12A Working abroad
Student’s Book p94–p95 Grammar reported speech
QuICK REVIEW This activity reviews echo questions.
Give students time to think of a famous person they know
some information about. Students imagine they are that
famous person and write four sentences about their life.
Put students into pairs. Students take turns to tell each
other their sentences and ask echo questions and follow-
up questions. Focus students on the example before they
begin. Students guess who their partner is.
Vocabulary Money
1 a Students work in pairs and say which phrases
in bold they know, then check the new phrases in
Vocabulary 12.1 SB p151.
Check answers with the class. Use the picture of
Chris and Mark in the Language Summary to clarify
the difference between lend and borrow.
Check students understand the difference between
earn money (from doing work) and win money (from
a competition) and teach the phrase It’s a waste of
money.
Highlight the prepositions in the following phrases:
lend money to someone, borrow money from
someone, waste money on something and get money
out of the bank.
You can also point out that we can owe someone
money or owe money to someone.
Check students know the Past Simple and past
participle of the irregular verbs lend, spend, cost,
get, win and lose or ask them to check them in the
Irregular Verb List, SB p167.
Model and drill the phrases as listed in the
Language Summary. Pay particular attention to the
pronunciation of owe /əυ/ and earn /n/.
b Give students a minute to work on their own and
choose six sentences from 1a. Tell students to make
the sentences true for them.
c Students then compare sentences in their pairs and
fi nd out if any are the same. Ask students to tell the
class one or two sentences that are true for them and
their partners.
WritinG
Students write six sentences about themselves using the
phrases in 1a. Three should be true and three should be
false. Students work in pairs, swap sentences and guess
which of their partner’s sentences are false.
Listening and Speaking
2 a Focus students on the top photo and establish who
the people are (Ian and his uncle, Mike).
124
Vocabulary money
CD3 37 Play the recording (SB p166). Students
listen and answer the two questions. Check answers
with the class.
He’s going to Canada. He’s going to do voluntary
work with some environmental lawyers.
b Give students time to read sentences 1–5. Play the
recording again. Students listen and fi ll in the gaps in
the sentences. Students check their answers in pairs.
Check answers with the class.
1 restaurant 2 work 3 work 4 summer 5 £100
3 a Focus students on the bottom photo and elicit who
the people are (Mike and his wife, Angela). Establish
that they are talking later that day and that Mike is
telling his wife about his conversation with Ian. Give
students time to read sentences a–e.
CD3 38 Play the recording (SB p166). Students
listen and put the sentences in the order they hear
them. Students check answers in pairs. Check
answers with the class.
1c 2a 3b 4e 5d
b Students work on their own and match the
sentences in 2b and 3a. Check answers with the
class.
1c 2a 3b 4e 5d
HELP WITH GRAMMAR Reported speech
4 a–d Tell students that we use reported speech when
we want to tell someone what another person said.
Check students know what an object is by writing
I saw him yesterday. on the board and eliciting the
subject (I) and the object (him).
Students do the exercises on their own or in pairs,
then check in GraMMar 12.1 SB p152. Check answers
with the class.
● a Present Continuous ➞ Past Continuous;
’ll/will ➞ ’d/would; can ➞ could; am/are/is
going to ➞ was/were going to
● Use the answers to highlight that we usually
change the verb forms in reported speech and it
usually goes ‘one verb form back’. Point out that
this is logical as the conversation that the person
is reporting is now in the past.
● Note that while this isn’t always the case, students
at this level are less likely to be confused if you
encourage them to follow the basic patterns
shown in the table.
 ● b say never has an object; tell always has an
object
● Point out that we can’t say he said me that… or
he told that… .
● Also focus students on the TIP and point out that
we don’t have to use that in reported speech: He
said (that) he wanted to work abroad.
● c 1 Ian said that he didn’t see his uncle very often.
2 Angela said that she didn’t see her nephew very
often.
● Use the answers to highlight that we often have
to change pronouns and possessive adjectives in
reported speech. Point out that it is logical to do
this and students do not need to learn any special
rules to make these changes.
5 Focus on the example and point out that that is
usually pronounced in its weak form in reported
speech.
CD3 39 pronunciation Play the recording. Students
listen and repeat the sentences.
Encourage students to copy the stress and weak form
of that correctly.
6 a Tell students they are going to listen to the end of
Mike and Angela’s conversation.
Spend a minute or two recapping the situation by
asking what they know about Ian’s conversation with
Mike earlier in the day. Give students time to read
questions 1–4.
CD3 40 Play the recording (SB p166). Students
listen and answer the questions.
Students check answers in pairs. Check answers with
the class.
1 £600
2 £190
3 He transferred £600 into Ian’s bank account.
4 She thinks it’s a waste of money.
b Focus students on sentences 1–6 and point out
the names of the people who said each sentence. Use
the example to show students that they report what
the person said using the verb in brackets. Remind
students to change the pronouns and possessive
adjectives as well as the verb forms.
Students do the exercise on their own before checking
answers in pairs.
c Play the recording again. Students listen and
check. Check answers with the class.
2 He told me (that) he didn’t earn very much.
3 I said (that) it was going to take him months to
save enough money.
4 He said (that) he was working seven days a week.
5 I told him (that) we’d/we would pay for his flight.
6 He said (that) he could pay us back next year.
HELP WITH LISTENING
/h/ at the beginning of words
This Help with Listening section helps students
understand that sometimes we don’t say /h/ at the
beginning of words.
7 a Check students know what the /h/ sound is by
eliciting some words that begin with /h/, for example
hotel, healthy, happy, him, her, etc. Tell students that
sometimes we don’t say /h/ at the beginning of these
words in natural spoken English.
Give students time to read the sentence in the You
expect to hear and You often hear columns.
CD3 41 Play the recording. Students listen and
notice when we don’t say /h/.
b Focus students on the rules. Point out that we
usually say /h/ after a vowel sound, but we don’t
usually say /h/ after a consonant sound.
c Students look at Audio Script CD3 40, SB p166.
Play the recording of Mike and Angela’s conversation
again. Students read, listen and notice when /h/ is
pronounced at the beginning of words (shown in bold
in the Audio Script) and when /h/ isn’t pronounced at
the beginning of words (shown in square brackets in
the Audio Script).
Get ready … Get it right!
8 Focus students on the prompts. Students use
these to write 6–8 sentences about their life.
While they are working, monitor and check their
sentences for accuracy.
9 a Students work in pairs and take turns to tell
each other their sentences. Tell students they
must remember what their partner tells them.
Students can write one word only to remind
them of each piece of information they hear.
Encourage students to ask follow-up questions if
possible.
b Put students in pairs with a new partner.
Students take turns to tell each other what
their fi rst partner said. While they are working,
monitor and correct any mistakes in reported
speech that you hear. If necessary, write the
following prompts on the board: (Marco) told
me that … ; (Kumiko) said that … ; He/She also
said that … .
extra idea
● With a low-level class, give students time to
prepare how they are going to report their first
partner’s sentences before moving on to 9b.
c Finally, ask students to tell the class two
pieces of information that they found out about
the other students.
125
 WRITING
Students write five questions with you about another
student’s life at the moment and about his/her future
plans and arrangements. Students work in pairs and
take turns to ask their questions, making notes on the
answers. Students then work on their own and write
a paragraph about their partners’ answers, using
reported speech.
12B Taking risks
Student’s Book p96–p97
Quick review  This activity reviews reported speech.
Give students time to write four sentences about things
other students, their friends or family have told them. While
they are working, monitor and help with any problems. Put
students into pairs. Students swap information about what
other people have told them, using reported speech.
If necessary, demonstrate this activity yourself first with
the class by writing some things your own family and friends
have told you on the board in direct speech, then eliciting the
sentences in reported speech.
Vocabulary and Speaking ​
Collocations (4): take and get
1 a Focus students on the example.
Students do the exercise on their own, then check in
Vocabulary 12.2 SB p151.
2 take; get 3 get 4 get 5 take 6 take 7 get 8 take
9 get 10 take 11 get 12 take
b Students work in pairs and ask and answer the
questions in 1a. Encourage students to ask follow-
up questions if possible. Ask students to share
interesting answers with the class.
Reading and Speaking
2 Check students understand unusual. Students work
in groups and discuss the questions. Ask students to
share interesting answers with the class.
extra idea
● Before students work in groups, tell them about
something exciting or unusual you have done,
answering the questions in 2. Students then work in
pairs and tell each other what they remember of your
story, using questions 1–3 as prompts. Students then
discuss their own experiences in groups.
126
Further practice
Ph Vocabulary Plus  12 Money p208
Ph
(Instructions p196)
Ph Class Activity  12A Gap year travellers p191
Ph
(Instructions p146)
Extra Practice  12A SB p126
Self-study DVD-ROM  Lesson 12A
Workbook  Lesson 12A p60
Vocabulary  collocations (4): take and get
Grammar  second conditional
3 a Ask students if they ever play games like
Monopoly or Trivial Pursuit with their friends and
family. Focus students on the cards 1–7 and tell them
that these cards come from a game called Risk-taker.
Students work on their own or in pairs to try to
match the words to the cards. Students compare
answers in pairs. Check answers with the class.
You can also use the picture on card 3 to teach
hypnotist /hIpnətst/.
Model and drill the words/phrases. Pay particular
attention to the pronunciation of hypnotise
/hIpnətaIz/, cheat /tʃit/, bungee /bndi/ and
tattoo /ttu/.
a snake 2; 
hypnotise someone 3; 
a cheat 7;
a bungee jump 1; 
sing in public 6; 
a tattoo 4
b Ask students if they think they are risk-takers or
not. Students read the cards and choose the correct
answers for them.
4 a Students choose a partner, or you can put students
in pairs yourself. Don’t let students talk to each other
yet. Students look back at the cards and guess which
answers their partner chose.
b Students work with their partner and check their
guesses, as shown in the speech bubbles. Students
are not allowed to look at each other’s answers. Ask
students if anyone guessed all seven of their partner’s
answers correctly.
c Students look at SB p114 to find out if they are
risk-takers or not. Ask students to share their scores
with the class to find out who is the biggest risk-
taker. You may want to answer the questions yourself
before the class as students will probably ask you
what your score was!
 HELP WITH GRAMMAR
Second conditional
5 a–c Focus students on the examples and check they
understand that these sentences are called second
conditionals. Check students understand imaginary.
Students do the exercises on their own or in pairs,
then check in GraMMar 12.2 SB p152. Check answers
with the class.
● a We use the second conditional to talk about
imaginary situations.
● The second conditional talks about the present or
the future.
● In the if clause we use the Past Simple.
● In the main clause we use ’d, would or wouldn’t +
infinitive.
● Point out that second conditionals often talk
about the opposite of what is true or real: If I had
enough money, I’d buy that jacket. (I haven’t got
enough money now).
● You can also focus students on the First
conditional or second conditional? section in
GraMMar 12.2 SB p152 to reinforce the difference
in meaning between these two structures.
● Highlight that we make second conditional
sentences with If + subject + Past Simple + … ,
subject + ’d, would or wouldn’t + infinitive + … .
● Point out that the if clause can be first or second
in the sentence. We only use a comma when the if
clause is first: If I had enough time, I’d help you.
I’d help you if I had enough time.
● Point out that we don’t use would in the if …
clause: If I won the lottery, I’d leave my job. not If
I would win the lottery, I’d leave my job.
● Also establish that we can say If I/he/she/it was …
or If I/he/she/it were … in the second conditional.
● b 1 What would you do if you won a bungee
jump? 2 If someone asked you to hold a snake,
would you do it?
● Use the first example to highlight that we often
make questions in the second conditional with
What would you do … ?. Point out that this
phrase can come at the beginning or the end of
the question.
● Highlight that we can answer What would you
do … ? questions with I’d (do it). I think I’d (do
it). I don’t think I’d (do it). I wouldn’t (do it). We
don’t usually repeat the if clause in the answer.
● We can also make yes/no questions in the second
conditional: A If someone asked you to hold a
snake, would you do it? B Yes, I would. / No, I
wouldn’t. / I might.
6 CD3 42 pronunciation Play the recording (SB p166).
Students listen and repeat. Check students copy the
stress and contractions correctly.
You can also ask students to turn to Audio Script
CD3 42 on SB p166. They can then follow the stress
as they listen and repeat.
7 Students work in pairs and make five sentences, using
one phrase from each section (A, B and C). Check
answers with the class.
1 If I didn’t have to get up early, I’d go out this
evening, but I start work at 7.30 tomorrow.
2 If he worked a bit harder, he wouldn’t do so badly
at school, but he spends all his time watching TV.
3 If she didn’t take so long to get ready, she wouldn’t
be late for class, but she always spends ages in the
shower.
4 If he didn’t have two jobs, he wouldn’t be so tired,
but he really needs the money.
5 If my parents lived nearer, I’d see them more often,
but they live 300 kilometres away.
extra idea
● Before the class, write out the parts of sentences
in sections A–C onto cards. Give one card to each
student. If you have more than 15 students, make
duplicate cards or put students into pairs to share
a card. Students find their two partners and end up
in sentence groups. Each group says their complete
sentence out loud and the rest of the class decides if it
is correct or not.
8 a Focus students on the example and elicit possible
endings for the sentence.
Students do the rest of the exercise on their own,
fi lling in the gaps in each sentence with the correct
verb form and then completing the sentences for
them. While students are working, monitor and
check their sentences for accuracy.
2 had; ’d like 3 could; ’d be 4 wasn’t/weren’t; ’d be
5 had; ’d buy 6 could; ’d change
b Students compare sentences in pairs, as shown in
the speech bubbles. Ask students to share their most
interesting sentences with the class.
Get ready … Get it right!
9 Put students into pairs, student A and student B.
Student As turn to SB p105 and student Bs turn
to SB p111. Check they are all looking at the
correct exercise.
a Students do the exercise on their own.
While they are working, monitor and check for
accuracy.
Student A: 1 won 2 could 3 was/were
4 could 5 were
Student B: a could b were c could
d knew e needed
127

b Use the speech bubbles to highlight that
students should answer the questions with
(I think) I’d … and not to repeat the if clause.
You can also teach I don’t know/I’m not sure
what I’d do.
Students work with their partners and take
turns to ask and answer their questions. While
they are working, monitor and help with any
problems.
Finally, ask students to tell the class one or two
of their partner’s answers.
extra idea
● Students choose one question from the
questions in a. Instead of working in pairs in
b, students move round the room asking one
another their question.
vocabulary
12C and skills Graffiti
Student’s Book p98–p100
Quick review  This activity reviews the second
conditional. Give students time to read the rubric and think
of answers for themselves. Write the following prompt on
the board: If I was/were a/an … , I’d be (a/an) … . Students
compare their ideas in pairs and find out if any are the
same. Encourage students to give reasons for their choices.
Ask students to share any surprising or funny answers with
the class.
Speaking and Listening
1 Focus students on the lesson title and the photos
on SB p98. Point out that graffiti is an uncountable
noun. We say a piece of graffiti for a single picture.
Students work in groups and discuss the questions.
Ask students to share interesting answers with the
class. Elicit the meaning of bloodshed.
extra idea
● Find out how many students in the class think graffiti is a
good thing and how many don’t. Elicit students’ reasons.
2 Focus students on the list of people, things and places
in the box. Point out that Banksy is the name of the
graffiti artist who created the graffiti in pictures A–D
on SB p99 and ask students if they have heard of him.
128
WRITING
Students write another three or four cards for the Risk-
taker game, using the same format as the existing cards.
If students are having trouble with ideas, brainstorm
some ideas and write them on the board, for example,
hold a tarantula, be in a reality TV programme, dye my
hair green, win a flying lesson, etc. When students have
finished, you could collect the cards in and use them as
an alternative Quick review in the next lesson.
Further practice
Ph Class Activity  12B Would you or wouldn’t you?
Ph
p192 (Instructions p147)
Ph Extra Reading  12 What would you do? p226
Ph
(Instructions p214)
Extra Practice  12B SB p126
Self-study DVD-ROM  Lesson 12B
Workbook  Lesson 12B p61
Vocabulary  connecting words (2);
first, next, then, etc.
Skills  Listening: a radio interview;
Reading: an online fact file
Tell students they are going to hear part of a radio
interview about the history of graffiti.
CD3 43  Play the recording (SB p166). Students
listen and put the items in the list in the order they
hear them. Students check answers in pairs. Check
answers with the class.
Pompeii 2
the messages in graffiti 3
Mao Zedong 4
Banksy 5
3 a Give students time to read the prompts 1–3. Point
out that the three things in each set of prompts are
connected.
CD3 43  Play the recording again. Students listen
and do the exercise on their own.
b Students compare answers with a partner. Check
answers with the class.
Suggested answers:
1 1,600 examples of graffiti were done 2,000 years
ago in Pompeii. 
2 Mao Zedong wrote 4,000 characters complaining
about his teacher and Chinese society. 
3 97% of the people of Bristol who answered a
question about keeping or cleaning off a piece of
Banksy’s work said they wanted to keep it.
 HELP WITH LISTENING Linking: review (2)
This Help with Listening section reviews all the
types of linking that students have met in face2face
Pre-intermediate.
4 a Students look at the example sentence. Elicit the
different types of linking that they can fi nd. Point
out the consonant-vowel links, when one word ends
in a consonant sound and the next begins with
a vowel sound (crime of, etc.). Also highlight the
extra linking sounds /j/, /w/ and /r/ that we use when
one word ends in a vowel sound and the next also
begins with a vowel sound (graffiti/j/on, go/w/in,
more /r/and).
b Students look at Audio Script CD3 43 , SB p166.
Play the recording again. Students read, listen and
notice the linking.
Reading and Speaking
5 a Focus students on pictures A–D and elicit who the
graffiti is by (Banksy).
Students work in pairs and discuss whether they like
Banksy’s work or not. Ask students to give reasons
for their opinions.
b Focus students on the words in the box. Students
work on their own or in pairs and try to match each
thing to pictures A, D, E, F, G. Teach the words/
phrases as necessary when you check answers with
the class.
Note that the aim is to highlight which words you
need to pre-teach to help students understand the
text and exercises that follow. The vocabulary is not
in the Language Summaries in the Student’s Book.
spray paint G; a CCTV
camera D;
a primitive cave painting A;
a penguin E; a stencil F
c Students read the article about Banksy and put his
pictures A–C in the order they appear in the article.
Point out the shopping trolley in the primitive cave
painting so students don’t miss it. Students check
answers in pairs. Check answers with the class.
1B (the Mona Lisa) 2A (the primitive cave
painting) 3C (the Princess Diana £10 note)
d Students read the article again and do the exercise
on their own.
e Students compare answers in pairs. Ask students
to tell the class what they think is the most
interesting thing about Banksy.
Suggested answers: 1 Because they were quicker.
2 London Zoo: We’re bored with fish. Bristol Zoo:
I want out. This place is too cold ... 3 He put it
next to the real Mona Lisa in the Louvre, but it was
quickly removed. 4 Three days. 5 A million pounds’
worth/100,000. 6 £200 each. 7 Because he has
always tried to keep his identity a secret.
HELP WITH VOCABuLARY
Connecting words (2): first, next, then, etc.
6 a–b Check students understand the phrase the
order of events (the order things happen).
Students do the exercise on their own, then check
in Vocabulary 12.3 SB p151. Check answers with
the class.
● a 1 when, while 2 first, next, then, after, after
that, finally
● Point out that we usually use while with
continuous verb forms: While it was hanging on
the wall ... , hundreds of people stopped ... .
● Also highlight that after can be followed by a
noun or ‘subject + verb’: After the Louvre, Banksy
put his primitive cave painting in the British
Museum. He became popular after he started
using stencils.
Contrast after with after that, which is always
●
followed by ‘subject + verb’: After that Banksy’s
graffiti appeared … .
7 Students do the activity on their own or in pairs.
Check answers with the class.
1 First 2 Then
3 after that 4 Next
5 Then 6 When
7 First 8 then
9 After that 10 while
11 When 12 Finally
8 Students work in groups and discuss the questions.
Ask students to share interesting answers with the
class.
Finally, fi nd out if students’ attitudes to graffiti have
changed in the course of the lesson and if so, why.
extra idea
● Students work in pairs. Give students paper and
ask them to draw or write some graffiti. Make sure
students don’t write anything too politically or socially
sensitive. Students then work in groups and show other
students their graffiti. Tell them to explain why they
drew or wrote it. When they have finished, collect in
their work and put it on the wall. Ask students to tell
the class which piece they liked the most and why.
Further practice
Extra Practice 12C SB p126
Self-study DVD-ROM Lesson 12C
Workbook Lesson 12C p63
Workbook Reading and Writing Portfolio 12 p86
Progress Test 12 p253
129
 HELP WITH PRONuNCIATION
Word stress (2)
1 a Focus students on the example words. Highlight
that they are all three-syllable words and point out
the stress patterns. If necessary, say each example
word to help students hear the three different stress
patterns.
Students work in pairs and match the words in the
box to stress patterns 1–3. Encourage students to say
the words out loud to help them decide which is the
correct stress pattern.
b CD3 44 Play the recording. Students listen and
check their answers. Check answers with the class.
Play the recording again. Students listen and repeat
the words. Check that students stress the correct
syllable in each word.
You may want to point out that the most common
stress pattern for three-syllable words is on the fi rst
syllable, but there are also many three-syllable words
with the stress on the second syllable. Highlight
that three-syllable words with the stress on the last
syllable is the least common stress pattern.
1 organised; teenager;
company; burglary; salary
2 polluted; delicious;
embarrassed; excited;
employment; adventure
3 employee; incorrect;
oversleep; volunteer;
immature; unemployed
2 a Focus students on the example words. Highlight
that they are all four-syllable words and point out
the stress patterns. If necessary, say each example
word to help students hear the two different stress
patterns.
Students work in the same pairs and match the words
in the box to stress patterns A and B. Encourage
students to say the words out loud to help them
decide which is the correct stress pattern.
b CD3 45 Play the recording. Students listen and
check their answers. Check answers with the class.
Play the recording again. Students listen and repeat
the words. Check that students stress the correct
syllable in each word.
A: unfortunate; considerate; incredible;
environment; experience; security
B: invitation; manufacture; documentary;
disappointed; operation; population; unambitious;
unattractive
3 Students work in new pairs and take turns to say the
sentences.
Finally, ask students to say a sentence. Check they
stress the correct syllable in each word and praise
good pronunciation.
continue2learn
Focus students on the continue2learn section on
SB p100.
See p34 for ideas on how to exploit this section.

Extra practice 12
See p35 for ideas on how to exploit this section.
6 2 Would you change your job if you could?
3 What would you do if you won a lot of money?
12A
4 If you could go on holiday now, where would
1 a 1 borrow 2 waste 3 earn 4 lose 5 lend 6 save
7 pay back hidden phrase: owe money
you go? 5 If you found £100 in the street, would
b 2 lend 3 pay 4 owe 5 earn 6 get 7 borrowed you keep it? 6 Would you stop working if you
8 saving
married a millionaire?
2 2 I said (that) I wanted to study English again 12C
next year. 3 He told me (that) his English was 7 2 Next 3 Then 4 While 5 finally
getting much better. 4 He said (that) he’d need
English for his work. 5 They said (that) they
could understand a lot of English songs. 6 She progress portfolio 12
said (that) she was going to see an English film
tonight. 7 I said (that) I wouldn’t go to the ●  See p35 for ideas on how to exploit this section.
doctor. 8 You told me (that) you weren’t going
to work on Monday. 9 They told us (that) they
couldn’t go to the party.
3 2 take 3 get 4 takes; get 5 gets 6 get 7 take
8 gets; takes 9 taking 10 get
12B
4 2 retired 3 was/were 4 spoke 5 had 6 wasn’t/
weren’t 7 did
5 2 ’d buy 3 wouldn’t 4 didn’t 5 had 6 ’d lend
7 could 8 was

130
 End of Course Review
Student’s Book p100–p101

The aim of this activity is to review language that

1 1 Who went to Italy? Where did Tom go?
students have learned throughout the course in a fun,
2 Who wants a new car? What does Anne want?
student-centred way. The activity takes about 30–45
3 1 play cards; go to museums; do judo; go cycling
minutes.
2 go running; go to concerts; do yoga;
Pre-teach a counter, throw a dice, land on a square and play basketball
move forward/back. 4 1 I went to Poland in 2009. 2 That was a very
Give students time to read the rules on SB p100 and exciting film.
answer any questions they may have. 5 1 See Vocabulary 4.1 SB p134.
Check students have understood that when a student 2 See Vocabulary 4.2 SB p134.
lands on a Grammar or Vocabulary square, they only 7 1 go to Rome; go with my boss; go on holiday
need to answer question 1. 2 go on a tour; go for a walk; go to the beach
Ask what happens when a second student lands on the 8 1 I haven’t told him yet. 2 She’s just lost her job.
same square (they answer question 2). 1 She’s not old enough to talk. 2 We’ve got too
10
Also check what happens when a third student lands many chairs.
on the square (they can stay there without answering a 11
1 a piece of chewing gum; a bottle of perfume;
question). a pair of shorts 2 a tube of toothpaste; a packet
Put students into groups of four and give a dice and of tea; a bar of soap
counters to each group (or students can make their own 13
1 He doesn’t have to get up early. 2 I didn’t have
counters). to have a degree.
Ask a student with a watch in each group to be the time- 15
1 See Vocabulary 6.1 SB p138.
2 See Vocabulary 9.2 SB p145.
keeper for the group. He/She should time students when
they land on a Talk about square and have to talk about a 17
1 You lend somebody something. You borrow
topic for 30 seconds. something from somebody. 2 You steal money
and things. You rob people and banks. You burgle
Students take turns to throw the dice and move around
houses and flats.
the board.
20
1 can go; plan to go; prefer going; decide to go
If a student thinks another student’s answer to a question 2 forget to go; enjoy going; start going; will go
on a Grammar or Vocabulary square is wrong, he/she can 21
1 more boring, most boring; richer, richest; better,
check in the Language Summaries in the Student’s Book best; more ambitious, most ambitious 2 more
or ask you to adjudicate. polite, most polite; tidier, tidiest; worse, worst;
While students are working, monitor and help with any more popular, most popular
problems. 23
1 actor (job), actress (job); collection, collector
The first student to get to FINISH is the winner. Students (job); improvement; discussion 2 assistant (job);
can continue playing until three students have finished if decision; cleaner (job); argument
you wish. 1 If I miss the train, I’ll phone you. 2 He’ll do it
25
If one group finishes early, ask them to look at all the when he gets home.
squares they didn’t land on and answer the questions. 27
1 See Vocabulary 7.2 SB p140.
2 See Vocabulary 9.3 SB p145.
29
1 See Vocabulary 4.3 SB p134.
2 See Vocabulary 6.2 SB p138.
31
1 wrote, written; made, made; won, won; saw,
seen 2 bought, bought; found, found; gave, given;
took, taken
33
1 impatient; unselfish; immature; disorganised
2 unhelpful; impolite; dishonest; unreliable
35
1 for an hour; since yesterday; since nine o’clock;
for ages 2 since last Friday; for a long time; for a
week; since 2011
37
1 take exams; get headaches; get stressed;
take notes 2 take risks; get nervous; get lost;
take sugar
1 Hamlet was written by Shakespeare. 2 BMWs
38
are manufactured in Germany.

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