Accelerate A SKILLS-BASED SHORT COURSE BEGINNER Series editor: Philip Prowse SARAH SCOTT-MALDEN - JUDITH WILSON MACMILLAN HEINEMANN Engi Langage echMacmillan Education Between Towns Road, Oxford OX4 3PP, UK AA division of Macmillan Publishers Limited. Companies and representatives throughout the world ISBN 0.435 282565 Text © Sarah Scott-Malden and Judith Wilson 1995 Design and illustration © Macmillan Publishers Limited 1998, First published 1997 Al tights reserved: no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior ‘written permission of the publishers. Designed by Ken Vail Graphic Design Cover design by Threefold Design Cover photograph by Frank Orel/Tony Stone Images Illustrated by: Ilsa Capper, Isabelle Carrier, Clive Goodyer, Amanda Kall, Brian Lee, Gillian Martin, Jake Tebbit, Len Jan Vis, Alan Vincent ‘The authors would like to thank Ken, Rodolfo and Rebecea. ‘The publishers would like to thank Val Anderson, Elizabeth Baker, David Beard, Simon Beard, Becky Clarke, Richie Gill, Vivienne Goulbourne, Ann Jones, Rob Lovett, St. Clements Restaurant Oxford, Becky Wakeford, Tim Wakeford, The publishers would like to thank the following for permission to reproduce copyright texts: Bella for "Sports crazy men can drive you mad’ by Eileen Taylor and Mary Griffiths: Mize Magazine for First Job’ by Keely Mclaren and “Taking Off’ by Isobel Irvine; The Times ‘Newspaper Limited 1992/89 for First class genius is only 13’ and “Maths prodigy who takes the Beano’ by John 0 Leary 14/7/92; Wayland (Publishers) Limited for an extract from ‘Leaving Home (in the news)’ by D Ther; The Herts and Essex Observer for “Parent goes back to his schooldays’ 2 April”92 edition; The Times Newspaper Limited 1992/89 for Where will you be at midnight on December 31 1991? by Andrew Lycett. 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We shall be pleased to make the necessary amendments in future editions of the book. ‘The authors and publishers would like to thank the {following for permission to repro duce photographs: John Birdsall Photography pp12(t.m) 13(b), 14, 41(t1), 70, 74; Anthony Blake Photo Library p62; Comstock pp13(t), 32; The Hutchison Library p31; Images Colour Library pp35, 79; The Image Bank pp18, 20, 24, 38, 40, 41, 46-7, 48, 52, 58, 63, 68, 85; Life File pp 14, 58; David Reynolds/Photo Press p49; Press Association p34; Jennie Woodcock/Reflections pp 14, 16; Rex Features p44, 50; Tony Sone Images pp 10, 12(b), 16, 28, 36, 38, 41(t.), 48, 52, 56, 58; Telegraph Colour Library plo, 16, 17, 18, 22, 38, 4l(t,m)(b,1), 48, 52, 64; Eye Ubiquitous p37. ‘Commissioned photography by Paul Freestone pp6, 21, 49, 56 and Chris Honeywell ppé, 8, 9, 16, 26, 38, 42, 49, 53, 55, 60, 75.Map of the book Me Myself I Lesson 1 Me... Lesson 2 Things in common Lesson 3 On my own Just a dream Lesson 1 Dream hotel Lesson 2 Dream car Lesson 3 Dream day Free time Lesson 1 | like music Lesson 2 Sports crazy Lesson 3 Almost real Talking Lesson 1 Nice to meet you! Lesson 2 Get in touch Lesson 3 Can you talk about it? The first time Lesson 1 Can you remember? Lesson 2 First job Lesson 3 Are you old enough? 11a (ihy 2 4 16 18 20 2 24 26 28 30 32 34 Let's be friends Lesson 1 Just good friends Lesson 2 How did you meet? Lesson 3 Living alone, living together Away from home Lesson 1 Leaving home Lesson 2 In another country Lesson 3 Let the kids pay the bills It’s my world Lesson 1 Before I'm old Lesson 2 See the world Lesson 3 Time for a change Learning for life Lesson 1 Exam time Lesson 2 Changing places Lesson 3 Something new Let’s celebrate Lesson 1 What a lovely present! Lesson 2 Party time Lesson 3 It’s the end Practice pages 36 38, 40 42 44 46 48 30 52 54 36 58 60 62 64 66-95Map of the book Language focus DoD wna Lesson 1 Me... Present simple Giving personal information Yes/No questions Lesson 2 Things in common Present simple Comparing personal information Adjectives to describe appearance Lesson 3 On my own Adverbs of frequency How independent are you? ‘aan with jobs Cone er Skills focus Listening for main idea and detail Speaking: giving personal information Reading and listening for detail speaking: expressing opinions Reading a quiz Lesson 1 Dream hotel Hotel amenities ‘an for possibility Lesson 2 Dream car Describing cars Lesson 3 Dream day ‘Talking about'a perfect day Unit 3 Free time Adjectives with and without nouns Prepositions want to + verb Prepositions Reading for specific information Writing holiday postcards Writing a description istening for main idea Writing a weekend plan Lesson 1 | like music Giving opinions about different types of music Lesson 2 Sports crazy ‘An unusual football fan Expressing likes and dislikes Question forms with What and How like + ing and like + noun Lesson 3 Almost real A computer game experience Unit 4 Talking Present continuous Location and direction Listening for main idea and detail ‘Speaking: expressing feelings Reading a newspaper article for main idea and detail Listening for main idea and detail Listening for detail Speaking: describing events Lesson 1 Nice to meet you! Question tags How to get talking «can for requests Lesson 2 Get in touch Present continuous for future plans Advertisements and phone messages Clauses of purpose Lesson 3 Can you talk about it? Revision of question words Who we talk to Possessive adjectives Prepositions after verbs ~ fo, about Coed Listening for main idea and detail ‘Speaking: Starting and coniinuing a conversation Listening for main idea and detail Writing an advertisement and replying to an advertisement Listening for main idea and detail Speaking: interviewing people Lesson 1 Can you remember? Past simple Remembering the past Time references Lesson 2 First job Comparatives Comparing school and work Past simple negative Lesson 3 Are you old enough? Superlatives ‘The best age t0 be... should for expressing opinion Reading for main idea Speaking: talking about past events Reading for main idea and detail Speaking: a roleplay about jobs Reading for detail Listening to complete a textLanguage focus Skills focus Lesson 1 Just good friends Joining sentences with and and but Speaking: exchanging opinions ‘What makes a good friend itas subject with adjectives Writing a short poem Lesson 2 How did you meet? Imperatives Reading for main ideas How friends first met Sequencers Writing a story Lesson 3 Living alone, Expressing similarities and differences Listening for detail living together could for possibility Speaking: taking part in a discussion Sharing accommodation Lesson 1 Leaving home Revision of present simple and Reading for detail Living away from home past simple Writing notes and messages Expressions of time Lesson 2 In another country can and could for ability Listening for main idea Living in a different country ‘Writing: giving information about your region Lesson 3 Let the kids pay the bills Subject and object pronouns Reading for detail ‘An unusual family move Possessive adjectives Speaking: roleplaying a phone ‘must for necessity conversation Lesson 1 Before I'm old Future with will and might for prediction Listening for main ideas, Hopes and fears for the future Giving reasons using because Speaking: making decisions and giving reasons Lesson 2 See the world Relative causes with where Reading longer texts ‘Travelling and working abroad Time sequencers Speaking: roleplaying a radio interview Lesson 3 Time for a change Future with going to Listening for detail Changing lifestyles somewhere, something, someone Writing about future plans Lesson 1 Exam time ast continuous and past simple Reading instructions Exam stories Listening for main idea and detail Lesson 2 Changing places ‘have to and had to for obligation Reading a newspaper article for A father goes back to school ‘make, do and have specific information Lesson 3 Something new ing form or infinitive? Speaking: roleplaying a conversation Learning new skills out of school Listening for main ideas Writing a formal letter \asson 1 What s lovely present}| xnresios for pedal occasions Listening for detail ig and receiving presents Relative clauses with wito Writing a letter of thanks Lesson 2 Party time Ways of describing people Listening for detail and main idea Having a party Invitations Speaking: roleplaying a phone conversation Lesson 3 It's the end Revision of verb forms Reading for main idea and detail Celebrating the year 2000 Talking about dates and times Speaking: planning a celebrationLesson 1 Me... Language focus: Present simple Skills focus: Listening for main idea and detail ‘Speaking: giving personal information Match the words to the pictures. acat Gl adog O amotorbike [) acar O aguitar = C] atelevision C) acomputer O) [Fax] Tisis Peete’ got FVE of the thngin [Pee] Activin Listen tothe sounds and ck ) the things you hea, 1 a motorbike Oacr CO a guitar CO acomputer about Pete. — 1 What's your name, D atelevision please? Dace 2 How old are you? 3 Where do you live? 1 adog 4 What do you do? 5 Do you like sport? [rea] Nowlisten to Pete and check 6 Have you got a car? your answers. ‘Match these questions and answers to find out more a [live in London. b rma student © Pete Ford, dim 22 e No, Thaven’t, but I've got a motorbike. £ Yes, especially football [Fea] Now Hsten to an interview with Pete and Hes] check your answers. Talk about yourself with another student. ‘Make true sentences. Bamps so Tve gota television. Thaven’t (gota car.NIT 1 LESSON 1 Look at the diagram and complete the description of Pete. Sasha. Pete Ford is (1) _22 _ years old, He lives in (2) Now make a diagram about yourself. Write your name in the middle box and add information about yourself, You can use numbers, words or pictures. ~ Al and he’s a (3) __. He hasn't gota (4) __ but eee ee eee (6) __. He’s got a (7) __ called Otto and a (8) __ called Sasha. He’s got a (9)__ anda ca eee He omework —* | Write about your partner. \ ae amare buthe/she hasn't got... Work in pairs. Look at your partner's diagram and ask questions about it. Use the questions in Activity 4 to help you, Then tell the class something about your partner. He likes sport, especially skiing. Example Language Summary Present simple I've got a motorbike, but I haven't got a car. He's 22. He lives in London, Yes/No questions Have you got a car? Do you like sport? Segoe keUnit 1 Me Myself T Lesson 2 Things in common Language focus: Present simple Skills focus: Reading and listening for detail Tey to find two people in your class who both say yes to these questions, 1 Do you like spor? 2 Have you got a dog? 3 Do you like motorbikes? Look at the photograph of Mike and Emma and answer the questions. 1 Who's got long hair? Emma 2 Who's got short hair? 3 Who's got dark hair? 4 Who's got fair hair? 5 Who's got glasses? 6 Who's got dark eyes? Look at the photo of Mike again. Try to GUESS the answers to these questions. Write down your ideas. ? @"p 1 How old is Mike? _23 2 Is Mike tall or short? 3 What colour are his eyes? 4 Whar sort of clothes does he wear? 5 What does he like doing? re) Sh Emma. Tick the statements which are TRUE. 1 Mike and Emma have both got glasses. 7 Listen to Emma talking about Mike and check your answers. 2 Mike and Emma are both quite tall, 3 Mike and Emma are both 24 years old 4 They both live in Oxford. 5 They're both art students. 6 They've both got blue eyes. 7 They both like blue clothes. 8 They both like jeans 9 They both like sport. 10 They both like watching television. 11 They both like reading ‘Profile’.Work with a partner. Try to find five things that you You ate going to write about another student for have in common, and write sentences about them. ‘Profile’ magazine. Ask questions to find out the information you need. ‘What colour are your eyes? ‘What clothes do you like? =I Example Examples Where do you live? Now read some of your sentences to another pair of students. Is there anything you ALL have in common? Example Example Every week ‘Profile’ magazine has a page about a reader. This week it's about Emma. But there are some 7 mistakes. Find the mistakes and correct them. Bilbao green watching videos This week’s ‘Profile’ | teader is Emma Jones, | Emma is 24° years old and | lives in London, She's | quite short, with long | hair and biue eyes, and | she's an art student. She likes blue clothes, and jeans and T-shirts = . | Yanguage summary Present simple ‘We're both quite tall. CH omenmrk A | We've both got glasses. ) Homework | eee Adjectives to describe appearance | Use your notes to write an are for the “Prof Ha ees | readers’ page. Begin ike this | eee teres esac ero This week's Profile’ reader islo Lesson 3 On my own Language focus: Adverbs of frequency Skills focus: Speaking: expressing opinions Reading a quiz Match the jobs in the box to the pictures. art teacher bank manager doctor engineer What sort of person is good at the jobs in Activity 1? Choose qualities from the box for each job and complete the sentences below. You can use the same qualities more than once. artistic clever _ friendly good with numbers good with people independent kind practical 3 4 Listen to a student giving his answers to Activity 2 and make notes. rey Job Qualities engineer clever, practical, good with numbers art teacher doctor 1A good engineer is clever prctical and good with awmbars : | 2 A good ____,_| bank manager 3 A good fo 4 A good Were your answers the same oriferent?Work in pairs. What qualities do you have the table below. Don’t talk to your partner! What job How independent are you? Do this quiz and find our. would you be good at? What about your partner? Write the qualities and the jobs for you and your partner in How independent are you? Tick the correct box for each question. How often do you .. often not often never 20 to cafés on your own? ‘20 shopping for j ] clothes on your own? $= L_} J 0 to work or school i | on your own? L {20 10 discos on Qualities myself : my partner | Job myself my partner spend an evening at Compare your answers with your partner. Do you agree? Example You're practical and good with numbers. You'd be a good engineer. | write a complete profile of yourself for your teacher. )) Tell him/her about some of these things: ( © Personal details (age, nationality, job) } © Possessions (car? cat? dog? computer? etc) (reson! appearance (heh? ha? ¢ cua trendy nse? eg a gg te . ] Homework. <®® | (stm feat gains home on your own? 2010 the cinema on f ] ‘your own? Lj} LJ | amy walk at night on your own? LJ] _J} {4 do your English homework on your own? ‘Add up your marks like this: ‘often’ ~2 marks for each answer “not often’ ~ 1 mark for each answer ‘never’ ~ no marks Now read about yourself 13-16 marks You're a very independent person. You are {g00d at being on your own. 9-12 marks You're independent but you like being with Do you agree with the results of the quiz? ) (0-3 marks You're not at all independent! \ | Language summary | Adverbs of frequency Toften go shopping on my own, I don’t often go to calés on my own. Inever go to discos on my own. a/an with jobs She’s a doctor. ) He's an engineer. { aE12 Unit 2 Just a dream Lesson 1 Dream hotel Language focus: car for possibility ‘Skills focus: Reading for specific information Writing holiday postcards Think about a town you know. Are there a lot of places to stay? Can you help these people find a hotel? Excuse me, is there a cheap hotel near the town centre? has this town got a hotel with a disco? Is there a good hotel in this town? These are some of the things you can find or do in hotels. Match the pictures to the words. Bea bar television disco restaurant tennis fimnoss-eertre walking, swimming pool riding Read the advertisements for the Hill View Hotel and the Vista Hotel on the next page and complete the table. [Hill View Hotel| Vista Hotel bar v disco x walking swimming pool restaurant fitness centre tennis riding bedrooms with TV bedrooms with ‘own bathrooms| The Hi View Hea - friendly hotel where you can do lots of sport or just relax. You can play teams, go tothe finess centre or go swimming inthe hotes swimming pool You can also go walking an riding. Al the bedrooms have thei own bathrooms There is a bar, and avery od restaurant. A dream hota, especial forthe sports love You can ae he oa four ears nthe jist. fl mates tom sea, an ota Were rome tn cee. le bears fave wisi hw eveng re abr rd dso, nd ur te ay yc roby bese ory he see pd, og SEINE fetta ace tonae hn nd mar ne eds Dear Emma Look at the photo of Mario. Which hotel is he staying Tin having a really good in? How do you know? holiday here The hotel is Read about the hotel again and complete Mario's great. It's only 1 km from Eee and a few metres | Emma Jon From During the | 68 Park Road ea eam | AED some friends from the hotel Best wishes Mario Write an advertisment for your dream hotel. Give the hotel a name and use some of these expressions, [The hotel has } The bedrooms have 5 } During the day you can f | In the evening you can } Homework. — Language Summary can for possibility You can do lots of sport. You are on holiday at your dream hotel. Write a postcard to a friend at home. Give some information about the hotel and say what you do during the day and in the evening. ie eed B“4 Lesson 2 Dream car Language focus: Adjectives Skills focus: Writing a description. Look at the adjectives in the box. Add the ones that can describe a car to the diagram big cheap clever expensive fast friendly good kind practical safe slow small strong Do you know any more adjectives to describe cars? Look at the pictures and choose adjectives from Activity 1 to describe each car. Look at the photos of Jacky and Dominic and read the information about them. Which do you think is Jacky’s dream car, the Testarossa or the Jeep? How about Dominic? Ym a teacher. Tlive in a small town, T'm 35 years old Tma philosophy stu. Now listen to Jacky and Dominic and check your answers. Listen again and complete the table below. | Tacky [er Description DominicONE eon) Look at the pictures of ‘dream cars’. Which picture matches the description? This cars good in towns. Itis small and practical Youuse a computer to drive it Itis very safe and quite cheap. Fecan go up and down and soit ccan go into a small parking space. Tell your partner about your dream car. Describe it and | Language Summary Seah ane ere ean ana EE ae ( A | Ws an expensive car, Homework — | Mlive in London, Write a description of your dream car. 1516 Lesson 3 Dream day Language focus: want ta + verb Skills focus: Listening for main idea ‘Writing a weekend plan It’s your dream day. What do you want to do? Number the sentences in order. Put f by your first choice, 2 by your second choice, ete. ( Iwant to see the pyramids in Egypt. 1 Iwant to drive a Testarossa (OI want to relax on a Caribbean beach. (1 want to meet my favourite filmstar. (7 Iwant to win an Olympic medal Find someone else in the class with the same order of, choices as you. Think of one more thing you both want 10 do. Example We both want to drive across Listen to these people talking about their dream days. Match them to the pictures ure 2 fe) 1 Annie 2 Rachel 3 Ben 4 nike 5 Jacky Fill in the gaps in the sentences below 1 Twant to fly to (1) __Elorida on Concorde and 80 10 (2) around in a Porsche and pensive (4), 2 Lwant to (3), buy lots of 3 Twant to go back in (5) and (6) the dinosaurs. 4 I want to take part in the Olympic (7) and win a (8) to bed with a good 5 Twant to (9) ‘and a box of chocolates and (10) sleep for hours. Frau) sen again and check your answers. Which Pro*] dream day do you like best?fixie) LE SNe Sh Which ate the most important things fr a dream day? People to meet? Places to see? Things to do? ‘Match the expressions above to the people, places or things below. 1 a trip on Concorde saings to do 2 Tom Cruise 3 Copacabana Beach in Brazil 4 play football for your country 5 go to an expensive restaurant in Paris, 6 drive a Porsche 7 the Great Wall of China 8 the national football team Think of some more examples of your own. | Homework What sort of life do you want? Complete these sentences and write five more to make a description of your ‘dream life’ ees | | Work in groups. Plan a dream weekend together and write your plan below. Examples What do you want to do? Tdon't want to go shopping. Twant to go back in time and ‘meet Napoleon, Saturday morning = have breakfast in an expensive restaurant in Paris | ( m saturday morning evening sean | omg | afternoon, stemaon —_____— Ay sean ie oe 11 want to have Tell the class about your dream weekend. ; Example 2 want to be eae 8 I want to see ‘morning we want to have —— breakfast in an expensive restaurant 41 don't want to be in Paris. 5 I want to go 40 6 Language Summary ) want t0 + verb 7 | want to drive a Porsche. |e | dont want to go shopping } Prepositions 9 \___Twant to travel on Concorde, 10 | __Twant to go to bed with a good book. fete 7Unit 3 Free time Lesson 1 I like music Language focus: Expressing likes and dislikes ‘Skills focus: Listening for main idea and detail Speaking: expressing feelings [rea] You are going to heat five t=+] diferenc sors of music Listen and number the descriptions below in order. () classical music (7 jazz Ci heavy metal 1) disco music CO reggae Listen to Helen and Phil aking about the =] Usten again. Complete the question and the [=e] comet. hee jv} the comectcabenn to show —(E=41 expresdons inthe me, thelr feelings about the different sorts of music. 60 you feel about disco muse? =A 4 | 7-9 > V7 > iq>5 1 iq>5 We S music phil itatall Bs it | 1don’t Im very classical Helen a lot. it on it. music pp |—— — re fies reggae Helen pnt | | jazz Helen Phil heavy Helen| metal phil Do you know any more expressions that can answer this question? Add them to the table.‘Work in pairs. Find out what your partner thinks about the music in Activity 1. Example How do you feel about reggae? You are going to do a class survey. Work in groups. Look at the words in the box and match them to the topics below. ga thecinema cycling _football horses opera pop concerts __skiing snakes spiders swimming TV cals Homework Write a report about your survey. Use the expressions from Activity 7 to help you. My survey is about entertainment. L interviewed 10 people. Choose one of the topics for your survey. Write the words from your topic in the table below. Survey on how people feel about topic words like OK _ | don't like| Now do the survey. Interview three or four people in your class. Find out how they feel about your topic. Fill in the table with ticks in the correct columns. Now work with another student who chose a different, topic. Tell him or her about your survey. You can use some of these expressions: | T interviewed ... people. thes... One person| doesn’t mind »-- | doesn't lke | like «.. | Two/three people | dont mind .. don't like. | Seer cae) 19Unit 3 Free time Lesson 2 Sports crazy Language focus: like + -ing and like + noun Skills focu : Reading a newspaper article for main idea and detail Listening for main idea and detail SE Free] senso Bo Pepi aig about te pons they do, Number the spors inorder. C) aerobics basketball cricket football solt gymnastics sonsing skiing swimming. tennis Qa volleyball Choose sports from the list in Activity 1 to match these verbs. L, go \ \ Diss es queen Waa ae \ Which prs do you ke ang? © Which sports do you like watching? © Do you have a favourite team or player? [rea] Nowlisten again and check your answers. '@ If s0, do you often go to see them play?Muea: This is a magazine article about a woman called Ann Crossley. Look at the questions and read the article quickly to find the answers. 1 Which sport is Ann interested in? 2 Does Ann do this sport, or watch it? 3 Does she support a special team? 4 Does she often go to see them play? AX'2eveh An Crossley is 58 years ld, she sa keen supporter of Manchester City football club. She ‘went to her first match in 1946, and she goes to see the ‘Manchester team play in matches all over England, and also in other countries. ‘My husband and children don't like football,’ she says, ‘but I watch every Manchester City match. The team is, the most important thing in my life” ‘At matches Ann always wears blue clothes - the colour of the Manchester City team. For important matches she dyes her hair blue as well. ‘But if it's an international match, I dye it red, white and blue!” she says. SPORTS CRAZY Read the passage again and answer the questions, 1 Does Ann go to see football matches in other countries? 2 How do Ann’s family feel about football? 3 How does Ann feel about football? 4 What does she do to her hair for international matches? (Homework Complete this summary of the passage about Ann, Ann follows her football —éeam_ to every She wears clothes and dyes her hair or red, and She is | rani econ | Number the topics below in the same order as the passage. ‘Ann’ family Ann’s age the colours Ann wears at matches the ream Ann supports ‘Ann's rst match the most important thing in Ant’ le the places Ann goes to RE Work in pis, Cover the text and tell your partner about Ann, Use the topics Activity 6 Yo help you Language Summary like + -ing Which sports do you like watching? Tike + noun like football. fe 212 Unit 3 Free time Lesson 3 Almost real Language focus: Present continuous Skills focus: Listening for detail Speaking: describing events How do you feel about computer games? Discuss with _Mike is playing the game for the first time. Emma is a partner, helping him. Look at the picture and match the eamples oy questions and answers, them a lot ‘They're boring They're bad for you. Read about this computer game. Then label the picture with the underlined words from the text. You put on a helmet connected to a computer: Inside the helmet there are two small TV screens. You hold a handset. ‘The handset has four buttons. Emma: Put the helmet on. What can you see? Mike: [can see a roam Emma: What's in front of you? Mike: Emma: Now turn your head to the left. What can you see there? Mike: Emma: Now turn your head to the right, What's there? Mike: ‘There's a door. A window, with curtains, Leapsees 190m ‘There's a picture on the wall. Pee] seranswensUNIT 3 L th [ra] steno watnanpens nex and number te pictures in the correct order. Write your story from Activity 7. Example The door is opening. L can see Tim going through the door into the Listen to the last part again and add the missing. words from the box, coming getting going going pressing tysmihg turning Now I'm (1) __tumning _ my head to look at the picture on my left. I's a picture of the sea. There’s a ship on the sea. It’s (2) the ship. The sea is (3) bigger. Now I'm on. up and down and now I'm IN the sea. The fish are (4) __wp lose to look at me. I'm (5) the button again and I'm (6) up, away from the fish, back onto the ship and then back into the room. Right behind me ther closed. I'm (7) Now YOU are wearing the helmet, You go through the door. Work in groups and make up a story about what, happens next, a door in the wall, The door is round to look at the door. © Where are you? © What can you see? © What are you doing? Tell your story to someone from another group, Language Summary Present continuous ‘The curtains are opening. I'm going through the door. Location and direction What's in front of you? Tum your head to the left. fees 2B24 Lesson 1 Nice to meet you! Language focus: Question tags Skills focus: Listening for main idea and detail Speaking: starting and continuing a conversation Find eight other places in the word square where you can meet people. The words can go across or down, Look at these ways of beginning a conversation. Match them with the replies. 1 Can you tell me where the meeting is? a Yes, delicious, isn't it? 2 The music's good, isn’t it? b Business. I've got a meeting tomorrow, 3 Are you here on holiday or business? € Yes, it’s really full, Do you know many people here? 4 This food is really good, isn’t it? 4 Yes, it’s in the room on the left. Shall we go together? 5 Ws crowded in here, isn't it? € Yes, it’s great, isn’t it? Do you want to dance? Where do you think these conversations take place? Match them to the places in Activity 1UNIT 4 LESSON 1 re] 1 The people talking are teachers. true or false? 2 They are good friends. 3 They are in a classroom. 4 This the end of the lesson, [rea] These phrases come from the conversation Listen again and number them in the order in which you hear them, (Yes, of course. 11 Yes itis, isn’t it? Yes, I think so. Ws quite difficult, isn’t it? 10 Sure FIs] Listen to the question tags again. Is the voice v2] sing 2 or falling N? Homework. Choose another conversation from Activity 5 and continue it for another three or four lines. Listen to the conversation. Are these sentences Find sentences in the box below to complete these conversations. 1 A: Where's Mary? Is she here? B: Wo she's away on business A: 2. A: How's your new car? B A: I’s a BMW, isn’t it? 3 A: You look nice. Is that sweater new? B: A: Yes, the colour really suits you 4 A: You're a friend of Jim’s, aren't you? B: That's right, he lives next door to me. Yes. Do No, she’s away on business, Oh, it’s great. I really like driving it Yes, of course. It’s 52247. Can you give me his phone number? I haven't got it. Oh, where is she? Anywhere interesting? Work in pairs. Choose one of the conversations from. Activity 5. Practise it and continue it for another three or four lines, Read your conversation to the class, Language Summary Question tags ‘The music’s good, isn’t it? You're a friend of Jim's, aren’t you? can for requests Can I have a look? Can you give me his phone number? practi 25Unit 4 Talking Lesson 2 Get in touch Language focus: Present continuous for future plans ‘Skills focus: Listening for main idea and detail ‘Writing an advertisement and replying to an advertisement Discuss these questions in pairs. How many times a week do you: use the telephone? write a letter? receive a letter? send a fax? Look at the picture of Rachel. Do you think that she lives in the 1970s or the 1990s? Why? Write these words next to the correct objects. answerphone fax machine mobile phone _ portable computer 26Listen to Rachel. Which machine is she talking about each time? 1 __fax machine __ Look at these advertisements from a magazine and answer the questions below. "A SPANISH STUDENT is looking for an English host family. He's ‘coming to Oxford next month. Phone Contact Agency ~ 0865 531025 | WANTED a Manchesors up! Tm moving o Manchever oon and Id like to join a rock group. ‘can sing and play bass guitar, Phone Alex ~ 0647 872684 NEXT SUMMER I'm leaving Britain in July to look for fun and sunshine — do you want to come? 2 months away = July/Aug, Phone Jane and leave a message: ~ 0839 831121 1 When does Jane want to travel? 2 What does Alex play? 3 Does Alex live in Manchester now? 4 Where is the student from? 5 Is he in Britain now? 6 Whose mumber is 0647 872654? Homework Choose four objects from this list and write a sentence about each one. camera CD player dictionary hairdryer microwave video player walkman Example You can use a camera to take pictures. Listen to the messages that people left for Jane, ‘Alex and the Contact Agency. Who is each message for? Message 1 for ‘Message 2 - for ‘Message 3 ~ for [roa] Listen again, Are these sentences true or false? 1 The number Alex needs to phone is 061 347 7693, 2. The woman who phones Jane is 24 years old 3 The woman who phones Jane is starting a new job now. 4 There are four people i 5 The family are offering bed, breakfast and evening meal for £75 a week. Work in pairs. Choose ONE of these situations and write an advertisement. 1 You are having a skiing holiday next December. You are looking for two more people to share the chalet. Jacky’s family. 2 You are starting an English course next month. You want to find an English person to give you extra conversation lessons. Give your advertisement to another pair. Plan an answerphone message or a short letter to reply to the advertisement you have got. Rare okLesson 3 Can you talk about it? Language focus: Revision of question words Skills focus: Listening for main idea and detail Speaking: interviewing people [rea] stent the conversation and answer 24] the questions. 2 Who is he talking to? a his mother ba friend © his boss 1 Where is the man? a at home b in an office ¢ ina classroom 28 3 What is he talking about? a money b work © food‘Match the topics in the box to the sentences below. health money politics relationships 1 Do you remember that teacher from primary school? —the_past_— 2 Lreally don’t think the Prime Minister is doing the fight thing. 3 T've gota pain in my left leg. 4 really like Rob, you know. 5 I've got a credit card. Can T use that? Who do you talk to, and what do you talk about? Make a list. Example friends ~ films my fother ~ money Compare your list with a partner. Who do Mike and Emma talk to about these five topics? Listen to the interviews and complete the table below. Mike Emma politics ‘sister the past, money relationships health Homework A ‘Write eight sentences about the people you interviewed. Baample Paolo talks 40 his friends about films Elena talks to her family about work Complete these sentences with information from the table. 1 Mike talks to people in his family about 2 Emma talks to people in her family about 3 Mike talks to his friends about 4 Emma talks to her friends about You are going to interview two people to find out who they talk to about different topics. Choose five topics and make a table like the one in Activity 4. You can use the same topics or choose different ones ~ eg films, music, work. Ask questions and complete your table. Example ‘Who do you talk to about films? erent kad 2930 Unit 5 The first time Lesson 1 Can you remember? Language focus: Past simple Skills focus: Reading for main idea Speaking: talking about past events What do you remember about your past? Can you remember. your first day at school? an accident? getting into trouble? getting lost? Tick the events you can remember. How old were you? a big change in your life? Read these two stories about Cabinda and Martha. Choose one picture for each story. Cabinda ~ I started school when I was six. For the first two days I stayed outside in the playground because 1 was frightened. Nobody saw me. But on the third day 1 looked through the classroom window and the teacher saw me and took me into the classroom. Picture Martha ~ One day when I was about fifteen I took my brother’ bicycle and went for a ride with my friend on the back. We came to a very steep hill and started to go down it very fast, Iwas frightened and I stopped suddenly, and my friend came right over my head. We were both hurt and the bicycle was completely broken. My brother was very angry. Picture[Fea] Now cabinda isa teacher in Mozambique. n his free time he works as a disc jockey. Listen to him describing some important events in his life and fill in the table. Work in groups. Find some important events in the lives of the people in your group and write sentences about them together. Mention the year and the event. Example ee [i ban ere ar ma vad eet | Now read your sentences out to the class. Complete the table with some of the things that happened to people in the class. Try to find one event for each year. er peroan asa ere 1586 1988 1380 1992 183 1984 earl oe 1985 | We et calla oa a ROME ee ee ee ae He engaged but it didn’t work out quest a alse ermal He moved to another He gota eran en arpa? S ee ang || Ce |__| sewentio todos ———— at hap | worked asa and He got Language Summary Past simple Write a paragraph about one of your early memories. Use the questions in Activity 5 10 ‘Homework | In 1990 Roberto was in a road accident. looked through the classroom window, ‘The teacher saw me. ‘When did it happen? Time references ‘When I was about fifteen I took my brother’ bicycle. In 1986 I left college. erty 3132 Unit 5 The first time Lesson 2 First job Language focus: Comparatives Skills focus: Reading for main ideas and detail Speaking: a roleplay about jobs Which of these statements are true for school, and In this magazine article, a nineteen-year-old git! which for work? Tick one box for each statement. describes her first year at work. Before you read it, look at the questions below. Then look through the article School Work quickly and find the answers. You have more money. 1 What is Sheree’s job? You work longer hours. 2 Where is her office? 3 Does she like her job? You go to more parties. You are with people of your age. You meet different people. You have longer holidays, You learn more skills. You are more independent, oo00000no0o0o oo00000000 Life is easier. Compare your answers with another student. Can you think of any more differences between school and work? First job Alll through schoo! Sheree Mallem, 19, wanted What was most dificult at frat? he ‘Working with numbers. | wasn't very keen on mat 1. work in travel. When she left school a year at school and now I'm working with prices, dates ago she got a job as a travel agent. and flight numbers all the time. On my first day at ‘work | made a lot of mistakes because | tried to do We interviewed her about her first year at work. things too quickly, but now | work more carefully and I check everything, What do you enjoy about work? {enjoy everything! I'm meeting a lot of new people, learning about new places, going to a lot more parties, The best thing is that | feel a lot more confident because now I'm working with people of ‘What's the biggest difference between | ‘school and work? | ‘At school | didn't get up so early! Now I get up at 5.30 | | in the moming to get the tran into London. Then | have eight hours in the office and then it takes two hours to get home again.RE Look through the article again and tick the topics sheree mentions money hour of work travelling o work reeting people parties o00000 holidays When did these things happen to Sheree? Write ‘at school’ or ‘at work’ next to each sentence. Read the article again if necessary. 1 wanting to work in travel _ gf school “+ 2 getting up early 3 not liking maths 4 making mistakes with numbers 5 meeting a lot of new people 6 being with people of the same age EITHER Write an extra paragraph for the ‘magazine article about Sheree, answering the Question How was your first day at work? OR Write a paragraph about your own first day at work. Work in pairs. Student A ~ you are Sheree’s friend, Student B - you are Sheree. It is the end of Sheree’s first day at work. Before you begin, look at your rolecard and think about what you will say. ‘Student A - Sheree’s friend Ask Sheree questions using these words: How / your first day? How / you get to work? Who / in the offce? What /you do? What problems /you have? What time / you come home? How / you feel now? Student B- Sheree ‘Be ready to answer your friend’s questions about ‘your first day at work, You can use information from the article but you can also add your ideas. Think about: @ how you got to work the other people in the office (men oF eine pen? Old or young? Did you like them?) @ what you did during the day @ any problems you had @ how you got home @ how you feel now Begin your conversation like this: Student A: Hi, Sheree. How was your first day at work? Student Student A: How did you get to work? Language Summary Comparatives T'm going to a lot more parties. work more carefully. ‘You work longer hours. ‘You are more independent. ast simple negative At school I didn’t get up so early! 3334 Unit 5 The first time Lesson 3 Are you old enough? Maths genius at thirteen Language focus: Superlatives i Skills focus: Reading for detail Listening to complete a text Read the article and then complete the form below as | far as possible, ‘A. thirteen-year-old boy yesterday became the | youngest person in Britain to have a university degree. Ganesh Sittampalam, of Surbiton, South London, completed the final two years of the mathematics | degree course, in only sixty days. He went to university classes one day a week and spent the rest | of the time at his ordinary school. Ganesh said, ‘I'm quite proud. I'm happy because I've done it, not because of my age.” [fe] ee again and write the ising womb nthe Ganesh Sittampalam from Surbiton, South London, yesterday (1) Britain's youngest first class [rey No listen to the radio news item about maths graduate. Ganesh, who (2) only eleven Ganesh and fil in the missing information in years old when he (3) ae the form, Saar (4) to university one day a week, and (5) ordinary lessons at schoo! with his friends the rest of the time. In his free time, Ganesh (6) television and (7) football with friends of his own age. He (8) yesterday, ‘I'm happy because I've done it, not because of my age.”Work in groups. Look at the table below and discuss the minimum age for doing each of these activities in your country. Complete the table as far as possible. Your Britain country ride a moped %6 ride a motorbike drive a car buy alcoholic drinks buy cigarettes leave school get married (with parents’ permission) get married (without Parents’ permission) re ‘Homework — Complete this newspaper report about someone ‘who is 101 years old. He/She has done something very unusual. (What?) Use the newspaper article about Ganesh to help you. Example A 101-year-old man/woman yesterday | became the oldest person ever to | Write what he/she did. Now listen and fill in the minimum ages for these activities in Britain, ‘Write what he/she said. Work with a partner. Discuss what the minimum and ‘maximum ages should be for the activities in the table. Example We think the ‘minimum age to start university should be seventeen. minimum [maximum] start university bea teacher buy cigarettes leave school bea professional footballer join the army get married bea pilot have children Language Summary Superlatives The youngest person in Britain. should for expressing opinion ‘The minimum age to start university should be seventeen, 3536 Unit 6 Let's be friend: Lesson 1 Just good friends Language focus: Joining sentences with and and but Skills focus: Speaking: exchanging opinions Writing a short poem What sort of friend are you? Try this quiz. In column 1, tick (7) the sentences which are true for you, and cross (&) the ones which are not true. [2 2 3 4 Me —_|Mypartner| Phil Helen 1 make new friends quickly. v x 2 Tell my close friends everything. 3 [laugh a lot with my friends. ‘4 My best friend is someone in my family 5 sometimes argue with my friends. 6 T write letters to my friends when we're not together. 7 L think it’s possible for a man and woman to be ‘just friends’. Work with a partner and complete column 2 [rea] Nowlisten to Phil and Helen doing the quiz [res] and complete columns 3 and 4. Are there any sentences which are true for all of you?xian Match the sentence halves. 1 A good friend is someone 21 ike my brother a tot 3 I see my est friend every day 4A rend is someone 5 Lhave fun with my frends 6 Friends ate hard to find 3 ee Work with a partner. What makes a good friend? Make 2st of the most important things. Example | A good friend | | | 1 listens to your problems. | | 2 shares your feelings | Now work with another pair of students. Compare your lists and choose the five most important qualities. Write them in order of importance, | Homework | Write about one of your friends, Answer some of these questions. @ What does he/she look like? @ What does he/she do? @ What have you got in common with your friend? @ Why is he/she a good friend? a and laugh a lot with them, b who listens to your problems. © and tell her everything 4d but easy to lose. € who shares yout feelings £ but he’s not my best friend. Work in groups. You are going to write a poem about friends. You need: four strips of paper each a pen each a large sheet of paper for each group Follow your teacher's instructions. A friend is someone who shares your feelings Language Summary Joining sentences with and and but Thave fun with my friends and laugh a lot with. them. like my brother a lot but he’s not my best friend, itas subject with adjectives It's possible for men and women to be friends. tee er 3738. Unit 6 Let's be friend: Lesson 2 How did you meet? Language focus: Imperatives Skills focus: Reading for main ideas Writing a story Read these true stories of how four women met their friends. Find the men’s names and match them to the pictures below. 3 When I was young I often went to the club in the next town with my friends. One night I met a young man called John there and he walked me home. We got on very well and became best friends. We're still good friends now, thirty years later! 21met my boyfriend, Jim, in my last year at school. We sat together for science and worked together for the whole year. He ‘was younger than me but I really liked him and after T eft school we carried on ‘going out together. 1 Paul's family moved into the flat next to ours a year ago. T got to know Paul quickly because he joined the same tennis club as me. He's a ‘good friend and a great tennis partner too. 40n my last holiday I met a boy called Gary and we had a brilliant time together. On. the last day he gave me his phone number. When I got home I decided to give him a call and we talked for ages on the phone. We're still great friends ~ he calls me nearly every day and we hope to ‘meet again next summer, Read the stories again and answer these questions. 1 Who met a boy on holiday? Sarah 2 Who met his girlfriend in a science lesson? __ 3 Who became friends with a girl he met in a cub? 4. Who had a gisfriend who was older than he was? 5 Who moved to a new flat about a year ago? __ 6 Who spends a lot of money on phone calls? 7 Who had a long walk home?Match these titles to three of the stories and think of a title for the other story. Long-distance friends 4 Friends for life The boy next door Think about how you met one of your best friends. e e e e Tell another student about it. How old were you? Where did you meet? What did you talk about? Why did you become friends? Homework EITHER Choose one of the stories from Activity 2. Write it again, from the point of view of the man, Example My name's John. When I was a young man I often went to a club on Saturdays. One evening .. OR Write the story from Activity 4 of how you ‘met one of your best friends. You are going to play a game. The instructions below are mixed up. Listen and put them in the correct order. ve (La Repeat the last step, but this time write ‘He said ..” and the man’s reply. Pass the paper on. (Jb On the paper you receive, write ‘met’ and the name of a famous man. Then fold the paper over and pass it to the person on your left. (Lc First, write the name of a famous woman, then fold the paper over and pass it to the person on your left. (id Finally, write ‘The result was...’ and write what happened to the two people. (Je On the paper you receive, write ‘She said ..." and then write something the woman says. Pass the paper on. [1)f Take a piece of paper. (Dg On the next paper you receive, write ‘in’, ‘at’ or ‘on’ and the name of a place. Fold the paper over again and pass it to your left. ‘Now follow the instructions. Play the game in groups. ‘When you have finished, read your stories to each another, and decide which is the best story, Scour 39.Unit 6 Let's be friends Lesson 3 Living alone, living together Language focus: Expressing similarities and differences Skills focus: Listening for detail Speaking: taking part in a discussion Are you easy to live with? Tick the statements that are true about you. CD tsmoke. O rm tidy. (0 Mike toud music. Oi vm vegetarian. O Llike tots of visitors. Mike having a pet. CO Ym talkative. Work with a parmer and compare your answers. Examples Which of these things can cause problems when people (either family or friends) share accommodation? [rea] Eisten to Pat talk about her daughters. What =!) Two problems did Pat have with her daughters when they lived at home? [reo] Now listen to Bruce describing his experience =] ot sharing accommodation with aiiend, and complete the sentences below. Bruce shared a (1) __yoom — with Phil Problems: Phil was (2) and Bruce was (3) Phil didn’t like (4) (3) eet round! but Bruce liked inviting Phil got up (6) Phil (7) than Bruce. the radio very loud, Bruce didn’t really (8) Phil.ONE ON) Look at these photographs and read the information below. [1 Alex. Singer and bass guitarist. 2 Nick. Trainee manager 3 Leslie, Designer. Likes parties, Otten avway travelling. Works in Saving up to get married. | | — going out. Very sociable. Smokes. the evening. Smokes. Gessup | | Quiet Getsupeary. || Gets up ae late. 4 Amira, Air hostess. Travels 5 Christine. Economics student. 6 Takashi. Music student. Loves a lot. Has lots of friends. Very tidy. Quiet. Has a cat. football. Has a dog. Gets | Doesn't smoke, Vegetarian Plays the darnet | | upearly | Work with a partner and discuss these questions Example —_ 1 Who could share a flat with Takashi? Nick could sare at win 2. Who couldnt share a flat with Christine? | takashi because they both. ) 3 Which three people could share a three-bedroomed Nie upeatly. house? Ft Language Summary { | Homework. Expressing similarities and diferences } Ismoke. So do I. / Idon’t. Choose one person from the last activity who ( Ym tidy. So am 1. / ’m not. you think you COULD share a flat with, and one \ i for possibilty yerson who you COULDN'T share with. Write | [eee sino a short paragraph explaining why Mies sire ease eh ae }— | 41