LEARNING PRE-INTERMEDIATE A2/B1

VOICES TEACHER’S BOOK

MIKE SAYER
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ON THE COVER
A musician walking to work with his double bass
in Havana, Cuba. A double bass is the largest
musical instrument in the violin family.
© Jeremy Woodhouse Photography

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VOICES P R E - I N T E R M E D I AT E

M I K E S AY E R

LEARNING

Australia • Brazil • Canada • Mexico • Singapore • United Kingdom • United States

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 LEARNING

National Geographic Learning, © 2022 Cengage Learning, Inc.

a Cengage Company
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Voices Pre-intermediate Teacher’s Book, permission of the copyright owner.
1st Edition
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Mike Sayer
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Print Number: 01 Print Year: 2021

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 Contents
Scope and sequence 4
Welcome to Voices 8
Voices Digital Resources 10
Student’s Book unit walkthrough 12
Learn More About Voices 18

1 All about me 20

2 Memory 36

3 Food for thought 52

4 Goals and ambition 68

5 Home and away 84

6 Journeys 100

7 Inspiration for change 116

8 The world of work 132

9 Health and happiness 148

10 Entertainment 164

11 Challenges 180

12 Technology 196

Vocabulary and grammar reference 212

Vocabulary and grammar
reference answer key 218

Photocopiable resources
Communication activities 219
Vocabulary activities 247
Grammar activities 260
Pronunciation activities 286
Mediation activities 300

Classroom teaching tips 316

Workbook answer key 319
Credits 334
Pronunciation chart 336

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Scope and sequence
GRAMMAR VOCABULARY PRONUNCIATION

1 All about me
Pages 10–21
adverbs of
frequency; present
simple and present
personality
adjectives
stressing words to express
strong opinions, saying long
and short sounds (1): /i:/
continuous and /ɪ/

2 Memory
Pages 22–33 past simple; making
questions
school subjects
saying regular past form
endings (-ed); understanding
fast speech: how words
change

3 Food for
thought
past simple and
past continuous;
indefinite pronouns
food
understanding weak forms
(1): was and were; stressing
words to express meaning
Pages 34–45

4 Goals and future plans; will

understanding weak forms
and won’t for
ambition promises, offers motivation
(2): prepositions and articles;
saying words beginning with
Pages 46–57 and spontaneous
/p/ and /b/
decisions

5 Home
away
and zero and first
conditionals;
comparatives and
extreme
adjectives
understanding contractions
of auxiliary verbs; saying /f/
and /v/
Pages 58–69 superlatives

6 Journeys
Pages 70–81
present perfect with
ever/never; verb
patterns: -ing and to
air travel
saying long and short sounds
(2): /ʌ/, /æ/ and /ɑː/;
noticing difficult consonant
+ infinitive sounds

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 COMMUNICATION CRITICAL
READING LISTENING WRITING USEFUL LANGUAGE
SKILL THINKING

an explorer asking how

an article about a personal profile;
talks about her talking to people you recognizing the often; expressing
personality; adapting your
personality; listening don’t know purpose of a text agreement and
skimming writing style
for opinions disagreement

a blog post an explorer talks

about memory; about how she responding actively
thinking about
understanding remembered things a story; giving showing interest in conversation;
the quality of
reference (1): at school; dealing reasons when listening adding interesting
information
recognizing with unfamiliar details to a story
synonyms vocabulary

an article about
recognizing direct
where foods come an interview with a
a recipe; giving making your reasons and indirect ideas;
from; understanding restaurant owner; giving reasons
clear instructions clear solving possible
how a text is listening for reasons
problems
organized

an online article a podcast about giving encouraging

an online forum; giving encouraging
about a climber; motivation; categorizing feedback; talking
using apostrophes feedback
scanning recognizing fillers about goals

explorers talk about

a review of a TV online messages;
memorable places identifying a being a flexible
series; finding being clear
they have stayed; showing flexibility writer’s opinion; guest and host;
meaning (1): using and friendly in
understanding the prioritizing arranging a stay
context messages
key points

an article about
unusual ways checking
a bird expert talking an email to a travel
to get to work; understanding;
about bird journeys; company; choosing understanding other choosing the best
understanding using informal
using information informal or more English speakers option
reference (2): and more formal
you already know formal language
pronouns and language in emails
determiners

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Scope and sequence
GRAMMAR VOCABULARY PRONUNCIATION

7 Inspiration
for change
defining relative
clauses; used to
understanding different
the environment accents; understanding
elision (1): used to
Pages 82–93

8 The world
of work
present perfect and
past simple; yet, just
and already
jobs
saying the final /n/ sound;
understanding linking
sounds: /w/ and /j/
Pages 94–105

9
saying long and short
Health and second conditionals; sounds (3):
happiness must, have to,
should
health /ɔː/ and /ɒ/; understanding
elision (2): negative
Pages 106–117
auxiliaries

10 Entertainment
Pages 118–129 past perfect; articles film and TV
understanding the past
perfect; saying words
starting with /str/

11 Challenges
Pages 130–141
reported speech;
can, could, be
able to
adjectives
to describe
emotions
understanding connected
speech: told; saying /tʃ/
and /dʒ/

12 Technology
Pages 142–153
passives; modals
of prediction and
possibility
technology
saying final -s sounds;
saying final consonants:
/g/ and /k/

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 COMMUNICATION CRITICAL
READING LISTENING WRITING USEFUL LANGUAGE
SKILL THINKING

a conversation
five texts about talking about things
about cleaning up a blog post; using
important inventions; finding that inspire you;
the environment; paragraphs and persuading people
finding meaning (2): connections persuading people;
predicting the topic sentences
using definitions introducing topics
content

using positive
an article about the
an explorer talks a CV; proofreading making a good combining language at an
changing world of
about her work; and checking impression at an information from interview; writing
work; understanding
making mind maps information interview different sources about your skills
cause and effect
and experience

an explorer talks reflecting on

an article about
about his health; an online diary; how things make
living without saying ‘no’ when you
staying positive keeping the reader us feel; finding saying ‘no’ politely
pain; identifying need to
when you don’t interested positives in
supporting examples
understand negative situations

an explorer talks
showing that
two folk tales; about what he does
a review; giving showing you value identifying the a relationship
understanding for entertainment;
opinions people moral is important;
sequence in a story listening for general
describing a show
meaning

four different text an explorer talks

connecting a
types about social about working in
a report; writing topic to personal asking for help;
media challenges; extreme conditions; asking for help
factual information opinions and writing reports
recognizing genre listening for
experiences
and message signposts

an article about art explorers talk about an online returns managing a

and technology; technology; taking form; giving taking turns on a drawing group video call;
recognizing notes when you only necessary group video call conclusions describing a
paraphrase listen information problem

Reflect and review Page 154 Grammar reference Page 166 Extra speaking tasks Page 180
Vocabulary reference Page 160 Irregular verbs Page 178 Audioscripts Page 183

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Welcome to VOICES
As educators, we want students
to transfer what they learn in the
classroom into meaningful interactions
in the real world. Voices focuses on
building language skills, and also the
intercultural and interpersonal skills
students need for communicative
success.
Each lesson of Voices features real-
world content that students can relate
to, while carefully sequenced tasks
develop students’ reading, listening,
writing and speaking skills and offer a
progressive level of challenge designed
to motivate and build confidence.

STUDENT’S BOOK
In the Voices Pre-intermediate Student’s Book, teachers
and students are presented with twelve topic-related
units. Each unit has the same structure and clear
signposting throughout (see ‘Student’s Book unit
walkthrough’ for a detailed overview) so that teachers
and students know what to expect in every unit.
• At the beginning of each unit and lesson, teachers and
students are presented with a set of goals so that
learning is focused and purposeful.
• National Geographic Explorers feature throughout
the Student’s Book, sharing everyday stories that students
can relate to and modelling language for students to use
as a springboard to develop their own voices.
• Reading lessons introduce real world topics through
a variety of text types while also developing students’
reading sub-skills and critical thinking.
• Each Voices unit features two grammar points
contextualized within a reading or listening text.
Activities move from controlled practice to freer, more
personalized tasks.
• Each unit has a clear topic-related vocabulary set
which students can put into practice through activities
and personalized speaking tasks.
• Listening lessons expose students to a wide variety of
authentic accents and listening text types.
• Writing lessons follow a process writing approach,
providing a model and scaffolded steps to enable
students to produce a wide variety of text types
independently.
• Communication skills give students the opportunity
to learn strategies to become confident and
successful communicators. These lessons engage
students with a range of hypothetical situations, and
get them to analyse and reflect on the way that they
communicate inside and outside the classroom.

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• Students are encouraged to communicate in every
lesson of Voices – we don’t believe in a silent
classroom! Voices provides opportunities to
communicate in a wide variety of formats, including
pair and group activities, classroom discussions,
roleplays and debates.
• Two ‘Clear Voice’ pronunciation sections in every
unit focus on intelligibility and developing students’
ability to express themselves clearly and confidently.
• A rich reference section at the back of each
Student’s Book provides students with structured
language support. It includes a vocabulary
reference complete with wordlists and activities, a
grammar reference with detailed explanations and
extra activities and the Student’s Book audio script.
• At the end of each unit, students are invited to
‘reflect and review’ what they have learned so far
using the learning goals at the beginning of each
unit as a guide. The ‘Explore More!’ feature, which
can be found throughout each unit, suggests ways in
which the teacher and student might want to learn
more about the topic featured in each lesson.
WORKBOOK
The Voices Workbook provides extended practice of the
skills and language students have already encountered
in the Student’s Book.
In addition, the Workbook provides students with
opportunities to take ownership of their learning
through an integrated Learning to learn development
programme. These features provide learner guidance
on methods of improving language learning and
study skills outside the classroom to equip students to
become lifelong learners.
Each Workbook unit has been separated into sections
rather than lessons so that teachers can take a flexible
approach to assigning homework, depending on how
much of the lesson or unit is covered in the lesson.
There are suggestions for how to assign these sections
in the teacher’s notes.
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The Voices Workbook includes:
• Topic-related reading and listening texts with related
activities.
• Further practice of all the grammar and vocabulary
covered in the Student’s Book, plus more
pronunciation activities and audio.
• Optional ‘Learning to learn’ activities.
• Review sections for each unit, including exam tasks,
enabling students to check their progress.
• Audio available on the student and teacher
companion sites.
The Workbook is available with or without answer key.
TEACHER’S BOOK
The Voices Teacher’s Book provides a comprehensive set
of resources to help you effectively plan and teach your
lessons. It includes:
• An overview of the goals of each lesson, and a list of
related photocopiable and Workbook resources.
• Extra activities to suggest ways to further exploit, or
build on, the Student’s Book activities.
• Language notes that provide guidance on explaining
the main grammar, vocabulary and pronunciation
points of the lesson.
• Extra photocopiable grammar, vocabulary and
pronunciation worksheets to consolidate learning
which can be used in class or assigned as out-of-class
additional language practice.
• Two communication worksheets per unit which can
be used to provide extra speaking opportunities.
• A mediation worksheet for each unit to practise
various mediation techniques, as well as clear notes,
answer keys and a CEFR-mapped mediation chart to
help identify what the mediation task is practising.
• A bank of practical teaching tips for managing
classroom interaction, conducting language practice
activities and providing feedback and correction.
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Voices Digital Resources for …
PREPARATION
• The The Professional Development
Video Collection is a set of video-
based professional development Starting with safe
resources developed by the Voices communicative tasks:
author team and designed to help Offer multiple choices and polls
as you prepare to deliver engaging
courses using Voices in all classrooms. Get students to rank their
classmates’ answers
• Instructor resources available on the
companion site at ELTNGL.com/ Get students to brainstorm and
list ideas in the chat box
voicesresources support lesson-
planning through downloadable Give them a model answer to
materials like Teacher’s Books, video, follow
audio, answer keys, assessment
materials, worksheets and more.

LIVE LESSONS
• The Voices Classroom Presentation Tool includes the complete Student’s
Book, Workbook, and corresponding video, audio and answer keys, as well
as fun language games for use in class. The CPT is an effective classroom
management tool for in-person and online learning.
• Available through the Online Practice in the Learning Management System,
interactive Student’s eBooks provide a print alternative and include
everything that a student needs to be an active participant in any classroom.

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SELF-STUDY
• Voices Online Practice enables students to practise and consolidate learning on the go or catch
up with missed lessons. It is mobile compatible, with an integrated Gradebook to assign work,
automatically mark activities and provide teachers with individual and whole class reports. The
Online Practice includes full skills coverage, progress checks with remediation function and voice
recognition abilities.

ASSESSMENT
Voices supports teachers and learners throughout their English learning journey to achieve real-
world success. Its approach to assessment centres on supplying students with the strategies and
opportunities for reflection they need to become self-directed learners, and providing teachers with
a toolkit to place learners, to monitor progress and to evaluate learning.
For students:
• The clearly articulated goals in the Student’s Book at the start of each unit and lesson help students
set clear learning objectives.

• ’Reflect and Review’ sections in the Student’s Book and ’Learning to learn’ strategies in the
Workbook encourage students to reflect on their own progress towards meeting their goals.

• Progress checks in the Online Practice provide students with adaptive remediation tutorials and
activities that reinforce the lessons in the Student’s Books.

For teachers:
• For simple and reliable placement, the National Geographic Learning Online Placement Test is a
mobile-friendly solution that provides student alignment to the CEFR, recommends placement within
the Voices programme and delivers a skill-specific report for each test-taker.

• The integrated Gradebook in Voices Online Practice generates reports on student and class
performance, functioning as a formative assessment resource and a teacher time-saving tool.
• The Voices Assessment Suite offers pre-made and customizable tests and quizzes for monitoring
and evaluating student progress, providing both formative and summative assessment.

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Student’s Book unit walkthrough
TEACH WITH CONFIDENCE THROUGH A CONSISTENT LESSON SEQUENCE.

The Unit Opener spread introduces students to the topic and sets
their expectations for the unit through vibrant photography, real and
relatable National Geographic Explorer videos and clear learner goals.

Learner goals are presented at the beginning

of each unit so that students know exactly
what to expect.

Goals and ambition

4
GOALS
• Scan an online article about achieving an ambition
• Talk about future plans
• Talk about goals and motivation
• Recognize fillers in a podcast
• Explore ways to give encouraging feedback
• Write comments on an online forum

1 Work in pairs. Discuss the questions.

1 Look at the photo. How do you think the people in
the race feel?
2 Have you ever done anything difficult like this?
What was it? How did you succeed?
3 Is there anything difficult that you want to do?
How do you plan to achieve it?

WATCH

2 4.1 Watch the video. How do Abby and

Andrej answer these questions?
NATIONAL GEOGRAPHIC EXPLORERS

ABBY MCBRIDE ANDREJ GAJI

1 What do you do regularly to stay fit and healthy?

2 What motivates you to do this?
3 Do you have health and fitness goals for this year?

Nicholas Dlamini leads 3 Make connections. In what ways are your fitness
the group in the 2019 habits and goals similar or different to those of
Tour de Yorkshire Abby and Andrej?
Peoplecycling
watchrace, UK.show at the
a light I’m a bit like Abby, I love cycling and running. I want
Luminale festival in Frankfurt, Germany. to try free diving, like Andrej.

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Students are introduced to National Geographic Explorers

through bite-sized personal videos. They share snapshots from
their everyday experiences that students can easily relate to
and use as a model for interaction. Guided speaking activities
encourage them to make connections with their own lives.

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Lesson A provides students with a rich, topical input
as a springboard for reading and critical thinking skills
development, as well as opportunities for peer interaction.
4A
Achieving your ambitions
READING
1 Work in pairs and discuss the questions.
1 What is an ambition?
2 Do you have one main ambition for your life or do
you know someone who does?
3 What steps are you or people you know taking
towards achieving your/their ambitions?
2 Work in pairs. Match these verbs with their
meanings 1–6.
achieve coach concentrate give up push train
1 succeed at what you have been working for
2 stop trying to do something
3 practise a sport
4 think carefully and pay attention to something
5 strongly advise or force someone to do something
6 teach sports people
3 Look at the Reading skill box. How is scanning
different from skimming? See page 12. How can
scanning help you to read?
READING SKILL
Scanning
Scanning a text can help you to find
information that you need quickly.
To find out when: scan for numbers
To find out where: scan for capital letters
To find out who: scan for capital letters, names and
job titles
To find out what: scan for information related to
what you want to know (e.g. look for work or study
to find what someone does)
4 Scan the online article about Mark Chan on
page 49. Answer the questions.
1 Where is Mark from?
2 What two things take up most of Mark’s time?
3 What is Mark’s main ambition?
4 When did Mark first try climbing?
5 Who trains Mark now?
6 Who else does Mark’s coach work with?
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Carefully sequenced activities
give students practice at
applying strategies to help
them become more confident
readers inside and outside the
classroom.
LESSON GOALS
• Scan an online article for information
• Categorize information
• Talk about ambitions
Mark
5 Read the online article again. Write true (T),
false (F) or doesn’t say (DS) about the sentences.
reaches
for the
1 Mark is confident that he will go to the Olympics.
2 Mark studies, then trains every day.
3 Mark gives up when something is difficult.
sky!
4 Mark plans to live in the UK.
5 Mark’s coach says Mark needs to focus on his diet.
6 Work in pairs. What parts of Mark’s life would
you enjoy or find difficult?
7 Look at the Critical thinking skill box. Then
categorize actions 1–10 as either helpful or
unhelpful for achieving ambitions. How many of
the helpful actions does the text mention?
CRITICAL THINKING SKILL
Categorizing
You can categorize things by thinking about
how they are the same or different, for example
deciding if information is true or false, or positive or
negative. Putting information into different categories
can help you think about and understand it. Mark Chan is a hardworking student with a dream. In his free time he loves climbing and he was
the first climber to take part in the Youth Olympic Games for Singapore. His ambition is to climb
1 repeat the same thing for Singapore in the next Olympics.
2 give up Mark started climbing when he was about fourteen years old and his school coach thought he was
3 listen to friends, teachers or coaches so good that he introduced him to the Singapore national team. He got into the team and that’s
4 give 100% when he started to push himself.
5 practise as much as possible
Mark studies aerospace engineering at university, which is not an easy subject. He says that in
6 have an ambition Singapore the cost of living is very high, so everyone has to study hard to get a good job. His
7 do nothing parents also push him to succeed. It’s difficult to find time for both school and training. He worries
8 start at a young age that he won’t get into the Olympics because he doesn’t have enough time to train, but he wants
9 worry about failing to try.
10 take part in races and events So, how is he going to do it? Well, Mark trains as much as possible. He races in every climbing
competition that he can and goes to the gym every day after his engineering classes. He says it’s
SPEAKING very tiring but that he’s ‘working hard for what I really want.’ Mark knows that to achieve his goal
he has to give 100%. He understands that practice makes perfect, so often does the same climbing
8 Work in pairs. Ask and answer the questions move many times before he gets it right. And he never gives up! Next year, he’s moving to the UK
about you. to train with his coach.
1 What are you training for or practising at the Mark’s coach, Ian Dunn, has 40 years of experience and coaches the Great Britain climbing team.
moment, e.g. sports, languages or hobbies? He wants to push his climbers and help them succeed. He says that Mark needs to concentrate
2 Which of the things in Exercise 7 do you do when and ‘be more confident.’ He’s excited that Mark is going to work with him in the UK and he thinks
things get difficult? Mark’s future is ‘really bright.’
3 Are you someone who pushes yourself? Mark plans to train hard. We hope he makes it to the Olympics!
Follow this site for updates!
EXPLORE MORE!
Do you think Mark qualified for the Olympics? Search online for ‘Mark Chan climber’ to find out.
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Explicit Critical Thinking instruction guides students
to critically evaluate the reading text and to reflect
on their own thought processes, encouraging them
to think more analytically.
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STUDENT’S BOOK UNIT WALKTHROUGH

Lesson B introduces the first grammar point of the unit. The grammar is introduced in
context through a short text, an infographic or a listening that often features the National
Geographic Explorers of the unit. Students progress through a series of controlled activities
that build to more personalized communicative tasks. Extended explanations and additional
practice are provided in the grammar reference section at the back of the book.

A guided discovery approach makes grammar memorable:

students first see the language in context, then see the
form explicitly presented and are encouraged to notice
its features. Practice activities progress from controlled
exercises to more open-ended tasks that require students
to use the language independently.

4B
Setting goals
LESSON GOALS
• Listen to people talking about their goals
• Use going to and the present continuous
for future plans
• Understand weak forms
4 Read the Grammar box. Then find another
example of each form in the audioscript for track
4.1 on page 185 to go with categories 1 and 2.
5

6
you
city or country? (work)
you
in another

LISTENING AND GRAMMAR
1 Work in pairs. Discuss the questions.
1 Do you set goals for the future or do you live in
the moment?
2 What are the advantages and disadvantages of
making future plans?
3 What are the advantages and disadvantages of
living in the moment?
NATIONAL GEOGRAPHIC EXPLORERS
2 4.1 Listen to Andrej Gajić and Abby McBride.
Do they set goals, live in the moment or both?
anyone after
class? (meet)
GRAMMAR Future plans 7 you a new skill
3 4.1 Listen again. Are these goals Andrej’s or
this year? (learn)
Abby’s? Tick the correct answers. Going to
Andrej Abby Use going to + infinitive for plans and future PRONUNCIATION
1 to use storytelling to protect wildlife intentions.
2 to protect more animals in the future I’m going to learn more about my science. 7 4.2 Look at the Clear voice box. Then listen to
3 to use social media to teach people the example and notice the stressed words and
Present continuous
4 to stop using social media weak forms.
Use the present continuous for definite
5 to go to Patagonia arrangements in the future (sometimes used with
CLEAR VOICE
6 to travel to Vietnam a time, day or date). Understanding weak forms (2):
7 to work in the US I’m travelling in South America soon. prepositions and articles
8 to practise Spanish
9 to learn more about their science Some words like prepositions (at, to, for) and
Go to page 169 for the Grammar reference.
articles (a, an, the) are difficult to hear because
10 to do more things they love 1 Future plans and intentions they’re not stressed. This means that, for example,
2 Definite future arrangements the to in going to is often weak and difficult to hear.
5 Work in pairs. Look at the pairs of sentences I’m going to meet a friend at six.
(1–7). What is the difference in meaning, if any,
between each option, a and b? 8 4.3 Listen to sentences 1–4 and underline the

1 a They’re moving house on 7th May. stressed words.

b They’re going to move house. 1 I’m planning to write a book.
2 a I’m starting a course soon. 2 He’s going to Brazil next summer.
b I’m going to start a course soon. 3 She’s staying with her parents for another year.
3 a We’re running at 3 p.m. 4 I’m visiting my family soon.
b We’re going to go for a run at 3 p.m. 9 4.3 Listen again. Circle the weak forms.
4 a She’s hoping to finish in three hours.
b She’s going to finish in three hours.
SPEAKING
5 a He’s having a driving lesson tomorrow.
b He’s going to have a driving lesson. 10 Complete the sentences about your plans.
6 a I’m practising my English this summer. Discuss with a partner.
b In the summer I’m going to practise my English. 1 I’m going to learn how to .
7 a She’s learning free diving on holiday.
2 I’m planning to visit .
b She’s going to learn free diving.
3 I’m meeting next week.
6 Complete the questions about future plans using 4 I’m hoping to .
the present continuous or going to. Then ask
5 I’m going to try to .
and answer the questions in pairs.
1 What you 6 I am at the weekend.
tonight? (do) 7 This summer I’m .
2 How you for 11 Work in pairs. Discuss the questions. Think about
your exams? (study) your work and personal life. Use the future
3 Who you at the forms.
weekend? (spend time with)
1 Do you have any short-, medium- or long-term
4 Where you on
goals? What are they?
your next holiday? (go)
2 Are any of your goals similar to the explorers?

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With mutual comprehension as a goal, pronunciation points

are integrated into the lesson sequence. As well as presenting
students with productive points, giving them the opportunity
to practise what they hear, students also explore receptive
points, taking the time to notice and understand without being
encouraged to produce them.

14
www.frenglish.ru
Lesson C develops transferable listening skills, presents topic-related
vocabulary and introduces the second grammar point. There is a strong
focus on language needed for everyday communication.

Listening activities simulate real-

world situations and often feature
National Geographic Explorers.

4C
LESSON GOALS
• Talk about motivation
• Recognize fillers in a podcast
• Learn to make promises, offers and

What motivates you? spontaneous decisions

3 Look at the infographic. Match 1–4 with one of the GRAMMAR
• Say words beginning with /p/ and /b/ eight types of motivation in the infographic.
8 Read the Grammar box. Are examples 1–3
1 winning a silver cup for a poem you wrote
promises, offers or decisions?
2 getting money for doing something
VOCABULARY 2 4.4 Complete the sentences with these words. 3 your teacher saying ‘well done’ to you
GRAMMAR will and won’t for promises,
Then listen and check. 4 doing something you enjoy offers and spontaneous decisions
1 Work in pairs. Read the definition. Then read
the quotations about motivation. Which do you
4 Work in pairs. Use the words in Exercise 2 to Use will and won’t for promises, offers and for
challenge (n) encourage (v) praise (n) prize (n) discuss what motivates you. decisions made at the time of speaking.
agree with? punish (v) purpose (n) reward (n)
Promises: I won’t tell anyone!
motivation /ˌməʊtɪˈveɪʃ(ə)n/ LISTENING Offers: I’ll help motivate you.
1 I like to get or hear that I’m doing
[noun: usually uncountable] Decisions: Well, OK, I’ll come!
well from my family and friends. 5 4.5 Listen to the podcast about motivation.
a feeling of being excited and interested, which 2 When my brother and I argued, my parents didn’t Go to page 169 for the Grammar reference.
What is Linzi motivated to do? What does she
makes you want to do something let us watch TV, to us. need help with motivation for? 1 A: The gym is closed tomorrow. B: I’ll go today.
3 It’s important to a child when they 2 A: This is really difficult. B: I’ll help you tonight.
‘However difficult life may seem, there is always 6 4.5 Listen again. Write true (T) or false (F)
something you can do, and succeed at. It matters that you are learning an instrument, but not push them. 3 A: Are we still friends? B: I’ll always be your friend!
about the statements.
don’t just give up.’ 4 I won a for being the best 9 Write a response to each sentence. Use will to
1 Linzi’s parents motivate her.
Stephen Hawking, scientist, mathematician and author basketball player in my school. make a promise, offer or decision.
2 Linzi’s brother pushes her to work hard.
‘If the motivation is gone, then I am finished.’ 5 I enjoy trying difficult things and always look for a 3 Research shows that money motivates people for 1 I have to cook party food for 40 people.
Marit Bjorgen, skier new every year. thinking tasks. 2 Please don’t tell her. It’s a surprise!
6 We are offering a of £100 for 4 Linzi is motivated to change the world.
‘Motivation comes from working on things we care about. 3 Excuse me, this is coffee – I ordered tea.
anyone with information about our missing cat. 5 Maria’s three motivation rules are ‘choose’,
It also comes from working with people we care about.’ 4 I want to learn guitar.
Sheryl Sandberg, Facebook executive 7 The of going to the party was to ‘improve’ and ‘enjoy’.
5 I’m locked out of the house. Can you come home?
meet other people in her building.
‘No one will motivate you. Only you can motivate you.’ 7 4.6Look at the Listening skill box. Then listen 6 I’ll miss you. Please stay in touch.
Mark Hunter, sales expert Go to page 161 for the Vocabulary reference. to the extracts from the podcast and complete
statements 1–5 with the fillers.
PRONUNCIATION
LISTENING SKILL
WHAT MOTIVATES PEOPLE Recognizing fillers 10 4.7 Look at the Clear voice box. Listen and
repeat.
Speakers use fillers to give themselves time to
EXTERNAL MOTIVATION SELF-MOTIVATION think. They use words such as oh, um, so and CLEAR VOICE
like and phrases such as y’know and I mean. Fillers p/ and /b
Saying words beginning with /p b/
are usually not stressed and are often said quickly To make the sounds /p/ or /b/, close your lips
and quietly. Learning to recognize fillers can help you then open them quickly to let out the air.
focus on the words that give information.
Hold a piece of paper in front of your mouth. It
Well should move more for /p/ than for /b/. Touch your
1 , I’ll explain! , one throat. It should vibrate for /b/ but not for /p/.
experiment asked two groups to do the same task.
/p/ purpose, praise, punish, piano, player
2 , the task was, ,a /b/ basketball, brother, boring, building
a prize a reward fun success puzzle, so people had to, , think.
3 Yes, I do. I don’t like working all
day every day, but I think my research is important. SPEAKING
4 What, , like basketball?
11 Work in groups. Discuss the best ways to
5 Like trying to, , help change motivate children. Is it different for adults?
the world – that makes me feel good, so it’s,
, motivating.
avoiding
praise punishment purpose happiness

52 53

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Every pronunciation point is accompanied 12/13/21 4:07 PM

by an audio track. In many of the productive

pronunciation points, students will hear two
models – a speaker of British English first,
followed by another global English speaker.

15
www.frenglish.ru
STUDENT’S BOOK UNIT WALKTHROUGH
Lesson D equips students with the language and communicative strategies to
navigate a wide range of interpersonal and intercultural situations. Guidance
is provided through videos and carefully staged tasks to enable students to
formulate their own response to hypothetical situations in the safe environment
of the classroom.
4D
Giving encouraging feedback
SPEAKING
1 Look at the photo. Work in pairs. Answer the
questions.
1 How do you feel when you get feedback? Why?
2 How do you feel when you have to give feedback?
Why?
3 What kind of feedback do you find helpful?
2 Work in pairs. Read about Natalia and answer
the questions.
1 What is happening here?
2 Do you agree with how Isabella is giving Natalia
feedback?
3 What advice can you give Isabella?
N atalia is having dinner with her flatmates.
One flatmate, Isabella, tells Natalia that she
needs to clean the flat more often. She jokes
about a time that Natalia cleaned the bathroom
but forgot to change the towels. Natalia
remembers and knows that Isabella is right. Her
other flatmates don’t say anything and Natalia
feels embarrassed and upset. She doesn’t clean
the flat the next day because she worries that
she won’t do it the way Isabella likes.
54
43118_U04_046-057.indd 54
Lively lesson videos illustrate communicative
scenarios and provide insight into different
communication styles. Students are encouraged to
reflect on their own interactions and are provided
with ready-to-use tips to promote effective
communication.
16
The ‘Own it’ task at the end of each lesson
encourages learner collaboration as students
apply the language and communication skills
to real-world scenarios.
LESSON GOALS
• Learn to give encouraging feedback
• Practise language to give encouraging
feedback and make suggestions
• Practise ways to give feedback
1 Encourage people for working hard / improving a
little / succeeding / failing / trying new things.
2 Be positive / negative.
7 Work in pairs. Look at the situations. How could
you give helpful feedback in each situation?
• Your sister came last in a race.
3 Ask each other for advice / opinions / feelings. • Your son failed his exam.
4 Give ideas for how to improve / work with others. • Your neighbour has parked badly, and now you
5 Look at the Communication skill box. Read the can’t move your car.
feedback in Exercise 3 again and match each • A friend shows you a very out-of-focus
example of helpful feedback with the types of photograph and asks what you think of it.
feedback in the box.
SPEAKING
COMMUNICATION SKILL
Giving encouraging feedback 8 Work in pairs. Discuss the questions.
Feedback is telling someone how well they 1 In your country, how do people usually give
did something and how they can improve feedback?
next time. When giving feedback, try not to focus 2 Think of a time you had a positive or negative
too much on what someone didn’t do well. Make experience of getting feedback. What happened?
sure you also tell them how they can improve next 3 Think of a time you had a positive or negative
time. First, you can give positive feedback for:
experience of giving feedback. What happened?
• working hard What could you do differently?
• making small changes
• trying new things 9 OWN IT! Work in pairs. Discuss how you
would give helpful feedback to Wan, Surio and
• learning from mistakes
Rowan. How do you think you would feel giving
3 Read the examples of feedback (1–8). Work in • succeeding
feedback? How do you think they would feel
pairs. Discuss questions a and b below. Then you can suggest how to improve. Feedback
receiving your feedback?
1 Well done! That was brilliant. Now you can do it should be a conversation, so try to listen to the other
person’s opinion as well!
alone.
Wan
2 You’ll need to try harder. You’re really slow.
6 Read the Useful language box. Rewrite the You have a test coming up and go to the library
3 You worked really hard. Next time you could use a
examples of unhelpful feedback in Exercise 3 to be after class every day. Your friend, Wan, comes with
dictionary to check your spelling.
helpful. Use a phrase or idea from each section. you. She takes some notes and reads a little, but
4 That was really difficult. You had lots of good ideas
also spends a lot of time on her phone. You are
for your first time.
Useful language Giving encouraging worried about her. She didn’t pass her last test.
5 You’re terrible at baking bread. It’s burnt. Make it
feedback
again!
6 Good idea to use a different colour. You’re getting Introducing the feedback
better. Keep on trying! I can see that you (found that hard). Surio
I noticed that you (didn’t get that right). Your best friend, Surio, wants to save money for
7 So you made a mistake! Don’t worry, now you
That’s a shame. Sorry (you missed). a holiday, but he isn’t very successful. He goes out
know what not to do!
less now, but you still think he could save more
8 Well, that song was awful. You need more Asking for and listening to opinions
money. For example, he still buys coffee at the
practice. What do you think of this?
school café every day and often buys lunch too.
How did you feel?
a Which ones do you think would help you improve I understand why you say that.
next time?
Talking about the positives
b Which ones would you like to hear? Rowan
That was difficult. You spent a lot of time on that.
You are in a football team with some friends. You
I can see you worked hard.
MY VOICE have important games soon. Your team member,
Keep practising! You’re getting better!
Rowan, comes to all the practice sessions and tries
4 4.2 Watch the video about giving feedback. Making suggestions for improvements hard but isn’t good at passing the ball. Last week
Have you tried (writing everything down)? he accidentally scored a goal for the other team
Look at tips 1–4 on page 55 and circle the
options it mentions. Which do you think is the Next time you could try (calling them first). and also accidentally kicked another player.
most important?
EXPLORE MORE!
Find other tips for giving feedback. Search online for ‘giving feedback’.
55
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As well as topic-related vocabulary sets, students
are presented with everyday useful language chunks
throughout the unit ready to pick up and use in
interaction inside and outside the classroom.
www.frenglish.ru
Lesson E develops transferable writing skills through a clear,
step-by-step approach that guides learners to put the grammar
and vocabulary from the unit to use in their own writing.
4E
Language learning goals
SPEAKING
1 Work in pairs. Discuss the questions.
1 When, where and how do you communicate in
English?
2 Who do you use English with? What other
language(s) do you and they speak?
READING FOR WRITING
2 Read the forum posts. What reasons do the
people give for learning English?
What are your language learning goals?
Krzysztof_the_student: I’d really like to speak English
well. I’d love to understand everything.
Jan 22nd
Andres089: Me too! I want to have conversations in
English. I don’t care about making mistakes.
Jan 22nd
Abdallah_H: I agree. I also don’t need to be perfect … and
I don’t want to change my accent – it’s part of who I am!
Jan 23rd
Shahla92: I work in an international company, so many
of my customers speak English.
Jan 24th
Andres089: I speak lots of English at work too. I’d love
to send emails quickly and understand phone calls.
Jan 25th
Abdallah_H: My language goal is just to enjoy learning!
Jan 24th
Jenny_R: What a lovely idea! I enjoy studying too …
I try to do 30 minutes every day.
Jan 26th
Sofia_smiles: When I started learning English I just
wanted to order food, but now I hope to be in the
advanced class one day.
Jan 26th
The_Great_Nawal: I dream of being in the advanced
class too. I need C1 level for university. I’ll have to do
research in English.
Jan 26th
56
43118_U04_046-057.indd 56
A practical writing model acts as a point
of reference and an aspirational goal for
students as they are supported to produce a
personalized text of the same genre.
LESSON GOALS
• Read an online forum
• Use apostrophes correctly
• Reflect on your language learning goals
• Write about language learning goals
3 Work in pairs. Discuss the questions.
1 Which of the people in Exercise 2 do you think
have realistic goals?
2 Whose learning goals are similar to your own?
Which are different?
3 What could the people in the forum do to work
towards their goals?
4 Look at the Writing skill box. Then correct the
mistakes in the messages below.
WRITING SKILL
Using apostrophes
Forums are informal and people write quickly.
Here are some common mistakes with
apostrophes.
You’re/your: You’re is the short form of you are. Your
4 is a possessive adjective: Is this your book?
It’s/its: It’s is the short form of it is. Its is a possessive
adjective: It’s hard to learn a language and its rules.
3 They’re/there/their: See the infographic on page 28.
Apostrophes: Apostrophe + s (‘s) can be used with a
noun to show possession or to contract two words. It
2 is not used to show plurals.
Here’s Dorothy’s bag.
2 Jin: I’d love to speak very good English. My wifes
Scottish and I live in Scotland now. Id like to talk to my
wifes family and understand all they’re joke’s! I need to
speak English well to get a UK passport too.
2 dream of.
Jan 27th
Sofia_smiles: You’re English is great. Its hard, but we
2 can do this!
Jan 27th
The_Great_Nawal: Yes! We can!
1 Jan 27th
Jin:
Jan 27th
3 For example it could be about pronunciation,
5 Look at the Useful language box on page 57.
Find examples of each form (1–4) in the forum
posts.
3
www.frenglish.ru
The ‘Check’ and ‘Review’ sections at the end
of the lesson get students into the habit of
reviewing their own work and that of their
peers to identify ways to improve it through
subsequent edits.
Do you want to change your accent?
Useful language Talking about goals
Would you like to use your English to live in another
I dream of (being an English teacher).
I want / I’d really like to (improve my country?
pronunciation). 9 Pass the piece of paper to the person sitting
I hope to (move to the US). next to you. Choose a username and write it
I’d love to (speak more languages). on the piece of paper with a response to your
I need to (speak English for my work). classmate’s question. Pass the paper to the
I try to (watch English TV programmes).
person on the other side. Each person adds their
answer. Continue until you have answered all
1 would/’d + like/love to + verb
the questions.
2 hope + noun or hope to + verb 10 CHECK Use the checklist. Each forum post ...
has a clear language-learning goal.
3 (don’t) want/need/try to
4 dream of + verb-ing answers the question.
uses apostrophes correctly.
6 Write 4–6 statements about your language
uses would like/love to or hope / want / need / try /
learning goals using the Useful language. Use
the ideas in the forum posts to help you.
2
7 Work in groups. Discuss your ideas from Exercise 11 REVIEW Complete the tasks.
1 Pass the completed forum posts around the class
6. Are any of the language learning goals very
until you get your own question. Read all the
popular or unpopular with other students?
responses.
2 Check each forum post. Does it include at least
WRITING TASK
three things from the checklist? Make any
8 WRITE Using the forum posts as a model, write corrections you think it needs.
a question to find out about people’s language 3 Work in pairs. Discuss what you think of the
learning goals at the top of a piece of paper. different responses to your question.
Go to page 155 for the Reflect and review.
spelling, reading, writing, speaking, listening or
vocabulary.
EXPLORE MORE!
Find a forum about language learning goals online. Search for ‘language learning goals forum’.
Are the comments similar or different to those in your class? Write your own comment. 57
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‘Explore More’ activities propose a variety of optional
ways in which teachers and students can engage with
the unit topic and develop learner autonomy. Further
guidance on how to exploit this is in the Teacher’s
Book notes.
17
Learn More About Voices …
We asked the Voices author team some questions to understand the thinking
behind the series and what makes Voices unique.

Q: How do the National Geographic Explorers in Voices help make the course more relatable for students?

A: Learners need the chance to use English to talk about their own experience. When they

meet the National Geographic Explorers, they are getting to know interesting people who
lead exciting lives, but who are also like them in many ways. They do talk about their jobs,
but they also talk about their private lives, funny accidents, travel routines, future desires
and worst fears. Importantly, many of them are language learners themselves, using
English to express themselves and succeed internationally. They’re ideal role models and
great examples to emulate!

DANIEL BARBER

Q: Voices represents the real world through its range of Englishes. Why is that important?

A: Every day, people from all over the world communicate with one another in English.

Colleagues from Germany, Argentina and Japan working together in Saudi Arabia will use
English even when no one in the group has it as a first language. Hotel staff in Beijing will
speak English with guests from Thailand or Bahrain because it’s a global lingua franca.
English is also a major medium for the exchange of information and ideas online. To
prepare for real-world communication, learners need to be exposed to a wide variety
of international English input. That’s why Voices includes listening and video material
featuring a broad range of both first- and second-language English users, and explores
accents and pronunciation features that learners will encounter in real life. Not only does
LEWIS LANSFORD
this help learners become better communicators, it also demonstrates that English is their
own language – and their passport to the wider world.

Q: Can you tell us more about how Voices develops communication skills?

A: Asmanage
our learners use English, they’re going to need skills and strategies to build trust,

impressions, deal with conflict, and mediate in a space where people from
different cultural backgrounds are coming together to convey their messages and develop
relationships. The communication skills in Voices allow the learner to dive into different
areas of interpersonal communication, offering teachers and students useful tips, strategies
and useful language which they can then practise using in a variety of realistic scenarios.
These relatable scenarios allow us to push the learner to develop an awareness of the issues
and their own reactions to them. In my experience, they are also a great way of motivating
students to engage in extended speaking practice. After all, the best speaking activities are
CHIA SUAN CHONG
those where learners can’t wait to share their thoughts and opinions about the topic!

18
www.frenglish.ru
Q: What is special about the pronunciation strand in Voices?

A: There are a few things that make it unique. First, it is based on research. In other


words, in developing it, we used research findings to identify which pronunciation
features are most likely to lead to misunderstandings in international contexts.
Second, it recognizes the beautiful diversity of English and is the first to use ‘second
language speakers of English’ as models of pronunciation. Third, students are given
clear instructions to draw their attention to how a specific sound is produced. Finally,
our pronunciation strands emphasize clear pronunciation, rather than proximity with
an idealized standard ‘first language speaker of English’ model, helping students take
ownership of the language and promoting inclusivity.
MAREK KICZKOWIAK

Q: How does Voices support the evolving needs of learners?


A: Every learner is different and, as such, every learner has different needs. What’s so great

about Voices is that it is a comprehensive course which equips all learners with a multitude
of life skills for today’s world. The digital components of the course support learners to
develop their online learning and self-skills while the Explore More! features encourage
learners to enhance their research skills. Each unit provides tips on reading, listening,
writing and critical thinking skills to enhance their language as well as their work and
study skills. The world is getting smaller, and students on this course will gain international
communication skills and knowledge of authentic topics to succeed in an ever-evolving
global environment.
EMILY BRYSON

Q: things
Reflecting on your experiences as a teacher, what do you think your three favourite

would be about Voices?

A: For me, the focus on real people, including the National Geographic Explorers, is really

interesting. I feel that getting glimpses into the lives of real people from all over the world
increases the intrinsic interest of the material, and provides a context that makes the
grammar, vocabulary and other content natural and relatable. I also like how the units
strike a good balance between being new and familiar. There are some units that focus on
topics not commonly seen in ELT materials, which is nice. But even those topics that seem
familiar at first glance are typically approached from an unusual angle, which adds both
interest and excitement. Above all, though, I like the overall quality of the material. I was
impressed with the tremendous passion, extensive knowledge and deep commitment of
CHRISTIEN LEE
all of the other authors, and when I see the material they produced, the top-to-bottom
quality shines through.

Q: How does Voices prepare students for assessment?


A: Tothatprepare for important English exams like IELTS, FCE and TOEFL, teachers need a course

not only systematically builds the real-world skills and language required, but also
keeps learners interested and motivated. Voices has a rigorous, structured approach
based on the international framework of skills and language for each level, but at the
same time it engages learners in content-rich lessons with authentic tasks featuring real
people from around the world. The unique communication skills and comprehensible
pronunciation focus will help Voices learners perform confidently in speaking tests, and
the contemporary photos and infographics are designed both to stimulate students to
develop their productive skills and to input interesting ideas to talk and write about. As
GARY PATHARE
all skills are clearly signposted and explained, teachers can easily target specific exam
techniques and strategies for them, and there is plenty of extra grammar and vocabulary
practice to help learners secure the language they need.

19
www.frenglish.ru
 UNIT 1
All about me

UNIT GOALS
1A Reading and speaking

• skim an article and recognize
the purpose of a text; talk about
personality

1B Speaking, listening and


grammar
• listen to people talking about
habits; use indefinite and definite
adverbs of frequency; talk about
how often you do things

1C Listening, grammar,

vocabulary and pronunciation
• listen for opinions in an interview;
use present simple and present
continuous to talk about events,
routines and habits and activities
happening now; stress words to
express strong opinions; talk about
personality characteristics

1D Speaking
• learn strategies for talking 10
to strangers; practise saying
words with long and short i
sounds; express agreement and
disagreement 43118_U01_010-021.indd 10 1/18/22 11:37 AM

1E Writing 1 ABOUT THE PHOTO

• recognize different writing styles
and adapt your writing style; write
a profile of yourself
Photocopiable resources
Communication activities: pp. 223–224
Vocabulary activity: p. 248
Grammar activities: pp. 262–263
Pronunciation activity: p. 288
Mediation activity: p. 304
Workbook
Unit 1 pp. 4–9
• Ask students to work in small groups
and discuss the questions.
• Optional step Before students speak,
use the photo on the page to elicit
and teach key words they will need:
furniture, coffee table, ornaments,
lamps, fan, shelves, plates, etc.
Sample answers
1 creative, imaginative, artistic,
 
old-fashioned
Soufiane Lezaar is the live-in chef to
famous Italian gardening expert Umberto
Pasti. He shares his love of collecting
with his employer, and spends a lot of
time collecting objects from Tangier’s flea
markets, or sculpting with wires made
from stainless steel.
Tangier is a city in north-western Morocco.
Extra activities
• Ask students to imagine being a visitor
 
to Soufiane’s home and to describe the
experience, e.g. I’m standing in … I can
see … I feel …
• Students say what they personally like
 
and dislike about the room in the photo.

20
www.frenglish.ru
 Chef Soufiane Lezaar has a collection
of more than 10,000 objects in his
apartment in Tangier, Morocco.
1
All about me
GOALS
• Skim an article about personality
• Practise talking about daily habits
• Talk about people’s personalities
• Listen for opinions in an interview
• Learn strategies for talking to people you don’t know
• Write a personal profile
1 Work in groups. Discuss the questions.
1 Look at the photo. What can we say about the
person who lives here?
2 What do you think your home says about you?
3 Do you feel like the same person you were ten
years ago?
WATCH
2 1.1 Watch the video. Which words does
Arianna use to describe herself?
NATIONAL GEOGRAPHIC EXPLORER
ARIANNA SOLDATI
careful curious excited friendly funny
happy kind polite shy
3 Make connections. Discuss the questions. Give
reasons for your answers.
1 Which of Arianna’s three words also describe you?
2 Do the other words in Exercise 2 describe you? If
not, can you think of other words?
11
43118_U01_010-021.indd 11
WATCH VOCABULARY NOTES
curious /ˈkjʊə.ri.əs/ = you want to know
2 1.1
about things
• Read out the words so students can hear
the pronunciation. Check any difficult kind /kaɪnd/ = you think about people
words with examples (see the Vocabulary and do nice things for them
notes).
polite /pəˈlaɪt/ = you always say please
• Play the video. Students note answers.
and thank you
• Students compare answers in pairs
before checking as a class. shy /ʃaɪ/ = not confident and very quiet
personality trait /ˌpɜː.sənˈæl.ə.ti treɪt/ =
a typical part of your personality (= the
sort of person you are)
www.frenglish.ru
phase /feɪz/ = a period of your life
get over (a phase) = move on from
Twitter tagline /ˈtwɪt.ər ˈtæɡlaɪn/ = the
description of herself on the popular
social media account
kids /kɪdz/ = children
3
• Ask students to work with a new
partner or in small groups. Set a five-
minute time limit for the discussion.
Extra activity
Ask students to think of three adjectives
that best describe people they know (e.g.
people in their family, close friends or their
boss). Students share ideas with a partner.
VIDEO 1.1
Arianna: So who am I? Well, I am
curious – it is my number one personality
trait. I have always been curious. You know
how kids have that phase where they
always ask why? Well, I never got over it.
I still ask: Why? Why? Why?
Excited describes me too because I get
excited about things. I would say it’s a
really big part of who I am.
Finally, I think happy is a good description
of me because I’m a fairly happy person,
right? Not at every single moment of
every single day, of course, but generally
speaking, I’m really happy with where I’m
at in my life.
Actually, this was an easy question for me
to answer because my Twitter tagline reads
’Curious. Excited. Happy!’ … and I think
1/18/22 11:37 AM
it’s a really good description of me!
ABOUT THE EXPLORER
ARIANNA SOLDATI is an assistant
professor in volcanology. She has always
been fascinated by volcanoes, especially
the interaction between the physical
properties of lava. Arianna combines
observations in the field with laboratory
work in order to better understand
volcanoes and protect the 500 million
people living in the shadow of active
volcanoes worldwide.
21
LESSON 1A
LESSON GOALS
• READING The main aim is to guide
students to skim a text quickly and
not in detail in order to find the
writer’s main ideas. They practise
recognizing the purpose of a text.
• SPEAKING The speaking aim is to
talk about personality.
READING
ABOUT THE TEXT
The text type is a light-hearted popular
magazine article. It asks how we might find
out about a person’s personality before
meeting them, and speculates what we
might predict from their name, their blood
type, their shoes, their number of brothers
or sisters, their choice of plane seat or their
way of eating. It concludes that the best
way is still to meet and talk to a person.
1 There are different ways you can try to do this:
• Begin by reading out the two questions
and eliciting an example answer (e.g. by
checking out their social media page).
• Students discuss the questions in
pairs. Set a three- or four-minute time
limit. In feedback, elicit ideas from
different pairs.
Sample answers
1 by reading social media posts; by
 
reading other writings such as emails
or letters; by asking them questions by
email or on the phone; by meeting and
talking to their friends and family; by
reading their published writings (if they
are a writer or in the media); by looking
at personal details such as their job,
their address, or their hobby or favourite
sports
2 when you have a job interview with the
 
person; when you have to live with them
as a flatmate or roommate; when you
are about to meet a person for the first
time
2 to stay with people you know? Do you
• Elicit the first answer to get students
started. Students complete definitions
individually. Then let students check with
a partner.
• In feedback, show or write up the
correct answers so students can check.
22
1A
Knowing me, knowing you
READING
1 Work in pairs. Discuss the questions.
1 How do you think we can learn what kind of
person someone is before we meet them?
2 When can it be useful to do this?
2 Complete the definitions of the words and
phrases in bold with one of these phrases.
do it often feel unhappy
make money spend time think carefully
1 To get to know someone is to spend time
with them and slowly learn about them.
2 To judge means to think carefully and form an
opinion about something.
3 To be worried is to feel unhappy because you
keep thinking about possible problems.
4 To tend to do something means to
do it often or be likely to do it.
5 To be successful means to do something well or
make money doing it.
3 Look at the Reading skill box. Choose the
situation (1 or 2) when skimming is useful.
READING SKILL
Skimming
To skim is to read a text quickly and not in
detail in order to find the writer’s main ideas.
• Read the title and any headings.
• Read the first and last sentence of each paragraph.
• Look for repeated ideas.
1 When you want to decide if a text is useful before
reading it closely.
2 When you have lots of time to read a text.
4 Skim the article on page 13 to choose the best
heading (1–6) for each paragraph (A–F).
1 Are personalities in the blood? C
2 An introduction to personality A
3 What do footwear and family tell us? D
4 The usual way to get to know somebody F
5 What’s in a name? B
6 Is it important how we eat and where we sit? E
12
43118_U01_010-021.indd 12
• Optional step Check students’
understanding in feedback by asking
personalized check questions: How did
you get to know your oldest friend?
What small problems in your life are
you worried about? Do you tend to
meet new people easily or do you tend
judge people by what they wear? Name
a successful businessperson in your
country.
3 and reminding students to only read first
• Read out the information in the Reading
skill box.
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LESSON GOALS
• Skim an article
• Recognize the purpose of a text
• Talk about personality
5 Work in pairs. Read the article again. Answer the
questions.
1 What do some people think about ...
a strong names?
b people with type O blood?
2 What do studies suggest about ...
a being the only child in your family?
b choosing the aisle seat on a plane?
c slow eaters?
6 Look at the Critical thinking skill box. Work in
pairs. Match purposes 1–5 in the box with types
of writing a–e. Then discuss what you think the
main purpose of the article is.
CRITICAL THINKING SKILL
Recognizing the purpose of a text
Knowing a writer’s purpose – or reason
for writing – can help you understand and
respond to a text. These are some common purposes.
1 providing entertainment c
2 giving information about a topic e
3 expressing a personal opinion about a topic a
4 trying to make someone do something d
5 describing the good and bad aspects of something b
a a blog post or comment on social media
b a for and against essay or a review
c a good story or funny article
d an advertisement
e a news or factual article
SPEAKING
7 Work in groups. Do you think any of the ideas
in the text – your name, blood type, shoes,
position in the family, where you sit on a plane
or how you eat – can tell you about someone’s
personality? Why? / Why not?
8 What other ways can you think of for how you
might learn about someone’s personality? Use
these ideas or your own.
• someone’s clothes or the colours they like
• how someone walks
• how someone talks or laughs
EXPLORE MORE!
Find out more about opinions on the connection between
personality and where we sit on a plane. Search online for
’personality + sit + plane’.
1/18/22 11:37 AM
• Students work together to choose
the correct answer.
4
• Optional step Lead in by asking
students to predict what the article is
about from the headline and photo.
Then read out the headings and ask
students which one is likely to go first.
• Students skim and choose headings.
Check that students do this correctly by
setting a short time limit (three minutes),
and last sentences.
 What do I know
about you?
A In general, we know that our personalities – all the parts
of our character that make us who we are – come from
two things: the DNA we get from our parents and the
experiences we have during our lives. But what is the
best way to get to know someone? Can we find out
about somebody’s personality before meeting him or
her? And, if so, how?
B Some people believe the information on our ID cards
says quite a lot about our personalities. What do our
names say, for example? In some places, parents give
their children strong names to help them become strong
adults. Can our name change who we become? Probably
not. However, in the 1980s a Belgian psychologist found
that people prefer names that sound similar to our own.
For example, Bob is more likely to have a friend called
Rob than one called Joe. So perhaps a name can change
what we think about a person.
C In certain countries, some people think we can judge
personality from somebody’s blood type. For example,
they believe that people with type O blood are good
leaders and type Bs are friendly. Can this be true? There
seems to be no scientific reason for it. On the other
hand, it’s possible that people change their behaviour
because they know their blood type.
ID CARD
Name: Dominique Pereira
Date of birth: 06/06/98
Blood type: B
Occupation: Student
43118_U01_010-021.indd 13
5 • Optional step Ask students to find,
• Optional step Lead in by checking
key words: blood type = people have
different types of blood – type A, O, etc.;
only child = no brothers or sisters; aisle
seat = seat next to the aisle (the middle
of the plane where people walk)
• Students read in more detail and note
answers.
• Let students compare answers in
pairs.
VOCABULARY NOTES
DNA /ˌdiː.enˈeɪ/ (deoxyribonucleic
D A study in the Journal of Research in Personality
suggests that just looking at a picture of acid) = a molecule that contains the
somebody’s shoes can tell us whether they are instructions an organism needs to
generally calm or worried. Other studies suggest
that people who grew up with at least one brother develop (in some languages, it is ADN)
or sister tend to be kind to others, while people
with no brothers or sisters may find it hard to have journal /ˈdʒɜː.nəl/ = a newspaper or
good relationships. magazine that deals with a particular
E Some studies suggest that your choice of seat on subject or professional activity
a plane tells us something about your personality.
Do you choose a window seat? This may mean
that you get angry easily. You prefer the aisle? This
psychologist /saɪˈkɒl.ə.dʒɪst/ = an
may show that you want to be free. And what’s expert in the scientific study of the
your eating style? Research shows that people who human mind
eat slowly usually enjoy life. Quick eaters, on the
other hand, don’t like waiting and want to
be successful.
theory /ˈθɪə.ri/ = an idea that explains
F These interesting theories show that perhaps
something
something can be true because we believe it is.
However, in the end, maybe it’s better to get to behaviour /bɪˈheɪ.vjər/ = the way
know someone in the usual way: that is, not from people do things
looking at their ID card – or even their shoes – but
by talking and listening to them. research /rɪˈsɜːtʃ/ = scientific study of
things
6
• The Critical thinking skill box aims to
help students recognize why a writer has
written a text, identifying who or what it
is for.
• Read through the Critical thinking
skill box and ask students to listen, or
read silently before asking, Name two
common reasons for writing a text.
• Ask students to match the purposes,
then check with a partner. In feedback,
elicit answers and write them clearly on
the board.
• Students discuss the main purpose of the
article.
13
Sample answers
The article gives information. Some
students may also say it provides
1/18/22 11:37 AM
entertainment. In the final paragraph, it
expresses a personal opinion too.
underline and check high level words Extra activity
connected with science in the text (see Ask students to work in pairs to flick
the Vocabulary notes). through the readings in the A sections of
Sample answers Units 2 and 3, and say what text type it is
1 a They make you a strong person. and what they think the purpose of each
b They are good leaders. text is.
2 a They may find relationships difficult.
b They want to feel free.
c They are happy with their lives.
23
www.frenglish.ru
SPEAKING
A search found the following:
7 Aisle person: You value freedom – you have the ability to get
• Organize the class into small groups of three to five students up and walk around without having to ask anyone. You’re all
to discuss the questions. It is a good idea to mix students at business – no looking out of the window for you. You like to be
this point so they get to speak to different class members. Ask in the power position – you can easily ask flight attendants for
students to summarize the ideas first before discussing them. things.
• In feedback, elicit ideas from different groups and ask students Window person: You value privacy – it’s quieter by the window.
to decide as a class whether they think any of the ideas are a You’re a dreamer and open to new experiences.
good way of predicting personality. Middle seat: You’re an extrovert who likes meeting new people.
You’re considerate – it’s the least popular seat so good of you to
8 sit there. You’re disorganized – you have this seat because you
• Extend speaking by having students discuss the ideas in booked late.
their small groups of three to five. Alternatively, mix students
again so they work with different classmates. Set a five-minute See Workbook pages 4−5 for extra practice (Reading).
time limit.
• In feedback, elicit and discuss students’ ideas.
Sample answers
We can predict from: their hairstyle, the newspaper or magazine
they read, the websites they like to visit, the type of car they drive,
the films they watch, what they have in their pocket or bag, their
favourite food or drink or restaurant
Extra activity 1
Write the following form up on the board.
Name:
Favourite type of car:
Favourite music:
Favourite film:
Favourite TV programme:
Favourite clothes:
Favourite colour:
Students write personal answers to complete the form.
Then, in groups, students share information. They comment on
what this tells their classmates about their personality.

Extra activity 2
Here are other questions on the topic you may wish to have
students discuss:
1 What kind of shoes do you think a calm person or worried
 
person might wear? Why?
2 How do you think being the oldest, middle or youngest child in
 
a family might influence your personality?
3 Do you eat slowly or quickly? Does this show your personality?
 
EXPLORE MORE!
The aim of the Explore More! section is to encourage students
to do more research into the topic of the lesson. Adapt the task
depending on the interest and situation of your students.
How you exploit Explore More! will depend on internet access in
your classroom. If you have none, set this as a homework task.
Students find out three or four interesting facts and present them
in the next lesson. If you have internet in the classroom, organize
the class into pairs or groups to find and present information.

24
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LESSON 1B
LESSON GOALS
• GRAMMAR The main aim is to practise using definite and indefinite adverbs of
frequency to talk about how often you do something.
• LISTENING A sub-aim is to listen to people using adverbs of frequency to talk about
their habits.
• SPEAKING The speaking aim is to ask and answer questions about regular activities.
SPEAKING
1
• Optional step Lead in by writing My free time on the board.
Tell students to ask you yes/no questions to find out three things
you do in your free time. They can ask, for example, Do you
watch TV? / play video games? / read books?, etc. Once you
have answered Yes, I do three times, end the activity.
• Students discuss in small groups of three to five students.
In feedback, ask a few students to tell the class about their
classmates.
2 times a week after work and then I feel great again! On the
• Optional step Focus students on the infographic. Ask, What
is the question in the headline? What information is in the
infographic? Check the meaning of extrovert and introvert by
asking: Who prefers parties? Who likes having a lot of friends?
• Students discuss in pairs. In feedback, elicit answers from
different pairs.
• Optional step Ask students to find and explain words in
the text: alone (= not with anybody); lost in your thoughts (=
thinking about things and not thinking about what is happening
around you); the centre of attention (= the person that other
people look at and listen to)
LISTENING AND GRAMMAR
3 1.1
• Optional step Preview the listening by asking students what
an introvert might say and what an extrovert might say when
talking about habits. Elicit a few suggestions.
• Play the audio. Students note answers. Let students
compare answers in pairs before checking as a class.
Sample answers
Eva closely matches what the infographic says about extroverts.
She likes to have time for a coffee with her colleagues before
work. She meets friends several times a week after work and it
makes her feel good. She chats to people in the evening and plays
a team sport.
Meera is close to what the infographic says about introverts. She
occasionally meets a friend but usually prefers to read a book,
listen to music or watch a bit of TV. She does sport alone or with a
friend and goes for a long cycle ride once or twice a month.
4 1.1
• Ask students to read the statements carefully. If they can
remember answers from the first listening, let them place ticks.
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• Play the audio again. Students tick the answers. Let students
compare answers in pairs before checking as a class.
• Optional step Play the audio a third time and pause at key
points if students have problems hearing answers.
AUDIO 1.1
Eva: I’m Eva. I was born in Spain 26 years ago, but I live in Tokyo
now. I love it here. It’s a very exciting city; there’s so much life and
so much to do. I get up at six and go for a run every day. I take
the train to work and I’m always at work by eight. I like to have
time for a coffee with my colleagues before work. I usually work
45 to 50 hours a week. It’s a long day, but I meet friends several
other evenings I usually chat to my friends back in Spain. At the
weekends I play football in the park.
Meera: My name’s Meera. My parents come from a small village
in India, but I was born in London in 1995 and have lived here all
my life. I’m lucky because my job pays well, so I only work three
days a week. I get up at seven and on the days I don’t work, I go
for a run before breakfast. I nearly always cycle to work. In the
evenings, I occasionally meet a friend after work, but generally, I
prefer to read a book, listen to music or watch a bit of TV. I always
try to get to the gym at the weekend. A friend and I go for a long
cycle ride once or twice a month.
5
• Students read the Grammar box and complete the tasks. In
feedback, check understanding by asking students to come to
the board to write up adverbs in the correct order next to a cline
(see the Grammar notes below).
GRAMMAR NOTES
Meaning and form
The use of indefinite frequency adverbs can be shown visually
using a cline:
100% 0%
always usually often sometimes occasionally rarely never
Students confuse when to say often or usually. Usually implies
a habitual action whereas often simply refers to an action
that is performed many times. So, I usually go out on Fridays
(= a typical thing to do on Friday) but I often go out on Fridays
(= I do this a lot).
25
LESSON B
1B
How often do you go out?
LESSON GOALS
• Understand people’s daily habits
• Talk about how often you do something
• Talk about your regular activities
The position of indefinite frequency
adverbs in a sentence can cause
SPEAKING LISTENING AND GRAMMAR
problems, especially if their first
language differs. They usually come 1 Work in groups. Are you someone who likes 3 1.1 Listen to two people talking about their
going out a lot and meeting friends or do you habits. Is Eva or Meera more similar to the
after the subject and any auxiliary prefer staying in? description of extroverts in the infographic?
verb, but before the main verb. Notice: Why?
2 Work in pairs. Look at the infographic. Discuss
I never cry, I’m never late, I’ve never the questions. 4 1.1 Listen again and read the sentences. Are
seen …, Do you always …? Have you 1 Who enjoys these activities more – extroverts (E) or they true for Eva, Meera or both? Tick (✓) all the
ever …? introverts (I)? correct answers.
a thinking I Eva Meera
To practise position, write some mixed b talking E 1 They live in a large city. ✓ ✓
up sentences on the board (e.g. late / I / c going to parties E 2 They work long hours. ✓
for work / am / never) and ask students d observing I 3 They run every day. ✓
e walking I
to order the words. f team work E
4 They go to work by bike. ✓
Notice that sometimes, unlike the other 2 Do you think you are an extrovert or an introvert? 5 They go out in the evenings a lot. ✓
6 They do exercise at the weekend.
adverbs, is often used at the beginning Why? ✓ ✓

of a sentence to add emphasis: I ARE YOU AN EXTROVERT OR AN INTROVERT?

sometimes work late, Sometimes, I Extroverts are people who like going out and need other people to feel happy.
Introverts prefer a quiet life and need time alone to feel happy.
work late.
Extroverts Introverts
After a day at work you want to talk about it. After a day at work you usually need time alone.
Pronunciation
You may wish to briefly drill some
You have conversations
of the adverbs of frequency as the with people you don’t You are often lost
pronunciation is challenging: always know every day. in your thoughts.

/ˈɔːlweɪz;/, usually /ˈjuːʒʊəlɪ/, often

/ˈɒfən/ or /ˈɒftən/, occasionally
You have a lot of friends and you often go out. You have a few close friends you enjoy spending time with.
/əˈkeɪʒənəlɪ/. Notice the weakly stressed
a (ə) in twice a month, etc.
You are always ready to You go for walks several
try something new. times a week.

For further information and practice, see

Grammar reference Unit 1B on page 166
You like working in groups. You occasionally go to parties, but you rarely stay late.
of the Student’s Book.

6 You love being You never want to be

• Elicit a match to get students started. the centre of attention. the centre of attention.

Students compare completed sentences

in pairs, then work together to say the You sometimes speak before you think! You prefer to think before you act.
sentences. 14

7
• Optional step You may want to match
definite and indefinite adverbs here
before asking students to write. So 43118_U01_010-021.indd 14 1/18/22 11:37 AM

elicit that every three or four months 8 Extra activity

= occasionally, every day except on • Optional step Model the activity with Ask students to prepare two true sentences
Sundays = usually, etc. two or three examples from your own and one false sentence about their regular
• Ask students to rewrite the experience: I play tennis about once a activities. Students read them out in pairs
sentences. Let students compare answers week, My sister teaches English every or groups. Classmates ask questions then
in pairs or small groups. evening. guess which one is false. For example, if
• Ask students to prepare sentences. students say, I play tennis twice a week,
Answers
Monitor and help with ideas and students could ask, Who do you play with?
2 I usually get up early (except on
vocabulary. and Where do you play? before guessing
 
Sundays).
• Students compare sentences in pairs. whether the statement is true or not.
3 The baby often wakes up at night.
 
4 I sometimes cycle to work.
 
5 My mother always does yoga before
 
work.
6 I’m rarely late to class.
 
26
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 5 Read the Grammar box. Work in pairs. Complete
tasks 1–3.
GRAMMAR Adverbs of frequency
Use indefinite adverbs of frequency to give a
general idea about how often someone does or
feels something. They usually come before the
main verb.
I occasionally meet a friend after work.
However, they come after the verb be and other
auxiliary verbs.
I’m always at work by 8.
Use definite adverbs of frequency to be more
specific. They usually come at the end of the
sentence.
I go for a long cycle ride once or twice a month.
I meet friends several times a week!
Go to page 166 for the Grammar reference.
1 Underline the nine adverbs of frequency in the
9 Look at the Useful language box. Match
infographic. several times a week questions 1–3 in the box with a–c below.
2 Which are the two definite adverbs? every day
3 Put the indefinite adverbs in order of frequency.
100% always
usually
often
sometimes
occasionally
rarely
0 never
6 Match the beginnings of the sentences (1–6)
with the endings (a–f).
1 I have a full-time job and a baby, so ... b
2 I hate TV, so ... d
3 I am a night person, so ... f
4 I usually take sandwiches to the office, but ... c
5 I don’t work on Fridays, so ... a
6 The traffic is terrible in the mornings, so ... e
a I usually go to the gym and meet a friend for
coffee.
b I am always tired.
c I occasionally have lunch out with my work friends.
d I never watch it.
e we are sometimes late for work.
f I rarely go to bed before 1 a.m.
EXPLORE MORE!
Search online to find out more about introverts and extroverts.
43118_U01_010-021.indd 15
9 SPEAKING
• Students match questions to a–c. Let
students compare answers in pairs.
• Optional step Ask students to practise
saying the questions in pairs.
For additional practice, refer to the
Grammar activity on page 262 of the
Teacher’s Book.
7 Work in pairs. Rewrite the sentences using these
adverbs in the correct place.
always occasionally often rarely sometimes
1 We go out for a meal every three or four months.
We occasionally go out for a meal.
2 I get up early every day except on Sundays.
3 The baby wakes up five or six times at night.
4 I cycle to work about twice a week.
5 My mother does yoga before work every morning.
6 I’m late to class about once a year.
8 Write sentences about you or somebody you
know. Choose four of these adverbs. Then discuss
your sentences with a partner.
a few times a year about once a week
every evening never often usually
Useful language Asking how often
1 How often do you go on holiday? c
2 Do you usually take the train to work? a
3 Do you ever work on Sundays? b
a when you expect the answer yes
b when you are not sure what the answer will be
c when you expect an adverb of frequency
SPEAKING
10 Use the Useful language and some of these verbs
to make six questions about regular activities.
call dance eat exercise go plan swim
How often do you exercise?
11 Work in pairs. Take turns to ask your questions
from Exercise 10. Use adverbs of frequency when
you answer. Write down your partner’s answers.
I run three times a week and I walk almost every day.
12 Work with a different partner. Discuss some
things you learned in Exercise 11.
Mei often runs and she walks a lot too.
10
• Provide five minutes’ preparation
time for students to think of questions
and let students check ideas in pairs.
Monitor and help with ideas and
vocabulary.
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11
• Organize the class into new pairs.
usually Ask pairs to interview each other and
make notes of answers.
• As students speak, listen carefully and
note errors. You can refer to these errors
after the next exercise.
12
• Read the example to the class.
Students change partners and tell
each other about what they learnt in
Exercise 11.
• At the end, in feedback, write on the
board three or four errors you heard
while students talked in Exercises 11 and
12 and ask students to correct in pairs.
Extra activity 1
As an alternative to the activity above, ask
students to mingle round the classroom
and speak to three or four students before
sitting down in pairs or groups to share
information about three or four people.
Extra activity 2
watch Do a class survey. Ask students in pairs to
prepare five or six questions based on a
topic: free time, sport, holidays, work, etc.
Once students have prepared questions,
they mingle and interview other class
members. Pairs then get together again
and prepare a presentation to the class
of what they found out from asking their
questions.
EXPLORE MORE!
15 How you exploit Explore More! will depend
on internet access in your classroom. If you
have none, set this as a homework task.
A search found the following:
Introverts: love close relationships and
1/18/22 11:37 AM
quiet, working independently, and enjoy
solitude. They think before they speak.
Extroverts: love groups and being around
people and enjoy team-oriented work
settings. They think out loud.
See Workbook page 6 for extra practice
(Grammar).
27
LESSON 1C
LESSON GOALS
• LISTENING A main aim is to develop
the skill of listening for opinions in an
interview.
• GRAMMAR A further main aim
is to practise present simple and
continuous forms and to explore when
to use which form.
• PRONUNCIATION Students practise
stressing words to express strong
opinions.
• VOCABULARY AND SPEAKING
Students learn adjectives to talk about
personality characteristics.
LISTENING
1 • listen for words that a speaker says strongly. For
• Optional step Ask focus questions:
What can you see in the photos? What
do you remember about Arianna from
the beginning of the unit?
• Students discuss what Arianna is
doing in the photos in pairs, then report
ideas briefly in feedback.
Sample answers
Photo 1: She is posing for a photo.
Photo 2: She is travelling / walking / hiking.
Photo 3: She is fixing a car.
She is smiling and feels happy in all the
photos.
2 1.2
• Optional step Provide an example of
your ‘best self’ – e.g. I am my ‘best self’
when I’m helping students study for
exams. Ask students: What’s your best
self?
• Play the audio. Students circle
answers. Let them compare answers in
pairs.
Answers
Being your ‘best self’ means showing your
nicest / most positive qualities. The idea
here is that there are certain situations in
life that make it easier for us to show these
sides of our personality.
3 1.2
• Read the Listening skill box with your
class.
• Give students time to read sentences
1−5.
• Play the audio. Students tick the
answers. Let them compare answers in
pairs.
28
1C
My best self
LISTENING
NATIONAL GEOGRAPHIC EXPLORER
1 Work in pairs. Look at the photos of Arianna
Soldati. Talk about what she is doing in each
photo and discuss how she might feel and why.
16
43118_U01_010-021.indd 16
AUDIO 1.2
Interviewer: I’m here with National
Geographic Explorer Arianna Soldati.
Arianna, you’ve lived and worked in several
different countries, right?
Arianna: Yeah, right. I’m living in Germany
now. Before that, the US and France. And
I’ve studied volcanoes in several places,
including Costa Rica, Guatemala and of
course Italy, where I’m from.
Interviewer: So, you speak, what, three
or four languages?
Arianna: Actually, five.
Interviewer: Five? Wow! Amazing! I only
speak English and Spanish … Actually,
I sometimes feel like a different person
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LESSON GOALS
• Listen for opinions in an interview
• Talk about present situations
• Stress words to express strong opinions
• Talk about personality characteristics
2 1.2 Listen to the interview and choose the
correct option for each sentence. Then discuss
what you think being your ‘best self’ means.
1 She speaks four / five languages.
2 Her second language is German / English.
3 She feels her ‘best self’ in Italy / the US.
4 She acts differently / the same in different
situations.
3 1.2 Look at the Listening skill box. Then listen
to the interview again. Who has each opinion
(1–5)? Tick (✓) Interviewer, Arianna or both.
LISTENING SKILL
Listening for opinions
To understand what someone’s opinions are:
• listen for expressions that introduce an opinion,
such as In my view, … or phrases that are clearly
positive or negative, such as Amazing! or
That’s not good.
• listen for reasons and examples that express a
positive or negative opinion. For example
‘… because it made me happy’ (positive) or
‘… it was too expensive’ (negative)
example ‘It was really good.’
Interviewer Arianna
1 Being able to speak five
different languages is great. ✓
2 People can feel different when
they use different languages. ✓ ✓
3 It can be a good thing to
think before you speak.
✓
4 People can have different
personalities in different places. ✓
5 People can act differently when
they are with different people. ✓ ✓
4 Work in groups. Discuss how your behaviour and
personality change in these situations.
• when you are at work or school
• when you are at home with your family
• when you go out with your friends
• when you speak different languages
1/18/22 11:37 AM
when I speak Spanish. Is that the same for
you when you speak different languages?
Arianna: Hmm … you know, yeah, that
definitely happens. I’m more comfortable
in Italian because it’s my first language
– I don’t have to think before I speak.
Sometimes, that’s good, but sometimes
maybe I say something without thinking
and people understand it in the wrong
way. English is really my second language.
In English, I have to think a little more
about vocabulary. So, I have extra time to
make sure people understand me. I feel
that is so important in social situations.
And, well, in German I’m less confident
because I’m still learning it.
 GRAMMAR
5 Read the Grammar box. Underline the examples
of the present simple and circle the examples of
the present continuous in the extract from the
interview below.
GRAMMAR Present simple and present
continuous
Use the present simple (with or without adverbs of
frequency) to talk about regular events, routines,
habits, facts and things that are always true.
I sometimes say something without thinking.
Use the present continuous to talk about
something happening or true right now, or an
activity happening around now.
I’m learning German.
Go to page 166 for the Grammar reference.
I: How about when you’re living in different places?
Do you change because the culture is different?
A: [...] Actually, the US is the place where I feel my
best self because the culture fits me. [...] And
right now I’m living in Germany, like I said. I’m
working at the university for a year. The culture is
more serious and quiet – in a good way – so I’m
naturally trying to act like other people.
6 Look at 1–5 and write sentences using the
present simple or present continuous. In which
sentences can you use either form? How does
the meaning change?
1 what / do / at the moment?
2 how / usually / go / to work?
3 he / teach / me / to play / tennis
4 she / try / to eat / healthy food
5 we / rarely / watch TV / these days
7 Work in pairs. Write four sentences that are true
for both of you. Use the present simple for two
sentences and the present continuous for the
other two sentences.
PRONUNCIATION
8 1.3Look at the Clear voice box. Listen and
repeat.
EXPLORE MORE!
Search online for articles about ‘how to be your best self’. Find some suggestions that you
think might be useful. Discuss them with your friends.
CLEAR VOICE
Stressing words to express
strong opinions
To show they have a strong opinion about a
topic, speakers often stress words such as so,
very or really, or an auxiliary verb like do or am.
I feel that is so important in social situations.
9 1.4 Listen to the opinions. Underline the
words that the speaker stresses.
1 I definitely prefer living here.
2 Absolutely. I talk a lot when I’m at home!
3 Yes, I do like learning new languages.
4 When I’m at work, it really changes how I act.
10 1.4 Listen and repeat the opinions in Exercise
9. Use the correct stress.
VOCABULARY AND SPEAKING
11 1.5 Work in pairs. Choose the correct option
to complete the definitions of the personality
adjectives. Then listen and check.
1 Confident means you enjoy being with others /
think positively about yourself.
2 Creative means you have interesting ideas and are
good at making things / making friends.
3 Friendly means you talk a lot / are kind and
helpful to people.
4 Honest means you tell the truth only in some / in
all situations.
5 Patient means you get angry / stay calm when
you need to wait or deal with a difficult situation.
6 Professional means you act in a correct way at
work and do your job well / work very fast.
7 Reliable means you do what you say you will do /
find fun new ways to do things.
8 Serious means you are quiet and careful about
things and don’t laugh very much / are often sad.
Go to page 160 for the Vocabulary reference.
12 Choose an adjective from Exercise 11 that
describes somebody you know. Describe this
person to give an example of the adjective, but
don’t say the adjective. Use stress to emphasize
opinions. Your partner guesses your word.
A: My sister, Luisa, talks to everyone!
B: Is she friendly?
A: Yes, she's really friendly.
17
4
• Organize the class into small groups
and give students a minute to prepare
ideas.
• Set a five-minute time limit. Students
discuss their ideas.
• As students speak, listen carefully and
note errors. At the end, in feedback,
write three or four errors you hear on
the board and ask students to correct
in pairs. Note also how well students
use personality adjectives (see answers
below – adjectives are taught in
Exercise 11).
Answers
Students’ own answers, but typically
people are more serious and professional
at work and relaxed and friendly at home.
People may feel more confident with
friends than in work situations. Often,
bilingual people feel their personality
seems different depending on which
language they speak.
GRAMMAR
5
• Read the Grammar box with the class.
• Students underline and circle the
examples. Then check in pairs.
GRAMMAR NOTES
Meaning
Timelines (and check questions) are a
way of showing the difference between
these two forms. You could draw the
timelines below to show how the
present simple and continuous differ:

Past now future

I live in Italy. It’s my home.
43118_U01_010-021.indd 17 1/18/22 11:37 AM Ask, Does she always live in Italy? (Yes)
Interviewer: How about when you’re Interviewer: One last question on this
living in different places? Do you change topic. Do you change when you’re with Past now future
because the culture is different? different groups of people? For example, I I’m living in Italy right now.
Arianna: Absolutely. I’ve seen that change feel like a different person at work and at
a lot. For example, living in the US was fun. home. Ask, Does she always live in Italy? (No)
Actually, the US is the place where I feel Arianna: Yeah, I think the situation Is it happening now but not for a long
my best self because the culture fits me. really affects how I behave. At work, time? (Yes)
But one year my parents visited me there for example, I try to be reliable and
and they asked, ‘What is wrong with you?’ professional. And if I sound really excited, Pronunciation
They saw me with all my friends and they maybe they don’t see me as serious. With Notice the strong stress on the main
said I sounded very excited compared to friends, though, I can be more like myself. verb when making statements in both
when I’m in Italy. And right now, I’m living Actually, I don’t like to mix work situations tenses.
in Germany, like I said. I’m working at the and friend situations for this reason. And
university for a year. The culture is more with family, I probably act differently too.
serious and quiet – in a good way – so I’m I didn’t think about this before, really, but For further information and practice, see
naturally trying to act like other people. yeah, that’s interesting. Grammar reference Unit 1C on page 166
So, yeah, I do think I change in different of the Student’s Book.
places.
29
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LESSON C
Extra activity
Auxiliary verbs are generally unstressed. Stressing them very
To practise form and pronunciation, do a brief drill around the strongly directs the listener to the speaker’s strong emotion or
class using the structure I’m learning German: opinion.
Say: I’m learning German REPEAT (Students repeat)
Say: He (Students say: He’s learning German)
Say: Not (Students say: He isn’t learning German) Extra activity
Say: She … etc. Write the following on the board: You’re so right. I do think you’re
right. You’re definitely right. I really think you’re right. Absolutely!
6 Then ask students to think of and write down five opinions
• Elicit the first answer to get students started. Let students
(e.g. Oranges are the tastiest fruit. English is easy to learn.). Put
compare answers in pairs before checking answers as a class.
students in pairs and ask them to take turns stating an opinion
• Optional step Students practise the conversation in pairs. and agreeing, using the stressed opinions.
Answers
1 What are you doing at the moment? VOCABULARY AND SPEAKING
 
2 How do you usually go to work?
11 1.5
 
3 He is teaching me to play tennis. (happening around now/
• Elicit the first answer to get students started. Let students
 
temporary) / He teaches me to play tennis. (repeated or regular
action in the present time period) work in pairs to complete definitions. Then play the audio to
4 She is trying to eat healthy food. (happening around now) / She check.
 
tries to eat healthy food. (general truth) • Optional step Play the audio again. Students listen and repeat,
5 We rarely watch TV these days. paying attention to the strong stress in the adjectives.
 
7
• Organize the class into pairs to prepare sentences. You VOCABULARY AND PRONUNCIATION NOTES
could elicit two or three possibilities to get students started. Notice the strong stress in these words. It is on the first syllable
• In feedback, different pairs share sentences with the class. except for: creative, professional, reliable. Notice the silent ‘h’
• Optional step Introduce Do you …? and Are you …? in honest /ˈɒnɪst/.
questions. Tell students that they must ask these questions to
find out as much information as they can about each other
For further information and practice, see Vocabulary reference
before coming up with four sentences.
Unit 1 on page 160 of the Student’s Book.
Sample answers
We are wearing jeans.; We live in the city centre.; We are doing an Extra activity
English course.; We get up before seven on weekdays. Act out simple situations to illustrate the adjectives from
Exercise 11 and ask students to say what adjective you are acting.
For additional practice, refer to the Grammar activity on page
For example:
263 of the Teacher’s Book.
You left $10 at my house. Here you are. (honest)
I know that I will get the job – I’m very well-qualified. (confident)
PRONUNCIATION Do you like my new paintings? (creative)
I never laugh when I’m at work. (serious)
8 1.3
• Read out the Clear voice box. 12
• Play the audio. Students listen and repeat. • Model the activity by describing two or three people you know
and getting students to guess adjectives.
9 1.4
• Organize the class into small groups. Give students a minute
• Ask students to look at the four opinions. Ask, Which words do to prepare ideas.
you think are stressed?
• Students take turns to describe people and guess adjectives.
• Play the audio. Students listen and underline. Let students
compare answers in pairs. For additional practice, refer to the Vocabulary activity on
page 248, the Communication activity on page 223 and the
10 1.4 Mediation activity on page 304 of the Teacher’s Book.
• Play the audio again. Students listen and repeat.
• Optional step Students practise saying the sentences to a EXPLORE MORE!
partner.
Students find out three or four suggestions that would be useful
to them personally and present them in the next lesson.
PRONUNCIATION NOTES
English is a stress-timed language, so strong stresses are See Workbook pages 7−8 for extra practice (Grammar,
exaggerated to carry meaning and express strong emotions or Pronunciation, Vocabulary).
opinions. Notice how adverbs are stressed to emphasize the
verbs or adjectives they are describing.

30
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LESSON 1D
LESSON GOALS
• SPEAKING The aim of the lesson is to introduce students to ways of talking to people
they don’t know and maintaining a conversation with them by sharing information,
finding a connection with them and showing interest. They then learn how to express
agreement and disagreement when having a conversation.
• PRONUNCIATION Students practise saying long and short vowel sounds: /i:/ and /ɪ/.

SPEAKING VIDEO 1.2

1 people find it difficult. Here are some simple tips to help you talk
• Optional step Ask students to look at the title and photo. Ask,
What type of event are these two people at? Do you think they
know each other well? How do you know that? What do you
think they are talking about?
• Organize the class into small groups of three to five
students. Give students one minute to read the situations and
think of ideas before talking with their group partners.
Sample answers
1 You could take a friend with you, think of and prepare things to
say or questions to ask, wear clothes that make you feel good.
2 You could see it as an opportunity to find out about a person by
asking questions.
3 You could ask questions to find out more information about
your friend’s life.
MY VOICE
COMMUNICATION SKILL NOTES
Talking to people you don’t know
Talking to people you don’t know can be difficult as it’s not
always easy to know what to say and how to ask and respond
to questions, especially if you are shy and not very confident at
speaking with others. This lesson aims to support students with
useful strategies: using questions, sharing personal information,
finding connections, showing interest and giving short answers.
Take the opportunity to provide plenty of getting to know you
‘small talk’ so students can get to know each other better.
2 1.2
• Read out the information in the Communication skill box.
Check difficult words: comment on = say something about;
have something in common = like the same things or have the
same interests.
• Give students time to read the task and check they know they
have to order A to E in the skills box.
• Play the video. Students compare answers in pairs.
• Optional step To confirm answers, ask a pair to come to the
board and write up their order of communication strategies.
Talking to people you don’t know is an important skill, but some
to someone you don’t know.
Start by introducing yourself. You can say your name and maybe
where you’re from and what you do. It’s good to ask questions.
Your questions might depend on who the other person is and
where you meet them. If you meet someone at a book club,
you might ask ‘What types of books do you like?’ or if you
meet someone at a gym, you might ask ‘Do you take classes
here?’ However, asking too many questions can make some
people uncomfortable. So, it’s good to balance your questions
with comments. For example, comments like ‘Oh that’s very
interesting!’ or ‘Oh really? I didn’t know that!’ show that you’re
interested. When people feel you’re interested in them, they
usually keep talking.
Remember that some people might be shy, or it might not be
natural for them to talk a lot about themselves, so try to find
a connection with them, something the two of you have in
common. This could be something you both enjoy doing, or
somewhere you’ve both lived. For example, I find that food
is a good topic for finding a connection with people because
everybody has to eat, right?!
Another way of getting someone to talk is to start sharing
something interesting about yourself. That way, they might share
something about themselves too. But be careful of talking too
much about yourself.
Keep your part short and simple. Or simply: KISS.
So, when you meet someone you don’t know, introduce yourself,
ask questions, comment on what they say, find common interests
and share something interesting about yourself, but keep your
part short and simple. That way you can have a conversation with
anyone you meet!
3
• Students discuss the questions with a partner.
• In feedback, ask different pairs to share experiences and
suggestions.
4
• Students discuss the questions with a partner.
• In feedback, ask different pairs to share ideas and reasons.
Sample answers
1, 3 and 4 are good because they are open questions which invite
people to talk about themselves so you can find a connection. 2 is
a closed question and, like 5, is a bit personal for a first meeting.

31
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LESSON D
5 Talking to people you don’t know
• Students discuss and prepare
questions with a partner.
• In feedback, elicit ideas from different
pairs and have a class discussion about
whether they are good or not.
Sample answers
What do you do in your job?
What food do you like?
What sports do you enjoy doing?
Extra activity
Write the following opening lines on
the board and ask students to say which
they would use at a party to start a
conversation. You could ask students to
order them from best to worst opening
question:
Tell me about you.
What’s your story?
How do you know the host of the party?
What was the best thing about your day
today?
Are you working on anything exciting at
the moment?
Are you having fun?
PRONUNCIATION AND
SPEAKING
6 1.6
• Optional step Read out: There’s a ship
in this picture. Then: There’s a sheep in
this picture. Ask students what they hear
in each sentence.
• Read out the Clear voice box.
• Play the audio. Students listen and
repeat.
PRONUNCIATION NOTES
Notice how the symbol /:/ makes a
vowel a long sound, not a short one.
The /i:/ sound is formed with a wide
spread mouth, whereas the mouth is
more rounded when forming the short
sound /ɪ/.
Speakers of many other languages,
Italians for example, have a comparable
sound that is neither as short as /ɪ/ or
as long as /i:/, and these speakers find
it hard to differentiate between the two
sounds. Ask students to exaggerate
lengthening the long sound and
shortening the short sound.
32
1D
LESSON GOALS
• Learn strategies for talking to people you
don’t know
• Practise saying words with long /i:/ and
short /ɪ/
• Express agreement and disagreement
SPEAKING COMMUNICATION SKILL
Talking to people you don’t know
1 Work in groups. Discuss whether you enjoy these
situations, and why.
It can be difficult to have a conversation with
a stranger. These strategies might help:
1 going to a party where you don’t know anybody
3 A Comment on what the other person said and
2 having a conversation with someone you don’t
know on a train
show your interest in them.
2 B Ask the other person questions to learn about his
3 going out for a coffee with a friend of a friend or her personality.
4 C Find a connection with the other person, such as
MY VOICE something you have in common.
2 1.2 Look at the Communication skill box.
1 D Introduce yourself to the other person and share
some personal information.
Then watch the video about talking to people
5 E Let the other person talk more. Give short answers
you don’t know. Write communication strategies
A–E in the order the speaker mentions them.
to questions they ask.
18
43118_U01_010-021.indd 18 1/18/22 11:37 AM
7 1.7 5 We eat a lot. We eat a lot.
• Read through the pairs of words in 1−6. 6 I’m heating it. I’m heating it.
Point out the phonemic symbols (see
the Pronunciation notes) and check any
8
• Elicit one or two example sentences.
unknown words (mime slipping and
Then give students a few minutes to
heating).
prepare questions to ask. Monitor and
• Play the audio. Students listen and help with ideas.
circle words they hear. Let students
• Students work with a new partner to
compare answers in pairs.
ask and answer their questions.
AUDIO 1.7 Sample questions
1 That’s his book. That’s his book. 1 What do you wear on your feet at
 
2 Are they sleeping? Are they sleeping? home?
3 They’re very fit. They’re very fit. 2 What do you eat for breakfast?
 
4 The ship is coming. The ship is coming. 3 When did you last slip and hurt yourself?
 
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 3 Look at the Communication skill box again.
Work in pairs. Say which strategies you already
use and how useful they are. Then discuss which
strategies you think will be useful in the future.
4 Work in pairs. Which questions do you think
could be useful to ask when you are getting to
know somebody? Why?
1 What do you do in your free time?
2 Are you a morning person?
3 What kind of TV programmes do you enjoy?
4 Where do you want to live and in what kind of
home?
5 What is one thing nobody knows about you?
5 Write two more questions that can help you get
to know somebody. Discuss your questions and
reasons with the class.
PRONUNCIATION AND SPEAKING
6 1.6Look at the Clear voice box. Listen and
repeat.
CLEAR VOICE
Saying long and short sounds (1): /i:/ and /ɪɪ/
English has long and short vowel sounds. It’s
important to say the length correctly because
using the wrong length can sound strange or mean
other people don’t understand.
/ɪ/ I live in Brazil.
/i:/ I’m leaving Egypt.
7 1.7 Listen to sentences 1–6 and circle the
words you hear.
1 he’s /i:/ his /ɪ/
2 sleeping /i:/ slipping /ɪ/
3 feet /i:/ fit /ɪ/
4 sheep /i:/ ship /ɪ/
5 eat /i:/ it /ɪ/
6 heating /i:/ hitting /ɪ/
8 Write five questions using words from Exercise 7.
Work in pairs. Take turns to ask and answer the
questions. Answer using full sentences and use
the correct long or short vowel sounds.
A: What time do you usually go to sleep?
B: I usually go to sleep at about 11 o’clock.
43118_U01_010-021.indd 19
Extra activity
Test students on the pronunciation of other
/ɪ/ or /i:/ words:
chip/cheap, rich/reach, still/steal, pill/peel
Write the paired words above on the
board. Ask students to write them down.
Say one word from each pair. Students
circle the words they hear, then check with
a partner.
Follow up by asking students to take turns
saying words in pairs – their partner must
point to the word they hear.
For additional practice, refer to the
Pronunciation activity on page 288 of
the Teacher’s Book.
9 Look at the Useful language box. Work in pairs.
Take turns to read sentences 1–5 below and
respond to them about yourself.
Useful language Expressing agreement
and disagreement
Agreeing with a positive statement
Me too.
So do/am/can I.
Agreeing with a negative statement
Me neither.
Neither do/am/can I.
Disagreeing with a positive statement
Really? Not me.
I don’t/can’t.
I’m not.
Disagreeing with a negative statement
Really? I do/am/can.
1 My sister can’t eat milk or cheese.
Neither can I. / Really? I can. I love cheese!
2 I live in a flat in the city.
3 She doesn’t really like meeting new people.
4 I’m so sleepy!
5 We stayed in a very pretty village last summer.
10 Complete the sentences about you. Take turns to
say your sentences and respond to your partner’s
sentences using the Useful language.
1 I like .
2 I don’t like .
3 I can .
4 I can’t
5 In the future, I want to
.
.
6 In the future, I don’t want to
11 OWN IT! Find a partner you do not know very
well. Spend a few minutes talking to them. Use
the strategies from the Communication skill box
on page 18 and the Useful language. Try to keep
the conversation going.
12 Work in groups. Discuss what you learned about
your partner and what you have in common.
9 they will use in this activity.
• Read out the information in the Useful
language box. Point out the meaning
and use of the phrases (see the Useful
language notes). Ask students to repeat
the phrases after your model to practise
pronunciation.
• Students take turns to read and
respond to statements.
Sample answers
2 So do I / Oh, I don’t.
 
3 Neither do I. / Oh, I do.
 
4 So am I / Really? I’m not.
 
5 Me too. / So did we. / Oh, we didn’t.
 
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USEFUL LANGUAGE NOTES
Use
Notice how we agree or disagree using
an auxiliary verb. The auxiliary verb used
depends on the tense of the statement:
I like chips (present simple) So do I.
I don’t like cream (present simple
negative) Neither do I.
I’m not feeling well (present continuous
negative) Neither am I.
I can play football (modal auxiliary)
So can I.
I have been to France (present perfect)
So have I.
Pronunciation
Notice the strongly intonated rise-fall
pattern on these phrases when agreeing
or disagreeing.
10
• Students complete the sentences
.
individually with their own ideas. You
could set it up by providing or eliciting
a few ideas: I like going to the cinema. I
like watching American films.
• Students act out the activity in pairs.
As students speak, monitor and prompt
students to correct. Remind them that
they should use So to agree with a
positive statement and Neither to agree
with a negative statement.
19
11 OWN IT!
• Optional step Begin by asking students
to tell you what communication
strategies they can remember from the
Communication skill box. Then give
1/18/22 11:37 AM
them a minute to decide which ones
• Mix students so they are working
with new people. Set a five-minute time
limit for the conversation.
12
• Put pairs together to form groups of
four. Students work together to discuss
what they learned.
For additional practice, refer to the
Communication activity on page 224 of
the Teacher’s Book.
33
LESSON 1E
LESSON GOALS
• WRITING The aim of the lesson is
to guide students to write a profile
of themselves. Students practise
recognizing different writing styles
and adapting their writing style.
SPEAKING
1 type(s) of writing from Exercise 1 match each
• Optional step Brainstorm ‘things you
write’ with the class and write ideas on
the board. Build up a big list ranging
from shopping lists to emails to poems
to CVs. Ask students in pairs to choose
two from the list on the board and
say how the writing style differs when
writing the two.
• Students discuss the questions.
Sample answers
Posts, texts and personal emails are likely
to be the most common. Reasons include
keeping in touch with friends, making
arrangements and sharing ideas, photos
and stories.
2 again. Write full sentences to answer these
• Optional step Read out the definitions
in the Vocabulary notes below. Students
say which words in bold you are
defining.
• Organize the students in groups to
discuss the types of writing. In feedback,
elicit answers.
Answers
1 essay
2 business letter
 
3 social media post, text message and
 
personal email
VOCABULARY NOTES
A formal letter or email has long
sentences and no contractions and is
used when you write, for example, a job
application.
An informal letter or email has short
sentences and contractions and is used
when you write to friends and family.
serious /ˈsɪə.ri.əs/ = important and not
light or fun
professional /prəˈfeʃ.ən.əl/ = describes
people or companies who do things
well and correctly in business
direct /daɪˈrekt/ = in a way that tells you
things simply and clearly
34
1E
Me in a few words
SPEAKING
1 Work in pairs. Look at these different types of
writing. Then discuss which types you often write
– in English or in your own language – and why.
business letter essay personal email
social media post text message
2 Work in groups. Check the meaning of the bold
words in descriptions 1–3. Then discuss which
description.
1 Uses a serious and formal style. May use
advanced vocabulary and long sentences. Will not
usually use contractions such as couldn’t or don’t.
2 Uses a professional style and is usually serious.
Will focus on business, and express ideas in a clear,
direct way.
3 Uses an informal style and is not usually serious.
Will generally use simple vocabulary and short
sentences. Contractions are common, and may use
exclamation marks (!) or abbreviations such as msg
for message.
READING FOR WRITING
3 Read texts 1–3. Label each text with one of the
following headings. Then read the responses
(A–C) and match them with the texts (1–3).
• an advert to share a home
• a job application
• a social media profile
4 Read the texts (1–3) and the responses (A–C)
questions.
Text 1 What is the writer looking for?
The writer is looking for a friendly person to share a
comfortable flat.
Text 2 What do people reading this need to do next?
Text 3 What should people responding write about?
Response A How often does the writer paint?
Response B What skills is the writer trying to learn?
Response C What does the writer do in the evenings?
20
43118_U01_010-021.indd 20
READING FOR WRITING
3 them compare answers in pairs.
• Optional step Read out the headings.
Ask, Which type of writing is serious
and formal? (job application) Which one
is friendly and informal? (social media
profile) Which one is direct? (advert)
• Students read the texts and label
with the headings. Let them compare
answers in pairs.
• Students work in pairs to match
texts and responses.
4 usually likes quiet evenings in.
• Read through the questions with your
class.
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LESSON GOALS
• Recognize different writing styles
• Adapt your writing style
• Write a personal profile
1 an advert to share a home C
Friendly person wanted to share comfortable flat in
centre of city. £475 per month. Shared bathroom,
kitchen and living room, but own bedroom. Send
email to sam@needaroomie.com. Nobody too crazy,
please!
2 a social media profile A
You’re one step away from joining our exciting
social media community. Just write a short
description of yourself and click ‘Let Me In!’ New
friends are waiting!
3 a job application B
In order to find the perfect job for you, we need
to know a little about who you are, what skills you
have and what work you enjoy doing. Write no
more than 50 words.
A
I’m positive, confident, easygoing and patient. I love
going out and meeting new people, but occasionally
I like to be alone … to be honest, who doesn’t,
right?! I’ve just started painting. I don’t think I’m
very talented, but I love it and I do some painting
almost every day, so I’m definitely getting better!
B
I graduated last year with a business degree. I am
working in sales now, but I want to get experience
in marketing or advertising. I am very good with
computers and social media. I am trying to develop
new professional skills, such as speaking in public
and writing business reports.
C
Hi!
I’m really interested. I’m currently living south of
the river, but I work on North Road, so moving
to the city centre would be perfect! My friends
say I’m generous and reliable. I usually like quiet
evenings in, but sometimes I like going out! Oh, and
I love exercising. In fact, I’m learning karate at the
moment.
1/18/22 11:37 AM
• Students read the texts and
responses again and write sentences. Let
Sample answers
2 write a short description of themself
 
(and click on ’Let Me In!’)
3 write about three things: who they are,
 
what skills they have, what work they
enjoy doing
A almost every day
 
B how to speak in public and write
 
business reports
C The writer sometimes goes out but
 

5 Look at the Writing skill box. Work in groups.
Look at the texts and responses on page 20
again and answer the question below.
WRITING SKILL
Adapting your writing style
Change your writing style based on:
• why you are writing (the situation).
• who you are writing for (the reader or readers).
• what you want to say (the content).
For example, you might use an informal style when
writing a personal profile for social media. You might
use a formal style in a business profile.
Do you think the writer of each response (A–C) uses
the correct style? Give reasons.
6 Which four steps could you follow to change
response A into a job application?
1 Add information about education level and
previous and current jobs.
2 Change exclamation marks to full stops and
contractions such as don’t to do not.
3 Give information about professional skills rather
than personal hobbies.
4 Mention professional characteristics instead of
personal ones such as easygoing.
5 Write shorter, simpler sentences and use more
basic vocabulary.
7 Work in pairs. Compare your answers to Exercise
6. Then work together to rewrite response A so
it is suitable to include in a job application.
43118_U01_010-021.indd 21
VOCABULARY NOTES
share /ʃeər/ = use / live in with
somebody else
talented /ˈtæl.ən.tɪd/ = very good at
something (e.g. a talented musician)
graduate /ˈɡrædʒ.u.eɪt/ = complete
university
degree /dɪˈɡriː/ = university qualification
currently /ˈkʌr.ənt.li/ = now
6
• Read through the steps with your class
and check any difficult words: current
= now; exclamation mark = !; basic =
simple.
• Elicit the first helpful step to get
students started. Then ask students to
work in pairs to choose three more steps
before discussing as a class.
7
• Students work with a new partner.
Ask them to compare their answers to
Exercise 6, then work together to rewrite
WRITING TASK
response A.
8 WRITE Read the three writing tasks and choose
one that is useful for you. Then write a personal • In feedback, ask two or three pairs to
profile in a style that matches the situation and read out their suggested rewrite.
the reader it is for. Use the model profiles A–C
on page 20 to help. Sample answers
• You have signed up for a new social media app. I am positive, confident, creative, reliable
Write a short profile of yourself that your friends and patient. I studied literature at university.
and other members of the site can read.
• You have joined a website for people who want to
After university, I worked for two years in an
find a new job. Write a short profile of yourself for office. My skills include giving presentations,
companies to read. helping customers and solving problems.
• You want to take part in a competition to win
a two-week holiday in Acapulco, Mexico. The
entry form asks you to write a short profile about WRITING TASK
yourself and why you should win.
9 CHECK Use the checklist. Your profile ... 8 WRITE
describes your personality clearly. • Students write their profiles.
uses a writing style that matches the situation. • Optional step You could ask students
uses a writing style that is suitable for the reader. to write profiles for homework then
uses adverbs of frequency correctly.
do Exercise 10 in the next lesson. If
uses present tenses correctly.
done in class, the activity can be done
10 REVIEW Exchange profiles with another
student. Did they include at least three things
collaboratively, allowing you and
from the checklist? Give each other feedback. classmates to help with ideas and make
Then make changes to your profile based on corrections.
your partner’s feedback.
Go to page 154 for the Reflect and review. 9 CHECK
• Ask students to use the checklist. Let
students compare with a partner so they
21
can check each other’s work.
10 REVIEW
• Students exchange profiles with a partner
1/18/22 11:37 AM
and provide feedback to each other.
5 • Optional step Students exchange
• Read through the Writing skill box with profiles with a new classmate without
your class. saying which task they chose in Exercise
• Students work in small groups to 8. Can their classmate guess which task
discuss the question. they chose? If yes, why? If no, why not?
Sample answers Extra activity
Yes – all use the correct style For homework students rewrite profiles so
A: contractions, exclamation marks and they are suitable for one of the two other
short, simple sentences about hobbies and situations in Exercise 8.
personal interests.
B: no contractions or exclamation marks; See Workbook page 9 for extra practice
(Writing).
longer, direct sentences about professional
skills and experience.
For Unit 1 Reflect and review, see
C: contractions, exclamation marks and
Student’s Book page 154.
short, simple sentences about hobbies and
personal interests.
35
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 UNIT 2
Memory

UNIT GOALS
2A Reading and speaking
• understand a blog post about
how to improve your memory;
recognize synonyms; think about
the quality of information

2B Listening and grammar,


pronunciation and speaking
• understand an interview about
memories; use the past simple
to talk about memories; practise
saying the regular past form
endings

2C Speaking, listening,

vocabulary, grammar and
speaking
• discuss information in an
infographic; deal with unfamiliar
vocabulary in an interview; talk
about school subjects; make
questions using be and do

2D Speaking and pronunciation 22


• show interest when listening in
conversation; understand how
words change in fast speech;
talk about the first time you did
something
2E Writing
• give reasons using so and because;
add details to a story; write a story
about a happy memory
Photocopiable resources
Communication activities: pp. 225–226
Vocabulary activity: p. 249
Grammar activities: pp. 264–265
Pronunciation activity: p. 289
Mediation activity: p. 305
Workbook
Unit 2 pp. 10–15
43118_U02_022-033.indd 22
1
• Students work in pairs and discuss
the questions.
• Optional step Use the photo on the
page to elicit and teach key words they
will need: hold a slide, pool, edge,
inflatables (you may need to explain to
younger students that slides are usually
shown in projectors).
Sample answers
1 There’s a pool with some inflatables
 
in the background. In the foreground,
we can see a hand holding an old slide
showing a little girl in a pool.
12/13/21 4:07 PM
2 The edge of the pool is different in the
 
two photos. There are giant inflatables
in the pool in the background.
ABOUT THE PHOTO
By showing the old slide of the child in
the pool in front of the modern scene, the
photographer is showing not only that
the slide was taken long ago but recalls a
memory of a similar pool long ago.
Extra activity
Students describe a photo on their phone.
Ideally, it should be an old photo, taken in
the past.

36
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 2
Memory
A memory = a thing you remember
from the past (e.g. a memory of a great
holiday).

GOALS
• Recognize synonyms in a blog post
• Use the past simple to talk about memories
• Deal with unfamiliar vocabulary in an interview
• Talk about school subjects
• Show an interest when listening
• Give details and reasons in a story
1 Work in pairs. Discuss the questions.
1 What can you see in the photo?
2 In what ways is the slide similar or different to the
background?
3 Do you have any photos that help you remember
when you were very young?
WATCH
2 2.1 Watch the video. Answer the questions.
NATIONAL GEOGRAPHIC EXPLORERS
GINA MOSELEY NORA SHAWKI
1 What are Gina and Nora good at remembering?
2 What do Gina and Nora sometimes forget?
3 Make connections. Which of these can you
remember? Which do you sometimes forget?
Catherine Panebianco holds one film and book titles friends’ birthdays important dates
new words in English people’s names
of her father’s slides as part of her
where you put your phone your phone number
project No Memory Is Ever Alone, US.
VIDEO 2.1
Gina: When I was a child, I did have a
good memory especially for car registration
plates. For some reason, I can still tell you
the registration number of every car that
my parents had when I was growing up.
Now though, things are very different.
I cannot tell you what I ate for dinner
last night. Also, whether I have a good
memory or not depends on how busy
I am at the time. If I am very busy with
work, then I find it hard to keep track of
everything that I need to do. I find it hard
to sleep as I am always thinking about the
things that I need to remember to do.
Nora: I usually remember the work that
I need to do. I forget the deadlines, but I
remember what needs to get done. I also
remember birthdays – for best friends
and family, but I’m horrible with replying
to emails. I always forget to reply to text
messages if I don’t see them right away.
And I definitely don’t have any phone
numbers memorized. I probably only know
two! Another thing is that I’m terrible with
directions. Even when I go to the same
place every day, I still need a map or GPS
to get there! And I always forget to water
my plants. Thankfully, I’m never too late – I
usually remember while they’re still alive!

3
23 • Ask students to work with a new
partner or in small groups. Set a five-
minute time limit for the discussion.
Extra activity
43118_U02_022-033.indd 23 12/13/21 4:07 PM

Answers Bring in one of your old photograph

WATCH
2
2.1
• Play the video. Students note answers.
• Students compare answers in pairs
before checking as a class.
• Optional step You may wish to check
challenging vocabulary on the video:
(it’s) hard to keep track of things / time
= it’s difficult to remember / know where
things are (or what time it is); right away
= immediately; memorize = put in your
memory; deadlines = times/dates when
you have to finish a job
1 Gina: remembering car registration plate
 
numbers. Nora: remembering what she
needs to do and birthdays.
2 Gina: what she had for dinner last night,
 
what she needs to do (especially when
she is busy). Nora: to reply to emails and
texts, phone numbers, how to get to
places and to water her plants.
VOCABULARY NOTES
memory /ˈmem(ə)ri/ = the store in your
mind that remembers things (e.g. My
memory isn’t very good.).
albums and ask students to do the same,
or you could show some old photos
digitally. In groups, students ask and
answer questions about the photos they
show and see.
ABOUT THE EXPLORERS
GINA MOSELEY is a geologist and cave
scientist who has explored ancient cave
sites in the Arctic Circle in Greenland.
NORA SHAWKI is an Egyptian field
archaeologist. She studies settlement
archaeology, which investigates the daily
lives of the communities that lived in
ancient Egypt.

37
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LESSON 2A
LESSON GOALS
• READING The main aim is to guide
students to recognize synonyms in a
text about improving your memory.
They practise thinking about the
quality of the information in a text – is
it from an unreliable source or out of
date?
• SPEAKING The speaking aim is to
discuss the reliability of the text’s
sources and to talk about how to
improve memory.
READING
ABOUT THE TEXT
The text type is an article from a lifestyle
magazine suggesting tips to improve
memory. It is organized under numbered
headings with references to studies and
periodicals to back up its claims.
Alzheimer’s disease is a physical disease
that affects the brain, named after Alois
Alzheimer, the doctor who first described
it. The brain is made up of billions of
nerve cells that connect to each other. In
Alzheimer’s disease, connections between
these cells are lost.
1 study
• Optional step Start by pointing to and
reading out the captions for each photo.
Ask, Do you do these activities / drink a
lot of water? Why? Ask, What connects
these four photos?
• Students discuss the questions in
pairs. Set a three- or four-minute time
limit. In feedback, elicit ideas from
different pairs. (Answers are provided
below but, since students will find
answers in the text, just see what
students think at this stage)
Sample answers
1 Thinking games like Sudoku and jigsaws
 
keep the brain active – you have to use
your memory to do them; meditation
and relaxing your mind may be good
for memory; water is good for you, so
perhaps it helps your memory
2 Students may suggest eating particular
 
foods, doing healthy activities like
sport, etc.
38
2A
How to improve your memory
LESSON GOALS
• Understand a blog post about how to
improve your memory
• Recognize synonyms
• Think about the quality of information
READING 5 Look at the Critical thinking skill box. Find two
1 Work in pairs. Look at the photos. Discuss the
examples of information in the blog post that
refer to research that you can check. Then find
questions.
two examples that need more information.
1 How do you think they relate to your memory?
2 Do you know any other things that are good for CRITICAL THINKING SKILL
Thinking about the quality of information
the memory?
3 Do you do anything to improve your memory? The writer of the blog post states that certain
2 Look at the title of the blog post on page 25 and things improve our memory but doesn’t
always give evidence. The post also uses phrases
the headings. What do you think the post might
like ‘studies show’ and ‘experts say’, but doesn’t
say about the topic? Read quickly to check.
always say which. You may need to check some
3 Read the blog post again. How does it answer online information on other sites. Look for university
research and reliable websites. Also check the date –
questions 1–5?
1 What can I eat and drink to improve memory?
some information may be old.
2 How often do I need to exercise?
6 Complete the sentences with the correct form of
3 How can I relax?
a word from Exercise 4. In some sentences, either
4
5
When should I sleep to help learning?
How can I use my memory?
word from the pair is possible. Which sentences
do you want to fact check?
4 Look at the Reading skill box. Then look at the 1 Research shows that eating almonds for
table below. Complete the pairs of synonyms lunch can improve memory in the afternoon.
from the blog post. All the words are in bold in 2 ‘We remember 10% of what we read, 20%
the blog post. of what we hear, 30% of what we see.’
READING SKILL (Edgar Dale)
Understanding reference (1): 3 Like our overall memory, our ability to remember
recognizing synonyms decreases
faces after we turn 34.
A synonym is a word that has the same 4 Happiness is essential/ for good memory.
meaning as another word. Writers often use necessary
5 Regular TV watching reduces memory.
them to avoid repeating the same words and to make study
6 A recent showed that weight
their writing more interesting. When you find a word
lifting can help memory.
you don’t know:
• think what kind of word it is (e.g. noun, verb, 7 Closing your eyes improves/ your ability to
strengthens
adjective). remember a film.
8 Eating late in the evening can negatively
• look at whether the word seems to mean the same
affect/influence our memory.
as another word you know.
• look for clues before and after the word.
• use a dictionary. SPEAKING
necessary reduce
7 Work in pairs. Discuss the questions.
1 Which information in the blog post do you believe
is useful / not useful?
research essential decrease
2 Which suggestion would you find hard to do?
memorize strengthen affect 3 Is there anything that you want to try in order to
improve your memory?
remember improve influence
24
43118_U02_022-033.indd 24 12/13/21 4:07 PM
2 fruit (food), doing exercise (weight) or
• Optional step Pre-teach tips (= pieces doing brain games (use).
of good advice). 3
• Elicit a first answer to get students • Ask students to read the tips again
started. Ask students to work with a and note answers. You could ask
partner to predict from the headings. students to write full sentences (see
• Let students read and check, confirm answers below). Then let students check
with a partner, then summarize what with a partner.
information they found in the text in a Answers
whole class feedback.
1 You can eat fruit, vegetables, protein,
 
Sample answers oily fish and dark chocolate. You can
Encourage students to think of things that drink green tea, coffee and water.
might be said within each paragraph/topic 2 You need to exercise regularly to
 
heading (e.g. about food, weight and use, increase brain size. Exercising only once
etc.). Students may suggest eating healthy can improve memory.
www.frenglish.ru
 remember /rɪˈmem.bər/ = keep a piece
of information in your memory
improve /ɪmˈpruːv/ = get better;
strengthen = get better in the sense of
make stronger
sudoku jigsaw meditation water
affect /əˈfekt//influence /ˈɪn.flu.əns/ =
make something change in some way

Seven tips to improve your memory You may wish to look at other high-level
words in the article:
Most of us know that our brains decrease in size as we get older, but did you know that diet

Seven tips to improve your memory

and lifestyle affect how well our brains work? Read on to find out more!

1 Food
vitamins /ˈvɪt.ə.mɪnz/ = essential foods
labelled A, B, C, D, E or K that keep us
Research shows that eating lots of fruit, vegetables and proteins improves memory. Try to avoid sugary healthy
foods such as cakes, biscuits and milk chocolate. Eating oily fish or dark chocolate (with over 70% cocoa) and
taking Vitamin D3 can also help strengthen your memory. proteins /ˈprəʊ.tiːnz/ = essential foods
2 Drink that help build the body
We know that 60% of the body is water, so it’s essential to drink enough water to keep the brain working
well. Drink when you are thirsty. In cold countries, experts say to drink 1–2 litres a day, more in hot countries. long-term /ˌlɒŋˈtɜːm//short-term
Studies show that green tea and coffee are also good for our memory.
memory /ˌʃɔːtˈtɜːm ˈmem.ər.i/ = you use
3 Exercise
your short-term memory to remember
The role of exercise is really important too. A 2011 study by Kirk Erikson showed that regular exercise actually
increases brain size. Another study for the University of Iowa in the US found that exercise improved memory things that are recent – where you left
in some older people; surprisingly it found that one single training session had the same effect on memory as your keys, what time the meeting is,
regular, longer exercise sessions! (Read more about it in the Science Daily.)
etc.; you use your long-term memory to
4 Relaxation store important memories – a holiday,
One study by the University of Massachusetts found that eight weeks of short, daily meditation improved
memory. Other forms of relaxation can also positively influence our short-term memory. Try taking 5–10 the day you got married, etc.
minutes of your day to meditate or listen to music. Or even just have a bath!
5 Weight
Some studies show that people with a healthy body weight did better at memory tests and had less chance
of getting Alzheimer’s disease (a serious illness that makes it very hard to remember things).
5
• The Critical thinking skill box aims to
6 Sleep
We know that age reduces our ability to learn, but sleep can help. For your brain to work well, 7–9 hours of help students think about the quality of
sleep is necessary for most people. A 2019 study in the Nature Research Journal found that students learned the information in a text and whether
things better before and after a short sleep!
it is from a reliable source, is in date or
7 Use provides clear evidence.
To keep your brain in good condition, you need to use it. Try to memorize information like event details and
passwords rather than putting the information in your phone. You could also learn a language or do brain • Read through the Critical thinking skill
training such as sudoku, crosswords and jigsaws. box before asking, What do you need to
do to check sources?
EXPLORE MORE! • Ask students to find information and
Choose one of the seven tips from the blog post and find more information about it online. For example,
25
examples in the text. In feedback, elicit
search for ‘body weight + memory’. Add the current year so that you find the most recent information.
answers from different pairs.
Sample answers
Sourced:
43118_U02_022-033.indd 25 12/13/21 4:07 PM
regular exercise actually increases brain size
3 To relax, have a bath, listen to music or (A 2011 study by Kirk Erikson: but from
VOCABULARY NOTES
 
meditate. 2011 – old and outdated)
4 Have a short sleep before and/or after study /ˈstʌd.i/ and research /rɪˈsɜːtʃ/ are exercise improved memory in some older
often used as synonyms = an academic
 
studying. You need about 7–9 hours of people (study by the University of Iowa:
sleep. investigation where you look at a lot of perhaps hard to find)
5 You can use your memory by learning information one single training session same as regular
 
a language, brain training or trying to exercise (Science Daily)
essential /ɪˈsen.ʃəl/ = very necessary or
memorize information like event details Eight weeks of short daily meditation
important
and passwords. improved memory (one study by the
decrease /dɪˈkriːs//reduce /rɪˈdʒuːs/ = University of Massachusetts)
4 get smaller (you tend to say something students learned things better before and
• Read out the information in the Reading decreases and you reduce something) after a short sleep! (A 2019 study in the
skill box. Nature Research Journal ).
memorize /ˈmem.ə.raɪz/ = deliberately
• Students read and find synonyms.
try to put information in your memory
Let students compare answers in pairs.

39
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Unsourced: To revise vocabulary from the lesson, ask students to write their
Research shows that eating lots of fruit, vegetables and proteins four tips using the sentence starters below:
improves memory. Research shows …
Try to avoid sugary foods such as cakes, biscuits and milk It is essential that …
chocolate. … strengthens/reduces/decreases …
In cold countries, experts say to drink 1–2 litres a day, more in hot A recent study shows …
countries.
Studies show that green tea and coffee are also good for our
Extra activity 2
memory.
Other forms of relaxation can also positively influence our short- Write ten words on the board at random. Choose a set of words
term memory. you would like to revise. Here is a possible list connected to jobs:
Some studies show that people with a healthy body weight did business, accountant, employer, professional, office, smartphone,
better at memory tests and had less chance of getting Alzheimer’s email, website, job application, assistant.
disease. Give students one minute to look at the words. Cover them up or
For your brain to work well, 7–9 hours of sleep is important. wipe them and see if students can remember and write them. In
feedback, ask students to say how they remembered the words.
6 Did they use any memory techniques?
• Elicit the first missing word as an example. Students
complete statements. Let students compare answers in pairs. EXPLORE MORE!
• Students discuss which statements to fact check with their
How you exploit Explore More! will depend on internet access in
partner. In feedback, elicit suggestions.
your classroom. If you have none, set this as a homework task.
Sample answers Students find out three or four interesting facts and present them
It is up to students which they want to fact check. 1 and 6 refer to in the next lesson. If you have internet in the classroom, organize
research but don’t say where from. 2 is a quote – and a personal the class into pairs or groups to find and present information.
opinion. The others are unsourced – and probably need checking. Some findings:
Extra activity Social interaction reduces depression and stress, both of which can
contribute to memory loss. Look for opportunities to get together
Show or dictate the statements below. Then ask students whether
with loved ones, friends and others.
they think they need to find a source to show whether they
Research has shown that students who study regularly remember
are factually true or not. If you have internet access in class, let
new information far better than those who study in one big
students research and check the statements that need sources.
session before exams.
1 Some people can remember what they ate for breakfast, lunch
Try a fish oil supplement.
 
and dinner twenty years ago.
Music has been shown to improve memory.
2 If you have hyperthymesia, you can remember everything that
 
has happened to you in your life. See Workbook pages 10–11 for extra practice (Reading).
3 Elephants have very good memories.
 
4 The average person can memorize the birthdays of at least ten
 
friends.
5 A goldfish can only remember things for three minutes.
 
(Answers: All need checking except 4 – this is common
 
knowledge; All are true except 5 – goldfish can actually
remember things for up to three months.)

SPEAKING
7
• Organize the class into pairs to discuss the questions. It is a
good idea to mix students at this point so they get to speak to
different class members.
• In feedback, you could find out which three tips the class think
are the best.
Extra activity 1
Ask students in groups to find three tips on the internet for
getting a good night’s sleep. Tell them to write them down and
add another tip which they have invented.
Ask groups to read out their tips to the class. Can the class guess
which tip is invented?

40
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LESSON 2B
LESSON GOALS
• GRAMMAR The main aim is to use the past simple to talk about memories.
• LISTENING A sub-aim is to listen to people talking about their memories.
• PRONUNCIATION Students practise saying regular past form endings (-ed ).
• SPEAKING The speaking aim is to have students describe childhood memories.
LISTENING AND GRAMMAR
1 changed your life?
• Optional step Write childhood memories on the board.
Describe an early memory of yours in a short live listening.
At the end, let students ask you questions to find out more
information.
• Focus students on the questions and photos. Use mime and
the photos to pre-teach rock climbing, canoeing, caving and
bandage. These are key words in the listening. You could also
pre-teach hospital and operating room.
• Students discuss in pairs or small groups of three to five
students. In feedback, ask a few students to tell the class about
their classmates’ toys and experiences.
2 2.1
• Optional step Ask students what they remember about Gina
from the Unit opener video.
• Play the audio. Students note answers. Let students
compare answers in pairs before checking as a class.
BACKGROUND NOTES
The BBC is the UK’s national, free-to-air TV broadcaster.
Children in Need is the BBC’s UK charity and since 1980 it has
raised over £1 billion for disadvantaged children and young
people in the UK. It holds an annual telethon in November.
‘Pudsey Bear’ is BBC Children in Need’s mascot.
3 2.1
• Ask students to read the sentences carefully. If they can
remember answers from the first listening, let them correct the
sentences.
• Play the audio again. Students correct the sentences. Let
students compare answers in pairs before checking as a class.
• Optional step Play the audio a third time and pause at key
points if students have problems hearing answers.
Answers
1 Gina’s mum wanted to go caving, so asked Gina to go with her.
 
2 They stayed on a campsite.
 
3 Gina studied caves at university because of the caving trip.
 
4 When she was eight she hurt her arm.
 
5 The doctors didn’t see her immediately. The hospital was busy,
 
so she had to go back the next day.
6 The nurses put bandages on her teddy bear.
 
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AUDIO 2.1
Interviewer: Do you have any memories of something that
Gina: Well, the reason I do what I do now is because my mum
decided to go caving on a family holiday.
Interviewer: Wow!
Gina: I know! So in my early teenage years, maybe when I was
thirteen or fourteen, my mum planned this summer holiday to
Cheddar in Somerset. We stayed in this campsite where there
was a guy running this outdoor education centre. So like caving,
canoeing, rock climbing. My mum wanted to try caving but didn’t
want to go alone and asked me if I wanted to go, so I did it and I
absolutely loved it.
Interviewer: Sounds great!
Gina: It was! And so then we went back several times over the
next few years and I saved my money from holiday jobs so I could
do more caving and stuff. The whole reason I do what I do now is
because I tried caving on holiday. So then I went to university and
studied, well actually I studied geography at university and then
I started studying caves and climate change there. And so that
family holiday changed my life.
Interviewer: Sounds like it! Do you have any other interesting
memories from your childhood that you would like to tell us
about?
Gina: Well, when I was 8 years old, I fell at the start of the
summer holidays and I broke my arm. My parents took me to
hospital, but the hospital was too busy, so they sent me home and
told my parents to bring me back the next day.
Interviewer: Oh no! Was it sore?
Gina: I don’t remember that evening, but I guess it was painful.
When I went back to hospital the next day, they told me that I
now had to stay in for two nights and have an operation.
Interviewer: Oh! How did you feel?
Gina: I felt very scared and took my teddy bear called Pudsey with
me. Pudsey is a famous teddy bear in the UK as he helps the BBC
raise money for Children in Need. Anyway, Pudsey came into the
operating room with me and when I woke up, both of us had our
right arm in a bandage!
Interviewer: That’s nice! What lovely nurses!
Gina: I think the nurses had a lot of fun with Pudsey. When I had
my bandage taken off weeks later, Pudsey came too and had his
taken off. It was very cute and it’s a nice memory.
4
• Optional step Ask students to find nine past forms in the
statements in Exercise 3 (Answers: wanted, asked, stayed,
studied, was, hurt, saw, arrived, put).
• Students read the Grammar box and choose the correct options.
In feedback, check understanding by asking some check
questions: What is the past of be? What is the negative form of
played? Can you name three irregular past forms?
41
LESSON B
GRAMMAR NOTES
2B
Childhood memories
LESSON GOALS
• Understand an interview about memories
• Use the past simple to talk about memories
• Practise saying the regular past form endings

Meaning and form

The concept and use of the past simple is
very straightforward. The difficulty is with
form – the majority of common verbs
are irregular and have to be learned by
heart, and manipulating the auxiliary
verb did can be challenging. So, focus on
exercises and games that practise form.
Pronunciation
The pronunciation of regular verbs
is practised in Exercise 8. However,
make sure you also point out the
pronunciation of irregular forms in this
lesson, especially when the difference
between the infinitive and past form is
small: swim/swam, read/read, spend/
spent, eat/ate, for example.
LISTENING AND GRAMMAR
1 Work in pairs. Look at the photos. Discuss the
questions.
1 What toys do you remember as a child?
2 Do you know any famous children’s toys similar to
Pudsey?
3 What sports do you remember doing as a child?
NATIONAL GEOGRAPHIC EXPLORER
2 2.1 Listen to Gina Moseley telling two stories
about her childhood. Match each story with a
photo (A or B).
Story 2
A Pudsey bear helps the BBC raise money
for children around the world every year.
He always has a bandage over his eye.
3 2.1 Listen to Gina again. Correct the
sentences.
1 Gina wanted to go caving, so asked her mum to
go with her.
2 Gina and her mum stayed in a hotel near the
outdoor centre.
3 Gina studied caves at university because of Pudsey
bear.
4 When she was thirteen she hurt her arm.
5 The doctors saw her immediately when she arrived
at hospital.
6 The nurses put newspapers on her teddy bear.
Story 1
B Caving in Cheddar Caves, Somerset, UK.

For further information and practice, see

Grammar reference Unit 2B on page 167
of the Student’s Book.

5
• Elicit an example to get students
started. Students find the forms
individually then check with a partner.
• Optional step In feedback, point out
the slight irregularities of some regular
verbs in the audioscript. (e.g. plan
planned, study studied).
Answers
See audioscript 2.1 for answers.
(Notice: had my bandage taken off = past
participle form of take)
6 26
• Optional step Ask students to read the
text quickly. Ask, What is it about? What
does the narrator remember?
• Elicit the first answer to get students 43118_U02_022-033.indd 26 12/13/21 4:07 PM

started. Then ask students to complete

sentences individually with past forms of
the verbs in brackets.
• Let students compare answers in
pairs or small groups.
GRAMMAR NOTES
In feedback to Exercise 6, check that
students are recognizing when a
verb is irregular. Let them check with
the irregular verb list on page 178 if
necessary.
Check that students use the infinitive
form of the verb when writing negative
sentences (e.g. didn’t have not didn’t
had).
7 on a day trip, see interesting places. Elicit
• Optional step Model the activity
by describing your favourite holiday
memory.
• Ask students to prepare sentences to tell
their story. Monitor and help with ideas
and vocabulary.
• Students take turns to tell their
partner about their holiday memory.
Extra activity
Brainstorm a set of vocabulary connected
to holidays and write it on the board: e.g.
go to the seaside, sit in the sun, swim in
the sea, stay at a hotel, read books, go
past forms. Then ask students in pairs to
say what they did or didn’t do on their last
holiday.
For additional practice, refer to the
Grammar activity on page 264 and the
Communication activity on page 225 of
the Teacher’s Book.
PRONUNCIATION
8 2.2
• Read through the Clear voice box with
your students.
• Play the audio. Students listen and repeat.

42
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 4 Read the Grammar box. Cross out the option 7 Complete the sentences about a holiday memory
that is not correct in each sentence 1–5. from your childhood. Discuss your ideas in pairs. Extra activity 2
1 My childhood holiday memory is …
GRAMMAR Past simple 2 I went with …
Write sentences on the board (see below)
Use the past simple to talk about finished actions 3 I remember it well because … and ask students in pairs to read them out.
in the past. 4 We did lots of things. We … Can their partner say which past or present
I felt very scared. 5 I stayed …
My mum wanted to try caving but didn’t want 6 I ate … form they are using?
to go alone. 7 The weather was … Model the activity (and good
You often use a past time expression with the past
simple, e.g. yesterday, last year.
pronunciation) by reading out three or four
PRONUNCIATION
sentences yourself. Students must shout
Go to page 167 for the Grammar reference. 8 2.2 Look at the Clear voice box. Listen and out which form you said.
1 Use the past simple with last week / yesterday / repeat.
two days ago / next weekend.
1 They deliver/delivered letters.
CLEAR VOICE
2 Use didn’t / don’t to make the negative past form
Saying past form endings (-ed)
2 I need/needed help.
of all verbs except be. 3 I watch/watched a lot of TV.
3 Use wasn’t / aren’t / weren’t to make the negative You say -ed as /d/ after a voiced consonant.
past form of be. /d/ loved, realized, changed 4 We ask/asked her for advice.
4 Regular past tense verbs end with -d / -est / -ied / You say -ed as /t/ after a voiceless consonant. 5 You save/saved money.
-ed / consonant + -ed. /t/ asked, finished, watched 6 They divide/divided the work.
5 Irregular past tense verbs end in -ed / have You say -ed as /ɪd/ after -t and -d.
different endings so you need to learn them. /ɪd/ wanted, needed For additional practice, refer to the
5 Look at the audioscript for track 2.1 on page Put your hand on your neck when you say a voiced
Pronunciation activity on page 289 of
183. Circle all the examples of regular past forms consonant. You should feel your throat vibrate (it
and underline all the examples of irregular past should make small movements). the Teacher’s Book.
forms.
6 Complete the text with the correct past form of 9 2.3 Listen to the verbs. In your notebook,

the verbs. write if they are past or present forms. SPEAKING

11
When I 1 was (be) about ten, my 10 2.3 Listen again and repeat the verbs.
grandparents 2 moved (move) to Mexico.
They 3 lived (live) by the sea and one year SPEAKING • Provide two or three minutes’
we 4 spent (spend) our summer holiday
went 11 Work in pairs. Ask and answer questions
preparation time for students to think of
with them. Every day we 5 (go) to
the beach, 6 swam (swim) in the sea and about childhood memories. Use these topics questions. Monitor and help with ideas
7 sailed (sail) in my grandfather’s boat. to help you. and vocabulary.
We 8 didn’t think (not think) about school for a
month! The best thing was that we 9 ate an accident an adventure • Organize the class into new pairs.
(eat) my grandmother’s food at every meal! a favourite book or game a funny experience
a special person
Ask pairs to interview each other and
She 10 made (make) fried corn and her
were
make notes of answers.
cakes 11 (be) always delicious. In A: Did you have a favourite game when you
those days, my grandparents 12 didn’t have (not were a child?
• As students speak, listen carefully and
read
have) a TV so we 13 (read) books and
B: Yes, I loved ball games! note errors. You can refer to these errors
14 played (play) games in the evening.
We 15 didn’t want (not want) the holiday to end! A: Where did you play? after the next exercise.
• Optional step Students tell the class
about their partner’s memories.
Extra activities
27 Help students practise irregular verbs by
playing games as warmers or coolers.
Past tense ping pong
Give student A a list of verbs and past
43118_U02_022-033.indd 27 12/13/21 4:07 PM
forms. A reads out an infinitive and B must
immediately give the past form. If B makes
• Optional step Ask students to practise 10 2.3
a mistake, A gets a point. If B can give five
placing their hand on their throat while • Play the audio again. Students listen and past forms, B wins a point. B takes the verb
saying different pairs of sounds. Get repeat. list and students play for the next point.
them to say: /d/ and /t/, /b/ and /p/, /g/
Extra activity 1 First to five points wins.
and /k/, /z/ and /s/
Past tense pelmanism (a memory game)
If students have problems here, try a
9 2.3
minimal pairs exercise. Read out three
Write infinitives and past forms on cards.
• Play the audio. Students listen and say if Hand out the cards to groups. Place cards
forms. Students say which one is said
they hear a past or present form. face down. Student A turns over two
twice. For example:
cards. If they are an infinitive/past form
AUDIO 2.3 (AND ANSWERS) watch watched watch
match, they can keep them. Then it is B’s
1 finish (present) 6 ask (present) asked ask asked
turn. Continue until all cards are matched.
2 decided (past) 7 saved (past) save saved saved
Then students add up their points.
3 offer (present) 8 start (present)
See Workbook page 12 for extra practice
4 watched (past) 9 rained (past)
(Grammar, Pronunciation).
5 needed (past)

43
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LESSON 2C
LESSON GOALS
• LISTENING A main aim is to develop
students’ ability to deal with
unfamiliar vocabulary when listening
to an interview.
• VOCABULARY Students talk about
school subjects.
• GRAMMAR AND SPEAKING A
further main aim is to make questions
using be and do and ask questions
about school.
SPEAKING
1 NATIONAL GEOGRAPHIC EXPLORER
• Optional step Start with an example or
two of how you remember things (see
ideas below).
• Students discuss ways of
MEMORY SENTENCES
remembering things in pairs, then report
ideas briefly in feedback.
Sample answers
Lists of things: Organize or categorize the
list; sing the list
New words in English, numbers and
dates: Word association: match a word
or date to an image in your head (e.g.
match a year to an image of fireworks to
remember the date of independence of
your country)
Associating with a physical action:
remember new words for sports by making
an action for each
Flash cards: you could label objects in your
house with new words, or put new words
MEMORY SENTENCES
on pieces of paper and put them in your
pocket – keep taking them out and looking
at them.
Grammar: Use pictures to visualize
grammar
Study notes: Put them on flash cards –
shuffle them and keep testing yourself
2 Colour: using a colour system so students
• Students discuss the infographic
in pairs, then report ideas briefly in
feedback.
• Optional step Follow up by asking
students to discuss these questions:
Which techniques are you familiar
with? Which do you think are the
most helpful? Do you know any similar
techniques?
Answers
Grammar pictures: using visual images
to show the rule of use
44
2C
How to remember new things
Techniques to help you remember new things!
It can be hard to memorize lots of information.
Here are some techniques that can help.
MEMORY SENTENCES
MEMORY SENTENCES
28
43118_U02_022-033.indd 28
Memory sentences: for lists
Memory trees: organizing words or
grammar, etc. into sets in a visual way
can use a marker pen to tell themselves
whether they have learned something
or not
3 4
• Brainstorm ideas first. Ask, What do you
always forget? Elicit ideas from different
students in the class. This could be
connected to language learning (new
words, past forms, prepositions, etc.),
or it could be other things (people’s
birthdays, etc.).
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LESSON GOALS
• Deal with unfamiliar vocabulary in an
interview
• Talk about school subjects
• Make questions using be and do
SPEAKING
1 Work in pairs. How do you remember ...
• lists of things?
• new words in English?
• grammar?
• study notes?
• numbers and dates?
2 Look at the infographic. Which of the ideas
could you use to help you remember the things
in Exercise 1?
3 Work in pairs. Choose a way to remember some
information you sometimes forget. Use the
infographic and the ideas you talked about in
Exercise 1 to help you.
LISTENING
4 2.4 Listen to Nora Shawki. What technique
from the infographic did Nora use to remember
things at school? colour
5 2.4 Look at the Listening skill box. Then listen
again and try to complete sentences 1–4 on page
29 using one to four words. Then work in pairs.
What do you think the words and phrases in
bold mean?
LISTENING SKILL
Dealing with unfamiliar vocabulary
When you listen, there are often words that
you don’t know. Try not to worry about these
words. There might be a definition, an example or
some more information to help you understand what
it means. A word might sound like one in your
language or there may also be other words in the
sentence that can give you a clue. Listen for phrases
such as like, you know, such as and for example to
help you.
Ex 4
Other things mentioned: hand-writing things,
finding words in her own language that remind her
of new words, lists and keywords, post-it notes,
highlighting, mind maps (diagrams), topic headings.
12/13/21 4:07 PM
• Students discuss ideas in pairs, then
present their song, picture or diagram to
the class. As students prepare, monitor
and help with ideas.
LISTENING
2.4
• Optional step Ask, What do you
remember about Nora from the start of
the unit?
• Play the audio. Students note answers.
5 2.4
• Read the Listening skill box with your
class.
 1 I also try to find a word it reminds me of in my GRAMMAR AND SPEAKING Interviewer 1: Ahhhh! Did you use any
own language, English. For example, rosado in
Spanish makes me think of pink roses. 9 Read the Grammar box. Complete sentences memory techniques to get ready for school
2 I: Did you use any memory techniques to 1 and 2. exams?
get ready for school exams?
GRAMMAR Making questions Nora: Well, I’m not very good at
N: Well, I’m not very good at memorizing. To
revise for exams, I colour-coded my notes. To make questions with do and did, use this word memorizing. To revise for exams, I
3 I highlighted everything that looked order: Question word, Auxiliary, Subject, Infinitive colour-coded my notes and made lists of
important (QuASI).
in yellow pen.
How do you remember new words?
information and keywords. I highlighted
4 I created mind maps, you know? Diagrams to link
different ideas . If there is no question word, use this word order: everything that looked important in yellow
Auxiliary, Subject, Infinitive (ASI). pen – and whatever I highlighted, I usually
Did you use any memory techniques for school remembered. I used lots of coloured Post-it
VOCABULARY
exams?
6 Match the school subjects (1–10) with the To make questions with be use this word order: notes in all my books too. I’d choose a
pictures (A–J). Question word + be + subject. different colour for different topics and
1 art A 6 history C What were your favourite subjects? stick them in important places in my text
2 biology F 7 IT I You can also use: be + subject + adjective/noun.
Were there a lot of dates to remember? books.
3 chemistry E 8 maths H
4 drama G 9 PE J Interviewer 2: What were your favourite
Go to page 167 for the Grammar reference.
5 geography B 10 physics D
1 Questions with be / do use the QuASI or
subjects at school?
A B C D E
ASI word order. Nora: Oh, definitely history and geography
2 Questions with be / do go with adjectives – I’m an archaeologist, of course!
and nouns.
F G H I J Interviewer 1: Were there a lot of facts
10 Put the questions in the correct order.
1 you / did / where / go to school?
to remember in history? How did you do
2 was / who / your favourite teacher? that?
Go to page 160 for the Vocabulary reference.
7 2.5 What school subject from Exercise 6 is
3 were / what / your best subjects at school? Nora: I created mind maps, you know?
4 good techniques for revising / did / teach you /
each question about? Listen and check. your school?
Diagrams to link different ideas. I also
1 How did you remember dates? history 5 remember / you / can / the 12 times table? wrote lots of lists and topic headings
2 What plays and songs did you do? drama 6 a forgetful person / you / are? to help me remember a fact or piece of
3 What sports did you do? PE 7 how often / you / forget your
information – for example, I would write
4 Which countries did you study? geography English homework / do?
5 Did you enjoy drawing and painting? art 8 you / do / learning new things / like? ‘cities’ to help me remember to write
6 Did you use a calculator? maths
11 Work in pairs. Ask and answer the questions about ancient cities in my history exam.
7 Are you good with computers now? IT
8 Did you prefer learning about humans, animals
in Exercise 10. Ask your partner for more Interviewer 2: Yes! I like using topic
information. headings too. Thanks for talking to us
or plants? biology
A: Where did you go to school?
9 Did you learn about electricity? physics today, Nora.
10 What did you learn about metals (e.g. gold B: I went to school in Cairo.
and silver)? chemistry A: What did you like about school? Interviewer 1: Yeah, thanks, Nora.
B: I didn’t really like school, but I liked
8 Work in pairs. Ask and answer the questions in
Exercise 7. Say the subject.
seeing my friends.
VOCABULARY
A: In history, how did you remember dates?
B: I highlighted dates in bright colours. 6
• Optional step Brainstorm school
subjects on the board, or put students in
pairs to think of as many school subjects
29
as they can in one minute.
• Elicit the first match to get students
started. Let students compare answers
before discussing as a class.
43118_U02_022-033.indd 29 12/13/21 4:07 PM
• Optional step In feedback, drill the
• Give students time to read sentences 1–4. AUDIO 2.4
subjects to practise pronunciation.
• Play the audio again. Students Interviewer 1: Hi, Nora, we have some
complete the statements. Let them questions for you about things you do to
compare answers in pairs. help you learn and remember things better. VOCABULARY NOTES
• Students discuss the meaning of the Nora: Great. Ask away! PE /pi: i:/ = physical education
phrases in bold. Interviewer 1: OK. First question. How
IT /aɪ ti:/= information technology
do you remember new words in another
Answers (computer studies)
language?
1 makes me think of = reminds me of =
Nora: Well, I usually write things down Point out and drill the strong stresses:
 
helps me remember
2 get ready (for exams) = revise, read over by hand. In general, I write down things I biology, chemistry and physics are
want to remember. I also try to find a word science subjects; geography /dʒɪˈɒɡrəfi/
 
notes and learn information
it reminds me of in my own language, (or geography /ˈdʒɒɡrəfi), drama,
3 important, highlighted = mark words
English. For example, rosado in Spanish history
 
with special coloured pens
makes me think of pink roses.
4 different ideas; mind maps = diagrams
 
to link different ideas

45
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LESSON C
For further information and practice, see Vocabulary reference
Unit 2 on page 160 of the Student’s Book.
7 2.5
• Elicit the first match to get students started. Let students
compare answers before they listen and check.
AUDIO 2.5
1 history 5 art 9 physics
2 drama 6 maths 10 chemistry
3 PE 7 IT
4 geography 8 biology
8 The intonation falls at the end.
• Optional step Model the activity by asking two or three
questions with a reliable student.
• In pairs, students ask and answer questions.
• In feedback, ask different students what they found out about
their partner.
Extra activity
In groups, students mime teaching the subjects. Their classmates
must guess which subject they are miming.
Alternatively, ask students to play a drawing game. They divide
into small teams. One student in each team has to draw a visual
representation of each subject. When teammates guess the right
subject, they move on and draw the next picture. The winning
team is the one that guesses all subjects the most quickly.
For additional practice, refer to the Vocabulary activity on page
249 of the Teacher’s Book.
GRAMMAR AND SPEAKING
9
• Read the Grammar box with the class.
• Students complete the statements, then check in pairs.
• Optional step Write Qu A S I on the board. Ask students
to give you examples of typical questions that match the
pattern.
GRAMMAR NOTES
Many languages form questions without auxiliaries. They
use inversion or intonation to make a statement into an
interrogative. Ask students to compare question forming in
English to how they form questions in their first language and
to say how it is different. Give students plenty of practice in
putting questions together with the right auxiliary (see Exercise
10 below).
For further information and practice, see Grammar reference
Unit 2C on page 167 of the Student’s Book.
10
• Elicit the first answer to get students started. Let students
compare answers in pairs before showing answers in feedback.
• Optional step Drill the questions in feedback (see the
Pronunciation notes).
46
www.frenglish.ru
Answers
1 Where did you go to school?
2 Who was your favourite teacher?
3 What were your best subjects at school?
4 Did your school teach you good techniques for revising?
5 Can you remember the 12 times table?
6 Are you a forgetful person?
7 How often do you forget your English homework?
8 Do you like learning new things?
PRONUNCIATION NOTES
QuASI questions have a stress on the question word and usually
a main stress on the main verb. The auxiliary verb is unstressed.
Where did you go to school?
ASI questions have a main stress on the main verb. The auxiliary
verb is unstressed. The intonation rises at the end.
Did you go to school yesterday?
11
• Optional step Model the activity by asking two or three
questions round the class. Ask follow-up questions for extra
information.
• Organize the class into pairs to practise. As students speak,
monitor closely and note down any key errors with question or
past tense formation that you hear.
• In feedback, students share what they found out about their
partner with the class.
For additional practice, refer to the Grammar activity on
page 265, the Communication activity on page 226 and the
Mediation activity on page 305 of the Teacher’s Book.
Extra activity
Do a grammar auction. To do this write ten sentences on a piece
of paper, five of which are grammatically correct and five of which
are inaccurate.
1 How often do you come to lessons?
2 How much homework you usually do?
3 When you did begin learning English?
4 You’re good at learning new words?
5 Why did you decide to do this course?
6 Do you remember your first English lesson?
7 It was easy to do last week’s homework?
8 What did you like the most about this lesson?
9 English was a popular subject at your primary school?
10 Do English speakers speak too fast?
Copy and hand out the pieces of paper and ask students to look
through the sentences and decide which are accurate and which
aren’t. Tell students they have a maximum of $100 to spend. They
must try to buy correct sentences at the auction.
Read out question 1 and open the bidding at $5. Go up in
multiples of five and sell to the highest bidder.
Continue with the next question and so on until you have sold
all the sentences. Find out which student has bought the most
correct sentences. If you have a large class, put students in pairs or
small groups to bid.
See Workbook pages 12−14 for extra practice (Listening,
Vocabulary, Grammar).
LESSON 2D
LESSON GOALS
• SPEAKING The lesson integrates listening as well as speaking. Its main aim is to
introduce students to ways of showing interest when listening and responding actively
in conversations. Students then talk about the first time they did something.
• PRONUNCIATION Students learn to recognize how words change in fast speech.
SPEAKING
1
• Optional step Write special event on the board and ask
students to give you examples (wedding, birthday or anniversary
party, concert, sports event, award ceremony). Briefly describe
a special event that you went to (providing answers to
questions 1–4).
• Organize the class into pairs. Give students one minute to
read the questions and think of ideas before taking turns to ask
and talk.
2
• Students discuss in pairs. In feedback, elicit ideas from
different pairs round the class.
• Optional step Build up a list of any interesting phrases
partners used to respond. Later in the lesson, compare them to
the useful language in Exercise 5.
Sample answers
Students might suggest eye contact, smiling, nodding, saying
things like ‘really?’, asking questions.
MY VOICE
COMMUNICATION SKILL NOTES
Showing interest when listening
Showing interest when listening is a key part of
communication. When communicating in a second language,
it is important to develop strategies that enable you to listen
and respond to speakers from around the world. This lesson
provides practice in non-verbal ways of showing interest (using
facial expressions and body language) as well as in verbal
ways (phrases for showing interest or surprise, questions and
repetition to encourage story-telling). As well as providing lots
of practice, ask students to compare verbal and non-verbal
techniques from their own language and culture.
3 2.2
• Give students time to read the task.
• Play the video. Students compare answers in pairs.
• Optional step To confirm answers, ask a pair to read out their
list of what Hanadi does. Notice that students are unlikely to get
everything in the answers below. Work together as a class to
build up a list.
Answers
In conversation 1 Hanadi doesn’t use techniques to show she is
listening, even if she might be. She is quite unresponsive. She
leaves long pauses, doesn’t use facial expressions or change her
tone of voice. She doesn’t seem to show interest.
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Hanadi does the following differently in the second conversation:
• She uses body language and facial expressions; she makes eye
 
contact, smiles and looks worried (other people might nod or
shake their heads)
• She makes listening noises – hmmm (sad/interested), ahh, ohh
 
(to show interest)
• She uses encouraging words and short responses – wow, that’s
 
great, oh dear, oh no (other people might say excellent or
brilliant)
• She repeats part of the story or key words from the story
 
• She asks questions to show interest
 
VIDEO 2.2
Narrator: Watch this conversation between Mariana and Hanadi.
What is happening?
Mariana: I heard that you’re going ice skating tonight.
Hanadi: Yeah.
Mariana: Is this your first time?
Hanadi: Uh-huh.
Mariana: I remember the first time I went ice skating! Well, it’s a
funny story. I was ice skating and I fell over …
Hanadi: Hmmm …
Mariana: Well, I fell over and got really cold and wet. Everyone
was looking at me. Well, I just sat on the ice for a while …
I can tell you later …
Hanadi: No, go on … I’m listening. You fell over and …?
Mariana: It’s OK. It’s not important.
Narrator: So what happened here? Mariana and Hanadi’s
conversation ends because Mariana feels Hanadi isn’t interested in
what she’s saying. Is that true? There are different ways you can
listen. Some people listen more quietly. But Mariana wants Hanadi
to show interest more actively. Let’s watch the conversation again.
What does Hanadi do differently in this version?
Hanadi: I’m going ice skating for the first time tonight.
Mariana: Wow! That’s great. I remember the first time I went ice
skating!
Hanadi: What happened?
Mariana: Well, let me tell you! I was terrible! I fell over and got
really cold and wet.
Hanadi: Oh no! It sounds difficult! What did you do?
Mariana: Well, when I fell over, I just sat on the ice for a while …
Hanadi: Ohhh!
Mariana: Then this girl came over. She helped me to get up and
held my arm while we skated together.
Hanadi: She skated with you! That was really nice of her!
Mariana: It was. She didn’t even know me.
Hanadi: Awww. Did you see her again?
47
LESSON D
Mariana: Yeah! We went skating every
2D
Showing interest when listening
LESSON GOALS
• Show interest when listening
• Understand how words change in fast
speech
• Talk about the first time you did something
Saturday after that.
Hanadi: Every Saturday! Wow, that’s
great! How often do you see her now?
Mariana: All the time! She’s my best
friend!
Narrator: This time, Mariana feels Hanadi
is interested in what she’s saying. Hanadi
uses lots of different techniques to
show Mariana she understood and was
interested in what Mariana said. To show
interest, Hanadi uses her body language.
She makes eye contact with Mariana, she
smiles when the story is happy and looks
sad when the story is sad. She used sounds
like ‘hmm’ and ‘awww’ to communicate
different reactions. Hanadi also responds
with words like ‘Wow’ and ‘That’s great’
for something positive and ‘Oh no!’ for
bad news. Hanadi also repeats part of the
story to show surprise and interest. And
finally, she asks questions about things
she’d like to know more about or thinks
Mariana wants to tell her about.
Different people respond differently
when they listen. And sometimes this can SPEAKING
MY VOICE
be because of our culture and our first 1 Work in pairs. Take turns to ask and answer the 3 2.2 Watch the video of two conversations. conversation 2
language. In international communication, questions.
Which conversation is more successful? Make a
it can be helpful to respond actively so 1 Can you remember a time when you went to a list of everything Hanadi does differently in each
special event (e.g. a wedding or a party)?
that it’s clear to the speaker that you 2 Where was it?
conversation.
understand them and are interested in 3 Who did you go with? 4 Look at the Communication skill box on page 31.
what they’re saying. This might also help 4 What did you enjoy about it? Work in pairs. Discuss the questions.
1 Which of the things in the box do you do?
the speaker feel more confident about 2 Discuss the questions. 2 Which do you like others to do?
having conversations with you in the 1 What did your partner do to show they were 3 Are there any things you don’t usually do or you
future. interested in your answers in Exercise 1? find difficult to do?
2 When you are speaking in your own language,
4 how do you normally show interest when
someone is speaking?
• Read through the Communication
skill box with your class. Ask, What is
‘actively listening’? (doing things to 30
show you are interested)
• Students discuss the questions with
a partner.
43118_U02_022-033.indd 30 12/13/21 4:07 PM
• In feedback, ask different pairs to share
experiences. 4 How awful!
We can use sounds in front of many
 
5 Sounds painful!
adjectives: great/awful/amazing/
5
 
6 What a shame!
incredible (e.g Sounds great! Sounds
 
• Read out the information in the Useful
awful!)
language box. Point out the meaning
and use of the phrases (see the USEFUL LANGUAGE NOTES
Pronunciation
Language notes). Ask students to repeat Use
Notice the strongly intonated rise-
some of the phrases after your model to Well done! / Congratulations! =
fall pattern on these phrases when
practise pronunciation. used when somebody has achieved
responding to news. The more
• Students take turns to read and something
exaggerated the intonation on a phrase
respond to news. That’s lovely = used when something like Well done! the more interested and
Sample answers positive and nice has happened supportive you sound. A flat intonation
1 Well done! pattern can sound rude.
What a shame! = used when something
 
2 That’s lovely.
disappointing has happened (less strong
 
3 Wow!
than How awful!)
 
48
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 COMMUNICATION SKILL PRONUNCIATION
Showing interest when listening

When we listen to others, some speakers feel

more confident when the listener shows an
interest while they are listening. We can do this by:
• using facial expressions and body language –
nodding your head, smiling, looking happy or sad.
• making listening noises such as hmm, oh and ah.
• using expressions such as Wow!, Excellent! and
That’s a shame.
• repeating parts of their story (You fell over!).
• asking questions (Did you see them again?
What did you do?).
5 Look at the Useful language box. Work in pairs.
Choose a situation from 1–6 below to have a
conversation about. Then choose a new situation
and change roles.
Student A: Say the news.
Student B: Respond using the Useful language. Ask
questions for more information.
1 I got the job!
2 My family gave me a surprise party for my
birthday!
3 My sister is getting married!
4 My cat died yesterday.
5 I fell over this morning!
6 I hardly ever see my best friend.
Useful language Responding actively in
conversation
Responding to positive information
Well done! / Congratulations!
Excellent! / Great!
That’s lovely!
Responding to negative information
Oh no! / Oh dear!
Sounds painful!
That’s terrible! / How awful!
What a shame!
Showing surprise
Wow! / Oh! / Ah!
Really?
Asking questions
What happened? / What did you do?
Did you like it?
Does it hurt? / Are you OK?
43118_U02_022-033.indd 31
When showing surprise or asking
questions, the pattern is fall-rise. So, the
intonation needs to go up at the end of
Really? and Does it hurt? Again, make
students exaggerate to sound really
surprised or very interested.
PRONUNCIATION
6 2.6
• Read out the Clear voice box.
• Play the audio. Students listen and notice
the fast speech.
6 2.6 Look at the Clear voice box. Listen to
the example. Notice how did you sounds when
we say it fast.
CLEAR VOICE
Understanding fast speech:
How words change
Sometimes when people speak quickly, some
words mix together and sound different. This
can make it difficult to understand. For example,
when Hanadi asks What did you do?, did you /dɪdju:/
sounds like /dɪdʒə/.
In international communication, it can be a good
idea to speak slowly and clearly, but understanding
how sounds and words change will help you when
someone is speaking to you quickly.
What did you do? ➔ /wɒdɪdʒədu:/
7 2.7 Listen to the questions. Which
pronunciation is easier to understand, a or b?
1 How did you learn to skate? a
2 Did you see her again? b
3 How often do you see her now? a
4 Do you still go ice skating every Saturday? a
SPEAKING
8 OWN IT! Work in pairs. Choose a ‘first’ from
the list or think of your own idea. Ask and
answer questions about the event you chose. Use
the techniques from the Communication skill box
and the Useful language.
• your first day at school
• your first day of this English class
• the first time you went abroad
• the first time you rode a bike
• the first time you drank coffee
• the first time you spoke in public
A: Can you remember your first day at school?
B: Yes! I remember it clearly!
A: Did you like it?
B: I loved it!
A: Ah! What did you like about it?
B: I loved my teacher, and playing with my new
friends at lunch time.
31
12/13/21 4:07 PM
PRONUNCIATION NOTES
This is an example of assimilation (a
sound change). When /d/ meets /j/ in
fast speech, it assimilates to /dʒ/. When
/t/ meets /d/ in fast speech, it assimilates
to /d/.
7 2.7
• Play the audio. Students listen and
tell their partner which is easier to
understand.
SPEAKING
8 OWN IT!
• Optional step Lead in by asking
students which ‘first’ they will choose.
Ask a few questions to set up the task:
Can you remember it clearly? What did
you do? Who were you with? What
happened? How did you feel?
• Students work with a new partner.
Give students a few minutes to prepare
questions to ask. Monitor and help with
ideas.
• As students speak, monitor closely and
note any errors that you could feed back
on at the end of the activity.
Extra activity 1
Write the following at random on the
board:
Who What When Where Why
How What time
arrive? see? meet? eat? drink?
talk about? sing? wear? like?
listen to? leave? go to bed?
Tell students in pairs or small groups that
they all went to a party last night. Students
must make questions using ‘did you’ and
the words on the board to find out about
the party.
Extra activity 2
Tell students they are at a party. Play some
music. Students walk round the class.
When you pause the music, say, It’s your
birthday. Students have to tell the person
they are next to that it’s their birthday.
Their partner responds using phrases
from the Useful language and what they
learned in the lesson. Play the music again.
Every time you stop, read out a different
situation. Students tell someone close by
and respond to what they hear. Here are
some situations to read out: You’ve hurt
your finger, You can’t find your phone,
Your friends aren’t here, You feel sick, You
passed your exams, etc.
See Workbook page 14 for extra practice
(Pronunciation).

49
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LESSON 2E
LESSON GOALS
• WRITING The aim of the lesson is to
guide students to write a story about
a happy memory. The reading text
provides a model. Students practise
giving reasons and adding interesting
details to a story.
SPEAKING
1 3 Read the story on page 33. What happy memory
• Ask, What happy memory can you think
of? Elicit ideas. Prompt students by
suggesting holidays, special events like
weddings or a new baby. Once students
have an idea, give them two to three
minutes to prepare to talk about it.
2 around with no shoes on the whole time.
• Students in pairs or small groups
take turns to describe their happy
memory.
READING FOR WRITING
3 5
• Optional step Ask students to predict
the story from the photo. Use the photo
to pre-teach beach, sand, relax.
• Students read, then tell their partner
about the memory. In feedback, elicit
answers.
VOCABULARY NOTES
watch the sunset /wɒtʃ ðə ˈsʌn.set/ =
the sunset is when the sun goes down
in the evening
make a fire /meɪk ə faɪər/ = build and
light a fire
share food /ʃeər fuːd/ = eat the same
food
BACKGROUND NOTES
Jericoacoara (the village and beach)
lies off the north coast of Brazil. It is a
national park, so development is limited.
4 • Optional step Ask students to write
• Read through the Writing skill box with
your class.
• Optional step To check understanding,
write the following sentences on the
board and ask students to change them
using so and because:
50
2E
A happy memory
SPEAKING
1 Think of a happy memory. Take some notes
about:
• when it happened.
• where it was.
• who you were with.
• why it is memorable.
2 Work in pairs. Take turns to tell your partner
about your happy memory.
READING FOR WRITING
does it describe? having a holiday in Jericoacoara
4 Look at the Writing skill box and read the story
again. Answer questions 1–5.
WRITING SKILL
Giving reasons
The writer uses so and because to give reasons.
The streets of Jeri were made of sand, so we walked
She also adds reasons in a new sentence.
We went there almost every day. It was too hot to go
walking!
1 Why did the writer like the house?
2 Why didn’t they wear shoes for a week?
3
4
What did the writer love about the beach?
Why did they have to share their fish?
Why does the writer want to go to Jeri again?
5 Look at the Useful language box. Find the
phrases in the story. Work in pairs. Think of a
situation when you might use each phrase.
Useful language Adding interesting details
to a story
I have such good memories of the time we had!
It was wonderful.
It was small but had a lovely little balcony.
My favourite thing about it was ...
The fish was delicious, but ...
I would love to go there again.
32
43118_U02_022-033.indd 32
We went to the beach. We love
swimming.
(Answers: We went to the beach
because we love swimming. / We love
swimming, so we went to the beach.)
• Elicit the first answer to get students
started. Let students compare answers in
pairs.
whole sentences to ensure they use so
and because. You could get students to
write answers in two different ways to
provide further practice.
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LESSON GOALS
• Give reasons
• Add interesting details to a story
• Write a story about a happy memory
6 Complete the short story below with these
phrases.
Everyone loved her!
I have such happy memories of this trip.
I would love to go again.
Some of the tickets were really cheap!
We couldn’t believe it!
A few years ago I visited a friend in Edinburgh
during the famous festival they have every
August. 1 We had great fun and
saw lots of amazing theatre, dance and music.
2
My favourite evening was when
we went to see a very funny young comedian.
3
On the way out of the theatre
we met our next-door neighbours from home!
4
We all went for a coffee
and ended up dancing. There was such a great
atmosphere in the city. 5
WRITING TASK
7 WRITE Using your notes from Exercise 1 and the
story on page 33 as a model, write a story about
a happy memory. Describe why it was happy and
include some interesting details and reasons why
you enjoyed it.
8 CHECK Use the checklist. Your story ...
describes where and when it happened and who
you were with.
adds details to make it interesting.
describes a favourite thing.
uses so and because to give reasons.
uses different adjectives to describe things.
9 REVIEW Exchange stories with another student.
Did they include at least three things from the
checklist? Tell them two things you really liked
and make two suggestions for improvement.
It shares a memory of your eighth birthday party.
It mentions the cake in the shape of a football.
It describes your excitement.
Go to page 154 for the Reflect and review.
12/13/21 4:07 PM
Answers
1 It had a balcony and a view of the sea.
2 The streets were made of sand.
3 The white sand and the clear, blue sea.
4 João dropped a fish in the sand.
5 It’s a very special place.
GRAMMAR NOTES
Use because to say why:
We went to Jericoacoara because we
wanted to see the sand and sea.
Use so to say what you did as a result:
We missed the bus so (the result:) we
could not go to Jericoacoara.
 WRITING TASK
A few years ago I went to Jericoacoara, in Brazil,
for a week with my brother and sister. I have such
7 WRITE
good memories of the time we had! • Optional step Start by asking students
I loved the house we rented. It was small but had
to remember the happy memory they
a lovely little balcony and a view of the sea. The spoke about in Exercise 1. Then tell
streets of Jeri were made of sand, so we walked students to look at the text on page 33.
around with no shoes on the whole time. It was
wonderful.
Ask, How many paragraphs are there?
My favourite thing about Jeri was the fabulous,
(5) What is the topic of each paragraph?
long beach – I’ve never seen such white sand and (1 where or what; 2 description of place;
clear, blue water. We went there almost every day 3 favourite thing; 4 one special event;
to swim and relax. It was too hot to go walking!
5 conclusion). Tell students to use this
One evening we made a fire on the beach and model when they write.
watched an amazing sunset. My brother, João,
cooked some fresh fish. The fish was delicious, but • Students write their stories.
we had to share two between three of us, because
João dropped one in the sand!
• Optional step You could ask students
to write stories for homework then
I would love to go to Jeri again. It is such a special
place. do Exercise 9 in the next lesson. If
done in class, the activity can be done
collaboratively, allowing you and
classmates to help with ideas and make
corrections.

8 CHECK
• Ask students to use the checklist. Let
students compare with a partner so they
can check each other’s work.

9 REVIEW
• Students exchange stories with a
partner and provide feedback to each
other.
• Optional step Organize groups
of four or five. Students sit in a circle,
pass round stories and write comments.
Enjoying the fabulous white Students make changes based on
sand in Jericoacoara, Brazil. comments.
Extra activity
EXPLORE MORE!
Ask a friend or family member to tell you about one of their happy memories.
Students could pin their stories to
33 classroom walls. Ask half the students to
stand by their stories and half the class to
walk round, read stories and ask the writer
questions. Then ask students to change
43118_U02_022-033.indd 33 12/13/21 4:07 PM roles. It is a good way of getting students
5 Answers to read and comment on completed
• Read through the Useful language box. 1 I have such happy memories of this trip. stories.
2 Some of the tickets were really cheap!
• Elicit where the first phrase in the EXPLORE MORE!
3 Everyone loved her!
text is located to get students started.
4 We couldn’t believe it! Set this as a homework task. Students find
Then ask students to work in pairs to
5 I would love to go again. out about a happy memory of a friend or
find phrases and think of situations.
family member and then present them in
6 BACKGROUND NOTES the next lesson.
• Optional step Write Edinburgh Festival
Every August, Edinburgh (the capital See Workbook page 15 for extra practice
on the board and ask students what they
of Scotland) hosts an international arts (Writing).
know or would like to know about it
festival. It is the world’s largest open
(see the Background notes). For Unit 2 Reflect and review, see
access performing arts festival. It is most
• Students work with a new partner. famous for its comedy shows. There Student’s Book page 154.
Ask them to complete the text. are thousands of comedy shows in
hundreds of venues.

51
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 UNIT 3
Food for thought

UNIT GOALS
3A Reading and speaking
• understand an article about where
foods come from; recognize
direct and indirect ideas in a
text; understand how a text is
organized; plan a special meal

3B Reading and grammar,


pronunciation, speaking
• understand blog posts about and
discuss cooking disasters; practise
using the past simple and past
continuous; recognize weak and
strong forms of was and were

3C Speaking, listening,

vocabulary, pronunciation
• listen for reasons in an interview;
learn vocabulary related to eating
at a restaurant; practise stressing
words to express meaning; talk A street vendor sells a
about restaurant experiences kind of ice cream called
dondurma in Istanbul,
3D Speaking, reading and Turkey.

grammar
34
• understand and use indefinite
pronouns; learn ways to make your
reasons clear; roleplay conversations
to practise giving reasons
43118_U03_034-045.indd 34 12/13/21 4:07 PM

3E Writing 1 ABOUT THE PHOTO


• give clear and accurate
instructions; solve possible
problems when writing
instructions; write a recipe
Photocopiable resources
Communication activities: pp. 227–228
Vocabulary activity: p. 250
Grammar activities: pp. 266−267
Pronunciation activity: p. 290
Mediation activity: p. 306
Workbook
Unit 3 pp. 18–23
• Ask students to work in groups and
discuss the questions.
• Optional step Before students speak,
use the photo on the page to elicit and
teach key words: street vendor (= person
who sells in the street), stick, bazaar
(= shops), fez (= Turkish hat).
Sample answers
3 Food for thought is an idiom used to
describe something that requires you to
think about it seriously and carefully. Here,
it is a play on words – we are going to
think about food seriously in this unit.
The photo shows a street vendor in
Istanbul in Turkey carrying dondurma on a
stick. Dondurma is similar to ice cream but
contains two ingredients which make it
more solid and chewy.
Extra activity
Students describe being in the street scene
in the photo – what they can see and hear.
Students describe the types of food that
street vendors sell in their country.

52
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 3
Food for thought
GOALS
• Recognize indirect information in an article
• Talk about ongoing events in the past
• Practise words related to eating at a restaurant
• Listen for reasons in an interview
• Learn how to make your reasons clear
• Write clear instructions in a recipe
1 Work in pairs. Discuss the questions.
1 Look at the photo. What interests you the most in
it? Why?
2 What is your favourite kind of street food? Why?
3 What do you think the unit title means?
WATCH
2 3.1 Watch the video. Which foods does Brian
like? Which does Tsiory like? Write B or T.
NATIONAL GEOGRAPHIC EXPLORERS
BRIAN KASTL TSIORY ANDRIANAVALONA
1 cauliflower B 4 French fries T 7 tofu B
2 curry B 5 pizza T 8 veggie
3 fish soup T 6 sweets T burger B
3 Make connections. Discuss the questions.
1 Do you like the foods mentioned in Exercise 2?
2 What foods do you never get bored of eating?
Why?
43118_U03_034-045.indd 35
WATCH veggie burger /ˈvedʒ.i ˈbɜː.ɡər/ = short
for vegetarian burger (with no meat in it)
2 party.
• 3.1 Read out the words so students French fries (Am English) / chips
can hear the pronunciation. Point out (Br English)
the pronunciation of cauliflower
sweets (Br English) / candy (Am English)
/ˈkɒlɪflaʊə/ and tofu /ˈtəʊfuː/.
salty /ˈsɒl.ti/ = food with a lot of salt
• Play the video. Students write T or B.
• Students compare answers in pairs comfort food /ˈkʌm.fət fuːd/ = food you
before checking as a class. eat to feel good when you’re tired or
feeling bad
VOCABULARY NOTES
dried /draɪd/ = food that has lost its
cauliflower /ˈkɒlɪflaʊə/ = a vegetable
water
with a white head and green leaves
whipped cream /wɪpt kriːm/ = to whip
tofu /ˈtəʊ.fuː/ = a food popular in
cream is to mix it very fast so that it
vegetarian cooking and Asian cuisine
goes thicker
made from mashed soya beans
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VIDEO 3.1
Brian: I like most vegetables, especially
when I cook them on a barbecue. And
tofu is one of my favourite foods. I make
a really good green curry with tofu. It’s
delicious! To me food always tastes best
when I’m really tired. One of my favourite
meals was after a day of skiing. I had a
veggie burger at the top of a mountain.
It was probably a very simple burger to
be honest, but somehow it just tasted
amazing.
I don’t eat a lot of meat these days, but
there aren’t many things I don’t like.
When I was younger, I hated cauliflower,
but I have a lot of friends who are great
at cooking and they showed me it can be
really delicious. So now I like cauliflower …
most of the time, anyway!
Tsiory: I love salty foods, such as French
fries. I also really like foods with cheese
in them, such as pizza or lasagne. My
favourite foods are usually things you can
cook at home. One comfort food I really
like is dried fish soup with rice, something
we eat a lot in my country, Madagascar.
Actually, my husband usually does the
cooking at home, but he’s not very good
at making this soup, so I do it because
we both like it a lot. On the other hand, I
don’t usually like foods that are too sweet.
I know many people like them, but I’m
not a fan of things like sweets or whipped
cream.
3
• Ask students to work with a new
35
partner or in small groups. Set a five-
minute time limit for the discussion.
Extra activity
12/13/21 4:07 PM Tell students there will be an end-of-week
food party. In groups they must agree on
five favourite foods to prepare for the
ABOUT THE EXPLORERS
BRIAN KASTL is an American
conservationist whose research is on saving
endangered coho salmon (a kind of fish) in
California.
TSIORY ANDRIANAVALONA is a
palaeontologist from Madagascar with
a special interest in shark fossils. She
co-founded an organization to inspire
young people in Madagascar to take an
interest in science and technology.
53
LESSON 3A
3A
Favourite dishes
LESSON GOALS
• Understand an article about where foods come from
• Recognize direct and indirect ideas
• Plan a special meal

LESSON GOALS
• READING The main aim is to
guide students to recognize direct
and indirect ideas in a text. They
practise understanding how a text
is organized by topic, sequence or
contrasting ideas.
• SPEAKING The speaking aim is to
plan and describe a menu.
READING
ABOUT THE TEXT
The text type is an informative popular
magazine article. It describes how foods
don’t always originate in the country we
expect.
The Battle of Vienna took place at
Kahlenberg Mountain near Vienna on 12th
September 1683. According to legend,
the first bagel, the first coffeehouse and
the first cappuccino (as well as the first
croissant) came about following this battle.
The crescent (croissant) is an Ottoman
symbol, hence the choice of shape for the
Viennese pastry.
The first Indian restaurant opened in
READING 4 Read the article. Choose the correct options to
1 Write the names of one or two well-known
complete the sentences.
1 The first recipe for apple pie comes from England /
foods from four countries. Then work in groups.
Portugal rather than the US.
Take turns to say the foods. Can people guess
2 In 1683, people in Vienna, Austria, made pastries
the countries?
that looked like the sun / moon.
2 Read the definitions. Then quickly find the words 3 After she moved to France, Marie Antoinette
in bold in the article on page 37.
missed foods from her city / country.
1 A recipe is a detailed list of instructions
4 Most / All restaurants in Italy do not have spaghetti
about how to make a food or dish.
with meatballs on their menu.
2 Pastries are foods made from flour and
5 A chef maybe invented chicken tikka masala
butter. They are often sweet.
because a manager / customer didn’t like a dish.
3 A traditional food is one that people have
enjoyed for a very long time.
6 Chicken tikka masala became very popular / spicy
in the UK.
4 People add spices , such as ginger or
chilli, to food to make it taste good. 5 Look at the Critical thinking skill box. Then
celebrate work in pairs to decide if the author gives the
5 To means to do something nice
information in 1–6 directly (D) or indirectly (I).
to show that a day is special.
6 To miss people or things means to feel CRITICAL THINKING SKILL
sad because they are not with you. Recognizing direct and indirect ideas
Ingredients
7 are the different foods you need Writers sometimes choose to express
to make a dish. information indirectly rather than say it directly.
3 Look at the Reading skill box. What is the best It was raining. (direct)
way to summarize how this article is organized She needed her umbrella. (indirect)
(a, b or c)? Recognizing both direct and indirect information can
help you understand a writer’s message.
READING SKILL
Understanding how a text is organized 1 Where the first recipe for apple pie is from. D
2 When the army attacked Vienna. D
Identifying how a text is organized can help
you understand the content. Texts can be
3 That people from Vienna were happy that the
organized in different ways. For example: attack was not successful. I
4 That people make spaghetti with meatballs using
• by topic – what the text is about.
tinned tomatoes. I
• by sequence – the order things happened.
5 How the chef made the first chicken tikka masala. D
• by contrasting ideas – how things are different.
6 That chicken tikka masala is a curry. I

London in 1809. In the 1970s, Bangladeshi
and Pakistani immigrants came to the
UK in large numbers, and many opened
restaurants and developed new dishes.
1 Each person should suggest one dish.
• Optional step Lead in by asking
students what foods are always on a
menu in a restaurant serving food from
their country. In a monocultural class,
ask pairs or groups to prepare a list. In a
multicultural class, have students share
and compare popular dishes.
43118_U03_034-045.indd 36
a three interesting stories to show how food
SPEAKING
changed from 1683 to now
b three surprising stories to show that foods don’t 6 Work in groups.
always come from the place we think they do
1 Imagine you are planning a special meal for eight
c three contrasting stories comparing foods that are
people. Discuss which dishes to serve at the meal.
popular in different places
2 Describe your menu to the class. Talk about the
dishes you chose and why.
36
12/13/21 4:07 PM

• To model the task, write Italy on the
board and elicit dishes: pizza, pasta,
pesto, spaghetti, etc. Then ask students
to prepare their own lists of countries
and dishes.
• Students take turns to read out
their lists without saying countries. Set
a three- or four-minute time limit. In
feedback, ask students to share any
interesting countries and foods.
Sample answers • Elicit the first answer to get students
Some obvious choices: started. Students should scan the
Mexico: tacos, burritos paragraphs quickly to locate words. Then
Spain: paella, tortilla let students check with a partner.
France: cassoulet, croissant • In feedback, show or write up the
Japan: sushi, tempura correct answers so students can check.
2 • Optional step Check students’
• Ask students to read the definitions understanding in feedback by asking
carefully and to try to guess what the personalized check questions: What’s
missing word might be. Ask students to a traditional food from your country?
discuss guesses with a partner. What ingredients are in a recipe for
omelette? What pastries do you like?
What spices do you often use?

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 1
Foods with a story
Every country has some well-known, traditional foods. We think of fish and chips as British, for example, and
• Optional step Students need to scan
to find answers here. Train them by
asking them to first find key words from
apple pie as American. But some foods have a surprising story. For example, the way of cooking the fish for the statements in the text (e.g. ‘recipe
fish and chips probably comes from Portugal. And apple pie? The first apple pie recipe is from England, not
America. Read on for more surprises.
for apple pie’) and then to look for the
answer close by (England).
When you bite into a delicious, buttery croissant,
5
2

you probably think you are eating something

French. However, the story of croissants probably • The Critical thinking skill box aims to
begins somewhere else, some say in Vienna,
Austria. In 1683, an army attacked the city, but
help students recognize direct and
they were not successful. People made special indirect ideas in a text – sometimes an
pastries in the shape of a moon to celebrate and idea is implied rather than stated by a
these became very popular. About 90 years later,
Marie Antoinette moved from her home in Austria
writer, and this can affect the writer’s
to France to marry the French king. One story says message.
that she missed typical foods from her country,
so French chefs made these pastries for her. Over
• Read through the Critical thinking skill
time, these became the croissants we know today. box, and ask students to listen or read
a croissant
silently before asking a check task: What
3 Is anything more Italian than a plate of spaghetti
with meatballs in tomato sauce? Well, actually,
does ‘She needed an umbrella’ imply?
in Italy, this dish is usually on the menu only in • Ask students to discuss the
restaurants that are popular with tourists. Between
100 and 150 years ago, millions of Italians moved
information in 1–6. Students will need
to the US. In their new country, meat, spaghetti to look back at the text to do this task.
and tinned tomatoes were all cheap and easy to To support students, do the first in open
find in the shops. So people invented a new recipe
with these three ingredients.
class (The text says: The first recipe for it
(pie) is from England, not America, so it
4 In Britain, millions of people go to Indian
spaghetti with meatballs in tomato sauce is clearly stated (direct).
restaurants every week and among their favourite
choices is chicken tikka masala, a dish made with Answers
spices and a creamy tomato sauce. However, there
1 states
are several stories that suggest chicken tikka masala

 
may not be from India. According to a popular 2 states

 
story, a chef in Glasgow, Scotland, invented it in 3 implies (the people made special pastries

 
1971 after a customer said his curry was too dry.
The chef quickly made a sauce using some cream
in the shape of a moon to celebrate)
and tomato soup. The customer loved the changes, 4 implies (tinned tomatoes were easy to

 
and soon the dish was popular all over the country. find in shops)
5 states
 
6 implies (the curry he ordered was
 
chicken tikka masala too dry)

EXPLORE MORE! SPEAKING

Search online to find out about some of these foods and which country each one really comes from:
Danish pastries, French fries, Korean tacos, Swedish meatballs, Swiss cheese. 37 6
• Organize the class into small groups
of three to five students to do the task.
It is a good idea to mix students at this
43118_U03_034-045.indd 37 12/13/21 4:07 PM point so they get to speak to different
class members.
3 Meatballs and spaghetti = US (invented
• Ask students to take turns to suggest a
• Read out the information in the Reading by Italian immigrants)
dish. You could ask one student in each
skill box. Chicken tikka masala = UK (invented by
group to chair the discussion – it is their
• Students work together to choose chefs from the Indian subcontinent)
job to read out the task and check that
the answer. In feedback, point out how • Optional step You may wish to pre- everybody contributes.
the answer (b) shows that this text is teach key food words here: pastry is a
• In feedback, elicit menus from different
organized by topic. dough made of flour, water and butter,
groups and ask students to decide as a
which can be used to make pastries (=
class which dishes they would most like
4 small, sweetened pastry cases filled with
to try and why.
• Optional step Read out the captions fruit, nuts, cream or cheese); apple pie =
on the photos. Then have an open class a pastry casing with baked apples inside. For additional practice, refer to the
discussion about where people think • Elicit the first answer to get students Mediation activity on page 306 of the
the food is from. (Croissants = Vienna, started. Students read closely and choose Teacher’s Book.
Austria (brought to France by Marie the correct options. Let students check
Antoinette) answers with a partner.

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Extra activities
There are lots of extension activities involving ‘favourite dishes’
you could try with your students. Here are some ideas:
1 The perfect pizza. Have students draw a circle on a piece of
 
paper then draw what they would put on their pizza. Students
describe the ingredients on their pizza in groups.
2 Wedding banquet. Students in groups prepare a meal for a
 
wedding party.
3 A city centre restaurant. Students decide what type of
 
restaurant their city centre needs – then design and present
their menu.

EXPLORE MORE!
How you exploit Explore More! will depend on internet access in
your classroom. If you have none, set this as a homework task.
Students find out three or four interesting facts and present them
in the next lesson. If you have internet in the classroom, organize
the class into pairs or groups to find and present information.
A search found the following:
Danish pastries = introduced by Austrian bakers
French fries = many sources suggest Belgium (as early as 1680)
Korean tacos = a Korean-Mexican fusion dish popular in the US –
they originated in Los Angeles, and combine Korean fillings with
tortillas
Swedish meatballs = actually based on a recipe King Charles XII of
Sweden brought home from Turkey in the early 18th century
Swiss cheese = In the US, the term ‘swiss cheese’ is used to
describe a type of cheese with holes – it is very popular but
actually made in the US. Of course, Switzerland has plenty of
cheeses of its own (450 varieties in fact).
You may also wish to ask students to check out the following
famous dishes with surprising origins:
Spaghetti bolognese = not Italian – probably first made in the UK
or US
Chicken Kiev = first cooked by French chefs in Moscow
Chicken Chop Suey = first cooked by Chinese chefs in California
Chilli con carne = popularized in Texas (not Mexico)
See Workbook pages 18–19 for extra practice (Reading).

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LESSON 3B
LESSON GOALS
• READING AND GRAMMAR The main aim is to practise using the past simple and
past continuous. The tenses are contextualized in blog posts about cooking disasters.
• PRONUNCIATION A sub-aim is to recognize weak and strong forms of was and were.
• SPEAKING The speaking aim is to talk about cooking disasters.

READING AND GRAMMAR I was making a curry. (1)

1 I used too much spice. (2)
• Optional step Lead in by asking students what a recipe is, and (2)

what the lesson title, A recipe for disaster, might mean. A recipe X

is instructions on how to prepare a dish. A recipe for disaster is
a saying, which describes any situation (not just when cooking)
when your way of doing something is so bad that it is very likely
to cause a very negative outcome – a disaster.
• Focus students on the photo. Ask, What can you see?
What’s the disaster? Students discuss what happened and why
in small groups of three to five students. In feedback, ask a few
groups to tell the class their story.
Sample answer
Jim invited friends for dinner. Because he was talking to his
friends, he forgot about the food and it burnt.
2 •
• Optional step Focus students on the social media posts. Ask,
How many posts are there? Who posted the messages? What
was the disaster in each post? Check the meaning of bright red
(= very red); instead of = in place of
• Students complete the message individually then compare
in pairs. In feedback, elicit answers from different pairs.
• Optional step Ask students to find and explain things in
the posts that are typical of posts (e.g. exclamation marks,
sooooooooo bad, emoticons, tagline).
past xxxxxxxxxxxxxxxxxxxxxxx now
(1)
Which action started first? (making a curry)
Which is the longer action? (making a curry)
Which action interrupted? (used too much spice)
Which action continued after the other finished? (making a
curry)
For further information and practice, see Grammar reference
Unit 3B on page 168 of the Student’s Book.
4
Elicit the first answer to get students started. Students
compare completed sentences in pairs.
GRAMMAR NOTES
We tend to use the past continuous after while because the
word refers to a time period with duration. After when, we
can use the past simple or past continuous depending on the
context.
If students have problems here, use the check questions in the
grammar notes to Exercise 3 to guide students.

3
• Students read the Grammar box and underline past continuous 5
forms in the posts. In feedback, check form by asking students • Students work in pairs to complete the task. In feedback,
to come to the board to write up sentences and answer these elicit answers from different pairs.
questions: When do you use ‘was’, and when ‘were’? What
is the negative of ‘was’ and ‘were’? How do we form the -ing
6
• Students work in pairs to complete diagrams. In feedback,
form after ‘make’ and ‘chat’? (make making; chat + t =
ask different pairs to draw their diagrams on the board.
chatting)
Sample answer
Answers
The following diagram best represents sentences 1, 2, 4 and 5:
Students should underline:
I was making (a curry) / I wasn’t paying attention / I was cooking
(a special meal) / I was carrying (the lasagne) / I was making
(dinner) / We were (soon) chatting
now
GRAMMAR NOTES
Meaning and use 7
A timeline and check questions are useful ways of showing the • Optional step Model the activity with two or three examples
difference between the past simple and continuous. Draw the from your own experience: I was talking to students in class 3B
following timeline on the board, then ask the questions that yesterday when they all smiled for the first time!
follow in open class and elicit answers:

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LESSON B
• Ask students to prepare sentences.
Monitor and help with ideas and
vocabulary.
• Students compare sentences in pairs.
In feedback, find out if any pairs wrote
similar sentences.
Sample answers
1 We were meeting new students at the
 
station when someone took my bag.
2 My sister smiled while she was talking
 
on the phone. / I was talking to our six-
week-old baby when she smiled for the
first time.
3 I was eating salad when I found an
 
insect in it.
4 I dropped my credit card when I was
 
buying something.
5 I saw a rainbow when I was walking in
 
the park yesterday.
Extra activity
Play alibi. Tell students that the police are
looking for two people in connection with
a crime that took place yesterday at 8 p.m.
last night: somebody ate all the cake in the
school fridge!
Tell the students that they are all suspects.
Then put students into pairs and tell
them that they have a little time before
interrogations begin. They should prepare
themselves and make sure they have a
solid alibi. Elicit a few examples of alibis.
For example, eating in a restaurant,
watching a movie, being at the gym. Put
students into pairs and have them decide
what their alibi is. Try to make sure that
each pair comes up with a different cover
story.
Give students five minutes to decide on
their alibis and check that their stories
match. For example, they should think
about: What time did they arrive and
leave? What were they wearing? What did
they eat and drink?
When students are ready, ask one pair to
come to the front of the class. One student
then leaves the room. The class interview
the student and take notes. They then
invite the other student in and interview
the second student. After completing both
interviews, the class have to say what holes
they found in the alibi. If none, they are
innocent.
Ask another pair to come to the front to
be questioned.
58
3B
A recipe
for disaster
READING AND GRAMMAR
1 Work in groups. Look at the photo. Make up a
story about what happened and why. Then share
your story with another group.
2 Read the four social media posts. Use words from
the posts to complete the message from Kate.
3 Read the Grammar box. Then look at the social
media posts again and underline other examples
of the past continuous.
GRAMMAR Past simple and past continuous
Use the past simple to talk about past events that
are finished.
I made an apple pie last week.
Use the past continuous to describe past actions or
situations that continued for some time.
I wasn’t paying attention.
When something happened in the past at
the same time as another action, use the past
continuous to describe the longer action (or the
one that started first). Use the past simple for
the action that interrupted – or happened in the
middle of – the longer action.
I was making a curry and I used too much spice.
Go to page 168 for the Grammar reference.
38
43118_U03_034-045.indd 38
For additional practice, refer to the
Grammar activity on page 266 and the
Communication activity on page 227 of
the Teacher’s Book.
PRONUNCIATION
8 3.1
• Read the Clear voice box with your class.
• Play the audio. Students listen and
notice.
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LESSON GOALS
• Understand social media posts about and
discuss cooking disasters
• Learn how to use the past simple and past
continuous
• Recognize weak and strong forms of was
and were
PoojaSeta
Eek! I just had a disaster in the kitchen! I was
making a curry and I used too much spice. It was so
hot … when I tried to eat it, my face went bright
red like a tomato! #recipefordisaster
LittleDave
I had a cooking disaster too. I made an apple pie
last week. I wasn’t paying attention and I used salt
instead of sugar by mistake. Soooooooooo bad!
#recipefordisaster
GiorgioR
I was cooking a special meal for my sister’s 21st
birthday. When I was carrying the lasagne from the
oven to the table, I dropped it. Amazingly, the food
was OK, but my foot wasn’t! #recipefordisaster
Tanya2697
I was making dinner yesterday and got a call from
an old friend. We were soon chatting away, and I
asked my son to turn the heat off. Five minutes
later I smelled smoke and ran back into the
kitchen. Dinner was on fire … He thought I said,
‘Turn the heat up’! #recipefordisaster
#mystorywins
Dear Alicia
Thanks for sending the link to those posts about
kitchen disasters. I laughed when I saw the one
salt
about making an apple pie with 1
rather than sugar. I bet it tasted terrible! And the
one about making a really spicy 2 curry
was funny too. I hope the person who dropped the
lasagne
3
didn’t have to go to hospital with
a broken 4 foot , though. That sounded
painful. I didn’t laugh at the last one, either, because
almost the same thing happened to me last week. My
smoke
kitchen still smells like 5 !
Kate
12/13/21 4:07 PM
PRONUNCIATION NOTES
Point out and practise the very weak
schwa /ə/ sound used when the
auxiliary is unstressed here. Note that
the strong stress is on the main verb in
positive statements and questions but
on the auxiliary in negative statements.
Notice that some varieties of English
pronounce the ‘r’ in were and weren’t,
and others don’t (so, /wə/ in BrE, but
/wər/ in AmE).
 4 Work in pairs. Complete the sentences with one PRONUNCIATION
• Organize groups by matching two
past simple form and one past continuous form.
started
8 Look at the Clear voice box. Listen to the
3.1 pairs or by giving numbers (1, 2, 3, 4)
1 I (start) to feel very hungry while
examples and notice the strong and weak forms.
we were waiting (wait) for our food to arrive. to students round the class and asking
CLEAR VOICE
2 I didn’t add (not add) enough cheese while
Understanding weak forms (1):
them to sit together (1s together, 2s
I was making (make) pasta with cheese sauce
last week.
was and were together, etc.). Students sit down in their
3 While we were living (live) in Buenos Aires, Like most auxiliary verbs, was and were have groups, and take turns to tell stories.
had two pronunciations: weak and strong. The
we (have) many delicious meals.
weak form is the usual way of saying these words in • As students speak, listen carefully and
4 She put (put) three more potatoes on an affirmative sentence. note errors.
my plate while I wasn’t looking (not look). I was making dinner yesterday. /wəz/
5 While we were watching (watch) a film on TV, I We were soon chatting away. /wə/
• At the end, in feedback, write on
decided (decide) to order some pizza. the board three or four errors you heard
However, the strong form is common in short
5 Work in pairs. Look at the diagram, which answers to questions and in negative sentences. while students talked, and ask students
shows sentence 3 from Exercise 4. Discuss which A: Who was cooking? /wəz/ B: We were. /wɜː/
to correct them in pairs.
sentence (a or b) describes it. She wasn’t happy about it. /wɒznt/
• Optional step Tell students to choose
living in Buenos Aires 9 3.2 Look at the underlined auxiliaries in
one of the cooking disasters that
sentences 1–4. Will it be a strong or a weak
form? Listen and check. Which form is easier for happened to several of them and discuss
you to recognize? ways to avoid that disaster.
now
delicious meals 1 He was having sushi for his lunch. weak
2 They weren’t interested in eating out. strong Extra activity 1
3 I wasn’t happy with the food, but he was. strong / strong
a Past actions can happen many times during a 4 A: Who was looking for the recipe? weak
As an alternative to the activity above, ask
longer action. B: We were. strong students to mingle round the classroom
b Many different past actions can happen at the
same time.
to tell their stories. You could ask students
SPEAKING
to remember and tell a previous partner’s
6 Choose a different sentence from Exercise 4 and
create a diagram to show it.
10 Complete the table with cooking disasters a–e. story when they meet a new partner.
Can you add other disasters to the table?
7 Write true sentences using the two verbs in 1–5.
Use one past simple and one past continuous Cooking disasters
form. Then compare with a partner. Are any of It happened to me It didn’t happen to me
Extra activity 2
your sentences similar? (or a person I know) (or a person I know) If your students are short of their own
1 take / meet
I was taking the train to school yesterday when I
cooking stories but good at being
a burning something or causing a fire
met an old friend. b cooking something for too long / not long enough imaginative, write these newspaper story
2 talk / smile c dropping something on the floor headlines on the board and ask them to
3 eat / find d forgetting an important ingredient
4 buy / drop
invent a story:
e using the wrong ingredient
5 walk / see TEENAGERS ‘MAKE YOUR OWN PIZZA’
11 Read 1 and 2 and complete the tasks.
PARTY GOES WRONG
1 Choose two of the disasters from Exercise 10 that
happened to you or to a person you know. Practise COUPLE INVITE 34 NEIGHBOURS FOR
telling the story of what happened. DINNER
2 Work in groups. Take turns to tell your stories. Use
the past simple and past continuous correctly.
EXPLORE MORE!
EXPLORE MORE!
Search online for more stories about people’s ‘cooking disasters’. How many of the stories use
39 How you exploit Explore More! will depend
past continuous verbs?
on internet access in your classroom. If you
have none, set this as a homework task.
If working in class, ask students to search
online for ‘cooking disasters’ and find a
43118_U03_034-045.indd 39 12/13/21 4:07 PM
handful of likely sites (for example, forums
9 3.2 • Allow a few minutes of preparation or food blogs). In pairs, students choose
• In pairs students discuss whether the time for students to complete the table, a site (make sure every pair chooses a
underlined auxiliaries are weak or strong. and compare ideas in pairs. Monitor and different one). In feedback, pairs present
• Play the audio. Students check answers. help with ideas and vocabulary. the name of the site, the disaster story they
discovered, and say which past continuous
Answers 11 forms they found.
Students should say that the stressed • One way of organizing this activity
negatives and short answers were easier to is to allow students to work in pairs to See Workbook page 20 for extra practice
recognize. prepare part 1. Ask pairs to help each (Grammar, Pronunciation).
other put their stories together and
SPEAKING practise telling them. Monitor and help
students as they prepare. Encourage
10 students to use both past forms in their
• Start by reading out the disasters, stories.
and checking key words (with mime
or examples): burn, drop, forget,
ingredient.

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LESSON 3C
LESSON GOALS
• LISTENING A main aim is to develop
listening for reasons in an interview.
• VOCABULARY A further main aim
is to practise vocabulary related to
eating at a restaurant.
• PRONUNCIATION Students practise
stressing words to express meaning.
• SPEAKING Students discuss
information in a text and talk about
restaurant experiences.
SPEAKING
1 photos. They take photos of each dish and post them
• Students discuss the questions in
pairs, then report preferences briefly in
feedback.
Answers
eating out = going out to restaurants;
eating in = staying at home and cooking
2 These restaurant customers usually order only delicious,
• Optional step Ask focus questions:
How many types of restaurant customers
are in the text? What different types of
customers do you think the labels in the
box describe?
• Students read and discuss the
questions in small groups. In feedback,
have a class discussion about what type
of restaurant customer students are.
• Optional step 1 Ask, What other types
of restaurant customer are common?
What name could you give them? (e.g.
slow eater, poor tipper, noisy eater)
• Optional step 2 Ask students to find
and underline ‘food’ words in the text.
Build up a list on the board (see the
Vocabulary notes below).
Sample answer
1 The descriptions are probably trying to be
funny because the information is not based
on real data and because it has jokes such
as ‘… even if it’s also low-taste’.
VOCABULARY NOTES
Food words in the text: order food, dish,
diner, ingredients, low-fat, low-salt,
low-sugar, dessert
Notice the compound nouns formed
by adding ‘er’ to verbs: conversation
lovers, money savers, restaurant goers,
restaurant owner, etc.
60
3C
Eating out
SPEAKING
1 Work in pairs. What is the difference between
eating out and eating in? Which do you prefer?
Why?
2 Work in groups. Read the text about different
kinds of restaurant customers. Discuss the
questions.
1 Do you think the descriptions are trying to be
serious or funny? Why?
2 Which type of restaurant customer are you most
similar to? Why?
DIFFERENT RESTAURANT CUSTOMERS
Picture takers
These customers only order food that looks good in
online.
Conversation lovers
Diners like these care little about what food they order
because they’re interested in chatting, not eating. Their
meals take a long time because they talk and talk and
talk and …
Food experts
high-quality dishes. Their meals take a long time
because they ask hundreds of questions about the
ingredients.
Money savers
These kinds of restaurant goers only order cheap dishes.
Their meals take a long time because they check the
price of everything and then calculate how much it is all
going to cost.
Healthy livers
Customers like these only order low-fat, low-salt and
low-sugar food … even if it’s also low-taste. They never
eat dessert and they leave quickly to get to the gym.
40
43118_U03_034-045.indd 40
LISTENING
3 3.3
• Optional step Check sushi (= a special
type of rice with seafood (often raw) or
vegetables) and tuna (= a type of fish).
Then ask focus questions: Who is talking
in the interview? What do you think
she’s going to talk about? What words
do you expect to hear?
• Play the audio. Students listen and
match 1–5 to a−e.
• Students compare answers in pairs,
then report answers in feedback.
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LESSON GOALS
• Listen for reasons in an interview
• Learn vocabulary for eating at a restaurant
• Practise stressing words to express
meaning
• Talk about restaurant experiences
LISTENING
3 3.3 Listen to an interview with Caroline
Bennett, a successful restaurant owner. Match
the beginnings of the sentences (1–5) with the
endings (a–e).
1 In the 1980s, Caroline had the chance to … a
2 In 1994, Caroline decided she wanted to … b
3 About 20 years ago, Caroline chose to … e
4 In 2004, Caroline made the decision to … c
5 A few years ago, Caroline’s customers began to … d
a live in Japan for a year.
b open a sushi restaurant.
c start a second company.
d take a lot of photos.
e take tuna off her menu.
4 3.3 Look at the Listening skill box. Then listen
to the interview again and write answers to
questions 1–4.
LISTENING SKILL
Listening for reasons
It’s often important to understand the reason
why a thing happened or a person did
something. Speakers sometimes use specific phrases
to give reasons, such as because (of) or one reason
was. You can also think about possible reasons by
asking yourself Why did this happen?
1 Why did Caroline start a restaurant in London?
2 Why did she stop selling tuna in her restaurant?
3 Why did she start a second company?
4 Why are many people changing what they eat?
Caroline
Bennett
12/13/21 4:07 PM
4 3.3
• Read the Listening skill box with your
class.
• Give students time to read sentences
1–4. Ask them in pairs to try to recall
answers from the first listening, and
to make notes if they think they can
remember any answers.
• Play the audio. Students confirm
answers. Let them compare answers in
pairs.
Sample answers
1 She could not find good sushi.
 
2 There are few tuna left in the oceans.
 
 VOCABULARY
5 3.4 Work in pairs. Look at the extract from
the interview. Answer questions 1–8 below. Then
listen and check.
‘Raw fish is really popular now. So people know
more about it and they expect their sushi to be
both delicious and cheap. [...] More people are
vegetarian or vegan than before. And even people
who do eat meat may eat it rarely. And, of course,
it seems that many people have food allergies
these days. [...] People want to try new dishes and
flavours when they eat out. [...] I know somebody
who started a pop-up restaurant in her home. She
prepares food for customers in her own kitchen. She
serves them in her home too.’
Which word in bold means ...
1 very good to eat? delicious
2 not cooked? raw a dish
3 a particular type of food served as part of a meal?
4 people who do not eat meat? vegetarian
5 people who do not eat anything from animals? vegan
6 to bring food to people? serve
7 to make food ready for people to eat? prepare
8 a bad reaction some people have to certain foods,
such as nuts? an allergy
Go to page 161 for the Vocabulary reference.
6 Complete the three social media posts with the
correct form of the words from Exercise 5.
I became a(n) 1 vegetarian a couple of
months ago. Not eating meat at all! I don’t
eat eggs because I have a(n) 2 allergy
to them, but I don’t think I can become a(n)
3 vegan because I like cheese too much!
Had sushi and sashimi for the first time yesterday.
10 Work in groups. Talk about a time when you had
Didn’t think 4 raw fish would be so
good! Liked watching the chefs 5 prepare
it. The waiters 6 served the food on
beautiful plates from Japan, too.
My friend and I chose the same chicken
7 dish at our local Thai restaurant. She
thought it was 8 delicious , but it was a little
too spicy for me.
EXPLORE MORE!
Choose one of the customer types from the text in Exercise 2. Then search online to
find a restaurant that might be good for that person. Share what you found.
43118_U03_034-045.indd 41
3 She wanted to connect restaurants and
 
people who catch fish.
4 They want to be healthy and help
 
protect the environment.
AUDIO 3.3
Interviewer: Today we’re talking to
successful businessperson Caroline
Bennett. Caroline runs a sushi restaurant in
London. Tell us about that, Caroline.
Caroline: Hi there. Sure. In the late 1980s,
I lived in Japan for a while. While I was
there, I fell in love with Japanese society
and food. After I returned to London, I
was looking for good sushi, but I couldn’t
find it … so I started a restaurant. People
PRONUNCIATION
7 3.5 Look at the Clear voice box. Listen and
repeat.
CLEAR VOICE
Stressing words to express meaning
To make the meaning of a sentence clear,
especially to correct a mistake, you can give
extra stress to a word or phrase.
Excuse me, I ordered the salmon. (=‘You have given
the dish I ordered to the wrong person.’)
Excuse me, I ordered the salmon. (=‘You have given
me the wrong dish.’)
8 3.6 Look at the conversations between a
waiter (W) and a customer (C). Decide which
word(s) the customer will stress. Then listen,
check and repeat.
1 W: Here you go – two small teas and two pastries.
C: Actually, we ordered two small coffees and two
pastries.
2 W: Here you go – two large pizzas and salads.
C: Actually, we ordered two small pizzas and
salads.
3 W: Here you go – a burger with a green salad.
C: Actually, I ordered a burger with some fries.
4 W: Here you go – one chicken curry and one bowl
of rice.
C: Actually, we ordered two chicken curries and
two bowls of rice.
9 Work in pairs. Write your own situations like the
ones in Exercise 8. Practise your conversations.
Take turns to be the waiter and customer and
use stress to express meaning.
SPEAKING
a great or terrible meal at a restaurant. Say:
• which type of restaurant you went to.
• where the restaurant was.
• why you went there.
• what food you had.
• how much you enjoyed or hated it.
41
12/13/21 4:07 PM
say most restaurants close after five years.
Well, I started Moshi Moshi Sushi in 1994.
It was difficult sometimes, of course,
especially in the last few years. Still, we’re
doing OK.
Interviewer: That’s great! Are things
different now compared to 1994?
Caroline: Yes, very different! We are
always trying to improve because our
customers expect it. In 1994, few people in
London were eating sushi, but raw fish is
really popular now. So people know more
about it and they expect their sushi to be
both delicious and cheap.
www.frenglish.ru
Interviewer: Sounds hard! And how’s
your restaurant different from other sushi
restaurants?
Caroline: Well, one thing is that we try
to do the right thing for the planet. When
people think about sushi, many think
about eating tuna. About 20 years ago,
though, I found it was very hard to get
tuna. The reason shocked me. It was hard
to get because there are so few bluefin
tuna left in the oceans. When I learned
that, I took bluefin tuna off the menu.
Interviewer: What did your customers
think?
Caroline: Some were unhappy, but
it was the right thing to do for the
environment. In fact, I decided to sell only
environmentally friendly fish. It was hard
to find, though … so about ten years after
I started Moshi Moshi, I started another
company that connects people who catch
fish and the restaurants that sell it.
Interviewer: That sounds like a good idea,
but running two companies must keep
you very busy. Thinking about eating out
in general, can you talk about some other
changes during that time?
Caroline: Well, some changes are positive,
I think. For example, a lot of people are
changing their diets these days. More
people are vegetarian or vegan than
before. And even people who do eat meat
may eat it rarely. And, of course, it seems
that many people have food allergies these
days. So, I think people want food that is
healthy for their bodies and good for the
environment.
Another positive change is that people
want to try new dishes and flavours when
they eat out. In a city like London, there
are restaurants selling delicious foods from
all over the world. I love it!
Another example is that people are starting
new kinds of restaurants. For example, I
know somebody who started a pop-up
restaurant in her home. She prepares
food for customers in her own kitchen.
She serves them in her home too. That
definitely didn’t happen in 1994!
Not all changes are positive, though.
Starting a few years ago, I noticed
customers were taking more and more
time to finish. What’s the reason? Well,
they were using their phones to take
photos of their food or use apps. That’s
a problem for restaurants because other
customers are usually waiting to order.
61
LESSON C
BACKGROUND NOTES 8
• 3.6 Students work in pairs to decide which words are
‘Moshi Moshi’ is what Japanese people say when they answer
stressed to express meaning.
the phone – it kind of translates as ‘Hello – Is anyone there?’
The London-based Moshi Moshi Japanese restaurant chain • Play the audio. Students listen, check and repeat.
pioneered the sushi conveyor-belt movement in the UK.
9
• Students prepare and practise their own examples in pairs. In
VOCABULARY feedback, ask different pairs to act out one dialogue for the class.
Sample answers
5 3.4
W: Here you go: a cheese and ham sandwich.
• Optional step Ask students to read the extract first with a gist
C: But I ordered a chicken sandwich.
task: What changes in restaurants does Caroline talk about?
W: Here you go: chocolate ice cream.
• Students read and find answers. Play the audio for them to C: But I wanted chocolate cake!
check.
Extra activity
• Optional step In feedback, check the meanings with personal
check questions: (Have you eaten raw food? What food do Write the following menu on the board:
you think is delicious? Are you a vegetarian? What do you call Food:
someone who prepares or serves food in a restaurant? (chef Chicken salad
and waiter). Drill words for pronunciation (see the Vocabulary Chicken sandwich
notes). Cheese and tomato sandwich
Drink:
AUDIO 3.4 Lemonade
1 delicious 5 vegan Coke
2 raw 6 serve Tea
3 a dish 7 prepare Coffee
4 vegetarian 8 an allergy Students work in pairs. A (the customer) makes an order for
themselves and three friends. B (the café owner) repeats the order
but makes mistakes. A corrects the mistakes using extra stress on
VOCABULARY NOTES the appropriate words.
Pronunciation
Note the strong stress on these words: delicious, vegetarian, For additional practice, refer to the Pronunciation activity on
vegan, allergy, prepares page 290 of the Teacher’s Book.
Note the long vowel sound: raw /rɔː/, serve /səːv/
SPEAKING
For further information and practice, see Vocabulary reference 10
Unit 3 on page 161 of the Student’s Book. • Optional step Model the activity by describing a restaurant
experience you have had. You could set this up as a live
6 listening: students have to listen and answer the questions (type
• Optional step Set a focus task: What is the topic of each post? of restaurant? where? why? what food? etc.). Alternatively, they
(1 becoming a vegetarian, 2 first time in a Japanese restaurant, could ask questions at the end to find out more details about
3 a visit to a Thai restaurant). your story.
• Elicit the first answer to get students started. Then they • Organize the class into small groups. Give students two
complete the posts. Let students compare answers in pairs minutes to prepare ideas.
before checking answers as a class.
• Students take turns to describe their experiences.
For additional practice, refer to the Vocabulary activity on page • As students speak, note down errors to focus on in a class
250 of the Teacher’s Book. correction feedback at the end.

EXPLORE MORE!
PRONUNCIATION
How you exploit Explore More! will depend on internet access in
7 3.5
your classroom. If you have none, set this as a homework task.
• Read out the Clear voice box. Make sure you model clearly by
If you do this activity in class, brainstorm what you think the
stressing ‘I’ and ‘salmon’ in the examples.
different types would want from a restaurant (e.g. food experts
want high quality cooking; picture takers want colourful food
PRONUNCIATION NOTES and décor), then ask students to think of restaurants they know
English is a stress-timed language, so strong stresses are which could be good for each type. Ask students to check out
exaggerated to carry meaning. Make sure students exaggerate restaurants in their town or city and find places that would suit all
the stressed syllable. the types. They then share their findings in class.
See Workbook pages 21–22 for extra practice (Listening,
Vocabulary, Pronunciation).
62
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LESSON 3D
LESSON GOALS
• SPEAKING The lesson integrates reading, listening and grammar as well as speaking.
Its main aim is to introduce students to ways of making your reasons clear in
conversations; they practise giving reasons in a roleplay task.
• READING AND GRAMMAR Students practise using indefinite pronouns to talk about
people or things in general – the grammar point is contextualized in a restaurant
advert.

SPEAKING
1 compare completed sentences in pairs.
• Optional step As a lead-in ask students to look at the photo.
Ask, Where are the people? What are they doing? What
problems might they have?
• Organize the class into small groups of three to five
students. Give students one minute to read the questions and
think of ideas before talking with their group partners.
READING AND GRAMMAR
2 5
• Optional step Focus students on the photo. Ask, Where are
they? What are they eating? What is the connection between
the people? Why are they eating together, do you think? Use
the context to brainstorm restaurant words that are in the
advert: dishes, fresh (food), dessert, menu, take away. (Point
out that take away = take and eat at home).
• Students read the advert and note answers. Let students
compare answers in pairs.
• Optional step A follow-up question: Why should people eat
there? (delicious, fresh food, great prices, and you can’t get
anything better anywhere else)
Answers
They serve pasta, fish and meat dishes, pizza and desserts. (They
say they make whatever you want.)
3
• Students read the Grammar box and underline the indefinite
pronouns in the advert. In feedback, write the pronouns up on
the board.
GRAMMAR NOTES
Meaning and use
An indefinite pronoun is a pronoun that refers to an
unspecified or unidentified person or thing. It’s vague rather
than specific.
Compound pronouns are used with singular verbs:
Everybody was late.
There’s nobody here.
Note that one and body are used synonymously (so, someone/
somebody mean the same). We write nothing and nobody but
no-one.
For further information and practice, see Grammar reference
Unit 3D on page 168 of the Student’s Book.
4
• Elicit the first answer to get students started. Students
GRAMMAR NOTES
In sentence 3 in Exercise 4, notice how not … anything and
nothing mean the same – we can’t use not with nothing.
In sentence 5, it is possible to ask Can somebody help me?
because this is a request.
• Students discuss the questions in small groups of four or
five.
Sample answers
1 You might cook food they don’t like; you don’t know if they
 
have any allergies.
2 You can’t agree on a restaurant to go to; someone ends up
 
unhappy with the choice that is made.
3 You don’t know which restaurants are good; you end up
 
going to a restaurant where you don’t like the food; you go
somewhere that is too expensive; you can’t find the restaurant.
Extra activity
Here are some extension questions for fast finishers:
Is there anywhere in your city where you enjoy eating out?
Is there anybody in your group who has worked in a restaurant?
Name a few of your favourite dishes.
For additional practice, refer to the Grammar activity on page
267 of the Teacher’s Book.
MY VOICE
COMMUNICATION SKILL NOTES
Making your reasons clear
Misunderstandings are a natural part of communication
and occur whether you’re speaking in your first language or
a second language. That is why explaining your reasons is
important and helps to avoid difficult situations and people
being unhappy with a decision. In this section, students practise
useful phrases for giving reasons, and act out situations in
which giving reasons is very important. Personalize by asking
students to consider (and act out) situations in their own
experience where giving reasons is important.

63
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LESSON D
6 3.2
• Focus students on the questions. Then
play the video.
• Let students compare answers in
pairs before discussing as a class. Be
ready to replay parts of the video if
students are unsure.
Answers
1 He didn’t explain the reasons why he
 
said something.
2 He explained his reasons.
VIDEO 3.2
Communicating clearly is important, of
course. But sometimes our words are
clear but our message is not. Let’s watch
situation one. Lisa has a barbecue and
invites her new employee Luke. She offers
Luke something to eat. But Luke says, ‘No
thanks,’ and asks for some salad. Lisa tries
to persuade Luke to have some chicken.
She tells him it’s delicious! But Luke insists
that salad is fine.
Lisa doesn’t understand why Luke is saying
no to everything and feels a bit hurt.
Now let’s look at situation two. Here, Luke
gets a message from his friend Carl.
Carl suggests ordering some Italian food.
Luke would prefer something else, but
Carl really wants Italian food. A bit later,
Luke goes to Carl’s house. But … the food
is not what Carl was expecting. Carl can’t
understand why Luke didn’t say anything.
In each situation, there is a communication
problem. What would make Luke’s
communication clearer? Watch a different
version of situation one to find out.
This time when Lisa offers Luke some
meat, Luke politely explains that he’s
a vegetarian. So, Lisa offers to cook
him a veggie burger. What about in
situation two?
This time Luke explains why he doesn’t
want to order food from Paolo’s.
So they agree to order food from their
local Mexican restaurant. They are
both very happy with the food. In both
situations, Luke didn’t have a problem
in the second version. Why? Because he
mentioned his reasons. As a result, other
people not only understood what he was
saying but also why. You don’t always
need to explain your reason for saying
something, but it can help avoid problems
and confusion.
64
3D
Making your reasons clear
SPEAKING
1 Work in pairs. Discuss the questions.
1 What is your favourite type of restaurant?
2 When you are choosing a restaurant to eat at,
what things are important for you, e.g. the type of
food, the prices, the staff?
READING AND GRAMMAR
2 Read the restaurant advert. What food do they
serve at Paolo’s?
At Paolo’s Italian Café, we have something for
everyone. We serve delicious pasta, fish and meat
dishes and you won’t find a better pizza anywhere.
Not only that, but our dishes are made fresh,
nobody makes better desserts, and everything’s a
great price! And if you want something that’s not
on the menu, just ask, because Chef Paolo can
make anything! Or if you want to eat at home, our
food is also available to take away.
3 Read the Grammar box. Work in pairs. Underline
three more indefinite pronouns in the restaurant
advert in Exercise 2.
GRAMMAR Indefinite pronouns
Use indefinite pronouns to talk about people
or things in general. Many indefinite pronouns
combine some-, any-, every- or no- with -body,
-one, -thing or -where.
if you want something that’s not on the menu
(some- is common in positive statements)
everything’s a great price (every- is common in
questions, positive and negative statements)
you won’t find a better pizza anywhere (any- is
common in questions and in sentences with not)
Nobody makes better desserts. (because no-
pronouns mean not any-, don’t use not with them)
Go to page 168 for the Grammar reference.
42
43118_U03_034-045.indd 42
7 Sample answers
• Read out the information in the
Communication skill box. Check difficult
words: mention = say briefly; particularly
= very.
• Give students time to read the
situations. Students discuss in small
groups.
• Optional step To confirm answers, ask
a group to present the findings of their
discussion.
www.frenglish.ru
LESSON GOALS
• Understand and use indefinite pronouns correctly
• Learn ways to make your reasons clear
• Roleplay conversations to practise giving reasons
4 Work in pairs. Complete sentence pairs 1–6 with
these indefinite pronouns.
anywhere anything everyone everything
nobody nothing somebody
1 I think everyone was happy to eat pizza
again. = I don’t think anyone was unhappy to eat
pizza again.
2 Everything on our menu is vegetarian. =
Nothing on our menu has meat or fish in it.
anything
3 I didn’t have
nothing
to eat for breakfast.
= I had to eat for breakfast.
4 Nobody said the food was too spicy. = I
didn’t hear anyone say the food was too spicy.
5 Can anybody help me wash the dishes? = I’d like
somebody to help me wash the dishes.
6 We couldn’t find anywhere that sold vegan
food. = Nowhere sold vegan food.
5 Work in groups. Discuss possible problems you
might have in each situation and why.
• cooking for somebody you don’t know very well
• going to a restaurant with friends when everyone
likes different types of food
• finding somewhere to eat in a city you don’t know
very well
MY VOICE
6 3.2 Watch the video about a way to
communicate more effectively. Then discuss the
questions in pairs.
1 Why did Luke have problems in the first two
examples?
2 Why did Luke not have problems in the second
two examples?
7 Look at the Communication skill box on page
43. Work in groups. Discuss whether it would be
helpful or not helpful to explain your reason(s)
in situations 1–4 and why.
12/13/21 4:07 PM
1 Helpful because people won’t think you
 
are being unfriendly.
2 Helpful as they will understand that you
 
were not just being rude.
3 Helpful as they will understand there is
 
an important reason.
4 Probably unhelpful to be direct as your
 
reason doesn’t sound very important.
(But it may depend how, why and how
much you don’t like parties and your
relationship with your colleagues.)

COMMUNICATION SKILL
Making your reasons clear
Mentioning the reason why you are saying
something or asking why another person has
said something can be particularly important when
9 Work in pairs. Complete the conversations with
you are talking to someone who has a different
communication style or speaks a different language.
Being clear about your reasons can help you avoid …
• problems with a bad decision.
• making someone else unhappy or uncomfortable.
• a difficult or possibly dangerous situation.
USEFUL LANGUAGE NOTES
Use
As and since (+ clause) are synonyms of
because.
You see, … / It’s just that … / The thing
is, … are introductory phrases meaning
you are about to explain.
Pronunciation
Notice the rising intonation when
politely asking for reasons using Do you
Which phrases would you use to ... mind …? and Could you …?
1 explain why you want to do something different?
2 give your reason indirectly?
3 state your reason directly?
9
phrases from the Useful language box. Then
• Elicit the first answer to get students
started. Students complete sentences
practise the conversations.
1 A: We need to eat the mushrooms today. then check in pairs.
they’ll go bad if we don’t eat
them soon. Answers
B: OK. I’ll make pasta with mushroom sauce. 1 The reason is that … / (This is) because

 
Everyone likes that. … / It’s just that …
1 You don’t want to join some friends who are
2 A: You look hungry. Do you want half of my
sitting outside at a café, because it’s too cold.
cheese sandwich?
2 You see, … / The thing is, …

 
2 You are very late to dinner at your boss’s house
because your train was cancelled. B: No thanks. I’m a vegan. 3 Actually, since … could …

3 You don’t want to meet your colleagues for a Thai
meal as you are allergic to peanuts and are worried
that some of the dishes will contain peanuts.
4 You decide not to go to your end-of-year work
party because you don’t like parties.
10 OWN IT! Work in pairs. Read the situations.
SPEAKING
8 Look at the Useful language box. Then work in
pairs to answer questions 1–3.
Useful language Giving reasons
The reason is that … / (This is) because …
You see, … / It’s just that … / The thing is, …
I’d rather … because … / I’d prefer … as … /
Actually, since … , could … ?
3 A: We’ve got hardly anything in the fridge. Shall
we get a takeaway?
B: we need to save money,
we eat in? I can make
some soup.
Create two roleplays. In the first there is a
problem because the speaker does not give a
reason and in the second there is no problem
because they make their reasons clear.
1 One of you really wants to eat at a popular Indian
restaurant, but the other person doesn’t like
spicy food.
2 One of you gives the other person a homemade
cake, but the other person can’t eat it because of
an egg allergy.
43
 
10 OWN IT!
• Students work in pairs to prepare
and act out the situations.
• As students speak, note down errors to
focus on in a class correction feedback at
the end.
Extra activity
Here is another situation for students to
roleplay:
One of you invites the other person to your
home for seafood pasta. The other person
has an allergy to fish and shellfish.
Alternatively, ask students to make up and
practise their own roleplay situations and
then perform in front of the class.

For additional practice, refer to the

43118_U03_034-045.indd 43 12/13/21 4:07 PM
Communication activity on page 228 of
the Teacher’s Book.
SPEAKING Sample answers
1 I’d rather … because … / I’d prefer … as
8 See Workbook page 22 for extra practice
 
… / Actually, since … , could …
• Read out the information in the Useful (Grammar).
2 You see, … / It’s just that … / The thing
 
language box. Point out the meaning is, …
and use of the phrases (see the 3 The reason is that … / This is because …
 
Language notes). Ask students to repeat
the phrases after your model to practise
pronunciation.
• Students discuss questions 1–3
in pairs.

65
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LESSON 3E
LESSON GOALS
• WRITING The aim of the lesson is
to guide students to write a recipe.
The reading text provides a model.
Students practise giving clear and
accurate instructions and solving
possible problems.
SPEAKING
1 2 Do your comfort foods change at different times
• Optional step Describe your personal
favourite comfort food. Begin: When
I’m feeling tired or sad or lonely, or I’m
missing home, I always cook ... Describe
the food. Then let students ask you
questions to find out more.
• Students discuss the questions in
small groups of three to five.
READING FOR WRITING
2
• In pairs, students decide who is A
and who B, read their texts and note
answers.
• Students work in pairs to describe
and instruct their recipes. To make it
more challenging, ask students to close
their books and try to remember and
describe the recipes.
Sample answers
Dried fish soup
1 eight (counting salt and pepper as two
 
ingredients)
2 which vegetables and salt and pepper
 
Green curry with tofu
1 nine
 
2 chillis, which vegetables and fish sauce
 
or soy sauce
3 VOCABULARY NOTES
• Students discuss which recipe they
prefer with a partner.
Extra activity
Ask students to find and underline words
connected with cooking which are new.
Students then work in pairs to use the
context to work out and explain the
words to each other (see the Vocabulary
notes).
66
3E
Comfort food recipes
LESSON GOALS
• Give clear and accurate instructions
• Solve possible problems
• Write a recipe
SPEAKING READING FOR WRITING
1 Work in groups. Read the definition. Then NATIONAL GEOGRAPHIC EXPLORERS
discuss questions 1 and 2 below.
2 Work in pairs. Student A: Read Tsiory
comfort food /ˈcʌmfət ˌfu:d/ Andrianavalona’s recipe. Student B: Read Brian
[noun: usually uncountable] Kastl’s recipe. Then follow steps 1–3.
food that makes you feel better, or that reminds you 1 How many ingredients does the recipe have?
of home cooking or your childhood 2 Are there any ingredients the cook can choose to
add or not?
1 What is your favourite comfort food? Why do you
like it?
3 Tell your partner the ingredients they need to make
your recipe, then explain how to make it.
of year or when you are not well?
3 Work in pairs. Discuss which dish you would
prefer to eat, and why.
Dried fish soup Green curry
Ingredients with tofu
• 2 whole dried fish • a little oil Ingredients
• 1 large onion • 3½ cups of water • 1 small onion
• 3 potatoes • salt and pepper • 1 chilli
• 2 or 3 cups of • 4 or 5 cups of mixed
green vegetables
vegetables
• 300 grams of tofu
Method • some oil
You first need to cover the dried fish in water and
leave them for at least half an hour. While the fish
• 2 teaspoons of green
curry paste
are soaking, chop the onion and potatoes. Also wash • 1 cup of coconut milk
and chop some green vegetables, such as leaves from • fish sauce or soy sauce
sweet potatoes. Cook the onion in the oil. When the • juice from 1 lime
onion is soft, add the fish and half a cup of water
and maybe a little salt and black pepper, too. After Method
about ten minutes, add three more cups of water, the Chop the onion and chilli. (Do you like spicy
potatoes and the greens. Keep cooking the soup until food? Use more than one chilli!) Also chop the
the potatoes are soft. Serve it with a plate of rice. vegetables – they can be any vegetables you like,
such as carrots, broccoli, and green or red pepper
– and the tofu. Cook the onion in oil for three
minutes. Then add the chilli and cook for one
more minute. Add the green curry paste and cook
for another minute. Add a cup of hot water, the
coconut milk, and some fish or soy sauce and cook
until it boils. Then reduce the heat and cook for
five minutes. Next, add the vegetables and tofu.
Finally, add some lime juice and enjoy it with a
bowl of rice.
44
43118_U03_034-045.indd 44 12/13/21 4:07 PM
Sample answer
instructions on how to make something;
soak /səʊk/ = put in water instructions on how to use something;
chop /tʃɒp/ = cut into small pieces how to play something or how to take
paste /peɪst/ = a soft mix of foods medication; directions for how to get
reduce the heat /rɪˈdʒuːs ðə hiːt/ = somewhere
make it less hot
5
• Read through the four areas to research
4 with your class, and check any difficult
• Read through the Writing skill box with words: accurate = correct; order of steps
your class. = what you do first, second, third, etc.
• Students work in small groups to • Elicit a first example to get students
discuss the question. started. Then ask students to work in
pairs to find examples before discussing
as a class.
www.frenglish.ru
 4 Look at the Writing skill box. In addition to 7 Work in groups. Read the short recipe, then three eggs into a bowl. Add the cooked
recipes, can you think of some other kinds of complete tasks 1–3.
writing that need clear instructions? mushrooms and the ham. Also add
WRITING SKILL Break some eggs into a bowl. Add some some salt and pepper. Mix everything
Giving clear instructions ingredients such as cheese, mushrooms, well. Then cook it in a pan with some
chopped tomatoes and so on. Add salt and butter or oil. Enjoy it with a salad.
Recipes and other kinds of descriptions of
pepper. Mix everything well. Cook it.
how to do something need to be clear and
accurate. Some examples of giving clear instructions
include: 1 Discuss what dish this recipe might be for and WRITING TASK
instruction examples what other ingredients you could add.
• saying how much 500 grams of sugar / two
eggs / a teaspoon of salt
2 Rewrite the recipe using accurate information 8 WRITE
and the ingredients you chose. Mention possible
• saying how long / cook for 40 minutes / problems and give solutions too.
• Optional step Remind students of
how often leave for one hour / stir 3 Discuss your new version of the recipe with the the comfort foods they mentioned at
often
• giving the order first / next / after that /
class. Which groups’ recipes do you want to eat? the start of the lesson. Have a class
Why?
of steps at the same time / before discussion and find out what other
• giving more at 200 degrees / don’t
information use a metal bowl / chop into WRITING TASK dishes students could write about in
small pieces their recipes. Brainstorm vocabulary
8 WRITE Using Tsiory’s and Brian’s recipes as a
model, follow the steps to write a recipe. students will need on the board (they
5 Read the two recipes again. Find some examples 1 Choose a dish. This could be one of your comfort may need the English words for unusual
of the following. foods, a popular dish in your country or anything ingredients).
1 accurate information about how much else you know how to make.
2 accurate information about how long or how 2 Make some notes about how to prepare this food. • Students prepare notes on how to
often 3 Write your recipe. prepare their food. Monitor and help
3 words that explain the order of steps
4 other information that is important 9 CHECK Use the checklist. Your recipe ... with ideas and vocabulary.
gives clear instructions about how much to use
6 Work in pairs. Look at the Critical thinking • Students write their recipes.
of each ingredient.
skill box. Then read sentences A and B. Which • Optional step You could ask students
gives clear instructions about how long or how
sentence can you add to Brian’s recipe and which
to Tsiory’s? Decide the correct place to add them.
often to do each step. to write recipes for homework then
uses the correct verbs for the preparation of do Exercise 10 in the next lesson. If
CRITICAL THINKING SKILL the food.
Solving possible problems gives clear information about the order of
done in class, the activity can be done
When writing or giving instructions, think the steps. collaboratively, allowing you and
about common problems that people explains information that other people may classmates to help with ideas and make
following the instructions might have. Then mention not know.
those problems in your instructions and suggest ways corrections.
to solve or avoid them. 10 REVIEW Exchange recipes with another student.
Did they include at least three things from the
checklist? Offer at least one idea for how to
9 CHECK
A Make sure you cook the vegetables until they are
improve their writing. Discuss how much you • Ask students to use the checklist. Let
soft enough to eat.
B Do not stir the pot much because the fish will want to try each other’s recipes, and why. students compare with a partner so they
break into pieces. Go to page 155 for the Reflect and review. can check each other’s work.

EXPLORE MORE!
Find a simple recipe online and try to follow it.
43118_U03_034-045.indd 45
Answers
1 2 whole dried fish / 1 large onion and
 
3 potatoes / 1 small onion and 1 chilli /
300 grams of tofu
2 for at least half an hour / after about
 
ten minutes / Keep cooking / for three
minutes / cook until it boils
3 You first need to … / While the fish …
 
/ When the onion is … / Then add the
chilli / Next, add the … / Finally, add …
4 such as leaves … / Serve it with …
 
6 2 Chop 200 grams of mushrooms and
• Students work with a new partner.
Read through the Critical thinking skill
with your class. Then ask students to
read the sentences and do the task.
10 REVIEW
• Students exchange recipes with a partner
and provide feedback to each other.
45
Extra activity
For homework, students revise their recipes
based on their classmates’ feedback and, if
you have a class blog, post them online for
12/13/21 4:07 PM
other students to read and use.
Sample answers
Add sentence A to Brian’s recipe after: EXPLORE MORE!
Next, add the vegetables and tofu.
Add sentence B to Tsiory’s recipe after: … How you exploit Explore More! will depend
maybe a little salt and black pepper, too. on internet access in your classroom. If you
have none, set this as a homework task.
7 Ask students to take photos of their dishes
• Students read the recipe and discuss to bring to class. Students discuss the dish
the questions in groups.
and say whether it was a success or not.
Sample answers
See Workbook page 23 for extra practice
1 Omelette. Other ingredients: red or
(Writing).
 
green peppers, herbs, onion, potatoes.
For Unit 3 Reflect and review, see
 
cook them in butter for about five Student’s Book page 155.
minutes. Don’t burn the butter. Chop a
slice of ham into small pieces. Break

67
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 UNIT 4
Goals and
ambition
UNIT GOALS
4A Reading and speaking
• scan an online article for
information and categorize
information; talk about ambitions
and competing

4B Listening and grammar,


pronunciation and speaking
• listen to people talking about their
goals; use going to and present
continuous for future plans;
understand weak forms; talk about
life and work goals

4C Vocabulary, listening,

grammar, pronunciation and
speaking
• talk about motivation; recognize
fillers in a podcast; use will and
won’t to make promises, offers Nicholas Dlamini leads
the group in the 2019
and spontaneous decisions; Tour de Yorkshire
pronounce /p/ and /b/ cycling race, UK.

4D Speaking
• learn to give feedback in a positive
way and practise language to
give helpful feedback and make
suggestions; practise ways to give
feedback
4E Writing
• read an online forum and reflect
on language learning goals; write
about language learning goals
Photocopiable resources
Communication activities: pp. 229–230
Vocabulary activity: p. 251
Grammar activities: pp. 268−269
Pronunciation activity: p. 291
Mediation activity: p. 307
Workbook
Unit 4 pp. 24–29
68
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1 In 2014, two stages of the Tour de France
were staged in Yorkshire and were so
• Ask students to work in pairs and
popular that organizers decided to start an
discuss the questions.
annual race in the county.
• Optional step Before students speak,
use the photo on the page to elicit Extra activity
and teach key words they will need: Students imagine being on the bridge
race, compete, win. Check achieve and in the photo, watching the race. They
succeed (= manage to do what you want describe what they see and how they feel.
to do), and goals (= things you want to Students describe watching or competing
try to achieve). in a similar race from their own experience.
ABOUT THE PHOTO WATCH
The photo shows riders in the Tour de
Yorkshire on a wet day. The Tour de
2
• 4.1 Read out the questions. Check
Yorkshire is a four-day professional road
any difficult words with examples (see
cycling race in the historic county of
the Vocabulary notes).
Yorkshire, in the north east of England.
www.frenglish.ru
 Goals and ambition
4 flexibility /ˌflek.səˈbɪl.ə.ti/ = the ability to
easily move and bend your body
martial arts /ˌmɑː.ʃəl ˈɑːts/ = e.g. judo
mentally /ˈmen.təl.i/ = in the mind

GOALS VIDEO 4.1

• Scan an online article about achieving an ambition
• Talk about future plans
Abby McBride: I like to spend time
• Talk about goals and motivation outside and get a lot of exercise every
• Recognize fillers in a podcast day. Often that’s running or walking, but
• Explore ways to give encouraging feedback
• Write comments on an online forum when I get a chance, I like to swim, ride a
bike, go boating, or whatever else comes
1 Work in pairs. Discuss the questions. up. I love feeling ready to do just about
1 Look at the photo. How do you think the people in anything. For me, getting exercise every
the race feel? wet, cold, tired/exhausted, determined, competitive day is also really important for feeling
2 Have you ever done anything difficult like this?
What was it? How did you succeed?
good mentally. This year, I hope to spend
3 Is there anything difficult that you want to do? more time on flexibility than I have in
How do you plan to achieve it? recent years. It’s nice to have an activity
that works in small spaces, which I can do
WATCH
when I travel for work.
2 4.1 Watch the video. How do Abby and
Andrej Gajic: Years ago, I had training
Andrej answer these questions?
almost every day for free diving, martial
NATIONAL GEOGRAPHIC EXPLORERS
arts and cycling, but now I don’t have time
for that. Now, I walk seven to thirteen
kilometres a day between meetings and
lectures instead of simply using a car
and I also do body weight exercises, like
ABBY MCBRIDE ANDREJ GAJI push ups, at home. I am a diver, so I
1 What do you do regularly to stay fit and healthy? need to exercise and eat well. Staying fit
2 What motivates you to do this? and healthy is important for my work –
3 Do you have health and fitness goals for this year? sometimes I need to carry over 100 kilos
3 Make connections. In what ways are your fitness of equipment and spend almost all night
habits and goals similar or different to those of deep under the water. I do my best to stay
Abby and Andrej?
I’m a bit like Abby, I love cycling and running. I want
healthy and keep my body ready for that. I
to try free diving, like Andrej. have set myself a goal for this year to do a
small workout, like 30 minutes a day, five
47
days a week.
3
• Ask students to work with a new
43118_U04_046-057.indd 47 12/13/21 4:07 PM
partner or in small groups. Set a five-
• Play the video. Students note answers. Abby: minute time limit for the discussion.
• Students compare answers in pairs 1 She spends time outside, gets a lot Extra activity
 
before checking as a class. of exercise, running, walking, also
Ask students to think of three personal
swimming, riding a bike, going boating.
Andrej: goals. Students share ideas in groups and
2 She’s motivated by feeling good mentally.
1 In the past he did free diving, martial try to find somebody with similar goals.
 
3 She wants to get more flexible. She
 
arts and cycling. But now it’s just
 
wants something she can do in small
walking 7–13 km a day and he does ABOUT THE EXPLORERS
spaces and when she travels.
body weight exercises.
ABBY MCBRIDE is an American sketch
2 It’s important for his work to stay fit
VOCABULARY NOTES biologist. She studies wildlife and draws
 
and healthy. He has to carry heavy
pictures of it.
equipment and spend long periods fit /fɪt/ / fitness /ˈfɪt.nəs/ = you are fit if
ANDREJ GAJIC is a shark research scientist
under water. you do exercise
from Bosnia and Herzegovina. He is also a
3 To do a short workout (30 minutes) five
motivate /ˈməʊ.tɪ.veɪt/ (somebody) = biology professor, author and underwater
 
days a week.
give a reason to do something well or photographer.
work hard or train

69
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LESSON 4A
LESSON GOALS
• READING The main aim is to guide
students to scan an online article
for information. They practise
categorizing information.
• SPEAKING The speaking aim is to
ask and answer questions about
ambitions and competitiveness.
READING
ABOUT THE TEXT
The text type is an online article promoting
sport climber Mark Chan and his Olympic
dream. In the text, it describes Mark’s
ambition, which is to represent Singapore
at the next Olympics.
Sport Climbing made its Olympic debut
in 2021. As one of the fastest-growing
urban sports in the world, its inclusion in
the Olympics is an exciting opportunity for
young, urban climbers like Mark.
1 job titles
• Optional step Pre-teach ambition and
lead in by writing three ambitions you
have on the board (e.g. work in another
country; learn to sky dive; live by the
sea). Tell students to ask you questions
to find out more about your ambitions.
• Students discuss the questions in
pairs. Set a three- or four-minute time
limit. In feedback, elicit ideas from
different pairs.
Answers
1 An ambition is a strong desire to do or
 
achieve something. It is what you really
want to do in life.
3 Depending on the ambition, steps
 
could include: doing a course, saving
up money, applying for certain jobs,
learning from other people, doing
training, etc.
2 their name? What do you do to help
• Elicit the first match to get students
started. Students match words to
definitions individually. Then let students
check with a partner.
• In feedback, show or write up the
correct answers so students can check.
70
4A
Achieving your ambitions
READING
1 Work in pairs and discuss the questions.
1 What is an ambition?
2 Do you have one main ambition for your life or do
you know someone who does?
3 What steps are you or people you know taking
towards achieving your/their ambitions?
2 Work in pairs. Match these verbs with their
meanings 1–6.
achieve coach concentrate give up push train
1 succeed at what you have been working for achieve
2 stop trying to do something give up
3 practise a sport train concentrate
4 think carefully and pay attention to something
5 strongly advise or force someone to do something
6 teach sports people coach push
3 Look at the Reading skill box. How is scanning
different from skimming? See page 12. How can
scanning help you to read?
READING SKILL
Scanning
Scanning a text can help you to find
information that you need quickly.
To find out when: scan for numbers
To find out where: scan for capital letters
To find out who: scan for capital letters, names and
To find out what: scan for information related to
what you want to know (e.g. look for work or study
to find what someone does)
4 Scan the online article about Mark Chan on
page 49. Answer the questions.
1 Where is Mark from?
2 What two things take up most of Mark’s time?
3 What is Mark’s main ambition?
4 When did Mark first try climbing?
5 Who trains Mark now?
6 Who else does Mark’s coach work with?
48
43118_U04_046-057.indd 48
• Optional step Check students’
understanding in feedback by asking
personalized check questions: Did you
have a sports coach at school? What was
you concentrate? What goals have you
achieved in the last year? Have you ever
competed in a long-distance race – and
did you give up?
3 text quickly to find specific words, whereas
• Read out the information in the Reading
skill box.
• Students work together to discuss
questions.
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LESSON GOALS
• Scan an online article for information
• Categorize information
• Talk about ambitions
5 Read the online article again. Write true (T),
false (F) or doesn’t say (DS) about the sentences.
1 Mark is confident that he will go to the Olympics. F
2 Mark studies, then trains every day. T
3 Mark gives up when something is difficult. F
4 Mark plans to live in the UK. T
5 Mark’s coach says Mark needs to focus on his diet. DS
6 Work in pairs. What parts of Mark’s life would
you enjoy or find difficult?
7 Look at the Critical thinking skill box. Then
categorize actions 1–10 as either helpful or
unhelpful for achieving ambitions. How many of
the helpful actions does the text mention?
CRITICAL THINKING SKILL
Categorizing
You can categorize things by thinking about
how they are the same or different, for example
deciding if information is true or false, or positive or
negative. Putting information into different categories
can help you think about and understand it.
1 repeat the same thing
2 give up
3 listen to friends, teachers or coaches
4 give 100%
5 practise as much as possible
6 have an ambition
7 do nothing
8 start at a young age
9 worry about failing
10 take part in races and events
SPEAKING
8 Work in pairs. Ask and answer the questions
about you.
1 What are you training for or practising at the
moment, e.g. sports, languages or hobbies?
2 Which of the things in Exercise 7 do you do when
things get difficult?
3 Are you someone who pushes yourself?
12/13/21 4:07 PM
Answers
Scanning means to read quickly to find
specific information such as a username,
a place or a date. It can help you find the
information you need quickly: numbers,
capital letters, specific words or similar
words, etc.
Skimming means to read quickly to get the
writer’s general idea.
So scanning involves looking through a
skimming involves reading all the words
but quickly and without worrying about
any bits you don’t understand.
 Mark 5
• Students read the article in more detail

reaches and note true (T), false (F) or doesn’t

say (DS).

for the
• Let students compare answers in
pairs.

sky!
Answers
1 F: He worries that he won’t get into

 
the Olympics because he doesn’t have
enough time to train.
2 T: Mark … goes to the gym every day

 
after his engineering classes.
3 F: He never gives up!

 
4 T: Next year, he’s moving to the UK to

 
train with his coach.
5 DS He says that he needs to concentrate

 
(but there is no mention of diet).

Mark Chan is a hardworking student with a dream. In his free time he loves climbing and he was
6
the first climber to take part in the Youth Olympic Games for Singapore. His ambition is to climb • Students discuss the follow-up
for Singapore in the next Olympics. question in pairs or small groups.
Mark started climbing when he was about fourteen years old and his school coach thought he was
so good that he introduced him to the Singapore national team. He got into the team and that’s
• Optional step If you wish to have
when he started to push himself. students find useful words connected to
Mark studies aerospace engineering at university, which is not an easy subject. He says that in the topic in the article, and to work out
Singapore the cost of living is very high, so everyone has to study hard to get a good job. His
parents also push him to succeed. It’s difficult to find time for both school and training. He worries
their meaning from context, then doing
that he won’t get into the Olympics because he doesn’t have enough time to train, but he wants it after Exercise 6 is a good idea. See the
to try. Vocabulary notes.
So, how is he going to do it? Well, Mark trains as much as possible. He races in every climbing
competition that he can and goes to the gym every day after his engineering classes. He says it’s Sample answers
very tiring but that he’s ‘working hard for what I really want.’ Mark knows that to achieve his goal Students may suggest these difficulties:
he has to give 100%. He understands that practice makes perfect, so often does the same climbing
move many times before he gets it right. And he never gives up! Next year, he’s moving to the UK studying and training every day, giving
to train with his coach. 100% every day, moving to train in a
Mark’s coach, Ian Dunn, has 40 years of experience and coaches the Great Britain climbing team. different country
He wants to push his climbers and help them succeed. He says that Mark needs to concentrate
and ‘be more confident.’ He’s excited that Mark is going to work with him in the UK and he thinks
Mark’s future is ‘really bright.’
Mark plans to train hard. We hope he makes it to the Olympics!
Follow this site for updates!

EXPLORE MORE!
Do you think Mark qualified for the Olympics? Search online for ‘Mark Chan climber’ to find out.
49

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4 students should read 2–6, decide what

• Optional step Lead in by asking information they need, then scan just for
students to predict what the article is that information.
about from the headline and photo. • Students scan and find answers.
The phrase reach for the sky is an idiom Check students do this correctly by
meaning ‘have a very ambitious goal’. setting a short time limit (two minutes).
It is also a play on the fact that sport Let students compare answers in pairs.
climbing literally involves reaching for Answers
the sky. 1 Singapore
 
• Optional step Provide some scanning 2 climbing and studying
 
training. Say: Look at 1. Is the answer a 3 to climb for Singapore in the Olympics
 
number or a country? (a country). You 4 When he was fourteen.
 
have five seconds to find the answer 5 Ian Dunn
 
to 1. Go! In feedback, point out that 6 the GB climbing team
 
71
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 VOCABULARY NOTES
Ask students to find and underline phrases connected with
goals and ambition in the text. Then tell students to work in
pairs to try to work out meaning from context. Some words
were pre-taught in Exercise 2, but it pays to revise.
Words include:
reach for the sky /riːtʃ fə ðə skaɪ/ = be very ambitious; have a
great ambition
dream /driːm/ = here, something he wants to do in life
push /pʊʃ/ (himself) = try to work harder and harder to achieve
a goal (notice: this is in Exercise 2, as is achieve and give up)
succeed /səkˈsiːd/ = do well
competition /ˌkɒm.pəˈtɪʃ.ən//race /reɪs/ = ways of describing
sport climbing events
achieve a goal /əˈtʃiːv ə ɡəʊl/ = be successful
get it right /ɡet ɪt raɪt/ = do what you want to do in the best
way
give up /ɡɪv ʌp/ = stop trying because it is too hard
bright future /braɪt ˈfjuː.tʃər/ = positive future
train hard /treɪn hɑːd/ = do a lot of work when training
7
• The Critical thinking skill box aims to help students categorize
information in a text. It improves reading skills because it gets
students to read closely and think carefully about meaning.
• Read through the Critical thinking skill box and ask students
to listen or read silently before asking a check task: Name two
ways of categorizing information in a text.
• Ask students to categorize the information with a partner.
In feedback, elicit answers and organize it into two categories
clearly on the board (use the numbers to avoid writing all the
phrases).
Answers
Helpful = 1, 3, 4, 5, 6, 8 and 10
Unhelpful = 2, 7 and 9
All of them are mentioned.
Extra activity
Ask students to categorize information in the article into: 1 things
Mark Chan did in the past; 2 things he wants to do in the future.
72
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SPEAKING
8
• Organize the class into new pairs or small groups of
three to five students to discuss the questions. It is a good idea
to mix students at this point so they get to speak to different
class members. Ask students to read questions and prepare
things to say before starting their discussion.
• In feedback, elicit experiences and stories from different pairs or
groups.
Extra activity 1
Write some challenging jobs on the board: mountaineer, research
scientist, professional footballer, Olympic athlete, ballet dancer,
astronaut, classical violinist in an orchestra. Ask students in pairs
to choose a job and prepare five things a person would have to do
to be successful in that job. Ask students to present ideas to the
class. Vote on the most challenging job.
Extra activity 2
Ask students to think about and prepare to talk about times when
they (or people they know):
1 pushed themselves to succeed
2 achieved more than they expected
3 had to concentrate really hard
4 refused to give up
5 reached for the sky
Students talk about experiences in small groups.
For additional practice, refer to the Mediation activity on page
307 of the Teacher’s Book.
EXPLORE MORE!
A search found the following:
At the time of writing, Mark is still in training, preparing for future
championships. The postponement of the Tokyo Olympics in 2020
seriously affected his goals. He wasn’t able to go to the UK or
continue working with his British coach. As he says on his blog:
‘With everything cancelled, the final qualification spot for Tokyo
(in 2021) may go to a South Korean athlete. I didn’t even get the
chance to fight for a spot – I didn’t get my shot.’
See Workbook pages 24−25 for extra practice (Reading).
LESSON 4B
LESSON GOALS
• LISTENING Students listen to people talking about their goals.
• GRAMMAR The main aim is to practise going to and the present continuous for
future plans and arrangements.
• PRONUNCIATION A sub-aim is to learn to hear unstressed weak forms.
• SPEAKING The speaking aim is to have students discussing short-, medium- or long-
term goals.
LISTENING AND GRAMMAR
1 myself that goal! I don’t really set myself work goals. I just want to
• Optional step Lead in by asking: At what age do people tend
to live in the moment? At what age do people tend to make
plans and set goals for the future?
• Students discuss the questions. In feedback, ask a few
students to tell the class about their partner.
Sample answers
2 If you make plans, you know what you’re going to do, you
 
don’t miss out on things because you act too late, you feel
relaxed.
3 If you live in the moment, you can change plans quickly and
 
easily, and you have more surprises.
2 4.1
• Optional step Ask students what they remember about Andrej
and Abby from the start of this unit.
• Play the audio. Students note answers. Let students
compare answers in pairs before checking as a class.
Answers
Andrej does both (‘I’m somewhere in between’). He sets goals but
doesn’t put a time on them. He doesn’t set work goals.
Abby is also a mixture of both. She says that goals can be helpful,
but she likes to change them when she needs to. She has short-
term goals which she makes one at a time, but she also says that
‘fun activities are more fun when you don’t plan them too much.’
3 4.1
• Read through the goals with your class and check any difficult
words (protect wildlife = stop bad things happening to animals,
birds, etc.; you could also pre-teach the sports Andrej mentions
– martial arts, skydiving and underwater photography; you
could locate countries mentioned which students are unfamiliar
with on a map).
• Play the audio again. Students tick answers. Let students
compare answers in pairs before checking as a class.
AUDIO 4.1
Interviewer: Andrej, do you set yourself goals to work towards
or do you live in the moment?
Andrej: I’m somewhere in between. I never set goals like ‘in
two years’ time, I’m going to be this.’, but I don’t just live in the
moment, either. I don’t decide exactly when I will do something
because it’s difficult to plan in my work, but I do know what I
would like to achieve. For example, in the future, I hope to have
more animals protected.
Interviewer: Do you have work goals?
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Andrej: Well, I would like to be a successful marine biologist.
I never dreamed I’d work for National Geographic. I didn’t set
work and work better. I’m going to learn more about my science
and to educate people so that they will continue our work. It is
almost impossible to set goals because everything changes so fast.
But I do have one definite plan: I’m moving to the US for work in
the summer.
Interviewer: And do you have any personal goals?
Andrej: I’d love to travel to Vietnam. I’m going to spend
more time doing things I love – like martial arts, skydiving and
underwater photography. And I’m going to keep using social
media to tell people about the places I go and the animals I work
with.
Interviewer: Abby, do you set yourself goals to work towards or
do you live in the moment?
Abby: Well, I definitely don’t set five-year or two-year plans! I
think I usually live in the moment. Goals can be helpful but I like
to change them when I need to. Also I think fun activities are
more fun when you don’t plan them too much.
Interviewer: Do you have any work goals?
Abby: One big goal that I always think about is finding new ways
to use art and storytelling to help protect wildlife. Recently, I have
been drawing a lot of seabirds. In one of my next projects, I’m
going to draw insects in Patagonia.
Interviewer: And do you have any personal goals?
Abby: I usually make goals one at a time. Like, I’m travelling in
South America soon, so I would like to practise my Spanish. That’s
one goal. Usually my goals are just things that will make my life
better. Like, I’d really love to stop using social media … but I don’t
know exactly how I’m going to do it because I need it for work!
4
• Students read the Grammar box and complete the task. Notice
that there are many possible answers – you only need to ask
students to find one or two for each form.
• In feedback, check understanding by asking students to explain
why we might choose to say I’m playing football on Saturday or
I’m going to play football on Saturday (see the Grammar notes).
Answers
1 Future plans and intentions: I’m going to be this. I’m going to
 
draw insects. I’m going to learn more about my science. I’m
going to spend more time doing things I love. I’m going to keep
using social media. I don’t know exactly how I’m going to do it.
2 Definite future arrangements: I’m moving to the US for work in
 
the summer. I’m travelling in South America soon.
73
LESSON B
GRAMMAR NOTES
4B
Setting goals
LESSON GOALS
• Listen to people talking about their goals
• Use going to and the present continuous
for future plans
• Understand weak forms

Meaning and form

Students can be confused that be LISTENING AND GRAMMAR 3 4.1 Listen again. Are these goals Andrej’s or
Abby’s? Tick the correct answers.
going to + infinitive looks similar to 1 Work in pairs. Discuss the questions. Andrej Abby
the present continuous form but has a 1 Do you set goals for the future or do you live in
1 to use storytelling to protect wildlife ✓
the moment?
different use. Ask students to label the 2 What are the advantages and disadvantages of
2 to protect more animals in the future ✓
3 to use social media to teach people ✓
form in one or two of the sentences in making future plans?
4 to stop using social media ✓
Exercise 5 to check they are clear about 3 What are the advantages and disadvantages of
5 to go to Patagonia ✓
living in the moment?
the difference. 6 to travel to Vietnam ✓
NATIONAL GEOGRAPHIC EXPLORERS 7 to work in the US ✓
In many languages, present simple (not 8 to practise Spanish ✓
2 Listen to Andrej Gajić and Abby McBride.
4.1 9 to learn more about their science ✓
present continuous) is the common Do they set goals, live in the moment or both? 10 to do more things they love ✓
future form, so it is important that
they recognize how English uses the
continuous here.
One way of explaining the difference in
use between plans and arrangements
is to say that arrangements can go in a
diary. Write the following on the board
and ask students to say which one is
out of place in a diary (and is not an
arrangement):
MON: meet Susie
TUE: play tennis
WED: work harder
English speakers use going to when
there is personal intention (e.g. I’m
going to work harder) and choose
present continuous when it is fixed and
in the diary (e.g. We’re having a party
on the 9th).
Notice that first language users of
English tend to avoid using going to
with go or come, so they will say, for
example, I’m tired – I’m going home
50
soon, even though this is clearly an
intention not an arrangement.

For further information and practice, see 43118_U04_046-057.indd 50 12/13/21 4:07 PM

Grammar reference Unit 4B on page 169

of the Student’s Book.
5 there is an exact date
• Elicit the first answer to get students
started. Students choose answers, then
work in pairs to give reasons.
• Notice that the difference is quite
challenging at this level, so take time in
feedback to work through confusions
and errors.
Answers 6 no difference in meaning. This is an
 
1 a is a more definite arrangement as intention, so b is the better structure to
 
use here.
2 no difference in meaning. b is the better 7 a is a definite arrangement and b is an
 
 
structure to use here since there is no intention
time given.
3 no difference in meaning, but a is the 6
• Elicit the first question to get
 
better structure to use here as it is a
students started. Students write
definite arrangement
questions, then check in pairs.
4 the use of ‘hoping’ in a makes this
 
sound less definite than b, which • Students ask and answer in pairs.
expresses a plan rather than a hope Monitor closely and correct and
5 a is a more definite arrangement as a comment on errors.
 
time is given

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4 Read the Grammar box. Then find another
example of each form in the audioscript for track
4.1 on page 185 to go with categories 1 and 2.
GRAMMAR Future plans
Going to
Use going to + infinitive for plans and future
intentions.
I’m going to learn more about my science.
Present continuous
Use the present continuous for definite
arrangements in the future (sometimes used with
a time, day or date).
I’m travelling in South America soon.
Go to page 169 for the Grammar reference.
1 Future plans and intentions
2 Definite future arrangements
5 Work in pairs. Look at the pairs of sentences
(1–7). What is the difference in meaning, if any,
between each option, a and b?
1 a They’re moving house on 7th May.
b They’re going to move house.
2 a I’m starting a course soon.
b I’m going to start a course soon.
3 a We’re running at 3 p.m.
b We’re going to go for a run at 3 p.m.
4 a She’s hoping to finish in three hours.
b She’s going to finish in three hours.
5 a He’s having a driving lesson tomorrow.
b He’s going to have a driving lesson.
6 a I’m practising my English this summer.
b In the summer I’m going to practise my English.
7 a She’s learning free diving on holiday.
b She’s going to learn free diving.
6 Complete the questions about future plans using
the present continuous or going to. Then ask
and answer the questions in pairs.
1 What are you doing
tonight? (do)
2 How are
your exams? (study)
you going to study for
going to spend/
3 Who are you spending time with at the
weekend? (spend time with)
4 Where are you going (to go) on
your next holiday? (go)
43118_U04_046-057.indd 51
GRAMMAR NOTES
An arrangement is always a plan, so
it is possible for students to use going
to in all the questions in Exercise 6.
Encourage them to differentiate
between whether the question is asking
about what they have arranged (with a
date or time) or what they intend to do
(their plans).
1 and 4 are arrangements and need
the present continuous – they refer to
specific future times or dates. Also, we
don’t usually use going to with go.
Are you going to work in another
5
city or country? (work) meeting/ 8 4.3
6 Are you going to meet anyone after • Optional step Ask students to read
class? (meet)
sentences 1–4 and use a pencil to
7 Are you going to learn a new skill
this year? (learn) underline words they think will be
stressed.
PRONUNCIATION
• Play the audio. Students underline the
7 4.2 Look at the Clear voice box. Then listen to stressed words.
the example and notice the stressed words and
weak forms. • Let students compare answers in
CLEAR VOICE
pairs.
Understanding weak forms (2):
prepositions and articles
9 4.3
Some words like prepositions (at, to, for) and • Play the audio again. Students circle the
articles (a, an, the) are difficult to hear because
they’re not stressed. This means that, for example, weak forms.
the to in going to is often weak and difficult to hear.
I’m going to meet a friend at six.
PRONUNCIATION NOTES
8 4.3Listen to sentences 1–4 and underline the
stressed words. English is a stress-timed language.
1 I’m planning to write a book. Strong stresses are exaggerated and
2 He’s going to Brazil next summer. weakly stressed words are ‘eaten’.
3 She’s staying with her parents for another year.
4 I’m visiting my family soon.
Notice how words like a, to and at
9 4.3 Listen again. Circle the weak forms.
are reduced to a point where they are
barely discernible.
SPEAKING
10 Complete the sentences about your plans.
Discuss with a partner. SPEAKING
1 I’m going to learn how to
2 I’m planning to visit .
.
10
3 I’m meeting next week. • Elicit one or two examples for the
4 I’m hoping to . first sentence to get students started.
5 I’m going to try to . Students complete sentences, then
6 I am at the weekend. discuss with a partner.
7 This summer I’m .
11 Work in pairs. Discuss the questions. Think about 11
your work and personal life. Use the future
• Organize the class into new pairs.
forms.
1 Do you have any short-, medium- or long-term
Provide two minutes’ preparation time
goals? What are they? for students to think of ideas. Monitor
2 Are any of your goals similar to the explorers? and help with ideas and vocabulary.
• As students discuss, listen carefully and
note errors. You can refer to these errors
51
after the exercise.
Extra activity
Ask students to complete a diary with
12/13/21 4:07 PM things they have arranged to do next week
For additional practice, refer to the (e.g. Monday: I’m going to the cinema
with Dan; Tuesday: I’m playing tennis).
Grammar activity on page 268 and the
Communication activity on page 229 of Once students have written arrangements,
the Teacher’s Book. ask them to think of plans that go with the
arrangements (e.g. We’re going to watch a
new film; I’m going to play better than last
PRONUNCIATION week).
7 4.2 Put students in small groups to show and
• Read through the Clear voice box with talk about their diaries.
your students. See Workbook page 26 for extra practice
• Model the weakly stressed (Grammar, Pronunciation).
pronunciation, which usually involves the
/ə/ sound: /ən/ for an, /ət/ for at, etc.
• Play the audio. Students listen and
notice.
75
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LESSON 4C
4C
LESSON GOALS
• Talk about motivation
• Recognize fillers in a podcast
• Learn to make promises, offers and

What motivates you? spontaneous decisions

• Say words beginning with /p/ and /b/

LESSON GOALS
• VOCABULARY AND SPEAKING VOCABULARY 2 4.4 Complete the sentences with these words.

Students learn useful words to talk
about motivation.
• LISTENING Students recognize fillers
1 Work in pairs. Read the definition. Then read
Then listen and check.
the quotations about motivation. Which do you challenge (n) encourage (v) praise (n) prize (n)
agree with?
punish (v) purpose (n) reward (n)

(e.g. so and like) in a podcast. motivation /ˌməʊtɪˈveɪʃ(ə)n/ 1 I like to get praise or hear that I’m doing
[noun: usually uncountable]
• GRAMMAR Students practise will well from my family and friends.
a feeling of being excited and interested, which 2 When my brother and I argued, my parents didn’t
and won’t for promises, offers and makes you want to do something punish
let us watch TV, to us.
spontaneous decisions. 3 It’s important to encourage a child when they
‘However difficult life may seem, there is always
• PRONUNCIATION Students practise something you can do, and succeed at. It matters that you are learning an instrument, but not push them.
4 I won a prize for being the best
/p/ and /b/ sounds don’t just give up.’
Stephen Hawking, scientist, mathematician and author basketball player in my school.
‘If the motivation is gone, then I am finished.’ 5 I enjoy trying difficult things and always look for a
new challenge every year.
Marit Bjorgen, skier
6 We are offering a reward of £100 for
‘Motivation comes from working on things we care about.
anyone with information about our missing cat.
It also comes from working with people we care about.’
VOCABULARY Sheryl Sandberg, Facebook executive 7 The purpose of going to the party was to
meet other people in her building.
1 ‘No one will motivate you. Only you can motivate you.’
Mark Hunter, sales expert Go to page 161 for the Vocabulary reference.
• Read the definition and check meaning.
Ask, What motivates people to study for
exams? (wanting to go to college or get WHAT MOTIVATES PEOPLE
a good job)
EXTERNAL MOTIVATION SELF-MOTIVATION
• Students read the quotations
and discuss which they agree with.
In feedback, open this up to a
class discussion. Quotations can be
summarized as: 1 Find something to
do and don’t give up, 2 You can’t do
something if you don’t really want to do a prize a reward fun success

it, 3 Do things you really want to do with

people you like, 4 You must motivate
yourself

2 4.4
• Elicit the first answer to get students avoiding
praise punishment purpose happiness
started. Let students work individually
before comparing answers in pairs. Then
play the audio to check. 52

For further information and practice, see

Vocabulary reference Unit 4 on page
161 of the Student’s Book. 43118_U04_046-057.indd 52 12/13/21 4:07 PM

3 VOCABULARY NOTES punish their children when they are

• Optional step Focus students on the
infographic. Ask, What is the difference
between external motivation and self-
motivation? (motivation from others and
from yourself).
• Elicit the first answer to get students
started. Let students work individually
before comparing answers in pairs.
4 did you win it? How do parents often
• Students discuss in pairs before
sharing ideas in a whole class feedback.
Meaning naughty? How could you encourage a
Use concept check questions (CCQs) in friend to study more?
feedback, to check meaning:
Pronunciation
To praise you, do I say ‘well done’ or Drill words, pointing out the strong
‘try harder’? (well done) Is a challenge stress, which is on the first syllable
easy or difficult? (difficult) except for: encourage and reward.
Use personalized check questions: Have
you won a prize? What was it and how For additional practice, refer to the
Vocabulary activity on page 251 of the
Teacher’s Book.

76
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 3 Look at the infographic. Match 1–4 with one of the
eight types of motivation in the infographic.
prize,
1 winning a silver cup for a poem you wrote success
2 getting money for doing something reward
3 your teacher saying ‘well done’ to you praise
4 doing something you enjoy happiness, fun
4 Work in pairs. Use the words in Exercise 2 to
discuss what motivates you.
LISTENING
5 4.5 Listen to the podcast about motivation.
What is Linzi motivated to do? What does she
need help with motivation for?
6 4.5 Listen again. Write true (T) or false (F)
about the statements.
1 Linzi’s parents motivate her. T
2 Linzi’s brother pushes her to work hard. F
3 Research shows that money motivates people for
thinking tasks. F
4 Linzi is motivated to change the world. T
5 Maria’s three motivation rules are ‘choose’,
‘improve’ and ‘enjoy’. F
7 4.6 Look at the Listening skill box. Then listen
to the extracts from the podcast and complete
statements 1–5 with the fillers.
LISTENING SKILL
Recognizing fillers
Speakers use fillers to give themselves time to
think. They use words such as oh, um, so and
like and phrases such as y’know and I mean. Fillers
are usually not stressed and are often said quickly
and quietly. Learning to recognize fillers can help you
focus on the words that give information.
1 Well , I’ll explain! So
experiment asked two groups to do the same task.
2 Well , the task was, like
puzzle, so people had to, er , think.
3 Yes, I do. I mean I don’t like working all
day every day, but I think my research is important.
4 What, oh , like basketball?
like
5 Like trying to, , help change
the world – that makes me feel good, so it’s,
you know , motivating.
43118_U04_046-057.indd 53
LISTENING
5 4.5
• Play the audio. Students note
answers to the questions. Let them
compare answers in pairs.
Answers
She’s motivated about studying. She needs
help getting motivated to do exercise.
6 4.5
• Give students time to read the
statements carefully and note any
answers they can remember from the
first listening.
GRAMMAR AUDIO 4.5
8 Read the Grammar box. Are examples 1–3 Maria: Hi and welcome to my weekly
promises, offers or decisions? podcast. I’m Maria and, as usual, today
GRAMMAR will and won’t for promises,
I’ll try to motivate you by speaking to
offers and spontaneous decisions motivated people! Today I’m talking
Use will and won’t for promises, offers and for to Linzi. Hi, Linzi. You are studying
decisions made at the time of speaking. environmental law at university. So, what
Promises: I won’t tell anyone!
Offers: I’ll help motivate you.
motivates you?
Decisions: Well, OK, I’ll come! Linzi: Um, well, I’m not sure! I always push
Go to page 169 for the Grammar reference. myself to be successful and I like challenges
1 A: The gym is closed tomorrow. B: I’ll go today. decision … Plus my parents always encourage me,
2 A: This is really difficult. B: I’ll help you tonight. offer and my brother is a lawyer, so maybe I’m
3 A: Are we still friends? B: I’ll always be your friend! promise
competitive with him. I dunno. I mean, I
9 Write a response to each sentence. Use will to know it’s not money …!
make a promise, offer or decision.
1 I have to cook party food for 40 people.
Maria: Well, in fact, there are lots
2 Please don’t tell her. It’s a surprise! of studies to show that money is not
3 Excuse me, this is coffee – I ordered tea. motivating for thinking tasks.
4 I want to learn guitar. Linzi: Oh! Why?
5 I’m locked out of the house. Can you come home?
Maria: Well, I’ll explain! So, one
6 I’ll miss you. Please stay in touch.
experiment asked two groups to do the
PRONUNCIATION same task. They offered one group the
reward of lots of money and one group a
10 4.7 Look at the Clear voice box. Listen and
repeat. little money to do it as quickly as possible.
CLEAR VOICE
And do you know who was faster?
p/ and /b
Saying words beginning with /p b/ Linzi: Who?
To make the sounds /p/ or /b/, close your lips Maria: Both groups took the same time!
then open them quickly to let out the air.
Hold a piece of paper in front of your mouth. It Linzi: Wow! Why?
, one
should move more for /p/ than for /b/. Touch your Maria: Well, the task was, like, a puzzle,
throat. It should vibrate for /b/ but not for /p/.
/p/ purpose, praise, punish, piano, player
so people had to, er, think. The experiment
,a /b/ basketball, brother, boring, building showed that people generally do thinking
tasks or learn new things for fun.
SPEAKING Linzi: I sometimes think I, like, study for
11 Work in groups. Discuss the best ways to
fun!
motivate children. Is it different for adults? Maria: Many people do. On the other
hand, there are studies that show getting
a reward like money is motivating for tasks
that use your body.
Linzi: Oh good! Can you pay me to go to
53 the gym? It’s so boring! But, uh, don’t tell
my coach I said that!
Maria: Ha! I won’t tell anyone! You
need to find something you like. I’ll help
12/13/21 4:07 PM motivate you! What exercise do you enjoy?
Linzi: Y’know, I’m crazy about basketball.
• Play the audio again. Let students
Maria: So do that then! And try to do
compare answers in pairs. In feedback,
ask students to justify answers (see
it with friends. Exercising with friends or
listening to music is very motivating. Do
answers below). you enjoy studying?
Answers Linzi: Yes, I do. I mean, I don’t like
1 T (my parents always encourage me) working all day every day, but I think my
 
2 F (She competes with him) research is important.
 
3 F (money is not motivating for thinking Maria: Feeling like you are making a
 
tasks) difference and having a goal is also
4 T (Like trying to, like, help change the motivating. I’ll tell you my three motivation
 
world – that makes me feel good) rules: choose, improve and have a purpose.
5 F (choose, improve, and have a purpose) Linzi: Nice song! I’ll remember that!
 
Choose, improve and have a purpose.
Maria: Good, isn’t it? Helps you
remember! Choose things you enjoy ...
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LESSON C
Linzi: What, oh, like basketball? For further information and practice, see Grammar reference
Maria: Yup. Like basketball! Do things you can improve … Unit 4C on page 169 of the Student’s Book.
Linzi: Like my university course?
Maria: Yes! And purpose – do things for a reason.
9
• Elicit a possible first answer to get students started. Let
Linzi: Like trying to, like, help change the world – that makes me students compare answers in pairs before sharing answers in
feel good, so it’s, you know, motivating. Thanks. feedback.
Maria: Thank you for your time today, Linzi. Next week I’ll give
• Optional step Students practise the conversations in pairs.
you more ideas to help motivate you … And now I have some
emails from listeners about my show last week. That show was For additional practice, refer to the Grammar activity on page
about, um, getting what you want … 269 and the Communication activity on page 230 of the
7 4.6 Teacher’s Book.
• Read the Listening skill box with your class. Sample answers:
• Give students time to read sentences 1–5. 1 I’ll help you. 5 I’ll be there in five minutes.
• Play the audio. Students write the fillers. Let them compare 2 I won’t tell her. 6 I’ll miss you too/write to you

 
answers in pairs. 3 Sorry, I’ll bring you some tea. every day!
4 I’ll teach you.
VOCABULARY NOTES
PRONUNCIATION
Fillers are redundant language – they just fill silence while the
speaker seeks words to say. Ask students what words or sounds 10 4.7
they use as fillers in their first language. • Read out the Clear voice box.
Well or I mean are used to say you are about to try to explain • Play the audio. Students listen and repeat.
something. They are often at the start of a sentence.
Like is used when what you are about to say is not exactly what PRONUNCIATION NOTES
you mean but more or less so. Notice that some speakers find these sounds hard to
Words like um, er, etc. in discourse are merely ways of differentiate. In Arabic, there is no /p/ sound, so speakers tend
articulating that you are thinking as you speak. to substitute /b/ for /p/.

GRAMMAR Extra activity

8 Do a minimal pairs activity to focus on these sounds. For example,
• Read the Grammar box with the class. Point out that read out the lists of words below and ask students to say if they
spontaneous means at that moment – the moment you are hear /p/ or /b/ twice:
talking. You could compare with the use of going to for Paul ball ball
intentions in 4B (see the Grammar notes). pill Bill pill
bat bat pat
• Students discuss examples. Then check in pairs.
poll bowl bowl
• Optional step Drill the phrases with I’ll (/aɪl/) to practise pie bye pie
pronunciation (see the Grammar notes).
For additional practice, refer to the Pronunciation activity on
page 291 of the Teacher’s Book.
GRAMMAR NOTES
Form and meaning
Point out that ’ll and won’t are modal verbs followed by an SPEAKING
infinitive without to. In this use, it is better to think of the word 11
as ’ll (not will) since you almost always use the short form. You • Organize the class into small groups. Give students a minute
only very rarely use will to strongly emphasize. to prepare ideas.
The use of will/won’t for decisions can be contrasted with • Students take turns to ask and answer questions. In feedback,
going to for intentions. ask spokespeople from each group to summarize their ideas for
the class.
Decision made when speaking: That looks heavy. I’ll carry it for
you. Extra activity
Decision (already decided): I’m going to work in London next Ask students to find motivational quotes or proverbs online
year. and discuss whether they are motivating or not. Here are two
possibilities:
Pronunciation If you can dream it, you can do it. (Walt Disney World Imagineers)
Notice the diphthong or long vowel sounds when using Start where you are. Use what you have. Do what you can.
pronoun and ’ll: /aɪl/, /juːl/, /wiːl/, etc. (Arthur Ashe, tennis champion)
Note the stressed /əʊ/ sound in won’t /wəʊnt)/. See Workbook pages 27−28 for extra practice (Vocabulary,
Listening, Grammar, Pronunciation).
78
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LESSON 4D
LESSON GOALS
• SPEAKING The lesson integrates reading and listening as well as speaking. Its aim is
to introduce students to ways of giving feedback in a positive way. The lesson ends
with students discussing when they have had to give and receive feedback in their
own lives and then considering how they would give feedback in three different
scenarios.

SPEAKING
1
• Optional step Ask students to look at the title and photo. Ask,
What is feedback? (when people comment on things you do
at work or in your studies – it may be praise or criticism). In the
photo, who is giving feedback and how do the people feel?
• Organize the class into pairs. Give students one minute to
read the questions and think of ideas before talking with their
partner.
• In feedback, elicit and check useful key words to describe
feelings: embarrassed, anxious, worried, upset, disappointed,
etc.
Sample answers
1 embarrassed, anxious, upset (if it is negative)
 
2 nervous, embarrassed, afraid of being too critical
 
3 Some students may prefer positive, encouraging feedback
 
focussing on the good things; some may prefer honest, direct
feedback, so they know what negative things to work on.
2 • Optional step To confirm answers in feedback, ask a pair to
• Optional step Ask students to read the text and answer
question 1. Have a brief feedback and check students
understand the situation before discussing questions 2 and 3.
• Students discuss the questions. Elicit ideas in feedback.
Sample answers
1 Isabella gives Natalia feedback (on the need to clean more often
 
and change bathroom towels).
2 Isabella is unfair. She embarrasses Natalia by criticising her in
 
front of others and by making a joke at her expense.
3 Isabella should speak to Natalia alone and not joke with her.
 
3 feel bad.
• Optional step Discuss the first example in open class to get
students started. Read out the feedback then ask the two
questions and elicit ideas round the class.
• Students discuss the examples and questions. Elicit ideas in
feedback.
Sample answers
Students may argue different points of view, but they are most
likely to say they’d like to hear feedback that is expressed
positively (with praise or with balanced comments).
a 3, 6 and 7 would probably help you improve
b You would probably like to hear 1, 3, 4 and 6
1 and 4 have praise and positive support (but, arguably, are too
nice and not constructive)
3, 6 and 7 are balanced between positive support and constructive
criticism
2, 5 and 8 are expressed too directly and negatively and could
discourage.
MY VOICE
COMMUNICATION SKILL NOTES
Giving encouraging feedback
Giving feedback in a second language is challenging. Students
need to recognize how to be supportive and positive, yet
clear, honest and helpful. In this lesson, they practise asking
for opinions, focussing on the positives and on steps for
improvement. They learn useful phrases to help them be better
at giving feedback.
4 4.2
• Optional step Lead in to the video by freezing the first frame,
showing the image that represents achieving a goal. Ask, What
can you see? What does it represent? What do you think the
talk is about? What words do you expect to hear?
• Read through the tips and options.
• Play the video. Students circle the correct options and
compare answers in pairs.
present their answers to the class.
VIDEO 4.2
Reaching personal goals can be very difficult. When someone is
trying to reach a goal, giving them feedback can help them do
this. It can help them learn more about what they’ve done well so
far and what they can do to improve. People often get feedback
from friends, family, their teachers or their managers.
Not all feedback is good. Telling people what they can do to
improve in front of other people, being too personal or talking
only about what someone did wrong can make the other person
However, positive feedback can make people feel great. Talking
about what someone did right can make them feel good about
themselves. It can also make them open to hearing how they can
improve next time.
When giving someone feedback, one way to start is to tell the
other person about something they’ve done well to encourage
them.
Before talking about what went wrong, you can ask the person
what they think happened. This can help them share their feelings
and ideas about the situation.
When people don’t succeed, they can feel upset. There are
different things you can do to make them feel better.
You can encourage them for working hard … or praise them for
making small improvements, for learning from their mistakes and
for trying new things.
Sometimes, it can also be very helpful to give the person ideas for
what they could do differently next time.
When something goes well, praise them for succeeding.

79
www.frenglish.ru
LESSON D
So, to sum up, when you give feedback,
stay positive. Encourage them for
trying. Praise them for making small
improvements, for trying new things or for
succeeding. Also, remember that mistakes
are an excellent way to learn. We all learn
from mistakes!
5
• Read out the information in the
Communication skill box. Check difficult
words: focus on = look at in detail;
improve = get better.
• Give students time to match
examples to types in pairs.
Answers
1 succeeding
2 negative
3 working hard
4 trying new things
5 negative
6 making small changes / trying new things
7 learning from their mistakes
8 negative
6 2 Do you agree with how Isabella is giving Natalia
• Read out the information in the Useful
language box. Point out the meaning
and use of the phrases (see the Useful
language notes). Ask students to repeat
the phrases after your model to practise
pronunciation.
• Students work in pairs to rewrite
feedback. Put one pair with another pair
to compare their ideas in feedback.
Sample answers
2 I see that you found that hard. What
 
did you think? / I can see you tried really
hard. Next time try doing it a little faster.
5 I noticed that your bread was flat. What
 
happened? / You tried hard. Have you
tried other recipes?
8 It’s a shame that you forgot the words.
 
How do you feel? / I’m glad you enjoyed
it. Next time you could try singing in
front of the mirror.
USEFUL LANGUAGE NOTES
Use
Notice how these phrases are used in a
sentence:
I can see / noticed that + clause
keep + -ing
try + -ing
80
4D
Giving encouraging feedback
SPEAKING
1 Look at the photo. Work in pairs. Answer the
questions.
1 How do you feel when you get feedback? Why?
2 How do you feel when you have to give feedback?
Why?
3 What kind of feedback do you find helpful?
2 Work in pairs. Read about Natalia and answer
the questions.
1 What is happening here?
feedback?
3 What advice can you give Isabella?
N atalia is having dinner with her flatmates.
One flatmate, Isabella, tells Natalia that she
needs to clean the flat more often. She jokes
about a time that Natalia cleaned the bathroom
but forgot to change the towels. Natalia
remembers and knows that Isabella is right. Her
other flatmates don’t say anything and Natalia
feels embarrassed and upset. She doesn’t clean
the flat the next day because she worries that
she won’t do it the way Isabella likes.
54
43118_U04_046-057.indd 54
I understand why / how + statement
(although you use a question word, this
is not a question, so … why you say
that NOT why did you say that)
Pronunciation
Notice the strong intonation pattern on
these phrases. Exaggerating intonation
makes the speaker sound more
interested, supportive and sympathetic.
7 better! Next time you could try keeping the
• Elicit one or two ideas in open class
to get students started. Students prepare
ideas in pairs.
www.frenglish.ru
LESSON GOALS
• Learn to give encouraging feedback
• Practise language to give encouraging
feedback and make suggestions
• Practise ways to give feedback
3 Read the examples of feedback (1–8). Work in
pairs. Discuss questions a and b below.
1 Well done! That was brilliant. Now you can do it
alone.
2 You’ll need to try harder. You’re really slow.
3 You worked really hard. Next time you could use a
dictionary to check your spelling.
4 That was really difficult. You had lots of good ideas
for your first time.
5 You’re terrible at baking bread. It’s burnt. Make it
again!
6 Good idea to use a different colour. You’re getting
better. Keep on trying!
7 So you made a mistake! Don’t worry, now you
know what not to do!
8 Well, that song was awful. You need more
practice.
a Which ones do you think would help you improve
next time?
b Which ones would you like to hear?
MY VOICE
4
4.2 Watch the video about giving feedback.
Look at tips 1–4 on page 55 and circle the
options it mentions. Which do you think is the
most important?
12/13/21 4:07 PM
• Organize students into groups to
share and practise giving feedback.
Sample answers
Situation 1: That’s a shame. Sorry you lost.
Keep training. How do you feel?
Situation 2: I can see that you found that
hard. How do you feel?
Situation 3: I noticed that you left your
car in the road. Next time you could try
parking nearer your house.
Situation 4: Keep practising! You’re getting
camera still.
 1 Encourage people for working hard / improving a
little / succeeding / failing / trying new things.
2 Be positive / negative.
3 Ask each other for advice / opinions / feelings.
4 Give ideas for how to improve / work with others.
5 Look at the Communication skill box. Read the
feedback in Exercise 3 again and match each
example of helpful feedback with the types of
feedback in the box.
COMMUNICATION SKILL
Giving encouraging feedback
Feedback is telling someone how well they
did something and how they can improve
next time. When giving feedback, try not to focus
too much on what someone didn’t do well. Make
sure you also tell them how they can improve next
time. First, you can give positive feedback for:
• working hard
• making small changes
• trying new things
• learning from mistakes
• succeeding
Then you can suggest how to improve. Feedback
should be a conversation, so try to listen to the other
person’s opinion as well!
6 Read the Useful language box. Rewrite the
examples of unhelpful feedback in Exercise 3 to be
helpful. Use a phrase or idea from each section.
Useful language Giving encouraging
feedback
Introducing the feedback
I can see that you (found that hard).
I noticed that you (didn’t get that right).
That’s a shame. Sorry (you missed).
Asking for and listening to opinions
What do you think of this?
How did you feel?
I understand why you say that.
Talking about the positives
That was difficult. You spent a lot of time on that.
I can see you worked hard.
Keep practising! You’re getting better!
Making suggestions for improvements
Have you tried (writing everything down)?
Next time you could try (calling them first).
EXPLORE MORE!
Find other tips for giving feedback. Search online for ‘giving feedback’.
43118_U04_046-057.indd 55
Extra activity
Ask students in pairs to prepare and
act out a dialogue between Natalia and
Isabella from Exercise 2 using some of
the phrases in Exercise 3 and the Useful
language in Exercise 6. Ask some pairs to
act out dialogues. The class decides which
feedback is best.
7 Work in pairs. Look at the situations. How could
you give helpful feedback in each situation?
• Your sister came last in a race.
• Your son failed his exam.
• Your neighbour has parked badly, and now you
can’t move your car.
• A friend shows you a very out-of-focus
photograph and asks what you think of it.
SPEAKING
8 Work in pairs. Discuss the questions.
1 In your country, how do people usually give
feedback?
2 Think of a time you had a positive or negative
experience of getting feedback. What happened?
3 Think of a time you had a positive or negative
experience of giving feedback. What happened?
What could you do differently?
9 OWN IT! Work in pairs. Discuss how you
would give helpful feedback to Wan, Surio and
Rowan. How do you think you would feel giving
feedback? How do you think they would feel
receiving your feedback?
Wan
You have a test coming up and go to the library
after class every day. Your friend, Wan, comes with
you. She takes some notes and reads a little, but
also spends a lot of time on her phone. You are
worried about her. She didn’t pass her last test.
Surio
Your best friend, Surio, wants to save money for
a holiday, but he isn’t very successful. He goes out
less now, but you still think he could save more
money. For example, he still buys coffee at the
school café every day and often buys lunch too.
Rowan
You are in a football team with some friends. You
have important games soon. Your team member,
Rowan, comes to all the practice sessions and tries
hard but isn’t good at passing the ball. Last week
he accidentally scored a goal for the other team
and also accidentally kicked another player.
55
12/13/21 4:07 PM
SPEAKING
8 annoying).
• Optional step To model the task, start
by describing a feedback experience of
your own. Talk about when, why and
where it took place, what was said and
how you felt.
• Mix students so they are working
with a new partner. Set a five-minute
time limit for the conversation.
• Students could share interesting
experiences in feedback.
www.frenglish.ru
9 OWN IT!
• Optional step Begin by asking students
to read the situations with a focus task:
What is Wan’s problem? What is Surio’s
problem? What is Rowan’s problem?
• Students discuss the situations in
pairs then present their ideas to the
class.
Sample answers
Wan: I noticed that you were on your
phone a lot. Next time you could try
concentrating more. You don’t want to fail
the test again.
Surio: I can see that you aren’t saving
much money. How do you feel about that?
Have you tried cutting down on coffee?
Why don’t you bring your lunch to school?
Rowan: I can see you’re training/working
hard and you’re getting better. But I can
see that you’re making a lot of mistakes.
Keep practising!
Extra activity
Here are some other situations that
students could roleplay. Dictate or write/
show the situations on the board and ask
students to play the roles of advice seeker
and adviser.
1 You want to be a journalist and have
 
applied for a hundred jobs, but you have
never got a reply.
2 You’re a gymnast, training for the
 
National Championships, but every time
you train, you get injured.
3 You’re a teacher, but you have a lot
 
of classes and can’t remember your
students’ names.
EXPLORE MORE!
How you exploit Explore More! will depend
on internet access in your classroom. If you
have none, set this as a homework task.
A search revealed the following ideas:
Start with the positive.
Be specific (vague, general comments are
Be objective (use factual information and
justify negative feedback).
Give actionable advice (i.e. advice that
someone can put into action).
Talk face-to-face and frequently.
81
LESSON 4E
LESSON GOALS
• WRITING The aim of the lesson is
to guide students to write about
language learning goals. The reading
text provides a model. Students
practise reflecting on their language
learning goals.
SPEAKING
1 What are your language learning goals?
• Optional step Brainstorm ‘English
speaking situations’ and write
suggestions on the board. Build up a list.
Depending on your students, this may
include online forums, meetings at work,
seminars abroad, making friends when
travelling.
• Students discuss the questions. In
feedback, find out if any students have
particularly interesting experiences to
share.
READING FOR WRITING
2 Jan 24th
• Optional step Set a focus task. Ask,
What is the topic of the forum posts?
(language learning goals) How many
people are making comments? (7:
Abdallah and Andres comment twice)
• Students read the posts and note
answers. Let them compare answers in
pairs.
Answers
Work reasons: to speak to customers, send
emails quickly and make phone calls
Because they enjoy learning.
Because they want to go to university and
do research in English.
3 4
• Students discuss the questions in
pairs before discussing as a class.
Sample answers
1 Most have realistic goals (possibly not
 
Krzysztof_the_student).
3 Andres089 could find an English-
 
speaking friend to chat to online and
could do a business course to improve
email writing; The_Great_Nawal may
need to do an exam course.
82
4E
Language learning goals
LESSON GOALS
• Read an online forum
• Use apostrophes correctly
• Reflect on your language learning goals
• Write about language learning goals
SPEAKING 3 Work in pairs. Discuss the questions.
1 Work in pairs. Discuss the questions. 1 Which of the people in Exercise 2 do you think
have realistic goals?
1 When, where and how do you communicate in
2 Whose learning goals are similar to your own?
English?
Which are different?
2 Who do you use English with? What other
3 What could the people in the forum do to work
language(s) do you and they speak?
towards their goals?
READING FOR WRITING 4 Look at the Writing skill box. Then correct the
mistakes in the messages below.
2 Read the forum posts. What reasons do the
people give for learning English?
WRITING SKILL
Using apostrophes
Forums are informal and people write quickly.
Here are some common mistakes with
Krzysztof_the_student: I’d really like to speak English apostrophes.
well. I’d love to understand everything. You’re/your: You’re is the short form of you are. Your
Jan 22nd 4 is a possessive adjective: Is this your book?
Andres089: Me too! I want to have conversations in It’s/its: It’s is the short form of it is. Its is a possessive
English. I don’t care about making mistakes. adjective: It’s hard to learn a language and its rules.
Jan 22nd 3 They’re/there/their: See the infographic on page 28.
Abdallah_H: I agree. I also don’t need to be perfect … and
Apostrophes: Apostrophe + s (‘s) can be used with a
noun to show possession or to contract two words. It
I don’t want to change my accent – it’s part of who I am!
2 is not used to show plurals.
Jan 23rd
Shahla92: I work in an international company, so many
Here’s Dorothy’s bag.
of my customers speak English.
Jan 24th 2 Jin: I’d love to speak very good English. My wifes
Scottish and I live in Scotland now. Id like to talk to my
Andres089: I speak lots of English at work too. I’d love wifes family and understand all they’re joke’s! I need to
to send emails quickly and understand phone calls. speak English well to get a UK passport too.
Jan 25th 2
Jan 27th 2
Abdallah_H: My language goal is just to enjoy learning!
Sofia_smiles: You’re English is great. Its hard, but we
2 can do this!
Jan 27th
Jenny_R: What a lovely idea! I enjoy studying too …
I try to do 30 minutes every day. The_Great_Nawal: Yes! We can!
Jan 26th 1 Jan 27th
Sofia_smiles: When I started learning English I just Jin:
wanted to order food, but now I hope to be in the
advanced class one day.
Jan 27th
Jan 26th 3
5 Look at the Useful language box on page 57.
The_Great_Nawal: I dream of being in the advanced
Find examples of each form (1–4) in the forum
class too. I need C1 level for university. I’ll have to do
research in English. posts.
Jan 26th 3
56
43118_U04_046-057.indd 56 12/13/21 4:07 PM
WRITING SKILL NOTES
• Read through the Writing skill box with
The errors in the posts include:
your class.
• Optional step Ask students to find 1 Missing out apostrophes when
examples of apostrophes in the posts making an auxiliary negative (isn’t,
(I’d, I’ll, you’re, don’t). don’t, haven’t, etc.).
• Students work in pairs to correct the 2 Missing out an apostrophe when
mistakes. reducing it is to it’s and I would to I’d
Answers (compare I’ve, we’re, etc.).
Jin: wifes wife’s. Id I’d, 3 Wrongly adding an apostrophe when
they’re joke’s! their jokes a noun is plural: customers, jokes.
Sofia_smiles: You’re Your, Its It’s
4 Incorrectly missing out the apostrophe
when forming the possessive ’s form:
My wife’s …
www.frenglish.ru

Useful language Talking about goals
I dream of (being an English teacher).
I want / I’d really like to (improve my
pronunciation).
I hope to (move to the US).
I’d love to (speak more languages).
I need to (speak English for my work).
I try to (watch English TV programmes).
1 would/’d + like/love to + verb
2 hope + noun or hope to + verb
3 (don’t) want/need/try to
4 dream of + verb-ing
6 Write 4–6 statements about your language
learning goals using the Useful language. Use
the ideas in the forum posts to help you.
7 Work in groups. Discuss your ideas from Exercise
6. Are any of the language learning goals very
popular or unpopular with other students?
WRITING TASK
8 WRITE Using the forum posts as a model, write
a question to find out about people’s language
learning goals at the top of a piece of paper.
For example it could be about pronunciation,
spelling, reading, writing, speaking, listening or
vocabulary.
EXPLORE MORE!
Find a forum about language learning goals online. Search for ‘language learning goals forum’.
Are the comments similar or different to those in your class? Write your own comment.
43118_U04_046-057.indd 57
5 Confusing forms with different uses
because they sound the same (your/
you’re; there/their/they’re, etc.).
5 what learning goals were popular with
• Read through the Useful language box
with your students. Point out the use of
-ing after of and the infinitive after the
other forms.
• Students work with a partner to find
forms in the posts.
6 of a blank sheet of paper. You may wish
• Students prepare statements
individually. Monitor to help with ideas
and vocabulary. Let students compare
ideas in pairs.
Do you want to change your accent?
Would you like to use your English to live in another
country?
9 Pass the piece of paper to the person sitting
next to you. Choose a username and write it
on the piece of paper with a response to your
classmate’s question. Pass the paper to the
person on the other side. Each person adds their
answer. Continue until you have answered all
the questions.
10 CHECK Use the checklist. Each forum post ...
has a clear language-learning goal.
answers the question.
uses apostrophes correctly.
uses would like/love to or hope / want / need / try /
dream of.
11 REVIEW Complete the tasks.
1 Pass the completed forum posts around the class
until you get your own question. Read all the
responses.
2 Check each forum post. Does it include at least
three things from the checklist? Make any
corrections you think it needs.
3 Work in pairs. Discuss what you think of the
different responses to your question.
Go to page 155 for the Reflect and review.
57
7 12/13/21 4:07 PM
• Students discuss ideas in small
groups of three to five.
• Have an open class discussion to find out
the whole class.
WRITING TASK
8 WRITE
• Give students a minute to prepare a
question. Tell them to write it at the top
to hand out blank pieces of paper round
the class so that everybody has one.
www.frenglish.ru
9
• Optional step Organize your class
so that this activity will work well. Ask
students to sit in a circle if possible. If
you have a large class, split students into
two groups. Have six to eight students in
each group.
• Ask students to pass their piece of paper
to the person on their right. Students
write a username and response then
pass it on. You should have a different
piece of paper being passed from
student to student.
10 CHECK
• Ask students to use the checklist as
they write each forum post.
11 REVIEW
• Students discuss their responses
with a partner or in small groups.
Extra activity 1
Ask students in groups to organize their
top five personal language learning goals
and write them on a poster.
Extra activity 2
Ask students to share observations on
the classroom forum post, e.g. Were you
surprised by the answers? Did lots of
people say the same thing? What advice
can you give to help each other?
As a teacher, think about how you can
bear in mind what the students have
written down in order to inform lessons
in the future. For example, if a number of
students have written I’d like to improve
my pronunciation, adapt lessons to have
a clearer pronunciation focus. If students
have written, I hope to move to the US,
provide materials with an American bias
and listening activities with American
pronunciation.
EXPLORE MORE!
How you exploit Explore More! will depend
on internet access in your classroom. If you
have none, set this as a homework task.
Check out ‘How to Find the Best English
Forum for Your Learning Goals’ on FluentU,
which reviews and provides links to eight of
the top language learning forums.
See Workbook page 29 for extra practice
(Writing).
For Unit 4 Reflect and review, see
Student’s Book page 155.
83
 UNIT 5
Home and away

UNIT GOALS
5A Reading, speaking

• use context to find meaning in a
review; recognize the difference
between fact and opinion; discuss
the advantages and disadvantages
of being tidy

5B Reading, grammar, listening,


pronunciation, speaking
• understand an email about living
in Seoul, South Korea; use the
zero and first conditional to
talk about facts, suggestions
and consequences; understand
contractions of auxiliary verbs and
talk about places you know well

5C Vocabulary, listening,

grammar, pronunciation and
speaking
• use extreme adjectives to
describe places and experiences;
understand the key points when
listening; use comparatives and 58
superlatives to compare similar
things; say /f/ and /v/

5D Speaking and listening 43118_U05_058-069.indd 58 12/13/21 4:07 PM

• show you can try to be flexible 1

while using useful language; talk
about experiences of being a guest
5E Writing
• be clear and friendly in messages;
decide the most important
information to include in
messages; write online messages
to a host and guest
Photocopiable resources
Communication activities: pp. 231–232
Vocabulary activity: p. 252
Grammar activities: pp. 270−271
Pronunciation activity: p. 292
Mediation activity: p. 308
Workbook
Unit 5 pp. 32−37
• Ask students to work in pairs and
discuss the questions.
• Optional step Use the photo on the
page to elicit and teach key words they
will need: houseboat, floating, reflection.
ABOUT THE PHOTO
The photo shows a houseboat on the Black
River in Michigan, US.
Extra activity
Students work together to prepare
questions they would like to ask the owner
about their houseboat and life on the river.

84
www.frenglish.ru
 Home and away
5 VIDEO 5.1
GOALS
• Use context to find meaning in a review
• Use zero and first conditional to talk about facts,
suggestions and consequences
• Use extreme adjectives
• Understand the key points of a conversation
• Learn strategies to show you can be flexible
• Write online messages about accommodation
1 Work in pairs. Discuss the questions.
1 Look at the photo. What is special about the
house? It is on water.
2 Would you like to stay somewhere like this?
Why? / Why not?
3 Do you know any other interesting homes like this?
WATCH
NATIONAL GEOGRAPHIC EXPLORERS
ALEXIS CHAPPUIS ELLIE DE CASTRO
2 5.1 Watch the video. Answer the questions.
1 Which two countries does Alexis think of as home?
Why? France (family and friends) and Indonesia (lives there)
– 50/50
2 Which two countries does Ellie think of as home?
Why? The Philippines as no.1 (her parents are there) and
Switzerland as no. 2
3 Make connections. Discuss the questions.
1 Where do you think of as home?
A houseboat on Black River, Michigan,
2 What makes a place feel like home to you?
3 Is there anywhere that you think of as a second
US in autumn time.
home?
Alexis: France will always be home for
me because all my family and friends are
there. That’s where I grew up – I know
the culture, the people, the language …
It’s easy. Yeah. So it’s still home. But … I
live in Indonesia, so that’s home too! After
a few weeks in France, I miss Indonesia!
And when I come back to Indonesia, after
a while, I kind of miss France! So it’s very
hard for me to decide which one is home,
which one is not. It’s really, I’d say 50/50.
I have lived in Indonesia for seven years,
but it took me about a year and a half to
feel like it was really home. The good thing
about Indonesian people is they are so
welcoming and they will actually make you
feel at home very easily.
Ellie de Castro: I have many homes!
I was born in the Philippines and grew
up there. I pretty much grew up on the
university campus. My dad was a lecturer
so I watched a lot of lectures when I was a
kid. That seemed really normal to me. So,
yeah, the Philippines and the university are
my home, but I also lived in Switzerland. I
did an exchange year with my high school
and I stayed with a host family. They feel
like my second family now, their daughter
is like a sister to me, so, yeah, Switzerland
is home now too! The people there didn’t
need to make me feel at home, or make
space for me, but they did and I feel so
happy that I went. But really, home is
where my parents are, so the Philippines.

59
3
• Ask students to work with a new
partner or in small groups. Set a five-
minute time limit for the discussion.

43118_U05_058-069.indd 59 12/13/21 4:07 PM Extra activity

WATCH
2 5.1
• Read through the questions with
your students. You could pre-teach
difficult words from the video (see the
Vocabulary notes).
• Play the video. Students note answers.
• Students compare answers in pairs
before checking as a class.
VOCABULARY NOTES
Feel at home /fiːl ət həʊm/ = feel happy
and welcome and relaxed
Do an exchange year /duː ən ɪksˈtʃeɪndʒ
jɪər/ = go and work or study in another
place
university campus /ˌjuː.nɪˈvɜː.sə.ti ˈkæm.
pəs/ = a site with accommodation and
study facilities for students
host family /həʊst ˈfæm.əl.i/ = a family
that students stay with when studying
lecturer /ˈlek.tʃər.ər/ = a teacher at
university
Ask students to brainstorm words to
describe their room, their home and their
city. Elicit ideas from the class and build up
a list of useful adjectives on the board.
ABOUT THE EXPLORERS
ALEXIS CHAPPUIS is a French marine
biologist and scientific diver who lives in
Indonesia. He is interested in exploring
deep underwater environments.
ELLIE DE CASTRO is an archaeologist
and educator from the Philippines, who
organizes cultural heritage education
programmes for young people.

85
www.frenglish.ru
LESSON 5A
LESSON GOALS
• READING The main aims are to guide
students to use context to find the
meaning of new words and to identify
a writer’s opinion when reading
a text.
• SPEAKING The speaking aim is
to discuss the advantages and
disadvantages of being tidy.
READING
ABOUT THE TEXT
The text type is a review of a TV
programme called Tidying up with Marie
Kondo. It describes Marie Kondo’s advice
on how to tidy your house so that it is tidy
and calm. The writer recommends the TV
programme.
Marie Kondo is a Japanese organizing
consultant, author and TV show host. She
has written four books on organizing,
which have collectively sold millions of
copies around the world. In the US and the
UK, the profile of Kondo and her methods
were greatly promoted by the success of
the series Tidying Up with Marie Kondo,
released in 2019.
The photo on the page shows a still from
the programme in which Marie shows
someone how to fold a shirt.
1 4 She asks people to imagine their perfect home.✓
• Optional step Focus students on the
photo. Ask, Who are the people? Where
are they? What’s happening?
• Start by reading out the two questions
and providing an example by saying how
tidy you are.
• Students discuss the questions in
pairs. Set a three- or four-minute time
limit. In feedback, elicit ideas from
different pairs.
2 3
• Optional step Ask students to predict
what the programme is about from the
photo and heading. Ask, What words
or phrases do you think will be in the
review?
• Students read and note answers. Set
a two-minute time limit to encourage
students to skim the text. Let students
check answers with a partner.
86
5A
A tidy house makes a calm home
READING
1 Work in pairs. Do you think of yourself as a tidy
person? Do you fold your clothes carefully, as in
the photo?
2 Quickly read the review of a TV programme
about Marie Kondo on page 61. What is the
programme about? Did the reviewer like the
show?
3 Look at the Reading skill box. Work in pairs.
Find a word in the review that you don’t know
and discuss what it might mean using the words
around it to help.
READING SKILL
Finding meaning (1): using context
When you see a new word, look at the
text around it to help you understand the
meaning before you use a dictionary. There may be
examples, words with similar or opposite meanings or
even an explanation in the sentence before or after. It
can be helpful to decide if the word is a verb, a noun
or an adjective before you look.
4 Read the review again then match these
words with the definitions. One definition has
two answers. What helped you work out the
meaning?
charity in a mess pile stuff
throw away/out tidy up untidy
1 a number of things on top of each other pile
2 an organization that helps people charity
3 with things in the wrong place in a mess / untidy
4 put things in the right place tidy up
5 different things stuff
6 put something in the bin throw away/out
5 Tick (✓) the ways Marie Kondo helps people tidy.
1 She helps people decide what things they love and
want to keep.✓
2 She tells people what to throw away.
3 She starts by tidying the most untidy place.
5 She tidies one type of thing at a time.✓
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Answers
The programme is about Marie Kondo
helping people to tidy their homes. The
reviewer ‘loved this programme’ and thinks
it will change people’s lives.
• Read out the information in the Reading
skill box. Model the activity by writing
spark joy on the board and asking
students to find the phrase in the text.
Ask, What parts of speech are the
words? (verb + noun) What words in
the sentence around ‘spark joy’ help you
understand the meaning? (feel happy
and make – the phrase means ‘make you
happy’).
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LESSON GOALS
• Use context to find meaning in a review
• Recognize the difference between fact
and opinion
• Discuss the advantages and
disadvantages of being tidy
6 Look at the Critical thinking skill box and read
questions 1–3. Then underline the information in
the review that tells you the answer.
CRITICAL THINKING SKILL
Identifying a writer’s opinion
When you read reviews, it is important
to notice what the writer’s opinion is.
Sometimes expressions such as For me, I feel, In my
view, can help show that something is an opinion,
but often you have to read more carefully to decide if
something is a fact or an opinion. Look for adjectives
that describe how the writer feels, or for reasons and
examples that show they agree or disagree with the
thing they are reviewing.
1 How do we know that the reviewer found the
KonMari method helpful? (paragraph 3)
2 How do we know that the reviewer thinks what
Marie Kondo suggests is hard? (paragraph 4)
3 How do we know what the reviewer’s general
opinion of the programme is? (paragraph 5)
SPEAKING
7 Work in pairs. Discuss the questions.
1 What is your opinion of Marie Kondo’s advice?
2 Have you read her books or watched her
programme? If not, do you want to now?
3 Does the review make you want to tidy up?
4 Do you have any tidying tips?
8 Look at the quotations. What is your opinion?
Which do you believe more? Why?
‘People with piles of paper on their desk are more
organized than people who put everything in the
correct place.’
(from research described in
Tim Harford’s book Messy)
‘A house can stay clean but a home can’t.‘
(common saying)
12/13/21 4:07 PM
• Students work together to find and
circle another word they don’t know.
In pairs, they guess the meaning of the
word and present a definition to the
class.
Sample answers
Encourage students to avoid words that
will come up in Exercise 4. Words they
might choose include: series (= a number
of TV programmes); hugging (= holding
tight with affection); hung (= placed on
hangers or hooks in a wardrobe); folded (=
see the photo).
 Tidying Up with Marie Kondo
Marie Kondo is a tidying expert and best-selling author who developed her own
KonMari method to help people organize their homes. Here we review her TV series.
I read Marie Kondo’s best-selling book, The Life-
Changing Magic of Tidying Up, when I moved house
last year, so I really wanted to watch her TV series
Tidying Up. In the programme she visits people with
untidy homes to help them throw things out and find a
place for the things they love. The people in the show are
all unhappy about things being in a mess – many have
toys, books and clothes all over their home – but Marie
believes that by tidying your home you can take control
of your life.
Marie Kondo encourages people to throw away things
that don’t ‘spark joy’; in other words, if it doesn’t make
you feel happy, don’t keep it! I watched lots of people
hugging items and trying to decide whether to keep
them. I understood their pain – so many items had good
memories, were presents or ‘might be useful’ in the
future.
Marie recommends tidying up in a special order, starting
with clothes, then books, papers, mixed stuff (those
things in your cupboards, shelves and boxes that you
EXPLORE MORE!
Search online for ‘Marie Kondo KonMari tips’. Find out more about Marie and how to tidy your home.
43118_U05_058-069.indd 61
4 4 tidy up (clue: ‘find a place for the things
• Students read again and underline
the words in the word box when they
see them in the text. In pairs, they guess
the meaning of the words in context and
match them to the definitions.
Answers
1 pile (clue: ‘emptied everything from their
 
wardrobe’) (an explanation)
2 charity (clue: ‘so that someone else can
 
enjoy it’) (an example)
3 in a mess / untidy (clue: ‘toys, books
 
and clothes all over their home’) (an
example)
Extra activity
Ask students to use context to research
further unknown words. Break down
this activity into steps to guide students:
1 Underline all the remaining words you
don’t know; 2 Choose two to four words
that you think are key to understanding
the text – circle them; 3 Work out the
part of speech from the words around
your chosen word; 4 Guess the meaning
from the context. You could follow up by
getting pairs to compare answers with
another pair.
5
• Read through the ways to tidy with your
class. Check any unknown words.
• Students read again and tick the
ways mentioned in the text. Let students
compare answers in pairs.
probably don’t need, use or love!) and, finally, things that
are important to you for emotional reasons. In one show
6
Marie helped a married couple with too many clothes. • The Critical thinking skill box aims
First they emptied everything from their wardrobe into to help students identify a writer’s
a pile, then they decided what ‘sparked joy’. Finally, they
hung items back in their wardrobes or folded them and opinion. It suggests what to look out
put them away in their drawers, so they could see exactly for (adjectives, reasons, examples or set
what they had. After watching, I emptied my drawers
and folded everything using the KonMari method. It’s so phrases).
much quicker to find things now! • Read through the Critical thinking skill
If something doesn’t spark joy, she tells people to put it
in the bin, recycle it, or give it to charity, so that someone
box with your class.
else can enjoy it. One of Marie’s tips is to have a picture • Ask students to read the three questions
in your mind of how you want your house to be. It’s
not easy to imagine a calm, tidy house when you have carefully.
three children, but it helped me make some important • Ask students to underline the text
decisions about what I wanted to take to my new place.
Many of the people in the show said that they felt Marie
that reveals the answer, then check with
made their lives calmer and more organized. Overall, I a partner. In feedback, elicit answers.
loved this programme. Watch it! It will change your life!
Sample answers
1 It’s so much quicker to find things now!
 
61 (a reason or example)
2 It’s not easy to imagine a calm, tidy
 
house when you have three children, …
(adjective – not easy; reason or example)
12/13/21 4:07 PM
3 Overall, I loved this programme. Watch
 
it! It will change your life!
Extra activity
 
they love’ ‘organize their homes’)
(example, word with similar meaning) Ask students to find other places where
5 stuff (clue: ‘Those things in your the author expresses an opinion. (For
 
cupboards, shelves and boxes that you example: She found Marie’s book
probably don’t need, use or love!’) interesting (para 1); She understands why
(explanation) people don’t throw things away (para 2).
6 throw away/out (clue: ‘if it doesn’t make
 
you feel happy, don’t keep it! Put it in
the bin, recycle it, or give it to charity’)
(examples/explanation)
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SPEAKING
7
• Optional step You can choose to do one or both activities here
(7 and 8). The first is a personalized response to the text and the
second more of a debate about the issues raised. Choose the
one your students are likely to find the most interesting.
• Organize the class into pairs or small groups of three
or four students to discuss the questions. It is a good idea to
mix students at this point so they get to speak to different class
members. Ask students to read the questions and prepare ideas
before starting the discussion.

8
• Ask students to prepare ideas then discuss in small groups
of three to five. Set a five-minute time limit.
• In feedback, elicit and discuss students’ ideas.
Sample answers
1 The first quote suggests that being organized is not the same as
being tidy. Often, people who have very organized minds may, on
the surface, appear to have a messy desk or room.
2 This saying depends on an understanding of ‘house’ and
‘home’. A house is the building – a home is the place where
people live. The saying suggests that where we live is only a home
when it is a bit messy and dirty – if too clean, it is empty and
unfriendly.
Extra activity
Ask fast finishers to discuss the following quotes, which all come
from Marie Kondo:
The best way to find out what we really need is to get rid of what
we don’t.
(When we live in) a place where there are no unnecessary things,
… our thoughts become clear.
I’d like to tidy up the entire planet. I would go anywhere if there
were something that needs tidying.

EXPLORE MORE!
How you exploit Explore More! will depend on internet access in
your classroom. If you have none, set this as a homework task.
Students find out three or four interesting tips and present them
in the next lesson. If you have internet in the classroom, organize
the class into pairs or groups to find and present information.
A search of Marie’s website found the following:
Make a Daily To-Do List. Once I’m at my desk, I write out my tasks
for the day. Everything is included on this list.
Coordinate With Your Partner. Sharing and discussing to-do lists is
a productive habit for partners.
Clear Your Mind. When I need to sort through my thoughts, I take
a blank sheet of paper and write down everything on it.
See Workbook pages 32−33 for extra practice (Reading).

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LESSON 5B
LESSON GOALS
• READING, LISTENING AND GRAMMAR The main aim is to practise using zero and
first conditionals to talk about facts, suggestions and consequences. The language is
contextualized in an email about living in Seoul, South Korea and in a conversation
about moving abroad.
• PRONUNCIATION AND SPEAKING Students practise listening for contractions like ’ll
(I’ll, She’ll, It’ll, etc.)

READING AND GRAMMAR
1
• Optional step Lead in by asking students to give you facts
and opinions about Seoul. If your students are unlikely to
know much about the topic, share some of the background
information in the notes below.
• Students discuss in pairs or small groups of three to five
students.
Answers
1 The photo shows the cable car going up Bukhan Mountain
 
(Bukhansan) in the north of the city. It shows that the city is very
modern and densely populated with large skyscrapers and busy
streets – but that it also has large green spaces.
Transport: metro is well-organized, fast and cheap with a T-money
card, (but busy at rush hour) – don’t need a car.
4
• Students read the Grammar box and circle the correct option to
complete the sentence.
For further information and practice, see Grammar reference
Unit 5B on page 170 of the Student’s Book.
5
• Students complete the sentences. Elicit the first answer to get
them started.
• Let students compare answers in pairs before writing up
answers on the board in feedback.

BACKGROUND NOTES GRAMMAR NOTES

Seoul (capital of South Korea) Meaning and form
Population: 9.7 million You could label the form on the board:

Headquarters of major companies: Samsung, LG, Hyundai If + present, present

Places to visit: Gyeongbokgung Palace, Seoul Tower, Bukchon
Hanok Village, Lotte World Tower, Jongmyo Shrine
Martial arts: Tae Kwon Do (which involves punching and
kicking) and Gumdo or Kumdo (which involve sword play) are
popular in Seoul.
Notice that zero conditionals are used for facts that are
generally true and do not change. Compare these sentences:
If we study hard, we pass exams. (general truth)
If we study hard, we’ll pass our exams. (true for this specific
situation)

2 Extra activity
• Optional step Focus students on the email. Ask, Who is the Ask students to prepare sentences about things to do in their
email from and who is it to? (Notice that Rawan is an Arabic home town using zero conditionals. You could suggest the
name – it could refer to either a male or female.) following sentence starters:
• Students read and note answers, then check in pairs. If we want to go walking, …
If I’m hungry, …
3 If the weather is good, …
• Optional step Pre-teach key words: green spaces (= parks and
forests); hiking (= walking long distances in mountains or the
LISTENING AND GRAMMAR
countryside); subway (= underground railway); rush hour (=
time of day when roads are very busy). 6 5.1
• Students read and note answers, then check in pairs. Tell • Optional step Lead in to the listening by telling students they
students that one topic (technology) is not mentioned in the will hear two speakers, Goran and his friend Hazem. They are
email. talking about Goran’s life-changing plan.
Answers • Play the audio. Students note answers. Let students
Education: children are happy at school compare answers in pairs before checking as a class.
Food: street food, healthy, favourite is kimchi. Many places deliver
takeaway 24 hours a day.
Nature: plenty of green spaces, can cycle along or windsurf on
Han River, can go hiking on Bukhan mountain.

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LESSON B
7 5.1
• Optional step Pre-teach difficult words:
engineering company (= a company that
builds big things like roads and bridges),
opportunity (= chance).
• Play the audio again. Students
match the sentence halves. Let students
compare answers in pairs before
checking as a class.
AUDIO 5.1
Goran: So, I have something exciting to
tell you!
Hazem: Oooh! What is it?
Goran: We are moving to Colombia!
Hazem: Congratulations. What are you
going to do there?
Goran: Rawan’s got a job working for
a big engineering company. It’s a great
opportunity.
Hazem: That’s excellent. What will
you do?
Goran: Well, if my boss agrees, I’ll just
continue to work for the same company. I
work from home a lot now so it won’t be
too different.
Hazem: And what about the kids?
Goran: They’ll go to school. If we stay
for a while, they’ll learn to speak Spanish,
which will be great for their future.
Hazem: Brilliant. What if they miss their
friends and grandparents?
Goran: If we miss people, we’ll call them –
and we’ll come home for holidays.
Hazem: That’s good. What if I miss you?
Goran: You’ll just need to come and visit!
Hazem: I’ll come and visit if you pay for
my flight!
8
• Students read the Grammar box and
complete the statement.
For further information and practice, see
Grammar reference Unit 5B on page 170
of the Student’s Book.
9 form when hypothesizing, so using
• Students correct the mistakes. Elicit the
first answer to get them started.
• Let students compare answers in
pairs before writing up answers on the
board in feedback.
GRAMMAR NOTES
Form
If + present, will + infinitive (notice the
comma between clauses)
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5B
LESSON GOALS
• Understand an email about living in Seoul,
South Korea
• Use zero and first conditional to talk about
If you are in town, call me! facts, suggestions and consequences
• Understand contractions of auxiliary verbs
READING AND GRAMMAR
New Message
1 Work in pairs. Look at the photo of Seoul.
Discuss the questions. Hi Rawan,
1 What can you say about the city from looking at
this photo?
I thought I’d let you know how we’re getting on
in Seoul. Well, we’re really enjoying our new life!
2 What would be your perfect place to live? Why? My job here is going well and the children seem
3 Would you like to move to another place? Why? / very happy in their school.
Why not?
Seoul is a great place to live. It’s a big city, but if
you like being outdoors, there are plenty of green
spaces. We love cycling by the Han river, and you
can go windsurfing on it, too!
If we want to go hiking, we take the subway
to Bukhan mountain. It’s close to the city and
the views are spectacular. It not a problem if
you don’t have a car here. One of the great
things about Seoul is the transport. It’s very well
organized and fast. If you have a T-money card,
it’s quite cheap. I try and leave early for work
because if you use the metro at rush hour, it’s
very busy!
The food is great too and we love all the street
food. If you enjoy good, healthy food, you can
eat really well. I think my favourite is kimchi (spicy
pickled cabbage). When I don’t want to cook,
I just order a takeaway. Many places deliver 24
hours a day!
You must come and visit. I’d love to show you
around. Everyone says the spring is a beautiful
time to be here.
Best wishes,
Stella
To tell her friend about her new life in Seoul, and to invite
her friend for a visit.
2 Read the email. Answer the questions.
1 Why does Stella write to Rawan?
2 How does Stella feel about living in Seoul?
She’s really enjoying her life there.
3 Read the email from Stella again. What does
A view of Seoul, Stella say about each topic?
South Korea, from
Namsan Park. education food nature technology transport
62
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will + infinitive if + present (notice no You could use check questions with an
comma between clauses) example to check:
Most languages use a subjunctive If she moves to the city, she’ll love it.
What is the possible future situation?
the present and future form may seem (she moves to the city)
strange to students. They often over- Is it certain? (No – just a possibility)
apply rules and try to use will + infinitive
What is the possible result? (she loves it)
in both clauses.
Is it certain? (no)
Meaning
The first conditional describes a
particular situation which might 10
happen in the future, whereas the zero • Start by checking the form here – if you
conditional describes what happens in use present, it is the zero conditional,
general. and if you use will, it is the first
conditional.
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 4 Read the Grammar box. Complete the sentence. 8 Read the Grammar box. Complete the sentence. • Play the audio. Students listen and notice
Use the first conditional to talk about things that are
GRAMMAR Zero conditionals
the contraction of ’ll.
likely / unlikely in the future.
Stella uses the zero conditional to talk about
facts. GRAMMAR First conditionals 12 5.3
If we want to go hiking, we take the subway to The speakers use the first conditional to talk • Play the audio. Students listen and say
Bukhan mountain. about possible future situations.
And actions that happen after or as a result of
when they hear ’ll.
If we miss people, we’ll video call them.
other actions. • Play again, pausing so students can
When I don’t want to cook, I just order Go to page 170 for the Grammar reference.
a takeaway! write sentences. Let students compare
9 Correct the mistakes in the first conditional answers in pairs.
Go to page 170 for the Grammar reference. sentences.
Use the zero conditional to talk about things that are 1 If we live there, it will being too quiet. be AUDIO 5.3 (AND ANSWERS)
generally true / imagined situations. 2 If she’ll move to the city, she will love it. she moves
3 If the weather is bad, we don’t go back next year. won’t 1 I’ll travel by bus when I’m in Brazil.
5 Complete the conditional sentences with the
correct form of the verbs.
4 They’ll be very happy if they're going on holiday. they go 2 If we arrive late, we take a taxi.
5 If you aren’t hungry now, we order food later. ’ll order
1 When it is cold and rainy, we 3 If I live near the gym, I’ll go every day.
sometimes go to the cinema. (be, go) 10 Work in pairs. What’s the difference in meaning
between the options in the sentences? 4 They’ll help you, if you ask them.
2 When my brother visits , he
likes 1 We’ll learn / We learn the language if we move
to sing karaoke. (visit, like)
abroad.
3 It gets very hot, if you don’t have
air conditioning. (get, not have)
2 If he calls, I’ll answer / I answer. 13
4 If I am tired, I take the • Optional step Model the activity with
PRONUNCIATION AND SPEAKING
train to work. (be, take) examples from your own experience.
5 I always show people around the old 11 5.2 Look at the Clear voice box. Listen to the
town if they come to stay. (show, come) example. Notice the difference between I and I’ll.
• Ask students to prepare sentences.
6 If I don’t know where to visit, I Monitor and help with ideas and
CLEAR VOICE
ask in the tourist information office. Understanding contractions of vocabulary.
(not know, ask) auxiliary verbs
• Students compare sentences in
Sometimes it can be difficult to hear auxiliary
LISTENING AND GRAMMAR verbs. Listen carefully for contractions like ‘ll
pairs or small groups.
(I’ll, She’ll, It’ll, etc.) – they are often weak.
6 5.1 Listen to the conversation. Why is Goran
If I go to Cuba, I’ll come and see you! Extra activity 1
excited? because his wife got offered a job in
Colombia so they’re moving there
12
Ask students in groups to prepare an
7 5.1 Listen again. Match the sentence halves. 5.3 Listen to four sentences. In which

1 Goran will work from a if his family misses sentences can you hear ’ll? Listen again and email to Rawan inviting her to their town.
home, them. write the sentences. Tell them to include five if sentences
2 Goran’s kids will b if his manager allows 13 Complete the sentences so that they are true for beginning:
learn Spanish, him to. you. Use conditionals. Then discuss in pairs. If you are in town, …
3 Goran will video call c if they go to school 1 If I move to another country, .
friends and family, in Colombia. 2 You don’t hear much noise if/when
If you want to get out, …
4 Hazem will visit, d if Goran buys his . If you like sport, …
ticket. 3 When it’s sunny, . If you enjoy good food, …
4 If you love good restaurants, .
5 When you want to get out into nature,
If you have more questions, …
.
6 Please call me .
Extra activity 2
63
Write: What will you do if …? on the
board. Tell students that their best friend
is about to travel alone around the world
for six months and they are worried. In
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groups of four, students prepare as many
• Students discuss in pairs. In If he calls, I answer: actions that happen What will you do if …? questions as they
 
feedback, ask different pairs to explain after or as a result of other actions – can. One person from each group then
each difference in meaning. every time he calls, the speaker answers moves to another group. That person is the
friend who is going on the trip. The other
Answers For additional practice, refer to the students interview the traveller using the
1 We’ll learn...: talking about a particular Grammar activity on page 270 and the questions prepared.
 
future situation (they are moving country Communication activity on page 231 of
soon) and the result of that the Teacher’s Book. See Workbook pages 34−35 for extra
We learn…: general fact – they move practice (Grammar, Pronunciation).
 
to different countries often and learn PRONUNCIATION AND
languages wherever they live
2 If he calls, I’ll answer: talking about a
SPEAKING
11
 
particular future situation (a call which 5.2
might happen) and the particular result • Read through the Clear voice box with
of that your class.

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LESSON 5C
LESSON GOALS
• VOCABULARY A main aim is to
learn extreme adjectives to talk about
places.
• LISTENING A main aim is to develop
students’ ability to understand the key
points in a listening text.
• GRAMMAR A further main aim is to
practise comparatives and superlatives
when talking about places you know.
• PRONUNCIATION Students practise
saying /f/ and /v/.
• SPEAKING Students discuss and
choose the best accommodation for a
trip to Ho Chi Minh City, Vietnam.
VOCABULARY
1 LISTENING
• Optional step Start by showing two
contrasting photos of accommodation
(e.g. a luxury hotel and a campsite).
Ask questions: What can you see in the
photos? What are the advantages and
disadvantages of each? Where would
you like to stay and why? Alternatively,
you could brainstorm types of holiday
accommodation (hotel, B&B, campsite,
caravan, self-catering apartment) and
ask students to compare them.
• Students discuss the questions
in pairs, then report ideas briefly in
feedback.
2 5.4
• Optional step Start by setting a focus
task and asking students to read: Where
did the writer stay? Why did he enjoy
being there?
• Read through the words in the word
box and drill for pronunciation (see the
Vocabulary notes).
• Students rewrite with extreme adjectives.
• Play the audio. Let students compare
answers in pairs.
AUDIO 5.4 (AND ANSWERS)
I once stayed in a strange little place – a
1
tiny hut on the side of an 2enormous
mountain. The bed was uncomfortable and
the bedroom was 3freezing. It was 4filthy
and the food I found in the fridge tasted
5
disgusting! The funny thing is, I don’t
remember the experience as 6awful. I
actually had a 7brilliant time and the views
were 8spectacular.
92
5C
That was the weirdest place!
VOCABULARY
1 When you are away from home, what kind of
accommodation do you like/dislike staying in?
2 5.4 Rewrite the paragraph by replacing the
regular adjectives with these extreme adjectives.
How does this change the paragraph? Listen and
check. Extreme adjectives add more drama/make your
writing more interesting/avoid overuse of ‘very’.
awful brilliant disgusting enormous filthy
freezing spectacular tiny
I once stayed in a strange little place – a 1very small
hut on the side of a 2very big mountain. The bed
was uncomfortable and the bedroom was 3very
cold. It was 4very dirty and the food I found in the
fridge tasted 5very bad! The funny thing is I don’t
remember the experience as 6very bad. I actually had
a 7very good time and the views were 8very good.
Go to page 162 for the Vocabulary reference.
3 Write five sentences to describe a place you
have stayed or visited using extreme adjectives
from Exercise 2. Work in pairs and discuss your
experiences.
NATIONAL GEOGRAPHIC EXPLORERS
4 5.5 Look at the Listening skill box. Listen to
Alexis Chappuis and Ellie de Castro. Write Alexis
(A) or Ellie (E) next to where they stayed (1–4).
LISTENING SKILL
Understanding the key points
It isn’t always possible to understand every
word when you listen, but you can try to
listen for …
• words that the speaker repeats, says more loudly or
pauses after.
• words with similar meanings.
• stories and examples.
1 on a boat A 3 somewhere very cold E
2 with local people A 4 with work friends E
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43118_U05_058-069.indd 64
VOCABULARY NOTES
Meaning
Extreme adjectives are non-gradable.
They have a much stronger meaning
than regular adjectives. You cannot
use them with the adverb very but can
use really or absolutely to make them
stronger still.
brilliant /ˈbrɪl.jənt/ = very good to be or
do (as in very clever, very talented, very
exciting, very interesting)
spectacular /spekˈtæk.jə.lər/ = very good
to see
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LESSON GOALS
• Use extreme adjectives to describe places and
experiences
• Understand the key points of a conversation
• Use comparatives and superlatives to compare
similar things
• Say /f/ and /v/ clearly
5 5.5 Listen again. Select the best summary
(a or b) of the key points.
1 When Alexis stayed in Venezuela ...
a the beds were uncomfortable and he felt salty
all the time.
b he didn’t sleep well but the showers were good.
2 When Alexis visited Indonesia ...
a he stayed in a hotel with no electricity and his
hosts were very funny.
b his hosts were very kind and he slept on a very
comfortable mattress on the floor.
3 When Ellie stayed in Luzern, Switzerland ...
a it was freezing cold, but her accommodation
had spectacular views.
b her hostel was beautiful, but the walk there was
too cold and difficult for her grandmother.
4 When Ellie travels for work ...
a she prefers sleeping on the floor at a friend’s
house to being in hotels.
b she loves sleeping in interesting places like
tents, hammocks and benches.
GRAMMAR
6 Read the Grammar box. Look at sentences 1 and
2 below. Which is a comparative (C) and which a
superlative (S)?
GRAMMAR Comparatives and superlatives
Use comparatives to compare two different things.
It was more memorable than staying in a hotel.
Use superlatives to say that something is better/
worse/more extreme than anything else.
It was the worst sleeping experience of my life!
Use less and the least to say the opposite of more
and most.
Their homes are often less comfortable than a
hotel.
Go to page 170 for the Grammar reference.
1 I chose the bigger room. C
2 It had the most beautiful view in the whole hotel. S
12/13/21 4:07 PM
Pronunciation
The stress is on the first syllable of
the extreme adjectives except for:
disgusting, enormous, spectacular.
Note the /ɔ:/ sound in awful.
For further information and practice, see
Vocabulary reference Unit 5 on page
162 of the Student’s Book.
3
• Elicit an example sentence to get
students started. Then give students two
or three minutes to prepare ideas.
 7 Complete the sentences using a comparative or a
superlative. Use less/least or more/most and add
SPEAKING
the or than where necessary.
12 Work in groups to plan a trip to Ho Chi Minh
1 There were parties every night. It was
the noisiest street in the city! (noisy)
2 I didn’t like the rooms at the back. They
were less comfortable thanthe ones at the front.
(comfortable)
3 They like staying in the most unusual
accommodation that they can find. (unusual)
4 There’s usually no one there. It’s probably
the least crowded place in town! (crowded)
5 The best memory I have is the night we
camped on the beach. It was amazing! (good)
6 I was shocked by the high prices at the campsite!
It was more expensive than the hostel. (expensive)
7 My most uncomfortablenight was when I slept on the
overnight bus. (uncomfortable)
8 Washing in cold, salty water was worse than
being dirty. (bad)
8 Work in pairs. Make your own questions using
the adjectives in Exercise 7. Ask and answer the
questions.
What is the noisiest place you know?
PRONUNCIATION
9 5.6 Look at the Clear voice box. Listen and
repeat.
CLEAR VOICE
Saying /ff/ and /vv/
Touch your top front teeth to your bottom lip
and blow air out of your mouth to make /f/.
Your throat doesn’t vibrate. To make /v/ do the same,
but try to make your throat vibrate.
/f/ funny
/v/ very
very funny
10 5.7 Listen to the words. Underline the word
you hear.
1 have half 4 leaf leave
2 save safe 5 live life
3 love loaf 6 wives wife
11 5.8 Listen and repeat the words.
43118_U05_058-069.indd 65
• Students work in pairs to discuss
experiences using the sentences
prepared.
Extra activity
Write the following on the board: an
enormous city, a spectacular view, an
awful place to visit, a disgusting thing to
eat, a brilliant way to travel, a place that’s
freezing. Ask students to think of and
describe examples of the above from their
own experience.
For additional practice, refer to the
Vocabulary activity on page 252 of the
Teacher’s Book.
5 5.5
• Give students time to read the
City, Vietnam. Look at the adverts for holiday
accommodation. Choose where you want to stay
summaries first. Check any unknown
words: mattress = soft part of bed you
and persuade the others in the group why it’s
the best. Use comparatives and superlatives. sleep on; hammock = bed you hang
The capsule hotel is the closest to the city centre. between trees or posts.
I think the bed and breakfast is more comfortable
than the capsule hotel. • Play the audio. Students select
answers and compare answers in pairs.
Riverside bed
and breakfast
AUDIO 5.5
Price: from $30 Alexis Chappuis: The most unusual
per night accommodation I can think of was when I
Bedrooms:
single, twin or
stayed on a Venezuelan traditional fishing
double rooms boat for a survey I was doing. I lived on
View: river that boat with the rest of the fishermen
Location: 20 mins from city centre (taxi)
Facilities: private bathroom, WiFi, air-con, fridge, TV, for ten days. The ‘beds’ were tiny, like, I
restaurant was basically sleeping on a wooden board
with a thin mat, 30 centimetres wide! It
was more uncomfortable than sleeping on
Beautiful
apartment the floor, particularly when the weather
Price: from $60 was bad! It was one of the worst sleeping
per night experiences of my life! To save fresh water,
Number of rooms:
we were showering, brushing our teeth
whole apartment
with living and shaving with cold sea water. I was just
room, kitchen, salty all the time! The hot shower in the
bathrooms
Bedrooms: 2 (sleeps 4) hotel at the end of the mission was the
View: park best!
Location: 5 mins from city centre (taxi)
Facilities: WiFi, air-con, TV Another memorable experience I
remember was in Indonesia. I visited one
of my friends, who was a teacher at the
Central capsule
hotel
time in a remote village in the countryside.
Price: from $13
After a long journey, we arrived in this
per night village. There was no hotel so they
Size: 2.5 square prepared a room for us at the house of a
metres
Bed: all single local farmer. It was a simple house – very
View: none basic. They spent a long time making the
Location: city centre room prettier, with a lamp and a mosquito
Facilities: shared bathroom and entertainment room,
USB, WiFi, TV net, etc., which was really kind. The bed
was a mattress on the floor, but the funny
65
thing was the blankets and pillows had
huge red and pink flowers printed all over
them. I slept really well, though, and it was
definitely more memorable than staying in
a hotel.
12/13/21 4:07 PM
Ellie de Castro: One of the most
LISTENING memorable places I’ve stayed was in
Luzern, Switzerland. We were on a family
4 5.5 holiday with my grandmother. It was
• Optional step Ask students what they winter in Switzerland, which is much,
remember about Alexis and Ellie from much colder than the tropical Phillipines,
the start of this unit. so we packed all the warm clothes that we
• Read out the Listening skill box. had. When we got there, it was freezing
and we had to walk uphill through snow
• Optional step Pre-teach key words: to our hostel. But it was worth it. The
memorable (= you will not forget it) views from the enormous windows were
• Play the audio. Students write A spectacular! My grandmother stayed in the
(Alexis) or E (Ellie). Let them compare hostel for the rest of our trip because she
answers in pairs. didn’t want to climb that hill again!
In terms of work, I have slept in all sorts of
places: in tents, and hammocks, and had
some awful nights on bus seats and chairs
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LESSON C
and woken up lots of times with insect bites! Of all of these, the 10 5.7
best memories are the times that I get to sleep in the homes of • Give students a moment to look at the pairs of words and think
teammates. It’s much nicer to stay with friends than in a hot tent about how they are pronounced.
or on a cold bench! Their homes are often less comfortable than
• Play the audio. Students listen and underline the words. Let
a hotel – I usually sleep on the floor – but they are the friendliest
students compare answers in pairs.
places to stay and the ones I like the most!
11 5.8
GRAMMAR • Play the audio. Students listen and repeat.
6 • Optional step Students practise saying words from the
• Read the Grammar box with the class. pairs to each other. Listening partners must say which word the
speaking partner is saying.
• Students choose comparative (C) or superlative (S), then
check in pairs. AUDIO 5.8
• Optional step Ask students to find and underline examples of 1 have 4 leave
comparatives and superlatives in audioscript 5.5 on page 186. 2 save 5 life
3 loaf 6 wives
GRAMMAR NOTES
Form PRONUNCIATION NOTES
The form with -er/-est and more/most should be revision at this Show how the teeth go down on the lower lip to produce
level (though using less and the least may be new). You could these sounds.
ask students to tell you the correct forms of the adjectives
below to revise: Tell students to cover their ears when saying the sounds,
big big(g)er/est noticing how voiced /v/ vibrates.
noisy nois(y)ier/iest
crowded more/most crowded Extra activity
good/bad better/best/worse/worst Ask students to practise these tongue twisters:
Notice that some two-syllable adjectives take -er/-est (especially Their wives love saving lives.
if they end -y) and some take more. You use less/the least with Half the leaves have left the tree.
all adjectives: less cold, the least interesting, etc.
Pronunciation For additional practice, refer to the Pronunciation activity on
Note the strong stress on the main word (the adjective) and page 292 of the Teacher’s Book.
weak stress on -er, -est and than:
/ə/ /ə/ /ɪst/
SPEAKING
     
safer than … / the safest
12
For further information and practice, see Grammar reference • Organize the class into small groups. Ask students to read
Unit 5C on page 170 of the Student’s Book. the adverts and ask a focus question: Which is the cheapest /
biggest / closest to the centre? You may need to explain some
7 terms: air con = air conditioning, twin = two beds, double = one
• Elicit the first answer to get students started. Let students big bed
compare answers in pairs before showing answers in feedback. • Students choose a place to stay and prepare four or five
• Optional step Students practise saying the sentences in pairs. reasons. As students prepare, monitor and help with ideas and
vocabulary.
8 • Students talk in their groups, using comparatives and
• Organize the class into new pairs to prepare questions. You superlatives to persuade others to stay in the place they chose.
could elicit two or three possibilities to get students started. Set a five-minute time limit.
• Students ask and answer. As students speak, monitor closely • As students speak, monitor closely and note any errors with
and note any errors with comparative and superlative forms comparative and superlative forms which you could highlight in
which you could highlight in an error feedback. an error feedback.
For additional practice, refer to the Grammar activity on page
271 and the Communication activity on page 232 of the BACKGROUND NOTES
Teacher’s Book. Ho Chi Minh City, formerly Saigon, is the largest city in
Vietnam. It is in the south of the country and has a population
of nine million. Tourists are attracted to the architecture in the
PRONUNCIATION centre and the busy streets and restaurants.
9 5.6
• Read out the Clear voice box. See Workbook pages 35−36 for extra practice (Vocabulary,
• Play the audio. Students listen and repeat. Listening, Grammar, Pronunciation).

94
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LESSON 5D
LESSON GOALS
• SPEAKING The lesson integrates reading and listening as well as speaking. Its aim is
to introduce students to ways of trying to be a flexible guest. They learn phrases to
ask for information, offer help and to politely accept and decline. In the final task,
students practise showing flexibility as a guest and a host.
SPEAKING
1 Guest: [snoring noises]
• Optional step If you have a multilingual class, ask students to
say how they say ‘welcome’ in their language and build up a list
on the board.
• Organize the class into pairs or small groups to discuss
the signs and questions.
Answers
The signs are in Spanish, Polish, English and Japanese. They all
give the message Make yourself at home, although some say it in
a different way, e.g. the Spanish says: Welcome. My home is your
home.
2 Host: Yes. They’re in that cupboard.
• Optional step Provide a live listening by describing what you
do when you visit someone’s home for the first time.
• Organize the class into pairs to discuss the questions.
Sample answers
1 Ideas include being told to make yourself at home; being
 
offered something to eat or drink; being shown where to sit or
where things are
2 Ideas: bringing a present; offering to take off shoes and/or coat;
 
asking permission before doing things; saying yes to offers of
food or drink; saying positive things about the house and food
LISTENING
3 5.9
• Pre-teach guest (= person visiting) and host (= person at home
who is receiving visitors). Other words to pre-teach: a long
flight, a clean towel, catch up (= talk and hear news after not
being together for a long time).
• Play the audio. Students compare answers in pairs.
Answers
The first host might be upset because they’ve spent a long time
cooking and they want to catch up with their guest, but the guest
is tired and falls asleep.
The second host might be annoyed because their guest tries to
do everything by themselves instead of asking the host to make
coffee, etc. The guest also uses up all the sugar.
AUDIO 5.9
Host: Hi! Welcome! How are you?
Guest: I’m good. It was a really long flight. It’s great to see you.
Host: Here’s your bedroom. You can put your bags here. Do
you want dinner? I’ve made fish for starter, then curry for main.
And I know you love chocolate cake so I made that for dessert.
It’s almost ready. Do you want a shower before we eat? Here’s a
clean towel. The bathroom is at the end of the hall. Make yourself
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at home. If you want to come down in half an hour, we can eat
and catch up. I can’t wait to hear about your travels …
Host: Oh! …
Host: Hi! Good to see you! Come on in. Make yourself at home.
Guest: Great. Thanks. Do you have any coffee?
Host: Yes. You can help yourself. The coffee machine is in the
kitchen.
Guest: Can you help me? I don’t know how to work this coffee
machine!
Host: Sure. Here you go.
Guest: Thanks. Have you got any biscuits?
Guest: I can’t find any.
Host: Here you are.
Guest: Thanks. Do you have any sugar?
Host: In that tin.
Guest: Do you have any more? There’s none left!
Host: [sighs]
4
• Students discuss the questions with a partner.
• In feedback, ask different pairs to share experiences and
suggestions.
Sample answers
Situation 1: The guest should understand that the host has
prepared food and should either apologise for not eating it, or
make an effort to have a quick shower then come and eat. The
host should be more flexible – not cook so much and not expect
the guest to be ready to eat and talk.
Situation 2: The guest should perhaps wait for the host to offer
him coffee and not try to do everything. The host should perhaps
insist on doing things and not let the guest do things alone.
MY VOICE
COMMUNICATION SKILL NOTES
The aim in this lesson is to practise being flexible when
staying with a host, or being a host. It is likely that many of
your students will find themselves in such a situation and
will need to avoid its cultural and linguistic pitfalls. Students
consider how hosts and guests should behave, and learn
useful language for asking for information, offering help and
responding to offers. Personalize by asking students to consider
(and act out) situations in their own experience.
95
LESSON D
5 5.2
• Optional step Lead in by pausing at
the first frame and predicting. Ask, What
is the talk about? What advice do you
think you will hear?
• Play the video. Students listen and note
answers.
• Students compare answers in pairs.
Answers
Try to be a flexible guest. Talk to hosts to
find out how you can work together (e.g.
you can offer to help).
6 5.2
• Give students time to read advice
1–7 and note any answers they can
remember from the first watch.
• Play the video. Students listen and tick
the advice they hear.
• Students compare answers in pairs.
VIDEO 5.2
Being a guest in someone’s house can be a
fun experience, but it can be stressful too.
Everyone is different. Some hosts might
like to make you feel special by cleaning
the house before you get there. They might
make you a cup of coffee or cook dinner
for you when you arrive. Other hosts might
want you to help yourself more. Some
might want you to help them prepare
meals or wash the dishes after dinner.
Other hosts might want to take care of you
and might not want you to help.
When you stay at someone’s house, it’s
a good idea to talk to your host and find
out what they might want you to do or
not want you to do. If you’re not sure, ask
them.
Think about how your host might feel or
what they might want to do. For example,
if your host hasn’t seen you for a long
time, they might want to talk until late;
but, if they have to get up early, they’ll
probably want to get to bed. The best
thing to do is to ask them. If we can try to
adapt to how they do things, we can keep
them happy.
When we stay with others, we can learn
different ways of doing things. If you
usually get up late, but your host prefers to
get up early, see this as an opportunity to
try doing things differently.
Sometimes in life, it might not be possible
for you to adapt, but the important thing is
to talk about it with the other person and
to show that you want to try to be flexible.
Talking about it allows them to adapt to
96
5D
Showing flexibility
SPEAKING
1 Read the welcome signs from different countries.
Do you know where they come from? What
phrases do people use to welcome guests to their
home in your language? How do they translate
into English?
2 Work in pairs. Answer the questions.
1 What makes you feel welcome when you stay
somewhere?
2 What do you try to do to be a good guest?
3 Do you have any memorable experiences of being
a guest in someone’s home?
LISTENING
3 5.9 Listen to two conversations between a
guest and a host. Why might the host be upset?
4 Work in pairs. Have you had similar experiences?
What do you think the host and guest could do
differently?
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43118_U05_058-069.indd 66
you too. Remember that the ability to be
flexible with others can be helpful in many
different situations, not just when staying
at someone else’s house.
7 host. Soheila might also ask how to
• Read through the Communication skill
box with your class.
• Students discuss the situations with
a partner.
• In feedback, ask different pairs to
share ideas and reasons.
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LESSON GOALS
• Show you can be flexible
• Talk about experiences of being a guest
• Learn phrases to show you are a flexible
guest or host
MY VOICE
5 5.2 Watch the video about being a good
guest. What general advice does it suggest?
6 5.2 Watch again. Which advice from 1–7 does
the video give?
1 Make yourself at home in every house.
2 Talk to your host to find out what they want you
to do. ✓
3 Help your hosts as much as possible.
4 Understand that people do things differently.✓
5 Think about your host’s feelings.✓
6 Take the opportunity to try new ways of doing
things.✓
7 Always change the way you do things for
your host.
7 Look at the Communication skill box and
situations 1 and 2 on page 67. What could
Soheila and Enzo do differently?
12/13/21 4:07 PM
Sample answers
1 Soheila should speak to the friend the
 
night before and find out what time
they usually shower/go to work. Soheila
could then shower before or after their
turn on the hot water for a shower, or,
indeed, only have a short shower.
2 Enzo should ask what time the uncle
 
gets up, ask what they have for
breakfast and ask if they’d like him to
make it. Enzo should work quietly and
tidy up while cooking. It would be better
if Enzo waited for the host to get up and
let the host prepare breakfast.
 COMMUNICATION SKILL
Showing flexibility
9 Work in pairs. Look at the list. What are
Everyone is different and everyone has
different ways of doing things. When you
stay with someone, talk to them and find out what
they’d like you to do. Show that you are happy to try
new ways of doing things, if you can. This is a helpful
skill for many different situations and helps build
good relationships with people.
1 Soheila stays with a friend. She gets up at 8 a.m.
and has a long shower. When her friend gets
up, she is annoyed because she can’t get in the
bathroom and when she does, there is no hot
water left!
2 Enzo stays with an uncle. He gets up early to make
10 Discuss other situations you can think of where
his uncle breakfast. When his uncle gets up, he’s
upset because Enzo woke him up, the kitchen is a
mess and he never eats eggs for breakfast.
11 OWN IT! Work in pairs. Roleplay the situations.
SPEAKING
8 Look at the Useful language box. What phrases
could you use if you are in the situation below?
Useful language Being a flexible guest
and host
Asking
When do you usually get up? I can get up about
the same time if it helps.
I usually go to bed at midnight, but if you’re going
now, I’ll go too.
I’m a little cold. Do you mind if I turn the heating on?
Offering help
Can I do anything to help you?
Do you want me to do the dishes?
Don’t do that! You relax! I’ll do it!
Saying ‘yes’ to an offer of help
OK. That’s very kind of you. / Thanks for offering. I
appreciate it. / You’re very kind.
Saying ‘no’ to help
It’s OK. / Don’t be silly! You’re my guest! / Thanks
for the offer, but I’m fine.
You are staying with a friend of a friend. Their
house is very hot. Usually you don’t sleep well in
hot rooms. They have air conditioning, but they
don’t offer to turn it on. The window is open, but
it’s hot and noisy outside.
43118_U05_058-069.indd 67
SPEAKING
8 Notice degrees of politeness /
• Read out the information in the Useful
language box. Point out the meaning
and use of the phrases (see the Useful
language notes). Ask students to repeat
the phrases after your model to practise
pronunciation.
• Students work in pairs to decide
which phrases to use in the situation
provided.
Sample answers
I’m a little hot. Do you mind if I (close the
window and) turn the air conditioning on?
you usually flexible about when you stay at
someone’s house? What can’t you change or do
you find difficult to change?
1 daily routine (e.g. meal times, bed time)
2 sleeping arrangements (e.g bed, sofa,
temperature, light, noise)
3 diet (e.g. vegan, vegetarian)
4 comfort (e.g. tidiness, hot water, television)
5 people (e.g. talkative, quiet)
I don’t mind sleeping on the sofa, but I can’t eat
meat. I’m vegetarian.
I’m happy to sleep in a cold room if I have enough
blankets.
you might need to be flexible with other people.
Think about possible situations at work, in your
English lessons or on public transport.
Then change roles. Use the Useful language.
Student A: You are a guest.
Student B: You are the host.
Situation 1: You stay with a family member that you
don’t know very well. Their house is a
little untidy and they are very busy, so
when they’re out you would like to cook
or clean for them to help out. However,
you are worried they might think you
think their house is dirty or their cooking
isn’t good and get upset.
Situation 2: You are staying with your best friend for
one night. The last time you saw your
friend was two years ago, so you have
a lot to talk about. You are on holiday,
but you know your friend has important
things to do the next day. You want to
spend as much time with your friend as
you can. You’d love to take him or her
out for breakfast in the morning, but
you’re worried that your friend won’t
have time.
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12/13/21 4:07 PM
USEFUL LANGUAGE NOTES
tentativeness in the phrases used to ask
or request:
Can I ... / Could I … / Do you mind if
I…
Notice degrees of formality in saying
‘yes’ and ‘no’: So, phrases like Thanks
for offering. I appreciate it. might be
used between (for example) a host
and a language student staying over,
but Don’t be silly suggests a closer
friendship.
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9
• Students discuss in pairs. In
feedback, elicit examples from students.
10
• Students discuss possible situations
in pairs. In feedback, elicit examples from
students.
Sample answers
Situations: sharing an office, using
the office photocopier, where to sit in
meetings, doing pair or group work in
class, sitting or standing on a bus
11 OWN IT!
• Optional step Ask students to read the
two situations with a focus question:
What is the problem in each situation?
(1 the place is untidy; 2 the friend is
busy) How can the guest be flexible? (by
offering help/asking what they can do).
• Mix students so they are working
with a new partner. Tell them to decide
which student will play which role. Then
give students time to prepare things to
say using the Useful language.
• Students roleplay the situations. Set
a five-minute time limit. In feedback, you
could ask two or three pairs to act out a
conversation for the class.
• As students speak, monitor closely and
note down any errors which you could
focus on in an error feedback stage at
the end.
Extra activity 1
In pairs, students prepare and act out
personal situations where they need to
be flexible (which they thought of in
Exercise 10).
Extra activity 2
In pairs, students prepare eight questions
to ask other students to find out if they
are a flexible guest. Model the activity with
these two questions: What do you do if
you don’t like your host’s cooking? What
do you do if your host’s flat is cold? When
pairs have eight questions, put them with
another pair to interview and find out who
is a good guest.
For additional practice, refer to the
Mediation activity on page 308 of the
Teacher’s Book.
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LESSON 5E
LESSON GOALS
• WRITING The aim of the lesson is
to guide students to write online
messages to a host and guest. The
reading text provides a model.
Students practise being clear and
friendly in messages and prioritizing
the most important information.
SPEAKING
1 included. No electricity or WiFi. Outdoor
• Optional step Brainstorm ‘unusual
places to stay’ on the board.
• Students discuss the questions.
Sample answers
1 It is a tree house in the mountains.
3 Online, through a travel agent, by phone
READING FOR WRITING
2 somewhere unusual?
• Students read the messages and
answer the focus questions. Let them
compare answers in pairs.
3 3
• Read through the table headings with
your class. Elicit an example of an activity
and a date to check understanding.
• Students read the messages again
and complete the table. Let them
compare answers in pairs.
• Optional step Check useful words in
the messages (see the Vocabulary notes).
VOCABULARY NOTES
hiking /ˈhaɪ.kɪŋ/ = long distance
walking for fun
share a room /ʃeər ə ruːm/ = stay in the
same room
provide towels /prəˈvaɪd taʊəlz/ = give
towels to use
let you in /let juː ɪn/ = open the door so
you can enter
Students could search for
accommodation phrases in the text:
share/book/save a room, check in, pick
up a key, etc.
98
5E
We’re looking forward
LESSON GOALS
• Be clear and friendly in messages
• Prioritize the important information
• Write online messages to a host and guest
to our stay
Stay with me in my spectacular tree house. Hajer 2nd April
Magnificent mountain views. Each room
I would love to stay at your place. I am coming to
Chile in July to do some hiking. Could I stay with you
has access to our terrace. Vegetarian meals
shower (cold water).
from 5–20th July?
Also, will it be OK if my friend joins me from
Perfect for relaxation, hiking and horse-
10-15th? How many beds are there in each room?
Can we share a room?
riding.The friendliest and most memorable
accommodation in Chile! Alonso 2nd April
Yes! That’s fine. My place is perfect for hiking
and I have a room with two single beds, so
SPEAKING
there’s plenty of space for your friend. If you
1 Look at the advert for holiday rental book now, I can save that room for you. It has
accommodation above. Work in pairs. Discuss the
the best view!
questions. Hajer 2nd April
1 What is unusual about this accommodation?
2 Do you have any experiences of staying
Great. Will book now. Thanks
Hajer 2nd July
3 How do you usually book holiday accommodation? I am looking forward to my stay. My bus arrives at
2 p.m. on Friday. If it takes 30 mins to walk to your
place, I will be there at 2.30. What time can I check
READING FOR WRITING in and how do I pick up the keys? Also, do you
provide towels or do we need to bring our own?
2 Read the messages. What is the name of the
host? What is the name of the guest? Alonso 2nd July
Alonso = host, Hajer = guest
Read the messages again. Complete the table Check-in is usually 4 p.m., but I don’t have a
booking on Thursday night, so your room will
with the information.
be ready for you at 2.30 p.m. If I’m not there
to let you in, there is a small box with the key.
Location Chile Dates (Hajer) 5–20th July It’s behind the bin in the garden. The code is
8743. I will give you towels. Help yourself to
Beds 2 Dates (Hajer + friend) 10–15th July
small box behind tea and coffee. I will be back around 6 p.m.
Keys bin in garden; code 8743 Bus Arrival 2 p.m. Looking forward to meeting you!
Towels provided Guest arrival time 2:30 p.m.
Hajer 2nd July
Activity hiking Host arrival time 6 p.m. Great. Thanks. See you on Friday! Looking forward
Drinks
tea and
Check-in time 4 p.m. to my stay!
coffee
68
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4 Sample answers
• Read through the Writing skill box with Are there any good walks in the local area?
your class. Explain brief (= short, not too Is there an oven in the kitchen?
many words). How do I get there from the station?
Do you have a room available on the 17th?
• Students underline the questions
Do you know if there’s a good Italian
and circle the friendly comments. Elicit
restaurant nearby?
an example to get students started. Let
How do I log in to the WiFi?
students compare in pairs.
Is there somewhere to park my car?
5
• Read through the Useful language box USEFUL LANGUAGE NOTES
with your class. Check any difficult availability /əˌveɪ.ləˈbɪl.ə.ti/ = here, any
words (see the Useful language notes). rooms free
• Students prepare questions. Let Most questions are direct. To be more
them compare ideas in pairs before tentative, you can use Do you know if/
discussing as a class. whether …
www.frenglish.ru
 4 Look at the Writing skill box. Underline all the
questions and circle the friendly comments in the
messages.
WRITING SKILL
Being clear and friendly in messages
In messages about arranging a stay, it’s
important to be friendly, brief and clear.
Hajer asks questions, but also says friendly things
like ‘I would love to stay at your place.’ Alonso gives
helpful information and says he’s looking forward to
meeting Hajer.
5 Look at the Useful language box. Write
questions to ask about the things below.
Useful language Arranging a stay
Asking to stay
Can/Could we stay with you?
Do you have availability from 20–30th?
Asking for information
Is breakfast included?
How do I check in?
What time do we need to check out?
Are there good beaches nearby?
Do you know if you can take bikes on the bus?
Asking permission
Is it OK if I arrive after 11 p.m.?
Can we bring pets?
Being friendly
I’m looking forward to my stay. / I’m looking
forward to meeting you.
Your place looks perfect.
I would love to stay for a week.
• good walks in the • available dates
local area • nearby restaurants
• oven in the kitchen
10 CHECK Use the checklist. Your messages ...
• WiFi
• best way to travel • car parking
there
6 Look at the Critical thinking skill box. Which of
your questions from Exercise 5 are essential?
Which are useful but not essential?
11 REVIEW Read your partner’s messages again.
43118_U05_058-069.indd 69
6 to contact someone. An oven might be
• Read through the Critical thinking skill
with your class. Prioritizing = putting the
important things first.
• Students discuss with a partner
whether the questions they prepared in
Exercise 5 are essential or just useful.
Sample answers
The following questions (from the suggested
answers in 5) are usually essential: How
do I get there from the station? Do you
have a room available on the 17th? Is there
somewhere to park my car?
Some are essential in different
circumstances. For example, WiFi might
be essential if you’re working or need
CRITICAL THINKING SKILL
Sample answers
Prioritizing
Hajer asks the most important questions first. 1 I saw your advert on the home hosting
 
He asks about dates, then whether his friend website.
can share his room. When arranging somewhere to
stay, usually dates, costs and arrival information are
2 I am looking for somewhere to stay for
 
the most important. Information about local walks or my cousin’s wedding.
room cleaning are useful but not essential.
3 Your place looks perfect for going skiing.
 
7 Think about a trip you would like to make. Write 4 I would love to stay at your place
 
because I like unusual accommodation.
notes about …
1 why you are going and what you are going to do. 5 I hope to stay from the 19th to 21st
 
2 what kind of accommodation you are looking for.
3 when you are going and for how long.
June.
8 Complete the sentences with information about
your next trip. WRITING TASK
1 I saw your advert …
2 I am looking for somewhere to stay for … 9 WRITE
3 Your place looks perfect for … • Ask students to read the steps carefully.
4 I would love to stay at your place because …
5 I hope to stay …
To check understanding, ask, What do
WRITING TASK
you do first? When do you exchange
messages? What information do you
9 WRITE Follow the steps below.
1 Using your sentences from Exercise 8 and Hajer’s
include in your last message?
messages as a model, write a message to a holiday • Organize the class into pairs. Mix
rental host. Introduce the reason for your trip, the
dates and the number of guests. Ask about the
students so they have a new partner.
local area. Students write their first message then
2 Exchange messages with another student. Write exchange with their partner. Students
a reply to their message as a host. Tell them your
property is available and answer their questions,
should follow the steps, exchanging
then pass the message back. messages as they go.
3 Read the reply from your ‘host’. Write another
• Optional step Organize the activity so
message. Ask for arrival information, what is
included in the price and what you need to bring. that messages go on one piece of paper:
the first message – the reply – the final
introduce the reason for your trip. message with questions about arrival
give essential information about dates, etc. information. At the end, put the pieces
ask for useful information about the local area. of paper on the wall so students can
answer the guest’s questions. compare what everybody wrote.
ask about essential arrival information.
10 CHECK
Did they include at least three things from the
checklist? Are there any questions or answers
• Ask students to use the checklist. Let
you think they should add? students compare with a partner so they
Go to page 156 for the Reflect and review. can check each other’s work.
69 11 REVIEW
• Students provide feedback to each
other on the language used in their
messages.
12/13/21 4:07 PM
• Optional step Organize groups of
four or five. Students sit in a circle, pass
round messages and write comments.
essential if you want to prepare a special
meal. Students make changes based on
comments.
Extra activity
Extra activity
Ask students in pairs to choose five of their
questions from Exercise 5 and order them For homework, students find an advert
from most to least important. online for an unusual place they would
like to stay at. They write an email with
7 questions about the place.
• Students prepare individually then
See Workbook page 37 for extra practice
share and compare ideas with a partner.
(Writing).
8 For Unit 5 Reflect and review, see
• Students complete statements
Student’s Book page 156.
individually then share and compare
ideas with a partner.
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 UNIT 6
Journeys

UNIT GOALS
6A Reading and speaking

• understand the use of pronouns
and determiners in a text about
travelling to work; learn how to
choose the best option; talk about
the best forms of transport

6B Listening and grammar,


pronunciation, speaking
• understand emotions when
listening to an interview about a
memorable journey; saying long
and short vowel sounds; using the
present perfect to talk about travel
experiences

6C Reading, listening, vocabulary,


grammar and speaking
• use information you already know
to help understand a talk; talk
about travel and flying; use verb
patterns -ing and to + infinitive

6D Speaking and pronunciation

70
• understand other English speakers;
practise ways of checking
understanding; say difficult
consonant sounds
43118_U06_070-081.indd 70 12/13/21 4:07 PM

6E Writing 1 ABOUT THE PHOTO

• choose informal or more formal
language; write questions to find
out information; write an email
asking for information
Photocopiable resources
Communication activities: pp. 233–234
Vocabulary activity: p. 253
Grammar activities: pp. 272−273
Pronunciation activity: p. 293
Mediation activity: p. 309
Workbook
Unit 6 pp. 38−43
• Ask students to work in pairs and The Stockholm metro (in Sweden’s capital)
discuss the questions. first opened in 1950. The Stockholm
• Optional step Before students speak, metro is well-known for the decoration
use the photo on the page to elicit and of its stations and has been called the
teach key words they will need: cave, longest art gallery in the world. Several
rock, platform, station, speed. stations (especially on the Blue Line) are
left with the bedrock exposed, crude and
Sample answers
unfinished, or as part of the decorations.
1 He is waiting for an underground train.
At one station, there is a fresco about the
 
Perhaps he is going to the airport to go
history of Earth’s civilizations that runs
backpacking, or perhaps he is on his
along both sides of the platform.
way back to college or university.
2 spectacular, weird, colourful
 
3 Words include: nervous, anxious, excited
 

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 6
Journeys
GOALS
• Understand the use of pronouns and determiners in
an article
• Talk about travel experiences
• Practise words related to flying
• Use information you already know to help you
understand a talk
• Practise ways to understand other English speakers
• Write an email asking for information
1 Work in pairs. Discuss the questions.
1 Look at the photo. What kind of journey do you
think the person is making?
2 What words can you use to describe the station?
3 How do you usually feel at the start of a journey?
WATCH
2 6.1 Watch the video. How does Salome
answer the questions?
NATIONAL GEOGRAPHIC EXPLORER
SALOME BUGLASS
1 How do you plan your journeys?
2 How do you stay safe?
3 How do you communicate with the people
you meet?
3 Make connections. How would you answer the
questions in Exercise 2?
I usually look online for the cheapest flights and I
A passenger with a travel bag waits at the
never travel alone at night.
Stadion metro station for an underground
train, in Stockholm, Sweden.
43118_U06_070-081.indd 71
Extra activity • Optional step You may wish to check
Students imagine they are the man in the challenging vocabulary in the video: have
photo and send a message to family about an open mind = be open to new ideas
where they are going, why and how they and experiences; communicate = talk to
feel. Students describe their experience of Answers
walking into the station. 1 She says: do some research, find out
 
what the cultural differences are and
WATCH have an open mind.
2 She says: don’t do anything dangerous,
2
 
6.1 don’t travel to places international
• Introduce the explorer and read through advice says not to, get up-to-date,
the questions. Stay safe = not get into correct travel information
danger (when travelling). 3 She says: she’s lucky because she speaks
 
• Play the video. Students note answers. Spanish and has never been to a place
• Students compare answers in pairs where she doesn’t speak the local
before checking as a class. language.
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VIDEO 6.1
Salome: I mean, my advice would be as
good as anyone’s, and just to do some
research about the place before you go.
Find out what the cultural differences are
so you don’t upset anyone, then you can
enjoy your time there more and have an
open mind about learning new things.
Also, don’t do anything dangerous, stay
safe, especially if you’re a woman. And
don’t go to places your government
says are dangerous – stay away if the
international advice tells you to do so!
And make sure you’ve got the right travel
information about the area and that it’s
up-to-date.
The last time I travelled for fun, and not
for work, was when I went to Chile. I love
being able to understand the language
of the country I’m travelling in. I’m lucky
because I speak Spanish and I never have
been to a place where I don’t speak the
local language. In my opinion the travel
experience changes so much if you’re able
to understand and speak to the locals. At
the same time I’m also looking forward to
going to a place where I don’t speak the
local language, as I feel like I might learn
more about how you can communicate
with people by looking at their body
language and face.
3
• Ask students to work with a new
partner or in small groups. Set a five-
minute time limit for the discussion.
71
ABOUT THE EXPLORER
SALOME BUGLASS is a marine ecologist
in the Galápagos Islands off the coast of
12/13/21 4:07 PM
Ecuador. She studies underwater mountain
systems called seamounts and supports an
ecological project that checks the health of
coastal reefs.
Extra activities
Bring in photos of places you have been to
or journeys you have made. Students can
ask you where you have been and where
you would like to go. They can describe
their experiences and dream destinations.
101
LESSON 6A
LESSON GOALS
• READING The main aim is to guide
students to understand pronoun
and determiner references in a text
about travelling to work in unusual
ways. They practise choosing the best
option in a text – comparing options
and recognizing differences.
• SPEAKING The speaking aim is to
talk about daily journeys.
READING
ABOUT THE TEXT
The text type is a magazine article
describing very unusual ways of travelling
to work. It is organized in four sections,
each of which describe one person’s
unusual way of getting to work.
Chongqing in south-west China
(pronounced /ˌtʃʊŋˈtʃɪŋ/ in British English)
is one of China’s largest cities. It has a
population of nine million.
Tignes /tiɲ/ is a town and popular ski resort
in south-east France.
1 The writer uses pronouns and determiners
• Optional step Start by describing your
journey to work each day. Invite students
to ask you follow-up questions about
your journey.
• Students discuss the questions in
pairs. Set a three-minute time limit.
2
• Optional step Pre-teach some of the
words using mime. Say each word (to
model pronunciation) then act out
putting on goggles, wetsuit, helmet,
lifejacket.
• Elicit a first match to get students
started. Ask students to work with a
partner to complete the definitions.
3 Fucao paddleboards because it is much
• Optional step Ask students to look at
the title and headings and predict the
content of the article.
• Students read and note answers. Let
students check with a partner.
• Optional step Ask students to work
out difficult words in context (see the
Vocabulary notes for words to focus on).
102
6A
Daily journeys
LESSON GOALS
• Understand the use of pronouns and
determiners
• Learn how to choose the best option
• Talk about the best forms of transport
READING 5 Look at the Critical thinking skill box then read
1 Work in pairs. Discuss the questions.
the article again. Answer questions 1–5. Give
reasons.
1 How do you travel to work or study?
CRITICAL THINKING SKILL
2 How long does your journey take? Do you
Choosing the best option
enjoy it?
3 Do you know any stories of people who travel to When deciding if something is a good choice,
class or work in an unusual way? it can help to look closely at all the options
2 Complete the definitions with these words from
and compare them. For example, when choosing
how to travel, think about the differences in cost,
the article on page 73. time, safety, how easy it is, what you need and how
enjoyable and healthy it is.
goggles helmet lifejacket protect
waterproof wetsuit
1 Which journey do you think saves the person the
most time/money?
1 You use waterproof clothes and bags, etc. to
keep something dry.
2 Which journey is the easiest / most complicated?
3 Which journey do you think would be the most
2 You wear a wetsuit to stay warm in cold
(and least) enjoyable?
water.
3 To stay safe you wear special clothes to
4 Which journey do you think is the healthiest?
5 Who do you think has chosen the best option for
protect you.
their daily journey?
4 You wear a helmet to keep your head
safe.
5 You wear goggles to keep your eyes safe.
SPEAKING
6 You wear a lifejacket to keep you safe if 6 Work in pairs. Find out about each other’s daily
you fall in the water.
journeys. Make a note of the following.
3 Read the article. Why does each person choose • transport
this way to travel? • reason for journey
4 Look at the Reading skill box. What do the • special clothes
pronouns and determiners (1–10) in the article • journey time
refer to? • what they like/dislike
READING SKILL • cost
Understanding reference (2): pronouns and • things to carry
determiners
• how healthy it is
to avoid repeating the same noun or phrase.
Would either of you like to change or improve
Subject and object pronouns, (he/him, she/her, etc.) your daily journey?
replace nouns. Determiners (e.g. this, these, their, 7 Work with another pair. Tell them three facts
etc.) show what thing you are talking about.
about your partner’s journey. Which person in
Look for nouns in the text to help you understand your group do you think has the best journey?
what the pronoun or determiner refers to. They Give reasons for your answer.
may be in the same sentence, or in the one before
or after. 8 Work in pairs. Read the information on page 180
and do the task.
72
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Answers
VOCABULARY NOTES
Benjamin swims because it’s faster and he
finds it stressful to travel by car. range /reɪndʒ/ from … to … = goes
from (one number) to (another number)
quicker than driving and helps him to train. per week /pɜːr wiːk/ = every week
Lucy snowboards because she loves it and
enjoys seeing the sun come up over the creative /kriˈeɪ.tɪv/ = here, different and
mountains. imaginative
František flies because it is quicker and gloves /ɡlʌvz/ = you wear them on your
cheaper than going by car. hands
take off/land /teɪk ɒf/ /lænd/ = used to
describe a plane leaving (taking off) and
coming back (landing)
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 A better way to get to work
The average time it takes people to get to work around the world now ranges from 39 minutes in Japan
to 97 minutes in Israel. 1That means many people spend between 3.5 and 8 hours per week on trains,
buses, the underground or in their cars. However, let’s look at some people who are finding some
different and more creative ways to get to work in the morning. 2These people decided to use their
travel time to do something they love!
Swim!
Benjamin David found it stressful travelling to work
by car on busy roads, so he decided to swim to
work instead. He puts his laptop, suit and shoes in
a waterproof bag to keep 3them dry and swims 2km
(fifteen to thirty minutes) to work down the Isar River
in Munich, Germany! He says that 4it’s faster and more
relaxing than driving and keeps him fit. He wears
swimming shorts in summer and a wetsuit in winter
and he always wears special plastic shoes to protect his
feet from glass and old bicycles.
Snowboard!
Lucy Carter’s job is to look
after children in Tignes in
the French Alps. 5She loves
snowboarding to work and
seeing the sun coming up
over the snowy mountains.
The journey downhill takes
about fifteen minutes. She
wears a warm snowboarding
jacket, trousers and gloves
and, for safety, a helmet. She
carries the toys she needs
in her bag, but says she lost
some of 6them one day when
she fell over!
when they are objects of a sentence and
possessive pronouns (mine, ours, theirs,
etc.) to replace a possessive and noun
(e.g. Lucy’s snowboard hers).
Paddleboard! The label determiners covers a range
Liu Fucao works in an office of language items that are used when
in Chongqing, China. He
paddleboards across the
referring. These include articles and
Yangtze river to get to work. numbers as well as possessives or
Going by car takes over an possessive adjectives (my, his, their, etc.)
hour, but paddleboarding takes
just six minutes. He wears his and demonstratives (this, that, these,
work shirt and trousers on the those).
board, but puts 7his laptop,
jacket, socks and shoes in a Possessive adjectives replace a noun
special bag to keep them dry.
with possessive ’s (e.g. Fucao’s laptop
Fucao is training for a career as
a paddleboarder. He has won his laptop).
competitions in 8this sport,
but he still wears a lifejacket
and ties himself and his bag to
Demonstratives are often used to refer
the board for safety in case he to a whole passage of writing, not just
falls in. a pronoun. This could be a phrase,
sentence or even a whole paragraph or
Fly! text.
František Hadrava is a factory worker from Zdíkov in the
Czech Republic. He decided driving for fourteen minutes Notice that 1 (That) is a demonstrative
to work was too long, so he built a wooden plane and pronoun which refers to the idea
now flies to work! The flight takes seven minutes. He
wears his work clothes, goggles and a helmet and lands
contained in the whole of the previous
in a field next to his work. He then pulls the plane across sentence.
the road and parks 9it at his work. It takes up four car-
parking spaces. The plane cost 10him around 3700 euros Notice that 8 (this sport) is a
to build, but he says it’s still cheaper than driving.
demonstrative adjective (it describes
the noun sport – it doesn’t replace it).
Here, ‘this sport’ is not just replacing
‘paddleboarding’ but using a near-
synonymous noun (sport) to avoid
repeating it.

5
EXPLORE MORE! • The Critical thinking skill box aims to
Watch videos of Liu, František and Benjamin online. Search for ‘Video + full name + travel to work’. provide students with guidance on how
73
to look closely at and compare options,
notice differences and come to a good
conclusion as to which option is best.
• Read through the Critical thinking skill
43118_U06_070-081.indd 73 12/13/21 4:07 PM
box.
4 5 she refers to Lucy
• Ask students to read closely and find
 
• Read out the information in the Reading 6 them refers to the toys she needs
and note reasons for their answers. Let
 
skill box. 7 his refers to Fucao’s
students compare answers in pairs. In
 
8 this sport refers to paddleboarding
• Students read and find the pronouns feedback, elicit answers from different
 
9 it refers to the plane
and determiners. Students discuss what pairs.
 
10 him refers to František
they refer to in pairs.
 
Sample answers
Answers GRAMMAR NOTES 1 Fucao’s paddleboarding (Going by car
 
1 that refers to the average time it takes Pronouns and determiners are used takes over an hour but paddleboarding
 
people to get to work (the idea and to avoid repeating nouns or whole takes just six minutes)
statistic in the previous sentence) passages in our writing. 2 Arguably, the swim is the easiest (less
 
2 these people refers to some people equipment than the others); arguably,
 
(Benjamin, Lucy, František and Fucao) in Subject pronouns (she, he, we, etc.) are the flight is the most complicated (has to
the previous sentence used to replace nouns when they are park the plane)
3 them refers to laptop, suit, shoes subjects of a sentence, object pronouns 3 Students’ opinions.
 
(her, him, us, etc.) to replace nouns
 
4 it refers to swimming (to work)
 
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4 Arguably, the swim (so long as you don’t put your feet in glass);
 
paddleboarding and snowboarding are also healthy
5 Arguably, Fucao (because it saves the most time), but Benjamin
 
and Lucy have options that are healthy, time-saving and lots of
fun.
Extra activity
Ask students in groups to find and categorize words in the article
under the following headings: transport, clothes.
Transport: car (drive / driving), bicycles, paddleboard, snowboard,
plane / fly / flight / land
Clothes: suit, (plastic) shoes, swimming shorts, wetsuit, work shirt,
trousers, jacket, socks, lifejacket, snowboarding jacket, gloves,
helmet, goggles
SPEAKING
6
• Optional step Describe your daily journey, or invite students to
ask you about your journey, in order to model the task.
• Organize the class into pairs to prepare questions to ask
first. It is a good idea to mix students at this point so they get to
speak to different class members.
Possible questions to prepare:
What daily journeys do you make?
How do you get to work/college?
What do you wear?
How long does your journey take? / How far is it from home to
work/college?
What do you like/dislike about your daily journey?
What do you take with you?
How healthy is your journey?
• Students take turns to ask and answer questions in pairs.
In feedback, you could find out which students have ideas for
improving their journey.
7 commute online):
• Organize the class into fours by asking one pair to join
another pair. Students share information and decide on who has
the best journey.
Extra activity
Ask students in groups to think of alternative ways of getting to
the following places when the roads are too busy to drive (you
could encourage them to be ‘extra creative’ with their ideas):
The nearest big supermarket; the nearest beach; their
grandparents’ house; their favourite place in the countryside.
8
• Organize the class into pairs to do this activity. Set focus
questions for the reading: Why don’t you want to go by bus to
work? Where exactly is your office? What do you need to think
about when comparing types of transport?
• Set a five-minute time limit. Students work together to
compare types of transport. See sample answers below.
• At the end, ask different pairs to present and justify their
choice of transport.
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Sample answer
A bicycle is good for the environment, not expensive and I can
carry everything easily, but 15 kms is a long way on a bike when
the weather is hot! It will take a long time!
A hot air balloon would be fun and it is not bad for the
environment. We could land in the park. But it is too slow and
expensive and you never know how long the commute will take.
A camel would be fun and good for a hot place. But it wouldn’t
be good in a busy city and it’d be slow.
A skateboard is good for the environment, not expensive and
easy to use. But I can’t carry everything easily on a skateboard and
15 kms is a long way when the weather is hot! It will take a long
time!
Extra activity
Ask students in groups to describe one of the following situations:
1 a day when their commute to work/college took much longer
 
than usual
2 a day when they travelled to work/college in an unusual way
 
3 a time in their life when their journey to work/college was
 
always unusual (e.g. by scooter, roller skate or skateboard)
EXPLORE MORE!
How you exploit Explore More! will depend on internet access in
your classroom. If you have none, set this as a homework task.
Benjamin David’s swim lasts two kms and bystanders laugh at him
as he swims by.
František Hadrava is a locksmith who spent two years building his
plane at a cost of 3700 euros.
Liu Fucao is an employee at an insurance company in Wanzhou,
Chongqing.
To find information about Lucy Carter and other unusual
commuters, try Lucy Carter + unusual commutes.
Extra activity
You could have students research and present these unusual ways
of commuting from around the world (or find their own unusual
Tricycle taxis in Hanoi, Vietnam
Canal taxis in Bangkok, Thailand
Traghetto ferry, Venice, Italy
Cable car, La Paz to El Alto, Bolivia
See Workbook pages 38−39 for extra practice (Reading).
LESSON 6B
LESSON GOALS
• GRAMMAR The main aim is to use the present perfect (+ ever/never) to talk about
experiences.
• LISTENING A sub-aim is to understand emotions when listening to an interview about
a memorable journey.
• PRONUNCIATION Students practise saying long and short vowel sounds: /ɑː/, /ʌ/
and /æ/
• SPEAKING The speaking aim is to have students talk about travel experiences.
LISTENING AND GRAMMAR
1 Salome: Well, I haven’t had any terrible travel experiences, but
• Optional step Focus students on the photos by asking: What
can you see?
• Students discuss in pairs or small groups of three to five
students. In feedback, ask a few students to tell the class about
their classmates’ experiences.
Sample answers
1 Possibly yes: exciting, adventurous, amazing views: Possibly no:
 
uncomfortable, dangerous, slow
2 Most likely that tourists would be on a bus, but students may
 
suggest a motorbike, a horse, or (cheekily) a helicopter
BACKGROUND NOTES
The photos show a very steep and winding road in the Peruvian
highlands and Salome Buglass in Peru with snow-topped
mountains behind her.
2 6.1
• Optional step Ask students what they remember about
Salome from the start of this unit.
• Play the audio. Students note answers. Let students
compare answers in pairs before checking as a class.
Answer
Because it was much longer and harder than she expected, but
also because she had some great experiences.
3 6.1
• Optional step Pre-teach key words: locals/local people =
people who live there; trails = narrow roads
• Ask students to read the questions carefully. If they can
remember answers from the first listening, let them make notes.
• Play the audio again. Students note answers. Let students
compare answers in pairs.
• Optional step Play the audio a third time and pause at key
points if students have problems hearing answers.
Answers
1 They wanted to hike a trail in Peru.
 
2 Their guidebook was old and the trail was closed (for 20 years).
3 They decided to go somewhere else to hike.
4 To go to Lima and catch another bus there.
5 Lima was a long bus journey. / They thought going that way
 
would take longer.
6 Almost two days.
www.frenglish.ru
AUDIO 6.1
Interviewer: So, have you ever had a bad travel experience?
I’ve had some pretty difficult ones.
Interviewer: What’s the worst journey you’ve ever had then?
Salome: When I went backpacking with friends in Peru, we
stupidly used a really old guidebook which recommended an
amazing six-day trail in the Andes, so we took a long bus ride
down to the town where the trail started, but when we got there,
we learned it hasn’t been possible to do this trail for almost 20
years!
Interviewer: Oh, so what did you do?
Salome: Well, we got a new guidebook and chose an alternative
hiking trail, which was the closest we could find. Locals advised
us to take a bus back to the capital Lima and then take another
bus to the town where the trail starts. But Lima was an eight-hour
ride in the opposite direction and the new trail looked like it was
not so far from where we were. So … instead of listening to the
locals, we decided to take small rural buses from town to town
directly across the Andes to get there. Big mistake! The Andes is a
huge mountain ridge with the narrowest and roughest mountain
roads I’ve ever been on.
Interviewer: Ah! So, what happened?!
Salome: I don’t know how many buses we took overall, but every
bus was old and packed with people and things. In one bus I sat
next to someone with live chickens in a sack. Each of these bus
rides were four to eight hours long, I mean, it took almost two
days to get to our destination.
Interviewer: Oh no! How long was it the other way?
Salome: Well, in the end it was a whole extra day of travelling.
Also, when we finally arrived, we really needed to rest after our
crazy journey as our backs were sore, so we lost another day. And
the worst thing was that one of my friends lost her backpack on
the journey.
Interviewer: Wow! That sounds stressful!
Salome: Yeah, it was stressful. But it was also one of the most
memorable adventures I’ve ever had. Apart from the lost backpack
and the scary roads! It was really interesting to travel with the
locals who live in these remote mountain communities and see
their way of life. Oh, and the scenery was spectacular!
Interview: Has it changed the way you do things when you
travel?
Salome: Well, since that journey, I’ve never travelled without a
NEW guidebook and I always listen to the advice of the locals!
Interviewer: Yeah, that makes sense …
105
LESSON B
4
6B
The most memorable
LESSON GOAL
• Understand an interview about a memorable journey
• Use the present perfect to talk about experiences
• Say long and short vowel sounds

• Students read the Grammar box and

recognize the tense in each example
journey I’ve ever made!
sentence. In feedback, write and label LISTENING AND GRAMMAR 3 6.1 Listen to the interview again. Answer the
examples of the past simple and present questions.
1 Work in pairs. Look at the photos and discuss the
perfect on the board (see the Grammar questions.
1 What did Salome and her friends want to do on
notes). 1 Would you like to take a journey there?
their trip?
2 Why did they have to change their plan?
• Students discuss the difference 2 What do you think would be the best transport?
3 What did they decide to do instead?
in meaning in each sentence with a NATIONAL GEOGRAPHIC EXPLORER
4 What travel advice did the local people give?
5 Why didn’t they take the local people’s advice?
partner. 6 How long did their journey take?
2 6.1 Listen to an interview with Salome
Answers Buglass. Why was Salome’s journey memorable?
1
a present perfect (in your whole life, from
 
when you were a child until now).
b past simple (one journey on one holiday) Salome Buglass in Peru.
 
2
a present perfect (in her whole life – from
 
when she was a child until now)
b past simple (she had one crazy idea at a
 
particular time in the past)
3
a present perfect (none from any time in
 
my life)
b past simple (finished time – I went on
 
holiday once and it wasn’t terrible)
4
a present perfect (at no time in my whole
 
life have I travelled without one)
b past simple (on one trip to Paris I didn’t
 
have a guidebook)

GRAMMAR NOTES
Form
Students will need to learn irregular past
participles, especially when they differ
from past simple forms. Common ones
that come up in this lesson are: make/ 74
made/made; run/ran/run; do/did/done;
be/was or were/been; take/took/taken;
get/got/got; ride/rode/ridden; have/had/
had. 43118_U06_070-081.indd 74 12/13/21 4:07 PM

Meaning
Compare I had a bad trip last summer
and I’ve had many bad trips. In sentence
1 we are interested in when (last
summer). In sentence 2, we are only
interested in experiences and don’t
say when. We can use timelines and
concept check questions:
I had a bad trip last summer.
past X now
last summer
Do we say when? (yes)
106
I’ve had many bad trips. 6
• Optional step Model the activity by
past X? X? X? X? now
answering questions 1–4 to describe
Do we say when? (no)
your personal experiences.
Are we interested in when? (no)
• Ask students to prepare questions.
For further information and practice, see • Students take turns to ask and
Grammar reference Unit 6B on page 171 answer questions.
of the Student’s Book.
Answers
5 1 What’s the most uncomfortable
 
• Elicit an example to get students transport you’ve ever taken?
started. Students write correct forms 2 Have you ever travelled by electric car or
 
then check with a partner. bus?
3 Have you ever missed your bus, train or
• Optional step Ask students in pairs
 
plane?
to find participle forms first (e.g. make
4 Have you ever been travel sick?
made, travel travelled, break
 
broken).
www.frenglish.ru
 4 Read the Grammar box. Look at the examples in
1–4. What tense is used in each sentence? What’s
the difference in meaning between sentences a
and b?
GRAMMAR Present perfect (+ ever/never)
Use the present perfect to ask and talk about
experiences without saying when these things
happened. Use ever to ask if something happened
and never to say something didn’t happen at any
time before now. See page 27 for uses of the past
simple.
Have you ever had a bad travel experience?
I’ve never had any terrible travel experiences, but
I’ve had some pretty difficult ones.
Go to page 171 for the Grammar reference.
1 a What’s the worst journey you’ve ever had?
b What’s the worst journey you had on your trip?
2 a It’s the craziest idea I’ve ever had.
b I had a crazy idea yesterday.
6 Work in pairs. Make questions using the present
perfect with ever. Then ask and answer. PRONUNCIATION NOTES
1 What’s / most uncomfortable transport / take?
2 Have / travel by electric car or bus? Notice that there are national and
3 Have / miss your bus, train or plane? regional differences involving the
4 Have / be travel sick?
pronunciation of these sounds. For
PRONUNCIATION
example, British English /æ/ is a shorter,
more clipped sound than in American
7 6.2 Look at the Clear voice box. Listen and
repeat.
English. RP (received pronunciation)
cut /kʌt/ is pronounced /kʊt/ in some
CLEAR VOICE
Saying long and short sounds (2): /ʌ/, /æ/ Northern British accents.
and /ɑː/
English has several sounds that are quite
similar. To be understood, it's important to get Extra activity
the length of the vowel correct.
/ʌ/ is a short sound (e.g. bus).
Ask students to practise differentiating
/æ/ is a little longer (e.g. plan). vowel sounds in these pairs:
/ɑː/ is a long sound (e.g. start). part put palm Pam

If you don't have these sounds in your language, use lack luck back bark
3 a I haven’t had any terrible travel experiences. a similar sound, but change the length.

b I didn’t have any terrible experiences on
holiday. 8 6.3 Listen to the words. Circle the one you For additional practice, refer to the
4 a I’ve never travelled without a guidebook! hear. Listen again and repeat. Pronunciation activity on page 293 and
b I didn’t travel with a guidebook in Paris. 1 cat cut 4 duck dark the Communication activity on page 233
2 cart cut 5 park pack
5 Complete the conversation with the verbs. Use
3 bag bug 6 fun fan
of the Teacher’s Book.
the present perfect or past simple.
A: What’s the most uncomfortable journey you
SPEAKING
1 ‘ve ever made
(ever / make)? SPEAKING
B: I 2 ‘ve travelled (travel) on some very 9 Work in pairs. Choose from the situations below
uncomfortable buses, but the worst was a train. or your own ideas. Make questions using the 9
There were no seats, it was very hot and then it present perfect about these situations. Then
3 broke (break) down! ask and answer with your partner. Ask for more
• Provide two or three minutes’
A: Oh no! 4 Have you ever (you / ever / miss) a information using past simple questions. preparation time for students to prepare
missed
plane? • booking a ticket for the wrong day questions. Monitor and help with ideas
B: No, I 5 haven‘t (have / not), but a • getting lost and vocabulary.
month ago I 6 missed (miss) my train. • a very long walk or cycle ride
I7 ‘ve run (run) for lots of buses too! • travelling somewhere in an unusual way • Organize the class into new pairs.
8 Have you ever
booked
(you / ever / book) a ticket for • the best or worst journey ever Ask pairs to interview each other and
the wrong day? I 9 did (do) that A: Have you ever booked a ticket for the wrong
once! day? make notes of answers.
A: No! I 10 ‘ve never done (never / do) that! B: Yes, I have! I booked a plane ticket for August, • As students speak, listen carefully and
arrived but the wrong year!
I 11 (arrive) to stay with a
A: Oh no! What did you do?
note errors.
friend on the wrong day once though. She
12 was (be) surprised to see me! B: I had to buy another ticket. • At the end of the activity, carry out an
error feedback stage.
• Optional step Students tell the class
75 about their partner’s experiences.
Extra activities
Past tense ping pong
Give student A a list of verbs and past
43118_U06_070-081.indd 75 12/13/21 4:07 PM
participle forms. A reads out an infinitive
For additional practice, refer to the 8 6.3 and B must immediately give the past
Grammar activity on page 272 of the • Optional step Ask students to match participle. If B makes a mistake, A gets
Teacher’s Book. the correct phoneme to each pair of a point. If B can give five past participle
words (e.g. /ʌ/ cut and /ae/ cat). forms, B wins a point. B takes the verb list
PRONUNCIATION • Play the audio. Students listen and and students play for the next point. First
circle what they hear. Let students to five points wins.
7 6.2
compare answers in pairs. Past participle pelmanism (a memory
• Read through the Clear voice box with game)
your students. Elicit ways of saying the • Play the audio again. Students listen and
repeat. Write infinitives and past participle forms
short and long vowel sounds (see the on cards. See page 43 Extra activities for
Pronunciation notes). • Optional step Ask students to test
how to play.
• Play the audio. Students listen and each other by saying a word in each pair
repeat. and seeing if their partner can point to See Workbook pages 40–41 for extra
the word. practice (Grammar, Pronunciation).
AUDIO 6.2
/ʌ / bus /æ/ plan /ɑː/ start

107
www.frenglish.ru
LESSON 6C
LESSON GOALS
• READING AND SPEAKING Students
use information in an infographic to
talk about bird migration
• LISTENING A main aim is to develop
students’ ability to use information
they already know to help understand
a talk.
• VOCABULARY Another main aim is
for students to use airport language.
• GRAMMAR A further main aim is to
practise verb patterns with -ing and to
+ infinitive.
• SPEAKING Students talk about travel
and flying.
READING AND SPEAKING
1 and spends more time in daylight than any other bird.
• Students discuss the questions in
pairs. In feedback, elicit answers.
Sample answers
Reasons to fly: amazing views, get to
places quickly, avoid pollution and chaos of
roads, different perspective on life
Reasons not to fly: dangerous, have to
carry wings around
2 build their nests. They travel
• Optional step Start by writing ‘bird
journeys’ on the board. Ask, Do you
know any birds that fly long distances?
Where and why do they travel? Elicit key
words: migrate, migration, find a mate
(= partner), breed (= have babies)
• Students read the infographic
and discuss the questions in pairs. In
feedback, elicit answers.
Answers
The Arctic tern (96,000 km); The sooty
shearwater (64,000 km); The northern
wheatear (29,000 km); Adelie penguins
(13,000 km); barn swallow (10,000 km)
LISTENING
3 pairs.
• Read out the Listening skill box.
• Give students two minutes to predict
words in pairs. In feedback, build up a
list on the board.
Sample answers
Students should predict words from the
infographic: stay, fly, distances, mate,
breed, travel, find food, migrate/migration,
summer, winter, spring, coasts
108
6C
Flying free with no luggage
LESSON GOALS
• Use information you already know to help
understand a talk
• Talk about travel and flying
• Use verb patterns to talk about travel
READING AND SPEAKING LISTENING SKILL
Using information you already know
1 Work in pairs. Would you like to be able to fly?
You listen better when you know a little
Why? / Why not?
about the topic. Talking to a partner about
2 Work in pairs. Look at the infographic. Write the what you already know about a topic and thinking
names of the birds in order, from the longest to about what words you expect to hear can help you
understand. For example, if you know the topic is
the shortest journey, in your notebook.
about bird journeys, you might hear words like wings
and fly.
LISTENING
1 What other words do you expect to hear?
3 Work in pairs. You are going to listen to a
2 What information about bird journeys do you
bird expert talking about bird journeys. Look at
expect to hear? Use the infographic to help you.
the Listening skill box. Then discuss the questions
(1 and 2). 4 6.4 Listen to Tim Dee talk about bird
journeys. Did he mention any of the ideas you
had in Exercise 3?
BIRD JOURNEYS
Some birds stay in the same place all their lives, but many,
all around the world, travel long distances every year. They
sometimes fly thousands of kilometres to arrive in the best
places at the best time of year to find a mate and breed.
The Arctic tern has the longest journey of all birds. It flies
96,000km per year between the Arctic and the Antarctic,
The sooty shearwater travels 64,000km from the summer
in New Zealand and Chile to the summer off the coasts of Bird expert
Japan, Russia, Alaska or Canada. Tim Dee.
The tiny (18g) barn swallow
follows the spring, travelling
10,000km from Northern
Europe to Southern Africa.
Adélie penguins live along the
Antarctic coast. In winter, they
walk north where the weather
is warmer. In the summer, they
walk south again to find land to
about 13,000km every year.
The northern wheatear
weighs just 25g but flies
29,000km from Alaska to East
Africa or 15,000km from Canada
to West Africa.
EXPLORE MORE!
Look online for information about the journeys of other birds and animals. Search for ‘animal
76 journeys’ or the name of your favourite bird or animal + ‘journey’.
43118_U06_070-081.indd 76 12/13/21 4:07 PM
Other words they may suggest: go/head • Optional step Play and pause the
south, climate change, weather patterns, audio again if students have problems
tail, feathers completing notes adequately.
• Optional step Ask students to copy
4 6.4
and make notes in a table (as shown
• Play the audio. Students note
below in the answers).
answers. Let them compare answers in
Answers
Sample answers Humans Birds
2 He mentions most of the words in the food airline food flies
sample answers in Exercise 3.
cost expensive free
5 6.4
luggage bags no luggage
• Give students time to read the headings.
time clocks/ swallow time
• Play the audio again. Students make
timetables
notes. Let them compare and expand
notes in pairs. documents passport none
maps GPS, directions go south
www.frenglish.ru
 5 6.4 Listen again. Take notes on the
differences Tim mentions between human flight
and bird flight for each of these things.
• food • luggage • documents
• cost • time • maps
food: humans: airline food, birds: flies
VOCABULARY
6 Match these words with the definitions.
abroad board check in gate land queue
security set off take off
1 arrive at an airport and show your ticket check in
2 leave the ground and start flying take off
3 airport check for dangerous items security
4 stop flying and touch the ground land
5 get on the plane and take your seat board
6 the place at an airport where you get on the plane
7 to, or in, another country abroad
8 leave on a journey set off
9 a line of people waiting for something queue
Go to page 162 for the Vocabulary reference.
7 6.5 Complete each sentence using the correct
form of a word from Exercise 6. Then listen to
check.
1 We had to wait in a long queue of
check in
people to at the airport.
security
2 I got my bag searched at because
I forgot to take out my water bottle.
3 Could all passengers for flight ZF564 please go to
gate number 2?
abroad
4 I like to travel to see other
countries and cultures.
5 She gets nervous when she takes off
lands . plane or car because you see so much more. I’m 72,
6 Can we board the plane yet?
7 What time shall we set off to get to the
airport?
GRAMMAR
8 Read the Grammar box. Complete questions 1–4
with to travel or travelling. Then ask and answer
the questions with a partner.
43118_U06_070-081.indd 77
AUDIO 6.4
Hi, I’m Tim Dee. Thanks for coming to hear
me talk about my new book, Greenery,
which is about the spring in Europe and
about the birds that come to Europe every
spring after spending winter in Africa.
I’ve been a birdwatcher for most of my
life and always love seeing the swallows
arrive in spring. Long ago people knew
that swallows came to Europe in the
springtime and left in the autumn, but
no one knew where they went. Some
people thought they flew to the moon,
or went underwater for the winter. The
truth is almost as unbelievable. Every
swallow hatched from an egg in Europe
flies south into Africa for winter. The same
GRAMMAR Verb patterns: -ing and to +
infinitive
Some verbs are followed by -ing and some are
followed by to with the infinitive. When you learn
a verb, you need to learn which form to use after
it. Some verbs take both forms.
-ing
likes and dislikes e.g. can’t stand, don’t mind, enjoy
Also: avoid, feel like, finish, involve, keep, miss,
practise, recommend, stop
I miss seeing the swallows.
to + infinitive
afford, agree, arrange, ask, continue, decide, fail,
hope, intend, manage, need, offer, persuade, plan,
promise, refuse, want, would like
They don’t need to ask for directions.
Both-ing and to + infinitive
hate, like, love, prefer
Go to page 172 for the Grammar reference.
gate travelling
1 Do you enjoy by boat?
2 How can you avoid travelling by plane?
3 Do you plan to travel anywhere next year?
travelling
4 Where do you recommend to?
9 Complete the text using the to + infinitive or
-ing form of the verbs.
I love 1 spending (spend) time on my bike. It’s
good for you and you don’t need 2 to buy
to cycle
(buy) a plane ticket! I always hoped 3
(cycle) around the world. Next year, I intend
4 to ride (ride) my bike through Brazil. I
have persuaded my daughter 5 to come
(come) with me. I tried 6 to get (get) my
son 7 to join (join) us, but he says he can’t
afford 8 to take (take) time off work. I prefer
and
9 cycling (cycle) to 10 going
and I think it’s important to keep 11 doing
to stay
(do) interesting things. I intend 12
(stay) active until I’m at least 102!
SPEAKING
10 Complete the sentences about yourself. Use
as many of the verbs in the Grammar box as
possible. Discuss with a partner.
1 When I fly / go on a long journey / am abroad ...
2 The next time I go on holiday ...
3 I would most like to travel to ... because ...
birds return on similar journeys north
the following spring to find food, good
weather and to start a family. They fly
over 300 km every day and feed on flies
as they go. Some swallows manage to fly
10,000 km from South Africa all the way
to northern Scandinavia.
I wanted to follow the swallows in my
book from my new home in South Africa
to my old home in England – and on, to
Norway.
Human travel might be physically easier
than flying is for a bird, but it is more
complicated and less enjoyable. Tickets are
expensive and we have to get to an airport
and carry heavy bags, but birds don’t need
bags! Does anyone enjoy checking in and
www.frenglish.ru
queuing to go through security … and
then spending hours sitting in a tiny little
seat with only airline food to eat?
And while humans need clocks and
timetables, the swallows just know when
to leave their winter home. Swallow time is
the right time for them. However, climate
change is making spring come earlier in
Europe and swallows keep arriving from
Africa earlier than before.
Birds don’t need to take a passport either.
Swallows are always at home – and their
homes are anywhere they feel like landing.
I always like the thought that South
Africans think of swallows as South African
birds and British people think of them as
British, but they are birds of the world.
They don’t care about maps and borders.
That’s actually what I found the most
incredible about swallows. They don’t
need to ask for directions or use GPS,
they just know the way. Baby birds often
go the wrong way the first time they fly,
but if they live through their first winter,
they’ll know where to go the next year. To
begin with, they just know they have to go
south.
(go) by I really miss seeing the swallows when they
leave and look forward to them coming
back …
Extra activity
In groups, students imagine they can fly
long distances like a bird. They decide
where to go in spring, summer, autumn
and winter and tell their group why they
would choose each destination.
VOCABULARY
77
6
• Optional step Write airport on the
board. Tell students to imagine they are
in an airport. Brainstorm as many words
12/13/21 4:07 PM
to describe the scene as you can from
your class in one minute.
• Elicit the first match to get students
started. Let students compare answers
before discussing as a class.
• Optional step In feedback, drill any
difficult words to practise pronunciation.
VOCABULARY NOTES
abroad /əˈbrɔːd/; board /bɔːd/; queue
/kju:/; security
Notice the paired opposites (which you
could use to check understanding):
abroad/at home; board/get off; land/
take off; set off/arrive
109
7 6.5
• Elicit the first answer to get students started. Students
complete the sentences and then compare answers in pairs.
• Play the audio. Students listen and check their answers.
Extra activity
In groups, students mime doing the different actions in Exercise 7.
Their classmates must guess what action they are miming and
where they are. Alternatively, students draw pictures instead of
miming.
For further information and practice, see Vocabulary reference
Unit 6 on page 162 of the Student’s Book.
GRAMMAR
8 Extra activity
• Read the Grammar box with the class.
• Students complete the questions. Then they check in pairs.
Have a brief feedback stage to check forms.
• Students practise asking and answering the questions in
pairs.
• Optional step Ask fast finishers to invent and ask two
questions using different verbs – one with -ing and one with to
+ infinitive.
GRAMMAR NOTES
Compare the following tendencies:
I like living abroad vs I’d like to live abroad. Although the main
verb is the same, when you add would, you use to + infinitive.
I like getting up early (in general) vs I like to get up early when
it’s sunny (specific situation). We tend to use -ing most often
with like/love/hate and we particularly use it when talking in
general.
I miss seeing the swallows (a past situation) vs I hope to see the
swallows (a future situation).
-ing is generally used after a verb when it refers back to
something happening before and to + infinitive when looking
forward to something happening after.
For further information and practice, see Grammar reference
Unit 6C on page 172 of the Student’s Book.
9 Some facts:
• Optional step Set a focus task for the first reading: What is
the topic of the text? (bike riding).
• Elicit the first answer to get students started. Students
complete the text. Then they compare answers in pairs before
showing answers in feedback.
GRAMMAR NOTES
The best answer for 1, 9 and 10 in Exercise 9 is -ing (not to
+ infinitive). That is because both situations are general, not
specific. If students write ‘to spend’ for 1, however, it is not
grammatically wrong. When prefer … to … is used as a way of
comparing two preferences, you always use -ing.
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For additional practice, refer to the Grammar activity on page
273 of the Teacher’s Book.
SPEAKING
10
• Optional step Start by describing your travel experiences using
some of the verbs from the word box in Exercise 6. Students
listen and ask follow-up questions at the end if they wish.
• Give students three or four minutes to prepare sentences
individually. Monitor and help with ideas and vocabulary.
• Students compare and discuss their sentences in pairs or
small groups.
• As students speak, listen carefully and note any errors, which
you could focus on in an error feedback stage at the end.
Do a grammar auction. To do this, write eight sentences on a
piece of paper, four of which are grammatically correct and four
of which are inaccurate. For example:
1 Do you enjoy travelling on buses?
2 Do you feel like to go on holiday?
3 Do you prefer taking the train to driving?
4 Does your commute to work involve to drive?
5 Did you manage to pass your driving test first time?
6 Do you ever offer to stand up on a bus?
7 Do you want buying a new car?
8 I can’t stand to cycle – how about you?
Copy and hand out the pieces of paper. Ask students to look
through the sentences and decide which are accurate and which
aren’t. Tell students they have a maximum of $100 to spend. They
must try to buy correct sentences at the auction.
Read out question 1 and open the bidding at $5. Go up in
multiples of five and sell to the highest bidder.
Continue until you have sold all the sentences. Find out which
student has bought the most correct sentences. If you have a
large class, put students in pairs or small groups to bid.
For additional practice, refer to the Communication activity on
page 234 of the Teacher’s Book.
EXPLORE MORE!
How you exploit Explore More! will depend on internet access in
your classroom. If you have none, set this as a homework task.
Caribou in North America have the longest mammal migration:
1,200 km a year.
A dragonfly called the globe skimmer makes an annual
multigenerational migration of 18,000 km. To complete the
migration, individual globe skimmers fly more than 6,000 km,
then die, and their offspring continue the journey.
See Workbook pages 41−42 for extra practice (Listening,
Vocabulary, Grammar).
LESSON 6D
LESSON GOALS
• SPEAKING The lesson integrates reading and listening as well as speaking. Its main
aim is to introduce students to ways of understanding other English speakers who
may have a different accent or use different types of language in conversations.
Students practise ways of checking understanding.
• PRONUNCIATION Students learn to say difficult consonant sounds which are often
confused: /f/ and /v/, /r/ and /l/, /b/ and /v/ and /p/ and /b/.

SPEAKING
1
• Give students a moment to read the cartoon and discuss
the question before discussing as a class.
Sample answer
The person listening has not understood even though both
speak English. This may be because the speaker has a strong
accent, speaks fast, or uses words which are too high level for
the listener (e.g. annoying). It may be because the listener wasn’t
concentrating or paying attention.
2 6.6
• Give students time to read the task.
• Play the audio. Students compare answers in pairs.
• Optional step To confirm answers, ask a pair to read out their
list of answers.
AUDIO 6.6
1
A: It’s so annoying when people don’t understand my accent.
B: Sorry, could you say that again, please?
2 remember answers from the first watch, let them place ticks.
A: I find it to be exceptionally infuriating when people say I am
incomprehensible.
B: Sorry, could you repeat that?
3 When you are travelling or living abroad, you may talk in English
• Give students a moment to read the questions and prepare
ideas before discussing with a partner.
Sample answers
2a Possible answers: finding the right words, pronouncing and
stressing words correctly, using intonation to sound polite or show
emotion.
2b Hearing fast speech, or speech with flat intonation,
understanding high level words and idioms, understanding when
somebody is being ironic, funny, etc.
3 embarrassed, anxious, self-critical, etc.
Extra activity
Preview the video by asking students to brainstorm advice
they would give speakers who find it hard to understand or be
understood. Put students in pairs and give them three minutes
to prepare ideas. Ask students to present ideas to the class. After
completing Exercise 5, ask students if they gave the same advice
as the expert.
MY VOICE
COMMUNICATION SKILL NOTES
Users of English are likely to interact with speakers whom they
find difficult to understand because of their accent, choice of
vocabulary or speed of speaking. In this lesson, students discuss
ways of making sure they are understood when speaking, as
well as ways of making sure they have understood others. They
practise techniques for dealing with such situations and learn
useful language for checking understanding or asking others to
repeat or rephrase. Ask students to share their own experiences
and to roleplay a range of situations in which communication
breaks down.
4 6.2
• Give students time to read the task.
• Play the video. Students compare answers in pairs.
5 6.2
• Give students time to read the list of advice. If students can
• Play the video again. Students listen and tick the answers,
then compare answers in pairs.
VIDEO 6.2
to people from many different countries. They might pronounce
words in different ways. They might speak very quickly … or they
might speak very slowly.
Remember that English is a global language. Everyone speaks
it differently. In fact, eighty per cent of English speakers did not
grow up in an English-speaking country. Some people might
speak less English than you.
Do you remember when you didn’t understand much English?
You can help by speaking more slowly and choosing simpler
words.
You may also need to ask people to repeat or say things in a
different way. That’s OK. Remember the way you pronounce
words might not be easy for people with different accents to
understand. This happens even for people who have spoken
English since they were children.
For example, Helen, who’s British, went to the US and ordered
‘water’ in a café.
But the waitress didn’t understand because of the way Helen
pronounced it. In the US, this is ‘water’.
When you don’t understand someone, or someone doesn’t
understand you, it can be helpful to take a deep breath and think

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LESSON D
about why you’re not understanding each
other and what you can do to change that.
Maybe you could use your hands to show
what you mean or repeat it and explain
what it is. You could even write it down.
So, here are some top tips for helping
other people understand you: first, ask
yourself why you are having a problem and
try to find another way to communicate
what you want to say. Try to speak clearly
and at a reasonable speed, and be ready to
repeat or say things using different words.
There are lots of ways to communicate to
help people understand you.
6 4 Try to change your accent.
• Read through the Communication skill
box with your class. Ask, What questions
could you ask to check? (e.g. Are you
saying that …? Do you mean …?)
What does summarize mean? (= tell the
important information in a short way).
• Students discuss the questions with
a partner.
• In feedback, ask different pairs to
share experiences and ideas.
PRONUNCIATION
7 •
• Read out the Clear voice box. In
feedback, build up a list of problem
sounds your class has (see the
Pronunciation notes).
8 6.7
• Play the audio. Students listen and
notice which sounds are difficult. Let
students compare ideas in pairs.
• Optional step In feedback, point
out that the problems are typical for
speakers of (in order): Japanese, Arabic,
Spanish
Answers
Dialogue 1: /r/ and /l/
Dialogue 2: /p/ and /b/
Dialogue 3: /b/ and /v/
AUDIO 6.7
1
A: What time does your flight arrive
tomorrow?
B: Sorry? What did you say?
A: What time does your flight arrive
tomorrow?
2
A: I’ve booked a seat on the bus
tomorrow. I need to pack my bags.
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6D
Understanding other
English speakers
SPEAKING
1 Look at the cartoon. What is happening?
It’s so annoying
when people don’t Sorry, could
understand my English. you say
that again,
please?
2 6.6Listen to two short conversations. Write
conversation 1 or conversation 2 beside the
communication problem. More than one option
is possible.
• speaking too fast conversation 1
• speaking too slowly conversation 2
• using difficult words conversation 2
the accent conversation 1
3 Work in pairs. Discuss the questions.
1 Have you had any similar experiences to the
cartoon and the people in the conversations? How
did you feel?
2 What communication problems do you have
a) when you speak English b) when you listen to
other people speak English?
3 How do you feel when you can’t understand
someone or they can’t understand you?
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43118_U06_070-081.indd 78
B: Sorry. I don’t understand.
A: I’ve booked a seat on the bus
tomorrow. I need to pack my bags.
3
A: I’m travelling to Venice tomorrow. I’ve
rented a mini-van with my friend Vanessa.
B: Sorry? Could you repeat that, please?
A: I’m travelling to Venice tomorrow. I’ve
rented a mini-van with my friend Vanessa.
PRONUNCIATION NOTES
/f/ and /v/: fricatives formed by lightly
biting the lower lip. /v/ is voiced.
www.frenglish.ru
LESSON GOALS
• Understanding other English speakers
• Check understanding
• Notice difficult consonant sounds
MY VOICE
4
6.2 Watch the video about making yourself
understood by other second language speakers
of English. Does it mention any of the things
that you talked about in Exercise 3?
5 6.2 Watch again. Tick (✓) the advice the
expert gives.
1 Ask for people to repeat things you don’t
understand.✓
2 Talk to people from different countries.
3 Pronounce words as clearly as you can.✓
5 Use simple words with everyone.
6 Speak as slowly as possible all the time.
7 Repeat things using different words.✓
8 Find a different way to communicate.✓
6 Look at the Communication skill box. Work in
pairs and discuss questions 1–3.
COMMUNICATION SKILL
Understanding each other
80% of English language speakers did not
grow up in an English-speaking country. That
means that you are more likely to use English with
someone who speaks it as a second language. If you
have problems understanding each other, you could:
• take a moment to think and ask yourself why and
what you could do.
• ask questions to check you understood.
• ask someone to repeat or to say something in a
different way.
• tell them briefly what you think they said, or ask
them to summarize for you.
• find a different way to communicate: smile,
nod, act, draw or write it down.
• be positive: you can ask the other person to do
the same for you.
1 Who do you usually speak to in English?
2 What is the first language of most of the people
you speak English to?
3 What techniques from the box do you already use?
Which will you use in the future?
12/13/21 4:07 PM
/s/ and /z/: sibilants formed when the
lips part and the corners pull back. /z/ is
voiced.
/p/ and /b/: plosives formed by blocking
then releasing air with the lips. /b/ is
voiced.
/r/ and /l/: both formed by opening
the mouth into an ‘O’ shape but the
tip of the tongue touches the top
of the mouth to make the sound /l/.
It is a problem for Japanese people
because they do not have /l/ in their first
language.
 PRONUNCIATION
7 Look at the Clear voice box. Which words or
sounds do you find difficult pronounce in
English?
CLEAR VOICE
Noticing difficult consonant sounds
Different people find different consonants
in English difficult to hear or make. Pairs
of consonants some speakers have difficulty with
include /f/ and /v/, /r/ and /l/, /b/ and /v/ and /p/
and /b/. Knowing which sounds you find difficult can
help you know which sounds to practise.
8 6.7Listen to three conversations. Which
consonants do the speakers find difficult in each
conversation (1–3)? Do you find any of these
sounds difficult to make?
9 Look at the audioscripts on page 188. Practise
the conversations in track 6.7. Which do you find
most difficult?
10 Look at the Useful language box. Practise saying
any words with sounds that are difficult for you
to pronounce. Can you think of any other ways
to say these things?
Useful language Checking understanding
Check you understood
Can I just check that breakfast starts at 9 a.m.?
Let me check I’ve understood. It’s platform 4,
not 14?
Do you mean that the taxi costs £40 there
and back?
So you would like to leave at 6 a.m.?
Ask someone to repeat or communicate
something differently
Could you speak more slowly?
Would you write that down for me, please?
Sorry, I didn’t catch that, could you say that again?
Check someone understood you
Do you want to read that back to me?
Did you get that or shall I say it again?
Would you like me to repeat that?
43118_U06_070-081.indd 79
/b/ and /v/: Spanish speakers tend not to
bite the lower lip to make /v/ - ask them
to practise doing this.
/d/ and /t/: formed by raising the tongue
to touch behind the teeth. /d/ is voiced.
9 around the phrases prepared.
• Students practise the conversations
in pairs and discuss how difficult they
find the different sounds.
Extra activity 1
Ask students to create their own practice
task using the personal problem sounds
they identified in Exercise 7. Put students in
pairs to prepare. So, for example, students
may choose to work on /f/ and /v/. Ask
SPEAKING
11 OWN IT! Work in pairs. Roleplay the situation.
Follow the stages below. Use the tips from
the Communication skill box and the Useful
language to help you. Then change roles.
Student A: You are a guest. You are checking in at
a hotel.
Student B: You are the hotel receptionist. You
quickly tell Student A that their room number is
428 and that breakfast starts at 8.30.
Student A: You are not sure if Student B said
room 428 or 438 and you’re not sure if they said
breakfast starts or stops at 8.30. Ask questions
to check.
Student B: Answer Student A’s questions. Then
tell Student A that the WiFi password is
‘welcome123’. Ask Student A a question to check
they understood.
Student A: Answer Student B’s question. Then ask
Student B for a wake-up call at 7.30.
Student B: You are not sure if Student A said 7
or 7.30 for the wake-up call. Ask Student A a
question to check.
A: Your room number is 428.
B: Let me check I’ve understood. It’s room 428, not
438?
A: Yes, that’s correct.
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12/13/21 4:07 PM
them to think of or find real words which
only differ with the two sounds (e.g. fan
/ van, life / live, fine / vine). Tell them to
use dictionaries to find words if necessary.
Once students have a list of words, Student
A reads out one word from each pair.
Student B has to say which word they hear.
Extra activity 2
Dictate the sentences below. Students
listen and write.
1 Where is your fan?
2 The theatre is an interesting place.
3 There are a lot of pears in my garden.
4 That’s a long answer.
5 My boss is called Bill Vince.
6 Look at that cart.
www.frenglish.ru
10
• Read out the phrases in the Useful
language box. Ask students to repeat
some of the phrases after your model to
practise pronunciation.
• Students take turns to practise
saying difficult phrases.
USEFUL LANGUAGE NOTES
Use
just = here, a filler meaning ‘simply’ – it
is used to suggest that our request is a
simple one
Notice how Could and Would are used
to sound polite in requests.
catch = here, hear correctly or fully
Pronunciation
Notice the rising intonation on these
checks and requests. The more
exaggerated the intonation, the more
interested or polite you sound.
SPEAKING
11 OWN IT!
• Optional step Lead in with a
focus task. Ask students to read
the two situations and say what
the communication problems are in
each one.
• Students work with a new partner.
Give students a few minutes to choose
a situation and prepare what to say.
Monitor and help with ideas.
Here are two ways of organizing the
roleplay:
1 Ask students to write a script first.
 
Tell them to include at least three
checking understanding phrases.
Once they have practised reading out
the roleplay, tell one person to cover
the script and improvise while their
partner reads. Students then switch
roles.
2 Ask students to prepare checking
 
understanding phrases – but not
script any other part of the roleplay.
Students then improvise the roleplay
• As students speak, monitor closely and
note any errors that you could feed back
on at the end of the activity.
For additional practice, refer to the
Mediation activity on page 309 of the
Teacher’s Book.
See Workbook page 42 for extra practice
(Pronunciation).
113
LESSON 6E
LESSON GOALS
• WRITING The aim of the lesson is
to guide students to write an email
to a travel company asking for
information. The reading text provides
a model. Students practise choosing
informal or more formal language
and writing questions to find out
information.
SPEAKING
1 1 Who knows someone in Hardeep’s family? D
• Students prepare questions.
Brainstorm a few ideas in feedback.
• Optional step As follow up, tell
students you are a tour operator. Pairs
take turns to ask you questions they
have prepared and you improvise brief
answers.
Sample answers
Do you have a single or twin room
available?
How much is a double room?
Is there a good restaurant nearby?
Is breakfast included?
Can I leave my luggage here?
What time do we leave?
Is there air conditioning on the train?
READING FOR WRITING
2 is about. Informal subjects can be personal, funny or
• Optional step Set a focus task: Who
writes the emails? Who are they writing
to? What is the subject of each email?
• Students read and underline the
questions. Students compare with
a partner. In feedback, ask which
questions are similar to theirs.
3 5
• Students read again and answer
questions. Let students compare with
a partner before checking answers in
feedback.
4 roller skating trip (semi-formal so both
• Read through the Writing skill box with
your class. Point out that Daliah knows
Hardeep well but Harry doesn’t.
• Students circle parts of the email
that are formal or informal. In feedback,
elicit examples of formality and
informality in emails.
114
6E
What time does it leave?
SPEAKING
1 Look at these topics. What information might
you need when planning a trip? Write a list of
questions in pairs.
accommodation costs food luggage
schedule transport
READING FOR WRITING
2 Read the emails. Underline the questions. Which
questions are similar to the ones on your list?
3 Read the emails again. Answer the questions
with (D) Daliah or (H) Harry.
2 Who knows about Hardeep’s company from the
internet? H
3 Who wants to stay in cheap accommodation? H
4 Who doesn’t know how to rollerskate? D
5 Who wants to arrive on the day the tour starts? H
4 Look at the Writing skill box. Which email is
more informal? Which is more formal? Circle the
parts that helped you decide.
First email = informal, second email = formal
WRITING SKILL
Choosing informal or more
formal language
Use informal language to write to people you
know well and more formal language to people
you don’t know well. Informal emails usually use:
• first names
• contractions (I’m)
• language to show feelings (I’d love to)
• shorter words and sentences
More formal emails often use:
• family names (Mr Moulton)
• long forms (I am)
• factual language (We arrive at 7 p.m.)
• longer words and sentences
Subject lines should be short and say what the email
use exclamation marks, while formal subjects will be
more factual and serious.
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43118_U06_070-081.indd 80
• Elicit the first answer to get students
started. Then ask students to work in
pairs to discuss the possible subject lines.
Sample answers
Suitable:
could use)
new business (suitable for Daliah as a
friend, not suitable for Harry because he
doesn’t know Hardeep)
2-day roller skating trip (Harry could use
as it is formal, but it doesn’t summarize
Daliah’s email)
www.frenglish.ru
LESSON GOALS
• Choose informal or more formal language
• Write questions to find out information
• Write an email to a travel company asking
for information
New Message
To: Hardeep@skateadventures.com
From: Daliah@email.org
Subject: Coming on a tour!
Hi Hardeep,
How’s things? Your sister told me that you started
a business taking people on roller skating trips of
the city. What a great idea!
Tan and I have never tried roller skating, but we’d
love to come on one of your tours. When and
where do they start and how much do they cost?
I hope we can join you soon.
Love,
Daliah
New Message
To: Hardeep@skateadventures.com
From: Harry@email.com
Subject: Antwerp to Amsterdam tour booking
Dear Mr Sandhu,
I saw your advert online and would like to book
a place on the two-day roller skating tour from
Antwerp to Amsterdam. I am a confident skater.
Could you tell me what dates are available and
where we will stay? I would be happy with a bunk
in a hostel to reduce the cost.
What should I bring with me? Do I need to carry all
my water and food?
Also, what time will we set off? I would like to take
the train from Brussels in the morning, if possible.
It says online that the cost for the trip is 180 euros,
including skate hire. Is there a discount for those
who have their own skates?
Kind regards,
Harry
12/13/21 4:07 PM
city tour (OK for Daliah, doesn’t summarize
Harry’s email)
Not suitable:
old friend, train to Brussels, discounts,
carrying food and water
I want to go on a trip with your travel
company (too long)
6
• Read through the Useful language box.
• Elicit whether sentence 1 is formal
or informal and why. Then ask students
to work in pairs to decide whether the
other sentences are formal or not.
 5 Look at the Writing skill box again. Are these 9 CHECK Use the checklist. Your email ...
suitable subject lines for an email? Could Harry has an appropriate subject. BACKGROUND NOTES
and/or Daliah use them for their emails? Why? / avoids informal language.
Why not?
asks at least four questions. Java is the world’s most populous island
Roller skating trip New business Old friend says what kind of accommodation, transport, food and part of Indonesia. The country’s
Train to Brussels Discounts 2-day roller skating trip and schedule you prefer. capital city, Jakarta, is on Java’s coast.
City tour Carrying food and water says how much experience you have.
I want to go on a trip with your travel company The Tigre Delta is only 28 km north of
10 REVIEW Exchange emails with another student. Buenos Aires, the capital of Argentina. It
Did they include at least three things from the
6 Look at the Useful language box. Then look at
checklist? Note one thing on the email that you
is a popular weekend destination.
1–5 and write formal (F) or informal (I).
think your partner could improve.
Useful language Using informal and more Go to page 156 for the Reflect and review.
formal language in emails WRITING TASK
INFORMAL MORE FORMAL 8 WRITE
Hi Hardeep, / Dear Mr Sandhu,
Hey Hardeep, Hello Hardeep,
• Optional step Ask students to
How’s things? / I hope this email finds you underline useful phrases in Harry’s email
How are you? well.
to use. You could brainstorm appropriate
We’d love to come I would like to book a place.
with you Could you tell me what subject headings (e.g. bike tour in Java;
When can we join dates are available? Tigre River tour enquiry).
you? Best regards, / Kind regards,
Cheers, / Love, / / Regards, / • Students prepare emails. Ask them to
Take care, Best wishes,
write on blank sheets of paper so they
1 Your company looks very professional. Can you tell can easily share them with a partner.
me if you provide helmets? F Alternatively, if you have the technology,
2 I would like to join one of your tours. Is it possible Enjoy the villages and countryside of Java in the
best way possible – by bike! Sign up for one of get students to write and send emails
to book online? F
3 I’m really excited! How much do I owe you? I
our cycle tours or email for more information at online.
info@Solobikes.com.
4 I am interested in the boat trips. Could you send
me the timetable, please? F 9 CHECK
5 This sounds brilliant! Where should we meet? I
• Ask students to use the checklist. Let
7 Read the adverts for adventure journeys. Work students compare with a partner so they
in pairs. Choose an advert. Write questions to
ask for more information about accommodation,
can check each other’s work.
transport, food, schedules, luggage and cost.
10 REVIEW
WRITING TASK • Students exchange their texts with
a partner and provide feedback to each
8 WRITE Using Harry’s email as a model and the
other information you’ve talked about, write other.
a formal email to the tour company to ask for • Optional step Organize groups
more information.
of four or five. Students sit in a circle,
Explore the beautiful Tigre River in Argentina with pass round emails and write comments.
TigreTours. Choose your date and time. Competitive
prices. Email TigreBoats@TigreTours.com for more info. Students make changes based on
comments.
81
Extra activity 1
Students could imagine they are the tour
company and write a formal but friendly
reply beginning Thank you for your
43118_U06_070-081.indd 81 12/13/21 4:07 PM
enquiry.
Answers 7
1 formal (longer words – e.g. provide – • Optional step Set a focus task. Ask,
 
and sentences) Where in the world are the places in the Extra activity 2
2 formal (no contractions: I would; longer photos? What activities can you see? Students imagine they are friends with the
 
sentences) Would you like to do this? Why? Why owner of the tour company. Using Daliah’s
3 informal (contractions: I’m; feelings: not? email as a model and making changes to
 
excited; the question is very familiar – to the email they wrote in Exercise 8, they
• Students work with a new partner.
a friend) write a revised informal email asking for
Ask them to read the adverts and
4 formal (no contractions: I am; polite information.
prepare questions.
 
request)
5 informal (feelings: brilliant; the question See Workbook page 43 for extra practice
 
is very familiar – to a friend) (Writing).

For Unit 5 Reflect and review, see

Student’s Book page 156.

115
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 UNIT 7
Inspiration for
change
UNIT GOALS
7A Reading and speaking
• use definitions to find meaning in
a text; find connections between
pieces of information; talk about
inventions

7B Listening and grammar,


pronunciation, speaking
• listen to people talking about
things that inspire them; use
defining relative clauses to
describe a person, place or thing;
understand different accents

7C Listening, vocabulary,

grammar, pronunciation and
speaking
• listen and predict the content of a
conversation; talk about protecting
the environment; talk about past
habits with used to; understand
elision in fast speech

7D Speaking 82

• understand different ways to
persuade people and practise
persuading someone

7E Writing
43118_U07_082-093.indd 82 1/18/22 10:45 AM

• use paragraphs and topic
sentences; practise ways of
introducing topics; write about an
inspiring role model
Photocopiable resources
Communication activities: pp. 235–236
Vocabulary activity: p. 254
Grammar activities: p. 274–275
Pronunciation activity: p. 294
Mediation activity: p. 310
Workbook
Unit 7 pp. 46–51
116
1 Sample answers
• Optional step Ask, What does
‘Inspiration for change’ mean? (= a
positive reason or example that makes
you want to change things) What people
or events have inspired you to change?
• Students work in pairs and discuss
the questions. In feedback, read the
caption and explain ‘Strawpocalypse’
(see About the photo).
• Optional step Before students speak,
use the photo on the page to elicit and
teach key words: (drinking) straws,
bucket, artwork, sculpture, art gallery,
plastic, waste.
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2 The title and material suggest that the
 
artwork is a warning about the future. If
we continue to pollute the environment,
a disaster will happen.
ABOUT THE PHOTO
‘Strawpocalypse’ (a play on ‘straw’
and ‘apocalypse’) was created by
Vietnamese installation artist Von Wong.
It is 3.3 metres high, 11 metres wide
and took six months to construct. The
artwork highlights the issue of plastic
waste pollution. Plastic drinking straws
are impossible to recycle and do not
biodegrade. In many countries their use is
now banned.
 7
Inspiration for
change
GOALS
• Use definitions to understand short texts
• Use relative clauses to define people and things
• Talk about the environment
• Predict the content when listening to a story
• Persuade others to use your ideas
• Write about someone who inspires you
1 Work in pairs. Discuss the questions.
1 Look at the photo. What does it show?
2 What do you think the artist is trying to say about
the future?
3 Can you think of any works of art that communicate
messages about the future?
WATCH
2 7.1 Watch the video. Answer the questions.
NATIONAL GEOGRAPHIC EXPLORER
her parents
IMOGEN NAPPER
and seeing
plastic on
1 Who or what inspired Imogen to be a scientist? the beach
2 What kind of science does she do? She‘s a marine scientist.
3 What example does Imogen give for how we can
change the world? Say no to plastic bottles.
3 Make connections. What has inspired you to do
A boy walks through ’Strawpocalypse’, an
artwork made from 168,000 drinking straws what you do (or want to do)? How do you think
from the streets of Ho Chi Minh City, Vietnam. we can change the world?
© Benjamin Von Wong | www.vonwong.com | Strawpocalypse
83
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Extra activity • Students compare answers in pairs
before checking as a class.
Ask students to imagine being a visitor
at the ‘Strawpocalypse’ exhibition and
to describe the experience. Use these
VOCABULARY NOTES
prompts: I’m standing in … I can see …
aim for the stars /eɪm fə ðə stɑːrz/ = be
I feel …
very ambitious
positive impact /ˈpɒz.ə.tɪv ˈɪm.pækt/ = a
WATCH change for the better
2 7.1
• Optional step Point out science VIDEO 7.1
(subject) and scientist (person). Key
Imogen: My parents always told me to do
words from the video to pre-teach what I love, even if it’s different to what
include: marine (= connected to the sea), everyone else is doing. I remember my
pollution and microplastics. dad always saying ‘aim for the stars, and
• Play the video. Students note answers. if it doesn’t work, the clouds will catch
www.frenglish.ru
you and you can try again.’ They really
supported me and inspired me to become
a marine scientist – to do something I care
about.
When I was growing up, I never noticed
plastic pollution on the beaches where I
lived. I always used to draw in the sand
for hours with a stick or a small stone.
However, now I go back to the same
beaches and I notice plastic everywhere.
Rather than do nothing and watch it get
worse, I want to fix it.
I’m very happy that my research has
helped to stop the use of microbeads – tiny
pieces of plastic that could be damaging
to animals, humans and the environment.
Many beauty companies all over the world
used to put them in facial scrubs and
shower gels. My research showed how
dangerous they are and helped change
the laws in many countries. I am currently
researching how many microplastics come
off clothes in the washing machine and
how to stop them going into the ocean.
I would like to inspire everyone to do
one thing, such as saying no to a plastic
bottle. I think it would have a huge
positive impact on our environment.
Plastic pollution is a huge problem but by
working together, it can be fixed. I hope I
can inspire more people to make a positive
difference in the world!
3
• Ask students to work with a new
partner or in small groups. Set a five-
minute time limit for the discussion.
Extra activity
If students are short of ideas for Exercise
3, write this list on the board and ask
students to say which change is the most
important and why:
stop using coal
stop cutting down forests
stop eating meat
stop transporting oil
stop using plastic bags
ABOUT THE EXPLORER
IMOGEN NAPPER is a British marine
scientist who specializes in plastic
pollution. She has been working to
identify technology that can catch the
tiny plastic fibres that enter the water
when clothes are washed.
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LESSON 7A
LESSON GOALS
• READING The main aim is to guide
students to look for definitions
in a text to work out what new
words mean. They practise finding
connections between pieces of
information so they can see what is
similar or different in each text.
• SPEAKING The speaking aim is to
talk about and compare inventions.
READING
ABOUT THE TEXT
The text type is an informative magazine
article. It describes the inspiration behind
the invention of five things that are now in
common use. The text is divided into five
short sections, each of which describes one
of the five inventions.
The original series of Star Trek ran from
1966 to 1969 on American TV. Since the
1980s, there have been numerous films
and spin-off TV series. It tells the story of
the crew of the Starship Enterprise as it
explores space.
1 To help you with new words and phrases
• Optional step Ask students to point
out life-changing inventions in the
classroom (e.g. the whiteboard, phones,
laptops, etc.). Ask, Why are these
inventions important or life-changing?
• Start by reading out the captions to each
photo and making sure students are
familiar with the inventions. You may
need to explain that Alexa is a home
assistant computer, that kevlar is a type
of strong, plastic material, and that
tactile means you can feel it easily.
• Students discuss the questions in
pairs. Set a three- or four-minute time
limit. In feedback, elicit ideas from
different pairs.
Answers
Don’t give answers yet – see Exercise 3.
2 • Students skim and check predictions.
• Elicit the first answer to get students
started. Students match words and
definitions individually. Let students
check with a partner.
• In feedback, show or write up the
correct answers so students can check.
• Optional step Check students’
understanding in feedback by asking
118
7A
Life-changing inventions
LESSON GOALS
• Use definitions to find meaning in a text
• Find connections between pieces of information
• Talk about inventions
READING 6 Look at the Critical thinking skill box. Then work
1 Work in pairs. Look at photos A–E on page 85.
in pairs to answer questions 1–5.
Answer the questions. CRITICAL THINKING SKILL
Finding connections
1 What does each invention do?
2 Where do you think each inventor got their idea? Finding connections between pieces of
information helps us think about how things
2 Match these words from the texts on page 85
are similar or different. You can read different stories
with the definitions.
and compare …
• when each story happened and what the exact
accidentally create glue weak wipe
facts of the story are.
• how and why things happened.
1 clean or dry something by moving something soft
over it wipe 1 Which three inventions happened around the
2 a sticky material that holds things together glue same time?
3 make (something) create
4 by mistake accidentally
2 Which two inventions happened over a hundred
years apart?
5 not strong weak 3 Which inventions did someone discover
3 Quickly read about each invention. Check your accidentally?
answers to Exercise 1 and match the photos 4 Which inventions did someone else improve?
(A–E) to the texts (1–5). 5 Which inventions keep people safe?
4 Read the texts again. Which inventor … 7 Read the texts again. Can you find any other
1 designed a digital home helper? Rohit Prasad similarities or differences? Discuss your ideas.
2 used Spencer Silver’s invention to help him when
SPEAKING
he was reading? Arthur Fry
Charlotte Bridgwood
3 improved the design for windscreen wipers? 8 Work in pairs. You are going to look at some
4 made something to help people cross the road and other inventions.
get on trains? Seiichi Miyake Student A: Go to page 180.
5 created a material now used for safety clothing? Student B: Go to page 182.
Stephanie Kwolek
5 Look at the Reading skill box. Then underline the 9 Work in pairs. Look again at the inventions in
definitions of windscreen, Alexa, tactile paving, Exercises 1 and 8. Which do you think is the most
Kevlar and adhesive in the texts. important? How do you think these products
might change or improve in the future?
READING SKILL
Finding meaning (2): using definitions 10 Think of some everyday problems. What
invention could help solve them?
in a text, look for definitions. Sometimes My friend uses a wheelchair. Some metro stations
punctuation, such as: have no lift. It would be great to invent a wheelchair
• commas ,..., • quotation marks ’...’ that climbs stairs.
• brackets ( ) • dashes –
can show us where the definition or a synonym is.
People used to rub out – or erase – pencil marks ...
Or the definition might be in the sentence before
or after the word/phrase.
EXPLORE MORE!
Are there any other inventions you want to know more about?
84 Look online and share the information with the class.
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personalized check questions: If you do Kevlar – a material used in tyres, boats,
something accidentally, do you want brakes, safety clothing (hard hats and
to do it? What have you used glue for boots)
recently? What do you use to wipe Tactile paving – helps visually impaired
plates? people walk along the street / use public
transport.
3 Post-it® Notes – for notes and for keeping
places in books.
Make sure students do this correctly by Alexa – helps people buy things online /
setting a short time limit (three minutes). turn on music.
2 Where do you think the inventors got the
Answers
idea for each product? Windscreen wiper –
1 What does each invention do?
 
Windscreen wiper – cleans front window tram had to keep stopping so driver could
on a vehicle so driver can see when it’s clean snow from windscreen.
raining or snowing. Kevlar – by accident – trying to improve
tyres
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A Post-it® Notes B Kevlar
3 People used Seiichi Miyake’s ‘tactile paving’ for the first
How did they
think of that!?
4 In 1968, Spencer Silver was trying to make a really strong
1 In 1902, Mary Anderson was travelling by tram in the
snow. The driver had to frequently stop, get out of the
tram and wipe the snow off the windscreen. Its large
front window was covered in snow again in seconds.
Anderson had the idea to make a wiper to clean the
windscreen that the driver could control from inside
the vehicle. In 1913, Charlotte Bridgwood improved the
design and made it electric. E
5 Rohit Prasad is the engineer who created Amazon’s
2 In 1965, research scientist Stephanie Kwolek was trying
to find a way to improve tyres, when she accidentally
created Kevlar – a very light plastic material, which is
five times stronger than the strongest metal and doesn’t
catch fire. We now use Kevlar in hundreds of products,
such as vehicles, sports equipment and mobile phones;
also, importantly, in clothing that saves lives, such as
hard hats, boots and protective vests for police officers. B
E windscreen wipers
43118_U07_082-093.indd 85
Tactile paving – friend lost sight and
inventor wanted to help
Post-it® Notes – by accident – trying to
make a really strong glue for the plane
industry
Alexa – Star Trek TV programme.
4 is introduced by a dash, and that the
• Read through the questions with your
class. Check key words: designed =
planned and made; improved = made
better; created = made (new).
• Students read and note answers. Let
students compare answers in pairs.
Answers
windscreen: Its large front window
Alexa: one of many home assistants, such
C Alexa D tactile paving as Apple’s Homepod and Google Home,
which help people to turn on music, find
information and buy things online
time in 1967. After one of his friends lost their sight,
Miyake wanted to help blind and visually impaired people
to walk along the street and get onto trains easily. Thirty
tactile paving: raised yellow paving blocks
Kevlar: – a very light plastic material, which
years later, many countries made it law to have Miyake’s
raised yellow paving blocks at all train stations and
pedestrian crossings. D
is five times stronger than the strongest
metal and doesn’t catch fire.
adhesive: a really strong glue
glue for the plane industry. Instead, the adhesive he
made was a very weak one, but he found it could hold
two pieces of paper together and didn’t make a mess.
VOCABULARY NOTES
Nine years later, Silver’s co-worker, Arthur Fry, used frequently /ˈfriː.kwənt.li/ = very often
the glue to stick small pieces of paper into his book so
he could easily find the correct page. In 1980, 3M, the protective vests /prəˈtek.tɪv vests/ =
company where Fry and Silver worked, started selling
these Post-it Notes. A clothing that is thick and worn on the
upper body – it can stop a bullet or
Alexa, which was first sold in 2014. Alexa is one of knife
many home assistants, such as Apple’s Homepod and
Google Home, which help people to turn on music, find visually impaired /ˈvɪʒ.u.ə.li ɪmˈpeəd/ =
information and buy things online. A popular 1960s having problems seeing
television programme called Star Trek inspired these
inventions. The main characters in the show live on a pedestrian crossing /pəˈdes.tri.ən ˈkrɒs.
spaceship in the future and have conversations with the
ship’s computer. C
ɪŋ/ = a place where people can cross
the road
inspired /ɪnˈspaɪəd/ = gave someone
the idea
6
• The Critical thinking skill box aims to
help students compare the information
in texts to find connections. For example,
with these texts, they might compare
and find that the inspiration for two
different inventions was similar, or that
two inventions happened at more or less
85 the same time.
• Read through the Critical thinking skill
box and ask students to listen, or read
silently before asking a check task: Give
1/18/22 10:45 AM
an example of a connection you might
find in two texts. (e.g. the same year).
5 • Ask students to answer the
• Read out the information in the Reading
questions, then check with a partner. In
skill box. feedback, elicit answers and write them
• Students work together to find clearly on the board.
and underline answers. In feedback,
Answers
point out how the definition of Kevlar
1 Kevlar, tactile paving, Post-it® Notes:
 
1965, 1967, 1968
definition of adhesive comes before the
2 newest: Alexa (2014), oldest: windscreen
word (in the previous sentence).
 
wipers (1902)
• Optional step You may wish to ask 3 Post-it® Notes, Kevlar
students to work out the meaning of
 
4 Windscreen wipers: Charlotte
other words in the text from context (see
 
Bridgwood improved the design;
the Vocabulary notes). Post-it® Notes: Arthur Fry used Spencer
Silver’s glue
5 windscreen wipers, tactile paving, Kevlar
 
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7 •
• Ask students to research the texts and share answers with a
partner. Elicit ideas from different pairs.
Sample answers
1 Mary, Charlotte and Stephanie were women inventors at a time
 
when it was unusual for women to be making inventions.
2 Kevlar and Post-it® Notes are used for something the inventors
 
didn’t intend them to be used for.
3 Stephanie, Spencer, Arthur and Rohit were working for
 
companies when they made their inventions.
4 Vehicles use windscreen wipers and Kevlar.
 
Extra activity 1
Write Mary, Charlotte, Stephanie, windscreen wipers, Kevlar,
Arthur, Seiichi, Spencer, Rohit, Post-it® Notes, tactile paving and
1960s on the board. Ask students to cover the texts or close their
books. In pairs, students ask each other what they remember
about the people and things on the board (e.g. What does the
text say about Mary / tactile paving?). They must try to remember
information in the texts to answer.
Extra activity 2
Revise vocabulary and passive structures and get students to
summarize the texts by writing the following phrases on the board
and asking them to complete the sentences with information from
the texts:
... was designed by …
... was created by …
... was inspired by …
... was improved by …
... is used by …
... is sold by …
SPEAKING
8 Butterflies inspired IMOD (a technology that uses the reflection
• Organize the class into pairs. It is a good idea to mix
students at this point so they get to speak to different class
members. Ask students to decide who is A and who is B.
• Ask students to read their task and text carefully (A reads the
task on page 180; B reads the task on page 182).
• Give students one minute to think of the inspiration behind the
three items in the pictures in their task.
• A presents their ideas, then listens to B’s descriptions of the
inspiration behind each invention. Then B presents their ideas
and listens to A’s descriptions of the inspiration behind each
invention.
• In feedback, ask students what surprised them about the
inspiration behind the inventions. Ask if there are any
connections between the stories.
9
• Students compare and discuss the inventions. You could ask
students to choose and order a top five. Set a five-minute time
limit. In feedback, elicit ideas and opinions.
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Optional step Extend the speaking by having students
discuss the ideas in groups of four (by putting pairs together).
Students have to agree on a list of the most important
inventions.
10
• Start by eliciting problems students can think of (see Sample
answers below). Then ask students in pairs to prepare their own
ideas. Set a five-minute time limit. In feedback, elicit ideas from
different pairs.
Sample answers
Here are some ideas:
1 a microwave that cools things down instead of heating
 
things up
2 medicine that is really tasty
 
3 completely waterproof mobile phones
 
4 ketchup that you can easily remove from your clothes
 
5 windscreen wipers for glasses
 
Extra activity
Write the list below on the board (or copy or dictate it). Ask
students to decide in pairs or groups if the invention is a good
idea and to describe exactly how it might work:
A device for not dropping your book in the bath.
A bookmark that points to exactly where you were on the page.
A device for cutting onions into small pieces.
Slippers that light up at night.
EXPLORE MORE!
How you exploit Explore More! will depend on internet access in
your classroom. If you have none, set this as a homework task.
You could ask students to research an invention and present their
findings to the class in the next lesson.
Inventions with unusual inspirations from nature (which students
could search for using key words):
The boxfish inspired the Mercedes Benz bionic car
of light on a surface to produce different colours) – it is used by
mobile phones.
Swifts (a type of bird) inspired micro air vehicles.
The bill of a kingfisher inspired the design of the nose of the
Japanese bullet train.
See Workbook pages 46–47 for extra practice (Reading).
LESSON 7B
LESSON GOALS
• LISTENING AND GRAMMAR The main aim is to practise using defining relative
clauses to describe a person, place or thing. The grammar is contextualized in texts in
which people talk about a story, a place and a person that inspire them.
• PRONUNCIATION Students listen and try to understand different accents.
• SPEAKING The speaking aim is to have students talk about people, places and things
that inspire them.

LISTENING AND GRAMMAR
1 Imagine swimming 3.8 kilometres, cycling 180 kilometres and
• Optional step Start by writing What inspires you? on the
board. Explain that if someone or something inspires you, they
make you want to do something, or give you ideas, or make
you dream of doing great things. Elicit ideas from students.
A possible list might include: a good teacher, a celebrity role
model, a person who is similar to them who has become a
scientist, a politician or leader, a novel they read, a song they
heard, an article they read, a place they visited, a speech or
demonstration.
• Students discuss questions about the photo in pairs or
small groups. In feedback, ask a few students for ideas.
Sample answers
Students may suggest: The man is in a library, choosing a book.
Perhaps they were inspired by a book / by learning to read / by
studying in a library
Answers are provided after Exercise 2.
2 7.1
• Optional step Preview the text by saying that the three
speakers are inspired by a place, a story and a person.
Alternatively, you could make this the first listening task. Tell
students to cover the text and just listen. Set this task: Who is
inspired by a place, who by a story, who by a person?
• Play the audio. Students listen and read and note answers.
Let students compare answers in pairs before checking as a
class.
• Optional step Ask students to underline new words in the text
and check their meanings (see the Vocabulary notes).
Answers
In the photo, the man is in a library opened by Turkish waste
collectors for the local community.
Alem is inspired by the story because it has helped the local
community.
Beatriz is inspired by a place (Lake Falkner in Argentina).
Zena is inspired by a person (who runs triathlons) and her book
(her name is Edwina Brocklesby).
AUDIO 7.1
Alem: A story that inspired me was one I read about some Turkish
waste collectors who opened a library with books that they found
in rubbish bins. They first shared the books with friends and
family, but soon they had 6,000 books, so decided to share them
with the local community. They think it’s wonderful.
Beatriz: The place where I feel inspired is Lake Falkner in
Argentina. It’s absolutely beautiful and very peaceful. I go there
to hike, and my favourite place to stop and look at the view is the
beach which runs alongside the lake.
Zena: A person who inspires me is Edwina Brocklesby. She started
running at 50 and did an Ironman triathlon at the age of 74.
then running 42 kilometres! She’s amazing! I’ve just finished the
book that she wrote.
VOCABULARY NOTES
waste collectors /weɪst /kəˈlek.təz/ = people who pick up
rubbish from outside your home
rubbish bins /ˈrʌb.ɪʃ bɪnz/ = where you put your rubbish (trash
cans in US English)
hike /haɪk/ = walk long distances
runs alongside /rʌnz əˌlɒŋˈsaɪd/ = goes next to
triathlon /traɪˈæθ.lɒn/ = a long distance race in which you
swim, cycle then run.
3
• Students read the Grammar box and complete the tasks. In
feedback, check understanding by asking check questions: Do
you use ‘who’ or ‘which’ for people? (who) Can you use ‘that’
to give information about a place? (no).
GRAMMAR NOTES
The emphasis, at this low level, is on recognizing when to use
who, which or where when joining two clauses. Note that in
many languages the choice of pronoun depends on whether
the subject or object replaced is plural or singular, or masculine,
feminine or neuter. So, the idea of person, thing or place
may be new to students and hard to grasp. Ask students to
compare with their first langage to see how English differs.
Be aware that relative pronouns can replace subjects or objects:
She inspires me A person who/that inspires me is …
I like her A person who/that I like is …
Be aware that we can omit the pronoun when it replaces the
object:
I’ve just finished the book that she wrote.
For further information and practice, see Grammar reference
Unit 7B on page 172 of the Student’s Book.
4
• Elicit the first answer to get students started. Students
compare completed sentences in pairs.
• In feedback, encourage students to justify answers (see the
Grammar notes).

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LESSON B
GRAMMAR NOTES
1 which refers to thing
2 who refers to person
3 which refers to blog post
4 where refers to beach (a place)
5 that refers to person
6 which refers to something
5
• Optional step You may want students
to think of ideas first. Tell them to think
of and write examples in the gaps in
sentences 1–5. Once students have
ideas, tell them to underline the word
that will be replaced by the pronoun
(e.g. it in sentence 2).
• Ask students to rewrite
sentences. Let students compare answers
in pairs or small groups.
• In feedback, ask students to justify
answers. A common error is to leave in
the object pronoun (e.g. … which I think
you should read it) – point this out if
necessary.
Answers
1 is an amazing person who (or
 
that) taught me so much.
2 is a book which (or that) I think
 
you should read.
3 is a place where I like to go
 
and relax.
4 is a food which (or that) I eat
 
every day.
5 has a spectacular view which
 
(or that) you need to see.
6 86
• Read through the Useful language
box with your class. Point out the verb
patterns (inspire (s.o) to do; make (s.o.)
do; remind (s.o.) of + -ing). Explain
that remind = makes you remember or
think of.
• Ask students to prepare sentences.
Monitor and help with ideas and
vocabulary.
• Students compare sentences in pairs.
Extra activity
Ask students to think of the following and
tell their partner:
A film which makes you cry
A day that you’ll always remember
A person who you only met once but
remember well
A place where you went on holiday
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7B
Something that inspires me
LISTENING AND GRAMMAR
1 Look at the photo. Work in pairs. Where is the
man and what is he doing? How do you think he
might have inspired someone?
2 7.1 Listen to and read about three people:
Alem, Beatriz and Zena. Find out the answer to
Exercise 1. What inspires the other two people?
3 Read the Grammar box. Are sentences 1–3
about people, places or things? Circle the
relative pronouns.
GRAMMAR Defining relative clauses
A clause is part of a sentence. Use defining relative
clauses to give important information about a
person, place or thing. Use relative pronouns who/
that for people, which/that for things and where
for places.
A person who inspires me is Edwina Brocklesby.
I’ve just finished the book that she wrote.
The place where I feel inspired is Lake Falkner.
Go to page 172 for the Grammar reference.
1 The books that are in the library are all from
rubbish bins. thing
2 The beach where Beatriz likes to enjoy the view is
on the shores of Lake Falkner. place
3 Edwina is the woman who did a triathlon. person
43118_U07_082-093.indd 86
For additional practice, refer to the
Grammar activity on page 274 of the
Teacher’s Book.
PRONUNCIATION
7
• Read through the Clear voice box with
your class. In feedback, discuss which
accents students find difficult.
8 7.2
• Play the audio. Students listen and
tell their partner which accent was most
similar to theirs.
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LESSON GOALS
• Understand people talking about things
that inspire them
• Use defining relative clauses to describe a
person, place or thing
• Understand different accents
‘A story that inspired me was one I read about
some Turkish waste collectors who opened a library
with books that they found in rubbish bins. They
first shared the books with friends and family, but
soon they had 6000 books, so decided to share
them with the local community. They think it’s
wonderful.’
Alem
‘The place where I feel inspired is Lake Falkner
in Argentina. It’s absolutely beautiful and very
peaceful. I go there to hike, and my favourite place
to stop and look at the view is the beach which
runs alongside the lake.‘
Beatriz
‘A person who inspires me is Edwina Brocklesby.
She started running at 50 and did an Ironman
triathlon at the age of 74. Imagine swimming
3.8km, cycling 180km and then running 42km!
She’s amazing! I’ve just finished the book that
she wrote.’
Zena
1/18/22 10:45 AM
• In feedback, ask students what they
noticed about each accent.
PRONUNCIATION NOTES
1 A Scottish accent. Notice the rolled ‘r’
sound and short vowel sounds.
2 A Latin American accent. Notice the
pronunciation of ‘wh’ and ‘h’ – Spanish
speakers make these hard sounds. ‘i’
may be pronounced as a long vowel
sound.
3 A Turkish accent. Some Turkish
speakers may make the following errors
with consonant sounds: /v/ instead of
 4 Choose the correct option to complete
the sentences.
1 The thing who / which reminds me of camping
holidays is walking on grass with no shoes on.
2 She is the person who / which inspired me to
volunteer.
3 I saw a blog post on social media which / who
gave me the idea to walk across China.
4 That’s the beach which / where I got the idea to
write the poem I sent you.
5 The person that / where makes me want to travel
to India is my friend Arminder.
6 Something where / which relaxes me is the sound
of rain.
5 Change the two sentences in 1–5 into one
sentence, using a relative clause. Complete each
sentence to make it true for you. You might
need to remove pronouns.
1 is an amazing person. They
taught me so much.
My aunt is an amazing person. They who taught
me so much.
2 is a book. I think you should read
it.
3 is a place. I like to go and relax
there.
4 is a food. I eat it every day.
5 has a spectacular view. You need
to see it.
6 Look at the Useful language box. Then complete
sentences 1–4 about you using who, where,
which or that.
Useful language Talking about things that
inspire you
Things that give you ideas
It inspired me to (learn to play the guitar).
It gave me the idea to (start my own business).
Things that make you feel emotions
It makes me want to (party / laugh).
It makes me feel (happy / like singing).
10 Work in pairs. Ask and answer questions about
Things that make you remember the past
It reminds me of (my childhood / visiting Japan).
It makes me think of (winter mornings /
being ten).
EXPLORE MORE!
Find out more about the library in Turkey. Search for ‘Turkish + rubbish collectors + library‘.
43118_U07_082-093.indd 87
/w/, /d/ instead of /ð/, /z/ instead of /s/,
for example. They often replace long
vowel sounds (the sounds in place, feel
and near above, for example) with short
sounds.
4 A North American accent. Notice the
long vowel sounds.
1 A song which/that makes me think of
is because … • Optional step Before interviewing
A song that makes me think of my sister is ‘I
need U’ by BTS because it always makes her their partner, ask students to ask you
want to sing! questions about people, places and
2 A person who/that helped me things in your circles (which you could
is because ...
where
put on the board). This models the task.
3 A place I feel is
because …
which/that
Extra activity 1
4 The weather makes me want to
is because … As an alternative to Exercise 10, ask
students to mingle round the classroom
PRONUNCIATION
and speak to three or four students before
7 Look at the Clear voice box. Which accents do sitting down in pairs or groups to share
you find difficult to understand?
information about three or four people.
CLEAR VOICE
Understanding different accents
The majority of English speakers in the Extra activity 2
world did not grow up in an English-speaking
country. There are many different ways to speak Tell students to work in pairs or small
English. It can help your understanding of English to groups to make a vocabulary quiz using
listen to lots of different accents.
the three question starters below:
8 7.2 Listen to the sentence below said in four What is the name of the place where …?
different accents. Can you hear the differences? What do you call the thing that you use
Which is the most similar to your accent?
The place where I feel inspired is the lake near
to …?
my house. What do you call a person who …?
Elicit one or two possible questions to start
SPEAKING
(What is the name of the place where …
9 Copy the circles into your notebooks and you can buy bread / doctors and nurses
complete them with one or two word answers work?). When students have prepared six
about people, places and things that inspire you.
questions, put groups together to test each
Places other with their questions.
People Things
(e.g. teachers, (e.g. streets,
(e.g. books,
actors, musicians, towns, lakes,
paintings, films, For additional practice, refer to the
writers, artists) mountains,
buildings)
songs) Mediation activity on page 310 of the
Teacher’s Book.
why you wrote each word. Use defining relative
EXPLORE MORE!
clauses and the Useful language.
A: Why did you write ‘Joe’s cafe’? How you exploit Explore More! will depend
B: Joe’s café is a place where I go to relax. It reminds
on internet access in your classroom. If you
me of a little café in my home town.
have none, set this as a homework task.
Students might find the following extra
87 information:
The library is housed in a former brick
factory.
It now has over 25,000 fiction and
1/18/22 10:45 AM nonfiction works, sorted into 17
• Provide three or four minutes categories.
preparation time for students to think of People now donate unwanted books to
ideas and let students compare ideas in add to the library.
pairs. Monitor and help with ideas and It is in a suburb of Ankara (the capital).
vocabulary. You can borrow books for two weeks.
It is popular with local schools, who visit.
10
• Organize the class into new pairs. See Workbook page 48 for extra practice
Ask pairs to interview each other about (Grammar, Pronunciation).

SPEAKING the information in their circles.

• As students speak, listen carefully and
9 note errors. At the end, in feedback,
• Model the activity by copying the circles write on the board three or four errors
on to the board and writing examples you heard while students talked and ask
that have inspired you (for example, students to correct in pairs.
under Places, you could write Lake Erie,
Grand Central Station).

123
www.frenglish.ru
LESSON 7C
LESSON GOALS
• LISTENING A main aim is to develop
the skill of predicting the content of a
conversation when listening.
• VOCABULARY Students use relevant
vocabulary to talk about protecting
the environment.
• GRAMMAR A further main aim is to
practise used to / didn’t use to when
talking about past habits.
• PRONUNCIATION AND SPEAKING
Students understand elision when
speakers talk quickly; students
describe past habits and things that
were true in the past.
SPEAKING
1 Mumbai, India.
• Optional step Brainstorm plastic
objects to the board (see Sample
answers below).
• Students discuss ideas in pairs, then
report in feedback.
Sample answers
shopping bags, sweet wrappers, food
packaging, plastic tubes (e.g. for
toothpaste), children’s toys, bottles, crisp
packets, plastic cups and stirrers
2
• Optional step Ask focus questions
about the infographic: What does it
show? What pictures can you see?
• Students read and discuss ideas in
pairs.
• Optional step Check any challenging
vocabulary (see the Vocabulary notes).
VOCABULARY NOTES
throw away /θrəʊ əˈweɪ/ = stop using
and put in a bin
end up /end ʌp/ = here, reaches and
stops eventually
coast /kəʊst/ = where the land and sea
meet
disappear /ˌdɪs.əˈpɪər/ = here, stop being
in the environment
LISTENING
3 7.3
• Read the Listening skill box with your
class. In feedback, ask, What do you
124
7C
An inspiring story
SPEAKING
1 Work in pairs. What plastic do you often throw
away at home or in your workplace?
2 Work in pairs. Look at the infographic. What
do we throw away in huge quantities across
the world? Do you find any of the answers
surprising? plastic products
LISTENING
3 7.3 Look at the Listening skill box. Then
look at the photo. Work in pairs. What is
the man doing in the photo? What might be
the connection between the photo and the
infographic? Listen and check.
Afroz Shah,
Versova beach,
88
43118_U07_082-093.indd 88
know about the topic of plastic waste?
Elicit ideas from students.
• Students discuss the questions about
the photo and infographic in pairs, then
report ideas in feedback.
• Optional step Explain that students
will listen to two friends (Musa and
Marjan) who will talk about the problem
of plastic pollution and tell Afroz Shah’s
story.
• Play the audio. Students listen and
check ideas. Let them compare answers
in pairs.
www.frenglish.ru
LESSON GOALS
• Predict the content of a conversation
• Talk about protecting the environment
• Understand elision
• Talk about past habits
LISTENING SKILL
Predicting the content
Listening is easier when you have an idea
of what it might be about. You can look at
the pictures, headings and infographics around the
listening task to think about what it might be about.
Talking with someone about the things that you
already know about the topic can help too.
4 7.3 Listen again. Answer the questions.
1 What is Musa upset about?
2 Who worked for no money at the beach?
3 What does Musa think people need to do to stop
plastic pollution on the river?
4 What do Musa and Marjan do to use less plastic?
5 What does the story inspire them to do?
All the plastic the world doesn’t recycle
We buy 1 million plastic drinks bottles every
minute around the world.
We made 24.2 billion
pairs of shoes worldwide in 2018.
The US threw away 1 billion
used toothbrushes in 2019.
8 million metric tons of
plastic ends up in the oceans
every year = five shopping bags
of plastic rubbish for every 30cm
of coast around the world.
Plastic bags take more than 400 years to disappear.
1/18/22 10:45 AM
Sample answers
The man is wearing rubber gloves and
there is a lot of plastic rubbish, so he
is probably cleaning the beach. The
connection between the photo and
infographic is that Afroz is dealing with the
problem described in the infographic.
On the audio, Marjan tells us that Afroz
cleaned the beach by himself – it wasn’t
his job.
4 7.3
• Optional step Pre-teach key words:
lawyer, neighbour, volunteer, turtles, lay
eggs.
 VOCABULARY
5 7.4 Complete the sentences with these words
from the conversation in Exercise 3. Then listen
and check.
care about environment planet pollution
recycle reduce reuse (v) rubbish
1 I try to reduce how much plastic I use by
bringing my own fork, knife and spoon.
2 I get annoyed when people don’t put their
rubbish
in the bin.
3 In my local area, we can recycle
plastic, metal and glass.
4 I planted some trees last week because I want to
help the environment .
pollution
5 Air in my area is really bad. There
are too many cars, buses and factories.
6 My sister doesn’t care about how much
plastic she uses – and she uses a lot!
7 I always reuse water bottles, bags and
gift paper.
8 We only have one planet . I think it’s
important that we look after it.
Go to page 163 for the Vocabulary reference.
6 Work in pairs. Discuss which sentences from
Exercise 5 you agree with or have a similar
experience to.
GRAMMAR
7 Read the Grammar box. Choose the sentence
(a or b) that means the same as sentences
1 and 2.
GRAMMAR used to
Use used to + verb and didn’t use to + verb to talk
about habits you had in the past or things that
were true in the past, but have changed.
I used to buy plastic toothbrushes, but I buy
wooden ones now.
There didn’t use to be so much plastic pollution.
What did you use to care about when you were
a child?
Go to page 173 for the Grammar reference.
43118_U07_082-093.indd 89
• Play the audio. Students note
answers. Let them compare answers in
pairs.
Answers
1 Litter on the cycle path along the river.
 
2 Afroz Shah and 1,000 other people
 
including politicians, famous actors and
actresses and schoolchildren.
3 To respect the environment and put
 
things in bins. To reduce their plastic
usage and reuse things instead of using
them once and throwing them away.
4 Use wooden toothbrushes, reuse water
 
bottles and bags, use bars of soap
instead of shower gel.
5 Clean up the cycle path by the river.
 
1 I used to eat my lunch with a plastic fork every day.
a In the past I ate my lunch with a plastic fork.
b I usually eat my lunch with a plastic fork.
2 I didn’t use to care about the environment.
a I will care in the future, but I don’t now.
b I care now, but I didn’t in the past.
8 Find the mistakes in 1–5 and correct them.
1 I didn’t used to care about my local area, but now
I volunteer every week. use
2 She used to throwing crisp packets out of the car
window. throw
3 Did you used to drive everywhere? use
paper, 4 He use to fly somewhere every month. used
5 What did you use eat for lunch as a child? use to eat
PRONUNCIATION AND SPEAKING
9 7.5 Read the Clear voice box. Listen to the
examples. Can you hear any difference?
CLEAR VOICE
Understanding elision (1): used to
Sometimes, when speakers say words quickly,
some letters disappear. For example they can
make used to and use to sound the same, because
the d sound disappears.
It used to be full of rubbish.
I didn’t use to have a water bottle.
10 7.6 Write the three sentences you hear.
1 I used to swim in the river.
2 How did you use to get to school?
3 I didn‘t use to reuse my bags.
11 Write two true sentences and one false sentence
about you. Use used to / didn’t use to. Think
about …
• things you used to do/eat/like/think as a child.
• things you didn’t use to care about, but do now.
• things you used to care about, but don’t now.
12 Work in pairs. Read your sentences from Exercise
11 to your partner. Ask and answer follow-up
questions to find out more. Then guess which of
your partner's sentences are true.
Why did you use to care about it?
Did you use to ... ?
EXPLORE MORE!
Find out more about the Mumbai beach cleanup.
Search for ’Mumbai + beach + cleanup’. 89
1/18/22 10:45 AM
AUDIO 7.3
Marjan: Hi, Musa. How are you?
Musa: I’m annoyed. I just cycled along the
river and I saw so much rubbish. People
just throw things away without thinking.
Crisp packets, plastic bottles, plastic bags
... everywhere!
Marjan: I know. It makes me sad. There
didn’t use to be so much plastic pollution
in the river. It was so beautiful but now it’s
a mess.
Musa: I wish I could change it, but nobody
cares about the environment!
Marjan: You can change it! I saw this
inspiring story about the beach in Mumbai,
India. It used to be full of rubbish …
www.frenglish.ru
plastic bags, bottles, cups, toothbrushes ...
everywhere. Then this local lawyer, Afroz
Shah, decided he was going to clean it
up. He just went out with his neighbour
one day, then more people joined him.
In the end 1,000 people volunteered!
Politicians, famous actors and actresses …
schoolchildren.
Musa: Wow! That’s incredible.
Marjan: Let me find a photo on my phone
… look, turtles are laying eggs there now!
All because one man started picking up
some rubbish one day.
Musa: Wow! That is amazing! What a
difference!
Marjan: We could do that!?
Musa: Hmmm. But why don’t people take
responsibility for their own rubbish? They
should just respect the environment and
put things in the bins!
Marjan: Yes! I totally agree.
Musa: People should also reduce how
much plastic rubbish they create. I used to
use plastic toothbrushes but I buy wooden
ones now. And I reuse my water bottle and
take a bag with me everywhere.
Marjan: Me too. I used to buy so many
shower gel bottles but I changed to a bar
of soap.
Musa: But we still need to do something
with all the plastic we’ve used and thrown
away. I read an article the other day that
said we don’t recycle 91% of all plastic!
Marjan: 91%! That means we only
recycle 9% of our plastic! But I think more
companies are selling things made from
recycled plastic.
Musa: Yeah, true! Actually, my shoes are
made from plastic bottles. Do you like
them?
Marjan: Ooh. Yes! They’re cool.
Musa: So, anyway, that story about
Mumbai beach has got me thinking, we
really need to do something … do you
want to clean up the path along the river
with me? Maybe on Saturday? We can ask
a few other people too.
Marjan: Good idea. I’ll ask my friends at
work. They cycle along that path every day.
Musa: Excellent! Thanks for telling me that
inspiring story!
Marjan: Yes, well it inspired me too!
Thanks for changing the world with me!
Musa: Ha! I’m not Afroz Shah!
Marjan: Yet …
125
LESSON C
VOCABULARY
5 7.4
• Optional step Read through the words in the word box and
ask students to repeat for pronunciation (see page 163 of the
Student’s Book ).
• Students complete the sentences. Let them compare
answers in pairs.
• Play the audio. Students listen and check.
VOCABULARY NOTES
Pronunciation
Note the stress: reuse, reduce, pollution, rubbish
Environment: /ɪnˈvaɪrənm(ə)nt/ or /ɛnˈvaɪrənm(ə)nt
For further information and practice, see Vocabulary reference
Unit 7 on page 163 of the Student’s Book.
6 Extra activity
• Students discuss the sentences in pairs, then report
experiences in feedback.
For additional practice, refer to the Vocabulary activity on page
254 of the Teacher’s Book.
GRAMMAR
7 For additional practice, refer to the Pronunciation activity on
• Read the Grammar box with the class. Students choose a or
b, then check in pairs.
• Optional step Check form by labelling the example sentences.
Check meaning with check questions. (See the Grammar notes).
GRAMMAR NOTES
Meaning
I used to eat my lunch with a plastic fork every day.
Ask, Are we talking about now or the past? (the past)
Did the speaker do the action once or more than once? (more
than once)
Common errors for students include:
1 Confusion with ‘usually’ – thinking that used to do is the
same as usually did or usually do. The form can’t be used in the
present.
2 Thinking it is the same as past simple. The past simple form
I got up early yesterday can’t be changed to I used to get up
early yesterday, because it is one action.
3 Confusion with historic past. Some languages have a historic
past, but English doesn’t. Used to can be used with recent past
events: Until recently, I used to live in the town centre.
For further information and practice, see Grammar reference
Unit 7C on page 173 of the Student’s Book.
8 putting ‘beach clean project’ and the name of a country in their
• Elicit the first answer to get students started. Let students
compare answers in pairs before showing answers in feedback.
126
www.frenglish.ru
For additional practice, refer to the Grammar activity on page
275 of the Teacher’s Book.
PRONUNCIATION AND SPEAKING
9 7.5
• Read out the Clear voice box.
• Play the audio. The ‘d’ in used to is not pronounced, so it
sounds the same as ‘use to’ (it disappears).
10 7.6
• Play the audio. Students listen and complete. Let students
compare answers in pairs.
PRONUNCIATION NOTES
Speakers tend to elide ‘d’ and ‘t’ because they are both the
same sound, except that /d/ is voiced and /t/ unvoiced. Note
that to is often reduced to /tə/: /ˈjuːstə/.
Play a chain game in groups. Student A (Maria) says, When I
was ten, I used to … (and inserts something true about herself).
Student B says, When I was ten, I used to … (insert fact), and
Maria used to … Student C then continues, and must remember
what both A and B said. Students can use didn’t use to as well as
used to. If a student can’t remember what people said, they are
out. Continue until all students but one are ‘out’.
page 294 of the Teacher’s Book.
11
• Optional step Model the activity with examples from your
experience. Read out two true statements and one false
statement. Students have to guess which is false.
• Give students four minutes to prepare. Monitor and help with
ideas.
• Students take turns to show and read out their sentences.
Partners guess which sentence is false.
For additional practice, refer to the Communication activity on
page 235 of the Teacher’s Book.
12
• Partners ask questions to find out more information about
the true sentences.
• As students speak, monitor closely and note any errors you hear
with the use and pronunciation of used to. Write up errors you
heard on the board for students to correct.
EXPLORE MORE!
Extra information students can find online:
They removed five million kilos of rubbish in 85 weeks.
India’s Prime Minister Narendra Modi praised Afroz Shah as an
’inspiring example’.
Ask students to look for examples of similar projects worldwide by
search engine.
See Workbook pages 49–50 for extra practice (Listening,
Vocabulary, Grammar, Pronunciation).
LESSON 7D
LESSON GOALS
• SPEAKING The lesson integrates reading and listening as well as speaking. Students
are introduced to five common ways to persuade people and consider the best style
to use to persuade different people. The lesson ends with a roleplay in which students
practise persuading people using different persuading styles.
SPEAKING
1 Connect – show you understand what’s important to them, so
• Optional step Pre-teach persuade = make somebody change
their view and agree with your plan or opinion.
• Organize the class into pairs or small groups to discuss
the questions. Elicit ideas in feedback.
Sample answers
2 Ideas: telling them how good my idea is, offering to do
something they want to do, being enthusiastic about my idea,
listening to their view first
MY VOICE
COMMUNICATION SKILL NOTES
This lesson looks at persuading styles (insisting, reasoning,
discussing, connecting and inspiring) and introduces key
language that students can use when they have to persuade
people to agree with their ideas. The lesson aims to get
students to think about what persuading style is best to
use in different situations (e.g. at work or within your local
community) and with different people (e.g. a close friend or a
colleague). Take the opportunity to provide plenty of practice.
See Exercise 9 and the Communication Activity on page 236.
2 7.2
• Optional step Start by asking students to try to match the
verbs to the icons. Elicit students’ suggestions, but do not
confirm at this stage.
• Play the video. Students listen and match. Let students
compare answers in pairs.
• In feedback, elicit matches and ask students to justify answers
by saying what they heard.
3 7.2
• Optional step To guide students’ note taking, ask them to
write the five headings (1 to inspire, 2 to reason, etc.) in a list on
a piece of paper with space beneath each to write notes.
• Play the video again. Students listen and note what they
hear under the headings. Let students compare answers in pairs.
• Optional step Note taking is demanding. If necessary, pause
the video at key places to give students time to write, or play
the video twice so students can check and add to their first set
of notes. You could let students check answers by looking at the
video script.
Sample answers
Insist – say their ideas are best, argue until they get their way
Reason – say why it’s the best option, use facts to make others
agree
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Discuss – how to do something that’s good for both of you, talk
about it and agree so that you both get what you want
they might agree to do what you are suggesting
Inspire – talk about something so excitedly it makes someone
else want to do it, tell a story that encourages someone to try
something
In the follow-up task, students may suggest individuals they could
use the styles with. Insisting may work best with close friends,
while connecting and reasoning may work best with people you
know less well.
VIDEO 7.2
In general, people like others to use their ideas or do things
their way, but some people are better at persuading people than
others.
Think about the last time you went for dinner. Did you persuade
someone to go to the restaurant you wanted or did you agree
with someone else’s plan?
People use lots of different ways to persuade others. You might
insist someone does what you would like. For example, maybe
you want to go to a concert, but your friend wants to go for a
walk. You tell them your ideas are the best. You might even argue
with them until they decide you are correct.
You can also reason with people. You tell the other person why
you think it’s the best option and use facts to make the other
person agree.
Or you can discuss how to do something that’s good for both of
you. If your friend wants to go for a walk and you want to go to a
concert, you might talk about it and agree that you’ll walk to the
concert so that you both get what you want.
Or you can connect with someone – show you understand what’s
important to them, so they might agree to do what you are
suggesting. For example, you might suggest going to hear some
music you know the other person is interested in to show you
know what they like.
You can also try to inspire someone. You might tell a story that
encourages someone to try something. Maybe you sound so
excited when you describe what the reviews are saying about the
band that you make the other person want to go to the concert
too.
The way we choose to persuade someone depends on the
situation, who we’re talking to and where you are. What is OK in
one place may not be in another.
Sometimes you may use more than one technique. If you want
a friend to come to a karate class with you, first you might talk
about it over coffee, see what they think about the idea, tell them
all the reasons it would be good for both of you or even show
them some video clips of people enjoying karate.
If the other techniques don’t work, you might try to insist. Don’t
push too hard though. If someone doesn’t want to do something
you can always ask another friend.
127
LESSON D
4
• Read out the Communication skill
box. Check difficult words in the skill
and task: identify = see and agree on;
encourage = help someone feel positive
about something (or about themselves);
benefits = good things; effect = what
will happen.
• Give students time to read the task. Elicit
the first match to get students started.
• Students discuss matches with a
partner.
• In feedback, ask different pairs to justify
answers.
SPEAKING
5 people, situations and places. In some situations, you
• Students discuss the questions with
a partner.
• In feedback, ask different pairs to share
ideas and reasons.
Extra activity
Follow-up questions for students to
discuss:
When was the last time you persuaded
someone to do something? How did you
do it?
Describe a time when you persuaded
someone to do something – and it went
wrong!
6 Who might you use each style with? Why?
• Read out the Useful language box. Point
out the meaning and use of phrases
(see the Language notes). Ask students
to repeat after your model to practise
pronunciation.
• Students read the conversation and
discuss answers with a partner.
USEFUL LANGUAGE NOTES
Use and meaning
Notice how you use would when being
tentative, which is a good idea when
discussing or connecting: Wouldn’t it
be great to ...? I think you would really
enjoy …
Notice strong adjectives when insisting
or inspiring: brilliant, great, amazing,
etc.
Notice the verbs patterns:
adjective + infinitive (happy to do, great
to do, etc.)
128
7D
Persuading people
LESSON GOALS
• Understand different ways to persuade
people
• Choose the best way to persuade someone
• Practise persuading someone
SPEAKING 4 Read the Communication skill box then look at
1 Work in pairs. Discuss the questions.
examples of persuading styles 1–10. Match the
examples with the persuading style from the box
1 You want to go out, but your friend wants to stay you think each refers to. There are two examples
in and watch a film. Who usually chooses in the for each style.
end? Why?
2 How do you persuade others to follow your ideas? COMMUNICATION SKILL
Persuading people
MY VOICE Five common ways to persuade people to
agree with your idea:
2 7.2 Watch the video about ways to persuade to insist: tell people what you think the best idea is
people. Match pictures A–E with the persuading
styles 1–5 below.
to reason: tell people why something is a good idea
to connect: identify ideas and values you share to
1 to insist C win someone’s support
2 to reason E to discuss: talk about possible ideas so that everyone
gets something they want
3 to discuss A
to inspire: encourage someone to see how great
4 to connect D
an idea is
5 to inspire B
A
Most people have a style they prefer, but it may
be helpful to change your technique for different
may need to use a variety of different styles to get
what you want.
B
1 Get excited about opportunities and share your
excitement with others. inspire
2 Talk about different ideas until you find one that
keeps most people happy. discuss
C
3 Explain the benefits of your ideas. reason
4 Get people to imagine the effect your ideas
will have. inspire
5 Have a chat and try to agree a plan that involves
D
doing what you prefer and helping the other
person. discuss
6 Argue with others until they change their mind. insist
7 Show you understand what’s important to
E someone. connect
8 Give information, facts and figures to show why
people should do something. reason
9 Present your ideas and tell people to use them. insist
3 7.2 Watch the video again and take notes on 10 Talk to someone about what they value and show
the different styles in Exercise 2. Work in pairs. how your idea supports that. connect
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verb + -ing and preposition + -ing (don’t 8 OWN IT!
mind + -ing, think about + -ing, etc.) • Optional step Start by asking students
to tell you what persuading styles they
can remember from the Communication
7 skill box. Ask, What persuading style
• Students act out the conversation in would you use if you were the man in
pairs. the photo?
• Optional step Ask fast finishers • Mix students so they are working
to change the useful language in with a new partner. Students discuss the
the conversation and act out the questions in pairs. Set a five-minute time
conversation again. limit.
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 SPEAKING
5 Work in pairs. Discuss the questions.
1 Which persuading style is the most common in
your country or in other countries you know well?
2 Which is more important to you: a) persuading
someone to do something b) keeping someone
happy by doing what they want?
6 Look at the Useful language box. Then decide
what persuading styles are used in each part of
the conversation (1–6).
Useful language Persuading people
Insist
I have a brilliant idea! Let’s …
I think it’s much better if we …
Reason
I read this article and it’s important that we …
The fact is …
Discuss
I’m happy to do X if you don’t mind doing Y.
What do you think about (going together)?
Inspire
Wouldn’t it be great to …?
I heard this amazing story about …
Connect
I know that you believe ..., so I think this idea will ...
I think you would really enjoy …
A: I read this incredible story about kayaking in
Norway. Wouldn’t it be amazing to go kayaking?
1 inspire
B: I’m not sure. I think we should go to the
beach and relax. That’s a much better idea.
2 insist
A: But I saw this programme about how relaxing
kayaking is. In fact, it’s great for your health.
3 reason
B: I don’t care. I’m going to the beach. You can go
kayaking by yourself!
4 insist
A: It’s important we do something we both enjoy. We
both like sport, and you like hot weather, so ...
5 connect
B: I want to go on holiday with you too. If we go
somewhere hot, I might kayak on one of the days.
6 discuss
43118_U07_082-093.indd 91
Sample answers
1 Reason, Discuss or perhaps Connect
Example language:
I read this article and it’s important that
we eat healthier snacks. / I know that you
believe in a healthy workplace, so I think
this idea will ...
2 Insist, Discuss, Inspire, Connect
Example language:
Wouldn’t it be great to help Jo? / I think
you would really enjoy giving someone a
chance.
3 Insist, Reason, Discuss, Connect
Example language:
7 Work in pairs. Practise the conversation in
Exercise 6.
8 OWN IT! Look at the situations and people.
9
Which persuading style would you use? What • Mix students so they are working
language would you use? with a new partner. Give students
1 You want your boss to provide free healthy snacks preparation time. Tell them to choose
at work.
2 You need a family member to help someone you a situation and prepare three or four
know learn to swim / get a job. things to say, and then decide which role
3 You want a neighbour to stop parking their car each will play.
outside your house.
4 You want a close friend to join a running group • When students are ready, they act out
that you are in. the three roleplays. Set a five-minute
5 You want a classmate to help you prepare food for
a class lunch.
time limit.
6 You want your young child to put their jacket on • As students speak, monitor closely and
and come home with you.
make a note of any errors students
9 Work in pairs. Choose three situations in
make.
Exercise 8. Roleplay the situations, using
different persuading styles and the Useful • At the end, in feedback, write up errors
language. Change roles. on the board and ask students to correct
them in pairs. Point out any good uses of
useful language that you heard.
For additional practice, refer to the
Communication activity on page 236 of
the Teacher’s Book.
Extra activity
If you’d like to extend the roleplay task in
Exercise 9, here are some other situations
to practise:
You want to repaint the living room in your
shared flat.
You want people to sponsor your round-
the-world trip.
You want your friend to get their hair
cut short.
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1/18/22 10:45 AM
I think it’d be much better if you parked
elsewhere. / What do you think about
parking in front of your house?
4 Reason, Discuss, Inspire, Connect
Example language:
Wouldn’t it be great to get really fit. / I
know you would really enjoy joining.
5 Discuss, Connect
Example language:
I’m happy to make sandwiches if you do
coffee.
6 Reason, Inspire, Connect
Example language:
We’re going to make biscuits when we get
home and then you can eat them all!
129
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LESSON 7E
LESSON GOALS
• WRITING The aim of the lesson is
to guide students to write about an
inspiring role model. The reading
text provides a model. Students use
paragraphs and topic sentences and
practise introducing topics.
SPEAKING
1 2 Read Imogen Napper’s blog post about someone
• Optional step Brainstorm ‘role models’
with students and write their ideas on
the board. Build up a list of students’
suggestions. Then ask students to say
why they are role models or to compare
role models on the board.
• Students discuss the questions in
pairs.
READING FOR WRITING
2 Natural scientist and
• Optional step Pre-teach key
words: documentaries = factual TV
programmes; explore = visit and find out
about a new place (so, unexplored = a
place that nobody has been to).
• Students read and note answers. In
feedback, elicit answers.
VOCABULARY NOTES
Other challenging words in the text that
students can guess from context:
presenter /prɪˈzen.tər/ = somebody who
introduces programmes on TV
genuine /ˈdʒen.ju.ɪn/ = used to describe
a person who is real and honest
‘keep up the good work’ /kiːp ʌp ðə
ɡʊd wɜːk/ = an expression meaning
continue doing what you are doing
BACKGROUND INFORMATION
Sir David Attenborough was born near
London in 1926. In the early part of
his career, Sir David made films and
wrote books about the wonders of the
natural world. In his more recent work,
however, he has been very strongly
in support of environmental causes,
including restoring biodiversity, using
renewable energy and reducing meat
consumption.
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7E
My role model
LESSON GOALS
• Use paragraphs and topic sentences
• Practise introducing topics
• Write about an inspiring role model
SPEAKING 3 Look at the Writing skill box. Which paragraphs
1 Work in pairs. Discuss the questions.
do topics A–D describe? Write 1–4.
A role model 1 Are you interested in the natural world? Why? / WRITING SKILL
is someone Paragraphs and topic sentences
who inspires Why not?
you. They 2 Do you know what a role model is? Do you Imogen uses four paragraphs to separate the
could be different subjects she mentions in her writing.
have one?
someone 3 What, if anything, do you know about David Paragraphs usually present one topic and have a line
you know,
or a famous Attenborough? space between them. They help organize pieces of
person. writing and make things clearer and easier to read.
Imogen uses topic sentences to introduce each new
READING FOR WRITING
paragraph. These tell us what the paragraph will
NATIONAL GEOGRAPHIC EXPLORER be about.
A meeting David Attenborough 4
who inspires her. Why does Imogen think David B introduction to David Attenborough 1
Attenborough is inspiring? He has made nature C David Attenborough’s environmental work 3
documentaries all over the world, taught millions of people about
animals, plants, birds and the climate crisis. He makes everything D why she likes David Attenborough 2
interesting and easy to understand. He has helped protect many animals.
Someone
who
inspires
me
TV presenter Sir David
Attenborough.
1 c because he goes deep into the ocean and shows you all
He is a natural scientist and television presenter who the amazing creatures within it.
has made lots of nature documentaries all over the a
3
world, including Blue Planet and Life on Earth. His His documentaries The State of the Planet and Saving
programmes are really popular and many people Planet Earth show just how much the Earth is changing
respect him. and how rising temperatures, pollution and plastics are
2 d such a big problem. He has also helped protect many
I love his documentaries because they bring an animals and regularly asks people to take care of the
unexplored world to our eyes and make you realize natural world.
how beautiful our tiny planet is. I used to watch them 4 b
with my family when I was a child. He makes everything He was as kind and genuine as he is on TV. He took the
easy to understand and interesting. I love watching his time to learn about my research and told me to keep
new programmes. My favourite series is Blue Planet up the good work!
92
43118_U07_082-093.indd 92 1/18/22 10:45 AM
3 match with the topic sentences provided
• Read through the Writing skill box with (e.g. ‘a’ goes with 3 because the
paragraph lists ways that climate change
your class.
is happening).
• Students work in pairs or small
groups to discuss the question. • Let students compare answers in
pairs before whole class feedback.
4
• Optional step Ask, What is a topic
LANGUAGE NOTES
sentence? What makes a good topic
A good topic sentence is concise and
sentence? Elicit ideas (see the Language
emphatic.
notes).
Although often at the start of
• Students read the text again and match
topic sentences. Tell them to skim each paragraphs, a topic sentence may be
placed in the middle or at the end.
paragraph to find words and ideas that
www.frenglish.ru
 4 Complete paragraphs 1–4 in the blog post with
topic sentences a–d.
a I think David Attenborough is inspiring because he
has done so much to help the climate crisis.
b I was delighted because I got to meet him recently
at the Natural History Museum in London.
c One person who I really admire is David
Attenborough.
d I admire David Attenborough because he has
taught millions of people about animals, plants
and birds.
5 Choose four topic circles. Write the name of one
person who inspires you for each of these four
7 Make notes on the answers to the questions.
areas. Discuss your ideas with a partner.
environment education
8 Plan four paragraphs about the person you
arts and business
entertainment
WRITING TASK
9 WRITE Using Imogen’s text as a model and
sport health
10 CHECK Use the checklist. Your blog post ...
fashion internet
11 REVIEW Exchange posts with another student.
6 Look at the Useful language box. Copy the
sentences and complete them with information
about people who you admire. Use the people
you wrote about in Exercise 5.
EXPLORE MORE!
Do you want to watch David Attenborough in action? Watch one of his documentaries online.
43118_U07_082-093.indd 93
Extra activity
Ask students to discuss whether they think
Sir David is a good role model or not. Tell
them to make a list of the reasons why
Imogen thinks he is good and say which are
most important in a role model to them.
5 televised autobiography)
• Optional step Brainstorm well-known
people in each of these areas to get
students started (some suggestions:
Greta Thunberg – environment; Steve
Jobs – business; Marie Curie – health;
Yohji Yamamoto – fashion).
• Ask students to prepare and
compare ideas in pairs.
Useful language Introducing topics 7
One person who I really admire is (David • Optional step Model the task by briefly
Attenborough).
Someone who really inspires me is (my
summarizing what you would say about
grandmother). a person you admire.
I think (David Attenborough) is inspiring because
(he educates people about nature). • Students work in pairs to prepare
I love (Imogen Napper’s) work because (it helps ideas.
protect the environment).
One of the things I respect the most about (my
sister) is (that she doesn’t let anything stop her). 8
• Once students have prepared
notes, ask them to discuss with a
Use one of the people you wrote about in partner how to organize their ideas into
Exercises 5 and 6. Work in pairs and ask and
answer the questions. Use the Useful language.
four paragraphs. You could suggest:
1 Who do you think is inspiring? introduction (who and what they do)
2 What do they do? inspiration (why they are inspiring)
3 Why do you think they are inspiring?
4 In what ways have they changed the world?
achievement (what they have done)
5 Have you ever met them or would you like to conclusion (why you would like to meet
meet them? them)
• Students prepare topic sentences.
talked about in Exercise 7. Write a topic sentence
for each.
WRITING TASK
9 WRITE
the other information you’ve talked about and • Students write their posts.
written, write a blog post about someone who
inspires you. 10 CHECK
• Ask students to use the checklist and
has a heading. check their work.
has four paragraphs.
has a topic sentence for each paragraph.
answers the questions in Exercise 7. 11 REVIEW
uses language to introduce topics. • Students exchange posts with a
partner and provide feedback to each
Did they include at least three things from the other.
checklist? Ask and answer more questions about
the person. Then make suggestions for how your • Optional step Organize groups
partner might include the new information. of four or five. Students sit in a circle,
It has a heading. pass round posts and write comments.
You used four paragraphs.
Students make changes based on
Go to page 157 for the Reflect and review.
comments.
Extra activity
93 For homework students write another post
to describe one of the other people they
thought of in Exercise 5.
1/18/22 10:45 AM EXPLORE MORE!
6 As well as his iconic nature series, try
• Read through the Useful language with
searching for these Attenborough
your class. See the Language notes.
documentaries:
• Students prepare four sentences and Extinction: the facts; Our Planet; Seven
write them down. Let students compare Worlds, One Planet; The Year the Earth
with a partner. Changed; A Life on our Planet (a sort of
LANGUAGE NOTES See Workbook page 51 for extra practice
These types of introductory sentences (Writing).
(One person who …, Someone who
…, One of the things (that )… etc.) are For Unit 7 Reflect and review, see
sometimes called ‘cleft’ sentences. They Student’s Book page 157.
are emphatic, drawing attention to the
person or thing we want to focus on.
131
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 UNIT 8
The world of
work
UNIT GOALS
8A Reading and speaking
• understand cause and effect in an
article; combine information from
different sources to decide on your
opinion; talk about how the world
of work is changing

8B Reading and grammar,


pronunciation and speaking
• understand an article about
living without money; use the
present perfect to talk about past
experiences; practise saying /n/ at
the end of a word

8C Vocabulary, listening,

grammar and speaking
• talk about jobs; make a mind map
to help understand an interview;
use yet, just and already with the
present perfect

8D Speaking and reading,


pronunciation and speaking 94
• practise making a good impression
in an interview; use positive
language in an interview;
understand linking sounds 43118_U08_094-105.indd 94 12/13/21 4:08 PM

8E Writing 1 depict the lives of inhabitants of remote

• Ask students to look at the photo areas who, for the first time, have access
• practise proofreading and checking and discuss the questions in pairs. to electricity through the power of solar
information; learn how to write energy. In this photo, the men are shown
• Optional step Before students speak,
about your skills and experience; going about their everyday job, repairing
use the photo on the page to elicit and
write a CV motorbikes, under solar lights.
teach key words they will need: solar
lights (= lights powered by the sun),
Photocopiable resources WATCH
repair, engine, tools
Communication activities: pp. 237–238
Vocabulary activity: p. 255
2 8.1

Grammar activities: p. 276–277

ABOUT THE PHOTO
This photograph by Rubén Salgado
Pronunciation activity: p. 295
Escudero is part of his ongoing project
Mediation activity: p. 311
‘Solar Portraits’ which has been published
Workbook by National Geographic Magazine. Rubén
Unit 8 pp. 52–57 talks about this in Exercise 2. The portraits
• Optional step You may wish to pre-
teach some key words. Ruben: electricity,
torch, batteries, candles, portrait. Anne:
microscope, glacier.
• Play the video. Students note answers.

132
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 8
The world of work
GOALS
• Understand cause and effect in an article
• Use the present perfect to talk about unfinished time
• Talk about jobs
• Use mind maps to help understand an interview
• Give a good impression at an interview
• Write a CV
1 Work in pairs. Discuss the questions.
1 Look at the photo. Describe what you see.
2 Do you know anyone who does a similar job?
3 What are the best and most difficult things about
your job/studies?
WATCH
2 8.1 Watch the video. Answer the questions.
NATIONAL GEOGRAPHIC EXPLORERS
RUBÉN SALGADO ESCUDERO ANNE JUNGBLUT
1 What do Rubén and Anne do?
2 What has been their favourite project at work?
3 What world problems do they want to tell people
about?
3 Make connections. What do you have in common
with Rubén and Anne? How are you different?
Anne is interested in the environment, so am I.
Rubén travels a lot for work, but I don’t travel
Two men work by solar lights in their for work.
motorcycle shop in Nbeeda, Uganda.
A photo by Rubén Salgado Escudero.
95
43118_U08_094-105.indd 95
The project started in Myanmar, but then I
went to India, Uganda, Mexico, Colombia
and the US. These solar lights are making
a big difference to people’s lives. I love
telling stories in my photographs. I want
to show people that life is very difficult
without electricity, but I want to do it in a
positive way!
Anne: I’m an environmental microbiologist
at the Natural History Museum in London.
I’m interested in microbiomes and the
environment, especially very cold places.
Let me explain what a microbiome is! So,
microbiology is the study of really, really
tiny living things – things you can only see
with a microscope. And the microbiome
is all the tiny living things that live in one
place!
One very interesting project was to study
the microbiology of glaciers in South
Georgia, an island in the south Atlantic.
People think that glaciers are just ice
and that there’s nothing living there, but
they’re not just frozen water. They’re really
interesting and there’s lots of life in a tiny
piece of glacier! I love being able to tell the
world how much life there is in a glacier
and what an important environment
they are. The world is getting warmer
and glaciers are getting smaller. It is a big
problem.
3
• Ask students to work with a new
partner or in small groups. Set a five-
minute time limit for the discussion.
Extra activity
Point out that the young men in the photo
on this page couldn’t work in the evenings
without solar lights. Ask students to
make a list of activities they do which are
12/13/21 4:08 PM

VIDEO 8.1 dependent on electric light.

• Students compare answers in pairs
before checking as a class.
Answers
1 Rubén is a photographer, Anna is
 
a research scientist / environmental
microbiologist.
2 Rubén – Solar portraits – taking photos
 
of people with no electricity using solar-
powered lights.
Anne – Glaciers in South Georgia – lots
of life in a glacier
3 Rubén – 770 million people don’t have
 
electricity; Anne – climate change is
melting glaciers.
Rubén: My favourite project is probably
my Solar Portraits project. I started when I ABOUT THE EXPLORERS
lived in Myanmar, which used to be called RUBÉN SALGADO ESCUDERO was born
Burma. I photograph people who don’t in Madrid and currently lives in Mexico.
have access to electricity. We live in a
Rubén’s photography has been exhibited
world where 770 million people still don’t in over 20 cities worldwide, including
have access to electricity! 770 million! So
London, New York, Tokyo and Paris.
I take photos of people who didn’t have
ANNE JUNGBLUT is a microbiologist
electricity but do now because they have
and polar scientist based at the Natural
solar lights. They leave the solar panel in
the sun all day and at night they can use History Museum in London. She studies the
it instead of candles or torches. Torch ecology of the cold North and South poles.
batteries are expensive and candles are
expensive and dangerous – especially for
people living in wooden homes!

133
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LESSON 8A
LESSON GOALS
• READING The main aim is to guide
students to understand cause and
effect in an article by recognizing
the use of phrases such as because,
therefore, mean, etc. They practise
combining information from different
sources in order to think critically
about a topic.
• SPEAKING The speaking aim is to
talk about how jobs are changing and
whether they will be around in the
future.
READING
ABOUT THE TEXT
The text type is an informative magazine
article. It describes how the world of work
is changing. It describes jobs that died out
in the past and jobs that are safe or under
threat of change now. It advises people
to be flexible and skilled to adapt to a
changing world of work.
1 5 Work in pairs. Can you find this information in
• Start by focussing students on the jobs in
the photos.
• Students discuss the questions in pairs.
Set a three- or four-minute time limit.
Answers
1 Lamplighters lit gas street lights every
 
evening in cities, switchboard operators
connected telephone callers and carriage
drivers drove passengers in a horse and
carriage.
2 No. Electricity replaced lamplighters,
 
computers replaced telephone
operators, cars replaced carriage drivers
(though some countries still use them
for tourism, or special occasions)
3 See extra activity below. Common jobs
 
to have changed include secretary (now
a PA whose job is to organize, not take
dictation and type) and designer (who
works on a computer not on paper).
Extra activity
Write the following out-of-date jobs on the
board: telegraph operator, barber surgeon,
knocker-upper, lift operator, town crier,
chimney sweep, scribe.
Ask students to guess what they think
they might be and to describe them to
a partner. Ask students to research and
describe jobs they don’t know.
134
8A
Is your job safe?
LESSON GOALS
• Understand cause and effect in an article
• Combine information from different sources
• Talk about how the world of work is changing
READING READING SKILL
Understanding cause and effect
1 Look at the photos. Discuss the questions.
1 Have you heard of the jobs in the photos? Do you
A cause is the reason why something
happened and the effect is what happened.
know what they involve?
The text gives lots of reasons why changes have
2 Are these jobs common today? Why? / Why not?
happened in the world of work. Look for words such
3 Can you think of other jobs that were once as because, therefore, as and so or other ways of
common that have changed or disappeared? In explaining, such as digital storage means less paper.
what ways have they changed and why?
2 Look at the Critical thinking skill box. Then skim CAUSE EFFECT
the article and the infographic on page 97. What
is the main message in both? Are the messages
1
Improved technology
working from home,
flexible work hours
similar or different? the arrival of cars, 2 working from home,
CRITICAL THINKING SKILL
electricity and computers flexible work hours
fewer jobs for people
Combining information from 3 technology
dealing with the public
different sources
robots can’t care for people 4 healthcare jobs are safe
It is helpful to think critically about a topic
using information from two or more sources. more doctors, nurses and
people live until 80+ 5
You can compare each source and decide on your social care workers needed
opinion. As you read, think about how the new 6 climate change more environmental jobs
information relates to the other sources and how this
connects to, or changes, your own ideas. 7 more cyclists and more bikes and electric
car mechanics
electric cars
stay flexible and learn
always have a job
3 Read the article again. What information does it
8
new skills
give us about topics 1–4?
1 three jobs of the future
SPEAKING
2 three jobs that will disappear
3 the effect of technology on jobs
4 the effect of the environment on jobs
7 Work in pairs. Discuss the questions.
4 Read the infographic. What information does it
1 Have you noticed the changes in the article and
infographic happening where you live?
give us about the topics in Exercise 3?
2 Do you know anyone who does any of the jobs in
the article (A), the infographic (I) or in both (B)?
the article or the infographic? Which ones?
3 In what ways might your job or a job you want
1 numbers and percentages of people in jobs I change in the future?
2 changes to workplaces and habits A 8 Work in pairs. Look at these jobs. Do you think
3 reasons for changes to certain jobs A they will still be around in ten years’ time?
4 predictions about jobs in the future B Why? / Why not?
5 advice for protecting your own job A
delivery driver dental nurse lawyer
6 Look at the Reading skill box. Complete the
parking attendant website designer
table below with the causes and effects using
information from the article.
EXPLORE MORE!
Search online to find two jobs that will be common in the future
96 and two that might disappear. Search for ‘jobs of the future’ or
‘disappearing jobs’.
43118_U08_094-105.indd 96 12/13/21 4:08 PM
Answers: 2
A telegraph operator sent and received • The Critical thinking skill box aims to
messages using Morse code. encourage students to think critically
A barber surgeon pulled teeth and fixed about a topic by comparing information
bones, as well as cutting hair. from different sources.
A knocker-upper was a man with a long
• Read through the Critical thinking skill
stick who knocked on the windows of
box and ask students to listen or read
industrial workers to wake them up.
silently before asking a check task: Why
A lift operator stood in lifts and pressed the
is it a good idea to read information
buttons for people.
from different sources?
A town crier stood in the centre of towns,
• Ask students to skim and find
rang a bell and read out news and notices.
answers, then check with a partner.
A chimney sweep cleaned chimneys.
A scribe used to write letters for people Answers
who couldn’t read or write. Main message of infographic: changes
in jobs – some will disappear, some will
www.frenglish.ru
 4 More people will be needed to help

 
companies make their businesses
and buildings greener – recycling and
transport
4
lamplighter switchboard operator carriage driver • Elicit the first answer to get students
started. Students find answers in the
The changing world of work infographic individually. Let students
check with a partner.
The world of work is changing fast. In the past, people used Most healthcare jobs are also safe because everyone
to travel to work and work regular hours, but improved needs their services and, so far, no one has invented • Optional step Ask pairs to compare
technology means more and more people work on their a robot that can listen and really care for someone. In answers to Exercises 3 and 4 and tell you
computers at home and choose their working hours. Offices addition, people are living longer, so in the future there
have also changed. In the last twenty years many offices will be more need for doctors, nurses and care workers. four differences.
have become more friendly places to work, with comfortable Other areas of work are growing; for example,
sitting areas, free gym classes and social events for staff. because of climate change, we need more people to
Answers
The jobs have changed too. Technology has killed or help companies make their businesses and buildings 1 computer programmers, recycling

 
changed many jobs over the last 50 to 100 years. Carriage greener. There is also more need for people who can workers, teachers, healthcare workers,
drivers, lamplighters and switchboard operators lost their repair bikes and electric cars as more people choose
jobs because of cars, electricity and computers. More greener forms of transport. engineers
recently, machines have started to take over jobs such as In the future everyone may have several different 2 postal workers, bank tellers, factory

supermarket cashiers, ticket sellers at stations and check-
in staff at airports. On the other hand, while many jobs are
dying because of technology, we now need more people to
 
jobs and jobs may change often. It’s a good idea to workers, vegetable pickers
be confident with technology, to stay flexible and
gain as many skills as possible so that you can always 3 Machines could replace 14% of jobs,

 
fix and develop that technology. Good news for computer
programmers and engineers!
find work. 32% of jobs could change a lot because
of technology.
4 More ‘green’ environmental jobs as we
JOBS OF THE PAST AND JOBS OF THE FUTURE

 
GREEN JOBS
use more green energy and less oil or
Many of the jobs people are doing now didn’t even exist 20 years ago. Some experts
predict that in ten years’ time 60% of jobs will be ones we don’t have yet!
11 million gas – more jobs in wind, biofuel, solar
people worked
DISAPPEARING JOBS SAFE JOBS in green energy and hydro power.
in 2018. This
will grow as we
use more green
5
energy and less oil • Students compare ideas in pairs.
or gas.
Postal worker Factory worker Computer programmer Engineer Healthcare worker
• Optional step To provide guidance
1.2 million for this task, encourage students to
wind power jobs
scan each text quickly to find answers.
3.2 million For example, say, Scan quickly – are
biofuel power jobs
Vegetable picker Bank teller Recycling worker Teacher there numbers and percentages in the
JOBS AND THE FUTURE 3.6 million infographic? (yes) … in the article? (no
solar power jobs
Machines 32% of jobs could change A growing population percentages).
could replace a lot because of technology. means we will need
2.1 million
600 million new
14% of jobs.
jobs by 2030.
hydropower jobs
6
97
• Read out the information in the Reading
skill box.
• Students work in pairs to complete
the table.
43118_U08_094-105.indd 97 12/13/21 4:08 PM
• Optional step You may wish to set up
the task by asking students to tell you
be safe; also how technology, a growing • Optional step Instead of feeding back how cause and effect are linked for 1
population and green energy will change on answers to Exercises 3 and 4, monitor (improved technology means more and
jobs closely and help as students make notes more people work on their computers at
Article: changes in jobs – how and why and compare. That way you will only home).
jobs have changed in the past, and will have to feedback on the comparison
change in the future, and how to keep task in Exercise 5.
your job safe LANGUAGE NOTES
Answers
The messages are similar in that they are 1 healthcare workers, (environmental jobs), Notice the words that explain cause and
about changes. The text gives more detail
 
electric car mechanics, bike mechanics effect in 1 to 8:
and reasons while the infographic gives 2 supermarket cashiers, ticket sellers at 1 means, 2 because of, 3 because,
more statistics and numbers.
 
stations, check-in staff at airports 4 because, 5 in addition, 6 because of 7
as, 8 so that
3 3 more people working from home,
 
machines taking over jobs; more people because / because of / as = give reason
• Elicit the first answer to get students
needed to make or fix machines in means = gives explanation
started. Students match information to
future so that = gives result
topics individually. Let students compare
answers with a partner.

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Extra activity 1 parking attendant = They could disappear as cameras photograph
Ask students to think of causes for the following effects (which you arriving and leaving a car park and people pay parking tickets
are common in many cultures in today’s workplace): online. In the future, cars could be tracked by GPS, apps or
More people work online cameras in the street.
More people take maternity or paternity leave website designer = People can design their own websites using
People retire later software, but there will still be a need for designers to design
People change jobs more often these websites, or websites for big companies. So, they are
More women have senior positions unlikely to be replaced, but basic, uncreative website design could
Note: Adapt this task for your class by changing any of the be done by a robot.
statements which are not typical in their country, or asking Extra activity
students to add two or three ‘effects’ from their own experience. Ask students to predict whether the following will be around in
ten years:
Extra activity 2 City centre company headquarters
Work canteens
Ask students to categorize jobs mentioned in this lesson. For
Paid holidays
example, you could write the categories below on the board and
Early retirement
ask students to find words in the lesson that go in each category:
Fixed 9–5 working days
flexible jobs (= you can work any time, anywhere): people doing
Meetings in a boardroom
office work at home
Company cars
technology jobs: programmer, engineer
jobs that are dying out: supermarket cashiers (= people who work
EXPLORE MORE!
on the cash machines in a supermarket), ticket sellers, factory
workers A UK-based careers advisory service came up with the following
interesting list of jobs of the future:
SPEAKING 1 Technology jobs: cyber security expert, robotics engineer,
software developer, data analyst, esports coach (training computer
7 gamers), maintenance technician.
• Organize the class into pairs. It is a good idea to mix 2 Creative jobs: artist, designer, etc.
students at this point so they get to speak to different class 3 Essential jobs: nurses, teachers, care workers (shortages in all
members. these jobs), sales reps, accountants
• Give students a few minutes to discuss questions. One website lists the following disappearing jobs:
• In feedback, ask students to share any interesting personal Flight attendant, newspaper reporter, librarian, fast-food cook,
experiences or ideas. travel agent
You could ask students to say whether they agree, and to research
8 reasons why. For example: I think we’ll need flight attendants –
• Optional step Pre-teach the jobs in the box: delivery driver = what if there is an emergency; I think reporters will work online
takes parcels from one place to another in a van; dental nurse = on computers; Robots will cook all our fast food.
helps a dentist do work on teeth; lawyer (pronounced /ˈlɔːjə/
See Workbook pages 52–53 for extra practice (Reading).
or /ˈlɔɪə/) = advises and acts on the law; parking attendant =
puts tickets on cars that are illegally parked; website designer =
creates new online material
• Students discuss the questions in pairs. Set a five-minute
time limit. In feedback, elicit ideas and opinions.
• Optional step Extend the speaking by having students
discuss the ideas in groups of four (by putting pairs together).
Students have to debate, persuade, agree on which will be
around and which won’t.
Sample answers
delivery driver = In the future, people will order more things online
so there will be a greater need for delivery drivers – however, there
is a possibility that they could be replaced by drones.
dental nurse = Nursing is a caring job, so it should be safe, but
there may be aspects of the job that could be done by machines.
lawyer = unlikely to be replaced for serious situations – they give
expert personalized advice and listen to clients. However, for
routine work they might be replaced by an online advice lawyer
which could be a robot

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LESSON 8B
LESSON GOALS
• READING AND GRAMMAR Students read and understand an article about living
without money. The main aim is to practise using the present perfect to talk about
past experiences.
• PRONUNCIATION Students practise saying /n/ at the end of a word.
• SPEAKING The speaking aim is to have students asking and answering questions
about past experiences.

READING AND GRAMMAR 5

• Students read the Grammar box and answer the question. In
1 feedback, check understanding by asking check questions (see
• Optional step Start by writing Money on the board. In two
the Grammar notes).
minutes, elicit as many words as you can connected with money
and write them on the board. Feed back by checking any Answers
interesting or difficult words students suggest. A possible list: We use lived in the first part because it refers to a completed
spend, buy, sell, lose, save, cheap, pay, expensive, dollars, euros, period in the past, we use has lived in the second clause because
economics, bank. it refers to a time that began in the past but still continues in the
• Students discuss questions in pairs or small groups. In present.
feedback, ask a few students for ideas.
Sample answers GRAMMAR NOTES
Students may suggest: The idea of finished and unfinished past can be hard to grasp
1 Every day: bus fare, petrol, lunch; every week: gym, night out for some students. In other European languages, French for
 
with friends, cinema, supermarket shopping; every month: rent, example, the form have + past participle is used to describe
new clothes, weekend away, bills finished actions, so students will say, for example, I have done
2 gambling, clothes you don’t need, too much chocolate it yesterday. The present tense is used in many languages to
 
express the idea of a continuing state or action, so they will say,
2 for example, I live here since 2016.
• Elicit the first match to get students started. Let students
compare answers in pairs before checking as a class. Try to keep explanations simple for students by concentrating
• Optional step Use check questions, visuals or mime to check on when. If you say when (and it is finished), you use past
the words in feedback. For example, use the photo to check simple. Compare the following, with use of check questions:
caravan and tyre. Mime exchanging things. Ask students for He lived without money between 2008 and 2011.
examples of organic food that they buy.
Do we say when? (yes)
3 Is this time finished? (yes)
• Optional step Start by asking, What can you see in the photo?
What does the photo tell us about Mark? He has written four books.
• Ask students to predict answers to the question in pairs.
Do we say when? (no)
Elicit a few ideas before students read.
Are we interested in when? (No – we are interested in the
4 experience)
• Students read and compare answers in pairs.
He has lived without technology since 2016.
• Optional step Ask students to underline any other words
they don’t know in the text. Ask them to use context to check Do we say when? (yes)
meaning (see the Vocabulary notes).
Is this time finished? (no)
Answers
How: by living on an organic farm and exchanging his services for
his rent and somewhere to grow food For further information and practice, see Grammar reference
Why: because he cared about the environment and was interested Unit 8B page 173 of the Student’s Book.
in the idea of exchanging services not money
6
VOCABULARY NOTES • Elicit a first example to get students started. Students
compare the examples they find in pairs.
degree /dɪˈɡriː/ = university qualification
• Optional step In feedback, ask students to write up one or
rent /rent / = money you pay to live somewhere
two examples of both forms on the board and label the forms
motivate /ˈməʊ.tɪ.veɪt/ (others) = make others do things or
(have + past participle).
change the way they do things

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LESSON B
GRAMMAR NOTES
Compare the different uses:
has lived without technology since 2016
= action that started in the past and is
continuing
has (always) been … = state that started
in the past and is continuing
has written (four books) = actions that
happened in the past but we don’t say
when
has chosen to live an unusual life for
many years = action that started in the
past and is still true
have had different reactions = actions
or experiences that happened at some
time in the past (but we don’t know or
say when)
has motivated others = actions or
experiences that happened at some
time in the past (but we don’t know or
say when)
7 Born in 1979, Mark has written four books. He uses the
• Optional step Ask students to read the
text with a focus question first: How has
Kim Dinan’s life changed?
• Students complete the text with the
correct forms. Elicit the first answer to
get them started. Let students compare
answers in pairs.
• In feedback, ask students to justify
answers. A common error is to change
go to gone not been. See the Grammar
notes.
GRAMMAR NOTES
Go has two past participles – gone and
been. Been is also the past participle of
be. Compare:
Joe has gone to Spain = he’s not here
– he’s in Spain (a past action that is still
true)
Joe has been to Spain = he went to
Spain and came back (an experience
that happened in the past but we don’t
say when)
In Exercise 7 (number 4), we are talking
about experiences, so use been.
Notice that we can use both made or
has made in answer 9 – it depends
on whether the speaker sees this as a
finished action or an experience with a
result now.
138
8B
A different way to work
LESSON GOALS
• Understand an article about living without money
• Use the present perfect to talk about past
experiences
• Practise saying /n/ at the end of a word
READING AND GRAMMAR 1 the people who live in an area community
2 the black rubber part of a wheel tyre
1 Work in pairs. Discuss the questions. 3 not using chemicals (of food or farming) organic
1 What do you spend money on every day, every 4 the act of giving one thing and receiving another
week and every month? Make a list for each. (also a verb meaning the same thing) exchange
2 What do you think are not good ways to 5 the study of finance and money economics
spend money? 6 a little house on wheels caravan
3 Do you think you could live without money?
Why? / Why not? 3 Look at the photo. Mark Boyle lived without
money for three years. How and why do you
2 Match these words with the definitions. think he did it?
caravan community economics 4 Read the article about Mark. Were your
exchange organic tyre ideas correct?
Living without money
Mark Boyle lived without money for three years between
2008 and 2011 and has lived without technology
since 2016.
He grew up in Ireland and studied business and economics
at university. When he finished his degree he moved to
the UK and managed an organic food company.
Mark has always been interested in alternative ways of
living. In 2007, he decided to live without money for a
year. He bought a cheap, old caravan and started living
on an organic farm. He exchanged three days’ work on
the farm for his rent and somewhere to grow his own
vegetables.
money from his books to help people live in a freeconomic
community. Freeconomists exchange services and skills
for the things that they need instead of working for the
money to buy them. For example, Mark needed new tyres
for his bike, so he wrote a blog post about eco-friendly
tyres for a company. The company gave him free tyres.
Mark has chosen to live an unusual life for many years
and people have had different reactions to his story.
Some think his ideas are crazy, but his experience has
motivated others to use less money themselves. They
argue that the lifestyle Mark has chosen doesn’t create
much waste or have a negative impact on other people or
the environment. Personally, I admire Mark, but I love hot
showers and the internet too much to live like him!
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Extra activity PRONUNCIATION AND
Ask students to write a list of all the things SPEAKING
they have done so far today. Model the
activity by providing your own list first. For 8 8.1
• Read through the Clear voice box
example: So far today, I’ve eaten eggs for
with your class. Model and show
breakfast, I’ve had a shower, I’ve taken the
how to make the /n/ sound (see the
bus to school, I’ve marked your homework,
Pronunciation notes).
I’ve taught the present perfect.
Set a four-minute time limit. Ask the • Play the audio. Students listen and
student who says they have the longest list repeat.
after four minutes to read it out.
For additional practice, refer to the
Grammar activity on page 276 of the
Teacher’s Book.
www.frenglish.ru
 5 Read the Grammar box. Look at the first
sentence of the article. Why do we use lived in
the first part of the sentence and has lived in
the second?
GRAMMAR Present perfect and past simple
Present perfect
Use the present perfect (have/has + past participle)
for:
• actions or experiences that happened at some
time in the past (but we don’t know or say
when).
Mark has written four books.
• an action or state that started in the past and is
continuing or still true in the present.
Mark has chosen to live an unusual life.
Past simple
Use the past simple for finished actions in the past
with a known time.
He grew up in Ireland.
Use for with the past simple and present perfect to
talk about periods of time (e.g. for five years). Use
since with the present perfect to talk about dates
or times (e.g. since 2002, since 3 p.m.).
Go to page 173 for the Grammar reference.
6 Read the article again. Circle all the examples of
the present perfect and underline the examples
of the past simple.
7 Complete the text with the present perfect or
the past simple.
Like Mark Boyle, Kim Dinan 1 has completely changed
(completely / change) her life in the last few years. In
2012, she and her husband 2 left (leave)
their good jobs and nice house and 3 sold
(sell) all their possessions to travel the world. Since
then, she 4 has been (go) to over 25 countries
on five continents. Thanks to her job at Backpacker
magazine, she 5 has also climbed (also / climb) some
of the highest mountains and 6 has had
(have) many other adventures. A few years ago, she
even 7 walked (walk) across Spain alone. So
far she 8 has written (write) two books about her
experiences. Kim Dinan 9 has made/made (make) her
dream come true – one she 10 has had (have)
since she 11 was (be) a young girl!
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PRONUNCIATION NOTES
The /n/ sound is voiced, which means
you use your vocal chords. To produce
the sound, put your tongue against the
ridge just behind your top teeth so that
your mouth is completely blocked and
voice out through your nose.
For additional practice, refer to the
Pronunciation activity on page 295 of
the Teacher’s Book.
9
• Start by eliciting the correct form to
complete the first two questions.
PRONUNCIATION AND SPEAKING
8 8.1 Look at the Clear voice box. Listen follow-up questions and show interest in
and repeat. students’ answers.
CLEAR VOICE • Students ask and answer questions
Saying the final /n/ sound
in pairs.
Many past participles end with the spelling –
en (e.g. taken). When you make the sound /n/, • As students speak, monitor closely and
put your tongue to the top of your mouth. The air note errors students make.
should come out of your nose, not your mouth. Your
throat should vibrate.
taken, been, spoken, given, written, done
11
• Organize the class into new pairs.
9 Make full questions using the present perfect. Ask pairs to take turns to tell each other
1 (you / ever / live) without something for a while?
about their partners’ experiences.
Have you ever lived without something for
a while? • As students speak, listen carefully and
2 Do you know anyone who (earn money) in an note errors. In feedback, write on the
unusual way?
3 (you / ever / take) a big decision to change your life board three or four errors you heard
– or do you know anyone who (change their life) while monitoring Exercises 10 and 11,
completely? and ask students to correct in pairs.
4 (anyone / do) anything kind for you recently?
5 How many different languages (you / speak) Extra activity 1
this week?
6 How long (you / be) in your current job or at your Copy and show or hand out these
college? sentences:
7 Do you know any books or films about people
who (give up their jobs) for a new life? Have ever you bought something you
10 Work in pairs. Ask and answer the questions didn’t need?
in Exercise 9. Ask a follow-up question in the Do you know anyone who they have
past simple. stopped using smartphones?
A: Yes. I have. I lived without a car for a year because
Have you ever try exchanging services or
I wanted to save money.
B: How did you get around?
skills with somebody else?
You have ever made your own clothes?
A: I cycled everywhere. It was great!
11 Work with another pair and describe your Have you ever saving money to buy
partner’s experiences. something important?
Ask students to correct them then use
them to interview a partner.
(Correction key: Have you ever bought …?
Do you know anyone who has stopped …?
Have you ever tried exchanging …? Have
you ever made …? Have you ever saved
money …?)
99 Extra activity 2
Tell students to prepare Have you ever …?
questions using the prompts below. Tell
them to think of other questions about life
12/13/21 4:08 PM experiences to ask.
• Provide preparation time for students win a competition
to prepare questions and let students buy something very expensive
lose something important
compare answers in pairs. Monitor and
write a letter (not an email)
help as students write.
have an adventure
Answers
work for no money
1 Have you ever lived …
When students have prepared questions,
 
2 … who has earned money …
have a class mingle. Students walk round,
 
3 Have you ever taken … has changed
interview different people and report on
 
their life …
their findings to the class at the end.
4 Has anyone done …
 
5 … have you spoken … For additional practice, refer to the
 
6 … have you been … Communication activity on page 237 of
 
7 … have given up their jobs … the Teacher’s Book.
 
10 See Workbook page 54 for extra practice
• Optional step Model the activity by
(Grammar, Pronunciation).
asking questions round the class. Ask
139
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LESSON 8C
LESSON GOALS
• VOCABULARY Students use relevant
vocabulary to define and talk about
jobs.
• LISTENING A main aim is to develop
the skill of making mind maps to help
understand an interview when listening.
• GRAMMAR A further main aim is to
practise yet, just and already when
using the present perfect.
• SPEAKING Students talk about jobs,
dream jobs and work plans.
VOCABULARY
1 office with their work.
• Optional step Start by pointing to
the photos, saying the jobs and asking
students to repeat. Check by asking:
What does (an astronaut) do? etc. (see
the Vocabulary notes).
• Students discuss the questions in
pairs, then report in feedback.
VOCABULARY NOTES
a dream job = a job you really want –
but it is difficult or impossible to get it
astronaut /æstrənɔːt/ = goes into space
musician /mjuːzɪʃən/ = plays the guitar /
drums / piano, etc.
author /ɔːθə/ = writes books
photographer /fətɒgrəfə/ = takes
photos
video games tester = makes sure that
new games work well
film director = makes films
2 8.2
• Optional step Start by drilling
the words in the box to focus on
pronunciation (see the Vocabulary notes
for strong stresses).
• Elicit the first answer to get students
started. Let students compare answers in
pairs.
• Play the audio. Students listen and
check.
• Optional step Check vocabulary with
mime or check questions: Who works with
money? Who works on a newspaper?
Who teaches you new things? Who works
in an office? Who is a scientist?
140
8C
Dream jobs
LESSON GOALS
• Talk about jobs
• Make a mind map to help understand an interview
• Use yet, just and already with the present perfect
VOCABULARY 3 Work in pairs. Discuss the questions.
1 Work in pairs. Look at the ‘dream jobs’ in the 1 What word endings do the jobs in Exercise 1
and 2 have?
photos. Discuss the questions.
2 Can you think of other jobs with these endings?
1 Would you (or do you know anyone who would)
3 Which word endings are the most common?
like to do any of the jobs?
2 What is your dream job?
LISTENING
2 8.2Complete the definitions with these jobs.
Then listen to check. NATIONAL GEOGRAPHIC EXPLORER
accountant admin assistant biologist hairdresser 4 8.3 Listen to Anne Jungblut. What jobs does
instructor journalist politician researcher
she mention?
1 A(n) hairdresser cuts people’s hair. 5 8.3 Look at the Listening skill box. Copy
2 A(n) accountant records financial information Anne’s mind map on page 101 into your
for a person or company. notebook. Listen again to Anne and complete
biologist her mind map by making notes on each topic.
3 A(n) is a scientist who studies
living things.
4 A(n) admin assistant helps other people in an
LISTENING SKILL
Making mind maps
5 A(n) journalist reports the news for a
A good way to help you understand what
someone says is to create a mind map: a
newspaper, website or TV channel. diagram with the main idea in the middle and other
6 A(n) instructor teaches a skill such as yoga,
ideas around it. This can help you understand,
organize and summarize information.
fitness or driving.
7 A(n) politician works in politics and leads a 6 Draw a mind map about you, using Anne’s to
region or a country. help you. Discuss your mind map with a partner.
8 A(n) researcher studies a subject in detail or
tries to find information about a subject.
Go to page 163 for the Vocabulary reference.
an astronaut a musician an author
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• Optional step Elicit the word endings
VOCABULARY NOTES
and a few examples first to get students
accountant instructor started. You could make this task
admin assistant journalist competitive – which pair can make the
biologist politician longest list in three minutes?
hairdresser researcher
Answers
1 Common occupation endings = -ist, -ant,
For further information and practice, see -er, -or, -ian
Vocabulary reference Unit 8 on page 2 Possible jobs students might list:
163 of the Student’s Book. -ist = artist, psychologist, receptionist,
archaeologist, geologist, pianist, chemist,
3 pharmacist, dentist
• Students discuss the questions in -ant = shop assistant, flight attendant
pairs. -er = teacher, taxi driver, firefighter, office
worker, police officer, engineer, farmer,
manager, writer, waiter, cleaner, plumber,
www.frenglish.ru

current job adult dream job
8 Complete the sentences with yet, just or already.
education Anne
interests
past work
experience childhood dream job
GRAMMAR AND SPEAKING
7 Read the Grammar box. What’s the difference in
meaning between sentences 1, 2 and 3?
9 Work in pairs. Discuss the questions about your
GRAMMAR Yet, just and already
Anne uses yet, just and already with the present
perfect to say when something happened.
She uses yet at the end of negative statements to
say that something hasn’t happened, but it might.
I haven’t been there yet!
Also use yet at the end of questions to find out if
something has happened.
She uses already to say something happened
before the time of speaking.
I’ve already got my dream job.
She uses just to say something happened very
recently.
I’ve just got back from a trip to the Arctic.
Go to page 173 for the Grammar reference.
a photographer a video games tester
43118_U08_094-105.indd 101
sports player, soldier, reporter, painter,
gardener, builder, baker, dancer, computer
programmer, web designer
-or = actor, supervisor, doctor, professor
-ian = librarian, beautician, optician,
magician, electrician
3 -er is the most common
VOCABULARY NOTES
In general, suffixes are unstressed.
However, notice the stress on the last
syllable of engineer /endʒɪˈnɪə/.
In general, the suffixes don’t change the
stress of the word they are added to.
So: psychology/psychologist, reception/
1 Have you done your homework yet?
For additional practice, refer to the
2 I’ve just finished my homework.
3 I’ve already finished my homework.
Vocabulary activity on page 255 of the
Teacher’s Book.
1 I haven’t started my university course
yet
2 My sister has
.
just moved to Oman to
LISTENING
work. She went last week.
3 He’s only 29 but he’s already worked in
4 8.3
many different places. • Optional step Ask students: What do
4 Have you finished your report yet or you remember about Anne Jungblut?
do you need more time? What does she study? Explain that
5 I have just turned the computer off.
students will listen to Anne talking about
It’s time to relax!
6 I’ve already asked my boss twice about
her past and present jobs and her dream
taking holiday. Still waiting for an answer! jobs.
• Play the audio. Students note jobs they
own experience. Try to use yet, just and already hear.
in your answers.
1 Do you have a full-time job? • Students compare answers in pairs.
2 Have you had an opportunity to practise your • In feedback, explain that an Egyptologist
English outside the class?
3 Have you learned anything interesting recently?
studies ancient Egypt (i.e. Egypt 5,000
4 Do you know anyone who is doing their years ago) and check hieroglyphs
dream job? (explained in the text as ancient Egyptian
5 Do you have work or study plans?
6 Have you recently arrived in the place you live or
symbols).
have you been there for a while?
Answers
research scientist, admin assistant,
research assistant, researcher, Egyptologist,
astronaut
a film director
5 8.3
• Read the Listening skill box with your
class. Ask students what they remember
about each topic in the mind map from
the first listening.
• Play the audio. Students add details to
the mind map.
• Students compare answers in pairs.
• Optional step 1 Play the audio again
and pause when appropriate if students
need time to add to and complete notes.
101 • Optional step 2 You may wish to check
difficult words in the text connected
with Anne’s job: have exhibitions, do
research, find out/explore new things
12/13/21 4:08 PM Sample answers
Current job – research scientist at Natural
receptionist, archaeology/archaeologist,
History Museum
geology/geologist, pharmacy/
Adult dream job – research scientist,
pharmacist
astronaut
However, adding -ian shifts the stress: Interests – hieroglyphs (Egyptian text),
library/librarian, magic/magician, Egypt, wants to travel to Egypt
electric/electrician. Note also: piano/ Childhood dream job – Egyptologist –
pianist. study Egypt
Past work experience – admin and research
Extra activity assistant
Education – Germany – biology, Australia –
Play ‘20 questions’. Students work in
science/English, Canada – science
groups. One student chooses a job from
the lesson. The rest of the group have a
maximum of 20 questions to ask before
guessing the job. The student with the job
can only answer Yes or No to any question.
141
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LESSON C
AUDIO 8.3
Interviewer: Today, we have Anne Jungblut, a research scientist,
with us. Hi, Anne, can you tell us what you like about your job?
Anne: Well, the Natural History Museum is a really interesting
place to work because we have all the exhibitions and we also do
research and teaching. One of the things I love most is discovering
new things, like things we didn’t know before. That’s cool. And
I get to travel to amazing places. I’ve just got back from a trip to
the Arctic. Every day is different.
Interviewer: Sounds amazing! What did you do before you
worked at the Natural History Museum?
Anne: Well, I’ve worked here since 2010, but before that I did
some research at universities in Canada, Australia and Germany.
After high school I studied biology, you know, the science of
plants and living things, in Germany. Then I did another year in
Australia to improve my English, then worked as a researcher in
Canada. When I was at university in Germany, I once worked as an
admin assistant during the holidays. But more often I tried to get
jobs as a research assistant at the university to learn something
new.
Interviewer: What was your dream job when you were a child?
Anne: When I was a child, I wanted to be an Egyptologist, you
know, someone who studies ancient Egypt. When I was in high
school, when I was like 12, 13, 14, before I got into biology, I was
super-interested in Egypt – it’s thousands of years of history! My
mum took me to an exhibition about Egypt at a museum and I
just loved it. I had a pencil case with an Egyptian mummy and
I learned how to write in hieroglyphs – you know, the ancient
Egyptian symbols?
Interviewer: The ones that look like drawings?
Anne: Yes. That’s them!
Interviewer: Are you still interested in Egypt?
Anne: I think that was more when I was little, but I still find it very
interesting to find out and learn about ancient history. I always
love going to the museums when I’m travelling. I’d also still like to
visit Egypt. I haven’t been there yet!
Interviewer: What is your dream job now?
Anne: Well, I’ve already got my dream job, but it would also be
amazing to be an astronaut. It’s the ultimate job of finding out
and exploring new things.
Interviewer: Ha, yes. It would be incredible, wouldn’t it? Though
I think I am happier with both feet on the ground! Well, thanks
for chatting to us.
6 them.
• Optional step To model the task, draw your own mind map
on the board and tell students about it, or ask them to question
you about it.
• Students copy Anne’s mind map, but write their own name in
the middle. Students then add personal details to categories on
the mind map. Set a three- or four-minute time limit. Monitor
and help with ideas and vocabulary.
• Students take turns to describe their mind map in pairs.
GRAMMAR AND SPEAKING
7 Listening, Grammar).
• Read the Grammar box with the class. Students discuss the
sentences in pairs.
142
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Answers
1 You are asking about something that you expect to happen.
2 You finished it very recently.
3 You finished it, perhaps sooner than expected.
GRAMMAR NOTES
Meaning
These adverbs are used with the present perfect because they
relate the past to the present:
just = a short time before now
yet = at any time up to now – used to emphasize that we
expect it to happen
already = before now – and earlier than expected
For further information and practice, see Grammar reference
Unit 8C on page 173 of the Student’s Book.
8
• Elicit the first answer to get students started. Let students
compare answers in pairs before showing answers in feedback.
Extra activity
Write the following on the board (adapt the list depending on
your students and the time of day):
drink coffee, have lunch, check emails, call home, watch TV, listen
to music, go to the gym
Ask students in pairs or groups to talk about these activities using
yet, just and already (for example, I’ve already drunk loads of
coffee but I haven’t had lunch yet).
9
• Optional step Model the activity by providing examples from
your own experience.
• Give students two or three minutes to read the questions and
prepare things to say. Monitor and help with ideas.
• Organize the class into pairs or small groups. Students
take turns to discuss the questions.
• As students speak, monitor closely and note any errors
involving the use of the present perfect, yet, just and already. In
feedback, write up four or five incorrect phrases or sentences
you have heard and ask students to work in pairs to correct
Extra activity
Ask students to discuss which of the following ‘dream jobs’ they
would like to do and why: mountain guide, steam train driver,
ski instructor, cruise ship chef, beach lifeguard, racing driver,
zookeeper, helicopter pilot
Ask students to think of their own list of their top five dream jobs.
For additional practice, refer to the Grammar activity on page
277 of the Teacher’s Book.
See Workbook pages 54–56 for extra practice (Vocabulary,
LESSON 8D
LESSON GOALS
• SPEAKING Students practise making a good impression at an interview and practise
using positive language to present themselves in a positive light.
• PRONUNCIATION Students listen to and recognize the linking sounds /w/ and /j/
when two vowel sounds come together at word boundaries.
SPEAKING AND READING
1 a different industry, as well as the concerns interviewees often
• Optional step Focus students on the photos as a class. Ask,
What can you see? What are they doing in the two photos?
How are they different?
• Organize the class into pairs or small groups to discuss
questions. Elicit ideas in feedback.
Sample answers
1 Students may argue both ways. In person, you have the
 
advantage of interacting – you can shake hands, smile, make
eye contact, and you have the interviewer’s attention. Online,
you have the advantage of being in your own environment –
you can control your environment, you may feel less nervous.
3 Ideas include: practise answering questions, get to know as
 
much as possible about the company and the job, prepare
things to ask, dress professionally, buy new, smart clothes, get
a haircut
4 Ideas include: some jobs expect formal clothes and attitude
 
(e.g. accountant, lawyer, sales manager) whereas others don’t
(e.g. creative jobs like design); there will be a relaxed friendly
approach to interviewing for part-time, casual work (e.g. a
summer job in a bar) whereas senior company positions will
involve formal, demanding interview procedures
2 video script.
• Students read and compare the situations in the five quotes.
• Organize the class into pairs to compare answers. Elicit ideas
in feedback.
Sample answers
Quote 1 – In their country brown shoes are smart, but in the
country they interviewed they have to be black, grey or dark blue.
Quote 2 – Long application process and very formal.
Quote 3 – Used roleplay at the interview – embarrassing.
Quote 4 – Their CV was too long.
Quote 5 – Informal when they expected formal.
Extra activity
Ask students about their workplace culture. If students aren’t
currently in work, they can talk about a typical workplace culture
where they’re from: What is the dress code in job interviews? How
long does the interview procedure take? Would you feel comfortable
making small talk or doing roleplays? Are CVs long or short?
MY VOICE
COMMUNICATION SKILL NOTES
This lesson looks at making a good impression at job or college
interviews. This is a situation that many adult language learners
will face. The lesson looks at cultural issues, which could arise if
www.frenglish.ru
students are applying for a job in a different country, or within
have about job interviews. It introduces ways of behaving
and things to say in order to come across as positive and
employable.
3 8.2
• Optional step Start by explaining that students will watch a
video giving tips on how to do well in an interview.
• Play the video. Students listen and take notes. Let students
compare answers in pairs. In feedback, elicit the speaker’s main
advice.
4 8.2
• Optional step Pre-teach key words. Use mime to check
breathe. Check confident/nervous.
• Give students time to read 1–5 carefully. Play the video
again. Students listen and note advice. Let students compare
answers in pairs.
• Optional step Note taking is demanding. If necessary, pause
the video at key places to give students time to write, or play
the video twice so students can check and add to their first set
of notes. You could let students check answers by looking at the
Sample answers
1 Be positive.
 
2 Find interview questions online. Practise answering them.
 
3 Act confident. Stand up straight, make eye contact, smile. Think
 
about all your good qualities.
4 Say you’re learning how to do it or talk about the things you
 
can do.
5 Ask for time to think about your answer (but not too long).
 
VIDEO 8.2
Job interviews can be different for different jobs and in different
countries. It’s a good idea to do some research on the company
that’s interviewing you. However, one thing is the same for all jobs
all over the world. Interviewers like positive people!
For some people, one of the hardest things to do is to ‘sell
yourself’ – that is to talk about how great you are. The interviewer
might ask ‘What makes you the perfect person for this job?’ and
you might think ‘I’m probably not the perfect person!’ But you
need to be able to tell the interviewer, with confidence, why you
would be good for their company. One of the best ways to do this
is to be prepared.
Look online for some example interview questions and prepare
answers to each question. You can also make notes of things
you’ve done well that you can talk about. Once you know what
you want to say, practise with someone else, or talk to yourself in
the mirror.
143
LESSON D
And try to keep a positive attitude. Even
if you’re feeling nervous, it’s good to
act confident. Before you go into the
interview, think about all your good
qualities, the times you’ve been successful
– all the times you’ve helped someone, did
well in an exam or solved a problem.
But how do you stay positive when they
ask you about skills and experience that
you think you don’t have? They might
ask you ‘What management skills do you
have?’ and you might think ‘I don’t have
any management skills!’ Well, don’t say
‘I don’t have any management skills.’ Be
positive. Talk about the skills you have
that will help you manage a team. If you
organized an event or taught someone
how to do something, you could use these
as examples. You could also tell them that
you’re learning new things or looking for
ways of improving.
And finally remember these tips.
Dress well, but wear something
comfortable so that you look good and
feel good.
Before you go in, take some time to sit
quietly and breathe.
During the interview, if you need time to
think of an answer, give yourself time by
saying ‘Oh, that’s a good question, let me
think about it for a minute’ or asking if you
can return to the question later.
And remember, if you sound confident and
positive, your interviewer is likely to see
you as confident and positive too!
5 eating biscuits. I got the job, but I think they thought I was
• Read out the Communication skill box.
Check difficult words in the skill and
task: reword = write/say in a different
way; improving = getting better.
• Give students time to read the task.
Point out the example answer to get
students started.
• Students reword the phrases. Let
students compare sentences in pairs.
• In feedback, ask different pairs to read
out a reworded sentence.
Sample answers
2 I am improving my ability to sell/promote
 
myself.
3 I am getting more confident with
 
speaking in public.
4 My study skills are getting better.
 
5 I am developing my organization skills.
 
Extra activity
Here are other phrases to reword for fast
finishers:
144
8D
Making a good impression
at an interview
102
43118_U08_094-105.indd 102
I can’t start for at least three months; I
am terrible at proofreading; I don’t like
working with other people. (Answers: I
can start in three months; I am improving
my proofreading; I am great at working by
myself)
6 Notice how -ing is used after
• Read through the Useful language box
with your class. Explain any vocabulary
or grammar problems (see the Language
notes).
• Optional step Model the task by
providing some examples from your own
experience.
• Give students time to prepare sentences.
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LESSON GOALS
• Practise making a good impression at an
interview
• Use positive language
• Understand linking sounds
SPEAKING & READING
1 Work in pairs. Discuss the questions.
1 Look at the photos. Do you think it’s easier to
make a good impression at an online interview or
in person? Why?
2 Have you ever been for an interview for anything,
e.g. for a job, college or a speaking test? Discuss
your experiences.
3 What can people do to prepare for a job
interview?
4 In what ways do you think job interviews might
be different depending on the job or college, the
position, or the country?
2 Read the quotes about interview experiences.
How were the experiences different? What did
each person think was surprising?
‘I didn’t get a job because I wore the wrong colour shoes!
In my country brown shoes are smart, but over there they
have to be black or grey or dark blue.’
‘I applied for a job and it took months. First the CV,
then a phone call interview, then an exam and, finally,
a face-to-face interview. In the end, I didn’t get the
job because I was too informal. In my country we
often chat for a while before talking about the job.
That was a mistake.’
‘I went for an interview and they got me to roleplay
customer service situations. I had to act out talking with
an angry customer. It was really embarrassing.’
‘I applied for a job in another country, but they said
my CV was too long. They wanted one or two pages,
I gave them five or six pages!’
‘I think I was too formal at my last interview. In my
previous job interview they used titles, like Mr, Ms or Dr,
but where I did the interview they wanted first names. I
think that’s too informal and a bit disrespectful. We sat
on comfortable chairs - not even around a table - and
everyone was wearing jeans and drinking coffee and
too polite.’
12/13/21 4:08 PM
• Let students compare sentences
with a partner. In feedback, ask different
students to say what they learned about
their partner.
LANGUAGE NOTES
prepositions:
be confident with / good at + -ing; have
experience of + -ing; learn more about
+ -ing
volunteer /ˌvɒl.ənˈtɪər/ = do a job for no
money
 MY VOICE
3 Watch the online presentation about
8.2
making a good impression at an interview. What
main advice does the video give for interviews
anywhere in the world? be positive
4 8.2 Watch the video again. What advice does
it give for problems 1–5?
1 ‘I don’t like saying how great I am.’
2 ‘I don’t know what the interviewer will ask me!’
3 ‘I am not a confident person.’
4 ‘I don’t know how to do that.’
5 ‘Oh no! I can’t think of an answer to this question!’
5 Look at the Communication skill box. Then
rewrite sentences 1–5 to make them positive.
COMMUNICATION SKILL
Making a good impression
at an interview
Job interviews can be very different
depending on the country, the company (or
college, etc) or the job (or course, etc.).
Before an interview it’s a good idea to research the
company, find out how they interview and prepare
questions you think they might ask.
At the interview be confident, give examples and be
positive. Reword negative phrases. Talk about what
you are good at and how you are improving.
1 I don’t know much about this company.
I’m looking forward to learning more about this
company.
2 I’m not very good at ’selling myself’.
3 I can’t speak in public.
4 I don’t have very good study skills.
5 I’m not an organized person.
6 Look at the Useful language box. Make the
sentences true for you.
Useful language Using positive language at
an interview
I’m confident with (computers).
I’m really good at (customer service).
I have experience of / I’m currently learning more
about (managing a team).
I am a hardworking/organized/reliable team member.
I have studied/worked/volunteered (in an office for
three years).
I have excellent communication/problem-solving/
team-working skills.
43118_U08_094-105.indd 103
7 1 Because I’m interested in … / I’m
• Start by eliciting possible answers to
questions one and two to get students
started.
• Give students time to read the
questions. Students prepare answers.
Let students compare sentences with a
partner.
• In feedback, ask different pairs to read
out answers. Elicit and write up possible
extra questions.
• Optional step Guide students by
showing useful phrases to use when
answering 1–7 (see the sample answers).
7 Think about a job, volunteering role or
course you are interested in. Write answers
PRONUNCIATION AND
to the questions. Try to use the advice from SPEAKING
the Communication skill box and the Useful
language. Add two more questions. 8 8.4
1 Why did you apply for this job/course?
• Read through the Clear voice box with
2 Have you ever trained someone to do something?
your class.
3 Can you give me an example of a time when you
improved something at work? • Play the audio. Students listen and notice
4 What skills and experience do you offer?
5 Can you tell me about a time that you organized the linking.
an event?
6 Tell me about your strengths and weaknesses.
7 Have you ever solved a problem at work?
PRONUNCIATION NOTES
/j/ links words that end in: /i:/ as in sea,
PRONUNCIATION AND SPEAKING /ai/ as in sky, /ei/ as in say.
8 8.4 Look at the Clear voice box. Listen to the
example and notice how the sounds link. /w/ links words that end in: /əʊ/ as in
CLEAR VOICE
go, and /u:/ as in shoe.
w/ and /jj/
Understanding linking sounds: /w
When two vowel sounds come together,
some speakers add an extra sound such as /j/
9 8.5
or /w/. Knowing this can help you understand spoken • Play the audio. Students listen and
English better. circle. Let students compare answers in
We /j/ asked them to /w/ invite a special guest.
pairs.
9 8.5 Listen to the interview questions in
w/ or /jj/.
Exercise 7. Circle the linking sounds /w
Answers
10 OWN IT! Work in pairs. Use your notes from
1 … you/w/apply …; 2 … you/w/ever …;
Exercise 7 to do the interview. Change roles. 3 … me/j/an … … you/w/improved …;
Student A: Ask interview questions, take notes and 4 … you/w/offer?; 5 … me/j/about …
give feedback.
Student B: Answer the questions. Listen to the
you/w/organized …; 6 … me/j/about …;
feedback. Use the checklist to help you. 7 … you/w/ever …
• stay relaxed
• make eye contact 10 OWN IT!
• ask for thinking time • Mix students so they are working
• give positive answers
• give examples with a new partner. Give students
A: Why did you apply for this job? preparation time. Tell them to decide on
B: I enjoy working with people and I would like to get roles and prepare things to say.
more experience of working in customer service.
• When students are ready, they act out
the roleplay. Set a five-minute time limit.
• As students speak, monitor closely and
make a note of any errors students make.
EXPLORE MORE! • At the end, in feedback, write up errors
Search online for advice on how to answer different
103
on the board and ask students to correct
types of interview questions.
them in pairs. Point out any good use of
useful language that you heard.
For additional practice, refer to the
12/13/21 4:08 PM Communication activity on page 238 of
Sample answers the Teacher’s Book.
 
confident with … / I’m really good at … EXPLORE MORE!
2 Yes. Once / Last year, I trained … to …
One website suggests the following types
 
3 Once / In my last job, I …
of questions and examples:
 
4 I have experience of … / I’m currently
Situational: A colleague has made a
 
learning more about …
mistake at work, but only you have spotted
5 Once / In my last job, I …
it. What do you do?
 
6 I am a hardworking/organized/reliable
Competency-based: Tell me about a time
 
team member
when you had to be creative to solve a
7 Once / In my last job, I …
problem.
 
Behavioural: Describe a time when
something didn’t work. How did you learn
from it?
See Workbook page 57 for extra practice
(Pronunciation).
145
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LESSON 8E
8E
Looking great on your CV
LESSON GOALS
• Practise proofreading and checking information
• Learn how to write about your skills and
experience
• Write a CV

LESSON GOALS
• WRITING The aim of the lesson is READING FOR WRITING
to guide students to write their CV. 1 Look at these categories. Which kinds of CV Exercise 7
The reading text provides a model. information would you include in a CV in your CONTACT INFORMATION more
adjectives:
Students practise proofreading and country or in the kind of work you do? Which
Name: Rubén Salgado Escudero hard-
would you not include?
checking information and learn how working,
• contact information • photo Tel: +52 013478629 (example number) reliable,
to write about skills and experience. • education history • profile creative
Website: www.rubensalgado.com more
• hobbies and interests • references work-
Address: 31 Calle del Sol, Mexico City (example related
• languages • work experience
address)
READING FOR WRITING NATIONAL GEOGRAPHIC EXPLORER
verbs:
plan, lead,
Email: Rubén@emailexample.com (example address) arrange,
1 2 Read Rubén Salgado Escudero’s CV. What skills, PROFILE coordinate

• Optional step Ask students to compare
personal CVs on their phones. (Note that
in US English a CV or curriculum vitae is
called a résumé /ˈrezjuːmeɪ/).
• Students discuss the questions in
pairs.
Answers
Every country, organization and industry
is different. CVs should be tailored to
each job application. Some countries may
require professional photos, others not.
Students may make languages prominent
to present their skills, or omit if not
relevant for the job role. Hobbies and
interests listed should make you sound
experience and qualifications does Rubén have? Enthusiastic, outgoing and curious photographer with
a passion for travel. I have exhibited my photographs
3 Find examples of the present perfect, past simple in twenty cities worldwide, published my work
and present simple forms in Rubén’s CV. Match in Time, GEO, El País, Der Spiegel and National
each tense with its use.
Geographic Magazine and presented at international
1 Present simple a for experiences conferences including TEDx events.
2 Present perfect b for previous completed
WORK EXPERIENCE
3 Past simple jobs, projects and
May 2013–present: Freelance Photographer
education
Freelance photographer with special interest in social
c for current jobs, projects
and cultural issues around the world. Projects include
and education
‘Solar Portraits’ for National Geographic.
2003–2013 3D animation, Berlin
Rubén Salgado Worked as part of a team to design and develop
Escudero is video games. Organized and managed 3D animation
a freelance projects. Trained new employees.
photographer.
EDUCATION HISTORY
1999–2003, Savannah College of Art and Design,
US
Bachelor’s degree in Fine/Studio Arts, General

motivated. Avoid ‘watching TV’ or ‘reading LANGUAGES

I speak Spanish, English, German, Portuguese. I have
social media’.
excellent intercultural communication skills.

2 HOBBIES AND INTERESTS

Travelling, cooking, yoga, reading, languages,
• Optional step Ask students what they
live music
remember about Rubén from earlier in
REFERENCES
the unit. Available on request
• Students read Rubén’s CV and note
answers to the questions. In feedback,
elicit answers.
104
• Optional step Ask students to
underline words in the CV they don’t
know – check in feedback (see the
Vocabulary notes).
43118_U08_094-105.indd 104 12/13/21 4:08 PM

Answers
Skills: photography, public speaking,
training, 3D animation, team working,
organization, management, languages,
intercultural communication
Experience: photographer, public speaker,
designer of video games, managed
projects, trained new employees
Qualifications: Bachelor’s degree (BA) in
Fine/Studio Arts
VOCABULARY NOTES
enthusiastic /ɪnˌθjuː.ziˈæs.tɪk/ = very
interested in things
curious /ˈkjʊə.ri.əs/ = wants to find out 3
new things • Start by pointing out an example of one
of the tenses in the CV. Students find
exhibit /ɪɡˈzɪb.ɪt/ = show to the public further examples and match rules.
(in a gallery)
• Students check matches with a
bachelor’s degree /ˌbætʃ.əl.əz dɪˈɡriː/ partner.
= a first degree from university (BA, Answers
BSc, etc.) 1c (Projects include; I speak; I have
 
available on request /əˈveɪ.lə.bəl ɒn excellent)
rɪˈkwest/ = ask and I will give them to 2a (I have exhibited / presented /
 
you published)
3b (worked / organized / managed /
 
freelance /ˈfriː.lɑːns/ = working trained)
independently, not for a company

146
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 4 Look at the Writing skill box. Then find four
errors in the CV extract for a design job below.
Think about spelling, grammar, punctuation and
whether the information is in the correct place.
WRITING SKILL
Proofreading and checking information
It is important that any official writing such
as a CV has no errors. CVs need to impress
the employer, so check for any mistakes in spelling,
punctuation, grammar, typing or formatting. This is
called proofreading. Ask a friend, family member or a
professional to check it before you send it. Also check
that the information you include is necessary for the
job you want.
CV
WORK EXPERIENCE
10 CHECK Use the checklist. Your CV ...
2011–present: Company Director, Sanford Design
I manage a small team of designers. I am visiting visit
homes and advise clients on furniture and wall
colours colour’s. My job involves marketing, acounting and accounting
financial planning. I speak English and Hindi. [information in
wrong section]
2010–2011: Chef, Happy Sun Restaurant
I prepared delicious meals in a 120-seat restaurant. I
was responsible for cooking, buying ingredients and
hiring staff.
11 REVIEW Exchange CVs with another student.
5 Read the CV extract again. Is any information
unnecessary for a design job?
I prepared delicious meals in a 120-seat restaurant.
6 Look at the Useful language box. Work in pairs.
Discuss other information you could put in the
brackets.
Useful language Writing about your skills
and experience
Worked as part of a team to (provide excellent
customer service).
My special interest is (the environment).
Trained (new members of staff).
Presented my work (at international conferences).
Organized (events for customers and employees).
My skills include (intercultural communication,
sales and problem solving).
43118_U08_094-105.indd 105
4 LANGUAGE NOTES
• Read through the Writing skill box with
your class.
• Students read and find errors in the
Work Experience section of a CV. Let
students compare answers in pairs.
5
• Students read the text again and answer
the question.
• Let students compare answers in pairs
before checking with the whole class.
• Optional step Check new phrases (see
the Language notes – add these phrases
to the Useful language in Exercise 6).
7 Circle three personality adjectives and three
work-related verbs in Rubén’s CV. Can you think
of three more personality adjectives and work-
related verbs that you could use in your CV?
Discuss your ideas.
8 Use the Useful language and the adjectives and
verbs from Exercise 7 to make sentences about
you for these headings:
• Education
• Work
• Hobbies
• Languages
WRITING TASK
9 WRITE Using Rubén’s CV as a model and the
other information you’ve talked about, write a
CV for a job you want.
includes all the headings you think are important.
lists all the information under the correct headings.
includes personality adjectives and work-related
verbs.
includes information that is important for the job
you want.
uses some of the Useful language.
doesn’t have errors (spelling, grammatical,
punctuation, etc.).
Did they include at least three things from the
checklist? Suggest any way they might make the
CV better for the job they want or sell themself
better.
It has important information for the job you want.
I liked that you use lots of personality adjectives and
work-related verbs.
You have no spelling mistakes.
Go to page 157 for the Reflect and review.
EXPLORE MORE!
Look online for examples of CVs in the area
you work in, or would like to work in.
My job involves = What I do in my job
is …
be responsible for = be the person who
makes the decisions
6 For additional practice, refer to the
• Read through the Useful language with
your class.
• Elicit one or two examples of
information to put in the brackets.
Students discuss ideas in pairs.
www.frenglish.ru
7
• Students work in pairs to find
adjectives and verbs. In feedback, elicit
other suggestions and build up a list on
the board.
8
• Optional step Start by modelling
sentences from your own experience, or
eliciting ideas from students round the
class.
• Once students have prepared a few
sentences, ask them to compare ideas
with a partner and work together to
correct each other’s work.
WRITING TASK
9 WRITE
• Start by eliciting what jobs students
want. Build up a list on the board and
help with the English job titles of jobs
students are unsure of. Point out that
students should write their CVs to help
them get the job they want – avoiding
any unnecessary information.
• Students write their CVs.
10 CHECK
• Ask students to use the checklist to
check their work.
11 REVIEW
• Students exchange CVs with a
partner and provide feedback to each
other.
Extra activity
Find a page online or in a newspaper
105 of jobs you think your students will be
interested in. Ask students to choose a job
from the page and adapt their CV to make
it appropriate for applying for that job.
12/13/21 4:08 PM Alternatively, ask students to adapt their
CV for a dream job that they find online.
EXPLORE MORE!
You could ask students to make a list
of five key criteria in a CV then research
online to find the CV that best matches
those criteria.
Mediation activity on page 311 of the
Teacher’s Book.
See Workbook pages 56–57 for extra
practice (Writing).
For Unit 8 Reflect and review, see
Student’s Book page 157.
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 UNIT 9
Health and
happiness
UNIT GOALS
9A Reading and speaking
• understand an article about
experiencing no pain; identify
supporting examples; reflect on
our emotional reactions to a text;
talk about aches and pains and
how to treat them

9B Reading and grammar,


speaking
• understand the main points of a
blog post; use second conditionals;
talk about what you would do in
imagined situations

9C Speaking and reading,


listening, vocabulary,
grammar, pronunciation
• use words and phrases to talk
about health; follow the main
points of a monologue and follow A single figure walks in the forest
in Inverness, Scotland in the UK.
tips to stay positive when you
don’t understand everything you
hear; use must, have to and should 106
to talk about rules and advice;
pronounce long and short sounds
/ɔː/ and /ɒ/

9D Speaking and pronunciation 43118_U09_106-117.indd 106

• Optional step Before students speak,


• practise saying ‘no’ when you need
to; give reasons, ask for more time
or suggest other solutions to say
‘no’ politely; understand negative
auxiliaries in speech
9E Writing
• write an online gratitude diary; keep
readers interested by keeping posts
short, adding interesting details,
sharing feelings and giving reasons,
writing about senses and finding
the positive in negative situations
Photocopiable resources
Communication activities: pp. 239–240
Vocabulary activity: p. 256
Grammar activities: pp. 278–279
Pronunciation activity: p. 296
Mediation activity: p. 312
Workbook
Unit 9 pp. 60–65
1
• Ask students to work in pairs and
discuss the questions.
1/18/22 10:35 AM
use the photo on the page to elicit and
teach key words they will need: forest,
(pine) trees, fresh air
ABOUT THE PHOTO
Inverness (/ɪnvərˈnes/) is a city in the
Scottish Highlands. The land is rugged, hilly
and covered with pine forests.
WATCH
2 9.1
• Give students time to read the questions
carefully. Play the video. Students note
answers.

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 9
Health and
VIDEO 9.1
Federico Fanti: It may sound a bit strange,
but when I’m on a work trip, I’m very
relaxed. After work the team relax together

happiness
and share stories and plans. On the other
hand, when I work in the office I need
to relax more. Music is a huge help and
classical music is my favourite when I need
GOALS
to focus on something. I also find it very
• Identify supporting examples
• Use the second conditional to talk about imagined useful to go for a walk – just get out of the
situations office and walk for 5–10 minutes.
• Talk about health
• Stay positive when you don’t understand When it comes to stress, my attitude is to
• Learn to say ‘no’ when you need to follow a simple plan. I ask myself: can this
• Write an online diary about things you are grateful for
be fixed? If the answer is no, I calm down
1 A forest of pine immediately as there are things you simply
1 Work in pairs. Discuss the questions. trees; somebody is
1 Look at the photo. What can you see? walking up through
can’t change. You just have to accept
2 How do you feel when you look at the photo? the trees them. For example, there is not much you
3 What do you do when you want to relax? wearing warm can do if there is a thunderstorm and we
clothes and a hat;
it’s very green; it’s
can’t get out to work. If the answer is yes,
WATCH
on a steep hill I try to focus on the solution and make the
2 9.1 Watch the video. How does Federico stressful situation as short as possible!
answer the questions?
In terms of sleep, I usually don’t sleep as
NATIONAL GEOGRAPHIC EXPLORER much as I would like to, but I do fall asleep
easily everywhere and in every situation. I
think it’s easier to sleep if the last thing you
do before bed makes you smile. Your brain
needs to know it’s time to sleep and put
FEDERICO FANTI aside what’s happened in the day. When
1 What do you do to relax? I’m home I’ll play with my kids but when
2 How do you stay calm in a stressful situation? I’m on a work trip I tell jokes, sing or go for
3 What helps you sleep well?
a short walk.
3 Make connections. Answer the questions in
Exercise 2 about you. 3
• Ask students to work with a new
partner or in small groups. Set a short
time limit for students to discuss the
questions.
107
Extra activity
If students are short of ideas for Exercise 3,
write this list of things to do when stressed
43118_U09_106-117.indd 107 1/18/22 10:35 AM
on the board. Ask students to say which
• Students compare answers in pairs they do and why, or ask them to categorize
VOCABULARY NOTES the ideas as ‘useful’ or ‘not useful’:
before checking as a class.
share stories /ʃeər ˈstɔː.riz/ = take turns breathe slowly, close your eyes and
Answers to tell stories imagine you are calm, go for a walk, listen
1 On work trips, he relaxes with his team to music, change your focus by walking
a huge help /ə hjuːdʒ help/ = a very big
 
after work. In the office, he listens to away, eat a snack, massage your head,
music (especially classical) or goes for a help
jump up and down and shake your body,
walk. my attitude is … /ˈætɪtjuːd/ = my point sing a song, write down how you feel
2 To stay calm, he asks himself if he can of view is … / the way I do things is …
 
do anything (about the situation). If he
can’t, he relaxes. If he can, he does what thunderstorm /ˈθʌn.də.stɔːm/ = when it ABOUT THE EXPLORER
he can to fix it. rains and there is thunder and lightning FEDERICO FANTI is an Italian
3 He does something that makes him in the sky palaeontologist and geologist. He explores
 
smile before going to sleep – playing focus on /ˈfəʊ.kəs ɒn/ = think about / the history of life on Earth, looking at
with his kids, telling jokes, singing or work at very carefully fossils and rocks. He is a professor at the
walking. University of Bologna in Italy.

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LESSON 9A
LESSON GOALS
• READING The main aim is to guide
students to understand an article
about experiencing no pain and to
reflect on its ideas and the emotions
it makes the reader feel. They practise
identifying supporting examples that
a writer gives to support arguments.
• SPEAKING The speaking aim is to
talk about aches and pains and how
to treat them.
READING
ABOUT THE TEXT
The text type is an informative magazine
article. It describes the life experiences
of Jo Cameron, a woman with a very
rare condition which means she feels no
physical pain and feels no fear. It describes
the benefits and downsides of her
condition and how scientists hope to learn
more about treating pain from her story.
1 Identifying the examples a writer gives
• Optional step Ask students, When was
the last time you hurt yourself, or felt
pain? What happened? How did you
feel?
• Students discuss the question in
pairs. Set a four- or five-minute time
limit. In feedback, elicit ideas from
different pairs and build up a list of pros
and cons on the board.
Sample answers
Advantages: pain hurts so it’s good not
to feel it; you can take more risks and
do dangerous things; you don’t need
painkillers
Disadvantages: you don’t know if you have
damaged your body and need medical
help; you are too brave and might put
yourself in a dangerous situation; you don’t
know if you are ill
2 your life.
• Elicit the first answer to get students
started. Students match words and
definitions individually. Let students
check with a partner.
• In feedback, show or write up the
correct answers so students can check.
• Optional step Check students’
understanding in feedback by asking
personalized check questions: What
makes you feel anxiety? Are you in a
150
9A
Pain and positivity
READING
1 Work in pairs. What do you think the advantages
and disadvantages would be of not being able to
experience pain?
2 Match these words with the definitions.
anxiety extraordinary heal hip
in a good mood operation painkiller
suffer treat wound
1 feel or experience pain (in your body or mind) suffer
2 try to make someone better (e.g. with medicine) treat
3 the feeling of being very worried anxiety
4 happy or positive in a good mood
5 a serious cut or other damage to the skin wound
6 grow and become healthy again (e.g. of a cut or
broken bone) heal
7 medicine to reduce pain painkiller
8 act of cutting open a person’s body to make it
better operation
9 very special and unusual extraordinary
10 part of the body at the top and side of each leg hip
3 Quickly read the web article on page 109. What
does it say about the question in Exercise 1?
4 Look at the Reading skill box. Then read the
article again. What examples does the article
give to support statements 1–5?
READING SKILL
Identifying supporting examples
to support their argument can help you
understand the argument and judge whether you
agree. For example if the text simply said Jo Cameron
was ‘extraordinary’ that would be an opinion. But the
next sentence tells us she has a condition that only
one other person in the world has.
1 It was sometimes dangerous to feel no pain.
2 It made life easier to suffer no pain.
3 Jo Cameron does not worry.
4 She experiences no fear in dangerous situations.
5 Jo’s situation may help other people in the future.
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43118_U09_106-117.indd 108
good mood today – if so, why? Have
you ever had an operation? If you have
a headache, which painkiller do you
take? How can you treat a wound on
your foot? Name an extraordinary day in
VOCABULARY NOTES
Note common collocations with these
words:
feel / suffer (from) anxiety
treat a wound (= a wound /wuːnd/
is a type of injury in which the skin is
opened – so from a sharp object, etc.)
www.frenglish.ru
LESSON GOALS
• Understand an article about
experiencing no pain
• Identify supporting examples
• Reflect on how things make you feel
5 Look at the Critical thinking skill box. Work in
pairs. Ask and answer questions 1–5.
CRITICAL THINKING SKILL
Reflecting on how things make us feel
When we reflect on a text, we take time to
think about what it means to us and what
reactions we have to it. As we read we can think
about whether we agree or disagree with the ideas
in the text, what our emotional reactions to it are
and why.
1 Do you think it’s surprising that Jo didn’t realize
she had the condition until she was in her 60s?
2 How would you feel if you discovered you had a
rare condition like Jo’s?
3 Do you think it would change your life? How?
4 Did the article make you feel there were more
advantages or more disadvantages of Jo’s
condition? Why?
5 How would you feel about scientists studying you
in order to help treat other people’s problems?
6 Work in groups. Do you feel differently about
the idea of living with no pain after reading the
article? Why? / Why not? What might be the
advantages and disadvantages of living with no
fear?
SPEAKING
7 Work in pairs. Look at the different kinds of
pain. Check you understand what they mean.
Which have you suffered from? Which do you
think is the worst?
a headache sore muscles
a toothache a cut
a stomach ache a burn
backache an insect sting
a sore throat sunburn
8 Do you know of any ways to treat the kinds of
pain in Exercise 7 without using medicine?
My grandmother used to put honey on bee stings.
1/18/22 10:35 AM
a good / bad / great / awful mood
The wound / cut healed
have an operation on (your hip)
Other words on this topic to check:
a rare / serious condition = an
uncommon / very bad medical problem
test results
burn (yourself)
cut (yourself)
 4
• Read out the information in the Reading
skill box.
• Students work in pairs to find and
underline supporting examples in the
article. In feedback, elicit and discuss
answers.
Answers
1 When she burned herself on her oven.

 
When her hip got really bad.
2 When she was having her children.

 
Jo Cameron
feels no pain.
3 When she had a minor car crash and the

 
other driver was very upset and she was

What it means to live without pain calm.

4 She had tests that showed her levels

 
Jo Cameron describes herself as ordinary, but in reality she is rather extraordinary. Because were zero.
of a very rare condition (there is only one other person in the world who has it), she feels no 5 Scientists believe her condition will

 
pain and suffers no anxiety or fear.
help them produce better painkillers
Now in her 70s, Jo Cameron was in her 60s before she realized she was unusual. Until then,
she just thought of herself as a very happy and healthy person. and treatments for anxiety, PTSD and
When some problems she had with her hip became so bad that she could hardly walk, the wounds.
doctors finally agreed to operate on it. Until then, because she wasn’t suffering pain, no one
realized how serious it was. After the operation, the doctors couldn’t believe that she needed
no painkillers. They sent her for tests and the results of these began to explain a lot of things
5
about Jo’s life. • The Critical thinking skill box aims to
Although Jo Cameron says she is happy with the way she is, she understands now that pain help students reflect on the text. For
can be important for letting you know when there is danger or when the body has a problem. example, students may agree or disagree
Over the years she has burned herself many times while cooking or ironing because she didn’t
get the warning signals. Sometimes she knows she’s burning herself only because she smells with its ideas, or respond to its content
it. On the other hand, she has had many other small operations and has given birth to two by being angry, surprised or upset.
children with no need for painkillers at all. Another positive benefit of her condition is that
although she cuts herself regularly, her wounds heal very quickly. • Read through the Critical thinking skill
As well as not experiencing pain, she also feels no fear, thanks to large amounts of a chemical box and ask students to listen or read
called anandamide in her system. When she had a small accident while driving, the other silently before asking a check task: Give
driver was shaking and upset, while she was completely calm. She says she isn’t brave, she just
doesn’t feel frightened. It also means she’s always in a good mood and, in tests for depression an example of how you might react to a
and anxiety, she scored zero. However, her condition means she is more forgetful. text in an emotional way.
Scientists believe they will be able to learn a lot about the pain system and about ways to treat
pain from Jo Cameron. There is hope that in the future this will help produce better painkillers
• Ask students to discuss the questions
and treatments for anxiety, post traumatic stress disorder and wounds. in pairs. In feedback, elicit answers and
find out whether students have similar
responses or not.
EXPLORE MORE!
Sample answers
Search online for more information on Jo Cameron or other people who don’t experience pain.
109 1 Probably yes. It’s surprising that Jo didn’t
 
have an accident, illness or experience
earlier in her life that made her realize
her condition.
43118_U09_106-117.indd 109 1/18/22 10:35 AM 2 Surprised. But, if you had Jo’s condition,
 
you would be calm and positive about it.
Answers
A treatment for post traumatic stress 3 It hasn’t changed Jo’s life much. But for
Advantages: she has given birth and had
 
disorder (PTSD) = a mental condition some, it might – they could become
operations without needing painkillers;
involving fear or stress which is caused famous, work with science, or become
she cuts herself regularly, but her wounds
by experiencing something horrible (e.g. an adventurer and do dangerous things.
heal very quickly; also she feels no fear; is
a car accident) 4 More advantages. She is happy and
calm after accidents; is never depressed,
 
healthy, helping science, and has had no
frightened or anxious – is always in a good
negative experiences, and not suffered
mood
3 Disadvantages: because she wasn’t
any pain even when she had a baby.
• Optional step Ask students to look at
suffering pain, no one realized how serious
the photo and the caption. Ask, What is
her hip problem was; she doesn’t know
special about Jo? Do you think her life is
when there is danger or when the body
happy or unhappy without pain?
has a problem (and has badly cut and
• Students read and note answers. Set a burnt herself); she is forgetful because
short time limit (three minutes). of her condition (forgetful = she doesn’t
remember things)

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6 Extra activities
• Ask students to discuss ideas in small groups of four or five. Here are ways of introducing and checking the words:
Elicit ideas from different pairs. 1 Mime the kinds of pain and brainstorm the words from

 
Sample answers students.
Living with no fear: 2 Use photos to elicit and drill the words.

 
Advantages: you can do brave, dangerous things; you will feel 3 Ask students to use dictionaries to find as many ‘pain’ words as

 
calm in scary situations (e.g. road accidents); you won’t feel they can in five minutes.
nervous about tests
Disadvantages: you might take too many risks; you won’t have
8
• Optional step Start by eliciting or giving two or three
experiences of excitement in scary situations that others have (e.g.
examples (see sample answers below).
when skydiving)
• Students share ideas in pairs or small groups. Set a five-
Extra activity minute time limit. In feedback, elicit ideas.
Ask students to rate their anxiety levels from 1–5 in the following Sample answers
situations: Here are some traditional ways of dealing with these problems
1 You are about to do an important English language test. without medicine:
2 You are about to do a sky dive. 1 headache: Put your feet in hot water; wrap damp cloths around
3 You are about to do a talk to a large audience.

 
your head; burn sweet-smelling wood
4 You are about to take your driving test. 2 toothache: Use saltwater; put ice in your hand; use oil of cloves
5 You are about to ask somebody to dance with you.

 
on your tooth; eat garlic or ginger
Students compare and decide who is the most fearless. Ask 3 stomach ache: Take a bath; eat mint, rice or bananas; drink tea
students to say what other situations would really make them

 
4 backache: Lie down on a hard floor; do yoga; take a bath in salt
anxious.
 
water
5 a sore throat: Drink tea with honey; use salt water or soda
 
SPEAKING water
6 sore muscles: A cold bath; a massage; a long rest
7
 
7 a cut: Put coconut oil, honey or garlic on it
• Organize the class into pairs. It is a good idea to mix
 
8 a burn: Run cold water over it; cover it with honey
students at this point so they get to speak to different class
 
9 an insect sting: Put ice on it; use garlic, honey, onion salt or
members. Ask students to define and discuss the words.
 
vinegar
• Optional step You could deal with meaning here in a variety 10 sunburn: Take a cold shower; take a bath with oatmeal in it
 
of ways. See the Vocabulary notes and extra activities.
Extra activity
Ask students to find and present traditional remedies on the
VOCABULARY NOTES
internet for some of the problems in Exercise 7.
Meaning
Use mime to show the meaning of the words. EXPLORE MORE!
Sore = it hurts a little – often because it has been used too You can find Jo Cameron’s amazing story reported in a number of
much, or rubbed hard well-known online sources including the BBC, Guardian and New
A cut = from a knife or sharp object Yorker.
Like Jo, Stefan Betz, a German university student in his twenties,
A burn = from fire or something hot has congenital insensitivity to pain, or CIP. Students could research
A sting = from a plant or insect with a sharp point his story.

Sunburn = red and sore from too much sun See Workbook pages 60–61 for extra practice (Reading).

Pronunciation
Drill students to practise these difficult sounds:
ache = /eɪk/
stomach = /ˈstʌmək/
sore = /sɔː/
throat = /θrəʊt/
burn = /bɜːn/

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LESSON 9B
LESSON GOALS
• READING AND GRAMMAR The main aim is to practise using second conditionals
for imagined or unreal situations. The language is contextualized in a blog post about
doing nothing.
• SPEAKING The speaking aim is to talk about what to do in imagined situations.

READING AND GRAMMAR Answers

1 If I got a pound every time someone says ‘I can’t relax’, I’d be

 
ABOUT THE TEXT rich.
2 If I didn’t slow down sometimes, I’d get ill!
The text type is a blog post about the Dutch concept of niksen

 
3 I’d be bored, if I just sat around all day!
(which literally means to do nothing, to be idle or doing

 
4 I wouldn’t have so many ideas for my blog posts if I wasn’t
something without any use). It refers to the work of Manoush

 
bored at times!
Zomorodi, who has written about the subject. The art of doing 5 If I didn’t schedule ‘me time’, I’d probably start doing
nothing is to schedule time for yourself – to relax, eat or do

 
something.
something you enjoy without feeling you have to be busy or
productive.
GRAMMAR NOTES
1 Form
• Optional step Start by asking students to look at the photos.
Ask, What are they doing? (watching TV, playing a type of past would (’d) + infinitive
guitar) How do they look? (bored, interested). If I didn’t slow down sometimes, I’d get ill!
Point out that we are using the past form to talk about a
• Students discuss questions about the photos in pairs or
hypothetical, imagined present. Notice that English is unusual
small groups. In feedback, ask a few students for ideas.
in that it recycles the past to express hypothesis here – most
2 languages use a subjunctive form.
• Optional step Preview the reading by asking students to Use
say what it will be about from the title and photos. Ask, Is Although this lesson focuses on the second conditional use
doing nothing an art? In what way? You could pre-teach key alone, it may be instructive for students to contrast with the
words: concept = idea; purpose = reason for doing something; first conditional (which they looked at in Unit 5). The first
boredom = the state of feeling bored; schedule = put in your conditional is used when the situation is real (it may happen)
timetable or diary. and the second conditional when it is unreal or hypothetical (it
• Students read and compare answers in pairs before can’t happen or is unlikely to happen).
checking as a class. Compare these uses:

3 Doctor to patient: You’ll get ill if you don’t slow down.

• Focus students on the table. Students read and note Is the patient ‘slowing down’? (No)
answers. Let students compare answers in pairs before checking
as a class. What will be the result if the situation continues? (ill)
Blogger: If I didn’t slow down sometimes, I’d get ill!
4
• Explain that ‘me time’ = time when you can do things you Is the blogger ‘slowing down’? (Yes)
want to do. Students discuss questions in pairs.
So, is she talking about a ‘real’ situation and result? (No – an
5 imagined one)
• Students read the Grammar box. In feedback, check form and
understanding by asking check questions: What verb form do For further information and practice, see Grammar reference
you use after ‘if’? (past). What verb form do you use in the Unit 9B on page 174 of the Student’s Book.
result clause (would + infinitive) (see the Grammar notes).
• Point out the first example of a second conditional in the 6
text (If I got a pound for every time someone said ‘I can’t relax’, • Elicit the first answer to get students started. Students
I’d be rich!) Students then underline other examples and check compare completed sentences in pairs.
in pairs. In feedback, elicit answers. Point out how the real • In feedback, encourage students to justify answers.
situation (e.g. She plans time for herself) is different/opposite to
the situation she imagines (e.g. If I didn’t schedule ‘me time’…).

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LESSON B
Extra activity
Ask students to change the sentences in
Exercise 6 to make them true for them
(e.g. If I worried less, I’d work better). Ask
students to share their revised sentences in
a discussion in pairs or small groups.
For additional practice, refer to the
Grammar activity on page 278 of the
Teacher’s Book.
SPEAKING
7 niksen. And it’s all about not doing anything or not
• Optional step Model the activity by
telling students two or three examples
from your own experience (e.g. I think
I’d feel better / bored / happier if I spent
more time doing nothing).
• Provide three or four minutes’
preparation time for students to think
of ideas. Monitor and help with ideas,
vocabulary and accuracy.
• Students compare and discuss
sentences with a partner.
Sample answers
1 I think I’d have better ideas / feel more
 
relaxed, if I spent more time doing
nothing.
2 If I played video games all day, I would
 
feel bored / would get better at solving
problems.
3 If I practised more / studied more, I
 
would speak English really well.
4 If I moved to another country, I wouldn’t
 
enjoy the food / miss here very much.
5 If I ate less meat, I would feel better /
 
would save money.
6 I wouldn’t feel so stressed if I weren’t so
 
busy.
8
• Organize the class into new pairs.
Ask pairs to decide who is A and who B,
and to find and read their information
on pages 181 and 182. Help with any
difficult vocabulary (appointment =
formal meeting – e.g. with doctor or
business client; accommodation = where
you live; accidentally = by mistake).
• Optional step If you think your
students will struggle for ideas, allow
them to read the questions and prepare
answers before they ask and answer.
154
9B
If I had more time,
I would do less
READING AND GRAMMAR
1 Look at the two photos. Work in pairs. Discuss
the questions.
1 Which person are you the most similar to?
2 How often do you spend time at home doing
nothing? Do you enjoy it?
3 Are you good at doing nothing?
A love it!
B blog posts if I wasn’t bored at times.
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43118_U09_106-117.indd 110
• A starts by interviewing B, who must
improvise answers using the second
conditional. B then interviews A. When
students have completed the first
situation, they move on to preparing and
acting out the second situation.
• Optional step After acting out the first
situation, mix pairs so that students act
out the second situation with a new
partner.
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LESSON GOALS
• Understand the main points of a blog post
• Use second conditionals for imagined or
unreal situations
• Talk about what you would do in
imagined situations
2 Read the blog post. Which photo do you think is
more like the blogger?
The art of doing nothing
If I got a pound for every time someone said ‘I can’t
relax’, I’d be rich! For many of us, doing nothing is
a skill we need to learn. But once you learn it, you’ll
The Dutch agree with me. They have a concept called
doing anything with a purpose. People used to be
negative about the idea of doing nothing, but as the
world becomes more stressful, we begin to see how
important this is. If I didn’t slow down sometimes,
I’d get ill!
However, when the Dutch talk about doing nothing,
they don’t really mean doing absolutely nothing. I’d
be bored, if I just sat around all day! The art of doing
nothing is more about learning to be and not trying
to be useful all the time. Everyone has different ways
to do this. In fact, Manoush Zomorodi has written a
great book about how boredom actually makes you
more creative: I wouldn’t have so many ideas for my
So how do I do nothing? Well, firstly, I make time
for it. If I didn’t schedule ‘me time’, I’d probably start
doing something. Sometimes I stay in bed and read,
then have a good breakfast. Or I have my own little
concert – play my music really loudly and sing and
dance along.
I’ll be honest, in the past I used to get stressed if
I wasted time, but now I know that doing nothing
feels great, helps me relax and makes me more
creative.
What about you? Tell me how you do nothing!
1/18/22 10:35 AM
• As students speak, listen carefully and
note errors. At the end, in feedback,
write on the board three or four errors
you heard while students talked, and ask
students to correct in pairs.
 3 Read the blog post again. Find at least three 1 The blogger doesn’t get a pound every time
answers for each category. someone says ‘I can’t relax’. For additional practice, refer to the
If I got a pound every time someone says ‘I can’t
Advantages of doing Things to do when relax’ … Communication activity on page 239
nothing ‘doing nothing’
2 She doesn’t get ill from stress. and the Mediation activity on page 312
allows her to slow read a book in bed 3 She doesn’t sit and do nothing for 24 hours. of the Teacher’s Book.
down, 4 She sometimes feels bored.
5 She plans time for herself.
6 Complete the conditional sentences with the EXPLORE MORE!
verbs in brackets.
1 If she worried (worry) less, she
Students might find some of Manoush
feels great, helps her have a good breakfast ’d/would sleep (sleep) better. Zomorodi’s TED talks online, or references
relax
2 If I didn't have (not / have) exams soon, to her book Bored and Brilliant: How
I ’d/would have (have) more time to see you. Spacing Out Can Unlock Your Most
3 They ’d/would see (see) their family more if
they moved (move) to Delhi.
Productive and Creative Self.
4 If you didn’t go (not / go) out every night, Basically, Manoush’s argument is that
makes her more dance and sing you ’d/would have (have) a lot more money. boredom makes you more creative
creative to herself
5 We ’d/would sail (sail) every weekend if we because you daydream when bored.
had (have) our own boat.
lived
When daydreaming, your mind wanders
6 If I (live) by the beach,
I ’d/would swim (swim) all the time. and you start thinking a little bit beyond
4 Work in pairs. Look at the table in Exercise 3.
Answer the questions. 7 I wouldn’t rent (not / rent) a top-floor flat if it the everyday world. Your brain connects
didn't have (not / have) a lift. different ideas and starts solving problems
1 What do you think is the main advantage of ’me
time’? and this is when you are most likely to
2 What do you do when you have time to ‘do SPEAKING
have great new ideas.
nothing’?
7 Complete the second conditional sentences
3 How similar is the blogger’s idea of ‘doing nothing’
to yours?
about your lifestyle. Discuss with a partner. See Workbook page 62 for extra practice.
1 I think I’d , if I spent more time (Grammar)
5 Read the Grammar box. Underline the examples doing nothing.
of second conditionals in the blog post. Then 2 If I played video games all day, I
match them with the real situations 1–5.
3 If , I would speak English really
well.
GRAMMAR Second conditionals
4 If I moved to another country, I wouldn’t
The blogger uses the second conditional (if +
past simple + would(n’t) + infinitive) to talk about
imagined situations. She shortens would to ‘d. 5 If I ate less ,I
If I didn’t slow down sometimes, I’d get ill. 6 I wouldn’t feel if
Notice you can also put the if clause in the second 8 Work in pairs. Ask and answer questions. Student
half of the sentence. A begins.
I wouldn’t have so many ideas for my blog posts
Student A: Go to page 181.
if I wasn’t bored at times!
Student B: Go to page 182.

Go to page 174 for the Grammar reference.

EXPLORE MORE!
Find out more about Manoush Zomorodi’s ideas. Search for ’Manoush Zomorodi + bored’.
111

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Extra activity 1 Extra activity 2

As an alternative to Exercise 8, ask It is easy to think of lots of imaginary What
students to mingle round the classroom would you do if …? situations for students
and speak to three or four students before to discuss. For example:
sitting down in pairs or groups to share What would you do if …
different ways that students answered the ... you lost your house key on your way
questions. home?
… your dog ate your homework?
… your boss invited you to dinner?
… you found 100 euros in the street?
… your friends forgot your birthday?
… your country won the World Cup?
Prepare questions based on your students’
interests and experiences.

155
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LESSON 9C
LESSON GOALS
• SPEAKING AND READING Students
describe information in an infographic.
• LISTENING A main aim is to develop
the skill of staying positive and
relaxing when listening and to focus
on getting the main idea, recognizing
words you know and keywords.
• VOCABULARY Students collocate
verbs with nouns, adjectives and
phrases to talk about illness and
health.
• GRAMMAR A further main aim is
to practise must, have to and should
when talking about rules and advice.
• PRONUNCIATION Students say long
and short sounds: /ɔː/ and /ɒ/.
SPEAKING AND READING
1 buying a sandwich.
• Optional step Brainstorm ways of
staying fit and healthy at work or college
(e.g. cycle to work, go to the gym at
lunchtime, take time out to relax, eat
healthy food at lunchtime).
• Ask students to look at the pictures and
words in bold on the infographic and say
what each section is about. Pre-teach
difficult words: instead of = in place
of; refill = put things in again; face =
look at.
• Students discuss the questions in
pairs, then report back to the class in
feedback.
Answers
1 Move – visit colleagues’ desks instead of
 
emailing; Relax – switch off screen and
leave desk for breaks; Sit – facing screen
with feet touching floor
2 Eat healthy food and pack your own
 
lunch; Drink three to four bottles of
water a day (from a reusable bottle).
LISTENING
2 9.1
• Read the Listening skill box with your
class. In feedback, ask, What is the best
advice for you in the skill box? Elicit ideas
from students.
• Optional step Set the situation before
listening. Ask, What do you remember
about Federico? Say: Federico will talk
about his health, his travels and his kids.
What do you think he will say?
156
9C
Staying healthy
LESSON GOALS
• Use words and phrases to talk about health
• Stay positive and follow the main points of a
monologue
• Use must, have to and should to talk about
rules and advice
• Pronounce long and short sounds
SPEAKING AND READING LISTENING
1 Work in pairs. Look at the health infographic NATIONAL GEOGRAPHIC EXPLORER
and answer the questions. He didn’t
drink enough
1 What three things does it advise if you work with a 2 9.1 Look at the Listening skill box. Listen to water or
computer? Federico Fanti talking about his health. What sleep enough
2 What advice does it give for eating and drinking? things from the infographic does he mention? and got
heatstroke; he
3 Which of the advice mentioned in the infographic LISTENING SKILL says exercise,
do you follow? Staying positive when you healthy food
don’t understand and
Staying healthy at work or study When you listen to people, it’s sometimes
drinking
water are
not possible to understand everything. It’s important.
Move Get some exercise. Walk or cycle. important to stay positive, try to relax and keep
Climb the stairs. Take a walk at break listening. Try to …
time. Stand up and talk to others instead • get the main idea. Don’t worry if you don’t
of sending emails.
understand all the words.
• use the words you do know to help you.
Relax You must take breaks regularly. • write keywords.
Your brain works better when it’s relaxed. • look at and circle information as you listen to help
Switch off your screen, leave your desk
and take 5-10 minutes to close your eyes
you concentrate.
Remember, the more you listen, the better you will
and think about your breathing.
become.
Eat To stay healthy you should
eat healthy food. Pack your
own lunch from home – it’s
cheaper and healthier than
Drink Bring a reusable bottle of
water to work. Try to refill your
water bottle 3 or 4 times a day.
3 9.1 Listen again. Are the sentences about
Federico true (T) or False (F)? Give reasons for
Socialize Talking to
colleagues is a great way to
your answers.
relax, help each other and find 1 He thinks he’s quite healthy. T
out about new opportunities. 2 He isn’t very careful about his sleep and diet. F
3 He’s never been to hospital. F
4 He has interesting ways to make his children take
Sit Your eyes should face
your computer screen medicine. T
5 He thinks it’s important to eat when you are
and your feet should rest
hungry. T
comfortably on the floor
(with your knees level to 6 He believes exercise has to be difficult. F
your hips). 7 He’s been lucky with wild animals. T
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• Play the audio. Students note Answers
1 True – (in pretty good shape)
answers, then compare in pairs.
 
2 False – (I think about what I eat and I try
3
 
9.1 to eat a bit less. I also try to be sensible
• Optional step Pre-teach key words: about sleeping … and drinking)
heatstroke = an illness caused by 3 False – (went to hospital with
 
spending too long in a very hot place; heatstroke)
sensible = not doing stupid things; 4 True (lemon and sugar, jam or Nutella)
 
Nutella = a popular type of chocolate 5 True – (‘What you eat is important, so is
 
spread; needle = metal thing used to when’. … ‘you must eat when it’s time’.
inject vaccines or drugs … ‘you shouldn’t ignore your body’)
• Give students time to read the sentences 6 False – (could be climbing stairs or
 
and note T or F if they can remember cleaning)
from the first listening. 7 True – (lots of scary times when animals
 
• Play the audio again. Students note might have attacked him, but ‘I’ve
answers, then compare in pairs. always been OK’)
www.frenglish.ru
 VOCABULARY
4 9.2Work in pairs. Complete the sentences
with the correct form of these verbs. Discuss any
words in bold you don’t know the meaning of.
Then listen to check.
feel get have prevent stay take
1 I got sunstroke / ill / better while I
was on holiday.
had
2 She a serious accident / a bad
cold / a high fever last weekend.
felt
3 He ill / sick / very tired all day
yesterday, so he stayed in bed.
4 We exercise a lot to try to stay
healthy / in good shape / young.
prevent
5 I’m eating well to a cold / illness
/ putting on weight.
6 It’s important to take a break / your
medicine / exercise.
5 Work in pairs. Discuss the questions.
1 When was the last time you got ill?
2 Have you ever had a high fever or got sunstroke?
3 Have you ever had an accident and gone to
hospital?
4 What can people do to prevent illness?
5 How do you stay healthy and in good shape?
Go to page 164 for the Vocabulary reference.
GRAMMAR
6 Read the Grammar box. Complete 1 and 2 with
the correct negative form. Give reasons.
GRAMMAR must, have to, should
Federico uses have to/must/mustn’t + infinitive to
talk about rules and things that are necessary.
I mustn’t do that again!
I have to mix their tablets with jam.
He uses don’t have to for things that aren’t
necessary.
You don’t have to think of it as ‘hard work’.
He uses should and shouldn’t to give advice.
You should drink lots of water if it’s hot ...
Go to page 174 for the Grammar reference.
1 You mustn’t eat it. It’s dangerous.
2 You don't have to do that. I’ll do it!
43118_U09_106-117.indd 113
AUDIO 9.1
Federico: My health? Well, I think I’m in
pretty good shape. I don’t get sick much,
but when I do, it’s the standard traveller
illnesses. It’s kind of, you eat something
and then you get ill! When I’m away, I
think about what I eat and I try to eat
a bit less. I also try to be sensible about
sleeping, eating and drinking.
I’ve only ever ended up in a hospital
once and that was when I stupidly got
heatstroke! I should know better! I flew
to Canada and it was a long flight and I
didn’t drink enough water. I think I got
to camp at 1 a.m. and at 6 a.m. we were
having breakfast and starting work. I was
7 Rewrite the sentences with positive or negative it right, it fizzes! They love it. Kids often
forms of must, have to or should. Start each
sentence with You. don’t like taking medicine, so I have to mix
1 It’s a good idea to wear a raincoat. their tablets with jam or Nutella.
You should wear a raincoat. What you eat is important, so is when
2 It’s not necessary to go to the doctor. Just rest.
3 It’s very important to wash your hands.
you eat. A lesson I learned from work
4 Try to eat five vegetables or pieces of fruit a day. trips is that you must eat when it’s time.
5 My advice is not to go to bed late. It’s sometimes difficult to take a break,
6 Don’t phone an ambulance if it’s not an but you shouldn’t ignore your body. It’s
emergency!
also very important to exercise and to find
PRONUNCIATION exercise you like. You don’t have to think
of it as ‘hard work’, just make time to stay
8 9.3 Look at the Clear voice box. Listen
and repeat.
fit. So maybe at 6 p.m., do 30 minutes of
exercise, but, trust me, just climbing the
CLEAR VOICE
Saying long and short sounds (3): stairs or cleaning can be very good exercise
ɔː/ and /ɒ
/ɔː ɒ/ too.
It is easy to confuse the short /ɒ/ sound I’m actually surprised that I haven’t had
(hot) and the long /ɔː/ sound (water). The
difference in length between the two vowels is any other health problems when I’m away.
important. There have been lots of scary times when
You can spell the sounds in different ways, especially
the long /ɔː/ sound.
snakes, bears, crocodiles, or spiders might
It was hot. have attacked me, but I’ve always been
I was exhausted. OK!
9 9.4 Tick (✓) the correct sound. Then listen,
check and repeat. VOCABULARY
/ɒ/ /ɔː/ /ɒ/ /ɔː/
1 abroad ✓ 5 want ✓ 4 9.2
2 stop ✓ 6 body ✓ • Elicit the first answer. Students
3 saw ✓ 7 thought ✓ complete sentences. Let them compare
4 talk ✓ 8 blog ✓ answers in pairs.
SPEAKING • Play the audio. Students listen and
check.
10 Work in pairs. Choose a situation from the list or
use your own ideas. Give six pieces of advice or
information to a friend about what to do and VOCABULARY NOTES
not do. Use must, mustn’t, have to, don’t have
to, should and shouldn’t. Meaning
• they say they are always tired get = here, catch or become
• they have moved to a new place and are lonely
• they are training to do a marathon Note that get ill = become ill (a change
• they have started attending your school but don't
know the rules
of state) whereas be/feel ill = describing
your state, not a change of state (I’m
feeling ill / I’m getting ill).
113
stay (or keep) in good shape = stay fit
and healthy and not overweight
put on weight = get heavier
1/18/22 10:35 AM
Pronunciation
tired, I was thirsty, it was hot and by lunch
The strong stress is on the first syllable
I was exhausted. I went to hospital and
of all the words. Note the /ks/ sound
they gave me an IV drip, y’know, a needle
and a tube with water and salts and sugar in accident /ˈaksɪd(ə)nt/ and exercise /
in your arm! Then I was back in my tent ˈeksəˌsaɪz/.
sleeping. I was stupid because it’s my
job to look after myself and stay healthy. 5
I mean, heatstroke!! I mustn’t do that • Students discuss the questions
again! Take my advice. You should drink in pairs, then report experiences in
lots of water if it’s hot and you shouldn’t feedback.
stay in the sun all day!
If I was with my kids, I’d be more sensible!
I look after them much more than I do
myself! When they’re sick, I make this
magic drink. It’s just lemon juice and sugar,
but when you add the hot water, if you do
157
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LESSON C
Extra activity PRONUNCIATION
Ask students to discuss how important the following are to
prevent getting ill:
8 9.3
• Read out the Clear voice box.
A good night’s sleep; Taking vitamin pills; Eating a balanced diet;
Drinking lots of water; Avoiding sugary foods. Follow up by asking • Play the audio. Students listen and repeat.
students to share their own ideas for preventing illness.
9 9.4
For further information and practice, see Vocabulary reference • Give students time to read 1–8 and to think about whether the
Unit 9 on page 164 of the Student’s Book. sound is long or short.
• Play the audio. Students listen and tick the correct sound.
For additional practice, refer to the Vocabulary activity on page Let students compare answers in pairs.
256 of the Teacher’s Book.
AUDIO 9.4
/ɒ/ /ɔː/
GRAMMAR stop abroad
6 want saw
• Read the Grammar box with the class. Students write body talk
correct forms, then check in pairs. blog thought
• Optional step Check form by labelling the example sentences.
Check meaning with check questions (see the Grammar notes). PRONUNCIATION NOTES
Answers Note that /ɒ/ is formed with more rounded lips than /ɔː/ and
1 mustn’t (it’s very serious so we wouldn’t use shouldn’t here) the sound is made further back in the mouth.
2 don’t have to (it’s not necessary because I intend to do it)
Extra activity
GRAMMAR NOTES
Ask students to make sentences with both sounds then practise
Meaning
saying them (e.g. We want a story; It’s a warm spot).
Depending on their first language, students may find these
uses tricky. Romance language speakers (e.g. French and For additional practice, refer to the Pronunciation activity on
Spanish) tend to avoid modal uses and say things like It is page 296 of the Teacher’s Book.
necessary to … or He has need to … German speakers can be
confused that muss nicht in German means doesn’t have to
not mustn’t. SPEAKING
Compare the following: 10
Strong obligation: You must, You have to, You mustn’t • Optional step Model the activity by providing examples from
Weak obligation (i.e advice or suggestions): You should, You your own experience.
shouldn’t • Organize the class into new pairs or small groups. Give
students four or five minutes to choose a situation and prepare
No obligation: You don’t have to ideas. Monitor and help.
Compare and check: You have to vs You should, You mustn’t • Students take turns to show and read out their sentences.
vs You shouldn’t and You mustn’t vs You don’t have to. Sample answers
Go to bed early / work fewer hours; get a hobby / join a club; run
For further information and practice, see Grammar reference with other people / get a coach; look online / ask friends
Unit 9C on page 174 of the Student’s Book. Extra activity
7 Ask students to look at the following rules or good advice from
• Elicit the first answer to get students started. Let students around the world. Tell them to discuss the reason behind the law
compare answers in pairs before showing answers in feedback. and whether they think they are good rules.
You have to drive under 50 km/h on all roads. (Samoa)
Answers You mustn’t put chewing gum in your mouth in the street.
1 You should wear a raincoat. (Singapore)
2 You don’t have to go to the doctor. Just rest. You don’t have to wear a helmet if you are riding a bike.
3 You have to/must wash your hands. (Denmark)
4 You should eat five vegetables or pieces of fruit a day. You have to keep a ladder for access to the roof of your house.
5 You shouldn’t go to bed late. (Sweden)
6 You mustn’t phone an ambulance if it’s not an emergency! Ask students to find other interesting rules from around the world
For additional practice, refer to the Grammar activity on page online.
279 and the Communication activity on page 240 of the
See Workbook pages 63–64 for extra practice (Listening,
Teacher’s Book.
Vocabulary, Grammar, Pronunciation).

158
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LESSON 9D
LESSON GOALS
• SPEAKING Students practise saying ‘no’ politely by giving reasons, asking for more
time or suggesting other solutions. The lesson ends with a roleplay task in which
students practise asking for help and declining politely.
• PRONUNCIATION Students listen and notice the unstressed final /t/ sound in negative
auxiliaries.

SPEAKING VIDEO 9.2

1 happy, so sometimes he says ‘yes’ to things that he doesn’t have
• Optional step Focus students on the photo. Ask, Is the baby
saying yes or no? How is the baby saying no? What different
ways of saying no can you think of?
• Organize the class into pairs or small groups to discuss
questions. Elicit ideas in feedback.
Sample answers
2 embarrassed, rude, unfriendly
 
3 by making an excuse / saying sorry / very directly / with a smile /
 
by suggesting something else
4 In some countries, refusing to help a family member could be
 
rude, in some you shouldn’t say ‘no’ to a guest in your house;
it may be rude to say ‘no’ to an invitation (e.g. to a party,
wedding, etc.)
MY VOICE
COMMUNICATION SKILL NOTES
This lesson looks at saying ‘no’ and introduces strategies (giving
reasons, asking for time, making suggestions) and the key
language necessary to act out scenarios in which students have
to politely refuse. It explores the idea that it is sometimes better
to say ‘no’ if this avoids letting someone down later, or putting
yourself in a difficult situation. Take the opportunity to provide
plenty of practice. See Exercise 8.
2 9.2
• Optional step Start by asking students to read questions
1–6. Check advantages (good things) and disadvantages (bad
things).
• Play the video. Students listen and note answers. Let
students compare answers in pairs.
• In feedback, ask students to justify answers.
Answers
1 Because we want to keep everyone happy, we don’t want to
 
feel bad, we want to be helpful or because we want others to
think that we are good people.
2 If you say ‘yes’ but don’t mean it, it can be stressful and you
 
might end up cancelling at the last minute.
3 People trust you more (better than cancelling at last minute,
 
feeling stressed or doing a bad job), otherwise people might
start to think you are unreliable.
4 Ask for more time.
 
5 It shows you are busy rather than not wanting to help and
 
shows you’ve thought about it carefully (more trust).
6 It can look like you’re making excuses.
 
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Vlad often finds it difficult to say ‘no’. He wants to keep everyone
time to do.
For example, when Suki asked him to help her move house on
Saturday, he said ‘yes’ although he has many other things he
needs to do. He said ‘yes’ because he doesn’t want to feel bad.
He wants to be helpful and he wants Suki to think that he’s a
good person.
But it’s OK to say ‘no’! It would actually be better for Vlad to say
‘no’ when Suki asked him than for him to feel stressed and have
to cancel at the last minute.
In fact, if Vlad keeps on saying ‘yes’ and then has to cancel, or if
he keeps doing jobs badly because he doesn’t have enough time,
people may start to think that he isn’t reliable. Saying ‘no’ at the
beginning can help him to keep their trust.
Occasionally, Vlad isn’t sure whether to say ‘yes’ or ‘no’. In these
situations, he could ask for more time to decide. It can be very
easy to give an answer as soon as someone asks, but sometimes
it’s a good idea to take time and think it over.
And when Vlad needs to say ‘no’, he could give a reason for this.
He might explain to Suki that he wants to help, but he’s just too
busy. If Suki sees that he’s thought about the situation in detail
and he has reasons for saying ‘no’, she might trust him more.
When you say no and explain why, it can be a good idea to
choose your reasons carefully. Some reasons could look like
excuses.
It’s important to give a reason that is right for the situation. You’ll
give different reasons when saying no to your family than you
would to people at work.
Sometimes, when you can’t help someone, you may be able to
suggest a different solution.
It’s important to be able to say no when you need to. Remember,
it’s OK to take your time to decide if you can help someone. If you
can’t help, you don’t have to give a reason, but it can be helpful
and it will help the other person understand. And make sure you
choose the right reasons for the situation.
3
• Read out the Communication skill box. Check difficult words in
the skill and task: appointment = formal meeting (e.g. with a
doctor or client); a delivery = a letter or parcel brought to your
house.
• Give students time to read the task. Students discuss
situations with a partner.
Sample answers
All good reasons (depending on people and situation) except for
4 (too vague – help with what?) and 5 (too specific - cleaning a
cupboard not essential)
159
LESSON D
4
• Organize students into pairs or
small groups. Elicit one or two ideas for
the first situation to get students started.
Students discuss situations. Elicit ideas in
feedback.
Sample answers
Situation 1: You are away
Situation 2: You are busy at work / having
dinner
Situation 3: You have too much work / a
family crisis
Situation 4: You have to study
5 to do?
• Read out the Useful language box. Point
out the meaning and use of phrases
(see the Language notes). Ask students
to repeat after your model to practise
pronunciation.
• Students compare ways of saying
‘no’ in their language with a partner.
USEFUL LANGUAGE NOTES
Use and meaning
Notice how ’d (would) is used when
being tentative and polite (I’d be happy
to … I’d love to …).
Notice the use of but here: I can’t help
you, but …; I’d love to, but …
Extra activity
Ask students to choose a phrase from the
Useful language box that they like and
write it down on a small piece of paper.
Monitor and make sure that students are
not choosing exactly the same phrases
– you want a range of phrases to be
selected. Tell students to try to memorize
their phrase.
When students are ready, ask them to
stand up with their piece of paper (as a
prompt). Put on some instrumental music
and tell students to circulate. Stop the
music. Tell students to ask the person
nearest to them for help with something.
Students use their selected phrase to
respond. Play the music again. Students,
circulate, stop and ask.
After a few times, ask students to swap
phrases with another student. Tell students
to try to memorize their new phrase. Play
the music and do the activity again.
160
9D
Saying ‘no’ when you need to
SPEAKING
1 Work in pairs. Discuss the questions.
1 How often do you say ‘yes’ to things you don’t
want to do and why?
2 How do you feel when you say ‘no’ to someone or
they say ‘no’ to you?
3 How do you usually say ‘no’ to things?
4 Are there any situations where it might be rude to
say ‘no’ in your country?
MY VOICE
2 9.2 Watch the video about how you can say
‘no’. Answer the questions.
1 Why do people say ‘yes’ to things they don’t want
2 What can be the disadvantages of saying ’yes’?
3 What can be the advantage of saying ’no’ at the
beginning?
4 What can you do if you can’t decide whether to
say ‘yes’ or ‘no’?
5 What are the advantages of giving reasons?
6 What problems can there be with giving reasons?
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43118_U09_106-117.indd 114
PRONUNCIATION
6 9.5
• The emphasis here is on helping students
hear the /t/, which signifies whether the
auxiliary is positive or negative. There is
no need to practise saying these words.
• Play the audio. Students listen and say
what they hear.
Answers
All ‘t’s are weak and difficult to hear.
7 9.6
• Play the audio. Students listen and
note ‘yes’ or ‘no’. Let students compare
answers in pairs.
www.frenglish.ru
LESSON GOALS
• Say ‘no’ when you need to
• Choose how to say ‘no’ in different
situations
• Understand negative auxiliaries in speech
3 Look at the Communication skill box. Then look
at reasons 1–6 for saying ‘no’. Work in pairs.
Discuss which you have used in the past. Which
would you think are good reasons if someone
said them to you?
COMMUNICATION SKILL
Saying ‘no’ when you need to
It’s OK to say ‘no’ to things that you don’t
want to do, or don’t have time to do. If
you’re not sure, you can ask the person to wait until
you’ve decided. When saying ‘no’, it can be helpful
to give reasons. This shows that you aren’t able to
help someone rather than that you don’t want to.
It’s important to choose the right reason for the
situation. You’ll give different reasons to your family
than you would with your work.
1 I have to study.
2 I have an appointment.
3 I am waiting for a delivery.
4 I have to help my family.
5 I have to clean my kitchen cupboard.
6 I am very busy with work at the moment.
1/18/22 10:35 AM
Answers
1 yes
2 yes
3 no
4 no
5 no
AUDIO 9.6
1 I can do it at the weekend.
2 I’ve made some time tomorrow.
3 He isn’t available right now.
4 I won’t be able to until next year.
5 I’m afraid I haven’t got time at the
moment.
 4 What reasons for saying ‘no’ might you give in 7 9.6 Listen to five sentences. Are the speakers
these situations? saying ‘yes’ or ‘no’? 9
• Your friend asks you to water the plants in their
flat every day while they’re on holiday. SPEAKING
• Optional step Elicit examples of
• A family member wants to video call at 8 p.m. ideas students could ask about and
8 OWN IT! Work in pairs. Roleplay two of the give students a little time to think of
• Your boss wants you to write a report for situations. Take turns to be Student A and B.
tomorrow morning. Can you reach an agreement? something. Some examples include: help
• Your teacher needs your help to prepare for the with homework, help carrying furniture
end of term party. Student A Student B
You need some help with You are going to the cinema
upstairs, help doing a weekly shop for
5 Look at the Useful language box. How do you
say ’no’ politely in your language?
some English that you don’t with a friend tonight. You you because you’ve hurt your leg.
understand. Ask Student B are busy tomorrow morning.
for help. Politely say ‘no’ to Student A. • When students are ready, they stand
Useful language Saying ‘no’ politely If they say ’no’, you’re
worried you’re going to fail
Give reasons. up, walk round the class and try to get
Giving reasons your exam tomorrow. help. Set a five-minute time limit.
I’m sorry, I really don’t have time at the moment.
I’d be happy to help next time, but I’m afraid I’m • Again, as students speak, monitor closely
too busy right now. Student A Student B
I’d love to help you, but I have to (revise).
and make a note of any errors students
You need someone to do You are very busy at the
some work for you as soon moment but might have a make.
Asking for more time as possible. You can pay little time in your diary. You
Can I get back to you in a few days? I need to good money. Ask Student need to check. Ask Student A • At the end, in feedback, write up
check my diary.
If you can wait until (May), I’d be able to do it.
B. You need a decision for more time. errors on the board and ask students to
immediately.
I won’t be able to help you this week. Would (next correct them in pairs. Point out any good
week) work for you? uses of language that you heard.
Student A Student B
Suggesting another solution You want to paint your flat You can’t help on Saturday
Maybe you should ask my brother. He’s really on Saturday and need help. because you have band Extra activity
good at (maths). It’s the only day you can do practice, but you know that
I can’t help you, but you could try (my friend). it. Ask Student B. your sister has no plans. Say In this game, students may not repeat the
no to Student B politely. same phrase twice.
Suggest your sister can help.
PRONUNCIATION Start by writing the following on the
6 9.5 Look at the Clear voice box. Listen to the Student A Student B board:
examples and notice how the speakers say don’t, You need to borrow a bike You’ve just bought an Could you …
to do a charity cycle on expensive new bike. You
won’t and can’t. Can you hear the final /t/ sound?
Saturday. Ask Student B if wanted to use the bike on
… help me move house?
CLEAR VOICE you can borrow their bike. Saturday. The last time a … help me write my CV?
Understanding elision (2): negative friend borrowed something
auxiliaries from you, it was broken … correct my essay?
Sometimes speakers don’t stress the final /t/
when they returned it. Say … fix my bike?
‘no’ to Student A. Give
in can’t, don’t and won’t. The final /t/ sound reasons. Elicit four more questions students could
in negative auxiliaries can often be difficult to hear.
This can make it hard to understand what a speaker 9 Think of something you need help with. Walk ask. Write them on the board.
is saying. around the classroom and ask your classmates Organize the class into groups of five or
I’m sorry, I really don’t have the time at the moment. for help. Say a polite ‘no’ to everything your six and tell them to sit in a circle. Ask one
I won’t be able to help you this week. Could you classmates ask you to do.
wait a few days? student in each group to sit in the middle.
I’m afraid I can’t help you, but you could try my Students in each group take turns to ask
friend.
the person in the middle Could you …?
questions. They can choose any question
115 from the board. The student in the middle
must say ‘no’ using phrases from this
lesson, or their own excuses. If the student
repeats a phrase, they are out and another
student goes and sits in the middle. Find
43118_U09_106-117.indd 115 1/18/22 10:35 AM
out which student in each group is able to
SPEAKING choose and prepare useful phrases for give the most different responses to the
B to use to say ‘no’ before practising. Could you …? questions.
8 OWN IT! Another idea is to have students write
• Optional step Start by asking focus their dialogue before practising it. See Workbook page 64 for extra practice
questions and getting students to read • When students are ready, they act out (Pronunciation).
the four situations. Ask, What does A the two roleplays. Set a five-minute time
need help with in each situation? Why limit.
does B want to say ‘no’?
• As students speak, monitor closely and
• Mix students so they are working make a note of any errors students
with a new partner. Students decide make.
who is A and who is B, and choose two
• At the end, in feedback, write up
situations.
errors on the board and ask students to
• Optional step It is a good idea to give correct them in pairs. Point out any good
students preparation time before they uses of useful language that you heard.
practise their two roleplays. One idea
is to ask students to work together to

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LESSON 9E
LESSON GOALS
• WRITING The aim of the lesson is
to guide students to write an online
gratitude diary. The reading text
provides a model. Students think
about keeping the reader interested
and finding positives in negative
situations.
SPEAKING
1 positive?
• Optional step Ask, How can you be
positive in class, especially when tired or
finding it hard work? Brainstorm ideas
from students. For example: listen, look
interested, smile, ask questions, say hello
to people, work hard, ask for more time
to do things.
• Students read and discuss the post in
pairs. Elicit students’ opinions.
Sample answers
Go with your students’ ideas. Some may
be cynical about the concept and others
may have cultural or religious views which
go against the idea that our individual
actions influence our lives.
2 yoga)
• Students discuss the questions. Elicit
students’ opinions.
Sample answers
3 It can make you feel good / happy; you
 
can achieve difficult things by being
positive; being positive can make you
healthy.
3
• Optional step Ask, What do you do
when you feel unhappy or stressed?
Elicit ideas from students and/or provide
your own examples.
• Students read the questions and
list. Check thoughts (= things you are
thinking). Students discuss in pairs or
small groups.
READING FOR WRITING
4 Feelings: Favourite moment, love sitting
• Optional step Pre-teach key words:
grateful for = thankful for; glad = happy,
pleased; sip (of coffee) = small taste (of
coffee or any drink); stressed vs calm or
relaxed. Introduce the idea of a gratitude
diary – a diary that describes what makes
162
9E
I am so grateful for this!
LESSON GOALS
• Keep readers interested
• Find the positive in negative situations
• Write an online gratitude diary
SPEAKING
My diary
1 Read what someone posted on social media What am I grateful for today?
about positivity. Do you agree? This online gratitude diary is helping me
Jess T 22 August look at life in a positive way, even when
things feel difficult! I feel happier and
Think positive and more confident now and I think I sleep
positive things will happen. better and feel less stressed too!
2 Work in pairs. Discuss the questions. Week 3!
1 Do you know people who you think are very
Monday
positive? How do they stay positive?
2 What do you do to make yourself feel more Malina: Today I’m feeling very
grateful for this little guy! 2 years old
3 How is positive thinking good for you?
today! He’s my nephew and he
makes me remember how important
3 Think about a time you felt stressed or unhappy. it is to not be too serious! I love his
Did any of these (or other) things help? If not, laugh!
which could be helpful?
Tuesday
• writing down your thoughts Other things that
could help: Malina: I am so glad that I can
• getting more sleep play the piano because it stops me
• phoning a friend take a bath,
eat comfort food, worrying. Today I practised ‘Happy’ by
• using social media
go for a long walk, Pharrell Williams. I always feel, well,
• thinking positively
do your hobby happy … when I play it!
• doing exercise
• listening to a happy song Wednesday
• spending time outdoors Malina: My favourite moment of the
day! That first sip in the morning just
READING FOR WRITING
tastes so good. And I love just sitting
with the hot cup in my hands and
4 Read the online diary. Tick (✓) what Malina is breathing in the smell.
grateful for.
Thursday
1 a person ✓ (her nephew) 6 an object ✓ (piano) Malina: I feel lucky to have a garden.
2 a skill ✓ (piano playing) 7 a routine ✓ (yoga, coffee) It reminds me how incredible nature
3 a life change 8 entertainment ✓ (‘Happy’ is. I always think vegetables from the
garden taste better. Today I planted a
4 a hobby ✓ (piano, gardening,(e.g. music/film)by Pharrell
Williams) jasmine bush. It will smell incredible in
5 a place ✓ (garden) summer.
5 Look at the Writing skill box on page 117. Find
examples of how Malina keeps the reader Friday
interested in the online diary. Malina: I’m very thankful for yoga. I
feel so relaxed after my yoga session
this afternoon – I fell asleep at the
end! If I didn’t do yoga, I would be
much less calm.
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43118_U09_106-117.indd 116 1/18/22 10:35 AM
you feel happy, calm and thankful. Senses: hear her nephew’s laugh
Gratitude = thankfulness. Details: nephew, two years old
• Students read and tick the things that Tuesday
Malina is grateful for. In feedback, elicit Feelings: glad, happy
answers. Reasons: likes playing piano because it
stops her worrying
5 Senses: hear piano
• Read through the Writing skill box with Details: played ‘Happy’ by Pharrell Williams
your class. Wednesday
• Students work in pairs to complete
the table with information from the Reasons: smells and tastes good
diary. Senses: smell and taste coffee, feel hot cup
in hands
Answers
Details: drink every morning, favourite part
Monday
of day
Feelings: grateful, not serious
Thursday
Reasons: he makes me remember how
Feelings: Feels lucky
important it is to not be too serious
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 WRITING SKILL 9 Complete the sentences to describe what you Extra activity
Keeping the reader interested feel grateful for. Think about the ideas in
Malina keeps the reader interested by … Exercises 4 and 5. Ask students to think of and write three
• choosing nice photos and adding 1 I am grateful for my because it other negative situations in pairs. Students
interesting details. makes me feel . then exchange situations with another
• keeping her posts short. 2 When I hear I feel
pair who must then make them positive.
• sharing her feelings and giving reasons for how she .
is feeling using as or because or adding another 3 I am so glad I can as
Some ideas: I’ve lost my smartphone. / The
sentence to say why. . shopping centre is closed.
• writing about her senses – things she can see,
4 I love the taste of .
touch, smell, taste and hear.
5 I feel thankful for as 8
. • Students discuss in pairs. In
Feelings Reasons Senses Details
6 helps me relax.
Monday feedback, encourage students with
7 The smell of reminds me of
Tuesday . experience of a gratitude diary to tell the
Wednesday 8 I feel lucky to .I . class about it.
Thursday
Friday
WRITING TASK 9
10 WRITE Using Malina’s diary as a model and your • Optional step Ask students to read
6 Look at the Critical thinking skill box. How
answers from Exercise 9, write five short posts in through the sentences and underline
diary form about things you were grateful for phrases used to express feelings and
would Malina see situations 1–4 more positively?
this week.
CRITICAL THINKING SKILL gratitude. Check the meaning and
11 CHECK Use the checklist. Your diary ...
Finding positives in negative situations grammar of these phrases. See the
has an introduction in the first paragraph.
Malina says that writing her gratitude diary
has at least five posts.
Language notes.
made her more positive about difficult
situations. It can be helpful to think about negative says what you are grateful for in each post. • Students prepare sentences
situations positively. gives a reason why you are grateful using as and individually and write them down. Let
This makes their time because in each post.
1 She doesn’t see her nephew often. together more special. students compare with a partner.
changes negative thoughts to positive in each
2 She is stressed. This is a great opportunity to play the post.
3 She is tired. piano or do yoga.
She can drink coffee. refers to the senses and feelings and includes
4 Gardening is hard work. It’s fun and rewarding to LANGUAGE NOTES
work hard to grow vegetables, which always taste better. interesting details.
7 Work in pairs. Change these negative situations 12 REVIEW Exchange diary posts with another I am/feel grateful/thankful for + -ing/
to make them positive.
student. Did they include at least three things noun
1 I can’t leave the house because I’m sick. from the checklist? Were any of the things
2 Since it’s raining we can’t have a picnic. you were grateful for similar? Ask for more I am glad (that) + clause
3 She lost her job. information about each post.
4 I was in a traffic jam for two hours. It reminds me of + -ing/noun
It has five things you are grateful for.
5 I can’t afford to go abroad this year.
You used as, because and since well.
8 Work in pairs. Discuss the questions. You say the smell of chocolate makes you feel happy.
I am/feel lucky to + infinitive
1 Have you ever kept a diary similar to Malina’s? Go to page 158 for the Reflect and review.
2 How do you feel about keeping a diary of things
that you are grateful for? WRITING TASK
10 WRITE
• Students write their posts in diary form.
117
11 CHECK
• Ask students to use the checklist to
check their work.
43118_U09_106-117.indd 117 1/18/22 10:35 AM
12 REVIEW
Reasons: reminds her how incredible 7 • Students exchange diary posts with a
nature is • Elicit suggestions for the first situation to partner and provide feedback.
Senses: vegetables taste better, smell of get students started. Explain traffic jam
jasmine (= when cars can’t move because roads Extra activity
Details: planted jasmine bush, will smell are busy) and can’t afford (= not enough For homework, students write posts to say
incredible money). what they are grateful for after each day
Friday of next week. In a later lesson, students
• Students discuss ideas in pairs.
Feelings: thankful, relaxed, calm compare posts and say how they made
Reasons: if she didn’t do yoga, she would Sample answers
them feel at the end of each day.
be much less calm 1 I don’t have to go to work. / I’ll have a
 
Senses: - lovely day at home to relax. See Workbook page 65 for extra practice
Details: fell asleep at the end 2 We can have a delicious lunch at home. (Writing).
 
3 She can look for a better job now.
6
 
4 I had some quiet time to listen to the For Unit 9 Reflect and review, see
 
• Read through the Critical thinking skill radio and think about things. Student’s Book page 158.
with your class. 5 I can have a great holiday in my country.
 
• Students discuss ideas in pairs.

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 UNIT 10
Entertainment

UNIT GOALS
10A Reading and speaking
• understand sequence and
identify the moral in two
traditional folk tales

10B Listening and grammar,


pronunciation, speaking
• understand people talking about
their experiences of performing;
use the past perfect to talk about
things that happened before
another past event; hear and
understand the contracted ’d
sound when using past perfect

10C Listening, vocabulary,


grammar, speaking
• listen for general meaning in a
conversation or interview; talk
about favourite books, films and
TV series; use articles correctly Mucca Pazza, a 30-piece band from
(a, an, the, no article) Chicago, US, performs at Globalfest
in New York City, US.

10D Speaking and 118


pronunciation
• use language to show a
relationship is important to you;
say words starting with /str/ 43118_U10_118-129.indd 118 1/18/22 11:51 AM

10E Writing 1 Extra activity

• write a review of a show or
performance; give your opinion,
describe the story and give
recommendations
Photocopiable resources
Communication activities: pp. 241–242
Vocabulary activity: p. 257
Grammar activities: pp. 280–281
Pronunciation activity: p. 297
Mediation activity: p. 313
Workbook
Unit 10 pp. 66–71
• Ask students to discuss the questions
in pairs. In feedback, ask students
whether they would like to listen to the
band (see About the photo).
• Optional step Before students speak,
use the photo on the page to elicit
and teach key words: band / group,
costumes, play instruments (violin,
trumpet, trombone, clarinet, guitar,
xylophone, drum).
ABOUT THE PHOTO
Mucca Pazza are known for their energetic,
chaotic performances and physical theatre.
In groups, students imagine forming
a band with classmates. Ask, What
instruments will you play? What songs will
you perform? What will you wear?
WATCH
2 10.1
• Optional step Students met Andrej
in Unit 4. Ask students what they
remember about him.
• Give students time to read the
questions. Play the video. Students note
answers, then check in pairs.

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 10
Entertainment
We play all sorts of rock ’n’ roll and metal.
We play the classics – like Dire Straits and
Metallica and we play our own songs too.
There’s five of us in the band – two girls
who are professors in the music school
and three boys. The girls went to the music
school and the boys … well, we taught
GOALS ourselves. And I like it. We play maybe
• Understand sequence in a story once or twice a month because we’re all
• Talk about what happened before another past event
• Talk about films and TV programmes too busy. It’s really sociable – we have a
• Listen for general meaning in an interview group chat on our phones and we talk a
• Show you value people lot about everything but when it comes to
• Write a review of a stage show
A musical band; they playing together, it’s hard to find time. We
are wearing colourful
1 Work in pairs. Discuss the questions. costumes and playing haven’t played live yet because we haven’t
1 Look at the photo. What can you see? different instruments been together for very long. Hopefully, we
2 How do you think the people in the photo feel? happy, can do that soon. I used to play concerts
3 What other types of entertainment might you see excited,
exhausted in high school. That was fun. Anyway,
in a public place? buskers singing, jugglers,
hip hop dancers, mime our band is called ‘Who cares?’. The band
WATCH artists actually got the name by accident, in a
way. We were playing together for a while
2 10.1 Watch the video. Answer the questions.
then someone asked for the name of the
NATIONAL GEOGRAPHIC EXPLORER
band but we hadn’t thought about a name
at all and then I just said ‘Who cares?’,
because who cares if you have a name or
not. But they thought it was pretty cool,
so I texted the band and said ‘This is our
ANDREJ GAJI name – Who cares?’ and the band liked it.
1 What type of music does Andrej like? rock, metal and techno Who cares is also our drummer’s nickname.
2 How often does his band play together? once or twice a month He’s the one who started the band.
3 How did the band get its name? Someone asked Andrej
3
what the name of the band was and he said ‘Who cares?’.
Make connections. What kind of music do It’s also the 3
you like? What do you enjoy about playing or drummer’s
nickname.
• Ask students to work with a new
listening to music? partner or in small groups. Set a short
I’m in a band too. I play the keyboard. I like it because
it’s is relaxing.
time limit for students to discuss the
I can’t play a musical instrument but I love listening to questions.
music. I like dance, pop and hip-hop.
Extra activity
Brainstorm types of music with the class
119
and write suggestions on the board. Ask
students to discuss the following questions:
What are your favourite bands or singers?
What was the first song or album you
43118_U10_118-129.indd 119 1/18/22 11:51 AM
remember listening to?
VOCABULARY NOTES BACKGROUND NOTES Which bands have you seen in concert –
‘The classics’ = here, Andrej is referring Metallica is an American heavy metal where, when and what do you remember?
to the rock songs that are most well- band. Which bands would you like to see?
known and played most often
Dire Straits were a British rock band in
ABOUT THE EXPLORER
nickname /ˈnɪk.neɪm/ = a friendly or the 1980s and early 1990s.
jokey name used to call our friends ANDREJ GAJI C’ is a shark research
  
scientist from Bosnia and Herzegovina.
by accident /baɪ ˈæk.sɪ.dənt/ = they VIDEO 10.1 He is involved in shark conservation and
didn’t plan to do it – it just happened Andre Gajic: ’ My favourite kind of music studies the diseases caused by pollution
is rock and metal but I also like techno. in the Mediterranean and other marine
Who cares? = an expression which
Actually, I’ll listen to anything that I think environments. He is a biology professor,
means ‘it’s not important’ sounds good. I am less interested in the author and underwater photographer.
words, it’s more about the quality of the
music. I play guitar in a hard rock band.

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LESSON 10A
LESSON GOALS
• READING The main aim is to guide
students to read two traditional folk
tales and understand the sequence
in a story (the beginning, middle and
end). They practise identifying the
moral of a folk tale.
• SPEAKING The speaking aim is to tell
stories from pictures.
READING
ABOUT THE TEXT
The text types are folk tales.
Bawang merah and bawang putih
(Indonesian and Malay for Shallots and
Garlic) is a popular story which has the
same theme and moral as the European
folktale Cinderella. It is about two half-
sisters, one greedy and one kind, and their
mother, who favours the greedy daughter
Bawang Merah.
Anansi /əˈnɑːnsi/ is a west African folk
character who often takes the shape of a
spider. He plays tricks on people and tells
stories and is one of the most important
characters of West African, African
American and Caribbean folklore. These
tales originated in Ghana. Anansi is most
well-known for intelligence and wisdom.
1 Decide which story you like best and why. Can
• Optional step Pre-teach folk story /
tale – a traditional story that teaches us a
lesson about life. Ask, What are the most
well-known folk stories in your culture?
What are the most famous characters?
• Students discuss the questions in
pairs. Set a two- or three-minute time
limit. In feedback, elicit ideas from
different pairs.
Sample answers
1 Picture 1 shows three women in a
 
tropical forest in a country in the far
east. Perhaps three sisters or a mother
and two daughters. One woman has a
bowl with jewels.
Picture 2 shows a spider climbing a
plant, holding a (clay) pot.
2 3
• Elicit the first match to get students
started. Students match words and
definitions individually. Let students
check with a partner.
166
10A
Stories from around the world
READING
1 Look at the pictures. Discuss the questions.
1 What can you see in the pictures?
2 What do you think each story might be about?
2 Match these words with the definitions.
folk greedy hide jealous jewellery realize
1 traditional (stories, art, etc.) from different cultures folk
2 wanting more than you need greedy
3 things people wear for decoration (e.g. a ring) jewellery
4 wanting something someone else has jealous
5
6
put something in a secret place hide
know and understand something suddenly realize
3 Read the stories on page 121. Are sentences 1–6
true for Bawang (BW), Anansi (A) or both (B)?
1 There are two characters with opposite
personalities. BW
2 One character helped another character. B
3 The main characters are animals. A
4 One character decided not to be greedy. B
5 Two characters got punished for being greedy. BW
6 One character gave good advice to another. A
4 Look at the Reading skill box. Circle the time
expressions in the stories on page 121.
READING SKILL
Understanding sequence in a story
Every story has a beginning, a middle and
an end.The writer uses different phrases
(e.g. as soon as, one day, after a while) to show the
relationship between events and the order in which
they happened. Time expressions can make the story
more interesting and avoid repetition of and or then.
5 Complete the tiger story with these time
expressions.
after a while a long time ago ... as soon as
finally first next the next day when
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43118_U10_118-129.indd 120
• In feedback, show or write up the
correct answers so students can check.
• Optional step Check students’
understanding in feedback by asking
personalized check questions: When do
you feel jealous? Are you ever greedy – if
so, when? Where could you hide in this
room? Are you wearing any jewellery?
• Optional step Pre-teach other key
words in the stories: lazy = didn’t work
hard; half-sisters = one parent the same;
pumpkin = large vegetable that you can
take the insides out of to make a bowl;
clay pot = (use illustration to teach);
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LESSON GOALS
• Read two traditional stories
• Understand sequence in a story
• Identify the moral of a story
How the tiger got its stripes
1 A long time ago
, when tigers had no stripes, a tiger
needed help on his farm. He told the other animals
he would give them a cow if they helped him.
2 First , he asked a monkey, but it was too
lazy. 3 Next , he asked a goat, but it ate
everything. 4 Finally , a hardworking rabbit
came to help. 5 After a while , the rabbit asked
for its pay and the tiger gave the rabbit a cow.
6 As soon as /When
the rabbit got home, the tiger
arrived. The rabbit offered to share the cow, but the
greedy tiger ate most of it. 7 The next day , the
rabbit built himself a cage and told the tiger danger
was coming. The tiger wanted a cage too, so rabbit
built a cage around the tiger. 8 When/As soon as the
tiger realized he couldn’t get out, he started to fight
his way out. To this day, the tiger has stripes from
the cuts he got when he broke out of his cage.
6 Look at the Critical thinking skill box. Match
morals 1–3 with the three stories (Bawang,
Anansi and Tiger).
CRITICAL THINKING SKILL
Identifying the moral
Traditional stories often have a ‘moral’ or life
lesson. Think about the personalities of the
main characters, what they do, what they say and
how the story ends for them. Ask yourself ‘What is
the story trying to teach us?’
1 Don’t give something then take it away. Tiger story
2 It’s better to share knowledge. Anansi story
3 Choose kindness, not greed. Bawang story
SPEAKING
7 Work in pairs. Do you know any similar stories?
8 Work in pairs. Go to page 181. Tell a story using
the pictures.
9 Work with another pair. Retell your stories.
you write a good moral for the story?
1/18/22 11:51 AM
punished = here, it means something
bad happened because they did
something wrong
• Students read and note answers
and check in pairs. Set a short time limit
(three or four minutes).
4
• Read out the information in the Reading
skill box.
• Students work in pairs to circle
expressions. In feedback, elicit and
discuss answers.
 Two Folk Tales
Storytelling may be one of the oldest forms
of entertainment. Here are two popular folk
tales from around the world.
Bawang Merah and
Bawang Putih
INDONESIA AND MALAYSIA
Bawang Merah and Bawang Putih were very different
half-sisters. Bawang Merah was greedy and lazy while
Bawang Putih was kind and hardworking. One day,
Bawang Putih was washing clothes at the river when
her favourite scarf washed downstream. She walked
along the river until she met an old woman who was
holding the scarf. The woman said ‘I will give you the
scarf if you help clean my house.' Bawang Putih worked
very hard until the house was cleaner than it had ever
been. The old woman returned her scarf and offered
her a choice of two pumpkins – one big and one small.
Knowing the old woman was poor, Bawang Putih took
the small pumpkin. When she got home, she cut it open
and discovered it was full of gold and silver jewellery.
Bawang Merah and her mother were very jealous,
so they went to the river and threw in their scarves.
After a while, they found the old woman and cooked
and cleaned for her. When the woman offered them a
pumpkin, they took the big one. As soon as they arrived
home, they cut it open, but found it was full of snakes,
not jewellery.
43118_U10_118-129.indd 121
Extra activity
Ask students to categorize the time
expressions (circled in the story) according
to whether they would use them at the
start, middle or end of a story.
Start: one day, once upon a time
Middle: when, until, when she got home,
after a while, as soon as
End: after some time, in the end (after a
while and when she got home could be
the end, too)
Answers
1 A long time ago (= start of a story –
 
compare: Once upon a time, Many years
ago, etc.)
2 First (= 2, 3 and 4 are a sequence: First
 
… Next … Finally … – compare: second,
then)
3 Next
 
4 Finally
 
5 After a while (= signalling that time has
 
passed – compare: later, later that day,
the next day)
6 As soon as / When (best answer is as
 
soon as because the two actions happen
at the same time)
7 The next day
 
8 When / As soon as (notice that these
 
two time expressions introduce a clause:
When he … , he …)
Anansi and 6
the pot of knowledge • The Critical thinking skill box aims to
help students read closely and reflect in
WEST AFRICA order to identify and interpret the life
Once upon a time, there was a very clever spider called lesson in the texts.
Anansi who wanted to know everything about the world.
He took an enormous clay pot and travelled around • Read through the Critical thinking skill
collecting knowledge. When he had filled his pot, he
decided that he wanted to keep all the knowledge for
box. You could ask students to tell you
himself, so he tied the pot around his neck and started the moral of each story in their own
to climb a tall tree so he could hide it. The pot was words before reading the three given
heavy around his neck and made it difficult to climb.
After some time, his son noticed and said ‘Father, why morals to confirm.
don’t you tie the pot to your back? Then you can climb
the tree more easily.’ Anansi did what his son advised
• Ask students to match morals to the
and was able to climb to the top of the tree easily. He stories, and check in pairs. In feedback,
saw that his son had found a solution even though he elicit answers and discuss whether
didn’t have the pot of knowledge. Anansi had thought
he knew everything about the world, but, in the end, he students think that they are useful life
realized it wasn’t true. He decided to hold the pot up so lessons or not.
the wind could blow the information all over the world.
Extra activity
EXPLORE MORE! Ask students to say whether these famous
Look for common folk tales online. Search for ‘folk tales
121 morals from Aesop’s fables* are useful life
+ [name of country]’. Think about the moral of the story.
lessons or not. Ask students if they know
which stories they come from – if they
don’t, students could look them up online
(or you could give the information that
1/18/22 11:51 AM
follows):
5 Slow and steady wins the race, so never
• Optional step Read out the title. Ask give up.
students if they know the story and, if Be happy with what you have – don’t lose
not, ask them to predict how the tiger it by being greedy.
might have got its stripes. (There are a If you work hard, you’ll find a way of
number of stories from round the world solving the problem.
on this theme – this is actually a South If you help someone, don’t expect a
American tale). reward.
• Students read for understanding – and *Aesop’s fables are a series of stories
tell you how the tiger got its stripes. written in Greece in ancient times (about
600 BCE). They are often stories involving
• Students complete the story. Let
animals which have a moral or life lesson.
students compare answers in pairs. In
The morals above come from the following
feedback, elicit and discuss answers. Ask
stories: The Tortoise and the Hare (the
students to justify answers (see the notes
tortoise wins a race when the hare falls
in the answers).
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asleep), The Dog and the Shadow (a dog drops and loses his meat
when he sees a reflection of himself – and wants the ‘other’ dog’s
meat), The Crow and the Glass (a crow gets to drink by dropping
stones in a glass full of water), The Wolf and the Crane (the crane
helps the wolf, but the wolf refuses to give a reward).
SPEAKING
7 stories for students to access.
• Organize the class into pairs. It is a good idea to mix
students at this point so they get to speak to different class
members. Ask students to discuss and tell stories they know.
Extra activity
If you have a multicultural class, this is an opportunity to facilitate
pluricultural space by doing some story-telling. Ask students to
prepare a story from their country and write the title on the board.
The class have to predict the content of the story from the title.
Then they take turns to tell stories to the class.
If students are from the same culture, brainstorm five or six story
titles to the board and ask different students to outline a story.
The class can then discuss what the moral is. You could choose
classical European fairy tales if you think your students will be
familiar with them: Sleeping Beauty, Beauty and the Beast, Red
Riding Hood, etc.
Extra activity
Ask students to write a folk story from their culture using time
expressions. In the next lesson, collect the stories and either put
them on the classroom wall so everybody can read them or make
a class book of folk tales.
If students write and send their stories to you online, you could
correct the stories, then make them available for students to read.
You could post them on the class website, or create a file or pdf of
EXPLORE MORE!
You could ask students to research a folk tale and retell it to the
class in the next lesson.
Some of the most internationally famous folk tales are the
following:
Aesop’s Fables (Ancient Greece)
Grimm’s fairy stories (Germany)
Hans Christian Andersen’s tales (Denmark)
One Thousand and One Nights (Middle East)
Panchatantra (India)
Américo Paredes’ Folktales of Mexico
The Malachite Box (Russia)
See Workbook pages 66–67 for extra practice (Reading).

8
• Organize the class into pairs. Students have to work
together to prepare and tell a story, using two sets of pictures.
Refer students to page 181 of their Student’s Book to find the
pictures – the pictures can also be found on page 217 at the
back of the Teacher’s Book.
• Tell students to start by telling each other what their pictures
show. Read out the example sentences and show students they
have to take turns telling the story, using one of their pictures
each time they speak.
• Give students time to practise telling their story in pairs two
or three times. As students speak, monitor closely, correct and
prompt students to use a variety of time expressions.

9
• Put pairs together so students can retell stories. When
students have refined and improved their stories, ask some pairs
to perform their story for the class.
• Optional step Ask the class to listen to each other’s stories and
say what they think the moral might be.

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LESSON 10B
LESSON GOALS
• LISTENING AND GRAMMAR The main aim is to practise using the past perfect
to talk about things that happened before another past event. The language is
contextualized in the listening text – people talking about their experiences of
performing.
• PRONUNCIATION Students hear and understand the contracted ’d sound when using
the past perfect.
• SPEAKING The speaking aim is to tell stories about personal experiences involving
having to perform.

LISTENING AND GRAMMAR
1 on stage /ɒn steɪdʒ/ = on the place where you do a show in a
• Optional step Start by miming/acting out the activities
in the box. For example, mime act by pretending to be a
Shakespearean actor delivering a speech then responding over-
dramatically to an imaginary dagger. Students have to say which
activities you are miming.
• Students discuss the questions in pairs. In feedback, ask a
few students to share experiences.
2 10.1
• Optional step You could ask students to cover the texts on the
page for the first listening. Students listen and answer the focus
task without reading.
• Play the audio. Students listen (or listen and read) and
answer the question. Let them compare answers in pairs.
Answers
Malee: told jokes; Kofi: cousin’s child sang; Nam: played music
3 10.1
• Optional step Pre-teach key words connected to the topic
(see the Vocabulary notes). Use the photo to pre-teach play a
recorder.
• Give students time to read the sentences carefully. Play the
audio again. Students listen and correct. Let them compare
answers in pairs.
• Optional step Let students check and complete answers by
reading the three texts closely in follow-up to the listening.
Answers
1 Malee practised a lot.
2 Kofi and Nam’s families were in the audience.
3 Malee and Nam spoke about themselves performing on stage.
4 Malee loved telling jokes (as soon as she had relaxed).
5 Kofi hadn’t planned it (it was an accident).
6 Nam didn’t play very loudly (he made no sound as he didn’t
 
play at all).
VOCABULARY NOTES
Pre-teach these words connected with performing before doing
Exercise 3, or at the end in a vocabulary in context check in
which students find and underline the words in the three texts:
perform /pəˈfɔːm/ / performance /pəˈfɔː.məns/ = do a show in
front of people
audience /ˈɔː.di.əns/ = people watching (a show, play, film, etc.)
theatre
speech /spiːtʃ/ = a formal talk to an audience
put on a show = do a show / performance
concert /ˈkɒn.sət/ = a musical performance
microphone /ˈmaɪ.krə.fəʊn/ = the thing you talk or sing into
which makes your voice louder
4
• Students read the Grammar box and complete the timeline.
In feedback, check form and understanding by asking check
questions (see the Grammar notes).
GRAMMAR NOTES
Form
past perfect past simple
I’d practised for weeks, so I felt ready.
What is ’d short for? (had).
To form the past perfect, you use ‘had’ plus what? (past
participle).
Use
Which past action happened first – practised or felt? (practised)
For further information and practice, see Grammar reference
Unit 10B on page 175 of the Student’s Book.
5
• Elicit the first underline to get students started. Students
compare answers in pairs.
• In feedback, encourage students to justify answers by referring
to the timeline.
• Optional step Ask students to find and circle time phrases
(e.g. after, as soon as) and explain their use in the sentences.

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LESSON B
GRAMMAR NOTES
Notice how, when relating a series of
events in a narrative, we can change the
‘time order’ by using the past perfect to
refer back to something that happened
earlier. This makes the story more
interesting and emphasizes the event
we wish to emphasize. Compare:
I forgot the jokes I got on stage
I couldn’t remember them
I got on stage I couldn’t remember
the jokes I had forgotten them!
In sentences 1, 3, 4 and 5 of Exercise 5,
the past perfect form comes after the
past simple even though it refers to a
time before.
Notice how we often use past perfect
with time phrases that tell you the
time order of things. Often this use is
optional:
As soon as the concert finished / had
finished I went to find my mum.
The speaker can use past perfect to
show that the event comes before
finding her mum, but could choose to
use past simple as the phrase ‘as soon
as’ already tells us the time order.
6
• Elicit the first match to get students
started. Students compare answers in
pairs.
• In feedback, encourage students to
justify answers.
Extra activity
Ask students to rearrange the short stories
below to make them more dramatic. Tell
them to use the past perfect and time
phrases.
1 I left my concert ticket on the bus. I
 
arrived at the stadium. I realized that I
didn’t have my ticket.
2 Joe fell down the mountain. He broke
 
his leg. We spent two days looking for
Joe. We found him.
3 Amy was ill. She didn’t do any training.
 
She lost the race. She was so upset.
Example answers:
As soon as I (had) arrived at the stadium, I
realized that I didn’t have my ticket. I had
left it on the bus.
170
10B
I hadn’t made a sound!
LISTENING AND GRAMMAR
1 Work in pairs. Look at these activities, then
discuss questions 1–3.
act dance play music read a poem
sing a song tell a joke or story
1 Have you ever done any of the activities in the box
or any other performance to entertain others?
2 Have you ever seen a friend or family member
entertaining others in this way?
3 How much did you enjoy the experiences?
2 10.1 Read and listen to people talking about
their experiences of performing in front of
others. Which of the things from Exercise 1 did
they talk about?
3 10.1 Listen again. Correct the sentences.
1 Everyone practised a lot before their performance.
2 Everyone’s family was in the audience.
3 Everyone spoke about themselves performing on
stage.
4 Malee hated telling jokes on stage.
5 Kofi had planned for his cousin’s son to perform at
his wedding.
6 Nam played very loudly.
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43118_U10_118-129.indd 122
We (had) spent two days looking for Joe
before we found him. He had fallen down
the mountain and broken his leg.
Amy was upset because she had lost the
race. She had been ill and hadn’t done any
training.
For additional practice, refer to the
Grammar activity on page 280 and the
Communication activity on page 241 of
the Teacher’s Book.
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LESSON GOALS
• Understand people talking about performing
• Use the past perfect to talk about things that
happened before another past event
• Understand past perfect forms
I remember my first comedy show well. I’d
practised for weeks, so I felt ready. But when I
got on stage I couldn’t remember anything. I’d
forgotten all my jokes! I just stood there, staring
at the audience for what felt like ages! Thankfully,
I’d written a few notes on my hand before I went
on, so finally, I looked at them and started talking.
Once everyone laughed at my first joke I relaxed
and everything was OK. In fact, I loved it!
(Malee)
During the speeches at my wedding we noticed
something moving under the table. It was my
cousin’s three-year-old son, Ebo. He had hidden
under the table as part of a game with the other
children! My wife picked him up and asked
him to say a few words. As soon as he got the
microphone, Ebo started singing ’Happy Birthday’!
He had obviously thought the big party was for
our birthday. All the guests loved him and our
family still tell this story about the surprise song at
our wedding.
(Kofi)
When I was at school, we had to put on a show
and I had to play a few songs on my recorder
with some other students in my class. The night
before the show I felt very anxious because I
hadn’t learned the songs, but it was too late to
learn them. So, the next day, I stood on stage
and moved my fingers but didn’t blow into the
recorder. As soon as the concert had finished I
went to find my mum. Luckily, she said nobody
had noticed.
(Nam)
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PRONUNCIATION
7 10.2
• Read out the Clear voice box. Notice
that the emphasis here is on hearing and
understanding – students don’t need
to attempt to produce the contraction
themselves.
• Play the audio. Students listen and
notice.
8 10.3
• Give students time to read 1–3 and to
think about which forms might be hard
to hear.
 4 Read the Grammar box. Complete the timeline
with the phrases in bold from the example in
the box.
GRAMMAR Past perfect
Use the past perfect to talk about something that
happened before another past action and after
phrases such as when, after, until, and as soon as.
I’d practised for weeks, so I felt ready.
Go to page 175 for the Grammar reference.
Past now future
1 ’d practised 2 felt the show
5 Look at the examples from the texts. In each
sentence, underline the action that happened
first.
1 When I got on stage I couldn’t remember
anything. I’d forgotten all my jokes!
2 I’d written a few notes on my hand before I
went on.
3 We noticed something moving – Ebo had hidden
under the table!
4 He sang ’Happy Birthday’. He had obviously
thought the big party was for our birthday.
5 The night before the show I felt very anxious
because I hadn’t learned the songs.
6 As soon as the concert had finished I went to find
my mum.
6 Match the sentence halves.
1 Once I’d finished telling the story about her … c
2 When I finally got to the show … e
3 I hadn’t noticed there was an insect in my shoes … d
4 I didn’t know my teacher … f
5 I had purple eye makeup on my nose, but … a
6 He couldn’t perform in the play because … g
7 My friend had given me the wrong shoes … b
a I didn’t notice until I came off stage.
b so I fell over while I was performing my dance.
c I realized she was standing right behind me!
d when I put them on.
e everyone had already gone home!
f had invited so many people.
g he had left his costume at home.
43118_U10_118-129.indd 123
• Play the audio. Let students compare
answers in pairs.
Answers
The full form is easier to understand.
PRONUNCIATION NOTES
Notice how the ’d sounds here are
reduced before other consonants, so
that they are barely pronounced –
the voiced quality of /d/ is lost. If the
participle were to begin with a vowel
sound (e.g. He’d arrived), the /d/ would
be easier to hear as it would be fully
pronounced.
PRONUNCIATION
7 10.2 Read the Clear voice box. Listen to the Sample answers
examples and notice the contractions. 2 had forgotten the words
CLEAR VOICE 3 hadn’t been funny
Understanding the past perfect 4 had passed my exam
It can sometimes be difficult to hear the 5 he had left it at home
difference between the past perfect and
the past simple. This is because many speakers
contract had to ’d.
10
No one had realized the children were hiding! • Organize the class into new pairs.
They’d loved her. Provide five minutes’ preparation time
for students to think of ideas and make
8 10.3 Listen to the past perfect sentences.
Which is the easiest to understand – the
notes. Monitor and help with ideas and
contracted form or the full form? vocabulary.
1 I’d called my friends before the show.
I had called my friends before the show. 11
2 He’d practised the songs every day.
• Students take turns to tell stories.
He had practised the songs every day.
3 They’d filmed everything. • As students speak, listen carefully and
They had filmed everything.
note errors. At the end, in feedback,
SPEAKING
write on the board three or four errors
you heard while students talked and ask
9 Complete the sentences in your own words.
Use the past perfect. Discuss your ideas with
students to correct in pairs.
a partner. • Optional step If you think your
1 When I arrived at the theatre, I realized that I … students will struggle for ideas, allow
A: … I realized that I’d left the tickets at home.
2 I couldn’t sing the song because I …
them to use their imaginations and
3 Everybody was surprised because the comedian … invent a story.
4 My family were delighted that I …
5 He had to sing without his guitar because … Extra activity 1
10 Work in pairs. Look again at the ways to perform As an alternative to Exercise 11, ask
in Exercise 1 and think of a time that you or
students to mingle round the classroom
someone you know entertained an audience in
one of these ways. Make notes on the following: and speak to three or four students before
• what the activity was sitting down in pairs or groups to share
• when it happened
stories they heard.
• who the audience was
• what preparation you needed
• what went well or badly
Extra activity 2
11 Tell your partner the story. Use the past perfect
where appropriate. Ask students to write (or prepare notes
then tell) a story which ends with one of
the sentences below.
I had forgotten to give him my phone
123 number.
I had left the lottery ticket on the train.
I hadn’t taken my shoes off.
I had already called the police.
I had eaten both ice creams.
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I had cut down the tree.
SPEAKING
See Workbook page 68 for extra practice
9 (Grammar, Pronunciation).
• Optional step Model the activity by
producing two or three examples for the
first situation (e.g. I had left my house
door open.; I had come on the wrong
night.; I had seen the play before).
• Provide five minutes’ preparation
time for students to think of ideas and
let students compare ideas in pairs.
Monitor and help with ideas, vocabulary
and accuracy.
• In feedback, students share their best
ideas with the class.
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LESSON 10C
LESSON GOALS
• LISTENING The aim is to develop the
skill of listening for general meaning
in an interview.
• VOCABULARY Students talk about
films, TV series and books.
• GRAMMAR Students practise using
articles (a, an, the and no article).
• SPEAKING Students talk about a film,
a TV series, a video game or a book
that they like.
LISTENING
1 going to the cinema
• Optional step Use the photos to check
the vocabulary. Drill the words, pointing
out pronunciation features (e.g. the
stress on photography).
• Students discuss the questions in
pairs.
• In feedback, ask different students to
report what their partner told them to
the class.
2 10.4
• Read the Listening skill box with your
class. In feedback, ask, How can we get
the general meaning when listening?
Elicit ideas from students (e.g. don’t
worry about specific names or titles;
listen for general descriptions of things).
• Optional step Help students by setting
up the situation before listening. Ask,
What do you remember about Andrej
from the start of the unit? Tell students
to tick photos on the page when Andrej
mentions them.
• Play the audio. Students listen and
tick the things Andrej mentions. Let
them compare answers in pairs.
3 10.4
• Optional step Pre-teach key words:
wildfires = fires in the countryside that
are out of control; seasons = American
word for TV series – a number of
different episodes of a TV programme;
the Balkans = the area of south-east
Europe that includes Andrej’s country
Bosnia and Herzegovina. You could
also ask if students know the things
mentioned in the table (see the
Background information).
• Give students time to look at the table
and note what they can remember from
the first listening.
172
10C
It’s so entertaining
dancing going to a concert
watching films and TV ✓
watching a play
LISTENING
1 Look at the photos. Work in pairs. Discuss the
questions.
1 Which of these things do you enjoy doing in your
free time?
2 What else do you do in your free time?
NATIONAL GEOGRAPHIC EXPLORER
2 10.4 Look at the Listening skill box. Listen to
the interview with Andrej Gajić. Tick the photos
showing the activities he usually does in his
free time.
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• Play the audio again. Students note
answers. Let them compare answers in
pairs.
BACKGROUND NOTES
Only the Brave (2017) is based on a true
story. In the film, a group of firefighters
risk their lives to save a town and its
people from a terrible wildfire.
In The Shawshank Redemption (1994),
two men who are in prison form a close
friendship. It is a story about finding
meaning in life by being good, kind and
decent. It regularly features in lists of
the best American movies.
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LESSON GOALS
• Listen for general meaning in an interview
• Use film and TV vocabulary to talk about
your free time
• Practise using articles correctly
playing video games ✓
reading fiction
playing music ✓ photography ✓
LISTENING SKILL
Listening for general meaning
When people talk about entertainment,
they often speak quickly and it’s hard to
understand, for example, the names or the titles of
films or books they mention. However, it isn’t always
necessary to get the exact names. Try to understand
what they are saying about things or how they
describe them to get the general meaning of the
conversation.
1/18/22 11:51 AM
In Lost, the survivors of a plane crash
have to stay alive on a deserted tropical
island. It ran for six seasons from 2004
to 2010.
Stephen King (born 1947) is an
American author of horror, supernatural
fiction, suspense, crime, science-fiction
and fantasy novels. His books have sold
more than 350 million copies.
Based on a Stephen King novel, Under
the Dome ran on TV in the US and
around the world from 2013 to 2015.
 3 10.4 Listen again to Andrej. What does he say GRAMMAR
Interviewer: Oh, why do you like video
about each topic? Complete the table.
6 Read the Grammar box. Why does Andrej use a games?
dome and then the dome in this example?
Only the Brave film about firefighters in the US
‘It’s about a town that gets covered by a dome … Andrej: Well, they’re fun because it’s not
The Shawshank
a classic film he loves The dome stops radio signal … getting to the town.’ only me. Half of my team from work play
Redemption
too. A lot of the scientists I know here in
mystery TV series – desert GRAMMAR Articles
Lost
island the Balkans like video games. I call it team
Use a/an and the before most nouns.
Stephen King
science fiction – writes books,
Use a/an to talk about what something is and to
building! I like them because everything
stories, movies, TV series happens so fast and you don’t have time
say what job someone has.
town under a dome with no
Under the Dome
radio or electricity I’m a scientist. to think about different issues ...
only reads fiction – he spends a Use the to talk about things there is only one of
books or something you and the listener know you’re
lot of time reading at work
talking about. VOCABULARY
VOCABULARY The one where they get stuck on the desert island.

4 10.5Match these film and TV words with the

definitions. Which words can you also use to talk
about a book? Listen and check.
3, 4 and 10 can also be used to talk about a book
animation director drama mystery plot
romantic comedy scene science fiction
series star
Different types of film and TV programmes
1 a story told with pictures not actors animation
2 a story about people’s lives and relationships drama
3 a story where something strange has happened mystery
4 an imaginary story about space or the future science fictionmonth I go to 5
Use a/an to talk about something for the first time
and the for the second time.
4 10.5
Don’t use an article with most place names or with • Optional step Read through the
uncountable nouns, plurals, people’s names and words in the word box and ask students
meals when talking in general.
I love listening to the music.
to repeat for pronunciation (see the
Vocabulary notes).
Go to page 175 for the Grammar reference.
• Students match words and
7 Complete the paragraph with a/an, the or no definitions. Let them compare answers in
article (–). Why did you choose each?
In my 1 – free time, I like to read pairs.
– a
2
crime books. Once 3
a
• Play the audio. Students listen and
book club. Last
4

month, we read a book called The check.

5 a funny story about love romantic comedy
Other words about films and TV
6 a set of TV programmes about the same series
characters, which usually runs for a long time
7 a section of a film or programme where the events
happen in one place scene
8 the person who tells the actors what to do director
9 a famous actor or singer or the best performer
in a show star
10 events that happen in a film or programme plot
Go to page 164 for the Vocabulary reference.
5 Work in pairs. Discuss the questions.
1 What type of films and TV do you like to watch?
2 What type of books do you like to read?
3 What is your favourite TV series?
4 Who are your favourite film stars and directors?
5 Do you have a favourite scene in a film or
TV show?
6 Have you ever found a plot too difficult to follow?
43118_U10_118-129.indd 125
AUDIO 10.4
Interviewer: What do you do in your free
time?
Andrej: Well, what I love best is
photography. As you know, I also play in
a rock band but when I want to relax at
home, I watch a film or play video games.
Interviewer: Oh, cool. What’s your
favourite type of film?
Andrej: I like drama. I love real stories,
like you have to see ‘Only the Brave’ if
you haven’t already. It’s about firefighters
putting out wildfires in America. I almost
cried – and I never cry! It’s a great movie.
I love classics, like ‘The Shawshank
Redemption’. And I love adventure or
mystery TV series like ‘Lost’ – the one
Number One Ladies Detective Agency by Alexander
McCall Smith. 6 The book is set in
7 – Botswana. 8 The
character, Precious, is 9 a private
detective, who sets up 10 an agency
run by women private detectives. It’s one of
11 the best books I’ve ever read.
8 Think of a film, a TV series, a video game or a
book that you like. Write a paragraph about it.
Use articles and the example in Exercise 7 to help
you. Think about …
• when you watched, read or played it.
• where it’s set, what it’s about, what the plot is.
• who the main characters are.
• why you enjoy(ed) it.
SPEAKING
9 Work in pairs. Talk about what you wrote in
Exercise 8.
where they get stuck on a desert island.
Yeah, I also like science fiction. So that’s
why I love everything about Stephen King
– his books, his stories, his movies, his TV
series … I loved ‘Under the Dome’. It’s
about a town that gets covered by a dome,
like a huge roof, and the people can’t
leave and no one can come in. The dome
stops radio signal and electricity getting
to the town. It was like three seasons and
I watched them all in maybe ten days! I
rarely read books for entertainment as I
spend almost twelve hours a day looking at
scientific papers. If I do, it has to be fiction.
But when I’m reading a book, even if I get
into it, I always have something different
on my mind. So, to relax, give me a video
game!
www.frenglish.ru
main VOCABULARY NOTES
Pronunciation
Notice the stress: animation, director,
romantic. The other words are stressed
on the first syllable.
Notice: series /ˈsɪəriːz/ (called season in
US English), scene /siːn/
For further information and practice, see
Vocabulary reference Unit 10 on page
164 of the Student’s Book.
AUDIO 10.5
1 An animation is a story told with pictures
125 not actors.
2 A drama is a story about people’s lives
and relationships.
3 A mystery is a story where something
1/18/22 11:51 AM
strange has happened.
4 A science fiction film tells an imaginary
story about space or the future.
5 A romantic comedy is a funny story
about love.
6 A series is a set of TV programmes about
the same characters which usually runs for
a long time.
7 A scene is a section of a film or
programme where the events happen in
one place.
8 A director is the person who tells the
actors what to do.
9 A star is a famous actor or singer or the
best performer in a show.
10 The plot is the events that happen in a
film or programme.
173
LESSON C
5 Extra activity
• Students discuss the questions in pairs, then report Show these sentences and ask students to correct them and say
experiences in feedback. why they are wrong:
We live in small town.
Extra activity
I love the Paris.
Ask students to work in pairs or small groups to design a quiz Did you eat the breakfast this morning?
with five questions using vocabulary from this lesson. Students I’m great artist.
set the quiz for other pairs or groups. You could ask them to She is at a front of the queue.
provide three alternative answers for students to choose from. For This is best day of my life.
example:
1 Who is the star of the Mission Impossible films? 8
A Brad Pitt B Tom Cruise C Antonio Banderas • Elicit things to write about to get students started. As students
prepare their text, monitor closely and prompt students to
For additional practice, refer to the Vocabulary activity on page correct errors with articles.
257 of the Teacher’s Book.
For additional practice, refer to the Grammar activity on page
281 of the Teacher’s Book.
GRAMMAR
6 SPEAKING
• Read the Grammar box with the class. Students answer the
question. 9
Answers • Optional step Model the activity by describing a film or TV
A dome: because it is the first time the dome is mentioned series you like. Include one or two errors with articles – ask
The dome: because the dome has already been mentioned – it is students to stop your description and correct you if they hear an
the second time we talk about it, so we know which dome we are error.
talking about. • Organize the class into new pairs or small groups. Give
students four or five minutes to discuss their favourites.
GRAMMAR NOTES • As students speak, monitor closely and note any errors with
articles. In feedback, write errors on the board and ask students
Articles can be very challenging for some students, largely
to work in pairs to correct them.
because their use may well be very different in their first
language and therefore counter-intuitive. If your students share Extra activity
their first language, compare differences with English use. Ask students to play a variation of ‘Just a minute’. In this activity,
(See the extra activity after Exercise 7, which uses a correction students have to talk about a topic for one minute without
activity to focus on typical errors). making a mistake using articles or stopping for a long time. Write
To check, show these two short descriptions and ask students a list of topics on the board:
to explain how articles are used: my favourite book
I live in a small village. There’s a river in the village. (first my favourite film
mention; second mention) my favourite TV series
a book I’m reading now
I love bridges. There’s a great bridge near my house. (general a film I saw recently
plural; specific singular – first mention) a series I’m watching now
Organize your students into small groups. One student is the
For further information and practice, see Grammar reference timekeeper – they need a clock so they can time speakers. Student
Unit 10C on page 175 of the Student’s Book. A starts talking about the first topic. If they make an articles error,
another student can say STOP, correct the error and take over
7 talking. The person who is talking when the timekeeper says TIME
• Elicit the first answer to get students started. Let students UP wins a point. Repeat the activity with the next topic.
compare answers in pairs before showing answers in feedback.
See Workbook pages 69–70 for extra practice (Listening,
Answers with explanations:
Vocabulary, Grammar).
1 – (uncountable in general); 2 – (plural in general); 3 a (here, a
= every); 4 a (first mention); 5 a (first mention); 6 The (second
mention); 7 – (country); 8 The (only one); 9 a (job – first mention);
10 an (first mention – noun starts with vowel sound); 11 the (only
one - superlative)

174
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LESSON 10D
LESSON GOALS
• SPEAKING Students practise showing appreciation for someone and showing that a
relationship is important to you using appropriate language. The lesson ends with a
roleplay task in which students make plans to meet and practise showing they value
the other person.
• PRONUNCIATION Students practise saying words that start with /str/.
SPEAKING
1 COMMUNICATION SKILL NOTES
• Start by reading out the words in the word box and drilling
them for pronunciation. Check meaning with examples and
definitions. (see the Vocabulary notes).
• Organize the class into pairs or small groups to discuss
questions. Elicit ideas in feedback.
Sample answers
1 All possible
 
2 reliable, a good listener, fun to be with
 
3 The friends seem to have a good sense of humour and shared
 
interests. They are happy together.
VOCABULARY NOTES
Meaning
Check the meaning by reading out the sentences in brackets
in a random order and asking students to say which word or
phrase in the box is being described:
good sense of humour (friends who make you laugh)
helpful (friends who do things for you)
honest (friends who always tell the truth)
intelligent (friends who are clever and know a lot)
kind (friends who do nice things especially when you feel bad)
respectful (friends who aren’t rude and think about your
feelings)
shared interests (friends who like the same things as you)
understanding (friends who listen and show they know how
you feel)
Pronunciation
The stress is on the first syllable except for: intelligent,
respectful, understanding
2 But relationships are like flowers: they need care and attention
• Start by reading out the sentences and checking meaning (stay
in touch = regularly message or call; arrange = organize (an
event)).
• Organize the class into pairs or small groups to discuss
answers. Elicit what students said in general in feedback and
discuss the results.
www.frenglish.ru
MY VOICE
This lesson looks at ways of showing you value people
(sharing feelings, keeping up contact, showing understanding
and saying thanks). Students will already be aware of the
importance of showing warmth, understanding and support,
but may be less confident about demonstrating these qualities
in English. This lesson gives students practical tips on how
they can improve their ability to relate positively within a
relationship, as well as the language they need to help them
demonstrate this in conversation. Take the opportunity to
provide plenty of practice. See Exercise 8.
3 10.2
• Optional step Start by asking students to read questions 1–4.
Check benefits (good things) and qualities (positive parts of your
personality).
• Play the video. Students listen and note answers. Let
students compare answers in pairs.
• In feedback, ask students to justify answers by saying what they
heard.
Answers
1 Makes us happier, more confident, creates opportunities
 
2 They need care and attention. It’s important to share feelings,
 
care/understanding, tell them what you like about them,
tell them you’ve missed them etc., give time/contact, create
opportunities for shared experiences, show thanks,
3 someone whose company you enjoy, honest, reliable, kind,
 
good listener, someone who shows they care/understand
4 many people have busy lives, but technology can help – video
 
calls, etc.
VIDEO 10.2
Humans are social. Most people like being with other people
and want other people to like them. Having strong relationships
with others can make us happier and more confident. And good
relationships can open opportunities.
to grow and stay strong. Here are four things you can do to give
your relationships care and attention.
First, if you value someone, share how you feel about them as
this may not always be clear to people, especially if you don’t see
them often. You can tell them what you like about them, that
you’ve missed them or that you enjoy spending time with them.
This shows the other person that they are important to you.
Second, it can be difficult to find time for relationships when
we are busy, but it’s important to keep up contact to keep a
relationship strong.
It’s a good idea to create opportunities for shared experiences.
There are many ways to do this, such as spending time with them
175
LESSON D
or, if you can’t meet, picking up the phone
or chatting with them on a video call.
10D
Showing you value people
LESSON GOALS
• Show you value people
• Use appropriate language to show a
relationship is important to you
• Say words starting with /str/

Third, when your friends have a problem,

show understanding so that they know
you care about how they feel; spend
time finding out how they would like you
SPEAKING
MY VOICE
1 Work in pairs. Check you understand these words
and phrases. Then discuss questions 1–3.
3 10.2 Work in pairs. Discuss the questions.

to treat them. Remember that it might
be different from what you want in a
friendship. It’s important to listen to your
friends, be there when they need you and
show them how much you value them.
And finally, if they do nice things for you,
make sure you find a way to say thanks.
Sometimes it’s enough to just say thank
you to someone; at other times you might
write them a note, or do something kind in
return, to show you are grateful.
If you want your relationships to grow and
get stronger, it’s important to give them
care and attention to show people that
you value them.
good sense of humour helpful honest intelligent
kind respectful shared interests understanding
1 Which of the characteristics in the box do you look
for in a friend?
2 Is there anything else you look for in a friend?
3 How would you describe the relationship in the
photo?
2 How much do you agree or disagree with each
sentence? Choose a number from 1 (disagree) to
5 (agree). Discuss your answers with a partner.
1 I am good at making new friends.
1 2 3 4
2 I am good at staying in touch with people.
1 2 3 4
3 I often arrange social events for others.
Watch the video about ways of showing you
value people. How does the video answer
each question?
1 What benefits are there to having strong
relationships?
2 What do strong relationships need?
3 What qualities do you think good friends have?
4 Why can it be difficult to make time for others?
4 Look at the Communication skill box. Can you
think of a time that these strategies were easy or
difficult for you? How do you do these things in
your country? Share your experiences in pairs.
COMMUNICATION SKILL
Showing you value people
5
Relationships grow and get stronger when
you give them time and show you value
5 them. You can use these four strategies to show
warmth and positivity:
1 Share your feelings: Tell people what you like

4 1 2 3 4 5
about them.
2 Keep up contact: Take time to call, message or
• Read out the Communication skill box. 4 A few good friends are better than lots of friends. see people.
Check difficult words in the skill and 1 2 3 4 5 3 Show understanding: Be caring when people need
you to be.
task: value (somebody) = show that you 5 I am confident with people I don’t know well. 4 Say thanks: Thank people for the things they do
think they are important and interesting; 1 2 3 4 5
for you.
take time (to do something) = don’t
hurry – spend more time than you need.
A group of
• Give students time to read the task. friends in
Students discuss experiences with a Auckland,
New Zealand.
partner.
Extra activity
Ask students when and why they might do
any of the following to show they value a
friend:
Send a card; Buy a gift; Knock on a friend’s
door (uninvited); Invite a friend to a meal
at your home; Hug a friend. Follow up by
126
asking students what other things they do
to show they value someone.

5
• Read out the Useful language box. Point 43118_U10_118-129.indd 126 1/18/22 11:51 AM

out the meaning and use of phrases (see

the Useful language notes).
• Optional step Ask students to repeat
some of the phrases after your model to
practise pronunciation.
• Elicit the first word in the
conversation to get students started.
Students complete the conversation
before checking answers with a partner.
catch up (with) someone = meet them That sounds really hard.
(or contact them online) and tell each
I’m so happy for you.
other news
Do you fancy + -ing? = Would you like For additional practice, refer to the
to …? Do you want to …? Communication activity on page 242 of
Pronunciation the Teacher’s Book.
Notice the strongly stressed and
intonated words shown in bold below. PRONUNCIATION
By using a strong stress and intonation,
you show warmth and interest:
6 10.6

USEFUL LANGUAGE NOTES
Meaning
be in touch (with) someone = be in
contact (in person or online)
• Read through the Clear voice box and
It’s so good to see you! model the pronunciation of the words.
Elicit other words beginning with str
I missed you last night …
(strawberry, strength, strike, etc.).
I’d love to catch up. • Play the audio. Students listen and repeat.

176
www.frenglish.ru
 5 Look at the Useful language box. Then
complete the conversation below using the
Useful language.
Useful language Showing that a
relationship is important
Show warmth
It’s so good to see you!
How are you doing?
I missed you last night. I’m looking forward to
seeing you next week.
Keep up contact
Sorry I haven’t been in touch for a while. I’d love
to catch up with you.
Do you fancy (getting together)?
I have tickets to (a comedy festival). Would you be
up for it?
Show understanding and support
That sounds really hard. Sorry to hear that.
Oh no! What happened? Are you OK?
Poor you! What do you need?
That’s brilliant news! Congratulations! I’m so
happy for you.
Say thanks
That’s very kind, thank you.
Thanks for doing that. It was really helpful.
good
S: Hi! Han! It’s so 1 to see you! I
haven’t seen you for ages.
H: Oh! Shahadi! You look great! How are you
2 doing ? studying for exams. You haven’t had time for your
S: I’m OK. I’m a bit stressed! I’m trying to find
Stratford Street. Do you know it?
H: Yeah. Go straight on. It’s the next on the left.
Where are you going?
fancy
S: I’m trying a new gym. Do you 3
coming with me?
H: I’ll walk with you, but I can’t join you today.
S: Thanks for walking with me. That’s very
kind
4
.
H: No problem. I have free tickets to a concert on
Tuesday. Would you be 5 up for it ? that you have. Answer the questions.
S: Sounds great. I’d love to 6 catch up
with you!
43118_U10_118-129.indd 127
PRONUNCIATION NOTES
It is a good idea to investigate whether
your students find it hard to put the
three consonants together to say /str/.
Ask students in pairs to practise saying
/str/ or strong and telling each other if
they are saying the sounds right. Notice
that Spanish speakers tend to say /estr/,
Italian speakers insert vowel sounds
(e.g. /sətr/) and German speakers may
say ‘shtr’ at the start of words.
7 the speaker.
• Elicit the first word with ‘str’ to get
students started. Let students compare
answers in pairs.
PRONUNCIATION
(see management ideas in the optional
6 10.6Look at the Clear voice box. Listen
and repeat. step below).
CLEAR VOICE • Optional step It is a good idea to give
Saying words starting with /str/ students preparation time before they
Words starting with two or more consonants practise their roleplay. Here are three
can be difficult to say. Some speakers might
add an extra vowel sound, for example, before the
possibilities:
first consonant /estr/ or between the consonants 1 Ask students to improvise a
/sətr/, while others might miss one of the consonant
 
sounds. If you want to be easy to understand, it’s conversation, using the conversation
often better to say every consonant sound. in Exercise 5 as a model, but changing
/str/ strong, stream, strict, strange phrases. Once students have
improvised two or three times, tell
7 Look at the extract from the conversation
in Exercise 5. Underline the words with the them to close books and act out their
str/ sound. Work in pairs and practise the
/str dialogue without looking at Exercise 5.
conversation.
2 Ask students to work together to
S: I’m OK. I’m a bit stressed! I’m trying to find
 
Stratford Street. Do you know it? choose and prepare useful phrases
H: Yeah. Go straight on. It’s the next on the left. to use. Students note down these
phrases then improvise the dialogue
SPEAKING
around these phrases.
8 OWN IT! Work in pairs. Take turns to be 3 Another idea is to have students script
Students A and B. Use the strategies from the
 
Communication skill box and the Useful language. their dialogue before practising it.
Make plans to meet. Use Exercise 5 to help you. After reading it out once or twice,
Student A: You have been very busy because you are students should try to cover parts and
friend. You want to see them, but you can only really remember or improvise it, then cover
socialize on Saturday evening. You are going to the the whole written dialogue and try to
theatre on Saturday night and have a spare ticket they
can have for free.
recreate it from memory.
Student B: You haven’t seen your friend in a long • As students speak, monitor closely and
time. You have been very busy at work, so you are
tired in the evenings. You want to see your friend, but
make a note of any errors.
you’re a bit worried about money. You are happy to • At the end, in feedback, write up errors
help them study for their exam or to cook lunch for
them one day this week.
on the board, and ask students to
9 Work in pairs. Think about a strong relationship
correct them in pairs. Point out any good
uses of useful language that you heard.
1 Why do you enjoy spending time with that person?
2 How often do you communicate? How? 9
3 What do you do when you are together? • Optional step Provide a model (and
4 What things do you do for each other?
5 Is there anything more you could do to show you live listening) by briefly describing a
value them? relationship you value.
• Students read the questions and
127 prepare things to say before talking to a
new partner.
• Optional step Vary the interaction
by asking students to talk in groups,
1/18/22 11:51 AM or to walk round the class and talk to
For additional practice, refer to the different people. Set a five-minute time
limit.
Pronunciation activity on page 297 of
the Teacher’s Book. Extra activity
Start by writing (or showing) the following
SPEAKING on the board:
8 OWN IT! I’ve bought you flowers; My cat isn’t
• Optional step Start by asking students very well; I’ve got nothing to do at the
to read the two roles, A and B. Ask focus weekend; Hello, stranger. I haven’t
questions: Why have the two friends had seen you for ages; I’ve missed my train.
little time for each other recently? When Ask students to take turns reading out a
would A like to meet up? When would B phrase and responding with a phrase that
like to meet up? shows they value their relationship with
• Mix students so they are working
with a new partner. Students decide who See Workbook page 70 for extra practice
is A and who B, and act out the roleplay (Pronunciation).
177
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LESSON 10E
LESSON GOALS
• WRITING The aim of the lesson is to
guide students to write a review of
a show or performance. The reading
text provides a model. Students learn
useful language for giving opinions,
describing the story and giving
recommendations.
SPEAKING
1 1 The reviewer didn’t know the story. F
• Optional step Ask, What is a review?
Where can you read them? What
information do they give you?
• Students discuss the questions in
pairs. Elicit students’ opinions in feedback.
READING FOR WRITING
2 The Lion King
• Optional step Focus students on the
title, the five stars and the photo. Ask,
What is the name of the show? What
do you already know about this show?
From the photo, what is the show
about? Do you think the reviewer has a
positive opinion? (yes – five stars)
• Students read the review and discuss
the answer with a partner.
Sample answer
The reviewer loved it. She totally
recommends it. (She uses the words
amazing, fantastic and perfect to
describe it)
BACKGROUND NOTES
The Lion King began as a 1994
American animated musical drama film
released by Walt Disney Pictures. There
was a CGI remake in 2019.
The stage version opened on Broadway,
New York in 1997 and it is still running,
making it the third longest-running
show and highest grossing Broadway
production in history. It has been
performed in theatres across the world.
3 2 T (their costumes were incredible)
• Optional step Pre-teach key words:
aisle = gap between rows of seats in a
theatre; jealous = you want to be/have
what other people are/have; grasslands =
large, flat areas of grass in Africa where
lions and other large animals live
178
10E
I totally recommend this show!
SPEAKING
1 Work in pairs. Discuss the questions.
1 Do you ever go to the theatre or to other live
performances, e.g. concerts or dance?
2 Do you often read reviews before deciding to go?
3 What things do you write online reviews about?
READING FOR WRITING
2 Read the review. How did the reviewer feel
about the show?
3 Read the review again. Are the sentences true (T)
or false (F)?
2 The costumes were really good. T
3 The elephant was a dancer. F
4 The story is set in the African grasslands. T
5 Everyone is kind to Simba. F
6 The music in the show was the same as the film. F
7 The reviewer thought Simba and the monkey were
brilliant. T
8 The rest of the audience were quiet and polite. F
I recently saw the musical The Lion King at the
theatre. I had watched Disney’s classic animated film
many times when I was a child and I enjoyed the
2019 movie too, so it was really exciting to hear that
the stage show was in town.
I loved it when the show started and all the animals
danced down the aisle. There were giraffes, zebras
and a huge elephant and their costumes were
incredible. The elephant was so big it needed one
dancer for each leg! It was amazing that they could
still dance so well!
The story in the stage show is the same as the films.
Simba is a young lion in Africa whose father is the
king of the grasslands. His uncle Scar is jealous that
EXPLORE MORE!
Look for reviews of the Lion King stage show or films online. Search for ‘Lion King stage show’
128 or ‘Lion King original film’ or ‘Lion King 2019 film’.
43118_U10_118-129.indd 128
• Students read the sentences
carefully. Then ask them to read and
note true or false. Let students compare
answers in pairs. In feedback, ask
students to justify answers.
Answers
1 F (I had watched Disney’s classic
 
animated film many times / The story in
the stage show is the same as the films)
 
3 F (one dancer for each leg)
 
4 T
 
5 F (Uncle Scar is jealous … so scares him
 
away)
6 F (a bit different)
 
www.frenglish.ru
LESSON GOALS
• Give your opinion
• Describe a show
• Write a review of a show
4 Look at the Writing skill box. Underline all the
opinions in the review. Which of the ways of
giving opinions from the box do they use?
WRITING SKILL
Giving opinions
Reviews are an opportunity to share your
opinion with lots of people. The reviewer can
express their opinions in the following ways:
• using a range of adjectives as well as comparative
and superlative forms
• using expressions like: In my opinion, In my view,
For me and I thought
• saying what they liked or disliked
• saying how they felt
5 Look at the Useful language box on page 129.
Find seven positive and two negative adjectives
in the review. Can you think of any other
adjectives to describe different types of
entertainment?
Other adjectives: spectacular, surprising,
shocking, brilliant, colourful
Simba will be king, so scares him away. However,
when Simba grows up he returns to save the
grasslands. The music in the stage show is a bit
different to both films but, in my view, it’s still very
powerful and at times I felt like singing along!
The performers were fantastic, especially Simba as a
child. He had so much energy. But, for me, the star of
the show was the woman who played the monkey,
Rafiki. She had the most wonderful voice.
The one thing I didn’t enjoy was the annoying person
in front of me who chatted noisily to their friend
throughout the whole show!
Overall, I totally recommend this show. It’s perfect for
all ages.
1/18/22 11:51 AM
7 T (fantastic: so much energy / the most
 
wonderful voice)
8 F (the annoying person in front of me
 
who chatted noisily to their friend)
4
• Read through the Writing skill box with
your class.
• Students work in pairs to find and
underline opinions.
5
• Read through the Useful language box
with your class.
• Students work in pairs to find and
circle adjectives.
 Useful language Describing a show
Giving opinions
I thought/For me/In my view/In my opinion (the
performers) were …
brilliant/fabulous/entertaining. (positive)
terrible/awful/boring. (negative)
I loved/liked/disliked/hated the (main character).
One thing I’d change is (the music).
My favourite (character/song/part) was …
The star of the show was (a young actor).
Describing the story
The story was (very sad). / It was set in the (forest).
It was about (a poor man who becomes rich). / It
tells the story of (a young Russian girl).
Giving recommendations
I totally recommend this (show). / I wouldn’t
recommend this (show).
6 Think of a show (or other live performance)
you have seen. Write six sentences giving your
opinion of the show. Use adjectives and the
Useful language. Discuss your ideas in pairs.
I saw Aladdin when I was at school. I thought it was
brilliant. The main character had an incredible voice.
After the show I felt so happy. I loved every second.
Rafiki in The Lion King
in Singapore.
43118_U10_118-129.indd 129
6 • Optional step You could ask students
• Optional step Elicit the names of
shows students have seen (you may need
to provide the English title, if possible).
Ask what they liked and disliked about
the show.
• Students pick a show and write six
sentences. Monitor and help with ideas
and vocabulary.
• Students compare their sentences in
pairs.
WRITING TASK
7 WRITE
• Students write a review.
WRITING TASK
7 WRITE Using your notes and The Lion King
review as a model, write a review of a show (or
performance) you have seen. Use the Useful
language and the tips for giving opinions.
8 CHECK Use the checklist. Your review ...
has a heading and a star rating.
includes information about why you chose it.
summarizes the plot, the people and the place.
includes opinions.
gives a recommendation.
9 REVIEW Exchange reviews with another
student. Did they include at least three things
from the checklist? Ask questions to find out
any missing information, then help your partner
decide where to put it.
It gives three stars.
It says you thought the plot was entertaining.
Go to page 158 for the Reflect and review.
129
1/18/22 11:51 AM
to write reviews for homework then do
Exercise 9 in the next lesson.
8 CHECK
• Ask students to use the checklist to
check their work.
9 REVIEW
• Students exchange reviews with a
partner, and provide feedback to each
other.
• Optional step 1 Organize groups
of four or five. Students pass round
reviews and write comments. Students
make changes based on comments.
www.frenglish.ru
• Optional step 2 If your students write
reviews for homework, they could share
them and comment on them online.
Extra activity 1
For homework, students write a review
of a TV programme. Ask students in class
to decide on a programme (that is easily
available to all your students), or suggest
a programme that you choose for them to
watch. Students watch and write a review.
In the next lesson, put the reviews on
the classroom wall for everybody to read.
Students walk round and decide which
reviews have similar points of view, which
they agree with and which make very
interesting observations.
Extra activity 2
Ask students to spend one minute
making a list of books, films and/or shows
they have seen in the last year. Then
tell students to stand up, walk round
and find a classmate who has seen or
read at least one of their books, films or
shows. Encourage students to find a new
partner they don’t work with often and
put students in threes if necessary. Once
students have found a partner, tell them
to share what they thought of the book,
film or show. Students have to tell the class
about two things they both thought were
good and one thing they both disliked.
For additional practice, refer to the
Mediation activity on page 313 of the
Teacher’s Book.
EXPLORE MORE!
You could ask students to research
a review and note answers to these
questions:
Is it mostly positive or negative?
What did the reviewer like the most?
What would the reviewer change?
What adjectives does the reviewer use?
Here is one review of The Lion King
stage show on Broadway to share: ‘Julie
Taymor’s imaginative ideas seem limitless.
It’s a gorgeous, gasp-inducing spectacle.
Most important – against all odds – it
has innocence. The show appeals to our
primal, childlike excitement in the power of
theatre to make us see things afresh’.
See Workbook page 71 for extra practice
(Writing).
For Unit 10 Reflect and review, see
Student’s Book page 158.
179
 UNIT 11
Challenges

UNIT GOALS
11A Reading and speaking
• recognize genre and message
in a text and connect a topic
to personal experience; discuss
ideas for social media challenges

11B Reading and grammar,


pronunciation, speaking
• understand an article about
a personal challenge; report
what other people have said;
understand the way speakers
pronounce told in connected
speech

11C Reading, listening,


vocabulary, grammar and
speaking
• listen for signposts in an
interview; describe emotions;
talk about things that you know
how to do, that you’re allowed A waitress balances seven plates
in a café in Hanoi, Vietnam.
to do and that are possible.
130
11D Speaking and

pronunciation
• practise ways of asking for help;
clearly pronounce voiced /tʃ/ 43118_U11_130-141.indd 130 1/18/22 11:55 AM

and /dʒ/ at the end of words;
roleplay situations in which you
get help
11E Writing
• write a report about classroom
challenges; learn how to
introduce a report, order tasks,
state facts and conclude a report
Photocopiable resources
Communication activities: pp. 243–244
Vocabulary activity: p. 258
Grammar activities: pp. 282–283
Pronunciation activity: p. 298
Mediation activity: p. 314
Workbook
Unit 11 pp. 74–79
1 located in the north of the country and has
• Optional step Start by asking students
to explain a challenge (= something that
is difficult and needs great mental or
physical effort to be done successfully).
• Students discuss the questions in
pairs. In feedback, elicit ideas.
• Optional step Before students speak,
use the photo on the page to elicit and
teach key words: balance plates, carry,
serve, eat out
ABOUT THE PHOTO
Hanoi is the capital city of Vietnam. It is
a vibrant café and restaurant culture.
WATCH
2 11.1
• Give students time to read the questions
carefully. Play the video. Students note
answers.

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 11 Challenges
GOALS
• Recognize different genres and messages
• Report what someone says
• Use adjectives to describe emotions
• Listen for signposts in an interview
• Ask others to help you
• Write a report about classroom challenges
1 Work in pairs. Discuss the questions.
1 Look at the photo. What are the people doing?
What do you think they feel?
2 What do you think could happen next?
3 What are the other challenges of working in a
restaurant?
WATCH
2 11.1 Watch the video. Answer the questions.
NATIONAL GEOGRAPHIC EXPLORER
ANNE JUNGBLUT
1 What was challenging about Anne’s postgraduate
studies?
2 What does she find challenging about where she
lives?
3 What solutions has she found?
3 Make connections. What’s your biggest challenge
at the moment? What challenges do you have
every day?
131
43118_U11_130-141.indd 131
• Students compare answers in pairs VOCABULARY NOTES
before checking as a class.
PhD = doctorate in philosophy, the
Answers highest post-graduate university
1 finishing the final writing of her PhD on qualification you can achieve
 
time
2 She lives in London: expensive/difficult to postgraduate studies /ˌpəʊstˈɡrædʒ.u.ət
ˈstʌd.iz/ = studies you do after you have
 
know what to wear/cycling is dangerous
3 She has found cheaper but good got a first degree at university
 
restaurants. She has found good deals a cheaper deal /ə tʃiːpə diːl/ = an offer
for cinema and theatre. She takes that is less expensive
changes of clothing and wears thin
clothes. She plans her routes and wears the tube /ðə tʃuːb/ = the London
very bright clothes. Underground
waterproof clothing /ˈwɔː.tə.pruːf ˈkləʊ.
ðɪŋ/ = clothing that keeps you dry
www.frenglish.ru
VIDEO 11.1
Anne Jungblut: When I finished my
degree in Biology, I enjoyed Biology,
learning and doing research so much that
I decided to continue with postgraduate
studies. I did a PhD in Microbiology,
which took four years. A PhD is all about
research and discovering something new
in a research topic. In my case about
microbiology in Antarctica. I loved it. My
biggest challenge was to finish writing
it on time. It took much longer than I
expected. At the end I spent ten hours a
day, seven days a week for three months
to finish it! Luckily, I finished just in time
on the last day! It was a good lesson about
time management for the future.
One everyday challenge is living in London.
It is an exciting city with lots of culture,
interesting shops and amazing restaurants
but it’s so expensive! It can be very difficult
at the beginning. After a while I found
smaller, cheaper restaurants with amazing
food and special cheaper deals to go to the
cinema and theatre.
It’s also so hard to know what to wear!
On the tube train it’s always very hot, so
I need thin clothes even in winter. The
weather changes a lot in the UK. I recently
got into cycling but when I cycle I need to
wear waterproof clothing and bring extra
clothes to work.
Also, with cycling it’s important to plan the
route to avoid busy streets, which can be
dangerous. Lots of people, including me,
wear very bright cycling vests to make sure
drivers can see us.
3
• Ask students to work with a new
partner or in small groups to discuss the
1/18/22 11:55 AM questions.
Extra activity
Brainstorm to the board everyday
challenges that your students experience.
Ask students to talk about which ones are
the most difficult (challenging).
Examples: getting to work on time, looking
after relatives, staying in touch with friends
ABOUT THE EXPLORER
ANNE JUNGBLUT (who we met in Unit 8)
is a microbiologist and polar scientist based
at the Natural History Museum in London,
who studies the ecology of the cold north
and south poles.
181
LESSON 11A
LESSON GOALS
• READING The main aim is to guide
students to skim four different text
types and recognize the genre and
message. They practise connecting
a topic they have read about to
their own personal opinions and
experiences.
• SPEAKING The speaking aim is
to discuss ideas for social media
challenges.
READING
ABOUT THE TEXT
The text types are a blog post, a news
article, an email and a social media post
(e.g. a tweet). They are all broadly on the
same topic – social media challenges to
raise money for charity.
The ice bucket challenge involves pouring
ice cold water from a bucket over your
head, then challenging other people to do
the same. In the US in 2014, organizers
started promoting the challenge with the
specific aim of raising money to promote
awareness of the disease amyotrophic
lateral sclerosis (ALS), also known as motor
neuron disease in the UK and Lou Gehrig’s
disease in the US, and to encourage
donations to research. Some estimates say
that The Ice Bucket Challenge has raised
over $220 million worldwide and has
led to various similar challenges on the
internet.
1
• Optional step Pre-teach social media
challenge – something that is funny,
embarrassing, physically difficult, scary,
exhausting or hard to do, which you
do and share with people online, then
challenge others to do.
• Students discuss the questions in
pairs. Set a two- or three-minute time
limit. In feedback, elicit ideas from
different pairs.
Sample answers
See About the text notes above for
information on the ice bucket challenge.
Other popular social media challenges:
1 superhero bin day – dress as a superhero
 
then take out the rubbish
182
11A
Personal challenges
READING
1 Work in pairs. Look at the photos. Do you know
anything about the ice bucket challenge? Do you
know of other social media challenges?
2 Match these words and phrases from the texts
with the definitions.
donate go viral have access to raise tag waste
1 to collect (e.g. money) for a particular purpose raise
2 to be shared widely on social media (e.g. a post,
video or story) go viral
3 to name someone else in a post tag
4 to use something valuable or important in an
unhelpful way waste
5 to get the opportunity to use something that will
help you have access to
6 to give something (e.g money or food) to charity donate
3 Look at the Reading skill box. Work in pairs.
What features do social media posts often have?
READING SKILL
Recognizing genre and message
There are many different types – or genres –
of texts: blogs, text messages, social media
posts, newsletters, articles, emails, reports, etc. Each
genre has different features. For example, news
articles often have a headline and might begin with
a summary sentence, while blogs may have short
paragraphs with a list of numbered headings and
links to other websites. Recognizing the genre can
help you understand the message as different genres
are written for different readers and reasons.
4 Skim texts 1–4 on page 133 and match them with
genres A–D and messages E–H.
A blog post
B social media post (e.g. Tweet)
C email
D news article
E Asking for help to raise money
F Facts about some popular online challenges
G Reasons why online challenges are popular
H Asking someone for advice
132
43118_U11_130-141.indd 132
2 patience challenge – put a bowl of
 
sweets in front of your young child, tell
them not to eat them, then film them
while they try not to
3 dress like a painting – dress up like your
 
favourite painting and put the photo
online
Extra activity
Ask students to discuss which social media
challenges mentioned so far they would
like to try, or have tried. Write (and explain)
the following words on the board and ask
students to say which word best describes
social media challenges and why: childish,
pointless, entertaining, useful.
www.frenglish.ru
LESSON GOALS
• Recognize genre and message in a text
• Connect a topic to personal experience
• Discuss ideas for social media challenges
5 Read the texts again. Are the sentences true (T)
or false (F)?
1 The blogger thinks we only enjoy watching
challenges when they’re funny. F
2 The article claims the ice bucket challenge was
popular in India, Lebanon and Venezuela. F
3 Eva thinks a selfie challenge will show the council
that the community cares. T
4 Harun challenges @Dhano1982 to do the ice
bucket challenge. F
6 Look at the Critical thinking skill box. Then
answer questions 1–5.
CRITICAL THINKING SKILL
Connecting a topic to personal
opinions and experiences
After you read, it can be helpful to think
about how the information in a text relates
to your own ideas, feelings and experiences. Think
about what you learned, how you feel and what you
might do.
1 How do you feel about each challenge mentioned?
2 Do you agree with the blogger’s reasons for why
social media challenges are popular?
3 What do you think the 4th and 5th reasons in
text 1 might be?
4 What would you say in a reply email to Eva about
her suggestions and any alternative ideas?
5 Have you – or people you know – taken part in
any social media challenges?
SPEAKING
7 Work in pairs. Think of a social media challenge
(using a selfie, video, photo, etc.) that could go
viral. Decide what you want to raise money for.
8 Work with another pair. Discuss your ideas from
Exercise 7. Whose idea do you think might raise
the most money?
1/18/22 11:55 AM
2
• Elicit the first match to get students
started. Students match words and
definitions individually. Let students
check with a partner.
• In feedback, show or write up the
correct answers so students can check.
• Optional step Check students’
understanding in feedback by asking
personalized check questions: What
websites do you have access to at work
or college? If you had a lot of money,
what good causes would you donate to?
Have you ever raised money for charity –
how?
 1 2
Online challenges are here to stay
In 2014, 17 million people
around the world posted
videos of themselves
throwing buckets filled with
ice and water over their
heads. This simple challenge
raised $115 million for the
ALS Association, a charity
that helps people with ALS,
a disease which damages
the brain and the body’s
muscle control.
The challenge inspired
other ideas, such as the
rice bucket challenge in
India. There, many people
don’t have access to clean
drinking water, so instead of
wasting water, people gave
buckets of rice to those in
need or to food charities.
In Lebanon and Venezuela
some people made videos of
themselves throwing empty
buckets over their heads
to show how important
water is, while in the Ivory
Coast people threw soapy
water over themselves
to communicate the
importance of washing to
prevent disease.
5
• Optional step Pre-teach other key
words in the texts: blogger – a person
who writes a blog or online diary or
article; share = send to other people
online; post = put online; selfie = photo
of yourself
• Students read again, note true or
false and check in pairs. Ask students to
justify answers in feedback.
Answers
1 False – People also like sharing other

 
people’s pain.
What is it about 3 2 False – They thought it wasted water
social media challenges? New Message

 
rice / empty bucket challenge
To: Juliana@coolmail.com 3 True – She says: we should do
Almost every day someone I know shares a challenge

 
to raise money for charity and asks people to join something fun that could go viral online.
From: Eva@emails.com
them. It could be posting ten photos in ten days, eating Then the council can see the community
something disgusting or sharing a no make-up selfie. Subject: Social media challenge
Why are they so popular? Here are five reasons: really wants it.
1 Human interest Hi Juliana, 4 False – Dhano1982 challenged him.

People love seeing other people doing challenges.
By watching friends do something difficult or silly
or funny we can share their experiences. We can
enjoy their laughs – or their disappointments.
2 Videos and photos
Social media is perfect for video and photo
sharing. It’s more interesting than text and you can
see your friends embarrass themselves. You can
see celebrities do the same too!
3 Sharing
The best way to make online challenges go
viral is for people to share posts and tag their
friends. Someone shares an entertaining video
of themselves and names three friends to do the
same. Those three friends then challenge another
three and it’s all over the internet in no time.
Page 1 of 2 < >
EXPLORE MORE!
Look online for examples of social media challenges. Search for ‘ice bucket challenge’ or ‘social media challenge’.
43118_U11_130-141.indd 133
3 4
• Read out the information in the Reading
skill box.
• Students discuss the question in
pairs. In feedback, elicit and discuss
answers.
Answers
emails and social media posts often have
the names of the sender/recipient at the
top; they can be formal but are more
often written in informal language, often
accompanied by exclamation marks,
emoticons and gifs (short, animated
images)
 
We had a meeting yesterday to talk about some ideas
for raising money for an outdoor gym in the park. We
all agreed that we should do something fun that could
6
go viral online. Then the council can see the community
• The Critical thinking skill box aims to
really wants it. We thought maybe people could post encourage students to focus on their
selfies of themselves looking really hot and red-faced
after exercise. What do you think? Any better ideas?
personal reaction to what they read in
the texts. By thinking about what they
Regards,
have learned or felt, students are more
Eva
likely to get a deeper understanding of
4 what they have read.
Harun
• Read through the Critical thinking skill
@Harun
box.
Thank you @Dhano1982
for inviting me to do the • Ask students to read and prepare
#alsicebucketchallenge! answers to the questions, before
I challenge @SabeehaB2
@Beatrice101 @Hilmi_Z next! discussing them in pairs or small groups.
Donate here: als.org
Sample answers
1 Challenges mentioned: posting photos,
 
eating something disgusting, sharing a
133 no make-up selfie, ice bucket challenge
(rice, soapy or empty bucket challenge),
selfies looking really hot and red-faced
after exercise.
1/18/22 11:55 AM Students may feel they are funny, silly or
embarrassing. They may feel some are
pointless and self-centred. Some may
• Students skim and note answers say they are for a good cause, or raising
and check in pairs. Set a short time limit important issues.
to ensure students skim quickly (two 3 They might be: Good for raising money,
 
minutes). Celebrities join in, Good for raising
• Optional step As a follow-up question, issues or creating talking points
ask students to say who each text is 4 Possible response: selfies of people
 
written for (see answers below). miming using gym equipment
Answers
1 A, G – for online readers
2 D, F – for news readers
3 C, H – for Juliana
4 B, E – for friends and online friends

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Extra activity
Here are further questions to ask to get students to connect to the
topic:
Why do you think that some people are critical of social media
challenges?
What makes a good social media challenge?
Are there any types of social media challenge that you would
never do – what type and why?
EXPLORE MORE!
You could ask students to find a list of ten challenges and to put
them in order from the best idea to the worst in their opinion.
See the sample answers to Exercise 1 for some common viral
challenges of recent years.
See Workbook pages 74–75 for extra practice (Reading).

SPEAKING
7
• Optional step Brainstorm ideas to the board first. Ask, What
social media challenges have we already discussed? What other
challenges can you think of?
• Organize the class into pairs. It is a good idea to mix
students at this point so they get to speak to different class
members. Ask students to decide on a challenge and a cause.

8
• Organize the class into groups of four by matching pairs.
Students have to work together to compare ideas and decide
on the best.
• As students speak, monitor closely and note errors, which you
could focus on in an error feedback at the end of the activity.
Extra activity 1
Ask different pairs to present their challenge idea to the class.
Have a class vote and decide on the best idea.

Extra activity 2
Ask students in groups to decide on a suitable challenge to raise
awareness of and money for the following:
A children’s art group
A football pitch for inner-city kids
A local museum
A pet rescue centre
The mountain rescue service

Extra activity 3
Set up a class debate on the following motion: Social media
challenges are not a good way of funding good causes and should
stop.
Ask students in two groups to prepare ideas in support of
challenges or against. When they are ready, they debate their
arguments and vote on the issue.

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LESSON 11B
LESSON GOALS
• READING AND GRAMMAR The main aim is to practise using reported speech to
report what other people have said. The language is contextualized in the text – an
article about a personal challenge.
• PRONUNCIATION Students hear and understand the pronunciation of told in
connected speech.
• SPEAKING The speaking aim is to talk about a personal challenge.

READING AND GRAMMAR 3

• Give students time to read the questions carefully. Elicit the first
ABOUT THE TEXT answer and point out how it is introduced by reported speech
The text type is a magazine article about the personal challenges (Doctors told him that …).
facing Ed Jackson. • Students read and underline. Let them compare answers in
Edward Jackson (born 1988) is an English former professional pairs.
rugby union player who played for a number of premiership sides
in England and Wales as a Number 8 forward. He represented
VOCABULARY NOTES
England and captained both the under 16 and under 18 teams.
Jackson suffered a spinal injury after diving into the shallow end of shoulders /ˈʃəʊl.dərz/ = tops of your arms
a swimming pool. Because he was a professional athlete, he was get engaged to /ɡet ɪnˈɡeɪdʒd tuː/ = agree to get married
able to train really hard and that is why his recovery is amazing.
Today, he can walk without help, but suffers from Brown-Sequard support (people) /səˈpɔːt/ = help people financially and with
Syndrome, a neurological condition that results in weakness or care
paralysis of one side of the body and loss of sensation on the
other. Extra activity
In 2021, Ed launched a podcast, named ‘It’s Good to Walk’, where Ask students to discuss any other inspiring people they have heard
he talks to other inspirational people about their experiences. of (or know) who have overcome a great physical challenge. You
The podcasts provide practical advice about living well, as well as could brainstorm names first. Some international figures: Professor
inspiration and encouragement, for listeners. Stephen Hawking, Frida Kahlo, Andrea Bocelli, Helen Keller,
1 Ludwig van Beethoven.
• Optional step Start by checking understanding of physical (of
the body) and mental (of the mind) challenges.
4
• Students read the Grammar box and complete the sentences.
• Students discuss the questions in pairs. In feedback, ask a In feedback, check form and understanding by asking focus
few students to share experiences. questions (see the Grammar notes).
Sample answers
2 Physical challenges: running a race (e.g. a marathon); long- GRAMMAR NOTES
 
distance walking (e.g. coast to coast path); learning to ski,
Many languages use the same verb for say and tell, so students
waterski, surf, etc.
find the use hard to remember and make errors such as He told
3 Mental challenges: getting better after serious illness; working
that … and He said me that …
 
hard to complete a course, pass an exam, etc.
Basically, say is intransitive and tell is transitive (it takes an
2 object). Compare She said she was tired vs She told me she
• Optional step You could ask students to predict from the
was tired – in the second sentence who the speaker is talking
photo: Where is Ed and what is he doing? Why might this be a
to is specified.
challenge? What might he be preparing for?
• Students read and note challenges. Let them compare Ask students to look at the Grammar box examples and answer
answers in pairs. these questions:
Answers Which word takes an object – say or tell?
Learning to walk again (after an accident); climbing the highest
Do reported verbs go one tense back or stay the same?
mountain in Wales; climbing a 6,500-metre mountain in Nepal;
climbing the height of the world’s tallest mountain by climbing his What changes to pronouns do you notice?
parents’ stairs; starting his own charity.

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LESSON B
For further information and practice, see
Grammar reference Unit 11B on page
11B
Making the impossible possible
LESSON GOALS
• Understand an article about a personal challenge
• Report what other people have said
• Understand told in connected speech

176 of the Student’s Book.

5 1 Work in pairs. Discuss the questions.
• Elicit the first correct option to get
students started. Students choose the
correct options and compare answers in
pairs.
• In feedback, encourage students to
justify answers by referring to the
Grammar box.
READING AND GRAMMAR
1 Do you enjoy a difficult challenge? Why? /
Why not?
2 What physical challenges have you done or have
you heard about?
3 What examples of mental challenges can you think
of? Have you had any in your own life recently?
2 Read the magazine profile. What challenges has
Ed faced?
3 Read the profile again. Answer the questions
about things people talked about. Look for
words like said and told to help you. Underline
the answers in the text. They would never
1 What did doctors tell Ed and Nasser? walk again.
The woman who
2 Who did Ed say he wanted to get better for? is now his wife.
3 What did Nasser tell Ed after half a year? He was walking
4 What does Ed say happens after he does a with a stick.
challenging climb? His body can do new movements.
5 How did Ed say he felt during the stair challenge?
He had loved it despite it sometimes being
painful and boring.

6
• Elicit the first rewrite to get students
started. Students compare answers in
pairs.
Extra activity
Tell students that they have written
an email asking a friend, who is an
experienced climber, to give them help
and advice before they try to climb their
first mountain. Write the following on the
board and say that they are extracts from
their friend’s reply:
I have climbed lots of mountains.
I’ll help you prepare.
You have to buy good quality equipment.
You are going to have a great time.
Ask students in pairs to report the
comments using My friend said … and/or
My friend told me …
For additional practice, refer to the
Grammar activity on page 282 of the
Teacher’s Book.
Meet Ed Jackson:
a man who loves challenges
Ed Jackson was a professional rugby player, but in
2017 he had an accident diving into a swimming
pool. Afterwards he couldn’t move his body from the
shoulders down.
Doctors told him that he’d probably never walk again, but
Jackson didn’t want to believe this. He had recently got
engaged to the woman who is now his wife and he said
that she was the main reason he wanted to recover. He
spent six days staring at his toes and trying to make them
move – and, finally, he succeeded! This was the start of a
long journey.
While in hospital, Ed met Nasser, a man in his late thirties.
Doctors had also told Nasser he would never walk again,
but Ed encouraged him not to give up and six months
later, Nasser told Ed he was walking with a stick.
Only a year after his accident, Ed climbed the highest
mountain in Wales. Since then he has also climbed
a 6,500-metre mountain in Nepal and he said that he finished, he told a news reporter he had loved it
after each big climb he noticed his body could do new despite it sometimes being ‘painful’ and ‘boring’. He also
movements. raised £46,000 for charity.
Two years later, 31-year-old Ed Jackson climbed 8,848 Jackson hopes his story can help people. That’s why he
metres, the height of the world’s highest mountain, by started his own charity, M2M, which aims to support
going up and down his parents’ stairs 2,783 times. When ‘people facing challenges in life.’

PRONUNCIATION 134
7 11.1
• Read out the Clear voice box. Note that
the emphasis here is on hearing and
understanding – students don’t need to 43118_U11_130-141.indd 134 1/18/22 11:55 AM

produce the sound themselves. AUDIO 11.2 4

• Play the audio. Students listen and
notice. In feedback, notice how the
first speaker drops the /d/ sound at the
end of told and the second speaker
pronounces the /d/, but drops the /ð/
sound at the start of them.
8 11.2
• Give students time to read 1–4 and
to speculate what the missing words
might be.
• Play the audio. Let students compare
answers in pairs.
1 He /təʊlmi:/ I was brilliant.
I /təʊldəm/ they could do anything. He /təʊld miː/ I was brilliant.
I /təʊləm/ they could do anything.
PRONUNCIATION NOTES
I /təʊld ðem/ they could do anything.
2 Notice how pronouns can be reduced
I /təʊlər/ she might win. and barely pronounced in fast speech.
I /təʊldə/ she might win. So /ðem/ becomes /əm/, /hɪm/ becomes
/ɪm/, and /hɜː/ becomes just an /ə/
I /təʊld hɜː/ she might win.
sound.
3
I /təʊldɪm/ you’ll call him later.
SPEAKING
I /təʊlɪm/ you’ll call him later.
I /təʊld hɪm/ you’ll call him later. 9
• Optional step 1 Model the activity
by telling the class about a personal

186
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 4 Read the Grammar box. Complete sentences
1 and 2.
GRAMMAR Reported speech
The article uses said and told + pronoun/noun
to report someone else’s words. Sometimes the
speakers add that before the reported speech. The
speakers also change some pronouns.
‘You’ll probably never walk again.’ ➞ Doctors told
him (that) he’d probably never walk again.
‘She’s the main reason I want to recover.’ ➞
He said (that) she was the main reason he
wanted to recover.
‘I am walking with a stick!’ ➞ Nasser told Ed he
was walking with a stick.
‘I loved it’ ➞ He told a news reporter (that) he
had loved it.
Verb tenses change: present simple (can) ➞
past simple (could), present continuous ➞ past
continuous, will ➞ would, past simple + present
perfect ➞ past perfect
Go to page 176 for the Grammar reference.
I Ed said that he wanted his charity to
help other people facing big challenges.
2 Ed told Nasser to keep trying.
5 Choose the correct options.
1 ‘Ed Jackson was a professional rugby player.’
The article said / told that Ed had been a
professional rugby player.
2 ‘He has also climbed a 6,500-metre mountain in
Nepal.’
It told us that he had also climbed / also climbed a
6,500-metre mountain in Nepal.
3 ‘He’ll never stop trying.’
It said that he’ll / he’d never stop trying.
4 ‘Jackson hopes his story can help people.’
The article said that Jackson hoped his story can /
could help people.
5 ‘The charity is raising money for a hospital in
Nepal’
It said that the charity was raising / raised money
for a hospital in Nepal.
6 ‘It hosts challenge events.’
The article told / said that the charity hosted
challenge events.
EXPLORE MORE!
Find out what M2M means and learn more about Ed Jackson. Search for ‘Ed Jackson + M2M’.
43118_U11_130-141.indd 135
challenge of your own. You could write
a couple of simple focus questions on
the board before you speak, in order to
make sure students listen to the story.
For example, What was my challenge?
Why was it difficult?
• Optional step 2 Brainstorm examples
of challenges students could talk about
and write them on the board. Examples:
driving test, final exams, sponsored walk,
organizing an event.
• Provide five minutes’ preparation time
for students to think of ideas. Monitor
and help with ideas, vocabulary and
accuracy.
6 Rewrite the direct speech using reported speech.
1 ‘Everyone is so kind.’
He said that everyone was so kind
2 ‘That was excellent!’
She told me/him/us, etc. (that) it had been excellent
3 ‘He’s feeling better.’
He said (that) he was feeling better
4 ‘Your family will be proud!’
She told me/him/us, etc. (that) my/his/our, etc. .
family would be proud
5 ‘She hated every minute!’
He told me/him/us, etc. (that) she had hated every. minute
6 ‘I am looking forward to next year.’
She said (that) she was looking forward to next year
. to ‘serve’ and A’s turn to ‘return’. Students
PRONUNCIATION
7 11.1 Look at the Clear voice box. Listen to
the examples and notice the two different
pronunciations of told.
CLEAR VOICE
Understanding connected speech: told
In fast speech, some speakers drop the d in
told if the next word begins with a consonant,
e.g. told me ➞ /təʊlmi:/.
Other speakers keep the /d/ sound but drop the /ð/
in them and the /h/ of him and her, e.g. told her ➞
/təʊldə/.
/təʊlðem/ I told them it was for charity.
/təʊldəm/ I told them it was for charity.
To help you understand, it’s important to know that
some speakers might do this.
8 11.2 Listen and complete the sentences. Which
speaker is easier to understand?
them
1 I told they could do anything.
2 I told her she might win.
him
3 I told you’ll call him later.
4 He told me I was brilliant.
The last speaker in each case is easier to understand.
SPEAKING
9 Work in pairs. Talk about a challenge (e.g.
physical, professional, personal) you have had.
Take notes on what your partner said. Change
partner and report what your partner said.
Last month I gave a presentation at work. It was
the first time I had spoken in public and I felt very
nervous!
135
• When students are ready, they talk
about their challenge in pairs and take
notes.
• Organize students into new pairs.
Using their notes, students report their
partner’s experience.
• As students speak, monitor closely and
note any errors, especially with the use
of reported speech. In feedback, write
four or five phrases or sentences on
the board, containing errors, and ask
students to correct in pairs or groups.
Extra activity 1
Play ‘reported speech tennis’. Students
work in pairs.
www.frenglish.ru
Show, write up, or give (as a handout) the
. list of utterances. Tell students that these
.
are all things that Ed said in interviews.
Student A chooses and ‘serves’ a sentence
. by reading it out. B ‘returns’ by reporting it
using ‘Ed said’ (e.g. A: I’ve climbed a lot of
mountains; B: Ed said he’d climbed a lot of
mountains). B gets a point if correct, A gets
the point if B is incorrect. Now it’s B’s turn
choose utterances at random and continue
until someone wins a game. If time, they
then play another game (and invent their
own utterances).
Use the tennis method of scoring (which
you may need to explain to students): 15-0
(15-love); 15-15 (15-all); 30-15; 40-15; 40-
30; Game, etc.).
Utterances:
I’ve climbed a lot of mountains.
I can walk without help.
I do training every day.
I’m training for a marathon.
I’ll climb another mountain soon.
I’ve raised a lot of money.
I love climbing.
I’ve met lots of people.
I won’t play rugby again.
I played rugby before the accident.
Extra activity 2
Ask students in pairs or groups to
remember things that the teacher and
students have said so far in this lesson. Tell
them to write down as many things as they
can in two minutes (for example, It’s a nice
day, I’ve done my homework, Sorry we’re
late). Ask pairs or groups to exchange their
list with another pair or group. Students
report the list of comments using said
and told.
1/18/22 11:55 AM
EXPLORE MORE!
You could ask students to find five facts
about Ed and present them to the class.
Some information students might find:
M2M = millimetres to mountains
Millimetres to Mountains means: to
overcome any of life’s challenges you have
to start small but dream big.
Ed runs M2M with his wife Lois and friend
and fellow ex rugby player Olly Barkley
Ed started the charity to raise £250,000 to
build a hospital spinal unit.
See Workbook page 76 for extra practice
(Grammar, Pronunciation).
187
LESSON 11C
LESSON GOALS
• LISTENING Students develop the
skill of listening for signposts in an
interview (words and phrases that
tell you what kind of information is
coming next).
• VOCABULARY Students describe
emotions.
• GRAMMAR Students practise using
can, could and be able to to talk
about ability, permission, possibility.
• SPEAKING Students talk about
unusual skills they have now or had as
a child.
READING
1 oxygen.
• Optional step Focus students on the
infographic. Ask, What’s the title? What
does ‘limit’ mean? (= the point that you
cannot go any further) What do the
pictures show?
• Ask students to read the questions.
You could create a prediction task by
asking students to guess the limits for
1–6. Students read and discuss questions
in pairs, then report in feedback.
Answers
1 4.4°C for 15–30 minutes. Ice water
 
divers need a dry suit to stay in for 30
minutes. Anne Bågenholm survived
for 80 minutes after an accident. Body
temperature must be over 21°C.
2 Most people need oxygen at heights
 
over 4,572 metres. 200 have climbed
8,848m without oxygen.
3 Most people can go without air for two
 
to three minutes. Herbert Nitsch can
hold his breath for nine minutes.
4 Usually three weeks but one person
 
managed 382 days.
5 Usually three to seven days but one
 
person managed 18 days.
6 Most people: no more than 24 hours.
 
Randy Gardner managed 11 days.
VOCABULARY NOTES
survive /səˈvaɪv/ = stay alive
trapped /træpt/ = unable to get out
drop below /drɒp bɪˈləʊ/ = go down
below
breathe /briːð/ = take air in and out
188
11C
It can be minus five!
LESSON GOALS
• Listen for signposts in an interview
• Describe emotions
• Talk about skills, permission and possibility
READING
What are the limits
of the human body? 1 Read the infographic. What does it say about the
human limit for being …
The human body can only survive 1 somewhere very cold? 4 without food?
in water of 4.4°C for 15-30 2 high in the mountains? 5 without water?
minutes! Ice water divers are
3 underwater without air? 6 without sleep?
able to stay safe for 30 minutes
because they wear dry suits. However,
LISTENING
in 1999, Swedish Anne Bågenholm
survived for 80 minutes when she
got trapped under ice. NATIONAL GEOGRAPHIC EXPLORER
2 Look at the Listening skill box. Then read the
In cold temperatures we need to wear the signposting phrases (1–6) from Anne Jungblut’s
right clothes to survive. The human body is talk about working in very cold places. Work in
usually 37°C. Humans can’t usually survive if pairs. Decide what kind of information you think
their body temperature drops below 21°C. she might give next.
LISTENING SKILL
Listening for signposts
The average human is able to breathe until Signposts are words and phrases that tell
4572 metres before needing oxygen.
Only 200 people have climbed the world’s
you what kind of information is coming next.
Here are some common signposts …
tallest mountain, 8848 metres without
• to introduce a topic: let’s start by, firstly, to begin
• to give contrasting information: on the other hand,
although, but then again
• to give past, present or future information: a while
Herbert Nitsch free-dived to 214m (with ago, now, next year
no breathing equipment) in 2007. Most • to give a reason: because, since, as
people can hold their breath for less than • to give an example: such as, like, for instance
2-3 minutes. Herbert Nitsch is able to
hold his for nine minutes.
1 So I’ll start by talking about …
She’s introducing a topic, maybe about living
somewhere cold.
Humans can generally survive without
food for around three weeks and 3-7
2 It’s really different to our normal environment
because of things like …
days without water. The longest anyone
3 Although it’s challenging to work in the freezing
has gone without food is around 382
days and water around 18 days. cold …
4 It can be five, six degrees plus in the Arctic. But
then …
5 I’m able to work late since …
Most people can stay awake for no more
6 Before I go there, …
than 24 hours before they start to feel
very tired, annoyed or make poor decisions.
However, Randy Gardner was able to stay
awake for 11 days (264 hours).
EXPLORE MORE!
Find out more about some of the people in the infographic.
136 Search for [the name] + human limits’.
43118_U11_130-141.indd 136 1/18/22 11:55 AM
Sample answers
hold your breath /həʊld jər breθ/ = stop
1 Introducing a topic, e.g.working in Arctic/
breathing (for a short time)
 
Antarctic – sleep, food, clothes, light
stay awake /steɪ əˈweɪk/ = not go to 2 Contrasting info + example: e.g. sleep,
 
sleep food, clothes, light, temperature
3 Contrasting info: e.g. something positive
 
about working in cold (the landscape is
LISTENING beautiful)
2 4 Contrasting info: e.g. could be warmer
 
• Read the Listening skill box with your at other times
class. In feedback, say, Close your 5 Reason: e.g. I have nothing else to do,
 
books – What signposting phrases can it’s light, the light gives me energy
you remember? Elicit suggestions from 6 Past info: e.g. I pack, I get ready, I plan
 
students. 3 11.3
• Students discuss the phrases in pairs. • Play the audio. Students note
answers. Let them compare answers
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 3 11.3 Listen and note down how Anne actually GRAMMAR AND SPEAKING
Answers
finishes the sentences in Exercise 2.
8 Read the Grammar box. Complete 1–3 with Washing: Challenge = can’t shower/wash
4 11.3 Listen again. What challenges does Anne present, past or future.
hands; Solution = use baby wipes
face at work? How does she solve them?
GRAMMAR Can, could and be able to Food: Challenge = can’t eat normal food;
Challenge Solution Use can and be able to to talk about things that Solution = eats chocolate, brings food, can
washing you know how to do, that you’re allowed to do, eat frozen fruit and vegetables
and that are possible.
food I can pack really well. (know how to) Water: Challenge = hard to drink enough
water We can’t take many things home with us. – dry air and lots of hiking; Solution = need
(allowed to)
temperature freezing -5°/-10°C We can’t get normal food. (not possible)
to drink lots of liquid
working Use could and couldn’t as the past tense of can Temperature: Challenge = freezing -5°/-
hours and can’t. 10°C; Solution = wear right clothes, know
sleep I couldn’t sleep because I was so cold.
Use will/won’t + be able to for future.
body
5 Work in pairs. Look at the infographic again. Tick We won’t be able to take many things back. Working hours: Challenge = long days,
(✓) the things that Anne mentions. works for a few days then sleeps; Solution
Go to page 176 for the Grammar reference.
present
= stay up late, start work later next day
VOCABULARY 1 can/can’t + am/is/are (not) able to
2 could/couldn’t + was/were (not) able to past Sleep: Challenge = can feel exhausted – 24
6 11.4 Match the emotions 1–7 with definitions 3 will/won’t + be able to future hours daylight/long days; Solution = makes
a–g. Listen and check. herself warm + pulls hat over eyes for
1 amazed a very tired 9 Read the infographic again. Complete the
2 anxious b something wasn’t as sentences with can, can’t, couldn’t, able to and darkness
not able to.
3 delighted good as you’d hoped
1 The average person can’t survive for
AUDIO 11.3
4 disappointed c surprised and upset about
5 exhausted something bad 40 minutes in water of 4.4°C. So I’ll start by talking about the challenges
6 scared d very happy 2 Most people are not able to breathe without of my working environment. I work in the
7 shocked e worried something bad oxygen at 5000 metres. polar regions, so it’s really different to our
might happen 3 Herbert Nitsch can hold his breath for
f afraid nine minutes.
normal environment because of things
g extremely surprised 4 Humans are able to survive without food
like coldness and the light. We can’t wash
Go to page 165 for the Vocabulary reference. for about three weeks. properly, like we don’t shower or wash our
7 Work in pairs. Use the adjectives in Exercise 6 to 5 Even Randy Gardner couldn’t stay awake hands for weeks and we have to use baby
discuss how you might feel in these situations. for 12 days. wipes. It’s also hard to drink enough. The
6 We won’t be able to survive if our body
More than one option is possible. air is very dry at very low temperatures and
1 You got excellent results from an exam you temperature drops lower than 21°C.
7 Anne Bågenholm was able to survive for
we do a lot of hiking. Therefore, we all
thought you’d done really badly in.
2 You’ve just run 42km. over an hour under the ice. need to watch out that we drink enough
3 You are sleeping in a tent in the forest. You wake 10 Do you have any unusual skills – or did you have water all day. We aren’t able to get fresh
up and there’s a lion outside. any when you were a child? Make notes. Then vegetables and fruit in our field camps, but
4 You spent £100 on theatre tickets and the show
was terrible.
tell a partner. Find out if they can/could do we get very good supplies of frozen and
the same.
5 You have an exam tomorrow. You have studied tinned vegetables and food. I can live off
When I was a child I could touch my ear with my
every day for the last month.
foot. Can you do that?
chocolate because you burn lots of calories
6 You won £1000. when it’s cold!
7 Your best friend lost their job.
Although it’s challenging to work in the
freezing cold, it’s not like you see it in the
137
movies. But it’s still cold. And we live in
tents, so it’s warm, but it’s not like being
warm in a house. I mean, maybe it can be
five, six degrees plus in the Arctic. But then
43118_U11_130-141.indd 137 1/18/22 11:55 AM in Antarctica, it can be minus five, minus
in pairs and work together to build up 6 Before I go there, I think about what I ten outside. And yeah, it’s about having
 
whole sentences. can’t live without. the right clothing and knowing what your
body can take. You have to look after
Answers 4 11.3
yourself. On my first trip, I couldn’t sleep
1 So I’ll start by talking about the • Optional step Pre-teach key words: well at first because I was cold, but I now
 
challenges of my working environment. baby wipes = wet tissues for cleaning; know that I need to wear lots of layers
2 it’s really different to our normal supplies of food = food that is brought – including socks. I just know I can sleep
 
environment because of things like or delivered; burn calories = use up better if I’m warm. And I don’t worry what
coldness and the light energy from food; layers of clothes = I look like!
3 Although it’s challenging to work in the one item of clothing on top of another; We are here to do science. We only have
 
freezing cold, it’s not like you see it in luxury items = things that you don’t a limited amount of time to do the work
the movies. But it’s still cold. need but are tasty and/or expensive. and we can’t take many things home with
4 it can be five, six degrees plus in the us. It is very expensive and difficult to go
• Give students time to look at the table
 
Arctic. But then in Antarctica, it can be to Antarctica and therefore we often only
and note what they can remember from
minus five, minus ten outside now. have a few weeks to do everything. So
the first listening.
5 I’m able to work late since the light gives sometimes we have very, very long days.
• Play the audio again. Students note
 
me energy. And then we also have 24-hour daylight.
answers and compare in pairs.

189
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LESSON C
I quite like the daylight. I’m able to work late since the light gives Extra activity
me energy. Sometimes I work until 3 or 4 a.m. for a few days then Mime the emotions and ask students to say which you are
I sleep well. But if we do this, we can feel exhausted, so we need miming. Then ask students in pairs to take turns acting out each
to find ways to be able to get enough sleep. For example, I have
emotion.
to wear my hat over my eyes to sleep.
Some people tell me that my work ‘is a brave thing to do’, but For additional practice, refer to the Vocabulary activity on page
it’s not dangerous if we look after our body and mind. But if you 258 of the Teacher’s Book.
plan ahead, you will be able to live just fine. Before I go there, I
think about what I can’t live without, which includes good gloves
and some luxury items including plenty of chocolate, nice tea and GRAMMAR AND SPEAKING
coffee, as well as a selection of books to read. 8
5 • Read the Grammar box with the class. Students complete the
• Students work in pairs to tick things in the infographic. Elicit rules.
a first answer to get students started.
Answers GRAMMAR NOTES
Students should tick: wearing the right clothes and sleep Can, could, will and their negative forms are modal auxiliary
verbs. If your students share their first language, ask students
VOCABULARY to compare phrases they use to express these ideas with the
use in English.
6 11.4
• Optional step Read through words 1–7 and ask students to
repeat for pronunciation (see the Vocabulary notes). For further information and practice, see Grammar reference
• Students match the words and definitions. Let them Unit 11C on page 176 of the Student’s Book.
compare answers in pairs.
• Play the audio. Students listen and check.
9
• Elicit the first answer to get students started. Let students
compare answers in pairs before sharing answers in feedback.
VOCABULARY NOTES
Pronunciation GRAMMAR NOTES
Note the stress: amazed, delighted, disappointed, exhausted.
Note that all these sentences are talking about things that are
The other words are stressed on the first syllable.
possible or not possible.

For further information and practice, see Vocabulary reference

Unit 11 on page 165 of the Student’s Book. 10
• Optional step Brainstorm unusual skills and write them on the
AUDIO 11.4 (AND ANSWERS) board. This is an opportunity to introduce / revise some useful
1 Amazed means extremely surprised. vocabulary in this area. Think about introducing some of the
2 Anxious means worried something bad might happen. words in the extra activity below.
3 Delighted means very happy. • Organize the class into new pairs or small groups. Give
4 Disappointed means something wasn’t as good as you’d hoped. students two or three minutes to prepare ideas before asking
5 Exhausted means very tired. and answering questions about skills.
6 Scared means afraid. • As students speak, monitor closely and note any errors with
7 Shocked means surprised and upset about something bad. can, could or be able to. In feedback, write errors on the board
and ask students to work in pairs to correct them.
7
• Elicit an emotion or two for the first example to get Extra activity
students started. Students discuss possible feelings in pairs, then Ask students to talk in groups and say which of the following they
report ideas in feedback. Encourage them to give reasons. can, could or would like to be able to do:
Sample answers sing, dance, whistle, juggle, do a forward roll / cartwheel /
1 amazed (because very surprising) headstand, play a musical instrument, box, head a football, touch
2 exhausted (42 km is a marathon – that’s a long way to run) their toes.
3 scared (lions can kill) For additional practice, refer to the Grammar activity on page
4 disappointed (not as good as hoped) 283 and the Communication activity on page 243 of the
5 anxious (very worrying situation) Teacher’s Book.
6 delighted (you got something good)
7 shocked (surprised in a negative way) See Workbook pages 76–78 for extra practice (Listening,
Vocabulary, Grammar).

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LESSON 11D
LESSON GOALS
• SPEAKING Students practise ways of asking for help using direct language (Can/Could
you …? etc.) and more indirect language (Would you mind …? etc.). The lesson ends
with a roleplay task in which students put the tips and language they’ve used into
practice.
• PRONUNCIATION Students listen and practise voiced /tʃ/ and /dʒ/.

SPEAKING
1 One way to ask for help is to use these three stages:
• Optional step Ask students about the photo on the page.
Ask, What are they doing? Why (do you think)? What are the
advantages of getting lots of people to help?
• Organize the class into pairs or small groups to discuss
the questions. Elicit ideas in feedback.
MY VOICE
COMMUNICATION SKILL NOTES
This lesson looks at ways of asking for help, using direct and
indirect questions and tentative modal verbs such as could and
would. It is important to select the questions we use carefully
depending on the situation, the relationship with who you are
asking to help and type of help you need. The lesson explores
ways of getting people to be happier to help and finding the
right person to help – by providing background, saying what
you hope to achieve and explaining the problem. Take the
opportunity to provide plenty of practice. See Exercise 8.
2 11.2
• Optional step Start by setting up the situation. Say, You will
hear an expert talk about the three stages of asking for help.
Ask, What could the stages be?
• Check key words: trust someone = believe that they will give
good advice and will always be there to help you; goal = a clear
aim; talk things through = talk about ideas or problems in detail
• Play the video. Students listen and note answers. Let
students compare answers in pairs.
• In feedback, ask students to justify answers by saying what they
heard.
Answers
3 stages: 1 (give) background information; 2 (explain your) goals;
3 challenges (explain what you are finding difficult and what you
need help with).
Ask someone with the right skills and experience who wants to
help you.
VIDEO 11.2
When you’re doing something challenging, it can be difficult to
ask for help but usually there’s no need to worry. Generally, other
people like to be helpful and will try to do what they can.
One of the most important things you can do is find the right
person. This can be someone you trust who has the knowledge
and experience you need and the time to help.
One: Background information. Two: Goals. Three: Challenges.
First, give some background information. Tell your story. What are
you doing and why are you doing it?
For example, maybe your friend lost their hearing … and you want
to raise some money for them … making and selling cakes.
Some people will prefer to hear what you need quickly and clearly.
Others may prefer to learn more about the context first.
Second, explain your goals. It’s a good idea to tell the person
helping you what you want to achieve.
For example, what do you plan to do with the money you raise?
Maybe you want to raise enough money for your friend to get
a hearing aid … or for your whole class to take sign-language
lessons.
Giving reasons for what you want to achieve can make people
more likely to help you. However, some people may just want to
help because they trust you and want to help you succeed.
Finally, explain what you’re finding difficult and what you need
help with.
Maybe you’re not sure where to sell your cakes. You want to ask
your friend because he’s a teacher and he can ask his school if you
can sell your cakes there … or maybe you want other people to
bake cakes with you … or maybe you need someone to show you
how to raise money online.
When you tell someone exactly how you’d like them to help you,
they can decide if they can help. You might find that you need to
look for someone else. But that’s OK. Talking things through helps
other people understand what you need.
Remember, when asking for help we can give people some
background, talk about our goals and describe our challenges,
saying what it is we need help with. This can also allow us to
check that we have the right person with the skills and experience
to help us.
3
• Read out the Communication skill box. Check difficult words in
the task (use the icons on the page to help): stand up comedy
= when you stand alone on stage and tell jokes to an audience;
train for a marathon = prepare by running or working out in the
gym.
• Give students time to read the task. Students discuss
answers with a partner.

191
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LESSON D
Extra activity
Ask students to think of B, G or C
sentences (i.e. questions about background
information, goals or challenges) for the
situations below:
You want to get a new job
You want to travel round the world
You want to learn French
4 2
• Read out the Useful language box. Point
out the meaning and use of the phrases
(see the Useful language notes). Ask
students to repeat after your model to
practise pronunciation.
• Elicit ways of asking for help in the
first situation in Exercise 3. Students
work with a partner to think of ways of
asking for help in situations 2 and 3.
Sample answers
Students’ own ideas. Whether students
choose to be direct or indirect depends
on who they are talking to and how big
a favour it is. So for example, Would
you listen to me practising my jokes,
Mum? might be direct. In contrast, I was
wondering if I could learn by watching you
perform, Mr Dodd? might be indirect.
USEFUL LANGUAGE NOTES
Use
Direct questions are less complex
in form and use a simple inverted
question. Notice that Can you help me?
is more direct and informal than Could /
Would you help me? Using past modals
makes the request more tentative and
polite.
Indirect questions are made even more
tentative and polite by adding ‘possibly’
or ‘I was wondering if …’
Notice that English has no polite,
formal form of ‘you’, so using indirect
questions and modals like could and
would is a way of adding politeness.
Students may find it over-polite – point
out that English can sound too direct if
you just say Help me out!
Pronunciation
Notice that when asking for help, an
exaggerated intonation pattern, with
rising intonation at the end, is used to
sound polite and tentative.
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11D
Asking for help
SPEAKING
1 Work in pairs. Discuss the questions.
1 How often do you ask for help?
2 In what situations would you ask for help?
3 What are some reasons you don’t ask for help?
MY VOICE
11.2 Watch the video about asking for help.
What three stages does it advise when asking for
help? Who should you ask for help?
3 Look at the Communication skill box. Then read
sentences 1–9. Which sentences give background
information (B), explain goals (G) and describe
challenges (C)?
COMMUNICATION SKILL
Asking for help
When you ask for help, find someone who
has the time and skills to help you. Then:
1 Give them some background to what you need
help with.
2 Tell them what you hope to achieve.
3 Explain what you are finding difficult and what you
think they can help you with.
Asking for help using the right kind of question (for
the situation and for the person you are asking) may
also make the other person happier to help you.
You want to do a stand up comedy show.
1 People always say I’m (quite funny). B
2 I’m finding it difficult as I (am quite
shy). C
3 I’m hoping to get better (at public
speaking). G
You want to run a marathon.
4 I’ve only ever (run 5km before). C
5 My aim is to (finish in less than four hours).
G shouldn’t feel a vibration because it is unvoiced.
6 I’m training for (a marathon to raise
money for charity). B
You want to stop being scared of spiders
7 I’m terrified of (spiders). B
8 I would like to (feel calm around them). G
9 It’s hard because (I feel quite anxious). C
138
43118_U11_130-141.indd 138
5 • Play the audio. Students listen and
• Give students time to read the five
questions. Students work with their
partner to think of ways of answering
the questions.
For additional practice, refer to the
Communication activity on page 244 of
the Teacher’s Book.
PRONUNCIATION
6 11.5
• Read through the Clear voice box and
model the pronunciation of the two
sounds.
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LESSON GOALS
• Practise ways of asking for help
• Clearly pronounce voiced /tʃ/ and /dʒ/ at the
end of words
• Practise asking for help
4 Look at the Useful language box. Work in
pairs. How could you ask for help in the three
situations in Exercise 3? Would you prefer to use
direct or indirect questions? Why?
Useful language Asking for help
Direct
Can/Could you give me a hand with this light?
Would you help me set the table?
Indirect
Would you mind (helping me move this fridge)?
Could you possibly help me out with (something
important)?
I was wondering if you could help me (peel these
oranges)?
5 Discuss the questions with your partner.
1 What challenges do you need help with at the
moment? Give them some background and
explain your goals.
2 What help do you need and when?
3 Who could you ask for help?
4 Which phrases from the Useful language box and
Exercise 3 would you use?
5 How would you apply the techniques from the
Communication skill box?
PRONUNCIATION
6 11.5 Look at the Clear voice box. Listen to the
examples and notice the difference between the
words with /tʃ/ and /dʒ/.
CLEAR VOICE
Saying /tʃʃ/ and /dʒ
ʒ/
To make the sound /tʃ/ touch your tongue
to the top of your mouth then move it down
to let the air out. When you touch your throat you
/tʃ/ coach
To make the sound /dʒ/ touch your tongue to the top
of your mouth then move it down to let the air out,
this time try to make your throat vibrate.
/dʒ/ orange
1/18/22 11:55 AM
notice.
• Optional step Elicit other words with
these sounds (e.g. chair, chess, giraffe,
job; March, patch, garage, hedge).
7 11.6
• Optional step Ask students to read first
and guess which sounds are likely to be
/tʃ/ and which /dʒ/.
• Play the audio. Students listen and
repeat.
• Students practise in pairs.
 7 11.6 Listen and repeat the sentences. Circle the
/tʃ/ and /dʒ/ sounds. Work in pairs. Practise saying
the sentences.
1 Would you mind holding my torch? I need to
change the light in the fridge.
2 You have a huge knowledge of languages. Could
you coach me in German?
3 Would you judge our singing competition in
March?
4 We don’t know much about science. Do you know
anyone who could teach us?
5 Could you possibly watch our things? We’re doing
a swimming challenge for charity.
SPEAKING
8 OWN IT! Work in pairs. Read the situations
(1 and 2). Choose one situation or use your own
idea. Decide who to ask for help. Make notes on
background information, goals and challenges.
Ask other students in the class for help. Use the
tips in the Communication skill box, the Useful
language and the phrases in Exercise 3. Did
anyone agree to help you?
Volunteers working at a charity
construction project in Argentina.
43118_U11_130-141.indd 139
PRONUNCIATION NOTES
Take time to show students how the
two sounds are formed and how similar
the tongue movement is. Ask students
if they can hear the voiced and unvoiced
sounds. Students should be able to hear
the vibration if they cover their ears
when practising the two sounds.
1: You have moved into a new flat with a shared
garden. It’s a mess. You don’t want to annoy
your new neighbours, but you’d love to make the
garden look better and perhaps put a bench in
that you can all use. You know everyone is busy,
but you have an idea for how it could look and
would like to share it and get people to each do
something to help.
2: You want to put on a talent show to raise money
for the local community. You need a big room to
have the show, some chairs and someone to make
food and drink for before and after the show. You
also need people to sing, dance, act, tell stories or
play music. Your friend said they can make adverts
and help you sell tickets, but they are very busy.
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1/18/22 11:55 AM
Extra activity
Put the following tongue twisters on the
board and ask students in pairs to try
saying them:
I love chocolates and oranges.
I’m wearing jeans with patches.
I love playing chess and Jenga.
I have a Japanese watch.
I’ve been to China and Jamaica.
For additional practice, refer to the
Pronunciation activity on page 298 of
the Teacher’s Book.
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SPEAKING
8 OWN IT!
• Pre-teach shared garden (= a garden that
everybody in the flats can use) and talent
show (= a performance in which people
do different things – singing, dancing,
telling jokes, etc.).
• Optional step Start by asking students
to read the two situations, 1 and 2. Ask
focus questions: What is the problem
with the garden? What is your goal?
What is the challenge? Why do you
want to put on a talent show? What are
the challenges?
• Mix students so they are working
with a new partner. Students decide on a
situation and prepare notes. Monitor and
help with ideas and vocabulary.
• Put pairs together to make groups of
four, or ask students to mingle around
the class and ask a variety of classmates.
• As students speak, monitor closely and
make a note of any errors students
make.
• At the end, in feedback, write up errors
on the board and ask students to correct
them in pairs. Point out any good uses of
useful language that you heard.
Extra activity
Put the following on the board and ask
students in pairs to think of and ask one
direct or indirect question to ask for help
(NB: If students think it inappropriate to
be direct, they can just ask an indirect
question):
You want to borrow money from a friend
to buy a car.
You want your friend’s help to revise for
exams.
You want your colleague’s help to
complete an important job on time.
You want your friend to check your
homework for mistakes.
You want your friend to show you how to
cook paella.
For additional practice, refer to the
Mediation activity on page 314 of the
Teacher’s Book.
See Workbook page 78 for extra practice
(Pronunciation).
193
LESSON 11E
LESSON GOALS
• WRITING The aim of the lesson is
to guide students to write a report
about classroom challenges. Students
learn useful language for writing
reports and learn how to write factual
information.
SPEAKING
1 some of the letters in this word in any order?
• Start by eliciting two or three
possible words (e.g. know, now, gone).
Make the activity competitive by setting
a three-minute time limit and finding
out which pair has the most words at
the end.
• Optional step Limit possibilities by
saying words must have at least three (or
even four) letters, or must all contain ‘o’.
Sample answers
On, no, now, know, edge, end, one, done,
gone, low, log, long, week, weed, won,
glow, gold, do, go, led, down, keen, leg,
lego, knee, owl, nod
Other possible words (but high for your
students’ level): ledge, wed, wedge, dew,
keel, lode, dole, weld, doe
READING FOR WRITING
2 and my teacher timed everyone using her phone.
• Students read the report and discuss
the answer with a partner.
3
• Optional step Pre-teach key words:
purpose = reason for; provide = give;
record = write down (so other people
can see)
• Students read the report carefully
and note answers. Let students compare
answers in pairs.
Answers
1 To make as many words as possible in
 
one minute from letters in the word
exhausted. Words had to be three letters
or more. They could use the letters in
any order.
2 The number of words each student
 
wrote and how long the words were.
3 How many words students could make
 
in ninety seconds.
4 personal pronouns and unnecessary
• Read through the Writing skill box with
your class.
194
11E
A fun challenge
LESSON GOALS
• Learn how to write factual information
• Learn language for writing reports
• Write a report about classroom challenges
CLASSROOM CHALLENGE REPORT
SPEAKING
1 Work in pairs. Write the word knowledge in your
Introduction
The purpose of this report is to provide information on a
notebook. How many words can you make using
classroom challenge. The class of twelve students completed a
simple challenge and recorded the results.
The challenge
READING FOR WRITING
The challenge was to see how many new words the class could
2 Read the report about a class that did a similar make using the letters in a long word. Each student had one
minute to write down their words. The teacher wrote the word
challenge to the one in Exercise 1. What word
‘exhausted’ on the board then started the timer. After one
did they use? exhausted
minute, everyone counted up the words. The words could use
3 Read the report again. Answer the questions. the letters in any order, but had to be three letters or more. They
recorded results for how many and how long their words were.
1 What were the rules of the challenge?
2 What information did the writer record? Results
3 What future challenges does the writer The average number of words was six. One student got eight
recommend? (eat, hat, sad, the, tea, heat, hate, shut). This was the highest.
Most people wrote words that were three or four letters long,
4 Read the Writing skill box. Rewrite the but one student wrote seated and another wrote there.
information below to follow the advice.
Conclusions
WRITING SKILL In summary, this was a fun challenge for the class. In future,
Writing factual information it would be interesting to find out what students could do in
ninety seconds.
When writing facts in a report, it is important
to think about what the reader needs to
know. Include background information such as Results: number of words students made
number of people, times and rules. Use clear but Student
Number
Student
Number
brief sentences to keep each fact separate and easy of words of words
to understand. Avoid using informal language and Norbert 8 Norma 6
personal pronouns like I and me. Jing 7 Huni 7
Renata 7 Li 5
1 My class has fifteen students and our challenge
was to write lots of words beginning with B. Jaewon 6 Matheus 5
2 It was OK to write words like big, bigger, biggest Zoe 7 Pallas 7
Rafa 5 Anwar 6
Average
76 ÷ 12 = 6.3 words
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43118_U11_130-141.indd 140 1/18/22 11:55 AM
• Students rewrite the information, 5
then compare sentences in pairs. • Read through the Useful language box
Answers with your class.
1 The challenge was to see how many • Students work in pairs to circle
 
words the class could make beginning examples.
with the letter B. (Make less personal,
use more formal language, give more 6
factual information). • Students match headings to
2 The students could use similar words sentences then check in pairs.
 
such as big, bigger, biggest. The teacher
timed the class.
7
• Optional step Start by asking students
(Use less informal language, separate
to read the counting challenge and then
facts into separate sentences, avoid
asking one student to explain it to the
class in his or her own words. Elicit two
information).
or three possible sentences about the
information to get students started.
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 5 Look at the Useful language box. Circle examples
of each kind of language in the report.
Useful language Writing reports
Introduction
The purpose of this report is to (present the results
of a classroom challenge).
In order to prepare this report (the class ... ).
Ordering tasks
Before we started, (the class decided the rules).
Firstly, we (talked about the rules).
Secondly, we (predicted our results).
After that, (we did the challenge).
Then, we (discussed the results).
Stating facts
The challenge for the class was to (say the
alphabet backwards).
The average time was (ten seconds).
Each student had to (remember ten new words).
Most students thought (they could) ...
Every student (in the class took part).
The results found that (most students) ...
Conclusion
In conclusion / To conclude, (this challenge) ...
In summary / To summarize, (this task) ...
6 Match headings 1–4 with sentences A–D.
1 Introduction B
2 The challenge A
3 Results D
4 Conclusions C
A Everyone had to read as much of a text as possible
in one minute.
B The purpose of this report is to give information
about a classroom challenge.
C To summarize, it was a fun challenge, but more
difficult than we thought it would be.
D The results showed that most people read about
half of the text.
7 Read about the counting challenge and look at
the table. Make sentences about the information
in the table using the Useful language. Share
your ideas with a partner.
Most students did the challenge in less than a minute.
EXPLORE MORE!
Look online for other challenges to do with friends. Search for ‘fun challenges you should try with friends’.
43118_U11_130-141.indd 141
• Students make sentences then check
in pairs.
Sample answer
The purpose of this report is to present the
results of a counting challenge.
The challenge for the class was to count
to 30 changing between English and their
first language.
Most students did the challenge in less
than a minute.
The average time was 53 seconds.
Each student could correct and continue if
they made a mistake.
Counting challenge • Optional step If there isn’t time to do
How many seconds did it take for students to count to
the challenge in class, students can use
30 changing between English and their first language?
For example, one (English), dos (Spanish), three (English), the ‘counting challenge’ and the table in
cuatro (Spanish), etc. Rule: If students make a mistake, Exercise 7 as the basis for their report in
they can correct and continue.
Exercise 9 instead.
Student Results Student Results
Norbert 60 Norma 65 seconds 9 WRITE
Jing 50 Huni 50 seconds
• Students write a report.
Renata 35 Li 50 seconds
Jaewon 45 Matheus 65 seconds
• Optional step You could ask students
Zoe 30 Pallas 70 seconds to write reports for homework then do
Rafa 35 Anwar 80 seconds Exercise 11 in the next lesson.
Total: Average = 53 seconds
10 CHECK
WRITING TASK
• Ask students to use the checklist.
8 Work in groups of four. Do a classroom challenge.
1 Choose one of the ideas below or use your own 11 REVIEW
idea for the challenge. • Students exchange reports with a
a How well can you count to 30, changing
between your first language and English?
partner and provide feedback to each
b Can you say the alphabet backwards with no other.
mistakes?
2 Make a list of rules and information you need to
• Optional step 1 Organize groups
record, e.g. time, quantity. of four or five. Students sit in a circle,
3 Do the challenge with the rest of your class. Make a pass round reports and write comments.
note of the results.
Students make changes based on
9 WRITE Using the report as a model, write a comments.
report about the classroom challenge from
Exercise 8. • Optional step 2 If your students write
10 CHECK Use the checklist. Your report ... reports for homework, they could share
uses appropriate headings. them and comment on them online.
includes information about time, distance,
quantity, etc. Extra activity
states factual information clearly.
A variation on the word game at the start
gives the results.
uses formal language.
of this lesson is to provide a set of nine
letters and to ask students to make words
gives ideas for more research.
11 REVIEW Compare your report with the other
(including one word using all letters). They
people in your group and give each other could play individually, in pairs, or in teams.
suggestions for how to improve. Then exchange Here are a set of nine letters to write on
reports with another student from a different
group. Did they include at least three things
the board:
from the checklist? A O S D N G R E U
Go to page 159 for the Reflect and review. Key: dog, done, sound, song, rose, nose,
sore, son, our, sour, soda, DANGEROUS
141
EXPLORE MORE!
You could ask students to research a
challenge and write a report on it.
1/18/22 11:55 AM
Here are some fun challenges:
The results showed that all students could
Twenty questions / Animal, Vegetable,
complete the challenge but at different
Mineral
speeds.
Impression challenge (Have to impersonate
To summarize, it was a fun challenge, but
celebrities and guess who it is)
not easy to do.
Egg drop challenge (Have to decorate and
‘clothe’ an egg then drop it – the winner is
WRITING TASK the one that doesn’t break)
8 Try not to laugh challenge (Try to make
• Organize students into new groups your friends laugh – if they don’t, they win)
of four. Students follow instructions to See Workbook page 79 for extra practice.
carry out the challenge. Once students
have prepared their rules, students For Unit 11 Reflect and review, see
can go round the class separately to Student’s Book page 159 (Writing).
interview two or three classmates before
getting together again to compare and
collate information.

195
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 UNIT 12
Technology

UNIT GOALS
12A Reading and speaking
• understand an article about
upcycling old devices to make
art; recognize paraphrase in
a text; draw conclusions from
a text; talk about upcycling
and what you do with old
technological items

12B Listening and grammar,


pronunciation and speaking
• understand a talk about how
technology has changed our
world; understand and use the
passive voice correctly; say -s
sounds at the ends of words;
talk about how robots could
help humans in the future

12C Vocabulary, listening,


grammar, pronunciation
and speaking
• use words and phrases related
to technology; take notes when 142
listening to an interview; make
predictions about the future
using modals of prediction and
possibility; practise saying /g/ 43118_U12_142-153.indd 142 12/13/21 4:08 PM

and /k/ sounds • Optional step Before students speak,

12D Speaking

• learn how to take turns on a
group video call; learn useful
language for managing a group
video call; practise having a
group discussion
12E Writing
• complete an online returns form;
describe a problem and include
only necessary information when
you write
Photocopiable resources
Communication activities: pp. 245–246
Vocabulary activity: p. 259
Grammar activities: pp. 284–285
Pronunciation activity: p. 299
Mediation activity: p. 315
Workbook
Unit 12 pp. 80–85
1 relationship to the distractions and danger
• Students discuss the questions in
pairs.
use the photo on the page to elicit and
teach key words they may need: racing
car, helmet, gloves, body or chassis (of
a car), cockpit, wing mirrors, steering
wheel
ABOUT THE PHOTO
This image is one of a series of
compositions by John Grusd about
automobile racing and the driver’s
inherent in motorsports.

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 12 Technology
GOALS
• Recognize paraphrased information
• Use the passive voice
• Talk about technology
• Take notes when you listen
• Take turns on a group video call
• Complete an online returns form
1 Work in groups. Discuss the questions.
1 Look at the photo. What technology can you see?
2 What technology is in the photo that you
can’t see?
3 How might car technology change in the future?
WATCH
2 12.1 Watch the video. Which kinds of
technology does Isaí mention? Which does Paola
mention? Write I or P or B (both).
NATIONAL GEOGRAPHIC EXPLORERS
ISAÍ MADRIZ PAOLA RODRÍGUEZ
1 backpack I 4 camera I 7 phone B
2 batteries I 5 laptop B 8 smartwatch P
3 boat I 6 microscope P 9 television P
3 Make connections. Discuss the questions.
1 Do you agree that all of the examples from Exercise
2 are technology? Why? / Why not?
2 How often do you use each thing?
3 In general, do you like using technology, or do you
A racing driver remains calm and prefer to avoid using it? Why?
focused while driving at high speeds.
143
43118_U12_142-153.indd 143
Extra activity • Students compare answers in pairs
Ask students to share any high-speed before checking as a class.
experiences in a car, boat, plane, etc. Ask, • Optional step Point out some useful
What was it like? How did you feel? new vocabulary in the video: in the field
= scientists use this phrase to say they
WATCH are studying in the natural world, not
in the laboratory; wild places = natural
2 12.1 places where people don’t live
• Give students time to read the questions
carefully. Read out words 1–9 for VIDEO 12.1
pronunciation (the stress is on the first Isaí: Technology helps me do my work,
syllable of all words except television) which is studying insects. When I’m in the
and use visuals or mime to check field, I take a lot of pictures, so my camera
students know the words. Point out that is really important. Sometimes I can’t use
my camera, so I also bring two phones,
television is also TV.
which are lighter and easier to carry. I also
• Play the video. Students note answers.
www.frenglish.ru
use a laptop, of course. And I need a lot of
batteries to keep everything working!
What else? Well, in the places I go to study
insects the weather can be challenging. It
can rain or snow – a LOT! – and sometimes
there are really big storms. So I need
technology to keep me alive.
And it’s hard to get to those wild places,
so I often use a special boat. It’s a pretty
amazing piece of technology. When I’m
not using it, it’s small and light enough to
fit in my backpack. And when I want to
use it, I can just blow air into it and I have
a boat!
Paola: Like everyone, I use my phone all
the time. I study coral reefs and so I have
to use technology to do my work. I also
need to take my laptop everywhere I go.
But although I am always connected, I try
to have breaks from it. So I will never get
one of those smartwatches – you know? –
the watches that connect to a phone?
And at the lab where I work, I have a lot of
technology, too. The coral structures that
I study are really small. So I have different
kinds of microscopes.
Of course, coral reefs are underwater, so
sometimes I have to go diving to study
them. When I do that, I need special
equipment so I can see what I’m doing
while I take notes and carry out my work.
At home, I don’t use much technology. I
have friends who have so much stuff, but
for me, a TV is enough.
3
• Students work with a new
partner or in small groups. Set a short
time limit for students to discuss the
questions.
12/13/21 4:08 PM Extra activity
Ask students to tell their partner about a
piece of technology which they use every
day at work, college or home. Ask, What
is it? How does it work? What do you use
it for?
ABOUT THE EXPLORERS
ISAÍ MADRIZ is a zoologist who lives in
Chile. He is especially interested in the
freshwater insects of Patagonia.
PAOLA RODRÍGUEZ is a coral reef
researcher from Mexico who studies how
tropical coral structures will be affected by
global climate change.
197
LESSON 12A
LESSON GOALS
• READING The main aim is to guide
students to understand an article
about upcycling old devices to make
art; they learn how to recognize
paraphrase in a text, and practise
drawing conclusions from a text.
• SPEAKING The speaking aim is to
talk about upcycling old technological
items
READING
ABOUT THE TEXT
The text type is an informative magazine
article. It describes how two artists,
Gabriel Dishaw and Julie Alice Chappell,
are using discarded technological items to
make works of art (See the Explore More!
box at the end of this section for more
information).
Star Wars is a series of sci-fi films made by
director George Lucas – the first film was
made in 1977. The artwork featured here
shows the head of one of the robots in the
film (C-3PO).
1 8 To experience
• Optional step Pre-teach trash (= of no
use or value – you throw it away) and
treasure (= of important use or value –
you look after it).
• Students discuss the questions in
small groups of three or four. Set a short
time limit. In feedback, elicit ideas from
different groups.
VOCABULARY NOTES
Trash is the US word for rubbish (in
British English). The words junk or
rubbish could be used to replace trash
in this idiom. Traditionally, it was ‘One
man’s trash is another man’s treasure’
– but it is often revised in our more
inclusive age.
Extra activity
Ask students in pairs or small groups to
describe a personal possession that is
‘treasure’ to them (but of no value to
anyone else). Provide examples from your
own experience to start students off (e.g.
an old teddy bear, a shell you found on a
beach, a gift from a childhood friend).
198
12A
The art of technology
READING
1 Look at the title of the article on page 145. It is a
well-known expression. Work in groups. Discuss
the questions.
1 What do you think the expression means (a, b
or c)?
a People should be careful not to get rid of things
that are valuable.
b A thing that is not useful for one person may be
valuable to somebody else.
c Things that people think are useless can
become valuable over time.
2 Do you know any expressions with a similar
meaning in your language?
2 Work in pairs. Complete the definitions with
these words or phrases from the article.
devices environmentally friendly get rid of junk
materials pleasure sculpture waste
Junk
1 means stuff people do not want
because it is old, broken or useless.
2 Waste means the unwanted part of
something that remains after you have used it.
3 Devices are small machines that people
use, for example, to connect to the internet.
4 Materials are what we make other things
from. Examples are plastic, wood and metal.
5 A(n) sculpture is a 3-D work of art, often
made from wood, stone or metal.
6 Something that is environmentally does not
friendly
damage our air, our water or our planet.
get rid of
7 To something means to throw it
away because you no longer want or need it.
pleasure means to feel
enjoyment or happiness.
3 Work in groups. Follow the instructions and
answer the questions.
1 Skim the article. How does it relate to the title?
2 Scan paragraph 1. What do you think upcycling is?
144
43118_U12_142-153.indd 144
2 VOCABULARY NOTES
• Elicit the first answer to get students
started. Students match words and
definitions individually. Let students
check with a partner.
• In feedback, show or write up the
correct answers so students can check.
• Optional step Check students’
understanding in feedback by asking
personalized check questions: How
do you get rid of old batteries? Name
a famous sculpture. What materials
do builders use? How can you be
environmentally friendly? Is there
anything in this room that is junk?
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LESSON GOALS
• Recognize paraphrased information
• Draw conclusions
• Talk about upcycling and recycling
4 Look at the Reading skill box. Then read the
article. In which paragraph (1–3) can you find a
paraphrase of the information in a–c below?
READING SKILL
Recognizing paraphrase
Paraphrasing means giving the same
information in a different way. It can be
used to shorten, simplify or combine ideas or to
avoid repetition. Comprehension questions often
paraphrase a text, so it is useful to recognize common
paraphrasing methods, such as changing the
grammar, word order and/or some of the vocabulary.
a Looking at parts of old technology made the artist 3
think about the natural world.
b Recycling and upcycling are two ways to deal with 1
the problem of old technology.
c The artist used junk to make a prize-winning 2
sculpture while still at school.
5 Look at the Critical thinking skill box. Choose the
correct option in 1–3. In which conclusion are
both options correct? Underline the parts of the
text that help you.
CRITICAL THINKING SKILL
Drawing conclusions
When reading a text, sometimes you can
understand a point based on information the writer
gives even though they don’t mention this point
directly. For example, if a friend writes: ‘Just dropped
my phone! Time to buy a new one’, you can draw
the conclusion that the phone is broken.
1 Upcycling is different from / the same as recycling.
2 Dishaw loves trainers / reading novels.
3 Chappell has been turning junk / the natural world
into art for some years.
SPEAKING
6 Work in pairs. Have you ever upcycled a piece of
furniture or an item of clothing? What do you
do with your old technological items?
12/13/21 4:08 PM
Note the difference between these
similar words:
trash (US) /træʃ/ / rubbish (UK) /ˈrʌb.
ɪʃ/ = things we throw away – i.e. cans,
bottles, boxes, food wrappers, etc.
junk /dʒʌŋk/ = broken things that don’t
work – so technological devices like
broken phones, but also anything from
toys to washing machines
waste /weɪst/ = used to describe ‘the
unwanted part’ – e.g. waste food (after
you’ve eaten), waste paper (after you’ve
made something)
 One person's trash is
another's treasure
1 Modern technology has improved our world in many ways,
but there is a hidden cost to all the devices we now have,
such as TVs, computers and smartphones.People often get rid
of their old device when they get a new one, which creates
up to 50 million tons of waste every year. While recycling
old technology can solve part of the problem, some artists
have found a more creative solution by upcycling it instead.
In other words, they turn it into art, which brings pleasure to
themselves and to others.
2 When Gabriel Dishaw was a teenager, he did a school
project on ‘Junk Art’, using parts from old machines to make
a sculpture of a woman riding a donkey. When his piece
won first prize in a competition, Dishaw became more and
more interested in working with old technology and giving it
a new life in creative and environmentally friendly ways. He
says that typewriters and adding machines have some of the
most interesting parts. His sculptures explore things that he
loves, such as characters from popular films, comics and video
games. He has also made many sculptures of trainers.
A circuit board.
Dragonfly by Julie Alice Chappell.
EXPLORE MORE!
Search for more information about Gabriel Dishaw and Julie Alice Chappell. Whose
work do you like more, and why?
43118_U12_142-153.indd 145
litter /ˈlɪt.ər/ = rubbish that you throw
away on the ground instead of putting
in the bin
3
• Optional step Ask students to look at
the photos and the caption. Ask, What
do the photos show? Trash or treasure?
• Revise skim (= read very quickly to get
the general idea) and scan (= read
closely to find a very specific piece of
information).
Sculpture from
Star Wars series
by Gabriel
Dishaw.
3 In her art, Julie Alice Chappell also wants to
make people think about the environmental cost of
throwing away our electronic technology. Her interest
began when she found a box full of parts from old
computers. The microchips looked like insects to her,
so she took them home and enjoyed turning them
into ants with her children. Some years later, when
Chappell got some circuit boards from old computers
and video games, the shapes and colours reminded
her of nature. She cut pieces from the boards and
combined them with other materials to produce the
beautiful sculptures of butterflies, spiders, and other
bugs that she makes and sells today.
145
12/13/21 4:08 PM
• Students answer the questions and
discuss answers in small groups of three
or four.
Answers
1 The article explains how two artists turn
 
unwanted technology (trash) into new
works of art (treasure).
2 Upcycling is taking something old and
 
turning it into something new and
useful or attractive (they turn it into art,
which brings pleasure to themselves and
to others).
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VOCABULARY NOTES
Upcycling is a recently invented word,
from recycling. Reusing means using
the same thing again; Recycling means
changing or breaking down something
that has been used or broken so it
can be used again; Upcycling means
changing a used or broken thing and
using it in a better way than before.
4
• Read out the information in the Reading
skill box.
• Students work in pairs to find
paraphrases. In feedback, elicit and
discuss answers.
Answers
a: paragraph 3 (When Chappell got some
circuit boards from old computers and
video games, the shapes and colours
reminded her of nature)
b: paragraph 1 (While recycling old
technology can solve part of the problem,
some artists have found a more creative
solution by upcycling it instead)
c: paragraph 2 (When Gabriel Dishaw was
a teenager, he did a school project on
‘Junk Art’, using parts from old machines
to make a sculpture of a woman riding a
donkey)
5
• The Critical thinking skill box aims
to help students learn how to draw
conclusions from information that is not
given directly.
• Read through the Critical thinking skill
box and ask students to listen. Provide a
second example to check understanding.
For example, say, I hate musicals. Anyone
want my ticket? Ask, What conclusion
can you draw? (You don’t want to go to
see the musical).
• Ask students to work in pairs to
complete the task.
Sample answers
1 different from (Source: some artists
 
have found a more creative solution by
upcycling it instead … i.e. upcycling is
different because it is more creative)
2 trainers (Source: His sculptures explore
 
things that he loves … He has also made
many sculptures of trainers ... the word
‘many’ suggests they are things he loves)
199
3 junk AND the natural world. (Source: The microchips looked Extra activity
 
like insects to her, so she took them home and enjoyed turning Ask students in pairs or groups to decide how to upcycle the
them into ants with her children; ... to produce the beautiful following (possible solutions in brackets):
sculptures of butterflies, spiders and other bugs that she makes An empty glass bottle (a vase or lamp)
and sells today). Old toilet rolls (desk organizers; bird feeders)
Extra activity 1 A chair with three legs (a side table; wall art)
Ask students to say which of the following conclusions can be A bicycle wheel (a clock)
drawn from the text as a whole: An old biscuit tin (storage for pens)
1 The author likes the art of Dishaw and Chappell. (Yes – can Old football boots (a place to grow flowers)
 
be drawn: ‘creative solution … brings pleasure … beautiful
sculptures’) EXPLORE MORE!
2 The art of Dishaw and Chappell changed over time. (No – can’t You could ask students to find five interesting facts about one
 
be drawn) person and present their findings to the class in the next lesson.
3 Using art to highlight environmental concerns is a good thing. Gabriel Dishaw is based in Indianapolis in the US. He says
 
(Yes – can be drawn: ‘hidden cost … waste; a more creative that his mission is to create dialogue and help find creative,
solution by upcycling’) environmentally sound ways of re-purposing e-waste. His favourite
machines to upcycle are adding machines and typewriters and he
Extra activity 2 often goes to antique shops to find things.
Julie Alice Chappell is based in the UK. She says that she finds
Ask students to focus on some of the difficult vocabulary in the art to be a free-flowing and abstract way to experiment, see and
text by writing the paired words below and asking students to use understand the natural world. She loves both science and art. She
dictionaries and general knowledge to say if the words mean the is critical of planned obsolescence – the idea that we make things
same or are different: which are not supposed to last very long and are designed to
a hidden cost / a first prize break down and be thrown away.
parts / pieces
create / produce See Workbook pages 80–81 for extra practice (Reading).
throw away / get rid of
device / machine
look like / remind of
bug / insect

SPEAKING
6
• Optional step If you have an ‘upcycling’ story of your own, tell
it to the class to model the activity.
• Organize the class into pairs. It is a good idea to mix
students at this point so they get to speak to different class
members. Students discuss the questions in pairs.
• Optional step If you think your students may be short of
ideas, brainstorm some things to talk about before they start.
For example: mending holes in jeans or a dress, putting new
covers on cushions, making a bedspread from pieces of old
material, painting an old table, using shoe boxes to store things,
making a children’s toy from plastic containers. Alternatively, put
students in groups (not pairs) to tell stories, or ask them to talk
about things they have bought which have been upcycled, or
places they can visit to buy second-hand or upcycled things.

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LESSON 12B
LESSON GOALS
• LISTENING AND GRAMMAR The main aim is to practise using the passive voice
correctly. The language is contextualized in a podcast about how technology has
changed our world.
• PRONUNCIATION Students practise saying -s sounds at the ends of words.
• SPEAKING The speaking aim is to talk about how robots could help humans in the
future.
LISTENING AND GRAMMAR
1 example, a company called ICON has a robot that uses 3D printing
• Optional step Elicit key words from the photos: make / deliver
pizza; a hand-written letter / a letter written by hand (i.e. not
typed); painting, artist.
• Students discuss in groups. Elicit ideas in feedback but don’t
reveal what connects the photos until after the listening in
Exercise 2.
2 12.1
• Optional step Give students time to read sentences 1–5
carefully. Point out that one is a pronoun, used to replace a
singular noun.
• Play the audio. Students listen and complete. Let them
compare answers in pairs.
AUDIO 12.1
Woman: So, technology is changing our world in many ways, but
there are still certain things we need humans for, right?
Man: Right!
Woman: Well, maybe wrong! Do you like pizza, for example?
Man: Love it!
Woman: How about pizza made by a robot?
Man: What?
Woman: Yep! Several companies are developing pizza-making
robots. One company, called Picnic, has a robot that can make
300 pizzas an hour.
Man: That’s much faster than pizzas can be made by humans,
surely?
Woman: Exactly. Robots have been created that can deliver pizzas
to customers too!
Man: So, no people are needed at all? Amazing!
Woman: Here’s another thing. How often do you get a letter that
was written by hand?
Man: Hmmm, my grandmother used to write to me a lot, but
these days, I hardly get any.
Woman: But you miss them, right? In these days of emails and
texts, when you get a handwritten letter, it feels special … but
guess what?
Man: Letters will be written by robots!
Woman: Not will be: it’s already happening! A company called
Bond has a robot that writes with a pen in any style. If you send
the company an example of your writing, letters can even be
written in your handwriting.
Man: Wow!
Woman: For most of us, a house is the most expensive thing we
will ever buy, but that might change in the future.
Man: How? No, wait. Let me guess. Robots?
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Woman: You got it! Houses that are built by robots could be
much cheaper because they can be made really quickly. For
to build a small home in less than a day. And another company
– FBR – can build you a home with three bedrooms and two
bathrooms in just three days – using … you guessed it – a robot.
Man: Extraordinary. Still, only humans can do creative things like
produce art, right?
Woman: Well … actually, a robot called CloudPainter won a
competition in 2018 for producing paintings similar to works by
famous artists from history. And robots can do more than just
copy human art. They’ve created completely new art, too.
Man: So I guess in the future, it’s likely even more things will be
done by robots?
Woman: Yeah. Perhaps we need to start looking for a new job?!
Maybe we’ll have to ask a robot to help us find one!
BACKGROUND NOTES
Picnic is a company which makes robotic pizza assembly
systems that can top pizzas with precise amounts of toppings,
allowing pizzerias to produce pizzas quickly and with little food
waste.
New York-based Bond is a company which offers a robotic
hand-written note service – useful if you have to write
hundreds of thank you letters to wedding guests, for instance.
ICON and FBR develop advanced construction technologies,
including printing 3D houses.
CloudPainter was invented by Pindar Van Arman, an award-
winning AI painter who builds, codes and experiments with
robots that paint in a variety of styles.
3
• Students read the Grammar box. In feedback, check form and
understanding by asking check questions: When do you use
the passive voice? How do you form the passive? What is the
agent? (see the Grammar notes).
• Point out that the explanation in the Grammar box has
seven passive forms, including the two example sentences.
Students underline examples and compare answers in pairs.
• Optional step Ask students to label the parts of each passive
to show an understanding of form.
GRAMMAR NOTES
Form
Be + past participle. Be changes to the tense required (e.g. is
being, has been, were being, etc.).
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LESSON B
Use
Passive forms are used quite extensively
in English when other languages may
use other forms (e.g. forms using the
impersonal One, or reflexive forms).
Compare with students’ first language
use and see whether passives are used
similarly or differently.
Common contexts in which we prefer
to put the object at the front (and
therefore stress or emphasize it), or
in which the subject is unknown,
include: processes (sugar is added to
the mixture), events such as inventions
and discoveries (It was built in …, It
was invented by …) and impersonal or
formal situations (Guests are requested
to …; Applications will be considered).
For further information and practice, see
Grammar reference Unit 12B on page
177 of the Student’s Book.
4 12.2
• Optional step Give students time to
read sentences 1–8. Check key words:
battery, light bulb, fresh.
• Elicit the first answer to get students
started. Students compare completed
sentences in pairs.
• Play the audio so students can check. In
feedback, encourage students to explain
the choice of tense in their answers.
5 12.2
• Play the audio again. Students
discuss answers in small groups.
6 146
• Start by eliciting ways of forming
questions 1–4 (see answers). You could
drill the questions for pronunciation,
pointing out the weak stress on words
like was and can.
• Organize the class into new pairs
and ask them to decide who is A and
who is B. Students read their information
carefully on pages 181 and 182 of the
Student’s Book. Be ready to help with
any unknown words.
• Students take turns to ask and answer
questions (without saying their
invention). In feedback, find out who
guessed the inventions.
Answers
Questions:
1 Where was it invented?
2 When was it invented?
202
12B
Who was it made by?
LESSON GOALS
• Listen to a talk about how technology has changed
our world
• Understand and use the passive voice correctly
• Say -s sounds at the ends of words
LISTENING AND GRAMMAR 3 Read the Grammar box. Underline all seven
examples of passives in the box.
1 Work in groups. Look at the photos and discuss
what you think the four things all have in
common. One refers to ‘a robot’ in each sentence. The
GRAMMAR Passives
four things were each created by a robot. Most sentences use the active voice to focus
2 12.1 Listen to a podcast about technology.
on the person or thing that does the action
Complete the sentences with the word or (the agent).
number you hear and decide what the word one Technology is changing our world in many ways.
refers to in each sentence. The passive voice is used instead when the speaker
1 Picnic has created one that can make doesn’t want to mention the agent or the agent
300 pizzas every hour. isn’t known. In passive sentences, the object of the
sentence is turned into the subject. The passive can
2 Bond has developed one that can hold a
pen be formed from any tense.
and write letters.
3 ICON has produced one that can build a small
Robots have been created that can deliver pizzas
to customers.
home in less than a day. Sometimes the agent is added after the passive
4 FBR has one that can build houses with verb using by and a noun.
three/3 bedrooms in a few days. Letters will be written by robots.
5 In 2018 , one called CloudPainter won
a painting competition. Go to page 177 for the Grammar reference.
43118_U12_142-153.indd 146 12/13/21 4:08 PM
3 How is it / can it be used? Student B’s Invention 2
4 Where is it often found? • It was invented in 1876 in the US.
 
Student A’s Invention 1 • It is used to talk to people in another
 
• It was invented in 1886 in Germany. place.
 
• It is used for travelling around. • It is often found in people’s pockets
 
 
• It is often found on roads or in garages. these days.
 
Student A’s Invention 2
• It was invented in the 1920s in the UK. 7
• Start by brainstorming things students
 
• It is used for watching programmes.
could describe. For example: plane,
 
• It is often found in homes and hotels.
helicopter, computer, cardboard, wood,
 
Student B’s Invention 1
• It was invented about 2,000 years ago metal. Give students three minutes to
prepare a description.
 
in China.
• It is used for writing notes and letters • Organize the class into small groups
 
on. of three or four and ask them to take
• It is often found in offices. turns describing.
 
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 4 12.2 Work in pairs. Complete the sentences PRONUNCIATION
with the correct passive form of the verbs. Then
8 12.3 Look at the Clear voice box. Listen There is a logic in following sibilant
listen to check your answers.
1 The earliest battery was created (create)
and repeat. sounds (/s/, /z/, /ʃ/, etc.) with the vowel
around 220 years ago in Italy. CLEAR VOICE sound /ɪ/ in /ɪz/ - it is impossible to
Saying final -s sounds
2 The first modern photograph was taken follow one sibilant sound with another.
(take) in France in 1826 or 1827. There are three common pronunciations for
3 Light bulbs were invented (invent) by two words that end with -s:
people in the year 1879. • /s/ when the previous sound is /t/, /p/, /k/ or /f/
robots, backpacks, apps
9 12.4
4 Electric refrigerators have been used (use) to keep • Give students time to look at the three
• /z/ when the previous sound is a vowel or /b/, /d/,
food fresh since the 1920s.
was built
/g/, /l/, /m/, /n/, /ng/, /r/, /v/, /w/ sounds and practise saying them.
5 The first electric computer (build) computers, smartphones, videos
in the US in the 1940s. • /ɪz/ when the previous sound is /ʃ/, /tʃ/, /s/,/z/, • Play the audio. Students listen, write
6 These days, smartphones are carried (carry) or /dʒ/ and tick. Let students compare answers
by over 3.5 billion people around the world. searches, pages, addresses
in pairs.
7 It is likely that powerful new technologies
will be developed (develop) in the future.
8 Voices that sound human can now
9 12.4 Listen to six words. Write the word you
hear and tick the final -s sound.
10 12.4
be produced (produce) by computers.
/s/ /z/ /ɪz/
• Play the audio again. Students repeat.
5 12.2 Work in groups. Listen again. Discuss 1 programs ✓
which of the sentences you think were spoken 2 documents ✓
For additional practice, refer to the
by a person and which were produced by a 3 messages ✓ Pronunciation activity on page 299 of
computer. Sentences 3, 4, 6 and 8 were spoken 4 laptops the Teacher’s Book.
by a computer. ✓
6 Work in pairs. Read about two inventions. 5 houses ✓
Student A: Go to page 181. 6 emails ✓
Student B: Go to page 182.
10 12.4 Listen again and repeat.
SPEAKING
Make questions from prompts 1–4. Then ask the
questions about your partner’s two inventions.
SPEAKING
11
Take notes. Can you guess what your partner’s • Optional step Model the activity by
inventions are? 11 Work in groups. Discuss the questions. telling students how you would answer a
1 Where / invented? Give examples and try to give as much detail
2 When / invented? as possible. couple of the questions.
3 How / used? 1 In what ways could a robot help you in your • Provide two minutes’ preparation
4 Where / often found? daily life?
time for students to read the questions
2 Is there anything you would never want a robot to
7 Think of an invention you know or a product and think of ideas. Monitor and help
do for you?
you use. Write a few sentences to describe it. Use
the passive voice when possible. Work in groups. 3 In what ways do you think robots could help all with ideas and vocabulary.
Take turns to describe and guess the inventions. humans? • Students discuss ideas.
A: It’s a material. It can be soft or hard. It can be 4 Are there any things you think people should never
made into many things. A lot of it is found in the get robots to do? Sample answers
oceans, unfortunately. 1 clean the house; control lighting,
B: Plastic? temperature, etc.; drive the car; order food
2 do my job; answer my phone or emails;
cut my hair
EXPLORE MORE!
3 by doing jobs people don’t want to do;
In addition to making pizza, writing letters, building homes and creating art, find
by doing dangerous jobs (e.g. clearing
out about other things that can be done by robots. Share what you learned. 147 landmines); by looking after the elderly or
sick; by performing operations; by doing
scientific research
4 be president; run the army
43118_U12_142-153.indd 147 12/13/21 4:08 PM
Extra activity
• As students speak, listen and note errors Communication activity on page 245 of
involving the use of passives, which you the Teacher’s Book. Ask students in pairs to invent a ‘dream’
could focus on in the feedback stage. robot to do a specific job that they find
difficult (e.g. a robot to take the bin out).
Extra activity PRONUNCIATION Pairs present their idea to the class.
Ask students to research one of the 8 12.3
For additional practice, refer to the
inventions below online and to answer the • Read out the Clear voice box. Mediation activity on page 315 of the
four questions in Exercise 6. Alternatively, • Play the audio. Students listen and Teacher’s Book.
students could guess answers and check at repeat.
home. Students can present their findings
to the class or ask and answer about EXPLORE MORE!
inventions in pairs: PRONUNCIATION NOTES You could ask students to find and present
helicopter, bicycle, smartphone, /s/ is unvoiced and follows unvoiced one interesting robot and then vote as a
dishwasher, radio, submarine. consonant sounds (e.g. /t/). class on the most useful robot.
For additional practice, refer to the /z/ is voiced and follows voiced See Workbook page 82 for extra practice
Grammar activity on page 284 and the consonant sounds (e.g. /d/) and vowel (Grammar, Pronunciation).
sounds (which are all voiced).
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LESSON 12C
LESSON GOALS
• VOCABULARY Students learn and
use words and phrases related to
technology.
• LISTENING A main aim is to develop
the skill of taking notes when
listening, including learning strategies
(using abbreviations and symbols,
noting main ideas and important
words).
• GRAMMAR A further main aim is
to practise modals of prediction and
possibility.
• PRONUNCIATION Students practise
saying final consonants: /g/ and /k/.
• SPEAKING Students describe and
discuss predictions about education,
arts, sport, etc.
VOCABULARY
1
• Optional step Start by asking questions
about the photo. Ask, Where are they?
What are they doing? How often do you
see this? Are they like you?
• Students discuss in small groups,
then report ideas in feedback. Find out
whether your students are sympathetic
to the negative view of technology
suggested by the title – their view could
depend on age and circumstances.
Sample answers
Tech-Oh no!-logy may be commenting on
the fact that some people find it annoying
or harmful that people spend so much
time using technology.
In the photo, two young people are
engaging with their phones, not talking to
each other or enjoying their surroundings.
2 12.5
• Students complete the sentences.
Let them compare answers in pairs.
• Play the audio. Students listen and
check.
• Optional step Ask students to provide
personal examples to show their
understanding. Ask, What apps do you
have on your phone? What was the last
thing you downloaded from the internet
/ installed on your home computer? How
much memory does your phone have?
What electronic devices do you have at
home?
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12C
Tech-Oh no!-logy
VOCABULARY
1 Work in groups. Look at the lesson title. Discuss
what you think it means and how it relates to
the photo.
2 12.5 Work in pairs. Complete the definitions
by adding computer or internet. Then listen
to check.
1 Electronic devices use electricity and
computer chips to run.
2 Social media includes internet sites and
apps that let people share ideas and photos.
3 Software and apps are programs that people use
on a computer , a smartphone and so on.
4 To download something means to copy it from
the internet onto a computer or other
device.
5 To install something means to put it onto a
computer ’s drive or memory so that it can
be used.
6 To program a computer means to write
instructions that let it perform useful actions.
Go to page 165 for the Vocabulary reference.
3 Work in pairs. Write five questions to ask your
partner using the vocabulary from Exercise 2.
How many electronic devices do you own?
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VOCABULARY NOTES
Meaning
Compare: upload = put it on the
computer / download = copy it from the
computer; software = programs used
by computers / hardware = the actual
physical parts of a computer; electronic
refers to equipment using electricity,
whereas electrical is used in a more
general sense (e.g. electrical equipment
/ engineering).
Pronunciation
Note the strong stress is on the first
syllable of all words in this exercise
except for: electronic and install.
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LESSON GOALS
• Learn and use words and phrases
related to technology
• Take notes when you listen to an
interview
• Make predictions about the future
Sample answers @ = at; = = equals, same as;
> = bigger / better than; % = per cent; ... = so,
LISTENING therefore Note that some further examples are
in Exercise 5, so don’t deal with these here.
4 Work in groups. Look at the Listening skill box.
Discuss some other well-known abbreviations
and symbols you know.
LISTENING SKILL
Taking notes when you listen
Taking notes when you listen can help you
understand what you hear. You won’t have
time to write every word that you hear, so use these
strategies to take notes quickly and effectively:
• Use abbreviations (short ways to write things)
instead of full words. These can be well-known
abbreviations, such as tech for technology or they
can be ones that you make up, such as wthr for
weather.
• Use symbols instead of words, such as:
& or + (and)
/ (or)
➞ (becomes or causes)
• Note down only main ideas and important words
like nouns, verbs and adjectives. For example, if
a speaker says, ‘We experienced three serious
problems during the second week …’, your notes
might be 2nd wk: 3 big probs
12/13/21 4:08 PM
For further information and practice, see
Vocabulary reference Unit 12 on page
165 of the Student’s Book.
3
• Give students three minutes to
prepare questions. Students take turns
to interview their partner.
Extra activity
Ask students to discuss whether they agree
or disagree with the following:
Smartphones should be banned:
if you sit in the best part of the café (e.g.
by the window); when walking along a
city centre street; when talking to a service
 NATIONAL GEOGRAPHIC EXPLORERS 9 Work in pairs. Put these phrases in the correct Answers
order to make some predictions. Then change
5 12.6 Work in pairs. Look at the notes. Discuss the underlined phrase or phrases in each abbreviations:
what you think each abbreviation and symbol sentence and make new predictions that you + = and; = caused; cos = because; w/ =
believe will happen.
means. Then listen to an interview with Isaí with; batts = batteries.
Madriz. Complete the notes with a word or 1 become much smaller / but more powerful /
abbreviation. computers / I think / probably / will AUDIO 12.6
2 at school / children in the future / have robot Interviewer: Have you ever had a problem
On trip: teachers / possibly / will
3 on holiday / might / people / take rockets, not
when your technology didn’t work?
Storm + 1 wind hole in tent
water no power cos 2 batteries damaged
planes / when they go Isaí: Oh, sure. Once I was on a trip – a
charged devices w/ solar panel = slow!
4 but it / ever live / could happen / won’t / probably / long expedition. We had a big storm and
on Mars / people the wind made a hole in my tent while I
Future?:
5 if I have enough money, / buy a new phone /
Batts: last longer w/ more 3 power
might / in a few months / I
was sleeping. When I woke up, I was lying
4 cameras : smaller + more memory, not in water. My batteries were all damaged,
cheaper PRONUNCIATION so I had no power. Luckily, I had a small
10 12.8 Look at the Clear voice box. Listen
solar panel that gets energy from the sun.
6 12.7Listen to an interview with Paola
and repeat. I could use it to charge my devices, but it
Rodríguez. Take notes as you listen. Then
CLEAR VOICE
was really slow.
exchange your notes with a partner. Do you both
have all the main points? g/ and /kk/
Saying final consonants: /g I: How do you think – or hope – that
7 Work in pairs. Discuss the questions. The consonant sounds /g/ and /k/ are very technology might change in the future?
1 Have you had any problems with technology? similar, but /g/ is voiced and /k/ is not. This To keep you safer or help you do your
means that your throat should vibrate when you say
2 Do you agree with what Paola says about the
the /g/ sound but not when you say the /k/ sound. work better?
problems with technology?
/g/ bag, blog, dug, pig Isaí: Hmm. Well, batteries may last longer
/k/ back, block, duck, pick
GRAMMAR and have more power. And cameras
8 Read the Grammar box. Then find and underline
will probably get smaller but have more
any other examples of modals of prediction and SPEAKING memory for photos. They probably won’t
possibility in the audioscripts for tracks 12.6 and
11 Write one sentence about something that you get cheaper, though!
12.7 on page 192.

GRAMMAR Modals of prediction and

predict will or might happen in the future in
each of these areas. Then work in pairs and 6 12.7

possibility
discuss your sentences. Take notes on each • Play the audio. Students write notes.
other’s predictions. Finally, discuss how likely you
To make a prediction, use will or won’t + infinitive. Let them compare notes in pairs.
think each other’s predictions are. Give reasons.
I’ll be able to understand how corals feel. • Optional step Share the sample
To talk about things that will possibly happen,
but you’re not sure, use may, might or could + education arts and sport answers below and ask students in pairs
entertainment
infinitive. To talk about things that possibly won’t to compare with their notes. Did they
happen, use may not or might not.
Do you think these problems might get better?
get all the main points? Did they use the
Use will probably to talk about very likely things or same abbreviations?
probably won’t for very unlikely ones.
Cameras will probably get smaller … They
food fashion Sample answers
probably won’t get cheaper, though. Phone = problem?
Go to page 177 for the Grammar reference. + use it for everything
- use it too much / worry when don’t
149 have it
Bad:
ppl don’t talk – just text / email
call > 100 messages to understand sthg
Future?
43118_U12_142-153.indd 149 12/13/21 4:08 PM
Balance = tech 4 work & fun v. no tech w/
provider (e.g. a waiter, shop assistant, • Students discuss ideas in small friends & family
ticket seller); from all cinemas and theatres groups. In feedback, elicit and note New tech?
– before and after as well as during a students’ suggestions on the board. machine to understand animals cos wants
performance.
5 12.6 to understand corals
For additional practice, refer to the • Optional step Ask, What do you AUDIO 12.7
Vocabulary activity on page 259 of the remember about Isaí from the start of Interviewer: Paola, I know you use
Teacher’s Book. the unit? From the notes, what is the technology for your work too. What
topic of Isaí’s interview? problems have you had with it?
LISTENING • Tell students to guess the meaning Paola: Actually, my phone is a kind of a
of the symbols and abbreviations. Let problem. I can use it for everything,
4 them compare ideas with a partner. which is great … but maybe I use it too
• Read the Listening skill box with your much, you know? I worry when I don’t
• Play the audio. Students complete
class. In feedback, ask, What is the best have it near me. I think a lot of people
the notes. Let them compare answers in
advice for you in the skill box? Elicit ideas feel that way. I also think it’s bad that
pairs.
from students. people don’t talk anymore, they just text

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LESSON C
or email. Sometimes it takes like 100 messages to understand
something. But maybe a two-minute call could help everybody to
understand.
I: Yeah, I agree with a lot of what you just said. So, uh, what
technology do you want to see in the future? Do you think these
problems might get better, for example?
Paola: Hmm. I think – I hope – people will try to find a balance.
You know, using technology for work and fun, but also spending
time with friends and family without technology.
I: What about new technology?
Paola: Well, my wish is for a machine that can help people
understand what animals are thinking and feeling.
I: Wow! That would be incredible. Do you think that could
happen, though?
Paola: Well, I hope so, one day. Then I’ll be able to understand
how corals feel and what they need.
7 1 I think computers will probably become much smaller but more
• Optional step Model the activity by providing examples from
your own experience.
• Organize the class into new pairs or small groups. Give
students a minute to prepare ideas before discussing.
Extra activity
Have students discuss how they feel and what they do in the
following situations:
Your internet goes down at home in the evening.
You can’t access your favourite social media site.
You are watching a film online – and it keeps buffering (= the
picture stops and starts).
You are staying with friends in the country – and their internet
signal is very poor.
GRAMMAR
8 The sounds /k/ and /g/ are produced by blocking air briefly
• Read the Grammar box with the class.
• Ask students to find and underline examples in the
audioscripts on page 192 of the Students’ Book. Let students
check in pairs.
• Optional step Check form by labelling (see the Grammar
notes).
Answers
See underlining in scripts 12.6 and 12.7 above.
GRAMMAR NOTES
Meaning
Depending on their first language, students may find these
uses tricky. Romance language speakers tend to avoid modal
uses.
May, might and could are basically synonymous. Point out that
I’ll come (= 100%), while I may/might come (= 50%). Could
not (couldn’t) is not used to express possibility.
Form
May, might and could are modal auxiliary verbs so they are
followed by the infinitive without to and they conjugate as
auxiliaries (e.g. they invert for questions – Might I …? and they
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take not – may not). Notice that may not and might not don’t
contract.
Notice how the word probably goes after or before depending
on whether you use will or won’t. We can also use possibly and
definitely to qualify will or won’t.
For further information and practice, see Grammar reference
Unit 12C on page 177 of the Student’s Book.
9
• Elicit the first answer to get students started. Let students
compare answers in pairs before showing answers in feedback.
• Once you have checked that students have ordered the
sentences provided correctly, ask students to improvise their
own sentences in pairs. Elicit ideas in feedback.
Answers
powerful.
2 Children in the future will possibly have robot teachers at school.
3 People might take rockets, not planes, when they go on holiday.
4 People probably won’t ever live on Mars, but it could happen.
5 If I have enough money, I might buy a new phone in a few
months.
For additional practice, refer to the Grammar activity on page
285 of the Teacher’s Book.
PRONUNCIATION
10 12.8
• Read out the Clear voice box.
• Play the audio. Students listen and repeat.
PRONUNCIATION NOTES
when the back of the tongue touches the upper palate. If
students cover their ears, they should hear /g/ vibrate, while /k/
does not.
Extra activity
Ask students to copy the pairs of words below. Read out one
word from each pair. Students listen and circle it. Then ask
students to repeat the activity in pairs.
back/bag, lock/log, dogs/docks
SPEAKING
11
• Optional step Model the activity by writing a prediction on the
board (e.g. All teachers will probably be robots) and discussing
it with your class.
• Organize the class into new pairs or small groups. Give
students four or five minutes to prepare ideas.
• Students take turns to read out and discuss sentences.
For additional practice, refer to the Communication activity on
page 246 of the Teacher’s Book.
See Workbook pages 83–84 for extra practice (Vocabulary,
Listening, Grammar, Pronunciation).
LESSON 12D
LESSON GOALS
• SPEAKING The lesson integrates reading and listening as well as speaking. Its aim
is to learn how to take turns on a group video call. Students learn useful language
for managing a group video call, including ways of adding a point, dealing with
interruptions and allowing and inviting others to speak. The lesson ends with a
roleplay task in which students practise participating in a group video call.

2 Always a problem. Try to move to a quieter room so that

SPEAKING

 
the noise doesn’t disturb the other people on the call. Mute
1 yourself.
• Elicit two or three reasons in open class to get students 3 Don’t look away from the screen too often because it can give

started. Organize the class into pairs to make a list.
2 Other possible problems: Not all of your face is on screen
• Ask each pair to work with another pair to compare lists
from Exercise 1 and discuss the questions.
Sample answers
1 Common reasons: work meetings when people are working
 
from home or in different countries; online presentations; online
lessons; family get-togethers when people are far apart
3 We are likely to make more video calls: more people working
 
from home; online meetings; reduce travelling; better
technology; people more comfortable with using online
technology
3 and lessons become more widespread. Students learn phrases
• Optional step Focus students on the social media posts. Ask,
What’s Jeff’s question? How many posts and responses are
there? Pre-teach key words: expressions = the way you look;
device = piece of technology (computer, laptop, phone, etc.);
microphone = you speak into; headphones = you listen with.
• Students read and match. Let students compare answers in
pairs.
Extra activity
Ask students in pairs or small groups to think of other advice that
they would give people making a video call, either in a formal or
informal situation. Ideas include: smile, keep eye contact, have
something cool in the background (e.g. books, ornaments).
Students could share these in feedback, or write them as
comments on a piece of paper passed round the class (which you
could photocopy and hand out at the end).
4 of speakers, what do you do? Elicit ideas.
• Ask pairs to discuss the problem situations.
• Ask each pair to work with another pair to compare ideas,
problems and solutions.
Sample answers
1 It’s usually a bad idea to eat or drink during a video call
 
(although a small glass of water is acceptable). It suggests
you are not focused on the call. The noise you make can be
frustrating. You could speak with your mouth full – rude in
some cultures. It is only not a problem in a long meeting when
all speakers agree to have a working lunch. Solutions include
asking someone not to eat, or switching off the camera and/or
microphone and just listening in while eating.
 
a bad impression to other people. They may think you are
uninterested, busy with other things, or not listening.
– move camera; you are dark or light – move device so you
don’t have light behind you; there are distracting things in the
background – move device so that there is a wall or books
behind you.
COMMUNICATION SKILL NOTES
This lesson looks at making effective video calls. Being able
to focus on a number of speakers, take turns and present
yourself and your contribution positively is becoming a key part
of daily life for many workers and students as video meetings
to add points and deal with interruptions and to bring other
speakers in to speak. Take the opportunity to provide plenty of
practice. See Exercise 9.
MY VOICE
5 12.2
• Optional step 1 Set the scene. Point out that students will
hear about five people talk about how they deal with turn-
taking on a video call. Pre-teach key words: turn-taking = one
person speaks, then another speaks; raise a hand = put it in
the air; wave = move your hand; urgent = must happen now;
mute/unmute = press button so you can’t/can hear someone;
interrupt = start speaking before somebody finishes speaking
• Optional step 2 Start by asking students to predict answers.
Ask, If you want to make a point on a video call with a number
• Play the video. Students listen and note answers. Let
students compare answers in pairs.
• In feedback, ask students to justify answers by saying what they
heard.
Answers
The first person raises their hand and waits for their turn
(Narrator: good strategy but the wave needs to be noticed)
The second person uses the features of the video call app
(Narrator: a good idea, but you need to make sure that everybody
knows how to use these features)
The third person leans forward and waits for a moment of silence
(Narrator: can be good but may interrupt a speaker)

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LESSON D
The fourth person makes a noise like ‘Um’
or ’Er’ (Narrator: good because it doesn’t
interrupt other people – but hard to hear;
say a short phrase, such as ‘Could I say
something?’ and then wait)
The fifth person waits for somebody to ask
them (Narrator: OK. Don’t wait too long.
The video call might finish)
VIDEO 12.2
Video calls and meetings have become an
important part of our lives. They are great
in many ways, but there can be problems
with them. One common problem is
knowing when to speak and when to let
other people speak. We call this turn-
taking.
Five people who often make group video
calls were asked how they manage turn-
taking. The first person said that she
usually just raises her hand and waits for
her turn.
Sometimes it’s a good idea to raise
your hand and wave it gently because
something that’s moving is easier to see.
You may also want to raise both hands
if you have something very important or
urgent to say.
The second person said she usually uses
the video call app. For example, with some
apps, you can mute your mic when you’re
not speaking and then unmute when you
want to talk. The icon on the screen shows
when you have something to say. Or you
might send a chat message to everyone
to let them know that you want to say
something.
If you use these features, make sure
that everybody knows how to use them.
Otherwise, people may not notice that you
are waiting to speak.
The third person said he does what he
usually does in a face-to-face meeting.
He sits forward when he wants to say
something, waits for a moment of silence
and then just starts speaking.
Sitting forward can be good because it
shows people that you have something
to say, but be careful that you aren’t
interrupting another person.
The fourth person said she doesn’t like
interrupting others, so she usually waits
for a moment of silence and then makes
a noise – like ‘Um’ or ‘Er’– to let people
know that she has something to say. Then
if there’s silence after that, she continues
talking; but if not, she says she just waits
for her turn.
208
12D
Making effective video calls
SPEAKING
1 Work in pairs. Make a list of reasons why people
make video calls.
2 Work with another pair. Compare your list and
discuss the questions.
1 What do you think are the most common reasons
for making video calls?
2 How many people in your group make video calls?
To whom? How often?
3 Do you think you’ll make more or fewer video calls
in the future? Why?
3 Work in pairs. Match reasons 1–6 with one
person’s advice from the social media posts.
1 Everybody on the call will hear you better, and you
will hear them more easily too. Rahul
2 Others taking part in the call might get a negative
feeling if things are not tidy. Wendy
3 It may be hard for the other people to see your
face because it’s too dark or bright. Junko
4 The other people may feel sick or find it hard to
focus if there is a lot of movement. Tyler
5 The expressions on your face will be easier for the
other people to see and understand. Julio
6 You will feel comfortable. Fatimeh
150
43118_U12_142-153.indd 150
Remember it can be hard to hear short
sounds on video calls. You can also say a
phrase, such as ‘Could I say something?’
and then wait for your turn.
The fifth person said he was shy and
that he usually just listens and waits for
somebody to ask him what he thinks.
But sometimes nobody asks him and he
doesn’t get a chance to speak.
Not everybody likes to speak up and that’s
OK. But remember there are a number of
different techniques you can use if you
want a turn to speak.
www.frenglish.ru
LESSON GOALS
• Learn how to take turns on a group video call
• Learn useful language for managing a group
video call
• Practise having a group discussion
Jeff
How can you look and sound good during video calls?
Wendy
Choose a room that’s clean and tidy. If you can’t
change the room, move your device so the camera
only shows a tidy area.
Junko
Make sure the room isn’t too dark. If possible, have
a light in front of you, not one that shines directly
into your face.
Julio
Sit close to your device so your face and the top
part of your body fill most of the screen. Sit up
straight too.
Tyler
Try not to move around too much during the call.
This is especially true if you are using your phone
or tablet.
Fatimeh
In most cases, wear clothes that look good on you
and that are not too formal or informal.
Rahul
If possible, either use headphones with a
microphone or use headphones and a separate
microphone in front of you.
12/13/21 4:08 PM
And if you do have a point to share, don’t
wait too long.
The video call might finish before anybody
asks for your opinion!
6
• Read out the Communication skill box.
Check difficult words. Use mime to show
lean forward.
• Give students time to read the
questions. Students discuss the situations
with a partner.
 4 Read the possible problems. Discuss if (or when)
you think they are a problem and how you
would deal with them. Add one other possible
problem and think of a solution. Finally, discuss
your ideas with another pair.
1 People eating or drinking during a video call
2 Having a video call in a busy, noisy room
3 Looking away from your screen during a video call
4
MY VOICE
5 12.2Watch the video about how to show you
want to make a point on a group video call.
Take notes on the different suggestions. Then
compare your notes with a partner.
6 Look at the Communication skill box. Then
discuss questions 1–3 in pairs.
COMMUNICATION SKILL
Taking turns on a group video call
As with all types of conversation, it is
important to take turns when you are on a
group video call. In general, turn taking means one
9 OWN IT! Work in groups of four. Choose one
person speaks while the other people listen and
wait for a chance to share their opinions. There are
different strategies you can use to signal that you
want a turn to speak.
1 Make a noise, such as Um, or say a word or phrase
like I’d like to add something.
2 Use body language, such as leaning forward or
raising or waving a hand.
3 Use one of the features of the app, such as the
mute button or sending a chat message.
1 Which do you think is the best advice? Do you use
any of these strategies already? Are there some
things you would never do?
2 How easy or difficult is it for you to take your turn
to speak in a group call?
3 What advice from the video might be useful for
turn-taking in face-to-face conversations? Which
would not?
7 Work in groups. Talk about a time when you had
a video call. Say what method you used to let
other people know when you wanted to speak.
Say how successful this method was, and why.
EXPLORE MORE!
Which video call apps are popular in your country? Which of those apps have you
used? Which one do you like the most, and why?
43118_U12_142-153.indd 151
Sample answers
3 Face to face, learning forward or saying
 
‘um’ and ‘er’ or ‘Can I make a point?’
are the best strategies. Raising hands
and clicking apps are not appropriate.
7 pronunciation.
• Optional step Set up this activity by
describing a personal experience of a
video call and the method you used.
• Organize students into small groups
of four or five to discuss experiences.
8 Look at the Useful language box. Which heading
would you put 1–3 under?
Useful language Managing a group
video call
Adding your point
Could I just add something?
I’ve got a couple of points I’d like to make.
A point I’d like to add is ...
Dealing with an interruption
Thanks, [name of person interrupting]. Just to
finish my point ...
Sorry, could I just say ...
Allowing and inviting others to speak
Sorry, I interrupted you. Please continue.
Have you finished, Tim?
Did you have something to add, Ali?
Is your hand up, Sam?
Can we hear from you, Kai?
1 You go ahead, please. Allowing and inviting others to speak
2 Yes, I also think that ... Adding your point
3 Sorry, if I can just finish ... Dealing with an interruption
of the situations to discuss. Roleplay a group
video call. Make sure everyone takes their turn
to speak.
1 You all think that you use technology too much,
especially for entertainment. Discuss three
enjoyable things you can do with other people
that don’t need technology.
2 You have all heard that robots might take people’s
jobs in the future. Discuss three jobs that robots
will probably never be able to do as well as
humans.
3 You are all thinking about taking an online course
in the future. Discuss either three advantages or
three disadvantages of online learning.
4 You are all interested in making a science fiction
film about the future. Discuss three new kinds of
technology that might appear in the next 25 years.
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12/13/21 4:08 PM
8 to discuss in a video call. You could then
• Read out the Useful language box. Point
out the meaning and use of phrases (see
the Useful language notes). Ask students
to repeat after your model to practise
• Students match headings. Let
students compare answers in pairs.
USEFUL LANGUAGE NOTES
Use and meaning
Notice the use of Sorry, Please and
Thanks and the polite, tentative modals
would and could. When turn-taking in
www.frenglish.ru
a meeting, it is important to avoid being
too direct and abrupt.
Just is used to suggest that what you
have to add or say is a small thing – it
is a way of emphasising that your
contribution will be important but brief.
9 OWN IT!
• Optional step Start by asking students
to read the four situations. Ask, What do
you have to discuss in each situation?
• Mix students so they are working
with new people. Students need to be
in groups of four or more. Tell them to
choose a situation to roleplay.
• Optional step It is a good idea to give
students preparation time before they
act out their roleplay. One idea is to ask
students to work together to choose
and prepare useful phrases to use. Since
students are acting out this roleplay as if
it is a video call, discuss how best to do
this – students could sit so that one pair
faces another pair, which imitates the
idea of sitting looking at faces.
• When students are ready, they act out
the roleplay. Set a five-minute time limit.
• As students speak, monitor closely and
make a note of any errors students
make.
• At the end, in feedback, write up errors
on the board and ask students to correct
them in pairs. Point out any good uses of
useful language that you heard.
• Optional step Ask fast-finishing groups
to choose and act out a second roleplay.
Alternatively, remix students and ask
them to prepare and act out a new
roleplay with different partners.
Extra activity
Ask students to prepare their own situation
act this out as a real video call. You could
do this in class if you have the technology
and space, or you could arrange for
students to make a video call together out
of class and report on how it went in the
next lesson.
EXPLORE MORE!
You could ask students to tell the class
about any video call apps they have used.
209
LESSON 12E
LESSON GOALS
• WRITING The aim of the lesson is
to guide students to complete an
online returns form. The reading text
provides a model. Students learn how
to describe a problem and include only
necessary information.
SPEAKING
1 READING FOR WRITING
• Optional step Ask, What do the words
in the title, return, replace and refund,
mean? (return = send back; replace
= send a different one; refund = give
money back). Pre-teach second-hand =
used before and resold.
• Students ask and answer questions
with classmates. You could do this in
groups or as a class mingle.
2 B
• Students discuss the topic in small
groups. Elicit students’ opinions in
feedback.
Sample answers
Advantages: you can look at many sites
and get a good price, it can be delivered to
your home; Disadvantages: you can’t touch
the item, no shop assistants to answer
questions.
READING FOR WRITING
3
• Optional step Ask, What is an online
returns form? Why might you need one?
What are the three sections of the two
forms on page 152? Pre-teach: order
number = the number of the thing you
have bought; order (a product) = pay
for it online; run out of power = stop
working.
• Students read and label the photos.
Let students compare answers in pairs.
4 his or her personal feelings about the
• Students read and match. Let
students compare answers in pairs.
5 information. Elicit the first thing to cross
• Read through the Writing skill box with
your class.
• Students work in small groups of
three or four to discuss whether the
forms follow the advice.
210
12E
Return, replace, or refund
SPEAKING
1 Interview your classmates. How many people
answer ‘yes’ to each question? Have you ever …
1 paid for some software or an app online?
2 bought a digital device in a shop?
3 bought a second-hand piece of technology?
4 read reviews written by other customers before
you bought any technology?
2 Work in groups. Discuss the advantages and
disadvantages of buying technology online or
buying technology in a shop.
3 Read the online returns forms and label photos
A–D with a word or phrase from the forms.
A tablet B cable
C USB drive D keyboard
4 Read the online forms again. Match the customers
in forms A and B with situations 1–4.
1 received an incomplete product B
2 had a problem with delivery of an item A
3 wants to get his or her money back A
4 wants to receive two missing items B
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Answers
Online form B follows the advice, but
online form A does not. It repeats
information, includes information that is
not important and the writer mentions
situation.
6 7
• Students cross out unnecessary
out to get them started. Let students
work in pairs to discuss what else to
change.
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LESSON GOALS
• Give only necessary information when you
write
• Describe a problem
• Complete an online returns form
A Return an item
Order Number
2343-5466-ABDS
Description of Problem
I’m writing about a problem with the tablet that I
ordered last week on Tuesday at 11:17 a.m. The order
number is 2343-5466-ABDS. The first problem is
that I paid for next-day delivery, but the tablet wasn’t
delivered until yesterday. This was very disappointing.
The second problem is that the battery runs out of
power very quickly. It only lasts three or four hours,
usually. This is really frustrating too. I checked online
and I see that other people have the same problem,
so I don’t want a replacement tablet. Could you
refund me, please, including the extra money I paid
for next-day delivery, and explain how to return the
device? Thank you. I look forward to hearing from
you soon.
Requested Action
Return the item for a refund
Submit
Return an item
Order Number
3435-9041-HGEW
Description of Problem
The description on the website says the keyboard
comes with a cable to charge it, but there was no
cable in the box. The description also says it comes
with a free 32GB USB drive, but there was no USB
drive in the box either.
Requested Action
Send a missing part or piece
Submit
12/13/21 4:08 PM
Sample answers
What else to change:
I have two problems with this order. First,
I paid for next-day delivery, but the tablet
wasn’t delivered until yesterday. Second,
the battery runs out of power after only
three or four hours.
• Read through the Useful language box
with your class. You may need to use
examples to teach some of the words
(see the Vocabulary notes).
• Students discuss problems they have
had in pairs.

5 Work in groups. Look at the Writing skill box.
Discuss whether or not the two online forms
follow the advice in the box.
WRITING SKILL
Giving only necessary information
In general, clear, effective writing includes
only the information that a reader needs
to know in order to understand the situation. For
example:
• If a specific piece of information is not important,
there is no need to mention it at all.
• In non-personal forms of writing, mentioning your
personal feelings is usually not helpful.
• Even if you are not happy about a situation, it is a
good idea to be polite.
6 Cross out the parts of the first online form that
you don’t need. Work in pairs to discuss what
else you should change in order to follow the
advice in the Writing skill box.
7 Look at the Useful language box. Which of the
problems have you had?
Useful language Describing a problem
The (box/packaging) was damaged.
The (screen/case) was (scratched/broken).
(A cable / The manual) was missing.
It said the (batteries/instructions) were included,
but they weren’t.
The device doesn’t (turn on / work).
It was delivered late. / I didn’t receive it.
I was sent the wrong (colour / number of items).
The item didn’t match the description.
The quality wasn’t good.
EXPLORE MORE!
What are the three most popular online shopping sites in your country now? How often do
you use each one? Have you ever had problems when ordering something?
43118_U12_142-153.indd 153
VOCABULARY NOTES
damaged /ˈdæm.ɪdʒd/ = slightly broken
– e.g. a small mark, or slightly bent, or
something broken off (use the photo on
page 153 to teach this)
broken /ˈbrəʊ.kən/ = not working or in
pieces
scratched /skrætʃd/ = a mark made with
a sharp object
missing /ˈmɪs.ɪŋ/ = not there
It didn’t match the description. = it
wasn’t the same as the description
WRITING TASK
10 WRITE
• Students complete a form.
• Optional step You could ask students
to complete forms for homework then
do Exercise 12 in the next lesson.
11 CHECK
• Ask students to use the checklist.
8 Think about problems you have had when you
bought some technology. These can be ones
mentioned in the online return forms or other 12 REVIEW
problems. Make notes about some of them. Use • Students exchange forms with a
the Useful language and your own ideas. partner and provide feedback to each
9 Work in groups. Discuss the problems you other.
made notes about in Exercise 8. Talk about who
experienced the worst problems, and why. • Optional step Organize groups
of four or five. Students sit in a circle,
WRITING TASK pass round forms and write comments.
10 WRITE Look at your notes from Exercise 8 and Students make changes based on
choose one problem. Create a similar form to comments.
the ones in Exercise 3 and write the necessary
information in each section. Extra activity 1
11 CHECK Use the checklist. Your form … For homework, students write a response
makes it clear what the item is. to their online returns form (or that of
has a clear description of the problem(s).
another student). You could introduce
only includes necessary information in the
description. some useful language:
includes a clear and appropriate requested action. We are sorry to hear that …
has a polite and factual tone. We apologize for the inconvenience.
We will send … as soon as possible.
12 REVIEW Exchange forms with another student.
Did they include at least three things from the
checklist? Give each other feedback to help
improve your writing. Extra activity 2
Go to page 159 for the Reflect and review.
Debate whether shopping online or in the
town/city centre is best when buying the
following products:
New clothes
A new fridge
A new smartphone
A second-hand car
153 A sofa
A gift for a friend
EXPLORE MORE!
12/13/21 4:08 PM You could ask students to compare two
8 sites for price and choice. You could also
• Optional step Elicit suggestions first. ask students to do an informal survey,
asking friends and family which sites they
You could provide an example from
use most, to give an indication of the most
your own experiences. Ask anyone with
popular.
experience to describe problems.
• Students make notes to describe a See Workbook pages 84–85 for extra
problem with a product. Let students practice (Writing).
compare ideas and sentences in pairs.
For Unit 12 Reflect and review, see
9 Student’s Book page 159.
• Match two pairs together to make
groups. Students discuss and comment
on the problems.
211
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 Vocabulary reference
UNIT 1 UNIT 2
confident (adj) /ˈkɒnfɪdənt/ He is very confident and is art (n) /ɑːt/ We use paints and brushes in our art class.
always sure that he is right. biology (n) /baɪˈɒlədʒi/ In yesterday’s biology lesson we
creative (adj) /kriˈeɪtɪv/ She’s always making things – studied how the heart works.
she’s really creative. chemistry (n) /ˈkemɪstri/ The students looked at
friendly (adj) /ˈfrendli/ He is kind, helpful and very different kinds of metals in their chemistry lesson.
friendly with everyone. drama (n) /ˈdrɑːmə/ We’re studying a Shakespeare play
honest (adj) /ˈɒnɪst/ I can always believe what she says in our drama class.
because she is honest. geography (n) /dʒiˈɒɡrəfi/ My favourite subject is
patient (adj) /ˈpeɪʃnt/ It’s important to be calm and geography – I love learning about mountains and rivers.
patient when you work with children. history (n) /ˈhɪstri/ You need to remember lots of names
professional (adj) /prəˈfeʃənl/ He always works hard and and dates for history.
is polite and professional. IT (n) /ˌaɪ ˈtiː/ Our IT class was about how to make
reliable (adj) /rɪˈlaɪəbl/ When she promises to do simple computer games.
something, she does it – she’s reliable. maths (n) /mæθs/ I’m not very good at maths because I
serious (adj) /ˈsɪəriəs/ He’s a quiet and serious person can’t remember every times table.
and doesn’t often laugh. PE (n) /ˌpiː ˈiː/ Last week we played football in our PE
1 Choose the correct option to complete the lesson.
sentences. physics (n) /ˈfɪzɪks/ In today’s physics class, we’re
1 Richard is very friendly / serious and enjoys learning about light and colour.
meeting new people. 1 Look at the quotes from teachers (1–10). Write
2 I usually watch funny films, but this film is actually the correct school subject for each quote.
very honest / serious.
1 ‘You need to look carefully at the object you are
3 She knows that she’s a good singer – she’s very
painting.’
confident / patient. 2 ‘I want you to do this work without using your
4 You can be reliable / honest with me and say what calculators.’
you think. 3 ‘Add the salt to the water and heat the water
5 Ferdi isn’t very reliable / creative – he isn’t good at again. What do you notice?’
thinking of new ideas. 4 ‘How do we make electricity?’
6 I need a reliable / friendly person for this job – 5 ‘Please get into groups of four and get a ball from
someone I can trust. the sports cupboard.’
7 She’s a patient / professional mother and never
6 ‘Romeo and Juliet are the names of the two most
gets angry with her children. important characters in this play.’
8 It’s important to follow all the rules and be 7 ‘What is the capital city of Brazil?’
professional / creative in this job.
2 Work in pairs. Complete the sentences with 8 ‘How do we know that a spider is not an insect?’
personality adjectives and your own ideas.
9 ‘Turn on your computer and open a new
1 I think it’s important to be
document.’
because …
10 ‘What are the dates of the First World War?’
2 I would like to be more .
3 I think the adjective describes
me best. 2 Work in pairs. Discuss the questions.
4 I like people who are and 1 What was your favourite subject at school?
. 2 What school subject were you best at?
3 What school subject did you find most difficult?
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Vocabulary reference
UNIT 5 UNIT 6
awful (adj) /ˈɔːfl/ Our holiday accommodation was abroad (adv) /əˈbrɔːd/ We lived abroad for three years
awful, so we left it early and moved into a hotel. when I was a child.
brilliant (adj) /ˈbrɪliənt/ This book is brilliant – it’s really board (v) /bɔːd/ It’s time to board the plane now.
funny and clever. check in (v) /tʃek ˈɪn/ We need to check in at least two
disgusting (adj) /dɪsˈɡʌstɪŋ/ The food at the restaurant hours before our plane leaves.
last night was disgusting! gate (n) /ɡeɪt/ The flight departs from gate number 3.
enormous (adj) /ɪˈnɔːməs/ He lives in an enormous land (v) /lænd/ What time does the plane land at the
house with eight bedrooms and a swimming pool. airport?
filthy (adj) /ˈfɪlθi/ Please clean the bathroom – it’s queue (n) /kjuː/ There was a long queue of people at
filthy! the ticket desk.
freezing (adj) /ˈfriːzɪŋ/ It’s freezing outside and I think security (n) /sɪˈkjʊərəti/ Please check your bags at
it might snow later. security.
spectacular (adj) /spekˈtækjələ(r)/ The views from the set off (phr v) /set ˈɒf/ We set off early in the morning
top of the mountain are spectacular. and didn’t arrive until late at night.
tiny (adj) /ˈtaɪni/ My bedroom is tiny, but I have my take off (phr v) /teɪk ˈɒf/ I like looking out of the
own bathroom. window when the plane is taking off.
1 Choose the correct option to complete the 1 Complete the email with the correct form of the
sentences. words and phrases from the word list.
1 The cake looked delicious, but it tasted filthy / Hi Tara,
disgusting. We’re having an amazing time in Egypt, but our
2 My friend thought the film was very bad, but I journey here was awful! First of all, we wanted to
thought it was awful / brilliant.
1
early for the airport, but our
3 Please clean the kitchen. It’s enormous / filthy. taxi didn’t arrive on time. When we got to the
4 Our old car was big, but our new one is tiny / airport, there was a long 2 of
brilliant. people all waiting to 3 . Then at
5 Yesterday it was very warm, but today it’s
4
, I took my laptop out of my hand
freezing / tiny. luggage and dropped it! We finally got to the
6 His house is quite boring, but his garden is
5
just a few minutes before the
spectacular / disgusting. departure time. We 6 the plane and
7 We have a very small cat, but our neighbour’s cat then … nothing happened! The plane just waited
is freezing / enormous. on the ground for two hours! When the plane finally
8 I hated the book. It was spectacular / awful.
7
, everyone on the plane was happy.
But the weather during the flight was terrible and
2 Think about these topics. Then compare your
the plane 8 in Cairo in the evening –
ideas with a partner.
three hours late! Maybe next year we won’t go
• two types of food that you think are disgusting
9
for our holiday – we’ll stay
• two awful films at home!
• two brilliant books See you soon,
• a tiny animal
Amber
• an enormous animal
• a spectacular place 2 Work in pairs. Discuss the questions.
1 Do you always set off on time when you travel?
2 What’s the longest period of time you’ve ever
spent in a queue?
3 Do you prefer going on holidays abroad or in your
own country? Why?
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212
UNIT 3 UNIT 4
allergy (n) /ˈælədʒi/ I have an allergy to nuts. challenge (n) /ˈtʃælɪndʒ/ I like the challenge of learning
delicious (adj) /dɪˈlɪʃəs/ This cake is delicious. a new language.
dish (n) /dɪʃ/ The best dish on the menu is the lasagne. encourage (v) /ɪnˈkʌrɪdʒ/ She’s a very good teacher
prepare (v) /prɪˈpeə(r)/ Do you want me to prepare and always encourages her students when they find
dinner tonight? something difficult.
raw (adj) /rɔː/ Did you cook this chicken enough? It praise (n) /preɪz/ He received a lot of praise for his
looks raw. essay.
serve (v) /sɜːv/ I usually serve salmon with potatoes and prize (n) /praɪz/ The prize for this competition is a
broccoli. return flight to New York.
vegan (n) /ˈviːɡən/ I don’t eat anything that comes from punish (v) /ˈpʌnɪʃ/ When my father wanted to punish
animals because I’m a vegan. us, he sent us to bed early.
vegetarian (n) /ˌvedʒəˈteəriən/ She’s a vegetarian, so she purpose (n) /ˈpɜːpəs/ What is the purpose of your
doesn’t eat meat or fish. phone call?
reward (n) /rəˈwɔːd/ Police will give a reward for any
1 Complete the text with words from the word list. information about the crime.
Two words are not needed.
1 Match the beginnings of the sentences (1–6)
It was my sister’s birthday yesterday, so she
invited some friends round for lunch. I offered to with the endings (a–f).
1
the meal. At first, I wanted to make 1 I answered the question correctly ...
my sister’s favourite 2 : vegetable 2 There is a big reward ...
lasagne. But then I remembered that her friend, Amy, 3 The coach encouraged the players ...
4 I don’t punish my children, but I always ...
is a 3 . So I had to think of something
with no cheese, milk or any other animal products. 5 Running a marathon will be a challenge, ...
I found a great recipe for pasta with tomatoes and 6 The purpose of entering the competition ...
pine nuts, but I didn’t know that Amy’s brother, Tom, a to play well and improve.
has a nut 4 ! Anyway, it was fine, b give them praise when they do well.
because I decided to 5 the pasta with c but I’m looking forward to it.
salad, so Tom had the salad and everyone said the d and I won a prize of $500.
food was 6
! e is to motivate myself to improve.
2 Complete the sentences with your own ideas. f for anyone who can help us.
Then compare with a partner. 2 Work in pairs. Say if you agree or disagree with
1 The most delicious food is ... the sentences and why.
2 My favourite vegetarian dish is … 1 We need challenges in our lives.
3 Some people want to be vegan because … 2 Sometimes you can give people too much praise.
4 The last time I prepared food was … 3 Children should get a reward when they do
something good.
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UNIT 7 UNIT 8
care about (phr v) /keə(r) əˈbaʊt/ I care about making accountant (n) /əˈkaʊntənt/ My accountant calculates
the world cleaner and greener. my tax payments.
environment (n) /ɪnˈvaɪrənmənt/ Cutting down trees is admin assistant (n) /ˈædmɪn əˈsɪstənt/ He works as
very bad for the environment. an admin assistant, replying to emails and arranging
planet (n) /ˈplænɪt/ There are plenty of ways that we meetings for his boss.
can help to look after our planet. biologist (n) /baɪˈɒlədʒɪst/ As a biologist, she looks at
pollution (n) /pəˈluːʃn/ We want to find better ways to how some plants can grow in the desert.
fight pollution in our cities. hairdresser (n) /ˈheədresə(r)/ My hair is too long – I
recycle (v) /ˌriːˈsaɪkl/ We recycle plastic, glass and paper must make an appointment with my hairdresser.
at our school. instructor (n) /ɪnˈstrʌktə(r)/ I love driving, so I think I
reduce (v) /ˌrɪˈdjuːs/ Let’s try to reduce how much we might train to become a driving instructor.
use our car and walk or cycle more often. journalist (n) /ˈdʒɜːnəlɪst/ My sister works as a
reuse (v) /ˌriːˈjuːz/ You don’t have to throw plastic bags journalist for a local newspaper.
away – you can reuse them. politician (n) /ˌpɒləˈtɪʃn/ Our politicians want to
rubbish (n) /ˈrʌbɪʃ/ Please take all your rubbish home introduce laws to protect the environment.
with you. researcher (n) /rɪˈsɜːtʃə(r)/ When I wrote a novel, I paid
a researcher to check information for me.
1 Complete the text with words from the word list.
Everyone should 1 the world we 1 Read the sentences and match them with the
live in. We only have one 2 . That’s jobs from the word list.
why we should all think about the 3 1 ‘Do you want to try a shorter style this time?’
in our daily lives. There are lots of ways that we
can look after our rivers, trees and green spaces. 2 ‘I’m writing an article about the future of IT.’
We can plant flowers in our gardens to encourage
insects, birds and animals to visit. Planting trees is 3 ‘We promise to spend more money on health and
also a good way to 4 the amount education.’
of air 5 . We should think about 4 ‘Last year your company spent more than $15,000
our 6 before putting it in the bin. on training.’
Sometimes we can 7 something 5 ‘For this project, I have to find out information
several times before throwing it away and we can about the music industry.’
8
most items that are made of 6 ‘I have to organize my manager’s trip to Paris.’
plastic, glass, paper or cardboard.
7 ‘Now move your arms slowly above your head and
2 Work in pairs. Complete the sentences with your
breathe out.’
own ideas.
8 ‘Most animals only have one heart, but the
1 Three items that I recycle regularly are …
octopus actually has three.’
2 Three items that I reused for a different purpose
are … 2 Work in pairs. Discuss the questions. Give reasons
3 Three ways to reduce our use of water or for your answers.
electricity are … Which of the jobs from the word list:
• has the best salary?
• has the best working hours?
• is the most interesting?
• is the most difficult?
• involves a lot of travel?
• do you need to study for the most?
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 Vocabulary reference
UNIT 9 UNIT 10 UNIT 11 UNIT 12

feel ill /fiːl ˈɪl/, feel sick /fiːl ˈsɪk/, feel very tired
/fiːl ˈveri ˈtaɪəd/ I ate something bad and now I feel
sick.
get better /get ˈbetə(r)/, get ill /get ˈɪl/, get sunstroke
/get ˈsʌnstrəʊk/ I’m not well and I hope I get better
soon.
have a serious accident /həv ə ˈsɪərɪəs ˈæksɪdənt/,
have a bad cold /həv ə bæd ˈkəʊld/, have a high fever
/həv ə haɪ ˈfiːvə(r)/ My brother had an accident on his
way to school.
prevent a cold /prɪˈvent ə ˈkəʊld/, prevent illness
/prɪˈvent ˈɪlnɪs/, prevent putting on weight
/prɪˈvent ˈpʊtɪŋ ɒn ˈweɪt/ Not eating late at night is
one way to prevent putting on weight.
stay healthy /steɪ ˈhelθi/, stay in good shape
/steɪ ɪn gʊd ˈʃeɪp/, stay young /steɪ ˈjʌŋ/ You can
stay young by doing things you enjoy and looking after
your body.
take a break /teɪk ə ˈbreɪk/, take your medicine
/teɪk jə(r) ˈmɛdsɪn/, take exercise /teɪk ˈeksəsaɪz/
I’m tired so I’ll take a quick break from my work.
1 Complete the sentences with the correct form of
the verbs from the word list.
1 Taking vitamins and washing your hands regularly
are two ways to a cold.
2 The doctor gave me this medicine, which I have to
three times a day.
3 I a fever, so I can’t go into work
today.
4 I’m ill today, so I’m going to bed
early.
5 I want to healthy, so I exercise
every day.
6 He stayed too long in the sun yesterday and he
sunstroke.
2 Write some advice in your notebook for young
people on how to stay fit and healthy. Use the
verbs from the word list and some of these
words and phrases.
a bad cold exercise healthy ill illness in shape
animation (n) /ˌænɪˈmeɪʃn/ The film was a mix of amazed (adj) /əˈmeɪzd/ I’m amazed that your brother app (n) /æp/ I’ve got a really good dictionary app on
animation and real actors. won the competition – I didn’t even know he could my phone.
director (n) /daɪˈrektə(r)/ The director will tell the sing! download (v) /ˌdaʊnˈləʊd/ You can download the
actors what to do. anxious (adj) /ˈæŋkʃəs/ I’m feeling very anxious about music from this website.
drama (n) /ˈdrɑːmə/ I like watching dramas about tomorrow’s exam. drive (n) /draɪv/ The photos are all saved on my drive.
people’s relationships. delighted (adj) /dɪˈlaɪtɪd/ She was delighted when she electronic (adj) /ɪˌlekˈtrɒnɪk/ You are not allowed to
mystery (n) /ˈmɪstri/ The story is a mystery about a saw her birthday present. take electronic devices into the exam.
child who hears strange noises at night. disappointed (adj) /ˌdɪsəˈpɔɪntɪd/ He’s feeling install (v) /ɪnˈstɔːl/ I tried to install the new printer, but
plot (n) /plɒt/ The acting in the film was excellent, but very disappointed because he didn’t manage to finish it isn’t working.
the plot was silly. the race. memory (n) /ˈmeməri/ My laptop hasn’t got much
romantic comedy (n) /rəʊˈmæntɪk ˈkɒmədi/ In this exhausted (adj) /ɪɡˈzɔːstɪd/ I’ve worked so hard today memory, so it’s very slow.
romantic comedy, two young people fall in love and – I’m exhausted! program (n) /ˈprəʊɡræm/ I can create drawings on my
decide to buy a zoo. scared (adj) /skeəd/ She’s scared of spiders and snakes. computer with this free program.
scene (n) /siːn/ The best scene in the film was the shocked (adj) /ʃɒkt/ We were all shocked when we program (v) /ˈprəʊɡræm/ My sister learned how to
ending. heard about your car accident. program computers at college.
science fiction (n) /ˌsaɪəns ˈfɪkʃn/ People from the software (n) /ˈsɒftweə(r)/ With this software, you can
1 How are these people feeling? Write an translate texts into different languages.
future travel back in time in this science fiction film.
adjective from the word list for each person.
series (n) /ˈsɪəriːz/ Are you going to watch that new
1 That’s wonderful news! I’m so happy for you. 1 Match the questions (1–5) with the answers
series on TV tonight?
(a–e).
star (n) /stɑː(r)/ The star of the show is the family’s pet
cat, Tigger. 2 What? I can’t believe it. How awful! 1 Where is the video of a It helps to protect
yesterday’s lesson? your computer.
1 Choose the correct option to complete the 3 Oh no! I only got 45% in the test. 2 What does this b Just click that button
sentences. software do? there.
1 It can take hundreds of hours to produce just a 3 Why hasn’t my c Probably my phone.
4 I’m worried about the party tonight. I might not
few minutes of animation / drama. A two-minute phone got much d There are too many
know anyone there.
plot / scene can take around six months to create. memory? apps on it.
2 The star / series of this film has never been in a 5 Help! There’s a big spider in the kitchen! 4 How can I install this e I saved it onto the
serious drama / romantic comedy before, although program? shared drive.
he’s famous from the popular mystery / science 6 I’m so tired – I can’t keep my eyes open. 5 Which electronic
fiction TV scene / series about a family that moves device do you use
to the planet Mars. 7 I was surprised and really happy to find out most often?
3 The star / plot of this film was difficult to that my grandfather wants to run a marathon.
2 Work in pairs. Discuss the questions.
understand and, although I usually enjoy
1 Describe your favourite app. How often do you
animations / mysteries and stories about strange
2 Work in pairs. Think of something that made you use it?
events, I didn’t really understand the ending.
2 Do you think we spend too long looking at
feel one of the emotions from the word list. Tell
4 She’s a successful writer and director / drama. Her
films include several very funny romantic comedies
your partner about what happened. Can they electronic devices? Why? / Why not?
guess the correct emotion? 3 What are some of the possible problems of
/ plots from the 1990s.
A: I swam in the sea for the first time when I was downloading things for free?
2 Work in pairs. Complete the tasks. 12 years old.
1 Give an example of an animation, a romantic B: Were you anxious before you did it?
tired comedy and a science-fiction film from the last ten A: No, but I was scared when I was in the sea!
years. Say why you liked or didn’t like each film.
2 Describe one of your favourite scenes from a film.

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Grammar reference UNIT 2 1 Complete the sentences with the correct past simple
form of the verbs.
UNIT 1 • Definite adverbs of frequency generally go at the end of the
2B Past simple 1 Last year, we 1 (go) to Mexico on
clause or sentence.
holiday. We 2 (have) a good time
1B Adverbs of frequency He tries to exercise every day, but sometimes it’s only three • Use the past simple to talk about something that
and we 3 (stay) in a big hotel. We
or four times a week. happened and finished in the past. We often use it with 4
(spend) hours at the hotel pool and
Indefinite adverbs of frequency a past time expression (ten minutes ago, yesterday, last
• Use indefinite adverbs of frequency to give a general idea of
1 Rewrite the sentences using the adverbs. week, in 2020, when I was a child, etc.).
that’s where I 5 (learn) to swim.
1 My teacher gives us homework on Fridays. (always) 2 I6 (enjoy) my time at school, but I
how often you do or feel something. • To form the past simple of regular verbs, add -ed to the
2 I am late for work. (never)
7
(not like) some subjects, like history
always (100%) infinitive.
and geography. Physics and maths 8
often 3 I meet my friends at the weekend. (not often) play – I played football this morning.
(be) my favourites. And I 9 (not be)
usually 4 We go to the theatre. (about once or twice a year) Note the following exceptions to this rule. very good at sports, so I 10 (not enjoy)
sometimes 5 We eat out. (a lot) PE much.
occasionally 6 I go to a café. (several times a week) Past
Infinitive
rarely simple
2C Making questions
never (0%) 1C Present simple and present continuous For verbs that end in -e, add
arrive arrived
• Use not with always, often and usually to make them -d. Question
• Use the present simple to talk about things that last for a Auxiliary Subject Infinitive
negative. long time, e.g. facts, things that are always true, regular For verbs that end in word
I don’t usually wake up early at the weekend. events, habits and routines. consonant + -y, change the -y study studied
Are you OK?
I’m not often late for work. I usually arrive at work at around 8.30. to -ied.
• Indefinite adverbs of frequency generally go before a verb. Were they happy?
My brother lives in a big city. For one-syllable verbs that
I sometimes play tennis. • Use the present continuous to talk about something which end in a consonant + vowel speak
stop stopped Do you
NOT I play sometimes tennis. is happening at the time of speaking, or around the time of + consonant, double the final English?
But they go after be. speaking. Use it for things that do not last for a long time. consonant and add -ed. finish your
Did you
He is occasionally late for work. It isn’t raining today. For verbs that end in a homework?
NOT He occasionally is late for work. I’m reading a great book at the moment. consonant + vowel + your email
consonant and the stress is on prefer preferred What is
• You can also put often, occasionally, sometimes and usually • Note the contrast in this sentence. address?
at the beginning or the end of a sentence. the last syllable, double the
She normally works in the office, but she’s working at Why are you sad?
final consonant and add -ed.
Sometimes, I work from home. home this week.
I work from home sometimes. For verbs that end in a When does the film start?
• You can use a lot to say you do something often. It goes at Remember! consonant + vowel + your go to
open opened Where did
the end of the sentence. There are some ‘state verbs’ (e.g. believe, know, consonant and the stress is not parents school?
remember, want) that are not usually used in the on the last syllable, add -ed.
I play tennis a lot.
continuous form. • To form a question, use this order: Question word, Auxiliary
I know what you mean. • Some verbs have an irregular past form. The infinitive form verb, Subject, Infinitive (QuASI).
Remember!
and the past simple form are different. For a full list, see • When the answer to the question is yes/no, do not use a
Use adverbs of frequency on their own to give a short NOT I am knowing what you mean.
page 178. question word.
answer.
I went to a café yesterday.
A: Do you sometimes play video games? 2 Complete the sentences with the present simple or A: Do you like coffee? B: Yes, I do.
B: No, never. continuous form of the verbs. I had a very happy childhood. A: Am I late? B: No, you aren’t.
Samir bought a new phone last week.
• Use How often … ? to ask about frequency. 1 Please be quiet. I (listen) to the radio. • To give a short answer to yes/no questions, use the
• To make a negative past simple sentence, use didn’t + correct form of the auxiliary verb be or do. Do not use the
How often do you travel abroad? 2 What (you / cook)? It smells great.
infinitive. infinitive verb.
• You can also use Do you …? with always, often, usually and 3 We rarely (go) to the cinema. We
I didn’t like that film. A: Are you hungry? B: No, I’m not.
sometimes. usually (watch) films at home.
He didn’t go to university. A: Do you like maths? B: Yes, I do.
Do you always cycle to work? 4 I (know) a great place for real Italian
• The past simple of be is I/she/he/it was and you/we/they NOT Yes, I like. or Yes, I do like.
food. (you / want) to go there?
Definite adverbs of frequency were. To form the negative of be, use not or -n’t. • To make an open question, use a question word (what,
5 Ava isn’t here at the moment. She
• Use definite adverbs of frequency to be more specific about There was a park here when we were children. when, where, which, who, why or how).
(play) tennis with Esme. They (play)
how often something happens. You can use phrases with I wasn’t tired last night. What is your name?
every Saturday morning.
every ... and once/twice/three times a (day/month/year), etc. Zuzanna and Jan weren’t at work today. When does the supermarket close?
I go to the cinema once a month. Where do you live?
Which jacket is yours?
Remember!
Who do you like most in your family?
You don’t usually say one time or two times (a day/
Why were you late?
month, etc.).
How are you?

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 Grammar reference Remember! UNIT 4
You can use some- to make offers.
• You can use the past continuous with the past simple when Would you like something to eat? 4B Future plans
Remember! one action happens in the middle of, or interrupts, a longer Do you want to eat somewhere else today?
You can use other words with How to ask questions, action that started earlier. Use the past continuous for • Use be + going to + infinitive for future intentions and
e.g. How often, How much, How many, How old, the longer action and the past simple for the action that Every- plans. You have already made the decision before the time
How big …? interrupts. of speaking.
• Use every- in positive and negative statements and in
I’m going to buy a new phone.
• For present simple questions, use the auxiliary verb be (am/ He called. questions. Every has a similar meaning to all. Use every- with
a singular verb (Everyone was ..., Everything is ...). She isn’t going to work tomorrow.
are/is) when there is no infinitive verb in the sentence. For
past simple questions, use was/were. Thank you for a lovely meal. Everything was delicious. They’re going to get married next year.
What is your favourite subject? What are you going to do in the summer?
Now No- • Use the present continuous for definite arrangements in the
Was Mai in class today? I was making lunch. • Use no-one, nobody, nothing and nowhere as alternatives to future (for something that is already fixed and is more than
• For present simple questions, use the auxiliary verb do/does not anyone, not anywhere, etc. just an intention or a hope). You often need to mention a
when there is an infinitive verb in the sentence. For past
• You can use when, while or and to link the actions. Use We saw no-one. (= We didn’t see anyone.) time, day or date to make the meaning clear.
simple questions, use the auxiliary verb did.
while or when before the past continuous. Use and or when There’s nothing to drink. (= There isn’t anything to drink.) I’m meeting Erica at 7 o’clock this evening.
Do you play a musical instrument?
before the past simple. • Don’t use not with nothing, no-one, nowhere, etc. They’re getting married on 25th March.
What films does Juan like?
I was making lunch when/and he called. I said nothing. / I didn’t say anything. • It is sometimes possible to use both going to or the present
Did you have a good weekend?
While/When I was making lunch, he called. NOT I didn’t say nothing. continuous with no difference in meaning. For example,
What did the teacher say yesterday?
• You can put the past continuous first or second in the both these sentences are about something that has been
• The form of the auxiliary verb do shows that the question sentence. If the part of the sentence with when/while comes
2 Complete the conversations with these words. There is decided before the time of speaking.
is about the past or the present (not the infinitive verb). one word you don’t need.
first, use a comma. I’m going to watch the football tonight. / I’m watching
Did you speak to Ranvir? the football tonight.
NOT Did you speaked to Ranvir? 1 Complete the sentences using the past simple or past anyone anything everything no-one
continuous form of the verbs. nothing someone something somewhere
2 Find and correct the mistake in each question. 1 I (fall) asleep while I Remember!
1 Where you are from? (watch) TV. When the verb after going to is go, you can leave it out.
1 A: What shall I cook tonight – omelette, chilli, risotto?
Where are you from? I’m going to the supermarket. (= I’m going to go to the
2 I (see) you last night. You B: I’m happy to eat . supermarket.)
2 Why that song do you like? (wait) for the bus. 2 A: Thank you so much for dinner. was
3 Did you enjoyed the food? 3 While we (walk) to the park, it delicious. 1 Choose the best options to complete the
4 What your favourite subject at school was? (start) raining. B: You’re welcome. conversations.
5 Where you went to university? 4 My parents (meet) when they 3 A: phoned you earlier. It was a 1 A: You need a haircut!
6 Where is you work now? (work) in the same school. woman. B: I know. 1I’m going to phone / I’m phoning the
7 Your sister speaks English? 5 I (read) my book in the café when B: Did she leave a message or give any information? hairdresser to make an appointment soon – maybe I can
Helen and George (walk) in. It A: No, . She didn’t even say her name. do it this afternoon.
8 How old your brother?
(be) great to see them. 2 A: 2I’m going to meet / I’m meeting Kerry and Toni this
4 A: Do you know who is vegan?
B: No, . evening, for pizza. Do you want to come along?
3D Indefinite pronouns B: Which restaurant 3are you going to / are you going to
5 A: Shall we go for lunch?
UNIT 3 • Use indefinite pronouns to talk about people or things in
B: Yes, good idea. How about that new Mexican
go to?
general. Use them as the subject or object in a sentence. A: We’re not sure. 4We’re going to decide / We’re
restaurant?
3B Past simple and past continuous Indefinite pronouns can start with some-, any-, every- or no-. deciding when we meet. Anyway, 5we’re going to meet
They can end with -body, -one, -thing or -where. / we’re meeting in the city centre at 6.30.
• Use the past simple to talk about something that happened
and finished in the past. Some- and any-
I saw Olga yesterday. • You can use some- in positive statements and any- in
4C will and won’t for promises, offers and
• Use the past continuous to talk about an action in progress negative statements. spontaneous decisions
at a specific time or over a period of time in the past. I want to eat something. (= it’s not important to say what I • Use will to make promises and offers.
They were waiting for a long time. want to eat) A: Can I tell you a secret? B: Sure. I won’t tell anyone.
• Form the past continuous with subject + was/were + -ing I didn’t eat anything this morning. (= I ate nothing) A: I’ve got a lot of work. B: I’ll help you.
verb. • You can use any- to mean ‘it doesn’t matter which’ in a • Use will + infinitive to make a spontaneous decision
positive statement. (a decision you make at the time of speaking).
Subject was/were -ing verb I don’t mind where we eat. Anywhere is OK. A: It’s cold in here. B: Yes, you’re right. I’ll close the
I/He/She/It was • Use any- for general questions when you don’t know what window.
waiting.
the answer will be.
You/We/They were studying.
Can anyone help me?
Did you do anything interesting at the weekend?

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Grammar reference For one- and UNIT 6

two-syllable
• You can put the if clause first or the main clause first. When adjectives dry drier driest 6B Present perfect (+ ever/never)
Remember! the if clause is first, use a comma. ending in -y, early earlier earliest
You can use the contracted forms ‘ll and won’t for If I have time, I’ll email you the photos. change the healthy healthier healthiest • Use the present perfect to talk and ask about experiences in
informal situations. Use the full forms will and will not in -y to -ier and someone’s life without saying when these things happened.
I’ll email you the photos if I have time
more formal situations. -iest. Use it to describe a single event or something that
If I’m too tired, I won’t go to the party.
I’ll see you next week! (informal) happened several times.
I will contact you again soon. (formal) I won’t go to the party if I’m too tired. For most
I have been to Russia twice.
adjectives
Sara hasn’t eaten sushi.
2 Write a response to each situation. Use will or won’t Remember! with two or
expensive
more most
more syllables, expensive expensive Have you been to Japan?
to make a decision, a promise or an offer. Use the Don’t use a future form in the if clause.
words in brackets. use more or • Form the present perfect with have/has + past participle.
NOT If I will have time, I’ll email you the photos.
the most. Use the contracted forms ’ve and ’s in informal situations.
1 There’s a knock at the door. (get / it)
I’ll get it. 2 Complete the conversations with the correct form of Some past participles are the same as the past simple form,
the verbs. • There are a few irregular comparative forms. but some are irregular. Use the irregular verbs list to help
2 Your friend needs a lift to the station. (take / you) you (page 178).
1 A: If we 1 (not leave) now, we good better best
3 Your car is in a ‘no parking’ area. (move / it) • You can use ever in present perfect questions. It means ‘at
2
(miss) the bus. bad worse worst
4 You need your friend to help you. (help / me) any time in your life’. It goes before the past participle.
B: Don’t worry. We 3 (get) a taxi if we far farther/further farthest/furthest
5 There’s no milk in the fridge. (go and buy / some) 4
(miss) the bus. Have you ever eaten Thai food?
The weather is better today than yesterday.
6 It’s important to be early for the meeting. (not be / late) Has Salman ever been to the UK?
2 A: Ola is taking her driving test next week. This is the worst day of my life.
• Use never with the present perfect. It means ‘at no time’. It
B: Well, if she 5
(not pass), she • Use than to compare two things.
goes before the past participle.
6
(not be) happy. The train is quicker than going by bus.
I’ve never seen Star Wars.
UNIT 5 • Most extreme adjectives (brilliant, enormous, freezing, etc.)
5C Comparatives and superlatives are not used in the comparative or superlative form. Use
Remember!
5B Zero conditionals • Use comparative adjectives to compare different things. ‘normal’ adjectives instead.
We don’t usually use ever with the present perfect in
The US is smaller than Canada. Russia is bigger than Japan.
• Use the zero conditional to talk about facts and situations positive statements.
• Use the + superlative adjective to compare one thing with NOT Russia is more enormous than Japan. I have been to Mexico.
that are always true, or when one thing always follows
other things in a group. Today is the coldest day of the year. NOT I have ever been to Mexico.
another.
Russia is the biggest country in the world. NOT Today is the most freezing day of the year. But you can use ever in positive statements with
If you heat water to 100°C, it boils.
• Use less as the opposite of more. Use least as the opposite superlatives.
• Form the zero conditional with if + present simple + present
Adjective Comparative Superlative of most. This is the best food I have ever eaten.
simple.
The place I live in is less crowded than the city centre.
• You can also use when instead of if in zero conditional For most
one-syllable It’s not a good idea to buy the least expensive clothes. • You can use What’s the … you have ever …? with
sentences.
When you heat water to 100°C, it boils. adjectives, small smaller smallest superlative adjectives to ask about someone’s best/worst
add -er and Remember! experiences.
• You can put the if/when clause first or the main clause first.
-est. We don’t often use less or least with short or irregular What’s the best beach you have ever been to?
When the if/when clause is first, use a comma.
For adjectives adjectives. • Use the present perfect to talk or ask about an experience
The red light flashes if the power is low.
ending in -e, nice nicer nicest This laptop is better than my old one. in general. Use the past simple to give details about what
If the power is low, the red light flashes.
add -r and -st. NOT This new laptop is less bad than my old one. happened at a specific time in the past.
1 Complete the conversations with the correct form of I’m the youngest person in my family. A: Have you ever been skiing?
For most
the verbs. NOT I’m the least old person in our family. B: Yes, I have. I tried it in California last year.
adjectives
1 A: What does the orange light mean on this computer? ending with 3 Complete the conversation with the correct comparative 1 Complete the conversations with the present perfect
B: If it 1 (flash), it 2 a vowel and or superlative form of the adjectives. Add the or than form of the verbs.
(mean) the power 3 (be) low. a consonant, big bigger biggest where necessary. 1 A: 1 (you / study) a lot of
2 A: Did Lucia reply to your email? double the A: What’s 1 (good) way to get around the Shakespeare’s plays?
B: Yes. She always 4 (answer) very final letter and city? B: No, 2 (I / never / read) any of his
quickly when I 5 (send) her an email. add -er and
B: Well, the metro is 2 (easy) and plays before now.
-est. 3
(quick) the bus. That’s 2 A: What’s the most interesting country
5B First conditionals Do not double 4
(bad) thing about the bus – it’s always 3
(you / ever / go) to?
the final letter slow. 5 (big) problem with the metro is
• Use the first conditional to talk about possible future slow slower slowest B: Well, 4 (I / go) to lots of great
if it is -w, -x that it’s 6 (expensive) the bus. The bus is
situations and their results. places and 5 (I / have) some amazing
or -y. probably 7 (cheap) way to get around the
If I see Dina, I’ll give her your message. experiences. But I think India is the most interesting
city. The other good thing about the bus is that it’s usually place 6 (I / ever / visit).
• Form the first conditional with if + present simple + will/ 8
(crowd) the metro, so you can get
won’t.
a seat.

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 Grammar reference 7C used to • The past participle of go can be both been or gone, but
• Use used to to talk about habits or situations in the past there is an important difference in meaning:
6C Verb patterns: -ing and to + infinitive UNIT 7 which have changed. He has gone to Rome.
I used to go to the cinema every week, but now I don’t. (= He recently went to Rome, and he is there now.)
Verb + -ing 7B Defining relative clauses He has been to Rome.
• Sometimes, two verbs appear together in a sentence. After Remember! (= He went to Rome at some point in his life, but he is not
• A defining relative clause is part of a sentence. It gives
many verbs, the second verb needs to be in the -ing form: We do not use used to to talk about single actions. there now.)
important information about a person, place or thing. It
avoid, don’t mind, enjoy, feel like, finish, involve, keep (on), I played in the park yesterday. • Use since + a point in time (when the situation started) with
says exactly what person, place or thing we are talking
practise, miss, recommend, stop, etc. the present perfect.
about. A defining relative clause comes immediately after NOT I used to play in the park yesterday.
She practises singing every day. He has worked in IT since 2015.
this person, place or thing. The relative clause begins with a
I’ve finished working. relative pronoun (who, which, where, that, etc). I’ve had this jacket since I was a teenager.
• An -ing form also follows many verbs which express likes The film that I saw yesterday was good. • Use used to + infinitive.
and dislikes (like, dislike, love, can’t stand, hate, etc.). There used to be a park here. Past simple
• Use which or that in defining relative clauses to talk about
I love travelling by train. • To form the negative, use didn’t use to + infinitive. • Use the past simple to talk about something that happened
things.
I hate sitting down all day. Teresa didn’t use to have long hair, but she does now. and is finished in the past.
I’ve found a book which/that helps me with English
I grew up in the north of England.
Verb + to + infinitive grammar. • To form a question, use did + subject + use to + infinitive.
She moved to Lima ten years ago.
• After many other verbs, the second verb needs the form to • Use who or that in defining relative clauses to talk about A: Did you use to have long hair? B: Yes, I did.
people. • Use for + a period of time (ten years, six months, two
+ infinitive: (can) afford, agree, aim, arrange, ask, choose, 2 Rewrite the sentences with the correct form of used to weeks, a few minutes, ages, etc.) with the past simple or
decide, fail, hope, intend, manage, need, offer, persuade, The person who/that inspires me the most is my so the meaning is similar. the present perfect.
plan, promise, refuse, try, want, would like, etc. grandmother.
1 I ate meat in the past. But I don’t eat meat now. I lived in Oxford for five years.
We need to leave soon. • Use where to refer to places. Use when to refer to times. I used to eat meat. She’s worked here for six months.
We’re planning to go to the beach. Look, there’s the hotel where we stayed last year.
2 When I was a child, I cycled to school every day. We have had this car for ages. (for ages = a long time)
Would you like to visit the museum? June is the month when I usually go on holiday.
When . 1 Complete the conversations with the present perfect
3 I drank more coffee in the past than I do now. or past simple form of the verbs.
Remember! Remember!
Use an object between verbs like persuade and the The relative pronoun (that, which, who, etc.) replaces I . 1 A: 1 (you / ever / go) to Spain?
infinitive. the subject or object. Do not also include the subject or 4 Was there a café here in the past? B: Yes, we 2 (go) there a couple of
He persuaded me to go with him. object. Did . years ago.
With ask and want, you sometimes need to use an object A person who she inspires me is Edwina Brocklesby. 5 I usually recycle things now, but I didn’t in the past. 2 A: Elif 3 (work) here since 2015.
before the infinitive. Have you read the book that I lent you it? I . B: Yes, she 4 (start) here just
He asked me to help him. before me.
Both -ing and to + infinitive • You can leave out who, which or that when it is the object of 3 A: How long 5 (they / be) married?
the relative clause.
• A small number of verbs can go before both the -ing form B: About ten years. They 6 (get)
or to + infinitive with no or little difference in meaning.
Have you read the book (that) I lent you? UNIT 8 married just after university.
These include: continue, hate, like, love, prefer, start, etc. 1 Rewrite the sentences using a defining relative clause. 4 A: 7 (you / see) Raphael yesterday? He
I started learning / to learn English three years ago. 8B Present perfect and past simple 8
(come) into the office.
1 I met someone yesterday. He says he knows you.
2 Complete the email with the correct form of the verbs. I met someone yesterday who says he knows you. Present perfect B: No. I 9 (not see) him for ages. I last
2 Did you move the magazine? It was on the table.
10
(see) him six months ago.
Hi Masha, • Use the present perfect (have/has + past participle) to talk
Hello from Peru! I intended 1 (write) Did you move ? about something that happened at some point in the past.
3 That’s the person. She helped me. Use the present perfect when you don’t know (or you don’t 8C Yet, just and already
to you when we first arrived, but we’ve been really busy.
We decided 2 (go) to Cuzco because That’s . say) when the event happened. • Use yet in negative statements with the present perfect to
we wanted 3 (see) Machu Picchu first. They’ve bought a new house. say that something has not happened. Use yet in questions
4 There’s the restaurant. We ate there last week.
So, we managed 4 (get) a flight when Have you seen Valeria recently? with the present perfect to ask if something has happened.
There’s .
we arrived here. We didn’t even leave the airport. Cuzco • You can also use the present perfect to talk about Yet usually goes at the end of the sentence.
is great and I love 5 (walk) around the 5 Here’s the book. You wanted to borrow it.
something that started at some point in the past and I haven’t finished my work yet.
place. I really enjoy 6 (speak) Spanish! Here’s . continues to the present. Have you spoken to Ash yet?
We’re planning 7 (spend) three or four I’ve been tired all day. Note that not yet is a common and useful response to a
days here and then go back to Lima. I’m sure that when we She’s worked here for ten years. present perfect question.
get to Lima, we’ll feel like 8
(do) nothing A: Have you been shopping? B: No, not yet.
for a few days. OK, I need 9 (book) the Remember!
• Use just with the present perfect to say something has
train tickets to Machu Picchu now. Don’t use the present perfect with a specific finished
happened very recently. Just usually goes before the
Speak to you later, past time.
main verb.
Natasha They bought a new house last month.
I’ve just emailed my mother.
NOT They’ve bought a new house last month.

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Grammar reference UNIT 10 • Use a/an with singular nouns to talk about something
when it is one of many.
• Use already with the present perfect to say something has 9C must, have to, should 10B Past perfect Is there a bank near here?
happened before the time of speaking (often sooner than • Use must + infinitive and have to + infinitive to talk about • We often use a/an when we talk about something for the
expected). Use already in positive statements and questions. • Use the past perfect to make it clear that one past action
rules and things that are necessary. Have to and must are first time.
Already usually goes before the main verb or at the end of happened before something else in the past.
similar in meaning. Use them in positive statements. I saw an amazing film last night with my friend. The film
the sentence. We set off after we’d had breakfast.
We must / have to leave now or we’ll miss the bus. had lots of good actors in it.
I’ve already had lunch. / I’ve had lunch already. • Use the past simple to talk about the main past action, and
You must / have to wear a seatbelt when you drive.
Have they already left? the past perfect to say what happened before that. You
• Mustn’t and don’t have to have different meanings. Use Remember!
can often use time expressions (by the time, when, after,
2 Put the words in brackets into the correct position in mustn’t + infinitive to talk about things we are not allowed as soon as, until, etc.) to link the two parts of the sentence
Use a before a consonant sound and an before a vowel
the conversations. to do, or to say it is important not to do something. sound.
and make the time clear.
You mustn’t do that – it’s dangerous. a university, an umbrella
1 A: I’ve made some food. Do you want any? (just)
We mustn’t be late. Past a house, an hour
B: No, thanks. I’ve eaten. (already) Now
2 A: Have you had your interview? (already) • Use don’t have to + infinitive to say something is not
necessary. the
B: No, I haven’t had it. It’s tomorrow. (yet)
I don’t have to work tomorrow – it’s the weekend. • Use the (definite article) to talk about something specific.
3 A: Have you finished the report? (yet)
B: Yes. In fact, I’ve sent it to you. (just)
• You can use should/shouldn’t + infinitive to say what is the Vera left I arrived This is when there is only one of something, you are talking
correct thing to do. You can use should or shouldn’t to give about something for the second time, or it is obvious what
or ask for advice. Vera had left when I arrived. you are talking about.
You look tired. You should go to bed. • The past perfect can be in the first or the second part of Where’s the TV remote control?
You shouldn’t eat so much fast food. the sentence. I saw an amazing film last night with my friend. The film
UNIT 9 What should I do? When I arrived, Vera had left. had lots of good actors in it.
• Form have to and don’t have to like normal verbs. • You can use the past perfect with already and just. • Use the with these things.
9B Second conditionals I have to go. I didn’t go to see the film because I’d already seen it.
• Use the second conditional to talk about imagined, She has to go. The meeting had just started when I got to the office. ‘plural’ countries the US, the UK
hypothetical or unlikely situations in the present or future. What do I have to do? • Form the past perfect with had + past participle. Some past some geographical the equator, the Far East,
If I didn’t have so much work, I’d go out tonight. We don’t have to do an exam. participles are the same as the past simple form, but some features and regions the Arctic
If you went to bed earlier, you wouldn’t be so tired all My sister doesn’t have to wear a uniform at school. are irregular. Use the irregular verbs list to help you (see mountain ranges, rivers, the Pacific, the Danube,
the time. • To form questions with must or should, put the modal verb page 178). You can often use the contracted forms ’d and canals, seas, oceans, the Andes, the Sahara
• Form the second conditional with if + past tense + would. before the subject. hadn’t, especially in speaking. deserts
You can contract would to ‘d, especially in speaking. The What time must we arrive? I’d forgotten my keys.
the names of cinemas, I went to the British
clauses can go in either order. When the if clause is first, use Where should we go? They hadn’t seen the film. theatres, hotels and Museum.
a comma. Had you been there before?
If it wasn’t cold, I’d go for a walk. 2 Choose the correct options to complete the museums

I’d go for a walk if it wasn’t cold.

conversations. 1 Complete the sentences with the past simple or past
1 A: You 1mustn’t / don’t have to go to the meeting, but perfect form of the verbs. no article
• You can say If I/he/she/it was … or If I/he/she/it were … .
you can if you want to. 1 We (have) lots to talk about because • Use no article with plural or uncountable nouns to talk
If I was/were very rich, I’d stop working.
B: OK, I won’t go. I 2should / don’t have to finish my we (not see) each other for ages. about things in general.
• You can use If I were you, I’d … to give advice.
report instead. 2 I (not join) them for lunch because I Children love playing games.
You look tired. If I were you, I’d go to bed. (already eat).
3 A: What time 3do we have / must we to be at the gym? • Use no article with these things.
B: The class starts at 6.30 and we 4don’t have to / 3 The bus (just leave) when I
Remember! (get) to the station. meals Breakfast is at 7.30.
shouldn’t be late.
Do not use would in the if clause.
4 A: You 5mustn’t / don’t have to use your phone when 4 Rachel (already leave) by the subjects Maths is my favourite subject.
you’re driving. time we (get) to the party, so we
sports I play basketball.
(not see) her.
1 Rewrite the sentences using the second conditional. B: I know. It’s against the law.
continents, countries, There are lots of countries in
1 I don’t live near a train station, so I need to drive a lot. 5 A: Is there a sauna at the gym?
10C Articles states, cities, towns Europe.
If I lived near a train station, I wouldn’t need to drive a lot. B: Yes. But you 6should / shouldn’t book it in advance. It’s and villages She’s from Turkey.
2 I don’t have a coat, so I feel cold. always popular. a/an mountains and lakes I flew over Kilimanjaro.
3 It’s raining, so I won’t go for a walk. • Use a or an (indefinite article) to talk about what How big is Lake Macquarie?
4 She wants to go out tonight, but she needs to work. something or someone is.
streets, parks, squares, I live in West Street.
5 I’m not you, but I think you should look for a new job. She’s a teacher.
stations, airports We flew to Narita airport.
That’s an interesting story.

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 Grammar reference 2 Complete the sentences with the correct form of can, 1 Complete the sentences with the correct passive form
could or be able to and the verbs. There is sometimes of the verbs.
more than one possible answer.
Remember! 1 More than four million mobile phones
Remember! Humans 1 (use) and control fire for a very
You often need to change pronouns and time words. (sell) every day around the world.
Don’t use an article and a possessive adjective together. long time. As soon as humans 2 (use) fire
This is the your phone. ‘I’ll give you the money tomorrow.’ 2 The first glass (produce) around
safely, they 3 (cook) food and make tools.
She said she would give me the money the next day. 4,000 years ago.
Today, thanks to fire, we 4 (send) people
into space and it is possible that one day in the future, 3 What new discoveries (will / make)
2 Complete the conversations with a, an, the or no • It is possible to report what a person says without using said and again because of fire, we 5 (live) on in the future?
article (–). or told. It’s also possible to summarize the information, rather another planet. 4 Robots (use) by humans since the
1 A: Have you seen my 1 glasses? than report all the words. 1950s.
B: Yes, they’re in 2 kitchen. You left ‘I’ll probably be about 20 minutes late.’ ➔ Jim has just called 5 The planet Venus (can / see) in the
them there when you had 3 lunch. to say he might be late. night sky very easily.
2 A: Did you see 4 Italy v Germany 1 Rewrite the direct speech using reported speech. UNIT 12
game last night?
1 ‘I’ve always wanted to be a doctor.’
12C Modals of prediction and possibility
B: No, I didn’t. What was 5
score?
She said . 12B Passives • Use will or won’t + infinitive to make a prediction about
A: It was 2–0 to 6 Italy. It was • Use active sentences to focus on the person or thing that the future. Use will or won’t when you are sure about
2 ‘There’s a nice café in the park.’
7
excellent game. does the action (the agent). something.
He said .
3 A: What do you do? Johannes Gutenberg invented the printing press in In the future, most people will work from home. There
3 ‘We’ll contact you in a few days.’ won’t be any offices.
B: I’m 8 student. I’m studying the 1400s.
9
music. They told . • Use will probably to talk about likely things or probably
(This sentence focuses on Johannes Gutenberg.)
A: Cool! Do you play 10 instrument? 4 ‘I’m planning to run a marathon next month.’ won’t for unlikely ones.
• Use the passive when you do not want to focus on who
B: Yes, I play in 11 band, actually. She told . The price of food will probably go up.
does the action. This is usually because who does the
We’ve got 12 concert tonight at 5 ‘I forgot to do my homework yesterday.’ action is not important, not obvious or not known. We probably won’t have robot teachers in the future.
13
Curzon Theatre, if you want to He said . The printing press was invented in the 1400s. • Use may, might or could + infinitive to talk about things
come. 14 concert starts at 8 o’clock. (This sentence focuses on the printing press.) that are possible in the future, but not very likely. Use this
11C Can, could and be able to The object of the active sentence (e.g. the printing press)
language when you are not sure about something.
It may/might/could rain later, but I’m not sure.
• Use can, could and be able to to talk about ability (things becomes the subject of the passive sentence.
that you know how to do), possibility (things that are • Use may not or might not to talk about things that
• Form the passive with a form of be + past participle. You
possible) and permission (things you are allowed to do). probably will not happen in the future. Do not use could
can also add modals (will, can, etc.) before be + past
UNIT 11 participle.
not in this way.
• Use can/can’t + infinitive to refer to the present or the future.
English may/might not be the most important language
Sara can speak three languages.
11B Reported speech Subject be Past participle in the future.
We can’t park here.
• You can use say and tell to report what someone says. Use These are(n’t) made in Japan. NOT English could not be the most important language in
Can you help me later? the future.
an indirect object (me, you, the teacher, etc.) after tell. You
• Use could/couldn’t + infinitive as the past form of can. The first were(n’t) sent in the 1970s.
can also use that when you are reporting. Note that may is generally more common than might in
I could swim when I was three. emails
He said (that) he was a doctor. formal situations, like writing.
I couldn’t stay outside for long – it was too cold. My laptop is(n’t) being repaired.
He told me (that) he was a doctor.
• Use be able to + infinitive as an alternative to can or could.
2 Complete the sentences with a modal. Use the
• When you report with said and told, you usually have to My car was(n’t) being serviced this morning. information in brackets to help you. There is
Some people are able to stay awake for days.
change the verbs. sometimes more than one possible answer.
I wasn’t able to speak English until I was fifteen years old. Our lives have(n’t) been transformed by
1 In the future, most humans live to
Direct speech Reported speech • Be able to is not a modal verb. We form the negative with technology.
be 100 years old. (I’m sure.)
not or ’nt and we form questions by putting be before the We will / won’t be served by robots in
present simple ‘I work in She said she 2 Some of us live to be over 130 years
subject. shops.
past simple Ancona.’ worked in Ancona. old. (It is possible.)
I’m not able to come with you.
The film can(‘t) be downloaded for free. 3 Humans go to Mars this century. (It
present continuous ‘It’s snowing.’ He said it was Were you able to fix the problem?
past continuous snowing. is possible.)
• You can also use be able to in other forms, for example with • Form questions by putting the subject after the first
past simple past ‘I missed the He told us he’d auxiliary verb. 4 There be hotels on the moon in the
will and the present perfect.
perfect bus.’ missed the bus. Where are most computers made? next century. (It is likely.)
Will you be able to come with us tomorrow?
Has the room been cleaned? 5 Because of technology, people not
present perfect ‘We’ve just had He said they’d just I’ve been able to ski since I was six.
need to learn languages in the future. (It is possible.)
past perfect lunch.’ had lunch. • Use was/were able to, not could, to talk about a situation in • Use the passive with by + noun to say who or what does
the action (the agent). 6 There be cities under water. (It is
will would ‘He’ll call you She said he’d call the past when the meaning is ‘managed to’.
The printing press was invented by Johannes Gutenberg. unlikely.)
later.’ me later. We got lost, but we were able to find our way home.
(= we managed to find our way home.) The new species was discovered by Australian scientists.

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Irregular verbs Irregular verbs

INFINITIVE PAST SIMPLE PAST PARTICIPLE INFINITIVE PAST SIMPLE PAST PARTICIPLE INFINITIVE PAST SIMPLE PAST PARTICIPLE INFINITIVE PAST SIMPLE PAST PARTICIPLE

be was / were been hear heard heard sing sang sung teach taught taught

become became become hide hid hidden sit sat sat tell told told

begin began begun hit hit hit sleep slept slept think thought thought

break broke broken hold held held smelled / smelled / throw threw thrown
smell
smelt smelt
bring brought brought hurt hurt hurt understand understood understood
speak spoke spoken
build built built keep kept kept spelled / spelled / wake woke woken
spell
burned / burned / spelt spelt
burn know knew known wear wore worn
burnt burnt
spend spent spent
buy bought bought leave left left win won won
stand stood stood
learned / learned / write wrote written
choose chose chosen learn
learnt learnt swim swam swum
come came come lend lent lent
take took taken
cost cost cost let let let

cut cut cut lose lost lost

do did done make made made

drink drank drunk mean meant meant

eat ate eaten meet met met

fall fell fallen pay paid paid

feel felt felt put put put

find found found read read /red/ read /red/

fly flew flown ride rode ridden

forget forgot forgotten run ran run

forgive forgave forgiven say said said

get got got see saw seen

give gave given sell sold sold

go went gone send sent sent

grow grew grown set set set

have had had show showed shown

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 Extra speaking tasks
PAGE 72, 6A, EXERCISE 8
Work in pairs. Read the information and do the task.
Imagine you live in a place where you have to travel by bus
for 15km every day. You live in the countryside and work in
the centre of a busy city by the sea. Your office is 1km from
the beach, near a big park. You want to try a different way to
travel. Compare the types of transport below. Think about the
cost, the journey time, what you need to carry, where to keep
it and what clothes you might need. Which type of transport
would you choose and why?
Example: A helicopter will be the quickest, but the most
expensive. The jet-ski would be fun but I still need to walk 1 km
to the office.
1 a bicycle 5 a camel
2 a jetski 6 a helicopter
Extra speaking tasks
PAGE 84, 7A, EXERCISE 8, STUDENT A PAGE 111, 9B, EXERCISE 8, STUDENT A
What do you think gave someone the ideas for these First situation
products? Tell Student B your ideas. Were you correct? Student B is staying at their best friend’s house. Their friend
goes to work and accidentally locks them in the house. Find out
what they would do. Think about these different situations and
add your own ideas. Ask them:
What would you do if:
1 you had an important appointment?
2 your friend works nearby / far away?
3 there was no food in the house?
4 you didn’t have a mobile phone?
Second situation
a plastic bottle plastic made from fish waste Your friend offers you a job on a small island. There are no
other people on the island. Answer Student B’s questions. Use
Student B will tell you what they think inspired someone second conditionals to respond.
to invent a home security system and a pencil rubber. That sounds awful. I wouldn’t take the job. I hate being alone.
Listen to their ideas and then tell them if they were
correct.
PAGE 147, 12B, EXERCISE 6, STUDENT A
Answer student B’s questions using this information and
your own knowledge. Answer in full sentences that use
the passive voice. Don’t say the name of the inventions
until your partner has tried to guess them.
Invention 1 (the car): 1886 / Germany
Invention 2 (the television): 1920s / the UK

PAGE 120, 10A, EXERCISE 8

3 a hot air balloon
home security system Work with another student. Make a story using some or
7 your own idea all of these pictures. Take turns to say what happens. Use
In 1966, Marie Van Brittan Brown invented a home security
time expressions and decide on a moral at the end.
system using cameras, a TV, a telephone and peepholes (little

?
A: One day it was raining. The weather was terrible. It was cold
glass holes in the door to look through). She didn’t feel safe at
and wet.
home and wanted to know who was at her door.
B: Then my alarm went off. I didn’t want to get out of bed.

4 a skateboard

a pencil rubber

People used to erase pencil marks with bread. Then in 1770,

Edward Nairne accidentally picked up some rubber, a material
that comes from a tree, and noticed that it was better
than bread.

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Extra speaking tasks

PAGE 84, 7A, EXERCISE 8, STUDENT B
Student A will tell you what they think inspired someone
to invent a plastic bottle and plastic made from fish
waste. Listen to their ideas and then tell them if they
were correct.
a plastic bottle
Engineer Nathaniel Wyeth invented the plastic bottle in 1973.
He worked for a plastics company and wanted to make a
bottle that didn’t break, stayed the same shape and kept the
drinks fizzy.
PAGE 111, 9B, EXERCISE 8, STUDENT B
First situation
You stayed at your best friend’s house. Imagine your friend
went to work and accidentally locked you in. Answer Student
A’s questions. Use second conditionals to respond.
If I didn’t have anything important to do, I’d turn on the TV,
make some breakfast and wait for my friend to come home.
Second situation
Student A has been offered a job on a small island. There are
no other people on the island. Find out what they would do.
Think about these different situations and add your own ideas.
Ask them:
What would you do if:
1 there was no internet or electricity on the island?
2 your accommodation was very uncomfortable?
3 it was a beautiful island somewhere hot and sunny?
4 the money was really good?

PAGE 147, 12B, EXERCISE 6, STUDENT B

Answer student A’s questions using this information and
your own knowledge. Answer in full sentences that use
the passive voice. Don’t say the name of the inventions
until your partner has tried to guess them.
Invention 1 (paper): about 2000 years ago / China
Invention 2 (the telephone): 1876 / the US
plastic made
from fish waste

Lucy Hughes is a product design student who invented a

compostable plastic made from fish skin. She wanted to solve
two problems – what to do with fish skins that don’t get eaten
and how to reduce the amount of plastic in the world.

What do you think gave someone the ideas for these

products? Tell Student A your ideas. Were you correct?

a pencil rubber

home security system

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Vocabulary and Grammar reference
VOCABULARY REFERENCE
UNIT 1 1 1 friendly 2 serious 3 confident 4 honest
5 creative 6 reliable 7 patient 8 professional
UNIT 2 1 1 art 2 maths 3 chemistry 4 physics 5 PE
6 drama 7 geography 8 biology 9 IT 10 history
UNIT 3 1 1 prepare 2 dish 3 vegan 4 allergy 5 serve
6 delicious
UNIT 4 1 1 d 2f 3a 4b 5c 6e
UNIT 5 1 1 disgusting 2 brilliant 3 filthy 4 tiny
5 freezing 6 spectacular 7 enormous 8 awful
UNIT 6 1 1 set off 2 queue 3 check in 4 security 5 gate
6 boarded 7 took off 8 landed 9 abroad
UNIT 7 1 1 care about 2 planet 3 environment 4 reduce
5 pollution 6 rubbish 7 reuse 8 recycle
UNIT 8 1 1 hairdresser 2 journalist 3 politician 4 accountant
5 researcher 6 admin assistant 7 instructor 8 biologist
UNIT 9 1 1 prevent 2 take 3 have 4 feeling 5 stay 6 got
UNIT 10 1 1 animation 2 scene 3 star 4 drama 5 science
fiction 6 series 7 plot 8 mysteries 9 director 10 romantic
comedies
UNIT 11 1 1 delighted 2 shocked 3 disappointed
4 anxious 5 scared 6 exhausted 7 amazed
UNIT 12 1 1e 2a 3d 4b 5c
GRAMMAR REFERENCE
1B GRAMMAR: ADVERBS OF FREQUENCY 1 1 My teacher
always gives us homework on Fridays. 2 I am never late for
work. 3 I don’t often meet my friends at the weekend. 4 We go
to the theatre about once or twice a year. 5 We eat out a lot.
6 I go to a café several times a week.
1C GRAMMAR: PRESENT SIMPLE AND PRESENT
CONTINUOUS 2 1 ‘m listening 2 are you cooking 3 go;
watch 4 know; Do you want 5 ‘s playing; play
2B GRAMMAR: PAST SIMPLE 1 1 went 2 had 3 stayed
4 spent 5 learned (or learnt) 6 enjoyed 7 didn’t like
8 were 9 wasn’t 10 didn’t enjoy
2C GRAMMAR: MAKING QUESTIONS 2 1 Where are you
from? 2 Why do you like that song? 3 Did you enjoy the
food? 4 What was your favourite subject at school? 5 Where did
you go to university? 6 Where do you work now? 7 Does your
sister speak English? 8 How old is your brother?
3B GRAMMAR: PAST SIMPLE AND PAST CONTINUOUS 1
1 fell; was watching 2 saw; were waiting 3 were walking;
started 4 met; were working 5 was reading; walked; was
3D GRAMMAR: INDEFINITE PRONOUNS 2 1 anything
2 Everything 3 Someone; nothing 4 anyone; no-one
5 somewhere
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Answer key
4B GRAMMAR: FUTURE PLANS 1 1 I’m going to phone
2 I’m meeting 3 are you going to (are you going to go to is
possible, but we often omit go after going to) 4 We’re going to
decide 5 we’re meeting (we’re going to meet is also possible)
4C GRAMMAR: WILL AND WON’T FOR PROMISES, OFFERS
AND SPONTANEOUS DECISIONS 2 1 I’ll get it. 2 I’ll take
you. 3 I’ll move it. 4 Will you help me? 5 I’ll go and buy
some. 6 I won’t be late.
5B GRAMMAR: ZERO CONDITIONALS 1 1 flashes
2 means 3 is 4 answers 5 send
5B GRAMMAR: FIRST CONDITIONALS 2 1 don’t leave
2 ‘ll miss 3 ‘ll get 4 miss 5 doesn’t pass 6 won’t be
5C GRAMMAR: COMPARATIVES AND SUPERLATIVES 3 1 the
best 2 easier 3 quicker than 4 the worst 5 The biggest
6 more expensive than 7 the cheapest 8 less crowded than
6B GRAMMAR: PRESENT PERFECT (+ EVER/NEVER) 1 1 Have
you studied 2 I’ve never read 3 you’ve ever been 4 I’ve been
to 5 I’ve had 6 I’ve ever visited
6C GRAMMAR: VERB PATTERNS: -ING AND TO + INFINITIVE
2 1 to write 2 to go 3 to see 4 to get 5 walking / to walk
6 speaking 7 to spend 8 doing 9 to book
7B GRAMMAR: DEFINING RELATIVE CLAUSES 1 1 I met
someone yesterday who says he knows you. 2 Did you move
the magazine which/that was on the table? 3 That’s the person
who/that helped me. 4 There’s the restaurant where we ate last
week. 5 Here’s the book (which/that) you wanted to borrow.
7C GRAMMAR: USED TO 2 1 I used to eat meat. 2 When I
was a child, I used to cycle to school every day. 3 I used to drink
more coffee than I do now. 4 Did there use to be a café here?
5 I didn’t use to recycle things.
8B GRAMMAR: PRESENT PERFECT AND PAST SIMPLE 1
1 Have you ever been 2 went 3 has worked 4 started
5 have they been 6 got 7 Did you see 8 came 9 haven’t
seen 10 saw
8C GRAMMAR: YET, JUST AND ALREADY 2 1 A: I’ve just made
some food. Do you want any? B: No, thanks. I’ve already eaten
/ I’ve eaten already. 2 A: Have you already had your interview /
Have you had your interview already? B: No, I haven’t had it yet. It’s
tomorrow. 3 A: Have you finished the report yet? B: Yes. In fact,
I’ve just sent it to you.
9B GRAMMAR: SECOND CONDITIONALS 1 1 If I lived near
a train station, I wouldn’t need to drive a lot. 2 If I had a coat,
I wouldn’t feel cold. / I wouldn’t feel cold if I had a coat. 3 If it
wasn’t raining, I’d go for a walk. / I’d go for a walk if it wasn’t
raining. 4 If she didn’t need to work, she’d go out tonight. / She’d
go out tonight if she didn’t need to work. 5 If I were you, I’d look
for a new job. / I’d look for a new job if I were you.
9C GRAMMAR: MUST, HAVE TO, SHOULD 2 1 don’t have
to 2 should 3 do we have 4 shouldn’t 5 mustn’t 6 should
10B GRAMMAR: PAST PERFECT 1 1 had, hadn’t seen 2 didn’t
join, had already eaten 3 had just left, got 4 had already left,
got, didn’t see
10C GRAMMAR: ARTICLES 2 1 – 2 the 3 – 4 he 5 the
6 – 7 an 8 a 9 –10 an 11 a 12 a 13 the 14 The
11B GRAMMAR: REPORTED SPEECH 1 1 She said (that) she’d
always wanted to be a doctor. 2 He said (that) there was a
nice café in the park. 3 They told me (that) they’d contact me
in a few days. 4 She told me (that) she was planning to run a
marathon next month. 5 He said (that) he had forgotten to do his
homework yesterday.
www.frenglish.ru
11C GRAMMAR: CAN, COULD AND BE ABLE TO 2 1 have been
able to use 2 could use/were able to use 3 could cook/were able
to cook 4 can send/are able to send 5 will be able to live
12B GRAMMAR: PASSIVES 1 1 are sold 2 was produced
3 will be made 4 have been used 5 can be seen
12C GRAMMAR: MODALS OF PREDICTION AND
POSSIBILITY 2 1 will 2 may/might/could 3 may/might/
could 4 will 5 may/might 6 won’t
219
Credits Student’s Book
Illustration: All illustrations are owned by © Cengage.
Cover © Jeremy Woodhouse Photography; 3 © John Grusd; 4 (tl1) ©
Guido Taroni, (tl2) © Catherine Panebianco, (cl1) © Harry Hartano,
(cl2) Alex Broadway/SWpix.com/Shutterstock.com, (bl1) Simply Laurie
Photography/Shutterstock.com, (bl2) Chubarova Iryna/Shutterstock.
com; 6 (tl1) © Benjamin Von Wong www.vonwong.com, (tl2) Ruben
Salgado Escudero/National Geographic Image Collection, (cl1) Luis Del
Río Camacho/Unsplash.com, (cl2) Karsten Moran/The New York
Times/Redux Pictures, (bl1) © Giang Pham, (bl2) © John Grusd; 8 (tl)
© Edin Whitehead, (tr) © Arianna Soldati, (cl1) © Fernando Caamano,
KipperTie, (cl2) Courtesy of Alexis Chappuis, (cr1) Courtesy of Brian
Kastl, (cr2) Courtesy of Ellie de Castro, (bl) © Jacquie Ujetz, (br)
Courtesy of Federico Fanti; 9 (tl) Robbie Shone/National Geographic
Image Collection, (tr) Paola Rodriguez-Troncoso/National Geographic
Image Collection, (cl1) © Eleanor Burfitt, (cl2) © Isai Madriz, (cr1)
Courtesy of Salome Buglass, (cr2) Courtesy of Ruben Salgado
Escudero, (bl) Nora Shawki/National Geographic Image Collection, (br)
© Tsiory Andrianavalona; 8-9 (spread) Robert Harding Picture Library/
National Geographic Image Collection; 10-11 (spread) © Guido
Taroni; 11 © Arianna Soldati; 13 (t) Peshkova/Shutterstock.com, (b)
LightField Studios/Shutterstock.com; 14 (cl) (c) (bl1) (bl2) (bc) (br) ©
Matt Lebarre/Blasco Creative Artists/Cengage; 16 (tl) © AGU, (cl) (bl)
© Arianna Soldati; 18 Visualspace/iStock/Getty Images Plus/Getty
Images; 21 PNC Collection/Alamy Stock Photo; 22-23 (spread) ©
Catherine Panebianco; 23 (cr1) Robbie Shone/National Geographic
Image Collection, (cr2) Nora Shawki/National Geographic Image
Collection; 25 (tl) Steve Taylor ARPS/Alamy Stock Photo, (tc1) Jan
Zwoliński/Alamy Stock Photo, (tc2) Oleksiy Maksymenko/Robert
Harding Library, (tr) Alter-ego/Shutterstock.com; 26 (bl) Colin
Underhill/Alamy Stock Photo, (br) Clive Tully/Alamy Stock Photo; 29
(cl1) Pensiri/Shutterstock.com, (cl2) Pking4th/Shutterstock.com, (cl3)
Cube29/Shutterstock.com, (cl4) Popicon/Shutterstock.com, (c1) Digital
Bazaar/Shutterstock.com, (c2) JKI14/Shutterstock.com, (cr1) (cr2) Titov
Nikolai/Shutterstock.com, (cr3) T. Lesia/Shutterstock.com, (cr4)
Joingate/Shutterstock.com; 30 Joe Klementovich/Robert Harding
Library; 33 Matthew Wakem/Alamy Stock Photo; 34-35 (spread) ©
Harry Hartano; 35 (cr1) © Tsiory Andrianavalona, (cr2) Courtesy of
Brian Kastl; 37 (tr) Olha Afanasieva/Alamy Stock Photo, (cr)
Nadezhda_Nesterova/iStock/Getty Images Plus/Getty Images, (br)
Brent Hofacker/Alamy Stock Photo; 38 (t) South_agency/E+/Getty
Images, (tc) JosepPerianes/Shutterstock.com; 40 © Caroline Bennett;
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Ramihangihajason, (cr) © Pierre Maffre; 46-47 (spread) Alex
Broadway/SWpix.com/Shutterstock.com; 47 (cr1) © Edin Whitehead,
(cr2) © Fernando Caamano, KipperTie; 49 © Mac Siebert; 50 (bl) ©
Edin Whitehead, (br) Courtesy of Andrej Gajic; 52 (cl) (c1) (c2) (cr)
(bl1) (bl2) (bc1) (bc2) Macrovector/Shutterstock.com, (br) Robuart/
Shutterstock.com; 54 loreanto/Shutterstock.com; 57 Pekic/E+/Getty
Images; 58-59 (spread) Simply Laurie Photography/Shutterstock.com;
59 (cr1) Courtesy of Alexis Chappuis, (cr2) Courtesy of Ellie de Castro;
61 Joanne Rathe/Boston Globe/Getty Images; 62 John W Banagan/
Stone/Getty Images; 65 (tr) © Rusty Compass, (cr) September15/
iStock/Getty Images Plus/Getty Images, (br) cheegin tan/E+/Getty
Images; 66 (cl) Nancy Hoyt Belcher/Alamy Stock Photo, (cr1)
Bowonpat Sakaew/Shutterstock.com, (cr2) Robert_s/Shutterstock.
com, (bl1) ArtistMik/Dreamstime.com, (bl2) Laura.h/Shutterstock.com,
(br) Kayocci/Shutterstock.com; 68 (t) Marco Haberberger/EyeEm/Getty
Images, (c) FG Trade/iStock/Getty Images Plus/Getty Images; 70-71
(spread) Chubarova Iryna/Shutterstock.com; 71 Courtesy of Salome
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Buglass; 73 (tl) Alexander Heinl/dpa picture alliance/Alamy Live News/
Alamy Stock Photo, (tr) © Pear Video, (bl) © Lucy Carter ABSki
Childcare, Tignes France, (br) Matej Divizna/Getty Images News/Getty
Images; 74 Henn Photography/Cavan Images; Courtesy of Salome
Buglass; 76 (br) © Mapping Specialists Ltd./Cengage, (cr) © Tim Dee;
78 © Javier Joaquin/Beehive Illustration/Cengage; 79 tirc83/iStock
Unreleased/Getty Images; 81 (cr) Garudeya/Dreamstime.com, (br)
Angel Terry/Alamy Stock Photo; 82-83 (spread) © Benjamin Von Wong
www.vonwong.com; 83 © Eleanor Burfitt; 85 (tl) Vitaly Korovin/
Shutterstock.com, (tc1) Jason Finn/Alamy Stock Photo, (tc2) Mahathir
Mohd Yasin/Shutterstock.com, (tr) Ruben Ramos/Alamy Stock Photo,
(b) Salvator Barki/Moment/Getty Images; 86 Adem Altan/AFP/Getty
Images; 88 (c1) (c2) (cr1) (cr2) (b) (bc) © Josy Bloggs/NB Illustration
Ltd./Cengage, (b) Azhar Khan/NurPhoto/Getty Images; 90 (cl1) (cl2)
(cl3) (cl4) (bl) © Javier Joaquin/Beehive Illustration/Cengage; 91 Lynn
Johnson/National Geographic Image Collection; 92 Rob Cousins/
Minden Pictures; 93 (cl1) avooda/Shutterstock.com, (cl2) (cl4) (cl5)
(cl6) (bl2) Davooda/Shutterstock.com, (cl3) Colorlife/Shutterstock.com,
(bl1) Doctor Vector/Shutterstock.com; 94-95 (spread) Ruben Salgado
Escudero/National Geographic Image Collection; 95 (cr1) © Jacquie
Ujetz, (cr2) Courtesy of Ruben Salgado Escudero; 97 (tl) Trinity Mirror/
Mirrorpix/Alamy Stock Photo, (tc) Pictorial Press Ltd/Alamy Stock
Photo, (tr) imamember/iStock Unreleased/Getty Images, (cl1) (cl2) (cr2)
(bl1) (bl3) (br2) (br3) (br5) Microvone/Dreamstime.com, (c1) yayasya/
Shutterstock.com, (c2) BRO.vector/Shutterstock.com, (cr1)
StockSmartStart/Shutterstock.com, (bl2) Tartilastock/Dreamstime.com,
(bc1) Jemastock/Dreamstime.com, (bc2) intararit/Shutterstock.com,
(br1) Iconic Bestiary/Shutterstock.com, (br4) Olga Kurbatova/
Dreamstime.com; 98 Ersoy emin/Alamy Stock Photo; 100 (bl) Geopix/
Alamy Stock Photo, (bc) recep-bg/E+/Getty Images, (br) Beata Zawrzel/
NurPhoto/Getty Images; 101 (bl) Michael Nolan/Robert Harding
Library, (bc) gorodenkoff/iStock/Getty Images Plus/Getty Images, (br)
AF archive/Alamy Stock Photo; 102 (tl) vgajic/E+/Getty Images, (bl)
insta_photos/Alamy Stock Photo; 104 © Ruben Salgado Escudero;
106-107 (spread) Luis Del Río Camacho/Unsplash.com; 107 Courtesy
of Federico Fanti; 109 Peter Jolly/Shutterstock.com; 110 (tl) Marko
Klaric/EyeEm/Getty Images, (bl) Tetra Images/Getty Images; 112 (cl1)
GN Illustrator/Shutterstock.com, (cl2) Monbibi/Shutterstock.com, (c1)
Chaim Devine/Shutterstock.com, (c2) GzP_Design/Shutterstock.com,
(bl) Ratoca/Shutterstock.com, (bc) Elchin Jafarli/Shutterstock.com, (br)
Federico Fanti/National Geographic Image Collection; 114 surajet.l/
Shutterstock.com; 116 (tl) Maskot/Getty Images, (tr) FG Trade/E+/
Getty Images, (cl) Kakimage2/Alamy Stock Photo, (cr) Wahavi/Alamy
Stock Photo, (br1) Veronica Fanciulli/EyeEm/Getty Images, (br2)
SrdjanPav/iStock/Getty Images Plus/Getty Images; 118-119 (spread)
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Cengage; 122 RichLegg/E+/Getty Images; 124 (tl) gradyreese/E+/Getty
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DigitalVision/Getty Images, (cl1) Klaus Vedfelt/DigitalVision/Getty
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Myimagine/Shutterstock.com; 138 (bc1) Skarida/Shutterstock.com,
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com; 139 Hispanolistic/E+/Getty Images; 140 Olaf Doering/Alamy
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(br3) Colorlife/Shutterstock.com, (br5) Doctor Vector/Shutterstock.
com; 150 Alistair Berg/DigitalVision/Getty Images; 152 (cl) Betty
LaRue/Alamy Stock Photo, (c) Andrii A/Shutterstock.com, (bl) Coprid/
Shutterstock.com, (br) Sean Gladwell/Moment/Getty Images; 153
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Catherine Panebianco; 155 (tl) © Harry Hartano, (tr) Alex Broadway/
SWpix.com/Shutterstock.com; 156 (tl) Simply Laurie Photography/
Shutterstock.com, (tr) Chubarova Iryna/Shutterstock.com; 157 (tl) ©
Benjamin Von Wong www.vonwong.com, (tr) Ruben Salgado
Escudero/National Geographic Image Collection; 158 (tl) Luis Del Río
Camacho/Unsplash.com, (tr) Karsten Moran/The New York Times/
Redux Pictures; 159 (tl) © Giang Pham, (tr) © John Grusd; 180 (tc)
danilsnegmb/iStock/Getty Images, (tr) © MarinaTex, (cl1) philia/
Shutterstock.com, (cl2) Bahruz Rzayev/Shutterstock.com, (c)
EdwardSamuelCornwall/iStock/Getty Images, (bc) jskiba/E+/Getty
Images; 181 (tl) EdwardSamuelCornwall/iStock/Getty Images, (tr1)
Wittaya Bunjua/EyeEm/Getty Images, (tr2) Michael Duva/The Image
Credits Teacher’s Book
Illustrations: All illustrations are owned by © Cengage.
3 © John Grusd; 4 (tc1) © Guido Taroni, (tc2) © Catherine
Panebianco, (c1) © Harry Hartano, (c2) Alex Broadway/SWpix.com/
Shutterstock.com, (bc1) Simply Laurie Photography/Shutterstock.
com, (bc2) Chubarova Iryna/Shutterstock.com; 6 (tc1) © Benjamin
Von Wong www.vonwong.com, (tc2) © Ruben Salgado Escudero,
(c1) Luis Del Río Camacho/Unsplash.com, (c2) Karsten Moran/
The New York Times/Redux, (bc1) © Giang Pham, (bc2) © John
Grusd; 8 © Jeremy Woodhouse Photography; 18 (tl) © Dan Barber/
Cengage, (cl) © Heather Marsden/Cengage, (bl) © Chia Suan Chong/
Cengage; 19 (tl1) © Marek Kiczkowiak/Cengage, (tl2) © Stephen
Byers/Cengage, (bl1) © Christien Lee/Cengage, (bl2) © Gary Pathare/
Cengage; 232 iconim/Shutterstock.com; 236 Andrew Paterson/
Alamy Stock Photo; 238, 241 Ed Hammond/Illustration Online; 243
howcolour/Shutterstock.com; 245 (tr) ZU_09/iStock/Getty Images,
www.frenglish.ru
Bank/Getty Images, (tr3) Khuruchon Chanthanyakorn/EyeEm/Getty
Images, (tr4) (cr1) spanteldotru/E+/Getty Images, (tr5) Richard
Newstead/The Image Bank/Getty Images, (cr2) Peter Dazeley/The
Image Bank/Getty Images, (cr3) Hemera Technologies/PhotoObjects.
net/Getty Images, (cr4) jopstock/Moment/Getty Images, (cr5) Hazal
Ak/Shutterstock.com, (cr6) jskiba/E+/Getty Images; 182 (tl)
stocksnapper/Getty Images, (cl) danilsnegmb/iStock/Getty Images, (bl)
© MarinaTex.
Text: p52: Lydia Sweatt. July 14, 2016. 19 Quotes About Motivation.
Retrieved from https://www.success.com/19-quotes-about-
motivation/; p52: Stephen Hawking. (n.d.). However difficult life
may seem, there is always something you can do, and succeed at.
It matters that you don’t just give up. Retrieved from https://www.
goalcast.com/2017/07/25/stephen-hawking-quotes-inspire-you-
think-bigger/stephen-hawking1-copy/; p52: Chris. (AUG 11, 2017).
No One Will Motivate You. Only You Can Motivate You. Retrieved
from https://thesaleshunter.com/no-one-will-motivate-you-only-you-
can-motivate-you/; p34 Source: Donald McRae. (2019, April 03).
Ed Jackson: ‘I want to be the first quadriplegic to climb Everest’.
Retrieved from https://www.theguardian.com/sport/2019/apr/03/
ed-jackson-rugby-interview-everest; p134 Source: MILLIMETRES TO
MOUNTAINS ED JACKSON. (n.d.). Retrieved from https://therpa.co.uk/
news/2019/10/millimetres-to-mountains-ed-jackson/
(br) icona/Alamy Stock Photo; 248 Ed Hammond/Illustration Online;
250 Claudia Totir/Moment/Getty Images; 254 Billy Hustace/Corbis
Documentary/Getty Images; 256, 259 Ed Hammond/Illustration
Online; 263 Education Images/Universal Images Group/Getty Images;
265 martin-dm/E+/Getty Images; 267 Christian Draghici/Alamy
Stock Photo; 268 Ed Hammond/Illustration Online; 269 Maskot/
Getty Images; 270 Andrew Peacock/Stone/Getty Images; 271 Pakin
Songmor/Moment/Getty Images; 272 Seth K. Hughes/Image Source/
Getty Images; 275 KOLOstock/Photodisc/Getty Images; 276 Antonio
Olmos/Alamy Stock Photo; 277 (tl) PeopleImages/E+/Getty Images,
(tc) DME Photography/iStock/Getty Images, (tr) SolStock/iStock/Getty
Images; 278 David C Tomlinson/The Image Bank/Getty Images; 279
BadaL_studio/Shutterstock.com; 281 RaulAlmu/Shutterstock.com;
282 AP Images/Kin Cheung; 283 Image Source/Getty Images; 284
matsabe/Shutterstock.com; 308 Vika Prakhova/Shutterstock.com; 315
Ed Hammond/Illustration Online.
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Pronunciation chart
VOWELS DIPHTHONGS

iː ɪ ʊ uː ɪə eɪ
eat it put blue hear take

e ə ɜː ɔː ʊə ɔɪ əʊ
leg the her for tourist toy old

æ ʌ ɑː ɒ eə aɪ aʊ
hat but car from where why how

CONSONANTS

p b t d tʃ dʒ k g
pay buy talk day cheap jam cap get

f v θ ð s z ʃ ʒ
for vet think that sell zero she vision

m n ŋ h l r w j voiced

my near long hot like right way yellow unvoiced

The International Phonetic Alphabet (IPA) chart above provides a reference for the pronunciation symbols used
in Voices. Note that the phonetic transcription of words in Voices, and in most British English dictionaries, is
based on Received Pronunciation (RP) – the accent traditionally regarded as the standard for British English.
However, most people who speak (and teach) English, either as their first or second language, do not speak
with an RP accent. When teaching pronunciation in class, consider using the symbols as a guide, but allow
students the flexibility to speak with their own accent, providing their pronunciation is intelligible.
Research suggests that the quality of consonant sounds is much more important for intelligibility than vowel
sounds. As such, the majority of pronunciation practice in Voices Pre-intermediate focuses on differentiating
between consonant sounds, for example /t/ vs /d/, /p/ vs /b/ and /k/ vs /g/. Note that not all consonant sounds
cause problems of intelligibility. One example is the pair /ð/ and /θ/, as in brother and three. These are very
often said (both by first and second language English users) as /d/ and /t/ or /v/ and /f/ with little or no impact
on intelligibility.
There is a lot of variation in vowel sounds in Englishes around the world; however, these differences rarely
lead to miscommunication. For example, the diphthong /aʊ/ in house is often said as /uː/ in a Scottish accent,
while way in Australian English typically rhymes with eye. Research on intelligibility in international contexts
indicates that it is not so much the quality of the vowel or a diphthong that matters, but its length, such as
the difference between the sounds /ɪ/ and /iː/. One exception to this is /ɜː/, as in turn, where it is important to
maintain both its quality and length.

336
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VOICES
PR E-INT ER MED IAT E
T EAC H ER ’ S B OOK

Develop your voice in English.

The Voices Teacher’s Book provides full instructional support for every
lesson and includes suggestions for extra activities, optional steps for
exercises and comprehensive explanations of the target vocabulary,
grammar, pronunciation and communication skills.

The Voices Teacher’s Book features:

Complete Student’s Book pages with wraparound teaching notes.
 
Answer keys for Student’s Book and Workbook.
 
Video and audio scripts for Student’s Book.
 
Photocopiable worksheets for every unit including communication,
 
grammar, vocabulary, pronunciation and mediation activities.
A bank of practical teaching tips that focus on ‘in the classroom’
 
techniques.
Accompanying teacher companion site with additional planning
 
and teaching resources and Virtual Voices Online Teaching Toolkit –
designed to support teachers delivering blended and online classes.

ELTNGL.com/voices

CEFR correlation

A1 A2 B1 B2 C1

BRITISH ENGLISH

LEARNING
Bringing the world to the classroom
and the classroom to life

ELTNGL.com
A PA RT OF C EN GAGE

www.frenglish.ru