeost.)
'

Y o um i g h ts a yA r eo i , ,\ : - , . . : i " s < e y o u ?w h e n y o u
f i n d t h e p e r s o ny o u a . . e: : . - : : : : ; e a l i n g ,a n d s o
i t ' s o f t e n u s e d a s a k - : : ' : - : : - - - l ^ e . ( H o w e v e r i, t
c o u l d b e u s e d w i r ^ : : ' t = : - - - : r - : : o i - rw h e n y o u
d o n ' t f i n d c h ep e . s o - : : : : .

R e m i n d s t u d e n t st o r e c s ' :
they like in their noteboc.

'--: :r:'esstons
that

Lead in
l f t h i s i s t h e f i r s tt i m e y o , . : - - : t
g r o u p st o b r a i n s t o r mq u e s :. - : : - : : : - : . . r c u l d l i l < et o
a s k y o u .G i v e t h e m s e v e r a ^ - - - : : : : t : : : . 3 b o u ra n o
- 1 . : : - : ^ - : s l <y o u
P r e P a r et h e q u e s t i o n sa, n c : - : their
q u e s t i o n s . T h iw
s i l l a l l o w r r e ^ ' : : - - : - _ : ^ . c r - ea b o u t
y o u , a n d i t w i l l a l s o g i v e y c L -: , : - : ' . : : : : : : s e s sr h e i r
l a n g u a g en e e d s i n t h i s a r e a

Language strip
Use the languagestrip as a way to lead in to the unrt.
A s l <s t u d e n t st o l o o l <q u i c l < l yt h r o u g h t h e l i s t a n d t e l l
y o u i n w h a t s i t u a t i o n st h e s e e x p r e s s i o n sm i g h t b e u s e d
(e.9.getting to know someone at a parry, in a class,over
coffee, etc.). Ask if there are any expressions in the
languagestrip that they've used in Englishbefore (Whot
do you do? is one that they will probably suggest).
Then ask students to find two expressions thar rney
haven't usejdbefore, but might use in the furure. Explain
that in this unit they will learn ways of asl<ingand
answering'getting to l<now you' questions.
U s e t h e l a n g u a g es t r i p l a t e r o n i n t h i s u n i t f o r a s m a l l
group task. Asl< students to choose expressions that are
questions (e.g.Are you single?)and come up with a
possible response (e.g. Yes,why do you osk?).Thenasl<
t h e m t o c h o o s e e x p r e s s i o n st h a t a r e r e s p o n s e s( e . g .
Reolly!Do you?) and come up with statements rhat
might prompr them (e.g./ do o bit of pointingin my spore
ume.)
You might need to explain some of rhe following
exDressrons:
'

10

lf you say someone has a funny accenr,you find their

accent strange or amusing.For example: I'm not sure
where shet from. Shei got o funny occent.

Fact-inding
f
T h e f i r s t t a s l <f o c u s e so n r y D . : - i 3 : : ^ i : : k n o w y o u '
q u e s t i o n s ,m a n y o f w h i c h s t u d e - : : . . . : = r a m i l i a rw i t h .
H o w e v e r ,t h e r e a r e q u e s t r o n s^ . ' = : - r , i S l m . s t u d e n t s
m a y h a v e d i f f i c u l t yf o r m i n g c c r - : : :
m o r r i e d ? )o r e x p r e s s i n gi n a n i : - - :
you do when you'renot workrn{,

= . :.e you
,.,:, re 3 Whot do

H a v e s t u d e n t sw o r l < o n t h e t a s < ^ : , : - : l i y
lsfers
h a v i n gt h e m c h e c l <w i t h a p a r r n e - C ^ c : : r e y h a v e
c o m p l e t e dt h e t a s l <o n t h e i r o w a . :
" : e s i r d e n ! si n ! o
p a i r s a n d h a v eo n e p e r s o n s a y e a c a c j r r e q u e s c i o n s
l - 5 a n d t h e o t h e r g i v e t h e a p p r o p r - . r i e' - e s p o n s ea - f .
T h e n s t u d e n t s s w a p r o l e s f o r q u e s r r o n s7 - i 2 . T h i s w i l l
e n a b l ey o u t o m o n i t o r t h e i r p r o n u n c a c i o r W h e n g o i n g
t h r o u g h t h e a n s w e r s ,m o d e l r h e a p p r . o p r i a r en l o n a c i o n
a n d s t r e s so f r h e q u e s t i o n sa n d h a v e t h e c l a s sp r . a c r i s e
a l o n gw i t h y o u .

Answers
l . d o 2 .W h e r e 3 .W h e n 4 . n o t 5 . D o
l . d . 2 .a . 3 .b . 4 . f . 5 .c . 6 .e .

6 .A r e

7 . H o w 8 . a r e 9 . l o n g 1 0 .m u c h I I . H a v e | 2 . b e e n
7 . h . 8 . g . 9 . j . 1 0 .l < . | | . l . 1 2 .i .

'I

You might want to draw your students' attention to how

several of the answers are not soecific.Have the class
tell you which answers are not specific and write on the
board the exoressions that mal<ethem so:
we're thinking obout it
nothing much
thot kind of thing
on ond off

Speaking
Get studentsinto smallgroupsand havethem go bacl<
t h r o u g ht h e q u e s t i o n sd,e c i d i n gw h i c hq u e s t i o n sb e l o n g
to which situation.Answerswill vary,of course,but the
followingwould generallybe consideredappropriatefor
eachsituation:
Answers
Possibleanswers:
T h e f i r s tt i m e y o u m e e t :| , 2 , 9 , I l , 1 2
O n c e y o u l < n o we a c ho t h e r a l i t t l e b e t t e r :4 , 5 , 6 , 7 , 8
O n c e y o u k n o w e a c ho t h e r r e a l l yw e l l :3 , l 0

G e t t i n qt o k n o w y o u

Speaking
This will orovide students with the chance to use the
questions from I Fact-finding to find out more about
their classmates.Have them get into groups and start
tall<ingto each other. Ask questions l-7 in 4 Speaking
to wrap up at the end of the exercise.Students may
have already asl<edthese questions when they were
talking to each other during the first half of the exercise,
s o i t m a y n o t b e n e c e s s a r yt o d i s c u s st h e m a l l .
For the second tasl<.exolain that students should move
around the classtall<ingto different people, getting to
l < n o wt h e m . A f t e r a f e w m i n u t e s ,s h o u t o u t ' C h a n g e l ' a n d
get them to talk to someone new. Tal<epart in this
activity yourself.You could even give this more of a
party atmosphere by playingsome music as scudents are
m i n g l i n gT. o w r a p u p , w r i t e t h e s e e x p r e s s i o n so n t h e
b o a r d a n d e x o l a i nt h e m '
We've got o lot in common.
I've got a lot in common with ...
We don't hove much in common.
Asl< a few students to tell you about some of the people
they tall<edto, using these phrases.

After discussing
their answers,havestudentstalk about
the lasttwo questionsin this exercise.In a multilingual
class,you mightwant to extendthis by gettingthem to
t a l l <a b o u to t h e r q u e s t i o n tsh a t a r e c u l t u r a l l y
inrnnrnnrirta

Real English
Go over the note on answeringquestionswith the
class.Then asl<studentsto go bacl<to I Fact-finding
and notice how many responses
were not full
sentenceP
s .o i n to u t t h a t i n r e s p o n s e ' f I' ,i s o m i t t e d .
T h i s i s a n e x a m p l eo f e l l i p s i sw, h i c h i s q u i t ec o m m o ni n
s p o k e nE n g l i s h .
Also draw students'attentionto the way we can
politelyrefuseto answera question,and havestudents
practisesayingthe expressionlA rathernot soyifyou
don'tmind,in responseto questionslil<eHow muchdo
you eorn?or How old ore you?

1M o r e p erso n a lq u e sti o n s
l<inga personal
question more tentative. Let students read the
examples and then play the recording once all the way
through, stopping after each example so that they can
practise sayingit themselves.Ask them to thinl< of two
or three other ouestions that can be made more
tentative using this language.Have students go around
the class asl<ingother members of the class the
questions they've formulated. Remind them that they
may politely refuse to answer questions with l'd rother
not soy,if you don't mind.

Listening
Set the scene of the dialogue and asl<students what
questions they thinl< would be asl<ed.Asl< if there are
any questions that would not be asl<edby a man to a
woman and vice versa.Then play the recording as
students tick off the questions. Have them compare
answers with a classmatebefore playingthe recording
again.

Answers
What do you doi
How long haveyou been here?(So,were you here last
termi)
Where are you from? (You'renot from here originally,
t h o u g h a, r e y o u i )

Worl<ing with the same partner, students now try to

recall what they know about Jacl<and Lisa.Youcould
turn this tasl<into more of a role play,where they tell
each other about a person (ack or Lisa) that they've
just met. Write an opening on the board to get them
started:
Oh, by the woy,did I tell you thot I met this interesting
person the other doy?Jock, his nome wos.

11

'1

G e t t n g t o k n o r , vy o u

R o l ep l a y

rra' ' -^l

l v u r a r r u
orcv
6'-/

F o r t h i s r o l e p l a y h a v e s t u d e n t sc h c c s e c ^ e o f t h e
p e o p l e i n t h e p h o t o s .G i v e t h e m f i v e . - - - i e s ! o t m a g i n e
what that person's life is like (e.g.che . o : . m a r i t a l

'A, <
' -^

- : -

rl
L
.'

. ;rel, their hair is trning

. : ' : h e s e c o l l o c a t i o n sr o
: - I a l s o e n c o u r a g et h e m
: : : x r , u n d e r l i n i n ga n y

--

the nirrr,""- t^
Lv

^^
5v

L-udL_

c o l l o c a t i o - .: '

status,family,etc.).

Answers
Before students start, have them qu ck y iook rnrougn
t h e l a n g u a g es t r i p o n p a g e 8 f o r m o r e c e a s o f q u e s r i o n s
t o a s l <H
. avethem spend abour five mrnlres with
a n o t h e r s t u d e n r b e f o r e s p e a k i n gr o s o m e o n e e l s e .G o
a r o u n d t h e c l a s sy o u r s e l f ,m o n i r o r i n g a n d c o l l e c r i n g
e x a m p l e so f d i f f i c u l t i e st o g o o v e r w h e n r h e y ' v ef i n i s h e d .

l.give 2 ^

). go

P i c t u r eA . :
P i c t u r eB :: :
PictureC. : .
P i c t u r eD . : -

-- bomeworl<
"
j

i'

:;

';,

: t . ] . f ' -: .

." . j 5 p e a K r n g
I (The secretof success)
T h e p u r p o s e o f r h i s r e a d i n gr e x t i s f o r s t u d e n t s t o
reflecton waysthacwill help them in their language
l e a r n i n g .l r i s a l s o a c h a n c ef o r t h e m t o h e a r a b o u t t h e
methodology behindthis Coursebook.
Begin by having students complete the five sentence
s t a r t e r s i n d i v i d u a l l ya,n d t h e n h a v e t h e m s h a r e t h e i r
ideas with a partner. Ask several students to tell the
c l a s ss o m e o f t h e i r i d e a s .P o i n t o u t t h a t t h e s e s e n t e n c e
starters are useful for giving advice. Encouragestudents
to record the patterns and a few examples,either their
own or those they see in the reading text, into their
notebooks.
E x p l a i nt h e r e a d i n gt a s k a n d t e l l s r u d e n c sn o t r o w o r r y
a b o u t u n d e r s t a n d i n ge v e r y r h i n gW
. hen they have
f i n i s h e dg, e t t h e m i n s m a l lg r - o u p st o d ; s c - s sr ^ e i , .
reactionsG
. i v e t h e m a f e w s e n t e n c es a a r - r e Tosn r h e
board:
I thought the odviceobout ... wos very usefui . . .
I'm not sure I ogree with ...'s odviceabout . . .
I don't reolly understond the advice obout ...
I didn't understondwhot helshemeont by '...'
A l l o w s t u d e n t st o s p e n d s o m e t i m e t a l l < i n gi n g r o u p s
b e f o r e d i s c u s s i n gt h e i r i d e a sa s a c l a s s T
. his is your
chance to reinforce some of the advice in the reading
text and to see their reaction ro these l<indsof ideas.lf
s t u d e n t sa s k a b o u t c o l l o c a r i o n y, o u c a n e x p l a i nr h a t t h e
n e x t t a s l <w i l l d e a l w i t h i t i n m o r e d e t a i l .

i C o m m o nv e rb co l l o ca ti o n s
T h i s e x e r c i s eh e l p s s t u d e n t s u n d e r s t a n dt h e c o n c e p t o f
c o l l o c a t i o na n d h o w i t s h o u l d p l a y a n i m p o r t a n t p a r r I n
t h e i r l a n g u a g el e a r n i n g .
Have students work through the tasl<first, and checl<
their answers.You may need to explain that if you asl<
someone to giveyou o hond you are asking them to help

12

Once stude.:. - t i m e t a l l < i n :g: : , r a n s u a g el e a - - - :

collocations - :' .
s o m e t h i n gr - r - . - ^^i^r
PvilrL

+L^.
LrtdL

- .:

. : . - : : a s k ,s p e n d a s h o r t
- : -ow
i t w i l l a f f e c tt h e i r
'- ::
: - r k o f e x a m p l e so f
: -:: :: showthat it is not
: ' : . ^ R e i n f o r c et h e
' - .:s ,n
u n i t s b i g g e rt h a n
:
'- . : r.:rld
b e d i f f i c u l tt o
- -' ::r :f tO translate

_-:

s i n g l e w o r c : : .- :
t r a n s l a t et l - e . : :
moke o me::

T e l sl t u d e n : : : - , r " : - ' . - . - - : : ^ a t r s t e n f o r
c o l l o c a t , o - . '- - :
: : .'
: .:::.-f,om
q U e S t l O n S. : : - :

Whotore
- . r ': , ' :
Canyou
g,: : -' ' :
/ st h l sc ! ' : , - :- , . , i ' .
T e l sl t u d e - : , : -: . . , - :
theirnore:::.,:-.j.
collocata-: - - - :'
t a l k a b o " : : : : : :- : -

:-

::-:rywordin

: - _ : , : : : . t u n t t yt o
: -' :, =-i howto

findcon -: - : D e m o n s t r : : =: . . c o l l o c a t i o - .t : ' ' . -. .

: adlective
- ::rearS in the
i . : - S S Ua
er e

C l a s s r o o lm
anguage
T-: t::-s ^e"a ! :- ---:
Stul3'-iS:l ::

:-:

:-:

-:: :' :- -.: ,:-

-=l:_":':

:-=^

:e asl<ing

l:_::ntS Can

work r:;:,:
, : - : - : - - f , : c -^ i : : . - - . : 3 . . : . e c l < i n g
t h e a n s w e r sa. c w a m e f o r t n e : : : : i t t : : " t : t J l l r d l t o
d i s c u s st h e s e i d e a s .

Answers
l.e. 2.a. 3.b. 4.f.5.c. 6d

Y o u m i g h t w a n t t o p o i n t o u t t h e p a r r e r n sr o e x p r e s s
reasons:
do this so thot you (con) do thot
do this to do thot

1 Gettlngto know you

Ask students to use these patterns to tall<about some of

t h e t h i n g s t h e y d o i n l e a r n i n ga l a n g u a g eF. o r e x a m p l e :
I alwoys write new vocabuloryon note cords ond carry them
oround,so thot I con test myself when |m on the bus.

A q u i c kq u i z
This tasl<focuses on some more important aspects of
learning:pronunciation and grammar. lt's probably best to
do each part step by step, allowing students to quicl<ly
compare answers when appropriate. Again, at the end,
spend some time talking about how each part relates to
students' own languagelearning.
For the first part, you may want to tall<about how stress
is conveyed in English.For some languagegroups, a lot of
practice is needed in lengtheningstressed syllablesand
s h o r t e n i n g u n s t r e s s e ds y l l a b l e s- u s i n ga r u b b e r b a n d t o

To helo students understand the use of the two tenses

visually,draw a big empty square on the board. Tell them
t h a t t h i s i s g o i n g t o b e t h e o p e n i n gs c e n eo f a m o v i e .
Ask them to suggestthe time of year and day (e.9.
spring, late afternoon), and the weather (e.g.sunny). Have
them suggestsome background actions (e.g.birds
singing,clouds drifting) and draw these. Then have
students suggestsome everyday activities for a person
(e.g.sitting on a parl<bench, reading a book). Draw a
person doing this. Next, explain that you want something
. ave students
u n u s u a lo r i m p o r t a n t t o h a p p e ns u d d e n l y H
make some suggestionsand choose one to draw on the
board (e.g. a swarm of killer bees appeared).Now tell
the story. For example:
It wos o nice spring ofternoon in o quiet town. The sun wds
shining,the birds were singing.A few clouds were slowly
drifting ocrosso deep blue sky.Our hero wos sitting on o
pork bench,reodingo book,when oll of o sudden,o huge
sworm of killer bees oppeored.

stretch out on the stressed syllablescan help. For the

last parc,you could asl<students to tall<about the

M atching

differencesin oairs.

Answers
l . c o l l o c a t i o ne m b a r r a s s e dm i s t a l < es u r n a m e
2. accent,coast,desiSn,
whereabouts
3 . c h o c o l a t et w
: o s y l l a b l e ss;y l l a b l et h: r e e s y l l a b l e s ;
five syllables
vegetable:
three syllables;vocabulary:
hereZrefersto the future
5. a.How longore you stoying
(from this time forward),while How longhoveyou
beenhere?connectsthe Dastto now (from when
you first arrivedhere to now).
b. /'vebeenstudyingEnglishfor sixyeorsindicatesan
uninterruptedactionor stateand tells us that
t h e p e r s o nh a sb e e ns t u d y i n gE n g l i s h
continuouslyfor six years,while I'vebeenstudying
Englishfor six yeorson and ofl indicatesan
interruptedactionor stateand tells us that the
Dersontool<a breal<here and there.
c.Whot do you do?is usuallyusedto asl<what
someonedoes for a living,while Whot ore you
doing?is usuallyusedto asl<someoneto explain
.their actionsat the moment of speal<ing.

T h i s e x e r c i s eh e l p s s t u d e n t s d e v e l o p a g r a m m a r r u l e o r
g u i d e l i n eb a s e do n t h e e x a m p l e si n t h e t a s l <H
. ave
. hile
s t u d e n t sw o r l < i n d i v i d u a l l yo n t h e m a t c h i n gt a s l <W
going through the answers,asl<a few questions focusing
. or example:
o n t h e l a n g u a g eu s e d i n t h e s e n t e n c e s F
on old
Whot or who elsecon'turn up'? (,myex-husbondlwife,
friendl
Aport from noodles ond coffee,whot e/se con you (or the cot)
knock over? (o vose,my wine)
'do'
Con you think of some more householdtosks that we use
with? (e.g.do the loundry,do the hoovering,do the gordening)
What would you do if youA missedyour girllboyfriend's
birthdov?
Has onyone ever found somethinginterestingdown the bock
of the sofo?
Then get pairs of students to practise the examples,with
one person sayingthe first half of the sentence and the
other person sayingthe second half of the sentence.You
may want to tall<about the unstressed pronunciation of
wos in the Dast continuous before students do this.

Answers
l r f

'. : '.1
-rl ^
Pastsimpleand pastcontinuous
cwo tenses are
used in the context of storytelling.The past continuous is
typically used to show the background of a story, while
the past simple is used for the main action. Let students
read through the first sentence and underline examples
of the two tenses.Checl<that they can see how the past
continuous is formed (woslwere+ -ing form) and that they
l<now told is the past simple form of tel/.Then go over the
explanation and the two examples together. Have
students identifv the two tenses here too.

|. c.

2 .d .

3 .a . 4 . b .

5 .g .

6 .h .

7 .e .

8 .f .

S t u d e n t sc a n t h e n c o m p l e t e t h e t h r e e ' g r a m m a r r u l e s ' .
Go over these as a class.Youmay want to draw a
t i m e l i n e o n t h e b o a r d t o v i s u a l l yr e p r e s e n t t h e
interruption concept in the third'rule'. Encourage
students to transfer a few examples from this page c.rf
the Coursebool< into their notebool<s.Youcould point
out a few other examples of useful languagehere, too:
the other doy,accidentollyknock ... all over ... , knock ...
OII.

't3

I Gett ng to I now you

Answers

practice

l . ( p a s t )c o n r i n u o u s
2 . ( p a s t )s i m p l e
3 . ( p a s t )c o n t i n u o u s( p
, a s t )s i m p l e

O n e w a y r o e t : . c o r h i s t a s l <i s t o t e l l t h e c l a s sa
f.se one of the prontots and
p e r s o n a ls t c , ' : ' ! 3 . r 1 ' s e l U
h a v et h e c l a s s s : e ^ a n d a s l <y o u q u e s r i o n s .l f p o s s i b l e ,

H e r e s t u d e n t sc a n a p p l y t h e ' r u l e s ' t h e y f o r m e d i n 2
Matching to the following tasl<.Have students worl< in
p a i r s o r i n d i v i d u a l l yb e f o r e c h e c l < i n g
t h e i r a n s w e r s .D o
this by reading the completed version of each text to the
class.Then have students practise telling the stories co
each other. You may need to tall<about the phrasal verb
end up and how it is often useo to express a resurc.

Answers
l. Skiing
a.went b. brol<e c. was going d. realised
e . T r i e d f . e n d e du p g . b r o l < e h . e n d e du p

You could use the photogr::-: :: :-: borlom of page | 3

t o d e v e l o pa r o l e p l a y H
. a u es : . - : : - : : : - c o s e o n e o f t h e
p e o p l ei n t h e p i c t u r e sa n d : . . . : :
I s : : . - y b a s e do n o n e

a.was going b.got c. sat d. started e.Tried

f. got g. gaveup h. changed i. started j. was

of the prompts in the 4 Free pracrice. A rernatively,

y o u c o u l d h a v ec h e m w r i c e : - c r : : . .

3 . A stupid thing to do
a .h a p p e n e d b .w a s l i v i n g c . w a s w a r c h i n g
d. was enjoying e. decided f. wanted g.Turned
h. asked i. stared j. realised k. felt

Real English
Tall<about this beforestudentsdo 4 Free practice.
Draw students'attentionto the Datternand havetnem
mal<esenrencesbasedon the picturesat the bottom of
p a g e| 3 .Y o u c o u l dh a v et h e m c o m e u p w i t h o t h e r
e n d i n g sa s w e l l .F o r e x a m p l e :
I wosin the middleof changingthe boby'snoppywhenmy
wife onnounced
thot she wos pregnontogoin.
E n c o u r a gset u d e n t st o r e c o r da c o u p l eo f e x a m p l e si n
their notebool<s.

14

O n c e s t u d e n t sa r e - e : : . . : e : r h e m t o m o v e a r o u n d t h e
c l a s s t, e l l i n g t h e i r s t c - : : : : e r c h o t h e r .T h e y s h o u l d t e l l
t h e i r s t o r y t w o o r r i - . : : ^ - s r o d i f f e r e n tp e o p l e .
E x p l a i nt h a t t h e y w i l e - - : - : , r g t h e i r p e r f o r m a n c e
e a c ht i m e . W r a p u p b / : : : _ : : ^ . w b o h a d t h e b e s t
s t o r y ,a n d d e a l i n gw i r h : - . . - : _ : : e d r f f i c u l t i e s .
Follow-up

2. Going home on the bus

r e c o r d y o u r s : . - " s : r h a t y o u c a n g e r t h e c l a s sr o l i s t e n
a g a i nf o r ? r / u S - i - l . l g u a g ey o u u s e d . W r i t e a n y
e x p r e s s i o n so r : - e : : : r d . G i v e s t u d e n t st i m e c o p l a n
h o w t h e y a r e i : - : : 3 : e t h e i r s t o r i e s .D r a w t h e i r
attention to hcy, :^: s:lr es start in 3 Practice. Write
a p o s s i b l es t a r t e ' ' : - : ^ : b o a r d :
One of the strons'e-.:'. - - is: ulost frighteningthlngs thot hos
e v e rh o p p e n e dt o . ' ' : - : : : : ^ , e d w h i l eI w o s . . .

Unit overview

that
Remindstudentsto record any of the expressions
they lil<ein their notebool<s.

General topic
Free-timeactivitiesand strangehobbies

Lead in

Reading
A G e r m a nw o m a nc o l l e c t sc h i n ae l e p h a n t s .
Language input
.

Expressions
for tall<ing
about eveningactivities:
I juststoyedin and wotchedTV.
I went out for
dinner.etc.

Leadin to the first tasl<by aslcing

the classa few
qu e s t i o n s :
What do you do in your free time?
Do.youhoveonyfreetime?
Whot wouldyou do if you hod more free time?
lf youhod o coupleof hoursto sPare,
whatwouldyou do
with them?

Collocationswith club:o bridgeclub,join o club,

a memberof the locoltennisc/ub,etc.
Vocabularyfor tall<ing
about interests:I like
onythingby ... . I'm a big boseballfan.I try to go to
the gym wheneverI con. etc.
Presentper{ectcontinuousand pastsimple:l've
beenployingtennisnow for oboutfiveyears.How long
did you do that for?
Time expressions:
for quitea whilenow,forages
now,etc.
Presentoerfectcontinuousto tall<about recent
activities:I've beenlookingofter the kids the lastfew
months.
Language strip
Use the language
strip as a way to leadin to the unit.
Asl<studentsto lool<quicl<ly
throughthe list and find
a n ye x p r e s s i o nt sh a t t h e y c o u l du s et h e m s e l v e E
s .x p l a i n
that in this unit they will learnwaysof asl<ing
and tall<ing
about free-timeactivities.
Encourage
them to choose
s o m ee x p r e s s i o nisn t h e s t r i pt h a t l o o l <i n t e r e s t i nagn d
to find out more about them.
U s e t h e l a n g u a gset r i p l a t e ro n i n t . h i su n i t f o r a s m a l l
group tasl<.
Ask studentsto imaginethat they are at a
party and are talkingto someonethey find really
interesting
O.n t h e i r o w n ,t h e y s h o u l dt h e n c h o o s et h e
e x p r e s s i o nt sh e y t h i n l <m i g h tb e u s e di n s u c ha
c o n v e r s a t i o n . T h ceay nt h e n s h a r et h e i r i d e a sw i t h o t h e r
S r o u Pm e m D e r s .
You might needto explainsome of the following
exoressions:
. You might say/ supposeI'm o bit boring,reollyto say
t h a t y o u d o n ' t t h i n l <y o u d o a n y t h i n ge x c i t i n gF. o r
example:I don'thaveonysPoretime.I work,work,work.
I'm o bit boring,reolly
' You asl<Whot'veyou beenup to?to find out what
s o m e o n eh a sb e e nd o i n gr e c e n t l yF. o r e x a m p l eI:
youbeenup to?
hoven'tseenyou for ages.Whot've
.

Eveningactivities
Use the pictures to find out whether anyone does or
would lil<eto do any of the activities shown. Tell the class
a l i c c l ea b o u t y o u r s e l f ,t o o .
This exercise gives students ways of tall<ingabout what
they did in the evening.Introduce the first tasl<by asl<ing
t h e m t o g u e s sw h a t y o u d i d l a s t n i g h t .T h e n a s k t h e m
about their evenings.Then go over the three patterns
b e f o r e h a v i n gt h e m c o m p l e t e t h e s e n t e n c e s l - 1 5 .
Before you checl<their answers,model some of the
patterns so that students can hear where you pause and
which words you stress.Have them follow your
p r o n u n c i a t i o nw h e n g i v i n gt h e i r a n s w e r s T
. hen allow
t h e m a c o u p l e o f m i n u t e st o d e c i d ew h i c h o f t h e
a c t i v i t i e sa r e ' n o t h i n g m u c h ' . P o i n t o u t t h e e x p r e s s i o n s
hove on early nightand toke it eosy.Ask students what, for
them, constitutes an early night and tal<ingit easy.You
might also want to asl<them to find any verb * noun
c o l l o c a t i o n st h e y f i n d i n t e r e s t i n ga n d r e c o r d t h e s e i n
their notebool<s.

Answers
l.b. 2.a. 3.b. 4.c. 5.a. 6.b. 7.c. 8.a
9.b. 10.c. I l.a. 12.c. 13.a.l,4.a. 15.c.
'Nothing
m u c h 'a c t i v i t i e sl ,:2 , 5 , 8 , I l , | 3 , l 4

For the next tasl<,model the example conversation with

one student.Then tal<ethe other part and repeat the
conversation with another student. Students can then
p r a c t i s et h e i r o w n c o n v e r s a t i o n si n p a i r s .H a v e t h e m d o
a few examples before getting two pairs together to
oerform their conversations for each other.

lf you workout,you do some physicalexercise,usually

in a gym.

15

:. ,1 _
,.
.'.1Freepractrce

For this activity,get students to stand up and wander

around, aslcingeach orher about what they did last night.
Write some examples of questions that they can asl<on
the board before they start. For example:
Did you do onything interesting lost night?
Did you do onything speciol lost nightT
Did you do onything much lost night?
Wrap up by getting students to tell you about the most
popular, most interesting and most unusual activity.
I
.

i _:

i F o l l o w-u pq u e sti o n s
.

I t ' s i m p o r t a n t t o p o i n t o u t t h a t d i a l o g u e sd o n ' t u s u a l l y
c o m p r i s e j u s t a q u e s t i o n a n d r e s p o n s e .l t i s a g o o d i d e a
to generally encourage students to use follow-up
questions to keep conversationsgoing.Also, when you
a s k y o u r c l a s sq u e s t i o n so r g i v e t h e m e x a m p l e
conversations,try to add follow-up questions,too. Here
students see some ways to follow up the conversations
they had in 2 Free practice.
Play the recording as students fill in the gaps.Replay the
recording and stop after each question so students can
practise sayingthem with the same stress and intonation
pattern. Then have them work in pairs, matching the
responses to the questions.Point out that there are two
responsesfor each question. After students have
checked their answers,say all the responses for the class
and have students practise them, especiallythe way o//
'd.'and
rightin
q u i t eo b i t i n ' e . ' a r e s a i d t o g i v e t h e
appropriate meaning.Finish off by getting pairs of
s t u d e n t st o p r a c t i s ea s k i n ga n d a n s w e r i n gt h e q u e s r i o n s .

Answers
| . often 2. long 3. that 4. very 5. any 6. any
|. e.

2 .a .

3 .f .

4.6.

5 .c .

6 .d .

You could also asl<studentsto discusswhat the

conversations
are about.For example,4. b. might be a
c o n v e r s a t i oanb o u ta c l u o .

Freepractice
Here students have the opportunity to practise some of
the languagefrom the previous exercises.After they have
m a d e t h e i r l i s t ,g i v e t h e m a m i n u t e t o l o o k t h r o u g h t h e
examples of follow-up questions. Remind students to
invent some fun activities if they just stayed in last night.
Again,get students to have conversations with several
people.You might wanr ro join in yourself. Before movrng
on to the next task, give students a few minutes to add
any expressions that they like to their notebool<s.

A n u n u s u a hl o b b y
( An inter viewwith Fr itzi)
L e a d i n t o t h e r e a d r n gt e x r b y t a l k i n ga b o u t h o b b i e s i n
g e n e r a l ,a n d t h e n a s k n g i f a n y o n e h a d a n u n u s u a lh o b b y
w h e n t h e y w e r e a c h i d , a n d w h e t h e r t h e y s t i l l l < e e pi t u p .
R e m e m b e r t o t a l k a l i t r l e b i t a b o u t y o u r s e l f ,t o o . G o
t h r o u g h t h e i n t r o d u c r i o n t o r h e r e a d i n gt e x t a n d s e t t h e
interview task. Have a few students tell you what they've
c o m e u p w i t h b e f o r e l e r t i n gt h e c l a s sr e a d t h e t e x t .
Before moving on to che nexr rask, play the recording of
t h e i n t e r v i e w s o s c u d e n r sc a n h e a r h o w t h e l a n g u a g e
s o u n d sa s t h e y r e a d a l o n g .

Speaking
Have the original pairs of students confirm how many of
their questions were answered before getting them to
talk to another parrner about how Fritzi answered their
q u e s t i o n s .R e m i n d t h e m t o u s e t h e i r o w n w o r d s r a t n e r
than l<eepreferring to the text.

Speaking
Here srudentstall<about differentl<indsof clubsand
what they might be interestedin joining.Beforehaving
studentsworl<on this task,you may needto explain
some of the clubsin the box.A bridgec/ubis a club
where peoplego to playthe card gamebridge.In o
deboting
c/ub,peoplearguein a formal way for one of
t w o s i d e so f a n i s s u e .
One way to do thesecasksis to havestudentsworK on
the first two individually
beforegettingthem to share
their answerswith a partner.Then givethem a few
m i n u t e st o t h i n k a b o u tt h e t h i r d t a s k .W r i t e s o m e
examplesenrencestarterson the board to help them
exPresstheir reasons:
It'so greotploceto ...
You'llreollyenjoythe ...
It'sa fun woyto ...
It'll be goodfor your...
S t u d e n t sc a nr h e nw a l k a r o u n dt h e c l a s st,a l k i n ga o o u t
t h e i r c l u b . Y o uc o u l ds u g g e stth a r t h e y s t a r t b y t a l k i n g
a b o u tw h a t t h e y d i d l a s tn i g h t F
. or example:
A: What did you do lostnight?
B: Oh,I went to my web designclub.
A: Oh,yeoh.
How oftendo youdo thot,then?
B: Everyweek./ti o greot club. Youshouldjoin. ,.

focus
i(lil1vocabutary
In this tasl<,students are introduced to several useful
expressions to talk about what they do in their free
t i m e . H a v e t h e m w o r k i n d i v i d u a l l yo r i n p a i r s ,u s r n g
dictionaries where necessary,before going through the
answers.

1, 16

2 Freet me

Answers
L a.get given b. fairs c. album d. spare e. swap
2. a. novels b. anythingby c. anythingon d. browsing
3. a. pool b. fifty lengths c. front crawl d. sauna
4 . a .a n y t h i n gb y b . t r a c l <c . a l b u m d . g i g s e . b a n d
5. a.fan b. support c. games d. stadium
6 . a .f i t b .g y m c . r u n n i n gm a c h i n ed . w e i g h t s e . c l a s s

Doesonyonehereknowhow to do web design?Doesonyone

do korote?
Whot otheroctiyities
(toi chi,
con we use'do'with?
origomi)
Whot otherexpressions
with' l'm off' ore commonly
usedto
(l'm off to work,I'm off
soywe ore leovingto go sonrewhere?
nome)
ls onyoneherequiteo goodrunner?How obouto good
basketboll
or footballployer?
Answers

Then have students go bacl<and find sentences to say

about themselves or that they can adapt.Ask several
students to tell you what they have come up with and
write their sentences on the board.You may want to
draw students' attention to the expressions reodllike
onythingbylonloboutand thot kind ofthing.

l.

H o w l o n g h a v ey o u b e e n d o i n g t h a t , t h e n ?

2 . H o w l o n g h a v ey o u b e e n d o i n g t h a t , t h e n ?
3. How long did you do that for,thenl
4 . H o w l o n g d i d y o u d o t h a t f o r ,t h e n l
5. How long have you been doing that, chenl
5. How long did you do that for, then?

f
I
, :
" ' - " " " . : J

" : f i
: : " * '

f ' l ' t f r -

Presentperfect continuous
The focus in this section is on how the present perfect
c o n t i n u o u si s u s e d t o t a l l <a b o u t o n g o i n g a c t i o n s t h a t
started in the past,while the past simple is used to tall<
about completed past actions.The use of the present
perfect continuous to tall<about recent activities is also
c o v e r e d .W h i l e w o r l c i n gt h r o u g h t h i s s e c t i o n ,r e m i n d
s t u d e n t st o r e c o r d w h o l e e x p r e s s i o n sa s e x a m p l e so f
t h e t w o t e n s e si n t h e i r n o t e b o o l < s .
Lead in to the first tasl<by tall<ingabout something you
u s e d t o d o a n d s o m e t h i n gy o u d o n o w . F o r e x a m p l e :
/ used to be reolly into rock climbing.I did it for obout three
yeors before I fell ond broke my leg.I gove it uP ond storted
sci/rnglnsteod.l've been doing it pretty regulorly sincethen.
Then have students look at the two examoles and checl<
t h a t t h e y u n d e r s t a n dt h a t a i s p a s t s i m p l e a n d b i s
present perfect continuous before lool<ingat the two
example conversations.Youmay want to tall<a little
a b o u t h o w t h e p r e s e n t p e r f e c t c o n t i n u o u si s f o r m e d a n d
C r a w a t i m e l i n e o n t h e b o a r d t o v i s u a l l yr e D r e s e n tt h e
examples.

C o n v e r s a t i o n I i s l i l < eb ( p r e s e n t p e r f e c t c o n t i n u o u s ) .
C o n v e r s a t i o n2 i s l i l < ea ( p a s t s i m p l e ) .

j Practice
i

- l h i s e x e r c i s e s, t u d e n t s
can applywhat they noticed in
I Present perfect continuous and past simple to
: ^ e d i a l o g u e sS. t u d e n t sc a n w o r k b y t h e m s e l v e sf i r s t
::fore comparing their answers with a partner. Asl<

,l Pr onunciation:
soundinginteres ted
I

A lot of the meaning is conveyed by the way we say

something.Say the first example with different intonation
patterns and pitch levels and asl<students to tell you
what emotion they convey (boredom, impatience,
s u r p r i s e a n d s u s p i c i o na r e p o s s i b l ee x a m p l e s )T. h e n p l a y
the recording and have students practise the intonation
and pitch level for sounding interested before gerring
them to Dractisethe conversations in 2 Practice in
o a ir s .

t-.

I I rme expreSSrons
. *t" .t't., for andsinceare
u s e d w i t h t h e p r e s e n t p e r f e c t c o n t i n u o u s .A l t h o u g h
these two words are frequently used with the present
perfect, they are used with other tenses too'.for is used
t o d e s c r i b ea l e n g t h o f t i m e a n d i s c o m m o n w i t h o t h e r
tenses (e.9. I worked for obout three yeors, I'll be here three
more months);since means starting from a point in the
p a s t a n d c o n t i n u i n gu n t i l n o w o r a n o t h e r p o i n t i n t h e
past and is usually used in perfect tenses (e.g./ wos
feelingexhousted becouseI'd been working non-stop since
the stdrt of the month\.
Another rule that students may have learnt is that floris
u s e d w i t h p e r i o d s o f t i m e a n d s i n c ew i t h p o i n t s o f t i m e .
T h i s i s c e r t a i n l yo n e w a y o f l e a r n i n gt h e d i f f e r e n c e b
, uc
e n c o u r a g es t u d e n t st o a l s o l e a r n t h e s e w o r d s i n l a r g e r
phrases.Suggestthat they have a page in their notebool<
where they collect for and sinceexpressions.After having
s t u d e n t sc o m p l e t e t h e t a s l <a n d c h e c l < i n g
their answers,
t e l l t h e m t o g o b a c l <a n d u n d e r l i n et h e c o m p l e t e t i m e
e x o r e s si o n s .

: - e s t i o n s f o c u s i n go n s o m e o f t h e o t h e r l a n g u a g ea s y o u
: - e c k t h e i r a n s w e r s .F o r e x a m o l e :

17

2 F f e et m e

Answers

Answers

The wrong time expressions

are:
l . w h e n I w a s a t h i g hs c h o o l

l.

2. two yearsago

2. I've been revising for my exams for the last few

weeks.

3. when I wasin Canaoa

3. I've been doing my flat up for the last month.

4 . w h e n I w a sa k i d

4 . I ' v e b e e n s o r t i n g o u t m y s u m m e r h o l i d a yf o r t h e
last few days.

5. last month
6. beforemy computerdied
7. agesago

5. I've been lool<ingafter the l<idsfor the last few

months.

8. two years ago

6. I've been trying to find a new job recently.

The two words associated

with the presentperfect
are for and since.

This exercisegivesstudentsthe chanceto personalise

the language
from the previousexercises.
Beforethey
start completingthe sentences,
ask for a few examplesof
thingsthat we ploy,do and go (to) andwrite them on the
board:
play + football,bridge,thepiono
do + korote,webdesign,folk
doncing
go + to doncec/osses,
to seef/ms, running
For the secondtask,givean exampleof the kindsof
questionsstudentscould ask.Do the first one as an
examDlewith a student:
A: I've beenleorningEnglishon and off for thirteenyeors.
B: Thirteenyeors.Thot'so long time.How old wereyou
whenyou started?
A: Eleven,
I think.
B: ls it commonto stort leorningot thot oge?
A: /t usedto be.Now o lot of childrenstortleorningEnglish
of six or seyen.
.,,1

Talkine
about recentactivities
.:,..
r
" ."",1
. 1
The presentperfectcontinuousis also usedto talk
about recentactionsthat havebeen happening
over an
extendedperiod of time. lt is thereforecommon to use
it in answersto the questionWhot hoveyou beenup to7
Go throughthe exampleand havestudentspracrise
sayingit with you,remindingthem to usethe contracted
form /'ye.As you go throughthe answers,point out the
usefulverb * noun collocations:
workovertime,
revise
for
my exoms,domy flot up, lookofter the kids,tryto frndo
newjob.Ask studentswhat doingup o flot might involve
(e.9.fixingthings,pointingthe wol/s).

18

I've been working a lot of overtime recently.

Refer students to rhe Real English note on l've been

busy -ing.Ask them to reformulate the answers in
6 Talking about recent activities using this srructure.
You could also teach them the expression long time,no
see,which would also be appropriate in this context.
Then have pairs of students practise the conversarrons,
encouraging them to keep each conversation going with
follow-up questions.

Follow-up
A s a f o l l o w - u p t o t h i s u n i t , a s l <s t u d e n t st o t h i n k o f a
strange hobby and to write it on a slip of paper.Collect
a l l t h e s l i p s ,m i x t h e m u p a n d h a n d o u t a s l i p t o e a c h
student. Tell them that they have this strange hobby and
that they are going to be interviewed about it. Get the
students in pairs to role-play interviews with each other,
l i l < et h e o n e w i t h F r i t z i o n p a g e 1 6 .I n a d d i t i o n t o t h e
questions used in the text, write some other ideas on
the board:
What mode you stort collecting... ?
Whot's so interestingobout . .. ?
Hove you been doing it long?
Don't people find it odd?
What do your friends say obout it?
O n c e s t u d e n t s h a v e p r a c t i s e dt h i s i n p a i r s ,g e t t h e m r o
perform their interviews in bigger groups.

Unit overview
General topic
Holidaysand placesto visit.
Dialogue
Roseand Stevetalk about their holidayplans.
Language input
.

.
.
.

Vocabularyto describeholidaysand holiday

activities:We had o weekin Poris.Wewent wolking
quiteo lot.lt was reollygoodvoluefor money.etc.
Thingsyou can rent and hire: rent o cor,rent o flot,
hire o bike.etc.
Expressionswith ploce:/t's a greotploceto go skiing.
I couldn'tfind a placeto park. etc.
Presentperfectand past simple:Hoveyou ever
beento lbizo?No,but l've olwoyswontedto.The
scenerywosfontostic.etc.

Positionof adverbs:We'vejustheordthe news.

We'veolwoysbeengood friends.I reollydon't likeit.

Contrastivestress:No, neve4but I hovebeento

Hong Kang.Yes,
I have,octuolly.

You say/t'stime we had o breokwhen you want to go

awaysomewhereto relax.For example:We'vebeen
I think it'stime we hod a breok.
workingo lot recently.
Lett go owoyfor the weekend.
In the exampleabove,
noticethat after we saylt'stime,we use a pasttense
to tall<about the present/future.
you do the cool<ing
lf a holidayis selfcotering,
yourself.
You'reo littlered on the shouldersmeansyour
shouldera
s r e s l i g h t l ys u n b u r n -t m a y b ey o u d i d n ' t
u s ee n o u g hs u n c r e a m !
Remind students to record any of the expressions that
they lil<ein their noteboolcs.
Lead in
T o l e a d i n t o t h i s u n i t , t e l l s t u d e n t sa b o u t o n e o f t h e b e s t
holidays you have ever had or one of the worst.
Encouragethem to asl<you questions.Then asl<them to
recall any interesting expressions you used and wrice
them on the board. Follow up by asl<ingif a few students
w o u l d l i k e t o t e l l t h e c l a s sa b o u t a h o l i d a ye x p e r i e n c e .

Speaking

Language strip
Use the language
strip as a way to lead in to the unit.
Ask studentsto lool<quicl<ly
throughthe list and find
any expressions
that they might haveusedabout a
h o l i d a yt h e y h a v eb e e no n . E x p l a i nt h a t i n t h i s u n i t t h e y
will learnwaysof asl<ing
and talkingabout holidays.
E n c o u r a gteh e m t o c h o o s es o m eo t h e r e x p r e s s i o nisn
the strip that look interestingand to find out more
a b o u tt h e m .
U s e t h e l a n g u a gset r i p l a t e ro n i n t h i s u n i t f o r a s m a l l
into
group task.Ask studentsto sort the expressions
those that refer to the past (e.g.It roinedthe wholetime)
and those that refer to the presentor future (e.g.Where
ore you goingthisyeor?).

I n t h i s s e c t i o n ,s t u d e n t sf o c u s o n e x p r e s s i o n sf o r
different holiday activities.Start off by asl<ingthem to
match the sentences l-8 to the photographs A-H on
page 20 as a way of checking their understanding.You
may need to explain that o fortnightis short for fourteen
nrghts,so two weel<s.Point out the patterns here: we
went on... , we went -ing,and we hod (o fortnightin the
sun).
H a v e s t u d e n t sd i s c u s st h e q u e s t i o n si n p a i r s .G o o v e r
the stuctures used for guessingand model their
pronunciation. Explain that I reckon is an informal way of
saying/ think.Then ask which of the structures shows
less certaintv. (lt looks like it could be ... or somewherelike
ffiot.)

You might needto explainsome of the following

expressions:
. Everbeencomping?
hove
is anotherexampleof ellipsis;
y o uh a sb e e nd r o p p e dT. h i sf o r m i s c o m m o ni n
s p o k e nE n g l i s h .
. You sayjust tokemy word for it to tell someoneto
acceptwhat you're sayingwithout your havingto go
into a lot of detailto explainwhy what you are saying
is true. For example:You'llregretnot tokingout heolth
just tokemy word for it.
insuronce,

Answers
l.d
2 .e

3.c
4.g

5.h
6.f

7.a
8 .b

Holidayactivities
til,iiii
To lead into this tasl<,divide the class into groups. Assign
e a c h g r o u p o n e o f t h e h o l i d a y ss h o w n i n t h e p i c t u r e s .
Ask them to brainstorm the l<indof activities someone
might do on such a holiday.

19

Have students individuallymarl<the activities.You may

need to explain that the locolsmeans the locol people.
(You could also tell them that the locolmeans the /ocol
pub in British English.)Point out rhat go clubbingrefers to
dance clubs. Before students comDare answers.tall<
a b o u t a n d p r a c t i s et h e s h o r t d i a l o g u e .M a l < es u r e
students hear how / is stressed in So/neitherdo I and I'm
o f r o i dl d o n ' t . Y o u c o u l d a l s o p o i n t o u t t h a t l V e t o o c a n b e
used instead of So do l.
As an extension, have students form new pairs and
i m a g i n et h a t t h e y h a v e j u s t b e e n o n h o l i d a yw i t h t h e i r
previous partner. Tell them to role-play a conversation
with a friend about their time together. Write a few
expressions on rhe board to help:
We hod o greot time.
We got on reolly well together.
We liked doing the sdme rhings.
We both did our own thing.
We could never ogree on whot to do.
We ended up doing nothing.
It wos o nightmore.

Vocabularypractice
The six texts here are full of useful expressions for
t a l k i n ga b o u t h o l i d a y sA
. f t e r s r u d e n t sh a v ef i n i s h e df i l l i n g
i n t h e g a p s , g e tt h e m t o u n d e r l i n ea n y e x p r e s s i o n st h a t
they feel they could use in the future. Demonstrate what
i s m e a n t b y ' t h e c o m p l e t e e x p r e s s i o n 'w i t h a n e x a m p l e
from the first text: we went out on shoppingtrips (to the
n t o r k e l . R e m i n d t h e m t o r e c o r d t h e s e e x o r e s s i o n si n
their notebool<s.
One way to help reinforce the languageis in a pair worl<
activity.One person reads the text aloud, stopping at the
b l a n l < sw h i l e t h e o t h e r p e r s o n t r i e s t o r e m e m b e r t h e
m i s s i n gw o r d w i t h o u t l o o l < i n ga r t h e C o u r s e b o o k . H a v e
pairs of students tal<eturns reading and remembering.

Answers

Speaking
T h e q u e s t i o n n a i r ei n t h e C o u r s e b o o l <i s m e a n t t o
prepare students for the listeningtasl<.You could have
the class asl<you the questions first, before they asl<each
other The reporting-bacl<tasl<gives you a chance to
a s s e s sy o u r s t u d e n t s 'a b i l i t i e si n f o r m i n g t h e p r e s e n t
oerfect.

Readthe instructionsfor this tasl<aloud (page22) to

help studentspreparefor the listeningactivity.Ask them
to listenfor the answersto the two questionsthat
follow.Then playthe recording,mal<ing
sure rhat they
cover the text. Asl<them to discussanswersin oairs.
mal<ing
sure that studentsl<eepthe text coveredas they
do this.Next, let them readthe conversationas you pray
the recordingagain.Studentsmay worl<in pairsto fill in
as manygapsas they can from memory.Playthe
r e c o r d i n gt h r o u g ho n e m o r e t i m e ,w i t h s t u d e n t s
followingrhe text, this time with pauses,
so thar rney can
checl<
a n d f i l l i n t h e m i s s i n sw o r d s .
lf you want studentsto read the conversation,
or parts
o f i t , i n p a i r su, s et h e t a p e s c r i pot n p a g el 4 8 . T h e m i s s i n g
w o r d sa r e i n c o l o u r .
Answers
l.

Steve is going camping in Portugal.Rose hasn't

decided yet. She may go to lbiza or Cornwall.

2. Steve hasn't been before. Rose went to Cornwall

last year.She hasn't been to lbiza,but a friend has.
W o r d s i n g a p si n r h e c o n v e r s a r i o n :
L Whereabouts
2. rent a car

l. a. stayed b. trips c. out d. wenr

2 . a .c a m p i n gb . c a m p s i t ec . w e n t d . t e n t
3. a.went b. round c. tool< d. rucl<sack
4. a. self-cateringb. cottage c. fire d. cool<ing
5. a. pacl<ageb. value c. flight d. sitting
5 . a .c r u i s e b . s c e n e r yc . b o r e d d . a g a i n

As a model for the second tasl<,tell the class about the

last holiday you went on. Then give students time ro
prepare to talk about their holiday.Have them praccise
telling two other students.

3 . s u p p o s e dt o b e
4. give it a try
5. cheap offers
5. a cottage
7. to be honest
8. get some sun
9. pacl<ageholidays
10. worth a try

D e p e n d i n go n y o u r c l a s s y, o u m a y n e e d t o e x p l a i n a l i t t l e
a b o u t t h e p l a c e sm e n t i o n e d .l b i z a i s a n i s l a n do f f t h e
c o a s t o f S p a i na n d i s a v e r y p o p u l a r t o u r i s t d e s r i n a t i o n ,
particularly for young British people. lt's one of the party
capitals of Europe and is famous for its nightlife.
Cornwall is in the southwest of England.lt is very rurar
and has a lot of beaches and spectacularcoastar scenery.
It often gets the warmest weather in summer.

20

3 Ho davs

Vo c a b u la ry
This exercisefocuseson some of the expressions
that
appearedin the conversationSummer holidays. As
you go throughthe answers,try to ask a few more
o u e s t i o n tso h e l oe x t e n dt h e s t u d e n t s ' v o c a b u l a r i e s .
For examole:
Do you prefer goingabroodon holidayor stoyingin your own
country?
Conyou think of someotherwoysto completethe expression
'l'm
not exoctlysure...'? (whyyou'rehere,how to onswer
this question,
whot thisrneons)
Aport from o flight,whot elsecon you'book'?(,oticket,o sedt,
o room)
Conyou mokesomeothersentences
usingthe structure
'Whot
do you think the ... islore goingto be like?'totolk
oboutthings
(thelocols,the
on o holidoy?
food,thehotel)
Havestudentsrecord the expressions
that they like in
their notebool<s.You
may needto explainthe following
expression.
lf you giveo ploceo try or sayo plocemight
be wortho try,you are thinkingabout visitinga place
you'veneverbeento before.For example:Why don'twe
givethot newThoirestouronto try? l've heardit'ssupposed
to be good.
Answers
l . g o i n g 2 . s u r e 3 .g o i n g 4. boolced 5. rent
5 . s u p p o s e d 7 . g i v e 8 . l i k e 9. pacl<age 10.worth

I wos on holidoyin Bolio few yeorsago ond my friendond I

decidedto hire o coupleof bikesond ride oroundo bit. We
rodequiteo distoncefrom our hotelond it wosgettinglote,
so we decidedto headhome.Whilewe wereridingfost down
thissteephill,I suddenlysow o cot in the roodond swerved
to ovoidit. I endedup in o ditchwith the front wheelof the
bikebroken.We were milesfrom onywhereand hodn't seen
anyoneon the roodfor hours.Wedidn'tknowwhotto do.
ThenI noticedo smollhouseneorthe rood.I knockedon the
doorto oskfor help.lt turnedout thot the personlivingthere
wos o bicyclerepoirman! He fixedmy bikeond I wos bock
on the rood in no time!
Explainthat we use o villoto describea large-ishhouse,
especially
in southernEurope,while o cottogeis smaller
a n d f o u n d i n t h e c o u n t r y(. Y o uc o u l da l s om e n t i o nw o o d
cobinsin the mountainsor choletsin sl<iresorts.)
To follow up you could havestudentsthinl<about how
they would go about rentingone of thesethingsin
English.
Form them into pairsto write a dialogueand
then role-playthe conversation.

Odd one out

This is a fun activitythat not only tests students'
l<nowledge
of geography,
but introducesvocabularyfor
differentolaces.You
can alsotall<a little about which
namesuse the.lf studentscome uo with different
answers,asl<them to explainwhy.They may be right!
Answers

F i n i s hu p b y a s k i n gp a i r so f s t u d e n t st o d i s c u s tsh e l a s t
three questionsin the exercise.lf they haven'tbeento
any of the placesmentionedin the conversation,
b r a i n s t o r ma l i s t o f o t h e r p o p u l a rt o u r i s td e s t i n a t i o nlsf .
they haveheardabout a placefrom a friend,they can use
/ t s s u p p o s etdo b e . . . . W r i t e s o m ee x p r e s s i o ntso
d e s c r i b eo l a c e so n t h e b o a r d :
it s (supposed
to be)o greotplacetolfor. ..
it's (supposed
to be)quite...
/ t s / s u p p o s et d
o b e )v e r y. . .
/ts o bit too ... for my liking.
Thereore too monv. ..
Thereoren'tenough...
You might alsowant to tell studentsabout the negative
adjectivetouristyto describea placewith a lot of
courists.Ask them to tell you some examplesof places
chathavebecometoo touristy.

a. Mexico: lt isn't a US state. (An alternative answer is

NewYorl<: lt was never owned by the Spanish.)
b. Shanghai:lt isn't a capital city. (An alternative
a n s w e r i s B u e n o sA r i e s : l t i s n ' t i n t h e n o r t h e r n
hemisphere,)
c . E d i n b u r g h l: t i s n ' t i n E n g l a n dl.t ' s i n S c o t l a n d ,
d. The Nile: lt isn't a lal<e.lt's a river.
e . K i l i m a n j a r o l: t i s n ' t a m o u n t a i n r a n g e .l t ' s a
mountatn.

In the next tasl<,students worl< on how these places are

p r o n o u n c e d i n E n g l i s hP
. l a yt h e r e c o r d i n g t w i c e , w h i l e
students marl<the stress.Then checl<their answers by
having students say the names.Follow up with the
questionse
, i t h e r a s a w h o l e c l a s so r i n s m a l l g r o u p s .

Answers

Refer students to the Real English note on rent and

hire before completing the speakingtask. Share a
personal story about a time you rented any of these
things.(This is a good opportunity to review the use of
t h e p a s t c o n t i n u o u s a n d p a s t s i m p l e . )H e r e i s a n e x a m p l e
story if you don't have one yourself:

The Himal4yasThe Pyrenees Michigan Edinburgh

Victoria Kilimanjaro Geneva Copenhagen
S l o v e n i a B u e n o sA i r e s C h i l e B r u s s e l s

21

E x p r e s si o nws i th p l a ce
The noun p/oceoccursin manydifferentexpresstons.
Encouragestudentsto devotea singlepagein their
notebool<s
for those expressions
they find here and any
others they may encounter.Havestudentsworl<in pairs
beforeyou checl<their answers.Ask them further
questiona
s s y o u d o s o .F o r e x a m p l e :
Do you know of o goodFrenchploceneorhere?
Wouldyou everinviteme overto yourploce?
Where'so greotploceto go surfinglcompinglscubo
diving?
How longwouldyou soyesorneone's
plocein a crowded
coffeeshop?
Wherei the bestploceto pork oroundhere?
Do you leovethingsoll overthe ploce?

Answers
Explanation b is true for all three examples.Both a
a n d c c o u l d e x p l a i nt h e f i r s t a n d t h i r d s e n t e n c e s ,
respectively.

nsking questions
r,i:ll.,rii:{
Some traditional grammar bool<shave students praccise
answering questions in the present perfect with just Yes,I
hove or No, /'ve never beento ... .The examoles nere are
more realistic.After students lool< through the examples,
have them worl< individuallyadding no or yes.Then play
the recording, stopping after each one to allow students
to repeat the answer,following the same stress and
intonation Datterns.

Answers
i P o s s i b l ea n s w e r s :
l. a restaurant 2. Nicl<'shome 3. any sl<iresort;
r S w i s sA l p s , A u s t r i a ,C o l o r a d o , e t c . 4 . a s e a t / p l a c ei n a
queue 5. a locl<eddrawer/a safety deposit box 6. a
cottage 7. a parl<ingspace 8. a flat/house 9. the
10.a gardeniyard
I floor

After students have finished discussingthe second tasl<,

have a few students tell their ideas to the whole class.
Point out the two patterns:
o (odjective)ploce to (vero1
o (odjective)ploce for o (noun)
E n c o u r a g et h e m t o r e c o r d a c o u p l e o f t h e i r e x a m p i e s
for eachone in their notebooks.

.-; -; ., l

Answers
l. No 2.No
7.Yes 8. No

3.Yes 4.Yes 5.Yes 5.No

9 . Y e s 1 0 .N o

Before moving on to the next task, have students sort

t h e a n s w e r s i n t o p o s i t i v e ( 1, 2 , 4 , 6 ) , n e u t r a l ( 5 , l 0 ) a n d
negative (3, 7, 8, 9). Demonstrare the speakingtasl<,with
a student asl<ingyou questions first. Reply using some of
t h e s t r u c t u r e si n l - 1 0 .
Then have students work in pairs,asl<ingeach other if
they've visited the places on the list. Encouragethem to
tall<a little about places they've been to. Alternarively,or
during a review later,write the names of the countnes
o n s l i p so f p a p e r a n d h a n d o u t o n e t o e a c h s t u o e n r .
Have each student find someone to asl<about the olace
o n t h e i r s l i p . W h e n s t u d e n t s h a v ef i n i s h e dt a l l < i n gt ,h e y
c a n e x c h a n g et h e i r s l i p sa n d f i n d a n o t h e r p e r s o n t o a s k
a b o u t t h e p l a c eo n t h e i r n e w s l i p .

Presentperfect:the best rule

Freepractice
S t u d e n t sw i l l r e m e m b e r f r o m t h e p r e v i o u s u n i t t h a t t h e
present perfect continuous is used to tall<about ongoing
actions that started in the past and also.to tall<aoour
recent activities.Here the basic concept of the presenr
perfect as a presenr tense looking back into che pasc is
rei nforced.
H a v e s t u d e n t s l o o l <t h r o u g h t h e e x a m p l e si n d i v i d u a l l y
a n d t h e n c h o o s e t h e b e s t e x p l a n a t i o nT. h e y c a n t h e n
compare their answers with a partner before thinl<ingof
other examples of the present perfect. This tasl<
therefore helps students draw their own conclusron to
explain the basic function of the present perfect. Finish
b y d i s c u s s i n gt h e i r c o n c l u s i o n sa n d e x a m p l e sa s a w h o l e
class.You may want to represent the basic idea of the
present perfect visuallyon the board, along with a few of
t h e c l a s s ' se x a m o l e s .

22

The present perfect is often used to asl<about general

experience. lf we have an experience and want to give
d e t a i l sw
, e t y p i c a l l ys w i t c h t o t h e p a s r s i m p l e ,a s o u r
focus has shifted away from the general period of time
up to now to a specific time in the pasr.
G o t h r o u g h t h e e x a m p l e w i t h t h e c l a s s ,p e r h a p sa s k i n gi f
a n y o n e h a s b e e n o n a c r u i s e .l f s o m e o n e h a s ,a s k t h e m
to give you details about it.
You may need to explain that if someone goes
bockpockingthey are travelling independently,usually
staying in cheap places and carrying everything in a
backpack,while if someone goes on o pockogehotidoy,
everything lil<ethe flight and accommodation is arranged
by a company beforehand.You could develop this into a
discussionon cruises,bacl<packing,
pacl<ageholidays and
c a m p i n gi n g e n e r a l . Y o um a y a s k q u e s t i o n ss u c h a s t h e s e
t o p r o m p t c l a s sp a r t i c i p a t i o n :

3 H o ld a y s

Whot ore somegood thingslbodthingsobout theseholidoys?

....,.'.-,'",.1
',,i.'l';l
Pronunciation:contrastivestress
! -ir

What thingscouldgo wrong?

Whot sortof peopletoketheseholidays?
You could also dividethe classup into four groupswith
should
eachgroup assigned
one of these holidays.They
ideal
make
the
would
come up with reasonswhy theirs
one
made
up
of
groups
of
four
holiday.Finally,
form small
personfrom eachof the originalgroupsand havethem
try to convinceeachother that their holidayis best.

Answers
The past simplewas usedin the answer.

:.iiil
Positionof adverbs
The adverbs in this list are commonly, though, of course,
not exclusively,used with the present perfect. Have
students worl< through sentences l-6 and then check
t h e i r a n s w e r s . T h e nf i n d o u t h o w m a n y p e o p l e c a n s a y
they've never been to Canada or eaten squid and always
liked the British or have always wanted to go to India.
Asl< students what the opposite of these four sentences
would be. (l've been to Conodo.I've eoten squid.l've never
/iked the British.l've never wanted to go to lndia.)

Answers
|.
2.
3.
4.
5.
6.

I've neverbeento the south of ltalv.

We've just heardthe news.
We've alwaysbeengood friends.
l've alreadyseenthat film twice.
Haveyou seentheir new babyyet?
Has she ever been marriedl

"l

This exercisegivesstudentsanotherexampleof how

p r o n u n c i a t i oP
n .l a yt h e r e c o r d i n g
s t r e s si s u s e di n E n g l i s h
so studentscan hear how hoveis stressed,
before having
them practiseas a classand in pairs.Then havepairsof
s t u d e n t st a l k a b o u tt h e p l a c e si n t h e l i s t .R e m i n o
studentsto providemore detailsin their responses(as
in the recording),and to usefollow-upquestionsto l<eep
the conversationgoing.You maywant to do the first one
as an examole:
A: Have vou everbeento Borcelono?
B: No, never,but I havebeento Modrid.
A: Oh,reolly?Whot wosit like?
B: Brilliont!The
weotherwosgreot,thepeoplewerereolly
ntce.
Follow-up
Ask studentspreparea talk on one of the following
toDtcs:
The longesttrip l've evertoken
fhe bestholidoyl've everhod
The worstholidoyl've everhod
The most fun l've everhod on holidoy
The bestholidovI hod whenI wos o kid
Havethem spendsome time preparingwhat they want
to say,and then get them to tell their story a few times
bring in some travel
to differentpeople.Alternatively,
holidaysand
for pacl<age
brochuresor advertisements
adventuretrips and havepairsof studentsimaginethey
havegone on this holidaytogether,talkingabout what
they did.They then go aroundtalkingto other people,
trying to convincethem to join them on the same
holidaynext year.

For the next activity,studentsshouldspenda few minutes

preparingtheir lists.Beforethey tall<to their partner,tell
them about some of the thingsin your personallist so
they can listento the way you talk about it.
Real English
Draw students'attentionto how the positionof reolly
First,modelthe two
changesmeaningsof sentences.
examplesfor the class.Then asl<questionssuchas the
ones below and havestudentspractisethe expressions
w h e n t h e y r e s p o n dF. o r e x a m p l e :
Whot do you think of the weotherhere?
Whot do you think of my shirt?
ploy footboll?
Whot do you thinkof the woy Liverpool
Answers
I reollydon't like it is stronger.

23

Unit overview
General topic
Tall<ing
about how you are feelingand what you are
doing.
Reading
Andreafindslove when she seessomeoneshe rnew
from schoolon a TV show about homelesspeople.

'

lf someoneis not yourcup of teo,they aren'tthe l<ind

of personyou find appealing.
For example:Het quite
nice,but hei not reollymy cup of teo.I'm tookingfor
someoneo bit more outgoing.

'

lf you are irritoted,

you are angryor annoyed.For
example:I'm reollyirritotedwith him at the moment.
I lenthim my screwdriver
ond he'sgoneond lost it.

Remindstudentsto record any of the expressions

that
they lil<ein their notebool<s.

Language input
'

Talkingabout how you feel: Actuolty,

I'm feetingo bit
ill. To be honest,I'm o bit fed uD.etc.

Expressionswith get:get socked,

get evicted,
get
pregnont,etc.

Adjectiveswith two differentforms: o bit annoyed,

an onnoyinghabit,reollystressed-out,
job,
o stressfu/
etc.

'

Turningdown suggestions:
/'m notreallyin the
mood.I'd rother juststoyin. erc.

'

U s i n gt h e p r e s e n tc o n t i n u o u tso t a l k a b o u t
unfinishedactionsin the presentand future
arrangements:l'm lookingfor something
e/senow.
Whot ore you doingloter?

Lead in
To leadin to this unit,ask the classto rhinl<of different
greetingsthat they'veheardin English.
For example:
How'sit going?
How ore you?
Whot'sup?
Allright?
How hoveyou beendoing?
How haveyou been?
Whot'shoppening?
List them on rhe board and asl<srudentsfor different
waysto answerthem.Asl<if they use or would use any
of the greetingsthemselves.

Language strip
Use the languagestrip as a way to lead in to the unit.
A s l <s t u d e n t st o q u i c l < l yl o o k t h r o u g h t h e l i s t a n d f i n d
any expressions that they have or could have actually
u s e d t h e m s e l v e sT. h e n e x p l a i nt h a t i n t h i s u n i t t h e y w i l l
learn ways of tall<ingabout feelings.Encourage them to
c h o o s e s o m e o t h e r e x p r e s s i o n si n t h e s t r i p t h a t l o o k
i n t e r e s t i n ga n d t o f i n d o u t m o r e a b o u t t h e m .

In this exercise,students focus on ways to answer the

common greeting How's it going?Often we answer this
question with OK, Not bod, or Good.However, if we feel

U s e t h e l a n g u a g es t r i p l a t e r o n i n t h i s u n i t f o r a s m a l l
group task. Asl< students to sort the exDressionsinto

different from this standard response and we want to

tall<about it, we sometimes use octuollyor to be honest
in our answer and then explain why we feel that way.

two categories:those that might be used in a bad

situation (e.g./'m reallysorry to heor thot) and rhose tnat
might be used in a good situation (e.g.Whot o surprisel).
Alternatively,asl<students to choose several of the
expressions that are quesrions (e.g.Whott the motter?)
and come up with a possible response (e.g./ii rother not
tolk obout it, if you don't mind).Then asl<them to cnoose
several of the expressions that are responses (e.g./,m
reollysorry to heor thot) and come up with statements
that might prompt them (e.g.l've just hod somebod news,
My fothers been token into hosDitol.\
You might need to explain some of the following
expressions:
'

24

I How' s it going?
I ( Theday that changedm y tife)

l f y o u a r e f e d u p , y o u a r e u n n a p p yb e c a u s es o m e r h i n g
bad has been going on for a long time - or has
h a p p e n e da g a i na n d a g a i na n d a g a i n .
For example: l'm really fed up with this roin.

Have students do the matching tasl<and checl<their

answers before worl<ing with a partner on other
p o s s i b l ee n d i n g s G
. et them to tell you a few of their
suggestions.Point out the use of octuollyand to be honest
and then have pairs of students practise asking How's lt
going?and answering with l-4. Model the conversarions
and have the classfollow your stress and intonacion.
You may wanr to practise the way How's it golng? is said
lil<eone word. They can then worl< on their own
conversarionsfollowing the model in the Coursebool<.
Remind them that they can l<eepthe conversation going
if they wish. Explain that How come ... ? is anotner way
o f a s l < i n gW h y . . . ?

4 ree ngs

Answers
l.b. 2.c. 3.d. 4.a.

You could tall<about the use of sick and ill. ln the followup comment'd.', sick of means that you are extremely
unhappy with something that's been going on for a long
time, whereas in number l, i/l means not feelingwell.
Ask students to look ar the tirle of the reading text and
to suggestexamples of events that could change
someone's life. Ask if anyone would lil<eto tell the class
about a day that changed their life.Then explain that
they will read an article about how a couple met. They
s h o u l d r e a d t h e a r t i c l e a n d t h e n s h a r et h e i r r e a c t i o n s
with a partner. Tell them not to worry about
understanding everything.Write a few sentence starters
on the board to helo:
I think this is o ... story becouse...
I felt reollv ... when I reod this becouse...
I think they'll stoy together becouse ...
I don't think the relotionshiDwill lost becouse . ..
After students have discussedtheir reactions,play the
recording and let them listen and read at the same time.
They can underline any expressions they find interesting,
either while or after they listen.You might want to poinc
out that there are several expressions dealing with
emotions and feelings.Have students compare the
expressions they chose with a partner. Encourage them
to record these in their notebool<s.

True or false?
This exercise focuses on some of the exoressions in the
text. Have students worl< individuallyfirst and then
c o m p a r e a n d e x p l a i n t h e i r a n s w e r s i n p a i r s .E n c o u r a g e
them to use expressions in the text to support their
ooinions.

. . t
t '

with get
I Expressions
i

Refer students to the Real English note on get and

become before doing the matching task. In this exercise,
students focus on several expressions with get, many of
which are negative (e.g.get killed,get evicted).lfstudents
haven't done so already,encourage them to record the
expressions with get on a separate page in their
notebool<s.Explain that if you get evicted,you are forced
to move out from the home you are renting, and that if
you get socked,you are fired from your job. Ask students
to give some reasons why a manager might sack
someone.

Answers
|.f.

2 .d .

3 .c .

4.b.

5 .a .

6 .e .

7 . h . 8 .g .

Speaking
Introduce the tasl<by telling students about the last
w e d d i n g y o u w e n t t o . H a v e t h e m d i s c u s st h e q u e s t i o n s
with a partner, and then ask if they would lil<eto share
their thoughts with the rest of the class.

H a v e s t u d e n t s s p e n d s o m e t i m e p r e p a r i n gt h e i r s t o r y
before sharing it with their partner. Encourage them to
add extra details that were not included in the reading
text.You may want to suggestthat the person listening
take an active part in the conversation by responding
with comments like / see.Reo/ly?Oh,how owful as well as
questions lil<eWhy wos thot?When was thot? How come?
They shouldthen retell their storiesto another pair of
stuoents.

Answers
| . False.
They met when they were at schooltogether.
2 . F a l s eS. h ej u s t d i d i t o n i m p u l s e .
3. False.Jim
h a sf o u g h th a r dt o o v e r c o m eh i s
addictions.
4. False.
Andrea'sparentswanted her to marry
someonewith money.
5. False.Jim
d o e s n ' ts e ei t t h i s w a y ,b u t e v e nn o w i t
still mal<es
Andreaangrythe way the papersand
t h e T V p r o d u c e r st r e a t p e o p l e .

Speaking
Use thesequestionsto follow on from the readingtasl<.
You may needto explainthat exp/oiting
someonemeans
u s i n gt h e m f o r s o m ep u r p o s ea n d n o t g i v i n gt h e m m u c h
in return.Ask studentsto giveyou some more examples
o f e x p l o i t a t i o n . Y om
u i g h ta l s on e e dt o e x p l a i nt h a t i f
someonefindsreligion
they becomereligious.

Adjectives with two different forms

i::.]
Students often have problems with the -ing and -ed forms
o f a d j e c t i v e sA. l t h o u g h t h e y a r e h e l p e d i n e s t a b l i s h i n ga
'guidelines',
set of
remind them that they should learn
examples of the two forms in larger phrases and
Datterns.
Draw students' attention to the two examoles from the
t e x t a n d a s k i f a n y o n ec a n r e m e m b e r w h y A n d r e a s a i d
t h e m ( s h e w a s s u r p r i s e d b e c a u s es h e b u r s t o u t c r y i n g ;
the hostel was depressing).Have students discussthe
questions about rules with a partner before they
complete the pairs of sentences l-8.You might want to
point out that we can use the -ing form interestingto
describe people, too (e.g.I thoughthe wos o reolly
interesting guy).

25

As you go throughthe answers,tell studentsto

u n d e r l i n ew h o l e e x p r e s s i o nF
s .o r e x a m p l eI :' m s t i l ol b i t
confusedobout it.He'sgot this reollyonnoyinghobit.I'm
obsolutely
terrifiedof heights.

You may needto explainthat the plot of a novelor a film

is the story.We can tall<about o complexplot or o simple
plot and about how o plot develops.
Answers

Answers
l.
2.
3.
4.
5.
5.
7.
8.

a .c o n f u s e d
a .a n n o y i n g
a .d e p r e s s i n g
a.Terrifying
a .w o r r y i n g
a .s u r p r i s e d
a.frustrated
a .b o r i n g

b .c o n f u s i n g
b .a n n o y e d
b .d e p r e s s e d
b.Terrified
b .w o r r i e d
b .s u r p r i s i n g
b. frustrating
b .b o r e d

Students can then write their own examples for the five
other adjective pairs.As they are working on this, go
a r o u n d t h e c l a s sc h e c l < i n g
a n d h e l p i n gA
. s l <s e v e r a l
students to share some of their sentences.Here are some
possible answers if students asl<for them:
I wos terribly disoppointedto leorn thot I hodn't got the job.
I found'The Motrix Relooded'o bit disoppointing.
I'm tremendouslyexcited obout working in the city.

l.c.

2.a. 3.d. 4.6. 5.f. 6.h. 7.e. 8.g.

other kindsof teelings

.it,,'.,,'lril
In this exercise,students practise ways of turning down
sugSestions.Lead in by asl<ingthe class to imagine they
have a friend who is depressed,upset or stressed-out.
T h e y s h o u l d c o m e u p w i t h s u g g e s t i o n st o c h e e r t h e i r
friend up. Elicit different structures for making
suggestionsand write them on the board. For example:
Whv don'twe ... ?
H o w o b o u t. . . ?
T h e n e l i c i t d i f f e r e n tw a y s i n w h i c h t h e i r f r i e n d c o u l d
politely turn down the suggestions.Explain that this
exercise will present another way of making suggestions
co do something together, as well as several ways to turn
a suggestiondown.

It reolly is on excitingtime to be living in London.

I wos scored to deoth he would find out thot I'd /ost the
brocelet he'd given me.
Hong-glidingcon be o bit scary ot frrst,but you'll get used to it.
He gets o/l stressed-outwhen there is a deodline to meet.
Thisjob con be reolly stressful but the poy is good.
I wos pretty upset by the te/evisionimogesof the wor.
I found those imoges too upsetting,so I don't wotch the news.
You could also tall<about some of the adverb collocations
for these adjectives,lil<etremendous/yexcitedin the
e x a m o l ea b o v e .

Have students complete the matching tasl<and then play

the recording so they can checl<their answers.Play the
recording again and stop after each line so students can
reDeat the sentence.
After students have underlined the expressions,they can
practise the conversations in pairs.To help students say
the phrases fluently,use this method: one person lool<s
at the first suggestionand memorises it. Then they lool<
u p a n d s a y i t t o t h e i r p a r t n e r w i t h o u t l o o l < i n ga t t h e
C o u r s e b o o l <T. h e i r p a r t n e r d o e s t h e s a m e w i t h t h e
r e s p o n s e . W h e n s t u d e n t s h a v ef i n i s h e d t, h e y c a n s w a p
r o l e s .T h i s a l s o h e l p s t h e m p r e p a r e f o r t h e n e x t e x e r c i s e .

Sp e a k i n g

Answers

T h e s eq u e s t i o n w
s i l l h e l p r e i n f o r c et h e l a n g u a glee a r n e d
in I Adjectives with two different forms. First,divide
studentsinto pairsor smallgroups.Beforethey beginthe
exercise,tell them some thingsthat worry or terrify you.
You could alsotall<about habitsthat you find annoying.
Teachstudentsthe phraseI hoteldon'tlikeit whenpeople
(spiton the street/putgum on choirslputtheirfeet up on
seots).
Ask smallgroupsor pairsto report backsome of
their ideas.

C o l l o c a ti o n s
Here the focus is explicitly on adjective + noun
collocations,some of which have appeared in the
p r e v i o u s e x e r c i s e sR
. e m i n d s t u d e n t st h a t t h e y s h o u l d
choose the list in which all of the nouns correctly
collocate with the adjectives.Once you have checked
their answers,have them discussgood examples of those
collocations that are new to them. As always,encourage
students to record these collocations in their notebool<s,

26

l.b.

2.a.

3.d.

4.c

T h e e x p r e s s i o n sa r e :
I ' m n o t r e a l l yi n t h e m o o d
I'd rather just stay in
I've been on my feet all day
I can't be bothered
It'll tal<eages to get there

You may need to explain a few of these expressions:

'
lf you are not in the mood for something,you don't feel
l i l < ed o i n g i t .
'

lf you say you've been on your feet oll doy,you have

been very busy and haven't had a chance to sit down
and relax.

lf you con't be bothered (to do something),you don't

want to mal<ethe effort to do it. Refer students to
the Real English note.

Also, point out the pattern Do you foncy + -ipgt

4 F e enl g s

Practice
similar
Studentscan now practisehavingconversations
them
to those in 4 Other kinds of feelings. Encourage
to continuethe conversationa little more. Give an
examplebeforethey start:
A: Do you foncy gettingsomethingto eot?
B: I don't feel likeit.I'm not hungry.
A: Well,how obouto drink?
B: I con't be bothered.Con'twe iust stoyin ond watchTV?
their
Followup by havingstudentsgo around mal<ing
own suggestions
to differentmembersof the class.

In this exercise,students apply the rules from the

previous exercise to determine which function of the
present continuous is being expressed.After they have
finished,have them explain their answers with a Partner.
T h e y s h o u l d c o m e t o t h e c o n c l u s i o nt h a t t h e e x a m p l e s
referring to the future have a time phrase (loter,in the
summer,tonight,ot nine o'clock tomorrow morning). Asl<
them to go back and underline these phrases.Then have
them practise telling each other about their plans for the
weel<.You could also teach them the exDression I'm not
doing onything specio/after they've finished.

Answers
I . b . 2 . a . 3 .b .
9.b. 10.a.

4.a.

5 .b .

6.b.

7 .a .

8.a.

fwo usesof the presentcontinuous

;1||
Students may have learned that the present continuous is
used to describe actions that are happening now
Although the tense can be used in this way, it does not
always hold true. When it refers to the present, it is
perhaps better to think of the present continuous as
d e s c r i b i n ga n u n f i n i s h e da c t i o n .
Explain the situation and talk about how the expression
bump into is used to say that the two people met by
chance. Play the recording and asl<students to listen for
the answers to the two questions.Then find che
e x a m p l e so f t h e p r e s e n t c o n t i n u o u s i n t h e t a p e s c r i p to n

You may needto explainthe followingexpressions:

. lf you do overtime,
you worl<and are paidfor hours
that exceedyour regularworl<schedule.
. A shiftis a set period that employeesworl<before
beingreplacedby anothergroup.For example:do on
extro shift,work the night shift,I hote working shifts.
. lf you coverfor someone,
you do their job for them
becausethey aren't at work.
.

lf its pouringwith roin,the rain is heavy.

l:ilJ:iii
Questionsand answers

page | 49.
Let students read the explanations of the two uses and
decide which examoles from the conversation fit which
category.They can then compare their answers with a
partner before checl<ingwith you.You might need to
explain that if you pick up a friend, you meet them
somewhere and then drive them in your car, and that if
something happens out of the blue,it happens
unexpectedly.

S t u d e n t s h o u l dm a t c ht h e q u e s t i o n sl * 7 t o t h e
appropriateanswersa-g.While goingthroughthe
answers,model the pronunciationof the questions,
focusingon the intonationand stress.Havestudents
repeatafter you until they feel comforcablesayingthe
Pairsof studentscan then practisethe
expressions.
questionsand answersthemselves.
You may need to
e x p l a i nt h e f o l l o w i n ge x p r e s s i o n s :
. lf you go windowshopping,
you iust lool<at the goods
displayedin the shop windowsfrom the street and
Ask
you don't go into the shopsto buy anything.
i
n
t
h
e
i
r
l
a
n
g
u
a
gies .
e
q
u
i
v
a
l
e
n
t
s t u d e n t sw h a t t h e

Answers
l. They'reon holiday,but are stuck inside
somewhere,perhapsa shoppingmall,becauseit's
raining.
2. Laurenis fed up with all the rain.Sheis frustrated
becauseshe wantedto get some sun.Ben feelsthe
sameway.
E x a m p l eos f t h e p r e s e n tc o n ! i n u o u s :
l . H o w ' si t g o i n g ?

up,you stop doing it. For

lf you give something
example:l'vedecidedto giveup smoking.I goveup
woitingond went withouthim.

you don't worl<as a full-time

lf you do temping,
You usuallywork
permanentemployeefor a company.
for a tempingagencyand work for a short time in
one placebeforemovingon to anotherplace.

2. So,what'reyou doing herel

Answers

3 . A r e y o u d o i n gs o m es h o p p i n go r s o m e t h i n g ?

l.c.

2 . b . 3 .e .

4 .a .

5 .g .

6 .d .

7 . f.

4 . I ' m j u s t h a v i n ga w a n d e ra r o u n d .
5. My wife'swaitingfor me.
6. We're actuallygoingto the marl<etnow.

27

4 F e e ln g s

I F u r t h e rp ra cti ce
Get students to work in pairs with these conversations
Encourage them to add a follow-up commenr like the

As students are worl<ing,go around and checl<how they

are doing, helping when necessary.When they have
finished,have them practise asl<ingand answering their
questions with their partner. Then they should move

examPre.

around the class asl<ingtheir questions to different

Peopre.

Answers
Referstudentsto the photographs.
Checl<that tney
l<nowwhat the placesare and then practisethe example
with a student.Youcould use this to recyclesome of the
language
from the previousexercisesby addingmore to
the conversation.
For examDte:
A: Hr,Nick.How'sit goingT

4. Haveyou printed out those documentsyeti

B: Not bod.l'm o littletired.I didn't getmuch s/eep/ost

night.

5. I was wonderingif you wantedto go out for dinner

with me tonight?

A: So,whot ore you doinghere?Areyou goingsomewhere?

5. Do you fancycominground ro my placefor a

r o m a n t i cd i n n e r ?

B: No, I'm just meetingo friendwho'scomingto visit.How

oboutvou?
A: I'm offto spendo few doysot my porents'.

Possibleanswers:
2. Can you fix the toiletl
3. Do you fancycomingout for a drink with us after
worl<?

7. Can I see if the news is onl

L

Can I turn that down?

B: Well,thot'llbe nice.
A: Tobe honest,it'll be o bit boring.Theylivein o smoll
villogeand there'snot much to do oroundthere.

S p e a ki n g
U s e t h e q u e s t i o n si n s m a l g
l r o u p st o r e i n f o r c es o m eo f
the language
from 3 Questions and answers on page
30.Also,talcethis opportunityto tell studenrsa story
a b o u tw h e n y o u b u m p e di n t o s o m e o n eo r a b o u ta n y
experiencesyou'vehad doingtemp work. Let them listen
to you and encouragequestions.
This is usefulinput for
when they do the tasl<themselves.

.t
" i Negative responses
In this exercisestudentssee how the oresentcontinuous
can be usedto explainwhy you can'tdo something.
Theseexamplesincludeboth presentand future
mean.ings.
To help students,write some differentquestion
starterson the board.For examole:
Do you foncy...-ing7
Youcouldn't... by any chonce?
Wouldyoumind ... ?
D o y o um i n di f I . . . ?
I woswondering
if you wantedto ...
H o v ey o u. . . y e t ?

28

Explainthat if you are seeingsomeone,

you are
dating/going
out with them.You could also askAre you
seeingonyoneat the moment?
Follow-up
Havepairsof studentswrite a televisioninterviewwith
. h e y s h o u l di n c l u d eb o t h t h e q u e s t i o n s
J i ma n dA n d r e aT
a n d t h e c o u p l e ' sa n s w e r sT. h e o n l y r u l e t h a t y o u s h o u l d
give is that they must includear leasteightadiective+
noun collocationsor phrasesfrom Using vocabulary
on page28.This activitywould work best in groupsof
three,as studentscan then role-playthe interviewto
the classor to other groups.

The reviewexercisescan be usedas a test.However,

4 Look back and check and I What can you
in pairs
remember? are better done as a discussion

VerU collocations
i:i:,,,.:ilj
.

. i

Answers
l.j. 2.h. 3.a. 4.d. 5.b. 6.i. 7.c. 8.p.
9 . f. 1 0 e. .
Answers
'm
l. a. 'm doing b.
reallyenjoying c. started
d . m i s s e d e . ' v e o n l y b e e nd o i n g
2. a. Haveyou ever been b. went c. was
d .w a s t r a v e l l i n g e . m e t f . A r e y o u t h i n l < i n g
'm
a. are you doing b.
meeting c.'re having
d.'m really lool<ingforward to
've
e.
been planning f. haven't had

Adjectives
Answers
l.
2.
3.
4.

pregnant
boring
strong
great

5.
5.
7.
8.

annoying
scary
interesting
stressful

9. awful
1 0 .s u n b u r n t

. ' ."1Ouestionsand answer s

.1

t -

I G r a m m a rre vi e w
I

Answers
Answers

t.
7.
3.
4.

when
boring
going
for

5.
5.
6.

have you been

I'm using
I was living
did you do

l . f . 2 . b . 3 .h .
9 . c . 1 0 .i .

4 .d .

5 .e .

6 . a . 7 . j . 8 .g .

'ili,,,,liiil
what can you remember?
Answerswill vary.

Answers

Commonexpressions
iri,,,i:.i.l
I

A: Haveyou ever beento Brazil?

B: No, I've never beenanywherein SouthAmerica.

Answers

No, I haven'tfinishedwriting this yet.

I
I

Yeah,I'vejust seenher in the coffeebar.

L g i v e n 2 . m a l < e s3 . m o o d 4 . f a n c y 5 . w o u l d n ' t
6. give 7. tool< 8. grew 9. exactly 10.fan

I can'tbelieveyou'venever beenabroad!

I don't l<now.I'vealwaysbeen into it, I suppose.

No, I'vealreadyseenit, I'm afraid.

A n s w e r sf o r I l - 1 4 w i l l v a r y .

L o o k b a c ka n d ch e ck
-s'vers

will vary.

29

Answers
Possibleanswers:How old are you?How much
do you earnl Are you married?
Do you haveany brothersor sisters?

3 . Words that are commonlyusedtogether.

4. T i d y i t u p .
5 . Possibleanswers:tool<it easy,reada book,did my
homeworl<.
6 . P o s s i b laen s w e r st h
: e c i n e m ac, h u r c ha, c l u b .
P o s s i b laen s w e r sa: b r i d g ec l u b ,a t e n n i sc l u b ,
a c h e s sc l u b .
d.

Possibleanswers:bool<a flight,rent a cortage,hrre

a car.
In a tent.
Becausethey includeeverythingfor a low price.
It'sgreotmeansyou know that it's wonderful.ltt
supposed
to be greotmeansthat you'veheardfrom
someoneelsethat it's wonderful.
In a rucksack/backpacl<.
Possibleanswers:I didn't get much sleep,I worl<ed
la t e .

Possibleanswers:it's been rainingall weel<,worl<

t 5 . Possibleanswers:EostEnders
and Coronotion
Streer.
t 5 . You haven'tpaidyour rent for a while.
t 7 . You take them somewherein your car.
1 8 . I n a s w i m m i n gp o o l o r i n t h e o c e a n .
1 9 .P o s s i b laen s w e r ss:t a m p sc, o i n s p, h o n en u m b e r s .
20. Possibleanswer:lt's sometimesdifficultto
rememberthe grammarrulesand vocabulary.

30

Unit overview
General topic
Talkingabout worl<.
Dialogue
Mariaand Ken tall<about what their jobs involve
Language input
Expressions
to tall<about work: I workpart-time.
/ usedto work for o dotcomcompony.
I work os o
solesossistont.
etc.
Usinghoveto, don't hoveto and con'.I hoveto travel
o lot.I don't haveto work at weekends
if I don't wont
to. I con weor what I liketo work.
Expressions
with get usedto and be usedto:
I'll neverget usedto it. I'm so usedto gettingup eorly.
etc.
Expressionswith get to: / get to travelo lot. etc.
Expressionswith must:Youmust geto bit depressed.
Thot must be good.etc.

lf you say!'m in computers,

your job involves
computers.lf you are intocomputers,
computingis
your hobby.Youcan also say l'm in reol estatel
business/bonking,
etc.
lf you are socked,
you loseyour job becauseyour
work or behaviourhas not beengood.For example:
He'solwoysfollingosleepon thejob. I'm surprisedhe
hosn'tbeensockedyet.
lf you get o rise,youget an increasein your pay.For
example:/'vejust heordwe'renot gettingo risethisyeor.
lf you go freelonce,
you start to worl< independently
and get paidby differentcompanieswho buy your
wo rl<.For exampIe: freelonce photogroph
er, freelonce
wnter.
Remind students to record any of the expressions that
they lil<ein their notebool<s.
Lead in
Have the classtell you how one could asl<about
s o m e o n e ' sj o b i n E n g l i s hF. o r e x a m p l e :
Whot do vou do?
Whot do you do for o living?
Where do vou work? etc.

Language strip
Use the language
strip as a way to leadin to the unit.
Ask studentsto quicl<lylool<throughthe list and find
any expressions
that would be true for them now (e.g.
I'm in computers)
that they would
and any expressions
like to be true for them in the future (e.g./'vejustgoto
rlse).Explainthat in this unit they will learnwaysto tall<
a b o u tj o b s .E n c o u r a gteh e m t o c h o o s es o m eo t h e r
expressions
in the strip that lool<interestingand to find
o u t m o r e a b o u tt h e m .
Use the language
strip later on in this unit for a small
group tasl<.
Asl<studentsto find those expressions
that
use the presentperfect(e.g.How longhoveyou beenout
of work?)and those that use the presentcontinuous(l'm
thinkingof leovingmy job).Youcould alsothinl<about how
to answerthe expressions
For
that are questions.
examDte:
A: What'sthe poy like?
8: Not bod.
You might needto explainsome of the following
exDressrons:
. lf you are out of work,you don't havea job. For

Write the expressions on the board and then asl<each

student to thinl< of five ways of answering these l<indsof
questions with jobs that they wished they had. Then get
students into pairs and ask them to tall<about the jobs
they chose and why they chose them.

: '

^-t ,t.,

r
-

-:u,

! r , { . ) : ' t , r l l : . r :

^ i . .1 . - ; . i

"J

*]

, : ,. - . |

-J

. t
I What do vou do?
Draw students' attention to the Dictures and have them
worl< in pairs mal<ingguessesabout the people's jobs.
You might have to explain that I reckon is an informal
way of saying/ think. Encouragethem to explain their
choices. Point out the expression or something(like thot),
w h i c h i s a d d e d t o e m o h a s i s et h a t w e a r e n ' t s u r e .T h e n
play the recording so students can listen and checl<if
they were right. Write these expressions on the board
so students can tell you where their guesseswere
d iffere nt:
I thought helshewos o ... but helshe'soctuollyo ...
I thought helshewas o ... but it turns out helshet o ...

example:l've beenout of worksinceI left schoo/.

.

A trofltcwardenis someonewho controlsparlcingon

the streetsand issuesparkingticl<ets.

P l a yt h e r e c o r d i n g a s e c o n d t i m e w h i l e s t u d e n t sf i l l i n
the gaps.After checking the answers,write these

'

lf you work on on ossemblyline,you worl< in a factory

process.
doinga particularjob in the manufacturinS
You do your work on the product before it continues
down the line to the next person.Cars are built.on
a s s e m b llyi n e s .

Datterns on the board:

l w o r ko s o . . .
I work forlin o ...
I w o r k f o r l i no . . . o s o . . .

31

A s k s t u d e n t st o m a k e s o m e m o r e s e n t e n c e su s i n gt h e s e
patterns.You might need to explain that you work in a
place/town/city,but you worl< for a company/an
organisation.Point out other useful phrases to tall<about
your job: l'm self-employed,once I groduote, work port-time.
Explain that a dotcom company is a company that does
m o s t o f i t s b u s i n e s so n t h e I n t e r n e t .A l o t o f d o t c o m s
went banl<ruDtin 2000.

example, the person in number 3 might worl< in a fast

food restaurant.

Answers
T h e s e n t e n c e sw h e r e t h e p e r s o n l i l < e st h e i r j o b a r e :

2 , 4 , 5 , 7| ,0 ,| | a n d1 4 .
T h e s e n t e n c e sw h e r e t h e p e r s o n d o e s n ' t l i k e t h e i r j o b
a r e : l , 3 . 6 , 8 , 9 . l 2 a n d 13 .

Answers
|.
2.
3.
4.
5.
6.
7.
8.

a painterand decorator
a g r a p h i cd e s i g n e r
a designer
in a banl<
worl< part-time
a waitress
a localschool
a computer programmer

R e m i n d s t u d e n t st o u n d e r l i n ec o m p l e t e e x p r e s s i o n s
when they go bacl<and find uses of hove to,don't hove to
and con (e.g. / often hove to work lote).Ask students if
they notice any pattern, and then complete the rules a.
and b. that follow in the next tasl<for them. Go over the
explanation in the Coursebool< and answer any
questrons.

Answers
a. haveto

Introduce this tasl<by tall<ingabout yourself, what you

used to do, and any members of your family.Try to use
some of the structures from I What do you do? and
encourage students to asl<you questions.Note that
s o m e s t u d e n t sm i g h t n o t w a n t t o t a l k a b o u t w h a t t h e i r
parents do for a living or might not l<now exactly how to
d e s c r i b et h e i r j o b . G i v e t h e m g e n e r a le x p r e s s i o n sl i l < e
the following.
She works in business.
She runs her own business.

Sp e a ki n g
H a v e s t u d e n t sw o r l < i n s m a l l g r o u p s t o d i s c u s st h e s e
questions,and then have them report bacl<their ideas to
t h e w h o l e c l a s sT
. his is a good opportunity for students
t o t a l l <a b o u t h o w t h e l n t e r n e t h a s a n d h a s n ' t
revolutionised the way we live and worl<, the problems
of unemployment, and the issue of worl<ing parents.You
may want to add further questions on any of these
topics if your students seem interested in tall<ingmore
about them.

b. don't haveto, can

Studentscan then applythe rule to the lasttasl<.

Again,
as you checl<their answers,asl<what l<indof job the
personis tall<ing
about.

lAnswers
l , -

2 3 . d o n ' t h a v et o
1 5 . h a v er o
1 9 . h a v et o
lA rlon'r h:ve tn )0 can
24. can
| 7 . h a v et o
2 l . d o n ' t h a v et o
r I 8. have to
22. can

Point out the following patterns and encourage students

t o r e c o r d t h e m i n t h e i r n o t e b o o l < sa l o n g w i t h a c o u p l e
of examples:
I don't hove to ... if I don't want to.
I con ... if I wont to.
I don't hove to ... . /t dependsif I feel like it or not.
I con ... whotlwherelwhenI like.
This exercise contains many useful expressions for
tall<ingabout worl<. Give students a few minutes to go
b a c l <a n d u n d e r l i n et h o s e t h e y f i n d i n t e r e s t i n ga n d t o
record them in their notebool<s.

Real English
This tasl<introduces the verbs have to, don't hove to and
con in the context of talking about work. The examples
w i l l h e l p s t u d e n t st o f o r m a r u l e t o h e l p t h e m u s e t h e s e
verbs.
A s a l e a d - i ng
, e t s t u d e n t si n p a i r s t o l i s t t h e g o o d t h i n g s
a n d b a d t h i n g s a b o u t s o m e o f t h e j o b s i n t h e p i c t u r e so n
page 36. For example, a waitress can get free food but
she probably doesn't mal<ea lot; a teacher has to do a
lot of worl< in the evenings,but it's probably very
rewarding.

32

Have students worl< individuallybefore comparing their

ideas with a partner. As you go through the answers,asl<
them to suggestwhat job they thinl<the person has,for

Refer students to the Real English note. Asl< them to

t h i n l <o f i n s t a n c e sw h e n t h e y m i g h t u s e t h e e x p r e s s i o n
Thonk goodness.
Has anything happened to them recently
that made them happyl Do they remember a time when
they were greatly relieved?

Freepractice
L e t s t u d e n t ss p e n d a m i n u t e t h i n l < i n ga b o u t w h a t t h e j o b
they have chosen involves.Then model and practise the
phrasesn
, o t i n g h o w h o v et o i s p r o n o u n c e d / h c v t a / . l f
students guess quicl<ly,they can repeat the exercise,but
with different jobs.

5 \A/ork

A good job
Discuss what accounting involves before asl<ingstudents
if it sounds lil<ean interesting job. Have them tall<about
what an accountant has to do, what the pay and hours
are lil<e.Then have them read the text and share their
r e a c c i o n sw i t h a o a r t n e r .
You might want to tall<about the expression push you
into.Ask students whether their parents ever pushed
t h e m i n t o s o m e t h i n g .A l s o , p o i n t o u t t h e e x p r e s s i o nj o b
security.Asl< what other l<indsof jobs provide good job

Speaking
H e r e , s t u d e n t s u s e t h e e x p r e s s i o n sf r o m 3 M a t c h i n g t o
tall<about how comfortable they feel about different
aspects of English.Remind them that if any of the
s e n t e n c e sa r e n o t t r u e f o r t h e m , t h e y s h o u l d c h o o s e
another expression that will mal<eit true (e.g.I'm still
trying to get used to the different sounds of English).This is
a chance for you to review some of these aspects and
reinforce some of the learning advice from the first unit.

security.You may need to explain that if something drives

you mod, it annoys you and that if a report is dry ic is not
i nteresting.

Get used to/be used to

T h i s s e c t i o n f o c u s e so n t h e e x p r e s s i o n sg e t u s e dt o a n d
be used to. Go over the explanation in the Coursebool<
with the class,pointing out that I'm used to and /'ve got
used to both mean that you now see a sicuation as
normal, while /'rn gettingused to or I'm trying to get used
to both mean you don't feel totally comfortable about a
situation yet. Point out that these expressions are
followed by a noun or quite often an -ing form. You may
also need to discussthe difference between these
expressions and used to, as in / used to do korote when I
wos younger.

This exercise further helps to reinforce the get used to

and be used to expressions.Have students first worl<
i n d i v i d u a l l ya,n d t h e n h a v e t h e m p r a c t i s e r e a d i n gt h e
conversations in pairs. Draw attention to the two
patternsin the followingquestions:
How ore you finding... ?
How do you find ... ?
Explain that the present continuous form is often used
when a situation is new or temporary whereas the
p r e s e n t s i m p l e i s t y p i c a l l yu s e d w h e n t h e s i t u a t i o n i s
more established.

Answers
Before students tell their partners what they could get
used tolneverget used to, complete two examples for the
I could never get used to working nine to five becouse /'ve
worked os o teocher for so long.
I think I could get used to being self-employedbecouselA fike
to be my own boss.
Ask a few students to share some of their sentences
with the class.

M a t c h i ng
This exercise provides students with several typical
patterns with get/be used to. After students have finished
the matching tasl<,tell them to go bacl<and underline the
complete expressions.Encourage the students to record
t h e s e i n t h e i r n o t e b o o l < sM
. o d e l a n d p r a c t i s et h e

|.
2.
3.
4.

still haven't got used to

slowly getting used to
just get usedto it
d o n ' t t h i n l <l ' l l e v e r g e t u s e d t o
5. tool< me a long time to get used to
6. sure I'll get used to

Real English
Referstudentsto the Real English note.Ask if they
would lil<eto worl<behinda desl<all day.Tellstudents
about times when you were stucl<:
at a job, in traffic,etc.
Ask them if they'veever felt this way and what they did
a b o u ti t .

Roleplay

p r o n u n c i a t i o no f t h e e x p r e s s i o n si n t h e C o u r s e b o o l <a s
you go through the answers.You also might want to ask

Before students do this role play,tall<about a time when

you, or someone you l<now went abroad.Tell them how
you found the things listed here and how quicl<lyyou got

s o m e f u r t h e r q u e s t i o n st o p r a c t i s eu s i n g s o m e o f t h e
o t h e r e x p r e s s i o n sh e r e . F o r e x a m p l e :
Does onyone here find it difftcult to get up eorly?

used to or didn't get used to them. You might want to

have students do the role play twice with different
partners so that they can improve their performance.

How long would it toke you to get used to working nights?

Would you find it difficult to work from home?
Do you know onyonewho works o six-doyweek?

33

you try not to

lf you try not to mokejudgements,
e x p r e s sy o u r p e r s o n aol p i n i o na b o u tw h e t h e r
i s r i g h to r w r o n g .F o r e x a m p l el :t ' s
something
importontfor sociolworkersnot to mokejudgements
oboutthe peopletheyore workingwith.

You use but thenogainto tall<about a positiveaspect

of somethingafter you havementioneda negative
aspect,or vice versa.For example:lbizois very
touristy,but thenogoin,it'scheop.

I beToreyou rrsten

Explain the situation of the dialogue and have students

w o r k i n p a i r s d i s c u s s i n gw h a t M a r i a ' sa n d K e n ' sj o b s
might be. Remind them of the structures work
f o r l o s l i n . . ..
I

. . ] W f r l t eyo u l i ste n
I ( S o ,w h a t d o yo u d o ? )
Tell students to listen for the answers to the two
questions. Play the recording, mal<ingsure that students
cover the text. Get them to discusstheir answers in
pairs. Remind students to l<eepthe text covered as they
do this.

Real English
Referstudentsto the Real English note on get to and
havethem usethis structureto tall<about themselves.
You could usethe picturesof differentjobs on pages36
and 37 to asl<studentsfor further examples:
A postmangetsto be outsideo lot.
A nursegetsto rneet lotsof people.
etc.

Answers
|.
7.

Maria is a drugs worl<er and Ken works for

BarclaysBanl<.
M a r i a ' sj o b i n v o l v e sg o i n g o u t i n a v a n , d i s t r i b u t i n g
f o o d a n d c l e a n n e e d l e st o d r u g a d d i c t s .S h e a l s o
h e l p st h e m f i n d a d o c t o r o r g e t s t h e m i n t o a
rehabilitation centre if necessary.Ken's job involves
buying and selling currency. He gets to travel quite
often to NewYorl<.

W o r d s i n g a p si n t h e c o n v e r s a c i o n :
| . involve
)

,1rrrc aAAicr<

3. healthy
4 . f i n da p l a c e
5. Not at all
6 . s p r e a dd i s e a s e s
7. very rewarding
8. don't haveto
9. Doing what?
10. haveto work
I l. get to travel

Next, let studentsread the dialogueas you playthe

r e c o r d i n ga g a i nT. h e n a s kt h e m ,i n p a i r st,o f i l l i n t h e f i r s t
two or three gapsfrom memory beforeyou playthe
recordingagain,this time with pausesso that they can
w o r d s .D o t h i s t w o o r t h r e e
checl<
a n df i l l i n t h e m i s s i n g
gapsat a time until the end.Playthe recordingthrough
one more time with studentsfollowingthe text. lf you
want studentsto readthe conversation,
or parts of it, in
words
p a i r su, s et h e t a p e s c r i pot n p a g e1 5 0 (. T h e m i s s i n g
are in colour.)
Studentsmight ask you about the followingexpressions:
. lf you saysomeone
doesn'twontto knowyou,they don't
want to be in contactor haveany kind of relationship
with you.For example:Eversincewe hod thot little
disogreement
overthe coffeemoney,he hosn'twontedto
knowme.

34

Speaking
S t u d e n t sc a n e i t h e r d i s c u s st h e q u e s t i o n si n t h i s e x e r c i s e
i n s m a l l g r o u p s ,o r t h e c l a s sc o u l d d e b a t e .D i v i d e t h e
c l a s si n t o t w o g r o u p s :o n e i n f a v o u r o f M a r i a ' sa p p r o a c h ,
the other against.Give students five to ten minutes to
b r a i n s t o r m r e a s o n st o s u p p o r t t h e i r p o i n t o f v i e w , a n d
then get them into small groups of four, two from each
s i d e ,t o a r g u e i n s u p p o r t o f t h e i r p o s i t i o n . Y o uc o u l d a l s o
d o t h i s w i t h t h e q u e s t i o na b o u t m o n e y b e i n gt h e m o s t
important thing about a job.
',..,.'.'.'.'.1
' t ^

-*,

{ Opinionswith m ust

* n " n * e i m a g i n ew h a t a s i t u a t r o nr s
,, or*n ,*
l i l < eb a s e d o n w h a t s o m e o n e h a J l r s t s a i d . W h e n u s e d i n
this way, it often serves as a means of empathisingwith
the other soeal<er.
Let students read the two extracts from the
conversation and underline the two examples of must,
and then go over the explanation.

Answers
The two expressions
with mustare:
Youmust geto bit depressed
Thotmustbe good

Encouragestudentsto write the patternsthot mustbe +

adjectiveand you mustget + adjectivein their notebool<s.
You could also point out that you mustget can be
followedby -edforms of adjectiveswhile thot mustbe
can be followedby -ingforms.For example:
Youmust get depressed
IfrustrotedIbored,etc.
Thot mustbe depressing
ngIfr ustrotingI worrying,etc.
Ii nteresti
l yr i n p a i r st o c o m p l e t e
L e t s t u d e n t sw o r l <i n d i v i d u a l o
the dialogueR
s .e m i n dt h e m t o a d d a n a p p r o p r i a t e
responseas well.Playthe recordingso that they can
checl<
t h e i r a n s w e r sT.h e n d i s c u s w
s h a t l o b st h e p e o p l e
are tall<ing
about.

5 Work

Answers
| . That must be
Possibleresponse:Yeah,
it is/canbe.
P o s s i b ljeo b :a n yj o b t h a t i n v o l v e cs o m m u t i n g

2 . You must get

Possibleresponse:Yeah,
I do (sometimes).
Possible.job:a securityguard
That must be
Possibleresponse:Yeah,
it is/canbe.
Possiblejob: a trafficwarden
That must be
Possibleresponse:Yeah,
it is/canbe.
P o s s i b ljeo b :a n E n g l i s the a c h e r
You must get
Possibleresponse:Yeah,
I do (sometimes).
P o s s i b ljeo b :a n u r s e
You must get
P o s s i b l ree s p o n s e : Y e aI hd ,o ( s o m e t i m e s ) .
P o s s i b lleo b :a n a c c o u n t a n t

Pronunciation:sentencestress
Playthe recording once all the way through with
students listening.Ask them to pay attention to how the
stressed words sound. Then play the recording again,
pausingafter each sentence to allow students to repeat.
Practisethese sentences until students can say them

$ilidrurttrerpractice
Ask studentsto get into pairsand haveshort
conversations
basedon theseopenings.
As they
converse,encouragethem to l<eepthe conversa[ion
going.Youmay makesuggestions
as you monitor
students'progress.
Alternatively,
you can write the sentencesin the
Coursebookon slipsof paperand give one to each
student.They shouldthen find another student,saythe
sentenceon their slio and continuethe conversation.
Then the other Dersondoesthe same.When students
havefinished,they exchangeslipsand find another
Person,repeatingthe procedurewith the sentenceon
their former partner'sslip.
Follow-up
As an extensionof this unit,put studentsinto pairsto
designa recruitmentcampaignfor a particularlob.
Remindthem of the followingusefulpatterns.
You'llgetto ...
Youcon ... if youwont to.
Youdon'thoveto ... if youdon'twont to.
You'llquicklyget usedto ...
Give studentstime to go bacl<throughthe unit to find
additionalexpressions
for this prolect.Once groupsare
finished,asl<that they presenttheir campaignto the
c l a s s . Y ocua nf i n i s hu p b y h a v i n gt h e c l a s sv o t e o n w h i c h
group had the most appealing
job. Alternatively,
you
could set this as a writing task.

naturally.
Finally,get them to practise the conversations in
4 O p i n i o n s w i t h m u s t i n p a i r s ,w i t h t h e a p p r o p r i a c e
stress.You may want to point out that when quite is
stressed (qu49 tired),it means not too (tired),but when the
adjective following guite is stressed (quite tired,),it means
very (tired).

35

lf you describesomethingas cheopand cheerful,you

meanit is not expensivebut still lool<sall right.For
/ij ratherhovecheoP
example:Whenit comesto dishes,
ond cheerfulthon exDensye.

Unit overview
General topic
Placesto buy things.

you
lf you sayI wouldn'tbe seendeoddoingsornething,
meanyou would neverdo it becauseyou dislil<e
it so
much.For example:I wouldn'tbe seendeodweoringo
Gop skirt.

Reading
Why car-bootsalesare better than globalchains.

A cashiermight sayHoveyou gotthe /5p? if the total

c a m et o f 8 . 1 5 ,f o r e x a m p l es, o t h a t y o u d o n ' t e n d u p
with a lot of change.

Language input
.

Expressionswith thing:I've gotto pock my things

tonight.Thot wos o stuPidthing to dol etc.

Collocationsfor thingsyou buy:o greotpoir of

jeons,o lovelybunchof flowers,etc.

lf somethingis not reollyyou,it doesn'treallysuit you.

For example:
A: My mothersentrne thisjocket.Whot
do you think?

Vocabularyfor differentkindsof shop:

o newsogentt,
o chemistt,etc.

B: Well,it'snot reollvvou.

Asl<ingfor and givingdirections:ls thereo garage

neorhere?Therei one fiveminutes'drivedownthe
road.etc.

Agreeing:5o do /. Neitherdo L

Collocationswith money:I earnfour hundred

poundso week plusovertime.I wos left ten thousond
poundswhenmy aunt died.etc.

Expressions
with must,mustn't,have
to and don't
hoveto'.I mustremember,
I mustn'tforget,Wehoveto
be ot the hotelby 9:30,l'm glad I don't hdveto, etc.

B e n e t t oann dG o pa r e c l o t h i n gc h a i n s ; A m ei sx
Americonfupress.
R e m i n ds t u d e n t st o r e c o r da n yo f t h e e x p r e s s i o ntsh a t
t h e y l i k ei n t h e i r n o t e b o o l < s .
Lead in
A s l <s t u d e n t sw h e t h e rt h e y l i l < es h o p p i n gh,o w m u c ht i m e
they spendshopping,
and where they go shopping.
D i s c u s sw h e t h e rt h e y s e es h o p p i n g
a s a p a s t i m eo r a s a
necessity,
and explainthe differencebetweenI did the
shoppingand I went shopping.

Language strip
Use the languagestrip as a way to lead in to the unit.
A s l <s t u d e n t s t o l o o l <q u i c l < l yt h r o u g h t h e I i s t a n d f i n d
a n y e x p r e s s i o n st h a t t h e y h a v e u s e d t h e m s e l v e sw h i l e
s h o p p i n g .E x p l a i nt h a t i n t h i s u n i t t h e y w i l l l e a r n o t h e r
ways to tall<about places to shop and about using
money. Encourage them to choose some other
expressions in the strip that lool< interesting and to find
out more about them.
U s e t h e l a n g u a g es t r i p l a t e r o n i n t h i s u n i t f o r a s m a l l
group tasl<.Asl< students to find expressions in the list
t h a t m i g h t b e s a i d t o a s h o p a s s i s t a n t( e . g . C o nl t r y i t o n ? )
and those that might be said to a friend (e.g.Where did
y o u g e t i t ? ) . Y o uc o u l d a l s o a s k t h e m t o u n d e r l i n ea l l t h e
expressions that use get.
You might need to explain some of the following
exoressions:

36

I think I'm a smoll,Hove you got it in medium? and I'm o

nine all refer to sizes in clothing.

Shop till you drop is an expression suggestingthat you

are going to do a lot of shopping.For example: Let's
go into town ond shop till we drop!

-.^

r-

Speaking
This tasl<focuses on different places to shop and helps
lead in to the reading tasl<.Draw students' attention to
the pictures. Have them match the places to the pictures
and briefly answer any questions.The topic of the
reading text is car-boot sales,so you don't need to go
i n t o m u c h d e t a i l i f s t u d e n t sa s l <a b o u t t h i s .

Answers
l.d

7.6

3.e 4.a

5.f

6.c

After checl<ingtheir answers,put students in pairs and

get them to tall<about each place using the sentence
starters. Note that it is also oossible to omit the words
the foct:
One good thing obout shoppingin ... is thot ... .
W h e n s t u d e n t s d i s c u s so u e s t i o n s7 a n d 8 . w r i t e t h e s e
o h r a s e so n t h e b o a r d :
I ' d n e v e rg o t o . . . b e c o u s e. . .
I wouldn't be seen deod in o Dlace like thot!

6 Shoppinql

You may need to explain the difference between I'd never

go and I've neverbeen.Asl< which one is indirectly
expressingan opinion (l'd never go).
. l

',1W h i l e y o u re a d (l 'm a ca r-b o o tsale

. I a d d i c t a n d p ro u d o f i t!)

Thing - an impor tantwor d in Engl i s h

Although Englishspeakers use this word frequently,you
c a n o o i n t o u t t h a t i t i s a l s o u s e f u lw h e n l e a r n e r so f
Englishdon't l<now the words for something. Introduce
s o m e e x a m p l e st h e y c o u l d u s e :
Whot's thot thing you use to get ice creom out of o corton?

Go over the ouestions in the Coursebool< with students

before they read the article. Then ask them to read the
a r t i c l e a n d d i s c u s st h e i r a n s w e r sa n d t h e i r o v e r a l l
reactions with a partner. Encouragethem to use

Whot do you coll thot thing you stond on ond weigh yourself
with?

exoressions from the text.

You could even turn this into a little game with students
testing each other on the names of objects in English.

Answers
l. The author enjoyscar-bootsalesbecauseyou can
find differentand unusualthingsthere and
sometimespicl<up amazingbargains.
2. The author hatesglobalchainsbecausethere is
n o t h i n gs u r p r i s i n a
g b o u tt h e m . T h e ya r e d u l l a n d
p r e d i c t a b l e . T hper i c e sa r e a l s oh i g h .

Playthe recording of the article as students follow along

i n t h e i r C o u r s e b o o k s .A s l <t h e m t o u n d e r l i n ea n y
expressions or collocations that interest them. Offer to
explain any words or expressions that they are unsure
of. Here are some expressions to do with shopping or
b u s i n e s st h a t y o u m i g h t w a n t t o p o i n c o u t :
corner the morket
-^
tu

^,,+ ^f
uul ul

L-,,-;^^-uu),rrsJJ

go bonkrupt
old junk
mokeup priceson the spot
pickup omozingborgoins
haggleoverprices
hit< nnd

hierc<

beingripped-off
big business
they lil<eto their
Tellstudentsto add the expressions
notebooks.
Real English
Referstudentsto the Real English note. Do they ever
receivejunkmoillWhat do they do with itl Do they have
some old junl<they'dlil<eto get rid of?

Speaking
S t u d e n t sc a n d i s c u s st h e s e q u e s t i o n si n s m a l l g r o u P s .
Before they start, give them some sentence starters to
help them tall<about what they agree and disagreewith
in the article:

Whot's the nome of the thing over there?

When students have finished tall<ingabout unusual or

interesting things,get them to do the matching task and
checl<their answers with a partner. Point out that they
are choosing something that thing(s)might be referring
to, not what it always refers to when it is used lil<ethis.
Explain that trunks are what men wear when they swim.
Encourage students to record these expressions in their
notebooks, perhaps on a page just for thing expressions.

Answers
|. b.

2 .c .

3 .a . 4 . h .

5 .f .

6 .d .

7 .g .

8 .e .

Followup by discussing
other examplesof what thing
could refer to in numbers3-8 and explainthat thing
doesn'tonly refer to objects.
The next tasl<presentsanothercommon English
expressionusingthe word thingin an abstractsense.
Shareone of the stupidestthingsyou haveever done
with the classbeforestudentsworl<on their own
s t o r i e sH
. ere isa model.
old
Well,whot hoppenedwos I wosoverot my grandfother's
house- he hod died o few weeksbefore- helpingsort out
someof his old things.I was onlyaboutfifteenond most of it
just lookedlike junkto me. Anyway,there
wos o knockot the
door,ond it wossomemon oskingfor donotionsto a jumble
sole.I invitedhim in ond soidhe couldtokewhoteverhe
wonted.He endedup tokingquiteo bit of stuff.lt wosonly
dntiques
whenmy porentscameoverto collectthe priceless
my grandfotherhod collectedthot I reolisedwhot I'd done
ond thot I neededto leovethe countryos soonos possiblel
You could alsogivestudentsalternativeslil<ethe
thingif they are havingproblems
brovestlfunniest/strongest
thinl<ing
of ideas.When they havefinished,asl<them to
tell the samestory to a differentpartner.Finishup with
t h e d i s c u s s i oonu e s t i o n s .

One thing I ogreeldisogreewith is ...

I don't reollyogree when the outhor sdys ...
Personolly,
I thinkldon't think ...
The outhor hos o point when she soys ...
I don't think thot'stotollvtrue ...

37

f:
As an extension,havepairsof studentsrole-playa
dralogueat a car-bootsale.Introducesome expressions
for haggling.
For example:
How much do you want for this?
Thot'so bit expensive,
isn'tit?
I'll giveyou fivepoundsfor it.
Fivepounds?You
must be joking!
It'sworth o lot more thon thot.
Youcon hoveit for o pound.

Thisthing?
The thing next to it.
Wheredid you getthot thing?
fhot's the strongestl
most
weirdestlmost
unusuolI ugliestl
beoutifulthingl've everseen.Whot is it?

This exercise focuses on several useful collocations

connected with things we buy. Once students have
matched the parts together to make sentences,go over
the oronunciation and have them memorise the
expressions.Pairs of students can then test each other,
with one student reading the first part aloud and the
other student completing the sentence without lool<ing
at the Coursebook. They can then swap roles.

Answers
4 .g .

5 .e .

6 .a .

7 .c .

8.b.

After studentsfinishpractisingthe sentences,

talk about
w h a t y o u b o u g h to n y o u r l a s ts h o p p i n g
t r i p .H a v et h e m
l i s t e na n d a s l <y o u q u e s t i o n s . T h eans kt h e m t o r e c a l a
l ny
c o l l o c a t i o nyso u u s e d F
. or exampre:
o coupleof bott/esof cheopred wine
'Wor
o second-hond
copyof
ond Peoce'.
etc.

38

'

-. " "-....
,/'

oitterent strops
liiiiiilH
Lead in to this task by asking students what they would
say to someone in the street if they wanted to find a
place to buy a newspaper in Britain. Some suggestions

Then refer students to the photos on page 44 and have

them comolete the first conversation.Point out that we
often explain what we need and then asl<if the place
where we can get it is nearby.This is more typical than
more direct where ouestions.

Answers
l. newsagent's 2. garage 3. chemist's 4. post office
5. post box 5. banl< 7. restaurant

M a t c hi n g

3 .f .

After checlcingtheir answers,students can practise the

conversation in pairs.You might need to explain noppies
i f y o u r s t u d e n t sa r e u n f a m i l i a rw i t h t h i s t e r m .

Whot do you use thisthingfor?

2.d.

{'

might include:
Where con I buy o newspaper?
Where is the newsPoPershop?

Alternatively,
usethe picruresto pracriseusingthingfor
unl<nownoblects.Ask pairsof studentsto talk about
what they think the oblectsare.This is alsoa good
opportunityto tall<about spatialposition.For example:
Whot do you think thot thingoverthereis?

l. h.

-f ._/ * \." .;

Speaking
BeforestudentsDractisethe conversations
with different
d i r e c t i o n st e, l l t h e m t o g o b a c l <a n d u n d e r l i n et h e
directionexpressionsin I Different shops.Spenda few
m i n u t e sg o i n go v e r t h e i r p r o n u n c i a t i oTn h. e d i r e c t i o n
e x D r e s s t o nasr e :
a coupleof hundredmetresdownthe rood
pork
oppositethe schoollporklcor
five minutes'drivedown the rood
just postthe stctlon
on the motnrood
lustdawnthere
justroundthe corner
o u t s l d teh e n e w s o g e n t s
F o r t h e n e x t t a s k ,d i s c u s sl - 1 0 a s a c l a s sf i r s t ,s u p p l y i n g
any necessary
vocabularyfor the places(e.g.photobooth,
off-licence,
borbeis,beoutysalon).Thenteach the
expression/s theresomewhere
neor herewhereI con (send
o foxldosomephotocopying)?
Pairsof studentscan then
haveconversations
similarto those in I Different
s h o p s , l - 7 . P o i n to u t t h e u s e f uvl e r b + n o u n
collocationshere (sendo fox,do somephotocopying,
pick
up o prescription).
Finishoff with the discussion
quesrions
at the end.

6 Shopping

Matching
This exercise gives students practice with expressions
for agreeing:5o do I and Neither do l. Make sure students
notice that So do / agrees with an affirmative statement
and Neither do I agrees with a negativeone. Note that in
t h e e x a m p l e sh e r e a l l t h e v e r b s a r e i n t h e p r e s e n t
s i m p l e .F o r s t a t e m e n t si n a t e n s e t h a t u s e s a n a u x i l i a r y ,
for example the perfect and continuous aspects (e.g.l've
n e v e rs e e n . . . , l ' m l o o k i n gf o t . . . ) , o r t h o s e w i t h a m o d a l
a u x i l i a r yo r b e ( e . g .I c o n ' t s e e . . . , I ' m n o t s u r e ) , t h e
auxiliary is used instead of do (e.g.Neither hove l, So om l,
Neither con l, Neither om l). However, you can use Me too
or Me neitherwith all torms.
You may need to explain that lescoi is a British
supermarl<etchain.

Answers
l . b . i v .( l e a r nf o u r h u n d r e dp o u n d sa w e e k p l u s
overtime.)
2 . f . v . ( l w o n a m i l l i o np o u n d so n t h e l o t t e r y . )
3 . c . i i . ( l w a s l e f tt e n t h o u s a n dp o u n d sw h e n m y a u n t
{. a. iii.(l found a ten-pound note in the street.)
i. d. vi. (l tool< thirty pounds out of my account this
morning and I've spent it all alreadyl)
6. e. i. (l save five pounds a day by taking a packed
lunch to work.

Justfor fun,see if studentscan come up with any

ridiculoussentences(e.g.I wonseventythreepenceon the
the questionsat the end
lottery).
Followup by discussing
o f t h e s e c t i o ni n g r o u p so r a s a c l a s s .

Answers
2 .c . 3 .d .
t0.h.

Speaking
Write some usefulexpressions
on the board before
s t u d e n t st a l l <a b o u tt h e o u e s t i o n si n t h e C o u r s e b o o k .
Forexample:
They'vegoto goodlbodreputotion.
Theirproductsore highllowquality.
There's
o bovcotton ...
They'reenvironmentolly fr iendly.
some more
You could extend the discussion
by tall<ing
a b o u tb r a n dn a m e sa n d d e s i g n elra b e l sH. a v es t u d e n t s
list the top brand namesin their country for different
productsand discussthe questionof whether you are
payingextra for qualityor for just the label.Alternatively,
ask if there are any boycottsof companiesin their
c o u n t r ya n d i f s o w h y t h e c o m p a n i eas r e b e i n g
boycotted.
I

: l M o n e y co l l o ca ti o n s
Before doing this exercise,write money on the board and
elicit some verbs that can orecedeit.Then do the
exercise,adding to the list any verbs that students didn't
come up with. While going through the answers,practise
the pronunciation of these sentences,paying attention to
the stress and intonation. Then ask students to mal<e
s i m i l a r s e n t e n c e st h a t a r e t r u e f o r t h e m .

i,;

;::

j i , . f" l , : , . f
! i:,

Must/mustn't
Remind students of expressions with must to tall<about
how we imagine a situation to be (e.g.That must be
good).In this exercise,students praccisetwo more uses
of must:to say what we thinl< is important for us to do,
and to recommend something.Some students may think
that must is often used to tell someone what to do.
Draw their attention to the fact that rnust is frequently
used with I and is very much what we personally see as
important or necessary.The other use of must, as a way
of recommending something, (e.g. Youmust come ond
visit)might not be familiar to some students. Encourage
them to record several of the expressions they see in
the following exercises in their notebool<s.
Go over the examples and explanations with students
and answer any questions.Then have 1[s61 69;nnlete

t-t0.
Answers
|.
2.
3.
4.
5.

must
mustn't
must
must
must

6.
7.
8.
9.
10.

mustn't
mustn't
must
must
must

When you havegone throughthe answers,point out

these phrases:I mustgo,l mustn'tbe lote,Youmusttry,I
rnustjust go to,I mustrememberto,I mustn'tforgetto,You
reollymust,You
must comeond visit(us)whenyou come(to
Munich).
Then practisethe pronunciationof mustand
mustn'tin these ohrases.
Studentscan then readthe
conversations
in oairs.

39

F
: Alternativesto must and mustn't
Here students focus on polite alternativesto you must.
Again, remind students that must is often found with /.
As you go through the answers,asl<further questions
f o c u s i n go n s e v e r a lo f t h e o t h e r e x p r e s s i o n sF. o r

A f t e r g o i n g t h r o u g h t h e e x p l a n a t i o n si n 5 F o c u s o n
m u s t a n d h o v e t o , s t u d e n t sc a n a p p l y t h e g u i d e l i n e st o
c o m p l e t i n gs e n t e n c e s l - l 0 . Y o u m a y n e e d t o e x p l a i n
t h a t i n n u m b e r l , o f u n n yn o i s ei s a s c r a n g en o i s e .

examDte:

What ore sornep/ocesthot don't ollowsmoking?

Aport from gettingtickets,whot elsecon you do in odvance?
(poyrent,booko hotel)
Whot con you do whenyou returnhomeond you hoveo lot
of foreigncurrencyleft?(chongeit bock)
When ore you expectedto poy in cash?Whenwouldit be
unusual?
Answers
l. c.

2 .e .

3 .a . 4 . d .

5 .f .

6 .b .

T h e p o l i c eo r l e s sd i r e c re x p r e s s i o nasr e :
I'd... if I wereyou
I ' m s o r r y ,. . . - i n gi s n o t a l l o w e d
Y o u h a v et o . . . , I ' m a f r a i d
Y o u ' r en o cs u p p o s e dt o . . .

W h e n s t u d e n t s h a v e u n d e r l i n e dt h e p o l i t e e x p r e s s i o n s ,
have them practise the sentences a-f until they feel
comfortable sayingthem.

Speaking
Tell students about your week before asl<ingthem to talk
a b o u t t h e i r l i s t . Y o u c o u l d t e a c h t h e m t h e e x p r e s s i o nm y
to-do /ist.Again, if you have a srory abour a time when
you forgot something important, tell that to them too.

Answers
f.
2.
3.
4.
5.

must
mustn't
don't have to
have to
must

6. mustn't
7. have to
8. must
9. don't have to
1 0 . h a v et o

T h e p e r s o n i n n u m b e r 2 i s p r o b a b l y t h e b o s s .T h e y
d o n ' t s o u n d r u d e b e c a u s eb o s s e sc a n t a l l <d o w n t o
t h e i r e m p l o y e e si f t h e y w a n t t o . T h e b o s s i s n ' t j u s t
r e p o r t i n g r u l e s .T h e b o s s i s s a y i n gw h a t t h e y t h i n k i s
v e r y i m p o r t a n r .l r ' s a t h r e a t h e r e l

Speaking
H a v e s t u d e n t sd i s c u s st h e q u e s t i o n si n t h e C o u r s e b o o l <
with a partner. Ask them if they would lil<eto share their
a n s w e r sw i t h t h e c l a s s .

Practice
Encourage students to record this pattern along with
Thonk goodness/ don't have to from 6 Practice in their
n o t e b o o l < sa, l o n g w i t h s o m e o f t h e i r p e r s o n a l i s e d
sentences from this activity.Share some things you're
g l a d y o u d o n ' t h a v e t o d o w i t h t h e c l a s sT
. hen use tne
questions to reinforce some of the other languagefrom
5 P r a c t i c e . A s k t h e c l a s sr o t e l l y o u s o m e o r h e r t h i n g s
you can go oround (e.g.the shops,o/d buildings).

Speaking
Follow-up
Checl< that students l<now whar is happening in the
pictures before they tall<to their partners. Get a few
people to share their suggestionswith the whole class.
Y o u c o u l d a l s o b r a i n s t o r m o t h e r s i t u a t i o n so r a n n o y i n g
habits (e.g.jumping o queue,smokingin the bothroom) and
c o m e u p w i t h p o l i t e r e s p o n s e sF. o r t h e s e c o n d t a s l < ,
r e m i n d s t u d e n t st h a t t h e y c a n u s e m u s t i n e x p r e s s i o n s
lil<e You must come ond visit or You must try the squid.

Students may wonder about the difference between hoye

to and rnust,as many coursebool<streat them as
e q u i v a l e n t sR
. e m i n d s t u d e n t st h a t m u s t i m p l i e s m o r e o f a
p e r s o n a lo b l i g a t i o nw h i l e h o v e t o i m p l i e s m o r e o f a n
external one.The difference between don't hove to and
mustn't,however,will probably be easier for students to
see.

40

Have students worl< in pairs,writing a dialogue set in a

c l o t h i n g s t o r e . T h e i r d i a l o g u es h o u l d i n c l u d e s e v e r a lo f
the expressions from the languagestrip. Once they have
written their dialogueh
, a v e t h e m p r a c t i s ei t i n p a i r s
before they perform it for another group.

A : How wasyourtrip?
8: Don't eyenosk,l

U n i t o v e r v i ew

lf you sayl wouldn'tfeedthisto my dog,youmeanthat

the food is very bad.For example:
Do vou call this steok?
I wouldn'tfeedthis to my dog!

General topic
C o m p l a i n i nagb o u tp o o r s e r v i c ea n d a n n o y i n g
people.
Reading
Peopleget thingsoff their chestsat Shout_at_us.com.

lf somethingis sto/e,it is not fresh,and tasresor

s m e l l sb a d .W e u s u a l l yu s ei t t o d e s c r i b eb r e a dc, a r e
or air.lt can also be usedfiguratively
with ideo.

Language input
Expressions
for mal<ing
complaintsabout service
and mal<ingrequests:l'm sorry,but this coffeeisn't
very strong.Do you thinkyou couldbringme o
strongerone,pleose?etc.
Expressionswith hod to: I had to borrowsomefrom
o friendot work.Wedidn'thoveto stoy till the end.
Other ways to expressobligation:strictdresscode,
compulsory
for all studentsuntil the ageof sixteen,
agoinstthe low, etc.
Expressions
for complaining
about people:
I con'tstondpeoplewho ... ,lt drivesme mod when
D e o D l.e. . , e t c .

Remind students to record any of the expressions that

they lilcein their noreboors.

Lead in
Brainstorm a list of things that students find annoying,
a n d a s k w h e t h e r t h e y c o m p l a i na b o u t a n y o f t h e m i n
their own language.Then asl<whether they would
a c t u a l l yc o m p l a i n d i r e c t l y t o t h e p e r s o n i n v o l v e d .
A s l < h o w t h e y w o u l d c o m p l a i n p o l i t e l y i n E n g l i s ha, n d
then asl<what they would say if they were really angry.
.

P . . ?

*"r -" - *.1 ..

Language strip
, s e t h e l a n g u a g es t r i p a s a w a y t o l e a d i n t o t h e u n i t .
: s < s l u d e n t st o l o o k q u i c l < l yt h r o u g h t h e l i s t a n d f i n d
. - v e x p r e s s i o n st h a t t h e y h a v e u s e d t h e m s e l v e so r t h a t
: - e y h a v e h e a r d o t h e r p e o p l e u s e . E x p l a i nt h a t i n t h i s
-^ t they will learn ways ro mal<ecomplaints in English.
! - c o u r a g e t h e m t o c h o o s e s o m e o r n e r e x p r e s s i o n si n
:-e strip that lool< interesting and to find out more
::cut them.
- s e c h e l a n g u a g es t r i p l a t e r o n i n t h i s u n i t f o r a s m a l l
.'oup tasl<.Asl< students to choose the expressions that
-- qht be
saidin a restaurantO
. f t h e s e ,a s l <w h i c h s e e m
:: ce polite (e.g.Excuseme, I ordered the chicken,not the
--:-).
a n d w h i c h s e e m t o b e q u i t e s t r o n g ( e . g .l w o u l d n ' t
'=:c
thrs to my dog!).You can also asl<them to suggest
'^at is being referred to by it or this in several of the
: r.rressions.For example, in l'm ofroid it! cold,it might be
':'e rring
to the soup that someone ordered.
':

- m i g h t n e e d t o e x p l a i ns o m e o f t h e f o l l o w i n g
. rI ressions:
We often use con't stond to say we hate something.
i con't stond peoplewho comploinmeans peop/ewho

Speaking
Introduce the tasl<by tall<ingabout hotels with students.
You could also tell them a hotel story yourself. Have
t h e m l i s t e n a n d a s l <y o u q u e s t i o n s A
. sk them to recall
a n y u s e f u l e x p r e s s i o n so r i n t e r e s t i n gc o l l o c a t i o n sa n d
write them on the board. They can then tell a partner
their own hotel story. After pairs of students have drawn
u p t h e i r l i s t o f p r o b l e m s ,h a v et h e m s h a r e t h e i r i d e a s
with the class.This is a good way to worl< on
collocations lil<ebod seryice,dirty sheets,rude woiters,etc.
I

while you listen

;.ll,iiil
E x p l a i nt h e s i t u a t i o no f t h e l i s t e n i n gt e x t a n d p l a y t h e
r e c o r d i n g .S t u d e n t sc a n t h e n w o r k i n p a i r s ,d i s c u s s i n gt h e
questions. Keep them in pairs for the second tasl<.Help
with difficultieswith meaning when necessary.Then play
the recording again so that they can checl<their answers.
You may want to play the recording a third time while
students follow the tapescript on page | 50. Encourage
them to record some of the adjective * noun
c o l l o c a t i o n si n t h e i r n o t e b o o l < s .

:omploin o lot reolly annoy me.

f s o m e o n e a s k s y o u h o w s o m e t h i n gw a s , a n d y o u
'eply Don't eyen osk,you are implying that ir
was so
:ad you don't want to tall<about it, although you may
:ctually go on to explain why it was bad. For
examole:

Answers
l.h.

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

41

I Speaking
S t u d e n t sc a n d i s c u s st h e s e q u e s t i o n si n p a i r s .D r a w t h e i r
attention to the pattern used to tall<about a
hypothetical situation in the past:

Have students practise sayingthese phrases,paying

attention to the contracted form would've.Youcould also
u s e t h e l i s t o f p r o b l e m s i n I S p e a k i n g t o i m a g i n eo t h e r
problems and have students tall<about what they
hove done if these had happened to
would'velwouldn't
tnem too.
For some extra vocabulary worl<, asl<students to go
b a c k a n d u n d e r l i n e e x a m p l e so f p h r a s a lv e r b s ( e . g .g o
down to,send bock) and verbs followed by prepositions
(e.g. woit for, speok to, comploin obout).

This exercise focuses on how we typically soften our

complaints so that we don't offend the person we are
c o m p l a i n i n gt o . T h i s m i g h t b e a g o o d o p p o r t u n i t y c o
d i s c u s st h e b e s t w a y t o g e t p r o b l e m s r e s o l v e d :b y b e i n g
calm, polite but firm, or getting really angry.Go over the
e x a m p l e sa n d e x p l a i n t h a t s t r u c t u r e b . i s m o r e p o l i t e a n d
t h a t u s i n ga p o s i t i v e a d i e c t i v es o f t e n st h e c o m p l a i n t t h e
most.
As you go throuSh the answers,ask students how to
m a k e t h e c o m o l a i n tw i t h t h e s t r u c t u r e a . o r b .

Answers

7.
8.
9.

I'm sorry,but this coffeeisn't very strong.

I'm sorry,but my room is rather cold.
l ' m s o r r y ,b u t m y r o o m i s n ' tv e r y c l e a n .
I ' m s o r r y ,b u t i t ' s r a t h e rn o i s yo u t s i d em y r o o m .
I ' m s o r r y ,b u t m y r o o m i s n ' tv e r y c o o l .
I'm sorry,but I've beenwaitingfor rather a long
trme.
I ' m s o r r y ,b u t t h i s c h i c l < eins n ' tv e r y w e l l - d o n e .
l ' m s o r r y ,b u t c h i sw i n e i s n ' tv e r y n i c e .
I'm sorry,but the servicehasbeen rather poor.

1.d.2.a.

4.b

5 . c . 7 . i . 8 .g .

B: I'm afroid we con't moke it ony stronger,You con buy

onother one if you like with on extro shot of espresso.
Use the pictures of hotels on pages48 and 49 and get
students to discussin pairs whether they would stay in
any of them and explain why/why not. To extend this,
have them role-play a conversation between a polite
g u e s t c o m p l a i n i n ga b o u t t h e s e r v i c e a n d a n a p o l o g e t i c
hotel manager.Then they can do it again but this time as
a very angry guest and a very rude hotel manager.

..J

l _
I So f t e n i n gco mp l a i n ts

4.
5.
6.

B: Let me see. /t tostes fine to me.

A: Well, I'd like onother one.

hove ...
I would'velwouldn't

L.

c o n v e r s a t i o n sr ' p a i r s .B e f o r e t h e y c h a n g er o l e s ,d o a n
e x a m o l e ,w i t h o n e o f t h e s t u d e n t sa s A a n d y o u a s B :
A: I'm sorry,the coffee isn't very strong.Do You think you
could bring me o strongerone?

J;

.,

.---.,

R e m i n d s t u d e n t st h a t m u s t i m p l i e sa p e r s o n a lf e e l i n go f
o b l i g a t i o nw h i l e h o v et o i m p l i e sa n e x t e r n a l o b l i g a t i o n .
Review the difference between don't hove to and mustn't.
Asl< students to recall some expressions using these
verbs (e.g. I reolly must remember to, I mustn't forget to, l'm
glod I don't hove to) and then go over the explanation and
e x a m p l e s . Y o uc o u l d a l s o p o i n t o u t t h e w a y h o d i s
e m p h a s i s e di n t h e e x a m p l e f r o m t h e l i s t e n i n gt e x t i n
2While you listen and write this pattern on the board:
. . . w o s l w e r es o . . . I j u s th o d t o . . .
Give some examples:
The food wos so bod, I just hod to leove.
My feet were so tired, I just hod to sit down ond rest.
Have students come up with other suggestionsand
p r a c t i s es a y i n gt h e m .

Answers
G i l l w a s t a l k i n ga b o u t t h e r e s t a u r a n ta t t h e h o t e l a n d
h o w a w f u l t h e s e r v i c e w a s .T h e y h a d t o ' g e t o u t o f
there and escaDe'after the chef came out and made
G i l I ' sf r i e n d , V e r o n i c ac, r y .

9 .e

Practice
Let studentslool<bacl<at the complaintsin 4 Softening
c o m p l a i n t s .T h e n h a v et h e m c l o s et h e i r C o u r s e b o o l < s .
Testthem by sayingcoffee... strong... bringand get
them to respondwith l'm sorry,thecoffeeisn'tverystrong.
Do you thinkyou couldbringme o strongerone?Check that
they are followingthe appropriatestressand intonacion
patterns.Continuelil<ethis by sayingsome key words.
You maywant to write thesewords on the board to
help studentsremember.Then havethem practisethe

42

In this exercise,draw students' attention to the way so I

hod to is used to give the result of something. Encourage
them to record this pattern and several examples in
their notebool<s.As you go through the answers,Point
out and tall<about some of the other expressions:
.

We often use on mylourlthe woy to when giving the

background information of where we were gorng
when we are telling a story.

7 Compa nts

'

'

lf you are shortof money,you don't haveenough

moneyon a particularoccasion.For example:Conyou
lend me o few pounds?I'm o bit shortof moneythis
week.Ask studentswhat they do if they find
themselvesa little short of money.
lf o computercroshes,
some programcausesan error
and the computershutsdown. For example:Thatemoil ottachmentyou sentkeptcousingmy computerto
crosh,so I hod to oDenit ot work.

Answers
l.
2.
3.
4.
5.
5.
7.
8.

h a dt o b e a t t h e s t a t i o nb y 6 : 3 0
didn't haveto be home early
had to havea word with my boss
had to get our passportsrenewed
had to get a taxi
had to e-mailthe report
didn't haveto staytill the end
h a dt o p a ym y p h o n eb i l l

Answers
5.e. 6.h

7.c. 8.b

To practisethe differencebetween/endand borrow,write

some typicalexpressions
on the board with lendor
borrowgappedout. Get studentsto supplythe
appropriateverb.For example:
CouldI ... yourdictionory
for o minute?
Why don'tyou ... it from the library?
Thonksfor ... me your cor lost night.
Never. .. onythingto Bob.You'llnevergetit bock.
The memorisationtasl<at the end helosreinforcerne
patternsas well as severalcollocations(poyo bill,stort
geto toxi,go in to work,spendthe
from the beginning,
afternoon).

More ways of expressingobligation

'riii,.,,1!ltl
This exercise focuses on several exoressions that can oe
used to tall<about obligation,or lack of it.When
students have finished the matching tasl<,have them
u n d e r l i n et h e s e e x p r e s s i o n s .

Answers
l.g. 2.d. 3.a
T h e e x p r e s s i o n sa r e :
a. have military service
b. compulsory (for ... until the age of)
d. conscripted into the army
e. againstthe law
f. an optional subject
o

srrirt

dre<<

cnlo

Sp e a k i n g
I n t r o d u c et h i s t a s l <b y t e l l i n gt h e c l a s sa b o u ta p e r s o n a l
experiencefirst.lf you can'tthinl<of one,you could use
t h i sa s a n e x a m o l e :
Well,I didn'thoveto s/eepin o cor exoctly,
more on o moin
rood.I wos hitch-hiking
throughVietnom,
ond I'd just got
pickedup by a cor heodingsouth.lt wosneorlyten o'clock
whenwe suddenlycometo o stop. Allthe othercorshod
stoppedtoo,ond I noticedpeoplehod set up toblesselling
foodond drink besidethe rood.The drivertold me I should
get somethingto eot,get out my sleeping
bog ond s/eepon
the rood.Apporently,the
moin north-southrood closesfor the
night,so we both hod to sleepwherewe stoppedl
Alternatively,
giveeachstudenta slip of paperand asl<
them to chooseone of the questionshere - or mal<eup
anotherone - and write it on the paper.Havethem all
standup and go aroundaskingtheir questionto different
people.
. , 1

Speaking
This exercisehelpsreinforcesome of the vocabulary
from .5 More ways of expressing obligation. Give
studentsa few minutesto look throughthe quescions
b e f o r eh a v i n gt h e m d i s c u s si n s m a l lg r o u p sF. i n i s hu p b y
havingstudentsclosetheir Coursebool<s
and try to
remembersome of the questionsto asl<you.

Here students can see a functional use of hod to. Explain

the task and point out the pictures if students need
some ideas.Make sure they l<now expressions like the
following:
tokeldrop off the kids tolot school
bobysit the kids
the bobysitter didn't show up
hove o dentist'soppointment

I H a d t o / di d n 't h a ve to

T h i s i s a t r a n s f o r m a t i o ne x e r c i s e .b u t o o i n t o u t t h e
typical phrases and collocations here too. Ask students if
they can thinl< of at least one more collocation for these:
hove o word with my boss (tolk, drink)
get our pdssports renewed (licence,viso)

Get pairs of students to complete the sentences and

then have them share their excuses with the whole class
Pairs can then practise reading the conversations.

e-moil the report (photos,proposol)

stay till the end (the breok, speeches)
poy my bill (toxes,bobysitter)

43

a l s cs a v ^ ' : : - : ' a : ' a a a ' s o n r e t h l n

wgh e ny o u a r e
feduc *, :- : i..'.- ::-:e-.s to the RealEnglish

Answers
P o s s i b laen s w e r s :
I . (Sorry,but I had to) tal<emy l<idsto school.
2. (Well,I had to) havedinnerwith my boss.
3. (Sorry,but I had to) take an importantbusinesscall.
4. (Well,I had to) spendall eveningfixingmy car.

Give studentstime to preparetheir story.Encourage

them to use some of the exoressions
from this or
previousunits.ln particular,
you may want to reviewthe
use of the pastcontinuousto set the bacl<ground
from
U n i t l . Y o u c o u l da l s og i v et h e m s e n t e n c es t a r t e r sl i k e
the following:
Did I evertellvouoboutthe time I ... ?
One of the mostemborrossinglsilliest
things/'veeverdone
hoppened
whileI wos ...
Youthoughtthot wos emborrossinglonnoying?Woit
until you
h e o ro b o u tw h o th a D D e n ewdh e n. . .
Point out that sayinghow we felt,as in number 3, is a
fairlytypicalway of endinga story like this.Have
studentsgo aroundtellingtheir story a few times before
asl<ing
for who had the best story.

l::i-!
While you read (Shoutat us.comThewebitethat helpsyou get things
Point out the title of the readingtext and asl<if anyone
l<nowsthe expressionget thingsoff yourchest.lf no one
knows,wait until studentshavefinishedreadingthe
complaintsand asl<if they can guessthe meaning.
(lf you
get something
off yourchest,you talk about somethingthar
has beenworrying or annoyingyou, in order to helpyou
feel better.)

t r u L g

.
.

- .

8 . 0 r sa r : : : ' e .

: -

j:.':.-::dy

odour.
^
'
^
c
lf you rel sc-e:^: ::
t h e i r o w n b u s i n e s sy ,o u
rudely teli ther-' ioi :o ask or ralk about something
y o u t h i n k i s p r r v a r e F o r -e r 1 6 p 1 " / d o n ' t s e e t h o t i t ' s
onythingto do with yot;. Youshouldmind your own
business.

.' . . 1

. l S' p e a k i rn o

:.:ll

G o o v e r t h e s e n t e n c es t a r t e r s ,p r a c r i s i n gt h e
p r o n u n c i a t i o nb e f o r e h a v i n gs t u d e n r sw o r l < i n p a i r s .
lf they are havingtrouble, give them a model:
I can't stond people who throw litter on the street.
P o i n t o u t a n o t h e r s t r u c t u r e f o r c o m p l a i n i n gi n t h e
reading text:
I hote the woy ...
You could also teach the expression I hote it when
P e o p l e. . . .
You might need to explain the difference between I con't
s t o n d p e o p l ew h o . . . ( w h i c h m e a n s / h a t e p e o p l ew h o . . . )
and I don't understondpeoplewho... (which means I fnd
peoplewho ... very strange).
As an extension, have pairs of students come up with
responses to some of the complaints in the reading text
that they disagreewith. For Shane'scomplaint, for
example, they could come up with responses like A4ost
occidentsore coused by young people,older drivers ore just
driving carefully,etc.

One way to do this exercise is to have students listen to

t h e r e c o r d i n g f i r s t w i t h t h e i r C o u r s e b o o l < sc l o s e d .
Ask them to tell you where they thinl< each situacion is
tal<ingplace.Then play the recording a second time as
they fill in the gaps.

Ask studentswhether they tend to get thingsoff their

chestor bottlethlngsup.Havethem discusstheir
r e a c t i o n si n p a i r sA
. s a c l a s sf ,i n d o u t w h i c h c o m p l a i n t s
most peopleagreeor disagreewith.Then playthe
recordingwhile studentsfollow alongin their
Coursebool<s.
Havethem underlineany expressions
they
find interesting.
Pointour the expressions
with mustin
the first complaint(We musthovelunchsometime,We
!?US!get togethel.You may need to explain some of
theseexDressions:
' lf you saysomeoneor somethingis weird,you thinl<

'

Pairs of students can then practise the conversations.

Ask if anyone has experienced any of these situations in
an English-speaking
country. Asl< if they complained and
if they can remember what they said.
Tell students to go bacl<and underline the expressions
for apologisingand tallcingabout the problem. Have them
record these in their notebool<s along with an
appropriate translation.

he/she/itis strange.For example:Don'tyou thinkit's

weirdhow shealwaysknowswhot you'rethinking?

Answers

lf you saysomethingor someoneis sick,you think

he/she/itis disgusting
or morallywrong.For example:
Itt sick the woy they experimenton onimols.You can

l . l . I ' m a f r a i d 2 . b r i n gm e s o m e m o r e 3 . w i t h o u t
2 . l . I t h i n k I g a v ey o u 2 . I ' m s o r r y ,b u t
3 . l . D i d y o u s a y 2 . m u s tb e

44
,lr

;
a

7 Compatnts

Speaking
Once students have practised these conversations,have
them change partners and do the exercise again,but this
time change one aspect of the problem, a chicl<eninstead
of an egg salad sandwich,for example.Then discussas a
class the auestion at the end.You could teach the verb
short-chonge.

Follow-up
One way to round off this unit is to go bacl<to the
languagestrip and have groups of three students write a
dialogue between two diners and the waiter/manager.
T h e y s h o u l d t r y t o u s e s e v e r a lo f t h e e x p r e s s i o n si n t h e
languagestrip. They can then rehearse it a few times
until they feel comfortable. Finally,have them perform
their skit in front of the class.

You might want to introduce other questions that

i n v o l v em o r a l d e c i s i o n sF
. or examole:
lf you found {5,would you keep it? How obout {10? {100?
Would you soy onything if you discoveredthot your poy check
hod been depositedtwice into your occount?

Explain the two situations.Then give students a few

minutes to go bacl<and look over the languagein the
u n i t . A s t h e y a r e w r i t i n g t h e d i a l o g u e s , g oa r o u n d h e l p i n g
when necessary.Once they've practised sayingthe
dialogues,have pairs of students perform them to
another oair or to the rest of the class.

45

Unit overview
General topic
Talkingabout where you liveand who you livewith.
Reading
Two brothersin their mid-thirtiesstill sharea room
in their parents'house.

Remind students to record any of the expressions that

they lil<ein their notebool<s.
Lead in

Vocabularyto describedifferentkindsof homes:

studioflot, cottogein the county,detochedhouse,etc.

As an introduction to this unit, have students brainstorm

a list of places to live.These can range from the obvious
(e.9.house,flot) to the not so obvious (e.g.Tepee,
monsion,coravon,stotelyhome).Then discusswhat
advantagesand disadvantagesstudents see in living in the

Ways to describecities and areas:/tt deod.lt's o

verysafeareo.lt'squiterough.etc.

. or example:
m o r e u n u s u a lp l a c e s F
You'vegot o lot of room in o monsion,but it's Probobly very

with the presentcontinuousand neverwith

Alwoys
the presentsimpleto complain:He'salwoysusing
the phone.Shenevertidiesup ofter herself.

expensiveto heot.

Talkingabout relationships:How do you geton with

yourmum?OK,I suppose.Reollywe//.Not verywell.
etc.

Usingmokeand /et to talk about what you'retold

to do and allowed to do: fhey let you havethe
off.My porentsusedto mokeme eot my
weekends
greens.

Language input

Language strip
Use the language
strip as a way to lead in to the unit.
Asl<studentsto look quicl<ly
throughthe list and find
any expressions
that are true for them and any questions
Explainthat in this
that they could answeraffirmatively.
about where they live
unit they will learnwaysof tall<ing
them to choosesome
and who they livewith. Encourage
other expressionsin the strip that lool<interestingand
to find out more about them.
Use the language
strip later on in this unit for a small
group tasl<.
Ask studentsto think of answersand followu p c o m m e n t st o s o m eo f t h e q u e s t i o n si n t h e s t r i p .F o r
examPre:
A: Areyou renting?
B: Yes,but l'm thinkingof lookingfor o ploceto buy.
You might needto explainsome of the following
expressions:
. Thegroundfloor in Bricainis the first floor in many
other countries.lt is on the samelevelas the street.
. I n m a n yc i t i e so, l d w a r e h o u s eisn f o r m e r i n d u s t r i a l
areasare beingchangedinto expensiveflats.These
flacsare often calledconverted
worehouses.
. You might asl<Hoveyou gotmice?if you thinl<
s o m e b o d yh a sa p r o b l e mi n t h e i r h o u s ew i t h r a t so r
mice.

46

Doubleglozing is used to describe windows that have

two layers of glass,mal<ingthe house nicer to live in,
b y k e e p i n gt h e h e a t i n , a n d w i n d a n d n o i s e o u t .

T h i s l e a d s i n n i c e l yt o t h e f i r s t e x e r c i s e .

i Differ entkinds of homes

Focus students' attention on the oictures A-H and have
t h e m m a t c h t h e m t o t h e d e s c r i p t i o n sl * 8 . T h i s s h o u l d
h e l p e x p l a i n t h e m e a n i n go f t h e e x p r e s s i o n sb, u t a s l <t h e
following questions to checl<,too:
How mony moin rooms ore there in o studio flat?
How mony storeyswould there hove to be for somewhereto
be calleda big block of flots?
Do you find cottogesin the city?
How mony floors ore there in o bungalow?
Can you think of some exomples of slum oreas?
Why is it colled o detoched house?
H a v e s t u d e n t s u n d e r l i n et h e c o m p l e t e e x p r e s s i o n st h a t
describe places to live in and add t.hose that they want
to remember to their notebool<s.

Answers
l.h

2.c

3.a 4.9

5.e

6.d

7.6

8.f

Speaking
This exercise gives students a chance to use some of the
expressions in I Different kinds of homes. Have them
work in pairs for the first task and then compare their
answers with another group. Remind them that there are
often several possible answers.They can then tall<about
the personal reflection questions at the end of the
e x e r c i s ei n s m a l l g r o u p s .

8 H o u s ea n d h o m e

Point out the expression not very mobile and asl<students

t o t h i n l <o f s i t u a t i o n sa, p a r t f r o m b e i n g o l d , i n w h i c h w e
could use it about someone (e.g.not having any
transportation, havinga broken leg).You might also want
to talk about how elderlyis a more polite way of
d e s c r i b i n gs o m e o n e o l d .

Answers
L P o s s i b laen s w e r s :
, l. best-a ground-floorflat;worst-a hugedetached
I
house
2. best-a hugedetachedhouse;worst-a tiny little
studio
3. best-a run-downplaceor the tenth floor of a
block of flats;worst-a nice cottagein the country
4. best-a studioflat in the city centre,worst-a
cottagein the country

Sp e a k i n g
You could start off this task by tall<ing
about the first
questionif your country or generationis differentfrom
t h a t o f y o u r s t u d e n t sF
' . o r t h e t h i r d q u e s t i o ny,o u c o u l d
dividethe classinto two groupsand haveone list the
advantages
and the other the disadvantages.
Go over the
pronunciationof the structuresbeforegettingstudents
in pairs,one from eachgroup,to tall<about their lists.
I

].rl,iliil
Whileyou read(Home- but not alone)
I n t r o d u c et h e a r t i c l ea n d t e l l s t u d e n t st o r e a di t a n d t r y
and find the answersto the two questions.
When they
havefinished,they can discussthe answersand their
overallreactionin pairs.Write some sentencestarters
on the boardto help:
I don'tunderstond
whyhe ...
I think it'sreollybad thot .. .
lf I wereDovelSteve,
/U ...
T h e n p l a yt h e r e c o r d i n go f t h e a r t i c l ew h i l es t u d e n t s
follow in the Coursebool<.
Havethem underlineany
expressions
or collocationsthey find interesting.You
might want to point out and explaina few yourself.
Forexamole:
o growingnumberof
l've beenin ond out of work
hovemy privocy
droDin ond seethe kids
priceshoverocketed
a roughpart of town

Answers
| . Steve is still living at home because he suffers from
depression and hasn't been able to l<eepa steady
job. Dave got divorced and left the house to his exwife. Neither of them can afford to rent or buy a
olacein London.
2. They like the fact that they get looked after: get
their meals cool<ed and clothes washed.They also
lil<ebeing with their family.The disadvantagesare
that they don't have much privacy and Dave finds
some of Steve'shabits annoying.

Speaking
Introduce this speal<ingtasl<by tall<ingabout some of
these things yourself. Have students listen and asl<you
questions.Then ask them if they can recall any useful
expressions that you used.Write the expressions on the
b o a r d t o h e l p s t u d e n t sw h i l e t h e y a r e d i s c u s s i n gt h e s e
q u e s t i o n st h e m s e l v e s .
For the writing tasl<,have the class suggestsome
e x p r e s s i o n st h a t m i g h t b e u s e f u la n d w r i t e t h e m o n t h e
board, making changesto them when necessary.Here
are some examDtes:
fhe housejust felt so empty without them.
They help oround the house.
They'll be here to look ofter us in o few yeors.
They reolly need to stond on their own two feet.
I love them, but I wish they'd leove.

,rl:

;!

l f

f
i
# , + + '

* ,

t t - ,
|

f
;

Citiesand areas
iiiii;.iiii1il
Beginby checl<ing
that studentsl<nowthe expression
Whereobouts
exoctly...? Pointout that the present
continuousimpliesthat you are tall<ing
about a placeyou
don't see as beinga permanentresidence.
You can
changeit to the presentsimpleif it's more appropriate
for your students'situation.Practicethe pronunciation
and intonationand then havestudentsstanduo and asl<
severalpeople.Remindthem to respondor ask a followup questiontoo. For example:
A: Whereabouts
exoctlyore you living?
B: ln o smollflot justdownthe rood.
A: Oh,it mustbe nice,being
obleto walkto school.
B: Yeoh,I don't hoveto worry obout gettingup so eorly.
So,whereabouts
exoctlyore you living?
A f t e r d i s c u s s i nwgh i c h s t u d e n t sl i v ei n t h e n i c e s ta r e a s ,
g e t t h e m i n p a i r st o d i s c u s s e n t e n c e sl - 1 0 , u s i n g
dictionariesif necessary.
They can then use these
sentencesto describethe pictureson page56.The
matchingtasl<reinforcesthe meaningof the vocabulary.

47

Answers

Answers

T h e p o s i t i v ed e s c r i p t i o n sa r e : 3 , 5 , 5 , 9 a n d 1 0 .
T h e n e g a t i v ed e s c r i p t i o n sa r e : l , 2 , 4 , a n d 8 .
7 could be positive or negative.Poshis often used as

l . H e n e v e rd o e sa n y t h i n ga r o u n dt h e h o u s e
2. She'salwaysleavingher thingslyingaround

a s l i g h tc r i f i c i s m .
l. e.
9.b.

2.c. 3.i.
t 0 .d .

4 . f.

5.a.

6.h.

7.j.

8.g.

You may need to point out and explain some of the

expressions in a*j:
. You can say o moin rood runs through somewhereto
say that there is a road in the middle of the area.
A river can also be said to run througha place. For
example: TheThomes runs right through the villoge.
.

lf there is o lot of prostitutionin an area, it usually

means there are women on the street lool<ingfor
customers to have sex with in exchange for money.
Asl< if there are laws in the students' countries about
cleoringup ofter your dog. Explain that in Britain a
dog's owner is supposed to clear up their dog's
excrement from the pavement or street.

everywnere.

3.
4.
5.
6.

He's always using the phone.

He's always leavingthe lights on.
She never tidies up after herself.
She'salways leavingher hairs in the bath after
she's had a shower.
They never let me watch what I want to watch
on TV.

He's always tal<ingthings from my bedroom

without asl<ing.

9.

He's always interrupting me when I'm tall<ing.

For the next activity,mal<esure students l<now the

a d j e c t i v e sl i s t e d i n t h e C o u r s e b o o l <P
. oint out that
disgustingis fairly strong. Then have pairs of students
d i s c u s st h e i r a n s w e r s T
. h e r e a r e n o a b s o l u t ea n s w e r s .
a l t h o u g h s o m e a d j e c t i v e sl i k e r u d e o b v i o u s l yd e s c r i b e
n u m b e r 9 . P o i n t o u t t h e e x p r e s s i o n st i d y u p o f t e r y o u r s e l f
and toke thlngswithout osking.

For the last task, give students a few minutes to try and
r e m e m b e r t h e e x p r e s s i o n sa - j . P r a c r i s et h e
p r o n u n c i a t i o no f t h e e x a m p l e a n d t h e n h a v e s t u d e n t s
read the dialogues in pairs.You might want to sugSest
that they follow up with a comment lil<eThot must be
reolly nicelterrible, etc.
, , 1

Further Practice
.:ti::,,,':iil
For this tasl<,remind students that the cities listed here
are just suggestions.Give some other examples that
might be more appropriate for your students if
n e c e s s a r yW
. h e n t h e y h a v ef i n i s h e dd i s c u s s i n gt h e s e
q u e s t i o n si n g r o u p s ,h a v e t h e m a s l <y o u q u e s t i o n sa b o u t
some places that you l<now

Al w a y s d o i n g /n e ve rd o e s
The use of the present continuous with olwoysmight be
strange to some students who may have learned that
o l w o y sg o e s w i t h t h e p r e s e n t s i m p l e . Y o us h o u l d e x p l a i n
t h a t i t i s a f a i r l y c o m m o n w a y o f c o m p l a i n i n ga b o u t
s o m e t h i n ga n n o y i n g e, s p e c i a l l ya h a b i t .W h e n s t u d e n t s
have finished the rewriting task, go through the answers
and asl<further questions.For example:
Whot do you think he shoulddo oround the house?
Whot does'things'refer to in number 2?
What things shou/d she tidy up?

Answers
Possibleanswers:
s e l f i s h3: , 7
m e s s y2: , 5 , ( 5 )
d i s g u s t i n6g :
l a z y :l , ( 2 ) ,( 5 )
r u d e :8 , 9
t h o u g h t l e s s :(48 )

Pr onunciation:
sentencestr e s s
P l a yr h e r e c o l d i n g o n c e a l l t h e w a y t h r o u g h w i t h
s c u d e n t sl i s c e n r n gT.h e n p l a y i t a g a i n ,p a u s i n ga f t e r e a c h
s e n t e n c es o s t u d e n t sc a n r e p e a t ,f o l l o w i n g t h e s a m e
s t r e s sa n d i n t o n a t i o n D a t t e r n .
They can then practise the complaints in 3 Always
doing/never does in pairs. Encourage them to read the
s e n t e n c et o t h e m s e l v e sa n d t h e n l o o l <u p a n d s a y i t c o
t h e i r p a r t n e r .T h i s t e c h n i q u e r e a l l y h e l p s s t u d e n t sw i t h
the rhythm of English.

Speaking
This exercise gives students an opport.unity to use some
of the expressions in 3 Always doing/never does.
W r i t e t h i s q u e s t i o no n t h e b o a r d :
5o, whot's it like living ot homelshoring o house?
Then have students go around asking others this
question and tall<ingabout any annoying habits the
people they live with may have.

48

8 H o u s ea n d h o m e
I

'riilllHow do you get on with them?

This exercise focuses on the expression get on with and
ways to describe how you get on with someone.
Students can comolete the conversations l-4 and checl<
their answers with you. They can then do the same with
5-8. Point out the responses Reollywell,Not very well,OK,
I suppose.Practise the pronunciation of these phrases
with students before getcing pairs co pracrise reading the
c o n v e r s a t i o n sT. h e y s h o u l d t h e n f o l l o w u p b y a s l < i n ge a c h
other how they get along with their mother, father,
brothers, sisters,flatmates,classmates,people from work,
etc.
You may need to explain the following expressions:
'
lf you say we get on likeo house on fire,you mean you
have a really good relationship with a person. For
example: We only met yesterdoyand olreody we get on
/ike o house on fire.
'
lf you are c/oseto someone,you lil<ethem a lot and
l<now them very well. For example: I'm very c/oseto
my younger stster.
'

lf you say we've got nothing in common, you mean you

don't have the same interests or ideas as the person
you are referring to. For example: lt's omozing how
little we hove in common. You wouldn't believe were
slsters.

'

lf you hove o lough with someone,you find them fun to

be with becauseyou mal<eeach other laugh.For
example: /tt nice to hove o bit of o lough with your office
rnotes.

Answers
your brother,OK
your flatmate,Reallywell
3 . y o u r m u m ,N o t v e r y w e l l
4 y o u r m u m ,R e a l l y
well
your flatmate,Not very well
your brother,Not very well
the peopleyou worl<with, OK
the peopleyou worl<with, Reallywell
a

L.

Real English
Refer students to the Real English note on we olwoys
have o reol /ough.Have them discussthe questions with a
partner. Asl< them to tell the class about someone they
l<now who is o reol lough.

Speaking
T h i s s h o r t r e a d i n gt e x t l e a d si n t o t h e l i s t e n i n gt a s l <i n
2 W h i l e y o u l i s t e n . I n t r o d u c et h e t o p i c o f a u p a i r s .
t h e n a s l <i f a n y o n e h a s b e e n o n e o r h a s h a d o n e i n t h e i r
family.Then have students read the text and share their
reaction in oairs.Write some sentence starters on the
board:
It soundslike it'd be ...
It'sprobably... but ot leostyou ...
I don't think I could ever ...
You may need to explain that Exeter is a city in the
southwest of Eneland.

W hile you listen

To prepare for the listening tasl<,get students in pairs to
p r e d i c t e x p r e s s i o n sa n d c o l l o c a t i o n sc o n t a i n i n gt h e
words in the box. Have some groups tell you what they
h a v ec o m e u p w i t h a n d w r i t e t h e m o n t h e b o a r d . Y o u
can add to or modify them afterwards.
Go over the questions and explain that the personwho
weors the trousersis an expression meaning the person
who tends to moke decisionsfor the fomily.Tell students to
listen first for the answers to these questions.You may
want to have them cover up sentences l-9. Students can
t h e n d i s c u s st h e i r a n s w e r s i n o a i r s .
For the next tasl<,see if students can fill in any of the
gaps from memory before you play the recording for
them again.Have them record any collocations that are
new to them in their notebool<s.

Answers
l.
2.
3.
4.

Tired.
No.
Tomorrow morningat seventhirty.
Angela.Sheseemsto be the one who mal<es
the
d e ci s i o n s .

5. bags 6. coat 7. eat 8. journey 9. show

1 0 .b e d I l . a l a r mc l o c l < 1 2 .b r e a l < f a s t1 3 .s h o w

Speaking
Ask the first question to the class as a whole before
dividing students up into two groups. After they have
f i n i s h e dd i s c u s s i n gt h e p r o b l e m s e a c h s i d e f a c e ,h a v e
pairs of students role-play a dialogue between the au
pair and a friend back home after she's been there for a
c o u p l e o f m o n t h s .T h e n h a v e t h e m r o l e - p l a y A n g e l aa n d
P a u l d i s c u s s i n gw h e t h e r h a v i n ga n a u p a i r i s a g o o d i d e a
or not. After students have practised,get pairs to
p e r f o r m o n e o f t h e i r d i a l o g u e sr o a n o t h e r g r o u p .

49

and/et
I rwat<e
ln this exercise students are introduced to structures
with moke and /et to tall<about things that you are told
to do and that you are allowed to do. Let students read
the conversation between Katrin and Anna first, and then
play the recording as they read and underline the six
e x p r e s s i o n sR
. e m i n d t h e m t o u n d e r l i n et h e c o m p l e t e
exoressionG
. i v e s t u d e n t s a m i n u t e t o t h i n l <a b o u t h o w
these expressions are used and what they mean before
h a v i n gt h e m c o m p l e t e s e n t e n c e s l - 1 0 .

Answers
The expressions
are:
let you take the morningoff
Mine makeme worl<a twelve-hourday
let you havethe weel<ends
off
make me tal<ethe l<idsto their balletclasses
let me havefriendsround for coffee
let me havea litde birthdayparty
L make 2. let 3. make 4. mal<e 5. let 5. mal<e
7 . l e t 8 . l e t 9 . m a l < e 1 0 .l e t

Once you've gone over the answers elicit the two

Datterns:
(used to) let me + verb
(used to) moke me + verb

After going through the answers,have students read

through the sentences individually,ticking those that
were true for them, and thinl<ingabout other things their
Darents used to let or mal<ethem do. They can then tall<
about this with a partner. You may want to tell them
about yourself beforehand or afterwards. Finish up by
encouraging students to go bacl<and underline any useful
expressions and record them in their noteboolcs.You
may want to point out the following expressions:
stoy over ot my friend's house
spend the night
go off comping
keep my bedroom neat ond tidy
stoy up os /ote os I wonted

Role play
iil.liii{
This gives students an opportunity to re-use some of the
l a n g u a g ef r o m t h i s u n i t , a s w e l l a s s o m e o f t h e
exoressions with hove to and don't hove to from the
p r e v i o u s u n i t , s o g i v e t h e m t i m e t o l o o k b a c l <t h r o u g h
t h e C o u r s e b o o k . E x p l a i nt h e s i t u a t i o na n d g i v e t h e m
t i m e t o p r e p a r e . Y o uc o u l d e i t h e r h a v e t h e m p r e p a r e
i n d i v i d u a l l yo,r d i v i d e t h e c l a s si n t o t w o g r o u p s ,A a n d B ,
and have pairs in each group help each other. Before
students start the role play,write a possible opener on
the board:
A: I understond thot vou hove o room to rent.
B: Thot's right. Are you interested?
A: Well,l might be.

Point out that the verb is in the base form with no to

and that used to is used to talk about something that is
no longer true. Encourage students to record these
patterns in their notebooks along with some examples
from this exercise or the personalisedones in the next.
tasl<.Also, point out the expression tokelhovethe
morninglweekends
off. Ask students if they have ever had
any days/time off work or off school.

Speaking
Here the meaning of the two structures is reinforced.
Explain that outhoritorionis a negativeadjective to
describe a person who tries to control other people.
Point out that it can also be used with regime,stote or
policy.For the adjectives in b., explain that they describe
someone who is not so strict and allows people more
freedom to do things.Ask students if they have ever had
any days/time off worl< or off school.

Answers
l . 1 ,2 , 3 , 4 , 6a n d9
2 . 5 , 7 , 8 ,t 0

50

Have them do the role play a couple of times with

different people. Explain that they will improve their
oerformance each time.

Speaking
In this tasl<,students get the chance to be creative. Elicit
f r o m t h e m w h a t a s p e c t st h e y s h o u l d c o n s i d e r a n d l i s t
t h e m o n t h e b o a r d ,f o r e x a m p l e ,l o c a t i o n ,s i z e ,t y p e o f
b u i l d i n g ,n u m b e r o f r o o m s , s p e c i a lf e a t u r e s ,e t c . Y o u
c o u l d t u r n t h i s i n t o a ' r e a l e s t a t e a c t i v i t y 'b y h a v i n gt h e m
d r a w a p i c t u r e ,s e t a p r i c e a n d t h e n g o a r o u n d s h o w i n g i t
t o o t h e r s t u d e n t s ,t r y i n g t o c o n v i n c et h e m t o b u y t h e i r
dream house.

Follow-up
As a follow-up, tell students to imagine that they have
gone to a city abroad to study,and that they've been
there for a weel<.They should write a postcard to one of
their friends explainingwhere they are living,what the
city is like and what their flatmates are lil<e.Encourage
them to use expressions from this unit. Once they've
finished,have them exchange postcards with a partner.
They then read each other's postcards before getting
together to ask questions about what they read.

The exerciseshere can be usedas a test.However,

4 Look back and check and 8 What can you
remember? are better done as a discussionin oairs

look backandcheck
iiffijifii1
Answerswill vary.

:d ^

"{ grammar revrew

Answers
l.
2.
3.
4.
5.
5.
7.
8.
9.
| 0.

lmust
I mustn't
I wouldn't read it if I were you
I had to
clean
make
l s i t O K i fI
You must be
He'salwaysinterrupting
get

ff Follow-upcomments
Answers
l .d . 7 . f

verbcollocatlons
ffi$$
Answers
l.a. 2.i. 3.e. 4.j. 5.b. 6.h. 7.c. 8.d.
9 . f . |0 . s .

Adjectives
Answers
| . i g n o r a n t 2 .w i d e 3 .d e a d 4 . f l e x i b l e 5 . o p t i o n a l
6. strict 7. rewarding 8. latest 9. bright 10.posh

andanswers
Questions
*jffiil
Answers
l.c.
9 .g .

2.f. 3,i. 4.a. 5.h.

1 0 .i .

6.b. 7.d. 8.e.

'.!frJ
Haveto, don't haveto, can
what canyou rememberz
t'$iiji'#
Answers
t.
2.
3.
4.
5.

can
don't have to, have to
has to
don't have to

can
6. have to
7. don't have to

8.
9.
10.
| |.

can
aren't allowed to smol<e
You're not supposed to leave before six.
lf I were you, I'd phone first to see if they still
have tickets left.

Answerswill vary.

..'.'.1
-

LOffi InOh XPl'SSlOhS

:1,...';.1
Answers
l . u s e d 2 . s o m e t h i n g 3 .j o u r n e y 4 . w o n d e r
5. common 6. can 7. don't haveto 8. mustn't
9.run out of |0.drives
A n s w e r sf o r l l - 1 3 w i l l v a r y .

lf I were you, I'd talk to him and seewhat he says.

You aren'tallowedin that part of the building.

51

,'-

: l-a

I R e v i s i o nq u i z
Answers
l.

2.
3.

4.

5.
6.

7.

8.
9.
10.
I l.
12.
| 3.
14.
15.
| 6.
17.

18.
19.
70.

52

Workingshiftsmeansyou work for a certain

period of time and then someoneelsetal<esover
t h e j o b .T h e r e i s n o s p e c i f i e tdi m e o f d a yi n t h i s
case.ln some jobs - nurses,firefighters- where
you work shifts,you work 9-3 one weel<,l2-9
the next,and so on. Workingnightsmeansyou
start work in the eveningand finishin the (early)
morning.
lt doesn'tfit you.
l f y o u r c a r i s u n r e l i a b l ei t, k e e p sb r e a l < i ndgo w n .l f
y o u r f r i e n di s u n r e l i a b l ei t, m e a n sy o u c a n ' tt r u s t
o r d e p e n do n t h e m .
Possibleanswers:bringa packedlunchto worl<,
makeyour own coffeein the morning,eat at
home insteadof goingro a restaurant.
You are reallybored.
Possibleanswers:makeyou come home by a
certaintime, makeyou do lots of chores,mal<e
you helpwith the cooking.
Possibleanswers:let you stayup late at night,let
you come home wheneveryou lil<e,let you listen
to whateverkind of musicyou want.
You haveto do a compulsorysub.lect.
You can
c h o o s ew h e t h e rt o d o a n o p t i o n a sl u b j e c t
N o . l t m e a n st h a t t h e a r e ai s o u i e ta n d t h e
n o t h i n gi s g o i n go n .
Au oairslive with familiesand tal<ecare of the
children.
One.
You do all the repairsand you redecorateir.
Not necessarily.
lt meansthat the worl<givesyou
satisfaction.
P o s s i b laen s w e r ss:c h o o lt,h e h o s p i t aw
l, orr.
P o s s i b laen s w e r sp: h o n eb i l l ,g a sb i l l ,e l e c t r i c i t y
b i l l c, r e d i tc a r db i l l
You are.
You'renotsupposed
to meansit isn'tallowed.You
don'thoveto meansthat it is not compulsorybut you can do it if you want to.
A n . l n t e r n e tc o m p a n y .
P o s s i b laen s w e r M
: a r k sa n d S p e n c e r / S o g o .
Possibleanswer:Yes.
it is. Yes.it can be
someumes.

Unit overview
General topic
Talkingabout computersand the Internet.
Dialogue
Simonand Petetalk about buyingthingsonline.
Reading
ClassiccomDutermistakes.
Language input
.

to the
Computer-relatedvocabulary:connected
lnternet,checke-mail,my computercroshed,etc.

the other
Time expressions:
in a few weeks'time,
doy,oll my life,threeyeorsogo,etc.

Sayinge-mailand websiteaddresses:
pete_smith@
shotmoil.com,etc.

Presentperfect and past simple:I boughtsome

gropesthis morning.I've eotenthem oll olreody.

Presentperfect with olwoysand never:I'veolwoys

likedmy coffeeblock.l've neverbeento South
America.

for givingadvice:Why don'tyou ty ... ?

Expressions
Hoveyou tried... ? lf I wereyou,l'd ...
Talkingabout annoyingthingswith keep+ -ipg;

'

PCstandsfor personolcomputerand refers to

computersusingthe MicrosoftWindows operating
while Mocsusethe Macintoshoperating
systems,
systems.
Mioosoft Offce is a software suite containingword
and other software.
processing,
spreadsheet
lf you say/ deletedthe lot,youare probablyreferring
t o a l l o f t h e e - m a i l sf i, l e so r p r o g r a m so n y o u r
comDuter.
an e-mail software
Expressis OutlookExpress,
Prosram.
an lnternetservice
AOLstandsfor AmericaOnline,
orovider.
up,you savea copy of your files,
lf you bocksomething
usuallyin a differentlocation.For example:Fortunotely,
I bockeduP o copyof my work justbeforethe computer
croshed.
lf you logon,you enter a nameor passwordto get
a c c e s st o a c o m p u t e ro r c o m p u t e rs e r v i c eF. o r
e x a m p l ey. o u c a n l o g o n c o t h e I n t e r n e c / y o u r
workstacionevery morning.
A chot roomis a websitewhere peoplecan log on and
'talk' to eachother by sendingmessages
from their
nome comDuter.
that
Remindstudentsto record any of the expressions
they like in their notebool<s.

I keephovingtrouble,I keepgettingcut off,etc.

Lead in
Language strip
Use the language
strip as a way to lead in to the unit.
Ask studentsto look quicl{y throughthe list and find
any expressions
that are true for them and any questions
Explainthat in
that they could answerin the affirmative.
this unit they will learn more waysof talkingabout
them to choose
computersand the Internet.Encourage
in the strip that look interescing
some other expressions
and to find out more about them.
U s e t h e l a n g u a gset r i p l a t e ro n i n t h i s u n i t f o r a s m a l l
group task.Ask studentsto think of answersand followu p c o m m e n t st o s o m eo f t h e q u e s t i o n si n t h e s t r i p .F o r
examPre:
A: Knowonygoodsites2
B: Yes,one of my fovouritesis one with o/l thesestrangebut
true stofles.

You can leadin with manykindsof questionsabout

computers.For example:
Do you usecomputers
much?
Do you like usingthem?
Do you own one?
Whot'sthe /otestsoftwore?
How much time do you spendon the web?
Alternatively,
havegroupsof studentsbrainstormthe
and,
areasof life that computershaverevolutionised
more interestingly,
the areasthey havemademore
complicated.You
can teachthe expressionsWe couldn't
do withoutthernand Lifewosso much eosierbefore.

Vocabular y
O t h e r t a s k sc o u l di n c l u d ef i n d i n gt h e e x p r e s s i o ntsh a t
contain the verbs use (l useExpress)and get (l getobout
containing
a day),or findingexpressions
fifty e-moils
phrasalverbs (Pictures
useup so much memory,don't
might needto explainsome of the following
they?).You
exoressions:

You could
This exercisefocuseson computervocabulary.
on the board and
leadin by writing the word comPuter
asl<ing
studentsfor some verbsthat go beforethe noun
and some that go after.For example:
log offlbootuplshutdownlrun+ computer
informotion
s/owlylstores
computer+ croshes/runs

53

T e l l s t u d e n t st h a t t h e y w i l l s e e m o r e c o l l o c a t i o n si n t h e
exercisea
, n d t h a t t h e y s h o u l d u n d e r l i n ea n d r e c o r d t h e
c o m p l e t e p h r a s e sn
, o t j u s t s i n g l ew o r d s , i n t h e i r
noteboolcs.After they have completed and asl<edeach
other the questions.have them close their Coursebooks
and see if they can remember the questions to asl<you.

For the next task (page55),asl<studentsfirst to try

rememberingthe time expressions
without referringto
the tapescript.
They can then look bacl<to checl<if they
were right.Ask the classfurther questions.
For example:
ls onyonegoingowoyfor the weekend?
Did it roin the otherdoy?
Shollwe hoveo test in o few doys'time?

Answers
l. PC 2. laptop 3. connected,server 4. software
5 . d e l e t e d 5 .v i r u s 7 . c h e c l < 8 . c r a s h

Tell studentsto record the completeexpressionsin their

notebooks.Youmaywanr to point out the following
exDressrons:
' lf you'vegot occessto the lnterne(,
you can connect to
the lnternet.Youcan also use occess
as a verb.For
example:We'reolwoyshovingproblemsoccessing
the
lnternet.

Speaking
This exercisehelpslead in to the listeningtask that
follows.Havestudentstall<in smallgroups.You can feed
i n o t h e r q u e s t i o n sF.o r e x a m p l e :
What ore somegoodsitesfor buyingthesekindsof things?
Do you everworryobout securityT
Whot ore the odvantogesldisodvontoges
of buyingonline?
Tellthe classabout any personalexperiencestoo before
m o v i n go n t o t h e n e x t e x e r c i s e .

W h i l e y o u l i ste n
( R e c o m me n d i a website)
Introduce the listeningtask and go over the two
questions.Tell students to listen for the answers to the
questions. Play the recording, making sure that students
have covered the text. Get them to discussthe answers
in pairs.Tell them to keep the texr covered as they do
this.

Answers
| . They tall<about buyinga flightand a CD.
2. Petewantsto bool<a flightto take Karenawayfor
her birthday.He alsowants to buy her a CD with
the songthat was playingin the bar when they first
met as a Dresent.

Next, let students read the conversation as you play the

recording again.Then ask students, in pairs,to fill in the
first two or three gaps from memory before you play
the recording again,this time with pausesso that they
can checl<and fill in the missing words. Do this two or
three gaps at a time until the end. Play the recording
through one more time, with students following the text.
lf you want students to read the conversation,or parts
o f i t , i n p a i r s ,u s e t h e t a p e s c r i p to n p a g e l 5 l . T h e m i s s i n g
words are highlighted in colour.

Answers
l.
2.
3.
4.

54

w h y d o n ' ty o u
Haveyou tried
if I were you
c o u l dt r y

5 . w h y d o n ' ty o u
5. could try lool<ingat
7. if I were you

'

lf you get o lost-minute

deal,you buy a ticket,for
example,a short time beforeyou use it. The price is
lower than you would normallypay.

lf a site is not user-friendly,

peoplefind it hard to use
becauseit is difficultro navigatethroughor the
i n s t r u c t i o nas r e c o n f u s i n g .

B u d g eot i r l i n easr e a i r l i n ec o m p a n i etsh a t a r e a b l et o

offer cheaperflightsby not providinga lot of the
extra servicesthat the regularairlinesdo.We can
also saybudgettraveland budget-priced
CDsand hote/s.
Answers
a . T i m e b .f o r c . o t h e r d . l n

. . 1

.ii....
I E-mailsand website addresses
Play the recording once all the way through while
students just listen,concentrating on how the characters
that aren't numbers or letters are said.Then play it again,
asl<ingthem to listen for the intonation patterns. Finally,
play it a third time, stopping after each one so students
can repeat.They can then practise in pairs before talking
about the Internet suffixes.Play the recording with the
f o u r a d d i t i o n a le - m a i l a d d r e s s e se n o u g h t i m e s f o r
students to write them down. Have them read tne
answers bacl<to you.

Answers
7.
8.
9.
10.

lemongrass22T2@shotmail.com
nsgo789l@shotmail.com
www.jazzmanlCDs.co.uk
dellerh@wmin.ac.ul<

F i n i s hu p b y d i s c u s s i nt g
s t t h e e n d a sa c l a s s
h e q u e s t i o na
or in smalg
l r o u p sE
. x t e n dt h i s b y f e e d i n gi n o t h e r
c o n n e c t e dq u e s t i o n sF.o r e x a m p l e :
Do you ever o?enattochments?
Do you geta lot of spomljunke-mail?
Do you like usinge-moil?
Whot are somedisodvontoges
to usinge-mail?

9 Comouters
. . 1

Sp e a k i n g
Use theseouestionsto follow on from 4 E-mails and
website addresses.Tellstudentsabout something
romanticyou'vedone or about a specialsong.Explain
Ask for other things
obsessed
if necessary.
withcomPuters
peoplecan becomeobsessedwith (movies,cars,another
person,oneself).Get studentsin smallgroupsfor this
task.Youcan go around monitoring,collectingexamples
of language
to givefeedbackon when they'vefinished.
You could usethe photographsof romanticthingsas a
basisfor a role play.Havestudentswork in pairswriting
a d i a l o g u eb e t w e e na c o u p l eO
. ne of them is surprising
the other with one of the romanticactivitiesin the
Prctures.

Speaking
Mal<esure studentsknow what o chotroomand o seorch
engineare. Then havethem asl<eachother for
r e c o m m e n d a t i o nGsi.v et h e m s o m ee x p r e s s i o ntso u s e :
Do you know onygood seorchengines/sites
for jokes?
Whot'sthe address?
Is it free?
lusttype'...'in a seorchengineand you'llfind it.
with
Finishup by havingstudentssharetheir suggestions
the whole class.

,: ri

J - J ; ; r i

i:

rt( i,f f-i

:.-.:?r,f
d ] ; ; - , - l J

,'$;irnree classicmistakes
The reading task is used to contextualise the use of the
present perfect and the past simple. Lead in by asl<ing
students if they have any computer horror stories and
then tell them to read about the first classicmistal<e.
When they've finished,asl<them to share their reactions
rn pairs and predict the next two mistakes.
You can either have students read the rest of the text
( p a g e 1 7 5 ) i n c l a s so r a t h o m e . A l t e r n a t i v e l yj,u s t t e l l
them the other mistal<es:
not baclcingup your worl<
r e g u l a r l ya n d o p e n i n g a n a t t a c h m e n tw i t h o u t f i r s t
checl<ingwith the person who sent it.
Point out the collocations for mistoke: c/ossicmistoke,
ovoid mistokes,moke mistokes.Encourage students to find
other collocations in the text. Also, draw their attention
to the word stufl This is another useful word lil<ething,
which we often use when we don't l<now or don't want
to say the specific noun. Give students some other
examples:
/ need some stuff for my hoir.
Con I leove some of my stuff in your goroge until I find o
Dloceto live?

Presentperfectand pastsimple
liii;iil
Students are again led towards developing rules based on
the examples they have seen. Have pairs of students
discussthe four examples.As a class have them suggesta
'rule'
and write it on the board. They can then read the
e x p l a n a t i o n sa n d m o d i f y t h e i r r u l e i f n e c e s s a r y
When checl<ingthe answers to l-3, asl<students to
e x o l a i nt h e i r c h o i c e s .W h e n s t u d e n t s u n d e r l i n et h e
examples of the two tenses,point out that the examples
of the past simple contain several useful computer
exDresstons.

Answers
la. (l did historyot university)
soundsmore natural.The
f o c u si s o n a p a r t i c u l atri m e p e r i o di n t h e p a s t .
2b. (Hello,I think we'vemet before,hoven'twe?)sounds
more natural.The speal<er
recognises
the other
person NOW (presentresult).
This must be because
point in the past.
they met at some unspecified
3a.(Oh,you've
hod o hoircut!)soundsmore natural.The
focus is on the fact that your hair is shorter - a
presentresult- but the actionof havingyour hair
c u t o b v i o u s l yo c c u r r e da t s o m e u n s p e c i f i etdi m e i n
tne Dast.
The examplesof the presentperfectin the text are:
ln part l: I'vemodethemoll
ln part 2:withoutfirstchecking
who hossentit to you and
if - likeme - you'vemode oll thesemistokesyourself
The exampleo
s f t h e p a s ts i m p l ea r e :
ln part l: the frst wosto load,lloodedeverything,
I downloodedlotsof free softwore,
My hord drivewosfull
of stuff I neverused,Thisslowedmy mochinedown,
I wontedto throwit out the window
ln part 2:Thesecondclossic
mlstokewosnot to,I losto
wholemorning'swork,I goto viruswhichwipedmy hord
drivecleon

Practice
Students can worl< on this exercise in pairs,alternately
s a y i n gt h e s e n t e n c e sa n d t h e n g o i n g b a c k a n d d o i n g t h e
ones they didn't do before. Write the present perfect
exoressions on the board:
I've olmost finished it.
I've eoten them oll olreodv.ll'veolreodv eoten them.
l'vejust hod .. .
I've forgotten most of it olreody.
I've just heord thot ...
Ask students to think of other examples that are true
for them, and where they can respond with these
expressions.Draw their attention to the position of the
adverbs (olmost,olreody ond just).

I wonder whot thot red stuff is on the chicken.

55

Answers
I started reading the new Harry Potter bool< last
w e e k . I ' v e a l m o s t f i n i s h e di t '
2. I bought some SraPesthis morning. I've eaten them
already./l'vealready eaten them.
| :. t got my new car yesterday.I've iust had an
accident.
4.
I studiea Englishat school. l've forgotten most of it
|
already forgotten most of it.
already./l've
I
in May.I've iust heard that I've
my
exams
t
tut
5.
I
L

oassed!

'

i L i nt k e dq'ue sti o n s

This exercise shows how we use the present perfect to

asl<about an exDerience,and then switch to the Past
s i m p l e w h e n w e w a n t t o f o c u s o n t h e d e t a i l s 'R e m i n d
students that hove is stressed in Yeoh,I hove octuolly.
Model the example with a student and then get rhe class
to do l-7 in pairs. Point out that if you didn't get round to
something,you didn't have time to do it, and that if you
get rid of something,you throw it away or, in the case of a
virus, remove it.
Students can then asl<each other questions starring with
H o v e y o u e v e r. . . ? R e m i n d t h e m t h a t t h e y c a n a l s o
, u t I h o v e. . . . F o r e x a m p l e :
respond No,neverb
A: Hove you ever been to o footbollmotch?
B: No, never,but I hovg been to o rugby motch.

Time exPresslons
This is a review of some of the time exPressionstnat
students met in Unit 2.This exercise reinforces the
difference between those that refer to a specifictime in
the past (e.g./ost Christmos)and those that refer to a
period that extends from a time (specificor not) in the
past to the present (e.g.for oges)'After checking the
students' answers,have them make examples about their
b e s t f r i e n d s ,o t h e r c l a s s m a t e so,r o t h e r P e o P l e .

Answers
E x p r e s s i o nl isl < ea : l , 3 , 5 , 7 a n d 8 .
E x p r e s s i o nl isl < eb : 2 , 4 , 6 , 9 a n d 1 0 .

Always/never
Along with ever,these adverbs refer to a general time.
C h e c l <t h a t s t u d e n t s u n d e r s t a n dt h e m e a n i n go f e a c h
example before doing the exercise.Yet is sometimes
difficult;explain that it refers to an action that has not
h a p p e n e ds o f a r u p t o t h e p r e s e n t b u t w i l l p r o b a b l y
happen in the future. Point out that yet is used this way
in questions and negative statements.

A: Did you enjoy it?

B: Yeoh,it wos good.

When going through the answers,asl<students to

explain their choices.lf they haven't noticed, point out
occur with never.Also' in many of
that ony and onrV.hing
the sentences with o/woys,the verb or adiective is
stronger than normal: /ove(instead of /ike),quite good
(instead of lust good) and terrible (instead of bod)' Have

Students can do this task in pairs or move around the

class,asking each other.

students tall<about any of the sentences chat are true

f o r t h e m , a n d t h e n c o m p l e t e t h e s e n t e n c es t a r t e r s w i t h
p e r s o n a l i s e de x a m p l e s .E n c o u r a g es t u d e n t st o r e c o r d
these in their notebooks.

Answers
| . Haveyou ever beento Rome?Did you see the
S i s t i n eC h a p e l ?
2. Haveyou ever beento Greece?Did you go to

Answers
| . never 2. always 3. never 4. always 5. never
6. always 7. never 8. always

Delphil
3. Haveyou ever beento Americaf Did you go to
NewYorl<?
4 . Haveyou ever beento Asia?Did you go to
T h a i l a n?d
5 . Haveyou ever loadedon too much softwareiDid
you manageto removemost of it?
6 . Haveyou ever forgottento saveyour work? Did
y o u l o s ea l l o f i t i
Haveyou ever got a virus?Did you manageto ger
rid of iti

H o w l o n g ?W h e n ?
This exercise reminds students that how /ong refers to a
period of time and can often be used with the Present
perfect, when that period extends to the present, while
when refers to a specific time, and when it refers to the
past, it is often used with the Past simple.The exercise
also focuses on those verbs that can refer to actions that
happen or states that exist over an extended period of
t i m e ( e . g .b e , k n o w , w o r k , h o v ea)n d t h o s e t h a t u s u a l l y
don't happen or exist over extended periods of time
buy).
(e.g.meet, get (morried).decide,leove.
Practise the example conversation with students before
having pairs asl<each other. Remind them that they can
respond in any way they lil<e.Extend the exercise by
having them asl<each other similar questions that are

56

9 Corp-Ler'

a p p l i c a b lteo t h e i r s i t u a t i o nF. o r e x a m p l e :
How longhoveyouhod red hoir?
Whendid youleoveschoolluniversity?

Hove you tried + nounl-ing form?

Answers
l. How long haveyou known your girlfriendlWhen
did you meetherl

z
3

How long have you been married?When did you

get marriedi
How long have you been a vegetarianlWhen did
you decide to stop eating meat?
H o w l o n g h a v ey o u w o r k e d f o r I B M ? W h e n d i d y o u
leave Compugraphics?

5. How long haveyou had this lobl When did you get
it?
5. How long haveyou had a carf When did you buy
it?

This exercisereinforcesthe conceptsin the previous

exercises.You
can havestudentswork individually
throughthe exercisebeforecomparingtheir answersin
pairs.As an alternative,
readthe completedstory to the
c l a s sw, h i l et h e y l i s t e nw i t h t h e i r C o u r s e b o o k cs l o s e d .
T h e n r e a di t a g a i nb, u t t h i s t i m e i n c l u d et h e w o r d s i n t h e
gapsand don't tell them the verb:EventhoughI like
Englond,
/ ELANKo/woys8[ANK to work abrood,....
Studentscan then shout out the completedexpression
(e.g.l'veolwoyswontedto workobrood).
Continuelike this
for eachgap.Studentscan then completethe exercisein
their bool<s.
Answers
've

l.
always wanted 2. never thought 3. saw
4. looked 5. filledin 5. sent 7. didn't hear
8. e-mailed 9. spent

Real English
Refer students to the Real English note on o reol Ponic
Tell them about a time you were in o reol ponic or o reol
hurry. Asl<them if they have ever felt this way. What did
they do?

*t,

have them practise reading the dialogues in pairs.Write

these patterns on the board to reinforce the structures
that follow:
Why don't you try + nounl-ing form

,
.

:*

-.

.."/ _

-.

, j

-. ,

riiii'.:tiil
ceneralaovlce
Go over the four examples.
Playthe recordingof the
four examplesonce all the way through.Then playit
again,pausingafter eachexampleso that studentscan
repeat.Payattentionto the intonationin eachcase.
Studentscanthen completethe dialogues.
Playthe
recordingso studentscan checl<their answers,and then

You could try + nounl-ing form

lf I were you,l'd (just) + vey$
Also draw students' attention to some typical responses
when peoplegiveadvice:
Thonks.I hodn't thought of that.
Moybe l'll give themlit o try.
Yeoh,youie probobly right.
Answers
l.
2.
3.
4.

doing a search
the petrol station down the road
nicotine patches
wait and improve your Englisha bit more, tal<ingit
next year
5. pressingAlt, Control, Delete, turn it off and switch
it back on again

The sentences giving advice are:

l. Have you tried doing a search?
2. I guess you could try the petrol station down the
roao.
3. Have you tried nicotine patches?
4. lf I were you, I'd wait and improve your Englisha
bit more.You could try caking it next year.
5. Have you tried pressingAlt, Control Deletel I'd just
turn it off and switch it back on.

' ' ' t Givinqcom puteradvice

This exercisegivesstudentsthe opportunityto use the
language
from I General advice. Havethem work in
pairs,alternatelyaskingfor and givingadvice.Ask if
anyonehasever had these problems,what they did and
whether it worl<ed.
You maywant to ask if studentshave
other computer problemsand get the classto givethem
s o m ea d v i c e .

Keep+ - ing
Referstudentsto 2 Giving computer advice to find
the two examplesof this structure,and go over the
explanation.You
could compareit to the use of o/woys
with the presentcontinuousfrom the previousunit.The
matchingtasl<practisesthe structureand also reinforces
severalcollocations.
Ask studentsif they can think of
other things that can crosh,freezeand breokdown.
Forexamole:
d screen(pipes,woter)con freeze
o comPuter(the market,the stock morket)con crosh
o cor (a mochine,talks)
con breokdown
Answers
l.d.

2 . 6 . 3 .c .

4 .a .

57

T h e s e c o n d t a s k a l s o i n c l u d e ss e v e r a lc o l l o c a t i o n s H
. ave
s t u d e n t s u n d e r l i n et h o s e t h a t a r e n e w t o t h e m a n d
record them in their notebool<s.Youcan follow up by
having students change any of the sentences to mal<e
them true for them. For example:
My dod keeps soying I should become o doctor.
They can then tall<about them with a partner.

Answers
5 . c r a s h i n g 6 .g i v i n g 7 .g e t t i n g 8 . p h o n i n g 9 . s a y i n g
1 0 .g e t t i n g | | . f o r g e t t i n g 1 2 .l o s i n g

jti:;f*l
rurttrerpractice
This exercise provides a chance for recycling the
languagefor giving advice. Encourage students co give
each other advice when they tall<about the last two
q u e s t i o n s .F i n i s hu p b y t e l l i n gt h e c l a s so f a n y p e r s o n a l
experiences.Youcould extend this by asl<ingpairs of
students to role-play a dialogue between Simon and
Pete's (from the conversation on page 64) partners,
d i s c u s s i n gt h e i r a n n o y i n gh a b i t sa n d o f f e r i n ge a c h o t h e r
a d v i c e .F o r e x a m o l e :
You know,he's reolly nice but he keeps on spendingoll our
money on surprise weekend trips.

Answers
l.
2.
3.
4.
5.
6.
7.
8.

m i s s e do u t ( t h en u m b e rl )
c o n n e c t e du p ( t h e s o u n dc a r d )
put in (a CD)
(felt) great
forgot (to switch it off)
(forgot to) switch it off
(As he) was putting(the case)bacl<on
professional
(reputation).

,, ' ,1nOvantagesand disadvantages

Explainthe task and then let studentslook bacl<through
the unit or throughtheir notebool<s
for usefullanguage.
T h e y c a nt h e n w o r l <i n p a i r sc, o m i n gu p w i t h t h e i r l i s t s .
Alternatively,
dividestudentsinto two groups:one
thinkingof advantages,
the other of disadvantages.
Then
makegroupsof four,two from eachside,to debatethe
issue.ln either case,write some usefullanguage
on the
b o a r d .F o r e x a m o l e :
Theytokeup too much time.
It'smuch more convenient.
They'vesimplified
Icomplicoted
things.
RememberY2K?
Theyieonti-sociol.
Follow-up

Speaking
Playthe recordingof the three storieswhile students
j u s t l i s t e na, n dt h e n p l a yt h e r e c o r d i n ga g a i nw h i l e
s t u d e n t sf o l l o w a l o n gi n t h e i r C o u r s e b o o k sT.h e n h a v e
t h e m d e c i d ew h i c hs t o r y w a s t h e m o s t e m b a r r a s s i n g .
B e f o r eh a v i n gt h e m d i s c u s tsh e q u e s t i o n si n t h e n e x t
t a s k i n p a i r st,e l l t h e m a b o u ta n y p e r s o n ael x p e r i e n c e
you have,or alternatively
use this one:
I hovethisfriendwho wos workingon someEnglishteoching
moteriolfor the schoolwebsite.Aftershefinished,shedid o
spellcheckto mokesureeverything
wos OK. Therewereno
problems,ond shepostedthe moteriol.A few weeksloter,o
studentoskedhisteocherwhat'gerbils'were.
Theteocher
exploined,
but the studentstil//ookedconfused.
He wontedto
know obout the grommoticolstructure'gerbils'
not the
animols.Now the teocherwosconfused.Thestudent
exploinedthot he hod reod oll oboutthem on the website./t
turnedout thot the studenthod beenlookingot o section
colled'Gerbilsond Infinitives'.
The spell-ch
eckerhodn't liked
the word'gerunds'
ond hod chonged
them oll to'gerbils'.

Opposites
I n t h i s e x e r c i s es,t u d e n t sc a nw o r k i n d i v i d u a l o
l yr i n
pairs.Tellthem that the words they are lool<ingfor
occur in the sameorder in the text. Remindthem to
record completeexpressionsif they want to transferany
to their notebool<s.

58

To recyclesome of the language

from this unit,nave
studentsrole-playa job interviewfor a computer
. s a c l a s sb, r a i n s t o r ma l i s t o f
s u p p o r tp e r s o nA
r e q u i r e m e n t(sb o t h p e r s o n aal n d t e c h n i c a lT) .h e n h a v e
studentsworl< in pairswriting the dialoguebetweenthe
b o s so f a s m a l lc o m p a n ya n d t h e a p p l i c a nW
t. rite some
s e n c e n cset a r t e r st o h e l pg e t t h e m s t a r t e d :
Hoveyouhod much experience
with ... ?
H o v ey o ue v e r. . . ?
H o w l o n gh o v ey o u . . . ?
Whenlwhydid youleove... ?
Whot wouldyoudo if ... ?
Studentscan then practisereadingit beforeperforming
it to anothergroup.

to
Unit overview
General topic
Makingplansand arrangingtimes and places.

lf you pick someone

up,you collectthem from one
placeto take them somewhereelse- usuallyin your
car.For example:l'll pickyou up oroundseven,
OK?

Dialogue
Jamie,Martin and Racheldiscussplansfor celebrating
Rachel'sbirthday.

Y o u s a yC a nw e m o k ei t . . . ? w i t h a t i m e w h e n
someonesuggests
a time to do somethingand you
want to do it at anothertime. For example:
A: How oboutif I pickyou up ot eight?
B: Con we makeit nine?I don't finishwork until eight.

Language input

A foyeris the entrancehall of a hotel,cinemaor

theatre.In AmericanEnglish,
this is calledo lobby.

Prepositional
phrasesfor location:otthe stotion,
by the moin exit,at the busstop,just in front of the
post offce,etc.

'

Suggesting
alternativetimes to meet: Con we moke
it o bit loter? etc.

Expressions
to show you don't mind:/'m eosy.lt's
up to you.l'm not bothered.
Verbalexpressionsfollowed by the -ingform or
infinitive:Do you foncy going... ?Wouldyou liketo
g o . . . ? l ' dr o t h e g
r o ...

'

Choice questions:
Do you wantto do it now or sholl
we do it tomorrow?

A mobileis a mobile phone.For example:I'llhavemy

mobilewith me,so giveo ring if there'sony problem.
Remindstudentsto record any of the expressions
that
they like in their notebooks.
Lead in
You can use I Speaking to leadin to this unit.

:J;:l:;

J:::jl

-i i ll,"r1

Speaking
Language strip
Use the language
strip as a way to lead in to the unit.
Ask studentsto lool<quicklythroughthe list and find
any expressions
that they haveusedor could haveused
before.Explainthat in this unit they will learnwaysto
talk about makingplansto meet people.Encourage
them
to choosesome other expressionsin the strip that look
interestingand to find out more about them.
Use the language
strip later on in this unit for a small
group task.Ask studentsto choosefour statementsand
come up with what was saidto prompt eachone. For
examole:
A: Whereis he?He shouldhove beenherefortv minutes
ogo.
B; Ringhim on hismobile.
You could alsoasl<them to find all the exoressions
that
containa modalauxiliary(e.g.Shollwe meetafterwork?
Can we mokeit nine?I'll be underthe clock).
You might needto explainsome of the following
expressions:
'

lf you sayl'm eosywhen someonegivesyou a choice

o f t h i n g st o d o ,y o u d o n ' t m i n d w h i c ho n e y o u d o ,
and are askingthe other personto makethe choice
for you. For example:
A: Do you want to sit hereor outside?
B: I'm eosv.Youdecide.

First,havestudentsguesshow old eachpersonis. They

can use the structure HelShelooksoboutto beginthe
activity.Thenasl<the classto brainstormall the different
peopleeachpersonmight meet.In pairs,they can then
d i s c u sw
s h e r et h e y t h i n l <e a c hp e r s o nw o u l d u s u a l l y
meet the differentpeoplethey know.You could finishby
askingstudentsto discusswhich of the four peoplethey
think would havethe best sociallife and why.

waitingror agesl
lfiiiilii#l
Use the questions to lead in to the reading tasl<,either in
s m a l l g r o u p s o r a s a w h o l e c l a s s .E x p l a i nt h a t i f y o u
arrive just on time, you get there exactly at the cime you
p l a n n e d .G i v e s t u d e n t ss o m e o t h e r e x a m p l e so f
expressions with just connected with meetings.For
examPre:
I wos just leoving when you rong.
I just mode it.
It might be interesting to divide the class into two
g r o u p s ,m a l e a n d f e m a l e ,t o d i s c u s st h e s e q u e s t i o n s .
When students have finished,have them get into mixed
gender groups of three or four to see if men and women
answer differently.

59

. :::

-l

:la:il E

Explain the situation of the reading text and have

srudents read it to themselves.Theycan then share their
reactions in pairs.Ask them if they remember what o
rough oreo means and to explain why they thinl< the
writer described Moss Side as o rough areo (there is a lot
of drug dealing and prostitution there). Play the
recording of the text as students follow in their
Coursebook. Encourage students to underline any
expressions or collocations they are interested in. You
may want to point out these expressions connected with
meetingpeople:
slt somewhere by myself
she is o/woys worried about being left on her own in o bor
she finolly turned up
I wos beginningto worry
sorry,I'm lote
So thot I didn't hove to woit oround for vou
spoi/ the evening

Speaking
U s e t h e p i c t u r e s o n p a g e 7 l t o p r a c t i s et h e s e
prepositional phrases.Students can take it in turns
describing where people are and then turn it inro a
m e m o r y g a m e .O n e s t u d e n t c l o s e st h e C o u r s e b o o l <
while the other tries to remember where each Derson
was. For examole:
I think the people in the picture on the right were in o pub.
You could also use the pictures to revise the past simple
and past continuous tenses in storytelling.Asl< students
to use sentences starters like:
Lost week I wos ot the oirport,when suddenly...
While I wos woiting for my friend in the pub the other doy, ..
. . 1

. . I P r o n u n c i a t i o nw:e a k f o r m s

Remind students to add the expressions to their

notebool<s.
I

:iii speating
Leadin to this task by tellingthe classwho you are most
lil<e,
and then tell them a waitingstory of your own.
Encourage
the classto asl<you questionsand then to
recala
l n y e x p r e s s i o ntsh a t y o u u s e dW
. r i t e t h e s eo n t h e
b o a r dt o h e l ps t u d e n t sw h e n t h e y t e l l t h e i r o w n s r o r i e s
in smalg
l roups.

P r e p o s i t i o ncsa u s el e a r n e r so f E n g l i s a
h lot of problems.
Remindstudentsthat they are best learnt in phrases,
as
is the casehere.Beforedoingthe tasl<,elicita list of
potentialmeetingplaces(e.g.bors,coffeeshops,cinemos)
and then asl<Whereobouts
exactlyin theseplocescon you
meetTListento students'suggestions
without correcting
t h e m .T h i s g i v e sy o u a c h a n c en o t o n l y t o h e a rh o w w e l l
they use prepositionalphrases,
but alsowhere they are
lackingin specificvocabularyto describedifferentparts
of a olace.

Explain to students that the schwa,/e/, is common in

prepositional phrases because it allows us to say them
quicl<lyand smoothly. As you play the recording, asr<
s t u d e n t st o l i s t e n f o r t h e s o u n d a n d t h e n p l a y i c a g a r n ,
w h i l e s t u d e n t s l i s t e nf o r t h e w o r d t h a t h a s t h e m o s t
s t r e s s .P l a yr h e r e c o r d i n g a t h i r d t i m e , p a u s i n ga f t e r e a c h
sentence,so students can reDeat.
After students have put the dialogues in order and
checked their answers from the recording, point out
how then is often used at the end of questions as a way
o f c h e c k i n go r i n v i t i n gt h e o t h e r p e r s o n t o c o m m e n t .
Have pairs of students practise these dialoguesand then
tell them to worl< with a new partner having similar
conversations about places in the town/city where they
a r e s t u d y i n go r t h e a r e a a r o u n d t h e s c h o o l .G o a r o u n d
mal<ingsure they are using the weak forms.

Answers
| . c . , a . ,D .
2.

c., a., b., d.

3 . b . , e . , f . , d . , a . ,c .

Speaking
Havestudentsdo this exercisein oairsand then
compareanswerswith a partner.After you'veclarified
any problems,studentscan test eachother in pairs:one
p e r s o nr e a d st h e b e g i n n i n gls- 7 w h i l et h e o t h e r p e r s o n
t r i e s t o r e m e m b e ra s m a n yo f t h e t h r e e p o s s i b l e n d i n g s
as they can.Youshouldexplainthat bit in f. meansport.
Tell studentsto record any prepositionalphrasesor
collocationsin their notebool<s.
Answers
l.c.

60

2 .g .

3 .a . 4 . b . 5 . d .

6 .e .

7 . f.

Tell students about the places where you meet peopre

b e f o r e h a v i n gt h e m d i s c u s st h e s e q u e s t i o n si n g r o u p s .
Write some useful phrases on the board. For exampre:
It's reallv convenient.
A lot of young people hong out there.
It's o greot spot for ...

1 0 M e e t i n oD e o D l e

Speaking
This tasl<leadsin to the listeningtasl<.Start off by asl<ing
studentsthe questions.
Ask if there are any particular
traditionsthat they havenow or rememberwhen they
were younger.Talkabout yourselftoo. Then get students
to individually
ranl<the activ;ties.
Pointout the
collocationshaveo quietmeo/and c/osefriendsand fomily.
Give studentssome more exDressions
with hove
o quiet... (nightin,drink,wordwithsomeone).
Write some
expressions
on the boardfor when they compare
ranl<ings:
That'swhat I'd reollvliketo do.
fhot's not reollymy kindof thing.
/ usedto likedoingthat,but I'm gettingtoo old for it now.
Thot'snot very exciting,
is it?

Exolain the situation and ask students to listen for what

Rachel,Jamie
a n d M a r t i n d e c i d et o d o a n d n o t t o d o f o r
Rachel'sbirthday.Play the recording, mal<ingsure that
students cover the text. Get them to discussthe
answers in pairs.Tell them to keep the text covered as
they do this.

Answer
They end up decidingto go bowling.They'regoingto
meet at eight in the foyer of the bowlingalleynear the
station.Martin is goingto tell Stellaand Mil<eso they
can join them.(They decideagainstgoingto a musical
and Ben'scaf6to hear iazz.)

Next, let studentsread the conversationas you playthe

recordingagain.Then asl<students,in pairs,to fill in the
first two or three gapsfrom memory beforeyou play
the recordingagain,this time with pausesso that they
can checl<and fill in the missingwords.Do this two or
three gapsat a time until the end.Playthe recording
throughone more time with studentsfollowingthe text.
lf you want studentsto readthe conversation,
or parts
o f i t , i n p a i r su, s et h e t a p e s c r i pot n p a g el 5 l . T h e m i s s i n g
words are highlightedin colour.
Answers
Words in gapsin the conversation:
l. They'relovely
9. Can we make ir
2 . f a n c yd o i n g
1 0 . g i v et h e m a r i n g
3. I'm easy
| | . d o n ' ty o u
4. making
12. actually
5. supposed
to be
1 3 . m i d d l eo f t h e w e e l <
5. Ben's
7 . s o m e w h e r ee l s e
8. do you fancygoing

You may needto explaina coupleof expressions:

. lf a placelike a caf6or restaurantdoessomething,
they offer it. For example Theydo o curry nightevery
Mondoy.Theydo o mixtureof old soulond R &B on
Sundoys.
. lf you chill out,you relax,often after you havedone
somethingtiring.For example:Thonksfor the
invitation,
but I think I'm just goingto go home ond chill
out.Referstudentsto the Real English note on chill
out.
Encouragestudentsto go bacl<throughthe conversation
and add any expressions
that they find interestingto
their notebool<s.

Speaking
. hich follow on
S t u d e n t sc a n d i s c u s st h e s e q u e s t i o n s w
from the conversation,in small groups. Explain that if
someone is fussy,they aren't easy to please,or they are
w o r r i e d a b o u t s m a l l d e t a i l s .F o r e x a m p l e :
We con never decide on the best ploce to meet ofter work.
Everyone'sso fussy.ltt either too noisy,too smoky or too
expenslve.
Also, explain that if you go olong with someone'ssuggestion,
you agree with it. When students have finished,tell them
to close their Coursebool<sand asl<you the quesrions.

Roleplay
Before students worl< on the role play,brainstorm a list
of useful exDressionsfor each situation and write them
on the board. You might also want to give them the
openinglines:
A: Hello?
B: Hi. Mortin here.I just wonted to let you know ...
A: Hello. Moortown Bowling.
B: Hello.I wos wonderingif I could ...
G o a r o u n d h e l p i n gw i t h l a n g u a g ed i f f i c u l t i e sa n d t h e n
have students practise a few times together before acting
it out to another Dair.

Tim e expr essions

This exercise focuses on time expressions following Con
w e m o k ei t . . . ? G o o v e r t h e e x a m p l e s ,m o d e l l i n gt h e
p r o n u n c i a t i o na n d t h e n e x p l a i nt h e t a s l < . Y o um i g h t w a n t
to do the first one as an example.Asl<students to pay
attention to the sentence(s)following the question.
Explain that the clue to completing the exercise can be
found there. As you go through the answers,ask
q u e s t i o n s f, o c u s i n go n s o m e o f t h e o t h e r l a n g u a g eu s e d .
For example:
'for
How long is
oges',a relotivelyshort or long time?
What time would you need to leave home to get to schoolon
time?

6'l

. a:: -a ceol-i e

What ore sorneTV progrommes

that you don't wont to missT
Whot placescan you be'awoyfrom'7(work,home,my desk)
Why mightyou needto tokeo doy off work?How obouton
houror o yeor?

Have pairs of students practise the conversation and

then mal<esimilar conversations.(Note that if you
wanted to be annoying,the conversation could go on for
a long time.)

Answers
| . eight 2. later 3. earlier 4. six
5. next weel< some time 6. some other time

Have students go back and underline the examples

where the time expression is not specific (o bit
loterleorlier,next week some time, some other time).
. : . . . i-

. '1 Freepractrce
lf you want to make the first task a little easier,write a
couple of key words on the board to help students
remember. For example:
I . work ... seven
2. meeting. .. fve ... oges

i, i

The-rngform andthe infinitive

ii]t$ii
This areaof grammarcan causea lot of frustrationfor
students.There
are no practicalrulesfor determining
whether a gerundor infinitiveis used,and although
s t u d e n t sp r o b a b l y ' l < n otw
h e r u l e 't h a t m o d a la u x i l i a r i e s
are followedby the verb without to,they often still make
mistakes.
As always,remindthem that recordinqrhese
v e r b p h r a s e si n e x p r e s s i o nwsi l l h e l p .
After goingthroughthe explanations,
studentscan test
eachother in pairs.One personsaysDo you foncy... Z
and the other,without lool<ingar the Courseboor,
r e s p o n d sw i t h g o i n g. . . 2

etc.
After pairs of students compare their answers for the
second task, asl<them to practise the conversations
using their different reasons.

Go over the exampleswith the classand practisethe

pronunciation,
particularlythe srresspattern in /t'sup to
you.When studentsfind theseexpressionsin the
dialogue,remindthem to look at words aroundthem
too. For examole:
Whotever.l'm eosy.lt's up to you,reolly.
Brieflydiscussthe questionsas a classbeforehaving
s t u d e n t sc o m p l e t et h e d i a l o g u e s .

S t u d e n t sc a n w o r l < i n d i v i d u a l l ya n d t h e n c h e c l <t h e i r
answers from the recording.Then have them practise the
c o n v e r s a t i o n si n p a i r s .P o i n t o u t a n d e x p l a i n ,
if necessary,some of the other expressions used here:
thot new Moroccon ploce
It might be o lough.
It might be nice to get out of town.
o friend of mine
H a v e s t u d e n t sg o b a c k a n d u n d e r l i n et h e c o m p l e t e
e x Dr e s s t o n s .

Answers
|. going,stay 2. going,try 3.Togo,to do 4.To go,
invite 5.To go,stay 6. go,to go

Answers
l.
2.
3.
4.
5.
5.

easy
don't
,p
easy
bothered
to

Point out the expression Wheneversuits you. Practise the

pronunciation with the class and then ask a few
questions and have students respond with wheneyersuits
you or whoteversuitsyou.For example:
When shall we hoye o test7
Do you wontto do this exercisenow or woittill tomorrow?
Sholl I ploy the recording first or do you wont to reod it fust?

62

pr".ti."
rurtt''"r.
ii,,Lifi{
Beforegettingsrudentsto do the tasl<,model the first
item as an examplewith a student:
A: Do you fancy goingswimminglater?
8: Io be honest,I'd rother justgo for o run.
Encouragestudentsto use differentexpressions
for
makingsuggestions.Then
havethem work with anotner
partner for the secondpart.

1O Meetnq people

Answers

Answers

Possibleanswers:

l.c.

l . A : D o y o u f a n c yg o i n gs w i m m i n gl a t e r i
B: To be honest,I'd rather just go for a run. lt's a
bit too cold.
2. A: Do you want to go to visicmy parenrschis
weel<end?

B:

To be honest, l'd rather stay home and catch

up with worl<. I've got an important deadline to
meet.

3. A:
B:

Would you lilceto go ro a concert next Friday?

4. A:
B:
5. A:

Do you fancy going to that new club tonight?

B:
6. A:
B:

Yeah,that'd be great. Shall I phone now and

bool< ticl<etsfThey might sell out.

I'd rather go to Rock City instead.lt's cheaper.

Do you fancy eating Chinese for dinner
tonight?
I'd rather eat Mexican instead.I had some egg
rolls for lunch.
Shallwe go to a caf6 for lunch?
Yeah,that'd be great. Do you wanr to go to
that new place round the cornerf I hear it's
really good.

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

F o r t h e s e c o n d t a s k g o o v e r t h e e x a m p l e ,p o i n c i n go u c
the use ofjust and asl<the tag question sho/l we? that
follows sentences starting with Let's.Encourage students
to follow a similar pattern. When the pairs of students
have finished,have a few of them share their answers
with the whole class.

.:.- - ".1

. .. ' 1 F r p r a c t r c e
Allow students a few minutes to look bacl<through the
u n i t , i n c l u d i n gt h e l a n g u a g es t r i p ,a n d t h e n t o t h i n k a b o u t
the denils of their plan.To make this easieqyou might
want to give each student a weekly or monthly calendar
so they can note down the dates and times. Go over
some expressions for turning down invitations.For
examPre:
I'm ofroid I'm busy thot doy. Could we moke it onother time?
l'm sorry I won't be able to make it.
l ' m . . . e r . . . w o s h i n gm y h o i r t h e n .
Follow-up

Referstudentsto the Real English nore on thot new

club.

The -ing form, infinitive with to or

i n f i n i t i v ewi th o u t to ?
This exercisealso revisesexpressions
with get usedto,
mokeand /et from previousunits.When you have
checkedstudents'answers,they can asl<eachother in
pairs.Alternatively,
give eachstudenta numberfrom I to
8 a n d a s l <t h e m t o m e m o r i s et h e c o r r e s p o n d i n g
q u e s t i o n . T h et yh e n g o a r o u n da s k i n gt h e i r q u e s r i o nr o
other students.Havestudentsrecord the complete
expressionsin their notebool<s.

Have pairs of students imagine that they are a company

that sets up dates between young people by organising
an activity illustrated in one of the pictures on page 75.
They should worl< out the details of how it actually
worl<s:what the couple do, the price, etc. Have students
t h e n e x p l a i n t h e i r i d e a st o t h e r e s t o f t h e c l a s s . Y o uc a n
then get them to vote on the most interesting or
unusual ideas.Then ask students to imagine that they
have just come bacl<from one of these events and have
them write about their exoeriences.

Answers
l . u s i n g 2 . s t a y 3 . l e a r n 4 . d o i n g 5 . T od o 5 . d o i n g
7 . d o 8 .g o i n g

Doyou want to ...or shallwe ...z

ifi:;,$
Somestudentsmay be curiousabout the use of sho//.
Thesedaysit is common in conversational
BritishEnglish
for makingoffersand suggestions.
In AmericanEnglishit
i s l e s sc o m m o n W
. h e n c h e c l < i nt h
g e a n s w e r sm, o d e lt h e
pronunciation,
in particularthe intonationpattern of
c h o i c eq u e s t i o n w
s i t h j u s t t w o o p r i o n s( r i s i n go n t h e
first choice,fallingon the second).Then studentscan
p r a c t i s ei n p a i r s .

63

Unit overview
General topic
Talkingabout differentmeansof transportand
journeys.
Reading
Stereotypesof peoplewho drive certainvehicles.
Language input
' Number adjectives:o two-hourdrive,o fifteen-minute
woll etc.

'

Driving vocabulary:looksin hismirror,goesthrough

red /rghts,etc.

Comparativesand superlatives:
The sooner,the
better.ltt much cheoperthon it usedto be. lt'sone of
the best placesto eot in town.

Transport collocations:We got delayedin Rome./t's

a very fast line.Webrokedownjust outsideDurhom.
fhe seo wos a bit rough.etc.

You might sayWe had to stondoll the woywhen

tall<ing
about a train journey.For example:By the time
I get the troin,thereore no seotsleft ond I hoveto stond
oll the woy.
lf you describea flightas o bit bumpy,you meanthere
was some turbulence.For example:Why doesit
olwoysgetbumpywhentheybringroundthe coffee?
An occidentblock spotis one part of a road where
lots of accidentshappen- often,there is a sharp
c o r n e rt n e r e .
Remind students to record any of the exoressions that
chey like in their noteboot<s.
Lead in
O n e w a y t o l e a d i n r o c h i su n i t i s t o w r i t e c o 4 t r o i n , p l o n e
and coach on the board and to have groups of students
brainstorm the advantagesand disadvantagesof
travelling by each. Elicit some adjectives lil<eexpensrve,
convenient,fast, comfortoble,etc. so that they can mal<e
c o m p a r i s o n sT. h i s w i l l g i v e y o u a c h a n c et o a s s e s sh o w
w e l l s t u d e n t s u s e c o m p a r a t i v ea n d s u p e r l a t i v e
structures, an area covered later on in the unit.

Language strip
Use the languagestrip as a way to lead in to the unit.
Ask students to look quicldy through the list and find
any expressions that are true about themselves (e.g.I
con't drive).Explain that in this unit they will learn ways
to talk about different kinds of transport and journeys.
E n c o u r a g et h e m t o c h o o s e s o m e o t h e r e x p r e s s i o n si n
the strip that look interesting and to find out more
about them.

64

Speaking
Use these questions to lead in to the reading tasl<.Start
off by asking students to guess what l<indof car you have
( o r w o u l d h a v e i f y o u d o n ' t h a v e o n e ) . E n c o u r a g et h e m t o

U s e t h e l a n g u a g es t r i p l a t e r o n i n t h i s u n i t f o r a s m a l l
group task. Asl< students to find those expressions that

e x p l a i nc h e i r r e a s o n i n gF. o r e x a m p l e :
You'vegot kids, so you've probobly got o big cor.

are connected with planes (e.g.The flight took eleven

hours),cars (e.g.I drive oVolvo),trains (e.g.We hod to
stond oll the woy) and ships (e.g. / get seosick just thinking
obout ferries).Thereis another exercise lil<ethis later on
i n t h e u n i t . Y o u c o u l d a l s o a s l <s t u d e n t st o f i n d t h o s e
expressions containing a verbal expression followed by
an infinitive without to (Shollwe get o cob?)and those
followed by an -ing form (l don't mind goingby cooch,
octuollv\.

You look iike the kind of person who drives one of those new
minis.

You might need to explain some of the following

exDressrons:

Dattern:
Peoplewho drive red cors tend to speed.

There is a stereotype that someone who drives o

Volvois safe,sensibleand boring.

Peoplewho drive block cors use them to pretend they ore

tmportont.

'

lf you stop over somewhereon a flight, your plane lands

and remains at the airDort for a time before
c o n t i n u i n go n t o t h e f i n a l d e s t i n a t i o n D
. uboiis part of
the United Arab Emrrates.

You could extend this activity by asl<ingwhat

characteristicsstudents associatewith different colours.
T h i s c a n b e q u i t e i n t e r e s t i n gi n m u l t i c u l t u r a lc l a s s e s .

Y o u c a n t h e n g e t s t u d e n t s i n s m a l lg r o u p s t o d o t h e s a m e .
lf most of your students don't have cars,tell them to
d i s c u s sw h a t c a r t h e y t h i n k e a c h o t h e r w o u l d h a v e .
You can then tall<about the two patterns. Explain that we
often use the expression tend to to avoid making too big
an overgeneralisation.Give them an example for each

T r a n s p o rat n d t [ a v e

H a v e s t u d e n t s d i s c u s st h e p i c t u r e s o f v e h i c l e si n p a i r s .
Write some sentence starters on the board. For
examole:
A driver of o vehicle/ike this is probobly o ...
A driver of o vehicle/ike this probobly uses it for ...

before asl<ingthe question and going over the

e x p l a n a t i o nS
. t u d e n t sc a n w o r l < i n d i v i d u a l l yo n t h e t a s l <
a n d t h e n c h e c l <t h e i r a n s w e r si n p a i r s .M a k e s u r e t h e y
are hyphenatingthe two parts of the adjective.For exrra
practice, they can test each other: one person reads the
first part while the other reformulates it into a number

Before going on to the reading,asl<if anyone actually

owns one of the cars in the oictures.

adjective without lool<ingat the Coursebool<.

Answers

wtriteyou reao
riitliril
Explain that the article students are going to read is a list
of stereotypes from Britain. After they have read through
t h e t e x t , t h e y s h o u l d d i s c u s st h e a n s w e r sa n d t h e i r
reactions with the same partner they worl<ed with in
I Speaking.

2.F

l t ' sa t h r e e - h u n d r e d - p o u sn ud i t .
I h a da f i f t e e n - m i n u rwea i c .
She'sgot a five-year-old
son.
I d i d a f o u r - m i l ej o g / r u n .
lt's a fifteen-minuteride by bus/busride.
lt's a two-week cruise.

S t u d e n t sc a n t h e n t a l l <a b o u t t h e q u e s t i o n si n p a i r s .

Answers
l.D

2.
3.
4.
5.
5.
7.

3 .E

4.C

s .B

6.A

Dr ivingvocabular y
Playthe recordingof the texr as srudentsfollow in their
C o u r s e b o o l <Esn. c o u r a gteh e m t o u n d e r l i n ea n y
interestingexpressions
or collocations.
You maywant to
p o i n t o u t o r e x p l a i nt h e f o l l o w i n g :
. lf you sweorot so/neone,
you use bad language
to

To lead in to this task, write the word driyer on the

b o a r d .A s k s t u d e n t st o s u g g e s to r u s e t h e i r d i c t i o n a r i e s
to find adjective collocations.Here are some examples:
o dongerouslrecklesslbodlcorefullsofelexperienced+ driver

abusethem verbally.For example:How monyof you

onlysweorwhenyouTedriving?

A s k s t u d e n t st o d e c i d e w h i c h a r e n e g a t i v ea n d w h i c h
p o s i t i v eY
. o u c a n t h e n h a v e t h e m d i s c u s st h e q u e s t i o n sa s

'

lf someonecutsin frontof you,theymove quicl<lyinto

t h e s a m el a n ew i t h o u t l e a v i n g
t h e m s e l v eosr y o u
mucn room to manoeuvre.

'

Hippieswere part of a big yourh movementin the

late 1960s.
They grew their hair long,rool<lots of
d r u g sa n d b e l i e v e di n p e a c ea n d l o v e .

a c l a s so r i n s m a l lg r o u p s .A s y o u c h e c k t h e a n s w e r s ,a s K
q u e s t i o n st o c h e c l <t h e y u n d e r s t a n dt h e m e a n i n ga n d t o
extend their l<nowledgeof these expressions.Here are
some suggestions:

'

'

lf you don't getroundto dotngsomething,

you don't do
what you were planningto do becauseyou haven't
got the time. For example:I'm sorryI hoven'tgotround
to finishingthe homework.I've beenreollybusy.
lf somethingis customised,
it hasbeenchangedto
mal<eit more personalor unusual.
We tall<aoour
customised
corsor customised
computers.

Tellstudentsto record the expressions

rhey find in their
notebool<s.

Whot should you do if your indicotorsaren't working, then?

/s it /ego/ to tolk on your mobile while you're driving?And to
text on it?
Do you think lt's true thot men just check the mop rother
thon osk for directions?
Whot do you do when someone cuts in front of you?
Why do you think they're colled'blind corners'?How would
you soy it in your own longuoge?

Answers
l. c.

2 .d .

e .j . 1 0s. .

3 .a . 4 . e .

5 .b .

5 .h .

7.i.

8 .f .

Sp e a k i n g
T h e s eq u e s t i o n cs a n b e d i s c u s s eidn s m a l g
l r o u p sl.f
p o s s i b l eh a v ea l l - m a l ea n d a l l - f e m a lger o u p sT. h e n a f t e r
studentshavefinishedtall<ing,
get the whole class
togetherto compareideasto see if there are any gender
differences.
I

;i

H a v e s t u d e n t s d i s c u s st h e q u e s t i o n si n p a i r s a n d t e l l e a c h
o t h e r a b o u t a n y e x p e r i e n c e st h e y h a v e h a d .T e l l t h e c l a s s
an example so they can see how the sentence trames
worl<. For example:
I wos in the cor with my best friend once and we olmost hod
on accident becousehe overtook this bus on a blind corner.
Fortunately,the cor coming in the oppositedirection swerved
out of the wov.

N u m b e ra d .i e cti ve s

Students are often confused about this aspect of English.

Have them read the two examples from the article.
Checl<that they l<now what the expressions mean

This is a good way to review the past tense of irregurar

verDs.

65

Speaking
J C o m p a r a t i v e sa n d s u p e r l a t i v e s
T h i s e x e r c i s ei n t r o d u c e ss o m e c o m m o n e x p r e s s l o n s
containing comparatives and superlatives.Explain the
situation and play the recording. Mal<esure students
cover the dialogue.Then have them quicl<lychecl<their
answer in pairs before playingthe recording a second
time while they complete the gaps.Once they have
finished,they can checl<their answers with you. Play the
recording one more time before having students practise
the conversation in oairs.

ls it true the more expensivethe restouront,the smoller the

portions?
Do you think it's sofer on the rood these doys?
Which is the cleonestlfastest/mostcomfortable underground
systern/bussystemyou've ever been on?

.)

:
" l ^
Com par ingnow with the past
,,,- ..,1

Answers
l.

Use these questions to follow on from

I Comparatives and superlatives. You could add
m o r e q u e s t i o n sc o P r a c t i s es o m e m o r e c o m P a r a r i v ea n d
superlative forms. For example:
Hove you ever ordered the rnost expensivething on the
menu?

(The sooner,) the better.

2. (lt's one of) the best places (to eat in town),

3. (so) the cheaper,(the better)
4. (lt's) much better (than it used to be).

You may want to point out the followingexpressions:

. lf you sayyou'restorving,
you are very hungry.For
example:Whot'sfor dinner?l'm storving.
. Ask studentsif they rememberthe expressiono bit

tt*
extualised
examples of comparative structures. Lead in by asl<ing
students what changesthey have noticed in their towns,
countries, society,or the world in, say,the last ten years.
L i s t e n t o t h e i r i d e a sa n d t h e n h a v e t h e m c o m p l e t e t h e
s e n t e n c e s . W h e nc h e c l < i n g
t h e i r a n s w e r s ,a s k w h a t t h e y
p
e
r
s
o
n
think the
i s a l k i n g a b o u t . F o r e x a m p l e ,n u m b e r I
could be about a new comDuterand number 8 about a
c l u b .S t u d e n t sc a n t h e n u s e t h i s i n f o r m a t i o n t o a s l <e a c h
o t h e r o u e s t i o n si n t h e s e c o n d t a s l < .

shortof money.
.

go to a placeby
lf you go o reollyroundoboutwoy,you
an indirectroute.For example:No,if youcomeout of
exit 9,you hoveto go o reollyroundoboutwoy to getto
my ploce.ltt betterto useexit 12.
lf you sayto someoneWe'rell'moff,you are saying
you'releaving.
For examplel'm off.Seeyou nextweek.

Referstudentsto the Real English note on be ofl

Y o u c o u l da l s oc h e c l <
t h a t s t u d e n t sl < n o wt h e g u i d e l i n e s
forms.Write
for makingthe comparativeand superlative
some typicalphraseson the board with the adjeccives
gappedout. Ask studentsto completethem with the
correct form. Here are some examples:
Theysoy flyingis the . . . way to trovel.(sofe- sofest)
There's
olwoyssomeone
much... offthon yourself.
(bad- worse)
Whot'sthe ... flightto NewYorkot the moment?
/ehenrl

rhcahect\

{100?Thot'smuch... thon l thoughtit wouldbe.

- more expensive)
(expensive

66

Answers
l . l a s t 2 . b e f o r e 3 .b i g g e r 4 . u s e d 5 . m u c h 5 . b i t
7 . T i m e 8 . g o o d 9 . r e m e m b e r 1 0 .b e

P o i n t o u t t h e m o d i f i e r s m u c h .o b i t .a n d t h e o s . . . o s
s t r u c t u r e s i n n u m b e r s 8 - l 0 . T h e n h a v e s t u d e n t sg o b a c k
a n d u n d e r l i n et h e c o m p l e t e e x p r e s s i o n sF. o r e x a m p l e :
Itt better thon my /ost one.
S t u d e n t sc a n t h e n t e s c e a c h o t h e r i n p a i r s :o n e p e r s o n
r e a d s t h e i n c o m p l e t e s e n t e n c ea n d t h e o t h e r s a y st h e
c o m p l e t e p h r a s ew i t h o u t l o o k i n g a t t h e C o u r s e b o o l < .
H a v e t h e c l a s sd o t h e f o l l o w - u p t a s k i n p a i r s ,d e c i d i n g
w h a t t h e q u e s t i o n sw o u l d b e . E n c o u r a g et h e m t o u s e
some of the structures they have learned.

": | -

I Compar ativephr ases

Theseare fairlycommon fixed expressions.

As you are
checl<ing
students'answers,practisethe pronunciationof
t h e s ep h r a s e s . Y ocuo u l da l s oa s l <s t u d e n t si f t h e y c a n
thinl<of other situationswhen they might be used.You
could reviewthis later on in the classor the next day,by
writing eachhalfon a separateslip of paper,making
enoughslipsfor eachstudent(andone for yourselfif
you havean odd number).Tellstudentsto memorise
their halfand then go aroundsayingit until they find
t h e i r m a t c h i n gh a l f .

Transport
and travel

Answers
l.d.

2 . f . 3 .e .

4 . a . 5 .c .

6 .b .

F o l l o wu p w i t h t h e p e r s o n a l i s esde n t e n c e G
s .o a r o u n c
helpingwhen necessary.
Beforehavingstudentstall<to
their partner,model the two exampleswith a student.
Encourage
them to add follow-upcommentstoo. For the
lasttask,you may needto explainthat if you hoveo lie-in,
you sleeplater than usualbecauseyou don't haveto get
up.For example:
I think I'll haveo bit of a lie-intomorrowsinceit! Sundov.
Beforestudentstry 7-l2, you might needto explainthat
As for os ... isloreconcerned
meanslf we ore tolkingobout
. . . a n d i s a w a y o f g i v i n ga n o p i n i o na b o u tt h e t h i n g
beingdiscussed.
You mightwant to help the classoy
givingyour own examplefor 7. For example:
As for os computersore concerned,
I personolly
think the
smoller,the
better.
Tellstudentsthat they just needto add nounsto 7-12.
They will also needto chooseis or ore./s shouldbe
usedfor uncountablenounslike coffeeor food,while ore
will be usedfor pluralnounslike computers
or desserts.
As they are writing,checktheir ideasto ensurerney
makesenseand to checkthey havechosenis/ore
correcuy.

Finishup by writing the patternson rhe board and

encouraging
studentsto copy them with a few of their
p e r s o n a l i s eedx a m p l e si n t h e i r n o t e b o o k s .
/ t ' so n eo f t h e . . . p l o c etso . . .
/ t t o n eo f t h e . . . ( p l o c e si n) . . .
/ t s o n eo f t h e . . . b i t so f . . .

'

" : .

'

'

; "" - i

Speaking
Leadin to the tasl<by tellingstudentsabout a Journey
you havetal<en.
Here is an example:
Oneof the mostuncomfortoble
journeysl've evertokenwos
in southernChino.lt wossupposedto be o ten-hourbusride,
but it turnedout to be more liketwenty-fourhours.The bus
wos reollysmollond woscrowdedwith peopleond bosketsof
onimols.Luckily,
I had a seot,but I couldn'tactuollymovemy
legsmuch becousetherewos no room with oll the stuffthat
waspiledon the bus ...
Havestudentslistenand then asl<you questions.Repeat
the story and havethem listenfor expressions
and
c o l l o c a t i o n sW. r i t e t h e o n e st h e y r e m e m b e ro n r n e
b o a r d .B e f o r ea s l < i ntgh e m t o d i s c u s tsh e q u e s c i o nisn
smallgroups,go over the suggested
structures.Ask for
a few volunteersto tell their storiesto the class.
...,,,]__

Draw students'attentionto the two model

conversations
at the top of the right-handcolumn and
t h e n e n c o u r a g teh e m t o h a v es i m i l a rc o n v e r s a t i o ni ns
p a i r su, s i n gt h e i r o w n i d e a sf r o m 7 - l 2 . f h e y c o u l dt h e n
changepartnersand havesimilarconversations
about
the other topics suggested.
Alternatively,
they could
worl<with a partner and write conversations
about
thesetoDics.

Su p e r l a t i ve s
T h i s e x e r c i s ef o c u s e so n a c o m m o np a t t e r nu s i n g
superlatives.
Go over the examples,
explainingthat if you
givesomewherelsomething
o miss,you decideagainstgoing
there or doing it. You shouldalso explain,if necessary,
that o touristtrop is a placethat attractsa lot of tourists
and overcharges
them;and that if somethingis o rip-off,
you pay more for somethingthan it is worth.As you
checl<the answers,tell studentsexamplesof placesyou
know.For the lasttask,you could havestudentschoose
placesin the town/city they are studyingin or their
hometown,if this is different.
Answers
| . biggest 2. best 3. most beautiful
4. most expensive 5. worst 6. oldest 7. nicest
8. most interesting

, :.i How was your jour ney?

;

$ r l

To lead in to the tasl<,divide students into four groups.

A s k e a c h g r o u p t o b r a i n s t o r m c o l l o c a t i o n sa n c
expressions connected with each form of transport in
t h e p i c t u r e s o n p a g e s8 0 a n d 8 1 . Y o u c o u l d h a v e
students write on big sheets of paper,put them up rouno
the classroom and have students wander around lool<ing
at the other groups' work. Then do the exercise,asking
students to see if any of their phrases turn up. When
s t u d e n t sc o m p a r e t h e i r a n s w e r s t, e l l t h e m t o u n d e r l i n e
t h e e x p r e s s i o n st h a t h e l p e d t h e m .

Answers
2 .t r a i n 3 . c a r 4 . c a r 5 .t r a i n 6 . p l a n e T . f e r r y
8. ferry 9. plane | 0. ferry I l. car | 2. train

..".-t

.',_,;,i
Tripexpressions
This exercisehelpsreinforcethe expressions
from
2 How was your iourney? Once studentshave
completedas manygapsas they can rememberand
looked bacl<to check,havethem test eachother in pairs
Then explainthat repeatingthe tasl<from I Speaking
w i l l h e l pt h e i r f l u e n c ya n d o v e r a l p
l e r f o r m a n c eR. e t e l l
your story with some of theseexpressions
too.

67

Answers
a. over
a. just

b. did

c. caught

2.

b. crowded

c. line

3.

a.Traffic

b. down

c.got

b. sea

c. calm

l.

4.

a. got

d' 8ot
d. any

Listening
Explain the situation and what you want students to do
and play the recording.Then get them in groups to
d i s c u s st h e i r i n i t i a l r e a c t i o n .N e x t , p l a y t h e r e c o r d i n g
again so that they can add to their notes. Play the
recording one more time as students follow the
t a p e s c r i p to n p a g e | 5 2 , u n d e r l i n i n ga n y e x p r e s s i o n st h e y
find interesting.You may need to explain that Covencry
i s a c i t y i n t h e M i d l a n d sa r e a o f E n g l a n da, n d t h a t i f y o u
say somethingis o poin or a poin in the neck,you mean

I Lear neradvice:dictionar ies

T h i s e x e r c i s ee x p l i c i t l yr e m i n d s s t u d e n t s o f t h e
i m p o r t a n c e o f c o l l o c a t i o na n d t h e i m p o r t a n c e o f
learning more with words you've met before and the
importance of learning to do more with words you've
met before. One way to exploit this is to write the
seven headwords on the board, pointing out that stop
here is a noun, and have students in pairs write
s e n t e n c e su s i n gt h e m . T h e n d o t h e e x e r c i s e .S t u d e n t s
can then go back and modify any of their sentences
where they have found a more appropriate collocation.
Encouragethem to record the collocations that are new
to them and that seem useful in their notebool<s.

Answers
| . c a b 1 . c a r 3 .s t o o 4 . t r a i n 5 . b u s 6 . c o a c h
7. flight

that it is annoying.

Speaking
Answers
Speal<er
I travelledby train.He had to standall the
way and the carriagewas full of footballfans
w h o w e r e d r i n l < i nagn d s m o l < i nagn d
shouting.
Speal<er
2 travelledby plane.Their flightwas delayed
for two hours and was quite bumpy.Then
their baggage
was lost and they won't get it
they were
backfor a coupleof days.Finally,
overcharged
for the taxi fare from Gatwicl<.
Speal<er
2 had the worst journey.

This exercise follows on from 6 Learner advice:

d i c t i o n a r i e s , a n d i s a g o o d o p p o r t u n i t y t o t a l l <a b o u t
c o l l o c a t i o nd i c t i o n a r i e sl.f y o u h a v e s o m e a v a i l a b l eb, r i n g
t h e m i n t o s h o w s t u d e n t sa n d l e t t h e m c o m o a r e t h e s e
with their own dictionaries.lf vou have accessto the
I n t e r n e t .v o u c o u l d a l s o d o t h i s w i t h s e v e r a lo f t h e o n l i n e
dictionaries.
lf possibleh
, a v e a c o l l o c a t i o nd i c t i o n a r y i n t h e c l a s sw i t h
you and when someone asl<syou for a good collocation,
o r w h e n y o u a r e g i v i n gf e e d b a c l <o n c o l l o c a t i o ne r r o r s ,
give the dictionary to a student to look up suggestions.
Follow-up

Speaking
U s e t h e p i c t u r e so n p a g e 8 l t o l e a d i n t o t h i s t a s k t o
h e l p g e n e r a t es o m e i d e a s .A s l <i f s t u d e n t s h a v e e v e r h a d
a p u n c t u r e o n t h e i r b i l < em
, ilesfrom home without a
r e p a i r l < i t ,o r b e e n i n a c a r a c c i d e n t .E x p l a i nt h a t i n t h e
UK, the Automobile Association (AA) provides road
assistanceto members if thev breal<down. Ask students
what, if any,the equivalent organisationsare in their own
countriesand whether anyonehas had to callthem out.
Give students time to lool< bacl<at the Drevious
exercises before they come up with their story.You
might want to have students write their story for
homeworl<.

68

A s l <p a i r s o f s t u d e n t st o c h o o s e o n e o f c h e f o r m s o f
t r a n s p o r t i n t h e p i c t u r e so n p a g e s8 0 a n d 8 L T h e n
e x p l a n r h a r r h e y a r e a n a d v e r [ i s i n gt e a m t h a t h a s b e e n
a s k e d t o r u n a p r o m o t i o n a l c a m p a i g nt o e n c o u r a g em o r e
people to rake rheir chosenform of transportacion.
T h e y s h o u l d c o m e u p w i t h a s l o g a na n d a w r i t e a t w o m i n u t e r a d i o c o m m e r c i a l .T e l l t h e m t h a t t h e y c a n t a l k
about the bad things associatedwith other forms of
transporcation (e.g.Tiredof bumpy flrghts,lost luggogeond
long deloys?).Encourage students to use expressions from
t h e u n i t . T h e n d i v i d e t h e c l a s si n t o t w o b i g g r o u p s w i t h
one person from each pair. Each person then performs
their commerciai.

r2
Unit overview
General topic
Tall<ingabout different l<indsof food and food
problems.
Reading
The problemof obesityin developedcounrries.
Language input

lf food is or hosgoneoff,it is no longerfresh,and

smellsor tastesbad.For example:I thinkthis milk's
gone off.
lf you say I'm so hungry,I could eoto horse,you are
emphasising
rhar you are very hungry.For example:
Whot time'sdinner?I'm so hungry,I could eato horse.
ln England,
Yorkshire
puddingoften accompanies
roast
beef.lt is madeof flour and water and is savoury.nor
sweet.Despiteits name,it isn't a dessert.
lf you describefood as yummy,you are sayingic is
d e l i c i o u sY.o u c a na l s os a yy u m .F o r e x a m p l e :
A: What'sfor dinner?

Vocabularyto describefood: /r'so kindof solod.

It's very filling.lt's got quite a strongetexture.etc.

'

Vocabularyfor food-relatedproblemsThey're
obese.Ihey've gotfood poisoning.
I con't eotonything
with meat in it. etc.

lf you hoveo sweettooth,you reallylil<eeatingsweet

food.

Food collocations:put on weight,o bolonceddiet,

o lovelyrneol etc.

lf food is very moreish,

it's so nice,you want more ano
more of it.

'

Expressions
with should've:You
should've
come.You
should've
told me before.I shouldn'thoyeosked.etc.

Pronunciation
of contractedforms:shou/d'ye.
shouldn'thove

8: Curry.Yum!

Remind students to record any of the expressions that

they lil<ein their notebool<s.

Lead in

Language strip
Use the languagestrip as a way to lead in to the unrt.
A s k s t u d e n t st o l o o k q u i c k l yt h r o u g h t h e l i s t a n d f i n d
any expressions that are true for them (e.g./'m ollergicto
nuts).Explain that in this unit they will learn ways to tall<
about food and diet. Encouragethem to choose some
other expressions in the strip that lool< interesting and
to find out more about rnem.
U s e t h e l a n g u a g es t r i p l a t e r o n i n t h i s u n i t f o r a s m a l l
group tasl<.Asl< students to choose several of tne
expression5that contain it or this (e.g./ti very goodfor
you,but I con't stond it myselfyand discusswhat is being
referred to. Alternatively,asl<them ro find all the
expressionswith contractions and to practise saying
them.
You might need to explain some of the following
expressions:
'

Hoggis is a traditional Scottish food consisting of a

sheep'sstomach stuffed with minced meat.

'

lf you ore ollergicto something,you become ill, get a

rash or start sneezingwhen you eat, touch or smell

Ask students to tell you about the most disgusringthing

they've ever eaten, what it was, what it tasted lil<e,where
they ate it. Then asl<them about the most delicious
thing. Then show them the pictures of different foods on
page 82 and do I Different food.

',,1.,; ;

/:

I i;ji -

Different food
Go over the suggestedexpressions and practise the
pronunciation before having students guess what each
food is in pairs.Then asl<a few students to share a
c o u p l e o f t h e i r i d e a s .P l a yr h e r e c o r d i n g s o r h a r r h e y c a n
t h e n c h e c l <t h e i r a n s w e r s T
. he same pairscan rhen talk
about the food again,now thar they l<now what it is. For
examole:
/t doesn't look very good,but it probobly tostes de/icrous.

Answers
l.E 2.H
9.C

3 .c

4 . F 5 .D

5 .t

7.A 8.8

something. For example: I frnd o lot more peopleore

ollergicto cots ond dogs these doys.
'

lf something is b/ond,it has very little flavour or rasre.

For example: fhis tosteso bit blond.Con you poss the
soy souce?

lf you say the house redlwhite, you are referring to

wine, usually the cheapest one the restaurant offers.

69

food
i Describing
This exercisefocuseson some typicalwaysof describing
food. Point out the modifiersquiteand very.Remind
it meansnot verybut
studentsthat when quiteis stressed,
it meansvery.
when the adjectivefollowingit is stressed,
Also point out the expression it's o kind of, When
students have checked their answers by listeningto the
recording again,have them discussthe questions at the
end in pairs.At this point you might want to go over the
typical structures following sensory verbs. For example:
/t /ooks/tosteslsmellsgoodldeliciouslowful,etc.

You may needto explainthat if you sayyoucan'tbeot

you think that it is the best thing.For examPle:
something,
Youcan't beoto nicecold beeron o hot summer'sdoy.
A full Englishbreokfostconsistsof fried egg,bacon,
grilledtomatoes,fried breadand toast and
sausage,
marmalade.
Answers
l. a. bland b. comfort c. prefer d. sauces
2 . a . h e a l t h y b .f i l l i n g
c.kind
d.limited
3. a.greasy b. fattening c. foreign d. spicy e. rich

/t /ooks/tostes/sme//s
/ike a kind of souplchickenlold socks.
Have students use these different structures to describe
some of the pictures.

Answers
Possibleanswers
l.A 2.D 3.F 4.G
9.8

5.t

6.E 7.C

8.H

Tal<ethis opportunityto asl<other questionsto help

extend students'l<nowledge
of thesecollocations.
For
example:
Whot ore someexomplesof comfortfoodin yourcountry?
Whot do you think mokeso soupfilling?
Do you likerich foods?
Whot are somecofesor restouronts
whereyou find the
choiceof foodo bit limited?

Speaking
T h i s e x e r c i s ep r o v i d e s m o r e p r a c t i c e u s i n gs o m e o f t h e
languagein the previous exercises.Instead of having
students just tell a partner about five different foods,
have students wall< around describing one food to one
person before moving on to speal<to another. Ar the
end, asl<students to rell you what they learned using
t n e s e s e n t e n c es t a r c e r s :
The food /U most liketo try is .. .
The food thot soundedthe rnost unusuolwos ...
The food that I didn't /ike the soundof wos ...

'-r:!:,L,
_..; - :" "1 -t
*r, :. "rrl

eetoreyoureao
l*i:illl
The first part of this exercise introduces some
vocabulary for food-related problems as a lead-in to
2 Eat your greens! For the discussionstage,you might
want to review some of the expressions comparing the
past with the present if students want to tall<about how
t h i n g sa r e c h a n g i n g :
/t's more of o problem now thon it was before.
/t's not os common os it used to be.

E n g l i s hf o o d !
D i s c u s st h e q u e s t i o n sa s a c l a s sa n d t h e n t a l l <a o o u t
w h i c h n a t i o n a la n d r e g i o n a lc u i s i n e sy o u l i k e .Y o u c o u l d
also tall<about students' perceprions of food from
different tountries. Ask, for examole:
Whot do you think of as typicolAmerican food?
Whot would you expect to eot if you were staying with o
Russionfomilv?
You can then tall<about what they thinl< of Englishfood,
which doesn't have a very good reputation.
Have students complete the three texts individuallyand
then compare their answers with a partner. Encourage
t h e m t o r e c o r d t h e c o l l o c a t i o n sa n d c o m p l e t e
e x p r e s s i o n si n t h e i r n o t e b o o k s .P o i n t o u t t h e f o l l o w i n g
patterns and asl<students to make sentences thar are
true for them:
I f i n d . . . o b i t l m u c ht o o . . .
They'rellt'snice and + posiriyeodjective (filling,spicy)

70

Answers
|.e.

2 .a .

3 .c .

4 . 6 . 5 .d .

. I Eat Vour qr eens!

;

'

Ask students what they think the title is referring to

(vegetables).Then ask them to guess which of the
problems in I Before you read will be discussed.Have
them read the article without worrying about
u n d e r s t a n d i n ge v e r y t h i n ga n d t h e n c o m p a r e t h e t r
answers to the three questions with a partner.

I 2 Food

Answers

Answers

l. The problem is obesity.

l . w e i g h t 2 . d i e t 3 .f o o d 4 . m e a l 5 . f r u i t 5 . m e a t
7. salad 8. good

2. One suggestedcause is that people now tend to

have less time to spend on planningand cool<ing
meals,and buying fresh vegetables.They also feel
g u i l t y a b o u t n o t s p e n d i n gt i m e w i t h t h e i r l < i d sa n d
so give in when their children asl<for sweets and
chocolates.Another suggestedcause is that big
f o o d c o m p a n i e ss p e n d m i l l i o n s e n c o u r a g i n gk i d s t o
eat fattening foods.
3. One company has tal<enflavouringsfrom foods
children like - chocolate, bal<edbeans,pizza - and
added them to vegetables.Theyhope this will
encourage l<idsto eat more vegetables.

When students have finished,play the recording again as

they follow in the Coursebook. Encouragethem to
u n d e r l i n ee x p r e s s i o n sa n d c o l l o c a t i o n st h e y f i n d
interesting and then ask about any they are not sure
about. Remind them to add some of these to their
notebooks.

Sp e a k i n g
Use these questions,which follow on from the reading
tasl<,in small groups. Explain that if somethingcotcheson,
it becomes popular.Asl< students to tell you if they think
some other things will ever catch on in a big way, for
example, electric cars, portable DVD players or whatever
the latest new thing is.When students have finished,asl<
if they think their answers would be different if they
were older, had/didn't have a family or were
richer/ooorer.

vocabulary tocus
,iitii|;iiiil
This exercisereinforcessome food-relatedcollocations,
or
and addsa few more. Havestudentswork individually
f
e
w
t
h
e
m
a
i n p a i r sW
. h e n c h e c l < i nt h
g e i r a n s w e r sa,s k
relatedquestions.
For example:
Whot ktndsof foodmakeyou goin weight?

At a later stage in the unit you can revise this by getting

one student to come to the front of the class and sit
down facing the rest of the students.Write one of the
words on the board so that the student at the front
c a n n o t s e e t h e w o r d , b u t e v e r y o n e e l s e c a n .T h e c l a s s
then have to remember different collocations for the
word and shout them out - but not the actual word
itself - until the student guesseswhat the word is.The
studentthen goes back and another comes up and the
process is repeated with another word.

-.1

I l t s h o u l db e b a n n e d !

Mal<esure students understand what each of these

things in the box are and that some are light-hearted
(l<araoke,golf and grammar) rather than serious political
issues.(You might want to get students to thinl< about
w h y s o m e p e o p l e m i g h t n o t l i k e t h e s e t h i n g s . )Y o u c o u l d
also turn this into a debate. Have students oicl<one of
, r come up with one of their own.
these questionso
Divide students into two groups: one for banning,the
other against.Give them ten minutes to thinl< about
arguments in support of their respective positions before
getting them into groups of four - two from each side t o d e b a t et h e i s s u e .

i I can' t eat that!

...1

W e o f t e n s a yl c a n ' t e o t . . . o r I d o n ' t e o t . . . . Y o u m i g h t
want to explain that I don't eot ... typically means you've
made a conscious decision not to eat it, for example for
r e l i g i o u sr e a s o n s w
, h e r e a s I c o n ' te o t . . . o f t e n i m p l i e s
some reason lil<ean allergy.Have students work
i n d i v i d u a l l yo n t h i s t a s l <a n d t h e n c o m p a r e t h e i r a n s w e r s
in pairs.They can also talk about if any are true for
!nem.

Whot wouldyou soymakesup o bolonceddiet?

Answers

Whot wouldo poor diet not include?

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

Doesonyoneoctuallylikehovinga heovymeol ot breokfost?

What cutsof meat ore generollyleon?Whot ore somerneots
thot tend to be fotty?
Tell studentsa coupleof thingsabout yourselfso they
can see how thesecollocationscan be used:
I'm octuollytryingto put on o bit of weightbecouse/'vejust
comeout of hospitol.
I think o niceglossof brandyis goodfor the digestion.

You may needto explainthat if you con'tstandsomething,

you reallydislil<e
to do
it and that if you con'tbe bothered
you don't want to mal<ethe effort to do it.
something,
Ask stucientsto tell you what they can'tstandor can't
be bothereddoing.For example:
I con'tstondoll this rain!
Mostdoys,I con't be botheredto moke breokfostin the
mornng.

Then get studentsto talk about their own ideasin pairs.

71

Should' ve
A s l <i f s t u d e n t s r e m e m b e r t h e c o n v e r s a t i o ni n U n i t l 0
when Rachel,Martin and Jamie were tall<ingabout where
to go and Jamie was being a bit fussy.Then asl<them to
tell you whac they thinl< o fussyeoter is. Have students
s p e n d a f e w m i n u t e s l o o l < i n gt h r o u g h t h e m e n u a n d
asl<ingabout any of the items they are unsure of.You
might need to explain the following:
'
Wosobi is a l<indof hot green mustard usually served
with raw fish. lt's Japanese.
'
Potd is a oaste.
'

Anchoviesare small fish that are ofren salted and

added to food.

'

Sotoy is a dish in which the meat or vegetablesare

m a r i n a t e da n d t h e n b a r b e c u e d .

'

A lycheeis a l<indof reddish fruit with a sweet white

i n s i d e .l t ' s C h i n e s e .

I n o r d e r t o h e l p s t u d e n t s u n d e r s t a n dt h e m e a n i n go t
asl<them to explain why Cathy used the two
should've,
e x a m p l e sT
. h e n g o o v e r t h e e x p l a n a c i o ni n c h e
Coursebool< and the two other examDles.Checl<that
students can see what the present result is (l'm reolly
hungry.I've got a terrible heodache).

Students can work through this exercise individually.

Checl<their answers and then have students Dractisethe
dialogues in pairs. Next, have one person read the
prompt and the other respond from memory. Encourage
s t u d e n t st o r e c o r d t h e r e s D o n s e sa s w h o l e s e n r e n c e s .
You might also want to point out that could'vein
n u m b e r s 4 a n d 5 e x p r e s s e ss o m e t h i n gt h a t w a s p o s s i b l e ,
but that wasn't done.

H a v e s t u d e n t st a l l <a b o u t t h e m e n u i n o a i r s .
Answers
l . W e l l , y o u s h o u l d ' v ee a t e n m o r e a t d i n n e r .
2 . Y o u s h o u l d ' v eg o n e b e f o r e w e c a m e o u t .
3 . W e l l . y o u s h o u l d ' v eb r o u g h t a c o a r .

Listening
L e a di n b y p o i n t i n go u r t h e p i c t u r eo n p a g e8 5 a n d
a s l < i nsgt u d e n t st o r h i n l <a b o u ti f i t r e m i n d st h e m o f
anything.
They shouldthen sharetheir thoughtswith a
partner.Youmightwant to tell the classa story here.For
example:
A friendof minewos out on o ftrstdote with o very
sophisticoted
womon.He reollywontedto impressher,ond so
he took her to a reollyfoncy restouront.
He pretendedto
know oll aboutwine,eventhoughhe neverdrinksit,ond
orderedo bottleof their fnest red.Anywoy,
wos
everything
goingwell until he reochedfor the soltond occidentally
knockedoverthe bottle,spillingit oll overthe womon'swhite
si/kshlrt.
H a v es t u d e n t st h e n a s l <y o u q u e s t i o n sF.o r e x a m p l e :
So,did he everseeher ogoin?
Oh,yes,they're
o hoppilymorriedcouplenow!
E x p l a i nt h e s i t u a t i o ni n t h e l i s t e n i n tge x r a n d g o o v e r r h e
three questions.
Playthe recordingand then have
s t u d e n t ss h a r et h e i r a n s w e r sa n d r e a c t i o n si n o a i r s .
Answers
l.

N o , b u t t h e y p r e t e n d e dt h a t t h e y d i d .

2. Steve didn't lil<emost of the food, but said that he

d i d t o b e p o l i t e .A l s o , t h e b i l l w a s w r o n g a r f i r s r
and they had to correct it. Then they realised that
they didn't have enough cash on them.
3 . H e m i g h t h a v eg o n e h o m e . H e m i g h t h a v e h a c
t r o u b l e f i n d i n gt h e c a s h m a c h i n e .
4. Answers will vary.

72

4. You should've told me before! | could've cool<ed

s o m e t h i n ge l s e .
5 . R e a l l yY
! o u s h o u l d ' v es a i d .W e c o u l d ' v e d o n e
|
s o m e t h i n gs p e c i a l .
1
l

6. You should've come to the party. lt was great fun.

The second task gives more practice with shou/d'yeas

well as focusing on some more food collocations. Have
s t u d e n t sg o b a c l <a n d u n d e r l i n et h e c o m p l e t e
e x o r e s si o n s .

Answers
l . ( l ) s h o u l d ' v ea d d e d ( s o m e w i n e o r s o m e t h i n g . )
2 . ( l t o l d y o u w e ) s h o u l d ' v eb r o u g h t ( a n u m b r e l l a . )
3 . ( l l < n e wl ) s h o u l d n ' t h a v e h a d ( a l l t h a t c r e a m w i r h
the cal<e.)
4 . ( Y o u ) s h o u l d ' v ec o m e .
5 . ( Y o u ) s h o u l d ' v es e e n ( i t . )
6. (l l<new l) should've gone (to the banl<before
I came out.)
7 . ( l ) s h o u l d ' v eo r d e r e d ( s o m e t h i n gl i g h t e r . )

12 Food

,iiilii:i
Pronunciation:contractions
Play the recording a couple of times so students get
used to the way the contracted forms sound. Then play
the recording again,pausingafter each sentence so that
students can repeat.They can then practise sayingthem
to their partner. For each one, have them read tne
p h r a s e s i l e n t l y l,o o l <u p a n d t h e n s a y i t . T h i s h e l p s t h e m
mal<ethe contraction becausethey have to get to the
end quicldy before they forget.
Get students to discussthe second tasl<in pairs. Choose
a few students to share some of their suggestionswith
the whole class.

Answers
Possibleanswers:
2 . . . . b e c a u s en o w w e h a v e t o p a y t h i s h u g e b i l l .
3 . . . . b e c a u s en o w I d o n ' t h a v e t h e r i m e t o w n r e
my thesis.
4 . . . . b e c a u s en o w h e ' s o n t h e w a i t i n g l i s t .
5 . . . . b e c a u s en o w h e t h i n l < sI ' m b e i n g n o s y .
6 . . . . b e c a u s en o w y o u ' r e i n a l o t o f t r o u b l e .
7 . . . . b e c a u s en o w I d o n ' t h a v e t h e t i m e t o h e r p
you.
8 . . . . b e c a u s en o w t h e y ' v e d e c i d e d t o p a i n t t h e
whole house a differenr cotour.
9 . . . . b e c a u s ei t w a s g o o d . Y o u f e e l b a d n o w b e c a u s e
y o u m i s s e di t .
| 0 . . . . b e c a u s en o w I f e e l s i c k

F o l l o w u p b y d i v i d i n gt h e c l a s si n t o p a i r s .A s k o n e p e r s o n
to re-read the letter and write all the expressions with
get (got to the stotion,got to the motorwoy, got o bit /ost,get
to the weddin$get out of prison)on a piece of paper,and
their partner to do the same with go (five minutesbefore
we were supposedto go,go back home, we went off the
motorwoy,I wos sure I wos goingin the right direction,we
went the wrong woy ogoin).Have students close their
C o u r s e b o o l < sa n d u s e t h e s e e x p r e s s i o n st o h e l p r e t e l l
tne story.

Follow-up
Use the menu on page 85 to develop a role play.Have
students worl< in pairs. One person is a fussy eater and
the other can't make a decision (or one person wants
t h e c h e a p e s tt h i n g o n t h e m e n u ,w h i l e t h e o t h e r p e r s o n
wants a lot). lf you get srudenrs in groups of three, one
person can be the waiter. Brainstorm a list of restaurant
languagefirst:
I ' l lh o v e t h e . . .
Are you reody to order?
I need a few more minutes.
Whot's it got in it?
Does it come with chips?
Have students lool< through the languagestrips at the
start of this unit and Unit 7 for other useful exoressions.
Then have them write the dialogue and practise it before
acting out their sl<itto another group or to the whole
ctass.

t -

! F u r t h e rp ra cti ce
Have students read the letter and then tall<about ir in
pairs.Alternatively,have them listen to you read the
letter a couple of times before they discussit. Write
s o m e o f t h e i r s u g g e s t i o n so n t h e b o a r d . Y o u m i g h t a l s o
want to tall<about how we can use never for emohasis.
For examole:
They never should'vetaken the cor in the first Dloce!
-ere are some suggestedanswers:
They should'veleft earlier.
Jonet shouldn'thove rung her mother.
They reollv should've bookedsome seots.
They should'vewaited and caught the next troin,'onet should never hove /istenedto Nick.
Theyshould'veoskedsomeone
for directions.
;anet should'vekept to the speed limit.
.,onet never should'vetried to bribe the Dolicemon.

73

The exerciseshere can be usedas a test.However,

4 Look back and check and I What can you
remember? are better done as a discussion
in oairs.

Adjectives
Answers

' " . 1. '

l. quiet
2. obsessed
3. bland
4. user-friendly
5. wrong
5. awful
7. amazing
8. greasy
9. spicy
10. hopeless

j g r a m m a r re vre w

'

Answers
l. did you start
2. was,l've ever beenro
3. t'd
4. never come
5 . Y o us h o u l d ' v e
been
6. we came
7. l<eeps
cuttingout
8. haveyou had
9. l've forgotten
1 0 . g o ,s t a yi n

Questionsand answer s
Answers
l.h.
9 .g .

:r .:l -

I C o m p a r i n gt h i n g s

2.f. 3.j. 4.a. 5.d. 6.c. 7.b. 8.e.

1 0 .i .

Answers
| . nicest
2. coldest
3. most annoying
4. most painful

5. most well-paid
6. most depressing
7. most badly-paid
8. scariest

.fl$ wtrat canyou remember?

Answerswill vary.
" t -

1LOm m onexpr esslons

Verb forms
Answers
l. staying
2. to go
3. asking
4. to get
5. getting

Answers
l. banned

6.
7.
8.
9.
10.

t a l < i no
gu t
breal<ing
down
to buy
walking
living

i L o o k b a c ka n d ch e ck

Answerswill vary.

rilf;iiil
verb collocations
Answers
l.j. 2.h. 3.i. 4.g. 5.b. 6.c. 7.e. 8.d.
9 . f . | 0 .a .

74

rh^'

'^4.

3. have

',4.

hardly

5. better
5. late
7. going
8. to go
9. bothered
10. mind
Answers for I

R e v i e nUr n i t s9 1 2

Revision
Answers
l . P o s s i b l ae n s w e r sa: h o t e l ,a c i n e m a .
2. Can (ane) come alongl/CanI invite(George)?
3. You use it to move the arrow (cursor)on your
comPuter.
4. An omoteuris someonewho does an activityfor
the love of it, not as a living.Aprofessiono/
rs
someonewho does somethingas a living.Usually,
we tall<about amateur/professional
sports
players,
actors,singers,photographers,
painters,
5. Comfortfood is food that mal<esyou feel warm
a n dc o s yE
. x a m p l eisn c l u d ec h i c l < epno t p i e ,
macaroniand cheese,etc.Comfort food is good
t o e a t w h e n y o u ' r ef e e l i n gd e p r e s s eodr a b i t i l l .
6. Possibleanswers:someonewho annoysyou,
someoneyou havehad a fight with.
7. You'reobeseif you'reseverelyoverweight.lf you
are obsessedwith dietingand are seriously
underweightas a result,you are onorexic,
8 . P o s s i b laen s w e r s.:. . a s l < i nm
g e out,... mal<ing
n o i s e sw h e n h e e a t s .
9. Possibleanswers:at nine,near the ticl<etcounter,
on tne corner.
10. Possibleanswers:fruit salad,potato salad,egg
salad.
I L Possibleanswers:it doesn'tworl<.the Derson
(staff)isn't doingthe job properly.
12. Junkfoodincludesall foods that are bad for your
health.Fostfood is food (usuallyjunk food) that
you canget quicklyat a restaurantor take-away
stand./unkfoodis a negativeexpression,
fostfood
is neutral.
1 3 . l t c a n m a k ey o u r c o m p u t e rc r a s ho r w i p e y o u r
h a r dd r i v e .
14. lf your doctor tells you to, or if you can't eat
certainfoods.
1 5 . Y o u m i g h ts t o p o v e r a t a p l a c ei f y o u r c o n n e c t i n g
flight is delayed,
or if you'd like to spendsome
time in that placebeforeflyingon to your
ultimatedestination.Also,with lots of longdistanceflights,you can stop over in a cicyand
c h a n g ep l a n e s .
16. You'veeatentoo much and are uncomfortably
full.
1 7 . I d o n ' t m i n d .l ' m e a s y .
1 8 . R i o ef r u i t .
19. Possibleanswers:fried food can be too greasy,
for
e x a m p l ec h i p sc; u r r y c a n b e t o o s p i c ys; o u p ,
vegetables
can be a bit blandif they lacl<flavour;
dessertsor food madewith a lot of butter,
alcohoo
l r c r e a mc a n b e v e r y r i c h .
20. Possibleanswers:it hasn'tarrivedyet, bad
w e a t h e ri s h o l d i n gi t u p s o m e w h e r ei t, i s b e i n g
in s o e c t e d .

75

Unit overview
General topic
Talkingabout placesto see on holidayand the
weather.

You might needto explainsome of the followingpraces

a n de x D r e s s i o n s :
. lf somethingis we//wortho visit,it is a reallygood
placeto go and see.For example:lf you'reeverin
London,try to go to the Museumof Monkind;lt's well
worth o visit.

Dialogue
Two coupleson holidaydiscusstheir plansfor the
day.

TheNotiono/Golleryis a largeart galleryin London.

'

A bozaoris a big market,especially

in the MiddleEast.
There are famousbazaarsin citieslike Cairo and
Is t a n b lu.

Language input

A mummyis a dead body,usuallyfrom long ago,that

hasbeen preserved.

'

lf you shoptillyou drop,you spenda lot of time and

energyshopping.For example:I'm goingto spendthe
weekendin Singopore
ond I'm plonningto shoptill l
drop.

lf somethingis o totalrip-off,it is not worth the

moneyyou payfor it, or you are beingovercharged
for it. For example:Don'ttokethe open-oirtour bus;it's
a totol rip-off.

'

The lmpressionists
is a rerm appliedto a group of
artists,for exampleMonet and Renoir,from the late
nineteenthcentury,who paintedin a characceristic
style.

TheAoopolisrefersto the ancientGreek citadel

overlool<ing
Athens.

'

lf some friendsare Putting

you up. you are staying
with them in their house.

Vocabularyfor differenttourist anracrions:

o monument,o cothedrol,
o theme pork,etc.

'

Recommending:
I wos thinkingof trying somelocal
you
Can
recommend
onywhere?
etc.
food.

Holidaycollocations:
We wenton a guidedtour.
I mustrememberto write o few postcords.
etc.

Describingplaces:lt'so bit of o rip-off.lt's o bit of o

tourist trop. You get a greot viewof the city from up
there.etc.

Weather vocabulary:lt rainedthe wholetime.

Theheat wos unbearoble.
/t wos o bit chilly.etc.

Expressionswith goingto,will,proboblyand might:

I'm just goingto haveon eorly night.I don't know,l'll
proboblyjuststoyin. / supposeI mightgo trovelling.

.
.

Expressionswith it depends:
lt dependson the
weother.lt dependshow I feel.etc.
Pronunciation:
linkingfinalconsonantswith a
followingvowel.

Remindstudentsto record any of the expressions

that
they like in their noteboor<s.

Language strip
Use the language
strip as a way to lead in to the unic.
Ask studentsto quicl<lylook throughthe list and find
any expressions
rhat they could havesaidabout
somethingthey havedone in the past (e.g.Whot o view!
The weatherwosperfectfor sightseeing).
Explainthat in
t h i s u n i t t h e y w i l l l e a r nm o r e w a y so f t a l k i n ga b o u t
p l a c e st o v i s i ta n d t h e i r p l a n sf o r t h e d a yw h i l e o n
holiday.Encourage
them to choosesome other
expressionsin the strip that look interestingand to find
o u t m o r e a b o u tt h e m .
Use the language
strip later on In this unit for a small
group task.Asl<studentsto discusswhat placethey
thinl<is beingreferredto in some of the expressions.
For example,The morketswerereollygreotcould be
referringto Bangkol<.
Alternatively,
they can thinl<about
how to respondto some of the questions(e.g.Whot did
you thinkof the NotionolGollery?).lf
it is a yes/noquestion
(e.g.Did yougo to the bozaor?),
they shouldincludea
follow-upcommenr(e.g.No,we didn'tget roundto it).

76

Lead in
Leadin by askingsome generalquestionsabout
s i g h t s e e i nFgo. r e x a m p l e :
Do you /iketo spendtime srghtseein
g, or do you preferto go
to the beochor stayin the bar?
Whot kind of plocesdo you likero see,hisroricbuildings,
museums,
old portsof towns,morkets?
Do you usuollyorgonise
your time or justtoke thingsos they
come?
Do you try to seeo little bit of every.hing
or o lot of o few
things?

'1
3

.-; i

' ' .

I S i g h t s e e i n qw o rd s

This exercisefocuseson severalwords that are similarin

m e a n i n gB. y u s i n gt h e i r d i c t i o n a r i e rse, f e r r i n gt o t h e
pictures,and thinl<ingof examples,
studenrswill probably
be ableto see the differences.
When they thinl<of
famousexamples,
you can havethem worl<in parrs
i n i t i a l l ya n d t h e n c o m p a r et h e i r a n s w e r sw i t h a n o t h e r
pair.Then in this largergroup,they can maketheir
recommendations.
While goingthroughthe answersto the first tasl<,
givea
few collocationsfor eachplace.For example:
a life-size
stotueof ...
o f o m o u sm o n u m e nt to . . .
visiton ort gollery
look roundthe locolmuseum
o locolchurch
o magnificent
cothedrol
ottendproyersin the mosque
a socredtemple
o royalpolace
o ruinedcost"le
spendthe doyot a themepork
there'so funfairin town
on lnternetcaf6
o foncyrestouront

Answers
l. A stotueis of a person,while o monument
can De
a n y t h i n gt o r e m i n dp e o p l eo f a n e v e n to r a p e r s o n .
2. A gollerycontainsworl<sof art, while o museumcan
containmanydifferentobjectsand artefacts,nor
necessarily
worl<sof art.
3. A cothedral
is largerand more importantthan o
church.
Traditionallxa cothedrol
is the seat of a
b i s h o pT. h e r ea r e u s u a l l yo n e o r t w o c a t h e d r a lisn
a city,but there are manychurches.
4 . A m o s q u ei s a p l a c eo f w o r s h i pf o r M u s l i m sw, h i l e
a templeis for Hindus,Buddhistsor Sikhs.
5. A paloceis a home for royaltyor headsof scace,
while o cost/eis a largefortifiedbuildingbuilt long
480.

5. A theme pork is usually larger than o funfair and has

a p a r t i c u l a rt h e m e , w h i l e o f u n f o i ri s s m a l l e r a n o
often moves from town to town.
7. A restouronttends to have a bigger selection of
food and is open for lunch and dinner, while o cof6

Sightseeing

I Recomm ending
t

Students somerimes have difficulty with the verb

recommend.As well as the phrase Can you recommend
onywhere?you may want to also give them other pnrases
as well.For example:
I strongly recommend it.
I wouldn't recommend it.
Con you recommend o good doctor?
Encourage students to record these in their notebool<s.
Also point out the pattern I wos thinkingof to introduce
a tentative Plan.

Have students worl< individuallythrough the task and

then play the recording so they can checl<their answers.
After they asl<each other to recommend places,asl<
them to close their Coursebooks and asl<you the
questions to see if you have the same ideas.

Answers
l.f.

2 .e .

3 .c .

4 .g .

5 .a .

6 .h .

7 . b . 8 .o .

Here is information about some of the places mentioned

in the resoonses:
fhe EritishMuseum in London has a huge collection of
historic artefacts from all over the world.
The Notionol Portroit Gollery is next to the Narional
G a l l e r y i n L o n d o n a n d s p e c i a l i s e isn p o r t r a i t s .
Porc Asterixis a theme parl<whose theme is the French
cartoon character Asterix (and his friends Obelix, etc.).
Jolon Suroboyois a famous marl<et in Jal<arta(the capital
of Indonesia).
Broodwayrefers to the theatre district in Newyorl<.
ShinjukuPork is in Tokyo.

Collocations
Leadin by asl<ing
studentsto tell you what generalthings
peopledo on holiday.
Studentsmight suggestthingslike
exchonge
moneyand tokeo tour.Write their suggestions
on the board.Then havethem do the exercise.After you
havechecl<ed
students'answers,asl<if they want to
modifyany of their previoussuggestions,
for exampre,
go
on o guidedtour,chongemoneyot the bonk.Extend the
exerciseby askingquestions.For example:
Whot thingsdo you like toking photosof7
Do you likehovingyour picturetoken?

serves quick snacl<sand can be open all day.

Conyou rememberwhot e/se,opart from tickets,youcon

'book'?
(o room,o seot)

a.
D.
c.
d.

Whot else,oport from o restouront,

can be'futty booked'?
(o
flight,o hotel)

a
a
a
a

c a t h e d r a lo r c h u r c h
monument
restaurant
theme park

You may need to explainthat if you buy something

on the
blockmorket,you are not buyingit through cheproper
c h a n n e l sa ,n d s o i t i s i l l e s a r .

77

Practise the two examples in the final part of the

exercise with two students in front of the class.You
could have students wall< around having one
conversation with one person before moving on to talk
about another place with another person.

Sp e a k i n g
Introducethis exerciseby tellingstudentsabout an
experienceyourself.Again,encouragequestionsand have
them recallany usefulphrasesthat you used.you might
want to alsofeed in other questionspractisingsome of
the collocationsfrom 3 Collocations:
Do you prefer goingon guidedtoursor goingroundby
yourselfT
Do you sendpostcords
whenyou'reon hotidoy?
Whot do you recommenddoingto keepyour thingssofe?
Do you toke travellers'cheques
or do you useo creditldebit
cord?
..t

' i what's it like?

l ' " ; .

tl'15- | I ' I. i

Speaking
T h e s eq u e s t i o n sl e a di n t o t h e c o n v e r s a t i o n . y ocuo u l d
u s et h e m f o r a w h o l e c l a s sd i s c u s s i o lnf .s o ,b r a i n s r o r ma
list of placesto stayin: hotels,youth hostels,bed and
breakfasts,
campsites,
caravans,
etc.Also,askfurtner
questions.
For example:
Did you stoyin touch?
Hoveyou everhod o holidoyromonce?
lf you ore obrood,do you tend to mokefriendswith people
from the somecountryos you?

Beforedoingthis task,focusstudents'attentionon rne

picturesand asl<them in pairsto describewhat kind of
placeeachone is.Write the followingpatternson the
board to help:
/t lookslikeo ...
I thinkthot'sin ...
fhct /ookslikeo (odjective)kindof ptoce.
l s n ' t h o tt h e. . . ?
Studentscan then decideif the descriptionsare negative
or positiveby choosingwhether a. or b. follows each
one.Check that studentsunderstandthe expressionsby
a s l < i nqgu e s t i o n sF.o r e x a m p l e :
How muchshouldtheychorge,then?
Why do you think it's o roughoreo?
Do you thinkyou'dpickup o bargoinor getrippedoff in o
touristtrop?
Then playthe recordingso studentscan checktheir
answers.Playthe recordingagain,while studentsfollow
the tapescripron page | 53. Point out the expressions
thonksfor lettingme know and thanksfor tellingme.
Answers
S e n t e n c etsh a r c a n b e f o l l o w e db y a : 2 , 6 , 7 a n d 8
S e n t e n c etsh a t c a n b e f o l l o w e db v b : l . 3 . 4 a n d 5

Real English
Referstudentsto the Real English note on a tourist
trop.Tellthem about some tourist traps you've
encounteredin your travels.Ask if they'veever beento a
tourist trap.Do they know of any tourist traps near
themi

78

* - ; * ' * 1 . , . ; , i ! . ; l

Y o u c a nt h e n g e t s c u d e n risn p a i r sr o t a l k a b o u tt h e
, ew
p l a c e si n t h e p i c t u r e sT. h e p i c t u r e ss h o w p a r i sN
Y o r k , T h a i l a nadn d B u e n o sA i r e s W
. r i t e s o m es e n r e n c e
s t a r t e r so n t h e b o a r d :
I'd definitely
visit...
l ' dp r o b o b ldyo o b i t o f . . .
M a y b el d g o . . .

W hile you listen( A day out)

Explain the situation.Then go over rne rwo quesrions
and ask students to listen for the answers.play the
recording, mal<ingsure that they cover the text. Get
t h e m t o d i s c u s st h e a n s w e r s i n p a i r s .T e l l t h e m r o K e e p
the text covered as rhey do this.

Answers
| . They are visitingParis.(the Louvre,the EiffelTower,
C h a m p sE l y s e e )
2 . D a v i da n d V i c t o r i aa r e m o r e o r g a n i s e d .
Next, let students read the conversation as you play the
r e c o r d i n g a g a i nT
. h e n a s k s t u d e n t s ,i n p a i r s ,t o f i l l i n t h e
first two or three gaps from memory before you pray
the recording again,this time with pauses so that they
c a n c h e c k a n d f i l l i n t h e m i s s i n gw o r d s . D o t h i s t w o o r
three gaps at a rime until the end. Play the recording
through one more time with students following the text.
lf you want students to read the conversation,or Darrs
o f i t , i n p a i r s ,u s e r h e t a p e s c r i p ro n p a g e 1 5 4 .T h e m i s s i n g
w o r d s a r e h i g h l i g h t e di n c o l o u r .
You may want to point out or explain a couple of
exDressions:
'
l f s o m e o n e a s l < si f i t i s O K i f t h e y d o s o m e t h i n g ,y o u
can say Go oheod to mean that it is OK. For examDre:
A: Con I borrow your dictionary?
B: Yeoh,go oheod.

'l
3 Siqhtseernc

You sayThot'so shometo sympathise

with someone
about a situationor to expressesthat you are sorry
a b o u ts o m e t h i n gF.o r e x a m p l e :
A: I'm ofroid the restouront'sfulty booked.
B: Oh,thot'sa shome.I wos reollylooking
forwordto
goingthere.

responding.Tell them to swap roles halfway througn.

Before moving on to the next tasl<,tell students ro go
bacl<and find those collocations and expressions rhat are
new to them and to transfer them to their notebooks.
Point out the following time expressions:the whole time,
most of the time, o couple of times,the rest of the ttme.

lf you wonderoroundsomewhere,you
tal<eyour time
w a l k i n ga r o u n da p l a c ew i t h o u t a n yd e f i n i t ep u r p o s e .
For example:Do you foncywonderinground the
cothedrolfor an hour beforewe get somethingto eat?

Answers
l . T e r r i b l e ! 2 . G r e a t ! 3 . T e r r i b l e !4 . O K . 5 .O K .
5 . T e r r i b l e ! 7 .O K . 8 . O K . 9 .O K . l 0 . T e r r i b l e !

Answers
Words in gapsin the conversation:
l . j o i ny o u
2. comfortable
3. a greatview
4. thoughtabout it
5. havea wander round
5. depends
7. gets
8. plans
9. don't reallylike
1 0 . s o u n d sl i l < e
I l . c l e a ru p
12. whattime
I 3. bookeda table
1 4 . p r o b a b l yw i l l
| 5. afford it

Havepairsof studentsreactro the dialogueby discussing

the questionsat the end.Ask a few studentsto tell you
what they thoughtand add a few more adjectivesif
necessary.
For example:
Helshesoundso bit fussy
I boringIp oshI o rtyI i ndeclsive.
Helshesoundsreollyeosy-goinglfunlfriendly.
As an extensionhavegroupsof four students- or three
- if you explainthat jason stayed
bacl<at the hotet _
role-playthe sceneat the restaurantwhere the peopre
talk about how their daywas.This is a good chanceto
reviewsome of the language
from the previousunics.
I

$ij$Talkingabout the weather

Lead in by asl<ingstudents what they thinl< the wearner
is going to be lil<etoday, and then if appropriate, wnat
they want it to be lilce.Refer bacl<to the photographs of
places on page 94, and asl<what they thinl<the weather's
like there. This gives you a cnance to react to some of
their suggestionsand feed in other collocations. For
examDle:
It looks quite cold ond misty there.
I bet it gets very humid there.

The questions in the second tasl<work best in

multinational classes.lf your students are all from tne
same country, asl<them to tall<about another counrry
they know, or bring in some information, maybe off the
Internet, about different places around the world. Give
each person in a small group different information to
lool< through quickly. Students can then answer rne
questions about these Dlaces.

'

...""1
1 Weather forecasts
"l

Introducethis exerciseby writing theseexpresstons

on
the board:
We werereallyluckywith the weother.lt ...
We didn'thovemuch luck with the weother.lt ...
Havestudentsuse these patternsto tall<about the
holidayfrom 3 Talking about the weather. Then
explainthat in Englishwe often talk about luckor chance
(e.g.There's
o chonceof snow.With tuck,itwon,troin for
you)with the weather.Ask studentswhy they thinl<that
is the case,and then havethem do the exercise.
Answers
l.d.

2 . b . 3 .f .

4 . a . 5 .e .

6 .c .

Have students practise the expressions but with ony luck

and knowingour luck,and then have them practise saytng
the sentences in pairs with one person asl<inghove you
heord the forecostTand the other person responding.

; i; rr.,l

:: i
I ..., .ii; :t,t":

., .".1-

Students may have learnt that wil/ is used to talk about

the future in English.However, just like the weather, the
future can be predicted with varying degrees of certainty,
and so we use different forms to express it.

/t /ooks lovelv ond cleor.

Get students to work through the exercise and then
have them compare answers in pairs with one person
asking Whot's the weother /ikeZand the other person

Lead in by asl<inga few students these questions:

Cot ony plons for the weekend?
Whot ore you up to tonight?

79

Then have students worl< in Dairs on the tasl<shere.

E n c o u r a g et h e m t o r e c o r d s o m e o f t h e c o m p l e t e
expressions (e.g. /'// probobly stoy in ond toke rt easy.I
supposeI might go trovelling)in their notebool<s,perhaps
u n d e r a s e c t i o n f o r t h e f u t u r e . F i n i s hu p b y a s l < i n g
students the same questions from the lead-in to see if
c h e y a n s w e r w i t h d i f f e r e n re x p r e s s i o n s .
Answers
The expressions in the dialogue are:
We'll probably tal<eit easy this morning.
We might go to the Picassoexhibition.
Yeah,we're going to go up the EiffelTower this
morning and then we're going to go for a cruise down
the river.
Well, they said it's going to rain this morning, but it
might clear up later.
Are you going to eat here tonight?
We might go out, it depends what time we get bacl<
this afternoon.

S t u d e n t sc a n d o t h i s e x e r c i s ei n d i v i d u a l l ya n d t h e n c h e c k
t h e i r a n s w e r si n p a i r s .T e l l t h e m t o e x p l a i n r h e i r
d e c i s i o n sG
. o o v e r t h e p r o n u n c i a t i o no f t h e s e p h r a s e s ,
especiallythe contracted form /'/l and the reduceo
pronunciation of goingto.Then have students practise
reading the conversations.

Answers
l.
2.
3.
4.
5.
6.

l ' l l ,I m i g h t
I ' m ( j u s t )g o i n gt o , I m i g h t , l ' l l
w e ' l l ,w e m i g h t
Imight,Imight,l'll
l ' m g o i n gt o
l ' l l ,I m i g h r l.' m ( n o r )g o i n gc o

,lli,ilrirttt'rerpra.tice
T h i s e x e r c i s eg i v e s s t u d e n t s a c h a n c et o p e r s o n a l i s e
these structures, and are good examples to include in
their notebool<s.Instead of having pairs of students just
d i s c u s st h e s e q u e s t i o n s ,h a v et h e m w a n d e r a r o u n d t h e
class asl<ingone question to one person before moving
o n t o a n o t h e r p e r s o n w i t h a n o t h e r q u e s t i o n .F i n i s hu p
b y a s k i n gt h e c l a s sw h o h a d t h e m o s r i n t e r e s t i n go r
u n u s u a lo l a n s .

T h i s i s a v e r y c o m m o n p h r a s e j u s t b y i t s e l fw h e n w e
don't want to be explicitor when we want to delay
answering.You could give students an example of an
interaction lil<ethis:

80

A: So,are you goingto giverrss:--: -: -'.,',i!'<tonight?

B: Well,it depends.
A: On whot?
A: Whot kind of moodI'm in,I suppose.
You might want to explain that whether and if are used
w h e n t h e r e i s a c h o i c e ,f o r e x a m p l e y o u ' r e e i t h e r o n
time or you're late. The words or not can therefore
follow at the end of the senrence:
/t depends iflwhether I hove time or not.
They can also follow directly after whether- but not lf,
It dependswhether or not I hove time.

Answers
l.
2.
3.
4.

d e p e n d so n
d e p e n d so n
depends
depends
5 . d e p e n d so n
5. depends

7.
8.
9.
10.
I l.
| 2.

d e p e n d so n
depends
how
how much
what time
how

| 3.
14.
| 5.
15.
I7.

how long
what time
whether
what
whether

T h i s i s s o m e r i m e sa d i f f i c u l tc o n c e p t f o r s t u d e n t st o
a c c e p t .E x p l a i nt h a r n o t o n l y w i l l i t h e l p t h e m s p e a l <
m o r e f l u e n r l yi n g r o u p s o f w o r d s , b u t i t w i l l a l s o h e l p
them to avoid the problem that some learners have of
d r o p p i n g c e r t a i n f i n a l c o n s o n a n rs o u n d s .G o t h r o u g h t h e
two examples,and have students practise them before
h a v i n gt h e m m a r l <t h e l i n l < i n gi n I - 9 . P l a yt h e r e c o r d i n g
once all the way through and then again,pausingafrer
e a c h s e n t e n c es o t h a t s t u d e n t sc a n r e p e a t i t s e v e r a l
t i m e s .Y o u c a n a l s o p o i n t o u r r h a t r h e ' d ' s o u n d i s u s u a l l y
dropped in lt deDends.

Answers
9 . I t d e p e n d sh o w I f e e r .
12. h dependshow-qlggllam.
| 3. h dependshow long-it'lltal<e.
1 4 , l t d e p e n d sw h a t t i m J l g e t h o m e .
1 5 . l t d e p e n d sw h e t h e ri g e t b a c ki n t i m e o r n o t .
15. lr dependswhat kiid.,ofrhinglou liki
1 7 . l t d e p e n d sw h e t h e rI v e g o t p a i do r n o t .

Fur therpr actice

Have students asl<each other these questions in pairs
a n d t h e n a s l <t h e m t o s p e n d a f e w m i n u t e s m e m o r i s i n g
t h e r e s p o n s e sl - 8 i n 4 l t d e p e n d s . T h e n g i v e e a c h
s t u d e n t a n u m b e r f r o m o n e t o s e v e n .T h i s i s t h e n u m b e r
of the question thar they have to asl<.Get all the
s t u d e n t st o s t a n d u p a n d g o a r o u n d a s l < i n gt h e i r
questions and trying to remember an appropriate
resDonse.

13 Stqlttseetnq

Answers
P o s s i b laen s w e r s :
l . l t d e p e n d sh o w I f e e l / h o wt i r e d I a m / w h a t i m e
I get home.
2. lt depends how much time we've goriwhat time
the film finishes.
3 . l t d e p e n d sh o w I f e e l / h o w t i r e d I a m / w h a t t i m e
I get home/whether I get bacl<in time or not.
4. lt depends how I feel/how tired I am/whar trme
I get home.
5 . l t d e p e n d sw h e t h e r I ' v e g o t p a i d o r n o t .

Follow-up
H a v e s t u d e n t sc h o o s e o n e o f t h e c i t i e s i n t h e
photographs on page 94 and inraginethat they are on
h o l i d a yt h e r e . T h e y s h o u l d w r i c e a l e t r e r o r a p o s t c a r d
t o a f r i e n d e x p l a i n i n gw h a c t h e y h a v e b e e n d o i n g ,w h e r e
they've been going,what they've been eating,how the
weather has been, what the people have been lil<e,etc.
Give students a chance to review the languagein this
u n i t a n d p r e v i o u s o n e s . l f y o u a r e h a v i n gt h e m w r i c e i n
c l a s s g, o a r o u n d h e l p i n g W
. h e n t h e y h a v ef i n i s h e d ,c h e y
can exchange letters with a partner, read it and then tall<
about it.

6 . l t d e p e n d sh o w l o n g i t ' l l t a k e / h o w t i r e d I a m .
7 . l t d e p e n d sh o w m u c h t i m e w e , v e g o r .

Speaking

I h e s ep i c r u r e si n c l u d es o m ep l a c e st h a t a r e n ' tt y p i c a l
t o u r i s ta t r r a c t i o n sE.x p l a i nw h a t e a c hp l a c ei s . T h e
p i c t u r e ss h o wT o k y o D
, i s n e y l a n d , T hHei r o s h i m ap e a c e
M u s e u ma, n d t h e G a l a p a g ol s l a n d sW. r i t e a f e w
e x p r e s s i o nosn t h e b o a r dt o h e l o :
I'd nevergo there,evenif you poid me.
It'snot reallythe kind of thingI'm into.
l'm sureit'sfoscinoting.
I thinkeveryone
shou/dseeit.

,i
:

81

U n i t o v e r v i ew

You might need to explain some of the following

exPressrons:
.

leave without
lf you drop out of universitylschool,you
but I
finishing.For example: I got into o good university,
just got fed up with it ofter o few months ond dropped
out.

'

lf you are doing o subjectsomewhere,you are studying

i t . l f i t i s a t u n i v e r s i t ya n d t h e u n i v e r s i t yi s n a m e d
after the city, you can just use the city's name. For
example: I'm doing chemicolengineeringot leeds.

lf you are hovingltokingo gop year,you are tal<inga

year off between leavingschool and starting
university.For example: I'm plonningto spend my goP
yeor trovellingoround the world.

l f y o u r m i n d g o e sb l o n k , y o u s u d d e n l yc a n n o t
r e m e m b e r o r t h i n l <o f s o m e t h i n g .F o r e x a m p l e :M y
mind's gone completely blonk. I con't remember who gove

General topic
Tall<ing
about schoolsand differentl<indsof exams
ano tests.
Reading
T h e w a y t e a c h e r su s e dt o d i s c i p l i nceh i l d r e ni n
schoolsis not lil<eit is now.
Language input
.

Verb patterns:Shewoscoughtdrinkingin schoo/.She

He wos
corriedon drivingevenofter her accident.
sockedfor olwaysbeing/ote.etc.

He neverPoysottentionin closs.
Schoolexpressions:
Shet the teocherlDet.etc.
. Expressions
and collocationsfor talkingabout
My mindwent
examsand tests:I gotmy results.
completelyblank.I did a lot of revisionfor the exom.
etc.
' lntonation for expressingsympathy:I'm reallysorry
to heor that.l'm so sorry.etc.
Verbsfor tall<ing
about hopesand plansin the
future: I'm plonningto spendthe summerworking
abrood.I'm reallylookingforwardto it. etc.
Asl<ingopinionsabout the future and responding:
Do vou think she'llcome?I doubt it.
Pronunciation
of the contractedform 'll lt'llroin
loter.l'll giveyou o hond with it.

me thot neckloce.
.

If you say you got three As ond a B, you are referring to

the results of your exams. Usually you are referring
to yourA-levels and the grades reguired to get into
universicy. A-levels are exams that are usually taken
in the final year of school in the UK when you are
eighteen. Whot do you coll A-levelsin your country?
means Whot do you coll the exoms you toke ot the end
of secondoryschool in your country?

R e m i n d s t u d e n t st o r e c o r d a n y o f t h e e x p r e s s i o n st h a t
t h e y l i l < ei n t h e i r n o r e b o o r s .
Lead in

Language strip
Use the languagestrip as a way to lead in to the unir.
Asl< students to lool< quicl<lythrough the list and find
any expressions thar they have used themselves (e.g.
Hove you done your homework?)and any that are true for
t h e m ( e . g .I h o t e ds c h o o / )E. x p l a i nt h a t i n t h i s u n i t t h e y
will learn ways of tall<ingabout school and tal<ingexams.
E n c o u r a g et h e m t o c h o o s e s o m e o t h e r e x p r e s s i o n si n
the strip that lool< interesting and to find out more
about them.
U s e t h e l a n g u a g es t r i p l a t e r o n i n t h i s u n i t f o r a s m a l l
group task. Asl< students to find those expressions that
are about exams (e.g.l've got rny results),those that are
about university (e.g.I'm doing Frenchot Nottinghom)and
those that are about school (e.g.How old were you when
you left school?).(Of course, some expressions do not fall
into only one category.)You could then asl<students to
choose several of the expressions to asl<each other (e.g.
What wos your degreein ogoin?).

L e a d i n b y w r i r i n g r h e w o r d t e o c h e ro n t h e b o a r d .T h e n ,
a s a c l a s s ,b r a i n s t o r m a l i s t o f a d j e c t i v ec o l l o c a t i o n s H
. ere
are some less obvious examples:hordworking,overworked,
competent,inexperienced,sympothetic.Then
go on to the
first exercise.

Speaking
I n t r o d u c e t h i s e x e r c i s eb y t e l l i n g s t u d e n t sa b o u t s o m e o f
your own teachers,for example a teacher that inspired
you to become a teacher yourself, a teacher that made
your life a misery, etc. lf you are short of ideas,you can
use this examole:
A friend of mine once met one of her old teochers severol
years ofter she hod left school. When she told her old
teocher thot she wos herself o teocher,he nearly died of
shock.Apporently,shehod been quite unruly in school. When
he osked whot mode her go into teoching,she exploined thot
she hod mode her teochers' liveso misery os o student ond
now she wonted to moke her students'/iveso miseryos o
teacher!

82

14 S t u d y i n g
Have students tall<in pairs about the questions and the
pictures on the page.Asl< if any of the things in the
picturesremind them of their own time at school.

that the teacher was sacl<edfor grabbing the boy's shirt

o r w h e t h e r p h y s i c a lp u n i s h m e n ts h o u l d b e o u t l a w e d i n
s c h o o l sa n d i n t h e h o m e .

I While you read (The bad old days)

P o i n t o u t t h e t i t l e o f t h e a r t i c l e a n d a s k s t u d e n t sr o
guess what it might refer to. Then explain the rasl<.Have
students read through the article and then compare
their answers with a Dartner.

The verbs in this exercise are followed by a variety of

patterns. This is a good time to mal<esure students are
r e c o r d i n g a n d l e a r n i n ge x a m p l e si n w h o l e e x p r e s s i o n s .
You may need to explain the difference between orome
somebody for o problem and blome o problem on o person..
on is followed by the cause,while for is followed by the
result. Ask students to complete these sentences

Answers
Answerswill vary.

appropriately:
They blomed the crosh on ...

Playthe recordingof the articlewhile studentsfollow in

t h e i r C o u r s e b o o kE. n c o u r a gteh e m t o u n d e r l i n ea n y
expressions
you
or collocationsthat seem interesting.
maywant to point out and explainthe following
exDressions:
' lf you voiceyour support someonelsomething,you
for
verballyexpressyour supportfor that personor
idea.We can use the verb voicewith other emouons,
too: to voiceyour concernlongerlfrustrotion.
For
example:A lot of peopleore voicingtheir frustrotionot
the lock o[progressin reochingon ogreement.
, lf you ore ot
for something
foult,you are responsible
that went wrong.For example:The bigfoodcompontes
ore reollyot foult for the problemsof obesity.
' lf you are cheeky,
you are beinga little disrespectful
and funnyat the sametime. For example:I wos cheeky
towordsthe teochers,
but I nevergotin reollyserlous
trouble.
' lf you pushsomeone
to the limit,you provol<ethem ro
a point where they lose control.For example:you'd
betterstop now. Youiepushingme to my limit.
lf you outlowsomething,you
mal<eit illegal.For
example:They've
outlowedthe useof mobilephones
while driving.

Whenever something got broken,it was olwoys blomed on ..

I blame the governmentfor ...
I olwoystook the blome for ...

Answers
t

4 . a . 5 .e .

6.d. 7.b.

The expressions are:

got sacl<edfor tearing a boy's shirt
c o m p l a i n e dt o t h e h e a d m a s t e r
sacl<edfor physicallyabusing the boy
caught two students tall<ingin class
mal<eyou hold your hands out lil<ea cross
carry on teaching the class
caught anyone doing anything wrong
threatening them with the sacl<
blame the ourlawing of physicalpunishment for an
i n c r e a s ei n b a d b e h a v i o u ri n c h i l d r e n
get sacl<edfor stopping a fight
caught smol<ingin the toilers

Speaking
H a v e s t u d e n t sd i s c u s st h e s e f o l l o w - u p q u e s t i o n si n s m a l l
groups.You may want to point out the pattern cotch
someonedoing something.The -ing form is used here
because it shows that the action was in progress.Asl<
s t u d e n t sf o r o t h e r t h i n g s a t e a c h e r o r t h e p o l i c e m i g h r
catch you doing. For example:
I was cought fightingin the toi/ets.
I wos cought running in the corridors.
We were once caught shoptifting.
You could also explain that you can skip meols.
For examole:
I usuolly skip breokfast.
F i n i s hu p b y a s k i n gs t u d e n t sw h o h a d t h e m o s t u n u s u a l ,
effective or cruellest punishments.To extend the
d i s c u s s i o nh, a v e s t u d e n t s d i s c u s sw h e t h e r i t w a s r i g h t

This exercise gives more practice with the vero parrerns

from 4Verb patterns. Have srudents lool< through the
q u e s t i o n sa n d t h e n a s l <t h e m t o c l o s e t h e i r C o u r s e b o o l < s
a n d a s k y o u . A n s w e r t h e i r q u e s t i o n sa n d t h e n a s l <t h e m
to recall several expressions you used.Write them on
t h e b o a r d .S t u d e n t sc a n t h e n o p e n t h e i r b o o l < sa n o
d i s c u s st h e q u e s t i o n st h e m s e l v e si n s m a l l g r o u p s ,u s i n g
a n y o f t h e e x p r e s s i o n st o h e l p t h e m i f n e c e s s a r y .

'

t Teacher
_
s
and
students
i

Here the focus is on several expressions connected to

s c h o o l .S t u d e n t sc a n w o r k i n d i v i d u a l l yt h r o u g h t h e t a s l <
and then compare answers with a partner. you could also
a s k t h e m t o d e c i d e w h i c h a r e p o s i t i v ea n d w h i c n a r e
negative.As you go through rhe answers,checl<that they
u n d e r s t a n ds o m e o f t h e e x p r e s s i o n sb y a s l < i n g
further
q u e s t i o n s .F o r e x a m p l e :

83

tlo',', would o teocher know someone wosn't Poying

cttention?

Answers

Hovr would you know if I wosn't poying ottention?

The correct order is:

l.c. 2-g. 3.d. 4.e.

Whot kind of thing would you do if you were in detention?

Whot is the opposite of 'top of the closs'?
How con o teocher be encouroging?

5.a.

6.f.

7.h.

8.b.

Listening

How could you tell someone wos the'teacher's pet'?

Then pairs of students can tall<about the sentences that
relate to their life.

Answers
S e n t e n c ecso n c e r n i n sg t u d e n t sl:, 3 , 5 , 7 , 9 a n d I I
S e n t e n c ecso n c e r n i n tge a c h e r s2:, 4 , 6 , 8 , | 0 a n d | 2
Positive
s e n t e n c e s : 2 ,a7n d 8 .
The rest are negative.

Test,exam, degree, etc.

T h i s e x e r c i s ea l l o w s s t u d e n t s r o s e e t h e d i f f e r e n c ei n
m e a n i n gb e t w e e n s i m i l a rw o r d s . T o l e a d i n , w r i r e t e s t ,
exom and degreeon the board. Asl< students to use each
word to write a sentence about themselves.Then have
t h e m d o t h e e x e r c i s eW
. h e n t h e y h a v ef i n i s h e d a
, s l <t h e m
to lool< bacl<at their sentences and modify the language
i f n e c e s s a r yf ,o r e x a m p l e b y c h a n g i n go r a d d i n ga
c o l l o c a t i o n .P a i r so f s t u d e n t s c a n t h e n t a l l <a b o u t t h e
qualificationsthey have or want to get. Write some
more expressions with quolificotionon the board for
students to complete and tall<about:
I wont to get o quoliftcotionin ...
These doys you need quoliftcotionsif you wont to be a . . .
Most peoplewho opp| for ... hove got o lot of quolificotions

Answers
l. examination
2 . d e g r e ed, i p l o m aq, u a l i f i c a t i o n s
3. certificate

Speaking
I n t r o d u c e t h e t a s k b y d i s c u s s i n gt h e i n i t i a lq u e s r i o n sw i t h
t h e c l a s sa s a w h o l e . T h e n h a v e s r u d e n t si n d i v i d u a l l y
d e c i d e t h e o r d e r a n d c o m p a r e w i t h a p a r t n e r .T e l l t h e m
t o r e c o r d t h e c o l l o c a t i o n st h a t a r e n e w t o t h e m i n t h e i r
notebooks. Explain that if you mess up somethingon o test,
you do it badly.lf you mess up your room,however, you
mal<e it untidy. lf you monoge to do something,you are
implying that it is difficult or requires some effort to
a c c o m p l i s hF
. or example:
After five hours,l ftnolly monoged to get to the summit.

84

Explain the situation and have students predict how the

s e n t e n c e sw i l l b e c o m p l e t e d .T h i s h e l p s r e i n f o r c e s o m e
of the collocations from 2 Speaking. Play the recording
and then have students complete the sentences.Play it a
s e c o n d t i m e f o r t h e m t o c h e c l < . Y o uc a n t h e n h a v et n e m
l i s t e n a t h i r d t i m e , f o l l o w i n g t h e t a p e s c r i p to n p a g e 1 5 4 .

Answers
| . fail,go to university
2. she only did one of the writing pieces
3. revised really hard for ir, tal<ethe course and the
exams again

-ruerlre
H e r e a r e s o m e m o r e e x p r e s s i o n sa b o u t e x a m i n a t i o n s
W h e n s t u d e n t s h a v ef i n i s h e dd o i n g t h e m a t c h i n gt a s l < ,
h a v et h e m t e s t e a c h o t h e r i n p a i r s ,w i t h o n e p e r s o n
sayingthe first half of the sentences and the other
p e r s o n c o m p l e t i n gi t w i t h o u t l o o k i n g a r t h e
Coursebool<.Explain that if you just obout or borely
scropethroughon exom,you only just pass it. For
example:
You just obout scropedthroughwith 7l%.

Answers
l.b. 2 e

3 d

4.{

5 .c

6 .a .

E x p r e s s i o nm
s e a n i n gt h e p e r s o n d i d w e l l :2 a n d 3
E x p r e s s i o n sm e a n i n gt h e p e r s o n d i d n ' t d o s o w e l l :
l.4,5and5

intonation
I Pr onunciation:
I n t o n a t i o n c o n v e y sa l o t o f m e a n i n g . W r i t e a s i m p l e
s e n t e n c el i k e f h o t s m y b o o k o n r h e b o a r d .A s l <s t u d e n t s
to practise sayingit with different emotions: anger,real
pleasureb
, o r e d o m , r e a l p r i d e , e t c . T h e n a s l <t h e m w n a t
they were doing with their voices to convey that
emotion.
Play the recording once all the way through to allow
students to hear the intonation patterns for the
expressions giving sympathy.Play it a second time,
pausingafter each response to allow students to repeat.
Then have them worl< in pairs reading the conversation.
Have them thinl< of ways ro extend the dialogue.You
might want to give an example with one student. For
examPte:

l4 Studylnq

A: l'm sorryI'm so /ote,but I hod on occidentin the caron

the woyhere.
B: Oh,no! I'm sorryto heorthot. Areyou oll right?Whot
hoppened?
Wosthe cor bodlydamaged?
A: I'm fine,justo bit shoken.But the cor'snotin good
shope.I had to getit towedto o goroge.
B: So,did someonerun intoyou or something?
A: Well,l'm to blame,really.I wos tryingto overtokethis bus
on o blindcornerond I croshedrightinto thisoncoming
cor.
Referstudentsto the Real English note on which
words are stressed.
Saya few sentencesand have
studentspractise,respondingwith the appropriate
e x p r e s s i oa
n n d i n t o n a t i o nF. o r e x a m p l e :
/'ve/ostthot gold brocelet.
l've /ostmy pen.
/'ve/osta verydeor friend.
Once studentshavepractisedtheir dialoguesa few
times,havethem perform them to other pairs.

I m e s s e du p b a d l y!
This exercise features the topic of exams and tests with
m o r e c o n n e c t e d e x p r e s s i o n sS. t u d e n t sc a n f i l l i n t h e g a p s
a n d t h e n c h e c k t h e i r a n s w e r si n p a i r s . y o uc o u l d t h e n
r e a d o u t l - 3 a n d e i t h e r e l i c i t r h e a n s w e r sf r o m t h e c l a s s
a s y o u c o m e t o e a c h g a p o r e l s e s i m p l yg i v e t h e g r o u p
tne answers.

Answers
| . a. revision b. last
c. notes d. failed
2 . a .f a i l e d
b.Test
c.pass
o .e n o u g h
3 . a .c h e a t i n g b . c o n f i d e n t c . c o p i e d d . w e l l
Point out the expression needlessto soy in each story.
T h i s i s a c o m m o n w a y o f e n d i n ga s t o r y w h e n t h e r e s u l t
i s w h a t y o u w o u l d e x p e c t t o h a p p e n .G i v e s t u d e n t s a
c o u p l e o f e x p r e s s i o n st h a t m i g h t b e u s e d w h e n t h e
r e s u l t i s s u r p r i s i n gF
. or example:
Funnilyenough,(l possed).

2. my driving rest / halfway through / for ages / started

waving / the car in front of me / crashed / Needless
t o s a y ,. . .
3 . A f r i e n d o f m i n e / c o p y i n gi c h e a t i n g/ o n e o f t h e
b e s t s t u d e n t si n t h e s c h o o l / c o n f i d e n t /
U n f o r t u n a t e l y/, N e e d l e s st o s a y ,. . .
You could round up by re-telling the stories yourself,
e l i c i t i n ga s m a n y o f r h e c o l l o c a t i o n sa n d e x p r e s s i o n s
f r o m t h e c l a s sa s y o u c a n - o r e l s e y o u c o u l d s i m p l y a s l <
them to compare the versions they have thought of - or
written - with those on page 100.

Speaking
Start off by asl<ingstudents to sort the tests ano exams
in the box according to different criteria, for example,
those that you revise for, those that you don't lilce,those
w i t h s e r i o u s c o n s e q u e n c e si f y o u f a i l ,e t c . y o u m i g h t n e e d
to explain that o screentest is for an actor who wanrs a
part in a film, and that o rnock exom is a practice exam.
After students have told their partner a story, have them
tell the same story to another person.

i.r'

The futur e: sevenim por tantver bs

Remind students that the structures I'm goingto, I'll
probobly and I might from Unit l3 express how certain
we feel about things in the future.
T h i s e x e r c i s ew i l l h e l p s t u d e n r sw i t h t h e g e n e r a l m e a n i n g
of the seven verbs and the grammatical patterns that
follow them. Have students sort the expressions rnto
categories:those that are followed by an infinitive with to
(e.g.plon,hope, expect),thosefollowed by a preposition +
a noun or -ing form (e.9. think of, look forword to) and
those followed by a noun (e.g.opply for,dreod,expea).

lmagine my surprisewhen I found out ( I'd possed).

Answers

S t u d e n t sm i g h t w a n t t o u s e s o m e o f t h e s e e x D r e s s r o n s
to end their own exam stories. Let students spend a few
m i n u t e s l o o l < i n gb a c l <t h r o u g h t h e p r e v i o u s e x e r c i s e s
before telling their stories again to rheir partner.

r.
2.
3.
4.

aPPIy
dread
plan
hope

5 . t h i nl <
6. lool< forward to
7. expect, expect

lf you want to revise the languagein these three stories

i n a l a t e r l e s s o n ,o n e w a y y o u c o u l d d o i t i s t o w r i t e a
few l<eywords from each story on the board and put
s t u d e n t s i n g r o u p s t o r e - t e l l t h e s t o r i e s .F o r e x a m D l e ,
you could write up the following:
l . l e f t h i s r e v i s i o n/ m o s t o f t h e t i m e . . . b u t o n e n i s h t /
stayed up all night i several caffeinetablets /
U n f o r t u n a t e l y /, N e e d l e s sr o s a y ,. . .

Before doing this exercise,mal<esure students are

comfortable with the formation of the present
c o n t i n u o u sa s w e l l a s t h e s p e l l i n gg u i d e l i n e sf o r w h e n t o
double the consonant (e.g.p/on -plonning)and dropping
the final 'e' (e.g. hope- hoping).

85
{

m exPecung
a. m applying
a . m (really) lool<ing

4.
5.
5.
7.

forward to
a.'m hoping
'm
a.
planning
'm
a.
thinl<ing
'm
a.
dreading

b.'m (not) expecting

b.'m applying
b . ' m ( r e a l l y )l o o l < i n g
forward to
b.'m hoping
'm
(not) planning
b.
'm
thinl<ing
b.
'm
dreading
b.

You may needto explainthat PRstandsfor public

relotions.
Tell studentssome examplesabout yourselfor a
friend beforehavingthem do the samein pairs.

A s k i n gf o r a n o p i n i o n
This exercise focuses on the very common question Do
you think + will ... ? Go over the explanation and then
have students put the words in the right order to mal<e
questionsS
. t u d e n t ss h o u l d n ' tf i n d i t t o o d i f f i c u l tb e c a u s e

Have students worl< in pairs creating the dialogues.Then

have them practise reading them a few times. You could
suggestthat they memorise two or three and then
perform them for another pair.

,.',.'..,]

fi

Pr onunciation:
7

This contraction is a little difficult for some speal<ers.

You may need to have students practise this exercise
several times. Play the recording once all the way
through and then again,pausingafter each sentence.For
extra practice, asl<students to choose five of the
r e s p o n s e sa n d w r i t e t h e a c c o m p a n y i n gq u e s c i o nT. h e y
c a n t h e n a s l <t h e i r q u e s t i o n st o a p a r t n e r w h o c h o o s e s
the appropriate response.You may need to explain that if
you give someoneo hond,you help them do something.
For examole:
A: I'm hoving trouble fixing my fence.
B: I'll come over ond give you o hond if you like.

they all start with Do you think ... ? Play the recording so
s t u d e n t s c a n c h e c l <t h e i r a n s w e r s ,a n d t h e n p l a y i t a g a i n ,
pausingafter each question so that they can repeat.

Answers
l.
2.
3.
4.
5.
6.

D o y o u t h i n l <s h e ' l lc o m e l
D o y o u t h i n l <l ' l l n e e da c o a r l
D o y o u t h i n l <y o u ' l ls e e K e n l a t e r i
Do you thinl<we'll be bacl<by eight?
D o y o u t h i n l <y o u ' l lp a s s ?
Do you thinl<you'll do a Masrer'safter you
graduatel

n a t u ra la n sw e rs
L e a di n b y h a v i n gs t u d e n t sa s l <y o u s o m eD o y o u t h i n k. . .
? o p i n i o nq u e s t i o n a
s b o u tt h e f u t u r e .A n s w e ru, s i n gs o m e
of the short answershere.Then go over the
e x p l a n a t i o nTsh. e s es h o r t e x p r e s s r o nasr e v e r y c o m m o n ,
and in this context are more typicalthan responseswith
m o d a la u x i l i a r i elsi k em u s ta n d m o yf o r e x p r e s s i n g
degreesof certaintyin the future,somerhingwhich some
studentsmight asl<about.
Answers
l . a . I d o u b t i t b . l t ' s b o u n dt o c . l t m i g h t
2 . a .h o p e f u l l y b . d e f i n i t e l y c . p r o b a b l y
3 . a .D e f i n i t e l y b . I d o u b ti t c . h o p e f u l l y

lf students don't l<now,Lazio and Arsenal are football

teams from Rome and London respectively.In dialogue
number 3, note the expression her porentsore going to kill
me.You might say someoneis going to kill me to mean that
they are going to be very angry when they find out about
s o m e t h i n gy o u h a v e d o n e o r n o t d o n e .

86

I n t h i s e x e r c i s e ,e n c o u r a g es t u d e n t st o m a k e a f o l l o w - u p
comment as well.For example:
A: Whot do you think the weother will be like tomorrow?
8: ltt bound to roin. lt's the weekend.lt olwovs roinsot the
weekendhere.
As an alternative,write these questions on slips of paper
and give one to each student. They then go around the
c l a s sa n d a s l <t h e i r q u e s t i o n t o a n o t h e r s t u d e n t .W h e n
t h e y h a v ef i n i s h e d t, h e y e x c h a n g es l i p sa n d f i n d s o m e o n e
e l s e t o a s l <t h e i r n e w q u e s t i o n t o , a n d s o o n .

r5
Kilmornockis a Scottish football team.

Unit overview
General topic
Tall<ing
about sport and mal<ing
predictions.

l n s o m e s p o r t s l i l < et e n n i s ,i f y o u a r e t h e n u m b e r o n e
seed,you are ranked as the best player in a
competition. For example: She stondso goodchonce
now thot the number one seeo ,s out.

Listening
Fivepeopletall<about sporcingevencs.

It'so por 5 refers to golf. lt means that five hits of the

b a l l a r e e x p e c t e d o n r h i s o n e p a r t i c u l a rh o l e .
fhe dogs refers ro dog racing.

Language input
.

.
.
.

First conditionals:
lf they scorefust,they'll
haveo
chonce.lf he doesn'thoveony mechonicolproblems,
he shouldwin.

Common if expressionsl'llcomeif I con.l'llgtve

you a hond if you wont.

'

Gome,set ond motch could be said when a player wins

a tennis match. This means that a player has just won
the last game of a set, the last set, and the matcn
itself.

Verb collocationswith varioussporrs:I ptoyo bit

of golf now and then.I go swimmingquitea lot,gotf
course,bosketboll
courr,erc.
Expressions
to tall<about keeping fit: I do liketo
keepfit. I ovoidred meot.etc.
Vocabularyfor describingsportingevents:it woso
dirty gome,it's on owoygome, the fight was fxeo, etc.

Agreeing,disagreeing
and showingsurprisewith
know:l know!I meonhowmuch doesTigerWoods
earn a yeor?I don't know./ thinksshe! quitesexy.
I don't know why she stoyswith him.etc.

lf you say lt wos out, you are usually referring to the

fact that the ball has gone out of play.For example, in
cricl<etyou would say /t wos out if you believe tnat
t h e b a t s m a n i s o u t . T h i s e x p r e s s i o ni s a l s o u s e d w h e n
t h e b a l l h a s l a n d e do u t s i d e t h e l i n e d u r i n g a t e n n i s
match. Fans watching a match or game will use this
expression when they disagreewith the umpire or
referee\ decision that it wasn't out.
A shuttlecockis the object that players hit over tne
net in badminton.
We got throshedmeans we lost a game/match very
heavilv.
.

Hei got o greotleft foot is usually said about a

footballer and means he's very skilful with his left
foot.

Language strip
Use the languagestrip as a way to lead in to the unit.
Asl< students to quicl<lylool< through the list and find at
least two expressions that they could see themserves
u s i n g .E x p l a i nt h a t i n t h i s u n i t t h e y w i l l l e a r n m o r e w a y s
o f t a l l < i n ga b o u t s p o r t . E n c o u r a g et h e m t o c h o o s e s o m e
o t h e r e x p r e s s i o n si n t h e s t r i p t h a t l o o l <i n t e r e s t i n ga n d
to find out more about tnem.
U s e t h e l a n g u a g es t r i p l a t e r o n i n t h i s u n i t f o r a s m a t l
g r o u p t a s l <A. s l <s t u d e n t s t o d i s c u s sw h i c h s p o r t i s b e i n g
referred to in some of the expressions.you could also
asl<them to find expressions that might be said about a
sport that you are watching or have just finished
watching (e.g.He shouldhove been sent offl.
You might need to explain some of the following
expressions.
'

'

l f a t e a m a r e p l a y i n go t h o m e , t h e y a r e p l a y i n ga t t h e i r
own ground or stadium. For example: Why do they
olwoys play so bodly ot home?
ln some team sports, like football, o ployer is sent olf if
the referee decides that they have seriously brol<en
one of the rules of the game. For example: / con,t
believehe wos sent off for that tockle.

Remind students to record any of the expressions that

they lil<ein their notebool<s.
Lead in
G e t s t u d e n t s i n r o p a i r s .G i v e t h e m o n e m i n u t e t o w n r e
down all the sports rhey can thinl< of; however, one
person has to write down all the team sports while the
o t h e r p e r s o n a l l t h e i n d i v i d u a ls p o r t s .A f t e r o n e m i n u c e ,
s t u d e n t sc a n c o m p a r e t o s e e w h o h a d t h e m o s t . T h e n , a s
a c t a s sg, e r s r u d e n r st o t e l l y o u r h e s p o r t s i n t h e i r l i s r s ,
w h i l e y o u w r i c e t h e m o n t h e b o a r d . R e f e r s t u d e n t st o
the picrures on page | 04 to see if any of the sports they
came up wich are shown.Keep the list on the board
while students do I Are you any good?.

.n i

;.i'
";."/ ..
I

..

,,{

r'..

.f. -

,. ." '.i

i Ar e you any good?

H e r e s t u d e n t s s o r t t h e s p o r t s a c c o r d i n gt o w h e t h e r
they collocate with p/oy or go. When they have finished,
asl<if they notice any parterns.They may tell you that
the sports with bol/ in them tend to collocate with play

87

and those ending with -ing tend to collocate with go. Get
s c u d e n t st o l o o l <a t t h e l i s t o f s o o r t s o n t h e b o a r d a n d
decide if they collocate with go or ploy.You might have
some lilceboxing and toe-kwondo that collocate with do.
Point out the expressions o lot of,quite o lot,a bit of,
olmost everydoy, sometimes,
now and then.Ask which of
them mean that the person does a sport frequenrly.

Answers
l . g o 2 . p l a y 3 .p l a y 4 . g o 5 . g o 5 . p l a y 7 . y a y
8 .p l a y 9 . g o l 0 g o .

S t u d e n t ss h o u l d m a t c h t h e f o l l o w - u p c o m m e n t s i n p a i r s ,
u s i n ga d i c t i o n a r y o r a s l < i n g
y o u w h e n n e c e s s a r ya b o u t
any of the sport-related vocabulary.(The best way ro
explain some of the expressions like dribblingis oy
m i m i n g t h e a c t i o n . )A f t e r c h e c l < i n g
t h e a n s w e r s ,a s K
students what patterns they norice and write the
followingon the board:
I'm quite good ot + -ing.
I'm OK at + -ing.
I'm not very good ot + -ing.
M o d e l t h e e x a m p l e d i a l o g u ew i t h o n e s t u d e n t ,p o i n c i n g
out the intonation patrern of Oh, reolly?before having
s t u d e n t st a l l <a b o u t s o m e o f t h e s p o r t s i n p a i r s .

Before getting students to read the text, put the

following words and phrases on the board:fruit ond
vegetobles,yogo,teom sports, red meot, stomino,gym. Asl<
s t u d e n t st o p r e d i c t w h a t m i g h t b e s a i d a b o u t e a c h o n e i n
a text about l<eepingfit. For example:
It's a good ideo to do yogo.
You shouldn't eot red meot.
You may need to explain that if you hove stomino,you are
able to do something for a long time. For exampre:
You need o lot of stomino to do cross-countryrunning.
Then have students read the text and complete the gaps.
Before going through the answers,ask what they thinl<
hove o go ot means (try).

Answers
r. team sPorts
2. aggressive
3. goingon about
4. l<eepfit
5. red meat
6. fruit and vegetables

7 gym
8. yoga
9. stamina
| 0. have a go at

Answers
l . i . 2 .b . 3 .a . 4 . e . 5 . h . . 6 . f.
9.g. 10.d.

7 .j .

8 .c .

T h i s e x e r c i s ef o c u s e so n t h e n a m e s f o r t h e o l a c e sw h e r e
sports are played.lf you want to extend this, you can
brainstorm other names lil<eice-hockeyrink,cricketground,
othleticstrock,bowlingolley,er.c.Once srudents have done
the matching tasl<,model rhe example dialogue before
getting them to worl< in pairs. Point out thar the
expression Do you know if there'sanywhereI con ... ? is
useful for other places.For example:
Do you know if there'sonywhere I con buy a stomptmoke o
photocopyround here?

Answers
l.b. 2.c. 3.a. 4.a. 5.b. 5.a. 7.a. 8.a
9 . b . t 0 .d .

lf you wish, you could asl<students to change any of the

expressions a little to make them true. For example:
The one thing I would like to hove o go ot is ice-hockey.
You may need to explain that if your body is supp/e,you
can bend and move it easily,while if it is stiffiyou can'r;
and that we can use the expression I wotch whot I eotto
mean that we rry ro have a healthy diet by being careful
about the foods we choose to eat. Encourage students
t o r e c o r d i n t h e i r n o t e b o o l < ss o m e o f t h e e x p r e s s i o n si n
c h e t e x t , p a r r i c u l a r l yr h e o n e s t h a t d e s c r i b et h e m s e r v e s .
t ^

: uescflbr ngan event

T h i s e x e r c i s ei n t r o d u c e ss o m e m o r e s p o r t i n g v o c a b u l a r y
Have students worl< in pairs on the matching tasl<.Then,
a s a c l a s s d, i s c u s sw h i c h s p o r t i s b e i n g d e s c r i b e o ,
e x p l a i n i n gh o w t h e e x p r e s s i o n sa r e t y p i c a l f o r t n a t
p a r t i c u l a rs p o r r . l f s o m e s t u d e n t s n e e d h e l p w i t h a n y o f
the terms here like sets or yellowcords,asl<if there ls
a n y o n e i n t h e c l a s sw h o c a n e x p l a i n .T h e r e u s u a l l yi s
s o m e o n e w h o l < n o w sw h a t t h e s e t e r m s m e a n .
Answers

Leadin by asl<ing
studentsa few questions.
For example:
Whot do you do to keepfit?
How oftendo you get somephysicolexercise?
Whot do you eot if you wont to hoveo heolthydiet?

l . f . ( g o l f :t h e g r e e n s )
2. c. (football: teams,grounds)
3 . d . ( f o r e x a m p l e ,t e n n i s ,f o o t b a l l :m a t c h ,f i n a l )
4. h. (football: away game)
5. e. (boxing: fight)
6 . b . ( s l < i i n gd:o w n h i l l ,s l o p e ,i c y )
7. g. (football: sent off, yellow cards)
8 . a . ( t e n n i s :s e t s )

88

15 Sport

As an extension,asl<pairsof studentsto come uo with

some expressions
to describean eventin one of the
s p o r t sp i c t u r e do n p a g e1 0 4o r 1 0 5 .F o r e x a m p l ef o r
cycling,you could saythe conditions
were Derfect.you
c o u l da l s ob r i n gi n v a r i o u ss p o r t sr e p o r t sf r o m
newspapers
or the Internetfor studentsto reao ano
u n d e r l i n et h e a s s o c i a t eedx D r e s s i o n s .

Sp e a k i n g
S t u d e n t sc a n d i s c u s st h e s e q u e s t i o n si n s m a l l g r o u p s .G o
a r o u n d m o n i t o r i n g a n d c o l l e c t i n ge x a m p l e so f a n y
languagestudents are having problems with _ as well
as
any good uses of language- to give feedbacl<on wnen
they have finished.Follow up by getting students to close
t h e i r C o u r s e b o o l < sa n d a s l <y o u t h e q u e s t i o n s .F o r
examDte:
A: Hove you heord of ony motches being
ftxed?
B: Well,wosn'tit rumouredthot the tgggWortd Cup Finol
wos fixed? I meon, how e/se could you exDloinBrozil,s
performance?

r ": lr. l"

,,iiriJ
Firstconditionals
In this section students focus on the structure often
called the first conditional.The structure is typified by
the use of the word if to introduce the condition _ often
i n a c l a u s e- a n d a c l a u s er e f e r r i n gt o a p o s s i b l er e s u l t .
Studenrs may have studied that the clause with the result
uses wil/.Although wil/ is frequent, remind students that
we use various structures to tall<about the future, ano
s o o t h e r m o d a l a u x i l i a r i e sa r e c o m m o n i n f i r s t
c o n d i t i o n a le x p r e s s i o n st o o .
L e a d i n b y a s l < i n ga q u e s t i o n a b o u t a n u p - c o m i n gg a m e
t h e c l a s sw i l l b e f a m i l i a rw i t h . F o r e x a m o l e :
Do you think .. . witt be o good gome?
Do you think ... witl win?
Then have students complete the tasl<.As you go
t h r o u g h t h e a n s w e r s ,a s k w h i c h s p o r t i s b e i n g d i s c u s s e d .
You might need ro explain that MichoelOwen is an
Englishfootball player and Rongersare a football team
from Glasgow.

Answers
| . d . ( a t h l e t i c sr a: c e ,s p r i n tf i n i s h )
2. c. (football)
3. a. (football:score)
4 . b . ( t e n n i ss: e r v e d
, o u b l ef a u l t s )
5 . e . ( m o t o r r a c i n gm
: e c h a n i c aplr o b l e m sb, r e a l <oso w n , ;
6. f. (anyteam sporr:they play,they win)

Point out several expressions here with rhe verb hove:

hove on off day,hove a chonceand hoye problems.For hove
o n o f f d o y ,g i v e t h e c l a s ss o m e o t h e r e x a m p l e s s, u c n
as:
I'm sorry obout thot, I'm hoving o bit of an off doy today.
You could also give them variations of this pattern:
I'm hoving o goodlbodlhelt of o doy.
Ask students what l<indof day they are having.Also,
point out the collocations here. For example:score
frst,
hove o chonce,serves we//,gives owoy double
foult"s,sprtnt

finish.
G o o v e r t h e g r a m m a r e x p l a n a t i o nw i t h s t u d e n t sa n c
m a l < es u r e t h e y n o t i c e t h e u s e o f t h e p r e s e n t s i m p l e i n
t h e i f c l a u s eA
. l s o , e x p l a i nt h a t t h e n i s u s e d t o e m p h a s i s e
t h e c o n d i t i o n a lr e l a t i o n s h i pb e t w e e n t h e t w o a c t i o n s .
Then asl<students to norice the different modar
e x p r e s s i o n si n t h e m a i n c l a u s e .E x p l a i nt h a t t h e y i n d i c a t e
different feelingsabout the future. For example, shou/d
shows that we expect it to happen,while could possibly
and might show that we aren,t so sure as'tt probobly.
Draw students' attention to the fact rhat we say '/l
proboblyldefinitely,but probobtyldefinitelywon't.

Fur therpr actice

) t u d e n t s c a n n o w a p p l y t h e g u i d e l i n e so r r u l e s t h e y
e s m b l i s h e di n I F i r s t c o n d i t i o n a l s t o r h e c o n t e x t o f
r e p o r t i n g n e w s .G e t s t u d e n t st o d o t h i s e x e r c i s e
i n d i v i d u a l l yb e f o r e h a v i n gt h e m c h e c l <t h e i r a n s w e r s r n
p a i r s .E n c o u r a g er h e m t o u s e s o m e o f t h e m o d a l
a u x i l i a r yp h r a s e sf r o m I F i r s t c o n d i t i o n a l s . G o a r o u n d
t h e c l a s s c, h e c k i n gt h e i r a n s w e r sa s t h e y w o r l < .T h e n p l a y
t h e r e c o r d i n g s o t h a t t h e y c a n c o m p a r e .p o i n t o u t s o m e
o f t h e e x p r e s s i o n si n t h e t a s l <a n d a s l <f u r t h e r q u e s r i o n s .
For example:
Whot else,oport from'tolks' con breok down? (a cor,
o mornoge)
Whot's the opposite of 'put up toxes'?(lowerlreducelcut
roxes/
Whot hoppenswhen there'so fomine?(croDsdie.horyests
foil. people storve to deoth)
Whot e/secould you be thinkingof ,goingon'?(o cruse,
o holidov,o strike)
Whot hoppens when o comDonv ts taken over?
Before having students practise reading the
c o n v e r s a t i o n si n p a i r s ,d o t h e f i r s t o n e a s a n e x a m D r er. o
s h o w h o w t h e c o n v e r s a t i o nc a n b e c o n t i n u e d .

89

Answers

Answers

lf that happens,they'll go to war.

2.

lf they do that, we won't be able to afford a holiday.

J.

l f t h e y d o n ' t d o s o m e t h i n g ,m i l l i o n sw i l l d i e .

A
a-

l f h e c a r r i e s o n e a t i n gs o m u c h , h e ' l l e n d u p h a v i n g
a heart attacl<.

| . want 2. can
7. see 8. feel

3.want

4. have 5. hear

6.find

5. lf shes found guilty,she'll get fifteen years

6. How will that affect you if it happens?

Speaking

7. Will you get more money if you get itl

Freepractice
Have students write four or five questions and answers,
a n d t h e n h a v et h e m w a n d e r a r o u n d t h e c l a s sa s l < i n st h e i r
q u e s t i o n s .G i v e t h e m a n e x a m p l e o f a p o s s i b l e
conversation:
A: Do you think Brozil will win the nextWorld Cup?

S t u d e n t sc a n d i s c u s st h e s e q u e s t i o n sa s a w h o l e c l a s so r
i n s m a l l g r o u p s .Y o u c o u l d a l s o h a v et h e m d i s c u s s
whether it is better to watch something live or on TV
a n d w h e t h e r i t d e p e n d so n t h e s p o r t . W r i t e s o m e u s e f u l
e x p r e s s i o n so n t h e b o a r d . F o r e x a m p l e :
You con't beot the otmosphere.
You don't get o very good view.
You spend o fortune to get sooklng wet looking ot the bock
of someone'sheod.

B: lt depends.lf they ploy like they did in the lost one,then

they'll definitelystond o chonce.
A: Do you reolly think so?I think if they come up ogainst
Germony ogoin,they'll definitely lose.
H a v e s t u d e n t s s p e a l <t o s e v e r a lp e o p l e . Y o u m i g h t a l s o
w a n t t o t a l < ep a r t i n t h i s a c t i v i t y a s s t u d e n t s w i l l b e a b l e
t o h e a r t h e l a n g u a g ey o u u s e a n d p e r h a p sr e - u s e i t
themselves.

R o l ep l a y
G i v e s t u d e n t sa f e w m i n u t e s t o t h i n l <a b o u t w h a c c h e y
want to say about each person and how they want to
say it. Get them to role-play the dialogue in pairs before
changingpartners and repeating the tasl<with someone
new.You might want to point out rhe gossiping
exPressrons:
Hove you heord that ... ?
Did you know thot ... ?
D i d . . . t e / /y o u t h o t . . . ?
I h e o r dt h o t . . .
S o m e o n et o l d m e t h o t . . .
Students can then use them to have a quicl<gossip about
some people they l<now.

G e t s t u d e n t st o c o m p l e t e t h e e x p r e s s i o n sa, n d t h e n p l a y
t h e r e c o r d i n g s o t h e y c a n c h e c l <t h e i r a n s w e r s T
. hen play
the recording again,pausingafter each sentence,so the
students can repeat. Then get pairs of students co
d i s c u s si n w h a t s i t u a t i o ny o u m i g h t u s e s o m e o f t h e s e
expressions.For example, I'll come if I con could be a
response to an invitation to a party. Encourage students
t o r e m e m b e r t h e s e c o m m o n e x o r e s s i o n sa s w h o l e
phrases.After they have finished this exercise,write the
first two words of each expression (e.g. l'll give)on the
b o a r d ,a n d s t u d e n t s c a n s e e i f t h e y c a n c o m p l e t e t h e m
from memory.

90

] Peopletalking about spor t

E x p l a i nt h e s i t u a t i o na n d p l a y t h e r e c o r d i n g .G e t s t u d e n t s
t o a n s w e r t h e o u e s t i o n si n b o t h t a s l < sa n d t h e n t o
d i s c u s st h e i r a n s w e r s i n p a i r s .E x p l a i nt h a t i f s o m e t h i n g i s
controversiol,
there is a lot of debate about ir. For
example, we can tall<about controversiol
po/icies,
declsions,
books,films.Also, explain the more informal expressions:
.
lf someonelo teom is throshed,they lose heavily.
.

lf you blow it, you had a chance of doing something

s u c c e s s f u l l yb .u t l o s t t h e c h a n c e .

Answers
| . Tennis:The speal<ersare disappointed that
Mottram losc.
2. Boxing:They feel the fight was fixed.
3 . S n o o l < e r : T h em a n i s t e l l i n g a n e m b a r r a s s i n gs t o r y .
4 . D o g r a c i n g :T h e s p e a k e ri s h a p p y h e w o n a b e t o n
a race.
5. FootballT
: h e s p e a l < e r as r e d i s a p p o i n t e dt h a t
E n g l a n dl o s t t o J a p a n .
Conversation l: d.
C o n v e r s a t i o n2 : b .
C o n v e r s a t i o n3 : e .
Conversation 4: a.
C o n v e r s a t i o n5 : c .

15 Sport

Speaking
This exercise introduces an expression for agreeingthat
rs a more normal alternative to / ogree.Model tne
examples for the students and point out the use of the
discourse marl<er I meon to introduce a statement that
explains the reason for your agreement. Before students
talk about the statements l*5 with a partner, model an
example with one of the stuoents:
A: fhere's too much sport onTV these doys.
B: I know. I meon, o whole ofternoonof golf on o Sundoy
ofternoon. lt's ridiculous.
You may need to explain that if you think somethlngls
pointless,
you don't thinl< it is worthwhile becauseyou
don't see its purpose. We can talk about o pointless
discussionor nreeting and say that it is/seemspointlessto do
something.For example:
It seems obsolutelypointlessto corry on /ike this.

Answers
The five examplesfrom the tapescripton page 156are:
I know.Five-oneup in the lastset and servingfor the
m a t c h- h e s h o u l d ' v e
won.
I know.He just seemedto go to pieces.
I l<now.lt was awful.

Instead of havingstudents worl< in pairs on this exer-crse,

you can have them stand up and go around the class,
asking one question to one person before asl<inganorner
question to someone else. Have them speal<to about
eight people if possible,so that they get ro practise each
question rwice.

And finally
Beforestudentsworl<on this,mal<esure they know
what eachof thesesports are.you may needto explain
the following:
. Curlingis a winter sport where you
slidea large
circularstone down an ice sheettowardsa rarget
area.
. Synchronised
swimmingis lil<eballetin the warer,ano
the participantshaveto perform movemenrsin
perfecttime with eachother.
Then get studentsto worl< in pairssortingrhe sporrs
into the three categories.
When they havefinished,they
c a nc o m p a r et h e i r d e c i s i o nw
s i t h a n o t h e rg r o u p .
Follow-up

I know.They must'vebribedthe judgesor something.

I l<now.ljust don't l<nowhow they can sayWinton won
on points.
For l-5, answerswill vary.

don't know

To tie in with the topic from the previousunit,asK

s t u d e n t sw h a t t h e y r e m e m b e ra b o u tp l a y i n g
sporrin
school.Write some expressions
on the board ro help
them,and then get them to talk about their answers
with a partner:
I wosquitegoodot .,. whenI wosyounger.
I reollyusedto lookforwordto ...
/ usedto reollyhote...

Here students see another functional use of an

expression with know. Go over the example and the
explanation with students,before havingthem do the
matching tasl<.Then explain the second tasl<.pornt out
that I don't know expresses slight disagreement here. play
the recording so that students can checl<their answers.
You may want to explain that we often say that o washing

We hod thisreolly(odjective)gomeslphysicol
educotion
t e o c h e.r. .
/ usedto be on the ... teom.
I nevermodeit on to the .., teombecouse. . .
I ployed... for my school.
I represented
my schoolot ...

mochine eotsour socksto explain the strange

p h e n o m e n o n o f h o w s o c l < ss e e m t o d i s a p p e a ri n a
w a s h i n gm a c h i n e !

Answers
I . d .v i .

2 . ' .f i v . 3 . e . i i i . 4 . a . i i . 5 . c . i .

6 . b .v .

Pronu nciation: i ntonation

,',,;,r.,,'
Play the recording of the conversations in 2 people
talking about sport and 4 | don't know again,so that
students can hear the rising intonation pattern of I don't
know and the flatter intonation of I know.Then nave
t h e m p r a c t i s et h e c o n v e r s a t i o n si n o a i r s .

91

16
Unit overview
General topic
Tall<ing
about businessand politics.
Reading
A C h i n e s e - l n d o n e s ibauni l t u o h i s o w n b u s i n e sfsr o m
nothing.
Language input
.

Business
collocations:
employlotsof people,moke
contacts,
runshis own business,
etc.

'

Expressions
with business
andcompony'.We
do o lot
of business
in SouthKoreoandToiwon.lt's
ogoinst
comPonypolicy.etc.

lf o morket is booming,there is a lot of buying and

sellinggoing on. We can also describe the economyas
booming.For example: The prime minister'schoncesof
being re-e/ectedore looking good,with low unemployment
and o boomingeconomy.
lf you say someone could sellfridges to Eskimos,you are
i m p l y i n gt h a t t h e y a r e s o g o o d a t s e l l i n gt h i n g s t h a t
t h e y w o u l d b e a b l e t o s e l l s o m e t h i n gt o a p e r s o n
w h o n e i c h e rn e e d s i r n o r w a n c s i ! .
lf you deol with customers,you have a job that involves
worl<ing with people who want to buy goods or
service from you. For example: I'm lookingfor o
Dositionwhere I don't hove to deol with customersoll the
time.
lf a company went to the woll, they went banl<rupt.

Collocationsand expressions
with money'.
itt good
voluefor money,owe moneyto the bonk,etc.

R e m i n d s t u d e n t st o r e c o r d a n y o f t h e e x p r e s s i o n st h a t
t h e y l i l < ei n t h e i r n o r e b o o t < s .

'

Collocationswith morket'.corner
the morket,flood
the morket,themarketis boomingetc.

Lead in

'

Businessverbs:louncho product,promoteo product,

set prices,roiseprices,etc.

'

Secondconditionals:
Thegovernment
couldinvest
more moneyin schoo/sif they wontedto.lf it wos
mine.l'd lend it to vou.

Asl< students if they are in business,or would ever

c o n s i d e r g o i n g i n t o b u s i n e s sa, n d t o t h i n l <a b o u t w h a t
the advantagesand disadvantagesare of running your
o w n b u s i n e s sT. h i s l e a d s i n n i c e l yt o t h e f i r s t e x e r c r s e .

Language strip
Use the languagestrip as a way to lead in to the unic.
A s k s t u d e n t st o q u i c k l y l o o k t h r o u g h t h e l i s t a n d f i n d
a n y e x p r e s s i o n st h a t c o u l d b e s a i d a b o u t r h e i r c o u n t r y
or about a company they worl< for. Explain that in this
unit they will learn ways of tall<ingabout the world of
b u s i n e s sE
. n c o u r a g et h e m t o c h o o s e s o m e o t h e r
expressions in the languagestrip that lool< interesring
and to find out more about tnem.
U s e t h e l a n g u a g es t r i p l a t e r o n i n t h i s u n i t f o r a s m a l l
group tasl<.Ask students to find those expressions that
are about the economy (e.g.The housingmorket s
booming)and those said about a company (e.g./t! on o/d
Then asl<them to discusswhat it or they
family business).
might be referring to in some of the expressions.
Y o u m i g h t n e e d t o e x p l a i ns o m e o f t h e f o l l o w i n g
expressions.

92

lf you hove built uP o compony from nothing,you started

with a very small company and little money and have
turned it into a much bigger one. For example: ltt o
real shome thot they ore sellingthe businessoff; she built
it up from nothing.

lf you refer to something as a widget, you mean it is a

small object/bit of equipmenr that you don't l<now
the name of. For example: The beer stoys fresher for
longer now, becousethey put o widget in the con.

Speaking
You can use the questions in the first task for a whole
c l a s sd i s c u s s i o nT. h e n p o i n t o u t t h e c o l l o c a t i o nf o c e
problems- perhaps mentioning some other verb
collocations,such as deol with problems,so/veproblems,get
round problems- before having students worl< in pairs
d i s c u s s i n gt h e p r o b l e m s l - 8 i n t h e s e c o n d t a s l < . Y o um a y
also need to explain that bureoucrocyrefers to a system
w i t h a l o t o f c o m p l i c a t e da n d a n n o y i n gr u l e s ,a n d i s
usually used negatively.Other words rhat collocate with
bureaucracyare eliminoteand cut (i.e. e/iminotebureaucracy
and cut bureaucrocy).
Before moving on to the reading tasl<in the next
exercise,get students to tell you who they thinl< would
b e g o o d a t d e a l i n gw i t h m o s t o f t h e i t e m s l - 8 .

16 B u s r n e s s
I

While you read (A self-made

Introduce the reading tasl<by referring students to the
p i c t u r e s o n p a g e s I l 0 a n d | | l . A s k s t u d e n r sw h a t
they
thinl< the article is going ro be about, based on what they
see in the pictures. Encouragethe use of structures lil<e:
It'sproboblyobout how ...
It might hove somethingto do with when ...
It could be connectedwith ...
Then go over the introduction and explain the task. Have
students read the article without worrying about
u n d e r s t a n d i n ge v e r y t h i n g T
. hey can then compare their
answers with a partner. Ask them to explain the title
A self-modemon.

This exercise focuses on several verb + noun

collocations that appear in the text. Students can worl<
o n t h e t a s l < si n d i v i d u a l l ya n d t h e n c o m p a r e w i t h a
p a r t n e r h o w t h e c o l l o c a t i o n sw e r e u s e d i n t h e r e x t .
F o l l o w u p w i t h s t u d e n t st e s t i n g e a c h o t h e r i n p a i r s ,w i t h
o n e p e r s o n s a y i n gt h e v e r b a n d t h e o t h e r p e r s o n t r y i n g
t o r e m e m b e r t h e n o u n p h r a s e t h a t c o l l o c a t e sw i t h i t .
Encourage students to record the collocations and the
examples from che text that they want to remember in
their notebooks. In another follow-up activity,you could
even have students put the collocations in the order that
they occur in the text, and then use them to recall as
much of the story as they can.

Answers

Answers

The problemsmentioned in the article are:

d e a l i n gw i t h e m p l o y e e s( l S p e a l < i n g
n ,u m b e r l )
d e a l i n gw i t h o f f i c i a l sa n d b u r e a u c r a c y( l S p e a k i n g ,
number 2)

Ld. 2.c.
f.i. l0.g

r a i s i n gt h e m o n e y t o s t a r t a b u s i n e s s( l S p e a l < i n g ,
number 4)
s e l l i n gt h i n g s ( | S p e a l < i n g
n ,u m b e r 7 )
m a l < i n gc o n t a c t s ( l S p e a k i n gn, u m b e r g )
O t h e r p r o b l e m s h e m e n r r o n sa r e :
living away from his family
paying taxes and wages
meetingdeadlines
having his shops attacl<edin anti-Chinese rioting
d e a l i n gw i t h c o r r u p t i o n a n d a n u n s t a b l ee c o n o m y
d e c i d i n gw h o i s g o i n g t o t a l < eo v e r t h e c o m p a n y

Play the recording of the article as students follow in the

C o u r s e b o o l <E
. n c o u r a g et h e m t o u n d e r l i n ea n y
I n t e r e s t r n ge x p r e s s i o n sa n d c o l l o c a t i o n sy. o u m a y w a n t
t o p o i n t o u t t h e f o l l o w i n g ,w h i c h a r e n ' t d e a l t w i t h i n
later exercises:
.
lf you describe a place as being in the middle of
nowhere,it is far away from other places.For exampre:
I wos dropped off in the middle of nowhere ond hod to
wolk miles to the neorestvilloge.
. You say on top of ott
thot when you are listing negauve
t h i n g sa n d w a n r t o a d d y e t a n o r h e r o n e r o t h e l i s t .
For example: I got soakingwet on my way to work, my
computer wouldn't stort up, ond on top of oil thot, the
boss wonted to see me obout the controctwe hod iust
/ost.
'

Usefulcollocations
,tl];#l

lf you describe someone as soft,you mean that they

aren't tough or strict enough to do something. For
example: I hod this reolly soft teocher ot school.He let
the kids get owoy with everything.

4 .e .

5 .b .

6.j

7 . h . 8 .f

Speaking
T h e s e q u e s r i o n sf o l l o w o n f r o m s o m e o f t h e i s s u e s
raised in the article A self-made man. Have small
groups of students discussthem as you go around the
class moniroring. You may wanr to lead in by tall<ing
about the first two questions yourself to give studenrs
some ideas.To follow up, you could have pairs of
students write a conversation between Darno and his
s o n , i n w h i c h D a r n o e x p l a i n sh o w l i f e w a s m u c h h a r d e r
w h e n h e w a s y o u n g .T h i s w o u l d b e a g o o d o p p o r r u n t c y
ro revtse comparative structures and to see how
s t u d e n t s u s e t h e s t r u c t u r e u s e dt o w h i c h i s f o c u s e d o n i n
the next unit. Write some expressions that students
m i g h t f i n d u s e f u l .F o r e x a m p t e :
ln my doy,we used to ...
Young people todoy don't know whot hord work is.
I'm sure it wosn't os bod os oll thot!
At /eost you could get o job!

! B u s i n e scso, m p a n y
Here studentscan againfocuson the differencebetween
t w o s i m i l a rw o r d s b y l o o l < i nagr r h e i r c o l l o c a t i o n s .
trncourage
studentsto devotea pagein their notebool<s
to expressrons
usingthesetwo words.As you go
t h r o u g ht h e a n s w e r sa,s l <f u r t h e rq u e s t i o n tso h e r p
reinforcethe language.
For example:
Why do you think it'scolledo companycor?(The compony
buysit for the employee
ond keepsit if the employee
teoves.)
Whot might be some otherthingsthot ore ogoinstcompony
policy?(smokingin offices,personoluseof e_moil)
How coulda strongcurrencycauseo componyto lose
business?
(lt is more expensive
in other
for customers
countriesto buy yourproducts.)Andwhot hoppensto
componiesif the currencvis weok?

93

5!i iress

You could asl<if students notice that in the examples

here componyrefers to a particular organisation.

Answers
| . c o m p a n y 2 . b u s i n e s s3 . c o m p a n y 4 . b u s i n e s s
5 . b u s i n e s s6 . c o m p a n y 7 . b u s i n e s s8 . c o m p a n y
You may needto explainthe two idiomaticexpressions.
We can sometimesuse business
to refer to an eventor
s i t u a t i o ne,s p e c i a l li yf i t i s t o p i c a.lC o m p o nsyo m e r i m e s
refersto other peoplewho are with you,so if you keep
someone
compony,
you are with them to srop them
f e e l i n gl o n e l yH
. e r e a r e s o m eo t h e r i d i o m a t i ce x p r e s s i o n s
with thesetwo words:
/ t s n o n eo f y o u rb u s i n e s s .
Mind yourown business.
Ihis nrecnsbusiness.
We'vegot compony.
We portedcompanyyeorsogo.
You'rein goodcompony.

;i::":l;

j),:l:j;-

:. a

Whot couldbe someexomplesof stupidthingsyou don't

reollyneed?
Ask studentswhy they mightwant ro borrow money
from a friend,to elicit purposeexpressions
with to. For
examPre:
To buy o coffee.
Topoy my parentsbock.

l.d. 2.c

Answers
4. short

E n c o u r a gteh e m t o r e c o r dt h e s ee x p r e s s i o nisn t h e i r
notebooks.As you go throughthe answers,you might
s h i c ha r e n ' td i s c u s s e o
w a n t t o a s kf u r t h e rq u e s t i o n w
later in 4 Speaking. For example:
How e/secouldyou sovemoneyon holidoy?
Where'sthe bestploceto investyourown moneythesedoys?

Answers

S t u d e n t sc a nw o r k i n d i v i d u a l o
l vn r h i s e x e r c i s ea n d t h e n
discussthe lasttwo questionswith a partner.Follow up
by asl<ing
pairsof studentsto tell you their suggestions
of when to use thesephrasesso that you can checl<
theirunderstanding.

3.got

Here are more collocationswith money.Rememberto

focusstudents'attentionon the prepositionstoo. Get
studentsin pairsand asl<them to thinl<of anotherway
to completeeachphrase.For example:
borrowmoneyfrom my parents
investmoneyin the stockmorket

T a l k i n ga b o u t mo n e y

l. value 2. waste
6. married

Verb + money

5. burn

P o s s i b l ea n s w e r sf o r w h e n y o u m i g h t u s e t h e
sentences:
| . Y o u m i g h t u s e t h i s s e n r e n c ei n a r e s r a u r a n cw h i c h
serves large portions but is quite cheap.
2. You might use this sentence if someone wanted to
buy a first-class rail ticl<etfor a twenty-minute train
ride.
3 . Y o u m i g h t u s e t h i s s e n t e n c et o y o u r p a r t n e r i f y o u
want to buy something and you don't have enough
money with you.
4. You might use this sentence if someone asl<sif you
could lend them some money but you don't have
any money to lend them, or if you don't want to
lend them any money.
5 . Y o u m i g h t u s e t h i s s e n t e n c ei f s o m e o n e h a s s p e n t
m o r e m o n e y o n s o m e t h i n gt h a n y o u t h i n l <t h e y
should have.
6. You might use this senrence if you thinl< that the
only reasona woman has married a man is because
he is rich.

3.a

4.b. 5.h

6.g

8.e.

t -

j Fur therpr actice

This exercise gives students an opportunity to see these
collocations used in context.You may want to spend
some time reviewing the difference between borrow and
lend.Explain that to borrow is to receive something
temporarily, while to /end is to give something
temporarily. Encourage students to record example
s e n t e n c e su s i n gt h e s e v e r b s i n t h e i r n o t e b o o l < s ,
e s p e c i a l l yo n e s t h a t t h e y m i g h t u s e t h e m s e l v e sa l o t . F o r
example:
Con I borrow your dictionoryfor o minute?
Y o u m a y w a n t r o p o i n t o u t s o m e o t h e r c o l l o c a t i o n sa n d
e x p r e s s i o n si n c h i se x e r c i s e :
toke out o loon
it's worth over twenty-fivethousond pounds
before we set off
hos more money thon sense
You may need to explain that if you get o tox breok,the
amount of tax you have to pay is reduced becauseyou
belong to a certain category of tax-payer,for example,
you are a parent. or you may get your taxes reduced
becauseyou have done something with your money
which entitles you to a reduction, for example, you have
given some of it to charity.

Answers
l. owe 2. invest 3. change 4. wastes 5. gave
6 . s p e n d 7 . l e n d 8 . b o r r o w 9 . b o r r o w e d 1 0 .l e n t

94

T 6 B L r ns e s :

F i n i s hu p b y d i s c u s s i n gt h e q u e s t i o n sa t t h e e n d o f t h e
exercise as a class.lt might also be interesting to exptore
h o w t h e c o l l o c a t i o n so f m o n e ya n d t i m e a r e s i m i l a r i n
English.Asl< students to thinl< of words or Dhrasestnar
collocate with both nouns. For example: woste,save,run
out of, invest,short of + timelmoney.you can then teacn
students the expression tlme is money.Asl< if tlme has
s i m i l a r c o l l o c a t i o n si n t h e i r o w n l a n g u a g ea n d i f n o r ,
whether there is another noun that does.
lncidentally,the sayingNeither o lendernor o borrowerbe
is from Shal<espeare's
Honrlet.

',,'ll

falting about markets

While the main focus in 5 Collocations with morket

w a s o n v e r b c o l l o c a t i o n sh, e r e i t i s o n a d j e c t i v e
collocations.Draw students' attention to the woros anc
p h r a s e si n t h e b o x , a n d p o i n t o u t t h a t t h o s e o n t h e r i g h t
are positive,while those on the right are negative.you
may need to explain the following:
.
lf o morket is soturoted,the market cannot grow any
m o r e , b e c a u s et h e s u p p l y o f p r o d u c t s e x c e e d s
demand.
.

Do-it-yourself
refers to home improvements rnar you
do yourself.

Sp e a k i n g
This exercise gives students an opportunity to use some
of the languagefrom the previous exercises.The topic of
charity might be one to explore further.you could have
g r o u p s d i s c u s sq u e s t i o n sl i l < e :
Whot ore some big choritable organisotionsin your country?
Whot do you think the most deservingchorrtoblecousesore?
ls it rrght that people get tox breoks for giving to chority?
Shouldn't they just be toxed more?
Do some choritiesdo more horm thon good?
Y o u c o u l d a l s o a s l <s t u d e n t s t o d i s c u s sw h e n t h e
following expressions might be used:
All proceedsgo to chority.
It's for a good couse.
I don't occept charity!

i Collocationswith market
In the next two exercises,students focus on another
word that has many collocations,a lot of which are
i d i o m a t i c .R e m i n d s t u d e n t s ,t h e r e f o r e ,t o i n c l u o e a
translation along with those expressions that they
r e c o r d i n t h e i r n o t e b o o l < sD
. i s c u s st h e q u e s t i o n a o o u r
how Darno Setiadi cornered the propeller marl<et by
g e t t i n gs o m e o n e i n t h e g o v e r n m e n tt o h e l p h i m g e t a n
import licence before having studenrs find the
c o l l o c a t i o n si n t h e t e x t
Answers
Collocations with morker:
a fairly closed marl<et
oPen uP the marl<et
m a k e t h e m a r l < e tm o r e c o m p e t i t i v e
breal<into the marl<et
dominate the marl<et
totally squeezed out of the marl<et
cornered the marl<et
the black market
flood the marl<et

Have pairs of students tall<about anything in the text

that is alsotrue about their own country.you could also
asl<them to use each of the collocations to wrire a rrue
s e n t e n c ea b o u t t h e i r o w n c o u n t r y . F o r e x a m p l e :
We've been forced to open up our rice morket.

lf you are from a different country from your sruoenrs,

have them asl<you some questions about the marl<ets
there. For example:
What's the ... morket likein ... these doysZ
l ^

I Businessver bs
Have students worl< in pairs to discussthe questions.
Encouragethem to use a dictionary or to asl<you if they
h a v e q u e s t i o n sa b o u t m e a n i n g .G o o v e r t h e q u e s t r o n s
again,havingthe students share their answers with the
whole class.

Answers
P o s s i b laen s w e r s :
l . T h e y d i s c o v e r t h e p r o d u c t i s a h e a l t h h a z a r oo r
c o u l d c a u s ea c c i d e n t ss o m e h o w ; t h e y d i s c o v e r a
design fault.
Becausea new advertising strategy is very
unpopular; because protesters boycott the product
due to the fact it is made in cheapsouth-eastAsran
factories, etc.
British Airways always used to have the British flag
- the Union
J a c l < o n t h e t a i l f i n so f t h e i r p l a n e s .
T h e y d e c i d e d r o r e p l a c et h e m w i t h a m o r e g l o b a l
r a n g e o f d e s i g n s . T h i sp r o v e d t o b e v e r y u n p o p u t a r ,
so they had to rethinl<their srrategy.In the eno,
t h e y w e n t b a c l <t o t h e o l d d e s i g n .l t w a s a v e r y
costly misral<el
To tal<econtrol of a larger share of the marl<et;to
k i l l o f f t h e c o m p e r i t i o n ;t o a c q u i r e n e w p r o d u c t s /
marl<ets,etc.
l o c o v e r i n c r e a s i n gp r o d u c t i o n c o s t s ;t o i n c r e a s e
profits.
To pass on the benefits of decreased production
costs to customers; to attract attention to their
b r a n d ; t o s e l l o f f o l d o r u n w a n t e d s t o c l < e. t c .
Senior managers leavingand starting to worl< for
o n e o f t h e m a i n c o m p e t i t o r s ;f r a u d ;a n e c o n o m i c
c o l l a p s ee
, tc.
Being caught stealing from the company you work
f o r ; a s e x s c a n d a lb; e i n g a c c u s e do f
sexism/racism/harassmen
e t ,c .

95

unit they lool<edat first conditional structures, many of

'oast'
which used will.We can thinl< of would as a
form
of will.

8. They've just had a child; they want to travel for a

y e a r ; o n e o f t h e i r p a r e n t s i s i l l ,e t c .
9 . B e c a u s et h e y a r e i n c o m p e t e n t ;b e c a u s et h e y
u n d e r m i n e t h e b o s s ' sa u t h o r i t y ;b e c a u s et h e y a r e
always late, etc.

Point out the variety of modal auxiliariesthat are found

i n t h e m a i n r e s u l t c l a u s eo f s e c o n d c o n d i t i o n a l sS
. ome
students may wonder if were should be used instead of
wos.Although were is per{ectly acceptable,it is
c o n s i d e r e dm o r e f o r m a l a n d i s b e c o m i n g l e s s c o m m o n
than wosin spoken English.

t''1.1 f'

Answers
T h e l i s t e n i n gt a s l <c o n t a i n ss e v e r a le x a m p l e so f t h e
s e c o n d c o n d i t i o n a lw
, hich is the focus of 2 Second
c o n d i t i o n a l s . I n t r o d u c e t h e l i s t e n i n gt a s l <b y h a v i n g
s t u d e n t st a l l <a b o u t t h e i r o w n v i e w s o f o o l i t i c i a n s Y
. ou
m i g h t w a n t t o p r o v i d e s t u d e n t sw i c h s o m e c o l l o c a t i o n s
either before or afrer they do this. For example:
Helshe's o clever I r espectedI shrewdI p ol iticia n.
M ost p oliticions ore h onest/dishon estlp owerhungrylcriminolslfairlydecent people.
P l a yt h e r e c o r d i n g a n d t h e n h a v e s t u d e n t s d i s c u s st h e i r
a n s w e r s i n p a i r s .T h e n a s l <i f t h e y c a n r e m e m b e r t h e
p o l i t i c i a nc o l l o c a t i o n st h e y h e a r d i n t h e d i a l o g u eThey'reoll liors,I just don't trust ony of them, they re oll
corrupt,They'reoll only interestedin moking money for
themse/yes- and add them to the list on the board. Play
t h e r e c o r d i n g a g a i na s t h e c l a s sf o l l o w s t h e t a p e s c r i p co n
p a g e 1 5 6 .P o i n t o u t t h e s t r u c t u r e M i r i a m u s e s :
T h e y ' r eo l l . . . . T h i s i s c o m m o n w h e n w e w a n r t o m a K e
generalisations.

Answers
Bob is probably going to vore for the People's
Worl<ers' Party because he thinl<sthat if they were in
p o w e r ,t h e y w o u l d b e a b l e t o r e d u c e u n e m p l o y m e n t
b y r u n n i n g t h i n g s l i l < et h e r a i l w a y sa n d t h e t e l e p h o n e s ,
and mal<ebig businessand the wealthy pay more raxes,
w h i c h t h e p a r t y w o u l d i n v e s ti n s c h o o l sa n d h o s p i t a l s .

I l . B o b t h i n l < st h e g o v e r n m e n t m a l < eb i g b u s i n e s sa n d
r i c h people
rich
p e o p l e pay
p a y higher
h i g h , taxes.
I
2. The government are actually cutting taxes.
'past
3 . H e u s e st h e ' D a s t t e n
r s e ' a n d w o u l dt o s h o w t h a t h e
d o e s n ' t t h i n l <i t w i l l h
I appen.
l
I

p lleesso f s e c o
c n d c o n d i t i o n a l si n t h e
] Other examD
I
t
raPescflPt
a
D
e
s
c
r
i
o
t
a
are:
r
e:
I
i lf the state was running things like the railways and
t e l e p h o n e sw
, e w o u l d n ' t h a v e s u c h h i g h l e v e l so f
unemPtoyment.
lf they taxed businessmore, rhen they'd just go
somewhere else,or find some way of avoiding payingic

Practice
T h i s e x e r c i s ec o n t a i n ss o m e c o m m o n s e c o n c c o n d i t i o n a l
e x p r e s s i o n sa n d p a t t e r n s :F o r e x a m p l e :
. . . c o u l d. . . i f t h e y w o n t e dt o
peop/elust wouldn'tocceptit
E n c o u r a g es t u d e n t st o r e c o r d t h e s e i n t h e i r n o t e b o o l < s .
P o i n t o u t t h a t t h e p h r a s et h o t w o y i s u s e d t o i n t r o d u c e
t h e c o n s e q u e n c eo f c h e p r e v i o u s s t a t e m e n ci . e . ,i f
theylyou did that.

Answers
M i r i a m i s p r o b a b l yn o t g o i n g r o v o t e . S h e t h i n l < s
p o l i t i c i a n sa r e a l l l i a r s ,c o r r u p t , a n d t h e y a r e a l l e q u a l l y
bad; they are only interested in mal<ingmoney for
themselves.She doesn't rrust any of them. They all say
t h e s a m e t h i n g a n d h a v et h e s a m e p o l i c i e s .

l . c o u l d ,w a n t e d t o , d i d , ' d
'd
2 . w o u l d n ' t ,d i d ,w o u l d ,
3.
4.
5.
6.

c o u l d ,d i d ,w o u l d ,w o u l d
d i d ,m i g h t , ' d
d i d ,w o u l d n ' t , ' d
'd,
would, wouldn't

Se c o n dc o nd i ti o n a l s
l n t h i s e x e r c i s es t u d e n t s a r e e n c o u r a g e dt o d e v e l o p a
'guideline'
f o r t h e u s e o f s e c o n d c o n d i t i o n a l sb e f o r e
reading the explanation.After they read the explanation,
you may want to tall<a little about how in Englishthe
past tense doesn't always refer to time. Sometimes it
e x p r e s s e sd i s t a n c e e
, i t h e r i n t e r m s o f p o l i t e n e s sa n d
respect (e.g.I wonted to osk you something)or, as in the
case here, distance from reality i.e.,what we don't
e x p e c t t o h a p p e n .R e m i n d s t u d e n t st h a t i n t h e p r e v i o u s

O n e t h i n g y o u c o u l d d o b e f o r e h a v i n gp a i r s o f s t u d e n t s
d i s c u s st h e o p i n i o n s i n d i a l o g u e sl - 6 , i s t o r e v i e w t h e
I know and I don't know strucrures on page | 08 in the
p r e v i o u s u n i t .T h e y c a n r h e n p r a c r i s eh a v i n g
c o n v e r s a t i o n sl i l < et h i s :
A: I think they should ban smoking,ot /eosr in public ploces
B: I know. I meon, that woy,they'd sove o lot of money on
medicol bills.
A: Personolly,
I think thot the government could investmore
in schoolsif they wonted to.
B: I don't know. lt's not os simple os oll thot.

96

T5 B L r sn e r s

.,".t

. '.1Refusingrequests
.

a t

Refusingrequests is another common use of second

conditionals.Lead in by asl<ingthe students to thinl< of a
request to mal<eto you. When they asl<,turn them
d o w n , u s i n gs e c o n d c o n d i t i o n a l s F
. or example:
A: Con you not give us any homework tonightT
B: You know, if I could, I would, but I've got to give you some
everv dav.
After answering a request, ask if students can recall what
y o u s a i d ,a n d w r i t e t h e e x p r e s s i o n so n t h e b o a r d . T h e n
go over the explanation in the Coursebool< and do the
tasKs.

Answers
l.e. 2.d. 3.c

I n t h i s t a s l <m o s t o f t h e e x a m p l e so f t h e s e c o n d
c o n d i t i o n a la r e a b o u t h y p o t h e t i c a lp r e s e n t s i t u a t i o n s ,
rather than what we don't expect to happen.For
example:
I'm o mon, but if I were o womon,lA ...
Point out that the expression if I hod the moneyltime
means if / hod enough moneyltime to do something.Have
students complete these sentence starters, and then tall<
about them in small groups. To turn the tasl<into a game,
have pairs of students write how they thinl< you would
c o m p l e t e t h e s e n t e n c e sT. h e n t e l l r h e c l a s sy o u r i d e a s .
Students get one point for each correct prediction.
Follow-up

5.b

P o s s i b l qe u e s t i o n s :
2. Do you fancycomingwith us ro Parisnext
weel<endi
3. Do you want to come out for a drinl<after workf
4 . A n e w c l u b ' so p e n e du p a n d a g r o u po f u s f r o m
worl<are goingdown to see what it's like.Do you
wantto join usl
5. Would it be OK if I stayedat your placei
5 . l s i t a l l r i g h ti f t h e b a n dc o m e r o u n dr o p r a c t i s e
tonightl
7. I couldn'tborrow Freddie'scar for the day,could l?

Asl< students to worl< in pairs and imagine that they are

CEOs of a big high-profile company lil<eStarbucr<s,
McDonald'sM
, i c r o s o f t ,S h e l l ,e t c . T h e y s h o u l d t h e n t h i n l <
of how they would do businessdifferently,what changes
they would mal<e,what new marl<etsthey would seel<to
b r e a k i n t o ,e t c . G i v e t h e m t h e b e g i n n i n g :
lf we were the heads of ... , then this is whot we would do.
WeA...
Allow students a few minutes to lool< through che
l a n g u a g ei n t h i s u n i t b e f o r e t h e y d i s c u s st h e i r i d e a s .T h e n
d i v i d e t h e c l a s si n t o t w o g r o u p s .E a c h p a i r o f s t u d e n t s
s h o u l d e x p l a i n t h e i r i d e a st o t h e b i g g e rg r o u p , u s i n g
s e c o n d c o n d i t i o n a ls t r u c t u r e s .O t h e r s t u d e n t s c a n r n e n
c o m m e n t o n t h e i r i d e a s .F o r e x a m p l e :
lf you did thot, youA go bonkrupt within the yeor.

97

The exerciseshere can be usedas a test.However,

4 Look back and check and8 What can you
r e m e m b e r ? a r e b e t t e rd o n e a s a d i s c u s s i oinn p a i r s .

Verb collocations
Answers
l . i . 2 .e .
9.d. r0.f

Answers
'll
l.
p r o b a b l yr a i n
2. were/was,I'd be
'm
3.
d o i n g , ' mj u s t g o i n gt o g o
4 . d i d n ' tl i v e , ' dh a v e
'll
5.
p a s sa, s l <a,s l <' l,l p r o b a b l yf a i l
'm
5.
dreading
7 . ' l l s n o w ,d o e s ,d o e s

4 . g . 5 .b

8 .h .

Adjectives
Answers
l.
2.
3.
4.
5.
6.
7.

G r a m m a rre vi e w

rough
silly
sticl<y
damaged
dead
physical
long

8. saturated
Answers
l.
2.
3.
4.
5.
6.
7.
8.

lwas thinl<ing
i t w a s g o i n g t o r a i n , i t d o e s n ' t l o o l <l i l < ei t w i
I'm really lool<ingforward to
I doubt it'll be
lt's bound to be
buying
to sacl<
I m i g h t ,l t d e p e n d s

Answers

Questionsand answer s

l . d . 2 .g . 3 .i . 4 . a . 5 .b
9 f. t0.h.

Pr e p o s i t i o n s

7.c

7. in
8. for
9. to
10. to,about
ll. to
12. at

F;;*
I

Answerswill vary.

--jgrrgt

ll

expr essions

Answers

Answers
Answerswill vary.

|.
2.
3.
4.
5.

worth
tell
trap
short
burn

6.
7.
8.
9.
10.

A n s w e r sf o r I l - 1 3 w i l l v a r y .

98

8.e

] what can you r emember ?

Answers
l. on
2. for
3. with
4. on
5. of
6. for

__l

nninrlo<<

| 0. aggressive

left
rarher
difference
what
how

R e ve w U n r t sI l - I 6

Answers
l . P o s s i b laen s w e r st h
: e t e a c h e rb o u g h td r i n l < fso r
h i s / h e rs t u d e n t sh, e / s h es o m e t i m e d
s o e s n ' ts h o w
up for class,he/shemal<es
fun of the students.
2. When you areon holiday.
3 . B y e x e r c i s i nm
g ore.
4. Possibleanswers:write the answerson your
hand,look at someoneelse'spaperfor the
answers,asl<someonefor the answers.
5 . l t i s r e - s c h e d u l et d
o h a p p e no n a n o t h e rd a y .
6. A templeis a placeof worshipfor Hindus,
B u d d h i s tas n d S i k h so; m o s q u ies a p l a c eo f
w o r s h i pf o r M u s l i m so; c h u r c hi s a p l a c eo f
w o r s h i pf o r C h r i s c i a n s .
7. By attractingall of the businessfor that marl<etmaybeby tal<ingover smaller,competing
companies,
by beinggivena sraremonopolyor by
heavy/cleva
ed
r verrising.
8. Possibleanswers:try to get the teacher's
attention,answerquestionscorrectlyall of the
time, bring presentsfor the teacher.
9 . B o i l i n gh o t .
1 0 . P o s s i b l ae n s w e rY: o u m i g h tf e e ld i s a p p o i n t eodr
an8ry.
I l. Businesses.stocl<s.
1 2 . A n s w e r sw i l l v a r y Y
. o u c o u l dm e s su p a n e x a mb y
n e g l e c t i ntgo a n s w e rs o m eq u e s t i o n sY.o u c o u l d
messup your drivingtest by hittinganothercar.
1 3 . l t w a s d e c i d e db y i n s i d e r sb e f o r et h e r a c ew h o
w o u l dw i n .O n e s i d ew a s p r o b a b l yp a i dt o l o s e .
14. Possibleanswers:Basl<etball
and football.
1 5 . l t c h a r g e tso o m u c hm o n e y .
1 6 . H e / s h es p e n d si t o n t h i n g sh e / s h ed o e s n ' tn e e da n d t h e n d o e s n ' tr e a l l yu s e !
1 7 . I n t h e U K , o d e g r e ei s m o r e p r e s t i g i o utsh a n
o diploma.A degreeis from a universityand is
givenafter three years'studying.lt's nationally
recognisedand standardised.
A diplomois usually
i n a v o c a t i o n asl u b j e c lti l < en u r s i n go r t e a c h i n g .
1 8 . P o s s i b laen s w e r s : W h eyno u h a v et o d o s o m e t h i n g
you don't want to do, or when you don't want to
do something
on your own.
19. Answerswill vary.A hotel or resort might be fully
booked.
A concert or evenrcould be soldout.
20. l'll do it if I getthetlme meansthat the personwill
try to do the tasl<if he/sheis not roo busy.l'd do
it if I hod the time is hypothetical.
lt meansthe
persondoes not havethe time,and so
(regrettably)will not do it.

99

l7
Un i t o v e r v i e w
General topic
Tallcing
about family,friendsand relationships.
Reading
Six differentpeopleexplainwhat l<indof personthey
are attracted to.
Language input
'

Vocabularyfor relatives'.
mother-in-low,stepbrother,
holf brother,etc.

'

Adjectivesto describecharacter:out-going
fussy,
big-heoded,
etc.

'

Expressions
for describingwhen you met: l've
knownher sinceI wos o child.I met her whenI wos
arnt

tnA

thirtv

arc

lf you are oneof four,you are one of four childrenin

a familv.
lf someoneis your holf-brother
or holfisister,
they nave
o n e p a r e n ti n c o m m o nw i t h y o u .
lf you saysomethingis oll history,
you are sayingthat
i t i s p a s ta n d i s n o t i m p o r t a n ta n y m o r eF. o r e x a m p l e :
We usedto fightterribly,
but he'sgonenow,soitt o//
history.
lf you describetwo peopleas on item,you are saying
that they are goingout togerher.For example:l've
beenseeingthosetwo o lot togetherrecently.
Do you
thinkthev'reon iteml
lf you'renot sPeoking
to someone,
you haveprobably
had a disagreement
and don't want to tall<to rhem
any more. For example:We'renot speokingbecouse
of
whot shesaidobotftmy Kevin.
lf you go for the strong,
silenttype,you are attracted to
q u i e tm e n w h o d o n ' t m a l < e
a l o t o f f u s sa b o u tt h i n g s ,
b u t w h o a r e v e r y s u p p o r t i v ea n d c a r i n g .

'

Relationship
verbs:lA fancied
Annofor oges.lftnolly
oskedher out on o dote.etc.

'

Pronunciation:
linking:No,I wentwith o friendof
mine.

Remindstudentsto record any of the expressions

that
they like in their notebool<s.

Expressions
for talkingabout who you find
attractive:I want someonewho is honest.etc.

Lead in

Expressions
for tall<ing
about what you'renot
lool<ingfor in a relationship:
I'd nevergo out with
someone
with o totto,ecc.
E x p r e s s i o nf o
s r g u e s s i nhgo w o l d s o m e o n ei s :H e
con't be olderthon erghteen.
Shemust be in her lote
forties.etc.
Expressions
with usedto andwould:I usedto moke
/otsof mistokeswhen/ flrst stortedleorningSponish.
I'd getwordsmixedup ond ld speokbitsof Frenchby
mistokeond l'd forgetthings.

A s a l e a di n ,b r a i n s t o r mq u e s t i o n tsh a t h a v et h e w o r d
f o m i l yi n t h e m .F o r e x a m p l e :
Do you getolongwith your fomily?
Do you comefrom a big fomily?
Do you wont to sett/edownand storto fomily?
Write them on rhe board and havethe classasl<you.
T h e n s t u d e n t sc a na s ke a c ho t h e r i n s m a l lg r o u p s . Y o u
mightwant to explainthe differencebetweenyour
immediotefomilyand your extendedfomily.

Language strip
Use the languagestrip as a way to lead in to the unic.
A s k s t u d e n t st o q u i c k l y l o o l <t h r o u g h t h e l i s t a n d f i n d a t
l e a s t o n e e x p r e s s i o nt h a t i s e i t h e r t r u e o r d e f i n i t e l yn o t
t r u e f o r t h e m . E x p l a i nt h a t i n t h i s u n i t t h e y w i l l l e a r n
w a y s o f t a l l < i n ga b o u t f a m i l y f, r i e n d s a n d r e l a t i o n s h i p s .
E n c o u r a g et h e m t o c h o o s e s o m e o t h e r e x p r e s s r o n si n
t h e s t r i p t h a t l o o l <i n t e r e s t i n ga n d r o f i n d o u t m o r e
about them.
U s e t h e l a n g u a g es t r i p l a t e r o n i n t h i s u n i t f o r a s m a l l
group tasl<.Asl< students to find those expressions that
c o u l d b e u s e d w h e n t a l l < i n ga b o u t y o u r f a m i l y ( e . g ./ ' m
o n e o f f o u r )a n d t h o s e t h a t c o u l d b e u s e d w h e n t a l l < i n g
about a relationship (e.g.We've known eoch other for
oges).You might need to explain some of the following
exoressions:

100

Speaking
T h i s e x e r c i s ei n t r o d u c e s s o m e r e l a t i o n s h i o st h a t a r e n ' t
often taught, so go over those that students may De
u n f a m i l i a rw i t h . Y o u m a y n e e d t o e x p l a i nt h a t y o u r
stepsisteris the daughter from a previous marriage of the
man or woman your mother or father married. lt might
b e e a s i e r t o i l l u s t r a t et h i s r e l a t i o n s h i pv i s u a l l yo n t h e
board using a family tree.You may need to explain that in
Englishwe don't differentiate between the two sides of a
family.For example, rhe term for the mother of my wife
and the mother of my husband is the same:mother-inJow.
As a class,discuss how this may be different in students'
own languages.

l 7 [ r e r d sa r d l a r r vi

Jo do this exercise,havestudentsgo aroundthe class

a s l < i nqgu e s t i o n sF.o r e x a m p l e :
Hoveyougot o ... by onychonce?
Youhoven'tgoto ... hoveyou?
Hoveyou gota . .. , if you don't mind me osking?

her since I wos o child) and in others are in the past

simple (l met her when I wos twenty-four).

Answers

F i n i s hu p b y s e e i n gw h o f o u n dt h e m o s t p e o p l e .

Adjectives
This exercise introduces some adjectivesthat can
describe a person's character.Before students complete
the exercise,tell them to find those adjectivesthat are
positive and those that are negative.Encourage them to
use a dictionary for those adjectivesthey are not sure
of. The more positive ones are independent,out-going,
generous,liberol,eosy-going,sporty and gorgeous.The more
negative ones are strict, fussy,meon and big-headed.Quiet
and re/igiousare either positive or negativedepending on
t h e p o i n t o f v i e w o f t h e p e r s o n u s i n gt h e m . S t u d e n t sc a n
then complete the sentences.Play the recording so thar
they can checl<their answers.Then have students asl<
e a c h o t h e r t h e o u e s t i o n sa t t h e e n d .

Answers
l.
2.
3.
4.
5.
5.
7.

strict
fussy...easy-going
i n d e p e n d e nrte, l i g i o u sg,e n e r o u s
liberal
b i g - h e a d em
d ,e a n
g o r g e o u sq,u i e t
out-going,sporty

You may need to explain thatyour gron is your

grandmother and that if you describe someone as chotty,
t h e y a r e f r i e n d l y a n d l i k e t a l k i n gt o p e o p l e .P o i n t o u t
several other collocations here: the exoct oDDositeand
very easy to get on with.

Speaking
Explain that if you don't know whot someoneseesin
someoneelse,you don't understand why the former is in
a relationship with the latter, becausethe latter is not
v e r y a p p e a l i n gS. t u d e n t sc a n d i s c u s st h i s t o p i c i n s m a l l
SrouPs.
I

I H o w d i d yo u me e t?
T h i s i s a c o m m o n q u e s t i o n w h e n t a l l < i n ga b o u t
r e l a t i o n s h i p sA. l t h o u g h i t i s c o m m o n l y u s e d a b o u t
r o m a n t i c r e l a t i o n s h i p si ,t i s a l s o u s e d t o t a l k a b o u t
friends. Have students worl< individuallythrough the two
matching tasl<sand then checl<their answers with a
partner, with one person reading l-4 and the other
giving the appropriate response a-d; students then
switch over for 5-8. Have them explain why the verbs in
some answers are in the present perfect (e.9.I've known

Before having students tall<about their friends in small

g r o u p s ,t e l l t h e m a b o u t o n e o f y o u r b e s t o r o l d e s t
friends. Explain how you met and what they are lil<e.You
may need to explain that go out with can either be about
s o m e o n e y o u a r e i n a r o m a n t i c r e l a t i o n s h i pw i t h , f o r
example, Are you two going out,then?or about socialising,
for example, Do you foncy going out with us tonight?

pathetic story
T h e f o c u s o f t h i s e x e r c i s ei s o n s o m e v e r b a l e x p r e s s i o n s
t o d e s c r i b e a r e l a t i o n s h i pS. t u d e n t sc a n w o r l < i n d i v i d u a l l y
on the re-ordering tasl<before checl<ingtheir answers
with a partner. Then they can discussthe questions at
t h e e n d . E n c o u r a g es t u d e n t st o r e c o r d t h e s e e x p r e s s i o n s
i n t h e i r n o t e b o o l < sR
. emindthem that they could record
t h e m i n a s e c t i o n a b o u t r e l a t i o n s h i o sa s w e l l a s o n a
page where they are collecting expressions with get or
phrasal verbs with out, etc.You may need to explain that
if you dump son.)eone,
you decide to stop having a
r e l a t i o n s h i ow i t h t h e m .

Answers
T h e c o r r e c to r d e r i s : l . c

3.a

,|. o

Before moving on to the next exercise,you could have

pairs of students close their bool<sand try to recall the
story from some verbs that you write on the board:
foncy, osk out, go out, met, see,get serious,Ieove,work out,
get bock together,get /ost

P r o n u n c i a t i o nl i:n k i n g
This exercise gives students more practice with linl<ing
within phrases.Help students see that in the two
expressions at the start my friend is referring to a
specific friend. The listener probably l<nowswho you are
talking about, perhaps becauseyou only have one friend.
A friend of mine,on the other hand, could be one of
several friends you have from worl<. Play the recording all
the way through so students can hear how the words
are linl<ed.Then play it again,pausing after each sentence
so that students can repeat. Have pairs of students
practise by alternately asl<ingDid you go on your own? and
s a y i n gt h e r e s p o n s e .l f p o s s i b l e h
, a v et h e m r e a d t h e
response to themselves,lool< up, and say it to their
partner to help with the linl<ing.

101

.,,...'',''...1

i Speaking

I Lanquaqefocus

You might want to model this tasl<for students before

t h e y d o i t t h e m s e l v e sF
. or example:
A: I went to thot new club the other doy.
B: Reolly?Did you go on your own?
A: No, I went with a few friends from work.
B: Whot wos it like?Did you hove o good time?
A: lt wos OK. I wosn't reolly into the music they were
ploying,though

In this exercise,students are introduced to more ways

to describe people, and also two patterns from the
reading text. Get students to do the first tasl<in pairs,
a n d t h e n d e c i d e i f t h e s e d e s c r i p t i o n sa r e g e n e r a l l y
positive or negative.

Answers
Possibleanswers:

Encourage students to add a follow-up question and

answer.

Speaking
Focus students' attention on the photos of the peopre
on page 122.Get them in pairs to tall<about whether
they find any of them attractive. Write some
e x p r e s s i o n so n t h e b o a r d t o h e l p t h e m :
I (don't) reollygo for ...
I (don't) like the wov shelhe /ooksidresses.
I don't find himlher oll thot ottractive.
She/hei o bit too ... for me.
You could also have students thinl< about the l<indof
personality they thinl< each person has.Teachthe phrases
/ bet and I reckonto mal<eguessesand encourage the use
of some of the adjectivesfrom 2 Adjectives

on page

|20:
A: I bet the mon in the fust pictureon the left is veryquiet.
B: I don't know.Lookot that smile.I reckonhe'srotheroutgoing.

a bit of an introvert:Alfonso
f a s h i o n - c o n s c i oC
u sh :i a r a
unlucl<yin love:Thorsten/Alfonso
desperate:
Thorsten
q u i t ef u s s yC
: h i a r aS, e o n - H e e
content:Lauren
health-consciou
Rsi e:
l e s sf u s s yt h a n h e u s e dt o b e : T h o r s t e n
a b i t s t r a n g eS: e o n - H e e
fit: Rie

Have students comDlete the next tasl<and then draw

their attention to rhe patterns. Two of the three
patterns contain a relative clause with (someone)who.
The third (someone)with is an alternative to the relative
clause (someonelwho hos.Students see thar 'd (would) and
'past'
the
t e n s e e x p r e s st h e u n l i l < e l i h o o d
of the person
actuallygoing out with a person lil<ethis. Have students
record these patterns with their own personalised
e x a m p l e si n t h e i r n o t e b o o l < sP
. oint out the collocation
strongpoliticolyiews.Ask students if they l<now of any
other nouns, apart from the obvious, that collocate with
strong (orgument, m a rrioge,occent).

Answers

While you read (What'syour type?)

I n t r o d u c e t h e a r t i c l e a n d e x p l a i nt h e t a s k .S t u d e n t sc a n
t h e n r e a d a b o u t t h e s i x p e o p l e a n d s h a r et h e i r r e a c t i o n
in pairs.Asl< students what they thinl< the title What's
your type? means.Then play the recording of the
a r t i c l e w h i l e s t u d e n t sf o l l o w i n t h e C o u r s e b o o l < .
Encouragethem to underline, asl<about, or record any
I n t e r e s t i n ge x p r e s s i o n so r c o l l o c a t i o n sp, a r t i c u l a r l yt h o s e
they thinl< they might use rhemselves.Youmay wanr to
poincout the followingin any case:
I've chongedmy mind obout ...
I'm the wrong Personto ask
she wos everythingI wos looking for
l've lowered mv stondords

l . c . f . h l. <
2 . a .d . g . l .
3 . b . e . i .j .

How old ar e they?

A s k s t u d e n t st o c o m p l e t e e i t h e r o f t h e f o l l o w i n g w i t h
reference to age:
lf I wosn't olreody in o relotionship,I'd be lookingfor
s o m e o n e. . .
l'm lookingfor someone...
Listen to a few suggestionsbefore tall<ingabout the fact
that you would probably not mention a specific age.
T h e n e x p l a i nt h a t i n t h i s e x e r c i s e s, r u d e n t sw i l l s e e
various expressions that tall<about age in an unspecific
way. Students can do the first tasl<individuallyand then
c h e c l <i n p a i r s .
Point out the two structures here that are used for
guessing:
H e l s h e m u s tb e . . .
Helshe con't be . ..

102

1 7 F r e n d sa n d f a m y

I
t

A.,t*urt
l.d.

2 .c .

i
1
3 .s .

4.a

5.b. 6.e. 7.h. 8.f.

I Answers
l
| . usedto dress

--]

r rcarl

E x p l a i nt h a t w e u s e m u s t t o s a y t h a t w e a r e q u i t e s u r e
something is true when we have evidence for it, and con't
t o s a y t h a t w e a r e q u i t e s u r e s o m e t h i n Si s n ' t t r u e .
P r a c t i s et h e p r o n u n c i a t i o no f t h e p h r a s e s s, o t h a t
s t u d e n t s c a n u s e t h e m i n t h e a c t i v i t i e sa t t h e e n d o f t h e

Asl<studentsto exDlainthe differencebetweenin his

the questionsin
fortiesand in the fortiesbeforediscussing
smalg
l roups.

nlaw

Gr amm arstudy

e x e r c i s e .D o t h e s e i n s m a l l g r o u p s .

Speaking

rn

Have students read the grammar explanations and asl<

about anything that they are not sure of.You may need
to explain that o stdte refers to things that we don't see
as actions.Ask students to tell you some verbs that are
often used to describe a state rather than an action, for
e x a m p l e ,b e , o w n ,/ i v e ,e t c . R e m i n d s t u d e n t st o r e c o r d
c o m p l e t e e x a m p l e so f u s e dt o , i n c l u d i n ga n y t i m e p h r a s e s
in their notebool<s.Point out that the negative is more
commonly expressed as never used to.

Answers
meanshe is betweenforty and forty-nine
ln his florties
y e a r so l d .
l n t h ef o r t i e sm e a n si n t h e d e c a d e1 9 4 0 - 1 9 4 9( o r a
temperatureof between40 degreesC and 49
I
degreeC.
l

W r i t e s o m e e x p r e s s i o n so n t h e b o a r d t o h e l p t h e m t a l l <
a b o u t t h e s e q u e s t i o n s .F o r e x a m p l e :
I think life wos much eosierlhorderin ...
P e o p l eh o d o l o t m o r e . . . i n . . .
Musiclclothes
from the ... ore coming bock into fashion.
...
Thesedoys,the foshionlmusicfrom the ... /ooks/sounds

- ..

U s e dto , w o u l d
This section explicitly focuses on used to and would:
lrowever,students will have seen many examples already
i n t h e C o u r s e b o o l <T. h e l i s t e n i n gt a s l <g i v e s s t u d e n t s t h e
opportunity to hear several more contextualised
e x a m p l e sb e f o r e t h e y f o c u s o n t h e ' r u l e s ' i n
2 Grammar study.
. a l l <a
L e a d i n b y d i s c u s s i n gt h e f i r s t q u e s t i o n a s a c l a s s T
l i t t l e a b o u t h o w y o u h a v e c h a n g e dy o u r s e l f b e f o r e a s l < i n g
s c u d e n t st o d o c h e s a m e .T h e n i n t r - o d u c teh e l r s t e n i n g
t a s l <a n d e x p l a i nw h a t s t u d e n t s h a v e t o d o . P l a yt h e
r e c o r d i n go n c e a n d h a v e s t u d e n t s c h o o s e t h e r i g h c
p i c t u r e a n d t a l l <a b o u t t h e d i f f e r e n c e sT. h e n h a v e t h e m
w o r l < o n s e n t e n c e s l - 5 . P l a yt h e r e c o r d i n g a g a i ns o t h a c
t h e y c a n c h e c l <t h e i r a n s w e r s Y
. ou may need to explain
t h a t i f y o u a r e o b i t o f o l o d i e s ' m a n , y o ue n j o y s p e n d i n g
time with women and want them to find you attrac[ive.
P l a yt h e r e c o r d i n g o n e m o r e t i m e a s s t u d e n t sf o l l o w t h e

Practice
A l t h o u g h t h i s e x e r c i s ep r a c t i s e se x p r e s s i o n sw i t h u s e dt o ,
i t r e i n f o r c e sv e r b + n o u n c o l l o c a t i o n sa s w e l l .

Answers
I

i l . d . 2 . s . 3 .e

4.h

5 .i .

6.1 7.c

8.b"

lr,
. o d e l t h e p r o n u n c i a t i o no f
W h e n s t u d e n t sh a v e f i n i s h e d m
used to and have them practise reading the sentences,
T h e n h a v et h e m m e m o r i s e t h e s e c o n d h a l f o f t h e
s e n t e n c e sa - i a n d t e s t e a c h o t h e r , w i t h o n e p e r s o n
r e a d i n gt h e f i r s t p a r t l - 9 a n d t h e o t h e r p e r s o n
c o m p l e t i n gt h e s e n t e n c ew i t h o u t l o o l < i n ga t t h e
Coursebool<.

Follow- upcom m ents

Would has a similar meaning to used to. However, it often
i s u s e d a s a f o l l o w - u p t o u s e dt o a n d i s o n l y u s e d f o r
reoeated actions. not states.Draw students' attencion to
the contraction in the examolesO
. n c e s t u d e n t sh a v e
m a t c h e d c h e f o l l o w - u p c o m m e n t s ,h a v e t h e m p r a c t i s e
r e a d i n gt h e s t a t e m e n t si n 3 P r a c t i c e a n d t h e f o l l o w - u p
commenrstogether.

Answers
2 .g . i x . 3 . e . v i i . 4 . h . v i i i
8 . b .i i . 9 . a . v .

5 . i .v i

6.f.i

tapescript on page | 57.

10

: -

l : : ' : :

- : !

I free practice
Give students a true example about yourself first. For
examole:
When I wos younger,/ used ro be reolly sporty.l'd go to the
gym every other eveningond l'd play footboll every weekend.
Have students go around tall<ingto several people before
getting the class bacl<together to find our if there are
any peoplewho usedto do the samesort of things.

Situations
It is common to l<eepconversations going by asl<ing
q u e s t i o n si n r e s p o n s et o w h a t s o m e o n e h a s s a i d .T h i s
exercise practises this in the contexr of responding to
s o m e o n e e x p l a i n i n gw h a t t h e y u s e d t o d o . W h e n
checl<inganswers,have students practise the inronatron
patterns of the questions. For the second tasl<,you
might want to do the first conversation as an exampte ro
show how the conversation can be extended. For
examDle:
A: / used to live in Spoin.
B: Oh, reolly?Whereabouts exactly?
A: I wos in Modrid, the copitol.
B: And why did you leove?
A: Well, I wos there with my fomily.My dod worked for the
embossy.Wewere there for obout seven yeors until I wos
twelveond then we moved bock home.
B: lt must'ye been nice to grow up in another country.
A: Yeoh,it wos.
Then get students to practise these conversations in
oairs.

Answers
P o s s i b laen s w e r s :
l.
2.
3.
4.
5.
6.

104

W h e r e a b o u t se x a c t l yW
l hy did you leave?
Were you anygood?Why did you stopi
H o w m a n ya d a y ? W h e nd i d y o u c u t d o w n ?
W h a t l < i n do f t h i n g ?P o e t r y ? W h yd i d y o u s t o p l
Were you anygood?Why did you stop?
What were you doingthere?Why did you leavel

Speaking
Explainthat if you go offsomething,you
no longerlike it.
lf you go off the ideoof doingsomething,
you no longer
want to do it becauseit is no longerattractiveto you.
Tell studentsyour own answersto some of the
q u e s t i o n sb e f o r eh a v i n gt h e m d i s c u s tsh e m i n s m a l l
groups.Youmay want to point out how usedto is lil<ea
regularpastrenseverb in that in negatives
and questions
it is useto. However,the pronunciarionis exacrlythe
sameas usedto.
Follow-up
For a writing tasl<,
havestudentsimaginethat they are
one of the peoplein the readingtext on page | 22
What's your type? Eachpersonmanagedto find their
idealpartner.However,severalyearshasgone by,ano
while at first they were very happy,thingshavechanged.
T h e y s h o u l dw r i t e a l e t t e r e x p l a i n i nw
g h y t h e ya r eg o i n g
to leavetheir partner.Encourage
the use of usedto
e x p l a i nh o w t h e r e l a t i o n s h iw
p a s o n c eg o o d .F o r
example:
Youusedto giveme flowers.I lovedthe woy you usedto coll
me everyday from work.I'd olwayslookforwordto the phone
ringingbecouseI knewit mightbe you.Butnow you hordly
evertolk to me!
When studentshavefinished,havethem exchangelerters
with another personand then tall<about what they have
read.

tg
Unit overview
General topic
Talkingabout festivals,
languages
and stereotypes.
Reading
Four peopledescribefamousfestivals.
Language input
.

Vocabularyfor tall<ing
about festivals:
fhere'so big
porode.There's
o hugestreetporty.lt's becomeo bit
too commercial.
etc.

Relativeclauses:I didn't.getthot job I oppliedfor.lt's

one of thosethingsyou cut your noilswith.Whotdo
you coll o personwho con't stopdrinkingand is
olwoysdrunk?

Vocabularyto tall<about language'.

mothertongue,
o
strongoccent,minoritylonguoges,
etc.

'

Expressions
for disagreeing:
How conyousoythot?
Comeon!That'sa bit of on exoggerotion.
etc.

Talkingabout stereotypes:She! o typicolsmoll-town

girl - reollyconservotive!
Oh,comeon!Justbecouse
you don't comefrom the city,it doesn'tmeonyou
con't be oDen-minded.
etc.

Language strip
Use the languagestrip as a way to lead in to the unic.
Asl< students to quicl<lylool< through the list and find
one expression that is connected with each of the
following: nationality (Scondinovions
ore usuollyblond,oren't
they?),festivals(e.9./ts o big festivolof the Arts), and
languages(e.g.Are you bilinguol,then?).Explain that in this
unit, they will learn other ways to tall<about these areas.
E n c o u r a g et h e m t o c h o o s e s o m e o t h e r e x p r e s s i o n st h a t
lool< interesting and to find out more about them.
U s e t h e l a n g u a g es t r i p l a t e r o n i n t h i s u n i t f o r a s m a l l
group tasl<.Ask students to look at the expressions with
i t a n d d i s c u s sw h a t t h i s c o u l d b e r e f e r r i n gt o . F o r
example, lt's a big festivolof the Arts could be referring to
t h e E d i n b u r g hF e s t i v a lS. t u d e n t sc o u l d a l s o t r y t o a n s w e r
some of the questions (e.g.How do you celebroteNewYeor
in your country?).
You might need to explain some of the following
exDressrons:
'

'

There is no such languageas Swiss,so someone

asl<ingthe question Does onyonespeok Swiss7wouldn't
l<now much about Switzerland! German, French and
I t a l i a na r e a l l w i d e l y s p o k e n i n S w i t z e r l a n d .
Scandinavions
ore usuollyblond,oren't they?implies a
stereotypical image of people from Scandinavia.

lf you say a place is right on the border,you are

e m p h a s i s i n gt h a t i t i s a l m o s t e x a c t l y o n r h e b o r d e r .
Right is often used for emphasis.For example: lti right
next to the bonk. lt's right in front of you.
The Canoriesare a group of islands in the Atlantic and
b e l o n gt o S p a i n .
lf you describe a place as cosmopo/iton,
people from
m a n y d i f f e r e n tc o u n t r i e s a n d c u l t u r e s l i v e t h e r e . F o r
example: NewYork is one of the most cosmopoliton
placesI've been to.
A fiestois a big public celebration, especiallya
religious festival.They are very common in many
S p a n i s h - s p e a k i ncgo u n t r i e s .E n g l i s hh a s b o r r o w e d t h e
word festo, so the Englishfor festo is festo. English
also uses the French word fete for a small outdoor
c e l e b r a t i o nw i t h g a m e sa n d s t a l l ss e l l i n gt h i n g s l i l < e
h o m e - m a d e c a k e sa n d i a m s .
Remind students to record any of the expressions that
they like in their notebool<s.

Lead in
Y o u c o u l d u s e s o m e o f t h e q u e s t i o n si n t h e l a n g u a g e
strip to lead in to the topic of festivals.Asl< students if
they have any big festivalsof the Arts in their country or
city, how they celebrate NewYear and what some
examples of old foll< traditions in their country are. lf
you are from a different country from your students,tall<
about some of these things yourself.

Vocabulary
This exercise introduces some vocabulary to do with
festivals.Point out the pictures A-H on page 126 and
have students worl< in pairs matching them to rhe
sentences l-8. After checl<ingtheir answers,have
students go bacl<and underline the collocations and
transfer them to their notebool<s.Youshould exolain
that o bonfireis a big fire lit as part of a celebration, or
s o m e t i m e si u s t t o b u r n r u b b i s h .

Answers
l.h

2.d

3.a 4.f

5.g 6.b

7.c

8.e

Speaking
G e t s t u d e n t s i n s m a l l g r o u p s t o d i s c u s st h e s e q u e s c i o n s
Have them mal<eguessesabout all the pictures on page
1 2 6 .W r i t e s o m e e x p r e s s i o n so n t h e b o a r d t o h e l p .F o r
examDte:

105

.:: a'0 aIqLaqes

/ t / o o k s/ l k el t i r n . . .
lsn't thot the festivolin . . . ?
/ bet lts got sonrethingto do with ...
It'sproboblyin . ..

!i|qf9t| red(Fourexperiences)
I n t r o d u c e t h e t o p i c o f t h e r e a d i n gt e x t t a s l <a n d e x p l a i n .
Point out the collocation hold a festivol.Asl< if students
l<now some other events rhar we use with hold (e.9.o
meeting,o conference).
Have them read the cext and then
s h a r e t h e i r r e a c r i o n sw i t h a p a r r n e r .W r i t e t h e f o l l o w i n g
sentence starters on the board for them to use if
necessary:
One thing I leornedwos that ...
One thing / wos surprlseoobout wos thot ...
/ wos surprisedthot ...
I didn't reolisethot .. I olwoysthought thot ...

lAr." ^
i

HillCarnival
is picrureH.
I ),.,rIF
I he Glasronbury

f e s c i v a il s p i c c u r eF

brooden my mind
make friends
miles owoy
the festivol runs (oll through the beginningof Morcnl
You may need to explain that if you say there ore literolly
thousondsof people there,you thinl< that there are really
thousands of people there. This is because we often
exaggerate numbers and amounts. For example:
The stogesseem to be miles owoy.
I've got millionsof things to do.
H e r e i s s o m e i n f o r m a t i o n a b o u t t h e f e s t i v a l sn o t
mentioned in the article.
PictureE is of the Songl<ran
f e s t i v a lw
, hich is held in
T h a i l a n df r o m A p r i l | 3 f o r t h e b e g i n n i n go f t h e
traditional new year.People soal<each orher wirh water,
s y m b o l i s i n gt h e c l e a n s i n gf o r a n e w y e a r .
Picture A is of the Ol<toberfest,which is a rwo-weerc
f e s t i v a li n M u n i c h ,e n d i n g o n r h e f i r s t S u n d a yo f O c t o b e r .
L a r g e b e e r h a l l sa r e e r e c t e d a n d b e e r s p e c i a l l yb r e w e d
f o r t h e o c c a s i o ni s s e r v e d .
PictureB is the Berlin Love Paradea
, h u g e a n n u a ls t r e e t
p a r t y i n B e r l i n ,G e r m a n y .l t i s f a m o u s f o r i t s t e c h n o
mustc.

F:llas is nirrr rra f

["rl:"ll.,suri

is pictureG.

C o m p r e h en si o n
G e t s t u d e n t st o d i s c u s st h e s e c u e s t i o n s i n o a i r s .
Encouragethem to try to remember the answers
without referring ro rhe texr. Then play the recording of
t h e t e x t a s t h e c l a s sf o l l o w i n t h e C o u r s e b o o l <c, h e c l < i n g
t h e i r a n s w e r s .H e r e a r e s o m e e x a m p l e so f q u e s t i o n sy o u
can asl<as you go through the answers:
Whot expressioncould yoLt use to soy you do something
every two doyslweeks?(every other doylweek)

Speaking
G o o v e r t h e q u e s t i o n sb e f o r e h a v i n gs t u d e n t sd i s c u s s
t h e m i n g r o u p s .E x p l a i nt h a t i f s o m e t h i n gh a s b e c o m e t o o
commerciol,you thinl< that the mal<ingof money has
b e c o m e t h e m o s t i m p o r t a n t t h i n g .W e s o m e t i m e s
d e s c r i b ef i l m s o r m u s i c a s c o m m e r c i owl h e n w e t h i n l <
t h e y a r e r e l e a s e dt o a w i d e a u d i e n c ea n d e x p e c t h i g h
s a l e sn u m b e r s .Y o u m i g h t a l s o g i v e s o m e e x a m p l e so f
t h i n g s t h a t m i g h t b e e m b a r r a s s i n gf o r y o u n g p e o p l e i n
y o u r c o u n t r y .I n t h e U K , y o u n g p e o p l e m i g h r b e
e m b a r r a s s e db y t r a d i t i o n a lf o l l <d a n c i n g- m o r r i s d a n c i n g .

Whot ore some thingsyou do out of hobit?

] Vocabular yfocus

Whot ore the Potronsointsof some countriesyou know?

Whot kinds of thing do peoplecelebrote in o festivol morking
the orrivol of spring?

Answers
He goes every other year.

It's become coo big.

A lot of people go there just to drinl< and tal<e

oruss.
1

Out of habit.

5
6
7

To commemorate the patron saint of the city.

A f a l l a i s a p a p i e r - m a c h em o d e l .
To celebrate rhe starr of spring.

Have students go bacl<through the reading texr - you

may want to play the recording again as they do rhis f i n d i n ga n y i n t e r e s t i n ge x p r e s s i o n so r c o l l o c a t i o n s . Y o u
may want to point out the following:

T h i s e x e r c i s eh e l p s s t u d e n t s d i s t i n g u i s hb e t w e e n t h e
words commemoroteand ce/ebrote.Have students
c o m p l e t e t h e t w o d e f i n i t i o n sa n d t h e n d o t h e m a t c h i n g
e x e r c i s eT
. h e n h a v e t h e m u n d e r l i n et h e c o m D l e r e
e x p r e s s i o n si n t h e s e n t e n c e sh e r e a n d t r a n s f e r t n e m t o
t h e i r n o t e b o o l < sP
. o i n t o u t t h e c o l l o c a t i o n sh o l d o s p e c i o l
ceremonyand o foncy restouront.Explain that o ceremonyis
a s p e c i a le v e n t t h a t i s c h a r a c t e r i s e db y m o r e o r l e s s
f i x e d ,t r a d i t i o n a lw o r d s a n d a c t i o n s ,f o r e x a m p l e ,c
wedding ceremony,on aword ceremony,the opening
c e r e m o n y . l ti s u s u a l l yf o r r n a l .l f s o m e t h i n gi s f o n c yi c i s
m o r e e x p e n s i v eo r o f a h i g h e r q u a l i t y t h a n n o r m a l ,f o r
example. o fonc.ycor,o foncy house.
Answers
a . c e l e b r a t e ,c e l e b r a t e
b. commemorate

t. d

L
105

4.e

6.b.

l E f l . r to f n l 1 r e si,e s l v a l sa n r j a n q r i . r q e s

B e f o r es t u d e n t st a l l <a b o u tt h e o u e s t i o n a
st the endin
s m a l lg r o u p st,e l l t h e m a b o u ts o m ep u b l i ch o l i d a y o
sr
localfestivalsyou l<now.For the lastquestion,you could
u s et h i s e x a m o l e :
A friendof mine possedher drivingtest thisyeor.Do you
knowhow mony timesshehod takenit? Eight.Shewos
beginningto feel like she'dneverpass.Anywoy,
her boyfriend
wosso impressed.
Guesswhot he did to celebrote?
He only
wentout ond boughther o brondnewcor!
Finally,
asl<a few questionsabout some of the other
language
here:
Whot kindsof ploceshave conteens?
(workploces,schoo/s)
Whot e/secon you opplyfor,oport from o jobT(o grant,o
leoveof absence)

R e l a t i v ecl a u se s
In this exercise,students focus on relative clausesthat
c a n o m i t t h e r e l a t i v ep r o n o u n t h o t . T h o tg e n e r a l l y
replaces the relative pronouns who(m) or which when the
r e l a t i v ec l a u s ei s d e f i n i n gi . e . ,i t g i v e s i n f o r m a t i o n t h a t
d e f i n e st h e n o u n . F o r e x a m p l e :
Where's the bool< thotlwhich I lent you?

Conyou think of someother reosonswhy you might be reolly

disappointed?

ryg..it:

D o a n e x a m p l e w i t h t h e c l a s st o g i v e t h e m t h e i d e a o f
h o w t o d o t h i s . D e s c r i b e a n o b j e c t l i l < ea w a t e r i n g c a n ,
for example, and have students draw it.
/t's one of those things you woter plonts with. lt's got o hondle
ond a thing the water comes out of.

Thot can be omitted when it acts as an object in the

r e l a t i v ec l a u s e ,b u t c a n ' t b e o m i t t e d w h e n i t i s t h e
s u b j e c t .F o r e x a m p l e :
Where's the book (thot) I lent you? (thot = object)
I need somethingthot con go more thon 60 milesper hour!
(thot = subject)

Remind students of the words thing and stuff which they

m i g h t f i n d u s e f u l i n t h e i r d e s c r i p t i o n s . Y o uc o u l d a l s o g i v e
them this Dattern:
/tt one ofthose thingsyou use to ...

One easy way to thinl< about this is that if thot is

followed by a pronoun, it can be lefr out; if thot is
followed by a verb, it has to stay.Asl<students to lool< at

F i n i s hu p b y h a v i n gs t u d e n t sa s l <y o u a b o u t a n y o f r h e
t h i n g st h e y c o u l d n ' t f i n d t h e n a m e o f i n t h e l a s t t a s l < .

t h e e x a m p l e a n d t o r e a d t h e e x p l a n a t i o nA
. nswer any
questions they may have before doing the matching
exercise.You may want to remind students of the
p a t t e r n s c h e ym e r i n t h e p r e v i o u su n i t :
I w o n t s o m e o n ew h o . . .
I'd nevergo out with someonewho ...

Questionswith r elativeclaus es
The explanation at the start of this exercise reinforces
t h e f a c t t h a t r e l a t i v ec l a u s e sd e s c r i b e n o u n s .G o o v e r r n e
e x p l a n a t i o nw i t h s t u d e n t sa n d a n s w e r a n y q u e s t i o n st h e y
m a y h a v e .T h e n d o t h e f i r s t q u e s r i o n a s a n e x a m p l e .Y o u
c o u l d e i t h e r h a v e s t u d e n r sw o r l < o n t h i s i n o a i r s o r
individually.

I n t h e s e c a s e st h o t c o u l d r e p l a c ew h o ,b u t c a n ' r b e
omitted because it acrs as the subject of the relative
clause.

]
Answers
What are the (two) people you share a flat with
lil<e?
D r a w s t u d e n t s 'a t t e n t i o n t o t h e p o s i t i o n o f t h e
p r e p o s i t i o n si n a , b , d , e , g a n d h . F o r t h e l a s t t a s l <r,h e
f o l l o w - u p e x e r c i s eg
, o a r o u n d t h e c l a s sa n d c h e c l <

What was that hotel you stayed in in Paris lil<e?

What was that club you went to on Friday lil<e?

s t u d e n t s 'a n s w e r sb e f o r e a s l < i n gs o m e p e o p l e t o t e l l t h e
c l a s sa f e w o f t h e i r a n s w e r s .

What are the other people you worl< with lilcel

What was that restaurant you went to for your

birthdaylil<e?
Answers
P o s s i b l ea n s w e r s :
2. Hey, there's that girl you used to go out with.
3 . Y o u s h o u l d t r y t h a t r e s r a u r a n to u r t e a c h e r
mentioned.
4 . I c o u l d n ' t d o t h a t h o m e w o r l <y o u t o l d m e a b o u t ,

5 . W h a t w a s t h a t E n g l i s ch o u r s ey o u d i d i n A u s t r a l i a
Iil<eI

II 7 .

W h a t d i d y o u d o i n t h a t c l a s sI m i s s e d l a s t w e e l < l

l 8.

What was that school you studied at in Sydney

c a l l e dI

Did you get that job you applied for?

I9 .

107

)l .a5 artdauguaqes

For the secondtask,act out rhe first conversationwith a

s c u d e nat s a n e x a m p l e :
A: What ore the peopleyou livewith tike?
B: They'rereollyfriendly.Reollynice.
A: You'relucky.The peopleI livewith ore owful.
B: Why do you soythot?
A: They\enot veryfriendlyat oll.Theyhardlyeverspeokro
me.

D e f i n i n gp e o p l e
Here students see another example of a relative clause,
t h i s t i m e w i t h t h e r e l a t i v ep r o n o u n w h o .l t ' s p o s s i b l et o
u s e t h o t i n p l a c e o f w h o i n t h e s e e x a m p l e s ,b u t o p e r s o n
w h o t e n d s t o b e m o r e c o m m o n . A s k s t u d e n t si f t h e y
notice that in the examples here, who acts as the subject
of the relative clause.Point out the exoression the'reol'
. x p l a i nt h a t t h i s m e a n s t h e
J o p o ni n t h e e x p l a n a t i o nE
t r a d i t i o n a l ,r u r a l j a p a n ,n o t t h e m o d e r n , w e s t e r n i s e d ,
u r b a n J a p a nA
. s l <w h a t t o u r i s r s w h o t h i n l <l i l < et h i s w o u l d
believe the 'real' country is in the student's country. Ask
if this perception of cheir country is correct.
Students can worl< on the dictionary tasl<in pairs. Before
you checl<their answers,you could write this partern on
the board to show how we can use a similar relative
c l a u s es t r u c t u r e f o r g i v i n ga d e f i n i t i o n :
A . . . i s s o m e o n ew h o . . .
T h e n h a v e s t u d e n r sw r i t e t h e d e f i n i t i o n si n t h e i r
notebool<s.Point out the collocation perform operotions.
G i v e s t u d e n t s s o m e m o r e e x a m D l e so f n o u n s t h a t

Answers
l. An occent is the way you pronounce the language,
while o dialectis a form of the languagethat is
spoken in a particular area or by a particular group
of people.
2. Yourmother tongue is the languageyou learn from
your parents,while o linguo fronco is a language
u s e d t o c o m m u n i c a t eb e t w e e n p e o p l e w h o d o n ' t
speal<each other's mother tongues.
3. S/ongis very informal languagethat can be
p a r t i c u l a rt o a c e r t a i n r i m e o r g r o u p o f p e o p l e ,
while sweoringis the use of rude or offensive
tanguage.
4. lf you are bilinguol,
you grew up learning two
languagesand can speal<both of them equally well,
while if you can speal<o foreignlonguoge,you may
have .just learned it later in life and you probably
d o n ' t s p e a l <i t a s w e l l a s y o u r m o t h e r r o n g u e .
5. lf you have o s/ightoccent,your pronunciation is a
little different from what is considered standard,
while if you have o strongoccent,there is a big
d iffere n ce.

Before having students discussthe questions in the

second tasl<,mal<esure they understand the expressions
o minority longuogeand hoye o hrgher stotus.

ts

.. :l

*,

i.

1;

..-., . -i -, ..

1-

/-

collocate with perform (e.g. o ceremony,o trick, miracles).

Reading
Answers
l. an alcoholic 2. a workaholic 3. an undertal<er
4. a surgeon 5. a journalist 6. a juggler
U s e t h e p i c t u r e so f p e o p l e o n p a g e | 2 9 t o h e l p s t u d e n l s
generate some ideas for the second tasl<,but encourage
t h e m t o t h i n l <o f o t h e r t h i n g s a s w e l l . l t m a y h e l p t h e m
t o i m a g i n ei f t h e y w e r e d o i n g i t i n t h e i r o w n l a n g u a g e .

a-

i'

Focus attention on the title (English teacher sacl(ed

f o r s p e a k i n g E n g l i s h ! ) a n d h a v es t u d e n t sp r e d i c t w h a t
the article is about. Then asl<students to read rhe text
a n d s h a r e t h e i r r e a c r i o n si n p a i r s .A s l <t h e m i f t h e t i t l e
was really accurate.At rhis point, you might want to tell
y o u r s t u d e n t sa l i t t l e a b o u t t h e W e l s h l a n g u a g eA. l t h o u g h
E n g l a n dt o o l < c o n t r o l o f W a l e s i n t h e t h i r t e e n t h c e n r u r x
Wales was better able to preserve its original language
a n d c u l t u r e t h a n o t h e r a r e a s o f t h e B r i t i s h l s l e s .r t s
languageis still widely used and about25% of people are
b i l i n g u a li n W e l s h a n d E n g l i s hT. h e r e i s a s t r o n g
m o v e m e n ct o e n c o u r a g ec h e u s e o f W e l s h .

inter view
This exercise shifts the topic away from festivalsto
languageand stereotypes.Students can use their
dictionaries for the first tasl<.When checking their
answers,write an example of how some of the rerms
can be used:
Where's your occent from?
They speok in o strong diolect up in the north.
I didn't know their mother tongue wos French.
Englishis the linguo fronca of internotionolbusiness.
'Keep
shtum'is o s/ongterm meoning'keepquiet'.
I think there's too much sweoring onTV these days.
She'svirtuolly bilinguol in Frenchond English.

108

E x p l a i nt h e t a s l <a n d p l a y t h e r e c o r d i n g o f t h e i n c e r v i e w
Then have students compare notes in pairs before
playingthe recording again so they can checl<therr
a n s w e r s . A s ks t u d e n t s i f t h i s c h a n g e dt h e i r m i n d a b o u t
G a r e t h D a v i e sa n d h i s s i t u a t i o na t a l l .

Answers
A r g u m e n t sf o r : C h r i s t i n es a y sr h a t W e l s hi s d y i n go u r .
W h e n t h e l a n g u a gdei e s y, o u a l s ol o s et h e c u l t u r ea n d
traditionsof the country.Languages
need to be
Drotected.

'I
8 N a t o n a i t i e s ,t e s tv a s a n c l a n q u a c l e s
,l

Arguments against:Gareth saysyou can't mal<epeople

learn languages.People have a right to speak their
languageof choice.

Disagreeing
T h i s e x e r c i s ei n t r o d u c e ss o m e e x D r e s s i o n sf o r
disagreeing.Have students worl< on the first tasl<alone
and then compare answers in pairs. Playthe recording so
they can checl<.
E x p l a i na f e w o f t h e e x p r e s s i o n s .
.

Come onl is often used when we thinl<that what

s o m e o n e h a s s a i d i s r i d i c u l o u s .F o r e x a m o l e :
A: lt's freezing outside.
B: Oh, come onl lt's not that bod.

lf you mal<eon exoggerotion,

you mal<esomethinS
sound greater, more important, more, etc.Than it
r e a l l y i s .F o r e x a m p l e :
A: So,there were millionsof people on morch,then?
B: Well, OK thot's a bit of on exoggerotion.

lf you say iett just ogreeto dlsogree,you are indicating

t h a t y o u n o l o n g e r w a n t t o a r g u e b e c a u s ei t i s c l e a r
that both sides are not going to change their
oosition.

Answers
l.
2.
3.
4.
5.
5.

C o m e o n ! T h a t ' sa b i t o f a n e x a g g e r a t i o n !
So what you'resayingis
D o y o u h o n e s t l yb e l i e v et h a t f
How can you saythat?
Listen,wei-e obviouslynevergoingto agree
Let'sjust agreeto disagree

Play the recording again,pausingafter each gap to

practise the intonation. Then have pairs of students read
the conversations.Encourage them to use these
exoressions in the oair worl< casl<.

I Stereotypesand reality
L e a d i n b y f o c u s i n gs t u d e n t s 'a t t e n t i o n o n r h e p i c r u r e
a n d a s k w h i c h c o u n t r y i s b e i n gs h o w n a n d h o w t h e y
l<new.Then asl<students to think of what British oeoole
a r e t y p i c a l l yl i l < eL. i s t e n t o t h e i r a n s w e r sa n d e x p l a i nt h a t
when we have a general image of a group of people lil<e
this, we often call it a stereotype. Explain that if someone
fits a stereotype, the general image is true about that
person.You might also want to give some other
c o l l o c a t i o n sF
. or example:
reinforce d stereotype
o populor stereotype
This exercise revises some character adjectivesand
introduces some more character adjectivesas well.
Students can use their dictionaries for those they are
unsure of.You may need to explain the following:
.

lf you describe someone as orrogont,you don't like

the way they act becausethey thinl< they are better
than other people

'

l f y o u d e s c r i b es o m e o n e a s s n o b b i s hy,o u d o n ' t l i l < e

the way they act becausethey thinl<they are better
than other people, perhaps becausethey have a
higher social status or more money.

Play the recording so students can checl<their answers.

Then play it again so students can follow the intonacion
patterns and respond chorally.They can then practrse
with a Dartner.

Answers
l. generous 2. quiet 3. out-going 4. open-minded
5. nice 6. distant 7. dull 8.TWo-faced

P o i n t o u t t h e e x p r e s s i o n st h a t a r e c o m m o n r e s p o n s e st o
overgeneralisationslil<e:
Every . . . I've ever met wos ...
l've got o reallygood friend who's ... ond she/het ...
Thot's such o stereotype/
/ u s t b e c o u s ey o u . . . i t d o e s n ' tm e o n y o u . . .

Speaking
T h i s e x e r c i s eg i v e s s t u d e n t s a n o p p o r t u n i t y t o u s e s o m e
o f t h e e x p r e s s i o n sf r o m 4 D i s a g r e e i n g . R e v i e w s o m e o f
t h e o t h e r l a n g u a g ef r o m p r e v l o u s u n i t s c h a t m i g h t b e
u s e f u lh e r e t o o . F o r e x a m p l e :
Personolly,
I think ...
Definitely!
fhot's the woy I see it too.
I know (whot you meon).
G o a r o u n d t h e c l a s s ,m o n i t o r i n g s t u d e n t sa s t h e y d i s c u s s
t h e s e i s s u e sa n d c o l l e c t e x a m p l e so f l a n g u a g ed i f f i c u l t i e s
to go over later. Finish up by havinggroups briefly report
bacl<on what they tall<edabout. To follow up thrs
activity,have pairs of students choose one of the
q u e s t i o n sa n d w r i t e a d i a l o g u el i l < et h e r a d i o i n t e r v i e w
between two people with opposing views.

Write these resDonseson the board so students can

refer to them when they have their own conversalions
about other stereotypes.You may want to talk about
how numbers l, 2, 3, 5 and 6 are about stereotypes
E n g l i s hp e o p l e h a v e ,a n d t h a t n u m b e r 8 f e a t u r e sa
stereotype Englishpeople have about themselves.

Follow-up
Have students write a description of a festival from their
o w n c o u n t r y o r c o m m u n i t y ,o r , i n a m o n o l i n g u a lc l a s s ,
asl<them to find out about a festival from anotner
country. They should explain what the festival
c o m m e m o r a t e s o r c e l e b r a t e sw
, h e n i t i s h e l d ,w n a t
h a p p e n sw
, h e t h e r p e o p l e d r e s s u p ,e t c .T h e y s h o u l d a l s o
try to use relative clausesto define any special
e q u i p m e n t o r a n y s p e c i a lr o l e s p e o p l e h a v e .W h e n
students have finished,asl<them to exchange papers with
a p a r t n e r .T h e y s h o u l d r e a d t h e i r p a r t n e r ' sd e s c r i p r i o n
and then tall<about whar they read.

109 ;

r9
rvhat they originally did. For example: I think he got
whot he deseryed.lf you bring o weopon to school,you
should be expelled right owoy.

Unit overview
General topic
C r i m e sa n d p u n i s h m e nC
t ;e l e b r i t yc r i m i n a l s .

Reading
T h e c a s e so f n i n ec e l e b r i t yc r i m i n a l s .

his woy home lost night?

.

lf someone got owoy with millions,they managed to

s t e a l m i l l i o n s o f p o u n d s ,d o l l a r s ,e t c . a n d e s c a p e
without being caught.For example: Did you heor obout
thot shop that wos held up last week?Apporently,they
got owoy with over o thousondpounds.

Vocabularyassociated
with crimes:she'dbeen
stobbed,this kid went on the rampoge,theyheld o
gun to my leod, etc.

lf the police drop the chorges ogainstsorneone,rney no

l o n g e r w a n t t o c o n r i n u e p u r s u i n gt h e l e g a lp r o c e s s
a g a i n s ts o m e o n e t h e y o r i g i n a l l ya c c u s e do f d o i n g
something illegal.For example:I think they shoulddrop
the chorges ogoinsthlm. No jury is goingto find him
guilty.

Third conditionalexpressions:
/'m sureI would've
done betterif ld dressed
o bit more snortly for the
interview.
lf lA known,I wouldn'thove bothered.etc.

lf women go top/ess,they don't wear anything to

cover rheir breastsS
. o m e c o l l o c a t i o n sf o r t o p l e s s
include o top/essbor and sunbothetop/ess.

lf you refer to someone as o deoler,you are usually

implying that rhey are a drug dealer.The word deoling
is also used to refer to drug dealingF
. o r e x a m p l e :y o u
con go to joil if you\e cought deoling.

lf you thinl< that they shouldlock someoneup and throw

oway the key,you thinl< that the person should go co
prison for the rest of their life. For example: When

Language input
.
'
'

'

Crimes and law vocabulary:found guilty,get six

months,tox evosion,speeding,
etc.
Expressions
for reactingto criminalcases:He gor
off lightly.
He should'vegotlife for thor.etc.
Expressions
for sayingan approximatenumber:
around$4.5 million,obout 9300 million,over90 miles
on hour,olmostg | 50, 000.

Language strip
Use the languagestrip as a way to lead in to the untt.
A s l <s t u d e n t s t o q u i c l < l yl o o l <t h r o u g h t h e l i s t .E x p l a i n
t h a t i n t h i s u n i t t h e y w i l l l e a r n h o w t o t a l l <a b o u t c r i m e s
a n d p u n i s h m e n t sE
. n c o u r a g et h e m t o c h o o s e e x p r e s s t o n s
i n t h e l a n g u a g es t r i p t h a t l o o l <i n t e r e s t i n ga n d t o f i n d o u t
more about them.

they cotch the person who mugged thot old lody,they

should lock him up ond throw owoy the key.
.

U s e t h e l a n g u a g es t r i p l a t e r o n i n c h i s u n i t f o r a s m a t l
group tasl<.Asl< students to find those expressions that
refer to a trial (e.g.Thejury found her not guilty) and those
that just refer to a crime (e.g.He muggedon old lody in
the pork).Then asl<srudents to choose a couple of the
e x p r e s s i o n sc o n t a i n i n gh e , s h e o r t h e y .T h e y s h o u l d t h e n
d i s c u s sw h a t t h e s t o r y b e h i n d t h e e x p r e s s i o nm i g h t b e .
For example, students could use Thejury found her not
guilty to speculate what'she' was on trial for, why she
w a s f o u n d n o t g u i l t y ,w h e t h e r s h e r e a l l y c o m m i t t e d t h e
c r i m e o r n o t , e t c . Y o u m i g h t n e e d t o e x p l a i ns o m e o f t h e
followingexpressions:
.

'

110

lf someonemugs someone,they attacl<a person in a

p u b l i c p l a c e i n o r d e r t o s t e a lt h e i r m o n e y o r
valuables.For example: Did you heor he wos muggedon

lf someone got life,they received a life sentence for a

c r i m e .T h i s m e a n s t h a t t h e y w i l l b e i n p r i s o n f o r q u i t e
a long time, usually at least twenty years. lt does not
necessarilymean they will be there for the rest of
t h e i r l i f e ,t h o u g h .
lf you say someone got whot they deserved,
you thinl<
that the bad thing that has happened to rhem (e.g.
receiving a harsh sentence) is iustified becauseof

Threestrikesond you'reout refers to the policy

whereby if you are found guilty of certain crimes for
t h e t h i r d t i m e , y o u a r e s e n t t o p r i s o n .l t i s a l s o u s e d
f o r o t h e r s i t u a t i o n st o m e a n i f y o u d o s o m e t h i n g
w r o n g t h r e e t i m e s ,y o u w i l l n o l o n g e r b e a b l e t o b e
s o m e w h e r e o r d o s o m e t h i n g .F o r e x a m p l e :W e h o v e o
three strikes ond you're out policy.lf youie lote three
umes,you're expelled.

lf someoneis over the /imit,they have had more alcohol

c h a n i s l e g a l l ya l l o w e d w h i l e d r i v i n g a c a r .F o r
example: She wos three times over the /irnit.No wonder
she /ost her licence.

Remind students to record any of the expressions that

they lil<ein their notebool<s.
Lead in
One way to lead in is to have students brainstorm a list
o f c r i m e s .D i v i d e t h e c l a s su p i n t o s m a l l g r o u p s a n d g i v e
them five minutes to thinl< of the names of as many
crimes as they can and write them down. Go around the
c l a s sa n d m o n i t o r a n d h e l p w h e n n e c e s s a r yT. h e n p u t
the following patterns on the board:

'I

... is o seriousproblem in rnylthiscountry.

... is unheordof in nrylthiscountry.
... is quite common in mylthiscountry.
S t u d e n t sc a n t h e n u s e t h e s e p a t t e r n s t o t a l l <a b o u t t h e
crimes they have listed.When they have finished,you can
go on to the first exercise and students can compare
their list with the one in the book.

. ' i ' , :

Speaking
This exercise introduces vocabulary associatedwith the
legal process and the names of different crimes.You
could start off by asking students to close their
C o u r s e b o o l < sa n d r e a d t h e i n t r o d u c t i o n y o u r s e l f .
E n c o u r a g es t u d e n t st o a s l <y o u a n y q u e s t i o n sa n d t h e n
put these words up on the board: crirne,court,guilty,
judge,fine,six months,/ife.Asl< them, in pairs,to recall the
p h r a s e sy o u u s e d t h e s e w o r d s i n . T h e n l e t t h e m r e a d t h e
i n t r o d u c t i o n i n t h e C o u r s e b o o l <t o s e e i f t h e v w e r e
right.
Go through the list of crimes with students to mal<e
sure they understand them. You might want to contrast
possession
of drugswith deo/ingin drugs.Explain that
burgloryusually refers to breal<inginto private homes and
s t e a l i n gt h i n g s .Y o u s h o u l d a l s o e x p l a i n t h a t m u r d e r i s t h e
c r i m e o f l < i l l i n gs o m e o n e i n t e n t i o n a l l yw, h i l e m o n s l o u g h t e r
t h e c r i m e o f l < i l l i n gs o m e o n e ,b u t w i t h o u t t h e i n t e n t o f
doing so.Point out that all of these crimes can be used
with (found)guilty of ... . However, not all of them can be
used with commit.
Y o u c o u l d e i t h e r d i s c u s st h e s e n t e n c e sf o r t h e l i s t o f
c r i m e s a s a c l a s so r i n s m a l l g r o u p s .I n e i t h e r c a s e w r i t e
the pattern on the board:
You'dprobobly get ... for . . .
Students may not l<now exactly what sentences might be
r e c e i v e df o r e a c h c r i m e , s o y o u c o u l d e n c o u r a g et h e m
t o u s e e x D r e s s i o n sl i l < e :
YouA definitelygo to prison.
You'dprobobly just get o fine.
D e p e n d i n go n w h e r e y o u r s t u d e n t s a r e f r o m , y o u c o u l d
also teach them get the deoth penolty.lf they want to
r e c o r d t h i s c r i m e v o c a b u l a r yi n t h e i r n o t e b o o l < s ,
e n c o u r a g et h e m t o i n c l u d ea n e x a m p l e o f h o w t h e
w o r d ( s ) a r e u s e d i n t h i s e x e r c i s e .F o r e x a m p l e :
lf youie found guilty of possessionof drugs,you'd just get o

Law and orcicr

j W hile you r ead ( Richand Famous

--i 9r Br!! erq !9!9qreqr4

E x p l a i nt h e t a s l <t o y o u r s t u d e n t sa n d d i v i d e t h e m i n c o
t w o g r o u p s .R e m i n d t h e m t h a t t h e y s h o r - i l di n i t i a l l yj u s t
read to find out what the people in the photos did. After
s t u d e n t s h a v ef i n i s h e dr e a d i n g , g e tt h e m i n t o p a i r s s o
that they can share what they found out. Write some
e x a m p l e q u e s t i o n so n t h e b o a r d t o g e t t h e m s t a r t e d :
Whot did he do?
Wos he found guilty?
Whot did he get?
You could then have students read the half of the text
that they haven't read yet. Finally,play the recording as
s t u d e n t sf o l l o w a l o n g i n t h e C o u r s e b o o l < u, n d e r l i n i n ga n y
i n t e r e s t i n gc o l l o c a t i o n sa n d e x p r e s s i o n s . Y o um i g h t w a n t
t o p o i n t o u t t h e f o l l o w i n g ,w h i c h a r e c o n n e c t e d t o t h e
topic of the unit:
he wcs occusedof
cleor evidence
he wos sentencedto six yeors in prison
he wos token to court
he took the poper to court
if it had gone to court
the truth come out eventuolly
he wos chorged with smuggling
he poid o one hundredand forty thousonddollor fine
You might also want to have students find all the get
e x p r e s s i o n si n t h e t e x c :
the jury got it wrong
he wos lucky to get owoy with it
he got out just three years loter for good behoviour
Archer'sstory-tellinghod got o bit out of control
he could'vegot seyenyears ond a $2,000 fine

9r.q "ryTl9r:
In this exercise,students are introduced to several
expressions for giving a reaction to a crime or trial. You
might want to start off by just asl<ingthem what they
t h i n l <a b o u t o n e o f t h e c e l e b r i t i e sL. i s t e n t o t h e i r i d e a s
and then focus their attentionon the exoressions.
Explain that if you think someonegot off lightly,you thinl<
t h e y o n l y r e c e i v e da v e r y s m a l l p u n i s h m e n t ,b u t t h a t i f
you thinl< the sentencewos o bit horsh,you think it was
too severe.Point out that There'sone low for the rich ond
onother one for the poor is a fairly fixed expression.Ask
s t u d e n t si f t h e y c a n t h i n l <o f a n y o t h e r s i t u a t i o n st h e y
l<now that this expression can be applied to. Then get
them in pairs to react to the different cases.

f,ne.
R e m i n d t h e m t o i n c l u d e a n a p p r o p r i a t et r a n s l a t i o nt o o .
Focus students' attention on the photos and then get
t h e m i n p a i r s t o t a l l <a b o u t w h a t k i n d o f c r i m e t h e y t h i n l <
t h e p e o p l e c o m m i t t e d . W r i t e s o m e l a n g u a g eo n t h e
board to help. For example:
I think I reod somewherethot he wos found guilty of ...
W o s n ' th e t h e o n e w h o . . . ?

111 ;

i . :: -l ili0e'

I 5peaKrng
U s e t h e s e q u e s t i o n sf o r a s m a l l g r o u p d i s c u s s i o nY. o u
might wanr to starr off by telling rhe students of any
other casesthat you know ol especiallyany where the
p e r s o n w a s e v e n t u a l l yf o u n d i n n o c e n t .E n c o u r a g et h e m
co asl<you questions and react using any of the
e x p r e s s i o n si n 3 C o m m o n e x p r e s s i o n s . G o a r o u n d
monitoring and collecting examples of language
difficultiesto go over when studenrs have finished.

To illustrate how we are frequently not specific in tall<ing

about numbers, asl<a few students some ouestions lil<e
How long does it toke you to get to schoo/ in the morning?
T h e i n t e r a c t i o n c o u l d g o s o m e t h i n g l i l < et h i s :
A: How /ong does it toke you to get to schoolin the

8:
A:
B:
A:

morning?
Onehour.
Youmeon exoctlyone hour?
No,oboutonehour.
Youielucky,thot'squitefost.lt usuollytokesme overtwo
hours.

Then, go over the examples.Checl<that students l<now

t h e m e a n i n g so f t h e w o r d s i n t h e b o x , a n d t h e n g e r r h e m
i n p a i r s t o t a l l <a b o u t t h e n u m b e r s i n l - l l . N o t e t h a t i n
s e v e r a lo f t h e e x a m p l e st h e r e c o u l d b e m o r e t h a n o n e
answer.Play the recording so students can compare their
answers.Stop after each one to asl<if anyone had a
different answer.Play the recording again to let students
l i s t e n t o t h e p a u s e sa n d i n t o n a t i o n .T h e n p l a y i t o n e
more time, pausingafter item so that students can
repeat chorally.Finally,have groups of two or more
s t u d e n t sp r a c t i s es a y i n gr h e e x p r e s s i o n s .
Answers
l.
1.

a b o u t / a l m o s r / a r o u n do n e h u n d r e d a n d f i f t y
l < i l o m e c r eas n h o u r
about/overiaround half an hour late

5 . a b o u t / a l m o s t / a r o u n dt h r e e h u n d r e d a n d

twenty-five

4 . a b o u t / a l m o s t / a r o u n da t h o u s a n d
5 . a b o u t / a r o u n df i v e h u n d r e o
6 . about/almost/around five thousand
a b o u t / a r o u n do n e h u n d r e d t h o u s a n d

8 . a b o u t / a r o u n dt h r e e a n d a h a l f m i l l i o n
9 . a b o u t / a l m o s t / a r o u n dt e n m i l l i o n

t 0 . a b o u t / a r o u n d / o v e rs e v e n t y - e i g hm
t illion
a b o u t / a l m o s t / a r o u n dt w o h u n d r e d m i l l i o n

practice
S t u d e n t sc a na s l <a n d a n s w e rt h e s eq u e s t i o n si n p a i r s .
You could alsowrite some expressions
on the board to
h e l p .F o r e x a m p l e :
It mustbe oboutlolmostloroundlover
...
/'m sureit con'tbe morethon ...
At o roughguesslU soy...
F i n i s hu p a s a c l a s sb y l i s t e n i n tgo w h a t s r u d e n r h
s ave
come up with. Reactro their ideaswith expressionslil<e:
Thot'squitehorshlnotmuchlo bit high.
Reolly?
Thotmuch?Areyou sureoboutthot?
Encourage
studentsto react usingtheseexpressions
as
well.

Answers
A n s w e r sw i l l o f c o u r s ev a r y ,b u t i f t h e s p e e dl i m i c
on the motorway is I l0 l<ilomerres
per hour,the
e q u i v a l e nwt i l l b e a b o u ts e v e n t ym i l e sp e r h o u r .
I n 2 0 0| t h e p o p u l a t i o no f C h i n aw a s e s t i m a t e d
ar
1 , 2 7 3 ,| 11 , 3 0 0- a l m o s o
r n e p o i n tt h r e eb i l l i o n !

-r'1"",
1 *, ;.' ",- i,,".,t
cr imevocabular y

Studentscan worl<throughthis exercisein pairs,uslng

their dictionarieswhen necessary.
When they have
finished,go throughthe answersand asl<follow-up
questiono
s n s o m eo f t h e v o c a b u l a r y :
Whot kind of weoponis usedfor stobbing?
(o knife,o
screwd
river,onythingshorp)
Whot elsecon you roid?(o bonk,o postoffice,ony kindof
publicbuilding.Youcon olsoroid the fridge!)
What do you think the differenceis betweeno mossocre
ond
o killing?(A mossocreusuollyinvolves
rhe kil/ingof o lot of
people.The word o/soenrphosises
rhdr the killingwos done
tn o vtolentor cruelwov.)
Why do you think'goon the rompogewith o gun'wosused
lnsteodof 'gooroundwith a gun'?('Goon the rompogd
emphosrses
thot theshootlng
wosviolent,
and couseda lot of
destruction
or deoth.)
Whot e/secouldsomeonehovesnotched?
(o hondbog,o
loptop,o boby)
Whot elsecouldyou hovecomehometo ftnd7(the door wide
open,the bockwindowsmoshed)
Whot'sthe differencebetween'o serialkiller'ond'o kittei?(A
seriolkillerki/lssevero/people,oneofter the otheron
differentoccosions.
Often the victimsore kittedin o similor
woy.Akilleris someonewho kills.)
You could also asl<studentswhat l<indof sentencea
personwould get for eachcrime. Point out the use of
oPporently
in severalof the conversations.
Explainthat

112

1 9 L a l va n d o r d e r

t h i s i s o f t e n u s e dw h e n w e a r e t e l l i n gs o m e o n e a b o u t
something that we've heard about on the news or from a
friend.

Answers
l. a.murder
a. robbery
a. massacre
a. snatched
a. burgled
a . s e r i a ll < i l l e r

2.
3.
4.
5.
6.

b. dead
c. stabbeo
b. raided
c. got away with
b. rampage
c. l<illed
b. came up to him c. ran off
b . l < i c k e di n
c. srolen
b. papers
c. l<illed

Explain the tasl<and play the recording. Students can

t h e n c o m p a r e t h e i r a n s w e r s i n p a i r s .E l i c i tt h e
e x p r e s s i o n sc o n n e c t e d t o e a c h o n e a n d D u t t h e m o n r n e
board. Play the recording again as the class follow the
t a p e s c r i p to n p a g e 1 5 8 .T h e n t h e y c a n c o m p l e t e t h e
correction tasl<in oairs.

Model one of the conversations

with a studentto show
how it could be extendedbeforehavingthem pracrisein
pairs:
A: Did you heor oboutthot murderyesterdoy?
8: No, whot haDDened?
A: Theyfoundthiswomondeod just neorwhereI live.
Apparently,
shed been stobbedsix rimes.
8: Thott terrible!Where
did theyfind her?Wasshein her
flot?
A: No,theyfoundher in thebockof o von.Apporently
it'd
beenporkedtherefor a coupleof days.

practice
T h i s e x e r c i s ee x t e n d s I B a s i c c r i m e v o c a b u l a r y b y
c h a n g i n gs o m e o f c h e v o c a b u l a r yP
. oint out the
expression five millionin cosh.Do the first one as an
e x a m p l e w i t h t h e w h o l e c l a s s .E n c o u r a g es t u d e n t s t o u s e
a follow-up comment.For example:
A: Did you heor obout thot murder yesterdoy?
8: No, whot hoDDenedT
A: They found this old mon dead in his house.Apporently,
he'd been beoten to deoth.
B: Thot's terrible! I hope they cotch the person who did it
When students have finished,have them reDeat the tasl<
w i t h a n o t h e r s t u d e n t . T h e ng e t t h e c h e m c o w a l k a r o u n d
the class,talking about any recent crimes they've heard
about.

'l;,1{Before you listen

Go through the sentences asl<ingstudents to identify the
c o r r e s p o n d i n gp i c t u r e s o n p a g e | 3 5 . E x p l a i nt h e
expression ot knife-Pointand mention we can also say ot
gun-point.You mighr wanr ro point out that we use go
with shop/ifting.
You could ask what other -ing words
collocate with go * go shopping,ftshing,skiing,joggtng,
drinking,etc. Ask studenrs what they think should happen
i f c h i l d r e n a r e c a u g h t s h o p l i f t i n gw
, h o u s u a l l yc a t c h e s
them (store detectives,security guards,etc.), and what
powers they have.Then have them discussthe question
a t t h e e n d o f t h e e x e r c i s ee i t h e r a s a c l a s so r i n s m a l l
SrouPs.

Answers
P e r s o nl : A
Person2: F
P e r s o n3 : D
Person4: E
Person3 madethe followinglanguage
mistal<es:
I w a n t t o r e p o r t t h a t I w a s s t o l e nm y m o b i l ep h o n e .
I was wall<ingby seawhen two boys ran and one of
boys take it.
I j u s t d o a o n e - d a yt r a v e lh e r e . . . f r o m B r i g h t o n .
Oh, you'reonly here on a day-trip.
The victim might have expressed himself correcuy as
follows:
I want to report that my mobile phone was/has been
stolen.
I was walking by the sea when two boys came
r u n n i n g / r a np a s t m e a n d o n e o f t h e m s n a t c h e dr t .
I am here on a day-trip from Brighton.

Vocabular y
This exercise reinforces some of the expressions from
4 F o u r c r i m e s . L e t s t u d e n t sw o r l < a l o n e i n i t i a l l va. n d
t h e n h a v e t h e m c o m p a r e t h e i r a n s w e r si n p a i r s .G o
through the answers yourself, asl<ingfurther quesrions.
For examole:
Someonecon hold o gun to your heod, but where would they
hold a knife to? (your throotl
What would you hove to hove done if your house keys were
stolen?(hove the /ocks chonged)
How about if the door of your flot wos kicked in? (hove it
reDloced)
Why might someone leove their keys ot home? (they were n
a hurry, the keys were in o different jocket)
lf you sow someone shoplifting,would you telt the potice?
Whylwhy not?
Then you can have pairs of students test each other. One
p e r s o n r e a d s t h e s e n t e n c e ,s a y i n g ' b l a n l <i n' s t e a do f t h e
g a p p e dw o r d . T h e i r p a r t n e r ,w i t h t h e i r C o u r s e b o o l <
c l o s e d ,r e p e a r st h e s e n t e n c e ,b u t i n c l u d e sc h e m i s s i n g
verb. Pairs of students can then worl< on the cor-reccion
tasl<before you play the recording so they can checl<
their answers.

113

Answers

pleoded guilty
prove he wos innocent

| . held 2. smashed 3. leave 4. got away with

5. report 6. snatched 7. let 8. cancelled

we missed the flight

I didn't get thot job
dressedo bit more smortly
have o few more doys there
halfwoy through the first holf

The differencesbetween l-8 and the conversations in

the recording are:
| . They held a l<nifeto rhe throat, not a gun to the
head.
2 . T h e b a c l <w i n d o w h a d b e e n s m a s h e d n
, ot rhe car
windscreen.

3.

I left my l<eysin my car, nor ar home

' t1 -

They got away with my handbag (and l<eysand

home address),not my suitcase.lt was on the bacl<
seat, not the boot.

5. He wanted to report he'd had his mobile phone

snatched,not his bag.

Write the following two pamerns on the board and

e n c o u r a g es t u d e n t st o t r a n s f e r s o m e o f t h e e x a m p l e st o
their notebool<s.
It wouldn'thave hoppenedif ...
|m sure llwe would'vedone if ...

6 . H e w a s w a l k i n ga l o n g b y t h e s e a w h e n h e h a d h i s
phone snatched by two boys, not by a man.

Answers

7. They let the security guards l<now,not the police.

La.

8 . T h e s p e a l < e hr a s n ' t a c t u a l l yc a n c e l l e dt h e c a r d s y e r .
I n n u m b e r 8 , i t s a y st h e y c a n c e l l e dt h e c a r d s
straightaway.

T h i r dc o n d i t i o n a l s
I n t h i s u n i t , s t u d e n t sf o c u s o n t h e s t r u c t u r e o f t e n c a l l e d
the third conditional.You might want to review the first
and second conditional structures before having them
s t a r t t h i s e x e r c i s eW
. r i t e u p s o m e g a p p e de x a m p l e s
from previous units:
. . . g i v ey o u o h o n di f y o u . . .
A: Do you think they'll win?
B : l f t h e y . . . f i r s t , . . .h a v e o c h o n c e .

2 . e . 3 .c .

4.6

5.h

69.

7.f. 8.d.

F o r t h e f o l l o w - u p t a s l <s, t u d e n t sf o c u s o n w h a t a c t u a l l y
h a p p e n e d a, n d s o t h e h y p o t h e t i c a ln a t u r e o f t h e t h i r d
c o n d i t i o r r a li s r e i n f o r c e d .G o a r o u n d m o n i t o r i n g s t u d e n r s
a s t h e y w r i t e r h e i r a l t e r n a t i v ei f - c l a u s e sE
. l i c i ta c o u p l e
of suggestionsfor each question and write them on the
board.

Answers
P o s s i b laen s w e r s :
2. lt wouldn't havehappenedif l'd bolted the bacl<
door.
It wouldn't have happened if he'd told them where
the money was hidden.
It wouldn't have happened if you'd got up ar five
l i l < em e .

l f I . . . t h e m o n e y , . . . l o v et o c o m e , b u tI r e o l l yc o n ' t o f f o r di t

I'm sure I would've done if I hadn'tmade that jol<e

about his wife.

l f i t . . . m i n e ,. . . l e n d i t t o y o u ,b u t o s h e ' s n o t h e r eI c o n ' t
osk him.

I g u e s sy o u w o u l d ' v e d o n e i f i t ' d b e e n o p e n .

A s k s t u d e n t s i f t h e y r e m e m b e r t h e m i s s i n gw o r d s . A s k
what the time frame is and whether the speal<erthinl<s
t h e c o n d i t i o n i s p o s s i b l eo r h y p o t h e t i c a lT. h e n a s l <
students to read the explanation and the examples of
t h e t h i r d c o n d i t i o n a lA
. n s w e r a n y q u e s t i o n st h e y h a v e ,
a n d r e m i n d t h e m r h a t t h i s s t r u c t u r e t a l l < sa b o u t a
hypothetical situation in the past.

I'm sure we would've done if our goall<eeper

hadn't been sent off.

Practice
G e t s t u d e n t st o d o t h e m a t c h i n gt a s l <i n d i v i d u a l l ya n d
then compare answers with a partner. Checl<the
a n s w e r sa s a c l a s s p
, o i n t i n g o u t c o l l o c a t i o n sa n d
expressions as you go through them. For example:
my flot got broken into
burglor olorm

114

A s l <f u r t h e r q u e s t i o n sw h e r e a p p r o p r i a t e .F o r e x a m p l e :
Do you think o burglar olorm rnakesony difference?
Whot should he hove worn ot the interview?

I ' m s u r e I w o u l d ' v e d o n e i f I ' d a c t u a l l yr e v i s e d .

Give students an example yourself before they worl< on

their own sentences:
I con't believeI overs/eptthis morning.lt wouldn't hove
hoppened if lA stoyed in and hod an eorly night lost night like
I'd intendedto.
They can then worl< on the next tasl<in pairs.The
a n s w e r sa r e f a i r l y p r e d i c t a b l ea n d i n c l u d e s o m e c o m m o n
phrases:if I hodn't been so busy,it would'vebeen nicer if ... ,
I wouldn't hove osked.if I'd known.

l9

l . : L r '; r n d { , r T ( t e r

Answers
Possibleanswers:
| . I would've done if I hadn'tbeen so busy.
2. it would've been nicer if it'd been a bit saltier.
3. I would've done if it'd been a little cheaper.
4. I wouldn't have asl<edif I'd l<nown her boyfriend
was a boxer.
5. I wouldn't have bought it if I'd l<nown it was stolen.

G i v e i n f o r m a t i o n a b o u t a n y o f t h e c r i m e s s t u d e n t sa r e
not sure of and then get them to thinl< for a few
m o m e n t s . G e t t h e m i n p a i r s t o b r i e f l y d i s c u s st h e i r i d e a s
for about five minutes before getting rhem in bigger'
g r o u p s o f f i v e o r s i x t o c o n t i n u e t h e d i s c u s s i o nF. i n i s hu p
b y d i s c u s s i n ga s a c l a s s . Y o um i g h t w a n t t o a d d o r
s u b s t i t u t eo t h e r c r i m e s a s y o u s e e f i t .
'

T h e D u n b l a n e M a s s a c r eo c c u r r e d i n 1 9 9 6 i n a
c h i l d r e n ' ss c h o o l i n a s m a l l t o w n i n S c o t l a n d A
.
former caretal<erburst into a class and shot twentyeight five- and six-year-old children. Fifteen of the
c h i l d r e n a n d t h e i r t e a c h e r w e r e l < i l l e dT. h e m a n t h e n
l < i l l e dh i m s e l f .

'

T h e C o l u m b i n e H i g h S c h o o l s h o o t i n g so c c u r r e d i n
C o l o r a d o i n t h e U S i n 1 9 9 9 .T w o t e e n a g es t u d e n t s
went into their highschool and shot and l<illed
twelve students and a teacher.Thev then l<illed
themselves.

'

H a r o l d S h i p m a nw a s a d o c t o r i n E n g l a n dF. o r o v e r
twenty years he murdered his patients by giving them
l e t h a l d r u g i n j e c t i o n s l. t h a s b e e n e s t i m a t e dt h a t h e
l < i l l e du p t o 3 0 0 p e o p l e .H e ' s B r i t a i n w o r s t s e r i a l

You could also asl<students to thinl< of variations here

too lil<eI wouldn't hove osked if ld known her boyfriend wos
servingbehind the bor.

P r o n u n c i a t i o nt h: i r d c o n d i t i o n a l s
T h e e x a m p l e sh e r e c o n t a i n c o n t r a c t i o n st h a t c a n b e
d i f f i c u l tf o r s o m e s t u d e n t s .P l a yt h e r e c o r d i n g o n c e a l l
t h e w a y t h r o u g h .A s l <s t u d e n t s t o l i s t e n t o t h e i n t o n a t i o n
p a t t e r n .T h e n p l a y i t a g a i n . T h i st i m e , a s l <t h e m t o m a r l <
t h e s t r e s s e dw o r d s . T h e n p l a y i t a t h i r d t i m e , p a u s i n g
after sentence so that rhey repeat. Follow up by
d i s c u s s i n ga s a c l a s sw h a t s t u d e n t s c h i n l <e a c h s e n t e n c e
c o u l d b e r e f e r r i n gc o . H e r e a r e s o m e i d e a s :N u m b e r I
could mean / oskedsomeoneobout her boyfriend,only to
find out he'd;ust left her for onother womon! Number 2
could mean I made the effort to go to see o moyie,but
regret it now becouseit wosn't very good.Number 3 could
mean / wore the scme c/othesos someonee/seto o Dorty ond they /ookedbetter in them thon I did! Number 4 could
mean Someonehos only just told me obout their birthdoy
porty lost Fridcy.Number 5 could mean / oskedyour
porentsobout their jobs,only for you to now tell me they've
both been mode redundantrecentlv.Number 6 could mean
I sow o UFO or somethingelseomozing.Number 7 could
mean / hod o greot teacherot secondoryschoolwho inspired
m e . N u m b e r 8 c o u l d m e a n S o m e b o d sy o v e dm y l i f e .
Number 9 could mean / did lots of homework /ost weekend
becouseI thought it wos compulsory- now I find out it wos
o p t i o n o l :F i n a l l yn, u m b e r l 0 c o u l d m e a n I d i d n ' td o m y
homework- not becduseI'm lozy,but becouseit wos
optionol,not compulsory.Explain the expression see it with
m y o w n e y e s .T h i s i s u s e d t o e m p h a s i s et h a t s o m e t h i n g
d i f f i c u l tt o b e l i e v ea c t u a l l yh a p p e n e db e c a u s ey o u s a w i r .
For example:
A: Youknow she driveso Ferrori.don'I vou?
B: You'rekidding!
A: No, / sow it wtth my own eyes.lti porked round the bock.
F o r t h e n e x t t a s k .r e m i n d s t u d e n t s o f t h e s i t u a t i o nw i t h
N i c l <a n d J a n e t .I n s t e a do f r e a d i n gt h e l e t t e r ,s t u d e n r s
c o u l d l i s t e nt o y o u r e a d i t a l o u d a n d t h e n w r i t e a f e w
t h i r d c o n d i t i o n a ls e n t e n c e si n p a i r s . T h e n t h e y c o u l d u s e
these for the basis of the role play.Have them write the
d i a l o g u ea n d p r a c t i s ei t a f e w t i m e s . T h e n g e t t h e m t o
get together rvith another group and act it their
d i a l o g u e st o e a c h o t h e r .

l<iller.
.

The Balibombing occurred on l2th October 2002

on the island of Bali.Two pacl<edclubs were
d e s t r o y e d b y b o m b s .O v e r 2 0 0 p e o p l e w e r e l < i l l e d .
Some of the bombers got the death penalty.They
w e r e r e l i g i o u se x t r e m i s t s .

Follow-up
T e l l t h e c l a s sa f e w l a t e r a lt h i n l < i n gs t o r i e s .M a n y o f t h e m
a r e c o n n e c t e d w i t h c r i m e s i n o n e w a y o r a n o t h e r .T h e r e
a r e s e v e r a lw a y s t o e x p l o i t t h e m . Y o u c o u l d j u s t r e l l c h e
c l a s st h e b a s i cp u z z l ea n d g e t t h e m t o a s l <y o u y e s / n o
q u e s t i o n su n t i l t h e y f i g u r e o u t t h e a n s w e r ,o r y o u c o u l d
f l e s h o u t t h e s t o r y , a d d i n gl i t t l e c l u e s h e r e a n d t h e r e , a n d
u s e i t f o r l i s t e n i n gp r a c t i c e .T h e n s t u d e n t st r y t o w o r l <
o u t t h e s o l u t i o n i n g r o u p s .Y o u c a n f i n d m a n y o f t h e s e
s t o r i e s o n t h e I n t e r n e t .H e r e i s a n e x a m o l e :
At 2:00 pm the burglor olorm went off otVincent Pond's
house. The police orrived. They found o broken window.
Everythingwos thrown oround. The oir-conditioningwos on.
They discoveredVincentupstoirs.He had been strong/ed.
They phoned his wife, Potricio.She wos ploying golf. She soid
she hod left home ot l2:30. A witnessconfirmedthot she
hod seen Potricioot the golf club ot l: I 5. At fust.the po/ice
suspectedo burglor,but three doys loter, Potricio remorried.
The chief investigotoris sure PotriciamurderedVincent before
l2:30 ond somehow got the burglor olorm to go off. There
were no onimols in the house,no electricoldeyiceswere used
ond Potricioocted olone. How did she do it?
(Answer:She put o troy on the edge of the kitchen toble. On
one side was o big bog of ice ond on the other o soucepan.
When the ice eventuolly melted,the pon fell on the floor
setting off the motion sensor ond octivoting the alorm.)

11

20
Un i t o v e r v i e w

You might asl<How did you do it? if someonesaidthat

they havehurt part of their body.For example:
A: I'vedone something
strongeto my bock.

General topic
Healthproblems,adviceand doctors.
Dialogue
Davidand Ken tall<about recenrvisitsto the
doctor's.

B: How did you do it"?

A: I think it wos whenI wascorryingthot big box of
booksupstoirs.
.

lf you saythat someonecoulddo with something,you

t h i n l <t h a t i t w o u l d b e g o o d f o r t h e m r o h a v ei t o r d o
it. For example:You/ookos if youcoulddo with o nice
cup of teo.

'

lf you sproinyouronkleor wrist,you hurt it by cwisting

it. For exampleI hopeiti just o sproinedonkle.

lf you'refeelingo bit run-down,

you'revery tired and a
l i t t l eb i t i l l - u s u a l l yb e c a u s yeo u ' v eb e e nw o r l < i n g
roo
much recently.

Language input
'

Verb collocationsfor healthproblems:I'vegoton

owfulcold.I'vecut my finger.I feelo bit sick.etc.

Givingadvice:Moybeyoushouldtokesomeospirin
or sornething.
etc.

'

More health-related
expressions:
allergicto,hoveo
check-up,
weorcontoct/enses,etc.

Reportinghealthadvice:He just toldme to go home

and takeit eosy.Shegoveme somepoinkillers
for it.
etc.

Differencesbetween shouldand hovetolhovegotto

for givingadvice:Youshouldtry to loseo bit of
weight.You
hoveto registerwith the surgeryfirst.

Expressions
with shouldfor mal<ing
suggestions
and talkingabout what we expectto happen:You
shouldtry thot new ltolionploce.lt shouldbe openby
the end of nextweek.etc.

Pronunciation:
sentencestress:
A: Thisis goingto costus a fortune.
8: No. /t shouldn'tbe that expensiye.

Language strip
Use the languagestrip as a way ro lead in to the unir.
A s k s t u d e n t st o l o o l <q u i c l < l yt h r o u g h t h e l i s t t o f i n d a n y
expressions that are true for them or that they could
answer in the affirmative.Explain that in this unit they
will learn ways of tall<ingabout health and giving advice.
E n c o u r a g et h e m t o c h o o s e s o m e o t h e r e x p r e s s i o n si n
the strip that lool< interesting and to find out more
about them.
U s e t h e l a n g u a g es t r i p l a t e r o n i n t h i s u n i t f o r a s m a l l
group tasl<.Asl< students to find those expressions that
describe a problem (e.g./'ve hod o reollybod cold) and
those that give advice or mal<ea suggesrion(e.g.Hove
you tried Chinesemedicine?).Thenasl<students to thinl< of
an answer for those expressions rhat are questions (e.g.
How ore vou?\.
You might need to explain some of the following
expressions:
'

116

Homeopothyis a way of treating illnessesby giving

s m a l l a m o u n t s o f a s u b s t a n c et h a t i n l a r g e
a m o u n t s w o u l d c a u s et h e s a m e i l l n e s s .

R e m i n d s t u d e n t st o r e c o r d a n y o f t h e e x p r e s s i o n st h a t
t h e y l i l < ei n t h e i r n o t e b o o l < s .

Lead in
Y o u c o u l d l e a d i n i m m e d i a t e l yb y f o c u s i n go n t h e
p i c t u r e s a n d a s l < i n gs t u d e n r sw h a t h e a l t h p r o b l e m s t h e y
can see. Asl< if anyone can remember when they last had
o n e o f t h e m . A s k i f a n y o n e h a s n e v e r h a d ,f o r e x a m p r e ,a
t o o t h a c h e . T h e ny o u c a n d o I C o l l o c a t i o n s .

E x p l a i nt h e t a s l <a n d h a v e s t u d e n t sw o r l < i n d i v i d u a l l ya n d
t h e n c o m p a r e t h e i r a n s w e r s i n p a i r s . Y o um a y n e e d t o
e x p l a i nt h e f o l l o w i n g :
,
lf you hove o stiff neck,you have difficulty moving your
n e c k b e c a u s et h e m u s c l e sa r e p a i n f u l .
.

lf you ore hung-over,youfeel ill in the morning after a

nightof drinl<ing.

l f y o u ' v eg o t h o y f e v e r , y o ua r e a l l e r g i ct o p o l l e n .

A s y o u g o t h r o u g h ! h e a n s w e r s ,p o i n t o u t t h e a d j e c t i v e s
and modifiers on awful cold,o reolly stiff neck,o bit hungove[ etc. Also draw students' attention to the vague
expressions:for some reoson,I've done somethingstrdnge
and somehow.

Answers
l.
2.
3.
4.
5.
5.

got
got
cut
sprained
got
done

7.
8.
9.
10.
I l.
| 2.

got
feel
got
feel
got
got

13.
14.
15.
16.

got
done
sprained
cut.

2 O H e at h

Review these collocations by having pairs of students

test each other. One person can read sentences l-8,
s a y i n g ' b l a n l <i n' s t e a do f t h e g a p p e dw o r d . T h e i r p a r t n e r ,
without lool<ingat the Coursebool<,responds by
r e p e a t i n gt h e w h o l e s e n t e n c ew i t h t h e m i s s i n gv e r b .

c o n v e r s a t i o n su s i n gt h e p r o b l e m o n t h e i r c a r d .W h e n
t h e y h a v e f i n i s h e d t, h e y e x c h a n g ec a r d s a n d f i n d a n o t h e r
person to speal<to with a different problem.

H e a l t hq u i z

S t u d e n t sc a n t h e n s w i t c h r o l e s f o r 9 - 1 6 .
For the next tasl<,asl<students what they would do if
they had an awful cold. Listen to their suggestionsand
then focus their attention on the list of suggestionsa-1.
Asl< if any of their suggestionsare listed. As a class
d i s c u s sw
, h i c h o n e t h e y t h i n k i s t h e b e s t .Y o u c o u l d h a v e
a vote. Then asl<pairs of students to do the same for
e a c h o f t h e o t h e r p r o b l e m s .O b v i o u s l y a n s w e r sw i l l v a r y ,
b u t s o m e l i k e h o n l y a p p l y t o n u m b e r 3 o r 1 6 .D i s c u s s
t h e a n s w e r sa s a c l a s sa n d u s e t h i s a s a n o p p o r t u n i t y c o
focus on some of the expressions in a*j. For example:
Whot do you not do to toke it eosy?(You don't do onything
mentolly or physicollytoxing.)
Whot might it referto in d? (a terrible heodoche,reolly bad
toothoche)
Where con you hove o lie-down?(in bed, on the sofo)
Do you remember'haveo lie-in'?
How con you get some flreshoir if you feel cor sick or if
you're stuck in a room? (open the window)
A s l <s c u d e n t si f t h e y n o t i c e t h e p a t t e r n s i n t h e a d v i c ea n d
then refer them to the Real English note on the use of
Moybe you shou/d co soften advice.Using or something
also has a softening effect by giving another unspecified
oPrion.

C h e c l <t h a t s t u d e n t s u n d e r s t a n dt h e e x o r e s s i o n s
h i g h l i g h t e di n c o l o u r b e f o r e h a v i n gt h e m d i s c u s st h e
q u e s t i o n si n p a i r s o r s m a l l g r o u p s .L e t s t u d e n t sg o
t h r o u g h t h e l i s t i n p a i r s ,u s i n gt h e i r d i c t i o n a r i e sw h e n
n e c e s s a r yT h e n a s l <t h e m t o m e m o r i s e t h r e e q u e s t i o n s
a n d t o t h e n c l o s e t h e i r C o u r s e b o o l < sT. e l l t h e m t o a s l <
y o u a n y o f t h e q u e s t i o n sY
. ou should answertheir
q u e s t i o n s .N o t o n l y d o e s t h i s g i v e s t u d e n t sa m o d e l f o r
t h e i r o w n s m a l i - g r o u pd i s c u s s i o nb, u t i t a l s o r e i n f o r c e s
t h e m e a n i n ga n d u s e o f t h e h i g h l i g h t e de x p r e s s i o n s .

Y o u c o u l d d o t h i s a s a c l a s sd i s c u s s i o ne, x p l a i n i n gt h e
vocabulary as you go through each problem. Point out
the verbs get rid of, stop,sootheand stdy.Ask the class to
thinl< of alternative noun phrases that can collocate with
each one. For example:
get rid of + dondruff, lice, othlete's foot
stoP+6runnYnose
soothe + o sore throot, sunburnt skin
stoY+ heolthY,slim
A l t e r n a t i v e l yh, a v e s t u d e n t sd i s c u s st h e g u e s t i o n si n s m a l l
g r o u p s . Y o u m a y n e e d t o e x p l a i n s o m e e x p r e s s i o n si n t h e
second tasl<:

I Wftat'sthe matter?
G e t s t u d e n t s t o p u t t h e c o n v e r s a t i o n si n o r d e r a n d t h e n
p l a y t h e r e c o r d i n g s o t h e y c a n c h e c l <t h e i r a n s w e r s .P l a y
t h e r e c o r d i n g a g a i n ,p a u s i n ga f t e r e a c h l i n e s o s t u d e n t s
c a n r e p e a t ,f o l l o w i n g t h e s a m e i n t o n a c i o np a c c e r nT. h e n
h a v e t h e m p r a c t i s e r e a d i n gt h e c o n v e r s a t i o ni n p a i r s .
E n c o u r a g et h e m t o r e a d e a c h s e n t e n c et o t h e m s e l v e s ,
a n d t h e n l o o k u p a n d s a y i t a l o u d t o t h e i r p a r t n e r .P o i n t
out the colJocationstressfu/doy.Asl< students to suggest
w h a t c o u l d c o n c r i b u t et o a s t r e s s f u ld a y .E n c o u r a g et h e m
t o r e c o r d a n y e x p r e s s i o n sa n d c o l l o c a t i o n sf r o m t h e s e
e x e r c i s e si n t h e i r n o c e b o o l < s .

Answers
C o n v e r s a t i o nI : L c .
C o n v e r s a t i o2n: l . c .

2 .d .
2 .d .

3 .b . 4 . f.
3 .f . 4 . b .

5 .e .
5 .a .

6 .a .
6 .e .

F u r t h e rp ra cti ce
S t u d e n t ss h o u l d w r i t e t h e i r c o n v e r s a t i o na n d t h e n
practice reading it. Have them try to memorise it. You
c o u l d a l s o g e t s t u d e n t st o c h a n g ep a r t n e r s a n d h a v e
another conversation.To extend the exercise,write the
p r o b l e m s o n s l i p so f p a p e r a n d g i v e o n e t o e a c h s t u d e n t .
T h e y s h o u l dt h e n g o a r o u n d t h e c l a s sh
, a v i n gs i m i l a r

lf you have orthritis,your joints are swollen and

painful.

Comomileis a flower that is used to soothe the skin

and mal<eherbal tea.

T h eN H S
Explain to students that they are going to read about the
British health service. Have oairs of students tall<about
what they l<now already before having them read the
text. By asl<ingthem to underline the things that they
didn't l<now already,they are focusing on useful
expressions lil<esome peoplehove to woit over o yeor
before they con hove on operotion.Encouragethem to
record some of these in their notebool<s.
F o r t h e s e c o n d t a s k ,y o u s h o u l d e x p l a i n t h a t i f t h e
government privotisessornething,
they sell a state-owned
company or organisation and turn it into a private one.
Get pairs of students to compare their answers to
n u m b e r s l - 8 a n d t a l l <a b o u t t h e o u e s t i o n sa t t h e e n d o f
the exercise.lf you have a story about getting medical
attention in a foreign country, tell it to the class.lf your
students are studying abroad in your country, you might

117

: r

F l e at i i

want to tal<ethts opportunity to tall<about and answer

t h e i r q u e s t i o n sa b o u t t h e m e d i c a ls y s t e m .A s k s t u d e n t s
to read rhe Real English box and model the
a b b r e v i a t i o n sf o r t h e m . G e t t h e c l a s st o r e o e a t e a c h o n e
a f t e r y o u - b o t h a s a g r o u p a n d i n d i v i d u a l l yY.o u m i g h t
need to explain that the UN is the United Notions,the
WHO is theWorld Heolth Orgonisotion,theBBC stands for
the Eritish BroodcastingCorporotion,the ELJis the Europeon
Union,the U5 is the Unlted Stores(of Americo),theIMF is
the lnternotionol Monetory Fund,UFOs are Unidentified
FlyingObjectsand your CV is your CurriculumVitoe.

So what did the doctor say?

A s w e l l a s s o m e m o r e h e a l t hv o c a b u l a rtyh, i s e x e r c i s e
g i v e ss t u d e n t ss o m ep r a c t i c ew i t h e x p r e s s i o nfso r
reportingadvice.Havethem do the matchingtasl<and
t h e n g o t h r o u g ht h e a n s w e r s . Y osuh o u l dp o i n ro u t t h a t
just in number I meansonly.Ask further questionsto
f o c u so n s o m eo f t h e v o c a b u l a rhy e r e .F o r e x a m p r e :
Whot kind of fluidsdo you think the doctormeonsin
numbe2
r?
Conyou rememberthe nomeof the personwho performs
(,asurgeon)
operations?

While you listen (At the doctor's)

Whot kind of ointmentcouldyou rub on o rosh?(Chomomile

is supposedto be good.)

Introduce the listening tasl<and go over the two

questions.Tell students to listen for the answers ro tne
q u e s t i o n s .P l a yt h e r e c o r d i n g ,m a l < i n gs u r e r h a r t h e y

Answers

c o v e r t h e t e x t . G e t t h e m t o d i s c u s st h e a n s w e r s i n o a i r s .
Tell them to l<eeprhe texr covered as they do this. They

l . f . 2 . h . 3 .a . 4 . b . 5 .c .
9.9. 10.i.

6 . i . 7 .d .

8 .e .

c a n a l s o s h a r e t h e i r g e n e r a l r e a c r i o n st o t h e d i a l o g u e .

Answers
l . K e n h a d t h e f l u .H i s m o t h e rf e l l a n d h u r t h e r b a c l < .
Later she got a chest infection.
2 . T h e d o c t o r c o u l d n ' t s e e K e n f o r s e v e r a ld a y s ,s o h e
d i d n ' t g o . F o r h e r s o r e b a c l <t,h e d o c t o r t o l d K e n ' s
mum to go home and lie down for a few days ano
t r y t o l o s e s o m e w e i g h t . F o r h e r c h e s t i n f e c t i o n ,h e
told her to tal<eit easy and drinl< lots of warer.

Next, Iet students read the dialogue as you play the

r e c o r d i n ga g a i n T
. h e n a s l <s r u d e n t s ,i n p a i r s ,t o f i l l i n t h e
first two or three gaps from memory before you pray
t h e r e c o r d i n g a g a i n t, h i s t i m e w i t h p a u s e ss o t h a t
s t u d e n t s c a n c h e c k a n d f i l l i n t h e m i s s i n gw o r d s . D o t h i s
t w o o r t h r e e g a p sa t a t i m e u n t i l t h e e n d . P l a yt n e
r e c o r d i n gt h r o u g h o n e m o r e t i m e w i r h s t u d e n t s
following the text. lf you wanr studencsto read the
d i a l o g u eo
, r p a r t s o f i t , i n p a i r s ,u s e t h e t a p e s c r i p to n
p a g e 1 5 9 .T h e m i s s i n gw o r d s a r e h i g h l i g h t e di n c o l o u r .
E n c o u r a g es t u d e n t s t o f i n d a n y i n t e r e s t i n gc o l l o c a c i o n s
o r e x p r e s s i o n si n t h e d i a l o g u et o a s l <a b o u t a n d r e c o r d
i n t h e i r n o t e b o o l < sF. i n i s hu p b y d i s c u s s i n gt h e q u e s t i o n s
a t t h e e n d a s a c l a s so r i n o a i r s .

Answers
L

was sweating
4 . was gorng to

7.
8.
9.
t0.
|.
t2.

1't8

c l a s s .F o r e x a m p l e ,i n n u m b e r 1 0 ,y o u c o u l d b e j u s r
feeling tired or stressed-out.Pairs of students can then
p r a c t i s et h e d i a l o g u e sF. i n i s hu p b y w r i t i n g t h e s e p a t t e r n s
on
. .
...
...

the board:
fust) told me to + verb
t o l d m e I s h o u l d+ v e r b
g o y em e . . . t o + v e r b

Asl< students if they can mal<esome more sentences

about other situations with these patterns. For example:
lwent ond sow my teacherond she told me to keeb i,h rhF
good work.

"

.,.1

::.... ... ' -'

Givingadvice
R e v i e w t h e e x p r e s s i o n sf o r g i v i n ga d v i c e a n d w r i t e t h e m
on the board:
M o y b e y o u s h o u l d. . .
W h y d o n ' ty o u . . . ?
Y o uc o u l dt r y . . . - i n g
Hoveyou tried ... -tng?
l f I w e r e y o u ,l ' d . . .

wasnt rt

2 . bad weel<

N o w g e t s t u d e n t s i n p a i r s t o d i s c u s sw h a t t h e p r o b l e m s
were. You might want to do the first one together as a

apPorntments
don't need to
hardly move
by herself
lool<edher over
on top of all that
tal<e it easy
cutting down on

Remind students that they can soften advice by adding

the phrase or something(like that). Explain the tasl<,
d e m o n s r r a t et h e m e a n i n go f b u r p , a n d t h e n g e t s t u d e n t s
in pairs to do the firsr tasl<.You could then have them
change parrners for the second part. Encouragerhem to
l<eepthe conversation going. Point out some of the
p h r a s a lv e r b s a n d p r e p o s i t i o n a lv e r b e x p r e s s i o n s :
put (the rent) up
put on (ten kilos)
look in (the chemists)
cut (sugoi) out of (your diet)
report (him) to (the council)

20 lea th

A l s o ,a s l <s o m ef o l l o w - u pq u e s t i o n sF.o r e x a m p l e :
Whot ore somethingsthe government
or the council
con DutuD?(toxes,rent)
Whot'sthe oppositeof 'put on ten ki/os'?(/oseten kilos)
Whot elsecouldpeoplecut out of theirdiet?(fottyfoods)

S h o u l d,h a ve to
Students have lool<edat the difference between must and
h o v e t o i n p r e v i o u s u n i t s .R e m i n d t h e m t h a t h d v e t o t e n d s
to express an external obligation,whereas must tends to
e x p r e s s a p e r s o n a lo b l i g a t i o n S
. i m i l a r l yi,n c o m p a r i s o n c o
hove to, the modal auxiliary shou/dreflects a more
p e r s o n a lf e e l i n ga b o u t t h e a d v i c e .
H a v e s t u d e n t s l o o l <a t t h e e x a m o l e sa n d e x o l a n a t i o na n d
answer any questions they might have.Then have them
a p p l y t h e s e g u i d e l i n e st o c o m p l e t e t h e s e n t e n c e sT. h e y
c a n w o r l < i n d i v i d u a l l ya n d t h e n c o m p a r e t h e i r a n s w e r s i n
p a i r s .A s y o u c h e c l <t h e i r a n s w e r s ,a s l <t h e m t o e x p l a i n
t h e i r c h o i c e s . Y o um a y n e e d t o e x p l a i nu p f r o n t .l t y o u p o y
for somethingup front.you pay for it in advance.For
examPre:
You hove to poy up front to rent o cor in some ploces.
P o i n t o u t t h e c o m m o n p a t t e r n h o v et o . . . f r s t . A l s o ,
e n c o u r a g es t u d e n t s t o g o b a c l <a n d L r n d e r l i n et h e
c o m p l e t e p h r a s e si n c h e e x e r c i s ea n d t r a n s f e r s o m e o f
them to cheir notebool<s.

i Answers
l . h a v e( g o t ) t o
2. should
3. have (goc) to
4. should
5. have (got) to
5. have (got) to
7. have (got) to
8. have to
9. should

Whot kind of 1obis the personopplying

for?Whydo you
thinkhelshewcntsto hovea portyif helshegetsit?
Whot wouldmokeyousoy'theportyshouldbe good'?
Whct is hoppening
in 2o ond 2b?
How couldyou rnoke/essons
moreinterestrng?
Whot lecturetopicwouldmokeyousoy'thotshouldbe
nteresting'?
Answers
I a.
I b.
2a.
2b.
3a.
3b.
4a.
4b.

suggestion
the future
the future
suggestion
suggestion
the future
the future
suggestion

P o i n t o u t s o m e o f t h e c o m m o n e x p r e s s i o n sh e r e f o r t h e
future use of shouldand encourage the students to
record them in their notebool<s:
... shouldbe goodlinteresting
this shouldn't hurt
it shouldn't toke thot long
I should be finished by nine

}g,:uls
T h i s e x e r c i s eg i v e s s t u d e n t ss o m e m o r e c o m m o n
e x a m p l e so f t h i s u s e o f s h o u l dH
. a v e t h e m c o m p l e c er h e
m a t c h i n gt a s l <f i r s t a n d c h e c l <t h e i r a n s w e r s .M o d e l a n d
p r a c t i s et h e p r o n u n c i a t i o no f t h e c o m p l e t e p h r a s e s ,
f o c u s i n go n t h e w a y s h o u l d l s h o u l d ni s' t s a i d .T h e n h a v e
p a i r s o f s t u d e n t st e s t e a c h o t h e r ,w i t h o n e p e r s o n
r e a d i n gt h e f i r s t p a r t a n d t h e i r p a r t n e r t r y i n g t o
complete it from memory.

Answers
h.

the future
___lihrrld for talkiry_ab_out
S h o u / dc a n a l s o b e u s e d t o e x p r e s sw h a ! w e e x p e c t t o
h a o p e n o r t o b e t r u e . R e m i r r ds t u d e n t s o f t h e f i r s t
c o n d i t i o n a sl t r u c t u r eb y w r i t i n s t h i s s e n t e n c ef r o m U n i t
|5 on the board:
lf they ploy the woy they norntallydo, they sLtouldwtn.
A g a i n ,g e t s t u d e n t s t o l o o k : r t t h e e x a m p l e sa n d
e x p l a n a t i o n sa n d a n s w e r a n y q u e s t i o n s .N e x t , h a v e
s t u d e n t sd o t h e d i f f e r e n t i a t i o nt a s l <A. s l <t h e m t o e x p l a i n
t h e i r c h o i c e sY
. o u m i g h t w a n t t o e x t e n d t h e e x e r c i s eb y
a s l < i n gt h e m q u e s t i o n sa b o u t s o m e o f t h e s e n t e n c e s F
. or
example:

3 .d .

4.a. s.b. 6.c. z.e

8.g.

F o r t h e n e x t t a s l <h a v e s t u d e n t sw o r l < i n p a i r s a n d t h e n
p r a c t i s e r e a d i n gt h e c o n v e r s a t i o nY. o u m a y n e e d t o
e x p l a i n t h a t i f s o m e t h i n g h a s h a d r o v e r e v i e w sa, l o t o f
c r i t c s h a v es a i d i t i s v e r y g o o d . W e c a n a l s o u s e t h e
e x p r e s s i o n/ t h o s n ' th o d v e r yg o o d r e v i e w sP. o i n t o u t
s e v e r a lc o l l o c a t i o n sa n d e x p r e s s i o n sF. o r e x a m p l e :
l'll hove to conftrmit with nty boss.
I know o good lplumberldentistlmechonic).
moke o reollyquicklimportontphone coll
D o y o u t h i n k i t t w o r t h m e . . . - i n g. . . ?
fill in these forms
A l s o , i n t h e s h o u / de x p r e s s i o n sd, r a w s t u d e n t s 'a t t e n t i o n
t o t h e e x p r e s s i o no r s o .T h i s m a l < e st h e n u m b e r
a p p r o x i m a t e . A s ks t u d e n t ss o m e q u e s t i o n st o e l i c i t
a n s w e r sw i t h . . . o r s o . F o r e x a m p l e :

" 1" 1

How much do you pay for o cup of coffee?

How longo breokshouldwe hove?
How many expressions
hoveyou recordedin your notebook
todoy?

Next, play the recording again and asl<students to listen

to how thot is emphasisedby the higher pitch. play the
r e c o r d i n g o n e m o r e t i m e , p a u s i n ga f t e r e a c h d i a r o g u es o
that students can repeat it. Then have pairs pracrise ir
p a i r s .E n c o u r a g er h e p e r s o n r e s p o n d i n gt o t r y s a y i n gi t
from memory.

Answers
|.
2.
3.
4.
5.

T h e r e s h o u l d n ' tb e a n y p r o b l e m w i t h t h a t .
lt should be worth seeing.
lt should be good.
lt should only cost you ren poundsor so.
l t s h o u l d o n l y t a l < em e a m r n u t e o r s o .
5. There should be guite a few peoplethere.
7 . Y o u s h o u l d h a v eq u i t e a g o o d c h a n c e .
8. They shouldn't tal<ethat long.

Follow-up
Have students role-play the conversation between tne
doctor and Ken's mum, referring to the dialogue on page
l 4 l . H o w e v e r ,t h i s t i m e t h e d o c t o r i s r e a l l y h e l p f u la n d
has lots of time to chat. Have students write the
dialogue and practise reading it before acting ir out for
another group. Alternatively,asl<students to wrice a
letter of complaint from Ken to the local newspaper
about the stare of the NHS.

P r o n u n c i a ti o nse
: n te n cestre ss
The pattern practised here is used to say rhat we don't
expect something to be as bad as another person thinlcs
it will be. Have students match the responses to the
c o m m e n r s a n d t h e n p l a y t h e r e c o r d i n gs o t h e y c a n c h e c k
their answers.Ask what they thinl< is being referred to in
number I to checl<they understand the meaning of cost
o fortune.Point out the expression well belowzero. Explain
that we can use we//to mean o lot in expressions lil<ewe//
below,well over,well under.Ask students to guess how
many pages there are in their Coursebool< usins wel/ oyer
or well under.

Answers
l.b. 2.d

120

? r

The exerciseshere can be usedas a test.However,

4 L o o k b a c k a n d c h e c k a n d8 W h a t c a n y o u
r e m e m b e r ? a r e b e t t e rd o n e a s a d i s c u s s i oinn D a i r s

Ver b collocations
Answers
l . e . 2 . i . 3 .a . 4 . f
9.d. t0.h.

G r a m m a rre vi e w

5 .g .

6.j

7 . b . 8 .c .

Answers
l.
2.
3.
4.
5.
6.
-I
t .

I ' v e l < n o w nh i m
can't be
I usedto
I never used to
I would've come

Answers
l.
2.
3.
4.
5.

I'd done
.^
LU

,^1,^
LdKE

i.
tL

^^^.,
Ed>/

8 . y o u s h o u l dg o
9 . l ' l lb e a l l r i g h t
10. lt shouldn'r

dull
nasty
harsh
Typicall
slight

6.
7.
8.
9.
10.

commercial
two-faced
exact
sporty
snobbish

Questionsand answer s
Answers
Answers

l . c . 2 . i . 3 .h . 4 .g
9.e. 10.f.

l . D o y o u h o n e s r l yb e l i e v et h a t ?

5.d. 5.b

8.a

2 . L i s t e nw
, e ' r eo b v i o u s l yn e v e rg o i n gt o a g r e e
?

|_ e, -r '_< ji r_r _
< r- r o r p o

tn

/_i cl s
eo
arga ra e e .

r emember ?

4 . l j u s t n e e d a n a s p i r r no r s o m e t h i n g

5. He always wants to know where I am. I hate it.

5 . O h , c o m e o n l J u s t b e c a u s ey o u ' r e E n g l i s hi,t d o e s n ' t
m e a n y o u h a v et o b e c o l d a n d d i s t a n t .

Answerswill vary.

Com m onexpr essions

7 . H e c a n ' t b e m o r e t h a n a b o u t t w e n t y - o n e .H e ' s s t i l l
in his secondyear ar university.
8 . H e ' s a n i c e g u y ,b u t I ' d n e v e r g o o u t w i t h h i m .

|.
2.
3.
4.
5.

W h a t ' sth e mi ssi n gw o rd ?

Answers
l.
2.
3.
4.

a.used
a.That
a.other
a .w h o
g. mind

Answers
lightly
asl<
die
court
sees

6 . eventually
7 . wronS
8 . not
9. nolirp
t 0 . say

A n s w e r sf o r I l - 1 4 w i l l v a r y .
b. ran
c. would
b.was
c.be
b. and
c. fell
b. industry c. would
h.Tend

d, as
d.go
d. next
d. who

e. my f. have
e.as f.but
e. had
e. way f. used

] L o o k b a cka n d ch e ck
Answerswill vary.

121

- l i . : . .

r l

R e v i s i o nq u i z
Answers
l. A holf-brother
is the son of one of your parenrs
(eitheryour mother or your father).A stepbrother
i s y o u r b r o t h e rb y m a r r i a g eF. o r e x a m p l ei ,f y o u r
m o t h e r m a r r i e sa n o t h e rm a na n d t h a t m a n h a sa
son,the son becomesyour stepbrother.
t.

A girl.
Possibleanswers:move in together, get married

A
a.

No.
You tal<egrear care when choosing the clorhes
you buy and wear.

6 . I n t h i s d a y a n d a g e ,n e a r l y e v e r y t h i n g y: o u r n o s e ,
ears, eyebrow, etc.

7.

P o s s i b l ea n s w e r s :a m a r c h i n gb a n d ,f l o a t s ,p e o p l e
In costumes

8. No.
9 . W h e n y o u ' r e r r y i n g t o c o m m u n i c a t ew i t h
s o m e o n e w h o d o e s n ' t l < n o wy o u r l a n g u a g ea n d
y o u d o n ' t l < n o wt h e i r s .
1 0 . A n s w e r s w i l l v a r y . Y e sa n d n o . S t e r e o t y p e s
wouldn't exist if there weren't some truth to

them.
| | . They damageproperty.
1 2 . P o s s i b laen s w e r sb: r e a t h ed e e p l yd, r i n l <a g l a s so f
water
1 3 . P o s s i b l ea n s w e r s : T h e yc o u l d r a i d a b a n l <p, o s t
office, etc.
1 4 . P o s s i b l ea n s w e r s : Y o uc o u l d b e s t a b b e d ,p o t s o n e o ,
s h o t , s t r a n g l e d e, t c .
| 5. lf you had a deep cut.
1 5 . P o s s i b l ea n s w e r s :h a v e a f i l l i n g ,h a v e a t o o t h o u t ,
h a v ey o u r t e e r h p o l i s h e d .
17. Yes.
18. A lotionor cream.
1 9 . P o s s i b l ea n s w e r s :a w e d d i n g ,a b i r t h , a b i r t h d a y ,a
p r o m o t t o n , a n a n n i v e r s a r ye, t c .
2 0 . l t c a n b e u s e d r o d e s c r i b eb o t h . l t i s f a i r l v
common to hear it usedfor both sexes.
t__-

122

i t * i c r c l r e r ' r
.

b o o k

--#r *j *.J #

.".#

c o r r l , s r E

*uu
i n

"-**., .-*J "*J

n c r l u r . l l

E n g I I c.h

by Hugh Dellor elnd Andrew Wolkley

wirh Richord Moore

lnnovotionsis o new generolEnglishcoursefor closseslookingfor new

moteriolwithq freshopprooch.Bqsedon o longuoge-rich,
lexicol/
grommoticol
syllobus,
it stortsfromthe kindsof noturolconversotions
thot
leornerswqnt to hove
.

Presents
ond proctises
vocobulory,
collocotions,
fixed expressions,
ond
moreidiomoticlonguoge.

Motivqtesleqrnersby presentinginterestingond unusuoltexts

Emphosizes
sound-chunking
ond orol fluency

Coversproductiveond receptivepronunciotion
work

Includesin-builtleorner-troining
pogesthqt offertipsond odvice

Teoches
monyospectsof grommorqnd spokenlonguogenot foundin
othercoursebooks

fhe lnnovotions
Teocher's
Book includesstep-by-step
teochingnotes
os wellos explonotions
of culturolond linguistic
itemspresentedin the
Coursebook.

Innovotions iniermediote:
CoursebookO-7593-9841O
WorkbookO-7593-9845-3
Teocher'sBook O 2593 -9843 7
Teocher's
Resource
Book(Phoiocopioble)
O-7593-9842-9
Audio CDs O-7593-9839-9
Audio TopesO-7593-9840-2
ExomView'ProTestBonk I -4 I 30-05I9-5
I S B N O - /5-ll

THOT\/ISON
HEINLE

Visit Hein e online ot: www.heinle.com

F o .y c u . e o . r - : > l - ' : ^ : w - w . t h o m s c n l e o r n i n g . c o m

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