innovations intermediate teacher's book

8/4/2019 Innovations Intermediate Teacher's Book

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tt* t**mffiq course n nqfurql Engl ish

Hugh Dellor ond Andrew Wolkleywith Richord Moore

THOTVISON

H E I N L E

l ln t e . l K rgdor r . U r i ed S t a t e ! Au l t ra ia . Canac ia l v l e r o . S n! l .oo. r . SDd



Contenls

Introduction 4

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24

29

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46

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59

64

t : . , ,r l r i r l r. , . i l , i i : ' r ! ' : i r : l h- i l

Review: Units 5-8

69

Review: Units 9-12 74

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82

87

92

98

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Review: Units l7-2O t2l



lnlroductionlnnovotions,irst published n 2000, was created to

provide intermediate to high-intermediatestudents with

interesting models of natural spoken English o motivate

them beyond th e intermediate plateau. nnovotions as

no w been updated an d expanded into a new series

(pre-intemediate, ntermediote, uppe -inte mediote) f orclasses ooking fo r a fresh approach. t is based on a

language-rich,exical/grammatical yl labus har starts

with the l<inds f natural conversat ions hat learners

want to nave.

What'sso innovativeabout lnnovations?

lnnovotionsntermediote, ike the rest of the lnnovotrons

se r ies , e ts out to maximisestudents 'ab i l i t y o speak

Eng l i shluent lyand to be ab le o understandnacura

spo l<en ng l ish .t does h is no t s imp ly by prov id ing

studentswi th p len ty o f oppor tun i t ies o use anguage npersona l , rea t iveand communica t ive ontexrs .bu t more

impor tan t ly , y prov id inga predominant ly poken mode l

o f Eng l ish . he Eng l ish resented n the who le lnnovot ions

ser ies s the Eng l ish ommonly used n everyday i feby

nat ivespeakers. he ser iessy l labus s des igned o meet

students 'communica t ive eeds.Ar a l l leve ls ,he pr ime

concern is what students wil l be able to soy afterwarcs.

As a resu l t , he s ta r t ingpo in t fo r our sy l labuss not the

usual ist of tense-basedstructures,but rather the typical

l<inds f conversationswe bel ievestudents want to be

ab le o have n Eng l ish . ha t i s then presenredand

pract ised s the language both vocabu la ry nd grammar)

that wi l l enable he m to have hose conversations.

How does nnovations intermediate fttin with the restof the series?

lnnovationsntermediote ims to provide a large boost in

language cqu is i t ion , h ich we fee l s impor tan t a t the

intermediate level. t focuseson basic opic

conversations an d functions. Grammar tends to be

presented qither as f ixed chunl<s f lexis to be rearnt,or

fa ir ly short grammar sections which practisegrammar in

a fa ir ly narrow context. Students are shown how to

make the most of a limited vocabulary. nnovotionsintermediote resents more sophisticatedversions of

some basicconversations. t does this by presencing

wider range of responses o rypical questions and by

introducing some idiomatic language.t a lso covers a

wider range of issues than lnnovotionspre-intermediote

both through the reading exts and the choice of topics.

Consequently, here is a greater vocabulary oad.

Grammar is now focused on more deeply througn

examples showing ho w it is used in different ways and in

wider contexts.Tensesar e contrasted more, meaning s

discussed, nd more'd if f icu lt '

structures such as

condit ionalsare introduced. n lnnovotions pper-

intermediote,he language s more id iomat ic and focuses

on more aspectsof spol<en rammar that are often

neglected.

Organ isa t ion

" . io t ions in te rmed ia tes c , : : : - : 3 lwenty un i ts .Each

- : t r s ur ther d iv ided n to :^- .3 : r ,3 -Dage ect ions, l l o f' r ' nch prov ide se l f -con ta ine : - : : . ^e , -en t lessons f

50-90 minutes, l thoughob! 3 -s . ,3J may wish to a l te rinese o su i t your needs.A : - . _^ :s I lnnovot ions' te rmed io teconta in a t leasro-e : / , : - f ,1 !e sect ion based

o n r e a d i n g r l i s t e n i n g .h e s es : : : : ^ s . R e a d i n g o r

L is ten ing , typ ica l ly o l low a D: : : : - - : j p re - rext

speaking , c lear as l< o r s tude^:s : : : wh e they read

or l is ten , nd spea l< ingasksanc : - : - : :e work. Shor t

read ing exts and l is ten ing as ts - , . ' . , : -e r imes used

e lsewhere n the Coursebook : : : ' : : : . : tanguage.

The other two two-page secr io rs o ' e :c^ ln i t a re

Using vocabu la ry and Using grammar These

s e c t i o n s o n t a i n r e q u e n r p e a f = j : : , r e s a n d a i m o

prov ide ots o f exampleso f how , . : i t - : r y andgrammar are actua l ly sed.Many a i : -e exercrses re in

the form of shor t d ia logues na 3"e : - che aud io

record ings, rov id ing ur ther p ro . - - :3 : cn Dracr ice nd

deve lop ing is ten ing l< i l t s .

There is a Review af te r every fc- - - - :s

. The Tapescr ip t a t the back c i : - : C : . "seboo l<

fea turesa l l o f the d ia logues., : - : ^ : ^ - ss ingworos

a n d p h r a s e s i g h l i g h t e dn c c : - , ' ' l - : : s e r

identif ication.

. T h e G r a m m a r c o m m e n t a r y l : : - e : a c k o f t h e

C o u r s e b o o kp r o v i d e s o r e sc - : - . i - 3 - m a r

Dresented n the course .

. The Express ion organ iser : ' - : ^e : : :k o f t he

Coursebook a l lows studenrs o -e : t -a and r ransra te

s o m e o f t h e m o s t i m p o r t a n :e x : - . s s : ^ s n e a c h

un i t .

Wr i t i ng is no t focusedon in rhe C: - -se :oc< However ,

there a re thorough wr i t ing sec rc -s - : : -e odd un i ts

o f the Workbook. These prov ide r .3 .e s c i ryprca l exts

studentsare expected o wr i te in ex:^-s s-ch as PET

and FCE.They are o f ten fo l lowed by a s .o r l exerc iseon

usefu l anguageor wr i t ing ,and a wr r r i lask.Thewr i t ing task o f ten requ i resstudents o wr !e a s im i la r

text to the one in the mode l .



Other components

The Coursebool<s complemented y a set of two

Audio CDs/AudioTapes, Worl<bool<,hisTeacher's

Bool<, nd a sepa rate, hotocopiableeacher's esource

Book.There s alsosupport n the form of a website

with use ful inl<s,nd he test-crearingrogramme

ExamView@ ro.

. Audio CDs/AudioTapes

TheAudioCDs/AudioTapesontain ecordingsf al l

the dialogues nd reading exts,pronunciation

exercises nd hose exi cal xerc ises here stress

and ntonation re the main ocus.

. Workbook

Th eWorkbool< s for self-study,ut anyof the

exercisesn it maybe done either n class r as

homeworl<.n addition,he Workbool< ontains

writing asl<s. omeof theWorl<book xercises re

directly elated o activitiesn the Coursebook,

mal<inghe m useful or sett ingas homeworl<, hile

othersare more loosely onnected nd are designed

to extendand expand tudents'<nowledgef th e

language.f you choosenot to u se he Workbook in

class,t is a good dea o recommend t to student s

as additionalDractice.

. Teacher's Resource Book

TheTeacher's esource ook provides orty

photocopiable ctivit ies ndgameswhich closely

support he material n the Coursebook.

rtroduct n

Getting the most out of Innovations

ThisTeacher's Bool<provides plenty of detailed advice

on how to get the most out of lnnovations ntermediote.

However, here are some general points to mal<e bout

th e specia l eatures you will f ind in /nnovotions

intermedioteCoursebook. hese features are high lighted n

th e seccion hat fo l lows.



Fecllures of lnnovcrlions

Usingvocabulary

Eachun i t has a two-page sect ionexp l ic r t iy e : - : r . i nvocabu la ry . he tas l<sn these sect ions ocus : - : -e

words, co l loca t ions nd express ions tuden:s . .a -

o rderto havecommon conversauons n tne : l - : : ,the un i t .Exe rc ises f ten exDlore he var recy , : , ; : :

responses o common quest ions i l<e 'Whar 's : <e

round there l ' o r 'How was your journey l ' .w i . . : : -e -

lead nto persona l ised ract ice .Other exercrses

encourage tudents o have onger conversa t ns o -

prov ide he k ind of languagehey need ro take o.ge . -

tu rns. Becausemost o f the vocabu la ry n these secr ,o rs

i s in the context o f i t s typ ica l usage,he exerc ses or :e -

reveatcommon grammatical patterns,which yol c:rr^draw students' attention to . As you go through ch eanswers, ou can also get students to repear the <ey

express ions, h ich p rov ides hem with pract ice n

pronuncia t ion .Many of the exerc ises re on rhe aud iorecord ings. ina l l y ,ou can ask he l< inds f quesr ions

ment ioned n the sect ion be low,Not ic ing

surround ing language. The nores n the Teacher 's

Boo l<wi l l he lp you wi th th is .

Using rammar

Eachun i t con ta insa two-pagesect ion dea l ingwi thpar t icu la rareasof g rammar wh ich spr ing natura l ly rom

the texrs or wh ich are cent ra l o the top ic .Al l the maintense-basedstructures you would expect to cover at

t he in te rmed ia te eve la re here .Students onso l ida tewhat they have earnt earl ier in the lnnovotions eries.For example ,whereas he Using grammar sect ions nlnnovations re-intermediateool<at singleuses of tensesan d modals, n lnnovotionsntermediotehey look arsevera l i f fe ren tusesand f requent lyconrras! henr w rro ther st ructu resand the way they ar-e sed Agatn , hefocus on typ ica lusageof ten leads o pract icewi th a

dialogueor role play.

Apart from th e tradit ional tenses,we lool<at some

grammatical areas ha t ar e somerimes neglected, uch asge t used o, opinions with must,and verbs to tall<aboutthe fu tu re . n a l l he Using grammar sect ions hereare a lso oppor tun i t ies o focus on new vocabu larybyget t rng tudents o nor ice he surround ing anguage.

Attention is often drawn to typical vocabulary that goeswith the grammar through the grammatical explanations

an d Real Engl ish nores.There are plenty of speal<ingtasl<s inked to the particular structure. Reference rsa lwaysmade o the correspond ing ect ion n rheGrammar commentary at the bacl< f the

Coursebool<.

Noticing urroundinganguage

Al though grammar exerc ises re p rov ided pr imar i ly ofocus on particular structures,we have presented al lsuch language n natural contexts.This means hat the

o P P o r t u n t t y : :_ - . 1 _ : -

phrasesand e: : -= -' . - ' ". - .

m o s t i m p o | t : ' a : . . ' . . ' . ' . ' .o w n i s f r h e y : : : - - : -

C l a S S r O O m a c t " : . . : - .

o n l y e x p l a i n e i - : : - ' .

such as:

What o ther hrng . . - -

Whot o ther h ings : . . ' -

Whot's the oppos e .'

Whot's he poslt lve. ! :: ..

l f youdo .. . , whai ' . :

before?

Wherewouldyou

Whotdo youuse ' , ' -

W h o tw o u l d o L ). : . ' : , - . - - . : j

T h e a i m o f t h e s : : - : : : : ^ : : : : : : - : - : : e u s e f u l

e x e r c i s e n d a : ' : . : _ : = - : : : :

o f c o l l o c a t i o - i - - : :

l a n g u a g e .s r - : : - :

s i m p l y x p , : - a t : - a - ' = a = t : : - : : - s : r . : h e ya l l o w

: - - : : " S 1 : O O OW n a t

y O U e X J - - : :: : : : ' : : - : . : ' : ^ - : - :

: - 1 : i i n g f O r C h e

S f U C e n : s: ' : - i - :

- . - - a

: - = - --

: ^ : : e : C h n g

= : : : = : : - : : - : ' < n O W l e d g e

: - s r ' e ' : : ^ : , 1 - : l r : r e n a l ' o ! : e : - a : : : _ t i a n g u a g eyC l - - e : : - i l n / r l ]S t a k e s r r e - S : l : i , . , - : : h e y S a i d nf i . r o r - €f , l u r - d rn g l i s h .b i s n e w 3 - i _ : i e : : n a i s ob e p u to n t h e b o a r d . d e a i l yn t h e f o r ^ . . . . . . - 3e e x p r e s s i o n s sy o u w o u l d u s e h e m n s p e e c l -

You may a lso ike o fo l low up a sec: c r c f reach ing i l<e

th is by as l< ingtudents o br ie f lyper-sona i iseny newvocabu lary ou pu t on the board .For example , ou

cou ld as l< :

Do you know or haveyou heordobout o t l , /ane ho . . . ?

Do you know or hoveyou heordoboutonyonewho hos . . ?

When's he /ost t ime you ... ? Where?Whot hoppened?

Co n you us ean y ofthese wordslphrosesiexpressionso

describe hings n your life?

Which is the most usefulwordlphroselexpressionT

Which wordslphroseslexpresslonso you ltke most?

You cou ld put s tudents n to pa i rs o do th is l< ind fexercise or f ive or te n minutes.This is a good wa y ofbreal<ing p the lessonand gett ing away from th eCourseboo l< or a moment . t a lso encourages tudentsto get ro know each other be t te r and,un l i l<e

: mPor tan t as the language

: ^ l f the exercise

: l no t m i s s he

. ' : : r r o u n d i n gc o m m o n

: : : :ne t ime. One o f the

: .. . rmprove on their' - - : t i c i n g ' i n t o

a m a j o r

: : : ^ s ,y ou n e e d o n o t

r : " : : . l d e n t s u e s t i o n s

/

t t h n h h e n e A



supp lementarymater ia ls , equ i res i t t l e p lann ing nd no

fighting with th e photocopier!

The teac hers' notes often suggestquestions you can asl<

about language n the texts and there are also good

examples of these kinds of questions n the Vocabulary

quizzes in the Review units. t may take a lit t le t ime to

ge t used to this style of teaching,an d students also may

in it ia l ly need to ge t used to it, bu t i t is worth persist ing

with i t , as it produces a dynamic an d language-rich

c lassroom.

Grammar ommentary

Th e Grammar commentary starts on page 1 60 of

th e Coursebool< after a two-page introduction outlining

the basicapproach to grammar tal<en n the book. Ask

students to read these pagesearly on in the course and

d iscuss ny quest ions hat a r ise rom i t .The grammar

points that follow refer to the Using grammar

sections within the units. Generally, ou ca n asl< tudents

to read the Grammar commentary as a way toreview the language fter they have ooked at part icular

structures. However, n some casesyo u might want

s tudents o come up wi th a gu ide l ine r ' ru le '

themselvesand then c ompare it to the explanacion n

the Grammar commentary before working on th e

exerc ises.TheGrammar commentary is a lso

: : : j : ; :

good source of useful examples or students to

Dialogues

Almost without exception, he l istening exts are

conversations.They contain the topics people talk aboutevery day,and contain many commonly-used phrases

and expressions.Many of these common expressionsar e

re-cycled n the Coursebool<.

Listening exts often occur at the beginningof a unit.

This is becausea lot of the language n the text is

focused on in th e rest of the unit. When yo u do these

l istening aslcs n class, lay he recording once so

students can answer the gist questions n While you

listen and then once more to al low them to identify

the words and phraseswhich comple te he gaps. f your

students f ind this hard, p lay th e recording a third timean d pauseafter each ga p to give them more t i me to

write. Final ly, lay he recording one last t ime as

students read the dialogue.Listening o natural spoken

Eng l ish h i ls t a lso read ingwhat they are hear inghe lps

students ge t used to the way language s'chunl<ed':

where speal<ers ause,an d more importantly,where

they do not pause. t a lso he lps hem not ice o ther

features of everyday speech,such as discourse marl<ers.

You could follow up by gett ing students to read the

d ia logue loud n pa i rs e i ther the who le d ia logue r

just part of it . The other listening exts in the book are

treated l ike more t radit ional ski l ls essons.However, f

you an d your students li l<e he gap-f i l l ing ct iv i t ies, ou

could copy the re levant apescr ipt at the bacl< f the

book and b lank ou t the express ions ou wou ld most

l ike to focus on.Alternative ly,p icl<out some key nouns

or verbs.

Features f nnovattons

Reading texts

Thirteen of the uni ts in /nnovotionsntermediote ave

two-page readi ng sections.Thes e exts are derived from

authentic art icles,bu t have been re-written to include

maximally useful vocabulary and coll ocations.The texts

are a l l des igned o e l ic i t some k ind o f persona l esponse

from students,whether it be laughter, isbel ief , r shocl<!

Encouragestudents to read the whole text throughwithout worrying too much about any words they don't

l<now.Tell hem to pu t their pens down for a minute and

relax! One good way of ensuring hey do th is is to play

the recording as they read it th e first t ime or, i f you

want a slower pace, o read it out yourself . mportant

vocabulary is focused on l ater,and students need to gain

confidence n their ability to understand most - if not all

- of a text. Encouragestudents to focus on the many

words they do know!

Each reading ext is fol lowed by a speaking ask where

students have he opportuni ty to react personally o the

text and to extend the discussionon a related theme.

These asks can e i ther be done in pa i rs o r in smal l

groups.You may want to add some of your own

questions connected to the text which you thin l<wil l

in terest your part icular class.

There are also often c omprehension an d vocabulary

tasks that encourage students to re-read the text and

not ice usefu lexpress ions nd co l loca t ions. ne quest ion

that you ca n asl< s if anyone ound an expression or

collocation that was i nteresting or new to them. Fo r

example, n The day that changed my life on page

25 , students might f ind I justdid it on impulsean

interesting new exp ression.Suggest hat students use a

good English*Engl ish ict ionary,not only to checl< he

meaning of words but also to read the examples ,which

often contain useful col locat ions and phrases.

With both the reading and the li stening e xts, yo u could

simply asl< tudents Do yo u have ony questions bout the

text? Note that this a different question to Are thereon y

wordswhichyou don't know?, ecause t a l lows students to

asl< bout anything.They can ask about words they do

know, but which may appear in a new meaning or

collocation; hey can asl< bout expres sions; hey can asl<

about c ontent; they can even asl< ou what you thin l<l

Encouraging tudents to asl< uestions s a good way to

encourage hem to notice language.t a lso helps to

create a good relationship between students an d

teacner.

Extra texts

Occasiona l ly ,here a re smal le r is ten ing nd read ing

texts such as Two uses of th e present continuous

on page 30 and A good job? on page 38 .These are

warm-up exercises hat functi on as tallcingpoints at the

beg inn ing f the lesson. hey prov ide shor t , na tura l

contexts for th e grammar that is focused on in the

resson.



Unit overview

General topicLearninghe languagef introductions,skingquestions, sefulanguage-learningips.

Reading

Students nd eachers iv e ips on languageearning.

Language input

. 'Gettingto lcnow ou' questions:Whereareyou

from?What do youdo whenyou'renotworking? tc.' Expressionsor mal<ingersonal uestionsmore

tentative; xpressions e usewhen we do not

wish o answer he question sl<ed:ow old or eyou, f youdon'tmindme askingTd rothernot soy,fyoudon't mind.etc.

' Someexpressionsor giving dvice: t's mportontto ... , Don'tworry oomuchobout . . erc.

' Collocations ith commonverbs: ive ou someodvice,mokeo mess, o a lotof domoge, tc .

' Past impleand pastcontinuousn stories: wo sstillpockingwhenmy taxi o the oirport urnedup!

Language str ip

Us e th e language trip as a way to lead in to the unrt.As l< tudents o loo l<qu ic l< lyhrough the l is t and te l lyou in what s i tua t ions hese express ionsmight be used(e.9.gett ing to know someone at a parry, n a class, ver

coffee,etc.).Ask i f there are any expressions n thelanguage tr ip that they've used in Engl ishbefore (Whot

do you do? s one that they will probably suggest).

Then ask students to find tw o expressions ha r rney

haven't usejdbefore, but might use in the furure. Expla in

that in this unit they wil l learn ways of asl<ing nd

answering'gett ing o l<now you' questions.

Use the language t r ip la te r on in th is un i t fo r a smal lgroup task.Asl<students to choose expressions hat arequestions (e.g.Areyou single?) nd come up with apossib leresponse (e.g.Yes, hy do yo u osk?).Thenasl<

them to choose express ions hat are responses e .g .

Reol ly!Do you?)an d come up with statements rhat

might prompr them (e.g. do o bit of pointing n my spore

ume. )

You might need to expla in some of rhe following

exDressrons:

' l f you sa y someone ha s a funny accenr,you find theiraccent strange or amusing.For example: 'm no t surewhere shet from. Shei got o funny occent.

. l n Br i ta in , eop le o f ie^ s :1 l rn f rom up nor th o mean

tha t they are f rom rae :cr - rhernparr o f Eng land. he

opposi te s I 'mf ron : : . .1

' so , , rh .Th is e f lectsheg e o g r a p h i c a ln d h i s c c - : : . v s i o n s f E n g l a n dn

par t icu la r . ln the US ;e : : - I sc s, lyor / twestand

bockeost.)

' Youmigh t ayAre i , , : - , . . : i

f ind he person ou a. .e : . -

i t ' s o f ten usedas a k - : : ' : - :

cou ld be used w ir^ : : ' t= : - -

d o n ' t i n d c h ep e . s o - : : : : .

Remindstudents o recs ' :

they l ike n the i r no teboc.

"s <eyou?when you

: : : : ; e a l i n g , nd s o

: - - - l ^ e . ( H o w e v e r ,t- : r - : : o i - r h e n y o u

' - - : : r : ' e s s t o n s t h a t

Lead in

l f th is s he f i rs t imeyo, . : - - : t

g r o u p s o b r a i n s t o r m u e s : - : : - : : : - : . . r c u l d i l < eo

a s ky o u .G i v e h e m s e v e r a ^ - - - : : : : t : : : 3 b o u ran o

P r e P a r eh e q u e s t i o n s ,n c : - : - - 1 . : : - : ^ - : s l < o u t h e i rq u e s t i o n s . T h i s i l l a l l o w r r e ^ ' : : - - : - _ : ^ . c r - ea b o u t

y o u ,a nd t w i l l a l s og i v ey c L - , : - : ' . : : : : : : s e s s h e i r

language eeds n th is a rea

The f i rs t t as l< ocuseson ryD. : - i3 : : ^ i : : know you 'quest ions,many of wh ich stude- : : . . . := rami l ia rw i th .

However , here are quest rons €. '=: - r , i S lm .€students

may haved i f f icu l ty orming ccr - : : : = .: .e you

morr ied?) r express ing n a n i : - - : , . , : , re 3 Whot doyou do when you'renot workrn{,

H a v es t u d e n t sw o r l <o n t h e t a s < ^ : , : - : l i y l s f e r s

hav ing hem checl< i th a parrne- C^c: : rey havec o m p l e t e d h e t a s l < n t h e i r o w a . : " : e s i r d e n ! s n ! opa i rs and haveone person sayeaca c j r re quesc ions

l -5 and the other g ive the appropr- . r ie -esponsea- f .Then studentsswap ro les fo r quesrrons - i 2 . Th is w i l l

enab leyou to mon i to r the i r p ronuncacio r When go ing

through the answers,mode l rhe appr .opr ia re lonac ion

and st resso f rhe quest ionsand have he c lasspr .acr ise

a longwi th you .

Fact-fnding

Answers

l . do 2.Where 3.When 4.not 5.Do 6.Arel . d . 2 .a . 3 .b . 4 . f . 5 .c . 6 .e .

7 .How 8.are 9. ong 10.much I I Have |2.been7.h. 8.g. 9. . 10.<. | | . 12. .

0



You might want to draw your students' attention to how

several of the ans wers are not soec if ic.Have the class

tell you which answer s are not specif ican d write on the

board the exoressions h at mal<e hem so:

we're thinking obout it

nothing much

thot kind of thing

on ond off

Speaking

Get students nto smallgroupsand have hem go bacl<

through he quest ions,eciding hichquest ions elong

to which situation. nswerswil l vary, f course, ut the

followingwould generally e considered ppropriateor

eachsituation:

Answers

Possible nswers:

The i r s t imeyoumeet : 2 ,9 , I l , 12

Onceyou <now ach ther a l i t t lebetter : ,5,6,7,8

Onceyou know each ther real lywel l : , 0

After discussingheir answers, ave tudents alk about

the last wo questionsn this exercise.n a multilingual

class, ou mightwant to extend his by getting hem to

tal l< boutother quest ionshat are cul tural lyi n r n n r n n r i r t a

Real Engl ish

Go over th e note on answering uestions ith theclass. hen asl< tude nts o go bacl<o I Fact-finding

and noticehow many esponses ere not ful l

sentences.ointout that n response' f ' ,is omit ted.

This s an example f el l ipsis,hich squi tecommon n

spoken ngl ish.

Also draw students' ttention o the way we can

politely efuse o answera question, nd have tudents

practise ayinghe expressionA rather ot soy fyou

don'tmind, n res ponseo questionsil<eHow muchdo

yo ueorn? r How oldoreyou?

1More personal uest ions

l<inga personal

question more tentative. Let students read the

examples and then play he recording once al l the way

through, stopping after each example so that they can

pract ise saying t themselves.Ask them to thinl< of two

or three other ouestions hat can be made more

tentative using hi s language. ave students go around

the classasl<ing ther members of the class he

questions hey've formulated. Remind them that they

may pol i te ly refuse o answer questions with l'd rotherno t soy, f you don't mind.

' IGe t t i nq o know you

This will or ovide students with the chance o use the

questions rom I Fact-f inding to f ind out more about

their classmates. ave them get into groups and start

ta l l<ingo each other. Ask questions l-7 in 4 Speaking

to wrap up at the end of the exercise.Students may

have already asl<edhese questions when they were

talking o each other during the f irst half of the exercise,so i t may no t be necessary o d iscuss hem a l l .

Fo r the second tasl<. xol ain that students should move

around the class all<ing o different people,gett ing to

l<now hem. Af te r a few minu tes, hout ou t 'Change l ' and

ge t them to talk to s omeone new.Tal<e art in th is

act iv i ty yourself .You could even give this more of a

party atmosphere by playingsome music as scudentsar e

ming l ing . o wrap up ,wr i te these express ions n the

board and exo la in hem'

We'vegot o lot in common.

I 've go t a lot in common with ...

We don't hove much in common .

Asl<a few students to tell you about some of the people

they tall<ed o, using hese phrases.

Set the scene of the dialogue an d asl< tudents what

questions they thinl<would be asl<ed. sl< f there are

any questions ha t would not be asl<ed y a man to a

woman an d vice versa.Then play he recording as

students tick off the questions.Have them compareanswers with a classmatebefore playing he recording

aga in .

Answers

What do you doi

How lo ng have ou beenhere? So ,were you here ast

termi)

Where ar e you from? You're ot from here originally,

though, reyoui)

Worl<ingwith the same partner, students now try to

recall what they know about Jacl< nd Lisa.Youcould

turn this tasl< nto mor e of a ro le p lay,where they tell

each other about a person (ack or Lisa) hat they've

just met. Write an opening on the board to get them

started:

Oh, by the woy,did I tell you thot I met this interesting

person the other doy? ock, his nome wos.

Speaking

Listening

1 1



Roleplay

'1Gett ng to knor,v ou

For th is ro le p layhavestudentschccse

peop le n the photos.G ive them f ive . -

what that person's i fe is l ike (e.g.ch e

status, amily,etc.) .

c ^ e o f t h e- - i e s ! o t m a g i n e

o : . m a r i t a l

r r a ' ' - ^ l r l - -

l v u r a r r u L : -

o r c v A < ^ . '- -

6 ' - /' , -

t h e n i r r r , " " - -

t ^ ^ ^ L - -L v

5 vu d L _

c o l l o c a t i o - . '

Once stude. : . - -

t i m e t a l l < i n g: : , -

ransuageea-- - :

co l loca t ions - : ' .

someth ing - r - . - -^ ^ i ^ r + L ^ . - -

P v i l r L

L r t d L . : _ - :

s i n g l e w o r c : : . :

t rans la te l -e . : :

moke o me::

. ; re l , he i r ha i r i s t rn ing. : ' :heseco l loca t ions o

: - I a lso encourage hem

: : :xr , under l in ing ny

) . go

--" bomeworl<

j

. : . ::ask, penda shor t

- : -ow i t w i l l a f fect he i r' - : : : - r k o f e x a m p l e s f

: - : : : : s h o w h a t i t i s n o t

: ' : . ^ R e i n f o r c ehe'

: - . : s, n

un i ts b igger han' - . : r . : r ld be d i f f icu l t o

- - ' : : r : f t O t r a n s l a t e

: - : : - : r y w o r d i n

: - _ : , : : : . t u n t t y o

: - ' : , = - i h o w o

Before students start, have hem qu ck y iook rnrougn

the language t r ipon

page8 fo r more ceasof quesr ionsto as l< . ave hem spend abour f ive mrn l res wi th

another studenr before speaking o someone e lse .Goaround the c lass ourse l f ,mon i ro r ing and co l lecr ing

exampleso f d i f f icu l t ieso go over when rhey 've in ished.

: t . ] . f ' - .

" t ^. . j 5peaKrng

I (Thesecretof success)

The purpose of rh is read ing ex t is fo r s tudents ore f lect on ways hacw i l l he lp hem in the i r language

learn ing . r i s a lso a chance or them to hear about themethodo logy beh ind h is Coursebook.

Begin by havingstudents complete the f ive sentence

star te rs nd iv idua l ly ,nd then have hem share he i r

ideaswith a partner.Ask several students to te l l the

c lass ome of the i r ideas.Po in t ou t tha t these sentence

starters ar e useful or g ivingadvice.Encouragestudents

to record the patterns an d a few examples,either theirow n or those they see in the reading ext, into theirnotebooks.

Exp la in he read ing ask and te l l s rudencs ot ro worryabout understand ing veryrh ing .When they havef i n i s h e d ,e t t h e m i n s m a l l r - o u p so d ; s c - s s ^ e i , .react ions.G ive them a few sentencesaar- reTsn rheboard :

I thought he odviceobout .. . wos very usefui

I' m no t sure ogreewith ... 's odviceabout .

I don't reollyunderstond the adviceobout ...

I didn't understondwhot helshemeont by... '

A l low students o spend some t ime ta l l< ingn groups

before d iscuss inghe i r ideasas a c lass. h is i s yourchance o reinforce some of the advice in the reading

text an d to see their reaction ro these l<inds f ideas. fs tudentsask about co l locar ion , ou can exp la in hat thenext tas l<wi l l dea l w i th i t in more deta i l .

li Commonverb col locat ions

This exerc isehe lpsstudentsunderstand he concept o fco l loca t ionand how i t shou ld p layan impor tan t par r Inthe i r languageearn ing .

Have students work through the tasl< irst , an d checl<their answers.Yo u ma y need to expla in that if you asl<

someone to give ou o hond you ar e asking hem to help

T e l l t u d e n : : : - , r " : - ' . - . - - : : ^ a t r s t e n f o r

c o l l o c a t , o - . - -: : : . ' : . : : : . - f , o mq U e S t l O n S : : - : :

W h o t o r e. r ' , ' :

C a n y o u , : : - ' ' :

/ s h l s ! ' : , - : , . , i ' .

T e l l t u d e - : , : - . . , - :

t h e i r n o r e : : : . , : - . j .c o l l o c a t a - : - - - : '

t a l k a b o " : : : : : : : -

i' :;'; ,

f i n d c on - : - : -

D e m o n s t r : : = . . -

c o l l o c a t i o - . : ' ' . - .: ad lect ive

- : : r e a r S i n t h e

i . : - SSUere

C l a s s r o o ma n g u a g e

T - : t : : - s ^ e " a ! : - - - - : - : :

: ' : -

- . : , : -: e a s l < i n gS t u l 3 ' - i S : l : : : - : : - : - = l : _ " : ' :

: - = ^ l : _ : : n t S C a n

w o r k r : ; : , : , : - : - : - - f , : c - i : : . - - . : 3 . . : . e c l < i n g

t h e a n s w e r s . c w a m e f o r t n e : : : : i t t : : " t : t J l l r d l t od i s c u s sh e s e d e a s .

Answers

l . e . 2 . a . 3 . b . 4 . f . 5 . c . 6 d

You might want to po in t ou t the parre rns o expressreasons:

do this so thot you (con) do thotdo this to do thot

2

Answers

l . g i ve 2 ^

Picture . :Picture : :

PictureC. .

PictureD. : -



Ask students to use these patterns to tall<about some of

the th ings hey do in learn ing language. or example :

I alwoys write new vocabuloryon note cords ond carry them

oround,so thot I con test myself when |m on the bus.

This tasl< ocuses on some more important aspectsof

learning:pronunciation and grammar. t 's probably best todo each part step by step,allowing students to quicl<ly

compare answers when appropriate.Again,at the end,

spend some time ta lking about how each part relates o

students' ow n language earning.

For the f irst part, you may want to ta l l<about how stress

is conveyed n English. o r some language roups, a lot of

practice is needed in le ngtheningstressed syl lablesan d

shor ten ingunst ressed y l lab les us inga rubber band o

stretch out on the stressedsyl lables an help. For the

last parc,you could asl< tudents to tall<about the

differences noairs.

l r f

. : - r l ^ ' .1Past imple ndpastcont inuous

cwo tenses ar e

used in the context of s torytell ing.The past continuous is

typically used to show the background of a story, whi le

the past simple is used for the main action. Let students

read through the f irst sentenceand underline examples

of the two tenses.Checl< hat they can see how the past

continuous is formed (woslwere+ -ing orm) and that they

l<now ol d s th e past simple orm of tel/.Then go over the

explanation and the two examples ogether. Have

students identifv he two tenses here too.

1 Gettlngo knowyou

To helo students understand he us e of the two tenses

visual ly, raw a big empty squar e on the board.Tel l them

that th is is go ing o be the open ingsceneof a movie .

Ask them to suggest he t ime of yea r and day (e.9.

spring, a te afternoon), and the weather (e.g. unny).Have

them suggestsome background actions (e.g.b irds

singing, lo uds drift ing) and draw these.Then have

students suggestsome everyday activit ies or a person

(e.g.si t t ing on a parl<bench, eading a book). Draw a

person doing this. Next, explain that you want something

unusua l r i mpor tan t to happensudden ly . ave s tudents

make some suggestions nd choose one to draw on th e

board (e.g. a swarm of kil ler bees appeared).No w tell

the stor y. For example:

It wos o nice springofternoon n o quiet town. The sun wds

shining, he birds were singing.A few clouds were slowly

drifting ocrosso deep blue sky.Our hero wos sittingon o

pork bench, eodingo book,whenoll of o sudden, huge

sworm of killer beesoppeored.

MatchingThis exerc isehe lpsstudentsdeve lopa grammar ru le or

gu ide l inebasedon the examples n the tas l<. ave

studentswor l< nd iv idua l ly n the match ing as l<. h i le

going through the answers,asl< fe w questions ocusing

on the language sed n the sentences. o r example :

Whot or who elsecon'turn up'? (,my x-husbondlwife,n old

friendl

Aport from noodlesond coffee,whot e/se con you (o r the cot)

knock over? o vose,my wine)

Con you think of somemore household osks that we usedo '

with? (e.g.do the loundry,do the hoovering, o the gordening)What would you do if youA missedyour girllboyfriend's

birthdov?

Has onyone ever found something nterestingdown the bock

of the sofo?

Then get pairs of students to pract ise the examples,with

on e person saying he first half of the sentence and the

other person saying he second half of the sentence.You

ma y want to tall<about the unstressedpronunciation of

wos in the Dastcontinuous before students do this.

Answers

| c . 2 .d . 3 .a . 4 .b . 5 .g . 6 .h . 7 .e . 8 . .

Students an then comple te he th ree 'g rammar ru les ' .

Go over these as a class.Youmay want to draw a

t ime l ine on the board to v isua l ly epresent he

in te r rup t ion concept n the th i rd ' ru le ' . Encourage

students to transfer a few examples rom this page c.rf

the Coursebool< nto their notebool<s.Youcould point

out a few othe r examples of useful anguage ere, oo:

the otherdoy,accidentol ly nock ... all over .. , knock . . .

OII .

' t3

A qu ickqu iz

Answers

l . col locat ion mbarrassed istal<e urname

2. accent, oast, esiSn, hereabouts

3. chocolate:wo syl lables;yl lable:hreesyl lables;

vegetable:hree syllables; ocabulary:ive syllables

5. a.How ong reyou stoyingereZ efers o the future

(from his ime forward),whileHo w on ghove ou

been ere? onnects he Dast o now (from when

yo u first arrivedhere o now).

b. 'vebeenstudying nglishorsixyeors ndicates n

uninterrupted ctionor stateand ellsus hat

the person asbeen tudying ngl ish

continuouslyor six years, hi le 'vebeen tudying

Englishor sixyeorson and ofl indicates n

interrupted ctionor statean d ells us hat th e

Derson ool<a bre al< ere and here.

c.Whot do yo udo? s usually sed o asl< ha t

someone oes or a living, hile Whotor eyou

doing?s usually sed o asl< omeone o explain.their actions t the moment of speal<ing.



I Gett ng to I now you

Answers

l . (past) onr inuous

2. (past) imple

3. (past) ont inuous,past) imple

Here studentscan app ly he ' ru les ' they fo rmed in 2

Matching to the fo l lowing tasl<.Have students worl< inpa i r sor ind iv idua l ly e fo re chec l< inghe i r answers.Do

this by reading he completed version of each text to theclass. hen have students practise el l ing the stor ies coeach other. You ma y need to ta l l<about the phrasal verben d up and how it is often useo to express a resurc.

Answers

l . S k i i n g

a.went b. brol<e c. wa sgoing d. realised

e.Tr ied f .endedup g.brol<e h.ended p

Going home on the busa.wa sgoing b.go t c.sat d.started e.Triedf. got g.gaveup h.changed i. started j.wa s

A stupid thing to doa.happened b.was iv ing c.waswarching

I d . was en joy ing e. dec ided f . wanted g .Turned ]h. asked i. stared j. realised k. fe l t

Real Engl ish

Tall< bout hi s beforestudents o 4 Free practice.Draw students'attentiono th e Dattern nd have ne mmal<e enrences ased n the pictures t the bottom ofpage 3.Youcouldhave hem comeup with otherendings swel l .For example:I wos n the middleof changingheboby's oppywhenmywifeonnouncedhot shewos pregnont goin.

Encouragetudentso recorda couple f examplesntheir notebool<s.

One way ro e t : . co rh is as l< s to te l l the c lass

persona ls tc , ' : ' 3 . r1 'se l f . se one of the pron to ts andhave he c lass s:e^ and asl< ou quesr ions. f poss ib le ,

record your s: . - " s : rha t you can ger the c lass o l is tenaga in or ? r / uS- i - l . lguage ou used.Wr i te any

express ions r : -e : : : rd . G ive students ime co p lanhow they are

i :

- :

:3 :e the i r s to r ies.Draw the i ra t ten t ion o hcy, :^ : s : l r es s ta r t in 3 Pract ice . Wr i t e

a p o s s i b l e t a r t e ' ' : - : ^ : b o a r d :

One of the strons'e-.:. - - is: ulost frightening hlngs thot hoseverhoppened o . ' ' : - : : : : ^ ,ed whi le wos . .

Once studentsare -e : : . . :e : rhem to move around thec lass,e l l ing he i r s tc- : : : : e rch other .They shou ld e l lthe i r s to ry two or r i - . : : ^ -€s ro d i f fe ren tpeop le .

Exp la in hat they w i le - - : - : , rg the i r per fo rmance

e a c h i m e . W r a p u p b / : : : _ : : ^ . w b o h ad h e b e s ts t o r y , n d d e a l i n g i r h : - . . - : _ : : e d r f f i c u l t i e s .

Fo l low-up

You cou ld use he photogr : : - : : : : - : bor lom of page | 3t o d e v e l o p r o l e p l a y . a ues : . - : : - : : : - c o s e o n e o f t h ep e o p l e n t h e p i c t u r e s n d : . . . : : I s : : . - yb a s e d n o n eof the prompts in the 4 F ree pracr ice . A rerna t ive ly ,y o u c o u l d h a v e h e mw r i c e - c r : : . .

2.

3 .

pract ice

4



Unit overview

General topicFree-time ctivities nd strange obbies

Reading

A Germanwomancol lects hina lephants.

Language input

. Expressionsor tall<ing boutevening ctivit ies:

I juststoyedn and wotchedTV.wentout fordinner. tc.

Collocationswith club:o bridge lub,oin o club,

a member f the ocol ennis /ub, tc .

Vocabularyor tal l<ing bout nterests: l ike

onything y .. . . I'm a big boseballan. try to go to

thegym whenever con. etc.

Present er{ect ontinuous nd pastsimple:'ve

beenployingennis ow or obout iveyears.How ong

did youdo that for?

Time expressions:or quitea while ow,forages

now, tc.

Present erfectcontinuous o tall< bout recent

activities: 've been ooking fter thekids he last ewmonths.

Language strip

Us e he languagetrip as a way o lead n to the unit.

Asl< tudents o lool< uicl<lyhrough he list and ind

anyexpressionshat heycoulduse hemselves.xplain

that in this unit they will learnwaysof asl<ingnd all<ing

about ree-timeactivities. ncouragehe m to choose

someexpressionsn the str ip hat ool<nterest ingnd

to f ind out more about hem.

Use he languagetr ip ateron in t .h is ni t or a smal l

group asl<. sk students o imaginehat they are at a

partyand are talking o someone hey ind really

interest ing.n their own, heyshould henchoose he

expressionshey hinl<mightbe used n sucha

conversat ion.Theyan henshare heir deas i th other

SrouPmemDers.

Yo umightneed o explain ome of the following

exoressions:

. You might say suppose'm o bit boring,eolly o say

thatyou don' t h in l< ou do anything xci t ing. or

example: don'thaveon ysPore ime. work,work,work.

I'm o bit boring, eolly

' You asl<Whot've oubeenup to? o find out what

someone asbeendoing ecent ly.or example:

hoven't een ou or ages.Whot'veoubeenup to?

. lf you workout, ou do some physical xercise, sually

in a gym.

Remind tudents o record anyof the expressionshat

they il<en their notebool<s.

Lead in

Lead n to the first tasl< y aslcinghe class fe w

quest ions:

What do youdo n your ree ime?

Do.you oveon y re e ime?

Whot wouldyoudo if you hod more ree ime?

lf yo uhod o couple f hours o sPare, hatwould oudo

with hem?

Evening ct iv i t ies

Use the pictures to f ind out whether anyone does or

would l i l<e o do any of the act iv i t iesshown. Tell th e class

a l icc le bout yourse l f , oo .

This exercisegivesstudents ways of tall<ing bout what

they did in the evening. ntroduce the f irst tasl<by asl<ing

them to guesswhat you d id last n igh t . hen ask hem

about their evenings. hen go over the three patterns

before hav ing hem comple te he sentences -15 .

Before you checl< heir answers,model some of the

patterns so that stu dents can hear where you pause and

which words you stress.Have them follow your

pronuncia t ionwhen g iv ing he i r answers. hen a l low

them a coup le o f m inu tes o dec idewhich o f the

act iv i t ies re 'no th ing much ' .Po in t ou t the express ions

hoveon early nightand toke t eosy.Ask students what, fo r

them, constitutes an early night and tal<ing t easy.You

might also want to asl< hem to f ind any verb * noun

co l loca t ions hey f ind in te rest ing nd record these n

their notebool<s.

Answers

l . b . 2 . a . 3 . b . 4 . c . 5 . a . 6. b . 7 . c . 8 . a

9 . b . 1 0 . c . I . a. 1 2 . c . 1 3 . a . , 4 . a . 1 5 . c .

'No th ingmuch ' c t i v i t i es :, 2,5 ,8 , I l , | 3 , 4

Fo r the next tasl<,model the example conversation with

on e student.Then tal<e he other part and repeat the

conversation with another student. Students can then

pract ise he i r own conversa t ionsn pa i rs .Have hem do

a few examples before getting tw o pairs together to

oerform their conversations or each other.

1 5



:. ,1 _,.. ' .1 reepractrce

Fo r this act iv i ty,ge t students to stand up and wander

around, aslcing ach orher about what they did last night.

Write some examples of questions hat they can asl< n

the board before they start . For example:

Did you do onything nteresting ost night?

Did you do onything speciol ost nightT

Did you do onythingmuch lost night?

Wrap up by gett ing students to te l l yo u about the most

popular,most interesting an d most unusualact iv i ty.

I

i Fol low-up uest ions. i _ : . r

I t ' s mpor tan t to po in t ou t tha t d ia logues on ' t usua l ly

compr ise us t a quest ionand response. t i s a good idea

to general lyencourage students to use follow-up

questions o keep conversationsgoing.Also, when you

ask your c lassquest ionsor g ive hem example

conversations, ry to add follow-up questions, oo. Herestudents see some ways to fo l low up the conversations

they had in 2 Free pract ice.

Play he recording as students fil l in the gaps.Replay he

recording an d stop after each question so students can

practise saying he m with the same stress and intonation

pattern. Then have he m work in pairs,matching th e

responses o the questions.Point ou t that there are tw o

responses or each question.After students have

checked their answers,say all the res ponses or the class

and havestudents practise hem, especia l ly he way o//r igh t in

d . 'andqu i teo b i t in 'e . 'a re sa id o g ive he

appropriate meaning.Fin ishoff by getting pairs of

s tudents o pract iseask ingand answer ing he quesr ions.

Yo ucouldalsoasl< tudents o discuss hat theconversationsre about.For example,

. b. mightbe aconversat ionbouta cluo.

Freepractice

Here students have he opportunity to pract ise some of

the language ro m the previous exercises.After they have

made he i r l i s t , i ve hem a minu te to look through the

examples of follow-up questions.Remind students toinvent some fu n act iv i t ies f they just stayed n last night.

Again,ge t students to have conversationswith severalpeople.You might wanr ro jo in in yourself.Before movrng

on to the next task,g ive students a few minutes to addan y expressions hat they l ike to their notebool<s.

An unusua l obby(An interviewwith Fri tz i )

Lead n to the readrng exr by ta lk ingabout hobb ies n

genera l , nd then ask ng i f anyonehad an unusua l obby

when they were a ch i d , and whether they s t i l l <eep t up .

Remember o ta lk a l i t r l e b i t about yourse l f , oo . Gothrough the in t roducr ion o rhe read ing ex t and set the

interview task. Have a few students tell you what they've

come up w i th before e r t ing he class ead he text .

Before moving on to che nexr rask,play th e recording of

the in te rv iew so scudenrs an hear how the language

soundsas they read a long.

Have th e orig inal pairs of students conf irm ho w many oftheir questions were answered before getting them to

talk to another parrner about ho w Fritzi answered theirquest ions.Remind hem to use he i r own words ra tner

than l<eep eferring to the text .

Here srudentsall< boutdifferent <inds f clubsan dwhat they mightbe interestedn oining. eforehavingstudentsworl<on this ask, ou ma yneed o explainsomeof the clubs n the box.A bridge /ub s a clubwhere peoplego to play he cardgamebridge. n odeboting/ub, eople

argue n a formalwa y or one oftwo sides f an ssue.

One way o do thesecaskss to have tudentsworK onth e first two individually eforegett ing he m to sharetheir answerswith a partner. hen give he m a fe wminuteso thinkabout he hird ask.Wri te someexample enrence tarterson the board o help he mexPressheir reasons:

It 'so greotploceo ...You'll eollyenjoy he .. .It'sa fun wo y o ...

I t ' l lbe goodfo ryour ..

Students an henwalkaround he class,alk ing oouttheir c lub.You ouldsuggesthar heystar tby alkingaboutwhat heydid astnight. or example:A: What didyoudo lostnight?

B: Oh, went o my web designlub.

A: Oh,yeoh. ow often o youdo hot,then?

B: Everyweek. ti o greotclub.Youshouldoin .

i(lil1 ocabutaryocus

In this tasl<, tudents are introducedto severalusefulexpressions o talk about what they do in their free

t ime. Have hem work ind iv idua l ly r i n pa i rs , srng

dictionaries where necessary, efore going through th e

answers.

,

Speak ing

Speak ing

Answers

| often 2. ong 3. hat 4. very 5. any 6. any

| e . 2 .a . 3 . . 4 .6 . 5 .c . 6 .d .

1 6



Answers

L a.get given b. airs c. album d. spare e. swap

2. a.novels b.anything y c. anything n d. browsing

3. a.pool b. i f ty engthsc. ront crawl d. sauna

4. a.anything y b. t racl< .album d.gigs e. band

5. a. an b.support c.games d. stadium

6. a. i t b.gym c. runningmachined.weightse.class

Then have students go bacl< nd find sentences o say

about themselves or that they can adapt.Ask several

students to te l l you what they have come up wi th and

write their sentenceson the board.You may want to

draw students' attention to the expressions eodl l ike

onything ylonloboutand thot kind ofthing.

, : I f" : f i f ' l ' t f r -

- .

" ' - " " " . : J : : " * '

Th e focus in this sect ion is on how the present perfect

cont inuous s used o ta l l< bout ongo ingact ions ha t

started in the past,while the past simple is used to tall<

about completed past actions.The use of th e present

perfect continuous to tall<about recent act iv i t ies s a lso

covered .Whi le wor lc ing hrough th is sect ion , emind

students o record who le express ions s exampleso f

the two tenses n the i r no teboo l<s.

Lead in to the f irst tasl<by tall<ing bout something yo uused o do and someth ingyou do now. For example :

/ used to be reolly nto rock climbing. did it fo r obout three

yeorsbefore I fell ond broke my leg. gove it uP ond storted

sci/rng nsteod.l'vebeen doing t pretty regulorly since hen.

Then have students look at the two examoles and checl<

tha t they understand hat a is past s imp leand b is

present perfect continuous before lool<ing t the two

example conversations.Youmay want to tall<a l i t t le

about how the present per fect cont inuous s fo rmed and

Craw a t ime l ineon the board to v isua l ly eDresent he

examples.

- lh is exerc ise , tudentscan app lywhat they no t iced n

I Present perfect continuous and past simple to

:^e d ia logues. tudents an work by themse lves i r s t

::fore comparing their answers with a partner. Asl<: -est ions focus ingon some o f the o ther language s you

: -eck the i r answers. o r examole :

2 Freeme

Doesonyone ereknowhow o do web design? oesonyone

do korote? hototheroctiyitiesonwe use'do'with?to ichi,

origomi)

Whototherexpressionsith' l 'm off' orecommonly sed o

soywe ore eovingo go sonrewhere?l'm off to work, 'm off

nome)

ls onyone erequiteo good unner? owobout good

basketbollr football loyer?

Answers

l . How long haveyou been do ing ha t , hen?

2. How long haveyou been do ing ha t , hen?

3. How long d id you do tha t fo r , hen l

4 . How long d id you do tha t fo r , hen l

5. How long have you been doing that, chenl

5. How long did you do that for, then?

, lPronunciat ion:ounding nterestedI

A lot of the meaning s conveyed by the way we say

something.Sa y he first example with different intonation

patterns an d pitch levelsand asl< tudents to tell you

what emotion they convey (boredom, impatience,

surpr iseand susp ic ion re poss ib le xamples) . hen p lay

the recording and have students pract ise the intonation

and pitch level or sounding nterested before gerr ing

them to Dract ise he conversations n 2 Pract ice in

oa i s .

t - .I I rme expreSSrons

. *t" .t't., fo r andsinceare

usedwi th the present per fect cont inuous. l though

these two words are frequently use d with th e present

perfect, he y are used with other tenses too'.for is used

to descr ibea lengtho f t ime and is common wi th o ther

tenses (e.9. worked for obout three yeors, 'l l be here three

more months); incemeans start ing from a point in the

past and cont inu ingunt i l now or another po in t in the

past and is usual lyused in perfect tenses (e.g. wos

feelingexhoustedbecouse 'd been working non-stopsince

the stdrt of the month\.

Another ru le that students may have earnt is that f lor s

used wi th per iods of t ime and s incewi th po in ts o f t ime.

Th is is cer ta in lyone way o f learn ing he d i f fe renc e, uc

encourage tudents o a lso earn hese words in la rger

phrases.Suggest hat they have a page n their notebool<

where they col lect for and sinceexpressions.After having

studentscomple te he tas l< nd chec l< inghe i r answers,

te l l them to go bacl< nd under l ine he comple te ime

exoressons.

j Practicei

1 7

Present erfectcontinuous

Conversa t ion is l i l <e (presentper fect cont inuous) .

Conversa t ion is l i l<e (pasts imp le) .



2 Ffee me

Answers

Th e wrong im e expressions re :l . when wasat high chool

2. two yearsago

3. when was n Canaoa

4. when wasa kid

5. lastmonth

6. beforemy computerdied7. agesago

8. two yearsago

Th e two words associated ith the presentperfectare for and since.

This exercise ives tudents he chance o personalise

the languagerom th e previous xercises. efore he y

start completinghe sentences,sk or a few examples fthings hat we ploy, o andgo (to) an dwrite them on theboard:

play+ football, ridge,the iono

do + korote,web esign,folkoncinggo + to donce /osses,o see /ms, unning

Fo r the second ask, ivean example f the kindsofquestions tudents ouldask.Do the first one as anexamDle it h a student:

A: I'vebeen eorningEnglishn andoff for thirteenyeors.

B: Thirteen eors.Thot's long ime.How old wereyouwhenyou

started?A: Eleven,think.

B: ls it commono stort eorning t thot oge?

A: /t used o be.Now o lot of children tort eorningEnglishof sixor seyen.

. , , 1

. : , . .",1alkineabout recentactivities. . 1 r

The presentperfectcontinuouss alsoused o talkabout recentactions hat havebeenhappening ver anextendedperiodof time. t is thereforecommon o useit

in answerso the questionWhot hove ou been p to 7Go through he example nd have tudents racrisesayingt with you, emindinghe m to use he contractedform /'ye. s you go through he answers, oint out theuseful erb * nouncollocations:orkovertime,eviseormy exoms,domy flot up, ookofter the kids,try o frndone w ob .As k studentswhat doing p o flotmight nvolve(e.9.fixing hings, ointinghe wol/s).

Answers

l. I 've been working a lot of overtime recent ly.

2. I 've been revising or my exams fo r th e last few

weeks.

3. I 've been doing my flat up for th e last month.

4 . I ' ve been sor t ing out my summer ho l iday or the

last few days.

5. I 've been lool<ingafter the l<ids or the last fewmonths.

6. I 've been trying to f ind a new job recent ly.

Refer students to rhe Real Engl ish note on l 've been

busy -ing.Ask them to reformulate th e answers in

6 Talking about recent act iv i t ies using his srructure.

You could a lso teach them the expression long ime,no

see,which would also be appropriate in this context.

Then have pairs of students practise he conversarrons,

encouraging hem to keep each conversation going with

fo l low-up quest ions.

Fo l low-up

As a fo l low-up o th is un i t ,as l< tudents o th ink o f a

strange hobby an d to write i t on a sl ip of paper.Col lect

a l l he s l ips ,m ix them up and hand out a s l ip o each

student.Tell them that they have his strange hobby an d

that they are going to b e interviewed about it . Get the

students in pairs to role-play nterviews with each other,

l i l <ehe one wi th Fr i tz i on page 16. n add i t ion o the

questions used in the text , write some other ideason

th e board:

What mode you stort col lect ing.. ?Whot's so interestingobout . . ?

Hove you been doing t long?

Don't people find it odd?

What do your friendssay obout it?

Once studentshavepract ised h is in pa i rs , et them ro

perform their interviews in bigger groups.

1 8



Unit overview

General topicHolidays nd places o visit.

Dialogue

Roseand Steve alk about heir holiday lans.

Language input

. Vocabularyo describe olidays nd holiday

activities:We had o week n Poris.We ent wolking

quiteo lot. t was eolly oodvolue or money. tc.

. Thingsyou can rent and hire: ento cor, ent o flot,hire o bike. tc.

. Expressions ith ploce:t'sa greotploce o go skiing.

I couldn't inda place o park.etc.

. Present erfectan dpastsimple: ov e ouever

been o lbizo?No,but 've olwoyswonted o.The

scenery os ontostic. tc.

. Positionof adverbs:We've ustheord he news.

We'veolwoys eengood riends. reolly on't ike t.

. Contrastivestress:No,neve4 ut I hovebeen o

Hong Kang.Yes,have,octuolly.

Language strip

Us e he languagetrip asa way o lead n to the unit.

Ask studentso lool< uicl<lyhrough he list and ind

any expressionshat they mighthaveusedabouta

hol idayheyhave eenon.Explainhat n th is uni t hey

wil l learnwaysof asl<ingnd alking boutholidays.

Encouragehem o choose omeother expressionsn

the strip hat look interesting nd o f ind out more

about hem.

Use he languagetr ip ateron in th isuni t or a smal l

group ask.Ask students o sort the expressionsnto

those that refer to the past (e.g. t roined he whole ime)and hose ha t refer o the presentor future (e.g.Where

ore you going hisyeor?).

You mightneed o explain omeof the following

expressions:

. Everbeen omping?s anotherexample f el l ipsis;ove

youhasbeendropped. his orm is common n

spoken ngl ish.

. You sayust tokemy word or t to tell someone o

acceptwhat you'resaying ithout your havingo go

into a lot of detail o explainwhy what you are saying

is true. For example: ou'll egret ot toking utheolthinsuronce,ust okemy word or it .

You say t's im ewe hado breokwhen you want to go

awaysomewhere o relax.For example:We've een

working lot recently.think t's ime we hod a breok.

Lett go owoy or he weekend.n the example bove,notice hat after we say t's ime,we usea past ense

to tal l< bout he present/future.

lf a holiday s selfcotering,ou do the cool<ingyou self.

You're little ed on the shoulders eansyour

shoulders re sl ight ly unburnt maybe ou didn' t

useenough uncream!

Remind students to record any of the expressions hat

they l i l<e n their noteboolcs.

Lead in

To lead n to th i s un i t , e l l s tudentsabout one o f the best

holidaysyou have ever had or one of the worst.

Encourage hem to asl< ou questions.Then asl< hem to

recall any interesting expressionsyo u used and wrice

them on the boar d. Follow up by asl<ingf a few students

wou ld l ike o te l l the c lass bout a ho l idayexper ience.

In th is sect ion , tudents ocus on express ions or

different holiday activit ies.Start of f by asl<inghem to

match the sentences l-8 to the photographsA-H on

page 20 as a way of checking heir understanding.You

ma y need to e xplain that o fortnight s short for fourteen

nrghts, o two weel<s.Point out the patterns here : we

went on... , we went - ing, nd we hod (o fortnight n the

sun).

Have studentsd iscuss he quest ions n pa i rs .Go over

the stuctures used for guessingand model their

pronunciation. Explain hat I reckon s an informal way of

saying think.Then ask which of the structures shows

lesscertaintv. l t looks ike t could be .. . or somewhere ike

ffiot.)

Answers

l . d 3 . c 5 . h 7 . a

2 .e 4 . g 6 . f 8 .b

t i l, i i i i oliday ctivities

To lead into th is tasl<, ivide the class nto groups. Assign

eachgroup one o f the ho l idays hown in the p ic tu res.

Ask them to br ainstorm the l<indof activit ie s someone

might do on such a holiday.

1 9

Speak ing



Have students individual lymarl< he act iv i t ies.You may

need to expla in that the locolsmeans the ocol people.

(You could also te l l them that the locolmeans the /ocol

pu b in Bri t ish Engl ish.)Point out rhat go clubbing efers to

dance clubs.Before students comDare answers. a l l<

about and pract ise he shor t d ia logue.Mal<e ure

students hear how / is stressed n So/neither o I and I 'm

of ro id don ' t .You cou ld a lso po in t ou t tha t lVe too can be

used insteadof So do l.

As an extension, have students form new pairs an d

imag ine hat they have us t been on ho l idaywi th the i r

previous partner.Tell them to role-playa conversat ion

with a f r iend about their t ime together.Write a few

expressionson rhe board to help:

We hod o greot time.

We got on reolly well together.

We likeddoing the sdme rhings.

We both did our own thing.

We could neverogreeon whot to do.

We ended up doing nothing.

It wos o nightmore.

Th e six texts here are full of useful expressions or

ta lk ingabout ho l idays. f te r srudentshave in ished i l l i ng

in the gaps,ge t hem to under l ineany express ions hat

they feel they could use in the future. Demonstrate what

is meant by ' the comple te express ion 'w i th an example

from the f irst text: we went out on shopping rips (t o th e

ntorke l . Remind hem to record these exoress ions n

the i r no teboo l<s.

One way to help reinforce the language s in a pair worl<

act iv i ty.One person reads he text aloud,stopping at the

b lan l<s h i le the other person r ies to remember the

m iss ingword wi thout loo l< ing r the Coursebook.Have

pairs of students ta l<e urns reading and remembering.

As a model for th e second tasl<,e l l the classabout the

last holiday you went on. Then give students time ro

prepare to talk about their hol iday.Have them praccise

te l l ing two other students.

Speaking

The quest ionna i re n the Courseboo l< s meant oprepare students for the l istening asl<. ou could have

th e classasl< ou the questions irst , before they asl<each

other Th e reporting-bacl< asl< ives youa chance oassess our students 'ab i l i t ies n fo rming the present

oerfect.

Read he instructionsor this asl< loud page 2) tohelpstudents repare or the listening ctivity. sk themto listen or th e answerso the two questionsha tfollow.Then play he recording,mal<ingure hat he ycover he text.Asl< hem to discuss nswersn oairs.mal<ingure hat students <eephe text coveredas hey

do this.Next, et them read he conversation s you pra ythe recording gain. tudentsma yworl< n pairs o f i l l inas manygapsas hey can rom memory.Play herecordinghrough ne more ime,with studentsfollowing he text, hi s ime with pauses,o thar rney canchecl<nd i l l n the missins ords.

lf you want students o read he conversation,r partsof i t , n pairs, se he tapescr ipt n page 48.Themissingwordsare n colour.

Answers

l. Steve s going camping n Portugal.Rose hasn't

decided yet. She may go to lbiza or Cornwall .

2. Stevehasn't been before. Rose went to Cornwall

last year.She hasn' t been to lbiza,but a friend has.

Words in gaps n rhe conversar ion :

L Whereabouts

2 . ren t a car

3 . supposed o be

4. give it a try

5. cheap offers

5. a cottage

7. to be honest

8 . ge t some sun

9. pacl<age ol idays

10. wor th a t ry

Depend ingon your c lass, ou may need to exp la ina l i t t l e

about the p lacesment ioned. b iza s an is landof f the

coast o f Spa inand is a very popu la r our is t desr ina t ion ,

part icular ly or young Brit ish people. t' s on e of the party

capita lsof Europe an d is famous fo r it s nightlife.Cornwall is in the southwest of England. t is very rurarand ha s a lot of beachesan d spectacularcoastarscenery.It often gets th e warmest weather in summer.

Vocabularypractice

Answers

l. a.stayedb. rips c. out d. wenr

2. a.camping .campsite .went d. ent

3. a.went b. round c. ool< d. rucl<sack

4. a.self-catering .cottage c. ire d.cool<ing

5. a.pacl<age .value c. l ight d. sitt ing

5. a.cruise b.sceneryc. bored d.again

20



Vocabulary

Thisexerciseocuses n someof the expressionshat

appearedn the conversation umme r holidays. As

you go through he answers,ry to aska few more

ouest ionso heloextend he students 'vocabular ies.

For examole:

Do youprefergoing broodon holiday r stoyingn yourown

country?Conyou thinkof some therwoys o completehe expression'l 'm

no texoctly ure ..'? (why ou're ere, ow o onswer

thisquestion, hot this neons)

Aport romo flight,whot else onyou'book'?,o icket, sedt,

o room)

Conyoumokesomeothersentencessing he structure'Whot

do you hink he ... isloregoingo be like?'to olk

oboutthings n o holidoy?th e ocols,theood,the otel)

Havestudents ecord he expressionshat they ike n

their notebool<s.Youayneed o explain he following

expression.f you giveo ploce tr y or sayo plocemightbe wortho try,you are thinking boutvisiting place

you'veneverbeen o before.For example:Why don'twe

give hot newThoi estouront try? 'veheard t'ssupposed

to begood.

Answers

l . going 2.sure 3.going

5.supposed 7.give 8. ike

4. boolced 5. rent

9. pacl<age10 .worth

Finish p by asking airs f studentso discusshe last

three questionsn the exercise.f they haven't een o

an yof the placesmentioned n the conversation,

brainstorm l istof other popular our istdest inat ions.f

theyhaveheardabouta place rom a friend, hey can use

/ ts supposedo be . . . .Wri te someexpressionso

descr ibe laces n the board:

i s (supposedo be)o greotplace olfor .

i t 's supposedo be)quite ..

/ ts /supposedo be) ery . .

/ ts o bit oo .. . for my l iking.

There re oomonv .

There ren't nough..

You mightalsowant to tell students bout he negative

adjectiveouristyo describe placewith a lot of

courists. sk them to tell you someexamples f places

chathavebecome oo touristy.

Refer students to the Real English note on rent and

hire before completing the speak ing ask.Share a

personal story about a t ime you rented any of these

things. This is a good opportunity to review the use of

the past cont inuousand past s imp le . )Here is an example

story i f you don't have on e yourself :

3 Ho davs

I woson holidoyn Bolio fewyeorsagoond my friendond I

decidedo hire o couple f bikes nd ride oroundo bit. We

rodequiteo distonceromour hotelond t wosgetting ote,

so we decidedo headhome.Whilewe were iding ostdown

thissteephill, suddenly ow o cot n the roodond swerved

to ovoid t. endedup in o ditchwith the frontwheelof the

bikebroken.We weremiles romonywhere nd hodn't seen

anyone n the ood or hours.We idn't nowwhot o do.

Then noticed smollhouse eor he rood. knocked n the

door o osk or help. t turnedout thot the personiving here

woso bicycle epoirman! He fixedmy bikeond wosbock

on the rood n no time!

Explainhat we useo villo o describe large-ish ouse,

especiallyn southernEurope, hile o cottoges smaller

and ound n the country.You ouldalsoment ionwood

cobinsn the mountains r choletsn sl<i esorts.)

To fol low up you couldhave tudents hinl< bout how

they would go about rentingone of these hing s n

English. orm he m into pairs o write a dialogue nd

then role-playhe conversation.

This s a fun activity hat not only estsstudents'

l<nowledgef geography,ut introduces ocabularyor

different laces.Youan also all< little aboutwhich

names se he. f students ome uo with di fferent

answers, sl <he m to explainwhy.They maybe right!

Answers

a. Mexico: lt isn't a US state. (An alternative answer is

NewYorl<: t was never owned by the Spanish.)

b. Shanghai:t isn ' t a capita l c i ty. An alternat ive

answer s BuenosAr ies: t isn ' t n the nor thern

hemisphere , )

c . Ed inburgh :t isn ' t n Eng land.t ' s n Scot land,

d. The Nile: l t isn ' t a la l<e.t 's a riv er.

e . Ki l iman jaro : t isn ' ta mounta in range. t ' s a

mounta tn .

In the next tasl<, tudents worl< on how these placesar e

pronounced n Eng l ish . lay he record ing w ice ,wh i le

students marl< he stress.Then checl < heir answers by

havingstudents say he names.Follow up with the

quest ions, i ther as a who le c lassor in smal lg roups.

Answers

The Himal4yasThe Pyrenees Michigan Edinburgh

Victoria Kilimanjaro Geneva Copenhagen

SloveniaBuenos i res Chi le Brussels

Odd one out

2 1



Expressionsi th place

Th e nounp/oce ccurs n manydifferent xpresstons.Encouragetudentso devotea single age n theirnotebool<sor thoseexpressionshe y ind hereand anyothers hey ma yencounter. avestudentsworl< n pairs

beforeyou checl<heir answers. sk them furtherquest ions syou do so.For example:Do you

knowof o goodFrench loce eorhere?Wouldyouever nviteme over o yourploce?

Where's greotploce o go surfinglcompinglscuboiving?

How ongwouldyousoye orneone'sloce n a crowdedcoffeeshop?

Wherei the bestploce o pork oround ere?

Do you eove hings ll over he ploce?

After students have in isheddiscussinghe second tasl<,

have a few students tell their ideas o the whole class.

Point out the two patterns:

o (odjective)ploce to (vero1

o (odjective)ploce for o (noun)

Encourage hem to record a coup le o f the i r exampiesfo r eachone in the i r no tebooks.

.-; -; ., l

Present erfect: he best rule

Studentswi l l remember f rom the prev iousun i t tha t the

present perfect continuous is used to ta l l<about ongoing

actions that started in the past an d also. o ta l l<aoour

recent act iv i t ies.Here th e basicconcept of th e presenr

perfect as a pre senr tense looking back into c he pasc s

re inforced.

Have students oo l< hrough the examples nd iv idua l ly

and then choose he best exp lanat ion . hey can then

compare their answers with a partner before th in l<ing f

other examples of the pres ent perfect.This tasl<

therefore helps students draw their own conclusron o

expla in the basic unct ion of the present perfect. Fin ish

by d iscuss inghe i r conc lus ions nd examplesas a who le

class.You ma y want to represent the basic dea of the

present perfect visual lyon the board, along with a few of

the c lass 's xamoles.

Answers

Explanat ionb is true for al l three examples.Both a

and c cou ld exp la in he f i r s t and th i rd sentences,

respect ively.

r,i:ll.,rii:{skingquestions

Some tradit ional grammar bool<shave students praccise

answeringquestions n the present perfect with just Yes,

hoveor No, / 'venever been o ... .The examoles nere ar e

more real ist ic.Af ter students lool< hrough th e examples,

have he m worl< individual lyadding no or yes.Then play

the recording,stopping after each one to allow students

to repeat the answer, ollowing the same stress and

intonation Datterns.

Answers

l . No 2.No 3.Yes 4.Yes 5.Yes 5. No7.Yes 8. No 9.Yes 10.No

Before moving on to the next task, have students sort

the answers n to pos i t ive 1 2,4 ,6 ) , neut ra l (5 , l0 ) and

negative 3, 7, 8, 9). Demonstrare the speaking asl<, i th

a student asl<ing ou questions irst . Reply using some of

the st ructu res n l -10 .

Then have students work in pairs,asl<ing ach other if

they've visi ted the placeson the l ist .Encourage he m to

tal l<a l i t t le about places hey've been to. Alternarively, r

during a review later,wri te the names of the countneson s l ipso f paper and hand out one to each s tuoenr .

Have each student find someone to asl< bout the olace

on the i r s l ip .When studentshave in ished a l l< ing ,hey

can exchange he i r s l ipsand f ind another person o ask

about the p laceon the i r new s l ip .

Th e present perfect is often used to asl< bout general

experience. f w e have an experience an d want to give

deta i ls , e typ ica l ly w i tch o the pasrs imp le , s our

focus ha s shif ted away rom th e general period of t ime

up to now to a specif ic ime in the pasr.

Go through the examplewi th the c lass, e rhapsask ing fanyone has been on a cru ise . f someone has, sk hemto give you detai lsabout i t.

You ma y need to explain that if someone goes

bockpockinghey are travel l ing ndependently, sual ly

staying n cheap placesan d carrying everything in a

backpack,whi le i f someone goes on o pockoge ot idoy,

everything i l<e he flight and accommodation is arranged

by a company beforehand.You could develop this into a

discussionon cruises,bacl<packing,acl<age ol idaysan dcamping n genera l .Youmay ask quest ions uch as these

to p rompt c lasspar t ic ipa t ion :

Answers

i Poss ib le nswers:

l . a restaurant 2. Nicl<'shome 3. any sl<i esort ;r Sw issAlps,Aust r ia ,Co lo rado,e tc . 4 . a seat /p lacen a

queue 5. a locl<eddrawer/a safety deposit box 6. a

cottage 7. a parl<ing pace 8. a f lat/house 9. the

I f loor 10 .a gardeniyard

Freepractice

22



Whot ore some ood hingslbodhings bout hese olidoys?

What things ouldgo wrong?

Whot sortof peopleoke heseholidays?

You couldalsodivide he class p into four groupswith

eachgroupassigned ne of theseholidays.Theyhould

come up with reasons hy theirswould make he ideal

holiday. inally,orm smallgroupsof four madeup of one

person rom eachof the original roupsan d have hemtr y to convince achother that their holidays best.

Answers

The pastsimplewas used n the answer.

:. i i i lPosition f adverbs

Th e adverbs n this list are commonly, hough, of course,

no t exclusively, sed with the present perfect. Have

students worl< through sentences l-6 and then checkthe i r answers.Then ind ou t how many peop le can say

they've never been to Canada or eaten squid and always

l iked the Bri t ish or have alwayswanted to go to India.

Asl<students what the opposite of these four sentences

would be. (l've been to Conodo. 've eo ten squid. 've never

/iked he British. 've never wanted to go to lndia.)

Answers

| I'veneverbeen o the south of ltalv.

2. We've us t heard he news.

3. We'vealways eengood riends.

4. l'vealready een hat film twice.

5. Haveyo u seen heir new babyyet?

6. Hassh eever beenmarriedl

Fo r the next activity, tudents houldspenda few minutes

preparingheir lists.Before hey tall<o their partner,el l

them about someof the things n your personal ist so

they can isten o the wa yyou talk about t.

Real Engl ish

Draw students' ttention o how the posit ionof reollychanges eanings f sentences.irst,model he two

examplesor the class. hen asl< uestions uchas he

onesbelowand have tudents ractise he expressions

when hey espond. or example:

Whot do you hinkof the weother ere?

Whot do you hinkof my shirt?

Whot do you thinkof the woy Liverpool loy ootboll?

Answers

3 Holdays

....,.'.-,'",.1' , , i . ' l ' ; lPronunciation: ontrastive tress

-i r " l

This exercise ives tudents notherexample f how

stresss used n Engl ish ronunciat ion.lay he recording

so students anhear how hove s stress ed, eforehaving

them practise s a class nd n pairs. hen havepairsof

studentsalk about he placesn the l ist .Remino

students o providemore details n their responsesas

in the record ing), nd o use ollow-upquestionso l<eep

the conversationoing. ou maywant to do the first one

as an examole:

A: Havevou everbeen o Borcelono?

B: No,never, ut I havebeen o Modrid.

A: Oh, eolly?Whot wos t like?

B: Brilliont!The eotherwosgreot,thepeoplewere eolly

ntce.

Follow-up

Ask students repare talk on one of the following

toDtcs:The ongestrip l'veever oken

fhe bestholidoy'veeverhod

Theworstholidoy'veeverhod

Themost un l'veeverhod on holidoy

Thebestholidov hod when woso kid

Have hem spend ome ime preparing hat they want

to say, nd hen get them to tell their story a few times

to different eople. l ternatively,ring n some ravel

brochures r advertisementsor pacl<ageolidays nd

adventurerips and havepairsof studentsmaginehe y

have oneon this holiday ogether,alking boutwhat

they did.They hen go around alking o other people,

trying o convincehem to join them on the same

holiday ext year.

I reollydon't ike t is stronger.

23



Unit overview

General topicTall<ingbouthow you are feeling nd what yo u aredoing.

Reading

Andrea inds ov ewhen sh esees omeone he newfrom schoolon a TV showabouthomeless eople.

Language input

' Talking bout how you feel:Actuolty,'m feeting bi till.Tobe honest,'m o bit ed uD.etc.

. Expressions ith get:getsocked, etevicted,et

pregnont, tc.. Adjectiveswith two different orms:o bit annoyed,

an onnoyingabit, eolly tressed-out,stressfu/ob,etc.

' Turningdown suggestions:'m not eally n themood. 'd rother uststoy n.erc.

' Using he present ont inuouso talk aboutunfinished ctions n th e presentand uturearrangements:'m lookingor something/senow.Whot ore youdoing oter?

Language str ip

Us e the language tr ip as a way to lead in to the unit.As l< tudents o qu ic l< lyook through the l is t and f indan y expressions ha t they have or could haveactually

used hemse lves. hen exp la in hat in th is un i t they w i l llearn ways of ta l l<ing bout feel ings.Encourage he m tochoose some other express ions n the s t r ip tha t look

in te rest ing nd to f ind out more about them.

Use the language t r ip la te r on in th is un i t fo r a smal lgroup task.Asl<students to sort the exDressions nt otwo categories: hose that might be used in a

ba dsituat ion (e.g. 'm real lysorry o heor thot) and rhose tnatmight be used in a good situat ion (e.g.Whot o surpr isel) .Alternat ively,asl< tudents to choose severalof th eexpressions ha t are quesrions (e.g.Whott the motter?)an d come up with a possib leresponse (e.g. i i rother no ttolk obout it, f you don't mind). he n asl< hem to cnooseseveral of th e expressions hat are responses e.g. ,mreol lysorry o heor thot) an d come up with statements

that might prompt them (e.g. 'v e justho d somebod news,My fothers been token into hosDitol.\

You might need to expla in some of the following

express ions:' l f you are fed up,you are unnappybecause omerh ing

bad has been go ing on fo r a long t ime - or has

happened ga inand aga inand aga in .

For example: l'm really fed up with this roin.

' l f someone s notyourcup of teo, heyaren't he l<indof personyo u find appealing.or example: et quitenice, ut hei not reollymy cup of teo. 'm tookingorsomeone bit moreoutgoing.

' l f yo u ar e rritoted,ou are angryor annoyed. orexample:'m reolly rritotedwithhim at the moment.I lenthim my screwdrivernd he'sgone nd lost t.

Remind tudents o recordan yof the expressionsha tthey il<en their notebool<s.

Lead in

To lead n to this unit,ask he classo rhinl< f differentgreetingsha t they'veheard n English.or example:

How's t going?Ho wor eyou?

Whot'sup?

Al l ight?

Ho whove oubeen oing?

Ho whave ou been?

Whot'shoppening?

List he m on rhe boardand asl< rudentsor differentways o answer hem.Asl< f they us eor would us eanyof the greetingshemselves.

I How's t going?

I (Theday that changedmy t i fe)

In this exercise,students focus on ways to answer th ecommon greeting How's t going?Often we answer th isquestion with OK ,No t bod,or Good.However, f we feeldifferent from this standard response and we want tota l l<about i t, we sometimes us e octuol ly r to be honestin our answer an d then expla inwh y we feel that way.

Have students do the matching asl<and checl< heir

answers before worl<ingwith a partner on otherposs ib le nd ings. e t them to te l l you a few of the i rsuggestions. oint out the use of octuollyan d to be honestan d then have pairs of students pract iseaskingHow's tgoing?an d answeringwith l-4. Model the conversarionsan d have he class o l low your stress an d intonacion.You may wanr to practise the way How's t golng? s saidl i l<e ne word. They ca n then worl< on their ow nconversarions ollowing the model in the Coursebool<.

Remind them that they can l<eep he conversation going

if they wish. Expla in ha t Ho w come .. ? is anotner wa yof as l< ingWhy . . . ?

24



Answers

l . b . 2 . c . 3 . d . 4 . a .

You could tall<about the use of s ick and il l. n the f ollow-

up comment'd. ' , s ick of means that yo u ar e extremely

unhappy with something that's been going on for a long

time, whereas in number l, i/ l means not feel ingwell .

Ask students to look ar the t ir le of the readi ng ext an d

to suggestexamples of events that coul d change

someone's ife.Ask if anyone would li l<e o tell th e class

about a day that changed heir l ife.Then explain that

they will read an art icle about how a couple met. They

shou ld read the ar t ic le and then share he i r react ions

with a partner.Tel l them not to worry about

understandingeveryth ing.Write a few sentence starters

on the board to helo:

I think th is s o . . . story becouse ..

I felt reol lv .. when I reod this becouse ..

I think they'll stoy togetherbecouse ..

I don't think the relotionshiD ill lost becouse ..

Af ter students have discussed heir reactions,play th e

recording an d let them listen and read at the same time.

They can underline any expressions hey find interesting,

e ither whi le or after they listen.You might want to poinc

out that there are several expressionsdeal ingwith

emotions and feelings.Have students compare the

expressions he y chose with a partner. Encourage hem

to record these in their notebool<s.

This exercise ocuses on some of the exoress ions n the

text . Have students worl< individual ly irst and then

compare and exp la in he i r answers n pa i rs .Encourage

them to use expressions n the text to support their

o o i n i o n s .

Answers

| False. hey met when hey were at school ogether.

2. False. he ustdid t on impulse.

3. False.Jimas oughthard o overcome is

addict ions.4. False. ndrea's arentswantedher to marry

someonewith money.

5. False.Jimoesn' t ee t thisway, ut evennow i t

st i l l mal<esndreaangry he way he papers nd

theTV producersreatpeople.

Use hesequestionso follow on from the reading asl<.

Yo uma yneed o explain hat exp/oitingomeonemeans

using hem or somepurpose ndnot giv inghem muchin return.Ask students o giveyo u somemore examples

of exploi tat ion.Youightalsoneed o explainhat f

someone inds eligionhey become eligious.

4 ree ngs

. . tt -

I Expressionsith get

i

Refer students to the Real English note on ge t an d

becomebefore doing the matc hing ask. n this exercise,

students focus on several expressions with get,many of

which ar e negative e.g.get ki l led, et evicted). l fstudents

haven't done so already, ncourage hem to record the

expressions with ge t on a separate page n their

notebool<s.Explain hat if you get evicted, ou are forced

to move out from the home you are renting,and that i f

yo u ge t socked, ou are f ired from your job. Ask students

to give some reasons why a manager might sack

someone.

Answers

| . . 2 .d . 3 .c . 4 .b . 5 .a . 6 .e . 7 .h . 8 .g .

Introduce th e tasl<by tell ing students about the last

wedd ingyou went to . Have hem discuss he quest ions

with a partner, and then ask if they would li l<e o share

their thoughts with the rest of the class.

Have studentsspendsome t ime prepar ing he i r s to ry

before sharing t with their partner. Encourage hem to

add extra detail s hat were not i ncluded in the r eading

text.You may want to suggest hat the person listening

take an act ive part in the conver sation by respondingwith comments l ike / see.Reo/ly? h,how owful as well as

questions i l<eWhy wos hot?When was hot? How come?

They shou ld hen re te l l he i r s to r ies o another pa i r o f

s tuoents .

i::.]djectiveswith two different forms

Students often have problems with th e -ing an d -ed forms

of ad ject ives. l though hey are he lped n estab l ish ing

set o f'gu ide l ines ' ,

remind them tha t they shou ld earn

examples of the two forms in larger phrasesan d

Datterns.

Draw students' attention to the two examoles rom the

text and ask f anyonecan remember whyAndrea sa id

them (shewas surpr isedbecause he burst ou t cry ing ;

the hostel wa s depressing).Have students discuss he

questions about ru les with a partner before they

complete the pairs of sentences l-8.You might want to

point out tha t we can use th e -ing orm interestingo

describe people, oo (e.g. thoughthe wos o reol lyinteresting guy).

Speaking

Trueor false?

Speaking

25



As you go through he answers,ell studentso

under l ine holeexpressions.or example:'m st i l l b i t

confusedbout t.He'sgot this eollyonnoyingobit. 'm

obsolutelyerrified f heights.

Answers

l . a.confused b.confusing

2. a.annoying b.annoyed

3. a.depressing b.depressed4. a.Terrifying b.Terrified

5. a.worrying b.worr ied

5. a.surpr ised b.surpr is ing

7. a. rustrated b. rustrating

8. a.bor ing b.bored

Students can then write their own examples or the f ive

other adjective pairs.As they are working on this, go

around the c lass hec l< ing nd he lp ing . s l<severa l

students to share some of their sentences.Here are some

possib leanswers if students asl< or them:

I wos terribly disoppointed o leorn thot I hodn't got the ob.

I found'The Motrix Relooded' bit disoppointing.

I'm tremendouslyexcited obout working in the city.

It reolly s on exciting ime to be living n London.

I wos scored to deoth he would find out thot I'd /ost the

brocelethe'dgiven me.

Hong-glidingcon be o bit scary ot frrst,bu t you'll get used o it.

He gets o/ l stressed-outwhen there is a deodline o meet.

This ob con be reollystressful but the poy is good.

I wos pretty upsetby the te/evision mogesof the wor.

I found those moges oo upsetting, o I don't wotch the news.

You could a lso ta l l<about some of the adverb collocations

fo r these adjectives, i l<e remendous/y xcited n th e

examoleabove.

These uest ions i l l help einforcehe anguageearned

in I Adjectives with two different forms. First, ivide

students nto pairsor smallgroups.Before hey begin he

exercise,ell them some hin gs hat worry or terrify you.Yo ucouldalso all< bout habits hat you find annoying.

Teach tudents he phrase hoteldon'tike t whenpeople

(spiton the street/put umon choirslput heir eetup on

seots).sk smallgroupsor pairs o report backsomeof

their deas.

Here the focus is expl ic i t ly on adject ive+ noun

col locat ions,some of which have appeared n the

prev iousexerc ises. emind students hat they shou ld

choose he l is t n wh ich a l l o f the nouns cor rect ly

col locate with the adjectives.Once you have checked

their answers,have hem discussgood examples of those

collocations that are new to them. As always ,encourage

students to record these collocations in their notebool<s,

You mayneed o explain hat theplotof a novelor a film

is the story.We can all< bouto complex lo tor o simple

plotand about how o plotdevelops.

Answers

l . c . 2 . a . 3 . d . 4 . 6 . 5 . f . 6 . h . 7 . e . 8 . g .

I

.it,,'.,,'lriltherkindsof teelings

In th is exercise,students practise ways of turning down

sugSest ions.ead in by asl<inghe class o imagine hey

havea friend who is depressed,upset or stressed-out.

They shou ld come up w i th suggest ionso cheer the i r

friend up. Elicit different structures for making

suggestions nd write them on the board. Fo r example:

Whv don ' twe . . . ?

H o w o b o u t . . ?

Then e l ic i t d i f fe ren tways n wh ich the i r f r iend cou ld

pol i te ly turn down the suggestions. xplain hat this

exercisewil l present another way of making suggestions

co do something together, as well as severalways to turn

a suggestiondown.

Have students complete the matching tasl<an d then play

the recording so they can checl< heir answers.Play he

recording againand stop after each l ine so students can

reDeat he sentence.

After students have underlined the expressions, hey can

pract ise he conversations n pairs.To help students say

th e phrases luently,use this method: one person lool<s

at the f i rst suggestionand memorises it. Then they lool<

up and say t to the i r par tner w i thout loo l< ing t the

Courseboo l<. he i r par tner does the samewi th the

response.Whenstudentshave in ished,hey can swap

ro les.Th is a lso he lps hem prepare or the next exerc ise .

Answers

l . b . 2 . a . 3 . d . 4 . c

The express ions re :

I 'm not rea l ly n the mood

I'd rather just stay inI 've been on my feet al l da y

I can't be bothered

It ' l l ta l<eages o ge t there

You may need to explain a fe w of these expressions:

' lf you are no t in the mood for something, ou don't feel

l i l <e o ing t .

' lf you sayyou've been on your feet oll doy,you have

been very busy and haven't had a chance o sit down

and re lax.

.lf you con't be bothered (to do something), ou don'twant to mal<e he effort t o do it. Refer students to

the Rea l Eng l ish note .

Also, point out the pattern Do you foncy + -ipgt

26

Speaking

Col locat ions



Students an now practise aving onversationsimilar

to those n 4 Other kinds of feelings.Encouragehem

to continue he conversation little more.Givean

example efore h ey start:

A: Do you oncygetting omethingo eot?

B: I don't eel ike t. 'm not hungry.

A: Well, ow obouto drink?

B: I con't be bothered. on'twe uststoy n ondwatchTV?

Followup by having tudents o aroundmal<ingheir

ow n suggestionso differentmembers f the class.

;1||wo usesof the presentcontinuous

Students may have earned that the present continuous is

used to describe actions that are happeningno w

Although the tense can be used in this way, t does not

always hold true. When it refers to the present, t is

perhaps better to think of the present continuous as

descr ib ing n unf in ished c t ion .

Expla in he situation and talk about ho w the expression

bump into s used to say ha t the tw o people met by

chance.Play he r ecording and asl< tudents to l isten fo r

the answers to the two questions.Then ind ch e

exampleso f the present cont inuous n the tapescr ip ton

page | 49.

Le t students read th e explanationsof the two uses an d

decide which examoles rom the conversation it which

category.They can then compare their answers with a

partner before checl<ingwith you.You might need to

expla in that i f you pick up a fr iend,you meet them

somewhere and then driv e them in your car,an d that i f

something happensout of the blue, t happens

unexpectedly.

Answers

l. They'reon hol iday, ut are stuck nside

somewhere, erhaps shoppingmall, ecauset' s

raining.

2. Lauren s fed up with all he rain.Sh e s frustrated

because hewanted o get somesun.Be n eels he

sameway.

Examplesf the present on! inuous:

l . How's t going?

2. So,what'reyou doingherel

3. Are you doing omeshopping r something?

4. I 'm usthaving wanderaround.

5. My wife'swaiting or me.

6. We're actually oing o the marl<et ow.

4 Fee l gs

In this exercise,students apply the rules from the

previous exercise o determine which function of th e

present continuous is being expressed.After they have

f in ished,have hem explain their answers with a Partner.

They shou ld come to the conc lus ion hat the examples

referring to the future have a t ime phrase (loter, in he

summer,tonight,ot nine o'clock tomorrow morning).Asl<

them to go back and underline these phrases. hen have

them pract ise te l l ing each other about their plans or the

weel<. ou could also teach them the exDression 'm not

doing onything specio/after they've finished.

Answers

I b. 2.a. 3.b. 4.a. 5.b. 6.b. 7 .a. 8.a.

9 . b . 1 0 . a .

Yo uma yneed o explain he following xpressions:

. lf you do overtime,ou worl<an dar e paid or hoursthat exceed our regularworl<schedule.

. A shift s a set period hat employees orl<before

being eplaced y anothergroup.For example: o on

extro shift,work the nightshift, hote working shifts.

. l f yo u coveror someone,ou do their job for them

becausehey aren'tat work.

. lf it s pouringwith roin, he rain is heavy.

l:ilJ:iiiuestions nd answers

Students houldmatch he quest ions*7 to theappropriate nswers -g.While going hrough he

answers, odel he pronunciation f the questions,

focusing n the intonation nd stress. av estudents

repeatafteryou until hey eel comforcable ayinghe

expressions.airs f students an hen practise he

questions nd answershemselves.ou mayneed o

explainhe fol lowing xpressions:

. l f you gowindow hopping,ou us t ool< t th e goods

displayedn the shopwindows rom the streetan d

yo u don'tgo into the shops o buy anything. sk

students hat he equivalentn their anguages.

. lf you givesomethingp,you stop doing t. Forexample:'vedecidedo giveup smoking.goveup

woiting ndwent withouthim.

. lf you do temping,ou don't worl<as a full-time

permanent mployeeor a company. ou usually ork

for a tempingagency ndwork for a short time in

one placebeforemovingon to anotherplace.

Answers

l . c . 2 . b . 3 .e . 4 .a . 5 .g . 6 .d . 7 . f

Practice

27



4 Fee l gs

iI Furtherpract ice

Get students to work in pairs with these conversat ions

Encourage he m to add a follow-up commenr l ike the

examPre.

Referstudents o the photographs. hecl<hat tneyl<nowwhat the places re and hen practise he examplewith a student.You oulduse his o recycle omeof thelanguagero m th e previous xercises y addingmore toth e conversation.or examDte:A: Hr,Nick.How's t goingT

B: Not bod. 'm o little ired. didn'tgetmuchs/eep ostnight.

A: So,whotore youdoinghere?Areyou going omewhere?

B: No, 'm justmeeting friendwho's oming o visit. owobout ou?

A: I'm offto spend fewdoysot my porents'.B: Well,thot'll e nice.

A: Tobe honest,t'll be o bitboring.They ive n o smollvilloge nd here's ot much o do oround here.

Use he quest ionsn smal l roups o reinforce omeofthe languagero m 3 Questions an d answers on page30.Also, alce his opportunity o tel l studenrs storyaboutwhenyou bumped nto someone r aboutany

experiences ou'veha ddoing emp work. Let them listento you and encourage uestions.hi s s useful nput orwhen they do the tasl<hemselves.

. t" i Negat ive responses

In this exercise tudents ee how the oresent ontinuouscan be used o explainwhy you can'tdo something.Theseexamplesnclude ot h presentand uturemean.ings.o helpstudents, rite somedifferent uestion

starterson th e board.Fo r examole:Do you oncy ..- ing7

Yo u ouldn't.. by anychonce?Would oumind .. ?

Do youmind f I . . . ?

I wo swonderingf youwantedo ...

Hove ou .. yet?

As students ar e worl<ing, o around an d checl<ho w they

ar e doing, helpingwhen necessary.When they have

f in ished,have hem practise asl<ing nd answering heir

questions with their partner.Then they should move

around the classasl<ingheir questions to different

Peopre .

Answers

Possible nswers:

2. Can you fix the toiletl

3. Do you fancy omingout for a drink with us afterworl<?

4. Haveyou printedout thosedocuments et i

5. I was wondering f you wanted o go out for dinnerwith me onight?

5. Do you fancycoming oundro my place or aromant ic inner?

7. Can see f the news s on l

L Can I turn that down?

Explainhat if you are seeingomeone,ou ar edating/goingut with them.Yo ucouldalsoaskAr eyouseeing nyone t th emoment?

Fol low-up

Havepairsof studentswrite a televisionnterviewwith

JimandAndrea. heyshould nclude oth he quest ionsand he couple's nswers.he only u le hat you shouldgive s that they must nclude r leasteightadiective

noun collocations r phrasesrom Using vocabularyon page28 .Thisactivitywould work best n groupsofthree,as students an hen role-playhe interview oth e class r to other groups.

28

Speaking



The reviewexercises an be usedas a t est.However,

4 Look back and check and What ca n you

remember? are better done asa discussionn pairs

i:i:,,,.:iljerUcollocations. : . i

Answers

l . j . 2 . h . 3 . a . 4 . d . 5 . b . 6 . i . 7 . c . 8 . p .

9 . f 1 0 . .

Adjectives

Answers

l . pregnant 5. annoying 9. awful

2. bor ing 5. scary 10. unburnt

3. strong 7. interest ing

4. great 8. stressful

. . "1Ouest ions nd answers.1 _

Answers

l . . 2 . b . 3 .h . 4 .d . 5 .e . 6 . a . 7 . j . 8 .g .

9 .c . 1 0 . .

'ili,,,,liiilhat canyou remember?

Answerswill vary.

iri,,,i:.i.lommon xpressions

Answers

L given 2.mal<es3.mood 4. fancy 5.wouldn' t

6.give 7. ool< 8.grew 9.exactly 10. an

Answersor I l -14 wi l l vary.

It -I Grammar eviewI

Answers

when

bor ing

go ing

for

have you been

I ' m u s i n g

I wa s l iv ing

d id you do

5 .5 .

6 .

t .7 .3 .4 .

Answers

I A: Haveyou ever been o Brazil?

B: No, I'veneverbeenanywheren SouthAmerica.

I No, I haven'tinishedwriting his yet.

I Yeah,'v e us t seenher in the coffeebar.

I No, I 'vealready een t, I'm afraid.

i I can'tbelieve ou'veneverbeenabroad!i I don't <now.'v ealways een nto it, I suppose.

Lookbackand check

-s ' versw i l l va ry .

Answers

l. a.m

doing b.m

reallyenjoying c. started

d. missed e. 'veonlybeendoing

2. a. Haveyo u ever been b.went c.wa s

d.was ravel l inge. met f .Are you hinl<ing

a. are you doing b.m

meeting c. ' re having

d.'m really ool< ing orward to

e.ve

been planning f. haven't had

29



3 .

4.5 .

d .

Answers

6 .

Possible nswers: ow old areyou?How much

do you earnlAre you married?

Do you havean ybrothersor sisters?

Words that are commonlyused ogether.

Tidy t up.Possible nswers:ool< t easy,ea da book,did myhomeworl<.

Possiblenswers:he cinema,hurch, c lub.

Possiblenswers: br idge lub, tennis lub,

a chess lub.

Possible nswers: ool< flight, ent a cortage, rre

a car.

In a tent .

Becausehey nclude verythingor a low price.

It's reotmeans ou know that it 'swonderful. tt

supposedo be greotmeans hat you'veheard ro msomeone lse hat it'swonderful.

In a rucksack/backpacl<.

Possible nswers: didn'tge t muchsleep, worl<edlate.

Possible nswers:t' sbeen aining ll weel<, orl<

t 5 .

t 5 .

t 7 .

1 8 .

1 9 .

20.

Possible nswers: ostEndersndCoronotiontreer.

Yo uhaven't aidyour rent for a while.

Yo u ake hem somewhere n your car.

In a swimming oolor in the ocean.

Possiblenswers:tamps,o ins, honenumbers.

Possible nswer: t' ssometimes ifficult o

remember he grammar ulesan dvocabulary.

30



Unit overview

General topicTalking boutworl<.

Dialogue

Mariaand Ken all< boutwhat their jobs nvolve

Language input

Expressionso tall< bout work: I workpart-time.

/ used o work or o dotcom ompony.work os o

soles ssistont.tc .

Usinghove o, don'thove o and con'. hove o travel

o lot. don't have o work at weekendsf I don'twont

to. con weorwhat like o work.

Expressions ith get used o and be used o:

I'll never et used o it. 'm so used o gettingup eorly.

etc.

Expressions ith get to: get to travelo lot.etc.

Expressions ith must:Youmustgeto bit depressed.

Thotmustbe good. tc.

Language str ip

Us e he languagetr ip as a way o lead n to the unit.

As k students o quicl<lyool< hrough he l ist and indany expressionshat would be true for them no w (e.g.

I 'm n computers)nd anyexpressionshat they would

like o be true for them in th e future (e.g. 'v e us tgo to

rlse). xplainhat in this unit theywil l learnways o tall<

about obs.Encouragehem o choose omeother

expressionsn the strip hat lool< nteresting nd o find

out more about hem.

Use he languagetrip ater on in this unit or a small

group asl<. sl< tudents o find hoseexpressionsha t

use he presentperfect e.g.How onghove oubeenou t

of work?) nd hose hat use he present ontinuous l 'mthinking f eoving y job).You ouldalso hinl< bouthow

to answer he expressionshat are questions. or

examDte:

A: What's he poy ike?

8: Not bod.

Yo umightneed o explain omeof the following

exDressrons:

. l f you ar e out of work, ou don't havea job.Fo r

example:'vebeen ut of worksince leftschoo/.

. A trofltcwardens someonewho controlsparlcing n

the streetsand ssues arking icl<ets.' lf you workon on ossemblyine, ou worl< n a factory

doinga particularob in the manufacturinSrocess.

You do your work on the productbefore t continues

down the line o the next person.Carsare built. n

assemblyines.

lf you say 'm n computers,our job involves

computers.f you are intocomputers,omputing s

your hobby.You an also say 'm in reol estatel

business/bonking,tc.

lf you are socked,ou loseyour jo b because ou r

work or behaviour asnot beengood.For example:

He'solwoysollingosleep n the ob. 'm surprised e

hosn'tbeen ocked et.

lf you geto rise,you et an ncreasen your pay. or

example: 'veust heordwe'renot getting rise hisyeor.

lf you go reelonce,ou start o worl< ndependently

an dget paidby different o mpanies ho b uyyour

wo rl<.Fo exam e freelnce photogroph , reelo ce

wnter.

Remind students to record any of the express ions hat

they l i l<e n their notebool<s.

Lead in

Have the class el l you ho w one could asl< bout

someone 's ob in Eng l ish . o r example :

Whot do vou do?

Whot do you do for o living?

Where do vou work? etc.

Write the expressions on the boar d and then asl<each

student to thinl<of f ive ways of answering hes e l<inds fquestions with jobs that they wished they had.Then ge t

students into pairs and ask them to ta l l<about the jobs

they chose and why they chos e them.

: ' { r ! r , { . ) : ' t , r l l : . r :^ - t , t . , -

- :u,^ i . . . - ; . i

" J* ] , : , - . |

- J

. tI What do vou do?

Draw students' attention to t he Di cturesand have hem

worl< in pairs mal<ing uessesabout the people's obs.

You might have o explain that I reck on s an informal

wa y of saying think.Encourage hem to explain their

choices.Point out the expres sion or something l ike hot),

wh ich is added o emohasise ha t we aren ' t sure .Then

play he recording so s tudents can listen and checl< f

they were r ight . Write these expressions on the board

so students can te l l yo u where their guesseswere

d ffe e nt:

I thought helshewos o ... bu t helshe's ctuolly ...

I thought helshewas o . . . bu t i t turns out helshet o .. .

P lay he record inga second ime wh i le s tudents i l l n

the gaps.After checking he answers,write theseDatterns on t he boar d:

l w o r ko s o . . .

I work for l in o ...

I work fo r l ino . . . os o . . .

3 1



Discuss what accounting nvolves before asl<ing tudents

if i t sounds l i l<ean interesting ob . Have them tal l<about

what an accountant has to do, what the pa y an d hours

are l i l<e. hen have hem read the text and share their

reacc ions i th a oar tner .

You might want to tall<about the expression push you

into.Ask students whether their parents ever pushed

them in to someth ing . lso ,po in t ou t the express ionob

securi ty. sl<what other l<inds f jobs provide good job

security.Y ou may need to expla in that i f something drives

yo u mod, t annoys you and that if a report is dry ic is not

interesting .

Get used o/be used o

This sect ion ocuseson the express ions et used o and

be used o. Go over the e xplanation n the Cour sebool<

with the class, o int ing out that I 'm used o and / 'vego t

used o both mean that you now see a sicuationas

normal, while / ' rn gett ingused o or I' m trying o ge t used

to both mean you don't feel totally comfortable about a

situation yet. Point out that these expressionsar e

followed by a noun or quite often an -ing orm. You may

also need to discuss he difference between these

expressionsand used o,as in / used o do korote when I

wos younger.

Before students tell their partners what they could ge tused olneverge t used o, complete two examples or the

I could neverge t used to working nine to five becouse 've

worked os o teocher fo r so long.

I think I could get used to being self-emplo yed ecouse A fike

to be my own boss.

Ask a few students to share some of their sentences

wi th the c lass.

This exercise provides students with several ypical

patterns with get/be used o. After students have in ished

the matching tasl<,ell them to go bacl< nd underline the

complete expressions.Encourage he students to record

these n the i r no teboo l<s. ode l and pract ise he

pronuncia t ion f the express ionsn the Courseboo l< s

you go through the answers.You also might want to ask

some fu r ther quest ions o pract iseus ingsome o f the

o ther express ions ere .For example :

Does onyone here find it difftcult o get up eorly?

How long would it toke you to get used to worki ng nights?

Would you find it difficult o work from home?

Do you know onyonewho works o six-doyweek?

5 \A/ork

Here , s tudentsuse he express ions rom 3 Match ing to

ta l l<about how comfortable they feel about different

aspectsof English.Remind them that i f any of the

sentences re no t t rue fo r them, hey shou ld choose

another expression that wi l l mal<e t true (e.g. 'm st i l l

trying to get used to the different sounds of English). his is

a chance or you to review some of these aspects an d

reinforce some of the learning advice rom the f irst unit.

This exercise urther helps to reinforce the get used o

and be used o expressions.Have students f irst worl<

ind iv idua l ly ,nd then have hem pract ise ead ing he

conversations n pairs.Draw attention to the two

pat te rns n the fo l low ingquest ions:

How ore you finding .. ?

How do you f ind . . ?

Expla in hat the present continuous form is often used

when a situation is new or temporary whereas the

presents imp le s typ ica l ly sed when the s i tua t ion s

more estab l ished.

Real Engl ish

Referstudents o the Real English note.Ask if they

would il<eo worl<behinda desl< ll day. ellstudents

about imeswhen you were stucl<: t a job, n traff ic, tc.

As k them if they'veever el t thiswa yand what they didabout t .

Before students do this ro le p lay, a l l<about a t ime when

you, or someone you l<now went abroad.Tell them ho w

you found the things listed here and how quicl<ly ou got

used to or didn't ge t used to them. You might want to

have students do the role play twice with different

partners so that they can improve their performance.

A good ob

Speaking

Answers

| . st i l l haven' tgot used to2. slowly gett ing used to

3 . just ge t used o i t

4 . don ' t th in l< ' l l ever ge t used o

5. tool< me a long t ime to get used to

6 . sure I ' l l ge t used o

Matching

Roleplay

33



l -

I beTore ou rrsten

Explain he situation of the dialogue and have students

work in pa i r sd iscuss ing hat Mar ia 's nd Ken 's obs

might be. Remind them of the structures work

fo r los l in . . .

I. . ] Wfr l te ou l isten

I (So,what do you do?)

Tell students to listen for the ans wers o the two

questions.Play he recording, mal<ing ure that studen ts

cover the text. Get them to discuss heir answers in

pairs.Remind students to l<eep he text covered as they

do th is .

Next, et students ead he dialogue syou play he

recording gain.henask hem, n pairs,o f i l l n the f i rst

two or three gaps rom memory beforeyou play he

recording gain,his ime with pauses o that they can

checl< nd i l l n the missing ords.Do this wo or three

gapsat a t ime unti l he end.Play he recording hrough

one more time with student sollowing he text. f you

want students o read he conversation,r partsof it , n

pairs, se he tapescr ipt n page150. Themissing ords

are n colour.)

Studentsmightaskyou about he following xpressions:

. l f you sa ysomeone oesn't ont o knowyou, hey don't

want to be in contactor haveany kind of relationship

with you.Fo r example: ver incewe ho d hot itt ledisogreementver he coffeemoney, e hosn'twonted o

knowme .

. lf yo u try not to moke udgements,ou tr y not to

express our personal pinion boutwhether

somethings r ightor wrong.For example:t ' s

importontor sociolworkers ot to mokeudgements

obout he people heyoreworkingwith.

. You usebut henogain o tall< bouta posit ive spect

of something fteryou havementioned negative

aspect, r viceversa. or example:bizo s very

touristy,ut thenogoin,t'scheop.

Real Engl ish

Referstudents o the Real English note on ge t o and

have hem use his structure o tall< bout hemselves.

Yo ucould use he pictures f different obs on pages 6

and 37 to asl< tudents or further examples:

A postman ets o be outside lot.

A nursegets o rneet otsof people.

etc.

Studentscan e i ther d iscuss he quest ions n th is exerc ise

in smal lg roups,or the c lass ou ld debate .D iv ide the

c lass n to two groups:one in favour o f Mar ia 's pproach,

th e other against.Give students f ive to ten minutes to

bra insto rm reasons o suppor t the i r po in t o f v iew,and

then ge t them into small groups of four, wo from each

side , o a rgue n suppor t o f the i r pos i t ion .You ou ld a lso

do th is w i th the quest ionabout money be ing he most

impor tan t th ing about a job .

,..,. '. '. '. '.1' t ^

{ Opin ionswith must- * ,

, , o r*n , * *n"n *e imag inewhat a s i tua t ron s

l i l<e asedon what someone haJ l rs t sa id .When used n

this way, t often serves as a means of empathisingwith

the other soeal<er.

Let students read the two extracts from the

conversation and underline the two examples of must,

and then go over the exp lanat ion .

Answers

Th e two expressions ith mustare:

Youmust geto bit depressed

Thotmustbe good

Encourage tudents o write the patterns hot mustbe +

adjective ndyo umustge t+ adjectiven their notebool<s.

You could alsopoint out that you must etcan be

followedby -e d orms of adjectives hile hotmustbe

can be followedby -ing orms.For example:

Youmust getdepressedrustrotedbo ed,etc.

Thot mustbe depressingnte estig rustr ting wo ying, tc.

Let students or l< ndividual lyr in pairs o complete

the dialogues.emind hem o addan appropr iate

response swell.Play he recording o that they can

checl<heiranswers.hendiscuss hat obs he people

are tal l<ingbout.

Answers

| . Maria is a drugs worl<er and Ken works fo r

BarclaysBanl<.

7 . Mar ia 's ob invo lves o ing ou t in a van ,d is t r ibu t ing

food and c leanneed les o drug add ic ts . he a lso

he lps hem f ind a doctor o r ge ts hem in to a

rehabilitation centre if necessary. en's ob involves

buying and selli ngcurrency.He gets to travel quite

often to NewYorl<.

Words in gaps n the conversac ion :

| . involve

) ,1rrrc aAAicr<

3. healthy4. f inda place

5. Not at a l l

6. spread iseases

7. very rewarding

8. don't have o

9. Doingwhat?

10. have o work

I l. get to travel

Speak ing

34



2.

Answers

| That mustbe

Possibleesponse:Yeah,t is/can e.

Possibleob:any ob that nvolvesommuting

Yo umustge t

Possibleesponse:Yeah,do (sometimes).

Possible.job: security uard

That must be


Possibleob:a trafficwarden

That mustbe


Possibleob:an Engl isheacher

You mustget


Possibleob:a nurse

You mustge t


Possibleob:an accountant

Pronunciation: entence tress

Play he recording once all the way through with

students l istening.Ask them to pa y attention to how the

stressedwords sound.Then play the recording again,

pausingafter each sentence o allow students to repeat.

Pract ise hese sentencesuntil students can say hemnatu al ly.

Final ly, et them to pract ise the conversations n

4 Opin ions wi th must in pa i rs ,w i th the appropr iace

stress.Youma y want to point out that when quite s

stressed (qu49 tired), t means not too (tired), ut when the

adject ive ollowing guite s stressed (quite ired,) ,t means

very (tired).

5 Work

$ilidurttrer ractice

As k students o get into pairsand have hort

conversations ased n theseopenings. s they

converse, ncouragehem to l<eephe conversa[iongoing.Youmaymakesuggestionssyou monitor

students 'progress.

Alternatively,ou can write the sentencesn theCoursebookon slipsof paperan dgiveone to each

student. hey should hen find anotherstudent, ay he

sentence n their slioan dcontinue he conversation.

Then he other Derson oes he same.When students

have inished,hey exchange lipsand in d another

Person,epeatinghe procedurewith the sentence n

their former partner's l ip.

Follow-up

As an extension f this unit,put students nto pairs o

design recruitment ampaignor a particularob .

Remind hem of the followinguseful atterns.You'll et o ...

Yo u on .. i f youwont o.

Yo u on'thove o ... if yo udon'twont o.

You'll uickly etused o ...

Givestudents ime to go bacl<hrough he unit o find

additional xpressionsor this prolect.Once groupsar e

finished, sl <hat they present heir campaigno the

class.Youan in ish p by havinghe class oteon which

group had he most appealingob .Alternatively,ou

couldset his as a writing ask.

3 5



Unit overview

General topicPlaceso buy hings.

Reading

Wh y car-bootsales re better hanglobal hains.

Language input

. Expressions ith thing: 'vegot o pockmy things

tonight.Thotwos o stuPid hing o dol etc.

. Collocationsor things ou buy:o greotpoirof

jeons, lovely unchof flowers, tc .

.Vocabularyor different indsof shop:o newsogentt, chemistt, tc.

. Asl<ingor an dgiving irections:s thereo garage

neorhere? herei one iveminutes' rivedown he

road.etc.

. Agreeing: o do /. Neitherdo L

. Collocations ith money: earn ou rhundred

pounds weekplusovertime.wos eft ten housond

poundswhenmy auntdied.etc.

. Expressions ith must,mustn't,haveo and don't

hove o'. must emember,mustn't orget,We ove o

be ot the hotelby 9:30, 'm glad don'thdve o,etc.

Language str ip

Use the language trip as a way to lead in to th e unit.

As l< tudents o loo l<qu ic l< lyhrough the I is t and f ind

any express ions ha t they hav eused hemse lveswh i le

shopp ing . xp la in hat in th is un i t they wi l l learn o ther

ways to ta l l<about places o shop and about using

money.Encourage hem to choose some other

expressions n the strip that lool< nteresting and to f ind

out more about them.

Use the language t r ip la te r on in th is un i t fo r a smal l

group tasl<. sl<students to f ind expressions n th e l ist

tha t m igh t be sa id o a shop ass is tan t e .g .Con t ry i t on?)

and those that might be s aid to a friend (e.g.Where did

you ge t t? ) .You ou ld a lso ask them to under l inea l l he

expressions hat use get.

You might need to explain some of the following

exoress ions:

. I think I'm a smoll,Hoveyou got it in medium? and I'm o

nine all refer to sizes n cl othing.

. Shop i l l you drop is an expression suggesting ha t yo u

are going to do a lot of shopping.For example:Let's

go into town ond shop till we drop!

lf you describe omething scheop ndcheerful,you

mean t is not expensive ut st i l l ool<s l l r ight.Fo r

example:When t comeso dishes,ij rather ove heoP

on dcheerfulhon exDensye.

lf you say wouldn't e seendeoddoing ornething,ou

meanyou would neverdo it because ou dislil<et s o

much.Fo r example: wouldn't e seen eodweoring

Gop skirt.

A cashiermightsayHove ou got he /5p? f th e total

came o f8. 15, or example,o thatyou don' tend up

with a lot of change.

lf somethings not reolly ou , t doesn't eally uit you.

For example:

A: My mother ent ne his ocket.Whotoyou hink?

B: Well, t'snot reollv ou.BenettonndGopareclothing hains;Amexs

Americonupress.

Remind tudentso recordanyof the expressionshat

they ike n their notebool<s.

Lead in

Asl< tudents hether hey i l<e hopping,ow much ime

they spendshopping, nd where heygo shopping.

Discuss hether heyseeshopping sa past ime r asa

necessity,nd explain he difference etween did the

shopping nd I went shopping.

i -.^ r-

This tasl< ocuses on different places o shop and helps

lead in to the reading asl<.Draw students' attention to

the pictures.Have them match the places o the pictures

and briefly answer any questions.The topic of the

reading ext is car-boot sales, o you don't need to go

in to much de ta i l f s tudentsas l< bout th is .

Answers

l . d 7 . 6 3 . e 4 . a 5 . f 6 . c

After checl<ingheir answers,pu t students in pairs an d

ge t them to tall<about each place using he sentence

starters. Note that i t is also oossible o omit the words

the foct:

One good hing obout shoppingn ... is thot ... .

When studentsd iscuss uest ions7 and 8 . wr i te these

ohrases n the board :

I 'dnever o to . . . becouse. .

I wouldn't be seen deod in o Dlace ike hot!

Speaking

36



You may need to explain the di fference between I 'd never

go an d I'veneverbeen.Asl<which on e is indirect ly

expressingan opinion (l 'd never go).

. l' ,1Whi leyou read l 'm a car-boot a le. I addictand proudof i t ! )

Go over the ouestions n the Coursebool< with students

before they read the art ic le.Then ask them to read thear t ic le and d iscuss he i r answersand the i r overa l l

reactions with a partner. Encourage hem to use

exoressions rom the text.

Answers

l. The author enjoys ar-bootsales ecause ou can

find different nd unusualhings here an d

sometimes icl< p amazing argains.

2. The authorhates lobal hains ecausehere s

nothing urpr is ingbout hem.They redul land

predictable.Ther ices realsohigh.

Play he rec ording of the art icle as students follow along

in the i r Coursebooks.As l< hem to under l ineany

expressionsor collocatio ns that interest them. Offer to

expla inan y words or expressions hat they are unsure

of. Here are some expressions o do with shopping or

bus iness hat you migh t want to po incout :

corner the morket- ^ ^ , , + ^ f L - , , - ; ^ ^ - -t u u u l u l u u ) , r r s J J

go bonkrupt

old un k

mokeup prices n the spotpickup omozing orgoins

haggle verprices

hi t< nnd hierc<

being ipped-off

bigbusiness

Tellstudents o add he expressionshey i l<eo their

notebooks.

Real English

Referstudents o the Real English note.Do they ever

receiveun kmoillWhat do they do with itl Do they have

someol d junl<hey'd il<eo get rid of?

Students an d iscuss hese quest ions n smal lg rouPs.

Before they start, g ive them some sentence starters to

help them ta l l<about what they agree and disagreewith

in the ar t ic le :

One thing I ogreeldisogreewith is ...

I don't reollyogreewhen the outhor sdys . .

Personol ly,thinkldon't hink ...

Th e outhor hos o pointwhen she soys ..

I don't think thot's otoll v rue .. .

6 Shopp inq l

Although Englishspeakers use th is word frequently,you

can oo in t ou t tha t i t is a lso use fu lwhen learnerso f

Engl ishdon't l<now he words for something. ntroduce

some examples hey cou ld use :

Whot's thot thing you use to get ice creom out of o corton?

Whot do you coll thot thing you stond on ond weighyourself

with?

Whot's the nome of the thing over there?

You could even turn this into a l i t t le game with students

testing each other on the names of objects in Engl ish.

When students have inished all<ing bout unusual or

interesting hings,get them to do the matching task an d

checl< heir answers with a partner. Point out that they

are choosing something that thing(s)might be referring

to, not what i t always refers to when it is used l i l<e h is.

Explain hat trunks are what men wear when they swim.

Encouragestudents to record these expressions n theirnotebooks, perhaps on a page us t for thing expressions .

Answers

| b . 2 .c . 3 .a . 4 .h . 5 . . 6 .d . 7 .g . 8 .e .

Followup by discussingther examples f what thing

could efer o in numbers3-8 and explain hat thing

doesn'tonly refer o objects.

The next tasl< resents nothercommon English

expression sing he word th ing n an abstract ense.Share ne of the stupidesthings ou haveeverdone

with the class eforestudentsworl<on their own

stor ies. ere s a model.

Well,whothoppened os wosoverot my grandfother'sld

house he hod diedo fewweeks efore helping ortout

someof his old things. wasonlyabout ifteenond mostof it

just ooked ike unk o me. Anyway,there oso knockot the

door, nd t wossomemon oskingor donotionso a umble

sole. invited im n ond soidhe could okewhotever e

wonted. e endedup tokingquiteo bit of stuff. t wosonly

whenmy porents ameover o collect he pricelessntiques

my grandfotherod collectedhot I reolised hot I'ddoneond hot I needed o leove he country s soonos possiblel

Yo ucouldalsogivestudents lternativesil<ehe

brovestlfunniest/strongesthing f they are havingproblems

thinl<ing f ideas.When they have inished, sl<hem to

tell the samestory to a different artner. inish p with

the discussionuest ions.

37

Thing an importantword in Engl ish

Speaking



As an extension, av epairsof students ole-play

dralogue t a car-bootsale.ntroduce ome expressions

for haggling.or example:How muchdo you want or this?

Thot's bit expensive,sn't t?

I'll giveyou ivepoundsor it .

Fivepounds?You ustbe joking!

It'swortho lot more hon hot.

You on hove t for o pound.

Alternatively,se he picrures o pracrise sing hing or

unl<nown blects. sk pairsof students o talk about

what they hink the oblectsare.This s alsoa good

opportunity o tall< boutspatial osit ion. o r example:

Whot do you hink hot thingover here s?

This hing?

The thing next o it.

Whot do youuse his hing or?

Wheredidyou get hot thing?

fhot's the strongestleirdestlmostnusu l ugliestl os tbeoutiful hing 'veeverseen.Whot is it?

This exercise ocuses on several useful collocations

connected with things we buy.Once students have

matched the parts together to make sentences, o over

th e oronunciation and have hem memorise the

expressions.Pairsof s tudents can then test each other,

with one student reading he f irst part aloud and the

other student completing the se ntence without lool<ing

at the Coursebook. They can then swap roles.

Answers

l . h. 2.d. 3. . 4.g. 5.e. 6.a. 7.c. 8.b.

After students inishpractisinghe sentences,al k about

whatyou bought n your astshoppingr ip.Have hem

listen ndasl< ou quest ions.Thensk hem o recal l ny

col locat ionsou used. or exampre:

o couple f bott/es f cheop ed wine

o second-hondop yof

Wo r

on dPeoce'.tc.

| {' f * a'

1 |

-f ._ / * \. " .; -. " "-.. .,/ '

liiiiiilHitterent strops

Lead in to this task by aski ng students what they would

say o someone in the street i f they wanted to f ind a

place o buy a newspaper n Britain.Some suggestions

might inc lude:

Where con I buy o newspaper?

Where is the newsPoPer hop?

Then refer students to the photos on page44 and have

them comolete the f irst conversation.Point out that we

often expl ain what w e need and then asl< f the place

where we can get i t is nearby.This is more typical than

more direct where ouestions.

After checlcingheir answers,students can pract ise th e

conversation in pairs.You might need to explain noppies

i f your studentsare un fami l ia rw i th th is te rm.

Answers

l. newsagent's 2. garage 3. chemist's 4. post of f ice

5 . post box 5 . ban l< 7 . restauran t

BeforestudentsDractisehe conversations ith different

direct ions,e l l hem o go bacl< ndunder l inehe

directionexpressionsn I Different shops.Spend few

minutes oing ver heir pronunciat ion.he direct ionexDresstonsre:

a couple f hundredmetres own he rood

oppositehe schoollporklcorork

fiveminutes' rivedown he roodjustpost he stctlon

on th emotn ood

lustdawn herejust ound hecorner

outsldehenewsogents

For he next ask, iscuss-10 asa classirst , upplying

an ynecessaryocabularyor the places e.g. hotobooth,

off-licence,orbeis,beoutysalon).Theneach the

expressions here omewhereeo rherewhere con send

o foxldosome hotocopying)?airs f students an hen

have onversationsimilar o those n I Different

shops, -7. Pointout the useful erb+ noun

collocationshere (sendo fox,do some hotocopying,ick

up o prescription).inish ff with the discussi onuesrions

at the end.

Matching

Speak ing

38



Matching

This exercise g ives students pract ice with expressions

for agreeing: o do I and Neither do l. Make sure students

notice that So do / agreeswith an aff irmative statement

and Neither do I agreeswith a negativeone. Note that in

the exampleshere a l l he verbs a re in the present

s imp le .For s ta tements n a tense ha t usesan aux i l ia ry ,

for example the perfect and continuous aspects (e.g. 've

never een . . , l 'm look ing ot . . . ) ,o r those wi th a moda l

aux i l ia ryor be (e .g . con ' tsee . . , I 'm not sure) , the

auxi l iary s used instead of do (e.g.Neitherhove , So om l,

Neithercon l , Neither om l) . However, yo u can use Me too

or Me neitherwith all torms.

You may need to explain that lescoi is a Bri t ish

supermarl<et hain.

Answers

2 .c .

t 0 . h .

3 .d .

Write some useful xpressions n the board before

studentsal l< bout he ouest ionsn the Coursebook.

Forexample:

They've oto goodlbodeputotion.

Theirproducts re highllow uality.

There's bovcott n .. .

They'reenvi onmentolly r en ly.

Yo ucouldextend he discussion y tall<ingom emore

aboutbrandnames nddesignerabels. ave tudents

list he top brandnames n their country or different

productsand discusshe question f whetheryou are

paying xtra or qualityor for just he label. lternatively,

ask f there are any boycottsof companiesn their

countryand f so why he companiesre being

boycotted.

I

: lMoneycol locat ions

Before doing this exerci se,wri te money on the board an d

e l ic i t some verbs ha t can orecede t .Then do the

exercise,adding o the l ist an y verbs that students didn't

come up with. While going through the answers ,pract ise

th e pronunciation of these sentences, ayingattention to

the stress and intonati on. Then ask students to mal<e

s im i la rsentences hat are t rue fo r them.

6 Shopp ing

Answers

l . b . v . l earn our hundred ounds weekplus

overtime.)

2 . f v . ( l won a mi l l ion ounds n the lot tery.)

3. c. i . ( l was ef t en thousand oundswhenmy aunt

Just or fun,see f students an come up with any

ridiculous entencese.g. wonseventyhreepence n he

lottery). ollowup by discussinghe questions t the end

of the sect ionn groups r a sa class.

; : : i , ; ! i : , j i , . f" l , : , . f

Remind students of expressionswith must to tall<about

how we imaginea situation to be (e.g.That must be

good). n this exercise,students praccise wo more uses

of must: o saywhat we thinl< s important for us to do ,

and to recommend something.Some students may think

that mus t is often used to tell someone what to do.

Draw their attention to the fact that rnust s frequently

used with I and is very much what we personallysee as

important or necessary. he other use of must,as a way

of recommending something, e.g.Youmust come ondvisi t )might not be familiar to some students.Encourage

them to record severalof the expressions hey see in

the following exercises n their notebool<s.

Go over the examples and explanationswith students

an d answer any questions.Then have 1[s61 69;nnlete

t - t 0 .

Answers

| must 6. mustn't

2. mustn' t 7. mustn' t

3. must 8. must

4. must 9. must

5 . mus t 10 . mus t

When you have on e hrough he answers, oint out

thesephrases: mustgo,l mustn'tbe lote,Youmust ry,

rnustust go to, must emembero, mustn't orget o,You

reollymust,You ustcomeond visit us)whenyoucome to

Munich). hen practise he pronunciation f mustand

mustn'tn theseohrases. tudents an hen read he

conversationsn oairs.

{ . a . i i . l found a ten-pound no te in the s t ree t . )

i . d. vi . (l tool< thirty pounds out of my account th is

morning and I 've spent i t al l a lreadyl)6. e. i. (l save ive pounds a day by taking a packed

lunch to work.

Must/mustn't

Speaking

39



: Alternatives o must andmustn't

Here students focus on pol i te alternatives o yo u must.

Again, emind students that must is of ten found with /.

As you go through the answers,asl< urther questions

focus ingon severa lo f the o ther express ions. or

e x a m D t e :

What oresorne /oceshot don'tollowsmoking?

Aport fromgetting ickets, hot else onyoudo in odvance?(poy ent,booko hotel)

Whot conyoudo whenyoureturnhomeondyouhoveo lot

of foreign urrencyeft? chonget bock)

Whenoreyou expectedo poy n cash?When ould t beunusual?

When studentshaveunder l ined he po l i te express ions,

have hem practise the sentencesa-f until they feel

comfortable saying hem.

Tell students about your week before asl<inghe m to ta lkabout the i r l is t .Youcou ld teach hem the express ionmy

to-do ist.Again, f you havea srory abour a t ime when

you forgot something important, tell that to them too.

Checl< ha t students l<nowwhar is happening n th e

pictures before they ta l l< o their partners. Get a fe w

people to share their suggestionswith th e whole class.

You cou ld a lso bra insto rm other s i tua t ions r annoying

habits (e.g.umping o queue,smokingn the bothroom) and

come up w i th po l i te responses. or the second as l<,

remind students hat they can use must n express ions

lil<eYoumust come ond visitor You must try the squid.

Students may wonder about the difference between hoye

to and rnust, s many coursebool<s reat them as

equ iva len ts . emindstudents hat must mp l iesmore of a

persona lob l iga t ionwh i le hove o imp l iesmore o f an

external one.The difference between don't hove o and

mustn't,however,wi l l probably be easier or students tosee.

Af te r go ing hrough the exp lanat ionsn 5 Focus on

must and hove to , s tudentscan app ly he gu ide l ines o

comple t ingsentences - l0 .You may need to exp la in

tha t in number l , o funnyno ise s a scrange o ise .

Answers

f must 6 . mustn ' t

2. mustn't 7. have o

3. don't have o 8. must

4. have o 9. don't have o

5 . must 10 . have o

The person n number 2 i s probab ly he boss. hey

don ' t sound rude because osses an a l l< own to

the i r employees f they want to . The boss sn ' t us t

repor t ing ru les. he boss s say ingwhat they th ink is

very impor tanr . r ' sa th rea t here l

Have studentsd iscuss he quest ions n the Courseboo l<

with a partner.Ask them if they would l i l<e o share their

answerswi th the c lass.

Encouragestudents to record th is pat tern along with

Thonk goodness don't have o from 6 Pract ice in their

no teboo l<s, longwi th some of the i r persona l ised

sentences rom th is act iv i ty.Share some things you're

g ladyou don ' t have o do w i th the c lass. hen use tne

questions to re inforce some of the other language rom

5 Pract ice . Ask the c lass o te l l you some orher th ings

you can go oround (e.g. he shops, /d buildings).

Fo l low-up

Have students worl< in pairs,wri t ing a dialog ue set in a

c lo th ingstore .The i r d ia logue hou ld nc ludesevera lo f

th e expressions rom the language tr ip.Once they have

wr i t ten the i r d ia logue, ave hem pract ise t in pa i r s

before they perform it for another group.

Answers

l . c . 2 .e . 3 .a . 4 .d . 5 . . 6 .b .

The pol ice r less irecr xpressionsre:

I 'd . . i f I wereyouI 'm sorry, . . - ing s not al lowed

Youhave o . . . , I 'm afraid

You're ocsupposedo . . .

Speak ing

Practice

Speak ing

Speak ing

40



Unit overview

General topicComplainingboutpoor service ndannoying eople.

Reading

People et thingsof f their chests t Shout_at_us.com.

Language nput

Expressionsor mal<ingomplaints boutserviceand mal<ingequests:'m sorry, ut thiscoffee sn'tverystrong. o you hinkyoucouldbringme ostronger ne, leose? tc.

Expressions ith hod to: had o borrowsomeromo friendot work.Wedidn'thove o stoy ill he end.

Other ways o expressobligation: trictdress ode,compulsoryor al l students ntil he ageof sixteen,agoinsthe low,etc.

Expressionsor complainingboutpeople:

I con'tstond eople ho .. ,l t drivesme mod when

DeoDle. . , etc.

Language s t r ip

,se the language t r ip as a way to lead n to the un i t .

: s< s ludents o look qu ic l< lyhrough the l is t and f ind. -v express ions hat they haveused hemse lves r tha t

: -ey haveheard other peop le use.Exp la in hat in th is

-^ t they will learn ways ro mal<e ompl aints in English.

! -courage them to choose some orner express ions n

:- e str ip that lool< nteresting and to f ind out more

: : c u t t h e m .

-se che anguage t r ip la te r on in th is un i t fo r a smal l

. 'oup tasl<. sl<students to choose the expressions ha t- - qh t be sa id n a restauran t .Of these,as l< h ich seem

:: ce polite (e.g.Excuseme , ordered he c hicken, ot the- - : - ) .

and whichseem o be qu i te st rong (e .g . wou ldn ' t'=:c thrs o m y dog!).Youcan also asl< hem to suggest

'^at is being referred to by it or th is n severalof the

: r . rressions. or example, n l'm ofroid t! cold, t might be' : ' e r r ing o the soup tha t someone ordered .

' :- m igh t need to exp la insome o f the fo l low ing

. r ress ions:

We often use con't stond o say we hate something.i con't stond peoplewho comploinmeans peop/ewh o

:omploin o lot reollyannoy me.

f someone asksyou how someth ingwas,and you'eply

Don't eyenosk,you are implying hat ir was so:ad you don't want to ta l l<about it , although you may

:ctual ly go on to explain why it was bad. For

examole :

How wasyour rip?

Don'teyenosk,l

l f you sa y wouldn'teed his o mydog,youmean hatthe food is very bad.Fo r example:

Do vou call this steok?

I wouldn'teed his o my dog!

lf somethingssto/e,t is not fresh, nd asres rsmel ls ad.We usual ly se t to descr ibe read, areor air. t ca nalsobe used igurativ ely ith ideo.

Remind students to record an y of the expressions ha t

they l i lce n their noreboors.

Lead in

Brainstorm a list of things that students find annoying,

and ask whether they compla inabout any o f them in

their own language. hen asl<whether they would

actua l ly ompla ind i rec t l y o the person nvo lved.

As l<how they wou ld compla inpo l i te ly n Eng l ish , nd

then asl<what they would say f they were really angry.

. I P . . ?/ .

* " r - " - * . 1 . .

Speaking

Introduce the tasl<by tal l<ing bout hotels with students.You could also tell them a hotel story yourself .Have

them l is tenand asl< ou quest ions. sk them to r eca l l

any usefu lexpress ions r in te rest ing o l loca t ions nd

write them on the board. They can then t ell a partner

their own hotel story. Af ter pairs of students have drawn

up the i r l i s t o f p rob lems, ave hem share he i r ideas

with th e class. h is is a good wa y to worl< on

col locat ions l i l<ebod seryice, irty sheets, ude woiters, tc.

I

;.ll,iiilhile you listen

Exp la in he s i tua t iono f the l is ten ing ext and p lay herecord ing .Students an then work in pa i rs , i scuss inghe

questions.Keep them in pairs fo r the second tasl<.Help

with diff icult ieswith meaningwhen necessary. he n play

th e recording againso that they can checl< heir answers.

You ma y want to play the recording a third time while

students fo l low the tapescript on page | 50. Encourage

them to record some of the adjective * noun

co l loca t ions n the i r no teboo l<s.

Answers

l . h . 2 . b . 3 . e . 4 . a . 5 . d . 6 . c . 7 . g . 8 . f .

A:

8:

41



I Speak ing

Studentscan d iscuss hese quest ions n pa i rs .Draw the i r

attention to the pattern used to ta l l<about a

hypothetical situation in the past:

I would'velwouldn'tove ...

Have students practise saying hese phrases, aying

attention to the contracted form would've.You ould alsouse he l is t o f p rob lems n I Speaking to imag ineother

problems and have students ta l l<about what they

would'velwouldn't ove done f these ha d happened o

tnem too.

For some extra vocabulary worl<,asl< tudents to go

back and under l ineexampleso f phrasa l e rbs (e .g . o

down to,send bock) and verbs followed by preposit ions

(e.g.woit for, speok o, comploin obout).

l _I Softening omplaints

This exercise ocuses on how we typical lysoften our

complaints so that we don't offend the person we are

compla in ing o . Th is m igh t be a good oppor tun i ty co

d iscuss he best way to get p rob lems reso lved: y be ing

calm, pol i te bu t f i rm, or gett ing really angry.Go over the

examplesand exp la in hat s t ructu re b . s more po l i te and

tha t us inga posi t ivead iect ive o f tens he compla in t he

most.

As you go throuSh the answers,ask students how to

make he comola in tw i th the st ructu re a .or b .

Answers

conversa t ions ' pa i rs .Before hey change o les,do an

examole ,w i th one of the studentsasA and you as B:

A: I'm sorry, he coffee sn't very strong.Do You hink you

couldbringme o stronger ne ?

B: Let me see. t tostes fine to me.

A: Well, 'd like onother one.

B: I'm afroid we con't moke t ony stronger,You con buy

onother one f you like with on extro shot of espresso.

Use the pictures of hotels on pages48 and 49 and ge t

students to d iscuss n pairs whether they would stay in

any of them and explain why/why not. To extend this,

have he m role-play a conversation between a polite

guest compla in ing bout the serv iceand an apo loget ic

hotel manager. hen they can do i t againbut this time as

a very angry guest and a very rude hotel manager.

:.. J J; ., , . - - - . ,

Remindstudents hat must mpl iesa persona l ee l ingo f

ob l iga t ionwh i le hove o imp l iesan exte rna lob l iga t ion .

Review he differencebetween don't hove o and mustn't.

Asl<students to recall some expressionsusing hese

verbs (e.g. reolly must remember to, I mustn't forget to , 'm

glod I don't hove o) and then go over the explanation an d

examples.You ou ld a lso po in t ou t the way hod s

emphasisedn the example rom the l is ten ing ext in

2Whi le you l is ten and wr i te th is pa t te rn on the board :

. . . wos lwere o . . . I jus thod to . . .

Give some examples:

The food wos so bod, I just hod to leove.

My feet were so tired, justhod to sit down ond rest.

Have students come up with other suggestions nd

pract isesay ing hem.

In th is exercise,draw students' attention to the way so I

ho d to is used to give the result of something.Encourage

them to record this pattern and severalexamples n

their notebool<s. s you go through the answers,Point

out an d tal l<about some of the other expressions:

. We often use on mylourlthewoy to when giving he

background information of where we were gorngwhen we are telling a story.

I 'm sorry,but this coffee sn'tvery strong.

I 'm sorry,bu t my room is rathercold.

l 'm sorry, ut my room sn' t eryclean.

I 'm sorry, ut t 's athernoisy utsidemy room.

I 'm sorry, ut my room sn' t erycool .

I'm sorry,but I'vebeenwaiting or rathera long

trme.

7. I 'm sorry, ut th ischicl<ensn' t erywel l -done.

8. l 'm sorry, ut chiswine sn' t erynice.

9. I'm sorry,but the serviceha sbeen atherpoor.

1 . d . 2 . a . 4 . b 5 .c . 7 . i . 8 .g . 9 .e

Let studentsool< acl< t the complaintsn 4 Softening

complaints.Thenhave hemclose heir Coursebool<s.

Test hem by saying offee.. strong.. bringand ge t

them to respondwith l'm sorry,the offeesn't ery trong.

Do you thinkyoucouldbringme o stronger ne?Check hat

they are ollowing he appropriate tress nd ntonacion

patterns. ontinue il<ehis by saying omeke ywords.

You maywant to write thesewords on the board o

helpstudents emember. hen have hem practise he

L .

4 .

5 .

6 .Answers

G i l l was ta lk ingabout the restauran ta t the hote l and

how awfu l he serv icewas.They had to 'ge t ou t o f

there and escaDe'after the chef came out and made

Gi l ' s r iend ,Veron ica ,r y .

Practice

42



' l f you are shortof money,ou don't haveenough

moneyon a particular ccasion. or example: onyo u

lendme o fewpounds?'m o bit shortof money his

week. sk studentswhat they do if they ind

themselves littleshort of money.

' lf o computer roshes,om eprogramcauses n error

and he computershutsdown.For example: hate-

moil ottachment ou sentkeptcousingmy computer o

crosh, o I hod to oDen t ot work.

Answers

5 . e . 6 . h 7 . c . 8 . b

To practisehe difference etween en d nd borrow,write

some ypicalexpressions n the boardwith lendor

borrow apped ut. Get students o supply he

appropriate erb.For example:

Could .. . yourdictionoryor o minute?

Wh ydon't ou .. it from he ibrary?Thonksor ... me yourcor lost night.

Never . onythingo Bob.You'll everget t bock.

The memorisationasl< t the end helos einforce ne

patterns swell as several ol locationspo yo bil l ,stort

from he beginning,eto toxi, o n to work,spendhe

afternoon).

Introducehis asl< y el l ing he class bouta personal

experienceirst. f you can't hinl< f one,you couldusethisasan examole:

Well, didn'thove o s/eep n o cor exoctly, oreon o moin

rood. wos hitch-hikinghroughVietnom,nd 'd ustgot

picked p by a cor heoding outh.t wosneorly en o'clock

whenwe suddenlyome o o stop.All he othercorshod

stoppedoo,ond I noticed eople od set up tobles elling

foodonddrink besidehe rood.Thedriver old me I should

getsomethingo eot,get out my sleepingog ond s/eep n

the rood.Apporently,the oinnorth-southoodclosesor the

night, o we both hod to sleepwherewe stoppedl

Alternatively,iv eeachstudenta sl ipof paperand asl<them to chooseone of the questions ere or mal<e p

anotheron e - and write it on the paper. av e he m al l

standup andgo aroundasking heir question o different

people.

. , 1I Had o/d idn' t have o

This is a t ransformat ionexerc ise . u t oo in t ou t the

typical phrasesand collocations here too. Ask students if

they can th in l<of at leas t one more collocation for these:

hove o word with my boss tolk, drink)

get our pdssports enewed (licence, iso)e-moil the report (photos,proposol)

stay till the end (the breok,speeches)

poy my bill (toxes,bobysitter)

7 Compa n ts

Answers

l . had o be at the stat ion y 6:30

2. didn't have o be home early

3. had o havea word with my boss

4. had o ge t ou r passports enewed

5. had o ge t a taxi

5. had o e-mail he report

7. didn'thave o stay i l l th e en d

8. had o paymy phonebi l l

'riii,.,,1!ltlore waysof expressing bligation

This exercise ocuses on severalexoressions hat can oe

used to ta l l<about obligation,or lack of it.When

students have inished he matching asl<, ave hem

under l ine hese express ions.

Thisexercise elps einforce ome of the vocabulary

from .5More ways of ex pressing obligation. Give

students few minutes o lo ok through he quescions

before avinghem discussn smal l roups. in ish p by

having tudents lose heir Coursebool<snd ry to

remember omeof the questionso asl< ou .

Here students can see a functional use of hod to. Explain

th e task and point out the pictures if students need

some ideas.Make sure they l<now expressions ike the

fo l low ing :

tokeldrop off the kids tolot school

bobysit he kids

the bobysitterdidn't show up

hove o dentist'soppointment

Get pairs of students to complete the sentencesan d

then have hem share their excuseswith the whole class

Pairscan then practise reading he conversations.

43

Answers

l . g . 2 . d . 3 . a

The express ions re :

a. have military service

b . compu lsory ( fo r . . . un t i l the age o f )

d. conscripted into the army

e. against he law

f. an optional subject

o s r r i r t d r e < < c n l o

Speaking

Speaking



Answers

Possiblenswers:

I (Sorry, ut I had o) tal<emy l<idso school.

2. (Well, ha d o) havedinnerwith my boss.

3. (Sorry, ut I had o) take an importantbusiness all.

4. (Well, ha d o) spendall eveningixingmy car.

Givestudents ime to prepare heir story.Encourage

them to usesome of the exoressionsrom this or

previous nits.n particular,ou ma ywant to review he

use of the pastcontinuouso set the bacl<groundro m

Unit l . Youcouldalsogive hem sentence tar ters ike

the following:

Did I ever ellvouobout he ime ... ?

Oneof the mostemborrossinglsilliesthings 'veeverdone

hoppened hile wos ..

You hought hot wosemborrossinglonnoying?WoitntilyouheoroboutwhothaDDenedhen ..

Pointout that saying ow we felt,as n number3, s a

fairly ypicalway of ending story like his.Have

students o around elling heir sto ry a few times before

asl<ingor who had he beststory.

l : : - !

Pointout the tit le of th e readingext and asl<f anyone

l<nowshe expression et hings ffyourchest.f no one

knows,wait until students ave inished eading he

complaints nd asl<f they canguess he meaning.lf you

ge tsomethingff yourchest, ou talk about somethinghar

hasbeenworryingor annoying ou, n order to h elpyo u

feel better.)

Ask studentswhether hey end to get hings ff their

chest r bottle hlngs p.Have hem discussheirreact ionsn pairs. s a class,indout whichcomplaints

most peopleagreeor disagree ith.Then play he

recordingwhile students ollow along n their

Coursebool<s.ave hem underline nyexpressionshe y

find nteresting. ointour the expressions ith must n

the first complaint We must ove unch ometime,We

!?US! et togethel.You may need o explainsome of

theseexDressions:

' lf yo u saysomeoneor somethings weird, ou thinl<

he/she/its strange. or example: on't ou hink t' s

weirdhow shealways nowswhotyou're hinking?

' lf you saysomething r someone s sick, ou thinkhe/she/its disgustingr morallywrong.For example:

It t sick he woy hey experimentn onimols. ou can

a lsc av ^ ' : : - : ' a : ' aa a ' son re th lnghen oua ref edu c * , - : i . . ' . - : : - : e - . s to the Rea lEng l i sh

t r u L g _ : - . - _ - : -

. 8 . 0 r sa r : : : ' e . j : . ' : . - : : d y o d o u r .

. l f you re l sc-e :^ : : : ^ ' ^c the i rown business,ou

rude ly e l i ther - ' o i :o ask or ra lk about someth ing

you th ink is p r rvare For- r16p1" / don ' tsee ho t i t ' s

onything o d o with yot;. You houldmind your ow n

business.

. . 1' .. l Speak ino

: . : l l ' r

Go over the sentence ta r te rs ,p racr is ing he

pronuncia t ionbefore hav ing tudenrswor l< n pa i rs .

lf they are having rouble, give them a model:

I can't stond peoplewho throw litter on the street.

Po in t ou t another s t ructu re or compla in ing n the

reading ext:

I hote th e woy ...

You could also teach the expression I hote it when

P e o p l e . . .

You might need to expla in the difference between I con't

s tondpeop lewho . . . (wh ich means hate peop lewho . . . )

and I don't understondpeoplewho... (which means I fn dpeoplewh o ... very strange).

As an extension,have pairs of students come up with

responses o some of the complaints in th e reading ext

that they disagreewith. For Shane's omplaint, or

example, hey could come up with responses ike A4ostoccidentsore cousedby young people,older drivers ore just

drivingcarefully,etc.

On e way to do this exercise s to have students listen to

the record ing i r s t w i th the i r Courseboo l<s losed.

Ask them to te l l yo u where they thinl<each situacion s

ta l<ing lace.Then play he recording a second time as

they f i l l in the gaps.

Pairsof students can then pract ise the conversations.Ask if anyone has experienced any of these situations n

an English-speaking ountry. Asl< f they complained an d

if they can remember what they said.

Tel l students to go bacl< nd underline the expressions

fo r apologisingand ta l lc ingabout the problem. Have them

record these in their notebool<salong with an

appropriate translation.

Answers

l . l . I 'm afraid 2.br ingme somemore 3.without2 . l . I th ink gave ou 2. 'm sorry, ut

3. l . Did you say 2.mustbe

,lr;a

While you read(Shout t us.comThewebite hat helps ou get hings

44



Speak ing

Once students have pract isedthese conversations,have

them change partners and do the ex ercise again, ut this

time changeone aspec t of the problem, a chicl<en nstead

of an egg salad sandwich, or example.Then discussas a

class he auestion at the end.You could teach the v erb

short-chonge.

You might want to introduce other questions ha t

invo lvemora l dec is ions. or examole :

l f you found {5,would you keep t ? How obout {10? {100?

Would you soy onything f you discovered hot your poy check

hod been deposited wice into your occount?

Expla in he two situations.Then give students a few

minutes to go bacl< nd look over the language n the

un i t .As they are wr i t ing the d ia logues,go round he lp ing

when necessary.Once they've pract isedsaying hedialogues, av e pairs of students perform them to

another oair or to the rest of th e class.

7 Compa tn ts

Fol low-up

One way to round off th is unit is to go bacl< o the

language trip and havegroups of three students write a

dialogue between two diners and the waiter/manager.

They shou ld ry to use severa l f the express ions n the

language trip. They can then rehearse t a few times

unt i l they feel comfortabl e. Finally, ave he m perform

their skit in f ront of the class.

45



Unit overview

General topicTalking boutwhere you liveand wh o you l ivewith.

Reading

Tw o brothers n their mid-thirties till sharea room

in their parents' ouse.

Language input

. Vocabularyo describe ifferent indsof homes:

studiolot,cottogen the county,detoched ouse, tc .

. Ways o describecitiesand areas:tt deod. t'so

verysafe reo.lt's uite ough.etc.

. Alwoys it h the present ontinuous nd neverwith

the present imple o complain: e's lwoys sing

the phone. henever idiesup ofter herself.

. Talking bout relationships: ow do you geton with

yourmum?OK, suppose. eolly e//.Not verywell.

etc.

. Usingmokeand et o t alk aboutwhat you're old

to do and allowed o do: fhey letyou have he

weekends ff .My porents sed o mokeme eot my

greens.

Language strip

Use h e languagetr ip as a way o lead n to the unit.

Asl< tudents o look quicl<lyhrough he l ist and ind

an yexpressionsha t are rue for them and anyquestions

that they couldansweraffirmatively.xplainhat in this

unit they wil l learnwaysof tall<ingboutwhere they ive

and who they ivewith. Encouragehem to choosesome

other expressionsn the str ip hat lool< nteresting nd

to find out more about hem.

Use he languagetrip ater on in this unit for a small

group asl<. sk students o think of answers nd ollow-up commentso someof the quest ionsn the str ip. or

examPre:

A: Areyourenting?

B: Yes, ut l'm thinking f lookingor o ploce o buy.


expressions:. Theground loor n Bricain s the irst loor n many

other countries.t is on the same evelas h e street.. In many i t ies, ldwarehousesn former ndustr ia l

areas re being hangednto expensivelats. hese

flacs re often called onverted orehouses.. You mightasl< oveyou gotmice?f yo u thinl<

somebody asa problem n theirhousewith ratsor

m ice .

. Doubleglozing s used to describe windows that have

two layersof glass,mal<ing he house nicer to l ive in,

by keep ing he heat n ,and w ind and no ise ou t .

Remind students to record any of the expressions ha t

they li l<e n their notebool<s.

Lead in

As an introduct ion to th is unit , have students brainstor m

a l ist of places o l ive.These can range from the obvious

(e.9.house, lot) to the not so obvious (e.g.Tepee,

monsion, oravon, totelyhome).Then discusswhat

advantages nd disadvantages tudents see in l iv ing n the

more unusua l laces. o r example :

You'vegot o lot of room in o monsion,bu t it's Proboblyveryexpensive o heot.

Th is leads n n ice ly o the f i rs t exerc ise .

i Di f ferentkindsof homes

Focus students' attention on the oictures A-H and have

them match them to the descr ip t ions *8 .Th is shou ld

he lp exp la in he mean ingof the express ions, u t as l< hefollowing questions o chec l<,oo:

How mony moin rooms ore there in o studio flat?

How mony storeys ould here hove o be fo r somewhere o

be calleda big b lock of f lots?

Do you find cottoges n the city?

Ho w mony floorsore there n o bungalow?

Can you think of some exomples of slum oreas?

Why is it colledo detoched house?

Have studentsunder l ine he comple te express ions hat

describe places o live in and add t.hose hat they wantto remember to their notebool<s.

Answers

l . h 2 . c 3 . a 4 . 9 5 . e 6 . d 7 . 6 8 . f

This exercisegives students a chance o use some of th e

expressions n I Different kinds of homes. Have them

work in pairs for the f irst task and then compare their

answers with another group. Remind them that there are

often several possib leanswers.They can then tall<about

th e personal reflection questions at the end of the

exerc ise n smal lg roups.

Speak ing

46



Point out the expression not very mobile and asl< tudents

to th in l< f s i tua t ions, par t f rom be ingo ld , n wh ich we

could use it about someone (e.g.no t havingan y

transportation, havinga broken leg).You might also want

to talk about how elderly s a more polite way of

descr ib ing omeone o ld .

Yo ucouldstart off this ask by tall<ingbout he f irst

question f your country or generations different rom

thatof your students ' .or he third quest ion,ou could

divide he class nto two g roupsand haveone list he

advantagesnd he other the disadvantages.o over th e

pronunciation f the structures eforegett ing tudents

in pairs, ne from eachgroup, o tall< bout heir l ists.

I

].rl, i l i i lhileyou read Home but not alone)

Introducehe ar t ic le nd el l studentso read t and ry

and ind he answerso the two questions. hen they

have inished,hey can discusshe answers nd heir

overall e action n pairs.Writesomesentence tarters

on the board o help:

I don'tunderstond hyhe ...

I think t's eolly ad hot .. .

l f I wereDovelSteve,U ...

Thenplay he recording f the ar t ic lewhi lestudents

follow n the Coursebool<. ave hem underline ny

expressions r c ollocationshe y ind nteresting.You

mightwant to point out and explain few yourself.

Forexamole:o growing umberof

l'vebeen n ond out of work

hovemy privocy

droD n ond see he kids

prices ove ocketed

a roughpart of town

8 House nd home

Answers

| . Steve s st i l l l iv ing at home becausehe suffers ro m

depression an d hasn't been able to l<eepa steady

job. Dave got di vorced and left the house to hi s ex -

wife. Neither of them can afford to rent or buy a

o lace n London.

2. They like the fact that they ge t looked after: get

their meals cool<edand clothes washed.They also

l i l<ebeing with their family.The disadv antages rethat they don't have much privacy and Dave finds

some of Steve'shabits annoying.

Introduce this speal<ingasl<by tall<ing bout some of

these things yourself .Have students l isten an d asl< ou

questions.Then ask them if they can rec all any useful

expressions ha t yo u used.Write the expressions on the

board to he lp studentswh i le they are d iscuss inghese

quest ions hemse lves.

Fo r th e writ ing tasl<, ave he classsuggestsome

express ions hat m igh t be use fu land wr i te them on the

board, making changes o them when necessary.Here

ar e some examDtes:

fhe house us t felt so empty without them.

They help oround the house.

They'llbe here to look ofter us in o few yeors.

They reolly need to stond on their own two feet.

I love them, but I wish they'd eove.

, r l : :;!

l f f * , r t t - , fI i I | 1 f ;

# , + + '

iiiii;.iiii1ilitiesand areas

Begin y checl<inghat students <now he expression

Whereoboutsxoctly..? Pointout that the present

continuousmplies ha t you are all<ing bout a place ou

don't se eas beinga permanent esidence. ou can

changet to the present imple f it 's more appropriate

for your students' ituation. racticehe pronunciation

and ntonation nd hen have tudents tanduo and asl<

several eople.Remind hem to respondor as ka follow-up question oo. For example:

A: Whereaboutsxoctly reyou iving?

B: ln o smoll lo t justdown he rood.

A: Oh,it mustbe nice,beingble o walk o school.

B: Yeoh, don'thove o worryoboutgetting p so eorly.

So,whereaboutsxoctly reyou iving?

After discussinghichstudentsive n the nicest reas,

get hem n pairs o discuss entences-10, using

dictionariesf necessary.hey can hen use hese

sentenceso describe he pictures n page56 .Th e

matchingasl< einforceshe meaning f the vocabulary.

Answers

LPossiblenswers:, l. best-a ground-floor lat;worst-a hugedetached

I house

2. best-a hugedetached ouse;worst-a tiny ittle

studio

3. best-a run-downplaceor the tenth loor of a

block of flats;worst-a nice cottage n the country

4. best-a studio lat in the city centre,worst-a

cottage n the country

Speak ing

Speaking

47



Answers

T he p o s i t i v e e s c r i p t i o n s r e : 3 , 5 , 5 , 9 a n d 10 .

The negat ive escr ip t ions re : l , 2 , 4 , and 8 .

7 could be posit ive or negat ive.Posh s often used as

a s l igh tcr i f ic ism.

l . e . 2 . c . 3 . . 4 . f 5 .a . 6 . h . 7 . . 8 .g .

9 . b . t 0 .d .

You may need to point out and explain some of the

expressions n a*j:. You can say o moin rood runs throughsomewhere o

say hat there is a road in the middle of the area.

A r iver can also be said o run througha place.Fo r

example: TheThomes runs right through the villoge.

. lf there is o lot of prostitution n an area, t usually

means here are women on the street lool<ing or

customers to have sex with in exchange or money.

. Asl< f there are laws in the students ' countries about

cleoringup ofter your dog.Explain hat in Bri ta in a

dog's owner is supposed o clear up their dog's

excrement from the pavement or street.

For the last task,g ive students a few minutes to try an d

remember the express ions - j . Pracr ise he

pronuncia t iono f the exampleand then havestudents

read the dialogues n pairs.You might want to sugSest

that they fol low up with a comment l i l<eThot must be

reolly nice terrible,etc.

, , 1

.:ti::,,,':iilu ther PracticeFor this tasl<, emind st udents that the cit ies listed here

ar e just suggestions.Give some other e xamples ha t

might be more appropriate for your students if

necessary. hen they have in ishedd iscuss inghese

quest ions n g roups,have hem asl< ou quest ionsabout

some places ha t you l<now

The use of the present continuous with olwoysmight be

strange to some students who may have earned thato lwoys oes w i th the presents imp le .You hou ld exp la in

tha t i t is a fa i r ly common way o f compla in ing bout

someth ingannoying , spec ia l ly hab i t .When students

have in ished he rewrit ing task,go through the answers

and asl< urther questions.Fo r example:

Whot do you think he shoulddo oround he house?

Whot does'things ' efer to in number 2?

What thingsshou/dshe tidy up?

Answers

l . He never oesanything round he house

2. She's lwayseaving er things yingaround

3 .

4 .

5 .

6 .

L

9 .

everywnere.

He's alway s using he phone.

He's a lways eaving he lights on.

She never t idies up after herself.

She'salways eavingher hairs in the bath after

she'shad a shower.

They never let me watch what I want to watch

on TV.

He's always al<ing hings from my bedroom

without asl<ing.

He's always nterrupti ng me when I 'm tall< ing.

For the next activity,mal<e ure students l<now he

ad ject ives is ted n the Courseboo l<. o in t ou t tha t

d isgust ings fa ir ly strong.Then have pairs of students

d iscuss he i r answers. here are no abso lu teanswers.

a l thoughsome ad ject ives ike rudeobvious lydescr ibe

number 9 . Po in t ou t the express ions idy up o f te ryourse l f

and toke thlngswithout osking.

Answers

Possible nswers:

sel f ish:,7

messy: ,5, 5)

disgust ing:

lazy: , (2) , 5)

rude: ,9thought less:48)

Pronunciat ion:entence tress

Play he reco ld ing once a l l he way through w i th

scudents iscenrng .hen p lay t aga in , aus ing f te r each

sentence o s tudentscan repeat , o l low ing he same

st ressand in tonat ionDat te rn .

They can then practise the compla ints in 3 Always

doing/never does in pairs.Encourage hem to read thesentence o themse lves nd then loo l<up and say t co

the i r par tner . h i s techn ique ea l lyhe lpsstudentswi th

the rhythm of Engl ish.

This exercise gives students an opport.unity to use some

of the expressions n 3 Always doing/never does.

Wr i te th is quest ionon the board :

5o, whot's t like iving ot homelshoringo house?

Then have students go around asking others thisquestion and tall<ing bout any annoyinghabits the

people they live with may have.

48

Alwaysdoing/never oes

Speak ing



I

'riilllHow do you get on with them?

This exercise ocuses on the expressionge t on with and

ways to describe how you get on with someone.

Students can comolete the conversations l-4 and checl<

their answers with you. They can then do the same with

5-8. Point out the responses Reollywel l ,Not very wel l ,OK,

I suppose. ractise he pronunciation of these phrases

with students before getcingpairs co pracrise reading he

conversa t ions. hey shou ld hen fo l low up by as l< ing ach

other how they ge t along with their mother, father,

brothers, sisters, la tmates,classmates, eople from work,

etc.

You may need to explain the foll owing expressions:' l f you say we get on l ikeo houseon f ire,you mean you

have a really good relationship with a person. For

example: We only met yesterdoyand olreody we get on

/ike o house on fire.' l f you are c/ose o someone, ou lil<e hem a lot and

l<now hem v ery well. For example: 'm very c/ose o

my younger stster.

' lf you say we've got nothing n common,you mean you

don't have he same interests or ideasas the person

you are referring to. For example: t 'somozingho w

little we hove in common. You wouldn't believewere

slsters.

' l f you hove o loughwith someone,ou find them fun to

be with becauseyou mal<e a ch other laugh.For

example: /tt nice to hove o bi t of o lough with your office

rnotes.

Answers

aL .

3 .

your brother,OK

your flatmate, eallywell

your mum,Not verywel l

your mum,Real ly el l

your flatmate, ot very well

your brother,Not very well

th e people ou worl<with, OK

th e people ou worl<with, Reallywell

Real Eng l i sh

Refer students to the Real Engl ish note on we olwoyshaveo reol ough.Have them discuss he questions with a

partner.Asl< hem to tell the classabout someone they

l<nowwho is o reol ough.

8 House nd home

This shor t read ing ext leads n to the l is ten ing as l< n

2 Whi le you l is ten . In t roduce he top ic o f au pa i rs .

then as l < f anyonehas been one or has had one in the i r

family. hen have students read the text and share their

reaction in oairs.Write some sentence starters on theboard :

It sounds ike t 'd be ...

It 'sprobably .. but ot leostyou .. .

I don't th ink couldever ..

You may need to explain that Exeter is a city in the

southwest of Eneland.

To prepare fo r the l istening asl<, et students in pairs to

pred ic t express ions nd co l loca t ions on ta in ing he

words in the box. Have some groups tell you what they

havecome up w i th and wr i te them on the board .You

can add to or modify them afterwards.

Go over th e questions and expla in that the personwho

weors he trousers s an expression meaning he person

who tends to moke decisions or the fomily.Tell students to

l isten first for the answer s to these questions.You may

want to have hem c over up sentences l-9. Students can

then d iscuss he i r answers n oa i rs .

Fo r the next tasl<, ee if students can f i l l in any of thegaps ro m memory before you play the recording for

them again.Have them record any collocations that are

new to t hem in the i r no teboo l<s.

Answers

l . T i red .

2. No.

3. Tomorrow morningat seve n hirty.

4. Angela. heseems o be the on e wh o mal<eshe

dec sions.

5. bags 6. coat 7. eat 8. ourney 9. show10. ed I l . a larm locl< 12. real<fast 3. how

Ask the f irst question to the classas a whole before

divid ingstudents up into two groups.After they have

f in ishedd iscuss inghe prob lems each s ide ace ,have

pairs of students role-play a dialogue between the au

pair an d a friend back home after she's been there fo r a

coup le o f months.Then have hem ro le -p layAnge la nd

Pau ld iscuss ing hether hav ing n a u pa i r is a good idea

or not. After students have practised,get pairs to

per fo rm one o f the i r d ia logues o another group.

49

Speaking

While you l isten

4

Speak ing



I rwat<end et

ln this exercisestudents ar e introduced to structures

with moke and /et to tall<about things that you are told

to do an d that yo u ar e al lowed to do. Let students read

the c onversation between Katr in an d Anna f irst , and then

play the recording as they read and underl ine the six

express ions. emind hem to under l ine he comple te

exoress ion .Give s tudentsa minute to th in l< bouthow

these expressionsar e used and what they mean before

having hem comple te sentences -10 .

Answers

The expression s re:

let you take he morningoff

Mine makeme worl<a twelve-hour ay

let yo u have he weel<endsff

makeme tal<ehe l<idso their ballet lasses

let me have riends ou nd or coffee

let me havea litde birthdayparty

L make 2. et 3. make 4. mal<e 5. et 5. mal<e

7. let 8. et 9. mal<e 10. et

Once you've gone over the answers el ic i t the two

Datterns:

(used to) let me + verb

(used o) moke me + verb

Point out that the verb is in the ba se or m with no to

and that us ed o is used to talk about something that is

no l onger true. Encouragestudents to record these

patterns in their notebooks along with some examples

from this exercise or the personali sedones in the next.

tasl<. lso, point out the expression tokelhove he

morninglweekendsff. Ask students if they have ever ha d

any days/t ime off work or off school.

Here the meaning of the two structures is re inforced.

Explain hat outhoritori on s a negativeadject ive o

describe a person who trie s to contr ol other people.

Point out that i t can also be used with regime, tote orpolicy.For he adjectives n b., explain that they describe

someone who is not so str ict and allows people more

freedom to do things.Ask students if they have ever ha d

any days/t ime off worl< or off school .

Answers

l . 1 , ,3 , 4 , 6 n d

2 . 5 , 7 , 8 , 0

After going through the answers,have students read

through th e sentences ndividual ly,icking those that

were true for them, an d thin l<ingabout other things their

Darentsused to let or mal<e he m do . They can then tal l<

about this with a partner.You may want to tell them

about yourself beforehand or afterwards.Fin ishup by

encouragingstudents to go bacl< nd underl ine any useful

expressions and record them in their noteboolcs.You

may want to point ou t the following expressions:

stoy over ot my friend's house

spendthe night

go of f comping

keep my bedroom neat ond tidy

stoy up os /ote os I wonted

iil.liii{oleplay

This g ives students an opportunity to re-use some of the

languagerom th is un i t ,as we l l as some o f the

exoressionswith hove o and don't hove o from the

prev iousun i t ,so g ive hem t ime to look bac l<hrough

the Coursebook.Exp la in he s i tua t ionand g ive hem

t ime to prepare .You ou ld e i ther have hem prepare

ind iv idua l ly ,r d iv ide he c lass n to two groups,A and B,

and have pairs in each group help each other. Before

students start the role play,write a possible opener on

the board :

A: I understond hot vou hove o room to rent.

B: Thot's right. Are you interested?

A: Well, l might be.

Have them do the role pl ay a couple of t imes with

different people.Expla in hat they will improve their

oerformance eac h t ime.

Speaking

In this tasl<, tudents ge t the chance o be creative.El ic i t

f rom them what aspec ts hey shou ld cons iderand l i s t

them on the board , o r example , oca t ion , i ze , ype of

bu i ld ing , umber o f rooms, spec ia l ea tures, tc .You

cou ld tu rn th is in to a ' rea l esta teac t i v i t y 'by hav ing hem

draw a p ic tu re , e t a p r i ce and then go around showing t

to o ther s tudents , ry ing to conv ince hem to buy the i r

d ream house.

Fo l low-up

As a follow-up, tell students to imagine hat they have

gone to a city abroad to study,and that they've been

there for a weel<. hey should write a postcard to one of

their friends explainingwhere they are l iv ing,what the

city is l ike an d what their f latmates are l i l<e. ncourage

them to use expressions rom this unit. Once they've

finished,have hem exchangepostcards with a partner.

They then read each other's postcards before getting

together to ask questions about what they read.

Speak ing

50



Th e exercises erecan be usedas a test.However,

4 Look back and check and 8 What can yo u

remember? are better done as a di scussionn oairs

I

: d ^"{ grammar revrew

Answers

l . l m u s t

2. I mustn' t

3. I wouldn't ead t i f I were yo u

4. I had o

5. c lean

5. make

7 . l s i t O K i f

8. You must be

9. He'salwaysnterrupting

|0. get

Answers

l . a . 2 . i . 3 . e . 4 . j . 5 . b . 6 . h . 7 . c . 8 . d .

9 . f . |0 . s .

Answers

| gnorant 2.wide 3.dead 4. lexible 5.opt ional

6. strict 7. rewarding 8. ates t 9. bright 10 .posh

*jffiil uestionsndanswers

Answers

l . c . 2 . f . 3 , i . 4 . a . 5 . h . 6 . b . 7 . d . 8 . e .

9 .g . 10 . .

iiffijifii1ook back ndcheck

Answerswill vary.

ffi$$erbcollocatlons

t'$iiji'#hat canyou rememberz

Answerswill vary.

..' '.1:1,...';.1Offi InOh €XPl'€SSlOhS

f f Fol low-upomments

'.!frJaveo, don't have o, can

Answers

t . c a n

2. don't have to , have to

3. has to

4. don't have o

5 . can

6. have to

7. don't have o

8. can

9. aren't allowed to smol<e

10. You're not supposed o leave before six.

| | . lf I were you, I 'd phone first to see if they st i l l

have tickets left.

l f I were you, 'd alk to him andse ewhat he says.

You aren'tallowed n that part of the building.

Answers

l . used 2.something 3. ourney 4.wonder

5. common 6. can 7. don't have o 8. mustn't

9. un out o f |0 .dr ives

Answerso r l l - 13 w i l lva ry .

Adjectives

Answers

l .d . 7 . f

5 1



. , ' - : l - a

I Revis ionquiz

Answers

l. Working hiftsmeans ou work for a certainperiodof time and hen someone lse al<es ver

the ob.There s no speci f iedime of day n this

case.n some ob s nurses,irefighters where

you work shifts, ou work 9-3 one weel<,2-9

the next,an dso on. Working ightsmeans ou

start work in the evening nd inish n the (early)

morning.

2. l t doesn't i t you.

3. l f your car s unrel iable,t keeps real<ingown. f

your r iend s unrel iable,t means ou can' t rust

or depend n them.

4. Possible nswers: ringa packed unch o worl<,

makeyour own coffee n the morning, at at

home nstead f going o a restaurant.

5. Youare reallybored.

6. Possible nswers: ak eyou come home by a

certain ime,makeyo u do lots of chores,mal<eyou helpwith the cooking.

7. Possible nswers:et yo u stayup lateat night, et

you come homewhenever ou li l<e,et yo u listen

to whatever ind of music ou want.

8. Youhave o do a compulsory ub.lect.ou can

choosewhether o do an opt ional ubject

9. No. t meanshat he area s ouietand he

nothings going n.

10 . Au oairs iv ewith families nd al<e areof the

chi ldren.

I . O n e .

12. Youdo all he repairsnd

yo uredecorate r.| 3. Not necessarily.t means hat the worl<gives ou

satisfaction.

14. Possiblenswers:chool,he hospi tal , orr .

15. Possiblenswers:honebi l l , asbi l l , lectr ic i ty

b i l l , r ed i t a rdb i l l

| 6. You are.

17 . You're otsupposedo means t isn'tallowed. ou

don'thove o means hat it is not compulsory

but you can do it if you want to.

18. An. lnternet ompany.

19. Possiblenswer:Marks ndSpencer/Sogo.70. Possible nswer:Yes.t is. Yes.t can be

someumes.

2



Unit overview

General topicTalking boutcomputers nd he Internet.

Dialogue

Simonan dPete alk aboutbuying hingsonline.

Reading

Classic omDutermistakes.

Language input

. Computer-related ocabulary: onnectedo the

lnternet,checke-mail,my computer roshed, tc.

. Time expressions:n a fe wweeks'time,he other

doy,oll my life, hreeyeorsogo,etc.

. Saying -mailan dwebsiteaddresses:

pete_smith@h tmoil.com, tc.

. Presentperfectand pastsimple: bought ome

gropes his morning. 've eoten hem oll olreody.

. Presentperfectwith olwoys nd never:'veolwoys

likedmy coffeeblock.'veneverbeen o South

America.

. Expressionsor giving dvice:Wh ydon't ou y ... ?

Hove ou ried .. ? f I were ou , 'd ..

' Talking bout annoyinghingswith keep+ -ipg;

I keephoving rouble, keepgetting ut off,etc.

Language str ip

Use he languagetrip asa way o lead n to the unit.

Ask students o look quicl{y hrough he list and ind

any expressionshat are rue fo r them andany questions

that they couldanswer n th e affirmative. xplainha t in

this unit hey will learnmore waysof talkingabout

computers nd he Internet.Encouragehe m to choose

some other expres sionsn the strip ha t look interescing

and o fi nd out more about hem.

Use he languagetr ip ateron in th isuni t or a smal l

group ask.Ask studentso think of answers nd ollow-

up commentso someof the quest ionsn the str ip. or

examPre:

A: Knowon ygood ites2

B: Yes, ne of my fovouritess one witho/l hesestrange ut

true stofles.

Other tasks ould ncludeindinghe expressionshat

contain he verbs use l useExpress)nd get (l getobout

f i f tye-moils day), r finding xpressionsontainingphrasal erbs (Picturesseup so muchmemory, on't

they?).You ight need o explain omeof the following

exoressions:

PCstands or personolomputer nd refers o

computersusing he MicrosoftWindows operating

systems, hile Mocsus e he Macintosh perating

systems.

Mioosoft Offce s a softwaresuite containingword

processing,preadsheetnd other s oftware.

lf you say deletedhe ot,youare probably eferring

to a l lof the e-mai ls,i les r programs n your

comDuter.

Expresss OutlookExpress,n e-mailsoftware

Prosram.

AO Lstands or AmericaOnline, n lnternetservice

orovider.

lf you bocksomethingp,you save copyof your files,

usuallyn a different ocation. or example: ortunotely,I bocked Po copyof my work ustbeforehe computer

croshed.

lf you logon , ou enter a nameor passwordo ge t

accesso a computer r computer ervice. or

example.ou can ogon co he Internec/your

workstacion verymorning.

A chot oom s a websitewhere peopleca n og on and'talk'to eachother by sendingmessagesrom their

nome comDuter.

Remind tudents o record anyof the expressionsha t

they ike n their notebool<s.

Lead in

You can ead n with manykindsof questions bout

computers. or example:

Do you use omputers uch?

Do you ike usinghem?

Do youownone?

Whot's he /otest oftwore?

How much ime doyou spend n the web?

Alternatively,av e roupsof students rainstorm heareas f life hat computers ave evolutionisednd ,

more interestingly,he areas hey havemademore

complicated.Youan each he expressionsWe couldn't

do without hernand Lifewosso much eosier efore.

This exerciseocuses n computervocabulary.ou could

lead n by writing he word comPutern the boardand

asl<ingtudents or someverbs hat go before he noun

and some hat go after. or example:

logofflbootuplshutdownlrun+ computer

computer croshes/runs/owlylstoresnformotion

Vocabulary

53



Tel l s tudents ha t they w i l l s ee more co l loca t ions n the

exerc ise , nd tha t they shou ld under l ineand record the

comple te phrases, o t just s ing lewords, n the i r

noteboolcs.After they hav e completed and asl<ed ach

other th e questions.have hem close their Courseboo ks

and see if they can remember th e questions o asl< ou .

Answers

l. PC 2. aptop 3. connected,erver 4. software5.deleted 5.virus 7.checl< 8.crash

This exercise elps ead n to the listeningask hatfollows.Havestudents all< n smallgroups. ou can eedin other quest ions.or example:

What oresomegoodsites or buying hese indsof things?Do youeverworryoboutsecurityT

Whot ore the odvantogesldisodvontogesf buying nline?

Tell he class boutany personal xperiencesoo beforemoving n to the nextexercise.

Whileyou l isten(Recommendi a website)

Introduce the listening ask and go over the two

questions.Tel l students to listen for the ans wers to the

questions.Play he recording,making sure that students

have covered the text. Get them to discuss he answers

in pairs.Tel l them to keep the texr covered as they do

th s .

Next, let students read the conversation as you play the

recording again. hen as k students, n pairs, o f i l l in the

f irst tw o or three gaps rom memory before you play

the recording again, his t ime with pausesso that they

can checl<and f i l l in the missingwords. Do this two or

three gaps at a t ime unt i l the end. Play he recording

through one more time, with students following the text.

l f you want students to read the conversation,or parts

o f i t , n pa i rs , se he tapescr ip ton page l5 l . The miss ing

words are highlighted n colour.

Answers

l . why don' tyou 5. why don' tyou

2. Haveyo u tr ied 5. could ry lool<ing t3. if I were you 7. if I were you4. could ry

For the next task (page 5),asl< tudents irst to try

rememberinghe time expressions ithout referring o

the tapescript. heycan hen look bacl<o checl<f they

were right.As k the class urther questions. or example:

ls onyone oingowoy or the weekend?

Did t roin he otherdoy?

Shollwe hoveo test n o fewdoys'time?

Tellstudents o record he completeexpressionsn theirnotebooks.Youma ywanr o point out the followingexDressrons:

' lf you've ot occesso the lnterne(,ou can connect othe lnternet.You an alsouseoccess s a verb.Fo rexample:We'reolwoys ovingproblemsccessinghelnternet.

' lf you geto lost-minuteeal, ou buy a ticket, orexample, short time beforeyou use t.Th e price slower than you would normally ay.

. l f a site s not user-friendly,eople ind t hard o usebecauset is difficult o navigatehroughor the

instruct ionsre confusing.

. Budget i r l inesreair l ine ompanieshat areable ooffercheaper lightsby not providing lot of th eextra servicesha t the regular ir l ines o.We canalsosaybudgettravel ndbudget-pricedDsand hote/s.

Answers

a.Time b. or c.other d. n

. . 1

. i i . . . .E-mails nd website addressesPlay he recording once all the way through while

students us t l isten,concentrating on how the characters

that aren't numbers or let ters are said.Then play t again,

asl<inghem to listen for the intonation patterns.Final ly,

play t a third time, stopping after each one so students

can repeat.They can then prac tise in pairs before ta lking

about the Internet suf f ixes.Play he recording with th e

four add i t iona l -ma i laddresses nough imes fo r

students to write them down. Have them read tne

answers bacl< o you.

Answers

7. lemongrass22T2@shotmai l .com

8. nsgo789l@shotmai l .com

9. www.jazzmanlCDs.co.uk

10. del [email protected]<

Finish p by discussinghe quest ions t the endasa classor in smal l roups. xtend hisby eedingn otherconnected uest ions.or example:Do youevero?enattochments?

Do you geta lotof spomljunk -mail?Do you ikeusinge-moil?

Whot are some isodvontogeso using -mail?

Speaking

Answers

| They all< boutbuying flightand a CD.2. Petewants o bool< flight o t ake Karenaway or

her birthday. e alsowants o buy her a CD with

th e song hat wa s playingn the bar when hey irst

met as a Dresent.

54



Speaking

Use heseouestionso follow on from 4 E- mails an d

website addresses. ellstudents bout something

romantic ou'vedone or about a special ong.Explain

obsessedithcomPutersf necessary.sk for other things

people anbecomeobsessed ith (movies, ars, nother

person, neself). et studentsn smallgroups or this

task.You ango aroundmonitoring, ollecting xamples

of languageo give eedback n when hey've inished.

Yo ucould use he photographs f romantic hingsas a

basisor a role play. av estudentswork in pairswriting

a dialogue etween couple. ne of them s surpr is ing

the other with one of the romanticactivitiesn the

Prctues .

Mal<e urestudents now what o chot oo man do seorch

engine re . Then have hem asl< achother forrecommendat ions.ive hem someexpressionso use:

Do youknowonygoodseorch ngines/sitesor jokes?

Whot's he address?

Is t free?

lust ype'...' n a seorch ngine ndyou'll in d t.

Finish p by having tudents hare heir suggestionsit h

the whole class.

, '$;inree classic istakes

The reading as k is used to contextualise he use of the

present perfect and the past simple.Lead in by asl <ing

students if they have any computer horror stories an d

then tell them to read about the f irst c lassicmista l<e.

When they've finished,asl< hem to share heir reactions

rn pairs an d predict the next two mistakes.

You can either have students read the rest of the text

(page 175) n c lassor a t home.Al te rna t ive ly ,ust te l l

them the other mistal<es: ot bacl cing p your worl<

regu la r ly nd open ingan a t tachmentwi thout f i rs t

checl<ing ith the person who sent i t.

Point out the collocations for mistoke: c/ossicmistoke,

ovoidmistokes,moke mistokes. ncouragestudents to f ind

other col locat ions in the text . Also, draw their attention

to the word stufl This is another useful word li l<e hing,

which we often us e when we don't l<now or don't want

to say he specif icnoun. Give st udents some other

examples:

/ need some stuff for my hoir.

Con I leove some of my stuff in your goroge until I find o

Dloce o live?

I wonder whot thot red stuff is on the chicken.

9 Comouters

. . 1

l i i i; i i l resent erfect ndpastsimple

Students are agai n ed towards developing rules based on

the examples hey have seen.Have pairs of students

discuss he four ex amples.As a classhave hem suggesta'rule'

and write it on the boar d. They can then r ead th e

exp lanat ions nd modi fy the i r ru l e i f necessary

When checl<ing he answers to l-3, asl< tudents to

exo la in he i r cho ices.When studentsunder l ine he

examples of the two tenses,point out that the examples

of the past simple contain several useful computer

exDresstons.

Answers

la. ( l did history t university)oundsmore natural. he

focus s on a part icularime per iod n the past.

2b.(Hello, thinkwe'vemet before, oven'twe?) ounds

more natural. he speal<erecogniseshe other

personNOW (presentesult).his must be because

they met at so me unspecified oint n the past.3a . Oh,you'veod o hoircut!) oundsmore natural. he

focus s on the fact hat your hair s shorter a

present esult but the actionof having our hair

cut obviously ccurred t someunspeci f iedime n

tne Dast.

Th e examples f th e presentperfect n th e text are:

ln part l: I 'vemode hemol l

ln part 2:without irstchecking ho hos ent t to yo uand

if - likeme - you'vemode oll thesemistokes ourself

The examples f the past imple re :ln part l: the rs t wos o load,l ooded verything,

I downloodedotsof freesoftwore, y horddrivewos ul lof stuff neverused,Thisslowedmy mochine own,

I wonted o throw t out the window

ln part 2:Thesecond lossic lstoke osnot to, losto

wholemorning's ork, goto viruswhichwipedmy hord

drivecleon

Students can worl< on this ex ercise n pairs,alternatelysay ing he sentences nd then go ing back and do ing he

ones they didn't do before.Write the present perfect

exoressionson the board:

I've olmost finished t.

I've eoten them oll olreodv.ll'veolreodv eoten them.

l 've ust hod .. .

I've forgotten most of it olreody.

I 've us theord hot ...

Ask students to think of other examples hat are true

fo r them, and where they can respond with these

expressions.Draw their attenti on to the posit ion of th e

adverbs (olmost,olreody ond just).

, : r i i : r t ( i , f f - i: . - . : ? r , f- J ; ; r i d ] ; ; - , - l J

Speak ing

Practice

55



T ime exPress lonsAnswers

L I started reading he ne w Harry Potter bool< as t

week. 'vea lmost in ished t '

2. I bought some SraPes hi s morning. I 've eaten them

already./ l 've lready eaten them.

| :. t got my new car yesterday. 'v e ust had an

acc ident .

| 4. I studiea Engl ishatschool. 've forgotten most of i t

I a lready./ l 've lready orgotten most of i t.

I 5. t tut my exams in May. 've us t heard that I 've

I oassed!

i L inkedquest ions' t '

This exercise shows how we use th e present perfect to

asl< bout an exDerience, nd then switch to th e Past

s imp lewhen we want to focus on the deta i ls 'Remind

students that hove s stressed n Yeoh, hove octuol ly.

Model the example with a student an d then get rhe classto do l-7 in pairs.Point out that i f you didn't get round o

something, ou didn't have ime to do it, and that i f you

get rid of something, ou throw it away or , in the case of a

virus, remove it.

Students ca n then asl< ach other questions starr ing with

Hoveyou ever . . ? Remind hem that they can a lso

respond No,never , u t hove . . . For example :

A: Hove you ever been o o footbollmotch?

B: No, never, ut I hovg been o o rugbymotch.

A: Did you enjoy t?

B: Yeoh, t wos good.

Students ca n do this task in pairs or move around th e

class, skingeach other.

Answers

| Haveyou everbeen o Rome?Di d you see he

Sist ine hapel?

2. Haveyou everbeen o Greece?Di d yo u go to

De lph i l

3. Haveyou everbeen o AmericafDi d you go to

NewYorl<?Haveyou ever been o Asia?Di d yo u go to

Thai land

Haveyo u ever oadedon too muchsoftwareiDi d

you manageo removemost of it ?

Haveyou ever orgotten o save ou r work? Di d

you oseal lof i t i

Haveyou evergo t a virus?Di d yo u manageo ger

r id of i t i

4 .

5 .

6 .

This is a review of some of th e t ime exPressions na t

students me t in Unit 2.This exercise reinforces he

difference between those that refer to a specif ic ime in

th e past (e.g. os t Christmos) nd those that refer to a

period that extends from a time (specif icor not) in the

past to th e present (e.g. or oges)'After checking he

students' answers,have hem make examples about theirbest r iends, ther c lassmates,r o ther PeoPle .

Answers

Expressionsi l<e : , 3 ,5,7 and8.

Expressionsi l<e :2,4,6 ,9 and 10.

Along with ever,hese adverbs refer to a general t ime.

Checl< ha t s tudentsunderstand he mean ing f eachexample before doing the exercise.Yet s sometimes

diff icult;expla in that it refers to an action that has not

happened o fa r up to the presentbu t w i l l p robab ly

happen n the future. Point out that yet is used this wa y

in questions and negativestatements.

When going through the answers,asl< tudents to

expla in heir choices. f they haven't noticed, point ou t

that ony and onrV.hingccur with never.Also ' in many of

th e sentenceswith o/woys,he verb or adiect ive s

stronger than normal: /ove instead of / ike), uitegood

(insteadof lust good) and terrib le instead of bod)' Have

students ta l l<about any of the sentenceschat are true

for them, and then comple te he sentence tar te rs wi th

persona l ised xamples. ncourage tudents o record

these n the i r no tebooks.

Answers

| never 2. always 3.never 4. always 5. never

6. always 7. never 8.always

This exercise reminds students that how /ong refers to a

period of t ime and can often be used with th e Present

perfect,when that period extends to the present,whi le

when refers to a specif ic ime, an d when it refers to the

past, t i s often used with the Past simple.The exercise

also focuses on those verbs that can refer to actions that

happen or states hat exist over an extended period of

t ime (e .g .be ,know,work,hove)nd those tha t usua l ly

don't happen or exist over extended periods of t ime

(e.g.meet, ge t morr ied). ecide,leove. uy).

Pract ise he example conversation with students beforehavingpairs asl< ach other. Remind them that they can

respond in any way they l i l<e. xtend the exercise by

having hem asl< ach other similar questions hat ar e

Always/never

How long?When?

56



z3

Answers

l. How longhave ou knownyour girlfriendlWhen

didyou meether l

How long have you been married?When di d youge t marriedi

Ho w long have you been a vegetarianlWhen did

you decide to stop eating meat?

How long haveyou worked fo r IB M?When d id you

leaveCompugraphics?

5. How longhave ou had his ob l When di d you get

i t?

5. How longhave ou hada carfWhen did you buy

it ?

appl icableo their s i tuat ion.or example:

Ho w on ghove ouhod edhoir?

Whendi dyou eove choolluniversity?

Thisexercise einforceshe conc epts n the previous

exercises.Youan have tudentswork individually

through he exercise eforecomparingheir answersn

pairs. s an alternative,ea d he completed tory to the

class, hi le hey istenwith their Coursebookslosed.

Then ead t again,ut th is ime ncludehe words n the

gapsand don't tell them the verb:Even hough like

Englond,ELANK /woys [ANK to work abrood,.. .

Students an hen shoutout the completed xpression

(e.g.'veolwoys ontedo workobrood). ontinue ike his

for eachgap.Students an hen complete he exercisentheir bool<s.

Real Engl ish

Refer students to the Real English note on o reol Ponic

Tel l them about a t ime you were i n o reol ponic or o reolhurry. Asl< hem if they have ever felt this way. What did

they do?

f ,

. d .

* ;

:

.

t * t ,: *

- . . . " / _ - . , j - . , - j

riiii'.:tiilceneral ovlce

Go over the four examples. lay he recording f the

four examples nceall he way hroug h. he n play t

again, ausing fter eachexample o that students an

repeat.Pa yattention o the intonation n eachcase.Students an hen complete he dialogues. lay he

recording o students anchecl<heir answers, nd hen

9 C o r p - L e r '

have he m pract ise reading he dialogues n pairs.Write

these patterns on the board to reinforce the structures

that follow:

Why don't you try + nounl-ing orm

Hove you tried + nounl-ing orm?

You could try + nounl-ing orm

lf I were you,l'd (just) + vey$

Alsodraw s tudents' attention to some typical responses

when peop leg ive advice :

Thonks. hodn't thought of that.

Moybe l' ll give themlit o try.

Yeoh, ouie proboblyright.

Answers

l . do ing a search

2. the petrol station down the road

3. nicotine patches

4. wait and improve your Englisha bit more, tal<ing t

next year

5. pressingAlt, Control, Delete, urn it off and switch

it back on again

The sentencesgivingadvice are:

l . Have you tried doing a search?

2. I guessyou could try the petrol station down the

roao.

3. Have you tried nicotine patches?

4. l f I were you, I 'd wait and improve your Engl isha

bit more.You could try caking t next year.

5. Have you tr ied pressingAlt ,Control Deletel I 'd just

turn it off and switch it back on.

' ' ' t Givinqcomputeradvice

This exercise ives tudents he opportunity o use he

languagerom I General advice.Have hem work in

pairs, lternately skingor an dgiving dvice. sk if

anyone asever had heseproblems, hat they did and

whether t worl<ed. ou maywant to ask f students av e

other computerproblems nd ge t the class o give he m

someadvice.

Referstudents o 2 Giving computer advice to find

the two exampl es f this structure, ndgo over the

explanation.Youould compare t to the us eof o/woys

with the present ontinuousrom the previous nit.Th e

matchingasl< ractiseshe structureand also einforces

several ollocations. sk students f they can hink of

other things hat can crosh,freeze nd breokdown.

Forexamole:

d screen pipes,woter)on reezeo comPuterthe market,he stock morket) on crosh

o cor (a mochine,talks)on breokdown

Answers

l . d . 2 . 6 . 3 . . 4 .a .

Answers

l.'v e

alwayswanted 2. never thought 3. saw

4. ooked 5. i l led n 5 . sent 7 . d idn ' t hear

8 . e -mai led 9. spent

Keep+ -ing

57



The second ask a lso nc ludes evera l o l locat ions . ave

s tudentsunder l ine hose that are new to them and

record them in their notebool<s.You an fol low up by

havingstudents changeany of the sentences o mal<e

them true for them. For example:

My dod keepssoying should become o doct or.

They can then tal l<about them with a partner.

Answers

5.crashing 6.giv ing 7.gett ing 8.phoning 9.saying

10. et t ing | | orget t ing 12. osing

jti:;f*lurttrerpractice

This exercise provides a chance or recycl ing he

language or giving advice.Encouragestudents co give

each other advice when they tal l<about the last two

quest ions . in ishup by te l l i ng he c lassof any personal

experiences.Youcould extend this by asl<ing airs of

students to role-playa dialogue between Simon and

Pete's from the conversation on page 64) partners,

d iscuss inghei r annoy inghabi tsand of fer ingeach other

adv ice. or examole:

Youknow,he's reolly nicebut he keeps on spendingoll our

money on surpriseweekend trips.

Play he recording f the three storieswhilestudentsjust isten, nd hen play he recording gain hi le

studentsol lowalong n their Coursebooks.henhave

them decidewhichstorywas he mostembarrassing.

Before avinghem discusshe quest ionsn the next

task n pairs,el l hem aboutanypersonal xper ience

yo u have, r alternativelyse his one:

I hove his riendwhowosworking n someEnglisheoching

moteriol or the schoolwebsite.Aftershe inished,hedid o

spell heck o mokesureeverything osOK. Therewerenoproblems,nd shepostedhe moteriol.A few weeks oter,

student sked is eocher hat'gerbils'were.he eocher

exploined,ut thestudent til/ ooked onfused. e wonted o

knowobout hegrommoticol tructure'gerbils'ot the

animols. ow the teocherwosconfused. hestudentexploinedhot he hod reodol l obout hem on the website.t

turnedout thot the student od been ooking t o section

colled'Gerbils nd Inf initives'.he spell-chcker od 't liked

the word'gerunds'ndhodchongedhe moll o'gerbils'.

In hisexercise,tudents anwork indiv idual lyr in

pairs. el l hem that the words they are ool<ingor

occur n the sameorder in the text . Remind hem to

record completeexpressionsf they want to transferan y

to their notebool<s.

Answers

l . m issed u t ( thenumber )

2. connected p (thesound ard)

3. put in (a CD)

4. (felt) great

5. forgot (to switch t off)

6. (forgot to) switch t of f

7. (As he) was putting the case) acl< n

8. professionalreputation).

, , ' ,1 Ovantages nd disadvantages

Explainhe tas k and he n et students ook bacl<hrough

the unit or through heir notebool<sor useful anguage.

Theycan henwor l< n pairs, oming p with their ists.

Alternatively,ividestudents nto two groups: ne

thinkingof advantages,he other of disadvantages.he n

makegroupsof four, wo from eachside, o debate he

issue.n eithercase, rite someuseful anguagen the

board. or examole:They okeup too much ime.

It'smuchmoreconvenient.

They'veimplifiedcomplicotedhings.

RememberY2K?

Theyieonti-sociol.

Follow-up

To recycle ome of the languagerom this unit,nave

students ole-play job interview or a computer

supportperson. s a class, ra instorm l istof

requirementsbothpersonal nd echnical) .henhavestudentsworl< n pairswriting he dialogue etwee n he

boss f a smal l ompany nd he appl icant. r i te some

sencencetar terso he lpget hem star ted:

Hoveyo uhod muchexperienceith .. ?

Hove ouever . . ?

How ong ove ou .. ?

Whenlwhy idyou eove .. ?

Whotwould oudo f ... ?

Students an he n practise eadingt beforeperforming

it to anothergroup.

Speak ing

Opposites

8



o

Unit overview

General topicMaking lansand arrangingimes andplaces.

Dialogue

Jamie,Martinand Rachel isc uss lans or celebrating

Rachel's irthday.

Language input

. Prepositionalhrasesor location: tthe stotion,

by the moin exit, t the busstop,ust in frontof thepostoffce,etc.

' Suggestinglternative imes to meet: Conwe moke

it o bit loter?etc.

. Expressionso show you don't mind: 'm eosy.t' s

up to you. 'm not bothered.

' Verbalexpressionsollowed by the -ing orm or

infinitive:Do you oncygoing.. ?Would ou ike o

go .. . ? 'd o ther o . .

. Choicequestions: o yo uwant o do t nowor sholl

we do t tomorrow?

Language str ip

Use he languagetrip as a wa y o lead n to the unit.As k students o lo ol< uickly hrough he list and ind

an yexpressionsha t they haveusedor could haveused

before.Explainhat in this unit hey will learnways o

talk about making lans o meet people.Encouragehem

to choosesome other express ionsn the strip hat look

interesting nd o find out more about hem.

Us e he languagetrip ater on in this unit or a small

group ask.As k students o choose our statements nd

come up with what was said o prompt eachone.For

examole:

A: Where s he?He should ove beenhere ortv minutesogo.

B; Ringhim on hismobile.

Yo ucould alsoasl<hem to fi nd all he exoressionshat

containa modalauxiliary e.g.Shollwe meetafterwork?

Canwe moke t nine? 'll be under he clock).


expressions:

' l f you say 'm eosywhen someone ives ou a choice

of th ings o do,you don' tmindwhichone you do,

and are askinghe other person o ma ke he choicefor you.For example:

A: Do youwant o sit hereor outside?

B: I'm eosv.Youdecide.

: J ; : l : ; J : : : j l

l f you picksomeone p,you collect hem from one

place o take hem somewhere lse usuallyn your

car.For example:'l l pick ouup oround even, K?

YousayCanwemoke t . . . ?with a t ime when

someone uggests t ime to do something ndyou

want to do it at another ime.Fo r example:

A: How obout f I pickyouup ot eight?

B: Conwe make t nine? don't inishwork until eight.

A foyers the entrance allof a hotel, inema r

theatre. nAmericanEnglish,his s called lobby.

A mobiles a mobilephone.Fo r example: ' llhavemy

mobilewith me,so giveo ring f there's nyproblem.

Remind tudents o recordany of the expressionsha t

they ike n their notebooks.

Lead in

Yo ucan use I Speaking to lead n to this unit.

-i l l,"r1

First, ave tudents uess ow old eachperson s. They

can use he structureHelSheooks bout o begin heactivity.Thensl<he class o brainstorm ll he different

peopleeachpersonmight meet. n pairs,hey can hen

discuss here hey hinl< achpersonwouldusual ly

meet he differentpeople hey know.You could inishby

asking tuden ts o d iscuss hich of the four people hey

think would have he bestsocial i feand why.

lfiiiilii#laiting oragesl

Use the questions o lead in to the reading asl<, i ther in

smal lgroups or as a whole c lass . xp la in hat i f you

arrive us t on time,you get there exactly at the cime yo uplanned.Give s tudentssome other examplesof

expressionswith just connected with meetings.Fo r

examPre:

I wos ust leovingwhen you rong.

I just mode it .

It might be interesting o divide the class nto two

groups ,male and female, o d iscuss hese quest ions .

When students have inished,have hem get into mixed

gender groups of three or f our to see if men an d women

answer differently.

Speak ing

59



- . : : :- l

: l a : i l E

Explain he situation of the reading ext and have

srudents read it to t hemselves.Theycan then share their

react ions in pairs.Ask them if they remember what o

roughoreo means and to explain why they th in l< he

writer described Moss Side as o rough areo (there is a lo t

of drug dealingand prostitution there). Play he

recording of the text as students follow in their

Coursebook. Encouragestudents to underline an y

expressions or collocations they ar e interested in. You

ma y want to point ou t these expressionsconnected with

meet ing peop le :

sl t somewhereby myself

she is o/woysworried about being left on her own in o bor

she finolly urned up

I wos beginning o worry

sorry, 'm lote

So thot I didn't hove to woit oround for vou

spoi/ the evening

Remind students to add the expressions o their

notebool<s.

I

:iiispeating

Lead n to this ask by tell ing he classwh o yo u are mostl i l<e,nd hen ell them a waiting tory of your own.Encouragehe class o asl< ou questions nd hen torecal l nyexpressionshatyou used.Wri te these n theboard o helpstudents hen hey el l heir own sror iesin smal l roups.

Preposi t ionsauseearners f Engl ish lot of problems.Remind tudents ha t they are best earnt n phrases, sis the casehere.Beforedoing he tasl<, l icita list ofpotentialmeeting laces e.g. ors, offee hops, inemos)and hen asl<Whereobouts xactlyn theseploces on youmeetT isten o students' uggestions ithout correctingthem. h isgives ou a chance ot only o hearhow wel lthey use prepositional hrases,ut alsowhere theyar elackingn specific ocabularyo describe ifferent artsof a olace.

Havestudents o thisexercisen oairsand he ncompareanswerswith a partner. fter you'veclarifiedany problems, tudents an est eachother in pairs: neperson eads he beginnings-7 whi le he other persontr ies o remember smany f the threepossible ndingsas he y can.You houldexplainha t bi t n f. means ort.

Tellstudents o recordany prepositional hrases rcollocationsn their notebool<s.

Answers

l . c . 2 .g . 3 .a . 4 . b . 5 .d . 6 .e . 7 . f

Use the p ic tu reson page7 l to pract ise hese

preposit ional phrases.Students can take it in turns

descr ib ingwhere people are and then turn it in ro a

memory game.One student c loses he Courseboo l<

while the other tries to remember where each Derson

was. For examole:

I think the people n the picture on the right were in o pub.

You could also use th e pictures to revise he past simple

and past continuous tenses in storyte l l ing.Asl<students

to use sentencesstarters l ike:

Lostweek I wos ot the oirport,when suddenly . .

While I wos woiting fo r my friend in the pub the other doy, .

. . 1. . I P ronunc ia t ion :eak orms

Explain o students that the schwa, e/, s common in

preposit ional phrasesbecause t allows us to say he m

quicl<ly nd smoothly.As you play the recording,asr<students o l is ten or the sound and then p lay c agarn ,

wh i le students is ten or the word tha t has he most

s t ress.P lay he record inga th i rd t ime, paus ing f te r each

sentence,so students can reDeat.

After students have put th e dialogues n order an d

checked their answers rom the recording, point ou t

how then is often used at the end of questions as a wa y

of check ingor inv i t ing he other person to comment .

Have pairs of students practise these dialoguesand then

tell them to worl< with a new partner havingsimilar

conversations about places n th e town/city where theyare study ingor the area around the schoo l .Go around

mal<ing ure they ar e using he weak forms.

Answers

| c . , a . ,D .

2 . c . , a . , b . , d .

3 . b . , e . , . , d . , a . ,c .

Tell students about the placeswhere you meet peopre

before having hem discuss hese quest ions n groups.

Write some useful phraseson the board. For exampre:

It's reallvconvenient.

A lot of young peoplehong out there.

It 'so greot spot or .. .

Speaking

Speak ing

60



Speaking

This asl<eads n to the listeningasl<. tartoff by asl<ing

students he questions. sk if there are anyparticular

traditions hat they haveno w or rememberwhen they

were younger. al kaboutyourself oo. Thenget students

to individuallyanl<he activ;t ies. ointout thecollocations av eo quietmeo/and c/oseriends nd omily.Givestudents ome more exDressions ith hove

o quiet .. (nightn,drink,wordwithsomeone). rite some

expressions n the board or when they compare

ran <ings:

That'swhat I'd reollv ike o do.

fhot'snot reollymy kindof thing.

/ used o likedoing hat,but I'm gettingoo old for it now.

Thot's ot very exciting,s it?

Exolain he situation and ask students to listen for what

Rache l ,Jamie nd Mart in dec ide o do and no t to do fo r

Rachel'sbir thday.Play he recording, mal<ing ure that

students cover the text. Get them to discuss he

answers in pairs.Tell them to keep th e text covered as

they do th is .

Answer

They end up decidingo go bowling.They're oing o

meet at eight n the foyer of the bowlingalleynear he

station.Martin s going o tell Stella nd Mil<e o theyca n oi n them. Theydecideagainst oing o a musical

and Ben's af6 o hear azz.)

Next, et students ead he conversati on syou play he

recording gain. hen asl< tudents,n pairs,o f i l l in the

first wo or thre e gaps rom memory beforeyou play

the recording gain,his ime with pauses o that they

can checl< nd ill n the missing ords.Do this wo or

three gapsat a t ime unti l he end.Play he recording

throughone more time with stude nts ollowing he text.

l f you want studentso read he conversation,r parts

of i t , n pairs, se he tapescr ipt n page 5l . The missing

words are highlightedn colour.

Answers

Words in gaps n the conversation:

l. They're ovely 9. Can we make r

2 . fancy oing 10. give hem a r ing

3. I 'm easy | | don' tyou

4. making 12. actual ly

5 . supposedo be 13. middle f the weel<

5. Ben's

7. somewhere lse8. do you fancygoing

10 Mee t i noDeoD le

You mayneed o explain coupleof expressions:. l f a place ike a caf6or restaurant oes omething,

they offer it. For example Theydo o currynightevery

Mondoy.Theydo o mixtureof old soulond R &B on

Sundoys.. lf you chillout,you relax,often after you havedone

somethingiring.For example: hon ksor he

invitation,ut I think 'm justgoingo go homeondchill

out.Referstudents o the Real English note on chil l

out.

Encourage tudents o go bacl<hrough he conversation

and add anyexpressionshat they ind ntere stingo

their notebool<s.

Students an d iscuss hese quest ions. h ich fo l low on

from the conversation, n smallgroups. Expla in hat i f

someone is fussy,hey aren't easy o please,or they are

worr ied about smal lde ta i ls . o r example :

We con never decide on the best ploce to meet ofter work.

Everyone's o fussy. tt either too noisy,toosmoky or too

expenslve.

Also, explain that if you go olong with someone's uggestion,

yo u agree with it . When students have inished, ell them

to close their Coursebool<sand asl< ou the quesrions.

Before students worl< on the role play,brainstorm a list

of useful exDressions or each situation and write themon the board.You might also want to give them the

open ing ines:

A: Hello?

B: Hi.Mortin here. justwonted o let you know ...

A: Hello.Moortown Bowling.

B: Hel lo. wos wondering f I could ..

Go around he lp ingwi th language i f f icu l t ies nd then

have students practise a few times together before acting

it out to another Dair.

This exercise ocuseson time expressions ollowing Co n

we moke t . . . ? Go over the examples,mode l l ing he

pronuncia t ion nd then exp la in he tas l <.Youmight want

to do the f irst one as an example.Asl<students to pa y

attention to the sentence(s ) ollowing th e question.

Expla in hat the clue to completing the exercise can be

found there. As you go through the answers,as k

quest ions,ocus ingon some o f the o ther language sed.

For example :

How long isfo r

oges',a relotivelyshort or long time?

What time would you need to leave home to get to schoolon

t ime?

6'l

Speaking

Roleplay

Timeexpressions



- . a :: -aceo l - i e

What ore sorne Vprogrommeshat youdon'twont o missT

Whot places anyoube'awoy rom'7 work, ome,my desk)

Whymightyouneed o tokeo doy off work?How obouton

houror o yeor?

Answers

| e igh t 2 . a te r 3 . ear l ie r 4 . s i x

5. next weel<some time 6. some other t ime

Have students go back an d underline the examples

where th e time expression is not specif ic o bi t

loterleorlier,next week some time, some other time).

. : . . . i. '1Freepractrce

l f yo u want to make th e f irst task a l i t t le easier,write a

couple of key words on the board to help students

remember. Fo r example:

I work . . . seven

2. meeting . fve . .. oges

etc.

After pairs of students compare their answers or the

second task, asl< he m to pract ise the conversations

using heir different reasons.

Go over the examples it h th e class nd practisehepronunciation,articularlyhe srress attern n /t'sup to

you.When students in d heseexpressionsn thedialogue,emind hem to look at words around hemtoo. Fo r examole:

Whotever.'m eosy.t'sup to you, eolly.

Brieflydiscusshe questions s a class eforehavingstudents ompletehe dialogues.

Answers

l . easy

2. don't

3 . ,p

4. easy

5. bothered

5. to

Point ou t the expression Whenever uitsyou.Pract ise he

pronunciation with the classand then ask a few

questions and have students respond with wheneyer uits

you or whotever uitsyou.For example:

When shall we hoye o test7

Do you wontto do this exercise ow or woitt i l l tomorrow?

Sholl I ploy the recording first or do you wont to reod it fust?

Have pairs of students practise he conversation an d

then mal<e imilar conversation s. Note that i f you

wanted to be annoying, he conversati on could go on for

a long ime. )

i , i

ii]t$iihe rng ormand he nfinitiveThisareaof grammar ancause lot of frustration orstudents.There re no practical ules or determiningwhethera gerundor infinitives used, nd althoughstudents robably ' l<nowhe rule ' hat modalauxi l iar iesare ollowedby the verbwithout to, hey often stillmakemistakes. s always,emind hem that recordinq hese

verbphrasesn expressionsi l l help.

After going hrough he explanations,tudents an esteachother in pairs.On e personsaysDo yo u oncy .. Zan d he other,without lool<ing r the Courseboor,

responds i th going.. 2

Students an wor l< nd iv idua l ly nd then checl< he i r

answers from th e recording.Then have hem pract ise he

conversa t ions n pa i rs .Po in t ou t and exp la in ,

i f necessary, om e of the other expressionsused here:

thot new Moroccon ploce

It might be o lough.

It might be nice o get out of town.

o friend of mine

Have studentsgo back and under l ine he comple te

exD esstons.

ii,,Lifi{urtt''"r.r".ti."

Beforegetting rudentso do the tasl<, odel he firstitem as an examplewith a student:A: Do you ancygoing wimmingater?

8: Io be honest,'d rother ustgo for o run.

Encourage tudents o usedifferent xpressionsormaking uggestions.Thenav e hem work with anotnerpartner or th e secondpart.

62

Answers

|. going, tay 2.going, ry 3.Togo , o do 4.To go,invite 5.Togo ,stay 6.go, o go



Unit overview

General topicTalking bout differentmeansof transportand

journeys.

Reading

Stereotypes f peoplewho drive certainvehicles.

Language input

' Number adjectives: two-hour rive, fifteen-minutewoll etc.

' Driving vocabulary:ooks n hismirror,goeshrough

red rghts, tc.

. Comparatives ndsuperlatives:he sooner,the

better.tt muchcheoper hon t used o be. t'soneof

the bestplaceso eot n town.

. Transportcollocations:We got delayedn Rome.t's

a very ast ine.Webroke ownust outsideDurhom.

fhe seo wosa bit rough.etc.

Language str ip

Use the language trip as a way to lead in to the uni t.

Ask students to look quicldy hrough the l ist and f ind

any expressions hat are true about themselves (e.g.con' t dr ive).Expla in hat in this unit they wil l learn ways

to talk about different kinds of transport and journeys.

Encourage hem to choose some o ther expr ess ions n

the str ip that look interesting and to f ind out more

about them.


group task.Asl< students to f i nd those expressions hat

are connected with planes e.g.The flight ook eleven

hours), ar s (e.g. dr iveoVolvo),ra ins (e.g.We hod to

stond oll the woy) and ships (e.g. get seosick us t thinking

oboutferries).There

s another exercise i l<e hi s later on

in the un i t .Youcou ld a lso as l< tudents o f ind those

expressionscontaining a verbal expression ol lowed by

an inf in i t ivewithout to (Shol lwe ge t o cob?)and those

followed by an -ing form (l don't mind goingby cooch,

octuollv\.


exDressrons:

. There is a stereotype that someone who drives o

Volvo s safe, ensib leand boring.

' lf you stopoversomewhere n a f l ight,your plane lands

and remains at the airDort for a t ime befor e

cont inu ingon to the f ina l dest ina t ion . ubo i s par t o f

th e United Arab Emrrates.

You might sayWe had to stondol l the woywhen

tall<ing bouta train ourney. or example: y he im e

I get he troin,there re no seots eft ond I hove o stond

oll the woy.

lf yo u describe flightas o bit bumpy, ou mean here

was some urbulence. or example:Wh ydoes t

olwoysgetbumpywhen heybring ound he coffee?

An occident lockspot s one part of a road where

lots of accidents appen often, here s a sharp

corner nere.

Remind students to record an y of the exoressions ha t

chey ike in their noteboot<s.

Lead in

One way to lead n ro ch isun i t is to wr i te co4 ro in ,p lone

and coachon the board and to have groups of students

brainstorm the advantages nd disadvantages f

t ravel l ingby each.El ic i t some adject ives i l<e xpensrve,

convenient,ast,comfortoble,etc. so that they can mal<e

compar isons. h is w i l l g i veyou a chance o asses s ow

wel l s tudentsuse compara t ive nd super la t ive

structures, an area covered later on in th e unit .

Us e these questions o lead in to the reading asl<. tart

off by asking students to guesswhat l<indof car you have

(or wou ld have f you don ' t haveone) . Encourage hem to

exp la inche i r reason ing . or example :

You've ot kids,so you'veprobobly got o big cor.

You ook iike the kind of personwho drives one of those new

minis.

You can then ge t s tudents n smal lg roups o do the same.

lf most of your students don't have cars, el l them to

d iscusswhat car they th ink each o ther wou l d have.

You ca n then tall<about the tw o patterns. Explain hat we

often use the expr ession tend to to avoid making too big

an overgeneralisation.Give them an example for each

Dattern:

Peoplewho drive red cors tend to speed.

Peoplewho drive block cors use them to pretend hey ore

tmportont.

You could extend this act iv i ty by asl<ing hat

character ist icsstudents associatewith different colours.

Th is can be qu i te in te rest ing n mul t icu l tu ra l lasses.

Speaking

64



Transpo r tnd t [ave

Have studentsd iscuss he p ic tu reso f veh ic l es n pa i rs .

Write some sentence starters on the board. For

examole:

A driver of o vehicle ike this is proboblyo ...

A driver of o vehicle ike this proboblyuses t fo r .. .

Before going on to the reading,asl< f anyone actual ly

owns one of the cars in the oictures.

riitliriltriteyou reao

Explain ha t th e art ic le students ar e going to read is a l ist

of stereotypes from Brita in.After they have read through

the text , they shou ld d iscuss he answersand the i r

reactions with the same partner they worl<ed with in

I Speaking.

Answers

l . D 2 . F 3 .E 4 . C s .B 6 . A

Play he recording f the texr as srudentsollow in theirCoursebool<s.ncouragehem o under l ine nyinteresting xpressions r collocations.ou maywant topointout or explainhe ol lowing:

. lf you sweor t so/neone,ou us eba d anguageoabuse he m verbally.or example: owmonyof yo uonlysweorwhenyouTe riving?

' lf someone uts n frontof you,theymove quicl<lynt othe same anewithout eavinghemselvesr youmucnroom to manoeuvre.

'Hippies ere part of a bigyourhmovement n thelate 1960s. hey grew heir hair ong, ool< ots ofdrugs ndbel ievedn peace nd ove.

' lf you don'tget ound o dotngsomething,ou don't dowhat you were planningo do becauseou haven'tgo t the t ime.Fo r example:'m sorry hoven't ot oundto finishinghe homework.'ve been eollybusy.

' l f somethings customised,t ha sbeenchangedomal<et more personal r unusual. e tall< oourcustomisedor sor customisedomputers.

Tellstudents o record he expressionshey ind n their

notebool<s.

These uest ionsanbe discussedn smal l roups.fpossible ave l l -male ndal l - femaleroups. henafterstudents av e inishedall<ing,et the whole classtogether o compare deas o see f there are anygenderdifferences.

Ii Numberadiect ives; .

Students ar e often confused about this aspect of English.

Have them read th e two examples rom the art ic le.

Checl< hat they l<nowwhat th e expressions mean

before asl<inghe question and going over the

exp lanat ion . tudentscan wor l< nd iv idua l ly n the tas l<

and then checl< he i r answers n pa i rs .Make sure they

ar e hyphenating he two parts of the adjective.Fo r exrra

pract ice, hey can test each other: one person reads th e

f irst part whi le th e other reformulates it into a number

adject ivewithout lool<ingat the Coursebool<.

Answers

2. l t 'sa three-hundred-pounduit .3 . I hada f i f teen-minureaic.4. She's ot a five-year-oldon .5. I d ida four-mi leog/run.

5. lt 'sa fifteen-minuteide by bus/bus ide.7. lt'sa two-weekcruise.

Students an then ta l l< bout the quest ions n pa i rs .

DrivingvocabularyTo lead in to th is task,wri te the word driyeron the

board .Ask students o suggest r use he i r d ic t ionar ies

to f ind adject ivecol locat ions.Here ar e some examples:

o dongerouslecklesslbodlcorefullofelexperienced driver

Ask students o dec idewhich are negat ive nd wh ich

posi t ive . ou can hen have hem d iscuss he quest ionsas

a c lass r in smal lg roups.As you check he answers, sK

quest ions o checl< hey understand he mean ingand to

extend their l<nowledge f these expressions.Here ar e

some suggestions:

Whot should you do if your indicotorsaren't working, hen?

/s it /ego/ o tolk on your mobile while you'redriving?And to

text on it?

Do you think lt's true thot men just check the mop rother

thon osk for directions?

Whot do you do when someone cuts n front of you?

Why do you think they'recolled'blind corners'?How wouldyou soy it in your own longuoge?

Answers

l . c . 2 .d . 3 .a . 4 .e . 5 .b . 5 .h . 7 . i . 8 . .e. . 10. .

Have studentsd iscuss he quest ions n pa i rsand te l l each

other about any exper iences hey havehad.Te l l he c lass

an example so they can see how the sentence rames

worl<.For example:

I wos in the cor with my best riend once and we olmosthod

on accidentbecousehe overtook his bus on a blind corner.

Fortunately,he cor coming n the oppositedirectionswerved

out of the wov.

This is a good wa y to review the past tense of ir regurar

verDs.

Speaking

65



Speaking

JComparat ivesand super la t ives

This exerc ise n t roducessome common express lons

containing comparativesand superlatives.Expla in he

situation and play he recording. Mal<e ure students

cover the dialogue.Then have he m quicl<ly hecl< heir

answer in pairs before playing he recording a second

t ime while they complete the gaps.Once they have

f in ished, hey can checl< heir answers with you. Play he

recording one more t ime before havingstudents practise

the conversation in oairs.

Answers

l. (The sooner,) he better.

2. (lt 's one of) the best places (to ea t in town),

3. (so) the cheaper, th e better)

4. (lt 's) much better (than it used to be).

You maywant to point out the following xpressions:. lf you say ou're torving,ou are very hungry.For

example:Whot's or dinner?'m storving.

. Ask studen ts f they remember he expression bi t

shortof money.

. lf you go o reoll y oundoboutwoy,youo to a placeby

an ndirect oute.Fo r example: o, f youcomeout of

exit9,you hove o go o reolly oundobout oy o get o

my ploce.lttbetter o us eexit12 .

.l f you say o someoneWe'rell'm ff,youare sayingyou're eaving. or example 'm off.Se e ounextweek.

Referstudents o the Real English note on be ofl

Youcouldalso hecl<hat students<nowhe guidel ines

for making he comparative ndsuperlativeorms.Write

some ypicalphrases n the boardwith the adjeccives

gapped ut .As k students o complete he m with the

correct orm. Here are some examples:

They oy lyings the . way o trovel.sofe sofest)

There's lwoys omeone uch .. offthonyourself.

(bad worse)

Whot's he ... flight o NewYorkot the moment?/ehenr l - rhcahect \

{100?Thot'smuch .. thon thoughtt would e.

(expensive moreexpensive)

Use these questions o follow on from

I Comparatives and superlatives. You could ad d

more quest ions o Pract ise ome more comParar ive nd

superlat ive orms. For example:

Hove you ever ordered he rnost expensive hing on the

menu?

ls it true the more expensiv e he restouront,the smoller theportions?

Do you think it's sofer on the rood thesedoys?

Which is the cleonestlfastest/mostomfortable underground

systern/bussystemyou'veever been on?

.): " l ^, , , - . . ,1omparing ow with the past

t t * extua l ised

examples of comparative structures. Lead in by asl<ing

students what changes hey have noticed in their towns,

countries, society,or the world in, say, he last ten years.L is ten o the i r ideasand then have hem comple te he

sentences.When hec l< inghe i r answers, sk what they

th ink the person s a lk ing about .For example , umber I

cou ld be about a new comDuterand number 8 about a

c lub .Students an then use h i s in fo rmat ion o as l< ach

other ouest ions n the second as l<.

Answers

l . last 2. before 3.bigger 4. used 5.much 5.bi t

7.Time 8.good 9. emember 10. e

Po in tou t the mod i f ie rsmuch. b i t .and the os . . . os

st ructu res n numbers8- l0 .Then havestudentsgo back

and under l ine he comple te express ions. o r example :

It t better hon my /ost one.

Studentscan then tesceach o ther in pa i rs : ne person

reads he incomple tesentenceand the o ther says he

comple te phrasewi thout look ing a t the Courseboo l<.

Have he c lassdo the fo l low-up ask in pa i rs , ec id ing

what the quest ionswou ld be. Encourage hem to use

some of the struct ures they have earned.

": | -. I Comparat ive hrases

Theseare air lycommon ixedexpressions.s yo u are

checl<ingtudents' nswers, ractisehe pronunciation f

thesephrases.Yououldalsoasl< tudentsf they can

thinl< f other situations hen hey mightbe used. ou

could review his ater on in the class r the next day, y

writing eachhalfon a separate lipof paper,making

enough lips or eachstudent andone for yourself f

you havean odd number). ellstudents o memorise

their halfand hengo aroundsayingt until hey ind

their matching al f .

66



Transportnd ravel

Answers

l . d . 2 . f . 3 .e . 4 . a . 5 .c . 6 .b .

Fol lowup with the personal isedentences.o arounchelpingwhen necessary.eforehaving tudents all< otheir partner,model he tw o examples ith a student.Encouragehe m to add ollow-upcomments oo. For the

last ask, ou ma yneed o explain hat i f yo u hoveo lie-in,yo u sleep ater ha n usualbecause ou don't have o getup .Fo r example:

I think I'llhaveo bit of a lie-inomorrow ince t! Sundov.

Beforestudents ry 7-l2, yo u mightneed o explain hatAs or os .. islore oncerned eans f we ore tolking bout. . . and s a wayof giving n opinion bout he thingbeingdiscussed.ou mightwant to help he class ygiving ou r own example or 7 For example:As for os computers re concerned,personollyhink hesmoller,theetter.

Tellstudents ha t they ust need o add nouns o 7-12.Theywill alsoneed o choose s or ore. s shouldbeused or uncountable ouns ik ecoffee r food,while orewill be used or pluralnouns ik e computersr desserts.As they are writing, heck heir ideas o ensure neymakesense nd o check hey have hosens/orecorrecuy.

Draw students' ttention o the two modelconversationst the to p of the right-hand olumnandthenencouragehem o have imi lar onversat ionsnpairs, sing heirown ideasrom 7- l2. fhey could henchange artnersand have imilar onversationsboutth e other topicssuggested.lternatively,hey couldworl<with a partnerand write conversationsboutthese oDics.

Thisexerciseocuses n a commonpattern singsuperlatives.o over the examples,xplaininghat i f yo ugive omewherelsomethingmiss, ou decideagainst oingthere or doing t. Yo ushouldalsoexplain,f necessary,that o touristro p s a place ha t

attractsa lot of touristsan doverchargeshem;and hat if somethings o rip-off,yo u pa ymore for somethinghan t is worth.As yo uchecl<he answers,ell students xamples f places ouknow.Fo r the last ask, ou could have tudents hooseplacesn the town/city hey are studyingn or theirhometown, f this s different.

Answers

| biggest 2. best 3. most beautiful4. most expensive 5.worst 6. oldest 7.nicest8. most nteresting

Finish p by writing he patternson rhe boardan dencouragingtudents o copy hem with a few of theirpersonal isedxamplesn their notebooks./ t 's neof the . . p loceso . . .

/ t t oneof the . . (p loces)n . . .

/ ts oneof the . . bi tso f . . .

" : .

' '

;"

" -J '

:

Lead n to the tasl< y telling tudents bout a Journeyyo u have al<en. ere s an example:Oneof the mostuncomfortobleourneys'veever okenwosin southern hino.t wossupposedo be o ten-hour us ide,but it turnedout to be more ike wenty-four ours.Thebuswos eolly mollondwoscrowdedwith people nd boskets fonimols. uckily,hada seot, ut I couldn't ctuollymovemylegsmuchbecouseherewosno roomwitholl the stuff hat

wa spiledon the bus ..Havestudents istenan d hen asl< ou questions. epeatthe story and have hem listen or expressions ndcol locat ions. r i te the ones hey emember n rneboard. efore sl<inghem o discusshe quescionsnsmallgroups, o over the suggestedtructures. sk fora few volunteers o tell their stories o the class.

. . . , , , ] _ _, : . iHow was your ourney?

; $ r l ,

To lead in to the tasl<, iv ide students into four groups.

Ask eachgroup to bra insto rm co l loca t ions nc

expressions connected with each or m of transport in

the p ic tu reson pages 0 and 81. You cou ld have

students write on big sheets of paper,pu t them up rouno

the classroom an d have students wander around lool<ing

at th e other groups' work. Then do the exercise,asking

students to see i f any of their phrases ur n up. When

studentscompare he i r answers,e l l them to under l ine

the express ions hat he lped hem.

Answers

2. rain 3.car 4. car 5. rain 6.plane T.ferry

8. erry 9. plane |0. erry I l. car | 2. rain

. . " . - t. ',_,;,iripexpressions

This exercise elps einforce he expressionsro m2 How wa s your iourney? Once students av ecompleted s manygapsas hey can rememberan dlookedbacl<o check, av e he m test eachother in pairsThen explain hat repeatinghe tasl<ro m I Speakingwi l l help heir luency ndoveral l er formance.etel lyour story with someof theseexpressionsoo .

Speak ing

Superlat ives

67



Answers

l . a . ove r b . d i d c . caugh t d ' 8o t

2 . a . us t b . c rowded c . l i ne

3. a.Traff ic b. down c.got d. any

4 . a . go t b . sea c . ca lm

Explain he si tuation and what you want students to do

an d play he recording.Then ge t them in groups to

d iscuss he i r in i t ia l eact ion .Next , p lay he record ing

again so that they can add to their notes. Play he

recording one more t i me as students follow the

tapescr ip ton page | 52 , under l in ing ny express ions hey

f ind interesting.Yo u may need to explain that Covencry

is a c i ty in the Mid landsarea of Eng land, nd tha t i f you

say something s o poin or a poin in the neck, ou mean

that it i s annoying.

Answers

Speal<er travelled y train.He had o standal l he

way and he carriage as ull of football ans

who were dr in l<ingndsmol<ingnd

shout ing.

Speal<er travelled y plane. heir flightwa s delayed

for two hoursand was quite bumpy. he n

their baggage as ost and he ywon't get it

back or a coupleof days. inally,hey were

overchargedor the taxi fare rom Gatwicl<.

Speal<er had he worst journey.

Use the p ic tu reson page8 l to lead n to t h is task to

he lp genera tesome ideas. s l< f s tudentshaveever had

a puncture on the i r b i l<e , i les rom home without a

repa i r < i t , r been in a car acc ident . xp la in ha t in t he

UK, the Automobile As sociation (AA) provides road

assistance o members if thev breal<down. Ask s tudentswhat, if any, he equivalent organisationsar e in their own

count r ies and whether anyonehas had to ca l l hem out .

Give students t ime to lool<bacl< t the Drevious

exercisesbefore they come up with their story.You

might want to have students write their story fo r

homeworl<.

. iI Learner dvice: ict ionaries

This exerc iseexp l ic i t ly emindsstudentso f the

impor tanceof co l loca t ionand the impor tance of

learning more with words you've met before an d th e

importance of learning o do more with words you've

met before. One way to exploit th is is to wri te th e

seven headwords on the board, pointing ou t that stop

here i s a noun, and have students in pairs writesentences s ing hem.Then do the exerc ise . tudents

can then go back and modi fy any o f the i r sen tences

where they have ound a more appropriate col locat ion.

Encourage hem to record the collocations that are ne w

to them and that seem useful n their notebool<s.

Answers

| . cab 1. car 3.stoo 4. rain 5.bus 6.coach

7. l ight

This exercise ollows on from 6 Learner advice:

d ic t ionar ies, and is a good oppor tun i ty to ta l l< bout

co l loca t iond ic t ionar ies.f you havesome ava i lab le ,r ing

them in to show studentsand le t them comoare hese

with their own dictionaries . f vou hav e access o the

In te rne t . ou cou ld a lso do th is w i th severa l f the on l ine

d ic t ionar ies.

l f poss ib le , avea co l loca t iond ic t ionary n the c lasswi th

you and when someone asl<s ou for a good collocation,

o r when you are g iv ing eedbacl< n c o l loca t ionerro rs ,g ive the di ctionary to a student to look up suggestions.

Fo l low-up

As l<pa i rs o f s tudents o choose one o f che orms o f

t r a n s p o r t n t h e p i c t u r e s n p a g e s 0 a n d 8 L T h e n

exp lan rhar rhey are an adver [ is ing eam that has been

asked o run a promot iona l campaign o encouragemore

peop le o rake rhe i r chosen orm o f t ranspor tac ion .

They shou ld come up wi th a s loganand a wr i te a two-

minu te rad io commerc ia l . e l l hem tha t they can a lk

about the bad things associatedwith other forms of

transporcati on (e.g.Tiredof bumpy flrghts,ost uggoge nd

longdeloys?). ncouragestudents to use expressions rom

the un i t .Then d iv ide he c lass n to two b ig groups wi th

on e person from each pair .Eachperson then performs

the i r commerc ia i .

68

Listening

Speak ing

Speaking



I i ; j i -

r2

Language str ip

Us e the language tr ip as a way to lead in to the unrt.

Ask students o look qu ick ly hrough the l is t and f ind

any expressions hat ar e true for them (e.g. 'm ollergic onuts).Expla in hat in th is unit they will learn ways to ta l l<

about food an d diet . Encourage hem to choose some

other expressions n th e str ip that lool< nteresting an dto f ind out more about rnem.


group tasl<. sl<students to choose severalof tne

expression5 hat contain it or th is (e.g. t i very goodfo ryou,bu t I con't stond t myselfy nd discusswhat is beingreferred to . Alternat ively,asl< hem ro f ind all the

expressionswith contractions and to practise sayingt h e m .


express ions:

' Hoggis s a tradit ional Scott ish oo d consist ingof a

sheep'sstomach stuffed with minced meat.

' l f you or e ol lerg ico something, ou become il l ,ge t a

rash or start sneezingwhen you eat, ouch or smell

something.For example: frndo lot more peopleor e

ollergic o cots ond dogs hese doys.

' l f something is b/ond, t has very l i t t le f lavour or rasre.

Fo r example: hi s tosteso bit blond.Co n you poss he

soy souce?

. lf you say the house edlwhite,you are referring to

wine, usual ly he cheapest one the restaurant offers.

lf food is or hosgoneoff, t is no longer resh, ndsmells r tastesbad.Fo r example: think hi smilk'sgoneoff.

lf you say 'm so hungry, couldeoto horse, ou areemphasisinghar you are very hungry. or example:Whot time's inner?'m so hungry, couldeato horse.

ln England, orkshireudding ften accompaniesoastbeef. t is madeof f lour and water and s savoury. orsweet.Despite ts name,t isn'ta dessert.

l f you describeood as yummy, ou ar e sayingc sdel ic ious.oucanalsosay um.Forexample:A: What's or dinner?

8: Curry.Yum!

lf you hoveo sweetooth, ou really i l<e ating weet

food.

lf food is verymoreish,t 's so nice, ou want more an omore of i t .



Lead in

Ask students to te l l you about the most disgusring hing

they've ever eaten,what i t was,what it tasted l i l<e, here

they ate it. Then asl< he m about the most del ic ious

thing. Then show them the pictures of different foods onpage 82 and do I Different food.

' , , 1 . , ; ; / :

Go over th e suggestedexpressionsand pract ise he

pronunciation before havingstudents guesswhat each

food is in pairs.Then asl< few students to share a

coup le o f the i r ideas. lay he record ingso rhar rhey can

then checl< he i r answers. he same pa i rscan rhen ta lk

about the food again, ow thar they l<now what it is. For

examole:

/t doesn't look very good,but it probobly ostes de/icrous.

Answers

l . E 2 . H 3 . 4 . F 5 .D 5 . 7 . A 8 . 89 . C

69

Unit overview

General topicTall<ingbout different <inds f food and oodproblems.

Reading

The problemof obesity n developed ounrries.

Language input

. Vocabularyo describeood: r 'so kindof solod.It'svery filling. t's gotquitea strongeexture.etc.

' Vocabularyor food-related roblemsThey'reobese. hey'vegot ood poisoning.con't eotonythingwithmeat n it .etc.

. Food collocations: ut on weight, bolonced iet,o lovelyneoletc.

' Expressions ith should've:Youhould'veome.Yo ushould'veoldme before. shouldn'toyeosked. tc.

. Pronunciation f contracted orms: hou/d'ye.shouldn't ove

Different ood



i Describingood

Thisexerciseocuses n some ypicalwaysof describing

food.Pointout the modifiers uiteand very.Remind

students hat when quite s stressed,t means ot verybut

when he adjectiveollowing t is stressed,t means ery.Also point out the expression it 'so kind of, When

students have checked their answers by l istening o the

recording again, ave hem discus s he questions at the

end in pairs.At this point you might want to go over the

typical structures following sensory verbs.For example:

/t /ooks/tostessmellsgood deliciouslowful, tc .

/t /ooks/tostes/sme//sike a kind of souplchickenloldsocks.

Have students us e these different structures to describe

some of the p ic tu res.

Answers

Possible nswers

l . A 2 . D 3 . F 4 . G 5 . t 6 . E 7 . C 8 . H

9 . 8

This exerc iseprov idesmore pract iceus ingsome o f the

language n th e previous exercises. nstead of having

students just te l l a partner about f ive different foods,

have students wall<around describing one food to one

person before moving on to speal<o another.Ar th e

end, asl< tudents to rel l you what they learned using

tnese sentencestarcers :

Th e food /U most l ike o try i s .. .

Th e food thot sounded he rnostunusuolwos ...

Th e food that I d idn ' t ike he soundof wos ...

D iscuss he quest ionsas a c lassand then ta l l< oout

wh ich nat iona land reg iona l u is ines ou l i ke .You cou ld

also ta l l<about students' perceprions of food from

different tountries. Ask, fo r examole:

Whot do you think of as typicolAmerican food?

Whot would you expect o eot if you were stayingwith oRussion omilv?

You can then tal l<about what they thinl<of Engl ish ood,

which doesn't have a very good reputation.

Have students complete th e three texts individual lyan d

then compare their answers with a partner. Encourage

them to record the co l loca t ions nd comple te

express ions n the i r no tebooks.Po in t ou t the fo l low ing

patterns and asl< tudents to make sentences har are

true for them:

I f ind . . o b i t lmuch oo . .They'rellt'sniceand + posiriyeodjective filling,spicy)

Yo umay need o explain hat if you say oucan'tbeot

something,ou think that it is the best hing.Fo r examPle:

You an't beoto nice old beeron o hot summer'soy.

A full English reokfost onsistsof fried egg,bacon,

sausage,rilled omatoes,ried breadand oastand

marmalade.

Answers

l. a.bland b.comfort c. prefer d. sauces2. a.heal thyb. i l l ing c.kind d. imited3. a.greasy b. attening c. oreign d. spicy e. rich

Tal<ehi s opportunity o asl< ther questionso helpextendstudents'<nowledgef thesecollocations.orexample:

Whot ore someexomplesf comfort ood n yourcountry?

Whot do you think mokeso soup illing?

Do you ike ich oods?

Whot aresomecofesor restourontshereyou ind thechoice f foodo bit imited?

_. ; - :" "1 -t-r:!:,L,

*r, :. "rr l

l*i:illletore ou eao

Th e f irst part of th is exercise ntroduces some

vocabulary or food-related problems as a lead-in o

2 Eat your greens! Fo r the discussionstage, ou might

want to review some of the expressionscomparing th epast with the present i f students want to tall<about how

th ingsare chang ing :

/t's more of o problem now thon it was before.

/t 's no t os commonos it used o be .

Answers

| e . 2 .a . 3 . . 4 . 6 . 5 .d .

. t

. I EatVourqreens!; 1 -

As k students what they think the t i t le is referring to

(vegetables). he n ask them to guesswhich of the

problems in I Before you read wil l be discussed.Have

them read th e art ic le without worrying about

understand ing veryth ing nd then compare het r

answers to the three questions with a partner.

Speaking

Eng l ishood!



Answers

l . The prob lem is obesi ty .

2. One suggested ause s that people now tend to

have ess ime to spend on planningan d cool<ing

meals,and buying resh vegetables. hey also feel

gu i l ty about no t spend ing ime w i th the i r l< ids nd

so give in when their chi ldren asl< or sweets and

chocolates.Another suggestedcause s that bi g

food compan ies pend mi l l ionsencourag ing ids o

ea t fattening oods.

3. One company has tal<en lavourings rom foods

chi ldren l ike - chocolate, bal<ed eans,pizza an d

added them to vegetables.Theyhope this will

encourage <ids o eat more vegetables.

When students have in ished,play he recording againas

they fo l low in the Coursebook. Encourage hem to

under l ineexpress ions nd co l loca t ions hey f ind

interesting and then ask about any they are not sure

about. Remind them to add some of these to theirnotebooks.

Use these questions,which fo l low on from the reading

tasl<,n smallgroups. Expla in hat if something otcheson ,

i t becomes popular.Asl<students to tell you if they think

some other things will ever catch on in a bi g way, or

example,e lectr ic cars,portable DVD playersor whatever

the latest new thing is.When students have inished,asl<

if they think t heir answers would be different if they

were older, had/didn't have a family or werericher/ooorer.

,iitii|;iiiiloca ua y tocus

This exercise einforces ome ood-related ol ocations,

and addsa few more.Havestudentswork individuallyr

in pairs.When checl<ingheir answers,sk hem a few

relatedquestions. or example:

Whot ktnds f foodmakeyougoinweight?

Whot would ou soymakes p o bolonced iet?

Whot wouldo poordiet not nclude?Doesonyone ctually ikehoving heovymeol ot breokfost?

What cutsof meat oregenerollyeon?Whot ore some neots

thot tend o be fotty?

Tellstudents coupleof thingsaboutyourself o they

can see how thes ecollocations anbe used:

I'm octuollyrying o put on o bitof weightbecouse'veust

comeout of hospitol.

I thinko nicegloss f brandysgood or the digestion.

Thenget students o talk about heir own ideas n pairs.

I 2 Food

Answers

l . weight 2.diet 3. ood 4.meal 5. rui t 5. meat

7. salad 8.good

At a later stage n the unit you ca n revise this by getting

one student to come to the front of the classand sit

down facing he rest of the students.Write one of th e

words on the board so that the stu dent at the frontcannot see he word , bu t everyonee lse can.The c lass

then have o remember diff erent collocations or the

word and shout them out - but not the actual word

itself - unt i l the student guesseswhat the word is.Th e

student hen goes back and another comes up and the

process s repeated with another word.

-.1

I l t shou ldbe banned !

Mal<e ure students understand what each of these

things in the bo x are and that some are light-hearted

( l<araoke, o l f and grammar) rather than serious pol i t ica lissues. You might want to ge t students to thinl<about

why some peop le might no t l ike hese h i ngs. ) ou cou ld

also turn this into a debate. Have students oicl<one of

these quest ions, r come up wi th one o f the i r own.

Divide students into tw o groups: one for banning, he

other against.Give them ten minutes to thinl<about

arguments n support of their respective posit ions before

getting them into groups of four - tw o from each side -

to debate he issue.

i I can'teat that!. . . 1

W e o f t e n s a y c a n ' t e o t . . . o r I d o n ' t e o t . . . . Y o um i g h t

want to explain that I don't eot ... typical ly means you've

made a c onscious decision not to eat it , for example for

re l ig ious easons, hereas con ' teo t . . . o f ten imp l ies

some reason l i l<e n a l lergy.Have students work

ind iv idua l ly n th i s tas l< nd then compare he i r answers

in pairs.They can also talk about if any are true fo r

!nem.

Answers

l . f . . 2 . a . 3 . g . 4 . h . 5 . b . 6 . c . 7 . e . 8 . d .

You mayneed o explain hat if you con't tand omething,

yo u reallydisl i l<et and hat if you con'tbe botheredo do

something,ou don't want to mal<ehe effort o do it.

As k stucientso tel l yo u what they can'tstandor can't

be bothereddoing.For example:

I con'tstondoll this ain!

Mostdoys, con'tbe botheredo mokebreokfostn the

mornng.

Speaking

7 1



Asl< f s tudents emember the conversa t ion n Un i t l 0

when Rachel,Martin an d Jamiewere tal l<ing bout where

to go and Jamiewa s being a bit fussy. hen asl< hem to

tel l you whac they thinl<o fussyeoter s.Have students

spenda few minutes oo l< inghrough the menu and

asl<ing bout any of the items they are unsure of.You

might need to expla in th e following:' Wosobi s a l<indof hot green mustard usuallyserved

with raw fish. t' s Japanese.' Potd s a oaste.

' Anchovies re small f ish that are ofren salted an d

added to food.

' Sotoy s a dish in which the meat or vegetablesar e

mar ina tedand then barbecued.

' A lychee s a l<indof reddish fruit with a sweet white

ins ide . t ' s Ch inese.

Have students a l l< bout the menu in oa i rs .

Lead n by point ing ur the picture n page 5 andasl<ingtudentso rhinl< bout f i t remindshem ofanything. he yshould hen share heir thoughtswith apartner.Youmightwant to tell the class story here.Fo rexample:

A friendof minewosout on o ftrstdote witho very

sophisticotedomon.He reollywonted o impress er,ond sohe took her to a reolly oncy estouront.e pretendedoknowoll aboutwine, ven hough e neverdrinks t,ondordered bottleof their nest red.Anywoy,verything osgoingwell untilhe reochedor the soltond occidentallyknocked ver he bottle, pillingt oll over he womon'swhitesi/kshlrt.

Have tudentshenasl< ou quest ions.or example:So, id he everseeher ogoin?

Oh,yes,they'rehoppilymorried ouple ow!

Explainhe si tuat ionn the l isteningexr andgo over hethree questions. lay he recording nd hen havestudents hare heir answers nd eact ionsn oairs.

In order to he lp studentsunderstand he mean ingot

should've, sl< hem to expla in why Cathy used the tw o

examples. hen go over the exp lanac ionn che

Coursebool< and the two other examDles.Checl< hat

students can see what the present result is (l 'm reolly

hungry. 'vegot a terrible heodache).

Students can work through this exercise ndividual ly.

Checl< heir answers and then have students Dractise he

dialogues n pairs.Next, haveone person read the

prompt and the other respond from memory. Encourage

students o record the resDonses s who le senrences.

You might also want to point out that could've n

numbers4 and 5 expresses ometh ing ha t was poss ib le ,

bu t tha t wasn ' t done.

Th e second task givesmore practice with shou/d'ye s

well as focusing on some more food col locat ions.Have

studentsgo bacl< nd under l ine he comple te

exo essons.

Answers

l . ( l ) s h o u l d ' v e d d e d s o m ew i n e o r s o m e t h i n g . )

2 . ( l to ld you we) shou ld 'vebrought (an umbre l la . )

3 . ( l l<new ) shou ldn ' thavehad (a l l ha t cream wirh

th e cal<e.)

4 . (You) shou ld 've ome.

5 . (You) shou ld 've een ( i t . )6. (l l<new ) should've gone (to the banl<before

I came out . )

7 . ( l ) shou ld 've rdered (someth ing igh ter . )

Should 've

Listening

Answers

l . We l l , you shou ld 've a ten more at d inner .

2 . You shou ld 've one before we came out .

3 . We l l . you shou ld 've rought a coar .

4. You should've old me before! | could've cool<ed

1 someth inge lse .l -

|5 . Rea l ly ! ou shou ld 've a id .We cou ld 'vedone

someth ingspecia l .

6. You should've come to the party. t w as great fun.

Answers

l . No, bu t they pre tended hat they d id .

2. Steve didn't l i l<emost of the food, but said that he

d id to be po l i te .A lso , he b i l l was wrong ar f i rs r

an d they had to correct i t . Then they realised hat

they didn't have enough cash on them.

3 . He might havegone home. He might havehac

t roub le f ind ing he cashmach ine .

4. Answers wil l vary.

2



, i i i l i i: iron nciation: ontractions

Play he recording a couple of t imes so stu dents get

used to the way the contracted forms sound.Then play

the recording again, ausingafter eac h sentence so that

students can repeat.They can then prac tise saying he m

to their partner. For each one, have hem read tn e

phrases i len t l y ,oo l<up and then say t .Th is he lps hem

mal<e he contract ion because hey haveo

ge tto th eend quicldy before they forget.

Get students to d iscuss he second tasl< n pairs.Choose

a few students to share some of their suggestionswith

the who le c lass .

t -

! Furtherpract ice

Have students read the letter an d then tall<about ir in

pairs.Alternat ively,have he m listen to you read th e

letter a couple of t imes before they discuss t . Write

some of the i r suggest ions n the board .Youmight a lsowant to ta l l<about ho w we can use never or emohasis.

For examole :

They nevershould've aken the cor in the first Dloce!

-ere are some suggestedanswers:

Theyshould've ef t earlier.

Jonetshouldn't ov e rung her mother.They reollvshould'vebookedsome seots.

Theyshould'vewaited and caught the next troin-

,'onet shouldneverhove /istened o Nick.Theyshould've skedsomeone or direct ions.

;anet should'vekept to the speed imit.

.,onetnevershould've ried to bribe the Dolicemon.

12 Food

Fo l low up by d iv id ing he c lass n to pa i rs .Ask one person

to re-read the letter and write all the expressionswith

get (got to the stotion,go t to the motorwoy, got o bit /ost,get

to th e weddin$ge t out of pr ison)on a piece of paper,an d

their partner to do the same with go (f ive minutes efore

we were supposed o go,go back home, we went of f the

motorwoy, wos sure I wos going n the right direction,we

went the wrongwo y ogoin).Have students close their

Courseboo l<s nd use hese express ions o he lp re te l l

tn e story.

Fo l low-up

Us e th e menu on page 85 to develop a role play.Have

students worl< in pairs.One person is a fussy eater and

th e other can't make a decision (or on e person wants

the cheapest h ing on the menu,wh i le the o ther person

wants a lot). lf you get srudenrs n groups of three, on e

person can be the waiter. Brainstorm a l ist of restaurant

language irst :

I ' l lhove he . . .

Are you reody to order?I need a fe w more minutes.

Whot's it got in it?

Does t come with chips?

Have students lool< hrough the language tr ips at th e

start of this unit and Unit 7 fo r other useful exoressions.

Then have hem write the dialoguean d pract ise it before

act ingout their sl<it o another group or to the whole

ctass.

73

Answers

Possib leanswers:

2. . . . because ow we have o pay h is huge b i l l .

3 . . . . because ow I don ' t have he r ime to wnre

my thes is .

4 . . . . because ow he 'son the wa i t ing is t .5 . . . . because ow he th in l<s 'm be ingnosy.

6 . . . . because ow you ' re n a lo t o f t roub le .

7 . . . . because ow I don ' t have he t ime to herp

you.

8 . . . . because ow they 'vedecided o pa in t he

whole house a differenr cotour.

9 . . . . because t was good.You fee l bad now because

you missed t .

| 0 . . . . because ow I fee l s i ck



Th e exercises ere can be usedas a test.However,4 Look back an d check and What can youremember? are better doneas a di scussionn oairs.

' " . 1-j grammarrevrew' '

I

Answers

l . d id you star t

2. was, 'veever been o3. t 'd

4. nevercome

5. Youshould've een

6. we came

7. l<eepsuttingou t

8. have ou ha d9. l've forgotten

10. go,stay n

: r . : l -I Compar ingh ings

Answers

| n icest 5 . most we l l -pa id

2 . co ldest 6 . most depress ing

3. most annoying 7. most bad ly-pa id

4 . most pa in fu l 8 . scar iest

Verb orms

Answers

l . staying 6. ta l<ingut2. to go 7. breal<ingown3. asking 8. to buy4. to get 9. walking5. gett ing 10. l iv ing

Answers

l . qu ie t

2 . obsessed

3. bland

4. user-friendly

5. wrong

5. awful

7. amazing

8. greasy

9. spicy

10 . hope less

Questions nd answers

Answers

l . h . 2 . f . 3 . j . 4 . a . 5 . d . 6 . c . 7 . b . 8 . e .9 .g . 10 . .

.f l$ wtrat canyou remember?

Answerswill vary.

" t -1LOmmonexpresslons

Answers

l . b a n n e dI r h ^ ' ' ^ 4 .

3. have' , 4 .

h a r d l y

5. be t te r

5 . la te

7 . go ing

8. to go9. bo thered

1 0 . m i n d

Answers for I

li Lookbackand check

Answerswill vary.

rilf;iiilerbcollocations

Answers

l . j . 2 . h . 3 . i . 4 . g . 5 . b . 6 . c . 7 . e . 8 . d .9 . f . |0 .a .

Adjectives

4



Revienr n i ts 12

Revision

Answers

l . Possiblenswers: hotel , c inema.

2. Ca n (ane) comealongl/Can invite George)?

3. You use t to move he arrow (cursor)on your

comPuter.

4. An omoteurs someonewh o doesan activity or

the loveof i t , not as a living.A rofessiono/s

someonewh o doessomething s a living. sually,

we tall< bou tamateur/professionalports

players,ctors, ingers, hotographers,ainters,

5. Comfort ood s food that mal<es ou feel warm

andcosy. xamplesnclude hic l<enot pie,

macaroni nd cheese, tc.Comfort food is good

to eatwhenyou're eel ing epressedr a bi t l l .

6. Possible nswers: omeonewho annoys ou,

someone ou haveha da fightwith.

7. You'reobesef you'reseverely verweight.f you

are obsessed ith dietingand are seriouslyunderweight s a result, ou are onorexic,

8. Possiblenswers:. . asl<ing e out, . . . mal<ing

noises henhe eats.

9. Possible nswers: t nine,near he t icl<et ounter,

on tne corner.

10. Possible nswers:ruit salad, otatosalad, gg

salad.

I L Possible nswers:t doesn'tworl<.he Derson

(staff) sn'tdoing he job properly.

12 . Junk ood ncludes ll oods hat are bad or your

health.Fostood s food (usuallyunkfood) hat

yo uca nget quicklyat a restaurant r take-awaystand./unkoo d s a negative xpression,ostfood

is neutral .

13. l t canmake our computer rash r wipeyour

harddr ive.

14 . lf your doctor tel lsyou to, or if yo u can'tea t

certain oods.

15. Youmight topoverat a place f your connect ing

flight s delayed,r if you'd ike o spendsome

time in that placebefore lyingon to your

ultimatedestination. lso,with lots of long-

distancelights, ou ca nstop over in a cicyan d

change lanes.

16. You've aten oo mu chand are uncomfortablyfu l l .

17. I don' tmind. 'm easy.

18. Rioe rui t .

19 . Possible nswers:ried ood can be too greasy,or

example hips; urry canbe oo spicy; oup,

vegetablesan be a bit bland f they acl<lavour;

desserts r food madewith a lot of butter,

alcohol r cream anbe very r ich.

20 . Possible nswers:t hasn't rrived et,ba d

weather s holdingt up somewhere,t i s being

insoected.

75



Unit overview

General topicTalking boutplaceso seeon holiday nd heweather.

Dialogue

Tw o couples n holiday iscussheir plans or th eday.

Language input

. Vocabularyor different ourist anracrions:o monument, cothedrol, themepork,etc.

' Recommending:wos thinkingof trying some ocal

food.Canyourecommendnywhere? tc .

. Holiday ollocations: e wenton a guidedour.I must emembero write o few postcords.tc.

. Describingplaces:t'so bit of o rip-off. t'so bit of o

tourist rop. You geta greotviewof the city from up

there.etc.

. Weather vocabulary:t rained he whole ime.Theheat wosunbearoble.t woso bit chilly. tc.

. Expressions ith goingo,will,probobly nd might:I'm justgoingo haveon eorly night. don'tknow, 'l lproboblyuststoy n. suppose might o trovelling.

. Expressions ith it depends:t dependsn theweother.t depends ow feel.etc.

. Pronunciation:inking inalconsonants ith afollowing owel.

Language str ip

Us e he languagetrip as a way o lead n to the unic.As k students o quicl<lyoo k through he listand indan yexpressionsha t hey could have aidaboutsomethinghey havedone n the past e.g.Whot o view!Theweatherwosperfectfor sightseeing).xplain hat inthisuni t heywi l l earnmorewaysof ta lk ing boutplaceso vis i tand heir p lansor the daywhi leonholiday. ncouragehe m to choosesomeotherexpressionsn the strip that look interesting nd o findout more about hem.

Us e he languagetrip ateron In this unit or a smallgroup ask.Asl< tudentso discus s hat place heythinl< s being eferred o in someof the expressions.For example,The morketswere eolly reotcould bereferring o Bangkol<.lternatively,hey can hinl< boutho w to respond o someof the questions e.g.Whotdi d

you hinkof the Notionol ollery?).lft is a yes/no uestion(e.g.Di dyo ugo o the bozaor?),hey should ncludefollow-upcommenr e.g.No ,we didn't et ound o it).

Yo umightneed o explain omeof the following racesandexDressions:

. l f somethings we//wortho visit,t is a really oodplace o go and see.Fo r example:f you're ver n

London,ry to go to the Museumof Monkind; t'swellworth o visit.

. Th eNotiono/ ollerys a largeart gallery n London.

' A bozaor s a big market, speciallyn the MiddleEast.There are famousbazaarsn cit ies ike Cairo andIstanbu.

. A mummy s a deadbody, suallyro m longago, hathasbeenpreserved.

' l f you shop i l lyo udrop, ou spenda lot of time andenergy hopping. or example:'m goingo spend he

weekendn Singoporend I'm plonningo shop il ldrop.

. l f somethings o total ip-off,t is not worth th emoneyyou pay or it, or you are beingoverchargedfo r it. For example: on't oke heopen-oirou rbus;t' sa totol rip-off.

' Th e lmpressionistss a rerm applied o a groupofartists,or exampleMonetand Renoir,rom the latenineteenth entury, ho painted n a characceristicstyle.

. TheAoopolisefers o the ancientGreekcitadeloverlool<ingthens.

' lf some riendsare Puttingouup .yo u are stayingwith them n their house.

Remind tudentso recordan yof the expressionshatthey ik e n their noteboor<s.

Lead in

Lead n by asking om egeneral uestions boutsightseeing.orexample:

Do you ike o spend imesrghtseein,or do you prefero goto th ebeoch r stay n the bar?

Whot kindof ploces o you like o see, isroric uildings,museums,ld portsof towns,morkets?

Do youusuolly rgoniseour imeor just oke hingsos heycome?

Do you ry to seeo littlebit of every.hingr o lotof o fewthings?

76



.-; i

lI Sightseeinq ords

This exerciseocuses n severalwords that are similar nmeaning.y usingheir dict ionar ies,eferr ingo thepictures, nd hinl<ing f examples,tudenrswill probablybe able o see he differences. hen they hinl< f

famousexamples,ou can have hem worl< n parrsini t ia l ly nd hencompareheir answers i th anotherpair. he n n this argergroup, hey can make heirrecommendations.

While going hrough he answerso the first tasl<, iveafe w collocationsor eachplace. or example:a life-sizetotue f ...

o fomous onumento . . .

visiton ort gollery

lookround he ocolmuseum

o locolchurch

o magnificentothedrol

ottendproyersn the mosque

a socred emple

o royalpolace

o ruined ost"le

spendhe doyot a theme ork

there's funfair n town

on lnternet af6

o foncy estouront

Answersl. A stotue s of a person,whileo monumentan De

anythingo remindpeople f an event r a person.2. A gollery ontainsworl<s f art,whileo museum an

containmanydifferent bjectsand artefacts, ornecessari lyorl<s f art.

3. A cothedrals largeran d more important ha nochurch. raditionallx cothedrols the seatof abishop. hereareusual ly ne or two cathedralsna city,but there are manychurches.

4. A mosquesa place f worship or Musl ims, hi lea temples fo r Hindus, uddhists r Sikhs.

5. A paloces a home or royaltyor heads f scace,whileo cost/es a large ortifiedbuilding uilt on g480.

5. A theme pork is usual ly arger than o funfairand has

a par t icu la r heme,wh i le o fun fo i r s smal le rano

often moves from town to town.

7. A restouront ends to have a bigger select ionoffood and is open fo r lunch and dinner,whi le o cof6serves quick snacl<s nd can be open al l day.

a . a ca thedra lo r church

D. a monument

c. a restaurant

d . a theme park

'13 S igh t see ing

: l

I Recommending' .

t

Students somerimes have dif f icu ltywith the verb

recommend. s well as the phrase Can you recommend

onywhere? ou ma y want to also g ive them other pnrasesas wel l . For example :

I strongly ecommend t.

I wouldn't recommend it .

Con you recommend o gooddoctor?

Encouragestudents to record these in their notebool<s.

Also point out the pattern I wos thinking f to introducea tentat ive Plan.

Have students worl< individual ly hrough th e task an dthen play he recording so they can checl< heir answers.After they asl< ac h other to recommend places, sl<them to close their Coursebooks and asl< ou th equestions o se e if you have he same ideas.

Answers

l . . 2 .e . 3 .c . 4 .g . 5 .a . 6 .h . 7 .b . 8 .o .

Here is information about some of the places mentionedin the resoonses:

fhe Erit ishMuseum in London ha s a huge col lect ion ofhistoric artefacts rom all over th e world.

The Notionol PortroitGollery s next to the Narional

Ga l le ry n London and spec ia l isesn por t ra i ts .

PorcAster ix s a theme parl<whose theme is the Frenchcartoon characterAster ix (and his friends Obelix, etc.).

JolonSuroboyo s a famous marl<et n Jal<arta th e capitalo f Indonesia ) .

Broodway efers to the theatre distr ict in Newyorl<.

ShinjukuPork is in Tokyo.

Lead n by asl<ingtudents o tell you what general hingspeopledo on holiday. tudentsmightsuggesthings ikeexchonge oney nd ok eo tour.Write heir suggestionson th e board. he n have hem do the exercise. fter youhave hecl<edtudents' nswers, sl<f they want tomodifyany of their previous uggestions,or exampre,oon o guided our, hongemoneyot the bonk.Extend heexercise y asking uestions. or example:Whot thingsdo you liketokingphotosof7

Do you ikehoving our picture oken?

Conyourememberwhote/se, part rom tickets,youon'book'?

(o room, seot)

Whot else, port fromo restouront,an be'futtybooked'?o

flight,o hotel)

You mayneed o explain hat if you buy somethingn theblockmorket, ou are not buying t throughch eproperchannels,ndso t is l lesar.

Collocat ions

77



Introduce his exercise y tel l ingstudents boutan

experience ourself. gain, ncourage uestions nd havethem recallany useful hraseshat you used. ou mightwant to also eed n other questions ractisingome ofth e collocationsro m 3 Collocations:Do youprefergoing n guided oursor goingoundbyyourselfT

Do you sendpostcords henyou're n hotidoy?

Whot do yourecommendoing o keepyour things ofe?

Do you oke ravellers'chequesr do you useo creditldebitcord?

. . t

' i what's t like?' " ; . {

Beforedoing his ask, ocusstudents' ttentionon rnepictures nd asl<hem in pairs o describewhat kindofplaceeachone is.Write the followingpatterns n theboard o help:

/t looks ik eo ...

I think hot'sn ...fhct /ooks ikeo (odjective)indof ptoce.lsn ' thot he . .?

Students an hen decide f the descriptions re negativeor positive

y choosing hethera.or b. ollowseachone.Check ha t students nderstandhe expressions yasl<inguest ions.orexample:Ho wmuch houldhe ychorge,then?

Why do you think it'so roughoreo?

Do you thinkyou'dpickup o bargoin r get ippedoff in otourist rop?

Then play he recording o students an check heiranswers. la y he recording gain, hilestudents ollowthe tapescripr n page 53 .Pointout the expressionsthonks or lettingme know and thanksor tellingme.

Answers

Sentencesharcanbe ol lowed y a:2,6,7 and8Sentenceshatcanbe ol lowed v b: l . 3.4 and5

Real Engl ish

Referstudents o the Real English note on a touristtrop. ell he m aboutsome ourist trapsyou'veencounteredn your travels. sk if they'veever been o atourist trap.Do they know of any ourist raps near

themi

Pract ise he two examples n the f inal part of the

exercisewith two students in front of the class. ou

could have students wall<around havingon e

conversation with on e person before moving on to ta lk

about another place with another person.

These uest ionsead n to the conversat ion.yououlduse hem or a wholeclass iscussion.f so,brainsrormlistof placeso stay n:hotels, outh hostels, ed andbreakfasts,ampsites,aravans,tc .Also,as k urtnerquestions. or example:Did youstoy n touch?

Hoveyoueverhodo holidoy omonce?

lf youoreobrood, o you end o moke riendswith people

from thesomecountry syou?

Youcan hengetscudenrsn pairs o talkabout heplacesn the pictures.he pictures howpar is,NewYork,Thai landndBuenos ires.Wri te somesenrencestar ters n the board:I' ddefinitelyisit ..l 'dproboblyo o bi tof . . .Maybe d go ..

Explain he situation.Then go over rne rw o quesrionsan d as k students to listen fo r the answers.play th erecording, mal<ing ure that they cover the text . Getthem to d iscuss he answers n pa i rs . e l l hem ro Keepthe text covered as rhey do this.

Next, let students read the conversation as you play therecord ingaga in . hen ask students , n pa i rs , o f i l l i n thef irst tw o or three gaps ro m memory before you pray

the recording again, h is t ime with pausesso that theycan check and f i l l n the miss ingwords. Do th is two orthree gaps at a rime until the end. Play he recording

through on e more time with students fo l lowing the text.l f you want students to read the conversation,or Darrso f i t , n pa i rs , se rhe tapescr ip ron page 154. he miss ingwords are h igh l igh tedn co lour .

Yo u ma y want to point ou t or expla in a couple of

exDress ions:

' l f someone as l<sf i t i s OK i f they do someth ing , ou

can say Go oheod o mean that it is OK. For examDre:

A: Con I borrow your dictionary?

B: Yeoh, o oheod.

, t l ' 1 5 - | I I . i* - ; * ' * 1 . , . ; , i ! . ; l

Speaking

Speaking

While you l isten A day out)

Answers

| Theyare visit ingParis.the Louvre,he Eiffel ower,Champs lysee)

2. David ndVictor ia remoreorganised.

8



Answers

Words in gaps n the conversation:l . j o iny ou

2. comfortable

3. a greatview

4. thoughtabout t5. havea wander ound5. depends

7. gets

8. plans9. don't really ik e

10. soundsi l<e

I l . c lea r p

12. what imeI3. bookeda table14. probably i l l| 5. afford it

Yo usa yThot's shomeo sympathise ith someoneabouta situation r to expresseshat you are sorryaboutsomething.or example:A: I'm ofroid the restouront'sfulty booked.

B: Oh,thot's shome. wos eolly ookingforword ogoing here.

lf you wonder round omewhere,youal<e our timewalking round placewithoutanydef in i te urpose.

For example:Do youfoncywonderingound hecothedrolfor an hourbeforewe getsomethingo eat?

' l3 S iqh tsee rnc

responding.Tel l them to swap roles halfway hrougn.Before moving on to the next tasl<,el l students ro gobacl< nd find those collocations and expressions ha t arene w to them an d to transfer them to their notebooks.Point out the following time expressions: he whole time,most of the time, o coupleof times, he rest of the ttme.

Answers

l .Terr ib le! 2.Great! 3.Terr ib le!4.OK. 5.OK.5.Terr ib le!7.OK. 8.OK. 9.OK. l0.Terr ib le!

Th e questions n th e second tasl<work best inmult inational classes.f your students ar e al l f rom tn esame country, asl< he m to tal l<about another counrrythey know, or bring in some information, maybe off theInternet, about different placesaround th e world. Giveeach person in a small group different information tolool< hrough quickly. Students can then answer rn equestions about these Dlaces.

. . . " " 11Weather forecasts " l

Introduce hi s exercise y writing heseexpresstonsnth e board:

We were eallyuckywith theweother.t .. .

We didn'thovemuch uckwith theweother.t ...

Havestudents se hesepatterns o tall< bout heholiday ro m 3 Talking about th e weather. Thenexplainha t in English e often alk about luck r chance(e.g.There's

chonce f snow.With tuck,itwon,t oin oryou)with the weather. sk studentswh y they hinl<hatis th e case, nd hen have he m do th e exercise.

Answers

l . d . 2 . b . 3 . . 4 . a . 5 .e . 6 .c .

Havepairsof students eact o the dialogue y discussingth e questions t the end.As k a few students o tell youwhat they hought

and add a few more adjectivesfnecessary.or example:Helshe ounds bi t fussybo ng p osho rty ndeclsive.Helshesoundseollyeosy-goinglfunlfriendly.

As an extension ave roupsof four students or three- if you explainhat asonstayed acl< t the hotet_role-playhe scene t the restaurant here he peopretalk about ho w their daywas.This s a good chance oreviewsomeof th e languagero m the previous nics.

I

$ij$Talking bout he weather

Lead in by asl<ing tudents what they thinl< he wearneris going to be l i l<e oday,an d then if appropriate,wnatthey want i t to be l i lce.Refer bacl< o the photographs ofplaceson page 94 , an d asl<what they thin l< he weather'sl ike there. This gives you a cnance o react to some oftheir suggestions nd feed in other col locat ions.Fo rexamDle :

It looks quitecold ond misty there.

I bet it gets very humid there.

/t /ooks ovelvond cleor.

Get students to work through the exerciseand thenhave he m compare answers in pairs with one personaskingWhot's he weother ikeZ nd th e other person

Have students pract ise he expressions but with ony luckan d knowingour luck,and then have he m pract ise saytngthe sentences n pairs with one person asl<ing ove youheord he forecostT nd the other person responding.

; i; rr. l

. , ." .1

Students ma y have earnt that wi l / s used to talk aboutthe future in Engl ish.However, ust l ike th e weather, hefuture can be predicted with varying degrees of certainty,an d so we us e different forms to express it.

Lead in by asl<ing few students these questions:

Cot ony plonsfor the weekend?Whot ore you up to tonight?

I ..., .ii; :t,t":: i

79



Then have students worl< in Dairson the tasl<s ere.

Encourage hem to record some of the comple te

expressions (e.g. '/ / probobly stoy in ond toke rt easy.

suppose might go trovel l ing)n their notebool<s, erhaps

under a sect ion o r the fu tu re .F in ishup by as l< ingstudents the same questions rom the lead-in o see if

cheyanswer w i th d i f fe renrexpress ions.

Answers

The expressions n the dialogue are:

We'll probably ta l<e t easy his morning.

We might go to the Picassoexhib it ion.

Yeah,we're going to go up the Eif fe lTower th is

morning an d then we're going to go for a cruise down

th e river.

Well , they said it 's going to rain this morning, but it

might clear up later.

Are yo u going to eat here tonight?

We might go out, it depends what time we get bacl<

th is afternoon.

Studentscan do th is exerc ise nd iv idua l ly nd then check

the i r answers n pa i rs . e l l hem to exp l a in he i r

dec is ions. o over the pronuncia t ion f these phrases,

especia l ly he contracted form / ' / l and the re duceo

pronunciation of going o.Then have students practis e

reading he conversations.

,lli,il irttt'rer ra.tice

This exerc ise ivesstudentsa chance o persona l isethese structures,an d are good examples o include in

their notebool<s. nsteadof havingpairs of students ust

d iscuss hese quest ions, ave hem wander around the

classasl<ing ne question to on e person before moving

on to another person wi th another quest ion .F in ishup

by ask ing he c lasswho had the mosr in te rest ing r

unusua lo lans.

Th is i s a very common phrase us t by i tse l fwhen we

don ' t want to be exp l ic i t o r when we want to de layanswering.You could g ive students an example of an

interaction l i l<e his:

A: So, reyou goingo give rs :--: -: -'., ',i! '<tonight?

B: Well, t depends.

A: On whot?

A: Whot kindof mood 'm in, suppose.

You might want to explain that whetherand if are used

when there is a cho ice , or exampleyou ' re e i ther on

t ime or you're late.The words or not can herefore

follow at the end of the senrence:

/t depends flwhether I hove time or not.

They can also fo l low direct ly after whether but not lf ,

It dependswhetheror not I hove time.

Answers

l . dependson 7. dependson | 3 . how long

2. dependson 8. depends 14. what t ime

3. depends 9. how | 5 . whether

4 . d e p e n d s 1 0 . h o w m u c h 1 5 . w h a t

5 . d e p e n d s n I l . w h a t t i m e I 7 . w h e t h e r

5 . depends | 2 . how

This is somer imesa d i f f icu l t oncept or s tudents o

accept .Exp la in har no t on ly w i l l i t he lp them spea l<

more f luenr ly n g roups of words, bu t i t w i l l a lso he lp

them to avoid the problem that some learners have of

dropp ing cer ta in ina lconsonanrsounds.Go through the

two examples,an d have students pract ise he m before

having hem mar l< he l in l< ingn I -9 . P lay he record ing

once al l the way through and then again, ausingafrereach sentence o tha t s tudentscan repeat t severa l

t imes.You can a lso po in t our rha t rhe'd 'sound

is usua l lydropped in l t deDends.

Furtherpract ice

Have students asl< ach other these questions n pairs

and then asl< hem to spenda few minu tesmemor is ing

the responses -8 in 4 l t depends.Then g iveeach

student a number f rom one to seven. h is i s t he numberof the question thar they have o asl<.Get all the

students o stand up and go around as l< inghe i rquestions an d trying to remember an appropriate

resDonse.

80

Answers

l . l ' l l , m igh t

2. I 'm ( just) oing o, might, l ' l l3. we' l l ,we might

4 . I m i g h t , I m i g h t , l ' l l

5 . l 'm going o

6. l ' l l , mighr.'m (nor)going o

Answers

9. I t depends ow I feer .1 . h depends ow-qlggllam.| 3. h depends ow long-it' l l al<e.14, l t depends hat imJl get home.15. l t depends hether get back n t ime or not.15 . lr dependswhat kiid.,of hinglou liki

17. l t depends hether ve got paidor not.



Answers

Possiblenswers:

l . l t depends ow I feel /howired am/whatI get home.

2. l t depends ho w much time we've goriwhat timethe f i lm f in ishes.

3 . l t dependshow I fee l /how ired I am/what ime

I get home/whether I get bacl< n time or not.4. l t depends ho w I feel/how t ired I am/whar trme

I ge t home.

5 . l t dependswhether I ' vegot pa id or no t .

6 . l t dependshow long t ' l l take /how ired I am.

7 . l t dependshow much t ime we,vegor .

I hese icruresnclude omeplaceshataren' t ypical

tour istatr ract ions.xplain hateachplaces.Thepictures howTokyo, isneyland,Theiroshima eace

Museum,nd he Galapagosslands. r i te a fewexpressionsn the board o helo:I'dnever o there, ven f you poid me.It'snot really he kindof thing 'm into.l'm sure t's oscinoting.I thinkeveryonehou/d ee t.

1 3 S t q l t t s e e t n q

Fol low-up

Have studentschoose one of the c i t ies n thephotographs on page 94 an d inragine ha t they ar e onho l iday here .They shou ld wr ice a le t re r or a postcard

to a f r iend exp la in ing hac hey havebeen do ing ,wherethey've been going,what they've been eating,ho w theweather ha s been,what the people have been l i l<e, tc .Give students a chance o review the language n this

un i t and prev iousones. f you are having hem wr ice inc lass, o around he lp ing .When they have in ished, heyca n exchange etters with a partner, read it an d then tal l<about i t.

t ime

Speaking

8 1



Unit overview

General topic

Tall<ingbout schools nddifferent <inds f exams

ano ests.

Reading

Theway eachers sed o discipl inehi ldrenn

schools s not lil<et is now.

Language input

. Verb patterns: hewo scought r inkingn schoo/.She

corried n driving venofterher accident. e wos

sockedor olwaysbeingote.etc.

. Schoolexpressions:e neverPoys ttentionn closs.

Shet he eocherlDet. tc .

. Expressionsnd collocationsor talking bout

examsand ests: gotmy results.y mindwent

completely lank. did a lot of revisionor the exom.

etc.' lntonation or expressing ympathy:'m really orry

to heor hat. 'm so sorry. tc.

Verbs or tall<ingbout hopesand plans n thefuture: 'm plonningo spend he summerworkingabrood.'m really ooking orward o it. etc.

Asl<ing pinions bout he futureand responding:Do vou hinkshe'll ome? doubt t.

Pronunciation f the contracted orm 'l ll t ' l l oin

loter. 'l l giveyouo hondwith it.

Language str ip

Us e the language trip as a way to lead in to the unir.

Asl<students to lool<quicl<ly hrough the list and f ind

any expressions ha r they have used themselves (e.g.

Hove you done your homework?) nd any that are tr ue fo r

them (e.g . ho tedschoo/ ) . xp la in hat in th is un i t they

wil l learn ways of ta l l<ing bout school and tal<ing xams.Encourage hem to choose some other express ions n

th e str ip that lool< nteresting and to f i nd out more

about them.

Use the language t r ip la te r on i n th is un i t fo r a smal l

group task.Asl<students to f ind those expressions ha t

ar e about exams (e.g. 've got ny results),hose that are

about university (e.g. 'm doingFrenchot Nottinghom)an d

those that are about school (e.g.Ho w old were you when

you left school?).Of course,some expressionsdo not fall

into only one category.)You could then asl< tudents to

choose severalof the expressions o asl< ach other (e.g.What wos your degree n ogoin?).

You might need to explain some of the fo l lowing

exPressrons:

.l f you drop out of university lschool,youeavewithoutf inishing.For example: got nto o good university,ut I

just go t fed up with it ofter o few months ond dro pped

out.

' l f yo u are doingo subject omewhere, ou are studying

i t . f i t is a t un ivers i ty nd the un iv ers i ty s named

after the city,yo u can just use the city's name.For

example: 'm doingchemicolengineering t leeds.

. l f yo u are hovingltokin g gop year,you are tal<ing

year off between leavingschool and start ing

university.For example: 'm plonning o spendmy go P

yeor trovellingoround the world.

. l f yourmind goes lonk,yousudden ly annotremember or th in l< f someth ing . or example :My

mind's gonecompletelyblonk. con't remember who gove

me thot neckloce.

. If you sayyou got threeAs ond a B, you are referri ng to

the results of your exams.Usual lyyou are referring

to yourA-levels and the grades reguired to get into

universicy.A-levels are exams that are usually taken

in the f inal year of school in the UK when you ar e

eighteen. Whot do you coll A-levelsn your country?

means Whot do you coll the exoms you toke ot the end

of secondoryschool n your country?

Remindstudents o record any of the express ions hat

they l i l<en the i r noreboors.

Lead in

Lead n by w r i r i ng rhe word teocher n the board .Then,

as a c lass , ra insto rm a l i s t o f ad ject ive o l loca t ions. ere

are some lessobvious examples:hordworking,overworked,

competent, nexperienced,sympothetic.Theno on to th e

f irst exercise.

In t roduce h is exerc iseby te l l ingstudentsabout some of

your own teachers, or example a teacher that inspired

you to become a teacher yourself,a teacher that made

your l i fe a misery,etc. lf you are short of ideas, ou can

use h is examole :

A friend of mine once met one of her old teochers severol

years ofter she hod left school.When she told her old

teocher thot she wos herselfo teocher,he nearlydied of

shock.Apporently,she od been quiteunruly n school.When

he oskedwhot mode her go into teoching,she exploined thot

she hod mode her teochers' iveso misery os o studentond

no w she wonted o moke her students'/ ives miseryos o

teacher!

Speak ing

2



Have students ta l l< n pairs about the questions an d th epictures on the page.Asl< f an y of the things in th ep ic tu res emind them of the i r own t ime at schoo l .

l

I While you read(Thebad old days)

Po in t ou t the t i t l e o f the a r t i c leand ask students oguess what i t might refer to. Then expla in the rasl<. ave

students read through the art ic le an d then comparetheir answers with a Dartner.

Answers

Answerswill vary.

Play he recording f the articlewhile students ollow ntheir Coursebook. ncouragehem o under l ine nyexpressions r collocationsha t seem nteresting.ou

ma ywant to point ou t an dexplainhe followingexDressions:

' l f you voiceyoursupportor someonelsomething,youverbally xpress ou r support or that personoridea.We ca nuse he verb voice ith other emouons,too: to voice ourconcernlongerlfrustrotion.orexample: lot of people re voicingheir rustrotiontthe ocko[progressn reoching n ogreement.

, l f youor eot foult, ou are responsibleor somethingthat went wrong.Fo r example: he bi g oo dcompontesore reollyot foult or the problems f obesity.

' l f you are cheeky,ou ar e beinga little disrespectfulan d unnyat the same ime.Fo r example: wo scheekytowordshe teochers,ut I nevergot n reolly erloustrouble.

' l f you push omeoneo the imit, ou provol<ehe m roa point where they osecontrol.For example: ou'd

betterstop now.Youiepushingme to my limit.

l f you outlow omething,youal<et i l legal. orexample: hey'veutlowedhe useof mobile honeswhiledriving.

Have studentsd iscuss hese o l low-up quest ions n smal lgroups.You ma y want to point ou t the pattern cotchsomeonedoingsomething. he -ing orm is used herebecause t shows that th e act ion was in progress.Asl<students or o ther th ingsa teacher or the po l ice mighrcatch you doing. For example:

I was cought fighting n the toi/ets.

I wos cought running n the corridors.

We were once caught shoptifting.

You could also expla in that you can skip meols.Fo r examole:

I usuollyskip breokfast.

F in ishup by ask ing tudentswho had the most unusua l ,effective or cruel lest punishments.To extend th ed iscuss ion , avestudentsd iscusswhether i t was r igh t

1 Study ing

that the teacher wa s sacl<edor grabbing he boy's shir to r whether phys ica l un ishment hou ld be ou t lawed nschoo lsand in the home.

The verbs in this exerciseare followed by a variety ofpatterns.This is a good time to mal<e ur e students ar erecord ingand learn ing xamples n who le express ions.You ma y need to expla in th e difference between oromesomebodyfor o problem and blome o problemon o person..on is followed by th e cause,whi le fo r is followed by theresult.Ask students to complete these sentencesappropriately:

Theyblomed the croshon .. .

Whenever somethinggot broken,t was olwoys blomedon ..

I blame the governmentfo r . ..

I o lwoys oo k th e blome fo r . ..

Answers

4 . a . 5 .e . 6 . d . 7 . b .

Th e expressions are:

go t sacl<edor tearing a boy's shir t

compla ined o the headmaster

sacl<edor physical ly busing he bo y

caught two students ta l l<ingn class

mal<e ou hold your hands out li l<e cross

carry on teaching he class

caught anyone doing anythingwrong

threatening them with the sacl<

blame th e ourlawingof physicalpunishment for anincrease n bad behaviour n ch i ld ren

ge t sacl<edor stopping a f ight

caught smol<ing n th e toi lers

t q

This exercisegivesmore practice with th e vero parrerns

from 4Verb patterns. Have srudents ool< hrough thequest ions nd then asl< hem to c lose he i r Courseboo l<sand ask you.Answer the i r quest ions nd then asl< hemto recall severalexpressions yo u used.Write them onthe board .Studentscan hen open the i r boo l<s nod iscuss he quest ions hemse lves n smal lg roups,us ingany of the express ions o he lp them i f necessary.

t _i Teachersnd studentsI

Here th e focus is on severalexpressions connected toschoo l .Students an work ind iv idua l lyhrough the tas l<an d then compare answers with a partner.you could alsoask hem to dec idewhich are pos i t iveand wh icn arenegative.As you go through rhe answers,checl< ha t theyunderstand ome of the express ions y as l< ingur therquest ions. or example :

83

Speak ing



t lo ' , ' , would o teocher know someone wosn't Poyingc t ten t i on?

Hovr would you know if I wosn't poying ottention?

Whot kind of thing would you do if you were in detention?

Whot is the oppositeof'top

of the closs'?

How con o teocher be encouroging?

How couldyou tell someonewos the'teacher's pet'?

Then pairs of students can tall<about the sentences hat

re late to their l ife.

Th is exerc isea l lows students o see he d i f fe rence n

mean ingbetween s im i la rwords. To lead n ,w r i re test ,

exom and degreeon the board. Asl<students to use each

word to write a sentence about themselves. hen have

them do the exerc ise .When they have in ished, s l< hem

to lool< bacl< t their sentencesand modify the lang uage

i f necessary,o r exampleby chang ing r add inga

co l loca t ion . a i rso f s tudentscan then ta l l< bout thequalif ications hey have or want to get. Write some

more expressionswith quolif icotion n the board for

students to complete and tall<about:

I wont to ge to quoliftcotionn .. .

Thesedoys you need quoliftcotionsf you wont to be a .

Most peoplewho opp| fo r ... hove got o lot of quolif icotions

Answers

l . examinat ion

2. degree, ip loma, ual i f icat ions

3. certificate

In t roduce he task by d iscuss inghe in i t ia lquesr ionswi th

the c lass s a who le .Then havesrudents nd iv idua l ly

dec ide he order and compare w i th a par tner . e l l hem

to record the co l loca t ions hat are new to them in the i r

notebooks. Expla in hat i f you messup something n o test,

you do it badly. f you messup your room,however,you

mal<e t untidy. lf you monoge to do something, ou are

implying hat i t is d if f icu lt or requires some effort to

accompl ish . o r example :After five hours,l ftnollymonoged to get o the summit.

Answers

The correct order is:

l . c . 2 - g . 3 . d . 4 . e . 5 . a . 6 . f . 7 . h . 8 . b .

Expla in he situation and have students predict ho w th e

sentenceswi l l be comple ted . h is he lps e in fo rcesome

of the col locat ionsfrom 2 Speaking. Play he recording

and then have students complete the sentences.Play t a

second ime fo r them to checl<.You an then have nem

l is tena th i rd t ime, o l low ing he tapescr ip ton page 154.

-ruerlreHere are some more express ions bout examinat ions

When studentshave in isheddo ing he match ing as l< ,

have hem test each o ther in pa i rs ,w i th one person

saying he first half of the sentencesand the other

person comple t ing t w i thout look ingar the

Coursebool<.Expla in hat i f you justobout or borely

scrope hroughon exom,you only just pass t. For

example :

Youus t

obout scroped hroughwith 7 l%.

Answers

l . b . 2 e 6.a.

E x p r e s s i o n s e a n i n g h e p e r s o nd i d w e l l :2 a n d 3

Express ionsmean ing he person d idn ' t do so we l l :

l . 4 , 5 a n d 5

I Pronunciat ion:ntonat ion

In tonat ionconveysa lo t o f mean ing .Wr i tea s imp le

sentence ike fho ts my book on rhe board .As l< tudents

to pract isesaying t with different emotions: anger, eal

p leasure , o redom, ea l p r ide ,e tc .Then asl< hem wnat

they were doing with their voices to convey that

emot ion .

Play he recording once all the way through to al low

students to hear the intonation patterns for th e

expressionsgivingsympathy.Play t a second t ime,

pausingafter each response o allow students to repeat.

Then have he m worl< in pairs reading he conversation.

Have them thinl<of ways ro extend the dialogue.Youmight want to give an example with one student. For

examPte :

5 .. {d

Listening

Answers

Sentencesoncerningtudents:, 3 ,5,7 ,9 and I I

Sentencesoncerningeachers:,4,6,8, 0 and | 2

Posi t iveentences:2,7nd8.Th e rest are negative.

Answers

| . fail,go to university

2 . she on ly d id one o f the wr i t i ng p ieces

3. revised really hard for ir, al<e he c ourse and the

exams again

Test,exam, degree, etc.

Speaking

84



A: l'm sorry 'm so /ote,but I hod on occidentn the caronthe woyhere.

B: Oh,no! I'm sorry o heor hot. Are ouol l right?Whothoppened? os he cor bodlydamaged?

A: I'm fine, usto bi t shoken. ut he cor'snot n goodshope.had to get t towed o o goroge.

B: So, id someoneun intoyouor something?A: Well, 'm to blame, eally. wos rying o overtokehis bus

on o blindcornerond I croshed ight nto hisoncomingcor.

Referstudents o the Real English note on whichwords ar e stressed. aya few sentences nd havestudents ractise,esponding it h the appropriateexpressionnd ntonat ion. or example:/'ve ost hot goldbrocelet.

l've ostmy pen.

/'ve osta verydeor riend.

Once students av epractisedheir dialogues fe wtimes, ave hem perform hem to other pairs.

I messed p badly!

This exercise eatures he topic of exams and tests withmore connectedexpress ions. tudents an f i l l n the gapsand then check he i r answers n pa i rs .you ou ld thenread out l -3 and e i ther e l ic i t he answers rom the c lassas you come to eachgap or e lse s imp lyg ive he grouptne answers.

Answers

| a. evision b. ast c. notes d. ailed2. a. ai led b.Test c. pass o.enough3. a.cheat ing b.conf ident c .copied d.wel l

Point ou t th e expression needlesso soy n each story.

Th is i s a common way of end inga s to ry when the resu l tis what you wou ld expect to happen.G ive studentsacoup le o f express ions hat migh t be usedwhen theresu l t s surpr is ing . or example :

Funnilyenough, l possed).

lmagine my surprisewhen I found out ( I'd possed).

Studentsmigh t want to use some of these exDressronsto end their ow n exam stories. Let students spend a fewminutes oo l< ing ac l<hrough the prev iousexerc ises

before te l l ing their stor ies again o rheir partner.

l f you want to revise he language n these three stor iesin a la te r lesson, ne way you cou ld do i t is to wr i te afew l<eywords from each story on the board and put

s tudents n groups o re - te l l he s to r ies.For examDle ,you could write up the following:

l . le f t h i s rev is ion most o f the t ime . . . bu t one n ish t /stayed up al l n ight i severalcaffeine ablets /

Unfor tunate ly , Need less o say, . .

l 4 S t u d y l n q

2. my driving rest / halfway hrough / fo r ages startedwaving / the car in front of me / crashed Needlessto say, . .

3 . A f r iend of mine / copy ing cheat ing one of thebest s tudents n the schoo l conf iden t

Unfor tunate ly , Need less o say, . .

You could roundup by re-tell ing he stor ies yourself ,e l i c i t i ng s many of rhe co l loca t ions nd express ions

f rom the c lassas you can - or e lseyou cou ld s imp ly as l<them to compare the versions they have hought of - orwritten - with those on page 100.

Start of f by asl<ing tudents to sort th e tests an o examsin th e box according o different cr i ter ia, or example,those that you revise or , those that yo u don't l i lce,hosewi th ser ious consequencesf you fa i l , t c .you might need

to expla in that o screen es t is for an actor wh o wanrs apart in a f i lm, and that o rnockexom is a pract ice exam.

After students have ol d their partner a story, have he mtel l the same story to another person.

Remind students that th e structures I' m going o, I ' l l

proboblyand I might rom Unit l3 express ho w certa inwe feel about things in the future.

Th is exerc isewi l l he lp studenrswi th the genera lmean ingof th e sevenverbs an d the grammatical patterns thatfo l low them. Have students sort the expressionsrnto

categories: hose that are followed by an infinit ivewith to(e.g.p lon,hope, expect),those ollowed by a preposit ion +

a noun or - ingform (e.9. hink of, ookforword o) and

those followed by a noun (e.g.opply for,dreod, xpea).

1 i . r '*

Answers

r . aPPIy

2. dread

3 . p l a n

4. hope

5. th n <

6. lool< orward to

7. expect,expect

Before doing this exercise,mal<e ur e students ar ecomfortable with the formation of the present

cont inuousas we l l as the spe l l ing u ide l ines or when todouble th e consonant (e.g.p/on -plonning)an d dropping

th e final e' (e.g.hope hoping).

85

Speak ing

The uture:seven mportantverbs



a.

a .

forward to

4 . a . ' m h o p i n g

5. a .m

p lann ing

5. a .m

th in l< ing

7. a . m dread ing

m exPecung

m app ly ing

m (real ly) ool<ing

b. 'm (not ) expect ing

b . ' m a p p l y i n g

b. 'm (rea l ly ) oo l< ing

forward to

b . ' m h o p i n g

b.m

(not ) p lann ing

b.m

th in l< ing

b. m dread ing

Yo umayneed o explain hat PRstands or public

relotions.el lstudents om eexamples boutyourself r afriendbeforehavinghem do the same n pairs.

Ask ing or an op in ion

This exercise ocuses on the very common question Do

you think + wil l . . . ? Go over the explanation and then

have students pu t the words in the right order to mal<e

quest ions. tudents hou ldn ' t ind i t too d i f f icu l tbecausethey al l start with Do you think ... ? Play he recording so

studentscan chec l< he i r answers, nd then p lay t aga in ,

pausingafter each question so that they can repeat.

Answers

l . Do you hinl< he' l l omel

2. Do you hinl<' l l needa coar l3. Do you hinl< ou' l l eeKen ater i4. Do you thinl<we'll be bacl< y eight?5. Do you hinl< ou' l lpass?

6. Do you thinl< ou'lldo a Masrer's fteryou

graduatel

Lead n by having tudents s l< ou someDo you hink . .? opinion uest ionsbout he future. nswer, sing omeof the short answers ere.Thengo over the

explanat ions.hese hortexpressronsreverycommon,an d n this context are more typical han responses ithmodalauxi l iar iesikemustandmoy or expressingdegrees f certainty n the future,somerhing hichsomestudentsmightasl< bout.

l f students don't l<now,Lazio and Arsenal are football

teams from Rome an d London respectively.n dialogue

number 3, note the expression he r porentsor e going o ki l l

me.You might say someone s going o ki l l me to mean that

they ar e going to be very angry when th ey f ind out about

someth ing ou havedone or no t done.

Have students worl< in pairs creat ing he dialogues. he n

have hem pract ise reading them a few times.You could

suggest hat they memorise tw o or three and then

perform them for another pair.

,.',.'..,]f i Pronunciat ion:

This contract ion is a l i t t le d i f f icu lt for some speal<ers.

You may need to have students pract ise th is exercise

several imes. Play he recording once all the way

through and then again, ausingafter each sentence.Fo r

extra pract ice,asl< tudents to choose f ive of the

responses nd wr i te the accompanying uesc ion . hey

can hen as l<he i r quest ions o a par tner who chooses

the appropriate response.You may need to expla in that i f

you givesomeoneo hond,you help them do something.

Fo r examole:

A: I'm hovingtrouble fixing my fence.

B: I' ll come over ond give you o hond if you like.

In th is exerc ise , ncourage tudents o make a fo l low-up

comment as we l l .For example :

A: Whot do you think the weother will be like omorrow?

8: ltt bound to roin. t's the weekend. t olwovs roinsot the

weekendhere.

As an alternative,wri te these questions on sl ipsof paper

an d give one to each student.They then go around the

c lass nd asl< he i r quest ion o another s tudent .When

they have in ished,hey exchange l ipsand f ind someone

e lse o as l< he i r new quest ion o , and so on .

naturalanswers

Answers

l . a. doubt t b. t 'sbound o c. t might2. a.hopeful ly b.def in i te ly c .probably

3. a.Def in i te ly b. doubt t c. hopeful ly



r5

Unit overview

General topicTall<ingboutsport and mal<ing redictions.

Listening

Fivepeople all< boutsporcing vencs.

Language input

. Verbcollocations it h various porrs: ptoyo bitof golfnowand then. go swimming uitea lot,gotfcourse, osketbollourr, rc.

. Expressionso tall< boutkeepin fit: do like okeep it . ovoid ed meot.etc.

. Vocabularyor describing portingevents:t wo sdirtygome, t's on owoygome, he fightwas xeo,etc.

. Firstconditionals:f theyscoreust,they' l laveochonce.f he doesn't oveonymechonicol roblems,he shouldwin.

. Common f expressions'l lcome f I con. ' l lgtveyoua hond f youwont.

' Agreeing, isagreeingnd showing urprisewithknow:lknow! meonho wmuchdoesTigerWoodsearna yeor? don'tknow. thinksshe! quitesexy.I don'tknowwhy shestoyswith him.etc.

Language str ip

Us e the language tr ip as a way to lead in to the unit .Asl<students to quicl<ly ool< hrough the l ist and f ind atleast wo expressions ha t they could see themservesus ing .Exp la in hat in th is un i t they w i l l l ea rnmore waysof ta l l< ing bout spor t . Encourage hem to choose someother express ions n the s t r ip tha t loo l< n terest ing ndto find out more about tnem.

Use the language t r ip la te r on in th is un i t fo r a smat l

g roup tas l<. s l<students o d iscusswhich spor t is be ingreferred to in some of th e expressions. ou could alsoasl< he m to f ind expressions hat might be said about asport that you ar e watching or have ust f in ished

watching (e.g.He shouldhove been sent of f l .


expressions.

' l f a team are p lay ing t home, theyare p lay ing t the i rown ground or stadium.Fo r example:Why do theyolwoys play so bodly ot home?

' ln some team sports, l ike football, o ployer s sent olf i f

the referee decides ha t they have seriouslybrol<en

on e of the rules of the game.Fo r example: con,t

believehe wos sent of f fo r that tockle.

Ki lmornock s a Scott ish ootball team.

ln some spor ts l i l <eenn is , f you are the number one

seed, ou are ranked as the best player in acompetit ion. Fo r example:Shestondso goodchonce

now thot th e number one seeo s out.

It 'so po r 5 refers to golf. t means that f ive hits of theba l l a re expectedon rh is one par t icu la rho le .

fhe dogs refers ro dog racing.

Gome,set ond motch could be said when a player winsa tennis match.This means that a player ha s us t wo nthe last game of a set, he last set, an d the matcn

itself .

l f you say t wo s out,you ar e usual ly eferring to th efact that th e ball has gone ou t of p lay.Fo r example, ncr icl<etyou would say t wo s out i f you bel ieve na tthe batsman s out .Th is express ion s a lso used whenthe ba l l has andedouts ide he l ine dur ing a tenn ismatch. Fanswatching a match or game wil l use thisexpression when they disagreewith th e umpire orreferee\ decision ha t i t wasn't out.

A shuttlecock s th e object that p layershit over tnenet in badmin ton .

We got throshedmeans we lost a game/match veryheavi lv.

. He i go t o greot ef t foot is usual lysaid about a

footballer and means he's very ski l fu l with hi s lef tfoot.

Remind students to record an y of the expressions ha tthey l i l<e n their notebool<s.

Lead in

Get s tudents nro pa i rs .G ive them one minute to wnredown al l the sports rhey can thin l<of ; however,on eperson ha s to wri te down al l the team sports while theother person a l l he ind iv idua l por ts .Af te r one minuce,s tudentscan compare o see who had he most .Then,as

a c tass, e r srudenrs o te l l you rhe spor ts in the i r l i s r s ,wh i le you wr ice them on the board .Refer s tudents othe picrures on page | 04 to see i f an y of the sports theycame up w ich are shown.Keep he l i s t on the boardwhile students do I Are you any good?.

I ; . i ' . n i , , { r ' . .

" ; . " / . . . . . f . - , . . " ' . i

I1 -i Are you any good?

Here studentssor t the spor ts accord ing o whetherthey col locate with p/oy or go .When they have inished,asl< f they not ice an y parterns.They ma y tell you thatth e sports with bol/ n them tend to col locate with play

87



an d those ending with -ing end to col locate with go .Ge t

scudents o loo l<a t the l is t o f soor ts on the board and

decide if they collocate with go or ploy.Youmight have

some li lceboxingand toe-kwondo that col locate with do .

Point ou t the expressionso lot of,quite o l ot,a bit of,

olmosteverydoy,sometimes, ow and then.Ask which of

them mean that the person does a sport frequenrly.

Answers

l .go 2. play 3.play 4.go 5.go 5. play 7. yay8 .p lay 9 .go l0 go .

Students hou ld match the fo l low-up comments n pa i rs ,

us inga d ic t ionaryor as l< ingou when necessary bout

any of the sport-related vocabulary. Th e best way ro

expla in some of the expressions ike dribbling s oy

miming he act ion . )Af te r chec l< inghe answers, sK

students what patterns they norice and write the

fo l low ingon the board :

I'm quite good ot + -ing.

I'm OK at + -ing.

I'm not very good ot + -ing.

Mode l the exampled ia loguewi th one s tudent , o inc ing

ou t the intonation patrern of Oh, reolly? efore having

students a l l< bout some of the spor ts in pa i rs .

Th is exerc ise ocuseson the names or the o laceswhere

sports are played. f you want to extend this,you ca n

brainstorm other names l i l<e ce-hockey ink,cricket round,

oth let icsrock,bowling l ley,er.c.Once srudents have done

th e matching tasl<,model rh e example dialogue before

getting them to worl< in pairs.Point out thar th e

expressionDo you know if there's nywhere con ... ? is

useful or other places.Fo r example:

Do you know if there'sonywhere con buy a stomptmokeophotocopy

oundhere?

Lead n by asl<ingtudents few questions. or example:Whot do youdo to keep it?Howoftendo you get

somephysicol

xercise?Whot do youeot f youwont o hoveo heolthy iet?

Before gett ing students to read the text, pu t th e

fol lowing words and phraseson the boar d:fruit ond

vegetobles,ogo,teom sports, ed meot, stomino,gym.Asl<

students o pred ic t what migh t be sa idabout each one in

a text about l<eeping it . For example:

It's a good ideo to do yogo.

Youshouldn'teot red meot.

You ma y need to explain ha t i f yo u hove stomino, ou ar e

able to do something for a long time. For exampre:

Youneed o lot of stomino to do cross-countryunning.

Then have students read the text and complete th e gaps.

Before going through th e answers,ask what they thin l<

hoveo g o ot means (try).

Answers

r . team sPor ts

2. aggressive

3 . go ing on about

4. l<eep it5 . red meat

6 . f ru i t and vegetab les

7 gym8. yoga9. s tamina

|0. have a go at

l f you wish, you could asl< tudents to changean y of the

expressionsa l i t t le to make them true. Fo r example:

The one thing I would like o hove o go ot is ice-hockey.

You may need to expla in that if your body is supp/e, oucan bend an d move it easi ly,whi le i f i t is stif f iyou can'r;

an d that we can use the expression I wotch whot I eotto

mean that we rry ro havea healthy diet by being careful

about the foods we choose to eat. Encouragestudents

to record in the i r no teboo l<s ome of the express ions n

che ext , par r icu la r ly he ones tha t descr ibe hemserves.

t ^: uescf lbrng n event

This exerc ise n t roducessome more spor t ing vocabu la ry

Have students worl< in pairs on the matching tasl<. hen,

as a c lass , i scusswhich spor t i s be ingdescr ibeo,

exp la in ing ow the express ions re typ ica l o r tna t

par t icu la rsporr . f some studentsneed he lp wi th any o f

th e terms here l ike setsor yel low ords, sl< f there ls

anyone n the c lasswho can exp la in . here usua l ly ssomeonewho l<nowswhat these erms mean.

Answers

l . f . (go l f : he g reens)

2. c. (football: eams,grounds)

3 . d . ( fo r example , enn is , oo tba l l :match , ina l )

4. h. (football:away game)5. e. (boxing: ight)

6 . b . ( s l< i ing :ownh i l l , lope , cy)

7. g. (football:sent off, yellow cards)

8 . a . ( tenn is : e ts)

Answers

l . . 2 .b . 3 .a . 4 . e . 5 .h . . 6 . f 7 . . 8 .c .9 . g . 1 0 . d .

Answers

l . b . 2 . c . 3 . a . 4 . a . 5 . b . 5 . a . 7 . a . 8 . a9 .b . t 0 .d .



As an extension, sl< airsof students o come uo withsomeexpressionso describe n event n on e of th esportspictured n page104or 105. orexampleorcycling, ou could say he conditionsere Derfect.youcouldalsobr ing n var ious ports eports romnewspapers r th e Internet or students o reaoan ounder l inehe associatedxDressions.

Students an d iscuss hese quest ions n smal lg roups.Goaround moni to r ing and co l lect ing xampleso f anylanguage tudents ar e havingproblems with _ as well asan y good usesof language to give feedbacl< n wnenthey have inished.Fol low up by gett ing students to closethe i r Courseboo l<s nd as l< ou the quest ions. orexamDte :

A: Hove you heord of ony motches beingftxed?B: Well ,wosn' t t rumoured ho t th e tgggWortd Cu p Finol

wos fixed? meon,how e/secould you exDloinBrozil,s

performance?

,, i iriJirst onditionals

In this sect ion students focus on th e structure oftencal led the f irst condit ional.The structure is typif ied byth e us e of th e word if to introduce th e condit ion _ oftenin a c lause and a c lause efer r ing o a poss ib le esu l t .Studenrs ma y have studied that th e clausewith th e result

uses wil / .Although wil / s frequent, remind students thatwe us e various structures to ta l l<about the future, an oso other moda l aux i l ia r ies re common in f i r s tcond i t iona lexpress ions oo.

Lead n by as l< ing quest ionabout an up-cominggamethe c lasswi l l be fami l ia rw i th . For examole :Do you think .. . witt be o good gome?

Do you think . .. wit l win?

Then have students complete the tasl<. s you gothrough the answers, sk wh ich spor t i s be ingd iscussed.

You might need ro expla in that MichoelOwen is anEnglish ootball player an d Rongers re a football teamfrom Glasgow.

Answers

| . d. (athlet ics:ace, pr int in ish)2. c. (football)

3. a. football: core)4. b. tennis:erve, ouble aul ts)5.e. motor racing: echanicalroblems,real<sown,;6. . (any ea msporr: hey play,he ywin)

1 5 S p o r t

Point ou t severalexpressionshere with rhe verb hove:hove on of f day,hove a choncean d hoye problems. or hoveon of f doy, ive he c lass ome other examples, ucn as :I'm sorry obout thot, I'm hovingo bi t of an of f doy today.

You could also give them variations of this pattern:I'm hovingo goodlbodlheltof o doy.

Askstudents what l<indof da y they ar e having. lso,point ou t th e collocations here. Fo r example:scorefrst ,

hove o chonce,serveswe//,givesowoy double foult"s, prtnt

finish.

Go over the grammar exp lanat ionwi th studentsancmal<e ure they not ice the use of the presents imp le nthe i f c lause. lso ,exp la in hat then s used o emphasisethe cond i t iona l e la t ionsh ip e tween he two act ions.Then asl< tudents to norice th e different modarexpress ions n the main c lause. xp la in hat they ind ica tedifferent feelingsabout the future. Fo r example,shou/dshows that we expect i t to happen,whi le could possib ly

and might show that we aren,t so sure as'tt probobly.Draw students' attention to th e fact rhat we sa y

/l

proboblydefinitely,bu t probobtyldefinitelywon't.

r ": lr. l"

) tudents can now app ly he gu ide l ines r ru les heyesmbl ished n I F i r s t cond i t iona ls to rhe context o frepor t ing news.Get students o do th is exerc iseind iv idua l ly e fo re having hem checl< he i r answers npa i rs .Encourage hem to use some of the moda laux i l ia ry

phrases rom I F i r s t cond i t iona ls . Go aroundthe c lass, heck ing he i r answersas they wor l<. hen p laythe record ingso tha t they can compare .po in t ou t someof the express ions n the tas l< nd asl< ur ther quesr ions.For example :

Whot else, port from'tolks' con breokdown? (a cor,o mornoge)

Whot's the oppositeof'put

up toxes'? lowerlreducelcut

roxes/

Whot hoppenswhen there'so fomine? croDsdie.horyests

foil. people storve o deoth)

Whot e/secouldyou be thinking f,going

on'? o cruse,

o holidov, strike)

Whot hoppenswhen o comDonv s taken over?

Before havingstudents pract ise reading heconversa t ions n pa i rs , o the f i r s t one as an examDre.oshow how the conversa t ion an be cont inued.

Speaking

Furtherpract ice

89



2.

J .

Aa -

Answers

l f that happens, hey' ll go to war.

lf they do that, we won't be able to afford a holiday.

l f they don ' t do someth ing ,mi l l ionswi l l d ie .

l f he car r ieson ea t ingso much,he ' l l end up having

Answers

| want 2 . can 3 . want 4 . have 5 . hear 6 . ind

7. see 8. feel

Students an d iscuss hese quest ions s a who le c lassor

in smal lg roups.You cou ld a lso have hem d iscuss

whether it is better to watch something l ive or on TV

and whether i t dependson the spor t .Wr i t e some usefu l

express ions n the board .For example :

You con't beot the otmosphere.

You don't get o very good view.

You spendo fortune to get sooklng wet lookingot the bock

of someone's eod.

I

] People alkingabout sport

Exp la in he s i tua t ionand p lay he record ing .Get students

to answer he ouest ions n both tas l<s nd then to

d iscuss he i r answers n pa i rs .Exp la in ha t i f someth ing s

controversiol,here is a lot of debate about ir . For

example,we can tall<about controversio l eclsions,o/icies,

books,f i lms. lso, explain he more informal expressions:. l f someoneo teom is throshed,he y lose heavily.

. l f you blow it,you had a chance of doing something

successfu l ly .u t los t the chance.

Answers

| . Tennis:Th e speal<ers re disappointed ha t

Mottram losc.

2. Boxing:They feel the f ight was f ixed.

3 . Snoo l<er :Theman is t e l l i ngan embarrass ing tory .

4 . Dog rac ing : he speaker s happyhe won a be t on

a race .

5 . Footba l l : he spea l<ers re d isappo in ted hat

Eng land os t to Japan.

Conversa t ion : d .

Conversa t ion2: b .

Conversa t ion3 : e .

Conversation 4: a.

Conversa t ion5 : c .

a heart attacl<.

5. l f shes found gui l ty,she' l l get f if teen years

6. How will that affect you if it happens?

7. Wil l you get more money if you get it l

Have students write four or f ive questions and answers,

and then have hem wander around the c lass s l< inshe i r

quest ions.Give them an exampleo f a poss ib le

conversa t ion :

A: Do you think Brozil will win the nextWorld Cup?

B: lt depends. f they ploy like hey did in the lost one,thenthey'll definitelystond o chonce.

A: Do you reolly think so? think if they come up ogainst

Germonyogoin, hey'll definitely ose.

Have studentsspea l<o severa lpeop le .Youmight a lso

want to ta l<e ar t in th is act iv i tyas s tudentswi l l be ab le

to hear the language ou use and perhaps e-use t

themse lves.

Roleplay

Give studentsa few minutes o th in l< bout whac cheywant to say about each person and how they want to

say t. Get them to role-play he dialogue n pairs before

changingpartners and repeating he tasl<with someone

new.You might want to po in t ou t rhe goss ip ing

exPressrons:

Hove you heord hat ... ?

D id you know hot . . . ?

D id . . . te / / ou hot . . . ?

I h e o r d h o t . .

Someoneo ld me tho t . . .

Students can then use them to have a quicl< ossip about

some people they l<now.

Get students o comple te he express ions, nd then p lay

the record ingso they can chec l< he i r answers. hen p lay

the recording again, ausingafter each sentence,so the

students can repeat.Then get pairs of students co

d iscuss n what s i tua t ionyou might use some o f these

expressions.For example, ' l l come f I con could be a

response o an invitation to a party. Encouragestudents

to remember these common exoress ions s who lephrases.After they have inished his exercise,write the

f irst two words of each expression (e.g. ' l l give)on the

board ,and s tudentscan see f they can comple te hem

from memory.

0

Speaking

Freepractice



This exercise ntroduces an expression or agreeing ha trs a more normal alternative o / ogree.Model tn eexamples or the students an d point ou t th e us e of th ediscourse marl<er meon to introduce a statement thatexplains he reason fo r your agreement.Before studentstalk about th e statements l*5 with a partner, model anexample

with on e of th e stuoents:A: fhere's too much sportonTV these doys.

B: I know. meon, o whole ofternoonof golfon o Sundoyofternoon. t' s ridiculous.

You ma y need to expla in hat if you think somethlng spoint less,ou don't thinl< t is worthwhile becauseyoudon't se e its purpose.We can talk about o pointless

discussion r nreetingand say that it is/seemspointless o dosomething. or example:

It seemsobsolutelypointless o corry on /ike this.

AnswersTh e fiveexamplesro m th e tapescript n page156are:I know.Five-one p in the lastse t and serving or th ematch he should've on.

I know.He just seemed o go to pieces.

I l<now.t was awful.

I know.They must've ribed he judges r something.

I l<now.just don't <now ow they ca nsayWintonwo non points.

Fo r l-5, answerswill vary.

Here students see another functional us e of anexpressionwith know.Go over th e example an d th eexplanation with students,before having he m do th ematching tasl<. he n expla in th e second tasl<. ornt ou tthat I don't know expressessl ight disagreementhere. play

th e recording so that students can checl< heir answers.You may want to explain that we often say that o washingmochine eotsou r socks o expla in th e strange

phenomenonof how socl<s eem o d isappear n awash ingmach ine !

Answers

I d. i . 2. ' f v. 3.e. i i . 4 .a. i . 5.c . . 6. b.v.

,',,;,r.,,'ronunciation intonation

Play he recording of the conversations n 2 people

ta lking about sport an d 4 | don't know again, o thatstudents can hear

th e r ising ntonation pattern of I don'tknow an d the f lat ter intonation of I know.Then navethem pract ise he conversa t ions n oa i rs .

15 Sport

Insteadof havingstudents worl< in pairs on this exer-crse,yo u can have he m stand up and go around th e class,asking one question to one person before asl<ing nornerquestion to someone else.Have them speal< o abouteight people if possib le, o that they get ro pract ise eachquestion rwice.

Before tudentsworl<on this,mal<eure he y knowwhat eachof thesesportsare. ou ma yneed o explainth e following:

. Curlings a winter sport whereyou slidea largecircular tonedown an ice sheet owardsa rargetarea.

. Synchronisedwimmings li l<e allet n th e warer, noth e participants av e o performmovemenrsn

perfect im e with eachother.

Thenget students o worl< n pairssorting he sporrsinto th e three categories. hen they have inished,heycancompareheir decisions i th another roup.

Fol low-up

To ti e in with th e topic from the previous nit,as Kstudents hat hey emember boutplayingporr nschool.Write someexpressions n the board o helpthem,an d hen get them to talk about heir answerswith a partner:

I wo squite oodot .,. when wos ounger.

I reollyused o look orword o ...

/ used o reolly ote ..

We hod this eolly odjective)omeslphysicolducotionteocher. .

/ used o be on the .. teom.

I nevermode t on o the .., teombecouse

I ployed .. for my school.

I representedy school t .. .

Speaking

And final ly

don't know

9 1



16

Unit overview

General topicTall<ingboutbusiness nd polit ics.

Reading

A Chinese- lndonesianui l tuo hisown businessromnothing.

Language input

. Businessollocations:mployot sof people, oke

contacts,unshisown business,tc .

' Expressions ith businessndcompony'.Weo o lot

of businessn SouthKoreo ndToiwon.lt's goinst

comPony olicy. tc .

. Collocations nd expressions it h money'.tt good

volue or money, wemoney o the bonk,etc.

' Collocations ith morket'.cornerhe morket,flood

the morket,themarket s boomingetc.

' Business erbs: ouncho product, romote product,

setprices,oiseprices, tc.

' Second onditionals: hegovernmentould nvest

moremoneyn schoo/sf theywonted o. f i t wosmine. 'd end t to vou.

Language str ip

Us e the language tr ip as a way to lead in to the unic.

Ask students o qu ick ly ook through the l is t and f ind

any express ions hat cou ld be sa idabout rhe i r count ry

or about a company they wo rl< for. Explain hat in this

unit they will learn ways of tall<ing bout the world of

bus iness. ncourage hem to choose some o ther

expressions n the language tr ip that lool< nteresr ing

and to f ind out more about tnem.


group tasl<. sk students to f ind those expressions ha tar e about the economy (e.g.The housingmorkets

booming)and those said about a company (e.g. t! on o/ d

family business).he n asl< hem to discusswhat it or they

might be referring to in some of the expressions.

You might need to exp la insome of the fo l low ing

express ions.

. lf you hove built uP o compony from nothing, ou started

with a very small company an d l i t t le money and have

turned it in to a much bigger one. For example: tt o

real shome thot they ore selling he businessoff; she built

it up from nothing.. l f you refer to something as a widget, yo u mean it is a

small object /b i t of equipmenr that you don't l<now

the name of. For example: The beer stoys resher orlonger now,becouse hey put o widget in the con.

l f o morket s booming, here is a lot of buying and

sel l inggoing on . We can also descr ibe the economy s

booming.For example: The prime minister's honcesof

being re-e/ected re looking good,with low unemployment

an d o boomingeconomy.

lf you say someonecould sell ridges o Eskimos, ou are

imp ly ing hat they a re so good at se l l ing h ings ha t

they wou ld be ab le o se l l someth ing o a person

who ne icherneeds r nor wancs ! .

lf you deol with customers, ou have a job that involves

worl<ing with people who want to buy goods or

service from you. Fo r example: 'm lookingfo r o

Dositionwhere I don't hove to deol with customersol l the

time.

l f a company went to the woll, hey went banl<rupt.

Remind students o r ecord any of the express ions hat

they l i l<en the i r noreboot<s.

Lead in

Asl<students if they are in business, r would ever

considergo ing nto business, nd to th in l< bout what

the advantages nd disadvantages re of running your

own bus iness. h is leads n n ice ly o the f i rs t exercrse .

You can us e th e questions n the f i rst task for a whole

c lassd iscuss ion . hen po in t ou t the co l loca t ion oceproblems perhaps mentioning some other verb

col locat ions,such as deol with problems, o/ve roblems, et

round problems before havingstudents worl< in pairs

d iscuss inghe prob lems l-8 in the second as l<.You ay

also need to expla in that bureoucrocyefers to a system

with a lo t o f compl ica tedand annoying u les, nd is

usual lyused negatively. ther words rhat col locate with

bureaucracy re e l iminoteand cut ( i .e.e/iminote ureaucracy

an d cut bureaucrocy).

Before moving on to the reading asl< n the next

exercise,ge t students to tell you wh o they thinl<would

be good at dea l ingwi th most o f the i tems l-8 .

l l i a r

2

Speak ing



While you read(A self-made

Introduce th e reading asl<by referr ing students to th ep ic tu reson pages l0 and | | l . Ask studenrswhat theythin l< he art ic le is going ro be about, basedon what theysee in the pictures.Encourage he us e of structures l i l<e:It 'sproboblyobout ho w .. .

It might hove something o do with when .. .It could

be connected it h .. .

Then go over the introduction an d expla in th e task.Havestudents read the art ic le without worrying aboutunderstand ing veryth ing . hey can then compare he i ranswers with a partner.Ask them to expla in the t i t leA self-modemon.

Answers

The prob lems ment ioned n the a r t i c leare :

dea l ingwi th employees l Spea l< ing ,umber l )

dea l ingwi th o f f ic ia ls nd bureaucracy l Speaking ,number 2)

ra is ing he money to sta r t a bus iness l Spea l< ing ,number 4)

se l l i ng h ings | Spea l< ing ,umber 7)

mal< ing ontacts l Speaking , umber g)

Other prob lems he menrronsare :l iv ingaway from hi s family

paying axes an d wages

meet ingdead l ines

havinghi s shops attacl<ed n anti-Chinese riot ing

dea l ingwi th corrup t ion and an unstab le conomydecid ingwho is go ing o ta l<e ver the company

Play he recording of th e art ic le as students follow in th eCourseboo l<. ncourage hem to under l ineanyIn te rest rng xpress ions nd co l loca t ions. ou may wantto po in t ou t the fo l low ing ,wh ich aren ' t dea l t w i th inlater exercises:. l f you describe a place as being n the middleof

nowhere, t is fa r away from other places.For exampre:I wos dropped off in the middle of nowhereond hod towolk miles o the neorestvilloge.

. You say on top of ot t thot when you are l ist ingnegauveth ingsand wanr to add yet anorher one ro the l i s t .For example: I got soakingwet on my way to work, mycomputer wouldn't stort up, ond on top of oil thot, thebosswonted to see me obout the controctwe hod iust/ost.

' l f you describe someone as soft ,you mean that theyaren't tough or str ict enough to do something.Fo rexample: I hod this reolly soft teocherot school.He letthe kids get owoy with everything.

1 Busrness

I

,t l];#lseful ollocations

This exercise focuses on severalverb + nouncollocations that appear in th e text . Students ca n worl<on the tas l<snd iv idua l ly nd then compare wi th apar tner how the co l loca t ionswere used n the rext .Fo l low up wi th students est ingeach other in pa i rs ,w i thone person saying he verb and the other person ry ing

to remember the noun phrase hat co l loca teswi th i t .Encouragestudents to record the col locat ionsand theexamples ro m che text that they want to remember intheir notebooks. In another follow-up act iv i ty, ou couldeven have students pu t the col locat ions in th e order thatthey occur in the text , and then us e them to recal l asmuch of the story as they can.

Answers

L d . 2 . c .

f . i . l 0 . g4 .e . 5 .b . 6 . j 7 . h . 8 .

These quesr ions o l low on f rom some of the issuesraised n th e art ic le A self-made man. Have smallgroups of students discuss hem as you go around th eclassmoniroring. You ma y wanr to lead in by ta l l<ingabout th e f irst two questions yourself to give studenrssome ideas.To follow up, you could have pairs ofstudents write a conversation between Darno and hi sson, n wh ich Darno exp la inshow l i f ewas much harder

when he was young.Th is wou ld be a good opporrun tcyro revtse comparative structures an d to see ho wstudentsuse he st ructu re used o wh ich is focusedon inthe next unit. Write some expressions ha t studentsmigh t ind usefu l . o r exampte :

ln my doy,we used o ...

Young people odoy don't know whot hord work is .

I'm sure t wosn't os bod os ol l thot!

At /eostyou could geto job!

! Business,ompany

Here students an againocuson th e difference etweentwo simi lar ordsby ool<ingr rheircol locat ions.trncouragetudentso devotea page n their notebool<sto expressronssing hese wo words.As you gothrough he answers,sl<urtherquest ionso herpreinforce he language.or example:Whydo you think t'scolledo company or? The componybuys t for the employeend keepst if the employeeeoves.)

Whot mightbe someother hingshot oreogoinst omponypolicy?smokingn offices, ersonol seof e_moil)

How coulda strong urrency ause componyo losebusiness?lt is moreexpensive

forcustomersn

othercountrieso buyyourproducts.) ndwhot hoppensocomponiesf the currencvs weok?

93

Speak ing



; i : : " : l ; j ) , : l : j ; -

. 5 ! i i r e s s

You could asl< f students notice that in the examples

here compony efers to a particular organisation.

Answers

| company 2.business3.company 4 . business

5.business6.company 7.business8.company

You mayneed o explain he two idiomati c xpressi ons.We ca nsometimes sebusinesso refer o an eventorsi tuat ion,special lyf i t is opicalComponyomerimesrefers o ot her peoplewho are with you,so if youkeepsomeoneompony,ou are with them to srop he mfeel ingonely. erearesomeother diomat ic xpressionswith these wo words:

/ ts none fyourbusiness.

Mindyourow nbusiness.

Ihis nrecns usiness.

We've ot compony.

We portedcompany eorsogo.You'ren goodcompony.

: . a /

Talking bout money

Students anwork individual lvn rhisexercise nd hendiscusshe last wo questions ith a partner. ol lowupby asl<ingairsof students o tell you their suggestionsof when o use hesephrases o that yo u can checl<the i runderstanding.

Answers

l . va lue 2. waste 3 .got 4 . shor t 5 . burn

6 . marr ied

Poss ib le nswers or when you might use he

sentences:

| You might use h is senrence n a resrauranc h ich

serves large portions but is quite cheap.

2. You might use this sentence f someone wanted to

bu y a f irst-class ai l t ic l<et or a twenty-minute tra in

r i d e .

3 . You migh t use h is sen tence o your par tner i f you

want to buy something and you don't have enough

money wi th you .

4. You might us e this sentence f someone asl<s f you

cou ld lend them some money bu t you don ' t have

any money to lend them, or if you don't want to

lend them any money.

5 . You might use h is sentence f someone has spent

more money on someth ing han you th in l< hey

shou ld have.

6. You might us e this senrence f you thinl< hat th e

on ly reasona woman has marr ied a man is because

he is r ich .

Here are more collocations ith money. emembero

focusstudents' ttentionon the prepositionsoo. Get

students n pairsand asl<hem to thinl< f anotherwa yto completeeachphrase. or example:

borrowmoney rommy parents

investmoney n the stockmorket

Encouragehem o record hese xpressionsn theirnotebooks. s you go through he ans wers, ou mightwant o ask ur therquest ions hicharen' td iscusseolater n 4 Speaking.For example:

Howe/se ould ousovemoneyon holidoy?

Where'she bestploce o invest ourown money hesedoys?

Whot couldbe someexomples f stupid hings ou don'treollyneed?

As k studentswh y they mightwant ro borrow mone yfrom a friend, o elicitpurposeexpressions ith to .Fo rexamPre:

Tobuy o coffee.

Topoymy parents ock.

Answers

l . d . 2 . c 4 . b . 5 . h 6 . g 8.e.

t -j Furtherpract ice

This exercise g ivesstudents an opportunity to see these

collocations used in context.You may want to spend

some time reviewing he difference between borrow and

lend.Expla in ha t to borrow s to receive something

temporarily, whi le to /end s to give something

temporarily. Encouragestudents to record example

sentences s ing hese verbs n the i r no teboo l<s,

especia l ly nes tha t they migh t use hemse lves lo t . For

example :

Con I borrowyour dictionory or o minute?

You may want ro po in t ou t some other co l loca t ions nd

express ions n ch isexerc ise :

toke out o loon

it's worth over twenty-five housondpounds

before we set off

hos more money hon sense

You ma y need to explain that if you ge to tox breok, he

amount of tax you have o pay s reduced becauseyou

belong to a certain category of tax-payer, or example,

you are a parent.or you may get your taxes reduced

becauseyou have done something with your money

which ent i t les you to a reduction, or example,yo u have

given some of it to chari ty.

Answers

l. ow e 2. invest 3. change 4. wastes 5. gave

6. spend 7 . end 8. bor row 9 . borrowed 10. en t

3 . a

Verb + money

94



Fin ishup by d iscuss inghe quest ionsat the end of theexerciseas a class. t might also be interesting o exptorehow the co l loca t ions f moneyand t ime are s im i la r nEngl ish. sl<students to th in l<of words or Dhrases narcol locate with both nouns.For example: woste, ave,unout of, invest, hort of + timelmoney.you can then teacnstudents th e expressiontlme is money.Asl< f t lme ha ss im i la rco l loca t ions n the i r own language nd i f nor ,whether there is another noun tha t does.

lncidental ly,he sayingNeither o lenderno r o borrowerbeis from Shal<espeare'sonrlet.

This exercisegivesstudents an opportunity to use someof the language rom the previous exercises. he topic ofchari ty might be on e to explore further.you could havegroups d iscuss uest ions i l<e :

Whot ore some big choritable organisotionsn your country?

Whot do you think the most deserving horrtoblecousesore?ls it rrght that people get ox breoksfor giving o chority?Shouldn't hey just be toxed more?

Do some choritiesdo more horm thon good?

You cou ld a lso as l< tudents o d iscusswhen thefollowing expressions might be used:

Al l proceeds o to chority.

It's fo r a good couse.

I don't occeptcharity!

I

i Collocations ith marketIn the next tw o exercises, tudents focus on anotherword that ha s many col locat ions,a lot of which ar eid iomat ic .Remindstudents , here fo re , o inc luoeatranslation along with those expressions ha t theyrecord in the i r no teboo l<s. iscuss he quest ionaoourho w Darno Setiadi cornered the propeller marl<etbyget t ingsomeone n the government o he lp h im get animport l icence before havingstudenrs ind th eco l loca t ions n the text

Have pairs of students ta l l<about anything n the texttha t i s a lso rue about the i r own count ry .you cou ld a lsoasl< he m to use each of the collocations to wrire a rruesentenceabout the i r own count ry .For example :We've been forcedto open up our rice morket.

T 6 B L r se s :

' , , ' l lfalting about markets

Whi le the main ocus n 5 Co l loca t ions wi th morke twas on verb co l loca t ions, ere i t is on ad ject ivecol locat ions.Draw students' attention to the woros an cphrases n the box, and po in t ou t tha t those on the r igh tare posit ive,whi le those on the right are negative. ou

ma y need to expla in the following:.

l f o morket s soturoted,he market cannot grow anymore , because he supp lyo f products exceeds

demand.

. Do-i t -yourselfefers to home improvements rnar you

do yourself .

l f you are from a different country from your sruoenrs,have he m asl< ou some questions about th e marl<etsthere . For example :

What's the ... morket ike n .. . thesedoysZ

l ^I Businesserbs

Have students worl< in pairs to discuss he questions.

Encourage he m to use a dictionary or to asl< ou if theyhavequest ionsabout mean ing .Go over the quest rons

again, aving he students share their answers with thewho le c lass .

Answers

Possiblenswers:l . They d iscover he product i s a hea l thhazaroor

cou ld causeacc idents omehow; hey d iscovera

design ault.

Becausea new advert is ingstrategy is very

unpopular; becauseprotesters boycott th e product

due to the fact i t i s made n cheapsouth-eastAsran

factories,etc.

Bri t ishAirways always used to have he Bri t ish flag- the Union Jac l< on the ta i l f inso f the i r p lanes.

They decided o rep lace hem with a more g loba l

rangeof des igns.Th is roved to be very unpoputar ,

so they had to rethinl< heir srrategy. n the eno,they went bac l<o the o ld design . t was a verycost ly misra l<e l

To tal<econtrol of a larger share of the marl<et; ok i l l o f f the comper i t ion ; o acqu i renew products

marl<ets, tc.

lo cover increas ing roduct ion costs ; o increaseprofits.

To passon the benefits of decreased production

costs to customers; o attract attention to theirb rand; to se l lo f f o ld or unwanteds toc l< . tc .

Senior managers eavingand start ing to worl< forone of the main compet i to rs ; raud;an economicco l lapse, tc .

Beingcaught stealing rom th e company you workfo r ; a sex scanda l ; e ingaccusedof

sex ism/rac ism/harassment ,tc .

Speaking

Answers

Collocations with morker:

a fairly closed marl<et

oPen uP the marl<et

make the mar l<e tmore compet i t ive

breal< nt o th e marl<et

dominate th e marl<et

tota l ly squeezedou t of the marl<et

cornered th e marl<et

the black market

f lood th e marl<et

95



8. They've us t ha d a child; hey want to travel fo r a

year ;one o f the i r paren ts s i l l ,e tc .

9 . Because hey are incompeten t ; ecause hey

undermine he boss 's u thor i ty ;because hey are

always ate,etc.

r t ' ' 1 . 1 f '

The l is ten ing as l< on ta inssevera l xampleso f the

second cond i t iona l , h ich is the focus of 2 Second

cond i t iona ls . In t roduce he l is ten ing as l< y hav ing

students a l l< bout the i r own v iews o f oo l i t ic ians. ou

might want to prov ide studentswich some co l loca t ions

either before or afrer they do this. For example:

Helshe'so cleve esp cted sh ewd pol tici n.

M ost politici ns ore honest/d sh n estl owe -

hungrylcriminolslfairly ecent people.

Play he record ingand then havestudentsd iscuss he i r

answers n pa i rs . hen asl< f they can remember the

po l i t ic ian o l loca t ions hey heard n the d ia logue

They'reoll liors, just don't trust ony of them, they e oll

corrupt,They're ll only interested n moking money forthemse/yes and add them to the list on the board. Play

the record ingaga inas the c lass o l lows the tapescr ipc n

page 156.Po in tou t the st ructu re Mir iam uses:

They ' re l l . . . . Th is s common when we wanr to maKe

genera l isa t ions.

Answers

Bob is probably going to vore for the People's

Worl<ers' Party becausehe thinl<s hat if they were in

power , hey wou ld be ab le o reduce unemployment

by runn ing h ings i l<e he ra i lways nd the te lephones,

and mal<ebig businessand the wealthy pay more raxes,

wh ich the par ty wou ld invest n schoo lsand hosp i ta ls .

M ir iam is p robab lynot go ing o vo te . She h in l<s

po l i t ic ians re a l l l ia rs , o r rup t , and they are a l l equa l ly

bad; hey are only interested in mal<ingmoney fo r

themselves.Sh e doesn't rrust any of them. They al l saythe same hing and have he same po l ic ies.

Second ondit ionals

ln th is exerc ise tudentsare encouraged o deve lopa'gu ide l ine '

fo r the use o f secondcond i t iona ls e fo re

reading he explanation.After they read the explanat ion,

you may want to tall<a l i t t le about how in English he

past tense doesn't always refer to t ime. Sometimes it

expresses is tance, i ther in te rms of po l i teness nd

respect (e.g. wonted o oskyou something) r, as in thecase here, d istance rom reality i .e. ,what we don't

expect to happen.Remind students ha t in the prev ious

unit they lool<edat f i rst condit ional structures,many of

which used wil l .We can th in l<of would as a'oast'

form

of will.

Point out the v ariety of modal auxiliari es hat are found

in the main resu l t c lauseof secondcond i t iona ls . ome

students may wonder if were should be used instead of

wos.Although were s per{ect lyacceptable, t is

cons ideredmore fo rmal and is becoming esscommon

than wos n spoken Eng l ish .

Answers

l . Bob th in l<she gover

r ich peop le pay h igh ,

2. The government ar e

3 . He uses he'past

te r

doesn ' t h in l< t w i l l I

Other exampleso f secc

taDescr io tre :

Th is exerc ise onta inssome common seconc cond i t iona l

express ions nd pat te rns:For example :

. . cou ld . . i f theywonted opeop/elust wouldn'toccept t

Encourage tudents o record these n the i r no teboo l<s.

Po in tou t tha t the phrase hot woy s used o in t roduce

the consequence f che prev ioussta temenc .e . , f

theylyoudid that.

Answers

l . cou ld ,wanted to , d id ,d

2 . wou ldn ' t ,d id ,wou ld ,d

3 . c o u l d , i d ,w o u l d ,w o u l d

4 . d i d ,m i g h t , ' d

5 . d i d ,w o u l d n ' t , ' d

6 . wou ld ,d ,

wou ldn ' t

One th ing you cou ld do before hav ingpa i rso f s tudents

d iscuss he op in ions n d ia logues -6 , is to rev iew he

I know and I don't know strucrures on page | 08 in the

prev iousun i t .They can rhen pracr isehaving

conversa t ions i l<eh is :

A: I think they should ban smoking, t /eosr n public ploces

B: I know. meon, hat woy, hey'dsove o lot of money on

medicol bills.

A: Personolly, think thot t he governmentcould investmore

in schools f they wonted to .

B: I don't know. lt's not os simple os oll thot.

6

I l . Bob th in l<she governmentmal<e ig bus iness nd

I rich people pa y higher taxes.

2. The government are actuallycutt ing taxes.

3 . He uses he 'Dast ense ' and wou ld oshow that he

doesn ' t h in l< t w i l l happen.l

I

] Other examDles f secondcond i t iona ls n theI

IraPescf lPt

are:i l f the state was running things l ike the ra i lwaysan d

te lephones, e wou ldn ' t havesuch h igh eve lso f

unemPtoyment .

lf they taxed businessmore, rhen they'd just go

somewhere else,or f ind some way of avoidingpaying c

Practice



Th e exercises erecan be usedas a test.However,

4 Look back and check and8 What can you

remember? are betterdoneasa discussionn pairs.

Answers

l . l w a s t h i n l < i n g

2. i t was go ing o ra in , t doesn ' t oo l< i l<e t w i

3. I 'm real ly ool<ing orward to

4 . I doubt i t ' l l be

5 . l t ' s bound to be

6. buy ing

7. to sacl<

8 . I m igh t , t depends

Answers

Answerswill vary.

] what canyou remember?

Verbcollocations

Answers

l . . 2 .e .

9 . d . r 0 . f

4 . g . 5 .b 8 .h .

Answers

l . r ough

2 . s i l l y

3. st ic l<y

4. damaged

5 . dead

6. physical

7. long

8. sa tu ra ted

9 n n i n r l o < <

| 0. aggressive

I

I__l

8 . eAnswers

l . d . 2 . . 3 . .9 f . t 0 . h .

4 . a . 5 .b 7 . c

]

ll

F;;*IAnswerswill vary.

--jgrrgt expressions

98

Answers

l .' l l

probablyain

2. were/was,'dbe

3.'m

doing, 'm ustgoing o g o

4. didn' t ive, 'd ave

5.' l l

pass, sl<,sl<,l l

probablyai l

5.'m

dreading

7. ' l lsnow, oes, oes

Adjectives

Grammar eview

Quest ions nd answers

Preposi t ions

Answers

l . o n 7 . i n

2. fo r 8. for

3 . w i th 9 . t o

4 . o n 1 0 . t o , a b o u t

5 . o f l l . t o6 . fo r 12 . a t

Answers

| worth 6. left

2. te l l 7. rarher

3. trap 8. difference

4. short 9. what

5 . bu rn 10 . how




l7

Unit overview

General topicTallcingbout amily,riendsand relationships.

Reading

Si xdifferentpeopleexplainwhat l<ind f person he yare attracted o.

Language input

' Vocabularyor relatives'. other-in-low,stepbrother,

holfbrother, tc.

' Adjectiveso describe haracter: ut-goingussy,big-heoded,tc.

' Expressionsor describing hen you met: 've

knownher since woso child. met herwhen wosa r n t t n A t h i r t v a r c

' Relationshiperbs:A fancied nn o or oges.l tnollyosked er out on o dote.etc.

' Pronunciation:inking: o, wentwitho friend fmine.

Expressionsor talkingaboutwh o yo u find

attractive: want someone ho s honest. tc.

Expressionsor tal l<ingboutwhat you'renotlool<ingor in a relationship:'dnever oout with

someone itho totto, cc.

Expressionsor guessingow old someones:He

con'tbe older honerghteen.hemust be n her lote

forties. tc .

Expressions it h used o andwould: used o moke/otsof mistokes hen flrststorted eorning ponish.I'd getwordsmixed p ond d speokbitsof French ymistoke nd 'd forget hings.

Language str ip

Us e the language tr ip as away to lead in to the unic.Ask students o qu ick ly oo l< h rough the l is t and f ind a t

leastone express ion hat is e i ther t rue or de f in i te ly o t

t rue for them. Exp la in hat in th is un i t they w i l l learn

ways of ta l l< ing bout fami ly , r iendsand re la t ionsh ips.

Encourage hem to choose some o ther expres sronsn

the s t r ip tha t loo l< n te rest ing nd ro f ind ou t more

about them.


group tasl<. sl<students to f ind those expressions ha t

cou ld be used when ta l l< ing bout your fami ly e .g . 'm

one of four )and those tha t cou ld be used when ta l l< ing

about a relationship (e.g.We'veknowneoch other fo roges). ou might need to expla in some of the following

exoress ions:

l f you are on eof four, ou are one of four children n

a familv.

lf someone s your holf-brotherr holfisister,hey naveone parent n commonwith you.

lf you saysomethings oll history,ou are sayingha ti t is pastand s not important nymore. or example:We used o fightterribly,ut he'sgone ow,sott o//history.

lf you describe wo peopleas on tem, ou are sayingthat they are goingout togerher. or example:'vebeenseeinghose wo o lot togetherecently. o youthink hev're n iteml

lf you're otsPeokingo someone,ou haveprobablyha da disagreementnd don'twant to tal l< o rhem

any more.Fo r example:We're ot speoking ecousefwhot shesaidobotftmy Kevin.

lf you go for the strong,ilent ype,you are attracted oquietmenwho don' tmal<e lot of fuss bout hings,but who areverysupport ive ndcar ing.

Remind tudents o recordany of the expressionsha tthey ike n their notebool<s.

Lead in

As a lead n,brainstorm uest ionshat have he word

fomi lyn them.For example:

Do you getolongwithyour omily?Do youcome roma big omily?Do youwont o sett/e ownand storto fomily?

Write them on rhe boardan d have he class sl< ou .Thenstudents anaskeach ther n smal l roups.Youmightwant to explain he difference etween ourimmedioteomilyand yourextendedomily.

This exerc ise n t roducessome re la t ionsh ioshat a ren ' t

often taught,so go over those that students may De

unfami l ia rw i th .You may need to exp la in ha t your

stepsisters the daughter from a previous marriage of the

ma n or woman your mother or father married. lt might

be eas ie r o i l lus t ra te h is re la t ionsh ip isua l ly n the

board usinga family tree.You may need to explain that in

Engl ishwe don't differentiate between the two sides of a

family.For example, he term for the mother of my wife

and the mother of my husband s the same:mother-inJow.As a class, iscussho w this may be different in students'

own languages.

Speak ing

0



Jo do this exercise, ave tudents o around he class

asl<inguest ions.or example:

Hoveyougot o ... by onychonce?

You oven't oto ... hove ou ?

Hoveyou gota . . , if youdon'tmindme osking?

Finish p by seeing ho found he mostpeople.

This exercise ntroduces some adjectives hat can

describe a person's character.Before students complete

th e exercise, ell them to f ind those adjectives hat ar e

posit iveand those that are negative.Encourage hem to

use a dictionar y for thos e adjectives hey are not sure

of. The mor e posit ive ones are independent, ut-going,

generous, iberol,eosy-going, porty and gorgeous. he more

negative ones are strict, ussy,meon and big-headed.Quiet

and re/igious re either posit ive or negativedepending on

the po in t o f v iew o f the person us ing hem. Students an

then complete the sentences.Play he recording so tharthey can checl< heir answers.Then have students asl<

each o ther the ouest ions t the end.

Answers

l . s t r i c t

2. fussy...easy-going

3. independent,el ig ious,enerous

4. l iberal

5. big-headed,ean

5. gorgeous,uiet

7. out-going, porty

Yo u may need to explain thatyour gron is your

grandmother and that if you describe someone as chotty,

they are f r iend lyand l ike a lk ing o peop le .Po in t ou t

several other collocations here: the exoctoDDosite nd

very easy o get on with.

Explain hat if you don't know whot someone ees n

someoneelse, ou don't understand why the former is in

a relationship with the latter, because he latter is notvery appea l ing . tudents an d iscuss h is top ic in smal l

S rouPs .

I

I How did you meet?

This is a common quest ionwhen ta l l< ing bout

re la t ionsh ips. l though i t i s commonly used about

romant ic re la t ionsh ips,t i s a lso used o ta lk about

friends. Have students worl< individual ly hrough the two

matching asl<s nd then checl< heir answers with a

partner,with on e person reading l-4 and the other

giving he appropriate res ponse a-d; students then

switch over for 5-8. Have them explain why the verbs in

some answers ar e in the present perfect (e.9. 'veknown

l 7 [ e r d s r d a r r i

her since wos o child ) and in others are in the past

simple (l met her when I wos wenty-four).

Answers

Before havingstudents ta l l<about their fri ends in small

g roups, e l l them about one o f your best o r o ldestfriends. Expla inhow you met and what they are l i l<e. ou

may need to explain that go out with can either be about

someone you are in a romant ic re la t ionsh ipwi th , o r

example, Areyou tw o goingout,then?or about socia l is ing,

for example,Do you foncygoingout with us tonight?

The focus of th is exerc ise s on some verba l express ions

to descr ibea re la t ionsh ip . tudents an wor l< nd iv idua l ly

on the re-ordering tasl<before checl<ingheir answers

with a partner.Then they can discuss he questions at

the end. Encourage tudents o record these express ions

in the i r no teboo l<s. emind hem tha t they cou ld record

them in a sect ionabout re la t ionsh i os s we l l as on a

pagewhere they are collec ting expressions with ge t or

phrasal verbs with out,etc.You ma y need to explain that

i f you dump son.)eone,ou decide to stop havinga

re la t ionsh io i th them.

Answers

The correctorder s: . c

Before moving on to the next ex ercise,you could have

pairs of student s close their bool<sand try to recall the

story f rom some verbs that yo u write on the board:

foncy,osk out,go out, met, see,get serious, eove,work out,

get bock together,get /ost

Pronunc ia t ion :ink ing

This exercisegivesstudents more practice with linl<ing

within phrases.Help stud ents see that in the two

expressions at the start my friend s referring to aspecif ic riend. The listener probably l<nowswho yo u ar e

talking about, perhaps becauseyou only have one friend.

A friend of mine,on the other hand,could be one of

several riends you have rom worl<. Play he r ecording al l

the way through so students can hear how the words

are linl<ed. hen play t again, ausingafter each sentence

so that students can repeat. Have pairs of students

pract ise by alter nately asl<ing id you go on your own?an d

saying he response. f poss i b le , ave hem read he

response o themselves, ool<up, and say t to their

partner to help with the lin l<ing.

,| . o. a

Adjectives

patheticstory

Speak ing

1 0



i Speak ing

You might want to model this tasl< or students before

they do i t themse lves. or example :

A: I went to thot new club the other doy.

B: Reolly?Did you go on your own?

A: No, I went with a few friends from work.

B: Whot wos it like?Did you hove o good time?

A: lt wos OK. I wosn't reolly into the music they were

ploying, hough

Encouragestudents to add a follow-up question an d

answer.

Focus students' attention on the photos of the peopre

on page 122.Ge tthem in

pairsto ta l l<about whetherthey f ind any of them attractive. Write some

express ions n the board to he lp hem:

I (don't) eol lygo fo r .. .

I (don't) like the wov shelhe ooksidresses.

I don't find himlher ol l thot ottractive.

She/hei o b it too ... fo r me .

You could also havestudents th in l<about the l<indof

personality hey thinl<each person has.Teach he phrases

/ be t and I reckon o mal<e uessesand encourage he us e

of some of the adjectives rom 2 Adject ives on page

|20:

A: I bet the mon n the fustpictureon the eft s veryquiet.B: I don'tknow.Lookot that smile. reckon e's otherout-

going.

While you read(What'syour type?)

In t roduce he ar t ic le and exp la in he task.Studentscan

then read about the s ix peop leand share he i r react i on

in pairs.Asl<students what they th in l< he t i t le What's

your type? means.Then play he recording of the

ar t ic le wh i le students o l low in the Courseboo l<.

Encouragehem to underline,asl< bout, or record anyIn te rest ing xpress ions r co l l oca t ions, a r t icu la r ly hose

they thin l< hey might use rhemselves.Y oumay wanr to

po inc out the fo l low ing n any case:

I 'vechongedmy mind obout . ..

I'm the wrong Person o ask

she wos everything wos looking forl've loweredmv stondords

.,,...'',''...1I Lanquaqe ocus

In this exercise,students are introduced to more ways

to descr ibe people,and also two patterns from th e

reading ext. Get students to do the f irst tasl< n pairs,

and then decide f these descr ip t ions re genera l ly

posit ive or negative.

Answers

Possible nswers:

a bit of an introvert:Alfo nso

fashion-conscious:hiara

unlucl<yn love: horsten/Alfonso

desperate:horsten

quite ussy: hiara, eon-Hee

content: auren

health-conscious:ieless ussy hanhe used o be:Thorsten

a bi t strange: eon-Hee

fit: Ri e

Have students comDlete th e next tasl<an d then draw

their attention to rhe patterns.Tw o of the three

patterns contain a re lat ive clausewith (someone)who.

Th e third (someone)with is an alternat ive o the relative

clause someonelwho hos.Students see thar'd

(would) an d

the'past '

tense express he un l i l<e l ihood f the person

actuallygoing ou t with a person l i l<e his. Have students

record these patterns with their own personalised

examples n the i r no teboo l<s. o in t ou t the co l loca t ion

strongpol i t ico l iews. sk students if they l<nowof any

other nouns,apart from the obvious, ha t col locate with

stro g (o gument,m a rioge,occent).

How old are hey?

Ask students o comple te e i ther o f the fo l low ingwi th

reference to age:

lf I wosn't olreody n o relotionship,'d be looking ors o m e o n e. .

l 'm lookingfo r someone ..

Listen to a few suggestions efore tall<ing bout the fact

that you would probably not mention a specif icage.

Then exp la in hat in th is exerc ise , rudentswi l l see

various expressions ha t ta l l<about age n an unspecif ic

way.Students can do the f i rst tasl< ndividual lyand then

checl< n pa i rs .

Point ou t the two structures here that are us ed forguess ing :

He lshe mustbe . . .

Helshecon't be . .

Speak ing

Answers

l . c . f . h .<

2. a.d.g . .

3 . b .e . . .

2



i I Answers1 l

5.b. 6.e. 7.h. 8. . | usedo dress-- ] ) r r car l r n n l aw

Exp la in ha t we use must o say ha t we are qu i te sure

something is true when we have evidence or it , and con't

to say ha t we are qu i te sure someth inS sn ' t rue .

Pract ise he pronuncia t ion f the phrases, o tha t

s tudentscan use hem in the act iv i t ies t the end of theexerc ise .Do these n smal lg roups.

Asl< tudents o exDlainhe difference etween n hi s

forties nd n the orties eforediscussinghe questionsn

smal l roups.

Answers

ln his lort ies eanshe is between orty and orty-nine

years ld.ln the ort ies eansn the decade 940-1949or a

temperature f between 0 degreesC and49I

degreeC. l

Wri te some express ions n the board to he lp them ta l l<

about these quest ions. or example :

I think lifewos much eosierlhordern ...

Peop le od o lot more . . . in . . .

Musiclclothesro m the ... ore comingbock nt o fashion.

Thesedoys, he foshionlmusicro m the ... /ooks/sounds..

| - . .

Used o, would

This sect ion expl ic i t ly focuses on used o and would:

lrowever,students will have seen many examples already

in the Courseboo l<. he l i s ten ing as l< ivesstudents he

opportunity to hear several more contextualised

examplesbefore they focus on the ' ru les ' in

2 Grammar study.

Lead n by d iscuss inghe f i r s t quest ionas a c lass . a l l<

l i t t le about how you havechanged ourse l fbe fore as l< ing

s c u d e n t so d o c h es a m e . h e n i n t r - o d u c eh e l r s t e n i n g

tas l< nd exp la inwhat studentshave o do . Play he

record ingonce and havestudentschoose he r ighc

p ic tu re and ta l l< bout the d i f fe rences. hen have hem

wor l< on sentences -5 . P lay he record ingaga in o thac

they can chec l< he i r answers. ou may need to exp la in

tha t i f you are o b i t o f o lod ies 'man,you n joy spend ing

t ime w i th w omen and want them to f ind you at t rac[ ive .

Play he record ingone more t ime as s tudents o l low the

tapescript on page | 57.

1 7 F r e n d s n d a m y

IA.,t*urt

l . d . 2 .c . 3 . .t -

4 . a

Grammar tudy

Have students read the grammar explanationsand asl<

about anything hat they are not sure of.You ma y need

to explain that o stdte refers to things that we don't see

as actions.Ask students to tell you some verbs that are

often used to describe a state rather than an action, or

example , e ,own, i ve , tc . Remindstudents o record

comple te examples f used o , nc lud ing ny ime phrases

in their notebool<s.Point out that the negative s more

commonly expressed as neverused o.

Practice

Al though h is exerc isepract ises xpress ionswi th used o ,

i t re in fo rces erb + noun co l loca t ions s we l l .

AnswersI

i l . d . 2 . s . 4 . h 5 . . 7 . c 8 .b". 6 . 1

l r ,

When studentshave in ished.mode l the pronuncia t ion f

used o and have hem practise reading he sentences,

Then have hem memor ise he second ha l f o f the

sentences - i and test each o ther ,w i th one person

read ing he f i rs t par t l -9 and the other person

comple t ing he sentencewi thout l oo l< ing t the

Courseboo l<.

Fol low-up omments

Would has a si milar meaning o used o. However, t often

is used as a fo l low-up o used o and is on ly used or

reoeated actions.not states.Draw students' attencion to

the cont ract ion n the examoles.Once studentshavematched che o l low-up comments,have hem pract ise

read ing he s ta tements n 3 Pract ice and the fo l low-up

commenrs ogether .

Answers

2.g. x.

8 .b . i .

5 . .v i 6 . f . i. e .v i i . 4 . h .v i i i

9 . a .v .

Speak ing

10



: - l : : ' : :- : -

!

I free practice

Give students a true example about yourself f irst. For

examole :

When I wos younger, used ro be reolly sporty. 'd go to the

gym everyother eveningond l'd play footboll every weekend.

Have students go around tal l<ingo several people beforegetting th e classbacl< ogether to find our i f there are

any peop le who used o do the samesor t o f th ings.

It is common to l<eep onversationsgoing by asl<ing

quest ions n response o what someone has sa id . h is

exercisepract ises his in th e contexr of responding o

someone exp la in ing hat they used o do .When

checl<ing nswers,have students pract ise he inronatron

patterns of the questions. For th e second tasl<, ou

might want to do the f irst conversation as an exampte ro

show ho w the conversation can be extended. ForexamDle :

A: / used to live n Spoin.

B: Oh, reolly?Whereabouts exactly?

A: I wos in Modrid, the copitol.

B: And why did you leove?

A: Well, wos there with my fomily.My dod worked for the

embossy.Wewere there fo r obout sevenyeors until I wos

twelveon d then we movedbock home.

B: lt must'ye been nice o grow up in another country.

A: Yeoh,t wos.

Then ge t students to practise these conversations n

oa i s.

Explainhat if you go offsomething,youo longer ike t.lf you go off the deoof doingsomething,ou no longerwant to do it becauset is no longerattractive o you.Tellstudents our ow n answerso someof th equest ions efore avinghemdiscusshem n smal lgroups.Youmaywant to point out how used o is l i l<eregular ast ense erb n that in negatives

ndquestions

it is use o.However,he pronunciarions exacrly hesameas used o.

Fol low-up

Fo r a writing asl<,av e tudents magineha t they areone of the people n the readingex t on page 22What's your type? Each ersonmanagedo find heiridealpartner.However, everal earsha sgoneby ,anowhile at first theywere very happy,hingshave hanged.Theyshouldwr i te a let terexplaining hy heyaregoingto leaveheir partner.Encouragehe use of used o

explain ow the relat ionshipasoncegood.Forexample:

Youused o giveme flowers. loved he woyyou usedo collme every ay romwork. 'd olwaysook orword o the phoneringing ecouse knew t mightbe you.Butnowyouhordlyever olk o me!

When students ave inished, ave he m exchangeerterswith anotherpersonand hen tall< boutwhat they haveread.

Speak ing

Situat ions

Answers

Possiblenswers:

l . Whereabouts xact ly lWhy did you eave?2. Were you anygood?Wh y did you stopi3. How many day?When idyou cut down?4. What l< ind f thing? oetry?Why idyou stopl5. Were you an ygood?Wh y di d you stop?6. What were you doing here?Wh y di d you leavel

4



tg

Unit overview

General topicTalking bout estivals,anguagesnd stereotypes.

Reading

Fourpeopledescribe amous estivals.

Language input

. Vocabularyor tall<ing bout estivals:here's bigporode.There'shugestreetporty. t'sbecome bit

too commercial.tc .

. Relative lauses:didn't. et hot job oppliedor. t's

one of those hings oucutyour noilswith.Whotdo

youcoll o personwhocon't stopdrinking nd s

olwoys runk?

. Vocabularyo tall< bout anguage'.other ongue,

strong ccent,minority onguoges,tc.

' Expressionsor disagreeing:owconyousoy hot?

Comeon!That's bit of on exoggerotion.tc.

. Talking bout stereotypes: he! o typicol moll-town

girl - reolly onservotive!h,comeon!Justbecouse

youdon'tcome rom he city, t doesn'tmeonyou

con'tbe oDen-minded.tc .

Language str ip

Us e the language trip as a way to lead in to the unic.

Asl< students to quicl<ly ool< hrough the list and f ind

one expression that is connected with each of the

following: nationality (Scondinovi onsre usuol ly lond, ren't

they?),est ivals e.9. ts o bi g fest ivol f the Arts),an d

languages e.g.Are you bilinguol,hen?).Explain hat in this

unit, they wi l l learn other way s to tall<about these areas.

Encourage hem to choose some o ther express ionshat

lool< nterestingand to f ind out more about them.

Use the language t r ip la te r on in th is un i t fo r a smal lgroup tasl<. sk students to look at the expressionswith

i t and d iscusswhat th is cou ld be re fe r r ing o . For

example, t 's a bi g festivol f theArts could be r eferring to

the Ed inburghFest iva l . tudents ou l d a lso ry to answer

some of the questions (e.g.How do you celebroteNewYeor

in your country?).


exDressrons:

' There is no such language s Swiss, o someone

asl<inghe question Doesonyonespeok Swiss7 ouldn't

l<now much about Switzerland! German, French andI ta l ian re a l l w ide ly spoken n Swi tzer land.

' Scandinavionsre usuol ly lond, ren't hey? mplies a

stereotypical mage of people from Scandinavia.

l f you say a place s r ight on the border, ou ar e

emphasis inghat i t is a lmost exact lyon rhe border .

Right s often used for emphasis.For example: t i r ight

next to the bonk. lt's right in front of you.

Th e Canories re a group of is lands n the Atlantic and

be long o Spa in .

l f you describe a p lace as cosmopo/iton,eople from

many d i f fe ren tcount r ies and cu l tu res ive here . For

example: NewYork is one of the most cosmopoliton

places 've been to.

A f iesto s a big public celebration,especia l lya

rel ig ious estival. hey are very common in many

Span ish-speakingount r ies.Eng l ish as borrowed the

word festo,so the English or festo is festo. Engl ish

also uses he Frenchword fete or a small outdoor

ce lebra t ionwi th gamesand s ta l ls e l l ing h ings i l<e

home-madecakesand iams.

Remind students to record any of the expr essions hat

they l ike in their notebool<s.

Lead in

You cou ld use some o f the quest ions n the language

str ip to lead in to the topic of fest ivals. sl<students if

they have any big festival sof the Arts in their countr y or

ci ty,how they celebrate NewYear and what some

examples of o ld fo l l< radit ions in their country are. lfyou are from a different country from your students, all<

about some of these things yourself.

This exercise ntroduces some vocabulary to do with

fest ivals.Point out the pi ctures A-H on page 126 and

have students worl< in pairs matching them to rhe

sentences l-8. Af ter checl<ing heir answers,havestudents go bacl< nd underline the collocations and

transfer them to their notebool<s.Youshould exolain

that o bonfire s a big fi re l i t as part of a celebration,or

somet imes ust to burn rubb ish .

Answers

l . h 2 . d 3 . a 4 . f 5 . g 6 . b 7 . c 8 . e

Get s tudents n smal lg roups o d iscuss hese quesc ions

Have them mal<e uessesabout all the pictures on page

126.Wr i t e some express ions n the board to he lp .For

examDte :

Vocabulary

Speak ing

1 0 5



. : : a ' 0 a I q L a q e s

/ t /ooks lke t i rn . .

lsn ' t ho t th e festivol n . ?

/ bet lts got sonrethingo do with ...

I t 'sprobobly n . .

In t roduce he top ic o f the read ing ext tas l< nd exp la in .

Point ou t the collocation hold a fest ivol. sl< f studentsl<nowsome other events rhar we use with hold (e.9.o

meeting,o conference). ave them read the cext and then

share he i r reacr ionswi th a parrner .Wr i t e the fo l low ing

sentence starters on the board for them to use if

necessary:

One thing leornedwos ha t . ..

One thing wo s surpr lseo bout wos hot ...

/ wo s surpr isedhot ...

I d idn ' t reol iseho t .. -

I olwoys hought ho t .. .

lAr." ^i

I ) , . ,r IFHi l lCarnivalspicrure .

I he Glasronbury esc iva ls p iccureFF : l l a s i s n i r r r r r a f

["rl:"ll.,suriis pictureG.

Get students o d iscuss hese cuest ions n oa i rs .

Encourage hem to try to remember the answers

without referring ro rhe texr. Then play the recordingofthe text as the c lass o l low in the Courseboo l<, hec l< ing

the i r answers.Here are some exampleso f quest ions ou

can asl< s you go through th e answers:

Whot expression ould yoLtuse o soy you do something

every wo doyslweeks? everyother doylweek)

Whot or e some hingsyou do out of hobit?

Whot ore the Potronsointsof some countries ou know?

Whot kindsof thing do peoplecelebrote n o festivol morking

the orrivol of spring?

Answers

2

3

He goes every other year.

It 's become coo big.

A lot of people go there just to drinl<and tal<e

o uss.

Out o f hab i t .

To commemorate the patron saint of the city.

A fa l la s a pap ie r -machemode l .

To celebrate rhe starr of spr ing.

1

5

6

7

Have students go bacl< hrough the reading ex r - yo u

ma y want to play the recording againas they do rhis -f ind ingany n te rest ing xpress ions r co l loca t ions.You

ma y want to point out the following:

brooden my mind

make friends

milesowoy

the festivol uns (oll through the beginningof Morcnl

You may need to explain that if you say here ore literolly

thousonds f people here, ou thinl< ha t there are really

thousands of people there. This is becausewe often

exaggeratenumbers an d amounts. For example:

The stogesseem to be milesowoy.

I've got millionsof things o do.

Here is some in fo rmat ionabout the fest iva ls o t

ment ioned n the ar t ic le .

Pic tu reE i s o f the Song l<ranest iva l , h i ch is he ld n

Tha i land rom Apr i l | 3 fo r the beg inn ing f the

tradit ional ne w year.People soal< ach orher wirh water,

symbo l is ing he c leans ingor a new year .

PictureA is of the Ol<toberfest ,which is a rwo-weerc

fest iva l n Mun ich ,end ingon rhe f i rs t Sunday f October .

Largebeer ha l lsare e rected and beer spec ia l ly rewed

for the occas ion s served.P ic tu reB is the Ber l in Love Parade, hugeannua ls t ree t

par ty in Be r l i n ,Germany. t is famous o r i t s techno

m u s t c .

Go over the quest ionsbefore having tudentsd iscuss

them in g roups.Exp la in hat i f someth inghas become oo

commerciol, ou thinl< ha t the mal<ing f money has

become the most impor tan t th ing .We somet imes

descr ibe i lms or musicas commerc io l hen we th in l<

they are re leased o a w ide aud ience nd expect h igh

sa lesnumbers.You might a lso g ive some exampleso f

th ings hat migh t be embarrass ingor young peop le n

your count ry . n the UK, young peop le mighr be

embarrassed y t rad i t iona l o l l<dancing morr is danc ing .

] Vocabularyocus

This exerc isehe lpsstudentsd is t ingu ish etween he

words commemorote nd ce/ebrote. ave students

comple te he two def in i t ions nd then do the match ing

exerc ise . hen have hem under l ine he comDlere

express ions n the sentences ere and t ransfer nem to

the i r no teboo l<s. o in t ou t the co l loca t ions o ldo specio l

ceremonyan d o foncy restouront. xpla in ha t o ceremony s

a spec ia l ven t ha t is character ised y more o r less

f ixed , rad i t iona lwords and act ions, o r example ,

wedding ceremony, n aword ceremony, he opening

ceremony. l t s usua l ly or rna l . f someth ing s foncy c s

more expensive r o f a h igher qua l i ty han normal , o r

example.o fonc.y or ,o foncy house.

Answers

a . ce lebra te , e lebra teb . commemora te

! i|qf9t| re€d Fourexperiences)

L

5

Speak ing

Comprehension

t . d 4 . e 6.b.



Before tudentsal l< bout he ouest ions t the end n

smal l roups,el l hem aboutsomepubl ic ol idays r

local estivals ou l<now. or the lastquestion, ou could

use hisexamole:

A friendof minepossed er driving est hisyeor.Do you

knowhow mony imesshehod taken t? Eight.Shewos

beginningo feel ikeshe'd everpass. nywoy, er boyfriend

wosso mpressed.uesswhot he did to celebrote? e only

wentout ondbought er o brondnewcor!

Relat ive lauses

In th is exercise,students focus on relative clauses hat

can omi t the re la t ivepronoun tho t .Thotgenera l ly

replaces he relative pronouns who(m) or which when the

re la t ivec lause s de f in ing .e . , t g i ves n format ion ha t

de f ines he noun.For example :

Where's the bool< hotlwhich lent you?

Thot ca n be omitted when it acts as an object in the

re la t ivec lause, u t can ' t be omi t ted when i t is the

sub ject . o r example :

Where's the book (thot) I lent you? (thot = object)

I need something hot con go more thon 60 milespe r hour!

( thot = subject)

One easy way to thinl<about th is is that i f thot is

followed by a pronoun, i t can be lefr out; if thot is

followed by a verb, it has o stay.Asl< tudents to lool<at

the exampleand to read he exp lanat ion . nswer any

questions he y may have before doing the matchi ng

exercise.You may want to remind students of the

pat te rnscheymer in the prev iousun i t :

I wont someone ho . . .

I 'd nevergo out with someonewho ...

In these cases ho t cou ld rep lacewho,bu t can ' r be

omitted because t acrs as the sub ject of the relative

c lause.

l E f l . r t f n l 1 res ,es lva l san r j anq r i . r qes

Finally,sl< few questions boutsomeof the other

languageere:

Whot kindsof ploces ave conteens?workploces,choo/s)

Whot e/se onyouopply or,oport fromo obT o grant,

leoveof absence)

Conyou thinkof some ther eosons hyyoumightbe reolly

disappointed?

j ryg..it:Do an examplewi th the c lass o g ive hem the idea o fhow to do th is .Descr ibe an ob ject l i l<e water ing can,

for example,and have students draw it.

/t's one of those thingsyou woter plontswith. lt's got o hon dle

ond a thing the water comesout of.

Remind students of the words thing and stuff which they

might ind usefu l n the i r descr ip t ions.You ou ld a lsog ive

them this Dattern:

/ tt on e ofthose things ou use o ...

F in i shup by hav ing tudentsas l< ou about any o f rhe

th ings hey cou ldn ' t ind the name o f in the last as l<.

Questions i th re lat ive lauses

Th e explanation at the start of this exercise re inforces

the fact tha t re la t ive lauses escr ibenouns.Go over rne

exp lanat ionwi th studentsand answer any quest ions hey

may have. hen do the f i rs t quesr ionas an example . ou

cou ld e i ther havestudenrswor l< on th is in oa i rs o r

ind iv idua l ly .

Answers

What are the (two) people you share a f lat with

l i l<e

What was that hotel you stayed n in Paris i l<e?

What was that club you went to on Fr iday i l<e?

What are the other people you worl< with l i lce l

What was that restaurant you went to for your

birthday il<e?

5. What was hat Engl ishourse ou did nAustral ia

I l<e

What d id you do in tha t c lass missed astwee l< l

What was that school you studied at in Sydney

ca l led

Did you ge t that job you applied or?

]

Draw students 'a t ten t ion o the posi t ion o f the

preposi t ions n a, b , d , e , g and h. For the last as l<,he

fo l low-up exerc ise , o around the c lass nd chec l<

students 'answersbefore as l< ingome peop le o te l l the

c lass few of the i r answers.

Answers

Poss ib le nswers:

2. Hey, here's that gir l you used to go ou t with.

3 . You shou ld ry tha t resrauran t u r teacher

ment ioned.

4 . I cou ldn ' t do tha t homewor l< ou to ld me about ,

7 .

8 .

9 .

II

lIL

107



) l . a 5 a r t d a u g u a q e s

Fo r the second ask, ct out rhe first conversation ith ascudent sanexample:

A: What ore the people ou ivewith tike?B: They'reeolly riendly.Reolly ice.A: You'reucky.The people livewithore owful.B: Whydo yousoy hot?A: They\enot very riendly t oll.They ardlyeverspeok o

me.

Here students see another example of a re lat ive clause,

th is t ime wi th the re la t ivepronoun who. t ' s poss ib le o

use hot in p laceof who in these examples, u t o person

who ends to be more common. Ask students f they

not ice that in th e examples here, wh o acts as the subject

of the re lat ive clause.Point out the exoressio the'reol'

Jopon n the exp lanat ion . xp la in hat th is means he

t rad i t iona l , u ra l apan,no t the modern ,western ised ,

urbanJapan. s l<what tour isrs who th in l< i l<e h is wou ld

bel ieve he'real'

country is in the student's country. Ask

if this perception of cheir country is correct .

Students can worl< on the dictionary tasl< n pairs.Before

you checl< heir answers,you could write th is partern on

the board to show ho w we can use a similar re lat ive

c lause t ructu re or g iv inga de f in i t ion :

A . . . i s s o m e o n e h o . .

Then havestudenrswr i te the def in i t ions n the i r

notebool<s.Point ou t th e col locat ion perform operotions.

G ive studentssome more examDles f nouns hat

collocate with perform (e.g.o ceremony, trick, miracles).

Use the p ic tu reso f peop le on page | 29 to he lp s tuden ls

generate some ideas or the second tasl<, ut encourage

them to th in l< f o ther th ingsas we l l . t may he lp them

to imag ine f they were do ing t in the i r own language.

This exerciseshif ts he topic away from fest ivals o

language nd stereotypes.Students can use their

dictionaries or the f irst tasl<.When checking heir

answers,wri te an example of how some of the rerms

can be used:

Where'syour occent from?

They speok n o strongdiolectup in the north.

I didn't know their mother tongue wos French.

English s the linguofronca of internotionolbusiness.'Keep

shtum'is o s/ong erm meoning'keepquiet' .

I think there'stoo much sweoringonTV thesedays.

She'svirtuollybilinguol n Frenchond English.

Answers

l. An occent s the way you pronounce the language,

whi le o d ia lect s a form of the language hat is

spoken in a part icular area or by a particular group

of people.

2. Yourmother ongue s the language ou learn from

your parents,while o linguofronco s a language

used o communica tebetween peop le who don ' t

speal< ac h other's mother tongues.

3. S/ong s very informal language ha t can be

par t icu la r o a cer ta in r ime or g roup of peop le ,

whi le sweoring s the us e of rude or of fensive

tanguage.

4. l f you ar e bilinguol,ou grew up learning wo

languages nd can speal< ot h of them equally wel l ,

whi le if you can speal< foreign onguoge, ou ma y

have . just earned it later in life and you probably

don ' t spea l<t as we l l as your mother rongue.

5. lf you have o s/ ightoccent, our pronunciation is a

l i t t le differentfrom what is considered standard,whi le i f you have o strong ccent, here is a bi g

d ffe e nce .

Before havingstudents discuss he questions in th esecond tasl<,mal<e ure they understand he expressions

o minority longuogeand hoye o hrgherstotus.

Focusattention on the t i t le (Engl ish teacher sacl(edfor speaking Eng l ish ! ) and havestudentspred ic t what

th e art ic le is about. Then asl< tudents to read rh e text

and share he i r reacr ions n pa i rs .As l< hem i f t he t i t l e

was really accurate.At rhis point, you might want to tellyour studentsa l i t t l e about theWelsh language. l though

Eng land oo l< cont ro l o f Wales in the th i r teen th cenrurx

Wales wa s better able to preserve its original language

and cu l tu re han other areasof the Br i t i sh s les. ts

language s st i l l widely used and about25% of people ar eb i l ingua l n Welsh and Eng l ish . here is a st rong

movemenc o encourage he use o f Welsh .

Exp la in he tas l< nd p lay he record ingof the incerv iewThen have students compare notes in pairs beforeplaying he recording againso they can checl< herr

answers.Ask tudents f th is changed he i r m ind about

Gare th Daviesand h is s i tua t iona t a l l .

r t s *, i. 1- / -

.. :l 1; ..-., - i -, ..

a- i'

Defin ingpeople

Read ingAnswers

l . an a lcoho l ic 2 . a workaho l ic 3 . an under ta l<er

4 . a surgeon 5. a journa l is t 6 . a jugg le r

in terview

Answers

Argumentsor:Chr ist ine ays hatWelsh s dying ur.When the languageies, ou also ose he cul ture ndtraditionsof the country. anguageseed o beDrotected.

0 8



Arguments against:Gareth saysyou can't mal<epeople

learn languages. eople have a right to speak heir

language f choice.

Th is exerc ise n t roducessome exDress ionsor

disagreeing. av e students worl< on the f irst tasl<aloneand then compare answers n pairs.Play he recording so

they can checl<.

Exp la in few o f the express ions.

. Come on l is often us ed when we thinl< hat what

someone hassa id s r id icu lous. o r examole :

A: lt's freezingoutside.

B: Oh,come onl lt 's not that bod.

. lf you mal<e n exoggerotion,ou mal<e omethinS

sound greater,more important, more, etc.Than it

rea l ly s .For example :

A: So, here were mil l ions f peopleon morch,then?

B: Well, OK thot's a bit of on exoggerotion.

. l f you say et t just ogree o dlsogree,ou are indicating

tha t you no longer want to a rgue because t i s c lear

that both sides are not goin g to change heir

oos i t ion .

Answers

l . Comeon!That 's bi t of an exaggerat ion!

2. So what you'resayings

3. Do you honest ly el ievehatf

4. How canyo u say hat?

5. Listen, ei-eobviously evergoing o agree

5. Let's us t agree o di sagree

Play he recording again, ausingafter each ga p to

pract ise he intonation.Then have pairs of students read

the conversations.Encourage hem to use these

exoressions n the oair worl< casl<.

Th is exerc ise ivesstudentsan oppor tun i ty to use some

of the express ions rom 4 D isagree ing . Review some o f

the other languagerom prev lousun i ts cha t m igh t be

usefu lhere too . For example :

Personol ly,th ink .. .

Definitely!

fhot's the woy I see t too.

I know (whot you meon).

Go around the c lass,mon i to r ing s tudentsas they d iscuss

these ssues nd co l lect exampleso f language i f f icu l t ies

to go over later.Fin ishup by havinggroups briefly report

bacl< n what they tall<ed bout. To follow up thrs

act iv i ty,have pairs of studen ts choose one of the

quest ionsand wr i te a d ia logue i l<e he rad io in te rv iew

between two people with opposing views.

' I8 Na tona i t i es , es t as anc l anquac les

, l

I Stereotypes nd reality

Lead n by focus ing tudents 'a t ten t ion on rhe p icru re

and ask wh ich count ry is be ingshown and how they

l<new. he n asl< tudents to think of what Br it ish oeoole

are typ ica l ly i l<e . is ten o the i r answersand exp la in ha t

when we have a general image of a group of people li l<e

this, we often c all it a stereoty pe. Explain hat if someone

f i ts a stereotype, he general image s true about that

person.You might also want to give some other

co l loca t ions. or example :

reinforced stereotype

o populor stereotype

This exercise revisessome character adjectivesan d

introduces some more character adjectivesas wel l .

Students can use their dictionaries or those they are

unsure of.You may need to explain the following:

. l f you describe someone as orrogont, ou don' t l ike

th e way they act because he y thin l< hey are better

than other peop le

' l f you descr ibesomeone as snobb ish ,ou don ' t l i l<e

the way they act because hey thinl< hey are better

than other people, perhaps because hey have a

higher social status or more money.

Play he r ecording so students can checl< heir answers.

Then play t againso s tudents can follow the intonacion

patterns and respond choral ly.They can then practrse

with a Dartner.

Answers

l . generous 2. qu ie t 3 . ou t -go ing 4 . open-minded5. n ice 6 . d is tan t 7 . du l l 8 .TWo-faced

Po in t ou t the express ionshat a re common r esponses o

overgeneralisations i l<e:

Every I 'veevermet wos ...

l 've got o real lygood friend who's .. ond she/het ...

Thot'ssuch o stereotype/

/ust becouse ou . . . i t doesn ' tmeonyou . . .

Write these resDonseson th e board so st udents can

refer to them when they have heir own conversalions

about other stereotypes.You may want to talk about

how numbers l , 2 , 3 , 5 and 6 a re about s te reo types

Eng l ish eop le have, nd tha t number 8 fea turesa

stereotype Englishpeople have about themselves.

Fo l low-up

Have students write a description of a festival rom their

own count ry o r communi ty , r , n a mono l ingua l lass,

asl< hem to f ind out about a festival rom anotner

country. They should explain what the festi val

commemora tesor ce lebra tes, hen i t is he ld ,wnat

happens, he ther peop le dressup,e tc .

Theyshou ld a lsotry to use relat iveclauses o define any special

equ ipmentor any spec ia l o les peop le have.When

students have inished,asl< hem to exchange papers with

a par tner . hey shou ld read the i r par tner ' sdescr ip r ion

an d then tall<about whar they read.

Disagreeing

Speaking

109 ;



r9

Unit overview

General topicCr imes ndpunishment;elebr i ty r iminals.

Reading

The cases f ninecelebr i ty r iminals.

Language input

. Crimes and law vocabulary:oundguilty, etsixmonths,ox evosion,speeding,tc.

' Expressionsor reactingo criminal ases: e gorof f lightly. e should've ot ife or thor.etc.

' Expressionsor saying n approximate umber:around$4.5 million, bout9300million, ver90 mileson hour, lmost 50 ,000.

, Vocabulary ssociated it h crimes: he'd ee nstobbed,his kidwenton the rampoge,heyheldogu n o my eod,etc.

' Third condit ional xpressions:'m sure would'vedonebetter f ld dressed bit moresnortly for theinterview.f lA known, wouldn't ovebothered.tc .

Language str ip

Use the language tr ip as a wa y to lead in to the untt.As l< tudents o qu ic l< lyoo l< hrough the l i s t .Exp la in

tha t in th is un i t they w i l l learn how to ta l l< bout cr imes

and pun ishments. ncourage hem to choose expresstons

in the language t r ip tha t loo l< n terest ing nd to f ind outmore about them.

Use the language t r ip la te r on in ch isun i t fo r a smat lgroup tasl<. sl <students to f ind those expressions ha trefer to a trial (e.g.The ury found he r not gui l ty)and those

that just refer to a crime (e.g.He mugged n old lody n

the pork).Then asl< rudents o choose a couple of the

express ions onta in ing e,sheorthey. hey shou ld hend iscusswhat the s to ry beh ind he express ionmight be .

For example, students could us e The ur y found he r no tguilty o speculatewhat'she' wa s on trial for, wh y she

was found not gu i l ty ,whether she rea l lycommit ted the

cr ime or no t , e tc .You might need to exp la insome o f thefo l low ing express ions:

. l f someonego t i fe, hey received a l i fe sentence or a

cr ime.Th is means hat they w i l l be in pr ison or qu i te

a long time, usual lyat least wenty years. t does no t

necessari lymean they wil l be there for the rest of

the i r l i f e , hough.

' l f you say someonego twhot they deserved,ou thin l<that the bad thing that ha s happened o rhem (e.g.

receivinga harsh sentence) s iust i f iedbecauseof

rvhat they orig inal lydid. For example: think he got

whot he deseryed.f you bring o weopon to school, ou

shouldbe expelled ight owoy.

. l f someonemugs someone,he y attacl<a person in a

pub l ic p lace n order to stea l he i r money or

valuables. or example:Did you heor he wos muggedonhiswoy home lost night?

. lf someone got owoy with millions,hey managed to

stea lm i l l ionso f pounds, o l la rs , tc .and escape

without being caught.Fo r example:Did you heorobout

thot shop hat wos held up lastweek?Apporent ly,he y

go t owoy with overo thousondpounds.

. l f the police drop the chorgesogainst orneone,ne y no

longer want to conr inue pursu ing he lega lp rocess

aga instomeone hey or ig ina l ly ccusedof do ingsomething i l legal. or example: th ink hey shoulddrop

the chorges ogoinsthlm. No jury is goingto find him

guil ty.

. l f women go top/ess,he y don't wear anything ocover rhe i r b reasts . ome co l loca t ions or top less

includeo top/ess or an d sunbothe op/ess.

. l f you refer to someone as o deoler, ou ar e usual ly

implying ha t rhey are a drug dealer.Th e word deoling

is a lso used o re fe r to d rug dea l ing . o r example : ou

con go to joil if you\e cought deoling.

. l f you thin l< hat they should oc k someoneup an d throw

oway he key, ou thinl< hat th e person should go coprison for the rest of their l ife.Fo r example:When

they cotch the personwho mugged hot old lody, hey

should ock him up ond throw owoy the key.

. Threestr ikeson d you'reout refers to the policy

whereby if you are found guilty of certa in crimes fo r

the th i rd t ime, you are sent to pr ison . t i s a l so used

for o ther s i tua t ions o mean f you do someth ing

wrong three t imes, ou wi l l no longer be ab le o be

somewhere or do someth ing . or example :We hoveothree strikesond you'reout policy. f youie lote three

umes, ou'reexpelled.

. l f someone s over he / imit, hey have ha d more alcoholchan s lega l ly l lowedwhi le d r i v inga car .For

example:She wo s hree imes over he / irn i t .No wonder

she /osthe r licence.



Lead in

On e wa y to lead in is to havestudents brainstorm a l ist

o f cr imes.D iv ide he c lassup in to smal lg roups and g ive

them five minutes to th in l<of the names of as many

cr imes as they can and wr i te them down. Go around thec lassand moni to r and he lp when necessary.hen put

the following patterns on the board:

0



. . . is o serious roblem n rnylthis ountry.

.. . is unheordof in nrylthi s ountry.

... is quite common n mylth is ountry.

Students an then use hese pa t te rns o ta l l< bout the

cr imes they have isted.When they have inished, ou can

go on to the f irst exercise and students can compare

the i r l i s t w i th the one in the book.

. ' i ' , : r r I

This exercise ntroduces vocabulary associatedwith th e

legal process and the names of diff erent cr imes.You

could start off by asking students to close their

Courseboo l<s nd read the in t roduct ion yourse l f .

Encourage tudents o as l< ou any quest ions nd then

pu t these words up on the board: crirne, ourt,gui l ty,

judge,fine, ix months, ife.Asl< hem, in pairs, o recall the

phrases ou used hese words in .Then le t them read he

in t roduct ion n the Courseboo l< o see f thev were

r ight .

Go through the l ist of crimes with students to mal<e

sure they understand them. You might want to contrast

possession f drugswith deo/ing n drugs.Explain hat

burgloryusually efers to breal<ingnt o private homes and

stea l ing h ings. ou shou ld a lso exp la in hat murder s the

cr ime o f l< i l l ing omeone n ten t iona l ly , h i le monsloughter

the cr ime o f l< i l l ing omeone,bu t w i thout the in ten t o f

do ing so.Po in t ou t tha t a l l o f these cr imes can be us ed

with (found)gui l tyof ... . However, not all of them can beused with commit.

You cou ld e i ther d iscuss he sentences or the l is t o f

cr imes as a c lass r in smal lg roups. n e i ther casewr i te

the pattern on the board:

You'd roboblyget . . fo r . . .

Students may not l<now exactly what s entencesmight be

rece ived or each cr ime, so you cou ld encourage hem

to use exDress ionsi l<e :

YouAdefinitelygo to prison.

You'dprobobly ust get o fine.

Depend ingon where your studentsare f rom, you cou ld

also teach them get the deoth penolty. f they want to

record th is cr ime vocabu la ry n the i r no teboo l<s,

encourage hem to inc ludean exampleo f how the

word(s) are used n th is exerc ise . o r example :

lf youie found guilty of possession f drugs,you'd just get o

f,ne.

Remind hem to inc ludean appropr ia te rans la t ion oo.

Focusstudents' attention on the photos an d then ge t

them in pa i rs o ta l l< bout what k ind of cr ime they th in l<

the peop le commit ted .Wr i te some language n the

board to help.For example:

I think I reod somewhere hot he wos foundgui l tyof ...

Wosn ' the the one who . . . ?

'I9 Law and o rci c r

j

j Whi le you read Rich nd Famous

--i 9r Br!! erq !9!9qreqr4

Exp la in he tas l< o your studentsand d iv ide hem inco

two groups.Remind hem that they shor- i ldn i t ia l ly ust

read to find out what the people in the photos di d. After

s tudentshave in ished ead ing ,ge t hem in to pa i rs so

that they can share what they found out. Write some

examplequest ionson the board to ge t them sta r ted :

Whot did he do?

Wos he found guilty?

Whot did he get?

You could then have students read the half of the text

that they ha ven't read yet. Finally, lay the recording as

students o l low a long n the Courseboo l<, nder l in ing ny

in te rest ing o l loca t ions nd express ions.You igh t want

to po in t ou t the fo l low ing ,wh ich are connected o the

top ic o f the un i t :

he wcs occusedof

cleor evidence

he wos sentenced o six yeors n prisonhe wos token to court

he took the poper to court

if it had gone o court

the truth come out eventuolly

he wos chorged with smuggling

he poid o one hundredan d forty thousonddollor ine

You might also want to have students f ind al l the ge t

express ions n the texc:

the ury got it wrong

he wos lucky to get owoy with it

he got outjust

three years oter fo r good behoviourArcher'sstory-telling od got o bit out of control

he could've ot seyen earsond a $2,000 fine

9r.q "ryTl9r:In this exercise,students are introduced to s everal

expressions or giving a reaction to a crime or trial.You

might want to start off by just asl<inghem what they

th in l< bout one o f the ce lebr i t ies . is ten o the i r ideas

and then focus he i r a t ten t ion on the exoress ions.

Expla in ha t i f you think someonego t of f l ightly, ou thinl<

they on ly rece iveda very smal lpun ishment , u t tha t i fyou thinl< he sentencewos o bit horsh,you th ink i t was

too severe.Point ou t that There's ne ow fo r th e r ich on d

onotheron e fo r the poor is a fa ir ly f ixed expression.Ask

students f they can th in l< f any o ther s i tua t ions hey

l<now hat this exp ression can be applied o. Then get

them in pairs to react to the different cases.

Speak ing

111 ;



8:

A:

B:

A:

i . : : - l i l i 0 e '

l -

I 5peaKrng

Use these quest ions or a smal lg roup d iscuss ion . ou

might wanr to starr of f by te l l ing rhe students of any

other cases ha t you know ol especia l lyany where the

person was eventua l lyound innocent .Encourage hem

co asl< ou questions and react using any of the

express ions n 3 Common express ions. Go around

monitoring an d col lect ingexamples of language

dif f icu lt ies o go over when studenrs have inished.

To i l lustrate ho w we are frequently no t specif ic n ta l l<ing

about numbers,asl< fe w students some ouestions i l<e

How long does t toke you to get o schoo/ n the morning?

The in te ract ioncou ld go someth ing i l<e h is :

A: How /ong does t toke you to get to school n the

morning?

On ehour.

Youmeonexoctly nehour?No ,obouton ehour.

Youie ucky,thot's uite ost.t usuollyokesme over wohours.

Then, go over the examples.Checl< hat stude nts l<now

the mean ings f the words in the box, and then ger rhem

in pa i rs o ta l l< bout the numbers n l - l l . Note tha t in

severa l f the examples here cou ld be more than one

answer.Play he recording so students can compare their

answers.Stop after each one to asl< f anyone had a

different answer.Play he recording again o let students

l is ten o the pauses nd in tonat ion . hen p lay t one

more time, pausingafter item so that students can

repeat choral ly.Final ly, ave groups of two or more

studentspract isesay ing he express ions.

Answers

l . about /a lmosr /a round ne hundred and f i f ty

l< i lomecresn hour

Students anasl< ndanswer hese uest ionsn pairs.Yo ucouldalsowrite someexpressions n the board ohelp. orexample:

It mustbe oboutlolmostloroundlover../' m sure t con'tbe more hon ..At o rough uessU soy ..

Finish p asa class y ist eningo what srudenrs avecome up with. React o their ideaswith expressionsil<e:Thot's uitehorshlnotmuchlobit high.Reolly?hotmuch?Areyou sureobout hot?

Encouragetudentso reactusing heseexpressionsswel l .

Answers

Answerswi l l of course ary, ut f the speed imicon the motorway s I l0 l< ilomerreser hour, heequivalent i l l be aboutseventy i les er hour.In 200 the populat ion f Chinawasest imated r1 ,273 ,11 ,300 a lmosr nepo in t h reeb i l l i on !

Students anworl< hrough his exercisen pairs, slngtheir dictionaries hen necessary. he n they havefinished,o through he answers nd asl<ollow-upquest ions n someof the vocabulary:Whot kindof weopons used or stobbing?o knife,screwdiver, nything h p)

Whot else on youroid? o bonk, postoffice, ny kindofpublicbuilding.You on olso oid the ridge!)

What do you think hedifferences between mossocrendo killing?A mossocresuollynvolveshe kil/ing f o lotofpeople.Thewordo/soenrphosiseshdr he killingwos donetn o vt olent r cruelwov.)

Wh ydoyou hink'go n the ompoge itho gun'wo sused

lnsteod f

go

oroundwitha gun'? 'Goon he rompogdemphosrsesho t heshootlng osviolent,nd coused lotofdestructionr deoth.)

Whot e/se ouldsomeoneovesnotched?o hondbog,loptop, boby)

Whot else ould ouhovecomehome o ftnd7 thedoorwideopen,he bockwindow moshed)

Whot's he differenceetweenoserial iller' nd'o kittei? A

seriolkiller i/ls evero/ eople, neofter he otherondifferent ccosions.ften he victims re kittedn o similorwoy.Akiller s someone ho kills.)

You couldalsoasl< tudentswhat l<ind f sentencepersonwould get for eachcrime. Pointou t the useofoPporentlyn several f the conversations .xplainha t

; -r'1"",*, ;.' ", i,,".,t

1 .

5 .

4.

5 .

6.

8 .

9.

t 0 .

about/overiaround half an hour late

about /a lmost /a roundhree hundred and

twenty-f ive

about /a lmost /a round thousand

about /a round ive hundreo

about/almost/around ive thousand

about /a roundone hundred housand

about /a round hree and a ha l f m i l l ion

about /a lmost /a rounden mi l l ion

about /a round/over eventy-e igh t i l l ion

about /a lmost /a roundwo hundred mi l l ion

practice

cr imevocabulary

2



th is is o f ten usedwhen we are te l l ingsomeoneabout

something that we've heard about on the news or from af r iend .

Modelone of the conversations ith a student o showho w it couldbe extendedbeforehavinghem pracrisenpa i s:

A: Didyouheorobout hot murder esterdoy?8: No,whothaDDened?

A: They ound hiswomondeod ustneorwhere live.Apparently,hedbeenstobbed ix rimes.

8: Thott terrible!Whereid hey ind her?Was he n her

flot?A: No , hey ound er n thebockof o von.Apporentlyt' d

been orkedhere or a couple f days.

This exerc iseextends I Bas ic c r im e vocabu la ry by

chang ing ome of che vocabu la ry . o in t ou t the

expression f ivemil l ion n cosh.Do the f irst on e as an

examplewi th the who le c lass. ncourage tudents o use

a fo l low-up comment .For example :

A: Did you heor obout hot murderyesterdoy?8: No , whot hoDDenedT

A: They found this old mon dead in his house.Apporently,

he'd beenbeoten o deoth.

B: Thot's terrible! I hope they cotch the personwho did it

When students have inished,have hem reDeat he tasl<

wi th another student .Then et the chem co walk aroundthe class, a lking about any recent cr imes they've heard

about.

'l;,1{Before you listen

Go through th e sentencesasl<ing tudents to identify th ecorrespond ing ic tu reson page | 35 . Exp la in he

expressionot knife-Point nd mention we can also say otgun-point. ou mighr wanr ro point out that we use go

with shop/ift ing. ou could ask what other - ingwords

collocate with go * go shopping,ftshing, kiing, oggtng,

dr inking, tc. Ask studenrs what they think should happen

i f ch i ld renare caughtshop l i f t ing , ho usua l ly a tches

them (store detectives, ecurity guards,etc.),and what

powers they have.Then have hem discuss he question

a t the end of the exerc isee i ther as a c lass r in smal l

S rouPs .

19 La l vand o rde r

Explain he tasl<and play the recording.Students ca nthen compare he i r answers n pa i rs .E l i c i t he

express ions onnected o eachone and Dut them on rneboard. Play he recording againas the class o l low th etapescr ip ton page 158. hen they can comple te he

correct ion tasl< n oairs.

Answers

Person:A

Person :F

Person :D

Person : E

Person made he following anguage istal<es:I want o report hat wasstolenmy mobi le hone.I waswall<ing y se awhen wo boys an and one ofboys ake it .

I justdo a one-dayravel ere . . f rom Brighton.Oh , you'reonly hereon a day-trip.

The vict im might haveexpressedhimself correcuy asfollows:

I want to report that my mobile phone was/has been

sto len .

I was walking by the sea when two boys came

runn ing / ran as t me and one of them snatched t .I a m here on a day-trip from Brighton.

This exercise reinforces some of the expressions rom

4 Four cr imes. Le t s tudentswor l< a lone n i t ia l lv . nd

then have hem compare he i r answers n pa i rs .Go

through th e answers yourself,asl<ingurther quesrions.

For examole :

Someonecon hold o gun to your heod,but where would theyhold a knife to? (your throotl

What would you hove to hove done if your housekeyswere

stolen? hove the /ockschonged)

How about if the door of your flot wos kicked n? (hove t

reDloced)

Why might someone eove heir keysot home? they were na hurry, the keys were in o different jocket)

lf you sow someone shoplifting, ould you telt the potice?

Whylwhy not?

Then you can have pairs of students test each other. Oneperson reads he sentence, ay ing 'b lan l< 'nsteadof the

gappedword .The i r par tner ,w i th the i r Courseboo l<c losed, epears he sentence, u t inc ludes he m iss ing

verb. Pairsof students can then worl< on the cor-reccion

tasl<before yo u play he recording so they can checl<

the i r answers.

Answers

l . a . murder b . dead c. s tabbeo

2. a. robbery b. raided c. go t away with3. a. massacre b. rampage c. l<i l led

4. a. snatched b. came up to h im c. ran off5 . a . burg led b. < ickedn c. sro len

6. a. ser ia l < i l l e r b . papers c. < i l led

practice

Vocabulary

113



Answers

| . held 2. smashed 3. eave 4. go t away with

5 . repor t 6 . sna tched 7. e t 8 . cance l led

The differencesbetween l-8 and the conv ersations n

the recording are:

| . They held a l<nife o rhe throat, not a gu n to the

head.

2 . The bacl< indow had been smashed, o t rhe car

3 .t'1 -

windscreen.

I le f t my l<eys n my car,no r ar home

They got away with my handbag an d l<eys nd

home address),not my suitcase. t was on the bacl<

seat,no t the boot.

5 . He wanted to repor t he 'd had h is mob i le phone

snatched,no t hi s bag.

6 . He was walk inga long by the sea when he had h is

phone snatched by two boys,no t by a man.

7. They let the s ecurity guards <now, ot the police.

8 . The spea l<er asn ' tactua l ly ance l led he cards yer .

In number 8 , t says hey cance l led he cards

straightaway.

Thirdcond i t iona ls

In th is un i t ,s tudents ocus on the s t ructu re o f ten ca l led

the third condit ional.You might want to review the f irst

an d second condit ional structures before having he m

star t th is exerc ise .Wr i t e up s ome gappedexamples

from previous units:

. . . g i v e o uo h o n d f y o u . .

A: Do you think they'llwin?

B: l f they . . . f i rs t , . . . aveo chonce.

l f I . . . the money, . . . ove o come,but reo l ly on ' to f fo rd t

l f i t . . . m ine , . . lend t to you, u t os he 's no t here con ' t

osk h im.

Ask students f they remember the miss ingwords. Ask

what th e time frame is and whether the speal<er h in l<sthe cond i t ion s poss ib le r hypothe t ica l . hen asl<

students to read th e explanation and the exa mples of

the th i rd cond i t iona l . nswer any quest ions hey have,

and remind them rhat th is s t ructu re a l l<s bout a

hypothetical si tuat ion in the past.

Get s tudents o do the match ing as l< nd iv idua l ly nd

then compare answers with a partner. Checl< he

answersas a c lass, o in t ingout co l loca t ions nd

expressionsas you go through them. For example:my flot got broken into

burglor olorm

pleodedguilty

prove he wos innocent

we missed he flightI didn't get thot job

dressedo bit more smortly

have o few more doys there

halfwoy through the first holf

As l< u r ther quest ionswhere appropr ia te . o r example :

Do you think o burglar olorm rnakesony difference?Whot should he hove worn ot the interview?

Write the following tw o pamernson the board an d

encourage tudents o t ransfersome o f the examples o

their notebool<s.

It wouldn'thave hoppened f . ..

|m sure lwe would've on e f .. .

Answers

L a . 2 . e . 3 . . 4 . 6 6 9 . 7 . f . 8 . d .. h

For the fo l low-up tas l<, tudents ocus on what actua l ly

happened, nd so the hypothe t ica l a tu re o f the th i rd

cond i t io r ra l s re in fo rced.Go around moni to r ing studenrs

as they wr i te rhe i r a l te rna t ive f - c lauses. l ic i ta coup le

of suggestions or each question and write them on th e

board .

Answers

Possiblenswers:

2. lt wouldn'thavehappenedf l'd bolted he bacl<door.

It wouldn't have happened f he'd told them where

the money was h idden.

It wouldn't have happened f you'd go t up ar f ive

l i l<eme.

I 'm sure I wou ld 've done i f I hadn ' tmade tha t jo l<e

about h is wi fe .

I guess ou wou ld 've done i f i t ' d been open.

I 'm sure I wou ld 've done i f I ' d actua l ly ev ised .

I 'm sure we wou ld 've done i f our goa l l<eeper

hadn't been sent off.

Give students an example yourself before they worl< on

their own sentences:

I con't believe overs/ept his morning. t wouldn't hove

hoppened f lA stoyed n and hod an eorly night lost night like

I'd ntended o.

They can then worl< on the next tasl< n pairs.The

answersare fa i r ly p red ic tab le nd inc ludesome commonphrases: f I hodn't beenso busy, t would've een nicer f .. . ,I wouldn't hove osked. f I'd known.

Practice

4



20

Unit overview

General topicHealthproblems, dvice nd doctors.

Dialogue

Davidand Ken all< bout recenrvisits o the

doctor's.

Language input

' Verbcollocationsor healthproblems:'vego ton

owfulcold. 'vecut my finger. feelo bit sick.etc.

. Givingadvice: oybe oushouldoke ome spir in

or sornething.tc.

' More health-relatedxpressions:l lergico,hovecheck-up, eorcontoct enses, tc .

. Reporting ealthadvice: e ust ol dme to go home

and take t eosy. hegoveme somepoinkillersor it .

etc.

. Differences etweenshould nd hove olhovegot ofor givingadvice:Youshouldry to lose bit of

weight.Youove o register ith the surgeryirst.. Expressions ith shouldor mal<inguggestions

an d alkingaboutwhat we expect o happen: ou

shouldry thot new tolionploce.t should e openby

the endof nextweek. tc.. Pronunciation:entence tress:

A: This s going o costus a fortune.8: No. t shouldn't e that expensiye.

Language str ip

Us e the language tr ip as a way ro lead in to the unir .

Ask students o loo l<qu ic l< lyhrough the l i s t o f ind any

expressions hat are true for them or that they could

answer in the aff irmative.Expla in hat in this unit they

wil l learn ways of ta l l<ing bout health and giving advice.

Encourage hem to choose some o ther express ions n

the str ip that lool< nterestingand to f ind out more

about them.


group tasl<.Asl<students to f ind those expressions hat

descr ibea problem (e.g. 'v eho d o reol lybod cold) and

those that give advice or mal<e suggesrion e.g.Hove

you tr ied Chinesemedicine?).Then sl< tudents to thinl<of

an answer for those expressions hat are questions (e.g.

Ho w or e vou?\.

You might need to explain some of the fo l lowingexpress ions:

' Homeopothy s a way of treating il lnessesby giving

smal lamounts o f a substance hat in la rge

amountswou ldcause he same l lness.

. Yo umightasl< owdidyo udo t? f someone aid ha tthey havehurt part of their body.Fo r example:A: I'vedonesomethingtrongeo my bock.

B: How did you do it"?

A: I think t woswhen wascorryinghot big boxofbooksupstoirs.

. lf you say hat someoneoulddo with something,youthinl<hat t wouldbe good or them o have t or doit. For example: ou ookos f youcould o witho nicecupof teo.

' lf you sproin ouronkleor wrist, ou hurt it by cwistingit .Fo r example hope t i just o sproined nkle.

. lf you'refeeling bi t run-down,ou'revery t ired and al i t t lebi t i l l - usual ly ecauseou've eenwor l<ingoo

much ecently.

Remindstudents o record any o f the express ions hat

they l i l<en the i r no teboo l<s.

Lead in

You cou ld lead n immedia te ly y focus ing n the

p ic tu resand as l< ingtudenrswhat hea l th p rob lems hey

can see. Asl< f anyone can remember when they last had

one o f them. Ask i f anyonehas never had, o r exampre ,

too thache.Thenyou can do I Co l loca t ions.

Exp la in he tas l< nd havestudentswor l< nd iv idua l ly nd

then compare he i r answers n pa i rs .Youmay need to

exp la in he fo l low ing :, lf you hove o st i f fneck,you have diff iculty moving your

neck because he muscles re pa in fu l .

. l f yo u ore hung-over,you ee l i l l in the morning after a

n igh t o f d r in l< ing .. l f you 've o thoy fever ,you re a l le rg ic o po l len .

As you go through !he answers, o in t ou t the ad ject ives

and modifiers on awful cold,o reollystiff neck,o bit hung-

ove[ etc. Also draw students' attention to the vague

expressions:for some eoson, 've done something trdnge

and somehow.

Answers

l . got 7. got 13. got

2. got 8. feel 14. done3. cut 9 . got 15. sprained4. sprained 10. feel 16. cut.5. got I l . got

5. done | 2. got

6



Review these collocations by havingpairs of s tudents

test each other. One person can read sentences l-8,

say ing 'b lan l< 'nsteadof the gappedword . The i r par tner ,

without lool<ingat the Coursebool<, esponds by

repeat ing he who le sentencewi th the miss ing erb .

Students an then swi tch ro les o r 9 -16 .

For the next tasl<, sl< tudents what they would do if

they had an awful cold. Listen to their suggestions nd

then focus their attention on the l ist of suggestions -1.

Asl< f any of their suggesti ons r e l isted. As a class

d iscuss, h ich one they th ink is the best .You cou ld have

a vote. Then asl< airs of students to do the same for

each of the other prob lems.Obvious lyanswersw i l l va ry ,

bu t some l ike h on ly app ly o number 3 or 16 .D iscuss

the answersas a c lass nd use h is as an oppor tun i ty co

focus on some of the expressions n a*j. For example :

Whot do you not do to toke it eosy? Youdon't do onything

mentollyor physicolly oxing.)

Whot might it referto in d? (a terrible heodoche, eollybad

toothoche)

Where con you hove o lie-down? in bed, on t he s ofo)

Do you remember'have l ie- in '?

How con you getsome flreshoir if you feel cor sick or if

you're stuck n a room? (open the window)

As l<scudents f they no t ice the pat te rns n the adv iceand

then re fer them to the Rea l Eng l ish note on the use of

Moybe you shou/d co soften advice.Using or someth ing

also has a softening effect by giving another unspecif ied

o P r i o n .

I Wftat's he matter?

Get s tudents o put the conversa t ionsn order and then

p lay he record ingso they can chec l<he i r answers. lay

the record ingaga in , aus ing f te r each ine so s tudents

can repeat , o l low ing he same ntonacion accern . hen

have hem pract ise ead ing he conversa t ion n pa i rs .

Encourage hem to read each sentence o themse lves,

and then look up and say t a loud o the i r par tner .Po in t

out the colJocationstressfu/ oy.Asl<students to suggest

what cou l d concr ibu te o a s t ressfu l ay.Encourage hem

to record any express ions nd co l loca t ions rom these

exerc ises n the i r noceboo l<s.

Answers

Conversat ion L c. 2.d. 3.b. 4. 5.e. 6.a.

Conversat ion: l . c. 2.d. 3. . 4.b. 5.a . 6.e.

Students hou ldwr i te the i r conversa t ion nd then

practice reading t . Have them try to memorise it. You

cou ld a lsoget s tudents o changepar tners and haveanother conversation.To extend the exercise,write the

prob lemson s l ipso f paper and g iveone to each s tudent .

They shou ld hen go around the c lass, av ing im i la r

2O Hea h

conversa t ions s ing he prob lem on the i r card .When

they have in ished,hey exchange ardsand f ind another

person to speal<o with a different problem.

Checl< ha t s tudentsunderstand he exoress ions

h igh l igh ted n co lour be fore hav ing hem discuss he

quest ions n pa i rsor smal lg roups.Le t s tudentsgothrough the l is t n pa i rs , s ing he i r d ic t ionar ieswhen

necessary hen asl< hem to memor ise h ree quest ions

and to then c lose he i r Courseboo l <s. e l l hem to as l<

you any of the quest ions. ou shou ld answer he i r

quest ions.Not on ly does th is g ive s tudentsa mode l fo r

the i r own smal i -g roup iscuss ion , u t i t a lso re in fo rces

the mean ingand use o f the h igh l igh ted xpress ions.

You cou ld do th i s as a c lassd iscuss ion , xp la in ing he

vocabulary as you go through each problem. Point ou t

th e verbs ge t id of ,stop, ootheand stdy.Ask the class o

thinl<of alternative noun phrases ha t can col locate with

each one. For example :

get rid of + dondruff, lice, othlete's foot

s t o P + 6 r u n n Y n o s e

soothe + o sore hroot, sunburnt skin

stoY+ heolthY,sl im

Al te rna t ive ly , avestudentsd iscuss he guest ions n smal l

g roups.Youmay need to exp la insome express ions n the

second tasl<:

. lf you have orthrit is, ou r jo ints are swollen an d

pa in fu l .

. Comomile s a f lower that is used to soothe the skin

an d mal<eherbal tea.

Expla in o students that they are going to read about the

Brit ish health service.Have oairs of students ta l l<about

what they l<nowalready before having hem read the

text . By asl<inghem to underline the things that they

didn't l<now already, hey are focusing on useful

expressions il<e ome peoplehove o woi t over o yeor

before hey con hove on operotion. ncourage hem to

record some of these in their notebool<s.

For the second ask, ou shou ld exp la in ha t i f the

government pr ivot ises ornething,hey sel l a state-owned

company or organisation and turn i t in to a pr ivate one.

Ge t pairs of students to compare their answers to

numbers l -8 and ta l l< bout the ouest ions t the end o fthe exercise. f you have a story about gett ing medical

attention in a foreign country, ell i t to the class. f your

students are st udying abroad in your country, you might

Hea l th u iz

T heNHS

Furtherpract ice

1 1



: r F l e a i i

want to tal<e ht s opportunity to ta l l<about and answer

the i r quest ionsabout the medica lsystem.Ask students

to read rhe Rea l Eng l ish box and mode l the

abbrev ia t ionsor them. Get the c lass o reoeat each one

af te r you - bo th as a g roup and ind iv idua l ly .ou might

need to explain hat the UN is the Unite d Notions, he

WHO is theWorld Heolth Orgonisotion,the BCstands or

the EritishBroodcastingCorporotion,theELJ s the Europeon

Union,the U5 is the Unlted Stores of Americo),the MF is

the lnternotionolMonetory Fund,UFOs are UnidentifiedFlyingObjects nd your CV is your CurriculumVitoe.

Introduce the listening asl<an d go over the two

questions.Tell students to listen fo r the answers ro tnequest ions. lay he record ing ,mal< ing ure rhar they

cover the text . Get them to d iscuss he answers n oa i rs .

Tel l them to l<eep he texr covered as they do this. They

can a lso share he i r genera l eacr ions o the d ia logue.

Answers

l . Kenhad he lu .His mother el landhurt her bacl<.Latershego t a chest nfection.

2. The doctor cou ldn ' t see Ken for severa l ays, o he

d idn ' t go . For her sore bac l<,he doctor to ld Ken 's

mu m to go home and lie down for a few days ano

t ry to lose some weigh t .For her chest n fect ion , e

told her to tal<e t easy and drinl< ots of warer.

Next, Iet students read the dialogueas you play he

record ingaga in . hen asl< rudents ,n pa i rs , o f i l l in thef irst tw o or three gaps rom memory before you pray

the record ingaga in ,h is t ime w i th pauses o tha t

s tudentscan check and f i l l i n the miss ingwords. Do th is

two or th ree gapsat a t ime un t i l the end.P lay ne

record ing hrough one more t ime w irh students

fo l lowing the text. lf you wanr studencs o read th e

d ia logue, r par ts o f i t , n pa i rs , se he tapescr ip ton

page 159. he miss ingwords are h igh l igh tedn co lour .

Encourage tudents o f ind any nterest ing o l locac ions

or express ions n the d ia logue o as l< bout and record

in the i r no teboo l<s. in i shup by d iscuss inghe quest ions

atthe end as a c l assor in oa i rs .

Answers

As wel lassomemore health ocabulary,hisexercisegives tudents omepract ice i th expressionsorreportingadvice. av e hem do the matchingasl< ndthengo through he answers.Youhould oinrout thatjust n number I means nly. sk further questionsofocus n someof the vocabularyere.For exampre:

Whot kindof fluidsdo you hink hedoctormeonsnnumber ?

Conyou ememberhe nomeof thepersonwho performs

operations?,asurgeon)

Whot kindof ointment ouldyou ub on o rosh?Chomomile

is supposedo be good.)

Answers

l . . 2 .h . 3 .a . 4 . b . 5 .c . 6 . i . 7 .d . 8 .e .9 . 9 . 1 0 . i .

Now get s tudents n pa i rs o d iscusswhat the prob lems

were. You might want to do the f i rst on e together as a

c lass. o r example , n number 10, ou cou ld be jusr

feeling ired or stressed-out.Pairsof students ca n then

pract ise he d ia logues. in i shup by wr i t ing these pa t te rns

on the board :

. . fust) told me to + verb

. . . to ldme I shou ld+ verb

. . . g o y em e . . . t o + v e r b

Asl<students if they can mal<e om e more sentences

about other situations with these patterns. Fo r example:

lwent on d sow my teacherond she old me to keeb ,h rhF

good work.

: . , . 1

" ::.... ... -'

Givingadvice

Review he express ions or g iv ingadviceand wr i te them

on the board :

Moybeyou shou ld . .

Why don ' tyou . . . ?

You ou ld ry . . . - ing

Hoveyou r ied . . - tng?

l f I wereyou, 'd . . .

Remind students that they can soften advice by adding

th e phrase or something l ike hat).Expla in he tasl<,

demonsrra te he mean ing f burp ,and hen ge t s tudents

in pairs to do the f irsr tasl<. ou could then have he m

change parrners for th e second part. Encourage he m to

l<eep he conversation going.Point ou t some of the

phrasa l e rbs and preposi t iona l e rb express ions:

put (the rent)up

pu t on (ten ki los)look in (the chemists)

cu t (sugoi) ou t of (your diet)

report (him) to (the council)

L

2 .

4.

A

7.

8 .

9 .

t 0 .| .

t 2 .

wasn r t

ba d weel<

wa s sweating

was gorng o

apPorn tments

don ' t need o

hard ly move

by herse l f

lool<edhe r over

on top o f a l l ha ttal<e t easy

cutt ing down on

So what did the doctorsay?

While you listen(At the doctor's)



Also, sl< ome ol low-up uest ions.or example:

Whot oresome hings hegovernment r the council

co nDu tuD? toxes,ent)

Whot's he opposite fput

on ten ki/os'?/oseen kilos)

Whot else ouldpeople ut out of theirdiet? fottyfoods)

Should,have o

Students have ool<edat the difference between must and

hove o in prev iousun i ts .Remind hem tha t hdve o tends

to express an external obligation,whereas must tends to

expressa persona lob l iga t ion . im i la r l y ,n compar isonco

hove o, he modal auxiliary shou/d eflects a mor e

persona l ee l ingabout the adv ic e .

Have s tudents oo l<a t the examoles nd exo lanat ion nd

answer any questions they might have.Then have he m

app ly hesegu ide l ines o comple te he sentences. hey

can wor l< nd iv idua l ly nd then compare he i r answers n

pa i rs .As you checl< he i r answers, s l< hem to exp la in

the i r cho ices.Youmay need to exp la inup f ron t . t you poy

fo r something p front.you pay for it in advance.Fo r

examPre:

You hove to poy up front to rent o cor in some ploces.

Po in t ou t the common pat te r n hove o . . . f r s t .A lso ,

encourage tudents o go bacl< nd Lrnder l inehe

comple te phrases n che exerc iseand t ransfersome of

them to che i r no teboo l<s.

___l hrrld for talkiry_ab_outhe future

Shou/d an a lso be used o ex presswha! we expect to

haopenor to be t rue . Remir rd tudentso f the f i r s t

c o n d i t i o n a l t r u c t u r eby w r i t i n s h i s s e n t e n c e r o m U n i t

| 5 on t h e b o a r d :

l f they ploy th e wo y they norntally o, hey sLtould tn .

Aga in , e t s tudents o look : r t he examplesand

exp lanat ions nd answer any quest ions.Next , have

studentsdo the d i f fe ren t ia t ion as l< . s l< hem to exp la in

the i r cho ices. ou might want to extend the exerc iseby

as l< inghem quest ions bout some o f the sentences. o r

example :

20 lea th

Whot kindof1ob s he person pplyingor?Why o yo u

thinkhelshe cnts o hovea porty f helshe ets t?

Whotwouldmoke ousoy'the ortyshould egood'?

Whct shoppeningn 2o ond2b?

Ho wcould ou rnokeessons ore nterestrng?

Whot ectureopicwouldmoke ousoy'thot hould e

nteresting'?

Answers

Ia. suggestion

Ib. the future

2a . the future

2b . suggestion

3a. suggestion

3b. the future

4a . the future

4b . suggestion

Po in tou t some o f the common express ions ere fo r the

future use of shouldand encourage he students to

record them in the i r no teboo l<s:

. .. shouldbe goodlinteresti ng

this shouldn't hurt

it shouldn't toke thot long

I shouldbe finishedby nine

}g,:ulsThis exerc ise ivesstudentssome more common

exampleso f th is use o f shou ld . ave hem complece he

match ing as l< i rs t and c hec l< he i r answers.Mode l and

pract ise he pronuncia t ion f the comple te phrases,

focus ing n the way shou ld lshou ldn ' ts sa id . hen have

pa i rs o f s tudents est each o ther ,w i th one person

read ing he f i rs t par t and the i r par tner t ry ing to

comple te t f rom memory.

Answers

4 . a . s . b . 6 . c . z . e 8 . g .l

. 3 .d .

For the next tas l< avestudentswor l< n pa i rsand then

pract ise ead ing he conversa t ion . ou may need to

exp la in hat i f someth inghas had rove ev iews, lo t o f

cr i t cs havesa id t is very good.We can a lso use he

express ion t hosn ' thod verygood eviews. o in t ou t

severa l o l loca t ions nd express ions. o r example :

l ' l l hove o conftrm t with nt y boss.

I know o good plumberldentist lmechonic).

moke o reol lyquicklimportont honecol l

Do you h ink t t wor th me . . . - ing ?

fill in these orms

Also , n the shou/d x press ions, raw students 'a t ten t ion

to the express ion r so .Th is ma l<eshe numberapprox imate .Ask tudentssome quest ions o e l ic i t

answerswi th . . . o r so .For example :

-i Answers

l . have go t ) to2 . s h o u l d

3. have (goc) o

4 . s h o u l d

5. have (got) to

5. have (got) to

7. have (got) to

8. have o

9 . s h o u l d

"1"1



Howmuchdo you payfor o cupof coffee?How ongo breok houldwe hove?Howmanyexpressionsoveyourecordedn your notebooktodoy?

Pronunciat ion:entence tress

Th e pattern practised here is used to say rhat we don't

expect something to be as bad as another person thin lcs

it wi l l be. Have students match the responses o the

commenrs and then p lay he record ingso they can check

their answers.Ask what they thin l< s being referred to innumber I to checl< hey understand the meaningof costo fortune.Point out th e expressionwell below ero.Expla inthat we ca n use we// o mean o lot in expressions i l<ewe//below,well over,well under.Ask students to guess ho wmany pages here ar e in their Coursebool< usins wel/oyeror well under.

Answers

l . b . 2 . d ? r

Next, play he recording againan d asl< tudents to l isten

to how thot is emphasisedby the higher pitch. play the

record ingone more t ime, paus ing f te r each d ia rogue othat students ca n repeat it. Then have pairs pracr ise r

pa i rs .Encourage he person respond ing o t ry say ing t

from memory.

Fo l low-up

Have students role-play he conversation between tn edoctor an d Ken's mum, referr ing to the dialogueon page

l4 l . However , h is t ime the doctor is rea l lyhe lp fu land

ha s lots of t ime to chat. Have students write th e

dialogueand pract ise reading t before acting ir out for

another group. Alternat ively,asl< tudents to wrice aletter of complaint from Ken to the local newspaper

about the stare of the NHS.

Answers

| There shou ldn ' tbe any prob lem with tha t .

2 . l t shou ld be wor th see ing .

3 . l t shou ld be good.

4 . l t shou ld on ly cost you ren pounds or so .5 . l t shou ld on ly ta l<eme a mrnuteor so .

5 . There shou ld be gu i te a few peop le here .

7 . You shou ld havequ i te a good chance.

8. They shouldn't ta l<e ha t long.

0



The exercises ere canbe usedas a test.However,

4 Look back and check and8 What can you

remember? are betterdoneasa discussionn Dairs

What's he missingword?

Answers

l . du l l 6 . commerc ia l

2. nasty 7. two-faced

3. harsh 8. exact

4. Typicall 9. sporty

5 . s l i gh t 10 . snobb ish

Answers

l . e . 2 . i . 3 . . 4 . f

9 . d . t 0 . h .

5 .g . 6 . j 7 . b . 8 .c .

5 . d . 5 . b 8 . a

Answers

l . c . 2 . i . 3 .h . 4 .g

9 . e . 1 0 . f .

Answerswill vary.

Answers

| l ightly

2. asl<

3 . d ie

4. court

5. sees


6.7 .8 .9 .

t 0 .

eventually

wronS

no t

n o l i r p

say

Verbcol locat ions

Grammar eview

Answers

l . I ' ve <nownh im

2. can ' t be

3 . I used o

4. I never used to

5 . I wou ld 've come

6. I ' d done- I

. ^ , ^ 1 , ^ i . ^ ^ ^ . ,t . L U L d K E t L E d > /

8 . youshou ld o

9 . l ' l lbe a l l i gh t

1 0 . l t s h o u l d n ' r

Questions nd answers

Answers

l . Do you honesr ly el ievehat?

2. Listen, e ' reobviously ever oing o agree

? | e r ' < i r < r r o r p o t n / i c e o r a a

_ , - _ j _ _ - _ l s a g r e e .4 . l j u s t n e e dan a s p i r r n r s o m e t h i n g

]5. He alwayswants to know where I am. I hate it.

]5 . Oh, come on l Just because ou ' re Eng l ish ,t doesn ' t

mean you have o be co ld and d is tan t .

7 . He can ' t be more than about twenty-one.He 's s t i l l

i n h is secondyear ar un ivers i ty .

8 . He 's a n ice guy,bu t I ' d never go out w i th h im.

remember?

Commonexpressions

Answers

l . a . used b. ran c . wou ld d , as e . my f . have

2 . a . T h a t b .w a s c . b e d . g o e . a s f . b u t

3 . a .o ther b . and c . e l l d . next e . had

4. a .who b . ndust ry c. wou ld d . who e. way f . used

g. mind h .Tend

] Lookbackand check

Answerswill vary.

121



t .

Aa .

q

6 .

7.

- l i . : . .r l

Revision uiz

Answers

l. A holf-brothers th e son of one of your parenrs(eitheryour mother or your father). stepbrotheris your brotherby marr iage.orexample,f yourmothermarr ies nothermanand hat manhasason, he son becomes our stepbrother.

A g i r l .

Possib leanswers:move in together,ge t marr ied

No.

You tal<egrear care when choosing the clorhes

you buy and wear.

In th is day and age,near lyeveryth ing : our nose,

ears,eyebrow, etc.

Poss ib le nswers: march ingband, loa ts , eop le

In costumes

8. No.

9 . When you ' re r ry ing o communica tewi thsomeone who doesn ' t <nowyour language nd

you don ' t l<now he irs .

10 . Answers wi l l va ry .Yes nd no . Stereo types

wou ldn ' t ex is t f there weren ' t some t ru th to

t hem.

| | They damage roperty.

12. Possiblenswers:reathe eeply, r in l< glass fwater

13 . Poss ib le nswers:They ou ld ra id a ban l<, ost

off ice,etc.

14 . Poss ib lenswers:You ou ld be s tabbed, o tsoneo,

shot ,s t rang led , tc .

| 5 . l f you had a deep cut .

15 . Poss ib le nswers: avea f i l l ing , avea too th out ,

haveyour teerh po l ished.

17 . Yes.

1 8 . A l o t i o n o r c r e a m .

19. Poss ib le nswers: wedd ing , b i r th , a b i r thday,

promot ton ,an ann iversary, t c .

20 . l t can be used o descr ibeboth . t is fa i r lv

common to hear t used or both sexes.t__-



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c o r r l , s r E i n n c r l u r . l l E n g I I c . h

by Hugh Dellor elnd Andrew Wolkleywirh RichordMoore

lnnovotionss o newgenerolEnglish ourse or clossesooking or newmoteriol i thq fresh pprooch. qsed n o longuoge-rich,exicol /

grommoticolyl lobus,t stortsrom he kinds f noturol onversotionshot

leornerswqnt o hove

. Presentsnd proct isesocobulory,ol locotions,ixedexpressions,nd

more diomoticonguoge.

. Motivqteseqrners y presentingnterestingnd unusuolexts

. Emphosizesound-chunkingnd orol luency

. Covers roductivend receptive ronunciotion ork

. Includesn-bui l teorner-troiningoges hqtoffer ipsond odvice

. Teoches onyospects f grommor nd spoken onguoge ot ound n

other oursebooks

innovations intermediate teacher's book

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