connected - k · pdf fileadvanced c1 b2+ upper intermediate b2+ ... review of defining and...

CONNECTEDTEACHER'S GUIDE

CONNECTED is a six-level General English course taking young adult students from Beginner to Advanced levels (CEF: A1 to C1). The series contains engaging exercises presented in everyday contexts relevant to students’ own lives, motivating them to practice and retain new language.

Each level contains 20 units which practice the four skills (listening, reading, speaking and writing) in addition to grammar, vocabulary, and pronunciation.

The series features:• Broad themes to interest learners• Personalized contexts to help consolidate

understanding• Clear unit structure moving from key language

points through receptive skills to productive skills

CONNECTEDSTUDENT BOOK

Beginner A1

Elementary A2

Pre-Intermediate B1

Intermediate B2

Upper-Intermediate B2+Advanced C1 B2+

UPPER INTERMEDIATE

B2+UPPER INTERMEDIATE

Christopher Sol Cruz

Connected level 5 cover.indd 1 14/10/2015 09:49

CONNECTEDSTUDENT BOOK

CONNECTED is a six-level General English course taking young adult students from Beginner to Advanced levels (CEF: A1 to C1). The series contains engaging exercises presented in everyday contexts relevant to students’ own lives, motivating them to practice and retain new language.

Each level contains 20 units which practice the four skills (listening, reading, speaking and writing) in addition to grammar, vocabulary, and pronunciation.

The series features:• Broad themes to interest learners• Personalized contexts to help consolidate

understanding• Clear unit structure moving from key language

points through receptive skills to productive skills

CONNECTEDTEACHER'S GUIDE

Beginner A1

Elementary A2

Pre-Intermediate B1

Intermediate B2

Upper-Intermediate B2+Advanced C1 B2+

UPPER INTERMEDIATE

B2+UPPER INTERMEDIATE

Christopher Sol Cruz

Connected level 5 cover.indd 1 14/10/2015 09:49

General English - Teacher’s Guide: B2+ Upper Intermediate (L5) v1.02

Copyright © Knowledge Transmission 2015 2

Knowledge Transmission Ltd Future Business Centre, Kings Hedges Rd, Cambridge, CB4 2HY, UK

www.KnowledgeTransmission.com

© Knowledge Transmission Ltd 2015

This publication is in copyright. Subject to statutory exception

and to the provisions of relevant collective licensing agreements,

no reproduction of any part* may take place without the written

permission of Knowledge Transmission Ltd.

* The Activity Sheets may be photocopied for use in an institution that purchases the course for use by

students.

First published 2015

ISBN XXX-X-XX-XXXXXX-X Knowledge Transmission Ltd has no responsibility for the persistence or

accuracy of urls for external or third-party internet websites referred to in

this publication, and does not guarantee that any content on such websites is,

or will remain, accurate or appropriate.



Connected General English - Teacher’s Guide:

B2+ Upper Intermediate Introduction ............................................................................................................................................................................................ 5

About this course ............................................................................................................................................................................ 5

About the Author: Christopher Sol Cruz ................................................................................................................................ 5

Social learning .................................................................................................................................................................................. 5

How to use this course ................................................................................................................................................................. 7

CEFR mapping: B2+ (B2/C1) ....................................................................................................................................................... 8

Unit sections ..................................................................................................................................................................................... 8

Unit planning .................................................................................................................................................................................... 9

Unit scope & sequence ................................................................................................................................................................... 10

B2+ Upper Intermediate level: Units 1-5 ............................................................................................................................ 10

Topic / Vocabulary / Grammar ................................................................................................................................................................... 10

Dialogue / Pronunciation / Reading / Listening / Speaking / Writing ......................................................................................... 11

B2+ Upper Intermediate level: Units 6-10 ......................................................................................................................... 12



B2+ Upper Intermediate level: Units 11-15 ....................................................................................................................... 14



B2+ Upper Intermediate level: Units 16-20 ....................................................................................................................... 16



Unit 1: Teacher’s Notes and Activity Sheets ........................................................................................................................... 19

Verb tense review: simple present and past, present and past continuous, present and past perfect, past

with used to, present prefect continuous ........................................................................................................................... 26


Stative verbs ................................................................................................................................................................................... 44

Verbs that can be stative and non-stative ......................................................................................................................... 46


Gerunds and infinitives .............................................................................................................................................................. 64

Parallelism with gerunds and infinitives ............................................................................................................................. 66


Separable and inseparable phrasal verbs ........................................................................................................................... 84


Past prefect continuous statements and questions ..................................................................................................... 102



Unit 6: Teacher’s Notes and Activity Sheets ......................................................................................................................... 113

so, too, either, and neither ....................................................................................................................................................... 120


Future perfect continuous ...................................................................................................................................................... 138


Review of comparative and superlative adjectives with almost as…as and not quite as...as ........................ 156


Review of count and noncount nouns with much, many, some, and any ........................................................... 174

Unit 10: Teacher’s Notes and Activity Sheets ....................................................................................................................... 185

Tag questions .............................................................................................................................................................................. 192


Wh-ever words: whoever, whichever, whenever, wherever, however, whatever .............................................. 210


Necessity, Lack of necessity, Prohibition .......................................................................................................................... 228


Definite and indefinite articles .............................................................................................................................................. 246


Abilities and expectations....................................................................................................................................................... 264


Passive with future and models ........................................................................................................................................... 282


Review of defining and non-defining relative clauses ................................................................................................ 300


Softening requests and statements .................................................................................................................................... 318


Expressing conditions .............................................................................................................................................................. 336


Review of past modals for speculation ............................................................................................................................. 354


Narrative tenses review ........................................................................................................................................................... 372

B2+ Upper Intermediate: Progress Tests & Level Test ..................................................................................................... 383



Introduction

About this course

This 600-hour course is aimed at learners of general English at all stages of proficiency.

It is divided into six levels corresponding to the six levels of The Common European

Framework of Reference for Languages (CEFR). The course takes learners all the way

from Beginner to Advanced level.

The course design takes an integrated-skills approach. Each level of the course is

divided into separate units, each of which covers all four skills (listening, reading,

speaking and writing), as well as grammar and lexis. This integration of the four skills

with language functions reflects real-life communication, and so prepares learners to

use English in the real world.

Each unit has a broad, engaging theme. This motivates learners by providing them with

interesting topics about which to communicate purposefully. The acquisition of the

language being presented allows learners to engage with the themes in meaningful

receptive and productive activities. All units contain elements of personalization, which

is provided through production activities that encourage learners to apply the language

they have learned to their own personal contexts. This makes language relevant to

learners’ own lives, and serves to motivate and engage them further.

About the Author: Christopher Sol Cruz

Christopher Sol Cruz has been involved in the field of English language instruction and

materials writing since 1988. Sol Cruz is the co-author of the Pearson primary EFL series

Big English, as well as writing and developing numerous English learning materials for a

variety of age groups in Latin America, Asia, the Middle East, and the US.

In addition to writing, Sol Cruz has given academic presentations and run teacher

professional development workshops around the world, and is an avid language learner.

Social learning

Peer review is another key feature of the course. Regular activities encourage learners

to submit their work for review by other members of their class or study group. Peer

review is an extremely effective tool in language learning. Its use means that learners

produce language in a meaningful way, as they get to share their output with a real

audience in the form of their peers. Peer review also enables learners to see their ideas

and view points from other people’s perspectives, and to gain valuable practice in

working with others through the medium of English. Crucially, it encourages learners

to reflect on their work in the light of another person’s feedback, to look at their work

critically, and to revise and improve their work.

For the student who reviews, too, there are various benefits of peer review. By analyzing

and feeding back on another learner’s work, the reviewer consolidates his or her own



learning, and can identify and address gaps in his or her own learning. Also, practice in

evaluating other people’s work results in the development of critical thinking skills,

which is are essential for academic and professional success.

Students these days are familiar with sharing online with each other images, audio and

messages. The unique Social Learning online platform for Connected General English

facilitates this in a way which is carefully integrated with the main learning goals of each

unit and which relates to the contexts covered in the preceding six sections in each Unit.

By focusing the interaction within the framework of the General English course, the

Social Learning avoids the unstructured and even off-topic activity that might happen if

the teacher attempted to set a task for a class group on Facebook. Instead the students

are presented with a highly engaging way of creating their own output to demonstrate

their capabilities in the freer production of language.

Most of the exercises in a Unit are automatically graded/marked by the platform and

the scores are collated automatically for the student and teacher to see.

The teacher only has to grade/mark two exercises in a unit – the Social Learning

Exercises.

Student 1 creates an answer to one of the

Social Learning Exercises in a Unit (8. Speaking

or 9. Writing) which are open-tasks for the

production of language.

Student 1 then submits the answer to the

Study Group.

Student 2 reviews the answer from Student 1

and uses the Social Learning platform to

suggest ways to improve the answer.

Student 1 evaluates the Review(s) from other student(s) in the Study Group and

improves the original answer. Student 1 then:

re-submits the improved answer back to the Study Group for more Reviews

or

submits the improved answer as his/her final answer to the Teacher

The Teacher uses the Social Learning platform to assess the answer from Student 1. The

teacher assigns a grade/mark and can add feedback indicating any errors or good

points.

Student 1 then uses the Social Learning platform to see the grade/mark from the

teacher and any additional feedback from the teacher.



How to use this course

The structure of each unit can be adapted to suit a variety of permutations:

Traditional Approach

Social Learning Approach

Fully Blended Approach

Self-Study Approach

So institutions can choose the approach that is best suited to their requirements -

whether to prepare for a transition to digital course by initially using student textbooks

or to adopt a fully blended combination of digital & class teaching, or even a self-study

course.

Traditional Approach

Easy starting point

Student Book:

During class

3½ hours

Sections 1-7

Teacher Guide:

During class

1 hour

• Present/Review

• Extend

• Practice

Student Book:

Homework

½ hour

Sections 8-9

Social Learning Approach

Quick and easy

introduction of blended &

social learning

Student Book:

During class

3 hours

Sections 1-6

Teacher Guide:

During class

1 hour

• Present/Review

• Extend

• Practice

Online Social Learning:

Homework

1 hour

Sections 8-9

(Teacher-marked)

Fully Blended Approach

Advanced blended and

social learning using

continuous assessment and

teaching to student

weaknesses

Online:

Before class

3 hours

Sections 1-6

Teacher Guide:

During class

1 hour

• Present/Review

• Extend

• Practice

Teachers can use the scores/reports

to decide what print content to use in

the classroom, with additional

printable worksheets covering all the

learning objectives.


Homework

1 hour

Sections 8-9

(Teacher-marked)

Self-Study Approach

Allows students to study

remotely without the need

to attend classes

Online:

At home

3 hours

Sections 1-6

Optional Drop-in classes:

Allowing students to access support

as needed – either

• focused on specific units using the

Teacher Guide or

• more generally for a specific level.


At home

1 hour

Sections 8-9

(Teacher-marked)



CEFR mapping: B2+ (B2/C1)

B2 ● Can understand the main ideas of complex text on both concrete and abstract

topics, including technical discussions in his/her field of specialization.

● Can interact with a degree of fluency and spontaneity that makes regular

interaction with native speakers quite possible without strain for either party.

● Can produce clear, detailed text on a wide range of subjects and explain a viewpoint

on a topical issue giving the advantages and disadvantages of various options.

C1 ● Can understand a wide range of demanding, longer texts, and recognise implicit

meaning.

● Can express him/herself fluently and spontaneously without much obvious

searching for expressions.

● Can use language flexibly and effectively for social, academic and professional

purposes.

● Can produce clear, well-structured, detailed text on complex subjects, showing

controlled use of organisational patterns, connectors and cohesive devices.

Unit sections

The following pages provide for B2+ Upper Intermediate the details of the topic theme,

contexts & learning points for these standard sections of each unit:

1. Goals

Statement of aims which sets the unit objectives and lets

learners know what they will be studying.

2. Vocabulary Presents and practices a thematic lexical set that learners need

for the unit.

Online self-study – cloze exercises, automatic grading/marking

3. Dialogue Shows the unit’s lexis in use & presents a grammar point in

context.


4. Pronunciation Focusing on a key aspect of English pronunciation featured in

the dialogue.


5. Grammar Covering the unit’s grammar point in detail through presentation

and controlled, graded practice.


6. Reading Expands on the unit’s theme and gives practice of grammar and

lexis, as well as reading & listening skills development.

Online self-study – cloze exercises, automatic grading/marking 7. Listening

8. Speaking Encourage personalized, freer production of the language

covered in the unit

Online Social Learning exercise

– graded/marked online by the teacher

9. Writing



Unit planning

The standard sections provide a consistent framework for the teacher & student. They

also provide the teacher with flexibility about which sections to set for the students as

self-study and which one(s) to do in class (and so make the best use of face-to-face

teaching time and the teacher’s knowledge/expertise e.g. Pronunciation, Grammar etc.)

For example if there are 3 x 1 hour class-lessons in a 13-week semester, the 20 units in a

level could be covered in this way:

3 class-lessons x 13 weeks = 39 class-lessons = ~2 lessons per unit

If the teacher decides always to use the class-lesson to focus on Grammar, the teacher

can use the Notes for the Grammar section (see sheets 1.5, 2.5 etc) to plan the

classroom lessons and activity/activities:

Classroom Lessons 1-2 Classroom Lessons 3-4 … 39

Teacher assigns as

pre-class online self-study

2. Vocabulary

3. Dialogue

4. Pronunciation

2. Vocabulary

3. Dialogue

4. Pronunciation

Focus for class-lesson 1 Grammar (teacher-led)

Grammar (teacher-led)

Etc

Teacher assigns as homework:

online self-study

5. Grammar

6. Reading

7. Listening

5. Grammar

6. Reading

7. Listening

Focus for class-lesson 2 Review/extend (teacher-led)

Review/extend (teacher-led)


online Social Exercise

8. Speaking

9. Writing

8. Speaking

9. Writing

If the teacher prefers vary the focus of the class-lesson to suit the teacher’s

knowledge/expertise and the students’ needs, the teacher can use the Notes for the

relevant section to plan each classroom lesson and activity/activities:

Classroom Lessons 1-2 Classroom Lessons 3-4 … 39

Teacher assigns as

pre-class online self-study

2. Vocabulary

3. Dialogue

4. Pronunciation

2. Vocabulary

3. Dialogue

4. Pronunciation

Focus for class-lesson 1 Grammar (teacher-led)

Pronunciation (teacher-led)

Etc


online self-study

5. Grammar

6. Reading

7. Listening

5. Grammar

6. Reading

7. Listening

Focus for class-lesson 2 Review/extend (teacher-led)

Review/extend (teacher-led)


online Social Exercise

8. Speaking

9. Writing

8. Speaking

9. Writing



Unit scope & sequence

B2+ Upper Intermediate level: Units 1-5

Topic / Vocabulary / Grammar

Unit Topic Vocabulary

1 It's been

ages!

Social media terms

follow a person, connect with a person, send a person a request

Grammar

Verb tense review

I was checking my Facebook page, and I saw someone had sent me a friend request.


2 Not really my

thing

Stative verbs

prefer, suspect, realize

Grammar

Stative verbs

I doubt (that) he'll want to join us.

We promised them (that) we would go.

Verbs that can be stative and non-stative

Your new haircut looks great!

He's looking at his watch right now.


3 Good news,

bad news

Good news and bad news

He’s lucky to have such good friends.

She was anxious to see her sister after such a long time.

Grammar

Gerunds and infinitives

He enjoys swimming every morning.

We like skiing, ice skating, and snowshoeing in the winter.


4 I'm saving up Spending habits

earn a good salary, borrow money from someone, lend money to someone

Grammar

Separable and inseparable phrasal verbs

pay for, pay off, pay back


5 I caught her

cold

Medical issues

caught a cold, sunburn, emergency room

Grammar

Past perfect continuous: statements and questions

She’d been lying on the beach for hours when she noticed her sunburn.

Had you been lifting heavy things when you hurt your back?




Dialogue / Pronunciation / Reading / Listening / Speaking / Writing

Unit Dialogue Pronunciation

1 Discussion about social

media experiences

Stressing content words

Reading Listening Speaking Writing

Erase me People talking about their

experiences on social media

Talking about your feelings

on social media

Writing about social

media's usefulness


2 People trying to set up

dinner plans

Reduction of /t/ and /d/


Eat your veggies

People talking about things they are

hesitant to try

Talking about something

you were hesitant to try

Writing an email declining

an invitation


3 People reacting to good

news

Congratulations or condolences


Bad experiences, good

results

People talking about good or bad

things that have happened to them

Talking about something

good or bad that has

happened to you recently

Writing about a good or

bad story that you've

heard in the news


4 People discussing saving

money at dinner

Word stress in phrasal verbs


Off the grid People talking about spending habits Talking about whether

you’re good with money

or not

Writing about your

financial goals


5 Discussing a friend's medical

problems

Word prominence to convey

disappointment


Different treatments People talking about their medical

issues or accidents

Talking about an accident

or medical issue you had

in the past

Writing a note that gives a

friend advice






6 I'm looking

forward to it

Feelings and desires

feel like, can’t stand, can’t wait to

Grammar

So, too, either, and neither

So do I.

I would too.

Neither am I.

I can’t either.


7 They hit it off Love and relationships

seeing each other, be set up by a friend, go on a blind date

Grammar

Future perfect continuous

When he gets back from Tokyo, he'll have been traveling for 28 hours.


8 The strangest

thing I've

ever eaten

Describing food

bitter, greasy, salty

Grammar

Comparative adjectives and superlatives review

Korean food is not quite as spicy as Thai food.

The strangest thing I've ever eaten is chicken feet.


9 There are

very few left

Endangered animals

pollution, extinct, gorilla

Grammar

Review of count and noncount nouns with much, many, some, and any

Many animal habitats are being destroyed.

Because of climate change, some animals can't find any food to eat.


10 It's a surprise

party, isn't it?

Organizing a party

surprise party, confirm the guest list, send directions out to the guests

Grammar

Tag questions

Everyone knows it's a surprise party, don't they?

They'll deliver the cake to the restaurant, won't they?

We didn't have to pay a deposit, did we?

You've rented a private room at the restaurant, haven't you?



B2+ Upper Intermediate: Units 6-10



6 People talking about what

they want to do tonight

Word prominence for contrastive

stress


Do opposites attract?

People talking about how they are

similar to or different from their best

friend

Talking about how you are

similar to or different than

a close friend or family

member

Writing about something

you are looking forward to

in the near future


7 A discussion about someone

living abroad

Expressing belief/disbelief


Ten tips for a strong

relationship

Talking about an upcoming

anniversary

Talking about an

upcoming anniversary or

important date

Writing about what your

life will be like in ten years


8 People talking about their

food experiences

Consonant clusters


Strange delicacies

People talking about interesting

food experiences they've had

Talking about an

interesting food

experience

Writing about a dish from

your culture


9 Two people talking about a

study about an endangered

species

Different ways of pronouncing ng


Close to extinction Talking about endangered animals Talking about an

endangered animal

Writing a letter to the

editor of a newspaper

about endangered animals


10 People preparing for a

surprise party

Tag question intonation


Festival fun Conversations about planning parties

or events

Using tag questions to find

out the status of

events/parties

Writing a list of tag

questions to find out the

status of events and tasks






11 Whatever

you do will

be great

Situations that make people nervous

attend a high school reunion, give a presentation at a sales meeting, perform in a play

Grammar

W-ever words

whoever, whichever, whenever, wherever, however, whatever


12 You have to

go through

security

Preparing for a trip abroad

book a direct flight, buy a train pass in advance, get a visa from the consulate

Grammar

Necessity, lack of necessity, and prohibition

You must have a passport to travel outside your country.

You don't have to buy a train pass in advance.

You should never take an unmarked taxi.


13 He's easy to

buy for

Gift giving

easy to buy for, picky, have expensive taste

Grammar

Definite and indefinite articles

That’s a nice sweater.

You mean the sweater with the gold buttons?


14 Please stay

on the line

Telephoning

not available at the moment, stay on the line, leave a message after the tone

Grammar

Abilities and expectations

I was unable to reach the customer service representative.

We managed to finish the reports before noon.


15 Will they be

picked up at

the hotel?

Business meeting arrangements

call off the meeting, pick up and drop off the clients, sort out the lunch details

Grammar

Passive with future and modals

Will the folders be put together in time for the meeting?

Should the tables be set up in a U-shape?

The meeting could be called off if their flight is canceled.






11 Two people talking about an

upcoming event

W-glide between words


Anxious?

People reassuring other people Giving words of

encouragement

Writing a note of

encouragement


12 Discussion about

preparations for a trip

abroad

Y-glide between words


Flying fun?

People giving advice about an

upcoming trip

Giving advice for someone

abroad who is traveling to

your country

Writing advice about what

a person needs to do,

doesn't need to do, or

mustn't do for a new

endeavor


13 People talking about buying

gifts

Challenging consonant combinations


Global gift giving Conversations about people

deciding on gifts for other people

Talking about a gift you

would like to buy for

someone

Writing a thank-you note

for a gift that someone

gave you


14 A person navigates through

an automated response

system

Reduction of /d/ before to


Ring ring People listening to a voicemail

greeting and leaving a message

Leaving a voicemail Writing a phone message

to someone


15 People talking about

arrangements for a business

meeting

Minimal pairs


Type A or type B? Conversations about arrangements

for different events

Talking about an event you

need to plan or be in

charge of

Writing about a successful

or entertaining event you

attended recently






16 It's the best

movie that's

come out

this year

Describing movies

star in, play a role, the story is set in

Grammar

Defining and non-defining relative clauses review

MovieWatch is a service where you can stream films online.

The actor Peter McDaniels, who stars in a movie called The Blue Night, comes from my hometown.


17 We've come to

an agreement

Discussing contracts

terms of the contract, be willing to discuss, come to an agreement

Grammar

Softening requests and statements

We were wondering if you could be a little more flexible on the price.

I was hoping we could meet at 7.

I was thinking we could suggest a couple of changes.

Wouldn't it be better if we asked for a discount?


18 We all need

to chill out

Colloquialisms

get bent out of shape, chill out, grab a bite

Grammar

Expressing conditions

even if, unless, as long as, whether (or not), provided that


19 It's a mystery Mysteries

hoax, fake, urban legend

Grammar

Past modals for speculation review

I suppose they could have made a hot-air balloon and told people what to do.

I doubt that they could have known about hot-air balloons.


20 Walk me

through your

resume

Job interview

meet a deadline, handle stressful situations, key strengths

Grammar

Narrative tenses review

Before I became manager, I had worked as an advertising sales representative for eight years.






16 People talking about a movie

that one of them has seen

recently.

Pauses before and after non-defining

relative clauses


Filmmaking People describing a movie they've

seen

Talking about a movie

you've seen

Writing about a book

you've read


17 A manager and her direct

report talking about a

contract they are negotiating

with another company

Reduction of supporting words


Negotiations Short conversations about

negotiations

Talking about a

negotiation you made or a

contract you signed

Writing a note making an

offer for a contract


18 Two people talking about

their workloads and how

they are feeling stressed

Pronouncing /ʃ/, /tʃ/, and /dʒ/


Making a balanced life

People talking about a time in their

life that they were overworked or

overstressed and how they got

through it

Talking about a time that

you were overworked or

overstressed and how you

got through it

Writing a note to a friend

or colleague who is

stressed out


19 Two people talking about an

unexplained mystery

Stressed adverbs and adverb phrases

to show intensity


Amazing mysteries! Conversations about “mysteries”

Talking about a mystery or

urban legend you've heard

about

Writing about a mystery or

urban legend


20 A job interview situation Changing syllable stress in different

parts of speech


Interviewing tips People giving anecdotal information

or examples during a job interview

Answering a job interview

question

Writing a thank-you note

to an employer who

interviewed you



Unit 4: Teacher’s Notes and Activity Sheets

4.2 Vocabulary

4.3 Dialogue

4.4 Pronunciation

4.5 Grammar


4.6 Reading

4.7 Listening

4.8 Speaking

4.9 Writing



B2+ Upper Intermediate: 4.2 Vocabulary.

Present/Review

Photocopy and distribute the next page for the class, or write/project the vocabulary list and

sentences on the board.

Read the vocabulary list aloud and have students repeat.

Have students complete the sentences using the vocabulary. Check answers with the class.

Have students translate the vocabulary into their first language (L1). Ensure that students

have used the correct meaning of each term, based on the context in which it was presented.

Read the completed sentences aloud and have students repeat.

Extend

Invite students to ask and answer questions using lesson vocabulary. Model:

Q: Have you ever borrowed money from someone?

A: Yes, my father agreed to lend me some money for college.

Q: What happens when you run out of money?

A: I have to use my credit card and then start saving up to pay the money back.

Have students create a word deck by writing each word in lesson vocabulary phrases on a

separate index card. Then have students shuffle the deck. Players take turns drawing cards

until they can form a phrase and use the phrase in a sentence. Players score one point for

each card they use correctly in a sentence. The player with the highest score when all cards

are played is the winner.

Answers

1. hold off, salary, for, borrow, back 2. up, give, out, lend, off



B2+ Upper Intermediate: 4.2 Vocabulary.

Choose the word to complete each sentence.

1. I was planning to hold / hold up / hold down / hold off on buying a new car for

at least a year. But then I got a great new job where I’m earning a very good money /

price / salary / position. The only problem is that the office is almost an hour from my

house. I needed a car right away, but I didn’t have enough cash on hand to pay with /

on / for / off it. Luckily, I could lend / pay / give / borrow some money from my

grandfather. I’ll be able to pay him forward / with / for / back by the end of the year.

2. It seems like we’ve been saving down / up / out / in to buy our first home for

ages. There were times when we wanted to give / pay / take / go up and just rent

forever. It looked like we were going to run out / up / in / off of time before we saved

enough. Then last year, my wife’s Aunt Thelma said she’d love to borrow / spend /

return / lend us some money. We’ll pay out / off / on / up the loan as soon as we can,

but we’ll always be extremely grateful to her.



B2+ Upper Intermediate: 4.3 Dialogue.

Present/Review

Photocopy and distribute the next page for the class, or write/project the dialogue and

questions on the board.

Have students listen as you read the dialogue aloud. Ask students what the dialogue is

about.

Read the dialogue aloud and have students repeat. Alternatively, have students read the

dialogue aloud and have the class repeat.

Answer any questions students may have about unfamiliar vocabulary or expressions.

Have students answer the questions that follow the dialogue. Check answers with the class.

Have students cite the information in the dialogue that helped them find the answers.

Have students practice role-playing the dialogue in pairs. Tell them to take turns playing the

different roles and to practice emphasizing different words to clarify meaning.

Extend

Photocopy the dialogue and cut it into strips, with one line of dialogue on each strip. Divide

students into small groups. Distribute a copy of the cut up dialogue to each small group and

have students work together to put the strips into the correct order. Then have them role-

play.

Write/Project the dialogue on the board, with certain words or phrases covered or deleted.

Have students guess the missing words or phrases.

In pairs, discuss what happens at the beginning of the dialogue, what happens in the middle

of the dialogue, and what happens at the end of the dialogue. Have students write a new

ending for the dialogue. Then have them role-play the dialogue with their new ending.

Have students note how Laura emphasizes her new spending habit (…pay for things myself.).

Ask them what spending habits of their own they are proud of. Write several on the board.

Have students work in pairs to create their own dialogue in which they talk about their

spending habits. Tell students to emphasize one particular spending habit of theirs. Ask pairs

to role-play their dialogues for the class.

Answers

1. True 2. False 3. False 4. True



B2+ Upper Intermediate: 4.3 Dialogue.

Laura and her friend Franco are at a restaurant eating dinner.

Franco Congratulations again on your new job.

Laura Thank you, Franco. And thank you for this celebration dinner.

Franco My pleasure.

Laura It’s going to be so nice to earn a good salary and to be able to pay for

things myself.

Franco I hear you.

Laura And that means that I won’t have to borrow money from my parents.

Franco I’m sure they're happy to lend money to you.

Laura Well, you’re right. They are my parents after all.

Franco What are your plans for all the extra money you’ll be earning?

Laura I'm going to pay back my parents. Last year, I borrowed some money from

them to pay for school.

Franco I always save up money so I never have to borrow from anyone.

Laura That’s what I’m going to do, too. No more loans for me! I want a new car

so I’m saving up for it.

Franco Very good.

The waiter brings the check and hands it to Franco.

Laura Thank you again, Franco, for paying for dinner.

Franco Uh. About that. The check is more than I planned on. Could I borrow a

little money from you?

Laura Ha ha ha, sure! It sounds like you’ve already run out of all that money

you’ve been saving up.

Choose the correct answer to the questions.

1. Laura and Franco are celebrating Laura’s new job. [ ] True [ ] False

2. Laura never borrows money from her parents. [ ] True [ ] False

3. Laura wants to go back to school with her extra money. [ ] True [ ] False

4. Franco needs to borrow some money from Laura. [ ] True [ ] False



B2+ Upper Intermediate: 4.4 Pronunciation.

Present/Review

Photocopy and distribute the next page for the class, or write/project the questions on the

board.

Explain that in English phrasal verbs, one of the two (or three) words usually receives more

stress. Read the information aloud or play the audio and have students repeat after each

item. Make sure students pay attention to the stressed words.

Monitor individual students’ pronunciation and offer guidance as needed.

Extend

In pairs or small groups, have students come up with additional examples of the

pronunciation focus on their own. Write the additional information on the board and have

students practice.



B2+ Upper Intermediate: 4.4 Pronunciation.

Word stress in phrasal verbs:

practice saying these phrasal verbs and stress the underlined words.

hold off on pay off

run out of save up

give up look for

pay back pay for

Write 5 phrasal verbs and underline the stressed word. Use your dictionary to check

which word is stressed. Then practice saying your phrasal verbs.



B2+ Upper Intermediate: 4.5 Grammar.


Present/Review

Photocopy and distribute the next page for the class, or write/project the grammar

presentation and exercise on the board.

Explain to students that a phrasal verb is a phrase with two or more words, usually involving

a verb and a preposition. Some phrasal verbs are inseparable. Remind students that for

separable verbs, a pronoun object must separate the phrasal verb. Examples:

I paid her back.

I paid back her.

Read the sentences in the grammar presentation aloud and have students repeat.

Have two columns of words up on the board:

give up

pay off

save back

hold off for

run out on

of

Put up the definitions of the phrasal verbs that they learned (see tip box on the Grammar

page). Have students work with a partner to come up with the correct phrasal verb for each

definition. Check the answers with the class. Make sure students know which phrasal verbs

are separable and inseparable.

Go around the class and have students make sentences using the phrasal verbs.

Have students do the activity individually or in pairs. Check the answers with the class.

Answer any additional questions students may have about the grammar.

Extend

Have students work in pairs. They will create a conversation dialog using all seven phrasal

verbs that they learned. After they finish writing out their dialog. Have them practice the

role-play.

Have each pair present their role-play in front of the class.

If there is time, have students work with a new pair or a small group. Have them discuss the

following questions:

What is something you had to hold off on? Why?

Have you ever run out of money? Why? What did you do?

Are you saving up for something right now? What is it?

Answers

1. on 2. up 3. of 4. back 5. up



B2+ Upper Intermediate: 4.5 Grammar.


Separable Inseparable

give up pay for

pay off hold off on

pay back run out of

save up

I gave up the gym membership to save money.

I gave the gym membership up to save money.

He finally paid off his student loan.

He finally paid his student loan off.

Did you pay back your dad the money you borrowed?

Did you pay your dad back the money you borrowed?

We need to save up our money to buy a house.

We need to save our money up to buy a house.

How did you pay for the car?

I’m going to hold off on buying a new car until next year.

If you keep spending like that, you’ll run out of money.

Choose the correct word to complete each sentence.

1. Emma and John are going to hold off on / up / of getting married until they both

graduate from college.

2. My son is saving on / up / of his allowance to buy a new video game.

3. Young always runs out on / up / of money because he likes to buy expensive clothes.

4. Juan has to pay his mom off / back / up for the money he borrowed to buy his new

phone.

5. You should really give off / back / up gambling if you want to save money.



B2+ Upper Intermediate: 4.6 Reading.

Present/Review

Photocopy and distribute the next page for the class, or write/project the grammar

presentation and exercise on the board.

Have students read the title of the passage and look at the picture. Ask them to predict

what they think the passage is about.

Ask students what they think it means to be off the grid.

Explain to students what off the grid means.

Ask students to read the article individually. Help with new vocabulary when necessary.

Have students do the activity. Check answers with the class.

Ask students additional questions to check comprehension:

What do you have to do to live off the grid?

What do you do to make money if you live off the grid?

Ask students what they found interesting about the passage. Do they think going off the

grid is an interesting idea? Have them explain.

Extend

Write/Project the reading passage on the board, with certain words, phrases, or lines

covered or deleted. Have students guess the missing words or phrases.

Have students ask each other the following questions. Have them report their answers to the

class.

What are you saving your money for? Why?

Would you ever want to go off the grid? Why?

Do you think going off of the grid is a good or bad idea? Explain.

Have students research going off of the grid. Have them choose where they would like to

live if they went off the grid. Have them make a plan to go off the grid. Have them share

with the class.

Answers

1. B 2. A 3. A 4. B 5. A 6. B



B2+ Upper Intermediate: 4.6 Reading.

Read the article then choose the correct answer.

OFF THE GRID

What kind of things are you saving up for? Some people are saving their money so that

they can stop relying on money. These people are saving up so that they can go “off the

grid.” This means living on only what you can produce yourself.

The major reason that you need savings to go off the grid is to buy a piece of land, with

access to fresh water. Your land will be used to graze livestock, set up your power grid,

and grow food. You’ll need to build a house, which will cost more money. And for

electricity you will likely use solar and wind power so you need to make sure your land

has good sun and wind coverage and buy the equipment to generate solar or wind

power. In order to live off the grid you also have to be willing to give up the Internet,

because that is one thing you can’t produce on your own.

Going off the grid takes a lot of money, but once you go off the grid you should be able

to maintain your lifestyle with little to no money. If you do need money, you can sell

fruits and vegetables that you grow on your land to get it. Once you have gone off the

grid, you’ll find all of the things that made you worry about money every month are no

longer your problem.

1. If you move off the grid, you can still have Internet.

A Veronica B Marc

2. It costs a lot of money to move off of the grid.

A Veronica B Marc

3. You will need land with access to fresh water.

A Veronica B Marc

4. You can use just use the same electricity you have always used.

A Veronica B Marc

5. You won’t need a lot of money once you are off the grid.

A Veronica B Marc

6. You don’t need to grow your own food.

A Veronica B Marc



B2+ Upper Intermediate: 4.7 Listening.

Present/Review

Photocopy and distribute the next page for the class, or project the listening activity on the

board.

Play the audio for the class. Have students listen and do the activity. Check answers with the

class.

Play the audio again. Ask students additional questions:

What is Raoul’s part-time job? Why is he holding off on buying a new car?

What is Monique’s new job? Why did she borrow money from her brother?

How long did Sayed and his wife save up for a deposit on their new house? How long will it

take them to pay off their mortgage?

Why did Nicky cut up her credit card? Why do her parents want to pay for a course in

money management?

Review new vocabulary with the class, if any.

Extend

Photocopy and distribute the audio script (below) for the class, or project the script on the

board. Have students read the script while listening to the audio. Answer questions about

unknown vocabulary, if any.

Photocopy and distribute the audio script (below) for the class, or project the script on the

board, with certain words, phrases, or lines covered or deleted. Have students guess the

missing words or phrases. Have students listen to the audio to check their answers.

Audio Script

Male 1 I’m saving up for a new car. I’ve had this old car for three years. I’m a full-time student,

but I have a part-time job as a Spanish tutor. The job doesn’t pay much. I could ask the bank for

a loan, but I already have a student loan. I don’t want to end up paying off two loans. I guess I’ll

have to hold off on buying a new car until I save up enough money.

Female 1 I just got a promotion at work. I’m the senior web developer. The new job has a higher

salary. The pay raise means that I can pay back my brother. He lent me $1,000 last year so I

could move into my own apartment. Now that I earn a good salary, I can start saving up to

travel the world. I’ve always wanted to go to Hong Kong.

Male 2 My wife and I bought a new house. We’ve been saving up for the deposit for five years.

It’s always been our dream to own a home. The house has a huge yard for our sons to play in.

We had to borrow money from the bank. It’ll take 30 years to pay off the mortgage. Now we’re

saving up for our kids’ college education.

Female 2 I’m always running out of money. Last week, I cut up my credit card because I couldn’t

make the monthly payments. I’ll be paying off my credit card debt for years. I asked my parents

to lend me some money, but they refused. They said I had to learn to live within a budget. They

did offer to pay for a course in money management, though.

Answers

1. B 2. A 3. C 4. B 5. A 6. C 7. C 8. A



B2+ Upper Intermediate: 4.7 Listening.

Listen to the audio file. Then choose the correct answers.

L5_Upr-Int_Unit04_7-Listening-01.mp3

1. Raoul is saving up for ________.

A a new apartment B a new car C a trip to Hong Kong

2. Raoul doesn’t want to borrow more money from ________.

A the bank B his brother C his parents


3. Monique just got ________.

A a new car B a new computer C a job promotion

4. Now Monique can start saving up to ________.

A buy a new car B travel the world C get her own apartment


5. It was always Sayed’s dream to ________.

A own a home B make a lot of money C send his kids to college

6. Now Sayed is saving up for ________.

A a huge yard B a bigger house C his kids’ college education


7. Nicky cut up her credit card because she couldn’t ________.

A buy more clothes B pay back her parents C make the monthly payments

8. Nicky’s parents offered to pay for a course in ________.

A money management B web development C fashion design



B2+ Upper Intermediate: 4.8 Speaking.

Present/Review

Photocopy and distribute the next page for the class, or project the speaking activity on the

board.

Read the list of questions aloud for the class. Explain that students will prepare to answer

one of these questions individually.

If desired, review the audio from the Listening activity. Play the audio for the class, and/or

photocopy and distribute the audio script (4.7 for the class, or project the script on the

board. The script provides examples of the types of answers students may wish to give as

they complete the speaking activity and may be used as a model for some of the questions.

Point to the list of questions in the speaking activity again. For each question, brainstorm key

vocabulary and/or phrases that students may expect to use in answering the questions and

list them on the board.

Have students prepare their own answers to questions individually. Ask several students to

share their answers in small groups, or with the entire class.

Extend

Have students work in pairs. Ask students to create a dialogue based on the question in the

speaking activity on the next page. Ask students to role-play their dialogues for the class.

Have the class vote on the best dialogue.



B2+ Upper Intermediate: 4.8 Speaking.

Choose one of the questions. Practice saying your answer.

Then say your answer to another student.

Ask them to review your answer.

Use their review to make changes to your answer.

Talk about whether you’re good with money or not. For example:

You’re good with money because:

You always pay your bills and pay off your debts on time.

You never spend more than you can afford.

You only buy things that you need, not things that you want.

If you have extra money, you save it rather than spend it.

You’re not good with money because:

You’re always asking family and friends for loans.

You are late paying off your debts.

You find it impossible to save money. If you see something you like, you buy it.

Your motto is: Life is short. Enjoy money today. Worry about the future tomorrow.

Your first answer:

After review of your first answer by another student, create your final version here:



B2+ Upper Intermediate: 4.9 Writing.

Present/Review

Photocopy and distribute the next page for the class, or project the writing activity and

model on the board.

Read the directions and the sample note aloud for the class. Explain that students will write

about financial goals they have.

Review relevant phrasal verbs by writing the phrasal verbs on the board. Then invite

volunteers to complete the phrases with nouns tied to finances, budgeting, saving, and so

on.

Model example sentences to support students’ use of transitions: I want to save up for

holiday expenses./ I need to pay off my student loans by June.

Then, have students write independently.

Extend

Have students share their writing with a partner. Partners should discuss more about how

they plan to accomplish their financial goals. Together, partners can make a personal

calendar that lists objectives for saving or earning by each week, two weeks, or month.

Partners should generate a few financial principles or guidelines that are written and shared

with the class. In order to develop the principles, support students with Internet research, if

necessary. Students can research what experts suggest for paying off debt, saving, or making

large purchases, such as a car or home.

Offer a place for students to share their financial calendars and guidelines or principles, such

as a class blog.



B2+ Upper Intermediate: 4.9 Writing.

Write about some financial goals you have, and write about how you can achieve

them. Follow the example. Then show your answer to another student. Ask them to

review your answer. Use their review to make changes to your answer.

I hope to get a new job that will help me pay for new things. First, I want to pay off my

credit card debt. Then, I want to save up for a trip. I need to hold off on buying a new car

until I have enough money saved for school and expenses. It’s going to be tough, but I am

planning to set a budget. With the budget I will reduce my spending on entertainment and

some food costs. I will also begin to put money into a savings account.

Your first answer:

After review of your first answer by another student, create your final version here:



(End of unit)

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