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 GOALS TO BE ACHIEVED
UNIT 1 - LEISURE AND PLEASURE
I can …….

talk about my shopping habits

buy something in a shop

write a personal e-mail about my interests and hobbies

describe a place, and talk about what people can do there

order food and drinks in a cafe

Let's study
together!
MODULE 1 - SHOPPING
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MODULE 2 - SHOPPING FOR A GIFT

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MODULE 3 - KEEPING FIT

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MODULE 4 - EVENINGS & WEEKENDS

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MODULE 5 - FOCUS ON MOUNTAIN

GORILLAS
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2
UNIT
1 LEISURE AND PLEASURE

In this unit you will:

Talk about shopping habits
Complete an online questionnaire
Write an e-mail about your pastimes
Talk about how to keep fit
Describe a city and talk about the things you can
do there
Order food and drinks in a cafe or restaurant

Vocabulary:
Shopping
Keeping Fit
Adjectives describing a city

In this unit you will also learn about:

Mountain Gorillas

QUESTION: What is your favorite

pastime?
How fit are you?

3
 1.1 SHOPPING nationalenglish.net/r2CLAZS

b) Now read the dialog and

answer the questions.

Amy: Hey, Liam! What’re you doing?

1 LET’S BEGIN!
Look at the picture.
1. What’s the boy doing?
2. How does he feel?
3. Do you enjoy shopping, too?
Liam: Hey, Amy! I’m shopping at the
mall at the moment.
Amy: You! Shopping? You can’t be
serious! Guys usually hate
shopping.
Liam: Not me! I love it. So, what are
you doing right now?
Amy: I’m looking for some new
clothes on the internet.
Liam: So, you’re shopping, too. You
should come and join me at the
mall. We can do some real
shopping together.
Amy: Maybe another time, but I
usually shop for all my clothes
online because it’s cheaper.
Liam: Yes, but it’s boring. What are
you looking for?
Amy: A new dress for the party on
Saturday.
Liam: What party ?
Amy: LIAM! It’s my birthday on
Saturday. Don’t you remember?
I’m having a party!

2 LET’S
LISTEN & READ
nationalenglish.net/r1DCKB
a) First listen to Amy and Liam
talking on the phone, then
write the correct name under
the two pictures below.
Liam: Oh, yes! Sorry, Amy. Of course
I remember.
1. Liam is shopping at the mall. Why is
Amy surprised?
Because she thinks boys usually
hate shopping.
2. What is Amy shopping for?
She is shopping for a new dress.

3. Do you think Amy prefers shopping

online, or at the mall?
She prefers shopping online.

1. Amy

2. Liam

4

UNIT 1 MODULE 1 SHOPPING
Function
• Talk about shopping and shopping habits
Language Focus
• Present simple vs. Present continuous
• Time expressions
Vocabulary
• The things we shop for
1. LET’S BEGIN
Aim: To introduce the topic of the lesson and to
engage Ss’ interest
Before looking at the first module, draw your Ss’
attention to the unit content page. Check your Ss
know the meaning of “leisure” and “pleasure.”
Get your Ss to read the contents of the unit, then
ask the two introductory questions for this unit.
• Get your Ss to turn to module 1 and focus
their attention on the title of the module and the
picture. Ask the 3 introductory questions.
• Tell your Ss that they have to guess the last
thing that you bought from some clues that you
will give them. Give the following clues one at a
time until someone guesses correctly.
Clues
1. I bought it this morning. (at lunchtime/
yesterday) / 2. It is small. / 3. You can buy it
at grocery stores and supermarkets. / 4.It is
usually brown, but sometimes it is white. / 5.
It comes in a wrapper. 6. It is very nice and I
think you all like it. / 7. It is sweet. / 8. It often
contains milk.
(Answer: a chocolate bar)
• Game: Divide your Ss into teams, and each
team into pairs. Tell your Ss that in pairs they
have to think of something they have bought
recently. In pairs they must write clues to what
they bought, starting with less obvious clues.
Give Ss enough time to prepare their clues, then
each pair takes turns to read their clues to the
opposite team. Points are given according to how
quickly the clue is guessed. (Guessed after 1st
clue earns 10 points; guessed after 2nd clue earns
9 points etc.)
2. LET’S LISTEN & READ
Aim: To present vocabulary, grammar and
functions in the context of a dialog
To give Ss practise in reading for gist and for
specific details
Unit 1.1 SHOPPING
• Draw your Ss’ attention to the pictures and ask
them what they can see, then tell your Ss that they
will listen to a conversation between two friends
talking on the phone about shopping. Tell them
they must listen and decide which of the pictures
represents Amy and which represents Liam. Play
the recording, then check answers.
• Now get the Ss to look at the dialog in written
form in section B. First get some Ss to read aloud
the questions, then give time for SS to read and
answer the questions.
• Check answers.
• Ask a few follow up questions.
Examples:
1. Have you ever forgotten a friend’s birthday?
What happened?
2. Do you agree that guys usually hate
shopping?
3. Have you bought anything nice this week /
month?
Transcript:
Amy: Hey, Liam. What’re you doing?
Liam: Hey, Amy. I’m shopping at the mall at
the moment.
Amy: You! Shopping! You can’t be serious!
Guys usually hate shopping.
Liam: Not me. I love it. So, what are you
doing right now?
Amy: I’m looking for some new clothes on
the internet.
Liam: So, you’re shopping, too. You should
come and join me at the mall. We can do some
real shopping together.
Amy: Maybe another time. I usually shop for
all my clothes online because it’s cheaper.
Liam: Yes, but it’s boring. What are you
looking for?
Amy: A new dress for the party on Saturday.
Liam: What party?
Amy: LIAM! It’s my birthday on Saturday.
Don’t you remember? I’m having a party!
Liam: Ohh, yes. Sorry, Amy. Of course I
remember.
FOCUS ON GRAMMAR 1
• Get your Ss to look at the dialog again on
the screen, and ask which two tenses are used.
(Answer: present simple and present continuous)
Tell your Ss to underline the tenses in different
colors in their books, then check together.
• Show the Focus On box on the screen and read
aloud the two example sentences, then ask your
Ss to write the names of the tenses in the gaps in
their books. Check answers then look at the extra
grammar material.
5
 SHOPPING Unit 1.1
• Grammar Material: Click on the icon (G1.)
Ask your Ss the following questions to activate
prior knowledge. Ask your Ss which tenses Amy
uses in the two sentences and the reason why.
Clarify the use of the present continuous for
actions happening at the moment, and the use of
the simple present tense for everyday activities
and routines. Try to elicit other functions of the
tenses by giving examples.
Grammar 1
I’m looking for some new clothes on the
internet. 4. They … are shopping…. in the music store
I usually shop for all my clothes online because
it’s cheaper.
We use the Present Continuous:
- for actions happening now
- to emphasize that something occurs regularly
(expresses annoyance)
- for scheduled future plans
We use the Present Simple:
- for habits and actions that occur regularly
- a fact, aspect of nature that is always true
- for permanent states
• Ask your Ss what time expressions are often
used with the Present Continuous. Tell your Ss
that we will look at time expressions used with
the Present Simple Tense later in the lesson.
• Grammar Material: Click on the icon (G2) to
show the time expressions.
Grammar 2
Time expressions used with the present
continuous
Now
Right now
At the moment
Presently
Currently
Today
This week / month / year
These days
Nowadays
• Grammar Material: Click on the icon (G3) and
get the Ss to do the exercise in their notebooks.
They should choose between the Present Simple
and the Present Continuous.
Check answers and refer to the Grammar
Reference to show the formation of the tenses.
6
Grammar 3
Exercise 1.
1. I … am waiting …. for you at the mall. Hurry
up! (wait)
2. I …hate……… shopping on the weekend
because it’s so crowded. (hate)
3. He ….doesn’t buy… anything online. (not
/ buy)
at the moment. (shop)
5. We sometimes ………get …… a burger at
the mall on Saturdays. (get)
6. She always ………..spends……. a lot of
money in the clothes stores. (spend)
• Game (Tense Tennis): Divide the class into
two teams. Give each team 20 points to begin,
and deduct one point for each wrong answer.
Explain the a S on one team says a sentence using
either the Present Simple or Present Continuous,
then says the name of a S on the opposite team.
That S must respond by changing the sentence
from either the simple to the continuous, or the
continuous to the simple. The responding S then
states another sentence and names a S on the
other team.
3. VOCABULARY
Aim: To present shopping items
• Get your Ss to read aloud the vocabulary
items, correcting pronunciation when necessary.
Then give your Ss time to match the words to
the pictures; encourage them to guess those they
are not sure about. Play the recording so that Ss
can check their answers and listen to the correct
pronunciation, pausing the recording to allow Ss
to repeat the words.
• Model a short dialog with a S using the given
phrases, then get your Ss to do the same in pairs.
GRAMMAR FOCUS 2
• Activate Ss knowledge of adverbs of frequency
by talking about your own shopping habits while
using them.
 Unit 1.1 SHOPPING

3 VOCABULARY FREQUENCY

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Always
Can you match the words to the
pictures, then tell your partner
about where you shop for these Often
items.

I usually shop for ………… online / at Regularly

………… What about you?
Sometimes
phones & computers / books & movies
/ accessories / cosmetics & beauty
products / footwear / clothes / games & Occasionally
apps / jewelry / music
Rarely

Never

Once a day / week / month / year

1. accessories 2. music 3. footwear
Twice a day / week / month / year
Three times a day / week / month / year

4. games & apps 5.phones & computers 6. jewelry 5 LET’S WRITE

Complete the online questionnaire
about your shopping habits.

7. books & movies 8.cosmetics & beauty 9. clothes

products
Julia Morton
PRESENT SIMPLE vs.
Female
PRESENT CONTINUOUS
I rarely shop for
Write the name of the correct tense in the gaps. clothes. My mother
I shop for all my clothes online buys them for me.
We use this tense to talk about regular habits I usually shop for
Present simple tense
and actions ……………………………… clothes online three
I’m shopping at the mall times a week.
We use this tense to talk about things
Present continuous tense
happening now ……………………………… Yes, I do. I love
shopping online.

4 LET’S TALK I shop for books, DVDs

and electronic items.
Interview your classmate about
his / her shopping habits. I usually spend 100
dollars on clothes
1. Do you prefer shopping online, or every month.
shopping at real stores? Why?
2. Where do you usually go shopping?
3. Who do you like to go shopping I want to see second-
with? hand items, books,
4. Which is your favorite store or mall? magazines, posters
Why? and CDs.
5. How often do you go shopping?
7
 SHOPPING Unit 1.1

Example: 4. LET’S TALK

I love shopping, but I never shop online. I
like shopping in malls and I usually shop at
the Grand Mall. I often shop for accessories
and clothes there. I rarely shop cosmetics or
beauty products.
• Then ask your Ss if they know that type of
words never, usually, often and rarely are. Ask
if they can remember any more adverbs of
frequency.
• Show the Focus On (frequency) box on the
screen and check understanding. Clarify that we
use the adverbs before the verb, but after the verb
“be” and give examples. Elicit / present other
time expressions used with the present simple
tense (now and then; every day / week / month
/ year; in the morning(s)/ in the afternoon(s); on
Monday(s) etc.)
• Game: Divide the class into small teams.
Explain that the teams will write as many
sentences using the present simple tense and time
expressions as they can think of in one minute.
Afterwards, get the Ss to write their sentences on
the board. Feedback and award points for correct
sentences.
• Grammar Material: Click on the icon (G4)
for a sentence formation exercise using time
expressions.
Grammar 4
Exercise 1
1. always / on / go / I / shopping / Fridays
I always go shopping on Fridays.
Aim: To give Ss practise in talking about
shopping habits
• Get your Ss to read the questions and check
that everyone understands, then give Ss time to
interview each other in pairs.
• Get feedback from Ss about their partners’
shopping habits.
5. LET’S WRITE
Aim: To give practise in completing an online
questionnaire
• Ask your Ss if they ever fill in questionnaires
/ surveys online or in magazines. Draw their
attention to the one in their books. Give the Ss a
few minutes to complete the questionnaire. You
may wish the Ss to complete the questionnaire in
their notebooks to allow space for longer answers.
OPTIONAL extension
Video (QR: r4SMNQ) (Song, “Lemon Tree
Song”; 3.07 minutes) You may wish to end the
lesson on a positive note by showing this video. Ss
can sing along to the lyrics written on the screen.
The song includes lots of examples of the present
continuous and present simple tenses.
N.B. If possible, bring in a couple of hats as props
for a shopping dialog in the next lesson.

2. goes / my mom / three / a / week/ times /

shopping
My mom goes shopping three times a week.

3. Jodie / day / buys / candy / every

Jodie buys candy every day.

4. looking / Harry / now / right / is / at / some

books
Harry is looking at some books right now.

5. this / week / shopping / not / He’s / going

He’s not going shopping this week.

6. buying / now / she / the / blouse / is /

She is buying the blouse now.

8
1.2 SHOPPING FOR A GIFT
1 LET’S BEGIN!
Look at the picture.
1. What kind of gifts do you usually Circle the correct words.
give to your friends, or family?
2. When do you give people gifts?
3. Do you ever give people gift
cards? Are they a good idea?
2 LET’S LISTEN
nationalenglish.net/r1F2115
Lauren and Alex are talking about
buying a Mother’s Day gift. Listen
and answer the questions.
nationalenglish.net/
r2EGCW
1. What is Lauren looking for?
She is looking for a gift for Mother’s Day.
2. Why is she calling Alex?
She wants to learn the name of a book by
Maeve Binchy.
3. What kind of books does their mom like?
She likes romantic novels and biographies.
4. Why doesn’t Alex like the idea of buying a
teapot?
He thinks it is boring.
5. How does Alex see the gift that Lauren is
buying?
Lauren sends its picture via What’s App.
6. What does Alex want from Lauren?
Alex wants to borrow some money.
3 VOCABULARY
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1. This is a very good price. It’s a sale
/ bargain.
This is a very good price. It’s a bargain
2. I don’t have enough money to buy
this. I can’t afford / spend it.
I don’t have enough money to buy this. I can’t
afford it.
3. You don’t have enough money. I will
borrow / lend you $20.
You don’t have enough money. I will lend you
$20.
4. Here is your change, and here is the
bill / receipt.
Here is your change, and here is the receipt.
5. What is the amount / price of that
vase?
What is the price of that vase?
6. I want to buy a computer, so I am
saving / spending $10 a week.
I want to buy a computer, so I am saving $10
a week.
9
 SHOPPING FOR A GIFT Unit 1.2
UNIT 1 MODULE 2 SHOPPING FOR
A GIFT
Function
• Shop for a gift
Language Focus
• Demonstratives
• Stative Verbs
Vocabulary
• Shopping
1. LET’S BEGIN
Aim: To introduce the topic of the lesson and to
engage Ss’ interest
• Video: (QR: r4V4RTN) (3.45 minutes) Tell
your Ss that they are going to watch a short video
about shopping for a gift. Tell them not to worry
about understanding every detail, but to find the
answers to the following questions:
1. What things does Ali ask about in the shop?
(Answer: T-shirt; mugs; birthday cards)
2. Which gift does she choose? (Answer: A big
mug)
3. How much does she spend? (Answer: £10.25)
4. What happens to the gift? (Answer: Ali drops
and breaks it by accident)
The first part of the video ends at 57 seconds. It is
then repeated with the chance for Ss to repeat the
shopping phrases (good pronunciation practice.)
The second part of the video show what happens
to the gift.
• Draw the Ss’ attention to the picture and check
whether your Ss know what a gift card is and
whether they have ever received one. You could
also ask if they prefer to receive gifts or gift cards.
(A gift card, also known as a gift certificate or gift
token is a pre-paid card. You can buy cards for
different values of money, e.g. $10, $20, $25 etc.
The person receiving the card then uses the card
to pay for an item instead of giving the actual
money.)
• Ask the 3 introductory questions.
2. LET’S LISTEN
• Aim: To give Ss practise in listening for specific
information
• Ask your Ss if they know when Mother’s Day
is (the second Sunday in May), whether they
always buy their moms gifts, and whether they
have ever forgotten Mother’s Day. Also ask what
gifts make good Mother’s Day gifts.
• Get some of your Ss to read aloud the six
10
questions to prepare them for the listening
activity. Reassure Ss that they will be able to
listen more than once. Play the recording, check
how many answers Ss were able to find. Play the
recording again, pausing it if necessary.
• Check answers as a group, then show the
transcript on the screen. Ask the Ss what they
think the relationship is between Lauren and
Alex. (Answer: Most probably they are siblings)
Ask for volunteers to read aloud the dialog.
Transcript:
Lauren: Hi, Alex. It’s me. I’m looking at gifts
for Mother’s Day, but I need your help.
Alex: Sure, Lauren. What can I do?
Lauren: Well, I’m looking in the book store
at the moment, but I don’t know which books
to look at.
Alex: Mom loves romantic novels, and
biographies.
Lauren: Yes, I remember. She‘s reading a
Maeve Binchy novel at the moment.
Can you remember the name of it, Alex?
Alex: Sorry, no. I can’t remember. Do you
want me to go and look?
Lauren: No, it doesn’t matter. These books
are too expensive. I can’t afford them.
A little while later ………………..
Lauren: Hi, Alex. It’s me again. I’m still
looking for a mother’s day gift.
Alex: So, what do you want now?
Lauren: Mom needs a new teapot, and there
are some very pretty ones in this shop.
Do you think I should buy one?
Alex: A teapot! You must be joking. That’s
SOO boring!
Lauren: But it’s pretty.
Alex: No way, Lauren. Don’t buy it.
Lauren: Oh, ok then.
Later still ……………
Lauren: Alex. I have the perfect gift for mom.
Look, I’m sending you a picture on What’s
App. What do you think?
Alex: Just a minute……….. Hey, it looks
great, Lauren. How much is it?
Lauren: It’s only $20, so it’s a bargain!
Alex: That’s a good price. I love it. Buy it, and
come home, Lauren.
Lauren: Ok, I’m getting my money out of my
purse right now. See you later.
Alex: See you, Lauren. By the way, can you
lend me $20?
Lauren: What’s it for?
Alex: I need to buy a gift for mom, too.
Lauren: You should save your money. You
always want to borrow from me.
Alex: I know. I’m sorry.

GRAMMAR FOCUS
• Grammar Material: Click on the icon (G1)
to introduce stative verbs. Get your Ss to look
at the four sentences. Elicit the tenses used in
each sentence, then ask Ss if all the sentences are
correct. (Answer: No. The two verbs are stative
verbs. Stative verbs are not usually used in the
continuous form.) Ask your Ss if they can see any
other stative verbs in the dialog, (Answer: afford)
and if they know any other stative verbs.
Grammar 1
1.
I need your help.
I am needing your help.
2.
You always want to borrow money from me.
You are always wanting to borrow money from
me.
• Grammar Material: Click on the icon (G2).
Get your Ss to read the sentences in the continuous
form and to decide whether they are correct or
not. They should write T for true or F for false.
Grammar 2
Exercise 1
1. She is looking at some jeans. T
2. I feel happy, because I found some great new
jeans. T
3. The kids are eating chocolate every day. F
4. I like this coat. It is feeling very soft. F
5. It is costing too much. F
6. The city has lots of malls. T
7. I am at the mall now. I am seeing you in front
of the store. F
8. She is having too many bags. F
9. John is knowing Sheila very well. F
• Ask Ss to look at the Focus On box in their
books and to circle or underline those that are
stative verbs.
• Show the Focus On box on the screen and
check answers together.
Extra Material: Click on the icon to show Extra
Material 1 to provide further discussion questions.
Unit 1.2 SHOPPING FOR A GIFT
Extra Material 1
Mother’s Day & Father’s Day
1. What do you think of Lauren’s ideas on gifts
for Mother’s day?
2. What do you think are the best gifts to buy
on Mother’s day?
3. Do you also buy gifts for your dad on
Father’s day?
4. What do you usually buy for your dad?
5. Do you think it is easier to buy gifts for
moms or for dads?
6. What’s the best gift you ever bought for your
mom or your dad?
3. VOCABULARY
Aim: To present easily confused vocabulary
related to shopping
• In pairs, give your Ss time to read each of the
sentences and to decide which verb is correct:
Ask your Ss to circle the correct words.
• Elicit answers. Correct and clarify the meaning
of the verbs when necessary.
• Game: Write the vocabulary items separately
on different pieces of card, and spread them them
face down on the desk. Divide the class into two
teams. Ask one representative from each team
to come to the desk. Each S chooses a card and
returns to his / her teammates. Set a time limit
and get each team to create a sentence using the
word they have chosen. At the end of the time,
the teams take it in turns to write their sentences
on the board with the target word omitted. The
opposing team tries to guess the word. If they
guess correctly, they earn 1 point. If the sentence
is correct, the writing team earns 2 points.
11
 SHOPPING FOR A GIFT Unit 1.2

4 LET’S TALK 6 LET’S TALK

You and your brother / sister
are looking for a Mother’s Day
gift.
Look at the More Talking
section at the back of the book
for more information.
Student A: Look at page 128.
Student B: Look at page 134.
Student A: You want to buy
a birthday present for your
cousin. Look at the picture
below and have a conversation
similar to the one in exercise 5.
Student B: You are the
shopkeeper.

STATIVE VERBS

Which of these verbs cannot be used in

the continuous form? Circle them.

love / think / buy / work / know / look /

understand / search / forget / cost

5 LET’S READ
Louise is at the Great Mall. She is
shopping for a gift for her friend,
Susie. Which hat does she choose,
and why?

Louise: I like that hat. Can I look

at it, please?
Sales person: Of course. Here you are.
Louise: Thank you. (Tries it on)
What do you think? Does
it suit me? Student B: You want to buy
Sales Person: Yes, it looks very nice. a birthday present for your
Louise: Mmm... Can I try that one foreign friend. Look at the
on ,too? picture below and have a
Sales Person: Certainly! You can look in conversation similar to the one
the mirror. It’s over there. in exercise 5.
Louise: Thank you. Oh, this one is
great. How much is it? Student A: You are the
Sales Person: It’s 18 dollars fifty. shopkeeper.
Louise: That’s expensive. How
much is the other one?
Sales Person: Let me see. That’s
fourteen dollars.
Louise: OK, I think I’ll take it. It’s
a birthday gift for my best
friend.
Sales Person: I’m sure she will love it.

12
 Unit 1.2 SHOPPING FOR A GIFT

4. LET’S TALK b) Now your sibling is shopping for a

Father’s Day gift. He / she wants some
Aim: To give Ss practise in discussing the choice help, so he / she calls you. Answer his /
of a gift her questions.
• Tell Ss that they are going to carry out a role You must be joking!
play discussing and deciding what gift to buy He doesn’t like ……….
for Mother’s Day. Divide the class into A and B You can’t be serious!
students. The A students should look at page 128, You could buy ……….
Don’t buy that ……….
and the B students should look at page 134. That’s perfect. Buy it!
• Drill the given phrases with your Ss to focus
on stress and pronunciation. 1.2 - SHOPPING FOR A GIFT
• Give the Ss a few minutes to read the scenarios
and to study the useful phrases. Explain that for the STUDENT B:
first role play student A is at the mall calling his / 4. LET’S TALK
her sibling for help. Student A should suggest the a) Your sibling is shopping for a Mother’s
gifts show in the pictures, and student B should Day gift. He / she wants some help,
respond according to his / her own opinions using so he/ she calls you. Answer his / her
the suggested phrases. After giving a few minutes questions.
preparation and thinking time, get the Ss to carry
out their role plays. Give feedback, then get the You must be joking!
She doesn’t like …………
Ss to swap roles. Feedback again. You can’t be serious!
You could buy …………
Don’t buy that
1.2 - SHOPPING FOR A GIFT That’s perfect. Buy it!

STUDENT A: b) You are at the mall shopping for a

Father’s Day gift, but you want help from
4. LET’S TALK
your sibling. Call him /her and discuss
a) You are at the mall shopping for a what to buy. Look at the pictures below
Mother’s Day gift, but you want help for ideas, and answer your partner’s
from your sibling. Call him /her and questions.
discuss what to buy. Look at the pictures
below for ideas, and answer your I need your help.
What do you think about …………?
partner’s questions.
I’m shopping for …………
What kind of ………… does he like?
I need your help.
I’m looking at …………
What do you think about ……….? This is the perfect gift.
I’m shopping for ……….
What kind of ………. does she like?
I’m looking at ……….
This is the perfect gift.

13
 SHOPPING FOR A GIFT Unit 1.2

5. LET’S READ 6. LET’S TALK

Aim: To present vocabulary, grammar and
functions in the context of a dialog
To give Ss practise in reading for gist and for
specific details
• Tell the Ss that they will read a shopping
dialog; Susie is shopping for a gift for a friend.
Ask two Ss to read the dialog aloud to the class,
then ask the Ss which hat Susie chooses, and why.
• Now using hats as props (or miming) ask for a
volunteer to act out the dialog with you.
GRAMMAR FOCUS
• Ask a few questions using demonstratives to
ask about items in the class (like in a shop) and
eliciting answers.
Aim: To give Ss practise in shopping for a gift
• Tell your Ss that they will now carry out a
role play between a customer and a salesperson,
similar to the one in the previous activity. Divide
the class into A and B students and get them
to study the information and pictures for a few
minutes to prepare for their roles. Provide Ss with
unknown vocabulary if necessary, then give the
Ss time to act out the role before swapping roles.
Feedback at the end on any mistakes observed.

Example:
How much is this hat?
Can I look at that hat, please?
How much are these pens?
Can I look at those books, please?
• Ask your Ss to underline “this” and “that” in
the reading dialog. Tell Ss that these words are
called demonstratives and they are used show
which item we are referring to.

• Grammar Material: Click on the icon (G1) to

show details from the Grammar Reference section
on page 142. Explain the use of demonstrative
pronouns and adjectives, and elicit the correct
demonstratives to use for plural and singular
nouns, near and far.

Grammar 1
Demonstratives
We use demonstratives to show which noun we
are referring to.
1.
We use demonstrative pronouns to replace a
noun.
E.g. I like these / Can I see that?
2.
We use demonstrative adjectives before a noun.
E.g. How much are those books? / I like this
sweater.
Near Far
Singular This That
Plural These Those

14
 1.3 KEEPING FIT nationalenglish.net/r3UVH6E

TEEN WORLD
Do you want to know the best ways to keep fit?
Are you confused about all the new health trends and fad diets?
Continue reading this month’s issue to find the answers to your questions.
Top athletes share their advice and tips with us this month.

GET FIT FOR SUMMER

Here are 5 great ways to get ready for summer. These simple steps will help
you to look good and feel great.

1. Try jogging, cycling, rollerblading or

skateboarding. Doing outdoor activities is a great
way to have fun. At the same time, it can help you
to burn calories and keep in shape.

2. Do a few squats each day to

tone your leg muscles, and for an
all-body workout, try swimming
or going to the gym.

3. Giving up is easy. Many people start

enthusiastically , but soon lose interest. So ask a
friend to join you to motivate you to keep exercising.

1 LET’S BEGIN! 4. Don’t forget to always do some warm up exercises first to prepare
your muscles for exercise.
Look at the picture.
5. The best way to get your heart and lungs working is to do sprint and
1. Does she look fit? jog intervals.
2. What do you do to keep fit?
Interval training is a great way to keep in shape. All you need to do is
3. Do you ever go to the gym? jog for 60 seconds, sprint for 30 seconds, then continue for 10 minutes.
It’s the best way to get in shape quickly.

2 LET’S READ
Read the magazine page 3 VOCABULARY
about getting fit for summer,
then answer the questions.
nationalenglish.net/rYLCDHT

1. Why should you do outdoor activities? Circle the correct words.

Because they help you lose weight and keep in
shape while having fun. 1. A lot of people go up / give up too
2. Why should you do squats every day? easily.
In order to tone your leg muscles. ………………………………………………………………
2. We do warm-up / warm–down
3. Sprint and jog intervals are the best way to do after exercise.
what?
To get your heart and lungs working. ………………………………………………………………
3. I am not fit. I want to exercise to
keep fit / get fit.
4. Why should you do warm up exercises before ………………………………………………………………
the main exercise? 4. I exercise regularly to keep fit/ get
To prepare your muscles. fit.

………………………………………………………………
5. Find an exercise body / buddy to
motivate you.

………………………………………………………………
15
 KEEPING FIT Unit 1.3
UNIT 1 MODULE 3 KEEPING FIT
Function
• Discuss how to keep fit
• Write a personal e-mail about hobbies and
interests
Language Focus
• Infinitive of purpose
• Quantifier: a little / little
Vocabulary
• Keeping fit
1. LET’S BEGIN
Aim: To introduce the topic of the lesson and to
engage Ss’ interest
• Video: (QR: rNYUAVV) (A song called “You
are what you eat”; 2.31 minutes) Draw your Ss’
attention to the title of the module and the picture.
Ask what they expect to see in the module. Tell
the Ss that apart from exercise, another essential
to keeping fit is eating a healthy diet. Elicit a few
ideas on what kind of a diet is healthy, then tell
the Ss to watch the video and listen to the song.
Tell them to find out whether any of their ideas
are included here.
• To activate prior knowledge, divide the class
into pairs or small groups and give everyone to
write down as many ways of keeping fit as they
can think of, e.g. going to the gym. Feedback and
see which group identified the most.
• Ask the 3 introductory questions.
Extra Material: Click on the icon to show Extra
Material 1 to introduce some vocabulary about
our bodies. Tell Ss that as they will be learning
and talking about fitness, it will be helpful to
learn some words related to our bodies. Show the
pictures and work through the vocabulary one
by one eliciting known vocabulary from Ss and
presenting unknown words.
Extra Material 1
1. Muscles 5. Arms
2. Heart 6. Back
3. Lungs
7. Shoulders
4. Legs
8. Knees
2. LET’S READ
Aim: To present vocabulary, grammar and
functions in the context of a magazine article
To give Ss practise in scanning for specific details
16
• Tell your Ss that they will read a magazine
article from the magazine “Teen World.”
• Draw their attention to the pictures and the
main heading, “Get fit for summer”, and ask
them why people often want to get for summer.
(Possible answers: because they want to look
good at the beach; because the weather is nice so
we can do outside sports; because we can have
more time / holidays etc.)
• Read the article’s introduction to your Ss. Ask
what the article aims to do. (Answer: To give
advice and tips on keeping fit)
• Read through the 4 questions and elicit ideas
from the Ss.
• Give your Ss some tips on scanning for
information in a text. Ask your ss what the
key words in question 1 are. (Answer: outdoor
activities) Then ask your Ss to run their eyes
down the text to try to find one or both of those
words. When Ss have found the key words, ask
them to read that paragraph and to answer the
question in their books. Check answers. Continue
in the same way with the other questions. Point
out that Ss can see an example of a squat in the
picture on the right of the text.
GRAMMAR FOCUS
• Grammar Material: Click on the icon (G1)
Ask Ss to look at the sentences from the text and
ask the following questions:
1. Why should we do warm up exercises?
(Answer: to prepare our muscles for exercise)
2. Why should we do squats every day? (Answer:
to tone our leg muscles)
Tell your Ss that these sentences show the use of
the infinitive of purpose. The first part of the two
sentences state what we should do followed by
the reason. Ask Ss what form of the verb is used
to express purpose. (Answer: the full infinitive)
Grammar 1
Expressing purpose
Do some warm up exercises to prepare your
muscles for exercise.
Do a few squats every day to tone your leg
muscles.
• Show the Focus On box on the screen for
further clarification.
(I go to the gym twice a week to keep fit / I am
going to shopping to buy an exercise mat.)
 Unit 1.3 KEEPING FIT

EXPRESSING PURPOSE Useful Language Box

Lift weights Do yoga

Go jogging Do Pilates
‘I go to the gym Go running Go to an aerobics
twice a week.’ = I go to the gym twice class
‘Why? ‘ a week to keep fit. Do aerobic exercise Go to a dance class
‘To keep fit’ Do strength training Go to the gym

I do a little exercise, but I should do more.

‘I am going I ………………… to keep fit (to relax / to be
shopping.’ healthy)
= I am going shopping
‘Why?’ I try to exercise, but I have little time to
to buy an exercise mat.
‘To buy an exercise regularly. (not enough!)
exercise mat.’

6 LET’S WRITE
4 LET’S PRACTICE You have a new e-pal. Write and
Complete the sentences below. tell him /her about yourself and
your hobbies.
to strengthen / to make / to
exercise / to get Write about your age and your
interests. Then, tell him /her
about your new exercise program.
You began it a few weeks ago, and
you feel great!

1. I go to the gym ………………………… in

shape.
2. I jog for twenty minutes a day How’s it going? Write and tell me about your
………………………… my heart.
3. I do squats ………………………… my legs.
4. I lift weights ………………………… my
arms and back strong.
5 LET’S TALK
Talk to your partner about
how you keep fit. Use these
questions, and add your own.
Then decide which of you is
healthier.
1. What do you do to keep fit ?
2. What sports / exercise do you do?
3. How often …………………………?
4. What else could you do to get fit?
Hey …………………,
interests. I ……………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
These days, I feel great, because I am keeping fit
with my new exercise program. I ………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
Write soon!
…………………

17
 KEEPING FIT Unit 1.3
3. VOCABULARY
Aim: To give practise in easily confused words
and phrases
• Tell your Ss to read the 5 sentences and choose
the words to complete them correctly.
• Check answers and clarify any misunderstandings.
• Ask your Ss a few questions to elicit the use of
the vocabulary items.
Examples:
Do you always warm up before exercise?
What do you do at the end of exercise?
Do you need to get fit?
Do you have an exercise buddy, or do you
prefer to exercise alone?
4. LET’S PRACTICE
Show the exercise on the screen. The exercise
gives Ss practice in forming the infinitive of
purpose using examples from the reading text.
Give the Ss time to complete the exercise in their
books, then check answers together.
Extra Material: Click on Extra Material 2 for
further practice. Either do the exercise as a class,
or get the Ss to do it in their notebooks. Encourage
your Ss to use their own ideas to answers the
questions; there are no set answers.
Extra Material 2
1. Why is Samantha going to the supermarket?
She is going to
………………………………………………
2. Why do you youngsters go to school?
We go to school to ………………………...
3. Why does your mom go jogging every
morning?
She goes jogging every morning ……… write next. (E.g. I go to ……. three times a week /
…………………………………
4. Why are you saving your pocket money?
I am saving my pocket money ………… them to compete it as homework. You may want
…………………………………….
5. Why are you going to the kitchen?
I’m going to the kitchen…………………
6. Why do people go to the gym?
………………………………
18
5. LET’S TALK
Aim: To give Ss practise in talking about how
they keep fit
• Tell your Ss that they are going to talk in
pairs about how they keep fit. Show the Useful
Language Box on the screen and go through it
together. Elicit further ideas on how to keep fit.
• Get your Ss to read through the questions and
give everyone some thinking time, then get the Ss
to share their ideas in pairs. (Listen and feedback
corrections after the activity.) After the activity,
ask some of your Ss to share what they learned
about their partners.
6. LET’S WRITE
Aim: To give practise in writing an informal
e-mail about interests and hobbies
• Tell your Ss that they will write an e-mail to a
new e-pal. Ask your Ss if they have any e-pals or
if they have heard of pen friends or e-pals before.
• Draw your Ss’ attention to the greeting
(Hey……….,) and elicit other terms of greeting
that they could use in an informal e-mail. (E.g.
Dear…., Hi ……, Hello….) The get the Ss to
focus on the ending (Write soon), and ask your
Ss for ideas on other ways of ending an e-mail or
letter. (E.g. Bye for now; Take care; Hope to hear
from you soon; Love)
• Ask your Ss what personal information we can
include to introduce ourselves to a new friend,
e.g. age, where you live, family and interests.
• Ask one of your Ss’ to read the first part of
the e-mail aloud to the class, then ask your Ss
for ideas on how to continue the mail. (E.g. I am
interested in… / I like ….. / I …. In my free time /
I love …… / I usually ……… on………….. etc.)
• Ask another S to read the next part of the
e-mail. Ask the Ss for ideas on what they will
I do …………… with my friend to ……….. etc.)
Encourage your Ss to be creative here.
• Give your Ss time to write their e-mail, or ask
to ask the Ss to write the e-mail in their notebooks
to provide more space for writing.
1.4 EVENINGS & WEEKENDS nationalenglish.net/

QUANTIFIERS

A lot of / lots of

Several

Not many

A few

3 LET’S READ
Read the text about Brighton,
then answer the questions.

COLORFUL BRIGHTON
1 LET’S BEGIN! Brighton is a lively, colorful city on the
1. What do you usually do on the south coast of England. It is famous for
weekend? its pier and student life. You can’t get
2. How often do you go out in the bored in Brighton, because there is so
evenings on school days? much to do and see in this cosmopolitan
3. What’s the best place to eat in city.
your town /city?
There are a lot of fabulous restaurants
and trendy cafes to choose from. You can
eat out in style, or eat on a budget. You

2 LET’S TALK can find many different types of authentic

international cuisine.
Before you read about
Brighton, a town in England, There are several well-known curry
guess how many of the houses, including the famous Curry Leaf
following places there are in Cafe on Bow Street. There are even a few
Brighton. vegetarian cafes, so the vegetarians can
relax and eat well.
restaurants
markets Brighton is a shopper’s delight. As well as
the big-name stores in Churchill Square
small independent stores and Brighton Marina, there are a lot of
chic independent stores in The Lanes.
Indian restaurants You can also spend many hours looking
cafes
big-name stores at local crafts in the colorful Brighton
markets.
vegetarian restaurants
Brighton offers something for everyone.
Example: Do you think there are Why don’t you come and see?
many / a lot of ………………?
I think there are ………………
I don’t think there are many 1. Were your predictions correct?
……………… 2. Would you like to visit Brighton?
Why, or why not?

19
 EVENINGS & WEEKENDS Unit 1.4
UNIT 1 MODULE 4 EVENINGS &
WEEKENDS
Function
• Describe places and the things you can do in
those places
Language Focus
• Quantifiers: a few / few / a lot of / lots of /
many / several
Vocabulary
• Adjectives to describe a city
1. LET’S BEGIN
Aim: To introduce the topic of the lesson and to
engage Ss’ interest
• Video: (QR: r4TUY2G) (3.07 minutes) In
order to review and recycle previous language,
show this video reviewing leisure time activities
and adverbs of frequency. The video introduces
vocabulary followed by the adverbs, followed
by some examples of sentences using adverbs
of frequency. The video then asks the Ss some
questions.
• Draw the Ss’ attention to the title of the module,
and ask the three introductory questions. (The Ss
will be able to draw on ideas introduced in the
video.)
• Also draw the Ss’ attention to the picture and
ask if they have ever heard of Brighton, and if
they know where it is. Tell the Ss that they will
find out about this city later in the module.
2. LET’S TALK
Aim: To give Ss practise in describing a town or
a city
To activate prior knowledge of quantifiers in
preparation for the reading activity
• Tell your Ss to look again at the module’s
introductory picture and elicit their ideas on
what type of a place it is. (You may prompt them
with questions, e.g. Is it near the sea? / What are
seaside towns and cities often like? Etc.)
• Tell your Ss that they will try to guess some
things about Brighton in order to prepare them
for the reading. Explain that they will guess how
many of the listed places there are in Brighton.
Ask some Ss to read aloud the places, then draw
their attention to the example phrases and give
some examples using different places.
Examples:
Do you think there are many cinemas in
Brighton?
I think there are a lot of cinemas there.
Do you think there are a lot of malls?
No. I think there are a few malls.
20
• Briefly talk about your town as a model and to
remind Ss of the use of quantifiers. Follow this by
asking a few questions about your town/ city, e.g.
Are there a lot of cafes in our town? How many
hotels are there? Etc.
Example:
We live in a nice town. There are a lot of good
restaurants. I like going to restaurants on the
weekend. There are a few bistros and a few
very expensive restaurants. Ocean View is a
very expensive restaurant.
Our town is a good place to shop. There are a
lot of shopping malls and a few markets, but
there aren’t many small independent stores.
Tell your Ss to refer to the Focus On box for
help in expressing quantities. Give them time to
discuss and make their predictions. Ask them to
write their predictions next to the places listed.
3. LET’S READ
Aim: To present vocabulary, grammar and
functions in the context of a dialog
To give Ss practise in scanning for specific details
• Give the Ss time to scan the text to find out
whether their predictions were correct. Suggest
that they run their eyes down the text to search
for the key words and to underline the place
information.
• Check through the answers with your Ss and
ask if there predictions were correct.
• Direct the Ss attention to read the second
question. Give the Ss time to read the text again
in order to answer this question. (Would they like
to visit Brighton?)
• Check answers, encourage your Ss to explain
their answer. Ask them a few questions as
prompts.
• E.g. Does it sound exciting? / Do you think it’s
a busy place? / Is there a lot to do there? Etc.
GRAMMAR FOCUS
• Draw your Ss’ attention to the Focus On box
to review the quantifiers with the Ss. Remind
Ss of the questions we can ask to enquire about
quantities. (How many ……….. are there? / Are
there many ……………..?)
• Grammar Material: Click on the icon (G1) to
briefly review the use of How much / How many.
Ask some Ss to read the four sentences aloud,
then ask your Ss if they can say when we use
“How much” and when we use “How many.” If
your Ss need some prompting, suggest that they
look at the nouns they refer to. Clarify that we
use “How much” with uncountable nouns, and
 Unit 1.4 EVENINGS & WEEKENDS
“How many” with countable nouns.
• Grammar Material: Click on the icon (G2)
Ask Ss to tell you what happens to the noun when
we ask “How many.” (Answer: we add the plural Grammar 2
“s.”) Uncountable Nouns
Grammar 1 Countable nouns:
How much / How many? - Have a plural form
- Add the plural “s” to the plural form
How many restaurants are there?
How many malls are there? E.g. Hotel(s) Store(s)
Uncountable nouns:
How much traffic is there in the city? - Do not have a plural form
How much information do you have about
E.g. There is a lot of traffic.
Brighton?
(Not: There are a lot of traffics)
We use “How much” to ask about uncountable There is some information about Brighton in
nouns. the newspaper.
We use “How many” to ask about countable
(Not: There are some informations about
nouns.
Brighton in the newspaper.
OPTIONAL extension
• You may wish to briefly review uncountable
nouns here. Start by suggesting that most nouns
we refer to with regards to a city or a town are
countable nouns such as shops and restaurants
and movie theaters and so on. Then challenge
your Ss to brainstorm in small groups as many
uncountable nouns as they can think of. Give Ss
time to do this, then elicit answers.

21
 EVENINGS & WEEKENDS Unit 1.4

4 VOCABULARY 6 LET’S LISTEN

nationalenglish.net/r1FCPQ4 nationalenglish.net/r1JV6A

Choose the correct words, then Listen to Sean and Gemma

listen and check your answers.
cosmopolitan / chic
trendy / in style
authentic / on a budget
ordering a meal at one of the
best restaurants in Brighton.
Record the food and drinks that
they order in the chart below.
Don’t worry about the spelling!

trendy
1. It’s a very …………………… store with Sean Gemma

all the latest fashions. Spaghetti Spaghetti

cosmopolitan place with Main Meal
2. It is a …………………… Bolognese Bolognese
people from all over the world. A large, green A large, green
on a budget Side Dishes salad and salad and
3. You can do everything ……………………,
garlic bread garlic bread
because it’s very cheap.
in style Drinks Coke without Fresh
4. You can relax …………………… at the lemonade
ice
luxury hotels. with ice
5. She is elegant, stylish and
chic
…………………… 7 LET’S TALK
authentic Yves Saint
6. You can buy ……………………
In groups of 3, practice
Laurent bags there, but they are ordering food and drinks at a
very expensive. restaurant. One of you will be
the waiter, and two of you will
be the customers. Use the menu
5 LET’S TALK below.
In pairs, ask each other about
the place you were born, or a
city you like.
EAT & MEET
Where are you from? BISTRO
What is it like?
Sandwiches
Are there any/many ………………….?
Tuna mayonnaise
What can you do there (in the evenings
Cheese salad
/ on the weekend / on a budget)?
Chicken salad
What do you like doing in the evenings?
Warm sausage

Main Meals
Small pizza & chips
Large pizza & chips
Spaghetti Arabiatti
Creamy Mushroom Spaghetti
Homemade burger with salad
Homemade burger with chips

Desserts
Ice cream Sundae
Banana Sundae
Lemon Cheesecake
Strawberry Cheesecake
Carrot Cake

22

4. VOCABULARY
Aim: To present vocabulary related to shopping
• Read the vocabulary items aloud to your Ss,
then give your Ss a few minutes to read the
sentences together in pairs and to try to complete
the gaps with the correct words.
• Check answers and give more examples if
necessary.
• Refer your Ss back to the reading text, and ask
them to find and underline the words.
• Game: Get your Ss to study the spelling
of the words for a few minutes. Then in pairs,
one S should close his / her book. The other S
should choose one of the words and ask his / her
partner to spell it. As the S spells the word, the
other S should write the word according to his /
her spelling, then they should check together and
correct it if necessary. The Ss then swap roles and
continue in this way. Students earn one point for
each word that they spell correctly.
5. LET’S TALK
Aim: To give Ss practise in describing towns and
cities
• Video: (QR: 4HIGCC) (4.36) Optional: You may
want to play a section of this video introducing
seaside towns in Britain, then ask your Ss if there
is anywhere similar in their own country. Ask
your Ss what they can do in the evenings and
on the weekend in their town / city. (E.g. go to
the movies; go for a meal; go to the mall; go ice-
skating; go to the theater etc.)
• Now draw your Ss’ attention to the questions
and give them time to discuss the questions in
pairs.
OPTIONAL extension
• Get Ss to prepare a written presentation about
their hometown, or another ciy / town of their
choice. They can do this in class or as homework,
and can prepare a PowerPoint with pictures
to support their presentation. Ss can give their
presentations to the class, then vote on the best
one, or on the best town/ city.
6. LET’S LISTEN
Aim: To give Ss practise in listening for specific
information
• Ask a few questions about eating in restaurants.
(E.g. How often to you go to cafes or restaurants?
/Do you have a favorite restaurant? / Do you
prefer to eat in fast food chains? Why??
• Tell your Ss that Sean and Gemma are ordering
food at one of the best restaurants in Brighton.
• Draw your Ss attention to the chart and check
your Ss know the meaning of “main meal” and
“side dishes.” Tell them that they must record
the food and drinks that Sean and Gemma order.
Reassure them that they will be able to listen
more than once.
• After you have played the recording twice,
Unit 1.4 EVENINGS & WEEKENDS
check answers together, then show the transcript
on the board. Ask for volunteers to read the dialog
aloud to the class.
• Highlight some of the useful phrases in the
text. (Would you like..? / Can we have…? / Are
you ready to order? Etc.)
Transcript:
Waitress: Welcome to Benjamin’s Bistro.
Would you like a table for two?
Sean: Yes, please.
Waitress: Follow me then, please.
Gemma: Thank you. Can we have a table
next to the window?
Waitress: Of course. Here you are, and here
are your menus. I will leave you to
look at them, and I will come back in a minute
to take your orders.
Sean: Thank you.
A few minutes later ………
Waitress: Are you ready to order?
Sean: Yes, we are. I’d like spaghetti bolognese,
please.
Gemma: And I’d like the ravioli and chips,
please.
Waitress: I’m sorry, but we are out of ravioli,
ma’am. Perhaps you
would like the canneloni instead?
Gemma: No, thank you. I’ll have the
bolognese instead. I don’t like
canneloni.
Waitress: Of course. Would you like any
starters, or side dishes such as
salads or garlic bread?
Gemma: We’d like a large, green salad and
two orders of garlic bread, please.
Waitress: Would you like to order anything
to drink?
Sean: I’ll have a large coke, please.
Waitress: With ice?
Sean: No, thanks. No ice.
Waitress: And what would you like to drink?
Gemma: I’d like a fresh lemonade with ice,
please.
Waitress: Certainly. I’ll bring your drinks
immediately.
A while later ………….
Waitress: Is everything alright? Did you
enjoy your meals?
Gemma: Yes, thank you. The food was
wonderful. We will definitely come
here again.
Waitress: Thank you. I’m pleased that you
enjoyed it. Would you like to order
desserts, or perhaps coffee to finish off your
meal?
Gemma: No, thank you. We ‘d like the bill,
please.
Waitress: Of course.
23
 EVENINGS & WEEKENDS Unit 1.4

7. LET’S TALK
Extra Material 1
Aim: To practice ordering food and drinks in a
restaurant At the restaurant
• Before class, print out enough menus for the
class. If you wish, discuss and add the prices for Waiter
the items on the menu. Welcome.
• Model a restaurant role play with two of your Would you like a table for three?
Ss with you taking the part of the waiter/ waitress. Follow me.
(If you have brought props to the lesson such Here you are.
as plates and glasses use those to create a good Of course.
atmosphere in the classroom.) Here are your menus.
• Divide the class into groups of three and allocate Are you ready to order?
the roles of waiter/ waitress and customers. What would you like to eat?
I’m sorry, but we are out of …
Extra Material: Click on the icon to show Extra What would you like to drink?
Material 1 on the screen. The Ss can use this as
reference during the role play if required. Customer
• Allow the Ss to swap roles and do the role play I’d like ………..
again, then provide feedback. I’ll have …………
Do you have any ………………?
Could I have some more …………, please?
How much is ………………..?
Could we have the menu, please?

24
 Unit 1.4 EVENINGS & WEEKENDS

Worksheet (Unit 1.4)

MAIN MEALS

DRINKS

SIDE ORDERS

SWEETS

25
 FOCUS ON
1.5 MOUNTAIN GORILLAS
nationalenglish.net/
r7A4Y15

3 VOCABULARY
nationalenglish.net/r1PKHY8

Try to match the words to their

definitions, then listen and
check your answers.

c h

1. omnivore 2. endangered

f g

3. poaching 4. silverback

a b

5. dominant 6. chest

d c

1 FACT FILE
Animal: Mountain Gorilla
Diet: Omnivore 7. beat 8. aggressive
Weight: 135 to 220 kg
a) ruling and controlling
Average Lifespan: 35 years b) the part of the body between the neck
Group name: Troop / Brand and the stomach
Status: Endangered c) an animal that eats both animals and
plant food.
d) to hit with force repeatedly
2 LET’S START e) tending to be angry, or to attack for
1. Do you know where mountain no reason
f) the illegal entering of a place to hunt
gorillas live?
or steal animals without permission
2. How many mountain gorillas do you
g) the large, older leading male gorilla
think there are in the wild? h) there is a threat that this animal may
3. Do you think gorillas are dangerous become extinct
animals?
26

UNIT 1 MODULE 5 FOCUS ON
MOUNTAIN GORILLAS
Function
• Reading and speaking practice
Language Focus
• Consolidation
Vocabulary
• Gorillas
1. FACT FILE
Aim: To provide some basic facts about mountain
gorillas
To engage Ss in the lesson
• Ask your Ss if they know anything about
mountain gorillas, then tell them that they will
watch a short video about them. Tell them to find
out what mountain gorillas eat.
• Video: (QR: rP4TUKQ) (2.22 minutes) Play
the video, then elicit answers to the question.
(Answer: They eat plants and tree bark. They
especially like the roots, stems and leaves of
plants.)
• Ask the Ss to look at the main picture and to
describe the gorilla shown there.
• Draw the Ss’ attention to the Fact File
information. Ask the Ss’ the questions necessary
to elicit the facts presented here.
Example: Are gorillas carnivores? (Answer: No,
they are omnivores.)
Unit 1.5 FOCUS ON
MOUNTAIN GORILLAS
2. LET’S START
Aim: To generate interest in the topic through
questions and prediction
• Ask your Ss the three questions. However,
do not give the answers at this stage. They will
discover the information later in this module.
3. VOCABULARY
Aim: To present vocabulary related to gorillas
• Read the vocabulary items aloud to the Ss,
then ask them to work in pairs to try to match
the definitions (a to h) to the words and pictures.
Encourage the Ss to guess the words they do not
know.
• Play the recording to enable Ss to check
their answers and to listen again to the correct
pronunciation.
• Ask the Ss to look at the vocabulary items for
20 seconds to try to remember them.
Game: Divide the Ss into two teams and get them
to line up facing the board. Give the first two Ss
a rolled up piece of paper. Randomly read aloud
the definitions (or use your own clues) and get
the Ss to touch the correct word with their pieces
of rolled papers. Those two Ss then pass their
rolled up papers to the Ss behind them and move
to the back of the line. Play continues in this way.
Correct wrong answers and keep the game quick
paced.
Get the Ss to do the following exercise as a group
or individually in their notebooks.
27
 FOCUS ON
MOUNTAIN GORILLAS Unit 1.5

4 LET’S READ
Read the text carefully, and try to remember the facts.
Use the vocabulary section to help you.
Now turn to the Focus On Our World section in the appendix. Ask and answer
the questions in pairs.

Student A: Look at page 141.

Student B: Look at page 143.

Marvelous Mountain Gorillas

Mountain gorillas are magnificent animals, but sadly they are on the endangered species list.
Both war and poaching have reduced their numbers, and there are now approximately 700
mountain gorillas still living in the wild.

Nearly half of those gorillas live in the forests of Rwanda, Uganda and the Democratic Republic
of Congo.

Gorillas are sociable creatures, and live in troops of up to 30 gorillas.

Each troop has a dominant male, called the silverback. The silverback
leads the troop of younger males, a few females and their youngs. He
leads and controls all group activities, such as moving from one place
to another, feeding and sleeping.

Gorillas are very powerful animals. The silverback will show off his
strength to the other males in the troop by beating his chest and
roaring loudly. However, gorillas are not usually aggressive and live
peacefully together in their troops.

Gorillas build nests of

leaves for themselves,
like orangutans. Baby
gorillas spend their
days playing, climbing
and swinging in the
trees.

5 LOOK AND SEARCH

Search for more information about mountain gorillas on the internet. Share
the information with your classmates at the next lesson.

For example: What do they eat?

How many kilos of food do they eat every day?

28

4. LET’S READ
Aim: To give practise in reading for specific detail
• Ask the Ss to look at the pictures. Ask what
they can see, and ask if they can make any
predictions about the text.
(Example: Gorillas can climb trees.)
• Before reading clarify the following vocabulary
items from the text:
Magnificent (adj.): very beautiful or very great
in appearance
Endangered species (n.): a group of creatures
which might die out because not many are left in
the wild
Sociable (adj.): Likes to be with others; friendly
Strength (n.): The quality of being strong
Peacefully (adv.): Related to peace. Being done
in a way free from fights, arguments or war
Swing (v.): To move back and forth in the air
• Divide the Ss into A and B students in
preparation for the Focus on Our World Activity
after reading, then give the Ss a few minutes to
read the text slowly and carefully.
• Now ask for volunteers to read the text aloud to
the class. Help with any pronunciation problems
after the reading.
• Now ask the A students to turn to the Focus On
Our World section on page 141, and the B students
to turn to page 143. Explain that they should look
at 1.5 and ask each other the questions about the
text they have just read.
• Check the answers with the class.
Student A
1. What is a group of gorillas called? A troop
or band
2. What is the name of the dominant gorilla?
the silverback
3. How does the silverback show off his
strength? It beats its chest and roars
Try to ask another question about lions.
4……………………………….?
Unit 1.5 FOCUS ON
MOUNTAIN GORILLAS
Student B
1. Where do mountain gorillas live? in forests
2. Approximately how many gorillas live
together in a one group? up to 30
3. How do the young gorillas spend their time?
playing, climbing and swinging in the trees
Try to ask another question about lions.
4……………………………….?
5. LOOK AND SEARCH
Aim: To further consolidate knowledge through
researching for information on the internet
• Explain to Ss that they should research more
about gorillas on the internet and try to find some
new information about these animals to feedback
to the class at the next lesson.
• You may wish to recommend the following
websites:
http://kids.nationalgeographic.com
http://www.sciencekids.co.nz/sciencefacts/
animals.html
3D PICTURES / OPTIONAL extension
1. You could prepare a quiz about the Grand
Canyon to support this 3D picture.
2. Ask what they predict the place to be like
before using the 3D glasses. After viewing the
picture, elicit ideas and descriptions. You could
also show a segment of the video of Sukhothai
Park, Thailand (QR: rPEA77M) to stimulate
interest (but tell your Ss not to worry about
understanding all that is said in the video.)
29
 GOALS TO BE ACHIEVED
UNIT 2 - GROWING UP
I can …….

give advice and make suggestions

compare and contrast myself with others

write an e-mail giving advice to a friend

write a short account of an event using appropriate linking words

apologize to someone

talk about past habits

Let's study
together!
MODULE 1 - SCHOOL FRIENDS
nationalenglish.net/r7AZFMD

MODULE 2 - HOW TO BE A GOOD FRIEND

nationalenglish.net/r7B18F2

MODULE 3 - SAYING YOU’RE SORRY

nationalenglish.net/r7C6ZXW

MODULE 4 - THEN AND NOW

nationalenglish.net/r7W52AK

MODULE 5 - FOCUS ON OCEANS

nationalenglish.net/r7WH6XD

30
UNIT
2 GROWING UP

In this unit you will:

Give advice and make
suggestions to friends
Compare and contrast yourself
to your friends
Apologize to someone
Talk about past and present habits

Vocabulary:
Relationships
Personality
Apologizing
Careers in sport

In this unit you will also learn about:

Ocean pollution

QUESTION: Are your friends usually

similar to you, or different?
Is being a sportsperson a
good career?

31
 2.1 SCHOOL FRIENDS
1 LET’S BEGIN!
Look at the picture.
1. What type of people do you
usually hang out with?
2. Do you think that you are a DIALOG 1
good friend?
3. Do you make new friends easily,
or not?
2 LET’S
LISTEN & READ
nationalenglish.net/r1V4SA5
a) Listen to the first dialog.
Karen is talking to her mom
about someone at school.
1. Who is Karen talking about in the much, and I don’t really talk to
dialog?
Karen is talking about a new girl in her
class.
2. Why do you think Karen doesn’t talk
to her?
(Answers may vary) Because the girl is
very quiet and Karen doesn’t know her.
3. What advice does her mom give her?
Her mom tells Karen to talk to the new
girl and to be nice to her class mates.
4. What do you think Karen should do?
(Answers may vary) Karen should
introduce herself and make friends with
the new girl.
32
nationalenglish.net/r7AZFMD
b) Now listen to dialog 2.
1. What happened?
Karen met the new girl, Susie and they
became friends.
2. What does Karen ask her mom?
Karen asks her mom to invite Susie to
their house.
3. What advice does her mom give to
Karen?
(Answers may vary) Her mother tells
Karen to be patient to know someone
better.
c) Listen to dialog 3.
1. Where does Susie live?
She lives just a couple of blocks from
Karen’s house.
2. What is Karen’s mom’s advice this
time?
Her mom tells Karen to be nice and polite.
3. What other advice could her mom
give Karen?
Her mother wants her to come home early.
d) Now read the dialogs aloud.
Mom: Hey, Karen! How’s everything?
How’s school?
Karen: Everything’s cool. School is
fine, but there’s a new
her.
girl in class and I feel sorry for
Mom: Why? What’s the problem?
Karen: Well, she’s very quiet, and she
doesn’t have any friends. She
just sits on her own all the
time.
Mom: Is she nice?
Karen: I don’t know. She doesn’t say
her.
Mom: Well, maybe you should try
talking to her. Ask her about
her family or something.
Karen: What if I don’t like her?
Mom: You don’t have to be her best
friend, but you have to be
nice to her – she’s in your
class, Karen.
Karen: Yeah! You’re right, mom. As
always!

UNIT 2 MODULE 1 SCHOOL FRIENDS
Function
• Give advice and make suggestions to friends
Language Focus
• Should/ shouldn’t
• Have to / don’t have to
• Must / mustn’t
Vocabulary
• Phrases about relationships
1. LET’S BEGIN
Aim: To introduce the topic of the lesson and to
engage Ss’ interest
• Before looking at the first module, draw your
Ss’ attention to the unit content page. Ask how
old they think the young people in the picture are.
Check your Ss know the meaning of “growing
up.” Get your Ss to read the contents of the unit,
then ask the two introductory questions for this
unit.
• Ask the Ss to close their books. Explain that
the module is called “School Friends.”
• Game: On the board draw the following lines
(_ _ _ _ _ _ _ _ _) and play “Hangman with two
teams. Tell the Ss that you have they have to guess
the word by guessing the individual letters; tell
them that the word describes your best friend. For
each incorrect guess, write the letter on the board
and draw a section of the hangman. (Answer:
talkative)
• Video: (QR: 6N4C2C) (2.40 minutes) Tell
your Ss that they will watch a short video about
making friends and being a good friend. Tell them
not to worry about understanding every word, but
to try to answer the following questions.
1. What tips does the video give about making
new friends? (Answer: be friendly and talk to
others; give help; join clubs at school; ask for
advice)
Check answers. Then ask Ss what was happening
between the three girls in the library. (Answer:
One girl wants to know what the other girl said,
but girl at the desk refuses to gossip.)
• Now ask the three introductory questions.
4. LET’S LISTEN & READ
Aim: To give Ss practise in listening and reading
for specific information
• Tell your Ss that they will listen to three dialogs
and that they will be able to read the dialogs
while listening. Explain that in the first dialog
Karen is talking to her mother about a problem
with someone at school.
• Dialog 1: Get some Ss to read aloud the first
question, then play the recording. Elicit the
answer from the Ss. Now ask some Ss to read
aloud questions 2 and 3 and give Ss time to read
the dialog and answer the questions.
• Feedback, then discuss the fourth question.
• Dialog 2: Get the Ss to read aloud the three
questions. Get the Ss to close their books and
listen to the dialog. Play it more than once if
necessary, then check answers.
• Dialog 3: Get your Ss to read the 4 questions
aloud and to predict the answers. Get Ss to close
Unit 2.1 SCHOOL FRIENDS
their books again and listen to the dialog. Play the
dialog more than once if necessary, and allow Ss
to also read the text if necessary. Check answers.
• Finally, get Ss to read the dialogs aloud.
GRAMMAR FOCUS
• Ask your Ss to look at the three dialogs and
underline all the times that the mom gives advice
to Karen.
• Now ask Ss to tell you how we can give
advice, and write them on the board.
• Grammar Material: Click on the icon (G1) to
focus on the use of modals.
1. Ask your Ss whether the first suggestion is a
strong suggestion, and how they know. (Answer:
It is not strong; the use of “maybe” in this
sentence exemplifies this. Clarify that it expresses
suggestion, rather than obligation.
2. Ask your Ss how the mom gives advice in
the second sentence. (Answer: By using an
imperative)
3. Ask your Ss whether they think “have to” is
a stronger suggestion than “should.” (Answer:
Yes)
4. Elicit from your Ss how we form the negative
of “should” and “have to.” Clarify that “don’t
have to doesn’t express prohibition; it expresses
lack of obligation.
5. Ask your Ss whether “must” expresses a
suggestion or an obligation. (Answer: obligation)
Ask your Ss whether “mustn’t” expresses
prohibition or lack of obligation. (Answer:
prohibition)
6. Finally, ask your Ss what form of the verb is
used to follow must / have to / should. (Answer:
the bare infinitive)
7. Clarify that the modal verbs “should” and
“must” do not change, but that “have to” becomes
“has to” in the third person singular.
Transcript:
DIALOGUE 1
Mom: Hey, Karen! How’s everything?
How’s school?
Karen: Everything’s cool. School is fine,
but there’s a new
girl in class and I feel sorry for her.
Mom: Why? What’s the problem?
Karen: Well, she’s very quiet, and she
doesn’t have any friends. She just sits on her
own all the time.
Mom: Is she nice?
Karen: I don’t know. She doesn’t say
much, and I don’t really talk to her.
Mom: Well, maybe you should try talking to
her. Ask her about her family or something.
Karen: What if I don’t like her?
Mom: You don’t have to be her best friend,
but you have to be nice to her – she’s in your
class, Karen.
Karen: Yeah! You’re right, mom. As always!
DIALOGUE 2
Karen: Mom! Guess what!
Mom: What?
Karen: She’s really nice. You have to meet
her. Can she come over after school one
day?
Mom: Slow down! Who are you talking
33
 SCHOOL FRIENDS Unit 2.1
Transcript:
about?
Karen: You remember! The new girl at
school. Her name’s Susie. We
get along really well.
Mom: Oh, yes! I remember, but maybe you
should get to know her a bit better before
you ask her home, honey.
Karen: She wants to meet you, mom!
Mom: Yes, but you don’t have to bring her
home immediately. You should wait a week
or two, then ask me again.
Karen: OK, then. No problem!
DIALOGUE 3
A few days later ……
Karen: Hey, mom! Susie wants me to go to
her house after school tomorrow. Can I?
Mom: I’m not sure, honey. Where does she
live?
Karen: She lives nearby – just a couple of
blocks from here.
Mom: OK, then. Yes, you can go, but you
must give me her mom’s number, so I can
call her first.
Karen: Here’s the number!
Mom: Oh, thank you. That’s good! And you
must be nice and polite to her mom. And you
mustn’t be late home, or ……….
Karen: OK, mom! Sure! Don’t worry!
Grammar 1
Giving advice
1. Mom: Maybe you should try talking to her.
Ask her about her family or something.
2. Mom: You don’t have to be her best friend,
but you have to be nice to her.
3. Mom: Yes, you can go but you must give
me her mom’s phone number, so I can call her
first.
4. Mom: You mustn’t be late home.
• Show the Focus On box on the screen. Get
some Ss to read aloud the 4 sentences, then ask
them to turn to their books and complete the
activity, i.e. decide the meaning of each.
Feedback answers and deal with any
misunderstandings.
• Grammar Material: Click on the icon (G2)
Do the exercise together or get your Ss to do it
in their notebooks. They should choose the most
appropriate modal to complete each sentence.
Grammar 2
Exercise:
1. You …don’t have to … do the homework
this week. You can hand it in on Monday.
2. You …must… lock the door when you go
out. Don’t forget!
3. You’ve got a headache? You …. should ….
rest and drink some water.
4. We … have to …. wear black or brown
shoes to school.
5. You … mustn’t … talk in the exam.
34
3. VOCABULARY
Aim: To present phrases related to relationships
• Ask some Ss to read aloud the 5 phrases, then
give your Ss time to try to match the phases to
their definitions in pairs.
• Feedback and check answers. Listen to the
recording to model the correct pronunciation,
pausing the recording to allow Ss to repeat the
phrases.
5. LET’S TALK
Aim: To give Ss practise in giving advice
• Tell Ss that they are going to carry out a role
play giving advice to a friend. Divide the class
into A and B students. The A students should look
at page 128, and the B students should look at
page 135.
• Give the Ss a few minutes to read the scenarios
and to study the useful phrases and prompts.
• Give the Ss time to carry out the initial role
play, then swap roles and get the Ss to role play
part B of the activity.
• Feedback.
6. LET’S WRITE
Aim: To give practise in preparing a poster
• Divide the class into small groups or pairs and
give each group a large sheet of paper for their
posters. Provide each group with colored pens.
• Ask your Ss whether they think bullying is a
big problem in schools, and elicit ideas on how it
can be challenged.
• Tell your Ss that your school wants to eliminate
all bullying in school, and that as Ss they are being
asked to prepare posters as part of the campaign.
• Draw their attention to the ideas in the book,
then give enough time for each group to prepare
their posters.
• Ask each group to present their posters and
ideas to the class.
OPTIONAL extension
Video: (QR: 6SV3L7) (1.12 minutes) Tell the
Ss that they will watch a short video about rules
using should and shouldn’t. Tell them to watch
and listen carefully and to try to remember
as many of the rules / pieces of advice as they
can. After watching, elicit as many “should” and
“shouldn’t” examples as they can remember and
write them on the board.
Or try the following video:
Video: (QR: r7HyWT) (5.08) Tell the Ss that
they will watch a video about Ollie trying to
choose what kind of pet to buy. Tell them to
watch carefully and to listen for the following
information:
1. What pets mustn’t Alfie buy? (Answer:
scorpions, spiders or snakes)
2. What do you need for a big dog? (Answer: You
should have a garden; you have to take it for a
walk twice a day, or you must take it for a walk at
least once a day)
3. What mustn’t you forget for a pet turtle?
(Answer: You mustn’t forget to change the water)
 Unit 2.1 SCHOOL FRIENDS

DIALOG 2
MODALS
The next day ……
Karen: Mom! Guess what!
Mom: What? Can you choose the correct meaning of these
Karen: She’s really nice. You have modal verbs? Two of the modals have the
to meet her. Can she come same meaning here.
over after school one day?
Mom: Slow down! Who are you c 1) You should try talking to her. ……
talking about? a 2) You have to meet her. ……
Karen: You remember! The new girl at b 3) You don’t have to be her best friend. ……
school. Her name’s Susie. We a 4) You must give me her mom’s number. ……
get along really well.
Mom: Oh, yes! I remember, but
maybe you should get a) Strong suggestion / obligation
to know her a bit better before b) Lack of obligation / not necessary
you ask her home, honey. c) Advice / suggestion
Karen: She wants to meet you, mom!
Mom: Yes, but you don’t have to


bring her home immediately.
You should wait a week or two,
4 LET’S TALK
then ask me again. You ask a friend for some
Karen: OK, then. No problem! advice about a problem, then
you give a friend some advice,
DIALOG 3 too.

A few days later …… Look at the More Talking

section at the back of the book
Karen: Hey, mom! Susie wants me to for more details.
go to her house after school
tomorrow. Can I?
Mom: I’m not sure, honey. Where
Student A: Look at page 128.
does she live? Student B: Look at page 135.
Karen: She lives nearby – just a
couple of blocks from here.
Mom: OK, then. Yes, you can go, but I am really
you must give me her unhappy. What
mom’s number, so I can call should I do?
her first.
Karen: Here’s the number!
Mom: Oh, thank you. That’s good!
And you must be nice and
polite to her mom. And you
mustn’t be late home, or ……….
Karen: OK, mom! Sure! Don’t worry!

3 VOCABULARY
5 LET’S WRITE
nationalenglish.net/rYM18BG
You are preparing an anti-
bullying poster for school. Work
Can you match the phrases with together in small groups, and
their meanings? prepare your posters. Make
d 1. get along (on) well with someone them look good; think about
a 2. be nice to someone the visuals. Write advice to
e 3. get to know someone students, and warnings to
c 4. fall out with someone bullies on the poster.
b 5. make up with someone
Here are some ideas:
a. to be friendly and kind
- Stand up for yourself
b. to forget problems and become
- Help people
friends again
- Show respect
c. to stop being friends with someone
- Believe in yourself
d. to have a good relationship
- Be kind
e. spend time with a person to learn
- Be helpful
what they are like
35
 2.2 HOW TO BE A GOOD FRIEND nationalenglish.net/
r7B18F2

b) What kind of problems are

Lee, Paxton and Paul having
with their friends?

Lee is having problems with Lisa. She is not

talking to Lee because Lee forgot to call
her.

Paxton is having problems with Simon because

they are doing a Geography project
together but Simon is lazy. He doesn’t
help Paxton.
Paul is having problems with Laura. She
helps him with math but she screams at
Paul when he makes a mistake.

3 VOCABULARY
nationalenglish.net/r2AJ8SE

a) Try to match the adjectives to the

pictures.

1 LET’S BEGIN! confident / witty / moody / serious

/ loyal / honest / bossy / selfish /
Look at the picture. impatient / trustworthy

1. What characteristics should a

good friend have? a. b.
2. What is your best friend like?
3. Can you have more than one
best friend?

2 LET’S LISTEN loyal moody

c. d.
nationalenglish.net/r1Y8Q6

a) Listen to three dialogs about

friendship, then match the
dialogs to the three pictures serious witty
e. f.
below.

impatient honest
g. h.

Dialog 2 Dialog 3

bossy confident
i. j.

Dialog 1
selfish trustworthy
36

UNIT 2 MODULE 2 HOW TO BE A
GOOD FRIEND
Function
• Compare and contrast yourself to your friends
Language Focus
• Need to / needn’t
• Linking words: and, but, so, because
Vocabulary
• Adjectives of personality
1. LET’S BEGIN
Aim: To introduce the topic of the lesson and to
engage Ss’ interest
• Draw the Ss’ attention to the name of the
module write “F R I E N D S H I P” in capitals
across the top of the board. Divide the class
into two teams and set a time limit. Challenge
the groups to try to find an adjective starting
with each letter of the word friendship. The first
group to find all 10 adjectives should stand up. If
neither group can find adjectives for each letter,
the group which has found the most will win.
Possible answers:
F: friendly, funny, famous, fantastic
R: responsible, reliable, reluctant
I: intelligent, independent, imaginative, idiotic
E: easygoing, excited, energetic, eager
N: naughty, nice, neat, natural
D: daring, determined, daredevil, disciplined
S: sensible, sweet, selfish
H: honest, happy, helpful
I: interesting, impatient,
P: pleasant, proud, picky
• Video: (QR: 8LTPY5) (from 4.01 to 5.01) Ask
your Ss if they know anything about star signs
/ astrological signs. Tell them they will see a
short video about star signs. Tell them to watch
carefully, because it is very quick. They should
try to find the name of their personal star sign.
Feedback, then show the signs on the screen
(extra material – see below), and ask if they know
what personality traits are associated with their
own sign.
Extra Material: Click on the icon to show Extra
Material 1 showing the signs of the zodiac.
(The star signs are as follows: Capricorn
(December 21 – January 20), Aquarius (January
21 – February 20), Pisces (February 21 – March
20), Aries (March 21 – April 20), Taurus (April
Unit 2.2 HOW TO BE A GOOD
FRIEND
21 – May 20), Gemini (May 21 – June 20),
Cancer (June 21 – July 20), Leo (July 21 – August
20), Virgo ( August 21 – September 20), Libra
(September 21 – October 20), Scorpio (October
21 – November 20), Sagittarius (November 21 –
December 20)
• Read the 3 introductory questions.
2. LET’S LISTEN
Aim: To give Ss practise in listening for specific
information
• Draw the Ss’ attention to the three pictures and
ask what they can see. Tell your Ss that they will
listen to 3 short dialogs about friendship. Explain
that Lee, Paxton and Paul are all having different
problems with friends. Ask your Ss what kind of
problems they have with their friends, then get
your Ss to guess what the three problems are
using the pictures as clues.
• Tell your Ss to listen carefully and match the
number of the dialogs to the correct pictures.
Pause the recording between each dialog to
enable Ss to think and make their decisions.
• Draw the Ss’ attention to part b), explaining
that they now have to write down each person’s
problem. Play each dialog again, pausing between
dialogs to enable Ss to write their answers.
• Check answers, then show the dialogs on the
board. Ask your Ss to identify the adjectives of
personality in each dialog and check meaning,
encouraging Ss to guess the meaning of those
they don’t know from the context.
Dialog 1: Dialog 2: Dialog 3:
Moody Lazy Happy
Fun Selfish Impatient
Upset
Good
• Ask your Ss if they have ever had similar
problems with “friends.” Ask if they sometimes
fall out with their friends.
Transcript:
Dialog 1:
Fran: Hi, Lee. How’s it going?
Lee: Not so good. I’m fed up with Lisa. She’s
so moody.
Fran: What happened?
Lee: I forgot to ring her last night, so she’s not
talking to me again.
Fran: You’re not friends again? You can’t be
serious.
Lee: You needn’t look at me like that! I know
you don’t like her, but she’s fun to be with.
37
 HOW TO BE A GOOD Unit 2.2
FRIEND
Transcript:
Dialog 2:
James: Hey, Paxton. What’s up? You look fed
up.
Paxton: I am! I’m doing my Geography
project with Simon, but he’s so lazy. I do all
the work, and he never does anything to help.
James: That’s not fair. You need to tell him.
He’s very selfish sometimes. Talk to him, then
see what happens.
Paxton: Yeah, ok. I will.
Dialog 3:
Jenny: You don’t look very happy, Paul.
What’s wrong?
Paul: Laura needs to grow up. She’s helping
me with math, but every time I get a question
wrong, she screams at me. I don’t need her
help!
Jenny: Yes, she is very impatient. But, don’t
be upset. I can help you.
Paul: You needn’t do that, Jenny. I know
you’re very busy these days.
Jenny: I don’t mind. I’d like to help, and I
promise not to shout!
Paul: Great. Thanks, Jenny. You’re a good
friend.
GRAMMAR FOCUS
• Showing the transcripts on the board, ask your
Ss how the people in the dialogs express necessity
and lack of necessity. (Answer: Using need and
needn’t)
• Get your Ss to underline the positive and
negative forms in the dialogs.
• Ask Ss what the tone of “You needn’t look at
me like that” in the first dialog is. (It is a reprimand
here)
• Draw your Ss’ attention to the Focus On
(Need/ needn’t) box. Get your Ss to read aloud
the three example sentences, then circle the
correct meaning.
3. VOCABULARY
Aim: To present adjectives of personality
• A) Get some Ss to read aloud the adjectives,
then ask your Ss to describe what they can see in
the pictures.
• Give Ss time to try to match the adjectives to
the pictures in pairs. Encourage Ss to guess those
they don’t know.
• Elicit a few answers, then play the recording
to let Ss check their answers and to focus on
pronunciation, pausing the recording to allow Ss
to repeat the words.
• Game: Line the Ss up in two lines in front of
38
the screen. Give the two Ss at the front of the
lines a piece of rolled up paper. Call out one of
the adjectives and get the two front Ss to touch
the corresponding picture on the screen. Those
two Ss then pass their papers to the Ss behind
them and go to the back of the lines.
• B) Get your Ss to place the adjectives in the
appropriate column according to whether they are
positive or negative adjectives. Check answers.
Extra Material: Click on the icon to show Extra
Material 1 to check Ss understanding of the
vocabulary. Get the Ss to match the vocabulary
to the adjectives.
Extra Material 1
1. Funny ………witty……………..
2. Always tell the truth … honest……………..
3. Controlling and telling people what to do
……bossy……………
4. Always thinking about yourself and not
about others ………selfish…………….
5. Not doubting yourself; believing in yourself
……confident…………………
6. Reliable; people can trust you …
trustworthy…………………..
7. Showing quickly changing moods ……
moody…………….
8. Faithful; always stands by & supports
friends ……loyal………………
9. Thinking deeply; not tending to smile a lot
……serious………………….
10. Doesn’t cope well with delay or problems
…… impatient …….
4. LET’S TALK
Aim: To give Ss practise in describing personality
Extra Material: Click on Extra Material 1 to
show a number of pictures of different people
on the screen. Ask your Ss to say what type of
personalities those people have. Encourage
the use of the phrases shown on the screen: “I
think he/she is ………..”, and “He /she looks
………………”. Encourage other Ss to agree and
disagree using, “I agree with ….. He /she looks
…….” And “I don’t agree. I think ……………..”
• Get your Ss’ to look at the Focus on (Linking
words) box, and ask some Ss to read aloud the
example sentences. Then ask a few questions to
check Ss understanding of the function of the
linking words.
 Unit 2.2 HOW TO BE A GOOD
FRIEND

5 LET’S READ
b) Place the adjectives in the Read the article from Teen World
correct column below. Can you about how to be a good friend.
think of any other personality Before you read, what do you
adjectives to describe your think is the most important
friends? Add them to the chart. quality of a good friend?

Positive Adjectives Negative Adjectives 1. What do you first need to DO

before you can have good friends?
loyal moody You need to be a good friend.

serious impatient 2. Why don’t you need to show off to

witty friends?
bossy
Because real friends like you as you are.
honest selfish
3. What makes problems worse?
confident
Not talking about problems makes them worse.
trustworthy
4. What must you respect?
You must respect your friend’s beliefs and
attitudes.

4 LET’S TALK
Compare yourself with your
best friend. Tell your partner
about how you are similar, and
how you are different. Tell your
partner the reasons why he/she
is your best friend.
Example: I am really confident, but she
isn’t.
TEEN WORLD
Having good friends in life is really important. Having
good friends makes us happy and content, so we need
to develop good friendships in our lives. However, to
HAVE good friends, you first need to BE a good friend.
HOW TO BE A GOOD FRIEND
So what do you need to do to be a good friend to
someone ? Let’s have a look:
- First, you must be yourself.
Real friends don’t have to show
off or put on an act to be liked.
Real friends like you as you are.

- Second, you need to be a good listener. You

LINKING WORDS
I am happy and friendly.
She is quiet, but I am talkative.
He is confident, so he has a lot of friends.
He is the class president, because everyone
likes him.
needn’t have all the answers to your friends’
problems; just being willing to listen is often
enough. Try to relax and remember that you
don’t have to solve every problem.
- Third, you must be honest! Don’t
hide your feelings – tell your friends
if they upset you. Not talking about
problems makes them worse.

NEED / NEEDN’T - Fourth, you need to take a deep breath

and apologize if you upset your friend.
It’s not easy, but it’s worth it.
You needn’t do that / You don’t need to do that.
Laura needs to grow up!
- Fifth, always show respect to your friends’
Circle the correct meaning. beliefs and attitudes. To be friends, you
Need to expresses necessity / permission / needn’t always agree on everything, but you
ability must respect different beliefs.

39
 HOW TO BE A GOOD Unit 2.2
FRIEND
Examples:
Which of the linking words add information?
(and)
Which of the linking words do we use for giving
different information? (but)
Which of the linking words do we use to the
result of something (so)
Which of the linking words do we use to show
the reason for something happening? (because)
• Grammar Material: Click on the icon (G1),
which focusses on some simple linking words.
Try to elicit the function of the linking words
before showing the answers.
Grammar
Linking Words
We use:
1. “and” to add information
Harry and Susie are my friends.
2. “but” to show contrast
Jenny is kind, but impatient.
3. “so” to show the consequence / result of
something
I like sports, so I play in the school basketball
team.
4. “because” to express reason
She has lots of friends, because she is so
friendly.
• Tell your Ss that they will compare themselves
to their best friends. Model an example first by
comparing yourself to your best friend using the
linking words. Then get the Ss to work in pairs.
• After Ss finish, ask a few Ss to share some of
what they have learned.
OPTIONAL extension
Video: (QR: r8F5IJ) (3.04 minutes) Show this
short video to give Ss useful information about
using the correct punctuation with the coordinating
conjunctions. Let Ss watch it once, then repeat
short sections and check understanding, focusing
on the areas that are relevant to your Ss.
40
5. LET’S READ
Aim: To present vocabulary, grammar and
functions in the context of a dialog
To give Ss practise in reading for gist and for
specific details
• Ask your Ss if they ever read magazines. Ask
which magazines are available in their country
which are aimed at their age group. Ask what
kind of articles they usually include. (E.g. articles
about health, sport, celebrities, pastimes etc.)
• Draw your Ss’ attention to the article and tell
them that it is an article from the magazine “Teen
World.” Read the title of the article “How to be a
good friend” and give your Ss a minute to discuss
ideas in pairs on how we can be good friends to
others. Feedback.
• Ask two Ss to read aloud the first part of
the article (as far as “Let’s have a look.”) Then
divide the class into groups of 5. Allocate the 5
different paragraphs to the Ss.(If it is not possible
to divide the paragraphs in this way, allocate 2
paragraphs to stronger Ss and 1 paragraph each
to the weaker Ss. Give Ss sufficient time to read
their allocated paragraphs, encouraging them to
refer to dictionaries , if necessary.
After all the Ss have finished reading their
paragraphs, get the Ss to tell each other the main
points they have read about. Then in their groups,
each S reads aloud his paragraph(s), then the Ss
answer the questions together.
OPTIONAL extension
Divide the class into two teams. Challenge the
teams to write as many sentences on the board as
they can related to today’s lesson. Tell them that
marks will the awarded for each point, but marks
will also be deducted for grammar or spelling
errors. Set a time limit and give each team a
marker. One S at a time from each team can write
on the board; they must then pass the marker to
someone else to write on the board.
 2.3 SAYING YOU’RE SORRY nationalenglish.net/
r7C6ZXW

Hi Sheldon,
I was late for school again. Can you believe it?
It’s the third time this month, but it wasn’t my fault.
My cat was ill, so I had to take her to the vet with
my mom.
I couldn’t leave her – she looked so sad.
The vet is a long way from our house. We had to go
on the bus, because my dad took the car to work
this morning.
Then we had to wait nearly an hour to see the vet,
because we didn’t have an appointment.
We finally saw the vet, and he gave her an injection.
She didn’t like that, poor thing!
I apologized and explained everything to my teacher,
but I don’t think he believed me. ‘You didn’t have to
go to the vet, Sheldon. Your mom was there,’ he said
angrily.
‘DO NOT BE LATE AGAIN,’ he shouted loudly.
I was upset, because I didn’t want to be late, and it
wasn’t my fault.

1 LET’S BEGIN! Please call me. Let’s talk!

Andy
Look at the picture.

1. Who do you think he is saying

sorry to? 3 VOCABULARY
2. Why do you think he is saying
sorry? nationalenglish.net/rYQEAPX
3. Do you think it is hard to
apologize?
Choose the correct phrases
to complete the sentences.
2 LET’S READ 1. I broke the vase, but mom wasn’t
angry. She forgave / accepted
Read the e-mail below, then me.
answer the questions.
2. I said sorry, and she forgave /
accepted my apology.
1.How is Andy feeling?
Andy is feeling upset. 3. I told her I didn’t like it. I told her
2.What does he want Sheldon to do? the truth / fact.

He wants Sheldon to call him. 4. I promised / suggested to help

3.Why was he so late to school? him clean the garage. We shook
Because he had to take his cat to the vet, but hands.
unfortunately he took the bus because his father took the
car. The vet is a long way from his house and he had to 5. She had a heavy bag, so I
wait for an hour because he didn’t have an appointment. promised / offered to carry it for
4.Did he apologize to anyone? her.
Yes, he did. He apologized to his teacher.
6. I felt guilty / unhappy because I
didn’t wait for her. She always waits
for me.

7. I’m sorry I didn’t go to your party.

Let me explain / suggest. I was
ill!

41
 SAYING YOU’RE Unit 2.3
SORRY
UNIT 2 MODULE 3 SAYING YOU’RE
SORRY
Function
• Apologize to someone
Language Focus
• Had to / didn’t have to
• Past simple
Vocabulary
• Apologizing
1. LET’S BEGIN
Aim: To introduce the topic of the lesson and to
engage Ss’ interest
• Video: (QR: r8MMW6J) (Play Dialog 1, the
pause at 1.24 seconds) Draw your Ss’ attention
to the module title to introduce the topic, then tell
your Ss that they will watch a short video about
saying sorry. Tell your Ss not to worry about
understanding every word, but to listen and take
notes of all the ways that the man says “sorry”,
and the reassurances that the lady gives. After
playing the video, elicit the phrases from your
Ss, then if you wish, continue the video (as far
as 2.17 minutes) to repeat the dialog (This time
it show subtitles and includes pauses.) (Phrases
from the dialog: “I do apologize”; “I really am
sorry”; “Sorry about that”; “Don’t worry about
it”; “Don’t bother yourself about the pen”; “It’s
not a problem”; “Don’t mention it”; )
• Draw your Ss’ attention to the picture and ask
the three introductory questions.
• Ask your Ss if they can remember the last time
they said sorry; get your Ss to tell each other
about it in pairs.
2. LET’S READ
Aim: To give Ss practise in reading for gist and
for specific details
• Tell your Ss that they are going to read an
e-mail from Andy to his friend Sheldon. Get
some Ss to read aloud the questions; ask your
Ss to predict the reason for Andy being late for
school. Ask your Ss if they have ever been late
for school or late for lessons. Also ask how they
apologized in those situations.
• Get some Ss to read the e-mail aloud to the
class, then ask if any of the Ss had correctly
predicted the reason for Andy being late to school.
• Give your Ss time to read the text again silently
and to answer the questions. Tell your Ss not to
worry about understanding every word, but to
focus on finding the answers to the questions.
• Check answers and deal with any
misunderstandings. Ask some follow on
questions.
Examples:
1. Do you think the teacher acted fairly?
2. If you were Andy and your cat or dog was
sick, would you go to the vet’s too?
3. Andy wrote to tell his friend about the
incident, and asked him to call. What do you
usually do when you are upset? Who do you
talk to?
• Ask your Ss to find another word for saying
sorry that is used in the e-mail? (Answer:
apologize) Ask Ss what we should say when we
apologize to someone.
GRAMMAR FOCUS
Aim: To revise the past simple tense
• Ask your Ss which tense is mostly used in the
e-mail. Ask your Ss to look at the Focus On (The
Past Simple) in their books and to complete the
rules to activate and check their prior knowledge
of the formation of the tense. Tell them that they
can refer to the e-mail for help.
• Check the Focus On answers together and ask
your Ss to find examples of each from the text.
• Grammar Material: Click on the icon (G1)
for further practice. Get your Ss to complete the
short dialog using the verbs in brackets, then
check answers together.
Now get your Ss carry out short dialogs in pairs,
following the first dialog as a model, and using
the prompts for dialog 3, 4 and 5. Students should
swap roles after each dialog.
If your Ss find the task too difficult, get them to
write the dialogs first, then to read them aloud in
pairs.

42
 Unit 2.3 SAYING YOU’RE
SORRY
Grammar 1 3. VOCABULARY
Teacher: …Did…. you …do….. your Aim: To present easily confused words related to
apologizing
homework? (do)
Ted: No, I …didn’t..I … forgot… I’m sorry • In pairs, get your Ss how to try to choose the
(forget) correct words, then check answers and clarify the
Teacher: …Did… you ..bring… your essay meaning of the words.
today? (bring) Clarify the following:
Ted: No, I …didn’t bring… it. I’m really
We forgive someone (for something)
sorry. (bring)
2. Mom : Clean bedroom? We accept an apology
Call your grandmother? We tell the truth (about something)
3. Friend: Call Sally about the weekend? We want to know the facts (about something)
Make cake for the party? We promise to do something
4. Sibling: Buy mom’s present?
We offer to do something
Buy her birthday card?
We feel guilty for doing something wrong
• Grammar Material: Click on the icon (G2) to We explain something to someone
show dialogs 2, 3 and 4.
• Game: Divide the Ss into small groups. Give
Grammar 2
the groups a few minutes to write 4 sentences
Two using any of the 7 presented words. Then the
Mom: …Did…. you …clean….. your groups take turns to write their sentences on the
bedroom? board with the target word missing. The opposing
Child: No, I …didn’t..I … forgot… I’m sorry
team then try to guess the word. Allocate 2 points
Mom: …Did… you ..call… your
for grammatically correct sentences, and 1 point
grandmother?
to the opposing team if they correctly guess the
Child: No, I …didn’t call… her. I’m really
sorry. word.

Three
Mom: …Did…. you …call….. Sally about the
weekend?
Child: No, I …didn’t..I … forgot… I’m sorry
Mom: …Did… you ..make… a cake for the
party?
Child: No, I …didn’t call… her. I’m really
sorry.

Four
Mom: …Did…. you …buy….. mom’s
present?
Child: No, I …didn’t..I … forgot… I’m sorry
Mom: …Did… you ..buy… her birthday card?
Child: No, I …didn’t call… her. I’m really
sorry.

43
 SAYING YOU’RE Unit 2.3
SORRY

APOLOGIZING 5 LET’S TALK

You are going to practice
Remember: apologizing with your partner.
We say sorry/apologize for something. Turn to the More Talking section
I am sorry for losing your watch. at the back of the book for more
We say sorry/apologize to someone. details.
I apologized to Ruth.
1. You must say: Student A: Turn to page 129.
‘I’m sorry.’ Student B: Turn to page 135.
or
‘I’m so sorry. I feel terrible’
or
‘I apologize’ 6 LET’S WRITE
2. Give a reason / explanation: You are writing an essay for the
‘I missed the bus.’ Teen World story competition.
‘I completely forgot.’
3. Make a promise or an offer: See the details in the magazine
‘(I promise) I won’t be late again.’ below. You decide to write about
‘I’ll buy you another one.’ a time you were late.
‘I’ll do it this evening.’

TEEN WORLD
THE PAST SIMPLE
THIS MONTH’S COMPETITION
The past simple regular verbs are formed by Win free concert tickets for two people to see your
–ed
adding.................to the verb: favorite singer or group!!
She looked so sad. Yes, Free!!
I apologized and explained everything.
All you have to do is to write a true story about
The past simple of the modal verb “can” “could”
.........: being late and apologizing.
I couldn’t leave her.
Send your entries by e-mail to:
The past simple of the verb “be” is “was/were”
...............: @teenworldcompetition.com
I was late for school again.
Your mom was there.
They were my friends.
had to
The past simple of “have to” is..............:
I had to take her to the vet.
We had to go on the bus.
Questions and negative sentences are formed
did
using the auxiliary verb....................:
We didn’t have an appointment.
I didn’t want to be late.
Did you see the dog?

4 LET’S LISTEN
nationalenglish.net/r2HDNPT
Tips for writing a simple account of
an event:
Listen to three people apologizing,
then complete the details below.
1. Set the scene. State when and where
What Offer / it happened.
happened? Why?
Suggestion 2. Link your ideas with linking words:
and / but / so / because
Dawn She forgot to She was busy. to order flowers 3. Use the past simple tense.
buy a present
for her mother’s 4. Describe your feelings:
birthday I was ……………
He broke the to buy a new I felt so ……………
Daniel
vase. vase 5. Write how the event ended. You can
also write if the other person forgave
Esha He didn’t come He forgot her to offer latte
to Melanie’s birthday. and cake you.
party.
44

4. LET’S LISTEN
Aim: To present vocabulary, grammar and
functions in the context of short dialogs
To give Ss practise in listening for specific
information
• Explain to your Ss that they will listen to 3 short
dialogs about people apologizing. Direct their
attention to the table and clarify the information
that they have to listen for: what happened, why
and the offer / suggestion. Tell your Ss that they
should just listen carefully to all three dialogs
without trying to write the answer during the first
listening. Then tell your Ss to look at the table
again and to complete any details that they can
remember. Then play each recording one or two
times as required, pausing the recording to enable
Ss to finish writing their answers.
Transcript:
Dialog 1:
Dawn: John, please forgive me. I forgot to buy
mom’s birthday present yesterday, because I
was so busy. I completely forgot.
John: How could you forget! It’s her birthday
today. What are we going to do?
Dawn: I don’t know. Maybe we can order her
some flowers.
John: Ok, but hurry up!
Dialog 2:
Daniel: Mom.
Mom: Yes, Daniel. What is it?
Daniel: You know that old vase in the living
room?
Mom: Yes. Why? What happened?
Daniel: I’m sorry, mom. I know you like it,
but it is very old.
Mom: What are you talking about, Daniel?
Daniel: I broke it, mom. I’m really sorry. I’ll
buy you a new one.
Mom: A new one! It was an antique. You can’t
buy a new one.
Dialog 3:
Melanie: Where were you, Joe. You didn’t
come to my party.
Joe: Your party! Oh, no. I completely forgot
about it. When was it?
Melanie: Last night. I can’t believe you forgot
about it.
Joe: I’m so sorry, Mel. Let me take you out
for a latte and cake to say sorry.
Please forgive me!
Melanie: Mmm. Ok, but I want a BIG latte!
Joe: Sure. No problem.
Unit 2.3 SAYING YOU’RE
SORRY
• Check answers, then show the transcripts on
the screen. Ask Ss how the people apologized.
(Answer: Please forgive me. / I’m sorry. / I’m so
sorry)
• Ask for volunteers to read the dialogs aloud
to the class, then ask if the Ss think that John,
Daniel’s mom and Melanie should forgive the
others. Ask your Ss what else the people in the
dialogs say when apologizing. (Answer: They
give reasons/ excuses and make promises / offers)
• Show the Focus On (Apologizing) box on
the screen, and work through it with your Ss.
Then brainstorm ideas on how we respond to an
apology. Write the Ss’ ideas on the board, then
show the extra material.
Extra Material: Click on the icon to show Extra
Material 1.
Extra Material 1
Apologizing
I’m so sorry
for being late.
Accepting an apology
“That’s okay. No problem.”
“Okay, but don’t do it again.”
“Don’t worry about it.”
• Print out the Situation Cards before class, and
place them face down on your desk. Model the
first one, pick up the card and apologize to the
class according to the situation on the card. Then
explain “sincere” (genuine, real), and ask your
Ss to rate you from 1 to 10 on how sincere your
apology was. Continue with Ss choosing cards,
apologizing and being rated on their level of
sincerity. If there are not enough cards, you can
use the situations more than once, or create some
more situations.
Examples:
I forgot to bring your book back. I left it at home.
I am really sorry. I will bring it tomorrow.
45
 SAYING YOU’RE Unit 2.3
SORRY

Worksheet (Unit 2.3)

Situations

1. You forgot your brother or 2. You were late for school this 3. You arrived late for class.
sister’s birthday. morning. 6. You forgot to phone your
friend last night. You said you
would call at 7 p.m.

4. You accidently broke your 5. You lost your friend’s book. 9. You forgot to tell your friend
friend’s pen. He / she lent it to you. about your party.

7. You ran into the teacher in 8. You owe your friend some 12. You got all your answers
the corridor. money, but you forgot to bring wrong in a team game, so your
it to school today. team lost.

10. You dropped your food 11. You knocked water over 15. Your mom asked you to
tray in the school canteen. your friend’s notebook. buy bread from the baker’s
while on your way home from
school. You forgot.

13. You spilled coke all over 14. You promised to give your
your mom’s favorite rug. project to your teacher today,
but you forgot it.

46
 Unit 2.3 SAYING YOU’RE
SORRY
5. LET’S TALK
3.Your friend is 4.You are late for
Aim: To give Ss practise in apologizing and waiting for you at the your exam, because
responding to an apology mall. You are on your your dad’s car broke
way now. You just down on the way to
• Tell Ss that they are going to carry out some remembered. Call school. You arrive at
role plays about apologizing. Divide the class and apologize. school. Explain and
apologize.
into A and B students. The A students should look
at page 129, and the B students should look at
page 135.
• Explain that each S has two situation cards. Ss
will take turns to choose a situation and act out
some short dialogs. Give the Ss a few minutes
to read the scenarios. Remind Ss of the phrases
we can use to respond to an apology, and remind 6. LET’S WRITE
Ss of the three stages of apologizing. (say sorry, Aim: To practice writing a short narrative about
give a reason / explanation; make a promise/ being late
offer) After giving a few minutes preparation and • Draw your Ss’ attention to the poster and
thinking time, get the Ss to carry out their role ask what it is. (Answer: A poster advertising a
plays. Ss should act out all the situations, then competition) Ask your Ss to read the poster and
give feedback on any problems or mistakes you find the answers to two questions:
have observed. 1. What kind of a competition is it advertising?
(Answer: writing)
2.3 - SAYING YOU’RE SORRY 2. What do Ss have to do? (Answer: write a true
STUDENT A: story about being late)
5. LET’S TALK 3. What is the award? (Answer: free concert
a) Your partner has 2 situation cards,
and you also have two situation cards. tickets for two people to see your favorite singer
Take it in turns to choose a situation / group)
and act out short dialogs with your
partner. • Ask your Ss to tell you about any competitions
1. It’s Saturday 2. It’s your friend’s they have won, any prizes they have won etc.)
morning. You are birthday, and you • Draw your Ss’ attention to the Tips for writing
one hour late to are late to his / her
your guitar lesson. party, because you a simple account of an event. As you read each
You didn’t hear your missed the bus. His/ of the 5 points, get your Ss to refer back to the
alarm clock this her party started one
morning. Apologize. hour ago, and he/she account in the e-mail in exercise 2.
is angry. Apologize.
• Give Ss time to think about a time they were
late, or a time when they apologized. Get your
Ss to recount their stories to each other in pairs,
including their feelings before and after the event.
• Now ask Ss to write an outline plan to help
them organize their text.
• Give Ss time to write their accounts or ask
them to complete the activity as homework.
N.B. Bring some photos of yourself as a child
2.3 - SAYING YOU’RE SORRY with childhood friends to the next lesson. Also
STUDENT B: ask your Ss to bring in pictures of themselves
5. LET’S TALK with best friends from the present and the past.
Your partner has 2 situation cards, and
you also have two situation cards.
Take it in turns to choose a situation
and act out short dialogs with your
partner.

47
 2.4 THEN AND NOW nationalenglish.net/r7W52AK

PAST HABITS

I usually play basketball on the weekend.

Present habit
I used to play on the swings, but I don’t play
in the park any more.
Habit in the past – You don’t do it now.

3 VOCABULARY
nationalenglish.net/rYRCQLY

Complete the sentences with

the words below.

professional (adj.) / amateur

(adj.) / retire (v.) / career (n.)
dedicated (adj.) / training (n.)
coach (n.) / successful (adj.)

1. He plays tennis for money. He is a

1 LET’S BEGIN! professional
…………………………… tennis player.
Look at the picture. 2. She swims every day. She is
dedicated
…………………………… to her sport.
1. Do you have the same friends coach
3. The …………………………… helps the
now as 5 years ago?
team to become better players.
2. Do you change friends often, or
stay with the same friends? 4. Jan works as a dentist. She plays
3. What’s good about growing up soccer every weekend. She is an
together? amateur
…………………………… soccer player.
5. Doctors and nurses can have long
2 LET’S TALK careers
……………………………, but soccer
players do not have very long ones.
In pairs, list the things you
successful
6. She was a very ……………………………
used to do with your friends
as young kids, and the player; she won two Olympic gold
things you do together now. medals.
7. He was an athlete. He stopped
Now In the past retired
working and …………………………… last
Watch movies together Play on the swings year, because he was getting older.
Jump rope 8. I go to the gym for
Play hopscotch training
…………………………… on the weekends.
I train for two hours.

48
 Unit 2.4 THEN AND NOW

UNIT 2 MODULE 4 THEN AND NOW Extra Material: Click on the icon to show Extra
Material 2 to show pictures of childhood activities
Function
and games to further expand the Ss’ vocabulary.
• Talk about past and present habits Ss can then be asked to add this vocabulary to the
chart.
Language Focus
Extra Material 2
• “Used to” for past habits vs. Past simple
Children’s pastimes
Vocabulary

• Careers in sports 1. Jump rope

1. LET’S BEGIN
Aim: To introduce the topic of the lesson and
engage Ss’ interest
• Draw your Ss’ attention to the picture and ask
what they can see, then ask the 3 introductory
questions.
• Show some photos of you and your friends –
some of the photos should be current ones, and
some should be from childhood. Tell your Ss a
little about whether or not your friends have
changed over the years. Now ask your Ss to show
their photos and talk about their friends to their
partners.
• Ask a few Ss whether the person they talked to
has got the same friends now as when they were
very young.
2. LET’S TALK
Aim: To activate ideas and memories about
childhood in preparation for a later exercise
Extra Material: Click on the icon to show Extra
Material 1 to revise the vocabulary of pastimes.
Ask Ss what they see before showing the answers.
Extra Material 1
Pastimes
1. do sports
2. go to the movies
3. watch movies at home
4. go shopping
5. play computer games
6.listen to music
7. Read
8. play an instrument
9. chat with friends online
2. Play marbles
3. Play at the playground
(On the swings; on the slide; in the sandpit)
4. Play hopscotch
5. Do jigsaws
6. Play board games
3. VOCABULARY
Aim: To present vocabulary related to
professional sports
• Get some of your Ss to read aloud the
vocabulary, correcting pronunciation when
required. In pairs, get the Ss to complete the
sentences with the words from the box. Reassure
them that they are not expected to know all the
words, but should complete the ones that they
know.
• Play the recording to check answers.
• Ask some questions using the target vocabulary
to further reinforce meanings.
Examples:
I am dedicated to teaching. What are you
dedicated to?
Teaching is a great career. Do you know what
future career you would like to follow?
Is anyone in your family retired?
Which subject are you very successful in at
school?
Do you have a sports coach? Is he /she a good
coach?
Would you like to be a professional sportsperson?

• Then ask your Ss if they do the same things

with their friends as they did when they were at
primary school. Again prompt ideas by talking
about what you did with friends when you were
a young child. After brainstorming ideas and
activating prior knowledge of pastimes, get your
Ss to list the activities in the chart.
49
 THEN AND NOW Unit 2.4

4 LET’S READ
Do you know anything about Mia Hamm? Do you know what nationality she is?
Read the Teen World article about her below, then answer the questions.

Mia Hamm Her mother was a dancer, and encouraged Mia to dance too. Mia
started going to ballet classes at the age of 6.
Earlier this month, Teen World talked to Mia Hamm in Rome. You
may not have heard her name before, because she retired from ‘I used to hate it,’ says Mia. ‘ I wanted to play soccer with my
professional sports more than 10 years ago, but she used to be a brothers.’ She soon refused to continue with ballet classes, and
very successful American women’s soccer star. Read the Teen World devoted herself to soccer.
article about her soccer career, her current life and her family. Then Soccer was always important to her, and she used to spend many
answer the questions. hours playing and practicing during her high-school years.
These days ‘At high school, I had a wonderful soccer coach’, said Mia.’ He used
Forty-two-year-old Mia still enjoys keeping to encourage and push me to play my best.’ My friends played
fit and playing sports, and enjoys encouraging soccer too, but they didn’t use to be dedicated to the sport like
her three children in sports. Mia has twin me. I always used to want to play professionally, and I used to
seven-year-old girls, and a 3-year-old son. take training very seriously. On the weekend, I used to be the first
They all play soccer regularly, but it is not the girl to arrive for practice, and usually the last to leave. My coach
only sport they play. believed in me, and I started to believe in myself.
‘Sport is very important to the girls,’ said
Mia,’ They play basketball, soccer and softball.’
‘I want all my children to love and play sports
as they grow up together.’
The family live in Rome, and Mia’s husband, Nomar Garcia Parro,
is an ex-baseball star.
Soccer success
Mia won the FIFA title of World Women’s
player of the Year in both 2001 and 2002, and
won Olympic gold medals in 1996 and 2004.
After the 1996 Olympic medal, Mia became a
true celebrity, the biggest star on the U.S. team.
A few last words from Mia
Childhood days ‘It used to be unusual for girls to play soccer professionally, but
Mia was a professional soccer player who played with the US things are changing. It is much easier for girls to find female soccer
national soccer team for 17 years, but she spent some of her teams to play on.’
childhood in Italy. During that time she lived in Florence and
Rome with her family. ‘Girls must believe in themselves. Anything is possible. Look at me!’

1. What does Mia want her children to do as they

grow up together? 6 LET’S LISTEN
She wants her children to love and play sports as
they grow up together.
2. When did Mia win the FIFA women’s player of nationalenglish.net/r2PFUD5
the year title?
She won the FIFA title of the World Women’s player Black or White talked to rap star
of the year in both 2001 and 2002. Greg, from ‘Jay and Greg’ about
3. Which activity did she find boring as a child? their childhood. Listen to Greg’s
She found dancing boring. memories, then answer the
4. In what way was her high school soccer coach questions below.
important to Mia?
Her soccer coach encouraged her and pushed her to 1. What kind of a childhood did Greg and Jay
play her best. He believed in her. have?
5. How do we know Mia was dedicated to soccer in He had a nice childhood. He used to play with his
friends on the streets and he was never lonely.
her high school years?
Because she used to be the first girl to arrive for 2. What kind of activities did they use to do?
He used to climb trees and play with a nerf gun. He
practice and the last to leave. used to sing and create his rap songs.
3. What toy does Greg talk about?
5 LET’S TALK He talks about a nerf gun.
4. What did the boys use to do to the girls?
In pairs, reminisce about the things They used to scare them.
you used to do in first grade. Share
your memories. Look again at your 5. Were Greg and Jay good friends? How do you
know?
list in activity 2 for help. Yes, they were. Because they were always together
like twins.
For example: the games you used to play
/ the music you used to listen to / did you 6. What do you think their lives are like now?
use to play with boys / girls / the things you They are famous and rich now.
used to do on the weekend / the programs
you used to watch on TV etc.
50

4. LET’S READ
Aim: To present vocabulary, grammar and
functions in the context of a dialog
To give Ss practise in reading for gist and for
specific details
• Draw your Ss’ attention to title of the article
and the pictures. Ask your Ss if they have ever
heard of Mia Hamm. Your Ss have probably not
heard of her, so ask your Ss to predict what she
does, her nationality and her age.
• Show the vocabulary items on the board again
and give your Ss a few minutes make some more
predictions about Mia Hamm; ask them to write
their predictions together in pairs. (At least 3
predictions)
• Read the introduction to the article aloud to the
class. Then ask which of the Ss’ predictions were
correct.
• Ask some S to read aloud the questions and
check that Ss understand them. Then get some Ss
to read the article aloud to the class. Advise the
Ss not to worry about understanding every word,
and recommend that if they find information
relating to the questions during this first reading,
they should underline it.
• Ask Ss what the article writes about apart from
sports. (Answer: Mia’s family life)
• Now give your Ss time to read the article again
and to answer the questions.
• Check answers with the class. Ask Ss’ whether
they think Mia is a good role model for girls
wanting to become professional sports women.
• You may then wish to deal with other unknown
vocabulary in the text.
GRAMMAR FOCUS
• Grammar Material: Click on the icon (G1) to
introduce “used to” for past habits and states.
Ask a S to read the first sentence, and ask your Ss
some questions:
1. What does the sentence refer to? (Answer:
soccer)
2. Does it refer to the past or the present? (Answer:
the past)
3. Does it refer to something she did only a few
times, or something she did regularly? (Answer:
regularly)
• Show the next two sentences (B) and ask the
following questions.
1. What do you notice is different about the two
sentences? (Answer: The first sentences uses
Unit 2.4 THEN AND NOW
“used to” and “usually”, whereas the second
sentence uses the past simple tense and omits the
use of the adverb of frequency.)
2. Does the omission of the adverb make a big
difference to the sentence? (Answer: Yes. With
the adverb, the sentence demonstrates a repeated
action. Without the adverb, it suggests a single
action.)
3. How does the use of the past simple instead of
“used to” change the meaning of the sentence?
(Answer: Instead of showing repeated action, it
suggests a single action.)
Grammar 1
“Used to” vs the Past simple
A)
She used to spend many hours playing and
practicing during her high school years.
B)
I used to be the first girl to arrive for practice,
and usually the last to leave.
I was the first girl to arrive for practice, and the
last to leave.
Ask your Ss to underline other examples of “used
to” in the text, then ask what they notice about
the negative form. (Answer: In the negative, we
use “use to”, and not “used to.” E.g. “They didn’t
use to be dedicated to the sport like me.”)
• Grammar Material: Click on the icon (G2) to
show the grammar explanation. Clarify that we
no longer continue the habits.
Grammar 2
Used to
We used “used to” to talk about past habits.
I used to play soccer every day (but I don’t
now)
I used to go to soccer practice on the
weekends, but I don’t have the time now.
Positive Negative Question
I used to be on I didn’t use Did you use to
the team. to train very go to ballet?
much.
51
 THEN AND NOW Unit 2.4
• Grammar Material: Click on the icon (G3) for
further practice.
Grammar 3
Used to
Exercise
1. I …… used to watch …. every game with my
kids before they left school. (watch)
2. Lisa: …Did…. you ….. use to be….. on our
soccer team? (be)
Jessie: No, I …used to play…… on the other
team. (play)
2. George: I …didn’t use to play…….. very
well, but after lots of practice I’m a much better
player now. (play – negative)
3. Mandy: ..Did.. your parents .. use to attend…
all your matches? My parents … used to watch
… every one. (attend / watch)
4. My parents ….. didn’t use to encourage
….. me to play basketball, but now they do.
(encourage)
5. I … used to hate … swimming, but now I
love it. (hate)
6. … Did … you …..use to live…. in the States
before you moved to Italy, Mia? (live)
5. LET’S TALK
Aim: To give Ss practise in talking about past
habits
• Remind your Ss about the list of things they
used to do when they were younger (activity 2.)
Tell the Ss that they will discuss the things they
used to do with their friends when they were
younger, and the things they do now. Encourage
them to ask each other questions, too. Model the
activity with one of your Ss first, then give the Ss
time to do the activity in pairs.
• Feedback by asking some of your Ss what they
learned about their partners, whether they used to
do similar things when they were younger etc.
6. LET’S LISTEN
Aim: To give Ss practise in listening for specific
information
• Ask your Ss if they like following their favorite
celebrities in the news and on social media etc.
Ask about your Ss’ favorite celebrities and find
out how much they know about their childhood’s.
You may want to bring in pictures of some popular
52
singers and actors to ask questions about.
• Tell the Ss that they will listen to a celebrity
interview with a rap star called Greg who sings
with his brother Jay. In the music world, they
are known as Jay and Greg. Tell the Ss to listen
without taking notes, and to find out what they
are mainly talking about. Play the recording, then
elicit answers. (Answer: They are mainly talking
about Greg and Jay’s childhoods.)
• Get some Ss to read aloud the first five
questions, then play the recording again and give
Ss time to answers the questions.
• Show the transcript of the screen and ask your
Ss to find and write down examples of “used to”
in their notebooks.
Transcript:
Interviewer: It’s great to see you today, Greg.
How’s it going?
Greg: Pretty cool. Everything’s neat.
Interviewer: So, we are interested in learning
about your childhood with your brother, Jay.
Can you
tell us about it?
Greg: Sure, man. We grew up in a poor
neighborhood in downtown Manhattan, so
we didn’t have many toys. But there were lots
of other kids in our neighborhood, so we had
plenty of friends. We were never lonely.
Interviewer: How did you use to spend your
time?
Greg: We had some fun, I can tell you! We
used to climb trees and fight sometimes, like
all kids do, but we were generally good kids.
Our father was very strict, and he didn’t use to
allow us to swear. All the kids on the streets
used to swear, but we never dared to.
Interviewer: What about girls? Did you hang
out with girls, too?
Greg: (Laughing) No, we didn’t like the girls
very much – they played together, and the
boys used to play together. One year, I got a
really cool birthday present – a nerf gun. After
that, we used to hide and wait for the girls to
walk by, then jump out and fire at them. They
used to scream and run away. In the end the
girls complained to my mom, and she took the
nerf gun off me. That was a really sad day.
Interviewer: And were you always interested
in music?

Transcript:
Greg: Yes, Jay and I always loved music. We
used to hang out near cafes and bars to listen
to the music. We used to sing along and create
our own rap. We weren’t very good, but we
had a good time.
Interviewer: Did you always get on well with
Jay?
Greg: Yes, and we were always together, like
twins. We used to spend all our spare time
outdoors with our friends. We were never at
home.
Interviewer: Thank you for answering my
questions Greg. Do you have any plans to do a
tour ………. (fades out)
Unit 2.4 THEN AND NOW
OPTIONAL extensions
Video: (QR: rQVQTQ3) (2.55 minutes) Show
Ss this funny video about a failed driving test for
further practice with the past simple tense. Ask
the Ss to enjoy the video and not to worry about
understanding every detail. Ask the Ss to answer
the following questions:
1. Why did Alfie fail his first driving test? (He
killed a car that jumped out of a tree onto the car)
2. Why did Alfie fail his second driving test? (He
was upset because he killed a cat again, so he
jumped a red traffic light.)
53
 2.5 FOCUS ON THE OCEANS nationalenglish.net/
r7WH6XD

2 LET’S START
1. Do you think the world’s oceans and
seas are very polluted?
2. Do you think we can do anything to
help?
3. Do you always throw trash in the
trash can?

3 VOCABULARY
nationalenglish.net/rYSLWQN

Can you match the words to the

pictures?

pollution / protect / recycle /

dump waste / threaten the planet
/ trash - litter - garbage / save /
coast / chemical / marine life

1. coast 2. protect

3. recycle 4. marine life

1 FACT FILE
Number of oceans: 5 5. trash / litter / garbage 6. dump waste
Biggest ocean: Pacific Ocean

The Pacific Ocean:

Area: 165,200,00 km²

Depth: 4,280 m
Average depth: 3,800 m.
7. chemical 8. save
Meaning of ‘Pacific’: peaceful
Number of islands in the Pacific: 7

54 9. pollution 10. threaten the planet


UNIT 2 MODULE 5 FOCUS ON THE
OCEANS
Function
• Reading and speaking practice
Language Focus
• Consolidation
Vocabulary
• Marine pollution
1. FACT FILE
Aim: To provide some basic facts about ocean
pollution
To engage Ss in the lesson
• Before they open their books, ask your Ss if
they know how many oceans there are in the
world. (Don’t give them the answer; they will
find out during the lesson.)
• Video: (QR: rQG6XEL) (2.00 minutes)
Tell your Ss that they will watch a short video
introduction to the oceans of the world. Tell them
to listen carefully and that you will ask some
questions after watching.
Questions
What is another word for salty water? (saline)
How many oceans are there in the world? (5)
Which ocean was only recently recognized?
(the Southern Ocean)
When was it first recognized as an ocean?
(2000)
Which is the world’s smallest ocean? (the
Arctic Ocean)
• Ask the Ss if they know the difference between
an ocean and a sea. (Answer: A sea is smaller
than an ocean and partly enclosed, i.e. partly
surrounded by land)
• Ask your Ss to open their books, and draw
their attention to the Fact File information. Ask
the Ss’ the questions necessary to elicit the facts
presented here.
Example: How deep is the Pacific Ocean?
(Answer: 4,280 meters)
2. LET’S START
Aim: To generate interest in the topic through
questions and prediction
• Draw your Ss’ attention to the picture and ask
what they can see. (a rainbow, a seabird, sharks)
• Ask your Ss the three questions. Try to elicit
as many ideas as possible about what people can
do to help combat the pollution of the seas.
Unit 2.5 FOCUS ON THE
OCEANS
3. VOCABULARY
Aim: To present vocabulary related to pollution
• Read the vocabulary items aloud to the Ss,
then ask them to work in pairs to try to match the
words to the pictures. Encourage the Ss to guess
the words they do not know.
• Play the recording to enable Ss to check
their answers and to listen again to the correct
pronunciation.
• Ask the Ss to look at the vocabulary items for
20 seconds to try to remember them.
Game: Divide the Ss into two teams and get them
to line up facing the board. Give the first two Ss
a rolled up piece of paper. Randomly read aloud
the definitions (or use your own clues) and get
the Ss to touch the correct word with their pieces
of rolled papers. Those two Ss then pass their
rolled up papers to the Ss behind them and move
to the back of the line. Play continues in this way.
Correct wrong answers and keep the game quick
paced.
Get the Ss to do the following exercise as a group
or individually in their notebooks.
Extra Material: Click on the icon to show Extra
Material 1 for further vocabulary practice.
Extra Material 1
1. If you walk along the …coast…, you can
see lots of ….trash… that people have thrown
away.
2. Many human activities ..threaten the planet…
we live on. We must be more careful and we
must …recycle… more.
3. Much of our …marine life… is under threat
due to the …pollution…. in our seas and
oceans.
4. Many ships ocean vessels …dump waste…
into our oceans.
5. We must …protect… and …save….. our
planet before it is too late.
6. Many dangerous …chemicals… enter our
oceans and kill the fish and other life there.
55
 FOCUS ON THE Unit 2.5
OCEANS

4 LET’S READ
Read the text about marine pollution. Try to remember the facts. Then turn
to the Focus On The World section at the back of the book. In pairs, ask and
answer the questions there.

Student A: Look at page 141.

Student B: Look at page 143.

The World's Oceans

Our Oceans
The world’s oceans cover 71% of the earth. There are five oceans: the Arctic, the Atlantic, the
Indian, the Pacific and the Southern Ocean. Our beautiful oceans used to be clean, but now we
dump thousands of tons of waste into the oceans every day. This marine pollution kills more
than 1 billion seabirds a year, and 1 million sea mammals. Marine pollution threatens the health
of the coasts and oceans, and of the marine life. It also threatens our health.

Before the 1970s, countries used to dump chemicals and garbage into the seas. Nowadays,
80% of the trash in the oceans comes from land pollution – from plastic bottles, glass bottles,
cans and so on.

So, what can we do to save our oceans?

- we must use fewer plastic bottles (most of the oceans’ trash is

plastic waste)
- we should use reusable bottles (we can use them again and again,
and not create trash)
- we mustn’t leave litter on the beaches (we can pick up our trash)
- we have to throw away our garbage carefully (or it goes into the
oceans)
- we have to recycle our garbage (use it again, and not create trash)

Think and act now. Protect our oceans.

5 LOOK AND SEARCH

Search for more information about the world’s oceans on the internet. Share
the information with your classmates at the next lesson.

For example: Which is the smallest ocean?

How many seas are there in the world?

56

4. LET’S READ
Aim: To give Ss practise in reading for specific
details
• Ask the Ss to look at the pictures. Ask what
they can see, and ask if they can make any
predictions about the text.
• Before reading, clarify the following
vocabulary items from the text:
Ton (n.) a measurement of weight; approximately
1000 kg
Mammal (n.) Animals with hair or fur; warm-
blooded with a spine / backbone
• Divide the Ss into A and B students in
preparation for the Focus on Our World Activity
after reading, then give the Ss a few minutes to
read the text slowly and carefully.
• Now ask for volunteers to read the text aloud to
the class. Help with any pronunciation problems
after the reading.
• Now ask the A students to turn to the Focus
On Our World section on page 141, and the
B students to turn to page 143. Explain that
they should look at 2.5 and ask each other the
questions about the text they have just read.
• Check the answers with the class.
Unit 2.5 FOCUS ON THE
OCEANS
Student A
1. How many oceans can you name? Pacific;
Indian; Arctic; Southern; Atlantic
2. How much of the earth do the world’s oceans
cover? 71%
3. What can we do to save our oceans? use
fewer plastic bottles; use reusable bottles; pick
up our trash; recycle garbage
Student B
1. What is the name of the biggest ocean in the
world? The Pacific Ocean
2. How many seabirds does marine pollution
kill every year? 1 billion
3. What else can we do to save our oceans? use
fewer plastic bottles; use reusable bottles; pick
up our trash; recycle garbage etc.
5. LOOK AND SEARCH
Aim: To further consolidate knowledge through
researching for information on the internet
• Explain to Ss that they should research more
about the world’s oceans on the internet and try to
find some new information about these animals
to feedback to the class at the next lesson.
• You may wish to recommend the following
websites: http://kids.nationalgeographic.com
http://www.sciencekids.co.nz/sciencefacts/
animals.html
57
 GOALS TO BE ACHIEVED
UNIT 3 - TELL ME THE NEWS!
I can …….

write a simple advertisement

give a short, simple description of an event

write a simple description of an event in chronological order

respond to news

Let's study
together!
MODULE 1 - SMALL ADS
nationalenglish.net/r8NHYD6

MODULE 2 - HAVE YOU HEARD?

nationalenglish.net/r8TZDU2

MODULE 3 - NEWSFLASH

nationalenglish.net/r8YUZ2R

MODULE 4 - WHAT HAPPENED?

nationalenglish.net/r8ZYHGI

MODULE 5 - FOCUS ON GREEN IGUANAS

nationalenglish.net/r18TRNU

58
UNIT
3 TELL ME THE NEWS

In this unit you will:

Find out information by asking
questions
Scan to find information in small ads
Narrate events in a chronological order
Talk about past events & experiences
Respond to news

Vocabulary:
Describing items for sale
News
Earthquakes
Cars

In this unit you will also learn about:

Iguanas

QUESTION: Did you read or listen to the

news yesterday?
What happened in the news last
week?
Do you have any personal
news you want to tell the
class?

59
 3.1 SMALL ADS nationalenglish.net/r8NHYD6

DIALOG 1
Jan: Hello, my name’s Jan. I’m
calling about the PlayStation
for sale. I saw the small ad at
our Youth Club yesterday. Is it
still for sale?
Mr Green: Yes, it is. I’m Mr. Green, and
what’s your name again?
Jan: Jan.
Mr Green: OK, Jan. What would you
like to ask?
Jan: Well, Mr. Green. How old is
it? Is it in good condition?
Mr Green: It’s three years old, and
it’s in perfect condition. I’m
selling it, because my son
doesn’t play with it
anymore.
Jan: How much is it, please?
Mr Green: I’m selling it for $200.
Jan: Maybe I can come and see
it later today with my dad.
Where do you live?
1 LET’S BEGIN! Mr Green: That sounds OK. I live on
…………………………. (fades
Look at the picture.
out)
1. What is the girl doing?
2. What do you think she is looking
for?
3. Where do you find notice boards DIALOG 2
like the one in the picture? Marcus: Hello, my name is Marcus.
I’m calling to ask about

2 LET’S

guitar lessons. I saw
your small ad at the mall this
LISTEN & READ morning.
Hank: Hello, Marcus. Thank you for
calling. Are you a beginner,
nationalenglish.net/r2Q7GE and do you have a guitar?
Marcus: I have a guitar and I can
Jan and Marcus are calling people about play a little, that’s all.
their small ads. Listen, read and answer the Hank: OK, that’s good, because you
questions. need your own guitar for
lessons.
1. Why is Mr. Green selling the play station? Marcus: I want to do lessons on the
weekend. What time do
Because his son doesn’t play with it anymore.
you do them?
2. Is it new, or second-hand? How do you know? Hank: I have time in the mornings,
and also in the evenings.
It isn’t new. It’s three years old, but it’s still in good
condition. Marcus: How long do the lessons
last?
3. Is Jan keen to buy it? How do you know?
Hank: A thirty-minute lesson is
Yes, Jan is keen to buy it, because Jan wants to $25, but we can do a double
come and see it.
lesson. And a double lesson
4. Why does Hank ask if Marcus has a guitar? is for one hour and it costs
Because he needs his own guitar for the lessons. $45.
Marcus: Sounds good. When can I
5. How much is a lesson? start?
A one-hour lesson costs 45 dollars. Hank: (Laughing) Let me check my
schedule and ………….. (fades
6. How long does a lesson last? out)
A lesson lasts for 30 minutes.
60

UNIT 3 MODULE 1 SMALL ADS
Function
• Find out information by asking questions
• Scan to find information in small ads
Language Focus
• Subject & object questions
Vocabulary
• Describing items for sale
1. LET’S BEGIN
Aim: To introduce the topic of the lesson and to
engage Ss’ interest
• Before looking at the first module, draw your
Ss’ attention to the unit content page. Direct their
attention to the unit title and the picture. Ask your
Ss if they are interested in the news, and mention
a recent news story and ask whether they heard
it.
• Get your Ss to read the contents of the unit,
then ask the two introductory questions for this
unit.
• Get your Ss to turn to module 1 and focus
their attention on the title of the module and the
picture. Ask the 3 introductory questions.
• Game: Tell your Ss that you have something
to sell in a small ad. Tell them that you will give
them clues, and that they have to guess what it is.
Clues
It is in good condition. I want to sell it because
I don’t use it any more. It is large, but not so
heavy. It is very useful when you go on holiday.
It is green and yellow and it is waterproof (water
can’t enter it.) I have used it on three holidays
with my friends / family. Four people can sleep
in it. It is easy to put up and take down. It is
family-size and has two bedroom areas. I use it
when I go camping. (Answer: a tent)
• Ask your Ss if they have ever sold or bought
anything from a small ad and ask follow up
questions.
2. LET’S LISTEN & READ
Aim: To present vocabulary, grammar and
functions in the context of a dialog
To give Ss practise in reading for gist and for
specific details
• Tell your Ss that they are going to listen to, then
read two dialogs. Explain that Jan and Marcus
are calling people about their small ads. Before
Unit 3.1 SMALL ADS
Ss look at the questions, ask them to guess what
Jan (female) is asking about, and what Marcus
(male) is asking about.
• Tell the Ss that they will first listen to dialog 1.
Ask some Ss to read aloud questions 1, 2 and 3.
Ask them to close their books and listen to the
recording. After playing the recording, give the
Ss time to answer the questions. If necessary, play
the recording again and allow the Ss to read along
in their books, then check answers and deal with
any problems with understanding.
• Now follow the same routine for dialog 2. Then
ask your Ss if they would be interested in the play
station or the guitar lessons. Ask if Ss think the
price of the play station and guitar lessons are
reasonable.
• Ask for volunteers to read the dialogs aloud
to the class, encouraging good use of stress and
intonation.
GRAMMAR FOCUS
• Grammar Material: Click on the icon (G1) to
introduce subject and object questions.
• Ask your Ss what two main types of question
we have? (Answer: yes/no & “wh” questions)
Now tell them that we will look at some “wh”
questions. Tell them to look at the first two
questions.
• Ask your Ss: Which question uses an auxiliary
verb. (Answer: the second question)
Ask which question asks about the subject.
(Answer: the first one)
• Ask your Ss to look at the next two questions
and ask them:
Which answer give information about the object
of the sentence? (Answer: the second one)
Which answer gives information about the
subject of the question? (Answer: the first one)
• Clarify that with the present simple and the
past simple tense, we ask questions about the
subject of a sentence without using an auxiliary
verb. However, when we ask questions about the
object of the sentence, we use an auxiliary verb
(do / have / are)
61
 SMALL ADS Unit 3.1

Grammar 1 aloud the first question and ask Ss to say their

Subject / Object Questions
Jan wants to buy the PlayStation.
Who wants to buy the PlayStation? Jan (subject)
What does Jan want to buy?
A PlayStation ( object)
Hank gives guitar lessons.
Who gives guitar lessons? Hank (subject)
What lessons does Hank give? Guitar lessons
(object)
• Grammar Material: Click on the icon (G2) for
further practice. Either do the exercise as a whole-
class activity, or get the Ss to do the exercise in
their notebooks.
• Check answers.
Grammar 2
1. Maria wants to go the movies tonight?
Subject question: ….Who wants to go to the
movies tonight?.....
Object question: …..Where does Maria want to
go tonight? ……
guesses aloud.
• Play the recording so that Ss can check their
answers and listen to the correct pronunciation.
4. LET’S TALK
Aim: To give Ss practise in asking questions
• Explain to your Ss that they are going to role
play calling a friend to ask him / her to go with
them to a class they saw advertised in a small
add.
• Divide the class into A and B students. The
A students should look at page 129, and the B
students should look at page 135.
• Give your Ss time to look at the ads and note
the important details. Guide them to read the
useful language boxes which will help them with
the role play.
• Also focus the Ss’ attention on the phrases in
the Tip box to ask for repetition.
• After giving a few minutes preparation and
thinking time, get the Ss to carry out their role
plays. Ss should then swap roles, and give
feedback on any problems or mistakes you
observed.
3.1 - SMALL ADS
STUDENT A:

2. Wendy sold her bike last week. 5. LET’S TALK

Subject question: …Who sold her bike last a) You are interested in going to the
week?..... dance classes in the advertisement, but
you want your friend to go with you.
Object question: …When did Wendy sell her
bike?... Call and invite him/her to go with you,
and answer his/her questions.

3. Thomas plays the piano.

Subject question: ..Who plays the guitar?...
Object question: ..What does Thomas play?...
4. Hank put a small ad on the school noticeboard.
Subject question: .. Who put an ad on the school
noticeboard?...
Object question: .. Where did Hank put an
ad?...
TIP
It can be difficult to understand people on
the phone, so remember to ask:
I’m sorry. I didn’t catch that. Could you
repeat it, please?
Sorry, could you say that again, please?
I’m sorry. It’s not a very good line. Would
you speak slowly?

3. VOCABULARY Useful Language Box

Aim: To present vocabulary related to buying
and selling Would you like to go to dance classes with
me?
• Ask some Ss to read aloud the vocabulary You can ……….
items, and ask Ss whether they know or can There is /are ……….
guess what they mean. You should ……….
It’s ……….
• Work through the vocabulary together. Read

62
 Unit 3.1 SMALL ADS

3 VOCABULARY 5 LET’S READ

Look over the small ads below
nationalenglish.net/rYTCT1M
quickly to find the answers to
the following questions.
Complete the sentences with
the words below.

second hand / brand-new A

in good condition Have fun, make new friends &
as-good-as-new / reduced-price keep fit.
Starting this week!
1. I only wore this coat once, so it BADMINTON CLUB
as-good-as-new
looks …………………………………. Beginners to advanced.
Experienced coach: Mo Leigh
2. Why did you spend lot of money on a
Don’t have a racket? No problem!
new computer? We have excellent Use ours!
Box of 6
second hand
…………………………………. ones at good Long Drive High School
Never-been-used PLAY
prices. STATION 4 GAMES 19.00 Every Tuesday
Call now for more More information : 0000 1212 65
3. The original price is $99, but
information on the games.
you can buy it here for the special
reduced price The games are all unopened!
…………………………………. of $59. (unwanted birthday gifts)
4. These shoes are Why not buy them for yourself,
brand-new
…………………………………. I have never or give them as a gift? C
worn them.
B All six games : $80 Looking for a pet?
Call Mark on 3200 44 771 Call us now. We have four
5. The rollerblades are beautiful
in good condition
…………………………………., because they
puppies needing new
have only been used a few times.
homes.
Breed : Labrador
4 LET’S TALK Color : Golden
Age : 2 months
You are calling for more Having problems with Math? Free
Don’t worry! I can help. Please call Jen on 0088
information about a small ad
PERSONAL MATH TUTOR 808906
you have seen. Turn to the More Brian Summers
Talking section at the back of Experienced personal tutor.
the book for more information. Teaching for 15 years.
Lessons in your own home. I will
Student A: Turn to page 129. come to you!
Student B: Turn to page 135. D
References from previous students
available.
Afternoons, evenings & weekends
$30 - $60 depending on the level

SUBJECT & OBJECT

QUESTIONS 1. Who is giving away some pets?
Jen is giving away some pets.
Subject Question
2. How much does Mr. Summers charge for
Who wants to sell the play station?
his lessons?
- Mr Green
He charges 30 to 60 dollars depending on the
level.
Object Question
3. What is Mark selling?
What does Mr. Green want to sell? Mark is selling Play Station 4 games.
- The play station
4. Why is Mark selling them?
Because he doesn’t want them. They came as
In the present simple and the past simple: birthday gifts.
5. When are the badminton lessons?
auxiliary verbs do
Object Ouestions use the ............... Badminton lessons are on every Tuesday at 7 p.m.
/ have / be between the question word and 6. Where does Brian do his lessons?
subject.
the ............... Brian does his lessons in student’s house.

auxiliary verb.
Subject verbs don’t use an ...............

63
 SMALL ADS Unit 3.1

FREE DANCE CLASSES TIP

For a limited period (1 month) all lessons are free. It can be difficult to understand people on
So come and try it out.You will love it. the phone, so remember to ask:
The best way to exercise, have fun and meet new people.
I’m sorry. I didn’t catch that. Could you
repeat it, please?
Choose from:
Sorry, could you say that again, please?
Hip Hop I’m sorry. It’s not a very good line. Would
Latin you speak slowly?
Street
Ballroom
Folk Useful Language Box
Salsa
Breakdance What type of ……………?
Rumba Who are the teachers?
Where ……………?
Open Day : Saturday, 1 August, 10.00 – 10.00 Do we have to take anything?
Come and look around our studios When ……………?
Meet the dance teachers What time ……………?
Book your place How much ……………?
Classes : Every day It sounds fun!
What to bring : Towel I don’t really like ……………
Sports shoes I’d love to, thanks.
Comfortable pants & T-shirt I’m not free ……………
Holmwood Dance Studio
Holmwood Place
For more details call Denise: 565 78889 b) You are interested in going to the
songwriters club, but you want your
friend to come with you.

b) Your friend calls and invites you to go Call and invite him/her to go with you,
to dance classes with him/her. and answer his/her questions.

Ask for details, then accept or decline

the offer and give a reason. Useful Language Box

Useful Language Box Would you like to go to a songwriters club

with me?
You can ……….
What type of ……….? There is /are ……….
Who are the teachers? You should ……….
Where ……….? It’s ……….
Do we have to take anything?
When ……….?
What time ……….? 5. LET’S READ
How much ……….?
It sounds fun!
Aim: To give Ss practice in skimming a an
I don’t really like ………. advertisement to find specific details
I’d love to, thanks. • Ask your Ss to close their books while you
I’m not free ………. explain the activity. Explain that there are 4
small ads and that they will be asked to quickly
look through the ads to find some specific pieces
3.1 - SMALL ADS of information. Tell your Ss that after you read
the first question, they should open their books,
STUDENT B: and search for the information. They should then
write the answer in their books as quickly as
5. LET’S TALK possible, and then stand up.
a) Your friend calls and invites you to go • Ask the questions in the way explained above,
to dance classes with him/her. and check answers between each question. You
Ask for details, then accept or decline can add some more questions to extend the
the offer and give a reason. activity. Keep a record of which Ss are the first
ones to find the answers, and then award small
rewards at the end of the activity.
64
3.2 HAVE YOU HEARD? nationalenglish.net/r8TZDU2

3 VOCABULARY
nationalenglish.net/rYTFD3I

Match the words below to the

pictures.

studio / eye witness / emergency

services / network /
up to date / cameraman /
incident / emergency

1. emergency 2. eye witness

1 LET’S BEGIN!
Look at the picture.

1. What is happening in the

picture?
2. Do you think her job is a difficult 3. cameraman 4. studio
one? Why?
3. Do you usually try to keep up to
date with the news?

2 LET’S LISTEN
nationalenglish.net/r2RELK 5. network 6. incident

A reporter is doing a live

interview with a lady at the
scene of an incident. The lady
is an eye witness. Listen and
decide if the lady is a good
eye witness, or not. 7. up to date 8. emergency services

SENTENCE CONNECTORS
(OF SEQUENCE)
These connectors link sentences and show the
order in which events happen.
Then, later, after, before, finally, next, first,
second.

1.Was the lady a good eye witness?
2.What do you think happened?
3.Was the reporter polite?
We can also say: a little while later / a little
bit later in informal speech.
65
 HAVE YOU HEARD? Unit 3.2
UNIT 3 MODULE 2 HAVE YOU HEARD?
Function
• Narrate events in chronological order
Language Focus
• Conjunctions demonstrating chronology
• Participle adjectives
Vocabulary
• News
1. LET’S BEGIN
Aim: To introduce the topic of the lesson and to
engage Ss’ interest
• Draw your Ss’ attention to the picture and ask
the three introductory questions.
• You could ask further questions.
E.g. Does anyone in your home watch the news
on TV every day? / What kind of news are you
interested in? (for example, sports news, celebrity
news, gaming news, weather report etc.)
• Video: (QrCH16L5) (2 minutes) Tell the Ss
that they will watch a short cartoon about the
weather forecast on television. Tell them that
they will hear the phrase from this module’s title
(Have you heard?) Ask them to listen to find out
what the weather is like in various places.
Extra Material: Click on the icon to show Extra
Material with the information Ss must listen for
in the video. They should match the place next to
the weather types. After watching, check answers,
then ask your Ss why the dad wants to go to bed
early. (Answer: Because he is afraid of thunder
and lightning)
• Ask your Ss, “Have you heard today’s weather
forecast?” Elicit answers.
Extra Materia 1
Have you heard the World Weather
Forecast?
It is ………..
1. cloudy and warm in ..Asia.
2. overcast and rain is possible in ..America.
3. cold and snowy in ..N. Canada.
4. cool and windy in ..Europe.
5. hot and sunny ..S. America.
66
• Draw your Ss’ attention to the picture and ask
the three introductory questions.
• You could ask further questions.
E.g. Have you heard the news this week? / Does
anyone in your home watch the news on TV
every day? / What kind of news are you interested
in? (For example, sports news, celebrity news,
gaming news, weather report etc.)
2. LET’S LISTEN
Aim: To give Ss practise in listening for general
understanding
• Draw your Ss’ attention to the picture and tell
them that they will listen to a live interview at
the scene of an incident. Clarify the meaning
of “incident” (An unexpected and usually
unpleasant event) Get your Ss to look at the
picture and explain what kind of an incident is
being reported there.
• Ask a S to read the first question and reassure
the Ss not to worry about understanding every
word. Explain that an incident has happened and
that a reporter is interviewing a lady. Ss should
try to get an overall understanding and decide
whether the lady is a good witness of not.
• Clarify the noun “witness” (A person who is
present at an event and can report on it)
• Play the recording then elicit the Ss’s answers.
Now ask two Ss to read the next two questions
aloud. Play the recording again, then elicit
answers.
• Show the transcript on the board and ask for
two volunteers to read and act out the dialog in
front of the class.
Transcript:
Reporter: So, Mrs Oakes, please tell me what
you saw.
Mrs Oakes: Well, it was terrible… I was so
frightened… er … then I fainted.
Reporter: Yes, but what did you see, Mrs
Oakes?
Mrs Oakes: I woke up and I saw you.
Reporter: (embarrassed laugh) Yes, but what
did you see first, Mrs Oakes.
Mrs Oakes: I saw the police car arrive,
then the ambulance arrived. No… first the
ambulance arrived, then the police arrived, I
think.
Reporter: Ok, but I think you saw something
before the police arrived, Mrs Oakes. Is that
right? Please can you tell me what you saw

Transcript:
from the beginning.
Mrs Oakes: Well, I got up at 7.00 a.m, or was
it 8 a.m? I’m not sure now.
Reporter: And you heard someone screaming,
Mrs Oakes?
Mrs Oakes: That was later. First, I got up and
I had breakfast. Then I went to the local shops
to get some more coffee and cheese.
Reporter: Please, Mrs Oakes. Can you tell me
about the incident today.
Mrs Oakes: Of course, young man. Of course.
Now…. I got up at 8 a.m,then I had my
breakfast, and then I went to the shops.
Reporter: Ok. Thank you for your help, Mrs
Oakes. Now here is the police chief… sir, sir,
can you tell me …. (voice fades out)
GRAMMAR FOCUS
• Ask your Ss in what way the lady was a bad
witness. (Answer: she couldn’t clearly explain
the order of events) Still showing the transcript
on the board, ask your Ss to find the words in the
dialog that show sequence, then ask if they can
think of any others.
• Show the Focus On (Sentence Connectors)
box on the screen and go through them with your
Ss.
• Give your Ss a few minutes in pairs, to try to
simple write the sequence of events that Mrs.
Oakes experienced, using the sequencing words.
Ask a few pairs to read out their versions of the
story.
Extra Material: Click on the icon to show Extra
Material 2 to show a sample answer.
Extra Material 2
Using sentence connectors to show sequence
Sample
Mrs Oakes got up early at 7 or 8 a.m, then she
got up and had breakfast. A little while later she
went to the local shops to get some coffee and
cheese. Later in the day, she heard someone
screaming. Then she saw a police car and an
ambulance arrive. Mrs. Oakes fainted, and
finally she was interviewed by the reporter.
Unit 3.2 HAVE YOU HEARD?
3. VOCABULARY
Aim: To present vocabulary related to the news
• Get some Ss to read aloud the vocabulary
items, correcting pronunciation when necessary.
Give Ss time to match the words to the pictures.
Encourage Ss to guess those they don’t know.
Play the recording so that Ss can check their
answers and hear the correct pronunciation.
Check understanding of the words.
Definitions for clarification:
Studio (n.) A place where voice or visual
recording are made
Eye witness (n.) A person who sees an
incident
Emergency services (n.) The services, such
as police, ambulance and fire brigade that
respond to emergencies
Network (n.) A group responsible for
broadcasting television programs
Up to date (adj.) Using or based on the latest
methods and information
Cameraman (n.) The person recording events
with a camera
Incident (n.) An unexpected and usually
unpleasant event
Emergency (n.) An unexpected event, often
dangerous, requiring immediate action
• Game: Place the 8 words on folded pieces of
paper in a bag. Divide the class into two groups.
Bring a timer and tell your Ss that each teach
will choose a word from the bag, then return to
their groups with the word. Each group then has
1 minute to create 1 or more sentences using that
word. The teams must write their sentences on
the board which is divided into two halves. Teams
will receive 2 points for each grammatically
correct answer. If the time runs out while a team
is still writing a sentence, the team will receive
1 point if they can say the full sentence provided
that it is correct.
67
 HAVE YOU HEARD? Unit 3.2
4 LET’S READ
a) Before you read the true story
below about a 3-year-old and
her mom, look at the picture in
the text and the key words from
the story. Can you guess what
happens in the story?
breakfast / garden / slippery /
fell / path / 911 / hero / call
b) Now read the true story
carefully. Were your predictions
correct?
c) After you read the article, in
pairs try to recount the story in
the correct order.
Use sentence connectors to
show the sequence of events.
SUPER SOPHIE
Two days ago Mrs. Hughes was at home with
her daughter, Sophie. After breakfast, Sophie
went to play in the garden as usual.
Mrs. Hughes washed the dirty breakfast
dishes, then went outside to call Sophie.
The garden was
wet after the
rain in the night,
and the path was
slippery. Mrs.
Hughes took one
step along the
path, then her
feet slipped and she fell backwards onto the
hard path. Her head hit a large stone, and she
lay there lifeless.
Sophie didn’t see anything, so she continued
to play. A little while later, Sophie decided to
go inside, because she was hungry. She turned
towards the house, then saw her mom on the
ground. She shouted, ‘Mom! Wake up,’ but
there was no reply.
Sophie felt scared and began to cry, then she
remembered something about ambulances!
Her mom once told her an important number!
She thought hard, then suddenly remembered
and ran into the house. She called 911
carefully, and told the lady, ‘My mommy isn’t
waking up.’
Then Sophie told the lady her address, and
finally the ambulance arrived and took Mrs.
Hughes to hospital.
Mrs. Hughes is fine now, thanks to Sophie!
68
5 LET’S TALK
You are going to read a short
story outline , then tell the
story to your partner.
Turn to the More Talking section
at the back of the book for more
information.
Student A: Turn to page 130.
Student B: Turn to page 136.
TIP
Remember to make your story more interesting
by using adjectives.
scared
worried upset
frightened frightening
relieved
terrifying anxious
terrified worrying tiring
tired
PARTICIPLE ADJECTIVES
I was really bored / The story was very
exciting
-ed to describe
We use adjectives ending in …………
our feelings
-ing to describe
We use adjectives ending in …………
things.
6 LET’S WRITE
Write a magazine article about
a news story. You can choose
one of the stories from activity
5, or you can write about a
recent news story.
How to write an effective story:
In order to write well, you should organize
your text in the following way:
Introduction: Give the background details:
where / when / who / why / what
This paragraph prepares the reader for what
follows, and gets the reader’s interest.
Main Body: In one or more paragraphs, tell
the story in sequence, using connecting words
to show the order of events. E.g. firstly, then,
later , etc.
Conclusion: Finish your story by describing
what happened in the end. You can finish the
story using words such as ‘Finally ….’, and ‘In
the end …’

4. LET’S READ
Aim: To present vocabulary, grammar and
functions in the context of a dialog
To give Ss practise in reading for gist and for
specific details
• Tell your Ss that they are going to read true
story from a newspaper article about a 3-year-old
and her mom. Draw the Ss attention to article’s
title, the picture and the 8 key words from the text
presented in the box. Give your Ss time to talk to
their partners and to share their predictions about
the text. Then feedback to the group.
• Now get some Ss to read the text aloud to
the group, then check the accuracy of the Ss’
predictions.
• Ask your Ss how Sophie felt when her mom
wouldn’t wake up. (The text says that she felt
“scared.” Ask your Ss if they know any antonyms
of “scared.” (Answer: frightened)
• Tell Ss that they should read the article together
in pairs, taking turns to read the paragraphs.
After reading the text together, they should close
their books and together try to recount the story
in the correct order, using appropriate sentence
connectors.
5. LET’S TALK
Aim: To give Ss practise in narrating a story
chronologically
• Tell Ss that they are going to practice relating
some stories to each other. Divide the class into
A and B students. The A students should look at
page 130, and the B students should look at page
136.
• Explain that each will see a picture and an
outline of a story. Tell your Ss that they will tell the
stories as if they happened to them. Remind them
to use sentence connectors to show sequence,
and the incorporate adjectives to make the story
more interesting. Draw your Ss’ attention to the
TIP box which presents a number of adjectives.
• Grammar Material: Click on the icon (G1) to
introduce participle adjectives. Get some Ss to
read aloud the example sentences. Tell your Ss
that we have “ed” adjectives, in the first sentence
of each pair of sentences, and “ing” adjectives in
the other two sentences. Ask your Ss which type
of adjective is used to describe how the person
feels, and which is used to describe the thing that
causes the feelings. Then show the rules on the
screen showing the clarification.
Unit 3.2 HAVE YOU HEARD?
Grammar 1
Participle Adjectives
Sophie felt scared.
It was a very frightening experience.
I was bored, so I called my friends.
The TV program was really boring.
We use present participle adjectives (ing)
- To talk about the thing that causes a certain
feeling
We use past participle adjectives (ed)
- To talk about how we feel
• Grammar Material: Click on the icon (G2)
for further practice. Get the Ss to do the exercise
orally as a group, or individually in their
notebooks. There is more than one possible
answer for a number of the questions.
Grammar 2
Participle adjective
Exercise
1. Writing the newspaper article was very ……
boring / tiring………….
2. The rollercoaster ride was so …exciting /
terrifying……………..
3. I was very ….tired…. last night, so I went to
bed early.
4. I think the most …interesting / boring….
subject at school is history.
5. I wasn’t …interested……. in the movie,
because I don’t like science fiction.
6. I don’t understand the story. I’m …
confused…. Please explain it again.
• Remind Ss that when they are listening to
someone telling a story, they have a role to play in
showing that they are interested and that they are
listening; read the suggestions in the books about
showing interest using minimal encouragers etc.
• Give the Ss a few minutes to prepare, then
give enough time for the Ss to relate their stories.
• Get the Ss to swap roles, then feedback on any
errors you observed during the role play.
69
 HAVE YOU HEARD? Unit 3.2

3.2 - HAVE YOU HEARD? 3.2 - HAVE YOU HEARD?

STUDENT A: STUDENT B:
5. LET’S TALK 5. LET’S TALK
a) Look at the story outline below, and a) Listen to your partner telling you his/
spend a few minutes preparing to tell her story.
the story as if it happened to you.
Remember to show interest by:
Remember to: - keeping eye contact
- use sentence connectors to show - using minimal encouragers (Mmm;
sequence ohhh; yes; really)
- use adjectives to make your story - asking questions
more interesting
- describe your feelings b) ) Look at the story outline below, and
spend a few minutes preparing to tell
the story as if it happened to you.
STORY A:
Remember to:
Lucky the dog runs out of the garden - use sentence connectors to show
Look everywhere for him sequence
Walk the streets and call his name - use adjectives to make your story
Can’t find him more interesting
Put small ad in local newspaper - describe your feelings
Put small ad in local shops
1 month later a man calls - found a dog STORY B:
looking like Lucky in the middle of the
highway Rains and rains all night
Brings Lucky home The river level rises
The water starts to come into the house
Move furniture upstairs
Water continues to rise
No electricity
No clean water
Sleep in cold wet house
Police boat comes to rescue you from
your house

b) Listen to your partner telling you his/

her story.

Remember to show interest by:

- keeping eye contact
- using minimal encouragers (Mmm;
ohhh; yes; really)
- asking questions

6. LET’S WRITE
Aim: To give practice in narrative writing
To give practice in writing stories which clearly show the sequence of events
• Tell the Ss that they are going to become news writers and write an article either about one of the stories
from the previous exercise, or about a real recent news story. Referring to the Super Sophie text as a model,
present “How to write and effective story.”
• Ask your Ss to write a quick outline according to the framework just given, and ask them to write down
useful adjectives or other vocabulary that they can use in their texts.
• Give Ss to to write their stories in class, or ask them to complete the activity as homework.
• You may wish to ask some SS to read their articles aloud to the class at the next lesson. Alternatively, you
may stick the articles around the classroom and give Ss 5 minutes to move around the classroom to read
some of the articles.

70
 3.3 NEWSFLASH nationalenglish.net/r8YUZ2R

When the earthquake hit

The earthquake hit at 8.37 a.m. on Tuesday,
August 17.- exactly 1 year ago.

For local residents, it is a time they will never

forget.

Let’s look at what some of our residents were

doing when the earthquake hit our town.

Rosanna: ‘When the earthquake hit, I was

1 LET’S BEGIN!
Look at the picture.
1. What is breaking news?
2. Do you watch the news on TV, or were running out of the house, the ceiling started
follow it online?
3. Do you follow celebrity news?
2 LET’S READ
Read this local newspaper
report, then complete the chart
below. The article describes
what people were doing
exactly one year ago when an
earthquake hit the town.
getting the family’s breakfast ready in the
kitchen. My husband and children were still
sleeping. Suddenly, the ground began to shake
dramatically. I dropped the eggs and ran to the
bedroom to wake everyone up. My husband
jumped out of bed and grabbed our youngest
daughter, and I pulled our son out of bed. As we
to crack and plaster began to fall on our heads.
Alfonso: ‘I was working when the earthquake
hit. I’m a police officer, and on that day I was
driving through the streets on patrol. It was
strange - before the earthquake began, all the
dogs in the neighborhood were barking - I think
they knew what was happening. The ground
began to shake, and the dogs went quiet. I got
out of my patrol car - I wanted to help. People
were running out of buildings, and they were
screaming.

He/ she was Juan: I was sitting on the porch, playing my

Name He /she was …
with …
guitar. Mom was shouting at me, telling me to
hurry up and get ready for school. Then we both
Rosanna preparing breakfast. She was alone
felt the ground moving at the same moment. My
mom stopped shouting, and I stopped playing. I
was working He was alone
Alfonso didn’t know what was happening, but mom did.
She was really scared, but she kept telling me,
Juan
playing the guitar. her mother. ‘It’s OK. Don’t worry.We’ll be fine.’

71
 NEWSFLASH Unit 3.3
UNIT 3 MODULE 3 NEWSFLASH
Function
• Narrate past events and experience
Language Focus
• Past continuous
• Time clauses: when; while; as
Vocabulary
• Earthquakes
1. LET’S BEGIN
Aim: To introduce the topic of the lesson and to
engage Ss’ interest
• Try telling a news joke to your Ss to get their
attention and start the lesson on a positive note.
Check Ss understanding, and clarify the joke if
necessary.
Example:
“Have you heard the news?”
(Encourage your Ss to say no, and to ask “What
happened?”)
“An old lady phones her husband while he is
driving home.”
“Edward,” she says, “Be careful. I just watched
the news. It says there’s a car driving the wrong
direction on the highway.”
Edward replies, “It’s not ONE car. There are
hundreds of them.”
• Draw your Ss’ attention to the picture and
ask the three introductory questions. (Breaking
news is a news story that is an important event
happening at the moment)
• You could ask further questions. (E.g. How
many news channels do you know? / Does your
family watch the news on TV every day? Etc.)
2. LET’S READ
Aim: To present vocabulary, grammar and
functions in the context of a dialog
To give Ss practise in reading for gist and for
specific details
• Draw your Ss’ attention to the title of the text
and check that they understand “earthquake.”
Explain that an earthquake is a natural disaster.
Ask Ss what happens when there is an earthquake.
Explain that the earth “shakes” (model the
meaning of this word), and that “cracks” appear
in the ground and in buildings (draw on the
board to demonstrate meaning.) Ask your Ss
what people might do when they are frightened
and elicit answers, then mime screaming and ask
72
what you are doing. Explain that people often
“scream” when they are scared. Ask your Ss if
they can name any other types of natural disaster
in English.
• Video: (QR: rC2ZLCD) Tell your Ss that they
will learn some vocabulary of different types of
natural disasters. Pause the video after each word
and get your Ss to repeat. After the video has
finished, ask your Ss to write down in pairs as
many of the words as they can remember.
(Vocabulary: drought; earthquake; flood;
hurricane; landslide; mudslide; thunderstorm;
lightning; tornado; tsunami; volcano; wildfire;
winter storm)
Post video questions: Ask your Ss if they have
ever experienced a natural disaster, or whether
their country is prone to natural disasters. Ask
how they felt (if they have experienced one), or
how they think people must feel during extreme
weather conditions or during natural disasters.
• Explain that the text is a newspaper article
about an earthquake. Explain that it talks about
what people were doing at the time of the
earthquake. Draw your Ss’ attention to the chart
and explain that they must fill in the information
about what the people were doing and who they
were with. Give an example: for example perhaps
Rosanna was doing her homework.
• First, read the article to your Ss, then ask what
Rosanna was doing at the time of the earthquake.
(Answer: She was getting her family’s breakfast
ready)
• Give your Ss time to read the text again silently
and to complete the chart. Remind your Ss that
they do not need to know every word.
• Feedback and check answers.
GRAMMAR FOCUS
• Grammar Material: Click on the icon (G1) to
present the past continuous tense.
• Ask two Ss to read the first two sentences aloud.
Ask your Ss which tense the first sentence uses.
Ask your Ss when and why we use continuous
tenses. (Answer: for ongoing, continuous actions)
Ask your Ss to focus on the second sentence, and
ask whether it is a simple or a continuous tense.
(Answer: continuous)
• Explain that the second sentence use the past
continuous tense. Ask your Ss why they think
we use this tense. (Answer: for longer, ongoing
actions in the past.
• Ask your Ss if they can say how we form the
tense (past tense of the verb “be” followed by the
main verb with the ending “ing.”
• Show the timeline to further clarify the
function of the tense.
 Unit 3.3 NEWSFLASH

Grammar 1 • Show the Focus On box on the screen and ask

The past continuous tense
Rosanna is preparing breakfast right now.
At the time of the earthquake, she was also
preparing breakfast.
Rosanna’s husband and children were sleeping.
Past continuous: ongoing past actions:
Eating breakfast
a S to read the example sentence aloud to the
class. Then get your Ss to complete the rules by
circling the correct words.
Then read aloud the next example sentence: She
was sleeping when I came home. Ask your Ss
what the two past actions mentioned here are,
and how they have been linked; get them to fill
in the blank with “when.” Continue to present
the use of “while” and “as.” Then ask your Ss to
underline any examples they can find in the text.
• Grammar Material: Click on the icon (G3) for
further practice.

Grammar 3
Past simple tense: completed actions
* * When / while
started finished Exercise
breakfast breakfast
1. The lights went out …while… I was taking
• Ask your Ss to underline the examples of the a shower.
past continuous tense in the text.
2. I was taking a shower … when … the lights
• Grammar Material: Click on the icon (G2) to went out.
show the grammar table of the past continuous
tense. 3. I was walking home … when… the ground
Grammar 2 began to shake.

Past continuous tense 4. We were chatting online …while… my mom

Positive was talking to my teacher.
I
He
She was sleeping 5. What was she doing ....while.. you were
It studying?

You 6. She was sleeping ..when.. I arrived home.

We were sleeping
They • Tell your Ss that you are the reporter and that
Negative they are the people from the town. Using a prop
I as a microphone, introduce yourself like you
He were introducing the news, and move around the
She wasn’t sleeping classroom asking Ss what they were doing at the
It (was not sleeping) time of the earthquake.

You Example:
We weren’t sleeping This is Kate Norris reporting for CNN. I am in
They (were not sleeping) Jasonville talking to the people here about the
earthquake last week. Excuse me, sir. Could you
Question answer some questions? What were you doing
I
he at 3 p.m. last Wednesday when the earthquake
Was she sleeping? struck?)
It

you
Were we sleeping?
they
73
 NEWSFLASH Unit 3.3

3 VOCABULARY 4 LET’S LISTEN

nationalenglish.net/rYV3YE nationalenglish.net/r2S74VS

Match the words below to the Listen to the recordings and

pictures. match the top news stories of
the day to the pictures.
natural disaster (n.) / panic (v.) Story 1 b
.... Story 2 c.... a
Story 3 ....
shake (v.) / ground (n.)
scream (v.) / crack (v.) a)
collapse (v.) / building (n.)
b)

c)

1.shake 2. collapse

5 LET’S TALK
Student A: You are a reporter.
Interview student B about what
3.natural disaster 4. ground he/ she was doing when the
earthquake hit.

Student B: You are being

interviewed by a reporter about
the earthquake one year ago.
Describe your experience.
Remember to use adjectives,
5.building 6. scream and to describe your feelings.

Then swap roles.

6 LET’S WRITE
Read the headlines below.
Discuss ideas about these
headlines in small groups, then
7.panic 8. crack
write the first paragraph of an
article for each headline.
THE PAST CONTINUOUS
Family finds lost Dalmation
puppy 100 miles from home
I was sitting on the porch when the ground
began to shake
We use the past continuous for a shorter /
longer action in the past. Man shipwrecked on a desert
We use the past simple tense for a shorter /
longer action in the past. island finally comes home
when
We can link the two past actions with ……………
She was sleeping when I came home.
We can also use while (for two long actions):
I was sleeping while you were watching the TV. Woman claims she was
And we can also use as: abducted by aliens
As I was coming home, I saw your best friend.
74
 Unit 3.3 NEWSFLASH
3. VOCABULARY 5. LET’S TALK
Aim: To present vocabulary related to Aim: To give Ss practise in asking and answering
earthquakes and natural disasters questions about past events
• Ask some Ss to read aloud the vocabulary Video: (QR: rC12SKT)(Play the first dialog as
items, then get your Ss to match the words to the far as 3.25 minutes) Tell your Ss that before they
pictures. carry out a role play interview, they will watch
• Play the recording to check answers and the
reinforce pronunciation, pausing the recording to s short video about a news report. Tell them to
allow Ss to repeat. watch carefully and find out what the newsflash
• Game: Vocabulary challenge. Divide the Ss is about. (Answer: A blackout)
into two teams. Alternately, one team chooses Divide the class into pairs and identify each S as
one of the vocabulary words and challenges the
other team to make as many sentences using the either A and B. Explain that the Ss will role play
word as they can in one minute. The two teams interviews between reporters and people from the
challenge each other at the same time, so both town about the earthquake one year ago. Remind
teams are trying to make sentences at the same the townspeople to describe their feelings and
time, but with different words. The Ss should
write their sentences on the board. the events in as much detail as they can. Remind
After all the words have been used, check the the reporters to ask follow up questions where
sentences together and award points accordingly. appropriate.
4. LET’S LISTEN Give your Ss time to think and prepare, then get
Aim: To give Ss practise in listening for specific them to carry out their role plays. Swap roles,
information then provide feedback.
• Tell your Ss that they will listen to 3 short news
stories and match the pictures to the stories they 6. LET’S WRITE
relate to. Draw your Ss’ attention to the pictures Aim: To give Ss practise in writing short factual
and ask your Ss to predict what the news stories descriptions of events
are about. • Draw your Ss’ attention to the 3 news headlines,
• Play the recordings, pausing between each
one to enable Ss to write their answers. Play and deal with any unknown vocabulary. Divide
the recordings more than once if required, then the Ss into pairs or small groups and allocate one
check answers. of the headlines to each group or pair. Give them
• Ask Ss to explain the three news stories in a few minutes to discuss and add some basic
their own words.
• Show the transcripts on the board, and ask for details to the stories.
volunteers to read them aloud to the class. Deal • Get your Ss to share their ideas with the class
with any unknown vocabulary and ask the Ss to and write notes on the board.
find examples of the past continuous tense in the • Give your Ss time in class to write the first
transcripts.
paragraph of their stories, or set the task as
Transcript: homework. Remind Ss to try to incorporate the
Dialog 1: use of the past continuous tense and the time
The famous actress Petra Kova was in a car clauses.
accident last night.
She attended the Oscars ceremony with her
husband, then left to go home.
As they were driving home, another car
crashed into theirs. They were immediately
taken to the nearest hospital. No-one was
seriously injured.
Dialog 2:
Jay and Lauren broke up again yesterday
evening. They were relaxing at the theater
when an argument broke out. Lauren got up
and left immediately. She took the car, so Jay
had to take a taxi home. They had no comments
to make this morning.
Dialog 3:
The Prime Minister was visiting the new
airport when his aide fainted beside him. The
Prime Minister was a gentleman and waited
with his assistant until she was able to stand
up.
75
 3.4 WHAT HAPPENED? nationalenglish.net/r8ZYHGI

RESPONDING TO NEWS

You look …… (sad/happy/worried)

Wow!
What happened? Really!
What’s up? / What’s wrong?
Good luck
Congratulations.
How awful!
That’s terrible! I’m sorry.
That’s fantastic!
Are you OK?
I’m very happy for you.
I hope you have a great time.

3 LET’S LISTEN
nationalenglish.net/r2V7PSZ

Listen to two people talking about their

news.
1 LET’S BEGIN! a) What news did Ken and Jack tell their
Look at the picture. friends about?
Ken found a suitcase full of money and handed it to the
police. Somebody stole Jack’s car.
1. What is she doing? Is she b) Listen again, and complete the phrases in
sending or receiving a message? the chart below.
2. Do you think it is good or bad
news?
3. How do you prefer to tell people PART 1 PART 2
your news - face to face, on the
what
Guess …………! up
What’s ………………?
phone, or by message?
will never believe
You …………………………… You don’t look very
…………happy
terrible.
2 LET’S TALK what happened.
You’re kidding!
That’s …………
sorry
I’m really …………
amazing
But, that’s ……… did it happen
When …………………………?
Talk about the following
questions with your partner. Wow!

1. Has anyone ever given

you bad news via an SMS? 4 LET’S TALK
2. How did you feel about Read the news cards below.
it? Is it OK to give bad news via Take it in turns to choose one
an SMS? card, then tell your partner
3. How much time do you spend about ‘your news.’
messaging your friends?
You lost your new cell phone.

GIVING NEWS
You can’t find your dog. It’s missing.

You’ll never believe it! Guess what! You won some money on the lottery.
What? What?
Guess what happened? I’ve got some great You have a new girlfriend / boyfriend.
What? news to tell you.
What? You won a vacation in a competition.
76

UNIT 3 MODULE 4 WHAT HAPPENED?
Function
• Respond to news
Language Focus
• Past simple vs. Past continuous
Vocabulary
• Cars
• Exclamations
1. LET’S BEGIN
Aim: To introduce the topic of the lesson and to
engage Ss’ interest
• Video: (QR: rCLVI5K) Tell your Ss that they
are going to watch a short video showing some
people giving and receiving good and bad news.
Tell them to listen carefully and write down the
news from each dialog. (Answers: Dialog 1: new
job; Dialog 2: sister had new baby; Dialog 3: her
aunt died; Dialog 4: he lost his job)
• Follow up questions: How did the people ask
about the news? (Answer: What happened?)
How did the people respond to the good news?
(Answer: That’s great! Congratulations) How
did the people respond to bad news? (Answer:
Oh dear. That’s too bad!)
• Draw the Ss’ attention to the picture and ask
the three introductory questions.
2. LET’S TALK
Aim: To give Ss practise in talking about
experiences and personal opinions
Get your Ss to ask each other the 3 questions in
pairs, then feedback as a group.
3. LET’S LISTEN
Aim: To give Ss practise in listening for specific
information
• Tell your Ss that they will hear two short
dialogs of people telling their news. Tell your Ss
not to worry about understanding every detail.
Tell them that you will play the first dialog and
that they should try to understand what news Ken
gives. Play the recording and feedback. Play it
more than once if necessary. Now tell your Ss to
listen to the second dialog and to try
to understand what Jack’s new is. Ask your Ss
what adjectives they could use to describe the
two items of news.
• Draw your Ss’ attention to the chart and
explain that they will listen to the dialogs again,
and fill in the gaps to complete the various
Unit 3.4 WHAT HAPPENED?
responses to the news used in the dialogs. Advise
them to write while listening. Play the recording
and pause between the two dialogs.
• Check answers, then show the transcripts on
the board.
• Spend some time modelling the correct stress
and intonation of some of the sentences in the
dialogs; get the Ss to repeat chorally and/ or
individually.
• Get your Ss to read the dialogs in pairs while
paying particular attention to the use of stress
and intonation.
Transcript:
Part 1
Ken: Hey, Janie. Guess what! You will never
believe what happened.
Janie: Why? What happened?
Ken: It’s crazy, but I found a suitcase full of
money when I was walking home from work
yesterday. There was SO much money in it. I
couldn’t believe it.
Janie: You’re kidding! Right?
Ken: Wrong! It’s true. Watch the news tonight
and find out.
Janie: But, that’s amazing Ken! Wow!
Ken: Yeah, I know.
Janie: So what did you do with the money?
Ken: I handed it in to the police.
Janie: Do they know who it belongs to?
Ken: Not yet.
Part 2
Roberta: Hi, Jack. What’s up. You don’t look
very happy.
Jack: No, I’m not. I feel really depressed.
Somebody stole my car.
Roberta: That’s terrible. I’m really sorry.
When did it happen?
Jack: Last night, or this morning. I don’t
know. When I went out to my car this morning
to go to work, it wasn’t there. I always leave it
in front of my house, but it wasn’t there.
Roberta: What did you do?
Jack: I went immediately to the police station
to report it.
Roberta: Well. I hope they find the thief.
Jack: Me too. I only bought it two months
ago. It’s a new car! I still can’t believe it.
77
 WHAT HAPPENED? Unit 3.4
FOCUS ON GRAMMAR & FUNCTION
Show the Focus On (Giving news) box on the
screen. Get some Ss to read the phrases aloud.
Ask your Ss if they can suggest any other possible
ways of giving news.
Show the Focus On (Responding to news) box
on the screen, and clarify the phrases included
there.
Give Ss some practice choosing the appropriate
phrase by telling a piece of news to each S and
asking them to respond with one appropriate
phrase from the box.
Example situations:
1. My sister had a baby yesterday
2. I passed my exam.
3. I failed my exam.
4. It’s my birthday today.
5. I’ve just bought my first car.
6. I broke my new phone.
7. My mom fell and broke her arm
8. I won the lottery.
9. I lost my wedding ring.
10. I’m going on holiday to Spain.
11. My kitchen flooded.
12. I drove my car into a wall.
• Video: (QR: rCRT5F) (4.03 minutes) Tell
your Ss that they will learn more about how to
respond to good and bad news by watching a
short video presentation. You may want to watch
the full presentation, or you may wish to pause
the video and drill the phrases with your Ss. Get
your Ss to record the phrases in their notebooks.
4. LET’S TALK
Aim: To give Ss practise in responding to news
• Tell your Ss that when someone tells us some
news, we respond with phrases such as the ones
we have looked at, but that we also do something
else in order to maintain a conversation. Ask what
that might be in order to elicit the fact that we ask
for more information by asking questions. (N.B.
We may also make other comments, e.g. He’s
such a nice boy.)
• Tell the Ss that they will carry out short dialogs
based on the 4 news cards. You may also want
to prepare more news cards in order to extend
the activity. Remind Ss to use the phrases from
the Focus on Giving news/ Responding to news
boxes. You may wish to model a dialog with one
of your Ss using a different situation as a model.
78
5. LET’S READ
Aim: To present vocabulary, grammar and
functions in the context of a dialog
To give Ss practise in reading for gist and for
specific details
• Ask your Ss to read aloud the key words in the
box. Then, drawing the Ss’ attention to the title of
the text, and the pictures, ask your Ss to predict
in pairs what they think the story is about. Elicit
ideas from the group.
• Now ask some Ss to read the story aloud,
and then check how accurate the Ss’ predictions
were.
• Get some Ss to read the 3 questions, then give
them time to read the text again and to answer the
questions.
• Check answers and deal with any problems
with understanding.
6. VOCABULARY
Aim: To present and practice vocabulary related
to cars and driving
• Read the vocabulary aloud to the group, then
give your Ss time in pairs to try to complete the
sentences using the vocabulary items.
• Check answers.
7. LET’S TALK
Aim: To give Ss practise in relating and
responding to news
a) Divide your Ss into pairs and explain that they
will play the role of the person in the reading text
telling his parents about the incident. Give your
Ss time to think and prepare, then give them time
to carry out their role plays. Swap roles.
b) Continuing to work in pairs, or working in
small groups, direct your Ss’ attention to the
chart. Explain that the prompts will help them
to create their own short stories. Give your Ss
enough preparation, then ask each pair/ group to
relate their stories to the class. You may wish to
carry out some votes on the best / silliest / most
bizarre stories.
OPTIONAL extension
Writing: You may wish to ask your Ss to write
their short stories as a short newspaper article as
homework.
 Unit 3.4 WHAT HAPPENED?

5 LET’S READ 6 VOCABULARY

Before you read this article,
nationalenglish.net/rYWSLM1
look at the pictures and look at
the key words below. Can you
guess the story? Can you complete the sentences
about cars and driving with the
used dollar bills / car breaks down words below.
old plastic bag / highway
pull over / park / hood / trunk /
Now read the article and find license plate / break down
out if your predictions are crash into / speed
correct. hood
1. He opened the …………………… to look
at the motor.
THIS CAR IS WORTH A 2. As I was driving home, another car
FORTUNE crashed into mine.
……………………
3. There was no space in the parking
Jeremy Stone is a very parked
lot, so I …………………… on the street.
happy man. Jeremy, a license plate
4. I wrote down the car’s ……………………
thirty-two year-old teacher and gave it to the police later.
from Chicago, was driving broke down so I had to ask
5. My car ……………………,
home from work yesterday my friend to take me home.
at about 8 o’clock. He was
6. The police officer put up his hand, so
driving along the highway pulled over to the side of the
I ……………………
and listening to some music
road.
when his car broke down.
7. I don’t usually like driving fast, but
The motor was making some strange noises, so
speeding
that evening I was ……………………
he pulled over to the side of the road. As he was
opening the hood of the car, he noticed a black trunk
8. I opened the …………………… and put
garbage bag stuffed inside. the luggage in.

He pulled out the bag, 7 LET’S TALK

but when he looked a) Imagine that you found the
inside, he couldn’t money like Jeremy. You then go
believe his eyes. What home and tell your mom or dad.
Act out a short dialog together in
did he see?
pairs. Then swap roles.
He was shocked. In the
old garbage bag there b) Working in pairs, use the
were hundreds of used prompts below (and your own
dollar bills! ideas) to make your own story.
You have five minutes to prepare
They weren’t there before, so where did they your story, then you will share
come from? Who did they belong to? It was a your story with the class.
mystery.
a fly
When I was ………
a black cat
Jeremy sat in his car and started to count the While I was ………
a scream
money. There were $10.000. A fortune! As I was ………
something strange
something cold
1. Where was Jeremy going that out of the window
evening? driving home from work a stranger
He was going home. ……… a loud noise
………………………………………………………………
walking my dog ………
2. Why did he pull over to the side of
running for the bus ………
the road? saw fell
eating my lunch ………
The motor was making strange noises. heard looked
……………………………………………………………… relaxing at home ………
felt called
3. What do you think he was thinking? watching the news on TV
noticed
Answers may vary. ………
……………………………………………………………… I swallowed
79
 FOCUS ON
3.5 GREEN IGUANAS
nationalenglish.net/r18TRNU

3 VOCABULARY
nationalenglish.net/r2WRM5C

Try to match the words to their

meanings.

c g

1. razor-sharp 2. damage

a f

3. control 4. detach

h b

5. crop 6. field

d e

1 FACT FILE
7. climate 8. population
Name: Green (or Common) Iguana
Type: Lizard
a) to stop the growth or spread of
Home: Central & South America & the
something
Caribbean Islands
b) an area of ground; we can use it to
Diet: Herbivore
grow crops
Length: 2 meters
c) very sharp, good for cutting
Weight: 5 kg
d) the weather conditions of an area/
region
2 LET’S START e) the total number of people or
creatures living in a place
1. Do you like lizards? f) to separate from something
3. Have you ever looked after a lizard? g) harm that reduces value or
3. Do you think iguanas are difficult usefulness
pets to look after? h) plants and vegetables people grow in
80 the ground.

UNIT 3 MODULE 5 FOCUS ON IGUANAS
Function
• Reading and speaking practice
Language Focus
• Consolidation
Vocabulary
• Iguanas
1. FACT FILE
Aim: To provide some basic facts about iguanas
To engage Ss in the lesson
• Video: (QR: rCWSMGT) Ask your Ss if they
have ever seen an iguana and whether they are
big creatures. Tell them that they will watch a
short video about them. Reassure your Ss that
they do not have to understand every word, but
ask them to listen for some specific information.
1. What types of iguanas does the man in the video
mention? (Answer: desert iguanas, Galapagos
iguanas, common green iguanas and later in the
video he mentions rock iguanas)
Elicit answers, then ask the Ss the following
questions:
1. Do iguanas like being in trees? (Answer:
Yes, they do; They like to be able to look down
from the trees at approaching animals.)
2. How do iguanas protect themselves?
(Answer: They can hit (whack) you with their
tails; they can bite; they can kick you with
their hind (back) legs)
3. Some people eat iguanas. Because of this,
what do some people call them? (Answer: the
chicken of the forest)
• Draw the Ss’ attention to the Fact File
information. Ask the Ss’ the questions necessary
to elicit the facts presented here.
Example: What kind of diet do iguanas eat?
(Answer: They eat a plant-based diet; they are
herbivores.)
2. LET’S START
Aim: To generate interest in the topic through
questions and prediction
• Ask your Ss the three questions to generate
discussion
Unit 3.5 FOCUS ON IGUANAS
3. VOCABULARY
Aim: To present vocabulary related to lizards
and iguanas
• Read the vocabulary items aloud to the Ss,
then ask them to work in pairs to try to match the
words and associated pictures to the definitions.
Encourage Ss to guess the words they do not
know.
• Play the recording to enable Ss to check
their answers and to listen again to the correct
pronunciation.
• Ask the Ss to spend some time reading through
the definitions and looking at the pictures in order
to try to remember the words.
Extra Material: Click on the icon to show Extra
Material for a vocabulary exercise. Get the Ss to
do the exercise as a group or individually in their
notebooks.
Extra Material 1
Vocabulary
Exercise
1. The bee … population… is much smaller
than it was in the past.
2. Many animals have …razor-sharp… teeth
and claws.
3. Changes in the …climate… affect both
humans and animals.
4. Insects can cause a lot of …damage… trees
and plants.
5. Some …crops… cannot grow because of
..climate.. changes.
6. Farmers try to …control… the number of
insects by using chemicals to kill them.
7. Look, you can …detach… the hood from my
new waterproof jacket.
81
 FOCUS ON IGUANAS Unit 3.5

4 LET’S READ
Read the text below, and try to remember the facts.
Then turn to the Focus On Our World section at the back of the book, and
answer the questions.

Student A: Look at page 141.

Student B: Look at page 143.

Gorgeous Green Iguanas

Iguanas are magnificent, large reptiles, and they are one of the most popular reptile pets in
America.

Iguanas usually live near water, and they are excellent swimmers. They have very strong jaws,
and razor-sharp teeth, and feed on flowers, fruit and leaves. If an iguana is caught by its tail, it
can detach it, and later grow a new tail!

Some iguana species are on the endangered species list, but on the island of Puerto Rico, there
are now more iguanas than there are human beings!

People originally brought the lizards to the island as pets, but they are now causing millions of
dollars of damage to the island. They dig tunnels under roads, causing holes in the roads, and
they eat the crops in the fields.

The climate in Puerto Rico is the perfect tropical climate that iguanas like. There is also plenty
of food for the iguanas to eat. However, in Puerto Rico there are no natural predators to control
the size of the population. A female iguana lays approximately 30 eggs a year, but sometimes
up to 75 eggs. From 100 eggs, 93 percent of these eggs hatch and grow.

The Puerto Ricans are now trying to reduce the population of iguanas. There are currently
3.6 million people living on Puerto Rico, and approximately 4 million iguanas. That’s a lot of
iguanas! Each year, groups of volunteers search for and destroy the iguana eggs in their nests.
They destroy many thousands of eggs. However, this work will have to continue for many years
to come to really reduce the number of iguanas on this island.

5 LOOK AND SEARCH

Search for more information about different species of iguana on the internet.
Share the information with your classmates at the next lesson.

For example: How many different types of iguana are there?

How long does it take an iguana to grow a new tail?
In what countries are iguanas endangered?

82

4. LET’S READ
Aim: To give practise in reading for specific detail
• Ask the Ss to look at the pictures. Ask what
they can see, and ask if they can make any
predictions about the text using the vocabulary
from the last exercise.
(Example: Lizards have razor-sharp teeth.)
• Before reading clarify the following
vocabulary and phrases from the text:
Magnificent (adj.): Very impressive, great and
wonderful
Endangered species list (n.): A list which
records animal species which are in danger of
becoming extinct
Dig (v.): To move earth in order to make a hole
Tunnel (n.): A passage that goes underground or
through a hill
Predator (n.): An animal that kills other animals
for food
• Divide the Ss into A and B students in
preparation for the Focus on Our World Activity
after reading, then give the Ss a few minutes to
read the text slowly and carefully.
• Now ask for volunteers to read the text aloud to
the class. Help with any pronunciation problems
after the reading.
• Now ask the A students to turn to the Focus
On Our World section on page 141, and the B
students to turn to page 143. Explain that they
should look at 13.5 and ask each other the
questions about the text they have just read.
• Check the answers with the class.
Student A
1. Where do green iguanas usually live? Near
water
2. How do green iguanas cause damage? They
dig tunnels under roads causing holes in the
roads, and they eat the crops in the fields.
3. Can you name two reasons why there is a
large population of green iguanas?
There are no natural predators. / There is a
perfect climate for them.
Unit 3.5 FOCUS ON IGUANAS
Student B
1. What is the diet of a green iguana? Flowers,
fruit and leaves
2. How do the Puerto Ricans try to control the
iguana population? By destroying iguana eggs
3. Can you name two more reasons why there
is a large population of iguanas?
There is plenty of food for them. / They lay
and hatch many eggs every year.
5. LOOK AND SEARCH
Aim: To further consolidate knowledge through
researching for information on the internet
• Explain to Ss that they should research more
about iguanas on the Internet and try to find some
new information about these animals to feedback
to the class at the next lesson. Read the example
questions in the book – the Ss may be interested
in researching the answers to those questions.
• You may wish to recommend the following
website: http://kids.nationalgeographic.com
http://www.sciencekids.co.nz/sciencefacts/
animals.html
3D Video question answers
rYGR73P
1. Maybe he wants to eat it.
2. No, he has never caught the Road Runner.
83
 GOALS TO BE ACHIEVED
UNIT 4 - GETTING AROUND
I can …….

give and follow instructions and directions

ask for simple travel information

compare types of transportation

get information about a product in a shop

write an e-mail giving information

use public transportation

Let's study
together!
MODULE 1 - MAPS AND APPS
nationalenglish.net/r21B667

MODULE 2 - ON WHEELS

nationalenglish.net/r27YREL

MODULE 3 - BE DIFFERENT!
nationalenglish.net/r8161LM

MODULE 4 - BUSES & TRAINS

nationalenglish.net/rA67SU

MODULE 5 - FOCUS ON GALAPAGOS

TORTOISES
nationalenglish.net/rABDAW6
84
UNIT
4 GETTING AROUND

In this unit you will:

Give and follow instructions and
directions
Compare different modes of
transportation
Get travel information from an agent
Compare unusual types of transportation
Learn to use buses and trains

Vocabulary:
Maps & Directions
Cycling
Adjectives describing modes of transportation
Transportation related words

In this unit you will also learn about:

Galapagos Tortoises

QUESTION: Do you enjoy using your legs,

or using wheels?
What unusual forms of
transportation do you know?

85
 4.1 MAPS AND APPS nationalenglish.net/r21B667

b) Listen to the full conversation.

Then, answer the questions.

Kristoff: How does it work? Can you

show me?
Anna Kate: Sure, but sit down first.
Kristoff: OK…. I’m ready. What’s first?
Anna Kate: First, type in the location
in the search box … here
and an information card and
the map appear. Then …..
click a place on the map…..
and click the plus sign to
1 LET’S BEGIN! zoom in.
Kristoff: Oh, I see.
Look at the picture. Anna Kate: Now this is the fun part,
look. Click on the icon of the
1. Do you ever use traditional little man, drag him with the
paper maps? mouse, and drop him on
2. Do you ever use digital maps on the map. Now you’re ready
your phone, or other devices? to explore the area. Click
here to zoom in and zoom
3. What can you do using mobile
out.
maps?
Kristoff: How do I navigate?
Anna Kate: Look. Hold down the mouse
2 LET’S

and drag, or use the
compass. Then just click on
LISTEN & READ

the road in the direction you
want to go.
Kristoff: How do I move back to the
main map?
nationalenglish.net/r2XJM52 Anna Kate: That’s easy! click the arrow
in the top left of the screen,
a) Listen to the dialog, then and you return to the main
answer these three questions: map. What do you think?
Kristoff: I think it’s awesome.
1) What are Anna Kate and Kristoff doing? Anna Kate: There are a lot more things
you can do, but that’s
They are using google earth and google maps to view another day’s lesson.
cities.
2) Which city are they exploring?
1. What are Anna Kate and Kristoff looking
They are exploring Paris.
at?
3) Are they watching live pictures? They are looking at an interactive map.
No, they aren’t. 2. What should you do first to use the app?
You should type in the location in the search box first.
3. How do you navigate the map?
Hold down the mouse and drag, or use the compass.
c) Read the dialog together in pairs.
86
 Unit 4.1 MAPS AND APPS

UNIT 4 MODULE 1 MAPS AND APPS Transcript:

Function
A)
• Give instructions Kristoff: Hey, Anna Kate. What are you
• Give and follow directions doing?
Language Focus Anna Kate: I’m exploring the world.
Kristoff: Are you crazy? How can you explore
• Imperatives
the world from our living room?
Vocabulary Anna Kate: It’s easy with google earth and
google maps. Look!
• Maps & directions
Kristoff: Wow! It looks amazing. Where is it?
Anna Kate: It’s the top of the Eiffel Tower.
1. LET’S BEGIN It’s a great view, and look, there is the elevator
Aim: To introduce the topic of the lesson and to to go back down to the bottom……. and….
engage Ss’ interest there…. is the River Seine.
Kristoff: Is it in real-time?
• Before looking at the first module, draw your Anna Kate: No, it’s not. Most of the images
Ss’ attention to the unit content page. Direct their are two to three years old.
attention to the unit title and the picture. Ask your
Ss to describe what they can see. (There are two • b) Tell the Ss that they will now listen to
girls next to traffic on the road; one of the girls the full dialog. First, get your Ss to read the 3
appears to be on a scooter.) Ask your Ss if they questions, then tell them to close their books and
have ever used a scooter to get around. listen.
• Get your Ss to read the contents of the unit, • Check answers, then get two of your Ss to read
then ask the two introductory questions for this the continuation of the conversation to the class.
unit. GRAMMAR FOCUS
• Get your Ss to turn to module 1 and focus
• Show the Focus On (Instructions) box on the
their attention on the title of the module and the
screen to remind Ss of the use of imperatives for
picture. Ask the 3 introductory questions.
giving instructions. Then ask the Ss to underline
• Video: (QR: DCHIY7) (1.43 minutes) Tell
examples of the imperative used in the dialog.
your Ss that they will watch a short animated
• Game: Play a game similar to the well-known
video about Google maps. Reassure your Ss that
Simon Says game. Tell your Ss that you will give
they don’t need to understand every word, but
them a series of commands and that they must
ask them to listen for the following information:
obey the commands as long as you say “please”
1. Where is Bob going? (Answer: To the florist)
at the end of the command. However, if they
2. Where is the florist’s? (Answer: On Main
obey a command when you don’t say “please”,
Street)
they are out of the game. Keep the game fast-
3. What does he use to look around to check he’s
paced and try to catch out as many Ss as possible
found the right place? (Answer: Street view)
until one or only a few Ss remain.
4. What does he touch on the screen to find
information on the subway? (Answer: Public
transit)
• Ask your Ss whether they have ever used a
similar app, and whether they liked it.
2. LET’S LISTEN & READ
Aim: To present vocabulary, grammar and
functions in the context of a dialog
To give Ss practise in reading for gist and for
specific details
• Tell your Ss that they will listen to the first part
of a conversation between Anna Kate and Kristoff.
Ask some Ss to read aloud the 3 questions. From
the picture and the title of the module, encourage
your Ss to predict the answers.
• Play the recording, and then check the answers.
87
 MAPS AND APPS Unit 4.1

3 VOCABULARY 4 LET’S LISTEN

nationalenglish.net/rYX5YX1 nationalenglish.net/r2XQJJ7

Can you match the words to the a) Listen to a lost tourist asking
pictures? for directions.

update - directions - image - explore 1.Where is she going?

- zoom in /out - navigate - real time -
applications - keyboard arrows
She is going to the Artemis Hotel.
2.Does Holly have a map with her?
No, she doesn’t. But she has a map
application on her phone.
b) Now listen again and
complete the sentences below.

1. Holly: Can I walk there?

Local: Yes, it’s only a
1. directions 2. Image 3.Zoom in and out five-minute walk from
…………………………..
here.
2. Holly: Turn right at the lights?
keep going for
Local: Yes, then …………………………..
another 500 meters

5 LET’S TALK
4. Update 5. Keyboard arrows 6.Navigate
Student A: You are a stranger
/ tourist. You are looking at a
street map, but you are lost.
Ask someone for help and
directions.
(Note: You are standing in
7. Explore 8. applications 9.Real time front of your school. Ask for
directions to nearby places.)
Student B: A tourist asks you
INSTRUCTIONS for directions. Help him or her.
Then swap roles.
We use the imperative to give instructions:
Click on the icon. Zoom in 6 LET’S WRITE
Your friend is coming to stay
with you for a few days during
the school vacation. Send an
Go straight on Turn left Turn right
e-mail with directions to your
Keep going
house from the bus station.
Keep going / Carry on (for 100 meters)

GIVING & ASKING FOR

DIRECTIONS
Hi ………………,
Excuse me. I’m lost. Can you help me? How’s it going? We’re looking forward to
Where am I on this map? seeing you …………………………………………………
How can I get to ………………? ……………………………………………………………………
How long will it take? / Is it far? ……………………………………………………………………
Is it too far to walk? ……………………………………………………………………
Can I take a bus there? ……………………………………………………………………
Where can I catch a bus from? ……………………………………………………………………
Take the first / second road on your right. ……………………………………………………………………
You’ll see a ……………… on the left/ right. If you get lost, call me!
You can’t miss it. See you soon,
It’s on the left /right. ………………
88

3. VOCABULARY
Aim: To present vocabulary related to mobile
phone apps
• Get some Ss to read aloud the vocabulary
items, then give your Ss time to try to match the
words to the pictures in pairs.
• Play the recording to check answers.
• Referring back to the dialog in the previous
activity, ask Ss to underline the vocabulary items
they find there and check their understanding.
4. LET’S LISTEN
Aim: To give Ss practise in listening for specific
information
• Ask Ss whether they are good at giving
directions and whether anyone has ever asked
them for directions.
• Tell your Ss that they will listen to a tourist
called Holly asking a local for directions. Clarify
the meaning of “local” (from that place.)
• a) Ask some Ss to read the questions to the
class, then play the recording. Play the recording
again if necessary, then check answers.
• b) Draw the Ss’ attention to the sentences from
the dialog with gaps to be filled. Tell the Ss that
they will listen again to the dialog and that they
should fill in the missing information. Play more
than once if necessary, then check answers.
Transcript:
Holly: Excuse me. I’m trying to find the
Artemis Hotel. Can you help me?
Local: Of course. It’s very near here. Do you
have a map? I can show you on the map.
Holly: No, but we can look on my phone. Just
a minute…….Ok. Look, here we are on the
map.
Local: Good. So, we are here…… and the
Artemis Hotel….. is ….here.
Holly: Can I walk there?
Local: Yes, it’s only a five-minute walk from
here. Carry on walking down this road, then
turn right at the lights.
Holly: Turn right at the lights?
Local: Yes, then keep going for another 500
meters. Then, you will see the hall on your
right. It’s very big, so you can’t miss it.
Holly: Thank you. It sounds easy.
Local: It is. Have a nice day.
Holly: Thank you. You too. Bye.
Unit 4.1 MAPS AND APPS
FOCUS ON GRAMMAR & FUNCTION
• Show the Focus On (Giving & Asking For
Directions) box on the screen, pointing out that
we use the imperative to give directions.
• Show the transcript on the screen again and
ask Ss to find the key phrases related to asking
for and giving directions.
5. LET’S TALK
Aim: To give Ss practice in asking for and giving
directions
• Video: (QR: rDBFMV2) (4.55 minutes) Tell
your Ss that before practicing giving directions,
they will watch a video. Tell them to write the
useful phrases in their notebooks while listening.
OPTIONAL extension
Exercises:
Extra Material: Click on the icon to show Extra
Material 1 to practice the phrases of giving
directions. Ask your Ss to do the exercise in their
notebooks. They should complete the sentences
using the appropriate words and phrases.
Extra Material 1
Asking for directions
Exercise
1. …Excuse... me, …can…. …you… help me,
please?
2. Excuse me, I’m …looking…. …for……. the
museum.
3. How …can…. ……I….. ……get….. …
to…… the train station?
4. Could you …tell…… …me…… …the…….
…way…… to the university?
5. How long …will……. …it…. …take…..?
6. …Can……. ……I….. walk there?
89
 MAPS AND APPS Unit 4.1

• Explain that Ss will role play a situation in Extra Material 1

pairs where a stranger asks for directions. If
possible, provide a local map of the area on the How to get to my house
screen (You could use Google Maps). Explain
that they are standing in front of the school and
that the stranger is asking how to get to nearby I live on …………………. Street.
places.
• Model the activity first with a competent S. You can take a bus there.
• Divide the Ss into pairs, and give time for the
role play, then get the Ss to swap roles. Take the number ………… bus.
• Feedback on what you have observed. Ask the drive to tell you to get off
6. LET’S WRITE
at………………………
Aim: To give practise in writing directions
• Tell your Ss that a friend is coming to stay From there …………………………………
with them, and that they have to write a short You will see ……………..... on the right / left.
e-mail in order to give instructions to their house
Please call me when you get to ………………
from the bus station. You may need to give some
extra phrases to enable them to do this. (See the
Extra Material) However, if you want to make the
exercise simpler, tell your Ss that the friend will
be getting off the bus quite near to their house,
and that they must give directions from there.

Extra Material: Click on the icon to show Extra

Material to provide further useful phrases.

90
4.2 ON WHEELS nationalenglish.net/r27YREL

b) Listen again, then answer

the questions below.
1. How does Tamara get to school
every day?
She gets to school by bus.
2. Why isn’t she happy?
Because buses are late and crowded.
3. What does McKayla think about
going to school by bike?
She thinks going to school by bike is the best way.

4. Does McKayla get sweaty going to

school and going home?
She doesn’t get sweaty in the mornings because
she doesn’t go too fast. In the evenings, she has a
shower, so being sweaty doesn’t bother her.
5. McKayla says cycling is the fastest way
to get to school. What does Tamara say in
reply?
Tamara says it’s also the most tiring way to get to
school.

3 VOCABULARY
nationalenglish.net/rYX22L1
1 LET’S BEGIN!
Can you match the words to the
Look at the picture.
pictures?
1. What can you see in the picture?
mountain bike / lock / helmet
2. Do you experience this problem
racing bike / handlebar / brakes
in your town or city?
pump / gears
3. At what times is traffic usually
the busiest?

2 LET’S LISTEN
nationalenglish.net/r2YTICH
1. brakes 2. gears
a) Listen to two friends talking
at school.

1) What are they talking about?

They are talking about Tamara’s problem of
using public transportation.
3. helmet 4. mountain bike

5. racing bike 6. pump

7. lock 8. handlebar 91
 ON WHEELS Unit 4.2
UNIT 4 MODULE 2 ON WHEELS
Function
• Compare different modes of transport
Language Focus
• Compare different modes of transport
Vocabulary
• Cycling
• Adjectives describing transportation
1. LET’S BEGIN
Aim: To introduce the topic of the lesson and to
engage Ss’ interest
• Game: Write the word TRANSPORTATION
in capital letters on the board and divide the class
into small groups. Give each group 1 minute to
try to make as many words as they can from the
word on the board. At the end of the game, award
3 points for all 3-letter words, 4 points for all
4-letter words etc.
• Ask your Ss to name as many forms of public
transportation as they can. Write those on the
board, then play the short video to see whether
they have missed any.
• Video: (QR: rEJ6YMD) (approximately 1
minute) Tell your Ss to watch a very short video
about different forms of public transportation.
Tell them to take note of any that have not been
mentioned so far in the lesson. Also tell them to
listen and find out what the very busy time of the
day is called in English (showing the picture of
the traffic jam in their books.)
(The video mentions taxis, bicycles, trains and
buses.)
2. LET’S LISTEN
Aim: To give Ss practise in listening for specific
information
• Draw your Ss’ attention to the picture of the
two girls. Ask your Ss to describe what they can
see. Get one of your Ss to read aloud the first
question, and ask your Ss to try to predict the
answer, bearing in mind the topic of the lesson.
• Tell your Ss not to worry about understanding
everything during the first listening. Tell them
to listen carefully to find out what McKayla and
Tamara are talking about.
• Play the recording, then elicit answer.
(Answer: They are talking about how Tamara
gets to school)
• b) Ask some Ss to read the first 3 questions
aloud, then play the recording as far as “…I don’t
92
want to be sweaty in lessons.” Pause the recording
and give Ss time to record their answers.
• Now get some Ss to read aloud questions 4
and 5. Play the continuation of the recording,
then give Ss time to record their answers.
• Check answers, then show the transcript on
the screen. Get your Ss to read the dialog aloud
in pairs.
• Ask your Ss to tell each other how they get
to school every day. If any of your Ss cycle to
school, ask them to say whether they get tired
or sweaty. Ask the Ss who take the school bus
whether they are ever late.
Transcript:
McKayla: What’s up Tamara? You look
miserable.
Tamara: I hate coming to school by bus every
day! They are always late, and they’re always
crowded.
McKayla: Why don’t you come by school
bus?
Tamara: It doesn’t come near my house, so I
have to use the city buses.
McKayla: Don’t you have a bike? You could
come to school on that. I always come by bike.
I think it’s the best way to get around.
Tamara: Maybe, but don’t you get sweaty? I
don’t want to be sweaty in lesson.
McKayla: In the mornings, I don’t go too fast,
so I don’t get sweaty. In the evenings, I have a
shower when I get home, so it’s not a problem.
Tamara: How long does it take you to get
home?
McKayla: About twenty minutes, that’s all.
It’s the fastest way. My brother comes by
school bus, and he gets home about 10 minutes
later than me.
Tamara: Sure, but it’s also the most tiring way
to get to school! I don’t have that much energy
in the morning, McKayla!
McKayla: Listen. Why don’t you try it for one
week, and then decide. I think you will love it.
Cycling gives you lots of energy.
Tamara: Ok. It’s a deal.
FOCUS ON GRAMMAR
• Grammar Material: Click on the icon to show
Extra Material 1 to introduce the use of the
superlative in the dialog.
• Ask the following questions to encourage Ss
to notice the new structure.

1. How does Tamara get to school? (Answer:
By bike)
2. Does she like going to school by bike?
(Answer: Yes)
3. How do we know? (Answer: She says it’s
the “best” way to get around)
4. What does “the best” mean? (Answer:
number 1; better than all others)
5. What part of speech is the word “best”?
(Answer: adjective)
• Clarify that “best” is the superlative form of
“good.” It means that in terms of being good,
“the best” is number 1. Clarify that superlative
adjectives are always preceded by “the,” and that
they are often followed by “in” (E.g. “…in the
world”), and of (E.g. “…of all the students)
• Clarify that we use the superlative when we
are comparing 3 or more things. E.g. “From cars,
trains and buses I think that cars are the best.”
• Clarify that “the best” is an irregular
superlative adjective. Tell your Ss that they will
learn other irregular superlative adjectives later
in the lesson.
• Ask your Ss, “Which form of transportation
do you think is the best for getting to school?”
Elicit full answers to encourage Ss to use the
target structure.
• Ask your Ss to look at the second sentence,
and ask the following questions to encourage
them to notice its form.
1. What is the superlative adjective in the
sentence? (Answer: the fastest)
2. What is the basic form of this adjective?
(Answer: fast)
3. How is the superlative form of the adjective
formed? (Answer: “the” before the adjective +
adding “est” to the adjective)
• Guide your Ss to notice the different rules
governing superlative adjectives by asking the
Ss to look at sentence two and three. Ask the
following questions:
1. Is “fast” a long or a short adjective. (Answer:
Short; 1 syllable)
2. What is the adjective in sentence 3? (Answer:
tiring)
3. Is it a long or a short adjective? (Answer: long;
2 syllables)
4. We form the superlative by adding “est”
to short adjectives, but how do we form the
superlative with long adjectives? (Answer: we
add “the most” before the adjective; the adjective
remains the same)
Unit 4.2 ON WHEELS
Grammar 1
Getting Around
McKayla: I always come by bike. I think it’s
the best way to get around.
It’s the fastest way.
(It is the quickest)
Tamara: Sure, but it’s also the most tiring way.
(It is the most difficult way to get to school)
• Show the Focus On box on the screen to
reinforce the rules with your Ss.
3. VOCABULARY
Aim: To present vocabulary related to cycling
• Ask your Ss a few lead-in questions: Do you
enjoy cycling? / Do you have a bike? / How
often do you cycle? / How old were you when
you learned to ride a bike? / Do you know what
a unicycle and a tricycle are? (A unicycle is a
bicycle with only one wheel, and a tricycle is a
bicycle with three wheels)
• Ask some Ss to read the vocabulary aloud to
the class, then in pairs give your Ss some time to
try to match the words to the pictures.
• Play the recording to check answers and to
reinforce the correct pronunciation.
• Game: Divide your class into two teams.
Decide which teams is to go first, then explain
that you will give the team a piece of paper
with one of the words written on it. The team
members must then try to mime the word to
the other team. The team has 10 seconds to
confer, then they must all start their mimes. If
the opposite team correctly guesses the word, the
team who is miming receives 2 points and the
team who guesses correctly receives 1 point. If
the opposing team does not guess correctly, you
must decide whether the word was well mimed
and whether to award that team 2 points.
93
 ON WHEELS Unit 4.2

4 LET’S TALK 6 LET’S READ

In pairs, tell each other which Do you know anything about
form of transportation you think cross country cycling? Guess
is the best. Give reasons to the answers to the following
support your opinions. questions, then read the Teen
World article and check your
Look at Tony’s opinion below: answers.
1. Cross Country cycling is a type of
I don’t like using any mountain biking. T/F
type of transportation. 2. Cross Country bike trails have high-
Vehicles are bad for the level of difficulty. T/F
environment, so I think 3. Companies began to make
the best way to get around
lightweight mountain bikes in the
is to walk. It is still the
healthiest and the cheapest 1980s. T/F
way to get from A to B. 4. Mountain bikes are some of the
lightest type of bikes. T/F
5. Injuries are not very common. T/F
Consider: cars,
trains, buses, bikes,
taxis, trams.
MUD AND MUSCLES
Do you enjoy cycling? Do
Here are some you like challenges?
adjectives to help Then why not consider taking
you: up cross country biking (XC).
There are several different
types of mountain biking,
fast spacious including trials, downhill
good
stressful comfortable
(DH), freeride and dirt
jumping (DJ), but XC is the
most popular. It requires great physical fitness
convenient reliable nice
and high levels of endurance.
relaxing enjoyable modern Cross country courses and trails are found on
rough paths and tracks across fields and forests.
inexpensive Cross Country trails are of easy or moderate
crowded difficulty; the most difficult trails are called ‘all-
mountain’ biking, freeride or downhill.
Cross Country Bikes
THE SUPERLATIVE The first mountain bikes were basic road bikes
with heavier frames and wider wheels. Then in
the 1960s and early 1970s, companies began
Short adjectives to manufacture mountain bikes using special
The fastest way to get to school is by bike. lightweight materials. Nowadays, Cross Country
bikes are some of the lightest mountain bikes in
Long adjectives use, weighing between 7 and 16 kg.
The most punctual student is Helen. She is
Top-class XC bikes can be very expensive, but
never late to school.
one of the most expensive is the Zaskar – it is the
Irregular adjectives
only bike to win a downhill, XC and trials world
It is the least stressful form of transport. championships.
Safety
Safety is an important factor to think about
5 LET’S TALK before taking up XC, because injuries are not
uncommon. In fact the most serious cycling
You want to buy a new bike. injuries occur with road cycling, but the most
Turn to the More Talking section
cycling accidents happen in Cross Country
at the back of the book for more
information.
cycling. Cyclists can prevent more serious
Student A: Turn to page 130. injuries by wearing helmets and protective gear,
Student B: Turn to page 136. and by regularly servicing their bikes.
All XC cyclists should check their bikes before
94 every use!

4. LET’S TALK
Aim: To give Ss practise in talking about which
type of transportation they think is the best
• Draw the Ss attention to the picture and the
speech bubble. Explain that the man is talking
about transportation. As a S to read his comments
aloud to the group.
• Ask Ss to identify the basic forms of the
adjectives he uses, as well as their superlative
forms.
• Ask some Ss to read aloud the given adjectives.
Ask your Ss to read them silently and to find the
ones that take the “est” affix. (Answer: fast &
nice) Note that the spelling rules will be clarified
later in the lessons.
• Remind your Ss of the different types of
transportation that they can consider.
• Divide your Ss into pairs, give them some
thinking time, then give them time to explain
their preferences to each other.
• Feedback and elicit a few answers from some
Ss about their partner’s preferences.
GRAMMAR FOCUS
• Grammar Material: Click on the icon (G1)
to clarify irregular superlatives and the spelling
rules for forming superlative adjectives.
Grammar 2
1. One-syllable adjective ending in “e” - add
“st”
E.g. Everyone says that planes are the safest
form of transportation
2. One-syllable adjectives ending in one vowel
and one consonant
- Double the last consonant
E.g. This is the biggest plane I’ve ever seen?
3. Adjectives ending in a consonant + a “y”
- Drop the “y” and add “iest”
E.g. Old-fashioned steam trains are the loveliest
form of transportation.
Irregular Superlative Adjectives
good the best
bad the worst
far the farthest / furthest
Much /many the most
Unit 4.2 ON WHEELS
5. LET’S TALK
Aim: To give Ss practise in using the superlative
to discuss the different features of bikes
• Tell Ss that they are going to carry out some
role plays about buying a new bike. Tell them that
they will enquire about the different features of
3 different bikes before making a decision about
which one to buy. Divide the class into A and B
students. The A students should look at page 126,
and the B students should look at page 132.
• Explain that student A will first play the role
of the customer and that student B will first play
the role of the salesperson. Give the Ss a few
minutes to read the scenarios. Remind Ss to start
the role play with greetings. Suggest an opening
phrase for student A, e.g. “I would like to ask
about these bikes, please” / “I would like some
more information about these bikes.”
• Clarify the meaning of the following words:
-durable (adj.): Staying in good condition for a
long time
-suspension (n.): The system of springs in a bike
or a car which protect the rider fro m the bumps
of the road
-guarantee (n.): A written promise to repair or
replace a product if it has any problems within a
stated period of time
• After giving a few minutes preparation and
thinking time, get the Ss to carry out their role
plays. Feedback on any problems or mistakes
you have observed, then get the Ss to swap roles.
95
 ON WHEELS Unit 4.2

4.2 - ON WHEELS 4.2 - ON WHEELS

STUDENT A: STUDENT B:
5. LET’S TALK 5. LET’S TALK
a) You want to buy a new bike. Look at the 3 a) You work in a bicycle shop selling
pictures of bikes on the right column. sports bikes. Answer your customer’s
questions, but try to sell him /her the
Ask the salesperson questions, then make most expensive bike!
your decision.
Bike 1: Bike 2:
Destination LX Delta 556
Weight: 8 Kg Weight: 9 Kg
Guarantee: 5 years Guarantee: 10 years
Special Features: Special Features:
Extra lightweight Newest suspension
Wide range of colors Extra comfortable
1. Destination LX 2. Delta 556 Price: $3.249 Price: $5,999

Bike 3:
Outdoor Trail XC
Weight: 8.5 Kg
Guarantee: 6 years
3. Outdoor Trail XC Special Features:
Extra lightweight
Useful Language Box Extra smooth gears
Price: $4,895
reliable / light / durable / comfortable /
professional
Useful Language Box
Which do you recommend?
Which bike is the most ……… / the ………est?
Which one has ……… guarantee? I recommend ………, because ………
How much is this one / that one? It has some great special features. It ………
b) You work in a bicycle shop selling
sports bikes. Answer your customer’s b) You want to buy a new bike. Ask the
questions, but try to sell him /her the salesperson questions, then make your
most expensive bike! decision.
Alectra 511
Weight: 9 Kg
Bike 1 Guarantee: 10 years
Special Features:
Extra comfortable seat
Improved suspension
Price: $3.699

Bike 2 Superline XC 1. Alectra 511 2. Superline XC

Weight: 8.5 Kg
Guarantee: 7 years
Special Features:
New size : XSmall.
(Plus S, M, L and XL)
Price: $4,999

Bike 3 Terrain Tough XC

Weight: 8 Kg
Guarantee: 5 years
Special Features:
Extra lightweight
Extra smooth gears
Price: $5,895
Useful Language Box
I recommend ………, because ………
It has some great special features. It ………
3. Terrain Tough XC
Useful Language Box
reliable / light / durable / comfortable /
professional
Which do you recommend?
Which bike is the most ……… / the ………est?
Which one has ……… guarantee?
How much is this one / that one?

96
 Unit 4.2 ON WHEELS
6. LET’S READ • Ask some Ss to read the text aloud to the class.
Aim: To present vocabulary, grammar and Ask the Ss whether they would want to do cross
functions in the context of a dialog
To give Ss practise in reading for gist and for country biking as a hobby. Ask them to justify
specific details their answers.
• Ask your Ss if they have heard about or know • Ask your Ss whether they have ever had any
anything about cross country cycling. I Ss are injuries while cycling or doing other sports and
unfamiliar with the term, refer them to the picture
pastimes.
in the text for clarification.
• Tell your Ss that they will read an article about • Now ask your Ss to read the text again and
cross country cycling, but that before reading it check whether their original predictions were
they will try to predict some of the information correct.
presented there. • Check answers.
• Draw your Ss attention to the 5 statement. Ask
OPTIONAL extension
some Ss to read the sentences aloud and check
that there are no problems with understanding. Video: (QR: rG7P22) (1.85) Show this
Then ask your Ss to decide and record in their lighthearted video for two songs containing the
books whether they think the statements are true superlative form.
of false. Video: (QR: rRLZ3RA) (5.28 minutes) You may
• Clarify some items of vocabulary before
reading using the extra material. wish to show this video to review and consolidate
knowledge and understanding of the superlative.
Extra Material: Click on the icon to show Extra The video show examples in the context of a
Material 1 to pre-teach essential vocabulary conversation as well as reviewing the rules.)
from the text. Check whether Ss know the words
before showing thr definitions. After showing the
definitions, allocate one or more words to each
pair of Ss in the class and give them time to create
sentences using the key words. Then feedback
the sentences to the class.
Extra Material 1
1. Endurance (n.) The ability to continue doing
something difficult for a long time.
2. Course (n.) A path or route that runners,
cyclists etc follow, perhaps during a race
3. Trail (n.) A path through the countryside
4. Manufacture (v.) The process of making
products, often in a factory
5. Downhill (adj.) Sloping downwards towards
the bottom of a hill
6. Uphill (adj.) Sloping upwards to the top of
a hill
7. Championship (n.) An important competition
which decides who or what is the best in an event
or category
8. Injury (n.) Harm or damage
9. Protective (adj.) Protecting something or
someone

97
 4.3 BE DIFFERENT! nationalenglish.net/r8161LM

ROMANTIC GONDOLA TOUR

Are you ready for
something different?
Then, have a tour
in a gondola - a
romantic rowing boat
to carry you through
the lakes and canals
of Venice. Come and
climb aboard for an unforgettable tour of the
Grand Canal. It’s not as expensive as you
think!

Journey back through time on a quiet,

relaxing cruise around this famous city.

Noise will not disturb your journey, because

the gondolas move through the water as
quiet as mice.

Ask about our special rates and offers during

the holiday period.

1 LET’S BEGIN! GET SMART

Look at the picture. Do you sometimes
find it impossible
1. What kind of transportation is to park your car in
this? the city? Then hire
2. Where would it be useful? one of our Smart
3. Do you think it’s practical? Cars while you
are visiting here.
It is emission-free,
2 LET’S READ electric and just as easy to use as your own
car at home. It is a cheap and affordable
a) Read these brochures about form of transportation that you will enjoy
using.
two unusual ways of traveling
- gondolas and smart cars.
Make your stay special, by getting out and
Complete the chart below by about in a Smart Car!
writing the adjectives used to
describe each. Add your own
ideas also. b) Ask and answer these questions
in pairs, or as a group.
Gondola Smart car
1. Do you think that a Smart Car is as
Romantic Emission-free romantic as a gondola?
2. Do you think that a Smart Car is as
Unforgettable Electric
environmentally friendly as a
Quiet and relaxing Easy to use gondola?
Not very expensive Cheap and affordable 3. Complete the questions below, then
ask your partner.
a) Do you think that Venice is as
……………………………………………?
b) Do you think that Porsches are
……………………………………………?
c) Do you think that
……………………………………………?

98
 Unit 4.3 BE DIFFERENT

UNIT 4 MODULE 3 BE DIFFERENT 3. What do you think is smart about the smart
Function car?
• Ask some Ss to read the first brochure aloud
• Get travel information from an agent
• Compare unusual types of transportation
to the class, then check whether their predictions
were true or not.
Language Focus
• Now ask the Ss to scan the brochure for
• Comparative adjectives adjectives, and to write them in the chart
Vocabulary provided. Feedback to check that your Ss have
found them all.
• Comparative adjectives
GRAMMAR FOCUS
• Activate your Ss’ prior knowledge of
1. LET’S BEGIN
comparatives by asking a few comparative
Aim: To introduce the topic of the lesson and to questions about the two forms of transportation
engage Ss’ interest presented in the brochures.
• Draw your Ss’ attention to the title of the
module, and ask whether they like to be different. Example:
Also ask whether they always go on the same type Which one do you think is more expensive to
of vacation, or whether they like to do something buy?
different. Which one do you think is more expensive to
• Video: (QR: rRY62U7) (1 minute) Tell your
hire?
Ss that they will watch a very short video of a
blog about different vacation options. Tell them Do you think the gondola is nicer than the smart
not to worry about understanding every word, car?
but to try to take note of the different ideas given
• Grammar Material: Click on the icon (G1)
about going on vacation.
to review comparatives. Tell your Ss that Sally
(Ideas mentioned in the video: take a road trip
and Lance are on holiday in Venice. They are
/ take a train trip / go on a volunteer trip / cross
discussing the best way to travel while they
off something on your bucket list) Explain
are there. Ask 2 Ss to read the dialog aloud to
that a bucket list is a person’s personal list of
the group, then check understanding by asking
experiences or achievements that they want
questions.
to achieve in their lifetime; it’s a sort of list of
1. Where is Sally going?
dreams and ambitions.) In the video the girl
2. What are the advantages of traveling by
achieved one thing on her bucket list. Where did
gondola?
she visit on her bucket list? (Answer: the Tower
3. What are the advantages of traveling by water
of Pisa) Ask your Ss if there is a place they would
taxi?
really like to go, or a think they really want to
4. How are water taxis different from cabs?
achieve.
Using the examples in the dialog for Ss to refer
• Draw your Ss’ attention to the picture and ask
to, elicit the rules for forming comparative
the 3 introductory questions. Also ask whether
sentences, and refer to the Grammar Reference
your Ss have ever ridden in a rickshaw.
on page 157 is required.
2. LET’S READ • Show the Focus On (Comparing things ) box
Aim: To present vocabulary, grammar and
functions in the context of two brochures
To give Ss practise in reading for gist and for
specific details
• a) Draw your Ss’ attention to the two
brochures. Ask your Ss what they can see and
ask whether they would like to try the two forms
of transportation shown in the brochures.
• Ask a few further preview questions:
1. Where can you find gondolas?
2. Are gondolas peaceful or noisy?

99
 BE DIFFERENT Unit 4.3

Grammar 1 • Grammar Material: Click on the icon (G2) for

further practice. Get the Ss to do the activity as
Sally: I want to go visit the museum, but I’m a group, or to do individually in their notebooks.
not sure which is the best way to get there. Some of the answers may vary.
What do you think, Lance?
Grammar 2
Lance: Well, the gondolas are great fun, but
they are more expensive than the water-taxis. As …+ adjective + as
The water-taxis are reliable and they’re also a
lot faster than the gondolas. Are you in a hurry? Exercise.
Sally: Not really. I’ve got plenty of time. I want
to enjoy the journey. Traveling across town is 1. I think that you are as ………………… as
much more exciting here than it is at home. I am.
Lance: You’re right. Everything is different
here. Did you know the water taxis are much 2. This train is not as ………………………..
bigger than normal cabs, and they carry a lot as the new high-speed train.
more people than a normal cab?
Sally: Oh. So they are more like a bus than a 3. The North Sea is not as ………………..as
cab really? the Mediterranean Sea.
Lance: Yes, that’s right.
4. Today is as ……………………. as yesterday.
• b) Tell your Ss that they are going to compare
and discuss their opinions on gondolas and
5. Your eyes are as ……………….. as the
smart cars. Draw their attention to the example
sentences and the list of adjectives to help them. ocean.
Give Ss time to carry out the activity in pairs,
then elicit ideas and write some of their ideas on 6. The buses are not as ………………… as the
the board.
trains.
• Give Ss a few minutes to discuss, then feedback
on their ideas, and write some of their opinions
on the board, helping to correct any errors.
GRAMMAR FOCUS
• Show the Focus On (Comparing things ) box
and ask some Ss to read aloud the examples.
Focussing on the as..+ adj. + as example, ask
your S what the first sentence means. Give them
3 options to choose from: Smart cars are easier to
use than normal cars.
Normal cars are easier to use than normal cars.
They are the same; both are easy to use.
Clarify meaning, and explain that we use this
structure to say that two things are the same.
Ask Ss how we form the negative by looking
at the final example. (Answer: By adding “not”
before the first “as.”
• Clarify that this is another structure we can
use to compare 2 things. Ask your Ss to find
and underline other examples in the reading
text. Elicit the sentences from the Ss and check
understanding.
• Show the Focus On (As + as) on the screen
for further consolidation.
100
 Unit 4.3 BE DIFFERENT
3 VOCABULARY
5 LET’S LISTEN
nationalenglish.net/rYX474L

Complete the sentences with nationalenglish.net/r2YYA3

the words below.
romantic (adj.) / unforgettable
(adj.) / emission-free (adj.) /
affordable (adj.) / journey (n.) /
trip (n.)
a) Listen to Judith and Isaac
discussing some travel options.
Which option do they choose?
Put a check next to the correct
picture. Answer: 2

1. This new solar car is 1. 2.

emission-free It does not
……………………………
harm the environment.
2. We traveled to Hong
Kong by boat. It was a long
journey
……………………………
3. I will never forget New York. It’s 3. 4.
unforgettable city.
an ……………………………
4. I’m going on a business
trip
…………………………… for a few
days. See you when I get back! b) Listen again, and fill in the
5. We had champagne and pros and cons of each vacation
chocolate in our hotel room. It option they discuss.
romantic
was very ……………………………
6. The vacation is a good price. It’s Type of
Pros Cons
affordable Transport
definitely ……………………………
• faster than
Motorbike
COMPARING THINGS bicycle

• difficult to travel
for fat people
Long adjectives Bicycle • slow
Motorbikes are more dangerous than cars.

Short adjectives •close to nature • not comfortable

Solar cars are a newer type of transportation •enjoy the scenery • need to take care
Horseback of the horses
than ordinary cars.

As...as • more fun than

They are as easy to use as a normal car. normal motor
Bicycles are not as dangerous as motorbikes. Quad bike bikes

4 LET’S PRACTICE 6 LET’S TALK

Complete the sentences below You are going to discuss two
using any suitable adjectives. vacations. Turn to the More
Talking section at the back of
1. I think that you are as
the book.
smart
……………………… as I am. Student A: Turn to page 131.
Student B: Turn to page 137.
2. This train is not as
fast
Take it in turns. Student A state
……………………… as the high-speed your opinion, then student B
train.
disagree and state your opinion.
3. The North Sea is not
warm
as ……………………… as the 7 LET’S WRITE
Mediterranean Sea. Write an e-mail to your friend.
hot
4. Today is as ……………………… as Give information about the
yesterday. holiday you are interested in,
blue
5. Your eyes are as ……………………… and ask him / her to join you.
as the ocean.
101
 BE DIFFERENT Unit 4.3
3. VOCABULARY
Aim: To present vocabulary related to
transportation
• Get some Ss to read aloud the vocabulary, the
get them to scan the brochures to find and circle
the words.
• Divide the Ss into pairs and give them time to
try to complete the sentences with the vocabulary
items. Encourage them to refer to the use of the
words in the texts for help.
• Play the recording to check answers and to
reinforce the correct pronunciations.
4. LET’S PRACTICE
Aim: To give Ss practise in using comparative
with as ..... as
• Have the Ss do the exercise and check their
answers.
5. LET’S LISTEN
Aim: To give Ss practise in listening for specific
information
• a) Draw your Ss’ attention to the four pictures
and ask them what they can see. Now tell your
Ss that they will listen to Judith and Isaac
discussing how they will travel. Tell them not
to worry about understanding every word; they
just have to listen and find which travel option
they choose. They should put a check next to the
corresponding picture.
• Play the recording, then elicit the Ss’ answer.
• b) Draw the Ss’ attention to the chart. Explain
that they will listen to the recording again and
they must record the pros and cons of each type
of transport discussed in the dialog. Pause the
recording at intervals in order to give Ss time to
record their answers. Play the recording a third
time if necessary.
• Show the transcript on the screen and ask your
Ss to find examples of comparisons using as +
adj. + as.
Transcript:
Isaac: I think they look great.
Judith: Are we really agreeing on something?
Isaac: (Laughing) I think so.
Judith: I don’t believe it! Come on then. Let’s
go online and book it before we change our
minds.
Isaac: OK. It’s a deal, Judith!
6. LET’S TALK
Aim: To give Ss practise in discussing vacation
options
• Tell your Ss that they are going to carry out a
role play discussing some vacation options.
• Divide the class into A and B students. The
102
A students should look at page 131, and the B
students should look at page 137 where they will
see two advertisements for different vacation
options.
• a) Working in pairs, the Ss should read the
texts and check any unknown vocabulary in their
dictionaries.
• b) They should then list some adjectives that
they could use to describe the two vacations.
• c)Draw your Ss attention to the Useful
Language Box, then give Ss time to discuss and
compare the two options before deciding which
vacation to go on.
• Observe and feedback after the Ss have
finished the activity.
7. LET’S WRITE
Aim: To give practise in writing an information
giving e-mail about a vacation
• Tell your Ss that they have decided to go on
one of the vacations advertised in the last activity.
Explain that will now write an e-mail to a friend
to give information about the trip and to ask that
he / she joins him or her.
Extra Material: Click on the icon to show Extra
Material 1 showing a model text to help the Ss
write their e-mails.
Extra Material 1
Dear Mark,
How are you? I hope you are well. I’ve missed
you. I am writing to ask you something.
I am going to go on a skiing trip in December
in Austria. I am going for 1 week ( 12 – 18
December) and I would like you to come too.
We will stay in Niederau in the Wildschonau
Valley and do lots of skiing. There is also a day
trip to visit Innsbruck.
Austria is a beautiful country, and you are a
good skiier, so we will have a great time.
Please come!
I am waiting to hear your answer.
Please write back soon.
Take care,
James
4.4 BUSES & TRAINS
1 LET’S BEGIN!
Look at the picture.
1. What do you think the man is return home.
doing?
2. Where is he?
3. Do you use public transportation?
2 LET’S TALK
How efficient is the public
transportation system in
your town/city? Is there a
subway? What other forms of
transportation can you use?
nationalenglish.net/rA67SU
3 VOCABULARY
nationalenglish.net/rYY8PHD
Complete the sentences with
the words below.
platform (n.) / proceed (v.) /
aisle (n.) / one-way (adj.) /
passenger (n.)
express (adj.) / non-direct (adj.)
round-trip (adj.)
express
1. You could take the ……………………
train. It is fast and only stops at one
station along the way.
2. The train was very full, so there were
lots of passengers standing in the
aisle.
……………………
non-direct
3. I’m afraid this bus is ……………………
You have to change buses at Kings
Mill.
4. The train leaves from platform
……………………
73 at 14.45.
one-way
5. This is a …………………… ticket. You
will have to buy another ticket to
6. You can’t wait here. You will miss
proceed
your bus. You have to ……………………
to the platform immediately.
7. I bought a round-trip
…………………… ticket, but
the return time is rather late.
8. The trains are busier than in the
past, and many more passengers
……………………
travel each day.
4 LET’S LISTEN
nationalenglish.net/r3GBELS
Listen to the announcements
related to public transportation.
Write the missing words, then
decide if the announcement is
informational (I) or a warning
(W).
1. W Please _________
mind the platform
gap.
2. I stop
The next ________ is Waterloo
Street.
3. W stand
Doors closing, please ________
clear.
103
 BUSES & TRAINS Unit 4.4
UNIT 4 MODULE 4 BUSES & TRAINS
Function
• Use public transportation
Language Focus
• As + adj. / adv. + as
• Adverbs
Vocabulary
• Traveling by bus and train
1. LET’S BEGIN
Aim: To introduce the topic of the lesson and to
engage Ss’ interest
• Video: (QR: DKLNHF) (3.30 minutes) Ask
your Ss whether they like traveling by public
transportation. Tell them that they will watch a
video about getting around London on different
modes of transport. The video will help them
to review comparatives and superlatives. Ask
your Ss to listen and make a quick note of what
the presenter says about the following forms of
transportation. Afterwards, ask questions and find
out what the Ss understood and can remember.
The Subway: It’s massive. You can travel
from early morning until midnight
Buses: They are cheaper than the Subway.
There are night buses that run right through the
night.
Walking: It’s the cheapest way to get around.
It’s the healthiest option. The helpful signs
mean you won’t get lost.
Cycling: You can use Barclay’s bikes for up
to half an hour for free. You can travel all over
London.
Train: There is a vast rail network across
London.
Taxi: It’s slightly more expensive
Emirate skyline: The most exciting and one
of the less conventional ways of getting around
London. It travels right across the river and has
great views of the city.
• Draw your Ss’ attention to the picture and ask
the 3 introductory questions.
2. LET’S TALK
Aim: To give Ss practise in expressing their
opinions about public transportation
• Draw your Ss’ attention to the pictures and ask
your SS to identify the modes of transportation
that they can see. (Answer: a streetcar (tramcar);
a bus; a steam engine)
• Role play a street interview with your Ss.
104
Hold something in your hand as a microphone
and introduce yourself as reporting for TV
network; explain that you are interviewing the
cities inhabitants about their city’s transportation
system. Move around the classroom, asking
different Ss different questions, as well as asking
different Ss’ opinions on the same questions.
Example:
Hello. I am Jamie Holt reporting today from the
streets of San Francisco. I am here today to find
out more about this city’s transportation system,
and to find out if the inhabitants are happy with
transportation in their city.
Excuse me sir, could I ask you a question about
San Francisco’s transportation system?
What different modes of transportation does the
city have?
What do you think of the city buses?
Are they reliable?
What do you think is the quickest way to get
around?
How can I get around the city cheaply?
Are the streetcars modern ones?
Are there many accidents involving the city
buses? Etc.
GRAMMAR FOCUS
• Ask Ss to name adverbs of manner that we
could use to describe transportation, and write
them on the board For example:
(Some possible adverbs: carefully, swiftly,
quickly, fast, regularly, hurriedly, early, late,
well, badly etc.)
If the Ss do not mention the following adverbs:
fast, early, late and well, write the adjective forms
on the board and elicit the adverb forms from the
Ss; clarify that the first three are the same as the
adjective form, and that the adverb of “good” is
well.”
Show one or two examples of using the adverbs
in regard to transportation.
E.g. I’m on the bus, but it’s moving very slowly.
I’m going to be late.
Give your Ss a few minutes to formulate some
sentences using the adverbs, then ask them to
write the sentences on the board. Check and
analyze the sentences with the Ss.
Draw your Ss attention to the Focus On (Adverbs
of Manner) box and ask them to complete the
sentences.

• Grammar Material: Click on the icon (G1) for
further practice.
Grammar 1
Adverbs / As………as
Remember “as + adjective + as”?
E.g. The bus is not as comfortable as the train.
We can also use “as…as” with adverbs.
E.g. The buses run as regularly as the trains.
Can you try these ones?
1. he / not drive / carefully / the other driver
He doesn’t drive as carefully as the other driver.
2. traffic / move / slowly / the pedestrians / today
The traffic is moving as slowly as the pedestrians
today.
3. ticket agent / check tickets / quickly / he can
The ticket agent is checking tickets as quickly
as he can.
OPTIONAL extension
Writing: Get your Ss to work in pairs and to
prepare a similar dialog to the one you have
just done. Give Ss enough time to prepare their
dialog, then ask for volunteers to read them in
front of the class.
3. VOCABULARY
Aim: To present vocabulary related to public
transportation
• Get some Ss to read aloud the vocabulary
items, correcting pronunciation when necessary.
Divide the Ss into pairs and give them time to
try to complete the sentences with the vocabulary
items.
• Play the recording to check the answers and to
reinforce the correct pronunciations.
• Game: Divide the class into small teams, and
give each team a few minutes to write 2 or 3 gap-
fill sentences using the vocabulary items. When
Ss are ready, the teams take it in turns to write
their gap-fill sentences on the board. If a S is
able to name the correct word to complete the
sentence, he or she stands up. If his answer is
Unit 4.4 BUSES & TRAINS
correct, he earns a point for his team. Continue
in this way and check which team has the most
points at the end.
4. LET’S LISTEN
Aim: To give Ss practise in listening for
specific information in public transportation
announcements
• Ask your Ss whether they have heard public
announcements about buses or trains before. Ask
whether they are generally easy or difficult to
understand.
• Tell them that they will listen to some
announcements and that they have to complete
the announcements by filling in the missing
information.
• Give your Ss time to first read the 8
announcements, then play the recording, pausing
between each announcement in order to allow Ss
to write their answer. Play the recording again
if necessary. Then play the recording to check
answers.
• Ask your Ss to close their books and in pairs
to try to write two public announcements. (They
can create their own announcements, or recreate
the ones from the listening activity)
• Get your Ss to write their sentences on the
board and ask the class to check if they are
correct.
Transcript:
1. Please mind the platform gap.
2. The next stop is Waterloo Street.
3. Doors closing. Please stand clear.
4. Passengers should change at Chifford St. for
services to James Ave.
5. All passengers on bus 121, please proceed
to the gate.
6. Please take your seats. Standing in the aisles
may cause injury.
7. Buy your return tickets from our ticket agent
and get a 50 % discount off the original price.
8. If you can’t connect to our free wireless
internet, please refer to the guide book in your
seat pocket.
105
 BUSES & TRAINS Unit 4.4
change
4.
I
Passengers should __________ ANOTHER TYPE OF
at Chifford St. for services to
COMPARISON
James Ave.
5. I All passengers on bus 121, Complete the sentences below.
please proceed to the It’s not as tiring as travelling by road.
gate
__________. It doesn’t take as long as traveling by car.
6. W seats
Please take your ________. Buses are as expensive as trains these days.
This train is as slow as the other train.
Standing in the aisles may
cause injury. adjective + as to say that two
We use as + ………………
return things are the same / equal in some way.
7. I Buy your ___________ tickets not adjective as to say
We use ……………… as + ………………
from our ticket agent that two things are not the same / equal in
and get a 50% discount some way.
return
off the original ___________. adverb + as
We can also use as + ………………
8. I connect
If you can’t __________ to our The buses run as regularly as the trains.
free wireless Internet, please He drives as carefully as the other driver.
refer to the guide book in your

6 LET’S TALK
seat
_____________ pocket.

Take it in turns to be the

ADVERBS OF MANNER passenger and the ticket agent.
South Station to Needham Heights

Train Number 605 am 607 am 609 am

I want to travel comfortably.
The man is proceeding slowly to the station. South Station 07.05 07.25 08.40
Back Ray 07.10 07.30 08.45
Complete the sentences below. Ruggles 07.13 07.33 08.48
verbs
Adverbs give us information about …………… Forest Hills 07.16 07.36 08.51
Many adverbs are formed by adding the Roslindale Village 07.20 07.40 08.55
–ly suffix to the adjective.
……………
Bellevue 07.22 07.42 08.57
Highland 07.24 07.44 08.59

5 LET’S LISTEN West Roxbury

Hersey
07.26
07.32
07.46
07.52
09.01
09.07
Needham Junction 07.42 08.02 09.17
nationalenglish.net/r3HWPYI
Needham Center 07.46 08.06 09.21
Needham Heights 07.50 08.36 09.25
a) Listen to someone asking
about train tickets, and find out Needham Heights to South Station
where the customer is traveling Train Number 605 am 607 am 609 am
from, and what his destination is. Needham Heights 08.00 08.46 09.35
Needham Center 08.05 08.51 09.40
b) Listen again, and answer the
Needham Junction 08.08 08.54 09.43
following questions:
Hersey 08.11 08.57 09.46
1. What kind of a ticket is the West Roxbury 08.15 09.01 09.50
customer interested in? Highland 08.17 09.03 09.52
The customer is interested in a one-way ticket.
Bellevue 08.19 09.05 09.54
2. What scenery can you see on this
Roslindale Village 08.21 09.07 09.56
journey?
You can see the Pacific coastline. Forest Hills 08.27 09.13 10.02
3. What time does the train leave? Ruggles 08.37 09.23 10.12
The train leaves at 12.35 p.m. Back Ray 08.41 09.27 10.16
4. How many hours does the journey South Station 08.45 09.31 10.20
take?
The journey takes 36 hours.
Prices / Fares
5. How much does a ticket cost?
It costs 763 dollars. Outbound/ Needham Back Ray Highland
6. What is included in the ticket price? Inbound Heights
A room to sleep, all food and entertainment are South
included in the ticket price. $ 33 $3 $5
Station
*Single day ticket: $25
106 *Weekly pass: $ 70

5. LET’S LISTEN
Aim: To give Ss practise in listening for specific
information
• Draw your Ss’ attention to the picture and ask
what they think it is. (A sleeper car in a train)
Ask your Ss to describe it. Ask if they have this
type of train in their country. Ask if they know of
other countries which have this type of train, and
whether they would like to ride by sleeper train.
Ask what they think it would be like.
• Tell you Ss that they will now listen to someone
asking about train tickets. Tell them not to worry
about all the details, but to listen and write down
where the customer is traveling from and what
his destination is.
Play the recording, and then check their answers.
• b) Get some of your Ss to read the 6 questions
aloud. Tell your Ss to record the answers to any
they can remember from the first listening. Then
play the recording. Play the recording twice if
necessary, then check answers.
• Show the transcript on the board and ask a few
questions about useful phrases for using public
transportation.
1. How does the customer ask about the number
of trains that travel to his destination?
“How regular are the trains?”
2. How does he check if it is possible to buy a
one-way ticket?
“Can I get a one-way ticket to Seattle?”
3. How does he ask about the length of the
journey?
“How long does it take?”
4. How does he ask for the price?
“How much is a round-trip ticket?”
5. How does he ask for a ticket?
“I’d like one ticket for tomorrow, please.”
Show the Focus On (Using Public Transportation).
Ask your Ss to read the phrases aloud, checking
understanding as you proceed.
• Video: (QR: rSTEUF4) (0.55 seconds) Show
this short video which provides the opportunity
to listen and repeat the language used for buying
a bus ticket. (This video contains British accents.)
Play the recording, pausing after each phrase
to provide sufficient time for your Ss to repeat
them.
Unit 4.4 BUSES & TRAINS
Transcript:
Ticket agent: Good morning. How can I help
you?
Customer: This is my first time in America,
and I want to travel around by train. Can I get
a one-way ticket to Seattle?
Ticket agent: You sure can. It’s a long journey,
but with fantastic scenery. You will travel
along 1138 miles of the Pacific coastline on a
sleeper train. It’s not as tiring as traveling by
car.
Customer: Wow! How regular are the trains?
Ticket agent: The train leaves once a day at
12.35 p.m.
Customer: How long does it take?
Ticket agent: Approximately 36 hours.
Customer: What? 36 hours! That’s a long
time.
Ticket officer: It’s not as long as traveling by
car, and it is a long way from Los Angeles to
Seattle.
You can sleep in a small sleeping compartment,
and there is a dining car for meals.
It’s a great experience. I recommend it.
Customer: Ok, so how much is a round-trip
ticket?
Ticket: It costs $763, but it includes a room to
sleep in, all food and entertainment.
Customer: It sounds wonderful. I’d like one
ticket for tomorrow then, please.
Ticket: Of course.
6. LET’S TALK
Aim: To give Ss practise in enquiring about and
purchasing bus or train tickets
• Draw the Ss’ attention to the train schedule
shown and help them to understand how it is
used. Divide the Ss into A and B students. The
A students are the passengers, and the B students
are the ticket agent. Tell the Ss that they are in
Santa Barbara train station and that they will
choose a destination, enquire about the train
times, the duration of the journey and the cost.
They will then purchase their tickets.
• Advise your Ss that if they want, they can also
ask about return times and use their imaginations
to provide the answers.
• Model the role play briefly first with a Ss, then
give Ss time to carry out their role plays. Get the
Ss to swap roles, then give feedback.
OPTIONAL extension
Video: (QR: rSLDIV7) (3.18) You may wish
to show this video to review and consolidate
knowledge of adverbs of manner.
107
 FOCUS ON
4.5 GALAPAGOS TORTOISES
nationalenglish.net/
rABDAW6

3 VOCABULARY
nationalenglish.net/rYYVEMP

Can you match the words to the

pictures?

shell (n.) / vulnerable (adj.) /

reptile (n.) / remote (adj.) /
scaly (adj.) / lay eggs (v.) /
hatch (v.) / herbivore (n.)

1. scaly 2. shell

3. herbivore 4. lay eggs

1 FACT FILE
Animal: Giant Galapagos Tortoise 5. hatch 6. remote
Home: Galapagos Islands, Ecuador
Diet: Herbivore
Average weight: 215 kg
Length: Up to 1.3 m
Lifespan: 100 years

2 LET’S START
1. How fast do you think a Galapagos
tortoise can move?
2. Do you think they are endangered
species? 7. vulnerable 8. reptile
3. Where do tortoises lay their eggs?
108

UNIT 4 MODULE 5 FOCUS ON
GALAPAGOS TORTOISES
Function
• Reading & speaking practice
Language Focus
• Consolidation
Vocabulary
• Tortoises
1. FACT FILE
Aim: To provide some basic facts about
Galapagos tortoises
To engage Ss in the lesson
• Before the Ss open their books, ask your Ss if
they know that there are a group of islands called
Galapagos (and not one). Also ask them if they
know where the Galapagos Islands are. (Answer:
In the Pacific Ocean, very near to the equator,
belonging to Ecuador and lying 1000 kilometers
west from its coast.)
• Ask if your Ss have heard about the giant
tortoises from these islands. Also ask them if
they know the difference between tortoises and
turtles. (Answer: A tortoise lives on land and a
turtle lives in the water.)
• Video: (QR: rSZACQK) (2.32 minutes)
Tell your Ss that they will watch a short video
about the Galapagos tortoise. The video has no
sound; the information is written on the screen.
Play the video, pausing it to read aloud the
given information to the Ss. Ask the Ss to find
the following information and to take notes of
answers while watching.
1. How many hours can tortoises often sleep for?
(Answer: up to 16 hours a day)
2. When male tortoises compete, the winner is
the one who can do what? (Answer: Lift its neck
the highest)
3. How long do tortoises usually live in the wild?
(Answer: More than 100 years)
4. How heavy is the heaviest tortoise? (Answer:
400 kg)
• Check answers.
• Draw the Ss’ attention to the Fact File
information. Ask the Ss’ the questions necessary
to elicit the facts presented here.
Example: How long do Galapagos tortoises live?
(Answer: 100 years)
Unit 4.5 FOCUS ON GALAPAGOS
TORTOISES
2. LET’S START
Aim: To generate interest in the topic through
questions and prediction
• Ask your Ss the three questions. However,
do not give the answers at this stage. They will
discover the information later in this module.
3. VOCABULARY
Aim: To present vocabulary related to tortoises
• Read the vocabulary items aloud to the Ss,
then ask them to work in pairs to try to match the
words to the pictures. Encourage Ss to guess the
words they do not know.
• Play the recording to enable Ss to check
their answers and to listen again to the
correct pronunciation. Clarify the meaning of
“vulnerable” and “remote”.
Vulnerable: Easily hurt or harmed (physically
or emotionally)
Remote: Far from people and houses etc.
• Ask the Ss to study the vocabulary items
carefully for a minute to try to remember them.
• Game: Line the Ss up into two lines facing
the screen. Give the two Ss at the front of the
screen a rolled up piece of newspaper. Show the
pictures on the screen, then randomly say one of
the words. The two Ss at the front of the lines
must tap the correct word with their pieces of
paper. They should then pass the papers to the
next Ss in the line and move to the back of the
line. Keep it fast-paced to make it fun. After
using all the vocabulary a couple of times, start
to give clues rather than just saying the words.
Examples:
1. It is a very hard. It is the tortoise’s home.
(shell)
2. The islands are far from the mainland of
South America. (remote)
3. This is when the baby tortoises come out of
their shells. (hatch)
4. They eat only vegetables. They are …..
(herbivores)
5. Their skin it is not smooth. It is like a
crocodile’s skin. It is …. (scaly)
6. Tortoises, snakes and crocodiles are all what
type of creatures? (reptiles)
7. The tortoise eggs can be easily broken. They
are …..? (vulnerable)
8. Tortoises do not give birth to baby tortoises.
They …… (lay eggs)
109
 FOCUS ON GALAPAGOS Unit 4.5
TORTOISES

4 LET’S READ
Read the text below and try to remember the facts.
Then turn to the Focus On Our World section at the back of the book, and
answer the questions.

Student A: Look at page 141.

Student B: Look at page 143.

The Gentle Giants of the Galapagos Islands

The giant Galapagos Tortoise is an awesome creature. It lives

on the Galapagos Islands - a chain of islands 1000 kilometers
from the coast of Ecuador, South America. They are huge,
slow-moving reptiles with hard, brown shells, long necks and
small heads. Reptiles have dry, scaly skin and usually lay soft-
shelled eggs. Other reptiles include crocodiles, snakes and
lizards.

Like all reptiles, these tortoises are cold-blooded. This means

they have to spend time lying in the sun, warming their blood
to get energy to move.
The Galapagos Turtle lays approximately 16 eggs in a nest in
the sand. The mother then leaves the eggs to hatch.

The Galapagos Tortoise is the largest species of tortoise in the

world. They are big enough to carry a man on their backs.
However, they are not as big as some other reptile species.
For example, they are not as heavy as the Komodo Dragon,
and they are not as long as the crocodile. However, the
Galapagos Tortoise is the longest living vertebrate (an animal
with a backbone) in the world.

These huge creatures are herbivores, and their diet consists mainly of flowers, grass, cacti and
fruit. They can store food and water in their bodies very efficiently, so they can survive up to
one year without any food or water.

They are not on the endangered species list, but they are on a list of vulnerable species. In the
past, many people killed the giant tortoises for meat, especially pirates in the 17th century. By
the 1970s, there were only about 3,000 giant tortoises left. However, thanks to people fighting
to save these animals, there are now around 19,000 tortoises in the wild.

5 LOOK AND SEARCH

Search for more information about Galapagos Tortoises on the internet. Share
the information with your classmates at the next lesson.

For example: How long did the longest living tortoise live for?
Do they have any natural predators?

110
 Unit 4.5 FOCUS ON GALAPAGOS
TORTOISES
4. LET’S READ 5. LOOK AND SEARCH
Aim: To give practise in reading for specific detail Aim: To further consolidate knowledge through
• Ask the Ss to look at the pictures. Ask what researching for information on the Internet
they can see, and ask if they can make any
predictions about the text referring to the title, • Explain to Ss that they should research more
the vocabulary and the pictures. about Galapagos tortoises on the internet and
(Example: Tortoises are not dangerous; they are try to find some new information about these
very gentle.) animals to feedback to the class at the next
• Before reading clarify the following lesson. Direct your Ss to the two questions which
vocabulary items from the text: they can search for information about.
Awesome (adj.): Causing great surprise and • You may wish to recommend the following
appreciation website: http://kids.nationalgeographic.com
Chain (n.): A series, or group of things that are http://www.sciencekids.co.nz/sciencefacts/
linked together in some way. animals.html
Nest (n.): A place where a bird or animal lays its
eggs, and looks after its young.
Store (v.): To put something in a place where it
can be kept until it is needed.
• Divide the Ss into A and B students in
preparation for the Focus on Our World Activity
after reading, then give the Ss a few minutes to
read the text slowly and carefully.
• Now ask for volunteers to read the text aloud to
the class. Help with any pronunciation problems
after the reading.
• Now ask the A students to turn to the Focus
On Our World section on page 141, and the
B students to turn to page 143. Explain that
they should look at 4.5 and ask each other the
questions about the text they have just read.
• Check the answers with the class.

Student A
1. What is the diet of the tortoises? Flowers,
grass, cacti and fruit (herbivore)
2. Where do they lay their eggs? In a nest in
the sand
3. Which reptile is the Galapagos tortoise not
as heavy as? The Komodo Dragon (or Which
reptile is not as heavy as the Komodo Dragon?
The Galapagos Tortoise)

Student B
1. How much does a Galapagos tortoise
weigh? About 215 kg
2. What species of animal does the tortoise
belong to? Reptile
3. Which reptile is the Galapagos tortoise not
as long as? Crocodile

111
112
113
 GOALS TO BE ACHIEVED
UNIT 5 - ON VACATION
I can …….

describe places I have visited

suggest and recommend places to visit while traveling

discuss travel preparations

talk about the duration of an activity

post personal news on a social network

Let's study
together!
MODULE 1 - BACKPACKERS
nationalenglish.net/rACHSAX

MODULE 2 - GETTING READY

nationalenglish.net/rAGNJUM

MODULE 3 - A DIFFERENT TYPE OF VACATION

nationalenglish.net/rAK8ET4

MODULE 4 - A TRIP TO ISTANBUL

nationalenglish.net/rAKFID

MODULE 5 - FOCUS ON CAMBODIA

nationalenglish.net/rAW6CWG

114
UNIT
5 ON VACATION

In this unit you will:

Discuss places you have been
Suggest places to visit while
traveling
Discuss travel preparations
Talk about the duration of an activity
Talk about the sights of Istanbul

Vocabulary:
Backpacking
Accommodation
Conservation & nature
Cities & culture

In this unit you will also learn about:

Cambodia

QUESTION: Where did you go on your

best vacation ever?
What is your dream vacation?

115
 5.1 BACKPACKERS
1 LET’S BEGIN!
Look at the picture.
1. Do you know the name of the Marcus: But where do you want to go next?
palace in the picture?
2. Do you know which city, or perhaps Granada? Have you been to
country it is in?
3. Have you ever visited this place, Harry: Yes, I have. Actually, I’ve visited
or anywhere like it?
2 LET’S
LISTEN & READ
nationalenglish.net/r3L6RL5
Listen to the conversation
between Marcus and Harry.
They are traveling around
Europe before they start college
in the fall.They are trying to
decide where to go to next.
a) Listen, and answer the two
questions below.
1.Where are they currently?
They are currently in Seville.
2.Where do they decide to visit next?
They decide to visit Granada.
116
nationalenglish.net/rACHSAX
Marcus: I love it here! I think Seville is a great
city. It’s full of life and passion, art
and history. But we’ve been here for
three days now, so I think it’s time to
move on.
Harry: Yeah, I agree. I’ve enjoyed Seville
too, and we’ve seen lots of things in a
short time. The cathedral and the
Alcazar Palace were my favorites.
We can move on to Cordoba, or
either of them before?
both. They’re both great places to
visit, but I don’t really want to go to
Cordoba again. But, I’d love to go to
Granada and visit the Alhambra
Palace again. It’s the most amazing,
peaceful place I’ve ever visited. Even
when it’s crowded, there is a feeling of
peace. The gardens are impressive,
too. You’ll love it, Marcus.
Marcus: Yes, I’ve heard about the Alhambra.
It’s the most visited monument in
Spain, and I definitely want to
see it. But, what else can we do
in Granada? Is there anything else to
do, or is it going to be a one-day
stop?
Harry: No, it’s not a one-day stop. Granada
is a fascinating city,and it has a
museum and a cathedral, and
we have to try some wonderful tapas
there.
Marcus: OK, then. Our next stop is Granada.
Let’s find out about the bus times.
Harry: OK, let’s go!

UNIT 5 MODULE 1 BACKPACKERS
Function
• Discuss places you have visited
• Suggest places to visit while traveling
Language Focus
• Present Perfect Simple
Vocabulary
• Backpacking
1. LET’S BEGIN
Aim: To introduce the topic of the lesson and to
engage Ss’ interest
• Before looking at the first module, draw your
Ss’ attention to the unit content page. Direct their
attention to the unit title and the picture. Ask
your Ss what the two girls are doing (They are
packing to go on vacation) Ask your Ss if they
pack their own bags when going somewhere, or
whether others do it for them.
• Get your Ss to read the contents of the unit,
and then ask the two introductory questions for
this unit.
• Get your Ss to turn to module 1 and focus
their attention on the title of the module and
the picture. Check that Ss know the meaning of
the noun “backpacker.” (A person who travels
around with a backpack) Inform your Ss that
there is a verb form (to backpack) and a noun
form (backpacking.)
• Video: (QR: rG8H2S) (3.35 minutes) Tell
your Ss that they will watch a video about 7 cities
to visit in Europe. Play the video, and then ask
the Ss which city they would most like to visit
and the reasons why.
(The cities mentioned in the video: 1) Amsterdam,
Holland – famous for tulips, good for bikes, good
museums. 2) Florence, Italy – scenic views,
shopping, good museums, pizza. 3)
London, England – good for art, history and
Broadway fans, good museums and parks. 4)
Madrid, Spain – famous artists, nice food such as
tapas, good entertainment at all times. 5)
Paris, France – beautiful all year round, museums,
good cafes and restaurants. 6) Rome, Italy –
nightclubs, good for shoppers. 7) Venice, Italy
– antique, no cars, festivals, gondolas, canals. )
• Draw your Ss’ attention to the picture and ask
the 3 introductory questions. (The picture depicts
the Alhambra Palace, Granada, Spain. It is a very
famous and popular tourist attraction)
Unit 5.1 BACKPACKERS
2. LISTEN & READ
Aim: To present vocabulary, grammar and
functions in the context of a dialog
To give Ss practise in reading for gist and for
specific details
• a) Tell your Ss that Marcus and Harry are
traveling around Europe before they start college
in the fall. They are trying to decide where to
visit next. Ask your Ss to read the two questions,
then ask them to close their books. Play the
recording, and then elicit answers. If necessary,
play the recording again.
• b) Tell your Ss they can now open their books.
Ask some questions to read aloud the three
questions. Show the dialog on the screen and ask
2 Ss to read the dialog aloud to the class. Give
your Ss to write their answers, and then check.
GRAMMAR FOCUS
• Show the Focus On box on the screen, and
ask two Ss to read the 2 example sentences
aloud. Tell your Ss that both sentences use the
present perfect tense, and then explain that one
of the sentences refers to past experience, and
that the other sentence refers to recent time
which is not finished. Get your Ss to match “a”
and “b” to the two sentences. Check answers
and understanding. Get your Ss to scan the text
and underline all examples of the present perfect
tense. Check as a group, and get your Ss to
decide whether the example sentences refer to
experiences or to recent unfinished time.
• Remind your Ss of the time expressions often
used with this tense.
• Grammar Material: Click on the icon (G1) to
revise the formation of the present perfect tense.
Ask a few questions to activate prior knowledge
and to encourage SS to notice the formation of
the tense.
1. What auxiliary verb do we use the form the
present perfect simple? (Answer: Have)
2. How do we form a question? (Answer: by
inverting the subject and the auxiliary “have”)
3. How do we form the negative? (Answer: By
placing “not” between the auxiliary “have” and
the main verb)
Now ask your Ss to rewrite all of the sentences
using the third person singular form. Check
answers.
117
 BACKPACKERS Unit 5.1

Grammar 1 Grammar 2
The Present Perfect Tense Short Answers
Yes, I have.
I’ve enjoyed Seville too. you have.
He has enjoyed Seville too. he / she /it has.
we have.
they have.
Have you been to either of them? No, I haven’t.
Has he been to either of them? you haven’t.
he /she /it hasn’t
we haven’t.
Yes, I have. they haven’t.
Yes, he has.
• Tell your Ss that they will listen to another
No, I haven’t. conversation between Marcus and Harry; they
No, he hasn’t. have now arrived in Granada. Ask your Ss if
they know what a hammock is before listening.
I haven’t been to either of them. (Answer: A piece of material tied between two
trees or posts to lie or sleep in.) Ask a S to read
He hasn’t been to either of them.
the two questions aloud, then play the recording.
• Grammar Material: Click on the icon (G2) Play the recording more than once if necessary.
to show the formation of the tense, and the short • Check answers, then focus on two of the
answers. phrases in the dialog: Ask Ss what “My back is
killing me” means (It is hurting a lot), and “chill
Grammar 2 out.” (To relax)

Present Perfect Simple Transcript:

Positive Marcus: Come on, Harry. Hurry up. I want to
get to the hostel and put this backpack down.
I My back is killing me!
You have + past participle Harry: I’m coming. Hold on. Did you book us
We into a hostel?
They
Marcus: Yes, I did it online on the bus while
He you were asleep.
She has + past participle Harry: Cool! What’s it called?
ıt Marcus: It’s got a funny name. It’s called
Makuto Backpackers Hostel.
Negative Harry: That name sounds familiar.
I Marcus: Maybe you stayed there last time.
You haven’t + past participle Harry: No, it can’t be the same place. From
We all the hostels in Granada, how would you
They choose the one hostel I stayed in before?
Marcus: Anyway, we’re nearly there. It’s just
He around the next corner.
She hasn’t + past participle
It
A few minutes later …………………
Question
Harry: I don’t believe it! I have stayed here
I before! It’s the same place.
Have you + past Marcus: Wow. That is strange. Are you sure?
participle? Harry: Yes, I’m sure. There’s a cool tree-
we house and some hammocks to chill out in on
they the terrace.
he Marcus: Ok, then, Harry. If you have stayed
Has she + past participle? here before, where’s the entrance? I can’t find
it the way in.

118
 Unit 5.1 BACKPACKERS
GRAMMAR FOCUS
Grammar 3
• Grammar Material: Click on the icon (G3) to
review the use of “ever” and “never.” Ask two Ss Ever & Never
to read aloud the first mini dialog and ask the Ss
what “ever” means (Answer: at any time up until John: Have you ever been to Thailand?
now) and when we use it (Answer: in questions) Jamie: No, I haven’t, but I’d love to go there
• Ask two other Ss to read the other mini dialog one day.
and ask what “never” means, (Answer: At no
time until now) and when we use it. (Answer: In Jamie: Where have you visited in Europe?
positive sentences, giving a negative meaning.) John: I’ve never been to Europe.
OPTIONAL extension
Speaking Game: Divide the Ss into pairs.
Without showing their partners, the Ss must write
down 5 places that they think their partner has
NOT visited. These must be towns or cities in
their own country. Ss then practice asking their
partners whether they have visited those places,
and recording their answers. Remind the Ss to
use “ever” and “never.” Afterwards, ask if any of
your Ss made 5 correct guesses.

119
 BACKPACKERS Unit 5.1

b) Now read the dialog, and

answer the questions. 4 LET’S LISTEN
1. Has Harry ever been to Granada or
Cordoba?
Yes, he has. nationalenglish.net/r17SI7Q
2. Do we know when he visited those
places? Marcus and Harry are hanging
No, we don’t. out at the hostel in the evening.
3. Is it important to know when he It is two days since they arrived.
visited those places? They are chatting with some
No, it isn’t. other backpackers. Listen, then
answer the following questions.
c) Now listen to another
conversation between 1. Have Harry and Marcus been to the
Marcus and Harry. They Alhambra Museum?
nationalenglish.net/
have arrived in Granada. 2. What does Carmen think is funny?
rL2LRF8
1. Has someone booked a room in a 3. Where is the Albayzin
hostel? neighborhood?
Yes, Marcus booked a room online. 4. Have any of them been there
2. What is strange? before?
The strange thing is that Marcus chose 5. What is Albayzin like?
the hotel that Harry stayed before without
knowing it. That was a coincidence.
5 LET’S READ
3 VOCABULARY
Match the words to Discover Barcelona: CITY TOUR
their definitions. nationalenglish.net/ Buy a hop-on-hop-off tour and discover one of
1. Hammock (n.) rZ5SEKK the best ways to explore this fascinating city.
2. Terrace (n.) Take the stress out of your vacation and take
3. Hostel (n.) this great value for money tour.
4. Book (v.)
5. Backpacker (n.) Enjoy the sights from our open-top double-
6. Attraction (n.) decker buses, and choose from over 40
7. Recommend (v.) stops around the city. Listen to an onboard
8. Explore (v.) commentary about the sights and the history
a. a person who travels around with a of this unique city as you travel to your next
backpack stop.
b. to reserve a room, or a ticket Call for details: 0066 6767 671
c. to look around a place or an area
d. a flat, paved area for sitting in a
garden 1. What kind of a text is this?
e. to suggest or advise something It is an advertisement.
f. a hanging bed made of canvas or 2. Where might you see it?
string, usually hung between trees. You might see it in magazines, newspapers and
g. a place, or thing that attracts people billboards.
h. a simple, economy type of accommodation 3. In what way is this tour flexible?
People can get out of the bus to visit the places they
want; and they can get on the bus to travel the city
again.
THE PRESENT PERFECT 4. Would you be interested in this tour?
SIMPLE
5. Do you know anything else about Barcelona?
Match the function of the present perfect in these
two sentences.Write ‘a’, or ‘b’ in the spaces.
I have been to Granada and Cordoba. …… 6 LET’S TALK
We’ve been here for three days. ……. In pairs, act out a dialog
We use the present perfect to: together. You are backpacking
a) refer to experiences (the things we have done around Spain, and meet each
in the past) , when the time in the past is not other at a hostel. Turn to the
important More Talking section at the
b) refer to recent time that has not finished back of the book for more
Expressions we use with the present perfect information.
simple
Ever Always Once / twice so far Student A: Turn to page 131.
Never Before many times Student B: Turn to page 137.

120

3. VOCABULARY
Aim: To present and practice vocabulary related
to travel
• Ask some Ss to read aloud the vocabulary
items, correcting pronunciation if necessary.
Then give your Ss time to match the words to
their definitions.
Extra Material: Click on the icon to show Extra
Material 1 for further vocabulary practice. Either
do the activity together as a class, or get the Ss to
do it individually in their notebooks.
The Ss have to complete the sentences with the
target vocabulary items.
Extra Material 1
VOCABULARY
Exercise
1. I want to visit some good museums. Which
ones do you …recommend….?
2. The hotels are very expensive, so I prefer to
stay in …hostels…
3. There is a lovely, cool …terrace… where you
can relax in the evenings.
4. If you are going to …explore… the old city,
take a map or you might get lost.
5. What are the main tourist …attractions…
here?
6. If you want to lie down and relax, try one of
our …hammocks….. They’re great.
7. It’s a busy time of the year, so it is better to …
book….. a room early.
8. There were lots of young …backpackers…….
staying at our hostel.
4. LET’S LISTEN
Aim: To give Ss practise in listening for specific
information
• Tell your Ss that they will listen to Harry and
Marcus again. They are now relaxing at the hostel
in the evening. They have been in Granada for
two days so far, and they are now talking with
others in the hostel. Ask your Ss to predict what
has happened: Do you think they are having a
good time? / Do you think they have visited the
Alhambra Palace? / Do you think they will stay
longer? Etc.
• Now ask some Ss to read the 5 questions, and
then play the recording. Give the Ss time to write
their answers, then play the recording again to
enable them to complete all the answers. Pause
the recording at intervals if necessary to make
the activity easier for the Ss.
• Check answers, and then show the transcript
on the board. Highlight the phrase “Fire away”
and ask Ss if they can guess the meaning of
the phrase from the context. (We use it to give
permission to someone to start speaking)
Unit 5.1 BACKPACKERS
Transcript:
Marcus: Come on, Harry! Hurry up! I want to
get to the hostel and put this backpack down.
My back is killing me!
Harry: I’m coming. Hold on. Did you book us
into a hostel?
Marcus: Yes, I did it online on the bus while
you were asleep.
Harry: Cool! What’s it called?
Marcus: It’s got a funny name. It’s called
Makuto Backpackers Hostel.
Harry: That name sounds familiar.
Marcus: Maybe you stayed there last time.
Harry: No, it can’t be the same place. From
all the hostels in Granada, how would you
choose the one hostel I stayed in before?
Marcus: Anyway, we’re nearly there. It’s just
around the next corner.
A few minutes later
Harry: I don’t believe it! I have stayed here
before! It’s the same place.
Marcus: Wow! That is strange. Are you sure?
Harry: Yes, I’m sure. There’s a cool tree-
house and some hammocks to chill out in on
the terrace.
Marcus: OK, then, Harry. If you have stayed
here before, where’s the entrance? I can’t find
the way in.
5. LET’S READ
Aim: To give practise reading and
understanding information found in small ads
• Ask some Ss to read the text aloud, then direct
their attention to the questions and give them
time to read the text again, and to answer the
questions. You may need to explain “flexible”.
(can be changed/ adapted easily)
• Check that your Ss understand “the sights”
(places of interest to see in a place) and “unique”
(one of a kind; there isn’t another one alike)
121
 BACKPACKERS Unit 5.1

6. LET’S TALK
Aim: To give Ss practise in asking and answering questions and maintaining a conversation
• Tell Ss that they are going to carry out some role plays. Divide the class into A and B students. The A
students should look at page 131, and the B students should look at page 137.
• Explain that Ss are backpacking around Spain and that they meet each other for the first time in the
hostel where they are staying in Barcelona. They will share their experiences and ask each other questions
about what they have done.
• Check whether any of your Ss have ever visited Barcelona. If they have, ask them to share their
experiences with the class.
• First, look together as a class at the attractions shown in the book and clarify understanding. Explain
that each S must decide on at least 3 places he / she has visited, and remind your Ss that they must
recommend the food place mentioned in their role play information.
• After giving a few minutes preparation and thinking time, get the Ss to carry out their role plays.
Feedback on any problems or mistakes you have observed.

5.1 - BACKPACKERS 5.1 - BACKPACKERS

STUDENT A:
6. LET’S TALK
In pairs, act out a dialog together. You
are backpacking around Spain, and meet
each other at a hostel. It is breakfast
time, and you are eating breakfast on
the terrace.
STUDENT B:
6. LET’S TALK
In pairs, act out a dialog together. You
are backpacking around Spain, and meet
each other at a hostel. It is breakfast
time, and you are eating breakfast on
the terrace.

You are traveling alone. You have been

You are traveling with another friend.
You have been in Barcelona for just one
day, and have seen a few sights. Ask
your new friend if he/ she has visited
places (see the next page), and ask for
his/her opinions and recommendations.
You have eaten paella at La Mar Salada
(one of the best seafood restaurants in
Barcelona). Check if your friend has tried
it, and recommend it.
in Barcelona for a few days, and have
seen many of the sights. Decide which
ones you have seen. (see the next
page.)
Ask your new friend where he/ she has
been, and recommend other attractions
to see.
You have eaten a Spanish speciality,
churros with hot chocolate at La Churre,
one of the best places to eat churros in
Barcelona.

Recommend the place to your friend.

You have also been to the beach and can

recommend it.

OPTIONAL extension
• Game: To review the vocabulary from the previous unit, divide your Ss into pairs and tell them to check
through the vocabulary in the previous unit for a few minutes. In pairs they should then choose 3 words and
write example sentences using each of those words.
• In turns, ask the pairs to write one of their sentences on the board, while omitting the key word. The
first S who thinks he knows the word should stand up. If he is correct, he earns a point for his pair. If the S
who wrote the sentence has written a correct sentence, his pair receives 2 points. Continue in this way, then
calculate the scores.
• Video: (QR: rHIXV36) (2.45 minutes) End the lesson on a positive note by playing this short video
featuring a number of songs which contain the Present Perfect Tense. After playing, ask if the Ss know any
of the songs or recognized any of the singers.

122
5.2 GETTING READY
1 LET’S BEGIN!
Look at the picture.
1. How do you feel when you are Amy: (Laughing) I know! I’m not very good
packing a suitcase?
2. Have you been on vacation this Lisa: OK, so let’s do it together – maybe
year?
3. What kind of accommodation do
you prefer when you go on Lisa: No! Give me a minute…. I’m putting it
vacation?
2 LET’S
LISTEN & READ
nationalenglish.net/r18WBEX
a) First listen to Amy and Lisa.
They are getting ready for their
vacations.
1) What are they doing?
They are preparing to go on vacation.
They are packing their suitcases.
2) How are they feeling?
They are feeling excited and happy.
nationalenglish.net/rAGNJUM
b) Now read and listen, and
answer the questions below.
1) What has Amy packed so far?
She has packed the beach towels, bikinis and
the sun cream.
2) Why hasn’t Amy finished packing?
She is not good at packing.
3) How many pairs of sandals is Lisa
taking?
She is taking four pairs of sandals.
Amy: I’m so excited, Lisa! I can’t wait to get
there!
Lisa: Me too, but I hate this part of
vacations – the getting ready
part! I can’t stand packing and I
never know what to take. It makes me
really anxious. Have you finished
packing yet, Amy?
Amy: No, I’ve just started. I’ve put in the
beach towels, bikinis and sun cream,
but that’s all. Look!
Lisa: That’s all? But, you started packing
over an hour ago, Amy!
at packing.
we can help each other.
Amy: Sure! Why not? So, have you packed
your beach gear yet?
in now …… OK, done! Now what do we
need?
Amy: How about shoes and bags?
Lisa: OK. I’m taking three pairs of sandals…
no, four.
(A phone is ringing from another room)
Amy: I’ll get it. (Amy leaves the room)
JUST & YET
Match the correct meanings to the sentences
below.
1. Lisa has just started packing. b
……
2. Lisa hasn’t packed her beach gear yet. a
……
a) She is going to do it, but she hasn’t done it
until now.
b) She did it only a few minutes ago.
123
 GETTING READY Unit 5.2
UNIT 5 MODULE 2 GETTING READY
Function
• Discuss travel preparations
Language Focus
• Just / already / yet
Vocabulary
• Types of accommodation
1. LET’S BEGIN
Aim: To introduce the topic of the lesson and to
engage Ss’ interest
• Game: Divide the Ss into small groups and give
them 1 minute to write down as many items they
can think of that people often take on vacation.
Elicit answers and see which team is the winner.
Also offer extra points for: the most unusual item
to take on vacation; the most expensive thing to
take on vacation; the most useful thing to take on
vacation.
• Draw your Ss’ attention to the picture and
ask them what they can see, then ask the 3
introductory questions.
2. LET’S LISTEN & READ
Aim: To present vocabulary, grammar and
functions in the context of a dialog
To give Ss practise in reading for gist and for
specific details
• a) Tell your Ss that they will listen to two
friends, Amy and Lisa, talking about their
vacation. Ask your Ss to guess what type of
vacation they are going on.
• Get some Ss to read aloud the 2 questions,
then ask them to close their books. Play the
recording, then elicit answers. If necessary, play
the recording again.
• b) Ask your Ss to open their books again and
get some SS to read aloud the 3 questions. Now
play the recording, but let the Ss read along at the
same time. Check answers.
GRAMMAR FOCUS
• Ask your Ss to underline all examples of “just”
and “yet” in the dialog. Ask your Ss whether they
have learned about these adverbs previously.
• Show the Focus On (Just & Yet) box on the
screen. Ask 2 Ss to read aloud the 2 example
sentences. Then get your Ss to read the
explanations (a & b) and match them to the
correct sentences in their books.
• Elicit answers.
124
3. VOCABULARY
Aim: To present vocabulary related to
accommodation
• Ask some Ss to read the vocabulary items
aloud, correcting pronunciation if necessary. In
pairs, ask your Ss to match the items that they
know. Get feedback from your Ss, then present
the remaining items of vocabulary using the
Extra Material.
Extra Material: Click on the icon to show Extra
Material 1. Explain the vocabulary items using
the definitions given, following up with questions
to the Ss about whether they have stayed in that
type of accommodation etc.
• Play the recording to reinforce pronunciation.
Extra Material 1
1. package deal: a vacation deal providing
flight and accommodation
2. all-inclusive: including all meals with
accommodation, plus all drinks and snacks
3. half-board: accommodation including
breakfast
4. full-board: including all meals with
accommodation
5. accommodation: a place to stay
6. short break: a trip of perhaps two or three
days
7. hostel: a place offering cheap
accommodation to travelers, often in shared
dormitories
8. motel: a hotel for travelers, usually near the
highway, offering free parking
Extra Material: Click on the icon to show Extra
Material 2. Divide the Ss into small groups.
Get the Ss to discuss which of the different
accommodation options they think is best.
Encourage them to use some of the useful phrases
on the board.
Extra Material 2
I think ………………. is the best option,
because …………..
I like ……………….., because you can
……………………………..
I don’t like …………………, because
…………………………..
I think that …………….. is /are better than
……………, because
I’ve been on a …………….., and I think
…………………………..
 Unit 5.2 GETTING READY
3 VOCABULARY
Match the words to nationalenglish.net/ ALREADY
their definitions. rZFQJ3H
1. package deal (n.)
2. all-inclusive (adj.) What do you think ‘already’ means here? Write,
3. half-board (adj.) a,b or c in the space.
4. full-board (adj.)
5. accommodation (n.) Amy: You forgot your camera!
6. short break (n.) Lisa: No, I’ve already put it in. ………
7. hostel (adj.)
8. motel (adj.) a) Before you expected
b) After you expected
a) a place to stay
c) Late
b) a hotel for travelers, usually near
the highway, offering free parking
c) a place offering cheap
accommodation to travelers, often
5 LET’S TALK
in shared dormitories You are getting ready to go on
d) a trip of perhaps two or three days a one-week trip abroad with
e) including all meals with school. You are excited about
accommodation going.
f) accommodation including breakfast
g) including all meals with You are talking with your
accommodation, plus all drinks
classmate on the phone. You
and snacks
h) a vacation deal providing flight
leave tomorrow. Ask each other
and accommodation what you have done or haven’t
done so far.
4 LET’S READ Look at the ideas below for
Read the continuation of Lisa help, and refer to the Useful
and Amy’s conversation, then Language Box.
answer the questions below.
phone charger camera
Lisa: Who was it? You were ages!
Amy: Just my mom. She wanted to know all
the details about our trip. I told her beach gear Mp3
it’s an all-inclusive deal, so she doesn’t
have to worry. But she’s nervous about
us going on vacation abroad for the first
guide book passport
time.
Lisa: I bet! OK Amy, get back to work! I’ve Useful Language Box
almost finished packing.
Amy: You’re kidding! What have you put in? Have you ……………… yet?
Lisa: I’ve put in my evening clothes, my bags Yes, I’ve just ………………
and shoes and I’ve just put in my No, I haven’t ……………… yet.
toiletries.
Amy: You forgot your camera!
Don’t forget to ………………
Lisa: No, I’ve already put it in.
Amy: OK. What about your sunglasses? I’ve already ………………
Lisa: Ah! Ok, I forgot them! I’ll put them in
now. Thanks! Now, you should get What about ………………?
packing. We leave in three hours!!
Amy: Three hours! Oh, no! I’ll never be ready
on time. Help! 6 LET’S WRITE
1. Have Lisa and Amy been abroad You have arrived at your
before? destination. Write a short e-mail
No, they haven’t. to your friend to say:
2. Why is Amy’s mom feeling nervous? - you arrived (just)
She is feeling nervous because it’s their first time
going abroad. - you didn’t unpack (yet)
- you made new friends (already)
3. What did Lisa put into her suitcase a few
minutes ago? Give more details, such as the
She put her toiletries. type of accommodation and your
4. How do you think Amy is feeling, and why? first impression about the city.
She is feeling nervous and panicked because she is
not ready.
125
 GETTING READY Unit 5.2
• Game: Arrange your Ss in two teams in lines
facing the board. Give a rolled up piece of paper
to the two Ss at the front of each line. Use the
Extra Material to show the vocabulary items,
then randomly read the definitions from the
book. The two Ss at the front of the lines must
touch the corresponding word on the screen. The
Ss then give their papers to the Ss behind them
and move to the back of the line. Keep the game
fast-paced to make it fun.
Extra Material: Click on the icon to show Extra
Material 2, showing the 8 items of vocabulary in
random order.
4. LET’S READ
Aim: To give Ss practise in reading for general
understanding and for specific information
• Remind your Ss about Lisa and Amy’s
conversation while they were packing their
bags. Tell your Ss that they wil now read the
continuation of the conversation a little while
later. Remind your Ss that Amy left the room
to answer the phone. Ask your Ss whether they
think Lisa has finished packing while Amy was
out of the room.
• Ask some Ss to read the 4 questions, then give
Ss time to read and answer the questions.
• Check answers.
GRAMMAR FOCUS
• Ask your Ss to scan the text again and to
underline the word “already.”
• Show the Focus On box on the screen and ask
2 students to read small section of dialog from
the reading activity. Then ask your Ss to choose
and circle the correct meaning of “already” in
their books.
• Check answers and understanding.
• If your SS require further explanation, tell
them that you are going to ask them to do a few
things. Explain that they have already done those
things, but that you are not aware of this. They
should reply using “already.”
Example:
Randomly ask your Ss:
Please finish your homework (Elicit I’ve
already finished my homework.)
Please pick up your dirty socks.
Please go and wash the dishes.
Please go to the shop to buy some milk.
Please give me your telephone number.
Please put your bag in your room.
126
5. LET’S TALK
Aim: To give Ss practise in using the adverbs yet,
already and just within a meaningful dialog
• Explain to your SS that they are getting ready
to go on a one-week trip abroad with school. Ask
your SS where they would like to go and elicit
ideas. Draw the Ss’ attention to the list of items
in their books, and give them a minute or two to
add other items to take on vacation to that list.
• Show the Useful Language Box on the screen
and read through the phrases there. Explain to
your Ss that they will have a conversation like
Amy and Lisa’s conversation. They should use
the useful phrases and the adverbs while asking
which of the items on their lists they have packed.
• Model the activity first with one of your more
competent Ss.
6. LET’S WRITE
Aim: To give practise in writing a short, informal
e-mail about a vacation
• Tell your Ss that they are now on vacation, and
that using the prompts in the book they should
write a short e-mail to their friends to say that
they have arrived safely.
• Elicit ideas on how to start the e-mail, some
opening expressions and leave taking expressions
and write them on the board. Explain that they
should give some more information about the
place they are staying, such as what the city and
the hotel are like. Tell them that they can use past
vacation experiences to help them. Then give
your Ss time to do the activity, or let them do it as
homework. If they do it as homework, tell them
that they will read out and share their e-mails at
the next lesson.
OPTIONAL extension
Video: (QR: rIGQR76) (Almost 3 minutes) You
may wish to play this short video showing a
grammar presentation of the adverbs already, yet
and still. Note that it contains a new, but useful
adverb which you have not presented in this
lesson. (still)
 A DIFFERENT TYPE
5.3 OF VACATION
nationalenglish.net/rAK8ET4

5. To keep something in good

maintain
condition ………………………….

6. Something an animal or person

can use for protection from the
shelter
weather or danger ……………………….

7. Animals and insects living in the

wildlife
wild ………………………….

8. A person doing a job or

service willingly, and without pay
volunteer
………………………….

3 LET’S READ
a) Read the Teen World
magazine article about
conservation quickly to find the
answers to the two questions
1 LET’S BEGIN! below.

Look at the picture. 1. Where are they?

They are at the Green Meadows Summer
1. What do you think a conservation Conservation Camp.
area is?
2. Is it easy work?
2. Are you interested in conservation? No, it isn’t.
3. Have you ever been on an
alternative type of vacation?

2 VOCABULARY CONSERVATION
VOLUNTEERS
nationalenglish.net/rZG23X5
Linda, Stuart and Graham spend a lot of their
Match the words to their time outdoors. They are often wet, dirty or
definitions. muddy.
nature (n.)/ volunteer (n.) But they don’t mind, because they love nature.
maintain (v.) / protect (v.)
They are conservation volunteers, and they have
observe (v.) /wildlife (n.)
shelter (n.) / habitat (n.)
been doing this work for two years now. They
take part in research, and nature and wildlife
conservation programs. They also help to
1. To keep something safe from
protect maintain nature parks, conservation areas and
danger ………………………….
wildlife habitats, and to repair paths, walls and
steps, and so on.
2. The type of area where an animal
habitat
lives …………………………. They usually volunteer
on the weekend,
3. To watch something and they also go on
observe
carefully …………………………. conservation camps
during the summer
4. The natural world around us, like vacation.
trees and plants. Not the things
nature
made by man. ………………………….
127
 A DIFFERENT TYPE Unit 5.3
OF VACATION
UNIT 5 MODULE 3 A DIFFERENT TYPE
OF VACATION
Function
• Talk about recent ongoing activities
Language Focus
• Present perfect continuous
Vocabulary
• Conservation and nature
1. LET’S BEGIN
Aim: To introduce the topic of the lesson and to
engage Ss’ interest
• Draw your Ss’ attention to the title of the
module, and elicit ideas from the Ss on what
kind of vacations might be considered to be
“different.” Also ask them if they have been on
an unusual type of vacation.
• Draw your Ss’ attention to the picture and
ask the first question. (A conservation area is an
area of land which is protected by law to prevent
negative changes in that place)
• Game: Divide your Ss into pairs or small
groups and challenge them to write as many
words as they can using words from the word
“CONSERVATION”. Write the word on the
board. Give your Ss one minute, then check
answers. Award 2 points for every 2-letter word,
3 points for every 3-letter word etc.
2. VOCABULARY
Aim: To present vocabulary related to wildlife
and nature
• Ask some Ss to read aloud the vocabulary
items, correcting pronunciation if necessary.
Divide the Ss into pairs and give enough time for
Ss to try to match the words to their definitions.
• Elicit a few answers, and then play the
recording to check answers and to reinforce the
correct pronunciation.
• Game: Write all the vocabulary items onto
separate pieces of paper, fold them in half and
place them in a bag. Divide the group into two or
more small groups, depending on the size of your
class. Ask for a representative from one team to
come to the board and choose a paper from the
bag. The S reads the word aloud, and then returns
to his / her team. Both teams must then confer
amongst themselves and try to write as many
sentences as they can using the chosen word.
128
After the minute has passed, ask your Ss to write
the sentences on the board and check whether
they are correct as a class. The game continues
in this way with points being awarded for each
correct sentence. If you want to make the game
less time-consuming, allow the teams to choose
different words at the same time.
3. LET’S READ
Aim: To present vocabulary, grammar and
functions within a meaningful text
To give Ss practise in reading for gist and for
specific details
• Draw your Ss’ attention to the title of the
article. Ask your Ss whether they have ever
heard of conservation groups where people
volunteer to do conservation work. Have they
ever volunteered in this way, or do they know
people who have?
• Ask your Ss what they can see in the pictures
contained in the article. Then divide the Ss
into small groups and give them some time
to brainstorm ideas on what sort of things
conservation volunteers do.
• a) Elicit ideas, then aska S to read aloud the
two questions. Now tell your Ss to read the article
silently, without worrying about understanding
all the details. Tell them to read it reasonably
quickly and to focus on finding the answers to
the 2 questions.
Elicit answers, and ask your Ss if they can explain
their answer to question 2.
• b) Ask some Ss to read the questions aloud,
then get some of your Ss to read the article aloud.
After reading, give your Ss time to write their
answers.
Elicit answers and clarify any problems with
understanding or with vocabulary.

GRAMMAR FOCUS
• Show the Focus On box on the screen, and ask
two Ss to read aloud the two example sentences
from the text. Explain that the example sentences
use the present perfect continuous tense.
Then read the functions of the present perfect
continuous tense to your Ss. Give them time to
study the sentences and match the functions (a
& b) next to the two example sentences in their
books.
• Elicit answers and elicit how the tense is
formulated. Clarify further if necessary by
providing further examples and situations.
• Grammar Material: Click on the icon (G1)
to show the formation of the tense and some
examples.
Grammar 1
Present Perfect Continuous
Positive
Subject + have/has been + present participle
I have been working for hours
She has been working on her project all morning
Negative
Subject + haven’t / hasn’t been + present
participle
You haven’t been listening to me.
He hasn’t been studying at home.
Question
Has / have + Subject + been + present
participle
Have they been helping you?
Has it been annoying you?
Unit 5.3 A DIFFERENT TYPE
OF VACATION
• Grammar Material: Click on the icon (G2)
for a practice exercise. Do the exercise as a class
on the board, or get your Ss to do the exercise
in their notebooks. Using the promts, Ss should
formulate the sentences.
Grammar 2
1. she / help / her mom / in the kitchen / all
morning / ?
Has she been helping her mom in the kitchen
all morning?
2. we / wait / bus / an hour
We have been waiting for the bus for an hour.
3. he / not learn / Spanish / !
He hasn’t been learning Spanish.
4. you / help / me / every day
You have been helping me every day.
5. you / travel / around Europe / all summer / ?
Have you been traveling around Europe all
summer?
6. they / paint / the room / since / 9 o’clock /
this morning
They have been painting the room since 9
o’clock this morning.
129
 A DIFFERENT TYPE Unit 5.3
OF VACATION
This is where Linda, Stuart and Graham are
right now – at the Green Meadows Summer
Conservation Camp. Let’s find out what they
have been doing all morning.
So, did you have
a busy morning,
Graham?
Graham: ‘Hi! Sorry
that I’m sweaty, but I
have been doing repair
work all morning. It has
been a very busy morning, but I’ve just finished.
I’ve been repairing paths around these ponds. It
was hard work, but fun, and I think we have done
a good job. It’s important to maintain these paths
so that nature lovers can have access to nature.’
Thanks, Graham, and what about you Stuart?
Stuart: ‘Hi Tim! I have been planting wild
flowers all morning. The wild flowers help to
provide food and shelter for our wildlife. We
haven’t finished, so we are going to continue after
lunch.’
Thank you, Stuart, and now let’s ask Linda
about her morning.
Linda: Hello there! I have had a wonderful
morning. We have been counting baby frogs! It is
part of a research project in this area. The number
of frogs is decreasing, so we are observing them
to try to discover the reasons.
b) Now, read and answer the
following questions.
1. How long have the three friends
been doing conservation work?
They have been doing conservation work
for 2 years.
2. What sort of things do they repair?
They repair paths, walls and steps.
3. What have Graham Stuart and Linda to tell him how you feel about
been doing all morning?
Graham has been doing repair work all
morning. Stuart has been planting wild flowers
all morning. Linda has been counting baby
frogs as a part of a research project in the
area.
PRESENT PERFECT
CONTINUOUS
Match the sentences to the functions of this
tense. Write ‘a’, or ‘b’ next to the sentences.
We have been planting flowers all morning. a
……
They have been doing voluntary work for two
b
years. ……
We use the present perfect continuous for:
a) ongoing actions that finished recently, and
are relevant now
b) something that began in the past, and
continues into the present
5 LET’S LISTEN
nationalenglish.net/r37T8LQ
Listen to Kim and Jason chatting
on the phone about their
experiences this week, then
answer the questions. It is
summer vacation.
1. Does Kim think that doing work
camps in the summer is a good idea?
No, she doesn’t.
2. Why, or why not?
She wants to enjoy her summer vacation. She
doesn’t want to work during her vacation.
3. What does Jason say people should
do?
People should be responsible and look after the
planet.
4. What has Kim been doing all week?
She has been getting up late, seeing her friends
and playing sports in the afternoons.
5. Why hasn’t she been playing tennis?
Because the tennis club is closed.
6 LET’S WRITE
Write a short e-mail to a friend
you met at the conservation
work camp. You came home a
week ago, and you are writing
the camp, and what you have
been doing this week.

4 LET’S TALK
You are on a conservation camp
with your friends.
You are keeping a record of
what work has been done
before lunch.
Turn to the More Talking section
in the appendix for further
information.

Student A: Look at page 132.

Student B: Look at page 138.
130

5. LET’S LISTEN
Aim: To give Ss practise in listening for gist and
for specific information
• Tell your Ss that two friends, Kim and Jason,
are talking on the phone about what they have
been doing this week. Explain that they are
speaking during the school summer vacation.
• Tell your Ss to listen and find out where Jason
and Kim have been this week in order to help
your Ss to develop a general understanding of the
recording before focusing on the details. Play the
recording, then elicit answers. (Answer: Jason
has been at a conservation camp and Kim has
been at home) Ask whether they think Kim and
Jason are happy with how they spent the week.
• Ask some Ss to read aloud the 5 questions,
then play the recording again. Give Ss time
after listening to finish writing their answers. If
necessary, play the recording again, pausing it
at strategic intervals to enable Ss to write their
answers.
• Check answers and show the transcript on the
board. Ask your Ss to find the examples of the
Present Perfect Continuous Tense in the transcript
and to say whether they refer to ongoing actions
or to actions that have only recently finished.
Unit 5.3 A DIFFERENT TYPE
OF VACATION
4. LET’S TALK
Aim: To give Ss practise in using the present
perfect continuous tense in a meaningful context
• Tell Ss that they are going to carry out some
role plays about being on a summer conservation
camp. Divide the class into A and B students.
The A students should look at page 132, and the
B students should look at page 138.
• Explain that they are enjoying volunteering
at the conservation camp. Explain that all the
volunteers have different jobs to do, and that
they have been doing jobs all morning. Tell your
Ss that they have to keep good records of all the
work that has been done. It is now lunchtime
and they are bringing their records up to date.
Explain that they have different information
on their records, and that they have to ask each
other questions in order to complete the missing
sections.
• Draw their attention to useful questions at the
bottom. Encourage your Ss to use the present
perfect continuous tense. Review the adverbs
from the previous lesson (already, just, yet) and
encourage your Ss to use them also.
• After giving a few minutes preparation and
thinking time, get the Ss to carry out their role
plays. Feedback on any problems or mistakes
you have observed.

Transcript: 5.3 - A DIFFERENT TYPE OF

VACATION
Kim: Hey, Jason. What’s up?
Jason: Everything’s great. I’ve been having a STUDENT A:
great week here at camp. 4. LET’S TALK
Kim: Really? Working during your vacation a) You are volunteering for one week on a conservation
doesn’t sound great to me. camp. You are having a great time. At lunchtime each
day, you have to make a record of all the work done
Jason: But it is. I feel good, because I am doing in the morning. You are doing the records with one of
something useful. We need to be responsible the other campers. Ask questions about the information
and look after our planet, Kim. you don’t have, and answer your partner’s questions to
complete the following document.
Kim: Sure, I know. But not in the holidays!
Maybe I’ll join your conservation group on the Name Project Finished
weekends – but when school starts again – not
now! This is your Finished. Planted
friend 100 plants
Jason: Ok, Kim. I get the idea! So, what have
you been doing? Have you been sleeping all Finished half the
James
pond
week?
Kim: No, I haven’t been sleeping all week, Lee Repairing paths
Jason. I have been getting up late every
morning, but I’ve been seeing friends and Samantha Lunch is ready
playing sports in the afternoons. Not finished. A
Jason: Have you been going to tennis? Clark Repairing fences lot more to do
Kim: No, the tennis club is closed for the
Summer, so I’ve been playing badminton Alan
every day. I’m quite a good player now. Planting young Not finished. 25
This is you
Jason: Great, but why is the tennis club closed trees more trees to plant
for the Summer? Marie
Repairing a
Kim: Because the owner is leading a wooden bridge
conservation work camp, Kim!! What have you been doing?
Jason: Oh, I see. Sorry. What’s …………….. been doing?
Has he/she finished?

131
 A DIFFERENT TYPE Unit 5.3
OF VACATION

5.3 - A DIFFERENT TYPE OF Extra Material 1

VACATION planting trees
STUDENT B: repairing paths
4. LET’S TALK repairing bridges
a) You are volunteering for one week on clearing ponds
a conservation camp. You are having a
great time. At lunchtime each day, you
repairing fences
have to make a record of all the work planting wildflowers
done in the morning. You are doing the
records with one of the other volunteers.
recording the number of plant species
Ask questions about the information you counting the number of insects
don’t have, and answer your partner’s
questions to complete the document
below. OPTONAL extension

Video: (QR: rIIDI4T) You may wish to show this

Name Project Finished short grammar lesson about the present perfect
Planting wild Finished. Planted continous tense to consolidate knowledge. There
This is you
flowers 100 plants is a simple grammar explanation, examples, some
James Clearing ponds
short sample dialogs and a vocabulary section

Lee Finished 1. One

more to do
Making lunch for
Samantha
everyone

Clark

Recording the Finished

Alan
number of bees
visiting different
plants
This is your
friend

Marie Finished

What have you been doing?

What’s …………….. been doing?
Has he/she finished?

6. LET’S WRITE
Aim: To give practise in writing a short, informal
e-mail to a friend
• Remind the Ss about greetings, useful phrases
and endings when writing e-mails. Tell your Ss
that they have just returned from camp, and that
they are writing a letter about their experiences
to a friend.
• In order to prepare your Ss for writing, get
your Ss to first tell their partners about what
they have been doing all week. Show the Extra
Material to provide prompts and ideas.
Extra Material: Click on the icon to show Extra
Material

132
5.4 A TRIP TO ISTANBUL
1 LET’S BEGIN!
Look at the picture.
1. Have you ever visited Istanbul?
2. How would you describe Istanbul?
3. Do you know why 2010 was an
important year for Istanbul?
2 LET’S TALK
Take it in turns to describe and
guess the names of well-known
cities, like Istanbul.
Think about what the city is famous for,
(for example Istanbul is famous for its
bridges) and the things that you can
do in that place. (For example, you can
visit beautiful palaces and mosques in
Istanbul.)
Now give clues to your classmates. Your
classmates can ask 8 questions, then
they must guess the city.
nationalenglish.net/rAKFID
3 LET’S LISTEN
nationalenglish.net/r38AV5S
Dialog1: Listen to a telephone
conversation between Helen,
and her friend Mark, then
answer the questions below.
1. What is Helen doing, and why?
She is researching on the net about Istanbul, because
she is planning to go there on her summer vacation.
2. Has Mark ever been to Istanbul?
No, he hasn’t.
3. When did Mark’s parents go to
Istanbul?
They went to Istanbul 2 years ago.
4. What did they especially like about
Istanbul?
They liked the people, culture and cuisine.
5. What does Mark suggest to Helen?
He invites her to come over to his house one day
and ask his parent about their vacation in Istanbul.
Dialog 2: Now listen to James
and Jasmine talking at school,
then answer the questions.
1. Why does James ask about Carole?
Because he hasn’t seen her at school this week.
2. Where is Carole?
She is on vacation with her father in Istanbul.
3. When does she return?
She returns on Saturday.
BEEN & GONE
My parents have been to Istanbul. They went
two years ago.
Carole has gone to Istanbul. She comes back
on Saturday.
Choose the correct option:
We use been / gone to say that someone went
somewhere, and came back from that place.
We use been / gone to say that someone went
somewhere, and is still in that place.
133
 A TRIP TO ISTANBUL Unit 5.4
UNIT 5 MODULE 4 A TRIP TO ISTANBUL
Function
• Talk about the duration of an action
• Talk about the sights of Istanbul
Language Focus
• For & since
• Been & gone
Vocabulary
• Cambodia
1. LET’S BEGIN
Aim: To introduce the topic of the lesson and to
engage Ss’ interest
• Check that your Ss know where Istanbul is,
(Turkey) and ask them if they know the two
previous names of this ancient city. (Answer:
Byzantium and Constantinople)
• Video: (QR: rUIEIXB) (2.50 minutes) Tell
your Ss that they are going to watch a short video
showing Istanbul. Tell them not to worry about
understanding all the details, but to take listen
for the following information to complete the
sentences below:
1. Istanbul is the only metropolitan city in the
world …situated on 2 continents.
2. Hagia Sophia mosque is the city’s most
….famous icon.
3. More than anything, the people of Istanbul …
love to eat.
4. (You can) Pick up one of world’s best …
kebabs.
Brainstorm ideas on describing Istanbul.
Ask the 3 introductory questions, and also ask
your Ss if they would like to visit Istanbul after
watching the video.
2. LET’S TALK
Aim: To give Ss practise in describing cities
• Give your Ss one minute in groups to
brainstorm as many useful adjectives we could
use to describe cities, then feedback and write
the answers on the board.
• Also brainstorm some of the landmarks that
we might find in famous cities and write those of
the board.
Possible adjectives
beautiful impressive
ancient fun
colorful lively
magnificent busy
fascinating cosmopolitan
exciting modern
134
Possible landmarks
mosque cathedral
park botanical garden
theater museum
art gallery stadium
palace government building
bazaar
• Divide the group into small groups, or pairs.
Explain that each S will take turns to describe
a famous city to the other student(s). Remind
them to use the ideas written on the board to help
them, and model the activity first by describing
Istanbul.
Example:
It is a beautiful, ancient city. It is famous for
its kebabs and its colorful bazars. You can visit
many magnificent mosques and you can travel
by ferry. There is a wonderful old palace here,
and there are the stadiums of some famous
football clubs.
• Tell your Ss that after they have described the
city, the other Ss can ask 8 questions, then they
have to guess the city.
• Give your Ss time to think, then give time to
carry out the activity.
3. LET’S LISTEN
Aim: To give Ss practise in listening for specific
information
• Tell your Ss that they will listen to two short
dialogs. The first dialog is a phone conversation
between Helen and her friend Mark.
• Ask a S to read the first question for dialog 1
aloud, then play the recording and give Ss time to
record their answers.
• Ask some Ss to read the remaining questions,
and play the recording again. Give some time to
enable Ss to finish writing their answers. If Ss
have been unable to find all the answers, show
the transcript on the board. Play the recording
again and encourage the Ss to read along at the
same time.
• Check answers, then tell your Ss that they will
listen to another dialog; James and Jasmine are
talking at school. Ask a S to read the 3 questions,
then play the recording. Play the recording more
than once if required.
• Show the second dialog on the screen, and ask
your Ss to read the dialog aloud in pairs, focusing
on stress and intonation.
 Unit 5.4 A TRIP TO ISTANBUL

4 VOCABULARY ISTANBUL
CAPITAL OF CULTURE
nationalenglish.net/rZHYCCN

Match the words to their

definitions.

g 1. cosmopolitan (adj.)
e 2. culture (n.)
f 3. cuisine (n.)
h 4. genuine (adj.)
d 5. modern (adj.)
b 6. ancient (adj.)
c 7. bridge (n.)
a 8. mosque (n.)

a) a Muslim place of worship Capital Of Culture

b) very old Istanbul is the only city in the world that is
c) a structure providing a way of in both Europe and Asia, and it became the
crossing from one side to the European Capital of Culture in 2010. During that
other, for example over a road or time, many cultural events happened throughout
a river the city.
d) up to date Istanbul has been a major tourist destination for
e) the behavior and beliefs of a
many years, but the number of visiting tourists
particular society or group of
has increased greatly since its year as Capital of
people
f) a style of cooking
Culture in 2010.
g) of mixed cultures and influences Links with Literature
h) real Over the years, many artists and writers have
been fascinated by this wonderful city. Agatha
‘FOR’ & ‘SINCE’ Christie for example, the famous British crime
author, wrote her most famous book, Murder On
the Orient Express here. She wrote it in 1934,
This city has been called Istanbul since 1930. while staying at the Pera Palas Hotel. The Orient
The Orient Express traveled across Europe for Express was one of the most luxurious trains to
94 years. travel across Europe for a period of 94 years from
Choose the correct option: 1883 until 1977.
We use for / since to say when something Barbara Nadel is a contemporary British novelist
started. It is a point in time. who has written a series of crime novels based
We use for / since to to refer to a period of in Istanbul. Since her first Çetin Ikmen (police
time. The duration is important.
detective) novel appeared in 1999, she has
I have been living here for many years/ 10 written a total of 17 novels in this series.
years / a few months / two weeks
I have been living here since 2014 / December A Fascinating City
/ last year / I was a child Istanbul remains one of the most fascinating
cities in the world. It attracts approximately 7.5
million tourists a year. If you are unable to visit
5 LET’S READ the city in person, why don’t you try reading one
Read the article about of Barbara Nadel’s Istanbul based novels?
Istanbul, then answer the
questions.
1. How long has Istanbul been an
6 LET’S TALK
important city? You are on vacation in Istanbul
2. Why was 2010 an important year with a group of friends; You
for Istanbul? want to find out where everyone
3. Which British author has written a is. Turn to the More Talking
series of books based in Istanbul? section in the appendix for
further information.
4. When did the first Detective Çetin
Ikmen novel appear? Student A: Turn to page 132.
5. Where did Agatha Christie write Student B: Turn to page 138.
Murder On The Orient Express?
135
 A TRIP TO ISTANBUL Unit 5.4
Transcript:
Dialog 1:
The phone is ringing….
Mark: Hey, Helen. It’s Mark. How are things?
Helen: Pretty good, Mark. How’re you?
Mark: I’m pretty good, too. What’re you
doing these days? Are you busy?
Helen: Well, I’m researching on the net about
Istanbul at the moment, because I’m thinking
about going there on vacation in the summer.
Have you ever been there?
Mark: No, I haven’t, but my parents have.
They went there 2 years ago, and they really
loved it.
They said it’s a very cosmopolitan city.
Helen: What else did they like about it?
Mark: They liked the Turkish people, and they
enjoyed the different culture, and they also
really enjoyed the Turkish cuisine, especially
the kebabs!
Helen: How long did they stay?
Mark: I’m not sure, but I think they stayed
for 5 days. Why don’t you come over one day,
then you can ask them about it.
Helen: Sure. That’s a good idea. Thanks.
Dialog 2 :
(Background school noises)
James: Hey, what’s up, Jasmine?
Jasmine: Nothing much. And you?
James: Pretty good. Do you know where
Carole is? I haven’t seen her at school this
week. Is she ill?
Jasmine: No, she’s on vacation with her dad
at the moment. They’ve gone to Istanbul for a
few days.
James: Lucky thing! When does she get back?
Jasmine: I’m not sure, but I think she’s
returning on Saturday.
GRAMMAR FOCUS
• Show the Focus On (Been & Gone) box on
the screen to introduce the use of “been” and
“gone” with the Present Perfect Simple Tense.
Ask your Ss some questions to encourage them
to notice the rules.
• First ask a S to read the first example sentence
from the dialogs. Explain the when we use “been”
and “gone” in the present perfect simple tense, it
means the same as “visited.”
136
1. Ask whether Mark’s parents have ever been
to Istanbul. (Answer: Yes)
2. Ask when they went. (Answer: 2 years ago)
3.Ask whether the parents are still in Istanbul.
(Answer: No)
• Now ask a S to read the next example sentence
from the dialogs, and ask some questions.
1. Ask if Carole has ever visited Istanbul.
(Answer: Yes)
2. Ask if Carole went to Istanbul very recently.
(Answer: Yes)
3. Ask whether Carole returned from Istanbul.
(Answer: No; she is still in Istanbul)
• Now ask your Ss to look at the rules in the
Focus On box in their books, and choose the
correct rule to match the functions of “been” and
“gone.”
• Grammar Material: Click on the icon (G1) to
give practice in using “been” and “gone.” Either
do the activity orally with the class, or get your Ss
to do the activity individually in their notebooks.
Grammar Material 1
1. Where have you …been…..? I’ve been
calling you all morning.
2. She’s …gone… to the canteen for lunch. She
will be back in a about 10 minutes.
3. Harry has just ….been... to the bank, so
maybe he will lend you some money.
4. I’ve never …been… to Istanbul.
5. Has Melisa ..gone…to the shops already?
She’s not here.
6. How long has ..been… on vacation, and
when does she return?
4. VOCABULARY
Aim: To present vocabulary related to describing
cities of interest
• Read the vocabulary items aloud and get your
Ss to repeat them chorally. Ask the Ss to try to
match the words to their definitions in pairs.
• Elicit a few answers, then play the recording
the check answers and to reinforce the correct
pronunciations.
 Unit 5.4 A TRIP TO ISTANBUL

5. LET’S READ • Grammar Material: Click on the icon (G2) to

Aim: To present vocabulary, grammar and show further information on when we can use
functions within a meaningful context “for” and “since.”
To give Ss practise in reading for gist and for
specific details Grammar 2
• Draw your Ss’ attention to the title of the text, For / Since
and ask if they know what a European Capital We use “for” to talk about duration (a
of Culture is. (Answer: It is a city chosen by the period of time)
Council Of Europe each year. During the year, -seconds
the chosen city organizes many cultural events.) -minutes
• Draw your Ss’ attention to the sub-headings in -weeks
the text and ask whether they know of any links -months
with culture that Istanbul might have. Ask your -years
Ss, from what they already know about the city, -centuries
-ages
what would they say is fascinating about it. -a long time
• Now ask some Ss to read the text aloud to the -many years
class. Advise your Ss not to worry about all the -ever
details, but to get a general understanding of the etc.
text.
We use “since” to talk about a point of
• After reading, ask your Ss to write down 1 or time in the past
two things that they learned from the text, then
-clock time (7 p.m.)
ask your Ss to share what they have written with - a day (Saturday)
a partner. -a month (June)
• Feedback and model and drill the correct -a year (2012)
pronunciation of any words that were incorrectly -a century (the twentieth century)
pronounced during the reading. -I was a child
• Ask some Ss to read the 5 comprehension -I was young
etc.
questions, then ask the Ss to read the text again
silently, then to answer the questions.
• Grammar Material: Click on the icon (G3) for
• Check answers and deal with any
further practice.
misunderstandings.
• Ask your Ss which of the two mentioned Grammar 3
authors’ books they would prefer to read. Ask
your Ss to tell their partners about the type of For & Since
books they enjoy reading. Exercise
GRAMMAR FOCUS
1. I have been staying with my uncle in Istanbul
• Show the Focus On (For & Since) box on the
screen, and ask two Ss to read the two example …for… three days.
sentences aloud. 2. My best friend hasn’t visited Istanbul …
Ask your Ss which sentence uses a specific date since… 2006.
reference, and which refers to a duration of time. 3. I have wanted to visit this city ..since.. I was
Give your Ss two more simple examples:
E.g. I have lived here since 2010. / I have lived a child.
here for 6 years. 4. I stayed there …for… many months.
Now tell your Ss that the sentences use the two 5. We have been waiting for Jane ..since.. eight
conjunctions “for” and “since”, and that one is o’clock.
used to refer to duration, and the other to refer
6. Holly has been taking photos ..for.. hours.
to a starting time in the past. Get your Ss to look
at the examples again, and to try to complete 7. I haven’t seen her ..since.. this morning.
the rules in their books by circling the correct 8. I have only worked here ..for.. two weeks.
answers.

137
 A TRIP TO ISTANBUL Unit 5.4

6. LET’S TALK
Example:
Aim: To give Ss practise in asking and answering
questions about what people have done Pam: Lorna, do you know where Ted
• Tell Ss that they are going to carry out some is?
Lorna: Yes, he’s gone to the Empire
role plays about being on vacation in Istanbul. State Building. He left early this
Divide the class into A and B students. The morning.
A students should look at page 132, and the B Pam: Hasn’t he got back yet?
Lorna: No, I don’t think so.
students should look at page 138.
Pam: OK. But, what about Rosy? Has
• Explain that they are on vacation with a group she gone anywhere?
of friends; one friend is asking another friend Lorna: She’s been to see the Statue of
about where everyone is and what they have Liberty, but she got back an hour
ago.
done. Pam: Let’s call her, then we can grab a
• Explain that the A students will ask about the coffee together.
4 people listed in their role pay information, and Lorna: OK. Good idea!
that they B students will answer according to the
information they have.
• Ask two Ss to read aloud the example dialog
b) You are on vacation in Istanbul. One
first, and draw your Ss’ attention to the Useful
of your friends asks where everyone
Language Box. is. Look at the information below, and
• Give your Ss time to check their information, answer his/ her questions.
then let the SS carry out their role play.
• Get your SS to swap roles, then feedback on
any problems or mistakes you have observed. Where he / she
Name Returned?
went

Jonathon Topkapi Palace No. Left at 9 a.m.

5.4 - A TRIP TO ISTANBUL No. Left a few
Chrissie Istiklal Street hours ago
STUDENT A:
Yes. Returned
Lorraine The Galata Bridge
5. LET’S TALK half an hour ago

a) You are on vacation in Istanbul. Ask Yes. Returned at 3

Trent The Konak Cafe
one of your friends where everyone is, o’clock
and check whether they have returned
to the hotel.

Ask about the following people:

Jenny Paul Mary-Ann Rod 5.4 - A TRIP TO ISTANBUL
STUDENT B:
5. LET’S TALK
a) You are on vacation in Istanbul. One
of your friends asks where everyone
is. Look at the information below, and
answer his/ her questions.
Where he / she
Name Returned?
went

Jenny Hagia Sophia No. Left at 10 a.m.

Yes. Came back
Mary-Ann Basilica Cistern ages ago
Useful Language Box
Yes. Returned a
Rod Grand Bazaar
few minutes ago
Do you know where ……….. is/went/ has
No. Left 3 hours
gone? Paul Turkish Bath
ago
Has ……….. gone anywhere?
Has she/ he returned yet?

138
 Unit 5.4 A TRIP TO ISTANBUL

b) You are on vacation in Istanbul. Ask

one of your friends where everyone is,
and check whether they have returned
to the hotel.

Ask about the following people:

Jonathon Chrissie Lorraine Trent

Useful Language Box

Do you know where ……….. is/went/ has

Remember:
gone?
He’s gone to …………. He’s not got back yet. Has ……….. gone anywhere?
She’s been to …………. She came back an Has she/ he returned yet?
hour ago.

Example:

Pam: Lorna, do you know where Ted is?

Lorna: Yes, he’s gone to the Empire
State Building. He left early this
morning.
Pam: Hasn’t he got back yet?
Lorna: No, I don’t think so.
Pam: OK. But, what about Rosy? Has
she gone anywhere?
Lorna: She’s been to see the Statue of
Liberty, but she got back an hour
ago.
Pam: Let’s call her, then we can grab a
coffee together.
Lorna: OK! Good idea!

OPTIONAL extension
Video: (QR: r TGN51F) (Approximately 4 minutes) You may wish to show this useful grammar video
about “for” and “since” to further consolidate knowledge. It gives plenty of examples, and Ss are asked
to repeat some of the sentences. After the first 3 minutes, there is a short gap-fill type quiz to check
understanding.

139
 5.5 FOCUS ON CAMBODIA
nationalenglish.net/

2. What is the capital of Cambodia?

a) Ho Chi Minh City
b) Bangkok
c) Phnom Penh

3 VOCABULARY
nationalenglish.net/rZMY6ZD

Match the words to their

definitions.

h 1. government (n.)
e 2. temple (n.)
f 3. rule (v.)
g 4. ancient (adj.)
b 5. Hindu (adj.)
a 6. stunning (adj.)
c 7. republic (n.)
d 8. violent (adj.)

a) extremely beautiful
1 FACT FILE b) related to the common religion of
India
Country: Cambodia c) a country not ruled by a king or
Population: 15.14 million queen
Language: Khmer, French, English d) acting with strong, extreme, rough
Money: Cambodian Riel force
Area: 181,035 square kilometers e) a place for worshipping a god
f) to control
g) very old, related to the past
2 LET’S START h) a group of people that rule a
country
1. Which of these flags is the flag of
Cambodia?

a) b) c)

140
 Unit 5.5 FOCUS ON CAMBODIA

UNIT 5 MODULE 5 FOCUS ON 3. VOCABULARY

CAMBODIA Aim: To present vocabulary related to a south-
east Asian country
Function
• Read the vocabulary items aloud to the Ss,
• Reading & speaking practice then ask them to work in pairs to try to match the
Language Focus words to the definitions. Encourage Ss to guess
the words they do not know.
• Consolidation • Play the recording to enable Ss to check
Vocabulary their answers and to listen again to the correct
pronunciation.
• Cambodia
• Ask the Ss to study the vocabulary items for
30 seconds to try to remember them, then show
1. FACT FILE the vocabulary exercise below.
Aim: To provide some basic facts about
Cambodia Extra Material: Click on the icon to show Extra
To engage Ss in the lesson Material 1. Get the Ss to do the following exercise
as a group or individually in their notebooks.
• Before looking at the coursebook, ask Ss the
following questions to activate prior knowledge
Extra Material 1
and prepare them for the lesson. However, do not
give the answers at this stage. 1. There are many magnificent …Hindu… …
1. Have you ever heard of Cambodia?
2. Do you know where it is? temples.. in Asia.
3. What language do you think they speak in
Cambodia? 2. Many countries have …violent….. histories
• Now ask your Ss to look at the main picture
of war and fighting.
and to describe what they can see. (The man
wearing long, flowing orange robes is a Buddhist
priest.) 3. There are many beatiful beaches and …
• Video: (QR: rTTE366) (approximately 2 stunning…… sites to see.
minutes) Tell your Ss that they are going to watch
a short introductory video about Cambodia.
Tell them not to worry about understanding 4. England has a queen, but she doesn’t …
everything, but to listen for the following rule…….. the country. The …government…..
information:
1. What is the weather like? (Answer: tropical) rules the country.
2. The food is a fusion (mix) of cuisines from
where? (Answer: South-east Asia, India and 6. A country not rules by a king or a queen is
China)
3. Where can you visit? (Answer: The Royal called a …...republic..
Palace of the King Of Cambodia)
4. What is the name of the river? (Answer: The 7. There are a lot of …ancient… temples.
Mekong River)
• Draw the Ss’ attention to the Fact File
information. Ask the Ss’ the questions necessary
to elicit the facts presented here.
Example: What is the population of Cambodia?
(Answer: 15.14 milion)
2. LET’S START
Aim: To generate interest in the topic through
questions and prediction
• Draw your Ss’ attention to the the pictures of
the three flags and ask your Ss to choose / guess
which one belongs to Cambodia. (Answer: a)
• Draw your Ss’ attention to the second question
asking them to name the capital of Cambodia.
(Answer: Phnom Penh)
141
 FOCUS ON CAMBODIA Unit 5.5

4 LET’S READ
Read the text about Cambodia, and try to remember the facts.
Then turn to the Focus On Our World section at the back of the book, and
answer the questions.

Student A: Look at page 142.

Student B: Look at page 144.

Changing Cambodia

Cambodia is a small, flat and forested country in South East Asia, next to Vietnam and
Thailand.
It is a beautiful country, but it has had a violent history and a number of different names.
From 1975 to 1979, Pol Pot’s army, the Khmer Rouge killed one-fifth of the population. New
governments have changed its name over the years, from the Khmer Republic to Democratic
Kampuchea, to the People’s Republic of Kampuchea and finally to Cambodia.

Cambodia is one of the poorest countries in South East Asia, and approximately 75% of the
population live in poverty. Transportation around Cambodia is not the best; you will find
ancient buses and minivans and rickshaws to get around in.

The Cambodian flag is the only national flag to show a building on it. It has an image of
Angkor Wat, the ancient capital of the Khmer Empire. Angkor Wat has been bringing tourism
and money into the country for a number of years, and is now Cambodia’s top tourist
attraction. It is a very large site and contains many ancient Hindu temples.

Cambodia is home to a number of endangered species, including elephants, tigers, leopards

and crocodiles. The diversity of wild life attracts many travelers. In recent years, a number
of companies have been offering some excellent nature and wildlife vacations. Cambodia
also offers some stunning tropical beaches, and it is a fascinating and cheap destination for
backpackers, too.

5 LOOK AND SEARCH

Search for more information about Cambodia on the internet. Share the
information with your classmates at the next lesson.

For example: How many wild elephants live in Cambodia?

What is the average wage in Cambodia?

142
 Unit 5.5 FOCUS ON CAMBODIA

4. LET’S READ 5. LOOK AND SEARCH

Aim: To give practise in reading for specific detail Aim: To further consolidate knowledge through
• Ask the Ss to look at the pictures. Ask what researching for information on the Internet.
they can see, and ask if they can make any • Explain to Ss that they should research more
predictions about the text. about Cambodia on the internet and try to find
(Example: There are many temples in Cambodia.) some new information about these animals to
• Before reading, clarify the following vocabulary feedback to the class at the next lesson.
items from the text: • You may wish to recommend the following
Poverty (n.): The state of being very poor website: http://kids.nationalgeographic.com
Image (n.): A picture of something http://www.sciencekids.co.nz/sciencefacts/
Diversity (n.): The qaulity of having many animals.html
different types of forms
• Divide the Ss into A and B students in
preparation for the Focus on Our World Activity
after reading, then give the Ss a few minutes to
read the text slowly and carefully.
• Now ask for volunteers to read the text aloud to
the class. Help with any pronunciation problems
after the reading.
• Now ask the A students to turn to the Focus
On Our World section on page 142, and the
B students to turn to page 144. Explain that
they should look at 5.5 and ask each other the
questions about the text they have just read.
• Check the answers with the class.
Student A
1. What language do people speak in Cambodia?
Khmer, French & English
2. What types of transportation are there
in Cambodia? Ancient buses, minivans &
rickshaws
3. Where in Asia is Cambodia? In South East
Asia next to Vietnam and Thailand
Student B
1. What is the population of Cambodia? 15.14
million
2. What kind of wildlife is there in Cambodia?
Many different kinds of wildlife; a lot of
endangered species such as elephants, tigers,
leopards and crocodiles
3. What is the picture on the Cambodian flag?
Angor Wat

143
 GOALS TO BE ACHIEVED
UNIT 6 - HEALTH & SAFETY
I can …….

talk about safety & accidents in the home

write a short report of an event

give advice about how to keep healthy

discuss health and describe my health problems

persuade someone to go on a trip

discuss what to take on a trip

talk about future possibilities

write a short note to a friend to arrange a time and a place to meet

Let's study
together!
MODULE 1 - SAFETY AT HOME
nationalenglish.net/rB8IKR

MODULE 2 - KEEPING HEALTHY

nationalenglish.net/rBB75RW

MODULE 3 - ASK YOUR GP

nationalenglish.net/rBE1KT

MODULE 4 - OUTDOOR SAFETY

nationalenglish.net/rBLML7M

MODULE 5 - FOCUS ON BROWN BEARS

nationalenglish.net/rBPRBLL

144
UNIT
6 HEALTH AND SAFETY

In this unit you will:

Talk about safety & accidents in
the home
Give advice about how to keep
healthy
Discuss health and describe health problems
Persuade someone to go on a trip
Discuss what to take on a trip
Talk about future possibilities

Vocabulary:
Accidents
Health
Minor illnesses
Camping gear

In this unit you will also learn about:

Brown Bears

QUESTION: How often do you get ill?

Do you like nature and doing
outdoor activities?

145
 6.1 SAFETY AT HOME
1 LET’S BEGIN!
1. Do you think that accidents at
home are very common?
2. What kind of accidents do you
think people have at home?
3. Do you have a smoke detector in
your home?
2 LET’S
LISTEN & READ
nationalenglish.net/r38ER7S
a) Listen to Dialog 1 between
Tony and Maria.
1. What is happening?
Maria has dyed her eyelashes and her
eyes are burning.
b) Now, listen again and read and Maria are talking later in
along.
2) How does Tony try to help?
Tony tells Maria to rinse her eyes without
soap and then use eye drops.
3) What do you think peroxide is?
Peroxide is a compound. It has a
bleaching effect. It is used in detergents
and hair colorants.
4) What do you think she should do
next?
She should go to a doctor.
146
nationalenglish.net/rB8IKR
DIALOG 1
Maria: Ahhh! (crying in pain)
Owwwww!
Tony: Maria, Maria, what’s wrong?
Maria: My eyes! They’re burning! I
can’t see!
Tony: Why? What have you been
doing? What’s this tube?
Maria: Ahhhhh! It’s eyelash dye.
Tony: Eyelash dye?! Are you dyeing
your own eyelashes? I can’t
believe it!
Maria: Tony! Be quiet! My eyes hurt!
Help me!
Tony: I am trying to help! Let me
read the box. Maria! This
eyelash dye has got peroxide
in it. Rinse your eyes with cold
water. Don’t use soap!
Maria: OK, I’m doing it...Owww…. It’s
still burning.
Tony: It takes time. Keep rinsing!
You’ll be OK. Just keep calm!
c) Now listen to dialog 2. Tony
the day.
5) What has Maria been given for her
eyes?
She has been given an eye-wash.
6) According to Tony, what dangerous
household products are used in our
homes?
Household cleaners and air fresheners.

UNIT 6 MODULE 1 SAFETY AT HOME
Function
• Report an accident
• Talk about safety & accidents in the home
Language Focus
• Passive voice in the Present & Past simple
Vocabulary
• Accidents
1. LET’S BEGIN
Aim: To introduce the topic of the lesson and to
engage Ss’ interest
• Before looking at the first module, draw your
Ss’ attention to the unit content page. Direct their
attention to the unit title and the picture. Ask
your Ss to describe what they can see. (A boy
is eating an apple) Ask your Ss what they think
he has been doing, and where they think he is.
(He looks like he has been playing sports, and he
appears to be outside in nature.) Get your Ss to
read the contents of the unit, and then ask the two
introductory questions for this unit.
• Get your Ss to turn to module 1 and focus
their attention on the title of the module and the
picture. Ask the 3 introductory questions.
• Video: (QR: rJJCXMZ) (2.32 minutes) Tell
your Ss that they will watch a video on safety
in the home. Tell them that the video gives tips
regarding fire prevention, electrical safety and
general safety. Before Ss watch the video, ask
your Ss to spend a few minutes brainstorming
ideas about what might be included in the video
under these headings. Ss should write down their
ideas.
• Now play the video, and ask Ss to try to
take notes on some of the tips they hear. After
watching the video, get feedback from the Ss.
Ask whether any of their predicted ideas were
included in the video, and elicit the tips that they
noted while watching the video.
(The main ideas in the video include: read
instructions for all equipment before use; keep
fire extinguisher in the kitchen and 1 on each
floor of the house; keep a carbon monoxide
monitor in the kitchen and one on each floor;
place plastic covers in all electrical outlets if
there are young children in the house; keep all
electrical appliances a safe distance from water
sources; keep a 1st Aid Kit in the house; keep all
cleaning materials and chemicals out of reach in
a safe place.)
Unit 6.1 SAFETY AT HOME
2. LET’S LISTEN & READ
Aim: To present vocabulary, grammar and
functions in the context of a dialog
To give Ss practise in reading for gist and for
specific details
• a) Tell your Ss that they will listen to a dialog
between Maria and Tony about an accident in the
home. Draw your Ss’ attention to the picture and
ask your Ss to predict kind of an accident it is.
Elicit ideas, then ask your Ss to close their books.
Tell them not to worry about understanding every
word, but to try to understand what is happening.
• Play the transcript, then ask the Ss what they
have understood. Ss may not have understood
that the person is dying her eyelashes, but try to
elicit what part of the body Maria has a problem
with. (Answer: her eyes) Clarify that she is trying
to color her eyelashes with eyelash dye; she has
used the dye and her eyes are hurting.
• b) Tell your Ss to open their books and read
along with the dialog as they listen again. Tell
Ss to find out how Tony tries to help. Play the
recording, then elicit answers.
• Ask two Ss to read the text aloud. Encourage
them to express the emotions expressed in
this dialog. Then ask the Ss to find the word
“peroxide” in the text and to guess what it is
(question 3). Ask the Ss what they think Maria
should do next? (question 4)
• c) Tell your Ss that they will now listen to a
conversation between Maria and Tony later in
the day. Before listening, ask your Ss if they
think that Maria will be alright and whether they
think her eyes have recovered.
• Now ask two Ss to read questions 5 and 6
aloud, then play the recording. You may need to
play the recording more than once and pause it to
enable Ss to record their answers.
• Check answers. Then show the transcript
on the board, drawing your Ss attention to the
highlighted words, asking if they notice anything
about how these words are formed.
147
 SAFETY AT HOME Unit 6.1
Transcript:
Dialog 2:
Later in the day………..
Tony: How do your eyes feel now, Maria?
Maria: They’re still a bit sore, but not too
bad, thanks. The doctor gave me an eye-wash
to use.
Tony: I hope you’ve learned a lesson from
this!
Maria: Oh, I have. Don’t worry – I won’t try
dyeing my eyelashes at home again.
Tony: Good. I can’t understand why this stuff
is sold in the shops. It’s too dangerous.
It should only be sold to beauty salons. They’re
professionals and know what they’re doing
when they use this stuff. Too many dangerous
products are sold to the public.
Maria: For example?
Tony: Well, lots of everyday household
cleaners are made from dangerous chemicals.
Young children are harmed every day because
they get hold of these products in their own
homes.
Air fresheners are also made from harmful
chemicals and can cause breathing problems.
Maria: I didn’t know that. Maybe I should read
up about this.
GRAMMAR FOCUS
• Show the Focus On box on the screen, and
ask four Ss to read aloud the 4 sentences. Ask
some awareness raising questions to help the SS
to notice the formation of the structure.
Who is selling dangerous products in sentence 2?
(Answer: People in shops)
Who is making dangerous cleaners in sentence 4?
(Answer: companies)
Who is selling the products in sentence 1?
(Answer: It doesn’t say)
Who is making dangerous cleaners in sentence 3?
(Answer: It doesn’t say)
• Ask your Ss which tense these two sentences
use. (Answer: present simple) Tell your Ss that
these are called active sentences, because there
is a subject (people & companies) who is doing
the action.
• Now ask your Ss to look at sentences 2 and
4. Ask your Ss who is doing the actions in the
two sentences. (Answer: We don’t know.)Ask
Ss if the sentences are referring to the past, or
to ongoing habitual actions. (Answer: ongoing,
148
habitual actions.) Ask your Ss if the two sentences
are active sentences. (Answer: No)
• Clarify that sentence 2 and 4 are active
sentences, and that sentences 1 and 3 are passive
sentences.
• Ask your Ss to answer the questions in the
Focus On box in their books.
• Grammar Material: Click on the icon (G1) to
show further clarification. Get a S to read aloud
the active sentence, and another S to read aloud
the passive sentences. Ask your Ss what they
notice about how the passive sentence is formed.
(You may need to prompt them by asking if there
is an auxiliary verb, and what form of the main
verb is used.) Then show the rule on the screen.
Grammar 1
Active sentence
Shops sell too many dangerous products.
Subject + verb + object
Passive sentences
Too many dangerous products are sold (by
shops.)
Subject + auxiliary verb “be” + past participle
(by + the agent)
She bought the dye from the supermarket.
The dye was bought from the supermarket.
• Grammar Material: Click on the icon (G2)
for further presentation of the passive. Use the
example sentences to explain how the object of
the active sentence becomes the subject of the
passive sentence. Also explain that if we include
the doer of the action, we use the preposition
“by” followed by the noun. Explain that we do
not always include the agent, because it is not
known, it is obvious or it is not important. (E.g.
The fire was caused by vandals. (The agent is not
known); The afternoon lessons were cancelled.
(The agent is not important))
Clarify that we form the verb “be” according to
the tense being used.
 Unit 6.1 SAFETY AT HOME

Grammar 2 Grammar 2
Passive Voice 5. Mrs. Jones puts new batteries in the smoke
Present Simple Passive alarms 3 times a year.
Sub. verb Obj. New batteries …are put….. in the smoke alarms
3 times a year.
The chef cooks the food on the premises.

6. Mr. Simon insures his house every year.

His house ..is insured… every year.
Sub. verb the agent
The food is cooked (by the cook) on the 7. Visitors visit the patients in the afternoon.
premises. The patients ..are visited.. in the afternoon.

Past Simple Passive 8. The painter painted the whole house after the
Sub. verb Obj. fire.
The whole house …was painted.. after the fire.
She bought the dye from the supermarket.

Sub. verb
The dye was bought from the supermarket.

• Grammar Material: Click on the icon (G2) for

a practice exercise. You may do the exercise with
the whole class on the board, or you may wish to
get the Ss to do it in their notebooks.

Grammar 2
The Passive Voice
Exercise
1. She bought the eyelash dye from the local
shop.
The eyelash dye ….was bought… from the
local shop.

2. The cyclist caused the accident.

The accident …was caused.. by the cyclist.

3. We keep the cleaning materials in the

cupboard.
The cleaning materials ..are kept.. in the
cupboard.

4. We lock all the doors at night.

All the doors …are locked.. at night.
149
 SAFETY AT HOME Unit 6.1

3 VOCABULARY THE PASSIVE VOICE

nationalenglish.net/rZRWYGP
1. Too many dangerous products are sold to
Match the words to their the public.
definitions. 2. People in shops sell too many dangerous
products to the public.
g 1. chemical (n.)
3. Many cleaners are made from dangerous
e 2. harmful (adj.)
chemicals
h 3. dye (n.)
4. Companies make cleaners from dangerous
f 4. injury (n.)
chemicals.
b 5. choke (v.)
a 6. poison (n.)
a) Which sentences state who is doing the
c 7. accident (n.)
action (the agent)? 2 and 4 (active)
d 8. burn (n.)
b) Which sentences don’t say who is doing the
action? 1 and 3 (passive)
a) a substance causing illness or
c) Which tense is used in sentences 1 and 3?
death
b) not being able to breathe because
of something blocking your throat
c) an unexpected incident, often
causing injury
d) red and painful skin caused by fire
5 LET’S TALK
or a very hot object Complete the questions below,
e) something that is not good for you then carry out a role play
f) harm or damage, often caused by between a reporter and a
an accident witness to a fire.
g) a substance studied in the science
of chemistry
h) a substance used to change the
color of something

4 LET’S READ
Read the short news report
below, then answer the
questions

LUCKY ESCAPE
Two children were taken to hospital with serious
burns early this morning. It is believed that the
fire was caused by a faulty electric heater. The What time ……………… (fire start)?
fire service were called, and arrived promptly. How many people ……………… in the house
On their arrival, the fire was out of control. Two (be)?
Where ……………… you?(be)
young children were seen at an upstairs window.
What ……………… (see)?
They were successfully pulled to safety after a When ……………… (police/call)?
ladder was used to reach the upper floors. They When ……………… (police/arrive)?
are currently recovering in hospital. How many people ……………… (take/
hospital)?
Don’t let your family be another news story in What ……………… (cause / fire)?
the papers. Call your local fire prevention officer
for advice on keeping your home safe, and buy
yourself a smoke alarm today! 6 LET’S WRITE
You are writing a short report
Call the national advice line : 0101 311211511 about the fire in exercise 5.
Or check out our website: www.safetyinthehome.com Write an eye-catching title, and
remember to use linking words.
1. What was the cause of the fire? For example: and, so, then, and
The fire was caused by a faulty electric heater. then, later, finally etc.
2. How were the children rescued?
People called the fire service. The children were pulled
to safety after a ladder was used to reach the upper
150 floors.

3. VOCABULARY
Aim: To present vocabulary related to accidents
• Ask some Ss to read aloud the vocabulary
items, then give your Ss time to try to match the
words to their definitions. Play the recording to
check answers. Ask your Ss to study the words
for a minute and to try to remember them all for
the game which is to follow.
• Game (Word slam): Divide the class into
small teams of about 3 to 6 students. For each
team prepare one set of vocabulary cards before
class. Each group arranges the cards face up on
the desk in front of them so that all the Ss in
the group can see them. (If you wish the game
to last longer, you can incorporate other word
cards also (recycle previously learned words)
When the teams are ready, call out a definition
for one of the words. If Ss know which word
is being described, they must try to be the first
S in their teams to slam one hand down on the
right vocabulary card. The S who is first to put
his hand on the right word, wins that card. At
the end of the game, the Ss with the most cards
are the winners.
4. LET’S READ
Aim: To give Ss practise in listening for specific
information
• Ask your Ss if they or any members of their
family have ever had any accidents at home.
Also ask if they have ever been to a hospital
emergency room as a result of an accident. Ask
Ss with stories to tell to share their experiences
with the class. If you have had any accidents at
home that you are willing to share, share your
story too.
• Draw your Ss’ attention to the title of the text.
Ask your Ss to close their books, check that
they understand what “lucky escape” means,
then ask your Ss to be creative and try to predict
the event described in the text.
• Now ask your Ss to open their books, and ask
a S to read aloud the two questions. (We now
know that the text is about a fire, so ask your Ss
if any of them guessed that the text concerned a
fire.
• Give your Ss time to read the text and find
the answers.
• Check answers together, then ask some Ss to
read the text aloud. Ask some further questions:
1. Where might we see this type of text?
(Answer: It could be seen in a newspaper, or it
might be posted to your house as an information
leaflet as part of a fire safety campaign etc.)
2. Who caled the fire service? (Answer: The
article doesn’t say)
3. Did the fire service arrive late? (Answer: No,
they arrived promptly)
4. Who first saw the children trapped inside the
house? (Answer: The article doesn’t say.)
5. Where can you find more information about
fire safety? (Answer: You can ring an advice
line or go to a website.)
• Ask your Ss to underline the examples of the
passive voice in the text. Ask your Ss why they
think the passive is used in this text. (Answer: It
is a formal report, and the passive is often used
to write formally.)
5. LET’S TALK
Aim: To give Ss practise in interviewing someone
about an incident, and reporting on an incident
Unit 6.1 SAFETY AT HOME
• Tell your Ss that they will role play an
interview between a reporter and a witness
about a house fire. First give the Ss time to
complete the questions in their books.
• Check answers, then model the role play first
with a competent S.
• Identify which Ss will be interviewers and
which will be witnesses, then give them time
to think and prepare. Advise the interviewers to
try to think of other questions, and advise the
witness to prepare their stories.
• After Ss have finished the role play, get your
Ss to swap roles.
6. LET’S WRITE
Aim: To give Ss practise in writing a short
description of an event using linking words
• Tell your Ss that they will now write a report
for the local paper about the fire. Remind them
that they can refer to the model text in activity
4 to help them.
• Remind SS that they should introduce the
news report with a good introductory sentence
to grab the readers’ attention, as well as a good
heading.
• Remind SS to include all the important details
step by step and that they should conclude the
article well with a concluding remark.
• You may wish to remind your Ss of the
importance of using linking words to make
their stories flow. (E.g. and, so, but as well the
connectors for demonstrating sequence (e.g.
then, and then, later, finally, in the end.)
Extra Material: Click on the icon to show Extra
Material 1 to remind Ss of the use of linking
words. Then prepare some sentence starters to
give to your Ss, and ask them to complete the
sentences using appropriate linking words. Check
and correct the sentences together.
Extra Material 1
Writing skills
We can make writing more effective by using
linking words to link ideas clearly.
Let’s remind ourselves of them:
And: to join similar ideas
The parents were in the kitchen and the kids
were in the bedroom.
But: to join contrasting ideas
The house was badly damaged, but nobody was
hurt.
So: to show consequence / result
It was a wooden house, so it burned easily
Because: to show reason
The house burned easily, because it was made
of wood.
• Give your Ss to write their texts or get them
to write the texts as homework. You may ask
your Ss to prepare their stories in Word format
at home, and to include pictures and large
headlines to make it look like a genuine news
report. If you do this, make sure that your Ss are
able to display their reports in the classroom at
the next lesson, and allow time for Ss to wander
and read each other’s reports.
OPTIONAL extension
Video: (QR: rJK7DQI) (about 6 minutes)
You may wish to show this video for further
information on the vocabulary of accidents.
The vocabulary is well-explained. (Vocabulary:
cut (verb & noun);burn (verb and noun); sprain
(Verb and adjective); bruise (noun))
151
 6.2 KEEPING HEALTHY nationalenglish.net/rBB75RW

b) Listen again and answer the

questions below.

DIALOG 1
1. How often does Jane go to the
doctor’s?
She only goes to the doctor when she is really ill.
2. What does she say about natural
remedies?
She says a lot of people prefer to use natural
remedies.

DIALOG 2

3. Why does John do sports regularly?

He does sports regularly to prevent being ill.
4. What does he say is a good idea?
He says it’s a good idea to use natural remedies.

DIALOG 3

5. Why does Samantha go to the

health clinic?
1 LET’S BEGIN! She goes to the health clinic to see her nurse.
Look at the picture. 6. What does she think is difficult to
do?
1. How often do you go to the
She thinks it’s difficult to lose weight.
doctor’s?
2. What do you think people should
do to keep healthy?
3. Do you think taking vitamin
supplements is a good idea?
3 VOCABULARY

2 LET’S LISTEN nationalenglish.net/rZXFTYQ

Match the words to their

nationalenglish.net/r47Z8WZ
Listen to three people talking
about health care, then answer
the questions.
a) Write the number of the
dialog next to the correct
picture.
definitions.
e 1. preventive medicine (n.)
g 2. supplement (n.)
h 3. natural remedy (n.)
f 4. general practitioner (G.P.) (n.)
b 5. deficiency (n.)
a 6. herb (n.)
c 7. prevent (v.)
d 8. avoid (v.)

a) a plant often used for its health

benefits
b) lacking/ missing / being without
something
c) to stop from happening
Dialog 1 d) to keep away from
e) the area of medicine that aims to
prevent disease and illness
f) a name for your local doctor
g) something that is added to
complete what is missing
h) a treatment made from herbs and
plants etc, rather than drugs
2
152 Dialog 3 Dialog

UNIT 6 MODULE 2 KEEPING HEALTHY
Function
• Give advice about how to keep healthy
Language Focus
• Bare & full infinitives
Vocabulary
• Health
1. LET’S BEGIN
Aim: To introduce the topic of the lesson and to
engage Ss’ interest
• Ask you Ss if they think they are healthy, and
then ask them to describe a healthy person. (E.g.
A healthy person can run up stairs / A healthy
person isn’t overweight) Elicit their ideas and
see if everyone agrees.
• Video: (QR: rKCZ3UN) (less than a minute)
Tell your Ss that they will watch a very short
video about keeping healthy. Tell them to watch
and listen carefully, because it is very short. Ask
your Ss to listen for the two things we need to do
to be healthy. (Answer: Get exercise and eat less)
Play the video and check answers. Now tell your
Ss that they will listen again, and that this time
they should listen for the three things mentioned
that make keeping healthy difficult. (Answer:
Advertisements for fast food; advertisements
for sugery foods; advertisements for exercise
machines that don’t do the job they promise to
do)
• Draw your Ss’ attention to the picture and ask
them what they see. Ask them if they eat plenty
of fruit every day and whether they think eating
fruit is important for our health.
• Ask the 3 introductory questions. For question
2, you may wish to brainstorm “shoulds” and
“shouldn’ts” about keeping healthy on the board.
Examples:
You should: get enough sleep / drink 2 to 3 liters
of water a day / exercise for 30 minutes a day
/ eat fruit and vegetables etc. You shouldn’t: go
to bed late / eat junk food / eat sweet foods / be
inactive all day etc.
2. LET’S LISTEN
Aim: To present vocabulary, grammar and
functions in the context of 3 short dialogs
To give Ss practise in listening for gist and for
specific details
• a) Tell your Ss that they will listen to three
people talking about health care. Explain that
they will be comparing traditional healthcare
(doctors & medicine etc.) with alternative
Unit 6.2 KEEPING HEALTHY
healthcare (natural medicines based on plants.)
First, draw their attention to the three pictures
and ask them what they can see. Tell your Ss that
you will play the dialogs, pausing between each
one, and that they should write the number of the
dialog next to the picture it corresponds with.
• Play the dialogs, pausing between each one,
then check answers.
• b) Ask a S to read aloud the 2 questions for
dialog 1, then play the recording. You may need
to play it more than once. Check answers, then
show the dialog on the screen to help clarify any
problems with understanding. ( You may need to
clarify “waste time”)
• Now ask a S to read the questions for dialog 2
and play the recording. Play the recording twice
if necessary, then elicit answers and show the
transcript on the screen. Deal with any problems
with understanding.
• Finally, deal with the third dialog in the same
way.
Transcript:
Dialog 1:
Jane: In my family, we only visit our GP when
we are really ill. We don’t like wasting his
time. Doctors are ok, but I think they should
offer more preventive medicine, because a lot
of people prefer to use natural remedies these
days. My mom feeds us plenty of organic fruit
and vegetables. She says it’s the best way to
avoid illnesses.
Dialog 2 :
John: I never get ill, so I never go to the
doctor’s. I try to keep fit and healthy. I exercise
regularly, and I do sports regularly to prevent
being ill. I also use vitamin supplements. I
think it’s a good idea to use natural remedies
such as vitamins and herbs. More people
should use them instead of using so many pills
and medicines.
Dialog 3 :
Samantha: I go to the local health clinic once
a month to see the nurse. My mom makes me
go. She says it’s unhealthy to be overweight
at my age. The nurse checks my weight and
blood pressure, because I’m on a diet. I love
eating and I hate exercise, so it’s difficult to
lose weight.
153
 KEEPING HEALTHY Unit 6.2
GRAMMAR FOCUS
• Grammar Material: Click on the icon (G1) to
present the full and bare infinitive.
• Ask some Ss to read the four sentences (from
the transcripts) aloud. Ask you Ss to focus on
the verbs following the highlighted words, and
to notice what is different between the first and
second pair of sentences.
• Try to elicit that the first pair of sentences
use the full infinitive, and the second pair of
sentences use the bare infinitive. Activate prior
knowledge by asking your Ss if they know when
we use these two types of infinitive.
• Ask your Ss to tell you any other examples of
infinitives that they can see in the transcripts.
Grammar 1
What do you notice?
1.
A lot of people prefer to use natural remedies
these days.
I try to keep fit and healthy.
2.
More people should use them. (natural
remedies)
My mom makes me go. (To the health clinic)
• Show the Focus On box on the screen. Get
Ss to read aloud the 3 example sentences using
the full infinitive. Then explain the given rules,
and ask the Ss to try to match the rules to the
sentences in their books. Feedback and clarify as
required, giving further examples sentences to
assist the Ss.
• Do the same with the bare infinitive sentences
and rules.
• Grammar Material: Click on the icon (G1) to
provide practice for the Ss. Get the Ss to do the
exercise in their notebooks, then check answers
and deal with any problems.
Grammar 1
1. Holly decided …to go…… to the doctor’s.
(go)
2. Waiting in the doctor’s waiting room makes
me …go.. to sleep. (go)
3. She wants …to open.. an alternative health
clinic downtown. (open)
4. You must ..exercise… every day. (exercise)
5. You must ….talk… to the doctor about your
headaches. (talk)
6. It’s great …to get.. in shape! (get)
7. I’d like …to eat.. more healthily, but I love
sugary foods. (like)
8. I went to the health clinic ..to visit… the
nurse. (visit)
154
3. VOCABULARY
Aim: To present vocabulary related to alternative
health
• Ask some Ss to read aloud the vocabulary
items, then give your Ss time to try to match
the definitions to the words in pairs. Elicit a few
answers, then play the recording to check the
answers.
• Depending on the number of Ss in the group,
write the vocabulary items on small pieces of
paper so that there are enough papers for each
S to have 3 words. Write the words on paper
and cut them into individual pieces before class.
Place them in two bags. Allocate two Ss to take
the word bags around the class, so that each S
can pick 3 words from the bag. Give Ss a few
minutes to write a sentence for each of the words
they have chosen.
After Ss have written their sentences, get them to
swap sentences with their partners and to check
each other’s work.
Then ask each pair to swap their sentences with
another pair and to check each other’s sentences.
Monitor and provide help and advice during
the activity. Feedback and elicit some sentences
from the Ss.
After the activity, collect the sentences. You
can check through these later. Any errors can be
written on a sheet of paper and give to the Ss to
correct during the next class.
4. LET’S READ
Aim: To give Ss practise in reading for gist and
for specific information
• Tell your Ss that they are going to read an
article about health from the magazine Teen
World. Read aloud the title of the article, and ask
your Ss if they think it is necessary or useful to
take supplements. You may wish to prompt them
by asking if it is better to get vitamins from real
food or from bottles.
• Ask some Ss to read aloud the text to the
group. Tell your Ss not to worry about all the
details, but to find out whether the article says
that taking supplements are useful. (Answer:
Yes, it does)
• Ask some Ss to read the four questions aloud,
and then give your Ss time to read the text again
and to answer the questions.
• Check answers and deal with any problems
with understanding.
5. LET’S TALK
Aim: To give Ss practise in asking questions and
giving advice about health
• Explain to the Ss that they will role play a
natural health practitioner interviewing a new
client about his / her health, and giving relevant
health advice.
• Divide the Ss into A and B students, and give
them time to read the relevant information about
their roles in the book.
• Draw your Ss’ attention to the Useful
Language Box to remind Ss how to give advice
and recommendations.
• Give your ss time to prepare, then get your Ss
carry out the role plays. If sufficient time remains
and the Ss are still engaged in the activity, swap
roles and repeat the role plays.
 Unit 6.2 KEEPING HEALTHY

1. What percentage of Americans get

INFINITIVES enough calcium from their diets?
2. Does the article say that vitamin
supplements can get rid of acne?
We use the full infinitive: 3. What other claims are made on
a) After certain verbs bottles of supplements?
b) After adjectives 4. What can people do to prevent
c) To give the reason for something chronic diseases?
Match a , b and c to the three sentences
below.
c
1. I do sports regularly to prevent being ill. ……
5 LET’S TALK
2. They promise to help you to lose weight. …… a A natural health practitioner
3. It’s always better to get your nutrition from is interviewing his/ her new
food. b …… client. Take one of the roles
We use the bare infinitive:
below, then swap roles.
d) After modal verbs
e) After the verbs ‘let’ and ‘make’ Student A: You are the natural
health practitioner. You provide
advice about natural remedies.
Match d and e to the two sentences.
You also practice aromatherapy
4. My mom makes me go. (to the health clinic) e
5. I think they should offer more preventive
and reflexology.
medicine d

4 LET’S READ
Read the Teen World article
about health below, then
answer the questions.

Should We Be Taking Health

Supplements?
Ask your new client the
Did you know that 80% of Americans don’t following questions about his/
get enough Vitamin D, and that 70% don’t get her health.
enough calcium?
1. What do you usually do when you
We all know that a healthy diet is one of the keys are ill? (go to GP / nothing / take
of living a long and healthy life. But, can vitamin a natural remedy / go to natural
supplements take the place of a good diet? health practitioner
The bottles of vitamin and mineral supplements 2. How often do you get ill?
found in health food stores promise many things. 3. Do you take any medication,
vitamins or supplements?
They promise to help you to lose weight, to 4. Do you sleep well?
concentrate better in class, to beat stress and to 5. What do you do to keep healthy?
get rid of acne.
But are their claims true? Is there any evidence to Student B: You are visiting a
show that these supplements can turn a bad diet natural health practitioner for
into a good diet? the first time. You don’t have
Experts say that these supplements can be added much energy, and you can’t
sleep very well. Answer the
to your diet, but are not supposed to take the
practitioner’s questions.
place of a good diet.
“It is always better to get your nutrition from
food”, says our food expert, Sophie Sales.
Useful Language Box
Unfortunately, many people today suffer from
vitamin deficiencies due to the poor nutrition in
I ………………… to keep fit and healthy.
modern diets. You could …………………
Taking a multi-vitamin and mineral supplement You should …………………
can help to fill the gaps in our diet. However, an I think you should …………………
overall healthy diet and regular exercise, rather I recommend …………………
than supplements can help to prevent chronic ………………… will help you to feel better.
diseases.
155
 6.3 ASK YOUR GP nationalenglish.net/rBE1KT

TRULY FRUITY
Are you worried about consuming
too much sugar? Do you have a sweet
tooth? Do you like drinking soda?
Drinking soda is bad for your health
and your teeth.
It’s a fact! It contains too much
sugar.

So why not try something new and

exciting?
It’s TRULY FRUITY
Keep reading to find out all the benefits you can get from this
delicious fruity drink.
Truly Fruity contains only natural sugars.
It’s made from fresh fruit, honey and herbs.
What about ‘E’ numbers?
Additives and E numbers are bad for our health, but we find them
in many of our drinks.

TRULY FRUITY CONTAINS NO ARTIFICIAL

COLORS OR ADDITIVES
1 LET’S BEGIN!
So relax, and start enjoying Truly Fruity today.
Look at the picture.

1. How is he feeling?
2. What do you think is wrong with 3 VOCABULARY
him?
3. What symptoms do you think he nationalenglish.net/rZZ2S6
has?
Match the pictures with the
2 LET’S READ minor ailments.
I have ….. 2 a cough
…..
a) Read the advertisement
5 a toothache
…..
below for a new health drink. 4
…..a headache 6 a cold
…..
1 the flu
…..
1. What kind of a drink is being 8 a stomach ache
….. I am/feel sick.
advertised here? 7 a sore throat
….. I am/feel ill.
It is a soft drink that doesn’t have artificial 3 a backache
….. I am/feel dizzy.
colors, sugar or additives. It is made from
fresh fruit, honey and herbs. 1 2 3
2. What do you think? Does it sound
good?
Answers may vary.

b) Read the advertisement again

and answer the questions. 4 5 6
1. Why should you read this
advertisement?
You should read the advertisement to find
out all the benefits of the drink.
2. What are the health benefits of Truly
Fruity? 7 8
It contains only natural sugars and it doesn’t
have any artificial colors or additives.
3. Would you buy it?
Answers may vary.
156

UNIT 6 MODULE 3 ASK YOUR GP
Function
• Describe health problems
Language Focus
• Infinitives & gerunds
Vocabulary
• Minor illnesses
1. LET’S BEGIN
Aim: To introduce the topic of the lesson and to
engage Ss’ interest
• Video: (QR: RV1X8M2) (Almost 2 minutes
long ) Tell the Ss that they are going to watch
a short video introducing the vocabulary of
minor illnesses. Tell them to listen and watch
carefully to see how many they can remember.
After watching the video, elicit the illnesses and
ailments that the Ss can remember.
• Draw your Ss’ attention to the picture and ask
the 3 introductory questions.
2. LET’S READ
Aim: To present vocabulary, grammar and
functions in the context of an advertisement
To give Ss practise in reading for gist and for
specific details
• Ask your Ss if they know of any health drinks
on the market at the moment. Have they tried
any and do they like them? Do they believe that
they really are good for your health?
• Ask your Ss what drinks they usually drink,
and how often they drink them. Then ask your
Ss how healthy or unhealthy those drinks are.
You could ask your Ss if they know how many
small spoonfuls of sugar there are in a can of
coke. (Answer: About 9 spoons)
• a) Draw your Ss’ attention to the advertisement
for a new health drink, and ask if they think the
drink looks nice. Ask them if they can guess
what the ingredients are.
• Give your Ss time to read the advertisement
and to answer the first two questions.
• Check answers. Check whether any of your
Ss’ guesses about the drink’s ingredients were
correct.
• b) Ask some Ss to read the questions aloud,
then give them time to read the text again to find
the answers. Check answers and deal with any
problems with understanding.
Unit 6.3 ASK YOUR GP
3. VOCABULARY
Aim: To present vocabulary related to minor
illnesses
Read the vocabulary items aloud to the class to
model the correct pronunciation, then get the
Ss to match the pictures to the ailments. They
should try to guess the ones they don’t know.
Play the recording to check answers and further
reinforce the correct pronunciation.
FOCUS ON GRAMMAR
• Show the Focus On box on the screen and ask
some Ss to read aloud the 4 sentences from the
advertisement.
• Ask your Ss which structure that can see in
each of the sentences. (Answer: the –ing form of
the verb) Read the functions of the –ing form of
the verb to the class. You may wish to write extra
examples on the board too.
• Now, in pairs encourage your Ss to try to
match the functions to the example sentence.
• Check answers and provide further
clarification where necessary.
• Grammar Material: Click on the icon (G1) to
practice this form of the verb. As a group, or in
pairs ask the Ss to identify the reason that the –
ing form of the verb has been used in each of
these sentences.
Answers
1. After a preposition
2. After certain verbs
3. After a preposition
4. As the subject of the verb
5. After verbs talking about likes & dislikes
6. After certain verbs
7. After a preposition
8. As the subject of the verb
Grammar Material 1
1. I am interested in learning about this new
drink.
2. The doctor suggested taking these pills for
three days.
3. You can get better by doing more exercise.
4. Taking too many pills is not a good idea.
5. I know you don’t like going to the doctor’s,
but you must go soon.
6. I stopped jogging after only 5 minutes.
7. Are you worried about starting an exercise
program?
8. Drinking coke is very bad for your health.
• Grammar Material: Click on the icon (G2)
for further practice. Ask the Ss to complete the
sentence starters in their books. There are no set
answers to this exercise. Get your Ss to call out
their answers and check them as a class.
157
 ASK YOUR GP Unit 6.3
Grammar 2
1. I am interested in…………………….
2. I hate ……………………………………..
3. Being ill is ………………………………..
4. I stopped …………………………………
6. What do you suggest ………………………?
4. LET’S LISTEN
Aim: To give Ss practise in listening for specific
information
• Draw your Ss’ attention to the picture and ask
what they can see. Tell them that the lady is Mrs.
Evans. Ask your Ss to guess what problem she is
experiencing. Offer a reward of a chocolate bar
to any S who guesses correctly.
• Play the recording, then elicit the answer to
question 1 (and reward any Ss who correctly
guessed her complaint) Give Ss time to read the
other 2 questions and to answer them if they can.
Play the recording again to enable all the Ss to
finish answering the questions.
• Check answers, then show the transcript on
the board.
• In pairs, ask your Ss to read the dialog aloud.
Transcript:
Doctor: Hello, Mrs Evans. Please sit down.
Mrs Evans: Thank you Dr Brooks.
Doctor: How can I help you today?
Mrs Evans: Well, I have a terrible cough
and sore throat doctor, and it isn’t getting any
better.
Doctor: Mmm. How long have you had the
cough?
Mrs Evans: I’ve had it for about two weeks
now.
Doctor: Let me have a look at your throat,
Mrs Evans. Open wide. Mmm….. Ok, you
can close your mouth now. Have you had a
temperature?
Mrs Evans: Yes, I get very hot sometimes. It
comes and it goes though.
Doctor: And any other symptoms?
Mrs Evans: Well, I feel very tired all the time,
but maybe that’s because I am not sleeping
very well at nights.
Doctor: Are you on any medication?
Mrs Evans: No, doctor. Are you going to give
me any medicine, doctor?
Doctor: Yes, I’ll write you a prescription for
some cough medicine, and a multi-vitamin
syrup. Take the cough medicine twice a day,
and the vitamins once a day after breakfast. If
you don’t start to feel better in 3 days, I will do
some blood tests.
Mrs Evans: Ok, doctor. Thank you. Have a
good day.
Doctor: You too, Mrs Evans. Goodbye.
5. LET’S TALK
Aim: To give Ss practise in describing symptoms
when feeling ill
• Explain to your Ss that they will act out role
plays at the doctor’s. Divide the Ss into pairs,
and allocate A and B students.
• Show the Useful Language Box on the screen
158
and go through the phrases with your Ss.
• Model the role play first with a competent S,
then give your Ss time to prepare their role play.
• Get your Ss to do the role plays, and then get
them to swap roles.
6. LET’S LISTEN
Aim: To give Ss practise in listening for specific
information
• Ask your Ss if they love exercising or love
relaxing on the sofa. Check whether your Ss
understand the term “couch potato”, and clarify
it if they don’t. Ask your Ss if they play sports or
exercise regularly.
• Explain that they will listen to Andy who
wants a fitness buddy to help him to get fit.
Explain that he is trying to persuade his friend to
help him. Ask your Ss whether they would join
an exercise program to help a friend get fit, and
get them to explain their reasons.
• Ask some Ss to read the questions aloud, then
play the recording. Play the recording more than
once if necessary, then check answers and show
the transcript on the screen.
Ask for volunteers to read the dialog aloud to
the class, encouraging the use of stress and
intonation.
• Ask your Ss to find all examples of the –ing
form of the verb in the dialog, and get them to
write the examples in their notebooks.
Transcript:
Mike: Hey Andy! Why are you turning off the
TV?
Andy: Because we are starting a get fit
campaign.
Mike: We are?
Andy: Yes, we are. We need to get fit. We
spend all our time watching TV and eating
chips. I know you hate exercising, but we can
help each other. What do you say?
Mike: Are you crazy? I like relaxing in the
evenings. I can’t stand playing sports. You
know that!
Andy: But doing sports is really good for you.
You want to be healthy, like me. It’s worth
trying, Mike.
Mike: No way!
Andy: How about going to the gym together?
Mike: No!
Andy: We could go swimming.
Mike: No!
Andy: Well, how about going to the new sports
center? They have lots of fun activities to do.
Mike: I don’t know, Andy. I just want to watch
TV now. I’ll think about it. Ok?
Andy: Ok, I suppose.
7. LET’S WRITE
Aim: To give practise in writing a brief, informal
note to a friend
• Tell your Ss that they are going to start a new
exercise program tomorrow. Explain that their
friend has agreed to join them, but that he doesn’t
know all the details.
• Check what information the Ss must include,
then give them time to write the notes.
• After writing their notes, get them to swap
notes with their partners. They should then correct
any errors in the notes before replying to say if
they can attend or not
 Unit 6.3 ASK YOUR GP

-ing forms Useful Language Box

What can I do for you today?

Match a , b , c and d to the four sentences How can I help you?
below. I feel …… (terrible / awful / so tired / dizzy /
sick)
c 1. Drinking soda is bad for your health.
I have ……
d 2. Do you like drinking soda?
b 3. Keep reading! Where does it hurt?
a 4. Are you worried about consuming too much You should …… (relax/ exercise / go on a
sugar? diet)
I will write you a prescription for ……
We use the –ing form of verbs
If you don’t feel better in a few days, I will
a) after prepositions do some tests.
b) after certain verbs (e.g. stop, mind, suggest)
c) as the subject of a verb
d) after verbs talking about likes and dislikes
6 LET’S LISTEN
4 LET’S LISTEN nationalenglish.net/r57MSK

Andy wants to get fit, and needs

nationalenglish.net/r53WZ2 a fitness buddy. Listen to him
trying to persuade his friend to
Listen to Mrs. Evans telling start exercising with him. Then,
the doctor about her health answer the questions.
problems.
1. What does Andy suggest?
He suggests doing sports in the evenings.

2. Why does he suggest this?

To get fit and to start a healthy life.

3. What kind of a person is Mike?

He is lazy.

4. Do you think Andy succeeded in

persuading Mike to exercise with
1. Why is Mrs. Evans visiting her GP? him?
Because she has a terrible cough and sore throat.
Answers may vary.
2. Does she have any other
symptoms?
She has a temperature. She also feels very
tired because she cannot sleep well at night.
7 LET’S WRITE
You are starting your new
3. What advice does the GP give to
exercise program tomorrow.
her?
He prescribed some medicine and vitamin Write a note to your friend to
syrup. She should take the cough medicine tell him /her the activity, the
twice a day and the vitamins once a day time and the place, and where
after breakfast. to meet you.

5 LET’S TALK Sample note:

In pairs, act out the role play Dear Martin,

Don’t tell me that you have forgotten
below. Then, swap roles.
our gym class! We will start a new
Student A: You are going to the exercise program tomorrow. Meet me
doctor’s. Decide what is wrong outside the club at 5 p.m. We have a
with you, and what symptoms very busy schedule. Don’t be late; I
you have. don’t want to miss anything.

Student B: You are the doctor. See you soon,

Interview and examine your Kate
patient, then make some
suggestions. 159
 6.4 OUTDOOR SAFETY nationalenglish.net/rBLML7M

3 LET’S TALK
You are planning a camping trip
with your friend.
a) List the things that you need
to take.
b) Discuss who is going to bring
what, and what you are going
to do.
See the Useful Language Box
for ideas.

Things to Take

Useful Language Box

1 LET’S BEGIN! We should take …… I’ll bring ……, if you ……
Look at the picture. We’ll need …… I’ll drive if you ……
1. What is the man in the picture We don’t need …… I’ll cook if you ……
doing? If you buy ……, I’ll ……
2. What do you think he has seen?
3. What do you think he is feeling?
4 LET’S LISTEN
2 VOCABULARY
nationalenglish.net/r64YPT

nationalenglish.net/rWDI127
Listen to two friends discussing
a camping trip, then answer the
Match the words with the questions below.
pictures. 1 1. What will Mary do if she doesn’t go
camping with her friends?
3-
___A tent 2. What will happen if they see a bear?
3. What will they do if they go to
___
7- A sleeping bag Cadillac Mountain?
2 4. Remember the guy in the ‘To Begin’
1-
___A camping stove section?
If that
___
6- A compass bear
sees me,
2-
___A map I ……
3
4
4-
___A first aid kit

5-
___A bandage

5 6 7

He has seen a bear. What do you think

he is thinking?
160

UNIT 6 MODULE 4 OUTDOOR SAFETY
Function
• Persuade someone to go on a trip
• Discuss what to take on a trip
• Talk about future possibilities
Language Focus
• The 1st Conditional
Vocabulary
• Camping gear
1. LET’S BEGIN
Aim: To introduce the topic of the lesson and to
engage Ss’ interest
• Draw your Ss’ attention to the title of
the module, then give them time in pairs to
brainstorm possible dangers we might encounter
while doing outdoor activities like camping.
Feedback as a class and write their ideas on the
board.
• Draw your Ss’ attention to the picture and ask
the 3 introductory questions.
2. VOCABULARY
Aim: To present vocabulary related to camping
• Give the Ss time to try to match the words
to the pictures, and then play the recording to
check answers.
• Game: Divide the class into small groups and
set a time limit. Challenge each group to write
correct sentences for each word. The first group
to complete writing examples sentences for each
word must stand up and the other groups must
put down their pens. Get the group to write their
sentences on the board and get the class to check
them. If all their sentences are correct, the group
hs won. If any of their sentences are wrong,
check which group has completed the most
sentences. Depending on time, do the same with
their sentences, or check the sentences quickly
yourself.
3. LET’S TALK
Aim: To give Ss practise in planning what to take
on a camping trip
• Tell your Ss that they are going to go on a
camping trip together, and that they have to
plan. Remind them to refer to the vocabulary
from activity 2 as well as being creative and
considering what else they might need. Suggest
that they can discuss what food to take.
• Video: (QR: rVBPK6B) (Just over 2 minutes)
To help Ss with the activity, play this short
video of things to take camping, telling your
Ss to take notes of any useful vocabulary they
see. (Vocabulary: campsite; tent; sleeping
bag; firewood; propane; lantern; heater; grill;
matches; pots and pans; utensils; cooler; knife;
axe)
• Draw your Ss’ attention to the Useful Language
Box and clarify the meaning and use of the 1st
conditional. Then elicit some full sentences from
the Ss using the phrases.
• Model the start of a dialog with one or two
of your competent Ss to demonstrate what is
Unit 6.4 OUTDOOR SAFETY
expected of them.
• Give Ss to discuss the trip and items to take,
and to make a list of the items they decide on.
4. LET’S LISTEN
Aim: To give Ss practise in listening for specific
information
• Tell the Ss that they are going to listen to two
friends discussing a camping trip. Tell them to
listen carefully and find out what Bob is trying to
achieve during the conversation. Tell them not to
worry about understanding all the details.
• Play the recording, and then elicit the answer.
(Answer: He is trying to persuade Mary to go on
a camping trip)
• Ask some Ss to read the first 3 questions aloud
to the group, then play the recording again. You
may wish to pause it in the relevant places to
allow the Ss time to record their answers.
• Check answers, then ask question 4. Elicit
ideas on what the man might be saying.
• Show the transcript on the board and ask some
Ss to read aloud the highlighted sentences.
Transcript:
Bob: Hey, Mary. Are you doing anything for
vacation?
Mary: Yeah. I’m planning to decorate the
house.
Bob: I’ve got a better idea. How do you feel
about fresh air, nature, walking and singing
songs around a campfire?
Mary: Why? What are you planning?
Bob: A few of us are going up to Maine to do
some camping. Would you like to come with
us?
Mary: I’m not sure. I’m not really wild about
camping, but you can try to persuade me!
Bob: Ok. I accept the challenge. So, Mary, do
you think you will have an exciting holiday if
you decorate the house?
Mary: Definitely not!
Bob: Ok.That’s one poıint to me.Will you
spend time with your best friends if you stay
at home?
Mary: That’s another no, because they’ll all
be camping.
Bob: Hey, this is too easy! If you don’t come
with us, will you watch the sunset over Cadillac
Mountain?
Mary: No, I won’t.
Bob: So, do you accept our invitation? Are
you coming camping with us?
Mary: Well, maybe, but what if we see a bear?
Bob: No worries! If you see a bear, you will
be fine. There’s more meat on me. You can
escape while it eats me!
Mary: Ha. Very funny. Ok, it’s a deal. If you
still want me to come, I’ll come. When do we
leave?
FOCUS ON GRAMMAR
• Ask some questions to encourage Ss to notice
the formation and function of the 1st conditional
1. Do the sentences refer to the past, present or
future? (Answer: the future)
2. Do the sentences refer to definite plans, or to
real possibilities? (Answer: real possibilities.
3. Which tense do we use in the “if clause”?
(Answer: the present simple)
4. How do we form the main clause? (Answer:
will + bare infinitive)
161
 OUTDOOR SAFETY Unit 6.4
• Grammar Material: Click on the icon (G1)
to show the formation of the 1st condition and
to practice the structure. For the exercise, give
Ss to complete the sentences in their notebooks,
then elicit their various answers and correct any
mistakes.
• Clarify that the if clause can be the 1st or the 2nd
clause in the sentence. Explain the importance of
punctuation: we use a comma after the if clause
when it is the first sentence; we do not use a
comma in the sentence when the if clause is the
2nd clause. Write some examples on the board to
clarify this.
Grammar 1
The First Conditional
1. If I see a bear, I will run very fast.
If + present simple tense plus will + bare
infinitive
2. If you come with us, we can swim in the
lake.
We can also use “can” in the main clause.
3. If you want to come with us, let me know
this evening.
We can also use and imperative in the main
clause.
Exercise
Complete the following sentence using your
own ideas.
a. If you don’t come camping with us,
……………………………………………
b. If you like camping,
……………………………………………
c. If you are bored,
……………………………………………
d. If you don’t like camping,
……………………………………………
5. LET’S READ
Aim: To present vocabulary, grammar and
functions in the context of a story
To give Ss practise in reading for specific details
• Explain to your Ss that they will read and
listen to a story about Leo’s first camping trip.
Tell your Ss that the story appearing in Teen
World is true story.
• Before reading, ask your Ss if they know
what a national park is. (Answer: A large
area of countryside which is protected by the
government.) Ask your Students if they know the
names of any famous national parks in the USA.
(Possible answers: Yellowstone, Grand Canyon,
Yosemite, Everglades) Ss may know the play on
the names of some famous national parks from
cartoons and films ( E.g. Jellystone National Park
from the cartoon and films about Yogi Bear, and
the real name of Yosemite National Park used in
the cartoon Yosemite Sam.)
• Before reading, present the following
vocabulary:
Reluctantly: to do something in an unwilling
manner
Trip: a short vacation
Follow: to move in the same direction behind
162
something
• a) Now read the story aloud to the Ss in a
voice which will keep the Ss attention. Tell them
to read along at the same time. Tell them not to
worry about understanding everything during
the first reading. Explain that they should listen
and decide whether the story is: a) a frightening
story, b) a strange story or c) a funny story.
• Elicit the answer after reading the text and
ask the Ss if they enjoyed the story. (Answer: A
funny story.)
• Ask some Ss to read the questions aloud, then
get your Ss to read the story again silently before
answering the questions.
• Check answers and deal with any problems in
understanding.
• b) Give the Ss a few minutes to prepare to tell
the story in their own words as if it happened to
them, then get the Ss to relate the story to each
other in pairs.
GRAMMAR FOCUS
• Show the Focus On box on the screen and ask
some Ss to read aloud the 3 example sentences.
• Now ask the Ss to answer the questions in
the Focus On box in their books to reinforce the
function of the 1st conditional.
• Check answers.
6. LET’S LISTEN
Aim: To give Ss practise in listening for specific
information
• Tell your Ss that Mary, who is an adult, is
going camping, but that her mom is worried
about her. Ask two Ss to read the two worries
that we hear about in the dialog. Then play the
recording. Play the recording more than once if
necessary, then check answers.
• Show the transcript on the screen for
clarification.
Transcript:
Mom: It’s a long drive, and you’ve never been
there before, Mary. What if you get lost on the
way?
Mary: Don’t worry, mom. If we get lost, we’ll
spend the night at a motel, then ask someone
to give us directions the following morning.
Mom: You have to be careful. It can be
dangerous, and what if you get ill?
Mary: If I get ill mom, Bob will drive me to
the nearest doctor’s. The nearest town is not
that far from the campsite. We’re also taking
a first aid kit.
7. LET’S TALK
Aim: To give Ss practise in expressing concerns
using the first conditional
Explain to the Ss that they will continue the
conversation between Mary and her mom, using
the give prompts.
OPTIONAL extension
Grammar: Video: (QR: rVDW2ZY) You
may wish to play this simple video revising
1st conditionals to consolidate what has been
learned so far.

5 LET’S READ
a) Read the Teen World article
by Leo about his first camping
trip, then answer the questions.
THERE’S A BEAR, MOM!
When I was about eight,
I went on a camping trip
with my family to one
of the national parks.
There were four of us in
total - mom, dad, me and
my 10-month-old baby
brother, Philip.
Before the trip, dad wanted to chat with me. He
gave some good advice, for example:
‘If you are afraid of spiders, we’ll leave you at
home with your grandparents.’ and, ‘If you look
after your baby brother, I’ll buy you a guitar for
your birthday.’
Anyway, we arrived at the campsite and started
to get organized. After a while, I needed to visit
the toilet. I didn’t want to go on my own, so I
asked mom to go with me, because dad was busy
booking in at the campsite office.
‘If you want to go, go on your own. Just follow
the path for 300 meters, and it’s on the left,’ she
said.
I was scared. I didn’t want to go on my own, so I
said, ‘But, what if I see a bear?’
Mom was busy with Philip, and was not really
interested, so she said, ‘If you see a bear, climb a
tree. Bears can’t climb trees.’
Reluctantly, I set off to go to the toilet, but I
returned very quickly and told her, ‘I can’t go to
the toilet. There’s a bear!’
‘Don’t be ridiculous!’ she said, and pushed me
down the path again. ‘Go on!’ she said.
‘I can’t!’ I repeated. There’s a bear down there.’
Mom was getting very annoyed by now. ’If
you don’t go now, I will get really angry,’ she
shouted.
So, I set off down the path again.
The next time I came back, there was another
angry adult with me.
‘WHO keeps sending this child down to the toilet
block? There’s a bear down there,’ he said.
1. Where was Leo’s dad when the ……… run out of food
incident happened?
He was at the campsite office.
2. Why do you think Leo’s mom didn’t ……… get bored
believe him?
She might think that he was lying or trying to
get some attention.
3. Where was the bear?
It was at the toilet block.
Unit 6.4 OUTDOOR SAFETY
b) Now take it in turns telling
the story to your partner.Tell
the story as if it happened to
you.
THE FIRST
CONDITIONAL
If the bear sees me, I will run.
If you are interested, you can come with us.
If you want to go, go on your own.
Are these sentences true, or false?
We use the first conditional
- to talk about something in the present or the
future TRUE / FALSE
- to talk about something that is possible TRUE
/ FALSE
Complete the sentence. We can follow an if
clause with: 1) will , 2) a ………, or 3) an ………
6 LET’S LISTEN
nationalenglish.net/r71IRU
Mary is an adult, but her mom
still worries about her. She
is worried about Mary going
camping. Listen to two of her
worries, and Mary’s answers.
1. What will Mary do if they get lost
while driving there?
If they get lost while driving there, they will
spend the night at a motel and then they will
ask someone to give them directions.
2. What will happen if she gets ill?
Her friend Bob will drive her to the nearest
doctor’s.
7 LET’S TALK
Continue the conversation from
exercise 5, between Mary and
her mom. Use the prompts
below to help you.
What will you do ………
……… rain
……… see a bear
……… don’t like the place
……… can’t sleep
……… want to come home?
163
 FOCUS ON
6.5 BROWN BEARS
nationalenglish.net/rBPRBLL

3 VOCABULARY
nationalenglish.net/rV5ZG1R

Can you match the words to

their meanings?

c d

1. hibernate (v.) 2. root (n.)

g f

3. berry (n.) 4. seed (n.)

f c

5. salmon (n.) 6. consume (v.)

b
a

1 FACT FILE 7. den (n.) 8. emerge (v.)

Animal: Brown Bear
Home: N. Asia, N.Europe, N. America
Diet: Omnivore a) a place used for shelter by an
Babies: Cubs animal
Average weight: 180 - 360 kg b) to come out from somewhere
Length: 1.5 to 2 m c) a fish with pink flesh found in
Lifespan: 25 years in the wild fresh and sea water
d) the part of the plant that grows

2 LET’S START downwards under the ground

e) to go into a deep ‘sleep’ during
1. How fast do you think a brown bear the winter months
can move? f) a small part of a plant which is
2. Do you think brown bears are used to grow new plants
endangered species? g) a small, juicy fruit usually without
3. How do brown bears usually spend a stone
the fall? h) to eat
164
 Unit 6.5 FOCUS ON BROWN
BEARS
UNIT 6 MODULE 5 FOCUS ON BROWN 3. VOCABULARY
BEARS
Aim: To present vocabulary related to wild
Function animals and bears in particular
• Reading & Speaking Practice • Read the vocabulary items aloud to the Ss,
Language Focus
then ask them to work in pairs to try to match the
words and pictures to their definitions. Encourage
• Consolidation
Ss to guess the words they do not know.
Vocabulary • Play the recording to enable Ss to check
• Brown bears their answers and to listen again to the correct
pronunciation.
1. FACT FILE • Ask the Ss to look at the vocabulary items for
Aim: To provide some basic facts about brown 20 seconds to try to remember them, then show
bears the individual pictures on the smartboard and
To engage Ss in the lesson elicit the correct words. If you wish, this can be
Before looking at the coursebook: played as a team game and points can be given
• Before looking at the coursebook, ask Ss the for correct answers.
following questions to activate prior knowledge Get the Ss to do the following exercise as a group
and prepare them for the lesson. or individually in their notebooks.
1. Which is the smallest bear in the world?
(Answer: The sun bear which weighs 27 to 65
kg) l
2. Which is the biggest bear in the world?
(Answer: A subspecies of brown bear called the
Kodiak bear)
• Ask Ss to look at the main picture and to
describe the bear.
• Draw the Ss’ attention to the Fact File
information. Ask the Ss’ the questions necessary
to elicit the facts presented here.
Example: How long do brown bears live in the
wild? (Answer: 25 years)
2. LET’S START
Aim: To generate interest in the topic through
questions and prediction
• Ask your Ss the three questions. However,
do not give the answers at this stage. They will
discover the information later in this module.

165
 FOCUS ON BROWN Unit 6.5
BEARS

4 LET’S READ
Read the text below and try to remember the facts.
Then turn to the Focus On Our World section at the back of the book, and
answer the questions.

Student A: Look at page 142.

Student B: Look at page 144.

The Great Grizzly

The Brown bear, or the Grizzly bear as it is sometimes called, is an enormous and powerful
omnivore. It is the largest bear, and also the largest land-based predator. However, it doesn’t
just eat meat. Much of its diet is made up of fruit, nuts, roots, berries and seeds. Perhaps
surprisingly, brown bears can move very fast for such big animals. They can run at up to 48
kmh.

It is a solitary bear, except for the females and cubs. However, in summer when salmon swim
upstream to lay their eggs, many brown bears can be seen gathered together to consume as
many fish as they can before winter. At this time, bears need to eat as much as possible to
prepare themselves for hibernation.

Hibernation is a kind of long and deep sleep when the animal’s body temperature drops, and
its rate of breathing slows down. Other animals, such as tortoises, bats, frogs and chipmunks
also hibernate. Before hibernation, brown bears spend almost every waking moment eating.
During this time, they can eat up to 40 kilograms of food each day to build up their bodies’ fat
stores. This is so that they can survive 4 to 7 months without food.

Brown bears dig themselves a hollow den to hibernate in, or find themselves a cave. Female
bears are pregnant when they enter their den, and give birth during hibernation – they don’t
even wake from their sleep. A mother bear’s milk is very rich in fat, so that the cubs can
grow quickly. When the mother bear wakes in spring, the cubs are strong and able to follow
her out of the den. Brown bears make good moms, and the cubs usually stay with their moms
for the first three years of their lives.

5 LOOK AND SEARCH

Search for more information about brown bears on the internet. Share
the information with your classmates at the next lesson.

For example: How many cubs do brown bears usually have?

What animals or insects do brown bears eat?

166
 Unit 6.5 FOCUS ON BROWN
BEARS
4. LET’S READ 5. LOOK AND SEARCH
Aim: To give practise in reading for specific detail Aim: To further consolidate knowledge through
• Ask the Ss to look at the pictures. Ask what researching for information on the Internet.
they can see, and ask if they can make any • Explain to Ss that they should research more
predictions about the text. about brown bears (or other types of bear) on the
(Example: Bears like catching fish.) Internet and try to find some new information
• Before reading clarify the following about these animals to feedback to the class at
vocabulary items from the text: the next lesson.
Solitary (adj.): existing alone • You may wish to recommend the following
• Divide the Ss into A and B students in website: http://kids.nationalgeographic.com
preparation for the Focus on Our World Activity http://www.sciencekids.co.nz/sciencefacts/
after reading, then give the Ss a few minutes to animals.html
read the text slowly and carefully.
• Now ask for volunteers to read the text aloud to
the class. Help with any pronunciation problems
after the reading.
• Now ask the A students to turn to the Focus
On Our World section on page 142, and the
B students to turn to page 144. Explain that
they should look at 6.5 and ask each other the
questions about the text they have just read.
• Check the answers with the class.

Student A
1. What do brown bears eat? / What is the diet
of a brown bear? It is an omnivore; it eats meat
and seeds, berries and fruit etc.
2. Why do brown bears gather together in the
summer? To catch fish
3. What other animals hibernate? Tortoises,
bats, frogs and chipmunks

Student B
1. How much does a brown bear weigh? 180
to 360 kg
2. What happens during hibernation? Body
temperature drops & breathing slows
3. How long to brown bear cubs stay with their
mothers? 3 years

167
 GOALS TO BE ACHIEVED
UNIT 7 - THE WORLD AROUND US
I can …….

describe gadgets and their uses

give advice about cell phones

discuss my plans and dreams

talk about unreal situations

write a description of an event

explain my choices

Let's study
together!
MODULE 1 - TECHNOLOGY
nationalenglish.net/rBU28GP

MODULE 2 - WONDERS OF CHINA

nationalenglish.net/rBV6QVH

MODULE 3 - MYTHS & LEGENDS

nationalenglish.net/rBVWLUZ

MODULE 4 - MOTHER NATURE

nationalenglish.net/rC1FPPM

MODULE 5 - FOCUS ON GIANT PANDAS

nationalenglish.net/rC2PTP5

168
UNIT
7 THE WORLD AROUND US

In this unit you will:

Describe gadgets and their uses
Give advice about cell phones
Discuss your dreams
Talk about unreal situations
Talk about superstitions
Relate events
Explain choices

Vocabulary:
Technology
China
Myths & Superstitions
Extreme weather

In this unit you will also learn about:

Giant Pandas

QUESTION: Are you happy with your

current cell phone? Why or
why not?
What’s your favorite kind of
weather?

169
 7.1 TECHNOLOGY nationalenglish.net/rBU28GP

3. Can you name the man who first

developed electronic mail?
a) Bill Gates
b) Douglas Engelbart
c) Ray Tomlinson

b) Now,let’s listen and check

your answers. Were they
correct?
c) Now, read and act out the
dialog in pairs.

Bob: Welcome to today’s history

quiz, and today our topic is
the history of computers. Our
contestant today is Jed.
Welcome to the program.
Jed: Thank you, Bob! It’s great to
be here.
Bob: So, Jed, do you know your
mouse from your modem?
Jed: I think I know a lot about
computers, so I suppose you
can call me a technophile.
1 LET’S BEGIN! Bob: Good! You’re on the right
program, then. Here is your
1. Do you enjoy keeping up to date first question… an easy one to
start with. Can you name the
with new technology?
man who co-founded Microsoft
2. What’s your favorite app?
with Paul Allen?
3. How much time do you spend Jed: It was Bill Gates.
using the internet every day? Bob: Of course! Well done. Now,
can you name the two
2 LET’S

countries that first developed
computers during World War 1?
LISTEN & READ Jed:

Yes, I can. It was the
government of the United
States of America, and
nationalenglish.net/r77IYHA the government of the United
Kingdom.
Bob: Excellent! You really are a
a) You will listen to a quiz technophile, Jed. And here’s
show about computers. Before your next question. Can you
listening, see if you know, or name the man who invented the
can guess the answers to the mouse?
following questions. Jed: Mmm….. I know that one….Just a
minute, please… It was….
1. Can you name the two countries Mmmm….. It was Douglas
that first developed computers Engelbart.
Bob: Wow! How did you manage
during World War 1?
to remember that name, Jed?
a) America and Germany
You are absolutely right. Well
b) Germany and the United done! Now, if you get this
Kingdom question right, you will go
c) America and the United through to the next program.
Kingdom Are you ready?
Jed: Yes, I am, Bob. Fire away!
2. Can you name the man who Bob: Can you name the man who
invented the mouse? first developed electronic mail?
Jed: Ray Tomlinson.
a) Douglas Engelbart
Bob: Fantastic! You’re right. All
b) Steve Job
your answers were correct, and
c) Sir Tim Berners you go through to the next
170 program.

UNIT 7 MODULE 1 TECHNOLOGY
Function
• Describe gadgets and their uses
• Give advice about cell phones
Language Focus
• Relative pronouns
Vocabulary
• Technology
1. FACT FILE
Aim: To introduce the topic of the lesson and to
engage Ss’ interest
• Before looking at the first module, draw your
Ss’ attention to the unit content page. Direct their
attention to the unit title and the picture. Ask
your Ss to describe what they can see. (A man is
sat at a desk using a laptop.) Ask your Ss what
they think the connection is between the unit title
and the picture; suggest that we have easy access
to news and instant information about our world
from computers and the Internet.
• Get your Ss to read the contents of the unit,
and then ask the two introductory questions for
this unit.
• Video: (QR: rWYNI3R) (Nearly 3 minutes)
Tell your Ss that they are going to watch a
short video about people being asked for their
opinions on technology. Tell them not to worry
about understanding every word, but to listen to
what items of technology people mention.
Play the recording, then ask the Ss to state which
items of technology they hear (computer, laptop,
mp3 player, twitter, i-pad, e-reader)
Also ask: Did most people love or hate
technology? (Answer: Most people love it)
Now ask the questions asked in the video to your
Ss:
How do you feel about technology? / What items
of technology do you have? / Which item of
technology could you not live without? (Teach
the phrase, I couldn’t live without …”)
• Get your Ss to turn to module 1 and focus
their attention on the title of the module and the
picture. Ask the 3 introductory questions.
2. LET’S LISTEN & READ
Aim: To present vocabulary, grammar and
functions in the context of a dialog
To give Ss practise in listening and reading for
specific details
• A) Tell your Ss that they will listen to a quiz
show about computers. Ask your Ss if they think
they can do well in the quiz, and whether they
know a lot about the history of computers. Now
tell your Ss that they will try to answer the quiz
Unit 7.1 TECHNOLOGY
questions first before listening to the quiz. Get
the Ss to close their books, and show the listen
and read questions on the screen. Get some Ss to
read the questions and possible answers aloud to
the group. Pause between each question to allow
your Ss to discuss which answer they think is
correct with their partners.
• B) Play the recording and tell your Ss to
listen for the answers to the questions, (Keep the
questions displayed on the screen) and to record
the answers they hear in their notebooks.
Play the recording more than once if required.
• Tell the Ss to open their books and to record
their answers, then feedback and check answers.
• Ask some further answers, allowing Ss to scan
the transcript in their books to find the answers if
needed.
1. Where is the word “technophile” used in the
dialog?
2. What do you think it means? (Encourage
your Ss to guess the meaning. You could
give them a hint – it is a noun and it related
to technology as we can se from the first part
of the word.) (Answer: A person who loved
technology)
3. To found something means to set up, or
establish something new, so what do you think
the “co” in “cofound” means? (Encourage Ss
to read the sentence in context and to guess the
meaning) (Answer: It means “together”.)
• C) If time allows, get your SS to act out the
dialog in pairs. Encourage them to use their
voices to demonstrate the tension of the games
show.
GRAMMAR FOCUS
• Grammar Material: Click on the icon (G1) to
present the relative pronoun “who.”
• Ask a S to read the first two sentences about
Bill Gates, then ask your Ss which word has
allowed us to change two sentences into one.
(Answer: who)
• Ask them which word they think “who”
replaces. (Answer: he)
• Get Ss to read example 2, and tell Ss that
“who” is a relative pronoun, and that we can also
use “that” in its place. A relative pronoun is used
to replace a previously mentioned noun. They are
a very useful way of joining two sentences.
171
 TECHNOLOGY Unit 7.1
Grammar 1
1.
There is a man called Bill Gates. He co-founded
Microsoft.
Bill Gates is the man who co-founded Microsoft.
Bill Gates is the man that co-founded Microsoft.
2.
This is my friend Jed. He won the computer quiz.
This is my friend Jed who won the computer quiz.
Try this one yourselves:
This is Bob. He is a quiz show host.
This is Bob who is a quiz show host.
• Grammar Material: Click on the icon (G2) to
present the relative pronouns “that” and “where.”
Ask your Ss which word is used here to combine
two sentences. (Answer: which) Ask which word
it replaces. (Answer: it)
Remind Ss that we use the relative pronoun,
“who” to refer to people, and ask which word we
use to refer to things. (Answer: which) Clarify
that we can also use “that”.
Draw your Ss’ attention to example 2, and ask
what “where” refers to. (Answer: a place) Clarify
that we use the relative pronoun to refer to places.
Grammar 2
1.
I bought a new computer. It was very expensive.
I bought a new computer which was very
expensive.
I bought a new computer that was very expensive
2.
This is a computer shop. I bought my computer
here.
This is the shop where I bought my computer.
Now it’s your turn:
This is a store. You can buy cheap computers here.
This is the store where you can buy cheap
computers.
172
• Show the Focus On box on the screen and ask
some Ss to read the three example sentences. Then
ask your Ss to read and complete the rules using
the correct relative pronouns. Check answers and
deal with any problems.
• Refer to the Grammar Reference on page 247
for further consolidation.
• Grammar Material: Click on the icon (G3)
to give Ss some practice. Tell the Ss to do the
exercise in their notebooks, and to complete the
sentences with the correct relative pronouns.
Grammar 3
Relative Pronouns
Exercise.
1. This is the store …where… I buy all my new
gadgets.
2. Do you know a place …where.. I can buy the
latest technology?
3. Is that the man …who…. sold you his
laptop?
4. This is the book ….that… I told you about.
5. I have a friend ..who… buys second-hand
computers.
6. Is this the new tablet …that… everyone is
talking about?
3. VOCABULARY
Aim: To present vocabulary related to technology
• Read aloud the vocabulary items to the class.
In pairs, get your Ss to try to match the words to
their definitions. Elicit a few answers, then play
the recording to check answers and to model the
correct pronunciation.
• Game: Divide the class into two or three teams
and give each team a marker and a large sheet of
paper. Set a timer for one minute, then give each
team one minute to write as many sentences as
possible using the target vocabulary. At the end
of the time limit, get the groups to bring their
posters to the front of the class. The Ss will then
read out their sentences. After the sentences have
been checked, one mark will be given for each
correct sentence, but marks will also be deducted
for incorrect sentences. After all groups have
presented their words, see which group has won.
 Unit 7.1 TECHNOLOGY

3 VOCABULARY 5 LET’S READ

Read the article about e-readers
nationalenglish.net/rYM2PKS in Teen World, then answer the
questions.
Match the words to their definitions.
g 1. technophile (n.) THE FUTURE OF BOOKS
d 2. technophobe (n.) E-readers are gadgets
f 3. gadget (n.)
h 4. portable (adj.)
which allow us to store
a 5. lightweight (adj.) over 1,000 books, and to
e 6. online retailer (n.) view any one of them at
b 7. found (v.) any time.
c 8. develop (v.)

a) not heavy Some people believe

b) to start / set up a new company that they are the way of the future, but not
c) to improve something everyone agrees. What about you? Do you think
d) a person who hates technology that e-readers can ever replace real books?
e) an online company selling goods
to customers
f) a clever device with a specific The people who sell these gadgets report that
function sales continue to rise each year, and that they are
g) a person who loves technology becoming more and more popular even with older
h) easily carried / moveable people.

RELATIVE PRONOUNS Sales of the Sony

e-reader, which was
the first e-reader,
launched in 2006, have
Bill Gates is the man who co-founded Microsoft.
The US, and the UK are the countries that first
continued to increase.
developed computers.
In 2015 the online retailer, Amazon, reported that
Is this the place where you bought your pc?
it sold three times more e-books than paperbacks.
Complete these sentences with the right relative
pronouns.
E-readers are convenient, and give you access to
that to talk
We use the pronouns which or …………. almost limitless reading material, but what about
about things
who or that to talk about people. the disadvantages? Well, e-readers, which cost
We use ………….
where
We use …………. for places. between $150 and $500, are not cheap. They also
need to be charged – you cannot read your book
if the charge expires. They are very portable,
but they can be difficult to read when in bright
4 LET’S TALK sunlight – it’s not so easy to read them on the
You will give and receive advice beach!
about modern technology.
Turn to the More Talking section Join our blog, and let us know your opinions.
in the appendix for further
information.
1. What are the advantages and
disadvantages of using e-readers
according to the text?

………………………………………………………………

2. Can you think of any other

advantages and disadvantages ?

………………………………………………………………

3. Do you have , or would you like to

Student A: Look at page 133. buy an e-reader?
Student B: Look at page 139.
………………………………………………………………
173
 TECHNOLOGY Unit 7.1
4. LET’S TALK
Aim: To give Ss practise in giving and receiving
advice
• Tell Ss that they are going to carry out some
role plays about giving and receiving advice about
modern technology to elderly family members
who don’t like or don’t understand technology.
Divide the class into A and B students. The
A students should look at page 133, and the B
students should look at page 139.
• Explain that both students should look at
part A and read about their roles. Advise them
to check through the useful phrases given and
to check with you if they have any problems
understanding.
• Give your Ss time to check their information,
then let the SS carry out their role play.
• Get your SS to swap roles, then feedback on
any problems or mistakes you have observed.
7.1 - TECHNOLOGY
STUDENT A:
5. LET’S TALK
a) Your elderly relative is coming to stay
with you for a few weeks. He/she does
not like modern technology, and doesn’t
even own a mobile phone. However, he/
she is curious and wants to know more!
Explain some different gadgets to him /
her in easy language.(E.g. iPod, tablet
etc.) Use the useful language.
A …… is a gadget that...
I cannot live without...
I use it to download music / watch films
/ surf the internet
I can listen to music on...
I can watch films on...
I can send e-mails and messages from...
It is useful / convenient / not too
expensive
b) You have decided to buy a smart
phone. You have the most basic phone
(not a smart phone), and you don’t
know which phone to buy. Ask your
friend for some advice.
Useful Language Box
Can you help me?
I don’t know anything about phones.
Which phones do you recommend?
What’s the ………… like?
Is it ………… ?
174
7.1 - TECHNOLOGY
STUDENT B:
5. LET’S TALK
a) You are elderly, and you don’t
understand modern technology. You
don’t even have a cell phone! You are
visiting your relatives. Your grandson
/ granddaughter is explaining some
modern gadgets to you. You can start
the conversation by asking about some
gadgets. (E.g. iPod / tablet etc.)
For example:
What is a ……………?
What do you use it for?
Is it different from a ……………?
b) You have a friend who uses a very
basic mobile phone. He/she has decided
to buy a smart phone. He/she needs
your advice, because he/she doesn’t
know anything about them. Help and
advise your friend by comparing a
few different phones. Use the Useful
Language Box below.
Useful Language Box
The …… is a phone that ……
is (not too) expensive
takes high quality photos
is very popular
is reasonably priced / affordable
…… is a great/expensive/cheap
phone that ……
The …… is better than the ……, because ……
5. LET’S READ
Aim: To give Ss practise in reading for specific
information
• Ask your Ss if any of them have an e-reader.
If they do, ask them for their opinions on them,
and ask whether they would recommend them to
other Ss. Also ask what kind of things they use
them for.
• Ask your other Ss if they have ever thought
about getting one, or whether they have ever used
one. Also ask your Ss if they know the average
price of buying an e-reader.
• Tell your Ss to read along as you read the text to
them and to not try to get a general understanding
without worrying about every detail.
• Read the text, then ask the Ss what they
understood from the text – elicit ideas. Also ask
 Unit 7.1 TECHNOLOGY
if anything surprised them about the text.
• Now ask some Ss to read aloud the first two
questions; give your Ss time to read the text again
and to answer the questions.
• Check answers and check if Ss have changed
their minds about whether they would like to buy
one or not.
OPTIONAL extension
Video: (QR: rKVTGJX) (Just over 2 minutes)
You may want to play this short funny video
and challenge your Ss to listen for the relative
pronouns used. It is a short scene about some
clothes that have shrunk in the wash. (Answer:
I can’t remember where I put my clothes. / John
is the guy whose sister was my best friend at
school. / The T-shirt which I bought for the party
is too small.)

175
 7.2 WONDERS OF CHINA
nationalenglish.net/
rBV6QVH

3 VOCABULARY
nationalenglish.net/rJFWM7B

Match the words to their definitions.

f 1. dragon (n.)
d 2. festival (n.)
g 3. noodle (n.)
h 4. statue (n.)
c 5. invader (n.)
a 6. collection (n.)
e 7. structure (n.)
b 8. terracotta (n.)

a) a group of one thing brought and

kept together
b) a type of clay used to make pots,
statues etc.
c) a person entering by force as an
enemy
d) a time to celebrate a particular
occasion
1 LET’S BEGIN! e) something that has been built,
Look at the picture. e.g. a building, a house or a
bridge
1. Do you know the place in the f) a mythical monster with wings
picture? which breathes fire
2. In which country is it? g) a Chinese food which looks like
3. What do you know about that spaghetti
country? h) a 3D piece of art representing
someone or something
2 LET’S LISTEN
THE SECOND
nationalenglish.net/r135CM
CONDITIONAL
Listen to the conversation I would love to go on vacation, too, but I can’t
between two friends, then afford it this year.
answer the questions.
If I could go anywhere, I would visit China
just like you.

The second sentence above is talking about:

- something that is real / imaginary
- something that is likely/ unlikely to happen
in the present or the future

1. Why can’t Mary go on vacation this

year?
She doesn’t have money to go on vacation,
because she’s moving to a new house.
2. Why is Mary interested in China?
She is interested in China, because she has a
Chinese friend who told many things about the
country. She wants to visit her friend’s family
3. What problem would Mary have if
she visited China?
She would have problems with food. She
176 doesn’t like Chinese food.

UNIT 7 MODULE 1 WONDERS OF CHINA
Function
• Discuss your dreams
• Talk about unreal situation
Language Focus
• The Second Conditional
Vocabulary
• China
1. LET’S BEGIN
Aim: To introduce the topic of the lesson and to
engage Ss’ interest
• Ask your Ss if they have ever been to China,
or if they know anyone who has been there. Get
feedback from them.
• Quiz: Ask your Ss how much they know
about China and tell them that you are going to
test their knowledge with a few quiz questions.
Read the true or false questions. Tell your Ss to
stand up if they think the statements are true,
but to remain seated if they think they are false.
After everyone has voted in this way, tell them
the answer, ask everyone to sit down, and then
move on to the next question.
Quiz - True or False
1. China invented kites. (True)
2. China has a population of 2 billion people.
(False: 1.3 billion)
3. The capital of China is Peking. (False;
Beijing)
4. Mandarin Chinese is the most widely
spoken language in the world. (True)
5. China has sent astronauts into space (True;
in 2003)
6. There are 100 million children in school in
China. (False; there are 200 million – more
students than the whole population of Japan)
• Draw the Ss’ attention to the picture and ask
the 3 introductory questions.
2. LET’S LISTEN
Aim: To present vocabulary, grammar and
functions in the context of a dialog
To give Ss practise in listening for specific
information
• Draw your Ss’ attention to the picture and ask
them if they know where it is. (Answer: Beijing)
Tell your Ss that they will listen to a conversation
between two friends. Tony and Mary are talking
about their vacation plans. Tell them that Tony is
going to visit China. Ask your Ss to try to predict
what Tony might do in China and where he might
visit. Write down the Ss’ ideas on the board.
• Tell your Ss not to worry about understanding
all the details, but to try to get a general
understanding, and to listen for where Tony is
Unit 7.2 WONDERS OF CHINA
going to visit. Play the recording, then check
answers. (Answer: Tony plans to visit the Great
Wall of China and the Dragon Boat Festival.)
• Now ask some Ss to read aloud the 3 questions,
then play the recording again. You may wish to
pause the recording at intervals to give the Ss
time to write their answers while listening.
If necessary, play the recoding again, pausing
after each of the answers.
• Check answers, then show the transcript on the
board and ask for volunteers to read the dialog
aloud to the class.
• Ask a few follow up questions, and show the
corresponding pictures by showing the Extra
Material.
1. What is the Great Wall of China?
2. Would you like to visit it?
3. What is a dragon boat festival?
4. Have you ever seen pictures of the giant
Buddha statue in China? Have you seen other
giant statues showing Buddha?
5. Have you tried Chinese food? What food is
China famous for? (Noodles, rice)
6. What do Chinese people traditionally eat their
food with? (Chopsticks)
Transcript:
Tony: I can’t wait to go on vacation. I’m really
excited about it.
Mary:Where are you going Tony?
Tony: I’m going to China at the end of the
month. It’s the vacation of my dreams. China
is a fascinating country.
Mary: You’re lucky. I would love to go on
vacation, too, but I can’t afford it this year.
Tony: I’m sorry, Mary. I know you’re moving
house this year, but you should plan a vacation
for next year. Something to look forward to.
Mary: Yes, you’re right, Tony.
Tony: If you could go anywhere in the
world, where would you go?
Mary: If I could go anywhere, I would visit
China just like you.
Tony: Really? Why?
Mary: I have a Chinese friend, Su Lin, and
she’s told me so much about China, that I really
want to go. If I visited, I would go to meet Su
Lin’s family in Beijing and they would look
after me.
Tony: You’re lucky. It’s good to have contacts
in a foreign country. China has so much to
offer, it’s difficult knowing what to do and
where to visit. I plan to visit the Great Wall
of China of course, and I also plan to see the
Dragon Boat Festival celebrations.
Mary: If I were you, I would visit the Leshan
Giant Buddha. It’s the largest statue of Buddha
in the world.
Tony: Yes, I’d like to see that.
Mary: I hope you like Chinese food. It’s the
one thing that I hate about China. If I went to
China onvacation, I would starve after a few
days!
Tony: No problem for me. I love noodles and
rice!
177
 WONDERS OF CHINA Unit 7.2
Extra Material: Click on the icon to show Extra
Material 1 showing pictures to support the
previous questions.
Extra Material 1
1. The Great Wall of China
2. Chinese Dragon Boat Festival
3. Giant Buddha, Leshan, China
4. Chinese noodles
5. Chinese rice and chopsticks
FOCUS ON GRAMMAR
• Grammar Material: Click on the icon (G1) to
present the second conditional.
• Ask your Ss some questions to encourage
them to notice and understand the function and
formation of the second conditional.
1. What kind of sentence is the first sentence?
(Answer: 1st conditional)
2. Is it talking about something that is likely to
happen, or to something that is very unlikely
to happen? (Answer: Likely to happen)
• Read the second sentence aloud and tell the
Ss that it is another type of conditional sentence,
called the second conditional.
3. First conditionals use which tense in the if
clause? (Answer: Present Simple)
4. Which tense is used in the if clause in the
second conditional? (Answer: Past simple)
5. First conditionals use which modal verb in
the main clause? (Answer: Will)
6. What modal verb is used in second
conditionals? (Answer: Would)
7. Which form of the verb is used following
the modal verb in 1st and 2nd conditionals?
(Answer: the base form)
• Ask a S to read aloud the third sentence. Ask
if there is a real possibility that Mary will go to
China this year. (Answer: No, because she can’t
afford to go on holiday)
Explain that 1st conditionals refer likely events,
whereas 2nd conditionals refer to events that are
highly unlikely to happen. Explain that we often
use them to talk about how we want things to be.
Grammar 1
Conditional Sentences
1. If I go on holiday, I will visit China.
2. If I could go anywhere, I would visit China.
3. If I visited China, I would go to meet Su
Lin’s family in Beijing.
178
• Show the transcript again on the screen, and ask
the Ss to find examples of the second conditional,
and check understanding of those sentences.
• Ask your Ss to answer the question, “If you
could visit China, where would you visit first,
and why?” Also ask, “If you could visit anywhere
in the world, where would you visit?
• Grammar Material: Click on the icon (G2) for
a practice exercise, and ask the Ss to use their
own ideas to complete the sentences in their
notebooks. Feedback and help with corrections
if required. (There are no set answers to this
exercise.)
Grammar 2
The Second Conditional
Exercise
1. If I could go to Europe, I would
……………………………………..
2. If school closed early today, I would
…………………………….
3. If you gave me lots of money, I
……………………………………
4. If I could learn any language, I
………………………………………….
• Show the Focus On box on the screen and
ask a Ss to read the sentences, then ask the Ss to
complete the rules with the correct information in
their books.
• Video: (QR: r L2YZNW) (Less than 1 minute)
For further consolidation and clarification,
show this short video. It is a very short cartoon
presentation of the 2nd conditional.
3. VOCABULARY
Aim: To present vocabulary related to China
• Ask some Ss to read aloud the sentences,
correcting pronunciation if necessary. Give Ss
time in pairs to try to match the words to their
definitions. Elicit and few answers, then play the
recording to check answers.
• Game: Ask your Ss to study the correct
definitions for a few minutes to try to memorize
them. Then randomly read aloud the definitions
and ask your Ss to stand up if they know the
answer. After Ss have stood up, choose one S to
say the answer. If it is correct, tell everyone to
sit down and move on to the next definition. If it
incorrect, and another S who is standing.
 Unit 7.2 WONDERS OF CHINA

4 LET’S READ If you were asked to try a

Read the article about China in century egg, would you run
Teen World, then answer the away?
questions.

And would you eat some

What Would You Do in China? crunchy snacks on sticks if
you knew they were insects?
China has a fascinating culture and is an amazing
place to visit if you ever get the chance. Your chance to win a free trip to China!
Let’s see which of three main tourist attractions
you would choose to visit. ● If you could visit just one of the famous
The Great Wall of attractions in China, which one would you
China is the biggest choose, and why?
tourist attraction in ● What would you do if you were offered the
the world. It is also foods mentioned in the article?
the only man-made
structure that can be Write a short story essay explaning your choices
seen from space. It is and assumptions to win a trip to China and some
more than 3,000 kilometers long, and it was built amazing prizes.
to protect China from invaders from the north.
The Forbidden City was the home to 24 Chinese
emperors over a
period of 491 years.
5 LET’S TALK
It is China’s largest Student A: You can’t afford to
go on vacation, but you tell your
collection of ancient
friend, ‘If I had enough money,
buildings, and it is I would go to………..’ (name the
the largest palace country)
structure in the
world. It contains 9,999 rooms in total. Student B: Look at the prompts
and ask your friend what he/
The Terracotta Army she would do in the following
is a vast collection of situations.
life-size statues made
from terracotta. The
statues represent the
warriors of Emperor not / like
Qin Shi Huang, the
first emperor of China. The terracotta army was
buried with the emperor to protect him in the
after-life. They were discovered accidently by not / like
some farmers in 1974, and have since become
one of the top tourist attractions in China.
Apart from amazing tourist attractions, China
lost
also offers some very interesting food options.
You may think you are adventurous until you are
offered these food dishes!
miss / flight
If you were offered duck
feet to eat, what would you
think?
fall in love / local

179
 WONDERS OF CHINA Unit 7.2

4. LET’S READ 5. LET’S TALK

Aim: To give Ss practise in reading for gist and Aim: To give Ss practise in talking about unreal
for specific details situations
• Tell your Ss that they will read an article • Draw your Ss’ attention to the pictures in the
about China. Before reading, ask the Ss if they chart. Ask what they can see. Then divide the
know who an emperor is. (The title used for a class into A and D students. Explain to the A
king in China) Ask your Ss if they can guess students that they don’t have enough money to
what the after-life is using the words themselves go on holiday, but that they should decide where
as a guide. (Life after death) Also check whether they would like to go. On the board, write “If I had
your Ss know what a duck is. enough money, I would go to ……………….,”
• Ask your Ss to run their eyes over the text. and tell your Ss to decide where they would like
Ask what they can see in the pictures. Draw to go.
their attention to the end of the text where it • Tell the B students that they must ask their
says, “Your chance to win a free trip to China!” partner questions based on the picture and word
Getting your Ss to consider the title, the pictures prompts in the chart. E.g. What would you do if
and the reference to a competition, ask your Ss you got lost?
where they think they might see this type of a • Give the B students time to think about the
text. (Answer: a magazine) questions, while the A students think about their
• Give your Ss a minute to write down some answers.
predictions about what they think the article • Give Ss time to carry out the activity, then
might say. (E.g. The emperor lives in a big swap roles.
palace.) Elicit ideas from the Ss and write their
ideas on the board. OPTIONAL extension
• Give your Ss to read the text, then ask your Ss
whether any of their predictions were correct. Writing: Get your Ss to write a short essay to
• Ask a few more comprehension questions: “enter” the competition advertised in the reading
text.
Example: Video: (QR: rL4M4EN) (2.20 minutes) Play this
1. What is the only man-made structure that can video as a fun way to finish the lesson. The Ss
be seen from space? (Answer: The Great Wall can sing along to the 2nd Conditional Song as the
of China) lyrics are written on the board.
2. What is the Terracotta Army? (Answer:
A large collection of life-size statues of the
emperor’s warriors)
3. What is the largest palace structure in the
world? (Answer: The Forbidden City)
4. What strange types of food can you eat in
China? (Answer: duck feet, century eggs and
crunchy insects on sticks)
Tell your SS that century eggs are that are
preserved in salty and clay
5. What do you have to do to enter the
competition? (Answer: Write a short essay to
answer the two questions given in the text)
• Divide your Ss into pairs. Tell them to ask
each other the two questions from the end of the
text.
• Give your Ss time to discuss the questions,
then elicit a few answers from your Ss, correcting
mistakes if necessary.

180
7.3 MYTHS & LEGENDS nationalenglish.net/rBVWLUZ

VAMPIRE TALES
Most countries in the
world have myths about
vampires. Nobody
knows exactly when
or where these myths
began, but some people
believe that they started
in ancient Rome. These
days, vampire stories
are more popular than
ever. The books, TV
series and films about
them are endless.

Perhaps the most famous book about vampires is

1 LET’S BEGIN! Dracula, written by the Irish author, Bram Stoker.
This classic vampire novel was written after
Look at the picture.
Stoker visited the town of Whitby on the North
1. Do you enjoy stories about East coast of England in 1890. Amazingly, many
vampires? visitors to Whitby ask where to find Dracula’s
2. What films or programs about grave, forgetting that he is just a character from a
vampires have you seen? novel. Or is he?
3. Where do you think the vampire
legend originates from? Different cultures have different stories about
vampires, but most tales agree that they sleep in
2 LET’S READ coffins during the day, they drink people’s blood
Read the article about
and they can turn into bats.
vampires below, then
answer the questions. If you ever met someone who you thought was
a vampire, what would you do? Run? Hide?
1. Where was the book, ‘Dracula’ Scream?
written?
It was written after Bram Stoker visited the
town of Whitby. Well, if you suspect your neighbor is a vampire,
2. What do most cultures believe check for two teeth marks on the neck. If the
about vampires? person does not like bright light, you can also
They believe that vampires sleep in coffins check whether he likes garlic. Garlic is known to
during the day, that they drink people’s
blood and that they can turn into bats. repel vampires.
3. What can you do if you suspect
your neighbor is a vampire? Just remember to never invite that person into
You can check if there are teeth marks on
his/her neck; if he likes garlic; if he likes your house! If you don’t invite a vampire into
bright light. your house, he cannot enter!
4. What must you never do if you
meet a vampire?
You should not invite him/her to your
house.

181
 MYTHS & LEGENDS Unit 7.3
UNIT 7 MODULE 3 MYTHS & LEGENDS
Function
• Talk about superstitions
Language Focus
• Recycle the 1st and 2nd conditional
Vocabulary
• Myths & superstitions
1. LET’S BEGIN
Aim: To introduce the topic of the lesson and to
engage Ss’ interest
• Draw your Ss’ attention to the pictures in the
module, and ask if they know what myths and
legends are. (A myth is a traditional story which
usually involves some supernatural elements. /
A legend is a semi-true story linked to a country
or a culture. It is usually based on some real or
historical facts, but with a mythical element.)
• Ask your Ss if they know of any legends or
myths from their own country and culture. (You
may prompts them with ideas)
• Ask your Ss what they know about vampires;
elicit ideas and write them on the board.
• Ask your Ss if they have read any books or
seen any movies or programs based on the myth
of vampires.
• Ask the 3 introductory questions.
2. LET’S READ
Aim: To present vocabulary, grammar and
functions in the context of a short text
To give Ss practise in reading for gist and for
specific details
• Check if your Ss know the meaning of:
ancient: (very old)
endless: (without end)
bat: (a small animal which has wings and can fly
like a bird)
garlic: (small vegetable used to give flavor to
cooking; it has a strong smell like an onion)
• Ask some Ss to read aloud the 4 questions,
and to try to answer / guess the answers.
• Give your Ss time to read text and answer the
questions, then check answer together and deal
with any problems with understanding.
GRAMMAR FOCUS
• To revise and consolidate knowledge of 1st
and 2nd conditionals, ask your Ss to scan the text
and underline all examples of these structures.
• Ask some Ss to read the sentences aloud and
to state whether they are 1st or 2nd conditionals.
• Show the Focus On box on the screen and read
the 2 sentences aloud. Ask your Ss to complete
the rules about conditional sentences in their
books, then check answers and revise further if
necessary.
182
3. VOCABULARY
Aim: To present vocabulary related to myths
and legends
• Ask some Ss to read the vocabulary items
aloud, correcting pronunciation when required.
Then in pairs ask Ss to try to match the words to
their definitions.
• Elicit a few answers, then play the recording
to check answers and to reinforce the correct
pronunciation.
• Game: Write the 8 words on small pieces of
paper so that there is a paper for each pair of Ss.
(I.e. If you have 16 Ss, you will need 8 words; if
you have 24 Ss, you will need 12 papers, so some
of the words will appear more than once.) Hand
out a card to each pair of Ss and give 1 minute
for the Ss to create two sentences using the given
words. When the time is up, each pair takes turns
to read their sentences aloud, replacing the target
word with the word “blip.” The other Ss in the
class try to guess the omitted word. You may
wish to award points.
4. LET’S LISTEN
Aim: To give Ss practise in listening for specific
information
Tell your Ss that they will listen to someone
talking about superstitions in different cultures
• Ask some Ss to read the vocabulary items
aloud, correcting pronunciation when required.
Then in pairs ask Ss to try to match the words to
their definitions.
• Elicit a few answers, then play the recording
to check answers and to reinforce the correct
pronunciation.
• Game: Write the 8 words on small pieces of
paper so that there is a paper for each pair of Ss.
(I.e. If you have 16 Ss, you will need 8 words; if
you have 24 Ss, you will need 12 papers, so some
of the words will appear more than once.) Hand
out a card to each pair of Ss and give 1 minute
for the Ss to create two sentences using the given
words. When the time is up, each pair takes turns
to read their sentences aloud, replacing the target
word with the word “blip.” The other Ss in the
class try to guess the omitted word. You may
wish to award points.
Extra Material: Click on the icon to show Extra
Material 1, showing pictures of some well-known
superstitions. Show each of the picture and elicit
what Ss know about each of the superstitions
related to these things. Do not, however, reveal
the superstition related to number 4 and 5, because
they will be revealed in the listening activity. (1.
A black cat brings bad luck if it crosses your path.
/ 2. A broken mirror brings 7 years bad luck. /
Walking under a ladder brings bad luck.)
• Elicit conditional statements about the first 3
objects based on the superstitions. E.g. If a black
cat crosses your path, you will have bad luck.
 Unit 7.3 MYTHS & LEGENDS

3 VOCABULARY
Match the words to
their definitions.
e 1. legend (n.)
g 2. tale (n.)
h 3. suspect (v.)
a 4. repel (v.)
b 5. coffin(n.)
d 6. grave (n.)
c 7. superstition (n.)
f 8. nightmare (n.)
nationalenglish.net/
5 LET’S TALK
rHIFLSG a) In small groups, think of
as many mythical creatures
as you can – from your own
culture, or from other cultures.
(For example: vampires and
witches). Tell each other
what you know about these
creatures.

a) to drive back or away b) Now get into pairs and ask

b) the box where a dead person is each other the questions below.
put ● What would you do if you saw a ……?
c) belief not based on knowledge or ● What would you do if you thought
science your friend was a ……?
d) the place in the ground where a ● If your friend said he saw a ……,
dead person is put what would you say?
e) an ancient story passed down ● What should I do if ……?
from the past ● What would you do if ……?
f) a bad dream
g) a story
h) to doubt or mistrust someone, or
to believe someone to be guilty 6 LET’S TALK
Did you know that there
is a place in the US called
THE CONDITIONAL Superstition Mountain? It’s in
(1ST & 2ND) the deserts of Arizona and is
a great place to go hiking and
What would you do if you saw a vampire? exploring.
If I watch this vampire movie, I won’t be able Talk with your partner about:
to sleep. 1. How this mountain might have got
Complete the sentences below. its name.
2. Are superstitions common in your
We use the first / second conditional to talk country?
about unreal or imaginary events. 3. What is the silliest or funniest
We use the first / second conditional to talk superstition you have ever heard?
about possible or likely events. 4. Relate some superstitions that you
know.

4 LET’S LISTEN Useful Language Box

nationalenglish.net/r286E1G
A lot of people believe that /in ………
I believe / don’t believe ………
Listen to someone talking One superstition says that if ………
about superstitions, then I think superstitions are ………
answer the questions below.
1. What have people always feared? Funny/ silly / crazy / ridiculous
People have always feared the things they Old wives’ tales
don’t understand.
Good luck / bad luck / trouble /
2. How did these fears develop into
superstitions?
Fears developed into superstitions when
people tried to explain mysterious or unusual
events before the development of science.
3. In Ireland, what will happen if
you find and eat a four-leaf clover?
7 LET’S WRITE
If you find a four-leaf clover, it will bring good Write briefly about a
luck. If you eat the four-leaf clover, it will bring
the person you will marry into your life. superstition that you know
4. What will prevent nightmares? about, or one from this module.
If you hang up a horseshoe in your bedroom it Explain where it originates
will prevent nightmares.
from, and your opinion of it.
5. Where is it ok for a bird to poop on
your head?
In Russia.
183
 MYTHS & LEGENDS Unit 7.3
Extra Material 1
1. a black cat
2. a broken mirror
3. a ladder
4. a four-leaf clover
5. a horseshoe
• Tell your Ss that they will listen to someone
talking about superstitions in different cultures.
Ask some Ss to read aloud the 5 questions, then
play the recording, telling your Ss to take notes
while they listen. Play the recording again to
enable Ss to complete the task.
• Check answers, then show the transcript on
the screen.
• Ask your Ss to find examples of the 1st and 2nd
conditional and to write them in their notebooks.
• Elicit the sentences from the Ss and elicit
whether they are 1st or 2nd conditionals.
Transcript:
We find superstitions in all societies, from
ancient ones to modern ones. But what are
superstitions, and where do they orignate
from?
Well, people have always feared the things
they don’t understand. Superstitions began
with people trying to explain mysterious or
unusual events before the development of
science.
Although few of us really believe in
superstitions any more, they continue to
fascinate us, and we continue to pass them on
to future generations.
For example, in some countries such as Ireland
people believe that if you find a four-leaf clover,
it will bring good luck. Some also believe that
if you then eat the four-leaf clover, it will bring
the person you will marry into your life.
Some people believe that if you hang up a
horseshoe in your bedroom (with the two ends
pointing up), it will bring good luck and prevent
nightmares. This belief originates from the
fact that there are seven holes in a horseshoe,
and that the number seven is supposed to be a
lucky number.
There is a funny superstition in Russia that
says if a bird poops on you, it will bring you
good luck. It also works if it poops on your car
or your property. So, don’t be upset if a bird
poops on your head.
184
5. LET’S TALK
Aim: To give Ss practise in talking about unreal
situations and myths and legends
• In small groups, ask your Ss to try to think
of as many mythical creatures as they can, then
to share ideas on what they know about those
creatures. (Examples: werewolves, unicorns,
dragons etc.) Feedback to the class.
• b) Divide the Ss into pairs and ask them to ask
each other the list of questions about some of the
mythical creatures they have been talking about.
6. LET’S TALK
Aim: To give Ss practise in talking about
superstitions and myths
Extra Material: Click on the icon to show Extra
Material 2 which shows pictures of Superstition
Mountains. Ask the Ss what kind of a place they
think it is. Tell them that many people go trekking
and exploring there. Tell them that they will
discuss 4 questions in their books in pairs. Read
them aloud to the group to check that everyone
understands what is expected of them.
• Go through the Useful Language Box for useful
phrases and vocabulary to use while discussing
the questions.
• Give Ss time to discuss the questions, then
elicit ideas as a group.
7. LET’S WRITE
Aim: To give practise writing about and
expressing your opinion on a subject
Video: (QR: rLJ4YHN) (Approximately 4
minutes)Tell your Ss that they are going to
watch a short video about common superstitions
in Britain to give them ideas in preparation for
the writing task. Tell them not to worry about
understanding every word, but to enjoy the vide.
Tell your Ss to think about a superstition that
they are familiar with; it could be one mentioned
already, or a new one. Ask them to explain the
superstition clearly in approximately 75 words,
and to express their opinion on it. Encourage
them to use the vocabulary from this module and
to use conditional sentences.
• You may wish to ask Ss to finish this task as
homework in Word format, and to add relevant
pictures to make it look interesting. Encourage
Ss to print it out ready for the next lesson, and
display them on the wall at the next lesson.
OPTIONAL extension
Video: (QR: rWTGYYY) (3.52) Play Pharrel
Williams’ song Happy which contains the 1st
conditional. The lyrics are shown on the screen
and the video show the Minions.
7.4 MOTHER NATURE nationalenglish.net/rC1FPPM

3 VOCABULARY
Match the words to nationalenglish.net/
their definitions. rGMDTZL
g 1. heat wave (n.)
f 2. fog (n.)
h 3. thunder (n.)
b 4. snowstorm (n.)
c 5. gale (n.)
e 6. tornado (n.)
d 7. monsoon (n.)
a 8. hurricane (n.)

a) a violent tropical storm

b) a storm with very heavy snow
c) a very strong wind
d) extremely rainy season in India
and nearby countries
e) also called twisters; high winds
circling down to the ground
f) like a cloud, but at ground level, it
is made up of tiny drops of water
g) a period of extremely hot weather
h) a loud noise in the air caused by
1 LET’S BEGIN! heated air during storms

Look at the picture.

4 LET’S LISTEN
1. What can you see in the picture?
2. Does this kind of weather frighten nationalenglish.net/r6582PW
you?
3. Have you ever had an accident in Listen to Andrew talking about
bad weather? thunderstorms. Listen carefully,
then answer the questions.
2 LET’S TALK
Discuss the following questions
as a group.

1. How many people are killed by

lightning every year?
An average of 55 people are killed by lightning
every year.
2. Andrew was caught in a
1. Do you know any stories about thunderstorm. Why did he say he
people being struck by lightning? wasn’t too worried?
2. What other extreme weather Because he thought he had enough time to get
back to the house before the lightning started.
conditions do you know?
3. Have you ever experienced any of 3. Why did they leave the trees?
them? Because it was dangerous to stay near the
4. What would you do if you were trees.
outside in a thunderstorm? 4. Was Andrew injured by the
5. If you were lost in fog, what would lightning?
you do? He wasn’t seriously injured.

185
 MOTHER NATURE Unit 7.4

UNIT 7 MODULE 4 MOTHER NATURE 4. LET’S LISTEN

Function
• Relate events
Language Focus
• Too & enough
Vocabulary
• Extreme weather
1. LET’S BEGIN
Aim: To introduce the topic of the lesson and to
engage Ss’ interest
• Draw your Ss’ attention to the title of the
module and ask if the same term is used in their
own language. Ask your Ss if they agree that
Mother Nature is very powerful and that we
sometimes suffer as a result of extreme weather
conditions.
• Divide your Ss into small groups and give
them one minute to brainstorm as many extreme
forms of weather that they can think of. (E.g.
storm, flood, earthquake etc.) The elicit ideas
from the Ss and write them on the board. Ask
your Ss which of the types of extreme weather
they think are the most powerful / dangerous /
frightening.
• Draw your Ss’ attention to the picture and ask
the 3 introductory questions.
2. LET’S TALK
Aim: To give Ss practise in talking about
experiences and opinions on extreme weather
conditions
• Draw your Ss’ attention to the picture and
check that they understand “alert.” (A warning
of potential danger) Discuss the questions as a
class, also sharing your own personal experiences
in order to encourage them to share their own
stories and ideas.
3. VOCABULARY
Aim: To present vocabulary related to extreme
weather conditions
• Read the vocabulary items aloud, and then
give your Ss time to try to match the words to
their definitions in pairs.
• Play the recording to check answers and to
reinforce the correct pronunciations.
• Game: Ask your Ss to study the vocabulary for
a minute to try to remember as many as possible.
Write the pieces of vocabulary on separate
pieces of paper and divide the group into teams.
Each team takes it in turns to choose a card. The
team can then confer to help each other before
everyone has to mime the weather condition
to the opposing team which tries to guess the
answer. Award points accordingly. Award extra
spot points for extra good miming skills!
186
Aim: To present vocabulary, grammar and
functions in an authentic context
To give Ss practise in listening for specific
information
• Draw your Ss’ attention to the picture and
ask what they can see. (Answer: Lightning) Ask
which other type or types are often associated
with lightning. (Answer: Thunder, and also rain
and possibly winds & storms) Ask your Ss if they
know what we should and shouldn’t do during
lightning storms; elicit ideas and write them on
the board.
• Ask some Ss to read aloud the questions
and ask your Ss to predict the answers to the
questions; encourage them to be creative in their
ideas.
• Tell the Ss to listen to the recording without
trying to answer all the questions or understand
all the details. Tell them that you want them to
be able to give an outline of what happened after
listening.
• Play the recording, then ask your Ss in pairs
to try to prepare a short outline about what
happened to Andrew.
• Ask one or two pairs to share their outlines,
reminding them that you don’t want all the minor
details – just the main facts.
• Ask the Ss to read the 4 questions again and
answer any that they know the answer to, then
play the recording again in order for the Ss to
complete the answers.
• Check answers and deal with any problems
with understanding.
• Show the transcript on the board and draw
your Ss to the highlighted words “too” and
“enough.”
 Unit 7.4 MOTHER NATURE

Explain that “too” means and excess of something

Transcript:
Andrew:
Are you afraid of thunderstorms? Well you
should be! Being outside during a thunderstorm
is not a good idea, believe me! I know. Too
many people are hit by lightning every year
here in the States. On average, 55 people die
every year after being struck by lightning, and
230 more are injured by lightning. That’s a lot
of people!
Let me tell you about my experience with a
thunderstorm. I was on a hike with some
friends. The weather was lovely in the
morning, and we were enjoying ourselves. We
stopped to eat our sandwiches for lunch near a
small wood. As we were sitting there, the sky
became black , the rain started suddenly and
we could hear thunder.
We were caught in a thunderstorm, but
we weren’t too worried. We thought we
had enough time to get back to the house
before the lightning started. We were wrong.
Suddenly, the sky was lit up by lightning.
The crazy thing is that I was kind of enjoying
it. I thought that thunder and lightning were
dramatic and exciting, and I never thought that
the lightning might hit me.
and gives a negative meaning.
• Ask your Ss to look at the example of
“enough” in the transcript, and ask what type of
word is used after “enough”. (Answer: a noun)
Ask your Ss whether “enough” gives a positive
or a negative meaning. (Answer: positive)
• Give an extra example:
It is 8.30, and I have to be at school by 9 o’clock.
It takes 20 minutes to get there, so I have enough
time.
• Grammar Material: Click on the icon (G1) to
provide a practice exercise.
Grammar 2
Exercise
1. It is …too…. windy to use an umbrella.
Leave it at home.
2. I don’t like living here. It’s …too... cold in
the winter.
3. You don’t need to bring any food. We have
…enough... food and drinks.

My friends were more sensible than I was. 4. We have …enough… blankets to keep
They said it was too dangerous to stay near warm. We’ll be fine.
the trees, so we set off away from them to find
somewhere to shelter. But we were too late!
There was a big flash of lightning, and bang! 5. Don’t stay outside …too… long or you will
I was hit! get wet.
Later in the hospital, my friends told me all
that happened. I couldn’t remember anything. 6. Please bring …enough… water for the day.
But I was incredibly lucky. Apart from some It’s very hot.
minor burns and memory loss, I was fine.
• Show the Focus On box on the screen, and ask
So, take my advice. If there is a thunderstorm, some Ss to read the sentences aloud. Then ask
get inside quickly.
your Ss to complete the rules in their books.
GRAMMAR FOCUS • Check answers.
• Ask your Ss to look at the examples of “too”
in the transcript and ask your Ss what type of
word follows this word. (Answer: adjectives)
Ask your Ss whether the “too” gives a positive
impression or a negative impression. (Answer:
Negative)
• Give an extra example:
E.g. I collect fridge magnets; I have a lot of them.
I collect fridge magnets, but I have too many of
them. I have nowhere to put them all.
187
 MOTHER NATURE Unit 7.4

For example: Do we have any spare

TOO & ENOUGH atteries?
Yes, we have enough for this
trip
They said it was too dangerous to stay near
Do we have enough water?
the trees.
There’s too much. We only
We thought we had enough time to get back
to the house. need 4 bottles.
He is calm enough to succeed. Let’s leave 2 bottles here.

Too / enough has a negative meaning, and Useful Language Box

means an excess of something
Too / enough has a positive meaning, and
We need to take more ………, because we
means sufficient of something
might ………
We use too before / after an adjective They will need ………
We use enough before / after an adjective. If ………, we will need ………
We also use enough before / after a noun We don’t have enough time. Hurry up!
Come on! It’s an emergency!
Those people may be injured, so we need to
take ………
5 LET’S TALK We don’t have any ………
We have to get a / some ………
You are a member of a local
voluntary mountain rescue
service. Read the urgent SMS
you have just received.
6 LET’S WRITE
You were one of the people lost
in the mountains. You and your
3 people lost in friends were rescued by the
the mountains. mountain rescue team. You are
No contact for 5 recovering at home. Write an
hours. Terrible e-mail to a friend, describing
thunderstorm. your experience.
May be injured.
Urgent assistance Before writing, discuss your
required. Confirm
ideas with a friend, and make
you receive this
some notes of key ideas and
message.
events.

Remember to write clearly, and include the

following sections to your story:

You need to leave urgently to Opening paragraph: Describe the place,

try to rescue the lost people.
You will be driving by SUV, and
you need to make sure you have
enough supplies and equipment
for this mission.
Look at the list below, and ask
each other if you have enough
of each item.
the time, the people and what you were
doing to set the scene for the story.
Main paragraphs: This may be one or two
paragraphs describing the events step by
step. Use adjectives and adverbs to give
extra information to the reader, and to make
the story interesting.

Concluding paragraph: Finish your story

6 blankets 10 liter bottles of water by clearly describing the outcome – what
12 flares 3 packs of nuts happened in the end.
2 torches 1 first aid kit
2 packs of batteries 5 liters of gas for the car For example: Was everyone safe? / Was
1 whistle a rope anyone injured?/ Did anyone stay in hospital?
1 radio transmitter 1 map / Did you thank your rescuers? / How did
1 spare tire a compass everyone feel? / What were your thoughts at
that time?

188
 Unit 7.4 MOTHER NATURE

5. LET’S TALK OPTIONAL extension

Aim: To give Ss practise in talking about what • Video: (QR: Rll6TGU) (Approximately 9
items are needed minutes) You may want to watch this video
• Tell your Ss that they are members of local which clearly explains some vocabulary items
voluntary mountain rescue service. Explain related to climate and weather. It is, however,
that they help to rescue people who have had rather long, so you may want to let your Ss to
accidents or who are lost etc. Tell the class that watch a few minutes, then pause the video. All
they have received an urgent SMS; ask a S to the vocabulary items are clearly written on the
read it aloud.
• Check understanding, then tell your Ss that board, so you could pause the video and then
it is an emergency and that you need to leave check Ss’ understanding of the vocabulary items
urgently to try to help those people. which you think would be most useful to your
• Draw their attention to the list of supplies. Ss.
Explain that they have to decide whether the • After watching, elicit as many terms as the Ss
supplies they have packed in their vehicle are can remember, and check their understanding of
enough, too much or whether they need to take
more. some important items of vocabulary.
• Ask a S to read the short example dialog with
you to show what is expected of them.
• Draw your Ss’ attention to the Useful
Language Box and go through the useful phrases
with your Ss.
• Give your ss a few minutes to look through
the list individually. Tell them to write in their
books how many of each item they think they
need to take.
• Now give Ss to role play the situation in pairs.
6. LET’S WRITE
Aim: To give practise in writing an e-mail
describing an experience
• Ask your Ss to imagine how the people who
were rescued felt during their ordeal and rescue,
and elicit ideas.
• Tell your Ss that they were one of the people
who were rescued by the mountain rescue team.
Explain that they are now recovering at home
and that they are writing an e-mail to a friend to
tell him / her about the experience.
• First, give your Ss a few minutes to
brainstorm ideas in pairs or small groups about
what happened to them. Encourage them to take
notes and help with any vocabulary that might be
needed.
• After the Ss have planned their ideas, draw
their attention to the guidelines in their books
about writing a narrative. Remind them that they
are writing to a friend, so that informal language
is appropriate. Remind them to include linking
words to make the text coherent.
• Either give Ss time to write their accounts
in class, or ask them to write it as a homework
activity.

189
 FOCUS ON
7.5 GIANT PANDAS
nationalenglish.net/rC2PTP5

3 VOCABULARY
nationalenglish.net/rTTIY5R

Can you match the words to their

meanings?

d c

1. blind (v.) 2.rodent (n.)

g f

3. hollow (adj.) 4. treasure (n.)

h a

5. national (adj.) 6. patch (n.)

1 FACT FILE e b

Animal: Giant Panda

Home: Central China
Diet: Omnivore
Babies: Cubs
Average weight: 75 - 120 kg
7. distinctive (adj.) 8. nutritious (adj.)
Length: 1.2 to 1.8 m
Lifespan: 20 years in the wild
a) a small piece, scrap or area of
anything
2 LET’S START b) containing goodness / healthy
c) small animals with sharp teeth,
1. Do you know what pandas eat the
such as mice and rats
most?
d) not able to see
2. Do you think that pandas are an
e) having a special quality
endangered species?
f) something that is valuable
3. Do you know if giant pandas
g) having a space inside / not solid
hibernate?
h) relating to a particular country
190
 Unit 7.5 FOCUS ON GIANT
PANDAS
UNIT 7 MODULE 5 FOCUS ON GIANT 3. VOCABULARY
PANDAS
Aim: To present vocabulary related to animals
Function and giant pandas in particular
• Reading & Speaking Practice • Read the vocabulary items aloud to the Ss and
ask them what they can see in the pictures. Then
Language Focus ask your Ss to try to match the definitions to the
• Consolidation words and pictures. Encourage Ss to guess the
words they do not know.
Vocabulary
• Play the recording to enable Ss to check
• Giant Pandas their answers and to listen again to the correct
pronunciation.
1. FACT FILE • Ask the Ss to look at the vocabulary items for
Aim: To provide some basic facts about giant 20 seconds to try to remember them, then show
pandas
To engage Ss in the lesson the individual pictures on the smartboard and
elicit the correct words. If you wish, this can be
• Before looking at their books, ask the Ss the played as a team game and points can be given
following questions to activate prior knowledge for correct answers.
and prepare them for the lesson. However, do not
give the answers at this stage.
1. Have you ever seen a giant panda in a zoo?
2. Do you know where they live?
3. Do you know what they eat?
• Ask Ss to look at the main picture and to
describe the giant panda.
• Draw the Ss’ attention to the Fact File
information. Ask the Ss’ the questions necessary
to elicit the facts presented here.
Example: What are baby pandas called? (Answer:
cubs)
2. LET’S START
Aim: To generate interest in the topic through
questions and prediction
• Ask your Ss the three questions. However,
do not give the answers at this stage. They will
discover the information later in this module.

191
 FOCUS ON GIANT Unit 7.5
PANDAS

4 LET’S READ
Read the text below and try to remember the facts.
Then turn to the Focus On Our World section at the back of the book, and
answer the questions.

Student A: Look at page 142.

Student B: Look at page 144.

Glorious Giant Pandas

Pandas are very easily recognized with their distinctive black patches over their eyes and
backs, and their black ears. They are a member of the bear family, but are only found in
one region of the world – in central China. Here they live in remote, mountainous regions
away from cities and people. Chinese people see the giant pandas as a national treasure.
Unfortunately, this national treasure is an endangered species. There are currently less than
2,500 fully grown pandas living in the wild. There are a further 100 pandas in various zoos
around the world.

Pandas are not sociable creatures; they prefer to live alone, and will growl at other pandas to
keep them away. They are famous for eating bamboo. They eat other food, such as insects,
rodents, fish and birds, but bamboo is their main food. They live in cool, wet bamboo forests,
and can eat up to 12 kg. of bamboo in one day. They need to eat so much bamboo because it
is not very nutritious.

Unlike other bears, giant pandas do not hibernate. This is because of the mountain habitat
that they live in. In the summer months when it is hot, they migrate higher into the mountains
to cooler areas (up to 2.743 meters above sea level) Then when it gets cold in the winter
months, the giant pandas migrate back down the mountain to warmer areas (approximately
1,200 meters).

These beautiful creatures have another difference from other bears. They have a special
bone from their wrist, which is something like a human thumb. It helps the panda to hold the
bamboo while they are eating it.

5 LOOK AND SEARCH

Search for more information about giant pandas on the internet. Share
the information with your classmates at the next lesson.

For example: How much do newly-born pandas weigh?

How many years do the cubs stay with their moms?

192
 Unit 7.5 FOCUS ON GIANT
PANDAS
4. LET’S READ 5. LOOK AND SEARCH
Aim: To give practise in reading for specific detail Aim: To further consolidate knowledge through
• Ask the Ss to look at the pictures. Ask what researching for information on the internet
they can see, and ask if they can make any • Explain to Ss that they should research more
predictions about the text. about giant pandas on the Internet and try to find
(Example: Pandas like sleeping.) some new information about these animals to
• Before reading clarify the following vocabulary feedback to the class at the next lesson.
items from the text: • You may wish to recommend the following
Distinctive (adj.): Having a quality that makes website: http://kids.nationalgeographic.com
one different from others http://www.sciencekids.co.nz/sciencefacts/
Region (n.): An area of land that is separate / animals.html
distinct from other areas in some way
Currently (adv.): At the moment
3D Video question answer
Growl (v.): To make a low, threatening noise in
the throat rYPW68L (Haunted House)
Migrate (v.): To move from one place to another 1. Yes, they are.
at a certain time of the year ( in animals)
rYUSDKC (Avatar)
• Divide the Ss into A and B students in 2. Jake is no longer a human, he is a Na’vil.
preparation for the Focus on Our World Activity
after reading, then give the Ss a few minutes to
read the text slowly and carefully.
• Now ask for volunteers to read the text aloud to
the class. Help with any pronunciation problems
after the reading.
• Now ask the A students to turn to the Focus
On Our World section on page 142, and the
B students to turn to page 144. Explain that
they should look at 7.5 and ask each other the
questions about the text they have just read.
• Check the answers with the class.

Student A
1. What kind of habitat do giant pandas live
in? Remote, mountainous regions
2. Why don’t giant pandas hibernate? Because
of the habitat they live in; they can move to
lower, warmer regions in winter.
3. Are giant pandas sociable? No; they prefer
to live alone.
Student B
1. What do pandas eat? Mainly bamboo, but
also rodents, insects, fish and birds
2. How do pandas hold the bamboo? They use
a special bone in their wrist which helps them
to hold it.
3. How many pandas are there in zoos? About
100

193
 GOALS TO BE ACHIEVED
UNIT 8 - THE PEOPLE IN OUR LIVES
I can …….

respond to news

arrange a time and place to meet

make requests and apologize

talk about future plans

make and respond to invitations

write to accept an invitation

talk about long and short-term goals

Let's study
together!
MODULE 1 - KEEPING IN TOUCH

nationalenglish.net/rC27K3P

MODULE 2 - MEET THE NEIGHBORS

nationalenglish.net/rIZ76HI

MODULE 3 - A FRIEND’S WEDDING

nationalenglish.net/rJ1MKUC

MODULE 4 - PLANS

nationalenglish.net/rK86ZA

MODULE 5 - FOCUS ON SPACE

EXPLORATION
nationalenglish.net/rKKIDXB

194
UNIT
8 THE PEOPLE IN OUR LIVES

In this unit you will:

Respond to news
Arrange a time and place to meet
Make requests and apologize
Talk about future plans
Make and respond to invitations
Talk about long and short-term goals

Vocabulary:
Relationships
Conflicts
Weddings
Plans & goals

In this unit you will also learn about:

Space Exploration

QUESTION: How do you keep in contact

with people you don’t see
regularly?
Do you have any plans for
next week?

195
 8.1 KEEPING IN TOUCH nationalenglish.net/rC27K3P

b) Now listen to the messages

again.

1. Which message does Stacy have to

respond to?
2. What do you think David wants to
ask Stacy?

c) Now read the conversation

between Stacy and her mom.
Stacy is telling her about the
messages.

Stacy: Hey mom! Jenny said that my

1 LET’S BEGIN!
1. Who are the three most important Stacy: Yes, he left a message. He
people in your life?
2. Do you ever have a.m. on Saturday.
misunderstandings with your Mom: Did he say anything else?
friends?
3. Do you ever fall out with friends?
2 LET’S
LISTEN & READ
nationalenglish.net/rA8RQK7
a) Listen to the voicemails left
on Stacy’s phone, then write
the number of the messages
under the right pictures below.
bag was at her house, and
that she would bring it to school
for me tomorrow.
Mom: You should look after your
things, Stacy. You are always
leaving them somewhere.
Stacy: I know. I’ll try to be more
careful.
Mom: Did Lance call you about
Saturday?
said that we are leaving at 8
Stacy: Yes, he said that David was
coming, too. Then David called
and said that he was really
excited. He said that he
had a friend in Boston. He also
said that he wanted to ask me
something important before
Saturday.
Mom: You should call him then.
Stacy: No, it’s OK, mom! I called him
back.
Mom: What did he want?
Stacy: He said he liked me and wanted
to go out with me.
Mom: Really? I hope you said yes.
He’s a nice boy.
Stacy: Mom!

Fill in the blanks.

1. ’Your bag is at my house’,

becomes: She said was her at
…… bag ……
Message Message 3 Message Message 2
her house.
2. ’I will bring’ becomes: She said
would bring ……
she ………………
3. ’I’m really excited’, becomes:
David said that he was…… really
excited.

196 Message Message 1


UNIT 8 MODULE 1 KEEPING IN
TOUCH
Function
• Respond to news
• Arrange a time and a place to meet
Language Focus
• Reported speech (statements)
Vocabulary
• Communication & relationships
1. LET’S BEGIN
Aim: To introduce the topic of the lesson and to
engage Ss’ interest
• Before looking at the first module, draw your
Ss’ attention to the unit content page. Direct their
attention to the unit title and the picture. Ask
your Ss to describe what they can see. Get your
Ss to read the contents of the unit, and then ask
the two introductory questions for this unit.
• Get your Ss to turn to module 1 and focus their
attention on the title of the module. Check that
Ss understand the phrasal verb “keep in touch.”
(To continue communications with someone)
Draw the Ss’ attention to the picture and ask the
3 introductory questions. Clarify the meaning
of “fall out with” if your Ss do not know this
phrasal verb. (To stop being on friendly terms
with someone) Encourage Ss to share ideas on
the reasons for misunderstandings between
friends (e.g. breaking promises; changing plans;
being late; white lies; jealousy etc.)
• Give Ss a minute to brainstorm in pairs all
the characteristics of a good friend that they can
think of, then feedback as a group and write the
characteristics on the board.
(Some suggested characteristics: loyal, friendly,
fun, kind, good listener, reliable, honest,
trustworthy etc.)
2. LET’S LISTEN & READ
Aim: To present vocabulary, grammar and
functions in the context of a dialog
To give Ss practise in listening and reading for
specific information
• a) Draw your Ss’ attention to the 3 pictures
and ask what they can see.
• Tell your Ss that they will listen to some
messages on Stacy’s voicemail. Tell them that
after listening, they should try to match the
message with the correct picture. They should
Unit 8.1 KEEPING IN TOUCH
write 1, 2 or 3 below the relevant pictures.
• Play the recording, pausing between each
message to enable SS to think and record their
answers.
• Check answers and get Ss to explain the
connection between the pictures and the 3
messages.
Transcript:
Message 1:
Hi Stacy. This in Jenny. Thanks for coming
over last night. It was fun, but, you forgot your
bag. It’s at my house. I will bring it to school
for you tomorrow. Byee.
Message 2:
Hey Stacy. It’s me, Lance. I want to let you
know that we are leaving at 8 in the morning on
Saturday. I invited David and so he is coming
as well. I will speak to you again before we
go.See you on Saturday.
Message 3:
Hello Stacy. This is David. I’m coming on the
trip to Boston with you all. I’m really excited.
Boston is a great place to visit. There’s lots to
do there. One of my friends lives in Boston
too, so we can visit him. I want to ask you
something important before Saturday. Please
call me. Thanks. Bye
• b) Tell the Ss that they will listen to the
messages again and answer 2 questions. Read
the questions aloud, and then play the recording,
pausing between messages to enable Ss to record
their answers.
• Check answers.
• c) Tell your Ss that they will now read a
conversation between Stacy and her mom;
Stacy is telling her mom about the messages she
received.
• Ask for 2 volunteers to read the dialog.
• Ask some questions to check comprehension:
1. Does Stacy often leave things in places?
(Answer: Yes, her mom said she does.)
2. What does Stacy’s mom advise her to do?
(Answer: To call David)
3. What did David ask Stacy? (Answer: To go
out with him)
• Draw your Ss’ attention to the fill in the
blanks section. Get the Ss to scan the text for the
information and to complete the exercise.
197
 KEEPING IN TOUCH Unit 8.1
• Grammar Material: Click on the icon (G1) to
introduce reported statements.
• Ask your Ss to look at the two sentences in
example 1. Tell them that both sentences tell us
what was said by David, but in different ways.
Ask Ss what differences they can see between the
two sentences. (You may want to prompt them by
asking what they notice about the verb and the
punctuation)
• Explain that when we directly report what
someone says, we use their exact words, (I am
really excited) and we put quotation marks
around it. ( “……”)
• Ask your Ss which verb is used to report the
person’s words, (Answer: Say) and which tense it
uses. (Answer: Past Simple)
• Explain that another way to report what
someone says is to use reported speech. Explain
that we don’t use the exact words, and that we
don’t use quotation marks.
• Stress that the tense used in direct speech
usually move one tense back when using reported
speech. (“am” becomes “was”)
• Draw your Ss’ attention to the second pair of
example sentences, and ask them what happens
to “will” in reported speech. (Answer: It become
“would”)
• Draw your Ss’ attention to the third pair of
sentences and ask what happens to “can” in
reported speech. (Answer: It becomes “could”)
Grammar 1
From Direct speech to Reported speech
1. “I am really excited,” said David.
David said that he was really excited
2. “I will bring it,” said Jenny.
Jenny said that she would bring it.
3. “I can come,” said Joe.
Joe said that he could come.
198
• Grammar Material: Click on the icon (G2) for
a practice exercise. This can be done as a whole
class activity or the Ss can do the activity in
their notebooks. After checking all the answers,
explain that when using reported speech we can
add “that” after the reporting verb “said”, but that
in everyday speech it is often omitted. Clarify
this point by inserting “that” into the example
sentences on the board.
Grammar 2
Reported Speech
REMEMBER: The tense moves back one tense
Let’s practice.
1. “I will go to the mall later,” said Joan.
Joan said she would go to the mall.
2. “I am very late,” said Harry.
Harry said he was very late.
3. “I want to go home,” said Sue.
Sue said she wanted to go home.
4. “I am playing with Paul,” said Tom
Tom said he was playing with Paul.
5. “I can’t come,” said Lorna.
Lorna said she couldn’t come.
Game: Tell your Ss to stand up. Tell them that
you will randomly point to a S and say a simple
sentence, and that they must change the sentence
into the past form of the tense. Give a couple of
examples on the board.
E.g. Teacher: I like apples.
Teacher: I am going home
Teacher: I don’t like meat.
Student: She liked apples.
Student: She was going home.
Student: She didn’t like meat.
Tell the Ss if they make a mistake, they must sit
down, and that if they hesitate and don’t answer
immediately, they also have to sit down. Write
more sentences in preparation, repeat sentences
if necessary and keep it fast paced. At the end of
the game, you may want to give a small sweet as
a prize to those still standing.
Possible sentences to use:
I am going to the shop. I am very happy.
I am eating ice cream. I am playing tennis.
I don’t like carrots. I don’t like watching
television.
I can speak French. I can draw the map
I can’t speak German. I can’t understand
I will come soon. I will go to bed.
• Show the Focus On box on the screen, and ask
some Ss to read the 3 examples. Then ask your
Ss to complete the rules about reported speech in
their books. Feedback and check answers.
• Refer to the Grammar Reference pn page 251,
252 for further details of the changes in tenses
and the changes in pronouns when using reported
speech.

3 VOCABULARY
nationalenglish.net/rDEKL65
Match the words to their
definitions.
g 1. keep in touch
c 2. let somebody know
h 3. fall out
f 4. break up
b 5. make up
a 6. fall in love
e 7. ask somebody out
d 8. get back together
a) to be attracted to someone and to Stacy hurt David’s feelings.
begin feeling love towards him /
her
b) to stop being angry with someone
and become friends again
c) to give somebody information or STATEMENTS
news
d) to restart a relationship
e) to ask someone on a date
f) to finish a relationship with a ‘I want to ask you something,’ becomes, He
partner
g) to maintain contact with someone
h) to stop being friends with a friend at her house.
or a partner
4 LET’S READ
Read the e-mail about a
communication problem. Then
answer the questions below.
Unit 8.1 KEEPING IN TOUCH
1. Why is Stacy writing this e-mail to
Lance?
Stacy is seeking Lance’s advice.
2. What did Sam say to Stacy in his
e-mail?
He said that he wanted to spend time with
Stacy in Boston. He said he would take her
to the contemporary art museum in Boston.
3. What did Stacy say about art
museums in her e-mail?
She said that she hated art museums in
her e-mail.
4. What went wrong when Stacy was
sending her e-mail?
She wanted to send the e-mail to Lance
but she accidentally sent the e-mail to
David.
5. What was the result of this
communication problem?
REPORTED
‘I like you,’ becomes, He said that he liked
me.
said he wanted to ask me something.
‘It’s at my house,’ becomes: She said it was
Choose the correct answer.
In reported statements:
- the tense usually moves back / forward
one tense.
- we use / don’t use quotation marks.
- the .......... often change.

Hi Lance,

I feel terrible because I hurt David’s

5 LET’S TALK
feelings. I am sorry that I ruined the trip In pairs, tell your friend about
to Boston. a communication mix-up with
On that day, I was writing an e-mail a friend, and ask for his / her
to you. I wanted to say thank you for advice.
inviting me on the trip, and to ask you a
few things about Boston.
While I was writing to you, I received a
message from David.
He said that he wanted to spend time
with me in Boston. He told me that he
loved going to museums. He said he
would take me to the contemporary art
museum in Boston.
You know me! I hate art, and I hate
museums, so I wrote this message to
you:
‘Is David crazy? Art and museums are
the two things I hate most! I don’t want
to hang out in a museum with David in
Boston. How BORING! HELP!!’
Then I pressed the ‘Send’ button.
Suddenly, I felt ill! Turn to the More Talking
I had accidently sent the mail to David section in the index for more
instead of you! information.
What can I do now, Lance? I really feel Student A: Turn to page 133.
awful.
Student B: Turn to page 139.
Your depressed friend,
Stacy
199
 KEEPING IN TOUCH Unit 8.1
3. VOCABULARY
Aim: To present vocabulary related to
relationships
• Ask some Ss to read aloud the 8 expressions.
Before looking at the definitions, ask your Ss if
they know and can explain the meaning of any of
them.
• Give Ss time in pairs to try to match the
definitions to the expressions.
• Play the recording to check answers.
• Divide the Ss into small groups, and give the
Ss a few minutes to create an original story using
as many of the expressions as they can. Get the
Ss to share their stories with the rest of the class.
4. LET’S READ
Aim: To present vocabulary, grammar and
functions in the context of a dialog
To give Ss practise in reading for specific details
• Tell your Ss that they are going to read an from
Stacy (from the previous listening & reading
activity.)
• Before reading, check that your Ss know the
following word:
Contemporary: of recent times; modern
• Ask some Ss to read aloud the questions to the
group, then give your Ss time to read the e-mail
and to answer the questions.
• Check answers and deal with any problems
with understanding.
• Read the e-mail aloud to your Ss while
focusing on stress and intonation. After reading,
ask your Ss if they have ever done anything
similar. Also ask if it happened to them, how
they would feel.
• In pairs or small groups give your Ss time to
discuss and decide what advice to give to Laura.
Feedback on each pair / group’s ideas and vote
on which piece of advice is the best one.
FOCUS ON GRAMMAR
• Grammar Material: Click on the icon (G3) to
introduce the use of “say” and “tell” in reported
speech. Read the two sentences aloud, then ask
your Ss what difference they notice between the
sentences.
Show the rules and clarify the rules.
200
Grammar 3
SAY & TELL
She told me that he liked my new jacket.
She said that she liked her new jacket.
1. When we use tell we must state who we
spoke to.
2. When we use say we don’t say who we
spoke to.
• Grammar Material: Click on the icon (G4) for
a practice exercise.
Grammar 4
Say / Tell
Exercise
1. She …told….. me she was leaving.
2. We …told… the police officer about the
accident.
3. My new neighbor …said… his name was
Joe.
4. Did you ….tell… me your name?
5. Please ..say… you will help me.
6. Our neighbors always …tell… us about their
problems.
5. LET’S TALK
Aim: To give Ss practise in giving advice
• Tell Ss that they are going to carry out some
role plays about communication problems and
giving advice. Divide the class into A and B
students. The A students should look at page
133, and the B students should look at page 139.
• Explain that both students should look at
part A and read about their roles. Advise them
to check through the useful phrases given and
to check with you if they have any problems
understanding.
• Give your Ss time to check their information,
then let the SS carry out their role play.
• Get your SS to swap roles, then feedback on
any problems or mistakes you have observed.
 Unit 8.1 KEEPING IN TOUCH

8.1 - KEEPING IN TOUCH 8.1 - KEEPING IN TOUCH

STUDENT A: STUDENT B:
5. LET’S TALK 6. LET’S TALK
a) Your friend worked very hard on his a) Your friend tells you about a
/ her art project, and asked you for communication problem. Listen, and
your opinion before handing it in to the respond to the news. Ask for details and
teacher. You told him, ‘I’m sorry, but try to offer suggestions.
it’s not very good. Mr. Plant (the art
teacher) won’t like it. I think you should Useful Language Box
do it again.’
Now you feel bad about the things that
you said. Tell another friend about what Oh, no!
happened, what you said and what your Really?
friend said. Ask for some advice. That’s a shame!
What did he/ she say?
Why don’t you …………
That’s terrible.
Never mind!
Then what did you say?
You could tell him …………
Oh, dear!
That’s not good.
You should try …………

b) Your friend, Tina, came to school

You can use the prompts below:
You’ll never guess what I said to …………
I said that …………
I told him that …………
And he said …………
I feel ………… (terrible / sorry / awful
embarrassed)
What should I do? What can I tell him / her?
How can I make up with him / her?
with a new haircut the other day. She is
usually the joker at school, and enjoys
having a laugh with everyone.
So, you told her, ‘I love it. It’s a great
haircut for a parrot.’
You were only joking, but since that
day Tina has not been talking to you.
You feel bad about what you said. Tell
another friend about what happened,
what you said and what Tina said. Ask
for some advice. Please look at the next
page.

OPTIONAL extension
Writing: Tell your Ss that they are writing an e-mail to a friend to tell him / her how they solved the
problem they had with the friend mentioned in activity 5. Tell your Ss to explain the problem, then to tell
him / her how you solved the problem when you met for a coffee to talk about your problems. Tell them
to describe their feelings about the event.

201
 8.2 MEET THE NEIGHBORS nationalenglish.net/
rIZ76HI

3 VOCABULARY

nationalenglish.net/rY7FJSM

Match the words to their

definitions.
e 1. fed up (adj.)
a 2. complain (v.)
g 3. drive someone crazy (idiom)
f 4. solve (v.)
h 5. spy on (v.)
b 6. disagreement (n.)
d 7. conflict (n.)
c 8. annoy (v.)

a) to state that you are not pleased

with something
b) a situation where you don’t agree
with someone
c) to disturb and upset someone
d) an often ongoing battle or
argument
1 LET’S BEGIN! e) impatient and bored
f) to find an answer or explanation
Look at the picture. for something
g) to greatly annoy someone
1. Where are the two women?
h) to keep a close and secret watch
2. What are they doing? on something or someone
3. What do you think they are
arguing about?

2 LET’S LISTEN nationalenglish.net/rAQD2SE

Listen to 4 people complaining about their neighbors.

a) List the problems they are having.
b) Listen again, and write down the questions asked and the advice given.

PROBLEM 1 PROBLEM 3

Request I asked him my Request I asked my

neighbor not to park neighbors try to
his large truck in solve the problem of
front of my house. their dog’s barking.
He said that he They said they
Reply Reply couldn’t do anything
had to park it
somewhere. about it.

PROBLEM 2 PROBLEM 4

Request I asked my Order He told the

neighbors not to ride policeman to go
their motorcycles on away.
the street.
Reply They told me to Reason Because he said he
mind my own was too young to be
business. a policeman.

202

UNIT 8 MODULE 2 MEET THE
NEIGHBORS
Function
• Make requests & apologize
Language Focus
• Reported speech (Requests, commands &
questions)
Vocabulary
• Conflicts
1. LET’S BEGIN
Aim: To introduce the topic of the lesson and to
engage Ss’ interest
• Ask your Ss if they see much of their
neighbors, then ask what topics neighbors talk to
each other about.
• Video: (QR: rMWB2I3) (Nearly 2 minutes)
Tell your Ss that they are going to watch a
short video showing some neighbors talking
together. Ask them to listen for their subjects of
conversation.
• Elicit answers after watching. (In the video the
neighbors talk about the weather and families)
• Draw your Ss’ attention to the picture and ask
the 3 introductory questions.
2. LET’S LISTEN
Aim: To present vocabulary, grammar and
functions in the context of some short dialogs
To give Ss practise in listening for specific
information
• Tell your Ss that they are going to listen to
4 people talking about their problems with their
neighbors. Before reading, ask your Ss if they
have good or bad neighbors. Ask your Ss what
types of problems (if any) they, or their families
have experienced with neighbors. Encourage
your Ss to share stories.
• Draw your Ss’ attention to the 4 pictures
related to the problems, and ask them to predict
the type of problem each person is experiencing.
• Tell your Ss that you will play the first
recording and that they should listen carefully
and tell you what the problem is after listening.
Play the first part of the recording (Number 1),
and then elicit answers.
• Now draw your Ss’ attention to the chart. Tell
your Ss that you will play the recording again,
and that they should write down the request
(what the person asks the neighbor to do), and
Unit 8.2 MEET THE NEIGHBORS
the neighbor’s reply. Tell the Ss that they don’t
need to write in full sentences; they should write
in note form. For example, if the neighbor tells
the man to go away, the Ss can write the request
as “Go away.” (N.B. Ss will be asked to write
full answers using reported speech later.) Check
answers.
• Follow the same routine for the other three
problems.
• Show the transcript on the board and deal with
any problems with understanding, and check the
Ss’ understanding of the following phrases:
Next-door neighbor: the person who lives in the
house at the side of your house
Mind your own business: A rude way of telling
someone not to n-be nosy
FOCUS ON GRAMMAR
• Grammar Material: Click on the icon (G1)
to present requests, commands and questions in
reported speech.
• Read the first sentence aloud, then ask a S to
read aloud the reported form. Tell your Ss that
the first sentence is a polite request. Ask your
Ss what form of the verb is used in the reported
request. (Answer: the full infinitive)
• Read aloud example 2 and ask a S to report
the command. Ask the Ss what the difference
is between the request in number 1 and the
command in number 2. (Answer: They are the
same; the only difference is the addition of the
word “please” to make it more polite.) Ask your
Ss what form of the verb is used in the reported
command. (Answer: The full infinitive is used –
the same as in the reported request)
• Read aloud example 3 and ask a S to read
the negative request in reported form. Ask your
Ss how this request is different from example
1. (Answer: It is a negative request; it is asking
someone not to do something) Ask how it is
formed. (Answer: By adding “not” before the full
infinitive.)
203
 MEET THE NEIGHBORS Unit 8.2
Grammar 1
Reported Requests & Commands
1. “Please park it somewhere else.”
I asked him to park it somewhere else.
2. “Go away,” said the old man to the police
officer.
The old man told the police officer to go away.
3. “Please don’t ride your motorbikes on the
street,” she said.
She asked them not to ride their motorbikes on
the street.
• Grammar Material: Click on the icon (G2) for
a practice exercise. Either do the activity together
on the board, or get the Ss to do the exercise in
their notebooks, and then check answers. Tell the
Ss to transform the requests and commands into
reported requests and commands.
Grammar 2
Reported Requests & Commands
Exercise
1. “Please don’t make so much noise,” said
Mrs. Brown
Mrs. Brown asked them …not to make…
so much noise.
2. “Don’t go in my bedroom!” Mark said to his
brother.
Mark told his brother…not to go… in his
bedroom.
3. “Open the door,” said the police officer to
the man.
The police officer told the man ….to open
the door…
4. “Wait outside,” she told me.
She told me …to wait outside….
5. “Please call the police,” she said to me.
She told me …to call the police…
6. “Don’t listen to him,” she said.
She told me …to not listen to him…
204
• Draw your Ss’ attention to the chart of
problems and replies in activity 2 again. Write
the note form of the first request on the board, and
then elicit a full sentence using reported speech
from your Ss; write it on the board. Then ask
your Ss to write the full requests using reported
speech for problems 2, 3 and 4 in their books.
3. VOCABULARY
Aim: To present vocabulary related to
communication
• Ask some Ss to read aloud the items
of vocabulary, correcting pronunciation if
necessary. Before looking at the definitions, ask
your Ss how many of the words and phrases they
are familiar with. Encourage them to explain
those they know to the group.
• Give the Ss time in pairs to try to match the
words and phrases to their definitions. Then play
the recording to enable Ss to check their answers
and to listen to the correct pronunciation.
• Divide the class into small groups, and give
your Ss a few minutes to create a very short story
which incorporates as many of the items of target
vocabulary as possible.
• After Ss have finished their stories, ask a
volunteer from each group to read their stories to
the class.
4. LET’S TALK
Aim: To give Ss practise in complaining politely,
and reporting on a communication problem
a) Divide your Ss into pairs. Tell them that they
are going to role play one of the problems from
activity 2. Tell them that one S will complain
politely to his / her neighbor about the problem.
Give the Ss time to think and choose one of the
problems, then give them time to think about
and prepare for their roles; they should decide
who the problem neighbor is, and who the one
to complain is. Show the Extra Material to
provide some useful language to assist Ss with
the activity, and brainstorm ideas on how the
neighbors might reply. Tell your Ss that they
do not have to reply in the same way as the
neighbors do in activity 2. Feedback to the SS
after the activity
Extra Material: Click on the icon to show Extra
Material 1 to help Ss with part A of the role play.

REPORTED QUESTIONS,
REQUESTS & ORDERS
‘Go away,’ becomes: He told the young
policeman to go away.
‘Please park it somewhere else,’ becomes: I
asked him to park it somewhere else.’
Complete the statements below.
ask to
We often use the verbs ‘order’ and ‘………’
report commands.
We change the imperative to the full sentence
………
not + the full …………………
infinitive for negative
We use ………
commands.
We change the questions to statements and
use “whether/if” to report yes/no questions.
We use question words to report wh-
(information) questions.
“Do you like me?” becomes: He asked me
whether/if I liked him.
“Will you invite James?” becomes: She asked
me whether/if I would invite James.
“Where are you going?” becomes: She asked
me where I was going.
“What did you do?” becomes: He asked me
what I did.
4 LET’S TALK
a) Choose one of the situations
from activity 2, and role play
the situation between the
neighbors.
b) Now swap partners and tell
your new partner about your
discussion with your neighbor.
Use the Useful Language Box
below.
Useful Language Box
I spoke to ………… about the problem.
It went well / It didn’t go very well.
I asked him / her to …………
I asked him / her not to …………
He said he would …………
He told me (not) to …………
5 LET’S WRITE
You spoke to your neighbor about
the problem (from activity 2),
but the problem continues. You
go to the police station to make a
complaint. The police officer has
asked you to write your complaint
for their files. Write it in your
notebook. Include what was said.
Unit 8.2 MEET THE NEIGHBORS
6 LET’S READ
Read the story about a noisy
neighbor, then answer the
questions below.
NOISY NEIGHBORS
Rosie, her mom and dad
used to live in a very nice
neighborhood. They used
to have some wonderful
neighbors, and everyone used
to get along well together.
Well, they did until Bill
moved into the neighborhood.
He changed everything.
The police were involved,
and their story was in all the local papers.
We asked Rosie and her mom to tell us how it all
began.
Rosie told us that Bill seemed like a nice guy
at first. ‘He was friendly, and always said hello
when we saw him,’ said Rosie.
Then, Bill took up a new hobby – playing the
drums! Rosie told us that all the problems started
on the day he brought his first drum kit home.
‘At first I thought it was cool. I like drums,’ said
Rosie, ‘but then the noise began!’
Rosie’s mom told us that they couldn’t stand it
after the first hour. ‘He wasn’t even playing well.
He was a terrible drummer,’she said.
So, Rosie’s mom went next door to complain.
She was very angry.
Bill asked her what the problem was.
Rosie’s mom asked Bill if he realized how much
noise he was making. He said, ‘Sorry, but I have
to practice. I’m in a band.’ Rosie’s mom asked
him why he didn’t practice somewhere else.
As they were talking, their voices were gradually
getting louder and louder.
At that point, Rosie’s dad joined them, and asked
Bill why he was shouting at his wife.
Then, Bill says that Rosie’s dad pushed past him,
went into the room and began to smash his drum
kit to pieces.
Mr. and Mrs. South, and their daughter Rosie
continue to deny this claim.
1. When did the problems with Bill
start?
2. What did Rosie think about the
drum kit at first?
3. Was Bill a good drummer?
4. What did Mrs. South first ask Bill?
5. What did Mr. South first ask Bill?
205
 MEET THE NEIGHBORS Unit 8.2
Extra Material 1
Complaining politely
Excuse me. Could I have a word, please?
Please would you ….. (bare infinitive)
Please ….. / don’t ……..
It is a real problem.
I feel …………………………………..
It / you ……………………………. (make a
lot of noise / disturb(s) everyone/ doesn’t look
nice
b) Students should now swap partners. One
complaining neighbor must pair with a
problem neighbor. Tell the Ss that the problem
neighbors are now going to tell a friend about
what happened with their problem neighbor.
(The problem neighbor will now play the role
of the friend.) Draw your Ss’ attention to the
Useful Language Box and encourage your Ss to
practice using reported speech in their role plays.
Feedback after the activity.
As this activity is quite time consuming, if you
do not have time to swap roles during your
lesson, tell your Ss that they will reverse roles
and complete the role plays at the next lesson.
5. LET’S WRITE
Aim: To give practise in writing reported speech
in the form of a police complaint
Tell your Ss that although they have complained
to their neighbor, the problem continues. Explain
that they have decided to make an official
complaint to the police. They are now at the
police station and have been asked to write a
short report about the problem. Tell your Ss to
write the report in their notebooks. Show the
Extra Material to give guidelines on what they
should include. This activity could be done in
class, or could be set as homework.
Extra Material: Click on the icon to show Extra
Material 2.
Extra Material 2
To include:
The address
The problem neighbor’s full name
Clearly state the problem
State when the problem started
State when you went to complain
What happened?
What did you say?
What did he / she say or do?
Any problems since that date
206
6. LET’S READ
Aim: To present vocabulary, grammar and
functions in the context of a dialog
To give Ss practise in reading for gist and for
specific details
Tell your Ss that they will read a story about a
noisy neighbor called Bill. Ask your Ss if they
have noisy neighbors, or if they themselves are
noisy neighbors. Also ask if their neighbors have
ever complained about the noise they make at
home.
• Draw your Ss’ attention to the picture and ask
what they can see. Check whether your Ss know
the word “drum” and “drum kit.” (a set of drums
and often including cymbals)
• Give your Ss time to read the 5 questions
silently, then tell them to read along as you read
the story. Tell the Ss that they will have time to
read the text again and to answer the questions
later, so they should just listen and read without
taking notes.
• After reading the story, ask the Ss if they felt
sorry for Bill or for Rosie and her parents; ask
them to justify their answers.
• Give your Ss time to read the story again and
to answer the questions. Afterwards, check the
answers with the class.
• You may wish to ask your Ss a few further
questions:
1. Who do you think is telling the truth in the
story? Did Rosie’s dad really smash Bill’s drum
kit?
2. Do you think Rosie’s dad was justified in his
behavior? (Was his behavior acceptable?
3. Is it ever okay to take revenge on someone?
4. What further problems can revenge cause?
OPTIONAL extension
• Video: (QR: rMMNRZH) (Less than 2
minutes) Tell your Ss that they will watch a short
funny video using reported speech. Tell them that
a lady tells her husband about her bad day. Let the
Ss watch the video, then tell you what problems
Betty complained about in the video. (Answer:
Her friend didn’t meet her at the cinema; the man
in the seat next to her spilled coke all over her;
a car splashed he with muddy water) Now ask
the Ss to watch the video again; this time they
should try to complete the following examples
of reported speech that are used in the video:
1. My friend Jane asked me …to meet… her at
the cinema.
2. She asked me ….to get the tickets… and wait
for her outside the cinema.
3. The boy next to me asked me …to hold his
coke…
8.3 A FRIEND’S WEDDING
1 LET’S BEGIN!
Look at the picture.
1. Who are these people?
2. Where do you think they’re from?
3. How do people in your country Angel, 21, who is a medical student, met Geoff,
dress when they get married?
2 LET’S READ
Read the article in a small
local newspaper about Geoff
and Angel’s wedding, then
answer the questions.
1. What is unusual about the 3 LET’S LISTEN
wedding?
The unusual thing about the wedding is its
venue, because the couple is celebrating
their wedding at the Volcanoes National
Park in Hawaii.
2. Will there be many people at the about Angel and Geoff’s
wedding?
No, there won’t be many people at the
wedding. There will be 20 family members
and 10 close friends.
3. When and where did they meet?
They met during a trip to Hawaii last
summer.
nationalenglish.net/
rJ1MKUC
Congratulations to Geoff and
Angel!
Geoff White and
Angela Fielding are
celebrating their
wedding in unusual
style on Thursday
17 August at 1 p.m.
at the Volcanoes
National Park in
Hawaii. With views of Kilauea Volcano, the
most active of 5 volcanoes in Hawaii, the couple
wish to promise their lives to each other at this
incredible site.
Although it is still an active volcano, they tell
us that there will be no real danger to the guests.
Angel said that it will be the most unforgettable
wedding that their guests will ever see! She
promised, ‘We will give everyone an amazing
experience.’
Geoff told us that there will be approximately
20 family members at the wedding, and about
another 10 close friends.
32, during a trip to Hawaii last summer. He was
working as a waiter at a local restaurant when
they met last August and got engaged after only
a few weeks. She said that it was love at first
sight. Although Angel plans to finish her studies,
she says that she will live in Hawaii with Geoff
after her graduation.
nationalenglish.net/rBGHDGZ
Listen to Mary and Sue talking
wedding invitation, then
answer the questions below.
1. What does Mary ask Sue?
2. What is Sue’s reply?
3. Why hasn’t Sue bought her plane
tickets yet?
4. What does she ask Mary?
5. What is Mary’s response to Sue’s
request?
6. Do you think Mary will agree to
Sue’s request?
207
 A FRIEND’S WEDDING Unit 8.3
UNIT 8 MODULE 3 A FRIEND’S
WEDDING
Function
• Talk about future plans
• Make & respond to invitations
Language Focus
• Future Simple (Will)
Vocabulary
• Weddings
1. LET’S BEGIN
Aim: To introduce the topic of the lesson and to
engage Ss’ interest
• Draw the word CONGRATULATIONS in
large letters across the board. Ask your Ss when
we use this word. (E.g. at weddings, when
a person passes an exam, for a new job, for a
promotion at work, for winning a competition,
for winning a race etc.) Model and drill the
correct pronunciation of the word.
• Game: Divide the group into small groups
and challenge the groups to try to create as many
words words as possible by using the letters in
“congratulations.” Set a time limit, then check
their answers. Award 2 points for two-letter
words, 3 points for all 3-letter words and so on.
Award an extra 5 points bonus if a team creates a
longer word than the other teams. The team with
the most points is the winner.
• Draw your Ss’ attention to the picture and ask
the three introductory questions.
• Spend more time asking relevant questions
about weddings. E.g. What do people usually
give as wedding gifts? / Are there any traditional
foods from your country attached to wedding
celebrations? / Do you enjoy going to weddings?
/etc.
2. LET’S READ
Aim: To present vocabulary, grammar and
functions in a meaningful context
To give Ss practise in reading for gist and for
specific details
• Draw your Ss’ attention to the text, and
ask your Ss what the text is about, and where
they might see this sort of an announcement.
(Answer: It is about Geoff and Angel’s marriage
and this kind of article could be seen in a local
newspaper.)
• Before reading the text, check that your
Ss know the meaning of “celebrate.” (To do
208
something special for an important day such as a
birthday or wedding)
• Tell your Ss that there is something unusual
about Geoff and Angel’s wedding. Ask them
to suggest some unusual weddings. You may
prompt them by asking if they know of any
unusual wedding locations.
• Now give the Ss time to read the article and to
answer the questions.
• Check answers and check general understanding
of the text.
Extra Material: Click on the icon to show Extra
Material 1 showing pictures of the Volcanoes
National Park in Hawaii. Ask your Ss to describe
what they can see, and then ask them whether
they would like to celebrate a wedding there.
FOCUS ON GRAMMAR 1
Show the reading text on the screen and ask
Ss what tenses they can see there. Ask them to
underline the tenses in the text.
Check through the tenses with your Ss. The text
contains a variety of tenses: Present Simple; Past
Simple; Past Continuous and the target structure
of this module – the Future Simple (will)
• Grammar Material: Click on the icon (G1) to
present the future simple tense.
• Ask some Ss to read aloud the 4 sentences,
and ask your Ss it they refer to the past, present
of future. Tell your Ss that “will” is a common
way of referring to the future.
• Ask your Ss what form of the verb is used after
“will”. (Answer: the base form of the verb)
• Ask your Ss if the first sentence is a plan;
clarify that we use will for predictions about the
future. Explain that Angel of course hopes the
wedding will be wonderful, but it is a prediction
and not a fact.
• Ask your Ss whether the second sentence is
a prediction or a promise. Explain that we also
use will to express promises about will happen or
what we will do. (E.g. I will call you this evening)
• Tell your Ss that we will look at some other
functions of will later in the lesson. Tell your Ss
that “will” remains the same in all persons.
• Ask your Ss to now underline “will” in red in
the text.

Extra Material 1
The Simple Future with WILL
1. “It will be the most unforgettable wedding
you will ever see,” said Angel.
2. “We will give everyone an amazing
experience,” she promised.
3. Geoff told us there will be approximately 20
family member at the wedding.
4. Angel says she will live in Hawaii with
Geoff after her graduation.
3. LET’S LISTEN
Aim: To present vocabulary, grammar and
functions in the context of a dialog
To give Ss practise in listening for specific
information
• Tell your Ss that they will listen to a
conversation between Mary and Sue. Explain
that they are talking about Angel and Geoff’s
wedding. Tell your Ss that there is a problem
about Sue going to the wedding; ask if they
can guess what it might be (but don’t reveal the
answer.)
• Ask some Ss to read the questions aloud to the
class, the play the recording. Give your Ss time
to record their answers, then play the recording
again to allow the Ss to complete the questions
or to check their answers.
• Check the answers, and ask Ss to explain their
answer to question 6. Ask if they think Mary will
change her mind, or if they think Sue will be able
to persuade her to help pay for the flight.
Unit 8.3 A FRIEND’S WEDDING
Transcript:
Mary: Did you get the invitation from Geoff
and Angel?
Sue: Yes, it arrived this morning. I think it will
be an amazing wedding – what a place to get
married!
Mary: Yes, I know. Will you go?
Sue: I’m not sure. It’s going to be expensive.
But, I think I will. I don’t want to miss it.
A few days later:
Sue: Hi, Sue. How’re you doing?
Mary: Great, thanks. Have you bought your
tickets for Hawaii yet?
Sue: No, I haven’t. I wanted to talk to you first.
Mar : Why?
Sue: Well, you know that I really want to go to
Angel’s wedding?
Mary: Yes.
Sue: And that the plane tickets are very
expensive?
Mary: Yes.
Sue: Well… will you help me, Sue?
Mary: It depends on what you want.
Sue: I will pay you back in a few months time,
I promise.
Mary: Mmm. I see. How much do you need?
Sue: Will you lend me $800?
Mary: Eight hundred dollars! You must be
joking!
FOCUS ON GRAMMAR 2
• Show the transcript on the board, and ask your
Ss to find all examples of will. Ask if they notice
that twice in the dialog “will” follows the phrase
“I think”. Tell your Ss that “will” is often used
with a few expressions such as I think. Draw
their attention to the Focus On (Expressions used
with will) box. Give some examples from the
chart, then ask your Ss to make some predictions
about Angel and Geoff’s wedding using these
expressions.
209
 A FRIEND’S WEDDING Unit 8.3

4 VOCABULARY THE FUTURE SIMPLE

TENSE
nationalenglish.net/rZ3UQU
Match the functions to the sentences below.
Write a,b,c,d or e in the spaces.
Match the words to their
1. It will be the most unforgettable wedding.
definitions. b
………
b 1. celebrate (v.) 2. We will give everyone an amazing experience
e 2. get married (v.) a
………
g 3. guest (n.) e
3. ‘Will you go?’ : ‘Yes, I think I will.’ ………
f 4. wedding (n.) 4. I’ll help you prepare the wedding cake. ……… c
h 5. bride (n.) 5. Will you do me a favor? ……… d
c 6. groom (n.)
d 7. get engaged (v.) We use the future simple tense for:
a 8. wedding ceremony (n.) a) promises
b) predictions
a) the formal part of getting married c) offers
b) to take part in special activities to d) requests
show that an event is important e) on-the-spot decisions
c) the man getting married at a
wedding
d) a step before getting married;
promising to marry each other EXPRESSIONS USED
e) to become husband and wife
f) when two people join in marriage WITH WILL
g) a person who spends time at a
celebration or a persons home go to the wedding
h) the lady getting married at a I think
visit my family next
wedding Maybe
I will summer
I am sure
not invite him to my party
I believe
find love one day
5 LET’S READ
I will probably/ definitely/ possibly/ more than
Sue calls Angel a few days later.
likely…
Read their conversation below.

Sue: Hi, Angel! I want to give you the

good news. I’m coming to your
6 LET’S TALK
wedding. You are going to talk about
Angel: That’s wonderful news, Sue! I going to your cousin’s wedding
promise you that you will have abroad. Turn to the More
a wonderful time. It’s a very Talking section at the back of
beautiful place.
the book for more information.
Sue: Yes, I’ve seen the photos . It
looks wonderful. But, I’m a bit
nervous, because it’s my first Student A: Look at page 134.
time going somewhere on my Student B: Look at page 140.
own.
Angel: You won’t be on your own. I’ll
be there.
Sue: I know, but you’ll be busy
7 LET’S WRITE
looking after Geoff and all the You are definitely going to
other guests. go to your cousin’s wedding.
Angel: Sure, but I’ll look after you, too. Write to him / her to accept the
I promise! You’re my best invitation, and write about your
friend! expectations.
Sue: Thanks, Angel!

1. What is Sue worried about?

She is worried about going somewhere on
her own for the first time.
2. What does Angel promise her
friend?
Angels promises she will look after Sue.
210
 Unit 8.3 A FRIEND’S WEDDING

4. VOCABULARY Grammar 2
Aim: To present vocabulary related to getting
married Questions
• Read the vocabulary aloud, and then ask I
your Ss which of the items they already know. you
Encourage your Ss to explain those they are he
familiar with to the group. Will she come soon?
• Give your Ss time in pairs to try to match the It
words and expressions to their definitions. we
• Play the recording to check answers and to they
reinforce the correct pronunciations.
Shortened form
5. LET’S READ
Aim: To present vocabulary, grammar and I’ll
functions in the context of a dialog You’ll
To give Ss practise in reading for gist and for He’ll
specific details She’ll
It’ll
• Tell the Ss that they are going to read a We’ll
conversation between Sue and Angel who is They’ll
getting married and find out whether Sue will go
to the wedding or not. “I’ll see you later.”
• Ask some Ss to read the 2 questions first, then “I think he’ll call me later.”
ask for two volunteers to read the dialog to the “I bet they’ll be really tired.”
class.
• Check answers. • Draw your Ss’ attention to the Focus On (The
• Ask your Ss if they have ever traveled a Future Simple Tense) box, to clarify the different
long way alone, or how they would feel about uses of “will.”
traveling a long way alone. Work through the 5 functions, giving and eliciting
FOCUS ON GRAMMAR 3 examples for each one. The give your Ss time to
read the 5 example sentences and to match them
• Ask your Ss if they noticed the used of the to the 5 functions.
negative form of “will” in the dialog. (“You Check answers.
won’t be on your own.”) Explain to your Ss that 6. LET’S TALK
the negative form of “will” is “will not”, but that
it is usually shortened to “won’t.” Aim: To give Ss practise in expressing worries
and giving reasurance
• Grammar Material: Click on the icon (G2) to • Tell Ss that they are going to carry out role
show the formation of the tense. Remind Ss that plays about plans to go to a wedding. Explain
“will” remains the same in all persons. Explain that they are anxious about going on their own
that in spoken English or in informal writing it is and seek advice and reassurances from their
usual to use the shortened form, while we usually cousin. Divide the class into A and B students.
use the long form when writing. The A students should look at page 134, and the
B students should look at page 140.
Grammar 2 • Advise your Ss to check through the
information and useful phrases given and to
Positive check with you if they have any problems
understanding.
I • Let the Ss carry out their role play.
You • Get your Ss to swap roles, then feedback on
any problems or mistakes you have observed.
He
She will come soon 7. LET’S WRITE
It Aim: To give practise in writing an acceptance to
We a wedding invitation
They • Tell your Ss that they have decided to accept
Negative their cousin’s wedding invitation. Brainstorm
ideas on useful expressions that they could
I include in their acceptances. Brainstorm ideas on
You what questions or comments they could include.
He • Give Ss to write their acceptances, then ask
She won’t (will not) come soon some of your Ss to read their acceptances aloud
to the group.
It OPTIONAL extension
We Video: (QR: rWZZ67I) You may wish to show
They this video focusing on the future tenses.
211
 8.4 PLANS nationalenglish.net/rK86ZA

b) Now share your plans with

your partner. Also try to give the
reasons for your plans, and when
you want to achieve them by.

Useful Language Box

I believe that personal goals are ………
important / essential / a waste of time /
(not)
necessary / (not) useful
I am going to ………
I plan to ………
I hope to ………
I want to ………
by ……… (date); in ……… (months/years)
because ………

3 VOCABULARY
nationalenglish.net/rIGZ782

Match the words to their definitions.

1 LET’S BEGIN!
Look at the picture.
1. What’s the man doing?
2. Do you have any short, or long-
term goals?
3. Why is having goals & plans in life something
important?
2 LET’S TALK
a) Think about your own short
and long-term plans for a few
minutes, and write them in the
columns below in note form.
For example: Visit Paris / Pass my
exams etc.
e 1. goal (n.) c 5. ambition (n.)
h 2. challenge (n.) h 6. passionate about (v.)
f 3. passion (n.) d 7. be motivated (v.)
a 4. succeed (v.) b 8. focused (adj.)
a) to have a positive result in doing
b) paying careful attention to
something
c) a desire to achieve something,
such as fame, power, money
d) to give a reason to do something
e) a result or achievement you are
working towards
f) a strong, powerful emotion
g) to have very strong, positive
emotions about something
h) something that has to be done
which is difficult but interesting

My short-term plans My long-term plans

GOING TO
plan summer Buy a new bike
vacation Do a master’s
do grocery degree Write a) or b) next to the two sentences below
according to the meaning.
shopping Move to London 1. I’m going to go to L. A next week. I found
get a haircut a
some really cheap tickets. ………
2. You are going to fall asleep at the table- you
b
look so tired! ………

We use ‘going to’ to talk about the future when:

a) We have made a definite plan
b) When there is evidence that something will
happen
212
 Unit 8.4 PLANS

UNIT 8 MODULE 4 PLANS remind them that the plans should be their own
personal plans.
Function • Elicit ideas from the Ss.
• Talk about long and short-term goals • b) Show the Useful Language Box on the
board and use each of the sentences to talk about
Language Focus
yourself. Clarify to your Ss that these are all ways
• Be Going To
of referring to our goals and plans. Ask your
Vocabulary Ss when we use “be going to” for the future to
• Plans & goals activate prior knowledge.
• Now ask your Ss in pairs to talk about their
1. LET’S BEGIN
goals and plans using the phrases in the box to
Aim: To introduce the topic of the lesson and to
engage Ss’ interest help them.
• Video: (QR: rXCB32C) Tell your Ss that they • Ask a few Ss to share some things they learned
are going to watch a short video about Oliver, about their partners’ plans.
Alfie and Daisy talking about their plans. Tell FOCUS ON GRAMMAR
your Ss that they will hear the use of different • Show the Focus On box on the screen and
future forms. Tell them that they will be able to ask two Ss to read the 2 example sentences to the
read along with the dialog using the subtitles. class.
Ask your Ss to find out what Alfie and Oliver’s • Remind the Ss of the functions of the tense
plans are. (Answer: They plan to do a bike race) by reading the explanation in the box. Then ask
Ask your Ss which ways of referring to the the Ss to match the function to the 2 example
future were being used. (Answer: will / present sentences by writing “a” or “b” next to them.
continuous and going to) You may wish to show • Ask your Ss how we form positive sentences,
the video again, stopping it at intervals to ask and write it on the board. Also elicit the formation
your Ss why a particular tense has been used in of the negative and question forms and write
order to check understanding and activate prior them on the board.
knowledge.
• Grammar Material: Click on the icon (G1) to
• Draw your Ss’ attention to the title of the
show the full formation of the tense. Ask Ss how
module and the picture, and ask the 3 introductory
we often shorten “going to” in informal spoken
questions.
English. (Answer: “gonna”)
2. LET’S TALK
Aim: To give Ss practise in talking about short
and long-term plans
• a) Share some of your personal short and
long-term plans, then ask your Ss to spend a
few minutes thinking about their own plans and
writing them down in the chart in note form. You
may want to give them some suggestions to get
them started; you may want to suggest that their
short-term plans could relate to this week and the
coming weekend, and that their long-term plans
could be for this summer, this year, or even a
bucket list of things they want to do before they
are 25. Tell your Ss to discuss ideas in pairs, but

213
 PLANS Unit 8.4

• Ask your Ss which time expressions we often

Grammar 1
use with this tense. Elicit answers, then show
Positive
Grammar Material 2.
I’m going to travel • Grammar Material: Click on the icon (G2) to
show the time expressions used with this tense.
He’s
Grammar 2
She’s going to travel
Time Expressions
It’s Tonight
We’re Tomorrow
Next week / month / year
They’re going to travel
Negative Later
Soon
I’m not going to travel
This week / month / year

He’s In an hour / a week / a month / a year

She’s not going to travel • Remind Ss that with the verb “go”, we usually
say “going to” plus the place, rather than saying,
It’s “I’m going to go to ….”
• Explain to Ss that whereas we use “going
We’re to” to talk about something we intend to do in
the future (it is our plan), we use the present
They’re not going to travel continuous tense to talk about things we have
already planned to do. You can give examples to
clarify this point.
Question 3. VOCABULARY
Aim: To present vocabulary related to plans and
goals
Am I going to travel? • Read the vocabulary items to the class and
check whether your Ss know the meaning of
he them. Ask your Ss to try to explain the words that
they do know to the class. Then give your Ss time
Is she going to travel? to try to match the words to their definitions in
pairs.
it • Play the recording to check answers and to
further reinforce the correct pronunciation.
Are we • Ask a few questions using the target vocabulary
to reinforce meaning.
They going to travel? Is anything a challenge in your life at the moment?
What are you passionate about?
Are you motivated to do well in sports / school /
I’m gonna talk to him tomorrow.
English?
Who in your life is good at motivating you?
She’s not gonna like it.
What is your greatest ambition right now? Etc.

214
 Unit 8.4 PLANS

4 LET’S LISTEN nationalenglish.net/rBWNTL2

You are going to listen to four

people talking about their Blake: Yes, I know. I’m thinking of
doing that. Trains are a great
plans. In the chart below,
way to travel, and also a good
write each person’s plan, and
way of meeting people.
the reasons for their plans. Simon: Sorry, Blake - I have to go now,
but you can tell me more about
Name Plans Reason
your plans later. See you!
Blake: Sure! No trouble! See you this
Mel is going to …………… because ……………
evening.
…………………………. ………………………….
Jason is going to …………… because ……………
…………………………. …………………………. 1. Where is Blake going to visit?
Penny is going to …………… because …………… He is going to visit Spain and Portugal.
…………………………. …………………………. 2. How is he going to finance his
Stephen is going to …………… because …………… vacation?
…………………………… …………………………. His parents are going to help and he is
going to work and travel at the same time.
3. How might he travel around
Name Plans Europe?
Mel is going to be a vet He might go inter railing around Europe.
Jason is going to lose weight
Penny is going to do some cleaning
Stephen is going to take a year out

Reason
because she loves animals and wants to help them 6 LET’S TALK
because he wants to get fit and healthy
because she wants to help the environment Now it’s your turn.You have
because he wants to get some life experience made plans to take a gap year
before he starts working to follow your dreams. Spend a
few moments thinking about all
5 LET’S READ the things you want to do, and
make some notes below. Then
Read the dialog below. Blake role play telling your best friend
is talking about his plans to
take a gap-year. about those plans. Your friend
is excited to hear your news,
Simon: Hi Blake! So what do you plan
to do first during your gap year? and asks you lots of questions.
Blake: Hi Simon. I’m really excited Some of your plans are definite,
about it. I can’t wait to finish but others are not.
university so that I can go
traveling. I’m planning to travel


around Europe for a few months
first. I want to start in Spain, 7 LET’S WRITE
then I’m going to move on to Write an e-mail to your friend
Portugal. After that, I’m not
sure where I will go. to ask if he /she wants to join
Simon: How are you going to finance you during your gap year.
your trip? Are your parents Explain your plans, and
going to help to pay for it?
Blake: My parents are great - they’re ask him to join you in your
going to help. But it won’t be adventure, because you don’t
enough, so I plan to work and really want to go alone.
travel. Apparently, it’s quite easy to
get casual work in hotels and
restaurants in Europe.
Simon: How will you travel around? I
know that students can go
inter-railing around Europe
quite cheaply. You buy
a ticket for a month and then
you can travel freely by train all
over Europe.

215
 PLANS Unit 8.4
4. LET’S LISTEN
Aim: To present vocabulary, grammar and
functions in a meaningful context
To give Ss practise in reading for specific
details
• Tell your Ss that they are going to listen to 4
people talking about their plans. Explain that they
must listen and record each person’s plan as well
as the reasons for their plans. Tell them that you
will play each section individually, then pause
it to allow the Ss to record their information,
before repeating the same section. Tell your Ss
that the information in the chart can be recorded
in note form; they are not required to write full
sentences.
• After carrying out the listening in the described
way, check answers. Ask Ss to give their answers
using full sentences.
Transcript:
One:
Hi. My name’s Mel and I’m 19. I’m going to
start university in September. I love animals
and want to help them. So, I’m going to be
a vet. That is my life goal – to be a vet, and
also to be happy of course. Nothing else is
important to me at the moment. After I achieve
my goal, then I will be able to think about
getting married, or going traveling perhaps.
Two:
Hi. My name’s Jason. Getting fit and healthy
is my big plan at the moment. I’m a little bit
overweight, because I don’t like exercise very
much, and I love eating fast foods. I started
to eat more healthily two weeks ago, but I
am also going to start exercising. I’m going
to get up early every morning to go running,
and I hope that I will lose this extra weight.
I’m going to reward myself when I lose 5 kilos
– I’m thinking about buying myself a new
phone.
216
Transcript:
Three:
Hi, my name’s Penny. I want to do something
useful this summer. The Summer vacation is
too long, and I usually get bored. I just hang
out at home or with my friends, and do a bit
of sport sometimes. That’s about all. But this
year, I’m going to do some voluntary work.
I’m going to help the environment. There’s a
group doing beach cleaning over the Summer,
and I’m going to join them three days a week.
Four:
Hi, my name’s Stephen and I’ve just finished
university. I want to get some life experience
before I start working, so I’m going to take a
year out. I’m going to do some traveling, and
I’m going to learn to play the guitar. I’m going
to start my travels in Barcelona. Then I plan to
travel around France and Italy. I’m going to try
to live cheaply, but if I run out of money, I will
do some part time work.
FOCUS ON GRAMMAR 2
• Grammar Material: Click on the icon (G3) for
a practice activity using the “be going to”. Either
do the activity together on the board, or get the Ss
to do it in their notebooks. Ss must complete the
dialog using the words in the box.
Grammar 3
Exercise
ride / be / buy / let (allow) / let (allow) / not allow
John: Hi Katie. How’s it going?
Katie: Fantastic! My dad …is going to buy…..
me a horse for my birthday.
John: You’re kidding! That’s an amazing present.
Katie: I know. I’m so excited. I …am going
to ride….. it every day. It …is going to be….
so cool.
John: Are you …going to let… anyone else to
ride it, Katie? Hint, hint!

Grammar 3
Katie: I’m …not going to allow….. most
people to ride it, but I …am going to let…. my
best friend ride it.
John: Oh, I see, but you know I’d love to go
riding …
Katie: I mean you John! You’re my best friend.
Of course I’m gonna let you ride it, silly!
5. LET’S READ
Aim: To give Ss practise in reading for specific
information
• Draw your Ss’ attention to the picture, and ask
how the young man is traveling. Explain that they
will read a dialog between Blake and his friend
Simon about Blake’s plans to take a gap-year. If
your Ss don’t know this term, encourage them to
guess what it means, explaining that “gap” means
“a space between two things”. If Ss are unable to
guess, explain that it is when students take a break
from studying to do other things, usually traveling.
Explain that students in American and Europe
often take this year off after finishing studying
and before starting work for the first time.
• Ask for two volunteers to read the dialog aloud
to the class.
• Now give your Ss time to read and answer the
questions.
• Check answers and deal with any problems
with understanding.
• Ask your Ss some further questions:
1. Do you think traveling by train is a good way
to travel?
2. Where would you like to visit if you went to
Europe, and why? (Show the extra material)
Extra Material: Click on the icon to show Extra
Material 1, showing a map of Europe to help your
Ss answer the previous question.
Unit 8.4 PLANS
6. LET’S TALK
Aim: To give Ss practise in talking about their
plans
• Tell your Ss that they are going to go on a gap
year in order to follow their dreams. Tell them
to think about and make notes about their plans.
They should think about: where to go, who with;
what to do in those places; how to travel, how to
finance their travels, how long they will go for etc.
• After spending time planning their trip, the
Ss will take turns role playing telling their friend
about their plans (tell them to refer back to Blake
and Simon’s dialog for ideas.)
7. LET’S WRITE
Aim: To give practise in writing about plans in
an informal e-mail to a friend
Tell your Ss that they will now write an e-mail to
a friend to invite him / her to join them on the trip.
This activity can be done in class or as homework.
OPTIONAL extension
Video: (QR: rNTL5) (Approximately 2 minutes)
You may wish to play this video which features
short clips of songs incorporating the future
tenses. The songs play, then there are screen shots
stating which of the future tenses was used in each
song.
217
 FOCUS ON
8.5
nationalenglish.net/

SPACE EXPLORATION rKKIDXB

3 VOCABULARY
nationalenglish.net/rHTFLK

Can you match the words to the

pictures?

d e

1. orbit (n.) 2. exploration (n.)

f c

3. explode (v.) 4. astronaut (n.)

g h

5. crash (v.) 6. take off (v.)

1 FACT FILE
Mission: Space exploration
b a
First astronaut in space: Yuri
Gagarin, 1961
First Men on the moon: Neil
Armstrong & Buzz Aldrin, 1969
First Reusable space shuttle: 1981
Future missions: Mars
7. land (v.) 8. launch (v.)

2 LET’S START
a) to send into the air
1. Are you interested in space travel?
b) to come to rest on the ground
2. Can you remember which man-made
c) a person trained for spaceflight
structure can be seen from space?
d) a curved path followed by a planet
3. Would you like to travel into space?
e) the act of investigating something
f) to break up into pieces
g) to bang into something else
h) to leave the ground

218

UNIT 8 MODULE 5 FOCUS ON SPACE
EXPLORATION
Function
• Reading & Speaking Practice
Language Focus
• Consolidation
Vocabulary
• Space exploration
1. FACT FILE
Aim: To provide some basic facts about space
exploration
To engage Ss in the lesson
• Before looking at their books, ask Ss the
following fun quiz to activate prior knowledge
and prepare them for the lesson. Divide the Ss
into teams, and award points for correct answers.
If your Ss are unable to name any of the planets,
write then in order working outwards from the
Sun on the board for reference in later questions.
Quiz
1. How many of the 8 planets in our solar
system can you name? (Answer: working
outwards from the sun: Mercury, Venus, Earth,
Mars, Jupiter, Saturn, Uranus, Neptune)
2. Which is the hottest planet? (Answer: Venus;
450 degrees Celsius)
3. Can you name a planet which has rings?
(Answer: Saturn, Jupiter, Uranus, Neptune)
4. Why will the footprints left on the moon stay
there forever? (Answer: Because there is not
wind to blow then away)
5. How many men have walked on the Moon?
(Answer: 12)
6. How far do you have to travel from the
Earth’s surface to reach outer space? (Answer:
Outer space begins at 100 km above sea level)
• Ask Ss to look at the main pictures and to
describe what they can see.
• Draw the Ss’ attention to the Fact File
information. Ask the Ss’ the questions necessary
to elicit the facts presented here.
Unit 8.5 FOCUS ON SPACE
EXPLORATION
Example: Who was the first astronaut to go into
space? (Answer: Yuri Gagarin)
• Video: (QR: XUPR85) Show this fun video
which shows all the planets as well as other stars.
It shows the size of our planet in comparison
to the stars and galaxies, and finishes with the
statement, “You are not the center of the universe.”
The video does not contain any talking; there is
writing on the screen with background music.
2. LET’S START
Aim: To generate interest in the topic through
questions and prediction
• Ask your Ss the three questions.
3. VOCABULARY
Aim: To present vocabulary related to animals
and lions in particular
• Read the vocabulary items aloud to the Ss,
then ask them to work in pairs to try to match the
definitions to the words and pictures. Encourage
Ss to guess the words they do not know.
• Play the recording to enable Ss to check
their answers and to listen again to the correct
pronunciation.
• Game: Ask the Ss to look at the vocabulary
items for 30 seconds to try to remember them,
then get your Ss to form 2 lines facing the board.
The 2 Ss at the front of the lines should be given
rolled up pieces of paper to hold. Randomly read
out a definition of a word; the Ss must tap the
correct word with their papers. The two front
Ss then pass their papers to the Ss who are next
in line and move to the back of the lines. Play
continues in this way. Keep it fast-pced to make
it fun.
219
 FOCUS ON SPACE Unit 8.5
EXPLORATION

4 LET’S READ
Read the text below and try to remember the facts.
Then turn to the Focus On Our World section at the back of the book, and
answer the questions.

Student A: Look at page 142.

Student B: Look at page 144.

Space Exploration

Humans have always been fascinated by space and the possibility of space travel. Space
exploration began in 1957 when Russia launched Sputnik 1, the first satellite, into space.
Only four years later, the first astronaut went into space and orbited the moon. This was the
Russian astronaut, Yuri Gagarin.

The most famous date in the history of space exploration came in 1969, when the American
astronaut, Neil Armstrong, made history by walking on the surface of the moon. This was a
journey of over 402,000 kilometers.

Another momentous event in the history of space exploration came in 1981. At this time,
the first reusable space crafts were built. These space shuttles changed the history of space
exploration, and made space more accessible.

Humans now have a permanently habited International Space Station orbiting the earth.
Fifteen countries work collaboratively and carry out research on this station in space, which
began working in 2000.

What about the future? What will be the next great steps forward in space exploration?
Nasa has many exciting plans for future space exploration. It is going to recommence moon
missions by the year 2020. During the lunar missions, astronauts will gain experience and
expertise. In this way, the lunar missions will prepare astronauts to reach more distant
planets in the future. Perhaps the Moon will become a space station enabling astronauts to
reach Mars, and maybe beyond.

5 LOOK AND SEARCH

Search for more information about space exploration on the internet.
Share the information with your classmates at the next lesson.

For example: What are Richard Branson’s plans for space tourism?
Have any private citizens paid to go into space yet?

220
 Unit 8.5 FOCUS ON SPACE
EXPLORATION
4. LET’S READ 5. LOOK AND SEARCH
Aim: To give practise in reading for specific detail Aim: To further consolidate knowledge
• Ask the Ss to look at the pictures and ask through researching for information on the
Internet.
which planets they think are shown there.
• Before reading clarify the following vocabulary • Explain to Ss that they should research more
about space exploration or the planets on the
items from the text:
Internet and try to find some new information to
Surface (n.): The outer layer or top part of
feedback to the class at the next lesson.
something
• You may wish to recommend the following
Momentous (adj.): Having great and lasting
website: http://kids.nationalgeographic.com
importance
Habited (adj.): Lived in OPTIONAL extension
Collaboratively (adv.): Done working with others
Video: (QR: rXTKHLB) (4.31) You may wish
• Divide the Ss into A and B students in
to play this famous song, Rocket Man by Elton
preparation for the Focus on Our World Activity John. The Ss can sing along as the lyrics are
after reading, then give the Ss a few minutes to shown on the screen. The video also includes
read the text slowly and carefully. some definitions of space terminology.
• Now ask for volunteers to read the text aloud to
the class. Help with any pronunciation problems
after the reading.
• Now ask the A students to turn to the Focus On
Our World section on page 142, and the B students
to turn to page 144. Explain that they should look
at 8.5 and ask each other the questions about the
text they have just read.
• Check the answers with the class.

Student A
1. When did the first man go into space? 1957
2. When did the International Space Station
start working? 2000
3. What is NASA planning to recommence in
2020? Moon missions
Student B
1. Who was the first man to walk on the moon?
Neil Armstrong
2. When as the first reusable space shuttle
built? 1981
3. Which planet might we reach next? Mars

221
222
APPENDIX

1. Self Assessments (p.120)

2. More Talking (p.124)
3. Focus On Our World (p.137)
4. Grammar Reference and
Practice Pages (p.141)
5. American-British English Vocabulary
(p.177)
6. American-British English Spelling Rules
(p. 178)
7. American - British English Grammar (p.179)
8. Irregular Verb List (p.180)

223
 GRAMMAR REFERENCE & PRACTICE

unit 1 - leisure and pleasure

module 1 - shopping

Present Simple vs. The Present

Present Continuous Continuous Tense
POSITIVE
Present Simple
I am playing
1. Habits and actions that occur regularly, He/She/It is playing
e.g. I take piano lessons every Tuesday. You/We/They are playing
2. A fact, aspect of nature that is always true,
e.g. Water freezes at 0 Celsius.
3. For permanent states, NEGATIVE
e.g. My mother is a teacher.
I ‘m not playing
He/She/It isn’t playing
Present Continuous Tense You/We/They aren’t playing

1. Things happening at the time of speaking,

e.g. I am reading a book now. QUESTION
2. To emphasize that something occurs regularly.
(This has a negative meaning: complaint or Am I playing?
annoyance)
Is he/she/it playing?
e.g. My neighbor is always listening to loud music.
Are you/we/they playing?
3. For temporary states.
e.g. My cousin lives in Izmir, but he is staying with
me nowadays.
4. Scheduled future plans,
e.g. I’m flying to Ankara tomorrow. Time Expressions used
with these tenses

Present Simple
The Present Simple
Tense Never/rarely/occasionally/sometimes/now and
POSITIVE then / often/frequently/always
Once/twice/three times etc.
I play Every day/week/month / year
He/She /It plays In the morning/in the afternoon / in winter
You/We/They play On Saturday(s) / on Sunday(s)

NEGATIVE Present Continuous Tense

I don’t play Right now

He/She/It doesn’t play At the moment / Now
You/we/They don’t play Presently / Currently
Today /This week /This month /This year
These days / Nowadays
QUESTION

Do I play?
Does he/she/it play?
Do you/we/they play?

224
1 Fill out the gaps with 3 Complete the sentences
the present simple or the with the correct forms
present continuous forms of the verbs – present
of the verbs in parentheses. simple or present
like
1. I .………….. (like) going to the mall with my continuous forms.
friends. It’s fun! 1. They are at the movies. Frankenstein is on!
seem (seem) scared!
They .…………..
helps (help) me with
2. My sister always .………….. don’t feel (am not feeling well) (not feel) well.
2. I .…………..…………..…………..……
my homework. am going
I .…………..……..…… (go) home to take a rest.
am planning
3. I .…………..…..…..(plan) to go on vacation
look (look) great ! Your hair
3. You .………….. with my friends this summer.
smells (smell) good, too. Is it a new
.………….. look
4. I think you .………….. (look) nicer in that blue
shampoo? sweater.
5. I understand
.………….. (understand) that you are tired
is watching (watch) TV right now. He
4. Dad .………….. don’t want
and .…………..……..…….. (not want) to walk.
seems (seem) very tired.
.………….. Let’s take a cab.

going (go) to my friend’s birthday

5. I’m .…………..
party on Saturday.
4 We use the present simple
tense to talk about
Complete the missing things that happen
2 regularly, repeatedly or
halves of the sentences
with your own ideas. Each all the time. Read the
sentence should contain sentences and circle the
one verb in the present adverbs of frequency in
simple form, and one verb each sentence.
in the present continuous
1. The baby usually wakes up early in the
form.
morning.
Example: I usually have coffee in the morning,
(but today I’m having tea.) 2. She never shops online.

ANSWERS MAY VARY 3. I rarely watch TV during the day.

1. I usually don’t read before sleeping, but 4. My friends and I go to the movies very
.……………………………………………… tonight. often.

5. The teacher always gives us a lot of home-

2. Susan usually .………………………………………………
work.
on the weekends, but this weekend she’s
staying in. 6. Lucy occasionally visits her grandparents.

7. My dad is always tired in the evening.

3. John and Tim don’t like watching TV, but
.……………………………………………… .
4. .………………………………………………, but today
she’s working hard.
8. My sister sometimes helps me with my
homework.
9. I often listen to jazz.
10. My dad always has a smile on his face. He

is happy.
5. I enjoy swimming in cold water, but
.……………………………………………… today.

225
 unit 1 - leisure and pleasure
module 2 - shopping for a gift

3 COMPLETE THE DIALOG.

Demonstratives
much / these / expensive / it / excuse /
We use them to show which noun we are referring to. take it / that / cheaper / you are
We use demonstrative pronouns in place of a noun.
e.g. I like those / Can I see that? Pamela: Excuse
.………….. me. Can I look at
Demonstrative adjectives are used before a noun that
.………….. sweater please
e.g. How much are those books? / I like this sweater. you are
Shop Assistant: Of course. Here .…………..
Pamela: How much
.…………..is it?
Shop Assistant: $48, ma’am.
Near Far
Pamela: That’s too expensive
.………….. Do you have
Singular this that cheaper
anything .…………..?
These
Shop Assistant: .………….. sweaters are in
Plural these those on sale,so they are very reasonable.
Pamela: How much is this one?
It
Shop Assistant:.……is $28.
1 Choose the correct take it.
Pamela: I’ll .…………
demonstratives in the
sentences below. Stative Verbs
1. How much is that / these hat, please ?
2. Can you give me this / these glasses ? We don’t usually use these verbs in the continuous
tenses.
3. Are these / this your books ?
E.g. I like apples ( and not ‘I am liking apples.’)
4. This / That is my book and that / this is
I think you are tired ( and not, ‘I am thinking you are
yours. tired.’)
5. Is that / those your car in the garage ?

Verbs of Verbs of Verbs of Other

2 Fill out the blanks with the the senses emotions Perception Verbs
smell like think have
correct demonstratives. see love know be
These hear hate mean belong
1. Happy New Year ! ………………… gifts are for
feel dislike understand own
you. taste need remember cost
this/that is my
2. Excuse me, but I think ………………… appear prefer forget
pen! imagine
these believe
3. I’ve just bought ………………… apples, would
hope
you like to have one ?
those(these) flowers ! Aren’t they
4. Look at …………………
beautiful ? A reminder about uncountable nouns
This
5. Oh no! ………………… pen won’t write. Pass me The following nouns are uncountable: Equipment /
that
………………… one on the table. advice / help / news
that
6. Will you please give ………………… to me ?
that
7. Is ………………… the new dress you bought Thank you for your advice NOT Thank you for your
advices.
yesterday?
We need some new office equipment NOT We need
these
8. I’m going to wear ………………… shoes to the some new office equipments.
party. Thank you for all your help NOT Thank you for all your
9. I’d like to introduce you to my girlfriend. Su- helps.
this
san, ………………… is Tom, my classmate. We can talk about - ‘ a piece of’ - equipment or advice
these
10. I bought ………………… roses for you sweet- ‘an item of’ -news
We bought three new pieces of equipment for the office.
heart. Happy Valentine !
There is only room for 2 items of news on the front
page.

226
 unit 1 - leisure and pleasure
module 3 - keeping fit

4 Match the sentence

Infinitives of Purpose
halves to complete the
We use full infinitives to explain the reason for sentences.
doing something.
A full infinitive means using ‘to’, plus the basic form
1. I am going to the
of the verb, e.g. to swim. hairdresser to get my hair cut.
I go swimming every day to keep fit.
I want to take a course to learn Spanish. 2. Are you going to
the beach to sunbathe?

1 Complete the sentences 3. I usually go to the

with your own ideas. market place to buy my fruit and vegetables.
ANSWERS MAY VARY. HOWEVER, SUGGESTED
ANSWERS ARE: 4. I am tired, so I’m
1. She is going to the movies this afternoon. going home early to get some sleep.
To watch a film
……………………………………………………………….
5. My mom is going
to school to talk to my teacher.
2. My sister goes to the gym every day.
To keep fit
………………………………………………………………. 6. I am going to the
ticket office to reserve rock concert tickets.

3. I usually listen to music when I’m

working.
To relax
……………………………………………………………….
4. He works hard in the office all day.
To earn more money
…………………………………………………………….
5. I am buying some vegetables.
To prepare dinner
……………………………………………………………….
2 Match the words to make
collocations.
lift your heart
do a physical
keep weights
have sports
get fit
exercise into shape
Quantifiers: a little / little
We use these quantifiers with uncountable
nouns.
We use them to talk about small amounts.
I have a little time, so I can wait with you for five
minutes.
We use ‘little’ to mean ‘not enough’.
I can’t join the book club, because I have little time.
Remember: We use the question, ‘How much ….?’
With uncountable nouns.
5 Complete the sentences
using ‘a little’, or ‘little.
little
1. He is slim because he eats ………………….
2. I think I can do it better with
a little
………………… help from you !

3 Now make sentences little

3. “There is ………………… I can do to cure
using the collocations the patient “ said the doctor.

from activity 2.
ANSWERS MAY VARY. 4. I have to work until late, so I’ll have
a little
………………… time to spend with you this
1. ……………………………………………………………….
evening.
2. ……………………………………………………………….

3. ………………………………………………………………. a little
5. Please be quiet. Give me …………………
4. ………………………………………………………………. peace!

5. ………………………………………………………………. little
6. We have ………………… milk left in the
6. ………………………………………………………………. refrigerator. Will you please go and buy
some?

227
 unit 1 - leisure and pleasure
module 4 - evenings &
weekends
Quantifiers
a few/few/a lot of/lots of
We use ‘a few’ for small quantities. It means
‘not very many.’ We use it with countable
nouns.
There are a few schools in this town. (maybe 2 or 3)
We can say ‘few’ to mean ‘not enough’.
I have a few cousins, but ‘few’ friends.
Remember: We use the question, ‘How many…?’
with countable nouns.
We use ‘a lot of’ and ‘lots of’ for large
quantities. It means ‘many’. We use them with both
countable & uncountable nouns.
‘Lots of’ is more informal than ‘a lot of.’ There are a
lot of students in our school.
1 Complete the sentences
with the quantifiers –
a few/few/a lot of/lots of
1. Let’s go downtown to have dinner – there
a lot of / lots of good restaurants there.
are ………………………
2. This book store has a lot of / lots of books
………………………
to choose from, but they are usually
expensive.
3. Don’t worry - they are arriving in a few
…………….
hours.
4. I love buying clothes, and I have
a lot of / lots of dresses and pants in my
…………………………
closet.
a lot of / lots of people at the
5. There are …………….………….
few
party but there are …………… chairs! We have
to stand up !
6. Sorry I can’t join you for lunch. I have
a few
…………… minutes to finish my home-work.
7. I made these cookies. Please, take ……………
a lot of / lots of things to see and
8. There are …………………………
do in a big city like New York.
228
can / can’t
Can is a modal auxiliary verb.
We use it to:
- talk about ability
I can run very fast. Can you?
- talk about possibility
While you are in town, you can visit the Old City.
- polite requests or permission
Can I borrow your car to go to the party tonight? Can
I go out please ?
Footballers can’t touch the ball with their hands.
Make offers and suggestions Can I get you something
to drink?
We can go for a walk if you like.
Write the function of
2
‘can’ in each of these
sentences.
permission
1. Can I leave the class early ? ……………..
2. Can you play the guitar ?
ability
……………..
3. I’m sorry, but I can’t join you for swimming,
ability
because I can’t swim ……………..
4. Where can I take my friend when she
request
comes to visit me?……………..
5. Can you lend me some money, please?
polite request
3 Place the sentences of
the dialog in order.
1. Would you like potato chips, or French fries
3
with it?
2 2. Yes, I’d like a tuna mayonnaise sandwich,
please.
5 3. And what would you like to drink?
1 4. Are you ready to order?
6 5. A soda, please.
8 6. No, thank you. That’s all for now.
7 7. Would you like anything else?
4 8. I’ll have French fries, please.
 unit 2 - growing up
module 1 - school friends

2 Read the sentences and

Advice & Suggestions
decide on the auxiliary
We can give advice and make suggestions in many verbs’ functions:
different ways in English.

1. We can use modal auxiliary verbs, such as advice / necessary / not necessary / strong
‘should’, ‘must’ and ‘have to’. These are all followed advice / not allowed
by the infinitive of the verb.
You should listen to the teacher more carefully.
You must get to class on time. 1. I don’t think you should see him again. He
You have to work hard to pass the exam. was so rude ! advice
………….
2. We can also use imperatives. 2. We mustn’t step on the grass not allowed
………….
Don’t cross the street until the green light is on.
Take a deep breath before you answer a difficult 3. You have to report to your adviser on your
question necessary
first day of class ………….
3. We can also use adjective + to. 4. You don’t have to get up early on the
It is good to see you again.
It is better to think before you speak. weekends not necessary
………….

5. You must ride your bike carefully. The roads

1 Complete the sentences are icy strong

………….advice
with the verbs below.
wait / wear / speak / dress / buy / shout
3 Write 5 pieces of advice
shout !It writes, ‘Be Quiet.’
1. Don’t ………… to your friend. He lost
2. Speak
………… clearly, I can’t understand you. his cell phone and must
buy
3. You should ………… a new pair of shoes. find it before his parents
Yours are looking a little old! find out.
ANSWERS WILL VARY
Wait
4. …………. in the lounge, please. The teacher
1. ……………………………………………………………….
will see you in 5 minutes.
2. ……………………………………………………………….
wear a uniform to school,
5. You have to …………
3. ……………………………………………………………….
dress smartly to the party.
but you can …………
4. ……………………………………………………………….

5. ……………………………………………………………….

Modal verbs: should/have to/must 6. ……………………………………………………………….

We use ‘should’ and ‘shouldn’t’ to give advice or to

4 Choose the appropriate
give an opinion.
You should study for the test tomorrow. modal verbs.
You shouldn’t chew gum at school. 1. I have to/must go to the gym because I

We use ‘have to’ / ‘don’t have to’ to say that need to lose weight.
something is necessary/ not necessary. 2. You should/must walk to school. It’s
I have to catch the bus, or I’ll be late for school.
You have to study hard to pass the test. healthier and cheaper.

3. You should/have to wash your hands

We use ‘must’ to strongly recommend something.
We use ‘mustn’t’ to say that something is not allowed. before you eat.
You must work harder in your lessons. 4. You mustn’t /shouldn’t eat and talk at
You mustn’t talk in class!
the same time.

5. Young people should/have to respect the

elderly.

229
 unit 2 - growing up unit 2 - growing up
module 2 - how to be a good module 3 - saying you’re sorry
friend
The Past Simple
need to/don’t need to We use the past simple to:
1) To talk about actions /situations that started and
We use ‘need to’ to express necessity (like ‘have to’.) finished in the past.
We use ‘don’t need to’ (needn’t) to express that I wrote an essay in English last lesson.
something is not necessary. 2) To talk about a series of completed actions in the
You need to call your mom. She’s worried about you. past.
You needn’t worry about me. I’m fine. I came home at 4, read my e-mails, had a coke and
then did my homework.
We don’t usually use it in the interrogative form, 3) To talk about habits in the past.
although it is possible to use it this way. I always studied hard when I was at primary school.
(Need we stay late?)
Past Simple: Regular Verbs
It is more usual to use ‘have to’ as an interrogative
- we add ‘–ed’ to most verbs
(Do we have to stay late?) - if a verb ends in ‘-e’, we just add ‘-d’ (e.g. liked)
- for verbs ending in a consonant then a ‘-y’, we drop
the ‘y’ and add ‘-ied’ (e.g fried)
- for verbs ending in a vowel then a consonant, we
1 Choose the correct form double the final consonant (e.g. dropped)
of the verb to complete
We form regular verbs in the past simple tense by:
the sentences – need to/ Subject + verb + ed
needn’t. I / you / he / she / it / we / they worked

needn’t wake up early on weekends.

1. You ……………
need to be a good listener if you
2. You ……………
1 Choose the correct verbs
want to be a good friend.
from below to complete
needn’t hurry.
3. I have plenty of time. I ……………
the sentences. Use the past
4. He’s ill,so he needs
…………… to see the doctor.
simple form of the verbs.
need to call your best friend more
5. You ……………
fail invite try feel have miss
often.
1. I was late because I missed
…………… the bus.

2 Choose the correct modal invited 80 people to her birthday party!.

2. Mary ……………
verb – mustn’t or needn’t. failed the test.
3. She didn’t study hard, so she ……………
tried to solve the math problem, but it
4. We ……………
1. You mustn’t
…………… smoke in here. It’s
was very difficult .
prohibited.
felt
5. Sam ……………ill, so she went home to rest.
mustn’t eat with your hands .It’s not
2. You ……………

polite!
2 Please wrıte the followıng
needn’t apologize. It was
3. That’s O.K. You ……………
verbs ın the past sımple
my fault. form.
needn’t buy any milk. We have two
4. You ……………
carried
1. carry ………………… cried
6. cry …………………
bottles in the refrigerator.
dropped
2. drop ………………… listened
7. listen …………………
needn’t shout. I can hear you, I’m not
5. You ……………

deaf. 3. live lived

………………… played
8. play …………………

4. study studied
………………… liked
9. like …………………

5. close closed
………………… helped
10. help …………………

230
 4 Complete the sentences
had to / didn’t have to
using the past simple. Use
We can talk about necessity or obligation in the past your own ideas.
by saying ‘had to.’ ANSWERS WILL VARY
1. …………………………………………………………….....…
N.B. We cannot use ‘must’ or ‘should’ in the past. We
yesterday?
must use ‘had to’ instead.
2. We ………………………………………………………………
The bus was full; I had to stand up.
In the question form, we say, ‘Did you have to two years ago.
………….?’ 3. My parents got …………………………………….. on
April 3rd, 1982.
Did you have to wait long? 4. …………………………………………………………...…… a
The negative form is , ‘I didn’t have to –it expresses
few hours ago.
lack of necessity……………’ He didn’t have to go.
5. ……………………………………………………………… last
weekend.

3 Complete the sentences

with - have to / has to / Past Simple – Irregular Verbs
had to There are a lot of irregular verbs that do not take the
‘-ed’ ending in the Past Simple.
have to go shopping because I need to
1. I ………… You will have to learn these.
buy a new pair of shoes. Here are some of the common irregular verbs:

have to wait for the

2. How long did you ……………… begin – began get - got put - put
bring – brought go - went read - read
school bus to come ? buy – bought have - had say - said
have to shout ? I have a
3. Does he ……………… catch – caught hear - heard see - saw
come – came know - knew sell - sold
headache! do - did leave - left sleep - slept
has to go to the dentist because
4. She …………… fall - fell lose - lost think - thought
find - found make - made teach - taught
she has a terrible toothache. fly - flew meet – met win - won
had to forget - forgot pay - paid write - wrote
5. I ----------- stay in bed yesterday because
I was ill.
have to to get up early if we want to 5 Choose the correct verbs
6. We ………………
to complete the sentences
get to school on time.
in the past simple.
had to
7. They ……………… move apartments

yesterday. hear fly buy make meet sleep

write say
8. If she wants to play the guitar well, she
has to
……………… practice every day. said
1. He ……………. sorry to me this morning.
bought
2. My dad ………… a new car yesterday.
slept
3. I was so tired, so I …………… for 10 hours
Time Expressions used
with the Past Simple last night !
flew to Miami for our vacation last
4. We …………
yesterday a few minutes ago summer.
last night two days ago heard
5. I ……………. what you said!
last week five years ago 6. My hand is aching, because I wrote
…………….
last year in 1975
about fifty e-mails today.
in March, 2012
met
7. I ……………. all my new friends on my first
in the 20th century
during the war day at school.
made a special cake for my
8. My mother ……………
birthday.

231
 Pamela used to be a student, but now
1. …………………………………………………………………………………
unit 2 - growing up she works in a company.
…………………………………………………………………………………
module 4 - then and now
2. She used to have enough money, but now she gets
…………………………………………………………………………………
well paid.
…………………………………………………………………………………
used to
3. She used to live with her parents, but now she lives
…………………………………………………………………………………
We use ‘used to’ to talk about past habits.
I used to hate milk, but I like it now. alone.
…………………………………………………………………………………
I used to be overweight, but I lost 10 kilos.
4. She used to play tennis, but now she does a lot of
…………………………………………………………………………………
The negative and interrogative forms are: ‘use to’,
sports.
and not ‘used to.’ …………………………………………………………………………………

POSITIVE NEGATIVE QUESTION 5. She used to have brown hair, but now she has black
…………………………………………………………………………………
hair.
He used to He didn’t use Did he use …………………………………………………………………………………
live here. to live here. to live here? She used to live in Chicago, but now she lives in Los
6. …………………………………………………………………………………
Angeles.
1 Complete the sentences …………………………………………………………………………………

below using ‘used to’ in Rewrıte sentences wıth

the positive, negative or 3
“used to” and past sımple
question form.
Example: she / play tennis in summer / ? 1. When she (be) a child, she (live) in a small
Did she use to play tennis in village was/used to live
summer? 2. When he (be) a young man, he (enjoy) playing
basketball. was/used to enjoy
1. I / have many friends /when I was a child -
I...........................................................................................
didn’t use to have many friends when I was a child. 3. In ancient Rome, wall paintings (be) a popular
form of advertising. used to be
2. My sister / be afraid of the dark / +
My sister used to be afraid of the dark. 4. Before she (learn) to read, her parents (read)
...........................................................................................
stories to her. learned/used to read
3. Your mom / read / bedtime stories / ?
Did your mom use to read bedtime stories? 5. Susan (be) a nurse before she (get) married.
...........................................................................................
used to be/got
4. she / play tennis / local tennis club / +
She used to play tennis at the local tennis club. 6. Before they (buy) their house, they (live) in an
...........................................................................................
apartment. bought/used to live
5. Tim /speak German /before he came back / ?
Did Tim use to speak German before he came back? 7. Sally (play) tennis when they (live) abroad.
...........................................................................................
used to play/lived
6. You / do a lot of homework / ?
Did you use to do a lot of homework? 8. He (sit) in the back of the classroom because
...........................................................................................
he (be) lazy. used to sit/was
7. I / bite my nails / but /my sister did/ -
I...........................................................................................
didn’t use to bite my nails but my sister did. 9. My dad (smoke) a lot when he (give up) last
year.used to smoke/gave up
8. We / play hide and seek / every day after
10. I (be) very shy. Whenever a stranger (come) to
school / +
We used to play hide and seek every day after our house, I ( hide) in a closet.
...........................................................................................
school. used to/came/used to hide

Write sentences about 4 Write a short story about

2 your childhood. Talk
pamela comparing her life about some of the things
before with her life now. you used to do when you
Example: Pamela used to be a student, now were younger.
she works in a company. ANSWERS WILL VARY
…………………………………………………………………………………

5 YEARS AGO NOW …………………………………………………………………………………

Student Works in a company
…………………………………………………………………………………
Has enough money Gets well paid
…………………………………………………………………………………
Live with parents Lives alone
Play tennis Does a lot of sports …………………………………………………………………………………
Have brown hair Has black hair …………………………………………………………………………………
Live in Chicago Lives in Los Angeles
…………………………………………………………………………………

232
 unit 3 - tell me the news
module 1 - small ads

2 Read the text below,

Subject & Object Questions
then write 5 questions
We use ‘Wh’ questions (Information Questions)
to ask about it. State if
to find out details. We want more than a ‘Yes/No’
answer; we want information. they are object or subject
questions.
When? Where? Who? What?
How often? How many? Why? How? ANSWERS WILL VARY
What kind of? Joe came home from work and opened his
mailbox. In his mailbox he found a yellow
We have two types of – Wh questions: bottle of soap for washing dishes. The dish
- SUBJECT QUESTIONS ask who/what did soap was a free sample from a soap company.
something.
The company mailed small bottles of soap to
(Susan) bought a new bike. millions of people. It was a new soap with a
Who bought a new bike? little lemon juice in it. The company wanted
people to try it. Joe looked at his free bottle
The elephant is the biggest animal in the world.
of soap.
(What) animal is the biggest in the world?
With subject questions, we don’t use the auxiliary
verbs do / have / are, and the form of the verb There was a picture of two lemons on the label.
remains the same. Over the lemons were the words “with real
lemon juice”.
- OBJECT QUESTIONS ask what someone did /
to whom / where or when, i.e. the object of the “Good”! Joe thought. “A free sample of lemon
sentence. juice! I’m going to have a salad for dinner.
This lemon juice will taste good on my salad”.
Susan bought a new bike. Joe put the soap on his salad and ate it. After
What did Susan buy? Joe ate the salad, he felt sick.
I am texting my friend.
What are you doing? 1. ……………………………………………………………….

With object questions, we use the auxiliary verbs 2. ……………………………………………………………….

do/have/are between the question word and the
3. ……………………………………………………………….
subject.
4. ……………………………………………………………….

5. ……………………………………………………………….

1 Write ‘s’ (subject question),

or ‘o’ (object question) 3 Write 3 subject questions
next to the questions. and 3 object questions in
S
the past tense using the
1. Who teaches math in our school? …………
S
prompts.
2. Who wrote that on the board? …………
SUBJECT QUESTIONS:
3. O
Who did he give the flowers to? …………
1. Who / write / that message
4. O
Who did she give the news to? ………… Who wrote that message ?
………………………………………………………………
5. O
What are you doing? ………… 2. What / happen
What happened?
………………………………………………………………
6. O
What is your favorite food? …………
3. Who / answer / the phone
7. S
Who loves Susan? ………… Who answered the phone?
……………………………………………………………….
8. O
Who does Susan love? …………
OBJECT QUESTIONS:
9. O
What did Pamela say? …………
1. Where / work / Tom / last year
S
10. Where is Pamela? ………… Where did Tom work last year?
……………………………………………………………….
2. Who / John / give the flowers to
Who did John give the flowers to?
……………………………………………………………….
3. Who / Angela / dance with
Who did Angela dance with?
……………………………………………………………….

233
 unit 3 - tell me the news
module 2 - have you heard

Conjunctions to show 2 Circle the most

chronological order appropriate conjunctions.
1. He said goodbye before / after he got
We can show the order of events by using connecting
words, such as: firstly, then, and then, later, a onto the train.
little while later, after, before, finally. 2. The package arrived at the house 5
Using these words makes your story easier to follow, days after / later.
and more interesting. 3. The rain firstly / finally stopped.
Before he ate dinner, he washed his hands. He went 4. He had breakfast, then left the house
home ,and then he had dinner with his family.
a while later / after.
5. After five years, he then / finally
asked her to marry him.
1 Read the story below,
6. Sam finished his home-work before /
then rewrite it adding after going to bed.
conjunctions to show the
chronology of events, Complete the sentences
3
and other details (e.g. Time with the words below.
words) to make it more
effective. emergency services / incident / eye
witness / reporter
Man Struck by Lightning in his own garden

Arthur Derwent went outside on a stormy 1. The police inspector is still interviewing
afternoon to bring his dog in from the rain. He eye witness
the ………………………
suddenly saw a bright light, heard a loud noise 2. Fortunately, a man called the
and everything went black. emergency
……………………… as soon as he saw the
accident.
He woke up in his living room. His wife was
reporter
3. The ……………………… from the local TV
by his side. His head hurt and he noticed the
bottom of his shoes were melted. He didn’t station was the first to arrive at the
know why they were melted. scene of the incident.
incident
4. The ……………………… happened at 10
The doctor arrived. He told Arthur he was o’clock last night.
struck by lightning. Arthur couldn’t believe it.
He knew he was lucky to be alive.

He rested at home, and returned to work.He 4 Write a summary of what

still suffers from headaches and dizziness from you did yesterday, using
time to time. He never goes outside in stormy conjunctions to show the
weather.
chronological order.
ANSWERS WILL VARY

SUGGESTED ANSWER:
Arthur Derwent went outside on a stormy afternoon
to bring his dog in from the rain. He suddenly saw
a bright light, and then heard a loud noise and
everything went black.
A little while later, he woke up in his living room.
His wife was by his side. His head hurt and he
noticed the bottom of his shoes were melted. He
didn’t know why they were melted.
After the doctor arrived, he told Arthur he was
struck by lightning…….

234
 unit 3 - tell me the news
module 3 - newsflash

2 Put the words in order to

Past Continuous
make correct sentences.
We use the past continuous tense to talk about
something which was in progress at a particular time in 1. at / I / helping / was / dinner / yesterday /
the past.
six o’clock/prepare /my mother

I was sleeping at 6 o’clock this morning.
What were you doing at this time last night? / I was
reading a book.
Present Continuous = Subject + am/is/are +
verb(ing) I am watching a film. (now)
Past continuous = Subject + was/were + verb(ing)
I was watching a film last night ( past)
POSITIVE
I was helping my mother prepare dinner at 6
………………………………………………………………………
o’clock yesterday.
2. in / Why / standing / the / you / doorway /
were ?
Why were you standing in the doorway?
………………………………………………………………………
3. garden / the / children / all day / were / the
/ playing/in
The children were playing in the garden all day.
………………………………………………………………………
4. Wasn’t / he / the teacher / to / yesterday /

class / listening / in ?
I was watching TV.
You were watching TV. Wasn’t he listening to the teacher in class yesterday?
………………………………………………………………………
He/She /It was watching.
5. on / Pamela / and / going / were/ vacation/
We were watching TV.
They were watching TV. her family /
Pamela and her family were going on vacation.
………………………………………………………………………
NEGATIVE

I wasn’t watching …
3 Complete the sentences
You weren’t watching … using the past continuous
He/she/it wasn’t watching.
We weren’t watching.. with your own ideas.
They weren’t watching ... ANSWERS WILL VARY
1. When the teacher entered the room, the

QUESTION students …………………………………………………………

………………………………………………………………………
Was I watching …?
Were you watching …? 2. While Tom was playing the guitar, his mom
Was he/she/it watching ...?
………………………………………………………………………
Were we watching …?
Were they watching ….? 3. I ……………………………………………………… when

I suddenly heard a loud bang ………………………

1 Answer the questions below. ………………………………………………………………………

4. John ……………………………… when his pen broke
1. Where was Henry living last year?
.………………………………………………………………………
Henry was living in……
………………………………………………………………………
5. I ……………………………………………………………. at
2. Where were the children playing this morning?
this time last year.
The children were playing …………….. this morning.
………………………………………………………………………
6. What were ……………………………………………………
3. Were you watching TV at 8 o’clock yesterday
At 7 pm yesterday?
evening?
7. You looked sad. Why were you ……………………
No, I was ……………….. at 8 o’clock yesterday evening.
………………………………………………………………………
……………………………………………………………………?

8. I didn’t understand what ………………………………

………………………………………………………………………

235
 unit 3 - tell me the news
module 4 - what happened?

when / while / as The Narrative Tenses

We often use the past simple and the past continuous
together in a sentence. We can use when / while /
as to connect these sentences.
I was running for the bus when I dropped my purse.
The past continuous describes the longer action or
situation which was in progress. The past simple
describes a shorter action which happened during (or
interrupted) the longer action.
We often call the past continuous and the past
simple the narrative tenses, because we can use them
to narrate stories and events in the past.
We should use both tenses to make stories interesting
and to keep the listener’s interest.
The Past Continuous describes longer actions and
states.

I was watching TV when you came
(long action) (short action)
After ‘when’, we usually use the past simple (but we
can also use the past continuous.)
I was studying when you called me.
We can use it to give background information or
context to a story.
I was watching TV at home when you called me.
The Past Simple describes a completed shorter action. I
had breakfast and left for school.

After ‘while’ and ‘as’, we use the past continuous. I

came across an old friend as I was shopping at the
mall. I heard a loud bang while I was studying. 1 complete the paragraphs
using the simple past tense
or the past continuous
4 Join the two sentences tense. what happened next?
with the words in write two more sentences
brackets. for each paragraph.
Example: Tom ate his dinner. His friend called. was
1. It ……………… (be) late at night and there
(while)
While Tom was eating his dinner, his was
was no one in the house. There ………………
friend called. was raining
(be) a strong wind outside. it ………………

(rain) heavily. I was getting (get) ready for

………………
1. My mom was washing the dishes. She broke
heard
bed when I ……………… (hear) a noise in
a plate. (while)
While mom was washing the dishes, she broke a plate. entered (enter) the
the kitchen. When I ………………
………………………………………………………………………
saw
kitchen, I ………………. (see) some blood on
2. She walked to school. It began to rain. (as)
As she was walking to school, it began to rain. the floor
………………………………………………………………………
……………………………………………………………………
3. The shop assistant gave the receipt. Sally
……………………………………………………………………
paid the money .(when)
Sally paid the money when the shop assistant gave
………………………………………………………………………
the receipt. was studying (study) in the library
2. I ……………………
4. It started to rain. Our dog wanted to come
called (call) and
when my mother ………………
inside. (when)
told
……………… had
(tell) me that we ………………
When it started to rain, our dog wanted to come
………………………………………………………………………
inside. was preparing
(have) visitors to see us. I………………
5. I was on my way home. I saw an accident.
went
(prepare) to go home, but I ………………
(when)
I………………………………………………………………………
saw an accident when I was on my way home. (go) down to put my coat on and
opened (open) the door. There was
……………….
waiting (wait) for me
a huge dog ……………….

……………………………………………………………………

……………………………………………………………………
236
 3. I was sitting (sit) on a park bench when a
………………
came
woman ………………. sat
(come) and ……………… (sit)
next to me. She was eating (eat) something and
………………
holding (hold) a cup of coffee. She ………………
……………… asked
opened
(ask) me to hold the coffee, and she ………………
(open) her bag ……………………………………………….…
……………………………………………………………………………
……………………………………………………………………………
2 Complete the sentences
below with your own ideas.
ANSWERS WILL VARY
1. When my father was working in the garden,
…………………………………………………………………………
2. As Tom was shopping at the mall with his
girlfriend, ………………………………………………………
…………………………………………………………………………
3. While Mary was tidying her room, …….…
………………………………………………………………………….
4. When Julia was doing a language course in
Madrid, ……………………………………………………………
5. As I was practicing the guitar at home
yesterday evening, …………………………………………
…………………………………………………………………………
3 Choose the correct phrase
from below to respond
to the news in these mini
dialogs.
I’m so sorry / Wow! I’m very happy for you
/ I hope you have a great time / You look
so sad / Congratulations.
1. Pamela: Julia, I’m so happy. I’m going on
vacation to Florida!.
I hope you have a great time
Julia: Well, ……………………………………………………!
2. Bill: I passed the test. I am going to study
engineering at one of the best universities.
Congratulations
David: Wonderful! .…………………………………………
…………………………………………………………………………
You look so sad
3. Mary: What happened? ………………………………
Susan: I am. Our dog died yesterday.
I’m so sorry
Mary: ……………………………………………………………
4. Anna: You’ll never believe it. Tom and I got
engaged !
Wow! I’m very happy for you.
Mary: ………………………………………………………………
4 How to write a short
funny story. Read the
following story by
Nasreddin Hodja.
ANSWERS WILL VARY
One sleepless night the Hodja was looking
out of his bedroom window when he saw a
white phantom-like shape dancing between
two trees. He took his bow, and he shot an
arrow into the middle of the strange figure.
Feeling proud, he rushed into the garden to
see what he had shot. But he was surprised
to find that it was his own cloak which his
wife had washed and hung on the clothesline
to dry. There was a big hole through the
middle! “What a terrible mistake!” Nasreddin
Hodja murmured while he was looking at the
cloak. “Thank God that I wasn’t inside” he
said.
1. Did you think this was funny?
…………………………………………………………………………
2. What happened in the story?
…………………………………………………………………………
3. Why is it funny?
…………………………………………………………………………
4. Pick a topic you are interested in and describe
your characters. Tell us where the story takes
place, what makes your character funny and
what the problem is.
…………………………………………………………………………
………………………………………………………………………….
………………………………………………………………………….
………………………………………………………………………….
………………………………………………………………………….
………………………………………………………………………….
…………………………………………………………………………
………………………………………………………………………….
………………………………………………………………………….
………………………………………………………………………….
237
 unit 4 - getting around
module 1 - maps and apps

2 Put the words in the

Imperatives
correct order to make
We use imperatives to give instructions, or to give an
sentences.
order.
Turn on the GPS and type in your destination. Come 1.
here! as
Keep going as far as the traffic lights.
………………………………………………………………………
We don’t use subject pronouns (e.g. you) when using
imperatives.
Put your hands in the air! NOT You put your hands in 2. passing / right / blue / the / building/ after
the air. / Turn
Turn right after passing the blue building.
………………………………………………………………………
We also see imperatives on signs and notices in daily
life.
3. building / on / second / It / right / the / big
Reduce your speed now! Keep to the right!
Use coins only! / is / the
It………………………………………………………………………
is the second building on the right.
We use imperatives to give directions on how to get
somewhere on foot or by car. 4. left / will / You / see / movie theater / the /
your / on
You will see the movie theater on the left.
………………………………………………………………………

1 Match the imperatives to 5. lights / Take / after / second / the / right /

the pictures. on/ your/ street / the
Take the second street on the right after the lights.
………………………………………………………………………
turn left / go straight on / turn right / take
the second right / take the second street on
the left / cross over the road 3 Write some advice using
imperatives for someone
visiting your country on
1 2 vacation.

1. ANSWERS WILL VARY.

……………………………………………………………………… …
………………………………………………………………………….

2. ………………………………………………………………………….

3 4 ………………………………………………………………………….

3. ………………………………………………………………………….
………………………………………………………………………….
4. ……………………………………………………………………… …
………………………………………………………………………….
5. ………………………………………………………………………….
5 6
………………………………………………………………………….
6. ………………………………………………………………………….

………………………………………………………………………….

238
 unit 4 - getting around
module 2 - on wheels

Superlative Adjectives
1. We use superlative adjectives to compare someone
or something with everyone / everything else in a
particular group.
Cars are the most convenient way to travel.
Lamborghinis are most expensive cars in the world.
2. We use “the” before superlative adjectives.
Your bike is the best.
This is the most enjoyable way to travel.
3. The superlative is often followed by “of” and “in”.
This is the biggest in the world. This is the rarest of all
the cars.
a) All 1-syllable & most 2-syllable adjectives add –est
E.g. Long ----- longest / Clever ----- cleverest
b) 1-syllable adjective ending in “e” take “st”
E.g. Nice ------ nicest
c) Adjectives ending in a consonant + “y”, drop the “y”
and add “iest”
E.g. Lucky -----luckiest
d) 1-syllable adjectives ending in 1 vowel + 1
consonant, double the consonant before the “est”
E.g. Big ----- biggest
e) Adjectives with 3 or more syllables and some
2-syllable adjectives take most + adjective
E.g. Wonderful ----- the most wonderful
Irregular Comparatives
Good ----- best
Bad ----- worst
Far ----- farthest / furthest
Many/ much ----- most
Little ----- least
Fill out the blanks in the
1 internet.
table with the bare, or the
superlative form of the
2 Write appropriate
questions to match the
answers.
1. Which is the highest mountain in Turkey?
…………………………………………
What is the famous building in India called
2. ………………………………………………………………………?
It’s called the Taj Mahal.
Which is the widest river in the world
3. ………………………………………………………………………?
It’s the Amazon River and is nearly 40
meters in width in wet season.
Which is the most crowded city in the world
4. ………………………………………………………………………?
It is Tokyo with 34 million people .
Which is the tallest building in the USA
5. ………………………………………………………………………?
It’s the Empire State Building . It is 381 m.
tall.
Which is the biggest animal in the world
6. ………………………………………………………………………?
That’s easy! The elephant is the biggest land
animal.
3 Please answer the
following questions
using complete sentences.
You may need to use the
1.Where is Mt. Ararat?

adjective. It’s in Eastern Turkey.

………………………………………………………………………
2.Where is the Taj Mahal?
Bare Adjective Superlative Form
It’s in India.
………………………………………………………………………
big the biggest
3.Where is the Amazon River?
angry the angriest
It’s in South America.
………………………………………………………………………
wide the widest
4.Where is Tokyo?
serious the most serious
It’s in Japan.
………………………………………………………………………
far the furthest
5.
expensive the most expensive
world?
bad the worst
It’s in New York.
………………………………………………………………………
generous the most generous
6.Where do elephants live and how much do
convenient the most convenient
they weigh?
friendly the most friendly
They live in Africa and India. They can weigh
………………………………………………………………………
old the eldest between 5,000 and 11,000 pounds (2,268 and
4,989 kilograms).
modern the most modern
easy the easiest
cheap the cheapest

239
 unit 4 - getting around
module 3 - be different!
Comparative Adjectives The opposite of ‘more’ is ‘less.’ Less is the comparative
1. We use comparative adjectives to compare 2 things. adjective of ‘little.’
Cars are bigger than bicycles. This film is less interesting than the last film I saw.
Porsches are more expensive than Cadillacs.
2. We use “than” after comparative adjectives. Old has two comparative forms: the older & the
Your bike is faster than mine.
elder
a) All 1-syllable & most 2-syllable adjectives add –er The elder son is working in a bank.
E.g. Long -------- longer / Clever -------- cleverer
b) 1-syllable adjective ending in “e” take “r” Far has two comparative forms: further & farther
E.g. Nice -------- nicer The bus station is further/farther than the train station.
c) Adjectives ending in a consonant + “y”, drop the “y”
However, we can only use ‘further’ to mean extra (and
and add “ier”
E.g. Lucky -------- luckier not ‘farther.’)
d) 1-syllable adjectives ending in 1 vowel + 1 They asked for further information. / They asked for
consonant, double the consonant before the “er” farther information.
E.g. Big -------- bigger
e) Adjectives with 3 or more syllables and some
2-syllable adjectives take more + adjective
E.g. Wonderful -------- more wonderful 2 Fill out the blanks
with the bare or the
Irregular Comparatives
Good -------- better comparative form of the
Bad -------- worse
Far -------- farther / further
adjectives.
Many/ much -------- more
Little -------- less
Bare Adjective Comparative

1 Complete the sentences peaceful more peaceful

with the comparative
relaxing
forms of the adjectives. more relaxing

Use ‘than’ where good better

necessary.
reliable more reliable
happy/boring / dirty / quiet/ comfortable /
old / crowded / late faster
fast

1. It was Saturday night, so she went to bed bad worse

later than
…………………… usual.
old elder/older
dirtier
2. The old trains are even …………………… than
affordable more affordable
the buses.

far further/farther
3. This waiting room is more comfortable than
……………………
the other one. We can relax here. more complicated
complicated

4. The movie we saw today was cheap cheaper

more boring than the one we saw last
……………………
week, wasn’t it? clean cleaner

5. It’s Sunday today, so the roads are comfortable more comfortable

quieter than usual.
……………………
friendly friendlier
6. The subway in Tokyo is more crowded
……………………
than the one in Paris. as + adjective + as

7. When the weather is nice and warm, I feel We can state that two things are equal in comparison
happier than when it is cold and wet.
…………………… ‘as + adj. + as.’
The trains are as expensive as the buses. (the same)
We can also say that something is not equal in
older
8. My …………………… brother is on honeymoon comparisons by using ‘not + as + adj. + as.’
in Florida at the moment. Trains are not as fast as planes.
240
 unit 4 - getting around
module 4 - buses & trains

2 Complete the sentences

Adverbs
with either an adjective
Adverbs tell us how something happens.
or an adverb.
He answered the questions easily.
I always ride my bike very carefully. 1. Why don’t you take the day off and relax

at home Susie ? You shouldn’t work so

Compare adjectives and adverbs:
hard
…………………… ( hard)
- An adjective tells us about a noun.
She is a beautiful singer. 2. I woke up when my cell phone was ringing
- But an adverb tells us about a verb.
loudly
…………………… (loud).
She sings beautifully.
- We form most adverbs by adding –ly to the amazing
3. What an …………………… idea !Let’s do it.
adjective:
slow slowly (amazing)
easy easily 4. Because Jill is a careful driver, they arrived
- But note that there are irregular adverbs:
safely
home …………………… (safe)
good well
fast fast fast
5. Mark drove ……………………, so he won the car
early early
race in Nice. (fast)
completely
6. They finished doing their work ……………………

1 Fill out the chart wıth (complete)

adjectıves or adverbs. quick

7. Thanks for that …………………… answer!

(quick)
Adjective Adverb 8. Don’t worry about me dad. Everything
accidental accidentally is going very smoothly
…………… (smooth) with the
annual annually interview here.
careful carefully
3 Choose the correct
correct correctly
question for the answer
curious curiously
that’s given. What did
deliberate deliberately
the person ask to get
easily
easy this answer?
fast fast
A 1. That’s the price to reserve first class.
fortunate fortunately a. Why did you charge me $5.50 more?
b. How much is that altogether?
honest honestly
B 2. No, only economy seats.
good well a. How much is a return ticket?
b. Does this train have first-class seats?
loud loudly
B 3. Yes, at Waterloo.
hard hard a. Which station does the train leave from?
b. Do I have to change trains anywhere?
late late
B 4. No, this is direct.
terrible terribly a. Are there any buses going to Chelsea
today?
b. Does the bus stop anywhere before the
bus station?
B 5. Yes, there’s one every hour, on the hour.
a. Can I get off before the last stop?
b. Are there any trains going to Monte Carlo
today?
B 6. Yes, the next one leaves in forty-five minutes.
a. Which is the train to Paris?
b. Do trains to Paris leave from this platform

241
 4 Form your own sentences
using as + adjective + as.
5
use the adjectives below.
new / funny / boring / noisy / talented /
crazy / big / handsome / messy / easy
ANSWERS WILL VARY
1. ………………………………………………………………………
………………………………………………………………………
2. ………………………………………………………………………
………………………………………………………………………
3. ………………………………………………………………………
………………………………………………………………………
4. ………………………………………………………………………
………………………………………………………………………
5. ………………………………………………………………………
………………………………………………………………………
6. ………………………………………………………………………
………………………………………………………………………
10. buses / trains / expensive / ?
242
Write sentences using
the prompts with ‘as +
adj.’ + as Or ‘not as + adj. +
As.’
Example: helicopters / planes / fast / - /
Helicopters are not as fast as
planes.
1. Economy seats / first class seats / luxurious / -
Economy seats are not as luxurious as first
………………………………………………………………………
class seats.
2. Flying / traveling by road/ tiring -
Flying is not as tiring as traveling by road.
………………………………………………………………………
3. Traveling by train / traveling by plane / reliable
/+
Traveling by plane is as reliable as traveling by
………………………………………………………………………
train.
4. new trains / old trains/ uncomfortable / _
New trains are not as uncomfortable as old
………………………………………………………………………
trains.
5. you / your sister / friendly / ?
Are you as friendly as your sister?
………………………………………………………………………
6. art gallery / history museum / fascinating / +
The art gallery is as fascinating as the history
………………………………………………………………………
museum.
7. he / his sister / hardworking / +
He is as hardworking as his sister.
………………………………………………………………………
8. your cell phone / my cell phone / good / ?
Is your cell phone as good as my cell phone?
………………………………………………………………………
9. this car / the other car / fast / -
This car is not as fast as the other car.
………………………………………………………………………
Are buses as expensive as trains?
………………………………………………………………………
 unit 5 - on vacation
2 Make sentences ın the
module 1 - backpackers
present perfect usıng the
prompts below.
Present Perfect Tense
ANSWERS WILL VARY
We use the present perfect:
- to talk about experiences when the time is not
been t

fallen in love at first sight

important or mentioned. o a su
rpris e part
I have been to Brazil. (When? – We don’t know.) y
- to talk about finished actions that have an effect abroad
now. been
cheated in an exam
I’ve broken my leg. (Result now – can’t walk)
- to talk about actions that started in the past and
n
continue into the present. mp etitio
d a co
I’ve lived here for five years. (I started living here in the Joine gone skiing
past. I’m still living here now.)

forgotten someone’s birthday

We use Subject + have/has + past participle
Example: I’ve been abroad several times.

1 Wrıte the past partıcıple 1. …………………………………………………………………………

of the verbs gıven. ………………………………………………………………………….

2. ………………………………………………………………………….
Infinitive Past Past simple Past Participle ………………………………………………………………………….
be was/were been 3. ………………………………………………………………………….
begin began begun ………………………………………………………………………….
catch caught caught 4. ………………………………………………………………………….
do did done ………………………………………………………………………….
eat ate eaten 5. …………………………………………………………………………
hear heard heard ………………………………………………………………………….
know knew known 6. ………………………………………………………………………….
learn learned learned/ learnt ………………………………………………………………………….
let let let 7. ………………………………………………………………………….
see saw seen ………………………………………………………………………….
show showed showed 8. ………………………………………………………………………….
steal stole stolen ………………………………………………………………………….
take took taken
5 Now ask a partner the
teach taught taught questions from exercise 2.
wear wore worn If your partner’s answer
write wrote written is ‘yes’ then ask follow- up
questions with the past
simple tense, using ‘when,
how’ etc.
Example:
1.
You: Have you ever seen a famous movie star?
Partner: Yes, I have.
You: Who did you see?
Partner: I saw Ben Affleck when I was in Los
Angeles.

243
 Present Perfect 3 match the question
Questions & Short Answers to the answers.
For questions about life experiences, we often use b 1. Where have you been, Michael?
‘ever.’
c 2. Has Tom ever been abroad ?
Have you ever flown?
d 3. How long have your parents lived in
For questions about recent events, we often use ‘yet.’
Have you called a taxi yet? Portugal?
When answering questions in English, it is normal to a 4. How have you gone there?
use short answers. e 5. Have you seen Jill recently?
We can also answer questions with ‘ever’ by using
‘never.’ a. I’ve taken a taxi-cab.
Have you ever been abroad? / No, I’ve never been b. Sorry for not calling. I’ve been really busy.
abroad?
c. No, he hasn’t.
We can ask ‘-Wh’ questions by placing the question d. They’ve lived there for five years.
word in before the auxiliary verb ‘have’. e. Yes, I’ve seen her twice this week.
What have you done? / Where have you been? / Who
has she seen?
4 wrıte questıons wıth
QUESTION ‘have you ever...?’ you can
I use the verbs below.
You
Have We + Past Participle - see a movie star - appear on stage
They - go windsurfing - have a pet bird
- ride a donkey - sleep in a tent
He
Has She + Past Participle - eat snails - see a ghost
It
Have you ever seen a movie star?
1. …………………………………………………………………
POSITIVE SHORT ANSWER
…………………………………………………………………

Yes, I have. Have you ever gone windsurfing?

2. …………………………………………………………………
Yes, you have.
…………………………………………………………………
Yes, we have.
Yes, they have. Have you ever ridden a donkey?
3. …………………………………………………………………
…………………………………………………………………
Yes, he has.
Yes, she has. Have you ever eaten snails?
4. …………………………………………………………………
Yes, it has
…………………………………………………………………

NEGATIVE SHORT ANSWER Have you ever appeared on stage?

5. …………………………………………………………………

…………………………………………………………………
No, I haven’t
Have you ever had a pet bird?
6. …………………………………………………………………
No, you haven’t.
No, we haven’t. …………………………………………………………………
No, they haven’t.
Have you ever slept in a tent?
7. …………………………………………………………………
No, he hasn’t. …………………………………………………………………
No, she hasn’t.
Have you ever seen a ghost?
8. …………………………………………………………………
No, it hasn’t
…………………………………………………………………

244
 unit 5 - on vacation unit 5 - on vacation
module 2 - getting ready module 3 - A Different Type
Of Vacation

just / yet / already Present Perfect Continuous

We often use these time expressions with the present
perfect tense.
Just – means a short time ago. We usually use it in
positive sentences. We use it between the auxiliary verb
and the past participle.
I have just finished my homework.
Already – means earlier than/before expected. We use
it in positive sentences.
I have already finished my homework!
Yet – means any time until now. We use it in questions
and negatives. We usually use it at the end of sentences.
I haven’t finished my homework yet.
We use the present perfect continuous to
- talk about things that started in the past and
that are still continuing now.
I have been traveling around Europe for 3 months (I
am still traveling)
- talk about recently completed actions that
have a result in the present.
I have been working all morning. (Result – you can
see that I am tired!)
I have been working out. (Result – you can see that I
am hot and sweaty!)
We can sometimes use either the present perfect
simple, or the present perfect continuous without any
real change of meaning.

1 complete the I have lived here for 2 years. / I have been living here
for two years.
sentences with ‘just’,
‘already’ or ‘yet.’ Subject & have been + verb (ing)
yet
1. Has Mary not come home …………?
just
2. Oh no! The train to Paris has ………… left.
Look! There it goes. 1 Use the prompts to form
3. I’m still waiting for my sister. She hasn’t sentences in the present
yet
come…………. perfect continuous tense.
4. Would you like something to eat ? No, thanks
1. I / learn / Spanish / for / 2 years.
I have already
………… eaten. I had lunch an hour ago.
just washed it. I have been learning Spanish for 2 years.
………………………………………………………………………
5. Her hair is wet. She has…………
2. How long / read / that book/ ?
How long have you been reading that book?
………………………………………………………………………
2 Please fill out the
blanks using just/yet/ 3. Don’t worry. I / (not) wait/ for a long time.
Don’t worry. I haven’t been waiting for a long time.
already. ………………………………………………………………………
yet
1. Have you cleaned your room …………? It is so 4. Somebody /drink / coffee ? It smells nice !
untidy. Somebody has been drinking coffee.
………………………………………………………………………
already
2. There’s no need to buy any milk. I’ve …………
5. His hands are still dirty. He/repair/ the car/
bought some today.
just
3. I’m sorry, the train to Paris has …………left. It for 2 hours.
left 5 minutes ago. He has been repairing the car for 2 hours.
………………………………………………………………………
4. I’m so sleepy. I haven’t washed my face
6. It’s time for you to go to bed. You / watch /
yet
…………?
just TV / all evening /
5. No thanks. I’m not hungry, I’ve …………eaten.
You have been watching TV all evening.
………………………………………………………………………
6. I’ve written the letter , but I haven’t mailed it
yet
………….. . 7. That sweater looks old. How long /you/

wear/it?
How long have you been wearing it?
………………………………………………………………………

245
 unit 5 - on vacation
module 4 - a trip to istanbul

2 Write answers to the for & since

questions using the present
perfect continuous. Use We use for and since when we talk about time in the
Present Perfect.
your own ideas.
for: a period of time since: a point in a time
ANSWERS WILL VARY
Example: Why are you sweating? We have lived in Los Angeles for ten years.
Because I’ve been doing the We have lived in L.A. since 2005.
gardening.
1. Why are your eyes red?
1 Wrıte ‘for’ or ‘sınce’ for
………………………………………………………………………
the tıme expressıons.
2. Why do you look so tired? for
1. ………………………………… five months
………………………………………………………………………
since
2. ………………………………… the 80s
3. Why are your hands so dirty?
for
3. ………………………………… a moment
………………………………………………………………………
since
4. ………………………………… I moved here
4. Why are you so bored?
for
5. ………………………………… long time
………………………………………………………………………
since
6. ………………………………… I met my wife
5. Why is she so impatient?
since
7. ………………………………… September
………………………………………………………………………
for
8. ………………………………… the last month
6. Why is she so happy ? for
9. ………………………………… a couple of days
……………………………………………………………………… since
10. ………………………………… New Year’s Eve

3 Put the words in order to

form sentences. 2 Complete the sentences
‘for’ or ‘sınce’.
1. they / Where / all / shopping / have /gone /
E.g. There have been so many traffic
morning / ?
accidents here since September.
Where have they gone shopping all morning?
………………………………………………………………………

2. trying / have / I / to / been/reach /him 1. She has been talking on the phone
I………………………………………………………………………
have been trying to reach him. for
…………… ten minutes.
2. I’m so hungry. I haven’t had anything to
3. hard / working / Have / / you /very / been/ since
eat …………… this morning.
this week ? 3. She has been waiting for the bus
Have you been working very hard this week?
……………………………………………………………………… for
…………… 20 minutes.
4. Our teacher says she has been teaching
4. they / been / so / Why / waiting / have / here
for
in this school ……………15 years.
/ long / ? since
5. Sue has been playing tennis ……………
Why have they been waiting here so long? she was 11.
………………………………………………………………………

5. boy / riding / been / That / has / his / all / 6. Mark has been traveling around Europe
for
…………… three months.
bike / afternoon.
7. Where have you been ? I haven’t seen
That boy has been riding his bike all afternoon.
……………………………………………………………………… for
you …………… a long time.
since he was ten.
8. Tom has been with us…………
6. My /has /a /baking /cake / mom /been .It
since
9. I haven’t been to the movies …………… I
smells so good in the kitchen!
moved here.
My mom has been baking. It smells so good in the kitchen.
……………………………………………………………………… 10. They have been living here
since last April.
……………
246
 unit 6 - health and safety
module 1 - safety at home

been & gone Passive Voice

Mark has gone to Paris (He’s
still there.)
Mark has been to Paris.
(He went and he came back.)
3 Complete the sentences
wıth ‘been’ or ‘gone’.
gone
1. Kate is still on vacation. She’s ……………
to Madrid.
been
2. Yes, I’ve …………… there twice. It’s
breathtaking.
gone out to
3. The teachers have ……………
lunch. They will be back soon.
In active sentences, we are interested in the
people doing the actions.
The fire department produced a Safety in the Home
leaflet.
In passive sentences, we are more interested in
the action.
The package was mailed yesterday. In passive
sentences, the person doing the action is not important,
or is not known.
We usually use the passive voice in order to be formal,
or impersonal. We can often see the passive voice in
newspapers, and hear the passive voice on the news.
We form passive sentences by using: ‘be’ + past
participle
We use am/is/are for passives in the present. A lot of
films are made in Hollywood.
We use was/were for passives in the past.
More newspapers were sold last year than this year.

been
4. Our boss has …………… abroad many
POSITIVE NEGATIVE QUESTION
times.
gone
5. Our boss has …………… to Berlin for an I am given I am not given Am I given?
You are given You are not given Are you given?
important meeting.
He He he
been
6. Hey Tom, where have you …………… She is given She is not given Is she given?
been
7. How long has he …………… in Lisbon? It It it

gone
8. Notice on shop door: …………… to lunch. We are given We are not given Are we given?
They are given They are not given Are they given?

4 Tell us about a trıp(s) you

1 Complete the sentences
have taken. Thıs may be a
using the passive voice
cıty, vıllage or museum
(present) with the verbs in
you have been to.
ANSWERS WILL VARY parentheses.
………………………………………………………………………… 1. Around one million smoke alarms
…………………………………………………………………………. are made
………………… (make) every year.
are
2. Forest fires ………………… caused
often …………………
………………………………………………………………………….
(cause) because of people who go on a
…………………………………………………………………………. picnic.
…………………………………………………………………………. 3. A lot of children are injured (injure) by fire
…………………
…………………………………………………………………………. every year.
are given
4. Seminars on “Safety at Home” …………………
…………………………………………………………………………
(give) at our school every month.
…………………………………………………………………………. 5. Hundreds of accidents are prevented
…………………
…………………………………………………………………………. (prevent) by the use of smoke alarms.

………………………………………………………………………….

………………………………………………………………………….

………………………………………………………………………….

247
 unit 6 - health and safety
module 2 - keeping healthy

PAST SIMPLE PASSIVE FORMS Full Infinitives

POSITIVE NEGATIVE QUESTION
We use the full infinitive (to infinitive):
I was given I wasn’t given Was I given? - after certain verbs (e.g. want / tell /agree / decide
You were given You weren’t given Were you given? / try /promise/ seem)
He He he I promise to call you tonight./ I decided to go on
She was given She wasn’t given Was she given? vacation soon./ She seems to be happy.
It It it
- after adjectives (usually to say what we feel, or
We were given We weren’t given Were we given? think of others)
They were given They weren’t given Were they given? It’s important to remember to lock the door. / It’s
good to see you again. / It’s dangerous to drink
faucet water.
2 Complete the sentences
using the passive voice - to give the reason for doing something (see
(past) with the verbs in Infinitives of purpose Unit 3,Module 1)
I went home early to rest. / I gave him some money
parentheses. to buy himself a new pair of shoes.
was prevented
1. The fire in our neighborhood …………………

(prevent) before it was too late .

were taken (take) to hospital.
2. The children …………… 1 Put the words in the
3. My neighbor was bitten (bite) several times
…………………
correct order to make
sentences.
by a pit-bull dog.

4. A ladder was
…………used (use) to rescue the children. 1. promised / My dad / buy / me / an iPad /

5. Two guns and a knife were found (find) at

………………… this year/
My dad promised to buy me an iPad this year.
the scene of the crime. ……………………………………………………………………

2. wait / to /not / We / for / decided/the bus

The Agent in Passive Sentences We decided not to wait for the bus.
……………………………………………………………………
When we want to say who does/did the action, we use 3. job / your / crazy / were /you /to / leave
‘by’ followed by the ‘agent’.
You were crazy to leave your job.
……………………………………………………………………
Mona Lisa was painted by Leonardo da Vinci. 4. agreed / help / to /our / He / us /problem
The police were informed about the fire by Mr.King.
/ with
He agreed to help us with our problem.
……………………………………………………………………

3 Form passive sentences 5. library/We/ to / went / the / study / to/our/

including the agent.
for/exam
1. The children / take / to hospital/ their We went to the library to study for our exam.
……………………………………………………………………
parents.
6. difficult / to / very / It /windsurf / is /
The children were taken to hospital by their parents.
……………………………………………………………………
properly
2. The criminal /question / police inspector. It is very difficult to windsurf properly.
……………………………………………………………………
The criminal was questioned by the police inspector.
……………………………………………………………………
7. swim / in / It /dangerous / that /is / to /
3. This beautiful poem /write / Keats.
river
This beautiful poem was written by Keats.
………………………………………………………………… It is dangerous to swim in that river.
.……………………………………………………………………
4. He / strike/ truck at the traffic lights.
8. not / agreed / many / to / my party / I /
He was struck by a truck at the traffic lights.
…………………………………………………………………
invite / people on / Sunday
5. My favorite song / play / DJ . I agreed not to invite many people to my party on
……………………………………………………………………
My favorite song was played by the DJ.
………………………………………………………………… Sunday.

248
 unit 6 - health and safety
module 3 - ask your gp

2 Complete the sentences

using infinitives with
your own ideas.
ANSWERS WILL VARY
1. I want ………………………………………………………………
2. It’s exciting …………………………………………………
3. I am going home ………………………………………………
4. I promise …………………………………………………………
5. I agreed ……………………………………………………………
6. I decided ………………………………………………………….
7. It’s lovely …………………………………………………………
8. I was crazy ………………………………………………….
The –ing form of verbs
We use the –ing form of verbs:
- as the subject of a verb
Smoking is bad for your health./ Talking is not allowed
in here.
- after most verbs which talk about likes &
dislikes,
e.g. like/enjoy/hate/love/dislike
I love singing / I hate going to the dentist.
- after certain other verbs (stop/finish/suggest/
mind / miss/suggest)
I stopped working at 4 o’clock. / He suggested going
to the movies.
- after prepositions (afraid of / interested in /
worried about / good at)
He is afraid of flying. / I’m interested in writing.

3 Complete the sentences

with the words below. Put the words in the
1
preventive medicine / herbs / deficiency correct order to make
/ supplements / avoid / GP / prevent / sentences.
natural remedies
1. TV/ Do / like / in / you /watching/ the

evenings ?
1. I take vitamin supplements
………………… every day in order
Do you like watching TV in the evenings?
……………………………………………………………………
to stay healthy.
natural remedies to treat 2. fast food / good / is / Eating / health / for /
2. Most people use …………………………
your/not
minor illnesses.
Eating fast food is not good for your health.
……………………………………………………………………
GP
3. I should visit our ………………… because I think
3. much / walking /the/ enjoy / I / on/beach
I am getting really ill.
/ very/the/
4. You can get more information about
I enjoy walking on the beach very much.
……………………………………………………………………
preventive
………………… medicine at the health centers in town.
4. morning /hate/at 7 o’clock/getting /morning/
5. Vitamin C deficiency
……….. can be avoided by eating
up / I /every
a lot of citrus fruit.
I hate getting up at 7 o’clock every morning.
……………………………………………………………………
avoid
6. If you want to be healthy, ………………… eating
5. seeing /soon /I’m/to /you /forward/ looking/
fast food.
I’m looking forward to seeing you soon.
……………………………………………………………………
herbs to make healthy teas and also
7. We use…………
6. same/I’m /of /to/the/tired /coming /every/
to add flavor to our foods.
prevent place/weekend
8. It is possible to …………………an illness by
I’m tired of coming to the same place every weekend.
……………………………………………………………………
eating the right foods and taking good care of
7. life / Playing / is / soccer /my
yourself.
Playing soccer is my life.
……………………………………………………………………

8. happy / music / makes / me / Listening /

very/to
Listening to music makes me happy.
……………………………………………………………………

249
 unit 6 - health and safety
module 4 - outdoor safety

2 Fill out the gaps with the

First Conditional
verbs below in the –ing
form. We use the First Conditional to talk about future
events that are likely to happen.
ride / listen / wait / sit / work / get up
If we help him, he’ll be really happy.
If you lend me some money, I’ll pay you back on
riding
1. John loves ……………… his new bike. payday.
If he tells us he wants it, we’ll have to give it to him.
listening to good music .
2. We always enjoy ……………… The ‘if’ clause can be used with different
getting up early in the
3. I can’t stand ………………… present forms.

mornings. If I go to France again, I’ll buy you some cheese. If

working without getting paid.
4. I don’t like ……………… she’s feeling better, she’ll come.
If he hasn’t heard the good news yet, I’ll tell him.
sitting
5. I like ……………… here by the sea in the

evenings. The “future clause” can contain ‘going to’ as well

as ‘will’ or ‘can’.
waiting for the GP,
6. She doesn’t mind ………………

because she feels ill. If I see him again, I’m going to tell him exactly how
rude he is.
3 Complete the sentences If you need any help, I can help you.
with your own ideas.
ANSWERS WILL VARY
1 Complete the sentences
1. Eating ………………………………………………………………
with your own ideas.
2. I always enjoy ………………………………………………… ANSWERS WILL VARY
…………………………………………………………………………
1. If the weather is nice tomorrow, …………………
3. My tennis partner suggested …………………………
…………………………………………………………………………
…………………………………………………………………………
2. If you don’t hurry, …………………………………………
4. I must finish …………………………………………………….
…………………………………………………………………………
5. Will you please stop ………………………………………
3. If I pass prep class, ………………………………………
………………………………………………………………………?
…………………………………………………………………………

4. If my friend needs any help, ………………………

4 Fill out the blanks with …………………………………………………………………………

the phrases below. 5. If you don’t work hard, …………………………………

…………………………………………………………………………
worried about / good at / afraid of / tired
of/ forward to / keen on 6. 6. If I lose my phone again, …………………………

…………………………………………………………………………
worried about telling her mom the truth.
1. She is ………………………
7. If I fail the exam, …………………………………………
keen on
2. I am ………………… learning a foreign language.
…………………………………………………………………………
afraid of
3. Is Sue really ………………… bungee jumping?
8. You can borrow my car if ………………………………
good at
4. Julia is very ………………… playing chess.
…………………………………………………………………………
tired of
5. I am ……………… doing the same thing every
9. If I see him again, …………………………………………
weekend.
…………………………………………………………………………
forward to seeing you soon.
6. I miss you. I’m looking ………………
10. She can come to my party if …………………………

…………………………………………………………………………

250
 unit 7 - the world around us
module 1 - technology
2 You are going camping and
your mom is asking you the Relative Pronouns
questions below. Answer Who/which/that/ where
the questions with your
own ideas. We use relative pronouns to join the sentences.
ANSWERS WILL VARY We use them to replace he/she/it/they etc.
This is a machine. It scans barcodes = 2 sentences
1. What will you do if you see a bear? This is a machine that scans barcodes = 1 sentence
joined by a relative pronoun.
………………………………………………………………………

2. What will you do if there are lots of
mosquitos?
………………………………………………………………………
3. What will you do if it gets really cold at
night?
We use the pronouns ‘who’ or ‘that’ for people.
I have a neighbor. He is a computer engineer.
I have a neighbor who is a computer engineer.
We use which or that for things
I have a watch. It works on solar energy.
I have a watch that works on solar energy.

……………………………………………………………………… We use where for places.

4. What will you do if you don’t like the place? They live in a city. It is beautiful. The city where they
live is beautiful
………………………………………………………………………

5. What will you do if your phone battery runs

out?
1 Complete the sentences
…………………………………………………………………………
with who, that, which
or where. Sometimes two
3 Complete the sentences options are correct.
with the correct first
conditional form. 1. The man who/that
…………… is standing there is my
dad.
don’t come (not come) home early,
1. If you …………………
will miss
you ………………… (miss) your favorite meal . where
2. The town …………… I was born is very small.

which/that the teacher gave us

3. The questions ……………
don’t see
2. If we ………………… (not/see) that film this
were not very difficult.
evening, we will see
………………… (see) it another time.
which/that I finished reading was
4. The book ……………
comes (come) to my party, I boring.
3. If Kate …………………
will be
.……………… (be) happy. 5. The beach where
…………… we went last week was
very crowded.
stops
4. If it …………………(stop) raining, we
6. The lady who/that
…………… is smiling at us is very
will go (go)on a picnic today.
…………………
pretty.

don’t take (not/ take) vitamin

5. If I ………………… 7. The horse which/that
…………… won the race belongs to
will get my dad.
supplements, I ………………… (get) ill easily.

which/that you gave me

8. I like the present ……………
very much.

251
 unit 7 - the world around us
module 2 - wonders of chına

Join the sentences using Second Conditional
2
the correct relative We use second conditionals to talk about things
pronoun. that are unlikely, or unreal in the present or the
future.
Example: You grew up in a small town. You
went back there recently. If it wasn’t raining, I would go jogging. (But it is
Recently I went back to the small
raining, so I can’t go jogging!)
town where I grew up.
If I had lots of money, I would travel the world.
1. The woman lives next door. She is a doctor. (But I don’t have lots of money, so I can’t travel the
who/that lives next door is a doctor.
The woman …………… world!)

We use the past tense in the ‘if’ clause, and ‘would’ +

2. Susan is wearing a pretty dress. I like it.
infinitive in the main clause.
which/that Susan is wearing.
I like the new dress …………… If + past tense, subject + would + infinitive

3. I hired a new bike. It broke down after a few We often use ‘If I were….’ rather than , ‘If I was
miles . ……….’However, both are correct.
The bike which/that
…………… I hired broke down after a few If I was younger, I would move to another country. If I
were younger, I would move to another country.
miles.
We often use, ‘If I were you ………….’ to give advice. If I
4. The teacher likes the students. They do their were you, I would call her and say sorry.
homework regularly.
The teacher likes the students who/that
…………… do their
1 Complete the conditionals
homework regularly. with your own ıdeas.
ANSWERS WILL VARY
5. The people were very nice. We met them last 1. If I won a lot money, ……………………………………
night.
………………………………………………………………………
who/that
The people …………… we met last night were very
nice. 2. If you gave me another chance, ………………….
………………………………………………………………………
6. You bought a book for me. Where is it? 3. If she were our teacher, ………………………………
which/that
Where is the book ………………………… you bought for
………………………………………………………………………
me?
4. If he had more time, …………………………………….
7. You sent me a letter. I can’t find it. I can’t find the ………………………………………………………………………
which/that you sent me.
letter ……………
5. If I could speak Spanish, ……………………………..

8. The chair is broken. You are sitting on it. ………………………………………………………………………

which/that you are sitting on is broken.
The chair …………… 6. If she called me …………………………………………..

………………………………………………………………………
9. I’m reading a book. It is about Middle East history.
which/that is about Middle East 7. If you had a job, …………………………………………..
I’m reading a book ……………
history. ………………………………………………………………………

8. If I lived in Siberia, ……………………………………..

10. This is the restaurant. We always have lunch here.
………………………………………………………………………
where we always have
This is the restaurant ……………
lunch. 9. If I knew her telephone number, ……………..

………………………………………………………………………

10. If it wasn’t raining, ……………………………………..

………………………………………………………………………

252
 unit 7 - the world around us
module 3 - myths & legends

2 Complete the conditionals

Recycling First & Second Conditionals
with the prompts below.
First Conditional – to talk about future events that are
have a car /see a ghost / be you/ live in likely to happen.
a house / know the answer
Second Conditional – to talk about things that are
If I had a car unlikely, or unreal in the present or the future.
1. ………………………………………………………, I would

travel more. First Conditional

If I knew the answer
2. ……………………………………………….., I would tell If + present form + will + infinitive
you. If I see him, I’ll tell you.
(It is likely/possible)
3. If I lived in a house
……………………………………………………., I would be

very happy. Second Conditional

If I saw a ghost
4. ………………………………………………………., I would
If + past tense + would + infinitive
be scared If I saw him, I would tell you.
If I were (was)you (It is unlikely)
5. …………………………………………………….., I would

see a doctor.

1 Complete these sentences

about yourself using
Write 6 second either first or second
3 conditionals.
conditional sentences.
ANSWERS WILL VARY
The prompts below may 1. If I go abroad, ………………………………………………
help you. ………………………………………………………………………

Go to America Find a better job 2. If I miss the bus, ……………………………………………

Live in L.A Cook a meal for you …………………………………………………………………………
Speak Spanish Sing you a song
3. If I can get a ticket, ………………………………………
Ride a horse Meet someone famous
Have wings Watch a good film …………………………………………………………………………

Pass my test Grow older 4. If I was late to school, …………………………………

ANSWERS WILL VARY
1. …………………………………………………………………………
………………………………………………………………………….
2. ………………………………………………………………………….
………………………………………………………………………….
3. ………………………………………………………………………….
………………………………………………………………………….
4. …………………………………………………………………………
………………………………………………………………………….
5. ………………………………………………………………………….
………………………………………………………………………….
6. ………………………………………………………………………….
………………………………………………………………………….
…………………………………………………………………………
5. If I saw an alien, ……………………………………………
…………………………………………….…………………………
6. If I fail the exam, …………………………………………
……………………………………………………….………………
7. If I don’t see you at school, …………………………
…………………………………………………………………………
8. If I saw somebody stealing, …………………………
…………………………………………………………………………
9. If I was famous, ……………………………………………
……………………………………….………………………………
10. If I have time the tomorrow, ………………………
…………………………………………………………….…………

253
 unit 7 - the world around us
module 4 - mother nature

Recycling The Narrative Tenses
Past Simple & Past Continuous
In order to tell a good story, or relate an event,
don’t forget to use both the Past Simple and the Past
Continuous.
Remember that we can use when, while and as to
connect two sentences.
While I was researching on the internet, I noticed
something interesting.
As I was walking down the street, someone pushed
me from behind.
When I opened the door, I saw a large dog.
Too & Enough
‘Too’ means more than we need.
‘Enough’ means sufficient ( we have what we need).
We use ‘enough’ in front of nouns ( both countable and
uncountable nouns.)
I have enough water/ sandwiches for the journey.
We use ‘enough’ after adjectives & adverbs.
You are not working quickly enough. You must work
faster.
Your car is not big enough. Let’s go in my car.
We use ‘too’ in front of adjectives. This coat is too
small for me.
He is too lazy for this job.

2 Complete the sentences

with the past simple, or the
past continuous. 1 Put the words in the
was walking (walk) on the street,
1. As I …………………
correct order to form
ran
suddenly a big dog ………………… (run) in front
sentences.
of me.
1. hot / is / coffee / The / too /
was eating (eat) dinner when his friend
2. Joe ………………… The coffee is too hot.
…………………………………………………………………………
called
………………… (call) . 2. isn’t / bottle / enough / There / milk / the /
was
3. When I ………………… (be) on my way home, I in
saw There isn’t enough milk in the bottle.
…………………………………………………………………………
………………… (see) a terrible accident.
see 3. Did / he / enough / hard /study / pass / to /
4. Did you ………………… (see) Pamela
the / exam / ?
were studying
while you ………………… (study) in the library?
Did he study hard police enough to pass the exam?
…………………………………………………………………………
were singing (sing) , and the sun
5. The birds …………………
4. old / is /He / too / job / for / this
was singing (shine.)
………………… He is too old for this job.
…………………………………………………………………………
were you watching
6. What ……………………………(watch) on TV when 5. on / police officers / the / enough / There /
went
the electricity ………………… (go) off? aren’t / streets
There aren’t enough police officers on the streets.
…………………………………………………………………………
7. He was sleeping (sleep) on the couch when I
…………………
arrived 6. time/ don’t / enough / finish / my /
………………… (arrive) home.
homework / I / have / to
8. While I was studying (study), she brought
………………… ………………… I…………………………………………………………………………
don’t have enough time to finish my homework.
(bring) me a cup of coffee.
7. much / The / too / homework / gave/
ran away (run away) when he
9. He ………………… teacher
saw
………………… (see) me. The teacher gave me too much homework.
………………………………………………………………………
slept
10. Before I ………………… (sleep) last night, I 8. go / I /out / to/ am / tired / too / tonight
I…………………………………………………………………
am too tired to go out tonight.
was reading (read) a very interesting book.
…………………
9. I’ve put on weight. This / me / tight / for /
11. Tom was driving (drive) fast when he
…………………
sweater / is / too
had
………………… (have) a flat tire. This sweater is too tight for me.
…………………………………………………………………
were
12. What ………………… doing
you ………………… (do) at 6
p.m. yesterday? asked the detective.

254
 unit 8 - the people in our lives
module 1 - keeping in touch

2 Complete the sentences

Reported Speech
using ‘enough’ and a Statements
suitable noun or adjective
We often use reported speech to report what someone
from the list. said or did.

pretty / rich / drinks / money / fast Be careful with tenses when using reported speech,
because they usually change.
enough ……………………
1. There aren’t …………………… drinks to
Present Simple Past Simple
offer our guests. I am happy. He said he was happy.
rich
2. I am not …………………… enough
…………………… to buy
Present Continuous Past Continuous
that house. I am going to work. He said he was going to
fast ……………………
enough to win work.
3. He wasn’t ……………………

the race. Present Perfect Past Perfect

enough money I have been there. He had been there.
4. She doesn’t have …………………… …………………

to go to university. Past Simple Past Perfect

pretty ……………………
enough to win I worked hard. He said he had worked
5. She isn’t ……………………
hard.
the beauty contest.
Will + infinitive Would + infinitive
I will go He said he would go.

3 Complete the sentences

Can / can’t Could/ couldn’t
with ‘too’ or ‘enough’ and Barry can’t swim. He said Barry couldn’t
a suitable adjective from swim.
the list.
slow / busy / hot / easy / old / dirty / tall 1 Change the direct speech
into reported speech.
too busy
1. The street is …………………… to cross. Be
1. ’I’ll answer the phone,’ he said.
careful! He said that he would answer the phone.
…………………………………………………………………………
easy enough for her to
2. The questions were……………………
2. ’We are going to have a party,’ said Tom.
do the test. Tom said that they were going to have a party.
…………………………………………………………………………
too hot
3. I can’t drink this coffee. It is ……………………
3. Susan said, ’I can speak Portuguese.’
for me to drink. Susan said that she could speak Portuguese.
…………………………………………………………………………
old enough to retire.
4. He isn’t ……………..
4. ’I’ve known him for years,’ said Mark.
too slow
5. This train is …………………… . Mark said that he had known him for years.
……………………………………………………………………….
We won’t be able to arrive on time.
5. ’We saw that film,’ they said.
too dirty .
6. She didn’t lie on the beach. It was………….. They said that they had seen that film.
…………………………………………………………………………
tall enough
7. I am not ………………….. to reach that book on
6. ’My sister is getting married’ she said.
the top shelf. She said that her sister was getting married.
…………………………………………………………………………

7. Mary said, ‘ I’m very tired’.

Mary said that she was very tired.
…………………………………………………………………………

255

Reported Speech & Pronouns Reported speech
Be Careful with reported speech, because the
Time & Place
pronouns sometimes change.
With reported speech, we sometimes have to change
‘I am tired,’ said Dan. the place and time words.
Dan said that he was tired.
‘I love working in this building,’ said Fred.
‘I am working today,’ said Suzie. Fred said that he loved working in that building.
Suzie said that she was working that day.
‘You can stay here with me,’ said Sue.
‘I love you,’ said Katie. Sue said that she could stay there with her.
Katie said that she loved him.

‘Do you like us?’ asked Greg. Greg asked if she liked Today That day
them. This afternoon That afternoon
Tonight That night
Tomorrow The next/ following day
2 Complete the indirect Next week /year The following week/ year
speech with the correct Yesterday The day before / the
previous day
pronouns. Last week /month The previous week / month

he / they / their / them / I / he / her / her

3 Complete the sentences

1. ’I enjoy working with you ,Susie,’ said John.
with the correct place
John said that he enjoyed working with
her.
and time words
…………
2. ’I play soccer with Tom ’, said Simon. 1. ’I am not playing soccer tomorrow,’ said
he
Simon said that ………… played soccer with John.
Tom. “he was not playing soccer the
John said that …………………………………………………
3. ’We can’t play tennis this weekend,’ said following day”.
……………………………………………………………………….
they couldn’t play
Mary. Mary said that …………
2. ’We bought a new car last week,’ said Dan.
tennis that weekend.
Dan said that they had bought a new car
4. ’This is our new house,’ said Tom.
“the previous week”.
……………………………………………………………………
their new house.
Tom said that it was …………
5. ’I never work on Sundays, ’said Michael. 3. ’I will meet you here at five o’clock this
he
Michael said that ………… never worked on afternoon,’ said Tom.
Sundays. Tom said that he would meet me at five
6. ’I don’t usually see you at the parties, Sally,’ “that afternoon”.
o’clock ……………………………………………………………
said Pamela.
4. ’We enjoy living in this village, ’said Laura.
Pamela said that she didn’t usually see
Laura said that they enjoyed living in
her
………… at the parties.
“that village”
……………………………………………………………….………
7. Mary asked me, ‘Do you want to come to the
beach with us?’ 5. ’We are traveling around Europe next year’,
I
Mary asked if ………… wanted to go to the said Joe.
beach with ………… Joe said that they were traveling around

Europe “the following year”

……………………………………………………………

………………………………………………………….……………

256
 unit 8 - the people in our lives
module 2 - meet the neighbors

2 Put the words in order to
Reported Speech
Polite Requests & Commands make sentences.
We introduce reported requests and commands by 1. him / She / to / be / late / asked / not
using such verbs as: told/ordered/ asked / begged / She asked him not to be late.
………………………………………………………………………
advised.
2. carefully / to / The / told / them / listen /
We also use the infinitive when reporting requests and teacher
commands.
The teacher told them to listen carefully.
…………………………………………………………………………
‘Please stay for a drink,’ said Brenda. Brenda asked me
to stay for a drink. 3. them / to / begged / give / her / She / some

With negative requests & commands, we use ‘not’ plus bread

the infinitive. She begged them to give her some bread.
…………………………………………………………………………
‘Don’t go,’ said Fran.
Fran begged him not to go. 4. her / He / go / not / to / told / out
Don’t move! said the police. The police ordered him He told her not to go out.
…………………………………………………………………………
not to move.
5. ordered / general / The /to / soldiers / the /
stop

1 Rewrite the direct speech The general ordered the soldiers to stop.
………………………………………………………….……………
as indirect speech.
1. ’Don’t be late for dinner,’ said his mom.
His mom told him not to be late for dinner.
………………………………………………………………………
3 Rewrite the statements,
2. ’Please come to the party with me,’ said Tom.
requests & commands as
Tom asked me to go to the party with him.
…………………………………………………………………………
indirect speech
3. The teacher said, ‘Please open your book,
1. ’I’m sorry, but I have to go home ,’ said Tom.
Margaret.’
Tom said that he was sorry, but he had to go home.
…………………………………………………………………………
The teacher asked Margaret to open her book.
…………………………………………………………………………
2. ’When will you be ready, Joe ?,’ asked Mary.
4. ’Don’t answer me like that,’ said Mary to her
Mary asked Joe when he would be ready.
…………………………………………………………………………
sister.
Mary told her sister not to talk to her like that. 3. ’What time do you get up ?,’ asked Pamela.
…………………………………………………………………………
Pamela asked me what time I got up.
…………………………………………………………………………
5. ’Please be quiet,’ said Mary to the children.
Mary asked the children to be quiet. 4. ’Don’t leave me here alone, Sam,’ ordered
………………………………………………………….……………
Tracy.
6. ’Don’t talk to me like that,’ said Bob’s dad.
Tracy ordered Sam not to leave her there alone.
…………………………………………………………………………
Bob’s dad ordered him not to talk to him like that.
………………………………………………………….……………
5. ’Don’t forget to buy bread on the way home!’
7. ’You mustn’t eat so much ,Pam, ’said her
reminded my mom.
mother .
Mom reminded me not to forget to buy bread on
………………………………………………………….……………
Her mother advised Pam not to eat so much.
………………………………………………………….…………… the way home.
6. ’Have you seen my glasses ?,’ asked George.
8. ’Please help me with my homework Tom,’
George asked me if I had seen his glasses.
…………………………………………………………………………
said Daniel.
Daniel begged Tom to help him with his homework. 7. ’Are your parents at home ?’ my friend
………………………………………………………….……………
asked me.
My friend asked me if my parents were at home.
…………………………………………………………………………

257
 unit 8 - the people in our lives
module 3 - a frıend’s weddıng

Put the words in order

Future Simple Tense 2
to make sentences.
We use will:
- when we decide to do something at the time of 1. probably/ day / be / We’ll / one /
speaking.
I think I’ll go to Sam’s wedding. millionaires
We’ll probably be millionaires one day.
………………………………………………………………………
- for future predictions.
I’m sure they will be very happy. 2. go / don’t / I / think / they / will /

Subject + Will + Infinitive – Positive form Subject + honeymoon / on

Will Not + Infinitive – Negative form Will +
Subject + Infinitive – Question
We often use the following phrases with ‘will’:
I (don’t) think… / I believe…. / I’m sure …. / I guess
…. / I expect …./ I will probably …/I suppose……
I don’t think they will go on honeymoon.
……………………………………………………………………….
3. think / don’t / I / will / it / rain / today
I don’t think it will rain today.
……………………………………………………………………….
4. Max /to / won’t / her / come / party
Max won’t come to her party.
……………………………………………………………………….

1 Complete the sentences 5. tell / I / about / you / next / will / it / week

using will. Use your own I will tell you about it next week.
……………………………………………………………………….
ideas.
ANSWERS WILL VARY

1. I expect ……………………………………………………………

2. I don’t think …………………………………………………… 3 Write negative sentences

3. I believe …………………………………………………………
4. I’m sure …………………………………………………………
5. I suppose ………………………………………………………
6. I guess ………………………………………………………
7. I’ll probably ……………………………………….……………
with will.
1. I / see / next week.
I won’t see you next week.
………………………………………………………………………
2. I think /she / like / this book
I think she won’t like this book.
………………………………………………………………………

3. It’s too late. / they / come / now

WILL They won’t come now.
………………………………………………………………………

We also use will for: 4. They / forget / to buy the present

- promises They won’t forget to buy the present
………………………………………………………………………
I promise I will help you later.
- offers 5. People / travel to Jupiter / in the future
I will help you carry your suitcases. People won’t travel to Jupiter in the future.
……………………………………………………………………….
POSITIVE SHORT FORM NEGATIVE SHORT FORM 6. I know. He / call / me / tonight
I’ll I He won’t call me tonight.
………………………………………………………………………
You’ll You
7. Don’t worry. We / stay / too long
He’ll He
She’ll + go She + won’t go We won’t stay too long.
………………………………………………………………………
It’ll It
8. I / buy/ that dress. It is too expensive.
We’ll We
They’ll They I won’t buy that dress.
………………………………………………………………………

258
unit 8 - the people in our lives
module 4 - plans

Going To 3 Complete the sentences
using either ‘will’ or
We use Going To:
- for plans that we have already made
‘going to’. Sometimes both
I’m going to see the famous musical tonight are possible.
will
1. I think I ………………… make myself a
- for predictions when there is evidence that
something will happen
sandwich, Do you want one ?
I can hear thunder. There’s going to be a storm
will
2. I ………………… carry it for you if it is heavy.
Positive form:
will
3. I ………………… have a lemonade, please.
Subject+ am/is/are +going to + infinitive
4. I will/am
…………………going to visit my friend in Madrid
Negative form:
Subject+ am/is/are +not going to + infinitive next week. I bought the plane tickets

Question: yesterday.
Am/Is/Are + subject + going to + infinitive going to
5. It is …………………rain. Look at those black

clouds!

1 Form sentences with ‘going

to’. 4 Complete the sentences
with ‘going to’ using the
1. he/ visit /his grandma / on the weekend / +
verbs below.
He is going to visit his grandma on the weekend.
…………………………………………………………………….
2. he / take / you / to the movies / ? watch / snow / miss / fail / catch
Is he going to take you to the movies ?
………………………………………………………………………
going to catch
1. Oh no, I feel awful. I think I’m ……………………
3. they / travel in Europe / this summer / -
They are not going to travel in Europe this summer. a cold.
………………………………………………………………………
2. Mark isn’t studying at all, he’s definitely
4. I / buy a new pair of shoes / soon / +
going to fail
…………………… this term.
I am going to buy a new pair of shoes soon.
……………………………………………………………………….
going to snow
3. It’s so cold. I think it’s ……………………
5. you / buy a birthday gift / for your best
4. The bus leaves in five minutes. I’m
friend / ?
going to miss it if I don’t hurry up !
……………………
Are you going to buy a birthday gift for your best
………………………………………………………….……………
friend ? 5. There’s a great soccer game on TV tonight.

I’m going to watch it.

……………………
2 ‘Wıll’ or ‘goıng to’? choose
the correct answer.
5 Please wrıte about what
1. Where are you going?
……………… see a friend.
you are goıng to do
a. I’ll when you fınısh school.
b. I’m going to ANSWERS WILL VARY
…………………………………………………………………….
2. I feel really sick. I think ……………… have a ………………………………………………………………………
rest.
………………………………………………………………………
a. I’ll
b. I’m going to ……………………………………………………………………….

………………………………………………………….……………
3. Would you like tea or coffee?
……………… have coffee please. …………………………………………………………………….
a. I’ll
………………………………………………………………………
b. I’m going to
………………………………………………………………………

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