H. Q.

Mitchell
Marileni Malkogianni
m m publications

PRE-INTERMEPIATE a z
A. Discuss.
• Do you talk with your friends on the phone a lot?
• What do you usually talk about?

B. Listen and name the people in the pictures.

Nancy Hey, are you watching telly?

Paul Yeah, why?
Nancy Switch over to SportPlus channel.
Paul No, thanks. I don’t want to watch sports right now.
Nancy Just do it.
Paul O llllo ld io M Wow! That’s James Blunt...
and he’s playing football.
Nemot|f l e K s a charity match.
Paul He’s q H ® good. ....

Denise ...and what aboH Lyiifi’s clothes?

Penny B l i n k they’re OK.
Denise You can’t be serious! That red top is
about teHyears old.
Penny So what? It’s still tren dy I like it.
Denise Jlnd w l | t about her hairstyle?
Penny Weft; itg jy e tty awful.
Denise At least we agree on something.

Jane Hi, mate. What are you up to?

Neal Not much. I’m just sending a few e-mails.
Jane You never send e-mails to me.
Neal That’s because we talk on the phone all the time.
Jane I suppose so. Do you fancy watching a film later?
Neal Sorry, I have other plans.
Jane No problem.

Sue Hi, Ken. How’s it going?

Ken Not bad. Are y o ™ c a lH m ‘o j|j w orR jJ^
Sue No, I’m oh the train home.
Ken But you usually finish late on Tuesdays. C. Read the dialogues and answer the questions.
Sue Yes, but I’m not working this week. 1. W g l can you see on SportPlumchanne\ now?

Ken Nwe one! Dfgyou want to go foM:offee later? % What does Penny think is trendy?
Sue Sure, why not? Got to go! We’re going into a tunnel 3. What doesn’t Penny like about Lynn?
Ken So? 4. Why doesn’t Neal send e-mails to Jane?
Sue Mobiles don’t work in tunnels. 5. Where is Sue calling from?
lien Of course... Sue?...Sue? 6. Why can’t Sue speak to Ken any longer?
 F u n c tio n s
Using informal language when talking on the phone
Distinguishing between permanent and temporary
situations
Making plans for the day
Accepting and refusing an invitation
Structures
Present Simple vs Present Progressive
Stative verbs
Vocabulary
Words and phrases
agree all the tim e at least awful channel
charity fancy (v) hairstyle pretty (adv) switch
telly trendy tunnel
Conversational English
Got to go Hold on How could I say no?
How’s it going? I can’t make it I have other plans
I suppose so I’m afraid... Nice one!
Nothing much Sounds brilliant!
That would be great What are you up to?
What’s up? You can’t be serious
WARM-UP
Aim: to help Ss make hypotheses about the lesson by
activating their background knowledge
• Draw Ss’ attention to the title of the lesson and ask them
to tell you when we say What's up? (to ask someone
what the problem is / to g re e t a friend meaning ‘What’s
new?'or 'What's happening?'although there may n ot be
anything wrong).
• Ask Ss to tell you what they think the lesson is about.
• Activate Ss’ background knowledge by asking them to
tell you if they know of any similar phrases we can use
on the two occasions. (What’s the matter? - How are
you?)
1. LISTENING AND READING C D 1 » 2
A. Aim: to introduce the topic of the dialogues by
relating it to Ss‘ personal experience
• Ask Ss the questions and initiate a short discussion.
• If necessary, you can ask Ss some more questions:
How important mthe telephonem your life?
Have you got, a.mobile phone? If yes, what do you use it fors
Do girls/womcn and boys/men talk about different
things on the p h o n ^m t
B. Aims: • to present vocabulary, functions and structures
in the context Of four short telephone
conversations .
• to give Ss practice in identifying the
main idea of the telephone conversations
LANGUAGE PLUS
• In British EnWsh, ttrie word te lly is th e ’iSorm al
equivalent for television.
• A charity m atch i$ a football f e w organised to
raise money for charity. People who play in a charity
match are u s p g lv la S u s a rm not necessarily
footballers ayd do not get
• Ask Ss to look at the pictures and tell you what they can
see.
• Ask Ss to guess how the young woman who is not
talking on the phone can be related to the people who
are talking on the phone.
• Elicit answers but do not correct Ss at this stage.
• Play the CD and have Ss read and listen to the first
telephone conversation.
• Alternatively, you can have Ss listen to the first dialogue
with their books closed.
• Ask Ss to tell you if they can name any of the people in
the pictures 1-4.
• Check the answer with the class.
• See Background Note p. 7.
• Encourage Ss to deduce the meaning of the word telly.
• Follow the same procedure with the rest of the
telephone conversations.
• Have Ss match the telephone conversations with the
corresponding pictures and check answers.
KEY
l.Paul 2. Neal 3. Lynn 4. Sue 1
• Ask Ss some comprehension questions:
1st telephone conversation
What are Nancy and Paul watching? They’re watching
telly/TV.
Are they watching the same channel? No, they aren’t.
Which channel is Nancy telling Paul to switch over to?
SportPius Channel.
What is James Blunt doing? He’s playing football.
What kind o f match is this? It's a charity match.
2nd telephone conversation
Does Denise like Lynn’s clothes? No, she doesn’t.
Is Lynn’s red top old or new? It’s old.
3rd telephone conversation
What is Neal doing? He’s sending a few e-mails.
Are Jane and Neal going to the cinema later? No, they
aren’t.
Why? Because Neal has other plans.
i 4th telephone conversation
When does Sue usually finish late from work?
On Tuesdays,
Is she working this week? No, she isn’t..
Are Sue and Ken going out later? Yes, they are.
Where are they going? They are going for coffee.
C. Aim: to give Ss practice in identifying specific
information in the telephone conversations
• Draw Ss’ attention to the first question and explain
to them that the personal pronoun 'you' is used in an
impersonal way, to refer to people in general.
• Have Ss do the activity and check answers.
KEY
1. A charity match.
2. Lynn’s red top.
3. Her hairstyle.
4. Because they talk on the phone all the time.
5. She’s calling from the train / from her mobile wl^Je
on the train.
6. Because they are going into a tunnel and m o lp ll
don’t work in tunnels.
• Explain any unknown words and choose Ss to act out
the telephone conversations.
TB6
 • Refer Ss to the Grammar Reference to study the
BACKGROUND NOTE
X

categories of stative verbs.

James Blunt (b o ffljJm e s H illie r Blount, 22 February
1 $ 7 # j$ 3 H H n s h acoustic folk pop singer-songwriter
l k

whose dejH RjIbum Back to Bedlam, and single 4. PRACTICE

»lea,ses, e s p e iS w You’re Beautiful, brought him to Aim: to give Ss practice in using the Present Simple, the
fame in 2005; His style is a mix of pop, rock and folk. Present Progressive and stative verbs in the context of
He h ^ w o r t S e r a l awards and was nominated for fivfe twb dialogues
Grammy Awards in 2006. Blunt subsequentl|<relea£9H
his second album, ,4// The Lost Souls, in 2007; this a l b n tfla v e Ss do the activity and check answers.
was c jlif ie d gold within its first week o f release.
KEY
1.
2. VOCABULARY 1. are you doing 6. don't usually use
Aim: to help Ss expand their vocabulary by practising 2. ’m waiting 7. have
conversational English ifijk n o w 8. want
: 4. mean 9Mate
• Ask Ss to read through the phrases 1-5 and refer them 5. are you going
to the telephone conversations.
• A j§ Ss to read through the phrases a-e. 2.
• Allow Ss some time to do the matching. 10. isn’t working 12. sends
i j | don’t understand 13. Do you want
• Check the answers with the class.
KEY : " ■ "..p .
S! 1. e 2. c 3. d 4. b 5. a I 5. SPEAKING
Aim: to give Ss practice in using the structures, functions
and vocabulary presented in this lesson through a pair
3. GRAMMAR work activity
PRESENT SIMPLE vs PRESENT PROGRESSIVE • Ask Ss to read through the phrases in the boxes.
Aim: to have Ss differentiate between the Present Simple
• Ask Ss to read through the speech bubble.
and the Present Progressive
• In pairs, Ss take turns to discuss their plans for the day
• Ask Ss to read through the examples 1-4.
using the phrases in the boxes and the ideas given.
• Draw Ss’ attention to the verbs in bold.
• Go round the class helping Ss when necessary.
• Ask Ss to read through the phrases a-d. If necessary,
• Choose some pairs to act out the telephone
explain the meaning of the phrase as a general rule.
conversations.
• Allow Ss some tim e to do the matching and check the
answers with the class.

KEY I
? ||3 b. 1 | f i | f d .®

• Ask Ss what they notice about the uses of the Present

Simple and the Present Progressive.
• Elicit the answer that the Present Simple is used for
permanent situations and routines or habitual actions,
whereas the Present Progressive is used for actions
happening now, at the moment of speaking and for
temporary situations.
• For further practice, ask Ss to come up with their own
examples demonstrating the difference between the
Present Simple and the Present Progressive.
• Refer Ss to the Grammar Reference at the back of the
book.

STATIVE VERBS
Aim: to present some stative verbs
• Ask Ss to read through the examples.
• Draw Ss’ attention to the verbs in bold.
• Point out to Ss that these are stative verbs.
• Ask Ss the question.
• Elicit the answer that we usually use the Present Simple
with stative verbs although the events they describe
are taking place at the moment of speaking.
• Refer Ss to the telephone conversations and help them
find any other examples of stative verbs. (A t least we
agree on som ething. Do you fancy w atching a film
later? Do you want to go fo r coffee later?)

STB' ' '■

 (/o c a o
l L ^a ^ ¥ P ra c tic e
Complete with the Present Simple or the Present
CONVERSATIONAL ENGLISH
Progressive of the verbs in brackets.
Match the phrases 1-5 from the
dialogues with their synonyms a-e. 1. A: What (1), . (you / do) here, Dave?
B: I (2)____ . (wait) for the underground,
1. Hold on.
just like you.
2. You cat® be serious!
A: I (3)__________ . (know) that.
3. What are you up to? (4) _______________ (mean), where
(5) _______________ (you / go)? You
4. How’s it going?
(6) _______________ (usually / not use)
5. Nice one! the underground. You
(7) _______________ (have) a motorbike, right?
a. Great! B: Yeah, but I (8)_______________ (want) to go to
b. How are you? the city centre and the underground is the best
c I don’t agree w ith you. way. No traffic!

: What are you doing at the moment? A: Yeah, I (9)__________ . (hate) driving in
e. Wait. traffic, too.

2. A: Where’s Gordon today?

B: He (10)_______________ (not work) in the office

( fr a tn m r this week.

PRESENT SIMPLE vs PRESENT PROGRESSIVE A: I (11) ___ . (not understand).

Read the examples and match them with the B: Every year, Mr O’Brien (12)______________ _
phrases a-d. (send) people to London for seminars,

Present Simple A: That sounds interesting.

1. We ta lk on the phone a ll the tim e. B: (13)_______________ (you / want) to go next year?

2. M obiles don’t w ork in tunnels.
Present Progressive
3. I ’m ju s t sending a few e-mails.
4. I ’m n o t w orking this week.
a. right now
b. usually or repeatedly □
I can talk to Mr O’Brien for you.
A: Thanks.
5
Talk in pairs. Pretend to ring your partner and
discuss your plans for today. Use some of the
phrases in the boxes and the ideas given.

c. as a general rule Sure, why not?

Of course. I’d love to.
d. this period of time
Sounds brilliant!
Nice one!
STATIVE VERBS That would be great.
How could I say no?
Read the examples and answer the question
that follows.
Sorry, I have other plans.
• / don’t w ant to watch sports rig h t now. I’m afraid I’m busy.
Hi, how’s it going?
• I lik e it. Maybe some other time.
Not bad.
Want and like are stative verbs. Which tense What are you doing...? No, thanks.
do we usually use with stative verbs, the Nothing much. I’d like to come but...
Present Simple or the Present Progressive? Do you want to...? I’m afraid I can’t make it
because...
Go to Gram m ar Reference
 A. Discuss.
• Do you use the Internet to keep in touch with friends?
• What is a social networking website? What can members of SN sites do?

B. Read the text and compare the information in it with your answers.

From the letter box to the inbox

In the good old days, friends used to phone you or send you a birthday card on your birthday,
whesli days, if you're a member of a social networking website, like Facebook, MySpace, Habbo,
Bebo or Hi5, you probably receive messages on your 'wall' with a virtual 'gift'.

SN sites appeared just before the
beginning of the century and took
the Internet, and the world, by storm.
s)§st a few decades ago, people wrote
letters or called each other regularly
to keep in touch. Then e-mails came,
and today SN sites allow users to
communicate instantly with friends
and family.
In the past, people could play
computer games with friends only
when they were together. With SN
sites, users can play online games
with people that are next door or on ,
C. Read again and answer the questions.
1 Who can receive messages on a ‘wall' and
virtual ‘gifts’?
2. What is Habbo?
3. When did sociametworkfc® websites appear?
4. What are ‘virtual’ friends?
5. Where did people use to keep their photos?
D. Look at the highlighted words in the text and
choose the correct meaning a or b.
1. regularly 3. online
a. usually a. on the phone
b. suddenly b. on the Internet
2. instantly 4. display
a. soon a. take
b. immediately b. show
the other side of the world. They can even play with 'virtual'
friends they've never even met. And it seems it doesn't take
time to make friends; it just takes a few clicks of the mouse.
Until very recently, people used to put all their holiday
photos in albums. Now SN users can display their photos
online. Just click on your friend's album and enjoy!
It's easy to keep in touch with friends online, and making
virtual friends can be great fun. But when it comes to
birthdays, real gifts are much better than virtual ones!
PHRASES RELATED TO COMMUNICATION
Read the sentences below and match the phrases
in bold with the definitions a-g.
1. I left university last year, but I try to
keep in touch with people through e-mail.
2. Give me a call when you get home, OK?
3. I left a message for Dana, but she hasn’t
returned my call.
4. I’m not sure what my cousin is up to. We’ve
lost touch.
5. I’m sorry I haven’t written to you. I promise
to drop you a line soon.
6. Can I have a word w ith you before the meeting
starts?
7. I sent a letter to Joe, but I didn’t receive a reply.
a. phone someone because they phoned you
b. get an answer

E. Discuss. c. continue to communicate

• Are you a member of a social networking d. speak to someone for a short time
website? Why? / Why not? e. send a short letter or note
f. stop communicating
• What do you think the advantages and
disadvantages of having virtual friends are? g. phone someone

o
 Functions
• Ask Ss to read through the text and compare the
slking about past events , Hinform ation inflt with their answers from the^priyious
alking about past habits activity.
-Iking about a ffe re n t ways of c o n ^ ^ H e ttln g • Ask Ss some questions:

Structures How did people keep in touch a few decades;

ago? They wrote letters or called each other regularly.
Past Simple
When could people play computer games with their .^,
Lsed to
fncnds in the past? Only when they were together.
¥ocabulary What can members of SN sites play? Online games.
Where can you see your friends’ photos today? Online.
Words/Phrases related to com m unication
rommunicate K r o p s H a line give sb a call Are virtual birthday gifts better than real ones? No, they
aren’t
have a word with keepHi toiffih lose touch ■
-message note receive a B p ly ret ran a call
C. Aim: to give Ss practice in identifying specific
Other w ords and phrases information in the text
jh o to ) album allow a ip p e S at the beginning
• Have Ss do the activity and check answers.
rentury d fc k co tffiia e decade B jis p la y (v )
each other .gift immediately ® }§ fe n tly leave KEY 1
-e e tin g »7ic'ii;TDcr R ie x td o o r online probably
1. Members of social networking websites. »:
promise re ® recently regularly seem
2. A social networking website.
take tim e Msec w e b s ® /s le
3. Just before the beginning of the century. I
§ ■■■
4. People/Users you have never met.
W A R M -U P
5. In albums.
i j r t to help Ss make hypotheses about the lesson
by activating their background knowledge
- Draw Ss’ attention to the title of the lesson and ask them D. Aim: to give Ss practice in deducing the meaning of
f they can guess what the phrase Keep in touch means some unknown words from the text
[com m unicate w ith someone). • Refer Ss to the text and ask them to find the words 1-4.
- If necessary, give an example: I send e-mails to m y • Encourage Ss to deduce the meaning of the words from
friendsJso I keep in touch with them. the context.
• Have Ss do the activity and check answers.
L READING » 3
K [PRE-READING) KEY |
•ton: to introduce the topic of the text by relating it to Ss’ 1. a 2. b 3. b 4. b I
personal experience
BACKGROUND NOTE • Explain any unknown words and choose Ss to read the
• Social netw orking websites (sites, for short) text aloud.
are aimed at helping peoplejpake friends on the
Internet. TheSnclude a Variety of ways for users to j j (POST-READING)
interact, sum m sfnstant mes&giging, sending e-mails, I
Aim: to give Ss the opportunity to have a further
blogging, e S i k discussion on the topic of the text
Examples,of f c s i websites are M ySpaie, Facebook, I
Hi5, etc. • Ask Ss the questions and initiate a short discussion.

- Ask Ss the questions and initiate a short discussion. 2. VOCABULARY

Aim: to present vocabulary related to communication
k. Aims: • to present vocabulary, functions and
structures in the context of a text • Ask Ss to read through the sentences 1-7 and encourage
• to give Ss practice in reading for gist them to deduce the meaning of the phrases in bold
from the context.
I BACKGROUND NOTE
• Ask Ss to read through the definitions a-g.
• The inbox is wtwre e-mail messages which are sent
to you are kept. • Have Ss do the activity and check answers.
• The ‘w a ll’ fsBp H n electronic notice board which
members o ® N K l s have and where iheyfiajQ post KEY I
and receive messages, music, ‘v iliu a lp fts ’, etc. l.c 2. g 3. a 4. f -5. e 6. d 7. b. I

- Draw Ss’ attention to the title of the text and the

pictures accompanying it.
OPTIONAL ACTIVITY
- Make sure that Ss can associate the word le tte r box
• Ask Ss to make their own sentences using the
»ith the picture on the left and the word inbox With the
phrases from the previous activity and check th e m fl
picture on the right. ^ ^
• I necessary, explain the meaning o f the word inbox
refer to the Background Notes).
• Ask Ss what they think the text is about (.the change in
the way people com m unicate today).
3. GRAMMAR 4. PRACTICE
PAST SIMPLE A. Aim: to give Ss practice in using the Past Simple of
A. Aim: to present the uses of the Past Simple regular and irregular verbs in context

• Ask Ss to read through the examples 1-2 and the uses • Have Ss do the activity.
of the Past Simple. Make sure that Ss do not have any • Check the answers with the class.
unknown words.
• Allow Ss some tim e to do the matching. KEY
• Check the answers with the class. 1. D id ... call
2. talked
3. were
KEYb
1.
I
2. a I 4. told
..... J
5. couldn’t
B. Aim; to present the formation of the Past Simple of regular 6. was
and irregular verbs and the verb be 7. didn't say
• Refer Ss to the text and ask them to fill in the boxes with
the Past Simple of the verbs. B. Aim: to give Ss practice in using used to in context
• Check the answers with the class.
• Have Ss do the activity.
• Check the answers with the class.
KEY
called, took, could, were 1
KEY
1. used to play
• Ask Ss to underline all the examples of the Past Simple
2. Did ... use to send I
in the text (appeared, took, wrote, calledcam e, could,
were). 3. didn’t use to drink |
• Ask Ss what they notice about the form ation o f the Past 4. used to sleep
Simple of regular and irregular verbs. 5. used to be
• Elicit the answer that the Past Simple of regular verbs 6. used to call
is formed by adding -ed at the end of the verb, while
irregular verbs form the Past Simple in a different way.
• Ask Ss what they notice about the form ation of the Past 5. SPEAKING
Simple of the verb be. Aim: to give Ss practice in talking about the means of
• Elicit the answer that the Past Simple of the verb be is communication they use to keep in touch with others
was in the first and third person singular and were in all
the other persons. • Ask Ss to read through the questions.
• Refer Ss to the Grammar Reference anri to U<st of • Draw Ss' attention to the means of communication
irregular verbs at the back o f the book. given here and the speech bubble.
• Ask Ss the questions and initiate a short discussion.
USED TO • Go round the class helping Ss when necessary.
Aim: to present used to

• Ask Ss to read through the example sentence.

• Ask Ss to read through the sentences a-b.

• Ask Ss to tell you which of the sentences a-b best
represents the m eaning o f the exam ple sentence.
I Check the answer with the class.

KEY
The correct answer is b. I

• Ask Ss to underline any other examples of used to in

the text (U ntil very recently, people used to p u t a ll th e ir
holiday photos in albums).
• Ask Ss to tell you when used to is used.
• Elicit the answer that we use it to talk about past habits.
• Draw Ss’ attention to the table showing how the
affirmative, negative and question of used to are
formed.
• Make sure that Ss don’t have any questions.
• Ask Ss to tell you what they used to do when they were
younger but don’t do anymore.
• Refer Ss to the Grammar Reference at the back of the
book.
 mm
v

f (fr a tK tK a r
4 Practice,
A. Complete with the Past Simple of the verbs in
PAST SIMPLE brackets.

A. Read the examples and match them with A: (1) you . (caTl)
the uses of the Past Simple. Saffly about tom orrow?
1. SN sites appeared ju s t before the beginning o f B: W h a l*h a pp en ing tomorrow?
the century. A: We (2 )_________ _ _ (talk) about this yesterday.
2. Just a few decades ago, people w rote letters.
B: W heR

a. a habitual or repeated action in the past □ A: When we (3 )_______________(be) on the bus.

1(4)__________ (tell) you all about it.
b. an action that happened at a specific -
tim e in the past B: Sorry, I (5) __________ (not can) heawOu
very well on th |j|b ® . It (6 )_______________(be)
B. Look at the text in activity 1and find the quite noisy.
Past Simple of the verbs below. (not say) i f t t j f l i i l i !
But you (7 )__________
call can B: Look, I’m sorry, OK?
take be
A: B e t’s talk about it again.

B. Complete with the correct form of used to and the

Read the example below and choose the correct verbs in the box.
meaning a or b.
be not drink play sleep call send
Friends used to send you a birthday card on
your birthday. I I _____________ computer games when I was a
a. Friends sent you a birthday card in the past teenager, b u ff m bored of th'enijmw.
and still do so today. 2. yo u :______________a lot of
b. Friends sent you a birthday card in the past when you were at university?
but they don’t any more. 3 .1_____________water at all, but now I try to have
eight glasses a day.
Affirm ative Negative Question
used to d id tl’p js e to Did... use to? 4. Harry_____________ for ten hours i night, but now
he doesn’t.
Go to Gram m ar Reference 5. Maya’s h air________ . dark brown, but nowM’s
H a ir .
6. My teacher________ me Smithie at school.

5 Sf>e,a£inp
Think of a few people that you know well (friends, parents,
grandparentsi etc.X Look at the means of communication below and
discuss Ige following questions with the class or talk in small groups.

• W h i|jjjfflp |r a ^ f g o m m u n ic a tiijltlo they usually

use to keep in touch w ith others?
• Which m eajp of commutiicatioTn-aid they useto use? Why?

m?, ^ e -m a il lett<

P Iiat n e tw o rk in g w e b site
My parents used to communicate by sending letters.
Mine too, but now my mother sends e-mails.
 Complete the sentences with prepositions of time.

1. Iris is meeting Helen____________ noon.

1 V 0 6 a b u .t? 0 L rp 2. Paul always reads newspapers____________
PHRASES DESCRIBING LIKES AND DISLIKES Sunday afternoon.
Readthesentences. Which ol thephrasesin bold 3. ) usually drink a warm cup ofmilk_________
mean like and which dislike? the morning.
1. Tom is a big fan of Manchester United. He never
4. Tanya takes lots of photos___________ her
misses a match.
holiday.
2. Frank can’t stand rap music. It gives him a
5. Susan’s birthday is ____________ June.
headache.
6. I was in Spain____________ 29 January.
3. Alice is interested in art. She has twenty
7. My brother left ten minutes__________ r_,
paintings in her house.
4. Rosie is fond o f children. She wants to become a
teacher.
5. Henry finds science-fiction films boring. He A. Listen and repeat. What do you notice about the
rarely watches them. stressing of in and at in the two sentences?

6. Linda hates Geography. She never studies. I sometimes read books in the evenings.
Let’s visit Mary at the weekend.
7. My brother and I are really into rock music.
We play in a rock band, too. B. Listen and repeat.
1. Jane worked from eight to seven last year.
r
2. There were no mobile phones in the 19th century.
2 G ra m m a r
f 3. I usually do housework on Mondays.
PREPOSITIONS OF
4. Jack called at noon.
Read the dialogue and underline the
prepositions of time. Then complete the table
below with on, in or at.
Ann L et’s m eet tom orrow at 6:00. Talk in pairs about the things you like and don’t like.
Keith I ’m afraid I can’t. On Wednesdays I work Use some of the ideas in the box.
from 10:30 till 6:30.
I’m fond of jogging.
Ann OK, then. Do you want to m eet in the
How often do you go jogging?
evening, at around 8:00?
About four times a week.
Keith Sure, and we can go to the new Italian When do you find the time to go?
restaurant. I went there tw o weeks ago I usually go in the morning before I go to work. ;
and the food was delicious. What about you? j
nine o’clock / the weekend Oh, I hate jogging. I find it boring.
noon / night / midday / midnight
the age of five
the morning / the afternoon / the evening
August / autumn / 2008 / the 21st century
Tuesday/ 4 July
a winter’s night / a cold morning
a Sunday afternoon

Other prepositions of tim e;

during from... t o / t ill / until before
after ago__________________________
Go to Grammar Reference
Functions • Ask Ss to read through the table.
Expressing like and dislike • Ask Ss to complete the table with on, in and at.
Talking about routines and free-time activities • Check the answers with the class.
Presenting oneself KEY
Structures at nine o’c lo c k ... I
in the morning ... |
Prepositions of time
on Tuesday...
Vocabulary
• Draw Ss’ attention to the table presenting O ther
Phrases describing like and dislike prepositions o f tim e.
be a fan of be fond of be interested in be into • Point out to Ss that the preposition during is followed
can’t stand find...boring / interesting by a noun (eg. during the break) while the prepositions
a fte r and before can be followed by a noun (eg. a fte r/
Vocabulary related to TV programmes and pastimes before the break) or a clause (eg. after/before she
blog chat chat show classical music comedy arrived).
horror (film) photographyrap science-fiction film • Refer Ss to the Grammar Reference at the back of the
soap opera table tennis talent show book.
• Ask Ss to make their own sentences using the
Other words prepositions from the last table.
be over expenses improve look for miss(v) • Check Ss’ sentences in class and, if necessary, provide
part-time practise rarely share any further explanations and/or examples.

WARM-UP 3. PRACTICE
Aim: to introduce the topic of the lesson Aim: to give Ss practice in using prepositions of time in
context
• Draw Ss’ attention to the title of the lesson and ask them
to guess what they think the lesson is about. • Have Ss do the activity and check answers.
• Elicit answers.
KEY
1. at 2. on 3. in 4. during 5. in 6. on 7. ago I
1. VOCABULARY
Aim: to introduce phrases describing like and dislike
• Ask Ss to read through the sentences 1-7. 4. INTONATION » 4 ,5
• Draw Ss’ attention to the phrases in bold in each A. Aim: to familiarise Ss with stressed / unstressed words
sentence. within a sentence
• Explain to Ss that these phrases are ways of expressing • Play the CD and draw Ss attention to the words in and at
like and dislike.
in the tw o sentences.
• Encourage Ss to deduce the meaning of the phrases
• Elicit the answer that in and at are not stressed in the
from the context.
tw o sentences.
• Check the answers with the class.
• Ask Ss to tell you which phrases describe like and which
B. Aim: to give Ss practice in stressing individual words
describe dislike.
within a sentence correctly
• Elicit answers (LIKE: a b ig fan of, is interested in, is
fond of, are... in to - DISLIKE: can’t stand, finds... boring, • Play the CD pausing after each sentence.
hates). • Ask Ss to repeat each sentence as they hear it.

OPTIONAL ACTIVITY 5. SPEAKING

Ask Ss to make their own sentences using the phrases Aim: to give Ss practice in talking about their likes and
from the previous activity and check them. dislikes through a pair work activity
• Ask Ss to read through the speech bubble.
2. GRAMMAR • Draw Ss’ attention to the ideas in the box.
• In pairs, Ss take turns to talk about the things they like
Aim: to present prepositions of time
and don't like.
• Ask Ss to read through the dialogue and underline the • Go round the class helping Ss when necessary.
prepositions of time. • Choose some pairs to act out the exchanges.
• Elicit answers (at, On, from .., till..., in, at, ago).
• Ask Ss to tell you how the prepositions they have
underlined are used.
• Elicit the answer that we use the preposition at with
the time, the preposition on with the days of the
week, the preposition from... t ill... to express duration,
the preposition in with the parts of the day and the
preposition ago with the Past Simple at the end of the
sentence.

TB10

Aim-, to present the topic of the listening text
• Ask Ss the questions and generate discussion.
• If necessary, point out to Ss the names of some more TV
programmes (eg. TV serials, ta lk shows, game shows).
B. Aim: to give Ss practice in listening for gist
• Tell Ss that they will listen to three people introducing
themselves and that they should try to decide what kind
o f TV programme they are on.
• Play the CD. Have Ss listen carefully.
• Check the answers with the class. (The three people are
on a talent show, b).
C. Aim: to give Ss practice in listening for specific
information through a True/False activity
• Ask Ss to read through the sentences 1-6. Make sure
that Ss don’t have any unknown words.
• Play the CD. Ss listen carefully.
• Check the answers with the class. Ask Ss to provide
justification for their answers.
KEY
1.F 2. T 3. F 4. F 5. T 6. T
LISTENING TRANSCRIPT
Presenter Now here’s our first contestant Brian
Daniels.... (applause) So, Brian, tell us a few
things about yourself.
Brian Well, I’m 20 years old and I’m a university
student. I’m studying English at the
University of Kent.
Presenter What do you like doing in your free time?
Brian I enjoy reading and listening to music. I
also like going dancing with friends when
I’m not studying or working. You see, I
work part tim e at a piano restaurant and
I can play the piano very well.
Presenter That’s interesting... Now, here’s our second
contestant James Ronalds.... (applause)
James, are you a student, too?
James No, I’m a hairdresser. I have my own
business and I work a lot, about nine hours
a day, so I don’t have much free time. I’m
into fashion and art and I never miss a
fashion show. When I can find some time, I
love going to art galleries. I’m a big fan of
Leonardo da Vinci.
Presenter Interesting. Anything else?
James I'm a pretty good singer, too. I sometimes
sing to my customers. Actually, one of my
customers told me to come here today.
Presenter Really? That’s great... And now our final
contestant Tina Carson.... (applause) So
Tina, tell us about yourself.
Tina Well, I’m 20 years old and I’m a student at
the Royal Academy of Dance. I’m a terrible
singer and I can’t play a musical instrument,
but I’m a great dancer. I like to work out, go
dancing or just hang out with my friends in
my free time. That’s about it.
Ask Ss some questions:
Why are talent shows so popular them days?
Would you take part in a talent show? Why/Why not?
11 TB
7. WRITING
A. Aim: to identify purpose, audience and stylistic
features of a blog entry presenting oneself
BACKGROUND NOTE
A blog is an electronic diary that you put on the
Internet for others to read and add their comments
and material. Many universities across the world are
recognising how popular blogs have become and
are offering their students and faculty blogs that are
hosted on their servers.
LANGUAGE PLUS
• Uni is short for university.
• The word flatm ate can refer to someone with whom
you share a flat.
■Draw Ss’ attention to the text.
■Ask Ss to tell you what kind of text it is (a blog).
- Ask Ss to read through the text and answer questions 1-4.
• Check the answers with the class.
KEY
1. Matt Roberts, a student at the University of Bristol.
2. Because he is looking for a new flatmate.
3. The students at the University of Bristol.
4. Linking words (and, because, so, or, also, but).
1Ask Ss some comprehension questions:
Where is Matt? He’s back at university.
Where was he? He was on holiday.
Why is he looking for a new flatmate? Because he hates
living alone and he wants someone to share
the expenses with.
What is he studying? He's studying Music.
What else does he do? He plays in a band.
What kind o f music does he like? Jazz and rock.
How many times a week do Matt and his friends
practise? Three times a week.
What does he like doing in his free time? He enjoys
watching DVDs, chatting on the Net and going out
with friends.
Does he like housework? No, he doesn’t.
Does he like cooking? Yes, he does.
When does he usually study for his classes? Early in
the morning o r late at night.
• Explain any unknown words.
B. Aim: to help Ss organise their ideas
• Have Ss do the activity and check answers.
KEY
name, interests, age, things you don’t like,
what you’re studying
C. Aim: to give Ss practice in writing a presentation of
themselves
• Draw Ss’ attention to the TIP and explain it.
• Allow Ss some tim e to w rite their paragraphs.
• Choose some Ss to read out their paragraphs.
6 u 's t& w
K n * }'
A. Discuss. C. Listen again and write T for True or F for False.
• Do you watch TV in your free time? 1. Brian is studying Music at the University
of Kent. r~
• What kind of programmes do you like watching?
• What do you think of chat shows, talent shows 2. Brian finds reading interesting.
andpaap oper a l^ ^
3. James works part-time at a hairdresser’s.
B. Listen people introducing themselves and 4. Dames can’t Stand art galleries.
decide what kind# TV programme they are on.
Choose a, b ore. 5. Ena is a dance student.
6. w ia can’t play the piano.
» K a le n t show c. soap opera

A SHORT TEXT PRESENTING YOURSELF

A. Read the blog entry below and answer the questions.

1 mmm
I University of Bristol blog i
Back to uni again! I had a great holiday and I can't believe the summer is over!
My name is Matt Roberts and I'm 19 years old. I'm looking for a new flatmate
because I hate living alone and I want someone to share the expenses with. I'm
studying Music and I'm a big fan of jazz and rock. I also play in a band. My friends
and I practise three times a week. On Wednesdays we practise at my flat. So,
I hope you're into rock music! Iff my free time, I enjoy watching DVDs,
chatting on the Net or going out with friends. I'm also interested in
photography, so I joined a photography group recently. I can't
stand housework, but I'm really into cooking. I'm not a great
cook, but I'm improving. I usually study for my classes early in
the morning or late alln ig htiiso I like it to be quiet during those
hours.

1. Who is w riting th « n t® f n 5 p ^ b lfflC

2. Why is he w tS tin g ^ H
3. Who is g oiS jftd reaM this entijf?
4. What w o H g jb e s the w rflp fls e to r ‘
link his ideas?
WRITING TASK
C. Now write back to Matt, telling him about yourself.
Expand on the ideas you have ticked in activity B.
Your reply should be between 80-100 words.

B. Imagine thafiyou’ve decided to write back to Matt. t ip H * I

Tick which of the following you would include. iW When writing a paragraph presenting yo urselfc|
pli , «, ' jjf fi
include only relevant information. .
fn a m e | jj ^interests
• use the appropriate tenses. Use the Present i
Simple for routines, the Present Progressive I
f what you did last week i ^yo u r life story j for temporary situations and the Past Simple 1
for past events.
• link your ideas.
thingsggou don’t like# * • what you’re Studying I
Use - and to join similar ideas.
' - but to join two opposite ideas.
(w h e re you’re going on holiday - so to express result / consequence.
- because to show reason:
- or to show alternative.
fS /here your parents live
■
 Johnny
Depp
1 R e a d in g , Jennifer
A. Discuss, Lopez
What do you know about these
celebrities?
Which of them are good role models?
Why? / Why not?

Helen Keller

Scarlett
Johansson

B. Read the texts and find out why the two people are good role models.

LEWIS HAMILTON
British-born Formula One driver, Lewis Hamilton, is the rising
star of the racing scene. With Lewis, the sport has become
more popular, especially with young people in the UK.
Lewis began karting as a hobby at the age of 8. One thing
was clear. He was very talented, and he soon won races and
championships.
Today, Lewis doesn't have much free time on his hands and spends
many hours at the gym every day. Few people know that F1 drivers need
to train hard and be very fit. They need to have strong, muscular bodies
and very little body fat.
After winning his first F1 World Championship in 2008, the future is
bright for Lewis. Driving is his passion and he's at his happiest when
he's behind the wheel.

ANGELINA JOLIE
Angelina Jolie is one of the most famous actresses
in the world. She is a very beautiful woman and she is
well-known for her charity work.
Angelina Jolie has played many roles on screen and
won an Academy award for her role in the film Girl Interrupted
in 1999. However, she became an international superstar after her
performances in the Lara Croft films.
During filming for Lara Croft, Angelina spent some time in Cambodia.
There, she became aware of the poverty in Asia and the problems
refugees face all over the world. She realised that she was in a position to
do something and became a goodwill ambassador.
Her charity work has also affected her family. She has six children in all;
three with Brad Pitt, and three adopted children from Cambodia, Vietnam and
Ethiopia.
F u n c tio n s
Talking about quantities
Talking about famous people
Structures
Quantifiers
Vocabulary
adopt affect award beat (v) begin bright
championship clear (adj) especially face (v)
fat (n) future however international live (adj)
nervous passion perform performance poverty
race realise role model screen strong
talented train (v) well-known
Phrases
be aware of be behind the wheel be fit
be in a position to have tim e on one’s hands
play a role
WARM-UP
Aim: to help Ss make hypotheses about the lesson by
activating their background knowledge
• Draw Ss’ attention to the title of the lesson and help
them deduce the meaning of the phrase role m odel (a
person whom someone adm ires and whose behaviour
they try to copy).
• Ask Ss to guess what they think the lesson is about.
• Ask Ss to tell you when someone can be a good role
model (.when they influence people in a good way w ith
th e ir actions, lifestyle).
1. READING » 7
A. (PRE-READING)
Aim: to introduce the topic of the text by relating it to Ss’
personal experience
I BACKGROUND NOTE
• Scarlett I. Johansson (born November 22,1984)
is an actress and singer. Johansson rose to fame
with her role in 1998’s The Horse W hisperer and
subsequently gained critical acclaim for her roles
in Ghost World, Lost in Translation, and G irl w ith a
Pearl Earring. On May 2 0,2 00 8 , Johansson made
her debut as a vocalist on her first album, Anywhere
/ Lay M y Head.
• Helen Adams Keller (June 27,1880 - June 1,1968)
was an American author, activist and lecturer. She
was the first deaf and blind person to graduate from
college. Keller was well travelled and was outspoken
in her opposition to war. She campaigned for
women’s suffrage, workers’ rights and socialism as
well as many other progressive causes.
• Jennifer Lynn Lopez (born July 24,1969), popularly
nicknamed J.Lo, is an American Globe-nominated
actress, Grammy Award-nominated singer, record
producer, dancer, fashion designer and TV producer.
• Johnny Depp (born John C hristopher Depp II,
June 9,1963) is an American actor, known for his
portrayals of fffb e a t, eccentric characters such
as Jack Sparrow in the Pirates o f the Caribbean
film series and Edward Scissorhands. He has
collaborated with director Tim Burton in seven
films. Depp has been nominated for three Academy
Awards and has won Golden Globe and Screen
Actors Guild Awards.
• Ricardo Izecson dos Santos Leite (born April 22,
1982 in Brasilia), better known as KakS, is a Brazilian
midfielder.
He was the recipient of both the Ballon d’Or and FIFA
World Player of the Year awards in 2007 and was
named in the 2008 Time 100. At the age of eighteen,
Kaka suffered a career-threatening and possibly
paralysis-inducing spinal fracture as a result of a
swimming pool accident, but remarkably made a full
recovery.
• Ask Ss the questions and generate discussion.
• Ask Ss some further questions:
Do you have a role model?
Why is he/she a role model for you?
B. Aims: • to present vocabulary, functions and
structures in the context of two texts about
two famous people
• to give Ss practice in identifying the main
ideas in a text
• Draw Ss’ attention to the two pictures accompanying
the first text.
• Ask Ss to tell who this man is and what he does (He is
Lewis H am ilton, a Form ula 1 driver).
• Ask Ss to tell you what they know about him and why he
can be a good role model.
• Elicit answers but do not correct Ss at this stage.
• Follow the same procedure with the second text
(.Angelina Jolie, an actress).
• Have Ss read the two texts and check their predictions.
KEY
• Lewis Hamilton is a good role model because he’s a
successful, hard working, young athlete.
• Angelina Jolie is a good role model because she’s a
beautiful and successful actress, well-known for her
charity work.
• Ask Ss some comprehension questions:
Where was Lewis born? He was born in Britain.
Is Formula 1popular with young people in the UK? Yes, it is.
Does Lewis have a lo t o f free time? No, he doesn’t.
Where does he spend many hours every day? A t the gym.
Do F1 drivers need to be fit? Yes, they do.
What do F1 drivers need to have? They need to have
strong, muscular bodies and very little body fat.
When is Lewis at his happiest? When he’s behind the
wheel.
When did Angelina become an international superstar?
A fter her performances in the ‘Lara Croft’ films.
When did Angelina spend some time in Cambodia? During
film ing fo r ‘Lara Croft’.
What did she become aware o f in Cambodia? She became
aware o f the poverty in Asia and the problems refugees
face all over the world.
Why did she become a goodw ill ambassador? Because she
realised that she was in a position to do something.
How many children does she have in all? Six.
How many children does she have with Brad Pitt? Three.
How many adopted children does she have? Three.
Where do her adopted children come from? From
Cambodia, Vietnam and Ethiopia.
 to give Ss practice in identifying specific 3. GRAMMAR
information in a text A. Aim: to present quantifiers (some, any, no)
■Have Ss do the activity and check answers, ■ A s k Ss to read through the dialogue and draw their
attention to the words in bold.
KEY • Have Ss complete the rules.
H ffiw fs " . 2. Angelina -,3..AffieBa j
• Check the answers with the class,
4. liewis -:fi! Lewis 6. Angelina
• Make sure that Ss can differentiate between an offer
(Have some.) and a request (Can I have some milk?).
D. Aim: to give Ss practice in deducing the meaning of some
unknown words from the texts . KEY
Use some in affirmative sentences, o ffe p a n d requests.
• Have Ss do the activity and check answers.
Use any-'in questions and negative sentences.
KEY Use no fh affirm ative sentences to give a negative
IB B H 2 . a 3 . b 4 . a 5 . a I meaning.

B. Aim: to present quantifiers (much, many, a few, few,

E. (POST-READING) a little , little , a lo t of, lots of)
Aim: to give Ss the opportunity to have a further discussion
on the topic qrffiie reading texts H A sk Ss to read through the extract from the text about
Lewis Hamilton arid draw their attention to the words in
• Ask Ss the questions and generate a short discussion. bold.
• Have Ss complete the rules.
2. VOCABULARY M Check the answers with the class.
Aim to give Ss practice in distinguishing between words
KEY 1
that can be easily confused
Use many and (a) few before plural countable nouns.
• Ask Ss to read the firs,t. sentence. Use much and (a) little before BicountajSpnouns.
• Draw Ss’ attention to the words in bold (win / beat).
• Refer Ss to the verb win in the two texts {...he soon won
races and cham pionships./...and won an Academy C. Aim: to have Ss differentiate between a little and little
award fo r her role...). • Ask Ss to read through the two examples and draw their
• Encourage Ss to work out the difference in attention to the words in bold.
meaning between win and beat: win sth (eg. a race, • Ask Ss the question in the rubric.
championship, game, match, an award, etc.), beat sb • Check the answer with the class.
(eg. an opponent)
• Point out that the same distinction applies to a few and
| | Allow Ss some tim e to do the first set of sentences. few, followed by plural countable nouns.
• For the remaining sets Of sentences, provide Ss with
definitions and refer them to the respective texts, when KEY I
appropriate. A little means enough. I
train* to prepare yourself for a sport by doing a lot of
L ittle means n o t enough. I
exercise C..F7 drivers need to train hard...)
perform : to entertain an audience by playing a piece of • Refer Ss to the Grammar Reference at the back of the
music, etc. book.
populam lketi or admired by many people (...the sport
: has become more popular, especially with young
4. PRACTICE
people in the UK.)
Aim: to give Ss practice in using quantifiers in context
famous: well-known (Angelina Jolie is one o f the most
famous actresses in the world.) . • Have Ss do the activity.
understand the meaning of sth H Check the answers with the class.
realise the importance, seriousness, etc. of sth. (She
realised that she was in a position to do something...) KEY
• Have Ss do the a p iv ity and check answers. 1. g ig
i t lots of 4. many
KEY 2. little 5. Few
m win 5. popular 3. no 6. much
2. beat £§§f§fjp>us § | any
3. tra in e c n 7®fflderstand
4. perfoirafed aireaPiSe
WORKBOOK LISTENING » 8
• For the listening transcript go to page 177.
OPTIONAL ACTIVITY
Ask th gjwgwMsentences using the: phrases
from tH S m B va B B H m fV a n d check them.

ra n
C. Read again and complete with
the names Lewis or Angelina.
I ( fr o n to n o r
1.
QUANTIFIERS: some, any, no, much, many, a lot of, lots of, (a )few, (a ) little
showed g reat ta le n t at
an early age. A. Read the dialogue below and complete the rules.
A: Is th ere a ny co ffe e le ft?
Use in a ffirm a tive sentences,
w on an award in 1999. B: Yeah, th e re is. Have some.
offers and requests.
3. A: Can I have som e m ilk?
U se _______ in questions and
tries to help o the r people. B: I ’m sorry, th ere's n o m ilk
negative sentences.
le ft.
4. U se_______ in a ffirm a tive sentences
A: H ow a b o u t biscuits?
turned a hobby into a career. to give a negative m eaning.
B: Sorry, we d o n ’t have any.
5.
needs to be ve ry fit fo r his/her B. Read the extract from the text about Lewis Hamilton and complete the
job. rules with much, many, (a) few and (a) little . Which of the words in bold
can we replace with a lo t o f/ lots of?
6.
Today, Lew is doesn’t have m uch free tim e on h is hands and spends
has a big family.
m any h ou rs a t the gym e very day. Few p eo ple kn o w th a t F1 d rive rs
need to tra in h a rd and be ve ry fit. They need to have stron g, m uscular
D. Look at the highlighted words/
phrases in the texts and choose bodies and ve ry little b o d y fat.
the correct meaning a or b.
Use and before plural countable nouns.
1. behind the wheel Use and before uncountable nouns.
a. driving a car Use a lot of / lots of before uncountable or plural countable nouns.
b. training at the gym
C. Read the examples and notice the words in bold. Which of
2. well-known 4. became aware of them means enough and which means n o t enough?
a. famous a. realised • I have a little m oney w ith m e; perhaps we can b uy a
b. clever b. got bored w ith sandwich.

3. on screen 5. was in a position to <I don’t th in k we can b uy it; I have very little m oney w ith
a. in her life a. could me.
b. in film s b. was at the rig h t place Go to G ram m ar Reference

G. Discuss.
• Do you know of any other famous people who are
good role models for young people?
¥ Practice,
Read and circle the correct words.
• Why do you consider them role models?
1.
Tom Hey, Jill. Are you going to the gym
2 (/o c a ^ a fo r #
again?
WORDS EASILY CONFUSED J ill Yep. I have (1) lots of / much tim e on
Circle the correct words.
my hands these days, so I go to the
1. Did your team win / beat the match today?
gym every day now.
2. I won / beat my brother at a game of chess yesterday.
Tom Wow! I do very (2) a little / little
3. Jenkins has trained / performed hard and is ready for
the big match. exercise. I have (3) no / any free time.
4. It is the first tim e the singer has trained / performed 2.
live and she’s very nervous.
Tony James has starred in (4) many / much
5. Skiing isn’t very popular /famous in my country.
adventure films. (5) Few / A few actors train
6. He became internationally popular /famous after
so hard before making a film. That’s why he
winning the award.
doesn’t see his fam ily (6) much / a lot of. He is
7. I don't speak French, so I couldn’t really understand/
realise her. a very good actor but he hasn’t won (7) any/
some Oscars. Maybe next year.
8. I didn’t understand / realise you worked at home.

©
f e j& 'f e '/ b

2 h it ,
1 A. Listen to a man and a woman discussing three
ADJECTIVES DESCRIBING PERSONALITY new colleagues ol theirs. Match the people with
Read thelsentences below and match the the adjectives below.pKere is one extra adjective
wraps in bold witWthMlemnSons a-h. which you do not need to use.

1. I can’t talk to Bill about anything. He’s so

qffick-temWere^H
2. One of Mary’s bad qualities is that R e's
bossy. She keeps te llB S u s what to do a H
w h ^ n o tt o do!
3. Julia is so lazy. She just sits there all day
doing nothing.
4. Don’t be shy. Come and say hello to my
fa B |//:
5. Oliver is an o utgoing person and lo v e |lij
going to Sorties.
6. My sigjer’ssan jTope"s®»*-’rson. She never
lie,s to ^ e .
7. A very kind young man helped me carry
my shopping bJjgjiup ® E t^ rs -. m
B. Listen again and \jfi“ite man or woman to complete
8. WendYi .1 confident womanTsojob the sentences.
gPifferv-iewslare very eall§5.r her.
1. T he _______ J in k s : Ka re n'd o esn’t B e her jo ®

a. not wanting to work / noFvery active T he _________ goes out with David a lot.
b. believing in yourself and your a b ilw e ^ j 3. litre ._________thinks David is a different person
c fond of telling people w h a jto do at w o r ^ H
d. friendly, enjjwlptfgneeting other p i m | | 4. thinks Isaba is shy.
e. always telling the truth
s fflWe_________ has a problem with'Isabel.
f.'j afraid to mee|p St| ffl< to other p e o lje
g. becoming angry quickly .
I helpful a ndffien(|jy

W m L e a rn n e w w o rd s in c o n te x t
^sentences.,describing situations). Thi&l JH
Iwayj it is easier to remember them. J jj

Talk in groups and discus^^rollowing.

Use the prompts in the box.- s,

• What are your friends like?

• Do you always get along w ith them? • My friends are...
• Do you -M tm B mj are a good friend? • W ;i« u a ljy g jlftlo n g f f t , but we somettmeBRaufrrMeML;
• How can you describe the ideal friend? • 1W n H jjB le v e I am / s S n o t a goomfriend because...
• The ideal friend should be...
Functions B. Aim: to give Ss practice in listening for specific
information
Talking about friends and friendship
Describing people (personality) • Ask Ss to read through the sentences 1-5. Make sure that
Ss don’t have any unknown words.
Vocabulary
• Play the CD. Ss listen carefully and complete the
Adjectives describing personality sentences.
active bossy confident helpful honest kind • Check the answers with the class. If necessary, play the
lazy outgoing quick-tempered rude shy CD again in order to clarify any questions Ss may have.

KEY
Phrases
l.m a n 2. man 3. woman 4. man 5. woman
What does she look like?
What is she like? LISTENING TRANSCRIPT
Miles So Naomi, what do you think of the new
Other words and phrases people?
ability argue assignment attractive college
Naomi They’re all right, I guess.
fun to be with get along ideal K je r v ie w ( n )
Miles What do you mean#
lie (v) mark (n) quality reason sense of humour
Naomi Well, I’m not sure about Karen.
I tell the truth whenever
Miles Yeah, what a waste of space. She just sits
there all day.
WARM-UP
Naomi Exactly, and she doesn’t do any work. And
Aim: to introduce the topic of the lesson she’s always bored.
• Draw Ss’ attention to the title of the lesson and ask them Miles H don’t think she enjoys what she’s dbing.
to guess what the lesson is about. Naomi But she isn’t doing anything! Anyway, I can’t
• Elicit answers. see her staying here long.
• Ask Ss to tell you what a friendly face is, what makes a Miles You’re right.
face friendly, etc. Naomi What about David? He seems a bit quiet, right?
• Elicit answers. Miles Are you kidding? Come out with us on Friday
night and see.
1. VOCABULARY Naomi So, you hang out together?
Aim: to introduce vocabulary related to adjectives Miles Yeah, didn’t you know? He’s like the brother
describing personality I never had. He’s a really friendly person. Within
ten minutes of being in the club, he’s friends
• Ask Ss to read through the sentences 1-8. with everyone.
• Draw Ss’ attention to the words in bold. Explain to them Naomi Well, he doesn’t seem like that at work.
that these are adjectives describing personality.
Miles You just need to get to know him. What about
• Ask Ss to read through the definitions a-h. Isabel? She’s kind of shy, right?
• Have Ss do the activity. Naomi She isn’t shy, but I don’t think she’s outgoing.
• Check the answers with the class. And listen to this, she loves going out, but
.she only goes to places that she likes. And
KEY sometimes we go to some awful places.
1-g Miles Oh, yeah?
2. c
3. a Naomi She never lets me choose a restaurant or
4. f anything. She always decides what we’re going
to do.
Miles Why don’t you talk to her about it? What
• Explain any unknown words.
she’s doing is not right.
• Draw Ss’ attention to the TIP and explain it.
Naomi You’re right, but it’s difficult.
• Ask Ss to describe people they know (.eg. a friend,
Miles You just need to be a bit more confident,
relative, classmate) using the adjectives 1-8.
that’s all.
Naomi I think you’re right.
2. LISTENING » 9
A. Aim: to give Ss practice in listening for gist
• Tell Ss that they will listen to a man and a woman 3. SPEAKING
discussing three new colleagues of theirs and that Aim: to give Ss practice in talking about friendship and
they should match She people in the pictures with the their friends
adjectives given.
• Draw Ss’ attention to the questions and the prompts in
• Point out to Ss that there is one extra adjective which the box.
they do not need to use.
• In groups, Ss discuss the questions using the prompts in
• Point out to Ss that they should look for words which the box.
will help them decide on the adjectives that describe
• Go round the class helping Ss when necessary.
the personalities of the three people.
• Choose some groups of Ss to act out the discussions.
• Play the CD. Have Ss listen carefully.
• Check the answers with the class.

KEY
I b 2. a. 3. d
TB14
u
4. W RITING
A. Aim: to prepare Ss for the writing task by asking them to
make predictions based on visual prompts
• Draw Ss’ attention to the picture of the girl.''
• Ask Ss the questions about the girl.
• Draw Ss’ attention to the difference between What does
she look like? (we ask about her appearance) and What Is
she like? (we ask about her character/personality).
• Elicit answers but do not correct Ss at this stage.

B.Aims: • to check Ss’ predictions

• to familiarise Ss with the structure of a
description of a person
• (Vsk Ss to read through the description of the girl and
check their predictions.
• Have Ss do the exercise.
• Check the answers with the class.
KEY
In which paragraph does the w riter:
• describe the person’s personality? 3
• introduce the person? 1
• describe how he/she feels about this person? 4
• describe the person’s appearance? 2

• Ask Ss some comprehension questions:

Where did the writer meet Amy? At college.

When did Amy start college? Two weeks ago.
Has she got many friends? Yes, she has.
What does Amy look like? She's tall, slim and very
attractive, with long dark brown hair and brown eyes.
What kind of clothes does she usually wear? She usually
wears really trendy clothes.
Does she always look good? Yes, she does.
What is Amy like? She’s clever, confident, outgoing, with a
good sense o f humour, friendly but quick-tempered.
Are the writer and Amy going to be best friends? No, they
aren’t.
Why? Because they don’t always get along well.
When do the writer and Amy get good marks? When they
work together.

• Explain any unknown words.

C. Aim: to help Ss plan their writing and encourage them to

include relevant information in it
• Ask Ss to read through the statements 1-7.
• Refer Ss to the description of Amy.
• Have Ss do the activity.
• C h e c k th e a n s w e rs w ith th e class.

KEY I
1, 5. 6, 7 1

D. Aim: to give Ss practice in writing a description of a person

• Draw Ss’ attention to the TIP and explain it.
• Allow Ss some time to write their descriptions as
instructed.
• Choose some Ss to read out their descriptions.

15 TB
 A DESCRIPTION OF A PERSON
A. Discuss.
• What does this girl look like?
• What do y o fflth in kfte ’s like?

B. Read the description of the girl and compare your

answers in activity A. In which paragraph does
the writer:

• describe the person’s personality? ™

• introduce the person?

• describe how he/she feels about this person?

• describe the person’s appearance?1■■

A person I recently m et

A m y is a new girl a t college. She started, two weeks ago, but she's very popular
and already seems to have many friends.
She's ta li slim and very attractive. She's got long dark brown hair and brown
eyes. She usually wears really trendy clothes and she always looks good.
Amy is clever confident and she always gets good marks. She is also outgoing
and has a good sense of humour. Of course , she tries to be friendly with everyone ,
but I'm not so sure she is very honest. Also when I work with her on assignments I
she can be very quick-tem pered. She often gets angry for silly reasons.
I don't think Amy and I are going to become best friends because we don't
always 'get along well. However., she is good fun to be with , and whenever we work
to g e th e rw e g et good m arks , so th at's something.

C. Read the following statements and tick the

WRITING TASK
ones that apply to the description above.
D. Write a description of a person you have recently
The writer: met. Your description should be between 100-120
words.
1. uses a variety of adjectives
2. gives details about||ow they met
Y \
TIP
3. uses the past tense only When writing a description of a person:
.• group related idea$ together. Organise your
4. suggests how this person can change
description into paragraphs as shown above.
personality
. • use a variety of adjectives to describe the
5. groups reined ideas together person’s appearance and personality.
6. gives his/her generajjtpinion about • use examples to explain what you mean.
the person • give your general opinion about this person
in the last paragraph.
7. gives some examples to explain what
he/sho means

0
 C. Complete w ith the Past Simple of the verbs in
brackets.
1. A: W hy_________ (be) Kelly angry at Jim
■yesterday?
/lo o a b ^ a f0
^ B: Because J im __________ (break) her mobile
A. Choose a, b or c. phone and h e __________ (not want) to buy
1. | want to have a __________ with you to n ig h t her a new one.

a. talk b. word c. reply 2. A :_________ your m um __________ (tell) you

2. Ryan doesn’t g e t__________with his brother. that I _________ (call) last night?
They always argue. B: Yes, she__________ (tell) me but I __________
a. over b, up c. along (not can) return your call. Sorry.

3. Tanya i s __________ in modern art. A: W here__________ (you I be)?

a. interested b. fond c. a fan B: At home, but my little brother__________

(have) an assignment for school and he
4. The athletes__________ really hard weeks before
_________ (need) my help.
the race.
a. performed b. beat c. trained D. Circle the correct words.
1. Is your birthday in / on 11 February?
5. Do you want to keep in __________?
a. note b. message c. touch 2. Every year, from / during March in / till
September, my grandfather lives on the island.
6 . 1 get v e ry ________when people lie to me. In / At the winter, he comes to the city.
a. angry b. honest c. confident
3. I began reading newspapers at / in the age of ten.
4. Helen usually goes to bed during / at midnight.
5. I lost touch with my classmates years before /
tfr a fK M a r ago.
B. Complete the dialogues w ith the Present Simple or
the Present Progressive of the verbs in brackets. E. Complete w ith the correct form of used to and the
verbs in the box.
1. A: W here_________ James___________(go)?
visit drive work not eat live
B: To the sports centre. H e__________ (play) table
1. Samantha__________ strawberries and cherries,
tennis with Ryan on Mondays.
but now she loves them.
A: But today is a bank holiday. The sports centre
2. H enry__________ his parents every weekend,
_________ (not open) on bank holidays.
but now he doesn’t have time.
B: Oh! James,__________ (not know) that! Give
3 .1_________ to university, but now I take the bus.
him a call.
4. A :________y o u ___________ in London?
2. A: What a mess!
B: Yes, I __________ in a bank there.
B: Yeah. Tom and I __________ (paint) the house
this week.
F. Circle the correct words.
A:__________y o u ___________(need) any help? 1. A: There are very little / few / no chairs in the
I’m free. living room. Where is everyone going to sit?
B: No, thanks. Tom’s b ro the r_________ (come) B: Don’t worry. There are some / lots / few chairs
later today. in the kitchen, too.
A: OK, then. So, what co lo ur_________ you 2. A: Would you like much / some / any milk in your
(paint) the kitchen? coffee?
B: I’m not sure. I _ _ (want) light yellow B: Yes, please and little / a little / a few sugar.
walls, but Tom __________ (not like) yellow. 3. A: 1receive a lot of / much / no e-mails every day.
B: Really? Some days I don’t receive some / no /
any.
 R o a n d -a p
Aim: to help Ss revise the structures, functions and
vocabulary presented in Module 1 through various
activities

GRAMMAR
B.

KEY
t
is ... going, plays, doesn’t open, doesn’t know
2.
are painting, D o ... need, is coming, a re ...
painting, want, doesn’t like

KEY
1
was, broke, didn’t want
Z
D id ... tell, called, told, couldn’t, |
were you, had, needed

KEY |
1 on
2. from, till, In j
3. at
4. at
5. ago

E-

KEY
1. didn’t use to eat
Z used to visit
3. used to drive
4. D id ... use to live, used to work i

KEY

few, some
Z
 SPEAKING 4.
• Ask Ss to read through the questions in the Iris Hello, Glynn.
questionnaire. Glynn Iris, hi! What are you doing here?
• Explain to Ss that in the first column they should write Iris I work here. Remember?
their answers about their partner. Then they should Glynn Oh, yeah. That’s right. I forgot that you’re a
ask their partner the same questions and write the waitress here.
answers in the second column. In the third column they
should write whether their answers are right or wrong Iris Actually, I used to be. Now, I’m the ® e f.
according to their partner’s answers. Glynn Wow, th a t’s good to hear!
• Draw Ss’ attention to the speech bubble below the Iris Yeah, I finished my studies last year and they
questionnaire. offered me the job a few months ago.
• Get Ss to do the activity in pairs. Glynn Well, I’m looking forward to my meal.
• Go round the class helping Ss when necessary.
• Choose some pairs to act out the dialogue.
SELF-ASSESSMENT
COMMUNICATION
Aims: • to give Ss the opportunity to check their
progress
• to encourage learner autonomy
• Draw Ss’ attention to the points and get Ss io read them.
• Explain any unknown words.
• Get Ss to tick the points they feel confident about. For
the points they are unsure of, they should refer back to
LISTENING » 10 the relevant sections in the module.
• Ask Ss to read through the questions and the options.
• Play the CD twice.
• Alternatively, play the CD and pause after each dialogue
for Ss to choose their answers.
• Play the CD a second time. Ss check their answers.
• Check the answers with the class.
KEY
1. a 2. b 3. a 4 .a

LISTENING TRANSCRIPT

Steve Anna, where are you?

Anna Hey Steve. I’m on my way to Jenny’s house.
Why?
Steve You can’t be serious! I’m waiting for you
outside the cinema.
Anna TheSoema?
Steve Yeah. You sent me a message yesterday. You
asked me to go to the cinema with you.
Anna That’s right. But you didn’t reply so I thought
you were busy.
2.
Billy Let’sBwn on the telly grfflsee w hat’s on.
Susan Aggh! Not that. I can’t stand it!
Billy Yeah, I find soap operas horrible, too. Let’s
see what else is on.
Susan Oh, leave that.
Billy I’m not really fond of talent shows.
Susan Reallyfmam. Be a sfar'fM he best show e v e i^
3.
Kathy So, how’s it going with your new flatmate,
Angie?
Angie Alright, I guess.
Kathy You don’t sound very excited.
Angie It's'JpH that she’s always telling me what to
do.
Kathy I see. And the housework... Doesn’t she help?
Angie No, no, she does. She helps a lot. It’s just that
she thinks she knows everything.
Kathy That could be a problem.
17 TB
Read the questions in the questionnaire and answer them for your partner. Then ask your partner and see how
many answers you got right.

HOW WELL DO YOU KNOW YOUR ANSWERS YOUR FRIEND’S

RIGHT OR WRONG?
YOUR FRIEND? ABOUT YOUR FRIEND ANSWERS

Doesme/she like talking on the

phone?
Is he/she an SN member?
Does he/she send e-mails?
What are his/her interests?
How often does he/she go out?
Where to?
Who’s his/her favourite actor/singer?
What did he/she do last weekend?
What did he/she use to do but
doesn’t anymore?

What’s his/her best quality?

So, do you like talking on the phone?

sil te n n
i g ^
Yes.../No...
Oh, my answer is right/wrong! Listen to four short dialogues and choose a or b.
1. Why didn’t Anna go to the cinema?
" ” \ ! -----------------------------------
a. Because she didn’t receive a message.
b. Because she was busy.
Communication 2. What’s Susan a fan of?
Complete the dialogue with the phrases a-e. There is a. Soap operas.
one extra phrase which you do not need to use.
b. Talent shows.
a. You can’t be serious! 3. What’s true about Angie’s flatmate?
b. She’s good fun to be with. a. She’s helpful, but bossy.
c. Sounds brilliant! b. She’s lazy and rude.
d. What does she look like? 4. What did Iris use to be?
e. I have other plans. a. A waitress.
b. A chef.
S a lly Guess what! I finally have a new flatmate.
L in d a That’s great! Who’s the lucky person?
S a lly Do you remember Amanda from the
computer course? Read the following and tick the appropriate boxes.
L in d a I’m not sure. (1)__________ For the points you are unsure of, refer back to the
relevant sections in the module.
S a lly She’s got long dark hair and blue eyes.
L in d a Oh! I remember her. What’s she like?
NowIcan..
O talk about the present and past Q
S a lly (2 )__________ We’re even going bungee O talk about past habits (~ j
jum ping together next week.
O use quantifiers Q
L in d a (3 )__________ O talk about people’s likes and dislikes Q
S a lly I am! She’s really into extreme sports. Hey, O describe people and w rite a description
do you fancy coming w ith us? of a person Q

L in d a No, thanks. (4 )__________ O use and, but, so, because, or Q

©
Y our scree nsa ve r is a p ic tu re o f y o u r fa v o u rite actor, and y o u r rin g to n e is y o u r
fa v o u rite g ro u p 's la te s t song, b u t is th a t enough to m ake you a tru e fan?
Yes? W ell, th in k again!

In the USA, many people have started joining fan communities called fandoms. These groups of
enthusiastic fans know everything about their favourite book, film or character. There's a fandom for
ju s t about anything, from science fiction to pop stars to video games.
The science fiction fahdom includes a famous group of faffs called Trekkies. Trekkies are fans of the
television series Star Trek, and they love meeting once a year at Star Trek conventions dressed up as
their favourite Star Trek characters!
Another example of a fandom is the Tolkien fandom. These
people are fans of the writer 3RR Tolkien. In his books
The Hobbit and The Lord o f the Rings trilogy, the elves
speak 'Elvish', a language Tolkien invented. Can you B. Read again and answer the questions.
imagine what some fans do? They haveJearnt to have 1. Where did fandoms start?
Simple conversations with each other in Elvish! 2. What kind of fandoms can you find?
Of course, there is also a Harry Potter fandom.
3. Where did Trekkies get their name from?
These fans chat online and publish their own Harry
4. What do Trekkies do?
Potter stories on the Internet. And that's not all.
Believe it or not, about five hundred rock bands in the 5. What is Elvish?
USA play a type of music called Wizard Rock and sing 6. Wha^do Harry Potter fans publish on the
songs just about Harry Potter! Now those are real fans! Internet?
7. What is Wizard Rock?

You can find more information on this topic in the Student’s Area at www.mmoublications.com.
» 1 1
Aim: to introduce Ss to various aspects o f the culture o f
the English - speaking w orld
BACKGROUND NOTE
• Star Trek is an ftflH c a a ^ K fflc e g im ip n
e n te r ^ S jm fliU g fi^ ^ if lj'^ g dffl fr a iB lP f • T h jp ite r -
Trek fic E g ^ ffln iv e rs e g e a te d by Gene Roddenberry I
is the settirih opixiB ^lserie s incBdina the m a in a l
1966 ffu flm ek, l i addition to eleven feature fiSrsM he
fra n c w e lfis o extends to dozels of computerEnd
video g a m ^ w u n d re d l S n o w s and instances of fan I
fictioci,,several 53Screated*Vjgeo weflfcy
as a theme attraction in Las Vegas. Beginning w ftti the I
original TV series and c o n tirfin g \§fth thesubsequent j
films w g n m e a H ^ r a e f l i i i i f l ^ ^ H B d a cult
phenomenon and has spawned many pop culture
referena el’ifcL.
• The Lord o f the Rings is an epic high fantasy novel
written by philologist JRR Tolkien. The title Of the
book refers to the story’s main a jw g g n ist, the Dark
Lord S e H H w h o had M an e a ile r age created the
One f S g e other R iw sro f Power, as the
ultimate w eapon® hisai^;pa%Ml:o' conquer and
rule all B sllddtss-ear^ffi'he s ta y began as a; sequel
to Tolllien’s e a r M i less complex chiHcen’s fantasy
novel Th§:Hobbitm937), but eventually developed
into a m u g ^ S g e r w ork.B was w rB en in stages
betw e;em 9l!® nd 19|S©, much of it dUftng World War
II. Allhough intended as a single-volume w o rl® t was
o|»Vnally published in three volumes in 1954 and
1955, Sue to ® st-w a jp a p e r shortages;, and it is in t h i n
three-Wolume f©:RM thafcffkrpopMja™ kndwH It ha^"= •
since b e ® iM 'inte cm um erou s .times, and translated
into rffin y different languages, b ecorw ig o ip of the
m o s tE o M a r anHinfluential w o rl< a S 2 0 th -le n tu rf
literature.
• Harry Potter is a s®ies of seven fantasy novels;
written by British author JK Rowling. The books
c h ro tw e the adventures of the e p o n s ^ E p
adolescent wizard Harry Potter, together with Ron
Weasley and P erS ione Granger, his friends from the
Hog warts School of W itchcraft and Wizardry.
The ceilha.lfefoi / revolves around Harry’s struggle
again® the evil v ita rd Lord Voldemort, who killed
Harry^s parents in h i! quesafto conquer the wizarding
world and subjugate non-magEal (Muggle) people to I
his rup. a c e the 1997 release c fth e f i s t novel Harry
Potter and the Philosopher’s Stone, which was retitled |
Harry Pgtter and the Sorcerer’s Stone in the US,
the books have gained immense popularity, critical
acclaffi and'com m frcial success worldwide. S e v e R M
successfujjderivative films, video gaBes and other
theme ifierchanGlise have b e & based upon the series.
WARM-UP
• Draw Ss’ attention to the pictures accompanying the text.
• Ask Ss to tell you whaShese pictures show.
• Elicit answers (three film s - Star Trek, TheLord o f the
Rings, H arry P otter).
• Ask Ss:
Are youMmn ofany o f these films?^ •
• Elicit answers and ask them to tell you'.why.
• Draw Ss’ attention to the title of the te xt and ask them
the question in the rubric.
• Elicit answers but do not correct Ss at this stage.
• Ask Ss to read through the text and compare their
answers.
: KEY |
S’-Randoms are fan comm Uniies consisting of
enthusiastic fans who know everything about their =
favourite book, film or character.
• Point out to Ss that the term fandom is a compound
one, consisting of the word fan and the suffix -dom.
The resulting abstract noun fandom has been coined
to show the absolute admiration the fans of a particular
community have for their favourite book, film, character.
pf Point out to Ss that the term fandom reminds us of words
such as kingdom, stardom, etc. This is indicative of the
meaning that the term fandom wants to convey.
• Ask Ss some comprehension questions:
| What is the Tolkien fandom? The fans o f the w riter JRR
I Tolkien.
Do you know any books by Tolkien? ‘The HobbitZand ‘w p / j
I Lord o f the Rings’ trilogy.
What have some fans learnt to speak? They have learnt to
| speak Elvish.
Where do Harry Potter fans chat? Online.
I How many rock bands in the USA play ‘Wizard Rock’P^
| About 500.
• Ask Ss to tell you w hat they th ink of fandoms, if
fandoms are popular in their country, if they would
join/have joined one, what kind of fandom would'they
join, etc.
• Elicit answers and initiate a short discussion.
B.
• Have Ss do the activity and check answers
KEY
1. In the USA.
2. You can find fandoms for just about anything, from
science fiction to pop stars to video games.
5 3. From the television series Star Trek.
4. They meet once a year dressed up as their favourite I
Star Trek characters.
I 5. The language spoken by the elves which was
invented by Tolkien.
6 .They publish their own Harry Potter stories.
7. A type of music and songs about Harry Potter.
• Explain any unknown words.
• Draw Ss’ attention to the web link and explain to them
that they can use it to find more information on the
topic of the text.
TASK 1» 1 2
• Tell Ss to go to page 142 and complete the task.
TB18
TEACHER’S NOTES
Aims: • to introduce the topic of the module and activate Ss’
background knowledge
• to present the learning objectives of the module
• Ask Ss to look at the picture and tell you what they can
see (a man that looks surprised).
• Draw Ss’ attention to the title of the module and ask them
to tell you what they think it will be about.
• Ask Ss some questions:

What do you think the man has seen?

In what cases w ould you have a sim ilar reaction to the
man’s?

• Ask Ss the questions in the Discuss section and elicit

answers.
• Read out the points listed in the Flick through the m odule
and find... section.
• Explain any unknown words.
• Then ask Ss to flick through the module and find where
these points are discussed.

KEY
• a text about a personal experience in an Asian country:
p. 22
|§ an e-mail from a university student: p. 29
fB some friends showing theigfioiiday photos: p. 20
• a website with helpful tips on surviving in the desert:
p. 26
• a woman that looks very frightened: p. 24

• Read out the objectives listed in the In this m odule you

will... section.
• Explain any unknown words.
 ^0 ^; ■ * :; :■-- ' ' -■;■■■ •■ .. ^ - 11 - : ;;;

jf a j W ^ ( ^ ^ C ( p p e n c d f^

I i!g te&
r ,m b/ Q
m g & s c&
K e ,accl</
LWm i ^ ___ rockcUm
bvng
A. Discuss. h ik in g
sightseein
• What makes an interesting holiday experience?
• What’s your opinion about the following activities? scuba diving
Shopping

B. Look at the picture. What do you think ^

the people are talking about? Listen and
check your answers.

Fiona Let me show you some pictures

from our cycling trip in the South
of France.
Annie OK. How was it?
Fiona It was nice but it was a bit tiring.
Martin to o k ! Here’s one outside the
hotel on our first day.
Fiona We were tired from the car
journey. So, we didn’t ride much
that day.
Martin But the next day we went on a long ride.
Fiona Too long. We decided to go to this gorge,
buMSe hills were really steep in that area.
Mart&, Fiona was pushing her bife-m ost of the
way up.
Fiona Yes, you weren’tciaelping at all. You were
takmg pictures of;me all the time. Here’s
one. a
Annie It looks very muddy.
Martin And that’s before the rain. The Water
came down like a river.
Annie Sounds dangerous.
Martin No, actually, it was exciting.
. Fiona Yeah, and when we managed to reach the
■ & - we were amazed!
M a r tin B ife view down into the gorge was
fanta s tic !^
A n n ie' Did you take any pictures there?
C. Read the dialogue and answer the questions
Martin Sorry, but with ail that rain, the camera
got wet and stffip e d working'. J W h l was w ith Fiona o n n ie cycling B p?

Annie So, all t h a t 'I n ^ H n d no gijctuRs to show, I I What did tip y do on the secorB day?
f 6 r g p :_ | 3. Why did Fiona have trouble on the journey
Fiona H r m afraid so. to the gorge?
P. Why was F io ^ ^ B g ? y at M a r l®
H Why didn't ^ H y take pictures of t®-gorge?
 ■

Functions KEY
Narramjg™aE««to:$ences Suggested answer
Spbey are talking about the pictures they see otothe
Describing one’s feelings
camera. The picture£are from MSrtin andyiona’s£|j§|(3g~
StruciBres trip in the South of Franfc€£~’ \
Past Progressive
V ocabulary • Ask Ss some comprehension questions:

Adjectives® ed/-ing
Where d id they go cycling? In the South o f Franm sJi
amazed / aSazing ^fflored / boring / excitingni I
What does Fiona think o f th eir cycling tripfyThat it was
frightened /frightening 'roterested / interesting
nice b ut a b it tiring.
surprised / surprising ■ ile d J ^ B ig
Where did they decide to go during th e ir ride on the
Activities i second day? They decided to go to a gorge.
cycling hiking scuba diving sightseeing What was Fiona doing m ost o f the way up the hills%ftg
[ She was pushing her bike m ost o f the way up.
Other words and p hrase sV What was the weather like during th e ir journey to the
actually area bark (v) effort experience (n) gorge? It was raining.
hill I’m afraid so journey manage B n ud d y Was M artin afraid o f the rain? No, he wasn’t
push raiimn) le a fH top wet How did they feel when they managed to rebch the
top? They were amazed.
WARM-UP Why? Because the view down into the gorge was
Aim: to help Ss make hypotheses about the lesson by [ fantastic.
activating their background knowledge
• Draw Ss’ attention to the title of the lesson and ask them • Draw Ss’ attention to the picture on the camera and ask^
to tell you when we ask this question (to ask about an Jjfthern to tell you what it shows (Fiona pushing her bike).
event or situation that took place in the past).
• Ask Ss to fell you what they think the lesson is about. C. Aim: to give Ss practice in identifying specific information
• Elicit answers. in the dialogue
• Have Ss do the activity and check answers.
L LISTENING & READING » 13
A. PRE-READING KEY
Aim: to introduce the topic of the dialogue by relating it to 1. Martin.
Ss’ personal experience 2. They went on a long ride. / They went to a gorge.
• Ask Ss the questions and initiate a short discussion. 3. Because the hills were really steep.
• Make sure that Ss know all the activities mentioned in the 4. Because he wasn’t helping her at all.
second question. 5. Because with all that rain, the camera got wet and
• If necessary, you can ask Ss some more questions: stopped working.

Which &f the activities mentioned do you like doing/ • Explain any unknown words and choose Ss to act out the
would you like to try/have you tried, etc? dialogue.
Are there any other activities that you enjoy doing in
your fre&time/you have tried?
POST-READING
Aim: to give Ss the opportunity to expand on the topic of the
B. Aims: • to present vocabulary, functions and structures in
dialogue
H m e context of a dialogue
• Ask Ss some questions:
• to give Ss practice in identifying the main idea of
the dialogue
What type o f holidays do you prefer?
• Draw Ss’ attention to the picture and ask them some
Have you ever been on a sim ilar trip?
questions:
Do you usually take pictures during your h o lid a ys^, i
Why/Why n o t? ^
What c a fty |S e e in the p ic im ^ R
What are trr&pcople in the picture doing?
Do you thinjMhaWhe people know each either?
Where do you think the people i H f

• Elicit answers and then ask Ss the question in the rubric.

• Elicit answers but do not correct Ss a,t this stage.
• °lay the CD and ask Ss to listen to the dialogue and check
their predictions.

IB 20
2 a j

f - - '
2. VOCABULARY A: What were you doing?
A. Aim: to present the differences between adjectives ending B: / was watching TV.
in -ed and -Ing • Alternatively, you can divide Ss Into pairs and have them
« Ask Ss to read through the two examples. act out a similar dialogue. Ask one of the students in each
• Draw Ss’ attention to the adjectives in bold in the pair to report the answers to the class.
respective examples. eg. At 8 o'clock yesterday evening, Paul was watching TV
• Help Ss deduce that the adjective tired describes how and I was listening to music.
they felt while the adjective tiring describes what the trip
was like. 4. PRACTICE
• Encourage Ss to come up with their own examples using Aim: to give Ss practice in using the Past Progressive in the
adjectives ending in -ed or -Ing. context of three short dialogues '
• Have Ss do the activity and check answers.
B. Aim: to give Ss practice in differentiating between
adjectives ending in -ed and -ing
KEY
• Have Ss do the activity and check answers. If necessary,
provide Ss with further explanations. 1. was calling, weren’t working, were having
2. was... raining, wasn’t raining
3. were... looking for, was driving
KEY I
Hi. boring 4. excited
2. surprised 5. amazing 5. SPEAKING
i 3. frightened 6. interesting Aim: to give Ss practice in using the structures, functions
and vocabulary presented in this lesson through a pair
work activity

3. GRAMMAR • Draw Ss’ attention to the prompts in the box.

A. Aim: to present when the Past Progressive is used and • Ask Ss to read through the speech bubble.
help Ss differentiate between the Past Simple and the • In pairs, Ss take turns to ask and answer questions about
Past Progressive an adventurous experience they had in the past.
• Go round the class helping Ss when necessary.
• Ask Ss to read through the first example and draw their
attention to the words in bold. • Choose some pairs to act out the dialogue.
• Point out to Ss that this is the affirmative form of the Past • Choose some other Ss to report their partners’ answers to
Progressive of the verb paint. the class.
gBAsk Ss to tell you when the Past Progressive is used.
• Elicit the answers that it is used to describe an action that
was in progress in the past.
• If necessary, demonstrate this with further examples.
• AskSsto read through the second example and follow
the same procedure.
• Elicit the answer that the Past Simple is used to describe
an action that was completed in the past.

KEY I
I a. 2 b. 1

B. Aim: to present how the Past Progressive is formed

• Ask Ss to read through the examples and draw their
attention to the words in bold.
• Ask Ss what they notice about the formation of the Past
Progressive (we form it with the past tense o f the verb 'be'
and the main verb with the ending ‘-ing’) and have them
complete the rule.
• Check the answers with the class.

I . '' KEY
Past Progressive
was or were + verb + -ing 1
P "' ’if i:rM1 '
• Refer Ss to the Grammar Reference at the back of the
book.
• Ask Ss questions practising the Past Progressive.
eg. A: Where were you at 8 o’clock yesterday evening?
B: I was at home.

21TB
 c __

2 l/o c a 6 a tfa r & ¥ P r a c tic e ,

ADJECTIVES ENDING IN -ED A N D -ING Complete with the Past Progressive ot the verhs in
A. Read the examples. What’s the brackets.
them difference between tire d and tiring? 1. A: Hey, Sandy. NNhere w ere y o u and Tom
n each
• We w ere tired fro m the ca r jou rn e y. yesterday? 1_______________ Cca\V) yo u r house
ig T V • It was nice, b u t it was a b it tiring. all day.
B: W ell, i t was Sunday and w e _______________
(.not w o rk ) so w e w e n t to th e beach. NNe
In the ________________ (.have) a g re a t tim e and w e
d ecid e d to spend th e w h o ie day th e re .

A: So, d id y o u e n jo y y o u r tr ip or
i t ________________ CrainT?
B: No, i t . (.not rain), b u t i t w a s v e ry
c o ld .

3. A: I saw y o u in th e b o o ksh o p on Tuesday. W h a t

B. Circle the correct words.
_______________ y o u ________________ C\ook f ovY?
1. We le ft th e cinem a e arly because th e film was
B: A b o o k a b o u t scuba d iv in g . \Nhy d id n ’t, y o u
bored / boring.
ta lk to me?
2. Sam antha was surprised / surprising to see an
A: I c o u ld n ’t. I .(.drive) t o w o rk .
old school frie n d on th e tra in .
2 I'm n o t g o in g near th a t d o g ! It’s b a rk in g and I’m
frightened / frightening.
A . E veryone w as excited I exciting a b o u t th e p a rty.

5 H e n ry ’s c a t can d o an amazed I amazing tr ic k

w ith a te n n is ba ll.
5 Sb&oJLina,
Talk in pairs.
6 i tra v e l q u ite a lo t a n d I a lw a y s m e e t interested I
interesting p e o p le . Student A-. Think of an adventurous
experience you once
had. Answer Student B’s
questions.
Student B-. imagine \ou are a
reporter, interview

■
Student K about an
A. Read the examples, notice the words in
bold and match them with the rules. adventurous experience
he/she once had. b sk
1 I was painting my room all day yesterday. him/her questions using
2 I painted it blue. the prompts beiow.

= an action that was completed in the past. [ \

when it happened
r an action that was in progress in the past.( \ • where he/she was
• what he/she was doing
I Read the examples and complete the rule
about the formation o! the Past Progressive. • who was with him/her

• r iona was pushing h e r bike m o st o f the what happened

,vay up. • how he/she teit

• You were taking p ic tu re s o f m e a ll the tim e. • what he/she did

Rast Progressive • what happened then

or + verb +
So, when did it happen?
It happened last year.

A few years ago, I was w orking in Singapore.
During my firs t week there, w hile I was
travelling on the underground, I saw a strange
sign saying ‘NO DURIANS’ w ith a picture o f a
crossed out fru it. I wondered why they were
forbidden. It wasn’t until later that I found out
that they sm ell really, really bad but th ey’re
very tasty and healthy. For th is reason, many
people in Southeast Asia eat them. I was very
» * curious and decided to try fo r myself.
* *
As I was w alking through a m arket place, a
very strong sm ell h it me. It sm elt like someone
m «• had left some onions and other vegetables
fc * * *• to rot. However, I realised that I was standing
• * * next to a stall selling durians.Td like to try a
b it o f durian,’I told the ant* he sa'd
w ith a sm ile,‘A t your own ris k l’He then took
a durian from a box, cu t it in half w ith a large
knife and then cut a piece o f the fru it.
When he it to me, I started having
second thoughts.'W hat does it taste like?’l
wondered. As I was the fru it to my lips,
I suddenly fe lt sick and a bit dizzy, but I began
to eat.
The durian was th ick and creamy like butter
and had a fresh and sweet taste. As soon as I
finished eating the piece, the m erchant offered
b. A Strange Fruit
c. Afraid of N ew Experiences
me some more. I actually finished the
fru it. The man looked at me fo r a
‘Yummy! That was ta s ty !’ I said, so the
m erchant put three in a bag fo r me to take
home. Unfortunately, I had to w alk all the way,
because I wasn’t allowed on the underground.
C. Read again and write T for True, F for
False or NM for Not Mentioned.
1. The w rite r saw durians in an
a d ve rtise m e nt fo r th e firs t tim e.
2. In Singapore, th e y sell durians only
in markets.
3. The w rite r th o u g h t th e strong smell
was rotten food.
4. The w rite r cu t the durian, then
ate a piece.
5. The m erchant served the fru it
w ith some cream and butter.
6. The w rite r enjoyed th e durian and
w anted som e more.
Functions
• Check the answer with the class and ask Ss to provide
Talking about unusual food and what it is like justification.
Narrating experiences
Understanding time sequence KEY
The best title is b because it conveys successfully the
main idea of the story which is about durians/a strange I
fruit.

• Ask Ss some comprehension questions:

What was the w riter doing in Singapore? He was

WARM-UP
Aim: to help Ss make hypotheses about the lesson by
activating their background knowledge
• Draw Ss’ attention to the title of the lesson and ask them
if they can tell you when the phrase Just taste it! can be
used (when you urge someone to taste food and find out
whether they like it or not).
C. Aim: to give Ss practice in identifying specific information
• Ask Ss to tell you what they think the lesson is about.
• Elicit answers.
• Have Ss do the activity and check answers.
L READING » 14
A. (PRE-READING)
Ami: to introduce the topic of the text by relating it to Ss’
personal tastes and experience
• Ask Ss the first question and elicit answers.
• Draw Ss’ attention to the pictures.
• Explain to Ss that the pictures show things that people in
warious parts of the world eat.
• Make sure that Ss do not have any unknown words.
• Point out to Ss that not all people/cultures have the same
eating habits. In some parts of the world, some things
may be considered delicacies while in other places
the same things may be considered inedible or simply
disgusting.
• Ask Ss the questions and initiate a short discussion.
• Ask Ss: Do you know o f any other unusual food?
working there.
Are durians known only in Singapore? No, they aren’t.
They're known a ll over Southeast Asia.
Where was the w riter when he smelt the durians? He
was walking through a market place.
What did the merchant do when the w riter asked to
try a b it o f durian? The merchant took a durian from
a box, cut it in half with a large knife and then cut a
piece o f fruit.
How did the w riter feel when the merchant handed
him the fruit? He started having second thoughts and
suddenly fe lt sick and a b it dizzy.
Why did the w riter walk home? Because he bought
three durians and wasn’t allowed to take them on the
underground.
in the text
KEY
1. F
2.NM
3. T
4. F
5. F
6. T

• Aims: • to present vocabulary, functions and structures in

the context of a text
• to give Ss practice in reading for gist
• Draw Ss’ attention to the picture accompanying the text.
• Ask Ss to guess how this picture can be related to the text
and what the text is about.
• Elicit answers but do not correct Ss at this stage.
- Ask Ss to read through the titles a-c.
- Explain to Ss that they should choose the best title for the
story.
• Ask Ss to read through the text.
- Alternatively, play the CD and have Ss read and listen to
the text.
D. Aim: to give Ss practice in deducing the meaning of
unknown words from the text through a matching
activity
• Refer Ss to the text and ask them to find the words 1-5.
• Encourage Ss to deduce the meaning of the words from
the context.
• Ask Ss to read through the meanings a-e.
• Have Ss do the activity and check answers.
KEY
■ 2. d 3. b 4. c 5. a
• Explain any unknown words and choose Ss to read the
text aloud.
E. (POST-READING)
Aim: to give Ss the opportunity to have a further discussion
on the topic of the text
• Ask Ss the questions and initiate a short discussion.
2. VOCABULARY
Aim: to present and give Ss practice in using adjectives
which describe food
• Draw Ss' attention to the table.
• Point out to Ss that the adjectives in the first column can
be used to describe food.
• Explain to Ss that the adjectives sweef, b itter and fresh
can be used to describe coffee while the adjectives fresh
and sour can be used to describe lemons.
• Ask Ss to tick the adjectives that can be used to describe
cake and pizza in the respective columns.
• Have Ss do the activity and check answers.
KEY
cake: sweet, fresh
pizza: salty, spicy
OPTIONAL ACTIVITY
• Ask Ss to think of other kinds of food and the adjectives
that can be used to describe them.
3. GRAMMAR
Aim: to present the difference between the Past Simple and
the Past Progressive and introduce time clauses
• Ask Ss to read through the sentences 1-3.
• Draw Ss’ attention to the verbs in bold.
• Allow Ss some time to match the sentences 1-3 with the
meanings a-c.
• Check the answers with the class.
KEY
a. 2 b. 3
■Ask Ss to tell you what they notice about the use of the
time linker while in the first two examples (we use it to
link a lengthy past action (Past Progressive) that was in
progress when it was interrupted by a shorter or sudden
one (Past Simple) or two past actions (Past Progressive)
that were in progress at the same time).
• Draw Ss’ attention to the time linker as soon as in the
third example and help them elicit its meaning (to link
two past actions that happened one after the other).
• For further practice, refer Ss to the text and ask them to
underline any examples of the Past Progressive and Past
Simple which correspond to the meanings a-c.
• Elicit answers (... while I was travelling on the
underground, I saw a strange sign... - c. / 1was very
curious and decided to try fo r m yself -b ./A s I was
walking through a market place, a very strong smell
h it me. -c ./H e then took a durian from a box, cut it in
half with a large knife and then cut a piece o f the fruit,
- b . / When he handed it to me, I started having second
thoughts. - b ./A s I was raising the fru it to my lips, I
suddenly fe lt sick... - c. /A s soon as I finished eating the
piece, the merchant offered me some more. - b.).
• Point out to Ss that we use the time linker when in the
same way as as soon as and as in the same way as while.
• Refer Ss to the Grammar Reference at the back of the
book.
4. PRACTICE
Aim: to give Ss practice in using the Past Simple and the Past
Progressive in context
• Have Ss do the activity and check answers.
KEY
1. was watching 7. said
2. walked 8. was taking
3. wanted 9. got
4. left 10. saw
5. opened 11. began
6. started 12. answered
5. SPEAKING
Aim: to give Ss practice in using the functions, structures
and vocabulary presented in this lesson through an
orafactivity
• Ask Ss to read through the questions.
• In small groups, Ss take turns to ask and answer the
questions.
• Go round the class helping Ss when necessary.
WORKBOOK LISTENING » 15
• For the listening transcript go to page 177.
2 (/o o a S a fa m ¥ P ra c tic e
Complete the text with the Past Simple or the Past
ADJECTIVES DESCRIBING FOOD
Progressive of the verbs in brackets.
Look at the table below and tick (✓ ) the!
appropriate columns fOr cake and pizza. I (1). _ (watch) a DVD when my sister
coffee - lemons cake pizza ■ . (walk) into the house w t f c li papeifi
sweet ✓ bag. There were snails in it! She (3 )_____________
bitter ✓ (want) to make something different fo r dinner.
salty She (4 )_________________ (leave) the bag on the
spicy table, ( 5 ^ ^ ^ ^ ^ ^ ^ ^ ^ M o p e n ) the fridgH and
fr e s f fl ✓ ✓ (6 ) ________________ (start) taking out some
sour ✓ vegetables. ‘You’re going to love this!’ she
(7 ) ________________ (say). As she (8 ) ____________
(take) the vegetables o ut of the fridge, some of » e
o t f ra m m o r snails ( 9 ) _________________ (get) out of the bag.

PAST SIMPLE vs PAST PROGRESSIVE - TIME As soon as I (10)_________________ (see) them, I

CLAUSES (WHEN, WHILE, AS, AS SOON AS) (11) _________________(begin) shouting:
‘They’re m oving! They’re alive!’ and my sister
Read the examples and notice the words in
(12) ________________ (answer): ‘Of course, they are.
bold. Then match them with a-c.
T ha t’s how you cook them !’
1. W hile I was travelling on the u nderground, I
saw a strange sign.
2 .1 was looking a t the m erchant w hile he was
cutting the fru it in half.
5 Spea/liKp
Talk in small groups. Discuss the questions below.
3. As soon as I finished eating the piece, the
Do you like tryin g unusual food?
m erchant offered m e som e m ore.
Have you ever had a strange food experience?
Where were you? What happened? t
How did you feel before and after tasting the food?
What did the food taste like?

a. answer

b. m oving som ething upwards

c. whole

d. gave J
e. a person th at sells things
I
 m em -
7 (/ocdahrcf •ajj|
ADVERBS AND ADVERBIAL PHRASES g Y f r When you learn new wordsj j
Match the words on the left with their synonyms on the I it's a good idea to learn any
right. Then use some of them to complete the sentences 1-5. | synonyms and/or opposites.
In some cases there is more than one answer. S B f t H N i i i m m uM \ m " ii

1. We were having dinner when .the lights went out.

suddenly in the end 2. Mark had a car accident last night, b u t_____________
________ he didn’t
finally to my surprise get hurt.

fortunately unluckily 3. Karen __________ found her keys under the sofa.

amazingly all of a sudden 4. Dan wanted to go swimming on Sunday, but

was raining.
then luckily
5. When Angela realised that someone was following hec, she ran
unfortunately after that
v J home, locked the door and called the police.
V

2 ^
A. Discuss.
• HavMyou ever s e a a swarm of bees? If yes, how did vlHfeel?
• j&e there a n f’ihsects ySflj ar^afraii®)f? Why?

B. You will hear a telephone conversation between Dave and his

friend, Jenny, who had a bad experience with bees. Before you
listen, look at the picture and guess which of the words below
will be mentioned. Then listen and check your answers.

ffP
! Before you listen try to predict w hat ,
the speakers are going to talk about.

C. Listen again and put the sentences

in the correct order. Write 1-7.
a. Jenny jumped in the river.
b. Jenny killed a bee.
c. Jenny went to her sister’s house.
d. Jenny saw lots of bees in her garden D. Discuss.
• Do you believe Jenny’s story?
e. Jenny ran home.
• What would you do if a swarm
f. A bee stung Jenny. fib e e s came after you?
g. Jenny^ran onto a bus.

©
 Functions
larrating a story and experiences
Vocabulary
Adverbs and adverbial phrases
all of a sudden amazingly (un)fortunately
in the end (un)luckily to my surprise
Other words and phrases
bee believe it or not break into burglar
description doorbell empty faint follow freeze
get hurt give sb a hand hide honey kill lock (v)
return ring (v) sting (v) stupid swarm take place
thank (v) upset van
W AR M -U P
Aim: to help Ss make hypotheses about the lesson by
activating their background knowledge
• Draw Ss’ attention to the title of the lesson and ask them
when the phrase Believe it or not! can be used (when
telling someone about something that is true, although it
seems unlikely).
- Ask Ss to tell you what they think the lesson is about.
L VOCABULARY
A n t to introduce adverbs and adverbial phrases
• Draw SS’ attention to the words and phrases in the two
columns in the box.
• Explain to Ss that these are adverbs and adverbial
phrases.
- Draw Ss’ attention to the TIP and explain it.
• Allow Ss some time to do the matching and check
answers.
KEY
suddenly - all of a sudden amazingly - to my surprise
finally - in the end then - after that
fortunately - luckily unfortunately - unluckily
- Ask Ss to read through the sentences 1-5.
• Have Ss do the activity and check answers.
KEY
t suddenly/all of a sudden 3. finally
2. fortunately / luckily / 4. unfortunately / unluckily
amazingly / to my 5. th en / after that /finally
surprise
I LISTENING » 1 6
A. (PRE-LISTENING)
Aim: to present.the topic of the listening text by activating
Ss’ personal experience
• Ask Ss the questions and initiate a short discussion.
B. Aim: to give Ss practice in identifying the topics discussed
• Draw Ss’ attention to the TIP and explain it.
• Draw Ss’ attention to the picture and the list of words.
- Ask Ss to look at the picture and guess which of the
words given will be mentioned in the listening text.
• Dicit answers but do not correct Ss at this stage.
- Play the CD and have Ss listen carefully to check their
predictions.
KEY
honey, buzz, kill, swarm, sting, river, hide, flowers
C Aim: to give Ss practice in listening for specific information
• Ask Ss to read through the sentences-a^g and make sure
that they do not have any unknown words.
• Play the CD and have Ss do the activity.
• Check the answers with the class.
KEY
a.3 b.1 c. 7 d. 6 e. 5 f.2 g.4
LISTENING TRANSCRIPT
Jenny Hey Dave, did I tell you what happened to me in
the park last Friday?
Dave No.
Jenny It was reajly frightening. I was eating yoghurt with
honey and reading a magazine. Suddenly, a bee
started buzzing around me so I killed it with the
magazine.
Dave Why did you do that? Bees are our friends.
Jenny Oh, I won’t do it again, that’s for sure. As I was
walking back to work, suddenly there was another
bee buzzing around my head, then another and
another. Soon, there was a whole swarm of them.
Dave Did they sting you?
Jenny A few times, yes. On my neck and arms. So, I
started running, but I couldn’t make them go
away.
Dave What did you do?
Jenny Well, I was near the river, so I jumped in there and
hid under the water.
Dave Did it work?
Jenny No, they were just waiting till I got o u t So, I got my
breath back and ran for it. I tried to find a place
to go inside, but all I could see was a bus waiting
at the bus stop. So, I got on. The people thought I
was crazy! The bees just followed me on the bus,
so all the passengers got off the bus.
Dave That’s unbelievable!
Jenny I know. I got off the bus with the others and just ran
all the way home. I didn’t go back to work that day.
But listen to this. I woke up the next morning and
all the flowers in my back garden were full of bees,
millions of them. Like they were waiting for me...
Dave Oh, come on Jenny! I don’t believe that!
Jenny It’s true! I went out through the back door and
went to my sister’s house. I’m staying there at the
moment.
Dave Yes, and there are millions of bees in the
neighbourhood waiting for you...
Jenny But, Dave, listen...
Dave I’ve had enough of your jokes, Jenny. Goodbye!
D. (POST-LISTENING)
Aim: to give Ss the opportunity to have a further discussion
on the topic of the listening text
•Ask Ss the questions and initiate a short discussion.
3. SPEAKING
Aim: • to give Ss practice in narrating a story
• to give Ss practice in transferring from visual to
verbal information
• Divide Ss in pairs.
• Ask Ss to turn to the appropriate pages (SA should turn
to p. 117, and SB to p. 119) look at the pictures and read
through the words/phrases in the box.
• Have Ss do the activity.
• Go round the class helping Ss when necessary.
• Choose some pairs to narrate the stories.
KEY
Suggested endings
Story A: Brad was standing on a kitchen chair in a state of
panic. A small mouse was on the floor. Jim decided to help
his friend. He went and opened the kitchen door. As the
mouse was leaving, Jim looked at his friend and thought
that all people have their little secrets!
Story B: A man was lying there. Tina thought he was
dead. As she was using the man’s mobile phone to call the
police, the man started moving. He opened his eyes, stood
up, took his mobile phone from Tina’s hands and started
running. The man was just relaxing behind the bushes!
TB.24
4. WRITING KEY
A. Aim: to prepare Ss for the writing task through discussion Who is/are the main character(s) and what was/were the
relating to their personal experiences main character(s) doing? 1
• Ask Ss the questions and initiate a short discussion. What happened in the end? 3
What did the main character(s) do and what happened? 2
B. Aim: to familiarise Ss with the stylistic features of a story Where did the story take place? 1
• Ask Ss to read through the story and answer the two When did the story take place? 1
questions. How does/do the main character(s) feel now? 3
• Check the answers with the class. How did the main character(s) feel? 2

KEY D. Aim: to give Ss practice in writing a story

1. The introductory paragraph sets the scene /
describes the background of the story and introduces 1
the main characters.
The main paragraph describes how the story started
and developed.
The final / concluding paragraph ends the story|§ld
makes a short comment about it.
2. The writer uses the Past Simple and the Past
Progressive.
• Draw Ss’ attention to the TIP and explain it.
• Refer Ss to the relevant pages.
• Point out to Ss that it is important to use the questions
in the previous activity as a guide while writing out their
stories.
• Allow Ss some time to write their stories.
• Choose some Ss to read out their stories.

• Ask Ss some comprehension questions about the story:

What was Paul doing when he saw the two men?

He was returning home.
Where were the men? Outside the house of his
neighbour, Tom Baker.
I What were they doing? They were carrying his
neighbour's furniture into a van.
Why did Tom offer to help them? Because he knew that
Tom, was moving out in a few days.
What was Paul doing when the doorbell rang?
He was having dinner.
Who was at the door? It was Tom.
How did he look? He looked very upset.
What had happened? Someone had broken into his
house and had taken everything.
Why did Paul think that he was stupid? Because he
realised that he had helped the burglars.
Did Paul help the police catch the burglars? Yes, he did.
How did Paul help the police? He gave a clear
description of the men.
When did the police catch the burglars?
After only an hour.
How did Paul help his neighbour? He helped him move
everything back into the empty house.
Has Paul helped any other neighbours after what
happened? No, he hasn’t.

C. Aim: to help Ss organise their ideas and plan their writing

• Ask Ss to read through the questions.
• Refer Ss to the story.
• Have Ss do the activity and check answers.
 9

3 Spe,OL&inp
Talk in pairs.
Go to Pair work activities.

Can I give you a hand?

I I t was a w arm sum m er evening. Paul was re tu rn in g hom e
A STORY
A. Discuss.
w hen he sa w tw o m en outside the house o f his
neighb our, Tom Baker. They w ere c a rry in g his fu rniture
• Has anything
unbelievable ever I in to a van.
happened to you? I He kn ew th a t Tom was m o vin g o u t in a fe w days, so he
• What happened? I w a lk e d up to one o f the m en a n d said, ‘H ello, c a n I give
’ you a h a n d ? ’ The m an ju s t s to o d there, lo o kin g a tP a u l.
B. Read the story and T h at’s w hen the o th e r m an said, ‘That w ould b e g r e a t’
answer the questions. As soon as Paul helped them finish, the tw o m en q u ickly
1. What is the purpose g o t into the van, th a n ke d him and left, la te r, w hile Paul
of each of the was h a vin g dinner, the d o o rb e ll rang. I t was Tom a n d he
paragraphs? lo o ked ve ry upset. ‘5 o m e o n e bro ke into m y house a n d
2. What tenses are to o k e v e ry th in g rh e shouted. Paul froze. I'm so stupid I he
used?
Fortunately, Paul gave a c le a r d e s c rio tio n ^ *
the p o lic e a n d th e y fo u n d the b u rqiars n fto r i ? 0
Paul h e lp e d m o ve e v e ry th in g b a c k into th&
b u t h e ’s n e v e r o ffe re d I theIl § WI s ! M r‘

C Look at the following

questions and decide in
which paragraph each of
them has been answered.
Write 1,2 or 3.
I Who is/are the main character(s) and what
4 was/were the main character(s) doing? I
f What happened in the end?|
What did the main character(s) do
i and what happened?
("where did the story take place?
(when did the story take place?
CHow does/do the main character(s) feel now? \
WRITING TASK I L
D. Look at the stories in the Pair work activities
section, choose one and write it out. Answer the
questions mentioned above. Your story should be
between 100-120 words.
k ■ ■ •« - 1
TIP |
When writing a story:
'f t write the events in chronological order. Use
past tenses (Past Simple and Past Progressive;.
• use time linkers (when, while, as, as soon as,
etc.).
• • use adverbs and adverbial phrases (suddenly,
fortunately, in the end, to my surprise, etc.).
• use adjectives describing feelings (surprised,
amazed, frightened, upset, etc ).
• use direct speech, qjuestions and exclamations
to make your story more interesting.

a How did the main character(s) feel? • organise it into paragraphs as shown above.

©
 B. Read the text below quickly and match
the headings a-e with the paragraphs
1-4. There is one extra heading you do
1 R e a d in g
A. Discuss.
not need to use.

• What do you know about deserts? a. Weather

• Which of the following do you associate w ith the desert? b. The best time to visit
c. A word of warning
m d. What is it?
V e. Nature
snow sum ice low

mjm
te m p e ra tu re s
Wfp Look for key words in each
paragraph to understand the twain
_ M . «£ »*) -B -J
high lig h tn in g th u n d e r^ sto rm s
te m p e ra tu re s C. Read again and answer the following
questions. Choose a, b or c.

Home □ » 1. According to the text, what is true

about the Antarctic?
Have you ever thought a. It’s bigger than the Sahara.

of exploring the desert? b. It's a kind of desert.

Deserts cover a third of the earth's surface and they have c. There’s no life there.
always been of great interest to people. The PjPTffl 2. Why does the w riter mention camels
conditions make them a mysterious and at the same time
and cacti?
an unfriendly place.
a. Because they have been in the
desert for centuries.
it's a large area of land with very little water and very b. Because they can live w ithout water
few plants. Many deserts are places with extreme heat and for a long time.
lots of sand. One of the biggest deserts is the Sahara in Africa. - c. Because people cannot survive in
But did you know that the Antarctic is the biggest cold desert? the desert w ithout them.
3. Which of the following would be most
useful when travelling in the desert?
During the day, the temperature in the Sahara can reach a. a hat
50°C, but at night it can 2J333t0 below zero. Deserts receive b. a pair of shorts
very little rainfall, but when it rains, it pours! After that, c. a pair of boots
months can pass without any rain at all.
4. What is not true about Anna?
a. She found the advice useful.
Amazingly, some animals and plants can the b. She spent only a week in North Africa.
desert. A good example is the camel. Camels can drink large c. She visited the desert.
amounts of water in one day and survive for seven days
without drinking again! As for plants, cacti are very common.
They water in their leaves, roots and stems.

The desert is a dangerous place, so be prepared and
never travel alone. Heat stroke, sunburn and insect
bites are possible dangers. So, keep your head and body
covered. In other words, dress like the locals. Clothes should
be long, light and loose. And of course, don't forget to have
lots of water with you.
» Comments
I've travelled to lots of places around the world,
but my last trip was something else! I travelled
around North Africa for a month arid I spent a
week in the Sahara. Your information helped a
lot. Thanks.
Posted by Anna Sheffield at 18:09
 Functions
.inking past and present time
Talking about travel adventures
Structures
^resent Perfect Simple (just, always, before, ever, never;
so far, once, twice, many times, etc.)
Present Perfect Simple vs Past Simple
Vocabulary
Words/Phrases related to weather conditions
below zero degrees (°) drop heat
"igh (temperature) ice lightning
ow (temperature) snow storm thunder
Words related to nature
cactus camel desert earth insect
and (n) leaf plant root sand stem (n)
Other words and phrases
according to alive at the same time be prepared
::e ( n ) common condition cover (v) danger
dress (v) explore extreme in other words
R was something else light (adj) locals loose
—ysterious pass(v) (im)possible severe
store (v) sunburn survive unfriendly warning
W ARM -UP
Am: to help Ss make hypotheses about the lesson by
activating their background knowledge
• Draw Ss’ attention to the title of the lesson and ask them
to tell you what they think it is about.
• Elicit answers.
• Ask Ss:
nat is adventure fo r you?
nat is the m ost adventurous thing you have ever done?
L READING » 17
A (PRE-READING)
Ams: • to introduce the topic of the text by relating it to Ss’
background knowledge
• to introduce vocabulary related to weather
■Ask Ss the first question and elicit answers.
• Ask Ss to tell you of any deserts they know of and where
~rey are located (eg. the Sahara Desert - Africa, the
Kalahari Desert - Africa).
• Ask Ss the second question and draw their attention to
words given,
- vtake sure that Ss don’t have any unknown words and can
re ate the words to the symbols.
- E*cit answers. '
E Aims: • to present vocabulary, functions and structures in
the context of a text
• to give Ss practice in reading for gist
I BACKGROUND NOTE
The Antarctic is the biggest cold desert, situated in
—a southern hemisphere, almost entirely south of the
Antarctic Circle, and is surrounded by the Southern
Icean. About 98% of Antarctica is covered with ice,
•^ic h averages at least 1.6 kilometres (1.0 miles) in
~ ckness.
• Draw Ss’ attention to the title of the text and ask
tell you what they think the text is about.
• Elicit answers.
• Draw Ss’ attention to the layout of the text and ask them
to tell you what kind of text it is (a b lo g /a web page) and
where it can be found (on the Internet).
• Ask Ss to read through the headings a-e.
• Draw Ss’ attention to the TIP and explain it.
• Ask Ss to read through the text.
• Alternatively, play the CD and have Ss read and listen to
the text.
• Have Ss do the activity and check answers.
KEY
1. d 2. a 3. e 4. c
• Ask Ss some comprehension questions:
How much o f the earth’s surface do deserts cover?
A third.
What makes deserts a mysterious and unfriendly
place? The extreme conditions.
Can you fin d lots o f water and many plants in a desert?
No, you can’t.
What kind o f places are deserts?
They are places w ith extreme heat and lots o f sand.
Which is one o f the biggest desert?
The Sahara Desert in Africa.
What is the temperature like in the desert during the
day? It can reach 50°C.
What is the temperature like in the desert at night?
It can drop to below zero.
Does it often rain in the desert? No, it doesn’t.
How long can camels survive w ithout drinking water?
Seven days.
Is the desert a dangerous place? Yes, it is.
What are the possible dangers in the desert?
Heat stroke, severe sunburn and insect bites.
What kind o f clothes should you wear in the desert?
Long, lig h t and loose clothes.
What should you remember to have with you in the
desert? Lots o f water.
Has Anna travelled to lots o f places around the world?
Yes, she has.
Did she enjoy her last trip? Yes, she did.
C. Aim: to give Ss practice in identifying specific inform ation
in the te xt
• Have Ss do the activity and check the answers with the
class.
KEY
m 2. b 3. a 4. b
TB 26
D. Aim: to give Ss practice in deducing the meaning of 3. PRACTICE
unknown words in the text Aim: to give Ss practice in differentiating between the
• Refer Ss to the text and ask them to find the words 1-5. Present Perfect Simple and the Past Simple in the
context of a dialogue
• Encourage Ss to deduce the meaning of the words from
the context. • Have Ss do the activity and check answers.
• Have Ss do the activity and check answers.
KEY I
1. Have... visited 5. Did rMke
KEY i
2. have never left 6. Have;;:ffiv^Haveiled f 3
1. a l b 3. to 4. a g a |
3. have always wanted 7. drove
• Explain any unknown words and choose Ss to read the 4. visited 8. was
text aloud.

4. INTONATION » 18,19
E. (POST-READING)
A. Aim: to familiarise Ss with the reduced forms of did you
Aim: to give Ss the opportunity to have a further discussion
and have you
on the topic of the text '
• Play the CD and have Ss listen and repeat eacfjjquestion
• Ask Ss the questions and initiate a short discussion.
they hear.
• AskSs to tell you what they notice about the
2. GRAMMAR pronunciation of did you and have you%
PRESENT PERFECT SIMPLE
Aim: to present the Present Perfect-Simple
B. Aim: to give Ss practice in pronouncing the reduced forms
• Draw Ss’ attention to the picture. of did you and have you
• Ask Ss to read through the dialogue. SjPlay the CD and have Ss repeat each question they heaQjl
• Point out to Ss that the verbs ini bold are in the Present
Perfect Simple. 5. SPEAKING
• Ask Ss the first question. Aim: to give Ss practice in using the structures and
• Elicit answers and have Ss complete the rule (we form the functions presented in this lesson through a pair work
Present Perfect Simple with the auxiliary verb have/has activity
and the past participle of the main verb).
• Draw Ss’ attention to the prompts and the speech bubble.
• Ask Ss the second question.
• In pairs, Ss take turns to ask and answer questions about
• Ask Ss to read through the tw o options.
each other’s travel adventures.
• Elicit the answer that we use the Present Perfect Simple
• Go round the class helping Ss when necessary.
for actions that happened in the past but we can see
their results now and/or we don’t mention when they • Choose some pairs to act out the dialogues.
happened (b.).
• Make sure that Ss understand the use of the Present
Perfect Simple by relating it to the dialogue. If necessary,
provide Ss with further explanations and/or examples.
• Point out to Ss that a. refers to the Present Progressive.
• Draw Ss’ attention to the NOTE and explain to them that
these words are usually used with the Present Perfect
Simple

^RESENT PERFECT SIMPLE vs PAST SIMPLE

Aim: to have Ss differentiate between the Present Perfect
Simple and the Past Simple
• Ask Ss to read through the examples.
• Draw Ss’ attention to the verbs in bold.
• AskSs to tell you the difference between I’ve travelled
and I travelled and elicit the answer that I’ve travelled
refers to an action that happened in the past but the
exact time is not mentioned, whereas I travelled refers
to an action that happened in the past and we say when
exactly.
• If necessary, provide Ss with further examples
demonstrating the difference between the Present
Perfect Simple and the Past Simple.
• Refer Ss to the Grammar Reference at the back of the
book.
 D. Look at the highlighted words in the text
and choose the correct meaning a or b.
3 Practice,
Complete with the Past Simple or the Present
1. extreme Perfect Simple of the verbs in brackets.
a. very great b. usual
P aul I can’t wait to go to Warsaw next week.
2. drop
L a rry Sounds great! (1) _________________ you
a. go up b. go down
_________________ (visit) Poland before?
3. survive
a. die b. stay alive P aul No. Actually, I (2 )_________________ (never /
leave). the country, but
4. store
I (3 )__ . (always / want) to
a. keep for future use b. drink slowly
go there. My brother Mario
5. severe (4 )_________________ (visit) Warsaw two
a. serious b. impossible years ago.

E. Discuss. ■ L a rry (5). he

(like) it?
• Would you like to go on a journey through
the desert? Why? / Why not? Paul Of course. And you? (6)
y o u _____________ (ever / travel) to
Poland?
C r< m m o j° L a rry Yes, I (7 )_________ .(drive) to
t
Krakow with some friends last summer. It
PRESENT PERFEC1
(8 )_________________ (be) wonderful!
Look at the picture and read the dialogue.
Note the verbs in bold which are in the Present
Perfect Simple and answer the questions.
4 fn .to n a .tio K <§?
A: Look! Justin has
A. Listen and repeat. What do you notice about the
opened the bottle pronunciation of did you and have you?
with his teeth.
Did you go to the gym yesterday?
B: I’ve seen him do it
Have you ever ridden a camel?
many times before.
• How do we form the Present Perfect Simple? B. Listen and repeat.
Present Perfect Simple 1. Did you call Dan last night?
past 2. Have you tried Mexican food before?
or participle
3. Have you ever sent Irene an e-mail?
- What kind of actions do we use the Present 4. Did you see Rita two weeks ago?
Perfect Simple for?
5. Have you ever seen a snake?
a. actions happening now.
b. actions that happened in the past but we 6. Did you enjoy the film yesterday evening?
can see t l ^ i r results now and/or we don’t
mention when they happened.
i*l Use the Present Perfect Simple with just,
q always, before, ever, never, so far, once, Talk in pairs about travel adventures. Use the
Z twice, many times, etc. prompts below.

ever / visit / interesting place? what / do / there?

PERFECT SIMPLE vs PAST SIMPLE where / go? who / go with?
when / go? have / good time?
Bead the examples. What’s the difference
between I ’ve travelled and I travelled?
- rve travelled to lots of places around ft Have you ever visited an interesting place? |
world. Yes...
• I travelled to North Africa last month. Where did you go?
I went to...
Go to Grammar Reference -------------------------------
©
 PRESENT PERFECT SIMPLE with for, since, yet, already

A. Read the dialogue. When did B. Read the following dialogue and complete the rules with the
Fred move to the city? words in the box.
A: How lon g have you had this A: A ndy is a re p o rte r been gone already yet
house, Fred? from London and
B: I ’ve had it for two years, since I he travels abroad Use in affirm ative
moved to this city, actually. a ll the tim e. He has sentences and put it between have/has
already been to the and the past participle.
fo r + period o f tim e
USA and China b u t Use______________in questions and
eg. tw o years, a week, six negative sentences and put it at the end
he hasn’t been to
m onths, an hour, five m inutes of the sentence.
France yet.
since + a p o in t in tim e Use have/has____________
B: Really? Where is he
eg. Sunday, yesterday, tw o to a place when someone is still at that
now?
o ’clock, last May, last week place.
A: He has gone to New
York. He’s com ing Use have/has_____________to a place
Go to Gram m ar Reference back n ext Tuesday. when someone has returned from that
place.

2 P r a c tic e ,
Complete the dialogues with the
Present Perfect Simple of the verbs
3 h'stt
below and circle the correct words. A. Discuss.
• Have you ever lived abroad?
• Would you like to live abroad? Why? / Why not?

B. Listen to three people talking about living in a foreign

country. Match the people with the statements a-d. There
is one extra statement which you do not need to use.
1. J o d ie W h its wrong, Dan? ' a. has improved his/her Spanish a lot
Dan Where’s Harriet? recently.
J o d ie She _ _ _ _________ already / yet. b.took a course but it didn’t help.
Dan From where? Where is she? c. wants to improve his/her Spanish to
J o d ie She______________ to the supermarket. make his/her job easier.
Dan But I need the car. I _______________ her d. is living in Spain to learn the language.
so many times that 1need the car on
Fridays! ¥ S p e a ilin p
J o d ie Why don’t you phone her?
A. Discuss.
D an I ~ already / yet
: her three times bulf® • Do you like learning foreign languages?
there’s no answer! • Is learning English easy for you?
2. M ike Hey, Sonia. I ____ you f o r / B. Talk in pairs. Which of the following do you think help
since last year. When did you return when learning English? Why? Which of these do you do?
from New York?
Sonia In August. Didn’t you get my e-mails? watch film s in English w ithout subtitles
M ike e-mails fo r / since take a (summer) course in an English-speaking country
a month. Sorry. Anyway, let’s go for visit an English-speaking country for some tim e
coffee and talk about New York. read books/magazines/newspapers in English
S o nia O K . _________ you ever surf the Net
___________ there? communicate with people who speak English
M ik e No, but I want to go. listen to English songs and read the lyrics

©
 Functions
Talking about the duration of an action 2. PRACTICE
Giving news Aim: to give Ss practice in using the Present Perfect Simple
with for, since, yet, already in the context of two
Structures dialogues
Present Perfect Simple with for, since, yet, already • Have Ss do the activity and check answers.
Vocabulary
KEY
Set phrases fo r letters/e-mails 1. hasn’t returned yet, has gone, have told, have already
How are things? I must go now called
2. haven’t seen... since, haven’t checked... for, Have...
I’m looking forward to...
been
Sorry I haven’t written for so long
Take care What have you been up to?
3. LISTENING » 20
Other words and phrases A. (PRE-LISTENING)
abroad accept accommodation arrange Aim: to present the topic of the listening text by activating
Ss’ personal experience
exactly foreign lyrics make plans organise
• Ask Ss the questions and initiate a short discussion.
stressed take a course
B. Aim: to have Ss identify speakers’ experiences and
W AR M -U P attitudes
Aim: to help Ss make hypotheses about the lesson by • Ask Ss to read through the statements a-d.
activating th e ir background knowledge • Play the CD twice and have Ss do the matching.
• Draw Ss’ attention to the title of the lesson.
KEY
• Help Ss deduce that the phrase to broaden one’s m ind
Kate d. Jake a. Sally c.
means to increase the range of one’s knowledge and
experience. LISTENING TRANSCRIPT
• Ask Ss to guess what they think the lesson is about and Kate
elicit answers. I’ve been here for a month now and the only things I
• Ask Ss: can say in Spanish are everyday expressions like Thank
you and Good m orning. Sometimes I feel stupid. People
Do you think that travelling can broaden your mind? talk to me and I just look at them. Luckily, my flatmate
How? Maria speaks Spanish very well and she helps. But I can’t
What other things can broaden your mind? How? go anywhere without Maria! I haven’t managed to learn
much, so, I’ve decided to take a course. I want to speak
Spanish well when I leave and go back home. I mean
1. G R A M M A R that’s why I’m here, right?
A. Aim: to present the Present Perfect Simple w ith for and Jake
since I’ve been here since last September. The first few months
ere • Ask Ss to read through the dialogue. were very hard for me. I found it difficult to understand
• Draw Ss’ attention to the words in bold. the professors and I didn’t speak to my classmates
because I was afraid of making mistakes. My flatmate,
• Ask Ss the question in the rubric.
Thomas, had the same problem and we decided to take
KEY a course to improve our Spanish. It was a great idea
because I’ve already improved so much that I can read
Fred moved to the city two years ago. | newspapers and watch my favourite TV programmes.
And I almost never have problems at the university.
• Make sure that Ss can make the connection between I’ve Sally
had this house for two years and I moved to this city two
It’s an amazing experience! I’ve been abroad before but
■is. years ago. . only on holiday. I like the people a lot and I enjoy working
• Draw Ss’ attention to the table. as a teacher but I sometimes have problems with the
• Point out to Ss that for refers to the duration of an action language. I’m OK when I go out because I can always
whereas since refers to the time when the action started. find someone who speaks English, but I sometimes have
• Draw Ss’ attention to the words that go with for and since. problems at work. Not with my colleagues; they speak
English, but when students don’t understand something
B. Aims: • to present the Present Perfect Simple with already I can’t explain it in their own language. I wanted to take a
and yet language course back home but I didn’t and now I don’t
• to present have been and have gone have time.
P • Ask Ss to read through the dialogue.
io? • Draw Ss’ attention to the words in bold. 4. SPEAKING
• Ask Ss to look at the two tables. Make sure that Ss don’t A. Aim: to prepare Ss for the speaking activity
have any unknown words.
• Ask Ss the questions and generate discussion.
Intry • Have Ss complete the tables.
• Check the answers with the class. If necessary, provide Ss B. Aim: to give Ss practice in speculating and making a
with further examples and/or explanations. decision
• Ask Ss to read through the list of things that can help
KEY someone when learning English.
already, y e t, gone, been | • In pairs, Ss take turns to talk about the questions in the
rubric.
• Refer Ss to the Grammar Reference at the back of the • Go round the class helping Ss when necessary.
book. TB 28
 5. W R IT IN G
KEY
A. Aim: to prepare Ss for the writing task
• Ask Ss the questions and generate discussion, Greetings BpSfe Gwen, Dear Jajtwe,

B. Aim: to have Ss identify the purpose of an e-mail giving How are th in g g g fl

Sorry I haven’t w ritten
BACKGROUND NOTE Set phrases for so long, but...
A Master’s (infofm aliflr/a Master’s degree) is an fo r
■ hanks foigfour e-mail.
advanced qBBtefe or W W fe ts ih ^ i& e i B M 'ou study for opening
paragraph I’m w riting to tell.you
B f t r y o u r firJjldegree.
about...
• Ask Ss to read through the e - g tfi|B Hi! How have you been?
• Ask Ss the question in the rubric.
Set phrases
• Check the answer with the class. fo r Well, th a t’s all for now.
closing Write back soon.
i KEY I paragraph
■ i s h s w r|jh g to GvijfflS tell h ig h e r news. I
(She’s going to‘ Edinburgh for her Matters.) 1 I’m looking forward to
hearing from you.
sT*' Ask Ss some comprehension questions: Give my love to
Signature everyone.
endings
' Flor written to Gwen for so (m g? Because I must go now.
Wshe has been'ver'y bus'? with universitmM
Yours, Take care,
Wnege does Gwerm vffiln Edinburgh. Bye for now,
Whyis Florgowg to Edinburgh? For nw M am ei^U
Wh]M §Blw airimistressgM Becamsmskt' ZrasnT.gt
I dWMjmgs yet.
E. Aim: to give Ss practice in writing an e-mail giving news
i Does Flor havcjo l:®okifor a ffiKPWo, she doesn’fy rr -
• Draw Ss’ attention to the TIP and explain it.
Why?
1-. accommodation. • Allow Ss some time to write their e-mails.
What is Flor going to need%A part-time job. • Choose some Ss to read out their e-mails.
Does Flor know Exactly when she fs, going to
| Edinburgh? No, sb&doesmL _
m ||v @ Flor and Gwen sf@n each other m &ntty? No,
gSTfbey haven't.^ ,

• Explain any unknown words.

C. Aim: to introduce the structure of an e-mail giving news

• Refer Ss to the e-mail.
• Ask Ss to read through the questions a-d:
• Have Ss do the acjtiwty.
I Check the answers with the class.

D. Aim: to familiarise Ss with appropriate opening and

. closing phrases for an e-mail-giving news -

• Ask Ss to read through the phrases in the box. Explain any

phrases they m ight not know.
• Ask Ss to look at the phrases from Flor’s e-mail.
• Have Ss do the activity.
• Check the answers with the class.
• Refer Ss to page 121 for a more detailed list of set phrases.
5 h/w'tm
AN E-MAIL GIVING NEWS
A. Discuss.
• Do you like writing e-mails to friends?
• What do you usually write to them about?
B. Read the e-mail below. Why is Flor
writing to Gwen?

Hello, Gwen!
How are things? Sorry I haven’t written for so long, but
I’ve been very busy with university. However, guess what!
I have some great news.
i’m coming to Edinburgh for my Master’s! That’s right,
they’ve finally accepted me. I’m looking forward to it but
I haven’t organised things yet and I’m a bit stressed.
Luckily, the university is arranging my accommodation
so I don’t have to look for a flat, too. However, I’m going
to need a part-time job to pay for my expenses. Anyway,
I don’t know exactly when I’m coming, but I’m looking
forward to seeing you again after all these years.
a. ask for Gwen’s news?
So, what about you? What have you been up to? Do you
b. use set phrases to end
still go out like you used to? Start making plans!
her e-mail?
Well, that’s all for now. Write back soon!
c. give her news?
Yours,
d. say why she’s writing?
Flor

D. Look at the table below with the phrases Flor has used in WRITING TASK
her e-mail and complete it with the phrases given. E. Write an e-mail to reply to Flor. Say how
happy you are that she’s coming to your
Set phrases for Set phrases for city to study and give her your news. Your
Signature
Greetings opening closing
endings e-mail should be between 80-100 words.
paragraph paragraph
Q.
Hello
Gwen, ^
How are things?
Sorry 1haven’t
Well, that’s all for
now.
Yours,
A tip %
^ When writing an e-mail giving news:
written for so Write back soon. • start with Hi/Hello/Dear + first name.
long, but...
• use set phrases to begin and end
your e-mail.
• sign off with a set phrase and your
first name under this.
• organise it into paragraphs as
shown above.
• use expressions (eg. well, o f course,
anyway, you know).
• use standard grammar and spelling
• Give my love to everyone. ►I’m writing to tell you about.. conventions. Don’t use forms such
»Dear Jamie, ►Take care, as wanna, CU L8R, etc.
* I’m looking forward to • Hi! How have you been? • use short forms (eg. I’m, don't).
hearing from you. • Bye for now, • use exclamations (eg. Guess what!)
■Thanks for your e-mail. • I must go now. and direct questions (eg. What have
you been up to?).
For more set phrases, see Writing section ) )
 C. Complete with the Past Simple or the Present
Perfect Simple of the verbs in brackets.

/lo o a /x a
i m A: Hi, Steve!
A. Choose a, b or c. B: Hi, Dave! How’s Rome? (1). you
1. It took a lot of effort, but in the end w e _________ __________ (visit) the Colosseum yet?
to c a w the piano up the s ta in , A: Of course. I (2 )__________ (go) there on my first
a. offered b. managed c. reached day.
2. Henry was v e ry __________ to see his father at B: (3 )__________y o u ______ . (eat) anything
the station. nice?
a. surprise b. surprising c, surprised A: Are you joking? I (4). 1 4 (a lre a d y /try ) lots

3. I can’t drink this coffee. It’s to o _________ . of things. For lunch today, I (5) (have)
the most amazing pizza. Nothing like the pizza at
a. salty b. sweet c. spicy
home.
4. Can y o u __________ this rope w ith that knife
B: I know. I (6 )__________ (be) to Italy a few times
over there?
and the food is just fantastic! (7) " you
a. cut b. bite c. raise
■ (try) gnocchi yet?
5. Oliver was watering the flowers w he n,_________ ,
A: No, I (8) I (go) to a restaurant last night
a bee stung him.
and it (9). B(be) on the menu, but I
a. amazingly b. fortunately c. all of a sudden (not try) it.
(10) ____
6. When I saw the^ H g S W jB ^ i knew a storm was
B: You should, it’s delicious.
on its way.
A: OK.
a. lightning b. thunder c. ice
7. You should water this plant more often. Its ______
are turning yellow.
a. roots b. leaves c. stems
8. Lots o f __________ visitors come to this museum.
a. dizzy b. abroad c. foreign

IB. raComplete
/n iK o r
with the Past Simple or the Past
Progressive of the verbs in brackets.

1. I (1) . (drive) to a friend’s house

last night when, suddenly, a van (2).
(crash) into the back of me. I (3 )___
out of my car, but the van just (4 )__
(drive) away.
2. Last night Judy (5). . (have)a
frightening experience. While she (6 )__________
(walk) home, she (7 )__________ (see) a man
dressed in black in her neighbour’s garden.
He (8 )__________ (break) into the house! She
immediately (9). (call) the police and
they (10)_______ . (catch) him.
. (get)
D. Circle the correct words.
1. Roger has ju s t / since come back from the
supermarket. Do you want to talk to him?
2. I’ve already / ever seen this film. Let’s watch
something else.
3. Julia has before / never been scuba diving
before / ago, so she’s really looking forward to it.
4. Have you rung your brother about that job
interview yet / ever?
5. I haven’t spoken to Stewart fo r / since ten years.
6. Have you before / ever ridden a camel?

©
Aim: to help Ss revise the structures, functions and
vocabulary presented in Module 2 through various
activities

VOCABULARY
A.
KEY |
1.b
2. c
3. b
4. a
5.g
6. a
7. b
8. c

GRAMMAR
B.
KEY
1
1. was driving
2. crashed
3. got
4. drove

2
5. had
6. was walking
7. saw
8. was breaking
9. called
10. caught

C.
KEY
1. Have... Visited
2. went
3. Have... eaten
4. have already tried
5. had ^
6. have,been
7. Havej.. tiled
8. w£nt ;
9. Was

D. ,

KEY
1. just
2. already
3. never, before
4. yet
5. for
2

COMMUNICATION SPEAKING
'E-': • Ask Ss to look at the pictures and read through the
prompts in the boxes. Make sure that Ss do not have any
KEY unknown words.
2 ~4fi|j§|g
• Explain to Ssjjhat they should make up a story using as
many of the pictures and the prompts as possible.
LISTENING » 21 • Get Ss to do the activity in small groups.
• Ask Ss to read through the questions 1-4 and the options • Go round the class helping Ss when necessary.
given. • Choose a student from each group to t || t h e |f t t o r y to
• Play the CD twice. the rest of the class.
• Check the answjjjs' with the class.
SELF-ASSESSMENT
KEY Aims: • to give S$ the opportunity to check their-progress
1.1 2. c 3. b T £ .b I • to encourage learner autonomy
• Draw Ss’ attention to the points and get Ss to read
through them.
• Explain any unknown words.
H
Sonia W hMffld y M iw h is weefefnd, Lenny? • Get Ss to tick the points they feel confident about. For the
Lenny I w e f c h ik f t iW ii^ S S fr ie B lfr o m work. points they are unsure of, they should refef back to the
Sonia Oh yeah, I forgot. Where did you go? Srelevant sections in the module.
Lenny :Ee al;M anis Go r,ge.
Sonia That’s an exciting name.
Lenny ® a h , W fflikig ih e name, toorTha® why we ~
chose it.
Sonia Was-it dangerous?
Lenny Not really. It was a very small gorge and it took
to get there. It was a fjS p I’a waste of
time teally j j j
Sonia Sor.ygu’regn^a^ m a a a j^ B
Lenny No vya.yja
2.
Sheila What are y o fflw w iiiin J lM
Dennis it’Ss®lo®lfl»g programme about F re fth ^ ^ S e .
SheilSiL Those s n l o o k gggF- ^
Dennis Have you e\a l i i algnaiis8'
Sheila No, but I liv e d * F ra lp jfo r a year andlB ed
other®ings. _
Dennis W li® like frogs' legs?
S h e il^ K ^ ^ W ji||M o o i f t a s ne. I had a horse
^ B ® § ¥ b y accident.
Dennis What do ysw n E a B
Sheila Ifchoughlfflfwas a normal burger.
3.
Maria I was cyclin g S jte fw h e n my mobile rang. So,H
stopped aBjfe side ofMieroad and started
lo s in g for it in my B g . l m in d it arid answered
■'it and then iffs bee c-amiEsarfiHung me? Can
you believe it? Improbably smelt the sandwich I
had in my bag.
WM
Man Are mqsl£pho1 ob.-fip ijr.you rp ffll'to AfflU ?
Woman Yes; this is me on a camel.
Man Ha, ha.JDid you enjoy the desert?
Woman Yejsflwas b e a s ftif^ B
Man It can get cold there at night, though.
Woman YesJpgS. Have you been the®?
Man N S IB M B H fta bolflM onthePBernet.
C om K
i cm o
i a tm £ t ?e a £ iip
E. Complete with the phrases a-e. There is one Work in small groups. Make up a story using as many
extra phrase which you do not need to use. of the pictures and words/phrases in the box as
possible. Then tell your story to the class.
a. I’m afraid so.
b. How are things?

c. Can you give me a hand?

d. In other words, you don’t w ant to help.

e. You can follow the match and help at

the same tim e.

A: Hello, Gavin. Can I ask you something?

B: Sure.
A: I’m m oving house to m o rro w afternoon.
(1) ________
B: Sorry, but there’s a football match I
really w ant to see. get hurt
A: And it’s in the afternoon, right?
B: ( 2 ) __________
A: Why don’t you listen to it on the
radio? (3)___________
B: Sorry, I’m really looking forw ard to
this match.
A: (4 )__________ survive
B: Don’t be like th a t I can come after
the match and help tid y up.
A: OK, thanks.

C is te rn ^ ^
Listen and choose the correct answer a, b or c.

1. How d id Lenny feel on his hiking trip?

a. bored
b. excited
c. frightened

2. What did Sheila eat in France? C t/

a. sna|l§ Read the following and tick the appropriate boxes.

b. frogs’ legs For the points you are unsure of, refer back to the
c. horse relevant sections in the module.

3. What was Maria doing when a bee stung her? N ow I can...

a. She was cycling. O talk about how I feel Q
b. She was talking on the phone. O narrate and w rite a story Q
c. She was eating.
O use the Past Progressive and tim e clauses Q
4. Who has visited a desert before? O use the Present Perfect Simple Q
a. the man O describe food Q
b. the woman O w rite an e-mail giving news Q
c. both
 History
A. Discuss.
• Do you know of any famous explorers?
• Wnat did they discover?

B. Who do you think discovered America? Read and find out.

Christopher
Who really
discovered
Columbus

America?
L e if
Ericson

First of all, what do we mean by America? There’s North America and

South America and together they are called the Americas. Technically,
the Native Americans were the first people to discover America when
they travelled across from Asia about 12,000 years ago. But who was
thewrst European to discover the Americas?
The most common answer is Christopher Columbus. In 1492, he set
sail from Spain and two months later he reached one of the islands
we know now as the Bahamas. He called it San Salvador. However,
Columbus thought he was on an island off the coast of India. He found
natives already living there and wrongly called them ‘Indians’.
The Americas got their name from another explorer, Amerigo Vespucci.
Vespucci travelled to the Americas seven years after Columbus, and
some people believe he^was the first to set foot on the mainland.
During his first voyage, he explored the northern coast of South
America right up to the Amazon. More importantly, Vespucci realised
South America wasn’t an extension of Asia but a whole new continent.^
Mystery solved? Not quite. Five hundred years earlier, in about 1000
AD, a Viking explorer called Leif Ericson made an interesting discovery.
He was exploring the coast of Greenland when he sailed further west
and landed in Newfoundland, Canada. However, he didn’t explore the
continent further.
So, who discovered America?

C. Read again and answer the questions.

1. What happened 12,000 years ago? 5. What did Vespucci know that
2. How long was Columbus’ trip? Columbus didn’t?
3. Where did Columbus th ink the 6. Who was Leif Ericson?
Bahamas were? 7. Where did Ericson land?
4. When did Vespucci travel to the
SONG Americas?
‘Broaden
your mind’ You can find m ore information on this topic in the Student’s Area
at www.mmoublications.com.
Go to Song page.
 C ^ o s s -c a m 'c u fa r b a a e
» 22 • Draw Ss’ attention to the web link and explain to them
they can use it to find more information on the topic of
Aim: to give Ss a sense of how English and cross-curricular
the text.
subjects fit together
A. • Ask Ss to tell you who they think we should attribute the
discovery of America to, and if they have heard of any
• Ask Ss the questions and generate discussion. similar cases, etc.
• Elicit answers and initiate a short discussion.
B.
• Draw Ss’ attention to the pictures accompanying the text SONG » 23
and ask what they show (two statues). Aim: to help Ss revise and consolidate the structures,
B • Ask Ss to tell you if they can recognise the people depicted functions and vocabulary they have already studied
in the statues. through a song
• Ask Ss the question in the rubric. • Ask Ss to read through the song on p. 123 once w ithout
• Elicit answers but do not correct Ss at this stage. worrying about the correct answers.
• Ask Ss to read through the text and check their • Ask Ss to try and choose the correct words before
predictions. listening to it.
• Alternatively, you can play the CD and have Ss read and • Play the CD and ask Ss to listen to the song carefully and
listen at the same time. check their answers.
• Check Ss’ answers and explain any unknown words.
KEY
The Native Americans, Christopher Columbus, KEY
Amerigo Vespucci and Leif Ericson. stay new eat
before short meat
• Ask Ss some comprehension questions: learn start spices
choice surprised give
Which continents are called the Americas? N orth
Am erica and South America.
Who was the firs t European to discover the Americas?
TASK 2 » 24
C hristopher Columbus.
• Tell Ss to go to page 144 and complete the task.
When did Columbus reach one o f the islands we know as
the Bahamas? In 1492.
What did he call the island? San Salvador.
Who did he find there? Natives.
What did he call the natives? Indians.
Was he right? No, he wasn't.
What did Amerigo Vespucci explore? He explored the
northern coast o f South America rig ht up to the Amazon.
When did Leif Ericson make an interesting discovery? In
about 1000 AD.
What was Ericson doing when he decided to sail further
west? He was exploring the coast o f Greenland.

/y - c
Have Ss do the;activity.
Check the answers with the class.

KEY
1. The native Americans discovered America when they
travelled across from Asia.
2. Two months long!
3. Off the coast of India.
4. Seven years after Columbus.
5. That South America wasn’t an extension of Asia, but a
whole new continent.
5. A Viking explorer.
7. In Newfoundland in Canada.

Explain any unknown words.

T
TEACHER’S NOTES
Aims: • to introduce the topic of the module and activate Ss’
background knowledge
• to present the learning objectives of the module
• Draw Ss’ attention to the title of the module and ask
them what they think the module will be about.
• Ask Ss to look at the picture and tell you what they can
see. (a photo o f ‘A urora Borealis' or northern lights)
• Ask Ss some questions:

Have you ever heard o f Aurora Borealis?

What do you know about this natural phenomenon?
In which countries does it occur?

• Ask Ss the questions in the Discuss section and elicit

answers.
• Read out the points listed in the Flick through the module
and find... section.
• Explain any unknown words.
• Then ask Ss to flick through the module and find where
these points are discussed.

KEY
• a brochure about a region in China: pp. 40-41
• an unhappy passenger: p. 34
• a description of a place in Brazil: p. 43
• an interview with a caving expert: p. 36
• different places to stay when travelling: p. 38

• Read out the objectives listed in the In this module you

will... section.
• Explain any unknown words.
 1 lie U n in p & : R e a d in g ^
A. Discuss.
s Do you find 'travelling enjoyable or stressful? Why?
§1 What’s the worst thing-that’s happened to you while travelling?

6. Look at the woman in the picture. How does she feel? What do
you think has happened to her? Listen and check your answers.

i n \
At the c h e c jn ra te s k in Dubai.,

Check-in clerk Good afternoon. Where are you flying to?

Passenger London Heathrow.
Check-in fljslerk May I see your passport, please?
Passenger There you go. Could I have an fflsle ^ a t?
Check-in clerk Sure. How many bag's! are you S ic k in g in?
Passenger Can fla k e f& l[s m a lle r one
on the plane w ith me?
Check-in clerk Let me see. Coufd you pufeft on the
conveyor b ellfP j
Passenger T h ir d s
Check-in clerk Hmmm... I’m sorry, but it’s too heavy for
hand luggage. You have to check it in,
Passenger B B I havefflriportant s Iu f^ B h e re .
Check-in Wlerk fe rr y :

h m r
m m m a
A ttendant I have some good news and some bad
news. The good news is that we were
able to find your bag.
Passenger At last! You know, I didn’t even want Attendant It’s in Papua New Guinea.
to check that one in. What’s the bad Passenger What!?
news? A ttendant We’ve arranged to fly y o y ^ a g directly
A ttendant Well, there’s been a bit of a mix-up. here as soon aspossible. Can you g iv e !
Ldi me explain. The airport code for me an address here i^Kondon? We can
L o n d o illfe a th ro vfH .H R , but the arrange for a courier to bring it to you.
baggage handler thought your bag had Passenger Yes, I’ve w R te n the address in my
LHP on it. An easy mistake to make. notebook... Oh, no!
Passenger LHP? What airport 8 t h a ||j~ A ttendant Is there a problem?
Attendant Lehu. Passenger Yes. My notebo<f|fsm P apu^B
Passenger Le where? New Guinea™

C. Read the dialogues and answertflfe questions.

1. Where would the passenger like to sit on the plane? 5. Where jsfflehu?
2,i.How many bags does the passenger checkin?"1; p . Who is going to bring the passengerfsrost
3. What i f LHR?$P luggage to h e ^ B !

4. What’s the bad news! 5. What is in the passenger’s lost bag?

m

WARM-UP
\im: to help Ss make hypotheses about the lesson by
activating their background knowledge
• Draw Ss’ attention to the title of the lesson. Help them
deduce the meaning of the word destination and ask
them to tell you when we ask this question (when we
want to find out where someone is travelling to).
- Ask Ss to tell you what they think the lesson is about.
• Elicit answers.
L LISTENING & READING » 25
A. Aim: to introduce the topic of the dialogues by relating it
to Ss’ personal experience
• Ask Ss the questions and initiate a short discussion.
• If necessary, you can ask Ss some more questions:
What kind o f preparations do you make before
travelling?
How do you prefer travelling?
B. Aims: • to present vocabulary, functions and structures in
the context of two dialogues
• to give Ss practice in identifying the main idea of
the dialogues
BACKGROUND NOTE
• Dubai is one of the seven emirates and the most
populous city of the United Arab Emirates. It is located
along the southern coast of the Persian Gulf on the
Arabian Peninsula.
• London Heathrow Airport or Heathrow, located in
London, is the largest and busiest airport in the United
Kingdom.
• Papua New Guinea, is a country in Oceania, occupying
the eastern half of the island of New Guinea and
numerous offshore islands. It is located in the
southwestern Pacific Ocean.
• Lehu is an airport in Papua New Guinea.
• Draw Ss’ attention to the woman in the picture and
ask them to tell you where she is (at an airport).
• Draw Ss’ attention to the man in the picture and ask
them to tell you what he Is doing. (He is w riting down the
airport codes o f each piece o f luggage.)
• Ask Ss the questions in the rubric.
• Elicit answers but do not correct Ss at this stage.
• Play the CD and ask Ss to listen to the dialogues carefully
and check their predictions.
KEY
The woman feels angry, disappointed, etc.
She has lost her bag.
• Ask Ss some comprehension questions:
Where does the first dialogue take place? (At a check­
in desk) in Dubai.
Where is the woman flying to? She’s flying to London
Heathrow.
What does the woman want to take on the plane with
her? A bag.
Does the check-in clerk let her take the bag on the
plane with her? No, she doesn't.
Why? Because it is too heavy fo r hand luggage.
Why does the woman want to take it on the plane
with her? Because she has im portant stu ff in it.
Where does the second dialogue take place? (At lost
luggage) in London Heathrow.
What kind o f mistake did the baggage handler make?
He mixed up the airport codes.
What is LHP? The a irport code fo r Lehu.
What is the good news? That they found the woman’s
bag.
Do they have the bag? No, they don’t.
What have they arranged? To fly her bag directly to
London Heathrow as soon as possible.
Why can’t IJie woman give the attendant her
address in London? Because she has w ritten it in her
notebook, which is in her lost bag / in Papua New
Guinea.
C. Aim: to give Ss practice in identifying specific
information in the dialogues
• Have Ss do the activity and check answers.
KEY
1. She would like to have an aisle seat.
2. Two.
3. The airport code for London Heathrow.
4. That there has been a bit of a mix-up and now the
woman’s bag is in Lehu.
5. It’s in Papua New Guinea.
6. A courier.
7. Her notebook with her address in London.
• Explain any unknown words and choose Ss to act out the
dialogues.
 2. VOCABULARY
Aim: to present vocabulary related to travelling by plane
• Ask Ss some questions:
Have you ever been to an airport?
Can you name any o f the areas that can be found at
an airport?
I Can you think o f any words related to travelling by
plane?
• Elicit answers.
• Ask Ss to read through the text.
• Draw Ss' attention to the words in bold. Explain to them
that these are words/phrases related to travelling by
plane.
• Draw Ss’ attention to the TIP and explain it.
• Help Ss deduce the meaning of the words/phrases from
the context.
• Check the answers with the class.
KEY
arrivals = the place at an airport where passengers go
to once they have got off the plane
land (v) = to come down through the algonto the
ground
departures = the place at an airport where passengers
: go to in order to make all the necessary arrangements
before they get on their plane
delay (n) = a period of time when passengers have
to wait before they get on their plane because of a
problem that makes their flight late
take o ff = to leave the ground and begin to fly
gate = the place at an airport where passengers are
allowed to get on or off a plane
| board (v) = to get on a plane
boarding card = a card that a passenger receives
after they have checked in and they must have it to be
allowed to get on a plane
flig h t attendant = someone whose job is to serve
passengers on a plane
3. G R A M M A R
Aim: to present the modal verbs can, could, may, be able to
• Ask Ss to read through the examples.
• Draw Ss' attention to the words in bold.
• Point out to Ss that these words are modal verbs.
• Ask Ss to decide what the words in bold express. Make
sure that they do not have any unknown words.
• Elicit answers.
OPTIONAL ACTIVITY
• For further practice, ask Ss to make their own
sentences using the modal verbs in the previous
activity to express ability in the present/past,
to make requests and ask for permission.
4. PRACTICE
Aim: to give Ss practice in using the modal verbs can, could,
may, be able to in context
• Have Ss do the activity and check answers.
KEY
1. Can I borrow your mobile phone?
2. I’m sorry but I wasn’t able to meet you at the airport
yesterday.
3. Could I have some water, please?
4 .1 can’t find my boarding card.
5. May I use my laptop on the plane?
„„ - - - *
5. SPEAKING
Aim: to give Ss practice in using the structures, functions
and vocabulary presented in this lesson by simulating
a conversation between a check -in clerk at an airport
and a passenger
• Draw Ss’ attention to the prompts in the boxes.
• Draw their attention to the TIP and explain it.
• In pairs, Ss take turns to ask and answer the questions.
• Go round the class helping Ss when necessary.
• Choose some pairs to act out the dialogue.
KEY
Suggested questions
Student A
Where are you flying to?
May I see your passport and ticket, please?
How many bags are you checking in?
Could you put it/them on the conveyor belt, please?
Student B
Could I have an aisle/a window seat, please?
Could I check in this bag, too?
Could I take my laptop/MP3 player, etc. on the plane,
please?
WORKBOOK LISTENING » 26
• For the listening transcript go to page 177.

KEY
May I...? a request
Can I...? permission
can ability (in the present)
were able to ability (in the past)
Could y o u ...? request

Draw Ss’ attention to the NOTE and explain it.

Refer Ss to the Grammar Reference at the back of the
book.

35 TB
 3.
_\
\
2 /lo c a a
l ^ a /y s
WORDS RELATED TO TRAVELLING
BY PLANE
Read the text and try to guess the
meaning of the words/phrases in bold.
irport
Lee arrived at the airport at 6 am. He was going away on
a business trip but before leaving, he wanted to see his
iien d, Oliver. Oliver was coming back from a trip abroad
and was arriving at 6:15. Lee waited for him at arrivals.
•Vhen Oliver’s plane landed, they went to a cafe. When
1 was time for Lee to leave, he went to departures
snd checked in his suitcase. Unfortunately, there was
a two-hour delay. However, while he was waiting, he
^ell asleep. Luckily, someone woke him up just before
nis plane to ok off! He ran to the gate and was the last
Dassenger to board the plane. He showed his boarding
:ard to the flig h t attendant and went to his seat.
VP To guess the meaning of an unknown word: M
I read the words before and after the unknown
word and think of the situation.
Itry to figure out what part of speech (verb,
noun, etc.) the unknown word is.
>see if the unknown word is similar to other
words in English or in your own language.
Read the examples below and decide what the words
inbold express: ability, permission or request.
May I see your passport, please?
Can I take this smaller one on the plane with me?
We can arrange for a courier to bring it to you.
The good news is that we were able to find your bag.
Could you put it on the conveyor belt?
We use can or is/are able to to express
ability in the present.
We use could or was/were able to to
express ability in the past.
Go to Grammar Reference
4 P r a c tic e
Read the situations and form sentences using the
words in brackets.
1. You want to borrow your friend’s mobile phone.
What do you say?
___________________________________ (can)
2. You couldn’t meet your sister at the airport
yesterday. Apologise to her.
___________________________________ (able)
3. You’re thirsty. Ask the flight attendant for some
water.
____________________________________(could)
4. You are not able to find your boarding card.
Tell the clerk.
___________________________________ (can)
5. You want to use your laptop on the plane. Ask
for permission.
___________________________________ (may)
5 S p fid iy
ROLE PLAY Chetk-Vft Y l - m
Talk in pairs.
Student A: Imagine that you are the check-in
1 clerk and that Student B is a passenger
checking in his/her luggage. Discuss
using the prompts in the box and
answer Student B’s questions.
where / fly / to?
passport and ticket / please?
how many / bags / check in?
put on / conveyor belt / please?
Student B: Imagine that you are a passenger
checking in your luggage and that
Student A is a check-in clerk. Discuss
and use the prompts in the box to ask
Student A questions.
have / aisle-window seat / please?
check in / this bag / too?
take / laptop, MP3 player, etc. / on plane?
T i P Before you speak, make sure
you understand the task and how
you should use the prompts.
 j

1 R e -a ty #
A. Discuss.
• Do you like exploring new places?
• How does it make you feel?

B. Read the text quickly and match the

questions a-e with the paragraphs 1-5.
a. Do you need special training?
b. How did it all start?
c. Apart from strong boots and helmets, what safety
equipment do you need?
d. Why is caving so popular?
Clive Stewart
e. What’s the most im portant thing to remember?

Caving esm I N T E R VI E W
They’re dark, cold, w et and dangerous places.
So, why do people explore them ?
Who b e tte r to ask than the c o u n try’s to p caver,
C liv e S t e w a r t !
1.
Well, up until the late 19th century, scientists
explored caves for study. In 1889, Edouard-Alfred
Martel used ropes and ladders to go down vertical
caves over 100m deep because he liked exploration.
Today, we call these caves ‘potholes’ and they are
the most popular with cavers.
2.
It’s the thrill of the unknown and discovering new
places. Sometimes, you have to walk through waist-
high water or climb a slippery rock face, and you
think, ‘What am I doing?’ But then you discover
a huge underground cave with beautiful rock
form ations and it all seems w orth it. Of course, half
the fun is trying to get back out of the cave.
C. Read again and write T for True or F for False.
1. Scientists started cave exploration in the
19th century.
2. Cavers enjoy getting into caves more than
getting out.
3. You do the first part of the training in a cave. |
4. Teens under 16 can’t go cave exploring.
5. Only experienced cavers should explore
caves alone.
6. All members of a group must have more
than one light.
7. Special clothes are necessary.
36
3.
Most caving clubs have special programmes for
beginners. They must learn the basic skills above
ground first. They aren’t allowed to take part
otherwise. You have to be physically fit for caving and
the minimum age for club members is usually 16.
4.
Never explore caves alone, always in groups. And you
mustn’t go w ithout an experienced caver. Also, it’s a
good idea to leave a note of your trip and the time
you expect to return with someone. Caving can be
dangerous. It’s very easy for accidents to happen, but
rescuing people is very difficult, sometimes impossible.
5.
W ithout light you are lost. So, each person must
have a headlamp and at least one extra, as well as
batteries. You need some strong ropes and a first-aid
kit is necessary, too. You don’t have to wear special
clothing, as long as what you wear is warm and
waterproof.
D. Look at the highlighted words in the text and
match them with the meanings a-f.
1. vertical a. excitement
□ 2. thrill b. shapes
3. formations c. going straight up or down
4. beginners d. not letting water in
'11 the minimum e. people starting to learn
6. waterproof f. the smallest possible
E. Discuss.
• Would you like to start cave exploration?
Why? / Why not?
Functions
Expressing obligation and lack of obligation
Expressing prohibition
Structures
have to, don’t have to, must, mustn’t, need to,
don’t need to, needn’t
Vocabulary
as well as basic skills battery be allowed to
beginners cave club communication deep
discover discussion equipment excitement
expect experienced exploration extra first-aid
kit formation ground helmet huge improvement
ladder minimum necessary organisation
physically fit preparation prepare rescue safety
scientist smoke (v) special survival take part thrill
unknown waterproof worth
WARM-UP
Aim: to help Ss make hypotheses about the lesson by
activating their background knowledge
• Draw Ss’ attention to the title of the lesson and ask them
if they can tell you what the phrase dos and don’ts means
and when it is used (things you should and shouldn’t do
in a given situation).
• Ask Ss to tell you what they think the lesson is about.
• Elicit answers.
L READING » 27
A. (PRE-READING)
Aim: to introduce the topic of the interview by relating it to
Ss* personal experience
• Ask Ss the questions and generate discussion.
• Ask Ssa few more questions:
What is the m ost frightening place you have
explored?
What is the m ost exciting o r interesting place you
have explored?
B. Aims: • to prepare Ss for the reading text by drawing their
attention to visual information
• to present vocabulary, functions and structures in
the context of an interview
• to give Ss practice in reading for gist
• Draw Ss’ attention to the picture in the top right-hand
corner of the page.
- AskSs:
What does the p ittu re show? The cover o f a
magazine.
What is the magazine called? ESM.
What do the initia ls ESM stand for? Extreme Sports
Magazine.
What extreme sport is this issue o f ESM about? It’s
about caving.
What is caving? The exploration o f caves.
Who is the man on the cover? He’s Clive Stewart.
Why do you think they did an interview w ith Clive
Stewart? Because he has a lo t o f interesting things
to say about caving.
- Ask Ss to read through the questions a-e and explain that
«*ey should match them with the paragraphs 1-5.
- Ask Ss to read through the interview.
• Alternatively, play the CD and ask Ss to listen and read at
the same time.
• Have Ss do the activity and check answers.
KEY
1. b 2. d 3. a 4. e 5.c
nHMNMHMMnBMSBHMBMWMranKOTMBNNMMMHMnl
• Ask Ss some comprehension questions:
How deep were the caves that M artel went down in
1889? They were over 100m deep.
What did he use to go down these caves? He used
ropes and ladders.
What are these caves called today? They are called
‘p otholes’.
Do cavers like exploring them? Yes, they do.
What do cavers like about caving? The th rill o f the
unknown and discovering new places.
When may a caver think, 'What am I doing’? When
he/she has to walk through waist-high water o r climb
a slippery rock face.
When does it a ll seem w orth it? When a cavet
discovers a huge underground cave w ith beautiful
rock form ations.
What do m ost caving clubs have? Special programmes
fo r beginners.
How should you always explore caves? In groups.
What is it considered to be a good idea to do before
you go on your trip? To leave a note o f your trip and
the time you expect to return w ith someone.
What is very d iffic u lt in caving? Rescuing people.
What happens if you don’t have lig h t w ith you? You
can get lost.
What is it necessary to have w ith you? A headlamp
and at least one extra, batteries, strong ropes and a
first-aid kit.
What kind o f clothes should you wear? Warm and
waterproof.
C. Aim: to give Ss practice in identifying specific information
in the text through a True/False activity
• Have Ss do the activity and check answers.
KEY
1.F 3. F 5. F 7. F
2. F 4. T 6. T
D. Aim: to give Ss practice in deducing the meaning of
unknown words from the text
• Refer Ss to the text and ask them to fi nd the words 1-6. •
• Encourage Ss to deduce the meaning of the words from
the context.
• Ask Ss to read through the meanings a-f.
• Have Ss do the activity and check answers.
KEY
1. c 2. a 3 b 4. e 5 .f 6.d
• Explain any unknown words and choose Ss to read the
interview aloud.
E. (POST-READING)
Aim: to give Ss the opportunity to have a further discussion
on the topic of the text
• Ask Ss the questions and initiate a short discussion.
 2. VOCABULARY 4. PRACTICE
Aim: to present and give Ss practice in word building Aim: to give Ss practice in using have to, don’t have to, need
(noun suffixes) to, don’t need to, needn't, must and mustn’t in context
M Draw Ss’ attention to the NOTE and explain it. « Ask Ss to look at the signs. Make sure that they do not
• Draw Ss’ attention to the suffixes in the brackets. have any unknown words.
• Ask Ss to look at the nouns given and underline the suffix • Have Ss do the activity and check answers.
in each one of them.
• Explain to Ss that the words without the suffixes are the
KEY
You have to/need to/must wear a helmet at all times.
verbs which the respective nouns derive from.
You need to/have to/must buy a ticket for the gallery.
• Have Ss do the activity and check answers.
You don’t need to/don’t have to/needn’t pay to enter
thefunpark.
KEY I You mustn’t take your dog in the park.
2. excite —►excitement You mustn’t take photographs using a flash.
3. appear - * appearance
4. explore —>exploration j
5. perform -» performance 5. SPEAKING
Aim: to give Ss practice in using the structures and functions
6. prepare -► preparation
presented in this lesson through a guessing game
7. survive —* survival
• Ask Ss to look at the places.
8. improve —►improvement
• Ask Ss to read through the ideas in the box and the
9. discuss —►discussion speech bubble.
10. communicate —►communication • In groups of four, Ss play the guessing game.
11,. a rriv e d arrival • Go round the class helping Ss when necessary.
12. organise -Sf organisation • Choose some groups to act out the guessing game.

3. GRAMMAR
Aim: to present have to, don’t have to, must, mustn’t,
need to, don’t need to and needn’t
• Ask Ss to read through the examplesjjrid the sentences
a-c.
• Have Ss do the activity and check answers.
• Refer Ss to the Grammar Reference at the back of the
book.

KEY I
You have to be physically fit. a
You don’t have to wear special clothing, b
Each person must have a headlamp, a
You mustn’t go without an experienced caver, c I
You need to have safety equipment, a
Experienced cavers don’t need to take a training |
course, b
You needn’t buy special clothing, b

OPTIONAL ACTIVITY
• For further practice, ask Ss to make their own
sentences using the verbs in the previous activity
to express obligation in the present/future, lack of
obligation in the present/future and prohibition.

37 TB
 to m
2 (/oca6uf(uy> . N O TE
WORD BUILDING 1 A lo t of nouns are form ed by adding a
Look at the nouns below and write suffix (-io n j -a tio n j -m e n tj -ance, ~al)
the verb which they derive from. to a verb.
1....u ..... ....—
1. form _ -> formation 7. _ -» survival
Z _ -» excitement 8. _ -» improvement
3. _ -» appearance 9. _ discussion
4. _ exploration 10. _ communication
_ -» performance 11. _ arrival
_ -» preparation 12. _ -» organisation

fr M m a r 4 P r a c t ic e *

have to, don't have to, must, mustn't, need to, don’t don’t have to, need to, don’t need to, must or mustn’t.
need to, needn't
Read the examples and decide what each of them WEAR A HELM ET
means. Choose a, b or c.
AT ALL TIMES
You have to be physically fit. □
You don’t have to wear special clothing.
Each person must have a headlamp.
□
□
You mustn’t go without an experienced
caver. □
You need to have safety equipment.
Experienced cavers don’t need to take a
□
training course. □ tuef*ee! m

You needn’t buy special clothing. □ NO DOGS

A L L O W E D IN
a. It is necessary. TH E PARK

b. It isn’t necessary.
c. Don’t do it! %
H <§> F L A S H
Go to Grammar Reference
PHOTOGRAPHY

GAME
•o rk in groups of four. Look at the places below. One student chooses one of the places and the other three
■i the group have to find out which place it is by asking questions about what you have to, don’t have to,
m istn ’t, etc. do there. Use the ideas in the box.
wear seat belt Do you have to wear a
smoke seat belt there?
eat No, you don’t.
use mobile Can you smoke there?
buy tickets
take pictures

©
 ACCOMMODATION
Whkfl of the words in the box relate to the
IBterent types of s^Smmodation w ow n f
There may be more than one answer.

P ijh prices
ca m psite
roorrfs'et p l e
tent
air jBSajjaionina
shower
sWa jy W I pool
buffet '
WiS onnectlon
bus[raess"centre
Sleepwig bag
shared b ai|ffi® m
B&B (bed and b re akfa st)
y o u th hostel

J G ra m m a r
w
INDIRECT QUESTIIDNS 3 fntonation ^
Read thSEHogues, notice the phrases in bold and A. Listen and repeat. What’s the difference
answer the questions that follow. between a and b?
a. What tim a fly o u r flight?
DIRECT QUESTION
b. Do you know w H aiti me your flighMs?
A: Where’s the library?
B: I t ’s stra ig h t ahead, next to the p o st office. B. Listen and repeat. Is the intonation rising v* or I
falling ?
INDIRECT QUESTION
1. Could you tell me where Susafflwent?
A: Excuse me, could you te ll me where the library
is? 2. Where did you gemhis tent?

B: Sure. It^ tr a ig h t ahead, n e xt to the p ost office.
• W h iil of the tw o quegiogs is more formal?
• W hatistfhejtfW erence in word o rd e a n the two
bold phrases? ■^
G o to Gram m ar Reference
3. Do you know why Harry isB pseft
4. Wffen are you visiting Munich?
5. How often do vou.qo camping? w
6. Can you tell us which hotels you’ve stayed at?

4 P ra c tic e ,
Read the direct question! and form indirect questions.

1. Wha| tirtie does the gym open? Excuse me. can vou tell me ?
2. Where 5 the swimming pool?-* Do? you know
3. Where did -» Can ?
4. How much did fc a pay? ->• Could ?
p . W h in s Tom’s birthday? 1 -» Do ?

©
 I

Functions 2. GRAMMAR
Asking for and giving information about different types Aim: to present indirect questions
of accommodation • Ask Ss to read through the two short dialogues.
Structures • Draw Ss’ attention to the phrases in bold in each dialogue.
JIndirect questions • Make sure that Ss understand that the first question is a
direct one while the second question is an indirect one.
Vocabulary
• Ask Ss the two questions and elicit the answers that
Words/Phrases related to different types of the indirect question is more formal and polite than the
accommodation direct question. The difference in the word order between
air conditioning B&B buffet business centre the two bold phrases is that the indirect question has
campsite parking receptionist room service affirmative word order.
shared sleeping bag swimming pool tent • Refer Ss to the Grammar Reference at the back of the
Wi-Fi connection youth hostel book.

Other words and phrases

3. INTONATION » 2 8 ,2 9
close (adv) cost(v) daily hire pay plan (v)
A. Aim: to familiarise Ss with the difference in intonation
price public transport
between direct and indirect questions
• Play the CD and pause after each question.
W AR M -U P
• Ask Ss to listen for the difference in intonation between
Aim: to help Ss make hypotheses about the lesson by the two questions.
activating their background knowledge
• Play the CD again and ask Ss to repeat the questions
• Draw Ss’ attention to the title of the lesson. while you move your hand upwards or downwards to
• Ask Ss to tell you what they think the lesson is about. show the rising and falling tone in each question.
• Elicit answers.
KEY
a. falling intonation
L V O C A BU LAR Y
b. rising intonation
Aim: to present vocabulary related to different types of wmmmmimmmmmmKmmmmmmmmmutmmmm
accommodation
I BACKGROUND NOTE B. Aim: to give Ss practice in distinguishing between rising
and falling intonation in direct and indirect questions
• Bed and Breakfast (B&B) is a type of accommodation
which refers to a room to sleep in for the night and • Play the CD and pause after each question.
a morning meal, or a private house or small hotel • Ask Ss to repeat each question and write the appropriate
offering this;, symbol next to it.
• A youth hostel describes a place where people, • Check the answers with the class.
especially young people, can stay cheaply for short
periods when they are travelling. KEY
• Wi-Fi connection is a system for connecting electronic 1. rising intonation
equipment such as computers and electronic 2. falling intonation
organisers to the Internet without using wires.
3. rising intonation
4. falling intonation
• Ask Ss to look at the pictures which show different
types of accommodation and read through the words 5. falling intonation
underneath each picture. 6. rising intonation
• Make sure that Ss are familiar with all four types of
accommodation. 4. PRACTICE
• Ask Ss to read through the words in the box. Aim: to give Ss practice in forming indirect questions
• Make sure that Ss do not have any unknown words.
• Have Ss do the acti vity and check answers. • Have Ss do the activity and check answers.

KEY KEY
1. Excuse me, can you tell me what time the gym
high prices: B&B, hofel room service: hotel
opens?
tent: canlpsite air conditioning: B&Byhotel
2. Do you know where the swimming pool is?
shower: B&B, hotel, campsite, youth hostel
3. Can you tell me where you stayed?
swimming pool: hotel buffet: B&B, hotel
4. Could you tell me how much you paid?
Wi-Fi connection: B&B, hotel business centre: hotel
5. Do you know when Tom’s birthday is?
sleeping bag: campsite shared bathroom: B&B,
campsite, youth hostel
5. LISTENING » 30
A. (PRE-LISTENING)
Aim: to present the topic o f the listening text by relating it to
Ss’ personal experience
• Ask Ss the questions and initiate a short discussion.
B. Aim: to give Ss practice in listening for gist
• Explain to Ss that they will listen to a conversation
between a customer and a hotel receptionist and they
should find out what the customer is complaining about.
• Play the CD and check Ss’ answers.
KEY
Suggested answer
The door j j f i »fcgom is stuck/doesn’t open.
C. Aim: to give Ss practice in listening for specific information
through a True/False activity
• Ask Ss to read through the sentences 1-7.
• Play the CD, have Ss do the activity and check answers.
KEY
1. T 2. F 3. F 4. T 5. F 6. F 7.T
LISTENING TRANSCRIPT
Customer (man) Hello?
Receptionist Hello, Mr Benjamin?
Customer At last!
Receptionist flT h is is reception. We’ve just received
a strange e-mail from you.
Customer That’s right. The zero button on the
phone doesn’t work. I couldn’t call
you, so I sent an e-mail to the hotel.
Luckily, the Wi-Fi is working.
R eceptionist Sorry, I don’t understand. Why didn’t
you just come downstairs?
Customer That’s what I was trying to explain in
my e-mail. The door to my room is
stuck. I can’t open it.
Receptionist Oh, dear! From your e-mail, I thought
your balcony door didn’t open.
Customer No, no, I can’t get out of my room. I
banged on the door for ten minutes,
but nobody heard me. Then I decided
to send an e-mail. Now, I’m late for a
meeting. I’m not staying another night
here. I want my money back.
Receptionist OK, calm down, sir. I’m sending
someone up right now, to fix the door.
We can offer you a different room if
you like.
C ustom er' Wait a minute! When I arrived, you
said this was the only room you had.
Suddenly, you’re able to move me to
another room. Can you tell me how
that is possible?
Receptionist; Well, a woman from the 5th floor left
this morning.
Customer Was her door broken, too?
Receptionist No, she just decided to go home
earlier.
Customer I see. Well, I don’t think I want to stay
because...
Receptionist Just go, now! Go on!
Customer I beg your pardon!
Receptionist I’m sorry, I was talking to the hotel
caretaker. He’s coming to fix your
door now.
Customer Well, tell him to hurry, please.
Receptionist Of course. Now, when he fixes it,
please come downstairs and we can
discuss...
Customer I’m sorry, but I’m already half an hour
late for a meeting.
Receptionist OK, do you know when you are going
to be back?
I Customer Later this evening. But I’m not going
to stay.
Receptionist OK. I’m very sorry about all this.
6. SPEAKING
Aim: to give Ss practice in asking for and giving information
about different types of accommodation
• Ask Ss to turn to the appropriate pages (SA should turn
to p. 117, while SB should turn to p. 119) and read through
the information, the prompts and the speech bubbles on
each page.
• in pairs, Ss take turns to ask and answer questions about
the youth hostel and the hotel.
• Point out to Ss that when asking they should use indirect
questions because they are more polite than direct ones.
• Choose some pairs to act out the dialogues.
I
7. WRITING
I
A. Aim: to prepare Ss for the writing task
LANGUAGE PLUS
• ASAP stands for as soon as possible.
• Explain the situation to Ss and ask them the question in
I the rubric.
• Elicit answers but do not correct Ss at this stage.
• Ask Ss to read through Peter’s e-mail to Gavin and have
I; them check their predictions.
I B. Aim: to give Ss practice in identifying the stylistic features
I of an e-mail asking for information
|
I • Refer Ss to the e-mail.
I • Ask Ss the questions and check the answers with the
class.
KEY
1 1. asks four questions about the campsite.
I
2. Firstly, Also, Finally.
3. He has used both direct and indirect questions.
I
1 C. Aim: to help Ss organise their ideas and plan their writing
I
• Ask Ss to read through the list of ideas.
• Have Ss do the activity and check answers.
D. Aim: to give Ss practice in writing an e-mail asking for
information
• Draw Ss’ attention to the TIP and explain it.
I • Point out to Ss that they can use the ideas they talked
about in the previous activity.
• Allow Ss some time to write their e-mails.
• Choose some Ss to read out their e-mails.
 5 Listening ^
B. Read again and answer the following
questions.
L Discuss. 1. How many questions does Peter ask
nere do you usually stay when you go on holiday? about the campsite?
-ave you ever had to complain at a hotel? Why?
2. Which words does he use to list them?
nat is the worst experience you’ve had at a hotel?
3. What kind of questions has he used?
1 Listen to a conversation at a hotel between a man and the
receptionist. What is the man complaining about? C. Look at the ideas below. Tick the kind of
information you would ask about if you
1 Listen again and write T for True or F for False. wanted to know more about a hotel.

"he man sent an e-mail to the hotel from his room.

1 'h e receptionist tried to ring the man but the
Dhone didn’t work.
1 The m an c o u ld n ’t use th e In te rn e t in his room .

4 The re ce p tio n is t d id n ’t understa n d th e m an’s e-m ail. I

= The m an w ants to change to a d iffe re n t room .

S. There aren’t any o th e r room s available.

* The man can’t ta lk to th e re ce p tio n ist because he I location

Vi
-^as to go to a m eeting.
^sw im m in g pool

6 S p e ,C L & n
i p
f close to p ublic transports
INFORMATION GAP ACTIVITY
Talk in pairs.
(^balcony m fy ie w
So to Pair work activities.

W RITING TASK
D. You are planning a trip to Paris. Your
friend recently stayed at a hotel there
and was very pleased with it. Write an
&N E-MAIL ASKING FOR INFORMATION
e-mail to your friend asking for more
k. Below is an e-mail Peter has sent to his friend, Gavin.
information about the hotel. Choose three
Gavin recently stayed at a campsite and was very
ideas from activity C. Your e-mail should
pleased with it. Peter wants to go camping this
be between 80-100 words.
summer and would like some information about it.
What do you think Peter is going to ask about? Read C \
ithe
and check your answers.
V TIP
When w ritin g an e-m ail asking fo r
in fo rm a tio n :
• use set phrases to say w h y you are
Hi, Gavin! w ritin g ( e g . I ’m i n t e r e s t e d i n . . . s o . . . , /
How are things? Listen, you stayed at a campsite w a n t s o m e in f o r m a t io n a b o u t . . . , I ’d lik e

last sum m er and you really liked it there, right? to k n o w .. ).

Well, I need some inform ation. Could you tell me • use w ords/phrases to lis t your
writing a bit more about it? questions ( e g . f i r s t l y , f i r s t o f a l l , n e x t,

Firstly, can you hire tents there, or do I have th e n , a ls o , fin a lly ).

to bring my own? Also, has it got showers and • do n ’t use d ire c t questions only. Use «
what are they like? Finally, could you tell me how in d ire ct questions, to o ( e g . C a n / C o u l d
] for
much it costs? Do you pay daily or every week?
y o u t e l l m e ...? , D o y o u k n o w ...? ).

I'm planning to go next m onth, so please send • end by saying thanks and m entioning
Iked me a reply with any information. Thanks a lot.
th a t you’d like a reply as soon as
Bye fo r now, possible.
Peter
I
 ea u
1 /lo c a a
i a
i r^ 2 i ^ ^
R e ^a d n
A. Look at the pictures and the map on this page
GEOGRAPHICAL FEATURES
and the next one. What do you know or can you
Look at the pictures and the words. Which
guess about Sichuan?
of these types of geographical features
exist in or near the area where you live? B. Read the text and tick the topics that are
mentioned.

mill
' - volcano

Comi
Sichuan ■
With its beautiful scenery, friendly|
people and great food, Sichuan
Province in China is the ideal
holiday destination.
Sichuan is in southwest China and it has many
mountains, including the Himalayas to the west.
The famous Yangtze River runs through China,
from west to east, crossing Sichuan. The Yangtze
isn’t as long as
the Amazon or
the Nile but it’s
the longest river
in Asia.
One of the
most impressive
sights in Sichuan
is the Leshan
Giant Buddha,
a huge statue
carved out of
a cliff on the
side of Lingyun
Mountain. The
statue is more
than a thousand
years old and over 71 metres tall. It is the largest
carved stone Buddha in the world.
Functions
Talking about the natural beauty of a place • Ask Ss some comprehension questions:
Making comparisons___________________
Structures Why is Sichuan considered to be an ideal holiday
destination? Because o f its beautiful scenery,
I Comparisons friendly people and great food.
Vocabulary Where is Sichuan? It’s in (southwest) China.
Which is the longest river in Asia? The Yangtze
Geographical features
River.
I cliff coast jungle mountain range valley Is the Yangtze River longer than the Amazon or the
I volcano waterfall Nile? No, it isn’t.
Other words What is one o f the most impressive sights in
I capital chilli peppers colourful definitely Sichuan? The Leshan Giant Buddha.
How old is it? More than a thousand years old.
I develop garlic giant grow impressive
How tall is it? Over 71 metres tall.
I include over (more than) panda
Is it the largest carved stone Buddha in the world?
I protection research (n) scenery spectacular Yes, it is.
I statue stone temple zoo What can you do on Mount Emei? You can visit
temples or ju st take photos o f the many waterfalls.
Where is the Giant Panda Research Base? In
W ARM-UP Chengdu.
Aim: to help Ss make hypotheses about the lesson by What has the Research Centre developed into?
activating their background knowledge It has developed into China Panda City with a v
• Draw Ss’ attention to the title of the lesson and ask them museum and a zoo.
to tell you what they think it is about. What is Sichuanese food like? It’s hotter and spicier
• Elicit answers. than other types o f Chinese cuisine.
Is it delicious? Yes, it is.
L VOCABULARY
Aim: to present vocabulary related to geographical features
- Ask Ss to look at the pictures and the words.
• Help Ss deduce the meaning of any unknown words from
the context of the respective pictures and ask them the
question in the rubric.

2. READING » 31
A. (PRE-READING)
Aim: to help Ss make predictions about the reading text by
relying on visual information and/or their background
knowledge
• Draw Ss’ attention to the map and the pictures
accompanying the text.
• Ask Ss the question in the rubric.
• Elicit answers but do not correct Ss at this stage.
• Ask Ss to look at the layout of the text and tell you what it
is (a brochure),

3. Aims: »to check Ss* predictions

• to present vocabulary, functions and structures in
the context of a text
• to give Ss practice in reading for gist
• Ask Ss to read through the text. Alternatively, play the CD
and have Ss read andjisten to the text at the same time
and chedfc their predictions.
• Ask Ss to look at the list of the topics and tick the ones
that are mentioned in the text.
- Have Ss do the activity and check answers.

KEY
nature, animals, food, places of interest
■■iinir iiiriininiiriiiiiniiiiiTiiiP¥i^in[rmi]i]iiiiriirirnriiif^iiiPwriiiiffiifniririiiTmMniTwniiir»iiiri iirpwrwni^ rira^wMiiiT
C. Aim: to give Ss practice in identifying specific information 4. PRACTICE
in the text Aim: to give Ss practice in making comparisons in the
• Have Ss do the activity and check answers. context of a dialogue
• Have Ss do the activity and check answers.
KEY
1. The Himalayas. KEY
2. It is (carved out of a cliff) on the side of Lingyun 1. the worst
Mountain. 2. better
3. At Jiuzhaigou Valley. 3. tasty
4. It’s Chengdu. 4. more expensive
5. A lot of chilli peppers and garlic. 5. quiet
6. the cheapest

D. Aim: to give Ss practice in deducing the meaning of

unknown words from the text through a matching 5. SPEAKING
activity Aim: to give Ss practice in using the functions and
• Refer Ss to the text and ask them to find the words 1-4. structures presented in this lesson through a pair work
activity
• Encourage Ss to deduce the meaning of the words from
the context. • Ask Ss to turn to page 118.
• Ask Ss to read through the options underneath each • Ask Ss to look at the three pictures and the captions
word. underneath each one of them.
• Have Ss do the activity and check answers. • Draw Ss’ attention to the adjectives.
KEY • Ask Ss to read through the speech bubble.
1. a 2. a 3. a 4. S • In pairs, Ss take turns to talk about the holiday
destinations.
• Explain any unknown words and choose Ss to read the • Go round the class helping Ss when necessary.
text aloud. • Choose Ss to say which holiday destinations they prefer
giving reasons for their choices.
E. (POST-READING)
Aim: to give Ss the opportunity to have a f urther discussion
on the topic of the text
• Ask Ss the questions and initiate a short discussion.

3. G R A M M A R
A. Aim: to present the comparative and superlative form of
adjectives
• Ask Ss to read through the four examples.
• Draw Ss’ attention to the words in bold.
• Ask Ss the two questions.
• Elicit answers.

KEY
• The first and the fourth sentence include
adjectives in the comparative form while the
second and the third sentence include adjectives
in the superlative form.
• We use the word than after adjectives in the
comparative form. We use the word the before
adjectives in the superlative form.

B. Aim: to present other forms of comparison (as... as)

• Ask Ss to read the sentence.
• Draw Ss’ attention to the words in bold.
• Ask Ss to read through the three options.
• Check the answer with the class.

KEY
The correct answer is b.

• Refer Ss to the Grammar Reference at the back o f the

book.

Not far from the B u d d ie s Mount Emei. Here
you can visit
temples or just
take photos of the
many waterfalls.
For some more
beautiful scenery,
visit jiuzhaigou
i£ S & L lf..& flff ■ ■ I W J p p a Valley.
Jiuzhaigou Valley, in the north of Sichuan, is one
i f the most spectacular places in China with snow-
njvered mountains, colourful lakes and beautiful
‘brests.
Chengdu is the capital of Sichuan and is the
u ltu ra l and industrial centre of the region.
::-engdu is also home to the Chengdu Giant Panda
Research Base, one of the most im portant centres
r the world for the protection of the Giant Panda.
~he Research Centre has developed into China
: 3nda City with a museum and a zoo.
After all that sightseeing, you must definitely
iave something to eat. The Sichuanese cook with a
c t of chilli peppers and garlic, and Sichuanese food
s hotter and spicier than other types of Chinese
rjisine, but it’s delicious!
C. Read again and answer the questions.
1 What’s the mountain range to the west of
Sichuan called?
2. Where is the huge statue?
i Where can you see beautiful scenery and lakes?
What’s the capital of this Province?
= What do the Sichuanese use in their cooking?
D. Look at the highlighted words in the text and
choose the correct meaning a or b.
spectacular 3. developed
a. impressive a. grown
b. im portant b. built
region 4. definitely
a. area a. fortunately
b. mountain b. surely
E. Discuss.
• Would you like to visit Sichuan?
• Which places in Sichuan would
you like to visit most? Why?
A. Look at the examples below and answer the
questions that follow.
• Sichuanese fo od is hotter than o th e r types o f
Chinese cuisine.
• The Yangtze is the longest riv e r in Asia.
• One o f the most impressive sights in Sichuan
is the Leshan G iant Buddha.
• The scenery is more spectacular than
anything I ’ve seen so far.
1. Which of the examples above include
adjectives in the comparative form and which
in the superlative form?
2. Which word do we usually use a fte r
adjectives in the comparative form and which
before adjectives in the superlative form?
B. Read the example and decide what it means.
Choose a, b or c.
The Yangtze isn ’t as long as the Amazon.
a. The Yangtze is longer.
b. The Amazon is longer.
c. The tw o rivers are the same length.
Go to Gram m ar Reference
4 Practice,
Complete the dialogue with the correct form of the
adjectives in brackets. Add the where necessary.
A: Let’s have dinner at La Playa tonight.
B: No way! That’s one of (1)_______________ (bad)
restaurants in town. Debbie was there last week
and she says it’s horrible!
A: Well, it’s (2 )_______________ (good) than the
restaurant in our neighbourhood.
B: Yeah, the food in Paradiso isn’t as
(3 )_______________ (tasty) as it used to be.
A: Paradiso is also (4 )_______________ (expensive)
than La Playa.
B: I know! Why don’t we go to La Scaia in the
shopping centre? It’s not as
(5 )_______________ (quiet) as the other places but
the food is good.
A: OK. It’s also (6 )_______________ (cheap)
restaurant in the shopping centre.
5 $ p e ,a & in < j'
Go to Pair work activities.
©
 7 l/oeaiaiar^
ADJECTIVES DESCRIBING PLACES
A. Read the sentences below and match the adjectives in bold with the definitions a-h.

1. Ijhe bus was crowded and I couldn’t get on. a. comfortable and warm
2. When I get tired of life in the city, I go to the countryside. It’s so b. quiet and calm
peaceful there. c. full of people
3. You can find lots of books about ancient history in the library. d. making a lot of noise
4 . 1 live in a noisy neighbourhood and can’t sleep at night! e. liked by a large number
5. Don’t worry; the streets around here are safe for the children to play in. of people
6. The town square is a popular meeting place for teenagers. f. very old
7. We went on a tour around the town and saw many historic buildings. g. important in history
8. The town centre has a great variety of cosy cafes and restaurants. h. not dangerous

B. Use some of the adjectives above to describe your city/town.

Talk in pairs. The three people below have been offered

I TfP When talking to another person,^
listen carefully to him/her and
jobs in the three cities presented. Read the information, respond to what he/she is saying
discuss and decide which city is the most suitable for
(eg. / agree, / don’t know about that)
each person. Give reasons for your choices.

Helen Aberson, 34 Harry Perl, 41

Likes: sports, reading, Likes: museums, nature,

Likes: art, cinema, eating
out, travelling
Dislikes: shopping, nature
shopping swimming
Dislikes: art, theatre Dislikes: nightlife, concerts
I think the most suitable city for Jill is... because...
I disagree. I think the ideal city for her is... because.

beautiful parks and beaches museums, galleries, shows lakes and parks with sports activities
lots of sports facilities world famous shops large shopping centre
museums huge variety of restaurants many theatres
 Functions
Making dec^pns and justifying them
Describing a place
Vocabulary
Adjectives describing places
ancient calm comfortable cosy crowded
dangerous fascinating historic narrow
Toisy numerous peaceful popular safe
suitable unforgettable wonderful
ind w arm Other words and phrases
attract church countryside full of (go on a) tour
n souvenir such as tour guide tourist variety

>f noise WARM-UP

Aim: to help Ss make hypotheses about the lesson by
e num ber activating their background knowledge
• Draw Ss’ attention to the title of the lesson.
• Help Ss understand the meaning of the phrase urban
life (= life in the city) as opposed to rural life (= life in the
isto ry countryside).
• Ask Ss to tell you what they think the lesson is about.
• Ask Ss to tell you whether they prefer an urban or a rural
way of life and why.

L VO C ABU LAR Y
A. Aim; to present adjectives used to describe places

?erson.j ■Ask Ss to read through the sentences 1-8.

• Draw Ss’ attention to the adjectives in bold.
- Help Ss deduce the meaning of any unknown adjectives
from the context.
• Ask Ss to read through the definitions a-h.
• Have Ss do the matching and check answers.

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

: Aim: to give Ss practice in using adjectives to describe

their city/town
• Ask Ss to make their own sentences using some of the
adjectives presented above to describe their city/town.
jre , • Choose Ss to read out their sentences.

ncerts 2. SPEAKING
Aim: to give Ss practice in making a decision and justifying
their choices
• Ask Ss to look at the pictures of the three people and read
through the information about each one of them.
• Ask Ss to look at the pictures of the three cities and read
through the information about each one of them.
• Make sure that Ss do not have any unknown words.
• Ask Ss to read through the speech bubble.
• Draw Ss’ attention to the TIP and explain it.
• In pairs, Ss take turns to talk about which city is the most
suitable for each person justifying their choices.
• Go round the class helping Ss when necessary.
• Choose some pairs to act out the exchanges.

activities
H
Zoe The seventh.
3. LISTEN IN G » 32 Tim Do you have a nice view? Or do you have to look
A. (PRE-LISTENING) at your neighbour’s washing every day?
Aim: to present the topic of the listening text by relating it to Zoe It’s not that bad. But all I can see is a boring office
Ss' personal experience building.
Tim Oh, well. You seem really happy here and... (fade
• Ask Ss the question and initiate a short discussion.
out)

B. Aim: to give Ss practice in listening for gist

4. W R IT IN G
• Play the CD. Have Ss listen carefully.
A. Aim: to prepare Ss for the writing task
• Check the answer with the class.
• Ask Ss the questions and generate discussion.
KEY
Zoe likes living in the city. B. Aim: to have Ss identify the purpose of the text
• Ask Ss to read through the text.
C. Aim: to give Ss practice in listening for specific information • Have Ss work out the answer to the question.
and in transferring from verbal to visual information
• Ask Ss to read through the questions 1-4 and look at the
KEY
pictures underneath each question. The correct answer is b.
• Draw Ss’ attention to the TIP and explain it.
• Play the CD. Have Ss listen carefully and decide which • Ask Ss some comprehension questions:
picture best answers each question.
• Check the answers with the class. Ask Ss to provide What is the capital o f the state o f Bahia? It’s Salvador.
justification for their answers. Where is Salvador? It's in eastern Brazil on the coast.
KEY What does 'Pelourinho' mean? It means the 'old c ity’.
1. b 2. b 3. c 4. a Why does this area attract many tourists every year?
Because it has colourful colonial buildings, narrow
LISTENING TRANSCRIPT streets and beautiful squares.
Tim Nice cafe. What other places are worth visiting? The numerous
churches and the Afro-Brazilian Museum.
Zoe Yeah, I come here often with my colleagues.
What can you do in Salvador? You can go to
Tim So, how’s life in the city? Mercado Modelo fo r Salvador’s best shopping.
Zoe I think I made the right decision moving here. What can you do there? You can buy souvenirs, taste
Tim Isn’t it a bit dangerous in the city centre? Bahian cuisine and watch the fascinating capoeira.
Zoe Well, I don’t really live in the centre. I’m in the Are there a lo t o f beaches in Salvador? Yes, there are.
north of the city.
Tim I see. Well, it’s very different from your old
neighbourhood. C. Aims: • to help Ss organise their ideas and plan their
Zoe Oh, yes, there’s so much to do here. It’s brilliant. writing
Tim Theatres and museums, eh? • to give Ss practice in identifying some of the
Zoe No, that’s not really for me. I love it here because I stylistic features of a description of a place
can watch United every Saturday. • Have Ss do the activity and check the answers with the
Tim Of course, you’re a football fan. What about the class.
shops here?
Zoe There are many to choose from. Just take a walk, KEY
and there’s a great shop on every corner. I need to 1. In which paragraph does the writer:
have two jobs, really, so I can go shopping every • describe what tourists can do there? 3
day.
• say how he/she feels about the place? 4
Tim Is your new job OK, then?
• describe the most important sights? 2
Zoe Yeah, it’s great and my colleagues have been very
• give general information about the place? 1
nice to me.
2. The writer uses a variety of adjectives
Tim Well, the good thing is that you don’t have to drive
(impressive, interesting, colourful, narrow,
to get there.
beautiful, fascinating, exciting, etc.) to make the
Zoe I know! I used to drive for an hour! And there was description more lively.
so much traffic.
Tim So, how do you get there? Do you walk?
Zoe It’s a bit far, so I take the underground. There’s a D. Aim: to give Ss practice in writing a description of a place
station just outside my block of flats, which is very
convenient. • Draw Ss’ attention to the TIP and explain it.
Tim What’s your flat like? • Allow Ss some time to write their descriptions.
Zoe It’s small, but it’s cosy. The neighbourhood is a bit • Choose some Ss to read out their descriptions.
noisy, but I like it. It’s full of life and there’s a park
nearby.
Tim What floor are you on?
M
BIW
IIIM
IIM
IM
S86aja8jaa8M
B^^
43 TB
3 l/g fe n iK ff, ^
A. Discuss.
• What are the advantages and disadvantages of living in a city?
B. Listen to Zoe talking to a friend about her new life.
What is her opinion about life in the city?
C. Listen again and choose the correct picture a, b or c.
1. Where does Zoe live?
2. Where does Zoe go every weekend?
4 li/r / t/q p
A DESCRIPTION OF A PLACE
A. Discuss.
• What is the most interesting place you’ve ever visited?
• Why did you like it?
Salvador
d a B a h ia
Salvador is one of
the most impressive
cities I've ever visited. It iiwp«ww|
is in eastern Brazil on the coast
and it is fye capital of the state of Bahia.
Salvador has many interesting places to
see suck ds^pelourinhoj the 'old city'. This
area has colourful colonial buildings, narrow I
streets, beautiful squares and attracts many I
tourists every year. Other places worth
visiting are the numerous churches and the
Afro-Brazilian Museum.
There are many things to do in Salvador. 1
You can go to Mercado Modelo for Salvador's I
best shopping. At this m arket you can buy :
souvenirs>taste Bahian cuisine in one of the I
many restaurants and watch the fascinating 1
capoeiray too. Salvador also offers a great
variety of beautiful beaches. -
Salvador is a very exciting city and
I had a fantastic time there. It was an
unforgettable experience and I hope to visit
tlris wonderful city again.
TtP Before you listen, read the f
rubric carefully and look at the
IpictureSj maps, etc. This will give
an idea of what to listen for.
3. How does Zoe get to work?
□ v— -3 1 3
4. What can Zoe see out of her window?
B. Read the text and choose a, b or c.
The text is:
a. part of a story that happened in Salvador da Bahia.
b. a description of Salvador da Bahia.
c. an advertisement about a holiday in Salvador da Bahia.
C. Read again and answer the following
questions.
1. In which paragraph (1-4) does the writer:
• describe what tourists can do there?
• say how he/she feels about the place?
• describe the most important sights?
• give general information about the place? {_
2. Which adjectives does the writer use to
make the description more lively?
WRITING TASK
D. Write a description of a place you’ve visited.
Your description should be between 100-120
words.
TIP
cf* when writing a description of a place:
* before you start, write down some ideas.
* develop your ideas and write about the
most important or interesting features of
the place.
* divide your text into paragraphs as shown
above.
* use a variety of adjectives to make your
description lively.
3 ( a o w it - a j)
D.

1.
Complete with the correct form of the adjectives
in brackets.
This is the (dark) cave I've ever been i
________(noisy) than Ms
2. Ms Baker’s class is ____
i/o c c d H itfa ru Thomson’s.
A. Choose a, b or c. 3. The black armchair is not as ___
1. I need a(n) to reach that shelf. (comfortable) as the brown one.
a. helmet b. ladder c. equipment 4. Ben bought th e __________ (impressive) painting
2. There were only fifty on the plane. in the gallery.
a. destinations b. passports c. passengers 5. My hand luggage was a s__________ (heavy) as
3. A: Where’s Mum? my suitcase so I had to check it in.
B: She’s dinner. 6. Monday is th e ___________(bad) day of the week.
a. preparing b. discovering c. expecting
7. The food was___________ (spicy) than we
4. You should go to the south of France.
expected and we had trouble eating it.
There are lots of beautiful towns by the sea.
a. valley b. coast c. cliff E. Read the direct questions and form indirect
5. Dave lives in a area. It’s nice and quiet. questions.
a. crowded b. comfortable c. peaceful 1. Who is that man?
6. We had a(n) time in New York last winter. Do you know ________________________
a. cosy b. unforgettable c. suitable 2. What does this word mean?
7. You can _ a car and explore the island. It’s Excuse me, can you tell m e___________
beautiful. 3. Where’s the bathroom?
a. hire b. include c. attract Can_________________________________
8. Excuse me, sir. You’re n o t__ to smoke in here, 4. When did Mrs Carter leave the building?
a. necessary b. possible c. allowed Do y o u ______________________________
5. How much do these boots cost?
B. Match.
Could_______________________________
1. public a. card
2. room b. attendant
3. boarding c. service C o m m m ci a tio K
4. youth d. connection F. Complete the dialogue with the phrases a-e.
5. Wi-Fi e. transport
a. I have to be in Coleridge as soon as possible.
6. flight f. range
b. It’s about as quick as the underground.
7. mountain g. hostel
c. Could you tell me where the nearest
underground station is?
tfr O M tK O lf' d. Could you help me?
C. Circle the correct words. e. You don’t have to take the underground.
Andy Hey, Olivia. (1) Could / May you drive me to
VJoman Excuse me. (1)___________
the airport tomorrow evening?
Man Sure. Do you want me to carry one of yor
Olivia At what time? bags?
Andy Well, my departure time is 10:00, so I W om an No, I’m fine. (2) _________ _
(2) need / must to be there at around 8:00. Man There is no underground today.
Olivia OK, then. I’m working till 7:00 and then I Woman Oh, dear.
just (3) could / have to get my car from the Man Where do you want to go?
garage. So I (4) can / may come by your
W om an (3)___________
house at 7:30.
Man Don’t worry. (4). You can take
Andy That sounds fine. But you (5) don’t have to / the number 45 bus.
mustn’t be late. I don’t want to miss my flight.
W oman How long does it take?
Olivia You (6) needn’t / don’t need worry. Man (5)___________ There’s a bus stop over
Andy Thanks. Oh, one more thing... (7) May / Must I there.
borrow your camera? VJoman Thank you.
Olivia Yes, of course. Man No problem.
 R o u t(d -iU > \3
Aim: to help Ss revise the structures, functions and vocabulary
presented in Module 3 through various activities

VO CABULARY
A.

G R AM M AR
C.
KEY
1. could
2. need
3. have to
4. can
5. mustn’t
6. needn’t
% May

D.
KEY
|f darkest
2. noisier
3. comfortable
4. most impressive
5. heavy
6. worst
7. spicier

E.
KEY
1.. ...who that man is?
2. ...wfjat this word means?
3. ...you tell me where the bathroom is?
4. ...know when Mrs Carter left the building?
5 you tell me how much these boots cost?

C O M M U N IC ATIO N
F. ’
KEY
1. d
2. c
3. a
4. e
5. b

TB 44
 3 K O (U (< t-(0
LISTENING » 33
• Ask Ss to read through the three questions and their
options.
If
• Play the CD twice.
• Check the answers with the class.
KEY
1. a 2. a 3. c
LISTENING TRANSCRIPT
1.
DING DONG!!
This is an announcement for all passengers on flight T315.
There has been a gate change, from gate 16 to gate 4.
All passengers kindly proceed to gate 4. Any passengers
already waiting at gate 16, please go to the new gate as
the plane is ready for boarding. Thank you.
2.
Jim So, how was your weekend away?®
Dan Very nice.
Jim Did you stay in that B&B you found on the Net?
Dan Yes, it was lovely. The room was great and the
people there were really friendly.
Jim Better than a hotel?
Dan Well, about the same.
Jim But much cheaper, I suppose.
Dan Of course.
3.
Man Just look at that view!
Woman Yes, it’s amazing.
Man Hey, is that a tent on the beach?
Woman Yes, they’re camping there. Is that allowed?
Man I don’t know. Hey, what time do we have to 1
leave tomorrow?
Woman After breakfast. We’ve got a long trip ahead of 1
us.
Man Oh, that’s too bad. Anyway, we must tell the
receptionist to wake us up early.

SPEAKING
• Draw Ss’ attention to the prompts in the box.
• Ask Ss to look at the pictures of the objects. Make sure
that Ss know what the objects are called in English.
• In pairs, Ss discuss which five objects they would take
with them on a camping trip giving reasons for their
choices.
• Go round the class helping Ss when necessary.
• Choose Ss to say which five objects they would take with
them giving reasons for their choices.

SELF-ASSESSMENT
Aims:* to give Ss the opportunity to check their progress
• to encourage learner autonomy
• Draw Ss’ attention to the prompts in the box.
• Draw Ss’ attention to the points and get Ss to read
through them.
• Explain any unknown words.
• Get Ss to tick the points they feel confident about. For the
points they are unsure of, they should refer back to the
relevant sections in the module.
Listen and choose a, b or c.
1. What must the passengers on 2. What did Dan think about the 3. Where are the people staying?
flight T315 do? B&B? a. at a house in the mountains
a. They must go to gate 4. a. It was as good as a hotel. b. at a campsite
b. They must wait at gate 16. b. It was more expensive than a c. at a hotel by the beach
c. They must board the plane hotel.
from gate 16. c. It was worse than a hotel.
It would be a good idea to...
I think it would be better to...
5 S pe,a.& w <j/ We should(n’t) take... because...
Talk in pairs. Imagine that you and your partner are going on a camping I think we need... because...
trip. Look at the pictures and discuss which five objects you would take ... is/are useful/necessary.
with you and why. Use the phrases in the box.

For the points you are unsure of, refer back to the
relevant sections in the module.

Now I can...
O make requests and ask for permission
O express ability
□
□
O express obligation, lack of obligation
and prohibition
O ask for information using indirect
□
questions □
O make comparisons
O use language related to travelling by
□
plane
O discuss different types of holiday and
□
holiday destinations
O describe places and write a description
□
of a place □
Famous Landmarks
The Statue o f Liberty in New York City The Sydney Opera House sits in the middle
is 93m ta ll and it's over 120 years old. of Sydney Harbour in Australia. J0 rn Utson
But w ho was it a g ift from? designed the building, but what did he
want it to look like?
the French

the Canadians

the English the waves in the sea

the wings of a bird

Stonehenge is a circle of stones in the UK.
Each stone weights from 2 tons to over
50 tons. But when did the ancient Britons
build it?
Niagara Falls lies between Canada and
the USA. 3160 tons o f water flows over it
every second. In 1901, Annie Edson Taylor
became the firs t woman to go over the !
falls. But w hat did she do it in?

3000 years ago

■ r 5000 years ago a barrel a basket

The Romans built Hadrian's Wall

Mt Rushmore is in South Dakota, USA.
2000 years ago. But which two
It has 18-metre tall sculptures of
countries does it separate?
™ American presidents. But how
'" H many presidential there on
■f ish the mountain?

England and Scotland

Wales and England

Uluru is a huge rock in the middle of There is a tow er w ith a very

Australia. At sunset it glows a bright famous large clock in the centre
colour. But which colour? f o f London, next to the Houses of
p i Parliament. You can hear its chimes
l x | all over London. What's its actual
M l name? *
London Tower

St Stephen's Tower

Elizabeth Tower

a ‘8 / q L i ’s ‘9 / q ' s / q t?/ ^ ' £ / e - z / e -i :syaMSNv

You can find more information on this topic in the Student’s Area at www.mmpublications.cd
Aim: to introduce Ss to various aspects of the culture of the
English-speaking world
• Ask Ss to look briefly at the content of the culture page.
• Ask Ss some questions:

What is it? It’s a quiz.

Where can you find quizzes like this one? In magazines.
Do you like doing quizzes? About what?

• Elicit answers.
• Draw Ss’ attention to the title of the quiz (Famous
Landmarks).
• Ask Ss to look at the eight pictures and tell you if they can
recognise what they show.
• Help Ss deduce the meaning of the word landmark (a
building o r place that is very im portant because o f its
history and can be easily recognised) from the content of
the pictures.
• Point out to Ss that the purpose of the quiz is to test
their general knowledge about some of the most famous
landmarks around the world.
• Tell Ss to read each question carefully and then choose
the answer which they think is the correct one.
• Allow Ss some time to do the quiz and then refer them
to the bottom of the page where the correct answers are
given.
• Initiate a short discussion about how many questions
they answered correctly, which questions were the most
difficult to answer, if they have learnt any new facts, etc.
• Explain any unknown words.
• Ask Ss to tell you about the landmarks of their country.
• Draw Ss’ attention to the web link and explain to them
that they can use it to find more information on the topic
of the text.

TASK 3
• Tell Ss to go to page 146 and complete the task.
TEACHER’S NOTES
Aims: • to introduce the topic of the module and activate
Ss’ background knowledge
• to present the learning objectives of the module
• Draw Ss' attention to the title of the module. Make
sure that they understand the meaning of the phrase
m odern times.
• Ask Ss to look at the picture and tell you what they can
see (a busy train station).
• Ask Ss some questions:

Are there many people in the station?

Do you think they are busy? Why?
Do you think people nowadays are more or less
busy than in the past?

• Ask Ss the questions in the Discuss section and elicit

answers.
Read out the points listed in the Flick through the
module and find... section.
• Explain any unknown words.
I!T h e n ask Ss to flick through the module and find where
these points are discussed.

KEY I
• notes and SMS messages: p. 53
• two friends in an art gallery: p. 48
• two opinions about computers: p. 57
• advertisements about unusual gadgets: p. 54 |
• quotes by famous people: p. 50

• Read out the objectives listed in the In this m odule you

will... section.
• Explain any unknown words.
 J a c k Oh, please. I’ll pay you back at the end of next
month.
1 h '$ te ,m p & R e a d in g ^ Lee I don’t know. What is it supposed to be,
A. Discuss. anyway?

• What do you think of modern art? J a c k It’s called Life Source.

Lee It-looks like a big egg to me. What a waste of
B. Listen to the dialogue. Why are the two men at an money!
art gallery?
J a c k It’s worth buying, trust me.
Lee So, which one do you want to buy? Lee Go on then, I’ll help you out.
J a c k It’s that one over there. J a c k Fantastic!
Lee It’s huge. Where are you going to put it? Lee How are you going to get it home?
J a c k In my living room, right next to the window. J a c k As soon as the exhibition is over, they’ll
Lee Does it fit? deliver it to me.
J a c k Just about. It’s a powerful image, don’t you think? Lee And pay more money I expect. Forget it. I’ll
Lee You’re crazy. And why did you bring me here? help you carry it home.
I don’t know anything about art. J a c k What?
J a c k Well, I was getting to that. Lee I’m only kidding!
Lee By the way, how much is it? C. Read the dialogue and find statements that prove I
J a c k £7,500. the following.
Lee Are you serious? Can you afford it? 1. Lee thinks the painting is too big for Jack’s house.1
J a c k Not exactly. I’m a bit short. That’s why I was 2. Jack asked Lee to come to the gallery.
thinking...
3. Lee is not an art expert.
Lee Here we go.
4. Lee thinks the painting is too expensive.
J a c k Will you lend me some money? Not all of it,
5. Jack doesn’t need to borrow the whole amount. I
just half, maybe.
6. Jack is very fond of the painting.
Lee I can’t believe this.
7. Jack doesn’t have to carry the painting home.
©
 Functions
Talking about the future
Making promises, on-the-spot decisions and requests
Discussing buying things and prices
Structures
Future w ill
Time clauses
Vocabulary
Words and phrases related to money
afford amount be broke be short of bill
borrow cash change (n) coin lend note
pay sb back receipt save
Conversational English
By the way... Go on then Here we go
I was getting to that I'm kidding Just about
Trust me What a waste of money!
What is it supposed to be? You’re crazy!
Other words and phrases
bookend deliver digital photo frame exhibition
expert fit Cv) image pocket powerful vase
W ARM-UP
Aim: to help Ss make hypotheses about the lesson by
activating their background knowledge
• Draw Ss’ attention to the title of the lesson.
• Ask Ss to tell you when we use the question of the title,
(to ask whether som ething should be bought because
o f its price, usefulness, etc.)
• Introduce and explain the phrase a waste o f money
(when sth is not w orth buying).
• Ask Ss:
What things are worth buying?
What things are a waste o f money?
• Ask Ss what they think the lesson is about.
• Elicit answers.
L LISTEN IN G & READING » 35
A. Aim: to introduce the topic of the dialogue by
relating it to Ss’ personal experience
I BACKGROUND NOTE
Modern A rt denotes the style and philosophy of the
art produced during the period extending roughly
from the 1860s through the 1970s. Modern artists
experimented with new ways of seeing, and with fresh
ideas about the nature of materials and functions of
art. A tendency toward abstraction is characteristic of
much modern art. More recent artistic production is
often called Contemporary art or Postmodern art.
• Ask Ss the question and initiate a short discussion.
• If necessary, you can ask Ss some more questions:
Have you ever been to an art exhibition/gallery?
If so, did you like it? If not, would you like to?
What is your favourite form o f art?
Do we need art? If so, why?
B. Aims: • to present vocabulary, functions and
structures in the context of a dialogue
• to give Ss practice in identifying the main
idea of the dialogue
LANGUAGE PLUS
• spend = to give money to pay for something
• waste = to use more money than is necessary/useful/
wise
• Draw Ss’ attention to the picture and ask them to tell
you what they can see (two men at an a rt gallery
looking at a painting).
• Ask Ss the question in the rubric.
• Elicit answers but do not correct Ss at this stage.
• Play the CD and ask Ss to listen to the dialogue carefully
and check their predictions.
KEY
Suggested answer
Because Jack wants to buy a painting for his
living room.
• Ask Ss some comprehension questions:
Does Lee like the painting? No, he doesn’t.
How much is the painting? It’s £7,500.
Does Jack have all the money to buy the painting? No, he
doesn't.
When w ill Jack pay Lee back? At the end of next month.
What is the painting called? It’s called 'Life Source'.
What does Lee think o f the painting? It looks like a big egg
to him.
Will Lee help Jack buy the painting? Yes, he will.
Will Lee help Jack carry the painting home? No, he won't.
C. Aim: to give Ss practice in identifying specific information
in the dialogue
• Have Ss do the activity and check answers.
KEY I
1. It’s huge. / Where are you going to put it?
2. And why did you bring me here?
3 .1 don’t know anything about art.
4. Are you serious? Can you afford it?
5. Not all of it, just half, maybe.
6. It’s worth buying, trust me. / It’s a powerful I
image. Don’t you think?
7. As soon as the exhibition is over, they’ll
deliver it to me.
• Explain any unknown words and choose Ss to act out
the dialogue.
2. VO C ABU LAR Y
Aim: to give Ss practice in distinguishing between words
that can be easily confused
LANGUAGE PLUS
• be broke = having no money
• be short of sth = not having enough of sth
• lend = to give something to someone for a period of
time
• borrow = to receive sth which belongs to someone
else and to use it for a period of time
• note = a piece of paper money
• coin = a small round piece of metal, usually silver or
copper coloured, which is used as money
• cheque = a piece of paper showing money owed
• receipt = a piece of paper showing money paid
• afford = to be able to buy something because you
have enough money
• save (up) = to put money aside so that you can buy
something with it in the future
• Ask Ss to read through the sentences 1-9 and draw their
attention to the words in bold.
• Alternatively, ask Ss to read through the first two
sentences and draw their attention to the words in bold.
• Refer Ss to the dialogue and help them deduce the
difference between the two phrases (be broke and be
short o f) from the context.
• Follow the same procedure with the rest of the
sentences (3+4,5,6+7,8+9).
• Check the answers with the class. If necessary, provide
Ss with explanations and/or examples.
KEY
1. broke 2. short 3. lend 4. borrow
5. note, coins 6. bill 7. receipt 8. afford
9. saving
TIME CLAUSES
Aim: to present time clauses
• Ask Ss to read through the example and draw their
attention to the words in bold.
• Ask Ss to look at the table and make sure that they do
not have any unknown words.
• Point out to Ss that the words when, after, before, u n til
and as soon as are used to introduce time clauses.
• Have Ss do the activity and check answers.
KEY
Present
■wmgaawB— I
• Refer Ss to the Grammar Reference at the back of the
book.
4. PRACTICE
Aim: to give Ss practice in using the Future w ill and time
clauses in the context of two short dialogues
• Have Ss do the activity and check answers.
KEY
1. will you give, ’II give, ’II get, finish, ’II check
2. Will you do, leave, ’II help, get
5. SPEAKING
Aim: to give Ss practice in discussing buying things and
prices through a pair work activity
• Ask Ss to look at the items and the prices given.
• Ask Ss to r s the items and decide on three of them.
• Go round the class helping Ss when necessary.
• Choose some Ss to act out the dialogues.
W ORKBOOK LISTEN IN G » 36
• For the listening transcript go to pages 177-178.

OPTIONAL ACTIVITY
• Ask Ss to make their own sentences using the words
presented above and check them.

3. G R A M M A R
FUTURE will
Aim: to present the Future w ill
• Ask Ss to read through the examples 1-3 and draw their
attention to the words in bold.
• Have Ss do the activity.
• Check the answers with the class.

KEY
a. 3 b. 2 c.1 1
■■■■■MHMMMNMMHBSKSsi
• Draw Ss’ attention to the NOTE and explain it.
2 /lo o a & a fa ty 4 P ra c tic e
Complete with the Present Simple or the Future w ill
WORDS EASILY CONFUSED
of the words in brackets.
Circle the correct words.
1. Ellie’s Usually b ro ke / short by the end of the month. 1. A: Ken,. . (you / give) me the
newspaper, please?
2. I can’t buy a new mobile because I’m a bit broke /
short of cash at the moment. B: Sorry, but I’m reading it.
3. Could you lend / borro w me €50 fo r tonight? A: I ______________(give) it back immediately, I
4. Can I lend / borro w your car to go to work? promise. I just want to see the weather forecast
5. A: That’s €5.49 altogether. for tomorrow.
B: I only have a 100-euro note / coin. Is that OK? B: No, you (get) it as soon as I
A: Do you have 50 cejits? ______________(finish),

B: Let me see. I have some notes / coins in my A: Forget it. I _____________ (check) it on the
pocket. Yes, here you are. Internet.
A: Thanks. Here’s your change. B: Good idea.
6. That was a lovely meal. Let’s ask for the bill /
receipt; 2. A: Where are you going?
7. Here are your new shoes. Your bill / receipt is in B: To the shopping centre.
the bag. A: -__________ (you / do) me a favour before
8. I want to buy a new car, but I can’t afford / save it. y o u ______________(leave)?
9. Adam is a ffo rd in g /s a v in g up for a new MP4 B: I don’t know, what is it?
player.
A: I need to take these boxes upstairs.
r .; X B: I don’t have enough time. I (help)
you when I _________ (get) back, OK?
(fro o H tn a r k .
FUTURE w ill 5 dpe,C L& in 0/
Talk in pairs.
Read the examples and match them with their
uses. Which verb form is used after w ill? Student A: Imagine that you are looking for items to
1. W ill you le n d me some money? decorate your house. You have only €50 to
2. I ’l l pay you back at the end o f n e xt m onth. spend. Discuss with Student B and choose
three items from below. IJ youfleed more
3. Go on then, I ’ll help you out.
money, ask Student B to lend you some.
a. on-the-spot decision □ Student B: Student A is looking for items to decorate
b. promise □ his/her house. Discuss and help him /her
c. request choose three items from below.
fl
Use the Future be going to and the
Present Progressive for future plans and
arrangements.
I’m going to p ut the painting over the sofa.
J ill is coming with us to the a rt exhibition
tomorrow.

T IM E CLAUSES digital photo frame painting €22 poster €17

€50
Read the example and complete the rule.
As soon as the e xh ib itio n is over, th ey’l l d e live r
it to me.
Time Clause (referring to the future) Main Clause
when, after, before,
until, as soon as ■ Simple
Future w ill bookends €15

What do you think of this painting?

Go to Gram m ar Reference It’s not bad, but can you afford it?
 A. Discuss. B. Read the text quickly and choose the most suitable introduction for it, a, boic.
What do you know a. It is very diffpMt to make correct predictions about the future, but four famous
about the following?
people have tried. So, let’s see what the future holds.
fth e Wright brothers b. With the world changing so quickly, it is very difficult to make correct
predictions about the future. Some people get it right, others get it wrong.
IB M Some people, however, are a long way off. Here are a few examples.
c. Nowadays, we fly planes, use computers and relax in front of the TV. We don’t I
20th
think it’s something special. But how about in the past? What was life like then?

‘Man will not fly for 50 years.’ ‘I think there’s

Wilbur Wright, to his broth er Orville (1901) a world market for
In 1901, the Wright brothers x j
tried out their flying machine j about five computer!
for the first time, but were Thomas J. Watson, chairman
o f the hoard o f IB M (1943)
very disappointed when they ■ flllfiiiH L m(-9 K ill
didn’t succeed. However,
two years later, in 1903, they
took to the skies and entered
the history books. And only
18 years after Wilbur made
his prediction, Captain John
Alcock and Lieutenant Arthur
Whitten Brown made the first Thispredictionseemsridiculous
non-stop transatlantic flight today,butitwastruefortenyears
from Newfoundland, Canada afterWatsonsaidit. Evenso,today
to Ireland. 9 9 thereareabout2 billioncomputers
inuseintheworld.However,
expertspredictthattabletsandcloud
computingwilleventuallymake
personalcomputersextinct.
‘Television won’t last
because people will soon
get tired of staring at a jin
I ‘There’s just notm at many
plywood box every night/ videos I want to watch.’
Steve Chen, co-founder o f YouTube (200^ I
Darryl Zanuck, film producer, 20th Century Fox (1946)
Zanuck played a major role in I At the time, Chen was worn
the Hollywood studio system You about the popularity of his!
from 1922 to 1970, but he v , Luckily for Chen, he continu
definitely got it wrong about with his YouTube idea and almost two years lat
television. The total number on 13 November 2006, he made a lot of moneyj
of TV sets in the world is
when Google bought YouTube for $1.65 billion.
over 1.5 billionffln the USA,
there are over 2000 TV 4 Today, YouTube is the Internet’s largest video
channels and on average, a TV sharing website. People from all around the wo
set is on. for 6 hours and 47 watch hundreds of millions of videos every day.j
minutes every day. 4- ...........

©
 Functions
Talking about the future
Making predictions about the future
Expressing obligation and ability in the future
rc. Structures
ROUS w ill for predictions, w ill have to, w ill be able to
Vocabulary
Expressions w ith make
make a decision make a mistake make a phone call
make a prediction make money make sure
Other words and phrases
■n’t correct (adj) disappointed example exist fail
lien? get tired of last (v) machine major non-stop
nowadays on average predict ridiculous sky
succeed technology television total try o u t
TV set worried about
W A R M -U P
Aim: to help Ss make hypotheses about the lesson by
activating their background knowledge
irs.’ • Draw Ss’ attention to the title of the lesson and ask them
if they can tell you what it means and when it is used.
• Elicit answers Of is used to say th at you m ust w ait fo r
some tim e to fin d o ut the resu lt o f a situation).
• Ask Ss to tell you what they think the lesson is about.
• Elicit answers.
1. R E A D IN G » 3 7
A. (PRE-READING)
Aim: to introduce the topic of the texts by activating Ss’
background knowledge
• Ask Ss the question and elicit answers.
■y
rs BACKGROUND NOTE
The W right brothers, Orville and Wilbur, are considered
Dud to be the fathers of modern aviation. They were the first
to build the first plane and fly it on 17 December, 1903.
International Business Machines Corporation (IBM)
is an American IT company that produces and sells
products related to computer technology. It is one of
the w orld’s bigge's!B®rporations with yearly sales worth
b B on s'o f dollars.
YouTube, LCC is a website which allows users to view
other people’s videos, as well as upload their own.
These videos can be music clips, TV clips, and user’s
own recordings. It was created in 2005 and is visited
daily by millions of users every day.
Twentieth C entury Fox Film Corporation is a major
■worried
US film studio, which has been producing films and TV
f "is site, shows for something less than a century. The company
■ntinued is popular for its box office hits.
l later,
^ney B. Aim: to give Ss practice in reading for gist
on. • Ask Ss to look at the layout and the headlines of the
short texts as well as the pictures accompanying
them and tell you what they are and where they can
(world be found (predictions about the plane, the com puter,
Iday. the television and a website / they can be found in a
magazine).
• Ask Ss to read through the texts and the introductions
a-c.
• Allow Ss some tim e to decide which introduction is the
most suitable one.
• Check the answer with the class and ask Ss to provide
justification for their answer.
KEY
Suggested answer
The most suitable introduction is b because it
prepares the reader for what they are about to read,
that is some correct and some rather incorrect
predictions about the future.
■Ask Ss some comprehension questions:
What did Wilbur Wright predict? That man wouldn’t fly
for 50 years.
Who did he tell his prediction? His brother Orville.
When did he make this prediction? in 1901.
How did the Wright brothers feel after they tried out their
flying machine? They were/felt disappointed.
Who made the first non-stop transatlantic flight? Captain
John Alcock and Lieutenant A rthur Whitten Brown.
What distance did the first non-stop transatlantic fligh t
cover? From Newfoundland, Canada to Ireland.
Who was Thomas J Watson? The chairman o f the board o f
IBM.
When was Thomas J Watson the chairman o f the board o f
IBM? In 1943.
Was Thomas J. Watson positive about the future of
computers in 1943? No, he wasn’t.
How many computers do experts predict there w ill be by
2015? 2 billion.
Who was D arryl Zannuck? A film producer.
What did Darryl Zannuck do from 1922 to 1970? He played
a major role in the Hollywood studio system.
When did he make his prediction about the future o f TV? In
1946. .
How many TV sets are there in the world? Over 1.5 billion.
How many TV channels are there in the USA? Over2000.
What was Steve Chen worried about in 2005? The
popularity o f his site.
When did Steve Chen make a lo t o f money? On 13
November2006.
What happened on 13 November2006? Google bought
YouTube.
How much did Google pay to buy YouTube? $1.65 billion.
What is YouTube considered to be today? The Internet’s
largest video sharing website.
What do people watch on YouTube every day? Hundreds o f
m illions o f videos.
TB 50
 C. Aim: to give Ss practice in identifying specific information 3. GRAMMAR
in the texts through a True/False activity will FOR PREDICTIONS
• Have Ss do the activity and check answers. Aiml; to present w///for predictions

KEY • Ask Ss to read through the tw o examples.

• Draw Ss' attention to the words in bold.
1. F 2. F 3. T 4. T 5.T 6. F
• Ask Ss the question and check their answer.
D. Aim: to give Ss practice in deducing the meaning of KEY
unknown words from the text through a
matching activity They express prediction. I

• Refer Ss to the text and ask them to find the words 1-6.
will have to, will be able to
• Encourage Ss to deduce the meaning of the words from
the context. Aim: to present will have to and will be able to
• Ask Ss to read through the meanings a-f. • Ask Ss to read through the tw o examples.
• Have Ss do the activity and check answers. • Draw Ss’ attention to the words in bold.
• Ask Ss the question and check their answer.
KEY
1. e 2. b 3. f 4. d
KEY
• Explain any unknown words and choose Ssto read the will be able to = will manage to I
text aloud. will have to = must

POST-READING • Refer Ss to the Grammar Reference at the back of the

book.
Aim: to give Ss the opportunity to have a further discussion
on the topic of the text
4. P R AC TIC E
• Ask Ss some questions:
Aim: to give Ss practice in using will for predictions, will
How many hours per day do you spend in front o f your have to and will be able to in the context of two short
computer? dialogues
What do you usually use your computer for? • Have Ss do the activity and check answers.
Do you use ‘YouTube’? If so, what kind o f videos do you like
watching? KEY
Do you think computers have changed our lives? In what 1. won’t be able to, will have to, won’t be able to, w ilB § |
way? 2. w o n ’t, w ill be able to, w ill, will, will
How many hours per day do you watch TV?
Are you happy with the quality o f TV programmes in your 5. SPEAKIN G
country? If not, what would you change?
Aim: to give Ss practice in making predictions about the
„ future through a pair work activity
• Elicit answers and initiate a short discussion.
• Ask Ss to read through the speech bubble and the ideas
2. VO CABULARY in the box.
Aim: to present and give Ss practice in using expressions • In pairs, Ss talk about what they think will happen in the
with make future.
• Go round the class helping Ss when necessary.
• <Ask Ss to read through the expressions in the box.
• Choose some pairs to present their predictions about
• Have Ss do the activity and check answers. the future to the class.
KEY
1. make a decision
2. made plans
3. make a phone call
4. Make sure
5. make .predictions
6. makes mistakes
7. make money

51 TB
C Read again and write .Tfor True or F for False.
L The Wright brothers flew a plane for the first I will FOR PREDICTIONS
time in 1901. □
Read the examples. What do the phrases in bold
2. The first non-stop transatlantic fligh t was express?
in 1918. Man will not fly fo r 5 0 years.
Television won’t last because people w ill soon|
3. In 1950, the world market didn’t have a need
g e t tire d o f it.
for computers.
Zanuck predicted that people wouldn’t like will have to, will be able to
watching TV. □ Read the examples below. Which of the verbs
in bold means must and which means will
5. In the USA, people have their TV sets on for manage to?
about 7 hours a day. • Tracy finished h er assignm ent so she will be
5. Steve Chen owns YouTube. able to go o u t tonight.
• George gave me some m oney b u t I w ill have
to pay him back b y Monday.______
D. Look at the highlighted words in the text and
Go to Gram m ar Reference
match them with the meanings a-f.
a. very large or im portant
1. disappointed □
b. not fail ¥ P ra c tic e
2 . succeed I I
c. continue to exist Complete the dialogues with will, won’t, will have to,
3. ridiculous □ will be able to or won’t be able to.
n 1. A: Oh, no! The lift isn’t working! W e___________
4. predict %mmJ happen in the future
n use it.
5. last e. unhappy because
B: Then w e ___________ take the stairs.
6. major i i something didn’t happen
f. very silly A: With all these heavy bags? I ___________ do it.,
B: Yes, y o u ___________ . I live on the second floor.
A: All right then.
2 2. A: What do you think about flying cars?
EXPRESSIONS WITH make B: Well, th e re ___________ be any in our lifetime,
Complete the sentences with the correct th a t’s for sure.
form of the expressions in the box.
A: Why not?
make mistakes make money
make a decision make predictions B: I don’t think scientists______ . create
make pjans make a phone call them soon. Anyway, th e y . be too
dangerous.
make sure
A: You think so?
1. Edna never knows what she wants. She just
can’t _________________ about anything. B: Yeah, people___________ drive them, and
th e re ___________ be accidents all the time.
2. I’ve already. for the weekend.
I’m going to visit my parents in Bath. A: Maybe, you’re right.

3. I need to •_____________ to Sandra before we

leave. 5 S p e a ^ /in ^
. you close the window before Talk in pairs. Make predictions about the future.
you leave the office. Talk about:

5. It’s not easy to ' about the your area/

weather. neighbourhood
I think there won’t be any
technology
6. R obert_________________ when he speaks Italian. parks in my neighbourhood |
transport
in the future.
7. H ifry thinks he ca n _________________ w ithout your own future
working. (family, job, etc.)

©
 1
© ^ s a || ^R d| |m in )
Look at the abbreviations below and answer the questions.
• What do you think they stand for?
^ h r) ( no) (te T | ( e g )
• Where would you see them?
• Why do we use them?
© f kg ) © |S e p t|

too, enough

A. Read the dialogue below and complete the B. Read the dialogue again and answer the
rules. questions. Choose a or b.

A: Oh, no! We’re too late. We’ve m issed the bus. 1. What does to o late mean?
B: D on’t worry. I have enough m oney fo r a taxi. a. on time b. not on time

A: No, i t ’s OK. We can take the underground to 2. What does enough m oney mean?
the c ity centre. We’ll g e t there early enough a. they can afford it b. they can’t afford it
to watch the film . 3. What does early enough mean?
a. they w on’t be late b. they’ll be late

. + adjective or adverb Go to Gram m ar Reference

• adjective or adverb +.
i f noun
5
A. Discuss.
• Look at the three texts below. What are they?
3 P ra c tic e B. Listen to three short phone calls and complete the
Look, read and say what the problem is, using too or missing information.
enough and the words in brackets.

W fp Before you listen, try to predict

M what kind of information is missing.
Make sure that your answers make
€300
— - - a -

1. I can’t buy it. 2. This hat doesn’t fit her.

(expensive) (cheap) (big) (small)

4 fntonation ^ p tw
A. Listen and repeat. Which words are stressed?
This coffee isn’t sweet enough.
That light is too bright.

B. Read and underline the main stress in the

sentences. Then listen and check your answers.
1. Ted isn’t old enough to drive.
2. There aren’t enough books for everyone.
3. We’re too tired to go out.
4. I’m not tall enough for the basketball team.
5. This food is too salty.
 4. INTO NATIO N » 3 8 , 3 9
A. Aim: tq familiarise Ss with the main stress in
sentences containing too and enough
• Play the CD and have Ss repeat each sentence.
• Ask Ss the question and elicit the answer that in the
first sentence the word sweet is stressed, whereas in
the second sentence the word too is stressed.
B. Aim: to give Ss practice in identifying the main stress in
[cancel instead out of order paper run late stuck sentences containing too and enough
• Have Ss read the sentences 1-5 and underline the main
WARM-UP stress in each sentence.
ijm: to help Ss make hypotheses about the lesson by • Play the CD and have Ss check their answers.
activating their background knowledge
• Draw Ss’ attention to the title of the lesson. KEY
• Ask Ss to tell you what they think the lesson is about. 1. old 2. books 3. tired 4. tall 5. salty
L VOCABULARY 5. LISTENING » 40
Aim: to introduce abbreviations by activating Ss'
A. (Pre-Listening)
background knowledge
Aim: to present the topic of the listening text by activating
• Ask Ss to look at the abbreviations and explain that an Ss’ background knowledge
abbreviation is the process of making a word or phrase
shorter by using only some of the letters of each word. • Ask Ss the question and elicit answers (a shopping list,
a note, a diary).
• Ask Ss the questions and elicit answers.
B. Aim: to give Ss practice in listening for specific
KEY information through a gap filling activity
• St: Street or Saint, asap: as soon as possible, Rd: Road, ] • Draw Ss’ attention to the TIP and explain it.
PTO: Please Turn Over or Parent-Teacher Organisation, |
• Play the CD and have Ss fill in the missing information.
min.: minute, hr: hour, No: Number, tel: telephone, eg.: 1
exempli gratia (= for example), Dr: Doctor or Drive, kg: ! • Check the answers with the class.
kilogram, Mon: Monday, Sept: September
KEY
• We can see abbreviations almost everywhere, but they 1. yoghurt, eggs 3. (the) dentist(’s), brother
are mainly used in notes, messages and signs.
2. Modern Art, 8, Stone (Jake), airport
• We use them when we want to express what needs Road/Rd
to be said in a clear and short way, without any
unnecessary words. LISTENING TRANSCRIPT
1.
2. GRAM M AR Alice Hey, Frank. Where are you? Have you been to
the supermarket yet?
A Aim: to present the position of too and enough in a
sentence Frank No, but I will go. Why? Do you want to add to
the lj| | | I already havesugar andyoghurt.
• Ask Ss to read through the dialogue. Alice I know, I know. Could you get some milk for the
• Draw Ss’ attention to the words in bold. baby? There’s not enough... Oh, and some eggs.
• Ask Ss to complete the table and check answers. Frank ...and I think we need coffee, too.
Alice No, we don’t.
KEY Frank OK, I’ll be home asap.
too, enough, enough | 2.
Jenny Hello?
B. Aim: to present the meaning of too and enough Tanya Hi, Jenny. It’s me Tanya. Listen, Fay and I are
• Refer Ss to the dialogue again. going to a modern art exhibition tonight at
around 8pm. Do you want to come along?
• Ask Ss to read through the questions 1-3 and the
options following each question. Jenny Sure, where is it?
Tanya It’s in Fairview.
• Have Ss do the activity and check answers.
Jenny What? That’s too far for me. It’s going to take
KEY me an hour to get there.
1. b 2. a 3. a Tanya Come on. It’ll be fun. And we can go for dinner
afterwards. Just the three of us.
• Refer Ss to the Grammar Reference at the back of the Jenny OK, I’ll come. Did you say 8?
book. Tanya Yes and here's the address: 72 Stone Road.
Jenny See you later.
3. PRACTICE
3.
Aim: to give Ss practice in using too and enough in context
Answering machine Hi! I’m not at home at the moment.
• Ask Ss to look at the pictures and read through the Please leave your message after
prompts underneath them. the beep.............
• Have Ss do the activity and check answers. Monica Hi, Mary. It’s me Monica. Sorry but I can’t make
it today. I have a terrible toothache and must see
KEY I a dentist later, and after that I have to take my
a. It’s too expensive. / It isn’t cheap enough. I brother, Jake, to the airport. Can we go shopping
b. It’s too big. / It isn’t small enough. tomorrow afternoon? Call me tonight. Bye.
ITB52
 6. WRITING
A. Aim: to prepare Ss for the writing task by relating it to
their personal experience
• Ask Ss the questions and elicit answers.

B. Aim: to have Ss identify the purpose and stylistic features

of notes/messages
• Ask Ss to read through the notes/messages.
• Ask Ss the first two questions.
• Draw Ss’ attention to the screen of the mobile phone
and have them read through the SMS message.
• If necessary, help Ss deduce the meaning of the
abbreviations used in the message (L8: late, @: at, PLS:
please, W8: wait).
• Ask Ss to tell you how the SMS message is different
from the notes.

KEY
1. On the printer at an office, on the fridge, in a shop
window/on the door of a shop, on an office desk,
outside a lift
I
2. You would say full sentences. (.There’s something
wrong with the printer. Please, don’t p u t too much
paper in it. / / have gone to Brenda’s. There’s not
enough food fo r tonight. Please, order some Chinese.*
I'll be back at about 11pm./I’ll be back in 5 minutes. / I
Mrs Baker rang 5 times. She wants to cancel the
meeting because she can’t make it today. Can we
make it on Wednesday instead?/ The lift is out o f
order. Please, use the sta irs./I’m running late. I ’m
stuck at the post office. Please wait for me.)
3. The SMS message contains a lot of abbreviations. J

C. Aim: to give Ss practice in using the appropriate register

and style in notes/messages
• Ask Ss to read through the sentences 1-5.
• Refer Ss to the notes/messages in the previous activity.
• Have Ss do the activity and check answers.

KEY
1. T 2. F 3. T 4. T 5. F |

D. Aim: to give Ss practice in writing a note or an SMS

message
• Draw Ss' attention to the TIP and explain it.
• Refer Ss to p. 121 for a list of abbreviations and an SMS
dictionary. If necessary, help them deduce the meaning
of any abbreviations that they may have difficulty
understanding.
• Allow Ss some time to complete the writing task.
• Choose some Ss to read out their notes and their SMS
messages.

53 TB
 3* m
•;- ~ V

ad answer the questions.

B. Read through the texts below and
NOTES /MESSAGES
1. Where would you find the notes?
A. Discuss. 2. What would you actually say if YoU were sf58a ^
• Do you often leave notes to your family and the persq|i?
friends? What are they usually about? 3. How is the* SMS messagejJifferent to the no

Tovuf,
-to B^ewda's;
NVt ewou^U So&A
4ov -tcnA.tgWt,
Order GWtv\ese?
B ad* o b o u c t
UpWVs
Sue
Henry,
Mrs Baker rang 5
times. Wants to cancel
meeting.
Can't make it today.
VJed instead?
Frank

■in
C Read the sentences and write T for True or F for False.
In notes/messages, we only give the
important information.

2. In notes/messages; we always write full

sentences.

1 In notes/fnessages, we can use TIP

abbreviati^rfe.
4. In nolls/messages, we don’t always use
articles and prepositions.
5. In SMS me^sag^s, we greet and sign
off by writing/fiarrres.
WRITING TASK
D. Read the situations below and write a note and an
SMS message.
• You want some things from the supermarket but
you can’t go. Write a note asking your flatmate to
go, telling him/her what you need; Tell him/her
why you can’t go and what time you’ll be back.
• A friend has invited you to his/her house for
dinner. Write an SMS message to thank him/her
and say that you will be a bit late. Give an excuse.
When writing a note:
• greet and sign off when appropriate.
• keep the text short and give only the important
information.
• remember that you don’t have to write full
sentences (eg. you don’t have to use articles,
prepositions, pronouns, certain verbs like be,
have, etc.).
• you can use abbreviations.
When writing an SMS message:
• you don’t need to write a
See the Writing section for a list of
abbreviations and SMS dictionary
/ R e a d in g ^

A. Discuss.
• W hich o f th e item s on th e rig h t do
you use?
• How o fte n do you use them?
• Could you iiye w ith o u t th ea B s^

B. Look at the pictures below. What do you think these gadgets do? Read and check your answers.

Search...

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 Functions
• Ask Ss some comprehension questions:
Defining people and things and giving information
about them
Who w ill find the USB desk vac particularly useful?
Structures Those who hate d irty desks.
How does it work? It plugs into the USB port o f your
Relative pronouns (who, which, that) - Relative adverb
computer.
(where)
What does it clean up? Dust and crumbs.
Vocabulary How much does it cost? £13.
Words/Phrases related to gadgets and technology How w ill MP3 trainers make you travel? In style.
antivirus program button charge (a battery) How many songs can you store on the MP3 trainers?
coffee maker dead battery download enter Up to 100.
file hands-free headphones hoover (n) How can you store songs on the MP3 trainers?
install password plug in press shut down Through the USB p o rt o f your computer.
software turn sth on username wireless How can you listen to songs? By using wireless
headphones.
Other w ords and phrases How long does the battery last? 6 hours.
come with create dust energy How much do they cost? £149.99.
environment environmentally friendly handy What do cars look like these days? Like mobile homes.
I imagine in seconds luxury own (v) ready What can a car have? MP3 players, hands-free phones, TVs
for action solar useful and game consoles.
Who w ill love the Car Coffee Maker? Drivers who love
luxury.
W A R M -U P How much does it cost? £80.
Aim: to help Ss make hypotheses about the lesson by What can you do with the SolarJacket? You can charge
activating their background knowledge your mobile phone, MP3 player and anything else that has
got a battery.
• Draw Ss’ attention to the title of the lesson and ask them
How much does it cost? £60.
to tell you what it is about.
• Ask Ss when we use the exclamatory phrase: What an
idea! (.to show th at you th in k a suggestion is stupid,
unthinkable, pioneering, b rillia n t, etc.)
■ If necessary, provide Ss with examples:
eg. You can’t wear trainers a t the wedding. What an
idea!
• Ask Ss to come up with their own example sentences.

L R E A D IN G » 41
A. (PRE-READING)
Aim: to introduce the topic of the reading text by relating it
to Ss’ personal experience
• Ask Ss to look at the pictures.
• Make sure that Ss know the English names of the items
shown in the pictures (an MP4, a d ig ita l camera, a
coffee maker, an alarm clock).
• Ask Ss the questions and generate discussion.

3. Aims: • to present vocabulary, functions and

structures in the context of a text
• to give Ss practice in reading for gist

LANGUAGE PLUS
• Vac is the informal equivalent for vacuum (cleaner).

Ask Ss to look at the layout of the texts, the pictures and

the headings accompanying them and tell you what
they are. (advertisem ents fo r gadgets)
Ask Ss the question in the rubric.
Elicit answers but do not correct Ss at this stage.
-,sk Ss to read through the texts. Alternatively, play the
CD and have Ss read and listen to the texts at the same
time and check their predictions.
C. Aim: to give Ss practice in identifying specific information
KEY
in the text 1. d 2. e 3. a 4. c 5. f 6. b

• Have Ss do the activity.

OPTIONAL ACTIVITY
• Check the answers with the class.
•Ask Ss to make their own sentences using the
KEY collocations in the previous activity.
1
1. b 2. a +g|M 3. c 4. d 5. a I
3. G R A M M A R
Aim: to present defining relative clauses introduced by the
D. Aim: to give Ss practice in deducing the meaning of relative pronouns who, which, that and the relative
unknown words from the context and through adverb where
their background knowledge
A.
• Refer Ss to the text and ask them to find the words
given. • Ask Ss to read through the examples.
• Help Ss deduce the meaning of the words. • Draw Ss’ attention to the words in bold.
• Ask Ss what the words in bold refer to and elicit
• Check the answers with the class.
answers.
KEY KEY
USB = a device used for storing computer
drivers panels the trainers a place
information
rock 'n' roli = a kind of music B.
wireless = w ithout wires
Refer Ss to the examples and ask Ss to look at the table
headphones a device with a part to cover each
ear through which you can listen to Have Ss complete the table and check answers.
music, radio broadcasts, etc. w ithout
other people hearing
KEY
who which where
coffee maker an electric appliance used for making
coffee • Draw Ss’ attention to the NOTE and explain it.
hands-free = a piece of equipment, especially a • Refer Ss to the examples and point out to them that
telephone, that you can use w ithout w ho/that in the first sentence and w hich/that in the
holding it in your hand second sentence are the subjects of the verbs of the
game console = a surface on which you find the respective relative clauses, while w hich/that in the thi
controls for a game sentence is the object of the verb of the relative clause
and can be omitted.
Explain any unknown words and choose Ss to read the • Refer Ss to the Grammar Reference at the back of the
text aloud. book.

E. (POST-READING) 4. PR A C TIC E
Aim: to give Ss the opportunity to have a further discussion Aim: to give Ss practice in using the relative pronouns wh
on the topic of the text which, that and the relative adverb where in defining
relative clauses
• Ask Ss the questions and initiate a short discussion.
• Have Ss read through the dialogues and complete the
• Ask Ss some more questions:
blanks.
f Do you think that gadgets really help us improve the • Check the answers with the class.
quality o f our lives?
If you were an inventor, what sort o f gadget would you
KEY
come up with? 1.
1. (which/that) 5. (which/that)
2. where 6. who/that
3. w ho/that 7. which/that
2. V O C A B U L A R Y
4. (who/that) 8. where
Aim: to present collocations related to technology
BACKGROUND NOTE
• The softw are of a computer is the program which 5. S P E A K IN G
contains the instructions which-control what the Aim: to give Ss practice in defining people and things and
computer does. giving information about them
• An anti-virus program is used to protect the main • Draw Ss’ attention to the list of objects and jobs on p
memory of a computer against infection by a virus. 120.
• Ask Ss to read through the speech bubble.
Ask Ss to read through the two columns. • Point out to Ss that it is im portant to use the relative
Allow Ss some tim e to do the matching. pronouns and the relative adverb as instructed.
Check the answers with the class. If necessary, provide • In pairs, Ss take turns to play the guessing game.
any necessary clarification. • Go round the class helping Ss when necessary.
• Choose some pairs to act out the game.
 1 Eead the texts again and the
statements 1-5. WhicfflgadgetPo
*e y refer to? Write a,b, cor d.
This gadget w ojks on
catteries.
1 vou need 1 com pu ltF l.
:o use this gadget. | | + 1
1 Tnis gadget is a good
•jme-savew B
x This gadget is good for
the environment.
E You CEBusS w l'g a d g e t
at w o r g ^ j
1 Look at the words below from
the texts. What do you think
they mean?
| ^ e a d p t i6 n e £ | j| ^ fe o ffe e m a k e ll|
i hands-freii
Ifecofajoll j Practice
Discuss.
W hichE)f|M g fo g e |fin
activiw 1 would you like&o
riave? Why?
Which do yo.u.cc^Sder a
waste of money? Why?
COLLOCATIONS
Match theTOMfpwith the nouns
1. charge
2. dowffioad~
3. install
-. enter
5. turn on / shutfGlpwn
6. press . ' . B: Where a®, you going?
a the software wari^Mtivirus
program
n. the tp /o ff b u t t ^ K ^ S I *
c a username / a password
d. a battery / a m o b ile /a
digitaMamera
e. information from S i Net /
songs / films’^-
£ a computer / a laptop
o if r m m a r
R E L A T IV E PRONOUNS {who, which, that)
A N D AD VER BS (.where)
A. Read the examples below. What do the words in bold refer to?
It-s perfect fo r drivers who /th a t love luxury.
| The jacket has panels which / that use the sun to create energy.
.. . They are the trainers (w hich/that) everyone w ill want to have.
A great place where you can use this, USB hoover is fe your office.
jMBlead the exampfes again and coifjplete the rules?
. and th a t for people.
. and th a t for things, animals and ideas.
. for places.
NOTE
We can omit who, which and that when they refer to the objfect
of the verb.
Go to Gram m ar Reference
Complete the dialogues with who, which, that or iwhere. If they can be
omitted, put them in brackets.
1. A: Is ih M the la p to p J l)__ . you bought last weekly
B: Yeah.
A: It’s n®te. Where did you get iw o m ?
B: From ffie shop (2)________you used to work. In fact, the man
(3) iE M j it to m ^ H e w you, (
A: Did he? What i l l ! « I i f n d f
B: A la j Bishop.
A: Oh, he was one of S fP o e S le (4) . I hapa out wiifci while
was there.
2. A:-Benise, can I borrow your green top?
B: Which one?
A ^ B e one (5 )_______ y S were weaffng yest#rday.
B: Go on then. Are you g fln g out?
A: Yeah, I’m meeting Laura. You know, the girl (6) B in my
c iiw u t^ p la s s .
A: To Ricky’sV?'
B: Where?
A: You know, the cafe (7 )______ Js ifith e pSrk./lt’s tmlfplace
(8) her sister works.
B: Have fun!
5
GAME
Go to Pair workactivities.
©
fe jC a K

3 S p e ,a & in p
1 ( /o c a ia ia r y ,
MOT* Talk in groups of four. What do you think of
A lot of adjectives are
mobile phones? Discuss the positive and negative
WORD BUILDING formed by adding a
aspects of having a mobile phone, using the ideas
suffix ( -M , -less) to a
in the box. Write notes in the table below and then |
verb or noim.
use your notes to present your arguments to the
class. Give reasons for your answers.
A. Read the examples below. What’s the difference
between useful and useless? I believe...
• This book is very useful. I learnt a lo t about I disagree. In my opinion...
You’re right. I also think...
cooking from it.
• My new m obile phone is useless. It never works
when I need it TALK ABOUT:
size
B. Complete with the correct form of the words in
capitals. cost
what they’re used for
1. Don’t be afraid of the dog. He’s . . HARM
people’s health
2. Leonardo DiCaprio is a _______ actor. SUCCESS if people can become addicted
3. Don’t let John do the washing-up. He is very if they can be annoying
CARE
POSITIVE
4 . 1 have nobody to talk to. I feel HELP

5. I asked my sister to help me fix my computer, but

she wasn’t vsW p ^ V ________. She doesn’t know
much about computers. HELP

6 . 1 went to Amanda’s wedding yesterday.

She looked_____________. BEAUTY

7. I love living in the country because it’s very

PEACE

8. Sweets a re . .to your teeth. HARM

9. Please be with that knife. CARE

NEGATIVE

A. Discuss.
• Do you have a m obile phone?
• When do you use it?
B. Listen to four people talking about mobile phones and
match the names with the statements. There is one
extra statement which you do not need to use.
a.
Frank b.
Julie than adults.

Roger c.

Nancy d.
e.

©
 Functions
W AR M -U P
Aim: to help Ss make hypotheses about the lesson by
activating their background knowledge
• Draw Ss’ attention to the title of the lesson.
• Ask Ss to tell you what they think the lesson is about
• Ask Ss:
What are the th ing s you can ’t live w ithout?
Why are they so im portant to you?
• Elicit answers.
1. V O C A B U LA R Y
A. Aim: to present adjective suffixes (.-ful and -less)
• Draw Ss’ attention to the NOTE and explain it.
• Ask Ss to read through the examples.
• Draw Ss’ attention to the adjectives in bold.
• Ask Ss the question in the rubric and check answers.
• Point out to Ss that not all adjectives necessarily take
both suffixes (eg. w onderful but not: wonderless).
KEY
Suggested a n g e rs
The adjective useful (= of use) has a positive meaning,
whereas the ^djettive useless (= of no use) has a
negative ^meaning.
B. Aim: to give Ss practice in forming adjectives using
adjective suffixes (.-ful and -less) in context
• Ask Ss to reafcl through the sentences 1-9.
• Draw Ss’ attention to the words in bold and make sure
that Ss do not have any unknown words.
• Have Ss do the activity and check answers.
KEY
1. harmless 6. beautiful
2. successful 7. peaceful
3. careless 8. harmful
4. helpless 9. careful
5. helpful
2. LISTEN IN G » 42
A. (PRE-LISTENING)
Aim: to present the topic of the listening text by relating it to
Ss’ personal experience
• Ask Ss the questions and generate discussion.
B. Aim: to give Ss practice in identifying speakers’ attitudes
and experiences
• Ask Ss to read through the statements a-e.
• Make sure that Ss do not have any unknown words.
• Play the CD. Have Ss listen carefully and do the
matching.
• Check the answers with the class.
KEY
Frank e Julie b Roger d Nancy a
LISTENING TRANSCRIPT
Frank
I’ve had a mobile for the past five years. I don’t us& it
very often but I have to say that I can’t live without it.
Having a mobile makes me feel safe. Last summer I had
a serious car accident and I needed help. My mobile
saved my life.
Julie
I bought my son, Tony, a mobile last month. I didn’t
want to buy him one though, for health reasons. But
you know how children are with technology. They don’t
know when to stop. But it seems that my husband and
I use our mobiles much more. I was surprised to hear
that his friends don’t use their mobiles often either.
Roger
I’ve been a doctor for five years now. People sometimes
come to me and tell me about headaches and earaches.
The first thing I tell them to do is to use their mobiles
less... As little as possible. Especially kids. Mobiles are
more harmful than people realise.
Nancy
I was ill last Monday, so I didn’t go to work. I stayed
home to relax but my mobile just kept ringing all the
time. People were calling me from work to ask me all
sorts of silly questions. Since that day I can’t stand
hearing my phone ring.
3. SPEAKING
Aim: to give Ss practice in discussing the advantages
and disadvantages of mobile phones and making a
decision
• Ask Ss to read through the list of the topics for
discussion.
• Make sure that Ss do not have any unknown words.
• Draw Ss’ attention to the speech bubble.
• In groups of four, Ss discuss the advantages and
disadvantages of mobile phones and write their notes in
the table,
• Go round the class helping Ss when necessary.
• Choose some groups to present their arguments to the
class.
TB56
 4. W R IT IN G
A. Aim: to prepare Ss for the writing task
• Ask Ss the question and generate discussion.

B. Aim: to give Ss practice in identifying purpose and some

of the stylistic features of paragraphs expressing
opinions
• Ask Ss to read through the two paragraphs and ask the
questions.
• Check the answers with the class.
KEY
1. The w ritfr of the second paragraph has a positive
opinion about computers.
She lists some of the positive aspects of using a
computer.
2. First paragraph: First o f all, What Is more, Lastly
Second paragraph: To begin with, Also, In addition
3. First paragraph: Personally, I believe
Second paragraph: ® my opinion

• Ask Ss some comprehension questions:

What can happen if you use a computer for many hours?
I It can damage your eyes and cause backaches.
Can people become easily addicted to computers? Yes,
they can.
What can make people stop socialising with other people?
Spending hours in front o f their computers.
Why are computers that have an Internet connection not
safe? Because they can get viruses.
What can these viruses do? They can destroy all the
programs and delete information.
How can computers be useful? They help us organise our
work and, as a result, we work faster.
What can we store on the computer? Important
information, music or photos.
What can people who have an Internet connection do?
They can download a great amount of information, as well j
[ as keep in touch with family and friends.

C. Aim: to give Ss practice In using linking words and

phrases in context
• Ask Ss to read through the paragraph.
• Have Ss do the activity and check answers.

KEY
1. opinion
2. First
3. addition
4. also
5. Finally/Lastly

D. Aim: to giveSs practice in writing a paragraph

expressing their opinion on mobile phones by
elaborating on the speaking activity
• Draw Ss’ attention to the TIP and explain it.
• Refer Ss to the table in the speaking activity.
• Allow Ss some time to write their paragraphs as
instructed.
• Choose some Ss to read out their paragraphs.

57 TB
A PARAGRAPH EXPRESSING AN OPINION
A. Discuss.
• How important are computers in your life?
3. Read the texts below and answer the questions.
L In which text does the writer have a positive opinion about computers? How can you tell?
2- Which words/phrases do the writers use to list their points? Underline them.
3. Which phrases do the writers use to state their final opinion?
Home
Ian uie do without computers?
Donald Turdin, Norwich
It is tr u e th a t c o m p u t e r s a r e v ery
p o p u l a r n o w a d a y s , b u t th e y c a n
d o m o r e h a r m t h a n g o o d . First o f
all, th e y a r e h a r m f u l to o u r h e a lth .
U sin g a c o m p u t e r f o r t o o m a n y h o u r s c a n
d a m a g e your eyes a n d ca u se b ack ach es.
W h a t is m o r e , c h ild re n , t e e n a g e r s a n d
e v e n a d u l ts c a n e a sily b e c o m e a d d i c t e d
to c o m p u t e r s a n d s p e n d h o u r s in fro n t o f
t h e s c r e e n in s te a d o f s o c ia lis in g w ith o t h e r
p e o p l e . Lastly, c o m p u t e r s t h a t h a v e a n In te rn e t
c o n n e c t i o n a r e u se fu l, b u t th e y a r e n o t s a fe .
T h e y c a n g e t v iru s e s w h ic h c a n d e s tr o y all th e
p r o g r a m s a n d d e l e t e in f o r m a tio n . P e rs o n a lly ,
I b e lie v e t h a t c o m p u t e r s a r e n o t a s im p o r t a n t
o r u sefu l a s m a n y p e o p l e tfeiink a n d w e c a n
d efin ite ly d o w ith o u t th e m .
C. Complete the text with the correct words.
In my (1)______________ . the TV is a very
important invention. (2)_____________ of all, it’s a
popular form of entertainment for many people.
In (3)______________ , there are lots of
programmes, like the news and documentaries that
inform you about the world. You can
(4) watch a huge variety of films
and TV series. (5)______________ , it is a very cheap
form of eBSttainment.
isEHM wagaiBiirM aiTOBiai
Elsie Flannigan,
Hollyhead
C o m p u t e r s h e lp p e o p l e in
m o re th a n o n e w ay a n d a re
b ec o m in g m o re a n d m o re p o p u la r
w ith p e o p l e o f all a g e s . T o b e g i n w ith,
c o m p u t e r s a r e v e ry u sefu l a s th e y h e lp us
o r g a n i s e o u r w o r k a n d , a s a result, w e
w o r k fa s te r. A lso , w e c a n s to r e im p o r t a n t
in f o r m a tio n , m u s ic o r p h o t o s o n th e
c o m p u t e r a n d w ith o n e click o p e n t h e file
w e n e e d . In a d d i tio n , p e o p l e w h o h a v e a n
In te r n e t c o n n e c t i o n c a n d o w n l o a d a g r e a t
a m o u n t o f in f o r m a tio n , a s w ell a s k e e p
in to u c h w ith fam ily a n d f rie n d s . In m y
o p in i o n , c o m p u t e r s a r e a n i m p o r t a n t p a r t
o f o u r lives a n d w e c a n n o t live w ith o u llH
th e m .
WRITING TASK
D. Imagine that a magazine has asked you to write
your opinion about mobile phones. Write a
paragraph using the ideas in the speaking activity.
K Your paragraph should be between 80-100 words.
V W s a S I
V n TI P
When writing a paragraph expressing your
opinion:
• use linking words to list points; firstly, first o f
to begin with, secondly, also, in addition,
all,
what is more, finally, lastly.
• use phrases like: In my opinion..., Personally I
believe...
• give reasons to support your opinion, by
using clear examples
I©
 t/ftcQM tKCI/c
C. Choose a, b or c.
/lo c a a
l ^ a r^ 1. As soon as I get home, I __________ you.
A. Circle the correct words. a. call b. am calling c. will call

1. Ronan lent / borrow ed me €100 last 2. I’m sorry, but you use headphones because I
month and I still haven’t given it back. can’t work w ith that noise,
a. won’t have to b. will have to c. will be able to
2. When I got to the supermarket, I realised
■ only had a few cash / coins on me. 3. I’ll fix the washing machine before I ___________ .
a. will be able to leave b. will leave c. leave
3. She looks ridiculous / annoying in that
dress. 4. I __________ .you back. I promise.
a. will pay b. will have to pay c. pay
4. This gadget doesn’t work. I think the
batteries / headphones a f i dead. 5. You___________ use the printer today. It’s out of order.
a. won’t be able to b. won’t have to c. will be able to
5. I’m getting really tired about / of
watching the same TV shows all the time. 6 . __________ shut down the computers? I’m running late.
a. Will you have to b. Do you c. Will you
6. This little gadget is very h a n d y /
harm ful. You should buy one. 7. OK, OK, I __________ you the money.
a. will have to lend b. will lend c. lend
7. This invention / prediction is going to
change the world as we know it.
D. Complete with too or enough and the words in brackets.
8. Oh, no! I think I’ve entered / deleted an
1. I won’t buy the coffee maker. It’s ___________ (expensive)
im portant file. I can’t find it anywhere. and I don’t have__________ (money) w ith me.
9. My brother spends all his free time 2. Jake is __________ (tired) to go out tonight.
playing computer games. He’s addicted /
3. Alison doesn’t want to go to the shopping centre on foot.
installed to them!
She says it isn’t __________ (close).
B. Complete the sentences w ith the correct 4. Of course I won’t lend you my car! You aren’t ________
form of make or do.
(careful)!
1. I think you’v e ___________ a spelling
mistake. 5. I don’t like this painting. It’s . (colourful).

2. In 1996, Greg opened his own shop but

he didn’t ___________ much money, so he E. Complete the sentences with who, which, that or where. If
they can be omitted, put them in brackets.
closed it down.
1. Is this the digital photo fram e ___________ you bought
3. Can eating these leaves___________ you from the Internet?
any harm?
2. Wenstey’s is a cafe______ . lots of university students
4. Have y o u ______ .any plans for the socialise.
weekend?
3. Is this the hoover_______ .doesn’t work?
5. Where’s your phone? I need t o _______
4. That’s the w a ite r____________ gave me the wrong change.
a phone call..
5. There are tw o lifts in this b u ild in g ____________ are out of
6. Drinking soft drinks all day won’t _____
order.
you any good, you know.
6. My cousin is a person_____ . gets disappointed very
7. My DVD player broke down, but I think
easily.
ca n _________ w ithout it for a while.
7. O ld Trafford is the stadium . Manchester United
8. Who usually, the decisions in
play.
your famjly?
8. Do you remember the man we met on the
9. Please, ____ . sure that you get a
bus? He’s a successful businessman.
receipt from that shop.
 R otu(d~ uP
Aim: to help Ss revise the structures, functions and ,
vocabulary presented in Module 4 through various
activities

VOCABULARY
A. E.

KEY
^W w h ic h /th a t)
2. w g jre
3. which/that
: 4. who/that
jjg jlw h ic h /tlla t
I 6. who/that
7. where
8. (who/that)

KEY
1. made
2. make
3. do
4. made$R
5. make
6. do
7. do
8. makes
9. make

GRAMMAR
c
KEY
1. c
2. b
3. c
4. a
5. a
6. c
7. b
SSjgSSSIiSSlSgiii

D.

KEY
1. too expensive,
enough money 1
2. too jgged
3. close enough
4. careful enough I
5. to o c o lo u rM -g
 C O M M U N IC ATIO N George Yeah, it’ll look very nice in her living room.
F. Polly It’s a bit expensive, but I’ll get it anyway.
George Great. This is going well. Who’s next on the
KEY list?
Polly Ermm... Any good ideas for Gary?
1. b 2. b 3. m 4. a
George He likes gadgets and things.
Polly Yes, he got a new MP3 player recently, right?
SPEAKING George That’s it! His headphones weren’t working
very well the last time I saw him.
• Ask Ss to look at the pictures and read through the
prompts. Polly Just headphones? Is that enough for a
present?
• In pairs, Ss discuss the positive and negative aspects of
how some things will change in the future. George Maybe we can get him some wireless ones.
They’re quite expensive, you know.
• Go round the class helping Ss when necessary.
Polly OK. Where will we find them? On the second
floor with the hi-fi systems?
LISTEN IN G » 43 George On the first with all the other gadgets.
A. Polly You go up and look around, I’ll buy this and
meet you up there.
• Ask Ss to look at the presents a-e.
George OK.
• Play the CD once.
• Have Ss listen to the dialogue carefully and match the
presents with the people.
SELF-ASSESSMENT
• Check the answers with the class.
Aims: • to give Ss the opportunity to check their
progress
KEY • to encourage learner autonomy
Paul d Stephanie c Garye
• Draw Ss’ attention to the points and get Ss to read them.
• Explain any unknown words.
B. • Get Ss to tick the points they feel confident about. For
the points they are unsure of, they should refer back to
• Ask Ss to read through the statements 1-6.
the relevant sections in the module.
• Play the CD again.
• Have Ss listen to the dialogue carefully and do the
activity.
• Check the answers with the class. If necessary, play the
CD again in order to clarify any questions Ss may have.

KEY
1. T 2. F 3. F 4. F 5. T 6. T
LISTENING TRANSCRIPT
George So, let’s take a look at that list.
Polly I know what I want to get Paul.
George Really? What’s that?
Polly Well, whenever we go to his house, he
shows us all his holiday photos.
George That’s true. He has too many.
Polly I know. So, let’s get him one of those
frames that shows digital pictures.
George That’s an excellent idea. I hope it’s not too
expensive. Anyway, what about Stephanie?
Polly I’m not sure. But we will have to get her
something nice, because she always gets
us nice gifts.
George You’re right. What about a TV set?
Polly That’s a bit too expensive, isn’t it?
George N ofji huge one. A small one, maybe.
Polly I think you just want to look at the TVs,
am I right?
George You got me! Come on, they’re over there.
They’ll have digital frames there, too.
Polly Wait! Look at this vase, it’s perfect for
Stephanie.

59 TB
C o m m w t& o itio n ^
sil te n iwm Op ' %
F. Choose a or b. A. Listen to a man and a woman at a department store
1. A: Are you sure about this? and match the presents with the people. There are
B :___________ I know what I’m doing. two extra presents that you do not need to use.

a. Go on then. b. Trust me. Pauls Stephanie! Gary!

2. A: I lent my car to Dave last week.
B :___________ He’s a terrible driver.
a. Here we go! b. You’re crazy!
3. A: Sally spent €40 0 on a new coat, and it’s horrible!
B :___________
a. What a waste of money! b. That’s not
enough money!
4. A: Did you really meet Brad Pitt at a party?
B:
a. I was just kidding. b, I was getting to that.

B. Listen again and write T for True or F for False.

1. Paul likes to show people photographs from
Talk in pairs. The pictures below show
how some things will change in the future. his holidays.
Discuss the positive and negative aspects 2. The man and the woman don’t like the
of each change. Use the prompts given.
presents Stephanie buys them.

VIDEO PHONE WATCH 3. The woman thinks a TV set is a good present

for Stephanie.
• see others w hile talk 4. The vase is not very expensive.
Internet 5. Gary bought a new MP3 player recently.
;• watch TV 6. The gadgets are on the first floor of the
I small screen departm ent store.
I can’t use w ith friends

FLYING CAR
Read the following and tick the appropriate boxes.
no traff ic
For the points you are unsure of, refer back to the
speed relevant sections in the module.
J• dangerous
Now I can...
need special licence O make promises, on-the-spot decisions,
requests and predictions □
O use the Future w ill □
COOKING MACHINE O express my opinion
□
no cooking needed
• tasty food
O w rite notes and messages
O use abbreviations
□
□
• clean kitchen
O use too and enough
O define people, places, things
□
□
• d ifficult to clean O describe gadgets and talk about their
• young people w o n t learn positive and negative aspects
□
to cook O use words related to money
□
 - c u r f to u
A. Discuss. Science
• Do you think it’s im portant to protect the environment?
• What do you do to protect the environment?

B. Why do you think people install gardens on their roofs? Read and find out.

G R E E N H O O l£
The hanging gardens of Babylon were one of the seven wonders of the ancient world.
It’s unknown what they looked like, but they were probably some kind of rooftop
gardens. In the modern world, green roofs are environmentally friendly and are becoming
very popular in cities. So, it seems the ancient Babylonians were eco-friendly, too.

A green roof works well in all seasons. In summer, it Extensive roofs

keep|jthe temperature low in the^iouse and in wintep!
it keeps the heat inside and warms up the house.
Also, green roofs absorb rain very well and help
present flooding. A green roof caln also make a roof
much nicer to look at. There are two types of green
roofs, intensive and extensive:
These roof gardens have grass and don’t need much
soil. You can install them on any roof and there’s a
great variety of grasses that you can use. Plants that
you find on cliffs survive very well, too. Extensive
roofs are more common than intensive roofs and
they’re easier to look after.

Intensive roofs
These are like normal gardens but on your roof. You
can have flowers, bushesor even trees. However, they
need at least 30cm of soil and aren’t suitable for most
buildings. They need big buildings with strong roofs
that can take the weight of all the soil and plants.
They aren’t easy to look after, but they can be very
attractive.
Green roofs can be expensive, but they are worth
it. Just think o f the many advantages fo r your
home and fo r the environment, especially in major
cities. Imagine looking out from one o f the modern
wonders o f the world, the Empire State Building, f:
and seeing "a sea o f green rooftops. That’s what
cities should be like.

C. Read again and answer the questions.

1. According to the text, why
were the ancient Babylonians
eco-friendly?
2. Why is a house w ith a green roof
useful in winter?
3. On what kind of green roof can
you have trees?
4. What kind of buildings can have
intensive roofs?
5. Where can you install an extensive
roof?
6. What are the best kind of plants
for extensive roofs?

SONG
‘Modern life’

Go to Song page. You can find more information on this topic in the Student's AreM
a t www.mmoublicatinnv mmM
 C r o s s - c a r M c a i a j 0 \ A

» 44 >Ask Ss:
Mmt to give Ss a sense of how English and cross-curricular Have you ever seen a green roof?
subjects fit together Are green roofs popular in your country?
Would you build a green roof?
- Ask Ss the questions and generate discussion.
• Elicit answers and initiate a short discussion.

SONG » 45
- Draw Ss’ attention to the picture in the background and
Aim: to help Ss revise and consolidate the structures,
ask them what it shows (a roof garden).
functions and vocabulary they have already studied
- Help Ss associate the content of the picture with the through a song
title of the text.
• Ask Ss to read through the song on p. 123 once without
- Ask Ss the question in the rubric.
worrying about the missing words.
• Elicit answers but do not correct Ss at this stage.
• Ask Ss to read through the words in the box.
- Ask Ss to read through the te xt and check th e ir« | • Ask Ss to try and complete the song with the words in
predictions.
the box before listening to it.
• Play the CD and ask Ss to listen to the song carefully
KEY and check their answers.
Suggested answer • Check Ss’ answers and explain any unknown words.
Because they are gooHfor the • Play the CD again and have Ss sing along.
house.
KEY
• Ask Ss some comprehension questions: about speed _ install free
w ithout communicate fridge fancy change
Do we know What the hanging gardens o f Babylon
looked like? No, We donWM
W halmtruemboui green roofs in the modern world? That TASK 2 » 4 6
they arc environmentally friendly and are becoming very
popular in • Tell Ss to go to page 148 and complete the task.
Does a green roof work well in a ll seasons? Yes, it does.
How does a green ro o f help control the temperature o f the
house in summer^The green ro o f keeps the temperature
low l£mm house.
How do green roofs help prevent flooding? They absorb
raiiim em welli
How many types o f green roofs are there? There are two.
What are they? The intensive and the extensive type.
What do intensive green roofs look like? They look like
normal gardens.
How much soil do they need? They need at least 30cm o f soil.
Are they s u ita b & o r at! bu(M m g^ No, they aren't
Dowmi need to look after them a lot? Yes, you do.
Are they attractive?j?es, they are.
Do extensive green roofs need a lo t o f soil? No, they don’t.
Dog g y hav^ gijSss?, Ygs, they do.
Do you need to look after them a lot? No, you don’t.
Which green roofs are more common? Extensive green
roofs are mormcommon than Wegshfe green robf§,
Arc green roofs cheap? No, they aren't

C.
Have Ss do the activity and check answers.

KEY 3. On intensive roofs.

1. Because the hanging 3k Big buildings w t ^ B n n g
gardens of Babylon roofs, (that can take the
were probably weight of all the s d i& id
rooftop gardens. plants.)
2. Because it keeps 5. On any roof.'
H jh e heat inside. 6 f l la n W t t ^ B o ^ t t d on cliffs.

Explain any unknown words.

Draw Ss’ attention to the web link and explain to them
that they can use it to find more information on the
topic of the text.
TEACHER’S NOTES
Aims: • to introduce the topic of the module and activate Ss’
background knowledge
• to present the learning objectives of the module
• Draw Ss’ attention to the title of the module and ask
them what they think the module will be about.
• Ask Ss to look at the picture and tell you what they
can see (.someone is helping a man go up a cliff/som e
rocks).
• Ask Ss some questions:
Why does the man in the picture need the other person's
help?
Have you ever found yourself in a similar situation?
• Ask Ss the questions in the Discuss section and elicit
answers.
• Read out the points listed in the Flick through the
m odule and find... section.
• Explain any unknown words.
• Then ask Ss to flick through the module and find where
these points are discussed.

KEY
• an article about ships in danger: p. 64
• an annoyed girl at the cinema: p. 70
• a doctor talking to a patient: p. 62
• a newspaper article about an accident: p. 68
• a doctor giving advice in a problem page: p. 67

• Read out the objectives listed in the In this m odule you

will... section.
• Explain any unknown words.
 A. Discuss.
• When did you last go to the doctor’s? What for?
• What do you usually do when you have a cold?

B. Read the three dialogues quickly and put them in the correct
order. Write 1-3. Then listen and check your answers.

Doctor Let me take your temperature. You seem a bit

warm... Yes, you have a bit of a temperature. Well,
Ms Smith, you seem to have a cold.
Patient Really? It’s not my allergy then. I hope I won’t be
to o H to go to my brother’s w e d c tiif on the 13th.
Doctor Don’t worry. You’ll get over it in about a week. Just
get some rest and drink lots of fluids.
Patient I will. What about my head and bones? Can you give
me something to take away the pain?
Doctor I’ll prescribe some painkillers.
Patient Thank you. I’ll go to the chemist’s
straight after.
C. Read again and complete the
missing information.

Doctor So, Ms Smith what seems to be the

problem?
Patient I think my allergy’s back and I’ve run
Friday 4th March
out of pills. Can you give me another
prescription?
Appointments
Doctor I need to examine you first. What exactly
are your symptoms?
Patient Well, I have a terrible headache, a runny
nose and I keep sneezing. Timejf
Doctor Do you have a sore throat or a cough?
Patient No, but my bones hurt.
Nameg
Doctor I see. Come and lie down here. Symptoms:

M 3
Receptionist Good afternoon, Dr Barkley’s
surgery. How may I help you?
Patient Hello. My name is Mary Smith. I
would like to make an appointment
w ith the doctor for today.
Receptionist Today? I’m afraid she^s booked up
Treatment^
for the day.
Patient What about tom orrow morning?
Receptionist Hang on a minute, please. Let me
check her schedule... Tomorrow the
doctor is available at 10:30 and then
again at 11:M). Which do you prefer?
Patient Half, past ten is more convenient for
me.

©

Learning how to make a doctor’s appointm ent
Talking about medical problems
Infinitives
Words/Phrases related to medical problem s
allergy bones chemist’s cough examine
have a cold hurt (v) Illness pain painkiller
patient (n) pill prescribe prescription
runny nose sneeze sore throat surgery treatment
What exactly are your symptoms?
What seems to be the problem?
Phrasal verbs
booked up get over hang on lie down
run out of take away
Other w ords and phrases
available convenient fluid get rest
make an appointment schedule
WARM-UP
Aim: to help Ss make hypotheses about the lesson by
activating their background knowledge
Draw Ss’ attention to the title of the lesson.
Ask Ss to tell you when we ask this question (when we
want to fin d o ut about someone's health).
Ask Ss the question and elicit answers, {eg. I ’m fine, I ’m
not very well, N ot too bad, etc.)
Ask Ss to tell you what they think the lesson is about.
Ask Ss some comprehension qu'estions:
What is the doctor’s name? Dr Barkley.
Does Ms Smith make an appointment for the same day?
No, she doesn’t.
Why can’t she make an appointment for the same day?
Because the doctor is booked up for the day.
When is her appointment? The following day. / Tomorrow
morning.
What does Ms Smith think her problem is? She thinks that
her allergy is back.
Does Ms Smith have a temperature? Yes, she does.
When is her brother’s wedding? On the 13th.
Will she be a ll rig h t on her brother’s wedding? Yes, she will.
How long w ill it take her to get over her cold? About a
week.
Where is Ms Smith going straight after the doctor’s? To the
chemist’s.
C. Aim: to give Ss practice in identifying specific information
in the dialogue through a note-taking activity
• Ask Ss to look at the computer screen.
• Ask Ss to tell you what they can see (a file where the
d octo r keeps her p a tie n t’s data).
• Make sure that Ss do not have any unknown words
• Have Ss do the activity and check answers.
KEY
10:30 / Mary Smith / terrible headache,
runny nose, sneezing, bones hurt,
temperature / rest, lots of fluids, painkillers
Explain any unknown words and choose Ss to act out
the dialogues.

L LISTENING & READING » 47

A. Aim: to introduce the topic of the dialogues by relating it
to Ss’ personal experience
• Ask Ss the questions and initiate a short discussion.
• If necessary, you can ask Ss some further questions:

Do doctors make you feel nervous?

What makes a good doctor?

B. Aims: • to present vocabulary, functions and structures in

the context of three dialogues
• to give Ss practice in reading for gist and
understanding sequence
• Draw Ss’ attention to the picture and ask them to tell you
what they can see (a d octo r and a patient).
• Ask Ss to read through the three dialogues and put them
in the correct order.
• Play the CD and ask Ss to listen to the dialogues
carefully and check their answers.

KEY
a. 3 b. 2 c. 1 I

• Ask Ss to tell you what is happening in each dialogue.

• Elicit answers (the woman is m aking a d o cto r’s
appointm ent -c, the woman is a t the d o cto r’s te llin g her
sym ptom s -b, the docto r is te llin g the woman w hat is
wrong w ith her and what she should do -a).

TB62
2. VOCABULARY B. Aim: to give Ss practice in using stress to convey a specific
Aim: to present some phrasal verbs meaning

• Draw Ss’ attention to the NOTE and explain it. • Play the CD and have Ss repeat each question as they
• Refer Ss to the dialogues and draw their attention to the hear it.
highlighted phrasal verbs. • Ask Ss to underline the word which is stressed in each
• Encourage Ss to deduce the meaning of the phrasal question and choose the correct answer depending on
verbs from the context. the meaning of each question.
• Ask Ss to read through the meanings a-e. Make sure that • Have Ss do the activity and check answers.
Ss do not have any unknown words.
• Have Ss do the activity and check answers. KEY
1. Does Robert have toothache? a.
KEY f 2. Did Alicia go to the bank? b.
1. b 2. d 3. a 4 .e 5 .c I 3. Are you seeing the dentist on Monday? b. I

OPTIONAL ACTIVITY 6. SPEAKIN G

Ask Ss to make their own sentences using the phrasal
verbs in the previous activity.
^ >
3. GRAMMAR
Aim: to present the full and the bare infinitive
• Ask Ss to read through the dialogues.
• Draw Ss’ attention to the words in bold.
• Point out to Ss that these are some examples of full and
bare infinitives.
• Make sure that Ss understand the difference between
the full and the bare infinitive (.full in fin itiv e : to + base
form o f the verb, bare in fin itive : base form o f the verb
w itho ut to).
• Ask Ss to read through the tables containing the rules.
• Make sure that Ss do not have questions and/or
unknown words.
• Have Ss do the activity and check answers.
Aim: to give Ss practice in using the functions, structures
and vocabulary presented in this lesson by simulating
conversations between a doctor, a doctor’s
receptionist and a patient
• Ask Ss to read through the instructions.
• Point out to Ss that they can use the three dialogues in
the first activity as models.
• In groups of three, Ss take turns to act out the
conversations according to the allocated roles.
• Go round the class helping Ss when necessary.
• Choose some pairs to act out the conversations.

KEY
would like, seem, too, what, after, let |

• Refer Ss to the Grammar Reference at the back of the

book.

4. PRACTICE
Aim: to give Ss practice in using the full and the bare
infinitive in the context of four short dialogues
• Have Ss do the activity and check answers.

KEY
1. call, to take
2. show, to use, finish
3. to visit, to come, to go
4. study, to help, to do

5. INTONATION CD 2 » 2,3
A. Aim: to present how stress affects meaning
• Play the CD and have Ss repeat each sentence as they
hear it.
• Point out to Ss that in the first sentence the word John is
stressed, whereas in the second sentence the word cats
is stressed.
• Explain to Ss that according to the meaning we want to
express, we stress different words in a sentence.
 is

V o a a I> < Jo L'f f

2. A: Can you . (show) me how
i a specific PHRASAL VERBS ^ ^ ^ ^ ^ ^ ^ ^ ^ U i u s e ) this printerSH
B: Sure. Just let m e _______________(finish) what
as they I’m doing first.
m m
A phrasal i (eg. getj
verb consists of a verb ,
3. A: We’re going to Bristol for the weekend
in each break) and an adverb (eg. back) and/or one
nding on or more prepositions (eg. fo r on with). The ______________(visit) Joanna. Would you like
meaning of the phrasal verb is different from ______________(come)?
the meaning of the verb it includes. B: No, I’m too b u sy _______________(go) away.
4. A: Oh, no! I failed the Maths test. Now, my
Look at the highlighted phrasal verbs in the dialogues parents will make m e _______________(study)
and match them with their meanings a-e. all week.
B: Jenny has o ffe re d _______________(help) me
I get over a. not have any left
with Maths. Why don’t you ask her for help,
1 take away b. become better, e.g. after an illness too? You nee d ___________ _ _ (do) something
1 run out of c. wait about it.
jctures
imulating 4. be booked up d. make something disappear
5L hang on e. have no tim e available 5 intonation Sf
A. Listen and repeat. Notice the stressed words and
>gues in how the stress affects the meaning.
^ r a tn fn a r
John is allergic to cats. (John, n o t his b ro th e r o r
INFINITIVES
anybody else)
Read the examples and complete the rules.
John is allergic to cats. (He isn’t a llergic to dogs)
• A: / w ould like to make an appointm ent w ith
the d o cto r fo r today. B. Listen and repeat. Underline the stressed word in
B: Let me check h er schedule. the questions 1-3and choose the correct answer.
• A: What seems to be the problem ? 1. Does Robert have toothache?
B: M y bones h urt. Could you te ll me w hat to do? a. No, Lisa has toothache.
Can you give me som ething to take away the b. No, he has a sore throat.
pain? 2. Did Alicia go to the bank?
• A: I hope I w on’t be too ill to go to my a. No, Brenda went to the bank.
b ro th e r’s w edding on the 13th. b. No, she went to the chemist’s.
B: D on’t worry. You’ll be w ell enough to go.
3. Are you seeing the dentist on Monday?
I Use th e fu ll in fin itiv e (eg. to do): a. No, my mum is seeing the dentist on Monday.
• to express purpose. b. No, I’m seeing the dentist on Friday.
• after certain verbs (ea.
want, decide, need, offer). 6 S pea& n
i p
• after and enouah.
• after question words (eg. w ho,__ . how) ROLE PLAY
Talk in groups of three. Act out the conversations.
in indirect questions.
1 Use th e bare in fin itiv e (eg. do): 1. Student A: Imagine that you are not feeling well
and that you want to see your doctor.
1• modal verbs (ea. can. could, m ust) Call the doctor’s surgery and make
| • after the verbs make and an appointment.
Student B: Imagine that you are the doctor’s
Go to Gram m ar Reference receptionist. Answer Student A’s
phone call and help him /her make an
4 Practice, appointm ent w ith the doctor.
2. Student A: Imagine that you are at the d octor’s
Complete with the full or the bare infinitive of the
surgery. Student C is the doctor.
verbs in brackets.
Describe and discuss your problem
1 A: Could you ; (fall) a doctor? I fe e l w ith him /her and ask for advice.
Student C: Imagine that you are a doctor. Listen
B: Do you want m e ____ (take) you to to Student A’s problem, ask him /her
hospital? anything you w ant to know and tell
A: No, just call a doctor. him /her what to do.
 A. Discuss.
• ™ ydu>yver®ori^®sert isTand, < |o n a sinking ship, how would you call for help?
How well d|>: yoM hink y&^vojuld re lg m m n emergency situation?

i The German Some |)ne(|KGiueve

m m ssm government was
s s m a n ® o t j g the first to use the
SOS signal at the
beginning of the
20th century (in
Before t i e development oraralra communication, ' 1905). It became an
international distress
when a s h iB W i^ p lf n g e f there were a n'umber of ^
signal in 1908.
waysvto signal for h e lp B lllM g itg n a l f Icfes ip l||p
the location of t « ship or flying.a signal flag were
very common. Using b e jfia n d foghorns or perhaps
firing a gun repeatedly were diso ways of making People have used
other ships hear you. These are still used today in SOS as a visual
lita n y cases. distress signal by
However, with the development of wireless signalling with three
telegraphy, sailors started using Morse code to send short, three long
:.messages. Morse code is a type of code with long and three short light
and short sounds or flashes of light th at stand for flashes or by writing
jp tte rs of the alphabet. The most well-known it in the sand or snow.
Morse code message asking The fact that you can
read SOS right side
for help is SOS. The letters SOS in
up and ppside down
international Morse code are:
is very useful and
has made SOS more
popular than the word
HELP.
that SOS stands for
‘Save Our Ship’ or ‘Save
Our Souls’, but that’s
not true. In fact, the
letters don’t stand
anything; they were
just the simplest letters
in international Morse
code, However, people
probably used these
phrases to help them
remember the letters.
When the Titanic hit
an iceberg in 1912 and
started sinking, two of
the crev? members used
radio communication to
ask for help. They also
tried sending an SOS
message to a nearby
ship, the Californian,
by using a Morse lamp.
Unfortunately, the
crew of the Californian
didn’t realise what was
happening until it was
too late.

C. Read again and answer the questions. Choose a, b or c.

1. What is Mor|<||ode?
a. a code wl l i ! h uses ^ S n ||o r light
b. a useful distress signal
c. a code w |M h sinias signals wBh flares
I . W h^S d SOS become aBiternatiSHal d&ress
H s ig n a ^ H
a. Because it stands foryiSave Dijr.Souls’.
b. Because the I f ttec^HsOS are simple.
H Because S o l B 3 i ! i HELP.
3. What is true about SOS?
a. You can ssnfi an SOS w B ila s h e s of l i g ^ H
b. You can read it upside down.
c. Both of the above.
4.Why didn’t the C aliforniam m Ip the Titanic on tir
H The Titanic didn’t senMan SOS.
bB he Californian didn’t understand t ® i f ) ! , 1
c. The crew of the Californian didn’t^ r o w what to

WARM-UP
Aim: to help Ss make hypotheses about the lesson by
activating their background knowledge
• Draw Ss’ attention to the title of the lesson.
• Ask Ss to tell you what the lesson will be about.
• Elicit answers.
L R E A D IN G » 4
A. (PRE READING)
Aim: to introduce the topic of the reading text by relating it
toSs’ personal opinion
• Ask Ss the questions and elicit answers.
B. Alms. • to present vocabulary, functions and structures in
the context of a text
• to give Ss practice in reading for gist
I BACKGROUND NOTE
Radio Com m unication is a wireless system of
transmitting messages, especially to signal danger.
Energy is sent to the receiver and it transforms into a
signal that the person handling the receiver is able to
underaftnd. Marchese GugNijSo Marconi (1874-1937)
was very im portant to the development of wireless
telegraphy. His radio system transmitted Morse
code over the Atlantic Ocean. Today, advanced radio
communication is widely used in other aspects of our
lives, such as entertainment.
• Ask Ss some comprehension questions:
What methods did they use in the past to show the
location o f the ship? They lit signal flares or flew a signal
flag.
What did they use in the past to make a ship hear you?
They used bells and foghorns and they fired a gun
repeatedly.
When did sailors start using Morse Code to send
messages? With the development o f wireless telegraphy.
What is the most well-known Morse Code message asking
for help? SOS.
Who was the first to use the SOS signal? The German
government.
When did they use it fo r the first time? At the beginning of
the 20th century/ln 1905.
What happened in 1908? The SOS signal became an
international distress signal.
What do some people believe that SOS stands for? 'Save
Our Ship' or 'Save Our Souls'.
Why did these people probably believe that? Because
these phrases helped them remember the lettefc.
I If you want someone to see that you're in danger, how w ill
you signal SOS? By signalling with three short, three long
and three short ligh t flashes or by w riting it in the sand or
snow.
When did the Titanic sink? In 1912.
What did two o f the crew members o f the Titanic use to
ask fo r help? Radio communication.
What did they also try to do? They also tried to send an
SOS message to a nearby ship, the Californian.
How did they try to do this? By using a Morse lamp.
C. Aim: to give Ss practice in identifying specific information
in the text through a multiple-choice activity
• Have Ss do the activity and check answers.
KEY
1. a 2. b .3. c 4. b 1

• Ask Ss to look at the picture accompanying the text and

tell you what they can see (floa ting barrels from a ship
that has sunk).
• Draw Ss’ attention to the title and ask them when a ship
sends out an SOS (when it is in danger).
• Ask Ss the question in the rubric.
• Elicit answers but do not correct Ss at this stage.
• Ask Ss to read through the text and check their
predictions.
• Alternatively, play the CD and ask Ss to listen to the text
carefully and check their predictions.

TB64
D. Aim: to give Ss practice in deducing the meaning of 4. PRACTICE
unknown words from the text through a matching Aim: to give Ss practice in using the -ing form and the full
activity and the bare infinitive in the context of two short
• Refer Ss to the text and draw their attention to the dialogues
highlighted words/expressions. • Ask Ss to read through the dialogues.
• Encourage Ss to deduce the meaning of the words/ • Have Ss do the activity and check answers.
expressions from the context.
• Ask Ss to read through the meanings a-f. Make sure that KEY
Ss do not have any unknown words. 1. do, lighting, Making, hear, running
• Have Ss do the activity and check answers. 2. to come, listening, going, doing, ask I
KEY
1.e 2. d 3. b 4 .f 5.c 6. a j W ORKBOOK LISTEN IN G » 5
• For the listening transcript go to page 178.
• Explain any unknown words and choose Ss to read the
text aloud.

E. (POST-READING)
Aim: to give Ss the opportunity to have a further discussion
on the topic of the text
• Ask Ss the questions and initiate a short discussion.

2. VOCABULARY
Aim: to present and give Ss practice in using prepositional
phrases with in
• Ask Ss to read through the prepositional phrases in the
box.
• Have Ss do the activity and check answers.

KEY
i In my opinion 5. in a hurry
2. In fact 6. in common
3. in the end 7. in the beginning
4. In addition 8. in danger

• Explain any unknown words/phrases if necessary.

• Draw Ss’ attention to the NOTE and explain it.
• Point out to Ss that the phrases in the beginning/end
are used as adverbs, while the phrase at the beginning/
end + o f is followed by a noun.
/ \
OPTIONAL ACTIVITY
Ask Ss to make their own sentences using the
prepositional phrases with ‘in’ in the previous
activity.

3. GRAMMAR
Aim: to present the -ing form
• Ask Ss to read through the examples and draw their
attention to the words in bold.
• Ask Ss to read through the table containing the uses of
the -ing form.
• Have Ss do the activity and check answers.

KEY 1
b, c, a I
• Refer Ss to the Grammar Reference at the back of the
book.
 .Look at the highlighted words/expressicjiffl in the
tfrO U K tK O L?*
text and match them with their meanings a-f.
-ing FORM
signal 4. government
Read the examples and match them with the
location 5. upside down
uses of the -ing form.
stand for 6. crew • Sailors started using Morse code
a. the people who w ork on a ship or plane to send messages.
a. mean • They also sent an SOS message to a
c. with the bottom on the top and the top on the nearby ship by using a Morse lamp.
bottom
• Panicking doesn’t help when
d. the place where something is
you’re in danger.
e. make a movement or sound to give information
f. the group of people who run a country Use th e -ing fo rm (eg. doing)

a. as a subject
L Discuss.
b. after certain verbs (eg. like, love, enjoy,
• Have you ever been in an emergency situation
and needed help? hate, finish, s ta rt) and expressions (how
about, it ’s w orth)
• What did you do?
c. after prepositions
• How long did it take fbiHielp to arrive?
Go to Gram m ar Reference

2 ( /o c a a
i fa r tf 4 P ra c tic e ,
Complete the dialogues with the -ing form or the
PREPOSITIONAL PHRASES W ITH ‘IN ’
bare or full infinitive of the verbs in brackets.
Complete the sentences with the phrases
s the box.
1 A: We’re lost! What should w e .
n the beginning in addition in common (do)?
n danger in my opinion in the end B: Don’t panic.
n a hurry in fact
A: But ij’s getting dark. How about
________________ (light) a fire? Someone will
■ .____________ , we should buy a house in the
country. What do you think? see it.

2.1 used to w ork in the city centre. B ____________ (make) a fire near a forest is
________________, I used to work in the building a crazy thing to do.
opposite the city hall. A: Wait! I ca n ________________ (hear) something!
1 1fell asleep during the film. What happened B: It’s a car! Quick, s ta rt________________ (run)
this way.
4. You can find lots of information about animals on
2. A: Hey Alice, would you like ___________
this w ebsite.________________ , you can find different
(come) to a hip hop concert tonight?
organisations that help save animals in danger.
5. Tony left the house________________ . He didn’t want B: No, thanks.
to miss his flight. A: Why not? You lo ve ________________ (listen) to
6. My sister and I have n | > i l i n g ^ ^ ^ ^ ^ ^ ^ ^ ^ H 3 u t hip hop.
amazingly we get along well. B: I know b u t_________ (go) to concerts
7. Kelly didn’t want to go camping fjlV J J *' *. isn’t really something I e n jo y_______________
but now she’s quite excited. (do).
8. Light a flare only when you a re ________________ . A: OK.
B: You could -______ .(ask) Dennis to go
n o n with you. He loves hip hop.
at the beginning of the century A: That’s a good idea.
a t the end of the road

©
f if!)
1 /lo c a U a
i rc f m m s
WORDS RELATED TO
EMOTIONAL PROBLEMS
Read and|ff|to guess the
meaning of the words in bold,

1. Nowadays, lots^of people su ffe f jfrom stress, an;d when it’s bad, it
G ^ f c t B rol B a ir lives. Some find t jB lp ik iill B o j psychologist ^
I - ie l g them to reduce ffiess,
r^pM y younger daughter has a fear of the dark and can’t sleep ^tjnight.
How shouldHdeal w i t ® * problem? What d O fo u advisejne to do?

H
K , - .___

Read the dialogues. W en read the sentences

and write T for True or F for False. 1. Should and had b e tte r are followed by to + base form .
Anne I have a stom ach ache again. 2. We use should and had b e tte r to give advice. □
Keith Maybe you should v is it a doctor.
Anne I d id last week and he to ld me i t ’s
3. Should and had b e tte r refer to the past.
□
stress.
4. The negative form of should and had b e tte r is
formed by adding not. □
Keith Well, then you had better fin d ways to
reduce yo ur stress.
Tom S orry I ’m late.
5. We use should and had b e tte r to give our opinion.
6. Had b e tte r can sometimes imply a warning.
□
□
Jane You’d better not be late again. This is Go to Gram m ar Reference
the fifth tim e this m onth.
Tom I know, b u t I couldn’t fin d a parking
space.
Jane Well, then maybe you shouldn’t
take your car to work. A. Discuss.
• What kind of fears do people have?
• Are you scared of anything?
3 Practice, • How do yousfeact when you’re sca re d!
Rewrite the sentences using the words given.
1. You must go now because you’re going to be late, B. What do you think the phobias below are? Listen
and check your answers.
(had better)
YouJ" 0 f ■«'•> *,fniJ- arachnophobia claustrophobia
2. It’s n o ta g o o d idea fw e ave your mobile ifflthe car. agoraphobia dental phobia
(should)
C. Listen again and complete the sentences.
You_______________________________________
M T ____________ % of women and . ..% of
3. Never borrow my car withouMskiraaRhad better) men have arachnophobia.
You_________ _____________________ _ 2. Phobias create problems w f l n the fe a r________
4. Don®ffle late because Karen wiMeave w ithout j i Somfi agoraphobics d o n fie a ve t l» ir homes for
you. (had better)
You _______________________________________ 4. A as a c ffld cariieauselajihobia.
5. I l f l good idea tc> visfia j^ y g lp log if i| (should) - 5. People w ith dental p m b ia lS tu M of
You_______________________________________ dentists first.
©

WARMUP
Aim: to help Ss make hypotheses about the lesson by
activating their background knowledge
• Draw Ss’ attention to the title of the lesson.
• Ask Ss to tell you what they think the lesson is about.
• Ask Ss:
When was the last time you asked for a word o f advice?
When was the last time you gave a word o f advice?
What was the most useful word o f advice you have ever
been given?
L VOCABULARY
Aim: to present vocabulary related to emotional problems
• Ask Ss to read through each extract and draw their
attention to the words in bold.
• Point out to Ss that these words are related to emotional
problems.
• Help Ss deduce the meaning of these words from the
context.
KEY
| suffer from = to be affected by an unpleasant condition
control = to have power over sth/sb
psychologist - someone who studies the human
fMTflf snd ftu m n emotions and behaviour, and
how different situations have an effect on them
reduce = decrease, make smaller or less
2. a fear of = be afraid of
deal w ith = to fake action in order to solve a
problem / tackle
advise = to tell sb what they should do or how
they should act in a particular situation
2. GRAM MAR
Aim: to present should and had better
■Ask Ss to read through the two dialogues and draw their
attention to the words in bold.
■Explain to Ss that these are the modal verbs should and
had better.
• Ask Ss to read through the sentences 1-6.
■Have Ss do the activity and check answers.
KEY
I
1. F 2 .1 3. F 4. T 5. T 6.T I
• Refer Ss to the Grammar Reference at the back of the
book.
3. PRACTICE
Aim: to give Ss practice in using should and
had better in context
• Have Ss do the activity and check answers.
KEY
1. You had better go now because you’re going to
be late.
2. You should not/shouldn’t leave your mobile in the car.
3. You had better not borrow my car w ithout asking.
4. You had better not be late, otherwise Karen will leave
w ithout you.
5. You should visit a psychologist.
4. LISTENING » 6
A. (PRE-LISTENING)
Aim: to present the topic o f the listening te xt by relating it to
Ss’ personal experience
• Ask Ss the questions and initiate a short discussion.
B. Aim: to give Ss practice in listening fo r gist
• Ask Ss if they know what a phobia is.
• Draw Ss’ attention to the difference between a fear
and a phobia (a fear is a reasonable feeling th a t a ll
people experience when som ething th at is p o te n tia lly
dangerous frightens them, eg. a fear o f snakes/the dark,
etc., whereas a phobia is an extrem e fear o f a p a rticu la r
th ing o r situation, th at is n o t life-threatening).
• Ask Ss to read through the phobias given here and tell
you what thfey think they are about.
• Play the CD and have Ss listen to the dialogue carefully
and check their predictions/answers.
KEY
arachnophobia = a fear of spiders
claustrophobia = a fear of being in small places j
agoraphobia = a fear of public places
dental phobia = being afraid of dentists
C. Aim: to give Ss practice in listening for specific
information through a gap-filling activity
• Ask Ss to read through the sentences 1-5.
• Play the CD again.
• Check the answers with the class.
KEY
1.50%, 10%
2. controls your whole life
3. years
4. bad experience
s
5. watch videos
• For the listening transcript go to the next page.
TB66
 LISTENING TRANSCRIPT
Host Good evening and welcome to ‘On call', the
medical advice programme. Tonight we’re
going to talk about phobias and I have a leading
expert, Dr Gregory Marshall with me. Dr Marshall,
welcoae to the show.
Dr M I’m happy to be here.
Host So, Dr Marshall, what is a phobia? I mean, I’m a
bit scared of spiders. Does that mean I have a
phobia?
Dr M Well, arachnophobia is actually the most common
phobia in the world. Half of women and 10 per
cent of men have a fear of spiders. But most of
these people can live normal lives.
Host That’s true. Basically, I just don’t want one In my
bed.
Dr M When the feaf controls your whole life, that’s
when phobias become a problem.
Host What other common phobias are there?
Dr M A lot of people suffer from claustrophobia.
Host That’s the fear of being in small spaces.
Dr M Yes, like a lift or something.
Host Is there an opposite to claustrophobia? Let’s say
a fear of open spaces?
DrM Well, there is agoraphobia, but that’s more like
the fear of public places. In some cases people
can be so scared, they don’t leave their homes
for years.
Host Really? What causes phobias?
Dr M It’s difficult to tell. Most of the time it’s because
of a bad experience as a child, but it’s not always
the case. However, finding what causes them
isn’t that important. People with phobias should
learn how to deal with them and control them.
Host So what is the best treatment?
Dr M Well, some doctors prescribe medication. Other
people who suffer from phobias say that seeing
a psychologist and talking about the experience
helps. But there are many things you can try on
your own. The most successful way to get over a
phobia is a step-by-step exposure approach. For
example, a person with dental phobia, you know,
someone who’s afraid of going to the dentist,
could watch videos of dentists at work, then
watch a dentist in real life, then start visiting a
dentist and sitting in the chair only and so on.
Host Some very useful advice. OK, let’s...
5. SPEAKING
Aim: to give Ss practice in asking for and giving advice
about a physical or psychological problem
• AskSs to-read through the ideas in the respective boxes.
• Draw Ss’ attention to the speech bubble.
• In pairs, Ss take turns to ask for and give advice.
• Go round the class helping Ss when necessary.
• Choose some pairs to act out the dialogues.
6. WRITING
A. Aim: to introduce the type of writing task through an oral
activity involving personal experience and opinion
• Ask Ss what a problem page is. Ut’s a magazine column
where people can write about a problem they have and
get advice from an expert.)
• Ask Ss the questions and generate discussion.
67 TB
B. Aims: • to give Ss practice in’reading for gist
I • to prepare Ss for the writing task
• Ask Ss to read through the letter asking for advice and
I then the reply.
I
• Point out to Ss that a letter asking for or giving advice
should have paragraphs (opening paragraph, main
part, closing paragraph), whereas in the letters sent to a
1 problem page only one paragraph is needed.
• Ask Ss the questions and check answers.
j KEY
1 1. He’s afraid of public speaking.
1
2. He should practise giving his presentation
in front of a mirror until he feels confident.
|
Before his presentation, he should do
1 some kind of physical activity (e.g. take a
walk) to help reduce his anxiety. During his
presentation, he should choose a few friendly
faces from the audience and focus on them.
He should also take deep breaths to feel
calm. If all this doesn’t work, he should take a j
training course in public speaking.
I
• Ask Ss some comprehension questions-.
I How does Ned feel while he’s writing to Dr Wilson? He
I feels helpless and doesn’t know what to do.
I How did he feel as he walked to the front of the lecture
theatre? He could feel his heart beating fast and he was
sweating.
What happened to him when it was time for him to talk?
J just stood there looking at everyone because he couldn't
remember what to say.
I Who gave the presentation in the end? His fellow student
I According to Dr Wilson, does Ned need to worry about
what happened to him? No, he doesn’t.
I Why? Because he’s not the only one who's afraid of public
1 speaking.
C. Aim: to give Ss practice in identifying some stylisti||
features of a letter asking for advice and of a letter
giving advice
1
• Ask Ss to underline all the phrases used in the respec"
letters to ask for and give advice.
• Elicit answers (.asking for advice: I need your advice
becausemWhat should I do? - giving advice: ...you
should..., ...you can..., ...you should do..M.don’t forget t
...I advise you to...).
• Ask Ss to read through the sentences 1-6. Make sure I
Ss do not have any unknown words.
• Have Ss do the activity and check answers.
KEY
1. G 2. G 3. A 4. A 5. G
D. Aim: to give Ss practice in writing letters asking for and
giving advice
• Draw Ss’ attention to the TIP and explain it.
• For a more detailed list of set phrases for Ss to use in
their letters, refer them to p. 122.
• Allow Ss some time to write a letter asking for advice
• Ask Ss to swap letters with their partners, read their
partner’s letter and write a letter giving him/her ad
• Choose Ss to read out their letters.
5
• can’t sleep at • have a phobia
Talk in pairs.
night • often panic
Student A: Imagine that you have a problem, either physical or
• suffer from • feel tired all the
psychological. Tell Student B how you feel and ask
stress time
him /her for advice. Use some of the ideas in the box.
Student B: Listen to Student A’s I feel terrible.
• do physical • see doctor/ Why? What’s wrong?
problem and give
activity psychologist
him/her advice. Use
• drink warm milk • go on holiday Well, I think you
should(n't) and had
• take deep breaths • take vitamins/ should/shouldn't...
better (not) and some of
• work less medication
the ideas in the box.

6 W ritn
i g '
Oear Pr Wilson,
A LETTER ASKING FOR OR
I need your advice because I feel helpless and don’t know
GIVING ADVICE
what to do. Last week I had to give a presentation at
A. Discuss.
university with a fellow student. As we walked to the front
• Do you read problem pages in
of the lecture theatre, I could feel my heart beating fast
magazines?
and I was sweating. When it was time for me to talk, I just
• Have you ever w ritten to stood there looking a t everyone. I couldn't remember what U
a problem page to ask for say! Fortunately, my fellow student gave the presentation
advice? Would you like to? for me. &ut who will save me next time? What should I dot
• Do you think problem pages Anxiously waiting for your reply. Nervous Ned
give good advice?

B. The letter on the right was sent to a Oear Nervous Ned,

problem page by someone who wanted
advice. Read the letter and the reply to
it. Then answer the questions below.
1. What is Nervous Ned’s problem?
2. What does Dr Wilson advise Nervous
Ned to do?
C Read the sentences below. In what type
of letter would you find them? Write A
for a letter asking for advice or G for a
letter giving advice in the boxes.
I Everything will be just fine.
2 . 1think you’d better see a
psychologist.
3. What do you suggest?
4. Let me know what you think.
□
5. Anothetthing you Can do is
talk to your friend.
6 . 1hope you can help me out.
Many people are afraid o f public speaking. You're not the
only one so don't worry. Here are some tips to help you
deal with your problem. First o f all, you should practise
giving your presentation in front o f a mirror until you feel
confident This way you'll have less stress. There are also
certain thmgs you can do right before and during your
presentation. Before starting, you should do some kind of
physical activity to help reduce your anxiety. Taking a walk
B B Also, while you're giving your presentation,
choose a few friendly faces from the audience and focus
on them. And don’t forget to take deep breaths to feel
calm | a l l this doesn't work, I advise you to takes training
course ,n public speaking, it will help you get over your fear.
TIP
'■■■■■■{* when writing a letter asking for advice:
. explain the problem and say how you feel.
• use set phrases.

When writing a letter giving advice:

WRITING TASK
. be friendly and show that you understand the problem.
D. Write a short letter of 80-100 words to a . make various suggestions to help solve the problem.
magazine problem page describing a problem
• use set phrases.
you have and ask for advice. Then swap letters
with another student, read his/her problem and
write a letter to him/her giving advice.
For set phrases, see Writing section > >

©
 I

B. Read the headline of the newspaper article

1 R e -a th 'tp ^ below. W hat do you think it is about? Read
the article and check your answers.
A. Discuss. transport a c c id e n ts ?
• Do you know of any s e rio u serj0us a c c id e n ts ?
• How do you usually learn abouts

T W F . D A I L Y N E W S
Friday 1 November

Train Derailed by Sheep!

An Intercity train was derailed in South Wales yesterday.
The train was travelling through a tunnel at 160
kilometres per hour when it hit a flock of sheep that was
going in the opposite direction. The train came off the
tracks, fell onto its side and skidded for another 200
metres before coming to a stop. Fortunately, nobody was
killed, but 28 people were injured, 5 of them seriously.
The police, fire crews and the ambulance service were
all called immediately and they arrived within minutes to
I rescue the people. The injured passengers were taken
to local hospitals. 'It’s a miracle that it was not a greater
tragedy,’ said Steven Jones, one of the firefighters.
‘When we arrived, smoke was coming out of the tunnel
and we thought that the train was on fire. A fire in a
tunnel is of course a very serious matter, but luckily it
was only the engine and we put it out very quickly.’
Amazingly, the train driver was not hurt in the accident.
He said later: As soon as I noticed the animals, I pulled
the emergency brake, but it was too late.’ The tunnel was
damaged and the train was almost completely destroyed.
Overall, 2 million pounds of damage was caused.
All the sheep except one died in the crash. The lucky
survivor was rescued by a police officer and is now
called Lucky Lucy. The local farmer who owned the
sheep has no idea how the accident happened. 7 have
lots of sheep and they are kept in a nearby field which
, is surrounded by a fence. I don’t know how these sheep
|gof out.’ How this accident happened is a mystery. mmmL

NM for Not Mentioned.

c. Read again and write Tfor True, Ffor False or
1. The train crashed in the tunnel because it was
travelling too fast.
2. There were 28 passengers on the train altogether
LJ
3. The firefighters took a long time to arrive.
4. Not all of the train was on fire.
6. Trains will be able to use the tunnel
within a few days.
7. The damage to the train is less than 2
million pounds.
8. Only sheep were killed in the accident.
9. Lucky Lucy was returned to the local farmer
 tf.
Functions • Ask Ss some comprehension questions:
G iviB aliMiEQiiimlbf iaHGTeaetnt What kind o f train was derailed? An Intercity tlMM
Structures Where was it derailed? In a tunnel in South Wales.
j How fast was the train going? 160 kph.
Passi\l|gVigjl (Pregfest Slirsple ^ PastBmHe)
What happened? It h it a flock o f sheep that was going / m l
Vocabulary the opposite dircc'tion.
What happened t& ijfe train? Itwame off the tracks,j e ll
Words/Phrases related to accidents and emergencies
onto its side and skidded for another200 metres before
la m b m l l ce be onp j e burn crash die m iju re
coming to a stop.
[p u t o u t M jfske survivo r ’tragedy
! Did any o f the p a sm ng g^g eiM t^^'N o, they didn’t.
How many passengSs w e § ^ ^B ^ i0 H /U re d ? Five.
Other words and phrases
la flock o f brake (n) com pletely engine except Where were they takenPTo loeajmosUMfS-
Ifence' fiS llB 1 kph m etre ;$ iff|5 M g notice What did the firefighters segmnefi' they arrived? Smoke
mmoming out o f the tunnel.
lopposite diree|jpn pull s'h<|ep surround
tracks w ith in minutes Did it take them long to put out § iiU l^,N & iiit didn't.
Was the train driver hurt in the acqidcnt^l^o, he wasn’t.
Who rescued the sheep that didnJiEli(Mitl]cK ash § ^
WARM-UP A police officer.
Aim: to help Ss make hypotheses about the lesson by What do they call her now? Lucky Lucy.
activating their background knowledge Who owned the sheep? A local farm§ ^ ,,
• Draw Ss’ attention to the f ile o f the lessidn and ask Where does he keep all his sheep? Iri a^^W S y fi'eld which
them to tell you what the phrase in the news means (a is surrounded by a fence.
report about sb o r sth that appears in newspapers o r on Can he explain how the sheep got out andf&QSSAttte fip M
television o r the radio). accidcnt? No. he can't.
• Ask Ss to make their own sentences using the phrase be
in the news about a person or an event, (eg. The Oscar
ceremony was in the news fo r quite some time.) M- Aim: tjsgive^ls practice in identifying specific information;
in the newspaper article
• Ask Ss to tell you whatShey Wiirrttthe jfe s s o S t a b o u lH
• Elicit answers. • Ask Ss to read through the sentences 1-9.
• Have Ss do the activity and check answers.
L READING » 7
A. (PRE-READING) KEY 1

Aim: to introduce the topic of the reading text by relating it 1. F

BBS SSrnmt
to Ss’ personal experience | 2. F
I
• Ask Ss the questions and generate discussion. ftF I
4.J§j
B. Aims: • to present vocabulary, functions and structures i ll ft. F
the context of a newspaper article 6.NM
• to give Ss practice in reading for gist 7. F
• Draw Ss’ attention to the layout of the text and ask them 8. IT ;
to tell you what kind of text it is (an article) and where it ! 9.NM
can be found (in a newspaper).
• Ask Ss to tell you what the name of the newspaper is
(The Daily News) and when it was published (on Friday
1st November).
• Ask Ss to look at the picture accompanying the article
and tell you what they can see (a train accident in a
tunnel).
• Draw Ss’ attention td the headline of the article (Tram
Derailed by Sheep!) and ask them the question in the
rubric.
• Elicit answers, but do not correct Ss at this stage.
• Ask Ss to read through the article and check their ;
predictions.
• Alternatively, play the CD and ask Ss to listen to the
article carefully and checfe;their predictions.

KEY (
Itis a b o ja fe iip c c id e n tc a U s e d 'lD y so nll/a flock I
of sheep.

TB68
fV i/ r D. Aim: to give Ss practice in deducing the meaning of
unknown words from the context
• Ask Ss to read through the meanings 1-8.
• Refer Ss to the relevant paragraphs in the article and ask
them to find the words.
• Have Ss do the activity and check answers.
KEY
1. was derailed 5. tragedy
2. a flock of 6. put out
3. injured 7. survivor
4. rescue 8. field
2. VO C A BU LA R Y
Aim: to give Ss practice in distinguishing between words
that can easily be confused
| | Ask Ss to read through each set of sentences.
• Refer Ss to the words in the article, or when it is
necessary provide th e ir with further definitions and/or
examples.
damaged = destroyed (The tunnel was damaged...)
injured = hurt (...28 people were Injured,../ The Injured
passengers were taken to local hospitals.)
survived = were alive after the accident
? rescued = saved (...theyarrived within minutes to rescue the
people)
look = to turn your eyes in a particular direction
watch = to look at sth with attention (eg. TV)
notice = to see or observe sth (‘As soon as I noticed the
animals, J
• Have Ss do the activity and check answers.
KEY
1. injured 2. damaged 3. survived 4. rescued
5. watch 7. notice ^
3. G R A M M A R
A. Aims: • to present the Present Simple and the Past Simple
of the Passive Voice
• to help Ss distinguish between the Active
and the Passive Voice
• Ask Ss to read through each example in the Active and in
the Passive Voice respectively.
■• Draw Ss’ attention to the verbs in bold.
• Ask Ss the questions in the rubric.
KEY
The sentences in the Active Voice have the same
meaning as the ones in the Passive Voice. The
sentences in the Active Voice focus on the person
doing the action (The train driver, We). The sentences
jg ffi the Passive Voice focus on the action, (is driven,
were taken)
■Ask Ss the questions in the rubric and check answers.
69 TB
B. Aim: to present the formation of the Present Simple and
the Past Simple of the Passive Voice
• Refer Ss to the sentences in the Active Voice in A.
• Explain to Ss how the words in these sentences follow
the construction:
Subject + Main Verb + Object
The train driver drives the train,
We took the passengers
to hospital.
• Refer Ss to the sentences in the Passive Voice in A.
• Ask Ss to tell you what they notice about the formation
of the sentences in the Passive Voice.
• Ask Ss to look at the rule of the Passive Voice in the table |
and complete it.
• Check the answers with the class.
KEY
Subject + Verb be + Past Participle of Main Verb (+ by...)
• Refer Ss to the Grammar Reference at the back of the
book.
4. PRACTICE
Aim: to give Ss practice in using the Present Simple and the
Past Simple of the Passive Voice
• Have Ss do the activity and check answers.
KEY
1. is organised 2. was delivered
3. was hit, wasn’t injured 4. are used 5. is spoken^
1
6. were rescued, w as... destroyed 7. is/was kept
| 5. SPEAKING
Aim: to give Ss practice in using the functions, structures
and vocabulary presented in this lesson through an
oral activity
• Ask Ss to read through the newspaper headlines.
• Point out to Ss that headlines do not usually include
articles, possessives, auxiliary verbs, etc.
• Ask Ss to read through the speech bubble.
• in pairs or in small groups, Ss take turns to describe wha
happened in each of the news articles.
• Go round the class helping Ss when necessary.
• Choose some Ss to describe each event/incident.
 1

H Find words in the text that have the same meaning as the ones below.
1. came off the tracks (para. 1>._________________ 6. stop from burning (para. 2>.______________
1 a group of (para. 1):______ ,________ _ 7. somebody who survives (para. 4):
1 hurt (para. 1):__________________ __________________
-i save (para. 2): an area of lanc* 'n countryside (para. 4):
5. a very sad event (para. 2):_________________

4 P r a c tic e ,
Complete with the Present Simple Passive or the
Past Simple Passive of the verbs in brackets.
WORDS EASILY CONFUSED
Complete with the words in the boxes. 1. Every year an end-of-year party
________________ (organise) by the students.
damaged injured
2. The furniture ............_ . (deliver) to
I One of the players w as___________ in the match our house last Saturday.
and was taken to hospital.
3. My d o g ________________ (hit) by a car, but
The theatre was________ . by the fire. luckily, h e ________________ (not injure).
4. Nowadays, m obiles______________ *_ (use) b y .
survived j rescued
almost everyone.
3. Only two people. the plane crash. 5. Mandarin___________ (speak) in China.
4. Luckily, the boy who fell in the river was 6. All the people. _ (rescue) from
M R by his dog. the burning building, but the building
________________ completely .
look watch notice (destroy).
5. Thousands of people around the country 7. The cough m edicine. Jkeep)
[ ____________ this soap opera. in a cupboard in the kitchen.
6 . 1 always take a window seat on the train. I
____________ outside and think while travelling. 5 S p e a & in p
7. D ijjyou ___________ the size of their house?
Talk in pairs or small groups. Read the newspaper
headlines below and use your imagination to
describe*what happened in each of the situations.
r ifr m m a r
LOST CUMBERS FOUND BY RESCUE TEAM |
PASSIVE VOICE (PRESENT SIMPLE - PAST SIMPLE)

A. Read the examples below. Do the sentences in the MANY INJURED IN BUS ACCIDENT |
Active Voice have the same meaning as the ones in
the Passive Voice? Which ones focus on the person
doing the action? Which ones focus on the action?
10 PAINTINGS DESTROYED IN FIRE I
ACTIVE VOICE PASSIVE VOICE MISSING CHILD FOUND AT ZOO |
The train d river drives the The train is driven by
train. the train driver. ^ A C H E R SAVED DY STUDENTS \
We took the passengers to The passengers were
hospital. taken to hospital.
STORM DESTROYS 20 HOUSES \

B. Read the examples again and complete the rules.

A group of climbers were hiking in the Alps
ACTIVE VOICE when there was a terrible storm and they
Subject + Main Verb + Object got lost. Luckily, three days later they were
found by a rescue team.
PASSIVE VOICE
Subject + Verb. + Past Participle of
. Verb (+ by...)
Go to Grammar Reference
IDIOMS
Read the sentences below and decide what the expressions in bold
express. How do the people feel? Use the words in the box.

surprised embarrassed annoyed

1. When I realised that everyone was laughing at me, I 4. My sister always borrows my clothes w ithout askit
w anted the ground to sw allow me up. me and she never apologises. She’s g ettin g on my
nerves!
2. Jack couldn’t believe his eyes when he saw his
brother’s new car. 5. I don’t want to enter the singing competition
because I’ll only make a fo ol o f myself.
3. Fay w ent red as a beetroot when she fell down and
started crying in front of her classmates. 6. That noise is d riving me up the wall. I can’t stand i
7. I was lying on the sofa half asleep when the phone
rang. I nearly jum ped o ut o f m y skin!
2 sil t& i tf' ^
n n
A. Discuss.
• Have you ever forgotten to do something important?
• What were the consequences? 3 o p e d /l/n fl'
Choose one of the pictures below and imagine that
B. Look at the pictures a-d and try to guess what
you are the person in it. Describe what happened to
happened to Lucy yesterday. Then listen to Lucy
you and how you felt.
telling a friend about her experience and put the
pictures in order. Is Lucy’s story similar to what you
expected?

Listen again and write rafor True orF for False.

L ucyS d sometffing stupifrat the meeting.
John dislikes the w indow cleaner. □
It was the first time the window cleaner used
Lucy’s office window to go o ifiid e .
Lucy was at theMate S feer^s<at eight o’clock.
|88i*SSS|
The cleaners don’t clean the office on Tuesdays.
The window cleaner was locked in Lucy’s
office all night.
 C. Aim: to give Ss practice in listening for specific
P H B H I I information through a True/False activity
■Narrating annoying, embarrassing, funny experiences • Ask Ss to read through the sentences 1-6.
■Sequencing events • Have Ss listen to the dialogue again and decide whether
the sentences are True or False.
Vocabulary
• Check the answers with the class.
'Idioms
llcnve sb up the wall get on sb’s nerves KEY
L o red as a beetroot laugh one’s head off 1. F 2. F 3. F 4. F 5.T 6. F
Irra k e a fool of oneself nearly jum p out of one's skin
Ip o t believe your eyes want the ground to swallow you LISTENING TRANSCRIPT
U> John Morning, Lucy!
Lucy Hi, John. Have you heard?
Other words and phrases
John Heard what?
L m ost annoyed apologise bump into cry
Lucy I did something really, really stupid yesterday.
lem barrassed embarrassing furious grab
John You didn’t make a fool of yourself during
■amp post popcorn sip spill touch
yesterday’s meeting, again, did you?
Iturn off wave (v) whisper
Lucy No, the meeting went very well.
W AR M -U P John So, what’s up?
Aim: to help Ss make hypotheses about the lesson by Lucy Well, you know Terry, the window cleaner?
activating their background knowledge John Yeah, I really like Terry.
Lucy He’s not too fond of me at the moment.
- Draw Ss’ attention to the title of the lesson.
- Ask Ss to tell you when the utterance That's n o t funny! John Why not?
ran be said, (to show your annoyance a t sth th at sb has Lucy You know he uses our office window to go outside
done o r said to you and they th in k it is amusing, funny, sometimes.
etc.) John Yeah, it’s the easiest way to get to those high
• Ask Ss to tell you what they think the lesson is about. windows and he was cleaning them yesterday.
-Elicit answers. What happened?
Lucy Well, after a while, it started getting cold in here so
1 V O C A B U LA R Y I closed the window without thinking. Then, I had
Aim: to present some idioms describing feelings to go to the meeting and it went on and on and
finished after eight o’clock. I had an appointment at
□ LANGUAGE PLUS the hairdresser's and I was kind of late, so after the
idiom = a group of words which have a different meeting I ran back here, took my bag and left. And I j
meaning when used together from the meaning of was the last one out of the office.
each individual word John Oh, no! You didn’t. So, did the cleaners open the
window to let him in later in the evening?
• Ask Ss to read through the sentences 1-7. Lucy No, it was Tuesday yesterday, remember?
• Draw Ss’ attention to the expressions in bold. John Of course, they come on Mondays, Wednesdays
• Point out to Ss that these are idioms which describe and Fridays. So, who let him in?
people’s feelings. Lucy Me. I came in early this morning because I had to
• Have Ss decide what the idioms express and match them prepare some notes, and as I sat down, I heard a tap j
with the adjectives in the box. on the window.
• Check the answers with the class. John So, he was out there all night!? Lucy, that’s terrible!
Lucy Please, I feel bad enough as it is.
KEY
John What did you say to him?
Lembarrassed 2 .surprised 3 .embarrassed
Lucy I tried to apologise, but he didn’t want to listen. He
4. annoyed 5. embarrassed 6. annoyed 7. surprised just left.
John Looks like we’ll need a new window cleaner.
2. LIS T E N IN G » 8 Lucy You can say that again.
(PRE-LISTENING)
Aim: to present the topic of the listening text by relating it to 3. S P EAKIN G
Ss’ personal experience Aim: to give Ss practice in giving an account of an annoying
• Ask Ss the questions and generate discussion. and embarrassing incident by transferring from visual
to verbal information
B. Aims: • to give Ss practice in using visual prompts to • Ask Ss to look at the pictures and read through the
predict the content of the listening text prompts.
• to give Ss practice in listening for gist • Ask Ss to imagine that they are the person the arrow
• to give Ss practice in transferring from verbal points to in each one of them and describe what
to visual information happened to them and how they felt.
• Point out to Ss that they can use some of the idioms
• Ask Ss to look at the pictures and te ll you what they in the vocabulary activity in order to describe their
think happened to Lucy. feelings more vividly.
• Play the CD and have Ss listen carefully and put the • Choose Ss to describe what happened and their feelings.
pictures a-d in the correct order.
• Alternatively, in pairs, Ss take turns to describe what
• Check the answers with the class. happened and their feelings.
KEY • Choose some pairs to describe the pictures and their
a. 2 b. 1 c. 4 d. 3 [ feelings. n n

A. Aim: to prepare Ss for the topic of the writing task by
relating it to their personal experience
• Ask Ss the questions and generate discussion.
B. Aims: • to give Ss practice in understanding the main
points of an account
• to give Ss practice in identifying the purpose and
some stylistic features of an account
• Ask Ss to read through the account entitled ‘A day I’ll
never fo rg e t’.
• Ask Ss the questions 1-6.
• Check the answers with the class.
KEY
1. It took place two years ago on a train going
from Paris to London.
2. In the middle of his experience the w r illr felt
furious. At the end of his experience the w riter felt
embarrassed.
3. The introductory paragraph (introduction) gives
the background of the event and introduces the
main characters. The paragraph of the main part
describes how the event started and developed. The
concluding paragraph (conclusion) describes the
outcome of the event and makes a short comment
on it.
4. Because he wants to make the account more realistic
and interesting.
5. The Past Simple and the Past Progressive.
6. As soon as (time), but/however (contrast), because
(cause), so (result). He uses them to make his writing
flow.
KEY
1. As soon as/When I realised that Melissa was angry, I
stopped laughing.
I stopped laughing because I realised that Melissa
was angry.
I realised that Melissa was angry, so I stopped
laughing.
2. While Eric was running up the stairs, he fell and
broke his leg.
Eric fell and broke his leg as he was running up the
stairs.
3. Brenda took a taxi to work because she was late.
Brenda was late for work, so she took a taxi.
4. As soon as they left the room, the baby started
crying.
When they left the room, the baby started crying.
5 .1 start work at 9:00, so/but I get up at 8:00.
I get up at 8:00 because I start work at 9:00.
6. As soon as we had dinner, we went out.
Before we went out, we had dinner.
D. Aim: to give Ss practice in writing an account of an event
• Draw Ss’ attention to the TIP and explain it.
• Allow Ss some time to write their accounts.
• Choose Ss to read out their accounts.

• Ask Ss some comprehension questions:

Who was the w riter travelling with? Some friends from

university.
Were there many people on the train? Yes, there were.
How long did the w riter have to wait to get some coffee?
Almost half an hour.
What did the w riter realise a$ soon as he sat down with his
coffee? That he needed to use the bathroom.
What did he say to his friends before going to the
bathroom? Not to touch his coffee.
What did he see on his way back to his seat? One o f his
friends sipping his coffee.
What did he do? He grabbed the coffee cup from the
person.
What happened then? He sp ilt the coffee all over that
person and even on a few other passengers.
What did he realise then? That the person with the coffee
wasn’t his friend.
How did his friends react? They were laughing their heads
o ff
Did the people forgive him after he apologised to them?
No, they didn’t.

• Explain any unknown words.

C. Aim: to give Ss practice in using linking words/phrases

• Ask Ss to read through the linking words/phrases in the
box.
• Have Ss do the activity and check answers.
71 TB
4 A day I’ll never forget
AN ACCOUNT OF A TRUE EVENT
A. Discuss.
• Have you ever done anything very
embarrassing?
• What was it?
B. Read the account and answer the questions.
1. When and where did the event take place?
2. How did the writer feel during and at the end
of his experience?
3. What is the purpose of each paragraph?
4. Why does the writer use Direct Speech?
5. Which tenses does the writer use?
6. Which linking words does the writer
use and why?
Probably the most embarrassing thing I’ve ever
done was two years ago. I was travelling by
train, going from Paris to London with some
friends from university.
There were many people on the train, so I had
to wait for almost half an hour to get some
coffee. As soon as I sat down with my coffee,
it realised I needed to use the bathroom. So, I
said to my friends ‘Nobody touch my coffee’
and left. However, on my way back to my seat,
I saw one of my friends sipping my coffee. I
was furious! ‘Hey, that’s mine!’ I shouted and
grabbed the cup, which wasn’t a good idea
because I spilt the coffee all over him and
even on a few other passengers. But the worst
thing was that the person with the coffee
wasn’t my friend. It just looked like him from
behind.

My friends, who were further up the train,

were laughing their heads off. I immediately
apologised to the people but they were still
pretty angry with me. I wanted the ground to
swallow me up. I’ll never forget that day.

WRITING TASK
C. Join the pairs of sentences using the linking D. Think about a funny, embarrassing or annoying
words/phrases in the box. More than one experience that you have had and write about it.
answer may be correct. Your account should be between 100-120 words.

as soon as when before as

because while but so
TIP
v S C* When w riting an account of a true event:
j use the first person (I, W e ).

1. I realised that Melissa was angry. I stopped • divide your account into paragraphs.
laughing.
• try to make your w riting flow by:
- w riting the events in chronological order.
Use Past tenses ( P a s t S i m p l e and P a s t
2. Eric was running up the stairs. He fell and broke
P r o g r e s s iv e ).
his leg.
- using linking words/phrases expressing time
(w h e n , w h ile , a s , a s s o o n a s, b e fo r e , a fte r,

d u r in g , u n til, in th e e n d , e tc .), contrast ( b u t ,

3. Brenda took a taxi to work. She was late.
h o w e v e r ), cause ( b e c a u s e ) or result ( s o , as a
r e s u lt ).

• try to make it interesting to the reader by using:

4. They left the room. The baby started crying.
- a variety of adjectives ( s u r p r i s e d , f u r i o u s , etc.).
- adverbs/adverbial phrases ( s u d d e n l y ,
5. I start work at 9 :0 0 .1always get up at 8:00. f o r t u n a t e ly , t o m y s u r p r is e , e t c .).

- idioms (I n e a r ly ju m p e d o u t o f m y, s k in ! e tc .).

• direct speech, questions and exclamations.

6. We had dinner. Then we went out. • a variety of structures ( C o m p a r is o n s , R e la tiv e

i- C la u s e s , P a s s iv e V o ic e , e t c ) :

J ®
 R o m d -u S
I
D. Complete the dialogue with the -ing form or the
l/ocaia bare or full infinitive of the verbs in brackets.
A. Match. A lic e I’m going to the shopping centre
1. fellow a. sheep (1)_____________ (buy) a new jacket. Would
2. public b. speaking you like (2 )______________(come) with me?

3. runny c. students Jane Sorry, but I’m too tired (3 )______________(go]

4. flock of d. nose anywhere right now. How about
(4 )_____________(go) tom orrow afternoon?
5. lamp e. throat
6. sore f. post A lic e No, I want (5). . (get) it today.

Jane I see. Well, then enjoy (6).

B. Complete the sentences with the words in the box. (shop) alone.
A lic e Thanks. Can you (7 )_____ (lend) me
crew suggest make skin
your car?
examine audience nerves get
Jane No. Not today.
1. The. loved the performance. A lic e But you never let me (8) _
2. Andy Tea Ily gets on m y ____________ , (borrow) it!

3. We need t o ____________ an appointment with Ja n e Yes, I do. Don’t start (9) I

Dr Joles. (complain) now.

4. The doctor w ill_______ the child first before

E. Circle the correct words.
giving medication.
1. Tony gave / was given a presentation yesterday.
5. When the dog jumped on me, I nearly jumped out
He did great.
of m y ____________ .
2. The prescription was writing / was written by
6. Sally wants to stay home a n d ____________ some
Dr Thomson.
rest tgpight..,’ i
3. Rita pulled / was pulled out of the fire by a
7. I ____________ you tell George the truth.
firefighter.
8. T he ____________ on the plane were very polite.
4. The fence is painted / painted every year.
5. Both English and German are teaching / are
C. Complete the sentences with prepositions.
taught at my school.

________ of sugar. How am I going

1. We’ve ru n _______ 6. Andrew called / was called the ambulance last
to make the cake? night.
2. Tony suffers____________ severe headaches, but
he doesn’t know how to d ea l____________ them.
F. Rewrite the sentences using the words given.
3. Sorry, I can’t talk to you right now. I’m
1. You mustn’t lie to the police, (had better)
■
_________ a hurry! I’m my way to
the bank. You__________________________________________

4. CD stands compact disc. 2. It’s a good idea to work out three times a week,
(should)
5. My brother is disappointed because his team lost,
b u t l B I g e t____________ it.
6. Can I lie ____________ on your sofa for a bit? I feel 3. Don’t be so rude to your fam ily and friends, (shof
dizzy. You_______________________________________
4. Visit a doctor before you get worse, (had better)
You_________________________________________ j
e
B.
KEY
1. audience
2. nerves
3. make
4. lla m id S l
5. SKifi - '
6. get
7. suggest
8. crew

KEY
1. out
2. from, with
3. in, on
4. forjNS;
5. o y s f ll
6. down

GRAMMAR
D.

6. shopping
7. lend
8. borrow
9. complaining

KEY
|L gave
2. was written
3. was p ille d
4. is painted
5. are taught
6. called

TB72
 3.
G. Chemist Good afternoon.
James Hello, 1have this prescription, but 1can’t
KEY understand what my doctor has written.
n sorry.
Chemist Why don’t you let me have a look at it?
2. b Go ahead.
James
3. f Chemist Ah, right. I’m sorry, but we’ve run out of
4. d these pills.
5. a James Are you going to get some more in?
Chemist Of course. In fact, 1ordered some this
6. c morning.
James So, you’ll have them by tomorrow, right?
Chemist Definitely.
L IS T E N IN G » 9
• Ask Ss to read through the four questions and their 4.
options. Radio announcer
• Play the CD twice. The 100 passengers of the A rc tic Tours were in danger
• Alternatively, play each exchange twice and have Ss yesterday when the ship hit an iceberg and started
decide on the correct answer. sinking. The ship was in the north Atlantic going towards
Canada. Fortunately, a nearby ship responded to their
• Check the answers with the class.
SOS signal and immediately went to their rescue. Only
about 15 people were injured, but o the rlh an that, all
KEY passengers and crew are safe on board the A tla ntic
1.c 2. b 3. c 4. a Seaways.
LISTENING TR A N S C R IP H
B S P EAKIN G
Eric Morning, Maureen. • Ask Ss to read through the prompts as well as the words
Maureen You don’t look very well. What’s up? in the box.
Eric I’m a bit ill. • In pairs, Ss take turns to ask and answer questions about
Maureen You shouldn’t be at work. You should go the fire.
home and rest. • Go round the class helping Ss when necessary.
Eric But 1have a presentation this afternoon. • Choose some pairs to act out the interview.
Maureen You can’t do it like that. Let me feel your
head. No, you don’t have a temperature.
SELF-ASSESSMENT
Eric Ah, Ah, Ahchoo! Ohhh, my head.
Aims: • to give Ss the opportunity to check their progress
Maureen That’s it. You’re going home. And stop
• to encourage learner autonomy
at a chew ist’s on your way to get some
painkillers for your head. • Draw Ss’ attention to the points and get Ss to read
Eric OK, OK. through them.
Maureen And don’t come back until you get over that • Explain any unknown words.
cold. • Get Ss to tick the points they feel confident about. For
the points they are unsure of, they should refer back to
2. the relevant sections in the module.
John Hey, do you want to come to Louise’s house
tonight? She’s having a few friends round.
Heather No thanks.
John Why not? 1thought you liked Louise.
Heather 1don’t have a problem with Louise, she’s
great. It’s just that...
John What?
Heather Well, she has a cat.
John Oh, 1forgot about that. We can ask her to
put it in another room.
Heather No, there’ll be cat hairs everywhere and I’ll
sneeze all evening. I’d better stay at home.
John That’s a shame.

73 TB
C om m m o
i a tio n
G. Complete the dialogue with the sentences a-f. ROLE PLAY
Talk in pairs. Look at the pictures below.
a. Maybe you should just tell him how you feel. Student A: Imagine that you are a reporter. Interview
b. He’s driving me up the wall! Student B about a fire that broke out at
c. We have nothing in common. a restaurant while he/she was working
there. Use the prompts below.
d. I wanted the ground to swallow me up.
e; What seems to be the problem, John?
f. What happened anyway?

P ad (1).

Son Sam! (2). can’t stand him.

Pad Calm down. He’s your younger brother.
(3)
Son We were on our way home from school
when he started acting like a chicken. Some
kids from school saw him and laughed their
heads off.
Pad (5)
Son He won’t understand. We’re so different. What / happen? Anybody / injure?
(6) When / happen? Who / put out / fire?
Where / be / you? What / you / do?
What / you / doing? How / you / feel?

Listen and choose the correct answer a, b or c. Student B: Imaginethat you work in a restaurant
and that the kitchen caught fire. Student
1. What’s true about the man?
A is a reporter. Tell him/her what
a. He only has a headache. happened. Use the words in the box.
b. He has a temperature.
c. He’s suffering from a cold. fire smoke chef injured damage b urn:
2. What is the woman’s problem? scared annoyed in danger helpless
a. She has a phobia. be on fire ambulance firefighter put out
b. She has an allergy.
c. She doesn’t like someone.
3. Where is the man?
Read the following and tick the appropriate boxes.
a. at a hospital For the points you are unsure of, refer back to the
b. at a doctor’s surgery relevant sections in the module.
c. at the chemist’s
Now I can...
4. How many people were killed in the accident? O make a doctor’s appointment □
a. None. O talk about medical/emotional problems □
b. About a hundred people. O ask for and give advice □
c. 15 crew members. O write a letter asking for/giving advice □
O talk and write about a true event
O use the Passive Voice
□
□
O use idioms describing feelings
□
©
A. Discuss.
♦ Do you know the emergency te le p & n e numbers in your country?
; • Have you ever h a lt o ca jfthe em ergency services?

p . Look at the numbers below. Do "they mean anything

to you? Read the textio find out what they mean.

E m e r g e n c y t S e p h o n i i n u m b e r s

In tn*emergency, the firs t thing to remember is to STAY CALM,

Also, everybody should know the emergency telephone numbers in th e ir country.

In the USA In the UK

When there is an emergency, people;
call 911. It's the emergency telephone
Hmmber fqfjthe USA and the rest of North
America. The call is free from rahy phone
and you can even call |H i| number from
a locked mobile ilo n e . The people who
^fnsweMthe calls are called 'dispatchers’
and they are trained to c o n tro lth e
situation and help the callers .stay calm.
In fact, some of them even help people
perform first aid or CPR.
To make sure there aren't too many
calls to 911, in North America people can
also call 1 U This is 3 non-emergency
phonemumber used for Kcidents where
there is R> danger to life, H e suspicious-
looking people i f minor injuries.
“ For emergency calls> people
dial 999. In fact, it was the first
emergency number system ever
used and it ^stalled in London
on 30th June 1937. A 999 call is
w ee , too. T ig telephone operator
aRwegpyiiUf call M id asks 'Which
service do you need?' Then
they connect y a t t o the correct
emergency n § fiC e :|i|f|, police or
ambulance.
You ,can also call 112, a free
emergency teleprane number for
all planes incjR ing mobiles. This
number is used in all European
Unio^ccnntries and not dtfly the
UK.

A three-digit number is‘Hot hard , ■

to Ifemember. W hat iS really
im p orta nt; though, is to Remember
th a t these numbers are fo r
emergency calls ONLY. Any other
call wastes the dispatchers^ or
telephone operators' tim e and this
can easily p ut people's lives ,
in danger.
C. Read again and write T for True or F for False.
n . l a i f l a n 't call 911 from a m obile phone.
2. PeopH don’t need to pay fo r an emergency p h S i c a lM
3. A d ispaK her is the person who gives firs t aid to people in n e e q * S |
4. For non-emergency situations people in the USA smould call 112. j
5. Telephone operators connect people to the emergency s § |p ce
according to th p n c id e n t.
6. 911 w a s t i » emergency telephone num ber people used.
Aim: to introduce Ss to various aspects of the culture of the
English-speaking world
A.
• AskSs the questions and generate discussion.
B.
BACKGROUND N O l B .
• CPf&Mbbreviation fo r Cardiopulmonary Resuscitation)
I is the procedjaMolllgiientlSng air into the m o u fi of an
unconscious person a n d p re s s in ip iK ffeir crest to
| keep them alive by s e o d ln g j: s ^ u n d their body.

• Draw Ss’ attention to the pictures accompanying the text

and ask them what they can see (an emergency phone
and an emergency light).
• Draw Ss’ attention to the four numbers and ask them the
question in the rubric.
• Elicit answers but do not correct Ss at this stage.
• Ask Ss to read through the te xt and check their
predictions.
• Alternatively, you can play the CD and have Ss listen to
the text and check their predictions.

911 is the emergency telephone number fo r theKSA

and the re s m lN o rth America.
■ H I ' ■ I
999 is the emeitaencv telephona i i m ber for the UK. I
311 is Ilnon-em pgenc^M iephone: number for North
AmSica.
1
112 is the emergency telephone number fo r® I EU
countries.

• AskSs some comprehension questions:

Why do emergency services use a three-digit number?

Becfruscitjsn't hard to remember.
What can put people’s-jfyekfjp danger? Calling the
emergency services when there is no real emergency.
WhStjisjthe first thing igmmember in an emergency?
To stay calm.
> Is a 911 call fidf t Yes, it is.
For what kind o f incidents can people call 311?
For incidents where there is no danger to life, likS S
smpicious-looking people Or minor injuries.
When d(d999 start in the UK? On 30th June 1937.
Ista.999 call free?
i CM you call IIMfrom a mobile phone? Yes. you can.

C.
• Ask Ss to read through the sentences 1-6.
• Have Ss do the a ctivity.;
• Check the answers with the class.

KEY
1.1 J H e I f

Explain any unknown words.

Draw Ss’ attention to the web link and explain to them
that they can use it to find more information on the topic
of the text.

TASK 5
• Tell Ss to go to p a q e lH and com plete the t a S
 TEACHER’S NOTES
Aims: * to introduce the topic of the module and activate Ss’
background knowledge
• to present the learning objectives o f the module
• Draw Ss’ attention to the title of the module.
• Check that Ss understand the meaning of the phrase ‘the
time o f my life ' (having a very good time).
• Ask Ss to look at the picture and tell you what they can see
(a man white water rafting).
• Help Ss relate the title of the module to the content of the
picture and ask them what they think the module will be
about.
• Elicit answers.
• Ask Ss the questions in the Discuss section and elicit
answers.
• Read out the points listed in the Flick through the module
and find... section.
• Explain any unknown words.
• Then ask Ss to flick through the module and find where
these points are discussed.
KEY
: • a postcard about an extreme sports holiday: p. 78
• a man playing golf in his living room: p. 76
• a roller coaster: p. 80
• a review of a Bond sequel: p. 85
• ads for two well-known shows? p. 82
■• 1rrnwwin
• Read out the objectives listed in the In this module you
will... section.
• Explain any unknown words.
 r

1 sil te n n
i g i g ^
(S o R e a d n
A. Discuss.
• Do you like playing video games? Why / Why not?

B. What do you think the pictures are
trying to show? Listen and find out.
T o n ia There you go. Sorry it's a bit late.
A le x What’s this?
T o n ia A birthday present. Go on, open it. You may need scissors.
A le x You really didn’t need to buy me anything.
T o n ia So, what do you think?
A le x Ermm... It’s a game console. But I already have one.
T o n ia Not like this one. Come on, open it. It’s brilliant. My cousin
Frank has one and he plays all day.
A lex Is it the one with the wireless controller?
T o n ia That’s right, here it is. Let me show you. Let’s say youJre
playing a tennis game. You have to swing the controller
to hit the ball, like this. Or for bowling, you have to
move your arm like this to throw the ball, just like in real
bowling.
A le x But you don’t throw the controller, do you?
T o n ia No, it m ight break. Anyway, it has a w rist strap to stop you
from dropping it.
A lex What about football? How do you pass the ball or shoot?
T o n ia I’m not sure, but I know you can use the controller like a
normal game controller.
A le x Sounds like fun. What games do I have?
T o n ia Well, it comes w ith lots of sports games. Tennis, baseball,
boxing, golf„. What shall we start with?
A lex Do you need to ask?
T o n ia Of course, golf, your favourite.
A le x So, you swing the controller like this to hit the ball.
T o n ia You’re a fast learner.
A le x I’m going to thrash you!
T o n ia I’m quite good at this golf game actually. So, I could beat
you.
A le x Let’s see!

C. Read the dialogue and answer the questions.

1. Why does Tonia apologise to Alex?
2. Why is Alex not very happy with his present in the begin^

3. Who is Frank?
4. How do you ‘throw ’ a bowling ball w ith the game consol*
5. What stops a player from dropping the controller?
6. Why do they choose to play golf?
7. Who feels confident about winning the game?
 Functions
KEY
Suggested answer
How realistic a wireless game controller can be.

• Ask Ss some comprehension questions:

Words related to sports What did Tonia buy Alex fo r his birthday?
aerobics athletics baseball bowling boxing A game console.
lcatch(v) dribble (v) drop(v) final golf hit(v) What kind o f game console is it?
kick (v) move (v) pass (v) score (v) shoot (v) One w ith a wireless controller.
I swing (v) throw (v) What m ight happen to the co ntroller if you throw it?
Conversational English It m ight break.
I I'm going to thrash you! What sports games does the game console have?
I What shall we...? Tennis, bowling, football, baseball, boxing and golf.
Other words and phrases Does Alex fin d it d iffic u lt to use the controller to play
I monotonous normal scissors golf? No, he doesn’t.
I stop sb from doing sth wrist Does Tonia know how to play g o lf on the game console?
Yes, she does.
W A R M -U P
Aim: to help Ss make hypotheses about the lesson by
activating their background knowledge C. Aim: to give Ss practice in identifying specific information
in the dialogue
• Draw Ss’ attention to the title of the module.
• Have Ss do the activity.
• Ask Ss to tell you when we ask this question (when we
want to ask ifs b feels like doing some physical a c tiv ity / • Check the answers with the class.
working out).
KEY
• Ask Ss to tell you what they think the lesson is about.
1. Because she’s late in giving him a birthday
• Ask Ss some questions:
present./Because she didn’t give him a present
on his birthday and she’s giving him one now.
What sports do you play?
2. Because he already has a game console.
How often do you play them?
3. Tonia’s cousin.
Do you p refer team o r individual sports?
4. You move your arm just like in real bowling.
5. A wrist strap (that the controller has).
L L IS T E N IN G & R E A D IN G » 11 6. Because it's Alex’s favourite sport.
A. Aim: to introduce the topic of the dialogue by relating it to 7. Both.
Ss’ personal preferences
• Ask Ss the question and initiate a short discussion. • Explain any unknown words and choose Ss to act out the
• If necessary, you can ask Ss some further questions: dialogue.

What kind o f video games do you like playing?

What is your favourite video game?

B. Aims: • to present vocabulary, functions and structures in

the context of a dialogue
• to give Ss practice in reading for gist

I BACKGROUND NOTE
: The latest types of game consoles integrate controllers
with movement sensors instead of joysticks. A main
feature of a wireless controller is its motion-sensing
capability, which allows the user to interact with and
manipulate items on the screen via movement and
! pointing through the use of accelerometer and optical
I sensor technology.____________________________________
• Draw Ss’ attention to the pictures accompanying the
dialogue and ask them what they can see (a young man
playing golf).
• Ask Ss the question in the rubric.
• Elicit answers but do not correct Ss at this stage.
• Play the CD and ask Ss to listen to the dialogue carefully
and check their predictions.

TB76
■
2 VOCABULARY
A. Aim: to present vocabulary related to sports
• Ask Ss to look at the pictures and read through the verbs
underneath them.
• Make sure that Ss can relate the meaning of the verbs to
what the pictures show.
• Ask Ss to read through the verbs in the box.
• Have Ss do the activity.
• Check the answers with the class.
B. Aim: to present collocations related to sports
• Ask Ss to look at the table and make sure that they do not
have any unknown words.
pPoint out to Ss that they will have to combine a verb with
one of the activities in the table to form a collocation.
• Have Ss do the activity and check answers.
KEY
play volleyball, go skiing, do karate, play on/for a
team, play a game, go wind w fin g , play in the final,
go swimming, do water sports, do athletics, play team
sports, do aerobics
i— i— ___ , __________ 11
OPTIONAL ACTIVITY
• Ask Ss to work out more collocations with the verbs
in the table.
• Elicit answers, (eg. play chess, go fishing, do
gymnastics, etc.)
v J
4. PRACTICE
Aim: to give Ss practice in using may (not), might (not) and
could to express possibility/lack of possibility in the
present or future
• Ask Ss to look at the pictures 1-3.
• Point out to Ss that they should use the verbs in activity
2A.
• Have Ss do the activity and check answers.
KEY
Suggested answers
1. She may/might dribble the ball and then pass it to
another player. / She may/might dribble the ball and
then shoot and score a point for her team.
2. He may/might kick the ball and score a goal. / He ||ay/
might pass the ball to another player.
3. He may/might hit/miss the ball.
5. SPEAKING
I Aim: to give Ss practice in expressing their opinion and
justifying it
• Ask Ss to read through the words in the box and make
sure they do not have any unknown words.
I • Ask Ss to read through the speech bubble.
• In pairs, Ss take turns to talk about whether they prefer
playing sports on a game console or playing real sports
justifying their preference.
• Go round the class helping Ss when necessary.
• Choose some Ss to say their opinion.

3. G RAM M AR
Aim: to present may, might and could
• Ask Ss to read through the three examples and draw their
attention to the words in bold.
• Point out to Ss that the words may, m ight and could are
modal verbs.
• Ask Ss to read through the sentences a-c and ask them
the question in the rubric.
• Check the answer with the class.
KEY
The words in bold express a. Something that can
possibly happei^B

• Draw Ss’ attention to the NOTE and explain it.

• Refer Ss to the Grammar Reference at the back of the
book.
2 1/ooaUiam B. Complete the table by ticking the correct boxes.

WORDS/COLLOCATIONS RELATED TO SPORTS play go do

A. Label the pictures w ith the words in the M S fe volleyball
skiing
hit score throw
karate
on/for a team
a game
windsurfing
in the final
swimming
water sports
athletics
team sports
aerobics

4 P r a c tic e ,
Look at the pictures and say what w ill possibly happen.
? (fra ttttK a r Use may (not), might (not) or could.
may, might, could

Read the examples below. What do the words in

bold express? Choose a, b or c.
• You may need scissors.
• No, it m ight break.
• So, I could beat you.

a. Something that can possibly happen.

b. Something that can’t possibly happen.
c. Something that will certainly happen.

NOTE
We use may not / m ight not to express lack of
possibility'in the present or future.

Go to Grammar Reference

Talk in pairs. Do you prefer playing sports on a game

console or playing real sports? Use the vocabulary given
and think about:

how much it helps you keep fit

exciting monotonous stay fit tiring active
the place
expensive convenient fresh air facilities socialise
the weather conditions
the cost
I prefer real sports because they’re more exciting and they...
how popular it is
I agree/disagree. I believe playing sports on a game console is...
when you can do it
 I Talkii
llalkii
/ i g ^
R eadn
A. Discuss. IC ond
• Have you ever been to Mexico on holiday? If not, would you like to go?
• Does the idea of an extreme sports holiday appeal to you, or would you rather [ atten
spend your holiday relaxing on the beach? :~3n
IcoacJ
B. Read the text quickly and choose the best title a, b or c. I loyal
Iparaf
Ivecof
kpee
c. Sightseeing in Mexico J ra v e
S ER V ICES

WAP
I I M l iIf 1e You wil1 arrive in Ensenada and from there you’ll i s m[ I iAi During your second day in Cancun, you’ll get the chance I
ijf t t

11 H
travel by boat to Guadalupe Island, one of the best to go sightseeing. You can see fascinating Mayan ruins
places in the world to see great white sharks. You’ll at the El Rey archaeological site. Also, if you visit the
spend the first two nights of your trip on the boat and Interactive Aquarium, you’ll have the opportunity n - Drav
you will have
ha the opportunity to eat some traditional Mexican swim with dolphins and touch sea urchins and stingrays. If you wart | - Ask
food. In th
the afternoon, you’ll watch a diving safety video. If to see more sights, ask your hotel to recommend a tour guide.
there’s time
time, your guides might take you to see the famous extn
Guadalupe fur seals. - Help
You will arrive in Acapulco. When you check into the
a [ ■i nM i ii l; There are five shark cages on the boat and they

H
hotel, a coach will take you to the Papagayo Rivet
be open for diving at 6am, so if you wake up - Ask!
There are a number of sports activities on offer there,
early, you’ll be able to swim with the sharks before
including kayaking and rock climbing. Alternatively, you -B n
breakfast! You will spend most of the day diving
can ride down the river in a speedboat.
with sharks
sharks. But if you change your mind, you can sit and watch
L RE
all the actii
action on a 42” TV in the main salon through a special
underwater This is the last day of your trip, so you’ll have to get 4. CPS
underwater ‘shark cam’.
M U up early for the goodbye gathering. It will take place Mm*.
l la l l You will arrive in Cancun early in the morning. After
H r a fl in the breakfast area. There will be music, and all |

MS
checking into the hotel, you will spend the rest of the day
participants will receive photos of the trip. You must
taking part in some exciting extreme sports. Activities
check out of the hotel by midday. If you book your taxi to the airport
on offer include bungee jumping and windsurfing. You’ll
|also be able to go parasailing if it’s not too windy.
in advance, you’ll get a 10% discount. •: - ii

C. Read again and complete the postcard.

Hi, Lizzy!
I'm having a great time in Mexico.
Right notv I'm in (l)___________ ______
and I'm going to visit the Interactive Aquarium
and swim with (z) __________ _•I also want to visit
the (3) ___________________ruins later. They should be interesting.
Yesterday, I went bungee jumping. Can you believe it? I wanted to go
parasailing too, but it was too (4 ) ___________________ so I couldn't.
I didn't manage to swim with (S)__________________ , either.
Unfortunately, I got scared and didn't go.
Tomorrow I'm going to (6)__________________ . They will take us
to the Papagayo River and I might do some water sports like
( 7 ) _____________________
See you in a few days,
Natalie

Functions
Talking about conditions and their results
Talking about an extreme sports holiday
Structures
Conditional Sentences Type 1
Vocabulary
alternatively aquarium book(v) chance
change one’s mind check into check out of
Icoach creature discount dolphin in advance
| Kayaking main on offer opportunity
parasailing participant percent railway station
[recommend ruins seal shark souvenir shopping
speedboat taxi rank the rest of tourist attraction
I travel agency travel agent
W A R M -U P
Aim: to help Ss make hypotheses about the lesson by
activating their background knowledge
• Draw Ss’ attention to the title of the lesson.
• Ask Ss to look at the picture in the top right-hand corner
of the page and tell you what it shows (kayaking, an
extreme sport).
• Help Ss deduce the meaning of the phrase th rills and
spills (= the excitem ent that is involved in dangerous
activities) by relating it to the content of the picture.
• Ask Ss to tell you what they think the lesson will be about.
• Elicit answers.
L READING » 12
A. (PRE-READING)
Aim: to introduce the topic of the text by relating itto S s’
personal experience
• Ask Ss the questions and elUfwnswers.
B. Aims: • to present vocabulary, functions and structures in
the context of a text
• to give Ss practice in reading for gist
BACKGROUND NOTE
• Cam is an ab.|reviawon:fS carrieffi.
• P a n s a l l i i J H s c e B p :1s an extreme sport, which
involves wearing | parachute and being pulled behind
a boat. As the boat picks up speed,iiie parasailfr ‘sails’
throug® he *
• Ask Ss to look at the layout of the text and tell you what
they think it is about (an itine ra ry fo r an extreme sports
holiday) and where it can be found (in a brochure, on the
Internet).
• Draw Ss’ attention to the titles a-c.
• Ask Ss to read through the text and decide on the most
appropriate title for it.
• Alternatively, play the CD and have Ss read and listen to
the text and do the activity.
• Check the answers with the class. Ask Ss to provide
justification for their answer.
KEY
The b e s lB e 'is b because it best conveys the main
idea of the text, v S c h is about an extreme sports
holiday in Mexico.
V
.
1A sk Ss som e com prehension questions:
How many days does the extreme sports holiday in
Mexico last? Six days.
What is the firs t destination o f your trip? Ensenada.
What can you see in Guadalupe Island? Great white
sharks.
Where w ill you spend the firs t tw o nights o f your trip?
On the boat.
What w ill you have the opp ortu nity to eat there? Some
traditional Mexican food.
When w ill you watch a diving safety video? In the
afternoon.
What is Guadalupe famous for? For its fu r seals.
If you g et scared and don’t want to swim w ith the sharks,
what can you do? You can s it and watch a ll the action on
a 42’ TV in the main salon through a special underwater
'shark cam’.
What extreme sports can you try in Cancun? Bungee
jum ping, w indsurfing and parasailing.
When w ill you go sightseeing? On the fo urth day o f your
trip. / On your second day in Cancun.
Where can you see fascinating Mayan ruins? A t the El
Rey archaeological site.
How can you ride down the Papagayo River? In a
speedboat.
Where w ill the goodbye gathering take place? In the
breakfast area o f the hotel.
When do you have to check o ut o f the hotel? By midday.
Why is it a good idea to book your taxi to the a irp o rt in
advance? Because you’ll get a 10% discount.
C. Aim: to give Ss practice in identifying specific information
in the text through a gap-filling activity
• Point out to Ss that this is a postcard written by Natalie,
who is on the extreme sports holiday in Mexico, to her
friend Lizzy.*
• Ask Ss to read through the postcard.
• Have Ss do the activity and check answers.
KEY
1. Cancun 2. dolphins 3. Mayan 4. windy
5. sharks 6. Acapulco 7. kayaking
I
TB 78
 I

D. Aim: to give Ss practice in deducing the meaning of

unknown words KEY
Present Simple, w ilfin ig h t
• Ask Ss to read through the definitions 1-6. Make sure that
Ss do not have any unknown words.
• Ask Ss to make their own examples using Conditional
• Refer Ss to the relevant paragraphs in the text. Sentences Type 1.
• Have Ss do the activity and check answers.

KEY if vs when
H on offer 2. aquarium 3. recommend Aim: to present the difference between if and when
4. check into 5. coaehfi 6. participants • Ask Ss to read through the examples and draw their
attention to the words in bold.
• Explain any unknown words and choose Ss to read the • Ask Ss to read through the questions 1-4.
text aloud.
• Allow Ss some time to work out the answers to the
questions.
E. (POST-READING ) • Check the answers with the class.
Aim: to give Ss the opportunity to have a further discussion
on the topic of the text KEY
• Ask Ss the questions and initiate a short discussion. n They refer to the future. 2. No, she isn’t.
3. Ryan. 4. The first one.
2. VO CABULARY
A. Aim: to presenfpompound nouns • Refer Ss to the Grammar Reference at the back of the
book.
LANGUAGE PLUS
Compound n o u r fp jn be formed as two words (eg. bus
4. PR AC TIC E
stop) or as one word (eg. postman). Sometimes they are
joined using a hyphem ia, check-in). Aim: to give Ss practice in using Conditional Sentences Type
1and if/when in the context of two short dialogues
Draw Ss’ attention to the NOTE and explain it. • Ask Ss to read through each dialogue.
Refer Ss to the text and ask them to find compound • Have Ss do the activity and check answers.
nouns.
Allow Ss some time to do the activity and check answers. KEY
1. If, is, may go, When, decide, give
KEY | 2. ’II do, if, doesn’t get, ’II know, when, sees, If, take
Indicative examples of compound nouns appearing
in the texts:
fur seals 5, IN T O N A T IO N » 13
shark cages Aim: to raise Ss’ awareness of issues of intonation and
bungee jumping, windsurfing rhythm in Conditional Sentences Type t
sightseeing, sea urchins, stingrays, tour guide • Play the CD and have Ss repeat the first sentence as they
rock climbing, speedboat hear it paying careful attention to the intonation and
midday, airport rhythm.
TTrfir^rT^MTWfg^iyTnifwiw'wnmiijiwfi'iiiiijiiiiiiiiifiiiiiiiiiiiiNiiriiiwiiiiniiiiiiiiiMwiiiiii iiiiii i■mi i ■ml • Do the same with the rest of the conditional sentences.
B. Aim: to give Ss practice in forming compound nouns
6. SP EAKIN G
• Ask Ss to read each column.
Aim: to give Ss practice in discussing two flyers and making
* Have Ss do the activity and check answers.
a decision
KEY • Ask Ss to turn to page 118.
I 2. d 3. e 4. b 5. a 6. c • Ask Ss to look at the flyers. Make sure that they do not
have any unknown words.
• Ask Ss to read through the speech bubble.
3. GRAMMAR
• In pairs, Ss take turns to discuss what they can do at each
CONDITIONAL SENTENCES TYPE 1
place so as to decide where to go.
Aim: to present Conditional Sentences Type 1
• Go round the class helping Ss when necessary.
• Ask Ss to read through the examples and draw their • Choose some pairs to act out the dialogue.
attention to the words in bold.
• Explain to Ss that these are Conditional Sentences Type 1. W O R K B O O K LIS T E N IN G » 14
• Draw Ss’ attention to the table. • For the listening transcript go to page 178.
• Explain to Ss that conditional sentences consist of the
if-clause followed by the main clause.
• Ask Ss to look at the examples again and complete the
rule in the table.
• Have Ss do the activity and check answers.

79 TB
D. Find words/phrases in the text
that mean the following:
available
(Day 3 ):_
a building where people can go
and see water creatures
(Day 4):
3. say that someone or something is
good or suitable
(Day 4 ):________________________
4. arrive and go through the
necessary procedure before
staying at a hotel
(Day 5):___________________ _ _
5. a comfortable bus used for long
journeys
(Day 5):._______________________
6. people taking part in an activity
(Day 6 ):________________________
E. Discuss.
• Which of the activities in the text
would you like to try? Why?
2 (/o c a a
l fa r#
COMPOUND NOUNS
N 01T
A compound, noun is
a combination of two
nouns which function as
one word. The first noun
defines the second one (eg.
bus stop = a stop fo r buses).
A. Look at the text on the previous
page and fin d compound nouns.
B. Match the nouns on the left w ith
the nouns on the rig ht to form
compound nouns.
1. tourist a. agency
2. adventure b. station
3. taxi c. shopping
4. railway d. holiday
5. travel e. rank
6. souvenir f. attraction
(jr a m m ar
CONDITIONAL SENTENCES TYPE 1
Read the examples and complete the rule in the table.
If you wake up early, you’ll be able to swim w ith the
sharks before breakfast!
If there’s tim e, your guides might take you to see the
fam ous Guadalupe fu r seals.
If you want to see m ore sights, ask your h ote l to
recom m end a to u r guide.
, can, must, may, 1 etc.
If+
-<? + base form
imperative
i f vs when
Read the examples and answer the question that follows.
• Kate: I’ll go skiing if it snows.
• Ryan: I ’ll go skiing when it snows.
1. Do the sentences refer to the present/future or past?*.
2. Is Kate sure that it will snow?
3. Who will definitely go skiing?
4. Which sentence expresses a condition?
Go to Grammar Reference
4 Practice,
Circle the correct words and complete the boxes w ith //o r when.
1. A lic e So, Linda, what are you doing next weekend?
L in d a I'm going to the beach with Ann. j" | the weather
is / w ill be good, we go / may go swimming.
Why don’t you come with us?
A lic e Sure! ( . | you decide / w ill decide what tim e you
are leaving, give / w ill give me a call, OK?
2. J ill Is Ted going to swim with the sharks tomorrow?
C a rl I don’t know. He does / ’II do it | j he doesn’t get /
w on’t get too scared. We know / ’II know tom orrow
morning I j he sees / w ill see the sharks.
M il | I it’s not too much trouble, please ta k e /
can take a picture o f him.
5 intonation
Listen and repeat. Notice the intonation and rhythm .
1. If you wake up early, you’ll be able to swim w ith the sharks.
2. If we bring a map, we won’t get lost.
3. If you get home early, we can go shopping tonight.
4. If they don’t have tickets, they won’t be able to get in.
5. If you want to buy souvenirs, go to the town centre.
6 S pea& n
i p
Go to Pair w ork activities.
 1 /lo & a fiA
i tjy
WORDS RELATED TO PLACES OF ENTERTAINMENT
Which words ale related to each place of entertainment?
Complete the table by ticking the correct boxes^fc1
. ----
special
audience queue backstage games rides stage j
effects
theme park.-*
Ifieatre
bowling alley
concert

2 /l s te
A. Discuss.
3 (ft
• Are there m ^ H lw c J i^ « n te r fa in m e n t in y o if l so, neither, too, either
B to w n /city?
Read the following dialogues and match the
E What’s the most popular w ith people your age?
phrases in bold with their uses.
B. Listen to four people talking about places of
entertainment. Which place is each of them
talking about? Match the names with the places.
A: /like going to the cinema.

B: So do 1. / / do too. □
cinema
C: 1 don’t. 1don’t like queuing. □
Roger ^bowling alle!&
A: 1can’t sing.

B: N either can l . / l can’t either. □

Emily jjr th e a tr e lllh C: Well, lea n.

a. It is^used to agree with an affirm ative

□
sentence.
b. It is used to agree with a negative sentence.
c. It is used to disagree.
W fP When listening for gist, try to Go to Grammar Reference
^understand the general idea, not every,
isinqle vlord.
■»- ...... ............i f i 'TrMA-flf— i

C. Listen again and m Tfor True or F for False.

4
Talk in groups of three. Look at the places below and
w '.iM n y usiiaily'goes to thB place alone. discuss what you like or don’t like abdflljplpjWAgree
or disagree using so or neither.
2. Da®ny enjoyathe v S e ty of adtHvffies on offer, i f
L J ,---------
3. Roger doesn’t like queues. mu®unt»r. theme park bowling alley
”" Nr ra f^ ic i L J
4. Roger has to go there because it’s cinema theatre cafe restaurant

1. Emily h a te ® |e tg rin g before goingwo place. f***|

6. Emily thinks that it isn’t always: Safe there. I love going to cafes because...
So do I. /1do too.
7. Rita goes because of another person.
I don’t because...
8. Rita likes going there late.
 Functions
Talking ib o H different ffeces of entertainment?
Exprelfirag agr^fement / disagreement
Expressing mefer g ice
Structures
so, neitheffitoo, Bther
Vocabulary
acting applaud as ilS IB g ie ) atmosprare
rackstage bowling alley cos$:^iB@ drama club
entertgilm eriM give sth u p a indoor .outdoor
put Mll B p erfOrBiance) ejjieue retiearseB w ie £ri|
sce n e ry^! the theatre) special effects stage
success theme park
WARM-UP
Aim: to help Ss make hypotheses about the lesson by
activating their background knowledge
• Ask Ss to look at the picture in the top right-hand cornei
of the page and tell you what it shows (a roller coaster in
a theme park).
• Ask S s||they have been to a theme park, what the
atmosphere was like there, etc.
• Draw Ss’ attention to the title of the lesson and help them
deduce the meaning of the phrase hot spots (= places
where there is a lo t o f activity and entertainment) by
relating it to jjie previous discussion.
• Ask Ss to tell you what they think the lesson is about.
• Ask Ss to name any other hot spots they can think of.
LVOCABULARY
Aim: to present vocabulary related to places of
entertainment
• Draw Ss’ attention to the four places of entertainmentjglj
- Ask Ss to read through the words in the first column. If
necessary, explain any unknown words.
• Point out that they sometimes have to tick more than one
place for each word.
- Have Ss do the activity and check answers.
KEY
theme p a rj| queue, games, spefial effects, o u td o o r ^ ^ H i
rides
theatrpiaudienc'ei q u ife , bac|||tage, special effects,
indoor, outdoor, stage
bowling alley^qiueue, games, indoor
concertraudie'nce, queue, backstage, special effects,
indoor, outdoor,
Z LISTENING » 15
k. (PRE-LISTENING)
Aim: to present the topic of the listening text by relating it to
Ss’ personal experience
• Ask Ss the questions and generate discussion.
5. Aim: to give Ss practice in listening for gist
- Draw Ss’ attention to the TIP and explain 'mM
• ^lay the CD and have Ss match the names with'the places
of entertainment.
- Check the answers with the class.
KEY
Dann>gf§«wling alleyjsRogeF: cinema,
Emily: concert, Rita: theatre
G Aim: to give Ss practice iniistening fo r
specific information
• Play the CD again.
• Have Ss do the activity and check answers.
KEY 1
j j . F 2 .T ...3.T 4. T 5. F t i l l 7. T 8. F
|
LISTENING TRANSCRIPTS
j Danny: My friends and u s u a lly meet there at the
weekend, | u t sometimes dtfltog the week, too. I really I
i like the atmosphere there. The food isp’t that goodjgnd I
| mosKfeftlis very unhealthy. B l the main reason like I
it is because there are lots of a ic^ities to do, and a Ifet I
of people don’t realise that. It’s also open 24 hours. So, I
i alter a night o u f lt ’s a good place to r a m o u t X | | o 9 |
I don’t want to go home. 0® ourse, I’m also on a team and 1
we play in a league on Saturday nights. We’re not d iih g I
very well this season, but it’s still good fun.
j Roger: For most people it’s a very popular t i n g to do I
when you go out. And it’s true I used to really enjoy
? going before it became my job. You see, I write reviews I
for I local newspaper. So, I have to go two or three times 1
a week. Don’t get me wrong, there are lots of B ile s when I
I really enjoy it, but other times I would like to stay at
i home. And when i f t crowded and I havBHaqreue up 1
| R | watch some rubbish with awful special effects and I
I te ffiS e acting, I get really annoyed. I used to eat ali f t l i s B l
unhealthy food and sweets on offer, and I got really
g ta t. I d B i’t touch them any more. Well, I may ggtsp r e 9
I popcorn once in a w hB .
; Emily: Whenever I go, I get really e xc ite d llo v e
evffgthing about it. I love booking the tickets, I love
arranging how to get there, I even like queuing up. It’s I
all part of the atmosphere. All those pedpm coming
O o g A e r for one purpose, to have a good time. To be
h<lg«jsom etim es it can be a bit too & ud‘.,Wnow, I
know, it should be loud but that’s just me. Also, I life to i
[ be close to the stage. It can get dangerous som eSies, I
■ ijeve ryo ne ’s dancing, buPit’s worth it. You don't waH t f f 1
! be right at the back, where you can’t see anything, do 1
| you?
« Rita: The first time I went, I was still at sH ool. I didn’t
1 I n r a ly like Itlfie n , and I stftl can’t understand why pec^le I
■ ik e it. The only reason I go is because my husband
I enjoys it. Luckily, we don’t go very often because the
I tickets are usually very expensive: ! have two rules
when we go: One, we sit near the back because I don’t
H ik e being too near the actors. And two, we go to the
early showing, because when we go to the later One, I I
I sometimes fall asleep.
3. G R A M M A R
Aim: to present so, neither, too, either
• Ask Ss to read through the two short dialogues and the
sentences a-c.
• Have Ss do the activity and check answers (a, c, b, c).
• Refer Ss to the Grammar Reference at the back of the
book.
4. SPEAKING
Aim: to give Ss practice In expressing agreement and
disagreement
• Ask Ss to look at the places in the box.
• Ask Ss to read through the speech bubble.
• In groups of three, Ss say what they like or don’t like
about each place and agree or disagree with each other;
• Go round the class helping Ss when necessary.
• Choose some groups to act out the dialogues.
TB80
5. W R IT IN G D. Aim: to give Ss practice in expressing preference by
A. Aim: to introduce the topic of the writing task by writing a paragraph about their favourite place of
activating Ss’ background knowledge entertainment

• Ask Ss the questions and generate discussion.
B. Aims: *to help Ss identify some stylistic features of a
paragraph expressing preference
• to familiarise Ss with text cohesion
• Draw Ss’ attention to the TIP and explain it.
• Allow Ss some time to write their paragraphs.
• Choose some Ss to read out their paragraphs.

BACKGROUND NOTE
A Midsummer Night’s Dream ti' a romantic comedy
written by William Shakespeare.

• Ask Ss to read through the paragraph.

• Ask Ss the questions and check answers.

KEY
1. I prefer / 1find that it’s an interesting place / a nice,
relaxing atmosphere / It’s great fun / 1wouldn’t give it
up for anything inpie world.
2. a. the members of the drama club
b. at the drama club
c. the performances
d. the audience
e. the performance of 4 Midsummer N ight’s Dream

• Ask Ss some comprehension questions:

Where does the w riter enjoy going to often? To the drama

i club.
What can a member o f the drama club do there? Spend
j time with friends, have fun and learn something new.
How often do they rehearse? Twice a week.
Do they take it too seriously? No, they don't.
What is the atmosphere like at the drama dub? Nice and
j relaxing.
How many performances do they p ut on every year? Two.
How long do they work to create the scenery and the
costumes? They work fo r months.
I Which play did they perform last year? A Midsummer
N ight’s Dream.
Was it a success? Yes, it was.
What did the audience do at the end o f the performance?
They couldn’t stop applauding.

C. Aim: to give Ss practice in improving their writing style in

order to achieve text cohesion
• Ask Ss tq read through each paragraph.
• Have Ss do the activity and check answers.

KEY I
1. My sister and I love going to the mall. We go there
everf'weekend. lit is usually crowded, b n we always I
have a good time when we go there.
2. Brian is really interested in acting. It relaxes him. There 1
are lots of theatres in his neighbourhood and he goes j
to one of them once a month.
A PARAGRAPH EXPRESSING PREFERENCE
A. Discuss.
• What is your favourite place of entertainment?
• Why do you like going there?

B. Read the paragraph below and answer the questions.

I Which words/phrases show that the writer likes this place?
2. What do the highlighted words refer to?
a. we:
b. there:
c. them:
d.them:

My favourite place of entertainment^

I enjoy going out a lot but there’s one place I prefer going to more ofte
and that’s the drama club. I find that it’s an interesting place as it gives
members the chance to spend time with friends, have fun and also learn
something new. We all meet up there to rehearse twice a week, but
nobody takes it too seriously. The club offers a nice, relaxing atmospheigf
Every year, we put on two performances and everyone gets excited about!
them. We all work together for months to create the scenery and the
costumes. Last year we performed A Midsummer Night’s Dream v^hichr-r,
was a big success. The audience couldn’t stop applauding! Some of t'
even came back to see it a second time. It’s great fun being part of a
drama club and I wouldn’t give it up for anything in the world!

C. Rewrite the sentences below w ithout repeating

the same words, whenever you can.
1. My sister and 1love going to theSnall. M y ^ ^ te ^ ;
and I go to the mall every weekMd. The mall is
usually crowded, but my sister and I always have u 1
a good time when we go to t® mall.
2. Brian is really interested in acting. Acting relaxes
Brian. There are lots of theatres in Brian’s
WRITING TASK
D. Write a paragraph about your favourite
oo place of entertainment. Your paragraph
should be between 80-100 words.
\\
"T IP
When writing a paragraph expressing
preference:
• explain your ideas by giving examples.
• use phrases like: I th ink...,/prefer..., I like/love.
I really enjoy..., I ’m fond of..., I ’m a big fan of..:,
I ’m Interested in..., I find... fantastic, etc.
• use a variety of adjectives Onteiesf/rig,
e x c i t i n g , etc.) to describe how you feel.

neighbourhood and Brian goes to one of the • try not to repeat the same words all the time.
theatres once a month. Instead, use subject personal pronoUns.Cfte,
s h e , i t . . . ) , object personal pronouns ( . h i m , h e r ,

i t . . . ) , possessive adjectives ( . h i s , h e r , ,/f5..<) and

adverbs ( h e r e , t h e r e ) .
 /
M _____

mm C. Read again and write CS for the Cirque du Soleil,

1 R & a d in ^ ^ HG for the Harlem Globetrotters or B for Both.

A. Look at the pictures and the titles of the texts and I Which show is great fam ily entertainment? |
guess whether the statements below are true or false. 2. Which show features music?
1. The Harlem Globetrotters feature a sporting r~ » 3. Which show has been running the longest? f
event
4. Which show has a discount for families?
2. You can see lots of animals at the Cirque du P“
Soleil. » 5. Which advertisement is for a one-time-only —
show?
3. The Cirque du Soleil performs a story about
the sun. 6. Which show has been a huge success
4. The Harlem Globetrotters only play in the USA. I around the world?
7. Which show has a storyline?
B. Read the texts and check your answers in activity A.

Since it started in Montreal, Canada in 1984, the Cirque du So/e// (French for ‘Circus of the Sun’) has produced over
20 major shows which have all been huge successes. The circus has been entertaining millions of people around the
world with its original mix of artistic acrobatics, theatre and |y# music. h,*
Its latest show, ‘Wintuk’, is an adventure about a boy called Jamie. Jamie lives in a town where winter has arrived but
without any snow. So, he decides to discover what has caused this. Jamie comes across three other compam n fl
together they travel to an imaginary place in the North, Wintuk, to bring back the snow. m i^ ir
This warming winter tale is great entertainment for the whole family with amazing acrobatics and wonderful music.
The show will run for 10 weeks this winter at Madison Square Garden, New York City^
Performances: Wednesday - Sunday Prices: $40 - $220 (depending on seat and day o f the week)
For tickets please log onto: www.tickets-for-circus.cotn

n a j Let the^TC*
work their
The Harlem Globetrotters show is great entertainment for both
young and old. The world famous basketball team from the USA amaze
their audiences with their sporting skills and entertain with their amusinq
antics on court.
The Harlem Globetrotters have been touring the world since 1972 and over 110
, million people in 114 countries have been applauding and cheering them on ever since
They have been responsible for making basketball popular in many countries.
The Harlem Globetrotters have been touring Australia for the last 5 months and
have played over 100 games around the country. This is your last chance to see
them LIVE! The Globetrotters are playing their last game at the ANZ Stadium in
the Sydney Olympic Park on Saturday 3rd December and tickets are selling out' for families
fast. So, check them out! They won’t let you down. and groups!

Tickets are on sale at www.tickets-for-trotters.com.

| Ticket hotline on 0061110 210 778 944.
A d u lts $ 9 0 -1 5 0 ★ C h ild re n & S e n io r C itize n s $60-110 (P ric e s d e p e n d on s e a tin g area)

Functions
Talking about shows
Structures
Present Perfect Progressive
Vocabulary
Phrasal verbs
bring back check sb/sth out cheer on come across
let down log on sell out
Other words and phrases
amaze amusing artistic circus court (basketball)
depend on details difference disappoint
entertain imaginary on sale original produce
responsible run senior citizen tale tour(v)
W ARM-UP
Aim: to help Ss make hypotheses about the lesson by
activating their background knowledge
• Draw Ss’ attention to the title of the lesson.
• Ask Ss to tell you when the phrase It’s showtime! is said
and what it means (it is said to signal the beginning o f a
show/performance or an activity).
• Ask Ss to tell you what they think the lesson is about.
• Elicit answers.
L READING » 16
A. (PRE-READING)
Aim: to help Ss make predictions about the reading texts
based on visual prompts and their background
knowledge
• Ask Ss to look at the pictures and the titles of the shows.
• Ask Ss if they have heard of these shows, what they know
about them and what they can understand from the
pictures.
• Elicit answers.
• Ask Ss to read through the sentences 1-4. Make sure that
Ss do not have any unknown words.
• Have Ss do the activity and elicit answers but do not
correct them at this stage.
B. Aims: • to give Ss practice in reading for gist
• to present vocabulary, functions and structures in
the context of two advertisements for two shows
• Ask Ss to look at the layout of the two texts and tell you
what kind of texts they are (advertisements fo r two
shows) and where they can be found (in brochures, on
the Internet, in newspapers/magazines).
• Ask Ss to read through the texts and check their
predictions.
• Alternatively, play the CD and ask Ss to listen to the texts
carefully and check their predictions.
1
• Ask Ss some comprehension questions:
When did the Cirque du Soleil start? In 1984.
Where did it start? In Montreal, Canada.
How many m ajor shows has it produced? Over 20.
What does the circus m ix together? A rtistic
acrobatics, theatre and live music.
What is the title o f its latest show? ‘Wintuk’.
What is it about? It’s an adventure about a boy called
Jamie.
What has happened in the town where Jamie lives?
Winter has arrived but w ithout any snow.
Where do Jamie and his companions decide to travel?
To Wintuk. / To an imaginary place in the North.
Why do they decide to travel to Wintuk? To bring back
the snow.
How long w ill the show run? For 10 weeks.
Where can you see it? A t Madison Square Garden,
New York City.
On which days are there no performances? On
Monday and Tuesday.
Where do the Harlem Globetrotters come from?
From the USA.
How do they amaze and entertain their audiences?
With their sporting skills and with their amusing
antics on court.
When did the Harlem Globetrotters start touring the
world? In 1972.
How many countries have they been to? To 114
countries.
How many people have seen them perform live? Over
110 m illion.
What are they responsible for? Making basketball
popular in many countries.
What have they been doing fo r the last five months?
They have been touring Australia.
How many games have they played around Australia?
Over 100.
Where and when are they playing their last game in
Australia? A t the ANZ Stadium in the Sydney Olympic
Park on Saturday 3rd December.
C. Aim: to give Ss practice in reading for specific information
• Ask Ss to read through the questions 1-7.
• Make sure that Ss do not have any unknown words.
• Have Ss do the activity and check answers.
KEY
1. B 2.CS 3.HG 4.HG 5. HG 6. B 7.CS
D. Aim: to give Ss practice in deducing the meaning of PRESENT PERFECT PROGRESSIVE
unknown words vs PRESENT PERFECT SIMPLE
• Refer Ss to the words 1-5 in the texts. Aim: to present the difference between the Present Perfect
Simple and the Present Perfect Progressive
• Ask Ss to read through the meanings a-g. Make sure that
Ss do not have any unknown words. • Ask Ss to read through the examples.
• Have Ss do the activity and check answers. • Draw Ss’ attention to the words in bold.
• Ask Ss the questions and check answers.
KEY
1. f 2. g 3. e 4.b 5.d KEY
The Present Perfect Simple is used in the first sentence
and the Present Perfect Progressive is used in the
• Explain any unknown words and choose Ss to read the second sentence.
texts aloud. The first sentence emphasises the result and the
second sentence emphasises the duration of the action.
E. (POST-READING)
Aim: to give Ss the opportunity to have a further discussion • Refer Ss to the Grammar Reference at the back of the
on the topic of the texts book.
• Ask Ss the questions and initiate a short discussion. • Ask Ss to find examples of the two tenses in the two
advertisements (1st advertisement: ...has produced...,
...have all been huge successes, The circus has been
2. VO C AB U LAR Y entertaining..., ...winter has arrived...,... what has caused
Aim: to present some phrasal verbs this. /2 n d advertisement: ... have been touring...,...
• Ask Ss to read through the phrasal verbs 1-7. have been applauding and cheering..., They have been
responsible...,... have been touring Australia..., ,., have
• Refer Ss to the texts and ask them to find and underline
played...).
the phrasal verbs.
• Ask Ss to read through the meanings a-g. Make sure that
Ss do not have any unknown Words. 4. PRACTICE
• Have Ss do the activity and check answers. Aim: to give Ss practice in using the Present Perfect Simple
and the Present Perfect Progressive in the context of a
KEY dialogue
p |. f 2. b 3. c 4. d 5. e 6. g 7. a • Have Ss do the activity and check answers.

KEY
OPTIONAL ACTIVITY 1. have never seen
For further practice, ask Ss to make their own 2. have been working
sentences using the phrasal verbs in the vocabulary 3. have... given up
activity and check them with the class.
4. have been trying
v *
5. has been looking for
6. Have... tried
3. G R A M M A R
7. have been coming
PRESENT PERFECT PROGRESSIVE
Aim: to present the formation and the use of the Present
Perfect Progressive
5. SPEAKING
• Ask Ss to read through the example. Aim: to give Ss practice in using the functions, the
• Draw Ss’ attention to the words in bold. Explain to Ss that structures and the vocabulary presented in this less
this is the Present Perfect Progressive tense.
• Ask Ss to read through the list of questions.
• Ask Ss the two questions and elicit answers.
• In small groups, Ss take turns to talk about a show and
decide on how to advertise it to their classmates.
KEY
• Go round the class helping Ss when necessary.
• 1S 9 7 2 . • Yes, they do.
• Have each group advertise their show to the rest of the
class.
• Ask Ss to read through the table containing the rules • At the end of each presentation ask the rest of the
about the formation and use of the Present Perfect class to comment on how successfully each show was
Progressive. advertised and if they would go and see it.
• Have Ss complete the table and check answers.

KEY
have, been, -ing, past, present
 m

0. Look at the highlighted words in the texts and match them with
their meanings a-g. There are two extra meanings which you will 4 P ra c tic e ,
not need to use. Complete with the.Present Perfect Simple
or the Present Perfect Progressive of the
L original a. performance
verbs in brackets.
2. live b. story
A: Can I take your order?
1 imaginary c. successful
tale d. the place where tennis and basketball are played B: Hello, Steve! I didn’t know you were
a waiter here.
5. court e. not real
f. new, not the same as anything else A: Well, I am.

g. not recorded, done when people are watching B: I come here all the time and
E. Discuss. I (1)_______________ (never / see) you
• Which of the shows would you like to see? Why? before.
• Have you been to any other kind of show? What was it like?
A: I’m new here. I (2 )______________
• Is there any show that you would like to go and see? (work) here for a week now.

B: So, (3) you

Y /lo c a a
l fa r ^ . (give up) trying to be
PHRASAL VERBS an artist?
Hatch the phrasal verbs 1-7from the texts with A: No, but I need the extra money. So,
their meanings a-g.
I (4)_______________ (try) different
1. come across a. disappoint part-time jobs since last year.
2. bring back b. return from somewhere with something
B: Sounds interesting. My boss
3. log on c. connect to a computer system
(5 ) _______________ (look for)
4. cheer on d. shout to someone in a race or someone to work as a part-time
competition to encourage him/her secretary for quite some tim e now,
5. sell out
e. have no tickets left so if this place doesn’t work out for
6. check out
f. find by chance you, let me know.
7. letdow n
g. look at something that seems interesting A: Thanks. So, what would you like?
(6 ) _____________ y o u ___________
(fr a m m r (try) the vegetable soup?
Present Perfect Prctgressive B: Of course, I (7 )__________
Read the example and answer the questions. Then complete the (come) here for years. I know the
rules about the formation and use of the Present Perfect Progressive. menu very well.
The Harlem G lobetrotters have been touring the w orld since 1972.
A: Great.
• When did the Harlem Globetrotters start touring?
• Do they still tour?
Present Perfect Progressive
5 £ p e ,a & iK p
Work in small groups. Think of a show
or has + + verb +
or make one up. Think of things to
say about it and advertise it to your
classmates. Use the questions below:
the Present Perfect Progressive for actions or situations that
started in the _ _ ________ and continue up to th e ___________ How long has it been running?
How long has it been touring?
Present Perfect Progressive vs Present Perfect Simple
Which places has it toured so far?
Read the sentences below. Which tenses are used? Which sentence
emphasises the result and which the duration of the action? What age group is the show for?
• The Cirque du S oleil has performed here three tim es this week. What Is it about?
• The Cirque du S oleil has been performing here fo r the last three How have audiences responded?
m onths.
Where can you get tickets?
Go to Grammar Reference How much are they?

©
 6 0 J K & M .

1 /lo c a /ja a
i rg ,
WORDS RELATED TO FILMS
Complete^miaml below by writing the words in the box under the correct heading.

JtkfH te f'' film cr|tic

jca-st- crime drama
MUarxaOs' (un)realistic
biography romantic comedy
action-packed violent
leading actor director

2 S p e ,C L & itip
Choose a film you have seen and tick the appropriate A. Discuss.
boxes in the table below. S S d is c u s s your answers
• Who is your favourite actor/actress?
in small groups.
• Can you name three of his/her best films?
excellent OK terrible
B. Look at the three posters below which show three
plot films Leonardo DiCaprio has starred in. Try to
specialeffects answer the questions. Then listen to a film critic
talking and check your answers.
acting
..........i 1. Which film won 5 Oscars?
music
2. Which film didn’t win any Oscars?
ending 3. What type of film is The A viator?
4. Which film isn’t directed by Martin Scorsese?
I think the special effects in the film... were amazing.
I disagree. I think they were unrealistic,

Words / Phrases related to films / cinema
action film action-packed cast crime drama
direct director ending film critic film review
leading actor plot romantic comedy scene
set (v) star (v) villain
Other words and phrases
based on biography death excellent hilarious
murder (un) realistic take revenge violent
W ARM-UP
Aim: to help Ss make hypotheses about the lesson by
activating their background knowledge
• Draw Ss’ attention to the title of the lesson.
• Ask Ss to tell you when the phrase Lights, camera, action!
is said (before shooting a scene o f a film).
• Ask Ss to tell you what they think the lesson is about.
• Elicit answers.
LV O C A B U LA R Y
Aim: to present vocabulary related to films
• Draw Ss’ attention to the three headings in the table.
• Ask Ss to read through the words in the box.
• Ask Ss to look at the examples.
• Have Ss do the activity.
• Check the answers with the class and explain any
unknown words.
KEY
types o f films
people adjectives
3. LISTEN IN G » 17
A. (PRE-LISTENING)
Aim: to present the topic of the listening text by relating it to
Ss’ personal preferences
• Ask Ss the questions and generate a short discussion.
B. Aim: to give Ss practice in listening for gist
BACKGROUND NOTE
The Academy Awards (Oscars) and the Golden
Globe Awards are two formal ceremonies that are
held annually in order to honour each year’s best
professionals in the film industry. During these two
ceremonies, the winners receive an Oscar or a Golden
Globe respectively. These two nights are broadcast live
and are watched by millions of people.
• Ask Ss to look at the posters of the three films.
• Ask Ss to tell you the titles of the films (The Aviator, Gangs
o f New York, Titanic).
• Ask Ss what these films have in common (Leonardo
DiCaprio stars in them.).
• Ask Ss if they have seen these films, if they liked them,
etc.
• Ask Ss to read through the questions 1-4 and answer
them.
• Elicit answers b ill do not correct Ss at this stage.
• Play the CD and have Ss listen to the dialogue and check
their predictions.
KEY
1. The Aviator.
2. Gangs o f New York.
3. It’s a biography/true story.
4. Titanic.

thriller cast hilarious

biography leading actor action-packed

crime drama film critic (un)realistic

romantic director violent

comedy

• Point out to Ss that sometimes a film is a mixture of

genres.

2. SPEAKING
Aim: to give Ss practice in talking about a film they have seen
• Ask Ss to brainstorm films they have seen and write the
titles of the filmson the board.
• Ask Ss to look at the table and read through the speech
bubble.
• Make sure Ss do not have any unknown words.
• In small groups, Ss decide on a film they have all seen
and talk about it after ticking the appropriate boxes in the
table.
• Go round the class helping Ss when necessary.
• Choose some groups to act out their discussion about the
film.
1 W m
m m C. Aim: to give Ss practice in listening fo r specific information
m i
pas • Draw Ss5attention to the TIP and explain it.
• Ask Ss to read through the sentences 1-5 and their
options.
• Play the CD again and have Ss do the activity.
• Check the answers w ith the class. If necessary, play the
CD once more in order to clarify any questions Ss m ight
have.
KEY
1. a 2. b 3. a 4 .b 5. b
LISTENING TRANSCRIPT
Radio presenter Hello and welcome back. Now, on Film
Review it’s time for that part of the show
called Top 3. Today, film critic Larry
Miles is here to tell us what he thinks
Leonardo DiCaprio’s top 3 films are. So,
tell us Larry, which DiCaprio film should
we watch on DVD?
Film critic Hi, Jim. In third place I’ve chosen Gangs
o f New York.
Radio presenter A great film.
Film critic As you probably know, the director of
this film is Martin Scorsese and it was
the first time DiCaprio and Scorsese
worked together. The film is set in 19th
century New York City and Leonardo
stars as Amsterdam Vallon. Vallon wants I
to make Bill ‘the Butcher’, played by
Daniel Day Lewis, pay for the harm he
caused his family years ago. Amazingly, j
this crime drama didn’t win any Oscars
but Leonardo’s acting won’t disappoint
you. Of course this film is quite violent,
so I don’t recommend it for children.
Radio presenter OK, so what’s in second place?
Film critic Titanic.
Radio presenter Really? I thought that was going to be
number one.
Film critic Oh, it’s a fantastic film, don’t get me
wrong. I mean it won 11 Oscars and it
was a huge box office hit.
Radio presenter Was that DiCaprio’s first Oscar?
Film critic Actually, he didn’t win one. But along
with Kate Winslet, Leonardo gives
an excellent performance. This is a
wonderful romantic drama, and a film
everybody should see.
Radio presenter You’re right about that! So, which film is
on the top of the list?
Film critic For me, it has to be The Aviator. It isn’t
as well-known as the other two films,
but it won 5 Oscars and DiCaprio won a
Golden Globe award. It is also directed
f by Scorsese and it’s a true story - the life
of American billionaire Howard Hughes.
j Radio presenter Howard Hughes wasn’t just a pilot, was
he?
Film critic No, he designed and helped build
aircraft and he also produced and
directed films. He was quite a character
and Leonardo gives an amazing
performance in this film.
Radio presenter That was great, Larry! Thank you for
joining us once again.,
; Film critic It’s always a pleasure, Jim... (fade out).
85 TB
4. W R IT IN G
A. Aim: to prepare Ss fo r the w riting task through an oral
activity
• Ask Ss the questions and generate discussion.
B. Aim: to give Ss practice in reading for gist
• Ask Ss to look at the poster of the film and ask them to
tell you the title o f the film (Quantum o f Solace).
• Ask Ss w hat they know about this film (it’s a James Bond
film).
• Ask Ss:
f Have you seen this film ?
D id you like it?
I Are you in to James Bond film s?
f l Ask Ss to read through the film review.
•' Have Ss answer the questions and check answers.
KEY
1. Yes, she did. 2. The Present Simple.
• Ask Ss some comprehension questions:
What kin d o f film is it? Its an action film .
Who directed it? M arc Forster.
Is this the firs t tim e th a t D aniel Craig stars as James
Bond? No, it isn’t. Its the second.
W hat is the bad g u y’s name in the film ? D om inic Green.
I Who is he played by? By M athieu Am alric.
W hat is the Bond g irl’s name? Cam ille Montes.
I Who is she played by? By Olga Kurylenko.
W hat does the c ritic believe abo ut Olga Kurylenko?
| That she’s beautiful.
I Where is the film set? In d iffe re n t cities around the world.
| How does Bond p u t his life in danger? By try in g to fin d
the people responsible fo r the death o f the woman he
loved, Vesper Lynd.
I Who is behind Vesper’s m urder? D om inic Green.
When does Bond m eet Cam ille Montes? As he tries to
1 catch Green.
W hat does Cam ille help him do? Take his revenge.
| Who does the c ritic d e fin ite ly recom m end the film to?
To action-lovers.
C. Aim: to present the structure of a film review by helping Ss
identify the main topic of each paragraph through a
matching activity
• Refer Ss to the film review.
• Have Ss do the matching and check answers.
KEY
1st para: In trod uctio n general inform ation about
the film
2nd para: Main Part setting and plot
3rd para: Conclusion w rite r’s opinion
D. Aim: to familiarise Ss w ith the organisation of ideas in a
film review
• Ask Ss to read through the sentences 1-6. Make sure that
Ss do not have any unknown words.
• Have Ss do the activity and check answers.
KEY 1
1.1 2. M 3.1 4. C 5. C 6.1 J
E. Aim: to give Ss practice in w riting a film review
• Draw Ss’ attention to the TIP and explain it.
• For more expressions and phrases ask Ss to turn to page
163.
• Allow Ss some tim e to w rite their film reviews.
• Choose some Ss to read o ut their film reviews.
C. Listen again and choose the correct answer a or b.
1. Gangs o f New York is set in the
a. 19th century.
b. 20th century.
2. The film critic thinks
a. DiCaprio’s acting in Gangs o f New York was
disappointing.
b. Gangs o f New York is not for children.
3. The radio presenter thinks
a. Titanic should be top of the critic’s list.
b. The Aviator should be top of the critic’s list.
A FILM REVIEW
A. Discuss.
• In y o u r o p in io n , w h a t m akes a film successful?
• Do you read film reviews? Are you influence d by them ?
B. Below is a film review which appeared in a
college magazine. Read the review and answer
the questions.
• Did th e w rite r like th e film?
• W hat tense does the w rite r use to describe the plot?
Q uantum of
^ SOLACE
7~
F ilm R e v ie w by Joanna Stone
Q u a n tu m o f Solace is an action film which was
directed by Marc Forster. It is the 22nd Bond film
and Daniel Cr;aig stars as James Bond fo r the
second time. The villain o f the film , Dominic
Green, is played by Mathieu Amalric and the Bond
girl, Camille, is the beautiful Olga Kurylenko.
The film is set in different cities around the
world. Bond puts his life in danger trying to
find the people responsible for the death of
the woman he loved, Vesper Lynd. He finds out
that Dominic Green, a member of the Quantum
organisation is behind Vesper's murder. As he
tries to catch Green, he meets Camille Montes
who helps him take his revenge.
Overall, I found the film very exciting. The action-
packed scenes and great special effects kept me
interested throughout the whole film. I definitely
recommend it, especially to action-lovers.
4. DiCaprio won
a. an Oscar for The Aviator.
b. a Golden Globe for The Aviator.
5. Howard Hughes was
a. an aircraft designer and an actor.
b. a pilot and a director.
T fP When listening} don't assume th at
an answer is correct ju st because the
speakers mention a word th at is in the
activity. Listen carefully before you answer.
C. What is the topic of each paragraph? Read the
review again and match.
1st para: Introduction w rite r’s opinion
2nd para: Main Part general in fo rm a tio n
ab o u t the film
3rd para: Conclusion
setting and p lo t
D. Read the sentences and decide which paragraph
you would find them in. Write I tor Introduction,
M for Main Part or C for Conclusion.
1. The film was directed by Peter Jackson.
2. The leading actor tries to save the world.
3. This film is a rom antic comedy. □□
4. It’s suitable fo r both children and adults. o
5. I was very disappointed by the film.
6. Nicole Kidman stars in this film. n
o
W RITING TASK
E. W rite a re v ie w o f a film y o u ’ve recently seen.
Y our re v ie w sh ou ld be betw een 100-120 words.
%
4* TIP
When w ritin g a film review:
• choose a film you know w e ll and m ake a plan
of w h a t you are go in g to write.
• give som e general in fo rm a tio n ab o u t the film
(eg. director, leading actors, music, special
effects).
• o n ly m ention a general ou tlin e of the plot.
Don’t include to o m any details and do n ’t
reveal the ending. Remember to use thei
Present Simple when describing the plot.
• express yo u r opinion o f the film a n d s a y
w hether you recom m end it o r not.
For expressions/phrases, see W riting s e c tio n ) )
m

A. Circle the correct words.
1. Thomas passed / shot the ball to Paul.
2. We caught / booked a room in a very
nice hotel.
3. The plot / scene of the film is very
in te r e s tin g . I certainly recom m endR.X
4. There was a very jln g queue / cast
outside the post office.
5. The children saw sharks and dolphins
at the ruins / aquarium.
6. There is a taxi station / rank opposite
the park.
7. That film is hilarious / violent. I don’t
want my kids to watch it.
8. Golf is an exciting indoor / outdoor
sport.
9. When the performance was over,
everyone applauded / entertained w it!f
excitement.
10. The tickets were sold / checked out in
three days!
B. Complete w ith the words in the box.
across effects parks rehearse
attractions let alley opportunity
1. We love going to theme
They’re lots of fun.
2. There are many to u ris ty ________ _ _ _
in Spain.
3. Ask John to help you. He won’t
______ __ you down.
4. Let’s go to the new bowling
■■ - ■ on Darley Street.
5. I was looking through my things when I
cam e______________ an old CD.
®. Ifie spe cial. in this film
are very realistic.
7. Luckily, I had the _ to travel
for a year when I finished school.
8. We had to ^ ^ ^ ^ ^ ^ ^ H e v e r y day a
month before the performance.
©
( fr a tn m r
C. Circle the correct words.
1. Our team lose / w ill lose if we don't play well tomorrow.
2. If we hurry, we don’t miss / w on’t miss the film.
3. Jack and I may join / w ill join a drama club, but we
haven’t decided for sure yet.
4. If / When you check into the hotel, give me a call so I can
come and pick you up.
5. If you’re hungry, have / w ill have some of my sandwich.
6. Kelly couldn’t / m ight not come with us this evening if
she feels ill.
7. If we w ait / w ill w ait a little longer, they might let us go
backstage.
8. We won’t go rock climbing if / when it rains. We’ll stay at
home.
D. Complete w ith the Present Perfect Simple or the Present
Perfect Progressive of the words in brackets.
1. A: (you / ever / be) parasailing Tom?
B: Of course. It’s my hobby. I (do) it for the
past ten years actually. It’s great fun.
A: I ________________ (never / try) parasailing.
2. My sister Diane (a Iwavs / want) to be an
actress. Two years ago she joined a local drama club and
since then they (put on) many plays, three
a year I think. Thev 'r ? . (rehearse) for a new
play for months now. Diane ________ (also / work)
on the scenery with some of the other actors.
She _ _ _ _ _ (not tell) me the name of the play yet. She
wants it to be a surprise. But she says her role is one of the
.
most interesting she. . (ever / play).
C o ttU t« U (ic (ltm
E. Complete the dialogues.
1. A: I can’t go bungee jumping. I’m afraid of heights.
B:
C: Well, _. I love a little adventure in my life.
2. A: I find going to an Internet cafe every day boring.
too.
C: I ! I can spend hours there.
3. A: Sally didn’t like the special effects.
B :I didn’t
A: I ________________ . I thought they were amazing!
4. A: I’ve never been kayaking.
B:________ ' I. Do you want to go?
A: I don’t know. I’m a bit scared.
B: Well, I , „butIthink we’llenjoyit.
Aim to help Ss revise the structures, functions arid vocabulary
presented in Module 6 through various activities

VOCABULARY
A.

KEY
1. passed!?
2. booked
3. plot
4. q if | R
5. aquarium
6. ranlggi
7. tfi'olent
8. outdoor
9. applauded
10. sold

B.

KEY
1. parks
2. a ttractions:
3. let
4. B e y
5. across
6. m jc t s
7. opportunity
8. rehearse

GRAMMAR
C.
KEY
1. will lose
2. w on't miss
3. may join
4. When
5. ll'v e
6. B g jjt not
7. wait
8 .9 1

D.

KEY
1. HavpVou ever been, have begcMoing, have nevga
|B |U |
2. hasilw ays w a n te d ^ fe e b e e p ^ u t t t j on, have
b ee^H hears(|p, has also worked, hasn’t told, has
ever played *

COMMUNICATION
E.

KEY
1. So am, am not
2. do, don't
3. e if her, did
4. N e ith e m S v e llB ilo o
 4.
Ken So, what are we doing tonight?
b
Claire A new Italian restaurant has just opened in
the city centre. Let me find the address on
L IS T E N IN G » 18 the Net.
Ken But I’m not really hungry.
• Ask Ss to read through the four questions and their
options. Claire OK. How about a play? It’s been a long time
since we last went to the theatre.
• Play the CD twice.
Ken I’m not sure. Anything else?
• Alternatively, play each dialogue twice and have Ss
decide on the correct answer. Claire Look Full Blast are playing at Lockley
Stadium tonight. You love rock concerts.
• Check the answers with the class.
Ken I know but a colleague of mine saw them
yesterday and she said they were horrible.
KEY
Claire Too bad.
1.a 2. b 3. c 4. b
Ken Maybe a play isn’t a bad idea after all.
LISTENING TRANSCRIPT Claire Great! And we can book the tickets online.
1.
Tom You’re doing it ail wrong.
SP EAKIN G
Eddie Give me a break. It’s my first time.
fT o m You shouldn’t catch the ball. It’s not basketball • Ask Ss to choose one of the statements arid read through
Hit it to the other side of the courtl Just like I the list of ideas.
showed you. • Divide Ss in two groups and explain that Group A should
Eddie OK, OK. argue against the statement and Group B should argue
for it.
Tom And if you swing your arms like that, you’ll
never get anywhere. • Allow each group some time to discuss and prepare their
arguments.
Eddie Oh, no. I dropped it again.
• Go round the class helping Ss when necessary.
Tom Let’s try again.
• Have some Ss from each group present their arguments
Eddie OK.
to the class.

2.
SELF-ASSESSMENT
| Jane Peter, thisriounds interesting.
Aims: • to give Ss the opportunity to check their progress
Peter Summer holidays in Egypt? Not bad. I’m tired
• to encourage learner autonomy
of going to the beach every summer,
j Jane I know. Windsurfing, kayaking and stuff like • Draw Ss’ attention to the points and get Ss to read
that isn’t my idea of fun. It says here that we through them.
can stay in Cairo for three days and go on a • Explain any unknown words.
guided tour of the Pyramids of Giza. That’s • Get Ss'to tick the points they feel confident about. For the
great. points they are unsure of, they should refer back to the
Peter W e lg f we go there, we could also go on a relevant sections in the module.
cruise down the Nile.
Jane Of course. What about Alexandria? We can
go there to check out the traditional markets,
maybe get some nice souvenirs.
Peter Calm down, Jane. If we do all that, we won’t
have money to get back. We can’t afford it.
Jane I guess you’re right.

3.
Pam Well? What did you think?
Adam You know, I never liked the circus. I always
thought there’s nothing to see and that it’s only 1
for little kids.
Pam But this was something different.
Adam Definitely. I didn’t expect all the comedy acts I
and the live music.
Pam I just thought the acrobats were a bit boring. I
Adam Boring? They were my favourite bit. Next tim e I
I’ll ask Lynn to come with me. She’ll love it.
Pam I’m really glad you didn’t hate it.
Adam Thanks, fa m . That was a rea llf great birthday I
present.

87 TB
F. Complete the dialogue with the sentences a-g.

i
There are two extra sentences which you do not
need to use.
CLASS DEBATE
Choose one of the statements below and then work
in two groups. Group A should argue against the
statement. Group B should argue for it. Think about
the ideas given.
W atching film s a t the cinema is b e tte r than
watching DVDs.

cost
• how comfortable
you are
■ rn w • queue
• the screen / sound /
a. Anyway, if you see me having fun, you’ll
special effects
change your mind and will want to join me. i f i J
• the noise
b. I got a very good discount,
• friends and other
c. Neither have I. By the way, I’ve ■
people
arranged
d. I do too. for us to go rock climbing while
• type of films
we’re there.
e. You can’t stop me from trying it now.
Kf. a th
Soy ami.
No way! I’m not trying that.

g. a rlin
M Check it out!
Well, la m .(3)_______________ I t ’s b e tte r to watch sports on TV than live.

K a th y II won’t. I don’t think you should try it either.

K a th y I’m very excited about our holiday.
• cost
M a rlin (4)______________ I’ve already paid for it.
M a rlin (1) .Have you packed • how comfortable
K a th y Why did
your bags you pay in advance?
yet? you are
M
K aath
rlin
y (5)_______________
No, I haven’t. • queue
M a rlin (2)__________ • the excitement
• the noise
Listen to four short dialogues and answer the
• the atmosphere
questions. Choose a, b or c.
and the people
1. What sport are the people talking about? • travelling to venue
a. volleyball
b. golf
c. basketball
S '/ft /
2. What do the people definitely want to do during
their holiday? Read the following and tick the appropriate boxes. For
the points you are unsure of, refer back to the relevant
a. do water sports
sections in the module.
b. go on a cruise
c. go souvenir shopping Now I can...

3. How did the man feel about the show? O talk about things that can possibly happen CD
a. It wasn’t for adults. O talk about conditions and their results □
b. It was boring. O talk about sports
c. It was great. O talk about different places of entertainment CD
4. Where do the people decide to go? O express agreement/disagreement
a. To a restaurant. O write a paragraph expressing preference CJ
b. To the theatre. O talk about shows and films
c. To a concert. O write a film review CD
 .s
m

M g g -c u rM c o L o a F
A. How many different music genres do you know?
Where do they come from?
B. Read the text and check your answers.

Rock 'n' roll began in the USA in the 1950s

by combining* blues, countny, R&B and gospel. Rock
'n' roll became popular with artists like Elvis Presley,
Little Richard and Bill Haley in the 1950s and 1960s.
fflater rock 'n' roll spread* to the UK and bands like
The Beatles and The Rolling Stones appeared on the
scene. Many new kinds of music developed later like:
prog regive, [gunk, heavy metal, and alternative.
Opera started in Italy at the end of the 16th
century and soon spread through the rest of Europe
in the 17th century with composers such as Schiitz in
Germany, Luliy in France, and Purcell in England. In
the 18th century, Italian opera, by composers such as
Mozart, continued to influence* European Opera,

The Blues isa

type of slow, sad music
with strong rhythms. It
appeared in the Afrisan
American communities* in
the southern parts of the
Hnited States at the end1,
of the 19th century. This
music influSced jazz, R&B
and later rock 'n' roll.

Reggae first
developed in Jamaica in
the 1960s. It has its root®!1
in the 1950‘s music of
Ska. This genre heavily
influenced reggae artists
such as Jimmy Cliff
and Bob Marley, and
combines Caribbean
calypso, jgzandR &B.
Hip-hop is modern
music consisting of* rap with an
electronic backing. It’s actually a
Latin music is a popular art form which was whole culture including, DJ-ing,
developed in various Latin American countries; breakdance, graffiti and fashion.
Cuba (habanera, bolero), Brazil (samba, bossa It all started in New York City
nova), Argentina (tango) and Mexico (mariachi). in the 1970s by DJs. During the
It is vocal and instrumental music that originally 1980s and 1990s, hip-hop becamej
came from African religious* ceremonies. huge thanks to artists like Big
However, today it is mostly used as dance music Daddy Kane, Tupac and Dr Dre.
because of its strong rhythm.

combine = to mix
spread = to become known to many people/countries C. Read again and complete the sentences.
influence = to affect something or somebody 1. Jimmy Cliff played • -;v music.
| community = a group of people with common culture,
2. Purcell w ro te ________________ in the
history, interests and beliefs
century.
I religious = related to religion (the belief in a god or gods)j
consist of = to be formed from the things mentioned 3. The samba and bossa nova come fro m ____
4. Rock 'n' roll started in and spread to

5. _influenced jazz and rock 'n' roll.

SONG 6. Hip-hop music was started b y .
Tm so bored’
Go to Song page.
You can find m ore inform ation on this topic in the Student's Area
© at www.mmDublications.coml
 X
» 1 9
Aim: to give Ss a sense of how English and cross-curricular • Draw Ss’ attention to the web link and explain to them
subjects fit together that they can use it to find more inform ation on the topic
o f the text.
A.
• Ask Ss:
• Draw Ss’ attention to the title o f the text (M usic genres).
• Draw Ss’ attention to the titles of the paragraphs Which is your favourite music genre?
(Rock 'n 'ro ll, Opera, The Blues, Reggae, Latin, Hip-hop). Which music genre do you like the least?
• Ask Ss to tell you what the phrase m usic genre means
(type /kind o f m usic). • Elicit answers and initiate a short discussion.
• Draw Ss’ attention to the map and ask them the questions
in the rubric. son g yy20
• Elicit answers but do not correct Ss at this stage. Aim: to help Ss revise and consolidate the structures,
functions and vocabulary they have already studied
through a song
B.
• Ask Ss to read through the text and check their • Ask Ss to read through the song on p. 124 once w ithout
predictions. w orrying about the correct answers.
• Ask Ss to try and choose the correct words before
• Draw Ss’ attention to the box at the end of the te xt which
explains some unknown words marked w ith an asterisk listening to it.
(*) in the text. • Play the CD and ask Ss to listen to the song carefully and
check their answers.
KEY • Check Ss’ answers and explain any unknown words.
Suggested answers • Play the CD again and have Ss sing along.
Rock 'n' roll comes from the USA, Opera from Italy,
The Blues from the USA, Reggae from Jamaica, KEY
Latin from Latin America and Hip-hop from the USA. chair lazy so idea
nothing go stay year
• Ask Ss some comprehension questions: sport someone agree better

When d id rock 'n' ro ll begin? In the 1950s.

What kinds o f m usic does it combine? Blues, country, R&B
TASK 6 » 21
and gospel.
Which a rtists made it popular? Elvis Presley, L ittle Richard, • Tell Ss to go to page 153 and complete the task.
and B ill Haley.
Which are two famous rock 'n' ro ll bands in the UK? The
Beatles and The R olling Stones.
When d id the Opera start? A t the end o f the 16th century.
What d id Italian opera continue to do in the 18th century?
It continued to influence European Opera.
Where d id the blues firs t appear? In the African Am erican
com m unities in the southern parts o f the USA.
When d id the blues appear? A t the end o f the 19th century.
What are the roots o f Reggae? The 1950’s m usic o f Ska.
What kinds o f m usic does Reggae combine? Caribbean
calypso, jazz and R&B.
Where does the bolero come from ? From Cuba.
Where does the tango come from ? From Argentina.
Where d id latin m usic originate from ? From African
religious ceremonies.
How is la tin m usic m ostly used today and why? As dance
music because o f its strong rhythm .
What does the culture o f Hip-Hop combine? DJ-ing,
breakdance, g ra ffiti and fashion.
When d id Hip-Hop start? In the 1970s.
Who are some o f the m ost famous Hip-Hop artists? Big
Daddy Kane, Tupac, and D r Dre.

C
Have Ss do the activity and check answers.

KEY
1. reggae 3. Brazil 5. The Blues
2. opera, 17th 4. the USA, the UK 6. DJs

Explain any unknown words.

TB88
 background knowledge
• to present the learning objectives of the module
• Ask Ss to look at the picture and tell you what they can
see (a woman sm iling and shaking hands with a man.
The woman has g o t the man’s CV in fro n t o f her).
• Ask Ss to tell you what they think the situation is (.the
man has ju s t finished a jo b interview and it went well).
• Draw Ss’ attention to the title of the module.
• Help Ss relate the title of the module to the content
of the picture in order to deduce the meaning of the
phrase jo b hunting (= to look fo r a job).
• Ask Ss what they think the module is about.
• Elicit answers.
• Ask Ss the questions in the Discuss section and elicit
answers.
• Read out the points listed in the Flick through the
m odule and find... section.
• Explain any unknown words.
• Then ask Ss to flick through the module and find where
these points are discussed.

KEY
• a CV: p. 95
• an advertisement for an English language course: p. 99
• a dialogue at the bank: p. 90
• people doing different jobs: p. 97
• five happy colleagues: p. 92

• Read out the objectives listed in the In this m odule you

will... section.
• Explain any unknown words.

89 TB
 m e

/ 1 C is te n in fl' &
A. Discuss.
R e a d in g ^

• Do you have a bank account?

• If yes, how often do you put money in it?
• How do you feel about using cash machines? CASH
B. Listen to three dialogues and decide at the bank
where each of them is taking place.
HERE
at a cash machine
Write 1,2 or 3 next to the names of
the places. at a bureau de change

1.
Clerk Good m orning, how can I help you?
W oman I’d like to exchange some euros in to Japanese yen.
What’s th e exchange rate?
Clerk One euro is 122 yen.
W oman OK, let me see. How m uch w ill I need to spend?
Erm... here’s €200. You charge comm ission, don’t
you?
Clerk Yes, we charge 1% comm ission. Is th a t OK?

_ I ,
Woman That’s fine 3'
Ban clerk
Bank Good afternoon.
Clerk
W om an
.
So, here s yo u r money.
Thank you.
Customer
Cusi Hello, I’d like to open a new
account.
Bank clerk OK. Let me te ll you a bout o u r latest
W hat’s taking you so long? account. It’s called Silversaver and
Woman I’m try in g to w ithd ra w some money. it has an interest rate o f 5%.
Man Didn’t you w an t to make a deposit? Customer Sounds good.
Woman I've already done that. Then I to o k m y Bank clerk And we w ill also give you a debit
card and g ot the receipt, b u t I realised card free o f charge.
we need m oney fo r the superm arket, so I Customer Isn’t th a t th e same as a cash card?
trie d to w ithd ra w some. Bank clerk No, w ith a d eb it card you can
pay fo r things and the am ount is
Woman It w on’t accept m y PIN number. directly taken fro m y o u r a ccou nt
Man Maybe you entered it incorrectly. Customer I can’t use In te rn e t banking w ith
th a t account, can I?
Woman But it w orked before, didn’t it? Let me try
once more. Bank clerk Of course, you can. You can also
get up to £50 cashback at various
How m any tim es have you entered it?
shops and superm arkets.
Woman Thjs is the th ird tim e.
Customer That’s useful.
Man I hope it doesn’t sw allow yo u r card.
Bank clerk Here’s a brochure. If you have any
Woman It’s OK, it ’s w orking now. questions, don’t hesitate to ask.

C. Read the dialogues and match the two halves of the sentences.

1. When you excha®e'm oney, a. the cash machine may ‘swallow’ your card.
2. When you e n te r f S ir PIN three times incorrectly, b. it asks for your PIN number.
3. W hejiyau put your card in a cash machine, c. you get money back from shops.
4. W i n you use a debit card, d. you usually have to pay commission.
5. When you use cashback, e. money is directly taken from your account.

©
 Functions
• Check the answers with the class'.
larrying outib@Mitr:a nsa®ons
KEY
ExpreMng i n ^ R t p i d surjffife
Asking for confirmation H at a bureau de change
2. at a cash machine
3. at the bank

• Ask Ss some comprehension questions:

[ iVords/Phrases related to money transactions ; 1.

I sank accouM ' fautseau deehange; cashgard
I cash machine Jgfarge commission deposi|i(w
I exchange ftse ofc|rarge Internet banking
I -take a deposit7 PIN refus® withdraw
I Other words and phrases
I brochi^Srcustom ef^ delivery envelope
I hesitate (in)coifect ■ a t l l f swallow (v)
I various Wha^paking you so long?
W ARM-UP
■fen: to help Ss make hypotheses about the lesson by
activating their background knowledge
- Draw Ss’ attention to the title of the lesson
- Make sure that Ss know the meaning of the word cash
> money in the form o f notes and coins).
- ^oint out to Ss that the form ation of the question is
•iform al since the auxiliary verb do is missing.
-Ask Ss to tell you when this question is asked (when we
offer to lend sb some money).
• Ask Ss to tell you what they think the lesson is about.
•Elicit answers.
L LISTENING &READING » 22
*. Aim: to introduce the topic of the dialogues by relating it
to Ss’ personal experience
-Ask Ss the questions and initiate a short discussion.
-Ask Ss some further questions:
How much money do you spend each m onth^m
Have you got a credit card?
How. do'you usually pay when you buy things^M
Where is the yen used? In Japan.
What is the exchange rate between the euro and the yenim
One euro is 122 yen.
I How much money does the woman decide to change into
j yen? €200.
How much commission do they c h a rg e i^ ^ T 1
,
I 2.
What did the woman do first when she went to th&cash
■ machine? She made a deposit.
What is the woman trying to do now? She’s trying to
withdraw some money.
What.does she need the money for? For the supermarket.
What is the problem? The cash machinc won’t accept A e r l
PIN number.
; How many times did she enter her PIN number before the
I cash machine worked? Three times.
I 3.
Why is the man at the bank? Because he wants to opffo ’ 1
| new account.
What is the name o f the bank’s latest account? SilvermxeSl
What is the interest rate o f Sllvee&verSsBEsL
What w ill they give him if he opens a Silversaver,account-?*]
A debit card.
Will the man have to pay fo r the debit card? No, he w on't
I Can the man use Internet banking with a SiiVersaver
I account? Yes, he can.
How much cashback w ill it be possible fo r him to g e tf r*,
j Up to £50.
I Is he happy with the inform ation he got from the bank
I clerk? Yes, he is.
What does the bank clerk give him? A brochure.

LANGUAGE PLUS
C. Aim: to give Ss practice in identifying specific information
The initials PIN stand for Personal Identification N um bei in the dialogues
• Ask Ss to read through 1-5 and a-e.
•- Aims: • to present vocabulary, functions and structures in • Refer Ss to the dialogues.
the context of three dialogues
• Have Ss do the activity and check answers.
>to give Ss practice in reading for gist
- Ask Ss to read through the names of the three places, KEY
rf necessary, explain to Ss what a bureau de change is 1. d 2. a 3. b 4 .jj
> an office where you can change the money o f one
zountry fo r that o f another).
••Explain any unknown words and choose Ss to act out the
-Play the CD and have Ss listen to the three dialogues dialogues.
carefully in order to decide where they are taking place.
- Alternatively, play.the CD and have Ss listen to the first
dialogue and decide where it iS taking place. Follow the
same procedure for the rest of the dialogues.
2. VOCABULARY
Aim: to present the opposites of some words in the dialogues
• Ask Ss to read through the sentences 1-5.
• Draw Ss’ attention to the words in bold.
• Refer Ss to the dialogues.
• Have Ss do the activity and check answers.
KEY |
1. spend 2. withdraw 3. accepted I
4. incorrectly 5. free of charge
3. G RAM M AR
NEGATIVE QUESTIONS
Aim: to present negative questions
• Ask Ss to read through the examples.
• Draw Ss’ attention to the words in bold.
• Point out to Ss that these are negative questions.
• Ask Ss the questions in the rubric.
• Check the answers with the class.
KEY
Didn’t you want to make a deposit?: The speaker
expresses surprise.
Isn’t that the same as a cash card?: The speaker
e > ^ ^ s ^ e ^ s t e n e r to a ^ ^ w ^ h 2 i|m ^ ^ ^ ^ J
QUESTION TAGS
Aim: to present question tags
• Ask Ss to read through the examples.
• Draw Ss’ attention to the words in bold.
> Point out to Ss that these are question tags.
• Ask Ss to read through the rules. Make sure that they do
not have any unknown words.
• Have Ss do the activity and check answers.
KEY
end, an auxiliary, positive, negative
■Refer Ss to the Grammar Reference at the back of the
book.
4. PRACTICE
A. Aim: to give Ss practice in making negative questions
• Have Ss do the activity and check answers.
KEY
1. Don’t you know how to use a cash machine? /
Can’t you use a cash machine?
2. Didn’t we go to the same school? / Didn’t you
go to the same school as me?
3. Haven’t you seen this film before?
B. Aim: to give Ss practice in using question tags in the
context of two short dialogues
• Have Ss do the activity and check answers.
KEY 1
1. didn’t you, did you, can’t you
2. aren’t they, haven’t you, will you, do you
5. INTO NATIO N » 2 3 ,2 4
A. Aim: to present the intonation of question tags
• Play the CD and have Ss repeat each sentence as they
hear it.
• Ask Ss the questions in the rubric and elicit the answers:
In the first sentence (rising Intonation), because the
speaker is not sure whether there is a new bank on
Greenfield Street and wants to confirm it. In the second
sentence (falling intonation), the speaker is sure that
there is a new bank on Greenfield Street and expects ttaj
listener to agree.
• Play the CD again and ask Ss to repeat the sentences
while you move your hand upwards or downwards to
show the rising or falling intonation in each question
tag.
B. Aim: to raise Ss’ awareness of issues of intonation and
rhythm in question tags
• Play the CD and pause after each sentence.
• Ask Ss to repeat them and write the appropriate symbol
next to each one.
• Check the answers with the class.
KEY
1. falling intonation 4. falling intonation
2. falling intonation 5. falling intonation
3. rising intonation 6. rising intonation
6. SPEAKING
Aim: to give Ss practice in simulating conversations at a
bank, at a bureau de change and at a cash machine
• Ask Ss to turn to p. 120.
• Have them read through the instructions.
• Point out to Ss that they should use the dialogues in the
first activity of the lesson as models.
• In pairs, Ss take turns to act out the conversations
according to the allocated roles.
• Go round the class helping Ss when necessary.
• Choose some pairs to act out the different conversatio
S
1
1
2 (/ocalafar^
OPPOSITES
Look at the words/phrases in bold. Find their
opposites in the dialogues and complete the
sentences with their correct form.
1. You should start saving money. Don’t
• • it on things you don’t actually
need.
2. The good thing about cash machines is that you
can deposit o r _______________ money w ithout
having to wait in a queue to see a bank clerk.
3. Charlie refused to go on a business trip to
London, but I ______ _
4 . 1 spelt the name on the envelope correctly, but
I spelt the address_______________ .
5. We had to pay €1,000 for the furniture, but the
delivery w as_______________ .
r A: You can go to m orrow ,______________
( fr a tn fn a r
NEGATIVE QUESTIIONS
Read the examples and notice the words in
bold. In which sentence does the speaker in the
dialogue expect the listener to agree? In which
sentence does the speaker express surprise?
• Didn’t you want to make a deposit?
• Isn’t that the same as a cash card?
QUESTION TAGS
Read the examples, notice the words in bold
and then complete the rules by circling the
correct words.
You charge com m ission, don’t you?
B ut it w orked before, didn’t it?
• / can’t use In te rn e t banking w ith that
account, can I?
• Question tags are short questions which we
put at the beginning/ end of a sentence.
• They are form ed with an auxiliary/a main
verb (am, is, are, was, were, have, has, do,
does, did, can, could, w ill, etc.) and a subject
personal pronoun (I, you, he, she, etc.).
• We use a positive / negative question tag
with a negative sentence and a positive/
negative question tag with a positive
sentence.
¥ Practice,
A. Read the situations and make negative questions.
1. You’re surprised that your brother doesn’t know
how to use a cash machine. What do you say?
2. You see a woman who you think went to the
same school as you. What do you say to her?
3. Your best friend rents a DVD but you’re quite
sure he’s seen it before. What do you say?
B. Complete the dialogues with the correct
question tags.
1. A: David, you went to the bank today,
?
B: No. You didn’t tell me to g o ,_________
A: Yes, I did.
B: Sorry.
B: Of course.
2. A: The banks are closed today,_______________ ?
B: Yes, but there’s a cash machine round the corner.
You’ve seen it,_______________ ?
A: You’re right. I’ll go there.
B: You won’t be long,_______________ ?
A: No, I just need to check something.
B: You don’t have Internet banking, _
A: No, I don’t.
5 fntonation ^
A. Listen and repeat. In which sentence is the
speaker not sure about something and wants to
confirm it? In which sentence is the speaker sure
and expects the listener to agree?1
There’s a new bank on Greenfield Street, isn’t there?
V
There’s a new bank on Greenfield Street, isn’t there?
B. Listen and repeat. Is the intonation rising ^ or
falling ^ ?
1. You’ll lend me some money, won’t you?
2. Jill hasn’t closed her bank account, has she?
3. Your cousin lives in Bristol, doesn’t he?
4. We aren’t working this Saturday, are we?
5. You change your PIN number often, don’t you?
6. Tom didn’t spend all the money, did he?
6 opea^in^ Go to Pair work activities.

A. Discuss.
• What do you think makes employees
happy with their job?
B. Read the text quickly. What is the writer’s main
purpose? Choose a, b or c.
a. To criticise employers at big companies.
b. To inform people about the working conditions
some companies offer.
c. To advertise different businesses.
Le t’s get down to business
Because big salaries and large bonuses aren’t always
enough to keep employees happy, some companies are
now offering their staff exciting and unusual perks. A
software company in Los Angeles, USA, for example, has
built a number of on-site facilities for its employees. Staff
can visit the hairdresser’s, leave their cars at the car wash
and their clothes at the dry-cleaner’s - for free! There’s
also an on-site restaurant that serves free gourmet meals
24 hours a day! What a treat!
When employees of a San Francisco-based software
company need a break, they head for the games room.
Here, they can play video games, pool or table tennis.
Alternatively, staff members can take part in outdoor
activities, like basketball or tennis. The employees of this
company say that their work environment is so pleasant
that they often don’t want to go home!
Many companies also organise annual holidays and
outings for their staff. Last year, a US supermarket chain
took all its employees white-water rafting. And, in the UK,
a mobile phone company organised a special end-of-year
concert for its 17,000 employees. Some of the biggest
rock bands in the UK played at the concert and staff
members had, the opportunity to meet the performers
- how thrilling!
Some companies offer their staff members slightly more
unusual perks. For example, a US insurance firm gives
alt its employees the day off on their birthday, as well
as a gift of $100. The company also offers on-site golf
lessons and yoga classes, and there are even meditation
rooms for staff members to enjoy some quiet time. Many
employees consider this company to be such a wonderful
place to work that they wouldn’t dream of looking for a
job anywhere else!
C. Read again and complete the sentences.
1. A software company in Los Angeles doesn't
charge its employees anything for
_______________ their clothes or when they
want to wash_______________ . They can
also_______________ free of charge all day
long.
2. Employees at a San Francisco company can
go outside and play________________or
_______________ during their break.
Sometimes they have so much fun at work
they don’t want_______________ .
3. _______________ were taken to a concert
by a UK mobile phone company.
4. Employees of a US insurance company don’t
have to ________________on their birthdays
and they can spend a quiet moment in a
_______________ whenever they like.
D. Look at the highlighted words in the text and
match them with their meanings a-g.
1. perks a. trips or short journeys
2. gourmet usually lasting for a day
3. head for b- 9° towards
4. pleasant c think about something in
r a particular way
5. outings
g Prm d. food of high quality and
often expensive
7. consider
e. nice, enjoyable
f. things you are offered as
well as your salary
g. company
E. Discuss.
• Which of the perks mentioned in the text do you
think would create the happiest work environmert
• Imagine you’re the manager of your own compan
What kind of unusual perks would you offer your
 Functions
I Exclamatory sentences
I Clauses of result
Vocabulary
Words related to work
bonus company day off employee employer
I firm (n) salary staff
Other words and phrases
I advertise annual break (n) car wash condition
I consider criticise dream (v) dry-cleaner's
I inform outing pleasant serve slightly study (n)
| treat (n) white water rafting yoga____________________
W ARM-UP
Aim: to help Ss make hypotheses about the lesson by
activating their background knowledge
• Draw Ss’ attention to the title of the lesson.
• Help Ss elicit the meaning of the phrase jo b satisfaction
(= the feeling o f pleasure and achievement which you
experience in your jo b when you know that your work is
worth doing).
• Ask Ss to tell you what they think the lesson is about.
• Elicit answers.
• Ask Ss:
What is more important to you: job satisfaction or earning
a lot of money?
• Elicit answers and generate discussion.
L READING » 25
A. (PRE-READING)
Aim: to introduce the topic of the text by relating it to Ss’
personal opinion
• Draw Ss’ attention to the picture.
• Ask Ss the question and elicit answers.
B. Aims: • to present vocabulary, functions and
structures in the context of a text
• to give Ss practice in reading for gist
• Ask Ss to read through the text.
• Alternatively, play the CD and have Ss read and listen to
the text.
• Ask Ss to read through the sentences a-c and check
understanding.
■Have Ss decide which sentence best describes the
writer’s main purpose.
• Check the answers with the class. Ask Ss to provide
justification for their answers.
KEY
The correct answer is b.
• Ask Ss some com prehension questions:
Are big salaries and large bonuses always enough to
keep employees happy? No, they aren't.
What are some companies now offering their staff?
Exciting and unusual perks.
What has a software company in LA built for its
employees? A number o f on-site facilities.
What can the employees o f a San Francisco-based
software company do at the games room during their
break? They can play video games, pool or table tennis.
What do many companies organise for their employees?
Annual holidays and outings.
Where did a US supermarket chain take all its employees
last year? It took them white-water rafting.
Who played at the special end-of-year concert which a
UK mobile phone company organised for its employees?
Some of the biggest rock bands in the UK.
What did the staff members have the opportunity to do?
To meet the performers.
How much money does a US insurance firm give to its
employees as a birthday present? $100.
What else does it offer to its employees? On-site golf
lessons and yoga classes, as well as meditation rooms
for staff members to enjoy some quiet time.
What do many employees think about this company?
That it’s a wonderful place to work.
Do they ever think about looking for a job elsewhere?
No, they don’t.
C. Aim: to give Ss practice in identifying specific information
in the text
• Ask Ss to read through the sentences. Make sure that
they do not have any unknown words.
• Have Ss do the activity and check answers.
KEY
1. dry-cleaning, their cars, eat
2. basketball, tennis, to go home
3.17,000 employees
4. work, meditation room
D. Aim: to give Ss practice in deducing the meaning o f some
unknown words from the te xt through a matching
activity
• Refer Ss to the highlighted words 1-7 in the text.
• Ask Ss to read through the definitions a-g. Make sure
that they do not have any unknown words.
• Have Ss do the activity and check answers.
KEY
1. f 2. d 3. b 4. e 5. a 6. g 7. c I
• Explain any unknown words and choose Ss to read the
text aloud.
E. (POST-READING)
Aim: to give Ss the opportunity to have a further discussion
on the topic of the text
• Ask Ss the questions and initiate a short discussion.
 y lj
y fZ S

2. VOCABULARY KEY
Aim: to give Ss practice in using words that can be easily
confused 1.They don’t want to go home.
2. Because their work environment is pleasant. 1
LANGUAGE PLUS 1
3. They express result.
w ork = an activity which requires a person to use physical
or mental effort to do, usually for money I
To express result use:
job = what a person does on a regular basis to earn money
employer = a person or organisation that offers people - so + adjective or adverb + (th a t)...
paid work - such + (a/an) + (adjective) + noun + (that)...
employee = a person who is paid to work for sb else
office = a room or part of a building in which people work • Refer Ss to the Grammar Reference at the back of the
study = a room, especially in a house, used for work book.
desk = a type of table that you can work at
company = firm, a business that usually sells services/ 4. PRACTICE
goods Aim: to give Ss practice in using exclam atory sentences and
organisation = a group of people who work together in a clauses o f result in the context o f tw o short dialogues
structured way for a shared purpose
• Have Ss do the activity and check answers.
• Ask Ss to read through the first set of sentences and
then the words in the box. KEY
• Refer Ss to the word jo b in the text (...they w ouldn’t 1. such, such, so
dream o f loo king fo r a jo b anywhere else!).
2. so, What, so, How 1
• Encourage Ss to work but the difference in meaning
between w ork and job .
• Point out to Ss that w ork has a more general meaning. 5. SPEAKING
• Have Ss do the rest of the activity, one set at a time. Aim: to give Ss practice in using the functions, the
• Check the answers with the class. structures and some of the vocabulary presented in
this lesson through a pair work activity
KEY
• Ask Ss to read through the ideas given.
1. job, work
• Draw Ss’ attention to the speech bubble.
2. employee, employer
• Draw Ss’ attention to the TIP and explain it.
3. office, desk, study
• In pairs, Ss talk about an ideal company, using clauses of
4. company, organisation result and exclamatory sentences respectively.
• Go round the class helping Ss when necessary.
3. GRAM M AR • Choose some pairs to act out the dialogues.
EXCLAMATORY SENTENCES
Aim: to present exclamatory sentences
• Ask Ss to read through the examples.
• Draw Ss’ attention to the words in bold.
• Ask Ss the question in the rubric.
• Check the answers with the class.
• Read out and explain the rule.

KEY
The speaker wants to emphasise what follows by
using the words in bold.

CLAUSES OF RESULT
Aim: to present clauses of result
• Ask Ss to read through the examples.
• Draw Ss’ attention to the words in bold.
• Ask Ss to read through the questions 1-3.
• Have Ss answer the questions and check answers.
• Ask Ss to look at the rules.
• Have Ss complete the rules and check answers.

93 TB
\2 { /o c a ia tfa r c f
4 P ra c tic e
WORDS EASILY CONFUSED
Complete the dialogues w ith how, what,
Complete the sentences with the words in the boxes. so or such.
work job 1. A: I had . a tiring ,dayl
Sheila has a new . She started B: Why? What happe®d?
last M BBav. A: We h ad _____________ a lot of work to do'
that we didn’H jiv e time for a b ie ik .
employer employee B: §o, you'have«.eaten?.—
2. Tim Barkley is a n _____ . of SfflBank. His A: No, I’m ^ ^ “I M a j narv I cSiJ'd eat
.sent him tofSbivn last week..-* a horse!

2. A: Why are you late?

I office Kstuclv P 'esk v j
B: I woke u p _____________ late l i l t I
I Myifflother||s a graphicPesigner and has a(ri) ta fe e d t | l bus, and the next « s was
__________ on the third floor of that building half an hour later.
with a large in it. But he also works at
A : _____________ a nightmare!
home in his _ _ ,
B: Did Mr Humphries'riotice I w a s * frere?

[ company fio rg an isa|p n A: No, he’s _____________ busy these d a y fl

he never comes out of his office.
4. ChnSihefS the manager of a software^
B :_____________ lucky I am!
anfflin her free tim e she does volunteer work for a(n)
HtliraffliBWM which IT e li^ p ro td lB la e n v ird h m e n f.

5 S p e a ^ in ^
Talk in pairs.
Student A: Imagine that you work for th e 'id e ^
company. Tell Student B about it.
Read the examples below. W hich words does Think about the ideas given below
the speaker w ant to emphasise? and use so/such... that.
• How th rillin g ! • What a tre a t!
your boss
• I t ’s so pleasant! • I t ’s such a w onderful place!
your colleagues
To make exclam ations use:
the money you make
how and so before adjectives/adverbs
what and such before nouns or adjectives + nouns the perks yotffeceive
the facilities
the working hours / days
CLAUSES OF RESULT
the days off / holidays you get
Read the examples, answer the questiolral-3 and
complete the rules. the breaks you can have
• The employees say th a t th e ir w ork environm ent is
so pJeasant that they often don’t w ant to go hom e! Student B: Respond to what Student A says
• The employees say ifyat th e ir w ork environm ent is using How...! o r What.J.
such a pieasant.place that they ofte n don’t w ant to
go hom e! My boss is so frien dly that he’s
1. What don’t the employees want to do? lik e a best frien d to me.
2. Why don’B le y want to do it? How lucky you are!
3. What does so... that... and such... that... express?
To express result use:
■so + , o r adverb + (that)...
- such + (a/an) + (adjective) +. . + (that)...
W t P Listen carefully to the other
person and show interest or surprises
 'u c c e s s m

m.
1 /lo c a U fa m
LEXICAL SET: QUALIFICATIONS
Read the tU lebelow and tick what is true about you. Read the examples and answer the question !!

Yes No Ted taug ht himself how to play the guitar.

Mrs Fields taught him how to pla y the
Do you have a university degree? piano.
Do y o ffia v e previous w o r lB In which sentence does the pronoun refer to
experience? the subject?
Are you fluent in more than one Do you ever stay at hom e by yourself?
l||® u 3 g lf|j Children, be careful. You m ig h t h u rt
Are yeH com pttge rpp ra fe ? yourselves.
Do you have a d tff ing licence?' What does the phrase by yo urself mean? f.-i
What’s the difference between yo urself and
Do you h aje g ocM leopjerskli& ji, ,
yourselves?
Ia n you work overtime?
Go to Gram m ar Reference
Do you w a^p^full-tim e j<j|?

2 S p e a fc n
i ^ 4 P ra c tic e ,
A. Discuss. Complete the sentences using the verbs in the box
and reflexive pronouns.
• Have you evetpegflto■apabljE llview ? . -
* What kind of q fie s tio ^ w e people asked? enjoyed cut made look at buy

B. ROLE PLAY t. Ann felt ill, so sh e I some tea.

Talk in pairs.
2. Be careful! You’ With that
Student A: Imagine that you’re applying fo r a jo B j ih ife .
a n c ftu d e n t B is B jS rview ing youiTell
3. I want t o ______ a suit from Slat st­
h ir t^ K r which job yoimre applying^for
over there for my job interview.
and answer hism er (questions.
S tudent B: Imagine that Student A has applied 4. Before they leaveJfhe house, the g i|s a lw fls 1
' t t a g b r tfh e company you w ork for. _______________ inthe mirror.
I n t e r v ie w hiidfpSpusing ideas f r o S B 5. W e___________________ at Tina’s birthday party
_ M n a your own! yesterday.

W hich job are you applying for?

I’m applying for the job of... 5 fa s te n in g ^
Doyouhfive«.? A. Discuss.
• What do you think m ight go wrong duj|ng"a job
interview?
• Can you think of any reasons for w h ljh a person
m ight not get the job?

B. Listen to two conversations and answer the

questions.

1. a. Where d id p u s S ’s interview take p la c e S

Eh® Can Susan speak French?
2. a. What does Robert do?
b. Does he want a full-tim e or aw arlU M e job?
 F u n c tio n s
Interviewing and being interviewed for a job
Talking about your studies, qualifications and work
experience
Structures
Reflexive pronouns
Vocabulary
Words and phrases related to qualifications
I advanced computer literate degree driving licence
I education fluent in intermediate knowledge
people skills personal skills previous experience
Other words and phrases
applicant apply for assistant available upon request
I be in charge of culture CV (Curriculum Vitae)
date of birth guest in charge of interests manager
I overtime present (now) reference
W A R M -U P
Aim: to help Ss make hypotheses about the lesson by
activating their background knowledge
• Ask Ss to look at the title of the lesson.
• Ask Ss what a CV (= C urriculum Vitae) is (.short w ritten
description o f yo ur education, qualifications, previous
em ploym ent and som etim es also your personal
interests, which you send to an em ployer when you are
tryin g to g e t a job).
• Ask Ss what makes a successful CV and elicit answers.
• Ask Ss what they think the lesson is about and elicit
answers.
LVOCABULARY
Aim: to present vocabulary related to qualifications
• Ask Ss to read through the questions. Make sure that
they do not have any unknown words.
• Have Ss answer the questions according to what is true
about them by ticking the approijgiate column.
• Initiate a short discussion.
2. SPEAKING
A. Aim: to introduce the topic of the speaking activity by
: relating it to Ss’ personal experience
• Ask Ss the questions and generate discussion.
B. Aim: to give Ss practice in simulating a job interview
• Ask Ss to read through the speech bubble.
• Point out to Ss that they can use vocabulary and ideas
from activity 1.
• In pairs, Ss act out the job interview.
• Go round the class helping Ss when necessary.
• Choose some pairs to act out the job interviews.
3. GRAMMAR
Aim: to present reflexive pronouns
• Ask Ss to read through the first set of examples.
■Draw Ss’ attention to the words in bold.
• Point out to Ss that h im self is a reflexive pronoun while
him is an object personal pronoun.
• AskSs the question and check the answer.
KEY
In th ^B rst sentence.
• Ask Ss to read through the second set of examples.
• Draw Ss' attention to the words.in bold.
• Ask Ss the questions and check answers.
7c
KEY
• by yo urself means alone
• yo urself is second person singular number,
while yourselves is second person plural number I
• Refer Ss to the Grammar Reference at the back of the
book.
4. P R AC TIC E
Aim: to give Ss practice in using the reflexive pronouns in
context
• Have Ss do the activity and check answers.
KEY
1. made herself 2. cut yourself 3. buy myself
5. LIS T E N IN G » 26
A. (PRE-LISTENING)
Aim: to introduce the topic o f the listening text by relating it
to Ss’ personal opinion and experience
• Ask Ss the questions and generate discussion.
B. Aim: to give Ss practice in listening for specific information
• For each conversation have Ss read through the
respective questions. Make sure that they do not have
any unknown words.
• Play the CD twice, have Ss listen to the conversations
carefully and answer the questions.
• Alternatively, play the CD and have Ss listen to the
first conversation twice and answer the first set of
questions. Follow the same procedure with the second
conversation.
• Check the answers with the class.
KEY
1. a. At the Sunrise Hotel, b. No, she can’t.
2. a. He’s a photographer, b. He wants a part-time job.
LISTENING TRANSCRIPT
1.
Irene Hey, Susan. Where were you this morning?
Susan I was at the Sunrise Hotel.
Irene Wow! A lot of famous people stay there. Why
were you there?
Susan I had an interview.
Irene How did it go?
Susan Well, everything was going great until the
interviewer started speaking to me in French.
I Irene French? Why did he do that?
Susan Because in my CV, I wrote that I’m fluent in
^ g re n c h . So when he saw that I didn’t
understand what he was saying, he got pretty
annoyed with me.
Irene Of course he did. You shouldn’t lie in y o B CV!
2.
Tanya Hey, Robert. How’s the job-hunting going?
U td b e rt Not well.
Tanya That’s a shame. You take great pictures.
: Robert|.T h an ks, but my work is not the problem. All
the ads I find want someone to be available to
work full-tim e and I only have time to work for
about four hours a day.
Tanya Why don’t you go and ask at JayMag? My
friend Frank works there and he doesn’t work
full-time. Maybe they need a photographer.
Robert OK. I will. TB94
 6. WRITING KEY
A. Aim: to introduce the topic of the writing task by
Suggested answer
activating Ss’ background knowledge
The job at the Northwest Hotel is the most suitame for
• Ask Ss the questions and generate discussion.
I Jennifer Silverstone because she has a ytfte necessary
qualifications for it. On the contrary, she is not suitable
B. Aim rto familiarise Ss With the conventions of a CV
■ o r the job at the lim p e rtH o te l becCise she isn’t over
LANGUAGE PLUS | 30 and she doesn’t speak French. She isn’t suitable for
i BA is antabbrewimonSor ‘Bacnglgr o f Arm, w hifh is ■ h e job at the Palace Hotel because she doesn’t hcffi a
thgfirst university ie g re B n a n A r fr o r®o ci al’fe i e nce BA in Business and Management and she isn’t fluent in
Ksubjec.t. ; Italian.
• MBA isEn abbrewltion fo? ‘MaWdgspf Business i
AdmmWMtion‘. w f i h B a po£f|wduate degree.
D. Aim: to give Ss practice in w ritin g a CV
• Ask Ss to read through Jennifer Silverstone’s CV. • Draw Ss’ attention to the TIP and explain It.
• Ask Ss to read through the headings a-f. Make sui e that • Point out to Ss that they should use the CV in activity 6B
they do not have any unknown words. as a model.
• Have Ss do the activity and check answers. • Allow Ss some time to write their CVs.
KEY | • Choose some Ss to read out their CVs.
f ie 2. c 3 a | | §b 1I5J 6 .d I^

• Ask Ss some comprehension questions:

Where doe^iennifemive? She lives j j S&gjttffiP

j When was0m:bSni$iBh 3 J U m l^ 8 2 M n i&$2t ■
j Wheq* was her ftrstfjob? At the Hyde Hotel.
} What was the assistant manakm t ^
| What wBaheP duties? She was in chargp^f ordering foodn
j and supplies and she orgatgsed special events for gues^M
! How long Wjd\she stay0ere? For 4 yearsmFrom 2008
J 1 *^0 0 “ ’
Where is she currently working? At the Park Hotel.
What is her cmrent position? She is the hotel manager.
What are her dtMBpBhe is in charge of 25 employees and
j she Interviews, hires and trains employees.
How long has she been working Mer0?!Wuice 2012.
What is Jennifer’s first degree in? In International
[ Hospitality Management.
I W h&S lidshe do it? At the Robert Gordon University.
Does she have a postgraduate degree? Yes, she does.
Management.
j Where did she do W M Queen Margaret University.
What languages does she speak? She speaks Spanish,
| German andJtaiian.
I Is she computer literate? Yes, s.he is.
\ Does she get on well with peopl&lyes, she does. .
What does-she like doinM Travelling and learning about
[ different cultures.

C. Aim: to involve Ss in making a decision based on

information
• Ask Ss to read through the three advertisements. Make
sure that they do not have any unknown words.
• Ask Ss the question in the rubric.
• Allow Ss spme tim e to decide which of the three jobs is
most suitable for Jennifer Silverstone.
• Check the answers with the class. Ask Ss to justify their
answers.
6 C. Read the advertisements. Which of the three jobs
is most suitable for Jennifer Silverstone? Why?
A CURRICULUM VITAE (CV)
A. Discuss.
• Have you ever written a CV? L a m p e rt H o te l
• What information do you believe should/shouldn’t is looking fo r a Hotel Manager
be included in someone’s CV? Applicants must:
• have a degree
B. Read Jennifer Silverstone’s CV and match the • have at least 10 years^work experience
headings a-f with the parts of the CV 1-6. • speakTFrench fluently
a. Education d. References • be computer literate
• be available to work weekends
b. Personal Skills e. Personal Information
c. Work Experience f. Interests
Northwest Hotel
Position: Hotel Manager
Curriculum V im We offer:

Name: Jennifer Silverstone

• f ull-time work in an excellent working
environmentr
We require:
• a Master's degree
• previous work experience (at least 4 years)
■
Address: 5 Shipston St, Epsom,
Surrey KT18 2LR • knowledge of at least tw o foreign languages
Telephone: Home: 01372 639823 • good knowledge of computers
Mobile: 07939 876982 • a pleasant personality
E-mail: jsilverstone7@yahoo.com • tw o letters of reference
Date o f birth: 03.06.1982
H otel M a n a g er needed for
d H o ie l
2012 - present Hotel manager at Park Hotel
Applicants must:
- in charge of 25 employees
- interview, hire and train • have a Master's degree in Hospitality
employees Management
2008 - 2012 Assistant manager at Hyde Hotel • have a BA in Business and Management
- in charge of ordering food and • have previous work experience
supplies • be fluent in at least tw o foreign languages
- organised special events for (one must be Italian)
guests • be computer literate
• be able to work overtime and during holidays

2005 - 2006 Queen Margaret University

MBA in Hospitality Management
MM
2001 - 2005 The Robert Gordon University
BA in International Hospitality
Management
■Fluenfc:in?Spani.sh and German, good knowledge
of Italian
■Advanced user of MS Excel, and an intermediate
user of MS Word, Access, Frontpage and
Outlook programs
1Good people and communication skills
3 • don’t write full sentences (eg. w rite ‘g o o d
Travelling, learning about different cultures
E T " I
Available upon request
WRITING TASK
^ D. Write your own CV.
fO f . TIP
& When w riting a CV:
• remember to be brief and to the point.
. don't w rite information that is unnecessary
(eg. ap p ea ra n ce , irrelevant aw ards).
• group the information in separate sections
(personal information, work experience,
education, personal skills, interests, references).
. focus on your abilities and strong points which
are relevant to the job you are applying for.
k n o w le d g e o f Ita lia n ’ r a th e r th an 7 can sp eak
Ita lia n w e ll’).
• do not use informal language.
• highlight im portant information in bold.
 Q JOB FORUM
REGISTER I FAQ I MEM BERS L l H

You a r e in: D is c u s s io n P o in t
1 R eadn
i g
T u e sd ay , 3 0 th M a rc h , 11:33pm
A. Discuss.
• What do you think the worst job in the world is?
Someone's got to do it...
• Which of the following make people not like their Tell us your bad jo b experiences. I t can't be that
job? bad, can it?

salary working hours employer I once worked at a sweet factory putting sugar on
sweets and biscuits. I thought it would be nice becau
colleagues routine workplace I was a big fan of sweets. Well, I used to go home wi
sugar in my hair, up my nose and in my ears! It was
B. Read the text quickly and match the names of disgusting and the smell was so strong that I couldn't
the people with the job they are describing. Two get used to it. I only lasted a week, but one good thi
people are describing the same job. did come out of my experience. By the time I left, I
given up sweets altogether.
Laura M itchell, S o u th a m p to n
zookeeper

factory worker I worked for one summer at a safari park. I liked

feeding the penguins and the other animals in general,
call centre agent but cleaning up after them wasn't much fun, as you
can imagine. The worst job I had was in the monkey
reserve. You see, as visitors drove through, monkeys
C. Read again and write L for Laura, D for Dan, E for usually climbed on their cars for a free ride. At the exit
Eleanor or W for Willy. of the reserve, one of us had to stop the monkeys fr
getting into the next reserve. I can tell you, chasing
1. I worked there for a month.
monkeys around with a stick in the middle of the
2. I soon got used to it. summer is not fun at all.
3. I was happy when I lost my job.
4. I enjoyed part of my job.
□
□
D an Given, H em sb y

5. My job helped me improve my health.

6 . 1 still have the same job.
□
□
My job can be really hard sometimes as it involves
taking customers' orders, answering calls and in
general, dealing with people and their complaints. You
see, I work at a call centre and the things I have to ;
7. I worked there for less than a month.
up with are awful. Just because people can't see you
face-to*face, they think it's OK to be rude. It was real
D. Find words/phrases in the text that mean the difficult in the beginning, but by the end of the first
following: month, I had learnt not to take it too personally. One
1. extremely unpleasant, horrible (Laura): I got so angry with a customer, I shouted back at hinv
and it almost cost me my job.
E le a n o r Ig n e s , U xbridge
2. an area of land that is protected (Dan):

3. a thin piece of wood (Dan):___________
4. accept something that is annoying, w ithout
complaining (Eleanor):___________
5. help somebody remember something (Willy):
6. really tiring (W illy):.
E. Discuss.
• Which of the jobs in the text would you least like
to do? Why?
I often remind myself, no matter how bad things get,
they could be worse. I could still be working there. I
don't know how I lasted a month at the box factory.
I'd had enough before the end of the first week. It w~
exhausting on the body, but what it did to your mind
was most worrying. Boring, just isn't a strong enough
word. I worked with a man who had been there for
twenty years! He told me he dreamt of boxes, he saw
boxes when he closed his eyes, and he even tasted
boxes when he ate. I was so glad when I was fired!
W illy H aw kins, B ath

©
 • Ask Ss some comprehension questions:
What did Laura do at the sweet factory where she
worked? She put sugar on sweets and biscuits.
Why did she like her job in the beginning? Because she
was a big fan o f sweets.
How did she use to go home? With sugar in her hair, up
her nose and in her ears.
Did she like the smell? No, she didn’t.
Why? Because it was very strong._____________________
What didn’t Dan like about his job? Cleaning up after the
iro n animals.
3 because
Where ivas the worst job he had? In the monkey reserve.
Other words and phrases What did monkeys do as visitors drove through? They
lome with I altogether be/get fired by the tim e chase climbed on their cars (for a free ride).
It was complaint construction disgusting exhausting What did the people working at the safari park have to do
couldn't exit face-to-face factory feed get used to at the exit o f the reserve? They had to stop the monkeys
lood thing I glad in general in the middle of involve media from getting into the next reserve.
left, I had penguin piece put up with quit remind How did they chase the monkeys around? With a stick.
I sweet (n) unpleasant What does Eleanor’s job involve? Taking customers’
orders, answering calls and dealing with people and their
W A R M -U P complaints.
Aim: to help SS make hypotheses about the lesson by Why does she think that people are rude? Because they
ked activating their background knowledge can’t see you face-to-face.
i general, • Draw Ss’ attention to the title of the lesson. What happened once while she was talking to a customer?
as you • Help Ss deduce the meaning of the verb q u it (= leave She got so angry that she shouted back at him.__________
your job). When did Willy first understand that he had had enough
nonkey
• Ask Ss to tell you what they think the lesson is about. o f his job at the factory? Before the end o f the first week.
lonkeys
• Elicit answers. Was it tiring? Yes, it was.
it the exit
What was the worst thing about it? That it was boring.
keys frorr
1. R E A D IN G » 27 Who did Willy work with? With a man who had been
hasing there for twenty years.
A. (PRE-READING)
the What was the man’s problem? That he dreamt o f boxes,
Aim: to prepare Ss for the topic of the reading text by
relating it to their personal opinion he saw boxes when he closed his eyes and he even tasted
boxes when he ate.
• Ask Ss the questions and generate discussion.

B. Aims: • to present vocabulary, functions and structures in C. Aim: to give Ss practice in reading for specific information
olves the context of a forum • Ask Ss to read through the sentences 1-7 and make sure
lijiis • to give Ss practice in reading for gist that they do not have any unknown words.
ints. You • Have Ss do the activity and check answers.
ave to put BACKGROUND NOTE
;ee you j A forum is a place on the Internet where people can post KEY
messages or discuss particular subjects with other people 1. W 2. E 3. W 4. D 5. L 6. E 7. L
was really at the same time.
e first
D. Aim: to give Ss practice in guessing the meaning of
lly. Once,
• Ask Ss to look at the layout of the text and tell you what unknown words from the context
k at him,
it is (a webpage o f a forum ) and where it can be found • Ask Ss to read through the definitions 1-6. Make sure that
(on the In te rn et). they do not have any unknown words.
• Ask Ss to tell you what kind of a forum this is (a jo b • Refer Ss to the text.
forum ). '
• Have Ss do the activity and check answers.
• AskSs to tell you what a job forum is about (people who
lgs get, discuss th e ir jo b experiences). KEY
here. I • Ask Ss what other forums they know of, if they have ever 1. disgusting 2. reserve 3. stick
jctory. joined a forum, etc.
4. put up with 5. remind 6. exhausting
■k. I t was • Ask Ss to read through the text. Alternatively, play the
CD and have Ss read and listen to the text at the same • Explain any unknown words and choose Ss to read the
ir mind time. text aloud.
enough • Have Ss match the names of the people with the job they
re for are describing and check answers. E. (POST-READING)
. he saw
KEY Aim: to give Ss the opportunity to have a further discussion
asted on the topic of the reading text
Laura: factory worker, Dan: zookeeper,
fired!
Eleanor: call centre agent, W illy: factory worker I • Ask Ss the questions and initiate a short discussion.

TB96
2. V O C ABU LAR Y
Aim: to present vocabulary related to jobs
• Ask Ss to look at the pictures showing jobs of three
different groups (emergency services, media,
construction).
• Help Ss relate the content of each picture to the job it
describes.
• Ask Ss the question in the rubric.
• Elicit answers.
5. SPEAKING
Aim: to give Ss practice in sequencing past events through
pair work activity
• Draw Ss’ attention to the timeline of events.
• Ask Ss to read through the speech bubble.
• In pairs, Ss take turns to ask and answer questions ab
the events they have included in their timelines.
• Go round the class, helping Ss when necessary.
• Choose some pairs to act out the d\a\ogues.

KEY W ORKBOOK LISTEN IN G » 28

Suggested answers
For the listening transcript go to page 178.
emergency services: ambulance driver, doctor, j
nurse, firefighter, police officer
B n e d ia : weatherman/weathergirl, reporter,
sports presenter, editor, graphic designer
construction: electrician, architect

3. G R A M M A R
Aim: to present the formation and use of the Past Perfect
Simple
• Write on the board: When I arrived home, m y sister had
cooked.
• Explain that the first action is had cooked and for this
reason the Past Perfect Simple is used, whereas arrived
S s the second actioiIjftherefOre the verb is in the Pas™
Simple tense.
• Draw the following diagram on the board, to illustrate
the difference between the two tenses:

Past Perfect Simple Past Simple

/
action 1 action 2
• Ask Ss to read through the examples.
• Draw Ss' attention to the verbs in bold.
• Ask Ss the question in the rubric.
• Elicit the answer that in the first sentence the speaker
first gave up sweets and then she left, in the second
sentence Sam first sent her CV and then she got the job
and in the third sentence they hadn’t been to the zoo
until they took the kids there.
• Ask Ss to look at the table.
• Have Ss dp the activity and check answers.

KEY
had, before

• Refer Ss to the Grammar Reference at the back of the

book.

4. PRACTICE
Aim: to give Ss practice in using the Past Perfect Simple and
the Past Simple in the context of a dialogue
• Ask Ss to read through the dialogue,
w a v e Ss do the activity and check answers.

KEY
Did ... take, got, had closed, parKecl, wtent,
remembered, had jjfflra n , had happened;
had taken, saw, was
2 /lo & a U a
i m
JOBS m edia
Look at the groups of words below. Can
you add any more to each group?

builder
newsreader
lifeguard co n s tru c tio n

em ergenc^ K vices

painter
rescue squad j a m nalist
paramedic cameraman
plum ber

PAST PERFEGTSIMPLE

Read the examples. Which action happened first and Past Perfect Simple
which happened second? Then complete the rule.
+ past participle
• By the time I left, I had given up sweets altogether.
• Sam had sent a CV to the company before she got We use the Past Perfect Simple for an action
the job. which had happened another
• Yesterday, we took the kids to the zoo. We hadn’t action in the past.
been there before. Go to Grammar Reference

4 P ra c tic e ,
Complete with the Past Simple or the Past Perfect Simple of the verbs in brackets.
A: Hey, William.. yo u . (take) A: What?
the car to the garage today? B: I was shocked! But then I realised what
B: Yeah, but listen to this. When I ____________ (get) ____________ (happen). The mechanic___________
there, th ey____________ (close) for lunch. So (take) the car inside to fix it.
I i j __________ (park) outside and___________ A: Without asking?
(go) for a walk. Then I (remember) B: Well, he____________ (see) the keys in the car and
something. I . (leave) my wallet and thought i t ____________ (be) OK to take it.
my keys in the car! I _______
_______ (run) back but
the car was gone.

5 o p e a fc in p Had you passed your driving test

before you went to university?
Make a timeline of events in your life, like the one below. Write the
events on a piece of paper, in random order, and give them to your Yes, I had.
partner. Then talk in pairs. Askjach other questions as in the example.

get a bike finish school pass driving test go to university get first car
2008 2009 2010 2013
 / /lo c a e
l tifa /y '
WORDS RELATED TO TRAINING COURSES
Read the sentences and try to guess the meaning of the words/phrases in bold.

1. Sam signed up for a Spanish class but she’s broke,
so I don’t know how she’s going to pay the fees.
2. If you want to get a certificate at the end of the
course, you have to attend all the classes.
2 fa s tie ,n (n Q /
A. Discuss.
• What sort of training courses do you know of?
• Would you like to sign up for one? Why / Why not?
3. My sister is trying to manage having both a family
and a career.
4. You can’t really learn gardening from a book. You
need to get out there and do some practical work.
5. Jason has just completed his M a ile r’s degree and
is now looking for a job.

B. Somebody is calling to ask about training courses and is C. Now you will hear the caller speaking with
listening to a recorded message. Listen to the message a call centre agent. Listen and complete the
and complete the advertisement below. caller’s notes.

Top-class Training Courses T o p - C la s s t r a in in g

FORAGES: CD___________
COURSES course: (1)
AVAILABLE: - Building/construction qualifications needed?
- (2) ' - training (2) ________________
-(3)________ course lasts (3 )______
And many more! weeks
WE OFFER:-Seminars
(4 ) ___________ lessons p e r
-(4)_________ week (Tuesdays and
- Distance learning
(5 ) ___________ )
All students receive a certificate
M ew bury College ~
at the end of: the course
fees: ( 6 ) ___________
What are you waiting for?

3 S p e a k in g /
ROLEPLAY Photography Interior design Basic Computing Hair dressing

Student A: Imagine that you want Student B: Imagine that you

to attend one of the
courses above. S tu d e ®
B is a receptionist at a
college with training
courses. Use the
prompts to ask Student
B questions about
the course you are
interested in.
©
How long / last?
are a receptionist
How much / fees? at a college which
Where / take place? is offering the four
When / lessons? training courses
shown above.
How many / students per class?
Answer Student A’s
need / qualifications or equipment?
questions about the
offer / practical work? courses w ith ideas
certificate / when finish? o f your own.
 Functions
Asking for and giving information about training courses
Vocabulary
I as for... attend career certificate
I complete (v) cookery course fee gardening
I intensive practical work sign up well-organised
WARM-UP
Aim: to help Ss make hypotheses about the lesson by
activating their background knowledge
• Draw Ss’ attention to the title of the lesson.
• Help Ss deduce the meaning of the phrasal verb sign up
(= enrol).
• Ask Ss to tell you what they think the lesson is about.
1. V o c a b u l a r y
Aim: to present vocabulary related to training courses
• Ask Ss to read through the sentences 1-5.
• Draw Ss’ attention to the words in bold.
• Have Ss deduce the meaning of the words in bold from
the context.
• Check the answers with the class.
KEY | LISTENING TRANSCRIPT
fees = the amount of money you pay to be I Agent Top-Class training courses, how can Melp you?
allowed to do sth (e.g. attend a course) | Caller Hello, I’m interested in one of your courses but
certificate = a document that you receive at j I’d like a bit more information.
the end of a course
attend = go to, be present at
career = the period of time that you devote1 t You see, I lost my job last year and I’d like to
to your professional life trying to
become better and successful
practical work = work relating to real action I Caller Do I need any qualifications to sign up for the
and experience
complete = finish successfully
2. LISTENING » 29, 3 0
A. (PRE-LISTENING)
Aim: to prepare Ss for the topic of the listening text
• Ask Ss the questions and generate discussion.
B. Aim: to give Ss practice in listening for specific information
about the training courses offered by a college
• Ask Ss to read through the advertisement. Make sure
that they do not have any unknown words.
• Play the CD twice.
• Have Ss listen to the recorded message carefully and
complete the blanks.
• Check the answers with the class.
KEY
1.18 and over 2. Teacher
3. Computer Science 4. Practical work
LISTENING TRANSCRIPT
Recorded message: Thank you for calling Top-Class
training courses. We provide a great variety of courses
for people who are over 18 and want to get a head start
or help their careers. Whether you want to learn some
building skills to help you get a job on a construction
site, or take a teacher training course to improve your
classroom environment, we have courses for everyone.
If it’s Computer Science you want, we have many
courses with varying difficulties. The seminars take
place in various colleges and institutions and you will j
also have the opportunity to do some practical work^P-j
We even offer distance learning courses, so you
7c
learn from the comfort of your home. When you
complete the course, you will receive a certificate
i recognised throughout the country.
If you’d like more information about course dates
and times, press 1.
If you’d like to find out more about a specific
course, press 2.
If you’d like to speak to one of our ageSs, press 3.
Beep!
C. Aim: to give Ss practice in listening for specific information
about a training course offered by a college
• Ask Ss to read through the notes.
• Ask Ss to say what they think the caller is going to ask.
• Elicit answers but do not correct Ss at this stage.
• Play the CD once and have Ss listen to the dialogue in
order to check their predictions.
• Play the CD again and have Ss complete the blanks.
• Check the answers with the class.
KEY
1. gardening 2. no/none 3.10
4.2 5. Thursdays 6. €350
Agent Certainly. Which course are you interested in?
Caller It’s the one where you learn all about gardening. I
become a professional gardener.
Agent Then, it’s a great way to start.
course?
Agent No, but after the 20 lessons are over, there’s an
advanced class you can join.
Caller That’s good to know. So, is it 20 lessons in 10
weeks?
Agent Th'at’s right, two a week.
Caller On which days?
Agent Let me see, yes, on Tuesdays and Thursdays,
and they start at ten.
Caller OK, that’s good. Where do the classes take place? I
Agent At Mewbury College, and the practical work is
done in the college gardens.
Caller That’s close to me, which is convenient. Could
you tell me about the fees?
Agent The duration of the course is 50 hours in total
and the price is €350.
Caller OK, thank you very much.
Agent No problem. If you need anything else, don’t
hesitate to call.
Caller Great.
3. SPEAKING
Aim: to give Ss practice in asking for and giving information
about training courses through a pair work activity
• Ask Ss to look at the titles of the four courses on offer.
• Ask Ss to read through the prompts.
• Point out to Ss that Student Bhas to make up the
information in order to answer Student A’s questions.
In pairs, Ss take turns to ask for and give information
about the courses.
• Go round the class helping Ss when necessary.
• Choose some pairs to act out the dialogues.
TB98
4. W R IT IN G C. Aim: to give Ss practice in w riting an e-mail giving
A. Aim: to familiarise Ss w ith the purpose and content of an information
e-mail giving information . Draw Ss_attentjon tQ ^ J|p gnd exp|ajn jt
• Ask Ss to read through the e-mail. • Ask Ss to read through the advertisement. Make sure
• Ask Ss the questions 1-5. that they do not have any unknown words.
• Check the answers w ith the class. • Allow Ss some tim e to w rite th e ir e-mails.
■Choose some Ss to read o ut th e ir e-mails.
KEY
1. To give him some inform ation about the cookery
training course she attended.
2. Inform ation about the cookery training course (e.g.
hpw long the course lasted).
3. Jerry m ight want to know about the num ber of
students on the course, if he needs to have any
qualifications or equipm ent, if they o ffe r any practical I
classes, etc.
4. She really liked it and found it very useful.
5. In tro d u ctio n : the reason fo r w riting
M ain part: giving all the inform ation asked about the |
course
Conclusion: recom m ending the course

• Ask Ss some comprehension questions:

Where does Monica work? A t a restaurant

What kind o f course did she attend? A cookery training
course.
Was it well-organised? Yes, it was.
How long d id it last? Four weeks.
How many times a week did she have lessons? Three.
What tim e did the lessons finish? A t six in the evening.
When d id the lessons take place? A t Dew hurst College.
What were the facilities like there? They were great.
What were the chefs like? They were experienced and
very helpful.
Was it easy to work w ith them? Yes, it was.
Has she kept in touch w ith some o f the chefs? Yes, she
has.
What does she think o f the fees? They were expensive,
b ut it was w orth it.
What d id she receive when the course was completed?
A certificate.
D id it take her long to fin d a job? No, it didn't.

B. Aims: • to give Ss practice in expanding information taken

from advertisements into sentences
• to familiarise Ss w ith the language used in
advertisements
• Have Ss do the a ctivity and check answers.

KEY
2. The photography course is offered on Mondays,
Wednesdays and Fridays from 10:30am till 3pm.
3. The course lasts 5 weeks and the fees are €250. /
The fees fo r this five-week course are €250.
4. Sign up now and get a 20% discount.
5. For furthe r/m o re inform ation, contact Libby
Robinson at Iibby200@ gm ail.com .
 _N
ggIptegife |

4
AN E-MAIL GIVING INFORMATION
A. Read the e-mail below and answer the questions.
1. Why is Monica w ritin g to Jerry? 4. What does Monica th in k about the course?
2. What sort o f inform ation did Jerry ask for? 5. What is the topic o f each of the paragraphs in the
3. What other inform ation m ight be useful to Jerry? e-mail?

B ig

Hi, Jerry.
It was great to hear from you. I’m very busy at the moment, working hard at the restaurant. Anyway, I
would be more than happy to give you some information about the cookery training course I attended.
To begin with, I’ll tell you about the course itself. It was a very well-organised four-week course. The
lessons lasted till six in the evening and they were three times a week. They to ok place at Dewhurst
College and the facilities were great. As fo r the chefs, they were experienced and very helpful. I found it
very easy to w ork with them and I’ve even kept in touch with some of them. However, the fees were quite
expensive, but it was definitely w orth it. When the course was completed, I received a certificate and, as
you already know, I managed to find a job within weeks.
So, if you’re thinking about signing up fo r the cookery course, I recommend it. If there’s anything else you’d
like to know, don’t hesitate to ask.
Be® wishes,
Monica

B. Read the information below taken from advertisements. Write full sentences as in the example.
Rweek
The course is fo r people betw een 3. Tburse
the ages o f 18 and 24.____________ 030GB'

I Photography 4.
Course
Mon, Wed, Fri
10:30am-3pm
5.
WRITING TASK
contact: U b b , Robinson
C. Imagine that you are working in an English-speaking
country. A friend of yours is coming to live there because
he/she has found a job, and he/she wants to know
about the English course that youattended. Look at the
advertisement below and write an e-mail to your friend
giving information. Your|lm ailfitouldbe between TIP
80-100 words. ^ When writing an e-mail giving
information:
• use appropriate expressions to begin
LEARN ENGLISH and end your e-mail.

For beginners or fo r people who have some knowledge
of English, but w ant to become more fluent
V 2-m onth intensive course (9-2 daily)
V friendly, experienced teachers
■J small classes (max. 6 students)
■ / certificates fo r all students who
complete the course
For more inform ation contact ©reyson College
• do not copy the w ordingin the
advertisement. Try to rephrase it, add
comments and relevant information.
• use linking words/phrases to connect
your ideas (eg. To begin with, What’s
more, Finally, As for, However).
• in the last paragraph, mention that
O n ly E 650 . you are willing to give any additional
information.
 5. I burnt m yself / me while I was cooking yesterday.
6. Our boss invited us / ourselves to his house for
dinner.
v o c a /fo L ^ a r^
E. Rewrite the sentences using the words in bold.
A. Circle the correct words.
1. Amanda is very rude, (so)
1. I accept / refuse to leave until I speak to the
manager.
2. My employee / em ployer fired me yesterday. 2. I couldn’t w ork because the kids were making
noise, (so much)
3. There are three charge / cash machines in my
neighbourhood.
4. We can’t hire this applicant / custom er because 3. Alex enjoys working as a teacher, right? (doesn’t)
he has no previous experience.
5. Why didn’t anyone inform / attend me about the 4. The day had been very tiring so I didn’t want to go
meeting? out for dinner, (such)

B. Complete the sentences with prepositions.

5. It was such a crowded place that we couldn’t sit I
1. Greg is flu e n t_________ Spanish, but he can’t anywhere, (so)
speak a word of French.
2. Children under five enter the museum fre e _______
6. That is a great idea! (what)
charge.
3. Are you app lyin g _________ the job of a journalist?
4. Can I take the d a y _________ tomorrow?
C o fn m m ci a tio n
5. I don’t think the teacher can p u t_________ with
F. Complete the dialogue with question tags.
John any longer.
A: Hey, you haven’t seen my holiday photos,
6. What’s your d a te __________birth?
?
7. Who’s _________ charge of collecting fees?
B: No, you went to India,_______________ ?
A Yeah, it was wonderful.

I
C.
ra m m r
Complete the dialogue with the Past Simple or the
B: You know something, these photos...
A They’re not very good, I know. I need a new
Past Perfect Simple of the verbs in brackets. camera,_______________ ?
A: Do you know what Ken did last night? We B: You don’t have a digital camera,_____________
(1)________________ (arrange) to meet outside A: No, I really need one. And they’re really cheap
the cinema, but when I (2 )________________ (get) these days,_______________ ?
there, he ( 3 ) ^ (alre a d y/g o ) B: Yeah, they are.
inside. A: Then you won’t mind getting me one for my
B: Really? birthday next w eek,_______________ ?
A: Yes, but I (4) _1 . (not know). So, I B: What?
(5) . (wait) for fifteen minutes
outside. By the tim e I (6). G. Put the dialogues in order.
(buy) a ticket and (7 )___ . (enter) 1.
the cinema, the film (8) _ I (start).
□ a. Thank you, how much do you want to deposr
D. Circle the correct words. ( 1 b. Yes, it’s 67899897
1. My daughter can’t eat by herself / herself yet. □ c. OK. Do you have the account number?
2. Aren’t you going to tell them / them selves what
happened? □ d. £600. Can I also deposit money at the cash
machine?
3. I hate it when you only think about m y s e lf/
e. Good morning. What can I do for you?
yourself. O
4 . 1 think I lost my mobile phone. I can’t find it /
n f. Yes, you can.
itse lf anywhere. f g. I’d like to make a deposit.
 R o ( v « t- a f>

Aim: to help Ss revise the structures, functions and

vocabulary presented in Module 7 through various
activities

VO C ABU LAR Y C O M M U N IC A TIO N

A. F.

KEY KEY
1. refuse have you, didn’t you, don’t I,
2. employer do you, aren’t they, will you
3. cash
4. applicant
5. inform

B. G.

KEY KEY
I
1. a5, b4, c3, d6, el, f7, g2 1
2. of 2. a3, b4, c2, d1, e5, f6 1
3. for
4. off
5. up
6. of
7. in

GRAMMAR
c.

KEY
1§|ad arranged
2. got
3. had already gone
4. didn’t know
5. waited
6. bought
7. entered
8. had started

D.

KEY
1. by herself
2. them
3. yourself'
4. it
5. myself
6. us

E.

KEY
1. Amanda is so rude.
2. ■fjje kids were making so much noise that I
couldn’t work.
3. Alex enjoys working as a teacher, doesn’t he?
4. It had been such a tiring day that I didn’t want
to go out for dinner.
5. The place was so crowded that we couldn’t sm
anywhere.
6. What a great idea!
 * R o w d -u f*

L IS T E N IN G » 31 SPEAKIN G
I Ask Ss to read through the four questions and look at A.
the pictures following each question. • Ask Ss to look at the two pictures.
[ Play the CD twice. v Ask Ss to tell you what the jobs of the people in the
>Alternatively, play each dialogue twice and have Ss pictures are (she’s a secretary/an o ffice worker, they’re
decide on the correct answer. lifeguards).
>Check the answers with the class. • Ask Ss to read through the tw o boxes. Make sure that Ss
do not have any unknown words.
KEY • Ask Ss to read through the speech bubble.
1. b 2. b • In pairs, Ss take turns to compare the tw o jobs in the
pictures using the ideas in the boxes.
• Go round the class helping Ss when necessary.
LISTENING TRANSCRIPT
• Choose some pairs to act out the dialogues.
1.
Man So, how’s your new job? B.
Woman It’s great, the salary’s good and my colleagues
• Ask Ss the question in the rubric and draw their
are very friendly. And they offer some
attention to the speech bubble.
fantastic perks.
• In pairs, Ss take turns to say which job they believe they
Man What, like cash bonuses or free yoga lessons
are more suitable for giving reasons for their choice.
in the office?
• Go round the class helping Ss when necessary.
Woman No, but because it’s a travel agency, we get
free airline tickets every year to go anywhere • Choose some pairs to act out the dialogue.
in Europe.
Man Not bad. SELF-ASSESSMENT
Aims: • to give Ss the opportunity to check their progress
• to encourage learner autonomy
2.
Woman How’s work? • Draw Ss’ attention to the points and get Ss to read
Man It’s pretty tiring but it’s good fun. The f i i i H through them.
we’re working on at the moment is about a • Explain any unknown words.
plumber who has all these accidents. • Get Ss to tick the points they feel confident about. For
Woman Is it funny? the points they are unsure of, they should refer back to
Man Yeah, there was one bit today where the the relevant sections in the module.
leading actor pushes a painter off his ladder.
The paint went all over my camera. Luckily,
there was no damage.
Woman So, b e iS a cameraman can be dangerous.
Man Oh, yes.

3.
Man Quick. What time is it?
Woman Ermm... it’s nine o’clock.
Man I’m late!
Woman What for?
Man T have an interview today. I have to be there
at ten.
Woman You have loads of time.
Man Nofflhave to catch the half past nine bus.
Woman Get going then!

4.
Woman So, what do you think?
Man Mmm... It’s delicious. Did you get the recipe
from that TV programme you watch?
Woman No, I learnt this on that cookeiry course I took,
remember?
Man Yes, I do. I wanted to take a gardening course
once.
Woman What stopped you?
Man It seemed like too much hard work.
 a. We charge 1%.
A. Talk in pairs. Use the prompts in the boxes to
b. That’s good. I’d like to exchange $1,000 into compare the two jobs.
euros.
c. I’d like to ask you something. How much
commission do you-Charge?
d. Good afternoon. How can ghelp?
e. OK, I’ll just check the exchange rate.
f. Thank you.

C /g t& tin
i
You will hear four conversations. For questiohs.^,
1-4, choose the picture which answers the question
correctly.
■ hBk about:
1. What p e rkS S e s the woman g g t v e l M salary working hours employer
colleagues routine workplace
e J B js t if a boring
(un)pleasant tiring overtime
face-to-face

I think that... is better because..

I disagree. I believe that...
1 3

2. W h M o e s the man do?«

B. Which job do you believe you are more suitable

for? Why?
I think that I am more suitable
for... because...
I am more suitable for.*

3. What tim e.isw e jlB n te rv ie w ?

Read the following and tick the appropriate boxes.
For the points you are unsure of, refer back to thp^
relevant sections in the module.

N ow I can..
O carry out transactions □
4. What kind of tra ilin g cpMse has the woman
attended?
O talk about woiffe workplaces and
describe my qualifications
O ask for confirm ation
□
□
O express interest, SB riiise and make
exclamations 0
O express result □
O Lise the Past Perfect Simple ■
O w rite a CV
O w rite an e-mail giving inform ation
□
□
 A. Discuss.
■ I Q d o you know which countries (raye the dollar as currency?
“F | j • What do you know about the dollar? ;

The dollar B. Read the sentences and write T

for True or F for False. Then read
the text and check your answers.

1. The word dollar comes from t ie USA.

■ i e dollar used in | . All rtollilrpanknofes are made of pape&

severateetju®es in th ilw ix ld ^ p e h as the USA, 3. An Australian d o lla ^ fe fa longer
Canada A us|pm and New Zealand. Here are some lifespan than a US dollar.
interesting fa^s'about the dollar...

Australian and New Zealand dollar banknotes are made

The name dollar has its roots in a silver coin called a from a kind of plastic called polymer. The US dollar
thaler which was used in Europe for almost 400 years. banknotes are made of 25% linen and 75% cotton|ied
and blue synthetic fibres are found throughout the note.
(B o re World War I these fibres were made of silk. I
The dollar sign '$’ first appeared in business documents
between English-Americans and Spanish-Americans in The Canadian $1 coin is usually called the loorimgBfi
the 1770s. There are many explanations for how the sign after the Canadian bird on it and the $2 coin is called ,
was formed. a toonie. Also, the Canadian and the US dollaf-afi#3
One of the most popular is that it usually called bucks.
comes from a handwritten form of
The average US one-dollar bill has a lifespan of about
ps, the abbreviation for the plural ■
18-22 months. The^O- and 100-dolli# bills c ^ ) ^
of peso.
up to 8 years. The Australian and New Zealand dollar
notes last four times more.
Later, the dollar sign was found
with two vertical lines. The most The US $100 bill has fhany ni.c'kname^'0 io te , Hmdo,
popular theory for this sign is a Big one. Also, because the portrait of the American
’ combination of the letters U and statesman Benjamin Franklin appears on the banknote,
S, from United States. it is often called a Franklin, a Benjamin or a Benji.

banknote or note (especially BrE) / bill (especially AmE)

C. Read again and answer the: questions. Choose a, b or c.

1,., Wtogre does*the $ sia y ome from? ", 4. What’s a fo on /e ff -
a. ps a. a Canadran $1|do|n .
b. WB b. a Canadian $2 coin
inn . We don’tlfnow. Is a Canadian $2 bill
2. What are US dollar banlpffites made of? 5. What is a Benji?
a. Gottoraand s'ilk l a . a US $100 b i g
b. synthetic fibres b. a US $50 b iljH
gj,linen andffottf U c. a ul$1 bill
3: 4 A /h i^M stf has w e shortgst iifespa® £?op
ftS fl
a. ISk $50 .
b. a IS $1
c. an AustrairaM I
Aim: to introduce Ss to various aspects of the culture of the
English-speaking world
A.
• Ask Ss the questions and elicit answers.

B.
• Ask Ss to read through the sentences 1-3 and make sure
that they do not have any unknown words.
• Ask Ss to guess whether the sentences are True or False.
• Elicit answers but do not correct Ss at this stage.
• Ask Ss to read through the text and check their
predictions.
• Alternatively, you can play the CD and have Ss read and
listen to the text and check their predictions at the same
time.
• Check the answers with the class.

KEY
1. F 2. F 3. T

• Ask Ss some comprehension questions:

What was the silver coin that was used in Europe called?
A thaler.
How long was it used for? For almost 400 years.
Where did the dollar sign '$’ first appear? In business
documents between English-Americans and Spanish-
Americans.
When did it appear? In the 1770s.
What does ‘p s’ mean? It’s the plural for ‘peso’.
Which letters are believed to have been mixed to form the
dollar sign '$’? The letters U and S.
What’s a 'loonie'? The Canadian $1 coin.
Which US dollar bills can last up to 8 years? The 50- and
100-dollar bills.
Which US b ill has the most nicknames? The US $100.

C.
• Ask Ss to read through the questions 1-5 and their
options.
• Have Ss do the activity and check answers.

KEY
1. c 2. c 3. b 4. b 5. a

• Explain any unknown words.

• Draw Ss’ attention to the web link and explain to them
that they can use it to find more information on the topic
of the text.

TASK 7
• Tell Ss to go to page 155 and complete the task.
 i

TEACHER’S NOTES
Aims: • to introduce the topic of the module and activate Ss’
background knowledge
• to present the learning objectives of the module
• Draw Ss’ attention to the picture and ask them:

What can you see? A woman having her hand

decorated w ith henna tattoos.
Do you know what the tattoos mean?
They are traditional tattoos women in certain countries
have before marriage.
Do you like the tattoos?

• Draw Ss’ attention to the title of the module.

• Help Ss relate the title of the module to the content of
the picture (eg. d ifferent people, different ways o f life /
cultures).
• Ask Ss what they think the module is about.
'• Elicit answers.
• Ask Ss the questions in the Discuss section and elicit
answers.
• Read out the points listed in the Flick through the m odule
and find... section.
• Explain any unknown words.
• Then ask Ss to flick through the module and find where
these points are discussed.

KEY 1
• an e-mail of invitation: p. 112
»a recipe for^i Peruvian dish: p. 108
• customs and gestures from different countries: p. 106 J
• two friends listening to music: p. 104
• an extract from a historicaihovel: p. 110

• Read out the objectives listed in the In this m odule you

will... section.
• Explain any unknown words.

103 Tb
 ' . i Wi ' ' v””r"; _ ,— — — ^ ;.•:. - *^

Jay Who was that?

1 h s' fo m p dc R eadn
i g ^
A. Discuss.
• What kind of music do you like?
• Who’s your favourite singer?
• What’s your favourite band?
B. Look at the second picture. What do you think
the people are listening to? Listen and find out.
Sean ...Where are you?
Vicky I’m outside the music store w ith Jay. I’ve
just bought this great jazz compilation.
Sean Nice! Jay’s there, huh? You should play
him a few songs from m y new album on
your MP3 player. He’ll like them.
Vicky It was my brother, Sean.
Jay I haven’t seen him since Gary’s party. Is he
still in that band?
Vicky Yes, and he told me I should play you a few
songs from his new album.
Jay Does he have a CD out?
Vicky Well, you can’t buy it in the shops or
anything. But his band went to a proper
studio for the recording. It was quite
expensive but the end result was great.
They’re becoming quite professional. J
The studio engineer told them that they were
the best he had heard for ages.
Wow! He’s going to be famous.
Here, listen to track 3. It’s wicked!
Turn down the volume. It’s a bit loud... That’s
better. Hmm... It has a strong beat. It’s like a
mixture of rock and hip-hop. I like it.
He said you would.
Who writes the lyrics?
My brother. He plays the guitar, too.
The lead singer has a great voice. Listen, I’d
love to get a hold of a copy of this album, j
I can get you one. Or, they have a website
where you can download the whole album if
you-want.
That sounds good.

C. Read the dialogues and answer the questions.

1. What did Vicky get from the music store? 4. What is Jay’s opinion of track 3?
2. What does Sean want Vicky to do? 5. What does Sean do in the band?
3. Where did Sean’s band record their album? 6. How can Jay get a copy o f the album?

2 1 /o c a cl L ^ d fy
WORDS EASILY CONFUSED
Complete with the words in the boxes.

album single record compose

1. I love all the songs on Justin Timberlake’s new 3. Beyonce wrote the lyrics to this song, but she
didn’t - ^ the music.
2. Have you seen Adele’s music video for her 4. The lead singer has a problem with her voice
n e w ____________ ? so the band can’t _______________ their new
songs at the moment.
 F u n c tio n s
TaIki:h®ab dnjjjjfjjgjg c prefererices
Reporting C. Aim: to give Ss practice in identifying specific
information in the dialogue
Structures
• Have Ss do the activity and check answers
Reported Speech (st'atgiigiffiats).
Vocabulary KEY I
Words and phrases related to the music industry 1. A jazz compilation.;^,
albm f ba|d compose copy j^have a CD out 2JHe wants her to play Jay a few songs from his new
leal'sSt g ^ W B S u re music sto j^M Q s m : video album on her MP3 player.
record Cv) recording siagle E S in d tra |M studio 3. At a proper sSdio.
stuwo engrrfeer * f :acfc turn up/down the ytrarrie
4. He likes it.
voice:
5. He w |lles the lyrics and plays t | J guitar.
Other words and phrases
for ages get a h o fl dB m: It’s wicked s a ta lte illr il 6. Vicky can get him one orfflje can download it from the
band’s website.

• Explain any unknown words and choose Ss to act out the

WARM-UP dialogue.
Aim: to help Ss make hypotheses about the lesson by
activating their background knowledge
2. VOCABULARY
• Draw Ss’ attention to the title of the lesson. Aim: to give Ss practice in using words that can be easily
• Help Ss deduce that when we say My kind o f music, we confused
mean My favourite kind o f music.
• Ask Ss to read through the first set of sentences and then
• Ask Ss to tell you what theylffiink the lesson is about. the words in the box.
• Elicit answers.
• Refer Ss to the word album in the dialogue (...a few songs
from m y new album.../...download the whole album...).
L LISTENING & READING » 33 • Encourage Ss to work out the difference between album
A. Aim: to introduce the topic of the dialogue by relating it to and single.
Ss’ personal preferences • Have Ss do the rest of the activity, one set at a time. F o |jjf
• Ask Ss the questions and generate discussion. each set of words, refer Ss to the text and/or provide
them with definitions and/or examples.
• Check the answers with the class.
B. Aims: • to present vocabulary, functions and structures in
the context of a dialogue
LANGUAGE PLUS
• to give Ss practice in reading for gist
album S CD that has several tracks on it
• Ask Ss to look at the second picture. single = a CD which has only o n e B p n lra c k ©rj’ffflB
• Ask Ss the question in the rubric. record = to perform a song so that it can be copied onto
• Elicit answers but do not correct Ss at this stage. and kept on CD
• Play the CD and have Ss listen to the dialogue and check compose = to write music
their predictions. trackB one of several songs or pieces of musiS on a CD.
• Alternatively, play the CD and have Ss read and listen to soundtrack = the music from a H m that is recorded onlr'
the dialogue at the same time. a CD
tu rn on = to start the flow of electricity by moving a
KEY 1
switch or button
They a j^ s te n m g to music on Vicky’s MP3 player. -J
turn o ff = to stop the flow of electricity by moving a
• Ask Ss some comprehension questions: switch or button
turn up = to increase the sound of a piece of equipment
tu rn down = to decrease the sound of a piece of
Where isMcky? She’s outside the gi^m Mtore.
equipment
Wmms she with? WiigtJay
W h ( ^ ‘she talking to on the phone? To Sean.
KEY
DoesjSean think that Jay K ffe fe his new album?
Yes, he does. V - album
2, s^si'nqle
Whommeah? VickWs brbther.
Whemwas the last liWmJav saw Sean? A t Gary’s party. IBiSl compose
Canyou Buy Sean'pinew CD in the shops? No, you can t. 4. record
Did ifc o s fW ^ n and his band a lo t to record the CD7 5. soundtrack
Ye§J^pid, 6. track
What did the studio engineer tell them? 7. turn up
ThatWhey were the best he had heard' fo r ages. 8. Turn off
What kind o f m ttsft^S ke sonu ja m m s ie ^ g to? 9. ' Turn on
A mimufe o f rock and hip-hop. 10. Turn down
Docs it have a strong beat? Yes, it does-..w.
WhaWoes Jay think o f the lead smger’s voice?
ThatWsgreat.
DoesMay want to
YeWhe d o m /1

T8104
 3. GRAM MAR
Aim: to present Reported Speech (statements)
• Ask Ss to read through the examples.
• Ask Ss the questions.
• Elicit the answers that we use Reported Speech when we
want to report someone's actual words. The tenses, the
personal pronouns and the possessive adjectives have
changed according to the meaning of the sentences in
Direct Speech.
• Refer Ss to the Grammar Reference at the back of the
book to study the changes.
• Ask Ss to read through the rules. Make sure that Ss do not
have any unknown words.
• Allow Ss some time to complete the rules.
• Check the answers with the class.

KEY
tell, say, Past, Past Perfect, should I

4. P R A C TIC E
Aim: to give Ss practice in using Reported Speech
(statements) in context
• Ask Ss to read through the speech bubbles.
• Have Ss do the activity and check answers.

KEY
(that) it was really boring and he couldn’t stand it.
(that) she wanted to buy it too, so she would go to the I
music store the next/following day.
(that) her brother had bought the same CD for her the I
previous week/the week before.
(that) he had heard it before.
898
>EiliwwwiniimrnnniiiB«iBigB «BBsg

5. IN T O N A T IO N » 34
Aim: to give Ss practice in identifying the intonation of
statements in Reported Speech
• Play the CD and have Ss repeat each sentence as they
hear it.
• Ask Ss the question in the rubric and elicit the answer
that the underlined words are stressed.

6. S P EA K IN G
Aim: to giye Ss practice in using the functions, the structure
and some of the vocabulary presented in this lesson
through a pair work activity
• Ask Ss to read through the questions and the speech
bubble.
• In pairs, Ss take turns to ask and answer the questions.
• Go round the class helping Ss when necessary.
• Choose some Ss to report their partner’s answers to the
class.

W O R K B O O K LIS T E N IN G » 35,36
• For the listening transcript go to page 179.
 track soundtrack tu rn on tu rn o ff tu rn up tu rn down

5. How much does the Mamma M ia !____________ 7. Could you p le a s e & ^ H | f l E ^ v h e music a
cost? bit? I like this song.
6. Move on to t$p n e x t " don’t like 8. . the TV before you go to bed.
this song. 9. . that lamp. It’s dark in here.
10. the volume! It’s too loud.
tfra tn in a /0
REPORTED SPEEClH (statements)

Read the examples, answer the questions • Say and tell are reporting verbs.
and complete the rules on the right. Use before an indirect object (person) and
DIRECT SPEECH when there is no indirect object.
• ‘You should pla y Jay a few songs from m y • Pronouns and possessive adjectives change according
new album ,' Sean said to Vicky. to the meaning of the sentence.
• ‘You are the best I have heard fo r ages,’ the • Tenses, modal verbs and time expressions usually
studio engineer said to them. change as follows:
• 7 w ant to listen to Sean’s CD,’ Jay said. DIRECT SPEECH REPORTED SPEECH
Present
REPORTED SPEECH
Past Past Perfect
• Sean to ld Vicky th a t she should pla y Jay a few Present Perfect f
songs from his new album . will would
• The studio engineer to ld them th a t they were can could
the best he had heard fo r ages. should
this -*> that
• Jay said th a t he wanted to listen to Sean’s CD.
today that day
When do we use reported speech? yesterday -*■ the previous day / the day before
In the examples above, which words have last week the previous week / the week before
changed in reported speech and how? tomorrow the next day / the following day
next year 4 the following year
Go to Gram m ar Reference

¥ P ra c tic e ,
Imagine that yoU have bought a new CD and have just played it fo r yo urlrien ds. Read the comments they made
and complete the sentences below using reported speech.
Brian said _
It’s really boring. l
Lillian said
I can’t stand it.
I want to buy it, too. I'll go to
Ruth said _
Lthe m usic store tom orrow, j
Fred said
B
My b ro th e r bou gh t the
same CD fo r me last week.
I’ve heard it before.
R uth ^ 6 S c a n
il g
H Fred
Talk in pairs. Interview each other and then
report your partner’s answers to the class. Use the
questions below.
5 ((d o n a tio n ^
Listen and repeat. What do you notice about the What’s your favourite album?
underlined words? When do you usually listen to music?
Do you watch music videos?
You said you would go to the concert with me.
Which concert or club have you been to lately?
Gary told B e that he wrote the Ivrics for two of the
Did you enjoy it?
songs.
Which CD will you probably buy soon?
They said I wasn’t a very good singer.
Ian told me that he didn’t like Coldplav’s latest album. Maria said that her favourite album was...

1 R eadn
i g ^
A. Discuss.
* Think of gestures or customs that exist in
your country. Do you think they are the
same everywhere around the world?
I w as in R u ssia with som e friends and we were about to leave to
go on a long trip. S o with my bags in my hand, I walked towards
the door. I turned around to say something, but everyone else
w as just sitting there silently. With his finger to his lips, Dimitri
sm iled at me and asked me not to interrupt, as this would bring
bad luck. Feeling a bit em barrassed, I walked back in and sat
down. A fter a minute, everyone got up and cheerfully walked out
the door. I later learnt that it is a R ussian custom to sit silently in
the house before a journey. Actually, it’s also useful b eca use it
helps you rem em ber if you’ve forgotten anything important!
John, Boston
Last year, I w as invited to Japan by my friend Daiki. On
the second day o f my visit, Daiki asked me if l wanted
to see his son in a play and of course I said ‘y es’. It
w as really entertaining but halfway through the play, I
got something in my eye. So, I tried to remove it with
my finger. D aiki’s wife saw me and sh e got really upset.
I couldn’t understand why though. I asked Daiki why his
wife w as angry with me and he told me that in Japan
when you pull the skin down under .your eye, it show s
■
mm
H
that you find something boring. Later in the evening,
I apologised to Daiki’s wife and tried to clear up the
misunderstanding, but I’m not so sure she believed me.
Peter, Miami
B. Guess the answers to the questions below. Then read
and check your answers.
1. What do Russians do just before going on a journey?
a. They call their family to say goodbye.
b. They sit quietly for a short while in their house.
2. What’s a common way for people in Belgium to greet
each other?
a. They kiss three times on the cheek.
b. They shake hands.
3. What does pulling the skin down
under your eye mean in Japan?
a. Something is boring.
b. Something is interesting.
\ J m from W isconsin, and when we meet som eone
for the first time, we usually shake hands. Well,
I had a big surprise in Belgium. W hen I w as
introduced to my friend’s brother, something J
occurted, which m ade me feel uncomfortable.
I said ‘hi’ to him, extending my hand, and he
cam e up to me and kissed me on the cheek, not
once, but three times, going from one cheek to
the other! O f course, I went red and they started
laughing at me. In Belgium, it’s common to greet
som eone by kissing three times.
Tracy, Madison
C. Read again and answer the questions.
1. Why did Dimitri ask John to be quiet?
2. How did John react?
3. Why did Tracy extend her hand?
4. How did Tracy feel when the man kissed her;
5. Why did Peter pull the skin down under his &
6. What did Peter do after the misunderstandino'
iP is
WMB
 F u n c tio n s
Talking about customs from different countries
Reporting_________________________________
Structures
Reported Speech (questions, commands and requests)
Vocabulary
a short while cheek cheerfully clear up
custom finger greet halfway through
interrupt introduce kiss(v) misunderstand
misunderstanding occur play(n) remove
shake hands silently skin through uncomfortable
W AR M -U P
Aim: to help Ss make hypotheses about the lesson by
activating their background knowledge
• Draw Ss’ attention to the title of the lesson.
• Ask Ss to tell you what they think the lesson is about.
• Elicit answers.
• Ask Ss if they already know of any cultural differences, if
they are interested in finding out more, etc.
• Elicit answers.
1. READING » 37
A. (PRE-READING)
Aim: to introduce the topic of the text by activating Ss’
background knowledge
• Ask Ss the question and generate discussion. If necessary,
explain the meaning of the words gesture
(= a movement of the hands to express a feeling) and
custom (= an established and socially accepted way of
behaviour and belief).
B. Aims: • to help Ss make hypotheses about the text
• to present vocabulary, functions and structures in
the context of a text
• to give Ss practice in reading for gist
• Ask Ss to read through the questions 1-3 and their
options. Make sure that Ss do not have any unknown
words.
• Allow Ss some time to answer the questions.
• Elicit answers but do not correct Ss at this stage.
• Ask Ss to look at the layout of the text and tell you what it
is (an article) and where it can be found (in a magazine).
• Draw Ss' attention to the title (They do It differently!) and
to the names arid places at the end of each paragraph.
• Ask Ss to tell you what the magazine article is about
(about cultural differences/things that are different in
different cultures).
• Ask Ss to read through the text and check their answers
to questions 1-3.>
• Alternatively, play the CD and have Ss read and listen to
the text and check their predictions.
KEY
1. b 2. a 3. a
• Ask Ss some comprehension questions:
How did John’s friend ask him not to Interrupt? He put
his finger to his lips.
What did John do? He walked back In and sat down.
How long did they all s it silently? For a minute.
What does Tracy think is the only way to greet someone
when you meet them fo r the firs t time? To shake hands.
Who was she introduced to in Belgium? To her friend’s
brother.
Did things go the usual way? No, they didn’t.
What did the others do when they saw her reaction?
They started laughing.
Where does Peter’s friend come from? From Japan.
What is his name? Daiki.
What did Daiki ask Peter on the second day o f his visit?
He asked if Peter wanted to go and see Daiki’s son in a
play.
Did Peter accept? Yes, he did.
What did Peter think o f the play? That it was really
entertaining.
Why did Daiki’s wife get upset with Peter? Because she
saw him pulling the skin down under his eye during the
play
How did Peter find out why Daiki’s wife got upset with
him? He asked Daiki.
C. Aim: to give Ss practice in identifying specific
information in the text
• Have Ss do the activity and check answers.
KEY
1. Because talking would bring bad luck.
2. He felt a bit embarrassed. He walked back in and sat
down.
3. To say ‘hi’.
4. She felt uncomfortable. / She went red.
5. Because he got something in his eye.
6. He apologised to Daiki’s wife and tried to explain.
D. Aim: to give Ss practice in deducing the meaning of some
unknown words/phrases from the text through a
matching activity
• Refer Ss to the highlighted words/phrases 1-5 in the text.
• Ask Ss to read through the options following each word/
phrase. Make sure that Ss do not have any unknown
words.
• Have Ss do the activity and check answers.
• Explain any unknown words and choose Ss to read the
text aloud.
 E. (POST-READING) REPORTED SPEECH (commands-requests)
Aim: to give Ss the opportunity to have a further Aim: to present Reported Speech (commands-requests)
discussion on the topic of the text
• Ask Ss to read through the sentences in Direct Speech.
• Ask Ss the questions and initiate a short discussion. • Help Ss understand that the first sentence is a request
while the second one is a command.
2. V O C A B U LA R Y • Ask Ss to look at the box containing the rule.
Aim: to present and give Ss practice in using verbs followed • Have Ss complete the rule and check the answers with
by prepositions the class.
• Ask Ss to read through the box containing verbs followed • Draw Ss’ attention to the NOTE and explain it.
by different prepositions. Make sure that Ss do not have
any unknown words.
KEY
tell, ask
• Ask Ss to read through the sentences 1-7. Make sure that
Ss do not have any unknown words.
• Have Ss do the activity and check answers. • Refer Ss to the Grammar Reference at the back of the
book.
KEY
1. invite
4. P R AC TIC E
2. apologise
Aim: to give Ss practice in using Reported Speech
3. l|l|$ h (questions, commands and requests)
4. forget
• Have Ss do the activity and check answers.
5. w a ||2
6. lie KEY
7. argue 1. what I was eating.
2. to let her borrow her jacket.
3. GRAMMAR 3. to stop right there.
REPORTED SPEECH (questions) 4. if I needed any help.
Aim: to present Reported Speech (questions) 5. not to open that window.
6. Jijl why she had come back so soon.
• Ask Ss to read through the direct questions.
• Ask Ssto read through the respective reported questions.
• Ask Ss the questions and check answers.

KEY
• The same question word that the direct
question begins with.
• (We use) the word if/w hether.
• (They are) in the affirmative f o ir o S

OPTIONAL ACTIVITY
Give Ss some direct questions to turn them into
Reported Speech,
eg. ‘What tim e does the film start?’ M ary asked.
M ary asked what tim e the film started.
‘D id you buy your car last year?’ Kate asked John.
Kate asked John if/w h e th e r he had bought his car
the previous year/the year before.
, ‘W ill you go abroad this summ er?’ Clive asked
Susan. '
Clive asked Susan if/w h e th e r she w ould go abroad
th a t summer.
‘How m any books have you read this year?’ Ms
W ilson asked Jim.
Ms W ilson asked Jim how m any books he had read
th a t year.

107 TB
D. L o o k at the h ig h lig h te d w ords/phrases in the texts an d choose the co rre ct m e a n in g a o r b.
1. were about to 2. silently 3. occurred 4. remove 5. clear up
a. were ready to a. w ithout moving a. was said a. take out a. explain
b. were afraid to b. w ithout speaking b. happened b. cover b. find out

E. Discuss.
• Have any misunderstandings like the ones in the texts ever happened to you?
• Have you heard of any happening to other people?

(fro m m a r N H H H V
2 v o c a /> c L # a re f,
REPORTED SPEECl9 (questions)
VERBS + PREPOSITIONS
Look at the verbs in the box and use some of Read the examples and answer the questions.
them to complete the sentences. DIRECT SPEECH
Sue: 'W hy is Dave angry w ith me?
• apologise to someone for doing something
Have I done som ething w rong?’
• sm ile at someone
• ta lk to/w ith someone about something REPORTED SPEECH

• laugh at someone/something Sue asked why Dave was angry w ith her.
• fo rg e t about someone/something She asked if/w h e th e r she had done som ething
• in vite someone to something wrong.

• w ait for someone/something • Which word do we use after asked when the
• introduce someone to someone else question begins with a question word?

• lie to someone a b o ig s o m e t& g • Which word do we use after asked when we

• argue with someone about something
1. Let’s ________________
dinner next Saturday.
2. You should __________
rude.
3. It’s not polite t o _____
when they fall down.
4. Don’t _______________
It’s at 8:30.
5. You can
surgery. He’s on his way.
6. Sam didn’t want t o _____
family about where he was.
7. My flatmates always
each other about the housework.
report a Yes/No question?
• Are the verbs in reported questions in the
affirm ative or in the question form?
. Alison to our house for
REPORTED SPEECH (commands-requests)
to Paul for being
Read the examples and complete the rule.
DIRECT SPEECH
___________at people
Steve: ’Please don’t in te rru p t me. Be q u ie t!’
REPORTED SPEECH
. about the appointment.
Steve asked me n o t to in te rru p t him . He to ld m e)
to be quiet.
for Dr Roberts in his
Use the v e rb ___________ . to report
commands and the v e rb . to
to his
report requests.
with NOTE
D on’t changes to n o t to.

Go to Gram m ar Reference
4 P ra c tic e ,
Complete the sentences using Reported Speech.

1. ‘What are you eating?’ Jeremy asked. Jeremv asked me

2. ‘Please let me borrow your jacket,’ Fay said to her sister. Fav asked her sister
3. ‘Stop right there!’ the police officer said to the m a tt The police officer told the man
4. ‘Do you need any help?’ my mum asked. Mv mum asked me ____________________
5. ‘Don’t open that w indow !’ Harry said to the|fjhildren. Harry told the children
6. ‘Why did you come back so soon?’ Ted asked Jill. Ted asked________________
/ /lo c a M a m 2 C si fa
IK Discuss.
A. ^
A. Listen to June telling her friend Donna the recipe
• Who cooks at your house? for a Peruvian dish called causa and complete
• Do you cook? Why? / Why not? Donna’s notes below.

B. Look at the pictures and the words and try

to guess the meaning of the verbs in bold.

j. tin of
M ayonnaise
i j. s m a ll .—
o r olive oil
saucepan juice
fry the eggs boil the rice and stir salt and pepper
■olives

knife
►
boiled. —

B. Listen again, read the instructions below and

write T for True or F for False.

1. Boil the potatoes with the onions. □

2 . Mash the potatoes with some oil. □

3. Mix the tuna with the mayonnaise
peel the onions and mix m ilk with cocoa and the eggs.
chop them powder
4. Make layers of mashed potato and
tuna-mayonnaise mix.

5. Decorate with slices of lemon. □

3 6 f? e ,a & in g
Think of a dish that you know
how to prepare. Which of the
mash the potatoes melt the butter actions mentioned in activity 1
do you do? In which order?

First, I boil the |

water. Then, I... I

whisk the butter add a layer of cream pour some melted

on top chocolate and spread
Functions - Play the CD again and have Ss do the activity.
Talking about food and quantities Check the answers with the class.
Giving and following instructions
Vocabulary
KEY
1. F 2. T 3. F 4. T 5. F
add boiH chop fry mash melt LISTENING TRANSCRIPT
mix peel place (v) pour slice (v) spread stir June Hello?
whisk wrap Donna Hi, June. How are things?
Words related to kitchen utensils June Not too bad. And you?
chopping b o a d fork frying pan oven dish bonna Well, I need some help. I’m having some friends
plate potato masher saucepan tablespoon over for dinner tomorrow and I have no idea what
to cook. And you know me, I’m not the best chef in
wooden spoon
the world!
Other words and phrases June What about causa? It’s a Peruvian dish.
a couple of aluminium foil cocoa powder crumb Donna Sounds a bit exotic. I hope it’s not too difficult and
decorate gram ingredients instructions layer doesn’t need ingredients I don’t have.
mayonnaise olive oil olive recipe salami tin June Don’t worry. It’s very simple. And it’s not exactly
the way they make it in Peru. It’s my recipe. I made
W A R M -U P it the other day and it turned out lovely. Do you
Aim: to introduce the topic of the lesson have a pen?
Donna Yeah, go on.
• Ask Ss to look at the title of the lesson.
June Right, you need about a kilo of potatoes.
• Draw Ss' attention to the pictures on the page.
Donna OK.
• Ask Ss to tell you what they think the lesson is about.
June You also need a tin of tuna, some mayonnaise and
• Elicit answers. a small onion.
• Ask Ss to tell you when we ask the question What’s Donna (w riting) Tuna, mayonnaise and an onion. OK, so
cooking?. what do I do?
• Point out to Ss that the question What’s cooking? is not June First, you peel and boil the potatoes. Then, you
used to ask about food that is being cooked but rather mash them with some oil.
to ask about what is happening or what someone is Donna Olive oil?
planning June Yeah, or vegetable oil. Also add some lemon juice
(eg. Everybody looks serious'r what’s cooking?) Here, the and some salt and pepper to the mash and leave it
title aims to create a rather humorous effect and make aside.
direct reference to the topic of the lesson. Donna What next?
June Chop up the onion, put it in a bowl and mix it with
1. V O C A B U L A R Y the tuna and some mayonnaise.
A. Aim: to activate Ss’ background knowledge about the Donna How much mayonnaise?
topic of the lesson by relating it to their personal June About a cup. Don’t put too much. It won’t be nice.
experience Donna Yeah, and it’s not very healthy.
June That’s true! Finally, you take a dish and spread
• Ask Ss the questions and generate discussion. some mayonnaise on the bottom. Then, add a
layer of mashed potato. Next, add a layer of the
B. Aim: to present vocabulary related to cooking tuna-mayonnaise mix. Finally, add another layer off
mashed potato on top.
• Ask Ss to look at the pictures and read through the Donna That’s easy!
phrases underneath them. June I know. And it’s delicious! Then, put it in the fridge
• Draw Ss’ attention to the verbs in bold. for a while to cool.
• Explain to Ss that these are verbs related to cooking. Donna That’s it?
• Help Ss deduce the meaning of the verbs in bold by June Yeah! Oh, and don’t forget to add some olives or
relating them to the content of the respective pictures. boiled egg slices for decoration before you serve
• If necessary, provide Ss with any further explanations it.
and/or examples and explain any unknown words. Donna Lovely! What’s it called again?
June Causa. C-A-U-S-A. I know a very nice Peruvian
salad recipe, too.
2. LIS '^E N IN G » 38 Donna Hold on! Let me get more paper...
A. Aim: to give Ss practice in listening for specific
information regarding the ingredients of a recipe PO ST-LISTEN IN G
• Ask Ss to read through Donna’s notes of the ingredients • Ask Ss some questions:
used in a recipe for a Peruvian dish called causa. eg. Do you th ink that ‘causa’ is delicious?
• Make sure that Ss do not have any unknown words. Would you ever try to make it?
• Play the CD and have Ss listen to the dialogue carefully • Elicit answers.
and complete the blanks with the ingredients that are
missing.
3. S P E A K IN G
• Check the answers with the class.
Aim: to give Ss practice in talking about a recipe
KEY • Ask Ss to think of a dish they know how to prepare.
potatoes, tuna, onion, vegetable, lemon, egg slices
• Draw Ss’ attention to the questions in the rubric and the
speech bubble.
B. Aim: to give Ss practice in listening for specific
information regarding the instructions for a recipe • Allow Ss some time to think of the steps they follow to
prepare the dish.
• Ask Ss to read through the instructions 1-5. • Ask Ss to tell you the steps they follow.
• Make sure that Ss do not have any unknown words.
TB108
 4. WRITING
A. Aim: tci prepare Ss for^thewriting task by relating it to their
personal opinion and experience
• Ask Ss the questions and generate discussioriVi

B. Aim: to help Ss transfer from verbalfo visual information

in the context of a recipe

LANGUAGE p A s
• tbsp is an ab^M'iawon fbr tablespoon (= the amount a
large spoon can hold)
j • tsp is an abbreviMjlswfor teaspoonful (= the amount a
SpfeasDoon e gM B H )
• Ask Ss to look at the title of the recipe and the
accompanying pictures.
• Ask Ss:

Have you ever tried it?

Would you’like to try it?
: Do yoifrtftjpk it v 0 he 0 B c u it to prepare A

• Elicil answers.
• AskSs to read through the ingredients. Make sure that
they do not have any unknown words.
• Ask Ss to read through the instructions. Make sure that
they do not have any unknown words.
• Ask Ss to look at the pictures.
• Have Ss do the activity and check answers.

KEY
a. 2 b.4 c. a d. 5 e. 6 f. 8 g i f ! h. 7

C. Aim: to give Ss practice in writing a recipe

• Draw Ss’ attention to the TIP and explain itf.v?;
• Have Ss do the activity.
• Choose some Ss to read out their recipes.

109 TB
 1

4 l m
A. Discuss.
• Do you think cookbooks are useful? Why? / Why not?
• Do you watch cooking shows on TV?
• Do you exchange recipes with friends?

8. Read the recipe b elo w and put the pictures in the

correct order. Write 1-8.

Home About ! Promotion ■ Contact

(serves 8)

INGREDIENTS
300g biscuits
150g butter
6 tbsp sugar
6 tbsp unsweetened
cocoa powder
2 fresh eggs
E D

SrfbTCj-/

(J g u j j
H~1
| INSTRUCTIO NS
I Melt the butter, but be careful not to cook it.
2. Put the butter in a bowl, add the sugar and the eggs WRITING TASK
and whisk. C. Write a recipe for one of
your favourite dishes.
3. Slowly add the cocoa powder and whisk some more.
4. Put the biscuits in a large bowl* and break them with TIP
the back of a spoon. When writing a recipe:
5. Pour the mixture into the bowl with the biscuit crumbs • don’t forget to write the
and stir until it is mixed well. name of the recipe.
6. Place this mixture on a piece of aluminium foil and • mention how many people
shape it like a salami. it is for (eg. s e r v e s 2 ) .
7. Wrap it up in the aluminium foil and put it in the fridge • write the ingredients.
for a couple of hours. • give clear instructions
8. Slice your chocolate salami and serve it with coffee or using the Imperative.
tea.
 A. Discuss.

• What do you know about the Native Americans?

B. Read the extract from an adapted version of the

story The Last o f the Mohicans. W h o is Hawkeye?

CHAPTER THREE r/M

iWith fall approaching, the evenings were getting colder. Two men were .
‘ * talking by a river. One of them had dark skin and his body was painted with 1
d iffe re n t colors. He had a shaved head, apart from a crest down the middle an<|9
•his name was Chingachgook, He wore buckskin pants and he held a tomahawk|B
and a rifle. The other man was of European origin, but his skin was dark from 3 |
the" sun. He was dressed like a Native American too, and had a rifle of great' J j
') length. Chingachgook was telling him stories of his fathers, who were proud>jl
I warriors before the white men came from the setting sun. ,
‘I wish there were more of my people. But when I die, my son Uncas, will be|S
-j-tlife last of the Mohicans,’ said Chingachgook.
jH a J n c a s is here!’ .said another voice, and a young warrior came and sat with ^
IMfem. The father showed no surprise and they all sat silently for several miiuito.^jl
H pE ‘Did you see any of those thieves from the Maquas tribe?’ asked | '
BDhingachgook.
SB ‘I have been on their trail, and there are as many as the fingers on both my -3
" r hands. But they hide like cowards!’ replied His son.
gif Chingachgook turned to his friend and said: ‘Hawkeye, let us eat well tonight?!
W and show those Maquas that we are men tomorrow.’
k . t It was not long before they heard an animal moving in the bushes. ■Hawkeye g|
H raised his rifle, but Uncas whispered to him,
f t ‘If I were you, I wouldn’t shoot. The Maquas will hear. Those thieves would
Ifewant to eat too if you killed the animal.’
Hawkeye put his rifle down and watched as Uncas threw himself to the .jj
Aground and moved silently towards his prey. Soon enough, there was an arrow inJ
J'ifs side. The wounded animal jumped out of the bushes and Uncas finished thefg
w job with his knife. .
‘Shhhh! I hear something,’ said Chingachgook.
/.‘Mjiybe it’s wolves following the animal,’ suggested Hawkeye.
H f u ^ 0, The,horses of white men are coming. Hawkeye, they are your brothers^
fp p e a k to them. With the Maquas nearby, this is a dangerous place for them,’ sai^
^^hingachgook.
\77P When you
^read a text, try to
^P^pants(AnjE) =^ousets-0M3)| I understand which of I
jfeicilor(AhiB)* £ the unknown words are 1
I realty im portant for i|
IjggfifiiSeMobleys "35 I understanding the t e x t l l
[ Try to guess the meaningI
; of as many of these wordm
as possible from the
I context.
Functions KEY
Differentiating between British and American English Hawkeye is a European who lives among
words Native American warriors.
Talking about imaginary situations
Making wishes >Ask Ss some comprehension questions:
Structures
What were the tw o men doing? They were talking by
Conditional Sentences Type 2 a river.
Wishes What was the w eather like? It was g e ttin g colder.
Vocabulary What does Chingachgook look like? He has dark skin,
approach arrow bush coward hold his body is p ainted w ith d iffe re n t colours and he has a
on one’s trail prey proud rifle several shaved head, a part from a crest down the m iddle.
shaved (adj) shoot (v) steal thief tribe What was Hawkeye’s skin like? It was dark from the
warrior wolf wounded sun.
What kind o f stories was C hingachgook telling?
Stories o f his fathers.
W A R M -U P What were his fathers? Proud w arriors.
Aim: to introduce the topic of the lesson Who is Uncas? Chingachgook's son.
What w ill Uncas be when his fa th er dies? He’ll be the
• Draw Ss’ attention to the title of the lesson. last o f the Mohicans.
• Ask Ss what they think the lesson is about. D id Chingachgook show any signs o f surprise when
• Elicit answers. his son arrived? No, he d idn’t.
What does C hingachgook th in k o f the Maquas? That
1. R E A D IN G » 39 they are thieves.
A. (PRE-READING) What does Uncas th in k o f the Maquas? That they hide
Aim: to prepare Ss for the topic of the reading text by like cowards.
activating their background knowledge Where was the anim al? In the bushes.
• Ask Ss the question and elicit answers. What d id Hawkeye do? He raised his rifle.
Why d id Chingachgook te ll Hawkeye n o t to shoot the
BACKGROUND NOTE anim al? Because the Maquas w ould hear it.
Native Am ericans are the people who were living in D id Hawkeye fo llo w his frie n d ’s advice? Yes, he did.
North and South America before Europeans arrived. It What d id Uncas do? He threw h im self to the ground
j has come to replace the term Indian. and m oved sile n tly tow ards his prey.
D id he manage to k ill the animal? Yes, he did.
B. Aims: • to present vocabulary, functions and structures in
the context of a literary text Who d id Hawkeye th in k was com ing? Some wolves
fo llo w in g the animal.
• to give Ss practice in reading for gist
Who d id C hingachgook th in k was com ing? Some
w hite men on th e ir horses.

• Draw Ss’ attention to the examples of some American

English words in the text and their British English
equivalents.
• Explain to Ss that the differences between American
and British English involve different words as well as
differences in spelling.
Draw Ss’ attention to the cover of the book. • Ask Ss if they know of any other American English words.
■Ask Ss if they have read the book or seen the film. • Elicit answers, (eg. apartm ent - fla t (BrE), elevator - lift
' Elicit answers. (BrE), garbage - rubbish (BrE), vacation - holiday (BrE),
' Draw Ss’ attention to the TIP and explain it. gas - p e tro l (BrE), realize - realise (BrE), center - centre
(BrE), traveled - travelled (BrE), etc.)
■Ask Ss to read through the text without worrying about
unknown words. Alternatively, play the CD and have Ss
read and listen to the text at the same time.
■Ask Ss the question in the rubric.
■Explain to Ss that the name Hawkeye is made up of
the words hawk (= a type of large bird which catches
small birds andanimals for food) and eye and describes
someone who watches and notices everything that
happens.
>Check the answer with the class.
 C. Aim: to give Ss practice in deducing the meaning of some 1Draw Ss’ attention to the table containing the rule about
unknown words in the text the formation of Wishes. Make sure that Ss do not have
any unknown words.
• Refer Ss to the highlighted words in the text.
■Refer Ss to the example and have them complete the
• Encourage Ss to deduce the meaning of these words blank.
from the context.
■Check the answers with the class.
• Ask Ss to read through the definitions a-f. Make sure that
Ss do not have any unknown words.
• Have Ss do the activity and check answers.
KEY
Past
KEY
1.d 2. a 3. e 4. f 5. c 6. b • Draw Ss’ attention to the NOTE and explain it.
• Refer Ss to the Grammar Reference at the back of the
book.
D. Aim: to give Ss practice in identifying specific
information in the text
3. PR AC TIC E
• Ask Ss to read through the questions 1-6 as well as the Aim: to give Ss practice in using Conditional Sentences Ty
options to each question. Make sure that Ss do not have 2 and Wishes in the context of a dialogue
any unknown words.
• Have Ss do the activity and check answers. • Ask Ss to read through the dialogue. Make sure that they
do not have any unknown words.
KEY • Have Ss do the activity and check answers.
1. c 2. a 3. b 4. c 5.b 6.b
KEY
were, would go, had, had, would be, could
Explain any unknown words and choose Ss to read the
text aloud.

E. (PO ST-READING )
Aim: to give Ss the opportunity to have a further
discussion on the topic of the reading text
• Ask Ss the questions and initiate a short discussion.

2. GRAMMAR
CONDITIONAL SENTENCES TYPE 2
Aim: to present Conditional Sentences Type 2
• Ask Ss to read the example. Draw their attention to the
words in bold.
• Ask Ss the questions and check answers.

KEY
• It refers to the present/future.
• No, he hasn’t.
mmmmms;..

’ Draw Ss’ attention to the table containing the rule about

the formation of Conditional Sentences Type 2. Make sure
that Ss do not have any unknown words.
■Have Ss complete the rule.
■Check the answer with the class.

KEY
would

W ISH ES
Aim: to present Wishes
• Ask Ss to read the example. Draw their attention to the
words in bold.
• Ask Ss the questions and check answers.

KEY
• It refers to the present/future.
• No, there aren’t.
• He doesn’t like it. / He feels sad/unhappy about it.

i l l TB
 . Look at the highlighted words in the text and try ( jr a ffd K a r
to guess what they mean. Then match them with CONDITIONAL SENTENCES TYPE 2
their meanings a-f.
Read the example, answer the questions and
1 rifle a. people who fight in battles complete the rule.
2. warriors b. injured Uncas: Hawkeye, if you shot your gun, the
3. thieves c. plants like small trees Maquas would hear it.

d. a long gun • Does the sentence refer to the present/future

4. trail
or past?
5. bushes e. people who steal things
• Has Hawkeye shot his gun?
6. wounded f. a sign or smell that is left
behind by someone or CONDITIONAL SENTENCES TYPE 2
something that has passed They express imaginary situations or things that
are unlikely to happen in the present or future.
D. Read again and answer the questions. Choose a, b If + Past Simple - ► _______ , could + base form
ore.
1. Who was wearing Native American clothes? WISHES
a. Chingachgook
Read the example, answer the questions and
b. Hawkeye complete the rule.
c. Both of them Chingachgook: I wish there were more o f my
2. What’s the first thing Chingachgook did when people.
his son arrived? • Does the sentence refer to the present/future or
a. He didn’t speak. past?
b. He asked him a question. • Are there many of Chingachgook’s people alive?
c. He listened to what he had to say. • How does he feel about it?
3. Where had Uncas been? WISHES
a. hiding in the bushes We use wish + . Simple to make a wish
b. following the Maquas tribe about a present situation which we would like
c. looking for food to be different.
4. Why did Chingaijjigook say? ‘Let usfait well
tonight? lu In Conditional Sentences Type 2 and
O after wish we usually use were for all
a. They didn’t know if they would find food the
persons.
following day.
b. They hadn’t eaten for days because they
Go to Grammar Reference
were following the Maquas tribe.
c. They were planning to fight and needed to be
strong. 3 P ra c tic e ,
5. What did Uncas use to kill the animal? Complete the dialogue with the correct form of the
verbs in brackets.
a. a rifle
b. an arrow and a,knife Debbie I have to do a project on Native Americans.
c. a knife and his hands What should I do?
6. What does Chingachgook want Hawkeye to do? Alison If I ___________ (be) you, I
(go) down to the library.
a. tell the white men about the animals
Debbie That’s a bit boring. I wish I _____________
b. warn the white m e ^H
(have) an Internet connection. Then I’d be
c. find a safe place for them able to find lots of things to write about.
E. Discuss. Alison Doesn’t Jake have an Internet connection?
• Did you like the extract? Why? / Why not? Debbie No, unfortunately, he doesn’t. If
• What do you think will probably happen next in h e _________ (have) one, I ________ (be) at
the story? his place all day.
• Would you like to read the whole story? Alison I wish I ______ (can) help you.

©
A. Discuss. AN E-MAIL BASED ON PROMPTS
• D o a n y p o p u la r fe s tiv a ls /c e le b ra tio n s ta k e p la c e
A. Linda has received an e-mail from her friend
in y o u r to w n /c ity ?
Jennifer. Read Jennifer’s e-mail with the notes
Linda has made and answer the questions.
• W h y d o th e y ta k e place?
1. W h y is J e n n if e r w r i t i n g to Linda?
• W h a t d o p e o p le d o d u r in g th e s e fe s tiv a ls /
c e le b ra tio n s ? 2. W h a t d o e s Lin d a h a v e to do?

B. You w ill hear Danny and Karen talking about a fp n m

festival. Listen and answer the following question.

W h ich fe s tiv a l is Karen in te re s te d in, th e G lasgow H e y, L in d a ! 9

In te rn a tio n a l F estival o r th e S u bw a y Festival?
G u e s s w h a t? I ' m f i n a l l y g e t t i n g
m a r r i e d ! I ' m g o in g t o s e n d y o u a

fr/P Pay attention to how people speak.

fo rm a l in v ita tio n soon, b u t I w a n te d
to l e t y o u k n o w e a r l y s o t h a t y o u ca n
Their tone of voice can often help you
a rra n g e flig h ts a n d e v e ry th in g . I re a lly
understand how they feel.
w a n t you to c o m e ! d e fin ite ly !

T h e w e d d in g is in t h r e e m o n t h s , on
C. Listen to the continuation of the conversation and
S a t u r d a y 4 t h A u g u s t , a t t h e Tow n H all
choose a, b or c.
a n d t h e r e c e p t i o n is a t a h o t e l n e a rb y .
1. W h a t d a y d o e s th e fe s tiv a l fin ish ?
I t ' s a t r a d i t i o n in T o b y 's f a m i l y f o r t h e fi
a. T h u rs d a y b r id e a n d g r o o m to go o u t f o r d i n n e r
b. F riday w ith clo s e f r ie n d s a n d f a m i l y b e f o r e
c. S unday th e w e d d in g . H ow a b o u t j o i n i n g u s ? —y
M
When?
2. W here are th e a c tiv itie s ta k in g place? I'm a fra id I c a n 't p u t yo u up b e ca u se
a. inside th e s ta tio n th e re w ill be so m u ch g o in g on. B u t I M
b. o u tsid e th e s ta tio n k n o w a nice B&B i f you lik e . — ^
c. b o th inside and o u ts id e th e s ta tio n No needj can stay with friends iM /
I t 's g o in g to be b rillia n t. You have to
3. W hat can p eople w in at th e festival? see m y d re ss, and m y lit t le nieces are
a. free ticke ts to n ext ye a r’s fe stival go in g to be b rid e s m a id s . J u s t im a g in e !
b. a free trip abroad
E -m a il m e w hen you can,
c. free m eals in all Glasgow restaurants
J e n n ife r

2
Talk in pairs.
Student A: Think o f an interesting event
(eg. festival, celebration, perform ance)
and invite Student B to come along.
Also, tell him /her some o f the interesting
things you could do there.
Student B: Ask Student A questions about the event
and decide w hether you are going to go.
If you are, arrange the tim e and meeting
place. If you aren’t, make an excuse.
F u n c tio n s
TalHfliBabout events/festivals/celebrgiRis
Inviting
A cc||tin g or refusing awnvitationOTd making
arrangements or excuses
Vocabulary
Words and phrases related to weddings
best man bride bridesmaid coiijale get m a B s t
g ifc a speech groom h o n e y m o o |* i» fta p jn
recS ljp n
Other words and phrases
celebration congratulations e x o tH festival
formal p u tsb u p subway tow nfiall tradffife®!;
W AR M -U P
Aim: to help Ss make hypotheses about the lesson by
activating their background knowledge
• Draw Ss’ attention to the title of the lesson.
• Ask Ss to tell you what they think the lesson is about.
1. L IS T E N IN G » 4 0 ,4 1
A. (PRE-LISTENING)
Aim: to prepare Ss for the topic of the listening text
• Ask Ss the questions and generate discussion.
B. Aim: to give Ss practice in identifying a speaker’s attitude/
feelings
LANGUAGE PLUS
Subway ijth© , American English equivalent for
‘underground’. In E B IjM howevfpsStbway* is
used to refer to the underground passage which allows
people on foot to cross a busy road. Here, it refers to a
festival about the underground.
BACKGROUND NOTE
Glasgow International or the Gi Festival, is the city of
Glasgow’s Festival of Contemporary Visual Art. It hosts
1exhibitions, seminars,1_____
artists’ talks and other events. I invitation by making arrangements or excuses. You may
• Draw Ss’ attention to the TIP and explain it.
• Ask Ss to read through the question.
■Play the CD and have Ss listen to the dialogue carefully in
order to answer the question.
• Check the answer with the class.
KEY
Karen is interested in the Subway Festival.
LISTENING TRANSCRIPT
Parti
Danny llm going to a really interesting festival next week.
Do you want to come along?
Karen Wher p jf h the Glasgow International Festival?
Danny No, the Subway F e s tiv a l^
Karen SutfwSy A g k d S l I didn’t know Glasgow organised
a Subway Festival! WhafaMfefepuffj]!
Danny Well, it warife to show people how easy, quick,
S fh e a p and enjoyable it is to g !| around and reach
any of Glasgow’s parks, museums, cinemas and
soon when using trapubway. So, they organise
lots of events and you even have the opportunity
to win p rlfifc
Karen Oh, reaff?
C. Aim: to give Ss practice in listening for specific
information
• Play the CD and have Ss do the activity.
• Check the answers with the class.
KEY I
1,c 2.0 J b I
LISTEN)®! TRANSCRIPT
Part 2
Danny | H n | j t h e first year it’s taking place. It star fe lla
Thursday. What do you say? Are you c o m in H H
Karen I'm afraid I can’t make it on Thursday.
Danny No problem, we can go together on Friday and
sometime during the w eJpnd. The last d avj^S
Sunday.
Karen Great! So, what are we going to do there?
Danny We have many activities to choose from.
Karen Tell me a few, will you?
Danny We can watch musical and theatrical performances,
fashion shows, art shows...
Karen Wow! And all these are going to be inside the
station?
Danny Well, some are outside.
Karen Oh, I see. Do we need to buy any ticketllp?
Danny No, all the events are free of charge. But if we buy
‘Glasgow Subway Festival’ badges, the money
goes to charity. And don’t forget, we may wjn some
prizes, like subway tickets or meals at some of
Glasgow’s best restaurants. And here’s the best part
- there’s a treasure hunt! And do you know what the
treasure is?
Karen What?
Danny A trip for four to New York City! Can you believe it?
Karen Really? That’s what I want to win!
Danny Yeah, so do I! But we have to find the treasure first!
2. S P EAKIN G
Aims: • to give Ss practice in talking about events
• to give Ss practice in inviting and accepting or
refusing an invitation
• in pairs, Ss take turns to talk about an interesting
event, invite their partner to it and accept or refuse the
need to refer Ss to p. 122 for a list of relevant phrases/
expressions.
• Go round the class helping Ss when necessary.
• Choose some pairs to act out the dialogues.
3. W R IT IN G
A. Aim: to give Ss practice in identifying specific information
in an e-mail
• Ask Ss to read through Jennifer’s e-mail.
• Ask Ss the two questions and check answers.
KEY
1. To invite her to her wedding.
2. Arrange flights so as to attend the wedding and
send Linda an e-mail with the arrangements.
I
• Ask Ss some comprehension questions:
I
1 When is the wedding taking place? In three months.
1 Where is the wedding taking place? A t the Town Hall.
I Where is the reception taking place? A t a hotel nearby.
Why are the bride and groom going out fo r dinner with
[Pc/ose friends and fam ily before the wedding? Because it ’s
I a tradition in Toby’s family.
I Is Linda going to stay at Jennifer’s? No, she isn’t.
Who are going to be the bridesmaids? Jennifer’s little
I nieces.'
 JjJ

B. Aim: to present an e-mail based on prompts and its
conventions
• Draw Ss’ attention to the notes that Linda has made about
the e-mail.
• Ask Ss to tell you what they would actually say using
Linda’s notes to make full sentences (eg. Yes, I’ll definitely
come. /W hen is the dinner taking place? /N o , you
needn’t worry because I can stay with some friends.)
• Ask Ss to read through Linda’s reply.
• Draw Ss’ attention to the fact that Linda’s e-mail is based
on the notes she made after reading Jennifer’s e-mail.
• Ask Ss to underline the sentences which correspond to
her notes.
• Ask Ss the question in the rubric and check answers.
D. Aim: to give Ss practice in writing an e-mail based on
prompts
• Draw Ss’ attention to the TIP and explain it.
• Ask Ss to read through the e-mail and look at the notes
made. Make sure that Ss do not have any unknown words
• Refer Ss to p. 122 for a list of relevant phrases /
expressions.
• Allow Ss some time to write their e-mails.
• Choose some Ss to read out their e-mails.

KEY
O f course I’ll be there!
Which day are you planning it for?
You don’t need to worry about a B&B... I can stay with j
them, no problem.
The wording is different from the notes. In her e - ip |jf|j
Linda has rephrased her notes, added comments and
information andlfsed expressions to show how she
feels.

• Ask Ss some comprehension questions:

What does Linda think about Toby? That he’s a lucky

man.
What does she think about Jennifer and Toby? That
they're going to be the perfect couple.
Who does she think is going to be the best man? Toby’s
brother.
What does she want to see him do? Give a speech.
How long wMshe probably stay? For a week.
What else apart from going to the wedding does she
I want to do? To see some friends.
. Does she love weddings? Yes, she does.

• Explain any unknown words.

C. Aim: to give Ss practice in expanding notes into sentences

• Ask Ss to read through the situations 1-5.
• Ask Ss to read through the notes following each situation.
• Have Ss do the activity and check answers.

KEY
Suggested Answers
1. That would be great since I haven’t beeS o a football
match for ages! Have you already bought the tickets?
2. Sure, but I can’t make it at 5:00. How about 5:30?
3. You needn’t worry, I’ll take a taxi instead.
4. I'm afraid I can’HYou see, I’m going to work/l have to
work all summer.
5. I’d love to! What time should I be there?

113 TB
 6. Now read Linda’s reply and underline the sentences
C. Read the situations 1-5 and the notes made. How
which correspond to her notes. Is ||| wording in
on would you reply?
Linda’s e-mail exactly the same as in her notes?
great idea / tickets?
m thinking of going to the
notes
n words. fo o tb all m atch on S aturday.
Hi, Jennifer!
Do you w an t to com e along?
Congratulations! Toby is a lucky man. You're
going to be the perfect couple. Who's going to
be the best man? His brother? I can't wait to s u re [ b u t n o t a t 5 :0 0
L 6
see him give a speech!
How about going shopping
Of course I'll be there. I'll probably come up around 5:00 today?
for a week and see some friends, too. Also, I'd
love to attend your pre-wedding dinner. Which
day are you planning it for? I'm so excited for
you! I love weddings! S j ’m afraid I can’t give you
a lift to the airp o rt tom orrow , it's OK/ take taxi
You don't need to worry about a B&B, though.
I have some friends from university who live
very near you. I asked them and they said I
can't /
can stay with them, no problerWJ
W ill you come to Rome
Any plans for a honeymoon? Somewhere exotic w ith us next summer?
I expect...
Speak to you soon,
love to / time?
Linda Would you like to join
U us jo r dinner a t M a rio ’s?

WRITING TASK
D. Imagine that you have received an e-mail from a friend. Read your friend’s e-mail and the notes you have
made and write a reply using all your notes. Your e-mail should be between 100-120 words.

m m

I ju s t wanted to let you know th at

I'm taking p art in a local music
festival this yearM 'm a b it nervous
though and I'm inviting all my friends
to come. You know, having frien dly
faces around makes me feel more
c o m f o r t a b l e . of course!
The fe s tiv a ls from Friday the 12th
to Sunday the 14th. I'm perform ing
on Saturday, but you should come to
town on Friday, so we can spend some
tim e together. A part from musical c a n t ^
■"T~~------------ —r
perform ances, there are many fun £aturc{ay?
a ctivitie s to do at the festival, like
watch comedy acts, taste delicious
food from around the w orld, enter
com petitions and many more. ticket?
^ — how much?
I really th in k you should come and be
there to cheer fo r me.-rYou'll'trave a
great tim e.
C
TIP
When writing an e-mait based on prompts:
• use appropriate expressions to begin and
’ end your e-mail.
• read the prompts carefully and make
sure you include all the points in the
notes in your reply.
• do not copy the notes given. Try to
rephrase them, add comments and
information, and use expressions to show
how you feel.
meet on
• group related ideas together and divide
your e-mail into paragraphs.
• use appropriate phrases/expressions
to invite, accept an invitation, refuse
an invitation and give an excuse, make
arrangements.
m

Hope you can make it! For expressions/phrases, see Writing section.) )

0
 M a K $ -a p 4. My father said, ‘I’m going to send the invitations
tomorrow.’
p —
1 P— -

/lo c a ^i a m 5. 'When should I call Mr Stevens?’ George asked

me.
A. Circle the correct words.
1. I can’t hear the TV. Can you turn up / down the
volume? 6. Robert said to Anna, ‘Add some salt and stir the
mixture.’
2. Let me interrupt / introduce you to my cousin,
Justin.
3 . 1don’t like any of the songs on this track / album. 7. ‘Do you know how to make chocolate cake?’ my
sister asked me.
4. Leave the butter in the frying pan until it melts /
pours.
5. Sean wanted to make lasagne but he didn’t have D. Complete the dialogue with the correct form of
any of the ingredients / instructions. the verbs in brackets.

6. The soldier didn’t want to fight, so he hid behind a A: It was Mary’s birthday yesterday and I forgot
bush like a coward / warrior. about it. Now she won’t speak to me.
7. The wolf carried its tribe / prey to the other side of (1) ___________________ (you / be) angry if I
the forest before eating it. (2) (forget) your birthday?
8. Sophie and Barry made their own invitations / B: Yeah. I would.
traditions for their wedding. A: What should I do?
B. Choose a, b or c. B: Well, if I (3)_______ . (be) you,
1. The lead singer of this band has an amazing (4 )______________ . (buy) her a nice present
_________________ . Listen to her! to apologise.
a. studio b. voice c. recording A: If I (5) _ _ . (have) time,
2. Put water in a(n)______ and let it boil. I (6)_______ . (do) it. But I have to work
a. oven dish b. whisk c. saucepan overtime today. Could you go to the shopping
centre and get her something?
3. When the cake is ready,. it in
some aluminium foil. B: I’m afraid I can’t. My car’s at the garage.

a. wrap b. mix c. shape I (7) . (go) if I

(8) » (not have) a problem
4. Ralph, can you open a _ of beans
with my car.
for me?
A: That’s OK. i’ll see what I can do.
a. slice b. plate c. tin
5. The thieves tried t o ____ . . t.T3 l~«-a./ the ancient
E. Read the situations below and make sentences
statue, but it was too heavy for them to move, using wish.
a. steal b. shoot c. approach
1. I want to be able to compose great songs.
6. Can you put m e_________________ for the night? I
have nowhere to stay,
a. up b. in c. down
2. My friend’s wedding is next week. I have a lot of
work to do and I can’t go.
(jra m m a r
C. Rewrite the sentences using Reported Speech.

1. Jack said, ‘I went to my best friend’s wedding last 3. I want to make goulash but I don’t have the recipe.
weekend.’

2. ‘Where is the aluminium fott?’ Julia asked. 4. I’m in Hong Kong, but I don’t know how they greet
people here.
3. Amelia said, ‘Don’t touch the knife, Mark.’
Aim: to help Ss revise the structures, functions and vocabulary
presented in Module 8 through various activities

V O C A B U LA R Y
A.
KEY
1. up
2. introduce
3. album
4. melts
5. ingredients
6. coward
7. prey
8. invitations

B.
KEY
1. b
2. c
3. a
4. c
5. a
6. a

GRAMMAR
m
c.
KEY
1. Jack said that he had gone to his best friend's wedding j
the previous weekend.
2. Julia asked where the aluminium foil was.
3. Amelia told Mark not to touch the knife.
4. My father said that he was going to send the
invitations the following day
5. George asked me when he should call Mr Stevens.
6. Robert said to Anna to add some salt and stir the
mixture.
7. My sister asked me if I knew how to make a chocolate
cake.

D.

KEY
1. Would you be „
2. forgot
3. were
4. would buy
5. had
6. would do
7. would go
8. didn’t hate
■ ” §

E.

KEY
1.1wish I could compose great songs,
2 .1wish I could go to my friend’s wedding. / 1wish I
didn’t have a lot of work to do.
3 .1wish I had the recipe for goulash. ,
4 . 1wish I knew how people in Hong Kong greet each
other. / 1wish I knew how to greet people in Hong
Kong.
 R o w d -a p
C O M M U N IC A T IO N S P EAKIN G
F. • Ask Ss to read through the hypothetical situations. Make
sure that they do not have any unknown words.
KEY • Ask Ss to read through the speech bubble.
1. e 2. d 3. a 4. c 5. b • In pairs, Ss take turns to ask and answer questions about
gaaggggMBBBa
what they would do if they found themselves in these
situations while visiting a foreign country.
L IS T E N IN G » 42 • Go round the class helping Ss when necessary.
• Ask Ss to read through the four questions and look at the
• Choose different pairs to ask and answer questions about
pictures following each question.
the given situations.
• Play the CD twice.
• Alternatively, play each dialogue twice and have Ss
SELF-ASSESSMENT
decide on the correct answer.
Aims: • to give Ss the opportunity to check their progress
• Check the answers with the class.
• to encourage learner autonomy
KEY • Draw Ss’ attention to the points and get Ss to read
1. a 2. c 3. c 4. a through them.
• Explain any unknown words.
LISTENING TRANSCRIPT • Get Ss to tick the points they feel confident about. For the
1. points they are unsure of, they should refer back to the
Woman This is a great studio! relevant sections in the module.
Man Thanks!
Woman Do you get many famous people recording
here?
Man We had Lay-z Boy in here last week.
Woman Who’s that? Does he play jazz like us?
Man No, he’s a hip-hop artist. We do a lot of rock
recordings here, too.
Woman So, you don’t like jazz.
Man Not usually, but I really like some of the stuffL"
we’ve recorded today.
2 .
Woman What are you doing to those potatoes?
Man Isn’t this what you wanted?
Woman jl lg d you to peel them first.
Man I thought we were going to mash them.
Woman That’s right! So, why are you slicing them?
Man I’m not sure.
Woman How are you going to peel them now?
3.
Man Did you hear what happened at Julia’s
wedding?
Woman No,, what?
Man Well, after the ceremony, they were taking
pictures by the lake and when they asked the
best man to go and take a picture with them,
he accidentally pushed Julia.
Woman Oh, no! He didn’t!
Man Yep! The cjroom tried to stop her from falling
in, but he ended up in the lake, too. It was so
funriy!
4.
Woman 1 So, did you take Geoff to the airport?
Woman 2 Yes, he left last night.
Woman 1 Were you really sad? Did you cry?
Woman 2 Not really. We just said goodbye, and he left.
Woman 1 What, no kiss on the cheek? Not even a
handshake?
Woman 2 Oh, come on. I waved when he got to the
entrance, and he waved back. That’s it!
Woman 1 You can be quite rude sometimes!
Woman 2 What are you talking about?

115 TB
 Communication
F. Complete the dialogue with the phrases a-e. Ja ck Vern, have you finished playing that game?
Make V e rn (1)
a. If I had the money, I would.
Ja ck How long is it going to take you?
b. Yeah, it’s wicked! V e rn (2) , .. - ______I just want to finish this level.
about
>se c. He can get a hold of one for half price. Ja ck It’s going to take you ages.
d. A short while. V e rn What can I say? Buy your own game console.
about Ja ck (3) _ _ _ _ _ _ _ _ _ _
e. I’m about halfway through.
V e rn My cousin works at Computertown.
(4)
!SS
Ja ck Really? Can he get me this game with it?
V e rn Maybe. It’s good, isn’t it?

i g ^
fa s te n n
or the
the You will hear four conversations. For questions 1-4, choose the picture which answers the question correctly.

f. What kind of music did they record today? 2. What has the man done to the potatoes?

3. Who fell in the lake? woman do to say goodbye?

S p e a & in fl' S M -a s s e s s m e n t
Talk in pairs. Imagine that you are in a foreign Read the following and tick the appropriate boxes.
country. What would you do if the following things For the points you are unsure of, refer back to the
happened to you? relevant sections in the module.
• They offer you something and you can’t eat it.
Now I can..
• You don’t know the language, but you have to
O report statements, questions,
communicate.
commands and requests □
• You make a gesture and everyone laughs. O give and follow instructions (recipes) □
• You go to a celebration and you are asked to O talk about food and quantity □
dance a traditional dance. O write a recipe □
• You go to a restaurant and you dorm understand O talk about imaginary situations and make
the menu/waiter. wishes □
O write an e-mail accepting or refusing an
What would you do if they offered you something invitation and making arrangements □
and you couldn’t eat it?
I would say that I wasn’t hungry.
 ^smssrnm'7' A. Discuss.
• Do you like art?
HIM
• What do you think of modern art?
• Do you think th a t some modern art is not art at ail?
B. Look at the pictures. W hat is installation art?
Read and check yo ur answers.

I
Installation art is a kind of art that uses the area it’s in to help people enjoy it. I t 1
isn’t iust about making paintings or sculpture; installation art includes exhibits 1
with sound, performances, video and even the Internet. The people who
experience the art often have to use different senses at once, not only sight,
but also hearing, smell and touch. You can find installation art in museums and
in public places, like parks and shopping centres where many people will see it.
Most art installations are temporary and stay at the site only for a few weeks or I
months. The main point of installation art is for the people not to just look at it,
but to experience it and feel like they are part of the art, too.

These days there are many artists who make
installation art. Carsten Holler displayed his Test
Site in the main hall of the Tate Modern in London
Also in 2003 at the Tate
from October 2006 to April 2007. Test Site was an
Modern, artist Olafur
installation of five large metal slides that people
could slide down for free.
C. Read the text again and write T for True
or F for False.
1. You can see, hear and smell installation art. B
2. Installation art only appears in public places.
3. Installation art usually doesn’t last forever. ^
4. Carsten Hdller installed slides outside
the Tate Modern in 2006. £
5. Visitors didn’t have to pay to use the slides. ^
6. Natural sunlight was used for The Weather Project. ^
7. Christo and Jeanne-Claude placed umbrellas
on the Pont Neuf.JH
I Christo and Jeanne-Claude
I are a married couple who
| have made many famous
1 art installations all over the
1 world. Some of their most
Eliasson installed a ; famous exhibits include:
glowing sun in the room covering the Reichstag in
and a huge mirror on the Berlin and the Pont Neuf in
ceiling. The room was also Paris with fabric, placing
filled with a mist made umbrellas in public places in
of sugar and water. The California and Japan at the
installation was called The same time, and wrapping
Weather Project and many almost 200 trees in a park
visitors enjoyed lying on in Basel, Switzerland. Their
the floor and looking up latest installation was The
at their shadows on the Gates in New York City’s
ceiling. Central Park. For two weeks
in February, 2005, more than
7,500 orange-coloured fabric
‘gates’ were hung over the
pavements of the park for
people to walk through. The
gates stretched for nearly
23 miles and cost about 21
million dollars to create.

SONG
‘Gestures’ You can find more information on this topic in the Student s Area.
kGo to Song page. at www.mmoublications.com.
 C t co g s - C ( u ct ° i c u . $ Q f ' 3
N
» 43 Ask Ss some comprehension questions:
Aim: to give Ss a sense off how English and cross-curricular
What does installation a rt use to help people enjoy it? The
subjects fit together area it is in.
A.
• Ask Ss the questions and generate discussion. What is the main p o in t o f installation art? For the people
n ot to ju s t look a t it, b u t to experience it and feel like they
are a p a rt o f the a rt
B. Are there many artists these days who make installation
BACKGROUND NOTE art? Yes, there are.
Installation a rt appeared in the 1970s. It uses sculptural What was the name o f Carsten H oller's a rt installation at
materials and other media to change a particular the Tate Modern? Test Site’.
environment or space. It is not necessarily confined to Where is Tate Modern? In London.
gallery spaces and can be in everyday public or private What d id O lafur Eliasson in sta ll at the Tate Modern? A
spaces. The materials used range from everyday and glow ing sun in the room and a huge m irro r on the ceiling.
natural materials to new media such as video, sound, What d id he also p u t in the room? A m ist made o f sugar
performance, virtual reality and the Internet. Some and water.
installations are site-specific in that they are designed to What d id he call the installation? The Weather Project.
only exist in the space for which they were created. What was the result? Many visitors enjoyed lying on the
The Tate Modern in London is Britain’s national museum flo o r and looking up a t th e ir shadows on the ceiling.
of international modern art and is, with Tate Britain, How are Christo and Jeanne-Claude related? They are
Tate Liverpool, Tate St Ives, and Tate Online, part of m arried.
the group now known simply as Tate. The galleries are Have they made m any a rt installations a ll over the world?
housed in the former Bankside Power Station. Since the Yes, they have.
museum’s opening in 2000, it has become a destination What was the name o f th e ir latest a rt installation? The
for Londoners and tourists. Entry is free for the permanent Gates’.
collection and some temporary exhibitions. Where was it hosted? In New York C ity’s Central Park.
Carsten Holler is a German artist. He has a doctorate
When d id it take place? In February 2005.
in biology. His works often involve the participation of
the viewer. In 2006 he made the work Test Site for The How long d id it last? For two weeks.
Unilever Series’ in the turbine hall of the Tate Modern in What was it like? More than 7,500 orange-coloured fabric
London. This slide installation follows the six earlier slides 'gates’ were hung over the pavements o f the park fo r
he has produced. people to walk through.
Olafur Eliasson is a Danish-lcelandic artist, noted for his How fa r d id the fabric 'gates’ stretch? For nearly 23 miles.
exhibition The Weather Project at the Tate Modern, London, How much d id they cost to create? A bout 21 m illion
in 2003. That same year, he also represented Denmark at dollars.
the Venice Biennale.
Christo and Jeanne-Claude are a married couple who
C.
create environmental installation art. Their works include
the wrapping of the Reichstag in Berlin and the Pont Neuf • Have Ss do the activity and check answers.
bridge in Paris, the 24-mile-long curtain called Running KEY
Fence in Marin and Sonoma counties in California, and most
recently The Gates in New York City’s Central Park. 1. T 2. F 3. T 4. F 5.T 6. F 7. F
The Reichstag building in Berlin was constructed to house
the Reichstag, the first parliament of the German Empire. • Explain any unknown words.
It was opened in 1894 and housed the Reichstag until • Draw Ss’ attention to the web link and explain to them
1933, when it was severely damaged in a fire. The building that they can use it to find more inform ation on the topic
remained in ruins until the reunification of Germany, o f the text.
when it underwent reconstruction led by internationally • Ask Ss:
renowned architect Norman Foster. After its completion
in 1999, it became the meeting place of the modern Do you find a rt installations interesting?
German parliament, the Bundestag. In today’s usage, the Is installation a rt popular in your country?
German term Reichstag or Reichstagsgebaude refers to the Have you seen any a rt installations in your country?
building, while the term Bundestag refers to the institution.
• Elicit answers and initiate a short discussion.
The Pont Neuf (French for ‘New Bridge’) is the oldest
standing bridge across the river Seine in Paris. Its name,
which was given to distinguish it from older bridges that SONG » 44
were lined on both sides with houses, has remained. It Aim: to help Ss revise and consolidate the structures,
connects the Rive Gauche of Paris with the Rive Droite. The functions and vocabulary they have already studied
bridge is composed of two separate spans. through a song
• Draw Ss’ attention to the title of the text and the pictures • Ask Ss to read through the song on p. 124 once w ithout
accompanying it. w orrying about the missing words.
• Ask Ss if they have heard o f the term installation art and • Ask Ss to read through the words in the box.
encourage them to relate it to the content of the pictures. • Ask Ss to try and complete the song with the words in the
• Ask Ss the question in the rubric. box before listening to it.
• Elicit answers but do not correct Ss at this stage. • Play the CD and ask Ss to listen to the song carefully and
• Ask Ss to read through the text and check their check their answers.
predictions. • Check Ss’ answers and explain any unknown words.
• Alternatively, play the CD and ask Ss to listen to the text • Play the CD again and have Ss sing along.
and check their predictions.
KEY . ■ ~ |
KEY hips talking angry going m atter nose tap
Installation art includes exhibits with sound, performances, ] greet expecting surprised
video, and even the Internet.

TB116
 Student A
26 A. The pictures below tell a story. Tell Student B what happened in the four pictures and let him/her
guess what happened at the end of the story. Use the words/phrases in the box and start like this:
It was three o’clock in the morning. Jim was sleeping when...

wake up noise frightened flatmate empty decide

go downstairs check it out strange light surprised

m /
1) i r .
B. Listen to Student B’s story and guess the ending.

Student A
A. imaging that you work at the Sheringham Hotel. Look at the information below and answer Student
B’s questions.

Sheringham Hotel, how can I help you?

I’d like some information about your
hotel.
Certainly.
First of all, could you tell me how
much...?

Also, can you tell me...

B. Imagine that you want to stay at the

Longbourne Youth Hostel. Student
B works there. Use the prompts to
ask for information.

Prices per night: Extra information • how much / cost / per night?
Single room [sleeps 1) €37.99
• swimming pnol • how many / beds / each room?
Double room [sleeps 21 €55.99
• business centre • where I be I hostel?
All rooms have air conditioning & shower
• Wi-Fi connection
Breakfast served 7:30 am - 9.39 am • how far / from underground?

©
 Pairworfcactivities
Talk in pairs. Look at the three types of holiday below. Which of them do you prefer and why?
Compare the three places using the adjectives given.

( interesting ^

|| boring

^ cheap

^ expensive"^

| | relaxing ^

f^y tiring

1think a holiday in
the mountains is more
interesting than a holiday
in the city.
Yes, but it’s more
tiring because you go
hiking...

Talk in pairs. Look at the flyers below and discuss what you can do at each place. Then decide where
you will go.

If we visit Blue World Aquarium, we will feed dolphins.

Yes, but if we visit MegaMall, we can shop in over 600 shops!

MegaMall
You’ll need more than a few
hours to shop at this mall!
for an u n fo rg e tt a b le ^ , over i
experience... *** 6 0 0 shops
2 0 0 restaurants j
• fe e d th e d o lp h in s (cuisine from
^ I H over 2 0 countries) j
• sw im w ith d o lp h in s
• w a tc h d o lp h in s h g w s a w « ' cinema complex

• h e lp nam e a b ab y d o lp h in bowling alley

n isw eeit
• w a tc h a 4 -D d o c u m e n ta ry
a b o u t m a rin e life ’l l °« s c o u n t
shopsand
T ick et prices: A d u lts £14.50 re$,9#ran|
C h ild re n (up to 14J £10.50
Students £12.50
 Student B
A. Listen to Student A’s story and guess the ending.
B. The pictures below tell a story. Tell Student A what happened in the four pictures and let him/her
guess what happened at the end of the story. Use the words/phrases in the box and start like this:
It was a nice spring afternoon. Tina was relaxing in her back garden when...

bring mobile phone surprised start barking

decide follow behind bushes

Student B Student B
A. Imagine that you want to stay at the B. Imagine that you work at the Longbourne
Sheringham Hotel. Student A works there. Youth Hostel. Look at the information
Use the prompts to ask for information. below and answer Student A’s questions.

• how much / room / cost? Prices per night:

• what time / breakfast? Adults: €16.00
• what / have / rooms? Under 18: €12.50
(Price includes breakfast)
• what / extra facilities / hotel / offer? Rooms:
4-bed room (shared)
5-bed room (shared.)
Sheringham Hotel, how can I help you? shared bathroom
I’d like some information about
Extra inform ation I
yourhotel..
Certainly.
• big TV room
First of all, could you tell me how • in the city centre : ,
much...? • 2-minute walk
 P a ir a /o r i, a c tiu - itie s

GAME
Student A: Choose one of the words below without telling Student B. Describe it to him/her.
Student B: Guess what Student A is describing.

fast fo od restaurant
I

p c o m p u te r engineer*^
It’s something that plays music.
Is it a...?

ROLEPLAY
Talk in pairs. Act out the conversations.

Student A: Imagine that you are a bank clerk and Student B is a customer who wants to withdraw some
money.
H tu d e n t B: Imagine that you’re at a bank and you want to w ithdraw some money, but the cash machine has
broken down. Talk to Student A who is a bank clerk.

Student A: Imagine that you’re in a bureau de change and you want to exchange some money. Talk to Student
B who works there.
Student B: Imagine that you work in a bureau de change and Student A wants to exchange some money.

Student A: Imagine that you’re passing by a cash machine. Student B is there and needs some help. Tell him/1
her how to use it.
Student B: Imagine that you’re at a cash machine but it’s your first tim e using it. Ask Student A for help.
AN E-MAIL GIVING NEWS
Use appropriate phrases to begin and end your e-mails.

Greetings Set phrases for opening paragraph Set phrases for closing paragraph Signature endings 1
Hello, Gwen! How are things? Well, that’s all for now. Yours,
Dear Jamie! Sorry 1haven’t written for so long, but... Write back soon. Take care,
Hi, Lucy! Thanks for your e-mail. Give my love to everyone. Bye for now,
Dear Mum, I’m writing to tell you about... I’m looking forward to hearing Love,
Dear Aunt Hi! How have you been? from you. See you soon,
Mary, How are you? 1must go now. Best w is h e s ^
How’s it going? Say hello to everyone. Lots of kisses,
How’s life? Keep in touch,
1hope you’re fine.
Guess what! 1have some great news.
It was nice to hear from you.
What have you been up to?

NOTES /MESSAGES

SMS MESSAGE DICTIONARY

@ = at BCOZ = because M8 mate

2 DAY = today CING = Seeing PLZ please
2MORO = tomorrow CU = see you R are
2NITE = tonight FRND = friend THX thanks
4EVER = forever GR8 = great U you
4 ■ for H8 = hate W8 fl wait
B = be L8 = late XLNT 1 excellent
B4 *)&, before L8R = later Y why
COMMON ABBREVIATIONS
4WD ^Sfour-wheel drive m = metre(s)
ad ^^advertisem ent MA = Master of Arts
am = ante meridiem (before noon) min = minute
asap ! = as soon as possible Mon = Monday (Tue/Wed/Thur/Fri/Sat/Sun)
Ave s avenue Mi = mountain
BA ^^Bachelor of Arts No = number
BSc ^aBachelor of Science P- = page
C «= Celsius (centigrade) PIN = personal identification number
cm, i ^lcerttim etre(s) pm = post meridiem (after noon)
Dept = department pp. = pages
D r' « doctor'/ Drive PS = postscript (written at the end of
eg. = for example a letter to add information)
etc. H e t cetera (and other similar thJhgs) PTO = please turn over
hr(s) 1)Phour(s) Rd = road
info ■ H information sec = second
Jan = January (Feb/Mar/Apr/Jun/Jul/Aug/ St = Street /Saint
Sept/Oct/Nov/Dec) tel = telephone number
kg = kilogram(s) uni = university
km = kilometre(s) VS; = versus
kph = kilometres per hour
ALETTER ASKING FOR OR GIVING ADVICE
• 1have a problem and I’d like your advice. • W hat do you think? 1
1 Set phrases 1
• l hope you can help me w ith a problem . • 1feel helpless/terrible.
k commonly used I
• I need your advice because 1don’t know w hat • I’m anxiously w aiting fo r your reply.
1 in a letter asking
to do. • 1look forw ard to hearing from you. 1
1 for advice:
| • W hat should 1do?

• l hope my advice w ill help you. • How/What about...? 1

■ Set phrases
1 commonly used
■ in a letter giving
■ advice:
• in my opinion, you should(n’t)/’d better... • Why don’t you...? 1
• l advise you to... • 1hope everything goes well. 1
• Here are some tips to help you deal with your • There’s no need to panic. I
problem. • Good luck! 1
• One thing you can do is...

A FILM REVIEW
Expressions/Phrases commonly used in a film review:

It’s a comedy I an action film I a thriller, etc. The music is fantastic/awful, etc.
>...stars in this film. The special effects are amazing/spectacular/
• ...is the leading actor/actress. excellent/(un)realistic, etc.
• ...plays/has the leading role. The ending is surprising/exciting, etc.
• The role of... is played by... The acting is excellent/horrible, etc.
• It was directed by... ■Overall, I found the film exciting/boring, etc.
I • The film is set in... ■I definitely recommend it.
• The film is about/based on... >It’s a great film for action-lovers / horror fans.
I • The film is action-packed/hilarious/interesting/ • It’s (only) suitable for children/adults.
boring/violent/long/scary, etc. «It’s (not) worth seeing.

AN E-MAIL BASED ON PROMPTS

Use some of the phrases/expressions in your e-mail to:

I ju s t w a n t to le t you know th a t 1... It w as n ice o f y o u to in v ite m e b u t . . .

I’d like to in vite you to... I’d like to c o m e but... M aybe so m e o th e r
8 ’ 1I’m w ritin g to invite you to... refuse an tim e .
invite invitation I’m a fra id I ca n ’t m ake it because...
■ B S illllllilll I How abo ut com ing to...?
1 W ould you like to come to...? I’m s o rry b u t I have to...
1 1hope you can make it to... U n fo rtu n a te ly , I w o n ’t be able to m ake it.

I’m w ritin g to th a n k yo u fo r th e
| How about...?
in v ita tio n .
W hy d o n ’t we...?
How co u ld 1 say no?
W hat do you th in k about...?
i’m re a lly lo o k in g fo rw a rd to it.
accept an make j W hat if we...?
I'd love to come,
invitation arrangements We can/could...
i Thanks fo r in v itin g me.
Let’s...
I Sounds g re a t/ b rillia n t/ perfect! I th in k it w ould be a good idea to...
I T hat w o u ld be great. There is a nice... w here w e/you can go...
I I ju s t love the idea of...
 MODULE 2
Circle the
correct
words. Then m
listen and M m k •
check your m u i
answers.

Broaden your mind Maybe it’s tim e to learn something new / now
And see what you can find Life is too short / long and that is the truth
Life’s an adventure Read a book, play / start a hobby, it’s up to you
So, broaden your mind You’ll be surprised / interested with what you can do

Get out there, don’f ijis t stay / go indoors Broaden your mind
Travel to somewhere you’ve never been again / before And see what you can find
You learn / talk about cultures and lots lots more Life’s an adventure
Visit a city, the ch o ice / place is yours! So, broaden your mind

Broaden your mind Be adventurous w ith what you eat / taste

And see what you crain find Chicken and beef aren’t the only kinds of m eal / meat
Life’s an adventure Add some spices /veg eta b les to make your meal compte*^
So, broaden your mind Eat exotic food and give / have yourself a treat

silk : A ' S i-4 ]

MODULE 4 Complete with the words in the box. free speed fridge late fancy install
Then listen and check your answers. communicate change w ithout about
\T ¥

Modern life, tell me what it s

Buying things that you can do
Rushing around at super fa s t.
Let me tell you, what we all-need.
Modern life, plug in a n d ___
Just slow down>
MP3s, DVDs, I want them all!
Take a look around
Gadget freak, w hat’s your username?
And take it easy
Just take it easy I’m online, do y o u ____________ a game?

Modern life, let’s Just slow down

An SMS to say you’ll be Take a look around

, please call me And take it easy

A note on th e ________
Too many e-mails for you to read Just take it easy

Just slow down Modern life, it’s too much for me

Take a look around Let me out, I want to b e ___________
And take it easy 1need a __________ _, and I need it now
Just take it easy One thing’s fo r sure, I need to... slow... down...

a f f ile
 Circle the correct words. Then listen and check your answers,

I’ve been sitting in this sofa / chair all day

There’s noth ing / som ething on the TV today
Maybe I’ll try out a sp o rt / game
Dribble, kick, pass, shoot and score!

Bored, bored, bored, bored, bored! I’m bored out of my mind

I’m so bored I just wanna shout!
Bored, bored, bored, bored, bored!
Come on, I think it’s tim e to go out!
This is re a » not a day B be dow n,/ lazy
If I stay inside to da y I’ll g oiilh ^p ra zy
I know, Ifflgive th e m / som eoiie'a c a llf
Ruth, Fred, Anne
Bored, bored, bored. b lS ijM bJfed !
I’m so bored I just w a ljj^a .sttiit!'
Bored, bored, bored, befi|e||bored!
Come on, I thinlfttt’S iim e ib go out!
You know what, so / n e ith e r am I
I don’t wanna stay / b e in tonight
I suppose / agree, neither do I
There’s a new show, did you hear?
You know, th a t’s not a bad idea / th ing
We haven’t seen a show for a m onth / year
W e lB t’s b e tte r/g o o d than sitting here
Bored, bored, bored, bored, bored!
I’m so bored I just wanna shout!
Bored, bored, bored, bored, bored!
Come on, I think it ’s tim e to go out!

Ill
Complete with the words in the box. Then listen and check your answers.

angry nose going hips greet tap

surprised expecting m atter talking

Avoid putting hands o n . ^ .In d o n e s ia There are lots of different ways that p eople ___
ESjlM M ly when you’re out and about But in Belgium it’s a bit different, youMsee
BecatiS eif^ou’re ___________ and anyone sees you Ilf you’re ____________ to g e t s kiss on the cheek
They’ll thinl#you’re g e ttin g _________ j B n d sh ou t Don’t b e ____________ if you endfflp with fi'e e !

( If you want to<ask someone ‘What’s __________ on?’j Gestures, gestures

Over in P ila g jl Ip,©, as everyone knows They’re different where you go
Gestures, gestures
It d o e s n ^ ^ ^ ^ ^ ^ J _ where you may be from
They’re useful things to know
There’s no need to say it, just wiggle y o u r_____

Gestures, gestures
They’re different where you go
Gestures, gestures
They’re useful things to know

People som etim es_______ .th e ir heads in Argentina

It just m eaB tihey're ta lk in g , you Will f B H
However, in other countries that I’ve b e ^m o
It often means ‘Are you out of v o u M m B iiiM

1
L
 ’rG L fn tn c u 0 K e k e re n o e

m u m r
O Present Simple vs Presentlpogressive O Past Simple

PRESENT SIMPLE A ffirm a tive

A ffirm a tiv e N egative I/He/She/It

H e/S h e/|^J
■
work#i Ig l/S h e /lt
don’t work We/YoU/T®jey
woBed/went
doesn’t work Negative
We/You/They woi§U We|Yog|They d o | | j work
,1/He/She/lt
Q uestions didn’t work/go
We/You/They
Do I work?
Questions
D0 c s^■ne/sh e M i work?
l/he/she/it
Do we/yogthey work? Did work/go?
we/you/they
PRESENT PROGRESSIVE
A ffirm a tiv e N egative NOTE

He/She/It
am w o ® g
is working H eASgit
1 ’m not working 1
isn’t working I
Irregular verbs in the Past Simple don’t take -ed. Look
at the list of irregular verbs at the back of tfie book.
We/You/They are working We/You/They aren’t working 1
Q uestions We use the Past Simple for:
Am ■ ■ working? • actions that started and were completed at a specific I
Is he/slBfi wofjSg? time in the past.
Are we/you/they working? We b o u g h t o u r house five years ago.
• habitual or repeated actions in the past.
We use the We use the Present I alw ays w e n t to b e d e a rly w hen I liv ed w ith m y pareatm
Present Simple: ‘ Progressive: • completed actions that happened one after the othe" ■
I • for permanent states. • for temporary states. the past.
Ben liv eW b London. I'm ta kin g d rivin g lessons I m ad e a sandw ich, tu rn e d o n th e TV a n d w atched the I
i f for habits or actions that this m onth. m atch.
1 happen regularly. • for actions happening at
We always have breakfast the moment of speaking. TIME EXPRESSIONS
1 a t eight. Lu cy is s leeping now.
last night / week / year, etc.
I • for general truths. • for future arrangements.
yesterday, ago, in 1999, etc.
1 The e a rth goes ro u n d the We’re fly in g to A capulco
j sun. tonight.
NOTE
TIME EXPRESSIONS
The Past Simple of the verb can is could.
Present Simple Present Progressive
The Past Simple of the verb b e is w as /w ere.
I usually, always, often, etc. now, at the moment,
I every day/week, etc. today, these days,
I in the morning/spring, etc. this week/year, etc. O Used to
on Mondays/Monday tonight, tomorrow, etc.
morning, etc. next week/year, etc. A ffirm a tiv e
at the weekend, etc. I/He/She/It
I once/twice/three times, etc. used to play
We/You/They
a week/day, etc.
J N egative
3 Stative Verbs I/He/She/It
didn’t use to play
The following verbs are not normally used in progressive We/You/They
tenses: Q uestions
l/he/she/it use p|ay?
• Verbs of the senses: Did
we/you/they
feel, hear, smell, taste, seem, look (= seem), appear, etc.
• Verbs of emotion: We use used to to talk about something that
like, dislike, love, hate, want, need, prefer, etc. happened regularly in the past, but no longer does.
We used to go sk ateb oard ing every a fte rn o o n when
• Verbs of perception and opinions:
w e w ere young.
know, mean, think, understand, remember, forget,
imagine, hope, believe, etc.
• Other verbs:
be, have, own, belong, cost, etc.
0 Prepositions of Time For emphasis we can use:

NOTE
at M a t s|x o’clqigk / at h llf p ast two • very, so, to o + little/few
There's very little milk in my coffee.
at noon Bat p a ht / a;t'Bl|iniaht / at B d d a y
• only + a little/a few
^ * ^ t H e w p i| ip lM l
H e’s got only a few friends.
at B e a k f as f f li n e M in n e r
at fifte e n / at the-age o f tw e n ty When so m e, any, much, many, a lot, lots, a little,
at the B o m e n t a few are used as pronouns, they are not follow ed
by nouns.
in j ^ H t i H e m aning/afternoon/evening
Have you got any money? No, 1 haven't got any.
■ n A p rB
1 don't need any more hats. I ’ve got lots?
^ K s p rin g /V i/tn te r/a titu m n /s u H m e r
in 2013 / in ih e 2 0 th century
in m S fre e tim e
on «#S§y 2
onFrieS y m orning/afternoon, etc.
on weekdays , O P a st P r o g r e ss iv e
on hisiMWhday / on 15th May
Affirmative
during I m et him during m y trip to Venice,
I/He/She/It was w orking
after She left after lunch, We/You/They were working
before ^ H e a Itfiyed before M n ig h t,: ,t Negative
rom... till/untii/to W i^ S y a ® w o rk f r o t l nine till/u n til/to ffive. l/He/She/lt wasn’t working
ago I back;from w o rk an hour ago. We/You/They weren’t working
Questions
0 Q u a n tifie rs Was B /h e /sh e /it working?
(s o m e /M y /n o /m u th /m ® y /a lo t o f/lo ts o f f ■ Were w e/you/they working?
(a) little/(a) few)
We use th e Past Progressive:
• We use so m e + uncountable / plural countable nouns in
• fo r actions th a t were happening at a specific po in t of
affirm ative ser|Bi.ees and ® fers.
tim e in the past.
There is some orangffSBce in the fridge.
Would you like some c /j/p s ^ B I was watching TV at 7 o’c lock yesterday evening.

* We use any + uncountable / plural countable nouns in • to describe background scenes to a story.
questions and negative sentences. Jill was walking in the forest and it was raining.
Is there m y orange jujce^ t l f f i T idge? • fo r a itio n s th a t were happening at the same B j f k i i H
There aren’t any chips onjhe. t a b le d the past. In this case, we usually use while.
While I was watching TV, my father was cooking.
- We use no (= not any) + uncountable 1 plural countable
n oun sin a ffii^H iv e sen ten ces,|p give a negative
meaning.
There is no cheese p the fridge, m There isn’t any cheese 3 Past Simple vs Past Progressive
1 in the fridge.) .. Time clauses (when, while, as, as soon as)
. We w e much w'rth B ic o u n ta ^ ^ r e u n s , in questioKrs^and • We use the Past Progressive and the Past Simple
n e g a S e M n te n c e s . 1 in the same sentence when one action interrupted
We don't have much money. another in the past. We use the Past Progressive fo r
► We use m any w ith B p s f co u n taMa n w n s , usually in the longer action and the Past Simple fo r the s h o rte d
auestte m and negative setirances. action. In this case we usually use w hile, whenHr as.
There aren't t$aay books in the bookcase. As/While I was driving, I saw a cat in the street.
L We use a lo t of/lots of w ith uncountable and plural I was sleeping when the telephone rang.
I counJBble nouns, usually in a ffirm fflv e sentences ' 1
I There is ^ lo t o f coffee in my cup. u We use as so o n a s w ith the Past Simple.
There are lots o f a p p /e ^ 8 p ^ /7 f» 0 p e H H
o /4s soon as they left, we started cleaning up
■ We use a little v fiB uncountable nouns, in affirm ative z the house.
I senflmces.
I Thera X ^ i m e ichees^on tk e ia b le , 'V
- We use a fe w w ith plural countable nouns, in a ff ir m * v e
I sentences.
I TheVe^areh few magazines on the table.
| We use little w ith uncountable nouns, when there^s n o t
I enotigh o fso m e th in g . -
We’ve got very little time.
| We use few w ith plural countable nouns when there are
I not enougFfof tliem . '
I There are very few tomatoes left.

©
 3 Present Perfect Simple yet/already

Affirmative yet is used only with the

question and negative form Have you finished yet?
I have He hasn’t arrived yet.
of verbs. It is placed at the
He/She/It has worked/brought
end of the sentence.
We/You/They have
already is used with the
affirmative and question form I've already seen that
Negative film.
of verbs. It is placed between
I haven’t the auxiliary and the main verb, You’ve finished eating
He/She/It hasn’t worked/brought or at the end of the sentence already!
We/You/They haven’t for emphasis.

Questions 3 have/has gone, have/has been

Have • have/has gone means that someone has gone
Has he/she/it worked/brought? somewhere and is still there.
Have we/you/they The Greens have gone to Rome. (= They are still in Rome.
• have/has been means that someone has visited a place
We use the Present Perfect Simple:
but has come back.
• for an action which happened in the past, but we don’t Ian has been to the new shopping centre. (He visited the
mention when exactly. new shopping centre at some point in the past but he’s
I've travelled to the USA twice. not there any more.)
• to talk about a state which started in the past and
continues up to the present. 3 Present Perfect Simple vs Past Simple
I have lived in Athens since 2012. (I still live in Athens.)
• We use the Present Perfect Simple fo r actions that
• for an action which happened in the past and finished, happened at some tim e in the past, but the exact time
but the results are obvious in the present is not mentioned.
I’m tired. I’ve just finished studying. I have heard this song before.
Look! Jerry has broken his leg!
• We use the Past Simple for actions that happened at a
definite tim e in the past and the tim e is mentioned.
NOTE I heard this song on the radio last night.
Irregular verbs at the back o f the book.

TIME EXPRESSIONS
M o d cL ^e , 3
for, since, already, just, yet, recently, lately, ever, never,
how long, once, twice, before, so far, etc. 3 can/could/may
• We use Can I..?, Could I..?, May I..? to ask fo r permission.
Can/Could/May I go to the party?
Yes, you can/may.
since/for
No, you can’t/may not.

since + a point in time • We use Can I..?, Could I..?, May I..? to offer help and
I’ve had thigjcollectlon make requests.
It refers to the time when the
since 2010. Can/Could/May I help you?
action started.
Can/Could/May I have some more cake?
for + a period of time • We use Can/Could you..? to make polite requests and
I’ve had this collection
It refersto the duration of the ask for a favour. Could is more polite.
for six years.
action. Can/Could you help me open the door?

Present Perfect Simple + Hi We use shall to make suggestions or to offer

H
since + Past Simple
Anna has starred in four o to do something. Shall is used only in the first
To indicate when an action
films since she became
z person singular and plural (I, we).
which started in the past and Shall we go away for the weekend?
an actress. Shall I help you?
continues up to the present
started.
3 can/could/be able to
• We use can to express ability in the present.
The baby can speak.
• We use could to express ability in the past.
I could climb trees when I was young.
• Be able to expresses ability and forms all tenses. It is
mainly used in tenses where we cannot use can.
I haven’t been able to go shopping since last month.

©
3 Have to /Don’t have to /Need (to) /Needn’t / 3 Comparative and Superlative Forms
Don’t need to /Must /Mustn’t • We use the comparative of adjectives when we compare
• We use must and have to to express obligation in the two people, animals or things.
present or future. • We use the superlative of adjectives when we compare
I m u s t b u y S a m a p r e s e n t f o r h is b ir t h d a y . one person, animal or thing with several of the same kind.
Y o u h a v e to w e a r a h e lm e t w h e n y o u g o g o -k a r tin g .

FORMATION
• We use need to whenMis necessary for us to do
something. (We have no other choice.) adjective + -er
Comparative: +than
I n e e d to ta lk t o y ou . more + adjective
J o h n is o l d e r t h a n P e te r.
• We use don’t have to, don’t need to and needn’t when
M y w a t c h is m o r e e x p e n s iv e th a n y o u rs .
it isn't necessary for us to do something.
Y o u d o n ’t h a v e to g o o u t w ith h e r i f y o u d o n ’t l i k e h e r .
Superlative: the+ adJective + -est 1 +0f / jn
Y o u d o n ’t n e e d to g iv e m e b a c k th e m o n e y . most + adjective J
S h e n e e d n 't b u y m e a p re s e n t. J o h n is t h e o ld e s t b o y in h is c la s s .

• We use mustn’t when we are not allowed to do T h is w a t c h is t h e m o s t e x p e n s iv e o f a ll. ____________

something.
Y o u m u s t n ’t s m o k e i n s i d e t h e b u ild in g . All one-syllable and most two- short - shorter -
syllable adjectives take -er / -est. the shortest
The past tense of have to and must is had to. One-syllable adjectives ending safe - safer - the safest
in -e take -r/-st.
Need is used: One-syllable adjectives ending big - bigger - the biggest
• as a main verb in all tenses, in the affirmative, in one vowel + one consonant,
negative and question form. It is followed by double the consonant before
to + base form and forms the negative and the -er / -est.
question form with auxiliary verbs. Adjectives ending in easy - easier - the easiest
• as a modal verb only in the negative and consonant + -y drop the y and
question form of the Present Simple. It is take -ier/-iest.
followed by a base form and forms the negative Adjectives with three or more dangerous -
and question form without auxiliary verbs. syllables and some two-syllable more dangerous -
adjectives take more + adjective / the most dangerous
most + adjective.
S 1 Affirmative
1 need to go
irregular forms
He/She/It needs to go
We/You/They need to go Positive Form Comparative form Superlative form
good better the best
Negative
bad worse the worst
1 don’t need to go 1
far farther the farthest
He/She/It doesn’t need to go He/She/It needn’t go
We/You/They don’t need to go We/You/They further the furthest
many / much more the most...
Questions
little less the least
Do 1 1
Does he/she/it need to go? Need he/she/it go? 3 Other Forms of Comparison
Do we/you/they we/you/they
as + adjective + as
M y c a r is a s f a s t a s y o u r s . (= M y c a r a n d y o u r c a r a re

3 Indirect questions e q u a lly fa s t.)

not as + adjective + as
We use indirect questions when we ask for information.
Indirect questions begin with phrases like: H e 's n o t a s c l e v e r a s y o u a re . (= Y o u a re c le v e r e r th a n h e is .)

C a n / C o u ld y o u t e l l m e ... ?

D o y o u k n o w ...?

I ’d l i k e t o k n o w ... * ftlo d a e
i , ¥

DIRECT QUESTION 3 Future will

1Question word 1+ Verb + [ Subject |
Affirmative
W h e re th e p o s t o ff ic e ?
I
INDIRECT QUESTION He/She/It will work
| Phrase | + 1Question word [ + | Subject | + |Verb | We/You/They
C a n y o u te ll m e w h e re th e p o s t o ff ic e is ?
Negative

He/She/It Wj|| not / won’t work

We/You/They
 Questions 3 Relative pronouns (who, w hich, th a t) and
adverbs (where)
I
Will he/she/it work? The relative pronouns who, which, that and the adverb
we/you/they where introduce relative clauses.

Pronouns Examples
Short answers w ho/that T h e w o m a n w h o / t h a t is

1
n d r iv in g th a t s p o r ts c a r is m y

Yes, he/she/it will, No, he/she/it won’t, PEOPLE a u n t.

we/you/they w e/you/they T h e t e a c h e r (w h o / t h a t ) I lik e

th e m o s t is M r s R o b b in s .

We use the Future w ill for: w hich/that T h e b a g w h ic h / t h a t is o n th e

• offers. THINGS ta b le is m in e .

I ’l l h e l p y o u w ith e v e r y th in g . ANIMALS T h e f ilm (w h ic h / th a t) I

• promises.
IDEAS w a tc h e d la s t n ig h t w a s

te r r ib le .
I p r o m i s e , I ’l l b e th e r e fo r y o u .

• requests. Adverb
W ill y o u d o m e a fa v o u r?
where T h e p la c e w h e re I liv e is

• on-the-spot decisions. b e a u t ifu l.

F i n e , I ’l l m e e t y o u in a n h o u r.

• predictions, usually w ith the verbs think and believe.

I th in k h e w ill b e a g r e a t a c to r o n e da y.
Who, which and that can be om itted when they
refer to the object.
I f (ME EXPRESSIONS Where can never be om itted or replaced w ith th a t

tom orrow , tonight, soon, next w eek/month,

in an hour/week, etc.

3 Time Clauses (Present - Future) H I 5

• Time clauses begin w ith w h e n , a fte r, b e fo r e , a s s o o n as,

u n t i l , etc. 3 Infinitives
• When the sentence defers to the future, we usually use We use the fu ll infinitive (fo + base form of the verb):
the Present Simple in the tim e clause and the Future w i l l • to express purpose.
in the main clause. I ’m g o in g to th e s u p e r m a r k e t to g e t s o m e fr u it.

Time clause • after certain verbs: w a n t, w o u ld lik e , w o u ld lo v e , h o p e ,

Main clause
d e c id e , m a n a g e , p la n , a r r a n g e , a d v is e , c h o o s e , le a r n , o f f

As soon as 1know, ■ ’II tell you. p r o m is e , a ffo r d , a g r e e , e x p e c t, s e e m , f o r g e t , te a c h , n e e d ,

tr y , te ll, etc.
Before 1leave, I’ll help you w ith the housework.
I h a v e n 't m a n a g e d to fin d i t y e t.

• after it + b e + a d je c tiv e (it’s nice, it was stupid, etc.)

NOTE
I t ’s d iffic u lt to e x p la in .

When the tim e clause comes before the main clause,

• after certain adjectives: a f r a i d , s u r p r is e d , fr e e , h a p p y ,
the tw o clauses are separated by a comma.
r e a d y , s o r r y , p l e a s e d , etc.

A r e y o u a fr a id to a s k h im ?

3 w ill have to, will be able to • after t o o and e n o u g h

Y o u ’r e t o o y o u n g to s ta y o u t la te .
• Will have to expresses obligation in the future.
I ’m s tr o n g e n o u g h to c a r r y th e b o x .
W e ’l l h a v e to tr a in h a rd to ta k e p a r t in th e ra c e .
• after question words ( w h o , h o w , w h a t, etc.) in indirect
• Will be able,to expresses ability in the future. questions
W h e n I g o to S p a i n , I ’l l b e a b le to p r a c tis e m y S p a n is h .
Do y o u k n o w h o w t o g e t th e r e ?

We use the bare infinitive (base form of verb w ithout to):

3 too / enough
• after modal verbs (c a n , c o u ld , w ill, w o u l d , s h a ll, s h o u l d ,
• We use too before adjectives and adverbs. Too has a m a y , m ig h t, m u s t).

negative meaning and it means ‘more than necessary’. C o u ld y o u g iv e m e a g la s s o f w a te r ?

T h is d r e s s is t o o b ig . I n e e d a s m a lle r s iz e . Y o u m u s t v is it t h e d o c t o r to d a y .

• We use enough after adjectives and adverbs, but before • after the verbs l e t and m a k e (in the active voice).
nouns. Enough has a positive meaning. S h e m a k e s m e s t u d y a ll t h e tim e .

T h e w a t e r i s n ’t w a r m e n o u g h . W e c a n ’t g o s w im m in g .
We can use the verb help w ith a bare or full
W e h a v e e n o u g h fo o d f o r to n ig h t.
infinitive.
I a lw a y s h e l p m y b r o th e r d o h is h o m e w o r k .

I a lw a y s h e l p m y b r o th e r t o d o h is h o m e w o r k .
 Past Simple
3 -ing fo rm
We use the -ing form: Affirm ative
• after certain verbs.- l i k e , lo v e , h a te , e n jo y , p r e f e r , s u g g e s t ,
I/He/She/It was
s ta r t, fin is h , c o n t in u e , k e e p , s t o p , b e g in , a v o id , im a g in e , called / given
We/You/They were
s p e n d (t im e ), etc.
I lik e lis t e n in g to m u s ic , b u t I h a te d a n c in g .

Negative
• after certain expressions: d o n ' t m i n d , c a n ’t s t a n d , b e

in te r e s te d i n , i t ’s w o r th , H o w / W h a t a b o u t...? , I lo o k
I/He/She/It wasn’t
etc. called / given
fo rw a rd to ,
We/You/They weren’t
I lo o k fo r w a r d to s e e in g y o u .

• after prepositions
Questions
I ’m s o e x c ite d a b o u t g o in g o n t h is tr ip .

• as a subject of a verb. Was l/he/she/it

called / given?
S m o k in g is a b a d h a b it. Were we/you/they
3 Should / S houldn’t
We use should/shouldn’t + bare infinitive to:
NOTE
• ask for and give advice.
S h o u ld I s ta y o r s h o u ld I g o ?
Irregular verbs at the back o f the book.

• express an opinion.
S h e s h o u ld te ll h e r m u m a b o u t it .
Subject I Verb I O bject
• make a suggestion.
M a r y w r o te a le tte r :.
S h o u l d n 't w e d is c u s s it w ith th e b o s s fir s t?

• express mild obligation.

Y o u s h o u ld g o to w o rk o n tim e .

Subject I Verb I Agent

NOTE
A le tte r w a s w r itte n b y M a ry .
Should/shouldn’t + bare infinitive refers to the
present o r future. The person who causes or carries out the
action is called an agent and is preceded by the
3 Had better preposition by.
We usually o m it the agent when the action
We use had better + bare infinitive to give strong advice.
interests us more than the agent, when we don’t
It often expresses threat or warning and it’s stronger than
know the agent or when it is easy to figure out
s h o u l d . It refers to the present o r future, not the past. Its
who the agent is.
negative form is had better not. In spoken English the short
M y b a g w a s s to le n !
form is com m only used. (I’d better, you’d better, etc.)
(b y s o m e o n e w h o w e d o n o t k n o w )
Y o u ’d b e tt e r a s k a d o c t o r a b o u t it .
B M W c a r s a r e m a d e in G e rm a n y .

(b y fa c to r y w o r k e r s )
3 Passive Voice
Use
We use the Passive Voice to emphasise the action rather
than who or w hat is responsible fo r it. M o d u e
l , 6
Formation
The Passive Voice is form ed w ith the verb be in the
3 May / Might / Could
appropriate form and the past participle of the main verb. The verbs m a y m ig h t and c o u ld

• are followed by the base form of the verb.

Present Simple
• are the same in all persons in the singular and plural.
A ffirm a tiv e • do not form the questions and negative forms w ith d o .

1 am • express possibility in the present/future.

He/She/It ■s ' called / given W e m a y / m ig h t / c o u ld g o to th e F u n P a r k n e x t w e e k .

We/You/They are
LU We use may not/m ight not to express lack of
H possibility in the present o r future.
N egative o
1 am
z H e n r y m a y n o t/ m ig h t n o t b e a b le to jo in u s.

He/She/It is not called / given

We/You/They are
3 Conditional Sentences Type 1
We use Conditional Sentences Type 1 fo r something which
Questions is possible to happen in the present or future.
Conditional Sentences consist o f the if-clause and the
Am I
main clause.
Is he/she/it called / given?
Are we/you/they
 if r a f n m r k

if-clause main clause Questions

• JO til re w i l l ' I
Have
if + Present S n p le • Modal Verbs‘(may, Has he/she/it been working?
e a n d l t . should)
Have we/you/they
J-JIShberative
We use the Present Perfect Progressive for:
I f I fin d th e b o o k , I 'l l m m ta r fs u .
• a repeated awion or situation which started intfhe past
I f you go to the gym early; y o u M ight see him there. and continues up to the present.
T h e y h a v e b e e n u s i n g t h e I n t e r n e t f o r m o r e t h a n t w o ^ rj
I f you s e e h e r, a s k her about the party
h o u r s n o w .

NOTE • an action which was happening over a period of tim e in

When the if- clause comes before the main clause, the the past and may have finished, but its results are obviou
tw o clauses are separated by a comma. in the present.
H e 's v e r y t i r e d . H e ’s b e e n s tu d y in g a ll n ig h t .

3 If vs When
■TIME EXPRESSIONS
W h e ffl^ m to refeffioSJe’tfme something is going te
e ti

happen, while if r e f|B t< B l§ possibility of something for, since, how long, all day/week, etc.
h a p p e iftg . 3 Present Perfect Progressive vs
Fll&ell hiritywhen I see him .^m will definitely see him.) Present Perfect Simple
-fee?// him,if I see him^(= I may notsee him.) ■
The Present Perfect Progressive emphasises the duration
3 So / Neither / Too / Either of an action, while the Present Perfect Simple emphasises
the result of an action.
r—To express agreem ent-------------------------------
L u c y h a s b e e n ty p in g le tte r s s in c e 1 0 :3 0 .
• We use so + affirm ative auxiliary verb + subject o»_
L u c y h a s ty p e d e ig h t le tte r s s in c e 1 0 :3 0 .
subject + affirm ative auxiliary verb -Woo when we agree
affirm ative statement, but we d o m w ant to repeat

A : I p la y th e g u it a m A : S a n d ra h a s s e e n t h is film .

B : S o d o | / 1 d o to o . B : So h a v e I ./ I h a v e to o .

3 Negative Questions
• We use neither + affirm ative auxiliary verb + subject or
Negative questions are formed with:
subject + negative auxiliary verb + either when we agree
Auxiliary Verb + n’t (= short form of n o t ) + Subject + Main \
w ith a negative statement, but we don't want to repeat it.
A : P a u l c a n 't s w im . A : M a c y w o n ’t g o to th e p a rty .
We use negative questions:
B : N e ith e r c a n I. / B : N e i t h e r w i l l I. / 1 w o n ’t e i t h e r . • to express surprise.
I c a n ’t e i t h e r . H a v e n ’t y o u b e e n to th e c ity c e n tr e b e fo r e ?

• when we expect the listener to agree w ith us.

—To express disagreement -------------------------------
D o n ’t y o u w a n t to c o m e to th e th e a tr e w ith u s ?
' We use subject + affirm ative auxiliary verb when we
disagree w ith a negative statement, but we don’t want to
repeat it. 3 Question Tags
A : I c a n ’t p l a y th e g u ita r . Question tags are short questions at the end o f statements.
B : I ca n . We use them:
< We use subject + negative auxiliary verb when we • when we are not sure about something.
disagree w ith an affirm ative statement, but we don’t • when we w ant the other person to agree w ith us.
want to repeat it.
A : I 'v e b e e n to M a d r id tw ic e .
We form question tags w ith the auxiliary or modal verb of
B : I h a v e n ’t .
the sentence and a personal pronoun in the same person
as the subject.

Y o u c o u l d n 't s e e h e r, c o u ld y o u ?

3 Present Perfect Progressive T o m b e lie v e d h im , d i d n 't h e ?

• When the statement is affirmative, we use a negative

Affirmative question tag.
I have been working T h e b o y s a re a t s c h o o l , a r e n ’t t h e y ?

He/She/It has been working • When the statement is negative, we use a positive
We/You/They have been working question tag.
S h e h a s n 't s e e n th e d o c t o r y e t, h a s s h e ?

Negative
Be careful w ith the follow ing question tags:
I haven’t been w orking
l a m a v e r y g o o d a c t o r , a r e n ’t I ?
He/She/It hasn’t been working L e t ’s g o to th e c in e m a , s h a ll w e ?

We/You/They haven’t been w orking O p e n th a t d o o r , w ill y o u ?

©
3 Exclamatory Sentences 3 Past Perfect Simple
Formation Affirmative
• how/so + adjective/adverb
• what/such + (a/an) + (adjective) + noun I
He/She/It had worked/written
We use Exclamatory Sentences to give emphasis to the
We/You/They
meaning of the adjective/adverb or noun.
H o w w o n d e r fu l!

W h a t a b e a u t ifu l d a y ! Negative
It w a s s o fu n n y !

H e 's s u c h a n u n u s u a l m a n !
I
He/She/It hadn’t worked/written
We/You/They

3 Clauses of Result
We use Clauses of Result to express the result of an action
Questions
or a conclusion:
• so + adjective/adverb + (that) Had he/she/it worked/written?
H e was so b o r e d ( t h a t ) h e l e f t b e f o r e t h e e n d o f th e film . we/you/they
• such + (a/an) + (adjective) + noun + (that)
It w a s s u c h a h o t d a y t h a t w e a ll w e n t s w im m in g .

N O T E ________________________________
NOTE Irregular verbs at the back of the book.
• We say so + much/many, but such a lot of.
• T h a t can be omitted, especially in spoken English. We use the Past Perfect Simple for an action which took
place before a specific point in time or another action in
the past. The second action is in the Past Simple.
S h e h a d a lr e a d y c a lle d h im b e fo r e s h e le ft th e h o u s e .
3 Reflexive Pronouns S h e h a d fin is h e d h e r h o m e w o r k b y 8 o ’c l o c k .

T h e tr a in h a d le ft b y th e tim e w e a r r iv e d a t th e s ta tio n .
M g REFLEXIVE
PRONOUNS
TIME EXPRESSIONS
1 me myself already, ever, never, just, by, before, after, when,
you you yourself by the time
he him himself
she her herself
it it itself
we us ourselves /W o d a tfe , 8
you you yourselves
3 Reported Speech (Statements)
they them themselves
In Direct Speech, we repeat the exact words that someone
said. We usually use the verb say and the words of the
We use reflexive pronouns: speaker are put in quotation marks.
• as objects of verbs when the subject and the object of
I r in a s a id , ‘T in a is o n th e p h o n e .’
the verb are the same.
I b o u g h t m y s e lf a n e x p e n s iv e p a ir o f s h o e s .
In Reported Speech, we report the meaning of what
• as objects of prepositions when the object of the someone said, without using their exact words. We use a
preposition is the same as the subject of the verb. reporting verb, usually say or tell, followed by that
H e n e v e r t a lk s a b o u t h im s e lf . (which can be omitted) and the reported statement.
I r in a s a id t h a t T in a w a s o n th e p h o n e .

We use b y + r e f l e x i v e p r o n o u n to show that

someone does something alone, without any help LU • We use say when there is no indirect object.
H
A
from anyone else. u
‘I ’l l b e t h e r e , ’ h e s a i d .

I a lw a y s p a c k m y s u itc a s e s b y m y s e lf. Z H e s a id th a t h e w o u ld b e th e re .

• We use tell when there is an indirect object.

‘I ’l l c a l l y o u , M a r k , ’ s h e s a i d .

S h e to ld M a rk s h e w o u ld c a ll h im .

• When we change a sentence from Direct to Reported

Speech, pronouns and possessive adjectives change
according to the meaning of the sentence.
Y o u lo o k g r e a t in y o u r n e w d r e s s ,’ s a id D a v id .

D a v id s a id t h a t I lo o k e d g r e a t in m y n e w d re s s .

©
 r a fK tK d t0 ........... ........

• When a sentence changegSrom Direct to Reppi f p l j Speech, 3 Reported Speech (Questions)

tenses, m o d a l^ S d tim e expressions change as follows.
Present Simple— *■ Past Simple
Sue 1 waimto go fia,’
Sue said (that) she wanted to go to the mhema.
Present Progressive— *► Past Progressive
Sarah said. I'm reading, a nov e l’
Sarah said she was readmn a novel.
Past Simple — ^ Past Perfect Simple
Pete.said, ‘Murmmade some smdwiches.’^
Pete said his mum had m a d & o m e sandwiches.
Present Perfect S im p ffi^H p a s tE fe rfe e t Simple
Jo said, ‘I've worked hard today.’
Jo said she had worked hard that day.
w i ^ ^ H would
Sean said, Til be there Soon.'
Sean<$aid he would be there soonllv
can — *- could
Jane said, 7 can help you with your homework. ’ [
Jane saiiTSne^could help me with m ^^rne w & e k,
m a y— >- m ight
Fretnk said, ‘I may buy heha p afr'o f shoes. ’
m a n kM iM h e m ight buy her a pair o f shoes.
• We usually introduce reported questions w ith the
reporting verb ask.
t Reported questpins fo llo w the w ord o rd e rB ® ffirm a tfv e
sentences."!!
'Why did he come back?’ he asked.
He asked me why he had come back.
• ffl th e direct question begins w ith a question worn, the;
reported question Uso begins w B ifih e same question
w ord.
‘What are you doing?’she asked.
She asked me what I was doing.
• If the dfe^ p a uestion does not begin w ith a question
word, th e reported question begins w ith if/whether.
7|Wiyou enjoy the party?’ he asked.
gpec/ me if/whether I had enjoyed the party.
• When we change questions fro m Direct to R e p o rt® |B
a f f t f l i pronouns, tenses, adverbs, etc.change H t H H
s S ie way as w hen we re p o rt statements.
3 Reported Speech (Commands and Req&ests)
• We co rtrijlo n ly use tell w hen we re p o rt c o m n t f f i^ and
ask when we re p o rt requests.

m ust — >- had to • The Imperative changes to full infinitive or not + full
Mum said, ‘YoU;must,bemome early.’ infinitive.
Mum said I had to be home early. ‘Stay there,’ said the man.
'me man told me to stay there.
now ^ - I h e n
Tina said, V^mMl nmvnow. ’ ■^W m t take this away, please,’ she said.
Tina said she would call him then. She asked me not to take that away.
here — >■there
3 Conditional Sentences Type
Erm-shid, ‘I saw / j f f l s l a i
p s c said he ha@seeqwthere. We uSS C ondBonal Sentences Type 2 fo r w e a l or
^ f fig in a r y s itu fflo ris w hich are unlikely to happen irwhe
ago — > before present or the future.
Ben said, 7 bought this house two years ago. ’
Ben said he ha dW Sm ht VITat house two years before. if-clause main clause
today, to n ig h t — sr that’ day, th ffl night j f * Past Simple would/could + base form
Martha said, ‘We’re m vin g f jig m ^ f liB g h today.’
M a rth a jffid tn e y wer^pavihg Pizza fo r ILinch that day. If I had enough money, I would buy a bigger flat.
You could get that jo b i f you took m y advice.
yesterday - ^ S t h e previous day / the day before
D a d sa id ,! visited the doctor yesterday. ’ bJ • In C onditional Sentences Type 2 w e r e is often
Dad said he had visited the do ctoWke pre vimus day. H used instead o f w a s in th e if-clause.
this mor^ning/year, etc. — ► th a t m orning/year, etc. z If Mary were older, she could take driving
Beth said, 7 haven't bought anything m rsve s ^Z . lessons.
Beth said she hadn’t bought anything that year. • We use i f I w e r e y o u to express an o pinion o 9
give advice.
tom orrow — ► the next day / the follow ing day If 1 were you, I’d take it easy.
‘Lynh said, Tm ftying to London tpm prrow.’
Lynn saidshe was flying to London the following day.
3 Wishes
last w e£klm onth, etc. ■■■> the previous week/m onth, etc./
We U ia M
the week/m onth, etc. before
• wish + Past Simple:
Colin sajd, ‘I m et her lasfflear. ’
to make a wish about a present situation w hich we"
Colin said he had m et her the previous year. w ould like to be different.
next week/m onth, etc. — ► the follow ing week/m onth, etc. I wish I didn’t have to take any more exams,
Bob sai4!^l{iU ^bk^he report next week-^ j : • wish + cou Id Mbase form :
Bob said he wmMifTmishtthe report the following week. to express regret about som ething we cannot do a t
present.
• The Past Perfeetiand th e verbs could, might, I wish I could help you! ' •
should, would and used to do not change in
Reported Speech. NOTE
• ^ if ie PasfProgressive usually doesn’t change in We usually use were a fte r all persons in wishes.
Reported Speech. I wish this course were easier.

m '
 ra m m r

A. Complete the sentences with prepositions of time.

1. ___ . a cold w in te r n ig h t o u r cat m yste rio u sly disappeared.

2. There are celebrations all over th e USA______________ th e 4 th o f July.

3. My g ra ndfa th er was a sailor m any y e a rs _____________ .

4 . 1 usually have b re a k fa s t_____________ 8 o’c lo c k _______________th e m orning.

5 .______________ the age o f eighteen he w on an award fo r his invention.

6 . Steve w o rk s . 8:30 . 6 : 0 0 every day, so he’s ve ry tired.

7. Let’s m eet the weekend.

B. Choose a, b or c.

I’m only seventeen years old b u t I have

noticed th a t m y life has changed a lo t in the
past ten years. W hen I (1) seven years
old, I (2 ) m ost o f m y tim e playing w ith
m y friends. Now th a t I’m in m y last year at
school, I (3 ) a lo t because I (4 ) to 1. a. were b. am c. was
do w ell at sS io o l and enter th e un ive rsity 2 . a. spend b. am spending c. used to spend
o f m y choice. 1(5 ) so m uch free tim e
3. a. always studies b. stu d y always c. am studying
ten years ago. Nowadays, I ( 6 ) around
4. a. w ant b. am w anting c. used to w a n t p
all day. It’s n o t ju s t th e lessons a t school.
This year I (7 )_____ som e extra lessons afte r 5. a. used to have b. use to have c. d id n ’t use to have
school. So, I ( 8 ) hom e a fte r 8 :0 0 p m and 6 . a. ran b^run c. is running
then I have hom ew ork to do. I ( 9 ) away
7. a. takes b. take c. am taking
fro m hom e fo r so m any hours w h e n I was
8 . a. usually get b. g e t usually c. usually g o t
younger. I usually (1 0 ). really tired.
However, I (11)_____ th a t I should continue 9. a. am not b. d id n ’t use to be c. do n ’t used to be

to w o rk hard if I w a n t to be successful in the 1 0 . a. fe lt b. feels c. feel

future. 11. a. know b. knew c. am know ing

C. Choose the correct answer a, b or c.

1. I’m so rry b u t I can’t d rin k th a t coffee. There’s very 5. A drian feels lonely in London because he’s g o t
sugar in it. o n ly friends.
a. m uch b. fe w c. little a. any b. a little c. a few

2. W ould you lik e chips, too? 6 . They b o rro w e d m oney fro m th e ir m other.
a. no b. some f , any a. few b. som e c. m uch

3. Don’t buy any m ore magazines. We’ve g o t . 7. It’s cold to d a y so there aren’t people in the
a. lots b. a lo t o f c. few sw im m ing pool.
a. any b. no c. some
4 . 1 can’t make a sandw ich because th e re ’s _____
cheese in th e fridge. 8 . Can I h a v e tea please?
a. no b. any c. a little a. any b. some c. a few
A. Expand the notes into sentences. Use the Past Simple and the Past Progressive.

1. white / 1/ try / f i x / c a r / 1/ g e t/ terrible headache

2. students / run out / o f the classroom / as soon as / bell / ring

3. we / see / John and Emily / as / we / leave / restaurant

4'Jall / our classm afls / listen / carefully / w hile / George and I / present / our project

5. when / she H o c k / d o e ® she / turn o ff / lights / and / go / bed

B. Complete the sentences w ith the Present Perfect Simple of the verbs in brackets and circle the correct words.

1. Vou ever / n e ve r____________' ' J ______(visit) France?

2. Tom (not buy) any new clothes this month / already.

3. My friends______________________ already / yet (use)their skiing equipment.

4. Stella„ ________ (not decide) where to spend her holiday yet / before.

5. My cousin______________________ju st / e ve r____________ ’ k (cook) some Chinese food.

6- Bruce ever / never ^ ^ ^ ^ ^ ^ ^ ^ ^ ^ H ( t r y ) raw fish before.

7. You ________________ _ (make) the same mistake twice / yet.

8. ■ ______________ you (visit) the Animal Shelter before / just?

C. Complete the dialogues w ith the Present Perfect Simple or the Past Simple of the verbs in brackets.

1. A: I hope Susan doesn’t get lost.

B: Don’t wo,rry. She here twice before.

2. A; / a_________" y o u _________________ (take) your car to the garage yet?

B; Ye4p|ave. I .. -S. ' •, • (take) it to the garage yesterday afteifioon.
3. A: Beth, do the washing-up, please.
B: I _________________ (already / do) it.

4. A: We (always / want) to travel around the world, but we v- -■ 1• : ■■ (only / be) to

South Africa.
B: Really? We1!!? (go) Were la & ye a n

5. A: How long ________ y o u ________________ (know) Jane?

B: I ________ (first / meet) her last summer.
 m .

E x tr a . T fr

A. Complete the sentences w ith can, can’t, could, couldn’t and the correct form of be able to.
1. Emma___________________ wear her white dress now, but sh e_______________ wear it last year because
she was slimmer.
2. When I was younger, I ___________________ w ork until late in the evening and then go out.
I ___________________ do that anymore.
3 .1haven’t ___________________ see my grandfather for three weeks.
4. Mr S m ith__________________ speak to you right now.___________________ you call back in half an hour?
5 .1 * __________ find any fresh strawberries this morning, so I ___________________ make a strawberry
cheesecake.
6. Miss, I _________________ see the board from here.___________________ I sit at that desk over there?

B. Circle the correct word.

1. A: I need to / need buy some things from the supermarket. Do you want to come with me?
B: I’m sorry, I can’t. I need / m ust be at the basketball court by 3:00pm. I don’t want to miss the game.
2. A: Mr Hill, when can you deliver the washing machine? We really need / need to it.
B: You don’t need / needn’t worry, Sir. We’ll bring it tomorrow.
3. A: Need I / Do I need to wash the car today, Mum?
B: Yes, it’s very dirty.
4. A: We m ustn’t / needn’t hurry. The train leaves at 9:00pm and it’s 7:30pm. We've got lots of time.
B: Yes, but I m ust / need to buy some batteries for my camera before we leave.
5. A: Need to / Do you need to leave so soon?
B: Yes, I need / have to because I’m working early tom orrow morning.

C. Complete the sentences w ith the comparative or superlative form of the words in brackets.
1. Jenny is a _________________ (good) student than I am because she studies__________________ (hard) than I do.
2. T h e _________________ (near) hospital is 30 kilometres away.
3. David d id _________________ (badly) than I did in the test.
4 .1think this novel is th e _________________ (exciting) book I have ever read.
5. The silver ring costs_________________ (little) than the gold one.
6. Kate is ________ ;_________ (interested) in poetry than in art.
7. Charles drives (carefully) than hisbrother.
8. Who is the - __________ (popular) athlete in the country?

D. Form indirect questions starting w ith the words given.

1. What’s the difference between vegetarians and vegans?
Do :_________ ;______________________________________________________________________________
2. How much does the train ticket cost?
Can___________,__________________
3. When did th e y travel to France fo r the firs t time?
I ’d_________
4. W here have you been all day?
C o u ld ________________________
5. How often does Brian have a French class?
D o ________________________________________
6 . W hy are you late again?
C o u ld _________________
A Match the sontenccs'
a. You'll have to be at the office at 8 o'clock.
1. Whmre is Mary? b. You'll have to take a taxi.
2. W haBtim e is the meetingasw c. She won't be able to come as she hasn t
1 : 1 camt cook djnnerB 'm to ^ ffire d n finished her homework yet.
4 . 1 broke the w indow . d. She'll probably go to an island,
M The U n iv e rs ity ® veryJEaE a n | B i late. e. We'll have to order something then.
6. W hat w B S u e d l f f i l r in g ^ l l r holidays th is summ er? f. I hope my mum won't be angry.

B. Complete the blanks with trie Present Simple or the Future w ill of the verbs in brackets.

1. T h e y _______________ (destroy) th e d o cu m e n t a fte r th e y ________________(read) it.

2. J o h n _______________ (have to ) save some m oney before h e ________________ (go) on th e cruise.

1. As soon as his project, a week off;
4. f need'som e fresh air! I _ fo r a w alk in th e park.
5 . _______________y o u ________________ (le t know f me) when y < p § f jp la n f f l^ ^ ^ ^ ^ ^ ^ B a r r iv e ) ?

H. Write sentences using t o o or e n o u g l j,and the Prompts b effoffilBegin with the words given.

I . be / la te / go /s h o p p in g

IS. be / old / go / bungee ju m p in g

3. not run / fa s t / v ® f race

4. busy / go o u t / to n ig h t

H. be / tired / wasip / d R s ^ ^ p
renda

D. Join the seritences using w h o , w h ic h or t h a t . If the pronouns can be omitted, put them in brackets.

I. T hat’s the fam ous scientist. She was on th e news last night. ^

2. T hat’s a problem . We all have to th in k ab o u t it carefully.

3. We w e n t to a restaurant last night. We d id n ’t really like it. <;

4. There’s th e m echanic. He repaired m$r& u y e s te rd a y .

5 . 1ate a U li li a h sandwich. It tasted a w f l l

A. Expand the notes into sentences.
1. My m other / make / me / practise / piano / every day

2. Carol / help / her m other / iron / curtains / last night

3. Tom’s parents / not let / him / go / o u t / last Saturday

4. It / be / good / sleep / eight hours / every night

5. Fred / offer / drive / children / school / yesterday

6. It / be / kind / Susan / help / Mary / w ith / preparations / last night

7. It / be / no use / try / fix / th a t old phone

8. Karen / hate / do / same things / every weekend

B. Read the situations and the prompts below and w rite sentences giving advice. Use should or shouldn’t.
1. Kathy isn’t feeling very well. 3. My flig h t leaves in an hour and I’m still packing,

stay / b e d ______________________________________ w a s te ' more tim e ------------------------------------------

h u rr y ________________________________________
go / w o rk _______________________________________

4. Steven is overw eight.

2. I’m going clim bing tom orrow .
exercise / m o re ______________________________
check / weather fo re ca st________________________

eat / sw eets__________________________________
carry / a heavy backpack_______________________

C. Complete the sentences w ith the Present or the Past Simple Passive of the verbs in the box.

kill wear * not call make h it invent build discover not harm

1. In the 19tl^ century, g o ld ___________________ in California.

2. Mr T u rn e r___________________ by a car yesterday, but he’s OK.
3. Many anim a ls___________________ every year.
4. This ja c k e t___________________ in the USA.
5. Jeans are very popular. T h e y ___________________ all over the world.
6 . This b rid g e ___________ in iS 9 9 .
7. My a u n t___________________ Jane. Her name is Angela.
8 . The tele p h o n e ___________________ by Alexander Graham Bell.

9. Fortunately, my flo w e rs ___________________ by the snow.

%
 A. W rite sentences expressing possibility. Use m a y , m ig h t, c o u ld and the prompts in the box as in the example.

J je - f i t T " burn / fo o d have / accid e nt b u y /y a c h t c u t / f in g e r v is it / th is sum m er

1. John is away today.

He m a v / m i c i h t / c o u l d b e ill.

2. Stop d riv in g so fast.

You
3. Michael lives on an island.
I
4. Sally is c u ttin g some bread and she isn’t careful.
She
5. Uncle Peter has w on lots o f money.
He
6 . Jane is cooking and ta ilin g on the phone at th e same tim e.

She

B. Rewrite the sentences below using the words given.

1. He'll see you and he'll be surprised. when

2. You need to apologise to George and he'll speak to you again. if

3. Be honest w ith me and I'll help you. if

4. You m ust prom ise th a t you'll drive ca re fu lly and I'll lend you m y car. if

5. Mr Sullivan w ill retire and then he'll take up gardening. when

C. Choose a, b or c.
1. A: Kelly had a lo t o f hom ew ork to do last weekend 4. A: I have never seen a shooting star.
B: _____ did Tom. B :______ have I.
a. So b. N either c. Too a. N either b. So c. Too
2. A: I don’t w a n t to go to th a t restaurant. 5. A: Kelly doesn’t like jo g g in g .
B: N e ith e r_____ I. B: Pam doesn’t .
a. w ould b. do c. like a. n either b. to o c. either
* 3. A: Mrs Davies doesn’t know anyth in g about 6 . A: We were w atching TV at 10 o’clock last night.
com puters. B: S o we.
B£ _ do m y parents. a. did b. were c. w eren’t
a. N either b. So c. Either

D. Complete the text with the Present Perfect Simple or the Present Perfect Progressive of the verbs in brackets.
E verybody in th e Patterson fa m ily (1)________________ (be) ve ry busy to d a y because th e y (2 ) ______ _
(get) ready to celebrate Mr P atterson’s birthday. Mrs Patterson (3 ) ________________ (cook) all m orning.
So far, she ( 4 ) _______________ (make) tw o cakes, a pie and lots o f biscuits. Her daughter, Tina,
( 5 )_______________ (clean) theTiouse. Tina ( 6 ) ________________ (clean) th e livin g room already, b u t she
( 7 )_______________ (n o t clean) th e d in in g room yet. Tina’s brothers, Bill and Ted, (8 ) _ _ ____________ (do) the
shopping, b u t th e y ( 9 ) _____________ (n o t finish) yet. They (1 0 )_______________ (buy) all the drinks and they
(11)_______________ (be) to th e g re e n g ro ce r’s. They (12)________________ (n o t be) to th e b u tc h e r’s yet.
Mr Patterson (13)________________ (w ork) in th e garden and he (14)__________ _ _ (ju st / finish). He
W (153_______________(prepare) e ve ryth in g fo r th e barbecue.
A. Read the situations below and write a negative question and a sentence with a question tag for each of them,
as in the example.
1. You have received a letter in French. You're almost sure that your friend speaks French. What do you say to
your friend?
Don't you speak French?____________________________________________________________________________
You speak French, don’t you?________________________________________________________________________
2. You want to make sure that your cousins, John and Rita, are coming to visit you next weekend. What do you
say to your mother?

3. Your brother knows all about basketball. You aren't sure if the Chicago Bulls won the 1998 NBA
Championship. What do you say to your brother?

4. You are with your sister and you see her friend, Lucy, across the road. You think that Lucy has put on a lot of
weight. What do you say to your sister?

5. You are at a restaurant with a friend. You have just finished eating and you think that the meal was delicious.
What do you say to your friend?

B. Match the sentences 1-4 with the sentences a-d. Then join them using so/such... that.

1. Jerry plays basketball well. □ a. She can’t put it down.

2. The children were playing quietly. □ b. We couldn’t believe it.
3. It was an amazing story. □ c. I didn’t realise they were in the house.
4. The book Anna is reading is interesting. □ d. He should become a basketball player.

C. Join the sentences using the Past Perfect Simple, the Past Simple and the words given.
1. Sally did her homework. Then she went to the park. after

2. Mr Jones forgot to close the door of the house. The cat went in. because

3. The plane took off. Then the Smiths arrived at the airport. when

4. The basement flooded. Then Judy got home. by the time

D. Choose a, b or c.
1. Congratulations! You’ve all passed the exam, so 3. John managed to fix the shelf b y .
you should be happy w ith . a. him b. himself c. myself
a. yourself b. you c. yourselves 4 . 1 hate it when you only think about .
2. Jack invited to his house for dinner, a. itself b. myself c. yourself
a. me b. myself c. himself
 P r a c t ic e

A. Rewrite the dialogues using Reported Speech.

ffl J i m : W hB fgre y o § i» n g ?
A la n : I’m tid y in g m y desk.

Jim

2. T o m : W f f c » | # S B | p fo o tb a ll m atch on Sunday?
B e n : No, I w o n ’t because I’m going cam ping at the weekend.

Ben

3. C a r o l: W hy d id n ’t red d re g #
M ary:,:M kecffihe pink (Met better.

Carol
Mary

4. M r A d a m s : Have you b o u g h t any new books, boys?

B illy a n d H a r r y : Yes, we have, b u t we haven’t read th e m a lfy e t.

S l y and Harry

B. Complete the dialogue with the correct form of the verbs in brackets.
A: Alex.IMvOLlipnl . (n e t w S f ll* A: If I (7) . (be) voLWi
t.ha shop, w h a t (2 ) ,, s m H ijn X vou / Ifcef ( 8 ) __ (n o t be) so lire .'W r itin g a
to do? book isn’t easy.

B: W e ill w is h ! (3) _ _ _ _ _ . (be) ajgjSious B: How do you know?

w riter. A: If I (9) (tell) you th a t I w rote a
A: Ah, I wish you (4 ) ____________ . ( b a a bit book once, (1 0 ).
m ore real if®®! (you.-/ believe) me?

B: W hy do you say that? If I (5 )1 B: You’re kidding! Was it any good?

(w rite) a book?I’m h ^ H C 6 ) . A: W hat do you think?
(be) a h^ige success.

C. Choose the correct answer a, b or cj

1. If I a I ^ M m o n e ^ w o u jl i^ a v ^ t o f f B d ^ f c s 5. I wish I g o ||ra fb lid a y .
w orld. a. can b. could c. w ill
a. hcive . b. had c. were having 6 . John says th a t if h e C hristiano R b n ijd o , he
2. You c o u ld a car if you w ere older. w ould ask fo r his autograph.
a. bo'iight b l l X f ^ F c. buy a. Kjeet b. w ould m ee! ^ ^ I l ' m e t

3. I wish I _____ taller. A Tracy wishes s h e a yo u n g e r s is te B H

a. were b. am c. is a. has b. had c. w ill have

4. If R on ald ______in Italy fo r 5 years, he w o u ld le a fa 8. Maggie w o u ld c if she saw a.snake.

Italian. a. scream b i i l v e scream ed c. s c re a m e d J
a. lives . b. w ill live c. lived

<g)
A. A man is phoning Mr Thompson’s office
and talking to his secretary. Listen to the
conversation, look at Mr Thompson’s schedule
below and complete the white boxes.

Wed

TODAY
10 11
 Taskl
B. Make notes about your weekly schedule (activities you do during a typical week), last week’s activities and
next week’s plans or arrangements. You can w rit^ b o u t classes/exams, sports, entertainment, trips, etc.
Then, talk in pairs. Interview your partneMo learn about his/her schedule.

Y d !!! PARTNER

A TYPICAL W€€K

T Y P I C A L WEEK.
M on

LAST WEEK

W EEK
Mon
Tue

NEXT WEEK

N E X T WEEK

What do you usually do at the weekend?

I... on Saturday and on Sunday I...
What about you?
Well, I rarely... My friends and I regularly..

Next week my friends and I are...

What did you do last week? What about your plans for next week?
On Monday morning I... and in the afternoon... I’m...

C. Present your partner’s weekly schedule, last week’s activities and next week’s plans or
arrangements in class. Listen to your classmates’ schedules and then vote for the most
interesting/busiest schedule as w ell as the most exciting and the most hectic week.
A. A fter years, four friends meet at a school reunion. Listen and decide
if the statements below are True or False.

T P atrick is M a rk ’s brother.

2. Beth and Lucy have op en ed a restaurant.

3. Lucy is a professional ph otographer. ,

4 . P atrick g o t m arried th re e years ago. , f.

5. M a rk w o rks as a te ach er in Birmingham.

 B. Imagine that you are going to a reunion with your classmates from primary school. Talk in pairs. Interview
each other and complete the questionnaire about what your partner has/hasn’t done since then.

Have you ever worked since then?

Yes, I have. I worked as a waiter last
summer.
That’s interesting. Where did you work?
I worked at an Italian restaurant in the
city centre.

..................... VES N O

changed your h airstyle/im age since th en ? How? o o

VES N O 19

moved to a new tow n/country? W h ich one? O O

YES N O

e v e r worked? W h at? W h e re ? W hen? O O

YES N O

won a com petition? W h a t? W hen? OO

YES NO

done anything in te re stin g / ex c itin g ? W h a t? OO

YES N O

m et anyone fam ous? W h o? W h e re ? W h en ? OO

YES NO

saved a lot o f money? How much? OO

YES N O

ta lked to anyone fro m our old school? W h o? W h en ? (^ ) C 3

C. Give a presentation of whatyour

v oPartner
m -has/has
. .J . .
not done .
based,
on the results of the questionnaire
 Task 3
A. Is it important to learn a few things about a country before visiting it?
Read the text below and answer the questions that follow.

A journey to South India is a fascinating opportunity, but be

sure to do some homework before packing.

The Dos and Don'ts for travellers to South India.

• India has an amazing culture which is very different from what you
are probably used to. So, although Indians are usually very friendly
and helpful, you must show respect for their culture.
• When you visit a temple or friends in India, you need to remove
your shoes. This means you have to check that your socks are clean
and don't have any holes!
• You must never refuse food when you are at an Indian person's
home. Indians usually eat with their hands or use chappati bread, so
watch what other people are doing and do the same.
• You don't need to dress in Indian clothing, but you have to pack
some comfortable clothes that cover most of your body. Long
trousers and shirts are a good idea for men, while long skirts and
T-shirts are an option for women. Also, since in South India one
minute it's sunny and the next it's raining, especially during the
summer months, you need to pack some waterproof clothes and an
umbrella, too!
• You mustn't stand too close to Indian men or women because it is
rude. Also, remember that Indians never hug or kiss their friends in
public!
• Finally, India is full of colours, and amazing images you will want
to remember. However, you must always ask fo r permission before
you photograph something or someone; in some places you are not
allowed to take photos.

1. What must you do when you visit a temple in India?

2. How do Indians usually eat?

3. What kind of clothes sh o ild a woman take with her when travelling to
South India?

4. What is the weather like in South India?

5. What do you need to do before you take pictures?

C. Write down the rules you came up with in the previous exercise using must, mustn’t, have to, don’t have to,
need to, don’t need to and needn’t to create a survival guide for someone who is visiting your country for the
first time.
 Task 4
A. Steven is at a department store doing some shopping. Because he is the l,OOOth customer of the week,
'^--tie has the rightifo select one of the items of kitchenware shown in the piefjire. He is on the phone with
his mum, w fe helps him decide. Listen to the conversation and number the items according to the
order in which they are mentioned. There are three items which are not mentioned.
 Task 4
p. Talk in pairs SUitloiit A, go to page 150. Student B, look at the objects below, ask Student A questions
as in the example and finally decide which object you want to buy and why.

What is this used for?

It is an appliance which... It costs...
Is there something which is under £l5o?
Yes, there is the..., which...

Now Student jglook at the information below and answer Student A’s questions as in the example.

Ite m Price Use "r: a':?;.;;.’•

•flat screen HD It is iilig B d e f B t ip r a lr V
£800 C. Talk in pairs. Create a strange or
TV . w ith am azing « u n d . crazy gadget/tool to be used in the
It m ^ e s you feel you future. Write notes about what it
hom e theafre H 5 0 will look like, its Jj9gl|cterist& and
are in H a e m a .
what it will do or what people will
fla t Qf m p | | e l use it for. Then present your gadget/
£50 It is i ^ B | f e r ( 5 0 § | | H ) .
scrcen tool to the class.

They a r ^ R jid to w atch

3D glasses
3D film s ,.... Our gadget is... which is a... that can... 3
it will have... and will be able to...
DVD 'p la fK £60 It plays CDs and D V D ^ |
It won’t be too... but will...
| 1® | o otos/fiI'm s on
p ro je cto r £140 The people who will use it will...
a screen.
 Task 4

Student A,look8t the information below and answer Student B’s questions a^B^the example.

Item Price U se

■ a t r-.v It m akes and bakes

bread maker £200
What is this used for? bread.
It is an appliance which... It costs toaster £40 It to a sts slices of bread.

Is there something which is under m icrow ave £130 It h eats food.

£ 100? Sgll £65 It grills s a n d w i^ g s .
Yes, there is the..., which...
electric carving knife £45 It slices c o o k e ilB e a t.

S tand mixer £140 It m ixes food.

Now, Student A, look at the objects below, ask Student B questions as in the example and
finally decide which object you want to buy and why.
 Task 5
A. Read the two requests for help below and decide if the B.H
statements 1-6 are True or False. at

‘The show must go <§u

On 14th September, Crispen

School theatre was seriously
damaged by a fire that took
firefighters four hours to put out.
The fire was caused by some faulty
wiring. 'Help the homeless'
The theatre club really needs help Greenfield's soup kitchen needs a helping
to repair the building in time for hand to keep its services running over the
the end-of-term performance in winter holidays. During the cold months of
December. Anybody interested^ the year, the kitchen provides hot meals
to 200 people who do not have homes, or
helping as a volunteer, or by raising
who do not have enough money to buy
money, should contact Megan on
food each day. It is run by volunteers and
85553792. • __ the food is provided by individuals and
local businesses.

Why not help put a smile on people's

faces and come and help?
Please contact Serena
on 92273880

1. Every winter, Crispen School needs help for the end-of-term theatre
performance.
2. Greenfield’s soup kitchen gives free food only to homeless people.
3. Businesses in the local area of Greenfield help by donating food.
4. Both groups ask for help to raise funds for their project.
5. The fire at Crispen was started by someone on purpose.
6. The whole school building was destroyed by the fire.
 Task 5
c o u l d help. Also, think about

B. Talk in pairs. Discuss the tw o requests P

for P
help
P on G R 1 help and ' i f e should 9
and say h ow the goverrnnent/cornmunity/mdmduals/faimhes can help

In my opinion, we could work as I believe the government should...

volunteers and help repair the building. I’m not sure about that. I believe
I agree. Another thing we could do is they’d better...
organise an event to raise some money.
What do you think?

C. In groups, discuss different people or organisations in your area that need help. Think about what kind of
problem s they might have and w h y they need help. Then, discuss h ow you think you can help and m ake a
list of suggestions for action. You can use som e of the ideas in the boxes. Finally, present your request for
help and your suggested action plan to the class.

How about helping... ? health problems

Why don’t we try to help... ? emotional problems
They really heed...
problems relating to money
One/Another thing we should do is.,
What else should we do? problems following an accident

contact members of the government

raise money
build houses
collect clothing
volunteer
 Task 6
A. Listen to a conversation between two friends and
answer the questions below.

1. When does the music festival take place?

2. What has Pete been learning recently?

3. Where is the James Bond film playing?

4. Why doesn’t Pete like James Bond films?

5. What kind o f activities does Pete prefer?

6 . What does Pete suggest doing if the w eather isn’t

good?

B. Imagine that you are going to organise weekend activities for a group of exchange students who are coming
to your town. Talk in groups of three and discuss different activities and the locations where they take place.
Don’t forget to consider options for different weather conditions (outdoor and indoor activities). Make notes
in the diary below.

I think that visiting a museum is a

Morning
good idea for Saturday morning.
So do I.
Afternoon I don’t. Maybe they should...

Evening

It may rain so...

I agree but if it’s sunny,
they could...
On Saturday afternoon they
Morning should go...

Afternoon
They can/could...
I don’t think they will have time to...
Evening
I don’t either. But if there’s time, they
should...

/ /
 Task 6 f
C. a variety of
Write a proposal to the student group leader with suggestions for the weekend activities. Suggest
activities that the students can take part in from morning to evening on Saturday and Sunday. Remember to
include options for different weather conditions, outdoor and indoor activities. Also include details about the
locations.

I have been planning your a ctivity weekend in my to w n /city and...

I have been th inking about activities fo r your group...
The students could...
If the weather is good, they can...
If there’s tim e, they should...
H f they like o u td o o r activities, they can...
 Task 7
A. Read the text below and decide if the statements 1-5are True or False.

Home

A bout

Contact My wife and I are looking for a unique person to work with us at the Nilgiri Tiger
Reserve. We run a nature park that is home to 56 adult tigers and an education centre
which hundreds of schools visit each year. The job is a little unusual as it will involve
living in an isolated place and doing a variety of duties. We need someone who can help
with the general management of the park, teach children at the education centre, and
lend a hand at home. We have three children, two boys and a girl, between the ages of
8 and 12. We live 25km from the children's school, so we have to drive them each day.
The main duties of the person we need include:
© Booking school trips to the park and organising teaching material at the education
centre
© Managing accounts and looking after any shopping that needs to be done
© Managing staff at the education centre, as well as the tiger experts that we hire on a
regular basis
© Teaching classes about the need to protect tigers and their environment
© Driving our children to and from school when my wife and I are unable to
© Occasional childcare
The ideaMandidate should have experience working with children in an educational
environment, as well as a good knowledge of wildlife and nature. Knowledge of tigers
in particular would be an advantage, but it is not essential. As we have many tourists
visiting each year, knowledge of at least one foreign language is necessary. Computer
literacy and experience managing accounts is very important. Most important is that the
person enjoys working with people and is prepared for a very unique experience! Here on
the park we spend long periods of time away from shops and city life, so don't apply if
you don't enjoy peace and quiet, as well as a bit of adventure!
The successful candidate will not be working with tigers directly, so there is no
danger involved. A driving licence is essential. We are offering an excellent salary, free
accommodation and 28 days paid holiday each year.
r Please send your applications to jobs@ nilgiri.in

1. Many schools visit the Nilgiri Tiger park each year.

2. The park is located near lots of shops.
3. The successful candidate will be working with tigers.
4. Being able to drive is necessary for the job.
5. It is essential that the candidate is computer literate.

©
 Task 7
B. Look at the profiles of the three people below. Talk in pairs and decide which of the three people is most
suitable for the vacancy advertised in the text on the previous page. Discuss the pros and cons of the three
candidates keeping in mind the requirements of the job.

1r.%

Barry Egan
• 1 year experience working at Longleat
Safari Park
• managed the marketing and financial
department at the park as well
workshops for school student visitors

• speaks French and German fluently

• likes visiting museums and art galleries

I Lucy Burden
I • 5 years experience looking after
1 children for a family living in a small
village in Scotland
I • loves animals and studies zoology at
University
I * excellent computer skills
I • loves travelling and learning about
different cultures

... has got plenty of / good..., so...

A positive thing about... is that he/she...
I think... is suitable because he/she has got...
I prefer...:because...
In my Opinion,... is the best candidate because...

C. In pairs, think of an interesting or unusual job and create a job vacancy. Discuss what the duties are, what
kind of person you think is suitable for the job and what qualifications/experience they should have.
 Task 8
A. Read the texts and answer the Questions that follow.

Have you tried it?

m

Frogs’ legs Gazpacho I

When most people think o f soup,
gB ro gs-’ l<f|s are one of the m o ^ femqus d i s h e ^ § 5 ; :g | they think ofg h6l; dish that keeips
of French cuisine, h o w ^ v t e f ^ i e y ^ p o p u l a ^ ^ , jV - . ^ ^ a rm during the winter 1
in matx>.pthcr parts of the fyorld too. They are > ‘ ^ tim e.Jo w ev er, in Spain and
ea| n in E n t r i e s such ^Thailand,' Vietnam, gg||| Portugal, j different soup l t d
Indonesia/Portugal, Spain* Greece. Italy, as well Gazpacho is enjoyed bym anv as

m m m w B w m a m u m m a summertime dish. W K B m H
■ H H in I H 3X111 eantain many ■ a soup made with raw lom atoes, 1
g § .iid mineral| such as potassium Many people j p f i § cu cu m b etM d garlic and seized
say that they taste a b it like^flcken, but others | | g | lg | cold. it originally comes from the
think t h e f i ^ e a flavour similar to fish. In V j| w r y hot southern parts o fS f t m ,
l i f e , - \ l ■ ■ ^ c ^ fro gS legs are usudly fried with garlic w h e fe farmers-working in the helds

'W^and8Cn'ed^ BBH I BSD '' 111

® ™ U m o L | l o , (he dish^fhese d a y ^ r e n c h p e o p k ^ J W f c g ^ ;
during the summer w ou ld coo l
d()wn w ith ^ f r e s h i n g dish at
j
I ‘ d o n «a l()t o ft h e ^ m d in fa c t th e b ig s t ^ -J • h u ic h tim e .fio w e ve r it is n ow verv
consum ers o f f e M & J & n Asia. ^ ^ ^ po p u lar th ro u g h o u t Spain and can
be found oifffnenus in restaurants |
1. What InaredliTTEaaflo theebriemsl, use wherfEHlveook frogClegs? all over the worl< I ^.hn x^u v many
different variations o f the recipe,

2% What do people compare the taste of frogs' legs to? som e adding ham o r hard-boiled
eggs. The most important factor
though is that it is served cold,
3. In which parts of the world are frogs’ legs eaten?
som e p eo p le even! add ice just to
makersufe!
4. Why did farmers eat Gazpacho in the summertime?

5. t j i U l a n p l e f o f s o m e t ( I m jfhat;e S b e added to Gazpacho.

 Task 8
B. Think about the most unusual thing you have ever eaten, as well as your favourite food. If you were asked
to create an unusual and delicious dish, what would it be? What would you use to make it? Then ask three of
your classmates about the most unusual food they’ve ever eaten, their favourite food and what unusual dish
they would create.

ME Student 1 Student 2 Student 3

m ost unusual thing

ever eaten

fa vo u rite food

unusual dish y o u /
th e y w ould create

C. Report to the class what your classmates said. Remember to use reported speech.

... said th a t tHe m ost unusual food he/she had ever eaten was... It had...
... said th a t his/her unusual dish w ould be called... He/She said th a t
he/she w ould use...
 Y

B e ,a rn tK i

In class Vocabulary
I How to learn b e tte r In class J |
L How to learn vocabulary better 4

■Look at the board and take notes.
■Listen carefully to your teacher and the CD.
■Ask your teacher when you don’t understand.
• Speak in English as much as possible.
■Take part in pairwork and group work activities.
Outside the class
H ow to learn b e tte r outside the classi
h i
• Read the dialogues and texts from your book and listen to
your CD.
• Read the dialogues and texts aloud and sometimes record
yourself.
■Study the vocabulary and grammar and then do your
homework.
• Read selected texts from magazines and newspapers in
English.
■Read websites in English.
>Listen to songs in English.
• Watch TV programmes and DVDs in English.
• Write down new words in a notebook.
Together w ith the English word:
- w rite the translation in your language,
- w rite an example sentence,
- draw o r stick a picture.
• Put words in groups o r use diagrams.
• Learn w hole phrases (eg. verb+noun) not ju s t isolated
words.
• Learn new words in context (in sentences describing
situations). This way, it is easier to rem em ber them.
• When you learn new words, you must rem em ber if .they
are verbs, nouns, adjectives, etc.
• When you learn new words, it ’s a good idea to learn any
synonyms and/or opposites.
• Refer to the Word List.
• Practise the spelling and pronunciation o f new words.
• Look up unknown words in a dictionary. There, you
can find a lot of useful inform ation about a word:
pronunciation, word class (noun, verb, etc.), meaning and
example sentence.
• Regularly revise words you have learnt.
• Try to use words you have recently learnt when you speak
or write.

Grammar
T How
ho , to learn gram m ar b e tte r
• Refer to the Grammar Reference.
• Use grammar tables.
• Have a grammar notebook.
In it write: - tips and/or rules in your language,
- example sentences,
- important grammatical points
gg. irregular’Verbs.
• Make a note of grammatical errors that you often make.
Speak
How to do b e tte r when doing 1
speaking tasks
• Before you speak, make sure you understand the task and
how you should use the prompts.
• Look at the example and use the prompts given.
• Use the language you have learnt.
• When talking to another person, listen carefully to him/
her and respond to what he/she is saying (eg. I agree,
I don’t know about that). Also, show interest or surprise
by using phrases like Really?, Did you?, etc.
• Don’t be afraid to make mistakes when you speak.
• Speak only in English.

©
 BH
-V-
1
Read Write
1 How to do b etter when I How to do b etter w hen 1
d o in g reading tasks I doing w ritin g tasks I

■Before you read, try to predict what the text is about with • Make sure you understand what you are asked to write.
the help of the title and the pictures. • Before you start writing, think about the topic carefully
■Look for key words in the text to understand the main and try to come up with ideas which are relevant to it.
ideas. Make notes of the information you want to include. You
■Try to understand which of the words in the text are really can also make a mind map to organise your ideas.
just isolated
important. Try to guess the meaning of as many of these • Plan your paragraphs. Before you start, think of the ideas
words as possible from the context. Use the following you are going to include in each paragraph.
describing
strategies: ■Group relevant information together and put it in the
)er them,
- Read the words before and after the unknown word and same paragraph.
amber if they think of the situation.
• Do not write very short sentences. Use linking words (.a n d ,
- Try to figure out what part of speech (verb, noun, etc.)
b u t , o r , s o , b e c a u s e ) to join your ideas.
i to learn any the unknown word is.
- See if the unknown word is similar to other words in ■Use linking words/phrases to add something (eg. i n
a d d i t i o n , w h a t i s m o r e , a l s o ) , to express contrast (eg. but,
English or in your own language.
h o w e v e r ) , to express result (eg. a s a r e s u l t ) and to give

lew words. ■Read the text quickly to understand the main idea.
reason (eg. t h a t ’s w h y ) . This will make your writing flow.
ere, you ■Read the text carefully to understand specific details,
>Use time linkers (eg. fir s t, fir s tly , t h e n , n e x t , a f t e r th a t,

word: • Decide in which part of the text you can find the la t e r , fin a lly , w h e n , b e fo r e , w h ile , a s , a s s o o n a s ) to show
, meaning am information you need. the order in which events happen.
' Make sure you understand who or what the pronouns (he, • Use a variety of adjectives (eg. s p e c t a c u l a r , s h o c k e d ) and
it, this, them, etc.) and the adverbs (here, there, etc.) refer adverbs/adverbial phrases (eg. l u c k i l y , a l l o f a s u d d e n ) in
to in the text. your writing to make it more interesting.
hen you spea
■Use words like h e , s h e , i t , t h e m , th e re , etc. to avoid
repeating the same words.
• When you write to a friend, start and finish your letter/e­
mail in an appropriate way. Remember to use set phrases.
■Write your first draft and correct it. Then write your final
draft.
Listen • Write neatly.
| How
Hi to do b e tte r when • After you finish, check your writing. Check punctuation
|| doing listening tasks and capital letters, word order, spelling, linking words,
grammar and vocabulary.
the task ar>e
• Before you listen, read the rubric carefully and look at the
pictures, maps, etc. Try to predict what the speakers are
en. going to talk about.
■Before you listen, read the statements or questions
ly to him/ carefully. This v\(ill give you an idea of what to listen for.
I agree, ■While listening, try to understand the general idea, not
r surprise every single word.
• Listen for key words to understand the main ideas.
eak.
■While listening, don't assume that an answer is correct
just because the speakers mention a word that is in the
activity. Listen carefully before you answer.
■Pay attention to the speakers’ tone of voice to understand
how they feel.
■When completing sentences, make sure that your answers
make sense.
Base form Past Simple Past Participle Base form Past Simple Past Participle
be was/we re been let let let
beat beat beaten lie lay lain
become became becom e lig h t lit lit
begin began begun lose L lo s t lost
bite b it bitte n make made made
blow blew blow n mean m eant m eant
break broke broken m eet m et m et
bring b ro u g h t b ro u g h t pay paid paid
build b u ilt b u ilt p ut put put
burn b u rn t/b u rn e d b u rn t/b u rn e d read read read
buy bo u g h t bo u g h t ride rode ridden
catch caught caught ring rang rung
choose chose chosen run ran run
come came come say said said
cost isneost cost see saw seen
cut cut cut sell sold sold
deal dealt dealt send sent sent
do did done set set set
draw ^ d re w drawn shake shook shaken
dream dream t/dream ed dream t/dream ed shoot shot shot
drin k drank d ru n k show showed shown
drive drove driven shut shut shut
eat ate eaten sing sang sung
fall fell fallen sink sank sunk
fe e d fe d fe d s it s a t s a t

feel fe lt fe lt sleep slept slept

fig h t fo u g h t fo u g h t smell sm elt/sm elled sm elt/sm elled
fin d found found speak spoke spoken
fly fle w flow n spell spelt/spelled spelt/spelled
fo rg e t fo rg o t fo rg o tte n spend spent spent
freeze froze frozen spill spilt/spilled spilt/spilled
get got got spread spread spread
give gave given stand stood stood
go w ent gone steal stole stolen
grow grew grow n sting stung stung
hang hung hung swim swam swum
have had had take to o k taken
hear ■ heard heard teach ta u g h t ta u g h t
hide hid hidden tell told to ld
hit h it h it th in k th o u g h t th o u g h t
hold held held th ro w th re w th ro w n
h u rt h u rt h u rt understand understood understood
keep kept kept wake woke woken
know knew known wear wore w orn
learn learnt/learned • le a rn t/le a rn e d . w in won won
leave le ft left w ith d ra w w ith d re w w ith d raw n
lend lent lent w rite w ro te w ritte n
 m r f6 0 f ( U K ft

'British English
spellingIBS
American English
words and phrases
British English American English N
apologise apologize aluminium foil aluminum foil
cancelled canceled angry mad
athletics track and field
centre center aubergine eggplant
chilli chili autumn fall
colour color banknote, note bill
bathroom (in a public place) restroom
cosy cozy bill (at a restaurant) check
jdoughnut donut (also doughnut) bin garbage can
favour favor biscuit cookie
block of flats apartment building
favourite favorite boarding card boarding pass
grey gray brackets parentheses
humour humor cafe coffee shop
car park parking lot, parking garage
lasagne lasagna caving spelunking
metre meter chemist’s drugstore, pharmacy
neighbour neighbor chips french fries, fries
offence offense cinema (the building) movie theater
city centre downtown, downtown area
organise organize clever smart, intelligent
organisation organization cookery course cooking class
practise practice crisps potato chips
CV resume
programme program do the washing do the laundry
pyjamas pajamas do the washing-up do the dishes
realise realize doctor’s surgery doctor’s office
driving licence driver’s license
recognise recognize fair (hair) blond(e) (hair)
socialise socialize film movie (also film)
theatre theater flat apartment
flatmate roommate
tyre tire football soccer
travelled traveled fridge refrigerator
traveller traveler full stop period
yoghurt, yogurt yogurt garden yard
ground floor first floor
hairdresser’s hair salon
handbag purse
holiday vacation
hoover (verb) vacuum
ill sick
jumper . sweater
British English American English lift elevator
luggage baggage
1have backache 1have a backache mark grade
1have toothache 1have a toothache match game
Maths Math
in hospital in the hospital mobile phone cell phone
at the weekend on the weekend motorbike motorcycle
mum / mummy m om / mommy
in the team on the team newsreader news anchor
4(th) January PE Gym
January 4(th)
petrol gas
quarter past two a quarter after two phone, ring, call call
presenter host
I’m studying Music. I’m majoring in Music. primary school elementary school, grade school
attend.a course take a class queue line
railway station train station
hire a car rent a car rubbish garbage, trash
go to the cinema go to the movies secondary school high school
have a shower take a shower shop store
shop assistant salesperson
have a temperature have a fever surname last name
tidy my room clean my room sweets candy
table tennis ping-pong
learnt learned taxi rank taxi stand
smelt smelled telly TV
dreamt dreamed tick ( / ) check (✓)
tin, can can
spelt spelled torch flashlight
spilt spilled trainers sneakers
trousers pants
TV/radio programme TV/radio show
underground subway
 Words/phrases: perform manage
1a comm unication perform ance m uddy
agree com m unicate poverty push
all the tim e drop sb a line race rain (n)
at least give sb a call realise reach
a w fu H have a word w ith role model top
channel keep in to u c lijR screen w et
charity lose touch strong Activities
fancy (v) message talented cycling
hairstyle note train (v) hiking
p re tty (adv) receivfe a reply well-known scuba diving
switch return a call sightseeing
Phrases
telly
be aware of Adjectives: -ed/-ing
trendy m be behind the wheel amazed / amazing
tunnel be over be fit bored / boring
Conversational English blog be in a position to excited / exciting
Got to go chat have tim e on one’s hands frightened / frightening
Hold on chat show play a role interested / interesting
How could I say no? classical m u & i^
surprised / surprising
'How’s it going? comedy u tired / tirin g
I can’t make it expenses ability
I have o ther plans h orror argue
I suppose so im prove assignment afraid of
I’m afraid... look fo r attractive be allowed to
Nice one! miss (v) college curious
Nothing much part-tim e fun to be w ith cut
Sounds brilliant! photography get along dizzy
That w ould be great practise ideal entire
What are you up to? rap interview feel
W hat’s up? rarely lie (v) frog
You can’t be senjlus scjence-fiction m ark (n) hand (v)
>i{S;hare quality knife
soap opera reason lips
(photo) album ■ ta b le tennis sense of hum our market
allow ta le n t show tell the tru th offer
appear Phrases: like/dislike w henever piece
at the beginning be a fan of raise
Personality adjectives
century be fond of response
active
click be interested in rot
bossy
continue be into rotten
confident
decade can’t stand sick
helpful
display (v) find... boring / interesting sign (n)
honest
each other smell
kind
g ift smile
lazy
im m ediately adopt snail
outgoing
instantly affect strange
quick-tem pered
le a v e award (n) suddenly
rude
m eeS ig 4 beat (v) taste (v/n)
shy
mem ber begin w onder (v)
Phrases
next door brig h t
W hat does she look like? Adjectives: food
online cham pionship
What is she like? b itte r
probably clear (adj) creamy
prom ise especially
real
2a fresh
face (v) healthy
actually
recently fa t (n)
area salty
B lg u la r ly future
bark (v) sour
seem *"' however
e ffo rt spicy
take tim e international
experience (n) sweet
user l i v e (a ®
hill tasty
website/site nervous
I’m afraid so th ick
passion
journey
 dese^B businessm ip plan (v)
2& earth check in price
Ibee insect conveyor belt public transport
b e lie f It or not land delay (n) Words: accommodation
break into leaf departure and facilities
b u r| 6 r plant destination ^ ■ c o n d itio n in g
description root flig h t attendant B&B
doorbell sand gate buffeb
empty stem land (v) business centre
faint (hand) luggage campsite
Words: weather
follow passenger
below zero parking
freeze passport
degrees (°) receptionist
get h u rt suitcase
drop room service
give sb a hand take o ff
heat shared
hide
high (tem perature) sleeping bag
honey
ice 3t sw im m ing pool
kill as well as
lightning tent
lock (v) basic skills
low (tem perature) Wi-Fi connection
return battery
snow youth hostel
ring (v) beginners
storm
sting
thunder cave 3d
stupid club
Phrases capital
swarm com m unication
in other words chilli peppers
take p te e ip deep
■ t was som ething else colourful
thank (v) discover definitely
upset discussion
2& develop
van equipm ent
abroad garlic
Adverbs / adverbial phrases excitem ent giant
accept
all o f a sudden expect grow
accom m odation
amazingly experienced impressive
arrange
(un)fortunately exploration include
exactly
in the end extra over (m ore than)
(un)luckily first-aid kit panda
lyrics
to my surprise form ation protection
m adm ans
ground research (n)
organise '
2d stressed
h e lm e t scenery
according to huge spectacular
take a course
alive [improvement statue
afflhe same time Phrases fo r letters/e-mails ladder stone
bs prepared ■ H ow are t l l H ^ S t t m inim um tem ple
bite I m ust go now ■ fe e s s a ry zoo
com m on ■ I h lo o k fe forw ard to... organisation
Sorry I haven’t w ritte n fo r so Geographical features
condition physically fit
Hong c liff
cover (v) preparation
Take care coast
danger prepare
W hat have you been up to? jungle
dress (v) rescue
m ountain range
explore safety
extreme 3a scientist
valley
as soon as possible volcano
light (adj) smoke (v)
at last w aterfall
locals* special
loose bring survival
clerk 3e
m ysterious v take part
explain a ttra ct
pass (v) th rill
go away church
(im)possible unknown
lost countryside
severe w aterproof
mix-up (n) fu ll of
store (v) w o rth
stu ff souvenir
sunburn
square
survive Words: travelling by plane 3& such as
unfriendly aisle seat close (adj)
(go on a) to u r
warning arrival cost (v)
to S g u id e
Words: nature baggage daily
to ffij®
p a c tu s board (v) hire-
variety
camel boarding card pay
 n

fa /o r d tfis t
Adjectives describing places fail install have a cold
ancient get tired of password hurt (v) a fea
calm last (v) plug in illness adv*
comfortable machine press pain advi!
cosy major shut down painkiller anxij
crowded non-stop software patient (n) corrti
dangerous nowadays turn sth on pill deal!
fascinating on average username prescribe dee|
historic predict wireless prescription med
narrow ridiculous runny nose pan*
noisy sky sneeze pho:
numerous succeed addicted sore throat psyfl
peaceful technology adult surgery redu
popular television annoying treatment suffc
safe total careless What exactly are your
suitable try out cause (v) symptoms? 5d
unforgettable TV set damage (v) What seems to be the a flo
wonderful worried about delete problem? bra*;
Expressions with make destroy com
4a make a decision disagree 5/j eng
bookend make a mistake harmful a number of exa
deliver make a phone call harmless bell fenc
digital photo frame make a prediction helpless crew
fieM
exhibition make money invention development kph
expert make sure socialise flag met
fit (v) successful government mis
image 4c useless gun noti
pocket cancel Expressions with do light (v) opp
powerful instead do good location
pul
vase out of order do harm nearby she
Words/phrases: money paper do without perhaps
sun
afford run late sailor
Linking words / phrases trac
amount stuck ship
as a result witl
be broke signal (n/v)
first of all Woi
be short of Id simple
in addition ei
bill come with sink (v)
in my opinion ami
borrow create sound (n)
lastly be<
cash (n) dust stand for
personally bur
change (n) energy upside down
to begin with eras
coin environment what is more Prepositional phrases
die!
lend environmentally friendly with in
inju
note handy 5a in a hurry
pul
pay sb back imagine available in common
s rr i
receipt in seconds convenient in danger
sur
save luxury fluid in fact
tra
Conversational English own (v) get rest
By the way,... ready for action make an appointment 5c 5t
Go on then solar schedule anxiously waiting
air
Here we go , useful audience
Phrasal verbs an
I was getting to t h a t. Words/phrases: gadgets/ beat(v) (for heart)
booked up ap;
I’m kid d in g ; technology fellow student
get over bu
Just about antivirus program focus on
hang on
Trust me button on one’s own
lie down 2
What a waste of money! charge (a battery) physical activity
run out of en
What is it supposed to be? coffee maker presentation
take away fu
You’re crazy dead battery public speaking

■
Words/phrases: medical suggest IIan
download
problems sweat (v)
enter
allergy tip Pl
correct file sip
bones vitamin
disappointed hands-free sn
chemist’s
example headphones taj
cough
exist hoover (n) til
examine

-
Words/phrases: emotional wave (v) seal let down
problems whisper shark log on
a fear of Idioms souvenir shopping sell out
advice drive sb up the w a it speedboat
advise taxi rank 6e
get on sb’s nerves
anxiety go red as a beetroot to u rist attraction action film
control (v) laugh one’s head o ff travel agency action-packed
deal w ith travel agent based on
make a fool o f oneself
deep breath biography
nearly ju m p o u t of one’s skin Phrases
medication cast
not believe your eyes change one’s mind
panic crim e drama
w ant the ground to swallow in advance
phobia death
you up on offer
psychologist direct
the rest of
reduce stress
6a director
suffer from ending
m onotonous 60
norm al excellent
acting
5d scissors film critic
applaud
a flock of film review
stop sb from doing sth as (because)
brake (n) hilarious
w rist atm osphere
com pletely leading actor
Words: sport backstage
engine m urder
aerobics bow ling alley
except plot
athletics costum e
fence (un)realistic
baseball drama club
field rom antic com edy
bow ling entertainm ent
kph scene
boxing give sth up
metre set (v)
missing catch (v) indoor
star (v)
notice dribble (v) ou td o o r
take revenge
opposite direction drop (v) put on (a perform ance)
villain
pull final queue
violent
sheep golf rehearse
surround hit (v) ride (n)
7a
tracks kick (v) scenery (at the theatre)
brochure
w ithin minutes move (v) special effects
(in)correct
pass (v) stage
Words/phrases: accidents/ custom er
score (v) success
emergencies delivery
shoot (v) them e park
ambulance envelope
swing (v) hesitate
be on fire
th ro w (v) 6 d latest
burn
Conversational English amaze swallow (v)
crash
I’m going to thrash you! amusing various
die
What shall we...? artistic W hat’s taking you so long?
injure
circus
put out Words: m oney transactions
6 lf co u rt (basketball)
smoke (n) bank account
alternatively depend on
survivor bureau de change
aquarium details
tragedy cash card
book (v) difference
cash machine
be chance disappoint
charge
almost check into entertain
comm ission
check ou t of im aginary
annoyed, deposit (v)
apologise coach on sale
exchange
bump into creature original
free o f charge
cry discount produce
Internet banking
embarrassed dolphin responsible
make a deposit
embarrassing kayaking run
PIN
furious main senior citizen
rate
grab o p p o rtu n ity tale
refuse
lamp post parasailing to u r (v)
w ithdraw
popcorn participant Phrasal verbs
sip per cent bring back 76
spill railway station check sb/sth out advertise
touch recom m end cheer on annual
turn o ff ruins come across bonus
break (n) fa cto ry Phrases peel
com pany feed fo r ages place
condition get used to get a hold o f sth pour
consider glad It’s wicked slice
criticise in general spread
day o ff in the m iddle of St stir
dream (v) involve a short while whisk
dry-cleaner’s media cheek wrap
employee penguin cheerfully
em ployer put up w ith clear up 8d
firm (n) q u it custom approach
inform rem ind finger arrow
outing sweet (n) greet bush
pleasant unpleasant halfway through coward
salary Jobs in te rru p t hold
serve builder introduce on one’s trail
slightly call centre agent kiss (v) prey
staff cameraman m isunderstand proud
study (n) journalist m isunderstanding rifle
tre at (n) lifeguard occur several
w hite w ater rafting newsreader play (n) shaved (adj)
yoga painter remove shoot (fire)
param edic shake hands steal
7c plum ber silently th ie f
applicant rescue squad skin tribe
apply fo r zookeeper uncom fortable w arrior
assistant w o lf
available upon request m 8c wounded
culture as for... a couple of
curriculum vitae (CV) attend alum inium foil 8c
date of birth career cocoa pow der celebration
guest certificate crum b congratulations
in charge of com plete (v) gram exotic
interest cookery course ingredient festival
manager fee instructions form al
overtim e gardening layer p u ts b up
present (now) intensive mayonnaise subway
reference practical w ork olive tow n hall
Words/phrases: sign up olive oil tradition
qualifications well-organised recipe Words: weddings
advanced salami best man
com puter literate 8a tin bride
degree Words: music industry Kitchen utensils bridesmaid
driving licence album bowl couple
education band chopping board g et m arried
flu e n t in compose fo rk give a speech
interm ediate copy fryin g pan groom
know ledge of have a CD o u t oven dish honeym oon
people skills lead singer plate invitation
personal skills m ixture potato masher reception
previous experience music store saucepan
music video tablespoon
7d professional wooden spoon
altogether record (v) Cooking verbs
be/get fired recording add
by the tim e single boil
chase soundtrack chop
com plaint studio decorate
construction studio engineer fry
disgusting track mash
exhausting tu rn up/dow n m elt
exit voice mix
face-to-face volum e
 5 o tf° a ( f t m um m P w L c tio &

E X T R A G R A M M A R P R A C T IC E 1 C.
A. KEY
KEY 1. better, harder 4. most exciting 7. more carefully
1.0n 2. on 3. ago 4. at, in 5. At 6 . from ... to 7. at 2. nearest 5. less 8 . m ost popular
3. worse 6 . more interested
B.
KEY 1 D.
1. c 2. c 3. c 4. a 5. a 6. b | KEY
7. e 8.a 9. b 10. c f i l l , a 1 you know what the difference between vegetarians
and vegans is?
C. 2 . you tell me how much the train ticket costs?
3. like to know when they travelled to France fo r the
KEY I
firs t time.
1. c 2. b 3. a 4. a 5. c 6.b 7. a 8. b
4. you tell me where you have been all day?
5. you know how often Brian has a French class?

E X T R A G R A M M A R P R A C T IC E 2 6 . y o u te ll m e w h y y o u a re la te a g a in ?

A.
KEY I E X T R A G R A M M A R P R A C T IC E 4
1. While I was tryin g to fix the car, I got a terrible A.
headache.
2. The students ran out of the classroom as soon as the 1
2. a 3. e 4. f 5. b 6.d
bell rang.
3. We saw John and Emily as we w e rlie a v in g the B.
restaurant.
4. All our classmates were listening carefully while KEY
George and I were presenting our project. 1. w ill destroy, read 4. will go
5. When she locked the door, she turned o ff the lights j 2 . w ill have to, goes 5. W ill... let me know,
and went to bed. 3. finishes, will take arrives

B. C.
KEY KEY
1. H ave... e v e r... visited 5. has ju st cooked 1. is too late to go shopping.
2 . hasn’t bought, this m onth 6 . has never tried 2 . is too old to go bungee jum ping.
3. have already used 7. have made, twice 3. can’t run fast enough to win the race.
4. hasn’t decided, yet 8 . H ave... visited, before j 4. am too busy to go out tonight.
5. is too tired to wash the dishes.
C.
KEY ) D.
1, has been 3. have already done KEY
2. H ave... taken, 4. have always wanted, have only 1. That’s the famous scientist w ho/that was on the news
took . been, went last night.
5. h a v e ... known, first met 2. That’s a problem (w hich/that) we all have to think
about carefully.
3. We went to a restaurant last night (w hich/that) we ;
E X T R A G R A M M A R P R A C T IC E 3 didn’t really like.
A*
4. There’s the mechanic w ho/that repaired my car
yesterday.
KEY ? 5 .1 ate a chicken sandwich w hich/that tasted awful.
-A can.t, could 3. been able to 5. couldn’t, can’t
2. could, can’t 4. can’t, Can/Could 6 . can’t, Can/Could

B.
KEY
1. A: need to 3. A: Do I need
B: must be 4. A: needn’t
2. A: need B: need
B: needn’t 5. A: Do you need
B: have to

169 TB
E X T R A G R A M M A R P R A C T IC E 5
A.
KEY
1. My m other makes me practise the piano every day.
2. Carol helped her mother (to) iron the curtains last night.
3. Tom’s parents didn’t let him go out last Saturday.
4. It is good to sleep eight hours every night.
5. Fred offered to drive the children to school yesterday.
6 . It was kind o f Susan to help Mary w ith the preparations
last night.
7. It’s no use tryin g to fix that old phone.
8 . Karen hates doing the same things every weekend.
E X T R A G R A M M A R P R A C T IC E 7
A.
KEY
2. Aren’t John and Rita coming to visit us next weekend?
John and Rita are coming to visit us next weekend,
aren’t they?
3. Didn’t the Chicago Bulls win the 1998 NBA Championship?
The Chicago B iijs won the 1998 NBA Championship,
didn’t they?
4. Hasn’t Lucy put on a lot o f weight?
Lucy has put on a lot o f weight, hasn’t she?
5. Wasn’t the meal delicious?
The meal was delicious, wasn’t it?

B. B.
KEY KEY
1. She should stay in bed. 1. d 2. c 3. b 4. a
She shouldn’t go to work.
2. You should check the weather forecast. 1. Jerry plays basketball so well (that) he should become a
You shouldn’t carry a heavy backpack. basketball player.
2. The children were playing so quietly (that) I didn’t
3. You shouldn’t waste (any) more time.
realise they were in the house.
You should hurry.
3. It was such an amazing story (that) we couldn’t believe it.
4. He should exercise more.
4 .The book Anna is reading is so interesting (that) she
He shouldn’t eat sweets.
can’t put it down.

C.
C.
KEY
KEY
1. was discovered 4 . is/was made 7. isn’t called
1. After Sally had done her homework, she w ent to the
2 . was hit 5 . are w orn 8 . was invented
park.
3. are killed 6 . was b uilt 9. weren’t harmed
2. The cat w ent in because Mr Jones had forgotten to
close the door o f the house.
3. When the Smiths arrived at the airport, the plane had
E X T R A G R A M M A R P R A C T IC E 6 taken off.
A. 4. By the time Judy got home, the basement had flooded.
KEY
2. You m ay/m ight/could have an accident. D.
3 .1 m ay/m ight/could visit him this summer.
KEY
4. She m ay/m ight/could cut her finger.
1. c 2. a 3. b 4. c
5. He m ay/m ight/could buy a yacht.
6 . She m ay/m ight/could burn the food.
E X T R A G R A M M A R P R A C T IC E 8
B. A.

KEY KEY
1. When he sees you, he’ll be surprised. 1. asked Alan what he was doing.
2. If you apologise to George, he’ll speak to you again. told Jim that he was tidying his desk.
3. If you are honest w ith me, I’ll help you. 2. asked Ben if/w hether he would go to the football
match on Sunday.
4. If you promise me that you’ll drive carefully, I’ll lend
told Tom that he w ouldn’t because he was going
you my car.
camping at the weekend.
5. When Mr Sullivan retires, he’ll take up gardening.
3. asked Mary why she hadn’t bought the red dress,
told Carol that she (had) liked the pink one better.
C. 4 .asked the boys if/w hether they had bought any new
books.
KEY J *
said that they had but they hadn’t read them all yet.
1. a 2^8 3. a 4. a 5. c 6. b

B.
D.
KEY
KEY
1. didn’t w ork 5. wrote 9. told
1. has been 9. haven’t finished
2 . would you like 6 . would be 10 . would you
2 . have been getting 10 . have bought
3. were 7. were believe
3. has been cooking 11. have been
4. were 8 . w ouldn’t be
4. has made 12 . haven’t been
5. has been cleaning 13. has been w orking /
6. has cleaned has worked C.
7. hasn’t cleaned 14. has just finished
KEY
8. have been doing 15. has prepared
1. b 2. c 3. a 4. c 5. b 6 .c 7.b 8. a

TB 170
 W h a t d id y o u d o la s t w e e k ?

• E v e ry d a y a f t e r s c h o o l I p la y e d s p o r t s w ith m y fr ie n d s .

O n T u e s d a y , I a ls o v is ite d a fr ie n d in B r is to l. T h e n o n
TASK 1 C D 1 » 12 W e d n e s d a y m y b r o th e r a n d i w e n t to th e c in e m a a n d

Aims: • to involve Ss in various competence-based T h u rs d a y I w a tc h e d a c o m e d y o n TV . W h a t a b o u t y o u ?

activities W e ll, s c h o o l o f c o u r s e . A ls o , o n M o n d a y I w a tc h e d a

• to promote learner autonomy, interaction and ta le n t s h o w o n TV . O n W e d n e s d a y a fte r n o o n I s tu d ie d fo r I

collaborative learning th e H is to r y te s t o n T h u rs d a y . O n F r id a y , m y p a r e n t s to o k

• to involve Ss in a real-life meaningful task and have i m e to a n e w r e s ta u r a n t c a lle d M o r o c c o .

them display performance evidence N e x t w e e k e n d m y fr ie n d s a n d I a re m e e tin g a t m y

A. p la c e to h a n g o u t. A n d o n M o n d a y I h a v e a d o c t o r ’s

• Ask Ss if they have ever made an appointm ent by phone a p p o in tm e n t.

and if so fo r what reason. W h a t a b o u t th e o th e r d a y s ?

• Draw Ss’ attention to the schedule and point out I I d o n ’t t h i n k I ’m d o in g a n y t h in g s p e c ia l. A n d y o u ?

that they have to listen to the dialogue carefully and O h , m y c o u s in is v is itin g fr o m F r a n c e . H e ’s c o m i n g o n

com plete the w hite boxes w ith the missing inform ation. T u e s d a y a n d w e a re s p e n d in g th e w e e k to g e th e r. O n

• Ask Ss to compare th e ir answers in pairs. W e d n e s d a y I ’m ta k in g h im to m y b e s t f r i e n d ’s h o u s e to

• Check the answers in class. h a v e lu n c h a n d o n T h u rs d a y w e a re g o in g to th e m a ll t o

d o s o m e s h o p p in g . W e d o n ’t h a v e p l a n s f o r F r id a y o r th e

w e e k e n d .
KEY 1
6 th Jan Friday: London
11th Jan Wednesday: staff meeting C.
12th Jan Thursday: (flying to / leaving for) Rome • Have each student present th e ir partner’s weekly
schedule, last week’s activities and next week% plans in
LISTENING TRANSCRIPT class.
Man Yes, hello. I’d like to see Mr Thompson. Is he • At the end of the activity, Ss should be encouraged to
available this week? vote fo r the most interesting and busiest schedule as
well as the m ost exciting and the most hectic week.
Woman Let me see... Is tom orrow any good fo r you?
Man Oh, no, I w ork till 9 at night on Tuesdays.
TASK 2 » 24
What about Wednesday?
Woman No, I’m sorry; he can’t see you on Wednesday. Aims: • to involve Ss in various competence-based
We have a staff meeting on Wednesdays. activities
Man I tho u g h t you did that on Mondays. • to promote learner autonomy, interaction and
Woman You are right. We used to, but now it’s on collaborative learning
Wednesdays. • to involve Ss in a real-life meaningful task and have
Man Do you think I can see fiim after the meeting? them display performance evidence
Woman K B n o tB ire . You see the meeting usually A.
takes hours. • Ask Ss if they have ever been to a school reunion and
Man I understand. How does Thursday or Friday initiate a short discussion.
look? • Have Ss look at the picture of the fo u r people and
Woman Umm... Actually, he is flying to Rome this tell you w h ^t they think th e ir relationship is (they are
week. He is leaving on Thursday and w on’t be probably old friends from school).
back until next week, I’m afraid. H Play the CD. Have Ss listen and decide w hether the
Man Just my luck. You know, ■ rie d to see him last statements 1-5 are True of False.
Friday, but he was in London... • Ask Ss to compare th e ir answers in pairs o r small
Woman Well, he travels regularly. What about groups.
Thursday the 19th? He is free then. • Check the answers in class.
Man I’ll think about it and get back to you.
KEY
Woman OK.
1. T 2. T 3. F 4. T 5. F
Man Thanks fo r your help. Bye.
LISTENING TRANSCRIPT
B. Beth I can’t believe this. Mark Sullivan, is it you?
■Draw Ss’ attention to the tw o schedules. This tim e Ss Mark Beth? Lucy? Ha, hall! You girls haven’t
have to w ork in pairs to w rite notes on their own weekly changed a bit!
routine, last w eek’s events and some plans fo r the
follow ing week.' Lucy Good to see you, Mark!
■Point o ut that Ss can refer to classes, exams, sports, Beth Hey, don’t tell me th a t’s your brother P a tric k !
entertainm ent, trips, etc. Patrick Ha, ha, believe it or not, itS m e ! So, how have
1Then, they have to interview th e ir partners using you been?
the phrases in the speech bubbles and complete the Beth Well, Lucy and I have opened our own
schedule on the right. business.
■The dialogues should be sim ilar to the model below. Patrick Really?
Lucy Yeah, we have a small restaurant in the city
W h a t d o y o u u s u a lly d o a t th e w e e k e n d ? centre.
O n S a tu r d a y , I u s u a lly p la y b a s k e t b a ll w ith m y fr ie n d s . W e Mark Wow! Lucy, didn’t you want to become a
p r a c tis e e v e ry w e e k . photographer?
O n S u n d a y . I V is it m y g r a n d m o t h e r . W h a t a b o u t y o u ? Lucy Oh, yes. I still take photos, but it’s ju st a
I r a r e ly s ta y a t h o m e a t th e w e e k e n d . I h a n g o u t w ith hobby. I’m really happy at T h e T i n y B i s t r o .
fr ie n d s . W e r e g u la r ly g o to th e c in e m a o r a c a fe . Beth Have you guys heard o f it?
 Patrick That’s you? You’re pra ctica lly fam ous! • to involve Ss |n a real-life meaningftri t a k a M B *
Lucy & Beth ( l a u g h i n g ) them display performance evidence
Lucy W hat have you been up to all these years? A.
Patrick Well, I’ve travelled a lot. India, Russia, China... • Ask Ss if th e y have ever been abroad and if sc. a fla t
S f h e n I g o t m arried and all o f a sudden I have cu ltu ra l differences th e y noticed w hile in th a t | i ITi ■fti'"
a baby a irB B country.
Beth Aww... C ongratulations! How long have you • Initiate a s h o rt discussion.
been m arried? • Ask Ss the question in the ru b ric and e licit answers.
Patrick Three years, Then have th e m read the te x t and answer the q uesdors
w hich follow.
Beth And you, Mark? Are you m arried too?
• Ask Ss to com pare th e ir answers in pairs or small
Mark Not yet. (ha, ha) I am a teacher now. I w orked
groups.
in B irm ingham fo r a few years and now I ^ J S
back. I fo u n d a jo b at o u r old school! • Check the answers in class.
Lucy That’s am azing, Mark.
KEY
Beth Hey, w h o ’s that? I’ve fo rg o tte n her name...
1. You m ust rem ove your shoes.
(fade out)
2. They usually eat w ith th e ir hands o r use chapatti
bread.
B. 3. Long skirts and T-shirts.
• Divide Ss into pairs. This tim e th e y have to th in k 4. It changes a lot. One m inute it ’s sunny and the next
abou t th e ir ow n reunion w ith old classmates fro m it ’s raining.
p rim a ry school. Explain th a t they have to in te rvie w
5. You need to ask fo r perm ission.
each oth e r using th e phrases given and com plete the
questionnaire.
• The dialogues should be sim ilar to the m odel below. • Ask some a dditional com prehension questions:

H a v e y o u c h a n g e d y o u r h a ir s ty le s in c e th e n ?
W h a t a re In d ia n s u s u a lly lik e ?
Y es, o f c o u r s e . N o w m y h a ir is f a ir , b u t i t u s e d to b e d a rk .
T h e y a re u s u a lly v e r y fr ie n d ly a n d h e lp fu l.
A ls o i t ’s s h o r t e r n o w . W h a t a b o u t y o u ? '
W h a t m u s t y o u c h e c k r e g a r d in g y o u r s o c k s ?
I a m th e s a m e I th in k . J u s t t a lle r ! O h , b u t m y im a g e is

d iffe r e n t. I d o n ’t w e a r je a n s a n y m o r e , tl u s u a l l y w e a r
; Y o u m u s t c h e c k th a t th e y a re c le a n a n d d o n ’t h a v e a n y

h o le s .
d re s s e s .

W h e n y o u a re in v ite d to a n In d ia n p e r s o n ’s h o m e , w h a t
O K . W h a t a b o u t w o rk ?
m u s t o r m u s t n ’t y o u d o ?
I w o rk e d a s a s h o p a s s is ta n t o n c e . I t w a s a y e a r a g o . T h is
Y o u m u s t n ’t r e f u s e fo o d . Y o u m u s t w a tc h w h a t o th e r
y e a r I w o rk a t a re s ta u ra n t. A n d y o u ?
p e o p le a re d o in g a n d d o th e s a m e .
I h a v e n ’t f o u n d a jo b y e t.
D o y o u h a v e to w e a r In d ia n c lo th in g ?
H a v e y o u m o v e d to a n e w to w n / c o u n try s in c e th e n ?
N o , b u t y o u h a v e to p a c k s o m e c o m fo r t a b le c lo th e s th a t
N o , I h a v e liv e d h e r e a ll m y life . W h a t a b o u t y o u ?
c o v e r m o s t o f y o u r b o d y .
I h a v e m o v e d o n c e s in c e th e n . M y fa th e r fo u n d a jo b in
W h a t c o u ld m a le tr a v e lle r s w e a r?
B r is to l, s o w e m o v e d th e r e th r e e y e a rs a g o . B u t th a t w a s

; ju s t fo r a y e a r a n d th e n w e c a m e b a c k .
L o n g tr o u s e r s a n d s h ir ts .

W h a t s h o u ld y o u p a c k to p r o t e c t y o u r s e lf fr o m th e r a in ?
H a v e y o u e v e r w o n a c o m p e titio n ?

S o m e w a te r p r o o f c lo th in g a n d a n u m b r e lla .
O h , y e s ! I w o n a p h o to g r a p h y c o m p e titio n la s t y e a r ! I

c o u l d n ’t b e l i e v e it ! I w o n a tr ip to M ila n ! W h a t a b o u t y o u ? W h a t d o y o u h a v e to r e m e m b e r a b o u t k is s in g o r h u g g in g

fr ie n d s ?
N o , I h a v e n e v e r w o n a n y th in g ! H a v e y o u e v e r d o n e

a n y th in g e x c itin g o r m e t s o m e o n e fa m o u s ? In d ia n s n e v e r d o th is in p u b lic .

W e ll, I t h o u g h t I s a w J o h n n y D e p p o n c e , b u t it w a s ju s t

s o m e o n e w h o lo o k e d lik e h im i B.
• Ask Ss to th in k about th e ir ow n c o u n try in term s of
C. cultural do’s and d o n ’ts. Have them w o rk in pairs,
discuss the p oints m entioned in the checklist and th in k
• Once Ss have com pleted th e questionnaires, ask them
o f some m ore th a t m ig h t apply and take notes.
to present a p ro file o f th e ir partner, based on w h a t they
have or haven’t done since p rim a ry school. • Additionally, a fte r th is task has been com pleted, Ss can
brainstorm as a class to help each o th e r add ideas to
• O p tio n a l: you can tu rn this a c tiv ity in to a m em ory
the list.
game. A fte r students have given th e ir presentations,
you can ask the class questions, such as: C.
• For th is task, Ss have to w o rk in d ivid u a lly and use m u s t ,
W h o h a s m e t s o m e o n e fa m o u s ? m u s t n ’t , h a v e t o , d o n ’t h a v e to , n e e d t o , d o n 't n e e d to

W h e n w a s th a t?
and n e e d n ’ t to expand the notes in th e previous a ctivity
in to rules fo r visito rs to th e ir country.
W h o h a s w o rk e d a s a s h o p a s s is ta n t?

W h e re ?
TASK 4 » 46
Aims: • to involve Ss in various competence-based
TASK 3 activities
Aims: • to involve Ss in various competence-based • to promote learner autonomy, interaction and
activities collaborative learning
• to promote learner autonomy, interaction and • to involve Ss in a real-life meaningful task and have
collaborative learning them display performance evidence

TB172
 mm W h a t is th is u s e d fo r ?

I t ’s a n a p p lia n c e w h ic h s lic e s c o o k e d m e a t . I t 's a n e le c tr ic

c a r v in g k n ife a n d it c o s ts £ 4 5 .

W h a t a b o u t t h is o n e ? Is it a m ic r o w a v e ?
Tell Ss they w ill hear a dialogue betw een a man and his
N o , i t ’s a n o t h e r a p p l i a n c e th a t m a k e s a n d b a k e s b re a d . It
m o ther
c o s ts £ 2 0 0 .
Ask Ss to look at the pictures and guess w hat the
O h , n o , t h a t 's t o o e x p e n s iv e . Is th e r e s o m e th in g w h ic h
dialogue is about.
c o s ts a b o u t £ 1 0 0 ?
' Ask Ss w he th e r th e y have ever been given som ething as
W e ll, t h e r e is th e m ic r o w a v e , w h ic h h e a ts fo o d a n d c o s ts
a bonus at a superm arket and if so, fo r w hat reason.
£ 1 3 0 . A n d th e r e is th e s ta n d m ix e r , f o r £ 1 4 0 .
1Explain the task. Have Ss listen and num ber the item s
O K , I th in k I 'l l g e t t h e m ic r o w a v e , th e n .
according to the o rd e r in w hich th e y are m entioned.
■Point o u t th a t there are three item s w hich w ill not be
Follow th e same procedure fo r the second set o f items.
used.
■Ask Ss to compare th e ir answers in pairs or small groups. C.
■Check the answers in class. | For th is activity, Ss have to w o rk in pairs to create th e ir
ow n im aginary g a d g e t/to o l w hich w ill be used in the
KEY future. They should feel free to design it how ever they
like and com e up w ith its functions, features and uses.
1. a 2. b 3. j 4. c 5. f 6.i 7.g
■A llow Ss tim e to create th e ir gadget. They should
I LISTENING TRANSCRIPT present it to the class using the phrases in the speech
bubbles. For example:
S teven ...so th e y tell me I g o t a free g ift fo r m y kitchen, j
M um isn’t th a t nice? So w hat are you going to O u r g a d g e t is a n a p p lia n c e w h ic h lo o k s lik e gh u m a n

choose? b e i n g . I t ’s c a lle d c y b e rs tu d e n t1 0 1 a n d i t is a ta lk in g

Steven T hat’s the problem , Mum. I have no idea w h a t j m a c h in e t h a t w ill b e a b le to d o y o u r h o m e w o r k fo r y o u .

these things are! I t w ill h a v e a c o m p u te r s c r e e n a n d a rm s th a t lo o k lik e

h u m a n a rm s a n d w ill w r ite a n y t h in g y o u a s k h im to . It
M um Ha, ha!
w o n ’t b e t o o e x p e n s iv e b u t it w ill b e h e a v y . T h e p e o p le
Steven Well, there are some spoons, I know w hat
w h o w ill u s e i t w ill m o s t p r o b a b ly b e s tu d e n ts a n d w e a re
those are, b u t I have spoons.
c e r ta in th a t th e y w ill lo v e it !
M um No, no, you should get som ething you need. Is I
there a colander, dear?
Steve A colander? W hat’s a colander?
TASK 5
M um It’s a bowl w hich has lots o f small holes in it.
We use it fo r w ashing vegetables and... Aims: • to involve Ss in various competence-based
Steve Ah, yes! So th a t’s w hat th is is! No, I don’t like it! ] activities
It has flow ers on it. • to p rom ote learner autonom y, interaction and
M um Well, le t’s see now. W hat else is there? collaborative learning
Steve There is a... th in g fo r bread. I’m sure it’s fo r • to involve Ss in a real-life m eaningful task and have
them display perform ance evidence
bread.
A.
M um A breadbox! Good jo b ! How did you know?
• Ask Ss if th e y have ever done any vo lu n tee r w o rk or
Steve Well, I am a quick learner. Also, it says bread
a n ything to help o th e r hum an beings.
on it...
• Initiate a sh o rt discussion.
M um ( l a u g h i n g ) Oh, Steve. Is there a ro llin g pin?
• Have Ss read the te x t and answer the questions w hich
Steve W hat’s a rolling pin?
follow .
M um It’s a kitchen to o l w hich is long and we use it
• Ask Ss to com pare th e ir answers in pairs o r small
fo r m aking pie crusts. You roll it on the dough
groups.
to make it flat.
I Check the answers in class.
SteVe W iia t a useful invention...
M um Well, I’m ju s t asking. W hy d o n ’t you ju s t get a KEY
salad bowl o r som ething? 1. F 2. F 3. T 4. F 5. F 6.F
Steve Yes, there is a yellow one. But w hat are those? mmmmm

Mum, there is a m achine w hich has a long

handle, w hich you can hold and tu rn around. It ' Ask Ss some com prehension questions:
do£s soiYiefhing, but what?
W h e n d id th e fir e b r e a k o u t?
M um i Oh, is it a m eat grinder? Is it big and has holes
: on the side? O n 1 4 th S e p te m b e r .

Steve No, it looks like a box I guess. H o w lo n g d id it ta k e th e fir e fig h te r s to p u t it o u t?

M um Ah! A coffee grinder. You like coffee, don’t you? It to o k th e m fo u r h o u rs .

Steve I love it. T hat’s w hat I’m g e ttin g ! Thanks, Mum! W h a t is h a p p e n in g in D e c e m b e r ?

iij IW I W IMimWi il iiHHDWHMH 11 i* IIIIIIIHMIIMi ~lil— IMIHIIlHlilin I11TIIB— n »H f 111
A n e n d o f te r m p e r fo r m a n c e .
B.
H o w c a n p e o p le h e lp ?
• Divide Ss into pairs. D irect Student A to p. 150. Have
Student A look at the inform ation th a t corresponds to T h e y c a n h e lp b y v o lu n te e r in g o r r a is in g m o n e y .

the item s and answer Student B’s questions about them W h o d o p e o p le h a v e to c o n ta c t?

so th a t Student B can decide w hat he/she wants to buy T h e y h a v e to c o n ta c t M e g a n o n 8 5 5 5 3 7 9 2 .

and why.
W h e n d o e s G r e e n f i e l d ’s s o u p k it c h e n n e e d h e lp ?
• P oint ou t to Ss th a t th e y have to use the phrases in the
speech bubbles. It n e e d s h e lp o v e r th e w in t e r h o lid a y s .

• The dialogues should be sim ilar to th e m odel below.

173 TB
 • A fte r th is stage has been com pleted, have Ss present
H o w m a n y p e o p le d o e s th e k it c h e n p r o v id e fo o d fo r ?
th e ir request fo r help and a suggested action plan to
2 0 0 p e o p le .
the class.
W h o ru n s th e s o u p k itc h e n ?

I V o lu n te e r s .
TASK 6 C D 2 » 21
i W h o is S M r e n a ?

S h e is th e p e r s o n to c o n ta c t if y o u w a n t to h e lp .
Aims: • to involve Ss in various competence-based
activities
• to promote learner autonomy, interaction and
B. collaborative learning
• Divide Ss into pairs. This tim e th e y have to th in k about • to involve Ss in a real-life meaningful task and have
how they can help in the tw o situations described in them display performance evidence
the texts. Also, th e y should discuss ways in w hich the A.
governm ent, the com m unity, individuals and fam ilies • Have Ss lo o k at the picture and guess w hat the situation
can help. Explain th a t th e y should use the phrases in :1s. Accept all answers. Then, have Ss listen to the
the speech bubbles. dialogue and answer the questions.
• Suggested exchange: • Ask Ss to compare their answers in pairs or small
groups.
In m y o p in io n , w e c o u ld w o r k a s v o lu n te e r s a n d h e lp • Check the answers in class.
r e p a ir th e b u ild in g .

KEY
I a g r e e . I a m fr e e a t w e e k e n d s a n d m o s t a fte r n o o n s . 1. on Saturday
A n o t h e r th in g w e c o u ld d o is o r g a n is e a c o n c e r t to 2 . how to play the g u ita r
r a is e s o m e m o n e y . W h a t d o y o u th in k ?
3. at the shopping centre
G o o d id e a . O r w e c o u ld a r r a n g e a u s e d b o o k s s a le .
4. (He thinks) the plots are the same.
O r a b a k e d g o o d s s a le . W e c o u ld b a k e th in g s o u r s e lv e s o r
5. o u td o o r activities
g e t fr ie n d s a n d fa m ily to h e lp . 6 . going bow ling (at the shopping centre)
A ls o , w e c a n g e t th e c o m m u n ity in v o lv e d . F o r e x a m p le ,

\ th e r e is a n o t h e r s c h o o l in th e a re a . M a y b e w e c a n g e t llS T f ii| N G TRANSCRIPT

I th e m to h e lp to o .
Danny So Pete, I’ve been th in kin g about w ha t we
E x c e l le n t id e a . N o w , a b o u t t h e s o u p k it c h e n , I b e lie v e th e could do this weekend and I’ve th o u g h t of
g o v e r n m e n t s h o u ld g iv e s o m e m o n e y to h e lp th e s o u p some activities you m ig h t like. If the w eather’s
k it c h e n b u y it s o w n fo o d . good, we can go to the m usic festival in Green
Park on Saturday and w atch the ‘Foals’ play
I ’m n o t s u re a b o u t th a t. I th in k i t 's n ic e th a t lo c a l
live. I really like th e ir music. Do you?
b u s in e s s e s a n d in d iv id u a ls h e lp w ith th e fo o d . I b e lie v e
Pete I haven’t heard o f them , b u t I really enjoy live
i t ’s b e tt e r f o r th e m to o ff e r m o n e y to m a k e th e s o u p
m usic so th a t sounds like a nice idea. You
k it c h e n la r g e r , s o th a t it c a n h e lp m o r e p e o p le .
know, I love the g u ita r and have been taking
i Y es, y o u a re r ig h t.
lessons recently, so a m usic festival sounds
p e rfe ct to me!
Danny Great! If the w eather is bad, though, we could
C.
go and see the new James Bond film at the
• Divide Ss into groups. Explain th a t th e y need to discuss shopping mall.
people or organisations in th e ir area th a t can give a
helping hand. Using the phrases in the speech bubbles, Pete Oh, I d o n ’t know... I d o n ’t really like James
Ss should talk ab o u t w hat kind o f help is needed and Bond film s. I th in k the plots are always the
how they can provide it. same... Let’s hope the w eather is going to
be nice because I prefer o u td o o r activities
• The dialogues should be sim ilar to the m odel below.
to staying inside. If enough people w ant to
jo in us, we could have a gam e o f foo tball. It’s
; H o w a b o u t h e lp in g th e G re y B e a rd s o r g a n is a t io n ?
good to stay in shape and get fresh air when
possible... But I guess if the w eather is really
5 T h e y 'r e a l l y n e e d m o n e y to h e lp b u ild m o r e r o o m s to bad, we could go bow ling at the m aM The
a c c o m m o d a te e ld e r ly p e o p le . bow ling alley there has a gre a t atm osphere
and is always full o f people our age.
O h e th in g w e s h o u ld d o is tr y to r a is e s o m e m o n e y . D o
Danny OK, sounds good to me...
y o u th in k th e s c h o o l c a n h e lp u s ?

I ’m s u r e if w e a s k th e h e a d te a c h e r h e c a n h e lp u s

o r g a n is e a n e v e n t.
B.
• Divide Ss into groups o f three. Explain th a t th ey are
G re a t. A n o t h e r th in g is th a t th e e ld e r ly p e o p le th e r e a re in charge o f organising some weekend activities fo r a
v e r y lo n e ly . I th in k k e e p in g th e m c o m p a n y is a g o o d id e a . group o f exchange students w ho are com ing to th e ir
M o s t o f th e m h a v e h e a lth p r o b le m s , b u t n o th in g is w o rs e tow n.
i th a n b e in g a lo n e .
• Explain th a t th e y have to th in k a b o u t the locations and
where these activities w ill take place, too. A nother thing
M a y b e w e c a n g e t to g e t h e r a n d o r g a n is e d iffe r e n t e v e n ts

j fo r th e m .
th e y m ust keep in m ind is the w eather conditions.
Y e s , lik e a m u s ic n ig h t.
• Have Ss th in k ab o u t the activities, brainstorm and w rite
notes on the schedule provided.
T h a t w o u ld b e n ic e .

TB174
 7 a s £ s
H o w m a n y c h ild r e n d o e s th e w r ite r h a v e ?

H e h a s th r e e c h ild r e n , tw o b o y s a n d a g ir l b e tw e e n th e

a g e s o f 8 a n d 12.

• The d ia lo g u e s sh o u ld be s im ila r to th e m o d e l below : W h e r e d o e s th e fa m ily liv e in r e la tio n to th e s c h o o l?

T h e y liv e 2 5 k m a w a y .
I t h in k th a t v is itin g a m u s e u m is a g o o d id e a f o r S a tu r d a y

m o r n in g . W h a t d o th e c la s s e s w h ic h th e c a n d id a te w ill h a v e to

te a c h in v o lv e ?
S o d o I.

T h e y a r e a b o u t th e n e e d to p r o t e c t tig e r s a n d th e ir
I d o n 't ; m a y b e th e y s h o u ld g o s h o p p in g in th e m o r n in g
e n v ir o n m e n t
a n d th e n v is it th e a r c h a e o lo g ic a l r u in s .

W h a t is n o t a n e c e s s a r y q u a lific a t io n , b u t w ill b e
W h y n o t th e m u s e u m ?
a p p r e c ia te d ?
Y o u s e e , it m a y r a in in th e a fte r n o o n , s o it s a g o o d id e a to
I K n o w le d g e o f tig e r s .
d o th e o u t d o o r a c tiv itie s f ir s t

W h y is k n o w le d g e o f a fo r e ig n la n g u a g e e s s e n t ia l?
I a g r e e . A l s o , i f i t ’s s u n n y , t h e y c o u ld g o to o u r th e m e

p a r k in S w a n to n , ju s t o u ts id e th e to w n . B e c a u s e lo ts o f to u r is ts v is it e v e r y y e a r.

O n S a tu rd a y a fte r n o o n th e y s h o u ld g o to th e m u s e u m s . W h o s h o u ld n o t a p p ly f o r th is jo b ?

T h e y c o u ld g o to th e N a t i o n a l G a lle r y , to o .
S o m e o n e w h o lik e s c ity life a n d d o e s n ’t e n j o y p e a c e a n d

I d o n ’t t h i n k th e y w ill h a v e tim e to d o a ll th a t. I q u ie t o r s o m e a d v e n tu r e .

I d o n ’t e i t h e r . M a y b e j u s t o n e o r tw o m u s e u m s a n d th e n a W h a t a r e th e b e n e fits ?

w a lk a r o u n d th e o ld to w n .
A n e x c e l l e n t s a la r y , fr e e a c c o m m o d a t io n a n d 2 8 d a y s

B u t i f t h e r e ’s tim e , th e y s h o u ld v is it th e a q u a r iu m in p a id h o lid a y e a c h y e a r.

S p r in g fie ld , to o .
H o w s h o u ld c a n d id a te s a p p ly ?

O K , w h a t a b o u t th e e v e n in g ?
T h e y s h o u ld s e n d t h e ir a p p lic a t io n s to jo b s @ n ilg ir i.in

W e ll, th e y c o u ld h a v e d in n e r in th e c ity c e n tr e .

N o w a b o u t S u n d a y m o r n in g , I h e a r th e w e a t h e r w ill b e

g o o d . S o i t ’s a g o o d id e a to d o s o m e w a te r s p o r t s , lik e
B.
k a y a k in g o r p a r a s a ilin g . • D ivide Ss in to pairs. Ss have to ta lk a b o u t th e th re e
a p p lic a n ts w h o are a p p ly in g fo r th e jo b d e scribed in
Y es, a n d th e n th e y c o u ld d o s o m e s o u v e n ir s h o p p in g ..., e tc .
a c tiv ity A. Explain th a t th e y have to ta lk a b o u t th e pros
and cons o f each ca n d ida te and a t th e sam e tim e th e y
should re fe r to th e re q u ire m e n ts o f th e job.
C.
• P oint o u t th e phrases in th e bo x and exp la in th a t Ss
• A fte r th e pla n n in g has been co m p le te d , Ss have to w rite
sh o u ld use th e m .
a prop osa l to th e s tu d e n t g ro u p leader w ith su g g e stio n s
fo r th e w eekend a ctivitie s. • The d ia lo g u e sh o u ld be s im ila r to th e m o de l below :
• P oint o u t th e phrases in th e box and exp la in th a t th e y
sh ould use th e m in th e ir proposals. W h a t d o y o u th in k a b o u t B a r r y E g a n ? H e h a s w o r k e d

• Have som e Ss read th e ir pro p o sa ls to th e class. a t L o n g le a t S a fa r i P a r k f o r a y e a r. H e m ig h t b e s u ita b le

b e c a u s e h e h a s d o n e s o m e w o r k in th e m a r k e tin g a n d

TASK 7 fin a n c ia l d e p a r t m e n t o f th e p a rk . H e a ls o s p e a k s tw o

la n g u a g e s .

Aims: • to involve Ss in various competence-based

activities I a g r e e , b u t w h a t a b o u t c o m p u t e r lite r a c y a n d a d r iv in g

• to prom ote learner autonomy, interaction and lic e n c e ? T h e jo b r e q u ir e s b o t h th e s e th in g s .

collaborative learning Y o u a r e r ig h t. A n o t h e r t h in g is th a t h e lik e s v is itin g

• to involve Ss in a real-life m eaningful task and have m u s e u m s a n d a r t g a lle r ie s , s o h e m ig h t b e a c ity p e r s o n .

them display perform ance evidence I d o n ’t t h i n k h e w ill lik e a n is o la te d life .

A.
• Have Ss lo o k a t th e p ic tu re s and guess w h a t th e L u c y B u r d e n h a s g o t p le n ty o f e x p e r ie n c e lo o k in g a fte r

situ a tio n is. A cce p t all answ ers. Then, have Ss read th e c h ild r e n . S h e a ls o lo v e s a n im a ls a n d is c o m p u t e r lite r a te .

te x t and decide w h e th e r th e sta te m e n ts are True o r W h a t d o y o u th in k ?

False.
• A sk Ss to co m p a re th e ir answ ers in pairs o r sm all W e ll, s h e is a g o o d c a n d id a te . S h e h a s a ls o liv e d in a

groups. s m a ll S c o ttis h v illa g e s o s h e is u s e d to th e p e a c e a n d

q u ie t. B u t s h e h a s n ’t g o t a n y a c c o u n tin g s k ills o r a
• Check th e answ ers in class.
d r iv in g lic e n c e e ith e r . I t h in k S a ra h P a r k e r is th e b e s t

c a n d id a te . S h e h a s te a c h in g e x p e r ie n c e , lo v e s th e
KEY o u td o o r s a n d h a s w o r k e d a s a n a c c o u n tin g a s s is ta n t.

1. T 2. F 3. F 4. T 5. T A n o t h e r p o s itiv e th in g a b o u t h e r is th a t s h e h a s a d r iv in g

lic e n c e , w h ic h is e s s e n t ia l f o r th is jo b .

• Ask Ss som e c o m p re h e n s io n questions:

O K , th e n . S a ra h P a r k e r is th e b e s t c h o ic e .

H o w m a n y tig e r s h a s th e n a tu r e p a r k g o t ?

I t ’s g o t 5 6 a d u lt tig e r s .
C.
W h a t k in d o f h e lp d o e s th e fa m ily n e e d ?
• D ivide th e Ss in to pairs.
• A t th is stage, Ss have to create a jo b va ca ncy w h ich
T h e y n e e d h e lp w ith th e g e n e r a l m a n a g e m e n t o f th e
w ill in v o lv e an in te re s tin g o r unusual jo b . They have to
p a rk , te a c h in g c h ild r e n a t th e e d u c a tio n c e n tr e a n d w ith
d e cid e on th e d uties, th e q u a lific a tio n s o f th e successful
h o u s e w o r k .
c a n d ida te and w h a t kind o f person w o u ld be suitable.
• Have som e Ss present th e ir vacancies and in itia te a phrases in the box.
class discussion. • Have Ss vote fo r the best ideas.
• The re p o rts should be sim ilar to the m odel below:
TASK 8
M a rc u s s a id th a t th e m o s t u n u s u a l fo o d h e h a d e v e r
Aims: * to involve Ss in various competence-based
e a te n was a s tr a w b e r r y b u r g e r . It was a b u r g e r w h ic h h a d
activities
s tr a w b e r r ie s a n d o t h e r f r u it lik e q u in c e , p e a c h a n d a p p le
S to promote learner autonomy, interaction and
• in it .
collaborative learning H is fa v o u r ite d is h is c h ic k e n a n d p o ta to e s . M a r c u s s a id

• to involve Ss in a real-life meaningful task and have th a t th e u n u s u a l d is h h e w o u ld c r e a te w o u ld b e c a lle d

them display performance evidence R o c k e t S c ie n c e ! H e s a id th a t it w o u ld b e a s a la d M S h

A. r o c k e t le a v e s a n d h e w o u ld a ls o u s e p o m e g r a n a te , g o a t

. Have Ss look at the p ictu re s and guess w h a t the dishes c h e e s e a n d b a ls a m ic v in e g a r .

are. A ccept all answers. Then, have Ss read the te x t and

answer the questions th a t follow .
• Ask Ss to com pare th e ir answers in pairs o r small
groups.
• Check the answers in class.

KEY
1. They use garlic and lemon.
■ 2. They com pare S S chicken opfish.
3. They are eaten in countries such as Thailand,
Vietnam , Indonesia, Portugal, Spain, Greece, Italy, as
well as some parts o f the United States.
4. Because th ey w anted to cool dow n w ith a refreshing
dish.
5. Ham / hard-boiled eggs.

• A skSs some com prehension questions:

W h ic h c o u n tr y a re f r o g ’s l e g s m a in ly a s s o c ia te d w ith ?

| F ra n c e .

W h a t a re f r o g ’s l e g s r ic h in ?

T h e y a re r ic h in p r o te in a n d c o n ta in m a n y v ita m in s a n d

m io e r a ls , s u c h a s p o ta m m m .

A r e th e y b a k e d in th e o v e n ?

N o . T h e y a re u s u a lly fr ie d w ith g a r lic a n d s e r v e d w ith

le m o n .

W h o a re th e b ig g e s t c o n s u m e r s o f If r o g f fe jf't o d a y ?

P e o p le in A s ia .

W h a t i s m o s t p e o p l e ’s id e a o f a s o u p ?

A h o t d is h th a t k e e p s y o u w a rm d u r in g th e W in te r tim e .

W h a t is g a z p a c h o ?

I t ’s a c o l d s o u p e a te n in S p a in a n d P o r tu g a l a s a

: s u m m e m im e ®bft.
W h a t is g a z p a c h o m a d e w ith ?

I t ’s m a d e w ith ra w to m a to e s , c u c u m b e r a n d g a r lic .

W h e re d o e s it o r ig in a lly c o m e fr o m ?

1 It o r ig in a lly c o m e s fr o m th e v e r y h o t s o u th e r n p a r ts o f

S p a in .

W h e re c a n y o u fin d it to d a y ?

Y o u c a n fin d it o n m e n u s in re s ta u ra n ts a ll o v e r th e w o r ld .

W h a t i| th e m o s t i m p o r t a n t f a c t o r , in o r d e r fo r g a z p a c h o

to b e s u c c e s s fu l?

T h a i i t is s e r v e d c o ld .

W h a t d o s o m e p e o p le d o to m a k e s u re i t ’s c o ld ?

; They add ife.

B.
• A t this stage, firs t Ss have to w ork in d ivid u a lly to th in k
about unusual foods th e y have tried. Then th e y have
to th in k ab o u t th e ir favourite food as w ell as create a tf
unusual, delicious dish.
• They then ask three classmates ab o u t th e three points
above and com plete the chart.
• Allow Ss some tim e to com plete the activity.

C.
• Ss have to use rep o rte d speech to re p o rt w h a t th e ir
classmates said in the previous a c tiv ity using the
TB176
 _
* -— H 9
T r a t iM n

M O D U LE 1 L E S S O N d CD 1 » 8 Man I ju s t said ‘Don’t w orry, I'm on a d ie t anyway.’ I

le ft some m oney on the table and ran out.
Daniel Woman You? On a diet?
A t school I was really into History. There was one reason Man W hat else could I say? I ju s t wanted to get out
fo r this, and his name was Mr Collins. Before M r Collins o f there.
came to ou r school, I couldn’t stand History, but w hen he
came, th a t all changed. He made e ve ryth in g sound really
interesting and he changed m y life. You see, I’m a teacher M O D U LE 3 LES S O N a C D 1 » 26
now, too. Of course, Maths is m y subject and not History. Ron Hi, Fay!
But the subject isn’t really im p o rta n t. You ju s t need to
Fay Ron! You’re here already.
try and get the students interested. T hat’s the im p o rta n t
thing. Ron Yeah, well, I d id n ’t w ant to arrive at m idnight, so I
to o k a nother flig h t.
Alison Fay So, w hat tim e did yo u r plane get here?
I m et m y role m odel last year. I was w alking dow n the
Ron We landed at ab o u t half past nine. There was also
street w hen I saw lots o f people outside a bookshop.
a six o’clock flig h t b u t I had a m eeting till half past
So, I w ent to see w hat was happening. And there she
six, so I missed it.
was, signing books fo r people. I co u ld n ’t believe it. So, I
Fay Well, I’m ju s t happy yo u ’re here. How was your
bou ght her book and w aited in line to m eet her. When it
flight?
was m y turn, I was really nervous, b u t she was v e ry nice
and she talked to me fo r a w hile. It was really exciting. Ron It was fine. There was a good film on, b u t I was
ve ry tire d , so I ju s t g o t some sleep. I had a b it o f a
Robin nightm are a fte r I landed, though.
I used to play a lo t o f fo o tb a ll w hen I was at school, and Fay What do you mean?
m y favourite player was David Beckham. He scored some
Ron Well, I o n ly had hand luggage so as soon as I g o t o ff
amazing goals and I wanted to be ju s t like him. When he
the plane, I le ft the a irp o rt. But w hile I was w aiting
became super fam ous, I still liked him because he did a
fo r a taxi, I realised I had the w rong hand luggage.
lo t fo r young fo o tb a ll players. He even opened a fo o tb a ll
school near m y house. But now I’m bored o f fo o tb a ll and Fay You’re joking!
I’m in to tennis. So, I have a new role model, Rafael Nadal. Ron No, so I ran back in to the a irp o rt and spoke to an .
Now, he’s amazing. a ttendant and she p u t o u t an announcem ent. We
w aited fo r ab o u t half an hour. But nobody came, so
I left.
M O D U LE 2 LES S O N b CD 1 » 15 Fay But you have yo u r luggage now.
Woman I fancy going o u t fo r d in n er to n ig h t. Any ideas? Ron Yeah, listen to this. As I was leaving, I saw a man
Man Well, d o n ’t go to; R aym ondo’s in the c e n tre .! w ith m y bag com ing into the airp o rt. He was
w ent last week. com ing back to fin d his!
Woman But it looks like a nice place. Fay W ere-they exactly the same?
Man That’s w hat I th o u g h t. First o f all, it ’s in the Ron Yes, exactly!
c ity centre, so I needed fo rty m inutes to find Fay So, you ju s t to o k the w rong bag fro m the plane.
a parking space, and I even w alked fo r tw e n ty Ron I ju st w anted to get hom e quickly.
m inutes to get to the restaurant. When I finally
Fay Well, be m ore careful next tim e.
sat down, I w aited about half an hour fo r a
w a ite r to come.
Woman Not a good start. M O D U LE 4 LES S O N a C D 1 » 36
Man It g o t worse. I was upset, so I was a b it rude to 1.
& th e waiter. I said I was sorry w hen he b ro u g h t
Darren Everything is so expensive these days.
my order, b u t he d id n ’t say anything.
Phil I know.
Woman How was the food?
Darren I came in here fo r a few things and I don’t have
Man Well, it was OK. The lasagne was a big piece
enough to pay fo r all o f them . Can you lend
and the salad was fresh. But I needed to add a me five pounds?
1 f lo t o f salt to the lasagne to give it some taste.
Phil Sorry, I can’t.
: Then I decided to have some dessert. I ordered
some chocolate cake, b u t again the w a ite r said Darren What? Are you broke again?
nothing. He ju s t looked at me and left. Phil No, it’s just...
Woman That was strange. Darren Well, get yo u r w a lle t o u t then.
Man To be honest, I d id n ’t really th in k it was a Phil I can’t, I le ft it at home.
problem , but listen to th is H e b ro u g h t the Darren Oh.
cake and the next th in g I knew, it was all over
me! 2.
Woman No! Was it an accident? Michael W hat do you th in k o f these bookends, Carol?
Man I’m not so sure. He said sorry, but I d id n ’t Carol They’re v e ry nice. My sister has the same ones.
believe him. Michael I may get them fo r m y bedroom .
Woman What did you do? Carol Good idea.
Michael Let me see. No, th e y’re to o expensive.' Charlie No, no. Not cam ping.
C arol I’ll buy th e m fo r you. Vivian Can’t we ju s t book a nice hotel by the beach
Michael But I d o n ’t know when I can pay you back. and relax on the beach all day?
Carol Forget a b o u t it. It’s y o u r b irth d a y soon, Charlie Boring! Here, check o u t these brochures I got
anyway. fro m the travel ag e n t’s.
Michael Thanks, Carol. Vivian A dventure holidays? I’m n o t sure.
Charlie Oh, com e on. I’m sure yo u ’ll love it.
3.
Vivian Do you th in k so?
Sonia Paul, w hat did you get fro m the superm arket?
Charlie Definitely. Look, if we go to Vancouver Island in
Paul W hatever was on the list and a few magazines.
Canada, w e’ll go kayaking and w hale w atching.
Sonia How m uch did you spend?
Vivian Canada? T hat’s to o fa r away.
Paul I’m n o t sure, why?
Charlie OK, w h a t abo u t Scotland?
Sonia I was ju s t w ondering.
Vivian That’s m ore like it. My cousin lives in Scotland.
Paul Wait, I th in k I still have the receipt in my We can v is it her, too.
pocket.
Charlie Good idea. Let me see, here’s a good one. Rock
Sonia OK. clim bing in Glencoe. And th e re ’s another one
Paul No, it’s not there. But look! 50 euros. I d id n ’t here w here you can swim w ith dolphins.
know w a d that. Vivian Dolphins? Are you sure?
Sonia I love it w hen th a t happens. Charlie No w ait, th a t one’s in Miami.
Vivian Does it say how you travel to Scotland?
M O D U LE 5 LES S O N b C D 2 » 5 Charlie You can go by coach, but th a t takes 8 hours.
1. Vivian No way, w hat ab o u t a train?
Woman W hat are you doing? Charlie Yeah, you can go by train, too. So, w hat do you
think?
Man I’m w ritin g in the sand to signal fo r help.
Vivian Sounds interesting.
Woman What for? We're sittin g on a beach, next to the
hotel.
Man I’m ju s t having some fun. M O D U LE 7 LES S O N d C D 2 » 28
Woman You should w rite SOS, you know. You can read Clive Hi, Tessa. H ow ’s it going?
it upside down.
Tessa Fine, and how are you? How ’s y o u r new job?
Man T hat’s true.
Clive It’s OK, I suppose.
Woman Anyway, SAVE US is to o long.
Tessa You don’t sound v e ry happy. I th o u g h t th is was
Man OK, OK, I’ll w rite SOS. yo u r dream job. Big salary, car...
2 . Clive I have no problem w ith the money.
M an W hat a lovely day to be sailing... Tessa Is it yo u r colleagues, then? Are th e y really
Woman Quick! Come and see! I th in k th e re ’s a ship in boring?
trouble. Clive No, th e y’re fine. It’s ju s t th a t I don’t get to see m y
Man Where? fa m ily a lot. I get hom e at nine every n ig h t and
I'm exhausted. I ju s t w ant to go to bed.
Woman Over there.
Tessa I know w hat you mean. I’m th e same.
Man Let me see... It seems OK, it’s n o t sinking or
anything. Clive But you s ta rt w o rk late.
Woman Keep looking, th e re ’s a flashing light. Tessa Yeah, b u t I’m still really busy before I go to work.
I mean, this m orning I w e n t to th e bank, I did my
Man Yes, yo u ’re right... and it ’s Morse code.
w eekly shopping at the superm arket and then
Woman Is it an SOS signal? w e n t to w ork. Now, I’m exhausted.
Man Yes, get on the radio. They need help, and Clive You like yo u r job, though, d o n ’t you?
fast...
Tessa Yeah, it’s OK. The salary’s n o t th a t good and my
3. o ffice is v e ry small, b u t I like the people there.
Captain Ah, are you the new m em ber o f the crew? Especially m y boss, he’s v e ry fu n n y som etim es.
He makes the day pass really quickly.
Alex Yes, sir.
Captain And w h a t’s yo u r name?
Clive That’s good. The firs t em ployer I had was a
nightm are. I was w o rkin g in a shop and because
Alex Alex J Thom son
it was m y firs t jo b I w anted to make a good
Captain Is th a t Thom pson w ith a P? im pression. I was never late and I was ve ry polite
Alex No, sir. to the custom ers, b u t he was rude to me. Then,
Captain And w h a t does the J stand for? John? one day, o u t o f nowhere, he fired me.
Alex It’s James, actually. Tessa Did you ever find o u t why?
Captain OK, w elcom e aboard. Clive No, it ’s always been a mystery.

M O D U LE 6 LES S O N b C D 2 » 14
Charlie Hey, I have a great idea fo r a holiday th is year.
Vivian Oh no, n o t cam ping again. That was terrible,
Charlie.

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M O D U LE 8 LES S O N a C D 2 » 3 5 ,3 6
1.
Jane Hi, Simon, how ’s it going?
Simon Great! I love the music.
Jane Thanks.
Simon W hat’s the name o f this song? I haven’t heard it
fo r over ten years.
Jane It’s called ‘Dance w ith m e’. We used to listen to
this at university, rem em ber?
Simon And dance all night.
Jane Come on then, let me see you dance. Hey, Dave!
Turn it up!
Simon W hat ab o u t the neighbours?
Jane Don’t w orry, it ’s o n ly nine o ’clock.
S im on OK, ju s t like back in uni, hey?
Jane You know it!

2.
Woman So, w hat do you think?
Man I’m not sure. Is this the firs t tra ck on the album?
Woman Yeah.
M an I th in k it needs som ething else.
Woman So do you w ant to hear it w ith o u t the lead
singer?
M an No, le t’s get th e band to have a break and w e’ll
s ta rt again in ten m inutes.
Woman OK.
M an And I’ll have a w ord w ith the singer.
Woman Great. OK everyone, w e’re going to take a ten-
m inute break...

3.
Woman See anything you like?
Customer No, but w hat are we listening to?
Woman It’s a new album by Grant Long.
Customer Is it hip-hop?
Woman Well, it ’s a m ixtu re o f jazz and hip-hop.
Customer It’s really good.
Woman Well, if y o u ’re interested, the CD is over here.
Customer Thankyou v e ry much. Has he made any
o th e r albums?
Woman Yes, this is his th ird one.
Customer Really? 1m ust have a look at them .