01
a year next month. Remind them that in other cases only H (7 minutes)
Future perfect,
future perfect continuous
Aims
• to present and practise the future perfect and
future perfect continuous
• to differentiate between the uses of these two
tenses
• to develop accuracy and fluency in the use of future
perfect forms
• to develop discussion skills
• to develop presentation skills
• to give students confidence and encourage them
to use the target language outside the classroom
Student’s Book / Answers: page 10
Grammar Reference: page 106
Warmer (3 minutes)
As a class, ask students how they envisage the future—
their own, that of their home town, and that of the world
—in the next ten or twenty years. Do they think it will be
better or worse than the present? Why?
Elicit opinions from different students. Note the main
ideas on the board in a two-column list headed The
future—better? / worse? You should keep a copy of this
list for use at the end of the lesson.
Focus
A (5 minutes)
Focus students’ attention on the text, the text title, and
the question. Tell students to skim the text and find the
answers to the question. Give them a couple of minutes to
do this on their own and then have them check in pairs.
When they have finished, ask a specific student to give one
idea, another to give another, and so on, until all the main
ideas have been mentioned.
Extra Activity:
Elicit briefly any other ideas students have about the future
developments of the private car. (Students may mention
increased use of fully electric cars, solar powered cars, etc.)
B (5 minutes)
Focus students’ attention on the initial instruction and give
them time to read through the text again, underlining and
circling as instructed. Have them compare their answers
in pairs. Then nominate one student to read out the future
perfect examples, and another student to read out the
future perfect continuous examples.
Next, give students a couple of minutes to work in pairs
and discuss the answers to the four questions. Check
these answers as a class by eliciting each answer from
Grammar 3
a different student.
Make sure that students understand the clear difference
in emphasis between the future perfect and future perfect
14
continuous, but point out that in a few cases both tenses
are possible, with only a slight difference in meaning. For
example, I’ll have lived here / I’ll have been living here for
Reflection (4 minutes)
one tense is possible, such as with state verbs which
aren’t usually used in continuous forms. For example,
By February, I’ll have known you for ten years.
C (5 minutes)
Focus students’ attention on the table that gives
information about time phrases and clauses that are used
with the future perfect tenses. Give them a few minutes to
find and write in the examples of each time phrase/clause
from the text.
Have students compare answers in pairs and give them
a minute to discuss the question below the table. Point
out that they need to be thinking about the verb in the
clause specifically.
Check as a class and discuss why we use the present
simple or present perfect in these clauses (because in
English we don’t use future tenses in time clauses).
Point out that other time phrases can be used (e.g. all day
/ night / week etc.) to emphasize duration with the future
perfect continuous. If necessary, allow students to refer to
the Grammar Reference on page 106 during this activity.
Practice
D (7 minutes)
Focus students’ attention on the sentences. Have them
work on their own to decide which sentences are correct or
incorrect, and to rewrite the incorrect sentences. Then have
them work in pairs to agree on the final answers.
Involve the whole class in checking answers by eliciting
each answer orally from a different pair. If you feel the extra
support is needed, you can write each corrected part on
the board after eliciting.
E (6 minutes)
Focus students’ attention on the sentences. Ask them
to write the correct verb forms individually. When they
have finished, check as a class by eliciting answers
from students.
F (5 minutes)
Focus students’ attention on the key word transformation
sentences. Point out that this type of task appears in the
Cambridge English: Advanced (CAE) and Proficiency (CPE).
If students are unfamiliar with this task type, work through
the first item as a class, then put them in pairs to agree on
answers for the rest. To check, ask for a volunteer to write
the answer for each question on the board.
Produce
G (10 minutes)
Give students a few minutes to complete the sentences
about themselves. Point out that there are no ‘correct’
answers; they are free to write their own ideas about how
they see their own lives developing, as long as they can
integrate a correct use of the future perfect simple or
continuous. Monitor and assist as they do so.
Next, put students in groups of three or four to compare
their ideas. If there is time, you can ask each group to tell
the class one or two of the most interesting predictions
from their group.
Have students work in pairs to make their own predictions Refer students back to the list made in the Warmer stage of
about developments in the areas given in the book. Point the lesson. Tell them to suggest how the future perfect and
out that they will need to use a selection of future tenses, future perfect continuous could be used to describe some
but they should aim to use at least one example of the of the positive and negative changes that they envisaged
future perfect and future perfect continuous per topic. They at the beginning of the lesson. Do this as a whole class
need to describe what developments they think will have activity and ask as many individual students as possible to
already taken place in twenty years’ time, and for how long contribute a suggestion.
we will have been using the new development.
Move round the class monitoring the pair work and
Homework
Tell students to interview three different people outside the
checking that students are using the future tenses
class about how they think their lives will have changed and
appropriately, especially the future perfect and future
what they think they will (or won’t) have achieved by this
perfect continuous. (They will probably also need to use
time next year. Encourage them to prepare some prompts
future simple and future continuous.) Assist with vocabulary
to use during the interview to elicit more ideas. Tell them
and grammar as needed.
to write a summary of what each person predicted and
I (8 minutes) present that in the next lesson.
Combine pairs into groups of four, and explain that the
students from the original pairs should tell the students
from the other pair about their predictions. The other pair
should say whether they agree with the predictions or not,
and if not, explain why not. Point out that they will again
need to use a variety of future tenses.
When they have finished, have each group tell the class one
of their predictions for each topic.
Use
J (15 minutes)
Divide the class into an even number of new groups, i.e.
students who have not yet worked together in this lesson.
Focus their attention on the situation described and check
they understand it. Have groups choose two of the areas
and give them five minutes to prepare their ideas. Try to
make sure they don’t all choose the same ones. Point
out that they don’t need to think through the technical
details of the products, but they should be clear on what
their purpose and main capabilities will be, and why they
will be popular (and therefore worth spending money on
developing).
Explain to students that they will have to present their
five recommendations to their clients, the manufacturing
company, whose role will be played by other groups.
They may create diagrams and notes to enhance the
presentation. Monitor and assist groups with vocabulary
as required.
When they are ready, pair each group with another
group and tell them to take it in turns to present their
recommendations for new products to the other group,
who should play the role of the manufacturing company.
Point out that the group in the role of the manufacturing
company should pose questions, ask for further
explanation or clarification, etc.
While the presentations are going on, move around the
Teacher’s notes: Lesson 1
class to monitor each group, but don’t interrupt them or
interfere unless they get stuck.
At the end, ask each group to summarize the most
successful / useful / interesting recommendation that was
made in their discussion.
Extra Activity: 15
Have students make a written summary of the
recommendations.
 02
Modals in the past
Aims
• to present and practise modals in the past
• to differentiate between the uses, meanings, and
functions of the different modals
• to develop accuracy and fluency in the use of
modals in the past
• to develop discussion skills using modals
• to develop story / anecdote-telling skills using
modals
• to give students confidence and encourage them
to use the target language outside the classroom
Student’s Book / Answers: page 14
Grammar Reference: page 107
Warmer (3 minutes)
As a class, ask students if they have ever made a mistake
that had (or almost had) disastrous consequences. If the
class is reticent, you could start the ball rolling with a short
(true or invented) anecdote of your own. For example, you
forgot to get petrol and ended up running out of petrol at
night in the middle of deserted countryside—you had to
spend the night in the car.
Have students discuss in pairs and then have individual
students report to the class.
Focus
A (5 minutes)
Focus students’ attention on the questions, while you
copy them onto the board. Then have students close their
books. Play the recording and tell students to take notes.
Have students work in pairs and pool what they have
understood of the events. Check for understanding by
eliciting a quick summary of each account from a different
pair. Then check answers to the questions as a class.
B (6 minutes)
Ask students to open their books and draw their attention
to Activity B. Have one student read out the instructions
and the three different structures. Before they start the
activity, point out the following:
• T he first example is given under the first heading.
• The text contains more examples than they are required
to find. For the first structure they should find just the
first five examples, for the second structure the first two
examples, and for the third structure also the first two.
• They should write the examples in the order they appear
in the audio script. (This is important for the next activity.)
• For each example, they should just write the verb form
(not the whole sentence), as in the example given.
Grammar 3
Give students time to read through the text silently, and
then to write the examples of the target structures as
explained above.
16
When they have finished, have students compare answers
in pairs and then check them as a class. Nominate a
different student to read out the examples under each
heading and ensure all students have the same examples
in the correct order.
If you have time, have students find the other examples
in the text as follows:
Modal + have + past participle
• … it may not have been such a good idea!
• … I can’t have looked very carefully …
• … I should have taken the map …
• … I shouldn’t have relied on my memory …
• … any experienced hiker could have told us.
• This story could so easily have ended badly …
• … we might not have got back safely …
Modal + have + been + present participle
• We must have been walking round in circles!
Other past modal forms
• … we just couldn’t see the path anymore.
C (6 minutes)
Focus students’ attention on the question and the list of
meanings. Give students a few minutes to match their
answers from Activity B to the meanings. Have them do
this on their own and then compare answers in pairs.
Check as a class one by one, each time making sure that
students understand the correct meaning. Where there
is uncertainty, clarify by referring back to the texts and,
if necessary, by further rephrasing the meaning. If time
allows, have students refer to the Grammar Reference on
page 107 to reinforce their understanding.
Remind students that the ‘modal + have + been + present
participle’ structure, like other continuous forms, is not
usually used with state verbs.
D (10 minutes)
Put students in different pairs and focus their attention on
the seven sets of examples. Point out that they should be
able to understand the difference in meaning between the
items in each set, and explain that there are only one or two
cases where sentences mean more or less the same.
If you feel your students might need help, write the
following words on the board and tell them it will be
useful to think about these things when considering the
different meanings:
supposition, probability, ability, obligation, possibility,
criticism, expectation
Go round the class monitoring and assisting as necessary.
When students are ready, check answers as a class
by asking different pairs to explain each numbered set.
Highlight key points of explanation as you go through
each set:
Set 1: Point out the fundamental difference between
fulfilled and unfulfilled obligation (had to vs. should have)
and remind students that even though must can mean
obligation, must have gone refers only to supposition or
probability.
Set 2: Point out that the three areas of meaning are
(a) supposition or probability, (b) criticism, (c) possibility.
Set 3: Point out that while (a) and (c) refer to negative
supposition or probability (i.e. can’t / couldn’t have is the
negative of must have), (b) is about past ability.
Set 4: Remind students of the emphasis on duration of (b)
compared with (a).
Set 5: Point out the difference between (b) fulfilled and (a)
unfulfilled past ability. Also point out that since could is not
used in English for specific past ability, sentence (c) could
refers to conditional future possibility.
Set 6: Point out the subtle difference between the two
meanings of should have—(a) criticism vs. (b) expectation.
Set 7: Remind students that ought(n’t) to have is more
or less the same as should(n’t) have, if a little weightier,
with slightly more moral overtones. Also remind them of
the subtle difference between (c) didn’t need to do, and
(a) needn’t have done in terms of whether the action took
place or not.
Extra Activity:
You could give further examples of structures that come
up during the discussion, for example, general vs.
specific past ability. Highlight Set 5 and remind students
that with past ability we use could in the positive only for
general past ability, whereas we can use the negative
couldn’t for both general and specific past ability. For
the positive, was / were able to or managed to are used.
For example:
• He could swim when he was five. (general)
vs.
• He was able / managed to escape from the cage.
(specific)
but …
• He couldn’t escape from the cage. (negative) = correct
Practice
E (4 minutes)
Focus students’ attention on the sentences. Ask them to
circle the correct verb forms on their own.
When they have finished, check answers as a class. Make
sure they understand why the answers are correct and, if
necessary, get students to find similar examples from the
answers in Activities B and D.
F (5 minutes)
Focus students’ attention on the key word transformation
sentences. Point out that this type of task appears in the
Cambridge English: Advanced (CAE) and Proficiency (CPE).
If students find this task type difficult, work through the first
item as a class, then put them in pairs to agree answers for
the rest. To check, ask for a volunteer for each question to
write the answer on the board.
G (4 minutes)
Focus students’ attention on the instructions, the word
bank, and the paragraphs to complete. Give students a
few minutes to work on this individually and then encourage
them to compare answers in pairs.
Check as a class by asking different students to read
out their completed paragraphs. Where there is any
confusion, elicit explanations of the meaning of the
situation in the paragraph.
Produce
H (10 minutes)
Put students in new pairs and direct them to the
instructions and the situations. Explain that they should use
the modals in the past given in brackets in a creative way to
express their own ideas about the situations.
If students need more support, go through the first situation
with them, eliciting a number of possible answers from
different students for each prompt. Emphasize that there is
no single fixed answer as long as students’ ideas use the
modals in the past correctly and appropriately.
Give students about five minutes to create sentences. While
they are doing this, go round the class monitoring and
assisting pairs that get stuck or lose focus.
When they have finished, check as a class by eliciting
a number of different answers from as many different
students as there is time for.
I (8 minutes)
Put students in groups of about five or six and then
draw their attention to the instructions and situations.
If necessary, explain the concept of a chain story.
To show how it works, you could go through the first
situation as a class, with different students adding on the
next bit of the story, one by one. Insist that each student’s
contribution should contain one appropriate example
of a modal in the past. Encourage students to use their
imagination and expand the stories by expressing thoughts
as well as actions.
While they are doing the activity, move round the class
to monitor and check that they are using the grammar
correctly and appropriately.
J (5 minutes)
Have students remain in the same groups from Activity I.
Tell each group to appoint a speaker for each situation
and then elicit a summary of their group’s version of each
story from each group in turn. After all the summaries have
been presented, get the class to vote on the best story for
each situation.
Extra Activity:
Ask students to produce a written version of one of their
stories, integrating the modals in the past that were used.
Use
K (12 minutes)
Explain to students that in this activity they will be focusing
on regrets. Draw their attention to the instructions and
encourage them to think about situations they have
experienced in which the results of their actions, or lack
of action, were negative. Point out that they are not obliged
Teacher’s notes: Lesson 2
to share any personal information they do not wish to. Tell
students it is fine to make up fictional situations if
they prefer.
Tell students they will be telling a partner about these
situations, so they will need to explain clearly why they
regret their action or inaction, what the consequences
were, and in what way further or alternative actions, by
17
them or someone else, could have improved the situation.
(You may wish to write some of these points on the board
for students to refer to during the activity.)

Elicit which modals in the past might be most appropriate
to integrate where. For example: should(n’t) have for regrets
and may / might / could have to discuss how the situation
could have been improved.
Have students work in new pairs, if possible, in order for
them to get experience of working with different people.
Allow them a minute to think about what they will talk
about. Then give them a few minutes to tell each other
about what they regret and why, and to discuss their
partner’s suggestions for ways the situation(s) could have
been improved.
Finally, ask each pair in turn to present one of their
situations to the class, including the suggestions for
improvement. Encourage the class to agree or disagree
with the suggestions, explain why, and if appropriate offer
counter suggestions. Allow a full class discussion
to develop.
Reflection (2 minutes)
Ask students to say how modals in the past could be used
to describe mistakes and their consequences. Do this as a
whole class activity and ask a number of students to each
contribute suggestions.
Homework
Tell students to ask two older people in their family or circle
of friends about important events and decisions in their
past that affected the course of their lives, and to speculate
about how things might have turned out differently. Tell
them to write a paragraph about each one, using some
modals in the past in each one.
Grammar 3
18
03
The passive
Aims
• to present and practise the passive, including:
- all tenses
- infinitive and -ing forms
- the use of get instead of be
- the impersonal structures It is thought / believed
/ said, etc. that + clause
- subject + be + past participle + infinitive
• to present how and when it is appropriate to use
passive forms
• to present the difference in implication, style,
and tone between active and passive forms
• to develop accuracy and fluency in the use
of the passive
• to develop discussion skills
• to develop news writing and presentation skills
Extra materials
• Activity H: paper (2 small pieces per student)
Student’s Book / Answers: page 18
Grammar Reference: page 107
Warmer (3 minutes)
As a class, ask students if they have read an interesting
news story recently and ask them to tell the class about it.
If the class is reticent, you could start with a brief summary
of a short news story that you have read recently.
Choose three students to tell their stories to the class. Ask
the other students if they have read the same stories and if
they have anything to add.
Focus
A (5 minutes)
Focus students’ attention on the photo and the newspaper
article titles. Check that they know what Stonehenge is. (It
is a very famous Neolithic stone circle still standing near
Salisbury in Wiltshire, England—a World Heritage site and
an international tourist attraction.) If anyone in the class has
visited it, you could ask them to describe it.
Ask students to predict what each article might be about
from the titles. Elicit a few suggestions from different
students. Then direct them to the questions in Activity A,
and give them a couple of minutes to read the two texts.
Next, have students work in pairs to compare what they
have understood and agree on the main content of the
texts. Check as a class by asking one or two students to
answer the questions.
If students appear to find the text difficult in terms of
vocabulary, you should spend a few minutes helping them
with specific difficulties they identify. Before offering a
definition of a word requested, ask the class if any other
students can explain it, thus encouraging them to be less
dependent on the teacher.
B (14 minutes)
Ask students if they have noticed that the article makes
extensive use of the passive. Ask for a few examples that
they have already noticed.
Then direct their attention to the task in Activity B and the
table of passive forms. Read through the different forms
as a class and point out the example of the present perfect
passive in the table, which is from the first line of the
first article.
Give students a few minutes to underline all the examples
they can find on their own. Then have them work in pairs
to transfer one example of each form to the table.
During full-class feedback, nominate a different student
to read out their example for each row of the table.
Extra Activity:
You could also ask what common tenses of the passive
are missing from the table, and elicit a simple example
of each one. For example: past perfect, past continuous,
used to, future perfect, etc. Point out that we don’t use
present perfect continuous or past perfect continuous in
the passive as has / had been being done is considered
cumbersome and avoided.
C (8 minutes)
Focus students’ attention on the questions about why the
passive is used. Read through them as a class, ensuring
everyone understands them.
Divide the class into four groups and allocate two questions
per group. Have each group discuss their questions and
agree on their answers. Then go through each question as
a class, calling on the relevant groups to give their answers.
Where questions ask for other verbs that can be used in a
certain way (questions 4 and 6), build up a list on the board
for reference as you elicit answers from the class.
Answers:
1. the action
2. It would become more personal and more informal.
3. a. Nearly 100 monoliths have been found and
Remote sensing and geophysical imaging technology
have been used
b. present perfect
In question 3, remind students that a news article or
announcement often begins with a present perfect
(passive) announcement.
4. a. The two forms are:
• It is + past participle + that clause
• subject + be + past participle + infinitive
b. About the present:
• The stones are thought to be over 4,500 years old
Teacher’s notes: Lesson 3
• T he findings … are considered by leading
archaeologists to be an exciting discovery
About the past:
• The monument … is believed by archaeologists
to have been a Neolithic ritual site
c. Other verbs that can be used in this way:
say, know, estimate, report, expect. 19
In question 4, also check that students recognize the use
of have been (e.g. it is believed to have been) to denote past
 reference in the structure ‘subject + be + past participle
+ infinitive’.
5. (The Department for Transport has stated that …)
all plans need to be carefully scrutinized to ensure
that both long-term and short-term implications
are considered, and that the World Heritage site is
effectively safeguarded.
6. a. The government will be forced to reconsider …
b. Other verbs that can be used in this way: make,
encourage, advise, oblige, warn, persuade, etc.
7. There is not much difference, but it is often used like
this for negative things.
8. a. Examples:
• It is claimed by leading archaeologists that …
• The monument … is believed by archaeologists
to have been …
• The findings … are considered by leading
archaeologists to be …
b. Preposition: by

c. T
 his information is included to emphasize that we
are talking about the opinions of experts, not
unqualified people.
Practice
D (6 minutes)
Focus students’ attention on the sentences. Have them
work on their own and then check their answers in pairs.
Check as a class by eliciting each answer from a different
pair. Assist with any difficulties that arise and check that
students understand when it is appropriate to include,
or not include, the agent.
E (4 minutes)
Focus students’ attention on the paragraphs. Point out that
these paragraphs each illustrate a common context where
the passive is generally used.
Ask them to look at the paragraphs quickly (without
completing the gaps) and identify what these contexts
are, i.e. reporting a survey or other research procedures,
expressing obligation or aid, expressing common opinions
or beliefs, explaining a manufacturing process.
Now give students a few minutes to complete the
paragraphs with the correct passive forms individually.
When they have finished, check as a class by eliciting
answers from students.
F (3 minutes)
Focus students’ attention on the sentences. Explain that
there are mistakes in the bold part of the sentences.
Give them a few minutes to identify and correct the
mistakes, either in pairs or on their own. To check, ask for
a volunteer for each question to write the corrected section
of the sentence on the board.
Grammar 3
Produce
G (10 minutes)
20 Focus students’ attention on the list of functions of the
passive. These have all come up earlier in the lesson, but
check that students are clear about what they mean.
Put students into new pairs and tell them to choose four of Finally, discuss the different uses of the passive that
the functions and come up with sentences for each of them were produced and have a class vote on the best
that are as creative as possible. Monitor pair work and news reporters.
assist if necessary.
When they are ready have pairs come to the front of the
Reflection (2 minutes)
Ask students to think briefly about the advantages of
class in turn to present their sentences. One student from
using the passive in reporting stories. Do this as a whole
each pair should read their sentences out, while the other
class activity and ask a number of students to contribute
writes their one favourite sentence on the board. When all
suggestions.
students have presented their sentences, have the class
vote on the most creative sentence.
Homework
H (10 minutes) Tell students to look out for an interesting news story online.
They should read up as much as they can about it, then
Focus students’ attention on the instructions and remind
prepare a summary of it including an explanation of why
them of the two structures that they are being asked to use.
they found it interesting.
• It is thought / believed / said etc. that + clause
• subject + be + past participle + infinitive
Hand out two small pieces of paper to each student and
tell them to come up with two sentences each, one true
and one false. For example:
In the US, it is considered to be impolite to jump the line.
(true)
It is said that English is the most difficult language to learn.
(false)
Have them write the sentences on the pieces of paper,
marking true and false as appropriate, without showing
them to anyone.
When students have written their sentences, divide the
class into two groups. Have each student present their
sentences to the other group, who must then guess
which is true and which is false. For every correct guess,
the group gets a point. Tally the points on the board, and
congratulate the winning group at the end.
Use
I (15 minutes)
Write the following types of news stories on the board:
• a human interest story
• an accident/disaster
• a survey report
• a protest
• a film or play that is showing
(You could vary this list to suit the interests of your class.)
Put students into groups of three. Explain that they have to
write the evening’s news and then perform it as if they were
reading the news on TV to the rest of the class. Tell them
the reports should be 2–4 minutes long and to refer to the
list on the board for ideas.
All students in each group must present. It could be one
main news story divided between journalists (e.g. one in the
studio and one on location). Or several stories, with each
Teacher’s notes: Lesson 3
student presenting one of them. The stories can be real
news stories, or ones they have made up.
Remind students to use as many forms of the passive as
possible. Give them 8–10 minutes to prepare and practise.
Then have each group present their news to the rest of the
class. When students are watching groups present, they
should allocate points out of ten based on:
21
• the use of the passive (frequency and accuracy)
• performance (confidence and clarity)
 04
Emphatic forms
Aims
• to present and practise emphatic language
• to raise awareness of a range of emphatic devices
• to develop fluency in the use of emphatic language
• to develop social communication skills
• to develop debating skills
• to give students confidence and encourage them
to use the target language outside the classroom
Student’s Book / Answers: page 22
Grammar Reference: page 108
Warmer (3 minutes)
As a class, brainstorm the best films students have ever
seen and write them on the board. Then have students
choose one of the films on the board and write a list called
Three reasons to see this film. Explain that they should
emphasize their points as much as possible. Tell students
that they will revisit these reasons at the end of the lesson.
Focus
A (3 minutes)
Focus students’ attention on the blog post, the title, and the
question. Explain to them that the we in the title is referring
to a specific group of people.
Tell students to skim the article and find the answer. Give
them a couple of minutes to do this on their own and
then have them check in pairs. When they have finished,
nominate a student to give the answer and have them
explain how they got the answer.
Extra Activity:
Ask students to discuss what might have prompted the
author to write this blog post.
B (10 minutes)
Focus students’ attention on the table and the examples
in the right column. Tell students to work on their own to
complete the table with further examples from the text,
before checking their answers in pairs.
While they are doing that, write the contents of the left
column on the board. When students have finished, choose
some to come and write their answers on the board.
C (5 minutes)
Focus students’ attention on the sentences. Explain that
they have to match the sentences to the emphatic forms
used without looking at the table in Activity B.
Give them a few minutes to do this on their own and then
have them compare their answers in pairs. When they have
Grammar 3
finished, allow them to check their answers against the
table in Activity B.
Go through the answers as a class by calling out the
22 emphatic forms and eliciting the matching sentence. Ask
students if they have any questions and deal with them
before moving on.
D (7 minutes)
Draw students’ attention to sentence a in Activity C. Ask,
‘What does putting the auxiliary at the beginning of the
sentence achieve?’ Elicit the answer, ‘It emphasizes the
cause rather than the effect.’
Have students do the activity in pairs. Tell them to think
about exactly what role emphatic language plays in each
sentence. Discuss the answers as a class. If students’
answers are incorrect or incomplete, prompt them with
questions for each item.
Finally, have students refer to the Grammar Reference on
page 108 to consolidate their learning.
Answers:
a. By putting the auxiliary at the beginning of the sentence
it emphasizes the cause rather than the effect.
b. The adverb enthusiastically emphasizes the fact that
the speaker’s endorsement is a result of passionate
interest.
c. By using a question word order after an adverbial with
a restrictive meaning at the beginning of the sentence, it
emphasizes New York rather than the talented buskers.
d. The repetition emphasizes the fact that the speaker’s
dream is becoming increasingly unattainable.
e. The speaker has used the word whatsoever to
emphasize the word no which makes the statement
inflexible.
f. The adverb extremely emphasizes the fact that the
speaker’s opinion is a heightened one.
g. The auxiliary do in this sentence emphasizes the entire
statement.
h. The adjective total modifies the noun so that its meaning
is stronger.
Practice
E (6 minutes)
Focus students’ attention on the phrases in the box.
Explain that all of them can be fitted into the gaps to make
sentences using the emphatic forms from this lesson.
Give them a minute or so to read through and check the
meaning of any unknown vocabulary. Then have them
complete the task.
When they have finished, have students read out their
sentences and ask other students to say if they agree.
F (6 minutes)
Focus students’ attention on the sentences. Explain that
they are sentences from the blog post on the previous
page. Tell them to read the rewritten sentences to identify
if they are correct by comparing them to the original
sentences. Have students correct any incorrect sentences.
Students should do this on their own and then compare
answers in pairs. To check the answers as a class, write
the item numbers on the board and ask for a volunteer to
tick the numbers which are correct. Then elicit the correct
versions of the incorrect sentences.
Produce
G (10 minutes)
Put students into groups of three. Tell them that they are
now going to write their own sentences using some of
the emphatic language from the lesson. Give them a few
minutes to do this on their own. You may want to allocate
topics to write about (for example, a recent box-office hit, or
a bestselling book) or have them choose their own topics.
When they have finished, tell them to compare their
sentences in their groups. One student should read out
a sentence, while the other two in the group should say
which emphatic feature the sentence contains. Monitor
and assist as necessary as they do so.
Extra Activity:
Have students pool their sentences to see if any can be
combined to create a short cohesive paragraph. Allow
them to make minor amendments to the sentences to
make them work.
H (8 minutes)
Focus students’ attention on the dialogue. Tell them they
need to work in pairs to complete the dialogue as creatively
as possible. Remind them that their sentences must be
grammatically correct and that the dialogue must make
sense as a whole.
When everyone is finished, compare answers as a class
and discuss which dialogues were the most creative and
why. If time allows, have some pairs perform their dialogues
for the rest of the class.
Extra Activity:
Put students in groups of four and tell them to discuss,
as in the dialogue in Activity H, a film they’ve seen, a book
they’ve read, or an album they’ve listened to recently.
Monitor and choose a confident pair to perform their
dialogue for the class.
I (5 minutes)
Explain to students that they are going to pretend they are
guests at a party, and that they don’t know each other. Tell
them that you are going to give them each a topic.
Whisper a topic to each student, making sure the other
students don’t hear it. Note that it’s OK if some topics
double up, as it will serve as a nice surprise if two students
with the same topic speak to each other.
Suggested topics:
• self-publishing non-fiction
• pirating movies
• torrent downloads
• independent music government funding for the arts
• writing competitions that require entry fees
• copyright on lyrics
• social media networking
• cyber bullying
• YouTube fame
• making money from art
• online marketing
Now tell students to mingle and start a conversation with
someone using their topic and to keep it going for as long
as possible. Point out that what they say to each other can
be completely fictional and that they may or may not pair up
with someone who has the same topic.
While encouraging students to use emphatic forms in
their conversations, remind them that they should let
their conversations flow naturally. Circulate and monitor
conversations. Prompt or assist where necessary.
Use
J (15 minutes)
Put students into an even number of teams and then pair
each team with another team. Tell them that they are
going to have a debate and allocate a side for each team:
For or Against.
Write the topic statement on the board. If you think it will
help, reword the topic statement to fit the opposing side
and write it on the board too. (Self-publishing does not
devalue books.)
Give teams five minutes to brainstorm their arguments
in point form. Write the following questions on the board
for inspiration:
• How exactly would you define self-publishing?
• Keeping in mind how you described self-publishing, what
would you say are the main pros and cons? And do you
think any cons outweigh the pros or vice versa?
• If you think self-publishing does devalue books, present
five convincing reasons why. If you have the opposite
opinion, do the same.
• Do you think that the majority of self-published books are
written by people who can’t write or acquire a publishing
deal? Why?
• Do you think self-publishing has saturated the book
market? Why?
• Some people believe that self-published books are better
than traditionally published books because the authors
aren’t restricted by market trends. What do you think
about this statement?
Tell students to make sure they each have a point to argue.
Tell them to make notes and practise their arguments within
their teams in preparation for the real thing. Encourage
them to offer each other feedback and advice on how to
improve the team’s performance.
Before starting the debate, tell students that they may
have to think on their feet with regards to who is next in
line to speak, as they should choose a speaker that has
a relevant rebuttal point to what the speaker before them
says. Remind students to try to use emphatic forms when
arguing their points.
As the debates are being conducted, move around the
class and monitor each group. At the end, ask each group
to summarise the main points that were made in their
debate, and who they felt made the best arguments.
Reflection (2 minutes)
Have students look back at the Three reasons to see this
film list that they wrote at the beginning of the lesson. Tell
them to make changes to the language using what they
learned in this lesson. Have students share their original
lists and their revised lists with the class and to offer each
other feedback.
Teacher’s notes: Lesson 4
Homework
Tell students to research an independent artist and to think
about what makes them different from the norm. Tell them
to write an email using emphatic language to convince a
friend to purchase some of the artist’s work.
23
 05
Past perfect,
past perfect continuous
Aims
• to present and practise the past perfect and past
perfect continuous
• to differentiate between the meaning and uses of
these two tenses
• to develop accuracy and fluency in the use of the
past perfect and past perfect continuous
• to develop discussion skills
• to develop the skill of narrating an anecdote orally
and in writing
• to encourage students to use the target language
where appropriate outside the classroom
Student’s Book / Answers: page 26
Grammar Reference: page 109
Warmer (3 minutes)
As a class, ask students if they have ever been in a situation
where something they did or said caused embarrassment
or created an awkward situation. Have students discuss in
pairs. Then choose one student to tell the rest of the class
their story. Have other students say whether they think it is
more or less embarrassing than their own story.
Focus
A (5 minutes)
Focus students’ attention on the discussion question. Write
it on the board and tell students to close their books. Tell
students to think about the discussion question as they
listen to the interview excerpt.
Play the audio. After students have finished listening, have
them open their books again. Put students into groups
and have them pool their thoughts about what they have
understood and about the discussion question. Then
discuss the question as a class.
B (12 minutes)
Tell students to read the interview excerpt. Tell them to
underline and circle the verb tenses as directed in the
instructions. Then put students into pairs to answer the
questions about the tense uses.
Tell them to look at the Grammar Reference on page 109
to check their answers. When they have finished, check
answers as a class by eliciting them from different students.
C (6 minutes)
Focus students’ attention on the sentences and give them
a few minutes to do the matching task on their own. Then
have students go through the task in pairs and discuss the
differences in meaning and the various uses of the target
Grammar 3
tenses in each group of sentences. Ask for volunteers to
call out the answers. Make sure students understand and
agree on the correct answers by eliciting opinions from
other students.
24
Finally, check students understand when to use the
past perfect as opposed to the past simple and past
continuous, and are able to differentiate between the I (5 minutes)
past perfect simple and past perfect continuous. Combine members from different groups into new groups.
Have students tell each other their experiences from
Practice Activity H and vote for the most interesting account. If
the class is small, you might prefer to do this activity as
D (4 minutes)
a whole class.
Focus students’ attention on the multiple-choice questions.
Have them work on the sentences on their own and then
Extra Activity:
check their answers in pairs.
Have students write up some of the accounts from other
Then have full-class feedback by eliciting the answers groups, or relate orally or in writing, experiences on the
from different pairs. If there is any uncertainty, elicit why topics they did not cover in Activity H.
the distractors are not correct, and in what context the
distractors could be used. Use
J (14 minutes)
E (5 minutes)
Focus students’ attention on the instructions and make
Focus students’ attention on the two paragraphs, and give
sure students understand the situation and their role. Divide
students a minute to quickly read through them. Elicit what
the class into groups of three or four and allocate two or
type of texts they are (oral accounts of past incidents) and
more subjects from the list to each group (depending on
ask for a summary of what happened in each account
how many groups there are).
(someone was robbed on the street by kids; someone left
their laptop on a plane). Allow students eight to ten minutes to prepare their
accounts. Encourage them to use their own experiences as
Now give students a few minutes to complete the
the basis for their account, but tell them that they can also
paragraphs on their own. When they have finished, check
use their imagination to elaborate and embellish.
answers as a class by eliciting them from students.
Point out that they will need to relate the experiences orally,
F (5 minutes) but that it is best to script them to ensure a fluent delivery.
Focus students’ attention on the sentences. Point out Remind them to use appropriate past tenses.
that this type of task appears in the Cambridge English:
When they have finished preparing, get each group to elect
Advanced (CAE) and Proficiency (CPE).
a presenter to take the role of the interviewer. They should
Have students work in pairs to complete the activity. To also decide who will recount each anecdote. Have students
check, ask for volunteers to write the answers to a few of perform their scripts for the class and/or record their
the question on the board. accounts on their phones or other recording device. Have
the other groups offer feedback on each radio show.
Produce
G (8 minutes) Reflection (3 minutes)
Have students write three sentences containing mistakes in
Focus students’ attention on the situations. Explain that
the past perfect / past perfect continuous. Then have them
they need to come up with a possible explanation for
show them to a partner and discuss the corrections.
each situation, using past perfect tenses to describe the
events leading up to the situations. Encourage them to
be inventive.
Homework
Tell students to interview some English-speaking friends
Put students in new pairs and give them about five minutes about some of the subjects from Activity J. If possible, have
to write down their explanations in their notebooks. Monitor them record the interviews. Tell them to make a note of the
the pair work and assist pairs that need help as necessary. past tenses their interviewees use.
During full-class feedback, ask each pair to read out their
explanation for each situation.
Extra Activity:
Compare and contrast students’ answers. If there are any
that are similar, have students discuss why they chose
those reasons.
H (10 minutes)
Focus students’ attention on the instructions. Remind them
that in relating a past experience they will need to use past
Teacher’s notes: Lesson 5
tenses, e.g. the past perfect, past perfect continuous,
simple past, and past continuous.
Put students into groups of three to work on their accounts
of experiences connected with one or two of the topics.
They should start off orally, but end up with a written
account for each one. Monitor and assist groups as
necessary. When they have finished, move on to Activity I. 25
 06
Expressing past
and present habits
Aims
• to revise and differentiate between the uses,
meanings, and functions of the present simple, past
simple, used to, would, and other structures when
talking about habits
• to talk about the past and the present
comparatively
• to develop speech-writing skills
• to give students confidence and encourage them to
use the target language outside the classroom
Student’s Book / Answers: page 30
Grammar Reference: page 110
Warmer (3 minutes)
As a class, ask students to remember what school was
like when they were between the ages of five and twelve.
Have students call out the very first memory they can think
of from school and write some key words related to their
memories on the board. Leave them on the board to return
to at the end of the lesson.
Focus
A (3 minutes)
Focus students’ attention on the instructions and make
sure they know that skimming means they should read
through a text quickly to find specific information. Give
students no more than one and a half minutes to skim
the text and find the answer to the question.
Now put students in pairs to compare answers, and then
check as a class. Ask students how quickly they were able
to find their answer.
B (12 minutes)
Tell students they are now going to read the excerpt in
more detail. Read through the grammar rules as a class
and point out that they are looking for examples of all of
them in the excerpt. Tell them to write them down in their
notebooks. Point out that for each example, they should
write down enough to convey a meaning, not just the verb
form, relevant adverb, modal, or phrase.
Give students time to read through the text on their own
and write the examples in their notebooks. When they have
finished, have students compare answers in pairs and then
check them as a class. Nominate a different student to read
out the examples for each rule.
Suggested answers:
1. • P
 arents are given feedback about their children’s
performance …
Grammar 3
• … students learn a large range of subjects …
• In most cities they attend classes at ‘Frontistirio’ …
where they take extra English lessons and also core
school subjects.
26
2. A student never finishes school when the home
bell rings …
3. … students are accustomed to studying such long
hours …
4. … they tend to miss out on leisure time.
5. • R
 eading, writing, and literature, however, were not
often taught …
… they were still trained in a similar way to boys …
• Athenian boys, however, were only required to
complete two years of military training when they
turned eighteen.
• … parents usually educated their boys however they
wished.
• … boys aged around six or seven attended elementary
school until they turned thirteen or fourteen.
6. Spartan boys used to leave home at just seven years
of age …
7. (Spartan boys used to leave home at just seven years
of age) and undergo a brutal course of training until they
turned eighteen.
8. Though girls didn’t use to leave home …
9. In time, they became used to such harsh discipline …
10. • They would walk barefoot, sleep on hard beds …
• B
 y the end of their training, they would have also
learned to take pride in it.
• S imilar to Sparta, boys would learn how to run,
jump, box, wrestle, and throw the discus and javelin.
• They would also be taught how to sing, play the lyre,
count, read, and write.
C (4 minutes)
Focus students’ attention on the sentences. Tell them
to work in pairs to underline the verb forms that express
habits. Check answers as a class by having volunteers call
out the answers.
D (7 minutes)
Focus students’ attention on the gapped grammar rules.
Tell students to complete them in pairs using the sentences
in Activity C for help.
Then have students swap their books with another pair
to check the answers against the Grammar Reference on
page 110. Check answers as a class, having each pair call
out an answer.
Extra Activity:
Ask students which forms in the rules are not in the text
excerpt. Elicit the forms for habits using always and will /
would keep on.
E (4 minutes)
Have students work on their own to match the sentences
in Activity C to the rules in Activity D. Then put them into
different pairs to check their answers before checking them
as a class.
Extra Activity:
Have students make up their own example sentences
that use the rules. As an extra challenge, have them make
up sentences that would make sense if they were to be
inserted into the history paper.
Practice
F (8 minutes)
Focus students’ attention on the instructions and
sentences. Explain that they have to rewrite the sentences
using the correct form of would and/or used to, and that
the bold sections of each sentence give them the clues as
to what sections need to be changed. Point out that they
should also use the word in brackets in their new sentence.
If necessary, do the first one as an example (I would often
/ often used to leave my homework to the very last minute,
but I used to / would always hand it in on time). Point out
that sometimes the structure of the sentence will have to
change for it to make sense with would or used to.
Give students a few minutes to work on their own and
then encourage them to compare answers in pairs. Check
answers as a class by asking different students to read
out their version of the reworded sentence and make
sure everyone agrees on the correct answers. If there are
any differences in wording, accept any answers that are
grammatically correct.
G (5 minutes)
Have students work on their own to complete the
paragraph with one work for each blank. Point out that all
the answers are related to different ways to express present
and past habits.
When they are ready, have students work in pairs to check
their answers. Then check answers as a class.
Produce
H (5 minutes)
Put students into groups of three. Have them look at the
images in the student book. Tell them that they have two
minutes to come up with as many sentences as they can
about the images using the grammar from this lesson.
Encourage them to be creative, but point out that they must
still be thematically relevant.
Start the clock and have groups write their sentences.
When two minutes is up, have groups share their sentences
with the class. If there are any sentences that you feel are
not at all relevant to the pictures, have students explain the
logic behind them. If you feel they are still irrelevant after
their explanation, explain why you feel this and tell them
to remove it from their list. Tally the results as a class. The
group with the most grammatically correct and thematically
relevant sentences is the winner.
Extra Activity:
Put students into pairs and tell them they are going to
write an eight-line poem comparing school life in the
past and present using the grammar from this lesson.
Suggest they first spend a minute or so brainstorming the
differences between school life in the past and the present
before writing the poem. Tell them that they can use their
sentences from Activity H as inspiration.
Point out that the poem doesn’t have to rhyme, but
challenge them to give it a rhythmic and poetic quality.
Tell students to use the words would and used to (with any
function), at least once in their poem.
When students are finished, have pairs recite their poems
to the class. Vote on the best one as a class.
I (10 minutes)
Tell students that they are going to have a class discussion
about the topic given. Explain that they should support
their opinions with anecdotes that illustrate their points. The
anecdotes can be real or imagined, their own or someone
else’s. Remind them to use the grammar from this lesson
when possible. Give them a few minutes to prepare their
ideas on their own.
Start the discussion by asking students to first expand
the example given: ‘When I was an exchange student in
France, the only language anyone used to communicate
in was English because …’
Assist where necessary to keep the discussion going,
and call on quieter students to give their opinions.
Extra Activity:
Ask students to expand on their anecdotes in short
descriptive essay form. Have them write 150–250 words.
Use
J (15 minutes)
Read the instructions aloud to the class and make sure
everyone understands what they have to do. Give students
five minutes to brainstorm some ideas and to make notes
of things they believe have changed for the worse and why
and how they can be amended.
If the Internet is available, allow students to do some online
research. Remind them to only jot down their ideas in point
form, and not to waste time trying to express them in full
written sentences.
Now put students into pairs. Have them orally share their
notes and ideas with each other. Encourage them to offer
each other feedback and advice on how to express them
better. Now tell pairs to pool their information and prepare
their speech together.
Have pairs present their speeches to the class. Discuss
the following in full-class feedback, asking other students
for their input: quality of delivery, use of English, use of
grammar, whether the speech was persuasive and why.
Reflection (4 minutes)
Have students think back to the memories they were
encouraged to share in the Warmer. Tell them to suggest
how they could express these things using the grammar
from this lesson. Do this as a class activity and ask
students to contribute suggestions.
Homework
Have students research the past and present education
system of their host country and write an essay similar
to the one in this lesson.
Teacher’s notes: Lesson 6
27
 07
Narrative tenses
Aims
• to present and practise common narrative tenses
(past simple, past continuous, past perfect, past
perfect continuous, historic present, future in the
past)
• to differentiate between the meanings and uses
of narrative tenses
• to develop accuracy and fluency in the use of
narrative tenses
• to develop the skill of narrating a story orally
and in writing
Extra materials
• Activity J: paper (1 sheet per pair)
Student’s Book / Answers: page 34
Grammar Reference: page 111
Warmer (3 minutes)
Ask students if they enjoy mystery and ghost stories.
Elicit examples of these kinds of stories that students
have read in books, seen in movies, or experienced
themselves. You could mention some famous examples of
mysterious phenomena, such as the Bermuda Triangle, but
be wary of cultural sensitivities regarding the supernatural.
Focus
A (8 minutes)
Focus students’ attention on the online forum posts and the
questions in Activity A. Give them a few minutes to read the
text and find the information to answer the questions.
Check as a class by asking one or two students to offer
their answers to each question, encouraging others to add
more detail if they can. Ask the class for their opinions of
the story and if they have ever experienced anything similar.
B (8 minutes)
Have students read the online forum posts again and
give them a few minutes to notice and write one or two
examples of the verb tenses in the table. Put students in
pairs to compare what they found.
When they have finished, check as a class or have one
pair per tense share the examples they found. The tenses
should already be familiar to students at this level, but you
may need to focus on some of the less common tenses,
such as the historic present and future in the past.
For the historic present, elicit or explain that sometimes
present tenses are used when telling stories to make
them sound more immediate and dramatic. Speakers
often switch to it mid narrative, when a story starts to get
Grammar 3
exciting. It is also often used when summarizing the plot
of a fictional book or film.
For future in the past, point out that we use this when we
28
need to talk about something that will happen later while
talking about a story in the past. To create the future in
the past we change the appropriate future form into the
corresponding past one, rather like reported speech:
• I’ll help. " I had said I would help, so I cancelled my
plans for the evening.
• The movie starts at 6 p.m. " He was going to miss the
beginning of the movie as it started at 6 p.m.
• I’m arriving at 3 p.m. " I was arriving at 3 p.m and so
would miss lunch.
• I’m going on holiday next week. " I was going on holiday
the next week so I has asked her to feed my cat.
C (6 minutes)
Give students a few minutes to match the tenses to the
functions. Check answers as a class.
If students are struggling with any of the tenses or
functions, elicit or give examples of some of the uses.
When they have finished, have them check their answers
by reading the Grammar Reference on page 111.
D (8 minutes)
Focus students’ attention on the sets of sentences and
have pairs discuss how the tense changes the meaning.
Check as a class. If there is uncertainty with any item, ask
other students to clarify or try to explain by using examples.
Practice
E (6 minutes)
Focus students’ attention on the story. Give them about
half a minute to read it quickly without choosing the tenses.
Elicit the gist of the story: someone was home alone one
evening and became scared of strange noises during a
storm. In the end a tree fell down in front of their flat.
Give students a few minutes to circle the correct tenses.
When they have finished, check answers as a class.
F (8 minutes)
Focus students’ attention on the paragraph and ask them
to read it quickly. Elicit the gist of the story: a child staying
with her grandma got frightened at night and a rocking
horse crossed the room.
Then put students in pairs and give them a short time to fill
in the gaps with the correct form of the words in brackets.
Check answers as a class by asking different students to
read out one sentence each. Assist with further explanation
if there is any confusion regarding tense use.
G (5 minutes)
Focus students’ attention on the story. Have pairs work
out what the verbs would be if the story were written in the
historic present. If necessary, do the first sentence together.
Check answers as a class by asking a student to read the
whole story in the historic present.
Produce
H (8 minutes)
Focus students’ attention on the sentence stems. Explain
that for each one they should use their imagination to
complete the sentences and add a few more sentences
to create a short story. They only need to add one or two
more sentences, but they should try to use the narrative
tenses from the lesson.
Do the first one as a class, eliciting a number of different
continuations and encouraging students to use their
creativity. Pair students with someone they do not
usually work with, and give them a few minutes to finish
the stems together.
Monitor and assist students as necessary. When they have
finished, call on different pairs for their ideas.
I (5 minutes)
Put the students into groups of three or four. Have them
choose one of the situations or allocate a different situation
to each group. Tell them to create a short oral story
together, using a variety of narrative tenses.
Monitor as they do so and assist as necessary. When they
have finished, choose one or two groups to recount their
narrative to the rest of the class.
Extra Activity:
Have pairs write a story chain: one pair starts by writing a
sentence stem, the next pair continues the sentence with
their own idea, another pair continues where that sentence
left off, and so on.
Use
J (12 minutes)
Focus students’ attention on the task and make sure they
understand what to do. Hand out a blank sheet of paper to
each pair and give them time to write down their ten words
and a separate sentence.
Have students swap their papers with another pair and
then work on creating a narrative ghost story that
integrates the list of words and ends with the sentence
they have been given. Allow them about ten minutes to plan
and write their story. Remind them to use a variety
of narrative tenses.
When they have finished, have pairs read out their stories
to the rest of the class. Hold a class vote for the best story.
Reflection (3 minutes)
Have students look at a recent piece of writing they have
done and discuss how they could improve it with their new
or revised knowledge of narrative tenses.
Homework
Tell students to investigate more mystery stories—either by
interviewing family members, friends, or neighbours about
any mysteries they have heard of or experienced, or by
researching on the Internet. Ask students to take notes and
then present their stories in the next lesson.
Teacher’s notes: Lesson 7
29
 08
Reported speech
Aims
• to present and practise reported speech including
the structural changes from direct to reported
speech, the use of different reporting verbs, and
impersonal reporting structures
• to raise awareness of the range of reporting verbs
and the different structures they are used with
• to develop accuracy and fluency in the use of
reported speech
• to develop the skill of reporting events and
conversations both orally and in writing
• to give students confidence and encourage them
to use the target language where appropriate
outside the classroom
Student’s Book / Answers: page 38
Grammar Reference: page 112
Warmer (3 minutes)
Ask students to note down three events that happened in
their lives yesterday. Then put students in pairs and have
them tell each other the events. Have a few pairs tell the
class their events.
Focus
A (4 minutes)
Focus students’ attention on the photo. Elicit the profession
of the people in the photo (police officers) and ask students
to guess what an average day for a police officer is like.
Next direct them to the text and the questions in Activity
A, and point out that this is a police officer’s account of the
main events yesterday. Give them a few minutes to read
through the text quickly and answer the questions. Check
as a class by asking one or two students for their answers,
and encouraging others to add more detail if they can.
B (12 minutes)
Introduce the grammatical focus by establishing that a large
number of reporting verbs are used in the police report.
Have students read the police report again and underline
the reporting verbs.
When they have finished, have students call out the verbs.
Write them on the board. Then tell students to notice
the grammatical structures used with each one of the
reporting verbs and have them complete the table. Make
sure all students can understand the table—if necessary
elicit a common example of each structure and write it on
the board.
Students may not be sure of the ‘subjunctive’ in the seventh
row. If necessary give the following example:
Grammar 3
suggest + should / subjunctive
He suggested I (should) wait.
30 As opposed to:
He suggested that I waited.
Point out that there is no change in meaning; it is just an
alternative structure. Then put them in pairs to complete
the table together.
When they have finished, check the table row by row as a
class. For each row, have different students read out their
list of verbs. If there is any confusion or disagreement, tell
the student to read out the example from the text and, if
necessary, write it on the board to establish the correct
structure. Tick off the verbs on the board as they are put
in the table.
C (8 minutes)
Focus students’ attention on the sentences in direct
speech in Activity C. Explain that each of the sentences in
direct speech match a sentence in reported speech from
the police report. Have students find those sentences and
write them here.
Have students compare their answers in pairs. Then, as a
class, have a discussion about how each of the sentences
is transformed from direct to reported speech.
D (4 minutes)
Have students answer the questions based on what they
learned in Activity C.
When they have finished, check the answers as a class,
asking different pairs to explain what they concluded for
each question, and encouraging the rest of the class to
add to the conclusions if there is something missing.
If necessary, have students read the Grammar Reference
on page 112 to reinforce their knowledge.
Practice
E (8 minutes)
Focus students’ attention on the sentences in direct
speech and have them change the sentences to reported
speech. Point out that this activity focuses on the tense,
pronoun, and time expression changes rather than the
different reporting verbs.
Give students a few minutes to rewrite the sentences,
and then have them check their answers in pairs. When
they have finished, check as a class by eliciting answers
from students.
F (10 minutes)
Focus students’ attention on the sentences in direct
speech and the word bank. Explain that this activity
focuses on the different reporting verbs, their meaning,
and the structures used with them.
First, have students match the reporting verbs with the
sentences. Point out that there are more reporting verbs
than sentences and so some will not be used. Then check
quickly as a class to establish that they have chosen the
correct reporting verbs.
Next, have them work in pairs to produce sentences in
reported speech. Point out that in some cases more than
one structure can be used. Allow them to refer back to the
table in Activity B and/or the Grammar Reference lists if
they are unsure which structure(s) to use.
Check the answers as a class. If necessary, have
volunteers write the sentences on the board for clarification.
Extra Activity:
Have students write pairs of direct and reported speech
sentences using the verbs from the word bank in Activity
F which were not used.
Produce
G (5 minutes)
Focus students’ attention on the sentence prompts.
Explain that they need to complete the sentences using
their imagination. If necessary, you could ask them to write
four of them in class, and set the remainder for homework.
Have students produce their sentences. Then elicit several
answers for each prompt from the class.
H (6 minutes)
Put the students into groups of three or four and focus their
attention on the instructions and situations. Tell students
they should choose a situation they have experienced in
real life and relate it to their group orally using a variety of
reporting verbs. Monitor each group as they do so and
ensure each student has a chance to speak.
When they have finished discussing in their groups, have
a volunteer for each situation report to the class. Have the
class comment on whether the reported speech was used
correctly in each case.
Use
I (15 minutes)
Focus students’ attention on the task and make sure they
understand what they have to do. Give them a few minutes
to remember the details of the news story they have heard
or read. Then have them make notes as if they had been
a witness to the events. Encourage them to be inventive
about the people, place, time, events, feelings, and
reactions, etc.
Then put students into new pairs to tell each other their
eye-witness accounts. Tell them to make notes about what
their partner tells them.
Next, have students work on their own to write their news
articles based on what their partner has told them. Remind
them to use a good range of appropriate reporting verbs.
Finally, have students share their news articles with the
class, either by reading them out, or passing them round
to read. Ask students to point out any errors they spot in
the reported speech. Go through the errors and correct
them together as a class. Finally, ask students whose was
the most interesting account.
Reflection (5 minutes)
Have students make a list of three things they will do in the
next week to consolidate their knowledge from this lesson.
Have one or two present their ideas to the class.
Teacher’s notes: Lesson 8
Homework
Tell students to interview members of their host family and/
or friends about a recent local event of interest and take
notes. Tell them to write up a news report of the events,
that includes reported speech. They can either write it up
as a news article or record it on their phones as a television
news report. 31
 09
Mixed conditionals
Aims
• to revise and differentiate between the uses,
meanings, and functions of various conditional
patterns
• to develop accuracy and fluency using the
target language
• to learn how to read difficult texts using the
target language
• to talk hypothetically about the past, present,
and future
• to develop creative writing skills based on
hypothesis
• to give students confidence and encourage them
to use the target language outside the classroom
Extra materials
• Activity G: paper (1 small piece per student)
Student’s Book / Answers: page 42
Grammar Reference: page 113
Warmer (2 minutes)
Ask students to look at the images in their books. Then ask
them if they can think of any discoveries or inventions that
have changed the world. Elicit ideas from students such as,
electricity, the Internet, the telephone, the wheel, DNA, the
big bang theory, the aeroplane.
Invite students with ideas to come and write them on the
board. If they don’t come up with the idea themselves,
add penicillin to the board and explain that they are going
to read a text about the discovery of penicillin and how it
changed the world.
Focus
A (6 minutes)
Focus students’ attention on the instructions. Explain
that they are about to read an excerpt from a web article
that may be difficult to understand due to the number of
medical terms. Tell them, however, that there is plenty of
content that they will understand, and that by determining
what parts of speech the difficult words are, and the
grammar structures used, they will be able to discern the
general meaning of the article. Also point out that reading
this article will give them practice in coping with challenging
texts, which they will often encounter in their lives.
Give students a few minutes to read the text and choose
which question the article answers. Have them compare
answers in pairs before checking as a class.
Finally, go through the text with the class and explain any
unknown words you feel will help them.
Grammar 3
B (6 minutes)
Tell students that now they are going to read the excerpt
32 again in order to identify the different conditional patterns
used. Tell them to first look for all the third conditionals that
contain the word if and underline them. Revise the form of
the third conditional on the board if necessary. (if + past
perfect, would + have + past participle).
Then tell students to circle the other conditional sentences
that contain the word if. Then tell them to go through each
sentence in pairs and discuss the tenses used.
When they are ready, go through the answers as a class
and have volunteers say which the tenses are. Ask them
whether they fit any of the basic conditional patterns (zero,
first, second, and third). Explain that if they don’t, then
they are mixed conditionals. Do not focus too much on the
patterns here as they are looked at in the next activity.
C (6 minutes)
Direct students’ attention to the list of conditional
patterns. Tell them that the mixed conditional sentences
in the reading passage use all these patterns. Have
students match the patterns to examples from the text
and write them down. Do the first one together as a class
if necessary.
Tell students to complete the activity in pairs. Then
have them swap their books with another pair to check
the answers against the Grammar Reference on page
113. Check answers as a class, having each pair call out
an answer.
D (8 minutes)
Tell students to read the section in the Grammar Reference
about alternatives to if. Then focus their attention on the
sentences in their books. Ask them which alternatives to
if are used in these sentences. (Answers: unless, otherwise,
even if, provided that, supposing that).
Tell them to work in pairs to reword the sentences as if-
clauses. Do the first one together as a class if necessary.
When they are ready, go through the answers as a class.
As you do so, discuss the changes in structure and
vocabulary between the sentences for each one. Ask
them what each alternative to if means, e.g. provided
that = if only.
Extra Activity:
Have students make up their own conditional sentences
using the words unless, otherwise, even if, provided that,
as long as, and supposing. As an extra challenge, have
them make up sentences that would make sense if they
were to be inserted into the reading passage.
Practice
E (4 minutes)
Tell students to use the words in the box to complete the
sentences. Point out that there are a couple of words that
can be used in more than one sentence, but they are only
allowed to use each phrase once.
Have students do this activity on their own. When they
have finished, check as a class by eliciting answers from
different students.
F (8 minutes)
Focus students’ attention on the sentences. Tell them
they have to use the information to create mixed conditional
sentences using the patterns given in brackets. If
necessary, do the first one as an example. Tell students
they can refer to the Grammar Reference.
Check answers as a class. Accept all variations that are Use
grammatically correct. Discuss the differences between J (12 minutes)
any variations as a class.
Read the instructions aloud to the class and make sure
everyone has understood what they have to do. Have
Produce students spend five minutes brainstorming some ideas
G (8 minutes) (either on their own or as a class) and making a list of
Hand out a small piece of paper to each student and tell possible problems and solutions. If your students are
them to write a sentence on it using a mixed conditional. unfamiliar with an office environment, you might want to
Have them write the if-clause on one end and the result offer some suggestions at this stage, or even suggest
clause on the other end of the paper. Move around the a change of setting for the role play.
class and check that the conditionals are correct.
Now put students into groups and have them role-play
Now tell them to cut/tear their paper in half in the middle a meeting where they discuss the problems and solutions.
and to put both halves of their sentence in a pile in the Encourage them to use the grammar from the lesson as
middle of a desk. Mix up the sentence halves, and have much as possible. Monitor and assist as necessary.
each student pick two pieces of paper at random. If any
Have pairs perform their role plays for the class. Discuss
student has picked a half of their own sentence, have them
the following in full-class feedback: quality of delivery, use
choose again.
of English, and use of grammar.
Now tell students to stand up and mingle with their
classmates to find the other halves of their sentences. Reflection (3 minutes)
Explain that they are not to look at any of the papers and Have students look back at the list of discoveries and
that they must only communicate orally. Make sure they inventions on the board. Have them think about how the
know that they should only end up with one full sentence world would be a different place today had it not been
each, not two, so they should negotiate who keeps what. for these discoveries. Elicit responses such as:
When students believe they are holding one correct full If the Internet had not been invented, it would be much
sentence, tell them to sit down. Once all students are sitting harder for me to do my homework.
down, ask everyone to read their full sentences to the class.
Ask students if it is easier to express these thoughts after
Have any pairs with incorrect matches try again.
everything they have learned in this lesson.
H (5 minutes)
Have students sit in a circle, if possible, and tell them that
Homework
Have students browse YouTube for some videos about
you’re going to say a mixed conditional sentence for a
modern medical breakthroughs. Tell them to choose a
past action with a present consequence. Write the form
video that interests them and to write a list of points about
on the board if necessary (if + past perfect, would + base
the information they learn using mixed conditionals.
form). Explain that the student next to you must take the
result or consequence of your sentence and turn it into
another conditional if-clause and then add a new result or
consequence. Continue like this around the circle until it
comes to a natural stop.
For example:
Teacher: If Julie hadn’t searched her kitchen cupboards,
she wouldn’t have the cough syrup now.
Student 1: If Julie hadn’t found the cough syrup, she
would be sick now.
Student 2: If Julie hadn’t got sick, she would be at
work now …
Extra Activity:
Ask students to think of one action in their past that has
directly influenced a present day outcome and to tell the
class about it using mixed conditionals.
I (12 minutes)
In pairs or groups of three, have students write a 100–150
Teacher’s notes: Lesson 9
word response to the question, What if modern medicine
didn’t exist? If they have access to the Internet, tell them
they can do some basic research. If not, tell them to be
as creative and imaginative as possible, and that the
information they write doesn’t have to be wholly factual.
When students have finished, have groups share their
responses with the class and vote on the best one.
33
 10
Hypothesizing
in speech
Aims
• to present and practise a range of different ways
of hypothesizing or talking about unreal, imaginary
situations
• to raise awareness of the range of different ways
of talking about unreal time and the correlation
between time and tenses used
• to develop accuracy and fluency in hypothesizing
• to develop the ability to hypothesize in context
• to develop communication skills in informal and
more formal contexts
Student’s Book / Answers: page 46
Grammar Reference: page 114
Warmer (2 minutes)
Ask students to think about their daily journeys to school,
and any positive or negative aspects of it. Elicit first the
positive aspects and then the negative (there will probably
be more of these, especially if you are in a large city) from
a number of different students.
Keep a list at one edge of the board of the main problems
mentioned for use at the end of the lesson.
Focus
A (5 minutes)
Focus students’ attention on the photo. Elicit what it
shows (commuters in a big city) and how they think the
commuters are feeling (possibly tired, frustrated, impatient,
anxious, irritated, etc.). If you are not in a big town or city,
you could ask students how a city dweller’s commute
might be different from their own.
Next, tell student to read through the comments from
commuters from all over the UK. Direct them to the
questions in Activity A, and have them answer them
in pairs.
Finally, elicit answers to the questions from the whole class.
In order to involve as many students as possible, ask for
single items from a number of different students rather than
a lengthy answer from a single student.
Suggested answers:
1. infrequent buses
high cost of season tickets
the amount of time wasted
the system of paying the bus driver
people leaving newspapers on the seats
the rush hour crowds
2. Someone got angry when she didn’t understand
directions.
Grammar 3
3. He thinks the London transport system is good
considering the size of the city.
B (10 minutes)
34
Introduce the grammatical focus by directing students
to the table in Activity B. Explain that the table lists the
different ways of hypothesizing that are illustrated in the
commuters’ comments. Tell students to read the comments
again, and give them a few minutes to find and underline
the examples of hypothesizing in the text. Then have them
add the examples to the relevant place in the table. Tell
them to write as clearly as possible as they will need to
refer back to these examples in the next activity.
Tell students to check in pairs that they have found all the
examples. Finally check as a class by going through the
table row by row. For each row, have a different student
read out an example.
C (10 minutes)
Focus students’ attention on the functions listed 1–10. As
a class, discuss which function each of the examples from
Activity B illustrates.
Next, direct students’ attention to the verb tenses in the
word box. Tell them to match the tenses with the function
using the examples to help them. Have them do this in
pairs. Monitor and assist as necessary.
Go over the answers as a class. Finally, tell students to
read the Grammar Reference on page 114 to check their
answers and consolidate their knowledge.
D (4 minutes)
Put students in pairs again to discuss the questions which
focus further on tense usage in hypothetical language.
Check as a class by eliciting answers from pairs and clarify
if there is any remaining confusion.
Answers:
1. In general, unreal or hypothetical language uses the
past tense, not the present tense, even if the sentences
are talking about the present or the future.
2. Technically, the use of the past tense for hypothesis is
subjunctive and the verb be has a special subjunctive
form using the word were instead of was. In modern
English, this is beginning to disappear.
3. I wish is purely hypothetical: the speaker doesn’t expect
that the thing will happen but would like it to. I hope
means that the speaker thinks it is possible for the thing
to happen and wants it to.
4. Present perfect: have known
5. The verbs in these hypothetical sentences are the past
positive versions of the tenses used in the real situation:
We are not leaving tomorrow. > Imagine we were
leaving tomorrow.
Our exam is not tomorrow. > Imagine our exam was*
tomorrow. (*We can also use the subjunctive were here.)
6. Again we would use the past tense here. As these are
unreal sentences, we have the choice between the
normal past form and subjunctive form of the verb be in
both cases.
As if next week was / were the end of the world!
You’d think he was / were arriving tomorrow!
Practice
E (5 minutes)
Direct students to the task and give them a few minutes
to choose the verb forms to complete the sentences.
Have them check in pairs to confirm their answers. Then
check as a class, eliciting the answers from students. For
each answer, ask for an explanation why the tense
is correct and why the other option is not correct.
F (8 minutes) Use
Focus students’ attention on the sentences and the words J (12 minutes)
in brackets. Explain that this activity requires them to write
Put students in groups or four. Tell them to imagine they
new sentences which mean the same as the first ones, but
all work in the same office and explain that they are going
using the phrases in brackets.
to work as a team to discuss some problems where they
Do the first item as a whole class to clarify the task if work. Direct their attention to the instructions explaining
necessary. Give students a few minutes to rewrite the the situation and the list of problems.
sentences individually, and then a few minutes to check
Tell groups to spend a few minutes thinking and making
answers in pairs. When they have finished, check as a
brief notes about the details, causes, and implications of
class by eliciting answers from different students.
the problems, while also categorizing and prioritizing them
G (6 minutes) to produce an ordered agenda for the meeting. Advise
them also to think about what possible measures might
Tell students to identify the correct sentences and correct
be proposed to solve them, and the implications of these
the incorrect ones. Have them do this on their own and
measures.
then allow them a few minutes to check their answers in
pairs. Then get the groups to role-play the meeting. Remind them
that they should try to integrate hypothesizing language
When they are ready, check as a class. For each one,
into their discussion, though they will have to use other
elicit not just the answer, but the reason for the answer
language too. Give them a time limit of about three or four
too. It might happen that students wrongly identify a correct
minutes for the meeting.
sentence as incorrect, and suggest an alternative which is
also correct but different. In this case get them to focus on After the role plays, elicit feedback from the different
the difference between them—it will usually be a question groups. Ask each group to report briefly on how their
of time reference. meeting went and what solutions, if any, they agreed on.
Produce Extra Activity:
H (8 minutes) Have students write three sentences using the target
grammar in their notebooks. Tell them to include a mistake
Focus students’ attention on the situations and explain
in each one. Have them swap with a partner and correct
that they now need to create their own hypothesizing
the sentences.
sentences. Point out that they should use their imagination
to supply the specific details of the situation in order to
produce a plausible, meaningful sentence.
Reflection (2 minutes)
Refer students to the list of problems connected with
Do the first one with the whole class as an example. Elicit travelling to work that was mentioned in the Warmer. Ask
all the possible things about their room that they might not them how they could use hypothesizing language to talk
be satisfied with (e.g. it’s small, dark, noisy, cold, hot, they about these problems. Do this as a whole class activity and
have to share it, it has no view). For each possible idea, ask ask a number of students to contribute sentences.
a student to form an appropriate I wish sentence.
Then have students work in pairs to produce written
Homework
Tell students to interview some members of their family
sentences for items 2–8. When they have finished, check
and/or friends about their dissatisfaction on some of
as a whole class, eliciting a number of different ideas for
the topics from Activity I, or other topics of their choice.
each item.
Students should prepare a list of questions that will
I (8 minutes) prompt the target language of wishes, preferences, unreal
comparisons, and hypothetical suggestions. During or
Put students into groups of three and focus their attention
immediately after the interviews, they should make brief
on the instructions and list of topics. Encourage students
notes and then produce a written summary using the target
to choose one or two topic areas each about which they
language, for presentation in the next lesson.
feel some dissatisfaction and therefore about which it is
realistic to express a variety of wishes, preferences, unreal
comparisons, and hypothetical suggestions.
Have students discuss their topics in their groups.
Encourage them to practise using a variety of different
forms from the lesson as part of a natural discussion.
Monitor and assist where needed.
Teacher’s notes: Lesson 10
Spend a few minutes checking as a class after the group
work, by eliciting several different sentences for each
situation from students from different groups.
Extra Activity:
Ask students to write a short paragraph about one of the
topics in Activity I, using the ideas from their discussion and
including the grammar from the lesson. 35
 11
The future
Aims
• to present and practise the various different
structures used to talk about the future
• to differentiate between the uses of the various
forms
• to develop accuracy and fluency in the use of
future forms
• to develop discussion and debating skills
• to give students confidence and encourage them
to use the target language outside the classroom
Extra materials
• Activity H Extra Activity: paper (1 sheet per student)
Student’s Book / Answers: page 50
Grammar Reference: page 115
Warmer (2 minutes)
As a class, ask students to look at the photo of inclement
weather and elicit ideas on how our lives are affected by
the weather. Does it shape our lives, and if so, how, or is it
incidental? And if bad, is it a minor irritation or something
more serious? Why? Elicit opinions from students.
Focus
A (6 minutes)
Focus students’ attention on the question in Activity A and
then ask them to close their books. Explain that they are
going to listen to five different recorded extracts that are
unconnected except for their link to the topic of weather.
Play the recording once and allow students to take notes
while they listen. Then for each extract, ask for volunteers
to explain the link to the weather.
Answers:
1. The weather forecast of rain may prevent the planned
beach outing.
2. The band performance in the park will happen if the
weather is OK.
3. Freak storms are threatening people and crops.
4. Pam’s flight may be delayed due to a storm.
5. Paul’s motorbike skidded on ice.
Finally, ask students in which situation they feel the
influence of the weather is most significant and why. (Most
probably they will choose extract 3, but accept other views
with reasons.)
B (10 minutes)
Remind students of the large number of ways of referring
to the future and using future tenses in English. Focus
students’ attention on the list of tenses in their books.
Grammar 3
Students should be familiar with all of these, but check this
and assist with explanations if necessary.
Now tell students to read through the audio script and
36
underline as many examples of future tenses as they
can find.
When they are ready, have students volunteer some of the
examples they have found. Ask them to tell you the tense
and, if they can, the use each time.
Next, refer students back to the list of tenses and uses in
Activity B and tell them to match these with the examples
listed on the right. Have them do this on their own and then
compare their answers in pairs. Finally, check answers as
a class, settling any uncertainties about use as you do so.
C (4 minutes)
Focus students’ attention on the list of expressions about
the future and give students a minute to find the examples
in the audio script. Then give students another minute to
discuss the questions in pairs. Finally, have them check
their answers against the Grammar Reference on page 115.
Practice
D (6 minutes)
Focus students’ attention on the short dialogues and
multiple-choice options. Remind them that there is some
overlap between the uses of the different future forms,
which is why in some cases, two options are possible (with
only a slight difference, if any, in meaning). Have students
work on their own to decide on the correct options.
Check answers as a class by asking two different students
to read out each completed dialogue. Remember to elicit
alternative answers where they are possible.
E (8 minutes)
Direct students to the task and ask them to write the
correct verb forms. Explain that sometimes more than one
option is possible.
When they have finished, check answers as a class by
eliciting answers from volunteers, and then writing the
correct verb forms on the board. Where there is any
uncertainty, focus on the meaning of the form in its
context—if necessary refer back to the tenses and uses in
Activity B or the Grammar Reference. Where more than one
form is appropriate, elicit the additional possible answers
from other students.
F (6 minutes)
Focus students’ attention on the key word transformation
sentences. Point out that this type of task appears in the
Cambridge English: Advanced (CAE) and Proficiency (CPE).
Put students in pairs to check their answers.
Then check answers as a class by asking for volunteers to
write each answer on the board. Check whether the rest of
the class agrees with the answer in each case. If not, ask
for a volunteer to come and correct it.
Produce
G (10 minutes)
Focus students’ attention on the situations in the box. Give
students a few minutes to write true or false sentences
about themselves for each point. Encourage them to make
false sentences that will not be obviously false to another
student. If they are not sure what to write about, you could
suggest some topics, for example: holidays, work, studies,
family, home, friends. Go round the class monitoring
and assisting students with vocabulary or grammatical
uncertainties as needed.
Then put students in pairs and have them tell each other When time is up, gather feedback about who students felt
their sentences. Their partner has to guess which one is had the best arguments. Ask if anyone changed their minds
true and which is false in each case. about the topic as a result of the debate.
H (8 minutes) Reflection (4 minutes)
Put students in groups of three or four and focus their Have students tell their partner about a future event that
attention on the list of topics. Tell them to choose a they are excited about. They should listen carefully and
few topics from the list that they would like to discuss. correct each other’s uses of future forms, if necessary.
Point out that they will need to use a variety of future
forms, and some of the expressions about the future in Homework
their discussions. Tell students to do some Internet research on space
exploration and the advances that are being made towards
Monitor groups as they discuss, ensuring all students are
living on other planets. Tell them to keep notes on any
contributing to the discussions. If you hear any incorrect
interesting plans or predictions in this field and be ready
use of grammar, write it up on the board.
to present them in the next lesson.
When they have finished, get groups to tell the class the
main points that they discussed for each topic. Find out
if other groups discussed similar ideas. Finally, go through
the incorrect grammar you heard and ask the class to
offer corrections.
Extra Activity:
Distribute a blank piece of paper to each student and have
them write their name at the top. Tell students to write
a paragraph about one of the topics they discussed in
Activity H, using as many instances of the grammar from
the lesson as possible. Set a time limit.
When the time is up, collect the papers in. Distribute them
at random to other students. Tell students to read the
paragraphs and allocate one point for every correct use
of today’s grammar. Congratulate the student(s) with the
most points.
Use
I (16 minutes)
Divide the class into two teams. Tell students that they are
going to have a debate. Write the topic statement on the
board and allocate a side for each team: for or against, or
allow teams to choose sides themselves.
Give students six minutes to brainstorm their arguments
in point form in their teams. They can use the questions
in the book as prompts and also add their own ideas. Tell
each team to think of at least five convincing reasons why
our future lies or doesn’t lie on other planets. Encourage
them to include evidence to back up their points. If they
have Internet access, and if time permits, allow them to do
some research.
Tell students they should also try and predict the arguments
of the opposing team and think of how to counter or
disprove them. Write these pointers on the board:
• 5 reasons for/against.
• evidence to back-up your arguments
• predict other team’s arguments
Teacher’s notes: Lesson 11
Before starting the debate, explain that each student
should be prepared to argue at least one point. Point out
that they should be ready to adapt the order in which they
make their points according to what point(s) the speaker on
the opposing team makes.
When they are ready, start and facilitate the debate. Allow
students to direct the course of the debate. 37
 12
The future
in the past
Aims
• to present and practise the various different
structures used to talk about the future in the past
• to differentiate between the uses of the various
forms
• to develop accuracy and fluency in the use of the
future in the past
• to develop discussion and presentation skills
• to give students confidence and encourage them
to use the target language outside the classroom
Extra materials
• Activity H: paper (1 sheet per pair)
• Activity I: paper (1 sheet per group of 3 or 4)
Student’s Book / Answers: page 54
Grammar Reference: page 117
Warmer (2 minutes)
Write the word ‘Planning’ on the board and ask the class
how important planning is in life. Encourage a brief class
discussion on this subject, eliciting in what areas of life
planning is important and how and why planning can
improve efficiency, performance, etc. Also if it doesn’t
come up, prompt students to think about why in some
cases planning doesn’t necessarily help—for example due
to unforeseen events. Elicit a few examples of this but try
not to pre-empt the ‘Produce’ section of this lesson, which
expands this point.
Focus
A (5 minutes)
Focus students’ attention on the title of the text and ask
if anyone knows this expression. Explain that ‘The best
laid plans …’ is an idiom used to comment on the futility
of making detailed plans when they could go wrong.
(For background information, you can explain that it’s a
shortened form of ‘the best laid plans of mice and men
often go awry’, by the famous Scottish poet Robert Burns).
Elicit what students think the story will be about in light of
the title. Then give students a few minutes to read through
it quickly and find the answer to the three questions. When
they are ready, check answers as a class.
B (14 minutes)
Ask students when the events in the story take place.
Elicit ‘in the past’. Give students a minute to skim through
narratives—a way of getting inside the narrator’s or a
character’s head.
Next, ask students if they have noticed which forms
express this concept. Direct them to the table in Activity
B for confirmation. Now give students time to read through
the text again, underline all the examples they can find of
these forms, and write them into the table.
When they have done this, have them compare answers
in pairs and fill in any examples they missed. Check
as a class, eliciting each row of the table from a
different student.
C (7 minutes)
Point out that though the different forms for the future in
the past express similar ideas, and some of them are often
interchangeable, there are some differences between them.
Focus students’ attention on the list of functions/meanings
in Activity C and tell them to try and match them with the
forms in the table in Activity B. Encourage them to refer
back to the forms in the context of the reading passage,
in order to have a clearer idea of the full implication of each
form. Point out also that these functions/meanings are
the same as those expressed by the real future tenses (in
lesson 11), but transferred here to a past narrative context.
When students have done this, tell them to read the
Grammar Reference on page 117 to check their answers.
Then go over the answers as a class, and elicit what real
future tense would be used for each meaning if it wasn’t in
a past narrative context. This should help students realize
that the forms for the future in the past are one tense back
from the real future forms, just like reported speech.
Point out that some of the future in the past forms have
a past tense introductory verb or phrase, like reported
speech. If time permits, ask students to find examples of
these in the reading passage (Answers: I knew that …,
we reckoned …, I didn’t know …, etc.). Explain that most
examples of the future in the past in the reading passage
do not have an introductory phrase, as constant repetition
of reporting verbs in narratives can sound clumsy.
Practice
D (5 minutes)
Focus students’ attention on the sentences and have
them work on their own initially to decide on the correct
options. Then have students work in groups of three to
agree final answers.
Check answers as a class by asking a different group for
each answer. If there is any uncertainty, remind students
of the difference in meaning between the two choices, and
show (or elicit, if possible) how the correct answer is more
suitable for the context of the sentence.
Check answers as a class by eliciting ideas from students.
Where there is still any uncertainty, focus on the meaning of
the form in its context—if necessary refer back to the list of
functions/meanings in Activity C.
F (6 minutes)
Focus students’ attention on the sentences. Point out
that this type of task appears in the Cambridge English:
Advanced (CAE) and Proficiency (CPE).
Have students work alone or in pairs. Then check answers
as a class by asking for a volunteer to write each answer on
the board. Have the rest of the class decide if each answer
is correct or not.
Produce
G (6 minutes)
Explain that students need to use their imagination to
create their own sentences using the future in the past.
Direct students to the sentence stems and tell them that
they should try to expand the context into something
meaningful. The given part may appear at the beginning,
middle, or end of their sentences. Each answer should be
more than one sentence.
If necessary, do the first one with the whole class as an
example. Elicit several different versions from different
students. Then tell students to work in pairs to make their
own sentences for the rest. Monitor pair work, check their
progress, and assist where needed.
Finally, check as a class by asking pairs to share their
ideas. If time allows, have the class vote on the best one
each time. They should consider both the use of target
grammar as well as how interesting/creative the ideas are
when voting.
H (10 minutes)
Put students into pairs and hand each pair a sheet of
paper. Tell them to imagine a situation where one person
is making excuses to another one because something
was not done. Give them a few minutes to come up with a
scenario, including who the two people are and what was
not done. Tell them to write the scenario down clearly on
their sheet of paper. Collect the papers in and distribute
them to different pairs.
Have pairs then use the information to do a role play. Tell
them they should use the future in the past for one student
to make their excuses and the other to ask questions.
When they have finished, pick one or two pairs to perform
their role plays for the class.
Extra Activity:
Have students work in pairs. Tell them to imagine that
they’ve received an email telling them that they have won
$5,000. Give them a few minutes to make detailed notes
Use
I (16 minutes)
Put students into groups of three or four and give each
group a sheet of paper. Tell them that they should imagine
they work for a company that is planning a conference.
Give students a minute to decide what sort of company
they work for, what sort of conference it will be, and what
it will involve. Then tell them to think in more detail about
the conference and make a list of five specific plans for the
conference. Elicit some suggestions of other things they
might make plans for apart from those mentioned in the
instructions (e.g. invitations, entertainment, refreshments,
meals, exact dates, exact times of sessions, travel/
transport arrangements, etc.) and note them on the board.
Have each group elect a secretary to take notes and write
the list (stress that the list must be clear enough for others
to read). Give them five minutes to make the plans. Then
have groups swap lists.
At this point, each group should take the role of the other
group’s bosses. They should raise objections to three of the
five plans. Tell them to note the objections and the reasons
for them (e.g. too expensive, too time-consuming, etc.) on
the lists and return the annotated lists to the original group.
Returning to their original roles, tell each group to revise
their plans in light of their bosses’ objections.
When they are ready, have each group present their
conference plans to the rest of the class. Tell them that they
should mention the original plans that changed (using the
future in the past) and explain how they have changed.
After all the presentations, have the class vote on which
sounds like the best planned conference.
Extra Activity:
Have students make a written report of the original and
revised conference plans.
Reflection (3 minutes)
Ask students to think about the lesson. Tell them to
give themselves a mark out of ten based on their overall
performance, participation, and how much they’ve learned.
Ask students for their marks and the reasons for it.
Homework
Tell students to interview one or two different people
outside the class about a time when a situation or event
turned out differently from what they had planned or
expected. Tell them to keep notes and then write a short
article using the future in the past where appropriate.

Teacher’s notes: Lesson 12

the story again and consider which points in the past are
discussed. Elicit:
• general action at a certain time in the past
Grammar 3
E (6 minutes) on how they are going to spend the money.
Direct students to the task, the word box, and the four
When they have done this, tell them that the email was from
separate paragraphs. Tell them to complete the paragraphs
a fraudulent company and that they will not be receiving the
using the words and phrases in the box. Encourage them

• events prior to this money after all. Call on different pairs to report back to the
to read through each paragraph to the end before selecting
• thoughts about what was planned and expected class on how they had intended to spend the $5,000 using
an answer in order to get a complete idea of the meaning.
to happen the future in the past. For example: I was going to book a
When they have finished, have them check in pairs. If they holiday. I knew I would also be able to afford a new bike.
38 Explain that the last idea is the concept of the future in the 39
have different answers, they should justify their answer to I was planning on buying a new laptop.
past—the future seen from the context of a past situation
their partner in order to agree on the correct one.
or narrative. Explain that this is a common feature of past
 13
Modals
Aims
• to revise and practise modals and semi modals
• to differentiate between the meanings and
functions of the different modals
• to develop accuracy and fluency in the use of
modals
• to raise awareness of formal and informal language
• to develop discussion skills
• to give students confidence and encourage them
to use the target language outside the classroom
Extra materials
• Activity G Extra Activity: paper (1 small piece per pair)
• Activity I: paper (1 sheet per group of 3)
Student’s Book / Answers: page 58
Grammar Reference: page 117
Warmer (3 minutes)
As a class, ask students what kind of issues at work can
cause disagreements between management and staff.
Elicit a number of different ideas from volunteers. Then
ask the class how these issues can be resolved. Again
elicit ideas from the class.
Focus
A (6 minutes)
Explain to students that they are going to listen to part
of a staff association meeting. Focus students’ attention
on the questions, and have them note them down in their
notebooks. Tell students to close their books and write
down their answers as they listen to the recording.
After playing the recording, put students in pairs and have
them pool their answers. Check as a class by eliciting
answers to each question from different pairs.
Answers:
1. Management’s concerns about people being late for
work.
2. They’ve decided to dock (reduce) people’s pay for
persistent lateness.
3. There was no written warning so it may not be legal,
and staff would prefer incentives & encouragement
not punishment.
4. Reduced prices for coffee in the café before 8.30,
flexitime, childcare facilities, gym membership, sports
competitions, stress management courses, paid social
evenings out together, a team building weekend away.
5. A team building weekend away, because it’s like being
at work all weekend.
Grammar 3
B (15 minutes)
Ask students if they noticed how many and which modals
were used in the meeting discussion. Elicit guesses, but
don’t confirm the answers.
40
Then ask students to open their books. Draw their attention
to the audio script, the task, and the table. Have them read
through the audio script, underline all the modals, and fill
in as much of the table as they can. Tell students that for
each example they find, they should write down enough to
convey a meaning, not just the verb form itself. Tell them to
only fill in examples they are sure of, and keep a list of the
examples they are unsure of in their notebooks, as you will
go over the answer together afterwards.
Have students stop after about eight to ten minutes,
regardless of how far they have got. Go through the
answers row by row. Point out any examples they have not
found, so that they can complete their tables. Clarify any
misunderstandings about the meaning and function of each
example that students may have.
Finally, have students read through the Grammar Reference
on page 117 to help consolidate their knowledge.
C (5 minutes)
Focus students’ attention on the sentences from the
meeting discussion. Point out that this activity helps to
revise important distinctions in meaning between specific
modal forms which sometimes cause learners problems.
Explain that students need to choose the correct meaning
for each sentence. They should refer back to the context of
the discussion and the completed table if they are unsure.
Give students a couple of minutes to do the activity on their
own. Then have them compare answers in pairs, before
checking as a class. If there is any confusion, clarify by
referring back to the context in the audio script and/or by
further rephrasing the meaning.
Extra Activity:
Ask students to try and express some of the ‘wrong’
answers from Activity C using other modal verbs. This
could be a written or an oral task, depending on which skill
you feel your class needs more practice in.
Suggested answers:
1b. You may hear about it.
2a. They couldn’t have docked people’s pay.
3b. They couldn’t introduce the policy without legal advice.
4a. They must have tried to think of incentives.
5a. (The original sentence could also mean this in a
different context.)
6b. We may well stay in the office all weekend.
D (4 minutes)
Focus students’ attention on the questions. Point out that
this activity revises further points about modal verbs which
they should know, but which can still be confusing. Tell
students to discuss the questions in pairs.
Monitor and assist as necessary. Check answers as a class
by asking a different pair for each answer.
Practice
E (8 minutes)
Direct students’ attention to the sentences. Have them
work on their own to replace the modals in bold with
another modal or an alternative. Point out that in some
cases more than one answer may be possible. Allow
students to refer to the Grammar Reference on page 117.
When students have finished, check answers as a class
by. Make sure they understand what the correct answers
mean and how they fit into the context given. If necessary,
suggest further rephrasing to clarify meaning.
F (6 minutes) • Who could benefit?
Focus students’ attention on the instructions, the word • How can it boost the local economy?
box, and the sentences to complete. Give students a few
Tell groups they should begin by having a five-minute
minutes to work on this on their own and then have them
discussion about the situation. Encourage them to use
compare answers in pairs. They can refer to the table in
Activity B for help.
modals appropriately, but not exclusively. Monitor group
work, making sure students stay focussed and are
Check as a class by eliciting each answer from a different discussing constructively.
pair. Make sure all agree on the correct answers. Where
Give each group a blank sheet of paper, and tell them
there is any confusion, elicit explanations of the meaning
to start writing summaries for their proposals. Establish
in the context of the situation in the sentence.
a basic plan if you feel your class needs this support.
For example:
Produce
G (8 minutes) • Describe the leisure facility proposed
• Give key details
Focus students’ attention on the sentences. Explain that
• Describe how it benefits the community and the local
they need to create an appropriate response using an
economy
appropriate modal verb. As an example, do the first one
• Offer solutions to any problems
as a class. Elicit a range of suggestions from different
students, and ask the class to decide for each response
• Outline why it’s better than all the other proposals
whether it is correct and appropriate, and if not, why not. Have students work together to write the summary. Remind
Then put them in pairs to complete the activity. them to use modals where appropriate. Continue to
monitor and assist as needed.
When they have finished, check as a class by asking for
a range of suggestions for each question from different Finally, have groups read out their proposals to the
pairs. As before have the class decide whether answers are whole class. Have the class vote on the best proposal.
correct and appropriate. If not, why not. Congratulate the winning group.
Extra Activity: Reflection (2 minutes)
Hand out a piece of paper to each pair. Have students write Have students reflect on anything from this lesson that they
their own sentences on the paper for other pairs to respond feel they need more practice with, or would like to know
to using modal verbs. Have pairs swap their sentences and more about. Have them share their points with the rest of
come up with imaginative responses. Have pairs share their the class.
ideas with the rest of the class.
Homework
H (8 minutes) Tell students to keep a ‘modals diary’ for a week: they
Put students in new pairs and focus their attention on should make a note of all the modals they hear or read over
the instructions and situations. Tell them to choose two the course of a week, identifying for each one how it was
and to do a mini-role play based on each situation. (They used each time.
can combine the situations into one role play, or do two
separate role plays.)
Explain that they should use modal verbs and their
imagination to talk about the situations. Tell them to be
as creative as possible in expressing their own ideas. If
students need more support, go through the first situation
with them as a whole class, eliciting a number of possible
ideas from different students.
Give students about five minutes to write and practise
their role plays. Monitor pair work and assist. When they
have finished, have as many students as time allows
perform a role play for the class. Make a note of any
mistakes with modals, and go over them at the end.
Use
I (15 minutes)
Teacher’s notes: Lesson 13
Put students in groups of three and tell them to imagine
they all work together for the same company. Focus their
attention on the situation outlined in their books, and
ensure everyone understands it. Write a list on the board
of things that could promote discussion. For example:
• What facilities already exist?
• What facilities are missing?
• What could constitute an ‘extraordinary’ proposal? 41
• Why is it better?
 14
Gerunds, infinitives, and
verbs with two objects
Aims
• to revise and differentiate between the uses,
meanings, and functions of gerunds, infinitives, and
verbs with two objects
• to develop accuracy and fluency using the target
language
• to discuss travel experiences anecdotally
• to develop descriptive writing skills using the target
language
• to give students confidence and encourage them
to use the target language outside the classroom
Student’s Book / Answers: page 62
Grammar Reference: page 119
Warmer (4 minutes)
As a class, ask students to think about their travel
experiences. Have students write down the first thing that
comes to mind. Tell them not to edit their thoughts, and
that any answer is acceptable.
Give them 30 seconds to do so, and then make them stop
writing. Go through the answers as a class. Are they mostly
positive or negative experiences?
Focus
A (4 minutes)
Focus students’ attention on the instructions and tell them
they are going to listen to a podcast from a personal blog
and that they have to guess where the narrator is from. Tell
students to pay attention to his accent, the slang he uses,
and the places he talks about.
Play the audio. When it is finished, ask students where they
think the narrator is from and why. Examples of Australian
slang used in the podcast are: didn’t spit the dummy (to get
angry) and mate (friend).
B (5 minutes)
Focus students’ attention on the activity. Have them read
the questions 1–6 and sentences a–g, and answer the
questions on their own.
When they have finished, have students compare answers
in pairs and then check them as a class. Nominate a
different student each time to read out an answer.
C (5 minutes)
Tell students to underline all the infinitives in the audio
script. Then tell them to read about infinitives in the
Grammar Reference on page 119.
Next, have students work in pairs to come up with their
Grammar 3
own examples of each of the five functions of infinitives.
Go through their ideas as a class and write correct ones
on the board.
42 D (6 minutes)
Focus students’ attention on the audio script again and
tell them to underline all the gerunds. Point out that there
are some -ing forms in the text which are not gerunds.
Have students complete the activity on their own. Then go
through the answers as a class. If any student suggests
-ing forms that are not gerunds, ask the rest of the class
if they can explain why it is not a gerund. For example:
• … the flight wouldn’t be leaving …
• … one bloke who was demanding …
Here, leaving and demanding are both present participles
• evening
• beginning (in this context)
• morning
These are all regular nouns.
Finally, answer the two questions in Activity D as a class.
E (4 minutes)
Focus students’ attention on the sentences. Tell them to
use them to complete the gapped grammar rules. When
they are ready, check answers as a class.
Practice
F (8 minutes)
Draw students’ attention to the words in the box and the
empty table. Tell students that they have to put the words
from the box under the correct headings in the table.
Have students do this activity on their own. Then have them
check their answers in pairs, with one student looking at
the Grammar Reference on page 119 and the other student
checking their tables. When they have finished, verify
answers as a class.
Extra Activity:
Ask students to find example sentences from the audio
script or the Grammar Reference for each verb, or to
provide their own example sentences where there isn’t
an example in the book.
G (6 minutes)
Draw students’ attention to the error correction activity.
Have students complete the activity on their own before
checking their answers in pairs. Point out that sometimes
more than one answer is possible.
Ask for volunteers to write answers on the board. Make
sure all students agree with them before confirming they
are correct.
H (4 minutes)
Focus students’ attention on the activity, which practises
word order for gerunds and infinitives. Have students do
this activity in pairs.
When they are ready, go through the answers as a class:
nominate one pair to give the first answer, then have them
nominate another pair for the second answer, and so on.
Produce
I (8 minutes)
Put students into pairs and tell them they are going to write
a short story about a real or imaginary experience at an
airport using the grammar from this lesson. Refer them to
the audio script from the Focus section for inspiration.
Suggest they spend a few minutes brainstorming scenarios
and planning the order of events in their pairs before they
start writing. Monitor and assist pairs, and correct their
work as necessary.
When they have finished, don’t have students read out their
stories, as they will be used in the following activity.
J (12 minutes)
Have pairs from the previous activity team up with another
pair. Tell them to use their airport stories to prepare, and
then perform, a short sketch with four characters. Tell
them that they are allowed to combine the two stories to
make one, or add new characters to one story. Remind
them to use the grammar from this lesson. Monitor and
help where necessary.
When groups are ready, have them perform their sketches
for the class. Tell the class to note down any examples
of gerunds and infinitives that they hear in the sketches.
Discuss the examples they heard as a class, encouraging
students to give each other feedback on their grammar
usage. At the end, have the class vote on the most
entertaining performance.
Use
K (13 minutes)
Read the instructions aloud to the class and make
sure everyone understands what they have to do. Give
students a few minutes to brainstorm some solutions to
the complaints on their own. Tell them to also think about
how to present their ideas to their ‘boss’. If the Internet is
available, allow students to research ideas online.
Now put students into groups of three or four. Have them
share their ideas orally with each other. Tell them to choose
their favourite ideas and prepare their presentation.
Have them elect a spokesperson for their group to give
the report.
While they do this, write the following points on the board:
• Quality of delivery
• Use of English
• Use of grammar
• Was the report persuasive and why?
Point out to students that these points will be discussed
for each group after the presentations.
Have each group give their report. At the end, discuss the
points on the board for each group as a class. Nominate
a winning group based on the feedback.
Reflection (3 minutes)
Have students write three true / false statements about
the grammar from today’s lesson. Then tell them swap
them with a partner, who should decide which are true and
which are false. Ask students if they got them all right and
what they feel they have to practise more.
Teacher’s notes: Lesson 14
Homework
Have students interview friends and/or family about
eventful travel experiences they’ve had and write up their
favourite anecdote.
43
 15
Emphasis: cleft sentences,
fronting, and inversion
Aims
• to present and practise further ways of adding
emphasis to statements
• to present and practise cleft sentences, fronting,
and inversion
• to develop accuracy and fluency in the use of
emphasis
• to raise awareness of the use of emphasis in
spoken English, formal English, and creative writing
• to develop discussion skills
• to give students confidence and encourage them
to use the target language outside the classroom
Student’s Book / Answers: page 66
Grammar Reference: page 120
Warmer (3 minutes)
Focus students’ attention on the photos in the book. Ask
them if they can guess what the subject in today’s lesson
will be. Elicit the answer archaeology and write the word
in the middle of the board. Then add the following words
around it to create a mind map:
excavation, study, human, artefacts, history, sites,
prehistory, analysis, remains
Put students into pairs and give them two minutes to come
up with a definition of the word archaeology using as many
of the other words on the board as they can.
When the time is up, have pairs read out their definitions,
and compare the different ideas.
Focus
A (6 minutes)
Explain to students that they are going to listen to a radio
interview with an archaeologist and answer some questions
about it. Have students note the questions down in their
notebooks and then close the text book, so that they have
to listen for the answers. Play the recording.
After listening, put students in pairs and have them pool
their answers. Check as a class by eliciting answers to
each question from a different pair.
Answers:
1. Crossrail, a new underground commuter railway line
2. During the engineering works and digging, they are able
to excavate under central London where normally they
wouldn’t have access.
3. over 10,000
4. over 5,000 human remains
5. They’re from the 16th & 17th centuries; many were plague
victims; they’ve identified a criminal and a mayor.
Grammar 3
If your class is interested, you can give them the following
historical and geographical background:
44 London is steeped in history—the Romans founded
Londinium in AD 43, though there were settlements along
the Thames River thousands of years before their arrival.
After that followed a long, complicated, and turbulent
history with many different regimes, invasions, wars,
plagues, fires, etc.
From the 14th century, overcrowding, poverty, and lack of
sanitation for the masses led to many outbreaks of deadly
illness and fever, including bubonic plague. The worst was
the Great Plague of 1665, when 100,000 people died.
Regarding the Crossrail project, although there is already
a very extensive network of transport in and across
London, the aim of Crossrail is to provide a much
faster route across the city. Direct your students to the
website www.crossrail.co.uk which hosts a wide range
of information.
B (16 minutes)
Ask students if they noticed how emphatic the speakers
were and elicit any emphatic statements that they noticed.
Then tell students to open their books. Draw their attention
to the audio script and the task. Go through the six
categories of emphatic forms and make sure students
understand them. Use the examples given in the table to
illustrate each one.
Next, have students read through the radio interview and
underline the examples of emphasis on their own. Tell them
they can refer to the Grammar Reference on page 120. Tell
them to add the examples from the audio script to the lists
in Activity B. Explain that they do not need to write all of
each sentence, just the parts that are emphatic.
Check answers as a class by nominating a different student
to read out the examples for each form.
C (5 minutes)
Direct students to sentences a–m, which are further
examples of emphasis. Give students a few minutes to
categorize them according to the numbers in Activity B.
Then have them compare answers in pairs. Finally, check
answers as a class.
Extra Activity:
This activity clarifies rules about whether to invert the verb
or not in some specific cases of adverbial fronting. Write
these examples of adverbial fronting on the board:
• Into the room walked an old man.
• Into the room they went.
• Here comes Sally!
• There she goes!
Tell students to study the examples, noting whether the
verb is inverted or not. Ask them to use this information
to work out these rules of inversion:
Verbs of position and movement are inverted if the subject
is a noun.
Verbs of position and movement are not inverted if the
subject is a pronoun.
Practice
D (7 minutes)
Direct students to the sentences and tell them to work on
their own to rewrite the sentences in a more emphatic way.
When they have finished, have them check in groups of
three and then check as a class by eliciting answers from
different groups.
E (6 minutes) As a class, brainstorm a list of ideas for the press release.
Focus students’ attention on the instructions, word box, Prompt as necessary.
and the paragraph to complete. Tell them to read through
Examples:
the paragraph first, in order to get the gist, before filling in
• Which university?
the blanks. Give students a few minutes to work on this on
their own and then have them compare answers in pairs.
• What is the discovery?
• Where?
Check answers as a class by asking different students to • What period of history?
read out a sentence from the text. • Why is it important?
• Who is involved?
F (6 minutes)
• Were there any difficulties with the discovery?
Draw students’ attention to the sentences, all of which • What conclusions can be made from the discovery?
contain an error in the way emphasis is expressed. Have • What are the next steps?
them work in pairs to correct the sentences.
Put students in groups of three to prepare. Give groups at
Check as a class by eliciting each answer from a different least five minutes to conduct a discussion and agree on the
student. Note that several of the errors are to do with facts for their press release. Monitor, make sure the groups
whether the verb and subject are in regular order or stay focused, and assist where needed.
inverted. If necessary, refer students back to the examples
Then move students on to the writing stage of the press
in B and C and the rules in the Grammar Reference.
release. Tell them to decide on the main points, bearing in
mind who the audience is. Remind them that they should
Produce convey their enthusiasm about the discovery by making
G (6 minutes) liberal use of a variety of forms for expressing emphasis.
Have students sit in a circle if possible. Tell them that they
Encourage them to write a first draft and then to review it,
are going to make up a story as a class. Explain that you
and where necessary revise it to make it more emphatic.
will start the story and then they should in turn each add
Continue to monitor and assist as needed.
a sentence or two, using expressions for emphasis.
Students may use the expressions in the book and/or Finally, have each group read out their press release to the
think of some themselves. whole class. The class can then vote on which one is the
most exciting discovery.
Start the story off using the example below or one of
your own, and then offer the second student a prompt,
if necessary, to get them started.
Reflection (2 minutes)
Ask students what new things they learned in this lesson.
Never before had I been so surprised than that morning … If the grammar points were not brand new to them, ask
them to elaborate on how they can increase the depth
When the time is nearly up, explain that the last student
of their knowledge and sophistication of use in this area.
to speak has to come up with a logical ending to the story.
If necessary, suggest further reading of or listening to
For a more challenging version of this, students should authentic materials.
repeat all the sentences the students before them uttered.
In other words, each student has to say the story in its Homework
entirety up to and including their own contribution. Tell students to do some research online to find an article
about a current or recent archaeological find or excavation.
Extra Activity: Tell them to rewrite the article adding in as many emphatic
Ask students to write down the story from Activity G as they forms as possible.
remember it and then compare as a class to see if their
versions match.
H (8 minutes)
Put students in groups of three or four and draw their
attention to the instructions and topics. Tell students that
they should each tell their group about some, if not all, of
the subjects listed. Point out that these should be based on
true things in their own lives, and should be things that they
feel very strongly about. Remind students to use emphatic
forms to show how strongly they feel about something.
Teacher’s notes: Lesson 15
While they are talking in their groups, monitor and
check that they are using the emphatic forms correctly
and appropriately.
At the end, have full-class feedback in which you ask each
group to report their best account for each of the subjects.
Use
I (15 minutes) 45
Tell students to imagine they are archaeologists, and focus
their attention on the situation outlined in the instructions.
 16
Ellipsis
Aims
• to present and practise a variety of types of ellipsis
to avoid repetition and be economical
• to raise awareness of the various uses of ellipsis
• to develop accuracy and fluency in the use of
ellipsis in speech and in writing
• to develop informal writing skills
• to give students confidence and encourage them
to use the target language outside the classroom
Extra materials
• Activity D Extra Activity: paper (1 sheet per student)
Student’s Book / Answers: page 70
Grammar Reference: page 121
Warmer (3 minutes)
As a class, ask students if they have had anything go
wrong when they’ve been on holiday abroad. Prompt with
ideas such as, a theft, an injury, a missed flight, etc. Elicit
a few anecdotes from a selection of students. Ask what
happened and how they dealt with it.
Focus
A (3 minutes)
Explain to students that they are going to listen to a
conversation. Focus students’ attention on the questions
and tell them to make a note of them, before closing their
books. Play the recording. Then ask one or two volunteers
for the answers.
B (12 minutes)
Now ask students to open their books and draw their
attention to the audio script. Point out the grey sections in
brackets and explain that these are all examples of ellipsis,
i.e. words which were missed out and which they didn’t
hear in the audio. Tell them you are going to play the audio
again and they should pay attention to the grey sections as
they listen and read along.
Ask students if they understood the conversation when
they listened the first time—i.e. without the grey bracketed
sections. The answer should be yes. Explain that this
illustrates the fact that we miss words out when they are
not needed, when we understand the meaning without
them, and when to include them would make the text rather
repetitive, which is bad style.
Next, go through the list of types of ellipsis and make sure
students understand them. Tell students to try to match
each case of ellipsis in the conversation with a type of
ellipsis listed, and to write the number by the example in the
Grammar 3
text. To clarify the task, you could go through the first two
or three as a class.
When students have finished, have them compare in
46 pairs and then check answers as a class. Point out that
some ellipses, like missing out the subject or initial verb,
are common in informal style only. But that other cases,
in order to avoid repetition of known information, occur in
neutral and more formal style language too.
C (6 minutes)
Direct students to the further examples of ellipsis. Give
them a couple of minutes to work in pairs to read the
through them and complete the rules.
Refer them to the Grammar Reference on page 121 for
help. Check answers as a class by having a different
student read out each completed rule.
Practice
D (4 minutes)
Focus students’ attention on the statements and explain
that a–h are mixed up replies to the statements. Give them
a few minutes to match them individually, and then have
them compare answers in pairs. Finally, check as a class
by asking pairs to read out each statement and reply.
Extra Activity:
Hand each student a blank sheet of paper and have them
create their own matching exercise, similar to that in Activity
D. When they have finished, have them swap papers and
complete the matching activity they have received.
E (6 minutes)
Focus students’ attention on the sentences. Explain that
they include ellipses, but that they are not marked in any
way. The task is to identify the ellipses, and say what words
have been left out, in the same way as was marked in the
audio script.
Have students work in pairs and then check as a class by
eliciting answers from a selection of students.
F (5 minutes)
Focus students’ attention on the sentences and give them
a few minutes to decide on the correct options. Refer
students back to the rules in Activity C for help with this
if they need it.
Check as a class by asking students to read out each
exchange with the correct option in place.
G (5 minutes)
Have students work in pairs. Tell them to read through
the email from Sammy and identify where ellipses can be
used. Tell them to put brackets around any words that can
be omitted.
When everyone has finished, call on a volunteer to read out
the email with the ellipses they have identified (i.e. without
the words in brackets). Ask the rest of the class if there
were any other words that could have been omitted.
Produce
H (10 minutes)
Put students in new pairs and tell them to read the
instructions. Give them about five minutes to write their
email. While they are doing this, monitor pairs and assist
where necessary.
When they have finished, have pairs swap their emails
and encourage them to see if they can find any further
opportunities for ellipsis in their classmates’ email. Finally,
have different pairs read out their emails to the class.
I (12 minutes)
Put students in different pairs again and tell them that
they are going to write and perform their own sketch in
which two friends are meeting and having a chat. Write the
following on the board as prompts for them to brainstorm:
• Who are the characters?
• Where are they meeting?
• What three things will they discuss?
When pairs have decided on the above, they should start
writing a script for their sketch. Remind them to use a lot of
ellipsis in order to sound as authentic as possible. Monitor
and assist pairs where necessary.
When they have finished writing, tell them to practise their
sketches. They should consider the acting involved, since
points will be awarded for the best performance.
Next, have each pair perform their sketch for the rest of the
class. As they do so, make a note of any errors they make
with the use of ellipsis. At the end, go through the errors
and ask the class to correct them. Finally, have the class
vote on the best performance.
Use
J (12 minutes)
Put students into groups of four and explain that they are
going to have an extended, though informal, discussion on
the topic given. Draw their attention to the questions in the
box and tell students to use them to brainstorm the topic
and note down some ideas for the discussion.
After a few minutes, get them started on the discussion in
their groups. Remind them that it’s an informal discussion
so that rather than making long speeches, they should try
and interact with each other as a group, by responding
fairly intuitively to what each person says. Remind them
to use ellipsis to avoid repetition.
Give them at least five minutes to discuss. Monitor groups,
making sure they are discussing and interacting in an
informal way and using ellipsis appropriately. Assist and
redirect as needed.
When they have finished, ask them to spend a few minutes
recapping their discussion in order to summarise the main
points. Then ask a volunteer from each group to summarise
their discussion orally for the rest of the class. Encourage
reactions using ellipsis from the other groups to each
group’s summary.
Extra Activity:
Ask students to produce a written summary of the main
points that arose in their discussion.
Reflection (2 minutes)
Discuss with the class how they feel the use of ellipsis can
Teacher’s notes: Lesson 16
make them sound more like a native speaker.
Homework
Tell students to find a real example of a short narrative,
an informal email, or a short (written) dialogue, and identify
the ellipsis used.
47
 17
Adjectives
and adverbs
Aims
• to revise, extend, and practise the use of adjectives
and adverbs
• to raise awareness of the different types of
adjectives and adverbs
• to raise awareness of the various structures and
syntax associated with adjective and adverb use
• to develop accuracy and fluency in the use of
adjectives and adverbs
• to develop discussion, presentation, and
descriptive writing skills
• to give students confidence and encourage them
to use the target language outside the classroom
Extra materials
• Activity J: pictures of modern works of art
(optional, 1 per pair)
Student’s Book / Answers: page 74
Grammar Reference: page 122
Warmer (3 minutes)
As a class, ask students if they have a favourite or know
any famous paintings or works of art. Elicit a number of
ideas and ask students to describe the work of art and
attempt to give an interpretation of it. If you have Internet
available, you could try to find the artworks online to show
the class. Write the names of the paintings and artists
on the board. Tell students that they will revisit these
descriptions of paintings at the end of the lesson.
Focus
A (4 minutes)
Explain to students that they are going to read an account
of a visit to an art exhibition. Focus students’ attention on
the question and then tell them to read the account quickly.
They can answer the question orally.
Ask different students to mention different things about
what the exhibition was like. If it hasn’t been mentioned, ask
why the narrator and friend mistook the fire hose for a work
of art—establish that this is a comment on the question of
what art is, with reference to modern art, prompted by the
abstract nature of the rest of the exhibition.
B (6 minutes)
Ask students if they noticed that many adjectives and
adverbs were used in the account and elicit a few examples
that they remember without looking at the text.
Then give students a few minutes to read through the text
again, underlining the adjectives and circling the adverbs.
Grammar 3
Have them compare answers in pairs and then check as
a class.
C (10 minutes)
48 Explain to students that they will first focus on the
adjectives. Direct them to the eleven descriptions and
clarify any you feel students may need help with. Point out
that some of them have further questions attached, which
they need to think about too. Either have students attempt
all 11 on their own, or, to save time, divide the descriptions
between the class.
Have students work in pairs. Monitor and assist where
needed. When they have finished, allow them to refer to the
Grammar Reference on page 122 to check anything they
were unsure about.
Finally, check answers as a class, calling on different
students or groups to give their answers.
Extra Activity:
Ask students to suggest further examples of the different
categories of adjectives, and build up a list on the board.
D (10 minutes)
Explain to students that they will now focus on the different
types of adverbs. Remind them of the adverbs they
circled in the text, and draw their attention to the adverb
descriptions and questions in this activity. Either have
students attempt to find examples of all of them in pairs,
or, to save time, divide the class into groups and divide the
descriptions between them.
Allow students to refer to the Grammar Reference on page
122 to check anything they are unsure about. Monitor and
assist where necessary.
Finally, check answers as a class, calling on students or
groups to give their answers.
E (6 minutes)
Explain that this activity focuses specifically on the position
of adverbs. Point out to students that the rules about the
position of adverbs can be quite complicated and they
depend on the type of adverb. In addition, explain that the
rules they may have already learned about the position of
adverbs are likely to have been simplified rules. In reality,
most adverbs can go in a number of different positions; in
many cases, a different position is used to give a different
meaning, implication, or emphasis.
Write meaning, implication, and emphasis on the board to
focus students’ attention on what differences they should
look for. Have them work in pairs to discuss the differences
between the sentences in each set. Suggest that they try to
identify what type of adverb each one is too.
Monitor and assist as needed. Students should refer to the
Grammar Reference, and make notes in their notebooks.
Finally, go through the answers as a class, eliciting
explanations from different pairs.
Answers:
1. only
a. Olga only cooked the meal.
she didn’t do anything else
b. Olga cooked only the meal.
she didn’t cook anything else
c. Only Olga cooked the meal.
she cooked it alone, without help
2. just
a. It looks just like a cat.
exactly like a cat
b. It just looks like a cat.
it doesn’t look like anything else more significant
3. frantically
a. Frantically, I searched for my phone.
dramatic effect, emphasis on adverb
b. I frantically searched for my phone.
least emphasis on adverb
c. I searched frantically for my phone.
standard order, slight emphasis on adverb
d. I searched for my phone frantically.
slight emphasis on adverb
4. frequently
a. Frequently, we can get in without paying.
emphasis on adverb
b. We can frequently get in without paying.
standard order, after first auxiliary
c. We can get in frequently without paying.
adverb refers to get in not without paying
d. We can get in without paying, frequently.
least usual order
5. obviously
a. Obviously, we should have arrived earlier.
b. We should obviously have arrived earlier.
c. We should have arrived earlier, obviously.
no real difference between a, b, c; variation for
style reasons within a text
6. even
a. Even Helen wasn’t keen on the Picasso.
Helen usually likes Picasso
b. Helen wasn’t even keen on the Picasso.
Helen disliked everything
c. Helen wasn’t keen on even the Picasso.
the same as b
Practice
F (3 minutes)
Explain that this activity practises the use of adjectives
and words related to adjectives. Direct students to the
sentences and tell them to work on their own. If necessary,
refer them back to Activity C to remind them of the different
categories and uses of adjectives.
When they have finished, check as a class by choosing one
student to nominate who gives each answer.
G (7 minutes)
Draw students’ attention to the sentences and the adverbs
in bold. Explain that this activity practises the different
possible positions of adverbs.
Have students work in pairs, marking (with the letters
a, b, c, d, and up to e) all the possible places where the
given adverb could go. They should decide if commas
are needed, and whether there is any change of meaning
or emphasis. Refer students back to Activity E and the
Grammar Reference if they are uncertain about anything.
When they have finished, check as a class by eliciting the
possibilities for each sentence from a different student.
Have volunteers write the different sentences on the board
with commas as appropriate. Discuss the difference in
meaning as a class.
Produce
H (6 minutes)
Have students work in pairs. Tell them that they have to
make up five sentences using at least two prompts from the
adjectives box and two from the adverbs box. Tell them that
the sentences should be on the subject of art, museums,
exhibitions, etc.
During feedback, go round the class and have all students
offer their best sentences. Invite the rest of the class to
correct if necessary.
I (8 minutes)
Put students into different pairs. Explain that they have to
write a paragraph on a topic of their choice, but that there
should be no adjectives or adverbs in the paragraph. Give
them a few minutes to do this. Monitor and check that there
are no adjectives or adverbs in the texts.
When they have finished, have them swap their paragraphs
with another pair. Tell them to add as many appropriate
adjectives or adverbs to the paragraph as possible.
Encourage them to be creative and sophisticated in their
use, while ensuring the paragraphs still make sense.
When they have finished, have selected pairs read out the
original and then the amended paragraphs. Invite the rest of
the class to comment on how the paragraph has changed.
Use
J (14 minutes)
Tell students to imagine they have just got a job as a
guide in an art gallery. The job involves giving detailed
interpretations of the artworks on display. Explain that they
must prepare a two-minute speech in pairs talking about a
piece of art to groups of visitors. They should talk for one
minute each.
Either have them use the pictures in the book or bring in
pictures of your own for them to choose from. If you bring in
your own, choose art that will appeal to your class, but also
require some interpretation that is not immediately obvious.
Put students in pairs and give a picture to each pair or have
them choose one from the book. Then, to help students get
ideas for their talk, either read out the following questions
or write some of them on the board:
• Is it a painting, photo, sculpture, installation,
or something else?
• Do you know who the artist is/was, and anything
about them?
• What does it look like?
• What is it made of?
• What use is made of colour and texture?
• What techniques have been used to make it?
• Are there different parts? If so, how well do they
fit together?
• Are there any symbols?
• How does it make you feel? Why?
• Do you think it has a message or deeper meaning?
What is it trying to say? How well does it get the
Teacher’s notes: Lesson 17
message across?
• Overall, do you like it, dislike it, have mixed feelings,
or no feelings about it? Why?
Give students a few minutes to prepare their talk in pairs.
Encourage them to make notes to talk from, but not to write
out the whole speech word for word. Monitor their work,
assisting and redirecting where needed.
49
Next, have pairs join other pairs to make groups of six.
In their groups, tell students to imagine the other pairs are

their audience of visitors. Pairs should take turns to show
their work of art to the others, and to give their two-minute
talk. The visitors should listen attentively and be ready at
the end of the talk to each ask the guide a further question
about that work of art.
Start them off on the presentations, making sure all the
groups are working simultaneously. Monitor group work,
assisting and encouraging as needed. Make sure you
spend some time with each group.
After all the talks have been given and questions answered,
tell each pair to decide on which talk in their group was the
best and why. Ask pairs to share their views with the rest of
the class.
Reflection (3 minutes)
Refer students to the list of works of art that they
mentioned in the Warmer. Ask students to suggest how
they could use the language from this lesson to improve on
their descriptions. Do this as a whole class activity and ask
as may students as time allows to contribute a suggestion.
Homework
Encourage students to visit a local art gallery to find a
work of art that they like and write a few paragraphs about
it, describing and interpreting it, making good use of
adjectives and adverbs. If a trip to a gallery is not possible,
tell students to use the Internet to find an artwork. Point out
that they should write the paragraph in their own words and
not copy any text they find in the gallery or online.
Grammar 3
50
18
Gradable and
ungradable adjectives
Aims
• to revise and differentiate between the uses,
meanings, and functions of gradable and
ungradable adjectives
• to develop accuracy and fluency using gradable
and ungradable adjectives
• to talk about and compare books, authors, and
types of writing
• to develop descriptive writing skills using gradable
and ungradable adjectives
Extra materials
• Activity H: paper (1 small piece per student)
Student’s Book / Answers: page 78
Grammar Reference: page 124
Note
What makes an adjective ungradable is based on
semantics and often open to debate. The topic of
gradable and ungradable adjectives is therefore a
difficult one. Although care has been taken to use
clear examples in this lesson, be aware that some
of the answers may lead to discussion.
Warmer (3 minutes)
Write the following quote from British author W. Somerset
Maugham on the board:
‘The only important thing in a book is the meaning that
it has for you.’
Have a short discussion about the quote. Ask students:
• What do you think the quote means?
• Do you agree with it?
• Which of the books you have read have the most
meaning for you? Why?
Focus
A (5 minutes)
Focus students’ attention on the instructions. Have
them read the book recommendations and match them
to the descriptions. Tell them to try to summarize each
recommendation themselves before choosing a match as
it will help them find the correct answers.
When students have finished, ask for volunteers to call out
their answers and give reasons for them.
B (4 minutes)
Refer students to the text about gradable and ungradable
adjectives. Have them work in pairs to fill in the blanks using
either the word gradable or ungradable each time.
Then tell students to read the Grammar Reference on page
124 to check their answers. Finally, confirm that everyone
has the correct answers.
C (10 minutes)
Direct students’ attention to the blog excerpt again and
point out the adjectives in bold in the text. Have students
read through them and tell them to raise their hand if
there are any adjectives they don’t understand. Invite
other students to explain the meaning, before offering
a definition yourself.
Now tell students to work in pairs to categorize the bold
adjectives as graded or ungraded. Tell them to bear in mind
the information they read in Activity B and in the Grammar
Reference as they go through each one.
Go through the answers as a class. Check each time that
everyone agrees. If not, invite students to give reasons
for their categorization and discuss the correct answer as
a class.
D (5 minutes)
Focus students’ attention on the list of adjectives and
adjective structures and tell them that this activity revises
what they learned in the previous lesson. There are,
however, two types of adjective structures they haven’t
been taught yet. Elicit that they are adjective + adjective,
and metaphorical adjective. Ask students what they
think a metaphorical adjective is. Elicit or explain that it
is an adjective that does not have a literal meaning in a
specific context.
Have students complete the activity individually before
checking answers as a class.
Extra Activity:
Have students think of examples of the types of adjectives
they did not tick. Suggested answers:
adjective + that clause:
I was anxious that the story wouldn’t end well.
adjective + adjective:
He has a rusty vintage car.
Practice
E (5 minutes)
Have students complete the sentences with the words
in the box. When they have finished, check as a class by
eliciting answers from different students. Make sure they
understand why the answers are correct.
F (5 minutes)
Draw students’ attention to the activity and do the first
one together as an example if necessary. Point out that
students do not have to write whole sentences, just the
three words that make up each adjective + noun phrase.
Have students complete the activity on their own before
having them check their answers in pairs.
Check as a class by asking for different volunteers to write
Teacher’s notes: Lesson 18
the answer on the board for each incorrect item. Make sure
all students agree with the answers on the board before
confirming they are correct.
Extra Activity:
Ask students which adjectives from Activity F are:
• participle adjectives: (Answers: 2, 4, 5, 6, 8)
• ungradable adjectives: (Answers: 1, 3, 5, 6, 7, 8) 51

G (5 minutes)
Focus students’ attention on the instructions and the
sentences from the blog excerpt. Explain that they have
to modify the adjectives using an adverb or another
adjective. Tell them to avoid using really or very if they
can, and instead try to use more sophisticated, higher-
level vocabulary. Do the first one together as a class, if
necessary. Point out that they should not use any answer
more than once.
Give students a few minutes to work on this on their own
and then have them compare answers in pairs. Point out
that there is of course more than one correct answer for
each blank and that if pairs have different answers, they
should agree that both of them are grammatically correct
and make sense in the context of the sentence.
Check answers as a class by asking for a selection of
answers for each blank. Make sure the class agrees that
each answer given is suitable, and if not, have them discuss
why not. For example, you would not put a word like thrilling
before fast-paced as they both have a similar meaning.
Produce
H (10 minutes)
Hand out a scrap piece of paper to each student and have
them write one adverb, one gradable adjective, and one
ungradable adjective on it. Then have them put their pieces
of paper in a pile on a desk. Shuffle them and have each
student pick one at random. If they pick their own piece of
paper, have them swap with another student.
Now tell students to imagine that they are all authors at
a literary awards ceremony after-party, and they are to
compliment everyone they meet on their writing.
Tell them to go up to each other and show them the words
on their piece of paper. Each student that is approached
should then compliment the other student using the three
words they are shown.
If the compliment is cohesive and makes sense, the student
receiving the compliment should tick the other student’s
piece of paper. If the compliment is not cohesive and/or
doesn’t makes sense, their paper should not be ticked.
Tell students to try to talk to everyone in the room. At the
end of the allotted time, the student with the most ticks on
their piece of paper wins.
I (10 minutes)
Put students into pairs and tell them to read the texts and
compare them. Tell them to think about the questions
below. Write them on the board.
• What are the similarities and differences?
• What are the themes?
• What points of view are used?
• What do you notice about the voice in each text?
• What kind of language is used?
• What metaphors are used and what do they mean?
Then tell students to discuss the texts. Remind them to
Grammar 3
try to use gradable and ungradable adjectives in their
discussions. Monitor pairs and help where necessary.
Encourage them to make a few notes on what is discussed.
52
At the end, hold a short class discussion. Ask the class
if they had similar or different ideas about the texts.
Use
J (15 minutes)
Read the instructions aloud to the class and make sure
everyone has understood what they have to do. Give
students five minutes to think about who they consider
a great author and who they consider a bad author in
their opinion, as well as reasons why. If they have Internet
access, allow them to do some research online. If they
can’t access the Internet or don’t know very much about
authors, tell them they can invent authors. Remind them
to only jot down their ideas in point form.
Now put students into groups of three. Have them orally
share their ideas with each other. Encourage them to use
the grammar from this lesson, as they discuss. Tell them to
offer each other feedback and try to make the case for their
chosen authors.
Now tell them to decide who out of the six authors they
discussed are the best and the worst, and prepare an oral
report for the class.
Have groups allocate a spokesperson to present their
ideas. Discuss the following in full-class feedback: quality of
delivery, use of English, use of adjectives, use of grammar
in general, and whether the report was interesting and why.
Reflection (3 minutes)
Tell students to write three adjectives that sum up how they
feel about this lesson. Have them share them with the class
and explain why they wrote what they did.
Homework
Have students revisit one of their favourite books and write
a recommendation for it like those in Activity A.
19
Phrasal verbs
Aims
• to revise, extend, and practise the uses of phrasal
verbs
• to raise awareness of the different types of phrasal
verbs and the word order associated with them
• to develop accuracy and fluency in the use of
phrasal verbs
• to give students confidence and encourage them
to use the target language outside the classroom
Extra materials
• Activity I: card or paper (12 small pieces per group of 4)
Student’s Book / Answers: page 82
Grammar Reference: page 125
Warmer (3 minutes)
As a class, ask students where and when they hear (not
read) advertisements, and ask if they can remember
any particularly funny, striking, or otherwise memorable
ones. Elicit examples and ask students to say what was
advertised and what kind of persuasive message was
used. Keep a note of the advertisements mentioned and tell
students that they will revisit them at the end of the lesson.
Extra Activity:
If you have iPads or a projector available, find a favourite
advertisement on the Internet and show it to the class.
Ask students what they liked (or disliked) about it.
Focus
A (4 minutes)
Explain to students that they are going to listen to six
advertisements for different products. Draw their attention
to the list in Activity A. Either have them copy the list into
their notebooks, or write the list for them on the board.
Ask students to close their books. Play the recording.
After listening to the recording, have students quickly agree
in pairs on which products the advertisements were for,
and then check as a class. Then, ask students what details
they can remember about each one and how they tried to
persuade the listener to buy the product. Collect any details
students can remember.
B (10 minutes)
Ask students if they noticed how many phrasal verbs were
used in the advertisements. (43 are used in total: between
5 and 10 in each one). Elicit any examples that they recall.
Now ask students to open their books and look at the
audio script. Tell them to read the script and underline all
the phrasal verbs they find. Give students a few minutes
to do this.
When they are ready, put students in pairs to match
the phrasal verbs with their meanings. If necessary,
allocate different advertisements to different pairs to
shorten the activity.
Finally, check all the phrasal verbs as a class, eliciting
answers from different pairs.
Extra Activity:
Ask students what they think of the advertisements, their
messages, and persuasive tactics. Ask them how much
they think they would appeal to potential customers.
C (4 minutes)
Direct students to the question in Activity C and make sure
they understand that ‘intransitive’ means that the verb does
not take a direct object.
Give them a few minutes to look through the text again
to find the phrasal verbs without objects and make a list
in their books. Have them check answers in pairs, and
then ask one pair to read out their list to the class for
confirmation.
D (12 minutes)
Explain that you will now focus on transitive phrasal verbs,
which all take objects. Draw students’ attention to the three
categories: three-part, separable, and inseparable phrasal
verbs. Check they understand these names using the
examples given.
Explain that looking at examples with noun objects will
not necessarily help them decide between separable or
inseparable. Remind students that pronoun objects come
between the verb and preposition, while noun objects can
split or come after the phrasal verb. In several cases, they
will need to imagine what would happen if a pronoun were
the object.
Give students a few minutes to make lists in their books
on their own, and then move them into pairs to pool their
answers. Check as a class by asking a different pair
for each list, and then confirming that the rest of the
class agrees.
During feedback, ask students what they have noticed
about the position of the object with three-part phrasal
verbs. Elicit that it always comes at the end.
Finally, have students read the Grammar Reference on
page 125 to make sure they have understood everything.
Ask them if they have any further questions, before moving
on to the next section.
Extra Activity:
Have students suggest further examples of phrasal
verbs from the different categories and build up lists
on the board.
Practice
E (4 minutes)
Explain that this activity practises the difference between
Teacher’s notes: Lesson 19
separable and inseparable phrasal verbs. Direct students
to the sentences and tell them to work on their own.
In each case, they should decide what the phrasal verb
means and then substitute a pronoun for the underlined
object and decide on the correct position (which will prove
whether the verb is separable or inseparable). Tell them
to be careful with word order. Since they are likely to have
been exposed to these phrasal verbs before, encourage 53
them to say the sentences out loud to help them decide
what sounds right.
 When they have finished, have them check answers in
pairs and then check as a class by eliciting answers from
students in alphabetical order.
F (4 minutes)
Explain that this activity focuses on three-part phrasal
verbs. Tell students to reorder the incorrectly ordered bold
words, which always include a three-part phrasal verb.
Remind them that the object of a three-part phrasal verb
comes at the end.
Give students a few minutes to work on this on their own.
Then check answers as a class by asking for volunteers to
come and write the corrected sentences on the board.
G (5 minutes)
Explain that this activity practises the four categories
of phrasal verbs: intransitive, three-part, inseparable,
and separable. Have students work in pairs to rewrite
the sentences.
When they have finished, check as a class by eliciting the
first answer from a volunteer, who should then nominate
the next student to give the next answer, and so on.
Produce
H (10 minutes)
Put students into two teams. Write the following on
the board:
take stand get put
100 100 100 100
200 200 200 200
300 300 300 300
400 400 400 400
500 500 500 500
Explain to students that you are going to have a
competition to test their knowledge of phrasal verbs. Each
team should take it in turns to pick a category from the
board, e.g. take 400. For each category, there is a definition
of a phrasal verb (see below). Read out the definition. The
team then has 30 seconds to agree on the correct phrasal
verb. If they get it right, they win the number of points in
that category (400) and you cross the category out on
the board. If they get it wrong, they get no points and
the category remains on the board for the other team to
choose, or for the same team to try again later.
As you play, tally each team’s points on the board. Continue
until all the categories have been correctly answered, or for
as long as time allows. The team with the most points at
the end wins.
Definitions:
Take 100: an aeroplane going up into the air (take off)
Take 200: return something to a store (take back)
Take 300: accept responsibility (take on)
Take 400: assume control (take over)
Take 500: accept an offer (take up on)
Stand 100: noticeable (stand out)
Grammar 3
Stand 200: represent (stand for)
Stand 300: support (stand up for)
Stand 400: resign from a position (stand down)
54 Stand 500: adhere to something stated before (stand by)
Get 100: have a friendly relationship (get along or
get on with)
Get 200: find time to do (get round to) When they are ready, have each group perform their
Get 300: communicate something clearly (get across) advertisement for the class. The class should make a note
Get 400: be elected (get in) of the phrasal verbs they heard. At the end, go through the
Get 500: take revenge (get back at) phrasal verbs that were used, having the class correct any
mistakes they heard. Finally, have the class vote on the
Put 100: extinguish a fire (put out)
best advertisement.
Put 200: postpone (put off)
Put 300: save money for the future (put aside)
Put 400: discouraged (put off)
Reflection (4 minutes)
Refer students to the list of advertisements mentioned in
Put 500: submit a plan (put forward)
the Warmer. Ask students to suggest how they could use
I (8 minutes) phrasal verbs to relay the message in them. Do this as a
whole class activity.
Put students into groups of four and tell them they are
going to tell a chain story. Hand out 12 blank cards (or
small pieces of paper) to each group. Ask each group to
Homework
Tell students to keep a phrasal verb diary. They should note
write down a phrasal verb on each one and then pass the
down all the phrasal verbs they hear or read over the next
set to another group.
week. Then have students pool their phrasal verb lists in the
Have groups deal the cards so that each student in the following week’s lesson, if time allows.
group has three phrasal verbs. Explain that when it is their
turn to add to the story, they can choose one of the phrasal
verbs to use to make a relevant sentence.
Point out that each sentence they say must flow on
logically from the previous sentence and use the phrasal
verb correctly and appropriately. Explain that the other
students in the group should judge whether the sentence
is acceptable or not. If it’s deemed acceptable, the student
discards that card. If not, the student keeps the card and
must try to use it correctly in another turn. The winner is the
person in the group who uses up all their cards first.
While they are playing the game, monitor groups, assisting
if they need help judging whether or not sentences are
correct. If time allows, have groups exchange sets of cards
to play the game for a second round.
Extra Activity:
Have students produce a written version of their story from
Activity I.
Use
J (12 minutes)
Tell students that they are going to write and perform their
own short advertisement, like the ones they heard at the
beginning of the lesson. Tell them that the advert is for their
EF school. Put them into groups of three or four.
Write the following questions on the board for students
to consider while writing the script for their advert.
• Where is the school? What is great about the location?
• What is there to do in the area?
• What are the staff and students like?
• What are the facilities like?
• What’s the best thing about studying here?
Give students a couple of minutes to discuss these
Teacher’s notes: Lesson 19
questions and think about their advertisements in their
groups. Encourage them to think of what phrasal verbs
could be used to express the points that they want to
make. Explain that the use of phrasal verbs will help make
their advertisements sound natural, informal, and authentic.
Have them write their scripts. Tell them that the script can
be for a radio advertisement or a TV commercial.
55
Tell them to ensure that everyone in their group has
something to say. Monitor groups, assisting where needed.
 20
Pronouns
Aims
• to revise and differentiate between different types
of pronouns
• to develop accuracy and fluency using various
pronouns
• to read and analyze texts to determine moral
messages
• to develop writing and speaking skills using
pronouns
Extra materials
• Activity D: (optional) English Learner’s dictionaries
Student’s Book / Answers: page 86
Grammar Reference: page 126
Warmer (4 minutes)
Write the words myth, legend, and fable on the board
and ask students if they know the difference between
them. Then ask if they can name any myths, legends, or
fables. Discuss as a class. If necessary, use the following
definitions as a basis for discussion:
Myths attempt to explain the workings of our world
and how we should behave. The stories are often set in
a time before history as we know it. They typically contain
supernatural beings or events. An example of a well-known
Greek myth is Odysseus and the Cyclops.
Legends are traditional stories which are often considered
to be based on fact, but not authenticated. They are usually
about people and their actions and take place within
written history. Legends can contain mythical elements and
usually convey some message of cultural importance. An
example of a well-known British legend is Robin Hood.
A fable is a fictional story, typically passed down from
generation to generation and told to teach a lesson about
something. Fables use animals, plants, or forces of nature
that talk and act like people. Fables embody very strong
moral messages. An example of a well-known fable is The
Lion and the Mouse.
Focus
Now, tell students to look through the fables and the morals
in Activity A again and underline examples of each type of
pronoun they find. Have students write them next to the
correct headings in the table.
When they have finished, have students compare answers
in pairs. If you didn’t use the Grammar Reference at the
start of the activity, have students read the Grammar
Reference now to consolidate their knowledge.
Finally, check answers as a class by asking a different
student to read out each answer.
Extra Activity:
Give students one or two minutes in pairs to write as many
sentences as they can using the pronouns in the table.
C (4 minutes)
Tell students to complete the grammar rules on their
own. When they are ready, go through the answers as
a class by calling on six students to read out a completed
section each.
D (5 minutes)
Put students in pairs and tell them to add as many
pronouns as they can to the table in Activity B. Allow them
to use a dictionary or check online if possible.
When they are ready, have different pairs share their
answers with the class.
Practice
E (4 minutes)
Draw students’ attention to the sentence pairs and explain
that the bold words can be used as pronouns, but that
they are only functioning as pronouns in one of the two
sentences given in each case. Tell them to identify in which
sentences the bold words are NOT being used as pronouns
and to write down what part of speech it is.
When they have finished, check as a class by eliciting
answers from different students. Make sure they
understand why each answer is correct.
F (5 minutes)
Focus students’ attention on the activity and tell them to
complete the excerpts using the pronouns in the box. Point
out that, as is often the case in this kind of text, some of the
words are considered archaic or literary. If necessary, read
through the excerpts as a class and have students guess
the meanings of the archaic or literary words.
G (5 minutes)
Tell students to write their own sentences using one
pronoun from each category in Activity B. As an extra
challenge, tell them the sentences should sound like they
come from a fairy tale or fable.
If time allows, have students read out their sentences to
the class, and have the class vote on the best sentences
for each pronoun category.
Produce
H (10 minutes)
Put students into groups of three or four. Draw their
attention to the instructions and quotes and make sure they
understand what they have to do. Point out that there is no
exact answer for each one, and that they are all relatively
open to interpretation. Remind them to try to use the
grammar from today’s lesson in their discussions.
Give them five minutes to discuss the meanings of each
quote and make notes if they wish. Monitor and assist
where necessary.
When the time is up, elicit ideas from each group. Write
their ideas on the board (underlining any pronouns that
are used) and discuss any differences of opinion as a class.
I (13 minutes)
Put students into pairs and have them select one quotation
from Activity H. Tell them to write a short dialogue between
two characters which portrays a similar moral message as
the quotation they have chosen.
Give them the following prompts, before they start:
• Character 1 should be trying to overcome a problem.
What is it?
• Character 2 should suggest a solution to the problem.
How will they do this?
• Character 1 should either reject or accept Character 2’s
solution in order to portray the moral of the story.
Tell students to also think about where and when the
dialogue is set; who the characters are; and what action
is taking place. Monitor and assist as students write their
dialogues. Remind them to use pronouns.
When they are ready, have pairs perform their dialogues
for the class. Invite the rest of the class to guess which
quote each dialogue is based on.
Use
J (15 minutes)
The king immediately set about turning all the objects in
his palace into gold and increasing his wealth. But when it
came to dinner time, he found he could not eat because all
the food turned to gold the moment he touched it.
Suddenly, his only beloved daughter came rushing up to
him to say good night. Before he could stop her she had
run into his arms and turned into a golden statue.
Distraught, the next day, the king went shamefaced to
the god and asked for the gift to be taken away. The god
told him to go and wash himself and anything he wanted
turned back in the river Pactolus. The king never wished for
gold again.
Put students into pairs and give them a couple of minutes
to discuss the moral of the story. (Answer: be careful what
you wish for.) Then ask pairs to share their ideas with the
class. Discuss any differing opinions.
Now have students write a modern version of this myth.
If you feel students need help getting started, brainstorm
some modern settings/situations as a class. Monitor pairs
as they write and assist where necessary. Remind them to
use pronouns, but also to bring in other grammar they have
learned on the course.
When they are ready, have pairs share their modern-day
myths with the class. Tell them to give each myth a score
out of five using the following scoring system:
• 2 points = It fully portrays the moral of the story.
• 2 points = Two or more pronouns from the lesson have
been used.
• 1 point = It is modern and interesting.
Congratulate the group(s) with the most points at the end.
Reflection (2 minutes)
Have students write three sentences using the grammar
from today’s lesson. Tell them to make a mistake in each
one. Then have them give their sentences to another
student to correct. Have a brief class discussion about how
challenging this activity was.
Homework
Have students think about the experiences they’ve had
since coming on their EF course. What have they learned
about themselves? Have they learned any life lessons? Tell
them to write a short story with a moral message based
on their experiences and incorporating the grammar from
today’s lesson.

A (5 minutes)
Put students into pairs and tell them to read the fables in
their books. Then have them read the list of morals and
match them to the fables.
Have students complete the activity on their own before
having them check their answers in pairs. To check as
a class, ask for different volunteers to each write one
sentence that contains a pronoun on the board. Make sure
all students agree with the answers on the board before
Draw students’ attention to the instructions and make sure
they understand what they have to do. Then read out the
following text about King Midas:
Midas was the rich King of Phrygia. One day, his soldiers
brought him an old vagrant who had been found sleeping

Teacher’s notes: Lesson 20

Give them a couple of minutes to discuss their answers
with another pair before checking answers as a class.
Elicit answers from students and have them give reasons
for their choices.
Grammar 3
confirming they are correct.
outside the palace. The King recognized him as the missing
tutor of the god Dionysus, and ordered that he be treated
Extra Activity:
like an honoured guest, and nursed back to health.
If students have Internet access, have them work in

B (8 minutes)
Draw students’ attention to the table in their books.
Students should have come across all of these pronouns
56
before, but may not be familiar with the terminology used
to describe them. If necessary, briefly go through each
type, using the Grammar Reference on page 126 to help.
groups to find out which of the Grimms’ tales these Ten days later, the King proudly reunited the old man with
excerpts come from. the god, who was so pleased to have his old friend and
school teacher back that he offered the King anything
Answers:
he wanted. Midas thought for a while and then said that
1 and 2: The Frog King 57
he would like for anything he touched to turn into solid
3: The Three Little Men in the Wood
gold. The god asked him if he was quite sure, but the king
4: The Valiant Little Tailor
insisted and so the god granted his wish.
 21
Compound nouns
and adjectives
Aims
• to revise and differentiate between the uses,
meanings, and functions of compound nouns
and adjectives
• to develop accuracy and fluency in using
compound nouns and adjectives
• to talk about pop culture
• to develop descriptive writing skills
Student’s Book / Answers: page 90
Grammar Reference: page 127
Warmer (3 minutes)
Say the words ‘pop culture’ and ask students to write
down the first thing that comes into their mind. Tell them
there are no right or wrong answers, as this activity is
about word association.
Ask students to share what they wrote down with the
class. Write their ideas on the board. Discuss students’
choices and use them to write a definition for ‘pop culture’
as a class.
Focus
A (5 minutes)
Have students quickly look at the title of the article, and
then have them close their books again so that they cannot
see the content. Put them in groups of three and give them
one minute to discuss what they think the article is going to
be about.
When the time is up, have groups share their ideas with
the class and give reasons for their answers. Then tell
them to open their books and read the article to see if they
predicted correctly.
When students have read the article, ask them how many
of the people in the article they have heard of.
B (10 minutes)
Read through the different types of compound words given
in the table and ensure students understand what is meant
by each one. Then tell students to look through the article
again and find examples of each type of compound word
and write them in the correct row.
When they have finished, have students compare answers
in pairs and then check them against the Grammar
Reference on page 127. Then check answers as a class.
Extra Activity:
Give students one or two minutes in pairs to add one more
of their own compound words to each category and then
Grammar 3
write sentences using each one.
C (2 minutes)
Direct students’ attention to the article again. Tell them to
58 find the one instance of a compound word that consists of
three words and no particles, and to decide what parts of
speech it uses. Tell students to do this on their own.
When students are ready, discuss the answer as a class;
specifically, why turned is an adjective and not a verb in the
past tense (it describes what kind of celebrity it is).
D (6 minutes)
Focus students’ attention on the descriptions and tell them
that they each describe a different type of compound
word. Have them work on their own to match the types
of compound words from the table in Activity B with the
descriptions.
Then tell students to swap books with a partner and check
their answers against the Grammar Reference on page 127.
Then go through the answers as a class.
Practice
E (4 minutes)
Draw students’ attention to the sentences. Tell students
that they have to use the clues to find one-word compound
nouns that match them. Point out that sometimes more
than one answer is possible, but they only need to write
down one. Have them work on their own.
When they have finished, check as a class by having
students nominate each other to give the answers.
F (4 minutes)
Draw students’ attention to the activity and tell them that
the words in bold are in the wrong sentences, and that
they need to put them in the correct ones. Point out that
students do not have to write whole sentences, just the
words.
Have students complete the activity on their own before
having them check their answers in pairs. If there is any
disagreement, have students raise their hand to check
with you.
Extra Activity:
Have students remove the compound words from the
sentences and see if they can replace them with their own
compound words. Allow them to slightly alter the sentences
for them to make sense if they need to.
G (10 minutes)
Focus students’ attention on the instructions and make
sure they understand what they have to do. Tell them not
to use any compound word more than once. If necessary,
do the first one together as a class.
Have students work on this in pairs. Check answers as
a class by asking for different suggestions from different
pairs. See how many different grammatically correct
sentences the class can come up with together.
Produce
H (12 minutes)
Focus students’ attention on the instructions and scenarios
and make sure they understand what they have to do.
Before putting students into pairs, discuss the scenarios
as a class and brainstorm ideas for each one, including any
compound words that would be suitable for each context.
Write everyone’s ideas on the board.
Now have students write their dialogues in pairs. When
they are ready, have each pair perform one or two of their
dialogues for the class.
I (10 minutes)
Ask for a volunteer to come to the board. Whisper a
compound noun to them, and make sure they know what
it means. (See suggested list below.) Alternatively they can
choose a compound noun of their own.
Explain that the volunteer must draw the compound noun
on the board and that the rest of the class has to try
and guess what it is. The student that guesses the item
is the next illustrator. Try to ensure all students have an
opportunity to be the illustrator.
Alternatively, this activity can be played on paper in groups,
with students earning a point each time they guess a
compound noun correctly.
Play for ten minutes, and then take the last two minutes
to discuss which compound nouns were easy or difficult
to guess and why.
Suggested words:
brainstorm picture frame
light year case study
firecracker media studies
jazz singer catch-up
workout cast member
success story television screen
dress rehearsal brother-in-law
film critic sound quality
passer-by daydreaming
lady-in-waiting driving licence
Use
J (12 minutes)
Read the instructions aloud to the class and make sure
everyone understands what they have to do. Give students
a couple of minutes to choose an item to exhibit, and
brainstorm reasons why they feel it represents vintage
popular culture. If they have Internet access, allow them
to do some research online.
Now put students into groups of three. If possible, match
students who have chosen the same object. Have them
orally share their ideas with each other, before preparing
the short text to go with their item. Encourage them to use
as many compound words as possible.
Have groups present their texts to the class. Finally, ask
students which objects represent popular culture today
in their opinion.
Reflection (2 minutes)
Ask students to write two true or false questions about the
grammar rules from today’s lesson. Give them to a partner
to answer. Ask students if they got them correct and what
they feel they have to practise.
Homework
Teacher’s notes: Lesson 21
Tell students to visit a museum or art gallery and choose
an object they find interesting. Tell them to research it
and write a short text about it using compound words.
If students are unable to visit a museum or gallery, then
they can look for something online.
59
 22
Linking verbs
Aims
• to present and practise the uses of linking verbs
• to raise awareness of the different types of linking
verbs and the structures they take
• to develop accuracy and fluency in the use of
linking verbs
• to develop discussion skills
• to develop descriptive / narrative speaking and
writing skills
Student’s Book / Answers: page 94
Grammar Reference: page 128
Warmer (3 minutes)
As a class, ask students whether their hometown has
changed since they were children and if so how. Elicit
answers from different students and follow up by asking
whether they think the changes are positive or negative.
Keep a note of the main areas of change on the board.
Tell students that they will revisit these changes at the
end of the lesson.
Focus
A (6 minutes)
Explain to students that they are going to read an article
entitled ‘Progress?’. Ask them what they think the article
might be about. Elicit ideas from students, and if it hasn’t
been mentioned, ask what they think the writer’s attitude
to progress might be (the question mark suggests some
ambivalence).
Next, focus students’ attention on the questions. Then
give them a few minutes to read the article and answer
the questions.
When they are ready, go through the answers as a class.
In order to involve as many students as possible, ask
for different elements of the description from different
students, until they have built up most of the main elements
and established the writer’s attitude.
Finally, ask the class if they agree with the writer’s attitude
about the development of the tourist industry in this kind
of place. Ask them what the pros and cons of such
development are.
B (8 minutes)
Focus students’ attention on the instructions and the
verbs, and explain that these are known as linking verbs.
If students are not familiar with this term, explain that they
are verbs which, like the verb be, introduce information
about the subject, and that what follows them is called a
Grammar 3
complement rather than an object.
Point out that some of these verbs can be used both as
linking verbs or ordinary verbs. Give the following examples
60 with look:
• He looked at her. (ordinary verb)
• He looked tired. (linking verb)
Give students a few minutes to locate the verbs in the text
and write down the sentences. Then tell them to work in
pairs to try and complete the rules given in their books.
Finally, check as a class, asking a different student to read
out each completed rule.
Extra Activity:
Ask students to suggest further examples of the structures
mentioned in the rules.
C (5 minutes)
Explain to students that they will now focus on another
set of linking verbs and direct them to the list of verbs and
examples taken from the article.
Put students in pairs to study how these verbs are used
and to complete the rules. Then check answers as a class,
asking a different student to read out each completed rule.
D (8 minutes)
Explain to students that they will now focus on some
further linking verbs. Give students a few minutes to find
the examples in the article, and write them into the spaces
provided. Then have them check their answers in pairs.
Now have them read the rules and circle the correct
options. Go over the answers as a class. Finally, tell all
students to turn to page 128 and read the Grammar
Reference for this lesson. Answer any questions they
may have.
Practice
E (4 minutes)
Explain that this activity practises linking verbs that
describe the process of change. Direct students to the
text and tell them to work on their own. If necessary, refer
students back to Activity C to remind them about how
these verbs work.
When they have finished, have them check in pairs and
then check as a class by eliciting answers from students.
F (5 minutes)
Explain that this activity practises the linking verbs studied
in Activity B. Draw students’ attention to the sentence
halves, and have them do the activity on their own.
Check as a class, by inviting volunteers to come and write
the full sentences on the board.
G (5 minutes)
Draw students’ attention to the paragraph and the word
box. Then put them in pairs to complete the activity. Check
answers as a class by reading the paragraph out loud and
having students call out the words for each blank.
Produce
H (10 minutes)
Tell students that they are going to write a paragraph like
the one in Activity G. Explain that the paragraph should
contain six linking verbs, but that they should leave a
gap where the linking verb should be. As a class, quickly
brainstorm some possible topics for the paragraphs.
Give students five minutes to write their paragraphs.
Monitor and assist where necessary. When the time is
up, have students swap and complete the paragraphs.
When they are ready, have students hand the books back Ask students to suggest how they could use linking verbs
to their original owners. Tell them to check how many gaps to improve how they express these ideas. Do this as a
their classmate filled in correctly. Finally, ask for a show of whole class activity and ask as many students as possible
hands for those who got all six correct. to contribute suggestions.
I (8 minutes) Homework
Focus students’ attention on the discussion topic. First, Tell students to try and interview some older people they
brainstorm some subtopics as a class to help them know (e.g. their host family’s grandparents, or elderly
expand on the topic as they discuss. For example: people, neighbours) about the changes they have seen in their
packaging, advertising, book covers, photography, TV, lifetime. These could be changes to the place they live in,
the news. people they know, or the world in general.
Now put them into groups of four or five and have them Students should also ask their interviewees how they feel
start their discussions. Remind them to use linking verbs. about the changes. Tell students to write a few paragraphs
Monitor groups and assist where necessary. Encourage based on the interview. Remind them to use a range of
quieter students to join in, by asking their opinion. linking verbs to describe impressions, changes, and things
that have remained the same.
Finally, as a class, elicit the main conclusions from
each group.
Use
J (15 minutes)
Refer students to the instructions describing the situation
and put them in groups of three or four to prepare. Explain
that they will need to organize their ideas and then produce
a final written article.
Before they start, brainstorm different areas in which
humans may evolve as well as possible triggers for
evolutionary changes. For example:
Evolution:
• the body and physical abilities
• the mind and mental abilities
• emotions and creative abilities
Possible triggers:
• modern technology
• work and leisure
• lifestyle
• athletics
• drugs
• medical advances
• the environment
• diet
Give students at least five minutes to discuss what
predictions they are going to make and what evidence of
past evolution they are going to use to back up their ideas.
Monitor groups, assisting and redirecting where needed.
Then have students use their ideas to write an article. If
students can cooperate productively on group writing, have
them remain in their groups for this. If not, have students
work on the writing in pairs. Keep monitoring the class as
they work, encouraging them to use the linking verbs from
the lesson.
When they have written their articles, have groups swap
Teacher’s notes: Lesson 22
and take notes on the differences they find. If there is time,
they could swap with another group and read a third article,
again noting differences from the others.
Finally, as a class, ask students to say what differences
they noted between their own predictions and those of
other groups.
61
Reflection (3 minutes)
Refer students to the list of changes in students’
hometowns that they mentioned in the Warmer.
 23
Relative and
participle clauses
Aims
• to refine knowledge of and to practise relative
clauses and participle clauses
• to increase grammatical accuracy for productive
skills
• to develop listening skills
• to give students experience in collaborative tasks
• to increase students’ knowledge of language and
vocabulary relating to the digital world
Student’s Book / Answers: page 98
Grammar Reference: page 128
Warmer (4 minutes)
Write the following sentence frame on the board:
This is the who .
Give students three minutes in pairs to write as many
sentences as they can using the structure. Tell them to
make their sentences as interesting as possible.
Have students share their sentences with the class. Have
them vote for the most interesting sentence.
Focus
A (4 minutes)
Tell students that they are going to listen to a segment of a
webcast about using social media for marketing. Tell them
to ignore the gapped text for the moment and to just listen
and think about whether this is the beginning, middle, or
end of the webcast.
Play the audio. When they have finished listening, ask a
student to give the answer and explain how they got the
answer. Check whether or not the rest of the class agrees.
B (5 minutes)
Now focus students’ attention on the blanks in the audio
script. Explain that the blanks contain examples of the
target grammar: relative and participle clauses.
Ask students to fill in the blanks as best they can from
memory before playing the audio again. Give them a minute
or two for this.
Now play the audio, pausing briefly after each gap so
students can fill them in, if necessary. When students have
finished the activity, choose individual students to come
and write the answers on the board. If any are incorrect,
ask the other students in the class to correct them.
C (5 minutes)
Focus students’ attention on the grammar points. Ask for
Grammar 3
an example of each to check that they understand the
terminology. If not, give a brief explanation.
Explain that they have to match their answers from Activity
62 B with these grammar points by writing the gap numbers
on the lines. Give them a few minutes to do this on their
own and then to compare their answers in pairs.
When they have finished, go through the answers as a
class. Ask students if they have any questions and deal
with them before moving on.
D (4 minutes)
Focus students’ attention on the paragraphs and explain
that each of them is an explanation of the grammar points
they have just identified.
Put them in pairs to discuss which is which and to give
reasons for their answers. When they are ready, go through
the answers as a class.
E (7 minutes)
This activity draws students’ attention to some of the more
advanced points about relative and participle clauses.
Focus their attention on the sentences and then have
them work on their own to decide which of the example
sentences from Activity B illustrates each of the points. Tell
them that there can be more than one example for each
one and that not all the examples will be used here.
When they have finished, have them check answers in
groups of three before full-class feedback.
Practice
F (5 minutes)
Draw students’ attention to the sentences and the multiple
choice options. Tell students to work on their own to circle
the answers that best fit each gap.
When they are ready, go through the answers as a class by
having students vote for the correct option each time.
Extra Activity:
Have students write their own sentences using one of the
incorrect answers from each question.
G (8 minutes)
Focus students’ attention on the sentences and the words
in brackets. Point out that this activity gives them practice
using relative clauses.
Have students work in pairs and then compare answers
with another pair. This is the last activity to focus on form in
a controlled manner, so during feedback have students ask
any final questions they may have.
Produce
H (10 minutes)
Have students work in pairs. Tell them to read the
summaries of the conversations and choose one to write
a dialogue for. Remind them to use at least one relative
and one participle clause in their dialogue, but the more
they use the better. However, tell them to keep their
conversations natural.
Have students write their dialogues. Monitor as they do so
and assist as necessary.
I (10 minutes)
Have each pair perform the dialogue they wrote in Activity
H for the class. Point out that while watching the other
performances, they must pay careful attention as they will
be voting for the best one at the end. Tell students to think
about the following when judging the performances:
• Is it grammatically sound?
• Has at least one relative and one participle clause been
used?
• Does the dialogue match the summary?
• Is the dialogue interesting?
Write these questions on the board and have students
allocate a number of points out of five for each question
for each performance.
At the end, discuss the performances and tally the votes
on the board. Congratulate the winning group.
Extra Activity:
Take notes of some of the mistakes that students make
during Activity I. Then write them on the board and invite
their classmates to correct them all together. Do not identify
which students made the mistakes.
Use
J (15 minutes)
Put students into groups of three or four and tell them
to read the instructions for the activity. Make sure they
understand what they have to do.
Tell students that they are allowed to do research on their
phones if they have Internet access. Tell them to think
about the following when writing up their plans:
• What constitutes a celebrity today?
• How do celebrities from 50 years ago compare with
celebrities today?
• What angle will your documentary take? Will it be pro or
anti online celebrities? Or will it be neutral, covering both
sides equally?
• What kind of information will you include? (E.g. opinions,
biographical information, statistics)
• Which celebrities will you interview and why? What
questions will you ask them and why?
Remind students to use the grammar they have learned in
this lesson. Monitor groups and assist if necessary.
When students have finished, have them present their plans
to the class. Discuss the plans as a class. Ask students
which group’s documentary they would most like to watch
and why.
Reflection (3 minutes)
Have students write one thing they will do in the next week
to integrate the language from this lesson into their English.
Have them write it on one piece of paper which you pass
round the class. Follow up with them a week later to see
how it went.
Homework
Tell students to find an online celebrity who interests them
and write a 200–250 word biography about them. Tell them
Teacher’s notes: Lesson 23
to include information about how they became famous.
63
 24
Prepositions
Aims
• to revise, extend, and practise the use of dependent
prepositions after nouns, adjectives, and past
participle adjectives, and in prepositional phrases
before nouns
• to raise awareness of how different prepositions
can affect meaning
• to develop accuracy and fluency in the use of
dependent prepositions
• to give students confidence and encourage them
to use the target language outside the classroom
Extra materials
• Activity I: paper (5 small pieces per student)
Student’s Book / Answers: page 102
Grammar Reference: page 130
Warmer (2 minutes)
Ask students if they believe in the supernatural. Ask for
a show of hands for those who do, those who don’t, and
those who are unsure. Elicit reasons for their opinions from
a few students in each group.
Focus
A (5 minutes)
Explain to students that they are going to read a blog and
some comments on it. Draw their attention to the questions
and give them a few minutes to read and answer them
in pairs.
Check answers as a class. Ask students what their own
view of the story is, and whose comments they most agree
with and why.
B (8 minutes)
Draw students’ attention to the instructions and ensure they
understand what they have to do. Give them a few minutes
to read the text again and find the examples.
Divide the class into two. Tell one half of the class to check
their circled answers (adjectives / past participle adjectives
+ preposition) in pairs, and the other half to check their
underlined answers (noun + preposition) in pairs.
Finally, call on the different groups to share their answers
with the class.
C (6 minutes)
Point out that adjectives and nouns can sometimes be
followed by more than one preposition. This usually makes
a difference to the meaning.
Grammar 3
Direct students to the sets of sentences in Activity C.
Explain that each set of sentences contains adjectives or
nouns that they have found in the blog. Tell students to
work in pairs to compare use and meaning when different
64
prepositions are used. Remind them that they can refer
back to the blog text to check the meaning there. Tell them
to make notes for each sentence.
When they are ready, check as a class by asking a different
pair to explain each set.
D (10 minutes)
Direct students to Activity D and tell them to list the
prepositional phrases from the blog and comments.
The first two are given, and there are 25 more in the text.
Tell students to check their answers in pairs and then ask
one pair to read out their list.
Finally, give pairs a couple of minutes to discuss the
differences in the three sets of sentences. Check as
a class, clarifying where needed.
Practice
E (4 minutes)
Direct students to the text and the word box. Tell them to
decide on the correct prepositions for each blank. Tell them
to try to do it without assistance initially. Then have them
refer back to the Focus activities and/or to the Grammar
Reference on page 130 if there are any they are unsure of.
Finally, check answers as a class.
F (6 minutes)
Focus students’ attention on the sentences. Point out
that in rewriting each sentence with the given word, they
will have to decide on a preposition, and change other
elements in order to create a correct sentence. Give them
a few minutes to work on this on their own, then tell them
to compare answers in pairs.
Check answers as a class by asking different students to
read out their sentences. Note that some variation from
the answer key may be possible—use your discretion in
accepting other versions.
G (5 minutes)
Draw students’ attention to the gapped text and have
them complete it on their own. When they are ready, have
students check their answers in pairs. Check as a class, by
asking each pair to give an answer for each blank.
Produce
H (6 minutes)
Explain that this activity provides an opportunity for more
creative use of phrases with prepositions. Tell them they
can use the words given in any order, and they can make
several sentences or a single sentence. Point out, however,
that they need to be careful to use the correct prepositions
for the intended meaning.
Have students pair up with someone they haven’t already
worked with in this lesson. Give them about five minutes
to create their sentences.
Monitor and assist as needed. Tell them to decide on
two favourite sentences or sets of sentences that they
will tell the class. Ask each pair to read out their favourite
sentences.
I (12 minutes)
Put students into groups of four and hand five small slips of
paper to each student. Give each student a number from
1 to 4, and tell them to write the words that are under their
number in their books on the pieces of paper. These are
their ‘cards’.
Next tell students they are going to tell a chain story in their create a log of phrases that use prepositions. To start their
groups about an interesting journey. Explain that they are log, tell them to read a news article online and note down
free to take the story in any direction they like, but when it is all the phrases that use prepositions. They should then add
their turn to add to the story, students must choose one of to their log throughout the week with any more that they
the phrases from their ‘hand’ to make a relevant sentence. read or hear.
Point out that each sentence they say must flow on logically
from the previous sentence and use the phrase on the card
correctly and appropriately.
Explain that the other students in the group should
judge whether a contribution is acceptable or not. If the
contribution is accepted, the student discards that card. If
it is not accepted the student has to keep the card, to use
again in another turn. The winner is the person in the group
who uses up all his/her cards first.
While they are telling the chain stories, go round the class
monitoring and assisting groups where necessary. When
they have finished, ask students if there were any particular
cards that caused difficulty.
Extra Activity:
Have students produce a written version of their group’s
story from Activity I.
Use
J (14 minutes)
Tell students that they are going to do a role play in pairs.
Allocate roles by dividing the class into two groups: A and
B. Tell students to read the notes in their book for their role.
Explain to Group A that they will play someone who claims
to have had an encounter with a UFO. They will need to
prepare the details of their story. Tell them to think about
what questions an investigator might ask them. Point out
that they must also prepare three specific inconsistencies in
their stories. These should not be immediately obvious, but
should be related to the details of their account. Their aim
should be to make the story sound convincing, despite the
inconsistencies.
Explain to Group B that they need to create a list of probing
questions, in order to find out if their interviewee’s story is
true. Point out that the inconsistencies may not be obvious
at first, so they will need to focus on details.
Give students five minutes to prepare for their roles. Tell
them to note down any prepositional phrases they can
use in their role play.
When they are ready, regroup the class and pair up student
As with student Bs. Tell students to perform the role play in
their pairs. Monitor as they do so.
Finally, ask two or three pairs to perform their role play for
the class. Have the rest of the class note down any phrases
with prepositions that they hear, and go through them at
the end.
Teacher’s notes: Lesson 24
Reflection (2 minutes)
Ask students to note down three uses of prepositions that
are new to them or that they often get wrong. Ask them to
think about how they can remember or practise them. Call
on as many students as time allows to share their ideas
with the class.
65
Homework
Tell students to pay attention to the prepositions they
encounter over the next week. Explain that they should
Grammar 3

66