UNIT

21 Work and play

LANGUAGE present simple: positive and negative ■ jobs and job verbs

2A What I do
1 Look at the pictures. What jobs can you see?

2 A Read the text. Check your answers to exercise 1.

B Label the pictures with the names of the people. What other jobs are mentioned in the text?

a b c d
a b c d

My other job
Lots of people around the world have two jobs. Sometimes it’s because they need the money and
sometimes they want to learn something new. Let’s meet some people who each have two jobs.

1 I’m Luisa. I’m from Brazil, but I live in Lisbon with my parents and my sister. I work as a receptionist
for an IT company in an office in the city centre, but I also help my parents in our family restaurant in
the evening and at the weekend. It’s a traditional Brazilian restaurant. My sister helps, too. My parents
cook the food and we serve it! I like my two jobs, but I don’t have a lot of free time.

2 Michal lives in Prague. He’s a mechanic and he works in a garage. He likes his job because he loves
cars, but he doesn’t work there at the weekend. On Saturdays, he has a second job – he’s a tour guide
for tourists. He knows a lot about his city.

3 Zoe’s 26 years old and lives in Manchester in the UK. She’s a receptionist for a TV company. She
works from 9 a.m. to 5 p.m. during the week. Zoe has another job three evenings a week – she teaches
Zumba in a gym. She doesn’t work at the weekend.

4 Isaac’s from Jamaica, but he lives in New York. He’s a taxi driver and he works every day. Isaac likes his
job and he loves New York. He often goes back to Jamaica for his other job. He doesn’t drive a taxi in
Jamaica – he’s a singer and he sings at festivals!

3 Read the text again. Write the names of the people.

1 They work with cars. ,
2 He/she works with food.
3 They have office jobs. ,
4 They come from one country and work in another country. ,
5 They work at the weekend. , ,

4 Complete the sentences with verbs from the text.

1 I in Lisbon. 4 I a lot of free time.
2 My sister , too. 5 She Zumba in a gym.
3 My parents the food. 6 He a taxi in Jamaica.
Go to Vocabulary practice: jobs and job verbs, page 138

12

36 EXTRA PRACTICE  Workbook page 8; photocopiable activity 2A Vocabulary

 UNIT

Work and play 2

UNIT
UNIT 2 OVERVIEW:  This unit looks at different aspects of work and free time. Sts read a text about people
who have two jobs. They listen to people talking about different jobs and free-time activities and talk about
the jobs and activities that people they know do. They listen to people at a speed-flatmating event, then
practise asking and answering questions about themselves by role playing a speed-flatmating event. They
end by reading an email from someone who has moved to a new city, then imagine they are in a new city and
write an email to a friend.

LANGUAGE SKILLS
Grammar Vocabulary Pronunciation Listening Writing
Present simple: positive and Jobs and job -s and -es endings; Listening for An informal email; opening
negative; present simple: verbs; activities auxiliary verb do/ names, places, and closing an informal email;
questions; contractions; articles (1) (1) does in questions days and times connectors: and, but and or

LANGUAGE 2A
2A What I do
Sts read a text about people who have two different jobs. They then practise talking about their own job.

Grammar Vocabulary Pronunciation Communication

Present Jobs and job verbs (accountant, builder, businessman/businesswoman, chef, -s and -es Talking about your
simple: dentist, doctor, electrician, flight attendant, hairdresser, lawyer, mechanic, endings job
positive nurse, police officer, receptionist, shop assistant, singer, taxi driver, teacher,
and tour guide, waiter/waitress; cook food, cut hair, drive a taxi, finish work, help
negative tourists, make clothes, repair cars, sell computers, serve food, sing, start
work, teach, wear a suit)

WARMER
Ask: What’s my job? Elicit the answer and say I’m a teacher.
Put sts into pairs and give them two minutes to write as many
jobs as they can in English. Bring sts’ ideas together on the
board and check they understand all the jobs. Repeat I’m a
teacher and write it on the board. Point out the use of the
article a with jobs.
3 Read out the task and explain that more than one name
goes with some sentences. Sts read the text again and
write the names. Check answers.
Answers
1 Michal, Isaac  2 Luisa  3  Luisa, Zoe
4 Luisa, Isaac  5  Luisa, Michal, Isaac

1 Sts work in pairs to look at the pictures and discuss 4 Ask sts to find the first verb as an example. Sts then
what jobs are shown. Elicit a few ideas but don’t confirm complete the remaining sentences. Check answers and
answers yet. check that sts understand all the expressions.
2 A Sts read the text to check their answers. Check answers Answers
with the class and check that sts understand all the jobs.
1 live  2 helps  3 cook  4  don't have  5 teaches 
6 doesn't drive
Answers
a receptionist for a TV company  b  taxi driver
c mechanic  d  receptionist for an IT company Go to Vocabulary practice: jobs and job verbs, SB page
138/TB page 289.
Sts will find more language presentation and practice for
B Sts read the text again to label the pictures with the jobs and job verbs here. Do these exercises with the class,
names of the people and note down what other jobs they
or set them for homework, before continuing with exercise
have. Check answers and check sts understand all the jobs.
5 of lesson 2A.
Answers Remind sts to go to the app for further self-study
a Zoe – teaches Zumba in a gym  vocabulary practice of jobs and job verbs.
b Isaac – singer
c Michal – tour guide 
d Luisa – serves food in a restaurant

37
 present simple: positive and negative ■ jobs and job verbs LANGUAGE 2A
5 Complete the rules for the present simple. Use the text to help you. Then read the Grammar box.
1 For the he/she/it form, we add or to the infinitive form of the verb.
2 For the negative form, we use and .

Grammar present simple: positive and negative

Positive:
I work for an IT company. He loves New York. She teaches Zumba. My parents cook the food.
Negative:
I don’t have a lot of free time. He doesn’t drive a taxi.

Go to Grammar practice: present simple: positive and negative, page 114

6 Complete the text with the correct form of the verbs in brackets in the present simple.

My parents 1 (have) a hotel in a small town in Spain. I 2 (go)

to college every day, but I 3 (help) my parents in the evening. My dad
4 (cook) the food, but he 5 (not serve) it – that’s my job. I have
two sisters, but they 6 (not work) in the restaurant. One sister 7
(live) in Germany and my other sister 8 (work) in a hospital.

7 A 2.4 Pronunciation: -s and -es endings Listen and repeat the sounds and verbs in the table.

/s/ /z/ /ɪz/

likes goes finishes

B 2.5 Add the verbs to the table. Listen and check.

teaches lives helps works drives watches makes sells

8 2.6 In pairs, say the sentences. Listen, check and repeat.

1 He teaches English. 5 He drives a taxi.
2 He lives in New York. 6 She watches TV after work.
3 She helps her parents. 7 She makes clothes in a factory.
4 He works from 2 p.m. to 10 p.m. every day. 8 She sells books in a shop.

9 A Think of three people you know. Write about their jobs, but don’t say what the jobs are.
My friend Ana works in the city. She doesn’t work at the weekend. She likes her job because she
works with people. She cuts people’s hair.
B In pairs, tell each other about your people. Guess the jobs.
A  Is Ana a hairdresser? B  Yes, she is. Your turn.

Go to Communication practice: Student A page 159, Student B page 168

10 A Write about your job. Use the prompts to help you.
In my I work/don’t work
I’m a … I work I work in the week/ in the evening. I like/don’t like my
job, I …
in/for a … at the weekend. job because …

B Work in groups of five or six. Swap your descriptions with another student. Take turns
to talk about the person whose description you have. The other students guess who it is.
A  This person's a teacher. She works in a language school. She teaches Spanish. She likes
her job. She works in the evening, but she doesn’t work at the weekend.
B  I think Carla's a teacher. Carla, is it you?

Personal Best Write sentences about a dream job. 13

38 EXTRA PRACTICE  Workbook page 8;

00;photocopiable
photocopiableactivity
activity2A
2AGrammar
Grammar

5 Ask sts to find the verbs from exercise 4 in the text and
notice what happens to the verb in the he/she/it form. Sts
work in pairs to complete the rules. Check answers.
Answers
1 s, es  2  doesn’t, don’t
Grammar
Read the Grammar box with sts about the present
simple: positive and negative. Point out that the I, you,
we and they forms of the present simple are all the
same, but the he/she form adds s or es. Point out that in
the negative, the I, you, we and they forms all use don’t,
and the he/she forms use doesn’t. Ask questions to check
concept.
Concept check questions:
I work in a restaurant – correct? (yes). He work in a
restaurant – correct? (no – he works). He teach sport –
correct? (no – he teaches sport). Which forms add s or
es? (he and she). I don’t work at the weekend – correct?
(yes). She don’t work at the weekend – correct? (no – she
doesn’t work). Which forms use ‘doesn’t’? (he and she).
Go to Grammar practice: present simple: positive and
negative, SB page 114/TB page 241.
Sts will find more language reference, presentation and
practice for the present simple positive and negative
here. Do these exercises with the class, or set them for
homework, before continuing with exercise 6 of lesson 2A.
Remind sts to go to the app for further self-study
grammar practice of the present simple: positive and
negative.
6 Sts read the text and complete it with the correct verb
forms. Check answers.
Answers
1 have  2 go  3 help  4 cooks  5  doesn’t serve
6 don’t work  7 lives  8 works
3 x PRACTICE  SB page 13, exercise 6
1 Do the exercise as normal. To check answers, read out
each sentence in turn, sometimes with the correct verb
and sometimes with an incorrect one. Each time ask:
Correct or incorrect? Elicit the correct answers.
2 Ask sts to close their books. Write prompts for the text
on the board, e.g. have/hotel, go/college, help/parents.
Sts work in pairs and try to rewrite the text from
memory. They can look in their books again to check.
3 Ask sts to read the text again and try to memorise as
much as they can. Say the first three words of the text:
My parents have ... . Elicit the next three words from an
individual student (a hotel in). Continue around the
class, eliciting three words at a time from individual
sts. Other sts can help out if necessary. See if, as a class,
you can recreate the whole text!
LANGUAGE 2A
7 A 2.4   Model pronunciation of the three sounds /s/, /z/
and /ɪz/ in isolation. Play audio track 2.4. See the SB page
opposite for audio script. Sts listen and repeat the words.
B 2.5   Sts work in pairs to decide how to pronounce
the verbs and add them to the table. Play audio track
2.5. See Answers for audio script. Sts listen to check their
answers. Play the audio track again for sts to repeat.
Answers
/s/: helps, works, makes
/z/: lives, drives, sells
/ɪz/: teaches, watches
8 2.6   Sts work in pairs and practise saying the sentences.
Play audio track 2.6. See the SB page opposite for audio
script. Sts listen to check their answers. Play the track
again for sts to repeat.
9 A Read out the example description. Sts work individually
to write their job descriptions. Monitor and help while sts
are working.
B Sts work in pairs to read their descriptions to each other
and guess the jobs. Get feedback on who guessed all their
partner’s jobs correctly.
Go to Communication practice
Divide the class into Student A and Student B. All ‘Student
A’ sts should go to SB page 159. All ‘Student B’ sts should
go to SB page 168. Go to TB page 331 for the teacher
notes. Do the activity, then continue with exercise 10A of
lesson 2A.
10
A Read through the prompts with the class and make sure
sts understand everything. Sts work individually to write
sentences about their jobs. Monitor and help while they
are working.
B Sts work in groups. Tell them to put all their
descriptions together, shuffle them, then hand them out
again. Sts take turns to tell the others in their group about
the person whose description they have. The other sts try
to guess who it is describing. Get feedback from sts on
how easy they found it to guess each other’s jobs.
PERSONAL BEST
Sts can practise talking about jobs further. They write
sentences about a dream job, using the prompts in exercise
10A to help. They can compare their answers in pairs and
discuss which dream job they prefer.
Weaker sts can write five sentences about the job of someone
they know, or a famous person. They can read their sentences
to each other in pairs and guess the jobs.
39
 21 SKILLS
SKILLS LISTENING listening for names, places, days and times ■ activities (1)

2B Weekdays, weekends
Learning
Curve 1 Match the activities in the box with pictures a–h.

play tennis read a book go to the cinema watch TV

go for a walk listen to music study meet friends

a b c d

e f g h

2 In pairs, talk about the activities in exercise 1. What activities do you do?
I listen to music in the car. I don’t go to the cinema.

Go to Vocabulary practice: activities (1), page 139

3 2.8 Watch or listen to the first part of Learning Curve. What do they talk about? Tick ( )
the two correct answers.
a free-time activities and jobs
b free-time activities
c people who don’t have any free time

Skill listening for names, places, days and times

Names, places, days and times are important pieces of information when you listen.
• Important words like names, places, days and times are usually stressed. Listen for stressed words.
• We often use prepositions with places, days and times: in France, on Monday, at 6.30, etc. Listen
for the prepositions in, on and at.
• Remember to use capital letters for names, places and days when you write them down.

4 A 2.8 Read the Skill box. Watch or listen again. Complete the table with words
from the box.

lawyer Argentinian dance teacher Puerto Rican

Marcus English Maggie Pablo tennis coach

Name Nationality Job

B In pairs, talk about people you know. Do they love their jobs? Why?/Why not?
My friend Justyna’s Polish. She’s a receptionist. She likes her job, but she doesn’t love it.

14

40 EXTRA PRACTICE  Workbook page 9; photocopiable activity 2B Vocabulary

 SKILLS 2B
2B Weekdays, weekends
Learning
Curve Sts watch or listen to people talking about different jobs and free-time activities, then talk about the jobs and
activities that people they know do.

Listening Skill Listening builder Vocabulary

Sts watch a video or listen Listening for Introduction to the Activities (1) (go to the cinema, go out for dinner, go for
to a recording about jobs names, places, sound /ə/ a coffee/walk/run, listen to the radio, meet friends, play
and free-time activities. days and times tennis/football/the guitar, read the newspaper, relax, see
a film, spend time with my family, study, watch TV

WARMER 3 2.8   NB all the B lessons in this level which focus on

Ask: What do you do in your free time? Elicit answers from
individual sts. Ask more questions if sts are struggling for
ideas, e.g. Do you listen to music? Who are your favourite
singers? Do you do sports? What are your favourite sports?
1 Sts match the activities with the pictures.
Answers
a go for a walk  b  watch TV  c  read a book
d listen to music  e  go to the cinema  f study
g play tennis  h  meet friends
listening skills are accompanied by video (i.e. an episode
of Learning Curve). In this lesson, Kate interviews people
about their jobs and free-time activities. Pre-teach the
following words from the video: cultural, a topic, a study,
a balance, the tango. Allow sts time to read through the
three possible answers. Play video/audio track 2.8. for sts
to watch/listen and tick the correct answer. See TB page
357 for video/audio script. Check the answer.
Answer
a and b

2 In pairs, sts discuss the activities in exercise 1 and say Skill

which ones they do. Get feedback from pairs on which Read the Skill box with sts about names, places, days
activities they both do. and times.
Go to Vocabulary practice: activities (1), SB page 139/
TB page 291. 4 A 2.8   Put sts into pairs to read through the words in
the box and think about how to say them. Discuss their
Sts will find more language presentation and practice for
ideas as a class. Remind sts they will have to watch/listen
activities here. Do these exercises with the class, or set
carefully to hear the correct words. Play video/audio track
them for homework, before continuing with exercise 3 of
2.8 again for sts to watch/listen and complete the table.
lesson 2B.
Remind sts to go to the app for further self-study Answers
vocabulary practice of activities. Pablo Argentinian dance teacher
Marcus English tennis coach
Maggie Puerto Rican lawyer
Each unit features an episode of Learning
Curve, a web show intended for international
Learning students to engage in English language and B Sts discuss the questions in pairs. Get feedback from sts
Curve on their answers.
culture. It is presented by a range of hosts who
present documentaries and vox pops (in B lessons which
focus on listening skills) and also talk about their personal
lives through video diaries (in D lessons which focus on
speaking skills). You and your students can watch the
videos in class, or download them from the Learning
Platform to watch at home. You can watch the episode in
its entirety (for enjoyment or familiarization purposes), or
you can break it down into more manageable chunks, as
recommended in each lesson. It is also available as an
‘audio-only’ option for teaching environments without
access to video. Students hear speakers from the UK and
the USA (exposing them to both British and American
English accents) as well as from other countries. The video
allows students to practise particular listening skills and
gives them exposure to features of natural spoken speech.
See TB page 00 for more information on Learning Curve.

41
 listening for names, places, days and times ■ activities (1) LISTENING SKILLS
SKILLS 2B
1B
5 2.9 Watch or listen to the second part of the show. Complete the sentences
with the names and cities in the box.

Toronto Chip New York Gillian Khan London

1 This is . 2 This is . 3 This is .

She’s from . He lives in . He’s from .

6 2.9 Watch or listen again. Are the sentences true (T) or false (F)?
1 Gillian meets friends on Saturday.
2 She goes for a run on Monday mornings.
3 Khan watches football on Saturday evenings.
4 He studies Italian and Spanish.
5 Chip starts work at 9 a.m. every day.
6 He finishes work at 4 p.m.

7 In pairs, talk about the people in the video. Answer the questions.
1 Where do they work?
2 What activities do they do in their free time?
3 What do you think of their jobs?
4 Do you do the same activities in your free time?

Listening builder introduction to the sound /ə/

The unstressed vowel sound /ə/ is also called ‘schwa’. It is very common in English.
We use it in almost every sentence. It is underlined in these phrases:
Marcus isn’t a famous tennis player. What do you do in your free time? We want to know!

8 2.10 Read the Listening builder. Read the sentences and underline the letters that
you think have the sound /ə/. Then listen and check.
1 My sister’s a doctor. 4 John’s a police officer.
2 When do you play tennis? 5 I want to go out for dinner.
3 I relax at the weekend.

9 A Think of three people that you know. Make notes about the
following questions:
• Where do they live? What’s their job?
• What activities do they do in their free time? When do they do them?
my friend Victoria – London – studies French – Wednesday evenings
B Take turns to tell your partner about the people. Listen and complete the
chart about your partner’s people.

Name Place Activity Day(s)/Time

Personal Best
Challenge! What do you remember about the people in the video? Write a sentence about each person. 15

42 EXTRA PRACTICE  Workbook page 9

 SKILLS 2B
5 2.9   Sts look at the pictures and read the gapped 9 A As a round-up, sts prepare to talk about three people
sentences. Play video/audio track 2.9. See TB page 357 they know. They read the questions and make notes.
for video/audio script. Sts watch/listen and complete the Monitor and help while they are working.
sentences. Check answers. B Sts take turns to tell their partner about the three
people they made notes on. Their partner listens and
Answers completes the table. When they have both completed the
1 Gillian, Toronto activity, sts can look at their partner’s table to check that
2 Khan, London all the information is correct. Discuss with the class which
3 Chip, New York parts of the activity sts found difficult.

6 2.9   Sts read the sentences. Play video/audio track 2.9

PERSONAL BEST
again. Sts watch/listen and decide if the sentences are
true or false. You could ask stronger sts to correct the false Sts can practise vocabulary for jobs and activities further.
sentences. Check answers. Play the track again, pausing They try to remember the people in the video and write a
for sts to hear why each sentence is true or false. sentence about each. They can compare their sentences in
pairs.
Answers
Weaker sts can work in pairs. They choose two or three
1 T people from the video and write a sentence about each one.
2 F (she goes for a run on Sunday mornings) Ask some sts to read their sentences to the class.
3 F (he watches football on Friday evenings)
4 F (he studies Italian and French)
EXTRA PRACTICE
5 T
6 F (he finishes at 5) Sts work in new pairs. They take turns to use their phones
to film their partner talking about the people they know in
exercise 9B. Allow sts time to watch the films of themselves.
7 Sts work in pairs to discuss the people in the video. Get Discuss as a class what they noticed about the speed they
feedback on their answers.
speak at, their pronunciation and intonation.
Answers
1 Gillian works in Toronto, Canada. Khan works in a lot
of places - Europe, the Middle East, Asia. Chip works in
Brooklyn, New York.
2 Gillian meets friends, goes for a run, goes to the
cinema.

Listening builder
Read the Listening builder box with sts about the /ə/
sound. Model the sound in isolation, then read out the
sentences in the box to model the pronunciation of the
schwa sound in context. Explain that a lot of vowels are
pronounced with this sound when they are unstressed,
but pronounced with their full sound when they are
stressed. Ask questions to check concept.
Concept check questions:
What is the schwa sound? (the unstressed vowel in
English). Is it very common? (yes). Can different vowels
become ‘schwa’ when they are unstressed? (yes). Is the
schwa sound used as a stressed vowel? (no).

8 2.10   Sts read the sentences and underline letters which

they think are pronounced as schwa. Play audio track
2.10. See the SB page opposite for audio script. Sts listen
and check their answers.

Answers
1 My sister’s a doctor.
2 When do you play tennis?
3 I relax at the weekend.
4 John’s a police officer.
5 I want to go out for dinner.

43
 2 LANGUAGE present simple: questions

2C Find a flatmate
1 Look at the pictures in the text. What do you think ‘speed-flatmating’ is?

2 A Read the text and check your answer to exercise 1.

B Look at the questions. Who asks them: people who need a flatmate or people who need a room in a flat?

You have a great flat and you need a new flatmate. How
do you find one? Why not try speed-flatmating? It’s a
great way to find the perfect flatmate.
The idea for speed-flatmating comes from speed-dating.
Speed-dating events are for single people who want to find
a boyfriend or girlfriend. Speed-flatmating is the same idea,
but it’s for people who need a flatmate or a room. You meet
new people, chat and ask questions. 8 What do
1 Where do you What questions do you ask? 6 Does your you do in your
live now? partner live free time?
near here?
3 What do 5 Do you 7 Does your
2 Where’s you do? 4 Are you have a partner? flat have a
your flat? a tidy person? garden?

3 A 2.11 Bruce is at a speed-flatmating event. He is looking for a flatmate. Listen and decide
who is the best flatmate for Bruce – Mike, Phil or Andrea. Why?

B 2.11 Listen again. Are the sentences true (T) or false (F)?
1 Mike and Bruce work at the weekend. 4 Phil doesn’t like his job.
2 Bruce is a DJ in a club. 5 Andrea doesn’t live with her parents.
3 Phil doesn’t work near Bruce’s flat. 6 Bruce has a partner.

4 Match questions 1–5 with answers a–e.

1 Where do you work? a He lives in another city.
2 What do you do? b I work in a local restaurant.
3 Do you work in the evening? c No, I don’t. Not at the moment.
4 Where does your partner live? d I’m an accountant.
5 Do you have a partner? e Yes, I do. I finish at about 11.30.

5 A Look at the questions in exercise 4. Which questions have a yes/no answer?

B Complete the rule. Then read the Grammar box.
We use the auxiliary verbs 1 and 2 to make questions in the present simple.

Grammar present simple: questions

yes/no questions and short answers: Wh- questions:

Do you work long hours? Yes, I do. No, I don’t. What do you do in your free time?
Does she go out? Yes, she does. No, she doesn’t. Where do you work?
When does he finish?
Look! We don’t use do and don’t in questions with the verb be:
Do you live in Oxford?
Are you from Oxford?

Go to Grammar practice: present simple: questions, page 115

16

44 EXTRA PRACTICE  Workbook page 10; photocopiable activity 2C Grammar


2C Find a flatmate
Sts read about speed-flatmating, a way of choosing a new flatmate quickly. They listen to people taking part in a speed-
flatmating event, then practise asking and answering personal questions in a role play of a speed-flatmating event.
Grammar Pronunciation
Present simple: questions Auxiliary verb do/does in questions
WARMER
Ask: Where do you live? Who do you live with? Elicit answers
from individual sts and find out who shares a flat or house
with other people. Teach the word flatmate. Ask: How do you
find new flatmates? Do you ask friends? Do you look online?
Elicit a range of answers from individual sts.
1 Teach the meaning of speed. Sts work in pairs to look at
the pictures and think about what speed-flatmating is.
Elicit a few possible answers, but don’t confirm them yet.
2 A Sts read the text quickly to check their ideas. Check
answers with the class. Ask: Do you think speed-flatmating
is a good idea? Why/Why not?
Answer
It’s an event for meeting new people to try and find the
perfect flatmate.
B Sts look at the questions and decide who asks each
one. Check answers, and check that sts understand all the
questions.
Answers
1 people who need a flatmate
2 people who need a room in a flat
3 people who need a flatmate
4 people who need a flatmate
5 people who need a flatmate
6 people who need a flatmate
7 people who need a room in a flat
8 people who need a flatmate
3 A 2.11   Read out the question then play audio track
2.11. See TB page 357 for audio script. Sts listen and decide
who is the best flatmate. Discuss the answer with the class
and encourage sts to give reasons for their answers.
Possible answer
Mike is perhaps the best flatmate because Phil plays the
guitar, but Bruce’s cat doesn’t like loud music, and Andrea
doesn’t like cats.
B 2.11   Allow sts time to read the sentences. Check
they understand everything. Play audio track 2.11 again.
Sts listen and decide if the sentences are true or false.
Allow sts time to compare their answers in pairs, then play
the audio track again if necessary for them to check and
complete their answers. Check answers with the class.
Answers
1 T  2 T  3 F  4 F  5 T 
6 F (only Andrea has a partner)
LANGUAGE 2C
Communication
Asking and answering personal questions
4 Sts match the questions with the answers. Check answers,
and check sts understand that What do you do? asks about
someone’s job.
Answers
1 b  2 d  3 e  4 a  5 c
5 A Sts look at the questions in exercise 4 again and decide
which have a yes/no answer. Check answers.
Answers
3 Do you work in the evening? 
5 Do you have a partner?
B Sts complete the rule. They could work in pairs for this.
Check the answers.
Answers
1 do  2 does
Grammar
Read the Grammar box with sts about present simple
questions. Explain that we use do/does to make
questions in the present simple, and do/does comes
before the subject: Do you work? NOT You do work?
Explain that Wh- words come before do/does: Where
do you live? Remind sts that we use do with I, you, we
and they, and we use does with he/she. Point out that
in short answers we just use the auxiliary verb, not the
main verb: Yes, I do. NOT Yes, I do work. Ask questions
to check concept.
Concept check questions:
What auxiliary verb do we use to form questions in
the present simple? (do/does). You do live with your
parents? – a correct question? (no – Do you live with
your parents?). Do he work in an office? – a correct
question? (no – Does he work in an office?). Where you
work? – a correct question? (no – Where do you work?).
Which verb doesn’t use ‘do/does’ to form questions? (the
verb be).
Go to Grammar practice: present simple: questions, SB
page 115/TB page 243.
Sts will find more language reference, presentation and
practice for present simple questions here. Do these
exercises with the class, or set them for homework, before
continuing with exercise 6A of lesson 2C.
Remind sts to go to the app for further self-study
grammar practice of present simple: questions.
45
 present simple: questions LANGUAGE 2C
6 A 2.13 Pronunciation: auxiliary verbs do and does in questions Listen to the questions.
How do we pronounce do and does?
1 Do you listen to music? 4 What does Bruce do after work?
2 Does Phil have a cat? 5 Where do they live?
3 When do you finish work? 6 Do they play tennis?
B 2.13 Listen again and underline the stressed words. Repeat the questions.

7 A Complete the questions asked by different people at a speed-flatmating event.

1 you like music? 4 Where you work?
2 your flat have two bathrooms? 5 Who you live with at the moment?
3 What kind of TV programmes you watch? 6 you go out in the evening?
B Ask and answer the questions in pairs.

8 A Do the quiz in pairs. Write down your partner’s answers.

B Are you and your partner similar?

What type of flatmate are you?

1 What time / you / go to bed?
a 9.00-11.00 b 11.00-01.00 c after 1.00
2 What / you / have for dinner?
a I cook a healthy meal. b I have a pizza on the sofa. c I go out for dinner.
3 What / do / at the weekend?
a I relax at home. b I spend time with friends. c I go to parties.
4 How many friends / you / have?
a 4 or 5 good friends b about 50 c more than 500 on Facebook
5 Which / be / your perfect job?
a a writer b a fashion designer c a rock singer

9 A What do you do in your free time? Ask and answer questions in pairs.
A What do you do in your free time? B I meet friends, I go for a coffee, I spend time with my family.
B Work with a new partner. Ask and answer questions about your first partner.
What does Gabriela do in her free time?

Go to Communication practice: Student A page 159, Student B page 168

10 A Imagine that you want to find a flatmate. Write six questions to ask people.

B Go speed-flatmating with your classmates. Talk to lots of people. Ask and answer questions.
Choose three good flatmates.
A Who do you live with at the moment?
B I live in a flat with three other people.

Personal Best Imagine you meet someone at speed-flatmating who is a terrible flatmate. Write the conversation you have with him/her. 17

46 EXTRA PRACTICE  Workbook page 10


6 A 2.13   Model pronunciation of the strong forms of do
and does in isolation. Remind sts that in sentences some
words are unstressed, so their pronunciation may be
different. Play audio track 2.13. See the SB page opposite
for audio script. Sts listen and notice how we pronounce
do and does. Discuss the answer with the class.
Answers
do /du:/ or /də/
does /dʌz/ or /dəz/
B 2.13   Play audio track 2.13 again. Sts listen and
underline the stressed words. Check answers, and point
out that do and does are not stressed. Play the audio track
again for sts to repeat.
Answers
1 Do you listen to music?
2 Does Phil have a cat?
3 When do you finish work?
4 What does Bruce do after work?
5 Where do they live?
7 A Sts read the questions and complete them with
the correct words. Check answers and check that sts
understand all the questions.
Answers
1 Do  2 Does  3 do  4 do  5 do  6 Do
B Sts ask and answer the questions in pairs. Get feedback
on their answers.
3 x PRACTICE  SB page 17, exercise 7A
1 Do the exercise as normal. To check answers, read out
each gapped question and ask: do or does? Why? Elicit
the correct answer in each case, then ask a student to
read out the completed question. Elicit a few possible
answers.
2 Put sts into pairs and ask them to close their books.
Write a brief prompt for each question on the board,
e.g. music, two bathrooms. Sts work in their pairs and
try to rewrite the questions from memory. They can
look in their books again to check.
3 Refer sts back to the exercise they did about
pronunciation in exercise 6. Ask sts to underline the
stressed words in the questions in exercise 7A. Discuss
which words are stressed, and model pronunciation
of the questions. Sts can then practise saying the
questions in pairs, focusing on the pronunciation. Sts
can then move on to exercise 7B, and ask and answer
the questions.
LANGUAGE 2C
8 Read through the quiz with the class. Check they
understand that they must form a question from the
prompts to ask their partner. Do the first question with
them as an example. They keep a note of their partner's
answers and when they have finished, they turn to page
164 and work out their partner's score. They compare
their scores and see if they are similar.
Questions
1 What time do you go to bed?
2 What do you have for dinner?
3 What do you do at the weekend?
4 How many friends do you have?
5 Which is your perfect job?
9 A Allow sts time to prepare their answers individually.
They then ask and answer the question in pairs.
B Put sts into new pairs to ask and answer questions
about their first partner. Remind them to use does with the
he/she form. Get feedback on sts’ answers.
Go to Communication practice
Divide the class into Student A and Student B. All ‘Student
A’ sts should go to SB page 159. All ‘Student B’ sts should
go to SB page 168. Go to TB page 331 for the teacher
notes. Do the activity, then continue with exercise 10A of
lesson 2C.
10
A Allow sts time to prepare their questions. Monitor and
help while they are working. Ask some sts to read their
questions to the class. Correct any errors.
B Put sts into pairs and ask them to decide who is Student
A, and who is B. They take turns to ask each other their
questions and make notes on whether their partner would
be a good flatmate. After two or three minutes, ask the
A sts to stand up and move to a new partner. Sts ask and
answer their questions again. Repeat this five or six more
times. Monitor while sts are working and note down any
errors with questions. When time is up, sts look at their
notes and decide which three people they think would
be good flatmates. Ask some sts to tell the class who they
would choose and why. Correct any errors you noticed in a
short feedback session.
PERSONAL BEST
Sts can practise using the present simple further. They write a
conversation with a terrible flatmate. Encourage them to use
their imagination, and point out that the conversation doesn’t
have to be serious. Sts could practise their conversations in
pairs.
Refer weaker sts back to the text on page 12. They can work
in pairs and write three questions about the people in the text,
e.g. Where does Isaac sing? Pairs can work together in groups
of four to ask and answer their questions.
47
 21 SKILLS WRITING opening and closing an informal email ■ connectors: and, but and or

2D A new city
1 Think about a town or city that you know well. What do you do there? In pairs, say three sentences
to describe the place.
I like Rio de Janeiro. It’s a great city. I eat out with my family, I go to the beach and I go to clubs with
my friends.

2 Pieter is in a new city. Read his email to Hayley. Why is he writing? Choose the correct answer.
a to tell her about his new life
b to tell her about his new girlfriend
c to invite her to visit

Hi Hayley,
How are things back home in Australia?
I’m fine here in Singapore. I love life here – it’s a fantastic city for students! I share a flat
with two more students near the university. My flatmates are called Steve and Susie,
and they’re great!
I have a part-time job. I work in an Italian restaurant as a waiter. Susie has a job there,
too, but I don’t work with her because she works on different days. Steve doesn’t have
a job at the moment because he goes to university every day.
In the evenings, I study or I relax and watch TV. I don’t have much free time, but
sometimes I go to the cinema with Steve and Susie. At the weekends, I do sport or I go
out with my friends. I love the nightclubs in Singapore!
Write soon with your news.
Pieter

3 Read the email again and answer the questions.

1 Where is Pieter from? 4 What do Pieter and his friends do when they go out?
2 Who does he live with? 5 Where does Susie work?
3 What does he do in Singapore in his free time? 6 Why doesn’t Steve work?

Skill opening and closing an informal email

We write informal emails to people we know well, like friends and family.
Opening: Closing:
Hi/Hello (+ name) Hey! Hello! Write soon (with your news). Take care. See you soon.
For very close friends and family, we often close with Love + (your name) or (your name) + xx.

4 Read the Skill box. Which opening and closing words or phrases does Pieter use?

18

48 EXTRA PRACTICE  Workbook pages 11 and 74

 SKILLS 2D
2D A new city
Sts read an email from someone who has moved to a new city. They then imagine they have moved to a new city, and
write an email to a friend.

Writing Skill Text builder

An informal email Opening and closing an informal email Connectors: and, but and or

WARMER
Focus on the picture in exercise 2. Ask: Do you know this city?
Where do you think it is? Elicit a few possible answers. Ask:
Why do people sometimes move to a new city? Elicit a range
of answers. Ask: Would you like to move to a new city? Where
would you choose? Why?

1 Sts work individually to think about a city they know well

and prepare three sentences. They then work in pairs to
say their sentences to each other. Get feedback on sts’
answers.
2 Sts read the email and choose the correct answer. Check
the answer.

Answer
a

3 Students read the email again and answer the questions.

They can compare their answers in pairs. Check answers
with the class.

Answers
1 Australia
2 Steve and Susie – two students
3 He sometimes goes to the cinema with Steve and
Susie. At the weekends he does sport or goes out with
his friends.
4 They go to the cinema or to a nightclub.
5 In an Italian restaurant.
6 Because he goes to university every day.

Skill
Read the Skill box with sts about opening and closing
an informal email. Point out that there are different
expressions for opening and closing informal emails.

4 Ask sts to find the opening and closing that Pieter uses.
Check answers.

Answer
Hi + name
Write soon with your news.

49
 opening and closing an informal email ■ connectors: and, but and or WRITING SKILLS 2D
5 Complete the emails with opening and closing phrases.

1 John, 3 Sara!
How are you? I hope you’re OK. How are you? How’s your new job?
Are you free at the weekend? Do you want I’m in a new flat and I have two new flatmates!
to play tennis on Saturday? I usually play with The flat's lovely and my flatmates are really nice.
Ibrahim, but he’s in London this weekend. Do you want to see a film or go for a coffee at
the weekend? I want to hear your news!
2
4
Tom
Nikki xx

Text builder connectors: and, but and or

We use and to add information:

My flatmates are called Steve and Susie, and they’re great!
We use but to introduce a different idea:
I don’t have much free time, but sometimes I go to the cinema.
We use or to add another possibility:
In the evenings, I study or I relax and watch TV.

6 Read the Text builder. Find other examples of connectors in Pieter’s email.

7 Complete the sentences with and, but and or.

1 Gianpiero's my flatmate he’s 22 years old.
2 I like my job, I don’t like my boss.
3 At the weekend, I meet my parents at a restaurant I go to their house for lunch.
4 I play the guitar, I’m not in a band.
5 I have two jobs. I work in a café I drive a taxi.
6 Does your girlfriend have a job is she a student?

8 Complete the sentences with your own ideas.

1 Elena's from Argentina and she … 4 In the evenings, we go to the cinema or we …
2 Stefan's from Germany, but he … 5 I watch football on TV, but I don’t watch …
3 We often go out at the weekend and we … 6 In the evening, I … or I …

9 A PREPARE Plan an email about your life for a friend in another city. Answer the questions.
• Where do you live?
• Who do you live with? Do you like him/her/them?
• Do you have a job? What do you do?
• What do you do in your free time at home? What do you do when you go out?
B PRACTISE Write the email. Use different paragraphs to write about your home, your job and
your free time. Use and, but and or to connect your ideas.
• Open your email.
• Paragraph 1: Say where you live and who you live with.
• Paragraph 2: Say if you have a job and describe what you do.
• Paragraph 3: Describe what you do in your free time.
• Close your email.
C PERSONAL BEST Swap emails with a partner. Underline three sentences with connectors that
you think are interesting.

Personal Best Describe a city in a different country. Ask your partner to guess the city. 19

50 EXTRA PRACTICE  Workbook page 11; photocopiable activity 2D Skills


5 Sts complete the emails with suitable opening and closing
phrases. Check answers.
Answers
1 Hi/Hello
2 Take care/See you soon
3 Hi/Hello
4 Write soon/Love
Text builder
Read the Text builder box with sts about connectors.
Explain that we use and to connect ideas that are
similar, e.g. It’s sunny and I’m happy. (They are both
positive things.) Explain that we use but to connect
ideas that are different, e.g. it’s raining, but I’m happy.
(One thing is negative, the other is positive.) Explain
that we use or to add a choice or another possibility,
e.g. We can stay in tonight, or we can go out. Ask
questions to check concept.
Concept check questions:
What do we use connectors for? (to add information
or ideas). She’s friendly and she’s tidy – why ‘and’?
(because the ideas are similar – they are both positive).
He’s very nice, but he’s untidy – why ‘but’? (because the
ideas are different – one positive, one negative). We can
cook a meal or order a pizza – why ‘or’? (because we’re
adding a choice or another possibility).
6 Sts read Pieter’s email again and find examples of the
three connectors. Check answers.
Answers
Susie has a job there too, but I don’t work with her
In the evenings I study or I relax and watch TV.
At the weekends, I do sport or I go out with my friends.
I don't have much free time, but sometimes I go to the
cinema
7 Sts complete the sentences with the correct connectors.
Allow them to compare their answers in pairs. Check
answers with the class.
Answers
1 and  2 but  3 or  4 but  5 and  6 or
3 x PRACTICE  SB page 19, exercise 7
1 Do the exercise as normal. To check answers, read out
each gapped sentence three times, with and, but and
or. Ask: which one is correct? Why?
2 Put sts into pairs. One in each pair writes down the
sentence beginnings from exercise 7 in a random
order. The other writes down the sentence endings in
a random order. Tell them not to include and, but or
or. With books closed, they try to match the sentence
halves and join them with and, but and or. They can
check in their books.
3 In pairs, sts choose three sentences and write
alternative endings for them, using a different
connector, e.g. I like my job and I earn a lot of money.
Pairs can read their sentences out, omitting the
connector. Other sts listen and guess the connectors.
SKILLS 2D
8 Sts complete the sentences with their own ideas. They
can compare their sentences in pairs. Ask some sts to read
their sentences to the class.
9 Students follow the steps to write their own email.
A PREPARE   Sts read the questions and answer them.
Point out that they do not have to use information that
is true – they can invent information about themselves if
they prefer.
B PRACTISE   Sts use the email in exercise 2 as a model
and write their own email. Refer sts back to the Skill box
on page 18 to help with opening and closing their email,
and remind them to use a range of connectors to connect
their ideas. You could set this stage for homework if you
prefer.
C PERSONAL BEST   Sts work in pairs. They exchange their
email with their partner and underline three sentences
with connectors that they think are interesting. They could
also check for mistakes. They give feedback to each other
on how well they have used connectors. Encourage a spirit
of peer support and cooperation.
PERSONAL BEST
Sts can practise describing a city further. Ask them to prepare
a short description of a city in a different country. Remind
them to use connectors to link ideas. They then work in pairs
to read their descriptions to each other and guess the cities.
Ask who guessed correctly.
SUPPORT!
With weaker sts, write these sentence stems on the board:
___ is an exciting city and ...
I like ___, but ...
I’d love to go to ___ or ___ because ...
Sts can complete the sentences with the names of different
cities and their own ideas. They can then compare their
sentences in pairs.
EXTRA PRACTICE
With books closed, write the following gapped sentences on
the board:
1 I ___ a flat with two more students.
2 I ___ a part-time job.
3 Steve ___ university every day.
4 Sometimes I ___ the cinema.
5 At the weekends, I ___ sport.
Sts work in pairs and complete the sentences with the correct
verbs and prepositions where necessary. They can check their
answers in the text. Point out to sts that when they learn new
vocabulary, e.g. flat, job, cinema, it is a good idea to write an
example sentence to remember verbs and prepositions that go
with it.
Answers
1 share  2 have  3  goes to  4  go to  5 do
51