ersonal me

Best
Series Editor Jim Scrivener
B1 + Intermediate
Teacher's Book

MENTA E

NENA
 This course offers free extra practice of the language you've
covered in class, online on the Richmond Learning Platform
and on the go with the Personal Best Language App.

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1
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becauje praclice make perfect!

The code below gives you free access to The Personal Best Language App can
the Richmond Learning Platform. Here, be downloaded completely free from
you will find all the content your students the App Store or Google Play. Use it
can access as well as resources specifically throughout the day whenever you
for teachers. You can download or play have a spare moment to play quick, fun
the audio and video, and set assignments games which will help you learn the
and tests for your students. vocabulary, grammar and pronunciation
you've studied in class.
Go to www.richmondlp.com, click
Register and enter this access code. It's
valid for 12 months for one teacher. lf you CA EAS GETITON
need help, go to help.richmondelt.com. LS pooR ES

YOUR ACCESS CODE for the

Richmond Learning Platform

For more information about this course go to ricamondelt.com/personalbest

 American
ple

Personal
Best
Teacher's Book
Bl+
Intermediate

Series Editor
Jim Scrivener

Author
Sheila Dignen

[4] Ridamond
 THE COMPLETE PACKAGE
What Y auoibable por Perponal Bei

Student's Book +
online access
Teacher's Book + + 12 units of class
online access material

+ Teacher's Book * Review and Digital Book

with interleaved Practice sections
every 2 units + Complete digital = A
Students Book
version of the course (a)
» Guidance notes, * Grammar Practice, Vocabulary
Practice and Communication Practice - Answer Keys, Class 099
Answer Keys,
sections Audio and Video e
Audio and Video scripts
+ Access code for Richmond Leaming * Use on any interactive
= Access code for Richmond Learning
Platform whiteboard, or with a computer
Platform
and projector.

Teacher's Workbook + audio E

Richmond
Resource Book » Practice of the Testing ias
+ Over 60 language and skills
in the Student's * Download E ee Le
supplementary
Book unit,
photocopiable
» For homework or
progress
resources
and mid-/ psa
* Grammar, selEstudy
end-term
vocabulary and skills activities + Review and tests
with Teacher's notes Practice sections every unit
+ Editable versions
* Copy-and-go0 grammar and » Additional Writing Practice section
* Richmond Test Manager for digital
vocabulary progress tests * Downloadable audio MP3s and customized tests

Class Audio / Personal Language App Richmond

Video pack pl
» Fun games and Eo Learning
» Student's Book | 6 Í activities for extra Platform
Audio CDs d grammar and
» Extended
- Student's Book a vocabulary practice
Video DVD » Rewards and scoresto
a practice
activities
show progress for
grammar, vocabulary and skills
» Class Audio MP3 and Video MP4
- Assign, track and mark activities
and tests
 CONTENTS |

STUDENT'S BOOK CONTENTS p4

INTRODUCTION p6

Communication p20
CBBao0ncdocooDDa

Tell me a story p36

People p36

Places and homes p72

Money and shopping p92

Work and education p108

Entertainment p128

Sports and health p144

Food p164

Right and wrong p180

The natural world p200

Getting away p216

GRAMMAR PRACTICE p236

VOCABULARY PRACTICE p284

COMMUNICATION PRACTICE p328
AUDIO SCRIPTS p354

WORKBOOK ANSWER KEY p367

mn CONTENTS

LANGUAGE SKILLS
GRAMMAR PRONUNCIATION VOCABULARY

(a Communication » simple present » sentence stress "communication READING SPEAKING

and present = question a say, tell, speak, » atextabout surviving = making small talk
Connected p4 continuous; intonation and talk without a smartphone
action and state = keeping a conversation
18 Smart living? p6 » skimming a text
verbs going
1C Liar, liar p8 "actually, in fact
= question forms
1D Small talk p10
= having an informal
conversation

El Tell me a story s narrative tenses =/d/ sound in the =-edand - ng ES ListeninG WRITING
» used to and past perfect adjectives = making a narrative
= avideo looking atthe
2A Whata coincidence! p12 usually » sentence stress — =phrasal verbs interesting
role of luckin our lives
2B_ Do we make our own luck? pl4 = listening forthe = time linkers
2C Radical changes p16 main idea
2D It happened to me p18 » linking consonants = a blog post abouta
and vowels
memorable event

El People « future forms: » going to » personality READING ES speaxiNG

present = pausing in adjectives "an article about birth » giving and responding
It's a plan p22 continuous, relative clauses wrelationships order and personality to news
be going to, » reading for specific
3B Born to rebel p24 = giving bad news
and will information
30 Good neighbors,
» defining and = linkers of reason
bad neighbors p26 non-defining
and result = exchanging news with
l have some news p28 relative clauses
a friend

a Places and homes » quantifiers = sentence stress "compound ES Listenino WRITING

= comparatives and =/a/ sound nouns = avideo looking at how = writing an informal
What makes your superlatives, " common verb we feel about where e-mail
e great? p30 as... as phrases we live = informal discourse
4B City or country? p32 a describing markers
= understanding key
homes points
4C A place to stay in NYC p34
= linking similar
4D Hope to hear from "an e-mail catching up
consonant sounds
you soon! p36 with a friend

3 and 4 PA ae p38

a Money and shopping "zero and first »= intonation " money READING ES spenxinc
conditional; "word stress » shopping = anarticle about the s explaining what's
5A Spend, spend, spend p40 future time Black Friday shopping wrong
clauses phenomenon
5B Black Friday p42 = taking something
» predictions: will, » identifying opinions
5C Tomorrow's world of back to a store
be going to, = even, just
shopping p44 maylmight
5D It's not working p46 » getting a refund
orexchange

E Work and education » present perfect » present perfect mworkand ES ListeninG WRITING
and simple past, and simple past careers (1) = writing a cover letter
= avideo looking at how
6A Career change p48 already, yet, = weak form of "work and » prepositions after
we feel about our jobs
recently been careers (2)
6B_ Dream job p50 = understanding specific verbs, nouns, and
= present perfect = education adjectives
6C School days p52 information
continuous and
6D | am writing to apply ... p54 present perfect » sentence stress
= an e-mail to apply
fora job

5 and AA aaa pss

4 E E
s Language App, unit-by-unit grammar and vocabulary games
 CONTENTS |

LANGUAGE SKILLS
GRAMMAR PRONUNCIATION VOCABULARY

Entertainment = the passive a past participles = movies READING ES sPEAKING

= modals of "/ey/ and /u/ = TV and music manarticle about = giving directions
7A Lights, camera, action! p58 ability and sounds Vic Armstrong, , : .
stunt performer = asking for information
7B Action man p60 possibility

7C Got talent p62 » guessing the meaning

ofwords from context yasking a stranger
7D Could you tell me where
» referencing: for directions
itis? p64 this and that

E Sports and health s tag questions — wintonation sports, places, ES LISTENING WRITING
= modals of a sentence stress and equipment = a video aboutwhatwe — * Writing a report
8A On the field, in the pool p66 obligation » health and do to get in shape = adding information
8B So many ways to get in shape p68 and advice fitness verb
phrases = understanding facts EE
8C ls there an app for that? p70
And
. iglxea
5 - os A sports
8D Sports in my country p72 edito in your country
7 and 8 a p74

E Food = uses of like =/d3/ sound "food and READING ES speaxinG

"-ingformsand =-ing cooking "an article aboutthe = making and responding
9A Chefs at home p76 infinitives » eating out benefits of chocolate to suggestions
9B Chocolate — the world's gor detail = making a group decision
favorite superfood p78 e substitution: one, ones
9C Eating out p80
= having a group
9D Why don't you try the curry? p82 discussion and
making a decision

110] Right and wrong » reported » sentence stress "crime LISTENING WRITING
speech = conditionals = making nouns "a video about our = writing a for-and-against
10A Smooth criminals? p84 "second from verbs essay
experiences with
10B Emergency! p86 conditional, emergency services = useful phrases for topic
would, could, sentences
10€ Do the right thing p88 » listening in detail
and might
10D For and against p90 s final /t/ and /d/ sounds
"a for-and-against essay

9 ana 10 AO al p92

Gl The natural world "articles "the = the natural READING SPEAKING

= third mweakformof World san article about living = making
114 Nature goes viral po4 conditional have nextreme nearone of the world's recommendations
11B A disaster waiting to happen p96 adjectives most dangerous
= checking and clarifying
volcanoes
11C | will survive p98 information
"understanding the
11D The great outdoors p100 writer's purpose MEL

"understanding = recommending the best

noun phrases natural places to visitin
your country

112 Getting away =SolNeitherdo! wauxillary verbs — =phraseswith ES LISTENING WRITING

= modals of and stress go and get = writing an online review
12A Dream destinations p102 "a video looking at how
deduction ssentence stress wair travel we feel about flying = adverbsofattitude
12B Fly away p104
» identifying agreement PERSONAL BEST
12€ Around the world p106 between speakers
" anonline review ofa hotel,
12D Five-star review p108 = linking: /w/ and /y/
sounds
restaurant or service

Mano 12 AAA as p110

Grammar practice p112 Vocabulary practice p136 Communication practice p156 Irregular verbs p175

e Language App, unit-by-unit grammar and vocabulary games

 A porjenal welcome lo Personal Best
by Jim Scrivener, Series Editor

hy Jim is an internationally respected writer, teacher trainer, materials designer, course

yn leader, and educational consultant. His work is mainly focused on practical classroom
A. A ' methodology and teaching techniques—on what works in the classroom. Over the
o ' ME e ala EN as
around the world. Jim is an established and regular conference presenter. His books
have won the Duke of Edinburgh English Speaking Union award twice,
Pell! And welcome E IE NE EN za

lo Perponal Best.
Td like to show you some of the features l really like about this book and point out some
ways that you can get the most out of it. There are two key ideas that power the concept
of Personal Best:
It's Personal The course focuses on students as individuals who learn at different speeds and
have different strengths and weaknesses.
lt helps learners achieve their Best To help students reach their full potential, we have focused
on the vital role of PRACTICE. The course makes sure that students can actually take away the
language they can use.

How y Perjonoll Bei Liberen ?

Grammar is taught in stand-alone lessons, separate from skills work. In many coursebooks,
LANGUAGE
students have to understand difficult reading or listening passages before they can extract and
study grammar points. In Personal Best language work is not tangled up in long reading or
listening texts.
The pronunciation syllabus focuses on connected speech to help with recognizing and
producing language.
Lexis is prioritized. Personal Best includes two or more vocabulary sets per unit. Vocabulary items
are useful and relevant for students and are used in discussions or tasks or for other work on a topic.
Above all, PRACTICE is given priority in the course.

SKILLS There is a comprehensive skills syllabus. Students can see what is being focused on in the
Listening Builder, Conversation Builder, Text Builder, and Skill boxes.
Reading and listening skills pages are designed not as vehicles for grammar presentations,
but develop learner skills and strategies.
Serious attention is paid to helping students speak and write better. Students are challenged
to make use of selected functional language and to improve specific speaking or writing skills.
There are clear task goals and cumulative aims for speaking and writing activities.

PRACTICE ad He hear of harina

So, how do students learn a language? Just by turning the pages of a book and doing the exercises? As
every experienced teacher knows, doing the work, page after page, doesn't necessarily mean that the
students take away anything useful from a lesson. We need to make sure that there is deeper learning.
The most important way that this can happen is through a quantity of focused, meaningful practice.
 INTRODUCTION |

We believe that typically students struggle with new language because they simply don't get
sufficient practice. They need lots of safe opportunities to try out using new language. Personal
Best offers them a wealth of practice in a variety of exercises, tasks, and games in the Students
Book, Workbook, the Personal Best Language App, the Richmond Learning Platform, and the
innovative "3xPractice" feature in the Teacher's Book.

Moving leona A, anpuer

Teachers typically ask students to do each coursebook exercise (or possibly in a pair) and then
they check the answers together in the whole class (or students do this individually using a list
of answers). The class then typically moves on to new work.
Just collecting a list of correct answers doesn't necessarily mean that students have really
understood the language point. Students might get a correct answer by luck, by guessing, by
listening to other students, by copying, by pretending that they agree with what you said, etc.
When students call out their answers, teachers usually hear the students who are stronger, faster
or louder—and say "good" to their answers. But it's important to remember that these students
are, of course, the ones who already have the correct answers. It's the other students we need
to be interested in. And just because some students have a correct answer, it doesn't mean that
they can actually use the items. A correct answer is the first step toward helping students to use
the items, not the final goal.
It can be quite a big leap from doing an exercise (such as filling in answers on the page) to really
feeling confident with the language items themselves. One simple and enjoyable way you could
try is by revisiting an exercise more than once—to go back to it after the original task and checking
it has been completed and re-explore it, like a gold miner, digging deeper to find more treasure.
By repeatedly reading, remembering, studying, saying, and just "playing with" the language, it is
far more likely to lodge deeper in your students' minds and become part of their usable database
of language.

¡Mat y “InfPrdcclico 2
How can 1 help my students to really learn the items they study? How can that learning be
deeper and more long-lasting? The 3xPractice feature encourages students to play around
with new language and experiment with forms and meanings so that they are "nudged" toward
greater internalization, memorization, and personalization.
In the Personal Best Teacher's Book, we will offer you lots of ideas for 3xPractice so that, if you
want to and have time, you could really exploit the exercises and get much more learning value
out of them. You may not want to do this every time you do an exercise, but I encourage you to
try lt sometimes, to see how much more an exercise can reveal beyond just the "correct answer."

Cojo “sing Pergonal Bel

T really hope you enjoy using this course with your students and don't forget to check out all
those extra ideas we've put together in the Teacher's Book. You'll find warm-up activities, extra
activities, questions to check understanding, and plenty more.
Can a course book help students reach their personal best? Not on its own, certainly but
perhaps, together with your skill and interest and personal touches, you may find a course here
that not only helps your students to learn more and learn deeper than they thought possible but
also helps you as a teacher to teach to your personal best. Tr
 INTRODUCTION

Approach to Language teaching: A and C Lessons

Lessons A and C always focus on Language. They cover grammar, vocabulary, and pronunciation and use accessible
graded texts or audio to contextualize the language point. There is an emphasis on practice via clearly staged activities
with additional practice in the Grammar Practice, Vocabulary Practice, and Communication Practice sections, the
Personal Best Language App, the Workbook, and the Richmond Learning Platform.

pa LANGUAGE Lesson A — Grammar, vocabulary and pronunciation

Clear grammar Grammar practice sections

Each lesson has clear 1 boxes give a provide more explanations,
Each unit is constructed around aims for grammar and summary ofthe examples and opportunities
a useful and stimulating topic. vocabulary. structures being taught. for practice.

Pasent and present continuous, adtion and:

ad
Communication 'Wénich piece cl informationin e tea del
A Leokcat the highligived werts in Tiras
mostsuraising? De ycu ages it Tira and Roa?
¡and answer the queñions
len vertisin the present cominucus?
mA act veta descibe atea?
lentos
14 Connected
1 Howdoyou keep intcuch with people? Órder the commaunicatica
phrass fren 1/Edo1his less cfien o:
6 fdo mis mos oten) Compareyouranswersia pair.

T glam 7 urea pato

"3
[7 pas O repliaanemal. [ ensckyour 7) commentona
mescage phone pon
Go to Voésbulary practice: commurteston pega 136
Think tires pecglein pourlife Tell your gertnes how you hecgín touch vió the pese
mm

3 A hr sentences 156 te (T) osfalso (77 Discuss pousanswersin pales

1 Wespeakto escñomes face-1o-lace more cen nowadays.
2: Ourpñonecallsare longer today compared to len years ago
3 These das, k seems me preferical message lo phone calls
A eco
> AA
ple present
and preci SOMO LE; acosan lane verte page 12
PLA

4 People n me US send mos lenez and packages nowedayz veria be and do?
6 e am sending a millon e-mails porzecond, now | 1 Aceyos trymg to accezthe memo? 3 Thelmiemot dos seem dom right nom
> More han hal! el he istemet pages we visit are social media es j 2 Do you need a neapio? 4 Wny ar: you using mr table
B. Read tre text and check your answess in JA Conect te false sentenices. BH: Listen cock and poa
B A comples mezemencos Wiñthe coneci tenso cf the sesos in parres
Tenytas ago. M0% ol car commaricaon ves fico bdo. Malta 1 Ánca eneck) meter messages 'aen fm Mardag cotfssalen ic nds
80% Even our phone calls are shares - 09 aca, cach call de TEE dal songs goldat the moment
| monlestsGne mino, compared ta thice mares ten years aga. 2 Alkollookng at me safo motos mar my biends pos on social meda
secmsths: people preler tear to cana, 4 im Engis cal gto 30 ico ins intenet oa mpañone
lock for a new phone because ere phone ls ery el
6Perrera narra)fñtends on Feceneck that they never taller iace-to-face
¡po B inpais, dsciss the sentencss in SA Which semences de you agree with or are true for you?
people by text, mesogiageno, ar mall ln fac: rigrt nom people
ase sendingtuo fnillon ema per send! ¡Go to Communication practice: Stuart A paga 155, Student E page
9 compare the queriomales and decus your arsuerz in par
No lo pages e view on he Imemet arc social media
poges, and wc shee reaty tuo blico patos on th cscry ca How do you communicate?
neosaecrage person tes tve social media scan and aperds.
abc ho hor a des lola a bres. (ED nen bart to get together trienos, | rommaly ...— ME On my bestitiends birthday, lunually ser...
message
¡her on Facebode [) mite O) 3 mess on daa) at) sera]
a] O tuaally stare important
phiatos ...

The way we communicate has never changed se

15 o shame ne dOmERE lefcrs much. dut the poz aos
so low nonatays camaredta comentas rg online!
the intarnet do ben immecato contactwith people,
especia y ag now boca us ¡mona
rines
secan smporoe
send area messageO) senda tere)
ao e
ME tel vcart o keep in teni uri cid fire, Daly
muchin sucha short period of time. We look at aia "0 ¡contact hera co social meda ()- e-maiinaa
(O)
tive results of recent surveys that tel us about Lagioe mtb la. but |stll boy to send lettess and cosas an (E) Wen la feeling sad. 1 preñer to spesk
lo people.
Impartantoccaslona, and posteas ben Um on y pue temacalO)
the changing face of communication. tant lona how pcoolo plamied ing tt just nal mal ontepte.() ms [O] tario

Miite four sentences mithotate rerba n the simple present

El

The language presentation texts Every grammar point is practiced on Stronger students, or those who finish quickly,
are short and carefully graded to the Personal Best Language App. can engage with the language furtherin a
allow students to focus on the Personal Best activity. Alternatives for weaker
teaching point. students are provided in the Teacher's Book.
 INTRODUCTION [ES

LANGUAGE Lesson C - Grammar, vocabulary and pronunciation

A selection of key lexical items Vocabulary practice sections Each language lesson has one Pronunciation focus.
connected to the lesson topic is present and practice additional The Personal Best Language App also contains a
presented. topic vocabulary. vaniety of pronunciatión exercises.

question forma m say tall tell, spesk and talk

5 AMES Linento people telling esaticas Wat k cach person hingacut?

1C Liar, liar Miko tne comenaion mames (
a recoinglen mes b e libingaomocos
5 food
1 bn pate, aries
ne quenions B(E)6) istenaganand complete E
1 Who. _dllol mychocaate? Pa wn. mera banana and potato aandaichos?
2 What lo 04 lastnighn?
oca ts quemions n eos
read the Grammar
bar about

Gáto Vocabulary practice: se, lell. spealcióno talk poge136

2 A hn paños de me quiz The tnuthiaboas ping!

MAA le? D blow can you kn when pepe lonatios: Listento lbur el tre questions from this lesson
ama acting? ) es den (jor ie end ol the questions?
oa ved a Trey corticales st yo 1 Hare finito? 3 rat haggened to you last nigin?
€ ica dy lo They maes citan alo 4. Domen le more oñen tran wemen?
£ They gus Umecesry 2 Howañendo people
rl lies?
Du dapsode lle abott most pp SE B A comer hequeñibas
eh an auadlary
verb fon the boxcifncccm ay. Which question don?
ircquerty need anadir?
A verk ID + eanernstraos,
bere akira
us lex honest? deb ddtól hare
6 urimpartri things as bn
A A
BD edorocio ntivarcer [A po men tiemors cren tren amen 2 Wncn yu saldo sti Lc yo lisa
le queso“When di yu ta
3 Wienyyou
wee pounger, yy0u tel your parents lies? yyoutalthe tuth later
men and women
de aba 4 Mino all me Dent johes in your family?
ame irgs? , you tsualysaphdloto peca you dont Inca n mese
aya bm 6 pas eertold someone tha rey carficoclvació What _ iy ay?
Bin pas, decideió me imenajon gee un cedo arme ende me questonsin 84. Then asian
BEhs timon and neck your arena Which answer surgisad you most armes he questa
¡Goto Communication practice: Student A page 156, Studant B page 166
3 covemequiz Completeshe questions bom memory. Then check your anserzin he quiz.
Asglandanzacr
e questions in para
cil

hagpened on yours! day of sena?

ñ

amen people as lying?

5 us keshonez? 4 no tough you hora do dis?
3 Which author mote your favourite bo
4 ALook quenons
1-5 in oocao 3 How
do we form mos! quenions?
Chocas he comcst $ Wiatnappened en yourfist day a work?
sucre aora

> ueno
+ min
B Looks question 2in exercios 3 icthe pregostibn before the question word cr afisrihe mín ver?
"ina for questions tol your partner
abra hise.

Every vocabulary set is practiced on Communication practice sections

the Personal Best Language App. provide additional pairwork
activities to practice the language.
 INTRODUCTION

Approach to Skills teaching: B Lessons

Each B and D lesson focuses on development of one of the four skills: reading, listening, writing, or speaking.
Each B lesson focuses on one of the receptive skills, i.e., listening or reading. The listening lessons feature a video
webshow named Learning Curve. The listening and reading lessons feature Skill, Text builder, and Listening builder
boxes.

SKILLS Lesson B - Reading

Each lesson has clear alms for Reading Skill boxes focus on and practice a
the Reading Skill and Text builder particular reading skill, such as identifying Each reading lesson is built around
features. opinions, skimming a te: ing for detail, etc. a full-page text.
: _ o A E

READING skimming a actually, fact pt actually,

im fact READING

18 Smart
1 haa pouuzs your smartgaons for? What doyou
think of
peófle wo corstanty checlabes phones?
ER
Before you read atestindetal, geta general iden cl de topic of ape
estan of each paragraph.
a Bcadie deco dee look tamy iras Can you predica
who sali about
+ Quicity rca oc rt paragraph Thés val con hc to pic andcan
give yovanidea clahe des content and organization
+ Bac bres comenceol cachporcraph This conies jas
informara about the main da of cochparagraph day David Sharpe
2 fosdihc Sl sor Thenloolatihe
lc of ie tant, the picture and hc Ant paragraphon
page?
Do you think ic rior had a poskiwe
or negative expeñence swkhcut hissmarphoac? When Lrcad thatwe apend three homes every day 1 Ewasworried that 1 would be hored withont
checking cur smamphones, weas surprised. Whar my phone as emercarmen, but actually 1
32 head the fia sentencosol prragahs 2-6 What is the meín idea ol each paragragti Mach the was] missingán the acal world when walking down emoyed a > Dd forgorten hee much 1 howe
Aaragras WR idess ame be smcer, destina vicsoal world of social media books and neuspapers. Vd also forgonten how
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ha Hemorkad berer e Hafound mingsio do tcemertal hire als mopelf ] wowkd use my amariphone less ... butt an app doc dhat on my mariphone, hu never
2 Hacommunicaod mer lacetofade dile happen. But en mg phone died and lhad uscdit Dong one every day mahe newspaper
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4 hesdine compren frernesemences nue (Tor falso (F? Comect the false semencos abougha ttwoidd he hard, burn hc it veas quie my morning romine, My hram Sd alot
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4 He dos emyoyresding hocke and new cpapes any mom Mi moscas cds One completely unexpected comequence ol mot
5 Thelight fomsmetpahone screens holgs us toslecp dina day án the office wnhcat my phone, Lwas havinga smariplone was thar | dept so much
6 Theweter now uses his sratphone diffesertly from belos alukáng more deeply and concenwaing more. 1had hener and felt more amwade in die morningAr
5 had thissemence bom the tea. Which wosd E used lo pres surprise thafsometing re- discovered my brain! Not having access to my night velaxed with a hook hefore guing 1
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lacualy tdkod lo pesale mese and fat more comectod tothem alficugh wc acre! in coma ive minutes hy social mediz alers, football scores the news any phone. Apparernle, the Ihlue
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distractiansDuras meno praductive and fet saricticd thied: ads morning,so fs celexsing chemical:
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or bres mtencesabou
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a Text builder boxes focus on aspects of text cohesion, Stronger students, orthose who finish quickly,
sequencing, referencing or language associated with can engage with the language further in a
a particular genre such as narratives or articles. Personal Best activity. Alternatives for weaker
students are provided in the Teacher's Book.

10
 INTRODUCTION

SKILLS Lesson B - Listening

Each listening lesson is built around the

Each listening lesson features a MET Learning Curve webshow, which presents
vocabulary set. Key lexical items documentaries and vox pops on the unit topic.
Each lesson has clear aims
for the Listening Skill and are previewed on the page and Students are exposed to a variety of accents and to
Listening builder features. exempliñed in the video. features of natural spoken speech.

x USTENINO ing for tha mainic m finking consondiiland Wémels m phrasalwerbá LISTENING

A e
2B Do we make our own ideas att Hernan, Meis, or Jus
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A Do you think esc things tring geod
er bad lu lan yc inde ofre camples? talks añcutsomeons des ato bale in tod luce
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atochen minor,

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2 A wersiness eglstuciy er uelacio Mach neveras
in bold 14th tna meaninge | 5 (EJ2% Watch orlizen agan Choose he correct omien toanswes bre queions
1 What happened ho Herman cadies?
igual genia me aime bat al aj. My plano ichotwas forscat 13) “zet of cady to get a Ho les hoc, lostis Berys, ad fo rlLar
mas Mran out 0 peuol and my nayinend to the aporten ima, rafñic was teriale
and b Ha motorcyde irchedoan. helos hisheya and rise fre bus
“broke upoaitn me — wed 55m “going out tor “endedup mising my fig mas rely “toolóng, e The shower ranoutdl hotmatex,
and he lost his hey chain
tenyeas. So much for lucky pemnies! formard to mat nolida 2 Wnat hagas ned %5 innie?
2 She wentoutm a den and ended ua marning him
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to Wire
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3 What ave you colin forward lo a te menea? $ nik ol aime een you were lucky orunucky Describe what happened
in país
a Goto Vocabulary practice: phsassl esta page 135
uE Iinkcing consananteand
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3 A (522 Acad mel box Watch ciliten lo the fist part ol Leamíng 1 Dore male curo Luck?
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2 Irancutofenergy.
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talk alocur? 4 Impickingupa padege
a asciontífic arpeiment aboun lud $ Ithimkivshis bcn
b abedkabas lud $ Fmineluckes person | nc
a amunt dy eve hu
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the questions in paisa
a Some peoge ase imely unluck 1 Who'sthe luckie=t person you know dad the untuchicst
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Best "inte a paragrpabout thimgsthat big goce luck onspectal ceca y, a wedding, Me ear

Each listening lesson Each listening lesson The vox pops also act as models for
e
focuses on and practices focuses on and short speaking tasks where students
a particular listening skill, such practices a particular aspect of talk about their own experiences.
as listening for the main idea or connected speech, such as
understanding key points. intonation, linking, sentence
stress, etc.

11
 INTRODUCTION

Approach to Skills teaching: D Lessons

Each B and D lesson focuses on development of one of the four skills: reading, listening, writing, or speaking.
Each D lesson focuses on one of the productive skills, i.e., speaking or writing. The speaking lessons feature a video webshow
named Learning Curve. The writing and speaking lessons feature Skill, Text builder and Conversation builder boxes
The D lessons bring together the language and skills practiced in the unit in a supported Personal Best productive task.

== SKILLS Lesson D - Speaking

Like the listening skills lessons, each

speaking skills lesson is built around Each speaking lesson focuses on
the Learning Curve webshow. In and practices a particular speaking
Each lesson has clear aims for speaking lessons, the hosts talk skill, such as keeping a conversation going
the Conversation builder and about their personal lives through video diaries, or asking for information, which is
Speaking Skill features. and we see them in different situations. exemplified in the video.
> z a A e A E

"E = ra

SPEAKING: making small talk m kespi Mersation going Él: m kedpingia conversation going SPEAKINO

5 y mes do th secondqart ol the shows

1D Small talk Ethan goes 10) idimeets Cindy for me festtima
Tick 19) sf Cincy'and Eran tale about
1 A hesirnedañinticn ol anal talar 1 1 Pomnyas '= apartment
> mol
an ino toi. Which topics de pecay
discussswhen they make smal tal0 3 vai po
4 how tng: Penny and Taior
small talco polo end rfi: s mes par
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a 0, what de pau do capo aeicnom
2 Oh pos meat cr Sos, ass you huaning a good im?
a He stuation (party, journey ete]
=

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á

4
7

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CEMETEPTINT]
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mat Jokinomeabout be person/sitsation Endings comeraatica.
Escaner. Ayo hatánga good tre joumepicay? Mestallingto
yo.
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eaodfil cap, Arta Does inclu
Moseyour phone Iitrew?

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its pour fra Englien clas
andyouweneres mes
ditfcrendy next time? Cosas ancthes sRuañon and hare anofñer comeratica
"Yeaa mess someone me at Perry and Taylor part Write (he commsersalica. El

Each speaking lesson focuses on and Each speaking lesson ends the unit with a
practices a particular function, such as step-by-step personalization activity where
students follow three steps to consolidate
making small talk or giving and responding to
the Conversation builder and Speaking Skill
news. The Conversation builder highlights the
worked on in the lesson.
functional language from the video and gives
students target expressions to take away.

12
 INTRODUCTION

SKILLS Lesson D - Writing

Each lesson has clear arms A range of text types are modeled Each writing lesson focuses on and practices
for the Writing Skill and and exemplified, including blogs, a particular writing skill, such as making a
Text builder features. e-mails and essays. narrative interesting or writing an informal e- mail.
= ma e OA

WRITING making
a narrativa

2
P
iReadine blog pos aga Pure picuresín
the comoctorderirom 1-6
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PET ing a matcative Interesting,
Wbervunting a rarrabve, make be siory more interertingby-
+ coxaribing prople, places, ara he even
+ cesan emetiera ana fedinga
+ indlucingone: cracomment about pe een

3 food e Sil box Match th undedinod phinses (1-7) in Mc blog pct in he tires featuresol
anamaties fa=c)
A evening
a descigionsof people, places and evems:
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cama, So Imahed back 1 the car tocas, rc 10H
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Ímessaga. h scid. “Sarah sick, party canosled” | din" hn
sahieier to LaLigh ar cry. B Complex hesentences áththe conect time linker
1 At mas ralzing, 501 weited inmi car and as 2000 as are stes tral amd
2 Bore! Añorzhe gotoH the tran, he choched that he had all el her things
3 Theysert ici parents añextuntd Jas sou as hicirplane landed in Buenos Áies.
4 Añer/ Lal ne lossd me door, he saslized tar hna nad Let his keys insido tna agarmem.
5 Bofore / As acom as [gothome |starad lo cod dinner
$ alzscon as / Aer diting him home, she sentoget some gas
6 AS tries somelning armazhig supiera, (rusratng oe rán ña
tuppenedio you Make notes about he mín evemsand any descápions
or comment
ya int o includeto make pour oy marcintemaing
BE tica blogaos. using your motesto helayeu Indude diferent narrare
senses and dme Ínkers
¡€ IEEE tc your blcg postal pour pasines fica Hemos pd and correct
any miñahes How could you improws10 What dopou ie bext about hisihor mary?

Rad the Blogposton

page 1 again Close your bocltand arte a 0ne-paña ap sammy of
í

ro Each writing lesson focuses on and Each writing lesson ends the unit with a
practices a particular function such as step-by-step personalization activity where
time linkers or adding information. The Text students follow the three steps to consolidate
builder highlights an aspect of written English the Text builder and Writing Skill worked on in
to help students build their own texts. the lesson.

13
mn INTRODUCTION

Welcome to Learning Curve: the webshow for Personal Best

Wi Y Lies Cusvo?

Learning Curves an exciting webshow about

interesting things from around the world. Located
MT and filmed in New York and London, the Learning
Curve hosts present documentaries, interview
people on the street, and also talk about their personal lives
through video diaries.
Learning Curve exposes students to natural spoken language Learning
and develops a range of speaking and listening skills. There
is a variety of interaction: monologues to camera, narratives
in flashback, two-way dialogues, phone conversations, video
conference calls, and group conversations.

How is the webshow integrated into the course?

All the video content is integrated seamlessly into the course
with one video lesson per unit in the Listening (B) or the Speaking
(D) lesson.
How and when do | watch Learning Curve?
There is a clear Learning Curve icon on the Student's Book page
where video appears (or the corresponding audio should be
played). This icon also appears in the Teacher's Book. Students can
watch each show in its entirety (for enjoyment or familiarization
purposes), or it can be broken down into more manageable
chunks, as recommended in each lesson. Each one is
self contained, so if one is missed for any reason, it won't affect
the enjoyment of the next show.
Watching the video itself is our recommended option where
technology allows, but if you are not able to play video in class,
all of the video is supplied as audio only both as MP3 and on the
Class Audio CDs. The scripts for the video are included in this
Teacher's Book and can also be downloaded from the Richmond
Learning Platform.
How does Learning Curve help to develop skills?
Too often students are frustrated because, while they can
understand their course book audio, they quickly feel lost when
exposed to language outside the classroom. By using videos to
develop listening and speaking skills, students will build the skills
and confidence to cope better with real life language environments;
for example, recognizing that it isn't always necessary to
understand every word when listening for specific information or
gist; or that an awareness of "filler expressions" can help students
decode spoken language, as well as help them to sound more
natural when they produce these themselves.
The videos help to bridge the gap between the classroom and the
real world by exposing students to natural spoken English with
well-staged and supported exercises.

Meet He hogty! Yo will abro neel ...

Ethan Moore Penny Abernathy
Ethan works in the Penny is British and
New York City studio works in the New
with Penny. He's from York City studio with
Connecticut. He enjoys Ethan. She has a busy
traveling and is a very social life in New York, but
sociable person. sometimes she misses her family
and friends. She shares an apartment
Kate McRea with her friend, Taylor.
Kate is from Los
Simon Collins
Angeles and works in
the London studio with Simon, who's from
Simon. She loves being the south of England,
outdoors and ¡is very athletic. works in the London
studio with Kate. He
loves tennis, theater, and
music. He isn't crazy about shopping
or trying new things! He and Penny
were friends in school.
Jack Goode
Jack has his own restaurant, The Goode
Food Restaurant, where he is the head chef,
and he's also a food blogger and restaurant
critic. Jack was in college with Simon and
they have been best friends for years.
Taylor Weiss
Taylor is from the Midwest in the U.S. She
lives in New York City with Penny and
works as a personal trainer. She loves yoga
and hates being late!
Marc Kim
Marc's family is from South Korea. He lives
in New York City, where he works as the IT
specialist at Learning Curve. He is also a
part-time student.

14
 INTRODUCTION |

Approach to practice: In class

Student's Book: Practice section
There is an extensive Practice section at the back of the Student's Book for Grammar, Vocabulary, and Communication
Practice. Students are directed here from the relevant stages in the lesson. These sections should be done in class to get
the maximum benefit from the course and can be used to review later in the course.

The Grammar Practice section provides a The Vocabulary Practice section includes The Communication Practice section
clear overview of the grammar for the lesson. full lexical sets (two or three per unit). provides two or three speaking tasks per unit.

Explanations, usage notes Picture-dictionary style One pairwork task for every grammar
and tables vocabulary presentations point (two per unit) and one for every
e JE speaking lesson (every two units)

Additional exercises practice both Additional exercises

form and meaning of new grammar. for extended practice

Review and Practice

There are six Review and Practice sections that revise grammar, vocabulary and functional language across units. They use a
variety of exercises and end with a short, fun Personal Best section that allows for language recall in a more productive way.

Review and Practice sections appear every two units and give
further opportunities to practice grammnar and vocabulary.
a a

Personal Best questions and

A variety Of exercises prompts give the opportunity to
revise the grammar from revise a number of language and
the previous two units. skills points from the preceding
Grammar points are two units, allowing for language
tested separately and in recall and personalization.
combination.

Avanety of exercises revise the vocabulary

from the previous two units. Vocabulary from
different units and lessons is reviewed together.

15
mn INTRODUCTION

Approach to practice: Self study

Richmond Learning Platform
The Richmond Learning Platform complements the practice offered There is a full range of downloadable editable or print-and-go
in the Workbook and on the Personal Best Language App with extra resources, including the worksheets and progress tests from the
practice activities, a forum, messaging and storage areas, and a Teacher's Resource Book, audio scripts, wordlists, and answer keys.
powerful and ground-breaking test management system. Teachers have their own cloud storage area and can share activities
from there with their students.
Students
Students can practice all the language and skills from the Students
Testing
Book on the platform and receive instant feedback. They can try The Richmond Test Bank offers ready-made interactive, editable, or
exercises up to three times to learn from their mistakes. PDF tests, and the Test Manager enables teachers to create their own
interactive or printed tests from a wide range of activities and tailor
Teachers them to their students' needs.
Teachers can track students progress and level of selEstudy activity
and assign ready-made activities from the platform or their own
tailored tasks. A set of sophisticated tools enable teachers to see ata
glance how students are progressing and to analyze and compare the
progress made by individual students and groups.

| nata te quen toria

O Vena Zi cenar cord, ento) ori ceaey hosts do vou de?
Der Dori o--0

Personal Best Language Practice App

The Personal Best Language App offers free, selEstudy practice
of the language content from the Students Book. Grammar
and vocabulary are the main focus, although pronunciation is
also incorporated. The App includes accompanying audio and
images from the Student's Book. Each level of the course has a
corresponding App. This provides further optional selEstudy practice
of the grammar and vocabulary of that level.
There are three different games for each grammar point and three
for each vocabulary set from the Student's Book.
Making the most of the App
A clear App icon on the Student's Book and Teacher's
Book page indicates wherever a grammar point or
vocabulary set has practice material available on
the App.
Students access the App on an individual basis and use it in their
own time (e.g., as optional homework or as on-the-g0 mobile
learning) to internalize what they have learned in class. The App
provides motivation for short bursts of practice through timed
activities and game-like challenges with instant feedback.

If more * people
E knew 2 about E
this % restaurant,2
it 0 would 3 full a
every Y evening. = el |
' a |
| MO ==
PE | pa - )
Á J
A o

16
 INTRODUCTION |

Workbook

The Workbook provides a page of practice for each Student's Book lesson and an additional Review and Practice spread to
review the content from the entire unit.
The Workbook offers comprehensive seléstudy practice of the language and skills taught in the Students Book. It provides
practice not only of grammar, vocabulary, and pronunciation but for all four skills—reading, listening, writing, and speaking—for
the corresponding Student's Book lessons. The audio is available as MP3 download on the Richmond Learning Platform.

Each grammar point is Communication A A

Each reading or listening
practiced using a variety Dealing with online trolls
skill is practiced using texts
of controlled exercises. or audio on a topic related
tothe Student's Book
lesson.

Each pronunciation point

has accompanying audio
with a practice exercise.
This is available as an
MP3 download on the
Richmond Learning
Platform.

Each vocabulary
setis practiced Each writing or speaking skill is
using a variety of practiced using texts and exercises on
exercises. a topic related to the Student's Book
lesson.

At the back ofthe Workbook, there

are six additional pages devoted to
further writing skills practice, such as
making notes or writing a narrative.
These feature more model texts and
exercises to practice the writing skill
ofthe unit.

The Review and Practice

section features podcasts
and blogs from the
Learning Curve team.
This section revises the
language taught in the
unit and provides further
listening and reading
practice.

17
mn INTRODUCTION

Teacher's Components
Teacher's Book
The Teacher's Book is a comprehensive, full-color resource that incorporates the complete Student's Book.
It provides all the necessary procedural guidance to teach the Student's Book lessons as well as extra ideas to extend
and support students. There is a unique 3xPractice feature for each lesson to help teachers and students go deeper
into the activities and experiment with forms and meanings.

Each full-sized, color

Student's Book page is The Overview gives a The aims of each
next to its accompanying short summary of the unit lesson are clearly
teaching notes. content and aims. outlined.
There is an accessible easy-to-use
warm-up activity at the start of each
| lesson to interest and engage students
E A AA
in the topic.
Communication
Communication
[a] cia i dt a li
1A Connected
4 in cp Cr Cent Fe

PALO oir 3xPractice boxes encourage students

| toengage more deeply with the
language in three steps.

THE CHANGING FACE OF

CON A Extra Practice activities offer ideas
E for further extending and exploiting
ta in card e a coman str,
the topic and language or skill of the
O
lesson.
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Ma ad.
a ll a a al
MES
in tnveo
sra no
Un icon pa ed: CO eric
cd rl le ir
aer a Jo cier

Personal Best boxes provide activities

for weaker students. They are easy for
teachers to set up and for individual
students to work through on their own. can ol reacio e0 o liacar,
A e E]
da rbd o ben er
scada ed dic em Al carac cd
nc enc ques
ie e merendero
paa mi E rc) Mr bn ties
erre
deal
coat pra
Concept check questions ensure a atan

students have understood the

grammar teaching point, orthe
text builder/ listening builder /
rl coc Then precia
ji ro
conversation builder language
presented in the lesson.

ys logic td rg al

e PR
at AL ar Cde cr e El s

18
 INTRODUCTION |

Teacher's Resource Book

The Teacher's Resource Book provides extensive photocopiable materials and unit tests. The photocopiable
activities can be used as a change of focus or used to review at a later stage. The unit tests help with recall
and provide a sense of progress. There are photocopiable activities for grammar, vocabulary, and skills.

Students work in pairs or groups to complete engaging The teachers notes provide preparation and
tasks that practice the language or skills from the lesson. procedural notes as well as extra practice ideas.

eoooo0o0000o
A follow-up Personal Best task at the end of
each activity allows a more personal response.

The Teacher's Resource Book also provides

photocopiable Unit Language Tests to check E
students progress quickly in class or as E
homework. D
o
D
o
Do

Audio / Video pack Digital Book

The Audio and Video pack includes the Class
Audio CDs and Class Video DVDs. All audio and
video is also available to download from the
Richmond Leaming Platform.
This is a complete projectable digital resource
for the teacher: it provides the Student's Book
in digital format with embedded audio, video,
scripts, notes and answers, for use with a smart
board or projector.

Personal
Best

tes
Bis Ma
e /

19
 Communication
LANGUAGE | simple present and present continuous; action and state verbs m communication

14 Connected
1 Howdo you keep in touch with people? Order the communication phrases from 1 (l do this less often) to

2 PA
6 ll do this most often). Compare your answers in pairs.

—) geta text L] shareaphoto |] givesomeonea [) replytoane-mail [| check your 7 commentona

message call phone post
Go to Vocabulary practice: communication, page 136

2 Think ofthree people in your life. Tell your partner how you keep in touch with these people.

3 A Aresentences 1-6 true (T) or false (F)? Discuss your answers in pairs.
1 We speak to each other face -to-face more often nowadays.
Our phone calls are longer today compared to ten years ago.
These days, it seems we prefer text messages to phone calls.
Nan

People in the U.S. send more letters and packages nowadays.

We are sending a million e-mails per second, now.
More than half of the Internet pages we visit are social media sites.
B Read the text and check your answers in 3A. Correct the false sentences.

only 60%. Even our phone calls are shorter — on average, each call
now lasts one minute, compared to three minutes ten years ago. lt
seems that people prefer texting to calling.

We use traditional postal services less.

In the U.S., over 200 billion letters and packages were sent in 2008,
compared to 150 billion last year. These days, we usually write to
people by text, messaging app, or e-mail. In fact, right now, people
are sending two million e-mails per second!
E a EA
Sixty percent of the pages we view on the Internet are social media
pages, and we share nearly two billion photos on them every day.
The average person has five social media accounts and spends
about two hours a day looking at them.

THE CHANGING FACE OF Tina

SjuaLuLuIoS

COMMUNICATION
The way we communicate has never changed so
much in such a short period of time. We look at
the results of recent surveys that tell us about
the changing face of communication.
1
a shame we don't write letters much, but the post office
so slow nowadays compared to communicating online!
the Internet to be in immediate contact with people,
especially right now because 'm
planning my wedding.
Rob
l agree with Tina, but | still try to send letters and cards on
important occasions, and postcards when I'm on vacation. 1
don't know how people planned things with just snail mail!

20 EXTRA PRACTICE: workbook page 2; photocopiable activity 14 Vocabulary

 Communication El
UNIT 1 OVERVIEW: This unit focuses on the topic of communication. Sts read about the changing nature of
communication in the digital age and complete a questionnaire about how they communicate. They read an
account by someone who spent a week without his smartphone and discuss whether they could live without
their smartphone for a week. In Learning Curve, Ethan makes small talk on a train and ata party.

LANGUAGE
Grammar
Simple present and
continuous; action and
state verbs; question forms
SKILLS
Vocabulary Pronunciation Reading Speaking
Communication; say, Sentence stress; Skimming a text; Making small talk,
tell, speak, and talk question intonation actually, in fact keeping a conversation
going

LANGUAGE PUN (1A |

1A Connected
Sts read a text about the changing face of communication in the digital age. They then do a questionnaire to find out how
they communicate with their friends and discuss the findings.

Grammar Vocabulary Pronunciation Communication

Simple present Communication (access the Internet, check Facebook/your Sentence stress Talking about your
and present messages, check your phone, comment on a post, get a text experiences
continuous; message/an e-mail, give someone a call, go online, keep in touch
action and state with someone, reply to a text message/an e-mail, share something
verbs on social media, speak to someone face-to-face)

WARMER Go to Vocabulary practice: communication, SB page

QA
Write the word communication on the board. Ask: What forms
of communication can you think of? Elicit a few ideas; e.g.,
speaking face-to-face, writing e-mails. Put sts into pairs to
brainstorm ideas. Bring sts' ideas together on the board and
ask: Which of these do you use at work? Which do you use with
friends?
1 stslook at the pictures and order the communication
phrases from the one they do the least often (1) to the one
they do the most (6). Put sts into pairs to compare their
answers. Ask some pairs to tell the class which of their
answers weré similar and which were different.
3 x PRACTICE SB page 4, exercise 1
Pu áKáÁ—
1 Do the exercise as normal. To check answers, call out
each phrase in turn and ask: Who put number 6 for
this? Ask a student who put that number to tell the
class when they use that form of communication.
2 Ask sts to cover the phrases. In pairs, sts look at the
pictures and try to remember the phrases. They can
look at the phrases again to check.
3 In pairs, ask sts to write questions for their classmates,
using four of the phrases in exercise 1; e.g., How often
do you get text messages? Do you always check your
phone after class? Put pairs together into groups of four
to ask and answer the questions. Get feedback on their
answers.
136/TB page 285.
Sts will find more language presentation and practice for
communication vocabulary here. Do these exercises with
the class, or assign them for homework, before continuing
with exercise 2 of lesson 1A.
(3 Remind sts to go to the app for further self-study
=2E practice of communication vocabulary.
2 Read out the task and explain keep in touch if necessary.
Give one or two examples of people you keep un touch
with in different ways, and then put sts into pairs to
discuss their answers. Ask some sts to tell the class
something they learned about their partner.
3 A Check that sts understand package. Sts work in pairs to
read the sentences and decide ifthey are true (T) or false
(P). Elicit one or two examples, encouraging sts to give
reasons for their answers.
B Sts read the text to check their answers to exercise 3A
and correct the false sentences. Check answers.
ANSMWBES
1 F. We speak to each other face-to-face less nowadays.
2 FE Our phone calls are shorter today compared to ten
years ago
37 :
4 E People in the U.S. send fewer letters and packages
nowadays.
5 F We are sending 2 million e-mails per second, now.
6T

21
 simple present and present continuous; action and state verbs m communication
tancunos
A which piece of information in the text did you find most surprising? Do you agree with Tina and Rob?

5 A Look at the highlighted verbs in Tina's comment and answer the questions.
1 Which four verbs are in the simple present? Which verb is in the present continuous?
2 Which two verbs describe actions? Which three verbs describe states?
B Choose the correct options to complete the rules.

1 We use the simple present | present continuous to talk about things that happen regularly or things that
are always true.
2 We use the simple present / present continuous to talk about actions that are happening now or actions
that are temporary.
3 We cant use the present continuous for action / state verbs.

6 Read the Grammar box. Then look at the sentences in exercise 3A again. Do they contain action or
state verbs? What tense are they?

simple present and present continuous; action and state verbs

Simple present with action and state verbs:
| call my brother at leastonce a week. im so thirsty right now. | need some water. NOT Lmaeediagsomewater.
Present continuous with action verbs:
l'm calling you from New York! We*restudying french this year.

EN Go to Grammar practice: simple present and present continuous; action and state verbs, page 112

TA 1 Pronunciation: sentence stress Listen to the sentences. Do we stress the auxiliary

verbs be and do?
1 Are you trying to access the Internet? 3 The Internet doesn't seem slow right now.
2 Do you need a new laptop? 4 Why are you using my tablet?

B 13 Listen, check, and repeat.

38 A Complete the sentences with the correct tense of the verbs in parentheses.
11 (not check) my text messages when l'm having coffee with friends.
2 The price of desktop computers (go) down at the moment.
31 (like) looking at the selfie photos that my friends post on social media.
4. 'm studying English online, right now, so | (need) the Internet on my phone.
5“ (look) for a new phone because my phone is very old.
6 Most people (have) friends on Facebook that they never talk to face-to-face.
B In pairs, discuss the sentences in 8A. Which sentences do you agree with or are true for you?

Go to Communication practice: Student A page 156, Student B page 166

9 Complete the questionnaire and discuss your answers in pairs.

How do you communicate?

(ED When | wantto get together with friends, Inormally .... (23 0n my bestfriend's birthday,| usually send ...
message them on Facebook.() — textthem.() a message on social media.() atext() acard.()
call them.) GD usually share important photos ...
(13 Wnen Pm feeling happy and | want to share good news using a messaging app.() by e-mail O)
with people that live far away, |... on social media. ()
send a text message. () senda letter. ()
aa When | want to keep in touch with old friends, | usually ...
make plans to get together. () a j z
contact them on social media. (_) e-mail them. ()
(E) When P'm feeling sad, | prefer to speak to people ... give them a call. O)
on the phone.C) onSkype.C) - face-to-face.()

Personal Best | Write four sentences with state verbs in the simple present. [5]

22 EXTRA PRACTICE: Workbook page 2; photocopiable activity 14 Grammar

 LANGUAGE P 1A -

4 Sts discuss the questions in pairs. Get feedback on sts'
answers.
5 A Sts look atthe highlighted verbs in Tina's comment. Ask
the questions and check that sts understand the difference
between actions and states. Explain if necessary that action
verbs describe things that people do, e.g., walk, speak,
look; state verbs describe things that people feel, or things
that just exist, e.g., be, seem, know. Elicit the answers.
Answers
1 simple present: 's, don't write, seems, need
present continuous: “m organizing
2 actions: dont write, 'm organizing
states: 's, seems, need
B Sus read the rules and choose the correct options to
complete them. They could work in pairs for this. Check
answers with the class.
Go to Grammar practice: simple present and present
continuous; action and state verbs, SB page 112/TB page
23%.
Sts will find more language reference, presentation, and
practice for the simple present and present continuous
with action and state verbs here. Do these exercises with
the class, or assign them for homework, before continuing
with exercise 7A of lesson 1A.
PB | Remind sts to go to the app for further selEstudy
2 grammar practice of the simple present and present
continuous with action and state verbs.
A Oh Play audio track 1.3. See the SB page opposite
for audio script. Sts listen and notice the sentence stress.
Ask whether we stress the auxiliary verbs be and do. Don't
confirm the answer yet.
B Gh Play audio track 1.3 again. Sts listen and check
their answer, and then listen again and repeat.

Answers Answer
1 simple 2 continuous 3 state
We stress only the negative form of auxiliary verbs be and
do.

6 Read the Grammar box with the class. Sts look at the
Á Sts read the sentences and complete them with the
sentences in exercise 3A again and decide if they contain
correct verb forms. Check answers with the class.
action or state verbs and which tense they are. Check
Answers.
Answers
1 don't check
Answers
2 is going
speak: action, simple present
3 like
0.»

are: state, simple present

4 need
seems: state, simple present; prefer: state, simple
present
5 'm looking
send: action, simple present
6 have
E

are sending: action, present continuous

a

visit: action, simple present; are: state, simple present B Sts discuss in pairs which sentences in 8A they agree
mM

with and which are true for them. Get feedback on their
MA E El discussions.

Read the Grammar box with sts about the simple Go to Communication practice
present and present continuous with action and state Divide the class into Student A and Student B. All Student
verbs. Explain that we use the simple present for A sts should go to SB page 156. All Student B sts should go
regular actions and things that are always true, and we to SB page 166. Go to TB page 325 for the teacher notes.
use the present continuous for actions happening now. Do the activity. Then continue with exercise 9 of lesson
However, some verbs are state verbs, and we DON'T 1A.
use these verbs in the present continuous. We use the
simple present with these verbs even if we are talking Sts read and complete the questionnaire. Put sts into pairs
about something that is happening now: ] want to go to compare their answers. Get feedback on their answers
home now. NOTA h . Examples and discuss as a class who communicates the most online
of state verbs are like, want, and need. Ask questions to and who uses other forms of communication more.
check concept.
Concept check questions: PERSONAL BEST
Which verb form do we use for regular actions in the Sts can further practice using state verbs. They write four
present? (simple present). Which do we use for things sentences using these verbs in the simple present. Sts can
that are always true? (simple present) Which verb form compare their answers in pairs.
do we use for things that are happening now? (present
continuous) Can we use action verbs in the simple With weaker sts, write four state verbs on the board, e.g., like,
present and present contínuous? (yes) Speak and write want, need, have. Sts work in pairs and write a sentence using
= action verbs or state verbs? (action verbs) Like, want, each one in the simple present. Ask some sts to read their
and need — action verbs or state verbs? (state verbs) sentences to the class.
Can we use state verbs in the simple present and present
continuous? (no — just the simple present)

23
 SKILLS READING skimming a text m actually, in fact

1B Smart living?
1 whatdo you use your smartphone for? What do you think of
people who constantly check their phones?

0 skimming a text Ú

Before you read a text in detail, get a general idea of the topic of the y
text and of each paragraph.
+ Read the title ofthe textand look at any images. Can you predict
what the text is about?
+ Quickly read the first paragraph. This will confirm the topic and can
give you an idea of the text content and organization.
+ Read the first sentence of each paragraph. This can give you
information aboutthe maín idea of each paragraph.

Read the Skill box. Then look at the title of the text, the picture, and the first paragraph on page 7.
Do you think the writer had a positive or negative experience without his smartphone?

Read the first sentences of paragraphs 2-6. What is the main idea of each paragraph? Match the
paragraphs with ideas a=e.
a With no smartphone, he felt less tired. d There were more advantages than disadvantages.
b He worked better. e He found things to do to entertain himself.
ec He communicated more often face-to-face.

Read the complete text, Are the sentences true (T) or false (F)? Correct the false sentences.
The writer stopped using his smartphone because of an article he read.
0.N-S

Normally his smartphone distracts him when he's working.

He has become a better listener when he's with friends.
He doesnt enjoy reading books and newspapers any more.
The light from smartphone screens helps us sleep.
a

The writer now uses his smartphone differently than before.

Read this sentence from the text. Which word is used to express surprise that something
unexpected happened?
"| actually talked to people more and felt more connected to them, although we werentt in constant
contact online.”

A actually, in fact
To say that something is surprising or unexpected, we can use actually or in fact:
Í was worried that | would be bored without my phone as entertainment, but, actually, | enjoyed ¡t
l thought living withouta smartphone would be hard, but, in fact, ¡twas prelly easy.

Look! We can use actually at the start ofa phrase, before a main verb, or after be.
We usually use in fact at the start of a phrase.

Read the Text builder. Match 1-4 with a-d.

1 My friends say 'm addicted to my new smartphone. a but itwas actually on yesterday, not today.
2 My teacher's surprised because b Actually, | don't use it as much as my old one.
3 Tim thought the movie was on at 8:30 this evening, Cc but, in fact, 'm staying at home.
4 |thought | was going away this weekend, d | actually passed the exam!

Could you live without your smartphone for a week? In pairs, discuss what you think the experience
would be like.

24 EXTRA PRACTICE: Workbook page 3; photocopiable activity 18 Skills

 SKILLS

1B Smart living?
Sts read about someone who spent a week without his smartphone and discuss what it would be like living without their
smartphone for a week.

Reading Skill Text builder

Sts read a text about someone who decided Skimming a text actually, in fact
to live without his smartphone for a week.

WARMER
Ask: What kind of phone do
your phone with you? When
answers, and then ask: How
phone? Why? Elicit a range
5 Read out the sentence and elicit which word EXpresses
you have? Do you always have surprise that something unexpected happened.
are you away from it? Elicit a few
Answer
would you feel if you lost your
actually
of answers.

1 Read out the title of the lesson Smart living? Elicit or E O E

explain that smart usually means “intelligent,” but when
we use it to describe devices such as cell phones, it means
“able to connect to the Internet.” Sts discuss the questions
in pairs. Get feedback on their discussions.
+ Skill
Read the Skill box with sts about skimming a text.
Check they understand predict and confirm. Point out
that predicting the content of a text before you read can
help you to understand it better.
2. Sts look at the title of the text and the picture, and then
they read the first paragraph. Ask: Do you think the writer
had a positive or negative experience? Why? Elicit a range
of answers.
3 Asksts to read through sentences a-e. Read out the first
sentence of paragraph 2 and ask: Which idea, a-e, does it
match? (b) Sts read the first sentence of the remaining
paragraphs and match each one with the remaining
ideas. Check answers with the class. Point out to sts that
they now have a clear idea of what the text is about even
though they haven't read the whole text yet.
Answers
2b 3c 4e 5a 6d
Read the Text builder box with sts about actually and
in fact. Explain that we often use these words to say
that something surprising is true. Read out the example
sentences, and point out that we often express an idea
or opinion, and then we use actually or in fact to correct
it and say something surprising. Point out that we can
use actually or in fact atthe start ofa phrase; e.g., 1
wasn't looking forward to the party, but actually it was
fun. We can also use actually before a main verb; e.g.,
Pactually enjoyed the party, or after be: The party was
actually fun. Ask questions to check concept.
Concept check questions:
What can we express using “actually” or “in fact”?
(something surprising) Where in the sentence can we
use them both? (at the start of a phrase) Where else can
we use “actually”? Before or after a main verb? (before)
Before or after the verb “be”? (after) I use actually my
phone a lot- correct? (no — 1 actually use my phone a
lot.) She actually is quite young— correct? (no - She is
actually quite young.)
6. sts match the sentence beginnings with the endings.
Check answers.
Answers
1b 2d 3a 4c

A Check that sts understand distract. Sts read the complete

text and decide if the sentences are true (T) or false Read out the question, and then put sts into pairs to
(F). Remind them to correct the false sentences. Check discuss what it would be like. Ask them to make notes
answers. on the advantages and disadvantages they think there
would be. Get feedback from sts on their discussions and
Answers build up a list on the board of potential advantages and
1 FE His phone died, and he had to wait a week for a new disadvantages of living without your smartphone for a
one. week. Ask: Do you think the experience would be positive or
2T negative overall? Why? Elicit a range of answers.
3T
4 F. He says he'd forgotten how much he loves books
and newspapers.
5 E The opposite is true. The blue light from smartphone
screens wakes us Up when we're trying to get to sleep.
67T

25
 skimming a text m actually, in fact
by David Sharpe
EN When I read that we spend three hours every day
checking our smartphones, I was surprised. What
was TÍ missing in the real world when walking down
the street, lost in a virtual world of social media
updates and videos of dogs on bicycles? 1 promised
myselfI would use my smartphone less ... but it
didn't happen. But then my phone died, and I had
to wait a week for a new one. Would I survive? 1
thought it would be hard, but, in fact, it was pretty
easy — and surprising, in a good way, for a number
of reasons!
EE The first result was pretty amazing— on the first day
in the office without my phone, 1 was thinking more.
deeply and concentrating more. I had rediscovered
my brain! Not having access to my favorite apps
meant that I wasn't interrupted every five minutes
by social media alerts, soccer scores, and WhatsApp
group messages. Without these distractions, l was
more productive and felt satished that Pd done a
better job.
| 3) Another result was that L actually talked to people
more and felt more connected to them, although
we weren't in constant contact online. At lunch
with friends one day, I realized I was being more
responsive to their news and sympathetic to their
problems because I wasn't constantly checking my
phone. Another day I was in a new city and l asked
people for directions instead of using an app. Their
kindness made me feel welcome, and I discovered
my brain has a very good GPS!
Personal Best | Have you ever lived without something for a period of time? Write two or three sentences about the experience.
26 EXTRAPRACTICE: Workbook page 3
READING SKILLS a 1B |
AQ I was worried that I would be bored without
my phone as entertainment, but, actually, I
enjoyed it—- Pd forgotten how much T love
books and newspapers. Pd also forgotten how
much l enjoyed doing Sudoku puzzles. 1 had
an app for that on my smartphone, but never
used it. Doing one every day in the newspaper
felta lor more special, and it became part of
my morning routine. My brain felt a lot
sharper and much more ready for the day
ahead as a result.
US One completely unexpected result of not
having a smartphone was that | slept so much
better and felt more awake in the morning. At
night, l relaxed with a book before going to
sleep, instead of watching Netflix or reading
the news on my phone. Apparently, the blue
light from smartphone screens makes our brain
think it's morning, so it's releasing chemicals
to wake us up, just when we're trying to get to
sleep. That's not very smart!
MU Of course, at times, it was extremely
inconvenient to have no cell-phone Internet
connection, but, all in all, there were a lot
of benefits to not being connected 24/7.
Although I was jumping for joy when my new
smartphone arrived, Pm a lot more careful
about how much Í use it now, So, if you think
you use your smartphone too much, put it
away for a few days and see what happens.
You never know, you may become smarter!
PERSONAL BEST
ss

Sts can practice talking further about their own experiences.

They think about something they have lived without for a
period of time and write two or three sentences about the
experience. If sts are struggling for ideas, elicit a few things
they could write about; e.g., living without their laptop, TV,
hot water, heat in their apartment, etc. Sts can compare their
sentences in pairs. Get feedback on their answers. Ask: What
are the worst things to live without? Why?
With weaker sts, brainstorm some ideas about things it
would be difficult to live without; e.g., TV, hot water, heat
in your apartment, a credit card, etc. and write them on the
board. Sts work in pairs and discuss which would be the
most difficult to live without and why. Get feedback on their
discussions.

EXTRA PRACTICE
With books closed, write the following matching task on the
board:
1 avirtual a puzzle
2 social media b connection
3 a Sudoku c world
4 my morning d screen
5 asmartphone e alerts
6 mobile Internet f routine
Sts work in pairs and match the halves of the phrases. They
can check their answers in the text. Check answers, and check
that sts understand all the phrases.

Answers
ic2e 3a 4f 5d 6b

EXTRA PRACTICE
Ask sts to imagine some more negative consequences of not
having their smartphone for a week. Brainstorm some ideas
about what could happen; e.g., missing a party because they
didn't get a message, missing an important appointment,
getting lost because they didn't have GPS, or missing a
date with someone they like. Put sts into pairs, and ask
them to write an alternative paragraph for the text, which
presents a more negative view. Encourage sts to use their
imagination, and point out that their paragraph doesn't have
to be completely serious! Monitor and help while sts are
working. Ask pairs to read their paragraphs to the class in
turn. See whose week without their smartphone was the most
disastrous!

27
ma 1 JE tancuncz | question forms m say, tell, speak, and talk

1C Liar, liar
1 In pairs, answer the questions.
1 Whatare the people in the pictures lying about?
2 Whatother things do people often tell lies about? Make a list.

0
Blah, blah,
blah...
Sorry! haven't been in touch.
Pue been
so busy!

Go to Vocabulary practice: say, tell speak, and talk, page 136

2 Am pairs, take the quiz “The truth about lying.*

How often. do people tell lies? How can you know when people
a twice a month are lying?
b twice a. week a They don't look directly at you.
Cc twicea day b They move their hands a lot.
Cc They give unnecessary
y] What do people lie about most information.
frequently?
a work 5) Is communication technology
b money making us less honest?
e unimportant things a yes b no

6) How do people usually answer Do men lie more often than women?
the question, “When did you last a yes b no
tell a lie?"
a *l never lie.” y Do men and women lie about the
b *l can't remember” same things?
c “Some time today." a yes b no

B Gs Listen and check your answers. Which answer surprised you most?

3 Cover the quiz. Complete the questions from memory. Then check your answers in the quiz.
1 lies?
2 most frequently?
3 last a lie?
4 when people are lying?
5 us less honest?

4 Á Look at questions 1-5 in exercise 3. How do we form most questions? Choose the correct
structure, a or b.

a “(question word/s). + “auxilary verb. +

b (questionword/s) + 'main verb.
B Look at question 2 in exercise 3. ls the preposition before the question word or after the main verb?

28 EXTRA PRACTICE: Workbook page 4; photocopiable activity 1C Vocabulary

1C Liar, liar
Sts learn the difference between say, tell, speak, and talk. They take a quiz about when and how often people tell lies and
listen to three short conversations in which people tell white lies. They study question forms and practice intonation in
questions. Finally, they practice asking and answering questions about themselves.

Grammar Vocabulary Pronunciation Communication

Question forms say congratulations, goodbye, hello, something (ta someone), Question intonation Asking and
sorry, thanks answering personal
speak a language questions
speak/talk loudly/quickly/slowly, (to someone) about something
tell a joke, a lie, a secret, a story, someone something, the truth

WARMER Question 3: We lie a lot, but we usually forget our lies because,
Read out the lesson title Liar, liar and elicit or explain the as | mentioned before, we normally lie about small, unimportant
meaning. Explain that there is a children's rhyme, which things. We don't remember these little lies. So the correct answer
children say to each other if they think someone is lying: is"b”
Liar, liar, pants on fire! Point to the picture in exercise 2 and Question 4: When they're telling a lie, liars often add extra,
elicit or explain that there is also a saying that if you tell lies, unnecessary information. But it doesn't help to look at body
your nose will grow longer. Ask sts if there are any sayings language. So the correct answer is*e?
or rhymes to do with lying in their language. Elicit a range of Question 5: Technology hasn't really had an effect on our
answers from individual sts. honesty. We're usually more honest when we write and less honest
when we speak. This is because we know people can check what
1 sts look at the pictures and discuss the questions in pairs. we have written! So the correct answer is “b”
Get feedback and discuss as a class the most common Question 6: Most studies say men lie more. So the correct
reasons for lying. answeris “a”
Question 7: Men and women usually lie about different things.
Answers
Women often tell “white lies” — little lies to protect other people's
1a She's lying about liking his shirt. feelings. Men usually lie in order to save money. 50 the correct
b She's lying about where she is/what she's doing. answer is "b”
ce He's lying about being busy.
d She's lying about her dinner being ready.
2 Sts own answers
Answers
lc2co 3b4c 5b 6a 7b
Go to Vocabulary practice: say, tell, speak, and talk, SB
page 136/TB page 285.
3 Sts cover the quiz and complete the questions from
Sts will find more language presentation and practice for
memory. They could work in pairs for this. Discuss as a
say, tell, speak, and talk here. Do these exercises with the
class which questions they made mistakes on and what
class, or assign them for homework, before continuing
kinds of mistakes they made.
with exercise 2A of lesson 1C.
0 Remind ststo go to the app for further self-study Answers
SE vocabulary practice of say, tell, speak, and talk. 1 How often do people tell 2 What do people lie about
3 When did you, tell 4 How can you know
2 A Sts take the quiz in pairs. Encourage them to discuss 5 ls communication technology making
each question in turn and the possible answers before they
choose the one they think is the most likely. Elicit some A A sis look at questions 1-5 in exercise 3 again, and then
> : :
possible answers, but don't confirm them. choose the structure that matches the questions. Check
B Gs Play audio track 1.5. Sts listen and check their the answer with the class.
answers. Discuss as a class which answer sts found the
most surprising and why. Answer
a
Gus Audio script
B Refer sts back to question 2 in exercise 3 and ask the
Question 1: Most studies agree that we tell lies at least twice a
question. Point out that many learners of English find it
day. So the correct answer is “c”
difficult to remember that the preposition comes after the
Question 2: The most common lies are little lies about things main verb. Give, and then elicit, one or two more examples;
that aren't that important, like *l have to go now - | have some e.g., Who were you talking to? What are you looking at?
work to do” or "Yes, those pants look great on you.” We say things
like this to others in order to protect other people's feelings. 50 the Answer
correct answer is *c” after the main verb

29
 question forms m say, tell, speak, and talk | Lancuace Je 1 C Ja

5 A 6) Listen to people telling a lie in three conversations. What is each person lying about?
Write the conversation number (1-3).
a receiving text messages b eating chocolate c liking someone's food
B Grs Listen again and complete the questions.
1 Who all of my chocolate? 3 Who more banana and potato sandwiches?
2 What to you last night?

6 Look at the questions in exercise 5B. Choose the correct options to complete the sentences. Then
read the Grammar box about the different question forms.
1 In these questions, we know / don't know the subject of the verb.
2 We use the affirmative / question form of the verb.

question forms
Object questions: Subject questions:
Where do you work? Who called me? NOT Who-did-callne?
What are you doing rightnow? Who wants coffee? NOT Who-doeswenteolfas?
Where did you go to college? Who invented the telephone? NOT Who-did-invent
Have you finished? aolephene?
Questions with prepositions:
Where do they come from?
Who did you play tennis with?

Go to Grammar practice: question forms, page 113

7 Gs Pronunciation: question intonation Listen to four of the questions from this lesson.
Does the intonation go up (+) or down (+) at the end of the questions?
1 Have you finished? 3 What happened to you last night?
2 How often do people tell lies? 4 Do men lie more often than women?

8 A Complete the questions with an auxiliary verb from the box if necessary. Which question doesn't
need an auxiliary?

do (x2) did (x5) have

1 you usually tell little white lies to protect people's feelings?

2 When you last tell a little white lie? What you lie about?
3 When you were younger, you tell your parents lies? you tell the truth later?
4 Who tells the best jokes in your family?
5 you usually say hello to people you don't know on the street?
6 you ever told someone that he or she can't cook well? What the person say?
B In pairs, decide if the intonation goes up (+) or down (>) at the end of the questions in 8A.
Then ask and answer the questions.

Go to Communication practice: Student A page 156, Student B page 166

9 Ask and answer the questions in pairs.

Who helped you with your homework as a child?
0w€,->

Who taught you how to ride a bike?

What happened on your first day of school?
Who taught you how to drive?
0,2

Which author wrote your favorite book?

What happened on your first day at work?

Personal Best | Write four questions to ask your partner about his or her life.

30 EXTRA PRACTICE: Workbook page 4; photocopiable activity 1€ Grammar

 LANGUAGE

5 A G)1s Allow sts time to read the three situations in
which people tell lies. Then play audio track 1.6. See TB
page 354 for audio script. Sts listen and write the correct
number next to each situation. Check answers.
Answers
a2 bi c3
B (6): Allow sts time to read the fill-in questions.
Then play the audio again. Sts listen and complete the
questions. Check answers.
Answers
late 2 happened 3 wants
6 sts look at the questions in exercise 5B again. Then sts
read the sentences and choose the correct options to
complete them. They could work in pairs for this. Check
Answers.
Answers
1 dontknow 2 affirmative
Read the Grammar box with sts about question forms.
Explain that when we ask about the object of a verb, we
use an auxiliary verb: Who does John know? (He knows
Jack.) Point out that in simple present and simple
past questions, the main verb is in the infinitive form
(do you know/did you know). When we ask about the
subject of a verb, we don't use an auxiliary verb, and
the word order is the same as in statements: Who knows
John? (Jack knows him.) Remind sts that prepositions
in questions come after the main verb. Ask questions to
check concept.
Concept check questions:
Which kinds of questions have auxiliaries? (object
questions) Why are they called object questions?
(because we are asking about the object of the verb)
What are we asking about in subject questions? (the
subject of the verb) Do we use auxiliary verbs in subject
questions? (no) What is the word order in subject
questions? (the same as in statements) What do you
want? - subject or object question? (object question)
Who wants a drink? — subject or object question? (subject
question) Where do prepositions come in questions?
(after the main verb)
Go to Grammar practice: question forms, SB page 113/
TB page 239.
Sts will find more language reference, presentation, and
practice for question forms here. Do these exercises with
the class, or assign them for homework, before continuing
with exercise 7 of lesson 1C.
(3 Remind sts to go to the app for further self-study
222 grammar practice of question forms.
7 Gs Allow sts time to read through the questions. Then
play audio track 1.8. See the SB page opposite for audio
script. Sts listen and decide if the intonation goes up or
down. Play the audio again for sts to check their answers
and repeat. Elicit that the intonation usually goes up for
yes/ no questions, and down for Wh- questions.
Answers
1lup 2 down 3 down 4up
3 x PRACTICE 5B page 9, exercise 7
PTY
1 Dothe exercise as normal. To check answers, read out
each question with rising and then falling intonation
and ask: Which is correct? Elicit answers, and then play
track 1.8 for sts to listen, check, and repeat.
2 Hum the intonation of the first question by humming
each syllable and focusing on the rising intonation. In
pairs, sts practice doing the same with each question.
Ask some sts to hum one of the questions for the class.
The class can listen and guess which question it is.
3 Read out the first question and elicit ways in which it
could be changed; e.g., Have you had dinner? Has your
class finished? In pairs, sts change the questions so that
they are different but keep the same intonation pattern.
They can practice asking and answering their new
questions in pairs.
8 Asis complete the questions with the correct word (s) and
decide which question doesn't need an auxiliary. Check
answers.
Answers
1 Do 2 did, did 3 did, Did 4 - 5Do 6 Have, did
B In pairs, sts read the questions again and decide if the
intonation goes up or down. Check answers. Sts then
practice asking and answering the questions in pairs. Get
feedback on their answers.
Answers
1 up 2 down; down 3 up, up 4 down 5up
6 up; down
Go to Communication practice
Divide the class into Student A and Student B. All Student
A sts should go to SB page 156. All Student B sts should go
to SB page 166. Go to TB page 325 for the teacher notes.
Do the activity. Then continue with exercise 9 of lesson
1C.
9 sts ask and answer the questions in pairs. Get feedback.
PERSONAL BEST
Sts can further practice asking and answering questions. They
write four more questions to ask a partner, and then ask and
answer the questions in pairs.
With weaker sts, brainstorm three or four more questions
with the class and write them on the board. Sts can then ask
and answer the questions in pairs. Ask some sts to tell the
class something they learned about their partner.

31
 SPEAKING making small talk m keeping a conversation going

1D Small talk
1 A Read the: definition
-
of small talk and look
. , the weather
at the topics. Which topics do people typically
discuss when they make small talk?
TV, sports, and movies

small talk noun polite and informal

conversation about light topics, often between
people who don't know each other well. relationship problems
work and family

B In pairs, discuss the questions. the situation (party, trip, etc.)

1 When did you last make small talk?
2 Where were you?
3 Who did you talk to?
4 What did you talk about?

CG) Watch or listen to the first part of a webshow called

Learning Curve. Ethan catches a train, and a passenger makes
small talk with him. Who are sentences 1-6 about? Check (w)
Ethan or passenger.
Ethan passenger
He starts the conversation. O (
He asks where the other person is going. LJ]
aan

He's going to City Island. [ o

He asks where the other person is from. P
He's from Pennsylvania. ]
He asks about the other person's job.

G)1a Complete the sentences from the conversation with

the words in the box. Watch or listen again and check.

so nice mind ahead have excuse sounds living

1 me. Does this train go to the baseball stadium? 5 What do you do for a ?
2 Would you If | sit here? 6 Well that interesting.
3 Uh, no. Go right z 7 Hey, it was talking to you!
4 ¿Where are you going? 8 fun at the game!

Load Conversation builder MEE

Starting the conversation
Excuse me ...
Is anyone sitting here?
Would you mind ¡fl sit here?
Beautiful day, isn't it?
Asking about the person/situation Ending the conversation
Are you having a good time/trip/day? Nice talking to you.
Are you from around here? Great to meet you.
So, what do you do fora living? Have a nice evening.
And what does that involve?
| love your phone. |s it new?

4 Read the Conversation builder. Make small talk with your partner. Imagine ¡t's your Arst English class
and you've never met.

10

32 EXTRA PRACTICE: Workbook page 5


1D Small talk
Learni
. Sts hear someone making small talk and then keeping a conversation going. They then practice starting a
conversation and keeping it going.
Speaking
Sts watch a video or listen to a recording of someone making
small talk and keeping a conversation going. They then
practice making small talk and keeping a conversation going.
WARMER
Ask: Do you ever talk to people you don't know? Where do you
do this? Elicit answers from individual sts, and elicit the idea
of starting a conversation on a bus or train, at a bus stop, etc.
Ask: What kinds of things do you talk about in these situations?
1 A Read out the definition and make sure sts understand
it. Discuss as a class which topics people typically discuss
when they make small talk.
B Sts discuss the questions in pairs. Ask some pairs to
tell the class about their experiences. You could ask some
general questions about small talk; e.g., Who is more likely
to make small talk - young people or older people? Why?
Are people in some towns or cities more likely to make small
talk than in others? Why?
Each unit features an episode of Learning
Curve, a web show intended for international
students to engage in English language and
culture. ltis 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. lt is also available as an
“audio-only” option for teaching environments without
access to video. Students hear speakers from the U.S. and
the UK (exposing them to both American and British
English accents) as well as from other countries. The video
allows students to practice particular speaking skills and
gives them exposure to features of natural spoken speech.
See TB page 14 for more information on Learning Curve.
e Gs All the D lessons in this level which focus on
speaking skills are accompanied by video. In this lesson,
Ethan makes small talk on a train and at a party. Allow sts
time to read through the sentences. Model pronunciation
of Pennsylvania. Play video/audio track 1.9 for sts to
watch/listen. See TB page 354 for video/audio script. Sts
watch or listen to identitfy who each sentence is about,
Ethan or the passenger. Check answers with the class.
Answers
1 passenger 2 passenger 3 Ethan 4 Ethan
5 passenger 6 passenger
skins [=P 11D .
Conversation builder Skill
Making small talk; e.g., starting the Keeping a conversation
conversation and asking questions going; e.g., That's interesting!
about someone's situation Really?
3 (E)1a Sts read the sentences and complete them with
the correct words. Play the track again for sts to watch or
listen, pausing so that they can check their answers and
hear them in context.
Answers
1 Excuse 2 mind 3 ahead 450 5 living 6 sounds
7 nice. 8 Have
3 x PRACTICE SB page 10, exercise 3
AI
1 Do the exercise as normal. Before you play track
1.9, ask: What do you think is the first missing word?
Who has a different answer? Elicit the answers, and
encourage sts to give reasons for their answers.
2 Asksts to cover the sentences in the exercise. In pairs,
sts look at the words in the box and try to remember
the sentences. They can look at the sentences again to
check.
3 In pairs, sts prepare a new short conversation, using
sentences 1-8 and their own imagination. Allow them
time to practice their conversations. Then nominate
pairs to perform their conversations for the class.
a Conversation builder
Read the Conversation builder box with sts about
making small talk. Make sure they understand the
different categories of phrases, e.g., Starting the
conversation, Ending the conversation. Point out that
with phrases such as these, it is important to use a
range of intonation in order to sound friendly. Ask
questions to check concept.
Concept check questions:
I get onto a bus or train. How can | start a conversation
with someone? (Excuse me. ls anyone sitting here?) How
can l ask where someone lives? (Are you from around
here?) How can l ask about someone job? (What do
you do for a living?) How can I ask about something
they own? (1 love your... . Is itnew?) How can l end the
conversation? (Great to meet you.)
4 Model a small-talk conversation with a student. Sts then
work in pairs to make small talk with each other. They
could repeat with a different partner for extra practice, or
they could move around the classroom and make small
talk with a range of different sts.
33
 making small talk m keeping a conversation going SPEAKING | SKILLS [=" 1D |

5 )10 Watch or listen to the second part of the show.

Ethan goes to a party and meets Cindy for the first time.
Check (w) the topics that Cindy and Ethan talk about.
Penny and Taylor's apartment

Qpes
their families
their jobs
how they know Penny and Taylor
the food at the party
02

the weather

6 Eo Put sentences (a-i) in order. Watch or listen again and check.

a L] Cindy So, what do you do on your webshow?

b L] Ethan Oh, you met at work! So, are you having a good time?
e L] Cindy Sorry | don't know Penny that well. By the way, I'm Cindy. | work with Taylor at the gym.
d [] Ethan Well l'm a presenter, a co-host, like Penny.
e 11] Cindy How do you know Penny and Taylor?
f [) Ethan Mmm! Well | love carrot cake.
g L] Cindy lts a great party. | got here early so | could bring my famous carrot cake.
h (2) Ethan l'm Ethan. | work with Penny on Learning Curve. It's a webshow. We're presenters.
_] Cindy Hmm, a presenter, that's interesting. And what does that involve?

ES ALO keeping a conversation going

When we talk to someone we don't know well, we keep the conversation going so we don't run out of things to say.
+ Give extra information when you answera question, e.g., Are you from around here?” “No. | moved here from
Brazil six months ago”
* Respond toa statement with a positive comment, e.g., That's interesting! ! love Brazil. I've been there twice.”
+ Ask open questions to find out more information, e.g., “Really? What were you doing there?"

Y Read the Skillbox. Answer the questions about the conversation in exercise 6.
1 What extra information does Ethan give when he explains how he knows Penny?
2 What positive comments do Ethan and Cindy make?
3 Whatopen questions does Cindy ask?

8 In pairs, practice the conversation in exercise 6.

Go to Communication practice: Student A page 156, Student B page 166

94 In pairs, choose one of the situations below and think about how you could start a conversation
with someone you dont know well.

B Take turns starting a conversation. Make small talk and keep the conversation going.

E Was it easy to start the conversation and keep it going? What could you do
differently next time? Choose another situation and have another conversation.

Personal Best | You meet someone new at Penny and Taylor's party. Write the conversation.

34 EXTRAPRACTICE: Workbook page 5

 skins [=P 11D .

5 Go Ask sts to look at the topics and guess which ones
Cindy and Ethan talk about. Play video/audio track 1.10.
See TB page 354 for video/audio script. Sts watch or listen
and check the topics they mention. Check answers.
Answers
1345
Cc Discuss with sts how easy or difficult
they found the task and what they could improve next
time. Sts then choose another situation and practice
another conversation. Point out to sts that it might feel
artificial to practice in this way, but the more times they
practice conversations like this, the easier they will find
them when they are in a real-life situation.

6 Eo Sts read the sentences and put them in order.

Draw their attention to the examples (numbers 1 and 2 in
PERSONAL BEST
the boxes). Play the track again for sts to watch/listen and Sts can further practice small talk. They work in pairs and
check their answers. Ask them to watch/listen also to find prepare a new conversation at Penny and Taylor's party. They
out what Ethan's job involves. Elicit that he does research, could then practice their conversation in their pairs. Ask some
presents documentaries, and interviews people. sts to perform their conversations for the class.
Weaker sts can practice their conversation from exercise 9C
Answers
with a new partner.
le 2h3c 4b 5g 6f 7a 8d 9i

EXTRA PRACTICE
EL
Put sts into groups of three. Two sts repeat the conversation
Read the Skill box with sts about keeping a from exercise 9B, in which they make small talk and keep
conversation going. Explain that good speakers can
the conversation going. The third student uses their phone to
use phrases and questions to encourage someone else video the other two. Sts can swap roles and practice again.
to keep talking so that a conversation does not end.
Watching themselves on video will help sts to evaluate how
Remind sts that in this kind of situation it is important well they can make small talk and keep a conversation going.
to use a range of intonation to sound friendly and
interested.

Y Sts look at the conversation in exercise 6 and answer

the questions. They could discuss their answers in pairs.
Check answers with the class.

Answers
1 He gives his name and says what his job is.
2 Mmm! Well, | love carrot cake. It's a great party. Hmm, a
presenter, that's interesting.
3 So, what do you do on your webshow? How do you
know Penny and Taylor? And what does that involve?

8 Sts practice the conversation in exercise 6 in pairs. Remind

them to use intonation to sound friendly and interested.
Go to Communication practice
Divide the class into Student A and Student B. All Student
A sts should go to SB page 156. All Student B sts should go
to SB page 166. Go to TB page 325 for the teacher notes.
Do the activity. Then continue with exercise 9 of lesson
1D.
9 Sts follow the steps to practice starting a conversation with
someone they don't know and keeping the conversation
going.
A Sts look at the pictures, choose one, and
think of an idea for their conversation. Encourage them
to think of some suitable open questions to ask and some
possible answers to questions about themselves.
B Sts work in pairs to start their conversation
and keep it going. Encourage them to use intonation to
seem friendly and interested, and to ask open questions to
keep the conversation going.

35
 Tell me a story
LANGUAGE narrative tenses m -ed and -ing adjectives

2A What a coincidence!
1 A Choose the correct options to complete the questions. Explain why they are correct.
1 In your opinion, what kind of social media posts are bored / boring?
2 What kind of social media posts are you interested / interesting in?
B In pairs, answer the questions in 1A.

e Go to Vocabulary practice: -ed and -ing adjectives, page 137

> 2 Tell your partner about the last time you felt shocked or terrified, and about something you find
fascinating or amusing.

3 A Read the text quickly. What do you think the title Tiwinsters means?

B Read the text again. Order the events from 1-6,

a The twins made a movie about finding each other.
b | | Anais saw a woman online who looked identical to her.
c Anais found a way of contacting Samantha.
d |) Anais discovered that they had the same date of birth.
e L_] They got to know each other online, and then they met in person.
f [] Ascientific test proved they were twins.

| n Eebtuamy: 2013 25
design student from Paris, was checking Facebook when
she saw a video of a young American actress that a
friend had posted. Anais couldn't believe it— the actress
looked exactly like her! Unfortunately, there
on the video, but she was extreme curiou
c an
friends about it. :
A few months later, while Anais was ro by bus to
college, she got a message from the same friend. He had
seen the actress in another vid » nd this time there was a
name — Samantha Futerman. When Anais googled her, she
found out that they were bom on the same day, and that,
like Anais, Samantha had been adopted when she was a
baby. Anais was so shocked that she got off the bus. Could not only very similar in appearance, but also had the same
Samantha be her twin? She decided to contact her to find mannerisms, found the same things amusing, and both
out. loved cheese!
When Samantha received a friend request from Anais on Anais and Samantha were excited to meet for the first time
Facebook, she was amazed to see that the face in the several months later in London, where Anas was studying.
profile picture was identicalto her own. Anais messaged While Samantha was visiting Anais, they received the results
Samantha to explain how she had found her, and to ask her ofa DNA test which confirmed what they already knew —
where she was born. Samantha replied and confirmed that that they really were identical twins. The sisters then wrote a
she was also born in Busan, South Korea. The girls spoke book and filmed an award-winning documentary, Twinsters,
regularly on Skype after that and discovered that they were about their amazing story.
gg A

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

 Tell me a story 2
UNIT 2 OVERVIEW: This unit focuses on the topic of stories. Sts read stories about twin sisters who were
separated at birth, and two friends who chose to visit each other in different towns on the same day. In
Learning Curve, Penny and Ethan interview people about their attitude about luck. Sts then read the story of
a man who changed his life to give up unhealthy habits and become a successful athlete. Finally, they write a
story about something interesting that happened to them.

LANGUAGE SKILLS
Grammar Vocabulary Pronunciation Listening Writing
Narrative tenses; -«ed and -ing adjectives; — 'd/ sound in the past Listening for the main Making a narrative
used to and usually phrasal verbs perfect idea; linking consonants interesting; time linkers
and vowels

LANGUAGE (24 |
2A What a coincidence!
Sts read a text about twin sisters who were adopted and brought up in different countries, and then found each other
online. They also read about two friends who chose to visit each other in different towns on the same day, and they then
practice telling a story by talking about a time when they met someone important in their life.

Grammar Vocabulary Pronunciation Communication

Narrative tenses -«ed and «¡ng adjectives (amazed/ ing, amused/ ing, annoyed/ing, /d/ sound in the Telling a story
depressed/ing, disappointed/ing, embarrassed/ing, excited/ing, past perfect
fascinated/ing, shocked/ ing, terrified/ying)

WARMER Go to Vocabulary practice: -ed and -ing adjectives, SB

AAA page 137/TB page 287.
Read out the title of the unit Tell me a story, Explain that this Sts will find more language presentation and practice for
unit is all about stories of strange, interesting, or funny things -ed and -ing adjectives here. Do these exercises with the
that have happened to people. Ask: Has anything interesting class, or assign them for homework, before continuing
or funny happened to you recently? What was it? Elicit answers with exercise 3A of lesson 24.
from individual sts, Encourage them to tell their stories in Ñ :
detail, and encourage other sts to ask questions to find out (3 Remind sts to go to the app for further self-study
more. Ask: When something funny or interesting happens to 22 vocabulary practice of -ed and -ing adjectives,
you, do you post it online? Where?
3 A Check that sts understand twin. They read the text
1 A sts read the questions and choose the correct words to quickly and answer the question. Check answers.
complete them. They then discuss in pairs why they chose
each word. Check answers with the class. Answer
It is the title of the documentary they made and a
Answers
combination of twin and sister.
1 boring 2 interested
Adjectives that end in -ed describe feelings, and adjectives B Sts read the text again and order the events. Check
that end in -ing describe things that give you these answers.
feelings.
Answers
B In pairs, sts discuss the questions
in exercise 1A. Get 1b 2d 3c 4e 5f 6a
feedback.

2 Read out the task and check that sts understand all the
adjectives. Sts talk about their experiences in pairs. Get
feedback.

37
 narrative tenses m -ed and -/ng adjectives
tancunos
A what did you think of Anals and Samantha's story?
| thought ¡t was an amazing coincidence.

5 Á Which forms are the verbs in bold? Choose from the simple past, past perfect, and past continuous.

1 He had seen the actress in another video.

2 While Anais was traveling by bus to college, she got a message.
3 The sisters wrote a book about their amazing story.
B Match the forms with their uses. Then read the Grammar box.
a an action that happened before another action in the past
b a completed action in the past
e an action in progress at a specific moment in the past

narrative tenses

Simple past (for main events): Past perfect (for actions that Past continuous (for longer actions/
happened before other actions): background):
l visited my friend Ana last year When we arrived at the theater At9 pum. last night! was having dinner.
the movie had started.

Look! We usually use when with the simple pastand when or while with the past continuous:
1 was walking in the park when | met Jo. When/While | was walking in the park, | met Jo

e Go to Grammar practice: narrative tenses, page 114

. 6 A 6)23 Pronunciation: /d/ in the past perfect Listen to the sentence. Notice the pronunciation
of /d/ in the past perfect form. Listen again and repeat.
He'd seen the woman before.

B (24 Listen to the sentences and choose the verb forms you hear.
1 bought! l'd bought 3 She caught the bus/ Shed caught the bus 5 You watched/ Youd watched
2 He asked / Hed asked 4 Werealized | We'd realized 6 They lost / They'd lost
Go to Communication practice: Student A page 157, Student B page 167

7 A (625 Complete the text with the correct form of the verbs in parentheses. Listen and check.

Last year, while 1 (stay) with my grandmother for the

weekend in a town a few hours away, 12 (go) to visit my
friend Marco, who also lives there. 13 (call) him the day
before to arrange a time to get together, but he hadn't answered.
| went to his house anyway, but when 1% (ring)the
doorbell, nobody? (come) to the door, so 1 *
(decide) to leave. Right then, 17 (get) a message on
my phone. lt was Marco! He? (go) to my hometown
the evening before to visit his parents, and now he ?
(knock) on my door! It was such a coincidence!

B Have there been any coincidences in your life or in your friends lives? Talk about them in pairs.

8 In pairs, talk about a time when you met someone important in your life. Use the questions to help you.

+ Where were you? + What did you both say?

* What had happened before you met? + How did your life change after
+» What were you both doing when you met? you met him/her?
* What happened when you met?

Personal Best | Read the story about Anais and Samantha again. Close your books and retell the story in pairs. [s]

38 EXTRA PRACTICE: Workbook page 8; photocopiable activity 24 Grammar

 LANGUAGE P 1 2A -

4 Sts discuss the question in pairs. Get feedback on their Answers

answers. 1 bought a new car.
5 A Sts look at the bold verbs and decide which forms they 2 He'd asked me that before.
are. They could work in pairs for this. Check answers. 3 She'd caught the bus that morning.
4 Werealized that there was a problem.
Answers 5 You watched the wrong video.
1 past perfect 2 past continuous 3 simple past 6 They'd lost my coat.

B Sts look at the bold verbs in exercise 5A again and Go to Communication practice
match them with their uses. Check answers. Divide the class into Student A and Student B. All Student
A sts should go to SB page 157. All Student B sts should go
Answers to SB page 167. Go to TB page 327 for the teacher notes.
a past perfect b simple past € past continuous Do the activity. Then continue with exercise 7A of lesson
2A.
TA 25 Sts read the text and complete it with the
correct forms of the verbs in parentheses. Play audio track
Read the Grammar box with sts about narrative tenses. 2.5. See the SB page opposite for audio script. Sts listen
Explain/elicit that we use the simple past for the main and check their answers.
events in a story. We use the past perfect for actions
that happened before other actions, and we use the Answers
past continuous for longer, background actions that
1 wasstaying 2 went 3'“dcalled 4 rang 5 came
were in progress at a particular time in the past. Point
6 decided T got 8 'dgone 9 was knocking
out that we use when with the simple past and while
with the past continuous: We were having dinner when
he arrived. NOT We-wwerehavins-dinmnerwltilehe-arrived. 3 x PRACTICE SB page 13, exercise 7A
Ask questions to check concept. —
Concept check questions: 1 Do the exercise as normal. To check answers, read out
Which tense do we use for the main events in a story? each sentence blank in turn and ask: simple past, past
(simple past) Does the simple past describe a completed continuous, or past perfect? Elicit possible answers, and
action or an unfinished one? (completed) Which tense do ask a student who gave the correct answer to explain
we use for actions that happened earlier? (past perfect) why itis correct.
I went out when 1 had eaten - which action did I do first? 2 Stsworkin pairs. One student closes his/her book. The
(l ate.) Which tense do we use for actions in progress in other student reads out the story, omitting the missing
the past? (past continuous) Which tense do we usually verbs. They could cough to indicate a blank. Their
use with “when”? (simple past) Which tense do we use partner tries to remember the verbs. They can swap
with “while”? (past continuous) roles and practice again.
3 Write the correct verb forms on the board, e.g., was
Go to Grammar practice: narrative tenses, SB page 114/ staying, went, etc. With books closed, sts work in pairs
TB page 241. and try to recreate the story from the verbs. Elicit the
Sts will find more language reference, presentation, and story from the class and see if, as a class, sts can retell
practice for narrative tenses here. Do these exercises with the whole story.
the class, or assign them for homework, before continuing
with exercise 6A of lesson 2A. B Sts discuss the question in pairs. Get feedback on their
answers.
3 Remind sts to go to the app for further selfstudy
=22 grammar practice of narrative tenses. 8 Allow sts time to prepare their answers individually. They
then tell their stories in pairs. Ask some sts to tell their
A [OLÉ Play audio track 2.3. See the SB page opposite stories to the class.
for audio script. Sts listen and notice the pronunciation of
/d/ in the past perfect. Play the audio again for sts to listen
and repeat.
PERSONAL BEST
Sts can further practice using narrative tenses. They read the
B (624 Allow sts time to read through the verb forms.
story about Anaís and Samantha again, and then practice
Play audio track 2.4. See Answers for audio script. Sts
telling it in pairs.
listen and choose the verb forms they hear, noticing the
difference in pronunciation between the two tenses. They Weaker sts could work in groups of four. They each read one
will need to listen carefully for the auxiliary /d/ sound, paragraph of the story again, and then retell the story in their
which joins onto the next word when that starts with a groups, each telling their own paragraph.
vowel. Play the audio again for sts to listen and check their
answers.

39
 SKILLS | LISTENING listening for the main idea m linking consonants and vowels m phrasal verbs

A 2B Do we make our own luck?

1 Do you think these things bring good or bad luck? Can you think of more examples?

a penny the number 13

a broken mirror

a dream catcher a fortune cat a four-leaf clover

2 A Were these people lucky or unlucky? Match the verbs in bold with the meanings.

( | found a lucky penny on the street, but that dal | My plane ticket was for seat 13. | Aset off early for
my car tran out of gas and my boyfriend “broke | | the airport to get there on time, but the traffic was
up with me — we'd been “going out for ten terrible, and | ended up missing my flight. | was really
years. So much for lucky pennies! ] Slooking forward to that vacation!
LS a Y 7 — e
a beexcited about something in the future d starta trip
b finally be ina situation or place you didn't originally intend e finish or use all of something
c have a romantic relationship f endarelationship

B Answer the questions in pairs.

1 Has the battery on your phone ever run out right before an important call?
2 What did you plan to do last weekend? Did you end up doing something different?
3 What are you looking forward to right now?

E Go to Vocabulary practice: phrasal verbs, page 138

1.
ES SAI listening for the main idea
It's important to understand the main idea when someone is speaking.
+ Think about who ¡is speaking and what the topic is.
+ Remember that speakers often repeat the main idea using different words.
+ Listen for key words, which are often stressed.
+ Don'tworry ifyou don't understand all the words or details.

3 A (6)28 Read the Skill box. Watch or listen to the first part of Learning
Curve and choose the correct option to answer the questions.
1 Whatdoes Penny talk about?
a ascientific experiment about luck
b abook about luck
ec an unlucky day she had
Learning
2 Whatis the main idea?
a Some people are simply unlucky.
b Positive people generally see more opportunities in life.
c People who believe they are lucky are usually unlucky.
B Do you believe in luck? Do you think people make their own luck?
Discuss in pairs.

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

 2B Do we make our own luck?
Md
És Sts hear about different kinds of good and bad luck. Then they discuss their own experiences of and attitudes
about good and bad luck.

Listening Skill Listening builder Vocabulary

Sts watch a video or listen to
a recording about good and
bad luck.
Listening for the main Linking consonants Phrasal verbs: break up, bring up (children),
idea and vowels catch up (with friends), end up, fall over,
go back, go out (dating), go up (increase),
hurry up, look forward to, pay back, run out,
set off. sign up, try on

WARMER Each unit features an episode of Learning

Write on the board: Good with your exams! Elicit the
missing word luck and elicit or explain the meaning of the
word (something good or bad that happens by chance). Ask:
In what other situations might you say “Good luck” to someone?
When do you think you need good luck? Why?
1 stsworkin pairs to look at the things and discuss whether
they think that they bring good or bad luck. Discuss the
answers with the class. Ask: What things in your culture
are thought to bring good or bad luck?
Answers
Answers may vary depending on culture. From a U.S.
viewpoint:
good luck: a dream catcher, a fortune cat, a lucky penny,
a four-leaf clover
bad luck: a broken mirror, the number 13
A Ask sts to read the two experiences quickly. Elicit
whether the people were lucky or unlucky (unlucky).
Sts then match the bold verbs with their meanings a-f.
Check answers.
; Curve, a web show intended for international
Learning PA engage in English language and
culture. lt 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 U.S. and
the UK (exposing them to both American and British
English accents) as well as from other countries. The video
allows students to practice particular speaking skills and
gives them exposure to features of natural spoken speech.
See TB page 14 for more information on Learning Curve.

Answers Read the Skill box with sts about listening for the main
le 2f 3c 4d 5b 6a idea. Point out that when you listen for the main idea,
you do not need to understand every single word, so
you shouldr't worry if there are some parts you don't
B Sts discuss the questions in pairs. Ask some sts to tell
understand.
the class about their partner's answers.
Go to Vocabulary practice: phrasal verbs, SB page 138/ 3 A Gs All the B lessons in this level which focus on
TB page 289. listening skills are accompanied by video. In this lesson,
Sts will find more language presentation and practice Penny and Ethan interview people about their attitude
for phrasal verbs here. Do these exercises with the class, about luck. Allow sts time to read the questions and
or assign them for homework, before continuing with options. Play video/audio track 2.8. See TB page 354 for
exercise 3A of lesson 2B. video/audio script. Sts watch or listen and choose the
correct options. Check answers.
La Remind sts to go to the app for further self-study
vocabulary practice of phrasal verbs.
Answers
la 2b

B Sts discuss the questions in pairs. Discuss their answers

as a class.

41
 listening for the main idea m linking consonants and vowels m phrasal verbs LISTENING [k=" SKILLS 7 2B|

4 (6)29 Watch or listen to the second part of the show. Complete the sentences about the main
ideas with Herman, Winnie, or Juan.
1 considers himself/herself to be very lucky.
E talks about someone else who believes in bad luck.
3 is having a bit of bad luck, but his/her luck changes.

TAO a | Juan

||
Mm 4

5 (6)29 Watch or listen again. Choose the correct option to answer the questions.
1 What happened to Herman earlier?
a He slept badly, lost his keys, and left for work late.
b His motorcycle broke down, he lost his keys, and missed the bus.
c The shower ran out of hot water, and he lost his key chain.
2 What happened to Winnie?
a She went out with a dentist and ended up marrying him.
b She was going out with a mechanic, but broke up with him.
c She ended up marrying a man she'd met several times by chance.
3 Which sentence about Juan is true?
a He's looking forward to getting married to Winnie.
b He'sin the city doing a favor for a neighbor.
c He has to go back home because he forgot his backpack.

6 Think of a time when you were lucky or unlucky. Describe what happened in pairs.

EA LOS linking consenants and vowels

When a word ends in a consonant sound, we often move the consonant sound to the beginning of the next
word ¡fit starts with a vowel sound. This can sometimes mean it's difficult to hear the correct words.
llLal [started lastnight She's trying on her wedding dress.

7 CG)2:10 Read the Listening builder. Look at the sentences from the show and mark where the
consonant-vowel links are. Listen and check. Then practice saying the sentences.
1 Do we make our own luck?
| ran out of energy.
| think Ethan is back.
'm picking up a package.
A

| think its his backpack.

'm the luckiest person | know.

8 Discuss the questions in pairs.

1 Who'sthe luckiest person you know? And the unluckiest?
2 Do you have any lucky charms? What are they? Have they brought you good luck?
3 Is there anything you avoid doing because it might bring bad luck?

Personal Best Write a paragraph about things that bring good luck on special occasions, e.g., a wedding, New Year's Eve.

42 EXTRA PRACTICE: Workbook page 9

 sxiLis [JN |[2B =

4 (29 Sts look at the pictures and read the sentence PERSONAL BEST
blanks. Play video/audio track 2.9. See TB page 355 for Sts can further practice talking about luck. They write a
video/audio script. Sts watch or listen and complete the paragraph about things that are traditionally thought to bring
sentences with the correct name. Check answers. good luck on special occasions such as weddings and New
Years. Sts can compare their paragraphs in small groups.
Answers
1 Winnie 2 Juan 3 Herman Weaker sts can work in small groups. They choose one special
occasion and compare their ideas about what is considered
lucky on that event. Ask groups in turn to present their ideas
5 (29 Sts read the questions and the options. Play video/ to the class.
audio track 2.9 again. Sts watch or listen and choose the
correct options. Check answers. Play the track again,
pausing for sts to hear why each answer is correct. EXTRA PRACTICE
Sts work in groups of three. They take turns to use their
Answers phones to video their classmates asking and answering the
la 2c 3b questions in exercise 8. They can swap roles and practice
again. Allow sts time to watch the videos of themselves and
6 Sts workin pairs to discuss their own experiences of good notice how well they link the consonant sound at the end ofa
or back luck. Ask some sts to tell the class about their word with the vowel sound at the beginning of the following
partner's experiences. word. Discuss as a class what they noticed about their own
pronunciation and how they could improve it.
ATT
Read the Listening builder box with sts about linking
consonants and vowels. Read out the sentences in the
box to model the pronunciation of the linked sounds.
Explain that when consonants and vowels are linked
in this way it makes it difficult to hear where one word
ends and the next one begins. Ask questions to check
concept.
Concept check questions:
What does it mean when we link sounds? (We pronounce
them together, without a space.) What kinds of
sounds do we link between different words? (We link a
consonant sound at the end of a word with a vowel
sound at the beginning of the following word.) Why is it
important to recognize linking? (in order to understand
the individual words)

7 (2:10 Sts read the sentences and mark where they think
the consonant and vowel sounds are linked. Play audio
track 2.10. See the SB page opposite for audio script. Sts
listen and check their answers. Then allow sts time to
practice saying the sentences in pairs.

Answers
1 Do we make_our own luck?
2 |ran_out_of_energy.
3 |think_Ethan_is back.
4 'm picking_up_a package.
5 |think_it's his backpack.
6 l'mthe luckiest person_l know.

8 To summarize, sts discuss some more general questions

connected with luck. Sts discuss the questions in pairs.
Discuss their answers as a class and see who in the class
has a lucky charm, and who avoids doing things because
they might bring bad luck.

43
 used to and usually

2C Radical changes
1 A In pairs, look at the pictures and describe what you see. What are the similarities and differences?

B Read the text and choose the best caption for the pictures.
1 Steve Way and his trainer 2 Steve Way: before and after 3 Like father, like son

Sports interview:

Marathon
Man
Steve Way, a long-distance runner, has two
memorable career highlights: running a marathon in
Glasgow in just2 hours and 15 minutes and finishing
the British Ultramarathon (100 km.) in 6 hours and
19 minutes. Both were personal best times for him
and broke records. He is a top athlete, but behind
the success there is an extraordinary story.

Steve usually runs about 120 km. a week, weighs 67 kg.,
and like all top athletes, is normally very careful
about what he eats. But he hasn't always been so
healthy. When Steve was in his thirties, he used to
be dangerously overweight because of his addiction
to chocolate and junk food. He didn't use to get any
exercise, smoked a pack of cigarettes a day, and had a
stressful job with long hours.
He felt horrible, “I could hardly sleep at night. | was
coughing and waking up because of the smoking,” he
remembers. *| realized | had to do something radically
different to break the cycle.” The radical change was
to give up smoking and start training for the London
Marathon, which he completed in just over three hours
despite training for only three weeks!
It soon became clear that Steve was a very talented
athlete. Nowadays, he is so enthusiastic about running
that he travels to competitions all over the world. So
how does an ultra-healthy person celebrate another
successful marathon? Steve admits that for 48 hours
after a marathon he usually lets the old Steve out of the
box and enjoys fast food, steak, and French fries. *l still
struggle to see myself as a serious athlete,” he says.
“L am just a man who got obsessed with his hobby. *

Adapted from theguardian.com

2 Read the text again. What do the numbers refer to?

100 km. 6 hours 19 minutes thirties three weeks 48 hours

3 In pairs, complete the notes about Steve in the chart with the words in the box.

overweight healthy food 67 kg. runs alot junkfood get any exercise

ES
amountof exercise | 1 He usually 2 He didn'tuse to
weight | 3 Heweighs 4 He used to be
diet 5 He usually eats | 6 He used to eat

4 Have you made any changes in your life? What changes would you like to make?

44 EXTRA PRACTICE: Workbook page 10

2C Radical changes
Sts read about someone who changed his lifestyle to become healthier and more in shape. They study ways of talking
about past and present habits, and they practice talking about their own habits and way of life in the past and present.

Grammar Pronunciation Communication

used to and usually Sentence stress Talking about present and past habits

WARMER
Ask: Have you ever run a marathon or other big race? Would
you like to? If sts answer yes, ask more questions to encourage
them to talk about their experiences or plans. If they answer
no, ask: Why do you think some people decide to run a
marathon? What difference can it make in their lives? Elicit a
range of answers.

1 A stslook at the pictures and describe in pairs what they

can see. Get feedback on their answers.
B Explain the meaning of caption if necessary. Sts read
the text quickly and choose the best caption for the
pictures. Check the answer with the class.

Answer
2 Steve Way: before and after

2 Sts read the text again and write down what the numbers
refer to. To help with this task, you could remind sts of
the technique of scanning a text for specific information.
Check answers with the class.

Answers
100 km. —- the distance of the British Ultramarathon
6 hours 19 minutes — the amount of time Steve took to
finish the Ultramarathon
thirties — Steve was dangerously overweight at this age,
and addicted to chocolate and junk food
three weeks — the amount of time Steve spent training for
the London Marathon
48 hours — the amount of time after running a marathon
before Steve allows himself to enjoy fast food

3 Read through the chart with the class, and make sure
sts understand weight, weighs, and diet. Sts complete the
notes in the chart with the correct words. Check answers
with the class.

Answers
1 runs alot
2 do any exercise
3 67 kg.
4 overweight
5 healthy food
6 junk food

A Sts discuss the questions in pairs. Get feedback on their

answers.

45
 5 Answer the questions and then read the Grammar box. Which sentences in the chart in
exercise 3 describe:
1 present habits and states?
2 past habits and states?

used to and usually

Past habits and states: Present habits:
| used to be in shape. | usually walk to work.
didn't use to work. l don't usually watch much TV.
He never used to call me. Do you usually start work so early?
Did you use to do your homework?

Look! We use the simple past for things that happened only once, or to say how many times something happened.
1 broke my leg three times when | was a child. NOT Lusedto-breslemy lag three times.

Go to Grammar practice: used to and usually, page 115

6 (212 Pronunciation: sentence stress Read sentences 1-3. Which syllables are stressed?
Listen, check, and repeat.
1 Did they use to play sports? 2 |used to goto the gym. 3 He didn't use to run.

7 A Rewrite the sentences with usually ora form of used to.

1 These days, | have cereal for breakfast. 5 late healthier food as a teenager.
2 | didn't play volleyball when | was younger. 6 | didnt like fruit when | was young.
3 | enjoyed math when | was in school. 7 | don't eat much fast food.
4 | go swimming on Saturdays. 8 | didn't work hard in school.

B Which of the sentences in 7A are true for you? Change the other sentences so they are true for you.
Discuss your answers in pairs.

Go to Communication practice: Student A page 157, Student B page 167

8 Á Use the prompts to make questions with the correct form of used to.
1 which TV shows / watch / when you were eight?

2 which candies and snacks/ like / when you were young?

3 which toys / play with / when you were a child?

4 which sports / play /' in school?

5 where/ go on vacation / when you were a child?

6 have / pet / when you were young?

7 which pop group / like / when you were twelve?

8 what / do / after school when you were young?

B In pairs, ask and answer the questions in exercise 8A.

Say what you do now that is different.

A Which TV shows did you use to watch when you were eight?
B We never used to watch TV during the week, but we watched all the cartoons on Saturday morning.
A Do you still watch TV on Saturday morning?
B No, | usually meet friends. | watch TV in the evening after work.

Personal Best Write about differences between your life now and your parents" lives when they were your age with usually and used to.

46 EXTRA PRACTICE: Workbook page 10; photocopiable activity 2C Grammar


5 sts look at the sentences in the chart in exercise 3 again
and answer the questions. Check answers.
Answers
1 sentences1,3,5 2 sentences 2,4, 6
Read the Grammar box with sts about used to and
usually. Explain that we use usually for present habits: /
usually get up early. Point out the negative form: I dont
»
usually get up early. NOT Fustually-doneeetup-earby.
Explain that we use used to for past habits and states:
l used to get up early. (= 1 did in the past, but I don't
now.) Point out that in negatives and questions, the
form is use to: I didn't use to get up early. NOT Hidra
. Draw sts' attention to the Look!
note. Ask questions to check concept.
Concept check questions:
What do we use to talk about present habits — usually
or used to? (usually) I run usually every day — correct?
(no — I usually run every day.) Can you make the sentence
negative? (1 don't usually run every day.) T used to run
every day — Do ! run every day now? (No, that's in the
past.) Can you make the sentence negative? ( didn't use
to run every day.) How has the form changed? (use to, not
used to) Used you to run every day? — correct? (no Did
you use to run every day?) I used to go to the UK four
times as a teenager — correct? (no =] went to the UK)
Go to Grammar practice: used to and usually, SB page
115/TB page 243.
Sts will find more language reference, presentation, and
practice for used to and usually here. Do these exercises
with the class, or assign them for homework, before
continuing with exercise 6 of lesson 2C.
PB Remind sts to go to the app for further self-study
222 grammar practice of used to and usually.
6 Go Sts work in pairs to read the sentences and decide
which syllables are stressed. Play audio track 2.12. See
the SB page opposite for audio script. Sts listen and check
their answers, and then listen again and repeat. Elicit
that used and didn't use are always stressed, but the to is
unstressed.
Ánswers
1 use, play, sports 2 used, go, gym 3 didr't, use, run
Y A Read out the first sentence and ask: present or past
habit? (present) Elicit how the sentence can be rewritten
using usually. Sts rewrite the remaining sentences. Check
ariswers.
Answers
1 These days, | usually have cereal for breakfast.
2 | didn't use to play volleyball when | was younger.
3 l used to enjoy math when | was in school.
4 | usually go swimming on Saturdays.
5 l used to eat healthier food as a teenager.
6 | didn't use to like fruit wen | was young.
7 | dont usually eat much fast food.
8 | didn't use to work hard in school.
LANGUAGE PM .
3 x PRACTICE sB page 17, exercise 7A
IZ
1 Do the exercise as normal. To check answers, read out
each sentence and ask: present or past habit? Elicit the
answer, and then elicit the correct new sentence.
2 Write on the board the headings: Now and Before. Elicit
ideas for each column based on the sentences, e.g.
Now: cereal breakfast, swimming/Saturdays. Ask sts
to close their books, and then work in pairs and rewrite
the sentences using the notes on the board and used to
or usually. They can check their answers in their books.
3 Refer sts back to the sentence stress patterns they
practiced in exercise 6. In pairs, sts look at their
answers for exercise 7A. They each choose two or
three and practice saying them, using the correct
sentence stress,
B Sts decide which of the sentences in 7A are true for
them and change the others to make them true. They
discuss their answers in pairs. Ask some sts to tell the class
something they learned about their partner.
Go to Communication practice
Divide the class into Student A and Student B. All Student
A sts should go to SB page 157. All Student B sts should go
to SB page 167. Go to TB page 327 for the teacher notes.
Do the activity. Then continue with exercise 8A of lesson
2C.
8 A Stsuse the prompts to write questions using the correct
form of used to. Check answers.
Answers
1 Which TV shows did you use to watch when you were
eight?
Which candies and snacks did you use to like when you
rm
were young?
Which toys did you use to play with when you were a
105)
child?
Which sports did you use to play in school?
AS
Where did you use to go on vacation when you were a
child?
Did you use to have a pet when you were young?
=| O
Which pop group did you use to like when you were
twelve?
What did you use to do after school when you were
co
young?
B Read out the example dialogue with a student. Sts
then ask and answer the questions in exercise 8A in pairs,
saying what they do now that is different. Get feedback.
PERSONAL BEST
Sts can further practice talking about present and past habits.
They write sentences about their lives now and their parents
lives when they were young; e.g., My dad didn't use to see his
friends very often. ] usually see my friends every weekend. Sts
can compare their ideas in pairs. Get feedback.
With weaker sts, write some sentence beginnings on the
board; e.g., My dad used to ..., He didn't use to ..., My mom
used to ..., She didn't use to ... . Ask sts to complete the
sentences with their own ideas, and then think about their life
now, and write sentences with usually, Ask some sts to read
their sentences to the class.
47
 making a narrative interesting time linkers

1 Read the blog post quickly. Which word is missing from the title: surprising, frustrating, or terrifying?

eS Palo Blog edo Le=tejd

a]

Yesterday it was my friend Sarah's 21st birthday. My friends

and! had planned a surprise party for her at The Firehouse, a
¿small and cozy restaurant that she loves. Sarah's sister was

har
going to bring her to the restaurant at 9 p.m., so we all needed
to be there to surprise her when she arrived.

Just before | left my house, | gota text message, but the

battery on my phone ran out before | could readit. | didn't
have time to charge my phone, so | got in the car and left. 2lt.
was a horrible, rainy evening, but there wasn't much traffic,
and everything was going fine until my car stopped suddenly.
l'd run out of gas! *| was so angry with myself — “why hadn't |
/

gotten some the night before?

Foral ret Birthday
| thought my best option would be to find a cab. After waiting Surprica Party pr”
—
for ten minutes, | finally found one. *l felt so relieved — | could
still get to the restaurant in time. However, on the way, |
realized that I'd left my wallet in my car and didn't have any
money to pay! | explained this to the driver, %a rude and
impatient man. He stopped the car and told me to get out.
"

What a disasterl lt was now almost 9 p.m., so | had to run.

When | finally got to the restaurant, | was surprised to see that
it was completely empty. | walted for an hour, but nobody
came. So | walked back to the car, got my wallet, and took
a bus home. Ás soon as | got home, | started charging my
phone in the kitchen, but before | could call anyone, | gota
message. It sald, “Sarah sick, party cancelea!” | didn't know
whether to laugh or cry.

18

48 EXTRA PRACTICE: Workbook pages 11 and 74

 SKILLS

2D It happened to me
Sts read a narrative about something surprising that happened to someone. They then write their own narrative about
something surprising or interesting that happened to them.

Writing Skill Text builder

A narrative Making a narrative interesting Time linkers

WARMER
Focus on the pictures on page 18. Ask: What do you think this
story is about? What do you think happened to the person?
Why? Elicit a range of answers, but don't confirm sts' ideas.
Then ask: Has anything similar happened to you? What was it?
Elicit a range of answers. If sts have similar stories, encourage
them to tell the class, and encourage other sts to ask questions
to learn more.

1 Read through the adjectives and check that sts understand

them all. Sts read the blog post quickly and decide which
word is missing from the title. Check the answer, asking
sts to give reasons to support their answer.

Answer
frustrating

49
 making a narrative interesting m time linkers WRITING SKILLS 2 2D |

2 A Read the blog post again. Put the pictures inthe correct order from 1-6.

B Cover the blog. Look at the pictures and retell the story in pairs.

7 EJ making
a narrative interesting
When writing a narrative, make the story more interesting by:
+ describing people, places, and the events
+ describing emotions and feelings
* including one or two comments about the events.

3 Read the Skill box. Match the underlined phrases (1-7) in the blog post with the three features of
anarrative (a-c).
a descriptions of people, places, and events:
b descriptions of emotions and feelings:
e comments about the events:

A A choose the correct words to complete the sentences.

comfortable surprised nightmare luckily tall disappointed

1 | thought Sue was on vacation, so | was to see her at work.

2 | had another pair of glasses in my bag.
3 Shewas blonde, and wearing a beautiful green dress.
4 When they told me l'd failed the exam, | felt really
5 The hotel room was small, but itwas very S
6 The train had already left, and | had lost my ticket. What a !
B Which of the features a=c in exercise 3 does each sentence in 4A use?

A E time linkers
We use time linkers like before, after, until, and as soon as to make the order of two past actions clear:
Just before | left my house, | gota text message. Everything was going fine until my car stopped suddenly
After waiting for ten minutes, | finally gotacab.. —Assoonas |got home, Istarted charging my phone.
Look! After before and after, we can use a verb + -ing or a subjectand verb. After until and as soon as, we
can only use a subjectand verb:
As soon as arrived. ! went to bed. NOT Asseon-as-ativingwentto-bed.

5A Read the Text builder. In each of the four example sentences, which action happened first?
Discuss in pairs.

B Complete the sentences with the correct time linker.

1 It was raining, so | waited in my car until / as soon as my sister's train arrived.

2 Before / After she got off the train, she checked that she had all of her things.
3 They sent their parents a text until / as soon as their plane landed in Buenos Aires.
4 After | Until he closed the door, he realized that he had left his keys inside the apartment.
5 Before / As soon as | got home, | started to cook dinner.
6 As soon as | After driving him home, she went to get some gas.

6 A Think about something amazing, surprising, frustrating, or terrifying that

happened to you. Make notes about the main events and any descriptions or comments
you want to include to make your story more interesting.

B Write a blog post, using your notes to help you. Include different narrative
tenses and time linkers.

E Exchange your blog post with your partner. Read his/her work and correct
any mistakes. How could you improve it? What do you like best about his/her story?

Personal Best | Read the blog post on page 18 again. Close your book and write a one-paragraph summary ofit.

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

 sus mon
2 A Sts read the narrative again and put the pictures in the 5 A stsread the example sentences and discuss which
correct order. Check answers. action happened first in each one. Check answers.

Answers Answers
1b 2d 3f 4a 5c 6e | got a text message
Waiting for ten minutes
Everything was going fine
B. Sts work in pairs to retell the story, using just the | got home
pictures. Get feedback on how easy or difficult they found
the task.
y B Sts read the sentences and choose the correct time
ES al linkers to complete them. Check answers.

Read the Skill box with sts about making a narrative A

. : . nswers
interesting. To demonstrate the point, you could retell 1 :
, A > SÍ until 2 Before 3 assoonas 4 After 5 As soon as
the story in the blog briefly, with no descriptions or 6 After
comments, and elicit that itis much less interesting.

3 Sts match the underlined phrases in the blog with the 3 x PRACTICE SB page 19, exercise 5B
feat £ tive. Check , ma
PALO Ob narrativa: CURA nEuRTa 1 Do the exercise as normal. To check answers, read out
Answers each sentence twice, once with each linker. Ask: Which
; 7 FRA
a126 b35 c47 one is correct? NO Elicit the answers.
2 Books closed. Write prompts for the sentences on the
board, e.g., it/raining/waited/car/sister's train/arrived.
A. A Sts read the sentences and choose the correct words to
In pairs, sts try to rewrite the sentences from memory.
complete them. Check answers. They can look at the exercise again to check,
Answers
3 Read out the first sentence and elicit ways in which
1 surprised 2 Luckily 3 tall 4 disappointed
the first half of the sentence could be changed; e.g.,
5 comfortable 6 nightmare
I stayed at home until my sister's train arrived. Do the
same with the second half; e.g., ] waited in my car until
it stopped raining. In pairs, sts rewrite the sentences,
B. Sts read the sentences in exercise 4A again and decide changing either the first half or the second half. Ask
which feature from exercise 3 each one uses. Check some sts to read their revised sentences to the class.
answers.
6 sts follow the steps to write their own narrative.
A a
4 a ES 3 46 É 5 A Sts prepare their ideas and make notes
E Ae EN - about the events, including descriptions and comments
they can use to make their story interesting.
ld B Sts use the blog post in exercise 1 as a
Read the Text builder box with sts about time linkers. model and write their own blog post. Refer them back to
Explain that we use time linkers to make the order the Skill box for tips on making their narrative interesting,
of past events clear. Explain that we use until when and refer them to the Text builder box to remind them
something continues for some time and then stops how to use time linkers.
when another action happens; e.g., ] was feeling happy z : y
until 1 saw all the mess. (= 1 stopped feeling happy when Cc Sts work in pairs. They swap their blog
TI saw it.) Explain that we use as soon as when one posts with a partner and give feedback on mistakes, things
action follows immediately after another; e.g., I called that could be improved, and things they liked about the
him as soon as 1] got home. (= 1 got home and then called story. Remind them that they should always be positive
him immediately.) Point out that with before and after, and encouraging when they give feedback to a parmer.
we can use a subject and verb or an -ing form; e.g., We
had lunch before we left/before leaving. Until and as soon PERSONAL BEST
as must be followed by a subject and verb; e. g., I fell E
asleep as soon as 1 got home. NOT Helbasleep-assoonmas- Sts can further practice writing a narrative. They read the
getting-home. Ask questions to check concept. blog post on page 18 again, and then close their books and
Concept check questions: write a short summary of it.
Why do we use time linkers in narratives? (to make the Weaker sts could look back at the story in exercise 7A on page
order of events clear) I stayed in the restaurant until it 13. They could read the story again, and then write a brief
closed — When did 1 leave? (when the restaurant closed) summary. Ask some sts to read their summary to the class.
I had dinner as soon as ] got home - Which did I do
first? (got home) I picked up my passport before I left
= correct? (yes) I kept running until feeling exhausted —
correct? (no — until1 felt exhausted)

51
 and — REVIEW and PRACTICE

Grammar 3 Choose the correct options ta complete the text.

1 Choose the correct options to complete the sentences.

1 | usually my e-mails in the morning.

a amchecking — b check c was checking
2 What____
— lastweekend?
a did you b do you do e did you do
3 While | for my cab, my girlfriend called.
a waited b had waited cc was waiting
4 Whenl lived in London, | ride my bike to work.
a usually b used to e use to
5 Sorry, | can't talk now. We dinner.
a “re having b had c have
6 Who that bar of chocolate?
a did you give b gave you e did give you
7 | couldnt go to the concert because they all
the tickets the day before. Yuriko Morota is a professional musician from Tokyo in Japan.
a were selling b sold c had sold She *plays / is playing the piano for a living. Last week, Yuriko
8 Where to go on vacation when you were 2had shared / shared an amazing story about her uncle on
young? her Twitter account. Apparently, her uncle lived in Tokyo and
a did you used b did you use cc you used 3used to have / usually has a beautiful cat called Nikko.
Yuriko “doesn't like / isn't líking cats, but she loved Nikko be-
Rewrite the sentences using the tenses or phrases in cause he Pwas saving / had saved her uncle's life. One day,
parentheses. her uncle went / was going to the airport to catch a plane
1 Sam plays tennis in the park with his brother. (present when he “was seeing / saw an abandoned kitten on the
continuous) street — its owners éwere leaving / had left it outside. Yuriko's
Sam —temnisin the park with his brother.
uncle 9was loving / loved cats, so he *took/ had taken the
kitten home with him. Because of this, he *missed / was
2 The ground is very wet because it rained all night.
missing his flight. The following morning he Miistened / was
(simple past, past perfect)
fistening to the radio when he was hearing / heard that his
The ground very wet because it all plane 14crashed/ had crashed into the mountains 100 km.
night. from Tokyo. He couldn't believe how lucky he was!
3 What do you do with your friends on the weekend?
[simple past)

4
What with your friends on the weekend?
Jack was out of shape when he was in school. (used to)
Vocabulary
Jack out of shape when he was in 1 Circllthe word or phrase that is different. Explain your
school.
answer.
5 He's using his tabletto check Facebook. (simple present)
1 check your e- mails get a text message
He. histabletto check Facebook.
speak face-to-face give someonea call
6 Atnine O'clock last night, | took a bath. (past continuous)
2 astory congratulations
At nine o'clock last night, | a bath. ajoke the truth
7 Who does she live with? (simple past) 3 go out bring up
Who with? break up pay back
8 Who takes the children to school every day? (used to) 4 excited terrified
Who the children to school? depressed embarrassed
5 alle slowly
a language loudly
6 fascinating amazing
annoying exciting

52
 REVIEW and PRACTICE 5 and

Grammar 3 x PRACTICE SB page 20, exercise 3

mz
1 Sts read the sentences and choose the correct options to 1 Do:the exercise as normal. When you check the
complete them. Check answers. answers, read the text aloud, with some correct
answers and some incorrect answers. Ask sts to call
Ánswers out when you read out an incorrect answer. Discuss as
b a class why it is incorrect and why the other option is
correct.
-3)0020N->

2 Books closed. Sts work in pairs and try to remember

50500500

as much as they can about Yuriko and her uncle. You

could write some prompts on the board to help them,
e.g., from? job? cat's name? how/found cat? Sts can
check by looking in their books.
3 In their pais, sts prepare an interview with Yuriko's
0

uncle. As a class, brainstorm some questions they

2 Sts complete the sentences using the verb forms in could ask; e.g., Where are you from? What was your
parentheses. Check answers. cat called? When did you find him? What did you do
next? Sts can then role play the interview with Yuriko's
Answers uncle, using information from the text to answer the
1 ¡is playing questions. They can swap roles and practice again.
2 was, had rained Encourage them to try to speak as naturally as possible
3 did you do to make the interview sound real.
4 used to be
5 uses
6 was taking Vocabulary
7 did she live
8 used to take 1 Sts circle the word that is different in each set. Check
answers, and ask sts to explain in each case why the word
3 Asksts to read the text through quickly for general is different. As an extension, sts could write two or three
meaning, ignoring the blanks. Ask: How did the kitten save sentences using some of the words.
her uncle's life? (It stopped him from getting on a plane
that later crashed.) Sts read the text again and choose the Answers
correct options to complete it. Check answers. speak face-to-face (the others all require technology)
congratulations (the others are all phrases with tell)
0mn

Answers pay back (the others are all connected with people/
relationships)
plays
excited (the other adjectives describe negative feelings)
p20N-

shared
0o0+_m-

used to have
alie (the others are all phrases with speak)
doesn't like
annoying (the other adjectives describe positive things)
5

had saved
10-300

was going
saw
had left
loved
took
qn
IS

missed
12 was listening
13 heard
14 had crashed

53
 UI E A and

2. Match the words in the box with definitions 1-8.

Personal Best ———
keepin touch with goup amusing try on
bring up goback fascinating run out of 1e550N 14

something that makes you smile or laugh

=00.020»p.ps>

care for a child until he/she is an adult "AA

MEN ld]
return
ESCENA
communicate regularly with e
have no more of N EEES
very interesting
put on clothes before buying them to see
if they fit
increase Write a
EARL
3 Choose the correct options to complete the sentences.
the simple
1 l alot of my photos on social media. past and past
a give b share e send continuous. /
ltwas very because | couldn't remember her
name. 1esson 24
a exciting b disappointing c embarrassing
We ended having dinner at home last night.
CE]
a again b up Cc back MTS AT
My grandpa us a really funny joke last night. A Td] the simple past
a told b said e talked A EE and past
with in fact. MAA
| think it's polite to to e-mails on the same day.
a answer b check c reply
My mother was really because the cab was
twenty minutes late.
Lesson 2p
a amazed b amused e annoyed
MI
| didn't know you could Japanese!
AS
a talk b speak Cc say about a friend
Hurry | don't want to be late for work. using phrasal
a off b on c up MER

4 Complete the e-mail with the words in the box.

1esson 20
shocking said face told out talk spoke 1 ess0n lc
depressed checked gotten broken call
something you
MOLA Md ETT
000 something you
ESO
Hi Anna, ETA A]
When 11 my phone this morning | saw that Pd CE when you were
2 a text message from Chloe. So | decided to give ateenager.
her a 3 . When 1 4 to her she seemed
pretty 5 She $ me that her boyfriend
had ? up with her, and she wanted to £
to someone about it. They've been going 2
together for three years, so ¡t was very 10 when he
AS
he'd met someone else. Anyway, we're going questions you
to get together for coffee later, as it's always better to speak CUE Ela
to someone 12 Hto-face. small talk.
Hope to see you soon!
Love,
Sophie
 AS E Ae las :

2 Sts match the words in the box with the definitions. Check
answers.
Aúswará
Í emusiná
2'bing up
3:96 heel
4 keep in touch with
5 run out of
6 fascinating
7 try on
8 goup
3 x PRACTICE SB page 21, exercise 2
1 Do the exercise as normal. When you check the
answers, read out each definition in turn and ask sts to
put up one hand if they think they know the answer,
and two hands if they feel certain they know it. Ask
those who put up one hand why they are not sure. The
sts who are certain can explain their answer.
2 Ask sts to cover the sentences, but not the box. They
work in pairs and try to remember the correct sentence
for each word/phrase in the box. They can look at their
books to check.
3 In their pairs, sts write a short conversation, using as
many of the words in the box as they can. Encourage
them to be creative and use their imaginations! Ask
pairs in turn to perform their conversations for the
class. See which pair managed to include the most
words correctly.
_—————. Person al Best
At the end of each Review and practice double-page
spread, there is a Personal Best section. The aim here
is to provide a quick challenge to change the pace and
allow for language recall and personalization.
These questions and prompts give sts the opportunity
to review a number of language and skills points from
the preceding two units in a more productive way.
The points being reviewed are referenced according
to which lesson they appear in (e.g., Lesson 2A). They
cover grammar, vocabulary, and text builder language
from reading and writing lessons, and conversation
builder language from speaking lessons. Sts work
individually, in pairs or in groups, according to the class
dynamic and the time available, Set a time limit if you
would like to add a competitive element, Encourage
sts to refer back to the relevant lessons ifthey are
having difficulties. The aim is for them to respond to
the prompts and engage with the target language ina
penal wa rl ql Sd e enrsra Rep
E ES
WORKBOOK REVIEW AND PRACTICE
YD
Students will find two pages of Review and Practice at the
end of each unit of their Workbooks.
Unit 1, pages 6 and 7
Unit 2, pages 12 and 13

3 Sts read the sentences and choose the correct options to

complete them. Check answers.

Answers
b
DADA»
0O000»00n

Á Sts read the e-mail and complete it with the correct words
from the box. Check answers.

Answers
checked
050N-

gotten
call
spoke
depressed
told
0-30

broken
talk
out
NIiSo

shocking
E

said
face
al

55
 People
LANGUAGE | future forms m personality adjectives

3A It's a plan
1 Look at the words in the box. Which adjectives describe your personality?

kind sociable patient generous hardworking organized responsible

Go to Vocabulary practice: personality adjectives, page 139

en 2 In pairs, think of three adjectives to describe:
a agood boss b a good teacher c a good friend

3 A Read the text. Underline the personality adjectives.

| Ll

personaliies 1
a n n J n g [. . You can tell a lot about people by the pe

The last-minute The disorganized

planner is very planner never uses a
easygoing, calls you calendar and often
ten minutes before plans to do two things
an event, and is at the same time,
surprised when you sometimes forgetting
can't comel both!

The plan-ahead The unreliable

planner is extremely planner makes
organized and likes plans, but cancels
to make detailed just before you're
plans a long time going to meet and
before the event, doesn't think this is
expecting everyone a problem.
else to do the same.

B Read the text again. Ask and answer the questions in pairs.
1 Do you have any friends who make plans like this? 2 What kind of planner are you?

4 A as Listen to four voicemail messages. Which type of planner is each person?

Ben Zoe Eva Jack

B Ga Who said the sentences: Ben (B), Zoe (2), Eva (E), or Jack (3)? Listen again and check.
1 moagoing to cook Japanese food for you.
2 lmoagoing to stay at home and watch TV. Ls
How about coffee at 4 p.m. instead? | wont forget, | promise. __
| have my sister's car — lll come and get you if you'd like.
a

My friend's band is playing at 9:30.

0€Na

'm having lunch with my brother tomorrow.

56 EXTRA PRACTICE: Workbook page 14; photocopiable activity 3A Vocabulary

 People El
UNIT 3 OVERVIEW: This unit focuses on the topic of people. Sts read about how different personality types
cope with planning their lives. Then they talk about their own plans. They read about the importance of birth
order in shaping personality and discuss the influence of their own family and friends on their personality.
Sts read about good and bad neighbors, and then talk about people, places, and objects that are important to
them. In Learning Curve, Penny gives Simon some bad news.

LANGUAGE SKILLS
Grammar Vocabulary Pronunciation Reading Writing
Future forms: present continuous, Personality going to; Reading for specific Giving and responding
be going to, and will; defining and adjectives; relative clauses information to news; giving bad
non-defining relative clauses relationships news

LANGUAGE EN
3A It's a plan
Sts read a text about how different personality types plan and organize their social lives. They then study future forms
and practice talking about their own plans for the future.

Grammar Vocabulary Pronunciation Communication

Future forms: Personality adjectives: anxious, confident, (dis)honest, (disjorganized, going to Talking about your
present continuous, easygoing, hardworking, (im)patient, (im)polite, (in)sensitive, future plans
be going to, and will sensible, (un)friendly, (un)helpful, (un)kind, (un)reliable, (un)sociable

WARMER
WIHTDOORS closed, ask: How would you describe yourself?
Answers
Elicit a fi ing sts to describe
their physical
A A a easygoing, organized, disorganized, unreliable
appearance and their personality. Ask sts individually to write
three or four sentences describing themselves on a piece of
paper. Collect all the descriptions, and mix them up. Then put B Sts read the text again. Then they ask and answer the
sts into small groups, and hand out the descriptions to the questions in pairs. Get feedback on their answers. See how
groups. Sts work in their groups to read the descriptions and many of each type of planner there is in the class!
guess who wrote each one. Groups can take turns to read out AA Ga Explain are thar ey are somero hear four
the descriptions
: and say who they guessed. They then find voicemail messages from friends, and they must use
out if they were correct.
the information in the messages to decide what kind of
planner each person is. Play audio track 3.3. See TB page
1 Read through the words in the box and pre-teach as
355 for audio script. Check answers, encouraging sts to
necessary. Sts decide which adjectives describe their give reasons for their answers.
personality and discuss their answers in pairs. Get
feedback on their answers. Answers
Go to Vocabulary practice: personality adjectives, SB Ben — disorganized
page 139/TB page 291. Zoe — unreliable
Sts will find more language presentation and practice for Eva — plan-ahead
:
Jack — last- minute
personality adjectives here. Do these exercises with the
class, or assign them for homework, before continuing
with exercise 2 of lesson 3A. B Gas Sts read the sentences and guess who said each
one. Allow them time to compare their answers in pairs.
Ca Remind sts to go to the app for further self-study
Play audio track 3.3 again for sts to listen and check their
22 yocabulary practice of personality adjectives.
answers. Check answers with the class.
2 Sts workin pairs to think of three adjectives to describe
Answers
each person. Ask pairs to tell the class in turn which
1€£ 27 3B 4J] 5) 68B
adjectives they chose and why.
3 A Read out the title ofthe text Planning personalities.
Check that sts understand planning. Sts read the text and
underline the personality adjectives. Check answers.

57
 future forms m personality adjectives
tancunos
5 A Match the forms with the sentences in exercise 4B.
present continuous future with be going to future with wi!

B Match the sentences in 4B with the correct functions (a—c). Then read the Grammar box.
a aplan orintention c apromise
b an offer

future forms: present continuous, be going to, and will

Future plans and intentions:
We're meeting al the restaurant al eight thirty. He's going to learn another language.

Promises, offers, and instant decisions:

help you with your homework tomorrow. — ll carry your bags foryou. — [llttext her.

Go to Grammar practice: future forms: present continuous, be going to, and will, page 116

6A (ss Pronunciation: going to Listen to the conversation. When is going to pronounced “gonna”?
A Are you going to the beach this weekend?
B_ No, | think l'm going to visit my parents. And you?
A I'm going to take the bus to the beach on Friday night. | can't wait.
B_ Youre so lucky! 'm going to the beach the weekend after.
B In pairs, practice the conversation. Use the two different pronunciations of going to.

T A Match text messages 1-5 with responses a-e.

Po 00) away — (come)

this weekend, but | can't take PL
my dog with me. 6) over right away.

2 Thanks! The wedding________

Help! My tablet has a virus! (be) in the
spring, but we don't have a date yet.
3
You ate all my chocolate! 8) c
Sorry! |
(nat do) it again ...
| can't believe how terrible the
a
band waslastmight ( (look) after him! A
| hear you e
(get) married next year. Lknow. l'm never :
Congratulations! €) (go) to see them again!

B Complete the text messages with the future forms of the verbs in parentheses.

Go to Communication practice: Students A and B page 158

8 in pairs, ask and answer the questions. Use future forms. Give as much information as possible and
ask follow-up questions.

What are your New Year's resolutions for nexi year?

What are you doing this weekend?
What are you going to do this summer?
What decisions have you made about your future studies or career?
Which future plans are you most excited about?
Which future plans are you not excited about?

Personal Best | Imagine you are helping to plan a party. Think of six offers you could make to help. [23]

58 EXTRA PRACTICE: Workbook page 14; photocopiable activity 3A Grammar


5 A Read through the tenses and elicit or explain that these
are all ways of referring to the future. Sts match the forms
with the sentences in exercise 4B. Check answers.
Answers
present continuous -56
future with going to — 1, 2
future with will — 3, 4
B Sts read the functions. Then they look at the sentences
in exercise 4B again and match them with the correct
functions. They could work in pairs for this. Check
Answers.
Answers
a1l256 b4 c3
A El
Read the Grammar box with sts about future forms.
Explain that we use the present continuous for future
arrangements that are already made, and we use be
going to for future plans and intentions. Explain that we
use will for promises and offers, and also for decisions
we make as we are speaking; e.g., “Wheres Jan?” “I
dont know. Pl call her.” (= I decide to do this as l am
speaking.) Ask questions to check concept.
Concept check questions:
'm going to the movies this evening — a plan or an
arrangement? (an arrangement) Which verb form do we
use for arrangements? (present continuous) l'm going to
work hard next semester — a plan or an arrangement? (a
plan) Which verb form do we use for plans? (be going to)
TIL help with the cooking — What am 1 doing? (offering
to help) Don'tworry, Pl be there on time — an offer or
a promise? (a promise) Are you going shopping? Pl
come, too — DidI decide before, or am I deciding now?
(deciding now) Which verb form do we use for offers,
promises, and instant decisions? (will)
Go to Grammar practice: future forms, SB page 116/TB
page 245.
Sts will find more language reference, presentation, and
practice for future forms here. Do these exercises with the
class, or assign them for homework, before continuing
with exercise 6A of lesson 3A.
PB | Remind sts to go to the app for further self-study
222 grammar practice of future forms.
6A Gas Allow sts time to read through the conversation.
Play audio track 3.5. See the SB page opposite for audio
script. Sts listen and note when going to is pronounced
Soria. Check the AI mcL: Then play the audio track
again, pausing after each line for sts to repeat.
Ánswer
Going to can be pronounced "gonna" when it's followed
by the infinitive, ¡.e. in be going to + infinitive, but not in
the present continuous form of go.
LANGUAGE P 13A -
B Sts practice the conversation in pairs, paying attention
to the two different ways of pronouncing going to.
Y A Stsread the text messages and match them with the
responses. Check answers.
Añewabé
1d 2a 3c 4e 5b
B Sts read the messages again and complete them with
the correct future forms. Check answers.
Answers
1 “mgoing d look
2a "ll come
306 wont do
e going to go
5 “re getting b ¡is going to be
3 PRACTICE SB page 23, exercise 7B
1 Do the exercise as normal. To check answers, read out
each message or response in turn with the verb in one
of the future forms, some correct and some incorrect.
Ask: Correct or incorrect? Elicit the answers.
2 Ask sts to cover the responses a-e. In pairs, they read
messages 1-5 again and try to remember the responses.
They can look at the responses again to check.
3 In pairs, ask sts to write an alternative response for
each message (1-5), using a future form, Put pairs
together into groups of four to read their responses to
each other in a random order. The other pair listens
and tries to match each response with the correct
message (1-5).
Go to Communication practice
Divide the class into Student A and Student B. All sts
should go to SB page 158. Go to TB page 329 for the
teacher notes. Do the activity. Then continue with exercise
8'eblesson3A.
8 Check that sts understand New Year's resolutions. Allow sts
time to prepare their answers individually. They then ask
and answer the questions in pairs. Ask some sts to tell the
class about their partner's plans or resolutions.
PERSONAL BEST
Sts can further practice using future forms. They imagine they
are helping to plan a party and think of six offers they could
make to help. Elicit some possible offers from the class.
With weaker sts, write some prompts on the board for
offering help; e.g., My bag's heavy. 1 don't have any money.
This room is so messy! Sts work in pairs and think of a way
to offer help for each one. They can then use the prompts to
practice mini dialogues.
59
 SKILLS READING reading for specific information m linkers of reason and result

3B Born to rebel
1 Read the title, introduction, and headings of the text on page 25. In pairs, answer
the questions.
1 What are the four different birth orders? Which are you?
2 According to the introduction, which child is typically a rebel? Do you agree?

2 Read the text quickly. Which people agree that their personality is typical of
their birth order? Discuss your answers in pairs.

POE reading for specific information

When we want to find specific information in a text, we need to know where to look.
+ Read the question carefully and underline key words.
+ Scan the text, looking for any synonyms or paraphrases of the underlined key words.
+ Read that part in detail.

3 Read the Skill box. Scan the textand find the information you need to match sentences 1-8 with
the people.
Which person ...
thinks the experience with her brothers helps with her job now?
q0m»pNs

works hard and doesn't like making mistakes?

is certain of his ability to do well and is good at making decisions?
used to take care of younger family members, but worried about it?
is good at making people agree with her, but can think about herself too much?
0-00

didn't like people making decisions for her and became a rebel?
thinks his parents' behavior made him calm, but bad at planning?
is happy that her brothers and sisters received more attention than her?

A A Look atthe two sentences. Underline the part of each sentence that gives a reason for something.
Circidthe part that gives a result of something.
1 Psychologists say that middle children become independent since they get less parental attention.
2 Psychologists say that middle children get less parental attention, so they become independent.
B Which two words in the sentences above express reason and result?

a SIE linkers of reason and result

Reasons (as and since):

'm tired as | slept badly. look a cab since itwas late.
Results (That's why and so):
| slept badly. That's why l'm tired. ltwas late, so| took a cab.

5 Read the Text builder. Rewrite the sentences from the text with the words in parentheses.
1 | wanted to be my own person, so when | was a child | was pretty rebellious. (as)
2 Parents usually pay more attention to their first child. That's why oldest children like me are
normally confident. (since)
3 Oldest children are often more responsible and reliable since they look after their younger siblings.
(That's why)
4 We tend to be hardworking and mature since we have our parents' full attention and support. (so)

6 is your personality typical of your birth order, according to the text? How about your family and
friends? Discuss in pairs.

60 EXTRA PRACTICE: Workbook page 15; photocopiable activity 3B Skills


3B Born to rebel
Sts read a text about the effect that birth order has on someone's personality. They then discuss their own personality in
relation to their birth order and discuss other influences on their personality from family and friends.
Reading Skill
Sts read a text about the effect of birth Reading for specific information
order on personality.
WARMER
Ask: Do you come from a big family or a small family? How
many brothers and sisters do you have? Elicit a few answers,
and then ask: How has your family affected your personality?
Has it made you more sociable, responsible, organized,
generous? Why? Elicit a range of answers.
1 Read out the title of the lesson Born to rebel. Explain the
meaning of rebel if necessary. Read out the title ofthe text
The birth order effect. Explain birth order if necessary
(= your position in the family, e.g., first child, second
child, etc.). Sts read the introduction and headings of the
text. Then they answer the questions in pairs. Discuss the
answers with the class.
Answers
1 oldest, youngest, middle, and only children;
sts' OWN answers
2 youngest; sts' own answers
2 Sts read the text quickly and answer the question. They
discuss their answer in pairs. Check the answer with the
class.
Answer
Jack, Mick, Sara, Tom, Tina, Adam, Anita
Read the Skill box with sts about reading for specific
information. Check they understand skim (5 read
the whole text quickly, without worrying about
understanding all the details) and scan (= search for
specific words, phrases, or numbers).
3 Asksts to read the first question and underline the key
words (experience, brothers, job). Ask sts to scan the text
to find out which people mention brothers. Ask them to
read these parts of the text carefully to find out which
one gives the answer to the first question. Sts follow the
same procedure to answer the remaining questions. They
discuss their answer in pairs. Check answers.
Answers
1 Alice 2 Adam 3 Jack 4 Mick 5 Anita 6 Tina
7 Tom 8 Sara
A A Ask sts to read the two sentences and underline the part
that is a reason and circle the part that is a result. Allow
sts time to compare their answers in pairs. Then check
answers with the class.
sxiis Mg un
Text builder
Linkers of reason and result
Answers
1 result: middle children become independent
reason: they get less parental attention
2 reason: middle children get less parental attention
result: they become independent
B Sts answer the question in pairs. Check answers with
the class.
Answer
reason = since result = so
Read the Text builder box with sts about linkers of
reason and result. Elicit that we can use because to
give reasons, and explain that we can also use as and
since. Elicit or explain that we can use That's why or
so to express the result of an action. Point out the
relationship between reason and result in pairs of
similar sentences; e.g., ] made myself a sandwich since 1
was hungry/T was hungry, so 1 made myselfa sandwich.
Point out that as, since, and so go between clauses, but
That's why goes at the beginning of a sentence. Ask
questions to check concept.
Concept check questions:
I didn't go to the movies since 1 had no money - Why
didn't I go to the movies? (I had no money.) Was this
the reason 1 didn't go? (yes) What other word can you
use instead of “since”? (as) 1 had no money, so 1 didn't
go to the movies - What was the result of my not having
any money? (I didn't go to the movies.) What other
expression can we use to express a result? (That's why.)
Does “that's why” come at the beginning of a sentence or
in the middle? (at the beginning)
5 Sts rewrite the sentences using the words in parentheses.
Allow sts time to compare their answers in pairs. Then
check answers.
Answers
1 When | was a child | was quite rebellious as | wanted to
be my own person.
2 Oldest children like me are normally confident since
parents usually give more attention to their first child.
3 Oldest children look after their younger siblings. That's
why they are often more responsible and reliable.
4 We have our parents' full attention and support, so we
tend to be hardworking and mature.
6 Sts discuss the questions in pairs. Get feedback on their
discussions, and see who in the class feels their personality
is typical of their birth order, and who doesr't.
61
 reading for specific information m linkers of reason and result
Many psychologists agree that your birth order
influences your personality more than other
factors such as your gender or culture. One belief
is that oldest children identify with parents and
authority, whereas youngest children often rebel
against them. There are many other personality
types thought to be typical of youngest, middle,
oldest, and only children. But are they true? We
interviewed eight people to find out.
Oldest children
| Apparenily, parents usually pay more attention
to their first child, That's why oldest children
like me are normally confident-and decisive.
| suppose that was true of my parents, and
it made me a pretty confident person. 'm
definitely not indecisive. Am | a rebel? No, not
E: atall, | work for the police department! Jack
| had to help my mother with my two younger
sisters. Psychologists believe that oldest
children are often more responsible and
reliable since they look after their younger
siblings, but this can also make us pretty
anxious. ld say that's true for me, and because
lve always respected my parents” authority |
accepted the responsibility and the anxiety.
Mick
Middle children
My older sister was serious and used to
prefer spending time with our parents, and
| my younger brother always used to get their
love and attention. Because of this, | used to
spend most of my time alone or with friends.
Psychologists say that middle children become
independent since they get less parental
attention. That's definitely true in my case, and
in my opinion, itwas good for me. Sara
| Research has suggested that middle children
are often very competitive, but 'm the
opposite - | was always trying to keep the
peace between my older and younger
brothers! | definitely think thats why | have
good communication skills now, which helps
PA ith my career in Human Resources. Alice
Personal Best Underline all the personality adjectives in the text. Do you know what they mean?
62 EXTRA PRACTICE: Workbook page 15
READING SKILLS mm 3B|
Youngest children
According, to research, parents have a relaxed
attitude when bringing up their last-born
child, and thats why were easygoing and
free-spirited. That describes me perfectly. |
dont like discipline, and 'm very relaxed and
creative. Being the youngest, | had a lot of
help and suppon, but maybe that stopped me
from being independent and made me more
disorganized. Tom
| grew up with older brothers and sisters who
were bigger and smarter than me. They were
extremely bossy = always telling me what to do,
which | hated. | wanted to be my own person,
so when | was a child | was pretty rebellious,
which psychologists think is normal for
youngest children. Tina
Only children
| dont have any brothers or sisters. According
to experts, there are clear advantages and
disadvantages to this. On the one hand, we
tend to be hardworking and mature as we have
our parents' full attention and support, but we
also have their expectations on our shoulders,
which can be difficult. For this reason, | think
Um a bit of a perfectionist and sensitive to
criticism. Adam
As we usually got what we wanted when we
were growing up, apparently ¡ts difficult for only
children to compromise. Thats why we can be a
bit selfish and impatient. | think thats also why
Im good at persuading people. | remember
trying to persuade my parents to give me a
sister for my birthday! lt didnt work. Anita
PERSONAL BEST
Sts can further practice personality adjectives. They underline
all the personality adjectives in the text and check their
meanings. Encourage sts to try to guess the meanings from
the context before they look in a dictionary. Discuss the
meanings with the class.
Weaker sts can work in pairs. They choose one person from
the text and read about them again. They then write a short
summary of their personality, using adjectives from pages 22
and 139. Ask some pairs to read their summaries to the class.

EXTRA PRACTICE
With books closed, write the following fill-in sentences on the
board:
1 Parents usually give more attention their first child.
2 Twas always trying to keep the peace my older and
younger brothers!
3 Ithelps my career.
4 I'm sensitive criticism.
5 Pm good persuading people.
Explain that the missing words are all prepositions. Sts
work in pairs and complete the sentences with the correct
prepositions. They can check their answers in the text. Check
answers, and check that sts understand all the sentences.
Remind sts that when they learn new words or phrases,
they should try to learn them in context so they know which
prepositions to use with them.

Answers
1 to 2 between 3 with 4to 5at

EXTRA PRACTICE
In pairs, sts choose one of the people in the text and prepare
an interview with him/her. As a class, brainstorm some
questions for the interview; e.g., How many brothers and
sisters do you have? Where are you in the family birth order?
What effect has this had on your personality? Tell sts they can
use the information in the text for the answers and also their
imagination. Sts work in pairs to prepare and practice their
interviews. Ask some sts to perform their interviews for the
class. Other sts can listen and try to guess which person is
being interviewed.

63
ml 3 Ef ancuncr | defining and non-defining relative clauses m relationships

3C Good neighbors, bad neighbors

1 Work in pairs. Explain the difference between:
1 aclose friend and a best friend. 4 acouple and a partner.
2 aneighbor and a next-door neighbor. 5 a parent and a relative.
3 acolleague and a classmate.

Go to Vocabulary practice: relationships, page 139

JE

2 Think of a friend, colleague, or neighbor you know well. Ask and answer the questions in pairs.
1 How do you know this person? 4 When did you last get together?
2 How long did ittake you to get to know each other? 5 What do you have in common?
3 Have you ever argued or had a falling out? Why?

3 Read the notice. Do you think events like this are a good idea? Why/Why not?

NOTE pe A Get involved!

E j AN PL ; o Ss Your neighborhood
AA ds having the following
know each other, and Neighbors' Day celebration:
develop a real sense of j :
ASA eh A ¡ sm What:
Si E Street party with
barbecue lunch E
Where:
Maple Avenue
When:
Saturday, June 13th,
2 p.m.- 7 p.m.

4A Chas Listen to three people answer the question "What makes a good neighbor?” Match the
opinions with the speakers: John (3), Mary [M), or Lisa (L).
1 Good neighbors help each other.
2 They're not noisy.
3 They're kind and try not to annoy other neighbors.
B Gas Listen again and complete the sentences with the words you hear.

John 1 hada bad experience in the building 'where 1 used to live, The biggest problem was
the people “that lived on the first floor. They played heavy metal music all the time,
and their was always loud, too.
Mary Myneighbor Tony, “who works as a travel agent, is away atthe moment. 'm after his
apartment. Once, though, another did something *that made me furious. 'd given her
my keys while 1 was away, but she with her boyfriend, and when l came home, he was
asleep on my sofa!
Lisa Mostpeople here are very and considerate. And we have some rules,
>which most people follow. 1 get annoyed with some neighbors, though, like the family Swhose
children leave bicycles in front of my door and throw trash on my

5 Do you agree with the speakers? What do you think makes a good or bad neighbor?

6 Look at clauses 1-6 in bold in exercise 4B. Which relative pronouns do we use to talk about:
1 things? or 3 places?
2 people? or 4 possessions?

64 EXTRA PRACTICE: Workbook page 16; photocopiable activity 3C Vocabulary

 LANGUAGE

3€ Good neighbors, bad neighbors

Sts read about World Neighbors' Day and listen to three people talking about their experiences with neighbors. They
study relative clauses, and talk about places, objects, and people that are important to them.

Grammar Vocabulary Pronunciation Communication

Defining and Relationships: argue, best/close friend, classmate, colleague, couple, Relative clauses Talking about
non-defining get along well, get together, get to know, have a falling out, have a people, places, and
relative clauses lot in common, introduce someone to, make up (after an argument), objects that are
next-door neighbor, parents, partner, relative important to you

WARMER Go to Vocabulary practice: relationships, SB page 139/

Ask: Who are the important people in your life? Elicit a few
ideas. Then ask sts to write the names of ten important people
in their lives. Put sts into pairs to compare their lists and
explain who the people are. Get feedback on their answers,
and elicit whether most of the important people are family
members, friends, partners, etc.
1 sts workin pairs and explain the difference in meaning
between the words. They can use their dictionaries to help
if necessary. Discuss the answers with the class, and make
sure sts understand all the words.
TB page 291.
Sts will find more language presentation and practice for
relationships vocabulary here. Do these exercises with the
class, or assign them for homework, before continuing
with exercise 2 of lesson 3C.
1 Remind sts to go to the app for further self-study
==E practice of relationships vocabulary.
Allow sts time to think of someone to talk about. Then
put them into pairs to ask and answer the questions. Get
feedback on their discussions.

Ask sts to read the notice. Then discuss the questions

Answers with the class. Encourage sts to talk about their own
A close friend ¡is a very good friend; a best friend is your experiences.
h

closest friend.
A neighbor is someone you live near; a next-door A Gas Allow sts time to read the opinions. Then
e]

neighbor lives in the house or apartment next to yours. play audio track 3.8. See TB page 355 for audio script.
A colleague is someone you work with; a classmate is Sts listen and write the correct name for each opinion.
0)

in the same class as you. Check answers, asking sts to give reasons to support their
A couple is two people in a romantic relationship; answers.
E

a partner is one person in a couple.

A parent is your mother or father; a relative is a member Answers
a

of your family. 1M2J 3L

3 x PRACTICE SB page 26, exercise 1 B Gas Allow sts time to read the fill-in sentences, and
E —__— elicit some possible words for each blank. Play the audio
1 Do the exercise as normal. To check answers, read track again. Sts listen and complete the sentences with the
out each pair of words and ask: Who is confident they correct words. Check answers.
understand the difference in meaning? Ask a confident
student to explain the difference to the class. Help out Answers
if necessary. John: apartment, loud, TV
2 Books closed. Write the first letter of each bold word on Mary: looking, neighbor, argued
the board, e.g., CE BF,N, N DN. Sts work in pairs and Lisa: kind, community, balcony
Try to write all the words from memory. They can check
in their books any they can't remember. Sts discuss the questions in pairs. Get feedback on their
3 Say: I talk to this person a lot, and we do a lot of answers and discuss as a class what makes a good or bad
things together. We like the same things. 1 tell them my neighbor. Ask: Have you ever had a very good or very bad
problems, and they give me advice. 1 don't live with them, neighbor? What happened?
butI see them every day. We were at school together. Sts Sts look at the clauses in bold in exercise 4B. Elicit that
guess the person (best friend). In pairs, sts write three the clauses are all relative clauses, and elicit the relative
more clues for words from exercise 1. Encourage them pronouns which, who, where, that, whose. Sts write the
not to make their clues too easy. Put pairs together into correct relative pronouns. They could work in pairs for
groups of four to read their clues to each other and this. Check answers.
guess the words. With stronger classes, sts could do
this with books closed to make it more challenging. Ask Answers
which words were the most difficult to write clues for. 1 that, which 2 that who 3 where 4 whose

65
 defining and non-defining relative clauses m relationships

T A Look at the two sentences from exercise 48 and answer the questions.
a The biggest problem was the people that lived on the first floor.
b My neighbor Tony, who works as a travel agent, is away at the moment.

1 Which relative clause is essential and identifñies who or what we are talking about?
2 Which relative clause gives extra information, although, without it, the sentence still makes sense?

B Look at clauses 1-6 in exercise 4B again. Which clauses are essential? Which give extra information?
Then read the Grammar box.

defining and non-defining relative clauses -

Defining relative clauses (identifying who or what we Non-defining relative clauses

are talking about): (giving extra information):
The woman who lives above me ¡s a cloctor | sawthe movie, which was great.
That's the village where| grew up. That town, where my mother grew up, is beautiful.
Do you know the man whose car was stolen? My uncle, whose house is over there, works as a fire fighter.

Look! When a relative clause gives extra information, we separate ¡t with commas (ora comma and a period).

Go to Grammar practice: defining and non-defining relative clauses, page 117

8 A Gao Pronunciation: pausing in relative clauses We usually pause before a clause that gives
extra information. Listen to the sentences. Add commas where the pauses are.
1 The family who lives. on my floor is really friendly.
2 My grandmother lives in Quito whichis in the north of Ecuador.
3 My brother who ¡is a chef works at the hospital.
4 | get along well with the couple who lives in the apartment next to mine.
5 | dont see my cousins who live in Argentina.
6 It's easyto park on the street where | live.
B In pairs, change the sentences in 8A so they are true for you. Add extra details if necessary.
The couple who lives on my floor is really noisy:
Go to Communication practice: Student A page 158, Student B page 168

9 A Choose two places, two objects, and two people that are very important to you.

B In pairs, talk about your choices. Ask your partner why each of his/her choices is important,
and ask for more information. Use relative clauses in your answers.
Tell me about one of your places.
0pbouop0oe

lts Montevideo.
Why Is It so important to you?
Because it's the place where | met my boyfriend.
How did you meet him?
We were both in college there.

Personal Best | Write five sentences about your relatives and close friends with non-defining relative clauses.

66 EXTRA PRACTICE: Workbook page 16; photocopiable activity 30 Grammar


7 A sts look at the two sentences, and then read the
questions and answer them. They could work in pairs for
this. Check answers with the class.
Answers
la 2b
B Sts look at the clauses in exercise 4B again and decide
which are essential and which give extra information.
Check answers, and then read the Grammar box.
Answers
essential — 1, 2,4, 6
extra information — 3, 5
MET
Read the Grammar box with sts about defining and
non-defining relative clauses. Remind sts that defining
relative clauses give essential information and tell us
which person, thing, or place we are talking about.
Non-defining relative clauses give extra information,
so a sentence would still make sense without its non-
defining relative clause. Explain that we use commas
around non-defining relative clauses but not around
defining relative clauses. Point out that we can use that
instead of which or who in defining relative clauses, but
NOT in non-defining ones: The people who/thatI work
with are really nice. Maria, who ] work with, is really
nice. NOT Meriathat-Hhworkwith-isreally-nice. Ask
questions to check concept.
Concept check questions:
What information do defining relative clauses give?
(essential information — They identify a person,
place, or thing.) What information do non-defining
relative clauses give? (extra) That's the apartment
where I live - defining or non-defining relative clause?
(defining) Miami, where ] live, is very busy — defining
or non-defining relative clause? (non-defining) Which
type of clause uses commas? (non-defining) What's
the difference between “who” and “which”? (We use
who for people and which for things.) Which relative
pronoun do we use for places? (where) Which do we use
for possession? (whose) When can we use the relative
pronoun “that”? (for people or things, in defining
relative clauses)
Go to Grammar practice: defining and non-defining
relative clauses, SB page 117/TB page 247.
Sts will find more language reference, presentation, and
practice for defining and non-defining relative clauses
here. Do these exercises with the class, or assign them for
homework, before continuing with exercise 8A of lesson
3C.
El Remind sts to go to the app for further self-study
SE grammar practice of defining and non-defining
relative clauses.
LANGUAGE
8A Ejax0 Read out the information on pronunciation in
relative clauses. Play audio track 3.10. See Answers for
audio script. Sts listen and add a comma where they hear
a pause. Check answers with the class, playing the audio
again for sts to hear the pauses again.
Answers
1 The family who lives on my floor is really friendly.
2 My grandmother lives in Quito, which is in the north of
Ecuador.
3 My brother, who is a chef, works at the hospital.
4 | get along well with the couple who lives in the
apartment next to mine.
5 | don't see my cousins, who live in Argentina.
6 It's easy to park on the street where | live.
B Sts work in pairs to change the sentences so they are
true for them. Tell them that if they can't make a sentence
that is true for both of them, they can make a sentence
that is true for one of them. Ask some sts to read some
of their sentences to the class. Encourage them to pause
slightly before (and after) the non-defining relative
clauses.
Go to Communication practice
Divide the class into Student A and Student B. All Student
A sts should go to SB page 158. All Student B sts should go
to SB page 168. Go to TB page 329 for the teacher notes.
Do the activity. Then continue with exercise 9A of lesson
30.
9 A sSts make notes on places, objects, and people that are
very important to them.
B Choose two sts to model the example dialogue. Sts
then talk about their choices in pairs and answer their
partner's questions. Encourage them to use both defining
and non-defining relative clauses in their answers, and
encourage them to ask questions to find out more about
their partners choices. Get feedback on their discussions.
PERSONAL BEST
Sts can further practice using relative clauses. They write
five sentences about their friends and relatives, using non-
defining relative clauses. They can compare their sentences in
pairs. Ask some sts to read their sentences to the class.
Weaker sts can write three sentences about the people, places,
and things they chose in exercise 9, using non-defining
relative clauses. Ask some sts to read their sentences to the
class.
67
 3 ES sus SPEAKING giving and responding to news m giving bad news

3D | have some news

Learning
1 A Look at the sentences. Which are good news? Which are bad news?
Which news do you think the man in the photo has?
1 mafraid you didn't get the job.
2 We won the game! We're in the final!
3 ['ve had a falling out with my best friend.
4 Your rent's going up by 20%.
5 She said "Yes"!
6 | gota promotion.
B In pairs, discuss the questions.

1 What good news can you remember receiving in your life? What did you say?
2 Have you ever had to give someone bad news? How did you feel?

2 Gs Watch or listen to the first part of Learning Curve. Answer the questions.

1 Whatnews does Penny give Simon?

2 How do they both feel about the news?

3 Os:2 How did Penny give Simon the news? How did Simon respond? Listen and complete the sentences.

| have some bad news.

3 You arent going to this,

our boss is asking me to
fire our student workers.

AE giving and responding to news

Giving news Responding to news

I'm afraid | have some bad news.
mm really sorry to say this, but...
You aren't going to believe this, but...
Great news! I'm...
Guess what? l'm ...
That's a relief,
Oh no, that's terrible!
What a shame! That's too bad!
'm so happy for you! That's fantastic news!
'm absolutely thrilled for you! Congratulations!

4 Read the Conversation builder. Put the phrases in the correct column in the chart.

sige E

28

68 EXTRA PRACTICE: Workbook page 17

 sxiLis [PUN El] a

3D Il have some news

ET
Sts watch or listen to a conversation in which two people give and respond to personal news. They then
practice giving and responding to news.

Reading Skill Conversation builder

Sts watch a video or listen to a conversation in which Giving bad news Giving and responding to news
people give and respond to personal news.

WARMER
Read out the title of the lesson and ask: Does tt refer to world
news or personal news? (personal news) Ask: What good or
bad things have happened to you recently? Who would be the
first people you would tell if you had some good news?
1 A sSts read the sentences and decide which contain good
news and which contain bad news. They could work in
pairs for this. Check answers and then ask: Which news do
you think the man in the photo has? Why? Elicit a range of
answers.
Answers
1 badnews 2 goodnews 3 badnews 4 bad news
5 good news 6 good news
The man in the photo obviously has good news, probably
She said “Yes!” because he's with his girlfriend, but it could
also be We won the game! We're in the finall, or! gota
promotion.
B Sis discuss the questions in pairs. Ask some sts to tell
the class about their experiences.
2 [OE All the D lessons in this level which focus on
speaking skills are accompanied by video (i.e., an episode
of Learning Curve). In this lesson, Penny gives Simon some
bad news. Allow sts time to read through the questions.
Play video/audio track 3.11. See TB page 356 for video/
audio script. Sts watch or listen and answer the questions.
Check answers.
Answers
1 Bad news. Their boss has decided that they can't keep
their student workers on.
2 They both feel very upset.
AE AO
Read the Conversation builder box with sts about
giving and responding to news. Point out that we say
What a shame (NOT Mheeshente) and That's too bad
(NOT Fhetsbaed). Remind sts that it is important to use
intonation and tone of voice to convey enthusiasm or
sympathy. Ask questions to check concept.
Concept check questions:
Which phrases can we use to give bad news? (U'm afraid 1
have some bad news. /'m really sorry to say this, but...)
Which phrases express great surprise? (You aren't going
to believe this, but .../Guess what?) Which phrase can
we use for giving good news? (Great news!) Which two
phrases can we use for responding to bad news? (Oh no,
that's terrible! /Whata shame! That's too bad!)
A sus put the phrases from the Conversation builder in the
correct columns in the chart. Check answers. Point out to
sts that You aren't going to believe this, but... can be used
for either good news or bad news. Guess what? can also be
used for giving bad news.
Answers
Giving good news: Great news! l'm ..., Guess what? l'm...,
You arent going to believe this, but ...
Giving bad news: l'm afraid | have some bad news.
'm really sorry to say this, but ...
You arent going to believe this, but ...
Responding to good news: l'm so happy for you! That's
fantastic news!
'm absolutely thrilled for you! Congratulations!
That's a relief.
Responding to bad news: Oh no, that's terrible!
What a shame! That's too bad!

3 [OE Allow sts time to read through the fill-in

sentences. Elicit some possible words to complete them.
Play audio track 3.12. See the SB page opposite for audio
script. Sts listen and complete the sentences. Check
answers, and check that sts understand all the sentences.

Answers
1 afraid 2 Really, happened 3 believe, but
4 Gh no, terrible

69
 giving and responding to news m giving bad news SPEAKING

5 A in pairs, complete the conversation with the words in the box.

awful thrilled afraid shame thats wonderful congratulations

A Great news! l've been offered a job writing fora new magazine!
B Wowl* fantastic news! l'm absolutely * for you! When do you start?
A Next month. | can't wait. It's a really exciting place to work.
B That's 3 14 |
A How are things with you?
B_ Well, l'm * | have some bad news. | broke my leg last week.
A Ohno, that's * What a? | I'm so sorry.
B In pairs, practice the conversation. You can change the details.

6 Ga Watch or listen to the second part of the show.

Answer the questions.
1 Whatnews does Sherry give Penny?
2 How does Penny feel about it?
3 How does Simon feel about 1t?

7 Gra How did Sherry give Penny her news? Order phrases a—h. Wateh or listen again and check.
It's in my neighborhood, much closer to my apartment.
roo

but it's sort of bad news for you.

It's a great opportunity to work with customers.
*SOCQOO

Well, you know that | study fashion at college, right?

So, 'm really sorry to say this, but l'm resigning.
Well, it's good news for me,
1) | have some news.
TO

Well, | got a great job offer to work at a department store that | just love.

giving
bad news
When we give someone bad news, we often try to do it in a sensitive way.
+ Prepare the person first - tell him/her you have some bad news.
+ Briefly explain the situation behind the bad news.
+ Say exactly what the bad news is.
+ Be sympathetic - say that you're really sorry.

8 Read the Skill box. What did Sherry do to give Penny the news in a sensitive way?

Go to Communication practice: Student A page 158, Student B page 168

9 A In pairs, look at the situations below. Think about what you will say.

Student A | You've been offered an amazing job in another city, but You're Student B's roommate and close friend. Listen
youre worried your parents will be upset thatyou're and respond to the news. Ask questions and continue
leaving. Tell your mother/father the news. the conversation.

Student B | You're Student A's mother/father, Listen and respond to Your cousin has just moved into a fantastic apartment
the news. Ask questions and continue the conversation. | and wants you to rent the spare room. You're worried
your current roommate will be upset that you're
leaving. Tell him/her the news.

B In pairs, take turns giving your news and responding ta it.

€ How could you improve the way you gave the news and responded to your partner's
news? Find another partner and give your news again.

Personal Best | Imagine what Ethan's news is. Write his conversation with Penny.

70 EXIRAPRACTICE: Workbook page 17


5A Stsworkin pairs and complete the conversation with
the correct words. Check answers, and check that sts
correct everything in the conversation.
Answers
1 Thats 2 thrilleed 3 wonderful 4 Congratulations
5 afraid 6 awful 7 shame
B' Model the conversation with a confident student.
Encourage them to use intonation to express enthusiasm
and sympathy. Sts then practice the conversation in pairs.
They can then swap partners and further practice the
conversation, this time changing some of the details.
6 Gai Allow sts time to read the questions. Pre-teach to
quit (a job). Play video/audio track 3.13 for sts to watch
or listen and answer the questions. See TB page 356 for
video/audio script. Check answers.
Answers
1 She is going to resign as she has been offered a new job.
2 Penny is very happy about Sherry's news.
3 Simon is relieved.
7 Gai Sts read the phrases and order them from 1-8.
They could work in pairs for this. Draw sts' attention to the
example number 1 in the box. Play the video/audio track
again for sts to watch or listen and check. Check answers.
Answers
1g 2f 3b 4d 5h 6a 7c Be
3 x PRACTICE SB page 29, exercise 7
HT
1 Do the exercise as normal. To check answers, go around
the class and give each st a number from 1 to 8. Call
out: one. The number 1 sts say Sherry's first phrase,
Continue with the remaining numbers in turn. Discuss
any differences in sts' answers. Then play video/audio
track 3.13 for sts to check their answers.
2 Books closed. Write one key word for each of phrases
a-h in the correct order on the board, e.g., news, good,
bad, fashion, etc. In pairs, sts try to remember each
phrase that Sherry used. They can look at their books
again to check.
3 Play video/audio track 3.13 again, pausing after
each of the phrases in exercise 7 for sts to repeat.
Point out Penny's response: Oh? Really? after phrase
number 3. Encourage sts to copy Sherry's and Penny's
pronunciation and intonation from the recording. Sts
can then practice giving Sherry's news and responding
in pairs.
Read the Skill box with sts about giving bad news.
Check they understand everything. Elicit that tone of
voice and intonation are very important if the speaker
is to sound genuinely sympathetic.
sxiLis [JN El] =
8 Refer sts back to Sherry's phrases in exercise 7 and elicit
which phrases prepare Penny for the news, which explain
the situation, which say what the bad news is, and which
show sympathy.
Answers
Sherry prepared Penny by saying she had some news. She
explained the situation, that she was studying fashion at
college and had received a job offer in her neighborhood.
She said sorry and said exactly what the bad news was
(she was resigning).
Go to Communication practice
Divide the class into Student A and Student B. All Student
A sts should go to SB page 158. All Student B sts should go
to SB page 168. Go to TB page 329 for the teacher notes.
Do the activity. Then continue with exercise 9 of lesson
3D.
9 Sts follow the steps to practice giving bad news.
A Read through the situations with the class,
and make sure sts understand everything. Sts could work
in AA and BB pairs to choose one of the situations and
think about what they will say. You could brainstorm some
ideas as a class.
B Sts work in AB pairs and take turns to
give their news. Their partner responds. Remind sts to
use phrases from the Conversation builder box to give
their news and respond to it, and remind them to follow
the guidelines in the Skill box. Encourage them to use
intonation and tone of voice to sound sympathetic or
enthusiastic.
E Sts discuss in pairs how they could
improve. They then work with a different parmer and
practice giving their news again.
PERSONAL BEST
Sts can further practice giving news. They work in pairs and
prepare a conversation between Ethan and Penny, in which
Ethan shares the news that he mentions at the end of video/
audio track 3.13. Monitor and help while they are working,
and then allow them time to practice their conversations in
pairs.
Weaker sts can prepare and then practice Ethan and Penny's
conversation in pairs. Before they do this, brainstorm and
write on the board ideas about what Ethan's news is.
EXTRA PRACTICE
Put sts into groups of three. Two sts practice one of their
conversations from exercise 9 or a new conversation using
their own bad news ideas. The third student uses his/her
phone to video the other two. Sts can swap roles and practice
again. Watching themselves on video will help sts to evaluate
how well they can give and respond to bad news.
71
 Places and h omes
LANGUAGE quantifiers m= compound nouns

4A What makes your city great?

1 what three things make your town or city great? Discuss your answers in pairs.

2 Look at the text about four cities below. According to each writer, what makes his/her city great?

RA A AS
A AER O
RISE ERC EA RA
ttwhatmakesyourcitygreat
oE AS
dl dl]
Í What | love most about this city are The nightlife here is amazing. There
the parks and green spaces. When are places to go and things
you have free time, there's to do in the evening, with thousands
always an open space, urban park, of cafés, restaurants, and nightclubs.
or secret garden nearby where But what | like best about Tokyo are
you can go to relax. One really the unusual places to eat out. Last
interesting project, the High Line, week, | had dinner at the seafood
is a 2.3 km. long park built on an restaurant Zauo, where the tables
elevated section of a former rallway are on a boat and you catch your
line. It's a wonderful pedestrian own fish from the aquarium, which
area and has fabulous views of the he chefs then cook for you. lt was
Hudson River, Manhattan, and the fun!
New York City skyline.

In most big cities, there ar New Orleans sure has rhythm! You
roads that are safe for bicycling. hear live music on almost every
But here in Copenhagen, there are street: there's always a jazz band
over 400 km. of bike paths, so you playing, or musicians jamming
can ride everywhere with no danger, together in a café or on a street
avoiding traffic jams and staying corner. My favorite time of year is
¡ in shape at the same time. There A Mardi Gras — the famous carnival
ar people who regularly celebration with music and colorful
Use a car here - in fact, most people parades. Some people complain
go to work or school by bike ar on that therearo CEA tourists
foot. Some use the Cycle Snake, an here at Mardi Gras, but | think
elevated bike path over the harbor. lt everyone should be able to see the
was built especially for bicyclists, and greatest free show on Earth!
the views from it are spectacular!

Match the words in each box to make compound nouns. Check your answers in the text.

bike traffic pedestrian night area life jam path

Go to Vocabulary practice: compound nouns, page 140

Read the text again. Are the sentences true (T) or false (F)? Correct the false sentences.
1 There aren't many green spaces in New York. 5 In Tokyo, the restaurants are all pretty similar.
2 There are trains on the High Line. 6 At Zauo, customers catch the fish and cook it.
3 Its not dangerous to ride a bike in Copenhagen. 7 There's live music everywhere in New Orleans.
4 Cars aren'tallowed on the Cycle Snake. 8 Alotof tourists visit New Orleans for Mardi Gras.

5 Which city sounds like the best one to live in? Why? Discuss your answers in pairs.

72 EXTRA PRACTICE: Workbook page 20; photocopiable activity 44 Vocabulary

 Places and homes El
UNIT 4 OVERVIEW: The theme for this unit is the homes and cities where people live. Sts read accounts
by four people of why they love their city, and they read a description of Melbourne in Australia, voted the
number one place to live in the world. In Learning Curve, Kate and Simon interview people about the place
where they live. Sts then read about some unusual places to stay in New York, and they end by writing an
informal e-mail to a friend.

LANGUAGE SKILLS
Grammar Vocabulary Pronunciation Listening Writing
Quantifiers; Compound nouns; Sentence stress; Understanding key Writing an informal e-mail;
comparatives and common verb phrases; — /a/sound points; linking similar informal discourse
superlatives, as ... as describing homes consonant sounds markers

4A What makes your city great?

Sts read four short texts about what people love about their city. They also read a description of Melbourne in Australia,
which has been voted one of the best places in the world to live. They then talk about the city where they live.

Grammar Vocabulary Pronunciation Communication

Quantifiers Compound nouns: art gallery, bike path, department store, Sentence stress Talking about a city
downtown, nightclub, nightlife, parking lot, pedestrian area,
public transportation, shopping mall, sports center, traffic jam

WARMER Answers
Ask: Which cities have you visited? Elicit answers from bike path traffic jam pedestrian area nightlife
individual sts, and ask more questions to encourage them to
say more; e.g., What was it like? Did you enjoy your visit? Do Go to Vocabulary practice: compound nouns, SB page
you think it would be a nice place to live? Why?/Why not? If sts 140/TB page 293.
have visited the same cities, encourage them to compare their Sts will find more language presentation and practice for
experiences. compound nouns here. Do these exercises with the class,
or assign them for homework, before continuing with
1 Read out the question. Then put sts into pairs to discuss exercise 4 of lesson 4A.
what makes their home town or city great. Get feedback
omihelranswers PB Remind sts to go to the app for further selÉstudy
22 vocabulary practice of compound nouns.
2 Asksts to look at the pictures and guess the cities. They
then read the text, check their guesses, and answer the Á. Sts read the text again and decide if the sentences are
question. Allow them time to compare answers in pairs true (T) or false (F). Remind them to correct the false
before getting feedback. sentences. Check answers.
Answers Answers
David: the parks and green spaces 1 E There are a lot of/plenty of green spaces in New York.
Klaus: the bike paths
: E res 2 F. There used to be trains on the High Line.
Kiyomi: the nightlife 371
Lola: the live music
4 T
. . . 5 E In Tokyo, the restaurants are very varied and unusual.
3 Explain that in English we often put nouns together to 6 F. The chefs, not the customers, cook the fish.
make compound nouns. Give or elicit a few examples, 7T
e.g., pencil case, door handle. Sts work in pairs to match 8T
the words to make compound nouns. They then read the
text again to check their answers. Check answers with the
5 Sts discuss the questions in pairs. Get feedback on sts”
class, and check that sts understand all the compound
answers, and discuss as a class what makes a city a great
nouns. Point out that some compound nouns are written
place to live.
as just one word, e.g., nightlife, but others are written as
two words, e.g., bike path.

73
 quantifiers m compound nouns
tancunos
Look at the highlighted words in the text. Put them in the correct category. Then read the
Grammar box.
1 small quantities: not much, ; Gi
2 large quantities: a lot of, ;
3 zero quantity: not any,
4 more or less than necessary: too much, $

Small quantities: Large quantities:

There's not/There isn'tmuch lime, hurry up! We have a lot of/Mots of work today.
There aren't many people on this beach. There are plenty of bananas if you're hungry.
Can | have a little cake and a few cookies, please?

Zero quantity: More or less than necessary:

There's no bread/There isn't any bread. There's too much traffic, There are too many cars.
There's not/There isn'tenough ¡ce cream for everyone:

Go to Grammar practice: quantifiers, page 118

2. A Qu Pronunciation: sentence stress Listen to the sentences. Which syllables are stressed?
1 l've been to a lot of museums. 5 My friends dont have enough free time.
2 | dont go to many concerts. 6 There's no live music in my town.
3 | know a few nice restaurants. 7 ltstoo noisy where | live.
4 There are plenty of stores in my area. 8 There's too much stress in my life.

B Qu Listen again and repeat the sentences.

8 Change the sentences in exercise 7A so they are true for you. Compare your sentences in pairs.

9 ja Choose the correct quantifiers to complete the text. Listen and check.

notenough afew alittle plentyof too too many

Melbourne number 1, again!

Melbourne has come first again in the list of the best places to live.
Only ' cities like Zurich and Vancouver have come first
more than once, but Melbourne has won it for the fifth consecutive
3 year! lt's such an interesting and vibrant city, with ? things
. todo. The climate is great — it's never? hotorcold, which
makes it perfect for strolling around the harbor or the pedestrian
areas downtown and admiring the colorful street art. If you like *
culture, spend a day exploring the city's museums, art
galleries, and the Arts Center, which looks like the Eiffel Tower!
Getting around ¡s easy, too, but with more than a million people
driving into the city every day, there are * traffic jams and
de parking spaces. Taking the streetcar is easy and
convenient, though.

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

10 Discuss what you think of the following things in your city in pairs.

(un) public transportation ¡Pedestrian AE ) nightlife can Edi parking lots

bike path PA A

A Ín my opinion, there aren't enough pedestrian areas here.

B Youre right. There's too much traffic, so we need more pedestrian areas.

Personal Best | Write five sentences about what an ideal city would be like. Use a quantifier in each sentence. [31]

EXTRA PRACTICE: Workbook page 20; photocopiable activity 44 Grammar


6 sts look at the highlighted words in the text and put them
in the correct category. Check answers.
Answers
1 not many, alittle, a few
2 plenty of, lots of
909
APRA Obenouah
IA Lc
Read the Grammar box with sts about quantifiers.
Explain that a little and not much are only used with
uncountable nouns: not much time, a little money, NOT
. Not many and a few are only used
with plural countable nouns: not many restaurants, a
few cafés, NOT notimermybread. Explain that a lot of/
lots of, plenty of, not any, and no can be used with both
oa couniebie nouns, e.g., a lot of money,
a lot of people. Explain that not enough means “not as
much as you need”; e.g., There isn't enough time (+ we
need more time). Too much and too many mean “more
than you need”; e.g., They brought too much food (= we
didn't need it all). Ask questions to check concept.
Concept check questions:
Not much and not many — large quantity or small
quantity? (small quantity) He doesn't have much friends
— correct? (no — He doesn't have many friends.) A few
and a little — large or small quantity? (small) What's the
difference between them? (We use a few with countable
nouns and a little with uncountable nouns.) He earns
a lot money — correct? (no =a lot of) Large quantity or
small quantity? (large) What other expressions are there
for a large quantity? (lots of, plenty of)
Go to Grammar practice: quantifiers, SB page 118/TB
page 249.
Sts will find more language reference, presentation, and
practice for quantifiers here. Do these exercises with the
class, or assign them for homework, before continuing
with exercise 7A of lesson 4A.
[PB | Remind sts to go to the app for further self study
222 grammar practice of quantifiers.
TA [OLÉ Allow sts time to read through the sentences,
and then play audio track 4.3. See the SB page opposite
for audio script. Sts listen and note which syllables are
stressed. Check answers and point out that quantifiers are
eplraed.
Answers
1 been, lot, museums
2 don't, go, many, concerts
3 know, few, nice, restaurants
A plenty, stores, area . Weaker sts could work in pairs. They choose one of the cities
> vieras, don t Hals, Enough. (tes, tie
ena ne music town
4 t99,melay, live . same quantifiers as are in the texts! Ask some sts to read their
8 too, much, stress, life
B Gas Play audio track 4.3 again for sts to listen and
repeat.
LANGUAGE [44 :
8 Read out the first sentence from 7A and elicit ways in
which it could be changed; e.g., [haven't been to many
museums. Pve been to too many museums! Sts change the
sentences to make them true for them, and then compare
their sentences in pairs. Ask some sts to read some of their
sentences to the class.
9 E). Focus on the pictures and the title and elicit or
explain that Melbourne is a city in Australia. Sts read the
text and choose the correct quantifiers to complete it. Play
audio track 4.4. See the SB page opposite for audio script.
Ses listen ¿ne qUiR their arswezs,
Answers
1 afew 2 plentyof 3 too 4malittte 5 too many
6 not enough
:
3x PRACTICE 38 PAN ra
1 Do the exercise as normal. To check answers, play track
4.4 and pause before each blank. Elicit some possible
words to complete the blank, encouraging sts to give
reasons for their answers. Then continue with the
audio for sts to check.
2 Sts cover the text and look at the quantifiers again.
They try to remember what the text said, using each
quantifier.
3 Sts workin pairs and think of ways of expressing the
ideas in the text using different quantifiers; e.g., Not
many cities have come first more than once. There are
lots of things to do. Ask pairs in turn to read some of
their sentences to the class. Discuss as a class whether
the meaning is the same as in the original text.
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 10 of lesson
AA.
10 Allow sts time to prepare their ideas individually. They
then discuss
z their own : city in pairs. If they are all from the
same city, ask some pairs to tell the class what they agreed
and disagreed about. If they are from different cities, ask
some sts to tell the class something they learned about
their partners city.
PERSONAL BEST
AAA
Sts can further practice talking about cities and using
quantifiers. They write five sentences about an ideal city
using different quantifiers. They can compare their sentences
in pairs.
in the text on page 30 and write three sentences about it,
using different quantifiers. Tell them they must not use the
sentences to the class.
75
 LISTENING understanding key points m linking consonant sounds m common verb phrases

AB City or country?
ln pairs, make a list of advantages and disadvantages of living in the city and living in the country.

2 Complete the sentences with the verbs in the box. Which sentences are about living in the city? Which
se ntences are about living in the country?

have (x2) catch meet(x2) miss (x2) take

It's easy to a friend and coffee or a snack.

buon

It's difficult to new people.

| the peace and quiet and being surrounded by nature.
Public transportation isnt great. If you a bus, you have to wait ages to the next one, or
ask someone to you by car.
5 The nightlife's great. lt's easy to go out and a good time.

3 Which sentences in exercise 2 are true for where you live?

EN Go to Vocabulary practice: common verb phrases, page 141

a
24 UU understanding key points
When people speak, listen for the key points of the ideas they talk about.
+ People often emphasize the key points and can use expressions such as most importantly, the main thing ís.
» They often repeat the key points using different words.
+ They often give examples, reasons, and more information to support the key points.

4A us Read the Skill box. Watch or listen to the first

pa rtof Learning Curve. Kate talks about studies on city
an d country life. Check (W) the three key points.

1 People who live in the country live longer.

2 People who live in the city are more stressed out.
3 Country life is better when you work in the city.
4 Young adults prefer to live in the city.
5 Retired people prefer to live in the country.
B Gus Compare your answers in pairs. Watch or
list en again and check.

E]
76 EXTRA PRACTICE: Workbook page 21; photocopiable activity 4B Vocabulary
 sxiLis [PUN [4B a

AB City or country
ET
Sts learn some common verb phrases and listen to people talking about where they live. They discuss the
advantages and disadvantages of living in the city and the country.

Listening Skill Listening builder Vocabulary

Sts watch a video Understanding key Linking similar Common verb phrases:
or listen to a points consonant sounds catch a ball, a bus, a cold, a train
recording in which have a good time, a party, a snack, coffee
people talk about keep a secret, doing something, in touch, your promise
the place where know a fact, someone fora long time
they live. lose a game, touch, weight, your keys
meet a friend for coffee, someone by chance, someone for the
first time
miss a bus, a call, a class, a train, someone a lot
take a photo, an exam, someone somewhere, your coat off

WARMER
Ask: Where do you live? Do you like living there? Why?/Why
not? What advantages are there? What disadvantages? Elicit
a range of answers. Use the discussion to elicit/teach the
meaning of commute to work and commuter.
Read the Skill box with sts about understanding key
points. Elicit the language of giving examples (like, such
as, for example), giving reasons (because) and giving
more information (too, also, as well).

1 Sts workin pairs and list the advantages and
disadvantages of living in the city and the country.
Bring sts' ideas together on the board and ask: Which
do you think are the most important advantages and
disadvantages? Why? Elicit a range of answers.
2 Sts read the sentences and complete them with the correct
verbs. Check answers, and check that sts understand all
the verb phrases. Point out that the verbs used in these
common phrases are not always predictable, so sts need to
learn them.
Answers
1 meet, have 2 meet 3 miss 4 miss, catch, take
5 have
4A CG) All the B lessons in this level which focus
on listening skills are accompanied by video (i.e., an
episode of Learning Curve). In this lesson, Kate and Simon
interview people about the place where they live. Allow
sts time to read through the list of points. Check they
understand retired. Play video/audio track 4.6. See TB
page 356 for video/audio script. Sts watch or listen and
check the three key points.
B Gas Sts compare their answers in pairs. Elicit some
possible answers, but don't confirm them at this stage.
Play the video/audio track again for sts to watch or listen
and check their answers. Check answers with the class. If
necessary, play the video/audio track again, pausing for
sts to hear the answers.

3 Sts discuss in pairs which sentences are true for them. Ask Answers
some pairs to tell the class which sentences are true for 1,3,4
both of them.
Go to Vocabulary practice: common verb phrases, SB
page 141/TB page 295.
Sts will find more language presentation and practice for
common verb phrases here. Do these exercises with the
class, or assign them for homework, before continuing
with exercise 4A of lesson 4B.
PB | Remind sts to go to the app for further self-study
=2E vocabulary practice of common verb phrases.
 understanding key points m linking consonant sounds m common verb phrases LISTENING [k="] SKILLS mm 4B|

5 Gja7 Watch or listen to the second part of the show. Where do Tracy, Carlos, and Sing live
and work? Check (w) the correct options in the chart.

ALEA

Tracy

“Carlos

Sing | |

GA (67 Watch or listen again. Are the sentences true or false? Correct the incorrect sentences.
1 Tracy loves where she lives because ¡t's quiet. —%-
2 She likes knowing all her neighbors. _——
3 She doesn't like commuting to work. —
4 Carlos thinks city life is very convenient. Me
5 He misses the country. “==
6 He enjoys having a lot of options for going out. ==
7 Sing's a chef. pa
8 He grows vegetables on the roof of a large building. pa
B Who do you think has the best quality of life, Tracy, Carlos, or Sing?

NT TTES linking similar consonant sounds

When a word ends ina consonant sound and the next word starts with the same consonant sound,
we only pronounce the sound once, not twice. The linked sounds are not always the same letter.
ls similar. Ethan knows. We go lo a sporls center

7 Gus Read the Listening builder. Look at the sentences and mark where the consonant links are.
Listen and check. Then practice saying the sentences.
1 It's an old house, so it took three years to modernize it.
2 It's easy to keep in touch with them.
3 We get together every weekend.
4 |justtook a photo of it.
5 See you next time.

8 A Discuss these questions with a partner.

1 Would you prefer to live and work in the city or the country? Why?
2 How far would you be happy to travel to work or school every day? Why?
3 Where would you prefer to spend a weekend away, in a city or in the country? Why?
B Change partners. Discuss the key points of your conversation in 8A with your new partner.

Personal Best | Imagine you've moved to the country. Write a paragraph about what you like about country life and what you miss about the city. [53]

78 EXIRAPRACTICE: Workbook page 21

 sxiLis [JN [4B a

5 G)u7 Read out the question and allow sts time to look at
the chart. Play video/audio track 4.7. See TB page 356 for
video/audio script. Sts watch or listen and put a check in
the correct square of the chart. Check answers.
Answers
Tracy: lives in the country, works in the city
Carlos: lives and works in the city
Sing: lives and works in the city
8 AT summarize, sts discuss where they would prefer to
live and work. They read the questions and prepare their
answers, and then discuss the questions in pairs. Point
out sts need to listen carefully to their partmner's answers
as they are going to tell another classmate about their
conversation.
B Sts work in new pairs and tell their new partner about
their conversation in 8A. Discuss the questions briefly with
the class and find out the most common views.

6A Gjaz7 Sts read the sentences. Play video/audio track

4.7 again. Sts watch or listen and decide if the sentences PERSONAL BEST
are true (T) or false (F). Remind them to correct the false Sts can practice writing about the city and the country.
sentences. Check answers. Play the track again, pausing They imagine they have moved to the country and write a
for sts to hear why each answer is correct. paragraph about what they like about life there and what they
miss about the city. They can compare their paragraphs in
Answers small groups.
1T
2er Weaker sts can work in pairs. They write three sentences
3 FE She doesnt mind commuting. She can have a rest on about the advantages of city life and three about the
the train. advantages of country life. They can compare their sentences
4 T in small groups. Ask some sts to read their sentences to the
5 E He thinks life in the country is boring. class.
6 T
T F. He's a farmer. EXTRA PRACTICE
8 T Sts work in groups of three. They take turns to use their
phones to video their classmates asking and answering the
6 B Sts discuss the question in pairs. Ask some pairs to tell questions in exercise 8A. Allow sts time to watch the videos
the class who they think has the best quality of life and of themselves. Watching themselves on video will help sts to
why. evaluate how naturally and fluently they can speak.

TES
Read the Listening builder box with sts about linking
similar consonant sounds. Remind sts that in English
the same letter may be pronounced in different ways, so
spelling does not always indicate when two consonants
have the same sound. Model pronunciation of the
example sentences, pronouncing the linked sounds only
once, so, for example, it's similar should sound like it
similar. Ask questions to check concept.
Concept check questions:
What do we do when one word ends with a consonant
sound and the next word begins with the same consonant
sound? (We only pronounce the sound once, not twice.)
Do we only link sounds in this way if they are written
with the same letter? (No, we link them if the sounds
are the same, even if they are written with different
letters.)

7 Gus Sts read the sentences and mark where similar

consonant sounds are linked.
for this. Play audio track 4.8.
for audio script. Sts listen and
answers with the class. Allow
the sentences in pairs.
They could work in pairs
See the SB page opposite
check their answers. Check
sts time to practice saying

Answers
1 It's an old house_soit_took three years to modernize it.
2 It's easy to keep in touch with_them.
3 We get together every weekend.
4 | just_took a photo of it.
5 See you next_time.

79
 LANGUAGE comparatives and superlatives, as... as m describing homes

4C A place to stay in NYC

1 A what kinds of accommodations is the website advertising? What are the advantages and
disadvantages of using a website like this?
B Look at three places to stay in New York. Which one do you prefer? Why?

des direct TS e
Reserve directly with homeowners and hosts around the world. Stay in someone's home and really experience local life.
Vi

San A A 0 Artist's house in Harlem

studio apartment, 30 sq. m, Cozy houseboat with sofa bed. Kitchen with - Two comfortable, bright and spacious double
with double bed, bathroom, and kitchen. fridge and microwave. Shower room. rooms in our beautiful Victorian house.
TV, WiFi, and air conditioning. Amazing views of the Empire State Building — Full breakfast provided. Eat with other
Good location: a short distance from the and Manhattan skyscrapers. guests and your friendly hosts.
Museum of Modern Art and Times Square. Location: New Jersey; short walk to Fashionable neighborhood. Close to
$175 per night Manhattan ferry. $95 per night subway station. $140 per night

2 Match the definitions with the highlighted words in the text.

1 very light 3 not old 5 big
2 fashionable 4 warm and comfortable

Go to Vocabulary practice: describing homes, page 142

3 Howwoutd you describe your home on reservedirect.com? Tell your partner what kind of
home it is, where it is, and what it's like.

4A O)u:2 Listen to Jon and Louise deciding where to stay in New York. Choose the correct advantage
and disadvantage they mention for each place.

studio apartment modern | convenient | ?loo expensive | loo small

houseboat 3 cheap | cozy | Auncomfortable bed | basic
artist's house Sfashionable area | convenient | Sexpensive | shared bathroom

B Which place do they choose?

5 A Gu In pairs, complete the sentences from the conversation with the adjectives in the box.
Listen and check.

expensive big fashionable convenient comfortable cheaper

1 lts by farthe most á 4 We dont need to stay in one of the most

2 Well, it's as as our old apartment. areas in New York.
3 lts far than the other two places. 5 A sofa bed isn't as as a mormal bed, is it?
6 It's slightly less than the studio apartment.
B Look at the sentences in 5A and answer the questions. Then read the Grammar box.
1 Which sentences are comparatives? Which are superlatives?
2 Which comparative form means that two things are the same?
3 Which word and phrase in /talies mean a lot”? Which word means “a little”?

go EXTRA PRACTICE: Workbook page 22; photocopiable activity 4C Vocabulary

 LANGUAGE EM 4C |
4C A place to stay in NYC
Sts read descriptions of unusual accommodations. They then practice describing their own home. They study
comparatives and superlatives and practice comparing things they have seen, done, or experienced.

Grammar Vocabulary Pronunciation Communication

Comparatives Describing homes: apartment building, balcony, basement, basic, fal sound Comparing things
and superlatives, bright, comfortable, convenient, cozy, country, dark, first floor,
as... as huge, modern, old-fashioned, roof terrace, second floor, spacious,
stylish, suburbs, third floor, tiny, top floor, town, village

WARMER 3 Sts describe their own home to each other in pairs. Ask
Ask: Where do you usually stay when you visit a different city? some sts to tell the class something they learned about
Do you stay in hotels, or have you ever tried staying in a room their partner's home.
in someone 's home? Elicit a few answers. If sts have experience 4A E)a:2 Explain to sts that they will hear two people
of booking through websites such as Airbnb, encourage discussing the three places to stay in exercise 1. Allow
them to talk about their experiences. If sts don't have any them time to read through the chart. Then play audio
experience, ask: Would you like to try it? Why?/Why not? track 4,12. See TB page 357 for audio script. Sts listen and
choose the correct words in the chart. Check answers.
1 A Sts look at the website and discuss the questions in
pairs. Get feedback on their answers. Answers
1 convenient
Answer 2 too small
Other people's homes 3 cheap
4 uncomfortable bed
B Sts read the three descriptions and decide which one 5 fashionable area
they prefer and why. They can compare their answers in 6 shared bathroom
pairs. Get feedback on their discussions.
2 Stsread the descriptions again and match the definitions B Sts answer the question. If they are not sure, play audio
with the highlighted words. Check answers. track 4.12 again for them to listen and check.

Ánswers Answer
The studio apartment
1 bright 2 stylish 3 modern 4 cozy 5 spacious

5A Gaia Sts work in pairs and complete the sentences

3 x PRACTICE SB page 34, exercise2 from the conversation with the correct words. Play audio
PT
1 Do the exercise as normal. To check answers, read
track 4,13. See the SB page opposite for audio script. Sts
out each highlighted word in turn and model listen and check their answers.
pronunciation. Ask: Which definition? Elicit the answer.
Answers
2 Ask sts to cover exercise 2 and the texts and just look 1 convenient 2 big 3 cheaper 4 fashionable
at the pictures. In pairs, they try to remember which
5 comfortable 6 expensive
words described each place to stay. They can check
their answers in their books.
B Sts look at the sentences in exercise 5A again, and then
3 Do the exercises in the Vocabulary practice section with
answer the questions. Check answers.
the class. In pairs, sts then choose one of the places to
stay in exercise 1 and write their own description of it,
Answers
using words from this page and page 142. Ask pairs in
1 comparatives: 2, 3, 4,5
tum to read their descriptions to the class. Other sts
superlatives: 1, 6
can listen and guess which place is being described.
2 as..as
Go to Vocabulary practice: describing homes, SB page 3 alot: by far, far
142/TB page 297. a little: slightly
Sts will find more language presentation and practice for
vocabulary for describing homes here. Do these exercises
with the class, or assign them for homework, before
continuing with exercise 3 of lesson 4C.
PB Remind sts to go to the app for further self-study
=E practice of vocabulary for describing homes.
 comparatives and superlatives, as... as m describing homes LANGUAGE Y 4C|

comparatives and superlatives, as... as

Comparatives (two things): Superlatives (three or more things):

That apartment is slightly bigger than ours.
Our new sofa is far more comfortable
Jacks apartment is less spacious than our house.
Your kitchen is as big as Robert's.
Look! We can use slightly for a small difference
and far fora big difference.
This is the nicest present l've ever received
lt's one of the most expensive cities in the world.
This is by farthe least fashionable part of town.
Look! We can use by far to emphasize a
superlative.

Go to Grammar practice: comparatives and superlatives, as... as, page 119

A Qs Pronunciation: /a/ sound listen to the sentences. Notice the /a/ sound in the
underlined parts of the words.

1 It's cheaper than my old house. 3 It's the biggest apartment |'ve ever seen!
2 Apartments aren't as expensive as houses. 4. 1s there a nicer hotel than this one?
B Gus Listen again and repeat the sentences.

Complete the sentences with the correct form of the adjectives in parentheses, and any other
words needed.
1 Siton the sofa! It's much the floor. (comfortable)
2 The team that wins the World Cup is team the world. (good)
3 l'm going to be late! Thisis by far bus l've taken! (slow)
4 It's 75 sq. m. — It's slightly my apartment, which is 70 sq. m. (spacious)
5 Villages aren't towns. (big)
6 The song "Happy" is one of Pharrell Williams" songs. (famous)

Complete the sentences with comparatives. Use the adjectives in the box or your own ideas.
Compare your sentences in pairs.

enjoyable exciting boring cheap expensive

relaxing stressful difficult easy comfortable
convenient tasty spicy

Italian food isn't as tasty as Mexican food.

1 Italian food Mexican food.
2 English Chinese.
3 Soccer tennis.
4 Being a teacher being a student.
5 Being married being single.
6 Living in a small town living in a city.

Go to Communication practice: Student A page 159, Student B page 169

In pairs, ask and answer questions with the words inthe chart.

meal iin the world? ?

the best a
the most beautiful e bee on? >
o met: ,
the funniest
ae the most exciting o elias
Who
o a
What pare the tastiest
the most stressful y you've ever had?
Which > s vacation read?
da ,
the most expensive
E Eo
the scariest
seen?
the most interesting
team known?

Personal Best Choose two famous people and write four sentences to compare them.

82 EXTRA PRACTICE: Workbook page 22; photocopiable activity 4C Grammar


Read the Grammar box with sts about comparatives
and superlatives and as ... as. Elicit that we use
comparatives to compare two things, and we use
superlatives for comparing three or more things. Point
out that less means the opposite of more: My home is
less spacious than yours = Your home is more spacious
than mine. Point out that we use as ... as to say that two
things are the same: This is as big as my home (= the
same size). Point out that not as ... as means the same
as less... than: This apartment isn't as expensive as the
others = This apartment is less expensive than the others.
Point out the difference between far + comparative
(e.g., far bigger) and by far + superlative (e.g., by far the
biggest). Ask questions to check concept.
Concept check questions:
When do we use comparatives? (to compare two things)
When do we use superlatives? (to compare more than
two things) Which phrase do we use to say that two
things are the same in some way? (as ... as) Which two
phrases mean the opposite of “more modern”? (less
modern, not as modern as) Is by far more comfortable
here — correct? (no — far more comfortable or by far the
most comfortable) The most expensive car in world —
correct? (no — in the world)
Go to Grammar practice: comparatives and superlatives,
as ... ds, SB page 119/TB page 251.
Sts will find more language reference, presentation, and
practice for comparatives and superlatives and as ... as
here. Do these exercises with the class, or assign them for
homework, before continuing with exercise 6A of lesson
4C.
PB Remind sts to go to the app for further self-study
22 grammar practice of comparatives and superlatives
and as... ds.
A Gas Model pronunciation of the /a/ sound in
isolation. Allow sts time to read the sentences. Then play
audio track 4.15. See the SB page opposite for audio
script. Sts listen and notice the /a/ sound underlined in
the words. Explain that the /a/ sound is used in some
unstressed syllables, e.g., nicer in sentence 4. It is also
used in some unstressed words, which don't carry much
meaning, e.g., than in sentence 4.
B (6) Play audio track 4.15 again. Sts listen and
repeat the sentences, paying attention to the /a/ sound.
Read out the first sentence and elicit the missing words
(more comfortable than). Sts read the remaining sentences
and complete them with the correct words. Check
answers.
Answers
1 more comfortable than
2 the best, in
3 the slowest, ever
4 more spacious than
5 as big as
6 most famous
LANGUAGE [40
3 x PRACTICE sB page 35, exercise 7
IZ
1 Do the exercise as normal. To check answers, ask sts to
look at their own answers and write down the numbers
of three they are very confident about. Read out each
number in turn and ask: Who is confident about this
answer? Invite a confident student to give the answer
and explain it. Confirm the answer.
2 Books closed. Write prompts for the sentences on the
board, e.g., sofa/floor, team/world, late/bus. Sts work
in pairs and use the prompts to try and remember the
sentences. They can check their answers in their books.
3 In pais, ask sts to read the sentences again and rewrite
them in a different way, keeping the meaning similar;
e.g., Siton the sofa! Tt's by far the most comfortable place
to sit. Pairs can work together in groups of four to read
their sentences to each other and discuss whether the
meanings are similar or different.
8 Read out the example sentence and elicit one or two
more possible answers; e.g., Italian food is less spicy than
Mexican food. Sts complete the sentences with their own
ideas, using the adjectives in the box as required, and then
compare their sentences in pairs. Ask some pairs which of
their sentences were the most similar.
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 169. Go to TB page 331 for the teacher notes.
Do the activity. Then continue with exercise 9 of lesson
46.
9 Give an example of a question from the chart; e.g., What
is the most beautiful city in the word? Elicit one or two
more questions. Sts then work in pairs to ask and answer
questions. Get feedback on which answers they agreed on.
PERSONAL BEST
Sts can further practice comparing things. They choose two
famous people and write four sentences to compare them.
Sts can compare their ideas in pairs. Get feedback on their
answers.
With weaker sts, brainstorm some famous people that sts
could compare, e.g., Rihanna and Adele, Lionel Messi and
Neymar. Write the names on the board. In pairs, sts choose
one of the pairs and write three sentences comparing them.
Ask some pairs to read their sentences to the class.
83
 SKILLS WRITING writing an informal e-mail m informal discourse markers
“7
4D Hope to hear from you soon!
1 Lookatthe picture. What is happening? Read the e-mail and check.

Subject: News

Hey Pete,
1 Great to hear from you! Sorry for nat writing sooner, but l've been really busy.
2 That's fantastic news about your master's. You're so lucky! Raleigh is such a beautiful city, and the
university's great. l'm sure you'!! do really well — you've always been hardworking. Don't forget to have
some fun though! So, when do classes start? Have you found a place to live yet?
3 Anyway, | have some great news, too. Did | tell you | applied for a job in San Francisco a few months
ago? Well, | got the job! 'm an assistant website designer. It's much more interesting than my old
marketing job, and San Francisco's an amazing place. | only got here last week, but l've already found a
really cool apartment to rent (see photo). It's not as big as my old place, but it's very bright and modern.
| can get downtown, where | work, in under ten minutes. Convenient!
4 Why don't you come to San Francisco for vacation this summer? l'd love to see you, and we could
explore the city and enjoy the nightlife!
5 By the way, do you remember Ruth Taylor from high school? Well, she works here, too! | couldn't believe
it when | saw her on my first day in the office. She's just as funny as she was when we were in high
school. It's so nice to have someone at work | already know.
6 Speaking of work, l'd better get back to it because | have a report to finish by tomorrow. It's only my first
week, and l'm already pretty busy here.
Hope to hear from you soon!
Lots of love,
Yasmin

2 Read the e- mail again and answer the questions.

1. Whatis Pete going to do in Raleigh? 2 Why has Yasmin moved to San Francisco?

3 Match paragraphs 1-6 with e-mail functions a=f.

a inviting 3. c areason to end the e-mail _— e responding to news
b giving news _— d opening cormments a f giving more news _——

PD ELIJO writing aninformal e-mail

We write informal e-mails to people we know well, such as friends, family members, and colleagues.
+ Use contractions like ¡ts and can't.
+ Useincomplete sentences like Great to hear from you, Sorry for not writing sooner, Can't wait to see you!
+ Useinformal greetings and endings like Hey/Hi, How are things? Lots of love, See you soon, All the best,
and Take care.
+ Starta new paragraph for each new topic to make your e-mail easy to read.

4 Read the Skill box. Find the informal sentences in the e-mail that have the same meaning as
the more formal sentences 1-8.
1 Thank you very much for your e-mail. l also have some very good news.
2 lapologize for not replying immediately. | was offered the position.
E

3 | was very pleased to hear about your program. | have already found a very nice apartment.
4 When does your school program begin? | should continue working.

36

84 EXTRA PRACTICE: Workbook pages 23 and 75

 SKILLS

4D Hope to hear from you soon!

Sts read an informal e-mail with personal news. They then write their own informal e-mail with their own personal news.

Writing Skill Text builder

An informal e-mail Writing an informal e-mail Informal discourse markers

WARMER 3 x PRACTICE 53 page 36, exercise4

Ask: How often do you write e-mails? Who do you write to?
What do you write about? Elicit a range of answers. If sts talk
about work e-mails, ask: How often do you write personal
e-mails? Who do you write to? Who else might you write to?
Elicit a range of answers, and introduce the idea of writing to
a friend who lives in a different city.
1 Focus on the picture, and ask sts what they think is
happening. Elicit a few answers, but don't confirm them at
this stage. Sts read the e-mail quickly to check the answer.
Check the answer with the class. Elicit or explain that
Raleigh is a city in North Carolina, and San Francisco is in
California. Elicit or explain that a master's is a graduate
degree.
=—
1 Do the exercise as normal. To check answers, read out
each formal sentence and ask: How can you say this in
an informal way? Elicit the answers.
2 Asksts to cover the e-mail in exercise 1. In pairs, they
look at the formal sentences and try to remember the
informal sentences. They can look at the e-mail again
to check.
3 Read outthe first informal phrase in the e-mail: Great
to hear from you! Elicitideas for what else could follow
it; e.g., 'm glad you're OK. In pairs, sts look at the
remaining informal sentences and think of their own
ideas for what could follow each one. Get feedback.

Answer
She is moving into a new apartment.

2. Sts read the e-mail again and answer the questions. Check
answers.

Answers
1 He's going to study for a master's.
2 She has a new job.

3 Sts read the e-mail again and match the paragraphs with
the functions. Check answers.

Answers
a4d b3c6 di e2 f5

EA
Read the Skill box with sts about writing an informal
e-mail. You could ask sts to find more examples
of contractions in the e-mail, e.g., P've, That's, 'm.
Elicit which words are missing from the incomplete
senterices.

A. Allow sts time to read through sentences 1-8. Explain that

Position in sentence 6 is a formal word for job. Sts read
the e-mail again and find the informal sentences which
have the same meaning as the more formal ones. Check
answers.

Answers
1 Great to hear from you!
2 Sorry for not writing sooner ...
3 That's fantastic news about your master's.
4 So, when do classes start?
5 | have some great news, too.
6 |gotthejob!
7 ve already found a really cool apartment.
8 l'd better get back to it ...

85
 writing an informal e-mail m informal discourse markers WRITING SKILLS 2 4D|

5 Read Pete's reply to Yasmin's e-mail. Order sentences a-9g.

9009
Subject: News

Hi Yas,
a Anyway, | have to go, | have a meeting with my advisor in 20 minutes.
Speak soon! Don't forget to let me know about July.
bl Anyway, | have some great news. Do you remember my British
cousin, Mo?
c 1) Great to hear from you! Really happy you're enjoying your new job in San Francisco.
So, have you made any new friends there yet?
Speaking of invitations, l'd love to visit you in San Francisco. How about the first two weeks of July?
Can't wait to see you!
tO By the way, why don't we get together with Ruth Taylor for coffee when | come? | haven't seen her in ages.
g Well, he's getting married in Brighton in March, and he's invited me to the wedding. |'m really looking
forward to it. | already have a new suit (see photo). What do you think?
Take care,
Pete

6 Pete wrote his e-mailín four paragraphs. Which lines of the e-mail (a—g) do you think he included
in each paragraph?
Paragraph 1 Paragraph 3
Paragraph 2 Paragraph 4

Y Look at the words in bold in exercise 5. Which two have a similar meaning?

a LO informal discourse markers

We use informal discourse markers to link ideas and help the reader understand the organization of
our ideas, We can also use these in informal spoken English.
To change the subject:
Anyway, | have some great news, too... So, when do classes start?
To introduce a less important subject:
By the way, do you remember Ruth Taylor from high school?
To return to a subject:
lts so nice to have someone at work | already know. Speaking of work, 'd better get back oil ...

8 Read the Text builder. Complete the sentences with discourse markers. Compare your answers
in pairs.
1 There's a new department store near my apartment. shopping, have you heard about that
new online store?
2 Important news! Jamie just moved to Boston because he got a new job with the Boston Globe!
, he's started playing soccer.
'm not really enjoying my job at the moment ... . how did your exam go?
q

4 l'm hoping to get a job soon, so | can share an apartment with some friends. housing,
have you moved yet?

9 A Think of a friend or family member who recently gave you some news. Plan how to
respond to the news, decide what news you'd like to give, and invite him/her to do something.

B Write your e-mail. Use the ideas in the Skill box and the Text builder to help you.

c Exchange your e-mail with a partner. Read his/her e-mail. Do the paragraphs and
discourse markers help you understand the organization of ideas?

Personal Best Write a reply to your partner's e-mail. Respond to his/her news and give more news of your own.

86 EXTRA PRACTICE: Workbook page 23; photocopiable activity 4D Skills


5 Sts read Pete's reply to Yasmin's e-mail and number the
sentences in the correct order. Draw their attention to the
example number 1 in the box. Check answers.
Answers
12c22d3b 4g 5e 6f Ta
6 Sts look at Pete's reply again and decide which lines of the
e-mail (a-g) go in each paragraph. They could work in
pairs for this. Check answers.
Answers
Paragraph1 c,d Paragraph2 b,g Paragraph 3
Paragraph 4 a
Y Asksts to read the words in bold in Pete's reply. Elicit
which two have a similar meaning, and elicit what
meaning they have (to change the subject).
Answer
Anyway, So
A EE
Read the Text builder box with sts about informal
discourse markers. Explain that discourse markers
are phrases that we use to help organize a text by
indicating things such as when we want to change the
subject, return to a subject, introduce a less important
subject or comment, etc. Explain that the discourse
markers here can be used in spoken English and also in
informal written English such as informal e-mails. Point
out that all the phrases are used at the beginning ofa
sentence, and they are all followed by a comma (after
the accompanying noun in the case of Speaking of). Ask
questions to check concept.
Concept check questions:
Why do we use discourse makers? (to help organize
a text) Where can we use informal discourse makers?
(in spoken English or informal written English) What
words can we use to change the subject? (Anyway, So)
Which phrase can we use to introduce a comment or less
important subject? (By the way) Which phrase can we use
to return to a subject? (Speaking of...)
8 Sts read the sentences and complete them with the
correct discourse markers. Allow sts time to compare their
answers in pairs. Then check answers with the class.
Answers
1 Speaking of
2 By the way
3 Anyway/So
4 Speaking of
suis m4DpY
9 sts follow the steps to write their own informal e-mail.
A Sts prepare their ideas and plan their
e-mail.
B Sts use the e-mail in exercise 1 as a model
and write their own informal e-mail. Refer them back to
the Skill box for tips on how to write an informal e-mail,
and refer them to the Text builder box to remind them
about how to use informal discourse markers.
c Sts work in pairs. They swap their
e-mails with a partner and look atthe paragraphs and
discourse markers to see if they help them understand the
e, f e-mail. They then give feedback to their partner. Remind
them that they should always be positive and encouraging
when they give feedback to a partner.
PERSONAL BEST
Sts can further practice writing informal e-mails. They read
their parmer's e-mail and write a reply, responding to their
partner's news and giving more news of their own. Encourage
them to plan their e-mail before they write, and remind them
to look at the Skill box and the Text builder box to help them.
Sts can swap e-mails again and repeat the feedback process.
Weaker sts could work in pairs and look at Pete's reply again
to find examples of contractions, incomplete sentences, and
informal words and phrases. Check answers with the class,
and elicit which words are missing from the incomplete
sentences. Explain the meaning of any informal words and
phrases sts don't understand, e.g., let me know, ages.
EXTRA PRACTICE
Write the following sentences on the board:
T have to go now.
HDn0Aboba
T have some good news.
Itwas an amazing experience!
I'm sorry that 1 forgot your birthday.
Pm glad you're OK.
That isn't possible, Pm afraid.
Ask sts to rewrite the sentences as incomplete sentences,
suitable for an informal e-mail. Allow sts time to compare
their answers in pairs. Then check answers with the class.
Answers
1 Have to go now.
2 Some good news!
3 An amazing experience!
4 Sorry | forgot your birthday.
5 Glad you're OK.
6 Not possible, I'm afraid.
87
and — REVIEW and PRACTICE

G ra mma r 3 Choose the correct options ta complete the text.

1 cross (X) the sentence that is NOT correct.

1 a l'mbtaking my driving test at 3:30 this afternoon.
b l'm going to take my driving test next year.
c 'lltake my driving test at 3:30 this afternoon.
2 a He's the man whose brother is a pop singer.
b He's the man which went out with Jenny.
c He's the man Jenny used to go out with.
3 a There aren'tno tickets left for the concert. |
b There aren't any tickets left for the concert. |
c There are no tickets left for the concert.
4 a lthinkits the funniest movie 've ever seen.
b | thinkit's the most funny movie l've ever seen.
e viales Einmier thar telas movie ue dl The place *hat/ where Maria Simonetti lives is very unusual.
5 a lts after midnight. Should | call you a cab? O Itis a little village in the south of Italy 2 which] who has over
b It's after midnight. Do | call you a cab? J 300 centenarians — people which / who are 100 years old or
e It's after midnight. l'll call you a cab. more, So although Maria %s celebrating / should celebrate
6 a Uncle Jack, who works as an accountant, lives her 100th birthday next month, she*s not S hy far /one of the
in Sydney. J oldest people in her village, as over 50 of the inhabitants of
b Jack is my uncle who works as an accountant the village are over 110. Marias seven grandchildren,
in Sydney. El Swho1 that are all in their sixties. are organizing a
c Uncle Jack, that works as an accountant, lives big party to celebrate, and "1hey”re going to / they will
in Sydney. invite her relatives and friends from all over Italy. Her

7 a His new apartment isn't big enough for four people. | post yor y HR ES EA, Elibpa, Él hub ci
b His new apartment isn'tenough big forfour people. [] he 1 / he's going to bake her a special cake ls ten candles
- S 5 on it, one for each decade of her life. So, what's her secret?
c His new apartment is too small for four people. A ; de
: . o . 5 Well, everyone says Maria's a very sociable and positive
8 a IES one Open pgesSyrarts my ely SO person. She still has a 10 ey / little friends and relatives in the
b lts one of the most expensive restaurants in my village. and someone visits her every day. Also. Maria has a
city. very healthy diet, She eats much / lots offish, vegetables,
e It's much more expensive than the other and fruit, and she doesn't eat *2much / many sugar or salt.
restaurants in my city.

2 Use the words in parentheses to complete the sentences

so they mean the same as the first sentence. Vocab u | ary
1 | plan to spend three weeks in Mexico next year.
l three weeks in Mexico next year. (going to) 1 Circidthe word or phrase that is different. Explain your answer.
2 She's the woman. She lives on the second floor. modem tiny
She's the woman on the second floor. (who) comfortable impatient
3 There were only a few people at the party. 2 friendly next-door neighbor
There at the party. (many) close friend classmate
4 Samis more helpful than Tom. 3 bike path art gallery
Tom Sam. (as ... as) shopping mall sports center
5 Would you like a cup of coffee? 4 easygoing polite
make you a cup of coffee? (1) unreliable helpful
6. That's my sister's new car. She bought it from my cousin. 5 confident huge
That's my sister's new car, from my cousin. sensitive kind
(which) 6 town country
7 Nicholas is too young to drive a car. san ADE
Nicholas to drive a car. (old) Sy Snape Esp IOUicn
8 My brother is more generous than my sister. ada ES up
: : 8 roofterrace pedestrian area
My sister is my brother. (less) -
basement first floor
 REVIEW and PRACTICE 5 and

Grammar 3 x PRACTICE sB page 38, exercise 3

A
1 Sts read the sentences and decide which one in each group 1 Do the exercise as normal. To check answers, read out
is not correct. Check answers and discuss as a class why the text, pausing before each answer, and ask students
the sentences are incorrect. all together to call out the answer that they think
is correct. Ask a student who called out the correct
Answers answer to explain their answer.
c Write the correct answers on the board in order, e.g.,
J0020NMN->

where, which, who, is celebrating. In pairs, sts cover the

VDOOCOOMS go

text and try to remember how the words on the board

are used. They can look at the text again to check.
In their pairs, sts write four questions about the details
in the text; e.g., Which birthday is Maria celebrating
next month? Whatis the name of her youngest grandson?
Put pairs together in groups of four. With books closed,
0

pairs take turns asking their questions. Their classmates

2 Sts complete the second sentence in each pair so it means try to answer from memory. Ask who answered all the
the same as the first, using the words in parentheses. questions correctly.
Check answers.

Answers
1 'm going to spend
Vocabulary
who lives 1
Sts circle the word that is different in each set. Check
Mm

3 weren't many people

4 isn't as helpful as answers, and ask sts to explain in each case why the word
is different. As an extension, sts could write two or three
5 Shall |
6 which she bought
sentences using some of the words.
7 isn't old enough
Answers
8 less generous than
impatient (the others all describe homes)
A

friendly (the others are all people)

3 Asksts to read the text through quickly for general
ADN

bike path (the others are all buildings)

meaning. Ask: What is special about Maria's village? (A unreliable (the others are all positive adjectives)
lot of people there live to be very old.) Sts read the text huge (the others all describe personality)
again and choose the correct options to complete it. Check
0

balcony (the others all describe places where people

answers. live)
stay in shape (the others are all connected with
mm]

Answers relationships)
where pedestrian area (the others are all parts of buildings)
Lo]
-3)002s0pN->

which
who
is celebrating
one of
who
they're going to
youngest
100

he's going to
few
TEE
BIS

lots of
much
E

89
 UI E A and

2. Match the words in the box with definitions 1-8.

Personal Best ———
unsociable trafficjam get along well anxious
department store basement cozy parents 1e550N 34

a part of a building that is below the ground Name five

a.gR.pNS>S

comfortable and warm EEE

a large store with different sections adjectives that
(EROS
does not enjoy being with other people
ES
a person's mother and father
0.

worried and afraid

have a friendly relationship
a line of cars that is not moving
0

Write four
3 Choose the correct options to complete the sentences. sentences
about your
1 Can you me to your cousin, Sarah?
melassroom using
a meet b getto know e introduce CEE
l my girlfriend at a party.
a knew b met c kept
lenjoy working here as my are friendly.
a colleagues b classmates € couples
My team played very badly, and the game 4-0. Name four
a won b lost e missed MT ES
sentences using using have, take,
l've invited all my to my wedding. MORT EEN Cesa
e 01 la|
a parents b relationships c relatives A ETE CTTom
| usually my friends on the weekend. CASETA
a gettogether with b gettoknow e getalong well with
He was late for work.as he his train. Lesson 40
a caught b lost c missed PEA
My apartment is on the top A an apartment
a balcony b floor c terrace DAI NESRNTA
visited using five
4 Complete the e-mail with the words in the box. EUA
id
basement helpful first floor parking lot - spacious ES
convenient next-door neighbor apartment building
ESO
9009
TA AS
Hi Adam,
CATAN dd)
ERA (CARTA
l have the keys to my new place! It's on the ? of ME MEE
a large _ . lt has two bedrooms, so it's pretty clauses: two and superlative
CEA adjectives.
3 . There's a * in the $ of the
TA
building where | can leave my car. It's really A . My
7 seems nice and really ? - he's offered
1e550N 4p
to carry my heavy boxes on moving day! Can you help, too? 1esson 30
Love, ETA
Mel ES
IE]
CNA NET
ATT
ES

a
90
 AS E Ae las

2 Sts match the words in the box with the definitions. Check
arswers.
——— Personal Best ———
Answers
At the end of each Review and practice double-page
spread, there is a Personal Best section. The aim here
basement
is to provide a quick challenge to change the pace and
q0mN-

COZy
allow for language recall and personalization.
department store
unsociable These questions and prompts give sts the opportunity
502

parents to review a number of language and skills points from

anxious the preceding two units in a more productive way.
get along well The points being reviewed are referenced according
traffic jam to which lesson they appear in (e.g., Lesson 4A). They
0

cover grammar, vocabulary, and text builder language

3 x PRACTICE SB page 39, exercise 2
|
1
Do the exercise as normal. To check answers, ask sts to
mark the three answers they are most sure of. For each
sentence, ask a student who marked that sentence to
give their answer.
Books closed. Read out the definitions in random order.
Sts try to remember the matching word or phrase. You
could do this as a game, awarding a point to the first
student who gives the correct answer.
In pairs, sts write an e-mail to a friend using as many
of the words and phrases from the box as they can. Set
a time limit for this to make it competitive. Ask pairs in
turn to read their e-mails to the class. See which pair
managed to use the most words and phrases correctly
and creatively.
3 Sts read the sentences and choose the correct options to
complete them. Check answers.
from reading and writing lessons, and conversation
builder language from speaking lessons. Sts work
individually, in pairs or in groups, according to the class
dynamic and the time available. Set a time limit if you
would like to add a competitive element. Encourage
sts to refer back to the relevant lessons if they are
having difficulties. The aim is for them to respond to
the prompts and engage with the target language in a
personal way. Their answers will vary. Monitor and help
as necessary and get feedback on sts' answers.
WORKBOOK REVIEW AND PRACTICE
a
Students will find two pages of Review and Practice at the
end of each unit of their Workbooks.
Unit 3, pages 18 and 19
Unit 4, pages 24 and 25

Answers
E
-)J)50mndag.
00000
900.
0

4 Sts read the e-mails and complete it with the correct

words from the box. Check answers.

Answers
first floor
apartment building
un

spacious
parking lot
Jada

basement
convenient
next-door neighbor
helpful
0

91
 GRAMMAR PRACTICE

1A Simple present and present continuous;

action and state verbs Choose the correct optionsto complete the sentences.
1 They don want | aren twanting to go swimming
O: today because it's too cold.
| check my e-mails every morning. l'm replying to your message right now. 2 | prefer! 'm preferring this coffee - ittastes | 's tasting
| need to accessthe Internet. Are you enjoying your vacation? much better than that coffee,
My sister has a new job. My parents are having breakfast. 3 | can't talk to you right now. We have / “re having
lunch.
4 Why do you wait| are you waiting for the bus? There
Simple present
arentany buses after midnight!
We use the simple present to talk about things that are always true.
5 |don'tunderstand | 'm not understanding this movie
They speak Portuguese in Brazil. The sun sets in the west. because they're speaking too fast.
We also use the simple present to talk about regular routines. 6 Wethink/ “re thinking all museums should be free.
Istart work at8:45. My brother gets up at 6:30 every day. 7 He works | 's working in the library this morning.
8 That suitcase belongs / is belonging to me.
We often use the simple present with frequency adverbs and expressions.
We never go shopping on Saturdays. They often go to the beach on the weekend. Complete the sentences with the simple present or
present continuous form of the verbs in parentheses.
Present continuous 11 (talk) to my boss at the moment, Can |
We use the present continuous to talk about actions that are happening now. call you back in five minutes?
2 They (send) me a birthday card every year.
He's speaking to his sister on Skype right now. — 'm waiting for you at the bus stop.
31 (leave) the office now. l'll call you later.
We also use the present continuous to talk about actions that are temporary.
4, You look really tired. | (think) you
She's living with her parents at the moment. 'mstudying economics this year. (need) to go to bed now.
5 l'mso hungry!| (think) about dinner.
Action and state verbs 6 |can'talk now. | (study) in the library.
We can use the simple present and present continuous with verbs that describe an 71 (stay) at my best friend's house at
action. the moment.
l play soccer on Wednesday evenings. 8 My Internet connection [notwork) today.
Fm playing a soccer game on my computer right now.
Complete the text with the correct form of the verbs in
We usually use the simple present, not the present continuous, with verbs which parentheses.
describea state.
She doesnt like her new haircut. NOT She-isnútlilóng-hernewhaitcut:
1 don't understand. What do you mean? NOT Em-aotunderstanding- Whatareyou
meaning?
Towna car. NOT Earowning-+cat

state verbs » 1
feelings like, love, hate, want prefer, need
Enjoyis used in the continuous tense: 'm enjoying the party. Z/ Ma
thoughts and know, believe, remember, forget, understand, think, feel,
opinions consider, realize, expect, agree, suppose, doubt, mean I (not understand) why some people
states be, have (possess), exist, seem, appear, belong, own, matter se (believe) that we * (talk) to
each olher much less than in the past. 14
senses taste, sound, look, feel, hear, smell
(own) a smartphone, and| 5 (use) it all
the time. 1 6 (send) messages to my
Look! Some verbs can be both action and state verbs, with different meanings.
friends several times a day, and l often 7
V'm thinking about my vacation. (the action of thinking = action verb)
(call) them to talk. It's true thatwe 9
Ithink this website is the best. (an opinion = state verb]
(have) very busy lives nowadays and that we
He's having steak and French fries. (the action of eating = action verb)
y always (not speak]
He has a white sports car. (a possession = state verb)
face-to-face. 1110 (seem) to me that
V'm feeling happy. (the action of having an emotion = action verb)
It feels soft. (the sense = state verb)
electronic devices ** (make) our lives
much easier. For example, 112 (write)
this blog now while 193 (sit) on the train,

112 «Go back to page 5

236
 GRAMMAR PRACTICE |—

14 Simple present and present 3 x PRACTICE sB page 112, exercise 3

continuous; action and state verbs pgAA
1 Do the exercise as normal. To check answers, read out
each completed sentence in turn, some with correct
1 (6)12 Read through the information about the simple
answers and some with incorrect answers. Ask students
present and present continuous, and action and state
to raise their hands when they hear an incorrect
verbs with the class, or allow sts time to read it on their
answer. When students raise their hands, ask them to
own. Play audio track 1.2 for sts to listen and repeat.
explain why they think the answer is incorrect.
See the SB page opposite for audio script. Sts read the
sentences and complete them with the correct options. 2 Allow sts time to read through the text again. Then ask
Check answers. them to close their books. Write the verbs from the text
on the board in the base form, e.g., not understand,
Answers believe, talk. Sts work in pairs and try to write the text
1 don'twant
from memory. They can check in their books when they
2 prefer, tastes have written the whole text.
3 're having 3. Put sts into pairs. Ask them to write three questions to
4 are you waiting ask the author of the text, the answers to which can
5 dont understand be found in the text; e.g., Do you own a smartphone?
6 think How often do you send messages to your friends? Ask
7 's working them to write questions using the simple present and
8 belongs present continuous. Books closed. Put pairs together
into groups of four to ask and answer the questions.
See how many they manage to answer correctly from
2 Sts complete the sentences with the correct verb forms.
memory.
Check answers.

Answers
Refer sts back to page 5 if they want to review simple present
1 'mtalking and present continuous, and action and state verbs further, or
2 send see more examples of them in context.
3 'm leaving
4 think, need
5 'mthinking
6 'mstudying
7 'm staying
8 isn't working

3 Sts read the text and complete it with the correct verb
forms. Check answers.

Answers
don't understand
“J50Nnp>s0N

believe
talk
own
use
send
call
have
10

dont, speak
seems
le
Is

make
“m writing
Lia

3 'msitting

237
 GRAMMAR PRACTICE

1C Question forms
6 17 1 Puttheworos in the correct order to make questions.
1 your friend work / does/ near here / ?
Do you speak German? Who told you that story?
Could we sit here, please? How many people work al your company? 2 like /you / do/ going / to concerts /?
When does class start? What are you talking about?
3 was/ running / she / why /?
Yes/No questions
To make a question with a Yes or No answer, we put the verb be or an auxiliary or
4 can [tell fyou/ asecret
/1/?
modal verb before the subject. For the simple presentand simple past, we use do/
does and did, with the base form of the main verb. 5 come from
/ which / country
/ you / do /?

statement question 6 speak more slowly

/ you / could / ?
He's from the U.S. Is he from the U.S? ;
They ve been to China. Have they been to China? 9 Pe tdo MA eo a
We were watching TV. Were you watching TV? 8 which
/ to / movie theater
/ go / you / did /?
She'll win the game. Will she win the game?
| can speak Italian. Can you speak Italian? 9 from / where / does / he / come /?
They like tea. Do they like tea?
He plays tennis well. Does he play tennis well? 10 looking / who/ she / for /was / ?
We went to Paris. Did you go to Paris?
2 Write subject questions forthe statements.
Object questions 1 Which team ,
In most w/h- questions, the question word or phrase (who, what, why, how many, Argentina won the game.
what type of, etc.) is the object of the verb. In object questions, we use an auxiliary 2 Who ?
verb before the subject, like in Yes/No questions. Alexander Graham Bell invented the telephone.
3 How many students ?
question word auxiliary verb subject main verb More than 40 students study here.
Where do you live? 4 What to the phone?
Who did she meet? Something strange happened to the phone. Now it's
Why have they come? nol working.
What are you doing? 5 Which movie_______ ?
When will you SHIVE? The movie we saw last week won the Oscar for Best
Picture.
How long can you stay? 6 Who >

. . A guy named Jacques lives here.

Subject questions q ?
In subject questions, the question word asks about the subject. We use the affirmative. 3 Write questions for the underlined answers.
form of the verb, so in present and simple past tenses, we don't use do/does/did. 1 | spoke to Jessica in the park.

question word main verb 2 He gave Mike a book.

Who bought those flowers? NOT Whe-did-buy-theseHowers?
What happened in 1999? NOT Whatdid-happen-in-19992 3 Carlo and Mira went to the party.
Which animal makesa noise like tha? NOT Which-animabdoes-make-a
aoiselikethaR 4 We arrived at 4p.m.

" E E 5 The twins drank all the orange juice.

Questions with prepositions
When the main verb needs a preposition (look for, talk to, wait for, come from, think 6 She was watching a horror movie.
about, etc.), we normally put the preposition at the end of the question.
What are you looking for? NOT Forwhatareyowlooking? 7 Vmwaiting for Toni.
Who was she talking to? NOT Jo-who-was-she-talking?
Who did you go to the movies with? NOT 4Withwho-did-you-go-tothemevies? 8 Jen works in that building.

4 Go back to page 9 113

238
 GRAMMAR PRACTICE |—

1C Question forms 3 x PRACTICE sB page 113, exercise 3

pgAA
1 Gui Read through all the information about question
forms with the class, or allow sts time to read it on their
own. Play audio track 1.7 for sts to listen and repeat. See
the SB page opposite for audio script. Sts put the words in
the correct order to make questions. Check answers.
Answers
Does your friend work near here?
-—
1 Do the exercise as normal. To check answers, read
out each statement in turn and ask questions to elicit
the correct question form; e.g., ls ita yes/no question?
What question word do we need? Is it a subject question
or an object question? Then elicit the full answer.
Students read the questions to each other in pairs and
try to remember the answers without looking in their
books. They can then look in their books to check.

Do you like going to concerts?

In their pairs, sts underline a different part ofeach
100»

Why was she running?

answer and then write the corresponding question;
Can | tell you a secret?
e.8., I spoke to Jessica in the park. Where did you speak
Which country do you come from?
to Jessica? They take turns reading their questions to
Could you speak more slowly?
each other. The other student listens and answers the
Who did you see at the party?
questions without looking in their book.
Which movie theater did you go to?
Where does he come from?
Who was she looking for? Refer sts back to page 9 if they want to review question
mb
o

forms further, or see more examples of them in context.

2 Refer students back to the information on subject
questions for reference. Sts complete the subject questions
for the statements. Check answers.

Answers
1 won the game
2 invented the telephone
3 study here
4 happened
5 won the Oscar for Best Picture
6 lives here

3 Read out the first sentence and elicit the correct question
for the underlined answer. Point out that some of the
questions are subject questions and some are object
questions. Students then write the remaining questions.
Check answers.

Answers
Who did you speak to in the park?
0N->

What did he give Mike?

Who went to the party?
When did you arrive?
Who drank all the orange juice?
00052

What (kind of movie) was she watching?

Who are you waiting for?
Who works in that building?

239
 GRAMMAR PRACTICE

2A Narrative tenses
G)22 1 Choose the correct options to complete the sentences.
1 While Tina rode a bike | was riding a bike to work, she
Last week, we bought a new car.
was dropping | dropped her purse.
ltwas snowing, and people were hurrying home from work.
2 When | closed the door, | was realizing / realized that |
| was cooking dinner when someone knocked on the door.
left [ had left my keys inside the house.
lt had stopped raining before we left the party.
3 We watched / were watching a movie when we were
| was disappointed because my friends had forgotten my birthday.
hearing | hearda strange noise outside.
4 When John had gotten / got home, we told him what
A narrative describes past events. We often use the simple past, the past continuous,
had happened/ was happening earlier that afternoon.
and the past perfect in a narrative.
5 When they were arriving / arrived, the concert
already began | had already begun.
Simple past 6 It was a hotsummer's day. We sat / were sitting in the
We use the simple past to describe the main events in a narrative. These are garden, and the sun was shining / shone.
completed actions in the past. 7 When the movie was ending / ended, the children
Mike opened the door and saw a package on the floor. He picked it up and went! were going straight to bed.
opened it. He couldn't believe what he saw!
2 Complete the sentences with the correct past tense of
Remember that many simple past verbs are irregular. Fora full list of irregular verbs, the verbs in parentheses.
see page 175,

Past continuous
We use the past continuous to describe the background events in a narrative.
One fall afternoon, | was sitting in the kitchen.
Last night, itwas raíning, and we were watching TV on the sofa.
We also use the past continuous to describe an action that was in progresswhen
a completed action happened.
She was having breakfast when someone knocked on the door. 11 (take) my umbrella with me because |
was taking a shower when the phone rang. (see) the weather forecast earlier,
2 She [read) the whole book while she
We often use when and while to connect past events.
(wait) for me.
] was walking along the beach when 1 found a wallet,
3 While Maria (make) dinner, David
While they were waiting for the bus, ¡it started to rain.
(take out) the garbage.
41 (cal!) the police right away when |
Past perfect
(saw) the broken window.
We use the past perfect to describe an action that happened before another action 5 5he (start) laughing when she
inthe past. (see) his new hat.
| called James at his office, but he had already gone home. 6l (not want] to see that movie because|
They decided to go for a drive in Paul's new car. He had bought it only two days (see) ittwice before.
before. 7 Anna (live) in San Francisco when she
(finish) her first novel.
Look! We can use the three narrative tenses with when, with different meanings.
3 Complete the text with the correct past tense of the
When she arrived, we had dinner. = First she arrived, and then we had dinner.
verbs in the box.
When she arrived, we were having dinner. = She arrived during dinner.
When she arrived, we had already
had dinner. = Firstwe had dinner, and then she arrived. arrive ring leave put answer walk drive buy

Last Friday, | went to the supermarket to buya cake fora

friend's party. ltwas really busy as people *
food forthe weekend. While1 2 backtomy
car, myphone2___ 1% thecakeon
the roofofmycarand?___ the phone. Afterthe
call, 18 tothe party, but | didn't realize that!
7 the cake on my car! Luckily, it was still there
when1B___1

114 «€ Go back to page 13

240
 GRAMMAR PRACTICE |—

2A Narrative tenses 3 sts read the text and complete it with the correct past
tense of the verbs in the box. Check answers.
1 (622 Read through the information about narrative
tenses with the class, or allow sts time to read it on their Answers
own. Play audio track 2.2 for sts to listen and repeat. 1 were buying
See the SB page opposite for audio script. Sts read the 2 was walking
sentences and choose the correct verb forms to complete rang

<aA 0
them. Check answers. put
answered
Answers drove
1 was riding a bike, dropped had left
2 realized, had left arrived

co
3 were watching, heard
4 got, had happened
Refer sts back to page 13 if they want to review narrative
5 arrived, had already begun
tenses further, or see more examples of them in context.
6 were sitting, was shining
7 ended, went

2 Sts read the sentences and complete them with the correct
past tense of the verbs in parentheses. Check answers.

Answers
1 took, had seen
2 read, was waiting
3 was making, took out
4 called, saw
5 started, saw
6 didn't want, had seen
T was living, finished

3 x PRACTICE SB page 114, exercise2

¡A
1 Do the exercise as normal. To check answers, ask
students to look at the sentences and order them from
1 (the answer they are most confident about) to 7
(the answer they are least confident about). For each
sentence, ask who is confident about their answer and
ask that student to read out their answer and explain
why itis correct.
Books closed. Write prompts for the sentences on the
board, e.g., umbrella/weather forecast, whole book/
wait. Sts work in pairs and try to write the sentences
from memory using the prompts. They can look in their
books to check.
In their pairs, sts change some of the details ofeach
sentence but keep the same narrative tenses in each
one; e.g., ] put my boots on because it had snowed
during the night. | wrote a few e-mails while 1 was having
my coffee. Students can compare their sentences in
groups of four.

241
 GRAMMAR PRACTICE

2C used to and usually

1 Complete the sentences with the correct form of used to
21 or the simple past and the verbs in parentheses. Use used
My mom used to have long hair, but now it's much shorter, to if possible.
| didn't use to like seafood, but now | often eat ít.
11 my brother and sister regularly,
Did you use to play the violin?
but now we all live in different cities. (see)
| never used to watch TV in the evenings.
2 How to work before you had a
We usually go for a walk after dinner.
car? (you/get)
3 They each other when they were
used to in school, but now they're getting married! (not like)
4 He much money, but now he's
We use used to + base form to talk about habits or situations that were true in the
rich. (not have)
past, butare not true now. They can be states or actions.
5 We with our friends more often
lused to hate classical music, but now | love it. (hate = state)
when we lived in Miami. (get together)
She used to go swimming every day. (go swimming =action)
6 Where before you moved here?
We form the negative and questions like other regular verbs in the simple past (you/live)
I didn't use to like classical music. NOT Hdida“tased-to-like-classicalmusic 71 to reggae music, but now | love
Did you use to live on this street? NOT Did
youssedto-live-onthis street? it. (never listen)

We often use a mixture of used to and the simple past when we describe past 8 Jon his British friend twice last
situations. lt sounds unnatural
to use used to with every verb. year. (visit)
9 | used to sing when | was a child, and |
l used to geta lot of exercise when | was in school. | played tennis every weekend,
the guitar, too. (play)
and | went swimming three or four times a week.
10 We inLos Angeles in 2012.
We use the simple past, not used to, when we talk about things that happened only [get married)
once, orwhen we say how many times something happened.
2 Complete the text with usually or the correct form of
| gota job five years ago. NOT husedto-getajobfiveyearsago:
used to and a verb from the box.
We went to Rio three times when | was young. NOT We-wsed-to-go-to-Rio-three-
times when-was yOung:
nothave go(x2) arrive work(x2)
We often use never used to instead of didnt use to.
He never used to call me but now he calls every day.
The neighbors never used to make so much noise!

usually
Used to only refers to the past. We use usually or normally + simple present to talk
about situations and habits which are true now.
On Sundays, | usually have eggs for breakfast. (present habit)
On Sundays, | used to have eggs for breakfast. (past habit)

Look! We can also use usually in the past Ithas a similar meaning to used to. Six months ago, Sarah Thornton left her job
We usually had dinner together every evening. in the city and moved to a small town in the
We used to have dinner together every evening. 4]
country because she wanted a quieter life.
de sixteen hoursa day, six
days a week,” she says. “Itwas very difficult. |
z home exhausted at around
11 p.m.1* time for hobbies in
the evening, and | didn't see my friends much,” she
says. “But nowl'm happier. | + an
eight-hour day now, so | have much more free time.
ltwas strange living in the country at first. In the city,
pa to concerts or go shopping
on 5undays. There's nothing like that here. Now, 1
Ss running or do other outdoor
activities every evening.”

«€ Go back to page 17 115

242
 GRAMMAR PRACTICE |—

2C used to and usually

1 Gu Read through the information about used to with
the class, or allow sts time to read it on their own. Point
out the negative and question forms: | didn't use to and
Did you use to? Remind sts that we can't use used to for
something that only happened once or when we say how
often something happened. Play audio track 2.11 for sts
to listen and repeat. See the SB page opposite for audio
script. Sts complete the sentences with the correct verb
forms. Check answers.

Answers
used to see
0NmN-

did you use to get

didn't use to like
didn't use to have
305002

used to get together

did you use to live
never used to listen
visited
0

9 used to play
10 got married

2 Read through the information about usually with the

class, or allow sts time to read it on their own. Draw their
attention to the Look! note. Sts read the text and complete
it with the correct words and verb forms. Check answers.

Answers
1 used to work
2 used to arrive
3 didn't use to have
4 usually work
5 used to go
6 usually go

3 x PRACTICE SB page 115, exercise2

E
1 Do the exercise as normal. To check answers, read out
each fill-in sentence in turn. Ask questions to gradually
elicit the answer; e.g., Is itabout the present or the past?
Which verb fits the meaning? Whatis the correct form?
2 Books closed. Write on the board the headings: In the
city and Now. As a class, brainstorm what students can
remember about Sarah's life in the city and now. Elicit
sentences using used to and usually and write them
under the correct headings. Students can look in their
books to check they have remembered everything.
3 Sts work in pairs. They prepare an interview with Sarah
about her old life in the city and her life now in the
country. Encourage them to use ideas from the text as
well as their own ideas, and to use used to for questions
about the past and usually for questions about the
present. Allow sts time to practice their interviews in
pairs. Then ask some pairs to perform their interviews
for the class.

Refer sts back to page 17 if they want to review used to and

usually further, or see more examples of them in context.

243
 GRAMMAR PRACTICE

3A Future forms: present continuous,

be going to, and will 1 Choose the correct options to complete the sentences.
1 Next weekend,
[CEN a we're going to have a party.
We're taking the bus to the airportat 6 a.m. tomorrow. b well have a party.
1'm going to start learning Japanese this year. 2 Theyre staying ata hotel near the beach next week,
l'll make you a cup of tea, ifyou want. a and they've reserved a room for six nights.
lll call you tonight. b but they haven't found a hotel yet.
Should we go fora walk? 3 Oh no, there's coffee all over the floor! Don't worry,
Should | put some music on? a Ml clean ¡tup ina mínute.
b I'm cleaning itup in a minute.
4 He's definitley leaving early tomorrow morning,
Present continuous
a sohe's called a cab for 6 a.m. to go to the station.
We use the present continuous to talk about future plans. We usually specify when or
b but maybe hell stay until lunchtime.
where the event will take place. 5 I've made plans to see Sophie next week.
l'm meeting Sarah at the movies at 8:30 p.m. a We're meeting at 2:30 on Wednesday.
We're flying to Miami tomorrow. b We'll meetat 2:30 on Wednesday.
They re getting married next year.
2 Complete the sentences with the present continuous,
We usually use the present continuous to ask people about their plans.
be going to, or will. Use the words in parentheses.
Are you doing anything tomorrow afternoon? There may be more than one answer.
When are you going to the supermarket this week?
What are you doing this weekend?

be going to
We use be going to to talk about future plans and intentions.
F'm going to call my mother tonight.
When are you going to buy a new car?
The present continuous and be goíng to have similar meanings, but the present
continuous often refers to the more immediate future.
We're going to New York this summer! =1t's a definite plan and will happen soon. il (do) the ironing this week ¡f
We're going to go to New York when we have the money! = It's a plan, but it may be you want.
further in the future. 2 We (meet) Linda at 7:30 p.m. at
the station. Don't be late!
will 3 l'm sorry, but| cant talk now. |
We use will when we make an offer, promise, or instant decision. (give) you a call when | get home - | promise!
We'll take you to the airport, ifyou'd like. 4 What (you/do) on Saturday?
I will do the dishes before | go out, | promise! [we/go shopping)?
It's really hot in here. ll open the window. 5 A Sarah's not here right now. Can | take a message?
B No, thanks -| (send) hera text.
6 l've decided! (work) hard next
Look! We don't use will to talk about plans and intentions that are already
decided. year. | want to get good grades on my exams.
Fm going to fly /'m flying to New York on Tuesday. NOT HiAyto-NewYorcor 7 They (arrive) at 11 a.m. - Jack's
Tuesday. waiting at the station for then now.
8l [get) some exercise this
weekend. | might play tennis, or| might go running.
should 9 A Do you wanta salad or French fries with your
We can use should as a question with ! or we to make offers and suggestions. hamburger?
Should | take you to the airport? Bl (have) French fries, please.
Should we go to that new restaurant by the beach? 10 Don't worry -1 (not tell) anyone
your secret.
11 Jon wants to live closer to his family, so he
[move] in the next few years.
12 (you/drive) into town later? Can |
come with you?

116 « Go back to page 23

244
 GRAMMAR PRACTICE |—

3A Future forms: present continuous,

be going to, and will
1 Ga Read through the information about future forms,
present continuous, be going to, and will with the class, or
allow sts time to read it on their own. Play audio track 3.4
for sts to listen and repeat. See the SB page opposite for
audio script. Sts read the sentences and choose the correct
options to complete them. Check answers.

Answers
0»o0MN-—
y»
DY

2 Refer students back to the information on will and should.

Sts read the sentences and complete them with the correct
verb forms. Check answers.

Answers
Udo
-)3500»s0pn-

're meeting
ll give
are you doing, Should we go shopping
ll send
“m going to work
're arriving
“m going to get
0

9 ll have
10 won't tell
11 's going to move
2 Are you driving
mo

3 x PRACTICE SB page 116, exercise2

e
1 Do the exercise as normal. To check answers, read
out each sentence in turn with two or three possible
answers. Ask students to shout Correct when you read
out the correct answer. Elicit why it is correct.
2 Books closed. Write prompts for the sentences on the
board, e.g., ironing/this week, Linda/7:30/station. Sts
work in pairs and use the prompts to try to write the
sentences from memory. They can look in their books
again to check.
3 Read out the first sentence and ask: When might
someone say this? Elicit a situation; e.g., one person
is ill and another person is offering to help them. Sts
work in pairs. They choose three of the sentences
and for each one write a mini-conversation to give
ita natural context. Ask pairs in turn to read their
conversations to the class. The class could vote for the
most inventive one.

Refer sts back to page 23 if they want to review present

continuous, be goíng to, and will further, or see more
examples of them in context.

245
 GRAMMAR PRACTICE

3C Defining and non-defining relative

clauses 1 A Complete the sentences with the correct relative
pronouns.
¡COEN 1 That's the man | spoke to yesterday.
That's the man who lives next door to us. 2 The mayor, is in New York fora meeting,
That's the couple that's always arguing. didnt answer the journalists question.
She's the woman whose husband works for the government. 3 It's astoryabouta man dog saves his life.
That's the guy! sit next to in class. 4 lt's the store we were talking
My uncle livesin Los Angeles, which is a really expensive city. about yesterday.
My neighbors, who have five children, are really noisy. 5 Helives on South Street, is nearmy office.
6 Michelle's the person normally deals with
A relative clause gives us more information about the subject of the main clause. We computer problems.
usually starta relative clause with a relative pronoun. We use:
7 In July, 'm going to stay with my cousin Sara,
- who orthattor people
lives in Mexico.
-thator which for objects 8 That's the hospital Iwas born.
whose + noun for possession
where for places B Check (w”) the sentences in A where it's possible to
omitthe pronoun.
Defining relative clauses
2 Complete the second sentences so they mean the
We use a defining relative clause to say which person, thing, or place we are talking about
same as the first sentences. Use relative clauses.
He's the man who | saw yesterday.
1 Wewentto Bella Pizza. We had lunch there.
That's the phone that | want for my birthday.
We went to Bella Pizza, where we had lunch.
She's the girl whose mother is a famous journalist,
2 Luke gave me a really interesting book yesterday. 'm
That's the restaurant where we had dinner last week.
reading it now.
We can omit who, that, and which when the verbs in the main clause and the relative Luke gave me a really interesting book yesterday,
clause have a different subject.
He's the man (who/that) | met on vacation. 3 Look at that car. My uncle wants one.
She lost the book (that/which) llent her. Look. That's the car
We can't omit the relative pronoun when itis the subject of the relative clause. 4 Can you see the park over there? We're meeting
there tomorrow.
She's the woman who speaks French. NOT 5he'sthewemanspealks-Freneh.
That's the park tomorrow.

Non-defining relative clauses 5 Thisis Mark. You met his brother last night.
Thisis Mark, last night
A non-defining relative clause gives us extra information about something in the
6 A man lefta message for me this morning. What was
main clause. It doesn't identify what we are talking about, If we omit this clause, the
his name?
sentence still makes sense.
Whatwas the name of the man ?
We add a comma before a non-defining relative clause.
This is my younger brother Ricardo, who lives in Washington D.C. Complete the text with phrases a-fand the correct
relative prono un.
That's Tony's new sports car, which he bought in London last week.
Right now, Jen's on vacation in 530 Paulo, where her friend Maria lives. a are both younger than me
Sometimes we add a non-defining relative clause in the middle ofa sentence. This is b we used to do together
more common in written English. e | grew up
d backyard was much bigger
The hotel, which has over 200 rooms, is just 150 m. from the main square.
e lived on our street
We can't use that in non-defining clauses. We use who for peopleor which for things. f | shared with my brothers
We can't omit the relative pronoun.
My parents still live in the house A
| miss thal house. My two brothers, a
Look! Notice the difference in meaning between the sentences below.
used to annoy me, but | miss some of the things
The students who passed the exam received a certificate. 3 .Lalso miss seeing the other kids
This means that not all the students passed. Only the students who passed
: «Although it was an old house, il was
received a certificate. really comfortable, My bedroom, *
The students, who passed the exam, received a certificate. was cool even in the summer. We only had a small
This means that all the students passed, and they all received a certificate. backyard, butwe spenta lot of time playing with the boys
next door, * than ours.

«€ Go back to page 27 117

246
 GRAMMAR PRACTICE |—

3C Defining and non-defining relative 3 x PRACTICE sB page 117, exercise 3

clauses pgAA
1 Do the exercise as normal. To check answers, read out
each fill-in sentence in turn. Elicit the correct phrase
1A CGjas Read through the information about defining
first, and then the correct relative pronoun. Ask: Can
and non-defining relative clauses with the class, or allow
the relative pronoun be omitted?
sts time to read it on their own. Remind sts that we don't
use the relative pronoun that in non-defining relative 2 Ask sts to cover the text and just look at phrases af.
clauses. Play audio track 3.9 for sts to listen and repeat. In pairs, they try to recall the text from memory, using
See the SB page opposite for audio script. Sts read the the phrases as prompts. If necessary, they could make
sentences and complete them with the correct relative a note of the correct order of the prompts to help them.
pronouns. Check answers. They can look at the text again to check.
3 In their pairs, sts read the text again and write
Answers alternative relative clauses to complete it; e.g., My
1 who/that parents still live in the house that they bought when they
2 who got married. Ask some pairs to read their completed
3 whose text to the class.
4 which/that
5 which
6 who/that Refer sts back to page 27 if they want to review defining and
T who non-defining relative clauses further, or see more examples of
Bwhete them in context.

B sts look at the sentences in exercise 1A again and

decide where it is possible to omit the relative pronoun.
Check answers.

Answer
Sentences 1and 4

2 Read out the first sentences and the example answer.

Point out that the second sentence has the same meaning
as the first. Sts complete the second sentence in each pair
using a relative clause so that it means the same as the
first sentence. Check answers.

Answers
2 which 'm reading now
3 (that/which) my uncle wants
4 where we're meeting
5 whose brother you met
6 who/that left a message for me this morning

3 Sts read the text and complete it with the correct phrases
and relative pronouns. Check answers.

Answers
1 where, e
2 who, a
3 (which/that), b
4 who/that, e
5 which, f
6 whose, d

247
 GRAMMAR PRACTICE

4A Quantifiers
O.
There 's not much traffic in my village. Do you have a few minutes to talk?
There are a lot of slores in the mall. l have no time to see him today.
There are too many buses downtown.
We don't have enough places for young people to go.
Small quantities
We use a little before uncountable nouns and a few before countable nouns.
Can | have a little sugar in my coffee, please?
F'm busy right now. Can! call you back in a few minutes?
We use not much and not many in negative sentences. We use not much before
uncounta ble nouns and not many before countable nouns.
There isn't much milk. Can you get some more, please?
I don't have many friends on Facebook.
We also use (very) little and few (without a). They mean not much and not many.
They speak very little English. = They don't speak much English.
She has very few friends in New York. = She doesn't have many friends in New York.
1 Choose the correct options to complete the sentences.
1 Riding a bike in New York is dangerous because there
are too many | much cars on the streets.
2 Julia has plenty of/ lots money, so she buys new
clothes every week.
3 There's usually a lotof / few snow in Sweden at this
time ofyear.
4 Doyou have little | a little free time today so we can
have a meeting?
5 There arentenough parks / parks enough in my town.
6 Michael's an only child — he has no / not brothers
or sisters.
7 Lots [ Much of my friends are married now, buta few/
a little are still single.
8 There isn'tany / no bread left, so could you get some
from the supermarket?
9 | can't do this crossword = it'stoo / too much difficult
for me.
10 A How much ice cream is there in the fridge?
B Any. [ None.

Large quantities 2 Read the text. Correct the eight mistakes.

We use a lot (of) and lots (of) in affirmative statements before uncountable and
countable nouns. We use a lot of before nouns, and a lot without a noun.
| have lots of friends in the U.S. She reads a lot of books, She reads a lot,
We use plenty ofto say there is enough or more than we need.
Don't worry - we have plenty of time before the train leaves.

Look! In questions, we use a lotof before uncountable nouns and many or

a lot of before countable nouns.
Was there a lot of snow last year? Have you invited many people?

Zero quantity
We use not any, no, or none before uncountable and countable nouns. We use none
in short answers.
| have no money. = | don't have any money.
There are no tickets left. = There aren't any tickets left.
How many students got 100% on the exam? None. Alot my friends take city vacations, but | can't

More than you need or want understand why they want to spend their time off

We use too, too many, and too much to mean “more than is necessary or good.”
You've put too much sugar in my coffee.
There are too many people on this bus. It's too crowded.
We use enough to mean “the right amount” or “sufficient.” We can also use not
enough to mean “less than is necessary” or “less than is good.”
| have enough money for a vacation. There aren't enough parking lots here.
in a city. Most cities are too busy and too noisy. In a
crowded city, there isn't space enough because there
are always too much people around you. Of course,
there are plenty things
to buy — but that means that|
don't have many money left after spending a little days

Look! We generally put enough beforea noun, but after an adjective. in a city. | preferto goto the country or to a beach town,
There are enough cookies for everyone. NOT Fherearecooliesenoughtoreveryone:
somewhere where there is none traffic and where | can
The box isn't big enough for all those books NOT Fhe-bexwisntenoughbig+tor
albhese-books. have a few time to myself to think and relax.

118 «€ Go back to page 31

248
 GRAMMAR PRACTICE |—

4A Quantifiers
1 Gu2 Read through the information about quantifiers
with the class, or allow sts time to read it on their own.
Play audio track 4.2 for sts to listen and repeat. See the
SB page opposite for audio script. Sts read the sentences
and choose the correct options to complete them. Check
answers.

Answers
many
100=-J00a20N-

plenty of
alot af
a little
enough parks
no
Lots, a few
any
too
None
mb
o

2 Sts read the text and find and correct the eight mistakes.
Allow sts time to compare their answers in pairs. Then
check answers with the class.

Answers
A lot my friends — a lot of my friends
space enough — enough space
too much people — too many people
plenty things — plenty of things
many money - much/any money
a little days — a few days
none traffic — no traffic
a few time — a little time

3 x PRACTICE SB page 118, exercise2

az
1 Do the exercise as normal. To check answers, read the
text aloud slowly, and ask students to give an alarm
call (a loud beep or a warning siren) when you get to
a mistake. Elicit why the quantifier is wrong, and elicit
the correct word.
2 Allow sts time to read through the text again. Then ask
them to close their books. Write the noun associated
with each quantifier on the board, e.g., friends, space,
people, things to buy. Students work in pairs and try to
remember what the text said about each of the nouns,
and which (corrected) quantifiers were used. They can
look in their books again to check.
3 Sts work individually and write a short text about what
they like and dislike about city vacations. They can use
ideas from exercise 2 and their own ideas. Encourage
them to use at least six different quantifiers. Sts can
then work in pairs and compare their ideas. Discuss
as a class the advantages and disadvantages of city
vacations.

Refer sts back to page 31 if they want to review quantifiers

further, or see more examples of them in context.

249
 GRAMMAR PRACTICE

4C Comparatives and superlatives, as... as

6 414 1 Complete the sentences with the words in parentheses.
: Use the correct form of the adjectives. Add any other
My bedroom is brighter than the living room. words you need.
Je Ms floor apartment is less expensive than the second floor apartment. 1 The bed in my hotel room is SR
po by o o id ic fiat my bed at home. just, comfortable)
h e aia e aun ere ist e most utiful in the whole country. 2 apartments are downtown.
y house isn't as big as my brother's house. (expensive)
3 Jamie's new car isn't as his old
Comparatives one. (big)
We use comparative adjectives + than to compare two things, people, places, etc. ds pa sele 9ne of parts of
With one-syllable adjectives, we add -er. With two-syllable adjectives ending in -y, Es o,
A Ca A 5 Learning Spanish isn't as learning
we change they to ¿and add -er. For adjectives with more than two syllables, we use da
Japanese. (difficult)
more or less. : d
6 It's one of books l've ever read.
Her house is smaller than yours. — English is easier than Russian. (funny)
Hotels in Tokyo are more expensive than in Madrid./Hotels in Madrid are less 7 Miamiis from NewYork than from
expensive than in Tokyo. Washington D.C. (a lot, far)
We can use a bit, a líttle, or slightly before a comparative to say there is a small 3 In January, Rio de Janeiro is usually
difference, and a loft, much, or far to say there is a big difference. Buenos Aires. (slightly, hot)
My new apartment ¡s a bit bigger than my old one. 9 Thatwas_____ gamelveever seen.
'm in much better shape than | used to be. (by far, bad)
10 Mexican tood is British food.
Superlatives (a lot, spicy)
We use superlative adjectives to say that something is more or less than all the others 2 Complete the second sentences so they mean the
in a group. With one-syllable adjectives, we put the in front and add -est. With two- same as the first sentences.
syllable adjectives ending in -y, we change the y to ¿and add -est. With adjectives of
1 Johnand James are both 1.70 m. tall
more than two syllables, we use the most or the least.
Johnis James.
He's the oldest player on ourteam. — This is the funniest comedy on TV. 2 This restatrant is much better than tie olherzintown:
That's the most expensive hotel in Paris.¿That's the least economical place to stay. This is by intown.
The can be replaced witha possessive adjective. 3 Mynew phone was much more expensive than my
It's her best album. laptop!
We can put by far before a superlative to make it stronger. My A PAP:
a E 0 new phone!
Lima is ay tar Use biggest city Ber. 4 The class tomorrow starts at 9:10 instead of the usual
. time of 915.
Look! We usually use ín before places and groups of people, not of.
Shes he bectol nte dd He's th ¿ E tamil The class tomorrow startsa usual.
A 5108 YOR Ag Person tr mytamiy. 5 This is the cheapest watch | could find.
We often use the superlative with the present perfect + ever and one of the. This watch ¡s the expensive | could find.
y 0 6 l've never seen a nicer beach before.
da the pos ve Ever SeaiP Thisis thatl've

Bone Ste DS ISuITano lo 7 His last movie is funnier than this one.
With one-syllable adjectives ending in consonant-vowel-consonant, we double the This movie funny as his last one.
final consonant
and add «er/ -est. 8 Jilland Maura are sisters. Maura is 19 and Jill is 18.
big - bigger - biggest hot - hotter - hottest Jillis__hersister
Some adjectives have irregular comparative and superlative forms.
good - better—best bad - worse - worst far— farther/further — farthest/furthest

(not) as... as
We useas... as to say that two things are the same and not as... as to say that two
things are different We can use just with as... as to emphasize a similarity.
Today, Boston is just as warm as Mexico City.
In the winter, Amsterdam isn'tas cold as Moscow.

Go back to page 35 119

250
 GRAMMAR PRACTICE |—

4C Comparatives and superlatives,

as... as
1 Guau Read through the information about
comparatives, superlatives, and as... as with the class, or
allow sts time to read it on their own. Remind sts that we
use than with comparatives, not threat, and we use the with
superlatives. Point out the spelling changes with some of
the short adjectives. Play audio track 4.14 for sts to listen
and repeat. See the SB page opposite for audio script. Sts
complete the sentences with the correct words. Check
answers.

Answers
1 just as comfortable
2 The most expensive
3 asbig
4 the nicest
5 difficult as
6 the funniest
7 alot farther
8 slightly hotter than
9 by far the worst
10 alot spicier than

2 Read out the first sentence and elicit how to complete

the second sentence so it has the same meaning. Sts then
complete the remaining sentences in the same way. Check
answers.

Answers
1 as tall as
2 far the best restaurant
3 much less, than
4 little earlier than
5 least
6 the nicest beach, ever seen
T isnítas
8 a bit/a little/slightly younger than

3 x PRACTICE SB page 119, exercise 2

—
1 Do the exercise as normal. To check answers, ask
individual students in turn to read out one of their
completed sentences. Ask other sts: Do you agree? Did
you have a different answer?
2 Books closed. Put sts into teams. Read out each answer
in turn; e.g., John is as tall as James. Teams race to
remember the original sentence (e.g., John and James
are both 1.70m. tall).
3 Sts work in pairs. Set them the challenge of writing
a conversation including as many of the sentences in
exercise 2 as they can. Ask pairs in turn to perform
their conversations for the class. See which pair
managed to include the most sentences in a natural
way.

Refer sts back to page 35 if they want to review comparatives,

superlatives, and as... as further, or see more examples of
them in context.

251
 VOCABULARY PRACTICE

1A Communication
1. (5) 1.1 Match phrases 1-10 with definitions a-j. Listen and check.
1 geta text message/an e-mail a send a text message/an e-mail to a person who has sent one to you
2 check your phone b call someone
3 reply to a text message/an e-mail e receive a text message/an e-mail
4, give someone a call d look atyour phone to see messages, alerts, etc.
5 share something on social media e give your opinion on something on social media
6 comment on a post f look ata social media/e-mail account to see messages, alerts, etc.
7 check Facebook/your messages g put something on social media, e.g., aphoto or video
8 go online/access the Internet h stay in contact with someone
9 keep in touch with someone i have a conversation with someone in person
10 speak to someone face-to-face j connectto the Internet
2 Completethe sentences 1-9 with the words in the box.

get speak share check reply give keep comment access

1 Sorry, | can'ttalk now. Can| youa call when! get home? 6 It's easyto in touch with your family when you're abroad.
2 Canl borrow your laptop so | can my messages? 7 | usually my vacation photos on Facebook.
3 |cant the Internet because there's no WiFi here. 8 It's much better to to someone face-to-face when you
4 | had nosignal on my phone, so | didn't your text message. have a problem.
5 My friends often on my blog posts. Sometimes we have 9 Ididn't toyour message because | was in a meeting. Sorry.
long discussions online.
Go back to page 4

1C say, tell, speak, and talk

y 6 1.4 Complete the chart with say, tell, speak, or talk. Listen and check.

E a language e
[to someone) about something
speak quickly/slowly/loudly /
someone (something) En
3 (someone) a lie/the truth/a story/a joke
someone a secret
hello/goodbye
E something (to someone)
sorry/thanks/congratulations

2 Choosethe correct verbs to complete the sentences. 3 Complete the sentences with a form of say, tell, speak, or talk and a
1 Can! say/ talk to Pedro, please? word or phrase from the box.

2 You need to say / tell sorry to Carl for arriving late.

3 | told
/ said herthe good news. German thanks asecret sorry agreatjoke to my boss
4 Mary can speak | talle two languages. -
5 Can! say] tell you a secret? 1 Imcallingto___— forhelpingme with my work yesterday.
6 Sara said / told something really interesting. 21 Jan__ yesterday Thalwasa mistake - now
7 Why are you saying | speaking so loudly? cepone knows it!
8 Canyou tell
/ say me your address, please? 31 mm having some problems at work, 50 |need to -
4 Simon me this morning — itwas so funny!
5 | want to learn to , so l'm going to take a course ata
language school.
6 You were so rude to your brother. | think you should himyoure

136 4 Go back to page 8

284
 VOCABULARY PRACTICE |—

14 Communication 1C say, tell, speak, and talk

1 [O Sts match the phrases with the definitions. Play 1 Gi. Sts complete the chart with the correct verbs. Play
audio track 1.1 for sts to listen and check their answers. audio track 1.4 for sts to listen and check their answers.
See Answers for audio script. Check answers with the See Answers for audio script. Check answers with the class
class. and elicit some example sentences using each verb and the
ideas in the chart; e.g., Can you speak German?
Answers.
get a text message, get an e-mail e Answers
>

check your phone d 1 speak a language

00-500
0MN»N

reply to a text message, reply to an e-mail a 2 speak about something, talk about something
give someone a call b speak quickly, talk quickly
share something on social media y speak slowly, talk slowly
comment on a post e speak loudly, talk loudly
check Facebook, check your messages f tell someone

1
go online, access the Internet j tell a lie, tell the truth, tell a story, tell a joke
keep in touch with someone h tell someone a secret
speak to someone face-to-face ¡ say hello, say goodbye
mi
o

E
say something
say sorry, say thanks, say congratulations
3 x PRACTICE SB page 136, exercise 1
==
1 Do the exercise as normal. To check the answers, ask 2 Sts read the sentences and choose the correct verbs to
individual sts to give each answer. Ask: Does anyone complete them. Check answers, referring back to the chart
have a different answer? Can you give an example of the in exercise 1 as necessaryto explain the answers.
phrase ín context?
Ask sts to cover phrases 1-10. Read out the definitions Answers

(a—3) in random order. Sts race to say the correct phrase talk
and give an example of it in context. say
Uy

told
Sts work in pairs. They prepare a conversation using
0)

speak
as many of phrases 1-10 as possible. Allow sts time to
tell
ad

practice their conversations in pairs. Ask some pairs to

said
perform their conversations for the class.
speaking
tell
Z Sts complete the sentences with the correct words from
the box. Check answers. To make this more challenging,
ask sts to cover the phrases in exercise 1 while they work. 3 Read out the first fill-in sentence and elicit the correct
verb and the correct word from the box to complete it. Sts
Answers
then read the remaining sentences and complete them in
the same way. Check answers. You could ask sts to write
give
>

one or two more example sentences using the verbs. They

check
could read their sentences to each other in pairs, omitting
>»)

access
the verb. Their partner could guess the missing verb.
get
comment
“J50nan

Answers
keep
1 say thanks
share
2 told, a secret
speak
3 talk/speak to my boss
100

reply
4 told, a great joke
5 speak German
Refer sts back to page 4 if they want to review communication 6 tell, sorry
phrases further, or see more examples in context.
Refer sts back to page 8 if they want to review say, tell, speak,
and talk further, or see more examples in context.

285
 VOCABULARY PRACTICE

2A -ed and -ing adjectives

2 6) 2.1 Match the pairs of adjectives with pictures 1-10. Listen and check.

depressed/depressing excited/exciting amazed/amazing amused/amusing disappointed/disappointing

embarrassed/embarrassing fascinated/fascinating annoyed/annoying terrified/terrifying shocked/shocking

2 Complete sentences 1-10 with adjectives from exercise 1.

1 l'mreally scared of spiders.
| find them | 6 | lost my job, then my girlfriend left me, and now! have no friends.
2 My brother always gets home late for dinner, and we all have to wait. l'm feeling
lt makes me really 7 The people who saw the terrible accident were all
3 Jamie was with his grades - he was hoping to get As, 8 1 fell off my chair during the job interview. My face turned bright red, |
but he only got Cs. Was so !
4 'mwatching a really soccer game - the score's 5-51 9 | was that my boyfriend remembered my mont's birthday
5 Sue thought the book about Japanese paintings was because he always forgets important days.
She's really into art. 10 Everyone in the theater was laughing, but | didn't find the movie very

€ Go back to page 12 137

286
 VOCABULARY PRACTICE |—

2A -ed and -íng adjectives

1 21 Allow sts time to read through the adjectives
in the box. They then match the pairs of adjectives with
the pictures. Play audio track 2.1 for sts to listen and
check their answers. See Answers for audio script. Check
answers with the class.

Answers
amused/amusing
-—

disappointed/disappointing
100»

excited/exciting
fascinated/fascinating
annoyed/annoying
depressed/depressing
amazed/amazing
shocked/shocking
terrified/terrifying
embarrassed/embarrassing
mb
o

3 x PRACTICE SB page 137, exercise 1

A]
1 Do the exercise as normal. To check answers, read out
each pair of adjectives in turn and ask: Which picture?
Why? Discuss any differences of opinion that sts have.
2 Ask sts to cover the adjectives in the box. In pairs, they
look at the pictures and try to remember as many of the
pairs of adjectives as they can. They can look at the box
to check.
3 Say: Ilove videos like this. Animals are so !Cough
or say beep to indicate the blank. Elicit the matching
picture (1) and the missing adjective (amusing).
Sts then work in pairs. They write a sentence for
each picture using one of the matching adjectives.
They can then work in groups of four and take turns
reading their sentences to the other pair, omitting the
adjectives. The other pair must match each sentence
with the correct picture and guess the missing
adjective.

2 Sts complete the sentences with the correct adjectives

from exercise 1. Check answers.

Answers
terrifying
0N-

annoyed
disappointed
exciting
fascinating
10-00»

depressed
shocked
embarrassed
amazed
amusing
Sa
e

Refer sts back to page 12 if they want to review -ed and -ing
adjectives further, or see more examples in context.

287
 VOCABULARY PRACTICE

2B Phrasal verbs
2 6) 2.6 Match sentences 1-9 with pictures a-i. Listen and check.
1 | hate ice skating! | always fall over.
2 Jack needs to try on the jeans before he buys them.
3 My best friend wants to go out with my brother. She thinks she'sin
love with him.
4 | think my brother would break up with her aftera few days. He
prefers being single.
5 Hurry up! The busiscoming!
6 Ana wants to sign up for extra English classes in college.
7 Prices will go up again next year.
8 My neighbors set off for Boston early on a long business trip.
9 When she got to the checkout, Eva realized she'd run out
ofmoney.

9 [ToDaY ONLY!
English Club
Registration |
Se

2 6 2.7 Match the phrasal verbs in bold with definitions a—f. Listen and check.
1 I'll pay back the money my father lent me. a feel excited about something that is going to happen
2 Jo left her bag at the store, so she has to go back to getit ___ b take care of a child until he/she is an adult
3 lt takesa lot of patience and hard work to bring up children. e finally be in a place or situation
4 | haven't seen Alex for ages, but we're going to catch up over coffee d meet someone you haven't seen for a while and talk about your news
so0m. e return toa place
5 Alotof garbage and plastic bags end upin the sea. f return money to the person you borrowed it from
6 | always look forward to my birthday because | enjoy celebrating it.

3 Complete the sentences below with the correct form of the phrasal verbs from exercises 1 and 2.
1 The price of a bus ticket by 10% last month. 4 My boss is away, butwhen she gets back, we'll ana ll
2 l'd planned to go to the movies with Mark, but he was sick, so | tell her about the new clients,
going on my own. 5 Istood up very quickly and
3 My grandparents my cousin after his parents died, 6 My colleagues have for an online course in computer
and he lived with them until he was 18. programming.

138 «€ Go back to page 14

288
 VOCABULARY PRACTICE |—

2B Phrasal verbs 3 Sts read the sentences and complete them with the correct
form of the phrasal verbs from exercises 1 and 2. Check
1 Gs Allow sts time to read through the sentences. answers.
They then match the sentences with the pictures. Play
audio track 2.6 for sts to listen and check their answers. Answers
See Answers for audio script. Check answers with the class 1 wentup
and that sts understand all the sentences. 2 ended up
3 brought up
Answers 4 catch up
1 fall over ¡ 5 fell over
2 tryon e 6 signed up
3 go out b
4 brealcup Refer sts back to page 14 if they want to review phrasal verbs
5 hurry up h further, or see more examples in context.
6 sign up q
7 goup d
8 setoff a
9 run out c

3 x PRACTICE SB page 138, exercise 1

nn
1 Do the exercise as normal. To check answers, ask sts in
turn to choose one of the pictures they are confident
about and say the matching sentence. Continue until
you have checked all the answers.
2 Ask sts to cover the sentences. In pairs, they look at the
pictures and try to remember the matching sentence
for each one. They can look at the sentences again to
check.
3 Intheir pairs, sts choose one of the situations in the
pictures and prepare a short conversation which
includes the phrasal verb in bold. Allow sts time to
practice their conversations in pairs. Then ask some
pairs to perform their conversations for the class,

2 G)j27 Sts match the phrasal verbs with the definitions.

Play audio track 2.7 for sts to listen and check their
answers. See Answers for audio script. Check answers with
the class and that sts understand all the phrasal verbs.

Answers
1 pay back f
2 goback e
3 bringup b
4 catch up d
5 endup c
6 look forward to a

289
 VOCABULARY PRACTICE

3A Personality adjectives
2 6) 3.1 Complete sentences 1-9 with the adjectives in the box. Listen and check.

easygoing sensitive reliable helpful organized sensible confident friendly anxious

1 The staff in that store is really «Someone always carries 5 All of Marta's plans for next year are written in her diary. She's very
my bags to my car. y
2 Joe isso . could never sing in front of so many people, 6 When Jon says he'll do something, he always does it. He's very
like he does.
3 Mike is very practical and has a lot of common sense. He's so 7 Ana unceriólztner people's feelings. She's very
' 8 The students in my new class took me out for coffee on my first da
4 Tina's always worrying about something. | don't know why she's so They're so
9 Sarah's always relaxed Su calm, and she doesn't worry about things.
She's very

2 6 3.2 Which negative prefix do we use with the adjectives in the box?
Put the adjectives in the correct column. Listen and check.

kind patient sensitive reliable helpful

polite friendly honest organized sociable unkind

« Go back to page 22

3C Relationships
A 6 3.6 Complete sentences 1-9 with the words and phrases in the box.
Use the plural form ¡fnecessary. Listen and check.

best friend close friend colleague partner couple parents relative classmate next-door neighbor

1 He knows a lot of people here, but he doesn't have many . 7 The walls in my building are very thin. | can hear my
2 |wentoutwith some of my from the office after work. talking.
3 That one-bedroom apartmentwould be perfect fora . 8 l've known Liz for ten years. She's the first person | call if 'm sad orifl
4 | have a lot of who live in the U.S. — mainly cousins. have good news - she's my
5 It's not easy these days to find a romantic 9My_ andlhaveaWhatsApp group where we talk about
6 |still live with my «lts just me, my mom >. my dad. our homework.

2 10) 3.7 Read sentences 1-8. Match the words and phrases in bold
with definitions a—h. Listen and check.
1 We had a falling out and haven't spoken since. A a have agood relationship
2 We argue a lot because we never agree about what to watch b tell someone another person's name when they meet for the first time
on TW. o e talk to someone in an angry way because you disagree
3 | get along well with my neighbors - we're all good friends. d meetand go out
4 It's sometimes difficult to get to know new people, but 'm e stop being friends with someone because you disagree about
lucky - my classmates in college are all really frienaly. pa something
5 Doyou know that girl? Could you introduce me to her? o f have the same interests, experiences, opinions, etc. as someone
6 Sam and Ben had a fight this morning. | told them to make up, g become friends again
and now everything's fine! o h. spend time with people so you become friends
7 lt's hard for me to have a conversation with my neighbors
since we don't have a lot in common.
8 | get together with my close friends at least once a week.

«4 Go back to page 26 139

290
 VOCABULARY PRACTICE |—

3A Personality adjectives 3C Relationships

1 Gai Sts read the sentences and complete them with
the correct adjectives from the box. Play audio track 3.1
for sts to listen and check their answers. See Answers for
audio script. Check answers with the class and that sts
understand all the adjectives. Ask: Which adjectives would
you use to describe yourself? Why?
1 Gas Sts read the sentences and complete them with
the correct words and phrases from the box. Remind sts
to use the plural form if necessary. Play audio track 3.6
for sts to listen and check their answers. See the SB page
opposite for audio script. Check answers with the class
and that sts understand all the words and phrases.

Answers Answers
helpful close friends
100=J00a20N-

confident colleagues

05000
sensible couple
anxious relatives
organized partner
reliable parents
sensitive next-door neighbors
friendly best friend
easygoing classmates

to
2 (6)3.2 Draw sts' attention to the example answer and 2 Gjsz7 Sts match the words and phrases with the
elicit another example from the class. Sts complete the definitions. Play audio track 3.7 for sts to listen and
chart with the adjectives, adding the correct negative check their answers. See Answers for audio script. Check
prefix. Play audio track 3.2 for sts to listen and check their answers with the class and that sts understand all the
answers. See Answers for audio script. Check answers phrases.
with the class. Ask: When might you describe someone as
impatient/unreliable/disorganized, etc? Elicit a range of Answers
answers to check that sts understand all the adjectives. falling out e
050N-

argue €
Answers get along well a
un- unkind, unreliable, unhelpful, unsociable, unfriendly get to know h
dis- disorganized, dishonest introduce b
im-fin- impatient, insensitive, impolite make up gy
0

have a lot in common f

Refer sts back to page 22 if they want to review get together d
o

personality adjectives further, or see more examples in

context,
3 x PRACTICE SB page 139, Relationships exercise 2
AAA
1 Do the exercise as normal. To check the answers, read
out each definition in turn. Ask sts to raise their left
hand if they are confident about the answer and their
right hand if they are not confident. Ask confident
students to give each answer.
2 Askssts to cover sentences 1-8, In pairs, they read the
definitions and try to remember the matching word
or phrase for each one. They can look at the sentences
again to check.
3 Say the first sentence of a conversation about
relationships using one of the bold words/phrases from
exercise 2; e.g., Do you get along well with your brothers
and sisters? Ask a student to repeat it. Elicit a possible
answer from another student, using another of the
target words/phrases. Ask the two sts to repeat their
sentences. Then elicit another sentence to continue
the conversation. Continue in this way around the
class, gradually building up a conversation. See if, asa
class, you can include all the target words/phrases in
the same conversation! You could repeat the activity,
starting with a different sentence.

Refer sts back to page 26 if they want to review vocabulary

for relationships further, or see more examples in context.

291
 VOCABULARY PRACTICE

4A Compound nouns
2 6) 4.1 Complete compound nouns 1-12 with the words in the box. Listen and check.

transportation pedestrian life gallery parking path department jam shopping night sports town

9 center 10 public 11 down 12 night

2 Complete sentences 1-12 with compound nouns from exercise 1. Use the plural form ifnecessary.
1 | love shopping ina because you can find so many 7 The is greatin my city. There are lots of clubs and places
different things in one store, to hear music.
2 Let's go to the new near the airport - there are over 300 8 They've just opened a fantastic new gym at the where |
stores there! usually play tennis.
3 | love the in my city. l's great to be able to walk around 9 There aren't many downtown, so it's better to take the
without any cars. bus than to drive.
4 There are lots of in the old part of the city, where you can 10 Theresa great along the river. It's so relaxing to ride your
go dancing until 6 a.m. bike there in the evening.
5 That has some amazing sculptures and paintings by local 11 The here ¡s terrible. The buses are dirty, and they're never
artists. on time.
6 | was late for my meeting today. | drove to work, and there was a big 12 lts hard to find a good restaurant in my area. The best ones are

140 «€ Go back to page 30

292
 VOCABULARY PRACTICE |—

4A Compound nouns
1 Gu Sts look at the pictures and complete the
compound nouns (1-12) with the correct words from the
box. Play audio track 4.1 for sts to listen and check their
answers. See Answers for audio script. Check answers with
the class and that sts understand all the compound nouns.

Answers
art gallery
-—

bike path
100»

shopping mall
nightclub
pedestrian area
traffic jam
parking lot
department store
sports center
public transportation
»IoS
AA

downtown
nightlife

3 x PRACTICE SB page 140, exercise 1

SE
1 Dothe exercise as normal. To check answers, point to
each picture in turn and read out answers, some correct
and some incorrect. Ask each time: Is this correct?
What's the correct answer?
2 Ask sts to cover the pictures and just look at the
words in the box. In pairs, they try to remember the
compound nouns. They can look at the pictures again
to check.
3 Say: This is where you can ride a bike safely. Elicit the
correct compound noun (bike path). Sts work in pairs.
They write clues for four more of the compound nouns.
Monitor and help while they are working, and make
sure their clues are clear. Put pairs together into groups
of four and ask them to close their books. They take
turns to read out their clues and guess the other pair's
compound nouns. Ask who guessed them all correctly.

2 Sts read the sentences and complete them with the correct
compound nouns from exercise 1, using the plural form if
necessary. Check answers.

Answers
department store
0m»N-

shopping mall
pedestrian area
night clubs
art gallery
00-005

traffic jam
nightlife
sports center
parking lots
bike path
-
a

11 public transportation
12 downtown

Refer sts back to page 30 if they want to review compound

nouns further, or see more examples in context.

293
 VOCABULARY PRACTICE

4B Common verb phrases

E 6) 4.5 Complete diagrams 1-8 with the verbs in the box. Listen and check.

know meet lose miss take catch keep have

coffee a party
someone a lot

a call E
: a snack hh
a train a good time

a train
a class
someone for a long time
yr
a bus

3 4

a cold ¿

a ball a fact

anexar E a photo your keys weight

, ps

5 6

gay: a A
someone somewhere E agame touch
your coat off

someone for the first time

in touch doing something

a friend for coffee

7 Ss

asecret your promise

someone by chance

2 Choose the correct options to complete the text Complete sentences 1-7 with the correct form ofthe verb phrases in
exercise 1.
l've 1mel Fknown my friend Carl 1 Mark hasn't been eating well in college. Don't you think he's
forages. We “mel / knew at ?
7 Sehoo! when we were kids, but 2 My car broke down, and my flight leaves in two hours! Can you
we ost / kept in touch for a few airport in your car?
3 | had breakfast ages ago, and 'm a bit hungry. Shouldwe_____?
years when we went to different
| have some cheese and crackers.
A colleges. It was my fault. 1 Hook
4 Jon promised he would come and help me fix my car, but he never
/ kept losing my phone, so | Smissed
/ lost all his calls, but he came. He didn't
Skept/ took calling, and eventually we got together and "had 5 We always when the whole family gets together and put
/ iook coffee together Since then we've B lost! keptin touch, itin the family album.
and we always 9heve / keep a good time together. He's a 6 |feel terrible. | have a sore throatand a cough. | think I've a
7 |think I'm going to for my birthday and invite 30 people.
great friend.

4 Go back to page 32 141

 VOCABULARY PRACTICE |—

AB Common verb phrases 3 Sts read the sentences and complete them with the correct
form of the verb phrases from exercise 1. Check answers.
1 as Point to the first diagram and ask: Which verb
from the box can you use with all these nouns? Ask more Answers
questions to help sts; e.g., Can you know someone? (yes) 1 lost weight
Can you know a bus? (no) Elicit the correct verb. Sts then 2 take me to the
complete the remaining diagrams with the correct verbs. 3 have a snack
They could work in pairs for this. Play audio track 4.5 4 keep his promise
for sts to listen and check their answers. See Answers for 5 take a photo
audio script. Check answers with the class. 6 caught a cold
7 have a party
Answers
1 miss someone, miss a bus, miss a train, miss a class,
Refer sts back to page 32 if they want to review common verb
miss a call
phrases further, or see more examples in context.
have coffee, have a party, have a good time,
Li)

have a snack
3 catch a bus, catch a train, catch a cold, catch a ball
know a fact, know someone for a long time
=>

5 take an exam, take a photo, take your coat off,

take someone somewhere
lose your keys, lose weight, lose touch, lose a game
a

7 keep in touch, keep doing something, keep your

promise, keep a secret
meet someone for the first time, meet a friend for
[=.]

coffee, meet someone by chance

3 x PRACTICE SB page 141, exercise 1

===]
1 Do the exercise as normal. To check answers, read
out each verb in turn and ask: Which diagram? When
sts have answered, elicit an example of each verb
combination in context.
2 Ask sts to cover the diagrams and just look at the verbs
in the box. In pairs, they try to remember the nouns
that combine with each verb. They can look at the
diagrams again to check.
3 Intheir pairs, sts take turns to mime one of the verb
phrases. Their partner tries to guess the correct verb
phrase without looking at the diagrams. With weaker
classes, sts can refer to the diagrams to help them.

2 Sts read the text and choose the correct options to

complete it. Check answers.

Ánswers
known
>

met
00-00».

lost
kept
missed
kept
had
kept
have

295
 VOCABULARY PRACTICE

4C Describing homes
2 6) 4.9 Match sentence parts 1-10 with a-j. Listen and check.
1 My new apartment has big windows, a soitwas always very dark.
2 | live inthe newest part of the city, b you can walk downtown in ten minutes.
3 My best friend's house has a huge backyard, e soit's warm and cozy in winter.
4 The windows in my old apartment were tiny, d so we often play soccerinit.
5 His old house was spacious, but very basic; e soit's really bright during the day.
6 Myaunt's furniture is all from the 1970s, f sol slept well last night.
7 Mike's new apartment is really convenient — g so my apartment is very modern.
8 The living room has an open fire, h. so her apartments full of stylish furniture.
9 Tina's very fashionable, and she'sa designer, i ithad five large bedrooms, but no central heating.
10 The bed in my hotel room is comfortable, j so most of it is very old-fashioned.

2 Complete the texts below with the words in bold from exercise 1.

Sarah's apartment is only two years old, so it's very? E My parents live in a” house in the country with six spacious
IEsa huge apartment - mostofthe rooms are 2 except bedrooms. The windows are pretty small, which means it's very
forthe kitchen, whichis+ so there's not much space to 5 «Also, since they don't have central heating, and there's
cook. It's on the top floor, and it has plenty oflarge windows, so it's only one bathroom, it's pretty ? . They haven't bought any
very? .She'sanarchited so the apartment looks really * new furniture for years, so it's pretty 10 «Move their living
«It's only two minutes from the nearest subway station, so room; in the winter, they have a real fire, so it's very **
its very $ - she can get to work in less than 20 minutes. They also have two old leather sofas that are really 12

3 6 4.10 Complete sentences 1-4 with the words in the box.

Listen and check.

village suburbs town country

1 | live in Melbourne, but my house isn't in the city.| live right outside,
inthe
2 |liveina place with a population ofabout 15,000. | live ina small

3 There are onlya hundred houses where | live. | live in a

4 Where | live there are farms, fields, and lots of trees. | live in the

4 6 4.11 Match words and phrases 1-8 with a-h in the picture on
the right. Listen and check,
1 apartment building 5 third floor
2 basement 6 top floor
3 firstfloor 7 balcony
4 second floor 8 roof terrace

142 «€ Go back to page 34

296
 VOCABULARY PRACTICE |—

4C Describing homes 3 x PRACTICE sB page 142, exercise 2

IZ
1 Gus Sts match the sentence halves. Play audio track 1 Do the exercise as normal. To check the answers, tell
4.9 for sts to listen and check their answers. See Answers sts you are going to read out each completed text with
for audio script. Check answers with the class and that sts some correct answers and some incorrect ones. Ask sts
understand all the bold words. to note the incorrect answers. Discuss with the class
which answers were incorrect and why.
Answers 2 Ask:sts to cover the texts. In pairs, they look at the
1 e My new apartment has big windows, so it's really pictures and describe each home, using words from
bright during the day. exercise 1. They can look at the texts again to check.
g | live in the newest part of the city, so my apartment
1)

is very modern. 3 Sts work in their pairs. Say that one of them is a real
d My best friend's house has a huge backyard, so we
estate agent and the other is a customer who wants
0)

often play soccer in it. to buy a new home. Pairs decide which of the two
a The windows in my old apartment were tiny, so it homes they are going to visit. Then they spend time
E

was always very dark. individually thinking about what they are going to say
1 His old house was spacious but very basic; it had five to their partner. Point out that the customer should
a

large bedrooms, but no central heating.
6 j My aunt's furniture is all from the 1970s, so most of it
is very old-fashioned.
T b Mike's new apartment is really convenient — you can
walk downtown in ten minutes.
c The living room has an open fire, so it's warm and
09
think of some questions to ask about the apartment/
house, and the real estate agent should think about
how to persuade the customer to buy. They then role
play a visit to the apartment/house. They can swap
roles and repeat, visiting the other apartment/house.
Ask who was persuaded to buy.

cozy in winter.
h Tina's very fashionable and she's a designer, so her
o

apartment is full of stylish furniture. 3 E) Sts complete the sentences with the correct words
10 f The bed in my hotel room is comfortable, so | slept from the box. Play audio track 4.10 for sts to listen and
well last night. check their answers. See Answers for audio script. Check
answers with the class and that sts understand all the
2 Sts read the texts and complete them with the correct words.
words in bold from exercise 1. Check answers. Ask: Which
home would you prefer to live in? Why? Answers
1 suburbs
Answers 2 town
modern 3 village
spacious 4 country
uN

tiny
bright 4 CGjau Sts match the words and phrases with the items
“Jconds

stylish (a-h) in the picture. Play audio track 4.11 for sts to listen
convenient and check their answers. See Answers for audio script.
huge Check answers with the class and that sts understand
dark all the words and phrases. Ask: Which of these words or
10

basic Phrases can you use to describe your home? Elicit a few
10 old-fashioned answers,
11 cozy
12 comfortable Answers
apartment building a
“)0050mN-

basement h
first floor g
second floor f
third floor e
top floor d
balcony b
roof terrace €
0

Refer sts back to page 34 if they want to review vocabulary for

describing homes further, or see more examples in context.

297
sul COMMUNICATION PRACTICE

1A Student A
1 Answer Student B's questions.

2 Ask Student B questions 1-6 using the simple present or present continuous.
1 What / kind / books
f you / usually/ read? 4 you / have / a good day
/ today?
2 Which books / you / read / at the moment? 5 your classmates/ seem / happy / right now?
3 What / kind / phone / you / have / at the moment? 6 you/ own / a pet
/ atthe moment?

1C Student A
1 Read the text quickly. Ask Student B questions to complete the first part of the story. Use the question words in parentheses.

One morning in 2002, John Darwin went canoeing

1 (where). That day, the weather was
2 (whatlike), and the sea was calm, but John
didnt come home. When he didn't go to work, 3
(who) called the police. A fewweeks later Í- (what)
appeared on the beach. Everyone thought John was dead, and
John's wife Anne received (what) because he
had life insurance.
But the story didn't end there because John wasnt really dead. Five
years later, he went 6 (where) and told the police
that he had no memory of the past five years. But they didnt believe
him. So where had he been?
After he disappeared, John hid in the house next door for years. Then
John and Anne boughta house in Panama, and went there. But they
had to go back to the UK to get a new visa — not easy for a dead man,
so John went to the police station saying he had no memory.
However, a journalist found an online photo of the couple, taken in
Panama City in 2006. Soon, everyone found out about their huge lie.
Their children knew nothing about the plan and were very angry. In the
end, John and Anne both went to prison.

2 Answer Student B's questions about the second part of the story.

1D Student A
1 You're onatrain. Follow the instructions in the box to make small 2 You're in a busy café. Student B makes small talk with you. Respond
talk with Student B. to his/her comments. Use the information in the box to answer his/
her questions.
« Greet Student B and ask ¡f you can sit next to him/her.
+= Say something about the train. + You live about half an hour outside the city.
+= Ask him/her where he/she's going. + You're achefata hotel downtown. You plan menus and create the
+» Askwhat his/her job is. meals. You really like making bread.
+» Askwhat that involves. = Your favorite type of cooking is French.
+ Respond with a positive comment.
+ End the conversation and get off the train.

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324
 COMMUNICATION PRACTICE |—

1A Student A's questions

All Student A sts should go to SB page 156. See the SB
page opposite for the Student A activity. All Student B
sts should go to SB page 166. See TB page 344 for the
Student B activity.
Ask sts to read through the instructions for the activity.
Allow them time to prepare their questions using the
prompts given. These will be in step 2 for A sts and step 1
for B sts. Sts could work in AA and BB pairs to do this. Sts
then work in AB pairs to ask their questions and answer
their parmer's questions. Ask them to listen carefully to
their partner's answers. Monitor while they are working
and write down any errors with the target language. Ask
some sts to tell the class something they learned about
their partner. Correct any errors you noticed in a feedback
session at the end.
Student A's questions
1 What kind of books do you usually read?
2 Which books are you reading at the moment?
3 What kind of phone do you have at the moment?
4 Are you having a good day today?
5 Do your classmates seem happy right now?
6 Do you own a pet at the moment?
Student B's questions
1 What kind of clothes do you usually wear on the
weekend?
2 What are you wearing today?
3 What are you thinking about right now?
4 What do you think about modern art?
5 Do you enjoy studying English?
6 Are you enjoying today's English class?
1c
1 Where did John Darwin go canoeing?
2 What was the weather like that day?
3 Who called the police?
4 What appeared on the beach a few weeks later?
5 What did Anne receive?
6 Where did John go five years later?
Student B's questions
7 Where did John hide after he disappeared?
8 What did John and Anne buy in Panama?
9 Why did John and Anne have to go back to the UK?
10 Who found an online photo of the couple?
11 Who knew nothing about the plan?
12 What happened in the end?
1D
All Student A sts should go to SB page 156. See the SB
page opposite for the Student A activity. All Student B
sts should go to SB page 166. See TB page 344 for the
Student B activity.
Ask sts to read through the instructions for the activity.
Point out that they each have some instructions to start
a conversation. These will be in step 1 for A sts and step
2 for B sts. They also each have some information to
use to answer questions about themselves. This will be
in step 2 for A sts and step 1 for B sts. Allow sts time to
read through all the information they have. Make sure
they understand everything. Sts then work in pairs and
take turns making and responding to small talk and role
playing their situations. Monitor while they are working
and write down any errors with the target language. Get
feedback on how easy or difficult sts found the role play
and why. Correct any errors you noticed in a feedback
session at the end.

All Student A sts should go to SB page 156. See the SB

page opposite for the Student A activity. All Student B
sts should go to SB page 166. See TB page 344 for the
Student B activity.

Ask sts to read through the instructions for the activity.

Point out that they each have a story about two people,
but they have some gaps in the story. Ask sts to read
through the gapped part of their text and think about
what questions they need to ask to find the information
to complete the gaps. Remind sts that the question words
they will need are in brackets after the gaps. With weaker
classes, you could put sts into AA and BB pairs to prepare
their questions. Sts then work in AB pairs and take turns
to ask their questions and answer their partner's questions
to complete the text. Monitor while they are working and
write down any errors with the target language. Sts can
check their answers by reading back their completed text
to their partner. Their partner can confirm the details.
Correct any errors you noticed in a feedback session at the
end.

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 COMMUNICATION PRACTICE |—

2A Student A
1 Look at the picture and read the story behind it. 2 Cover the text and tell Student B the story behind your
picture. Use narrative tenses.

3 Lookat Student B's picture and listen to the story

behind it.

Neil Douglas, a photographer from both surprised to see another man with
Glasgow, was flying to Ireland one a beard, ginger halr, and blue eyes!
night when something very strange Although Neil and Rob are not related,
happened. He got on the plane and they look exactly like each other.
looked for his seat, but he found thata — Everyone on the plane was laughing
man, Rob Stirling, had already taken it while they took selfies to show their
When Rob looked up at Neil, they were — friends.

2C StudentA
1 Make sentences about Joe using prompts 1-4. Use used lo and the Read the sentences about Sandra and listen to Student B. Correct
simple present, Student B listens and corrects. Student B's sentences if necessary.
A Dar
A
A E

“7
Five years ago, Jó8 finished college and En 4 Job in a bank?

In the past
1 Joe/ stay in bed / 11 a.m.
2 Joe / always / wear / casual clothes
3 Joe / ride / old bike /to college
4 Joe / get / takeout / weekend
Now 1 Sandra used to live in a small apartment, but now she livesin a huge
he / get up /forwork / 6 a.m. house with a swimming pool.
he / wear / suit and tie 2 Sandra didn't use to have a car, but now she usually drives expensive
sports cars.
he/ drive /to work
3 Sandra used to bea waitress in a hotel, but now she doesn't work.
he / usually / have dinner/ 4 Sandra used to go to the zoo to see the lions, but now she goes on
expensive restaurants
safarisin Africa.

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 COMMUNICATION PRACTICE |—

24
All Student A sts should go to SB page 157. See the SB
page opposite for the Student A activity. All Student B
sts should go to SB page 167. See TB page 345 for the
Student B activity.

Ask sts to read through the instructions for the activity.

Point out that they each have an interesting story about
a coincidence. This will be in step 1 for all sts. Point out
that they also each have a copy of their parmer's photo.
This will be in step 3 for A sts and step 2 for B sts. Ask sts
to read through their story and think about how they can
retell it. Remind them to pay attention to the different
narrative tenses in their story. With weaker classes, sts
could make a few notes to help them retell their story. Sts
then work in pairs and take turns covering their text and
retelling their story. Their partner listens. Monitor while
they are working and write down any errors with the
target language. Sts can look back at their stories to check
that they remembered all the details correctly. Ask: Which
story did you find the most surprising? Why? Correct any
errors you noticed in a feedback session at the end.

2C
All Student A sts should go to SB page 157. See the SB
page opposite for the Student Á activity. All Student B
sts should go to SB page 167. See TB page 345 for the
Student B activity.

Ask sts to read through the instructions for the activity.

Explain that they each have some prompts with details
about someone's life in the past and now. These will be
in step 1 for A sts and step 2 for B sts. Point out that they
also have some full sentences about their partner's person.
These will be in step 2 for A sts and step 1 for B sts. Elicit
that the full sentences use used to to refer to the person's
past habits and the simple present to describe the situation
now. Explain that sts should use their prompts to tell their
partner about their person, using those verb forms in the
same way. Ask sts to read through all the information and
make sure they understand everything. Sts then work in
pairs to make sentences using their prompts. Their partner
listens and corrects their sentences if necessary. Monitor
while they are working and write down any errors with
the target language. Correct any errors you noticed ina
feedback session at the end.

327
al COMMUNICATION PRACTICE

3A Students A and B
1 Follow the diagram and make plans to do two activities together. Complete the sentences
following the prompts in parentheses. Use the activities in the box or your own ideas.

gotothe movies go outfor coffee have dinner in a restaurant have a picnic in the park
gotothe beach go shopping playtennis gotoa concert

A Let's do something together. Should we (activity) on (day)? |

B Yes, goodidea.'ll_ (do I'mafraid can't lalready have plans - 'm

something to prepare for the activity). lactivity) at (time).
Should we (activity) onfat
[day/time) instead?
"
| A Great. Where should we meet?
y TA g

| B Let's meet in/at (place). Should we invite (person), too? =]

a A SNE
A Yes, good idea. I'll give him/hera call No, he's/she's busy on (day).
right now. He's/She's (activity).

3C Student A
1 Ask Student B questions 1-5 about his/her neighbor. Listen to Student B's questions about one ofyour neighbors.
1 Doyou have any nice neighbors? Respond with an answer a-e, completing the sentence with a
2 Where's he from? relative prono un.
3 What does he do? a Healso hasa really noisy sports car wakes
me up al
4 |s he married? 5 am. every morning.
5 Do they have any children? b No, he doesn't. He hasa teenage son 'Salso very noisy.
e Because he has to drive to an office 100 km. away, he
works as an accountant.
d Yes, Ido. David, lives. on the first floor, is really annoying.
e Well, first of all, he leaves his garbage bags, smell really
bad, in front of my door.

3D Student A
1 Tell Student B the three pieces of news in the box. Student B will Student B will give you three different pieces of news. Listen and
respond after each piece of news. respond, using responses a-c.

1 | have some good news. | just started my own photography a Oh! l'm sorry to hear he's notwell. What a shame he can't comel
business. b That's wonderful! l'm so happy for you!
2 Great news! Remember the exam 1 failed? Actually, | passed! e That's OK. | completely understand.
3 l'mafraid | have some bad news for you. You know I'm having
financial problems at the moment. Well, l'm sorry, but l can't lend
you the money| promised you.

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 COMMUNICATION PRACTICE |—

3A 3D
All sts should go to SB page 158. See the SB page opposite All Student A sts should go to SB page 158. See the SB
for the activity. page opposite for the Student A activity. All Student B
sts should go to SB page 168. See TB page 346 for the
Ask sts to read through the instructions for the activity. Student B activity.
Point out that they have a flow chart of questions and
responses in order to make plans for an activity they can Ask sts to read through the instructions for the activity.
do together. Ask them to read through the chart and make Point out that they each have some news to tell their
sure they understand everything. Model the activity with partner. This will be in step 1 for A sts and step 2 for B
a confident student, starting by suggesting an activity and sts. Point out that they also each have some phrases for
eliciting one or two possible responses. Sts then work in responding to their partmner's news. These will be in step
pairs to have a similar conversation. They could repeat 2 for A sts and step 1 for B sts. Ask sts to read through all
the activity with a new partner for extra practice. Monitor the news and phrases, and make sure they understand
while they are working and write down any errors with everything. Sts then work in pairs to give their news and
the target language. Elicit what plans sts managed to respond to their partmer's news with the correct phrase.
make. Then correct any errors you noticed in a feedback Monitor while they are working and write down any errors
session at the end. with the target language. Get some pairs to give and
respond to one of their pieces of news. Correct any errors
you noticed in a feedback session at the end. Sts could
repeat the activity using their own news.
3C Answers
StudentA
All Student A sts should go to SB page 158. See the SB le
page opposite for the Student A activity. All Srudent B 2a
sts should go to SB page 168. See TB page 346 for the 3b
Student B activity. Student B
te
Ask sts to read through the instructions for the activity. 2b
Explain that they each have some questions to ask their 3a
partner about their parmer's neighbor. These will be in
step 1 for A sts and step 2 for B sts. Ask sts to read through
the questions and make sure they understand them all.
Explain that sts also have the answers to their partner's
questions. These will be in step 2 for A sts and step 1
for B sts. Ask sts to read through the answers and make
sure they understand everything. Elicit that the relative
pronouns are missing from the answers. Ask sts to read
the answers again and add the correct relative pronouns.
Explain that the answers are not in the same order as
the questions. Sts then work in pairs and take turns
asking and answering the questions. Monitor while they
are working and write down any errors with the target
language. Get feedback, eliciting the correct answer (from
a-e) for each question and identifying the correct relative
pronoun. If sts had difficulties with the activity, they could
repeat it, using the corrected relative pronouns. Correct
any errors you noticed at the end.

Answers
StudentA
1 cwho
2 d which
3 e which
4 awho
5 b whose
Student B
1 dwho
2 ewhich
3 awhich
4 c where
5 bwho

329
 COMMUNICATION PRACTICE |—

4A Student A
1 Complete the sentences with much or many. Then ask Student B 2 Answer Student B's questions. Use the quantifiers in the box in your
the questions. answers.
1 How work do you have at the moment?
2 How coffee do you drink? less much toomany (not)enough alot(of) lotsof plenty of
3 How free time do you have during
the week? alittle afew notmuch notmany notany no none
4 How cookies do you eat?
5 How energy do you have on Monday morning?
6 How websites do you usually visit every day?

4C Student A
1 Look at the information. Ask Student B questions 1-4. Tell Student B 2 Look at the pictures. Answer Student B's questions.
if his/her answers are correct

Buckingham Palace, Royal Palace, Madrid The White House, the cheetah the kangaroo the tiger
London Size: 135,000 sq. m. Washington, D.C.
Size: 77,000 sq. m Size: 5,000 sq. m.
1 Which building is by far the biggest?
2 Isthe White House as big as Buckingham Palace?

Michael Jackson Elvis Presley Prince Mark Zuckerberg, Beyoncé, singer Steven Spielberg, director
Record sales: 180 million Record sales: 210 million Record sales: 100 million Facebook CEO
3 Who was the most successful singer?
4 Was Michael Jackson slightly more successfulor
much more successful than Prince?

5A Student A
1 Readsentence parts 1-6 to Student B. He/She will complete
them. Decide together if the completed sentences make sense.
1 If have some money left at the end of this montn,
2 Listento Student B. Complete each sentence part with an ending
a-f, Decide together if the completed sentences make sense.
.. We'll arrive at 5 o'clock.
0000

2 Iflask a friend to lend me some money, «Pl go out and celebrate.

3 Should we go out for coffee ... ifyou have time.
4 Ifwe take the bus to the mall, ... Tell herto meet me at the theater.
5 lll wait here with you ... you won't pass the exam.
+0

6 Unless | have to work late at the office, .. when | get home this evening.

159

330

4A
All Student A sts should go to SB page 159. See the SB
page opposite for the Student A activity. All Student B
sts should go to SB page 168. See TB page 346 for the
Student B activity.
Ask sts to read through the instructions for the activity.
Point out that they each have some fill-in questions. These
will be in step 1 for A sts and step 2 for B sts. Ask sts to
read the questions and complete them with much or many.
Monitor and help while they are working, and make sure
their questions are completed correctly. Point out that they
also have some quantifiers in a box. These will be in step
2 for A sts and step 1 for B sts. Demonstrate the activity
by asking one of the completed questions and eliciting a
range of different replies using different quantifiers. Sts
then work in pairs to ask and answer questions. Monitor
while they are working and write down any errors
with the target language. Ask some sts to tell the class
something they learned about their partner. Correct any
errors you noticed in a feedback session at the end.
Student A's questions
1 How much work do you have at the moment?
2 How much coffee do you drink?
3 How much free time do you have during the week?
4 How many cookies do you eat?
5 How much energy do you have on Monday morning?
6 How many websites do you usually visit every day?
Student B's questions
1 How many friends do you have on social media?
2 How much sleep do you usually get a night?
3 How many pairs of shoes do you own?
4 How much TV do you watch?
5 How much energy do you have on Friday evening?
6 How much time do you have to see friends?
4C
All Student A sts should go to SB page 159. See the SB
page opposite for the Student A activity. All Student B
sts should go to SB page 169. See TB page 347 for the
Student B activity.
Ask sts to read through the instructions for the activity.
Explain that they each have a set of pictures which are
labeled with some detailed information. These will be
in step 1 for A sts and step 2 for B sts. These pictures are
accompanied by some questions, which they will ask their
partner. Explain that they also have some pictures with
some simple captions. These will be in step 2 for A sts
and step 1 for B sts. Explain that their partner is going to
ask them questions about these pictures, and they need
to guess the answers. Pre-teach wealthy. Sts then work
in pairs and take turns asking the questions and telling
their partner if their guesses are correct. Monitor while
they are working and write down any errors with the
target language. Ask who guessed the answers to all four
questions correctly. Correct any errors you noticed ina
feedback session at the end.
COMMUNICATION PRACTICE |—
Answers
Student A
1 The Royal Palace in Madrid is by far the biggest.
2 No, the White House isn't as big as Buckingham Palace.
3 Elvis Presley was the most successful singer.
4 Michael Jackson was much more successful than
Prince.
Student B
1 The cheetah is the fastest of the three animals.
2 The kangaroo is slightly faster than the tiger.
3 Mark Zuckerberg is by far the wealthiest of the three
famous people.
4 No, Beyoncé isn't as wealthy as Steven Spielberg.
5A
All Student A sts should go to SB page 159. See the SB
page opposite for the Student A activity. All Student B
sts should go to SB page 169. See TB page 347 for the
Student B activity.
Ask sts to read through the instructions for the activity.
Explain that they each have a set of sentence beginnings.
These will be in step 1 for A sts and step 2 for B sts.
They also have some endings to their partner's sentence
beginnings. These will be in step 2 for A sts and step 1 for
B sts. Explain that they are going to read their sentence
beginnings to their partner, and their partner will choose
the correct ending to complete each sentence. They will
then discuss whether the whole sentence makes sense.
Sts then work in pairs and take turns reading out their
sentence beginnings and the correct sentence endings.
Monitor while they are working and write down any
errors with the target language. Elicit all the completed
sentences. Then correct any errors you noticed in a
feedback session at the end.
Answers
Student A
€
5020
O 0
*
Q
Student B
+*TOWA
SON
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sul COMMUNICATION PRACTICE

1A Student B
1 AskStudentA questions 1-6 using the simple present or present continuous.
1 What / kind / clothes / you / usually / wear/ on the weekend? 4 What / you / think about / modern art?
2 What /you/ wear / today? 5 you / enjoy / studying English?
3 What/ you / think about / right now? 6 you / enjoy
/ today's English class?
2 Answer Student A's questions.

1C Student B
1 Read the text quickly. Answer Student A's questions about the first part of the story.

One morning in 2002, John Darwin went canoeing in the sea in the
north of England. That day, the weather was good, and the sea was
calm, but John didn't come home. When he didn't go to work, John's
colleagues called the police. A few weeks later, his broken canoe
appeared on the beach. Everyone thought John was dead, and John's
wife Anne received a lot of money because he had life insurance.
But the story didn'tend there because John wasn't really dead. Five
years later, he went to a police station in London and told the police
that he had no memory of the past five years. But they didn't believe
him. So where had he been?
After he disappeared, John hid 7 (where) for years.
Then John and Anne bought Y (what) in Panama,
and went there. But they had to go back to the UK
3 (why) — not easy fora dead man, so John went

EIA A to the police station saying he had no memory.

However 10 (who) foundan online photo of the
couple, taken in Panama City in 2006. Soon, everyone found out about
their huge lie 11 (who) knew nothing about the plan
and were very angry. In the eni q (what/happen).

2 Ask StudentA questions to complete the second part of the story. Use the question words in parentheses.

1D Student B
1 You're onatrain. Student
Á makes small talk with you. Respond to 2 You're in a busy café. Follow the instructions in the box to make
his/her comments. Use the information in the box to answer his/her small talk with Student A.
questions.
+ Greet StudentA and ask ifyou can sit next to him/ner.
* You're going foran interview in New York. +» Say something about the café.
= You're an arts administrator. Atthe moment, you work for a small + Askif he/she lives near the café.
art gallery, but you'd like to work for a big gallery in New York. +» Ask about his/herjob.
+ Your work involves taking care ofthe gallery's business and + Ask another question about his/her job.
planning events. You love modern art and the world of art. + Make a positive comment about something he/she says.
+= End the conversation and leave the café.

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 COMMUNICATION PRACTICE |—

2A Student B
1 Look atthe picture and read the story behind it. 2 Lookat Student A's picture and listen to the story
a behind it.

In the summer of 2007, Michael Dick,a —
carpenter from London, was looking for
his 31 -year-old daughter, Lisa. He had lost
touch with her ten years earlier when she
had moved to the small town of Sudbury, —
about 100 km. away. Michael contacted
a local newspaper there, and they wrote
y
3 Coverthe text and tell Student A the story behind your
anarticle about his search for Lisa. They > ,
picture. Use narrative tenses.
tooka photo of him and his two other
daughters. Lisa, who didn't even live in
Sudbury any more, sawthe newspaper
article. She was shocked to see that
she was actually in the photo, just a few
meters behind her father and sisters!

2C Student B
1 Readthe sentences about Joe and listen to StudentA. Correct 2 Make sentences about Sandra using prompts 1-4. Use used to
Student A's sentences if necessary. and the simple present. StudentA listens and corrects.

SE
1 years ago, AE college and CEE Sandra Won the lottery

1 Joe used to stayin bed until 11 a.m., but now he gets up for work at In the past Now
5am. 1 Sandra / live/ small / apartment — she / live / huge house/
2 Joe always used to wear casual clothes, but now he wears a suit and swimming pool

ale. y - 2 Sandra / not have / a car she / usually/ drive/ expensive /

3 Joe used to ride an old bike to college, but now he drives to work. sports cars
4 Joe used to get takeout on the weekend, but now he usually has .
3 Sandra / be / waitress / hotel she / not work
dinner at expensive restaurants.
4 Sandra/go/zo0/tosee /lions she/go/ on safaris / Africa

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— COMMUNICATION PRACTICE

3C Student B
1 Listen to Student A's questions about one of your neighbors. Ask Student A questions 1-5 about his/her neighbor.
Respond with an answer a-e, completing the sentence with a 1 Do you have any bad neighbors?
relative pronoun. 2 Whyis he sucha bad neighbor?
a Yes, he is. His wife, 's an elementary school teacher, is 3, What else does he do to annoy you?
named Jenny. She's lovely, too. 4 Why does he leave so early?
b Yes, they have a daughter called Tamsin, boyfriend is a 5 Does he live on his own?
professional soccer player.
c Yes, | do. Samuel, lives on the second floor, is really
friendly. We get along well.
d He comes from Avalon, isa small town in California.
e He's a computer technician. He works for a company called FIX-IT,
repairs computers.

3D StudentB
1 StudentA will give you three different pieces of news. Listen and 2 Tell StudentA the three pieces of news inthe box. StudentA will
respond using responses a-C. respond after each piece of news.

a That's arelief! Congratulations! 1 | have some bad news. You know my sister just started college.
b Oh. That's ashame. Thank you for telling me. Well, she needsa laptop. l'm afraid | can't give you my old laptop
e Wow! That's fantastic news! afterall. 'm really sorry.
2 | have great news! Our restaurants had an excellent review in a
national newspaper!
3 l'mafraid | have some bad news about Joe. He needs an operation,
so he can't come on vacation with us.

4A Student B
1 Answer StudentA's questions. Use the quantifiers in the box in Complete the sentences with much or many. Then ask StudentA
your answers. the questions.
1 How friends do you have on social media?
too much too many (not)enough alot(of) lotsof plenty of
2 How sleep do you usually geta night?
alittle afew notmuch notmany notany no none
3 How pairs of shoes do you own?
4 How TV do you watch?
5 How energy do you have on Friday evening?
6 How time do you have to see friends?

168

346
 COMMUNICATION PRACTICE |—

4C Student B
1 Lookatthe pictures. Answer Student A's questions. 2 Lookat the information. Ask StudentA questions 1-4, Tell StudentA
ifhis/her answers are correct.

The White House, Buckingham Palace, Royal Palace, Madrid the tiger the cheetah the kangaroo
Washington, D.C. London Top speed: 65 km./h Top speed: 110 km./h Top speed: 70 km./h

1 Which is the fastest of the three animals?

2 |s the kangaroo slightly faster or much faster than the tiger?

A e dl ¡"Y 119
0

Prince Michael Jackson Elvis Presley Steven Spielberg, director Mark Zuckerberg, Beyoncé, singer
Worth: 53.5 billion Facebook CEO Worth: $265 million
Worth: $55 billion
3 Whois by farthe wealthiest of the three famous people?
4 |s Beyoncé as wealthy as Steven Spielberg?

5A Student B
1 Listen to StudentA. Complete each sentence part with an ending 2 Read sentence parts 1-6 to StudentA. He/She will complete them.
a-f. Decide together ifthe completed sentences make sense. Decide together if the completed sentences make sense.
... Lalways promise to pay it back immediately. 1 Unless you study harder,
.. when class finishes? 2 Come and see me next week
"000p

«Fl probably buy some new shoes. 3 If the train isn't late,
... Until the bus comes. 4. lf Kate calls,
«ll be home atabout 7 0'clock this evening. 5 As soon as | graduate,
«will be much quicker than walking. 6 lll give you a call,

6A Student B
1 Listen to Student A's questions. Choose the best answer a-c for 2 Ask Student
A the questions in conversations 1-3 (irc)
each question in conversations 1-3. his/her answers.
1 a To Washington, D.C. 1 That's anice laptop. Isit yours? yes /no
b | had a great time. How long have you had it? a short time / a long time
e Yes, | went there last year. Who gave itto you? grandparents | parents
2 a About three months ago. 2 Have you ever metanyone famous? yes! no
b Yes, | have - I've been on two courses. Who did you meet? anactor | asinger
e Since lastycar. Did you speak to her? yes | no
3 a | was riding my bike, and | fell off. 3 Hello. ls Michael there? yes | no
b No, | havent. It's not that bad. Do you know where he went? to the library / to work
e l've hurt my leg. When did he leave? don't know! two
minutes ago

169

347
A Tracks in red are for Learning Curve (available as video and audio) AUDIO/VIDEO TRACK LISTING |—
CD Audio Content CD Audio Content CD Audio Content
track track track track track track

'D 1 Units 1-4

r a CD 2 Units 5-8 CD 3 Units 9-12
: UNITS UNIT 9
z 4 a bado e A 1 5.1 page 143 Vocabulary Practice 1 9.1 — page 150 Vocabulary Practice
3 1.3 page 5 Exercise 7A and B 2 5.2 page 143 Vocabulary Practice 2 9.2 page 150 Vocabulary Practice
4 1.4 — page 136 Vocabulary Practice 3 53 page40 Exercise 3 3 93 page 150 Vocabulary Practice
5 1.5 — page 8 Exercise 2B 4 5.4 page 40 Exercise 4A 4 9.4 page 76 Exercise 3A and B
6 1.6 — page 9 Exercise SAand B 5 5.5 page 120 Grammar Practice 5 9.5 page 128 Grammar Practice
7 17 page 113 Grammar Practice 6 5.6 page 41 Exercise 6A and B 6 9.6 page 77 Exercise 5A and B
8 18 page 9 Exercise 7 T 5.7 — page 143 Vocabulary Practice 1 9.7 — page 151 Vocabulary Practice
3
j
1.9
,
page 10 Exercise 2 and 3
8 5.8 — page 143 Vocabulary Practice
Z
8 9.8 page 151 Vocabulary
a
Practice
10 1:10 page 11 Exercise 5 and 6 9 5.9 — page 121 Grammar Practice 9 9.9 page 80 Exercise 4
10 5.10 page45 Exercise 5A and B 10 910 page80 Exercise 5A
UNIT 2 11 5.11. page 46 Exercise 3 11. 911 — page 129 Grammar Practice
1 2.1 — page 137 Vocabulary Practice 12 5.12 page 46 Exercise 4 12 912 page81 Exercise 64 and B
12 2.2 page 114 Grammar Practice 13 5.13 page 47 Exercise 6 13 9.13. page 82 Exercise 2and 3
13 23 page 13 Exercise 6A UNIT 6 14 9.14 page 83 Exercise 5 and 6
14 2.4 13 Exercise 6B i
15 2.5 he 13 a 7A 14 6.1 — page 144 Vocabulary Practice E 4 YyeSEañ
] s 15 6.2 — page 122 Grammar Practice UNIT 10
16 2.6 page 138 Vocabulary Practice : .
17 2.7 — page 138 Vocabulary Practice 16 6.3 — page 49 Exercise GA 16 10.1 — page 152 Vocabulary Practice
18 2.8 — page 14 Exercise 2A 17 6.4 page 49 Exercise 6B 17 10.2 page 152 Vocabulary Practice
19 29 page 15 Exercise 4 and 5 18 6.5 — page 49 Exercise 7A 18 10.3 page152 Vocabulary Practice
20 210 page 15 Bxcrciso 7 19 66 page 144 Vocabulary Practice 19 10.4 page 130 Grammar Practice
2211 page 115 Grammar Practice 20 67. page 50 Exercise 4 and 5 20 10.5 page 85 Exercise 6A and B
22 212 : 6
page 17 Exercise 2 6.8. page 51 Exercise
: 7 and 8 21 10.6 page 149 Vocabulary
, Practice
22 6.9 — page 51 Exercise 9B 22 10.7 — page 86 Exercise 3 and 4A
UNIT 3 23 6.10 pagel45 Vocabulary Practice 23 10.8 page 87 Exercise 6 and 7
23 3.41 page 139 Vocabulary Practice 24 6.11 page145 Vocabulary Practice 24 10.9 page 87 Exercise 9
24 3.2 page 139 Vocabulary Practice 25 6.12 page 145 Vocabulary Practice 25 10.10 page 88 Exercise 3 and 4
25 33 page 22Exercise 4A and B 26 6.13 page 52 Exercise 4A 26 10.11 — page 131 Grammar Practice
26 3.4 page 116 Grammar Practice 27 6.14 page 52 Exercise 5A 27 10.12 page 809 Exercise 6A
27 3.5 page 23 Exercise 6A 28 6.15 page 123 Grammar Practice 28 10.13 page 89 Exercise 7
28 3.6 page 139 Vocabulary Practice 29 6.16 page53 Exercise 8A and B 29 10.14 page 89 Exercise 8A
29 3.7 — page 139 Vocabulary Practice
3031 3.8
3.9
page 26 Exercise 4A andB
— page 117 Grammar Practice
UNIT
30
7 7.1 page 146 Vocabulary Practice
UNIT
30
11
11.1 page 153 Vocabulary Practice
32 310 27 Exercise SA 31 7.2 — page 146 Vocabulary Practice 31 112 page153 Vocabulary Practice
E pase é 32 73 page 146 Vocabulary Practice 32 113 page 132 Grammar Practice
33 3.11 page 28 Exercise 2 a a
34 3.12 page 28 Exercise 3 33 7.4 page 124 Grammar Practice 33 11.4 page 95 Exercise 5A and B
35 313 page 29 Exercise 6 and 7 34 7.5 page 59 Exercise6 34 11.5 page 154 Vocabulary Practice
A 30 7.6 page 59 Exercise 7B 39 116 page 133 Grammar Practice
UNIT 4 36 7.7 page147 Vocabulary Practice 36 11.7 page 99 Exercise 7A
36 4.1 page 140 Vocabulary Practice 37 7.8 page147 Vocabulary Practice 37 11.8 page 99 Exercise SA and B
37 4.2 page 118 Grammar Practice 38 7.9 page147 Vocabulary Practice 38 11.9 page 100 Exercise 2and 3
38 4.3 page3l Exercise 7A and B 39 7.10 page 125 Grammar Practice 39 11.10 page 101 Exercise 6 and 7
39 44 page31 Exercise 9 40 7.11 — page 63 Exercise SA and B 40 11.11 page 101 Exercise 88
40 4.5 page 141 Vocabulary Practice 41 7.12 page63 Exercise 6 UNIT 12

.l (9 epRtme teen me TS pee ernesto sn 121 age 154 Vocabulary Practice

42 4.7 page 33 Exercise: 5 and 6A 43 7.14 page65 Exercise, 6 and 7 Pe Ao
42 122 page 102 Exercise 3A and B
43 4.8 page 33 Exercise 7 4 7:15 page65 Exercise 8 ,
; : 43 123 page 134 Grammar Practice
44 4.9 — page 142 Vocabulary Practice 45 7.16 page65 Exercise 9A á 5A and B
; 44 124 page 103 Exercise
45 4.10 page 142 Vocabulary Practice .
A UNIT 8 A5 125 page155 Vocabulary Practice
46 4.11 page 142 Vocabulary Practice . di
47 412 page 34Exercise 4A 46 8.1 page 66 Exercise 1 46 126 page 104 Exercise 3A andB
48 413 page 34Exercise5A 47 8.2 page148 Vocabulary Practice 47 12.7 page 104 Exercise 4
49 414 page 119 Grammar Practice 48 8.3 page 148 Vocabulary Practice 48 128 page 105 Exercise 5 and 6
50 415 pare 35 Exercise 6A and B 49 8.4 page 148 Vocabulary Practice 49 12.9 page 105 Exercise 8A and B
19 PaE 50 85 page66 Exercise 24 50 12.10 page 106 Exercise 3B
sl 8.6 page 66 Exercise 3 51 12.11 — page 135 Grammar Practice
52 8.7 page 126 Grammar Practice 52 12.12 page 107 Exercise 7A
53 8.8 page 67 Exercise 5A and B
54 8.9 — page 149 Vocabulary Practice
59 8.10 page68 Exercise 3 and 4
56 8.11 page 69 Exercise 6
57 8.12 page 69 Exercise 8A and B
53 8.13 page 127 Grammar Practice
59 8.14 page7l Exercise 5A and B
60 8.15 page7l Exercise 64

353
| AUDIO SCRIPTS
E)1s page 9, exercises 54 and 5B
Conversation 1 played my team!
A: Who ate all of my chocolate?
B: | don't know.
A: So why do you have ... chocolate on your
face!?
Ummm...
Conversation 2
A: What happened to you last night? | texted
you five times!
B: Really? | didn't get any messages.
A: Hmm, that's strange.
B: My battery was dead ...
Conversation 3 more about it, but | really do need to finish
A: Who wants more banana and potato
sandwiches? Mmmm.
Er, no thanks .. They're delicious! But l'm
feeling a bit full.
G)s page 10, exercises 2 and 3
A E = Ethan, M = Man
ME]
E: Today, | have a face-to-face interview with
a 90-year-old woman. It's a long ride from
my apartment to her home in the country.
She was one of the first women to work
on the radio in New York. l'm very excited
to speak with her because | know she has
some amazing stories to tell me. Ethan
Moore — hostl That's me! Doing interviews is
one thing | love about my job as a presenter
on Learning Curve web show! And, | get to
meeta lot of different people. | like to speak
with people face to face whenever | can. |
really prefer it! The lady lives on City Island.
There it is on the map. It's a small island
near Manhattan. It takes an hour and a half
to get there, so | need to leave soon. OK.
Here's my metro card. I'm ready to go to City
Island. | can use my travel time to write some
more interview questions. | have my laptop,
camera, everything | need. I'm ready to go.
It's going to be a long day. Tonight, after |
return, 'm going to a party at the apartment
of Penny, my co-host, and her friend Taylor. |
hope I'm not tired.
: Excuse me. Does this train go to the baseball
z
stadium?
Did you say the stadium? Uh, yes, it does.
: Would you mind if| sat here?
22m
Uh, no. Go right ahead.
: Sorry, this is my first subway ride ever. You
look like you're a regular traveler! So, where
are you going?
354
Um, City Island. It's about an hour and a half
from here.
: Sounds nice. 'm going to the stadium,
there's a baseball game. Do you play?
Um, well, to tell you the truth, | played when
Iwas in school, but not... notanymore.
: What a coincidencel So did l. | mean, what
are the chances? Hey, maybe your team
'm not so sure about that. I'm from New
England, uh, Connecticut. Are you?
: No, no. 'm from Pennsylvania, right outside
Philadelphia. We're, uh, really friendly
peoplel
Uh, | see. Nice place.
zm : What do you do for a living? | see you're
working on your computer. Are you a writer?
Um, not really, but | write a bit.
2
: Fm an electrical engineer. | fix things. It's
what | do.
: Well, that sounds interesting. l'd love to hear
this. 'ma bit behind and it's kind of difficult
to...
: | understand. Will you wake me up when the
train gets to my stop?
Uh, sure. Your stop is 161st Street.
| can't believe it, Now | only have 45 minutes
left to finish. This is so uncomfortable!
Excuse me. Excuse me. Sorry. Sorry to wake
you, but this is your stop.
: Oh, oh! We're here already?
eS
Uh, no, 'm getting off later, but your stop is
next!
: Thanks! Hey, it was nice talking to youl
You're, you're a really friendly guy!
E: Hey, thanks! Have fun at the gamel
¡OH page 11, exercises 5 and 6
E = Ethan, P = Penny,
PE] Ch Cindy
E: Hey, Penny.
P: Hi, Ethan. Glad you could make it. How was
the interview? Do you have a good story for
the show?
+ lt went fine, thanks. | didn't think | could be
so tired from talking, but lam.
Help yourselfto some food. I'm going to see
if Taylor needs any help in the kitchen.
: Hi. Have you tried the cake?
Um, not yet. It looks delicious, but I'll wait a
bit.
: Imadeitmyself. Thisis such a nice apartment,
isn'tit?1 mean, the living room is huge.
Ah yes, Penny and Taylor have a great place.
Two bedrooms, a big kitchen ...
: How do you know Penny and Taylor?
'm Ethan. | work with Penny on Learning
Curve. It's a web show. We're presenters.
: Sorry, | dont know Penny that well. By the
way, 'm Cindy. | work with Taylor atthe gym.
Oh, you met at work! So, are you having a
good time?
: lis a great party. | got here early so | could
o
bring my famous carrot cake.
Mmm! Well, | love carrot cake.
omnam
: So what do you do on your web show?
Well, 'ma presenter, aco-host, like Penny.
: Hmm, a presenter, that's interesting. And
what does that involve?
l do a lot of research on interesting topics.
mm
And Penny and | present documentaries and
interview people to find out what they think.
It's a bit hard to explain, but, um, I'm sorry,
'm going to find a place to sit. It's been a
long day. l'm pretty tired.
: Don't you just love seafood?
mo
| do. Um, 'm going to sit and eat so| don't
spill my food again, but it was great to meet
you!
: Good idea. Me too! 50, are you from around
here? I'm from Pennsylvania originally, you
know, we're really friendly.
Pennsylvania? Really?
: Yeah!
(5)28 page 14, exercise 3A
== P = Penny, E = Ethan
Learning
P: Hello and welcome to Learning Curve! Today
we're talking about luck: good luck, bad
luck, and even no luck at all. Ethan, what
brings you good luck?
Well as long as you're here, I'll always have
my lucky Penny.
See this keyring? I've had this since | was
fourteen. It's my good luck charm.
Oh? And, uh, what kind of luck does it bring
you?
Well, | never lose my keys!
m3
Right! We all have one of those days from
time to time. Your bank card doesnt work.
Your car has a flat tire. You fall over and miss
the train.
Then again, some people think you make
your own luck. There's a scientist who
studies people's ideas about luck. He found
that people who believe they're lucky are
usually more positive and take chances in
life. Sometimes, people don't recognize a
good opportunity when they see it. In one
experiment, the scientist told a group of
people to watch one dot on a computer
screen as it moved. Then, larger dots moved
in from the sides. Everyone saw the large
dots. The scientist then did the experiment
again with another group of people, but the
next time, he offered everyone a reward to
keep their eyes on the single dot. This time,
one-third ofthe people did not seethe larger

dots on the side ofthe screen. That's because
the reward had made people nervous. And
when people are nervous, they focus only
on one thing and don't see anything else.
The scientist found that when people are
anxious, they miss the unexpected things
that could help them or that they might
enjoy. 50 maybe positive people dont make
their own luck. Maybe they just notice more
opportunities.
6)22 page 15, exercises 4 and 5
IP = Penny, E = Ethan,
cul H = Herman, W = Winnie,
Y = Juan
P: Ethan? Where did you go?
E: I'm out on the street, Penny. I'm
Herman, who is having a bit of bad
today. So Herman, tell us why you're having
a bad day.
: Itall started last night. l'd just gone to sleep
when | heard this terribly loud engine sound.
lt was one of those huge motorcycles.
Except it wasn't just one. lt was a group of
100 motoreyclists, and just my luck, they
were driving by my apartment for hours!
Poor you! That sounds so annoying!
E
: Oh, | was annoyed. | didn't get much sleep.
So, finally| got up. I decided totakea shower.
And just my luck, no hot water!
Oh, no!
E
: You think that's bad? This morning, when
was getting ready to go to work, | couldn't
find my keys. | looked everywhere.
You don't have a lucky key chain?
TmMin”
: Awhat?
Never mind. Uh...
: Anyway, | finally found them, but when |
looked up at the time, | was very late. And
that's bad, because |'m a train conductor on
a passenger train! Of course | need to be on
the train when it leaves the station! So | ran
for the bus, but| ran out of energy so, | sat
down here.
Well, here comes the bus now! Waitl You
forgot your backpack! Uh oh.
: Oh! Poor Herman! And er, just my luck, I've
lostthe signal. Um, oh, hang on, | think Ethan
is back!
Well, Penny, let's get back to the topic of our
show. Excuse me, can | ask you a question?
Do you believe in luck?
: Oh, l'm the luckiest person | know!
Oh really! Tell us why.
AS
: Well, a few years ago, | fell over and hurt my
left arm. So | went to the emergency room
at the hospital. A tall man about my age was
sitting next to me in the waiting room. He'd
hurt his left arm too. We talked for a while.
Really? And?
AUDIO/VIDEO TRACK LISTING
WM: About two months later, | was atthe dentist's Z: Hi, Anna. It's me, Zoe. Are you at the cinema
office. And there he was again! He said hello, already? Look, I'ma bit tired so l'm not going
but he had just seen the dentist so he was to cometo see the movie with you. l'm going
leaving. Six months later, my car was having to stay at home and watch TV. Shall we go to
problems. My friend told me about an the cinema tomorrow afternoon instead? I'll
awesome mechanic. 50 | took my car to the check online now to see what movies are on.
garage. And it was him! This time he asked Byel
me to go out with him. E: Anna, hi. It's Eva. 'm calling about dinner at
And then? my place next month, Friday 23rd. I'm going
ScEemem
: Oh | ended up marrying him, of course! to cook Japanese food for you! Can you
Well, what luck! bring dessert? If so, can you let me know
: Hello Juan! what you're going to bring? If you're not
Hey, Winnie! How are you? You never sure, cheesecake would be great!
J: Hi, Anna. It's me, Jack. Are you doing
answered my wedding invitation.
: | never got one! anything tonight? My friend's band is playing
23
Oh, no! Well it's lucky | caught up with you at 9.30... in about half an hour. Do you want
here. Can you come? It's on May 14th. to come? It's probably too late for you to take
with a bus there, but | have my sisters car — (ll
: That sounds great! Thanks for the invitation.
luck come and get you if you like. Call mel
You see what | mean?
A
: Congratulations, Juan. So, are you looking
forward to your wedding? Gjas page 26, exercises 4A and 4B
Thanks. Atthe moment, l'm a little nervous.
P = Presenter, J = John,
mea
: Andwhyis that?
M = Mary, L = Lisa
Well, my fiancée's across the street. She's
trying on her wedding dress and she thinks P: Greetings from Springford! Today it's World
Neighbors' Day and I'm visiting street parties
its bad luck if | see her in it before the
all around the city. 'm talking to some
wedding.
of the people who live here, asking the
: 50, why are you here?
question "What makes a good neighbor?”
Well, 'm picking up a package at the post
So, John, what in your opinion makes a good
office for my neighbor, Herman. He's a train
neighbor?
conductor, so he can't come into the city
J: For me, quiet people make the best
during the day.
| neighbors. People in my building are quiet,
: Herman? Does he wear a blue cap with a
but! had a bad experience in the apartment
train on it?
building where | used to live. The biggest
Uh, that sounds like him.
problem was the people that lived on the first
me
: Could you give him this? | think it's his
floor. They played loud heavy metal music all
backpack.
the time, and their TV was always loud, too
Wow! I'm shocked. Where did you find this?
- itwas especially loud when they watched
ma
: It's a long story. But it looks like Herman's
those reality shows. They used to turn upthe
luckis changing! volume so high that! didn't need a TV myself
: Well, it looks as ¡if Herman is lucky after all!
- | could hear every word perfectly!
Do we make our own luck? Who knows? The P: And what about you, Mary, what's your idea
best of luck from us here on Learning Curve. of a good neighbor?
We'll see you next time! M: Good neighbors are helpful; they lend a hand
if needed. My neighbor Tony, who works as
a travel agent, is away at the moment. I'm
looking after his apartment. Once, though,
another neighbor did something that made
me furious. l'd given her my keys while | was
away, but she argued with her boyfriend and
when | came home he was asleep on my
Gja page 22, exercises 4A and 4B sofa!
P: Oh my! Now overto Lisa. Lisa, what qualities
V = Voicemail, B = Ben, Z = Zoe,
do good neighbors have?
Els Eva, J = Jack
L: The important thing is to consider other
MV: You have four new voicemail messages. people. Most people here are very kind and
B: Hi, Anna. It's Ben. l've just seen your message considerate. And we have some community
about lunch tomorrow. Did we make plans rules, which most people follow. | get
for lunchtime? Errr, listen, 'm sorry, but I'm annoyed with some neighbors, though, like
having lunch with my brother tomorrow. | the family whose children leave bicycles
forgot | already had plans. How about coffee in front of my door and throw trash on my
at 4 p.m. instead? | won't forget, | promise! balcony. It's so annoying!
355
 AUDIO SCRIPTS

P: Um, hello, Sherry? This is Penny from

Cjan page 28, exercise 2
Learning Curve.
P = Penny, $ = Simon Sh: Hi, Penny! Uh, l'm so glad you called! | have
Learning
some news. Well, it's good news for me, but

P: It's almost impossible to plan for how people
will react to hearing bad news. We have a
bit of a problem with our budget, you know,
some money problems, and today, we need
to tell two student workers — one here, and
one in London - that they cannot continue
to work at Learming Curve. 'm here at the
studio and I'm waiting for a call from Simon,
my colleague at Learning Curve in London.
| need to give him the bad news that he
needs to give bad news to his very reliable
worker! Simon and | have a lot in common.
We were friends in childhood. We're both
very confident and sociable and we both
hate being insensitive! Well, this sort ofthing
makes me feel anxious. | know he'll feel as
bad as| do! Hello, Simon?
Hi, Penny. How are you? You wanted to talk
A)
is sort of bad news for you.
P: Oh? Really?
Sh: Yes. Well, you know that | study fashion at
college, right? Well, | got a great job offer to
work at a department store that | just love.
And it's in my neighborhood, much closer
to my apartment. It's a great opportunity to
work with customers. So, I'm really sorry to
say this, but I'm resigning. | can work another
week if you need me.
P: Oh, Sherry, 'm so happy for you! That's
fantastic news!
Sh: Oh, great! | mean, so you're not upset?
P: Well, of course, we'll miss
absolutely thrilled for you! Congratulations.
| know you'll do a great job.
Sh:Oh, gee. Sorry, you called to tell me
Gus page 32, exercises 4A and 4B
5 = Simon, K = Kate
ML]
S: Today on leaming Curve, we're talking
abouta subject that affects everyone: where
you live. Are you happy where you live? |s
city life better than country life? Kate?
K: There are many different reasons why
people chooseto livein a city or the country.
In the UK, studies show that people who
live in the country live longer and have a
you, but I'm higher income. But, this is important: People
who really enjoy the benefits of country
life are those who live in the country but
work in the city. That's right. They need

to me? something. What was it? both. The city gives them their income and
: Well, 'm afraid | have some bad news. P: Nothing important. Um, just ... lis OK, ll the country gives them fresh air. But that
Really? What happened?
DONT

handle it. means they need to commute to work or for

+ lts along story.
'm taking a break. Tell me about it.
: Well, | spoke to our boss, you know, Miss
Farnsworth, this morning. Er, you arent
going to believe this, but she's asking me to
fire our student workers. Or, more politely, |
suppose, we need to tell them that we can
no longer keep them on.
S: Oh, no! That's terrible. So, | need to tell Peter
that he can'twork here anymore? But he's so
great! He's considerate and he's always on
time. | get on well with him. l'd hate to see
him leave.
P: Yes, and l'm telling Sherry. í'm not looking
forward toitatall.l gotto know herand she's
a very good worker. She's so easy-going.l'm
really sorry to give you this news. | suppose
you'll talk with Miss Farnsworth later on?
S: Yes, | imagine so. What about your work
load? Will you be able to keep up?
P: I'm going to be taking on some of their jobs.
It's going to bea bit of extra work.
S: Well,| suppose | should speakto Peter before
he leaves today.
P: This is going to be awkward for both of us!
S: lt certainly is. Good luck, Penny. I'll speak to
you later.
O page 29, exercises 6 and 7
P = Penny, 5h = Sherry,
Sei) Si = Simon
P: Well, now| need to ring Sherry and ask her
to come in to see me today. She's a great
worker and it will be difficult to see her go.
Whata shame. But, as Miss Farnsworth says,
it's just business.
Sh: Hello?
entertainment. They usually drive, or take a
Sh: Great. Thanks, Penny! Uh, see you tomorrow
bus or train. Of course, while people of all
afternoon.
generations enjoy country living, people
P: Bye, Sherry. Phewl l'm so relieved. 'm going
between the ages of 21 and 34 are generally
to video chat with Simon now. | want to find happy to be in the city. They often prefer
out what happened with Peter! being close to entertainment, museums and
Si: Penny! Do you have any news? galleries, and their jobs.
P: Yes, | have some great news. | spoke with
Sherry. ()a7 page 33, exercises 5 and 6A
Si: Great news? What do you mean? What did
she say? 1 K = Kate, Si = Simon,
P: Well, | didn't need to ask Sherry to leave.
coma) T = Tracy, C = Carlos, S = Sing
She's quit! She's going to starta new job ata K: How do you feel about living in the country
department store. or city? Simon is at the train station to find
Si: Wow! That's a relief — so glad you didn't have out.
to give her the bad news. Oh, | have some Si: Hi, Kate. 'm talking here with Tracy. So,
good news myself. Peter can stay on! Miss Tracy, do you live in the country or the city?
Farnsworth rang me right after you called. T: The country. l'm catching my train home ina
P: Simon, that's wonderful! What did she say? few minutes.
Si: How do you feel about commuting? Are you
Si: Well, she's made some changes, so we have
a happy commuter?
a bit more money. So, | think you'll get a new
T: Happy? Of course. Um, | can see the stars at
student worker nextweek. Miss Farnsworth is
night. My children have room to run around.
going to ring you in a bit. lts quiet. There aren't any loud noises
P: That's the best news l've had all day. Thanks, waking you up in the middle of the night.
Simon. Talk to you later. Ethan is so late. He's And we know everybody in our village. Er, so
never this late. | wonder what happened. believe me, 1, | don't mind commuting three
E: Hey, Penny. l'm sorry I'm so late. | couldn't hours each way every day.
even text you. You'll never believe what Si: Three hours?
happened on my commute. T: Oh, itisn't so bad. My husband takes me to
P: Oh, no. Here | go again! What happened? the train station. | have a rest on the train
because, of course, | need to get up at four
Here, sit down, tell me all aboutit. | just put
o'clock in the morning.
on some coffee.
Si: Four O'clock? You love living in the country,
E: Let me catch my breath. I'll tell you all about
then?
it. | have some news! T: Well, we looked for a house in the country
and our place wasn't expensive — so we

356

moved there. It's an old house so it took
three years to modernize it.
Si : Three years!
That's right. Oh, um, it's time to go. | don't
want to miss my train. Um, it leaves in three
minutes.
Si: Well, good for Tracy, who doesn't seem to
mind anything. Kate, are you on the street?
: Yes, | am, Simon. And | want to see what
people who live in the city think. Oh, excuse
mel Hi, 'm Kate from Learning Curve. What's
your name?
: Fm Carlos. Hi.
ORO
: And may l ask, do you live here in the city?
: Yes,| do. Everything | wantis here. fl wantto
go out or see a film, | can usually walk ortake
public transport and I'm there in minutes.
: Butdon'tyou miss being around nature?
: Well, | grew up in the country. It's boring.
That's why | live in the city. It's exciting,
| can see my friends, and | don't need to
commute for an hour to work. lt's easy to
keep in contact with them. We get together
every weekend. We go out to the theater,
sports centers, to football matches. What
am going to do in the country? Look at the
cows?
: You don't like cows?
: Cows are great. For milk and cheese.
Speaking of cheese, there are other benefits
of living in the city.| can eat food from every
corner of the world. It's all here: Italian,
Pakistani, French. Mmm, French cheese. My
favorite cheese shop is right over there. Are
you hungry?
: Sorry. l'm working. But yes, that was my
stomach.
: Nice talking to you!
: Bye, Carlos! I'm off to the studio. Simon
where are you?
Si: 'm here Kate. Let's see what other people
think about country or city living. Excuse me.
I'm Simon, from the show Learning Curve.
Can l ask you a question?
Sure. Hi, I'm Sing.
Si: Itlooksasthough you have a lotofvegetables
in those bags.
Oh yes! | grow all these vegetables. I'm taking
them to my brother's flat. We're having
dinner.
Si: What doyou do for a living?
l'm a farmer.
Si: So, you commute from the city to the
country?
No. | commute in the lift.
: Lift? Do you mean by car with someone?
No, | take the lift — the elevator. To the roof of
my building. Up there! That's where | run the
community rooftop garden.
Si: So... you bring the country to the city!
: That's right. We grow everything: lettuce,
carrots, tomatoes, cucumbers, beans. It's a
very big building, so we have a lot of room. |
just took a photo of it. Look at that view!
Si: Brilliant! A farm on a roof! You're the first
rooftop farmer l've ever met.
: Oh, there are alot of us and we're growing ...
in more ways than one!
Si: Wonderful. Well, best of luck. Back to you,
Kate.
: Thank you, simon! That was very interesting!
So, is the country better than the city? Well,
for me, | really love London, but sometimes |
miss the California countryside. What do you
think? See you next time on Learning Curve,
O page 34, exercise 44
J=
Jon, L = Louise
3: OK, where should we stay in New York? Have
you decided between the three places we
looked at on the ReserveDirect website?
No. | wanted to talk to you about it. Let's see
... OK, the first one, a studio apartment near
Central Park.
Yes, it's by far the most convenient — right in
the center of Manhattan.
Yes, but it's only 30 square meters. That's
tiny!
Well, it's as big as our old apartment.
True. If's very small though.
Sra
What about the houseboat?
On the river? Hmmm...
ltf's far cheaper than the other two places.
And, we don'tneed to stayin one ofthe most
fashionable areas in New York.
Yes, but a sofa bed isn't as comfortable as a
normal bed, is it?
True, butwe're only there for three nights.
a
What about the third one, the artists house
in Harlem?
It's slightly less expensive than the studio
apartment. And Harlem is convenient, too.
True. | love Harlem, but we'd have to share
the house with the owners. And share a
bathroom | imagine. No thanks!
Hmmm. You're right. I'd be good to get
some advice about what to do in New York
from the owners. You know, things that
normal tourists don't usually see. But shared
bathroom? No way.
So, which one should we choose, then?
'm not sure. You decide.
ES
All right. Ummm ... | prefer the studio. It's a
bit more expensive than the artist's house,
but it's definitely the most convenient of the
three.
OK, great. l'll reserve it right away!
AUDIO/VIDEO TRACK LISTING |—
Gs page 40, exercise 3
J= James, 5 = Sarah
J: OK. Question one. My answer's definitely “a”
If see something | like on sale, | usually get
it.
Even ifyou don't need it?
Yes, | can never say noto abargain. Especially
when ¡t's shoes. Or jeans. Or sunglasses.
'm trying to avoid sales this year. l'm saving
up to buy more important things.
Oh? Like what?
Well, Ml be able to afford to buy a car next
yearifl save $150 amonth.
Good plan! Ah, ld love to have my own
motorcycle, but as I'm always broke at the
end of the month, | can't afford to save any
money.
: You're only broke because you spend your
whole salary on clothes and going out!
Anyway, what about question two? | think |
can guess your answer... retail therapy?
Totally. Spend, spend, spend!
You know, if you spend all your money, you
won't be able to save up for a motorcycle.
True ... What about your answer to question
two? If you feel down, do you look at how
much money you've saved?
No way, | haven't saved that much! My
answer is definitely “b” if | feel down, | go
out for ice cream. Hey, should we go and get
an ¡ce cream now? Talking about money is
making me depressed.
Thanks, but | can't. 'm meeting Karl at the
shopping mall. How about later?
5: OK, great. Have fun, and don't spend too
much. Call me later.
y: OK. As soon as | get back, I'll call you.
[OE page 46, exercise 3
== M = Marc, € = Customer
E]
M: If you ask them, I'm sure that some of my
friends will say Marc Kim is a workaholic.
You know, someone who lives to work! But,
technology is a field that's always one step
ahead of what people buy. That's why | have
two jobs. One as an Internet technology
specialist at Learning Curve. And on the
weekends, l'm the manager here at this
computer store. | like to know about the
latest trends, about what people buy and
how they shop, and why they make choices
357
mn | WORKBOOK ANSWER KEY

LESSON 1A LESSON 1C REVIEW and PRACTICE 1

1 LISTENING
1 He's coming A 1 Did 5 Have 9 Who 1
2 Itfeels S 2 Howlong 6 Why 10 Do
1 write more letters
3 agrees S 3 What 7 Does
2 feel less stressed out
4 do they go A 4 |s 8 Were
5 Are you having A
2
6 doesnt understand S 2
7 is working A 1b 3b Bc
1 Where does she keep
8 belongs S Ze a 6b
2 What did he give
3 Can Henry play READING
2 4 Have you seen
1 exist 5 Did you enjoy 1
2 are having/"re having 6 Who opened Te
3 go 7 When did you meet
4 are, thinking 8 Why was Paul yelling 2
5 hates 9 How long did it take 1T 4 F 71 107
6 thinks 10 What was (making) 21 5 DS 8F
7 Do, have 3 6T 9 DS
8 are making
1 speak 5 say 9 say 3
3 2 say 6 tell 10 say Pretend you're going to tell someone else
1h 3a 3 tell 7 speak/talk 11 tell | didn't tell my roommate Taylor
sm al

2f 4b 4 speak/talk 8 tell 12 say Ldid tell her yesterday

| could probably still tell you the details
4 'm not telling anyone your secrets
When friends tell us a story about ... we
1 gets 6 checks 1 told 5 spoke
want to tell them about a similar thing that
2 reply T shares 2 said 7 told happened to us.
3 speak 8 comments 3 said B spoke
4 phone 9 access 4 spoke 9 said
5 touch 10 give 5 told 10 said LESSON 2A

5
más

1.U 3D 5Uu 7D
Audio script
na

20 4D BD gu
1 Flora and James are having a party.
2 Does Karl play the piano? Audio script
3 Maria isn't feeling very well today. 1 Do you like cheese?
N

4 Sasha and Lucia don't want to play 2 |s Gavin coming to the meeting? Paul was living in Rome when we met.
tennis. 3 How many brothers and sisters do you She didn't/did not know that | had
nN

5 Fatima is studying physics in college. have? guessed the truth.

6 Brett and Owen aren't staying in the Why is it so dark in here? 3 When Colette showed Ben the
same hotel.
000.4

ls this your jacket? photograph, he was amazed.

7 Ben doesn't have a ticket for the show. Where do you come from? 4 Georgia was eating dinner when Lucy
8 Gavin's parents are in Italy. Which color do you prefer? arrived.
Can you ride a horse? We got there at seven, but the others
a

had already gone.

LESSON 18
6 They had taken all their furniture, so the
LESSON 1D room looked very empty.
1 While Toby was driving to New York, he
si

la 18 2 had an accident.

15s 5A BA
2 25 BA 10 E
45 TA 12E te 3b 5h 79
16 2D 3A 4B
2a 4d Bc 8f
3 4
1T 3T 5D TD
1 amusing 6 amazing
a4F 6F 8T
2 depressed 7 fascinated
3 terrifying 8 annoying
4 shocked 9 embarrassing
5 disappointed 10 excited

366
 WORKBOOK ANSWER KEY pa

5 2 READING
1d 3- 5d 1 used to go
2d 4 - 6 - 2 Did, use to be 1<
Audio script 3 met

1 l'd asked Paul to calla taxi.

4 didn't use to have 2
5 didn't use to like 17 4F TT
2 They'd cooked us a wonderful meal.
6 used to help 2 DS BT 8F
3 She thought he was a very interesting
man. T watched 3T 6 Ds 97
4 We worked together in the past. 8 Did, use to let

5 Unfortunately, he'd heard every word. 9 used to babysit 3

6 He tried to give us some advice. 10 didn't use to get
exciting, amazed, astonishing, excited,
disappointing, depressed

[45]
LESSON 2B
Used to live
LESSON 3A

0N-
used to share
b usually don't live
—

used to say
100-3002

usually prefer 1 [llask 5 Are we going to

N

Did you use to share 2 Should we go 6 ll help

T 3F 5T TF
Used to get
.-=

F 4F 6T 8 T 3 are you doing T is coming

Used to fall 4 Will you help 8 Should |
usually didn't talk/didn't use to talk
O

1 usually didn't mind/didn't use to mind

a

1 make, difference 5 gives, confidence

2 brings, good luck 6 helped, win 4 1 Are you visiting/Are you going to visit
2 're not going to travel/aren't going
3 helped, pass 1 stop, nervous
4 make, luckier Audio script to travel/are not going to travel/'re
not traveling/aren't traveling/are not
1 | used to love her visits.
traveling
4 2 Did Rod use to play with you?
will /lLlend
1 'm taking my driving test this 3 We didn't use to watch TV.

0000
Should we go
afternoon. 4 Did Katie use to help you?
will/ll get
2 And you think that thing's going to 5 Megan didn't use to come with us.
will Pl do
make_a difference? 6 The teachers used to yell a lot.
Should | make
3 | know you like making fun_of me. 7 Zoe used to play the piano.
0)

4 It's_already helped me pass my English_ am going to meet/'m going to meet'm

8 Lucas didn't use to ride a bike.
meeting/am meeting
exam. 9 Did your teacher use to be late a lot?
9 aref're going to play
5 My brother_always_eats what he calls 10 Maria didnt use to like swimming.
10 will not make/won't make
his “lucky banana.”
6 Athletes seem to do that sort_of thing_a
LESSON 2D
lot.
Does she wash thern_after_each game? 1 confident 4 easygoing
It's clearly not just me who has these le 2 insensitive 5 unsociable
cs

strange_ideas. 3 disorganized 6 impatient

2
4
a

1g 3f 5a
1 catch 4 broke Y hurry 1 unkind 5 sensible
2c 4d
2 set 5 ended 8 tried 2 helpful 6 dishonest
3 going 6 pay 3 unreliable 7 impolite
4 anxious 8 friendly
1 before 5 before
LESSON 2C 2 As soon as 6 until
5
3 after 7 as soon as
134,6
1 4 after 8 until
Audio script
1 used to 6 use to
1 Are you going to buy Hamish a present?
2 useto 7 use to REVIEW and PRACTICE 2
2 Alice is going to Cleveland next week.
3 usually 8 use to
3 | think my mom's going to be really
4 usually 9 usually LISTENING angry.
5 used to 10 used to 4 I'm going to ask my teacher to explain.
1b
5 ls Tom going to the concert with you?
6 Are we going to have dinner now?
2
1b 3b be
2a 4a 6<

367
mn | WORKBOOK ANSWER KEY

LESSON 3B LESSON 3D 4
1 bike 4 shopping 7 center

1 2 public 5 life

mudo
3 jam 6 night
1c 3D 58B ty 3F 5T
2A 4E 21 4F 6F
5
z 2 Audio script
la 3b 5b 1b 3b Be 1 The children made lots of noise.
2a 4e 2e 4a 6a 2 Are there enough sandwiches?
3 We dont have any towels.
3 3 4 She gave me too much rice.
5 Make sure there's plenty of water.
1 That's why 4 since 1 news, Congratulations
6 Let's pick a few strawberries.
2 as 5 as 2 sorry, shame
3 so 6 so 3 news, relief
4 Guess, thrilled LESSON 4B
5 afraid, terrible
LESSON 3C
1
REVIEW and PRACTICE 3
1 1b 3b 5c
2a 4e 6a
ic 3d be Tb
LISTENING
2b 4a 6d Ba
2
1
2 ad ce 1 e)
1 share 3 cheaper 5 fun
2 alone 4 boring
2 who's very adventurous, b5 d6 t2
3 whose
4 where Rupert
dog has run away
2 3
5 who/that comes to cut the grass 1 When do you plan to leave_Venice?
1 best friends 6 the kitchen
6, which is 2 | have to take_Katie to the station.
2 colleagues 7 embarrassed
7 (who/that) you told me 3 Dan's mom_made him stay inside.
3 incommon 8 upset
4 Polly told me she'd_done yoga before.
4 unfriendly 3 apologized
3 5 very friendly, 10 New Zealand
5 Where did you buy_your jacket?
6 |tried_to fix_Sue's broken laptop.
1F 4T TF 10 T sociable
7 | hope Lara wont feel_lonely.
21 5T 8
READING 8 Morgan made a really good_dessert.
3T 6F 9F

a
1 A
a2 b5 cl d4 e3 1 aknown b know
1 colleagues 7 common
2 ahad b have
2 best 8 argue
2 3 alost b lose
3 know 9 make
SB? 4 amet b meet
4 get 10 parents
5 acaught b catches
5 introduced 11 relatives
6 akeeps b kept
6 girlfriend 12 together LESSON 4A
7 amissed b miss
8 atake btook
5 1
Audio script la 3c 5a Te LESSON 4C
1 We often eat paella, which is a Spanish 2b 4b 6c Bb
dish.
2 |s that the man who lives next door to 2 1
Sam? 1 by far the best 5 less difficult
1 ¡is not/isntt big enough
3 My colleagues, who are really friendly, 2 oneof the best 6 the best of
2 have plenty of bedrooms
planned a birthday party for me. 3 the most difficult 7 the least difficult
3 costs too much money
4 | get along well with my brother, who is 4 as difficult as 8 as good as
two years older than me. 4 are not/aren't many stores
5 The town where | grew up is very small 5 Lots/A lot of people want
N

6 This necklace, wnich belonged to my 6 wait a few minutes

grandmother, is my favorite. 7 are no eggs easier than
0500450»

farther
the hottest

le 4 d as late

2e 5f the most beautiful

3a 6b angrier
the least expensive
worse
0

368
mn | WORKBOOK ANSWER KEY

a 5 You will need to get some more skills.

N
6 Some supermarkets offer training
1 browse 5 cart worked courses for future managers.
2 order 6 product have been
3 return 7 delivery started 4

oso
4 ¡items have not/haven't been
1 employee 5 Permanent
have/'ve decided
5 have not/haven't seen
2 cover
3 responsible
6 rewarding
7 unemployed

sous
got
Audio script 4 conditions 8 varied
have/'ve never been
1 She probably wont answer.
2 The weather will probably get better. LESSON 6C

de
3 You'll definitely pass your exams.
tf 3d 59 TE
4 Becky is probably going to come later.
2a 4b 6e
5 Dad definitely won't be happy.
6 It's definitely not going to snow. la 3b 5Ba 7b
4
2a 4b Ga Bb
1 promotion 4 resign
LESSON 5D
2 fired 5 internship

N
3 skills 6 look
1 have not/haven't been learning
2 have/'ve been playing
1 fit, loose 5 exchange 5 3 have/'ve been practicing
2 size 6 return 1 've asked 4 asked 4 have/ve had
3 refund T torn 2 moved 5 's moved 5 have/'ve been taking
4 receipt 8 want 3 ve bought 6 bought 6 have/'ve known
Audio script 7 have/'ve been meaning
2 1 [ve asked Ethan to come to the
1c 2b 3e 4d 5a meeting.
2 David moved to Mexico last year. + F 4 F TT 10 F
3 3 They ve bought a horse. 2 T 57T 8 T
1 Could 5 broken 4 | asked my friend to help me. 3F 6 F 9F
2 return 6 like 5 Did you know that Scott's moved to
3 work 7 possible Chicago? 2
4 wrong 6 They bought a new car.
1 strict 6 nursery school
2 lecturer 7 private school
REVIEW and PRACTICE 5 LESSON 6B 3 boarding school 8 good grade
4 degree 9 failed
5 review 10 grades
LISTENING
ye 4d Tc 10 f
2 1 5a Bj
a, ce Audio script
3b 6h 99
1 She hasn't been married for long.
2 l've been hoping to meet her.
1 electric bill 5 to eat 3 The children have been playing.
1 career adviser
2 coffee 6 wealthy 4 Have you been talking to Luca?
2 Peter
3 college T write to 5 Veronica's been complaining again.
3 hates
4 lent 8 loan 6 Kyle's been having problems at work.
4 career

READING 5 51,000,000 (million dollars)

6 bike LESSON 6D
1ob 7 internship, engineering
8 electrical
9 much
1
10 perfect 1 for 4 as 7 for 10 for
la 3b 5ba 2 in 5 about 8 for 11 to
2b 4c 6c
3 3 in 6 in 9 for
1 Going to one of the top colleges will
LESSON 6A help you get a well- paid job. 2
2 College isn't necessarily the best choice 1,5,6,7,8.9, 11
for everyone.

1 has been 5 lived

3 It's a good idea to get some work 3
experience before you decide on a (suggested answers)
2 Have you done 6 went career. 1 Please find attached my CV.
3 hasn't been 7 Did you do 4 Will wants to work as a science teacher. 2 | am currently studying Japanese.
4 have lived B didnt go

370
 Richmond
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All rights reserved. No part of this book may be reproduced,

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 Personal
Ele quer porgoral e, with Craleh !

Personal Best is a 6-level General English course for today's busy adults,
developed with Jim Scrivener, internationally renowned teacher trainer and
presenter. Jim's focus on PRACTICE as the key to improvement is reflected
throughout the contemporary course package. The course features a video
webshow called Learning Curve, the Personal Best Language App, and a wealth
of extra activities and resources on the Richmond Learning Platform.

AREA E For students

The interleaved Teacher's Book provides Student's Book + Class Audio + Video
AA AS oleo Richmond Learning Platform access
Personal Best Language App
combined in one easy-to-use resource. It
Workbook + Audio
includes activities, ideas, and videos by Series
Editor Jim Scrivener that ensure teachers put
For teachers
AA lo oa lalen
Teacher's Book + interleaved Student's Book
All you need to help your students achieve Richmond Learning Platform access
WS Class Audio + Video
Teacher's Resource Book with photocopiable
NES ARTS ESE activities and tests
El NES ARS Digital Book for interactive whiteboard use
class and when planning your lessons. = Complete assessment package
¡A NASAL IAE le!
Class Audio and Video scripts.
Warm-up acivities, ideas for extra practice and
Richmond Learning Platform
guidance with questions to check understanding. Practice language and skills
A EA AA SA A A Assign, test, and track progress
ASS IO USA AA Download full range of teaching resources
Access ready-made printable and interactive tests
ERE RE AECA ANA Create new tests with Richmond Test Manager
References for further practice in the Workbook and
Teacher's Resource Book.
Access to the Teacher's area of the Richmond
META

Tee AA
Í AM
9 | DM
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cel