WELCOME

A WHAT A STORY!
A lucky pilot
1 1.02 Complete the conversation with the
verbs in the correct tense. Then listen and check.
crash | hit | find | add | end | pull | keep
take | destroy | scream | manage | dive
MIKE Did you see that story about the plane that
0 crashed in the Gulf of Mexico?

ANDY No, I didn’t. What happened?

MIKE Well, this guy 1 off from Miami in a single-
engine plane and headed toward New Orleans.
ANDY Wow. That’s a long way.
MIKE Exactly, and it’s normally too far for a plane like that,
but he had 2 extra fuel tanks. After he had
begun his journey, however, he realized he didn’t
have enough fuel to 3 on flying, so he
radioed New Orleans and told them that he was in
trouble and had to land in the ocean.
ANDY In the water?
MIKE Yes, but luckily there was a fishing boat nearby that Descriptive verbs
was able to pick him up. But here’s the incredible 1 Match the verbs with the definitions.
thing. The plane had a parachute, so the pilot
opened it, but this didn’t work, and the plane started 1 demolish a to hit very hard and break
to 4 toward the water! Then, almost at 2 flee b to run away quickly
the last second, the parachute pulled the plane 3 grab c to destroy completely
horizontal, just before it 5 the water. The 4 rage d to shout in a high pitch
impact almost 6 the plane. 5 scream e to take something quickly
ANDY And the pilot? 6 smash f to hit
MIKE Fortunately, he was OK. He 7 to get out 7 strike g to burn very fiercely
of the plane and into a life raft from the fishing boat.
Then the people on the boat came and 8 2 Use the correct form of a verb from
him out of the raft to rescue him. He was fine. I mean, Exercise 1 to complete each sentence.
he didn’t 9 up in the hospital or anything.
Now experts are trying to 10 out what 0 The car went out of control and struck a
exactly went wrong. big truck coming in the other direction.
ANDY Wow – I would have been so scared. I would have 1 By the time the spy was identified, he
11 like crazy! the country.
2 The house was old and unsafe, so the town
2 Read it again. Answer the questions. it.
1 Where was the plane flying to and from? 3 Come on, we’re late! your
2 Why had the pilot added extra fuel tanks?
coat, and let’s go!
3 What did the pilot use to land the plane safely?
4 By the time the firefighters got there, the fire
for more than 20 minutes.
4 How was the pilot rescued?
5 When she reached her car, she saw that
someone the windshield
with a rock.
6 I , but nobody heard me.

4
 WELCOME
A WHAT A STORY!
A lucky pilot
1 1.02   Books closed. As a warm-up, ask students:
Have you ever flown in an airplane? Where did you fly
to? How do you feel about flying? Why? You could
tell them your own answers to the questions to get
them started. Put students in small groups to discuss
the questions. Monitor, making a note of the most
interesting ideas to share during feedback with the
class. Elicit some answers from each group. Find
out, through a quick show of hands, how students
generally feel about flying. Lead a brief class
discussion about possible reasons for people’s fear
of flying.
Books open. If there is an interactive whiteboard
(IWB) available in the classroom, this activity
would best be done as a heads-up activity with the
whole class. Display the picture on the IWB. Ask:
Have you ever flown in a plane like this? How is this
plane different from the planes you have flown in? Tell
students they are going to read about a flight in a
small airplane. Read the instructions and list of verbs
with the class and check understanding. Check/
clarify: engine, fuel tanks, parachute, life raft. Ask
students to read the text quickly, ignoring the blanks,
to answer the question: Why was the pilot lucky?
Students then work individually to complete the
exercise. Divide the class into pairs or small groups
for students to compare their ideas before you play
the audio for students to check their answers.
Answers
1 took  2 added  3 keep  4 dive  5 hit
6 destroyed  7 managed  8 pulled  9 end
10 find  11 screamed
2 Give students a minute to read the questions. Check/
clarify: rescued. Students work with a partner to
decide what key information they need to look for in
the conversation. Students read the conversation and
complete the exercise. As they read, encourage them
to underline the parts of the article that support their
answers. During whole-class feedback, ask students
to refer to the text and explain why they chose
their answers.
Answers
1  To New Orleans from Miami
2  Because it’s usually too far for a small plane
3  He used a parachute.
4  People from a fishing boat rescued him.
X  
Descriptive verbs
1 Read the verbs with the class. Students work with a
partner to complete the exercise. During whole-class
feedback, say the verbs for students to repeat, and
check pronunciation.
Answers
1 c  2 b  3 e  4 g  5 d  6 a  7 f
Optional activity
Elicit the past verb forms. Ask: Which three of the verbs have
an irregular past tense? (flee­—fled; strike—struck; dive has
two past forms: dived and dove).
2 Give students time to read the sentences, and
check understanding. Students work individually
to complete the exercise. Allow them to compare
answers with a partner before whole-class feedback.
If you’re short on time, assign this exercise for
homework.
Mixed-ability idea
Stronger students could cover up Exercise 1 and try to
complete the sentences before looking back to check their
answers.
Answers
1 had fled  2 demolished  3 Grab  4 had been raging
5 had smashed  6 screamed
Optional activity
Divide the class into pairs. Ask students to think of a story (a
news story? a movie? a TV show?) in which:
1  there was a raging fire
2  something demolished something else
3  someone screamed
4  someone grabbed something
5  someone fled a place
6  something was smashed
Monitor, helping with any questions about vocabulary or
giving students ideas for storylines. Make sure all students
are taking notes to help them remember their stories. Put
students with different partners to tell each other their
stories. As feedback, ask some volunteers to tell their stories
to the class.
   T-4
Phrasal verbs
1 Students complete the sentences and compare ideas
in pairs before they look back at the story to check
their answers.
Answers
1  took off  2  end up  3  find out
2 Read the sentences with students. Students work
individually to complete the exercise before
comparing answers with a partner. Monitor, helping
with any questions about vocabulary. Check answers
with the class. Point out the use of the -ing form after
the prepositions in sentences 1, 4, and 8. During
feedback, elicit/explain the meanings of each of the
options in the sentences.
Elements of a story
1 Books closed. Choose a movie or story that the
majority of your students will know, and write the
title on the board. Ask individuals to describe what
happens in the movie/story; try to elicit the words
from the list in the exercise.
Books open. Ask students to work with a partner to
complete the exercise. During whole-class feedback,
say the words for students to repeat, and check
understanding. When checking pronunciation,
write the words on the board and mark the stressed
syllable for clarification.
Answers
1 set  2 hero  3 characters  4 villain  5 plot
6 ending  7 dialogues

Answers 2 SPEAKING   Before asking students to work together,

1  gave up  2  clean up  3  sort it out  4  keep on
5  looking forward to  6  stands out  7  broke down
8  ended up
Fast finishers
Have students write sentences about their own lives using
the phrasal verb they didn’t choose in each sentence in
Exercise 2. If you have time, elicit some of the sentences
from the class and ask the other students to check and
correct them.
you could elicit some examples from the class to
give students some ideas. Divide the class into small
groups to think of their own examples of each of the
four things. Monitor, helping with any difficulties,
and encourage students to speak in English. As
feedback, regroup students and ask them to take
turns describing one of their ideas for the rest of
their group to guess what movie or book or which
character is being described. Remind them to keep
their accounts of plots or endings brief and to avoid
going into too much detail.

Childhood memories Talking about past routines

1 SPEAKING   Books closed. To introduce the topic of Ask students to read the questions. Elicit what forms we
movie-going memories, ask some questions to start use in English to describe past habits and routines: used
a whole-class discussion. Ask: What movies have you to or the simple past. Ask students to quickly reread the
seen recently? Do you prefer going to a theater to watch text and underline examples of each grammar form.
them, or do you watch them at home? Why? Students write five sentences individually. If you’re
Books open. Ask students to discuss their first movie short on time, you could assign this task for homework.
memories and to write notes about the things they Divide the class into pairs or small groups for students
remember. Get some feedback from a few pairs about to compare their answers.
the most interesting things they found out about
each other.
2 Tell students they are going to read about a man’s
memories of movies in his childhood. Set a three-
minute time limit and encourage students not to
worry about unknown vocabulary but rather to focus
on comparing the memories in the passage to the
ones they discussed earlier. Remind them about using
the notes they made. Elicit answers from the class
and ask the rest of the class for comments.
3 Read the questions with students and check
understanding. Give students a minute to try to
answer the questions without looking back at the
text. Before students reread, check/clarify: first few
rows, boo, cheer, villain. Students read the text again
and answer the questions. Allow them to compare
answers with a partner before whole-class feedback.

Answers
1  Cartoons, Westerns, action movies and sci-fi features
2  He went with his older brother.
3  They went early so they could get seats near the front.
4 They cheered when the cartoon theme song started and
when the hero won.
5  They booed when they saw the villain.

T-5  
 WELCOM E

Phrasal verbs Elements of a story

1 Complete the sentences about the story. Then read again 1 Use a word from the list in each space.
and check. plot | set | hero | characters
1 The pilot from Miami to go to New Orleans. ending | villain | dialogues
2 The pilot was OK. He didn’t in the hospital. I read a book last week called Ecuador
3 Now they’re trying to what went wrong. Escape. It was a thriller – a kind of
detective story. It is 1
2 Choose the correct options. in Manta, Ecuador, in the 1800s. The
2 of the story is a
1 My father gave up / ended up smoking five years ago. He feels
so much better now! woman named Vera, who helps many of
the other 3 escape
2 If you’re bored, why don’t you put away / clean up your room?
from a terrible situation – they have been
3 If there’s a problem, tell me, and we can sort it out / blow it out. kidnapped by a horrible old man named
4 Don’t stop! We have to get on / keep on running to the finish. Campos. He’s the 4
5 We’re going on vacation next Saturday for the whole month! of the story.
I’m really looking forward to / looking into it. Anyway, the book’s really good. I
6 There are good players here, but she’s the best. She really thought the overall 5
stands out / looks out. was prett y exciting, and it had an
7 We had to stay home because our car broke down / blew out. unexpected twist at the end. (I won’t tell
you the 6 , though, in
8 All the restaurants were full, so we took up / ended up buying
case you want to read the book yourself.)
some food at the supermarket and eating in our hotel room.
I really liked the 7 ,
too. The conversations between the
Childhood memories different characters sound like real
1 SPEAKING Work with a partner. What do you remember people talking to each other. It’s a good
about your first trip to a movie theater? (e.g., who you went read. I’d recommend it.
with, what the movie was, etc.).
2 SPEAKING In small groups, discuss

2 Read the extract from an autobiography. Which of the things an example of each of these from a
that you remember are mentioned? movie or book.
1 a great hero 3 a great plot
3 Read the extract again and answer the questions.
2 a great villain 4 a great ending
1 What did theaters show at Saturday matinees?
2 Who did the writer go with? Talking about past routines
3 Why did they go early? Think about yourself when you were
4 When did the children usually cheer? five years old. What routines did you
5 When did they boo? have? What things did you do? Write five
sentences. Then compare with others.

The Saturday matinee

I’m in my 70s now and have loved the movies
ever since I was a kid. Back in the 1950s and 60s,
movie theaters used to have Saturday matinees.
It was wonderful! Every Saturday afternoon,
the theater showed movies for kids – only
kids. They showed cartoons, Westerns, action
movies, and sci-fi features  – everything that
kids loved back then (and I guess they still do!)
My brother, who was five years older than
me, used to take me. We always tried to show
up early so we could get seats somewhere in
the first few rows. The theater sold candy and
popcorn, and we bought as much as we could.
We used to sit and watch the movies while
stuffing ourselves with food.
We loved the cartoons. Our favorite was
always Tom and Jerry, and we used to cheer
as soon as we heard the theme song start. We
also loved action movies. The plots were often
terrible, and the acting, too, but we really didn’t
care. After all, we were kids! We used to boo tried to stop us, but usually they gave up! The
the villains and cheer the heroes. Some kids endings were always completely predictable,
used to throw popcorn at the screen when of course. The heroes always won, and we
the villain came on – the ushers sometimes cheered like crazy when they did!

5
 B AN UNCERTAIN FUTURE
Future plans
1 1.03 Read the conversation. Put the phrases
(a–f) in the correct places. Then listen and check.
a when you graduate
b get a good degree
c to start a family
d and then travel the world
e then retire
f before I think about settling down
MOM So, Greg, have you thought about which
colleges you’d like to apply to yet?
GREG I told you, Mom – I’m not so sure that I want to
go to college.
MOM But if you 1 , you’ll be guaranteed a secure
future. You know, in ten years, you could be the
manager of a huge company!
GREG But that’s just it, Mom. I don’t want to manage
a big company, or a small company either. I
don’t want to spend 40 years doing that, 2
and wonder where my life went. That’s not the
future I want. Life plans
MOM So, what are you going to do 3 then?
1 Use the words from the list to complete each
GREG I’m not sure yet. Maybe work, save some sentence.
money, 4 for a few months, you know, get
some life experience. graduate | settled | retired | travel | degree
start | career | promoted
MOM Well, that won’t do you much good. In this day
and age, employers want people with work 1 I intended to the world, but
experience, not travel experience. when I got to Brazil, I loved it so much that I stayed.
GREG Well, maybe you’re right, Mom. But even so, 2 I don’t know what to do after I
I want some time for myself 5 . from high school.
MOM There’s nothing wrong with settling down. 3 She got her from Harvard.
That’s what your father and I did. 4 He worked really hard, and after a few months, he
GREG I know, Mom, and that was fine for you and got .
Dad, back in the last century. But the world’s 5 My grandfather had worked for the same company
different now, and people have such different for 42 years before he .
aims, ideas, everything! 6 A marketing class is a good way to start a
MOM Yes, I suppose so. in sales.
GREG But don’t worry, Mom. I mean, I’d like 7 They bought a house and
6 eventually. So you can look forward to down in the town where they grew up.
playing with your grandchildren someday – I 8 They feel they don’t have enough money yet to
hope. a family.
MOM Well, I’m delighted to hear that, Greg!
2 SPEAKING Answer the questions in pairs. Then
2 Mark T (true) or F (false) or DS (doesn’t say). compare your answers in small groups.
1 Greg and his mom have talked about 1 At what age do people usually finish school in your
college before. country? Do you think this is the right age? Why or
2 Greg’s father worked for a big company. why not?
3 Greg definitely wants to travel after 2 At what age can people retire in your country? Is
he graduates. it the same for men and for women? Do you think
4 Greg’s mother values work experience. this is the right age? Why or why not?
5 Greg would like to be a father someday. 3 Do you need a degree to have a good career? Why
or why not?

6
 B AN UNCERTAIN FUTURE 2 SPEAKING   Divide the class into small groups and
ask them to discuss the questions. For better results,
Future plans you could give students a few minutes to think about
1 1.03   Put students in small groups to discuss the their ideas before starting their discussion. Monitor,
following questions: Do you want to go to college when helping with any questions about vocabulary,
you graduate high school? Why? If so, what do you want but as this is a fluency practice activity, do not
to study? If you don’t want to go to college, what do you interrupt the conversations unless inaccuracy hinders
want to do? Monitor, helping with any challenging comprehension. Listen to some of their ideas with the
language. Elicit some ideas from the class. class as feedback.
Tell students they are going to read a conversation
between a mother and son about college. Ask
them to read it quickly, ignoring the blanks, and
check if any of the ideas they mentioned appear
in the conversation. Then read the phrases with
students and check understanding. Ask students to
work individually to complete the exercise before
comparing answers with a partner. Play the audio
for students to check their answers.

Answers
1 b  2 e  3 a  4 d  5 f  6 c

2 Ask students to cover up the conversation and try to

complete the exercise from memory. Students then
reread the conversation and underline key text that
helps them decide if each statement is true, false, or
if the text doesn’t say. Remind them that in this type
of task a statement is only false if the text explicitly
says so – they should not rely on their general
knowledge or their own opinions when deciding.
Allow students to compare answers with a partner
before you elicit feedback from the class.

Answers
1 T  2 DS  3 T  4 T  5 T

Life plans
1 To introduce the topic, you may want to tell students
what your life plans are (or what they were when
you were younger). Try to include some of the words
from the list in your plans.
Ask students to work with a partner to complete
the sentences. Check answers with the class. During
feedback, it is a good practice to check students’
understanding of vocabulary by asking concept-check
questions such as: Do you intend to travel around the
world when you are older? How would you feel if you
got promoted? Why?

Answers
1 travel  2 graduate  3 degree  4 promoted
5 retired  6 career  7 settled  8 start

Fast finishers
Ask students to write down a list of things that they want
to do before they start their careers. Listen to some of their
ideas with the class after feedback on Exercise 1.

X      T-6

Past perfect tenses
To remind students of the past perfect tenses, write
the following sentences on the board:
By the end of the day, they had watched three movies.
They had been watching a movie when the storm began.
Ask a volunteer to underline the verbs in each
sentence. Ask students to identify the past perfect
verb (had watched) and the past perfect continuous
verb (had been watching). Elicit that the past perfect
is used to describe an action or situation that was
completed when another action or situation occurred.
In contrast, the past perfect continuous describes an
action or situation that continued up to an event or
situation in past time. Remind students that the past
perfect continuous is often used to give background
information.
Students complete the sentences and check answers
in pairs before a whole-class check.
Answers
1 a  had thought  b  had been planning
2 a  had dreamed / dreamt  b  had been thinking
Being emphatic: so and such
1 Ask students to try to complete the sentences from
memory before looking back at the conversation
on page 6 to check. Check answers with the class.
Elicit rules for the use of so and such. (We use them
to make statements more emphatic. We use so +
adjective and such + a/an + adjective + singular
count noun, and such + adjective + noncount or
plural count noun.) Check understanding of emphatic
(strong and determined in speech or action, so that
what is said or done gets attention).
Answers
1 so  2 such
2 Read the example sentence with the class and elicit
why such, not so, is used. Students complete the
sentences individually. Ask them to compare ideas in
pairs before you check answers with the class. During
feedback, read the statements aloud for students to
repeat, and check pronunciation. Make sure students
are putting the main stress on the words so or such.
Answers
1 Working in the same job for 40 years sounds so terrifying.
2  Traveling is such an amazing experience.
3  Deciding to settle down is such a huge decision.
4  A boring job must be so awful.
3 SPEAKING   Read the first more emphatic statement
from Exercise 2 aloud to the class: Going to college
is such a fantastic idea. Ask: Do you agree? Listen to
some students’ opinions and encourage discussion.
Ask students to work with a partner and discuss
which of the five statements in Exercise 2 they agree
or disagree with. Encourage them to give reasons for
their answers. Monitor, helping with vocabulary, but
do not interrupt unless errors impede conversation.
Listen to some of their ideas with the class and invite
comments from the other students.
T-7  
Optional activity
Ask students to work in small groups to write down four
or five of their own opinions about life plans on a separate
piece of paper. Give each group’s statements to another
group to discuss in a similar way to Exercise 3. Repeat the
activity, giving each group another set of statements, if
you like. Monitor throughout, making a note of the most
interesting ideas to elicit during feedback. At the end,
ask groups to share these ideas with the class, and invite
comments.
Extreme adjectives
1 Ask students to try to complete the exercise from
memory before looking back at the statements in
Exercise 2 to check. Remind students that we do not
normally use very with extreme adjectives. We can
say very scary, but we can’t say very terrifying. We can
use really instead: really terrifying.
Answers
1 huge  2 amazing  3 awful  4 terrifying
2 Go through the list of words and, for each adjective,
elicit a noun it could be used to describe. Students
then complete the lists with the missing synonyms.
Allow them to compare answers with a partner
before checking answers with the class.
Answers
1 terrible  2 awesome  3 interesting  4 scared
5 funny  6 delighted  7 miserable  8 exciting
9 huge  10 tiny  11 freezing  12 hot
3 Go through the example with the class to check
comprehension of the task. Students work
individually to complete the exercise. Remind them
to look back at the lists in Exercise 2 before they
make their choices. Allow them to check answers
with a partner before whole-class feedback. If you’re
short on time, assign this exercise for homework.
Answers
1 delighted  2 hilarious  3 tiny  4 fantastic /
wonderful / awesome / amazing  5  terrified  6  awful /
terrible 7  thrilling 8 boiling
4 Read the instructions with students. Ask students
to work in pairs to write dialogues. Monitor, giving
suggestions as needed for how students could use
extreme adjectives. Give students time to practice
their dialogues before listening to some examples
with the class. Ask the rest of the class to listen and
try to decide in what context the dialogue may have
taken place.
 WELCOM E

Past perfect tenses Extreme adjectives

Complete the sentences with the past perfect or 1 Look at the so/such statements you wrote in the
past perfect continuous form of the verb. previous Exercise 2 again. Find words that mean:
1 Greg told his parents that he wants to travel before 1 really big
college. 2 really good
A He (think) about it for a long 3 really bad
time before he told them. 4 really scary
B He (plan) to tell them
earlier, but he couldn’t find a good time. 2 Write the words in the correct places.
2 Greg and his mom had different future paths for him. hot | delighted | interesting | exciting | huge
terrible | scared | miserable | freezing | awesome
A She (dream) that he would tiny | funny
become a manager of a huge company.
Gradable Extreme
B He replied that he (think) adjective adjective
about getting some life experience.
1 bad / awful
2 good fantastic / wonderful /
Being emphatic: so and such / amazing
1 Complete the sentences from the conversation 3 fascinating
on page 6. 4 terrified
1 I’m not sure that I want to go to college. 5 hilarious
2 People have different aims, ideas, 6 happy
everything! 7 sad
8 thrilling
2 Make these statements more emphatic. Use so
or such. 9 big / enormous
10 small / minute
0 Going to college is a fantastic idea.
11 cold
Going to college is such a fantastic idea. 12 boiling
1 Working in the same job for 40 years sounds
terrifying. 3 Complete the mini-dialogues. Use a suitable
extreme adjective.
0 A It’s cold in here, isn’t it?
2 Traveling is an amazing experience. B Yes, it’s freezing !
1 A Are you happy they’re coming?
B Yes, I’m .
3 Deciding to settle down is a huge decision. 2 A He tells funny jokes, doesn’t he?
B Yes, they’re .
3 A This room’s small.
4 A boring job must be awful. B Small?! It’s !
4 A So, it’s good news, right?
B Yes, it’s .
5 A Were you scared?
3 SPEAKING Do you agree or disagree with the
statements in Exercise 2? Explain your ideas. B Yes, I was. I was !
6 A Was the film really that bad?
B Yes, it was. It was .
7 A Was the roller coaster ride exciting?
B Yes, it was. It was !
8 A Be careful. The soup’s quite hot.
B It’s more than hot. It’s .

4 With a partner, write four more mini-dialogues

using extreme adjectives from Exercise 2 above that
don’t appear in Exercise 3.

7
 C HOW PEOPLE BEHAVE
Conversations
1 1.04 Listen and match the conversations to the pictures. Write 1–3 in the boxes.

A B C

2 1.04 Listen again. Complete the spaces with 3 SPEAKING Work with a partner. What would
one word. you have said in these situations if you were:
CONVERSATION 1 ● Steve?
STEVE What’s the matter with you? ● Milly?
MARIA I held the door open for that elderly lady; I let ● Sofia?
her go through in front of me.
STEVE Yeah. That was thoughtful of you. Very Personality
a .
SPEAKING Work in pairs. Choose six of the
MARIA But she just walked past me and didn’t say
adjectives. For each one, think of something that
thank you. She didn’t even look at me! It’s so
b someone could say or do to show that quality.
, I think.
STEVE Oh, you c get so worked up. She calm | cold | generous | kind | lively
was probably just thinking about something else. polite | rude | selfish | shy | thoughtful
unfriendly | warm
CONVERSATION 2
MILLY Hi, Jack. Here are your headphones. If someone talks to you without smiling
JACK My headphones! So you’re the one who took or being friendly – well, that’s cold.
them!
MILLY Yes. Sorry, I should a asked you,
I know, but … Using should
JACK Well, give them back. You’re not SPEAKING What could you say in the following
b to take my things without asking! situations? Use a form of should and a personality
MILLY OK. I’m sorry. But you don’t have to be so adjective.
c about it.
0 Someone has given you an expensive present.
CONVERSATION 3
You shouldn’t have spent so much! That was
JASON I’m really upset. I just heard that Paul, one of so generous of you.
my best friends, is going to move to Canada.
1 A friend of yours has said something unkind to
SOFIA Oh, that’s a shame. But never a , a mutual friend.
you have other friends, don’t you?
2 Your friend wants to ask someone to dance but
JASON Yes, I know, but I’m going to miss him a lot.
is shy.
He’s really fun to b out with.
3 A child doesn’t want to let another child play with
SOFIA Well, you don’t c to lose touch with a toy.
him – not these days.
4 Someone is getting angry because another person
JASON That’s right. Maybe my parents will
d
was rude.
me go and visit him some time.

8
 C HOW PEOPLE BEHAVE
Conversations
1 1.04   If there is an interactive whiteboard
(IWB) available, display the pictures onscreen.
Alternatively, ask students to cover up the rest of the
page and focus on the three drawings. Ask: What is
happening in the pictures? Elicit suggestions and accept
any ideas at this stage. Play the audio for students to
check their predictions and to match the pictures to
the conversations. Students compare answers with a
partner before a whole-class check.
Answers
1 C  2 A  3 B
Using should
SPEAKING   Read the instructions and the example
with students. Ask: Why do they say shouldn’t have in
the example? (To express regret or to give advice about
a past action.) Elicit some additional suggestions for
the example situation from the students. Remind them
to use should have or shouldn’t have + past participle.
Students work with a partner to complete the exercise.
Listen to some of their ideas with the class as feedback.
Mixed-ability idea
Weaker classes: Ask students to decide whether each
situation refers to the past or the future and to compare
their ideas about this in pairs before they move on to
making sentences.

2 1.04   Give students two minutes to read the

conversations and try to fill in the blanks from
memory. Play the audio again for students to listen
and complete the conversations. When students
have compared answers with a partner, check with
the class.

Answers
Conversation 1: kind, rude, shouldn’t
Conversation 2: have, allowed, unfriendly
Conversation 3: mind, hang, have, let

3 SPEAKING   Read the instructions with the class.

Point out the use of would have + past participle to
refer to a possible past situation. Students work with
a partner to complete the exercise. Listen to some of
their ideas with the class as feedback.

Personality
SPEAKING   Books closed. As a lead-in, give students
three minutes to make a list of as many personality
adjectives as they can think of. Elicit examples and
create a mind map on the board, grouping similar
adjectives where possible. Encourage students to
decide together what the various categories should
be and which adjectives belong under each heading.
At the end, ask them to copy the mind map into their
notebooks for future reference.
Books open. Ask students to read the list of adjectives,
and say: Which of these words are on your mind maps?
Where should the other words go? Students work in
pairs and take turns choosing an adjective and giving
an example to illustrate its meaning. Listen to some
examples with the class as feedback.

Mixed-ability idea
Give weaker students time to prepare their answers before
saying them to their partner.

X      T-8

Career paths
1 Books open. Look at the pictures with students. Ask
individuals to name and write the jobs on the board.
If there is an IWB available in the classroom, you
could ask individual students to come up to the front
to label the photos onscreen. Ask the rest of the class
to check and correct spelling, as necessary.
Answers
A engineer  B nurse  C bus driver
D maintenance worker  E teacher
2 Tell students they are going to read an article about
choosing a career. Set a time limit of two minutes
to encourage students to practice reading quickly
to search for specific words. Tell them not to worry
about unknown words but rather focus on gaining an
overall understanding of the article and on checking
which of the jobs are mentioned. Check answers,
referring back to the jobs listed on the board or IWB.
Answers
engineer, teacher
3 SPEAKING   Read the instructions with the class.
Students reread the article to complete the exercise.
Tell them not to use dictionaries but rather try to
understand difficult vocabulary from its context.
Suggest that they underline the parts of the article
that help them decide on their answers. Students
compare answers in pairs before a whole-class
check. During feedback ask students to refer to the
passages they underlined to justify their answers. You
could hold a class vote to find out which of the tips
students found most useful.
Optional activity
Put students in small groups to create a poster about “Dos
and Don’ts” for choosing a career. They can use the ideas in
the article, but they should add their own advice, as well.
Monitor, providing help with any challenging language as
necessary. Set aside some time for the groups to present
their posters to the class, asking the other students to note
which tips appear on their own posters and which don’t.
Alternatively, display the posters around the class. Ask the
students to read them and choose the best tip from each
one. Elicit some ideas from the class. Then vote on the
best poster.
Decisions
1 The article contains a variety of expressions
connected to decisions. Give students two minutes
to read the sentences and try to complete them from
memory before looking back at the article to check
their answers. Check answers with the class. To check
comprehension, elicit synonyms or explanations for
each expression.
Answers
1 make  2 mind  3 make up  4 come to 
5  long, hard
2 SPEAKING   Working individually, students write
their answers to the questions in Exercise 1 in note
form, adding details and reasons. Monitor, helping
T-9  
with ideas or any unfamiliar language. Divide the
class into small groups for students to compare and
discuss their answers. Listen to some of their ideas
with the class as feedback and encourage further
discussion.
Permission
1 To quickly review this area of grammar, ask some
individuals to describe rules in their school. Elicit
sentences such as:
Our teachers (don’t) let us use our phones in class.
We are (not) allowed to eat or drink in the library.
Ms. Richards makes / doesn’t make us clean off our
desks before we leave the room.
Point out the structure of each sentence and draw
students’ attention to the negative forms.
Ask students to work individually and complete the
sentences. Encourage them to look carefully at the
context of each sentence before deciding which verb
to use. Allow students to compare answers with a
partner before feedback from the class.
Answers
1 let  2 make  3 are allowed to  4 makes
5  was allowed to  6  lets
2 Ask students to work individually and write sentences
about their perfect job or career. Monitor carefully to
ensure students are using the structures correctly and
to make a note of any repeated errors to go over after
feedback. Divide the class into pairs for students to
read each other’s work. During feedback, elicit some
examples from the class, paying attention to any
recurring errors. If you’re short on time, assign this
exercise for homework.
Optional activity
Put students in groups of three to write six similar
statements about rules at their homes, leaving a blank
space where the verbs should go. Make new groups of three
with members from three different previous groups and
ask students to use their sentences to test their partners.
Monitor, making a note of any errors in the use of the verbs
of permission to go over with the class at the end.
 WELCOM E

Career paths
1 What jobs do you see in
the photos?

2 Read the article quickly

and find which of the jobs
in Exercise 1 it mentions.

TIPS FOR CHOOSING A CAREER

Choosing a career isn’t always easy, but

it doesn’t have to be the agony that some
people make it. Here are our tips to help
you make up your mind.
3 SPEAKING Put the four tips (A–D) in order to show how
useful you think each one is. (1 = most useful, 4 = least
A Don’t let other people tell you what to do! useful.) Compare your ideas with a partner.
There are always people who want you to
become a lawyer, or work in banking, or major Decisions
in engineering. Listen to them, but remember,
it’s your life, and it’s your decision, so be sure 1 Complete the questions. The first letter has been given
that you’re the one who makes that decision! to you.
1 What do you find it difficult to m decisions about?
B Consider what you think you’re good at. 2 When do you think it’s wrong to change your m ?
It’s true that things like salary are important,
3 Can you remember a time when you couldn’t m u
but don’t let financial considerations lead you
your mind about something?
down the wrong path. Follow your heart and
4 Who do you talk to before you c t a decision
your personality – if you’re not very outgoing,
don’t go for a sales job, even if the pay’s about something?
good. In the same way, if you don’t like work 5 What kind of things do you think l and h about
that involves paying lots of attention to detail, before making a decision?
think long and hard before you decide to do
something like applying to study engineering 2 SPEAKING Answer the questions in the previous exercise
in college. for yourself. Make notes. Then discuss your answers in a
group.
C Your first decision isn’t forever.
Some lucky people get it right first time – they
choose a job, love it, and stick with it. But it
Permission
isn’t always like that. You’re allowed to change 1 Use the correct form of make / let / be allowed to to
your mind! On the other hand, it’s no good complete the sentences.
agonizing for years either. Maybe you have
three or four possible things you’d like to do. 1 You should never other people make decisions
So choose one and try it. If you don’t like it, try for you.
another one. 2 No one can you do a job that you don’t want
to do.
D Do something of value.
Some people choose their career simply 3 In more and more jobs now, people work from
because they think they’ll earn huge amounts home if they want to.
of money (although the careers that pay the 4 My mother’s boss her work late sometimes.
most also have millions of people who never 5 Back when my grandfather worked, he smoke
make it to the top). Generally, however, people in his office. Can you believe that?
get more satisfaction out of their career if 6 This company its employees start work at 8:00,
they feel they are doing something valuable 9:00, or 10:00, whatever works best for them.
for others. It doesn’t have to be charity work.
It could be a job that helps other people, like 2 Write sentences about your perfect job or career. Use
being a teacher. Just don’t forget that job make / let / be allowed to in some of your sentences.
satisfaction isn’t only about money.
My ideal company lets all the employees play their own music.
9
 D NEW THINGS Reporting verbs
A change of lifestyle? 1 Rewrite each sentence. Use the verb in parentheses.
1 1.05 Read and listen to the conversation. 0 “Please come to my party, Jim.” (invite)
1 Where are Tom and Isabel? She invited Jim to come to her party.
2 Who doesn’t want to be there? Why? 1 “You should watch this show.” (recommend)
He
2 1.05 Listen again and complete the
2 “No, I won’t help you, Molly.” (refuse)
conversation.
He
3 “I’m late because there weren’t any buses.” (explain)
She
4 “OK, I’ll lend you my jacket, Tony.” (agree)
He
5 “OK, Alice, I’ll go to the movies with you.”
(persuade)
Alice
6 “Go on. Ask him, Sue!” (encourage)
I

2 SPEAKING Work in pairs. Tell your partner about:

1 a time someone persuaded you to do something
TOM You said it opened at eight o’clock. 2 a book or movie that someone recommended to
ISABEL And I was wrong! I’m sorry. Don’t be so you
1 . It’ll be open very soon. 3 something you would not encourage another
TOM I already wish I hadn’t come. person to do
ISABEL Oh come on, Tom. We 2 , 4 a time when you refused to do something that
didn’t we? You said that you were fed up another person wanted
with your 3 lifestyle. 5 something you once agreed to do and then
TOM True. And then you 4 me that regretted it
the best thing to do was exercise.
ISABEL Right. And I 5 you to come with Negative adjectives
me to the gym, and you agreed, so here we 1 Write the negative form of these adjectives.
are.
1 happy 4 complete
TOM I always feel 6 wearing workout
clothes. I’ve have skinny legs. 2 patient 5 regular

ISABEL Oh, stop complaining, Tom. There’s nothing 3 possible 6 legal

wrong with your legs.
2 Complete the sentences using the negative form
TOM I asked you what I 7 wear, and of an adjective in the list.
you said shorts. But I look terrible!
expensive | important | logical
ISABEL Look, no one cares about what other people
formal | responsible | polite
look like. They’re too busy exercising.
TOM That’s completely untrue! 0 I don’t like spending a lot of money. I like to buy
ISABEL Tom, I’m beginning to wish I 8
inexpensive things.
invited you. Oh look, it’s opening. Let’s go in 1 It’s an party. Wear what you want.
and get started. 2 The way you dress for school is .
It’s better to focus on your classes.
3 Answer the questions. 3 The way he was explaining the math problem
1 Why has Tom agreed to exercise? seemed . I didn’t understand.
2 Why is Tom not happy about wearing shorts? 4 My brother never says please or thank you. He’s so
3 Why, according to Isabel, are people not worried .
about other people’s appearance? 5 You’ve got an exam tomorrow. It’s
4 Why is Isabel starting to regret inviting Tom? to stay up so late.

10
 D NEW THINGS
A change of lifestyle?
1 1.05   Books closed. As a lead-in, ask: Do you like
playing sports? What sports do you play? What kinds of
clothes do you wear for them? Ask students to discuss
the questions with a partner, and listen to some of
their answers with the class.
Tell students they are going to hear a conversation
about going to the gym. Students answer the
questions individually. Tell them to focus on
answering the questions and not to worry if they do
not understand every word. Allow them to compare
answers with a partner before a whole-class check.
Mixed-ability idea
Stronger groups: Books closed. Play the audio for students
to listen and answer the questions.
Weaker groups: Books open. Students read and listen as they
answer the questions.
Answers
1  They are at the fitness center / gym.
2 Tom doesn’t want to be there because he feels
uncomfortable wearing workout clothes.
2 1.05   Give students time to read the dialogue
and clarify any difficult vocabulary. Play the audio
again for students to listen carefully and complete
the dialogue. Ask students to compare answers with
a partner before checking with the class. Replay the
audio, pausing after each blank to confirm answers.
Answers
1 impatient  2 agreed  3 unhealthy  4 persuaded
5 encouraged  6 uncomfortable  7 should
8 hadn’t
3 Read the questions with the class. Divide the class
into pairs or small groups for students to complete
the exercise. Check answers.
Answers
1  Because he’s fed up with his unhealthy lifestyle
2  Because he thinks he has skinny legs
3  Because they’re too busy exercising
4  Because Tom keeps complaining
Reporting verbs
1 This activity could be done as a Test-Teach-Test
exercise. Read the instructions with students and ask
them to work individually to complete the exercise
(Test). Allow students to compare answers with a
partner. During whole-class feedback, focus on the
different structures that follow each verb (Teach). If
students have had difficulty with particular verbs,
give them additional examples (Teach) and ask them
to think of examples of their own (Test). Approaching
the exercise in this way allows you to see which
areas students have mastered and which they need
additional practice in.
X  
Answers
1  He recommended (that) I (should) watch that show.
2  He refused to help Molly.
3 She explained that she was late because there hadn’t
been any buses.
4  He agreed to lend Tony his jacket.
5  Alice persuaded me to go to the movies with her.
6  I encouraged Sue to ask him.
2 SPEAKING   Give students two minutes to read the
sentences and think about their answers. Divide the
class into pairs or small groups for students to discuss
their answers. Monitor to check that students are
using language correctly and to make a note of any
repeated errors. Write these on the board, ensuring
anonymity, and ask students to correct them during
whole-class feedback. During feedback, ask students
to share any interesting information they discovered
about their partner.
Negative adjectives
1 Books closed. Write happy on the board and elicit the
negative form (unhappy). Brainstorm a list of other
prefixes used to make adjectives negative and write
them on the board. Make sure they include un-, in-,
im-, il-, and ir-, and elicit an example for each prefix.
Books open. Ask students to work with a partner to
complete the exercise. Write answers on the board
and mark the stress. Say the adjectives for students to
repeat. Check pronunciation.
Answers
1 unhappy  2 impatient  3 impossible
4 incomplete  5 irregular  6 illegal
2 Read the instructions and example with the class.
Check/clarify: logical, responsible. Students work with
a partner to complete the exercise. During feedback,
pay attention to pronunciation of the adjectives.
Answers
1 informal  2 unimportant  3 illogical  4 impolite
5 irresponsible
Fast finishers
Students write similar sentences to illustrate the meaning
of the five adjectives from Exercise 1.
   T-10
Another country
1 If there is an IWB available in the classroom, you
could do this as a whole-class activity and zoom in to
show the pictures on the page onscreen. Otherwise,
put students in pairs to do this. Ask students to cover
up the text on the right side of the page. Ask them
to describe the things in the photograph. Elicit ideas
and write answers on the board or label each photo
onscreen.
Ask students to read the blog and complete the
exercise. Tell students not to worry if they don’t
understand every word – they should just focus on
answering the question. Ask students to check their
answer with a partner before feedback from the class.
Answer
The temple isn’t mentioned.
2 Read the instructions with the class and check/clarify
get used to. Ask students to think of something they
thought was new or unusual when they first arrived
at their school. Ask: How do you feel about it now?
Elicit that, with time, they’ve gotten used to what
seemed unusual at first.
Students read the text again to complete the exercise.
Tell them to underline information in the text that
helps them answer the question. Students check their
answer with a partner before whole-class feedback.
During feedback, ask students to justify their answers
by quoting the parts of the passage they have
underlined.
Regrets: I wish … / If only …
1 Ask students to try to complete the sentences from
memory before looking back at the text to check their
answers. Ask concept check questions: Did someone
tell Lety how long it would take to travel to and from
school? (No.) Did a friend tell her to learn some Thai?
(Yes.) Did the take his advice? (No.) Elicit that we
use I wish … / If only … + past participle to say what
we wish had happened differently in the past.
Answers
1  had told  2  I’d listened
2 Read the instructions and the list of verbs with
students. Elicit the past participle of each verb.
Students complete the exercise individually before
comparing answers with a partner. Check answers
with the class.
Answers
1  I’d brought  2  I’d worn  3  I’d known  4  had found
Optional activities
Write the following question on the board: What things would
you change about the past year if you could? Ask students to
write three sentences beginning I wish … or If only … To get
students started with ideas, you could tell them three of your
own regrets about the past year.
Divide the class into pairs. Ask students to take turns reading
one of their sentences to their partner. Their partner asks
them questions about it. Listen to some examples with the
class as feedback.

Suggested answer
traffic, writing system, pronunciation

3 SPEAKING   Working individually, students think

of two more things Lety has to get used to, living in
Thailand. Divide the class into pairs for students to
compare their ideas. Listen to some of their answers
with the class as feedback. Elicit as many suggestions
as possible and ask the class to comment on them.

Suggested answers
a different currency, the climate, everyday customs

Optional activity
Lead a class discussion about what students think a
foreigner moving to their country might find difficult to get
used to. Make a list and then compare the ideas to Lety’s
experiences in Bangkok.

Changes
Look at the list of words with students. To check
comprehension, elicit a definition or example for each
phrase from a volunteer student.
Ask students to work with a partner and complete
sentences 1–7. During whole-class feedback, say the
words for students to repeat and check pronunciation.

Answers
1 taking up  2 struggle  3 doing well  4 make
5 give up  6 ways  7 break

T-11  
 WELCOM E

Another country
1 Read the blog. Which of the things in the photographs does Lety not talk about?

Lety’s blog – from Bangkok!

Hi everyone,
Well, those of you who read my blog regularly know that I’ve moved – I’m now living
in Bangkok, since my parents got jobs here and they’re on two-year contracts, so
here we are. We got here about a month ago, and we’ve found a place to live, so we’re
starting to settle in.
It’s so different from home here. Well, that’s unsurprising, of course! For one thing,
there’s so much traffic all the time, and for a country girl like me, who’s used to peace
<aw: 0.18> and quiet, it isn’t easy to deal with. I guess I’ll get used to it, but it might take a while!
Photos I just wish someone had told me in advance that it would take me an hour to get from
home to school every day – and an hour to get back! But I’ve made a resolution: I’m
going to use my travel time wisely – to learn to knit maybe, but mainly to learn Thai. I
think I’m going to struggle because Thai has a different writing system and incredibly
difficult pronunciation. But I’m going to put my mind to it, and I hope I can make some
<aw: 0.19> progress. (It’s a good thing lots of signs are in the Latin alphabet, too; otherwise, I’d
Photos be completely lost!) One of my friends told me to try to learn some Thai before coming
here – if only I’d listened to him! It’d be a lot easier now I guess.
One of the truly wonderful things here is the food. You may remember that I’ve
already raved about how much I love Thai food. My favorite restaurant at home is Thai,
so I’m used to all those spices, and I love them. But here – wow, the flavors are out of
this world. Well, that’s all for now. I’ll write more soon!

2 Read again. What three things does Lety Regrets: I wish … / If only …
have to get used to?
1 Complete the sentences from Lety’s blog. Then
3 SPEAKING Think of two more possible things read again and check.
that Lety has to get used to. Compare your 1 I just wish someone me in advance
ideas. that it would take me an hour to get from home to
school every day.
Changes 2 One of my friends told me to try to learn some Thai
Use words from the list to complete the sentences. before coming here – if only to him!
resolution | break | ways | doing well 2 Lety wrote some emails to her friends back home.
taking up | struggle | give up | make Complete the things she said. Use verbs from the
0 Lety’s made a resolution to use her travel time well. list to help you.
1 She’s thinking of knitting. say | wear | find | bring | know
2 She thinks she’s going to to learn Thai. 0 I didn’t see Jack before I left – I wish I’ d said
3 She’s started learning already, but so far she isn’t goodbye to him.
. 1 Electronics here are really expensive. If only
4 Moving to another country is a chance to a little more money!
some progress with language skills. 2 I went to a party last night, and it was really hot.
5 I love spicy food, so I could never eating I wish lighter clothes.
hot peppers. 3 There are lots of beautiful temples here. If only
6 I need to get in shape, so I’ll have to change my something about Buddhism before
. coming here.
7 I don’t think I’m ever going to my 4 Our apartment here is really small. I wish my dad
bad habits. a bigger one.

11