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English

sult

Intermediate Teacher's
Book

English

sult
Annie McDonald& Mark Hancock
wi*r RachelGodfrey

Contents
Introduction
Student'sBook contents
Teacher'snotes
Unit I
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit I
Unit 9
Unit 10
Unit U
Unit U
SBPairwork
SBGrammar Bank
SBIregular verbs
SBPronunciation
SBAudio scripts

>>p.iii
>>P.2

>>p.6
>>pr6
>>P-26
>>p36
>>P46
>>P55
>>p.66
>>P76
>>P.86
>>P.96
>>p.ro6
>>p.u6
>>p.rz6
)> pr35
>>p.48
>>P.149
>>P.150

Grammar Bank key

>>p.r6o

Unit tests
Testskey

>>p.r6z
>>p.r86

How to talk about the peoplein your life

Orientation

fl Vocabulary the peoplein my life

Context
-r this lesson,studentspractisetalking about therr family. f rrer.:;
= n d ne i o h h n r

r vc

- re DVD box illustration, Wanda'sWorld, shows various pec:-e -:.

-,'ulanda's
Iife.
'.:. Thepeople
in my life, the phonetic transcriptions sh:-,..'-:.=
:lonunciation of words which is not always ob'iic;. ::::-.::=
.:elling.
-anguage
Wan da ?,Wh odoes W anaa
: . "- : , ' , " : . : : : - i, ' ,t . t t '
did Warrenvisit?

: . ..
:,":

Preview
language

address
forms:Mr ,ii

Focus
words

peopleandreiat:-;- :>. :c:"a,ntonce,

cousin,
colleague.
(brother)in icv,,ex-ccyfriend),
ntece,
nephew,step-(father),
wtaow.wt00wer

Recognition
vocabulary

words:bolcony,
remarried,secretly,
baggage,
complicoted,
secretary,
trumpet
related
Dhrases:
to....Whata mess!

Recycled
ianguage

words:ount,boss,boyfriend,complarn,divorced,
Jlotmate,
porents,teenoge,uncle
friend,married,netghbour,
's
grammat:presentsimple,personolpronouns,possessive

-anguage note
' . lessonrncludesvocabulary for family members.Students
nit

lrect students to Thepeople in my IiJeon >> p.6. Do one or two

:,r:::.:.es as a class before students continue individually. Elicit
a:.:-...'::: a.::::.C the class and check vocabulary as necessary.
i:::.: : -. --:.: ::.::-ettc :ranscriptions and model and drill
::::.-:.:-a:-:: -: :.:::"a:i'. ShOwhOw the wOrdSin braCketS
a:a :::.::::.'.': = : --:::':a::.:: :: -<lep-mOther.
fe::.a-e:-:::,:::

Focus
grammar sub jectan do bjec t ques t ic
a'r.^s
:='-..'. :.:.,',.:

' 'ip

Set a short time iimit for students, in pairs, to add family

rvords to the list. Elicit suggestionsaround the ciass.

irrc l:norr:op

merk<

opnder

drciinrtrnn

t/lilre

(n:nrch\

' ' I f eel thar Enp lisl^isn't a s r t c h as Lher rown I ar pt r ape O n r h r

-'o"-'
' h and it mipl' sccrr slra npe t hat one Enplt s hwor d des c n b e s
::a1 different relations.In Italian, for example,nipoteis nephcw
grandso nan d g ran dd au ghr er
lrd product
: ->utit all together,students ask and answer questions about
:.:ple in their life. Their conversationis based on mind maps
::.-larto the one in exerciseq.

?reparation
-.::: some mono or bilingual dictionaries to classto show
::rnind students how transcriptions can help them with
: --:.unciation for exercisez. Look at the mind map in exercise 5
',-:u can monitor and help students understand how it works.
-

',rrtarmer
:,:: the following words at random on the board: what, how,
':.- n1any,where,why, name, Iive,
Jrom, old, brothers.Students use
-. '.'.'crdsto make questions for you to answer. Put students into
: ,: :l ask and answer similar questions and to make a note of
- =.: :artner's answers. WrlIe His Her name is ... on the board and
/
'
-:: s:udents to introduce their partner using their notes. Ask
- : .: :'.vo follow-up questions, using the people and reiationships
-,: ^-ary above (seeRecycledlanguage).Encouragestudents to
: r __:iv-upquestions.
: ,:.'.i' to talk about the people in your lfe on the board.

:' :'.'::-end).widower

Directstudentsto the piiciss-:- ',','1,-.1.:',';:..1

.: >>p.5.?c:nt
out that photoh, in the mrdd-e :-<,\-a:.:a i::: ::.: -..!::-j:::cns
and checkstudentsunderstanci
:l^.ea:--;-:-.-i:',' :--.:-::--::
of oneor two picturesand elicitguesses
=:. -r .:... ::::::. ;
relationshipto Wanda.Studentsconi:r.'je::. :a-:s .'.'.::.-:::::r
correctpronunciationof peoplewords anc -.::: ::-.;:s-.:::. -].sk
for suggestions,
but do not give answersat:it:s i:.::
Readthe instructionsand direct studentsto Wanaa: ,i:'.: ::.
>>p.6.Do the exampleas a classto demonstratethe a-:-;:.'
Encouragestudentsto look quickly through the texr tc ir.:
Fatima and any information about her which will help t-;,e::.
identify her (she'sWanda'sflatmate and shelooksLebanese,.
Monitor and help as necessaryas they continuethe activity
Ask for volunteersto name eachof the peoplein the photos
and to explain why. Checknew vocabulary.
b Mrs Mirren c Stan d Tom e Ray f Grace g Sandra
h Wanda i Tina j Costas k Danny I Harry m Roxette
n Tracey o Warren
Direct studentsto the mind map. Point to me in the centreand
ask Who?(Wanda.)SayHarry and elicit Harry is Wanda'sfather.
Repeatwith Roxetfeand point out the wordfamily. Explain that
the words.,Ttamily,friends,
work,acquaintances
have the names
of peoplein that categoryaround them. Point out that the
categorywords in the mind map are the sameas the subtitles
inWanda'sWorld.
If necessary,do one or two more exampleswith the class,
beforestudentscontinue in pairs.As you go over the answers,
seewhat studentsrememberabout the different peopie.
Tina:mother Costas:step-father Sandra:sister
Ray:brother-in{aw Grace:niece Tomand Tracey:colleagues
Extra help
Studentstake turns to point to a personin Wanda'sWorld.Their
partnersaysthe reiationshipbetweenthe personand Wanda,
Monitor and give pronunciationpracticeas necessary.
lxtra activity
Introducestrateglesfor rememberingvocabulary.Givestudents
two minutesto studythe wordsin Thepeoplein my life.
Booksclosed.Studentswrite the wordsthey can remember.
Ask studentshow they studiedthe words,e.g.by drawing a
mind map,groupingwordsin topics.Encourage
studentsto
experimentwith a differentstrategyfor the lessonvocabulary
for homework.

T6

tisten for specifi.cinformation

ln this section, students listen to short recorded voice-mail

messages and focus on key words.
6

1A.l Ask students why listening to phone messagesis diffcult.

(Becausethere are no visual clues./Elicit the type of information
people usually include in a voice-mail message (name of person
speaking, the time, the main points of the message,when the
person will phone again). Ask How do you listen to a voice-mail
message?To every word or to key words? (Key words.)Read the
instructions and play the audio. Students compare answers in
pairs. PIay the audio a second time if necessary,pausing after
each message to eiicit the answer.
l Mrs Mirren (Margaret) 2 Mr Robbins (Tom) 3 Warren
4 Sandra 5 Fatima's mum 6 Wanda's dad (Harry) 7 Fatima
8 Wanda's mum (Tina)
Extra help
Saythe following sentencesfor studentsto say true or false.
1 Mrs Mirren was angry becauseWanda's visitor was noisy. (T)
2 Mr Robbrnswants Wanda to arrive later tomorrow. (F)
3 Warren met the woman in the next flat for coffee.(F)
4 Sandraand Ray are invitrng Wanda to a concert.(F)
5 Fatima's mum called Fatima but she didn't answer. (T)
6 Wanda's dad wants Wanda to meet Roxette at the airport. (T)
7

F :fi me

h e <n 't

o n t her lr er r < fn fhc flat

fT\

8 Wanda'smum wants to havedinner at Wanda'sflat. (F)

7

Ask studentsto read questionsr-9 and checkvocabulary.

Direct studentsto audio script 1A.1on >>p.rso.Students
compareanswersin pairs,beforeyou checkas a class.Monitor
and note how well studentsunderstandthe differencebetween
subjectand objectquestions.Do not go into details at this point
sincethis is the grammarfocusof the next section.
2 work later 3 Wanda 4 Sandra
5 Fatima'smum 6 Roxette 7 Fatima 8 Tina
Warren,Sandra,Roxette,Fatima,Tina
9 Mr Robbins,

Gothrough the instructions and checkstudentsunderstand

the activity. Seta short time limit for studentsto write their
list and decidewhat Wanda should do tomorrow.Put students
into groupsto discusstheir ideas.Monitor, make a note of
and contributeto the discussions.
somesuggestions
Nominate
studentsto make a suggestionand a reasonwhy. Takea class
vote on what Wandashoulddo tomorrow.

subjectquestionsand object
c Grammar
questions
Write Tom loves... from the grammar box on the board and
elicit the answer for the blank (Wanda).Ask students which
word is the verb and label it. Ask about the subject and object of
the verb and labei them. Direct students to the grammar box.
Point out the column headings for each part ofthe sentence.
Go through items z-6 as a class.
2 Ray 3 Wanda

4 Wanda

5 Fatima

6 Tina

10 Circle the verb in Tom loves Wanda on the board. To illustrate

why we ask questions about the subject or object of a verb, say
the sentence twice. First. mumble the word Tom and,elicit the
question Who loves Wanda?.Say the sentence again, this time
mumbling the word Wanda to elicit Who does Tom love?Write
both questions on the board and highlight the difference in
form. Go through items r-6 as a class.Elicit the rule.
2 marry 3 Warren visit 5 her key 6 divorced Harry
Rule: Use do, does,did in object questlons.

T7

1A

1l Go through the instructions and do one or two items from

exercise7 as a class.Monitor and help as necessaryas students
continue individually. Check answers as a class.
1 subject 2 object 3 object 4 subject 5 subject 6 object
7 subject 8 subject 9 subject
12 Readthe instructions and do one or two examples with the
class.Put students into pairs to take turns to ask and answer
questions using the mind map. Monitor and give positive
feedback for accurate question formation. Make a note of any
problem areas to 80 over as a class at the end of the activity.
Extra help
Transformationdrill: Ob.lectquestions.Say sentencesabout the
peoplein Wandas World,mumb.rng the objectof the verb.e g
T Wanda liveswith mmm. SSWho ioes Fatlma llve wifh? etc.
Extra plus
In pairs, studentstake turns to n',akestatementsabout the
people in Wanda'sWorld on >> p.6, r.n',imblingthe sub.;ector the
oLrieetPertnersask about tnformatior, ti',atwasn't clear.

BC Put it aII together

13 Go through the instruction and direct studentsto Thepeoplein
my life on >>p.6 for ideas.Monitor and help studentsas they
draw their own mind maps.
14 Studentsask and answer about eachother'sfamily in pairs.
Ask studentsto note who the peopleare.
15 Readthe instructionsand go throughthe examples.Remind
studentsto useboth subjectand objectquestionsas in exercisero.

Studentperformance
Studentsshouldbe ableto askand answeraboutfactualpersonal
information.
Youcan usethis checklistto monitorand eivefeedbackor to asses
students'performance.

Dostudentsusethreeor morefamilvwords?exercise
5

pronounce
family
words
Dostudents
clearly
enough
to be
exercise
5
understood?
I can talk about the people in my life.
Direct students to the self-assessmentbar. Ask them to flnd more
examples in their book (at the end of each lesson).Explain that
marking the bar after each lesson will help them see how they are
making progress and to decide ifthey need extra practice.
Copy the bar onto the board, and guide students towards a general
idea of what the different positions mean here, e.g.students tick
very easilylf they asked three questions about each person without
Iooking at their notes; on my own if they looked at their notes
occasionaily; with somehelp if they looked at their notes before asking
every question; with a lot of help if they read the example questions
in exercise15,Monitor and help students mark their position.
Encouragethem to think about what they can rather than can't do.
Early finishers
Students tick vocabulary in Thepeople in my 1fe they plan to study
for homework.

Additionalmaterial
www.oup.com/elt/resultfor extra practiceactivities
www.oup.com/ell/teacher/resultfor extra teacherresofirces

How to talk about greeting customs

Crientation

fl Vocabulary ways of greeting

l:ntext
- :ris lesson,students talk about different ways of greeting and
. :::essing other people.
-.-: photos
decorating the quiz show various ways of greeting
-.- quiz questions,
:
in How do you meet and greet?invite readers::
'-:.k about greeting customs in their own country.
-'=:ttngsgives phrasesto describedifferent ways of gree:-:.i

Direc-istudentsto the phrasesin Greetings

and photosa-g.
Matci^.:r.e cr tr,votogetheras a class.Studentscontinue
ind:v:;:a---,'ar';i comparein pairs.Nominatestudentsto give
arsir-e:sa:.: :.e.prv:th vocabularyand pronunciation.

.::. each other

l.llture note
-'-

:rp

m2n\/

differcni

mppf

ino

;nd

ore-'

r : . , - . : r: :
- . . :-ling' bod yla ng ua ge ',e.g .t ouc hing, r ' . , 1: ' , : - - r : .
- -: in he:w ere o f n nssrb ledif f er enc esit. - . t : ' : r : . : i- : ' t , , : . t '
::3

Extra help
l_e

I I f l e C C SS ? If.

present
simpleandpresent
continuous

Srammar
kiss,
shakehands,
waysof greeting:
bow,hug,introduce,
wove

:ocusphrases greetings:
Pleased
to meetyou.,Hi.I'm...,Hello.
lecognition
.ocabulary

get someone's
bodylanguage,
lttention, greet,meet,rude

lecycled
anguage

words:acquaintance,
cheek,colleague,frstname,hand,
nephew,
head,lips,
modom,Miss,
Mr,Mrs,Ms,neighbour,
nickname,
niece,shoulder,sir,surname
grammar:
possessive,
andobjectpronouns
subject,
M s n tz
Miss : or Ms z 18.2

^'^

M fs r ttr :tz

l"nguage notes
. ' -:cnuncia tion of Ms can b e nr r z or ir i. / r n Br it ain.I n t he
. -t ls always n rrz.
': rntransitiveverbs in English are reflexivein other languages.
- ..- Spanishrelaxis relajarse(se= reflexrvemorpheme);in Italian
,.eepis addormentarsi(st= reflexivemorpheme).Students
- ::.rnes tran sfe r this to Enplis h.

?reparation
:..: ihe Teachingtip for exercise Look atPairwork 18 to heip
4.
- ients with exerciser3
-

'ivarmer
-:r: s::rdents about placesthey have visited and how people greet
::::. :ther. Encouragestudents to tell stories about meeting people
--:::. a different culture for the first time, and how they felt and
..=::el. Direct studentsto the photos on >>p.8. In small groups,
,:rients guess the nationality or regional origin of the people
' ='i,opean b French c Tfkish d Pakistani/ Afghani
. =..',:can-American
f lapaneseg lapanese).
',':.:e .!bw to talk about greettngcustomson the board.

-.

Readandrespond

In this section,studentsreadfor gist and detail to do a

questionnaire.

M r r r ti' I.' it )

::.C product
- .r:it it all together,students find out about greeting customs in
:::: countries using their notes. In Pairwork on >>p.rz6 and p.r33
-.-:',' :rave information about customs in two countries.

J\r1nnr'_':*

i--::: :: -,'.-::::
Gothrough the instructionsand exar.-.:-es
examplesof peopleon the board,e.g.rte;i.Lct,: -:t*...,
members,
colleagues
at work.Put studentsi:-.:: :a::s :: ::..:-:.ie
the activity and monitor and join in with cc:-.ie:ia::::.: --si
volunteersto tell the classand review vocabu.aa;=: :.:::ssa:-,'

yourselve
s,themseIves: each other

>lonunciation M i s s r n r s

r'r

natural rhythm. Studenls:::-:-: -.: .

:ocusgrammar reflexivepronouns:
myself,
yourselJ,
him I herself,
ourselves,

:ocuswords

':"to
link
r,'c::s::::::.:
,.''.., students

gguage

>review

n:.t

llrootinn<

Readthe instructionsand checkstudentsunderstandmeetand

greet.Askstudentsto readtitles a-g and checkvocabularyas
necessary.Do the first item as a class.Ask studentsquestions
about how they read,e.g.Did you needto understandevery
word?(No) Did you readslowly?(No) Whichwordsand phrases
helpedyou? (hands,shoulder,hug, etc.)Tell studentsto ignore
any new vocabularyfor the moment.
Monitor and help as necessaryas studentscontinue
individually. Go over answersas a class,eliciting or pointing
out key words.
2 e (same/opposite
sex) 3 c (address,
Sir,Madam)
work) 6 g (teacher)
4 a (cafd,friends,sayhi) 5 d (colleague,
7 b (attention,Excuseme!)

Go through the instructions and explain that studentsanswer

about what peopledo in their country.Monitor and explain any
new vocabularyas studentscontinue individually.
Put studentsinto small groupsto comparesimilarities and
differences.Monitor and listen for interesting answers,
especiallyfor differencesbetween studentswith the same
cultural background.Encouragestudentsto justify answers.
Gothrough eachquestionas a classand askfor volunteerst:
shareinformation or any interestingfacts.Do not overcorrec
for accuracy,but help studentsget their ideasacross.
Teachingtip
After you haveflnishedexercises
-.
3 and 4, as( :. . .
: :' - :':
Ask Whe,:ithey readin their own language.
/T: ,' .:
w hatatexti sabout?
ageneral i deaof
":
and Whendoyou readcarefully?(T: '' : : ' ''
i : : . : - =:
., .! :
: .,
A dvi sestudentstousethesatt'
languageto helpthem beccn--::- ' . ':

T8

le-- :: ::=:.:r ::.e-,",',-:--:s:::. :: 1 i-a-::.: 3::::s:. s: ;ieL:. G:eg.

l:.
:-l-: ;::s:::a.s. G: lilough each ques::.ot-.
a:-s-.,,-::-:.i:a.3
:

__

i_::;t(-__r-

-..)

^j"'__+
\vrraL
--

:^
rrs rLtrSrLL >d).

--.--

---c-

tn
s:'.::::.:s:: ex:larn rvhy,basedon thelr own experiences
Britishpeoplein differentplacesor watching
3::::-:. rr.ee:Lng
i-:r,s. Jo not commenton answersat this stage.
': ' Readthe instructions.Tellstudentsthat thereis morethan
one answerto someof the questionsand play the audio.PIay
it a secondtime, pausingto give studentstime to make a note
of the answersbeforethey comparein pairs.Go over answers
as a class,encouragingstudentsto comment on anything they
found surprising.
1 a, b, d, e,f, g 2 a kissesa woman on the cheek,shakesa
man'shand;b, c, d sayhello,or goodmorning;e hugsfather,
kissesmother;f hugsor toucheshead 3 c 4 a 5 b, c
(but only to a child),e 6 c 7 a (alIthe othersare rude)
Copythe titles onto the board.Reviewmeaning by asking
maleorfemale,marriedor singlefor eachone.Gothrough the
examplewith the classand put studentsin pairs to continue.
Checkanswers,driliing pronunciationof eachword as necessary.
rr r z = M s 1rr)\ r . /= M rs n rr\t,r(r'=)M r
1B.2Gothroughthe instructionswith the class.Playand
pausethe audio for studentsto follow the example.Continue
with the audio,pausingafter eachsentence.Nominate
severalstudentsto give eachanswer and monitor for correct
pronunciation.Giveextra pronunciationpracticeas necessary.
lMrs

2M r 3M is s 4 Ms 5 M r 6 M s T Mrs 8Mi ss

Extrahelp
TohelpstudentsdistinguishbetweenMissand Ms,point out
and do a mrnrrnalpair drill. Students
the ' and.2''difference
testeachother.
Tn n p r n s - r r d c n t s d .' ;"p'br*-tish
"

b" " "e twe e n M r s a n d M r . o oi nt out

the differencebetween the final syllableand do a minimai pair

drill. Studentstest each other.
Extra activity
Write the following scenarioson the board:best friends
meetin Balte r six m ont hs : c olleaguesar r iv ing at wor k : a s h o p
assistantand customer;new neighbours;teacherand student
r r iends m eet inp at t h e c i n e m a .
reelin p nrilcidcsch nnl t eenape
" *b _
" '_ " *"
"
-_""b'
Studentscomparewhat they would say in these situations.

G
rb

Grammar reflexive pronouns

9 Direct studentsto photosa-c and do the activity as a class.

a huggingeachother b huggingherself
c huggingsomeoneelse
lO Direct studentsto the grammar box. Gothrough the column
headingsand identify the different types of pronounsin the
examplesentences.
Completethe box as a class.

Se: a short tirr,e Iimit of about three minutes for students to

i:'.d anC ,rnderiine exam.ples in How do you meet and qreet?
i:.ed< ans',ve:sas a ciass
j. vourself, themselves
Go through :he r:s:r'.ic-!ior'.sand ask students to read sentences
r-7. Check vocabu,an' )c ti^.eexarnple as a class,pointing out
that each other car-be usec :3r tlvo people or many. Monitor
and make a note of any drffcu.ities as students continue
individually. Ask for volunleers tc give answers and elicit or
expiain why the reflexive pronou:. rs used. referring to the
rules in exercise10 as appropriate.
2 myself
7 myself

3 yourself

4 each oth.er i :a::. :ther

6 himself

Extra help
- .. .i t'ts to
C r r er c q n o n q pd r r i l S r v a
n l eo f r e '
'" o*ur '_
- c
'. T i.C.n'tgo
continue with the appropriatereflexivepr
I cut it ... SS.. myself T l:. . i '' ::i, :c the
to the hairdresser's.
garage.I couldn'trepairit... SS myself T LVi.; .;-- . -;.. ti'tispte.
We made it ...SSourselves.etc.

BC Put it all together

13 Go through the instructions and put studentsinto A/B
pairs.As turn to >>p.r26and Bsto >>p.133.
Checkstudents
understandthe activity. Monitor and help them f,nd the
answersto the three questions,checkingstudentsare making
short notesto answer the questionsfor both countries.
14 Readthe instructions beforestudentsdo the activity. At the
end,ask around the classabout any new information students
have learnt about greeting customsin the four countries.Ask
Do
further generalquestions,e.g.Do they say this to everyone?
they do this with men and women?
Studentperformance
Studentsshouldbe ableto exchangefactual information.
Youcan usethis checklistto monitor and give feedbackor to assess
students'oerformance.
Content

the0uestions?
4
Dostudents
answer
exercise

Grammar

Dostudents
usesubject
andobjectpronouns
accurately?
10
exercise
phrases?
of greetings
4
Dostudents
usea variety
exercise

Vocabulary

I can talk about greeting customs.

Studentstick on my own if they have answeredthe questions
using their notes.Theytick with somehelpif they have read a
coupleof sentencesfrom Pairwork,Twocountries.
Early finishers
Students
repeattf . '---.,,itywithout usingtheir notes.

your,our
subject:I, he possessive:
object:him, her reflexive:herself
Directstudentsto readthe rulesand the exampies.Check
vocabularyas necessary.
Monitor and help as studentsmatch
the sentences
and the rules.Go overanswersas a class.
Rules:1 c (Thesubjectof is and lookafteris the same).
2 a (People
usuallyor often get paintersto paint their houses.
Herethe speakerwants to emphasize
that they,not somebody
else,paintedthe house)
3b

T9

TB

Additionalmaterial
www.oup.com/elt/resultfor extra practiceactivities
www.oup.com/elt/teacher/resultfor extra teacherresources

How to explain who peopleare

Orientation

fl Readan art cataloguedescription

Context
-r this lesson,students will practise using the present simple and
:cntinuous to talk about what is happening in a picture

In this sec'i:cr..students skim a catalogue before reading carefully

fcr detari

-,asMeninas (The Maids of Honour), is a painting by Diea:

'.'el6zquez
and was painted in 1656.At first sight. r: -::r; := .: ::.
;ainter is painting the viewer. However.in th.e:r.::::: :: ::.: -:::
: f t h e painter,we se ethe Kin g and Q ueen l: . : ; s ; E: : : : : : : . : : : : : - , '
ire standing where the viewer is and Vela:c_ue:.s pa::.:::.:::.:r--.

art:5': l

Readthe instl.;c::::-: ::.: --:.a:.1': :--::::::.s. checking

vocabulary. Ask ,.:c* t.a ) : ). t: .- t :: -:;: :;-e :?xt to answer
jlJ t t .+., :r.i understand
the questions?Quickii ':, :;.'- ;:-.:':
every word, or quickiy tc l..i ::-.: i:-, .:-:: -': :..2., s:owly
for detail?(Quicklythen sio't.1 5..:-=:---.::::.: -: .:::-.':::allv
Remind them not to worry a-:::: :.:;.; -,-:,:i: -- 1---.'1: ::..! :::i:.

?osition illustrates the meaninq of absolute and reiative

:repositional phrases.
Culture note
-, rn l c s e n d d {crcl

'ex . rm nle
'rerker

lheri

..

q
l et ar
r^) rr , 6r

+^ ^- ^L
LU cdllL

thov rndicatc'hev
\A/)nl

fn

rpcnnnd

u^+
t t t cL^r

r .' *i- -

uul

rlr6

conver sations.

a r e listcn r n p th e v u n d e r sta n d a
fn:
!v

nrrcqiinn
YU LJ !r v r r ,

nr:rc

ctrrnriced

hrr

l Margarita
- - =; - i . '2ThepainterisVeldzquez.
- - ::: : .,-:::
'. . : . ' . - '- :".
( t h e p e o p l e i n t h e m i r r o r ) o -r =:
t j '.: :":-=:
gallerywhoislookingatthe sce..: :.::::. i::
:

, :mething. Studentsoften 'import' words and phrasesfrom their

: .,".'
rrt*" b"*lanpuase
whe n the v h av e c onv er s at ions.r' n -Ens
c_ _a^ ' n
b'
lr s h.Thev
_"-J
"b"-"
p i r tim e tn th in k
:u nd m ore f l u e n t a n d p
6-"'"'"'

r ' l^ e r r

1 5 9 COn Ve fS ati On

' a r kersin En glish(se eDiscour s below)

e
.

Readthe instructions and direct students :: --..: :: *: -; - one or two examples as a class to demonstra:e --:.a :----.-=.'
Students continue individually and compare :n :a-:s -:j{
volunteers for answers and check the class agrees :r:::: :--,-.;
feedback. Students write the numbers in the text.

Language

grammarpresent
Focus
I'mstudying
arthistory
so
simple
andcontinuous:
lspend
...
phrases prepositions
Focus
of position:(absolute)
at theback,in the

Recognition
vocabulary

Recycled
language
Discourse

Rea::l-.e :-jes:-::.s and put students into pairs to discussthe

::: ;:-:r.teers to teil the class.Help them express
:a::.:-:-i .:-s-<
:i.e:: -::a; i:: :: :.:: :','::--::rectfor accuracv.

middle,at thefront, on the left/ righl (relative)behind,in

front, to the left/ right
bodyguard,
directly,kneeling,maids-of-honour,notice,on
eitherside.shines.wide

1 Diego Vel6zquez 2 Jos6Nieto 3 Marcela

4 princess'sbodyguard 5 Maria (Maid of honour
7 Isabel (Maid of honour) 8 Maribarbola 9 Nicolas
Not mentioned: the people in the mirror.

verbs:believe,
lookat,stand,study,want,watch,work
conversation
markers:
oh,ok,riqht,uh huh?,Well

Language note
-. placein which art is drsplayedis calied a galleryin English,
-: L tmight be ca lleda mu se umin ot her languagesI.n Englis h,
. t , ) rt < pnmr c rallrrrp fersto is a nlac ewher e his t or t c alar t ef ac ts
,:e displayed

!
4

End product
-n Put it all together,students ask and answer questions to identify
:eople in a photo. They have the same photo, but the names of
lifferent people are given.

students to the picture on >>p.ro and give them two

-rirect
:r.inutes to look at it. Books closed.Ask What can you remember
tbout the picture?Elicit ideas.Write notes on the board before
look at the picture again to see what they remembered.
'tudents
',','rite
How to explain who people are on the board.

-:

Extra help
Call the number of a dot for students tc :....
a class.Make sure studentssay the Crr-.' :
Ieft oJ the room. DrIII pronunciation as :: -: i
them to run the words toeether.St,:--.::-:..,

lcllect extra pictures or photos which contain several people if you

-.'.'ouldlike to do the Extra plus activity after exercise6. Familiarize
,'ourselfwith the photos in Pairwork lC for exerciser5.

)sk When did you last go to an art gallery?Who with? What did you
:ee?Did you talk about the paintings? Wereyou gtven a catalogue?
-,:Iasit useJul?Why? Why not?

Direct studentsto Positionon >>p.lo. Usethe namesof

different studentsin your classto show the differencebetween
the phrasesin the two illustrations,e.g.Pablois at the back
of the room.Pablois infront of Maria. Studentscomplete
the activity in pairs.Monitor and checkstudentsusethe
prepositiono/ where necessary.
absoluteposition(theroom),i on the left of 2 a::':.=-...i
3 at the front of 4 on the right of 5 in the mr::-= ::
relativeposition(the girl):6 to the left of 7 be:.::
8 in front of 9 to the rieht of

Preparation

Warmer

Vocabulary position

Go through the instructions and dc lie::.: '- a:.-,2::Ee:her as a

.::s
::. :he board
class.For item r, draw a simpie dragra:*- :: a
to illustrate the difference betweer. a: :;.:,4:".: zr-i in front,
and at the back and behind. For :'ter. 2 x:ai^,' a roaci with two
lanes on the board and a cross,L :re .e::-hand lane. Use the
diagram to show the differe:.re r:. Ir.eanr.ngbetween on the
right and to the right.
Explain that the phrases in ltems i and z are followed by of
,'av.Direct students to Position and ask Which phrase is the odd
one out? (behindbecauseit isn't followedby of)

T10

Direct students to las Meninas and go through the example as

a class. Do a couple more examples if necessary,before students
continue in pairs. Monitor and give positive feedback for
correct sentencesand fluent use ofPosifion phrases.
Extra help
Studentsdraw a plan of their classroom,and put themselvestn
the middle. They place other students in ciifferent positions. In
pa irs,stu de ntsde s c r ibewhele peopl. a i E ; c : . c . i. l: . e : : p a r tn e t
makes a new seatingplan. At the er,i :::i: a::;'.':li' stidents
compareplans.
Extra plus
ai.a ;:.1:ii,.,r:.''rt.rr. a','.rl
Put studentsrnto s:r.a,i:r,:i;r-->
tc
pictures (seePr-g,rnrrii.rr,The]''!rlire tl-,reesr:tefL.es
decrrihe

lhp

n-srr:-:r.-ir'r-

neonle

Prrt

t\4/n

orn:rn(

lnoeth-'

to swap pictures and wrrte three sentencesabout their new

(irnrrn<
nirtrrrc
rnm.rrF
<enlenrpc
end
<cc if lhprr
- . . . . - r a8 r e e .

c Grammar present simple and continuous

7

Read the instructions and direct students to Las Meninas on

>> p.lo to answer the question (IosENieto).Ask students to
explain why, and elicit some examples of sentences in the
present simple and continuous from the text. Write them in
two columns on the board. Check that students understand
the difference between the verbs see,watch, notice, and look.
Monitor and review the form of both tenses if necessary.
Direct students to the grammar box and rules. Read statements
a-e and check understanding. Do one or two examples as a
class before students continue individually. Monitor and help
as necessary.Check answers as a class.
1e

2b

3b

4c

5c

6d

7d

8a

9a

Read the instructions. Tell students to look at the picture and

do the first item together as a class. Put students into pairs
to continue and monitor and help as necessary.Nominate
students to give answers. Ask the class to say which rule each
answer illustrates.
1 's touching (ald) 2 's holding/think (d/a)
3 's painting/paints (d/b) 4 spend/'re helping (b/d)
5 are talking/work (d/c) 6 like/'m writing (a/e)
Extra help
Books closed-Say some true or false sentencesabout people in
the plcture. Students repeat the sentenceas a class only if rt is
factually correct.Students continue the activity in pairs.

tistenfor detail

In this section, students listen for specific information and to

conversation markers in context.
12 tC.l Explain that students will hear two people in the Prado
Museum, Madrid, talking aboutLas Menfnas.Readthe instructions
and give or elicit general ideas about what people looking at the
picture might talk about. Play the audio for students to identify
the two parts ofthe painting they talk about. Ask students to
Iocate the parts ofthe picture as you check answers.
the King and Queen; the painter's red cross
13 Students read questlons r-5 before listening again. Remind
students to listen very carefully for detail. Play the audio. Ask
students to compare answers in pairs and give them the option
of listenlng again before going over the answers.
1 rn the room (standing where the speakersare) 2 the
n r i n c e s sa n d r h e o t h e r n c n n l ei n t h e n i e t r : r e 3 o n th e
painter'sjacket 4 the krng 5 the king (somepeoplesay)
14 Readthe instructions and information with the class.Check
vocabulary. Direct students to audio script 1C.1on >> p.r5o and
do the first item together. Explain that students should f,nd
the word and then look at what people say afterwards to heip
them flnd the answers. Put students into pairs to compare
answers before going through the activity as a class.
2c

3a

Extra help
Divlde the class in half to read the conversatj6n elnrrd Therr
then

crrren

ffiCD Put it a1ltogether

15 Put students into pairs and direct them to Pairwork pholos
on >> p.rz5 and >>p.r33.Go through the instructions and teli
students they have the same photos, but different people are
named. Nominate or ask for volunteers to read the example
dialogue to demonstrate the activity. At the end of the activity
ask students to show each other their photos.
Student performance
Students should be able to give short descriptions of people and
actions.
You can use this checklist to monitor and give feedback or to assess
students' performance.

10 Go through the instructions. Ask for volunteers to give one

Interaction

example for rules a-e before students continue individually.

Monitor and heip as necessary.

Grammar

Put students into pairs to tell their partner. Make a note of any
language problems to go over at the end ofthe section.Ask for
volunteers to tell the ciass about their partner.

1l Put students into different pairs. Explain the activity and direct
students to the example. Remind students to pronounce the
third person s and to use to be for the present continuous. Ask
for volunteers to teli the class about their partner.
Extra plus
Students work in small groups.They take turns to say
true/false sentencesabout themselves r-rsingthe present simple
and continuous. The others guess which sentencesare true.

rnlo<

markers?
exercise
l4
Dostudentsuseconversation

simple
Dostudents
usethepresent
andcontinuous
exercise
ll
appropriately?
Vocabulary Dostudents
usedifferent
expressions
forposition?
exercise
6
I can explain who people are.
Students tick on my own if they have given enough information
for their partner to identify most ofthe people in the photo. They
tick with some help if their partner has had to ask another question
about one or two ofthe people.
Early finishers
In pairs, students look again at LasMeninas on >>p.ro. They
imagine they are in an art galiery and have a conversationabout it.

Additionalmaterial
www.oup.com/elt/result for extra practiceactivities
www.oup.com/elt/teacher/resultfor extra teacherresources

T11 lC

How to correcta misunderstanding

Orientation

fl

lontext
.:. this lesson, students will practise using phrases to resolve
. -:sunderstandings.

Readthe instructions and deflnitions r-3 with the class.

Go through examplesa-c and askWhich defnition? Eliclt
other examplesfrom your students'firstlanguage,or other
languagesthey know.

:. :he cartoon strip, Medical Examination, a doctor is taking the

:::sonal details of an army recruit. A misunderstanding arises
''.'ren the recruit interprets weight as wait.

tD

Culture note
l,;understandings can occur when similar words exist in
lang ua ge s,espe cia llywhen a wor d in one language
. . r f , alscfrrerd {,r<,irn ilarwor d wr t h a dif f er ent near inp} i r
- :rent
rher lang ua ge Wh en mi s under s t andingsdo oc c ur .po) r t e n e s s
' .' prlion . ir Fnp lish re nr r ir et h. : t t hc npr c nnwho does nt
' .:erst an d(ra the r tha n the per s on who has per hapsbeen
':.ear or made a mistake) apologrzesand so indirectly asksfor
. .-:,fication.

Go through the instructions and give examplesfor your

students'language(s)if you can. Put students into small groups
to discusstheir ideas.Monitor and help as necessary,
and draw
the discussionto a closewhen studentshaverun out of ideas.
Ask for a volunteer from eachgroup to summarize their ideas.

phrases misunderstandings:
Focus
I meant...,lthought
I don'tunderstand.,
you said...,Oh,I see!,Pordon?,Sorry,
I misunderstood.

Recognition
vocabulary

actually,
carpet,
chatttng,
cognates,
confused,
bunch,
pearI pair,rhyme,
recruit,
falsefriends,fle,flulJlew,height,
weight
strangely,
girlfriend,
greengrocer,
words:ask,colleague,
say
phrases:
of
sounds
thesame
as,theopposite

Recycled
.anguage

!
4

!rd product
.: ?ut it all together,
using
studentswrite two conversations
:.-.:information in Pairwork>>p. tz5 and basedon exercisero.
i.:dents practisethe role play in small groups.

Readthe instructionsand checkvocabularyas necessary.

Direct studentsto the pictures in MedicalExaminationon
>>p.rz and ask about the people,place and situation to set the
context. Put studentsinto pairs to continue the activity. Ask
for volunteersto give answers.Wrlte weight andwait ucrt on
the board to show that both words are pronouncedthe same.
Studentscan look up both words in the dictionary.
Weightsoundsthe sameas wait.The doctormeantweight.
Theyoung man understoodwait.

,:.:nk of examplesof cognatesand falsefriends in English

.:.1 the language(s)
of your studentsfor exercise3. Check
','-.sunderstandings
in Pairwork>>p.tz6 so you can help students
'.'.:hexerciser4. Takea few monolingualdictionariesto class.

Warmer
misunderstanding
on the boardand elicit or explain the
^';-.'.te
:-:aning. Ask studentsif they have everhad a cross-cultural
:- -sunderstanding
which happenedbecauseof language
:.ierences(eitherin their own country or in a country where a
:.ierent languageis spoken).Ask volunteersto tell their stories
.: : helpthem get their ideasacross.Ask What'sthe bestthingyou
Put studentsinto small groupsto discuss
-,-. do in thesesituations?
from eachgroupto tell the classand take a
-..< a spokesperson
'::e on the bestsuggestions.
';:'-teHow to correcta misunderstandinq
on the board.

Readand identify misunderstandings

In this section,studentsread short narratives for detail.

Pronunciation lettersofthe alphabet

1D.l

Preparation

3a

Students'
answerswill dependon :he:: i-:s: -a:.s;aae
background.
Someexamplesfor Spanrsh.
s:ea-<:::-::--i--=
smoki ng7,2(smoki ng
i s usedas a gerun6.' o;:i ; a: . 3i. . - i
jacketin English);
meanssmoking
large2 (largo',r.5par.rs:.
meanslong in English).

-anguage

pastsimple
andpastcontinuous

tc

Readthe instructionsand checkstudentsunderstandthe

activity.Distributemonolinguaidictionariesif you havethem.
Do one or two examplesas a class,askingvolunteersto say
7,2,or 3.Monitor and commenton students'answersas they
continuethe activity individually.Ask for volunteersto tell the
classaboutthe similaritiesand differencesbetweenwords in
their languageand Engiish.

.:. Fuzzletime there are four different situations in whlch

::rnmunication breaks down. There are some useful phrases for
::aling with such situations tn Misunderstandings.

Preview
grammar

Vocabulary cognatesand false

Go through the instructionsand checkvocabularyin the titles.

Direct studentsto Puzzletime and ask how they are going to
readthe stories.Wordfor word or quicklyfor thegeneralidea?
(auickly) Explain that you will deal with any new vocabulary
Iater.Set a short time limit before students continue
individually. Takea classvote for the best title for eachstory
and nominate individual studentsto justify their answers.
1 EnglishClass 2 Chattingat Work 3 Crossword
4 Buying Fruit

Gothrough the instructionsand demonstratethe activity

using the first story.Tell studentsto read EnglishC/assagain
and decidewhich word causedthe problem.(right, it soundsthe
samees write.) Ask why the others in the classlaughed (the
student gavethe wrong answer).Studentscontinue in pairs.
Encouragethem to use dictionariesto help. Monitor and help
as necessary.Ask for volunteersto give answers.
1 Theteacheraskedaboutthe oppositeofthe word right and
expectedthe answerleft.The studentthought aboutthe
word write and gavethe answerread.

T12

2 The man's colleaguewanted to know if Anita had/u but,

because/u sounds the same asJIew, (the past tense of toly)
the man thought his colleaguewas asking about how Anita
had travelled.
3 The mother thought the child was asking the question Why2
rather than telling her that the letter Y is the flrst letter of
the word.
4 Maria Teresaused the word pair meaning 'two of
somethlng'but the greengrocerthought she had changed
her mind and wanted some pedrs.

?
rb
7

Pronunciation the alphabet

Go through the instructions and the example to check students
understand the activity. Ask students to read words r-r3 and
check vocabulary. Monitor and help with pronunciation as
necessary,while students continue individually. Nominate
students to give the answers. Monitor for correct pronunciation,
2A 3 Q 4 1
12R 13 2

5F

6L

7M

8N

9S

10X

11O

Extra help
Studentschoosethe names of three peoplefrom the unit and
spell them for a partner.The partner writes the names and
sayswhat they can remember about the people.
Go through the instructions and point out that, for this
exercise, students work with the full alphabet. Do one or two
examples to check students understand the activity before they
continue in pairs. Ask for answers around the class and give
extra pronunciation practice as necessary.
1c,d,e ,g,p ,t,v

2 j, k

3u, w

4y

5h

13 In pairs, students practise reading the dialogue. Encourage

students to smile as they speak as it will help them sound
friendlier. Monitor and encourage them to look less and less at
their book so they become more confldent and independent.
Remember to praise students when they produce accurate
sentences. Check students swap roles. Nominate or ask for two
volunteers to read the conversationto the class.Ask the class if
they sounded friendly.
Extra activity
In parrs,studentswrrte one or two conversatrons
for two
of the mrsunderstandrngs\n Puzzletime.They continuethe
conversatronso tlre mrsunderstandingls resolved.Pairs
rehearsetheir conversationsand chooseone to act out for
another pair.

ffiCD Put it all together

14 Put studentsinto pairs and direct eachpair to
Misunderstandings
on >>p.tz6.Gothrough the instructions
and point out that pairsshouldchoosetwo ofthe situations.
Encouragestudentsto useMisunderstandings
on >>p.12and the
dialoguein exercisero and to spellwordsif necessary
to help.
Monitor and help as necessary.
Checkstudentsswaprolesas
they practisesayingthe conversations.
15 Put studentsinto groupsof four to do the role play.Ask for
volunteersto tell the classabouttheir misunderstandinss
at
the end ofthe activitv.
Studentperformance
Studentsshouldbe ableto give short explanationsor
reformulations.

Repeat the activity if necessary and nominate individual

students to spell the words.

Youcan usethis checklistto monitor and give feedbackor to assess

students'performance.

5 rode 6 meat

Extra help
Students use audlo script lD.1on >>p.15oand repeat the
activitv in oalrs.

tisten and follow a conve$ation

In this section, students listen for detail to follow the order of a

conversation in which a misunderstanding occurs.

lo Tell studentsthat the conversationis what Maria Teresaand

the greengrocer
actuallysaidinBuyingFruiton >>p.rz.Tell
studentsto look at the things both A and B say. AskIMo
(8.)Who explainsthe misunderstanding?
misunderstands?
(A.)
Direct studentsto the exampleto show where the conversation
starts.Studentssequencethe conversationindividually and
comparein pairs.Do not give answersat this stage.
1t 1D.2Remindstudentsthat they will Iisten for key words to
checktheir answers.PIaythe audio.Direct studentsto audio
script1D.2on >>p.r5oto checktheir answers.

T13 lD

Go through each one in turn. Point out how both speakersin

audio script 1D.2apologizefor their misunderstanding, repeat
what they thought the speaker had said, and spell words to
help clarify. Play the audio, pausing for students to repeat after
each one. Monitor and encouragestudents to mimic intonation
to sound sincere.Give positive feedback.

1D.lReadthe instructions and check students understand the

meaning and pronunciation of the words. Drill pronunciation
as necessary.Read the example and play the audio for students
to follow. Continue with the audio, pausing after each item
for students to respond as a class. Monitor for accurate
pronunciation ofthe letters ofthe alphabet.

2 peace 3 guessed 4 through

7 new 8 bored

t2 lD.3 Direct students Io Misunderstandingson >>p.rz again.

Dostudents
repeat
backwhattheirpartner
says
to confirm
understanding?
exercise
l3
Dostudents
apologize
before
asking
forrepetition
or
clarifi
cation?
exercise
13
PronunciationDostudents
pronounce
theletters
ofthealphabet
clearly?
exercise
9
lnteraction

I can correcta misunderstanding.

Studentslick on my own if they have role playedone of the
conversationswithout looking at their notes.They lick with some
helpif they have lookedat their notesoccasionallywhen role
playing both conversations.
Early finishers
Pairswrite a conversatron
for anothermlsunderstandins
in
exerciset5 and repeatthe activity.

Additionalmaterial
www.oup.com/elt/result
for extra practiceactivities
www.oup.com/elt/teacher/resultfor extra teacherresources

Orientation

Readthrough the instructions.Ask studentsto draw another

table with rows numberedr-6. Encouragethem to write
their ideasasthey cometo mind. Monitor and help,checking
studentsare writing in note-formand give positivefeedback
where appropriate.
Put studentsinto small groupsto take turns to explain what
they will write about.Encourage
them to usethe languageof
suggestions
and responses,
e.g.Whydon'tyou ...?,That'sa good
idealCheckstudentsamendtheir notesasthey go along.

Context ald Language

-:r this lesson, students write a self-introduction to list members on
an email discussion group. This is usually written in a formal style.

wotd, attachm
ent,boss,
fl ltmote,grcndfather,
photography,personality,secreta
ry,single,yoga
phrases:
Bestwishes,
DearMr...,\'mlooking
forwordto ...
pronouns;
present
simple
ondpresent
continuous
Stammar
words capture,contribute,possi
on
phrases:
generalbackground
discussio
n group,listmembers,

Endproduct
-:i Put it all together,studentswrite a seif-introductionemail of
arout 8o-9o wordsbasedon examplesin the lesson.Theypeer
::view and edit their writing, beforeproducinga seconddraft.

In this section, students proofread a firsi dtan of an email.

5

Warmer
--sk students what types of things people write and why. Write
-:eas on the board and add a self-introduction email if necessary.
:licit ideas on the differences between the types oftexts and their
: "lrposes.Do not overcorrect for accuracy at this stage.

Get ideasto write about

Direct students to the photo and ask what they can see.Ask
them to read sentences r-3 and check vocabulary. Students
continue the activity. Check answers.
1 people she doesn't know 2 learn new things
3 attaching a photo with the email
Teaching tip
When you check vocabulary, encouragestudents to guessthe
neaning of the word flrst and elicit ideas.Ask them how they
3uessed,for example, by thinking about the topic of the text
rnd sentence,the position ofthe word in the sentence,etc.
Extra activity
Ask some true/false guestions to check students understand
the text e.g. Wanda works at SafeguardHome Insurance.(T)
'.^/anda'sworking in lapan. (F)

Ask students to read items r-6 and check vocabulary. Read the
instructions and go through the activity with the whole class.
Ask about Wanda's email at the end of the activity, e.g.Does it
contain the inJormation you would expect to fnd? (Yes)
2 my name and how ... 3 my general background ...
4 my interest in ... 5 my hopes for ... 6 goodbye

Go through the instructions and check students understand

the activity. Draw a table on the board, with rows numbered
r-6 to represent the points in exercise z. Ask students to read
the items, and point out that they are written in note form, e.g.
initials for names of people. Choose one or two items from the
words and phrases and write them in the appropriate rows on
the board. Ask students to copy the table and put them into
tairs to complete the activity. Monitor and help as necessary.
2 Wanda J, invited by Tony G 3 24, Notting Hill, secretary,
Japan,yoga 4 photos of people,capture personality, sending
photo 5 want learn more, contribute 6 Best wishes

Students compare answers in pairs or sr,a-- :::::rs -,:is<for

volunteers to explain the changesthey u-::-: ::.i<: a:-.J'.vhy.
n a m e s :M r T o n y- M r G a r c i a ;M r Wa : : : : - , '. ': : : : :
Wanda - Wanda Jones
Srammar: I'm look forward to - I'm ic:,:,:.: :::-.. .--- ::
vocabulary: communicatemyself be:::: - : : :' :- -: . . ::: : :::e:
', ', : - - : : :
o r g a n i z a t i o n :c h a n g et h e p a r a g r a p hl : : : : ::. - :.:
paragraphshould come beforethe clos::.; , :- -- .: :
::.:;-d
start paragraph 3

-:: this section, students think about the audience and purpose of a
::xt. They analyse the organization of an email introduction.
1

Direct students to email B and ask tnerr. :c read it quickly. Ask

Was it easy to follow? Does it say what yo:i excected to read?Is it
formal or informal? Is it accurate?Poini :'u: :l'.a: ar. emall to join
a discussion group would be quite fcr:r'.aGo through the instructions and do cne :: :',,,': :xan",ples.
Remind students to look at organizatior. a:l:::s :::rr.s.
grammar, and vocabulary. Students cot'!:i:-i: -:. :-',-:;; a-ly.

,',irite How to write a self-introduction on the board.

Drafting and editing

&B Put it all together

8

Readthe instructions and direct students t: :1: ::::: -'-.:',made in exercise4. Remind them to thir.k ai::: .',-:: --:.:','are
writing to and why. Monitor and help as r'.eceisr:-.-

Students edit their work in pairs. Monitc: a:.1 ::.:::rai

collaborative working atmosphere.

1O Ask students to write a final draft. anci :: ::;-:;.,- :: :,ef::e

handing it in.
Student performance
Students should be able to write a short -.',-:-,-::=a:::eCseifintroduction email.
You can use this checklist to monitc: a:.: a:;: :eeacack or to assess
students' oerformance.

Content

wouldexpect?
Havestudents
cc,,:':: :': :.: -:s a reader

Otganization

Havestudents
.s:: ; :'::: :i a'icsaidgoodbye?
H a v es t u d e n i.s. a . ' =? . : 'e r , c e a sl o g i c a l l y?

I can write a self-introduction email.

Students tick on my own rf rb.ev have produced a second draft
which has few mistakes. Tr.ey can tick with some help if their
second draft needs funher revlslon.
Early finishers
(irrdpnlc

r,l:-

member tc

'.'.'..

:-r'.-::-.'-:\'!'a first draft reply from a list

Additionalmaterial
www.oup.com/elt/resultfor extra practiceactivities
wwwoup.com/elt/teacher/resultfor extra teacherresources

m T14

Warmer
Rememberwho
Readout or write sentencesr-ro below on the board from Unit r.
In small groups,studentswrite down who said or wrote them.
Studentslook through the unit to checktheir answers at the end.
1 lm 24 and single. 2 I calledat your flat today but you wereout.
3 Couldyou work a bit later tomorrowevening? 4 In Britain,shaking
handsis quite common. 5 Who are thosetwo people?
6 Whichonesdo you want? 7 Why don't you comeroundfor
dinner tomorrownight? I I neverintroducemyselJwith Mr and my
surname. 9 That'stheking and queen. l,aI thoughtyou askedme
to wait.
l Wanda 2 Warren 3 Mr Robbins 4 Greg(Brown)
5 Barbara 6 the greengrocer 7 Tina 8 GregBrown
9 the museum guide 10the recruit

Vocabulary

!
4

Warm-up: Draw three columns on the board: male,Jemale,or either.

Add one examplefor each.Booksclosed.Set a time limit of about
9o secondsfor students,in pairs,to suggestwords for eachcolumn.
Write them on the board.Checkunderstanding.
Set-up:Readthe instruction.Do the exampieas a classto check
studentsunderstand.
2 widow 3 aunt 4 colleague 5 brother-in-law 6 cousin
7 neighbour 8 acquaintance
Follow-up:Studentswrite the names of six peoplein their lives.
They work with a partner and ask eachother about the people.
Monitor and give extra pronunciation practiceif necessary.
5

Grammar

Subjectquestionsan<iobjectquestions 1rrexercisei3
Warm-up: Sayone or two sentencesfrom the exercise,mumbling
the missing word to elicit a question from the students.Review the
grammar box on >>p:7if necessary.
I

Set-up:Direct studentsto the example.Ask l,4/haf'sthe tenseof the

frst sentencein?(Presentsimple.)And the second?(Presentsimple.)
2 Who lovesWanda?
3 Who left a messagefor Fatima?
4 Who did Roxettekiss on the cheeks?
5 Who doesTracythink is nlce?
6 Who wants to seeWandatomorrow?
7 Who calledWanda (to invite her to dinner)?
8 Who did Warrenvisit yesterday?
9 Who saw WarrenoutsideWanda'sflat?
10Who doesMrs Mirren live with?
Follow-up:Put students into pairs to ask questionsabout the
peoplein their answersto the Warmer.Give them time to write
questionsand monitor and checkfor accuracy.

2, 3
The peoplein rny life 1A exercrses

Ways cf greetirig 18 exercise1

Warm-up: Booksclosed.Write the title for the exerciseon the board

and elicit different ways of greeting.
Set-up:Checkstudents rememberthe words in the word pool. Do
the exampleas a class.
2 shake 3 hug 4 kiss,cheeks 5 put, shouider 6 wave
Follow-up:Put students into groupsof four. Ask each pair to mime
ways of greeting,for the othersto guessthe phrases.
5

Position ,C exercise4

Warm-up: Write the name of a student on the board and ask l4lhere
is he/she?Elicit answers around the class.Monitor for accuracy
and correctif necessary.
Set-up:Go through the instructionswith the class.
2 in front of 3 to the right of 4 at the backof
5 at the front of 6 in the middle of
Follow-up:In pairs, students copy the diagram from Posifionon
>>p.ro and write nine numbers in different places.They exchange
diagrams with another pair who write phrasesdescribingthe
positionof the number.Pairscheckeachother'sanswers.
7

ldisunderstanCingslD exe:cise,0

Ref,exiv: pror'-cuns18 ere:cise12

Warm-up:Sayone or two reflexivepronounsfrom the grammar
box on >>p.9 and elicit othersaroundthe class.

Warm-up: Write these words on the board: understand,I, don't,

meant,thought,you, sorry,said, see,pardon,misunderstood,
oh.
phrasesand checkon >>p. 12.
Studentsmake Misunderstandings

Set-up:Go through the instructionsand exampleas a class.

Set-up:Ask students to read the sentencesquickly and to explain

the misunderstanding.(A wantsa pot of tea,B thoughtA wanteda
pot oJcheese.)

2 themselves 3 yourself 4 eachother 5 himself

6 eachother 7 ourselves
Follow-up:Studentswrite three similar sentencesand swap with a
partner.
3

Presentsimple and continuous 1Cexerci;e9

Warm-up: Direct students to the painting and elicit f,ve words they
think might appearin the text. Write them on the board and ask
studentsto readthe text to seeif they were right.
Set-up:Checkvocabulary in the text as necessary.
2 like 3 shows 4 's wearing 5 's playing 6 seems 7 feel
8 know 9 see 10 'm learning il has
Follow-up:Studentsuse the photos in Pairworkon >>p.rz6 and
>>p.r33.In pairs,they describea personfor a partner to guesswho
it is.

T15 nl

3 A Pardon?... 4 B We don't sell

...
6 B Ah, I misunderstood

5AOh,Isee

Foilow-up:Studentswrite a jumbled conversationfor a situation

in Misunderstandings
on >>p.rz6.They swap exercisesand then
correcteachother'sanswersat the end.
Early finishers
revre',.'
lLe unit anCchcoseten rvordsihel' want to
StuCents
rernernber
fcr tr..erex: :iass.Theydra.v,'three
:oiumnsand w:ite
ihe rvc:ds ln rhe irsi columrL.Theywrite a translaticn:n th.e
secondanCar. exa.rr,.ple
senteir:ein th.ethild,

How to talk about your background

f,rientation
l: rtext
.- ::.rs lesson,students will practise talking about themselves,
' - =-: ethnic background and placesthey are from,
:.::le and placesdescribesthe person in photo and gives a iist of
3
- ::s of information about people.
- . :aptioned photos show indigenous people
from different parts
: ::.e world.

fl

Go through the instructions and ask students for one example

for the first two columns to check they understand the titles.
Students continue in pairs. Monitor and help as necessary,
checking students are using capital letters.
religious groups: Christian, Musiim, Jewish
regions/parts of continents: Central America, the Middle East,
the South Pacific,East Africa
countries: Guatemala, Tanzania

rrguage
thebeforegeographical
names

Set a time limit of about three minutes for students to add

more examples to each column. Encourage students to use their
dictionaries to check any spelling they are unsure of.
Ask around the class for suggestions.

peopleandplaces:
gender,
environment,
ethnicbackground,
group,nationality,(partof) continent,region,religion
ethnicbackgrounds:
Aymara,Bedouin,
Berber,
lnuit,eIc.
countries,
regions,
continenls:
Bolivia,Central
America,the
MiddleEast,etc.
religions:
Christian,
Muslim, eIc.
re:'
people:beads,
cloth,decorated,
fur coat.headsco,,r.
mud,spear,tattoos,tribe
places:
mountatnrcnges.
ocesrt3.:,
other:a workingclass,ian';
tnird,<

roromanrt

r'l:,

Direct studentslo Peopleand placeson >> p.r6 and tell them

to read the text to answer the question (photo E).Ask students
to compietethe information in the box. Monitor and help.
e:lcc:raEr:.qs':uder.tst: use :he :all:cis u:.de: tl^.ephclo.
3; :-.;e:aa.s',,,-e:s
:,s a :^:ss :a.::.<-:.:-::-::::.:s ::.:ers:ard ihe
aa:e;c:1''.';:::s. I ::.- ::.:'..,':::s a:.: : :. :a s3:
i

^ - r : _,_* :.- - :
- : ul
r- ^cl r r E,r

rt.r'rt

(part of) continent: \::.:

country: Morocco region

mountains,traditional
capitallettersfor countries
andplaces
Stammar:presentsimpleand continuous
spe lling
a ndpr onunc iat ion:
c andg ' , r ,, . lz, . r 2A. 3
'-: product
- .;l if all together,students work in small groups and use their
'
-::; to grve a short factuai presentation about themselves and
'=.: rackground.Their presentationis basedon audio script 2A.3
- )> P.151.

Extra activity

Booksclosed.Usethe captionsto review indefir.::: ar-:-:s :

an.Describethe peoplefor studentsas a classto cail our a cl
an, e.g.T AymarawomanSSan T Berberman SSa etc.
4

?:eparation
--

-: :: cf three famous people your students will know if you plan

. :: :he Warmer.Use the categoriesrn Peopleand placeson >>p.r6
- - : :--ake a note of their details. Take dictionaries to class.

il'armer
'
,- ..:dents into small groups.Readyour descriptionsof famous
.: r.: f,rrd
ask students to guess who they are. Tell students
'.: .a:h group can askyou questionsor to repeatparts ofthe
- -::::.atron. Seeif students can tell you anything more about the
:': , :. cr place they are from.
- -. --ow to talk about your backgroundon the board.

Vocabulary peopleand places

Go through the instructions and the example.Point out that

maybeis usedto indicate that the speakeris guessing.Do one
or two photostogether as a classand put studentsinto pairs to
continue.Seta short time limit to keepthe paceand monitor
and help as necessary.Ask for suggestionsaround the class
and tell studentsto make brief notesby the photos.Do not
comment on suggestionsat this stageas the activity prepares
studentsfor the listening sectionthat follows.

tisten for key words

In this section,studentslisten for key words in short description

texts.
5

2A.1Readthe title of the sectionand ask studentswhen they

would listen for key words and phrasesin real life. (Tofind out
specificinformation,e.g.listeningto a voice-mailmessage)"fell
studentsthat key words and phrasesare usuallystressedand
so are easierto understand.
Gothrough the instructionsand play the audiofor studentsto
underlinekey wordsas they iisten and to answerthe question
(photoz).Remindthem not to worry aboutcorrectspeliing,
especiallyof placenames.After the listening,point out that,
by understandinga few key words,studentswere ableto
understandwho was being described.
key words:woman,LakeTiticaca,Bolivia,(black)hat, (cloth)
L^^
u d E,,

A,.Ay r t td^r - ^d

T16

Teaching tip
Drawing students' attention to using the same strategiesth:i
they would use in their Lt helps build confldence and increase
motivatron. ]t will also help students to become more selfreliant eventually.
2A.2Tell students they will listen for key words in nine short
descriptions.Go through the instructions and play the audio.
Pause after each description and elicit the photo number. Ask
students to put a tick by their guessesin exercise 4, but do not
comment on this at the moment.
a3

b4

c1 0 d 5

e6

f7

g8

h1

i9

PIay the audio again for students to find one piece of extra
information for each photo. Direct students to audio scdpt 2A.2
on >>p.151to check their answers and the notes they made in
exercise 4.
Extra help
Ask students to underline two new words in each description
in the audio script. In pairs, they look at photos r-ro to see if
they can guessthe meaning before checking in a dictionary.

Grammar fhe before geographical names

?
L
8

Direct students to the headings of the two columns in the

grammar box. Check vocabulary. In pairs, students write the
names of the places in the box. Ask for volunteers to give
answers and point out the exceptions below the box.
use the before: mountain ranges - the Alps; rivers - the Nile;
oceans and seas- the Atlantic; island groups - the Canary
islands; deserts- the Arabian Desert; some countries the United States;some regions - the Far East
don't use the before: single mountains - Mount Everest;
countries - India; continents - Asia; single islands North Island; cities - London; lakes - Lake Victoria

Go through the instructions. Use the example to demonstrate

that students should use 'environment'words like lcke or
mountain and the information in the grammar box to help
them work out the answer. Monitor and heip as students
continue individually. Nominate students to give answers.
2 The/the

3 -/-

4-/-

5 -/the

6 -/the

7 -/the

Extra help
Books closed.Chooseflve geographicalnames from exercise
8 and make anagrams- Put students into pairs and set a time
limit for them to write the names on a piece of paper. Pairs
swap pieces of paper and correct each other's answers.
Extra plus
Give students time to study the vocabulary in exercise 8. In
pairs, students take turns to test a partner. Student A says a
category. Student B says a place.

Spelling and pronunciation c anrdg

1O Readthe title of the section.Ask students if spelling in English

always represents pronunciation. (No./ Tell students that the
pronunciation of the two letters changes, depending on which
letters it comes before. Go through the information in the box
and point out the exceptions. Do the activity as a class.
the letter c before e, i, y: city, place
before any other letter: country, Africa
the letter g usually, gender,religion
before any other letter: background, group

n7 2A

1l Readthe instructions. Ask students to read the text and check

any vocabulary. Point out the use of the present simple tense
for states and repeated habits. Put students into pairs to decide
how the letters in green are pronounced. Monitor and help as
necessary.
12 2A.3PIay the audio, pausing as necessaryfor students to check
their answers.
Extra activity
Studentstake turns readingthe text and checkingeach
other s pronunciation. Monitor and give positive feedbackfor
rntelligrblepronunciation.
13 Go through the instructions. Books closed.Put students into
pairs to take turns to make statements about Gerry. Elicit
suggestionsaround the class and monitor pronunciation and
accurate use of the present simple tense. Give extra practice as
necessary.
Extra plus
Ask students to finci the words and and becausein the text.
In pairs, studentssee hcw many sentencesthey can make
about Gerry using the conjunctions.

8CD Put it all together

14 Readthe instructions and check students understand the
categories.If your students come from the same piace,
encouragethem to add more personal details. For example,
for interests, students could add places they have visited and
people they have met. Monitor and help as necessary,directing
students to the text in exerclserr for ideas.Give students time
to rehearse,mumbling presentationsto themselves before
doing exerciser5.
15 Put students into small groups.Tell them to make a note of
similarities between themselves and others as they listen to
the presentations. At the end of the activity, ask for volunteers
to report any similarities to the class.
Student performance
Students should be able to give a short, factual presentation.
You can use this checklist to monitor and sive feedback or to assess
students' performance.

Content

Dostudents
talkaboutmostofthetopicsin People
and
4
exercise
Dlaces?

Grammar

usethepresent
simple
Dostudents
tense
appropriately?
13
exercise

mostlvDronounce
c anda clearlv?
13
Pronunciation Dostudents
exercise
I can talk about my background.
Students tick on my own ifthey have given their presentation
using their notes. They tick with some help if they have looked at
the text in exerciseu occasionallvfor ideas.
Early finishers
Students choosei''r'i
repeatexercrser5

:ategoriesfrom exerciser4 and

Additionalmaterial
www.oup.com/elt/result
':' ... t'a gracticeactivities
www.oup.com/elt/teacher/resultfor extra teacherresources

How to talk about tourism

l:ientation
- -:.:ext
- -: -' lesson,
studentspractisetalking aboutaspectsof tourismin
' - '

-.ttntr\r

fl

Reada newspaperarticle

In this section,studentsscana newspaperarticlebeforereading

for detailand interpretinginformation.

nY rFoinn

-'

:.:adline in the article on >>p.r8 describeswhat Chinese

. ' .= : s t end to b uy in Britai n ( s hoes )what
,
t hey ex pec t t he
..::.er to be like (foggy,based on Britain at the time of Charles
, .,:rs) and mentions'the big stupid clock' (which comesfrom
'.
-:inese fo r Big Be n,Da Ben Zhong) .
- -: rccompanying photos show Chinesetourists and tourist sights
-.'.' :end to visit.
- . :: try explains some key vocabulary.
lJture note
-- ::types are often based on perceivedrather than real
: - :'.'ioursof groups of people.Theseideastend to be applied
.' :ronalitieso r gro up s a s a whole, whet her t hey ar e t r ue o r
' - Lesearchhas shown there is often no correlationbetween
:'-:,Vd cultural characteristicsand indivtdual identtties.

Monitor
Gothroughthe instructionsand checkvocabulary.
and help as studentscontinuethe activity individually.Put
around
studentsinto pairs to compareideas.Elicit suggestions
the classand write suggestions
on the board.Studentscan
referto theseif they needhelp for exerciset7.

In pairs,studentsmake a similar list for Britain.Put pairs

of studentstogetherto comparelists and askvolunteersto
give suggestions.Encouragestudentsto add commentsand
exchangeopinionsas you talk about eachtopic.

Direct studentsIo Chinese

tourists...on >>p.r8.Ask them to
look at the picture and headline and guesswhat the article is
about.Elicit ideas,but do not comment at this stage.Readthe
instructions and ask studentshow they are going to read.
(Lookquicklyto fnd examplesof the wordsin exerciser.) Set
a time limit of about three minutes to encouragestudents
to scanthe text, ignoring new vocabulary at this point. Ask
volunteersfor examples.

::.guage

'r(usSrammar adverbs
offrequency
::<uswords
adverbs
of frequency:always,
usually,
often,quiteoften,
rarely,
hardlyever,
never
sometimes,
ie<ognition
papercut-out,
wards:crowds,
ioned,
stereotypes,
old-fash
(abulary
tourism.well-known.visa
phrases:
hurryup
country
oforigin,
?:<ycled
words:abroad,
attraction,
expect,
foggy,sight,sightseeing,
E'rguage
rs,tourguide,tradition
souveni
phrases:
maybe...
I think...,
I don'tthink...,
gammat:present
simple

books:OliverTWist clothes:raincoats,shoes
famouspeople:Winston Churchill,Karl Marx
food: Chinesefood geography:the south east,abroad
placesthat tourists visit: BuckinghamPalace,the Housesof
Parliament,Big Ben
souvenirs:not mentroned weather:fog
4

."arguage note
:
:....-. . ' :rbsof f r eq ue ncycan be pl. r t eJ ir - . : - , .
- . . sentenced, ep en din gon t he t ' ": : ' i: ' : : . . : . , - l- : : - : - . '- -- - . r . : - - : ' posit ion,be forethe ve rb : : : ' i- r r i , t : l- = ' . ' = : : - ' . r : . : . : - - - t. ,. . . . :
-..redlater in the cour-se

2 usually 3 always 4 quite often 5 always 6 rarely

i:.C product
?Lt it all together,students descnbetyprcal or famous things
, - :'lt their country or a region of therr country. They rehearsethe
,::>entation before giving it from memory. The presentationis
:.,:C on audio script 2B.2.

Teaching tip
Reviewthe differentreadingstrategiesstudentshave used.
Point out that beforewe readnewspaperarticles,we normally
usepicturesand skim and scanto get the generalideaof
content,beforereadingin detail.Reflecton how thesestages
haveheipedstudentsgain an understandingof the newspaper
article and commenton their success.

?reparation
-.-:.k aboutclassroomorganizationfor exerciser5.

Warmer
:

-: students into teams and ask for the name of the following
:,':es in London. t The home of the royalfamily? (Buckingham
- : ;:e) z An old palace and prison where the Crown Jewelsare
,.::' (The Towerof London) j Where Charlesand Di were married?
,: .-tul's Cathedral) 4INhere the government sits?(the Housesof
- ,':ament) 5 A famous clock?(Big Ben) 6 Wherepeopleparty on
'. ... 'iear's
Eve?(Trafalgar Square) 7 A ferris wheel with a view of
- .' tcn? (TheLondon Eye) 8 Whereyou can seemodels of famous
.. : :.e? (MadameTussauds)
, -.--.eHow to talk about tourism on the board.

Gothrough the instructionsand askrvho theyrc'ttem I refers

tourists)Pointout the glcssa:vat the end of the
to (Chinese
the
article.Do the exar.p-e',.,-::r-.
:1^.::.asslc cemonstrate
actr.,'1tv.
.Asks::ie:,is:o :eac l:err.sz-6 and checkvocabularyas
recessa:r,'.
ano i",elpas studentscontinueindividually,
-\"'r3n::cr
naki:'g a ncie of any problemswith word order.Do not correct
r..istakesat this point as this is the focusof the next section.
Go over answersas a classand checkany new vocabulary.

Readquestions1-5 as a classand checkvocabulary.Ask

studentsto readthe text again and answerthe questions.
Monitor and help as necessary.Nominate studentsto give
answersand usethe line numbersto help the classlocate
relevant information. Do not overcorrectfor accuracy,but help
studentsget their ideasacross.
1 Shoessizesare often differentin differentcountries.
2 Visarules have changed;the Chineseeconomyis strong;
there are more direct flights.
3 Theythink Englandis the still the sameas it was when
CharlesDickenswas writing.
4 Thetext mentions'lesswell-known sights'.
5 Theylike to buy famousmakes,e.g.Burberryraincoatsin
+h o

n n r r n +r r r

nf

nrir

- , - . 'g l n .

T18

Extra activity
Put studentsinto groupsto talk aboutstereotyping.AskDoyou
think that all Chinesetouristsbuy exactlythesamethings?What
do peoplefrom your countrydo whentheygo on holiday?
Do theyall go to thesameplace?Do theyall do thesame
things?(SeeCulturenofe.)Ask studentsto dectdeif the article
Chinesetourists.(Notreally,it useswordsand
stereotypes
phraseslike:someof them, hardly ever,sometimes,often,
usually,quite often,rarely.)
5

Put studentsinto pairsto answerthe question.Ifthey have

beento Britain or are studyingin Britain,they can talk about
as
what they havedoneor did. Monitor and help as necessary
studentsdiscussthe topic.Ask for volunteersto tell the class,
and encouragestudentsto comment on eachother'sideas.

Grammar adverbsof frequency

Go through the instructions and direct students to the Iast
column in the box. Ask them to read the phrases.Check
understanding and elicit or explain that the final words in
each line rhyme and that the completed text is a poem about
tourists in Britain in generai (not the Chinesetourists in the
article). Students do the activity individually before comparing
in pairs. Do not go over answers at this point as they will listen
to check in exercise8.
2B.1Play the audio for students to listen and check answers.
usually

often

sometimes never

PIay the audio a secondtime for students to mumble along

with the recording. Tap out the rhythm if necessary to
encouragestudents to keep time.
Extra help
Students read alternate lines, in pairs or smaI1groups.

10 Go through the instructions and do the activity as a class.

1 before
ll

2 after

3 after

Readthe instructions and sentencesr-6 as a class and check

vocabulary. Monitor and help as necessary before students
compare their ideas in pairs. Go through each item as a class,
asking for volunteers to explain their sentences.
Extra plus
Students write a short verse about visitors to their country
uslng exercrse7 as a model.

Teaching tip
At the end of the activity, point out that sometimes the main
topic is not clear at the beginning of spoken or recordedtexts.
Explain that it's a good idea to ihink about the general idea
flrst, and to continue listening to confirm an idea.

t3 Direct students to the topic words in exerciser. Tell students

to listen again and write the topic words for each country. Go
over answers as a class or direct students to audio script 28.2
on >>p.15rto check answers in pairs.
1 geography,food, souvenirs 2 food, placestourists visit,
famous people 3 geography,famous people,placestourists
visit 4 food, placestourists visit, famous people

t4 Read the instructions and example to demonstrate the activity.

Monitor and help as students continue in pairs, checking they
are using note-making strategiesfrom Unit r.
15 Put students into groups of four and remind them to use
frequency adverbswhen they describetheir countries.
Encouragestudents to repeat words and phrases to check they
have understood correctly.Monitor and make a note of any
problems with uses of frequency adverbsto go over as a class
at the end. Grve praise when students give interesting clues.
Extra activity
Studentsrepeat::.t activity with a different pair.

BC Put it all together

16 Go through the instructions. If you have a monolingual class,
ask students to choose a region of their country. Tell students to
think of three or more clues and monitor and help as necessary,
checking students are writing notes rather than full sentences.
17 Put students intc pairs to do the activity. Tell the students
who are listening to make a note of the topics in exerciser as
their partner gives information. Students tell each other which
topics they ta.xed about at the end and see if they were correct.
Student performaace
Students shcuri be arie tc elve a short factual presentation from

memory.
You can use thrs checklist to monitor and give feedback or to assess
students performance.

Content
Interaction

F
tL

Listen for detail

-n this section, students listen intensively to short descriptions of

:c'.rr countries.
12 28.2Go through the instructions and ask students to read and
-:sten to the flrst clue. Play the audio and pause at the end of
:::e f.rst clue.Ask students which words give them clues about
:ountry (mountains,famous, Eiger,Matterhorn).
-.:
1-: :i-,:ough the example conversation as a class, pointing
: :: --l'.e.;se of I think, maybe, and I don't think as phrases to
-:::: j:. cpinion. Continue with the audio, pausing after
--': : :r: :-,,"-:clues for the first country. Give students time
:: :-.r::-r:,:: -:eas and elicit suggestionsafter each one. Piay
--:: :-:-:
::r.tinue with the activity. Elicit and confirm
L-j4-:--: ::-.:--:: ::.: :f each set of three clues.

Grammar

talkaboutthreeormoredifferent
topics?
Dostudents
15
exercise
Dostudents
askforrepetition
orclarification
if necessary?
l5
exercise
mostlyuseadverbs
inthecorrect
Dostudents
offrequency
position?
exercise
1l

I can talk about tourism.

Students tick on my own if they have given two or more clues
without using their notes. They tick with some help if they have
looked at the board once or twice for ideas.
Early finishers
In parrs, students repeat exerciser7 without their notes. Partners
make a note of how many frequency adverbs they used.
As a follow-up project, students could do some Internet research
to find out more about another place.

Additionalmaterial
for extrapracticeactivities
www.oup.com/elt/result
for extrateacherresources
wwwoup.com
/elt/teacher/result

-19

!l

How to describeobjects
Srientation
I ::.text
- ---:s lesson,students will practise describing objectsthey don't
.---,'.'thewords for.
- -: rruseum catalogue describesflve artefacts from different
, -:.lries. The names of the atticles have been removed.
: -::cs a-l show different obiects from around the world.
rguage
axus words

material:
leather,
rope
shapeand size:curved,Jlat,
long,narrow,round,wide
partsof an object:handle,side,top (part)

:xus phrases statements:

a kindof,covered
with,lt's...usedas,looks
like,
madeof, usedfor
questions:
Whatdoesit looklike?,
What'sit used
for?,
Where's
itfroml, etc.
iecognition
'.(abulary

iecycled
anguage

'onunclauon

words:animolskin,baseball
glove,dish,driedgourd,drum,
fshing Jloats,hollow,matdcupandstraw,metalplates,
potatomosher,silver,surface,tube,woodenheadrest
phrases:
insteadof
words:cordboard,
glass,metal,plastic.
china,cloth,container,
square,thin,wood
phrases:
it'smadeof ...,it'sgot ...,it'sused
for ...
wh-question
Srammar:
forms
stress
of prepositions:
What'sit usedfor? h: lt'susedfor
cuttingfruit./fal 2C.1

..anguage note
' :: grammar words (artlcles,conjunctions,and prepositions)like
:. and, or, to, of are usually unstressed.This lessonfocuseson
- ;nstressedforms of for, of,from, an-das when thev :c:-:r .i ::'..
: :f a sentence.
i.i product
- :'.tt it aII together,students,,vork:r.
8r3u9s.-ls-l-.l::.. :i::: s ::.
:: 'lork on >>p.r27to ask questionsand icienttiy ar, c-:.e::.i:le,;
' .'.': rehearseda similar conversationin exercisers.

?reparation
; ..: the Teachingtip afler exercise Familiarize yourself with the
5.
- ,:mation inPairwork, Object A >> p.rz6 and Object B on >> p.r33
" ,: =xerciser4. Take dictionaries to class.

,Varmer
- - - : se an item from photos a-l on >>p.2o. Tell students that you
. .: :ne of these objects when you were moving house recently
: - - :rey have to guesswhich one it was. Put them into two or
-::: teams to prepare five yes/no questions to ask you about the
: =:: Give students these categoriesto think about before they
-.- material,shapeand size,parts ofthe object.Tell them they can
- , iuess after they have asked all their questions.Teams take
-r:: to ask questionsand guessthe object.
: -.=llow to describeobiects on the board.

Readfor detail

In this section,studentsreadshortdescriptions
for gist and detail.
1

Readthroughthe instructionsand examplesand check

vocabularyas necessary.
Put studentsinto pairsand set a twoor three-minutetime limit for them to continue.Draw three
columnson the board and elicit suggestions.Write the words
on the boardand checkany new vocabularyas necessary.
Suggestedanswers
material: cloth, plastic, glass,cardboard,china
shape and size: square thin, round
parts of an object: leg, top, bottom
Go through the instructions with the class and direct students
to photos a-l on >> p.zo. Elicit or give the following phrases lt's
made of ...,It's got ...,It's usedfor ... and write them on the board.
Do one or two examples together to demonstrate the activity.
Go through each item in turn, eliciting suggestions and helping
students to get their ideas across.Do not expect students
to name the objects in the same way they are given in the
answer key. Help students get the general idea across.
a fishing net b drinking gourd with straw c boxing glove
d antique potato masher e leather wine drinking pouch
f wooden African three{egged stool g glass fishing floats
h ceramicvase i glassperfume bottles
I wooden African headrest k wooden African d:lr.
I baseball glove
Readthe instructions and titles r,viththe class ir.:cu:ase
students to use words or Dar:s c: ',.,-:r:s:i^.er--<:.:.,'.'::-.:ie
t i t l e s a n d t e x t s t o C c : : . e a : : : - , ': : ', 'l : : : : : : : : : : . . : : : : : e x :
r r :.
. p . 2 o a : . : : : : : . : : . : - . : - : : - . a s a :- a ss::
P '. e c e s '.i r t r . '- i . 2 J n '. : :>>
ae::. : l s: r a:e :i.e a:::','::'.' S:::e:.:s a: :r:::. ;e :.n:';duaiiy anci
::::.:e:e ::.:ails
e-1'eans\yersancito
^sk:::',':.::.:e:ls::
exp-a::','.-h:chrrlrds 3: pa:ls helped :her, find the answers.
','.-:::e:. :ea::es: I 3ase'ca..C-:ve 3 ?oiatc Nlasher
*

Frqhrno

Fln:r<

( \lere

frrn

:nd

(irerar

Tell studentsto find one photo (a-l) to match with eachtext

on >>p.2o.Nominate studentsto give answers.Referto the
information in the texts to help studentsunderstandany
mistakes.
lj

21 3d 4g

sb

To demonstratethe activity, write the word tubeson the board

ask studentsto find it in text z on >>p. zo. Ask studentsto
readthe first two sentencescarefully to underline clueswhich
would give them an idea of the meaning of the word. (Clues:
kind of glove,Ieather,
Jourfngers and thumb) Ask studentsto
repeatthe activity with a different word beforecheckingthe
meaning in a dictionary.
Teachingtip
Put studentsinto pairsor small groupsto tell a partnerabout
the word they chose,how they guessedthe meaningand rf
they were (moreor less)correct.Studentsmay be awareof
somestrategies
for guessingthe meaningof words By gi'.'.r;
studentsthe opportunityto exchangeideas,they might ler::
otherways of guessingthat are suitablefor wordsin cirfe:::.:
contexts,
e.g.usingpartsof words,lookingat Ianguage
er::.t:
sideof an unknown word for cluesor to seeif the ',..'crc;s :;::
of a phrase.

T20

Vocabulary phrasesfor describing objects

Go through the instructionsand the exampleas a class.Ask
studentsto read sentencesz-6 and checkvocabulary.Tell
studentsthat they might flnd more than one possibleanswer
(especiallyif they usetheir imaginations!).
Monitor and help
as necessaryas studentscontinueindividually.Nominate
studentsto give answers
Suggested
answers
2 b , e 3e, h, i 4k 5 c ,1 5 f:
Tell studentsthey will find the phrasesin greenin morethan
showing studentsthat
onetext. Monitor and help as necessary,
sometimesthey will have ic lo:k acrossa coupleof wordsto
flnd the phrase,e.g.in text : userhisglovefor).
:'
1 made of: :3x: 3 use d as,:::i: - i =
5 kin o :: :.i.: : : :
Readthroug:. ::.: ::.s::-i:::::.s a:.: ::.e :xa::-:.e as a c-asst:
demonstla'ie ::-e a:::-,-::'.'i:.::.< s:::::-:: i:.;ers:aa.1 :i.e ',r'crd
i:-__
_ricrtrfrr
__
_:r
a''.-'_'_
nrlinrr.
- , : : . : : : - i a- _: _-_i: : : : : : . ev _- . ..- *- . . . . - r
r...-,,.-----.
the o':'ec: ;
Ask s:;::r.:s :3 :eaa ::en^s2-4 and check vocabulary before
ther' :::.:::.'-i: -r. pairs. i\lonitor and heip as necessary.Ask
f:r '.'oj::.:eers tc explain the difference between the pairs of
serite.,ces.Point out or eiicit that the phrases used as, Iooks like,
m.adecj, and usedfor are very useful when you can't think of
or don t know the exact words or name of something.
I b lr rsnt a glove,but it looks similar. 3 a Onlythe outside is
rnade of leather. 3 b The whole object is made of leather.
4 a It isn't a water carrier but it can contain water.
2C.1Draw two columns on the board. Write the title and copy
the first example from each column. Read the instructions.
Play the audio and underline the stressedprepositions in each
column as students listen.
Play the audio a second time, pausing after each sentencefor
students to repeat. Monitor and nominate individuai students
to say sentences,giving extra practice as necessary.
Extra help
Choosesome items in the ciassroomand ask studentsto ask
you questions using the questions in the flrst coiumn in the
box in exercise 9. Students repeat the activity in pairs.

lO Put studentsinto pairs and nominate one pair to readthe

example.Direct studentsto the photoson >>p.2o and the
phrasesin exercise9. Remindthem to pronouncethe preposition
appropriately.Givepositivefeedbackon pronunciation.
Extra activity
In pairs,studentstake turns to sayflve sentences
aboutthe
items on >>p.2o.Their partner guessesthe item. Theylook at
in exercise6 to help with ideas.
the sentences

Listento a descriptionof an object

C
rb
In this section,studentspredictwords they expectto hear in a
conversationbeforelistening to checkpredictionsand noting
detail.
11 Readthe instructionsand direct studentsto photo b on >>p.zo.
In pairs,studentswrite six words they expectto hear.
Extra help
!--,.: s.:ggestlons
aroundthe class.Write them on the board
::: r.r: ::.e classto vote on the best Sixwords.

- :'

2C

12 2C.2Go through the instructions and play the audio.Play the

audio a secondtime if necessary.
13 Ask studentsto read questionsr-5 and checkvocabulary.Ask
studentsto answer the questionsfrom memory and compare
answersin pairs.Playthe audio again if necessary.
Nominate studentsto give answers.At the end, askIn which
other country do peopleuse thesecups?(Brazil.)Do you think the;,
havethe sameproblems?lMhy?Why not?
1 the southof Brazil 2 mixing sugar
3 you get the (tea)leavesin your mouth
4 it will fal1over (soyou don't put it down)
5 put more hot water in the cup.
14 Go through the instructions and direct As to ObjectA on
>>p.126and Bsto ObjectB on >>p.r33.Monitor and help
studentsmake notesto answerthe questionsas necessary.
15 Gothrough the instructionsand put studentsin pairsto take
turns and do the activity.Remindthem they can repeatwhat
th.eythink their partner saidto checkthey haveunderstood
correct^y.
Ask studentsto point out the objectat the end of
eachturn.
Extra plus
S tuderrrs
w n:e f pa:.::l :i ' .;::r:l ar to Obj ect
A on >>p. 126and
to iescr.L,e
or.eof the objectson >>p.2o.
ObjectB on >>p.133
Therr
----J

reed
----'

thc
-..-

de<crir_-----/LIUjl

^*

t-'
:Ul

-L
.ILtr Lld>>

-"^lc
LU BUtr)J

the
nhieei
(rLL VUJLL(.

BC Put it all together

15 Direct studentsto Guessthe Objectson >>p.122.Go through the
instructionsand put studentsinto small groups.Givethem a
short periodof time to choosethree or four objectsand think
aboutthe answersto the questionsin exercise14.Students
continue,guessingthe objectfrom the labelledphotos.
Student performance
Studentsshouldbe ableto give short factual descriptions.
Youcan usethis checklistto monitor and give feedbackor to assess
students'performance.

questions
Dostudents
answer
theirpartner's
appropriately
14
exercise
questions
mostlyanswer
Dostudents
withouta lotof
hesitation?
exercise
10
Dostudents
usedifferent
sizeandshape
wordsto answer
questions?
2
exercise
I can describeobjects.
Studentstick on my own if they have answeredquestionsto
describetheir objectusing their notes.Theytick with somehelp
if they have iooked at the phrasesin the box in exercise9 a few
times for help.
Early finishers
Studentsthink of objectswhich are typical of a placethey know
(eithertheir country or a regionof their country,or another
countrythey know).They make notesand describeand explain
what they are usedfor. Othersin the groupdecidewhich objects
arethe strangest,most useful,or most interesting.

Additionalmaterial
www.oup.com/elt/result
for extrapracticeactivities
www.oup.com
/elt/teacher
/resultfor extrateacherresources

to tell an anecdote
**F? -

AYl

fl
- .-::::; '.'.'rllpractisetelling anecdotesusing the
:-: ::!: ::r.tin uo us .
-:: . ---:s:rate the main events in the story Culture
:=: j:r.3n Kerrigan, describescultural mistakes he
.::.^r::.: ',vith his friends in Japan.
: . : .: l:me expressionsare grouped according to three
-=:=:::r^.g
to periods of time, reiating two events or

' ' -:
- :
--....:

tn ti me

and

scnr r encinq

er r ents

: ; s t s im ple
andp a sct o n ti n u o u s
: mephrases:
a bitlater,
a couple
ofyears
ago,aftersome
c,actice,
beforeit gotcold,duringthefrst week,for
a
noment/while,
in theevening,
whenI returned
,,'tords:
chopsticks,
tissue
cultureshock,
phrases:
pleased
blowmy/your
nose,
bowlof rice,feeling
withmyself,
Japanese-style
in public,mynosewasrunning,
words:
shoulders,
beard
pastcontinuous
to describe
a longeractionin
Srammar:
(asked,
progress,
pastparticrples
invited,
regularand uregulor
started,
went,knew,etc.)
time sequencers:
firsttime,then,nexttime,in theend,

youknow,
conversation
markers:
well,oh,uhhuh,anyway,
mmm
;"- f- : Ee notes
'
-::su/f Pre-intermediate,students were introduced to the
:-: and past continuous when a shorter action interrupts
-:.:. Here,the past continuous is also used to set the scene
: :f a story.
:: some languages use durlng to express how long
= took, rather than when it happened, e.g.they might say
:) Franceduring two weeks.
: ,- : tll together,students te1l a partner an anecCoteusing their
- , . ::
-ldents use conversation markers in audio script 2D.1.both
:..,::rs and listeners.

i:eparation

Readan anecdote

In this section,studentsskim the first part of a text for specific

information.Theypredictthe contentofthe secondpart, before
readingto confirm.
Gothrough the instructionsand the example.Put students
into pairs and monitor and join in with the conversations.
Nominateindividualsto tell the classabouttheir experiences
and help students get their ideasacross.
Readthe instructions. Ask students how they are going to read
the text to find the answers.Quicklyor slowly?(Quicklyand then
slowlywhen theyfind wordsconnectedwith the idea.)Go over
answers as a classand help studentswith any new vocabulary.
bad thing: had a cold goodthing: learnt to use chopsticks
quickly
Direct studentsto the photos and tell them to coverpart z of
the story.Ask them what they can seein eachphoto and write
useful vocabularyon the board,e.g.chopsticks,
bowl.
In pairs,studentsguesshow they think the story will continue.
Monitor and encouragethem to justify their ideasas they
discussin pairs.Ask volunteersto explain how they think the
story will continue and why. Takea vote on the best idea.
Direct studentsto part z of.CultureShockon >>p.z2.Readthe
questionsand checkstudents understand.Give students a few
minutes to talk about the first questionbeforenominating a
few studentsto sharetheir answerswith the class.
Direct studentsto the photos one at a time and elicit the events.
a drinking tea b somethingfunny c a personblowing
their nose d leavingchopsticksin bowl of rice e a fingerrinsing bowl
Readquestionsr-z and checkvocabulary.Monitor and help as
necessaryas studentsdiscussthe questionsin pairs.
Ask for volunteersto give their opinions.Monitor for the use
of the past simple and past continuous and make a note of
any problems.Do not correctfor accuracyat this point as the
grammar is studiedin the next section.

Grammar past simple and past

continuous

: . :ve countries your students know about if you plan to

' '-: ,Varmer(seebelow). Take recordersto classif you want to
- . . : :.:,efinal activity. Take dictionaries to class.

Direct studentsto the first box and write the sente:.::-.:: -.::
board.Underlinethe verbsand ask studentsto ice:.: '-,':: =
past simpleand past continuous.Labelboth ter.s='

/r aJmel

Ask questionsto focus on the different mea:',:

tenses,e.g.Whichverbtensetellsus about t'..e:
beginningofthe story?(Pastcontinuous) !-:::: :: =, :
dotsindicatethe contextof the story r',rir: ',';
at the beginning)and the arrowsi:::::.:: :::
story(whicharetold in the pasl s.:::.= :.:.'
of eventsi nthe storyand mcr.::::::: ::::::: -j : :- - -

- := :he names of flve countries on the board, e.g.Alaska, France,

- ::-: Barbados and Australia. Pair the countries at random and
.::lents for similarities and differences between them.
-' .:;lents to imagine a person from one country went on
' ::',' to one of the other places.Seeif they can think of any
- : ::;:1ng storiesthe tourists might have to tell when they get
' : , i ' a.C me.
- .--:

simple, e.g.he blew his nosei::;.= ::: : -: ,i-- --- -':

-iow to tell an anecdoteon the board.

T22

i--r:e-p
- -:r-::-

i nltrrl

ininothtr
.,....o.'..

: s . n t he boar d.

---::: ::-:::.:= :: i:- '-:: CultureShockon >>p.zzand ask

:j::- :: -:: . a:-: ;:.:er.ine examplesof the past simpleand
:::: ::::-:.-::: i^:crtanswersas a classand monitorfor
:i-,'.'regularand irregular past participlesand
, - - -r =,-.'--r:-,
.:::: :; :.:.:ssarv Ask studentsto continuewith Part z of the
studentscompareanswersin pairs.
:: ,.: -:.:--.--l-:a--v.
l: :::::::r-. ::.e tnstructionsand do items t-3 in the first
:::::..:: :. ier,onstrate the activity.Ask studentsto read
Remindstudents
::-= ::):: a:.1 :heck vocabularyas necessary.
::.': :.:t- :an find and checkthe past tenseand participlesof
:=::-:: a:.i irregularverbsin their dictionaries.Put students
To
-::: :a-:s to continueand monitor and help as necessary.
::.::l< arsrvers,readthe text aloud and pauseat the verb part
to call out the answersas a class.
:::
'::cents
2 was re a d i n g 3 g o t 4 w a s w e a ri n g 5 stood
. .. , i
' : : : ing
: ,:.: 7 noticed 8 had 9 saw 10said 11had i2 sot
'I

. --< o n i n o

1 4 rzme

1S r nr ac r r r nnino

Extra help
',',-:i:e
1 was coming to classwhen ... on the board. Ask each
to make a sentence about something that happened to
-ldent
-:
::.ern one day.

C Vocabulary time expressions

on >>p.22to flnd and
Direct studentsto Timeexpressions
in CultureShock.
lf necessary,
write
underlinethe expressions
and copythe diagrams
the title of eachgroupof expressions
on the board.Checkstudentsunderstandthe meaning ofthe
phrasesusing sentencesin the text, e.g.a coupleof yearsago
links now (whenthe writer wrote the text) to an unspecified
time in the past.
Extra help
Substitutiondrill. Saythe following time phrasesfor students
the night,
Io sayduringorfor: fve years,the summer,December,
six weeks,threehours,a moment.
10 Gothrough the instructionsand checkstudentsunderstand
and check
the activity.Ask studentsto readthe sentences
to the classand
any vocabulary.Readthe first few sentences
eiicit suitabletime phrases(thereis more than one possibility).
Studentscompietethe activity in pairs. Monitor and help as
Tell studentsto take turns readingtheir story.
necessary.
Extra activity
Studentscan readtheir storiesin sma]lgroupsand vote on the
most interesting.
Extra plus
In groups,studentstell storiesfrom memory.Listenerscount
rhe numberof time expressions.

f,) tisten to an anecdote

.:r.this section,studentslisten to a short narrativefor specific
:r.formationand to identify conversationmarkersusedby both the
speakerand listener.
U 2D.1Go through the instructions.Readthe exampleand check
understandthe activity.Ask studentsto readthe story
:ia-:.
-;ients:n exercisero and to make notes as they listen. Play the
: r-r: S::rdentscomparein pairs and listen a secondtime if
":s=s-:--; )irect studentsto audio script 2D.1on >>p.r5rto
:flI

_ir,_::S.

Elicit or point out that the extra facts help the listenerbecause
they make it easierto understandand more inlsrectino
Extra activity
Studentsusethe notesin exercisero and take turns to reteil
the story addingthe extra detail.
t2 Readthe instructionsand the words beforethe box. AskWhat
do they mean?and elicit or explain that theseare words and
Ask studentsto guesswhc
phrasespeopieuse in conversation.
saidthem and comparein pairs.
to checktheir
13 Direct studentsto audio script 2D.1on >>p.151
answers.
story teller: well, anyway (threetimes),you know (twice)
Iistener:oh (Ohyeah?- twice, Oh no - once),uh huh, mmm
14 Do the activity as a class.Readthe instructionsand options
a-c. Ask studentsto saywhich option is best.Elicit or explain
why the other optionsare wrong.
b I n',ir.reres:ed
Extra activity
Readthe siorytelierrcle and askthe classto readthe listener
rol e.S tudents
corr.r.-: -:. :a::s.

BCD Put it all together

15 Go through the instructionsand explain to studentsthat
their storiescan be about everydayevents,e.g.problemswith
an umbrella on a rainy day or bumping into somebodythey
haven'tseenfor a long time. Incouragestudentsto checkthat
their noteshave answeredthe questionsand remind them to
on >>p.22.Givestudents
use phrasesfromTime expressions
time to rehearsetelling their storiesfrom their notes.
16 Put studentsinto pairs to tell their anecdoteand to show they
are interestedlisteners.Checkstudentsswap roles.
Teaching tip
Youcould recordyour studentstelling their storiesand usethe
recordlngsto discussaspectsof students'spokenproduction.
Student performance
Studentsshould be ableto tell a short narrative.
Youcan usethis checklistto monitor and give feedbackor to assess
students'performance.
include
extradetails?
1l
Dostudents
exercise

listeners?
14
Dostudents
showtheyareinterested
exercise
I can tell an anecdote.
Studentstick on my own if they have told the story using their
notes.Theytick with somehelpif they have lookedaI Time
expressions
onceor twrce.
Early finishers
Studentstel, their storiesfrom memory.

Additionalmaterial
www.oup.com/elt/resultfor extra practiceactivities
www.oup.com/elt/teacher/result for extra teacher resources

rlr-p-rtation

Go through the exercisewith the class,referring back to

Monica's story in exercise3 to check students understand.

11rdrmr: a-:; LangUage

l three (Draw students' attention to what a paragraphlooks like.)

2 more than one 3 the context (Ask studentsfor examplesof
information that Monica mentions:the time and piace.)
4 the main event (Ask for a volunteer to tell th.."story.)
5 the result of the main event (Ask for a voluntee: t: say what
the result was: Monica learned what to do in th.e future.

.rx :-* 3i:.::. s:udents write a story to describe an intercultural

1r:ti':b(: ::--:.:r personai or about someone else.

hrqtnF',words:barman,beer,pub
i Dhrases:
tableservice
words:abroad,Christian,
colleagues,
container,
corner,ethnic
bockground,fork,
gender,glove,handle,leather,pointed,pot,
: region,teabag,traditionol,troy
phrases:
pickup
home-madefood,
time expression
s:lastyear,suddenly,
then,while
p1stsimpleandcontinuous
Stammar:

Direct students to the three sections and check vocabulary. Ask

students to read the story again and identify the information
Monica included.
Para 1: the place,what I knew about the place before I r,,,-er.:
Para 2: what I didlsaid, what other people didlsaid
Para 3: what happened ln the end, what I iearned

llimr 3;g-;91

'r i.- : ,.. tcAether,students write a narrative of about

90 words
ur-:- -----:. raragraphs. They foilow the organization in exercise6.
-------; :eview each other's writing for organization and detail.

f,) Get ideasto write about

Put studentsinto small groupsto exchangestories.Directthem
to the topicsin exerciser, and suggestthey look againat the
objectsin lessonzCto helpwith ideas.Oncestudentshave
chosenthe beststory they usetheir ideasto makenotesnext
to the headingsin exercise6. Theycan write their ideasas a
mind map.

ffiarmer
,r^":: -':z,culturalexperienceand Britain and Brazil.Put students
-- : ':-:': groupsto discusswhat peoplefrom both countries
* -: :-:.i strangeor differentif they went to the other country.
u
---' = '::kespersonfrom eachgroupto tell the classtheir ideas.
, -': l-l:.t to write a descriptionof an interculturalexperienceon the

Pair studentsso they are working with a student from another

group.They tell their storiesand, as they listen, make a note of
any details they want to know more about.Studentsanswer
their partner'squestionsand make notesto includemore
information about a topic.

- 1. -! -:

f, Vocabularyreview
.

l:a'.r' three columns on the board: people,places, things. Eliclt

example for each. Set a short time limit for students to copy
-::
-. tabie and classify the words. Check answers.
:eople: Christian,colleagues,ethnic background,Muslim,
.=:.Cer places: East Africa, region, The Middle East,tour
. -:de, tourist attraction things: container, fork, glove,
: ::.dle, leather. weather

i::dents add three more words to each column. Monitor and

--:ect students to earlier lessonsfor ideas.Ask each student to
::-3osea word and to say which column it belongs in.

Readand understand a nauative

E
v
: :--,:ssection, students read a narrative for gist and detail.
!

i.ead the instructions, stressingthat students should choose

:ie besttitle. Set a short time limit of about three minutes.
lake a vote on each title and nominate a student to explain
:heir answer. Help students get their ideas across.

BCD Put it all together

Students write their story of about 9o ..v:r:s i.::--::.r ir.rri io
use the past simple,past contini.is a:.: :--.. ex::ess:3is.
lO Ask students to revreiv tl-.e::','.':-:-:.a::: :::a:- ar.: :rganization.
S u s s e s t h e v .'n :.."_
; k : -.; : . : : = : : : : . ', ' : : . : : . ; : i a : : - a . : : i . e : e xt.
-_oo_-".'_,
9

11 Studer,.ts
s',1,'a:
s:::-:s ::.: ::.-:.t: ,i::: a:.','enra ietail they
',y:a.::: <:.:-,'.'l:.:: ::::: : ::-.a:::a:-','e a:rncsphereand ask
>:j.13:.:s:: ::.::.-<e::: ::i.:: f-::::.ey have given feedback.
Student performance
5ir-icenissr.cu-ci'le ab.e :o prcduce a short, logically paragraphed
You can use this checkiist to monitor and eive feedback or to assess
students' performance.
Havestudents
included
enoughdetail?
5l
Havestudents
followedthe paragraph
in exerc,se
structure

- A Different Way of Doing Things. Option 1 doesn't cover the

=vent itself, and option 3 only refers to part of the story.
{

3o through the instructions and example. Ask students to

:ead sentencesr-7 and check vocabulary. Monitor and help as
students continue individually. Check answers, asking students
:c explain why a statement is false.
2 False.(The story is about her flrst visit abroad.) 3 Doesn't say.
-i True. 5 Doesn't say. 6 False.(He pointed to the table in the
;orner of the room.) 7 True.

C Organizeyour writing: paragraphs

-- :his section,studentsanalyseparagraphstructurein a narrative
_- 3xerclse?.

I can write a descriptionof an intercultural experience.

Studentstick on my own if their partnerhas answere:).: -.. -.:.
questionsin exercisett. Theytick with somehelpt! ::.e': :.::: ::
changethe organizationor add moreinformaticr.
Eady finishers
S tudents
w ri te a second
draftof thei rsi ::' .'::: ...,-,..

Additionalmaterial
www.oup.com/elt/result-' .' w w w . o u p . c o m / e l t / t e a c h e . 'e s:-

2t T24

Warmer

Vocabulary

Rememberwhere
Ask students to write the name of the place from lessonsA-D.
Readsentences1-1obelow,for studentsto answerin pairs or small
Sroups.
t Chinesetouristsgo there. z Peoplefrom this country call Big Ben'the
big stupid clock'.3 Peoplewho live in this country usea driedgourd
with a straw to drinkfrom. 4 Peoplefrom this country sit and sleep
on the samethings. 5 TheMaasaipeoplelive in this country. 6 In this
country,peopledon't blow their nosesin public. 7 TheAymarapeople
live in this country. 8 Youcanfind the Louvrein this city. 9 Thereare
lotsof canalsin this city. to Theyhave 'tapas'in this country.
l London 2 China 3 Brazil AZambia 5 Kenya 6lapa:.
7 Bolivia 8 Paris 9 Amsterdam 10Spain

Warm-up: Saythe placenames on >>p.r7,exercise8 for students::

classify.
Set-up:Readthe instructions and point out that there are two of
eachof the things in the list.
nationalities:French,Moroccan religions:Christian,Muslim
continents:Europe,Asia countries:Argentina,Bolivia
regions:The Middle East,North Africa
types of environment:mountain, desert
Follow-up:In pairs,studentswrite the anagramsof three places
they know. They swap with another pair, who flnd the names anc
saywhat type of piacesthey are.
5

1[ Grammar
the beforegeographicalnames 2A ex:::..: S

Warm-up:Draw two columnson the boardanc -a:e- ::.:::countriesand rivers.Put students inio sr'.all :ea:T.sa:.: ::: : :.'.': minute time limit for them to thir.k c: as ::.:.:.'.--.'.'--:::as :i-:"'
can for eachcolumn.Go over s''.ia;esl:::.s a--<1.-: :: '.::c:,::)
(thefor rivers,
Jor mostcouai..s Asi a: : ::-.::::..: i:: i::::i: :'
names,e.g.mountainrar.g:s s-:.:.: :--:-:.:a::-; ::::::: :-:::s :::
Studentsreviseti'.eE:a::.::.::l:r --:.>>P.17::i:::.-r: ! -::.:::-.;::-_.
S
t r. n . vv
l - ) r r;F :.-J s Lp t _ sP

<.--=:.::

::

: :- ::- .

t::::

: - a: e s : i e v

Ad v::' : : : : : : e: . ; e: . c v l : ...::-.. -

\fa:r:.-';:, 3::<s c'csei.Wrrtethe wordsfrom the flrst item on the

b:ar::;: siudentsto makethe sentence.
Ser-;p:Ask studentsto underlinethe verbsin items z-7.
: .'.'-',:arents nevergo to the cinema.
: l: *:-=:shardlyevervisit my town.
= - ;s:ally readthe news on the Internet.
: :.'.:p
:omptimesso to the mountainsat the weekend.
5 -\1yfather quite often singsin the shower.
7 It rareiy ralns in the AtacamaDesert.
Follow-up:Studentsmingle to seeif they can f,nd a personwho
has written the same information for two or more items.
3

Pastsimple and past continuous2D exercise6

Warm-up: Write the following words on the board for students

to make two sentences;started,myselJI, then,problems,with, the
quite,was,pleased,feelinq.Tell students to checktheir answer on
>>P.23,exercise6.
Set-up:Direct students to the pictures and ask studentsto say two
verbsin the past tensefor eachone.
2 Someoneknockedon the doorwhiie we were havins dinner.
3 TheIight brokewhile I was reading.
4 A fish bit my toe while I was swimming.
5 We were watching TV when a thief camein through the
rvindow.
6 i was drlving when a dog ran acrossthe road.
- i rvas standingat the bus stop when somebodystolemy
i':-crv-up: In pairs, students write three pairs of verbs for another
:a-: :3 r..ake sentencesusing the past simple and past continuous.

R2

Wordsand phrasesfor describingobjects2Cexercise6

',!a::r-up: Write sporranand samovaron the board.Ask studentstc

:se ihe phrasesin the exerciseto describeeachone.
r-7 and checkvocabulary.
Se:jp: Ask studentsto readsentences
Srgges:s:udentsunderlinethe nounsto make it easierfor them tc
::':--< a'cci: lvhich phraseto use.
for 4 usedas 5 lookslike
::--:',.'='*: S::.l;er.tsrvcrk in groupsof four. Eachone choosesan
>>p.2ofor ihe cthersto ask questionsto flnd out what
::-e::
:: :: -:::.
6

Foilc.,v-'::, S::::::.:; -,'.-:-:::: knc','.""'-e-- -1-.:',-s-,'.-a:'.',--::.l

Peopleand places2A exercise1

l:.::',eexp:essions
ll :r.::--se,i

,r,-ar:r.-.rD:
)rarv ihree cclurnnson the board.Labelthem time
perioci,relatvtgtwc times,andputting eventsin order.In pairs,
studentsthink of phrasesto write in eachcolumn.Directstudents
lo Timeexpressions
on >>p.22to checktheir answers.
Set-up:Ask studentsto read the story and say what happened
on the holiday. Go through the flrst item together and remind
studentsto look at the words before and after the blank to heln
them flnd the answer.
2 while 3 first 4 after 5 later 6 evening 7 then 8 when
9 finally 10 end
Follow-up:In small groups,students take turns to tell each other
about their week. They count and seewho can use most time
expressions.
Early finishers
about personalpossessions,
using each
Studentswrite sentences
ofthe phrasesin exercise5.They underhnethe prepositionswhich
are unstressedat the end of the sentence(see>>p.zr,exercise9).

How to talk about your schooldays

}rientation

::::ert
,- ',--' lesson,students will practise using usedto to talk about
-::-.::ies of school.
: i:'nedette, the writer recounts primary school memories and
- .--:-re secretly loved. When he was older, he traced the girl,
:-:--.:dette, through an Internet site, and met her for coffee.
- ::::ry gives the meaning of some key words.
--: :',\'o photos show typical British primary schoolstwenty years
. i : ::.d today.
--.::

is also a song about Bernadette on the audio, 3A.1.

In this section,studentsread a story for gist and detail.

I Gothrough the instructions and checkstudentsunderstand
the opinions.Put studentsinto pairs to discussthem.
Monitor and encouragestudentsto give examplesto justify
their opinions.Respondto interesting commentsand make
contributions.Ask for volunteersor nominate studentsto share
their ideaswith the class.
2 Put studentsinto pairs and readthe instructions.lncourage
studentsto usetheir dictionariesto f,nd new words.
Go through eachcategoryas a classand checkstudents
understandany new vocabulary.

i:.guage
;m$grammar

usedto: I usedto sing.,I didn't useto sing.,Didyou useto

sing?

rcus words

History,Languages,
Ceography,
schoolsubjects:Chemistry,
Maths,Physics,
etc.
chair,desk,noticeboard
thingsin the classroom:
blackboard,
break,classes
eventsin the schooldayandyear:lssembly,
placesin school:clnteen,playground,hall

tcognition
r.-rbulary

currous,
exchange,
words:
clarinet,
confessed,
fancy,
fghts,
pupils,
perfect,
grades,
shy,sweat,
heater,
invrstble,
memories,
uniform
teacher's
phrases:
correct
onswers,
fall in love,makecontact,
pet,toogoodto betrue,topof theclass

Itcycled
aguaSe

pastparticiples
grammar:regularandirregular
time phrases:
everyday,whenwe were..., lastSaturday,
todoy,etc.
pro nu nciatio n:
r , and r : , . ' . i

*onunciation

rhythm:ro lO oO lO oo O 3A. 2

- -nguage note
--= . ' erbuse dto o nly exists in t he pas t .The ques t ior ,: s : ; : . r . . ' , '
- . r: using the auxiliary do Did you use to stng?,rather than ,Jsei
. - :c sing?In this structure, use is pronounced tr . and used
. This contrasts with the pronunciation of use as a main verb
- ::.e presentand past tense iu:2,and iu:zd.
ld product
- -:'rt it all together,students tell each other (in pairs or small
.: : :ps) about three or more school memories using their notes.
l::;' can use audio script 3A.3for help.

Warmer
'':-:e Schoolstoday are better than twenty years ago. on the board.
. -: students into small groups and set a time limit of about three
:--:.utes for students to talk about how schoolshave changed.Take
: -.':te on who agreeswith the statement and encourage students
:: =:ve reasonsfor their opinion. Monitor for the use of irregular
:::: rarticiples and write them on the board as you go aiong. Ask
-' ':ldents are still in contact with friends from their last school.
i:'-:e How to talk about your schooldayson the board.

Reada short story

etc.
Languages,
Chemistry,Physics,
schoolsubject* Geography,
etc.
things in the classroom:desk,chair,noticeboard,
assembly,etc.
eventsin the school day: classes,
placesin school:classrooms,
canteen,hall,stafroom, eIc.
3

Direct studentsto Bernadetteon >>p.26.Readthe instructions

and descriptionsa-c with the class,checkingstudents
understandvocabulary.Point out that they should choosethe
best option to describethe text, and be preparedto saywhy
other options are not appropriate.Tell studentsthat you will
deal with any new vocabularyiater.
Takea classvote to seewhich descriptionis the most popular.
Nominateor askfor volunteersto saywhy they chosetheir
descriptionand why they didn't chooseone of the others.
for
Help studentsget their ideasacrossbut do not overcorrect
accuracyat this point.
the
b is the bestoptior.Opticr.a ts:-: aprr:priatebecause
s :eeirrgsur-.:ilhe met up with
r,..riter
d:cr.l kr.:',.,'3e::.ace:::
j-.e:-a:e:.Op:-::.: -s:.: a9!r:i:-a:e 'ceca-rse
the writer doesn't
the sirengthof his jovefor
::.al<:a :J::.iar:s3:.:e:',.,'eer.
3:::.a:e::e;:.: :ti e:.;ves.

Ask studentsto readquestionsr-5 and checkvocabulary.

Monitor and help as necessaryas studentsanswerthem in
pairs.Nominate studentsto give answers.
1 He mentionsthe canteen,playground,class,playingfield.
music,
2 Shewas goodat everything(all schoolsubjects.
sports).
3 Sheignoredhim (neverlookedat him).
4 No,he doesn't(whenhe met her,he couldn'tbelievethat
he usedto fancy her).
5 Shesaid sheusedto love hlm too.
Extra activity
Encouragestudentsto think about and try out different ways
of guessingthe meaningsof wordsin a text. Write these
phraseson the boardand askstudentsto find the words:the
teacher's
favourite studentia sport;an adjectivefor something
that peoplecan'tsee;fnally or in the end;feel attracted;tell a
secret.Inpairs,studentscompletethe activity.Go overthe
answers,asking different studentsto explain how they guessed
eachone.Point out that studentscould use these different
ways of guessingbeforethey checkin a dictionary.

T26

Gramman usedto
Write the sentenceHe usedtoJancyher on the board.Underline
usedto and ask studentsto find other examplesof usedto in
the text.
usedto sit (line 4) usedto love (line 8) usedto sing (line 9)
dldn't useto get tired or sweat(iines12-13) usedto smile
(line 14) usedto fancy (line 29) usedto love (lines35,39)
Gothrough the instructions and do the exerciseas a class.
1D

Direct studentsto audio script 3A.2on >>p.151.

Do the activity
as a whole class,divide the classinto AIB and ask studentsto
say alternativelines of the verse.Tapalong with the audio to
help studentsmaintain the rhythm.
Extra activity
Put studentsinto pairsto saythe verseor singthe songand
monitoreachother'spronunciation.

p tisten for generalmeaning

ta

Readthe instructions and ask studentsto answer the ouestions

individuallybeforecomparingin pairs.
Correctrules:2,4
Direct studentsto the grammar box and elicit answersas a
class.Write the sentenceson the board for studentsto copy.
+ Sheusedto sing - Shedidn't useto sing. ? Did he useto
love her?
Go through the instructions and remind studentsthat they
cant use usedto if the action only happenedonceand it's
still true now. Do the exampleas a class.Ask studentsto read
sentences2-6 and checkvocabulary.Monitor and help as
studentscontinueindividually. Checkanswers,asking students
if it is possible(not)to use usedto for eachitem and askthem
to explain why.
3 Shedidn't useto speakto me when we were at school.
4 Not possible
. IastSaturdayindicatedthat the action
happenedonce.
5 Did you useto fancyanybodyin your class?
6Not possible.
Theactiononly happened
once.
10 Directstudentsto the pictureson >>p.z5and askstudents
where the schoolsare.(Britain.)Go through the instructions
and example.Put studentsinto pairs to find differencesand set
a short time limit of about three minutes. Elicit suggestions.
differences:
uniforms,schooibags,desks,classroomfurniture

Pronunciation rhythm
C
rb
11 3A.lReadthe instructions and checkstudentsunderstand
the activity. Give studentstime to rereadthe story beforethe
listening. Playthe audio,pausingat the end of eachverse
for studentsto make notes.Ask studentsto comparewith a
partner and play the audio a secondtime if necessary.
not mentioned:vegetablesmellsin the canteen;gamesand
fights in the playground;Bernadettedidn't useto get tired;
he usedto standby doors;what they did when they met
recentiy
12 Go through the instructions and checkstudentsunderstand
what is meant by rhythm. Copythe pronunciationbox on the
board and usethe examplesto illustrate eachof the patterns.
Monitor and help as necessaryas studentswork individually.
Ask studentsto comparetheir answersin pairs.
13 3A.2Playthe audio,pausingafter eachitem for students
to listen, checkand repeat.Ask for volunteersto give more
examplesof.usedto phrasesfor the middle column.Monitor for
correctpronunciationof the unstressedto ltal
1 last week 2 get it wrong,teacher'spet,make mistakes
3 front of the class

In this section,studentslisten to descriptionsfor gist and detail.

15 lA.3 Go through the instructions and ask studentshow they
are going to listen. Foreveryword or generalideas?(General
ideas.)PIaythe audio.Checkanswersand elicit reasons.
Antonia: No. (Sheusedto sit and look out of the window, she
usedto hateMaths,usedto get extra homework.)
Jeremy:Not really.(Heusedto hate goingoutsidein the rain
for the breaks,and the schooluniform. He usedto enjoythe
schooltrips.)
16 Readthe instructions and checkvocabulary.Elicit suggestions
around the classand write them on the board.Ask students
if they agreewith the suggestions,and put a questionmark
by any they aren't sureof. Playthe audio a secondtime if
necessaryfor studentsto listen and check.
subjects(worst),teachers,
the building,specialevents,
the classroom,
clothes
l? Readthe instructions and put studentsinto pairs to complete
the activity. Monitor and checkfor accurateuse of usedto.
PIaythe audiofor studentsto listen againand check.Direct
studentsto audioscript3A.3on >>p.151-52
if necessary.

BCD Put it all together

18 Go through the instructions and direct studentsto exercisez.
Monitor and help with ideasas necessary.
19 Put studentsinto pairs or small groupsto do the activity. As
groupsfinish, ask which schoolsoundsbest and why.
Studentperformance
Studentsshouldbe ableto give a short factual description.
Youcan tise this checklistto monitor and give feedbackor to assess
students'nerformance.

Contsnt

Dostudents
talkaboutthreeormoretooics?
exercise
17

Vocabulary

Dostudents
haveenough
vocabulary
to talkaboutthe
topics?
2,4
exercises
pronounce
Pronunciation Dostudents
used
to reasonably
clearly?
exercise
i4

I can talk about my schooldays.

Studentstick on my own if they have donethe activity using their
notes.They tick with somehelpif they have usedtheir notesand
Iookedonceor twice at the grammar box for extra help.
Early finishers
Studentschooseone topic they didn't talk about in exerciser9 and
repeatthe activity.

Additionalmaterial
www.oup.com/elt/resu
lt for extrapracticeactivities
wwwoup.com
for extrateacherresources
/elt/teacher/result

T27 ?A

How to talk about your achievements

h,entation
:=::xt
.- - --; -esson,
studentswill practisetaiking aboutrecentand past

Gothrough the instructions and exampleswith the class.

Put studentsinto pairs to continuethe activity. Monitor and
commenton interesting achievements.Ask for volunteersto
sharetheir achievementswith the class.
Gothroughthe instructionsand items r-6 as a class,checking
vocabulary.Direct studentsto Dictionary entrieson >>p.z8 and
do the first item together as a class.Taik studentsthrough the
entry for achievement
and checkthey understandthe foiiowing
features:pronunciation,word class,the countability code,the
abbreviationssth,and the examplesentenceshowing how the
word canbe used.
Monitor and heip as studentscontinue individually. Go over
answersas a class.Checkany information in the entriesthat
studentsare unsure of.

r-- -:-.-::nentS.
--. ::.<: is about an 85-year-oldAfrican man, Kimani Ng'ang'a who
. -:-:.rs becausehe is the world's oldest primary school pupil.
-. :::ears in the GuinnessBook of Records.
, :.:;7 givesthe meaning of some key words.
"-. :-::ures show Kimani's classmatesand Kimani on a school

--

- :- :-.aryentrieslists the key vocabularyof the lesson,showing

'-.- ' ::onunciation,form, and meaningare givenin dictionaries.
i,-iJage

perfectandpastsimple:
Sheachieved
...,She's
"@I58rammar present
achieved
...

krkw
lEmmar

gerundandininitive:hemanaged
in
to pass,hesucceeded
getting,etc.

brswords

achievement
words:achieve,
achievement,
fail,monage,
p ass,
uI
succeed,
success,
successf
phrases:
giveup sth,keepdoingsth

br

2 pass 3 give up 4 success 5 successful 6 manage

Extra activity
Ask studentsto look up the samewordsin their dictionaries
e.g.in some
and comparehow the informationis recorded,
dictionariesthe phrasalverbgive up might be a separateentry,
in othersit might be included under the entry for give.

phrases time phrases:

afew minutesago,in 2002,in thelastfew

you started,thisweek/year,today,
minutes,lastweek,since
when...,yesterday

trognition
t -rbulary
lrryled
-guage

Vocabulary achievementwords

fl

Gothrough the instructions as a class.Ask studentsto read

sentencesr-5. Checkvocabularyand do the first item as a class,
pointing out how the exampiesentencern Dictionaryentries
iilustratesthat the word manageis foilowed by to + infinitive.
Monitor and help as necessary.
Studentscompareanswersin
pairsbeforecheckinganswers.

colonial,colony,compensation,
fees,fought,freedom,
independence,
rebels,the bible
subjects
words:Maths,puptls,
Science,
since,
thenoun/adjective
oJ,theopposite
oJ
definitionphrases:
posttenseandporticrples
regulorandrrregulor
Srammar:

- -'guage note
--: : rt s are intro du ce dto no uns m ade f r c r . i' e: ' ost . i. , i: : : = . i In the examplesin this lesson,the stresscicesn:l :i^.ar;:
--'-':-<s.
--' -s shown in Dictionaryentrieson >>p.28.

::- - :
I

:- =

-:^-- --

- :1 - :.:::
:.a :

- :=:.

i ::

:- - - :::-

- - ::::^-

Teaching tip
Use the dictionary entries to show students that the position
of the stress in the following verbs and nouns does not change
This will prepare
achieve- achievement,success- successJul.
them for lesson 3D, in which they look at nouns and adjectives
in which stressdoes chanqe acrossword classes.

i-l product
,- ,::it it all together, students have a conversation about various
: -: -evementsin their lives.

heparation
- - : < at how the wordsrn Dictionaryentriesarerecordedin
:-::-cnariesyour studentsuse.

Warmer
,':-:e the following activities on the board: make a cup of coffee,
- -.o a mountain, learn to play an instrument, use a mobilephone.
-ji: students to rank them according to how diffcult they are.
-.'-1ents compare lists in pairs and then small groups.
-jr: for volunteers from each group to tell the class and compare
'--,'Cifferences.Encouragestudents to give an explanation. Do not
--,-::correctfor accuracybut help students get their ideas across.
--::: cr tell students about the GuinnessBook of Records(in which
..::.d recordsof different types of activities are kept). Ask which of
--:: activities on the board might be an entry.
'::'-:eHow to talk about your achievementson the board.

Reada newspaperarticle

In this section,studentsanticipatethe contentof a newspaper

article from pictures.They readfor gist to checkand for detailed
understanding.
4 Direct studentsto the photosand askwhat the article might be
about.Elicit ideasaround the classand help studentsget their
ideasacross.Do not comment on the accuracyofthe guesses
for the moment.Write notesof different ideason the board.
5 Ask studentsto readthe article quickly,ignoring new
vocabulary,to checktheir guesses.
Gothrough the points on
the boardto seehow much the classguessedcorrectlyand Sive
positivefeedbackwhen they were correct.llicit the following
key information as you go along:the nameof the man: Kimani,
theoldestprimary
age:85,nationality:Kenyan,famous because:
schoolpupil in the world.

T28

Go through the first item as a class.Ask studentsto read items

2-6 and checkvocabulary.Tell studentsto make a note of why
a sentenceis false and monitor and help as necessary.
2 True. 3 False.(Thechildrenteachhim games.)
4 False.(Hewants to learnto readit.) 5 True.
6 False.(Hewants to marry a rich woman.)
Readthrough the instructions and questionsr-3, checking
vocabulary.Put studentsinto pairs to discussthe questions.
Monitor and encouragestudentsto give detailedanswers.Elicit
answersand explanationsaround the class.
1 He believesin the importanceof free education- his parents
wanted him to go to schoolbut they couldn'taffordto pay.
2 He has achievedso much.
3 Because
it meansall childrencan qo to schooland learn.
lxtra activity
Ask studentsto find nounswith the foilowing meaningsin
the text: a studentat school(pupil);the nounfrom the adjective
(fees):
important (importance);
the moneyyou payJor servi.ces
the bossof a school(headteacher);
a countrywhichis ruledby a
foreign government(colony);the childrenof grandchildren(greatgrandchildren);
the nounfrom the adjectivefree (freedom).Go
over answersas a classand askstudentsto saywhich parts of
the text helpedthem guess.

presentpedect and past simple

C Grammar
Direct studentsto the grammar box and copythe sentences
at the top of eachcolumn onto the board.Underlinethe verb
forms. Ask about eachtense,the name and how it is formed.
Ask for examplesof negativeand questionforms, reminding
studentsof how the different auxiliary (beand have)is usedfor
eachtense.Gothrough the sentencesin eachcolumn eliciting
the missing words to completethe sentencesin the box.
past simple:I didn't study I visited . did you learn ...?
presentperfect:Haveyou achieved...? I've phoned...
...haveyou learnt ...?
Readthe instructions.Gothrough eachof the time phrases
in the grammar box in exercise8, one column at a time. Ask
studentsto respondas a class,calling out if the expressions
refer to finished or unfinished time. Write_fnishedabovethe
first sentenceon the board, and.unfi.nished
abovethe second.
Gothroughthe rulestogether.
Rules:pastsimple- finishedtime presentperfectunflnishedtime
Extra help
Saythe time phrases.Studentssayfnished or unfnishedas a
classwithout lookingat their books.Studentstest a partner.
10 Readthe instructions and do the first item as a class.Point out
that if studentsfocus on the action at the end ofthe sentence,
then this will help them decideon the correcttense.Ask
studentsto readsentencesz-4 and checkvocabulary,Point out
the differencebetween when and sincein sentences3 and 4.
Monitor and help.Direct studentsto the grammar box as
necessaryas they continue individually. Checkanswersas a
classby nominating individual students.

Extra plus
In pairs,studentssaya time phrasefrom the box for a partner
to make a sentence.
Extra activity
Studentswrite two questions,
usingthe pastsimpleand
presentperfectand an appropriatetime phrasefrom the box in
exercise8. Theymingle and askothersto find two peoplewho
gavethe sameanswerfor eachquestion.
1l Readthe information and the instructions.Gothrough the
exampleas a class,checkingstudentsunderstand.Direct
students' attention to in the lastfew minutes and in my/your
Irle.Elicit verbsto describethe types of eventsthat we usually
talk about for the different times (in the lastfew minutes:phone,
lose,called,madesometea etc.in my life: beento a place etc.lso
studentssensethe differencebetween a simple recentevent
which is important now and a life experience.Gothrough the
examplesand rules together as a class.
a 1.4

0 t.7

t2 Ask studentsto draw two columns:experiences

and recent
events.Ask them to think ofthree examplesfor eachcategory.
Monitor and help as necessarywith ideasand suggestions.Put
studentsinto pairs to exchangeinformation and monitor and
make a note of any persistenterrors.Ask for volunteersto tell
the ciassabout their experiencesand recentevents.Go over
any languageproblemsat the end.
Extra help
Studentschangepartnersand repeatthe activity.
Extra plus
Studentschangepartnersand repeatthe activity from
memolv.

BC Put it all together

13 Go through the instructions and the exampleconversation.
Point out how As secondquestioncontinuesthe topic. Ask
for volunteersto have the exampleconversation,encouraging
them to continuefor a couplemore turns. Studentscomplete
the activity in pairs.
Studentperformance
Studentsshouldbe ableto developa topic of conversation.
Youcan use this checklistto monitor and give feedbackor to assess
students'performance.
Dostudents
talkaboutdifferent
topics?
exercise
12
Dostudents
usea varietv
oftenses?
exercise
12
Dostudents
useachievement
wordscorrectlv?
exercise
3 i
I can talk about my achievements.
Studentstick on my own if they have donethe activity using their
notes.They tick with somehelpif they have usedtheir notesand
iookedonceor twice at the grammar box for extra help.
larly finishers
Studentschoosea different time period and repeatthe activity.
Theycompeteto seewho can askthe most questions.

2 had 3 didn't achieve 4 hasn'tachieved

Extra help
Saya time phrasefrom the grammarbox.Students,in teams,
make a sentence.Givetwo points for eachcorrectanswer.

T29
'B

Additionalmaterial
www.oup.com/elt/result
for extrapractice
activities
www.oup.com
/elt/teacher
/resultfor extrateacherresources

How to offer hospitality

rir;it;i
.l;i.iiiri
'. ir',i i: ill',1

Crientation
-riext

: ---:s lesson, students will practise using offers and suggestions

is :.:spitality phrases to make a guest feel welcome.
1:: :roto story is about a teenage boy who dreams of an ideal
in which his mother does the opposite of what she
-= ::1e
'
m: j normally. For example, instead of telling him to get up, she
i.;E:sts he stays in bed and that she'll come and wake him when
:e ::otball starts. His mother even defends him when his sister
::-ains
about the state he's left the bathroom in.
:cr:ality
*:s.

phrases gives some key phrases for suggestions and

Strture note
:Ei-Ilg rituals are different for people of different ages and in
:i:::nt
cultures.
-.8uage

In this section,studentsuse visuals to guessthe generalcontentof

a story before reading for detail.
I

Gothrough the instructions and statements1-3 in both

sections.Checkany vocabulary.Put studentsin pairs to discuss
the statementsand monitor and help as necessary.
Ask about eachstatementin turn. Ask for a show of hands
to show who agreesand disagreeswith the statements,and
encouragestudentsto say why/why not. Seeif studentscan
add to the list.
2 Direct students to TeenDream on >>p.3o.Ask students to look
quickly at the pictures and encouragethem to explain the title.
(Danny'sa teenagerwho hasa dream)
At the beginning he lookshappy,but this starts to change
during his dream.
3

f,nrgrammar phrasal
verbs:
mokeit up
makeo storyup,mokeupa story,
hr phrases phrasal
verbs:
canyon,fedup,growup,makeup,putoway,
puton,takeofi takeup,tellof, tidyup,turnon,turnup,
wokeup
phras
hospitality
to
es:Don'tworryabout...,Helpyourself
...,l'll...ifyoulike.,
lseverything
olright?,
ShollI ...?,
Whydon't
you...?,Would
youlikemeto ...?
Drognition
words:thedishes,
spoilt,
tottoo,telly,troy
phrases:
heavy
metalmusic,
supposed
to
housework,
angry,
bathroom,
clean,
happy,
ryd
furniture,
bT'age
parents,
pleased,
teenagers,
unhappy
should,
surprised,
:ntuage note
--::: f,resome phrasalverbs in which the noun or pronoun
:--::: be placed before the particle, e.g.looh aJter the baby r.o: icck
-. :toy after.lhese are studied later in the course.Other phrasai
-=:: are normally intransitive (don't take an object),e.g.hurry up.
l--::-:raries show how phrasal verbs are used.
;#

product
: -::,;:it all together, students take turns to role play being a host
-":: :. visitor to a friend's house. The role play is based on audio
.lr=: 3C.2.Students are given time to prepare.

Preparation
::--*iarize yourself with the Pairwork activity on >> p.rz7 for
:{=::se 14,Put it all together.

tlarmer
---

to imagine they are having a guest to stay for the

-.rdents
',r-iend. Put them into small groups and allocate a different
-;:e :f guest to each group, e.g. a flve-year old cousin, an uncle, a
==.:.:parent, a good friend. Ask students to write a list of things to
:c :: nake the guest feel welcome. One student from each group
e:'. their list and the class guessesthe guest.
'1,=3 r-Iow to offer hospitality on the board.

Reada photo story

Gothrough the vocabularyand ask studentsto match each

word/phrasewith a picture to explain how Danny feelsin each
situation.Do the activity as a classif studentsdont know or
can't rememberthe vocabulary.
1fed uplunhappy 2 angry 3 surprised 4 happy/surprised
5 happy/surprised 6 happy/surprised Z unhappy/fedup
8 happy/pleased 9 unhappy/angry 10happy/pleased
Extra help
Write the phrasalverbfed up on the board.Ask students
which word is a verb and which word is a preposition.Focus
on the meaning.Tell studentsthat, although/edis the pastof
feed,when it's usedwith the prepositionit has a completely
different meani.rrg.

3C.lGo through the instnrctions and sentencesr-6. Ask

students to fnd the sentencesin the photo story. Ask students
to idmtify the phrasal verb in each sentenceand write them
on the board- Play the audio, pausing after the fust item to
demonstrate the activity. Point out the difference in word
order.Continue with the audio, and pause after each item
for students to make notes.Play the audio a secondtime if
necessarybeforegoing over answersas a class.
2 I'll put your clothesaway. 3 I'll turn the telly on.
4 Takeoff your trainers. 5 ...turn your musicup?
6 We'Il put heavy metal music on.
Extra activity
Ask studentsto give examplesof what Danny'smum doesin
the dream which are the oppositeof what shewould normally
do, e.g.she sayshe can stay in bed late. Shedefendshim to his
sistet tells him not to tidy up; offers to put his clothes away;
offersto turn the TV on for him; tells him to take his shoesoff
and put his feet up; ofers him somecrisps;ofers to bring his
lunch on a tray; tells him to leavethe dishes;suggestshe turns
his music up, take up electricguitar get a tattoo; she'shappy
for him to have 3o friends around for a party.
lxtra plus
Ask studentsto find three ways Danny'smum refersto him
and seeif studentscan suggestwhy. (DanielPeterMarston,
Danny,Danny Marston.Sheusesthe longer versionsof his name
when sheis angry with him. The shortestform isfriendlier)

T30

Grammar and vocabulary phrasal verbs

!
5

Go through the instructions and point out that the two words
togetherare calledphrasalverbs.Explainthat ail the phrasal
verbs are in the story.Ask studentsto flnd the first one in the
text and do the exampleas a class.Readmeaningsz-6 to check
vocabularybeforestudentscontinueindividually. Monitor
Ask studentsto comparein pairs before
and help as necessary.
nominating studentsto give answers.
2 turn on 3 put away 4 take off 5 turn up 6 put on
Go through the examples and do the activity as a class. Ask
students to find the nouns and corresponding pronouns it and
them in the two sets of sentences.Ask students for examples of
particles in the sentences (up, of| Elicit the rules.
He took them off. He took offhis shoes.
Rules: Nouns can go before OR after the particle.
Don't put pronouns after the particle.
Go through the instructions and the example as a class. Ask
students to read sentences r-5 and check vocabulary before
students continue individually. Monitor and refer students
back to the text and exercise 5 for help if necessary.Ask for
volunteers to give answers.
2./

3 ,/

4,x turn it up

5 I take them off

Read the instructions and do the first item as a ciass, showing

or eliciting from students that they should look at the pictures
to find the topic (in the example, picture 3) and then read the
photo story to find the phrasal verb. Monitor and help students
as necessaryas they continue individually. Nominate students
to give answers.
2 wake up
7 grow up

3 hurry up

;:ake ue

! ::-- :i

5 carrr' ::.

Go through the instructions and ask students to read sentences

r-6 to check vocabulary. Do item r as a class,telling students
that the other words in the sentence will give them clues about
which verb to use and what tense it should be in, present or
past. Monitor and check for common mistakes to go over at the
end of the section. Ask students to compare in pairs before you
nominate individuals to give answers.
1 grow up 2 wake up 3 made it up
5 take your jacket off 6 carry on

4 told me off

Extra activity
Ask students to use three phrasal verbs and to make three
sentencesabout themselves,two true and one false. They tell a
partner, who guesseswhich sentenceis false.

Listen for detail

G
rb
In this section,studentslisten to a conversationand identify
hospitality phrasesas they hear them.
10 3C.2Readthe instructions to the class.Playthe audio.Ask for
voiunteersto givethe answersand seeifthe classagrees.
Jessica.
Shewants to seeDanny.
1l Gothrough the instructions and direct studentsto Hospttality
phraseson >>p.3o.Playthe audio.Ask studentsto comparein
pairs and play the audio a secondtime if necessary.

i i'll take your coat if you like. 2 Just leave your bag on the
sofa. 3 Would you like me to make you a cup of tea?
4 Why don't you watch TV for a bit? 5 Shall I change the
channel for you? 6 Help yourself to some of these biscuits.
7 Don't worry about the dog. 8 Do you need anything, or is
crrcrrrihino

elriohf)

Xxtra activity
lumble the wordsin someof the hospitalityphrasesDanny's
mum usesfor studentsto makethe phrases,e.g.if takecoatI'il
your likeyou. (I'll takeyour coatif you like.)
Extra plus
Booksclosed.Write the followingwordson the board:DonI
Help,I'il, Shall,Why,I,4/ould.
Studentswrite Hospitalityphrases
they would like somebodyto sayto them when they get home
t2 3C.3Playthe audio,pausingfor studentsto repeateach
sentence.Monitor for intonation and checkstudentsuse an
'inviting'tone.Encourage
studentsto run wordstogetherto
soundmore fluent.
t3 Direct studentsto audio script 3C.2on >>p.152.Ask students
to find the hospitality phrasesand decideif Danny'smum is
making a suggestionor offering to do somethingto checkthey
understandmeaning.
Divide the classinto A/B halvesand readthe conversation
as a class.Ask studentsto smile as they read so they sound
friendly. Put studentsinto pairs to practisethe conversation
and checkthey swap roles.Monitor and give positivefeedback
for friendly-soundingconversations.

BC Put it all together

14 Put studentsinto pairsand directthem to Pairworkon >>p.122.
Monitor and help as necessary
as studentsplan what they will
sayto their guest.
15 Ask for two volunteersto readthe exampleand point out that
B thanks A for the offer.Tell studentsto include 'small talk', e.g.
How wasyourjourney?to make the conversationsoundnatural.
Put studentsin pairs to do the role play and checkthey swap
roles.Remindstudentsto smile and soundfriendly.
Studentperformance
Studentsshouldbe ableto make offersand suggestions.
Youcan ose this checklistto monitor and give feedbackor to assess
students'performance.
phrases
Dostudents
useandrespond
to hospitality
13
appropriately?
exercise
phrases
Dostudents
usehospitality
withouta lotof
hesitation?
exercise
l3

I can offer hospitality.

Studentstick on my own if they have donethe role play mainly
from memory.They can tick with somehelpif they have looked
occasionallyat Hospitalityphraseson >>p.3o.
Early finishers
Studentsswappartnersand repeatthe activity.

Additionalmaterial
www.oup.com/elt/resultfor extra practiceactivities
www.oup.com/elt/teacher/ resultfor extra teacherresources

T31 3C

How to talk about your educationand career

lientation
:=:=xt
- ----=-:sson,studentswill practiseusing educationwordsto talk
* . -- = :ealor imagrnededucation
startingin their
and career,
" ,-

Vocabulary education
Readthe questionand put studentsinto pairs to compare
notes.Ifyour studentsare from the samecountry, askthem to
listen carefully and checkthe information is factually correct.

::itllly

Extra help
If studentsneedmoreideas,write thesecueson the board:
Ieaveschools,
end oJ schoolexam,certifcate,examto go to
university,
Name a topic and askfor volunteersto
free schools.
tell the classabouttheir country.

--. :-;.:azine article, LeavingSchool,is designed as a maze. It

-- --. :he possibilities of a r6-year-oldperson who has studied
.- l ,:::n. There are several points at which a decision has to be
* .'= :nd the readeris directedto a new stageintheir careerafter
:-:- :.tl'e made a choice.

Gothrough the namesof British qualiflcationsand elicit or

=
give the full form for abbreviations(A' = advanced,GCSE
GeneralCertifcateof Secondary
Education,BA = Bachelorof Arts,
BSc= Bachelorof Science).
Studentscompletethe activity in
pairs. Go over the answersas a class.Ask studentsabout the
equivalentsin their country and if any words are cognatesor
false friends.

*l;lzre note
- -. :::iions ln different countriesand educationsystemsmay
- . .,::-rlar names, but the duration of coursesand the level of
-- - -':es might be different.In Britain, GCSEs
are qualiflcatrons
' : ---::entsubjects,taken at the end of compulsorysecondary
',,-::-:n. Thereis no school-leavrng
exam. A levelsare usually
. . - ::ter a further two years of study and are required for
- .::.ty entrance.

2 A level 3 degree 4Masters 5 doctorate

i:-fia8e
fu,r3wordS

Readthe instructions.the words and the first item with the

class.Ask studentsto read items z-8 and checkvocabulary.
Encouragestudentsto use their dictionary to checktheir
answersat the end. Studentscontinue individually and
comparein pairs.Checkanswersas a classand point out
Ask studentsif
collocations,e.g.night schooland eveningclasses.
they have thesewords in their language,and if they mean the
same(cognates)
or somethingdifferent (falsefriends).

'A'level,chemistry,
(BA
qualiications
andeducation:
degree
or BSc),
deportment,doctorote,education,
faculty,GCSE,
M0sters,nightschool,photography,
publicity,professor,
qualif cation,technology

furs phrases education:

schoolteacher/
evening
class/night
school,
universityprofessor
Lognition
dulary

words:application,competitive,
current,electrician,
equivalent,Erasm
us,graduate,Iectures,programme,place,
quit,self-employed,tutorials,wel|-paid
job centre.
phrases:
tn-servtce
training,
advertising
agency,
home,stgnon.secure
tob,teteci'arescles
old-people's
operctor
ecoron 35.:ur''o,
education:
career,
classes.
coltege.
dary school.sL/
blec!.:e0cr e'
educotion.history.secon
university
grammarpostsimpletense

aluunciation

2 faculty 3 college 4 classes5 schccl 6 professor

7 teacher 8 schcol

In this section,studentsreada mazeand make decisionsat each

point which directsthem to the nert part of the text.
4

-tion,-ogy,ophy,tty
wordendingswhichcanaffectstress:
3D.1

'-rgu.age

notes
' -: = ield of education, students often flnd that there are both
. .:es and false friends between their languageand English,e.g.
: . : :, <.ca reer professor, doctorate.colleg e.
- -.
-tron changesthe meaning of a verb.The noun describes
- -ffx
' : :::cess
or result of the action,e.g.educationis the processor
: - -,i rf the action to educate.The suffix -ogy is used for the study
- , -:-.ething.
:-.' product
.- .--: it all together,students teil a partner about their real or
--.:-red education and career using their notes. This is based on
.-:-: script 3D.2and exerciser4.

Warmer
,:: these stagesof education on the board: primary school,
. -:-.7ary school,universfty.Ask students to write the usual agesof
:=::-e who go to them. Ask for volunteers to give examples and
: :-: extra information about other educational institutions, what
:=::-e study,and how old they are.

Readand make decisions

Directstudentsto text A inLeavingSchoolon >>p.32.Ask

studentsto readthe text and elicit one advantageand
disadvantageofthe two options.Put studentsinto pairs to
continue and monitor and help as necessary.
Suggestedanswers
Option 1:leavingsomethingyou'renot goodat/don'tlike, can
get ajob, be independent
Option 2: with further qualificationsyou might havebetter
job opportunities,it givesyou time to decidewhat you want
to do next

Readthe instructions and checkstudentsunderstandthe

activity. Tell them to imagine that their educati.ontook place
in Britain. Monitor and help as necessary.Encouragestudents
to guessnew vocabulary.Tell studentsto write letters of their
route with their notes.
5 Put studentsinto pairs to comparewhat happensto them in
the end.Ask for a show of handsto seewhich studentsare
happy and which aren't.Ask studentsto explain why. Help
studentsget their meaning acrossbut do not overcorrect
for accuracy.
5

Extra activity
Tell studentsto flnd five new wotds in the texts they read and
guesstheir meaning beforecheckingin a dictionary.

:-:--How to talk about your educationand careeron the board.

r32

G
rb Pronunciation word endings which can
affect stress
Readthe sectiontitle and ask studentsif suftxes are usedto
changetypes of words in their language.Ask for examplesand
seeif studentscan explain how they are used.Gothrough the
information in the flrst box as a class.Write the verb and noun
in the first exampleon the board and copythe stresspattern.
Point out how the stressmovesposition in the noun. Model
and drill both words for pronunciation.Repeatwith the second
set of words.Write the next two words on the board and elicit
or ask for volunteersto saythe nouns with the stresspattern
indicatedin the box.
Go through the secondbox in the sameway, this time pointing
out the different word endingsand that the words in the first
column are both nouns and adiectives.Ask studentsto spell
the words.
8 3D.1PIaythe audio,pausingfor studentsto repeatand copythe
stresspattern. PIaythe audio a secondtime if necessary.
I

Extra activity
Studentswork in pairs and test a partner.Theychoosea word
from the first column of eachbox for a paltner to say a noun.
9 Go through the instructions together as a class.Direct students
to the first box and eiicit the answer.Repeatfor the examples
in the secondbox.
1 -tion 2 -ogy,-aphy,-ity
lO Go through the instructions and elicit one or two more
examplesfor eachword ending.Tell studentsthat they can
think of any words,not only words about education.Put
studentsin pairs and encouragethem to use a dictionary to
checkany words they think might exist in English.Ask for
suggestionsaround the class.
answers
Suggested
-tion: action,attention,calculation,communication,
connect- connection
theology
sociology,
-ogy:psychology,
-aphy:biology,geography
-ity: activlty,university
Extra activity
studentsto copythe tablesand stresspatterns.They
Encourage
can add morewordsasthev studvthe course.

notes
f,| tisten and make
In this section,studentslisten to a short monologuefor key
information and detail.
U 3D.2Readthe instructions and the two questions.Playthe
audio.Elicit answers.
1 No. 2 Headofthe designteam in an advertisingagency.
12 Gothrough the instructions and remind studentsto note key
words and the first part of words, e.g.uni f.oruniversity,Iangfor
Ianguage.Playthe audio and ask studentsto compareanswers.
PIaythe audio a secondtime if necessarybeforechecking
answersas a class.
first job: in an old people'shome further education:night
school,marketingand publicity currentjob: headof design,
internationaladvertisingagency

13 Go through the instructions.Direct studentsIo LeavingSchool

on >>p.32and read questionA and options r and z. Elicit the
option Karim chose(Q/.Do the first stageas an exampleto
demonstratethe activity. Studentscontinuethe activity in
pairs,using their notesfrom exerciserz. Monitor and help
as necessary.To go over answers,elicit eachstageand check
studentsunderstandthe answer.Checkany new vocabulary
as you read eachstageand the options.Referstudentsto audio
script 3D.2on >>p.r52to help if necessary.
Q,S ,R ,M

Extra activity
and point
Ask studentsto look at audioscript3D.2on >>P.152
useswordslike you knou
out the placeswhereKarim hesitates,
anyway,and repeatswhat he'salreadysaid.Elicit or explain
that speakers
do thesethings to get time to think, and to signato their listener that they haven't finished speaking(they wan:
to keeptheir turn). Put studentsinto pairsto practiseusingthe
audioscript.
14 Readthe instructions and direct studentsto their route
Ask
in exercise5.In pairs,studentsdescribetheir careers.
studentsto make a note of eachother'sroute and to show their
partner at the end.Checkstudentsswap roles.Monitor and
give positivefeedbackwhere studentshave used conversation
fillers to hold the floor. Ask for volunteersto tell the classabout
their partner'scareer.

BCD Put it all together

15 Gothroughthe instructionsand checkstudentsunderstand
that this time they talk about their real educationand career
in their own country.Point out that they can extend their own
experiencesto include what they hope to do in orderto get
their idealjob. Encouragestudentsto usetheir dictionariesand
monitor and help as necessary.
16 Put studentsinto pairs to talk about their educationand career
using their notes.Checkstudentsswap roles.They make a note
of similarities and differencesand report back to the classor
another pair of studentsat the end of the activity.

Studentperformance
Studentsshouldbe ablegive a short,factually-baseddescription.
You can use this checklistto monitor and give feedbackor to asses
students'performance.
theireducation
andcareer
inlogica
talkabout
Dostudents
14
order?
exercise
fillersto
keep
talking
anduseconversation
Dostudents
l3
keeo
thefloor?
exercise
to describe
theireducation
usevocabulary
Dostudents
3
exercise
accurately?
I can talk about my educationand career.
Studentstick on my own if they have donethe activity using
their notes.They tick with somehelp lf.they have lookedat the
vocabularyin exercise7 onceor twice for help.
Early finishers
Studentsrepeatthe activity without using their notes.

Additionalmaterial
for extrapracticeactivities
www.oup.com/elt/result
for extrateacherresources
www.oup.com
/elt/teacher/result

T33 3D

Orientation
:'rir-{t and LangUage
: : = ^esson,students practise writing a CV.Here the CV begins
i-= r personai prof,le, followed by education (in reverse order)
;:; ;.;crk experience, and ends with the applicant's interests and
'1!::ts. A CV is often referred to as a rsum6 in American English.

bhguage

ryd

rlnte
bgnition
5Fge
hsne

words:accounta
nt,applicont,computertechnician,hardworking,
web-designer
phrases:
workexperience
lazy,
words:'A'level,career,
cycling,
faculty,foil, 6CSE,
profle,skills,
manager,
technical
assistont
phrases:
badat (Moths),
self-employed
highlyskilled,
brief,bulletpoint,conversational,
f rst-oid,
refprpc<

' -J

2 phrases 3 facts 4 informative 5 carefully written and

checked The reader wants to be able to find relevant
informatron quickly so he/she can decide whether or not to
call the applicant for interview.

Text buildins
G
rb
5

Ask students to read the sentences in items r-3 and check

vocabulary. Students continue individually. They compare in
pairs before checking answers as a class.

rpfprpnrp<

--'t

1A reliable,punctual graduate with a driving licence anci a :a:

2 A qualifled, experiencedflight attendant with good first-aLc
skills. 3 A trained, highly-skllled computer technician witr.
good qualifications and references.

text buildingwithwith andand

hd product
: -:'; rf all together, students decide on a job they would like and
ry-::: a CV This is based on the model in exercise?.

Hirmer
itr-=: CVon the board. AskWhat rsit7 and What do you put in it?
+:r ;clunteers for ideas.
hr=e -FIowto write a CVon the board.

1f, Vocabulary review

I

Go through the instructions and ask students where they will

find the information in the sentences (PersonalProfle). Copy the
sentence onto the board and point out the use of the comma
andwith and and to highlight how information has been added.

3: through the instructions and check vocabulary. Ask

to write two or more words about themseives, using
--reir
-udents
dictionaries. Monitor and help. Ask volunteers to tell the
-'ass about the words they have added.
education: geography,bad at Maths, facuity work: manager,
personality: lazy interests: drawlng, cycling
':-f-employed
iead the instructions and put students into pairs to discussthe
;uestion. Monitor and join in discussions before nominating
-:.dividuals to report to the class.

Reada CV
E
J

Read the instructions and give students time to add more words
to the tabie in exercise 1 if necessary.Students complete the
activity individually. They show their bullet points to a partner,
and give each other advice. Students choose one point to tell the
class.The class says if it is correct and suggests any changes.

BC Put it all together

Readthe instructions and put studentsinto pairs to exchange
ideas.Monitor and help as necessarywith vocabularyand
encouragestudentsto checkvocabularyin their dictionaries.
9 Tell studentsto write a CVto go with an applicationfor a job in
their country.They usetheir own namesfor qualifications.

10 Ask studentsto checkspellingand punctuation.

11 Put studentsinto pairs to swap CVs.They shouldtell eachother
the job they have decidedto apply for and if they will get the
job. They explain why/why not.
Studentperformance
Studentsshouldbe ableto write a short CV.
Youcan usethis checklistto monitorand givefeedbackor to assess
students'performance.

: --:js section, students analyse why a CV is organized this way.

Cdttent

Havestudentsincludedallthe sections?

Cq&ttglee

Havestudentswrittencoherentbulletpointsto describe
theirprofile?

Voarbulary

their
to describe
Havestudentsuseda varietyof adjectives
oualities?

-{sk students to look at the information in the CV.They

:ecide which four pieces of information should be cut. Set a
5!r.orttime limit to encourage them to scan the text. Students
:cmpare in pairs, before discussing as a class.
..lt very communicative in the mornings, Geography Fail,
-108 to present: unemployed, interests: graffiti painting
-lsk students to read the careers and check vocabulary. In pairs,
lrey discuss which careers are appropriate for Patricia and
:xplain why they think a certain career would be good.
Suggestedanswers
::mputer technician (she has the qualifications and the work
:rperience); web-designer (shehas technical qualiflcations and
.: s one of her interests)
Read the instructions and ask students to read items r-5 and
jreck vocabulary. Go through the example to demonstrate the
activity. Students continue individually. Check answers as a
:.ass before putting students into pairs to discuss why they
i.ink a CV is organized in this way. Ask for volunteers to make

I can write my CV.

Students tick on my own if they have included all their notes in
exercise8 in the CV.They can tick with some help if they have
missed one or two piecesof information.
Early finishers
Booksclosed.Studentswrrte a CV for another iob.

Additionalmaterial
www.oup.com/elt/resultfor extra practiceactivities
www.oup.com/elt/teacher/resultfor extra teacherresources

i'ro o c s t i o n s

3E T34

Warmer
Rememberthe places
Booksclosed.Copythe cluesbelow onto the board.In pairs or
groups,studentsfind the namesof the placesin the unit. Seta
time limit of aboutthree minutes.Groupsswap answersand read
the texts in lessonsA-D againto checkeachother'sanswers.
t schooldining room z play areaoutsidea schoolbuilding 3 thefrst
schoolyoung childrengo to 4 a place with lots of faculties 5 where
Englishehildrentake GCSEs6 you canstudy thereat night 7 doctors
work there 8 whereyou lookfor a job 9 whereyou can take technical
pet sits
qualifcatians to wherethe teacher's
1 canteen 2 playground 3 primary school 4 university
5 secondaryschooi 6 night school 7 hospital 8 ajob centre
9 further educationcollege 10the front of the class

1[ Grammar
I

usedto 3.Aexercise9

Warm-up:Direct studentsto the picturesof the classroomson

>>p. 26.Seta time limit of two minutes for them to find the
differences.Monitor for accuracyas studentsgive answersand
direct them to exercise8 on >>p. z7 if necessary.
Set-up:Readthe instructions to the classand go through the first
two examplesto demonstratethe activity.
38-

4 - 5 usedto get 6 didn'tuseto be 7 usedto have

9 didn't useto want

Follow-up:Studentswrite five truefalse sentencesabout

themselves.Theyreadtheir sentencesto a partner who guesses
which onesare false.
2 Presentperfect and past simple 38 exercise12
Warm-up:Write thesetime words and phraseson the board:this
year,in 2oo5,10 minutesago, in the last rc minutes,whenyou were
on holiday,Iastmonth.Ask studentsto decideif they are usedwith
the past simple or presentperfect.
Set-up:Remindstudentsto look at lrregularverbson >>p.r48for
help if necessary.
2 went 3 haven'tbeen 4 bought 5 phoned 6 Has/phoned
7 Have/bought 8 Did/go 9 didn't have 10hasn'tgiven
Follow-up:Studentschoosefour sentencesfrom r-ro and change
them into questionsto ask a partner.
3

Phrasalverbs 3Cexercise7

Warm-up:Write the following phrasaiverbson the board and ask

studentsto give the namesof things (nouns)we can usethem
with: put away,put on, take off, turn on, turn up.Direct studentsto
>>p.3r,exercise5,ifnecessary.
Set-up:Do the flrst exampleon the boardwith the class.
b I'11turn the heatingup.
c Why don't you take them off?
d I've put them away.
e You shouldput your coat on.
f I'll turn them off.
2 d 3 b 4f 5e 6c
Follow-up:In pairs,studentsuse different phrasalverbsfrom
Iesson3Cand write five similar questionsfor anotherpair.

T35 nt

!
4

Vocabulary
Achievementwords 38 exercise2

Warm-up:Reviewvocabulary.Ask studentsthe questionsin

exercise2 on >>p.29.
Set-up:Direct studentsto readthe text and saywho wrote it.
(A teacher.)Pointout that studentswill needto usethe past tense
of most of the verbsin the list.
2 passed 3 managed 4 succeeded5 kept 6 achievement
7 successful 8 failed 9 give up
Follow-up:Studentswrite a similar text a teachermight write
about them, using positivewords only.
5 Hospitality phrases 3Cexercise11
Warm-up:Write the following words on the board,:don't,you,
would,worry,like,why,help,I, shall,yoursefiL Put studentsin pairs
and give them two minutes to write hospitality phrases.Direct
them to Hospitalityphrdseson >>p.3oto checktheir answers.
2 me 3 Why 4 Help 5 if

6 alright 7 Shall 8 Don't

Follow-up:Studentsimagine Bernadetteinvited her schoolfriend

to her home.Theywrite their own seven-lineconversationwith
five gapsfor another pair.
6 Xducation 3D exercise3
Warm-up:Write the numberson the board:3, 6, to, t5, t8, zo, 28.
Ask studentsfor the namesof educationplacespeoplego to at
theseages,and what they can study there.
Set-up:Ask studentsto readthe cluesand checkvocabulary.
2 department 3 playground 4 evening 5 secondary
6 lecturer 7 maths 8 faculty 9 break 10arts 11deeree
12professor
Foliow-up:In pairs,studentschoosefive words from LeavingSchool
on >>p.32and write clues.Studentsswap clueswith anotherpair.
Early finishers
Studentsreview the unit and write a list of educationwords they
want to remember(or forget!).Theyuse a dictionary and mark the
stressedsyllable(s).

How to say how you feel about things

Crientation

l:ntext
-- :ris lesson,students will practise using adjectivesto describe
t:.at they do when they experience certain feelings.
l-.: illustrated article, What's your idea oJfun? contains four
::-::riptions of hobbies which may not appeal to everyone. Each
:.::son explains why they enjoy the hobby, but admits that others
--:rt find them terrifying (BASEjumping, jumping off cliffs),
=,-..:arrassing(Karaoke,singing in front of people),dlsgusting
: : :ybuilding), boring (Sudoku).
lrguaSe
- disgusting,
Fcusgrammar -ed and-ing adjectives:
terrifeddisgusted
terrifying

Focus
words

-ed and-ing adjectives:

onnoyed,boring,embarrassed,
excited,foscinated,satisfying, worried

bcognition
uabulary

w ords:ashomed,bodybuiIding, clffi , concerned, enthusiastic,

karaoke.
unoleosant
pnraSes:
6A5L
lUmptng
words:achievements,
afraid,angry,appeal,bridges,
collections,
spare
fontastic,happy,hobby,horrible,interested,
time,sports,stupid,sudoku,uninteresting
phrases:
ort ondmusic.outdooractivities

ftcycled
urguage

lronunciation

-ed en din gs:

tl , t , r r l 4A. l

i:lBuage note
',ronunciationof -ed endings in passiveadjectivesfollows the
- - r'nnrrne':tjr.
r o6L
rpp
Sllllgr
t
rrr'eq,tq
n
I nl

r\t

'-a.-

' - rr,likelyto b e mtsun de rs t c oa' , , . ' l. .ten

h: vr . i: i ' i, - r ' .r : l
. -.
r ' ::lvesin co nte xi rf the t' i.r - . i - -r r -r : . : il : l. : ,
: . : rnthe fina l t c: .i
r - .j .
product
: :-Lt it all together,students write things they do at certain times
--d
-- :airs, they ask and answer about how they feel when they are
::-:.9 the activities.

Preparation
---:< at Pairwork 4A on >> p.t27 to heip students with exerciserr,
: :.ecessary.Take dictionaries to class.

'rVarmer
..:.:ethese words and phrases on the board: sports,outdoor
:':.','ities,games and puzzles.Ask students to use their dictionaries
. - : to write two examples for each category,two they enjoy and
,',-:they don't. Elicit examples for each category around the class,

. -: askstudentswhy they like or don'tlike the activity.

;:-.eHow to sayhowyoufeel aboutthingson the board.

Readfor detail

In this section,studentsuse illustrations to predict the general

contentof texts beforereadingfor detail to do a jigsaw reading.
1 Gothrough the instructions and checkvocabularyin the hobby
categories.Put studentsinto pairs to talk about what they do in
their free time. Monitor and help studentsget their ideasacross
and respondto what they say.Usesomeof the lessonadjectives
to tell them how you feel about their sport.Ask for volunteers
or nominate studentsto tell the class.
2 Direct studentsto What'syour ideaoJfun? on >>p.36and
photosa-d. Ask studentsabout the activities,e.g.Is thisyour
ideaofJun?Haveyou everdonethis?Wouldyou like to?Why?
Why not?Tell studentsnot to readthe texts but askthem to
match the photoswith the heading.Checkanswers.
a Karaokeb Sudokuc Bodybuildingd BASEjumping
3

Put studentsinto pairs.Ask student A to read about Chuckand

Shanias hobbiesand student B to read about Petraand Jake's.
Ask studentsto look at the topicsin the exerciseand check
vocabularyas necessary.
Explainthat they shouldmake notes
about the peopleand their hobbies.Tell studentsthey can use
but encouragethem to try and
their dictionariesif necessary,
guessthe meaning of words they don't needto understand.
Monitor and help as necessary.
Extra help
Put studentswho ha're read the :ar
c o m D a r en o t e s t c a : . : a ( : a . a '.
-:tL - ,-c.

i.

:':- !

::

Put students into pairs to tell theu partner about the hobbies
they read about. Monitor and help as necessary.Ask students to
explain to the class which of the hobbies they would like to do
and why. Listen out for the use of -ed and -fng adjectives, but do
not corect at this stage as this is the focus ofthe next section.
Ask for information about the four activities using the topics in
exercise3.
Suggestedanswers
Chuck Calderon: BASEjumping, jumps off buildings, cliffs,
bridges,likes being terrified, terrifying, dangerous,jumped
from three different places
Shania Brady: Karaoke,sings in front ofpeople, fantastic,
embarrassed,people worry about what other people think,
won a place in a national competition
Petra Bruneau: bodybuildng, lifts weights, enjoys the gym,
dlsgusting, don't go out at night, had photo printed in several
magazines
Jake Daniels: sudoku, doing number puzzles,satisfying,
boring, it's a mathematical puzzle,finished in the top ten of a
national competition

T36

Grammar and vocabulary -ed and,-ing

adjectives
Readthe title of the sectionand point to examplesof -ed and
-ing adjectiveson the board.Elicit or explain that adjectivesare
usedwith the verb to be.Go through the instructionS.
Do item r togetherand show studentshoq in BASElumping
on >>p.36,there are words and phraseswhich help students
find the adjective.Readthrough items z-ro and tell students
that they will look for words with similar meanings.Encourage
them to try and guessthe meaning of the vocabularyfor parts
of the words they alreadyknow, and to look in the texts for a
word with the samegeneralmeaning.They should only use a
dictionary if necessary.
Studentscontinuethe activity in pairs.Monitor and help as
necessarytoguide studentsto the generalmeaning ofthe
words and the correspondingadjectivesin the texts.
BASEjumping: 2 terrified Karaoke:3 embarrassed 4 worried
5 excited Bodybuilding:6fascinated 7 disgusting
Sudoku:8satisfying 9 boring 10annoyed
Ask studentsto find the first word, amazinq,in their
dictionaries.Elicit or explain that the information in a
dictionary often tells them which part of speechthe word
is, how to pronounceit, what it meansand how it is usedby
giving an examplesentence.Monitor and help as necessaryas
studentscheckdictionariesfor the words in exercise5.
Teachingtip
studentslvill naturally
Whilethey aredoingthis exercise,
-edand -ingforn".s
neareachctherir,'ihe.r
encounter
dictionaries.
Directstudentsto the two setsof cartoonsand elicit what they
can seein eachone.Pointout that in eachset,one cartoon
focuseson the personshowing how they feel.The caption
In the other cartoons,the captionbeginsIt's
beginsHe's/She's.
and this relatesto the causeof the feeling.
Elicit which word matcheswith which cartoon.and ask
studentsto spellthe word beforeyou acceptthe answer.
Completethe rules togetheras a class.
2 disgusted 3 terrifying 1 terrified 4 disgusting
Rules:-ed,-fng
Direct studentsto the definitions in exercise5 and point out
how somethingandJeelingrelateto the -ed and -ing endings.
Tell studentsthat the sentencesin the exerciseare about the
four peoplein What'syour ideaoffun? Ask studentsto read
sentencesr-4 and to ignorethe blanks.Checkvocabulary.Do
the first item togetheras a class,askstudentsto sayifthe word
in the blank is about the person'sfeeling,or the causeof the
feeling.Monitor and help as necessaryas studentscontinue
individually. Checkanswers.
fascinating
1 terrified 2 exciting,embarrassed3 disgusted,
4 satisfled,bored
Extra help
using -ed and -ing
Ask studentsto rewrite the sentences,
adiectivesto describetheir own feelinss.

G Pronunciation
9

-ed endings

Direct studentsto the phonetictranscriptionsof the adjective-,

cd
Ask them to say eachone and to checkin their dictioniries.
Direct studentsto the pronunciationbox and the phonetic
symbols in each column. Explain that amazed is in the first
column because the -ed ending is ,dr

Ask studentsto put the other words into the correctcolumns

accordingto the pronunciationof the final -ed.Monitor and Tl
help as necessaryand elicit answersto write in three columruo,
on the board.Ask studentsto checktheir spelling
;I

Ask IMen is -ed pronounced iicll?(When the infinitive of the verl

ends in the letter I or d.)
^,
o
d bored t embarrassed icl excited, fascinated,
T
disgusted, interested
o
10 4A.1Playthe audio for students to listen and repeat. Give extra
U
practice as necessary.
S
Extra help
S
Remove the words from the board and number the columns
I
r-3. Say the words for students to say the number of the
column accordrngto the pronunciati,on of the ending. Studer:g l
continue testing a partner.
'
Extra plus
Wrlte the following pairs of words on the board: bored,bougi':: '
played, plate; stayed, state; weighed, weight; Iived, Iift. Ask
students to test a partner to see ifthey can pronounce and h.ee
the difference between the fina1 id, and rt:'sound.

BC Put it all together

11 Tell studentsthey will follow the instructions and write the

namesof different things on a pieceof paper.Put studentsintQ _
A/B pairs and direct thJm to thi appropriite Pairworksection.
t
Ask for volunteersto readthe exampleconversation.Encourag{
them to keepthe conversationgoing by asking and answeringj
more questions.Studentscontinuein pairs.
I
Studentperformance
I
Studentsshouldbe ableto give short explanations.
,
Youcan use this checklistto monitor and give feedbackor to
students'performance.
Cantent

givedetailintheiranswers?
Dostudents
exercise
4

Vocabulary

Dostudentshaveenoughadjectives
to describe
their
feelings?
exercise
5

pronounce
Pronuncirtion Dostudents
adjective
endings
clearly?
exercise
9
I can say how I feel about things.
Studentstick on my own if they have answeredmost of their
partner'squestionswithout looking at the lesson.Theytick with
somehelpif they have lookedat the vocabularyin exercises5 and
9 a coupleof times for help with vocabulary.
Early finishers
Studentsswapinstructionsand write their notesin a different
order.Theyaskand answeraboutthe activities.

Additionalmaterial
www.oup.com/elt/result
for extrapracticeactivities
for extrateacherresources
www.oup.com
/elt/teacher/result

T37 4A

lo

How to talk about music

]rientation

,- .:.is lesson,students will practise using comparatives and

-ntext
-:::-atives to exchangeopinions.
*::
:llustrated music quiz Are you into music?invites readers
": 1:.swer various questions to examine how much they enjoy
- -':c. The Answer Key on >>p.r27 provides scoresfor each of the
;-:'tions individually.
j:rguage

In this section,studentsreadfor detail to do a magazinequiz.

I

Studentsanswer the questionin pairs.Monitor and encourage

studentsto give details about the type of music,their favourite
singersand composers,
where and when they listen to it. Ask
for volunteersto tell the classabout their partner.

Direct studentslo Areyou into music?on >>p.38and askthem

to look at the title, pictures and the introduction to decide
what the quiz is about (how muchpeopleenjoymusrc/.Elicit or
explain that to be into meansinterestedin or enthusiastic
about.
Ask studentsto do the quiz. Tell them to guessthe general
meaning of new words in the quiz, and remind them that they
will look at the vocabularvin more detail in the next section.

Foo.rs
grammar comparative
andsuperlative
Theguitaris
sentences:
cheaperthan the piano.,Thebestinstrument,Themost
popularcomposer.
Eocuswords

comparative
andsuperlative
adjectives
andadverbs:
good,
better,best;easy,moreeasily,mosteasily
quantifiers:a bit, a lot,far,slightly,much
eventsandvenues:
c/u| concertholl,stadium
instruments
andmusicians:
boss,
cello,composer,
drummer,
guita rist,keyboo
rd,recorder,saxophone,
violin
musicproducts:CD,iPod,headphones,
MP3player,records,
speakers,
stereosystem,tapes
stylesof music:classical,
country,jazz,operz,pop,rap,
reggae,rock

lecognition
uabulary

words:autograph,conduct,entertainment,
fan, massive,
noise,obsessed,
podcast,symphony,
track,venue
phrases:
oirguitar,tapyourfeet
words:boring,conven
ient,interested,
internet,invented,
souvenir

lrycled
tnSuage

Teaching tip
Comprehension
ofthe text doesnot dependon pre-teaching
vocabulary.Readingthe music-related
wordsin contextwill
remind studentsof wordsthey may alreadyknow passively.
3 Put studentsinto pairs and direct them to Ihe AnswerKey on
>>p.r27.Ask studentsto readthrough the instructions and
checkthey understandthat there are different instructions for
different questions.
Ask questionsto help them guessnew vocabularyin context,
e.g.write the word obsessed
on the board and ask What type
of word is it: noun,verb,or adjective?
Doesit describea feeling or
thecauseofthefeeling?Is it positiveor negative?
Canyouthinkof
anotherword to replaceit?

Pronunciation comparative
-er4B.1

Ask studentsto swap booksand calculateeachother'sscore

and readthe result to their partner.Monitor and help as
necessaryasking studentsifthey agreedwith the resultsand
encouragingthem to comment.Ask volunteersto tell the class
about their resultsand if they agreewith them.

-anguage note
-- n t e s l t a 'i a r- r n d
'. r: . i
l - r: -:
..
'l h c r n m na r:*-\/p
'- : L\ .
1 . ;e l
r ,< r r l l > hl e e i fh
p h, lnning(
. , t .r *...---'S
..
-

-. nhreccc
Pr"d)rr

nn
utt

nlA
cnnn
uru rurty

Readand respond

. h
'
uL
^" u urq-.' >Lttgc.

: j like an oldersongot a b[ggerstage

ird product
:. Put it all together,studentsexchangeopinions about arts and
.:.:ertainment.Studentshavelistenedto two peopledoing a
:-:r.ilaractivity in audioscript48.2.

Preparation
l:.:nk about one or two well-known or local singers or pieces
-. :nusic for the different types of music if you want to do the
';irmer. Look at Pairwork 48, Music >> p.128 so you can help
:::dents with exerciser4, if necessary.Take dictionaries to class
: recessary.

Warmer
l:am game. Write the following types of music on the board:
: assical,country, pop, jazz, opera, rap, rock. Put students into small
::ams and set a time limit of about three minutes for them to
of as many examples as they can. Elicit examples for the
-'Jerent types and ask the class if they agree.Award one point for
-.:nk
:::h acceptableanswer.
't;!ite
How to talk about music on the board.

!
4

Vocabulary music
Ask studentsto readitems r-6 and checkvocabulary.Do the
first item as a classto demonstratethe activity. Readthe flrst
item and ask studentsto identify key words to help them find
the answer (song,instrument).Tellstudentsto look over the
quiz again to identify the generaltopic of the question.Point
out that sometimes,as in this case,it might be easierto decide
in which questionsthey won't find the answer,e.g.questions
t, 3, 6, 8. Now ask studentsto readthe other questionsand
answersmore carefully to flnd the answer.
Monitor as studentscontinue individually, helping them locate
the parts of the text where they might f,nd the answer.Ask for
volunteersto give answersand saythe questionnumber in the
quiz where they found it. Model pronunciationas necessary.
2 symphony 3 track 4 conduct 5 autograph 6 venue
Extra help
Beforestudentsdo the quiz,askthem to matchthe following
topicsand questions.
This will help them locatethe places
wherethey might find the answersmore quickiy.Peopleand
what they do (Q,placesto listento music(8),typesof listening
materials(z),stylesof music(7),waysoJlisteningto music(t),
travellingand listening(g),movingto musicQ),instruments(1,
whatpeoplecollect(6).

T38

Go through the instructions and items 1-4, checking

vocabulary.Elicit one more examplefor eachcategorybefore
studentscontinue individually. Monitor and help as necessary.
Nominate studentsto give examples.Ask studentsto add more
words to the lists or set this task for homework.

C Grammar comparatives and superlatives

In this section.studentspredict the main ideasin a conversation

beforelistening to check.
11 Tell studentsthat they will listen to a conversationin which
two peoplecompareCDsand MP3players.Checkstudents
understandwhat eachthing is and put them in pairs to list
somegood and bad points. Ask for suggestionsaround the class
and write somenotes on the board.
12 48.2Readthe instructions and play the audio.Remind students
to think about a topic beforethey listen, as this will help them
be more effectivelisteners.

5 Direct studentsto question5 in Areyou into music?to remind

is
studentsof the conceptand form. Ask Which sentence
comparingone thing with another?Comparingone thing with all
How
othersof the sametype?How do you make the comparative?
do you makethe superlative?

13 Readthe instructions and direct studentsto the table.Check

any new vocabularyin the first column, e.g.iPod,speakers,
headphones.
Playthe audio and give studentstime to make
notes.Studentscan comparein pairs and listen a secondtime
if necessarybeforeyou go over answersas a class.

guitarist
instrumentsand musicians:composer,
country,jazz,opera,pop,rap
stylesof music:classical,
musicproducts:MP3player,records,tapes
eventsand venues:club,concerthall

tb

Readthe instructions and ask studentswhich instrument

they prefer.Theguitar or piano?Studentsreadthe text to check
vocabulary.Remindthem to ignorethe blanks.Monitor and
help as necessaryas studentscompletethe activity, making
a note of commonproblems.Go overanswersas a class,
clarifying any areasof difficulty and checkingthat students
rememberthe differencebetween adjectivesand adverbs.
2 smaller 3 more convenient 4 more easily 5 better
6 smaller 7 best 8 more clearly 9 cheaper
10moreconvenient 11mostpopular
7
8

Saythe adjectivesin the text for studentsto call out

comparativeor superlativeas a class.
Ask studentsto underline the words in the text in exercise6
and elicit the rules.
Rules:1 much,far, a lot 2 slightly,a bit

48.1Direct studentsto the pronunciationbox. Ask them to

readthe phrasesin both columns and say what the difference
is between them. (Thephrasesin columnA describeonething,
whereasthephrasesin columnB comparetwo things.)Readthe
instruction and play the audio for studentsto say A or B as a
class.Put studentsin pairs to test a partner. Monitor and give
positive feedbackfor clearpronunciation.
A , B A , B B , A B,A A,B

Extra help
Playthe audioa secondtime and askstudentsto write A or B.
Theychecktheir answersusing audioscript48.1on >>p.152to
identify any phraseswherethey didn't hearthe difference.Say
three phrasesfrom columnA and onefrom column B slightly
more slowlyto heip studentshearthe contrast.Repeatwith
three phrasesfrom columnB and onefrom columnA. Repeat
the activity with the audioand pauseafter eachpair to give
studentstime to reflect.
1O Readthe questionand give studentsone or two minute's
thinking time beforethey do the activity. Remindthem to use
the words and phrasesin exercise8. Put studentsinto pairs to
talk about which instrument they prefer.Monitor and go over
any repeatederrors at the end ofthe activity.

-: ;

l) Predict and listen for key words

{B

Andrea:prefersCDs,prefersstereosystem- more comfortable

- bettersound
listenrnpnreferssneakers
Jan:prefersMP3s;iPod- smaller,much better;headphones
you can play musicmoreloudly
Extra plus
Studentswrite the reasonsthe speakersgivefor not liking
somethingand iisten againto check.

BCD Put it all together

14 Direct studentsto Musicon >>p.rz8 and readthe instructions.
Monitor and help as necessarywith ideasas studentsmake
notes.Studentsdiscussthe topic in pairs or small groups.
Studentperformance
Studentsshouldbe ableto use short statementsto give andjustify
their opinions.
Youcan use this checklistto monitor and give feedbackor to assess
students'performance.
phrases
mostlyusecomparative
Dostudents
accurately?
exercise
8
of music
words?
5
Dostudents
usea variety
exercise
pronounce
thefinalsyllable
Dostudents
ona comparative
audibly?
exercise
10
adjective
I can talk about music.
Studentstick on my own if they have explainedtheir opinion usin;
their notes.They tick with somehelpif they have lookedat one or
two quiz questionsto help with vocabulary.
Early frnishers
Studentschooseanothertopicto discuss.Thevmake notesand
repeatthe activity.

Additionalmaterial
www.oup.com/elt/result
for extrapracticeactivities
for extrateacherresources
www.oup.com
lelt/teacher/result

How to compareand discusspreferences

",11
,

crrentation

fl

l:ntext
--. :ris lesson,students wiil practise using phrases to make and
-:::cnd to suggestions.

l'.rlture note
--;-+i^ -

iiit

:-L
n- . 1
LiL6r r s t l

nla, , .
PI dy >

.h
dtl

imn^rJ
llLtPUt

\nr
tdtt(

nayi
Pdlt

ri n
rL

n a l t l A n e <<

=:-:iled by a hesitant-soundingvoice.Often, the intonation

: .:rn in Erm, well,I don't know is enough to reject a suggestion
.:..rut causingoffence.(SeePronunciationbelow.)
lnguaSe

Focus
grammar comparing
with as:astastyas,isn'tasquickas,aren'tos
big as
adjectives:bright,busy,cheerful,generous,
elegant,
impressive,
popular,stylish,sweet,tosty
food and places:cafeteria,lndian,restaurant,
snack,tokeaway,three-course
meal,etc.

Focus
phrases expressinglikesand dislikes:obsolutelyadore,can'tstond,

lxtra plus
Studentsdo exercisez in sma1lgroups.

don't mind,hate,love,like,not too keenon

Recognition
rocabulary

lecycled
language

words:atmosphere,
chat,complain,desserttrolley,mild,
reasonable,
saladbar,skip,servings,
starters
phrases:bewarned,cookedto perfection,fullybooked,
highlyrecommended,
soveyour appetite,self-service,
small
charge,
undernewownership,
value
for money
words:big,cheop,
pleosant,
plenty,smoll,
expensive,frtendly,
traditional
phrases
for makingsuggestions:
iet'5,Shollwe .?,What
about...?,
Howobout...?,Whydon'twe..?

Pronunciationintonation:disagreeing
politely4C.2
ird product
-:. Put it all together,studentswork in small groupsto agree
placeto go to for dinner.Students'conversations
arebasedon
'
.idio script4C.3.

Warmer
',\'rite

the following foods on the board and ask students to put

-:.em in order according to whether they love or hate them: pizza,
,egetarianfood, traditional home cooking,giant-sizesteaks.Ask
ludents to find two people who share their opinions, one who
::a11yloves the same food, and another who really hates it. Write
:.umbers r-6 on the board and ask for a show of hands for foods
rrd how students feel about them. Write absolutelvadore for
: csition t and can't stand for position 6.
','.'rite
How to compare and discusspreferenceson the board.

Extra help
Write the foilowing phrasesin a jumbledorderon the board,
absolutely
adore,Iove,like,don'tmind,don't like,hate,can'tstand
Studentsplacethem in orderon a verticalline. Reviewverb
patternsas necessary.
Ask studentsto underline the phrasesfor expressinglikes and
dislikesin exerciser. Readthe instructions and example.Ask
studentsto use the expressionsto tell a partner what they like
and don't like about restaurantsand food. Monitor and help
with vocabulary and pronunciationas necessary.
Ask for volunteersto sharetheir opinionswith the class
for eachofthe statementsin exercise1.Encouragestudents
either to explain why or to give an exampleof when they
experiencedfood they liked and disliked.

Fn r

, : ' .ple,when a p elson refu s esan of t er or r ejec t sa s ugges t jon

' ch might be co nside redim pollt e) ,dis agr eem enris us ually

Focus
words

Vocabulary expressinglikes and dislikes Ask studentsto read statementsr-4 and checkvocabulary.Put
studentsinto pairs to discussthe statementsand monitor and
make a note of any problemswith the following phrases:can't
stand+ noun/gerund,don't mind what/gerund,absolutelyadore
+ noun/gerund,not too keenon + noun/gerund Contributeto
students'discussionsas you monitor.

l:.: illustrated magazine feature, RestaurantReviews,gives

--..:rmation about seven restaurants (the food, place, service, size,
::-:es and opening hours). The review Home SweetHome is a joke.
'

L<

Readfor detail

In this section,studentsread short reviews for gist to identify a

joke entry beforescanningfor detail.
3

Direct studentsto RestaurantReviewson >>p.4o and ask

them where they would find thesetexts. (A localnewspaper
supplementor a regularentertainmentguide) Put studentsinto
pairs and ask them to say how they would readthis type of
text if they were looking for somewhereto go for a meal at the
weekend.Ask for suggestions.(Theywould.probablylookquickly
at the informationin eachtext to decidewhichplacessounded
good beforereadingin detail)
Checkstudentsunderstandthe instructions and tell them to
look at eachtext quickly to find the joke review. Go over the
answer as a classand ask studentsto saywhat information in
the text helpedthem decide.
HomeSweetHome.Thetext describes
variousaspectsof
eating at home,for example,advantagessuch as favourite
recipes,no chargefor openingwine, no time limit on how long
you stay,and the disadvantage
of having to do the shopping.

Teaching tip
Students
oftenfail to usethe samereadingtechniques
they
usern their own languagewith differenttext types.Pointing
out that they shouldchooseappropriateways to readtexts
accordrngto drfferenttypeswill help improvestudents'success
and confidence
in reading.
4 Go through the instructions and checkstudentsunderstand
that they shouldfind two examplesfor eachperson(what they
would and wouldn't like).Go through the examplewith the
classto demonstratethe activity and explain that students
will scanthe reviews for the key words from exerciser. Ask
studentsto find the restaurantwhich Johnwould like, ones
which are arent busy or noisy.(CaJd
Paradisoin the evening)

T40

Point out that there might be more than one possibleplace,

and that studentscan use the symbolsunder eachreview to
find out more information about the places.In pairs, students
continue the activity. Monitor and help as necessary.Nominate
different studentsto give answersand seeifthe classagrees.
Johnwould \ke CafdParadisoin the evening,TheRedLion;
wouldn't like TheChestnutor El Paso.
Aii would like TheRedLion,EIPaso:shewouldn't Iike Chez
Dominique.
Suewould like CafdParadiso,shewouldn't like the others.
Dickwouldn't llke BombayPalace.
Ask studentsto read sentencesr-7 and checkvocabulary.
Point out that studentsshould only use Doesn'tsayif there
is no information given in the review.Monitor and help as
Ask for volunteersto give answersand elicit reasons
necessary.
why a statementis true or false.Checkstudentsunderstand
vocabularyas you go over the reasons.
2 True.Theyare often fully booked. 3 False.Thewaitresses
like to stopand chat. 4 Doesn'tsay. 5 False.Youshouldn't
skipthe starters. 6 True.Thestaff are frtendly. 7 Doesnt say

Grammar comparing with 4s

?
rL
6

1l Readthe instructions and the phrasesfor making suggestions.

Direct studentsto audio script 4C.1on >>p.152to underline the
phrases.Checkanswersas a class.
t2 4C.2Readthe instructions.Explainthat, in English,speakers
use intonation to soundpolite,especiallywhen they rejecta
suggestionmade by another person.Direct studentsto the face
icons and the intonation contoursfor eachone.Playthe audio
and pauseafter eachphrasefor studentsto hear the intonation
pattern. Playthe audio a secondtime for studentsto repeat
eachphrase,encouragingthem to copythe pattern. Giveextra
practiceas necessary.
13 4C.l Go through the instructions and checkstudents
understandthe activity. Ask studentsto listen and identify the
tone of voice.PIaythe audio,pausingafter eachconversation
for studentsto call out the answer as a class.PIaythe audio a
secondtime if necessary.
1 disagree 2 agree 3 agree 4 disagree
Extra help
Playthe audioagair.frr studentsto repeatthe melodyat the
e n d o f e a c h c o f l V e r 'd t r o r 1 .

Readthe instructions and ask studentsto flnd the first

Ask studentsto read
examplein the reviews (CafParadiso).
items z-9 and checkvocabulary.Monitor and help as students
continuethe activity individually. Ask for volunteersto say in
which review they found the information when they give the
answers.Monitor answersfor accuracy.
2 astasty as 3 isn't as quickas 4 asbig as 5 aren'tasbig as
6 as pleasantas 7 as hot as 8 isn't as expensiveas
9 as long as

full of children TheOld Peking:Sarahisn't too

Caf6Paradiso:
keenon Chinesefood TheBombayPalace:Tomisn't sure
(but doesn'tsaywhy) ChezDominique:too expensive

Readthe instructions.Ask studentsto read sentencesr and

Write the
z and the options.Checkvocabularyas necessary.
sentenceson the boardwhile studentsanswer the questions
individually. Go through the answerswith the class.
1b 2b

Extra help
similar
Ask studentsto makepositiveand negativesentences
to thoseon the boardto comparetwo restautantsusingthese
small,expensivebusy,noisy.Givethe following
adjectives:
example:Theold Pekingis as smallas TheBombayPalace.
8 Go through the instructions and items 1-4 and check
vocabulary.Studentscontinuethe activity in pairs. Give
positivefeedbackfor accurateor creativecomparisons.

Extra activity
Students take turn to test a partner by humming the tone.
The partner says if they are agreeing or disagreeing.

BCD Put it all together

14 Readthe instructions and checkstudentsunderstandthe

on
activity. Suggeststudentslook again atRestaurantReviews
>>p.4o for ideas,if necessary.
15 Put studentsinto small groupsand readthe instructions.Ask
two studentsto readthe exampleand invite a third student
to agreeor disagreewith B'sopinion. Studentscontinue.At
the end ofthe activity, seewhich restaurantsstudentshave
decidedto go to.

Studentperformance
Studentsshouldbe ableto give short explanations.
You can use this checklistto monitor and give feedbackor to assess
students'performance.

exercise
8
of adjectives?
usea variety
Dostudents

information
f,l Listen for specific
In this section,studentslisten to a conversationbetween friends
for key words and specif,cinformation.
I 4c.1Readthrough the instructions and ask studentshow
they are going to listen. ?o everywordorfor the namesof the
(Namesof restaurantsJ
Tell studentsto tick the
restaurants?
placesthey hear.Playthe audio.
Caf6Paradiso TheOld Peking TheBombayPalace
ChezDominique The Chestnut
10 Go throughthe instructions and checkstudentsunderstand
the activity. PIaythe audio again. Studentscan compare
answersin pairs and listen again if necessary.Checkanswers.

T4l 4C

I can compare and discuss preferences.

Students tick on my own if they have explained their point of
views using their notes. They tick with some help if they have
looked at the phrases in exercise12once or twice.
Early finishers
Tell students that the restaurant they have chosen is fully booke:
They repeat the activity to agree another place to go.

Additionalmaterial
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for extrateacherre5ources
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/elt/teacher/result

How to explain what a film is about

frientation

Readthe instructions and put studentsinto pairs to do the

activity. Tell studentsthat they can use the namesof the
film in their own languageor explain what it's about.Ask for
volunteersto tell the class.
Direct studentsto Typesofflm and the postersin Hisflm or
herfiIm? on >>p.42.Seeif studentsknow the namesof the
fllms in the posters(seeContextopposite/.
Studentscontinuethe activity in pairs.Encouragethem to use
their dictionariesif necessary.Monitor and make a note of
any problempronunciationof the words in TypesoffiIm. Go
through eachposter,eliciting the answer.Model and help with
pronunciationas necessary.

- ::.rs lesson,students will practise using defining relative clauses

-:ltext
': :--,'einformation about a film (without mentioning the name).
-- = :.lm posters in His
flm or herflm? on >>p.42 are: 1 The Queen
. ;'!nrix 3 The Lord of the Rings 4 Mr Bean 5 Mission Impossible III
: ;,l1mma Mia! 7 Bridgetlones' Diary. They illustrate the vocabulary
-- -7pes of flm.
; ,-;iers' Reviewshas three different reviews and star ratings of the
..::.e film, Bridget lones.
inguage

Fcusgrammar subjectandobjectdefiningrelative
clauses:
a womanwho
isunhappy,thingsthat happento women,a mon (who)she
goesout with,a situatton(thot)sheisin
iocuswords

1 drama 2 scienceflction 3 fantasy 4 comedy 5 action

6 music 7 romance

films:action,comedy,
drama,fantasy,musical,romance,
science
fction
dialogue.
others:oction,attracttve,brilliant,character,classic,
ps,plot,
emotton,excitement,
f ghting,literature,relationshi
situations.
speed

lecognition
rccabulary

words:
selfsh
phrases:
good,identifywith,goesout
chickflicks,feeling
with

fecycled
enSuaSe

ng, entertaining,fu nny,love

words:boring,embar rassi
ohrases:
can'tstand.don'tlike

Extra help
Saythe numberof a posterfor studentsas a :-assto callout
the film type.
Extra plus
In palrs,studentssaythe posternumberand g::-.:: Their
partnerrepeatsif the informationis correctancisla-vssilentif
it lsn't.
Draw two columns on the board,labelledmen andwomen.
Readthe instructions and askfor the most popular type of
film for men and women. Do not comment at this stage.Ask
studentsto write their own lists in order of popularity.Put
studentsinto pairs or small groupsto comparetheir lists.

ird product
: ->utit all together,students work in pairs and give a description
:: a film: the characters and action. The description is based on the
-:.{s ln Readers'Reviews
on >>p.42.

resultson >>p.128.Givethem time

Direct studentsto Research
to comparetheir lists with the researchflndings and ask for
commentsabout similarities and differencesaround the ciass.

Preparation
.:.:nk of the names of recent films your students will be familiar
,,-::hfor Ihe Warmer and exerciser. If you have newspaper or
-.agazine adverts of some latest releases,you could use these for
':: Warmer.ReadResearchresulfson )) p.rz8 so vou are familiar
,,,--:hthem for exercise4.

Warmer

tisten to a radio programme

In this section, students discuss the topic and anticipate what they
expect to hear, before listening to a radio interview.
5

Read the instructions and ask students to check vocabulary

in their dictionaries if they need to. Monitor and help as
necessary. Go through each item as a class, asking for a show of
hands. If students are not sure or do not agree, encourage them
to explain why.

DJ Explain that a team of university professors researched

this topic in the r99os. Point out that the radio interview is
mainly about women's films, but they do talk a little bit about
what men prefer. Play the audio for students to tick the words
they hear.

,'i:ite the names of some different types of recent national and

,--.:ernationalfilms on the board and ask for a show of hands to see
,',':.ohas seen them, plans to see them, or definitely doesn't want
:: seethem. Encouragestudents to say why or why not.
::.courage students to give their reasons,and help them get their
,:eas across,supplying vocabulary as necessary.Do not overcorrect
::: accuracy at this stage.
','i:ite
How to explain what a flm is about on the board.

Vocabulary films

/ relationships dialogue action

attractive

men

Extra help
If necessary,pause the audio after each question to give
students time to make notes.
Teaching tip
Point out that when we listen to the radio in our own
langtrage,we usually have an idea of the type of information
we will hear. Tell students that thinking about a topic before
they listen will help them understand peoplespeakingEnglish.

T42

Go through the instructions and ask students to read questions

r-4. Checkvocabulary as necessary.Play the audio for students
to listen and make notes.Ask students to compareanswers and
play the audio a secondtime if necessary.Nominate students
to give answers and seeif the classagrees.

12 Readthe instructions. Ask students to read sentencesr-7 and to

tell you the name of the film (Bridgetlones).Checkvocabulary.
Do item r as a classto demonstratethe activity. Monitor and
help as necessary.Put students into pairs to compareanswers
before checking as a class.

1 They focus on peopleand dialogues.

2 a They are fllms which have women as the main characters
and women can identify with.
b The men women find attractive.
c An exampleof a fllm from classicliterature.
3 No,there are too few women'sfilms.
4 Sheprefersreadingbooks.

As you go over answers,point out how the subjectsand objects

referred to by the relative pronouns are very general,e.g.the
guy, a situation, the actress,everything, the guy, the actor, and
these are typical topics we use to talk about films.

Extra activity
:clld listento c: reacithe text again.Theyteil a
Strrderrts
ot
partnerif t,revaliee r''it;- -iin:t lna'.vs cpirrionar,dsavvr,'hy
\,\,'nyr.Cr.
Direct studentsto the film posterson >>p.42.In pairs or smali
groups,students discusswhich of the film postersare women's
films. Monitor and help with ideas,encouragingstudents to
give examplesand extra details. Monitor for use of defining
relative clausesbut do not correct for accuracyat this stage.
Ask for a spokespersonfrom each group to report their ideas
to the classand encourageother to expressagreementor
disagreement.

defining relative clauses

C Grammar
Reviews
on >>p.42.Ask studentsto
Direct studentsto Readers'
say what they think the writer's opinion is from the titles and
symbols.Studentsreadthe reviews.Answer item r together
as a class.(Bridgetlones.JPut students into pairs to answer the
questions.Monitor and help with vocabuiaryin the texts as
necessary.
Go through eachofthe questionsin turn, askingfor
volunteersto sharetheir answerswith the class.
1 BridgetJones'Diary 2 Student'sown answers.
3 Suggested
answers:text 1 female;text 2 male; text 3 either

10 Ask studentsto underline the relative pronouns in the text and

go through the rules together as a class.
Rules:that which who
11 Direct students to the pictures and read the sentences.Ask
students what the verb is in the words in red. Write like on the
board. Do items r-z and completethe rule together as a class.
1 d 2Rule: objec t
lxtra hclp
a-d, encouragLrgstudenti to tui. phrase:rth;r:h
Drili serLtenres
inc lr r d e t h e r e l a t i v p n :o n o :r n to p ^ th e r tr , so ' r itd fl' r :n t.

Extre activity
Drarv tlrree coluinns on the b.ra.rd,labeilerl v'th:',that, ar.d
lrhrch. Ask stuients tc lcok again at Readers'Reviets and rr.a!.e
a notc :f generai sut.rectsand obje:ls rn oach cclu:,rn. (Who = a
sLaclet1o,n6n, a. \ucman, one guy, another rJd'i,6.nEnglish womcn:
d r1at1:That = things, the cctress,a ilm; \;h:ch = situction, f-irns )
P:ttt cut that all the a'crds are general.They dc not tell us
:::::tj'.",vhlch l',rcrlan. 11an.irin'.,etc. thLeu"'rlieris tllking
r--:'-:". Ask siudents ',vtLichrelative pronouns car..be cmitted.
l.t,- - s:aLc,tiontlwht:n) the'aitrnait Text 3: mar. (whrtt she.)

Pronounscan be cut from sentences3. 5.6.

Extra hclp
rrsk studentsto think of their favo:lrite nlms and to rvrite
sentencessrr.ilar tc ihc:e in eretctserz about a woinan, an
actcr,and a situatj.cnrr;rn8 reiatil-epror.ouns.}"lcnito: anCr.s . 1 , l e a e s s 2 r V A s k s t U . _ e ; t t tSC l e a i t n C t : S e n t"r '"t"q toa n a n r p
Ti^.epartnel guessesthe nin.
Extra pLul
.,rrite a short paragraph s:mrlar Loone of lhe Readers
StLrden+s
Revieil,.ron >> r!.42 Tl'.e'.'read their paragraph tc tl'.e group or:
class.The ctr.ers gu:s! ine ilr..

BC Put it all together

13 Go through the instructions and monitor and help with ideas
as necessary.Tell students not to use the names of people or
places,and to use vocabulary f.rom Typesof fiIm. Direct them to
Readers'Reviews
and the sentencesin exercise12for ideas.
14 Put students into pairs and checkthey understand the activity.
Readthe beginning of the opening sentenceand remind
students to use relative pronouns so their partner doesn'tfind
out the name of the film too easily.Give students a little more
thinking or rehearsaltime if necessary.
Studentscompletethe activity in pairs. Checkthey swap roles.
Tell students that if they can't guessthe film, they can ask
their partner questions,e.g.IUhat3 the name of the actor who
livesin ...?
Student performance
Studentsshould be able to give a short description.
You can use this checklistto monitor and give feedbackor to assess
students'performance.
giveenough
information
aboutthefilm?
Dostudents
9
exercise
pronouns
mostlyusedefining
relative
whoand
Dostudents
exercise
12
whichaccurately?
haveenough
vocabulary
to talkabouta film?
Dostudents
exercises
1,5
I can explain what a film is about.
Studentstick on my own if they have describedtheir film using
their notes.They tick with somehelp if they have looked at TypesoJ
flm and sentencesa-d in exercise11once or twice for help.
Eerly finishers
Studentsrepcatthe i'clr- .ty'arilh a tirffere;rtnlrr,.Tl.eyhaverc '.,.
f;ve relative nionriunslrr iheir d:scrip-.iorrs.

Additionalmaterial
for extrapracticeactivities
www.oup.com/elt/result
fo; extrateacherresources
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/eltlteacher/result

-r; s

1 informationout of order:It's a veryfrighteningflm... (should

be in paragraph3) 2 irrelevant / unnecessarydeIail: the DVD
wasverycheap;theDVDshop 3 pronoun,or the + noun:
paragraph1:'Jaws'- the film paragraph2: the girl - her
paragraph3:the shark- it

Orientation
Sqrtext and Language
:,'Jris lesson,studentsanalyse,write, and review a descriptionof
i jlm or book.
kview

thedefinite
article

sd

words:amusing,
cheop,
comedy,
frightening,
funny,horror,
setting, spiders,tenifying
grammat-edond-ingadjectives
relevznt,
words:deadly,keycharocters,
spoils
phrases:
takesover
- thefilm
Arachnophobio
substitution
to avoidrepetition:

hguage
tognition
brguage
Ecourse

Iad product
:- Put it aII togethel students write a description of a film or book
know. After reviewing a first fuaft for organization and a second
-y grammar and spelling,partnerscommenton the description.
:-

Direct studentsto the paragraphstructure in exercisez and

put them into pairs to checkto seeif there is any information
missing.Go through eachof the points in turn, and ask for
examplesfrom the text (the main actors,
final opinion).
Tell studentsto write a better version ofthe text, using the
structure in exercisez and their notesfrom exercise6. Put
studentsinto pairs to comparetheir version and to say why
they think it's betterthan the text in exercise6.

C Getting ideasto write about

In this section,studentsfocus on text organizationand grammar.
8

Go through the instructions and tell studentsto look back at

lesson4D for ideas.Point out that the flrst thing to do is to get
their ideason paper.Explainthat it's more difhcult to make
changesto organizationthan grammar and vocabularyoncea
text has beenwritten. Monitor and help with ideasas necessary.

Put studentsinto pairs to read their texts aloud.Ask the

student listening to say ifthe text is easyto follow and
understand.Monitor and contribute to students'discussions.

Warmer
A'nte film types from 4D on the board.In pairs, studentschoose
:-ro and write associatedvocabulary.Go through eachone
.-:citing examples.Studentsreadthe vocabulary,the clas*guesses
-:e film type.
A-riteHow to write a descriptionof afiIm or bookon the board.

1[ Readandorder
:. this section,studentsanalysecontent and coherencein a film
:cription.
1. Direct studentsto the picture.They discussthe questionin pairs.
Ask for a spokesperson
from eachpair to report their opinions.
I

Gothrough the instructions and the paragraphstructure.

Checkvocabulary.Ask studentsto readthe sentencesfrom the
description.Studentsdo the activity in pairs, remind them to
ignorethe highlighted words. Checkanswers.
2 lt's a comedy... 3 leff Daniels.. 4 He plays...
5 When the old doctor... 6 However,his patients...
7 Themost frightening ... 8 I nearly... 9 But the fllm is ...

Readthe instructions and go through the exampleas a class.

Studentscomparein pairs beforeyou checkanswersas a class.
Ask why the writer has not repeatedthe same words. (The
writer and readerboth know what is beingtalkedabout so the
topicsdon't needto be written in JUIIagain)
He = JeffDaniels the fllm = Arachnophobia
the old doctor= DoctorMetcalf lt's = Arachnophobia
Readthe instructions and ask studentsto read sentencesr-4.
Checkvocabulary.Direct studentsto reasonsa-d. Go through
eachone in turn to checkunderstanding.Do the first sentence
together as a classto demonstratethe activity. Students
continue individually. Checkanswers.
1 b .d 2 b. c 3d 4a. c

Contentand organization

:. this section,students sequencea descriptionaccordingto a

'-:ree-paragraphstructure.
I Readthrough the instructions and items r-3. In pairs, students
continue the activity. Checkanswers.Readthe modified text
aloud,so studentscan hear how coherentand logically
orderedit is.

BC Put it all together

1O Readthe instructions to the class.Suggeststudentswrite
numbers next to the sentencesto show the orderthev want to
use when they rewrite their text.
11 Ask studentsto checktheir grammar and spelling, and to
checkthey have used pronounsand the + noun to refer back.
Encouragestudentsto use symbolsfor any mistakes.
12 Studentsswap descriptionsand say if they would like to see
the fiim or readthe book.
Student performance
Studentsshould be ableto producea short descriptionof 9o words.
You can use this checklistto monitor and give feedbackor to assess
students'performance.
Content

Have
students
included
themainooints?

theirwritinglogically?
organized
Organization Havestudents
Cohereme

referred
correctlv?
Havestudents
backto nouns

I can write a description of a film or book.

Studentstick on my own if they are happy with their description
after they have reviewed it for organizationand accuracy.They
can tick with somehelpif they would Iike to make one or two more
changesafter doing exerciserz.
Early finirhers
'r;rte a flnal draft of their text for display.
Stucients

Additionalmaterial
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for extrateacherresources
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4E rM

Warmer
Rememberthe questions
Put studentsinto small teamsto write as many questionsas they
can using the words below.Seta three-minutetime limit.
what, is,are,your, meal,why, does,idea, not, her,out, watching, shall,
don't,you, oJ make,his,try, into, we,about, music,or, something,film,
move,a, different,go,for, where,Jun.
Studentscan usethe words as many times as they want. Givea
student from eachteam a turn to say a question.Ask the classto
decideif the questionis correct.If it is, award two points.If it isn't,
award a point to the first team to correctthe question.
Suggestedanswers
What is your ldeaof fun? Are you into music? Doesmusic
make you move? Why not try somethingdifferent? His fllm
or her film? What about watching a film? Why don't we
try somethingdifferent? Shallwe go out for a meal? Where
shallwe go?

Grammar

Set-up:Go through the exampleand checkstudentsunderstand

the activity.
2 boring;bored 3 excited;exciting 4 disgustir,q:
d^sg::srec
Follow-up:Ask students,in pairs or small groups,to write five
questionsfor a suwey calledWhat'syour ideaoffun? The questions
are basedon the activities in lessonsA-D. Studentsinterview four
or five others and seewho likes and dislikesthe samethings.
and superlatives-1Bexercise6
2 Comparatives
Warm-up:Ask Cinema,theatre,or concert?Ask studentswhich they
prefer and why.
Set-up:Go through the instructions and the example.Xxplainthat
studentschooseone ofthe topicsafter the list ofthings.
answers
Suggested
2 Instant coffeeis a bit easrerto make./ Realcoffeetastesmuch
betterthan instant coffee.
3 Reggaeis much betterto danceto. / Rockis far moreexciting.
4 Seeingfilms on DVDis a lot cheaperand moreconvenient.
5 A weekendbreakin the city is much morerelaxing.
6 An email is much cheaperto send./ A text message
is a bit
quickerto write.
7 Cardsare slightlyeasierto learn./ A gameof cardsis played
morequicklythan a gameof chess.
Follow-up:Studentschoosetopicsfrom Unit 4 and askfor a
partner'sopinion. They must useslightly,much,far, a bit, or a lot in
their answers.
Comparingwith as 4C exercise6

Warm-up:Wfite Saxophone
or recorder?
on the board and ask
studentsto make sentencesabout the two instruments with as.
Set-up:Ask studentsto readitems z-4 and underline the nouns
that are being compared.
2 A hamburgerisn't as expensiveas a steak.
3 Driving isn't as goodfor you as cycling.
4 Foikmusicisn't as complicatedas classicaimusic.

T45 n{

Defining relative clauses4D exercise12

Warm-up:Readthe first part of the sentencesin exerciserz,

>>p.43,pausingbeforethe relative pronoun for the classto say
which word comesnext. Direct studentsto exercisero, >>p.43to
reviseif necessary.
Set-up:Ask studentsto readsentencesr-4. Ask for the name of the
fim. (Titanic)
2 They'reon a shipthat's crossingthe Atlantic.
3 He meetsa woman who can seethe future.
4 Theysayhe'll nevermarry the girl he loves.
Follow-up:In pairs, studentswrite four setsof sentencesabout a
film. Pairsswap sentencesand join them together.They guessthe
name of the fllm.

!
5

-ed and -ing adjectives 4A exercise5

Warm-up:Reada few of the definitions from exercise5 on >>p.3Z
and elicit -ed and -ing adjectives.
|

Follow-up:In pairs, studentschoosetwo items and write

comparativesentences.
They swap items with another pair, and
write sentences.
At the end of the activity, they comparesentencer

Vocabulary
Music 48 exercises
4, 5

Warm-up:Seta two-minute time limit for studentsto write as

many words as they can connectedwith the theme music.They
look back at lesson48 and checkspellings.
Set-up:Readthe instructions and ask studentsto readthe clues.
Checkvocabulary as necessary.
2 cirummer 3 musiclan 4 saxophone 5 keyboard
6 composer7 guitarlst 8 track 9 stadium
Hiddenword:orchestra
Follow-up:In pairs,studentsusetheir dictionariesto write clues
for five more words connectedwith music.They swap clueswith a
partner and seewhich pair can find the answersfirst.
6 Expressinglikes and dislikes 4C exercises1,8
Warm-up: Write the following words on the board for students to
make phrasesthey could use to talk about likes and dislikes:not,
absolutely,
can't,too, don't,keen,stand,mind,adore,on. Students
look back at lesson4C,exerciser to checktheir answers.
Setup: Gothrough the examplewith the class.
2 not too keenon 3 absolutelvadore 4 can'tstand
5 don't mind
Follow-up:Studentschoosea restaurantfromRestaurantReviewson
>>p.4o and have conversationswith othersin the classto seehow
many peoplethey can get to go to dinner with them.
7

Films 4D exercise2

Warm-up:Saythe namesof different films for studentsto call out

the type. Usethe flms on >>p.42 or local films your studentsare
likely to know.
Set-up:Go through the examplewith the class.
2 sciencefiction 3 fantasv 4 musical 5 action 6 drama
7 comedy
Follow-up:Studentswrite sometrue sentencesabout their own
opinions of the films, without mentioning the type. They swap
sentenceswith a partner and guessthe flm types.
Early finishers
Studentsreview the unit and make a list of adjectivesthey want
to remember.Theywrite a sentencefor eachone.

How to talk about countries and governments

lrientation
I ::.text
' ::.s lesson,students will practise using politics vocabulary to
. r ieout their own country.
- -.
-..ustrated article, Symbolsof Power,describessymbols that are
'-.:ron to many countries. The photos show: I casting a vote in a
. - :oarent ballot box z directionsleft and right (symbolsfor political
'..cns) 3 a United Nations soldierwith a light blue beret 4 a poster
, -.1people to vote 'green'(for the environment) 5 the Parthenon,
.'.::e 6 soviet-stylebuilding inWarsaw 7 star symbols (onflags and
. =:n) 8 a lion statue 9 an eagleon aflag.
- -::jitict phonetic transcriptions of key vocabulary rs given.

f,

In this section,studentsread an article for specificinformation

beforefocussingon vocabulary.
I

the passive:
areusedas.waschosen

:xus words

politicscapital, conservative,
democrocy,
elections,
head
of state,national,political,prestdent,
represent,
republic,
socialist,UnitedNations

ixognition
,ccabulary

5A.4

Readthe instructions and set a short time limit to encourage

studentsto scanthe article.Tell them to continue individually
and to ignore any unknown vocabulary.Put studentsinto pairs
to exchangeinformation and monitor for pronunciation.
Ask studentsto chooseone fact they know, and one they don't.
Nominate studentsto tell the classand help them get their
ideasacross.Do not overcorrectfor accuracv.Monitor and make
a note of vocabularyin Politfcson >>p.46 which might need
extra pronunciationwork in sectionB.

words:ancient,ballotbox,elect,electronic,
enemy,
environment,headquarters,honesty,impressive,
massive,
military,protective,represent,
strength,transparent,vehicles,
vote
phrases;left/right wing,peacekeeping
forces
capitallettersfor propernouns(names,
countries)
thebeforegeographical
names

;ecycled
anguage
)'onunciation the:thepresident , theEnglish

Direct studentsto the photos on >>p.46,the title, and sub-titles

in Symbolsof Power.Inpairs, studentstalk about what they
can seein the photos.Monitor and help as necessary.Elicit
information around the classabout eachphoto.
SeeContextfor answers.

-::.8uage
:ccusgrammar theor noarticlein namesof institutions
.'eYrew
E-ammar

Read for specific information

Ask studentsto read sentencesr-6 carefully and checknew

vocabulary.Do item one together,eliciting the reasonwhy the
answer is false.(Thetext saysmany ballot boxesaretransparent,
implyingsomearen't.)Monitorand help as necessaryas
studentscontinue individually. Checkanswersas a class.
2 False.(Theywere usedafter the FrenchRevolutionin 1789.)
3 True. 4 True. 5 False.(Thestarsrepresentmembernations.)
6 True.

1:.d product
- .:'"itit alltogether,studentsgive a short presenta:rontc a pa:::.e:
,::.rt politics in their own country or one they know about They
' .'.'e previously rehearsedthe presentation and use therr notes.

?reparation
-::v the place names from exercise 8, lesson zA onto the board
.::re students arrive if you want to do the Warmer.Think about
- rssroom organization for the group work activity in exercise7.
-:--ect answers for different countries to the questions on >> p.rz8
-': :xercise 16 if you feel your studentswill need extra help.

Readthe lnstructionsand meaningsr-4 with the class.Eiicitor

explainthat the questionsask aboutword class,e.g.educate(v),
education(n).Write the wordson the boardto show students
that thinking aboutthe type of word and its relationshipto
anotheris a useful strategyfor guessingmeaning.
Do the first item togetherto demonstratethe activity. Monitor
and help as studentscontinue individually. Ask for volunteers
to give answersand to spellthe new word. Write the answers
on the board beforestudentsfind them in the text.
2 symbolism 3 protective 4 ancient 5 strength

iVarmer

Extra activity
In pairs,studentsfind and underlineother relatedwords,e.g.
- transparency.
transparent
Encourage
them to guessmeanings,
using their existing knowledgeand the context.Studentscan
checkin a dictionaryfor homework.

-:rrn game. Direct students to the names of places on the board

:: Preparation).Put students into small teams to decide if the
.::graphical names need the definite article. Glve one point for
-::ect answers and award another point if teams can give you an
fact about the places.
- '..:a
':--ie
How to talk about countriesand qovernmentson the board.

Teaching tip
Studentsoften believe a text is too diffcult for them to read
when they come acrossa word they don't know, even in their
own language.Raisingawareness
to strategiesfor guessing
meaningmight stopstudentsgiving up too easily,and so
developtheir readingskills.

!
5

Vocabulary politics
Direct studentsto Politicson >>p.46 and readthe instructions.
Sayeachword and ask studentsif a similar word exists in their
language. Usethe transcriptionsto draw attention to word
stress.Model and give pronunciationpracticeas necessary.

I46

5 Ask studentsto readthe text, ignoring the blanks.Check

vocabulary.Studentscontinueindividualiy and comparein
pairs.To checkanswers,readthe text aloud and pausebeforea
blank. Elicit the answer and monitor for pronunciation.
1 president 2 republic 3 democracy 4 elections 5 political
6 socialist 7 conservative 8 capital 9 UnitedNations
10represent 11national
lrtra activity
In pairs, studentsfind one true and one falsefact about their
own country.Theytell a partner.

Listen for kev information

F
rb
In this section,studentsuse kev information to understandshort
quiz questions.
7

5A.1Readthe instructions and checkstudentsunderstand.

In small groups,studentsread and listen, ignoring any new
vocabulary.Playthe audio and ask studentsto comparetheir
answer with other membersin the group (c/.

Readthe instructions and direct studentsto the questionin

exercise7.In pairs,studentsunderline the key words.Check
answers.To help build students'listening confidence,remind
them that it is not aiways necessaryto understandevery word.
key words: country,1893,first, women, vote

Teaching tip
Studentsmight want to underline more words.Elicit or explain
that although it might help to understand_J1rst
nation,or vote
in an election,
understandingthe wordsfrst and voteare more
important.We can guessand rememberthe restfrom context.
9 5A.2Ask studentsto write their answersafter eachquestion.
Playthe audio,pausingfor studentsto reflecton the question
and giving them time to write their answer.Studentscompare
answersin pairs.Playthe audio a secondtime if necessary.
Do not checkanswersat this stageas studentswill listen and
checkin exerciseto.
10 5A.3PIaythe audio for studentsto checktheir answers.See
who has the highest score.
2b 3a 4a

5c 6 a 7 b 8 c

1l Readthe instructionsand directstudentsto audioscript5A.3

Monitor and helpas necessary.
on >>p.153.

Grammar the ot no article in names of

institutions

13 Gothrough the instructions and the example.Point out the

use of fhe beforc namein the example.Remindstudentsor
elicit that we use the in this casebecausewe are talking about
somethingunique.Studentscontinue individually.
Nominate studentsto give answersand askthe classto listen
and say ifthey agreeor not. Focuson question6 and check
studentsunderstandwhy presidentoJTanzaniais precededby
the (the word presidentis usedas a generalnoun here).
2 the leader/theConservative3 the headquarters/the
United
Nations 4 - Prince/theUnitedKingdom 5 the Czech
Republic/theEuropeanUnion 6 - President/thepresident
Extra help
Studentsfind and underline examplesof titles, positions,and
organlzations
inSymbolsofPoweron >>p.46.Theycan revise
the grammarin lessonzA.
14 Readthe questionand direct studentsto the information in the
box. Point out or elicit that Europeanstarts with a consonant
sound,despiteits spelling.
Ihe is pronouncedthee,rr beforea vowel sound.
15 5A.4Directstudentsto exerciserz. In pairs,studentsdiscussthe
pronunciationof the.PIaythe audio,pausingafter eachitem for
studentsto checkand repeat.Giveextra practiceas necessary.
Extra plus
In pairs,studentsdecldehow the is pronouncedin the
questionsin exerciser3.

BCD Put it all together

16 Readthe instructions and direct studentsto the questions
on >>p.rz8.Studentscan look back at SymbolsofPoweron
>>p.46 and the information in audio script 5A.2for extra ideas.
Studentscompletethe activity in pairs.Monitor and help as
necessary.Checkthey are writing notesnot sentencesand give
studentstime to rehearsetheir presentationstogether.
Put
17
studentsinto different pairs to tell a new partner about
their country.At the end ofthe activity, askfor volunteersto
say if they learnedanything surprising or interesting.
Studentperformance
Studentsshouidbe ableto give a short factual presentation.
Youcan q-sethis checklistto monitor and give feedbackor to assess
students'performance.

Gramrnar
Vocabulary

t2 Do the activity as a class. Direct students to the grammar box

and say a category word, e.g. individual people. Elicit an example
and ask The or no the? Continue for each ofthe categories and
ask students to copy the table and add the information at
the end. Guide students to the use ofthe definite article as
necessary as they write the name in the appropriate column.
Ask students to complete the rule in pairs and check as a class.
individual people: King Richard III, Queen Elizabeth
positions: the Australian prime minister, the head of state
organizations: the Irish government, the Liberal Party
Rule: Use fhe with positions and organizations but not
with individual people.
Extra help
Show students how the rules are generative. Ask students
to give more examples for each column from non-political
contexts, e.g.The Beatles,The Simpsons.

T47
'A

Dostudents
mostly
usethedefinite
article
correctly?
exercise
13
havesuffcient
vocabularv
Dostudents
to dothetask?
exercise
6

Pronunciation Dostudentsmostlypronounce
theconectly?
exercise
l5
I can talk about countriesand governments.
Studentstick on my own if they have given their presentation
using their notes.They tick with somehelpif they have lookedat
Politicson >>p.46 occasionally.
Eady finishers
Studentstry to do the activity from memory,using the photoson
>>p.46 to heip.

Additionalmaterial
www.oup.com/elt/result
for extrapractice
activities
www.oup.com
for extrateacherresources
/elt/teacher/result

IHow to talk aboutrules and laws

I
I

Orientation
Context
-:. this lesson,students will practise using modals of obligation to
:a-k about what can and can't be done.

fl

Readthe instructions and put studentsinto pairs to talk

about the topic. Monitor and join in with conversations.
Help
studentsexpresstheir ideasbut do not overcorrectfor accuracy.
Ask for volunteersto tell the classanything interestingthey
found out about their partner.

on >> p.48 illustrates the meaning of some of the dictionary

-::gtns
:rtries.

Direct studentsto Sgnson >>p.48.Ask what they can see

in eachpicture and where they might seethe sign (ignore
the captionsfor the moment).Ask studentsto look at the
dictionary entries and checkthey understandthe abbreviations
sb (somebody)and sth (something).

- he illustrated magazine article Lawsfor Paws describesweird and

',','onderfullaws in different US states.
J.ossaryexplains some key vocabulary.
Culture note
',','e
often assume that rules and laws in different countries, e.g.
.rout animals, driving or throwing away rubbish,are the same.
;rliteness.In English,we often use the phrase1 don't know lo
.-gnal that we are unsure of somethlng rather than not actually
:::,owing about it. This phrase and others are used to invite
::nflrmation from the listener (seeFocusphrasesbelow).

Gothrough eachpicture and askthe classfor suggestions.

Suggested
answers
1 Feedingthe birdsis forbidden. 2 Youarepermitted/allowed
to continue,but you shouldbe careful. 3 Dogsareforbidden/
prohibited.
Direct studentsto the dictionary entries on >>p.48 and read
through the definitions.Direct studentsto the table and check
they understandthe conceptof formality. Ask about how
peoplespeakor write to others:friends,family, colleagues,a
boss,an important person.Point out the headingsof the two
columns.Do the activity as a class.

Language

Focus
grammar modalsof obligalion:must,mustn't,haveto,don'thaveto,
can,can't
Preview
Srammal

theoassive:
it'sforbidden
gerunds:
parkiig,smoking,
takingphotographs,
etc.
question
tags:lt isn'tallowed,
isit?

you can do it: permit you can't do it: forbid, prohibit

Focus
words
allow,forbid, illegal,permit,prohibit
phrases expressing
Focus
uncertainty:
I don'tknow.,lt isn't...,
...isit?,I'm

Extra help
Ask studentsto saywhich of thesepairsof contextswould
containformallanguage,
a parenttalkingto a childor an oficial
document:
a stgnor a postcard:
a S'tndaymagazine
or a law;

not sure.
Recognition
vocabulary

words:olligator,
barber's,
camel,caution,
cemeteries,
chase,
chick,
duckling,
dye,guord/gutde
dog,hunting.leadint.
licence,
permissian,
locol,obligotion,
rycccr rai
Det.0roceeC.
watntrg.,\e '1
rubbish.
shoot,skunk,
smetty.
phrases:
get ridof,giveaway,keepundercontrct.idKei,\r).
tnrowawov

Recycled
language

words:dangerous,
law,lift,prefer,
roof,steol
pnrases:
clean
up
grammar:
superlatives

Discoutse

givingexplanati
onswith because

End product
-.nPut it all together,students talk about laws they know about
:n their own country. They give short expianations and invite
:onfirmation. Their conversationsare based on audio scriot 5B.1.

Preparation
lhink about classroom organization so students can work in
groups for exercise6 andlq,.Take dictionaries to class if necessary.

Warmer
Show or draw a simple sketch of a mobile phone on the board.
)raw two columns, one with a tick and the other with a cross.Ask
students to write a list of laws they would like to see for the use of
nobile phones. Put students into small groups and set a short time
.imit. Ask for a spokespersonto read out the group list. Monitor
and make notes of students' use of modal verbs. Ask the class to
vote on the best law, and nominate individuals to say why.

Vocabulary permission words

go\/ernn'.en:
ri,ebsrie
3, -1.f,p4jly entai.
Readthe instructions and ask students to read sentences1-4.
Check vocabulary as necessaryand ask students to suggest
where the signs might be found (government buildings, schools,
clubs,restaurants/.Go through the example as a class, pointing
out the use of fsnt Monitor and help as necessary as students
write the sentences. Go over answers as a class.
2 Parking isn't permitted. 3 Mobile phones are forbidden.
4 Taking photographs is prohibited.

Readand interpret

In this section.studentsthink aboutthe reasonsbehindvarious

facts in a magazinearticle.
5

Direct studentsto Lawsfor Pawson >>p.48.Ask them to look

at the title, headline and pictures and suggestwhat the text
is about.Checkthey understandthat, in this context,a law is
nationally binding (ratherthan a rule for a particular place).Go
through the instructions and descriptionsa-c and set a short
time limit to encouragestudentsto readthe text quickly.Read
eachdescriptionand askfor a show of hands.Nominate a few
studentsto explaintheir reasons.
b Optiona isn't the bestas the text isn't aboutall animals
in the USA.Optionc isn't the bestas the text only mentions
somelaws,thosewhich arefunnv

Write How to talk about rules and laws on the board.

T48

Givestudentstime to readthe text in more detail beforeputting

them into pairsto compareideas.Direct studentsto the giossary
on >>p.48 and remind them to usetheir dictionariesto help
with key words only. Studentsexchangeopinionsin groupsof
four. Monitor and encouragequieterstudentsto join in.

13 Checkstudentsunderstandthe questionsbeforeyou playthe

audio again.Put studentsinto pairs to compareanswersbefore
goingoverthem as a class.

Ertra plus
Studentscan discusswhich rulesthey agreewith (why and
why not) in groupsor as a class.

14 Readthe instructions and direct studentsto audio script 58.1on

>>p.153.

Elicit the law about dogsand hairdressersand write You

mustn'ttakeyour dog into a barber's.on the board.Ask Haveyou
got a choice?What wiII happeniJyou do?Readthe instructions.
Monitor and help as studentscontinuethe activity
individually. Do not focus on the meaning of thesemodals as
studentswill talk about this in the next activity.

9 Ask studentsto look at statementsr-6 and checkvocabulary.

Go through the exampleto demonstratethe activity. Point out
that studentscan f,nd the information in the text by using
key words in the questionand they can use the picturesto
help locatethe answer.They shouldthen read more carefully.
Monitor and checkthey are using appropriatereading
strategies,and offer guidanceas necessary.Nominate students
to give answersand seeifthe classagrees.
2 False.(Youhaveno choice.Yo:umustn'ttake your dog in a lift.)
3 False.(Youcanwaik your dog as long asthe leadis short.)
4 True. 5 True. 6 False.(Youcan (if you want) kill onebefore
2 a.m.but you must kill it after 2 a.m.)
10 Direct studentsto the grammar box and readthe instructions.
Referstudentsbackto their answersin exercise9 and Lawsfor
Pawson >>p.48.Do the exerciseas a whole class.
forbidden:mustn't;can't an obligation:must; haveto
not an obligation:don'thaveto
11 Gothrough the instructions and ask studentsto readrules
r-7. Do the flrst item as a class.Studentscontinueindividually.
Monitor and direct studentsback to the grammar box as
necessary.Elicit answersand encouragestudentsto sayfull
sentenceswhen they answer.
2 don'thaveto 3 haveto 4 must 5 can 6 haveto 7 can
Extra help
Studentswrite out the correctversionofthe rules.
lrtra plus
Studentsusetheir dictionariesand write sentencesabout rules
in their country.Someshouldbe true, othersfalse.They read
them in small groupsfor the othersto guesstrue orfalse.

tisten for the generalidea

In this section,studentsidentify the main idea of a conversation,

beforelistening for detail.
12 5B.lReadthe sectiontitle and instructions for the activity. Ask
studentshow they needto listen to understandthe general
idea.(Listenfor key wordsandphrasesin the questions)
Checkstudentsunderstandvocabularyin questionsr-4 and
askthem to underline key words and phrasesto listen for. Play
the audio.Ask studentsto compareanswersand play the audio

T49rl

2 (keywordsin question:throw away;key wordsin audio:

rubbishbins,take it away)

Gothrough the instructions and the exampleconversation.

Elicit other possibleexplanations.Put studentsinto pairs
to continueand checkstudents'explanations
are logically
connectedto the topic. After a few minutes,nominate students
to shareideaswith the class.

Grammar modals of obligation

G
rL
8

a secondtime if necessarv.Givethe answer and ask students

how they guessed.

l Youcan'tdo that, it isn't allowed. 2 No. 3 The

shopwherehe boughta new fridgetook the old one away.

Extra activity
Studentsuseaudioscript5B.1on >>p.r53to practiseusingthe
phrases.
Theyswaproles.
15 Gothrough the instructionsand checkstudentsunderstand.Ask
for volunteersto askyou the questionsin exercise12.Respond
using someof the phrasesfrom the listening to show you'renot
sure.Studentscontinue in pairs.Givepositivefeedbackwhen
studentsuse appropriatephrases.
Extra activity
Write thesequestionson the board:Are therelawsabout:taking
childrenin carsand wearingseat-belts?
Cancyclistsride sideby
side?Studentsdiscussin pairs.

BCD Put it all together

15 Put studentsinto pairs to discussthe topic.Encouragethem to
usethe ideasin Lawsfor Pawsand exercises:.r and rz. They can
make notes,and should add explanationsfor the laws. Refer
them backto exercise7 for further help with explanations,if
necessary.
Monitor and help with ideas.
17 Reorganizestudentsinto small groupsand so they are not
working with the samepartner from exercise16.Tell students
to explain the laws to others,sayingwhen they are uncertain
oftheir reasons.Ask a spokesperson
from eachgroupto give an
exampleof a useful law to tell a visitor and why.
Studentperformance
Studentsshouldbe ableto make short factual statementsand give
explanations.
Youcan'lse this checklistto monitor and give feedbackor to assess
students'performance.
Coherence
Gnmmar
Vocabulary

givelogical
explanations
Dostudents
forthelaws?
7
exercise
Dostudents
usea variety
of modals
totalkabout
exercise
11
obligation?
Dostudents
usephrases
to indicate
theyareunsure?
exercise
15

I can talk about rules and laws.

Studentstick on my own if they have given rules and explanations
looking up from their notes a coupleof times. They tick with some
helpif they have mostly lookedat their notes.
Xarly finishers
Studentsrank Lawsfor Pawsfrom the point of view of a visitor,
starting with the most usefui ones.They comparewith a partner.

Additionalmaterial
wwwoup.com/elt/result
for extrapracticeactivities
www.oup.com
/elt/teache(resultfor extrateacherresources

l,

.i

How to talk about storiesin the news

Orientation
Ccntext
-: :his lesson,students use the passive to talk about events in
-..'rrchthe object of an action is more important than the subject.

fl

Read the questions and put students into pairs or small groups
to exchange information. Write the following cues on the
board: Read- every page, some articles, some sections?Monitor
and join in the discussionsbefore bringing the class together to
exchange information.

-:e style of British newspaper headlines sometimes results in a

:=:<twith two meanings. The illustrations in Captionsshow the
',.':cng meaning of typical ambiguities
causedby prepositional
::.Iases.

Go through the instructions and direct students to sentences

r-4 and the three verbs. Explain that these verbs have
similar meanings and ask students to look them up in their
dictionaries. Go over the example with the class and put
students into pairs to continue the activity. Check answers and
elicit or explain that we use rob when people steal something
in a violent way.

i:.e newspaper article, Cow CabsAgainst Crime, repofis the story

:: how a Chilean taxi driver decoratedhis taxi so everyone would
::tice it. His purpose was to deter potential robbers.
Culture note
I ,:',vspapershave different journalistic styles for headhnes in
: ierent countries.In British newspapers,journahsts aim to make
:--:ir headlinesas short as possible.They achievethis by deleting
: :r-essentialgrammatical words like articlesand auxiliary verbs,
',.':.rchsometimescreateamusrng ambiguities.

Continue section by section. In sentences 5-7 elicit or explain

that murder is used to describe a planned action. Model and
give pronunciation practice as necessary.
2 attacked 3 stole 4 robbed 5 murdered/killed
6 killed/shot 7 shot 8 kidnapped t hijack 10 arrested

i,anguage

Focus
grammar activeor passive:
A womanhasshota robber.,
A robberhas

Read the instructions for the activity. Direct students to

Captions on >> p.5o and the caption below the first picture. Go
through the example as a class.Elicit or tell students that the
phrase by a tree could either mean that the tree is the subject
of the verbfnd, or by could mean near

beenshotbva woman.
Focus
words

crimeverbs:arrest,ottack,criminal,
escape,
hijack,kidnap,
kill,murder,rob,shoot,steal,thief,victim

Focus
phrases prepositional
phrases:
by a cashmachine,
by a tree,witha
baseball
bat
Recognition
vocabulary

words:alarms,cab,cow(moo),cowhide,customrze,
earrings,
imagination,impressive,
lined,naked,neonltghts,specifcally,
steering
wheel,valuable,
youths,zebro
phrases:
switchof,

Recycled
language

wOrds:already,celebrtties.
ceitinS13v'2,aui:Jn.a/: ia aaa
gallery,guards,manoged.,\'arir
E t A f n m i l :P A SS
| m ple Or A Dr e S:":Ae r - ' :::

Pro.rr.lrti*

compound
nauns:
sports
cora .,
baseball
portyO r o o 5C.1
botO o c,birthdoy

End product
-:. Put it all together,students role play being a radio news reporter
trd give the latest news report for one story. This is based on audio
::rlpt 5C.2.

Check vocabulary in the captions. Students continue the

activity in pairs. Monitor and help as necessary.Check answers.
2 The cash machlne didn't attack the man The man r,vas
n e a r t h e c a s h n a c h t n e '. , , 'n e nl ^ e . , . 'a s. i : t r c k e d .
3 T h e i '. ': r . a : . i i c r : : s e : : . e o a s e : a ^ ^: a : t : s h o o t t h e r o b b e r .
l : '. : : : - : : =: ', '. 'r ; : : t t - , '. : . ; : : . = : : ; : : ; - - r a : .

Warmer
,','ritethe following words on the board: attack, baseballbat,
::sh machine,earrings,found, robber,police oficer, shot,thieJ tree.
i-it students into small groups and set a time limit of about four
for them to write a story using as many of the words
-.rnutes
;s
they can. A spokespersonfrom each group tells their story to
::.e class.Ask students where they might find stories like these.
-.. newspapersor on the radio.)
;',':ite How to talk about storiesin the news on the board.

Readfor detail

In this section,studentsanticipatethe content of a newspaper

article, using the photo and headline,beforereading and inferring
information.
4

Preparation
-:.ink about ciassroom organization for exerciset4. Take
:-ctionariesto class.

Vocabulary crime verbs

Readthe instructionsand direct studentsto the ohotosand

headlineon >>p.5o.Put studentsinto pairsto answerthe
question.Ask for volunteersto report their suggestionsand to
give a reason.Takea vote on the most popular or entertaining
suggestionsbut do not comment at this stage.
Readthe questionand checkunderstanding.Tell studentsto
readthe article carefully,ignoring any new vocabulary.
Geraldo's
life has improvedbecausehe hasn'tbeenattacked
again,his businesshas grown and he now has sevencabs.

5 Ask studentsto read sentencesr-6 and checkvocabulary

as necessary.
Do the first item togetherto demonstratethat
sometimesstudentsneedto think carefully about what isn't
saidin the text, e.g.the text doesnt sayanything abouthis car
being stolen,but it does sayhe drovehimself...
Monitor and help as studentscontinue individually. Go
through the answersas a class,askingfor reasonswhy if a
statementis false.Takea vote on how many studentsthink
Geraldo'sideais a goodone,and if they would usehis taxi
service.
2 True. 3 True. 4 False.(Heput them on the ceiling.) 5 True.
6 False.(He'sthinking of making one in the future.)

T50

Extra activity
Studentsf,nd wordsin the text with the following meanings:
your own
with no clotheson (naked,para 1);changeor decorate
para z); coveredon the inside(lined,para z);
car (customize,
para 3).They chooseflve more unknown
amazing(impressive,
wordsto guessthe meaningof, checkingin a dictionary.
Extra plus
looking.
DiscussionIopic.Robberswon't robyou if everybody's
Workwith a partner and think of someotherways a taxi
driver couldmake everybodylook.

G Pronunciation compound nouns

tb

5Cl Direct studentsto the words abovethe box and elicit or

explain that they are all compoundnouns (two nouns which,
when usedtogether,refer to one particular thing). Check
studentsunderstandthe meaningofthe compoundnouns.
Copythe stresspatternsontothe boardand numberthe
columnsr, z, and 3.Readthe instructionsand play and pause
the audio after eachone for studentsto savwhich stress
pattern it is.
Playthe audio a secondtime, pausingfor studentsto repeat.
Encourage
studentsto run the two wordstogetherand give
extra pronunciationpracticeas necessary.
1 earrings,headline,sportscar 2 cashmachine,steeringwheel
3 birthday party,taxi driver

Readthe information and ask studentswhere the main stress

falls. (Onthefrst syllable.)Explainthat, in compoundnouns,the
stressis normally on the first word. However,if the first word
in a compoundnoun is the material,e.g.strawhat,neonlight
then both wordsare stressed.
Extra activity
In pairs,studentssaythe numberof a columnfor a partnerto
stresspattern.
saya compoundnoun with the corresponding
Studentsswaproles.

p Grammar active or passive?

Readthe section title and the instructions. Ask students
to underline the verbs attack, steal, and throw in the flrst
paragraph of Cow CabsAgainst Crime on >> p.5o. Write the
following sentences from the text on the board: He has been
attackedJour times already. His car was stolen.He was thrown
into a blackberry bush. Go through questions 1 and 2 as a class.

Extra help
Transformationdrill. Usethe informationin exercisez. Make
usingthe activeand
cuesfor studentsto sayor write sentences
passive.T man/rob/Iady SSA man robbeda lady.T A lady SSA
Iadywas robbedby a man. etc.
1t Gothrough the instructions.Readthe flrst part of the text
aioud and then ask studentsto readthe nouns and verbs.
Direct studentsto the example
Checkvocabularyas necessary.
and elicit one or two examplesentencesto checkstudents
understandthe activity. Put studentsinto pairs to continue
and monitor and help as necessary.
beginningSomenews...and elicitthe
Readthe secondsentence,
final sentenceof the news report.
t2 5C.2Readthe instructions and play the audio.PIaythe audio
Ask for volunteersto tell the class
a secondtime if necessary.
about any differencesin their story and the audio.Point out
that the story shouldinclude the foliowing information: when
and where the event happened,who was involved,how it
happenedand includedetails.
Extra help
In pairs,studentstake turns to roleplay beinga radiopresenter
and readthe news report.
Extra plus
Booksclosed.Studentsroleplay beinga radiopresenterand tel]
the storyto anotherpartner.

BCD Put it all together

13 Gothrough the instructions and put studentsinto pairs.Direct
them to the headlineson >>p.128and checkany vocabulary.
Readthe questionsand checkstudentsunderstandthe activity
Encouragestudents
Monitor and help with ideasas necessary.
to practisetelling their storiesto eachother.
14 Put studentswith a new partner or into groupsto teil their
stories.Ask studentsto tell the classabout interesting news
storiesthey were told.
Studentperformance
Studentsshouldbe ableto tell a short narrative.
Youcan usethis checklistto monitor and give feedbackor to assess
students'oerformance.
giveallthemainpoints
ofthestory?
Dostudents
exercise'1

1 attack - robbers;steal - robbers;throw - robbers

2 a (He is in subject positron, even though he's the object of
each of the verbs.)

10 Readthe instructions and do the example as a class.Elicit or

explain that the bike is in subject position in the sentence. It
didn't do the action (steal) so we use the passive.
Ask students to read sentences z-6 and check vocabulary.
Monitor and help as necessaryas students continue
individually. Nominate students to read the whoie sentence as
you go over the answers. Check students understand why the
tense is used in each sentence.
2 robbed 3 have arrested 4 was taken
6 was killed

I can talk about storiesin the news.

Studentstick on my own if they havetold their story using their
notes.Theytick with somehelpif they have pausedon several
occasionsto think about vocabularv.
Early trnishers
on >>p.rz8.They
Studentschoosea differentstoryfrom Headlines
makenotesand then taketurns to tell a partner.Partnerscount
how many times they hearthe passive.

5 has been hiiacked

Additionalmaterial
for extrapractice
activities
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resultfor extrateacherresources
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/elt/teacher/

T51 5C

How to talk about past events

Orientation
Context
-:. this lesson,students practise using the past perfect and past
.:mple to connect past events in a narrative.
lre illustrated text, Mystery in the Tower,recounts the main events
surrounding the murder of two young English princes around the
-ate r5thcentury. The murderers still haven't been identifled.
Slossarygives the meanings of some key words.
Language

Focus
grammar pastperfect:Richard
hadkilledthem.,Hehadn'tkilledthem.,

fl

In this section,studentsthink about the contentof a history text

usingvisuals,beforeinterpretingdetail.
Readthe instructions.Studentsdiscussimportanthistorical
datesin pairs.Ask for volunteersto say datespeopletalk about
in their country for the ciassto guessthe event.
2 Direct studentsto the picturesin Mysteryin the Toweron
>>p.52.Elicit ideasabout the contentof the text and write
key words on the board.

Hadhekilledthem?

Focus
words

war and power:army,battle,confess,

enemy,govern,protect,
rebel(n,v),takepower

Recognition
vocabulary

historian,monster,
belonged,
bones,deformed,evil,forced,
orders,rebellion,solved,torture,ugly

Recycled
language

prince,
power,
kill,king,murder,
words:answer,
happen,
shouIder,stai rs,uncle
grammat:
p0stpasstve

Readand understand reasons

Go through the instructions.Elicit or explain that the section

headingsin the exercisearethe sameas thosein the text on
>>p.52.Tell studentsto readquestionsr-8 and checkvocabulary.
Ask studentsto read questionsr and z again,beforereadingthe
correspondingpart of the text to find the answers.Do the flrst
questiontogether as a class,and direct studentsto the family
tree at the bottom of >>p.52.
Go over answersat the end of eachpart. Monitor for the use of
the past perfect,but do not correctfor accuracyat this stage.
Possibleanswers
1 Theywere brothers.Theirfatherwas King Edwardand their

Pronunciationstressin two-syllable
nounsandverbs:battleO o, become
o tl

rrnnle

Language note
-n two-sy1lablenouns, the stress is usually on the first syllable.
-n two-syllab1everbs, it falls on the secondsyllable.This is
lemonstrated with rebe1,
which can be both noun and verb.This is
a useful pattern to use to predict the pronunciationof new words.
Jo w evP r f he re a rc cxren tlon s e
.b'-'..''.r:''
s m ut der .hnnpen n, r s we,t v hitl t
cccur in Mystery in the To,.ver.
End product
In Put it aII together,students work with a partner to tell a storv
from picture prompts and notes. They have discussedthe contents
of the story during the lesson.

Warmer
Write some significant dates on the board (or you could use the
following significant English historical dales:to66 - the French
invade England, ry64 - William Shakespeareborn, fio5 - the Gun
Powder PIot, tgtz - the Titanic sinks,t9t9 - first Jltght acrossthe
Atlantic).Put students into pairs or small groups to see if they can
name the event.
Write How to talk about past eventson the board.

hrnfhor\

rrre<

Pinharrl

Extra activity
Write the following key dateson the board: 1483,t485,and i5oz.
Ask students what happened and write notes on the board.
(King Edward IV died and Richardgoverns the country. Richard
was killed and Henry VII became King of England. Sirlames Tyrell
confessedto murder.)

Preparation
Think about significant dates of past events which could include
Iocal events, e.g.the end ofterm or an exam to include in the
Warmer. Read Mystery in the Tower and audio script 5D.1so you are
familiar with the story.

t/fefhev'c

2 He was too young; he disappeared;Richard took power.

3 They thought he was a murderer.
4 He killed King Richard.
5 No, some thought they were ahve
6 Sir JamesTyrell confessedHe murderedthe boys on
Richard'sorders.
7 Students c\vn ans\Yers
8 Pe::ie i..3is..t a :eforr,ec ::d',"...'asa sign of an evil mind.
'.'.-as
lh.e murdererl
.\r-:ree'.'-::r.c: :a:i R:ci'.a:G

Pronunciation_stressin two-syllable
nouns and verbs
Readthe section heading and instructions. Direct students to
the words above the box and the glossary on >> p. 52. Point out
that the word rebel is a noun and a verb. Draw two columns
and the stresspatterns and examples on the board.
Monitor and help by modelling the words as students continue
individually. Check answers.
O r body, happen, power, rebel (n), shoulder
r tl complete,confess,protect, rebel (v),return
Readthe instructions and do the activity together as a class.
Go over the answers and point out that the rule is a general
one. There are some exceptions.
The words with O r pattern are nouns. The others are verbs.
The first syllable is usually stressedin nouns. The second
svllable is usuallv stressedin verbs. Happen breaks the rule.

T52

Extra help
Do a minimal pair driil with rebel(n and v).Facethe classand
say'rebel(n) severaltimes and then re'bel(v) as a verb.Sayeach
word alternatelyto help studentshear the difference.T\rrnyour
backto the classand changethe pronunciationat random.
Studentssaynoun or verb.They continuein pairs.
Extra plus
Studentstake turns to saya word from exercise4. Their
partnersaysif they heardthe correctpronunciation.

Predictbeforeyou listen
e
tIn this section, students anticipate the content of a radio interview
before listening to check.
6

Go through the instructions and ask students to read questions

r-5. Check vocabulary as necessary.Do the first item together
as class. Monitor and join in, as students continue in pairs.
Encourage students to give reasons for their answers.
Suggestedanswers
1 They supported Richard'senemy, Henry.
3 No, only the bones were found.
La
+r
.- +.,..JXr,yes.
answers.
5 Students'own
A

A r r av At r a

+a

the instructions and play Part r of the audio.Ask

5D.1Read
studentsabout their predictionsfor questionr in exercise6.
PlayPart z ofthe audioand askaboutstudents'predictions
for questionsz and 3.PIaypart 3 ofthe audioand check
predictionsfor questions4 and 5.Ask studentswho they think
killed the princes.Richard,Henry,or SirlamesTyrell?
Teaching tip
Givestudentspositivefeedbackand expiainthat by thinking
aboutwhat they will hearbeforethey listen,they have
managedto understandthe main detail in a difficult text.
Point out that doingthis will helpthem becomemore
Isteners.
successful
Extra activity
and play
Directstudentsto readaudioscript5D.lon >>p.153-54
the audioagain.Ask studentsto underlinethe parts of the
interviewthey guessedbeforethey listenedto it for exercise7.

11 Ask studentsto flnd six examplesof the past perfect in Mystery

in the Tower.Studentscan comparein pairs beforeyou go over
answers.Nominate studentsto readthe sentencesand monitor
for accuracyof form.
Ixtra help
Askyes/noquestionsto checkstudentsare clearaboutthe
form, e.g.Da we usethepast of the auxiliary have to makethe
pastperfect?Do we make the questionfor thepast perfectwith
thepast of do?Do we usethe negativeafter the auxiliary had.?
Da we usethepast tenseof the main verb?
t2 Readthe instructions and ask studentsto read sentencesr-6.
Checkvocabularyas necessary.Do item one together as a
class,reminding studentsto look at lrregularverbson >>P.r48
to checkpast participles.Monitor and help as necessaryas
studentscontinue individually.
Put studentsinto pairs to comparetheir answers.Nominate
individuals to give answersand to readthe completesentence.
Seeif the classagreesbeforegiving feedback.
i had killed 2 killed,took 3 put, had died 4 died,put
5 began,had spent 6 examined,had changed
Extra help
Theydran'
Studentschoosethree items and copythe sentences.
a time line (seeexercise8)for eachitem and mark the events.
Dxtra plus
Studentsusethe facts in Mysteryin the Tower,to make three
similar itemsfor a partner.

BCD Put it all together

13 Gothroughthe instructionsand checkstudentsunderstand.
Gothroughthe examplewith the classand elicit the end of the
sentence.Give studentstime to make somenotesabout eachoi
the picturesand monitor and help as necessary.
Put studentsinto pairs to continuethe activity. Monitor and
checkstudentsswap roles.

Studentperformance
Studentsshouidbe ableto presenta short part of a narrative.
You can use this checklistto monitor and give feedbackor to asses:
students'performance.

p Grammar past perfect

Copy the time line onto the board and go through the exercise
with the class.Read sentencesr and z, and elicit or explain
that both sentences could be true, depending on who killed the
princes. AskWho killed the princes in sentencei (Henry.) And
sentencez? (Richard.)Guide students to match sentences r and z
with times A and B and check thev understand the answers.
1B

2A

Go through the exercise with the class, to check they

understand the sequence of events. Elicit or explain that we
use had + past participle to show that one event happened
before another in the past.
lathe nb

I can talk about past events.

Studentstick on my own if they have talked about the pictures
using their notes.They tick wfth somehelpif they have lookedat
the sentencesin exerciserz for help.
Early trnishers
Studentstake turns to tell the whole story of Mysteryin the To*e'
usingtheir notes.

2 bth en a

10 Direct students to the grammar box and write He had killed

them. on the board. Underline had and killed. Tell students that
this tense is called the past perfect. Elicit the negative and
question forms and write these on the board for students to
copy into the grammar box.
- He didn't kill them.

T53 5D

12
usethepastperfect
occasionally?
exercise
Dostudents

? Had he killed them?

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for extrapracticeactivities
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I
I

Ask studentsto identify the tensesof the verbsin greenin

exercise6. Explainthat using different tenseshelpsmake the
story more interesting.

)rientation
a Language
f*.tt
"t
I ::-s lesson,studentspractiseusing different past tensesto
ts--::t eventsin a narrative.
rbnguage

rydcd
EUaSe

ngnition
[ua8e

a pastsimple b pastperfect c pastcontinuous

Gothrough the exampleto demonstratethe activity. Nominate
studentsto say different ways of narrating the two events.
Monitor for accurateuse of tensesand linkers.

burglor,to return(givebock),weapon
words:attack,breaks,
concert,
robber,
saJe
phrases:
pedestrian areo
pastsimple,
pastcontinuous
andpastperfect
Stammat:
discourse:
but,so,then,until,while
ffir, because,
words:ottacker,
red
night porter,sca
footsteps,
ohrases:
darkcorner
postperfectcontinuous
Etammar

ld product
!, irt it aII together,studentswrite a story in about roo words,
c.:.9 narrative strategiesin exercise5 and the model in exercisez.

freparation
EzJNarratinga story on >>p.r28so you can help studentswith
r::cise ro. Think about classroomorganizationif you want
trixentsto work in groupsfor exerciser3.

f,armer
sk What do you lookfor in a good book?Put studentsinto groups
: exchangeideasand askfor a spokesperson
from eachgroupto
il the class.Help studentsget their ideasacross.
ftite How to narratea sfory on the board.

I Readand identify narrative strategies

r this section,studentsanalysea story for strategiesa writer uses
r entertaina reader.
Put studentsinto pairsto discussthe question.Encourage
them
to give examples.
Ask for volunteersto suggestreasons.
Ask studentsto read answersa-c. Direct them to the text. Take
a vote on the best answer (c),and nominate studentsto explain
why. Checkvocabulary.
Readthe instructions.Ask studentsto readthe sentencesand
checkvocabularybeforethey continue individually. Students
compareideasin pairs.Checkanswers.
2 Joworkedlate. 3 Joheardbreakingglass.
4 Jothought it was a burglar. 5 Johid.
6 Jo'smobilerang. 7 Tomasked,'Is that you,Jo?'
Readthe secondversionofthe story.In pairsor small groups,
studentsdiscusswhy it is lessinteresting.Elicit ideas.
Suggested
answers
Theeventsarewritten chronologically;
thereis no detail;
it isn't written from the point of view of a personinvolved;
there areno adjectivesand adverbs;thereis no directspeech.
Readthe instructions.Ask studentsto look at strategiesr-4
and say what narrativestrategiesmeans(waysof tellinga story).
Go through eachone,eliciting an examplefrom exercisez.

N Usenarrative tensesto order the story

listened to the radio and then I made lunch.

Iistened to the radio after I'd made lunch.
listened to the radio while I was having lunch.
read the newspaper and then I travelled to work.
read the newspaper after I'd travelled to work.
read the newspaper while I was travelling to work

Think about vour reader

G
tt
9

Gothrough the instructions and readthe text aloud to the

class.Ask studentsto readthe strategiesin exercise5,before
they rewrite the story.Givepositivefeedbackfor accurateuse
of the grammar,linkers, and strategies.

lO Readthe instructions and direct studentslo Narratinga story

on >>p.128.Monitor and encouragestudentsto be positive
about their own writing.

BC Put it all together

1l Readthe instructions and the three sentences.
In pairs,
studentschoosea topic and make noteson the main events.
12 Ask studentsto write their stories,making them as
entertaining as possiblefor their reader.
13 Put studentsinto small groupsto exchangeand read each
other'sstories.Ask them to stop about two or three sentences
beforethe end and to guessthe ending.
Studentperformance
Studentsshouldbe ableto narrate a story of about roo words.
You can use this checklistto monitor and give feedbackor to assess
students'performance.
givendetails
Have
students
aboutthemostexciting
moments?
inaninteresting
way?
students
toldtheevents
Organieation Have
Cslter*

Grammar

Havestudents
useda variety
of pasttenses
appropriately?

I can narrate a story.

Studentstick on my own if they followed the narrative strategies
in exercise5.They can tick with somehelpif they would make one
or two changeswhen they write a seconddraft.
Early finishers
Studentsreview their writing and make notesabout what they
would change(if anything) if they were to write a seconddraft.

Additionalmaterial
for extrapracticeactivities
www.oup.com/elt/result
www.oup.com
for extrateacherresources
/elt/teacher/result

Gothrough the instructions.Do the examplewith the classto

demonstratethe activity. Studentscontinue in pairs.Monitor
and help as necessary.Checkanswers.
2a 3 c

T54
'I

Rememberthe topic
Write the unit letters and the following topicson the board:
B Rulesand laws,C Storiesin the news,
A Countriesand governments,
D Pastevents.
Readthe following sentencesfor studentsto call out or write the
Ietter of the topic.
r Youcan't hunt on Sundaysin Virginia. z TheNetherlandshasthe
symbolof a lion on itsflag. j Greenis the colourmainly concerned
with the environment.4 luan Geraldohas beenattackedfour times.
enemy,Henry Tudorhad spentsometime in France.6 A
5 Richard's
man hasbeenattackedby a cashmachine.7 Youmust leaveyour
dog outsidethe barber'sin Alaska.8 RichardIII becameKing of
England.9 In the USA,manypublicbuildingslook like buildingsfrom
that somebodyhad
and Rome.rc Expertsdiscovered
ancientGreece
changedthepainting.
1 B 2A 3A 4C 5 D 6 C 7 B 8 D 9 A

10D

fl Grammar
I the or no article in names of institutions 5A exercise13
Warm-up:Draw three columns on the board:individualpeople,titles
Elicit an examplefor eachcolumn.
and positions,and organizations.
Direct studentsto >>p.47,exerciserz, to revisethe grammar if
necessary.
Set-up:Gothrough the instructions and example.
2 th e 3t he 4-

Pastperfect 5Dexercise12
Warm-up:Copythe time iine from >>p.53,exercise8. Write the
f,rst part of sentencesr and z and elicit the secondpart.
Set-up:Ask studentsto readthe text and say what happened.
4

Warmer

5-

6 th e T th e 8 th e 9 -

They
Follow-up:In pairs,studentspreparefive similat sentences.
swapwith anotherpair and then correcteachother'sanswers.
2 Modals of obligation 58 exercise11
Warm-up:Write the following animal words on the board:dog,cat,
skunk,pet rat, racoon,camel,ducklings,alligators.In pairs, students
try to rememberthe laws about them. Direct studentsto Lawsfor
Pawson >>p.48to checkhow many they rememberedcorrectly.
Set-up:Do the examplewith the class.Elicit another possible
answer.(Youcan wearyour seatbelt.)TeIIstudentsto write as many
possibleanswersas they can.
2 Youmust switch off.../Youcan'tuse ... 3 Youcan put .../
You don't have to put ... 4 You can't leave... 5 You don't have
to have... 6 Youmust show... 7 Youcan'tuse ... 8 Youcan
use.../Youdont haveto use
Follow-up:Studentswrite four questionssimilar to those in
exercise12on >>p.49 to ask a partner about rules in their country.
3 Active or passive?5Cexercise10
Warm-up:Write the following words on the board for studentsto
make a sentence:dog,by,boy,bitten,the,was,the.
Set-up:Go through the exampleas a classto demonstratethe
activity.
2 Thefilm was watchedby the girl. 3 Theman was hurt by
the falling rocks. 4 Thethief was caughtby the police.
5 Youwere burnedby the midday sun.
Follow-up:In pairs, studentswrite five jumbled sentencesfor
another pair.

2 had been 3 (had)walked 4 went 5 was

6 had broken 7 had stolen 8 phoned
Follow-up:In pairs, studentsdraw a time line to show four
different datesand events,similar to the one on >>p.53,exercise8.
They swap with another pair and write three sentencesto describe
the story.

Vocabulary

5 Politics 5A exercise6
Warm-up:Booksclosed.Write Politicson the board and set a twominute time limit for studentsto write words connectedwith the
topic. Studentscheckwith the vocabularypanel on >>P.46.
Set-up:Ask studentsto readthe cluesand checkvocabulary.
2 capital 3 national 4 left 5 represent 6 president
7 democracy 8 state 9 election 10conservative 11political
12republic
Foilow-up:Studentsmake anagramsof flve Politicswords and
swap with a partner.
6 Permissionwords 58 exercise4
Warm-up:Put studentsinto pairs to choosefour sentencesfrom
exercisez. Studentsrewrite them using the wordspermit, allow,
forbid, andprohibit They can refer to >>P.49,exercisero, if
necessary.
Set-up:Ask studentsabout the topicsof the illustrations.Go
throughthe examplewith the class.
2 Feedingthe birdsis prohibited. 3 Takingphotosis not
permitted. 4 Bicyclesareforbidden. 5 Foodisn't allowed.
Follow-up:Studentswrite three laws for peoplecoming to live
in their country.They tell a partner the topics,for the partner to
guessthe laws.
Crime verbs 5Cexercise2
Warm-up:Ask studentsto look at the words in the word pool and
write thg past tense and past participle.They checkin lrregular
verbson >>p.48.
7

Set-up:Go through the first item. Remind studentsto think about

which verb is usedwith the noun.

]
I

2 attacked 3 robbed 4 killed 5 hijacked 6 shot 7 arrested

I
I

Q lzidnennorl

Follow-up:In pairs, studentswrite three gappedsentencesfor

another pair. Theywrite the verbson the paperand swap with
anotherpair.
Early finishert
Studentschoosea grammarpoint they want to rememberfrom
Unit 5.They write an exampleof a positive and negativesentence
and translateeachone into their own language

I
I
I

I
I
I
I
T

I
II

I
T

II

I
II
I

T55 n5

II

How to expressstrong feelings

3rientation

Read and follow meaning

l: ntext
- ::.is lesson,students will practise using extreme adjectivesto
- . -:: about experiences.

In this section, students read a conversation for gist before

inferring meaning from context.

- :re photo story Crash!,Suzi crashesinto Paul's car. They used

'- :: a couple,but Paul left her for a model called Mercedes (a
"::rish Christian name and the make of a car - MercedesBenz).
- ,:. feigns delight at meeting up, and suggeststhey celebrate.This
- :3r way of exacting revenge as, when the police arrive, Paul will
. . rspectedof drink-driving.

Read the question and go through the example as a class.

Put students into pairs to discuss tips for driving safely and
monitor and contribute to discussions.

64.1Direct students to the title and pictures in Crash!on >> p.56

and ask them to say what's happened. Do not conflrm students'
suggestionsat this point.
Go through questions r and z. PIay the audio while students
read the conversation. Elicit answers around the class and see
if others agree or disagree. Encourage students to give reasons.

: ,:'zme adjectivesshows syllable stress in key vocabulary.

-=8ua8e
-!(us Srammar soandsuch:l'm soexhausted.,
lt'ssuchan amazinqstorv.

:xus words

extreme
adjectives:
amazing,awful,brilliant,dreadful,
enormous,exhausted,
fa ntastic,fu rious,terrible,terrif ed,
wonderful

:xus phrases Really?,

Yeah,I know.,Wow!Sounds
good.,Oh no!,Pooryou!
iecognition
ocabulary

words coincidence,
fa ult, afool, unbelievable
phrases:
absolutely
amozing,
splitup

Te<ycled
aqSuaSe
:'onunciation

superlatives:
thebest/worst
f Im

1 He left her for a super model named Mercedes.

2 She encouragesPaul to drink some champagne so that when
the police arrive, he'll be in more trouble.
3

1 Yes.Paul is angry with her. 2 No. She'sstill angry with him

and wants to take revenge. 3 Yes.Paul refers to leaving her.
4 No. She says this to make him feel comfortable with her so
he won't suspectwhat she'sabout to do. 5 No. He drinks the
champagneand offers Suzrmore.

highintonation
6A.2

:rguage notes
,:rs like amazing,brilliant,fantasfrq
and wonderfulare close
. :nyms. They have similar meanings but are often used in
. t r onar iesus ually pr ov r de
: =:ent situ atio ns(collo ca t ion)Dic
' ..::.plesentenceswhich illustrate the kinds of contextsrr. ',r']rLch
- - ntensifvins ad ipr'ivesland r dv "' l- . r : - h- - t - . : i
. ,' cften used with a that clauseto suegestthe caise :: ,:.
j-:., e.g.He was so tired that hefell asleeprnt,,',eri::it.J.
-. : : st s his tired ne sswa s th e c aus eof h. isf allr r g as ieep

?reparation
--::.. to audio script 64.2 so you can point out intonation patterns
listen in exerciserr. Look at TeIIa story on >> p.rz8 to
-':-:-:;dents
:tudents with exercise16.Take dictionariesto class.

rVarmer
:,:: the following nouns on the board: car,flm, meal, driver,
. ::y. Set a short time limit and put students into small groups
. -:.rk of as many adjectivesas they can to describeeach ltem.
- : : :deas around the class and monitor for pronunciation of
' ::::Tle adjectives.Do not overcorrect for accuracy at this point.
:.--=llow to expressstrong feelings on the board.

Put students into pairs to discusswhat they think will happen

next. Monitor and respond to students' reasons,saying if you
agree or not and why. Put students with a different partner or
into small Broups to compare their answers. Ask for volunteers
to tell the class.
Extra activity
Students read the conversation between Suzi and Paul, and
continue for two or three turns.

'-.: product
- .ri it all together,students have a conversation about a good
" :aC experience.They ask questions and express sympathy to
'- -'--rrase
their nartner to continue.The conversationis basedon
- _ '* b'

. - --: script64.3.

Go through the instructions and questions r-5. Check

vocabulary as necessary and do the first item as a class.
Encourage students to give reasons and guide them to see that
they will have to flnd meanings that are not directly explained
in the text. Monitor and help, making sure students explain
their answers. Nominate students to give answers.

Vocabulary extreme adjectives

Ask studentsto look at the title of the sectionand say what
they think extremeadjectivesare.Elicit or give one or two
examples.Direct studentsta Extremeadjectiveson >>p.56and
point out or elicit that the stressedsyllableis in bold.
Gothroughthe instructionsand the exampleas a class.Check
vocabularyas you do eachitem. Monitor and give extra
pronunciationpracticeas necessary.
very tired - exhausted very frightened- terrified
very angry - furious very surprising- amazrng
Do the activity as a class.Direct studentsto the diagram and
make phrasesusing the words at either end of the line to help
studentsunderstand,e.g.say a wonderfulday,and ask if it was
good,say a terribleday, and ask if it was bad.Explain or elicit
that the words in between are usedto describethings which
are not so extreme.
Direct studentsto Extremeadjectivesagain on >>p.56to flnd
the synonyms.Monitor and give positivefeedbackfor accurate
syllablestress.As you go over answers,ask studentsto read
any examplesentencesin their dictionaries.Usetheseto point
out what type ofthings the adjectivesare usedto describe.

T56

terrible: awful, dreadful

wonderful:amazing,brilliant,fantastic
Gothrough the instructions and do the first item as a class
to demonstratethe activity. Ask about people'sfeelings
about high buildings,e.g.Do they makepeoplefeel exhausted
orfurious?Monitor and help studentsmake effectiveuse of
the information in their dictionaries.To checkanswers,ask
for volunteersto readthe whole sentenceand seeif the dass
agreeswith the suggestedanswer.If there is a difierenceof
opinion, guide studentsto the answer by eliciting information
about what the adjectivescan be usedto describe.
l terrified 2 exhausted 3 brilliant

4 an amazing 5 furious

Sxtra activity
Draw students'attention to the word absolutelyin CrashlAsk
What worddo we useinsteadof very beforean extremeadjective?
Studentsfind it in the storv.

so and such
F
rL Grammar
8 Do the exercisetogether.Readthe rules aloud (ignoringthe
blanks for the moment)beforedirecting studentsto readthe
Ask studentsto underline a noun (driver),two
three sentences.
adjectives (happy,awJul),and an adverb (badU. Elicit the rules
and point out the indefinite article after such.
Rules:Usesuchto make a noun more extreme.Useso to make
an adjectiveand adverbmore extreme.
9 Ask studentsto look at Crash!again to find and underline
examplesin the conversation.
1O Readthe instructions and the exampleto checkstudents
understandthe activity. Ask for volunteersto make the
sentencesmore extreme.
2 It's suchan amazingstory. 3 I'm so exhausted! 4 Why do
you drive such an enormouscar? 5 Why do you drive so fast?
11 5A.2Play the first two sentences,pauslng after each one.To help
studentshearthe intonation pattern,trace it in the air asthey
Iisten.Continuewith the audio,pausingafter eachsentencefor
studentsto repeat.Giveextra practiceas necessary.
lxtra activity
Ask studentsto look back at the photo story and make
sentences,
e.g.Suzi'sso beautiful.Paul'ssucha typicalman. Suzi's
plan is sa clever.Paul is so stupidto drink the champagne.etc.

p tisten and identify the topic

In the main listening activity, studentslisten to short
conversationsto identify the topic before identifying specificwords
and phrases.
U 6A.3Tell students they will listen to three different
conversations.Readthe instructions and ask students to
brainstorm somewords associatedwith eachof the topics.
Play the audio. Ask for volunteers to say the topics of each of
the conversationsand seeifthe classagrees.Playthe audio a
secondtime if necessary.

Conversation1: seeit again Conversation2: it, a

brilliant time, the place,go againnext year,maybeI'll go
Conversation3: them, awful, parentswon't let me, have to
do them again,spendall summerpreparing
Teaching tip
Sometimes,a goodIistening strategyis to have a topic in minc
beforehandand then to listen for cluesto confirm or change
your idea.Pointing out this strategyhelps studentsseethat
listening is not a passiveactivity, and that they shouldn't give
up easily.
t4 Readthe instructions and checkstudentsunderstandthe
activity. Direct studentsto audio script 6A.3on >>p.r54and
go through the first conversationto demonstratethe activity.
Monitor and help as studentscontinue individually. Check
answersas a classand play the audio again for studentsto
listen and read.
Conversation2: Oh really? Soyou liked the place,then?
Conversation3: Sohow are thev? Oh no! What - were the.,'
soterriblethen?
15 Readthe instructions.Ask for two volunteersto readthe
first conversationto the classand remind them to use high
intonation to show interest.Monitor and give praisefor the
use of high intonation as studentscontinue in pairs. Check
studentsswap roles.

ABCD Put it all together

t6 Direct studentsto lell a storyon >>p.r28.Go through the
information and checkany vocabularyas necessary.
Tell
studentsto make notesto preparefor the activity and monitor
and help as necessary.Givestudentstime to rehearseby
mumbling the story to themselves.
tl Go through the instructions and put studentsinto pairs to tell
their stories.Checkstudentsswap roles.
Student performance
Studentsshouldbe ableto show they are interestedlisteners.
you can use this checklistto monitor and give feedbackor to asses:
students,performance.
Dostudents
usephrases
to encourage
theirpartner
to
continue?
exercise
l5

attempt
to usehighintonation?
Dostudents
11
exercise
I can expressstrong feelings.
Studentstick on my own if they have usedphrasesto encourage
their partner to continue a conversationfrom memory.They tick
with somehelpif they have lookedat their answersto exerciser4
or the board onceor twice for help.
Early finishers
Studentstell their storiesfrom memory or chooseand preparea
different topic from TelIa story.

1 a f ilm 2aholida y 3 e x a mre s u l ts

13 Readthe instructions and go through the exampleto check
studentsunderstandthe activity. Playthe audio,pausingafter
eachconversationfor studentsto make notes.Ask around the
classfor words and phrasesassociatedwith the topic.Playthe
audio again if necessary.

T57 6A

Additionalmaterial
for extrapracticeactivities
www.oup.com/elt/result
www.oup.com
/elt/teacherhesultfor extrateacherresources

How to tell and show interest in an anecdote

Orientation
lontext
.:. this lesson,students will practise telling an anecdote and being
.:. interested listener.
l:.e two texts on >>p.58 are true stories which have several things
,:. common. TWo people lost their wallets and never expected to
.:e them again and both wallets were returned after a long period
:: time. There are photos of the people who lost the wallets.
)::tionary extracts gives grammatical information about the use of
:: + infinitive and gerunds after the verbs stop and remember.
lnguage

Focus
grammarinfnitivesandgerunds:
afterpaying,beforeberngmoved,
expectto see,kindenoughto look,remembers
takingout,
stoppedto buy,too lateto go back
Preview
Srammar

reported
speech

Focus
words

verbs:
decide,
don'tmind,enjoy,
expect,
fancy,
fnish,forget,
hope
Focus
phrases after/before
...ing,it'sgreatto ...,kindenough
to ...,thanks
for
...ing,toolateto...
Recognition
vocabulary

words:antiques,bomb,medics,notice,paperwork,praised,
stamps,
son-in-law
phrases:
a completestranger,
dry-cleoning,
socialsecurity
card

Recycled
language

words:amazed,bankcards,cash,documents,
drawer,
handbag,lD card,mobilephone,ticket,wonderful
phrases:
pickit up
pastperfect;too...to,enough;gerund/inf
nitive
Erammar:

Discourse

conversation
buildlng

Read and follow the main

events in a story
In this section,studentsreadtrue storiesfor specif,cinformation.
I Readthe questionand put studentsinto pairs to tell their
stories.Monitor and join in conversations.
Nominate students
to tell the class.
2 Put studentsinto A/B pairs and direct them to the storieson
>>p.58.Make surehalf the classreadsone story and half reads
the other.Seta time limit of about three minutes to encourage
studentsto readfor the main ideasonly. Ask for suggested
titles and write them in two columns on the board.Do not
comment at this stageif the titles are similar.
3 Readquestionsr-8 and checkvocabularyas necessary.
Ask
studentsto readtheir text again,and encouragethem to use a
dictionary to flnd the meaning of essentialwords only. Monitor
and help ifnecessaryas studentscontinue individually. Ask
both A and B studentsto give answersto the questionsand
write notesin the columns on the board.
text A: 1 He forgotto pick it up in a petrol stationin Utah.
2 Theowner of the petrol station. 3 In a drawer. 4 His wife.
5 $5cash,old stamps,a dry-cleaningticket,universityID card,
somephotosof friends. 6 On the Internet. 7 He was very
surprised. 8 39years.
text B: 1 He lost it in Francein the SecondWorldWar.
2 Mr Breitenstein's
father. 3 In a drawer. 4 Mr Breitenstein.
5 A few francs,somerecelpts,somephotos,a socialsecurity
card. 6 Onthe Internet. 7 Hewas very surprised. 8 62years.
4

Gothroughthe instructions.In pairs,studentstell eachother

about the storiesthey read.Ask for volunteersto tell the class
about any similarities and differencesthey found.

Language note
.:.jormation and example sentencesusually given rn dictionaries
.'rll help students to decrdeif a verb ls followed by an infinitive or
. gerund.
.:',everbs stop and remembercan be followed by fo + infinitive or a
.:IUfld, but with a differencein meaning.

Extra help
Draw a verticaltime line on the boardand chooseoneof the
stories.Write man lostwallet,at the top, and man got wallet
backat the bottom. Elicit eventsto add to the time iine and
monitorfor correctuseof the pastperfect.Reviewthe useand
form of pasttensesif necessary.

!nd product
-:. Put it all together,students use their notes to tell different stories
: ased on pictures in Pairwork.The conversation is based on audio
':ript 68.1.

Extra activity
Studentsdraw a verticaltime line and mark the main events
for the other story.
5 Readthe instructions,phrasesand examplewith the class.
Monitor and help as necessaryas studentscontinue in pairs.

Preparation

Extra acttvity
Returnto students'suggested
tities for exercisez. Theclass
voteson the besttitle for the stories.

:ead the phrases in exercise14 so you can use them in the Warmer.
-:ok at the picture story on >> p.t2g so you can help students in
.xercise 16,if necessary.Take dictionaries to class.

Grammar infinitives and gerunds

Warmer

--skstudentswhen they last lost an everydayobject,e.g.an

studentsto tell the classabouttheir
-nbrella. Encourage
.:<periences
and askwh- questionsto elicit extra details.Use
::.rasesfrom exerciser4 to showyou are interestedin their stories.
'.','riteHow
to tell andshowinterestin an anecdote
on the board.

6 Write this sentenceon the board:He didn't expectto seehis

walletagain.Underlinedidn't expectand to seeand ask if these
are /rounsor verbs.(Verbs.)Ask\Nhichverbis the to + infinitive
form? (Tosee.)
Direct studentsto the two columnsin the grammar box.
Tell studentsthat when two verbs are usedtogether,the flrst
verb might be followed by either an infinitive or gerund.
Ask studentsto find an exampleof a verb+ gerundin the
phrasesin exercise5 (remembers
taking out).

T58

Readthe instructions and checkvocabulary.Ask studentsto

find the verbs in the texts and to look at the form of the next
verb.Go over answersas a class,beforestudentswrite the
verbs in the appropriate column.
use a gerund after: enjoy,forget use to + infinitive after:
decide,expect,hope
Readthe instructions and sentencesr-8.Checkvocabularyas
necessaryand go through the flrst item as a class.Remind
studentsthat their dictionariesusually give information and
exampleswhich will help them decide if a verb is followed by
an infinitive or a gerund.Monitor and help studentsas they
continue individually.
Ask for volunteersto give answersand seeif the classagrees.
Ask students to find another example of a verb in items r-8 to
add to the grammar box in exercise5. {They adddon't mindto
the first column of the box.)
2 eating 3 to meet 4 driving 5 to look 6 going 7 doing
8 to take
Gothrough the examplesin the box together as a class,
focussingattention on the words in blue. Put studentsinto
pairs to underline or highlight examplesin the texts.
trxtra help
Write in_fnifive+ to (A) andgerund(B/on the board.Saysomeof
the verbs and phrasesfrom the boxesin exercises6 and 8 for
studentsto sayA or B. Studentscontinue in pairs.
Extra plus
In pairs, studentstake turns to say a sentencestem for a
partner to continue,e.g.A He didn't expect...B to passhisexam.
Tell studentsto readthe text, ignoring the blanks.Ask Did
the personfeel happy at the end?(Yes)and elicit why. Check
vocabularyas necessaryand do the exampletogether,
pointing out the prepositionaJterand directing studentsto
the information in the box in exercise8. Monitor and help as
necessaryas studentscontinue individually. To checkanswers,
readthe text aloud.Pauseat eachblank for studentsto saythe
answer as a class.
2 to return 3 going 4 bringing 5 helping 6 to know
Ttodo
TO Readthe information to the classand direct studentsto
Dictionaryextractson >>p.58.Ask studentsto find examplesin
eachofthe texts. Checkstudentsunderstandthe differencein
meaning by asking,in each caseWhichactionhappenedfrst?
text A: stoppedto buy, rememberto collect
text B: rememberstaking out, stoppedlooking
Extra activity
Readthe following situations and ask studentsto answer the
question What do you do?
r Youpassyour friend in the street.Do you Stoptalking or Stop
to talk?
z The exam'sstarting. Do you Stoptalking or Stopto talk?
3 What do you do beforeleaving a caf6?Do you rememberto
pay or rememberpaying?
4 After you'veleft the caf6,you think about the bill. Do you
rememberpaying or rememberto pay?

Listen and show interest

G
tI
In this section,studentslisten for detail and to identify how a
personshowsthey are interestedin a story.
11 Readthe instructions and ask studentsto make a list of items
peoplenormally have in a handbag.Remindstudentsthat it's
usually easierto understandif they think about things they
expectto hear.Elicit ideasaround the class.
12 58.1Playthe audio for studentsto tick the words on their list.
Playthe audio a secondtime if necessary.
Ask
13
studentsto read questionsr-4 beforelistening a second
time. Playthe audio and checkanswersas a classat the end.
1Totell Benabouta similar experienceshe'dhad.
2 Sheleft it on a train. 3 No, shedidnt.
4 Shecancelledher credit cards.
14 Readphrasesr-4 and meaningsa-d and checkvocabularyas
necessary.Do the first item together as a classto demonstrate
the activity. Checkanswersas a class.
1b 2d

3a 4c

15 Readthe instructionsand direct studentsto audio script 5B.lon

>>p.r54to find more examplesof Ben showing he's interestedin
Julia'sstory. Monitor and help as students continue individually.
Playthe audio again for students to listen to Ben.Ask students
to take turns sayingthe conversationand checkthey swap roles.

FaBCPut it all together

15 Put studentsinto A/B pairs and direct them to the appropriate
Pairwork activity. Ask students to make notes about what
happened.Monitor and encouragethem to add extra details,
e.g.when and where the event took place,how they felt, etc.
Direct them to the questionsin exercise3 for ideas.
l? Readthe instructions and remind the listenersto sound
interested.Ask the story teller to tell their partner if they felt
they soundedinterested.Checkstudentsswap roles.
Student performance
Studentsshouldbe ableto tell a short narrative and respondas ar:
interestedlistener.
You can usethis checklistto monitor and give feedbackor to asses:
students'performance.
givesufficient
3
detail?
exercise
Dostudents
1!
listeners?
exercise
showtheyareinterested
Dostudents

I can tell and show interest in an anecdote.

Studentstick on my own if they have had the conversationusing
their notes.They tick with somehelpif they lookedat the gramma:
boxesin exercises6 or 8 on >>p.59occasionally.
Early finishers
Studentsretell the story without using their notes.Their partne:
asksfour questionsto flnd out more and to show interest.

Additionalmaterial
lt for extrapracticeactivities
www.oup.com/elt/resu
www.oup.com
/elt/teacherhesultfor extrateacherresources

T59 6E

How to talk aboutpeoplein your neighbourhood

]rientation
- -:text
- ::.rslesson,studentsusereportedspeechto explainwhat others

Draw two columns on the board:positiveand negative.Dtect

studentsto Behaviouron >>p.6o and elicit a word for each
column.Ask studentsto use their dictionariesand monitor and
help as necessaryas studentscontinue individually.
Checkanswersas a classand give extra pronunciationpractice
as necessary.
Ask studentsto make sentenceswith the words
to checkthey understand.Listenand checkthey usethe word
correctly,e.g.tofght as a verb, roughas an adjective.

- - photos illustrate the concept of problem neighbours in general.

-'
-: :;y's TV Choiceis an illustrated TV review of a new reality TV
:: ::.mentary, Nightmare Neighbours.The programme explores the
.. :-ict between two families, the Dicksons and the Lanes.The
=:.e, Love YourNeighbourq is also about the two families. There is
, .:rg version on the audio (6C.2).
j:'.iviour gives phonetic transcriptions of some key vocabulary

positive:friendly,helpful,kind, polite,well-behaved
negative:a bully, naughty,noisy,nosy,rough,rude,to fight,
to swear

:.-:h is not obvious from spelling.

;:8uage

Gothrough the instructions and checkstudentsunderstand

the complaints.Monitor and encouragethem to talk about
their reasonsas they continue in pairs. Nominate studentsto
explain their order and encourageothersto comment.
5C.1Readthe instructionsand askstudentshow they are going
(Forkey wordsin the
to listen. Toeveryword orfor key word.s?
complaints)Playthe audio and ask studentsto compareanswers
in pairs.PIaythe audio a secondtime if necessary.
Elicit answers
and give extra pronunciationpracticeof key vocabulary.

=rcus
grammar pronounsin reportedspeech:
Hesayshe.,.,Hesays,'l..

lecognition
rccabulary

behaviour:
bully,
helpful,
kind,naughty,
noisy,
fght,friendly,
polite,rough,rude,sweor,
nosy,
well-behaved
words:bark,drspute,
grafiti,healthhazard,
documentary,
mentioned,reco
ritycamera
mmended,secu
phrases:
occording
to,doingnothingwrong,
feelsorry
for,
hadenough,
separated
from,setfre to

fecycled
anguage

words:allowed,bored,complain,divorced,
fascinating,
garage,loud,Mr,Mrs, Ms,retired,single
phrases:
againstthelaw
gtammarpersonal
pronouns
andpossessive

tonunciation

gh
spelling
andpronunciation

liscourse

conerence
In pronouns

larrguage notes
- :eportedspeech,when the reporting verb rs jn the preser.l
' --s e. t he tense of th e ren orte ds neeehis - l- e s : m e as : t \ \ ' as \ ' , ' n e r .
::ken. We deal with this area in the next lesson.
:: letters gh aren't usually pronounced. Occasionally,the letters
:-:n the consonant , , as in rough and enough ' .

1 noise 2 roughbehaviour 3 naughtychiidren 4 wails and

fences 5 car parking 6 animal problems 7 rubbish
Ertra activity
Ask studentshow the list comoaresto wherethev live.

?:-adAre you a good neighbour?on >> p.r29, so you are familiar

',';rththe activity for exerciser7. Think about classroom
::ganization for pair and group work in exerciser8. Take
:-ctionaries to class if necessary.

Warmer
',','ritethe word neighbourson the board. Set a short time limit for
::udents, in groups,to list good and bad points about living near
::her people.Elicit suggestionsand write five ideas for each on the
:card. Ask students to put the good points in order (starting with
:ne best first) and to compare ideas.
.,Vrite
How to talk about people in your neighbourhoodon the board.

Read a TV review

In this section,studentsscana TV reviewfor specificinformation

beforereadingintensivelyfor detail.
4

ind product
..:.
Put it all together,students work in pairs or small groups. Using
::.eir notes, they report what another person has told them.

Preparation

,::i,t

1[ Vocabulary behaviour

. -.---:l.
:
:5 dlu

-fius woros

't:::r:::.

Direct studentsto NightmareNeighbourson >>p.5o and askIs

it a dictionaryentry,a verse,or a TV review?(A TV review.)Direct
studentsto the picturesand askifthey think it is goingto be
about goodor bad neighbours.(Bad.)Seta short time limit for
studentsto readthe text and identify the peoplein the photos.
TheDicksons,
Mrs Lane'sson,Mrs Lane'sdaughter

Gothroughthe instructionsand the examplewith the class.

Ask studentshow they are going to readthe text. (Scanto fnd
the wordsJrom exercisez and then readthat part of the text
morecarefullyto check.)Ask studentsto continue,ignoring new
vocabularyfor the moment.Monitor and help if necessary.Ask
for volunteersto give answersand seeifthe classagreesbefore
giving feedback.
animal problems(line 28) car parking(line 27)
walls and fenceproblems(line 11)
noise(line 9) rubbish(line 12)

5 Ask studentsto readmeaningsr-5 and checkvocabularyas

necessary.Foreachitem, ask studentswhat type of word they
are looking f.or.(A noun,verb,or adjective.)
Do item r together
and ask studentshow they found the answer.Checkanswers.
1 a healthhazard 2 dispute 3 separated 4 bark 5 install

T50

Readsentencesr-6 and ask studentsto say true orfalse fuom

memory.Write students'answerson the board.Ask students
again to checktheir answers.Go
to readNightmareNeighbours
over answerstogetherand ask studentsto give reasonsif a
statement is false. Monitor for pronunciation of Mr, Mrs, and Ms,
2 True. 3 True. 4 False.(BothMr and Mrs Dicksonsaythey
separated.)6 True (according
to
can'tsleep.) 5 False.(She's
Mrs Lane).

Readquestions1-3to checkunderstanding.Studentscontinue
the activity in pairs.Monitor and join in with discussions.Give
positivefeedbackwhen studentssupporttheir opinion with
reasonsor examplesfrom the text. Bring the classtogetherand
go through the questions.Nominate a studentto sharetheir
opinion and invite othersto add their comments.
Extra activity
Ask studentsto choosethree new words or phrasesfrom the
text. They guessthe meaning beforecheckingin a dictionary.

pronouns in reportedspeech
C Grammar
9

Direct studentsto LoveYourNeighbouirs

on >>p.6o.Ask them
about the text. Is it a dictionaryentry,a verse,or a TV review?
(VerseJCheckvocabularyas necessary.
Tell studentsto
underline the verb to say and askDo thepeoplesay thesethings
onceor ofien?(Often.Theverbsayis in thepresenttense.)
Do the first item togetherto show studentsthat they might
needto look at the information beforeand after the blank.
Studentscontinue individually and write the missing
pronouns.Do not go over the answersat this stage.

10 5C.2Playthe audio for studentsto listen and checkanswers.

1 she 2 they 3 she 4 he 5 they 6 she 7 he
11 Draw two columnson the board:A and B. Copythe first
sentencefrom eachcolumn in the grammar box and askWhich
sentencereportsthe actual wordsMrs Dicksonsays?(A) lMich
sentencesimply reportswhat shesaid?(8.)Elicit or explain the
punctuation differencesbetweenthe two sentences.
Direct studentsto the grammar box and readthe sentences
row by row Do the activity togetherand checkstudents
understandwhy the missing pronounsare different. (Reported
speech,in column A, gives the actual wordsthe speakerused,
whereasin columnB thepersonreportingwhat wassaid isn'tthe
personwho spokeJCompletethe rule as a class.
He says,'I hearthem.' Shesaysshe saw ...
Rule:sometimeshaveto
lxtra help
SayI'm tired. and nominate a student to report what you
said.Ask the student to repeatthe statementI'm tired. and
to nominate anotherto report what was said.Monitor for
accuracyof changesin the pronoun for reportedspeech.
12 Gothrough the instructions and the example.Checkstudents
understand.Point out the pronoun change.llicit one or two
more examples.Studentscontinuein pairs.
Shesaystheir kids .../Shesays,'Yourkids ...'
Mr Dicksonsaysthey leavetheir rubbish .../Hesays,'You
Ieaveyour rubbish ...'
Shesaysshehearsthem .../Shesays,'I hearthem ...'
He sayshe hearsthem .../Hesays,'I hearthem ...'
Shesaysthey kick their .../Shesays,'Theykick their ball ...'
Shesaysshesawtheir .../Shesays,'I sawyour daughter...'
He sayshe hearsthem.../Hesays,'I hearthem...'

Extra help
Studentswork in pairs.Onereportswhat was said,the other
saysthe words in a complainingtone of voice.They swap roles.
Ertra plus
Studentsrole play the Dicksonsand Laneshaving an argument.
13 Readthe instructions and exampleand checkstudents
understandthe activity. Studentscontinuethe activity in pairs.
Ask for volunteersto tell the
Monitor and help as necessary.
classabout what peoplethey know often say.

l) Spelling and pronunciation gh

t4 Readthe instructions.Ask studentsto look at the phonetic
transcriptions and to listen to the words to hear the difference.
Sayft andfghf severaltimes for studentsto tune in to the
differencein pronunciation.Reada and b and askwhich one is
correct.(a.)Explainthat,infight, the lettersgh arent pronounced.
15 Direct studentsto LoveYourNeighbourson >>p.5o and ask
them to find the first exampleof a word containing the letters
gh. (In the trtle Neighbour./Studentscontinueindividually.
As you go over answers,askwhich two words end in the ,i'
sound(rough,enough).Studentsconfirm this by using their
dictionariesand checkingthe phonetictranscriptions.
neighbour (threetimes) rough naughty enough fighting
night daughter
Direct studentsto the verseon >>p.6o to practisesayingthe
lyric. Playthe audio again if studentsenjoy singing along.

BCD Put it all together

l7 Readthe instructions and direct studentsto Areyou a good
neighbour?
on >>p.129.Usethe exampleand nominate a
student to ask you the question.Readthe reply.Ask studentst:
make notesof their partner'sanswersfor the next activity. Pu:
studentsinto pairs to do the interview. Checkthey swap roles.
18 Reorganizestudentsso they are working with a different
partner or in a small group.Readthe instructions and example
to demonstratethe activitv. Studentscontinue.
Student performance
Students-shouldbe ableto report short statements.
Youcan use this checklistto monitor and give feedbackor to asses:
students'performance.
usepronouns
accurately?
Dostudents
exercise
13

I can talk about people in my neighbourhood.

Studentstick on my own if they did the activity without looking
at the grammar box in exerciserr. They tick with somehelpif.thet
have lookedat the grammar box occasionally.
Early finishers
Put studentsinto groupsof three.TWoare in an argument and
will not talk to eachother.The third acts as a go-between,takir-=
messages
from one to the other.

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T61 6C

FIowto report what peoplesaid

l-entation
-:::--axt
'- :
-:>son,students will practise retelling a story using
: : -::: speech.
'
: -:sirated text, ?he Man Who Soldthe Eifel Tower,tells the true
- :: ',rrctorLustig, an enterprising businessman who convinced
- , - -:: rlan Andre Pnisson,to buy the EiffelTower.Poissonwas
: -:arrassed to go to the policeand Lustig disappearedto
: ---: ',vith his money. The temptation for Lustig to try the trick
:: -- -,'.-as
great and so he returned to Paris a month later. He
:
r'.anage
to sell the tower this time, and had to escapeto
-.:-:a. He was eventually arrested for other crimes and ended
, :;.-,-sin the famous Alcatraz prison.

Read and understand the

main ideas
In this section, students skim and scan an article for the main
ideas, ignoring or guessing the meaning of unknown vocabulary.
I

Direct students to the pictures and title of the article on

>>p.62.In pairs, students predict the content ofthe story. Ask
for suggestions but do not comment at this stage.

Ask students to read the article and answer the two questions.
Set a short time limit to encourage students to skim the text.
Victor Lustig soid it. Andre Poissonbought it (or thought he
had, but he had a false contract).

3
-L-,i.iage

-.5gtammar
--JJ

WOrOS

tensesin reportedspeech:
Hesaidhetriedto help.,
Hesaidhe'dtriedto help,Hesaidhe'dtry to help.
soyandtell

ks phrases
lsaid(that)...,
ltold him to ...,lsaid,'Wewill
Lrcgnition
vocabulary words:confessed,
contract,dealer,estateagent,

Monitor and help as necessary as students continue

individually. Elicit key words in the summaries and
corresponding detail in the text as you check answers. At the
end ofthe activity, ask students iftheywould
have bought the
Eiffel Tower and encourage them to give reasons.

maintain, neglected,
permanent
phrases:business
opportunity,in a hurry,scrap
metal,underthe table

kyrled language

r-cnunciation

w ords:embarrosse
d, interested,secret,worried
grammarpastsimpleandpastperfecttenses;
subjectandobjectpronouns
'd 6D.2

lrscourse

pronouns
in reported
speech

2e

Preparation
::ad the Extraactivitynotesfor exercise3.Takedictionariesto
--rss,if necessary.

Warmer
-.sk students to think about the last thing that somebody said to
::.em just before they came to class,just before they Ieft home
::.is morning, last thing last night. Ask volunteers to tell the class.
l,'.cnitor for the use of say and tell and use of tenses.Do not correct
::r accuracy at this stage.
','.'rite
How to report what peoplesaid on the board.

3f

4c

5a

6d

Extra activity
Ask studentsto flnd the following words and phrasesin the
text and to guesstheir meanings.neglected(paral, business
deal (para z), permanent lpara 31,tn a hurry (para 5), under the
table lpera 5.'.StuCentschec< in their dictionaries. Put students
into palrs ic conpare guessesand to checkin their dictionaries.
Ask studentsto te1leach other how they guessedthe meaning
and to decide which approach worked best and whv.

-:..nguage note
-' : .s t he first pre se nta tion
of t ens e s hr f t r n : eo: r : ed s pr : - :
- -v, amnlp sin the le ssnna r e r es t r t c t edt o t he s t r r c le f ^' - .
, - nresent an d frrtrrre Other s t r uc t ur eswr ll be f oc us edon
.:.ecourse.
i:d product
- ->utit all together,students retell two parts of a connected story
: ?airwork from memory. They discusstheir answers to some
-.-:stions to find out how their stories are connected and are
:-:ected to >> p.133to read the solution.

Read the instructions and summaries a-f. Check vocabulary. Go

through the example as a class to demonstrate that students
might have to think about the language in the summaries and
look for connected ideas in the text. Do the next paragraph
together if necessary, asking students to say which key words
in the questions and summaries helped them flnd the answer.

Vocabulary say and,tell

Ask studentsto underline or highlight examplesof said and
told in the text. Direct studentsto sentencesr-3 and check
vocabulary.Ask studentsto underline the correctword in each
sentence,using the examplesin the text to help.Point out the
form as you go over answers.Elicit or explain that fell always
has a personalobject.
1 said 2 told 3 said
Ask studentsto readthe text and ignorethe blanks.Explain
any new vocabuiary.Readthe first two sentencesand elicit
or explain why told is the correctword. (Weusetellwith a
personalpronoun./Studentscontinue individually. Monitor and
help as necessary.
To checkanswers,readthe text, pausingat
the blank and ask studentsas a classto call out the answer.
2 said 3 said 4 told 5 said 6 told

r62

lxtra help
To help studentsunderstandthe differencein meaning
between say and tell, draw two columns on the board:A and
A Hello! and B Sitdownl Saythe
B.Write thesesentences:
following sentencesand write them in column A: Hi; Goodbye;
Goodmorning;Goodnight.Oh na! Askstudentsto report what
you said,using say.
Saythe following sentencesand write them in column B: I
Ioveyou! It'sfve o'clock.It's late.He'sgot a new car.Gohome.
Ask studentsto repeatwhat you said,using telLMonitor for
accuracy.
Point out that we can use sayto report any kind of speech.We
use tell to report that someonehas given information, an order
or advice,e.g.teIIa partner is an instruction frequently used
Write scy in column A and tell in column B
in lessonexercises.
and cleanthe board.Saythe sentencesrandomly for students
to sayA or B.

reportedspeech
C Grammar tensesin
6 Readthe instructions and direct studentsto the grammar
box and column headings.Copythe sentencesin the two
columns in the first row onto the board. Underline the verbs
in both sentences,'m, told, and was. Ask Which was saidfirst,
the sentencein direct or reportedspeech?(Directspeech)Elicit or
explain that we usually show this by changingthe tensein the
reporting verb (told),and the verb 'm in the example changesto
was.Readthe information in the third column.
Ask studentsto find the sentencesin the first column in
reportedspeechin the text. Remindstudentsto think about
pronouns.Go over answersas a classand elicit the rule.
reportedspeech:He saidthat they had ('d)askedhim to sell
it. changepast simpleto past perfect.
He said that he would (d) buy it. changewill Io would (d).
Rule: change

&dra ecfivity
Ask studentsto draw two columns (directand reportedspeech)
and to find other examplesin the text to completethem.
Direct studentsto the grammar box and the column headings.
Ask studentsabout the tenseofthe three examplesin row
r for the verb try in the direct speechcolumn {present,past,
and future). Sayeach sentencefor the classto report what you
said,readingfrom the secondcolumn.Slicit or explain il in the
reportedspeechform rb and rc (in rb d is had,in rc iCis would).
Ask studentsto continuethe activity, looking again at the
Monitor and help,making a note
sentencesfor try if necessary.
of any problemsto review at the end of the section.
2 a needed b had (d) needed c would need('d)

6D.l Explainto studentsthat they might find it diffcult to hear

7. Readthe phrasesin items r and z. Playthe audio for students
to listen and tune in to the speaker'svoice.Playthe audio a
secondtime, pausingafter eachitem for studentsto repeat.
Giveextra practiceas necessary.
6D.2Readthe instructions and the exampleto demonstratethe
activity. Playthe audiq pausing after eachone for studentsto
say the letter. Give positive feedbackfor correct answers.In pairs,
students test a partner. Monitor and help with pronunciation.
1 b, a, c 2c , a, b

10 Go through the instructions and checkstudentsunderstand

small lies.Readthe actual words peoplesaid aloud and do the
f,rst item with the classto demonstratethe activity.

T63 6D

Ask studentsto readitems z-6 and checkvocabulary.Monitor

and help as studentscontinueindividually. To checkanswers,
askfor volunteersto readthe full sentence.Tell the classto
listen and say if they agreeor not. If there is disagreement,
explain the answer referring backto the grammar box in
exercise7.
2 ...he would (d) be flne. 3 ...he had ('d)boughtit.
4... SantaClaushad (d) broughtit. 5...shelookedlovely.
6 ...he didn't feei verv well.
Extra activity
Sayone of the items in exercisero, but with a different lie.
Cuestudentsto correctyou by sayingNo he didn't.He said...
Studentscontinuein pairs or small groups.
11 Readthe instructions and checkstudentsunderstandthe
activity. Put studentsinto pairs to decidethe order ofthe
lies, starting with the worst first. Monitor for accuracyand
encouragestudentsto give reasons.Nominate a few students
to tell the ciassthe order oftheir lies and encouragethem to
explain their order.Help studentsto expresstheir ideas.
Extra plus
Ask studentsto write the exactwords of five things that
somebodyhas said to them so far today.In pairs,they write
the sentencesin reportedspeechand tell a partner.

$lBC Put it all together

12 Readthe instructions and checkstudentsunderstandthe
activity. Put studentsinto A/B pairs and direct them to the
appropriatePairworkstory on >>p.r29and >>p.r34.Give
studentstime to make notesof key parts of the story and to
rememberit. Monitor and help as necessary.
Readthrough the secondpart of the instructions in Pairwork.
Ask studentsto discussthe answersto the questionsusing the
information from their stories.Bring the classtogether and go
over the answers.Finalli4direct studentsto >>p.r33to readthe
solution.Ask studentsifthey guessedthe solutionbeforethey
readit and encouragethem to explain how they worked it out.
Student performance
Studentsshouldbe ableto report short statements.
Youcan use this checklistto monitor and give feedbackor to assess
students'performance.
Dostudents
usepronouns
appropriately?
exercise
l0

Dostudents
Dronounce
7 audiblv?
exercise
9
I can report what peoplesaid.
Studentstick on my own if they have mainly told their story to a
partner from memory.Theytick with somehelpif they have looked
at the sentencesin the grammar box in exercise7 occasionally.
larly fnishers
Studentsswap rolesand repeatthe activity in exerciserz.

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Crientation

Connectideas
G
rb

3ntext and Language

-- -Jris lesson, students practise using connectors to write a'newsy'
==er to a friend. This is based on a model in exercise a.

Gothrough the instructions and example.Monitor and help as

studentscontinueindividually. Studentscompareanswersin
pairs.Elicit answersand write them on the board.
2 I'm happy,althoughI'm very tired. 3 I don'twant it. It's too
expensive.Anyway, I don't even like it. 4 We did it, although
it wasn't easy. 5 It's boring.However,it's very well paid.
6 I don'ttake sugar.I don't like it. Anyway,it's bad for you.

words:absoIutely,acquaintances,
diaIogue,exhausted,
neigh
bours,noisy,strangers
phrases:
splitup
Slammat:50, SUC0

discourse:
also,and,but

p Think about your reader

connectors:
although,
bytheway,however
cnywoy,
ird product
:. Put it aII together,studentsreply to the letter in exercise4. They
',,;ap letters and decideif it containsthe news they expectto hear.

Warmer

In this section,studentsthink about the similarities between faceto-faceconversationand an informal letter between friends.
7 Readthe instructions and do the activity as a class.Elicit the
best answer from students(b) and askthem to explain how
they can tell that Ashley and Fran are goodfriends.
8

l:-l studentsto imagine they are writing a letter to a friend who

--:;esin a different town. Ask them to think about what they've
:een doing recentlyand what they could tell their friend about.
:--:tstudentsinto pairs or small groupsto exchangeideas.Elicit
,:ggestionsaroundthe class.
',';ite How
to exchangenewsin a personalletteron the board.

1[ Vocabulary respondingto news

I

Go through the instructions and ask students to read the

information in both columns and check vocabulary as
necessary.Put students into pairs to continue. Check answers.
2b

3a

4 c.e

5 a.f

Gothrough the instructions and readitems r-4 with the class.

Do the first item togetherto demonstratethe activity. Monitor
and help as necessary,guiding studentsto the relevant parts of
Ashley'sletter. Checkanswers.
2 AshleygivesinformationaboutGabi. 3 Ashleyexpresses
personalfeelingsabouthis new flat, his neighboursand the
end of his relationshio. 4 He usesDearfor Hello and Love
fromfor goodbye.

Readthe instructions.Givestudentstime to plan their

conversationsand to think of answersto the questionsat the
end of Ashley'sletter. Remindthem to use someexpressions
from exerciser. Monitor and give positivefeedbackfor 'newsy'
conversationsand checkstudentsswap roles.Volunteershave
their conversations
for the class.

6e

BCD Put it all together

Extra activity
Say a sentencefrom news items r-6 and nominate a student to
respond.That student then says a different news sentenceand
nominates another to respond.

lO Gothroughthe instructionsand remind studentsto usethe

expressions
in exercise5.

Read the instructions and go through the example with the

class before students continue in pairs. Monitor and give
positive feedback for appropriate responses.

11 Tell studentsto swap letters and imagine that they are Ashley.
Ask them to make a note of anv more information to asktheir
partner at the end.

Reada Dersonalletter
E
J'
:. this section,studentsuse a photo to guesswhat news a person
:-vesin a letter beforeanalysingit for informal discoursefeatures.
I Readthe instructions and direct studentsto the photo of
Ashley'sflat. Put studentsinto pairs to compareideasand
monitor and contributeto students'suggestions.
Ask studentsto readthe letter and checktheir guesses,
ignoring any new vocabularyfor the moment.Ask for
voiunteersto tell the classabout what they guessedcorrectly.
Readitems r-4 and do the first item as a classto demonstrate
the activity. Monitor and help as studentscontinuein pairs.Go
over answersas a class.
1 although 2 however 3 by the way 4 anyway

Student performance
Studentsshouldbe ableto write a reply to a personalletter.
You can use this checklistto monitor and give feedbackor to assess
students'performance.

Coheicnte

Have
included
alltheinformation?
students
Have
writtenina conversational
stvle?
students
Have
students
connected
ideas
appropriately?

I can exchangenews in a personalletter.

Studentstick on my own if they think they have given the news
their friend would expect.They can tick with somehelpif they feel
they needto add one or two more piecesof information.
Early finishers
Studentsimaginethat a friend hasjust movedto anothertown.
They write a personalletter, giving and askingfor news.

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6D, T64

Rememberwho
Read(or write on the board)the sentencesbelow from Unit 6.
In small groups,studentswrite down who said or wrote them.
Studentslook through the unit to checktheir answersat the end.
t Yourkidsare naughty. z I had a fuII headof hair backthen. 3 I'm a
governmentoficial 4 Lookwhatyou'vedoneto my car! 5I've moved
into my newflat and it's brilliant. 6 I'm sorry it took over6o years.
7 I'd like to buy the EifrelTower.8 Bad newsabout me and Gabi!
9 Let'shavea drinhto celebrate.to I couldhardlybelieveit.
l Mrs Dickson 2 DougSchmitt 3 VictorLustig 4 Paul
5 Ashley 6 Mr Breitenstein 7 Andre Poisson 8 Ashley
9 Suzi 10Mr Heilwasen

so and such 6A exercise8

Warm-up:Saythe following words for studentsto call out so or
suchto make a phrase:restaurant,big meal,tired, shortholiday,
frightened,wonderfulflm, bad interview,exhausted.Direct students
backto exercise8 on >>p.57to revise,if necessary.
1

Set-up:Studentsunderline the stressedword in the example.

2 We ate outsidebecauseit was such a beautiful day.
so expensivethesedays?
3 Why arefreshvegetables
4 i didn't know it was sucha longjourney.
5I didn't know it was so far away.
Follow-up:Studentswrite somefactually true or false sentences
about Paul and Suziin Crashlon >>p.56.They saytheir sentences
for a partner.They repeatthe factually correctones.
Infnitives and gerunds 68 exercise7
Warm-up:Booksclosed.Draw two columns on the board:A usea
gerundafter ... andB useto + infinitiveafter ... Callout the following
verbsfor the classto say A or B: don't mind,fancy, want,fnish,
expect, enjoy, decided.
Set-up:Go through the instructions and point out the pairs of
similar sentenceendingsin a-h.
2

2 e 3f

4c

5g 6h

7a 8d

Follow-up:Write these pairs of sentencebeginnings on the board:

Doyoufancy ...?/Doyou want...?;I don'tmind.../I hope...;Don't
forget.../Haveyoufnished...TIn pairs,studentswrite similar
sentenceendingsfor eachpair. Studentschangethe order of their
sentenceendingsand swap with a partner to do the exercise.
3 Pronounsin reported speech 6Cexercise11
Warm-up:Ask studentswhat Mr and Mrs Dicksonsaid about the
Lanes.Direct studentsto LoveYourNeighbourson >>p.6o to check.
Set-up:Ask studentsto readthe paragraphand saywhat Holly
thinks of Justin.
Holly saysshesharesthe oftce with a man calledlustin.
Shesaysthey sometimeshavelunch together.Shesaysshe'll
introduceme to him one day.Shesaysshethinks he'sreally
funny.
Follow-up:Ask studentsto tell their partner why they think they
are goodneighbours.They changepartners and tell a new partner.

T65 n5

Set-up:Go through the examplewith the class.

2 He said she'dbe fine. 3 Shesaidshehadn't studiedenough.
4 He saidshealwayspassedher exams. 5 Shesaidshehad
got a C in December. 6 He saidtherewas still time to study.
7 Shesaid shedidnt understandmaths. 8 He saidhed help her.
Follow-up:In pairs, studentswrite a similar short conversationfor
another pair to changeinto reportedspeech.

Vocabulary

Grammar

Tensesin reported speech 6D exercise6

Warm-up:Write the following sentenceson the board:I try to help.
andI needmoney.Ask studentsto write the sentencesin the past
and future, and then to write all of them in reportedspeech.Direct
studentsto the grammar box on >>p.63to checktheir answers.
4

Warmer

5 Extreme adjectives 64' exercise7

Warm-up:Readthe extreme adjectivesand elicit nouns that the
adjectivescould describe.
Set-up:Ask studentsto underline the noun in the example
sentence.
2 terrified 3 furious 4 enormous 5 amazing 6 exhausted
Follow-up: Studentswrite gap-fill sentencesfor a partner using
Extremeadjectiveson >>p.56.
5

Behaviour 6Cexercise1

Warm-up:Seta short time limit for studentsto study the

vocabularyinBehaviouron >>p.6o.Booksclosed.Studentswrite
as many words as they can rememberand comparewith a partne:
set-up:Ask studentsto readthe cluesand checkvocabularyas
necessary.
2 behaved 3 friendly 4 rude 5 noisy 6 rough 7 swear
8 fight t helpful 10nosy
Follow-up:In pairs, studentspreparea word searchfor another
pair, using the vocabularyon >>p. 6o. Tell studentsto draw a gnl
with rr columns and 6 rows. Thev write the words horizontallv
and vertically.
say and fell 6D exercise5
Warm-up:Saysentencesto different studentsand nominate otheto report.;rhat you said using say and fell. Suggestedsentences:
Yourbag'snice.Youlook tired.I workedhardyesterday.I'Il helpyou
7

Set-up:Ask studentsto readthe text and flnd the name of the dc';
2 told 3 said 4 said 5 told 6 said 7 said
Follow-up:Direct studentsto >>p.63,exercisero. In pairs, studer=
write three 'small lies' sentencesfor another pair to changeintc
reportedspeech.
larly finishers
Studentslook through the grammar in Unit 6 and write the
topicsin order of difficulty. They write five personalinformatic:
sentencesto help them rememberthe most diffcult area.

How to say how peoplelook

3rientation
l:ntext
. :his lesson,students practise using adjectivesto describe the
,::racter, looks,and age of a person.
-:: photos show six people and
dogs who closely resemble them
-:: text Doesyour dog look likeyou?
discussesrecent research on
-,-: topic.
-::d
stress is shown in the adjectives and noun phrases in the
- -abulary panels Character and looks. The phrases in Age give
=,.:npies of how to refer to approximate age.
l -.".lre note
-...n speakersoften use contrastivestressto clarify
:derstan din gs.It is mor e polit e as it av oidst elling a per s o n
. :iy that they are wrong. It can also be used to ask for
. :cation (seePronunciatlonbelow).

f, Readfor detail
In this section,studentsread an article for gist and detail.
1 Readthe questionsand direct studentsto the photoson >>p.66
Put studentsinto pairs to discussthe questions.Monitor and
join in. Listento students'use and pronunciationof adjectives.
Ask volunteersto sharetheir ideaswith the class.
2 Direct studentsto the text Doesyour dog look likeyou? on
>>p.66.Readthe questionand answersa-d and check
vocabularyas necessary.Seta short time limit to encourage
studentsto readfor gist. Takea classvote on the best option
and nominate studentsto say why or why not (c).
3

;rguage
>eview
anguaSe

moybe,probably

:ccuswords

looks:bushyeyebrows,
clean-shaven,
curly,fringe,ginger,
highforehead,moustache,
roundface,shoulderlength,
stroight,wavy
character:active,oggressive,
ambitious,a rtistic,confdent,
generous,
imaginative,
kind,lively,nervous,
outgoing,serious,
shy,unfriendly

1 True. 2 False.(Theyaskedother peopleto matchthe photos,

not the owners.) 3 False.(Mongrelsdon't.) 4 True.
5 False.(Theyuseda more complicatedmethod.) 6 True.

:ocusphrases look andlooklike:Shelooksveryhappy.,Shelookslikemy

?ecognition
rc<abulary
iecycled
anguaSe

grandmother.
age:in herlateteens,in hiseailytwenties,in hismid thrrttes,
aroundffty, in hisseventies
circumsta
nces,
hairy,mongrel,pure-bred,resea
rchers,smiie
grey,hotr.
words:beard,black,brown,foce,frtendly,
intelligent,
p0rents,
long,nose,owners,
short,white
questions;
closed
adjective
orderin nounphrases
Srammar:

r'onunciation contrastive
got
stress:
Hasshegot shortfoir hair?No,she's
longfairhair.7A.4
product
-.i
- .:'rt it alltogether, students work in small groups and ask closed
" -:-<tionsto identify a picture.

?reparation
-.-,:: photos
of famous people to class if you want to use them
' .\e Warmer.Look at Portraits of Men on >>p.r29 to familiarize
-:
, ::self with exercise15.Think about classroom organization for
.:: -ip work in exerciser5. Take dictionaries to class.

''Varmer
:

-: s:udents into small groups. Ask each one to choose a famous

::iln or a student in the class.The others have to ask yes/no
. ,:>llons about appearanceto identify the person. Monitor for
".. :i adjectives,but do not overcorrect for accuracy at this stage.
:,:: an example question on the board, e.g.Has she got long
-: ,.,nhair?
:.:e How to say how people look on the board.

Readthe instructions and ask studentsto read sentencesr-6.

Checkvocabularyas necessary.Ask studentshow they will
readthe text. /Usekey wordsin the questionto helpthem locate
the informationin the textl Monitor and help as necessary.Ask
for volunteersto say true orfalse and to explain reasonsfor any
lfalseanswers.

Teachingtip
Exercises
z and 3 requiredifferentreadingstrategresStudents
often readtexts the samewav, lrrespecttve:f "rhy ihey are
reading.Explainthat th.eywill oe.cmemuch 3elterieadersif
'"rl ' ,1'.suits.;reiii-rirose.
they choosea sirateg-v
Gothrough the instructions and exampleand check
understanding.Put studentsinto pairs to continuethe activity.
Monitor and give positivefeedbackfor interestingexplanations.
Go over answersas a class,nominating a different student
to say how they matchedthe dog with its owner.Listento
pronunciationbut do not overcorrectfor accuracy.
4and6

5and3 7and9 10and8 12and1

B [?*n"ry

looksand character;lookand

Direct studentsto the examplesentences.

Ask studentsto find
a noun (dog)and an adjective(friendly).Readsentencesr and z
and completethe ruiesas a class.
1 look like 2 look
Languagenote
in rulesr and z in exercise5 it would be more accurateto say
noun phraseand adjectivephrase,sincethere may be other
wordsalongwith the noun or adjective,suchas herbefore
a noun,or an adjective,e.g.He lookslikea niceman;or very
beforean adjective,e.g.He looksverynice.Polntout the extra
wordsto your studentsas you checkanswers.
Readthe instructions and go through the exampleas a class.
Checkstudentsunderstandwhy /ookslike is the correctanswer
and point out the s on the third person.Monitor and help as
studentscontinue individually. To checkanswers,nominate
studentsto readthe full sentence.
2 looks 3 looksiike 4 look 5 lookslike 6 look like

T66

Direct studentsto Character,Looks,andAge on >>p.56.Put

studentsinto pairs and askthem to use their dictionariesto
match the words and phraseswith the peoplein the photos.
Monitor and help, eliciting suggestionsaround the class.Give
extra pronunciation practiceas necessary.Point out the syllable
stressin bold.
photo 2: (woman)late sixtles,curly hair, kind, generous,
active,lively
photo 4: (man)mid thirties, cleanshaven,round face,
high forehead,unfriendly,aggressive
photo 5: (man)seventies,
hair, moustache,
shoulder-length
beard,bushyeyebrows,lively
photo 7: (woman),early fifties, wavy hair, ambitious,confident
photo 10:(girl)Iateteens,earlytwenties,gingerhair, no fringe,
outgoing,imaginative,artistic
photo 12:(man)earlytwenties,straighthair, nervous,shy

Readthe instructions and the example.Ask studentswhich

photo the text describes(photo z).Studentscontinue the
activity in pairs. Monitor and give positive feedbackwhere
studentshave given two or more piecesof information. Make a
note of repeatedpronunciationproblemsto go over at the end.
Teaching tip
Listenout for Lr interference.Studentsmieht savHes aot zt. or
He's21years.
Extra activity
a picture
ln parrs.;mali groupsor as a :]ass,studentsdescribe
If the
and th.: other(s)guessr.vhichone is being described.
the studentdescribing
the
othe;/.)can'tguess,encourage
nr,-ir;re
to pivemoredetarl.lrint out that studentscan also
rr,.akenegativesenten.es" z, 'le ,:,sr': cat e beard.

Listen for kev words

G
It
In this section,studentslisten to a short monologueand identify
the key words they needto identify the subjectof a description.
9

7A.1Gothrough the instructionsand checkstudents

understandthe activity. Playthe audio and give studentstime
to use their underlined words to identify the photo before
checkinganswers(phototz).To checkanswers,readthe text
aloud for studentsto indicate key words. Checkthe classagrees
beforegiving feedback.Ask studentswhich words arent key
words (articles,somepronouns,prepositions,conjunctions).
answers
Suggested
man, earlytwenties,he, straight,dark,long face,noselong,
thin, eyes,wide open,surprised,shy
(Note:studentsmight underlinefewer than thesesuggestions.)
Teaching tip
M st students
This activity helpsto burld studentsconfld.:nce.
find listeningvery difficult and often feel <iiscouraged
by what
they can'tunderstand.The underhnedwords and phrases
demonstratejust how much (or }ittle)they needto understand
to do the activity.

10 7A.2Go through the instructions and play the audio,pausing

after eachdescriptionfor studentsto identify the photo.
In pairs, studentscomparetheir answers.
a p hot oT bphot o l 0 c p h o to 4 d p h o to 2 e p h o to5

p Pronunciation contrastive stress

12 7A.3Readthe instructions and checkstudentsunderstand
the activity. Ask studentshow they will listen. (Forkey words,
pronouns,adjectives.)
Playthe audio.Ask for answersand the
words which heiped studentsguess.
photo 5 (the olderman) (keywords = man, Iongwhite hair)
13 ih.4 Readthe instructions and direct studentsto columns A
and B. Explain that the sentencesare exactly the sameexcept
for the words in bold and these are the words the speaker
choosesto give prominenceor main stressto.
Ask studentsto listen and say A or B when you stop the
recording.Playthe audio,pausingat the end of eachitem.
1B ,A 2A ,B 3A ,B 4B ,A
Extra activity
test a partiLer.
Stuoenttaketu;ns to sr..
1npa,rs,strrCent;
sen+ence
f'on, the box the other saysA or B.
14 Readthe instructions and do the exampleas a classto
demonstratethe activity. Ask studentsto identify which sentence'
from exercise13(rA or B) answerseachquestion.Underlinethe
stressedword to show the relationshipbetween the questionand
answer.Put studentsinto pairs to continuethe activity.
Checkanswersas a classbeforestudents ask and answer in
pairs. Explain that using contrastivestressin answersis a
polite way of correctinginformation.
2A ,B 3A ,B 4B ,A
Extra activity
taketurns to askand answeraboutthe peoplein
Students
,L.,-f\ r-1: Therr-: rarri,- l-heyhaven'theardthe informa;.
a:i,'-.i;. ;li as-ta que:.'?r tor conflrmation.

BCD Put it all together

15 Put studentsinto small groups.Direct them to Portraitsof Men
on >>p.r29 and go through the instructions and the example.
Tell studentsto take turns to choosea Dhoto.
Studentperformance
Studentsshouldbe ableto give short descriptionsin answersto
questions.
You can rise this checklistto monitor and give feedbackor to asses:
students'performance.

a variety
of adjectives?
Dostudents
exercise
8
usecontrastive
stress
accurately?
exercise
14
Dostudents
I can say how peoplelook.
Studentstick on my own if they have donethe activity without
looking at Character,Looks,and Age on >>p.56.They tick with some
helpif they lookedat the vocabularypanels occasionally.
Early finishers
Studentsdecidewhich dogthey think the peoplein Portraitso{
Men would choose.Theycomparewith a partner and expiain' '.

11 Readthe instructions and checkstudentsunderstandthe

activity. PIaythe audio.Checkanswers.

Additionalmaterial
for extrapracticeactivities
www.oup.com/elt/result
for extrateacher;esources
www.oup.com
/elt/teacher/result

T67 7A

How to talk about fashion

3rientation

fl Vocabulary compoundadjectives

lcntext
. :his lesson,students use wh- clausesand compound nouns to
:-;cussfashion.

Go through the instructions and remind studentsto use the

adjectivesfrom lesson7A.Monitor and join in as students
continue in pairs.Ask for volunteersto describewhat another
student is wearing. The classguesseswho it is.
Direct studentslo Compoundadjectiveson >>p.68 and ask
studentsto use the words to describethe peoplein the photos
accompanyingthe article. Point out that they can use is/sn?
Encouragestudentsto think about meaning by using what
they alreadyknow about parts ofthe compoundadjectives,
e.g.clean+ shave= somebodywithout a beardor moustache.
Monitor for pronunciationand give extra practiceas necessary.

l: e magazine article, Ihe Kings oJ Cool,is written by a journalist

.':.c has been studying a group of people,sapeurs.They come from
'::y poor backgrounds and yet go to enormous lengths to look
.::d.
,- :he article, the journalist points out that wearing designer
--:thes can temporariiy change the way people feel about
-::mselves. In this case,they feel iike 'stars'.
-:npound adjectivesgives focus vocabulary from the article.

Extra activity
Givestudentsbrief deflnitionsfor studentsto saya word
in Compound
adjectives,
e.g.interested
in modernclothes=
fashion-conscious.
Readthe instructions and demonstratethe activity by
describinga famous person.Monitor and help as necessary
as studentscontinue in pairs.Nominate studentsto describe
peoplefor the ciassto guesswho they are.

rnguaSe

Focus
grammar wh-clauses:
I don'tcarewhatpeoplethink.,I don'tknow
howmuchanArmonrsuitcosts.I don'tmindwhatlwear.,
I knowwhichcolourslookgoodtogether.,elc.
Focuswords

compoundadjectives:
clean-shoven,
fashion-conscious,
good-looking, Ioose-ftti ng, oldJashioned,wel|-dresse
d, wellknown,well-mannered,well-off

Recognition
rocabulary

accessories,
label,dusty,
designer
showofi unemployed,
watchstrap
words:outft, rich,smort,tight
phrases:
+adjective,looks
looks
like,suitme,tobeworthit

Recycled
anSuage

Extra help
In pairs,studentslook backat the picturesfor lesson7.Aand see
who they can describe
usingthe adjectives.

)ronunciation f at theendof a word78.2

.'rage notes
,-ausesofte nle -ale l' :,', ' : r . ' - a.
: "' . ' : : . , , i . . : : :
...dorr' tc are ,de .l,le e i.:-i: : . - : :
.-, r. ,
... : lber, say,te il thrr,,:,.ii- , a. e: : : . . r -. . i.
-: -: r' lndno un s.Whe ttier !r r t - ' , ' 1. ' t : - , . . : :
. r :-.
t s often d illlcr-L to
lt d e: - : ' : l. l, - : : - . : . - - . . . : , - : - , - - - - .
..
- -t
:nt informatton.

In this section,studentsreada magazinearticlefor specific

informationand infer for detail.
4

.:.:nk of a famouspersonto introduceexercise3.Takedictionaries

:: :lass,if necessary.

'Varmer

. ,':rteHow to talk about fashion on the board.

Gothrough the instructions and ask studentsto read sentences

r-6. Checkvocabulary.Ask studentshow they are going to read
the text. Wordby word or usekey wordsin the questionto locate
the inJormationin the text?(Usekey words.)Encourage
students
to guessthe meaning of any new vocabularyas they read or to
ignorethem.
Do the first item as a classto demonstratethe activity.
Studentscontinue individually. Ask for volunteersto give
answers.Checkthe classagreesbeforegiving feedback.

:-=view clothes vocabulary. Set a time limit of about two minutes

::.d ask students to write as many words for clothes as they can
:=nember. Do a quick class brainstorm and write vocabulary on
:--.:board, checking students' understanding as necessary.
-.;k students to talk about the clothes they're wearing at the
.:.lment, e.g.where they got them, if they prefer smart or casual,
-:.eapor expensive clothes. Respondto students' comments by
= ,:ressing your opinion and giving reasons.

Direct studentsto the photosand title inThe Kingsof Coolon

>>p.68.In pairs,studentsanswerthe question.Elicit suggestions
and askwhat they think the title of the text means.
Suggested
answers
the place:It's probablyBrazzaville,
Congo,it's poor.
the people:They'rewell-dressed,
wearing smart (not casual)
Ioose-fittingclothes,etc.

:rd product
.- Put it all together,students make a statement and justify it
:-';ing reasons.This is based on audio script 78.1.

?reparation

Readfor detail

2 True. 3 False.(Theyare mostly poor and unemployed.)

4 True. 5 False.(Manyhavespenttime in prison.) 6 True.
6

Direct studentsto read questionsr-4 and checkvocabulary.

Explainthat studentsmight not find the answer in the text.
Do item r to demonstratethe activity. Monitor and help as
studentscontinue individually.
Put studentsinto pairs to compareideas.Monitor for interesting
contributionsand give positivefeedbackwheneverpossible.
Checkanswers.

T68

Suggested answers
1 His outflt is worth more than his house. It's not what you
expect to see in the Congo.
2 They walk with style, show off, compete to see who is most
elegant.
3 They stand out in a crowd and have become cultural icons.
4 The effort they make is useful if it makes them feel so good.
7

Go through the instructions and ask students to guess the

meaning of the words. Students compare their guessesin pairs.
Ask for volunteers to share their guesseswith the class, and
say how they guessed. If there is more than one suggestion for
a particular word, ask the class which one they think is best.
Ask students to f,nd the words in their dictionaries. Monitor
and help students find and notice how compound nouns and
phrasal verbs are listed in their dictionaries, e.g. designer label
may not be an individual entry but students could look up
design or designer.Go over answers as a class.
Teaching tip
Remind students that, to guessthe meanrngs of ',r,rords
in a
text, they can think about the worC classor part of speech;
look at the unknown word in context and see rf it is part of a
larger phrase, e.g.show off and see if they already know a part
of the word. Point out that using more than one strategy will
help them become more successfulreaders.

Grammar wh- clauses

G
rL
8

Readthe instructions and direct students to TheKingsof

Coolon >>p.68.Askstudentsto readsentences
r-7 and check
vocabulary.Direct studentsto the sectionheadingand elicit or
explain that a wh- word is a collectivename for interrogative
pronouns,most of which begin with wh.How is also calleda
wh word.
Do the flrst item togetherto demonstratethe activity. Elicit or
explain that the word in the biank relatesto the phrasewhich
follows it. Monitor and help,noting any common mistakesto
review at the end.Nominate individuals to say the complete
sentenceas they give their answer.
2 what 3 how 4 how 5 which 6 where 7 why
Readthe instructions and go through the example.Ask students
to readitems z-7 and checkvocabulary.Monitor and help
as studentscontinueindividually. Ask for volunteersto give
answersand seeif everyoneagrees.
I know/don't know:
2 why peoplebuy designerclothes.
3 what my UK shoesizeis. 4 where my shoeswere made.
5 how tall I am. 6 who inventedieans.
7 what colourssuit me.

10 Readthe instructions and askthe examplequestionto several

students.Elicit or explain that only the first part I don't know
changesto make the questionform. Do one or two more
examples,encouragingstudentsto add information, e.g.speaker
B could say,No,I don't.I've neverbought shoesin the UK.
Monitor and give positivefeedbackfor accurateword orderin
questionsas studentscontinue in pairs.
Extra activity
Openpairsquestions.
Ask a questionand nominatea student
to answer.Thesamestudentasksanotherquestionand then
nominatesanotherto answer.Continue,encouragingstudents
to increasefluencywhen they askthe questions.
Youcould
clickyour flngersto suggestthey speakmorequickly.

169 TB

p tisten for specificinformation

In this section,studentsanticipatewhat a personwill say and
listento check.
lt Direct studentsto the photosof the three women and ask
studentsto describethem, using Shelookslike...and Shelooks...
Ask studentsto read sentencest-6. Checkthey understand
the differencebetween I don't mind. and I don't care.Check
vocabulary.Readthe instructions and do the first item as
a classto demonstrate.Go through eachsentenceasking
for volunteersto make suggestionsand give reasons.Do
not comment at this stageas studentswill listen to check
predictionsin the next exercise.
12 78.1Playthe audio for studentsto checktheir predictions.
Studentscomparein pairs and listen a secondtime or check
answersusing the audio script on >>p.155.
lWL

2H 3W t

4M

5W L 6M

Extra plus
Studentsdecidewho they agreewith most.Theycomparea:
explainwhy in small groups.
13 78.2Readthe instructions and direct studentsto the sentences
in exerciserr. Playthe audio,pausingfor studentsto repeat.
Ask about the pronunciationof t and elicit or explain that it
isn't pronounced,unlessthe following word beginswith a
vowel. Playthe audio a secondtime if necessary,encouraging
studentsto soundmore fluent.

$CD Put it all together

14 Ask studentsto read questionsr-6 and go through the
instructionswith the class.Monitor and checkstudentsare
making notesrather than writing full sentences.
15 In pairs, studentsmake their 'fashion statement'to a partner.
They swap partners or work in groupsto make their fashion
statementagain.Studentssaywhose opinion is similar.
Studentperformance
Studentsshouldbe ableto statetheir opinion and give short
explanations.
Youcan usethis checklistto monitor and give feedbackor to asses:
students'performance.

Dostudents
usea variety
of wh-clauses?
exercise
10
Dostudents
useafewcompound
adjectives?
exercise
3
' -r- talk about fashion.
Studentstick on my own if they have made their statementusing
their notes.Theytick with somehelpif they have also lookedat th.:
vocabularypanel or exercisen occasionally.
Early finishers
Studentsmake a fashionstatementfor a sapeur,and comparev'-- a partner.

Additionalmaterial
www.oup.com
/elt/rcsultf or extrapracticeactivities
www.oup.com
for extrateacherresources
/elt/teacher/result

How to talk about plans and intentions

Orientation

fl

:ontext
-:. this iesson,students will practise using future forms to talk
.rout their coming week

Readthe instructions and ask studentsto look at the

vocabularybox. Checkstudentsunderstandthe title of each
column by askingthem to give another word for eachone.
Monitor and help as studentscontinue individually.

, re illustrated artiele My week of living differently, introduces a new

l'l series about people who have makeovers; temporary life style
:aanges.The article includes Dwight's diary, in which he explains
.rd comments on his different activities.

To checkanswers,go through eachcolumn in turn and elicit

answersaround the class.Checkand help with pronunciation
if necessarybut do not comment on silent letters as this will
be focusedon in exercise3.
Ask for additional words and write them on the board.
Encouragestudentsto checkfor meaning in their dictionaries
as necessary.

lnSuaSe

probobly
maybe,
language
Focus
grammar futureintentions:l'm ...ing,
Areyou doing...?,
I'mgoingto...,
Preview

parts of the body: knee,limb, thumb, toe

exerciseactivities:gym, jogging,steambath,walking, yoga
body care:haircut,massage,
shave

Areyou goingto ...?,

l'lldo ...,Willyou do ...?

Focus
words

bodyandexercise:
gym,haircut,
climbing,
comb,elbow,
jogging,knee,
limb,massage,
shave,
steamboth,thumb,toe,
walking,yoga

Readthe instructions and direct studentsto the example.Ask

other questions,e.g.Do you evergo climbing?Monitor and help
as necessaryas studentscompletethe exerciseindividually. Go
over answersas a class.

w ords:mokeove
r,scrufy, refreshed
phrases:
potato,
bodycare,boredoutof mymind,couch
wastetime
Recycled
words:active,appointment,arrongement,attroctive,
EnguaSe
celebrate,
bored,
nt,fashionable,
elega
fantastic,ill,interested,
plan,style,tired,untidy
phrases
:fa shion conscious
gtammar:
present
perfectandpastsimple;
adverbs
of
reported
speech
frequency;
Fronunciationsilentletters:
b,k,/

Recognition
vocabulary

iuage note
;h has no futu re ten se ir k e r . . . r r " : ' . . . r ' ^: . r . . . . 1": . - , '
-

norellrr
'.."..-l

rh n n co

h o +rrT g e n the pr eSe::

Cat.:ti..- l;S

Do you evergo: climbing,to the gym, to yoga,walking?

Haveyou everhad a: massage,
steambath?
How often do you have a: haircut, shave?
Have you ever hurt your: elbow,knee,Iimb, toe?
Ask questionr and nominate different studentsto answer.
Remind studentsof frequency adverbs,e.g.sometimes,often
they could use to answer the questionsif necessary.Repeat
with question z, drawing attention to the type of answers
for Haveyou ever...?questions(never,once,etc.).Put students
into pairs to ask and answer the questions.Monitor and note
common pronunciationproblemsto go over at the end of the
section.Checkstudentsswap roles.

:1-.

. t:' - ^: :,

.: _-- .

-re drs tinctionb etwe en t he t hr ee: or r s ls : . : : ' - - ' er . , sr Ll i : i e

-ependson co nte xt an d what t he s peak er\ v dr . i5t - iJ nv c y
... gements are likely to be plans a person has had for a while,
' ::h gotng to and present continuousare possrble.However,
JpmFnlc

rrcrrrl l rr rn rrn l rrp nthpr

ncnnle e o m ectino
r ' " r ' _'

rl

Extra help
Reviewgo,have,do + sportsand activlties,if necessary.

Extra activity
Ask a questionand nominatea studentto answer.The student
asksa differentquestionand then nominatesanotherstudent
ro answer.
Go through the instructions and examplesfor eachletter.
Ask studentshow they can find out if letters are pronounced
or not. (/n their dictionariesJMonitor and help as students
continue individually. Ask studentsto comparewith a partner
beforenominating individuals to give answers.Give extra
pronunciationpracticeas necessary.

: time. g orn g some whe r ewr t h s om ebc c iys o t he pr e( Fn t

- uous can also be used rn these ccntexts.Cctng to is used for
'.^;hrchare private and personalsuch as reada book because
- activities haven't been arransed r,vlthotners
lnd product
-. Put it aII together,students plan a 'makeover' week for a partner.
:.e partner explains this to another student.

?reparation
-:.:nk aboutclassroomorganizationfor the stagesin Put it all
', tether.Takedictionariesto class.Forthe next lesson,askstudents
-: rring a photo of a room in their house.

silent b: comb.Iimb.thumb
silent k: knee
silent l: walking

,Varmer
','::teNext week?on the board.Givestudentstime to think about
.':.atthey will be doing and askfor volunteersto tell the class.
'-:nitorfor the use of future forms but do not overcorrectfor
: -: rracy at this stage.Seewho hasthe most excitingweek ahead.
i:'-teHow to talk about plansand intentionson the board.

Vocabulary body and exercise

Readand infer

In this section,studentsread a magazinearticle for gist before

inferring information not directly statedin the text.
4

Readthe questionand direct studentsto My weekof living

differentlyon >>p.Zo.Seta time limit of about two minutes to
encouragestudentsto skim the text to answer the question.
Put studentsin pairs to sharetheir information with a partner.

T70

Readthe instructions and questionsr-4 with the class.Direct

studentsto the title of the sectionand askthem what it'er
means.Elicit or remind studentsthat it refersto a reading
activity we do when we think about information that isn't
directly statedin the text. Ask studentsif they do this when
they readtexts in their own language.
Do questionr together as a classto demonstrate.Ask How do
we knowthat Dwight enjoyeddancingtango?(Hesaysit was
greatfun.)Ask studentsto find two more activities that Dwight
enjoyedand ask studentsto explain why (Pilates.
He saysit was
quite relaxing.Tltrkishbath.He saysit wasfantastic.)
Tell studentsto ignore new vocabularyfor the moment and to
readthe text again to find the answersto questionsz-4. Ask
for volunteersto explain their choices.
2 Tango.He saysit lookscool when you can do it well.
3 Noneof them. The experiencewas a week of living differently.
4 TheMakeoverDay.He sayshe was bored.Thai BoxingDay.
He sayshe doesn'tthink he'IIdo it again.
Go through the instructions and do item r as a classto
demonstratethe activity. Direct studentsto the word scrufir
(in the first paragraph).Encouragestudentsto readbeforeand
after the word to flnd information which will heip them guess
the meaning of the word. (Hedoesn'tthink much about his
image.)Askstudentsto usetheir dictionariesas necessaryto
help them choosethe best answer (untidy).
Monitor and help as necessaryas studentscontinue
individually. Ask for volunteersto give answersand to explain
which wordsand phraseshelpedthem guessthe meaning.
2 a personwho isn't very active(fromthe accompanyingpicture)
3 a completechangeof style(haircut)
4 very bored(spenttwo and a half hoursin the chair)
5 the oppositeof bored(brilliant,a new man)
Teachingtip
Successful
readerslook at text surroundingan unknown word
or phrase.Studentsoften only focuson the precedingtext. If
they can'tguessmeaningthey might give up,thinking that the
text is too Clffcui. f:r them. Encouraging
studentsto look more
widely rvrii neip t;:ic their confidencein dealingwith texts
t hev n e r c e i v e A c .' . ^ . - ' .:
i .' i:filcu lt.

Ask studentsto read questionsr-3 and put them into pairs to

discussanswers.Monitor andjoin in discussions.
Bringthe
classtogether and ask for volunteersto tell the classabout
their activities.Monitor for the use of future forms. but do not
overcorrectfor accuracyat this stage.

Grammar future intentions

F
rb
8 Ask studentsto read sentencesr-3 and a-c. Checkthey
understandthe differencebetween an appointment (fxed day
and time) and a plan (or intentionwhich hasnt beenorganized
yetl. Monitor and help as necessaryas studentscontinue.Read
eachsentencein turn and askthe classto say a, b, or c.
lD

la

Jc

Go through the rules with the whole class.For eachone,read

the correspondingsentencein exercise8 and elicit the tense.
Rules:1 presentcontinuous 2 will

3 goingto

Extra activity
Ask studentsto askand answerthe questionsin exercise7
with a new partner.Monitor for accuracy.

1O Direct studentsto My weekof living differentlyon >>p.7oand

askthem to underline examplesof the future forms. Check
answersand ask if the sentenceis use a, b, or c.
1l Tell studentsto readthe conversation,ignoring the blanks to
answer INhohasthe mostexcitingweekahead?A or B?(B) Do
item r as a classand direct studentsto the rulesin exercise9.
Checkvocabularyin the rest of the conversation.Monitor and
help as studentscompletethe activity individually.
12 lc.1Ask studentsto compareanswerswith a partner.Playthe
audio and pauseafter eachitem for studentsto check.Ask
about the context.Is it a, b, or c?(in exercise8).
1 Are you doing 2 I'm doing 3 I'm goingto 4 you'renot
going 5 I'11 6 Are you doing 7 I'm starting 8 We're
Sorngro
Extra help
Draw three coiumnson the board:arrangement,
plan, and
decidenow Ask stuCentstc copyan examplesentencefrorr,.'
weekoJlivingdiferentiyfor eachuseand to write their ans'.
f ron rxercise7 rn the appropriate
column.
Extra activity
Studentstaketurns to be A and B and practisethe conversa
Extra plus
Tnpai ;s,students
askandansw eraboutthei rpl ansand
arrangementsfcr the coming'uveek.

BC Put it all together

13 Readthe instructions and the exampleactivities.Check
vocabularyby eliciting someexamplesfor eachtopic. Set
a time limit of about two to three minutes for studentsto
make notes.Tell studentsto look back at sectionA for ideasif
necessary.Put them into pairs and askthem to swap diaries.
14 Go through the instructions and checkstudentsunderstand.
Remindthem of Dwight's normal week and the different
things he did. Studentswrite notesto preparea plan for a
partner.
15 Organizestudentsinto different pairs. Go through the
instructions and exampleand checkstudentsunderstandthe
activity. At the end, askfor volunteersto tell the classabout
the new plan and if they would like to do it.
StudentBerformance
Studentsshouldbe ableto make simple statements.
Youcan usethis checklistto monitor and give feedbackor to asses:
students'performance.
Dostudents
usea range
offutureformsto talkabouttheir
intentions?
11
exercise
Dostudents
usefutureformsappropriately?
exercise
l1

I can talk about my plans and intentions.

Studentstick on my own if they have donethe activity using the
notes.They tick wifh somehelpif they have lookedoccasionallyat
exercise6 or the notes on the board for help.
Early finishers
Studentsrepeatexercises
r4 and 15with a differentpartner.

Additionalmaterial
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/elt/ resultf ar extrapra.trceactivities
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for extrateacherresources
/elt/teacher/result

T71 7C

How to expressguesses
lrientation

f, Readand find reasons

l:ntext
- :his lesson,students will practise using modal verbs and
.:-,'erbsto talk about deductions and to speculate.
;::m Detectivesinvites a reader to make guessesabout people
-:::n what they have in their room. In Room l the writer is

In this section,studentsread a descriptionfor gist and detail.

I Put studentsinto pairs to describetheir bedroom.Monitor and
encouragestudentsto give detail. Ask for volunteersto teli the
classabout their partner's bedrooms.

:::ulating about the owner of bedroom in the first picture,

. ::om Van Gogh shared with others when he lived in Arles
-:',','ardsthe end of his life). Room z shows a different bedroom

Direct studentsto RoomDetectiveson >>p.?2.Ask them to look

at the picture and readRoomt to decideif they agreewith
the writer's guessesor not. Seta short time limit to encourage
studentsto read for gist. Put studentsinto pairs to exchange
ideasand elicit suggestionsaround the class.

Ask studentsto read questionsr-7 and checkvocabulary.

Studentsread the text again, ignoring new vocabularyfor
the moment. Put studentsinto pairs to answer the questions.
Nominate studentsto give answersand invite other students
to say if they agreeor disagreeand say why/why not.

irlguage

:ocusgrammar modalsof deduction;musl miqht,can't

:ocuswords
perhaps,
probably
maybe,
adverbs
forguessing:
jug,mess,
hanging,
neat,
words:bowl,common,
detectives,
old-foshion
ed,portrait,shutters,simple
phrases:
graduation
photo,running
electrical
equipment,
water
cleonandtidy,
bathroom,
bedroom,
behind,
chair,cheap,
expensive,
clothes,
comfortable,
doors,
Jloor,mirror,neat,
poor,rich,soap,toble,window,
wooden

tecognition
rocabulary

fe<ycled
anguaSe

2 Because
the furniture is cheapand simple.
3 Because
the room is tidy and there'snothing on the floor.
4 Because
there isn't much light in the room.
5 Because
there are paintingson the wall.
there aren'tmany books.
6 Because
7 Because
there'sno electricityor running water.

.'- , :age note

. n { q n e rrrl rti n r
)
f,

'

n Fr<^n
i r ur .
1\

r<

: n o i r l i kcl ri

',''b '-

''''.

: n^r r t

c o ntnhnhlt,
d:

AauAutLt rLl rt u
a .nr .
uc

rre

tt<pd ln' ndicate

ID rtnuhuauhul t lr

l<
'r

rn h p l rrre nr lilzclv to hr nncn

r! t>q
. ^ /ur

how
+^ . - . ,
LU \dy

r i ..L l l Jl

Ppr hnn< i< t t<el '

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

i . n r . csih r c n r th r l lh
e "a ke l i5 n o t certarn
' ' ' 'e sn
"r ' _
om er h i n g . M a y b e s u ' e d to sa y th a t ) o m e th in g L s p o s srbl e

. . ht be t r u e .

=.C product
studentsmake deductionsand speculateabout
-rutit all together,
' - -. ownersof roomsin Pairwork.Theychecktheir guessesat the
. - : of the activity,using information on >>p.r34.

.-'reparation
- - :-<at Two rooms - the photos on >> p.13oso you are familiar with
- = activities in exerciserc. Take dictionaries to class.

''Varmer
:-:e the title Room Detectiveson the board, and put students
-:: small groups to discuss what it means. Do not respond to
-r:estions at this point.
;:.rdents have brought photos of a room in their house, collect
.--- redistribute the photos. If students haven't brought photos in,
..r: ihem to choose a room in their house and to make some notes
,: ::: what it looks like. Collect and redistribute the notes.
: -lents deduce information about the owner and guess who Iives
. .:e and report back to the class.
:'.:eHow to expressquesseson the board.

Direct students to TheBedroomin Arleson >>p.t3o.They read the

information and decidewhich of the writer's guessesit conflrms.
1It was a man'sroom.
2 The man isn't rich (VincentVan Goghwas poor).
5 Theman might be an artist (VincentVan Gogh).
7 This might be a long time in the past (1888).
I rtra .rctinrt y
in the textsand lookfor clues
:-.-?*.::-,.-:se hve r.:'"^,-,,,'crds

__-ff5rh
'-:-r''o(c

+-

ro(

*Fev

rherlr

in:

dictinner'

musr'
8 ?;ffi{;!"*modals ordeduction
Go through the instructions, sentencesr-3 and options a and b.
Readsentencer and options a and b to the class.Direct students
to the first paragraphto decidehow surethe writer is. Elicit
the answer (a) and a reason.(Thewriter saysthereare men's
clotheshangingbehindthe bed) Studentscontinue individually,
ignoring any unknown vocabularyfor the moment.
2 b Thefurniture is cheapand simple. 3 b It's possiblethat
the man likespaintingsratherthan paints himself.
Copythe time line onto the board and do the activity as a
whole class.Tell studentsthat the line representshow certain
we are of something and elicit or give two examples,one for
eachend of the line, e.g.Thisis Juan'sbook.Thisisn'tJuan'sbook.
Readthe instructions and direct studentsbackto exercise5
to help them decidewhere the modals should be placed.Elicit
answersand write them on the board.
can'tbe might be must be
Extra activity
Put studentsinto pairsor smallgroups.Seta shorttime iimtt
for them to make more deductionsaboutthe room'sowner.
Askfor suggestions
aroundthe classand seeif the othersagree
or disagree.

T72

Go through the instructions and ask studentsto read sentences

r-6. Checkvocabularyas necessary.Do item r togetherto
demonstratethe activity, and elicit a couplemore suggestions,
e.g.Shemight beAmerican.Shemight beAustralian.
Studentscontinue in pairs. Elicit a few suggestionsfor each
item, encouragingstudentsto use a rangeof modals (musf
might,cant along with is and isn'fl.Ask for suggestionsabout
who the personis. Direct studentsto the answer on >>p.134.
Suggested
answers
2 Shemust be married.Shecan'tbe single.Shemight have
children.
3 Shemight be a foreignjournalist.Shecan'tbe a waitress.
4 Shemust be Australian.Shemight havelived in Australia
for a long time. Shemight havelearnedEnglishin Australia.
5 Shemust be famous.Shemight be marriedto a memberof a
royal family.
6 Shemust be an actress.Sheisn't a housewife.

Direct studentsto the picture of Room2 on >>p.72.Readthe

instructions and checkvocabulary.Readthe exampleand point
out that it containsa guessand a reason.Put studentsinto
pairs to continuethe activity. Make a note of any common
mistakesto go over at the end ofthe exercise.
To checkanswers,ask for volunteersto give information about
the personand the reasonwhy they've reachedthis conclusion.
Seeif the classagrees.Encouragestudentsto talk about their
different deductions.Do not confirm answersat this stage.
Extra activity
P r rtstrrd en tsin ln n . aif st o c hoos eanot hef f am or r snc r s n n : n d
to write srmilar statementsto thcse in exercise7. Point out
how the sentencesbegin wirl' genetal 9t2i3;1cni5ani beccn-.e
more info rmatt.reat t i^. eer ' . 1 . ' - ' : . . i: i. a- ; :
, - ^' * - . , : s l : . , : "
rea d th eir sen ten ac s. c a : s ' , ' . . pa.. . , ' . . - : . .
. . : . ''. .
using modals of deductron.

Listen for detail

F
rb
In this section,studentslisten to a descriptionto identify main
points and detail.
9

7D.1Readthe instructions and checkstudentsunderstandthe

activity. Playthe audio.Ask pairs to say if the speakeragreed
with any of their ideasin exercise8.

1O Readthe instructions and checkvocabulary.Playthe audio a

secondtime for studentsto make notes about what the speaker
saysabout eachofthe topics.Pausethe audio occasionallyto
give studentstime to make notes.Studentscompareanswers
in pairs.
Bring the classtogether and elicit what the man said about
eachpoint. Ask for volunteersto say if they agreewith the
deductionsor not. Encouragethem to give reasons.
birthday: perhapsher 18thor 21't(animportant birthday
becausethe dressesare expensive)
party dresses:shemust be having a party; must be deciding
which oneto wear
graduation photo: might be a student
babies:shemust like them
portrait: might be her sisteror a friend
11 Readthe instructions and ask studentsto completethe blanks
from memory.Monitor and help as necessary.Direct students
to audio scdpt 7D.1on >>p.r55to check.

l) Vocabulary adverbsfor guessing

12 7D.7Readthe information to the class.PIaythe audio,pausing
for studentsto repeatthe sentences.Encouragethem to sound
more fluent by running words together.
13 Readthe instructions and direct studentsto the sentencesin
the box. Elicit or explain thal maybeandperhapsare adverbs
which are alsousedwhen a personisn't certainof something.
Probablyis an adverbusedwhen a personthinks that
somethingis likely to happen.Readthrough rules a-c as a clas,
and elicit answers.
a after b before c more
14 Ask studentsto read sentencesr-5 and checkvocabulary.Do
the flrst item as a class.Monitor and heip as studentscontinue
individually. To checkanswers,nominate studentsto readthe
full sentenceand seeifthe classagrees.Directstudentsbackt:
the examplesentencesin exerciser3 if necessary.
1 probably 2 Maybe 3 Perhaps 4 probably 5 probably
Extra activity
Studentsuseperhaps,maybe,andprobablyto makethree
moresentences
aboutthe personwho owns Roomt ln Roc;'
l)efcrfwc<Thev hasethejr sentenceson what thev can see
the picture.Ehcit suggestionsaround the classand ask oth.
studentsto say if they agreeor not and why.

3CD Put it all together

15 Direct studentsto the photosof two rooms on >>p.r3o.Read
through the instructions and the exampleconversationto
demonstratethe activity. Remind studentsto talk about the
topicsin exercise8. Studentscontinue the activity in pairs.
At the end of the activity, direct studentsto Two rooms- the
peopleon >>p.r34to flnd out about the people.
Studentperformance
Studentsshouldbe ableto make short hypothetical statementsan:
supportthem with reasons.
You can use this checklistto monitor and give feedbackor to asses!
students'performance.

Dostudents
usea variety
of modals
to talkabout
deductions?
exercise
7
Dostudents
haveenough
vocabulary
to dothetask?
exercises
3.14
I can express guesses.
Students tick on my own if they have explained their reasons for
guesseswithout a lot of hesitation. They tick with some help if. they
have looked at the diagram in exercise 6 or the box in exercise r3
occasionally for help.
Early finishers
Studentsimagine another room in the house of one of the peo1.
from the Patrwork photos. They make some notes and compare
lhpir
ideec
tn cee if thprr
...-r a8ree.

Additionalmaterial
www.oup.com/elt/result for extra practice activities
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T73 TD

Crientation

paragraphL:an - and;wood - would

paragraph2: too - two; cloths- clothes
paragraph3: he - the; you're- your
A computerspellchecker
doesn'tshowwordswhich are
correct,but which may be wrong in a particularcontext.

lontext and Language

:. this lesson, students write a letter of application to appear on a
::. a TV reality show, responding to a newspaper advertisement.
participate
wotds candidate,dyed,enclosed,
phrases:yo ursfa ithJuIly

words:appearonce,apply,application,backg
round,
confdent,imoginotive,immigront, lively,outgoing,
personality,
slim,variety
wh-clouses
Srammar:
words:attitude,avaiIabiIity,brief,f reeIance,handwr itten,
unusuol.
viewers
phrases:
brightred,mokea goodimpression,
medium
height,
spellchecker,
votedoff
ind product
:. Put it aII together,studentswrite a formal letter of application
:asedon a model letter. Studentsexchangeletters and decideif
--:-eirpartner would be chosenfor interview.

Readthe instructions and put studentsinto pairs to discussthe

rules of a formal letter. Monitor and guide studentsto pafts
ofthe text, e.g.the position ofthe address,the greeting and
closing.Elicit suggestionsaround the class.
Put your own addresstop right; put the datebelow your
put the reader'saddresstop left; :useDearSiror
address,
Madamif you don'tknow who you arewriting to; giveyour
reasonfor writing in the first paragraph;if you don'tknow
who you are writing to, closewitl:rYoursfaithfully.

p Get ideasto write about

5

Warmer

Direct studentsto the table and the information in the first

column.Tell studentsto look at the information about Edith
and to completethe missing information. Studentscompare
ideasin pairs.Checkanswers.

.--jt studentsinto small groupsto discussreality TV shows.Choose

:-,voor three questionsand write them on the board.Brihg the
- asstogether and askfor volunteersto report the group'sopinions.
,',-riteHow to write a letterof applicationon the board.

appearance:
medium height,slim,roundface,dyedhair
clothes:unusual,imaginative
personality: lively, confident,outgoing
availability: easily available
7

Readand think about context

:. this section,studentsskim and scanajob ad to find key

:-formation.
1 Readquestionsr-3 and direct studentsto the advertisement.
Seta short time limit to encouragestudentsto scanthe ad
to find the answers.Ask studentsto comparein pairs before
askingfor volunteersto give answers.
1Theyare lookingfor i5 peopleto take part in a reality TV
show.Theyofferbig cashprizes. 2 It is an advertfor people
to take part in a competition,ratherthan work for a salary.
3 To apply,you write a brief handwrittenletter describing
your appearance
and personality.

D Think about the content

v
:. this section,studentsreview a letter of applicationfor detail.
2 Readthe instructions and checkstudentsunderstandthe
activity. Studentscompletethe activity in pairs.Elicit answers,
encouragingstudentsto give examplesfrom the letter.
I Readthe instructions and ask studentsto underline the
instructions in the ad beforethey look at Ediths Ietter in more
detail.Tell studentsto use their dictionariesto help with
vocabularyin Edith'sletter. Monitor and help as students
continueindividually.
Nominate studentsto give an instruction from the ad and to
explain in which paragraphEdith givesthe information.

? Checkspelling and structure

rb r\

Gothrough the instructions and checkstudentsunderstand

the activity. Studentscontinue individually. They compare
answersin pairs and discussthe question.Elicit the spelling
mistakesand write the correctedwords on the board.

Ask studentsto completethe secondcolumn with information

about themselves.Remindthem to look at Characterand looks
on >>p.65and to usetheir dictionaries.

SCI! Put it all together

8

Readthe instructionswith the ciass.Monitor and encouragea

collaborativeworking atmosphere.Remindstudentsto use Why
don'tyou...?and Youcould...to make suggestions.
Ask them to follow the rules in exercise5 and review their
letters for content and accuracy.

9 Tell studentsto imagine that they work for ChangeYourLife TV.

Ask them to readtheir partner'sletter and tell their partner if
they would be chosenfor interview.
Student performance
Studentsshouldbe ableto write a formal letter of applicationof
about rzo words.
Youcan usethis checklistto monitor and give feedbackor to assess
students'performance.
Content

Vocabulary

Have
students
included
alltheinformation?
Have
students
writtenina conversational
stvle?
Have
students
speltwordsconectly?

I can write a letter of application.

Students tick on my own if they have included all the points. They
can tick with some help if they have forgotten to include a piece of
information.
Early finishers
Students rewrite their letters to include any missrng information
and correct spelling. They add two more pieces of information
about thelr appearance,personality, or attitude.

Additionalmaterial
for extrapracticeactivities
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for extrateacherresources
/elt/teacher/result

7E T74

Warmer
Rememberthe situations
Write lessonsA-D How to titles on the board:A ...say howpeople
Iook,B ... talk aboutfashion,C ...talk aboutplansand tntentions,
guesses.
Saysentencesr-ro below for studentsto call
D ...express
out the lessonletter.
t I don't think I'il do that again! z He looksa bit shy and nervous.
on Thursday.
3 I don't mind what I wear. 4I'm startingdanceclasses
5 She'sin her earlyfJties. 6 He can't havea lot of money. 7 He knows
which colourslook good together. 8 It must be a man's room.
g I don't know how muchan Armani suit costs.to He doesn'tlook
Iike his dog!
1C 2A 3B 4C 5 A 6 D 7 B 8 D 9 B 1 0 A

Grammar
8, 9
wh- clauses78 exercises

Warm-up: Write wh- words (what,why, where,which, how) onthe

board.Studentsmake sentencesaboutsapeurswith eachone once.
Set-up:Go through the exampleand remind studentsthat they
flnd the sentencesby looking horizontally and vertically.
2 Doeshe know why you left him?
3 Do you know wherePanamais?
4 I don't know who you are.
5 I know what happened.
6 Sheknows how to look after herself.
7 I don't know where he went.
Follow-up:Studentsuse the questionsin exercise4, >>p.69 to help
them write a fashion statementfor a famous person.In groups,
they readtheir statementfor the othersto guesswho.
2 Futureintentions7Cexercise''
Warm-up:Ask studentsto write three sentencesabout an
appointment,a plan, and somethingthey've just decided.Direct
them to >>p.7r,exercise8 to checktheir use offuture tenses.
Set-up:Go through the instruction and checkstudentsunderstand
the activity.
2 I'm goingto 3 I'm going 4I'm goingto buy 5 I'il help
6 They'recoming
Follow-up:Studentswrite their plans for next month. In groups,
they comparetheir plans to seeif anyonesharesthe samehobbies
and interested.
3 Modalsof deduction7D eier:,ses,, i
Warm-up:Copythe diagram from >>p.73,exercise6 onto the
board.Write is and isn't at either end and ask studentswhere you
shouldplace must,might, andcan't.
Set-up:Ask studentsto readthe text and sentencesr-6 to check
they understandthe activity.
2 can't 3 must 4 can't 5 might 6 must
Follow-up:In pairs,studentswrite a similar paragraphand
exercise.They write the answer key on a different pieceof paper.
They swap with another pair and completethe sentencesbefore
checkingtheir answersagainstthe key.

T75 R?

!
4

Vocabulary
Looksand character7A exercise7

Warm-up:Draw three columns on the board: Character,

Looks,and
Age.Seta short time limit for studentsto write words and phrases
they can remember.Direct studentsto >>p.66 to check.
Set-up:Ask studentsto readthe crosswordcluesand check
vocabularyas necessary.
2 mid 3 active 4 outgoing 5 confldent 6 generous
7 wavy 8 artistic 9 ginger 10nervous 11aggressive
Hiddenword: imaginative
Follow-up: Studentschoosesomebodythey know in the classand
write adjectivesto describethe person.They tell a partner the
name of the personand their partner writes adjectives.Students
comparetheir lists at the end.
5 Compoundadjectives78 exercise2
Warm-up:Booksclosed.In pairs, studentsthink of compound
adjectivesthey could use to describeTheKingsof CooI.They
comparewith the list on >>p.68.
Set-up:Ask studentsto readthe words and checkvocabulary.
2f

3d 4e

5g 6a

7c

Follow-up:Studentsdescribeone of the women on >>p. 69 for a

partner to guesswho it is.
6 Bodyand exercise7Cexercise1
Warm-up:Booksclosed.Studentswrite a list of activities Dwight
did in his week of living differently.They comparewith a partner
beforecheckingon >>p.?o.
Set-up:Gothrough the instructions and tell studentsto think
carefully about spelling.
2 massage 3 elbow 4 haircut 5 knee 6 jogging 7 toe
8 yoga 9 climbing
Follow-up:In pairs,studentsdesigna word searchusing the
vocabularyon >>p.21,exerciser. They write the number of words
in the word searchand swap with another pair.
Early finishers
8 and 9. Theywork u Studentslook backat lesson7C,exercises
a partnerand exchangeideason dlfferentthings they coulddc
rememberthe grammar.

:,:::l,:,.l

:ilr'r:'::l

How to talk on the phone

Orientation
Context
-n this lesson,students practise using telephone words and
:hrases.
.-hotosr-7 in On the Phone on >>p.76 show people in different
.:tuations making telephone calIs. Speechbubbles a-f contain
.'.'hatthe callers and answerers in photos z-7 say.
?nrasalverbsin the dictionary lists key vocabulary and deflnitions
.','hichstudents will match and use during the lesson.The following
.rformation is also given: if a phrase is formal or informal; how it
.; usually used; other words it is used with; and whether a noun or
::onoun can or must be used after the verb but before the particie
-.rown by the use of sb,with or without brackets).

fl

In this section,studentsreadshortparts oftelephone

conversationsfor detail.
Readthe questionsand put studentsinto pairs to discusstheir
answers.Monitor and contributeto the conversations.Listen
out for interestingcommentsand nominate studentsto tell the
class.Encourageother studentsto add comments.
2 Direct studentsto photo 1 in On the Phoneon >>p.75.Read
questionsr-3 and checkvocabularyas necessary.Students
continuethe activity in pairs.Monitor and encouragestudents
to use maybe,perhaps,possibly,couldbe,might be, and can't be
in their discussions.
To checkanswers,askfor suggestions
and
reasons.
Seeif the classagreesbeforegiving feedback.
I

-anguage

1 Theyare friendsor businessassociates.

Theyare in a bar.
2 He is talking to a friend,partner,or colleague.
3 Maybe- it dependson what his relationshipis with the
woman and who he'stalking to.

Focus
grammar phrasal
getthrough,
verbs:
cutmeoff,getaway,
hondover,
hangon,hangup,ringmeback,ontheline,putthrough
Focus
words
telephone:
business
deal,busy,calledbypublicphone/called
go
by thismorning,connect,earn,engagedsignal,extension,
ahead,messaqe,
mobile

Focus
phrases CanI helpyou?,Hello,canyou ...?,Coahead,l'm calling
Recognition
vo<abulary
Recycled
ianguage

from ...,I'mcallingto...
words:client,engine,spraypaint,urgently,vehicle
phrases:
callout service,
emergency
services
golf,interrupt,mechonic,
pretend
words:colleague,
phrases:breokdown,collbacklater,escaping,
get cut of,
holdthe line,I'm sony,leavea message,
putyou through,the
line'sbusyright now,wrongnumber

Pronunciation stressin phrasal

verbs:I calledby thismorning.8A.2
l-anguage note
--: languagepresented
in this lessonreviews and builds on rvhat
:lents studied in lesson 6A. EnalishResultPre-intermediate.
:rd product
-: -)ut it all together,students role play being a caller and answerer
,:^ng the information in Phoning Frank on >>p.13o.The conversation
: :ased on audio script 8A.3.

Preparation
.:.:nk about classroom organization if you'd like students to sit
-.:k-to-back in exerciserz. ReadPhoning Frank on >> p.r3o so you
.:: familiar with the task in exercisere. Take dictionaries to class.

Warmer
'.':ite the following words on the board: a, at, back,busy,call, cut,
-.: hang, hold, later,leave,line message,moment, number,off, out,
- -:. the, through, up, wrong, you. Ask students to guess a topic that
,::.nects all these words. (Telephoning.)
. -: students into pairs or small groups to write telephone phrases
-,-:v remember from English ResultPre-intermediate.Set a short
-.::.e limit. Elicit suggestionsaround the class and write the
-:.:aseson the board.
;:'-:eHow to talk on the phone on the board.

Readand think about the situation

Readthe instructions and direct studentsto photos 2-7 and

speechbubblesa-f in On the Phoneon >>p.76.Go through the
exampleto demonstratethe activity. Direct studentsback to
questionsr-3 in exercisez and point out that they can also
use cluesin the photos,e.g.the man in photo z is writing
somethingon a pieceon paperas he's speaking.Students
completethe activity.
Studentscompareanswersin pairs.Do not go over answersat
this stageas they will listen and checkin exercise4.
8A.1Piaythe audio and pauseafter eachitem. Elicit answers
and askfor words,phrases,and any cluesin the photoswhich
helpedstudentsflnd the answers.Checkvocabulary.
3 b can'tget through,get cut off, anothernumber
4 a hospital,had the baby,beautiful
5 d extension483,I'11put you through,the line'sbusy
6 c emergency,
rescue,car'sbrokendown
7 e spraypaint, ordered,call by
Ask studentsto read descriptionsr-6 and checkvocabulary
as necessary.Do the flrst item togetherto demonstratethe
activity. Put studentsinto pairs to continue.Monitor and
help,encouragingstudentsto give reasonsfor their answers.
Nominate one studentto give an answer and another to
suggesta reason,if they agree.
2photo3 3photoT 4photo6 5photo2 6pho t o5
Readthe instructions and ask studentsto readmeanings1-8,
ignoring the blanks.Checkvocabulary.Do the exampleas a
classto demonstratethe activity. Explainthat someanswers
are phrasalverbsand remind studentsthat sometimesthe verb
and particle can be separated,e.g.put you through.
2 get through 3 engaged 4 calling 5 busy
6 leavea message T let you know 8 pick it up
lxtra activity
In pairs,studentstake turns to give a partnerthe meaningof a
phrase.Thepartnersaysthe phrase.

T76

!
?

Grammar and vocabulary phrasal verbs (z)

Readthe instructions and ask What'sa phrasalverb?(A verb
and a particle which havea particular meaning)Direct students
to Phrasalverbsin the dictionary and On the Phoneon >>p76
to read the Iist ofphrasal verbs.Elicit or explain that, in
dictionaries,sb refersto somebody.Itshowswhen a verb can or
must be separatedfrom a particle by a noun or pronoun.Ask
studentsto find an examplein speechbubble a (handyou over).
Direct studentsto read definitions a-j and checkvocabulary as
necessary.Tell studentsto find the phrasal verbs in the speech
bubblesto help them guessthe meaning. Monitor and help as
necessaryas students continue individually.
To go over answers,say the phrasal verb for the classto call
out the letter ofthe definition. Checkstudentsunderstand the
extra information given with someof the phrasalverbs (see
Contextlas you go through the answers.
break down c call by g cut sb off d get away h
get through f hang on i hang up b put sb throughj
ring (sb)backe

Teaching tip
Studentsmight fail to recognizephrasal verbs in a text if they
don't Iook beyondthe flrst word after the verb, e.g.in handyou
over Encouragingstudentsto look for phrasesacrossseveral
words will help them understandtexts more easily.
8 Ask studentsto read the text and say how many times
Stephaniemade a phone call. (Four)Checkvocabulary.Students
continue individually. Monitor and checkstudents are using
the past tenseform ofthe verbs.To checkanswers,readthe
text aloud and pausefor studentsto call out answers.
2 c all 3Hang 4pu t 5 c u t 6 g o t T h a n d e d 8 c a l l thung
8A.2Do the exerciseas a class.Direct studentsto sentence
a and ask What doesby mean?(Touse.)Playthe audio for
studentsto listen to the pronunciation ofthe sentencesand
read the rule to the class.Point out that by is a prepositionhere.
Readsentenceb and ask studentswhat the phrasal verb called
by means.(A shortvisitJ Point out that by is a particle in this
sentence.Playthe audio for studentsto listen to stressin the
phrasal verb in the secondsentence.
Playthe audio a secondtime for studentsto listen to both
sentences.Tapthe deskto help studentshear the difference.
Extra help
Direct studentsto audio script 8A.1.In pairs, studentsfind
and underline the phrasal verbs and mark the stresson the
particles.Monitor and help as necessary.
Extra activityr
Studentsunderline the particles in speechbubblesa-f. In pairs,
they take turns to read the information and listen to seeif
their partner stressesthe particle correctly.

G
Listenfordetail
tIn this section,studentslisten to the start oftelephone
conversationsfor specificinformation and detail.
10 8A.3Readthe instructions and checkstudentsunderstandthe
activity. Ask studentsto read items r-5 and checkvocabulary
as necessary.Playthe audio.Ask studentsto comparein
pairs and play the audio a secondtime if necessary.To check
answers,ask about eachitem in turn.
2 ,/ 3x 4, / 5X

T77 8A

Go through the instructions and play the audio,pausing after

the first telephoneconversation.Elicit the name of the garage.
Continuewith the audio for studentsto make notes about the
new information. Direct studentsto audio script 8A.3on
>>p.155to checkanswers.Nominate studentsto give answers.
/ 7 Max Motors 2 side of main road near Stratfordupon
Avon 4 the engine won't start

t2 Ask for two volunteersto readthe conversation,encouraging

the student playing the role of Stephanieto sound more
desperateas she makes eachnew phone call. Remind students
to ask for clarification or repetition when they are on the
phone.Elicit a few phrases,e.g.Sorry,canyou say that again,
please?and write them on the board.
Put studentsinto pairs to role play the conversation.Monitor
and give positive feedbackwhen students speakwith attitude
Checkstudents swap roles.
Extra activity
Studentsrepeatthe role play,looking up from their booksas
much as possible.
Extra plus
Studentsrepeatthe role play, sitting back-to-backand looking
at their booksas little as possible.

BC Put it all together

13 Go through the instructions and checkstudents understand.
Direct studentsto PhoningFrankon >>p.r3o and check
vocabulary if necessary.Give studentstime to plan what they
will say beforethey do the activity. Checkstudentsswap roles.
Student performance
Studentsshould be ableto talk about serviceson the telephone.
You can use this checklistto monitor and give feedbackor to assess
students'performance.

usemostphrasal
verbsaccuratelv?
12
Dostudents
exercise
pronounce
particles
Dostudents
clearly?
exercise
12
I can talk on the phone.
Studentst-ickon my own if they have given the necessary
informatio'n to their partner. They tick with somehelpif they
have forgotten to give information and a partner has had to ask
questionsonceor twice.
Early finishers
Studentschoosetwo situations from On the Phoneon >>p.76and
role play the telephoneconversation.

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How to talk about ability

-rrientation
: ntext
:r.is lesson,students use can, could, be able to, and manaqe to
:elk about ability.
: two magazine articles are about animals with amazing
'-uage skills. Smart Alex, a parrot, can identify objects,answer
:stions, and make requests.Rico, a dog, is able to remember new
-abulary. He can also use simple logic and think.
::rguage

rcusgrammarability:can,could,beableto, manageto
:cuswords
adjectives
andnouns:
- activity,
able- ability,
active
curious
- popularity,
- cu.riosity,
popular
possible
- possibility,
realreailtv

:cognition
:cabulary

words:actual, ancient, coIlection, compIicated,fetch,

laughter,logic,occasion,
random,sheepdogs,
sociable,
stimulate,surprisingly,suspicious,
tapping,trained,toys,
whistles
phrases:
hangingupsrde
down,starpupil

:cycled
lrguage

amazed,clever, bored,enjoyed,eyebrows,
fo mous,fu n,
intelIigence,interested, screntrsts,shape

rnunciation stressin wordsending-lty: abilitySB.l

'1 product
]'-it it alltogether, students use their notes to teli a partner about
:re when they were or weren't able to do something.

reparation
at ldeas on >> p.13oso you are familiar with the task in
',
: :rse rz. T aked ictio na riesto c las sif nec es s ar y

,Iarmer

Readand summarize

in this section,studentsread different articles and summarize

information in note form.
I

Put studentsinto pairs to discussthe question.Monitor

and encouragestudentsto think aboutanimalswhichcan
communicatewith peopleand animalswhichare usefulto people.
Ask for volunteersto sharetheir ideaswith the classand
encouragestudentsto respondto eachother'sopinions.
2 Put studentsinto pairs and direct them to the texts on >>p.78.
Ask As to readSmartAIex,and Bsto readCleverRicoto f,nd the
most interestingfact. Tell studentsto guessthe meaning of
unknown but important words at this stage.Remindthem to
look at words and phrasesaround the words they are unsure of.
Ask for volunteersto tell the classwhich fact they found the
most interesting and to saywhy. Monitor for the use of modal
verbsto talk about ability but do not correctfor accuracyat
this point as studentswill focus on this in the next section.
3 Direct studentsto the box and ask them to readthe first
column. Checkvocabulary.Checkstudentsunderstandthe
activity and monitor and help as necessaryas students
continue individually. Do not go over answersfor exercise3 at
this point, as studentswill tell a partner about the text they
readin the next exercise.
SmartAlex
CleverRico
human use:pets
human use:rescuedog
languageability: can
languageability: canunderstand
identify 50 differentobjects, morethan 200words
can answerquestions
why famous:finding the correct
why famous:he'sa star
toy from many
pupil
who studied it: Julia Fischer
who studiedit:
other animal: CleverHans (horse)
Trcnc

.:e the following nouns on the board: a bike, chess,clothes,a

'tuter, crosswordspuzzles,dinner, golJ guitar, jigsaws, a horse,
: tennis.
.','.'four columns: make, do, play, others.Put students into pairs
.assify the words according to the verbs they are used with.
, ;tudents to add four more activities they can or can't do to the
..tnns.
:ents tick the things they can do and note when they first
:.t to do them. Ask students to flnd out four other students'
.:ies.Monitor and join in, iistening for students' use of modal
:s. Do not overcorrect for accuracy at this stage.
:.e end ofthe activity, ask for volunteers to tell the class
:ring interesting they found out about others.
-.: How to talk about abilitv on the board.

Pcnnerhero

other animal: N'kisr

Ertra help

Put studentswho readthe sametext into pairs to compare

their answers.Monitor and help as necessary.
Readthe instructions and the example.Put studentsinto A/B
pairs and monitor and encouragethem to make eye contact
with their partner as they exchangeinformation (sothey are
listening to eachother rather than copying eachother'snotes).
Givepositivefeedbackwhen studentslook up from their notes.
Extra activity
Ask studentsto coverthe notesthey made in exercise4. Put
studentsinto pairs to tell a partner about their animal using
the subtitleson >>p.78.Partnerslisten and tick the information
in the box that their partner remembersIn pairs, studentsdecidewhich of the two animals is more
amazing and why. Ask for a show of hands for eachanimal
and nominate studentsto explain why. If there is a difference
of opinion between students,nominate individuals with
opposingviews to discussthe topic further.
Ertra activity
In pairs,studentschoosefive new words and guessmeaning.
Thevcheckin their dictionaries.

T78

Grarnmar ability can, could,,be able to,

manageto
Direct studentsto the grammar box. ,A.skthem to readthe
examplesand checkvocabularyas necessary.Studentsthen
underline the verbsin the sectiontitle.
Ask studentsto flnd the sentencesin the texts on >>p.78and
to match rules r-4 with the verbs in a-d. Monitor and help
as necessary.Checkanswersas a classbut do not go into
differencesin meaning between managedand be ableto at this
point as this will be dealt with in the next level.
1 c 2d

3a 4b

Ixtre hdp
Ask students to underline examples of can,could,managedto,
and be able to in Smart AIexand CleyerRr'co.They identify the
rule and write a number from r-4 next to eachsentence.
Extra activity
In pairs, studentstake turns to tell eachother about the animal
they readabout,using the verb forms in a-d.
Ask studentsto read sentencesr-7 and checkvocabulary.Go
through the first item as a classand point out that there might
be more than one answer.Studentscontinue individually.
Monitor and guide them to use the correcttense as necessary.
Studentscompareanswersin pairs.Nominate studentsto give
answersand encouragethem to readthe full sentence.
2 could,was ableto 3 can,is ableto 4 be ableto
5 managedto, was ableto 6 could,were ableto
7 been ableto
lxtre activity
Write thesecueson the board: now,Iast week,whenyou werea
child.Ask studentsto write a note of one exampleof an activity
they could or couldn't do for eachtime period.Put them in
pairs or small groupsto tell eachother about their abilities.
lxtra plus
Booksclosed.Studentsmingle and tell eachother about their
abilities past and present.They seeif they can find anybody
who can and can't do the samethings.

C Pronunciation stressin words ending -ity

Readthe instructions and the table headings.Go through the
first exampleand point out the spelling change.Ask students
to continuewith the activity and monitor and encouragethem
to checkspellingsin their dictionaries.Elicit answersfrom the
classas a whole and nominate individuals to spell the word.
adjectives:active,curious
nouns: popularity, reality, possibility
8B.lPlaythe audio,pausingafter eachset of words for students
to repeat.Nominate different studentsto saythe pairs of words
and monitor for correctsyllablestress.Playthe audio a second
time to give extra pronunciationpracticeif necessary.
10 Go through the exercisewith the class.Saythe words ableand
ability, and exaggeratethe stressedsyllableto help students
hear the difference.Readrules a-c and elicit the answer (c).

T79 83

Xxtra help
Put studentsinto pairs and askthem to underline the stressec
syllablesin the words in the table in exercise8. Monitor and
encouragestudentsto use their dictionariesto checktheir
ideas.Elicit answersas a classand give extra pronunciation
practiceas necessary.
pqrular - popularity agtive- activity curious- curiosity
real- reality possible- possibility
11 Demonstratethe activity by saying an adjectivefor the class
to saythe noun. Repeatwith one or two more examplesbefore
putting studentsinto pairs to continue.Monitor and give
positivefeedbackfor accuratepronunciation.Checkstudents
swap roles.
$rtra help
Put studentsinto different pairs to repeatthe activity.
E:rtra plus
Ask for pairs of volunteersto repeatexerciserr for the class.
The classdecidesif the studentssaythe words with correct
syllablestress.

3C Put it all together

12 Readthe instructions and direct studentsto ldeason >>p.13o.
Checkvocabularyas necessary.
Make sure studentsunderstanc
that they shouldwrite notesfor eachof the points and
that thesewill help them tell a story about somethingthat
happenedin the past.Tell studentsto use their dictionaries
to help.Encouragethem to practisesayingtheir storiesto
themselveswhen they have finished making notes.
Put studentsinto pairs to teII their stories.
Studentperformance
Studentsshouldbe ableto relate a short narrative.
Youcan use this checklistto monitor and give feedbackor to asses:
students'performance.
Dostudents
usemodal
verbsaccurately?
exercise
7

Dostudents
tryto place
stress
onwordsending
in-rty
conectly?
exercise
11
I can talk about ability.
Studentstick on my own if they have told their story using their
notes.They tick with somehelpif they lookedat the grammar box
in exercise6 onceor twice for help.
larly finishers
Studentschoosea different topic from ldeason >>p.r3oand repear
the activity.

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How to report an interview

]rientation
l::text
.- --:.:.s
lesson,students practise using reported questions to talk
.:: -lt an interview.
-- = :llustrated newspaper article, Two Guys in BBCsurpriseon
r.8o, reports on what happened when two men with the same
--:-stian names, Guy, were waiting for an interview at the BBC.
-:: was there for a job interview, the other (a British technology
:,:ert) was waiting to be called for a live TV interview about
:--re music downloads. The wrong 'guy'was taken to the studio
-:: :he TV interview, which was broadcast live as planned on BBC
':-:'rision. The headline of the article plays with the name Guy and
'--: ivord guy, which is informal for man.

fl

paragraphto predict content.

I

Seta short time limit. In pairs, studentsbrainstorm a list of

interview questions.Monitor for word orderbut do not correct
at this stage.Elicit suggestionsaround the classand write the
questionson the board.

Go through the instructions and ask studentsto read questions

r-3. Checkvocabularyand direct studentsto the first paragraph
of Two Guysin BBCsurpriseon >>p.8o.Studentsanswer the
questionsin pairs.Nominate studentsto give answersand
checkthe classagreesbeforegiving feedback.
1 Guy Goma,Guy Kewney
2 They are waiting for an interview Guy Gomais waiting
for a job interview and Guy Kewney is waiting for a live TV
interview'
3 The wrong man will probablybe calledfor the live TV
interview The cluesin the text are: in the title Two Guys,
referringto the coincidence
of the two names;and in the
first sentence,'he
didn'texpectto become...'
suggests
that he
will, in fact, becomea TV celebrity.

ixguage

.cusSrammar reported
questions:
I asked
himwhere
hewos
from.,I asked
himif hewas6uyKewney.
:mts
post,solary,
words:candidotes,
company,
CV,expert,
staff
cabulary
phrases:
work
for somebody
lt<ognition
w ords:accou
ntant,oJterwo
rds,approach,broodcast,
cabulary
celebrity,
computer
graphic
technician,
courtcase,
expert,
guy,hilarious,
designer,
identity,
interpreter,
lifeguord,
microphone,
nurse,
reporter,
sauno,
starsign,taxi
driver
phrases:
linedup,onlinedownload
become
clear,
fecycled
pointed,
words:appear,
replied,
mistake,
said,surprised,
anSuaSe
thought,unfortunately
pronouns
in reported
speech
Brammat
i:d product
studentsreporta job interviewthey role
- ?ut it all together,
:-:ved in exercise14.Theactivity is basedon audioscript8C.1.

Preparation
;:ad the Teachingtrp after exercise Think about different ways
5.
: - guessingthe meaning of vocabulary for the words in exercise
, -: you want to do the activity with the class.Think about how
,.;dents will change partners for exercisesr3-r5. Take dictionaries
:: classif,necessary.

Warmer
.-:t students into small groups. Ask them to make a note of what
::cple do before they go for a job interview. Elicit suggestions
.:cund the class and encourage students to add details about how
::.e person being interviewed might feel.
=;k students to teil the class about any experiences they (or anyone
::.ey know) have had at interviews. Monitor for the use of past
:=nsesand reported speech.Do not overcorrect for accuracy but
::lp students get their ideas across.
.i;:ite
How to report an interview on the board.

Readand predict

Direct studentsto the secondparagraphto read and answerthe

questions.Tell studentsto ignore any new vocabularyfor the
moment.Nominate studentsto suggestanswers.
Two misunderstandings:
Thereceptionistconfusedthe two
men and Mr Gomathought the BBCman couldn'tpronounce
his name correctly.Mr Gomagoesfor the TV intervrew.
Direct studentsto the third paragraphand askthem to read
questionsr-3. Checkvocabularyas necessarybeforestudents
continue readingto answer the questions.Go over answers
beforestudentsreadthe flnal part of the story.
1 He probablyfelt nervous.
2 Theinterviewerbeganto understandthe mistakeas Guy
Goma'sanswersto the questionswere very short.
3 Students'own answers.
Gothrough the instructions.Put studentsinto pairs and ask
them to choosefour words from the word pool.Ask studentsto
find the words in the text and to guesstheir meaning.Monitor
and help studentsexplain what they did as necessary.
Teaching tip
Bring the classtogether.Ask studentsto choosea word and to
tell the classhow they guessedthe meaning.Write notes of
different ways of guessingon the board.Ask studentsto choose
anotherword and to try to use a different way of guessing.Go
through the list of ideason the board and point out that it's a
goodideato use more than one strategyto guessand checkthe
meaning of a word.
Ertra artivtty
Put studentsinto pairs or small groupsto discussthe event.
Write the following questions on the board: Do you think the
story isfunnyl Why?Why not?How do you think Mr Gomafelt:
during the interview,when the interview ended,when he saw
himself on TV?How do you think the BBCreceptionistfelt?
Bring the classtogether.Ask studentsto report any interesting
commentsmade by another student in the group.Monitor for
reported speechbut do not overcorrectfor accuracy.

T80

Grammar reported questions

Direct studentsto the grammar box and the column headings.

Ask studentsto readthe sentences.Elicit or explain that open
questionsare questionswhich have many possibleanswers.
Copythe sentencesin row A onto the board and go through
questionsr-4 as a class.Highlight the word order in reported
questionsand point out that the position ofthe subjectand
verb doesnot changeas it doesin normal questions.
1.open question:after reportedquestion:before
2 open question
3 No. The verb and subjectare in a different order.
4 No.Theverbsin the openquestionsare in the presenttense,
whereasthe verbs in the reported questionsare in the
n r<i

e i mn l e

Ertra activity
Ask studentsto find two examplesof reported open questions
in the text. (...askedwhereGuy Kewneywas....askedMr Goma
what he thought about the resultof the case).
Readthe instructions and go through the example as a class.
Point out the use of ask as the reporting verb for questions.
Remind studentsthat pronouns and tensesoften changein
reported speech,dependingon the context.
Monitor and help as studentscontinue individually. Ask
volunteersto give answersand monitor for accuracy.
2 Sheaskedme what I did. 3 Sheaskedme where I worked.
4 Sheaskedme what mv nationalitv was. 5 Sheaskedme
who I wanted to see.
Extra activity
Studentswrite the questionsthey talked about in exerciseI in
reportedspeech.
Checkstudents understandthe term closedquestions(questions
beginwith verbssuchas Are, Was,Do, Did, Can,Will etc.and
haveonly two possibleanswers,e.g.yes/no,big/small, driving
or walking/. Put students into pairs to look at Two Guysin BBC
surpriseto completethe sentences.Go over answers as a class.
He askedhim if he was Guy Kewney. Shewanted to know if
he was surprisedat what happened. SheaskedGuy if more
peoplewould downloadmusiconline.
For closedquestions,we use iJ + ... afler the reporting verb.
Explain that questionsr-8 are real questionsthat candidates
have askedat an interview. Go through the questionsand
checkvocabulary.Ask studentswhy the questionsare strange
and help them expresstheir ideas.Go through the example and
put students into pairs to continue.Nominate studentsto give
answers and ask the classifthey agreebefore giving feedback.
2 He askedme why I wanted his CV.
3 Sheaskedme what my star sign was.
4 He askedif he couldbring his dog to work.
5 Sheaskedme if shehad to wear shoes.
6 He askedme if I was happily married.
7 Sheaskedme if we had a saunain the building.
8 He askedme where the company golf coursewas.
lxtra help
Backchaindrill. Help studentsrememberreportedquestions.
Usethe answersto questionsr-8. Saythe last word and
add one word at a time for studentsto repeat.This will help
increasestudents'fluency.
lxtra activity
Put studentsin pairs to role play Mr Gomatelling a friend
about his interview. Checkthey swap roles.

T81 8C

G
Listen for detail
rIn this section,studentslisten to an interview for gist and detail.
10 8C.lReadthe instructions, and play the audio.Takea yes/no
vote and ask around the classand ask for reasons.
No. Shecouldn'tthink of answersto the interviewer's
questions.Shedidnt havethe skills required.Sheexpected
shewouldn't.
too high a salary.The interviewersuggested
11 Ask studentsto read sentencesr-4 and checkvocabulary.PIay
the audio.Ask studentsto compareanswersand play the audic
a secondtime if necessary.
2 True. 3 True. 4 False.(Cathaskedfor f30,000a year.)
12 Direct studentsto audio script 8C.lon >>p.155.Ask studentsto
read it through silently and checkvocabulary.Point out the use
of different reporting verbs (asked,said, wanted to know told,
thanked)in the audio script. Go through the instructions and
checkstudentsunderstandthat they role play the interview
not Cath and Richardsconversation.Ask for two volunteersto
readthe example.

,'3C Put it all together

13 Readthe instructions and encouragestudentsto use
dictionariesif necessary.Put students into pairs to choose
and make notes about a job. Monitor and direct studentsto
exercises7 and n for ideas.Give studentstime to practise
asking eachtheir questions.
14 Put studentsinto new pairs.Ask them to tell each other
which job they are being interviewed for beforethey ask their
questions.Monitor and checkstudents swap roles.
15 Go through the instructions and ask for two volunteersto read
the example.Encouragethem to continue by eliciting a followup question,e.g.What did you say?Pair studentswith their
original partners to talk about their interview.
Student performance
Studentsshould be ableto talk about an interview.
You can use this checklistto monitor and give feedbackor to assess
students'performance.

useappropriate
reporting
verbs?
Dostudents
exercise
9
I can report an interview.
Studentstick on my own if they have told their partner about the
five questions.They tick with somehelpif they have looked at the
grammar boxesoccasionally.
Early finishers
Studentschooseanother job and repeatexercisesr3-r5.

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How to report a conversation

;ir:*5

.
::t,1.

Orientation

3ontext
-:. this lesson, students use different reporting verbs to talk about a
:cnversation.

Direct studentsto the photoson >>p.82.Ask studentswho

they can see.(Ayoung man,probablyIndian) In pairs, students
continue discussingthe other photos.Monitor and help with
vocabulary.Nominate studentsto talk about eachphoto in
turn, inviting eachother to add information.
clockwise:railway station (Garedu Nord, Paris),a Eurostar
train ticket,Vikram,one10note,a Eurostartrain with
passengers
getting ofi a cup of coffeeon a bar,two 50 notes

?eporting yerbs lists key verbs and definitions which students will
:.atch and use during the lesson. The following information (often
-:und in dictionaries) is also given: whether a noun or pronoun is
:sed after the verb but before to + inf.nitive (shown by the use of
. r) and the position of nof when the reporting clause is negative, if
--:.eword is used to talk about somebody sb or something sfh.

Gothrough the instructions and answersa-c. Checkstudents

understand the meaning of tricked and robbed.(A trick involves
morethan just takingsomethingfrom somebody)
Direct studentsta Vikram3Storyon >>p.8z and ask how they
are going to read the text. CareJullyor quickly?(Quickly) SeLa
short time limit to encouragestudentsto readfor gist. Take
a vote on the best answer,encouragingstudentsto add some
facts from the story to explain their choicefa).
Readquestions1-5 and checkvocabulary.Tell studentsto read
Vikram'sStoryagain and to ignore unknown vocabularyfor
the moment.Do the first item as a classand elicit or remind
studentsto use key words in the questionto locatethe parts
of the text where they might find the answers.Point out that
they will also needto read carefully as someinformation is not
directly statedin the text.

JnSuaSe

Focus
grammar reportedimperatives
andrequests:
Heoskedmeto help
him.,I told him not to worrv.

reporting
verbs:
advise,
agree,
invite,offer,promise,
refuse,
w0rn

Recognition
vocabulary
Recycled
hnguage

w ords:homeless,tricked
phrases:
leavemeolone
words:approached,
crowd,lie,robbed,say,tell,thanked,
thieves,victim
grammarpost tenses:
pastsimple,pastperfect,past
pronounsin reportedspeech,
continuous;
sayand tell

Monitor and help as studentscontinue in pairs.Ask for

volunteersto give answers.Help studentsget their ideasacross.

Pronunciation linkingafteraske
d andtold 8D.1
Discourse

1 To checkthey couldunderstandeachother,maybeto seeif

Vikram might be sympatheticto his situation.
2 Togive Vikram the impressionthat he was honest.
3 To make out that he was going to buy the train ticket that
he'dneededthe money for.
4 He saw the sameman the following day.
5 Students'own answers.

pronouns
imperatives
in reported
andorders

Ianguage note
,:.e reporting verbs studied in this lesson are more descriptive
-.:.a say, csh and tell as they give information about the function
:: rvhat was said.
lnd product
'.:.
Put it aII together, students recount a conversation they had with
::mebody they didn't know. They can use their notes.

Preparation
-:ck at Questionson >>p.r31so you are familiar with the task in
::ierClse15.

Warmer
.'.:rtethesewords on the board: agree,invite,offer,promise,suggest.
.:: studentsinto pairs or small groupsto write the wordsa person
:--ght say when they want to do thesethings, e.g.agree:Yes,I think
.:L'reright.
:--:it examplesfrom a spokesperson
in eachgroup.As you do so,
::rrinate anotherstudentto reportthe previousstudent'sanswer.
l:.:ourage them to use the reporting verbsrather than say,ask,or
-....Monitorfor accuracybut do not overcorrectat this stage.
',:-.teHow to reporta conversation
on the board.

Readand follow a story

In this section,studentspredict contentusing photos

readingan article for gist and detail.

- re travel magazine article Vikram's Story on >> p.82, recounts an

:xperience he had when travelling to Paris, a trip he often did for
;','ork.On this occasionhe was tricked out of ten euros by a man
',','hopretended to have been robbed. The next day, Vikram realized
--.ehad been tricked when he saw the same man doing the same
::.ing to another unsuspecting tourist. The photos show the main
:vents in the story.

Focus
words

',i!:tY::

lxtra actirityr
Studentswork with a partner and find three new words in the
text. They guessthe meaning and check in a dictionary.

reportedimperatives
B Ctl1mar
anc requests
4

Direct studentsto the grammar box. Ask studentsto look at

the examplesentencesand elicit the differencebetween a
requestand an imperative.(A requestis askingsomebodyto do
something,orfor permissionto do something.An imperativegives
an orderor advice.)
Direct studentsbackto Vikram'sStoryto find and underline
the two sentencesand to copythem into the reportedspeech
columns.

T82

Answer the questionsbelow the box as a class.Point out that

askcan be followed by the object+ to + infinitive, and that not
in a negativeimperative is placedafter the objectpronoun and
followed by to + infinitive.
He askedme to help him. I told him not to worrv.
a ask b told
5

Go through the instructions and do the first item as a class.

Monitor and help as studentscontinue individually. Nominate
studentsto give answersand seeifthe classagreesbeforeyou
give feedback.
2 Shetold me not to wait. 3 I told him not to go.
4 He askedme to go

8D.l Readthe information about pronunciationand play the

audio,pausingafter eachsentencefor studentsto repeat.Play
the audio again and give extra practiceas necessary.

7 Ask studentsto read conversationsr-4 and checkvocabulary.

Gothrough the exampleas a classto demonstratethe activity
and remind studentsof changesin pronounsin reported
speech.Monitor and help as studentscontinue in pairs.
Nominate studentsto give answers.Reviewany general
problemswith the classat the end,referring backto the
grammar box. Revisethe grammar of askand tell as necessary.
2I askedhim to tell me the way to the stationand he told me
to follow him.
3 He told me to be careful and I told him not to worry.
4 Sheaskedme to give her 10and I told her to leaveme alone.
Extra help
Transformationdrill. Nominate different studentsand make a
requestor give an imperativefor studentsas a classto report,
e.g.T Pablo,canyou helpme?SSShe/HeaskedPablo/himto help
her/him.
Reportedrequests:Canyou wait please?;W\IIyou go please?;
Canyou help me,please?;Canyou showme the way to the
station?;Canyou give me rc please?
Reportedimperatives:Don't worry!;Don't wait!;Don't go!;
FoIIowme!;Be careful;Leaveme alone.
Extra activity
Saythe imperativesand requeststo different students.
Encourageanother studentto askWhat did shefhesay?so the
original student is cuedto report what you said.

C Vocabulary reporting verbs

8

Direct studentsto Reportingverbson >>p.82.Go through each

one and draw attention to the grammaticalinformation given
in the list, e.g.advisesb (not)to tells us that advisemust be used
with a pronoun,and that the negativeis placedbetween the
pronoun and to. Direct studentsto Vikram'sStoryto find and
underline examplesof the reporting verbs.

9 Ask studentsto read definitions a-g and checkvocabulary.

Put studentsinto pairs to match the reporting verbsand
definitions.Monitor and help as necessary.
To checkanswers,
readthe definitions and askthe classto saythe letter of the
definition. Checkstudentsunderstandthe information about
howthe verbsare used (seeContext).

11 Direct studentsto Reportingverbs.Do the first two items

togetherto demonstratethe activity. Monitor and help
as necessary.Studentscontinueindividually. Give extra
pronunciationpracticeof the past tensesverbsif necessary.
3 offeredto come 4 refusedto come 5 invited her to come
6 agreedto go 7 advisedhim to go/come

p tisten and show interest

In this section,studentslisten for gist and detail in a conversation
about Vikram'sStory.
12 8D.2Readquestionsr and z and checkvocabulary.Playthe
audio.Ask studentsto compareanswersand play the audio a
secondtime if necessary.Checkanswers.
1 He was very kind. 2 He was right to do it.
13 Readthe instructions and direct studentsto audio script 8D.2
on >>p,155.Elicit one or two more examplesas a class.Monitor
and help as necessaryas studentscontinue individually. Check
answersand explain that theseare ways of showing interest
and developinga conversation.
questions:So,did you give it to him? Did you say anything?
comments:That was very nice of you. Uh huh. Mmm.
Sothat story about...was a lie. Quiteright tool
14 Put studentsinto pairs to practisethe conversation.Check
studentsswap rolesand give positivefeedback.

BCD Put it all together

15 Readthe instructions and direct studentsto Questionson
>>p.131.
Checkstudentsunderstandthe activity and monitor
and help with ideasif necessary.
16 Put studentsinto pairs to exchangestories.Remindthem to be
interestedlisteners.Checkstudentsswap roles.
Student performance
Studentsshouldbe ableto recount a conversation.
Youcan usethis checklistto monitor and give feedbackor to assess
students'Derformance.
Dostudents
usepronoun5
appropriately?
exercise
7
phrases
Dostudents
usereporting
withouta lotof
hesitation?
exercise
6

I can report a conversation,

Studentstick on my own if they havetold their story without
looking at Reportingverbs.They tick with somehelpif they have
lookedat the vocabularypanel onceor twice for help.
larly finishers
Studentsimagine they are Vikram. They tell their story to their
partner.The partner Iistenscarefully to pronounsand saysifthe
story was easyto follow or not.

agreec adviseg invite b refusee promised warn f

lO Ask studentsto read sentencesr-3 and checkvocabulary
as necessary.
Do the first item as a classto demonstratethe
activity, encouragingstudentsto think about was actually said
and to decideif it is advice,a warning, or an offer.(Advice)
Studentscontinueindividually and comparein pairs.
1 advised 2 invited 3 offered.refused

T83 8D

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for extrapracticeactivities
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/elt/teacheilresultfor extrateacherresources

Orientation

Context and Language

r this lesson,studentsuse reportedquestionsand answersto
rrrite a survey report.

In this section,studentsanalysea survey report for the use of

discoursemarkersand paragraphorganization.
6

words.apologize,
invite,message
phrases:
communicotion
hobits,switchof
grammarrcpoftedquestions
ondonswers
post,
words:convenient,
info,
survey,
textmessage
phrases:
passon
controstingfact,
because,
however,
if, so,suchas

l because 2 suchas 3 so 4 however 5 if

Extra actirity
Ask studentsto underline reportedquestionsand answersin
the text and to changethem into direct speech.
Readthe instructions and example.Ask studentsfor the first
two words of eachparagraphbeforethey continue individually.
Checkanswers.

Write somepossiblequestionsin advanceto give studentsideas

fcr exercise5.Think about classroomorganizationso that students
:an conducttheir classsurvey in exercise9 and readeachother's
:eportsfor exerciserr.

-n this section studentslisten to a personbeing interviewed for a

;uwey for detail.
I

paragraph2 = the question,the results

paragraph3 = conclusion

tisten to a survey question

Readthe instructions and direct studentsto the table.

Ask them to look at the information in the first column and
acrossthe top row and checkvocabulary.Studentstick the best
ways of doing things and compareanswersin pairs.

2 Direct studentsto the notes and go through eachof the forms

of communicationin exercise1 and take a classvote on each
one.Ask studentsto explain their choicebut do not comment
on the answer at this stageas studentswill listen to checkin
the next exercise.
3 8E.lTell studentsthey will listen to Sandrainterviewing a
personfor her survey.Playthe audio and elicit the answer
(text/.Playthe audio a secondtime if necessary.
Readthe instructions and questionsr and z. Playthe audio,
pausingoccasionallyfor studentsto make notes.Direct
studentsto audio script 8E.1on >>p.r55-55to checktheir
answers.
Readthe instructions and topicsr-5 with the classand check
vocabularyas necessary.
Monitor and help studentswith ideas.
Checkanswers.

5 So

Gothrough uses1-5 and checkvocabularyas necessary.

Ask studentsto match the words and phrasesand uses
individually, beforecomparingin pairs.Checkanswers.

Preparation

Nominatevarious studentsto answer one or two questionsfrom

.:xercise5.Ask studentsfor reasonsor to give an examplewhen
-Jreyanswer the question.Encouragestudentswith contrasting
,deasto discusstheir opinions.Make a note of different answers
:n the board and take a classvote for the most popular suggestion
at the end.
iVrite How fo write a report on the board.

Gothrough the instructions and put studentsinto pairs to do

the activity. Remindstudentsto readwords beforeand after
the blanks and to look at punctuation to help them find the
correctword or phrase.To checkanswers,readthe report and
pauseat the blanks for the classto say the answers.
1 However 2 because 3 suchas 4If

End product
-n Put it aII together,studentswrite a report of a classsurvey
'Jteyconductedin exercise9. Their report is basedon a model in
:xercise6.

Warmer

Readareport

lxtra help
Put studentsinto pairs and askthem to find and underline any
useful phrasesand sentencesto use in a report.

AB Put it all together

9

Gothrough the instructions and monitor and help as necessary.

Ask studentsto interview five or more peoplein the class.Tell
them to make notesof the answerslike those in exercisez.

1O Tell studentsto chooseone or two questionswith the most

interesting answers.Encouragethem to review their interview
notesand to find and underline a reason,an example,and a
contrastingfact beforethey write their report.
ll In small gtoups,studentsread and comment on eachother's
reports.Bring the classtogether and askfor volunteersto report
any interesting or surprising survey results.
Student performance
Students should be able to write a report of a survey.
Youcan use this checklistto monitor and give feedbackor to assess
students'performance.
Have
students
included
thenecessarv
information?
Have
students
theirinformation
logically?
organized
Have
students
usedsomediscourse
markers?
I can write a report.
Studentstick on my own if they wrote their report following the
structure in exercise8. They can tick with somehelpif they looked
at the model in exercise5 occasionallv.
larly fuddrers
Studentschoosea secondtopic and ask questionsto the peoplein
their group.They report eachother'sanswersto the group.

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for extra practiceactivities
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ttr T84

Warmer

Rememberthe sentences

Write the following reporting verbson the board:advise,agree,

ask,Invite,offer,promise,refuse,say,teII,warn. Saythe following
sentencesfor studentsto match with the reporting verbs:
t What'sthe time? z Wouldyou liketo havedinnerwith me?
3 I thinkyou shouldleaveearly. 4 Don't touchthat pan. It's hot!
5 Yes,I thinkyou'reright. 6 I'Il helpyou with that. 7 Goodmorning.
8 No,I don't want anothercup of tea, thankyou. 9 I'II pay you back
next week.to I'm going to the north eastoJBrazilJormy holiday.
1 ask 2 invite 3 advise 4 warn
8 refuse 9 promise 10teli

5 agree 6 offer 7 say

fl Grammar
1 Ability: can, could,be able to, manage to 88 exercise6
Warm-up:Ask studentswhat they can rememberabout Ricothe
collie,AIex the parrot, and Hans the horse.Direct studentsto
IntelligentAnimalson >>p.78to check.
Set-up:Remind studentsto look at the information beforeand after
the blanks.
2 managedto 3 ableto 4 can 5 ableto 6 can
7 managedto 8 could
Follow-up:Ask studentsto write f,ve sentences,sometrue and
somefalse about Rico,AIex, and Hans using can,could,be ableto,
and managedto. Studentsreadtheir sentencesto a partner,who
correctsthe factually incorrect sentences.
2

Reportedquestions 8Cexercise5

Warm-up:Booksclosed.Write the following words on the board:

from, you, where,really,are,do, know,to, want Ask studentsto make
two questions.Direct them to the exampleconversationto check.
Set-up:Go through the exampleand remind studentsto think
about word order.
2 He askedme if I was married.Sheaskedhim why he was
asking. 3 He askedher whereshe'dgot her bag.Sheaskedhim
if he liked it. 4 He askedher how she'dmadethe cake.Sheasked
him if he'dlike a piece.
Follow-up:In pairs, studentswrite three strangeinterview
questionssimilar to those in exercise9 on >>p.8r.They swap
questionswith anotherpair and write reportedquestions.
3 Reportedimperatives and requests 8D exercise4
Warm-up:Ask studentsto changedirect speechto reportedspeech
Don't worry! Canyou help me?Direct studentsto
in these sentences:
exercise4 on >>p.83to reviseif necessary.
Set-up:Gothrough the instructions and remind studentsto think
about the changesin pronouns.
me to fastenmy seatbelt. 3 He told me not
2 He advised/asked
to smokein the taxi. 4 I askedhim to go a bit slower. 5 He
askedme to tell him the addressagain. 6 I told him to stopat
the corner.
Follow-up:In pairs,studentswrite similar sentencesfor cabin
staff and passengers
on an aeroplane.Theywrite an answer key
on a separatepieceof paper.Pairsswap sentencesand write the
reportedimperativesand requests.At the end of the activity, they
swap answer keys and check.

T85 n8

Vocabulary
Phrasalverbs 8A exercise7

Warm-up:Booksclosed.Seta short time limit for studentsto write

phrasalverbsthey rememberfrom the unit. Direct studentsto
Phrasalverbson >>p.76to check.
Set-up:Gothrough the examplewith the class.
29 3e 4a

5d 6b

7h

8c

Follow-up:In pairs,studentstake turns to readthe sentencesand

monitor for correctstressofthe particles.
Telephonewords and phrases 8A exercise6
Warm-up:Readitems r-8 in exercise6 on >>p.71and ask students
to write the telephonephrases.Direct studentsbackto the exercise
to checktheir answers.
Setup: Gothrough the exampleand point out that the first letter
of eachmissingword is given.
5

2 Who'scalling 3 line'sbusy 4 engagedsignal

5 leavea message 6 let (her)know
Follow-up:Studentslook at the speechbubblesa-f on >>p.76and
write similar gap-fill sentencesfor a partner.
6

Reportingverbs 8D exercise11

Warm-up:Ask studentswhich of the following verbsare usedwith

a pronoun: agree,advise,invite,offer,refuse,promise,warn. Direct
studentsto Reportingverbson >>p.8zto checktheir answers.
Set-up:Point out that studentsare given a choiceofverbs in the
flrst part of the text. In the second,they must choosefrom the
three verbs abovethe text.
2 agreed 3 promlsed 4 warned 5 promised 6 advised
7 refused
Follow-up:in pairs, studentsreview the unit and write an example
direct speechsentencefor eachword in exercise6. They swap with
another pair and report the sentencesusing the correctverbs.
Xarly trnishers
Ask studentsto look at their can do bars and to tell a partner or
write sentencesabout their languageability using can,could,be
ableto, and managedto.

How to make small talk

3rientation

1[ Vocabutary weather

l:rtext
- ::.is lesson,studentswill practiseusing tag questionsto start a
: ::.','ersatron.
-:: :llustratedmagazinearticle,Fourgoodreasons
to talk aboutthe
" :;:her on >>p.86takesa look at why many peopleusethe topic
. -.. conversationopener.Thetwo photosbelow the article show
=---knownsayingsaboutthe Englishweather.
accompanyingWeather
illustrateskey words for the
_-,r.?"*.
l:lture notes
-:--{:ngaboutthe weatheris often consideredan exclusively
::,:.sh thing to do.In fact,talking aboutthe weatheris
:::ething that peopleof most culturesdo as it is an easytopic of
:.-,'ersationto havewith peopleyou don't know
.i:rguage
locusgrammal tagquestions:
isn'tit?,isthere?,
oren'tthey?,
dowe?,
don't

we?
:ocuswords

tecognition
cabulary

fecycled

weather:
autumn,blowing,
boiling,
cloud,floods,
freezing,
gales,
heatwave,lightning,
mild,pouring,
shining,
showers,
summer,
windy,winter
snowing,
sooking,
spring,
stormy,
words:olternotives,
chatting,
clues,
cheerful,
fa rmers,
floods,
heatwove,lifetime,
mood,sailors,
morvellous,
soyings,
shore,
snowstorms.sociable.tornados
phrases:
conversotion
starter,
cutoff,seasonal
ofective
winterblues
disorder,
words:omazing,
city,comploin,
celebrate,
chats,
enterta
inment,extreme,fascinoted,fo recast,fo rest,hi||s,
perhaps,
probably,
insects,
mountains,
seo

-tuage
*onunciation tag questions
9A.3

.errguagenote
- - =:eis a iimited presentationof tag questionsin this lesson.
-.=s using other verb forms wiII be dealtwith later in the course.
product
-.d
- -:rit it all together,students start and continue conversations
are basedon
-::. severaipeoplein the class.The conversations
. -::o script9A.3.

?reparation
-

-rk aboutclassroomorganizationfor the mingle activity in

,:rciser5.Takedictionariesto class,if necessary.

Warmer
:-tethe following questionson the board:Whenyou'restanding
' . queue something,do you talk to peoplenext to you? What
for
.:::s doyou talk about?Put studentsinto small groupsto discuss
-. questions.
Ask for a
Monitor and join in the discussions.
--:ent from eachgroupto reportbackto the class.Takea vote on
'= nost and Ieastinterestingtopic.
':'-:e
How to makesmall talk on the board.

Direct studentsto Weatheron >>p.85 and readthe instructions.

Elicit or explain how to recognizenouns,verbs,and adjectives.
(Nounsmight end in -s and they can be madeplural; verbsmight
end in -s,-ing, or -ed; adjectivesmight end in -y or -ing)
Do one or two examplesas a classto check students
understand beforethey continue in pairs. Monitor and help as
necessary.Draw three columns on the board and elicit answers
around the class.Go through eachone and checkstudents
understand meaning.
nouns:heatwave,showers,cloud,gales,floods,lightning
verbs:shining,snowing,pouring,blowing
adjectives:mild, stormy,windy, boiling, soaking,freezing
9A.1Go through the exampletogether.Monitor and help as
necessaryas students continue individually. Elicit one or two
answersbeforeplaying the audio for studentsto listen and
check.Play the audio a secondtime, pausing after eachitem for
studentsto repeat.
2c 3b 4a

5d

6f

Readthe instructions and ask studentsto read sentencesr-5,

ignoring the blanks. Checkvocabulary as necessary.
Go through the first item as a class,and demonstratethat if
they decideon the type ofword, e.g.a noun, verb, or adjective,
it will be easierto find the answer.Monitor and help as
necessaryas students continue individually.
Nominate studentsto read the completesentenceto check
answers.Seeif everyonein the classagrees,before conflrming
the answer.Give extra pronunciation practiceas necessary.
1 showers 2 pouring,soaking 3 boiling,freezing
4 stormy,lightning 5 blowing, shining
Direct studentsto the picture in Weatheron >>p.85 and ask
them to name the different places (sea,city, hills, mountains,
forest).Go through the example and ask studentsto use
words in Weatherto describe parts of the picture. Set a short
time limit beforeputting students in pairs to compare.Elicit
suggestionsaround the class.
Suggestedanswers
It's boiling hot overthe sea.
Thereare a few cloudsover the city.
It's pouring down in the hills.
It's stormy in the mountains.
It's freezingcoid in the mountains.
It's snowing in the forest.
Dxtra hdp
Make true or false sentencesabout the weather in the picture.
The class repeatsthe sentenceswhich are factually correct.
Readthe questionsand checkstudentsunderstand mood (how
youfeel, happy,sad,etcJ.Studentsdiscussthe questionsin
pairs. Monitor and give positive feedbackfor detail in answers.
Studentstell the classabout themselvesand their partner.
Ixtre ecdvity
Put students into small groups to talk about the current
weather. Ask the following questions: Do they like it? Why? Why
not? How doesit mahe themfeel? How important is a wmther
forecast?Is it always right?

T86

Readand understand reasons

In this section,students read for gist, and scan an article for

general information and detail.
6

Direct students Io TaIkabout the Weatheron >>p.86.Ask them

to read the introduction and say what the article will be about.
Ask students to look at summary sentencesa-d and check
vocabulary.Do the first item together to demonstratethe
activity. Point out or elicit that students should identify key
words and ideasin the summary sentencesbefore looking
for the reasonin the article. Tell students to ignore any new
vocabulary for the moment. Monitor and help as students
continue individually. Checkanswers.
a 3 b4

c2

d1

Readthe instructions and point out that students answer the

questionsaccordingto what the writer said in the text. Ask
students to read questionsr-5 and checkvocabulary.Remind
students to use key words in the questionsto find information
and then to read carefully. Monitor and help as students
continue individually.
Ask for volunteersto answer the questions.At the end ofthe
activity, help increasestudents'confidenceby pointing out that
they have understoodthe main points in a diffcult text.
1 Sailorsand farmer are interestedin the weatherbecause
they work outside. 2 Not everybodyknows about art.
3 Sayingspassedknowledgebasedon previousexperiences
beforethere were weather forecasts. 4 The weather is
important becauseit can changeour moods,it can cause
crimes,it's fascinatingand can be entertaining. 5 We say
things like that to tell somebodythat we'd like to talk to them

p Grammar tag questions

lo Do the exerciseas a class.Write lt's a lovelyday, isn't itl on tr
board and ask the classto saytrue orfalse for items r-3. If th
is disagreement,encouragestudents to explain their answer
Direct students to the title ofthe section and tell them that
these types of questionsare called tag questions.
r lrue. I False. J lrue.
11 9A.3Readthe instructions and information to draw student:
attention to the intonation in tag questions,Play the audio, :
pauseafter each item for students to repeat.Tracethe rise-fa
intonation pattern by moving your finger in the air as stude
repeat.Mark the intonation pattern on the sentenceon the
board. Give more practice as necessary.

t2 Direct students' attention to the sentenceon the board.

Ask what they notice about the verb fo be in the question.
Readsentencesr-5 and checkmeaning. Monitor and help as
students continue. Nominate students to give answers and
monitor for pronunciation. Ask a volunteer to add a reply.
2 aren'tthey? 3 don't we? 4 is there? 5 do we?
Extra help
In pairs, students take turns to say the first part of the tag. .
partner continuesthe tag.
l3 Go through the exercisewith the class,eliciting answers.
1 If the sentenceis positive,the tag is negative.If the senter
is negative,the tag is positive. 2 If the sentencecontainsL.
the tag is do.If the sentencecontainsother main verbs,the
tag is do.

t4 Ask studentsto read sentencesr-5. Checkvocabulary.Monitc

and help as students continue individually. Checkanswers.

Listen to conversationsabout the weather

G
tI
In this section,students identify key phrasesand functions in
short conversations.
8

9A.2Readthe instructions and checkunderstanding.Elicit

or give the names of the four seasonsand write them on the
board. Ask students about what typical weather they associate
with each seasonin Britain and their own country.
Go through the example and advise students to listen for
key words or phrases.Play the audio and pauseafter the
first conversation.Elicit more phrasesto add to those in the
example (snowstorms,heaviest snow).
Continuewith the audio, pausing after each conversationto
give students time to completetheir notes.Play the audio a
secondtime if necessary.Ask around the classfor answers.
2 spring:lovely day,mild, showers 3 summer:hot, hottest
August,no wind, heat wave,over 45 degrees 4 autumn:
ciear (not cloudy),cold already,nice and sunny tomorrow

Readthe instructions and items a-g with the class.Check

vocabulary,making sure that students understand the activity.
Go through the example and explain that there might be more
than one answer for eachitem.
Play the audio,pausing after each one to give students time to
note their answers.Ask students to compareanswers and play
the audio again if necessary.Direct students to audio script
9A.2on >>p.r56 and go through answers as a class.
b2

c 1. , 2, 3, 4 d1.,3 ,4 e 2

gBCD Put it all together

15 Go through the instructions and point out that students
should think about the type ofweather before they start theconversations.Remind them to use appropriatevocabulary
for that season.Put students into small groups or ask them t:
mingle and have conversationslike Susanand Tom.
Student performance
Studentsshould be able to start and continue a short conversatrc
with a stranger.
You can use this checklist to monitor and give feedbackor to ass:
students' performance.
Dostudents
questions?
usethreedifierenttag
exercise
l2
Dostudents
usedifferent
weather
wordsandphrases?
4
exercise
Dostudentsuseweatherwordsappropriately?
exercise
8
I can make smdl talk.
Studentstick on my own if they have had two or three
conversationswithout looking at exerciserz. They tick with some
helpif they have looked at exercise12once or twice.
Early trnlshers
Volunteersact their conversationsfor the class,books closed.

f1 ,2 ,3 ,4 g 1 ,,2 ,3

Extra help
Put students into pairs to underline one example for each of
the items a-g in audio script 9A.2.

T87 9A

2 isn't it? 3 is it? 4 do you? 5 don't you?

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How to talk aboutyour future

Orientation
- r ntext
' :his lesson,studentswill practiseusingthe future perfectto
: ,.:hangeideasabouthow they imaginethemselvesat somepoint
- :he future.
. :he illustrated popular sciencearticleMy Bodyin FiveYearson
, p.88,the writer talks aboutchangesin our bodieswhich happen
-'.-:rfive years.
-\,4y
future,the four speechbubblescontainstatementsmadeby
- - = nennlc

in

nhnfn<

r-r

;n8ua8e
:ocusgrammat futureperfect:My hairwillhavegrown.,Thrngs
won'thave
changed
much.

f, Readfor detail
In this section,studentsreada popularsciencearticlefor gist and
detail.
1

2 Readthe instructions and items a-d and checkvocabulary.

Ask studentshow they are going to readthe text. Quicklyor
carefully?(Quickly.)Seta short time limit for studentsto do
the activity. Go through eachitem in turn and ask if it is an
appropriateanswer.Encouragestudentsto saywhy or why not.
c (chatty,non-technicalvocabulary,an everydaytopic)

:ocuswords

attitude
adverbs:
hopeful
ly,proba
bly,
defnitely,
unJortunately
partsof thebody: brain,eyebrows,
eyelashes,
ails,
f ngern
nails,ringfnger,skin,
teeth,toenails
olhers:
beat,blink,breathe
:ocusphrases Bythistimetomorrow
...,lnfve years'ttme,...,fve years
from
now
tecognition
.ocabulary

words:maintain,medical,organ,outerlayer,renew,replace,
retire,stuf
phrases:
a newheadof hair,fromthetop,my ownplace,
popularsoence

iecycled
anguage

words:beauty,body,fashion,
head,hair,heart,maybe,
perhaps
nhrrcp<.

<rionro

Extra activity
Ask studentsaboutthe purposeof the text: Wasit writtento
inform,advise,or entertain?(Entertain.)
3 Gothrough the instructionsand items r-3. Checkvocabulary
and make sure studentsunderstandthat there is more than
one pieceof information for eachitem. Monitor and encourage
studentsto use what they understandand to ignore unknown
vocabulary.Ask for volunteersto give answersand checkthe
classagrees.Givepronunciationpracticeas necessary.
I hair,eyebrows,
eyelashes,
nails,skin 2 blinks,breathes,
heartbeats 3 teeth,brain

6rtinn

Readthe instructions and ask students how they are going to

read the first paragraph. Quickly or carefully? (Carefully.)Monitor
and help with vocabulary. Elicit answers around the class.
Write the answers on the board for section B.

>ronunciation sentence
slress:
My hait willhavegrown.98.1
word stress:definitely,hopefuIly,probably,unfortunately
i:.d product
: ?ut it all together,students work in pairs and use their notes to
- =;:ribe what they think they will be like in f,ve years' trme.
-.
: activity is based on audio script 98.2.

sure: body will have changed, will have grown new hair
unsure: perhaps have a newjob, maybe be in another country
Extra activity
In pairs, students find five new words in the text and guess the
meaning. If they don't know the meaning by the end of the
lesson,they should check in a dictionary for homework.

'Varmer
-.-:cse a time of day and ask students around the class what they
::e doing yesterday.Refer to the same time for tomorrow and
.,:. for information. Monitor students' use of future tenses but do
:: overcorrectfor accuracy at this stage.Repeatthe activity, use
-.-: same time but refer to next week or next month. Listen out for
. : : ortunities to rephrase what students say to bring in tlnefuture
-.'.'ect form. Ask the classto say who they think has the most
. ' ::iing life.
::e How to talk about yourfuture on the board.

Direct studentsto the photoson >>p.88.Put studentsinto pairs

and set a shorttime limit for them to write a list of the names
for parts of the body.Eiicit vocabularyaround the class.Write
any new words on the board and give pronunciationpractice
as necessary.

Grammar future pedect

Write the sentence In fve years' time, my body will have
changed. on the board. Underline the verb form and elicit or
explain that it's called the/uture perfect. Copy the time line
onto the board and go through the exercisetogether.
Read rules a-c, directing students to the sentenceand time line
to help them understand the differences.
Rule: b
Ask students to underline more examples of the future perfect
in My Body in Five Years.Monitor and help as necessary. Elicit
examples around the class and complete the rule together.
Rule: will (or won't) + have + past participle

T88

Readthe instructions and copy the phraseBy this time

tomorrowonto the board. Checkunderstanding by asking
students what time tomorrow the phraserefers to. Go through
the example with the class.Remind studentsthat they can
look at lrregular verbson >>p.48 or checkin their dictionaries
to find or checkpast participles.Monitor and help as students
continue individually.
Nominate severalstudentsto give their answers and encourage
them to begin with By this time tomorrow.Respondto students'
statementsusing phraseslike Oh really?or Me too!
2 I'll have sleptfor ... 3 I'll havehad ...cupsof coffee.
4 I'll havewatchedTV for ...hours.
98.1Go through the instructions and read sentencesr-4. Play
the audio for students to underline the stressedwords. Do not
go over answers at this stage.
Playthe audio for studentsto checktheir answers.Elicit or
point out that only the nouns and past participle of the/ufure
perfectare stressed,we use the short form of will (il), andhave
is pronounced/hev/.Play the audio again, pausing for students
to repeat.
Teaching tip
Direct studentslo Pronunciation>>p.t49 for rules on which
kinds ofwords are stressedor unstressed.
Extra help
Chain drill. Choosea sentencefrom exercise7 and nominate
a student to make a new sentence.Monitor for pronunciation
and give extra practice as necessary.
10 Readthe instructions and checkstudents understand the
activity. Give students a coupleof minutes to think of answers
and monitor and help with ideasif necessary.Monitor as
students continue in pairs and give positive feedbackfor
pronunciation of 'Il have.
lxtra activity
Repeatexercisero as an open pair activity. Nominate two
students to comparethings they will have done beforethey go
to bed. The classdecideswho they are most similar to.

C Vocabulary attitude adverbs

11 Go through the instructions and direct studentsback to My
Body in Five Yearsto find the sentencesin paragraph 4 which
include the adverbs.Point out or elicit that these adverbsadd
attitude (they show how someonefeels about something).
Readquestionsr-3 and ask students to look at the sentences
in the text to answer the questions.Put students into pairs
to comparebefore going over answers as a class.Monitor for
pronunciation and give extra practice as necessary.
I'll probably... Unfortunately,someparts ...
Sentences:
Hopefully,I'll still ... becauseI definitelywon't ...
1a hopefuliy b unfortunately c definitely dprobably
2 unfortunately, hopefully 3 before

t2 Ask studentsto read sentencesr-5 and checkvocabulary.Go

through the example to demonstratethe activity. Put students
into pairs or small groupsto sharetheir opinions on the topics.
Monitor and join in conversations.Ask for volunteersto share
their ideaswith the class.

tisten to people talking about their future

In this section,students listen to short monologuesfor key words

and detail.
13 Direct studentsto the photos in My future on >>p.88.Ask
students to read speechbubblesa-d and to look at photos r-4
Checkvocabulary as necessaryand do the first item as a class
to demonstrate(a-q).Ask students how they guessedwho
made the statement.
b1 c3 d2
14 95.2Readthe instructions and ask studentsto look at photos
14in My future. Play the audio.Ask studentsto comparethei:
answers in pairs. Play the audio a secondtime if necessary.
Ask for volunteersto give answers and reasons.Seeif the clas.
agreesbefore giving feedback.
Speakerl: photo 4. Shementions her age,that she doesn't
want to retire,and what othersof retiring agewill be doing
Speaker2: photo 2. Shetalks about her agein flve years'time
her studies,and plansfor the future.
15 Direct students to the table and the key words. Play the audio
while students listen and tick the topics they hear. Students
compareanswers in pairs. Play the audio a secondtime if
necessarybefore checking answers as a class.
Speakerl: family, health, peopleat work
Speaker2: home,marriage,studies,transport,work
15 In pairs, students discusswhat they can remember about wha:
the speakerssaid about the topics.Monitor and give positive
feedbackwhere possible.Direct studentsto audio script 9B.2c:
>>pJ56 to check.

3CD Put it all together

TI Go through the instructions and give students time to make
notes.Remind them to add attitude adverbsfrom exerciserr.
18 Put students into pairs to talk about what they imagine they
will have done in five years'time. Ask for volunteersto tell th.e
classabout any similarities they have.
Student performance
Studentsshould be ableto give short personaldescriptions.
You cangse this checklist to monitor and give feedbackor to asses,
students'performance.
Dostudents
useattitudeadverbs
to showhowtheyfeel?
l2
exercise
Dostudents
haveenough
vocabulary
to talkaboutthreec.
moretooics?
16
exercise
Dostudentsusually
say'//hayewithoutstress?
exercise'10
I can talk about my future.
Studentstick on my own if they have talked about three or more
topics using their notes.They tick with somehelpif they looked at
section B onceor twice for help.
Early finishers
Studentsrepeatthe activity, talking about three things they thin':
will have happenedin the world five years from now.

Additionalmaterial
www.oup.com/elt/result
for extrapracticeactivities
www.oup.comlelt lteacher/ result for extra teacher resources

T89 9E

t::::iiia

How to give advice

3rientation

1[ Vocabulary direction of movement

-:rtext
- ::.is lesson,students will practise usingif clausesto give advice
: langerous situations.
- -:
-liustrated quiz, Nature'sNightmares,on >>p.9o, invites a
-'.::r to identify the worst things people can do in various
: :: gerous situations.

Direct studentsto DirectionoJ movementon >>p.9o.Ask them

to match picturesa-j with the words in the vocabularypanel.
Ask studentsto comparewith a partner beforenominating
studentsto give answers.Seeif the classagreesbeforegiving
feedback.Monitor for pronunciationof the f,nal s and give
extra practiceas necessary.

, ..=rams a-j illustrate the meaning of the words tn Direction of

' ' . e ment .
-

a forwards b towardsyou c backwards

d upwards e downwards f inside g outside
h uphill i downhill j along

_:rguage

Readthe instructions and questionsr-3, checkingvocabulary

as necessary.
Studentsdiscussthe questionsin pairs.Monitor
andjoin in whereyou can.Elicitsuggestions
aroundthe class
and encouragestudentsto explain why.

probobly
-c(u5grammar1stconditional;
i/clauses:
lfyourun,thebearwill
runafteryou.,lf you'renota goodswimmer,
youshouldstay
nearthebeach.
:xus words
directlonof movement:
downhill,
along,backwards,

Extra help
In pairs,studentstake turns to point to a picturea-j, for a
partnerto saythe word or phrase.

downwards,
forwards,inside,outside,towardsyou, uphill,
upwards

:ccusphrases Don't...,walkslowly...,you should...,you shouldn't

iecognition
.ccabulary

iecycled
.anguage

aggressive,
avalanche,
basement,
bear,bell,blocked,
current,
ditch,encounters,
Jloat,Jlow,gills,lie,mattress,noise,pack,
parallel,paraphrase,
paws,pipes,quicksand,
ranger,root,
single,spray,stream,stuck,volcano
conidor,door,exhausted,
J1oor,lift, probably,school,should,
shouIdn't, tornado, workpIace,window

i:.d product
- .rut it all together,students work in small groups and use their
- -::s to give advice to people who might flnd themselves in
: tangerous situation. Students have practised this activity in
: ..:IClSe 1J.

?reparation
:.zC SafteyLeaJletsA and B on >>p.r3r and >>p.r35 so you can
- =.p students with exerciser3 if necessary.Think about classroom
.anization for the group work activity in exercise16.Take
:,::ionaries to class.

iVarmer
':-te

the following weather conditions on the board: lt's ...freezing

. : ). boiling hot, pouring down, blowing a gale.Put students into
-.::s to say what advice they would give to a person who was
.::ut to go out in these weather conditions. Ask for suggestions
.::und the class and take a vote on the best idea. Monitor for
:lents' use of the flrst conditional, but do not overcorrectfor
:--JlaLy

^+ +Li^
dL
Lr rrJ >Ld6q.
-+^^^

,'rrteHow to give advice on the board.

Readandrespond

In this section,studentsusecluesto guessthe meaningof new

vocabularybeforereadingfor detail.
3 Direct studentsto Nature'sNightmareson >>p.9o and photos
a-h. Ask studentswhat they think the title meansand help
them expresstheir ideas.Readthe two questionsand askfor
opinions around the class.Do not explain new vocabularyat
this stage,as studentswill focus on this in the next activity.
4 Directstudentsto the quiz questions.
Readthe first one and ask
studentsto guessthe correspondingphoto number.Students
work individually and comparein pairs.Nominate studentsto
give answersand seeif the classagrees.
1c 2b 3a 4h
5

5e 6f

7d 8g

Readthe instructions and ask studentsto underline any

new words in Nature'sNightmares.
Ask studentsto guessthe
meaningsof the words and to compareguesses
with a partner.
Directstudentsto questionr and optionsa-d. Ask studentsto
choosefour wordsand to tell eachotherhow they guessed.
Monitor and make a note of different strategies.Ask students
if they thought their strategywas a goodone or if they would
chooseanother.
Encourage
studentsto checkthe meaningsof wordsthey still
dont know or areunsureof.

Teaching tip
Exercise5 presentsstudentswith three ways of guessing
meaning,which shouldhelp increasetheir confidence
when
deallngwith new language.If studentssuggested
different
strategies,
make a noteofthem on the boardand suggest
they try a differentstrategynext time they needto guessthe
meaningof a word.
5 Go through the instructions and put studentsinto pairs to do
the quiz. Monitor and help them expresstheir ideas.
Go through eachquestionin turn and elicit suggestionsaround
the class.Encourage
other studentsto add their comments.Do
not comment on correctnessat this point.

T90

9C.1Ask studentsto listen and checktheir answers.Plavthe

audio,pausing after eachone as necessary.
1 b 2b

3a 4c

5b 6c 7a 8c

Readthrough the instructions and checkvocabulary in

sentencesr-5 if necessary.Do not explain the form of the frst
conditional at this stageas this is the focus of section C.Play
the audio and pauseafter the first item to checkstudents
understand.Remind studentsto listen for key words and
continue with the listening. Ask studentsto compareanswers
in pairs and play the audio a secondtime if necessary.
Nominate studentsto give answersand ask them to readthe
completesentence.Monitor for the use of the rst conditional,
but do not correctfor accuracyat this stage.
2 ...pull you downwards. 3 ...filled with snow.
4 ...getexhausted. 5 ...downwards.

Grammar rst conditional; if clauses

G
f
9

Direct studentsto the grammar box and the headingsin the

two columns.Copythe sentenceonto the board and underline
the verbs in both clauses.Put studentsinto pairs to match
questionsr-3 with answersa-c. Go over answersas a class.
1 presenttense/will future
2 the main clause
3 c to warn of a danger

1O Ask studentsto read sentencesr-4, ignoring the blanks and

checkvocabulary as necessary.Go through the exampleto
demonstratethe activity. Remind studentsabout the use of do
to make negativesfor most verbs in the presenttense.Monitor
and make a note of any problemsto go over as a classat the
end of the exercise.Ask for volunteersto give answersand
monitor for accuracy.
2 isn't careful; 'll hurt 3 gets;won't be able
4 don't hurry up; it'll get
11 Readthe instructions and direct studentsto the grammar box
to match the sentencehalves. Checkanswers,pointing out
that we can use not in either the f clauseor the main clause.
Go through questionsr and z as a class.
1 b 2d 3c 4a
1 1 presentsimple,presentsimple
2 presentsimple,shouldn't+ infinitive
3 presentsimple,should+ infinitive
4 presentsimple,imperative
2 a give advice
12 Go through the instructions and checkany new vocabulary in
situations r-5. Point out that in situation 5, when can be used in
placeof f Give studentstime to think of at least two ideasfor
eachsituation and remind them that they can make positive
and negativemain clauses.Monitor and help as necessary.
Put studentsinto pairs to exchangeadvice.Ask studentsto
choosethe best pieceof advicefor each situation. At the end of
the activity, ask each student to tell the classthe best pieceof
advicethey were given. The classguessesthe situation.
Sxtra hdp
Studentschoosethree situations from exerciserz and write the
sentences.

p Readand paraphrase
In this section,studentsread and summarizethe main points in
an explanation.
13 Put studentsinto A/B pairs to readSaJetyLeafletsA and B
inPairwork. Readthrough the questionsand checkstudents
understandthe activity. Ask studentshow they are going to
read to answer the questions(Iookfor key words)and direct
them to the sectionheading and elicit or explain the meaning
of paraphrase.Explain that studentswill use their notes to give
their partner advicein the situation, so they should write key
words only.
Encouragestudentsto use their dictionariesonly when they
can't guess.Monitor and help as necessary.
14 Remind studentsto use different ways of giving advice,e.g.
don't,you shauld,you shouldn't.Give students somerehearsal
time beforeyou put them into pairs to do the activity. Monitor
and give positive feedbackwhen studentsuse difierent ways o:
giving advice.Ask for volunteersto tell the classthe situation
and the advicethey were given. Encouragestudentsto make
other suggestions.The classvotes on the best pieceof advice
for each situation.
Extra activlty
Put studentsinto pairs or small groups.Studentswrite two
other dangeroussituations and swap with another pair or
group.Studentsgive eachother one pieceof advicefor each
situation. They can use dictionaries.

BCD Put it all together

15 Readthe instructions.Ask studentsto chooseone of the
activities from the list and make notesto answer the questions
in SafetyLeaJIetA on >>p.131.
Remind studentsthat they can
make positive and negative statementsand use different
verb forms like those in the grammar box in exercise1r.Give
studentstime to rehearse.
16 Put students into small groupsto give eachother advicefor
their dangeroussituations.
Student performance
Studentsshould be ableto offer advice.
You can use this checklistto monitor and give feedbackor to assess
studentslperformance.

Dostudents
usefclauses
correctly?
12
exercise
formsto siveadvice?
Dostudents
usedifierent
exercise
14
I can give advice.
Studentstick on my own if they have given advicefor dangerous
situations using their notes.They tick wifh somehelpif they have
looked at the grammar box in exercise11onceor twice for help.
lady finishers
Studentscan repeatthe activity, choosingdifferent situations fror
the list in exercise15.

Additionalmaterial
for extrapracticeactivities
www.oup.com/elt/result
www.oup.comleltlteache(resultfor extrateacherresources

T91 9G

.ti

How to talk about unreal situations

Orientation

lontext
.:. this lesson,students will practise using the znd conditional to
:alk about things they would like to have.

Readthe questionsand checkvocabulary.Ask studentsto put

the items in order,starting with the most important first.
Put studentsinto pairs to compareand explain their order.
Monitor and give positive feedback.Invite volunteersto tell the
classabout the most and least important devicesin the list.
Encouragestudentswith different opinions to respond.
Readthe instructions and direct studentsto the exampleto
demonstratethe activity. Write phonebookon the board and
elicit or explain that thesetypes of words are calledcompound
nouns.Ask questionsto guide studentsto understandhow
compoundnouns are formed. AskWhichwordanswersthe
question'What is it?' (Thesecondword.)Whichwordanswersthe
question'Whatkind of ...is it?' (Thefrst word)
Monitor and help as necessaryas studentscontinue
individually. To go over answers,ask studentsto call out the
answer for eachitem as a class.Give extra pronunciation
practice.(Note:cellphoneis Americanfngliih.)

- re illustrated regular website or magazine feature, High-Tech,on

>>p.9z describesvarious devices on show at three technology fairs.
.-:sitorCommentsgive the reactions some visitors have sent to the
'.',-ebsite.
Two of the reports do not relate to the devices described in
::.e article.
'.cssary

gives the meaning of some key vocabulary.

-anguage

Focus
grammar 2ndconditional:
ifwe all hoda personal
helicopter,there
wouldbetrafic chaos.,Whatwouldhappenif we all hada
personalhelicopter?

Focus
words

+ alarm;
compoundnouns:llarm+ nouns,adjectives
book+ nouns,nouns+ book;computer+ nouns,adjectives
+ computer;phone+ nouns,adjectrves
+ phone;servtce
+
+ service;
nouns,odjectives
+ nouns,adjectives
+
science
science

phonebox,phonecall,car phone,phonecard,cell phone,

mobile phone,phonenumber,public phone

Focus
phrases Whatwouldyou do?,Whichonewouldyou choose?,
Where
wouldvouao?
Recognition
vocabulary

Readthe instructions and checkstudentsunderstandthe

first words in items r-5. Monitor and help studentsfind the
compoundsin their dictionariesas necessary.

words:chaos,coral,device,dimensions,
disabled,
edition,fair,
idiot, reactio ns,wheelchair
phrases:
bumpingintoeachother

1 computer+ technology,programmer,keyboard,
graphics laptop,desktop,personal+ computer
2 alarm + clock,bell fire,burglar,smoke+ alarm
3 science+ flctron,teacher,
faculty computer,
medical+ science
4 service+ charge,station room,health+ service
5 book+ shop,fair,club address.
exercise,
text,phrase+ book

words:coreful,
crashi
ng,entertai
nment,
interesting,
fa ntastic,
president,
recognize,
rich,secretly,
shark
wh-questions
Srammar:
Pronunciationlinkingin questions:
wouldyou
9D.2
Recycled
languaSe

I;rnguage notes
:':ne grammar referencessuggestthat wereis used rn the znC
::nditional r/clause.In everyday speech,it rs at ieast equa.ly
,:rnmon to say was.
',','.,en
a main clause comes before an i/clause in a conditional
.::ltence,it is not necessarvto use a comma.
ind product
.:. Put it all together,students have a conversationsin pairs about
'.-rat they woujd do if they had three different things. The
::nversation is based on audio scriot 9D.2.

Preparation
, ake dictionaries to class,if necessary.

Warmer
-.sk students if anybody has ever been to a technoiogy fair and
''.'r.athappens there. Elicit or explain that they are usually very
: -g exhibitions which people visit to flnd out about the latest
:ventions. Put students into groups to discusswhether or not they
.,'ruld go to one of these events and to exchange ideas.Ask for
::inions around the class and encourage students who have been
:: a technology fair to tell the class about their experiences.Help
.:-rdents expresstheir ideas as necessary.
,',':iteHow to talk about unreal situations on the board.

Vocabulary compoundnouns

Teachirg tip
This sectionteachesstudentshow compoundnounsare
formed.It's usefulfor studentsto be awareof this as it
demonstrates
that they needto look acrossword boundaries
to identify meaning.This is alsoa usefulreadingstrategy.Tell
studentsthat it wiil heip them becomebetterreaders.

Readfor generalmeaning

In this section,studentsuse pictures,sub-headings,and key words

to identify generalmeaning,beforereadingfor detail.
4

Direct studentsto the pictureswhich accompanythe article

High-Techon >>p. 9z and elicit or explain what the title means.
(Thelatestin technology)Ask them to readthe flrst paragraph
and checkvocabularyas necessary.
Ask studentswhere they
might flnd this information. (Ona websiteor in a magazine.)
Gothrough the instructions and checkstudentsunderstand
Ask them how they can find the answer.(Bylookingat
,1bke.
the titles,pictures,andfocusing on key wordsin the text.) Point
out the glossaryand advisestudentsto use the pictures and to
guessor ignore other new vocabulary.Seta time limit of about
three or four minutes to encouragethem to scanthe texts to
find the answer (inflatablecomputer).
trxtra actlvity
In pairs, studentschoosefive new key vocabularyitems and
usedifferentstrategiesfiom Iesson9Cto guessthe meaning.
Thevcheckin their dictionaries.

T92

Go through the instructions and direct studentsto Visitor

Commentson >>p.92.Tell studentsthat two of the texts are
not connectedwith deviceson display at this particular fair.
Ask studentshow they will match the commentsand the
devices.(Bylookingfor similar key wordsand phrasesin both)
Monitor and help as studentscontinue individually.
Checkanswersas a classand encouragestudentsto explain.
l Walking Chair 3 Brain Keyboard
4 PersonalHelicopter 6 DreamProgrammer
The two devicesnot on display at the fair:
2 a kind of mask 5 a type of mini submarine
Put studentsinto pairs to tell a partner which devicethey
would like to have and why. Monitor and respondto students'
ideas.Ask for volunteersto tell the class.
Teaching tip
At the end of the activity give positive feedbackand build
students'confidenceat having understoodthe most important
points in a difficult text.

G
Grammar znd conditional
tL
7

Go through the activity as a class.Readthe instructions

and direct studentsto the grammar boxesand example
sentences.Copythe sentencein the first box onto the board
and checkvocabulary.Ask studentsto read options a-c and
to choosethe best one to describewhat the sentencesmean
(c/.Ask questionsto checkstudentsunderstand.Have we all
got personalhelicoptersnow?(No.)W\II we all havepersonal
helicoptersin thefuture? (No)
Direct studentsto the secondbox and point out how the order
of the clauseschangesin the questionform.

Ask the classabout the f and main clausesin znd conditional

sentences.Elicit or explain that when the verb in the f clause
is in the past simple,the verb in the main clauseis would +
infinitive. Highlight the comma after the f clause.
Direct studentsback to VisitorCommentsto find sevenmore
examples.Monitor and help as studentscontinue individually.
Checkanswers.
1 If they had one of these,they would be ableto ...
2 If you wore it on your face,your friends wouldn't ...
3 If you had one of these,youd haveto be ...
4 ...what would happenif I was ...?
5 ...if we all had one,there would be ...
6 If I had one of these,i d go ...
7 If I had one of these,I d sleep...

Extra help
Chaindrill. Usingone of the pictures,askIf you had oneof these,
what wouldyou do?and name a student to answer.Encourage
studentsto reply in full sentences.That student then asksabout
another picture and nominates a different student to reply.
10 Ask studentsto read sentencesr-4 and checkvocabulary.Go
through the exampleas a classand remind studentsto look at
the grammar boxesin exercise7 if necessary.Monitor and help
while studentscontinue individually.

p Pronunciation linking in questions

t2 9D.l Go through the instructions and checkstudents
understand.Playthe audio and ask studentsto comparetheir
ideawith a partner. Playthe audio a secondtime lf necessary.
Checkanswersand point out that using fillers like I don't know
and ehm is a good strategyto keepyour turn in a conversation.
Nicolasoundsmore sure.Shehesitateslessand doesn'tuse
fillers like OhI don'tknow,andehmto give her time to think.
13 9D.2Readthrough the instructions and point out how would
you is linked with ldgl and soundslike one word. Playthe audic
and pauseafter eachitem for studentsto repeat.Tap out the
stresson a table to help studentsmaintain rhythm and link
the words. Give extra practiceas necessary.
14 Readthe instructions and ask studentsto saythe verse
together at normal speed.Ask them to say it a coupleof times,
encouragingthem to say it faster eachtime.
Extra help
Studentspractisethe conversationwith audio script 9D.1on
>>p.156.
Extra activlties
Studentssay the rhyme in exerciser4 with drd instead of
would,e.g.tNheredid you go? elc.
Studentsask and answer in pairs about the topicsin exercisen

..BCD Put it all together

15 Go throughthe instructions and checkvocabularyas
necessary.Ask studentsto think about their answersto the
questionsin exercise14.Studentscould work in pairs.
16 Remind studentsto use I don't know.and ehmto keeptheir
turn. In pairs, studentsask and answer about the things they
would like to have.They repeatthe activity with another
partner. At the end, ask studentsifthey spoketo anybodywho
chosethe samething and if their ideaswere similar.
Studentperformance
Studentsshouldbe ableto ask and answer about hypothetical
situations.
Youcan use this checklistto monitor and give feedbackor to assess
students'performance.
Dostudents
usea variety
ofquestions?
13,14
exercises
Dostudents
usefillerslikeI don'tknowandehnrto keeo
theirturn?
exercise12

I can talk about unreal situations.

Studentstick on my own if they have askedand answeredwithout
a lot of hesitation.They tick wffh somehelpif they have lookedat
the grammar box in exercise7 onceor twice.
Early finishers
Studentsrepeatthe activity using items in exercise3.

To checkanswers,ask for volunteersto readthe whole sentence

and seeif the classagreesbeforeconfirming answers.
2 would be, didn't have 3 would you do, attacked
4 couldhave,would you choose
11 Ask studentsto read sentencesr-4. Elicit one or two other
examplesfor the first item beforeputting them into pairs to
exchangeideas.Monitor and comment on interesting ideas.
Nominate studentsto sharetheir ideaswith the class.

T93 9D

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]rientation
l:rtert and Language
lesson,students follow a paragraphstructure to express
-:::
-,isopinion.
wotds:buses,
disabled,
enemy,
nature,
fares,government,
plane,surfng,technology,
trofic, troins,transport,travel
lstand2ndconditionals
Srammar:
discourse:
also,and,as,becluse,
but,such
words:banned,
benefits,
boring,consequences,
convenient,
destroy,
equipment,
heolthy,planet,probobly,
rurol,simple,
solution,
sufer,tax
phrases:gIobaI warming

greenstar Junel't : a, b mickey June3'd: c, b greenstar

June3'd:a, b peggysueJune4'h:a, c
5

Ask students to write a comment for the discussionlist.

Put students into pairs to read each other's comment and

decideif they followed the structure in exercise4. Volunteers
can read their paragraphto the class.Who has similar ideas?

Use adverbs of aftitude

G
t
7

signalling
opinion:cleorly,
obviously,
option,unfortunately
::d product
- ?at it aII together,students add comments to those of other
-1ents. They follow a paragraph structure they have practised in
::cise 5. The group comments on the clarity of their opinions.

clearly a obviously a unfortunately b

8

'Varmer
:--reTechnologyis making the world a betterplace.Give students
': minutes to decideif they agreeor not with the topic and to
:-<ea note of two reasonswhy. Ask for volunteers to say if they
:.:e or not and to give reasons.
:--reHow to write about my opinion on the board.

fl Readopfurionson an Internet page

:ris section,students read short opinion paragraphsfor gist.
Put students into pairs to talk about how much they use the
lnternet. Bring the classtogether and nominate students to tell
the classhow much they use it and what they use it for.

Tell students to read the paragraphand say if the writer

thinks travelling by plane is good or bad. Studentsrewrite the
paragraphusing adverbsof attitude. Point out that there is
more than one way of writing the paragraph and monitor and
help as necessary.In pairs, students compareparagraphs.Ask
for volunteersto read different versionsto the class.

,BC hrt it dltoget"her

9

Put students into groups,read the instructions and check

they understand the different topics.Eachstudent choosesa
different topic writes their opinion on it.

l0 Studentsgive their pageto another student in the group and

add their comment. Remind them to choosea different name.
11 Monitor and check students passtheir pagesaround.

Direct students to the title and checkvocabulary.Tell students

:hat the texts are part of a discussionon the Internet.

12 Readthe instructions and ask students to review their own

writing. Ask them to read the discussionto the group and to
decidewhich points of view are the clearest.Bring the class
together and ask for a volunteer from each group to read one of
the discussions
to the class.

Seta short time limit of about two minutes for students

:o decideif they agreewith any of the points of view. Tell
studentsto guessthe meaning of any new vocabulary.

Student performance
Studentsshould be able to write an opinion paragraph,starting
with a topic sentence.

Go through each of the comments in turn. Ask for a volunteer

:o summarize what each point saysand seewhose opinion is
:he most popular.

You can use this checklist to monitor and give feedbackor to assess
students' performance.

Readquestionsr and z and checkvocabulary as necessary.

?ut students into pairs to discussthe questionsand monitor
and help them expresstheir ideas.Bring the classtogether and
askvolunteersto suggestanswers.
Suggested
answers
- Peopleuse false namesto protecttheir identity,maybefrom
friends,family and peopleat work.
I easyrider'scommentprobablyisn't serious.He/She makes
an extremestatementand givesan exampleof an extreme
situationto show he/she doesn'tthink the topic is
important or to make the discussiongroup angry.

Readthe instructions with the class.Monitor and help as

students continue individually. Elicit answers and ask students
about any similarities between the adverbs.(Theystart a
sentenceand arefollowed by a comma)

Organize information in a paragraph

':.is section,students analyse opinion paragraphs,identifying a
: sentenceand the functions of following sentences.
Readthe descriptionsand check students understand each of
:he points. Studentschoosean opinion text and find examples
:f the points. Monitor and help as necessaryas students
:ontinue individually. Checkanswers.

Adstt

Havestudents
supported
theirpointofviewandgiven
examples?
Havestudents
useda topicsentence?

@d0*,,.

Havestudents
usedadverbs
of attitudeappropriately?

I can write about my opinion.

Studentstick on my own if they written one or two paragraphs
without looking at exercise4 again. They can tick with somehelp if
they have looked at exercise4 once or twice.
De*yGriclhem
Students choose another topic from the fist in exercise 9 and write
an opinion paragraph-They readtlreir opinions to the grorp, who
decides which one they would replyto.

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tt r94

Warmer

Rememberthe situation
Write lessonsA-D How to titles on the board:A ...makesmall
talk,B ... talk aboutyourJuture,C...giveadvice,D talk about unreal
situations.Saysentencesr-ro below for studentsto saythe
lessonletter.
t By this time tomorrow I'II have hadfour cupsoJcoffee.
z If you had morefree time,what wouldyou do with it?
3 If there'slightning,don't standundera tree.
4lt's a lovelyday, isn't it?
5 What wouldyou do if a sharkattackedyou?
6 If it sfoggy, you shouldn't drivefast.
7 If you seea tornado,you shouldn'ttry to escapein your car.
8 Thedaysaregetting shorter,aren'tthey?
therewouldbe trafic chaos.
9 If we all had a personalhelicopter,
to By this time nextyear, there'Il be lessiceat the North PoIe.
1 B 2D 3C 4A

5C 6C 7C 8A

9D

108

Vocabulary
Weather 9A exercise2

Warm-up:Seta short time limit for studentsto write words

connectedwith vocabulary.Direct studentsto Weatheron
>>p. 86 to check.
Set-up:Ask studentsto readthe cluesand checkvocabulary.
Across4boiling 5showers 6snowing 8dry gfreezing
Down 1 ciouds 2 blowing 3 lightning 5 stormy 7 gale
Follow-up:In pairs, studentswrite five sentenceswith one gap for
anotherpair to complete.Theyusethe words in exercisez on >>p.87
5 Attitude adverbs 98 exercise11
Warm-up:Saythe following sentenceBy the time I go to bed,I
probablywon't havefinishedreadingmy book.Ask studentshow you
feel about it. Youwant it to happen,you'revery sureit wiII happen,
you're unhappyabout it,you're not 1oo%sureabout it? (You'renot
J.oolosureabout it.)

fl Grammar

Set-up:Direct studentsto the exampleand remind them to think

about the position of the adverbsin the sentences.

1 Tag questions 94,exercises12,13,14

2 It will probablyrain on Saturday.

3 Unfortunately,I left my umbrella on the bus.
4 It definitely won't be dark at five o'clock.
5 Hopefully,the train won't be late.

Warm-up:Write these words on the boardfor studentsto make a

sentencewhich includesa questiontag: no, is,wind, there's,aII,at,
there.Direct studentsto >>p.87,exercise12to checktheir answer.
Set-up:Go through the exampleand remind studentsto think
about nof in the tag.
2 aren'tyou? 3 is it? 4 are you? 5 don'tyou? 6 do you?
Follow-up:Studentswrite five sentencesfor a partner to finish
with a tag question.They checkanswerstogether.
2 Future perfect 98 exercise5
Warm-up:Write By this time next weekon the board,and ask each
studentto say one true sentenceabout themselves.Direct students
to >>p.89,sectionB to reviseifnecessary.
Set-up:Go through the exampleand remind studentsto use the
past participle of the verbs.
2 won't have finished
3 'll havegone
4 'll have left; 'll have found
5 'll haveused;'11havefound
6'll havemissed
Follow-up:Studentswrite four sentencesfor the peoplein My
future on >>p.88.Theyswap with another student,who guesses
who said the sentence.
3 1stand 2nd conditional; r/clauses 9Cexercise9
Warm-up:Ask around the classfor studentsto give you advice
about what to do when you miss the last bus home.Direct
studentsto >>p.9r and >>p.93sectionC to reviseif necessary.
Set-up:Do the examplewith the class.Remind studentsto think
carefully about the verb tense in the r/clause and main clause.
2 meet 3 d stop 4 see 5 lost 6 d learn 7'll miss
8 don't forget 9 wasn't /weren't
Follow-up:Studentswrite four jumbled conditional sentencesfor a
partner to write out in full. Studentscheckeachother'sanswers.

T95 R9

Follow-up:Studentswrite sentenceslike those in exercise7 on

>>p.89 and swap with a partner.Eachstudent guesseshow their
partner feels about the facts and writes full sentencesusing
attitude adverbs.Studentsreadtheir sentencesto eachother and
saywhether they agreewith the 'attitude'.
5 Direction of movement 9C exercise1
Warm-up:Write theseletters on the board and set a short time
for studentsto write words for directionoJmovement:a b c df g h
i k I n o p r s t u w. They can use the letters more than once.Direct
studentsto Directionof movementon >>p.9o to checkanswers.
Set-up:Ask studentsto look at the pictures.Ask what they can see.
2 downwards 3 downhill 4 uphill 5 along 6 backwards
7 forwards 8 towards you
Follow-up:In pairs, studentswrite gap-filt sentencesto describe
five of the pictures.They swap with another pair and completethe
sentences"-from
memory with booksclosed.
7

Compoundnouns 9D exercises1,2
Warm-up:Choosetwo first parts of compoundnouns from
exercise3 on >>p.93and elicit examplesof compoundnouns
aroundthe class.
Set-up:Checkstudentsunderstandthat they use a word from each
Iine. They use eachword once.
2 credlt card 3 DVD player 4 mobile phone 5 room service
6 computerprogrammer 7 text book
Follow-up:Studentswrite a similar exercisefor a partner.
Early finlshers
Studentsreview the unit and make list of the different strategies
they can use to guessthe meaning of words they don't know. Therput the strategiesin order,staning with the one they use the mos:

How to exchangeopinions
Orientation

f, Readand infer

lontext
.:. this lesson,students practise using phrases to introduce their
:pinion in a discussion.

In this section,studentsread a verseand work out information

whi.chis not directly stated.

zath of the High Streeton >> p.96 is a verse which describeswhat

-::al shopkeepersthink when they hear rumours that nearby land
; reing sold and developed.The illustrations show the different
,:.opkeeperson the high street. Glossaryexplains some key words.
:we your say! is a discussionforum. The pictures show how things
::.tght change and readersare invited to share their opinions on
::,e topic. TWo opposing opinions are printed.
'rrre note
. in8 d i5a gre eme ntmig ht c dur p of lenc eand s o Englr s h
<ersuse a fali nse intonation pattern to sound more poiite
.,s isn' t used ,a p ersonmight s ound r ude or r ggr es s iv elSe e
,nciat[on below )
inguaSe

rocus
grammar articles:the,a, an
Preview
quantifiers:
little,lotsof,some
Erammar

rocus
words

greengrocer,
baker,butcher,cashier,
chemist,engineer,
grocer,
news-stand,
optician

rocus
phrases agreeinganddisagreeing:
lthink...,ln my opinion...,Yes.

Readthe questionsand checkvocabulary.Put students

into pairs to discuss.Monitor and join in with students'
conversations.Bring the classtogetherand askfor volunteers
to sharetheir opinionswith the class.Encouragestudentsto
respondto eachother'sopinions.
2 10A.1Readthe instructions and ask studentswhat they think
the title DeathoJthe High Streetmeans.Do not confirm
students'suggestionsat this point. Remindthem that they will
considerthe topic from the point ofview of shopkeepers.
Direct studentsto the verseon >>p.96.Playthe audio.Elicit
suggestions,encouragingstudentsto explain their opinions.
1

Theshopkeepers
fear it becausethey expectto loseall their
customers.
3 Ask studentsto read questions1-8 and checkvocabulary.
Direct studentsto the sectiontitle and remind them that they
will needto think about information that is not clearlystated
in the text. Do the flrst two questionsas a class,pointing
out the iine numbersto help studentsfind the information
quickly.Monitor and help as studentscontinue in pairs.Ask for
volunteersto give answersand seeifthe classagreesbefore
confirming. Encouragestudentsto give reasons.

maybe,but...
?ecognition
rocabulary

1 Shopkeepers
on the High Street. 2 Thefarm.
3 They'regoingto build a jail. 4 Buildinga jail.
5 FarmerJones'
land. 6 Toshowthesearethe wordsactually
spoken(directspeechis usedto makethe text moredramatic).
7 No. 8 Because
shopkeepers
losetheir customers.

jarl,
alarm,abandon,bulldozer,
checkout,
convenient,
modernization,
produce(n),progress,
sand,shoppingmall,
truth

lecycled
anguate

lrbrary.
lorry.
words:defnitely,department
store,Jruit,
market,milk,newsagent's,
supermarket,vegetobles,vehtcle
comparatives
Srammar:
>ronunciation agreeing
ICA2
intonation
anddisagreeing

liscourse

pronouns,
Thepeople
determiners,
andellipsis:
on thehigh
streetsoythere'snothingworse,

.,:ragenotes
: ' . : ain, High Stre etis a str eetwher e m os t of t he s hopsar e
:rtrated in a town. It may not have that narne oltcrally.
.' USA,the equivalent rs Marn Street.
e r i c r n F n sl rsh

stn rp rc r r r ed r nqlc,.l

..f ,hnn

i:rd product
. ?ut it all together,
studentschoosea topic and havea group
:.;cussion.
Theycanusetheir notes.

?reparation
-:.-nk about classroom organization for the final group work
.:::vity in Put it all together,exerciser5. Take dictionaries to class.

'Varmer
..:te the following topic on the board Shopping:a necessaryevil?
.::ninate a couple of students to answer these questions:Do you
, - ty shopping? Why? INhy not? Canyou avoid shopping?How can
- -; make it easy?Put students into small groups to exchange their
: : -rions. Bring the class together and ask for one spokesperson
:::r each group to report their discussionto the class.
':'-le
How to exchangeopinions on the board.

Vocabulary shops
Go through the instructions and items a-c, eliciting another
example for each category. Put students into pairs to continue.
Monitor and help. Draw three columns on the board and copy
the examples into each. Ask for suggestions and add them to
the appropriate column. Elicit other words and phrases for each
column and check vocabulary as you go along.
a bread shop, clothes shop, etc.
b grocer's,chemist's, optician's,newsagent's,baker's
c bank
Read the instructions and go through the example. Ask
students to read items z-5 and check vocabulary. Nominate
students to give answers and see ifthe class agrees.
2 supermarket You pay for things at different places rn a
market. 3 news-stand A newsagent's is a shop but a
newsstand is in the street. 4 library A bookshop sells books.
5 shopping mall A department store is one big shop owned by
one company.
Extra activity
Students write the heading shops and draw a table with
three coiumns. They use headings a-c in exercise4 and
record examples in each column. Ask for suggestionsof other
information that could be added to the table, e.g.translation,
marking pronunciation. Ask students to choosea focus for a
fourth column and complete this for homework.

T96

Grammar articles the,a, an

G
tb
6

Direct studentsto conversationsa and b and ask ifthe speakers

know eachother. (a Yes.b No.)Askfor two volunteersto read
the conversations.Go through questionsr and z as a class.Elicit
or explain that deciding which article to use (theor a/an) often
dependson context rather than a grammatical rule.

11 Readphrasest-8. PIaythe audio and checkanswers as a class

Direct studentsto look at conversationb again, and ask why

speakerB sayson the corner.Elicit or explain that there might
only be one corner near where the speakersare.Alternatively,
speakerB might be pointing as he/she saysoverthere.In this
case,both speakersknow which corner they are talking about.

t2 Readthe instructions and items a-c. Do one or two examples

to demonstratethe activity. Monitor and help as students
continue individually. Put students into pairs to comparethefi
answers.Play the audio again and pauseafter eachphrase an,
elicit the answer.

1 a 2 In conversationa, the referenceis specific,to one only.

In conversationb, the first speakerasksabout no particular
shop.

shoppingcentresare a long way out of town, it's easyto park

the car,it doesn'thelp peoplewithout a car,better servicein
smallershops,

Extra help
In pairs,studentsask and answeraboutplacesin their local
environment.They rolepiay being ftiends and a visitor asking
for information about loca1places.
Ask studentsto read the summary of.Death oJthe High Street
and checkvocabulary.Do the example and one or two items
together beforeputting students into pairs to completethe
activity. To checkanswers,read the text aloud and pauseat a
blank for the classto say the missing word. Referto questionsr
and z in exercise6 again if necessary.
2 t he 3t he 4t h e 5 a n 6 a

7 a 8 T h e 9 th e 10a 11a

Extra help
Ask studentsto underhnethe artrclesin Decthof the Hoh
StreefCheckunderstancinq
Extra activity
Playaudlo script 104.1againforjtuCel '3 r' ::'-A a'' !.'-

tisten to people exchanging opinions

In this section,students listen to a conversationfor key words and

phrasesfor agreeingand disagreeing.
8 Direct studentsto Haveyour say! on >>p.96.Ask studentsto
read the first paragraphand checkvocabulary.Ask where they
would find this text. (Ona websiteor in a maqazine.)
Readthe instructions and ask studentshow they are going to
read the texts. Qurcklyor very carefullyT(Quickly,and ignoring
new vocabulary)Seta short time limit of about three minutes
to encouragestudentsto read for gist. Put students into pairs
to exchangeopinions.Monitor and join in with the discussions.
Ask for volunteersto say who they agreewith and why and
encourageothers to respond.
Readthe instructions and go through the exampleto check
students understand the activity. Monitor and help as students
continue individually. Elicit examplesof key points and check
vocabulary as necessary.
Amrita: shoppingcentres:get everythingin one place,quicker,
easierto park the car,more up-date-stuff,moreto choosefrom,
cheaper
friendlier,
Jerry:high-streetshops:better,shopkeepers
better service,fresh produce,differentfrom seasonto season,
not imported,near,keeptown centresalive
10 10A.2Readthe instructions and play the audio.Play the audio
a secondtime if necessary.Elicit answersaround the class,
helping studentsto get their ideasacross.

T97 10A

2 Amrita 3 Jerry 4 Amrita 5 Jerry 6 Amrita 7 lerry

8 Amrita

a6

b2,4,5,8 c3,7

13 10A.3Explain that Englishspeakersuse intonation to sound

polite, especiallywhen they disagreewith somebody.Play the
audio,pausingfor studentsto repeat.Tracethe pattern in the
air, along with the phraseson the audio,to make it clearerfor
studentsto hear and copy.Give extra practiceas necessary.
Extra help
Dividethe :]assin haif, for the As to readAmrita'spart ..
Bs to readJerry'susing audio script104.2on >>pl16-r7.
Extra activity
Studentslisten again and mark the intonaticn patterns' "
phrasesin exerclsett. They say a number,for a partner'-th.ephrase.

FCD Put it all together

14 Readtopics r-3 and checkvocabulary.Put students into pairs t
make a note oflor and againstfor eachtopic. Monitor and help
with ideasif necessary.
15 Put studentsinto small groupsto chooseand discussone ofth.
to report
topics.At the end ofthe activity, ask a spokesperson
backto the class.
Student performance
Studentsshould be ableto participate in a short discussion.
You can use this checklistto monitor and give feedbackor to asses
students'performance.
of agreeing
anddisagreeing
Dostudents
usea variety
13
ohrases?
exercise

l3
usually
useopinion
intonation?
exercise
Dostudents
i can exchangeopinions.
Studentstick on my own if they have had the conversationwithouIooking at the phrasesin exerciserr or the vocabulary in exercise:
They tick with somehelpif they have looked at the lessonnotes a
coupleof times.
Elrly finirhers
a differenttopic frr;m ev.;r
Siudentsrepeatthe activity ,,n,'ith

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How to talk about your shoppinghabits

Srientation

fl

I cntext
:his lesson,students practise using quantifiers to talk about
_ _ noc

therr

Direct studentslo Packagingon >>p.98 and the photosin The

RubbishRevolution.
Put studentsinto pairs to find examplesin
the photos.Monitor and help as necessary.Checkvocabularyas
necessaryas you elicit examplesaround the class.
10.8.1
Ask studentsto readphrasesr-ro and checkvocabulary
as necessary.Do the example,pointing out that the first letter
of the word is given.Monitor and help if necessary.
PIaythe audio,pausingafter eachitem for studentsto check
their answers.Nominate studentsto saythe item and give
pronunciationpracticeif necessary.

hrrrr

-': RubbishRevolution
article on >>p.98 is about the amount of
:ste produced by packaging and how consumers can take direct
.::,on to tell supermarkets that they don't want it. The article also
-:ntions action which has been taken in Bangladesh.The photos
,:.:w various types of packaged goods found on supermarket
-: : l ves.
:;:kaging lists vocabulary to describe shopping items in the
::.f,tos.

2 packet 3 box 4 carton 5 pot 6 tin

9 tube 10tub

-anguage
-o(u5grammar quantiiers: afew, a little,a Iot of,any,hardly any,too much,
toomanv.toolittle

:ocuswords

?ecycled
anSuaSe

bag,bottle,box,can,carton,jar, ketchup,lid,margarine,
packet,plastic,pot, recycled,
rubbish,tin, toothpaste,
tub,
tu0e

l jar: jam, mayonnaise, etc.

2 packet: nuts, cigarettes,etc.
3 box: cereal,soappowder,etc
4 carton: fruit juice, tomato
juice, etc
5 pot: cottage cheese

words:ban,brave,cardboard,
consumer,
environmentallyrevolution,rubbish,tills,unnecessary,
friendly,recycled,
valuable,waste
phrases:
Bestbeforeend...seelid,Storein a cool,dryplace,
etc.

6 tin: beans,fruit
7 bottle:water,beer
8 bag:apples,crisps
9 tube:tomatopuree
10tub: cream,ice cream

Readthe instructions and say one or two phrasesfrom exercise

3 to illustratethe shortform of of .Play audioscripti'r6.1
again,pausingfor studentsto repeat.Giveextra practiceas
necessary.

words:advise,bin,biscuits,
cofee,complain,cutlery,eggs,
potatoes,tap,tomatoes,weight,
experiment,
milk,perhaps,
yogurt
phrases:
go a stepfurther,government
minister
grammar:
comparativesand superlatives

rronunciation o/ rr rhythm
10ts'
:rd product
->utit all together,students have a conversatlon about their
.::pping habits.It is basedon audio script i0i3.2and studentscan
-.: their notes to help.

7 bottle 8 bag

Readthe instructions and elicit one or two items before

studentscontinuein pairs.Ask for examplesaround the class
and write any new words on the board.

:ocusphrases ajar of coffee,

a packet
of biscuits,
a tubeoftoothpaste,
etc
?ecognition
rocabulary

Vocabulary packaging

?reparation

. - - .- , - . , , : , - . - : . . . - . : i , 1 , : a l 1 : r . . - i . e _ ,.'a l ( et U I n St J p o L n ttO
- 1 : r . . - r i . . : t l - . - - i J :J n ) > P . 9 u. c r a p a r t n e r t o n a m e r h e m .
Read the instructions and ask students to look at the short
pieces of information. Ask Where would you find them and what
do they mean? Go over the example and one or two more items
as a class and help students express their ideas. Put students
into pairs to continue. Monitor and help as necessary. Go
through each item in turn, eliciting answers.
Best before end ... see lid: You can't use this after the date.
on food
Store in a cool place: Keep in the fridge. fresh food, vitamlns
Keep out of reach of children: Don't keep them where children
can get them. medicrnes
May contain nuts: It's possiblethat there are nuts.
pre-preparedmeals
Suitable for vegetarians: There's no meat. pre-prepared meals
Smoking kills: Smoking is deadly. cigarette packets,tobacco
Do not exceed stated dose: Do not take more than the
instructionssay. medicines
Avoid contact with eyes: Do not let any get in your eyes.
cleaning products

-:ie real examples or photos of different packaging to class for the

,'i'mer (optional).Read the Extra activity which reviews countable
'-- I uncountablequantifiers at the start of section C.

iVarmer
-.:-<students to imagine they are going to the supermarket and to
.-:rtea shopping list. If you have any photos or examples of real
=ns, elicit vocabulary connected to packaging. Put students into
- arrs or groups to compare their llsts and see who plans to buy the
--:st and the least.
',':-teHow to talk about your shoppinghabrtson the board.

Read for general meaning

In this section,studentsread a magazinearticle for gist and detail.

6

Gothrough the instructions and ask studentsto read items

a-d, checkingvocabularyas necessary.
Direct studentsto
TheRubbishRevolutionon >>p.98 and askthem how they are
going to readthe Iext. (Quickly,
for the main idea) Seta short
time limit of about three minutes to encouragestudentsto

T98

skim the text. Readeach option and ask for a show of hands,
encouraging students to give reasonsfor their choice (b lhe
environment).

Extra help
Ask studentsto give examplesof world problemstoda:' I'
on the board.itudents add cuantifiersas tirey dlsc:,.

Go through the instructions and ask students to read

sentencesr-8. Checkvocabulary. Do the example as a classto
demonstrate that students should look for key words in the
item and the text. Tell students to guessthe meaning of new
words as they read.

Extra plus
Studentscan grve explanationsfor scrneof the rror.
rherc are,eg.tcc manycars= nncrepcilulicn.

Monitor and help as students continue the activity in pairs.

Go over answers as a classand give positive feedbackat the
end as students will have understood the general meaning of
a difficult text. Suggestthey checkthe meaning of any words
they guessedin a dictionary for homework.
2 True. 3 False.(A lot of the rubbishwe produce...)
4 True. 5 True. 6 False.(Onebig packetis better ...)
7 True. 8 False.(...they have decidedto keep it ...)

Ixtra activity
Guessir,ggarr.e.Draw twc cclurnnson the board:A and 3.
Begrnb1;;ayir.g the fcllc'wlng quantlfiet'"r'crdi ar.d ph.ra;:r'
muci.,mar,y tf:rrs,ihe'e ere.'rtfriter'Jor,isu.sedwlti, co'-rntabl.e
nour.c
i.ou;r; irr :cltrmn A, an,i those r-..sed
'with r.rncouniabie
lr. cli,-r.r.nB. Continuewith the following wrrds and ask the
rlass whlch colunrnyou should write them in: a lot of, a httle,
any At the end, agk
a feN/,too much,too many,tcc ltttle,sory:e,
studentsfor tities of th.ecolur-Li,alri i.r-: .f.e :errr,scoun:tbre

countable:bottle, cardboardpacket,jar, plasticbag,rubbish

rrn o rrrf

12 Readthe instructions and questions r-5. Tell students they wir

listen to the interview. Ask them to predict what the shoppers
say.Draw two columns on the board and elicit suggestions
around the class.Write key words on the board.

Mark: 1 packetof pasta,a loaf of bread,a coupleof toilet roils,

a tin of tomatoes,a bag of carrots,a jar of honey,a bottle of
wine, somefresh fruit and veg 2 Martin normally buys thesi
items. 3 two or three times a week 4 sometimes 5 cash
Linda: 1 a twolitre bottle of mi1k,eight cartonsof yogurt, a
box of cereal,somepacketsof kitchen paper,a bottle of olive
oil, two big bottles of water, someboxesof tissues
2 Linda normally buys these items (but fresh fruit in the
greengrocer's) 3 oncea week 4 yes 5 debit card

..u '.i e

Go through the instructions and check students understand.

Set a time limit of about two minutes for students to work
individually. Monitor and help by suggestingstudents imagine
the words with a plural -s. Ask Do you often seethis word in the
plural? Tell them that if they do, then it's countable.Go over
answersas a class.
hin

In this section,students predict the answers to interview questior

before listening to check.

13 10ts.2Play the audio for students to listen and check,pausing

occasionallyfor students to add to their notes.PIay the audio a
secondtime, pausing to elicit answers around the class.Point
out that the person answering gives informative answers.

quantifiers
C Grammar

i j L d u i :t-',;

f,l tisten for specificinformation

nnf

uncountable:packaging,plastic,rubbish,water, yogurt
Readthe instructions and do the examples as a classbefore
students contlnue individually. Monitor and help as necessary
before checking answers.Direct students to the quantifiers in
blue, and encouragethem to use the sentencesto decidewhat
types of nouns they can be used with.

Ertra activiiy
-. :' . ,
, e.-;-...l-'iL. l-i3.^jon >/ p.r5?.Ask stu.l
^ "- :. :
* sh,:'nrieL
rr the'r familv) are most like.
..' 'l r''

3CD Put it all together

14 Readthe instructions and give students time to make notes to
answer questionsz-5 in exerciserz.
15 Tell students to interviewthree or four others to seeif anvone
has the same shopping habits.
Student performance
Students should be able to respondto survey-type questions.

You can use this checklist to monitor and give feedbackor to asses:
students' performance.

3d 4h 5g 6b 7 e 8 c
countable: a few, many uncountable: a little, much
both: any, a lot of
10 Ask students to read sentencesr-6 and check vocabulary.
Go through the example with the class,and check students
understand the different between a little and very little. Direct
students to find the sentenceinThe RubbishRevolutionand to
check their answer. Monitor and help as necessaryas students
continue individually before checking answers as a class.
2 too much 3 A lot of 4 too little

5 hardly any 6 too many

Extra help
Saythe foliowing words and phrasesfor studentsto say
countable,uncountable,
or both: very little,enough,not much,too
Iittle, too much, hardly any, toofew. Point out that ycu can put
very or too beforefew and litfle to amplify its neaning.
11 Put students into pairs. Go through the instructions and
example as a class.Monitor and help as students continue.

ro\1correctly?
mostlypronounce
Dostudents
exercise
3
i can talk about my shopping habits.
Studentstick on my own if they have answered the questions
without a lot of hesitation. They tick with somehelp if they have
given some answers with several pausesto think.
larly finishers
Siudeniswrite questlr'nsfor a survey cn The Rtibbtsl,Revo'.c'
airi asi:ihre li ,?ui others.

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T99 108

How to talk about recent activities

3rientation

fl Readand follow an:ctrtlanation

lcntext
. :his lesson, students practise using the present perfect
. -:.tinuous to talk about recent activities.

In this section,studentsread and follow a conversationfor specific

information and detail.

.: :he sketch, The Salespeople

on >> p.roo, the boss (Ms Sayles)
':nts her employees to explain what they have been doing to sell
-:: sunshades.She offers a bonus to the salespersonwho can sell

:: most in the next month. The team meet one month later and
.,:plaln their selling strategies.
lnSuaSe

Eocus
grammar present
perfect
lt hasn't
lt'sbeenraining.,
been
continuous:
raining.,
HaveI beensleeping?
3ocus
more
words
approximate
timesandamounts:
about,almost,lately,
or less,nearly,or so,recently

Recognition words:bonus,
queuing,
counter,
outof contact,
cheap,
rocabulary saIespeople,sunsha
des
phrases:
wastrng
time
piono,
Recycled
words:advertising,
customer,
already,
Jlatmate,
anguage
product,
windsurf
ng
thecoast,
trumpet,quality,umbrellas,
ohrases:
amazina
grammar:
ninemonths
ago,one
time/hrases:
for tenyears,
perfect;
present
monthlater,since
compor1tives
four o'clock;
rronunciation whento stresshave/has10C,2
:rd product
: Put it all together,studentsrole play a conversationabouttheir
-=:entactivities.Theirconversation
is basedsn srdin scrint

Preparation
-,.<edictionariesto class.

,Varmer
';:iIe What?,Where?,
and How?on the board.In groups,students
:,-< abouthow many times peoplehavetried to sellthem things
: :he past month and what they were doing at the time.
-.:< for volunteersto tell the classwhat where,and how.They
,::uld sayif and why they bought or didn't buy the item. Do not
.','ercorrect
for accuracy,but help studentsexpresstheir ideas.
','riteHow to talk about recentactivitieson the board.

Readthe question and statementsa-d. Checkvocabulary as

necessarybeforeputting studentsinto pairs to discussthe
best ways of selling.Monitor and encouragestudentsto talk
about different types of products,e.g.a raincoat or a bank{oan.
Ask for volunteersto sharetheir opinions with the classand
encourageothers to respond.
Extra activity
Studentsdecidewhich techniquesare most effectrvein their
own countries.
lCC.lReadthe instructions and direct studentsto lhe
Salespeople
on >>p.loo. Tell studentsto listen and read carefully
as the salespeopledon't use exactly the samewords as in a-d.
Play the audio.
To checkanswers,say the names of the peoplefor students to
call out a letter. Ask studentsto explain their answers and help
them expresstheir ideas.
Winston:c Janet:d Charlie:a
Ask studentsto read questionst-6 and checkvocabulary as
necessary.Do the example to demonstratethe activity, and
ask studentswhat Janethas done (advertisedin the daily paper
and phonedpeopleat home).Monitor and guide studentsto the
answers as necessarywhile students continue individually.
Ask for volunteersto give answersand checkthe classagrees
beforeconfirming.Ask studentsto explain their answersusing
the information in TheSalespeople.
2 CharlieHe'ssold2,000.
3 Winston He hasn'tsoldany sunshades.
4 Winston He'sbeensellingtwo for the priceof one.
5 Ms Sayles,
the boss.
6 Janet She'sdonea lot of work but not sold any sunshades.
Put students into pairs to discusstheir reasons.Monitor and
help students expresstheir ideas.Elicit suggestionsaround the
classand note students'use of the presentperfect and present
perfect continuous.Do not overcorrectfor accuracyas this is
the focus of the grammar section.
He sayspeopledon't like
Winston: He hasn'tbeensuccessful.
the designofthe sunshadesand he hasn'ttried any ofthe
techniquesin exercise1
Janet:Shehasn'tbeen successful,
eventhough she'sbeen
contactinglots of people.Shehasn'tbeenusing the right
strategies.
Charlie:He'sbeenvery successful.
He'sbeensellingthe
sunshadesoutsidethe stationwhen it's beenraininq.
Extra help
Stucientsrole play the conversationin groupsof four.
Extra activity
In pairs or smali groups,studentsdiscusswhat thev wouid Co
if they workedfcr IvIsSayles

T100

Vocabulary approximate times

and amounts
Readthe sectionheadingand copythe table onto the board.Go
through the instructions and checkthat studentsunderstand
the column titles. Ask studentsto underlinethe words and
phrasesinThe Salespeople
and.to write them in the appropriate
columns.Encouragethem to checkmeaning in their dictionaries.
Monitor and help as students continue individually. Elicit
answersand write them in the table on the board.
Completesentences1-3 as a class,checkingstudents
understandthe conceptas you go through eachone,e.g.for
item r, askDo we know when the action happenedi;for item z
Are we interestedin whenyou bought the CDs?Is the sentence
about thepast, thepast up to now,now or thefuturel; for item 3
Do you think thepersonstill worksat the sameplace.Is tenyears
a long time?Do not focus on the form of the presentperfect at
this point as it will be coveredin the next section.
a little lessthan: nearly
in recent times: lately,recently
approximately: about,more or less,or so
1 about 2 recently 3 or so
Ask studentsto read items r-4 and checkvocabulary.Monitor
for accuracyand offer help as studentscontinue individually.
Ask studentsto choosea statementto make to the class.
Extra help
Review;forand since,if necessary.
Extra plus
Directstudentsto the text to fir'.danotherph.rase
',vhichrefers
to approximatetime, e.g It'sbeenyz:n;-.i-'^* veeb:?:':.: ^':.'
that the usingplurals,e.g.days,week; m:r.'-': ei- - 1r.:":way of referringto approximatetime.

presentperfect continuous
G
rL Grammar
7

Write lt's beenraining.on the board.Direct studentsto the

grammar box and ask them to name the tense used in the
sentencesin the three columns (presentperfectcontinuous).
Underlinethe -ing on the board.
Ask studentsto completethe sentencesin the grammar box.
Monitor for accuracyand make a note of any problemsto
deal with at the end. Checkanswersand elicit and write an
exampleof a negativeand a questionform on the board.
Remind studentsofthe form ofthe presentperfect (have+
beenlif necessary.
+ I've beenwaiting. - I haven'tbeensleeping. Youhaven't
beenwaiting. ? Hasit beenraining?

10C.2Direct studentsto the stresspatterns at the top ofthe

columns in the grammar box in exercise7.Ask studentsto
underline the stressedsyllablesin the sentences.Playthe
audio,pausingafter eachsentencefor studentsto check.Play
the audio a secondtime, pausingfor studentsto repeat.

9 Write both sentenceson the board.Ask studentsto read

questionsr-4 and checkvocabulary as necessary.Students
answer the questionsin pairs. Point to eachsentenceon the
board as you go over answerswith the class.

the correctanswer.Monitor and help.Ask for volunteersto reai

out the completesentencewhen you checkanswers.
1 sold 2 beenselling 3 beensitting 4 phoned
5 beenraining 6 seen 7 beenwaiting
lxtra activity
Studentstell a partneraboutfive things they'vedoneor bee.
doingthis week,usingthe time and amountphrasesin exer.l,

p Listenfordetail
In this section,studentslisten to a conversationfor detail.
11 10C.3Readthe information about Simon and Teresaand check
studentsunderstandthat they are friends who haven't seen
eachother lately.Playthe audio for studentsto make notes.
Ask studentsto compareanswersin pairs and play the audio a
secondtime if necessary.Nominate studentsto give answers.
Simon:'s beenworking at a travel agent's,hasn'tbeengoing
out much
Teresa:'s beenlearningto play the trumpet, 's beenliving on
her own for nearlya year,'s beengoingaway most weekends,
's beenwindsurfing
12 Direct studentsto audio script lOC.3on >>p.r5?.Ask for two
volunteersto have the conversationfor the class.The class
Iistensto decideifthey soundpleasedto seeeachother.
Put studentsinto pairs to practisethe conversationusing their
notes.Monitor and encouragethem to look up from the page
occasionallyand make eye contact.Givepositive feedback
when they sound reasonablyfluent. Checkstudentsswap roles

BCD Put it all together

13 Studentsreadthrough the list and add to it using their own
ideas.Monitor and help with ideasif necessarv.
14 Go through the instructions and ask for two volunteersto read
the exampleconversation.Encouragethem to smile and sound
pleasedto seeeachother and to add another turn each.Put
studentsinto pairs to continuethe activity.
Student performance
Studentsshould be ableto have a short, informal conversation.
You can.gsethis checklistto monitor and give feedbackor to assess
students'performance.
Dostudents
soundpleased
to seetheir'friend'?
exercise
12
perfect
Dostudents
usethepresent
continuous
withouta
lotof hesitation?
exercise
8

I can talk about recent activities.

Studentstick on my own if they have had the conversationlooking
at their notes occasionally.They tick with somehelpif they needto
look at the grammar box in exercise7 onceor twice.
Early finishers
Booksclosed.Studentsstandup and roleplay the conversation.

1 presentperfectcontinuous 2 presentperfectsimple
3 presentperfectsimple 4 presentperfectcontinuous
10 Ask studentsto read sentencesr-7 and checkvocabulary.Do
the flrst two items with the class.Ask studentsto underline
the time and amount words and phrasesbeforethev decideon

T101 10C

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How to ask about productsin a shop

3rientation

1[ Readand respond

lcntext
: :his lesson,students role play asking questions about products
.. a customerin a shop.
:.,sonality Quful invites the reader to answer questions about what

In this section,studentsreadfor detail and answer questionsin a

personalityquiz.

,-:y do when they are buying the items in the pictures.

l:.e answers determine what kind of shopper a person is. The
. =ider can calculate their scoreusing the information in Pairwork
.:. >>P.131.
: :ssary gives the meaning of some key vocabulary in the text.
:,ying a camera has the conversation between Tina (the customer)
.:.1 Dan (shop assistant).Students will sequencethe parts of the
, : :]versatlon.

Readthe instructions and checkvocabulary.Elicit a few

suggestionsfor the first item around the classand put students
into pairs to continue.Monitor and help studentsget their
ideasacross.Ask the classfor suggestionsfor eachitem.
2 Direct studentsto readPersonalityQuiz!on >>p.ro2.Point out
the glossaryand encouragestudentsto use their dictionaries
to help with vocabularyif necessary.Remindthem to make a
note of their answersas they do the quiz.
3

lnguage

{cu5Srammartimeandconditionalclauses:
aslongas,0ssoonas,if, when,

Ask for volunteersto tell the classabout their shopping

personality.Do not overcorrectfor accuracybut help students
expresstheir ideas.Encouragestudentsto add examplesof
things they do and dont do.Ask them if they agreewith the
resultsof the quiz.

until,unless

:ocuswords

Direct studentsto >>p.r3rto calculatetheir scoreand read

about their shoppingpersonality.Encouragestudentsto guess
the meaning of new words beforecheckingin a dictionary.
Monitor and help as necessary.

available,
bargain,buy,cash,cheap,cost,creditcard,deliver,
guarantee,included,
pay,PINnumber,queue,receipt,
reduced,
repoir,reploce,
sale,spare,spend,voucher

:ocusphrases bringback,Doesthat include...?,freeof charge,keepit in

case,pay by cosh,whileI'm here...
Recognition
rocabulary

Recycled
anSuaSe

words:bookvoucher,
browse,competitive,
discount,match
(v),options,professio
na ls,upgrade
phrases:
bargainhunting,bestdeal,cheaprubbish,
evenif,
get moneyof, good tastes,in cose,kindof,quolityproducts,
readthe smollprint,well-knownmakes
words:borrow,def nitely,delete,
fridge,guitar,instrument,
maybe,perhaps.
printer,queue,
reviews
phrases:
colourscheme,
moreor less
lst condition
oI
Srammar:

. lage note
,r as rs a partral synonym Icr ., r. : - . -:' ..,:-..-.
:sts on tmmediately.

:rd product
?ut it all together,students take turns to be a customer and
. -:p assistant.

?reparation
- : :k at Personality Quiz! on >>p.r31in Pairwork so you are prepared
', relp students calculate their scoresand plan their conversations
. exerciser4. Take dictionaries to class.

',Varmer
,-:rtethe following question and statements on the board: What
, '.C of shopper are you? a) You don't like spending time shopping.
'!ou only buy good quality things. c) You only buy things when you
-.:C them. d) You always compare prices in diferent shops beforeyou
: -;,. e) You always buy more than you plan to.f) You only buy things
;..ch look good together.
: :airs, students discusshow they shop. Put pairs together to
*;ke small groups and ask for a spokespersonfrom each group to
-.-- the class any interesting facts they found out about each other.
;:'-le How to ask about products in a shop on the board.

Grammar time and conditional clauses

Direct students to the sentences and go through the two
questions as a class. Check students understand the difference
in meaning between tf andwhen.
I b Maybe.
2 c Yes definitely. Shes expectingto have the money in the
future Sheuses',vhento show she is confidentthat this will
happen )
I rtr.r helF
- ': :L: i::. :.i.es rn exerclse4 to do a backchaindrill. As a claSs,
;i;;er',ti rcpcatfrom the last word, adding one word at a time
rrtrl they say the whole question,e.g.T good SSgood T they're
good SSthey're good T if they're good SStf they're good, etc.
Extra activity
Direct students to look at the pictures in PersonalityQuiz! Ask
students to write two sentencessimilar to Anne and Beth's
using if/when for each of the items in the pictures. Monitor and
help as necessary.Focus on each picture in turn and nominate
students to say what they would do. Monitor for accuracy.
Read the instructions and example sentences before directing
students to the grammar box. Check students understand the
meaning of synonym and opposite.Elicit or explain that the
time phrases relate to the condition not the result. Go through
the activity as a class.
if: opposite = unless
when: synonym = as soon as; opposite = until
Read the instructions and the example to check students
understand the activity. Monitor and help as students continue
individually. Ask students about the tense ofthe verb in the
condition clauses (presentsimple tense).
Extra activity
Ask students to highlight the conditional phrases in their
answersto the questionnaire.

T102

Readthe instructions and direct students to the languagebox.

Checkvocabulary as necessary.Ask for two volunteersto read
the example conversationto demonstratethe activity. Put
students into pairs to continue the activity. Monitor and give
positive feedbackfor accurateuse of time phrases.
Nominate students to make statementsabout themselvesand
remind them to usetime phrases.Encourageothersto respond.
Extra help
Transformationdrill. Nomtnatea studentto make a sentence.
The ciassreportswhat he or siresaid,e.g.A I won't buy a jacket
unlessit s cheap.SSShe/Hewon't buy a jacket...,etc.
Extra activity
Ask studentsto write sentencesabout their shopping
personalitres
for eachof the time clauses.

words connectedwith
C voqabgyy
an(l sel[ng

buying

Direct studentsto the photo in Buying a cameraon >>p.to2.Ask

(Dan.)and
Who'sthe customer?(Tina) Who'sthe shop assistantT
checkstudents understand their conversation.Elicit the kinds
ofthings customersand shopassistantssay.
Put students into pairs and direct them to the start ofthe
conversation(F).Ask studentsto ignore new vocabulary for
the moment and to find the next part (B).Monitor and help
as students continue the activity. Encouragethem to read the
conversationtogether to checktheir order makes sense.
10D.1
Play the audio, pausing after eachpart to elicit the next
part. Encouragestudents to say why one part follows another.
Play the audio a secondtime for students to follow the whole
conversation.
28

3D 4A

5I

6C 7G 8H

9E

Extra activity
StuientssaytlLeconversatron
ir, pairs,takirLgt.lrirs ro Le the
customera:rd shopass.stant.
10 Readthe instructions and ask students to guessand compare
their ideaswith a partner, before checking in a dictionary.
Monitor and help as necessary.Go over answers as a class,
helping students expresstheir ideas.Monitor for pronunciation
ofthe key vocabulary and give extra help as necessary.
1l Readthe instructions and the words and phrases.Ask students
to read questionsr-7 and ask who sayseachone,a customer
or shop assistant?Checkvocabulary as necessary.Students
completethe exercise.
To checkanswers,ask for volunteersto say the complete
question.Seeifthe classagreesbeforegiving feedbackand give
additional pronunciation practice as necessary.
2 cost 3 free of charge 4 spend 5 pay 6 guarantee
7 price
Extra activity
Strrder.ts
'ffork in pairs.They chcosean iterirrc talk about,
e.g one of ',1,cthrrig: in the p,ctuireL()rL>>p.roz.Theytake
lu,Ls +obe a customerand a shopassistar,t,askingand
ansi,,'erlng
uslngthe questionsin exelciseu

T10310D

12 Direct students to the conversationgrid and read the

instructionsto the class.Direct studentsto Buyinga camera
and the Startbox. Elicit the words a shop assistantusesto offer
help. Ask students about the next step in the conversation
(customer- say what you want) and elicit what the customer
saysin Buying a camera.Tell students that they can move
horizontally or vertically to flnd the next step in the
conversation.Monitor and help as students continue in pairs.
Go over answersas a class.
C saywhat you want S askhow much C wants to spend
C say how much you want to spend S offer product
C askwhat's included S saywhat's inciuded
C acceptproduct, askfor spares S explain about spares,offer
extra goods C refuseextra goods S askaboutway ofpaying
C choosea way of paying S take payment,give receipt
C say goodbye
Teaching tip
When checkrngthe ansrvers,
eLcitphrasesfor askingar.,^
li : ;eri-rqf r "]^'.'.ri th trlrfls V'/rttothe kr-.,'.,'rl:Cs
for "
.tar-':of the ,r-'-rt..atio:rcn the bcar; as stucieirtsul,ilfr'
the --.extext. -iJ-13 Go through the instructions and put students in pairs to role
play the conversation.Monitor and encouragethem to make
eye contact and sound friendly. Checkstudents swap roles.
Give positive feedback.

BG Put it all together

14 Go through the instructions and direct students to the picturei
on >>p.r31.Elicit the names of the different items in the
pictures to checkvocabulary.Ask for two volunteersto have
the example conversation.Put students into pairs to continue
and checkthey swap roles.At the end of the activity, ask
students iftheir shop assistantssoundedfriendly.
Student performance
Studentsshould be ableto have a short transactional conversatior.
You can use this checklist to monitor and give feedbackor to asses
students'performance.
Dostudents
askandanswer
appropriately?
l3
exercise
Dostudents
soundfriendlv?
exercise
l3
Dostudents
usea varietyof shopping
words?
10.'
exercises
I can ask about products in a shop.
Studentstick on my own if they have had the conversationusing
the grid in exerciserz occasionally.They tick with somehelp if lhe-,
have looked at the board or Buying a cameraonceor twice.
E arl y6ni rhers
Stlde:,, ?t?-tw
7 |.tT-y:i',a.'ror
alrcut :n:rncr tttrn ;lc-n rhe cr. )) ; :.rz ,'n.l.o;t l-ol:utgal their bcoks

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Orientation

Direct students to Tipsfor writing a letter of complaint and ask

them to read and underline any new vocabulary.In pairs,
studentshelp eachother with new vocabularyand answer the
question.Elicit suggestionsaround the class.

Context and Language

-n this lesson,studentspractisewriting a formal letter basedon
a model.In the letter, Marcus Pagehas written to Ms Parchment
n Paperbooks
Express,to explain a problem.Both names add a
humouroustouch to the situation.
nTips for writing a letter af complaintstudentsare encouragedto
:cnsiderthe letter from the receiver'spoint of view
words:complaint,
package,
refund
phrases:
placeanorder,telephone
service
words:angry,catologue,
excellent,
immediately,
misunderstonding,rece
ntly,ti ps,unfortunotely
phrases:
aslongos,yourssincerely
grammar:
lstconditional;
rcported
speech
discour
se but,so,then
words oggressive,
briefly, compliment,impatient,imp ressi
on,
parchment
negotive,
phrases:
colmdown,firmbutfriendly,touch
of humout,woy
Endproduct
r Put it aII together,students write a letter of complaint about an
=naginary product or service.

Warmer
].rt studentsinto groupsto discussthe types of things they
:cmplain to others about and how they complain.
'Nrite How to write a letter of complaint on the board.

Beingmore aggressivemight upset the reader.They might not

solvethe problemquickly or effectively.
Readthe instructions and put studentsinto pairs to underline
the four tips. Checkanswersas a class.
Readthe instructions and point out there are three paragraphs
in the letter. Studentscomparein pairs. Checkanswers.
paragraph1: He explainsthe problem.
paragraph2: He givesdetailedfacts.
paragraph3: He complimentsthe companyand stateswhat he
would like Ms Parchmentto do.

C Get ideasto write about

8

Ask studentsto read questionsr-6 and checkvocabulary.Put

studentsinto pairs to discussthe facts of a possiblesituation.

Elicit or explain that the answersto questionsr-6 describethe

situation. Monitor and guide studentsto find similar information
in the letter. Put students into pairs to compare.Checkanswers.
Ask studentswhy they should think about organizingthe order
of their information beforethey start writing. (ft'sdificuft to
makechangesoncea letterhas beenwnffen./Ask what other
information they can find (date,greeting,and closingl.Elicit or
explain that studentsshouldfollow this format for a formal
letter.

fl Reada letter of complaint

'.1( Put it all together

-r this section,studentsread a letter of complaint for speciflc

rformation.

10 Gothrough the instructions and remind studentsto follow

their order in exercise9 and to write in paragraphs.

11 Ask studentswhat types of things they will checkin their

writing (grammar,spelling,capital letters,and punctuation).

Put studentsinto groupsto discussthe questions.Monitor and

help with vocabularyas necessary.Ask for a volunteer from
eachgroup to summarizethe groups answersfor the class.
2 Direct studentsto the letter of complaint.Ask studentsto read
it quickly,ignoring new vocabulary,to answer the question.
Thetitles are very similar: LordoJthe RingsandLordsoJ Things.
I

Ask studentsto read questionsr-4. Checkanswers.Students

continuethe activity in pairs.Monitor and help,encouraging
studentsto guessnew vocabulary.
1 The personhe spoketo at the company'stelephoneservice
probablytold him. 2 PaperbooksExpress 3 He'salready
readit. 4 He'sbeen away for two weeks,and the book
arrived while he was awav.

Think about the reader

:: this section,studentsanalysethe letter to seeif it follows the

rriting tips.
{

Readdescriptionsa-c and checkvocabulary.Elicit or explain

the meaning of eachdescription.Ask studentsto readthe letter
again to find the best descriptionfor Marcus Page.Takea class
vote on the best description,encouragingstudentsto explain.
c Firm but friendly. He statesclearlywhat he expectsto
happenand saysnice things about the companyPaperbooks
Express.

12 Ask students to imagine that they work for the company that
has been responsiblefor their partner'sproblem,and they
receivedtheir partner'sletter.
Student performance
Students should be able to write a letter of complaint which will
have a positive effect on their intended reader.
You can use this checklistto monitor and give feedbackor to assess
students'performance.
&tt&tt"j'

efan

Have
students
included
alltheinformation
a reader
would
expect?
Havestudents
usedparagraphs
appropriately?
Havestudents
followed
theletterformat?

I can write a letter of complaint.

Studentstick on my own if their letter would have a positive effect
on their reader.They can tick with somehelpif they have lookedat
Marcus Page'sletter or Tipsfor writing ... occasionally.
Early finishers
Studentswrite a seconddraft oftheir letter,includingany changes
suggested
by their partner.

Additionalmaterial
www.oup.com/elt/result
for extrapracticeactivities
www.oup.com
/elt/teacherlresultfor extrateacherresources

10t Tl04

Warmer
Rememberthe places
Write the placenamesfrom lessonsA-D on the board:A TheHigh
CMs Sayles'company,
D Thecamerashop.
Street,B A supermarket,
Saysentencesr-ro below for studentsto call out where people
were when they said them, or which placethey are about.
t If there'sa choice,choosea product with lesspackaging.
z We'IIrepair itfree of charge.3 What haveyou beendoing to seII
more sunshades,
Winston?4 Farmerlones is going to sellthefarm.
5 How much doyou want to spend?6 How long haveyou been
workinghere?7 Peoplehavebeenqueuingto buy them. I We'regoing
to loseour customers.g Doesthat include the batteries?
n Buy a biggerpacket if you think you will useit aII.
1 8 2D 3C 4A

5D 6C 7C 8A

9D 10B

S Vocabulary
5

Shops10Aexercise4

Warm-up:Call out the following words from roB for studentsto

give you the packagingwords associatedwith them: cofee,blscuits
eggs,milk,yogurt, tomatoes,ketchup,potatoes,toothpaste,margarine.
Set-up:Go through the instructions and ask studentsto readclues
r-ro. Checkvocabularyas necessary.
2 butcher's 3 shoppingmall 4 news-stand 5 library
6 market 7 newsagent's 8 bank 9 greengrocer's
10department store
Follow-up:Studentsmake anagramsof the names of six types of
shopsand swap with a partner.
1,2
6 Packaging108exercises
Warm-up:Ask studentsto flnd an exampleof Packagtngwordsin
the pictures on >>p.98.

1[ Grammar
1

Articlesthe,a, an 10Aexercise7

Warm-up:Ask studentsfor directionsto different placesnear your

school.Monitor for the use of articles and direct studentsto
>>p.97exercise6 if necessary.
Set-up:Studentsreadthe conversationand saywhere B'smap is.
2 th e 3a 4an 5a 6 th e T th e
Follow-up:Studentswrite two short conversationsabout directions
to placesfrom where they are now They removethe articles and
swap with a partner to completethe texts.
Quantifiers10Bexelcises9,1C
packaging,
Warm-up:Write the following words on the board:..1food,
packets,
people,rain, rubbish,shops,water.Studentsdecideif they
are countableor uncountable.
2

Set-up:Ask studentsto read sentencesr-7. Checkvocabulary.

2 mu c h 3lit t le 4a fe w

5 m a n y 6 fe w T Al o to f

Follow-up:Studentspreparea similar exerciseand swap with a

partner.
3

Presentperfect continuous 10Cexercise9

Warm-up:Direct studentsto As first two sentencesand askwhy

the presentperfect simple is usedin the first one,and the present
perfect continuousis usedin the secondone.Direct studentsto
>>p.ror exercise9 to reviseif necessary.
Set-up:Point out the negativein item z and remind studentsto
think about where to put it.
2 've not beengoingout much 3 've beentrying
4 Have(you)beenwatching 5 've beenreading
6 have (you)beendoing 7 've beenlooking
Follow-up:Studentstalk to three or four other studentsto flnd the
personwho has been the busiestrecently.
{

Time and conditional clauses10Dexercise5

Warm-up:Write the following words on the board:as,I'il, it, cheap,

as, it's,Iong,buy. Askstudentsto make a sentenceusing all the
words.Ask studentsto rephrasethe sentenceusing f and unless.
Set-up:Do the example.Remind studentsthat unlessmeans trfnof.
2 I won't buy it until I get paid. 3 Start as soonas you're ready.
4 Don't buy it unlessyou like it. 5 You can leaveas soonas it's
finished.
Follow-up:In pairs,studentswrite another questionfor the
PersonalityQuiz!on >>p.1o2.They swap with two other pairs.

T10snlo

Set-up:Go through the instructions with the class.

horizontal:packet,bottie,pot vertical:bag,carton,lid, tube,tub
diagonal:can,tin
Follow-up:In pairs, studentspreparea similar exercisefor another
pair. They write f,ve sentencesto describesomeof the things they
can seein one ofthe pictures on >>p.98.
7

Approximatetimes and amounts 10Cexercise5

Warm-up:Write the words almost about, and nearlyon the board.

AskWhat'sthe time?and ask studentsto say it in three ways,
using the words on the board.Elicit other words for approximate
times and amounts.
Set-up:Ask studentsto read sentencesr-5 and say if they are abou:
times or amounts.
2 recentiy 3 or so 4 nearly 5 about
Follow-up:Studentspreparefive similar sentencesabout things
they have been doing recently.Four sentencesshould be true, one
false.They swap with a partner and completethe sentences.They
ask and answer togetherto f,nd the false fact.
8 Wordsconnectedwith buying and selling 10Dexercises
lC
Warm-up:Put studentsinto pairs to write questionsthey would
ask a shopassistantif they were buying a digital camera.Direct
them to audio script 10D.1on >>p.r57to check.
Set-up:Ask studentsto readthe tips and checkvocabulary.
2 prices 3 guarantee 4 included 5 cost 6 receipt
Follow-up:Direct studentsto exercisesro and rr on >>p.1o3to
write three more tips using different vocabulary.Booksclosed.
Studentsswap sentencesand completethem from memory.
tarly fi.nishers
Ituoents copythe namesof the grammarand vocabularypoi:
page.Theygivethemselvesa mark c . Unit ro from the Contents
flve for how well they think they can useeachone.

,,:::

How to give and ask about directions

Crientation

fl Vocabulary the street

-:ntext
- :ris iesson,students practise using indirect questions to ask
,:.:tely for travei information.
-.-: tour guide leaflet, The Shakespeare
Trail,gives historical

Put studentsinto pairs,readthe instructions,and directthem

to pictures t-5. Checkstudentsunderstandthe following
vocabularyby askingin which picturethey can seecrossroads
$) and a zebracrossing(q).Do the exampleas a classand
monitor and help as studentscompletethe activity. Ask for
answersto picturesz*5 aroundthe class.Elicitotherphrases
and checkunderstandingas necessary.

:::rmation about the various placesconnected with Shakespeare,

-,. family, and his life. Students will mark the route of a tour on
-,-: illustrated map of central Stratford-upon-Avon.

2 turn left 3 go straightacrossat the crossroads

4 crossat the zebracrossing 5 go alongthe street
others:down,up, over,turn right, etc.

lulture note
-:.rect questionsbegin with a polite expressionand are followed
. a question whlch has no subject-verbinversion. An English
- =akerwould tend to ask Canyou tell me where the station is?
.::.er than the more direct Where'sthe station?,especially when
-. : k i n o

Gothroughthe instructionand put studentsinto pairs.Saythe

namesof a few streetsto familiarize studentswith the map
and do one or two examplesas a class.Monitor and help as
necessary,
encouragingstudentsto dictionariesto checknew
vocabulary.Givepronunciationpracticeas necessary.

t n q tr2 n o crc

inSuaSe
questions:
indirect
Canyou tellme/Doyou
-ocusgrammar openandclosed
knowiJ(orwhether)there'sa taxrranknearhere?,
Canyou
tell me/Doyou knowwhereChapelStreetis?
:ocuswords
alley,bridge,canal,dead-endstreet,ferry, monument,
pedestrian street,T-junction, zebra crossi
ng
iocusphrases directions:
goacross,
goalong,
go
carryon,continue
along,

Extra help
As you go overanswers,elicitdirectionphrasesthat canbe used
with eachone,e.g.an alley- along,down,up;a bridge- over,
across;
a canal- along.Studentssay a word and test a partner.
Extra plus
Practiseusing stressin namesof places.AskWhichof these
wordsis not stressed
whenyou saystreetnames?Road,Street,
or Lane?(Streetisn't stressed;
Laneand Roadare-)Model some
examplesto demonstrate:
ChapelStreet,ChapelLane,Warwick
Road,HenleyStreet,
BirminghamRoad,BridgeStreet,
Mill Lane.

straight
across,
keepleft,pass,
theothersideof,turnright,
etc.
?ecognition
vocabulary

bandstand,baptised,
birthplace,
bowlingclub,chapel,coach
terminal,grave,guide,lock(canal),
memorial,playwright,
puttinggreen,route,trail,town council,various

lecycled
anSuaSe

bridge,buried,busstop,carpark,chemist,church,coffee
garden,hall,lrbrary,
market,
shop,crossroads,
destinatton,
museum,
postofice,restaurant,
river,roundabout,
school,
shoppingcentre,site,taxi rank,theatre

inguage note
.lrrect questions can be either closedor open. A closedquestion,
. :- Is there a taxi ranh near here?is one which can be answered
: a few words (yes,no, or a short phrase).The answer to an open
, -.:stion, e.g. Where'sChapelStreet?is likely to contain more detail.
:nd product
. Put it all together,students use two versions of the same map to
'-:.d information about various places.

Preparation
-:.eck the location of the places in exercise2 so you can help
,::dents with the activity. Take pencils and rubbers for students to
-'e for exercise4. Alternatively, you can copy the map and route
-:.io a transparency to give answers. Take dictionaries to class.

Warmer
!:'r the names of placesnear your school.Put studentsinto pairs
:: Cecidewhich direction phrasesthey would use to help someone
.-r.dthe place.
';:ite How to give and ask about directionson the board.

Read and follow directions

In this section, students read information about a guided tour for

gist and detail.
3

Readthe question and set a short time limit of about three

minutes to encourage students to read for gist.
Peoplewho want to know more about the route of a tour of
famous places associatedwith William Shakespeare.
Go through the instructions and direct studentsto The
Shakespeare
Trail on >>p.ro6. Ask students which words they
will focus on to do the activity (names of streets,places,and
directionphrases).Monitor and help as necessaryas students
continue the activity. Encouragestudents to use the pictures on
the map to help them guess new vocabulary.
Put students into pairs to compare. Show the route on a
transparency, ifyou have prepared one earlier (seePreparation)
or go through the tour information with the class.
Readthe instructlons and check students understand the
activity. Ask students to find the Holy Trinity Church on the
map. Readthe flrst part of the directions and ask students
to follow the route. Elicit the next instruction before putting
students into pairs to continue. Monitor and help as necessary
before putting students together with another pair to compare
their answers.
Extra plus
Ask students to find words and phrases with these meanings:
way or path (trail); another word for church (chapel);the place
where a building was or will be (site);continue (carry on); a place
wherea body is buried (grave).Students check answers in their
dictionaries.

Tt05

C Listen and follow directions

In this section,studentslisten for key words in directions
conversations.
6

Go through the instructions and ask studentswhere they start

from and where they want to get to. (TouristInformation Centre,
eare'sBirthplace)
Shakesp
In pairs, studentsunderline key words which helpedthem frnd
the place.Monitor and help as necessary.Checkanswers.
key words: door,right, keepleft, Bridgefoot,crossroads,
straight across,straight along,BridgeStreet,roundabout,
straightacross,
two streets,left, HenleyStreet,right, up
Henley Street,past post oftce, library, house,right
nA.l Readthe instructions and items r-3. Ask studentsto listen
and find out where the peoplewant to go.Elicit or remind
studentsto focustheir listening on key words only and play
the audio.Pausethe audio after eachspeakerto give students
time to mark the place.Ask them to comparein pairs and play
the audio a secondtime, if necessary.Do not checkanswels at
this point as this will be donein exercise8.

Teaddng tip
Listeningto directionsis particularly diffcult for language
learnersas there is usually little redundancyin the text. You
could pausethe audio at points during eachconversation.
Chunking the text to allow studentsto processthe information
bit by bit can help maintain students'motivation.
Direct studentsto audio script llA.I on >>p.r5?to checktheir
answers.Point out how both speakersrepeatplacenamesto
checkunderstanding,and give information pieceby piece.

I the policestation 2 ButterflyFarm 3 the hospital

Extra help
Playthe audio again for studentsto read and listen. They take
turns and usethe audio script to practisethe conversations.

Extra help
Usethe indirect questionsto do a backchaindrill. As a class,
studentsrepeateachword starting from the last one and
adding one word at a time until they saythe whol.equestion,
e.g.f rsSSrs T Streetrs55 Streetis T ChapelStreetls SSChapel
Sfreetn etc.
lxtra activity
Booksclosed.Ask the classdirect open and closedquestions
like those in exerciseto, for studentsto make them more polite
11 Readthe instructions and askfor two volunteersto readthe
exampleconversation.Remindthe classthat we useExcuse
me,...7to attract attention. Ask studentswhat they would do
if they didnt understandthe name of the placetheir partner
wants to go to. {Askfor repetition or repeatwhat they think the
speakersaidto askfor confrmation.)
Studentscontinue in pairs.Monitor and checkthat students'
instructions are clear and that both studentsunderstandeach
other.Give positivefeedbackwhere possible.Ask eachpair to
chooseone of their conversationsto act out for the class.
Extra plus
Ask studentsto make eye contactwhen they have their
conversations,and encouragethem to try to do them without
looking at the examples.

*+BCD Put it all together

12 Gothrough the instructions and put studentsinto A/B pairs
to look at their maps.Checkstudentsunderstandthat, for each
turn, they choosea number on the map as a starting point and
give studentstime to decidewhere they will start from for
eachone.
Studentperformance
Studentsshould be ableto ask for and give explanations.
You can use this checklistto monitor and give feedbackor to assess
students'performance.

p Grammar indirect questions

questions
Dostudents
useindirect
polite?
to sound
exercise
11
Dostudents
check
andconfirm
information
when
necessarv?
exercise
11
phrases
Dostudents
usedirections
accurately?
exercise
l

Point out the sectionheading and elicit or explain that these

are a more polite way of asking somebodyto do something.
Direct studentsto the grammar box and elicit or explain the
differencebetween open and closedquestions(seeLanguage
note/.Readboth types of open and closedquestions,direct and
indirect questions,and focus on the differencein word order.
For closedquestions,point out that Canyou tell me and Do
you know canbe usedinterchangeably,and the use of fand
whether(whetheris usedwhen the expectedanswer might be
no).Readthe rules and elicit answers.
1 closed 2 indirect
10 Readthrough the instructions and point out or elicit that
questions1-4 are all direct questions.Direct studentsto look
again at the grammar box in exercise9 and elicit the answer
to the first question.
Monitor for accuracyas studentscontinuethe activity
individually. Ask for volunteersto give answersand the class
to say ifthey agreeor not beforeyou give feedback.
1 Canyou tell me .../ Do you know wherethe Royal
Shakespeare
Theatreis? 2 Canyou tell me if/where .../ Do
you know if/whether there'sa bus stopnearhere? 3 Canyou
tell me .../ Do you know wherethe town hall is? 4 Canyou
tell me iflwhere .../ Do you know iflwhether there'sa
shoppingcentrenearhere?

n07 uA

I can give and ask about directions.

Studentstick on my own if they have askedabout and given
directionsto one or two placeswithout looking at the example
conversationin exerciserr for help.They tick with somehelpif they
lookedat exercisetr for help on two or more occasions.
Early fnishers
Studentstake turns to role play being a tourist askingfor
directionsto placesin their area.Alternatively,they can repeatthe
activity starting from diferent places.

Additionalmaterial
www.oup.com/elt/result
for extra practiceactivities
wwuoup.com/ eltlteacheilrcsult for extrateacherresources

How to talk about holiday accommodation

Orientation
Context
-r this lesson,students practise usinghave something done to talk
about hotel services.

f, Vocabularpr.describinghotiday
accommocatlon
Put studentsinto pairs. Gothrough the examplevocabulary
and checkmeaning.Seta time limit of about three minutes for
studentsto brainstorm vocabulary.Elicit suggestionsaround
the classand write any new vocabularyon the board.

-he two advertisements describethe location, meals, activities,

:nd servicesavailable at two different hotels. The second
:,lvertisement, FishHead 1nn,is a joke.
'.:.
Accommodation adjectives,the phonetic transcriptions show
:ronunciation which is not always obvious from the spelling.

Readthrough the instructions.Direct studentsto

Accommodationadjectiveson >>p.to8. Ask if the words are
positive or negative.(Positive.)
Studentscontinue in pairs.
Put studentsinto groupsoffour to comparesuggestions.
Elicit
suggestions
for eachword and checkstudentsunderstand
the generalmeaning of the adjectives.Usethe phonetic
transcriptionson >>p.1o8and give extra pronunciationpractice
as necessary.

-anguage

Focus
grammar to havesomething
done
Preview
grammar

haveto - obligation

Focus
words

chefs,comfortoble,delicious,delightfuI,documents,efi crent,
perfect,
elegant,
luxury,magnifcent,
fnest,friendly,
qualifed,
safe,service,
secluded,
valuables

Recognition
vocabulary

words:abandoned,
appreciated,
bufet, coralreefs,desolate,
greeted,ideal,nuclearpowerstation,rainforest,selection,
snorkeIIing, tempIe,terroce
phrases:
drippingtaps,hangout,hotelgrounds,
run-down,
servicewith a smile,wdcomecocktail,whitewaterraftinq

Recycled
language

words:ancientruins,attic,bring,church,cuisine,
day-trip,
fetch,forestpaths,guide,luggage,narrow,nationolpork,
riding,pool,seoside
resort,sightseeing,
wildlife,youth hostel
phrases:
greasy
food
comparatives;
conditionals
Srammar:

comfortable(agood,physicalfeeling):chair,bathroom,sofa
delicious(a greattasteor smell):food,coffee delightful
(afeelingof happinessor enjoyment):food,people,room
efficient(quickly,organized):
service,staff elegant(attractive
appearance):
furniture, room,restaurant friendly: guests,
staff magnificent(beautiful,to be admired):gardens,hotel
building secluded(quiet,away from people):hotel,building
Extra help
Checkstudentsunderstandthe adjectivesby usingthe brief
definitions given above.
Teachingtip
If studentsare keepingvocabularynotebooks,
suggestthey
write severaiexamplesof noun phrasesin which the same
adjectiveis usedto describesimilar things.

language note
l:ny words show people'semotions or feeling towards what the
:rd refers to. The vocabulary items in Accommodatlon adjecttves
. , have a positive connotation.
lnd product
':
Fut it all together,students describe accommodation to others in
:.:ir group. They can use their notes. They decide which hotel they
':uld like to visit.

In this section, students read two holiday adverts for gist and
detail.
Teaching tip
You can use the two texts as ajigsaw reading. Ask A students
to read Punta Paloma and Bs to read Fish Head lnn. Ask students
to make notes about the service,activities, and meals, using
their dictronaries to heip with vocabul.ary.Monitor and help as
necessary.Put students into A/B pairs to do exercise7.

?reparation
: =adthe Teachingtrp before exercise and decide if you would
3
,j.? to use the texts on >> p.ro8 for a jigsaw reading activity. Think
.: :ut classroom organization for the group work in exercisesz and
.: Take dictionaries to class.

Warmer
,.::tethe words holidaysand tourism on the board. Elicit the
-.ierence and put students into groups to talk about the types
.,-:Lacesthey stay in and the things they do on holiday or when
'-:y visit foreign places.Ask for voiunteers to tell others about any
:eresting or different hoiiday or travel experiences.
,.:.1eHow to talk about holidav accommodationon the board.

Read holiday accommodation adverts

Direct students to Punta Paloma Resorton >> p.ro8. Readthe

introduction and check vocabulary. Ask students to underline
words which helped them decide on the title. Check answers.
2 meals 3 activities 4 service 5 summary

Do questions 1-2 as a class.Cuide students to the answer, if

necessary,by giving different options, e.g.question 1, suggest a
worker or a guest; question z, suggest entertain or inform.
Read question 3 and elicit one or two examples to check
students understand. Put students into pairs and monitor
and heip as students continue. Nominate different students
to give examples, encouraging them to use the vocabulary in
Accommodation adjectives.
1 a guest 2 to inform 3 magniflcent, service with a smile,
welcome cocktail, secluded,delicious, elegant, delightful,
exotic, friendly, efficient, ready to help in any way, enjoy, ideal

T108

Direct studentsto FishHead Inn on >>p.to8 and set a short

time limit for studentsto readfor gist. Elicit suggestions.
The location in the photo doesn'tlook attractive, nobody
would chooseto stay here for a holiday.The placedoesn't
sound attractive, it soundsdiftcult to get to, the location
is not nice,the food is boring,the servicedoesn'tsound
friendly, there'snothing to do,the weather doesn'tsoundgood.
Go through the instructions and the example.Make sure
studentsunderstand w}:ryonlyfour hoursfrom Manchesteris
bad. (Thehotel isn't within easyreachof the airport) Monitor and
help, encouragingstudentsto guessthe meaning of unknown
words and phrases.To checkanswers,go through each
paragraphand ask for volunteersto readphrasesor sentences.
Exampleanswers
paragraphl: You'll have to carry your own bagsup ...
paragraph 2: If you don't like it, there'sa flsh and chip shop
just down the road. paragraph3: There'svery Iittle to do
during your stay ... paragraph4: ...don't expectany help
from the hotel staff.
Put studentsinto pairs and read the example.Encouragethem
Monitor and
to use vocabulary in Accommodationadjectives.
give positive feedbackfor interesting comparisons.Ask each
pair to give one comparison.

Grammar to have somethingd,one

?
rb
8

Direct studentsto the pictures and askthem to match them

with sentencesr and z. Go through the rule as a class.Copythe
sentenceI had my photo taken.onlo the board,and elicit the
namesfor the following parts of the structure:the infinitive
have,the noun, and the past participle. Point out that the
subjectofthe sentenceis Iand the sentencecontains no
information about who did the activity.
1b 2a Rule:subject+have+ object+pastparticiple

Readthe instructions and elicit or explain that sth is the

dictionary abbreviationfor something.Direct studentsto Punta
PalomaResortto completethe activity. Monitor and help as
students completethe activity individually, directing them
to the Inegular verbson >>p.48 and information in their
dictionariesif they needto checkpast participles.
Studentscomparein pairs beforeyou checkanswers.
have your dinner/drinks served;have breakfastbrought;
haveyour phototaken;haveyour hair cut and styled;
haveyour clotheswashedand ironed;haveinternational
newspapersbrought

10 Direct students to look at the advert for TheHotel Paris and

checkvocabulary.Ask them to look at the nouns in eachline
and the verbswhich follow. Elicit or point out that the sentence
halves are mixed up.
Do one or two examplesto demonstratethat studentsmust
think about the nouns and verbs to do the activity. Monitor
and help as studentscontinue individually. To checkanswers,
say a number for studentsto saythe whole sentence.
2h

3a 4f

59 6 d

7e 8b

lrtra help
Testa partner. StudentA saysa number, StudentsB saysthe
sentence.Studentsthen swap roles.
11 Ask studentsto read sentencesr-5 and checkvocabulary.Go
through the example and elicit or explain that the subjectof
the verb (builders)is omitted from the havesomethingdone
sentence.Monitor and checkfor accuracyas students continue
individually. Nominate studentsto give answers.
T109 ltD

2 I have my car servicedoncea year. 3 I had my backteeth

taken out when I was a child. 4I had my breakfastbrought
to my room. 5 I'm goingto have my computerrepaired.
Extra help
Studentssay sentencesr-5 in the past and with going to future

p tistenfordetail
In this section,studentslisten to a conversationfor gist and detail.
Readthe instructions and play the audio.Ask a volunteer
12 118.1
for the answer and checkthe classagrees.PIaythe audio a
secondtime if necessary.
Becauseshestayedthere last year.
13 Put studentsinto pairs and read questionsr-3. Tell studentsto
Iook at the text to underline words and phrasesas they hear
them. Playthe audio.Studentscompareanswersin pairs. PIay
the audio again if necessary.Direct studentsto audio script
llB.'l on >>p.158to checkparts of the text they have underlined
and ask for volunteersto answer questionsz and 3.
1 Caribbeancoast,rainforest,nationalpark,secludedcabins,
cuisine,garden,breakfast,the pool,the staff,having clothes
washed 2 There'snothing to do during the day. 3 Probably
not.
14 Readthe instructions and put studentsinto pairs to plan a
similar conversationfor the FishHead Inn They can use the
topics from TheHotel Parisin exercisero. Monitor and give
positive feedbackas studentshave their conversations.Ask for
volunteersto have their conversationsfor the class.

BCD Put it all together

15 Go through the instructions and monitor and help students
with ideasif necessary.Remind studentsto use the vocabulary
in Accommodationadjectives.
Give them time to rehearse.
16 Put studentsinto small groupsto describetheir
accommodation.At the end of the activity, ask for volunteerstc
tell the classabout the best and worst place.
Student performance
Studentsshould be ableto give a short description.
You canbse this checklistto monitor and give feedbackor to assess
students'performance.
14
Dostudents
talkaboutallthetooics?
exercise
Dostudentsusetohavesomething
doneappropriately?
exercise
l4
usea varietv
of adiectives?
Dostudents
exercise
2
I can talk about holiday accommodation.
Studentstick on my own if they have done the activity using their
notes.They tick with somehelpif they looked at Accommodation
adjectivesonceor twice.
Early firrishers
In pairs, studentsgive their descriptionswithout using their notes
Their partner ticks the topics in exercisero they talk about.

Additionalmaterial
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for extrapracticeactivities
www.oup.comleltlteache{resultfor extrateacherresources

How to give health advice

Orientation
iontext
-:. this lesson,students practise using modal verbs to give advice.
,:.e leaflet, Health Precautionson >> p.11o,lists the types of health::-ated questions people should think about before they travel.
- rese are illustrated in photos r-8.
the doctor is a website advice page. Dr Sharma answers
-sk
i:acey's questions and gives detailed advice. He uses the generic
,:u, which is typical in tips and advice.The doctor does not mean
--:.atthese things apply only to Tracey, but to people in general.
lnguage
Focus
glammal haveto, needto,should,oughtto

Focus
words

certifcates,
emergency,frst
oidkit,injections,
insect
repellent,
medicol
net,pilk,sunblock,
insurance,
mosquito
tapwater,vaccinotion

Recognition
rocabulary

words:cough,disinfecto
nt,fl u,germs,ideally,mouthwash,
precautions,
steam,ttssues,
throat,travellers'
cheques,
troy
toble
phrases:in advance,
cotcha cold,get up ondgo,health risk,
loseswoter,100timesmorechonce
Etammar:conditionals

Recycled
language

words:busy,
cancel,
cash,
guide
documents,
foce,Jlight,
possengers,
possport,
books,
luggage,
mosk,
meals,
rules,
snqcKs,
vtrus
phrases:
a lotof,less,
little,probably

Pronunciation mainsentence
stressl1C.l
Discourse

linkers:
a/so,
and,because,
but,fnally,however,
so

ind product
:. Put it all together,
studentsdiscussstatementsaboutdifferent
preparingto travel.Theywork with a
and
ways
of
'::itudes
:-ferent partneror group,describingthe type of holidaythey have
:.anned,and askfor advice.

Preparation
:;.miliarize yourself with the two stages of Travel advice on
,) p.132so you can help students as necessaryin exercise16.Think
.:cut classroom organization for both stagesof the activity for Put
: tll together. Take dictionaries to class.

Warmer
t;:Ite What kind of travellerareyou? on the board. Ask students to
:.:r the following descriptions of types of travellers in order: I don't
-'zpare for holidays in advance.I always get travel insurance before I
-ivel. I always visit a health centre before I go to exotic countries. Put
r::dents into pairs or small groups to compare their list and ask for
.':.unteersto explain their order to the class.Encouragestudents to
:;pond to each other's statements, saying if they agree or disagree
.:.J why and why not.
',:ite How to aive health advice on the board.

Vocabulary health
Readquestions 1 and 2 and check vocabulary. Monitor and join
in students'conversationsas they discussin pairs,encouraging
them to give details.Bring the classtogetherand askfor
volunteersto report their answers.
Direct studentsto HealthPrecautionson >>p.uo. Ask students
what type of document it is. A letfer, an information leaflet,or
a newspaperarticle?(An informationleaflet) Readthe questions
and set a short time limit for students to read quickly for gist,
ignoring new vocabulary at this stage.Ask for a volunteer to
suggestan answer and seeif the classagrees.Do not correctfor
accuracyat this stage,but help studentsget their ideasacross.
Waysto avoid future problemsand dangers.
lxtra hdp
If studentsare finding this diffcult, write thesealternativeson
the board:waysto avoidfutureproblemsand dangers;problems
you havewhenyou travel; thingsyou shoulddo tf you get ill and
askthem to choosethe most appropriateanswer.
Direct studentsto photos1-8 on >>p.rro and askthem to find
the namesfor the items.Usethe exampleto show that the
words they need are in bold in HeakhPrecautions.To check
answers,saythe photo number for the classto saythe answers.
2 sun block 3 tap water 4 (malaria)pills 5 injections;
vaccinationcertificates 6 insectrepellent 7 first aid kit
8 emergency
Readthe instructions and put studentsinto pairs to exchange
information. Tell studentsto give details about the type of
place,e.g.seaside,mountains, and the seasonof travel. Monitor
and encouragestudents to say why. Ask for examples.
lrtre hdp
Testa partner. StudentA saysa photo number,StudentB says
what it is. Studentsswap roles.
$ttra plus
Studentsusethe photosto test eachother on the vocabulary
from memory.

Pronunciation the main stressin a

sentence
llC.l Direct studentsto the questionsin HealthPrecautionsand
readthe instructions.Playthe audio and pausefor studentsto
repeatthe questions.Give extra practiceas necessary.
Tcaching tip
The whole word or compoundnoun is in bold rather than just
the stressedsyllable.This is becauseanalysing syllablestress
herewould distract attention from main sentencestress.
Readitems r-3 and checkunderstanding.Ask studentsto
look at photo r and the correspondingprecautioninHealth
Precautions.Guide students to the answer items r-3 for Should
you carry a mosquito netl Monitor and help as students
continue answeringthe questionsfor eachprecaution.Check
answers.Play audio script llC.l again if necessary.
I FaIS e. I l rue.

J l rue

n10

11C.2
Readthe instructions and questionsr-4. Check
vocabulary.Monitor and help as studentscontinueindividually,
beforeplaying the audio to checkanswers.Playthe audio
a secondtime for studentsto repeat.Giveextra practiceif
necessary.
1 passport 2 documents 3 guidebooks 4 travellers'cheques

Put studentsinto pairs to do the activity. Monitor for accurate

sentencestressand give positivefeedback.

Readfor the main points

e
U
In this section,studentsreada websitearticle for the main points
and detail.
9 Readthe questionsand put studentsinto pairs to discuss.
Monitor and encouragestudentsto give examples.Ask
volunteersto tell the class.
1O Direct studentsto Ask the doctoron >>p.rlo. Ask WhoSwriting?
(TraceyWilliams) Who's shewriting to| (Dr Sharma.)Why?(She
wantsadvice.)
Readthe instructions and set a short time limit for students
to scanthe doctor'sanswer to find the two reasons.Encourage
studentsto guessthe meaning of new vocabularyas they read.
Elicit answersaround the class.

to and ought to and other examplesin Ask the doctor.For item

b, guide studentsto item r and 5 in exerciser3 and repeatthe
activity. Monitor and help as studentscontinuethe activity.
For questionz, go through the exampleand ask studentsto
continue in pairs.For question3, checkstudentsunderstand
the questionand monitor and help as necessary.
1.a needto is usedto talk aboutsomethingyou want or you
think is necessary;
oughtto is usedwhen we want to explaln
the corrector bestthing to do,what is right or appropriate.
7 b haveto is usedto expressan obligation(or not) to do
something;shouldn'tis usedto give strongadviceor talk
about strong obligation.
2 b Youdon'tneedto ... c Youshouldnt ...
3 need- needed(needcanbe a full or modalverb)
15 Ask studentsto read items r-6 and checkvocabulary.Go
through the exampleto demonstratethe activity. Monitor and
checkfor accuracyas studentscontinue individually. Nominate
studentsto give answersand monitor for correctsentence
stress.Elicit reasonsas you checkanswers.
2 You don't needto print your ticket. 3 Youought to buy a
guide book. 4 You shouldn'tcarry lots of cash. 5 Youhave to
take your passport. 6 Youdon'thaveto take a lot of luggage.

The air is very dry and you can catch a cold more easily.
Thereare lots of peoplesitting closetogether.

lxtra help
Put studentsinto pairs to decidea country or placeto travel to
They ask and give eachother adviceusing the words in bold in
HealthPrecautionsand the travel tips in exerciser5.

11 Readsummariesa-c. Direct studentsto Ask the docforand ask

them to readit again to choosethe best summary.Ask about
eachalternative and elicit someexamplesof what peoplecan
do to make flying more healthy.

Extra plus
Put studentsinto pairs to think about advicethey would give
to a personwho is goingciimbingin the AIps;to be a volunteel
in Africa;campingin Scotland;who thinks they'regetting'flu.

b Youcan drink water,wash your hands,cleanyour mouth,

wear a facemask.
12 Direct studentsto the table and go through the information
in eachcolumn to checkvocabulary.Studentscontinuethe
activity individually. Encouragethem to usetheir dictionaries.
Monitor and help as necessary.Put studentsinto pairs to
as a class.
comparebeforecheckingErnswers
washing your hands: catchcold from touching, getting out
of your seat using a mouthwash: kill germs,going to the
bathroom,hand luggagerules wearing a mask: stop germs,
Iook funny
lxtra activity
Ask for volunteersto tell the classabout a time thev or
someonethey know was ill after a flight.

p Grammar have to, need to, should,,ought to

l3 Readthe instructions and ask studentsto read sentencesr-8.
Checkvocabulary.Gothrough the examplewith the classto
demonstratethe activity, pointing out the verbsin the heading.
Ask for volunteersto give
Monitor and help as necessary.
answersand seeif the classagrees.
2 I neededto relax. 3 Youdont needto cancelyour next
holiday. 4... you shoulddrink... 5 ...you shouldn'tdrink
coffee... 6 ...you oughtto wash ... 7 you will needto go ...
8 you shouldn'tpasson ...
t4 Gothrough the instructions and put studentsinto pairs to
answer the questions.Go over the answersto eachof the
questionsas you work through the activities.
For questionr, item a, guide studentsto the answersto item z
and 6 in exerciser3.Ask them to flnd other examplesof need

T111llc

3CD Put it all together

15 Direct studentsto Traveladviceon >>p.132and go through
statementsr-5 to checkvocabulary.Ask studentsto tick the
statementsthey agreewith beforediscussingin small groups.
Readthe instructions for the secondpart ofthe activity and
tell studentsto choosetwo holidays.Studentswork with a
different partner or groupto ask for and give advice.
Student performance
Studentsrhould be ableto make short statementsand support
them with reasons.
Youcan use this checklistto monitor and give feedbackor to assess
students'performance.
Dostudents
usea variety
of modal
verbs?
exercise
15

Dostudents
tryto usemainsentence
stress?
exercise
8
I can give health advice.
Studentstick on my own if they have given two or three piecesof
advicewithout looking at HealthPrecautions.
Theytick with some
help if they have looked at Health Precautionsonce or twice.
Early trnishers
Studentsrepeatthe activity for a different holiday.

Additionalmaterial
wwwoup.com/elt/result
for extrapractice
activities
www.oup.com
for extrateacherresources
/elt/teacher/result

How to give extra information

Orientation

1[ Vocabulary travel problemg,:

lontext
-:. this lesson,students practise talking about journeys using non::fi ning relative clauses.

Direct studentsto pictures t-6 in Travelproblemson >>p.112.

Ask them to describethem usingthe verbsand nounsin the
vocabularypanel.Gothrough the exampleto demonstratethe
activity and monitor and help as necessary.Ask for volunteers
to give answersand checkthe classagrees.

'avelproblems gives common verb phrases using run out,

-'.tss,lose,get, and have.The phrases related to car journeys are
...ustratedin pictures r-6.

2 get lost 3 get stoppedfor speeding 4 losewallet

5 missyour plane 6 havea breakdown

- re photos in A Terriblelourney tell the story of a difficult journey

=r.dprovide additional information about the people,the places,
::.e weather, and the problems.

Readthe questionsand direct studentsto Travelproblemsto

decidewhich phrasesare connectedwith car travei. Monitor
and helpwith vocabularyas necessary.
Ask studentsto tell their partners about their car travel
experiences.Monitor and comment on students'anecdotes.
Nominate studentsor ask for volunteersto tell their storiesto
the class.

-anguage

Focus
grammar non-def ning relativeclauses
Focus
phrases get lost,get stoppedfor speeding,
get stuck,havean accident,
havea breakdown,
haveaJlat tyre,loseyour way,missyour
turning,run out of petrol,etc.

Recognition
vocabulary

words:shortbread(biscuits),
spare(extra),unfair
phrases:
in themiddleof nowhere,
stolenvehicle
report,
no-parkina
zone

Recycled
anguage

annoying,bustickets,cold,Jlatmate,lD card,membershi
p
card,mobilephone,receipt,setoff,youth hostel

car travel problems:run out of petrol,missyour turning, lose

your way, get lost,get stuck,get stoppedfor speeding,havea
flat tyre, havea breakdown,havean accident
Extra actlvity
Testa partner.StudentA saysa noun and StudentB saysthe
completephrase.

Pronunciation non-defi
ninsrelative
11D.2
clauses
:nd product
'..
. Put it all together,students use their notes to tell others in a
.::up about a bad journey they have had. They can ask for help
'.':th words they can't remember, based on audlo script 11D.1.

Preparation
::ad the Teachingtip and familiarize yourself with audro script
').1 if you want to do the alternative activity for exercise Think
3.
.: cut classroom organization for the group work in Put it all
- tether, exerciser5.

Warmer
.;l students into smali groups and set a short time limit of about
:.ree minutes for them to brainstorm the types of problems people
.n have when they travel by car. Elicit suggestionsand write
-.3m on the board.
',-:lte who, where, what, when, why, and how on the board and ask
: idents to tell each other if thev or someone thev know has had
.:.y of the problems.
'.':ite How to give extra information on the board.

tisten for factual information

In this section, students listen to a conversation for specific

information and detail.
Teaching tip
As an alternative to exercise3, ask students to look at the pictures
and ask you questions to find out about the story using the topic
words in exercise3. You can only answer yes or no, e.g.S Was
Duncan the driver?T Yes.he was.
Direct students to A TerribleJourney on >> p.1r2 and the four
topics. Demonstrate the activity by asking students to use
the pictures to find out the places involved (Edinburgh,Perth,
Stirling).
Put students into pairs to continue writing notes for the
remaining topics. Monitor and help as necessary.Nominate
students to give answers and ask them to say the number of
the picture in which they found the information.
people: Duncan McDonald, Feliks Nowak weather: wet
problems: ran out of petrol, petrol on coat, parking ticket,
mobile phone flat, car stolen, cold
11D.1
Tell students that they will listen to Feliks telling his
friend Fiona about what happened. Ask them to tick the words
they hear in their notes in exercise3. Play the audio, pausing
occasionally to give students time to remember what they
heard and tick the words.
Read the instructions and play the audio, pausing occasionally
to give students time to make notes. Play the audio a second
time if necessary.Elicit answers around the class.

T112

Edinburgh: Iived there, with friend The Highlands: drove

there,stayedin youth hostel,it rained,decidedto go home
Perth: ran out of petrol, walked to the petrol station, got wet,
got petrol on coat,got a parking fine Stirling: stoppedat a
servicestation,had somethingto eat,car stolen,walked to
phone box to cali the police,f,lled in a report, caught the bus
home

lxtra help
Saythe sentencesin the audio script, leaving a slightly longer
pausebeforethe comma precedingthe non-defining clause,tc
help studentshear the difference.Repeatexerciseto.

Go through the instructions and direct studentsto audio script

'11D.1
on >>p.r58.Do the first item together to demonstratethe
activity. Elicit answersaround the classand write them on
the board.Elicit or point out that although Feliksdoesnt know
the words, he doesnt stop speaking.He finds another way of
explaining what he means and asksfor help by asking How do
you say ...?Point out how Fionahelps leliks, and Feliksrepeats
the phraseto show he'sunderstood.

Ask studentsto read the information about Feliksand check

vocabulary as necessary.Ask studentsto read sentencesr-5
and say who the writer is. (Duncan)

t how do you say ...the petrol finished 2 how do you say ...
not there 3 had no power ...ehm
Readthe instructions and ask for or nominate a volunteer to
do the first item with you to demonstratethe activity. Ask
studentsto read sentencesz-4and checkvocabulary.Put
studentsinto pairs to continue the activity and monitor and
checkstudents ask and give help. Give positive feedback.

clauses
C Grammar non-defining relative
8

Direct studentsto the grammar box, and say eachof the

describes
sentencesin turn. Ask Which sentence
the time
by explainingwhat was happening?(a ...whenI was living in
Scotland.),andWhich sentencegives the exad time? (bfour years
ago).Readquestionsr-3 and elicit or explain answersas a class.
1 a when (that)I was living in Scotland;b 2 b
3 non-deflning
fanguage note
If a non-defining clauseis in the middle of a sentence,use
commasbefore and after it.

Direct studentsto the relative pronouns and ask what they

are used to describe (where= place, which = thing, whose=
what a person owns,when = time, who = person).Point out
that these are the types of things that peopleoften needto
define by giving extra information. Go through the example
to demonstratethat the pronoun usually relatesto the type of
information beforeit (Edinburgh= place= where).
Ask studentsto read sentencesz-5 and checkvocabulary as
necessary.Monitor and help as students continue individually.
Ask for volunteersto give answers and to read out the complete
sentence.Checkthe classagreesbeforegiving feedback.
2 when 3 who 4 which

5 whose

10 11D.2
Direct studentsto the pairs of sentencesin the
pronunciation box and checkvocabulary as necessary.Go
through the first pair and elicit or explain the difference
between A and B. (In A, the tyre which was flat identifieswhich
of thefour tyreswaschanged.In4 the tyre, which was flat gives
extra infomvtion about the tyre (why it was changed)
Ask studentsto listen to the first two sentencesand say what
differencethey hear.Playthe audio and elicit or explain
that there is a pauseafter the comma in a non-defining
relative clause.Play the audio from the beginning, pausing
at the end of eachsentencefor studentsto repeat.Give extra
pronunciation practiceas necessary.

T113llD

lxtra activity
on >>p.r58and put them
Direct studentsto audio script 11D.2
into pairs to test a partner.

Go through the exampleto demonstratethe activity. Monitor

and help as necessaryas students continue individually. Ask
for volunteersto give answers and checkthe classagrees
before giving feedback.
2 ...where he works as a nurse. 3 ...when he comesto
Edinburgh.4 ...which he bought Iast month. 5 ...who Iive by
the seaside.
Go through the instructions and direct studentsto A Terrible
loumey. Studentscontinue the activity in pairs. Remind them
to help eachother with vocabulary if they canlt remembera
word or phrase.Monitor and give positive feedback.

.tBC Put it all together

13 Readthe instructions and suggeststudentsinvent a story
relating to someof the pictures in Travelproblemsand the
notes from the Warmerif they can't think of one.Monitor and
checkthey make notes on all the topics.
14 Go through the instructions and exampleto demonstrate
the activity. Direct studentsto exercise9 for further help if
necessary.
15 Put students into small groupsto tell their story. Remind therr
to ask for help when they can't think of a word.
Student performance
Studentsshould be ableto tell a detailed narrative.
You can use this checklistto monitor and give feedbackor to asses
students'performance.
giveextrainformation?
Dostudents
exercise
ii
7
Dostudents
askforandgivehelpwhennecessary?
exercise

I can give extra information.

Studentstick on my own if they have told their story using their
notes.They tick with somehelpif they have lookedat the gramma:
box in exercise8 occasionallyfor help.
Early finfuhers
Studentstell their storiesagain without using their notes.

Additionalmaterial
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www.oup.com/eltlteacher/resultfor extrateacherresources

Orientation

where:Crete,west transport:bus,ferry need:goodshoes,

sun hat, food do: swim, picnic problems:crowded
see:abandonedvillage,walls of rock

Context and Language

-:i this lesson, students analyse paragraph organization and text
:uilding words to order events and contrast ideas.

Gothrough the instructions and tips r-5 with the class.

Studentsdo the activity individually. Monitor and help by
directing studentsto different parts of the mind map as
necessary.
Put studentsinto pairs to compareideasand to
explain why they think the tips are not good.Checkanswers
as a class.

.4.travel recommendation is an illustrated website about the Greek

of Crete.
-land

wotds:beoch,
guidebooks,
coost,
crowded,
enormous,ferry,
poth,picnics,
island,
mountains,
sunhat,transport,
villoge,
walkingshoes,
west,wildlife
(need
grammar:
modals
to,don'tneedto,oughtto);nondefiningrelativeclauses
words:excursion,
rucksack,
recommendation,
spectacular,
springs
phrases:
abandoned
village,clearlymorked,
halfwayolong,
headofthegorge,
massive
wallsof rock,nanowgap,
organized
tours,tiredlegs

3 If you write a iist of ideasfirst you might forgetsomethings

you want to include. 5 Goodhandwriting isn't necessary
as
the map if only for the writer to use.
Extra activity
Ask studentsto matchthe main wordsin the mind map to the
paragraphsin A travel recommendation.
Readthe instructions and checkstudentsunderstandexcursion.
Put studentsinto pairs to draw their mind maps and remind
them to follow the tips in exercise5.
Extra activity
Put pairs of studentstogetherto comparemind maps.

however
frst of all,then,afterthat,fnolly,unfortunotely,
Endproduct
-n Put it all together,studentswrite a recommendationfollowing
-cgicalparagraphorganizationand using a mind map. They swap
-vriting and checkhow easythe recommendationis to follow.

AB Put it all together

Warmer
lell studentsto imagine that they are on holiday but they dont
<now what there is to do. In pairs,studentsdecidehow they could
aetmore information. Pairsof studentscompareideas.
.VriteHow to write a websiterecommendation
on the board.

f,

Read for general information

-n this section,studentsstudy paragraphorganizationand detail

:n a websitearticle.
I

Gothrough the instructions and checkvocabularyas

necessary.Put studentsinto pairs to discussthe question.Ask
for volunteersto tell the classabout the ways they decideon
holidayplacesto visit.
Readthe instructions and questionsa-d and checkvocabulary.
Ask studentshow they are going to readto flnd the answers.
(Usethe key wordsin questionsa-d and eachof theparagraphs.)
Do the first item as a class,asking studentsto guessthe
meaningsof important new vocabulary.
Studentscontinue individually. Ask for volunteersto give
answersand checkstudentsagreebeforegiving feedback.
a2 bl

c 4 d3

Readthe instructions and questionsand checkvocabulary.

Direct studentsbackto exercisez. In pairs, studentscontinue.
Elicit answersas a classand checkstudentsagreebefore
giving feedback.Ask studentsto underline the words in the
paragraphs.
group1:What will I be ableto seeand do?(d)
group 2: Are there any problems(c)

Brainstorm ideas

Readthe instructions and checkstudentsunderstand.Remind

them to think about topics and paragraphs.They dont have to
use all the information in their mind maps.

Go through the instructions and ask studentsto swap their

recommendationswith a different partner. Studentsread each
other'srecommendationand tell their partner if it was easyto
read and gavethem sufficientinformation.

Studentperformance
Studentsshouldbe ableto producea logically-organized
recommendation.
Youcan usethis checklistto monitor and give feedbackor to assess
students'performance.
Content

Havestudentsincludedsuffcientinformation
for theirreader?

logically?
organized
theirparagraphs
OrganirationHavestudents

D{'cs

Have
ideas
students
usedtext-building
to helptheirreader?

I can write a website recommendation.

Studentstick on my own if their recommendationfollows the
paragraphorder in exercisez, and they have usedtext-building
ideas.They can tick with somehelpif they have iookedoccasionally
at exercises
z and 3.
Early finishers
and underiineany
Studentsreviewtheir recommendations
informationthev would add or cut.

Additionalmaterial
www.oup.com/elt/result for extra practiceactivities
www.oup.com/elt/teacher/resultfor extra teacherresources

4 Readthe instructions and direct studentsto the mind map.

StudentsreadA travel recommendation
carefully and do the
activity. Put studentsinto pairs to compareanswers.To check
answersas a class,go through eachof the words radiating
from the topic, in a clockwisedirection.
Ask studentswhv the writer didn't include all the information.

lll

T114

Warmer
Remember the situations
Write lessonsA-D How to titles on the board:A ...give and ask
about directions,B ... talk about holidayaccommodation,C ...give
healthadvice,D ...give extra information.Saysentencesr-ro below
for studentsto call out the lessonletter.
t Youshouldn'tdrink a lot of cofree.z Canyou teII me whereChapel
Streetis? 3 Haveyour breakfastbroughtto your room. 4 Youought
to washyour handsbeforeeating meals.5 Do you know whereM1II
Lane is? 6 It wasfive yearsaga,whenI was living in Scotland.7 Have
your valuablesput in the hotelsafe. 8 Theystoppedthe driver,who
wasspeeding.9 Haveyour clotheswashedand ironedovernight.
to Canyou teIIme whetherthere'sa taxi rank near here?
1 C 2A

3B 4C 5 A 6 D

7B 8D

9B 10A

1[ Grammar
Indirect questions 11Aexercise9

Warm-up: Booksclosed.Copythe words for item r onto the board

for studentsto do in pairs.
Set-up:Remind students to add the question mark at the end of
each question.
2 Do you know where platform four is?
3 Canyou tell me if there'sa bank near here?
4 Do you know whether the shopsare opentomorrow?
Follow-up:Studentswrite four more jumbled sentencesfor
questionsabout placesnear their school.They swap with another
student. They write the questionsand answersand return papers.
2

to have somethingdone 118exercise8

Warm-up: Booksclosed.Ask studentsto write down the things

that they rememberabout what you can have done at the Hotel
Paris.Studentscomparein pairs before checkingon >) p.1o9
exercisero.
Set-up:Do the exampleas a classand checkstudentsunderstand
why the verb form (haven't+ had)is in the past tense.
2 have my hair cut 3 having my photographtaken
4 to have my nails cut 5 had my breakfastserved
Follow-up:Studentschangethe sentenceswhich are true for them
They readtheir sentencesin small groupsfor the others to guess
the false sentence.
3

have to, need to, should.,ought to llC exercise13

Warm-up:Ask studentsto think about the type of things they have

to, needto, should,and ought to do beforemaking a trip to Ethiopia.
Set-up:Go through the example as a class.
2 have 3 have 4 should 5 need 6 should 7 ought
Follow-up:Studentswrite fi.vethings peoplehaveto, needto, should,
and ought to do when travelling to their country.
4

Non-defining relative clauses lLD exercise8

Warm-up:Write the following words on the board: Tbrkey,was,as,

I, where,working, a, in met, Annie,teacher.Students put the words in
order to make a sentence.
Set-up:Ask studentsto checktheir answer to the jumbled sentence
activity.

T115nll

2 I shareda flat with John,who was from Portsmouth.

3 We lived in lzmir, which is on the west coastof Turkey.
4 I left Ttrrkeytwo years later, when my contract finished.
Follow-up:Studentswrite four sentencesabout themselvesand
swap with a partner. They ask each other for more information
and then rewrite the sentencesusing non-defining relative clauses

!
5

Vocabulary
The street 11Aexercise2

Warm-up: Draw a simple plan of a placenear to where you are

now on the board.Elicit directions from the class.
Set-up:Checkstudents understandthe symbols on the map.
2 bridge 3 canal 4 path 5 park 6 rank
7 roads 8 street 9 roundabout
Follow-up:Ask students,in pairs,to draw an imaginary plan of a
very small town. They should mark the tourist information offce,
and the names of five other places.They swap with another pair
and ask for and give directionsto the placesmarked on their maps
6

Describing holiday accommodation 118exercise2

Warm-up: Tell studentsto imagine that they stayedin a fantastic

hotel last month. Seta short time limit for them to write
adjectivesthey could use to describeit to a friend. Direct them to
Accommodationadjectiveson >>p.1o8to check.
Set-up:Ask studentsto readthe nouns in the secondcolumn and
checkvocabulary as necessary.
3b 4h

5a 6c

7f

8e

Follow-up:In pairs, students make a similar exercisefor another

pair, basedon FishHead Inn on >>p.ro8.
7

Health and travel l1Cexercise3

Warm-up: Studentswrite a list of all the things they have to do

beforethey go on holiday to an exotic place.
Set-up:Do the examplewith the class.
medicalinsurance tap water localfoods sun block flrst aid
kit insectrepellent mosquitonet
Follow-up:Studentswrite five piecesof advice as True/False
sentencesfor a placethey know. Their partner readsthem and
guessesthefalse fact.
8

Travel problems llD exercise1

Warm-up:Write the following verbs on the board: run out, miss,

Iose,get, and have.Set a short time limit for studentsto write
phrasesassociatedwith travel problems.Direct them to >>p.rrz
to compare.
Set-up:Ask studentsto readthe passageand say what tense the
verbs should be in. (Thepast)
2 missed 3 ran out 4 got 5 missed 6 lost
Follow-up:In pairs, studentswrite a similar gap-fill exerciseand
swap with another pair.
Early finlshers
Studentswrite five sentencesusing the verb phrasesassociated
with travel problemson >>p.r12.They write a translation of eaci^.
sentence.

How to explain your point of view

. r

Orientation
lontext
,:. this lesson,students practise using linkers to express causes,
::sults, and purposes of actions.
1e two illustrated stories were both written by Nigerian authors.
- rey tell the tales of how one person was judged to have been
-rnecessarily wronged by another. Both stories end with a moral.
Culture note
::,glish speakerstend to stretch sounds in words to keep the floor
'.'henthey speak.Doing this gives them time to think and signals
::.at they haven't finished speaking. Everyone involved in the same
,:nversation respectsthis convention, and they would be unlikely
:: interrupt the speaker.This convention might be different for
.:eakers of other languages.(SeePronunciationbeiow.)

words:ongry,check,complain,download,email,hungry,
lazy,market,neighbours,
povement,private,rubbishbin,
smell,steol,stupid,tap water,trick,valuable,videocamero,
villoge
phrases:
wireIessinternetconnection
linkers:after that,fnally, however

Pronunciation keepingyourturn
12A.3
End product
-r Put it all together,students discusstheir points of view on
:ifferent situations in pairs or small groups.They indicate when
:rey need time to think to avoid being interrupted or losing their
:lrn in the conversation.

Preparation
i.ead both stories on >> p.rr6 so you can monitor and help
;:udents as they do the jigsaw reading activities in exercisesz-4.
:amiliarize yourself with Is it stealing?on >> p.r3z for Put it aII
:cAether.Take dictionaries to class.

Warmer
lhoose one of the situations in Is it stealing2 or think of another
:cntemporary discussionpoint. Write the situation on the board
ind draw two columns, one for points in agreement and the other
:cr points against. Put students into pairs and set a short time
-:mit for them to think of arguments for and against. Elicit ideas
around the class.
'i'lrite
How to explain your point of view on the board.

Readand follow

Direct studentsto the photoson >>p.rr6 and elicit suggestions

of what the storiesmight be about.Write ideason the board
and check any new vocabulary as necessary.Do not comment
on answersat this stage.
2 Put studentsinto A/B pairs.Readthe instructions and check
vocabularyin the story titles. Monitor and help as necessary.
Checkanswersas a class.
The BreadSeller'sTrick: breadseller,meat seller,other sellers
The Smellof Soup:poorwoman,rich woman,chief
3

opinion....

Recycled
language

(inorder) to,so
Focus
grammar because,
focusphrases opinion phrases
: I think...,I don'tthink...,Tome..., ln my

words:
deserve,
dishonest,
afford,basket,
belong,
bushes,
punish,
hiding,
moral,ploce,
selfsh,
seller,
shadow,
stick,
support
phrases:
identifcation collar,wondered

_ :i ::::

In this section,studentsuse key words to focus on the actionsof

the main charactersin a story.

ianguage

Recognition
vocabulary

*-. : :a';,-,1
'-- l -,l

Direct studentsto the box and checkvocabulary.Go through

the instructions and direct studentsto the box to completethe
information about the story they read.Encouragestudentsto
checkimportant vocabularyin their dictionariesand monitor
and help as necessary.
Extra hdp
Put studentswho have readthe samestoriesinto pairs to
compareanswers.
Ask studentsto usetheir notesto tell their partner about the
story they read.Remindthem that they can askfor clarification
or spellingbeforethey write the notesin the box. Ask students
to comparetheir information at the end of the activity before
you go over answers.
The BreadSeller'sTrick
2ndwoman: meat seller 2nd woman'saction:took somebread
lst woman'sresponse:
askedfor somemeat final result:other
sellersdecidedbreadsellerdidn't deserveto be paid
The Smellof Soup
2nd woman: rich lst woman'saction:askedfor somesoup
lst woman'sresponse:
stayedto enjoythe smellof the soup
2ndwoman'sresponse:
went to the chiefto complain

5 Ask studentsto readquestionsr-3 and checkvocabulary.Put

them into pairs to discussthe questionsand monitor and help
studentsexpresstheir ideasas necessary.
Ask for volunteersto
give their opinions and give reasons.Monitor and listen to see
if students use so,because,and in order to. Do not overcorrect
for accuracyat this point as using linkers is the focus of the
next section.
Bring the classtogetherand askfor volunteersto give answers.
Encouragestudentsto comment on eachother'sopinions.
Students'ownanswers.
lxtra activity
Ask studentsto readthe other story again and to guessthe
meaning of three new words.They comparewith a partner
and can checkin a dictionary ifthey have difierent ideas.
$<tra plus
Ask studentsto tell the classabout similar storiesin their
culture or country.Ask them to saywhy they think stories
with morals were written. (Toentertainor to teachpeople)Do
not.overcorrectfor accuracy,but help studentsget their ideas
across.

T116

(in order)to
Grammtt so,because,

Go through the activity as a class.Direct studentsto the two

boxesand the titles of the columns.Readthe sentencesand
elicit or point out that the causeand resulfclausescan vary
in position. Checkstudentsunderstand that in orderis often
omitted if it is easily understoodin the context.
Readthe rules,pausing at eachblank to elicit answers.
2 so 3 (in order)to
Readthe instructions and go through the first few sentences
in the first story with the class.Monitor and help as necessary.
Go through the remainder of the storiesto checkstudents have
noticed the clauses.Help with new vocabulary as necessary.
Readthe instructions and go through the exampleto
demonstratethe activity. Elicit one or two more examplesfrom
the information in item y e.g.I didn't sleepweIIso I'm going
home.I want to go home becauseI needto rest Monitor and
help as necessaryas students continue individually. Ask for
volunteersto give answers.
2I passedthe examsso I'm happy.I'm happybecauseI passed
the exams.I'm happy so I'm going out. I'm going out (in
order)to celebrate.etc.
3I'm running becauseI'm late.I'm late so I'm running. I'm
running to catchthe bus.etc.
lxtra help
Write these sentencestemson the board for studentsto
complete:I'm studying English...;fve got a ...;I don't like ...;I've
neverbeento ...;I want to go to ...
Extra activity
Ask studentsto write sentencesabout two or three things
they did yesterdayand why they did them (similar to the ones
in exercise8).Put students into pairs to swap sentencesand
and (in order)to.
to write longer sentencesusing so,because,
Studentsswap sentencesagain for their partner to check.

points of view
C Listen for
In this section,studentslisten to conversationsfor gist and to
identify strategiesfor keepingtheir turn.
12A.1
Readthe instructions and checkvocabulary as necessary.
Ask studentswhat words they will listen for. (Thenamesof the
phrases.)Playthe
people,and if Sergeusesagreeingor disagreeing
audio,pausing occasionallyfor studentsto make notes.Play
the audio a secondtime if necessary.Elicit answers around the
classand help students expresstheir ideas.Direct studentsto
readthe audio script and checkvocabulary as necessary.
Luciathinks the rich woman is selfish;the chief is very
clever;stealinga smell is stupid.Sergeagreeswith her.
10 124.2Readthe instructlons and play the audio.Elicit the topic
of conversation (using other people'sInternet connections)and
help studentsexpresstheir ideas.Play the audio a secondtime
for studentsto follow the conversation.
11 Put studentsinto pairs to discussSergeand Lucias opinions.
Monitor and help students get their ideasacrossif necessary,
Ask the classifthe speakersagreefYes,they do.)and elicit
reasonsthey give to explain their point of view. Ask students
to say what they think and to give their reasons.

Extra activity
Studentstake turns to read the parts of Sergeand Luciain
conversationsin audio scriptsl2A.'land 12A.2.Monitor and eive
positive feedback.

t2 12A.3Readthe instructions,the example sentences,and rules a

and b to checkstudentsunderstand the activity. Play the audio,
Put students into pairs to compareideasbeforegoing over
the answer fal with the class.Play the audio a secondtime if
necessary,and ask studentsifthey do this in their language.
13 Play the audio,pausing after eachsentencefor studentsto
repeatthe phrases.Give extra practiceif necessary.
Ertra help
Put these simple sentencehalves in jumbled order on the
board:I think she'svery/ very beautiful;I think he'svery/ very
clever;Shesaw the/ the basket;It's like ehm/ readingsomeone
else'sbook;5heshouldpay or / ar at leastapologize.Nominate
studentsto match the halves,encouragingthem to make
the sound of the last word in the first part Iongerto give
themselvestime to think.
14 Readthe instructions and direct studentsto audio scripts 124.1
and 124.2on >>p.r58to find and underline the sentenceswhich
give opinions.Checkanswersas a class.
lxtra activity
Put students into pairs and ask them to talk about the stories
using their notes in exercise3. Encouragethem to use each
opinion phraseonce.

ABC Put it all together

15 Direct studentsto Is it stealing?on >>p.r3z.Ask them to read
situations r-ro and checkvocabulary.Tell studentsto decide
their answersto the questions.Monitor and help as necessary.
Put students into pairs or small groupsto discusseach
situation and explain the reasonsfor their points of view
Student performance
Studentsshould be ableto expresstheir opinions.
You can use this checklistto monitor and give feedbackor to assess
students'performance.

to keeptheirturnwhen
Dostudents
usestrategies
necessarv?
exercise
13
Dostudents
usea variety
of connectors
to explain
reasons?
8
exercise
I can explain my point of view.
Studentstick on my own if they have given an explanation for
eachpoint of view. They tick with somehelpif they explainedtheir
point of view for someof the situations.
Early finishers
Studentsrank the situations in terms of their seriousnessand
comparewith a partner.

Additionalmaterial
www.oup.com/elt/result
for extrapracticeactivities
www.oup.com/eltlteacherlresultfor extrateacherresources

T117lZA

How to talk about hopesand wishes

::ir]:r-:i*#
Orientation

lontext
:, this lesson,students practise using wish, hope, andbe gladto
-:-k about and compare their feelings.

l:.e three children s drawings in Three Lllishesillustrate wishes

--3. The cartoon sfory, Desert Island loke, tells the tale of two
:ripwrecked men, Lofty and Shorty. They find a bottle containing a
::nie, who grants them three wishes.

a5

Focus
grammar wish
Focus
words
wish,hope,beglad
Focus
phrases lwishldidn't...,lwish
she...
words:coconut,
island,
delighted,
disappeared,
desert
peoce,
monkey,
upset,
war
signal,stuck,
fghting,genie,
phrases:
a milliondollars,
drive(sbd)
crozy

Recycled
tanguage

words:borrowed,bottle,probably
Btammarcan,could,beobleto; haveto, hodto; conditionals

2 wish 3 glad
Direct studentsto the box and checkvocabulary.Give students
time to think beforeputting them into pairs to tell a partner.
Monitor and comment on interesting ideas,or hopesand
wishes you share.Ask for volunteersto tell the classabout a
partner and listen for the use of the past tense after wish.Do
not overcorlectfor accuracyat this stage,as this will be the
focus of the grammar section.

language note
l:.is lesson deals with present wishes rather than regrets about
::,rngs in the past. It is not necessaryto discusstense changes,e.g,
,r'ishI hadn't done that, as this wi]l be studied in the next level.

lnd product
'.:.
Put it all together, students ask and answer about their hopes,
."-:shes,
and feelings about possessionsand actions. They have
::eviously prepared a grid of topics to talk about.

Extra activlty
Studentsmake more sentencesabout the topicson the board
from the Warmet

!
4

Direct studentsto DesertIslandlohe on >>p.rr8.Ask them to

look at the pictures and say what they think the story is about.
Point out the names of the charactersin the first picture. Put
studentsinto pairs to compareideas.Elicit suggestionsaround
the classbut do not comment at thls stage.

Readthe instructions and ask studentsto read sentencesr-7

and checkvocabulary.Go through the exampleto demonstrate
the activity. Ask students why lofty probably said this. (Because
he doesn'tlike Shorty'sguitar playing) Monitor and help as
necessaryas studentscontinue individually. Put studentsinto
pairs to compareanswersbeforeasking around the class.Do
not comment at this stageas studentswill listen to check.

-:ck at Wishbox on >>p.r33so you arefamiliar with exerciser7.

i;:tIe Unhappyl on the board. Put students into small groups to

:*.akea list of things people tend to want to change, now, or in
::.e future.
::-ng the classtogether and brainstorm a list of topics on the
::ard. Check vocabulary as necessary.
,'irrte How to talk about hooes and wishes on the board.

tisten and predict

In this section,studentsare guided,stageby stage,to predict the

content of a joke.

Preparation
Warmer

D _t ct

Go through the exerciseas a class.Ask studentsto read

definitions r-3 and checkvocabulary.Go through the first item
as a classand ask studentsabout the other def,nitions.

Pronunciation contrastive
128.4-5
stress

.',:sh,hope, and be glad share similar meanings but are used

:.ferently. The tense change with wish doesn't occur with hope or
:: llad. Hope is normally used with will future or present tenses.
is an adjective.
'.:d

Direct students Io ThreeWisheson >>p.rr8 to match the

picturesand the text. Ask studentsto comparein pairs and
to say which words helpedthem choosea picture. Nominate
students to give answers and explain which words helped
them guess.Checkvocabularyas necessary.
Ask studentsif they think these are typical children'swishes.
Encouragethem to respondto other students'commentsand
help them expresstheir ideas.

lanSuaSe

Recognition
vncabulary

Vocabulary wish,

Teaddng tip
Studentsoften understandindividual words in a listening text,
but not the overall meaning.Focusingon what the characters
might saybeforelistening helpsstudentsunderstandthe
biggerpicture.
5 l2B.lTell studentsthat they will listen to the joke in three parts
and not to worry about words they don't understand. Play the
audio with the fust part of the joke, pausing for students to
checktheir answersto exercise5.
Direct students to look at the picture again and elicit
predictions for the next part. Write notes on the board and take
a vote on the different predictions.
2 S (he lookshappy playing his guitar) 3 L (he'sunhappy and
w antstol eavethei sl and)
4both 5S 6L 7S

Ttl8

128.2PIaypart z of the joke for studentsto checktheir

predictions.Pauseoccasionallyfor studentsto look at the
suggestionson the board.Ask studentsto predict how the joke
ends,but do not comment at this stage.
128.3Play the audio for studentsto checktheir predictions.Give
positive feedbackby pointing out that understandingjokes in
another languageis a dificult task. Ask for a show of hands
to seewho thinks the joke is funny. Askwhy/why not and help
students expresstheir ideasas necessary.

C Grammat wish
9

Readthe instructions and direct students to audio scripts l2B.l3 on >>p.r58-59 and underline examplesof wish.
I wish I was somewherefar away. (verb)
I'll give you three wishes.(noun)

lO Do the exerciseas a class.Write I un'shI had a new guitar. onthe

board and go through items r-3 to establishthe meaning and
use of wish.
t hasn't 2 now 3 present
11 Direct studentsto the grammar box, and the f,rst sentence
in both columns.Point out that after wish we can use wds or
werebut that most speakersuse wcs.Studentscompletethe
sentencesin pairs. Monitor and help as necessary.As you
go over answerswith the class,draw students' attention to
the use of the past tense for wish in positive and negative
sentences,and the changein the modal can andwill.
real situation: I work in a shop. They won't/don't listen to me.
wish: I wish I had a car. I wish I could speakGerman.
t2 Ask studentsto read conversationsr-5 and checkvocabulary.
Go through the examplewith the classto demonstratethe
activity. Monitor and help as students continue individually.
Ask studentsto comparein pairs before going over answers
as a class.To checkanswers,ask for pairs to volunteer to
read their conversations.The classlistens to decideif the
conversationsmake sense.Give extra practice if necessary^
Direct studentsto the sentencesin exercisez and elicit or point
out that there is no change in tense after hope and be glad.
2 had/didn't have 3 could/could
4 was (were)/wasn't(weren't) 5 would/would
lxtra hdp
Ask studentsto write a true sentencefor themselvesabout
eachof the topics in exerciserz. They tell a partner and seeif
they share any of the samewishes (positive or negative).

Extra help
Saythe first line of eachconversationfor students to read B
Iines as a class.
Extra activity
Put students into pairs to practisethe conversations.Studer,
swap roles.
15 Readthe instructions and ask for two volunteersto read the
exampleto demonstratethe activity. Remind studentsto use
wish,hope,and be glad.Monitor and give positive feedback
when students use contrastive stressclearly.
Extra help
Studentschangepartners and repeatthe activity.
Extra plus
Studentschangepartners and talk about three hopesand
wishes from memorv.

i:.BCD Put it all together

17 Direct studentsto Wishbox on >>p.r33and read the
instructions to checkstudents understand the activity. Ask
studentsto completethe sentencesabout themselvesand
transfer the key words into the box. Monitor and help with
ideas as necessary.
18 Write or elicit an example conversation,e.g.A Oh, haveyou
got a motorbike?B No,but I wishI had one.A ReaIIy?I'm glad .
haven'tgot one!B Why?...Put students into pairs to continue
the activity.
Student performance
Studentsshould be able have a short conversationexpressing
contrast.
You can use this checklist to monitor and give feedbackor to ass.
students'performance.
Dostudents
talkaboutmostofthetopics?
3
exercise
Dostudents
usea varietyof wordsforwishes?
1
exercise
Dostudents
try to usecontrastive
stress?
16
exercise
I can talk about hopes and wishes.
Studentstick on my own if they have talked about some of the
topics without looking at the grammar box in exerciserr. They
tick yith somehelpif they have looked at the grammar box
occasionally.
Early finishers
Studentshave a imaginary conversationbetween lofty and Shc
using the pictureson >>p.rr8.

p Pronunciation contrastive stress

13 128.4Readthe instructions and the example conversation.Play
the audio and elicit or explain that B stressesI and didn't to
show that shethinks the opposite.Point out the title of the
section heading.Ask studentsto read B'sparts and play the
audio a secondtime.
t4 Go through the instructions and direct studentsback to B's
Iines in exerciserz. Do the f,rst one as a classto demonstrate
the activity. Explain that students look frst at what A said, so
they can find the contrast.Ask studentsto comparein pairs.
l5 128.5Direct studentsto audio script 128.5on >>p.159and play
the audio for students to listen and check.Play the audio a
secondtime, pausing as necessaryfor studentsto repeat.Give
extra practice as necessary.

T119128

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for extrapracticeactivities
www.oup.comleltlteacheilresultfor extra teacherresources

How to describethe plot of a story

Orientation
lontext
-:. this lesson,students will practise using -ing and -ed clausesto
:.-k about stories they have read or seen in f,lms.
.;.e BookshelfDetectiveiists questions we could ask about people's
::okshelves in order to flnd out a little about the person.

fl Readplot
In this section,studentsuse illustrations and their general
knowledgeto guesswhat novelsmight be about beforethey read
for detail.
1

Direct studentsto TheBookshelf

Detectiveon >>p.rzo.Ask
them to readthe first sentenceand questionsr-ro and say
where they think they would flnd this text. In a dictionary,
an encyclopaedia,
or a magazine?(Magazine.)Askstudentsto
answer questionsr-ro with the help of their dictionary.
Put studentsinto pairs to ask and answer.Monitor
and encouragethem to give examplesand join in their
conversations.

Readthe instructions and the exampleto demonstratethe

activity. Ask studentsto saywhat they think their partner's
bookssay about them. Ask for volunteersor nominate students
to tell the classabout their partner.

Gothrough the instructions with the class.Direct students

ta AntiqueBookCoverson >>p.r2o and elicit or explain the
meaning of antique.Ask around the classfor suggestionsabout
eachof the storiesand help with vocabularyas necessary.
Ask studentsto readquestionsr-3. Studentscontinuethe
activity in pairs.Monitor and help as necessary.Go through
eachof the booksin turns, eliciting answersto questionsr-3.
Do not comment on answersat this stagebut help students
with pronunciation.

-:.e book covers,a-d, in Antique Book Coversare well-known or

'.nous genres.Texts 1-4 contain the back cover blurb for each of
::.e books.
lJrguage

Focus
grammar -ing and-edclauses:Theman wosa hunterlivingin Africa.,
Thepassenger
wasa womancolledMolly.

Focus
words

action,adventure,bestsellers,booksh
elf,chorocter,
collections,
covers,
mystery,
fontasy,
fction,genre,horror,
manuals,
plot,romance,
organized,
setting,sets,
western

Recognition
vocabulary

words alley,antique,opproach,attacked,chorming,
civilization, compete,demon, diomonds,dictatorshi
p, expert,
razor,
ferce, hunter,lndians,ivory,mines,neighbourhood,
rescue,
similar,skilful,suspect,
violent,wagons,
trail,treasure,
warnors
phrases:codemessage,
heartof Africa,killervirus,shapeof
thingsto come,widevariety

Recycled
hnguage

journey,
ottroctive,
borber's,
boker,
clues,
desert,
dreoms,
king,
passenger,
mountai
ns,murderer,
perho
ps,predrctions,
owner,
wstv

Pronunciation wellandanywayl2C.2
ind product
'.:.
Put it all together, students describe the genre, setting, character,
.:.d plot of a story they know Their description is based on audio
;::ipt l2C.l.

Preparation
::ad the Extraactivityafter exerciser3.Think aboutclassroom
::ganizationif you'dlike studentsto do the Put it all together
::rivity in groups.Takedictionariesto class.

Warmer
',';rite

a list of the following types of books on the board:

;'itobiography, cookery book, encyclopaedia,computer manual, and
-:vel. Ask students to choose one to take with them on a long train
:-rrney. Elicit suggestionsaround the class,encouraging students
:: explain why they chose that particular book. If students chose
. rovel, ask them about the types of stories they prefer to read.
i;:1te How to describethe plot of a story on the board.

TheCoveredWagon:Indian, love,wagon,western
SweeneyTodd:barber,murderer,murder mystery,razor
KingSolomon's
Mines:adventure,diamonds,hunter,ivory,
treasure.war. warriors
TheShapeof Thingsto Come:dictatorship,
killer, science
fiction,virus
Seta short time iimit of about three or four minutes for
studentsto match the booksand coversto checktheir guesses
in exercise3. Tell studentsto usetheir dictionariesto help with
vocabulary but only if they can't guessthe meaningsof words.
1c 2b

3d 4a

Ask studentsto read sentencesr-8 and checkvocabulary

as necessary.Go through the exampletogether and remind
studentsto use key words in the questionto help them locate
the story and information in texts r-4. Monitor and help as
studentscontinue individually, checkingthat they use doesn't
say if there is no information in the text..
Ask volunteersfor answersand seeifthe classagreesbefore
giving feedback.Encouragestudentsto give reasonsfor their
answers.
2 Doesn'tsay. 3 True. 4 True. 5 True. 6 Doesn'tsay.
7 False. 8 Doesn'tsay.
Put studentsinto pairs to tell a partner which one they would
Iike to read and why. Ask for a show of hands to seewhich
book is most and leastpopular with the class.

T120

Gramnat -ing and -ed clauses

Direct studentsto sentencesr-5 and checkvocabulary.Read

the instructions and go through the flrst item to demonstrate
the activity. Monitor and help as necessary.
Ask for volunteers
to readout the completesentencesto checkanswers..
2 They seecustomersgoing into his shop,but nobodycan
rememberseeingthem comeout. 3 This book,written in 1933,
is full of predictions... 4 Sheis a pretty passengercalledMolly.
5 Allan Quartermainis an Englishhunter living in Africa.
Direct studentsto the grammar box and readthe example
sentencescolumn by column.Elicit or explain that the subject
of eachclausemust be the samebeforewe can join the clauses
to make a longersentence.
Ask studentsto look at sentencesr-5 below the box and
checkvocabulary.Go through item r togetherto checkthey
understandthe activity. Remindstudentsthat an -edclause
includesany past participle,e.g.taken.Monitor and help as
students continue individually. Ask students to comparein
pairs beforenominating individuals to give answers.
2 He seesa thief stealingthe diamonds. 3 He finds a box
coveredin gold. 4 It's about a civilization destroyedby
war. 5 It's about two men flghting for survival.
lxtra plus
Ask studentsto make one sentencefor eachofthese pairs of
t TwowagonsleaveKansas.
sentencesf.rom AntiqueBookCovers:
Theyare headingwest.z Thecharmingcaptaindrivesa wagon.
He is calledSam.3 Theirjourney is dangerous.It includeslots
by a man.He is
of dangers.4 AIIanQuartermainis approached
calledHenry Curtis.
lrtra actlvity
Studentswrite five sentencesabout booksthey have reador
songsthey like, starting with ltis about .... Monitor and help as
necessary.Put studentsinto pairs to tell a partner.

plot description
C Listento a
In this section,studentslisten to a descriptionof a plot for gist and
detail.
9 l2C.lReadthe instructions and play the audio.Put students
into pairs to answerthe questions.Ask if anybodyknows the
title and who has read it (or seenit - it was made into a film
bythe samename).

Pronunciation well and anway

on )> p.r59to underline

12 Direct studentsto audio script 12C.1
examplesof well and anyway-Readmeaningsa and b to the
classand go through the examplesin the audio script to guide
studentsto the use of eachword in a conversation.Playthe
audio again for studentsto focus on the use of the two words.
a anyway b well
13 12C.2
Readthe instructions and explain that well and anyway
are said in a high voiceso the listener can tell what the speake:
is going to do.Playthe audio,pausingafter eachsentencefor
studentsto repeat.Encouragestudentsto use a high voiceby
pointing upwards.Giveextra practiceas necessary.
Extra activity
Get studentsto producea classdo-it-yourself
murder mystery.
Ask them to take a pieceof paperand to write the information
you ask them to (seebelow).After they have written each
answer,they fold the paperand passit on. When they have
finished,they openthe papel readthe whole story and give
it a title. They then readit to the class,using weil and anyway.
The classvoteson the best story.
Information; a murdermysterysetin ...;a bodyisfound lying ...;
there'sa message
nearbywhichsays...;cluesleadthe detectiveto
...;the detectivemeetsan attractive...;the hilleris ...

li{BCD Put it all together

14 Readthe instructions and tell studentsthat the story can be
a book or a film. Ask them to make notesand remind them to
use -fng or -edclausesin their notes.Give studentssometime
to rehearseby whispering or mumbling to themselves.
15 Put studentsinto pairs or small groupsto tell their stories.Ask
them to say if they knew the story and if they would like to
seethe film or readthe book.
Student performance
Studentsshouldbe ableto give a short descriptionusing
compoundsentences.
You can use this checklistto monitor and give feedbackor to assess
students'performance.
Dostudents
talkaboutallthetopics?exercise
11
usewelloranyway
appropriately?
Dostudents
exercise
13

TheDa VinciCodeby Dan Brown.

10 Go through the instructions and ask studentsto write notes
to seewhat they can remember.PIaythe audio a secondtime,
pausingoccasionallyfor studentsto checktheir notes.Elicit
answersaround the class.
genre:murder mystery,adventurestory set in: mainiy Paris
characters:RobertLangdon,languageexpert and Sophie,the
daughterofthe deadman start ofthe story:a deadbody is
found in a museum,he has a messagein codeon his back
ll

Put studentsinto pairs to talk about what elsethey can

remember.Remindstudentsthat they can make words sound
longerto show that they havent finished speakingand to give
them a little more time to think. Ask for volunteersto tell the
classand give positive feedbackin general.

T121t2C

I can describethe plot of a story.

Studentstick on my own if they have told their story without a lot
of pauses.They can tick unthsomehelpif they have pauseda lot of
times while they have thought about what to say next.
Early finishers
Studentstell their storiesagain without using their notes.

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r,ffar,:..

How to talk about important decisions

Orientation
lcntext
,:. this lesson,students use the 3rd conditional to talk about
.::ions and decisionsln the past.
:.e artlcle, ExtremeDecisions,describessix different situations in
','rich people have been forced to make very difficult decisions.
.:e photo reflects the seriousnessofthe situation in the first story
:.e illustrated maze,Karen'sLtfe Map, shows various things she
r.:ght have done in her life had she made a different decision at
.:ch point.

fl Readfordetail
In this section,studentsread short storiesfor gist and detail.
1

Readthe decisionswith the classand checkvocabulary.Ask

studentsto orderthe decisionsfrom easyto difficu]t. Monitor
and elicit reasons.Put studentsinto pairs to compareand ask
for volunteersto tell the classabout their partner.

Direct studentsto ExtremeDecisions

on >>p.r22and the
illustration next to the title. Elicit or give one or two examples
of extreme decisionsand point to the picture in the article.
Ask studentsto read sentencesa-f and checkvocabulary.Seta
time limit of about three or four minutes for studentsto do the
matching activity. Monitor and help as necessary,encouraging
studentsto guessnew vocabularyand to scanfor key wordsin
the statementsand stories.Ask for volunteersto give answers
and seeifthe classagreesbeforegiving feedback.

-anguage

Focus
grammar 3rdconditional:
lf Neilhadstayedwithhim,hewouldhave
diedtoo.
Recognition
vocabulary

words:decide,innocent,prisoner
phrases:
go straightto
breaka promise,
donethesame,
university,
keepquietabout sth,methodof survivol,movie
playa part, takeayear off
business,

Recycled
ianguaSe

words:arrested,appear0nce,daughter,happened,husband,
parent,prison,probably,secretary,
shot,whether
ohrases:
bein a lot oftrouble
Pronunciation wouldhave,r ,. .1i, 12D.1
Language note
. .;touldhave can also be said l'd have ,..'. '...
!nd product
'.:.
Put it aII together,students talk about decisionsthey have made
.:. their lives, and what would have happened if they had made a
:-fferent decision.The activity is based on audio script 12D.2.

b2

b6
4

-.sk students to choose a decision and to make notes on the

::-lowing: the situation, their decision,whether or not they'd made
.:.e right decision and why/why not. Put students into pairs to tel1
.:.eir partner about their decision.Ask for volunteers to tell the
:-assabout thelr partner.
'.','rite
How to talk about important decisionson the board.

c5 d1 e4 f3

Put studentsinto pairsto discussthe questions.

Monitor and
help them get their ideasacross.Encouragestudentsto use
phrasesfor giving an opinionfrom lessonrzA.Bringthe class
togetherfor volunteersto sharetheir opinionswith the class.
Extra activity
Tellstudentsto chooseonenew word in eachstoryand to
guessthe meaning.Theycompareideaswith a partnerbefore
checkingin a dictionary.

, r.ink about classroom organization if you want students to do the

..-tt it all together activity in exerciser5 in groups.Take dlctionaries
: : c lass.

l.-Ltstudents into small groups to think about the decisionsthey

: ave made so far today, e.g.what to wear, how to walk, what to
=at.Elicit examples around the class.

e1 f5

3 Readsentencesa-fwith the class,checkingvocabulary

as necessary.Go through the first item with the classto
demonstratethe activity. Monitor and help as students
continue individually. Ask studentsto comparetheir answers
in pairs beforeeliciting answersaround the class.Do not focus
on the form of the 3rd conditional at this stageas this will be
donein the next section.

Preparation

Warmer

c6 d4

Grammar 3rd conditional

Direct students to the sentencein the grammar box and write
it on the board. Go through questions 1-5 as a class.Use the
sentenceon the board to highlight the verb tenses in r/ and
main clause.
1 N o . 2 Y e s . 3 T h e p a s t . 4 A n i m a g r n e dr e s ; . '5 a r/+ past perfect b would + presentpe:fec:
Ask students to read sentencesr-6 and check vocabulary as
necessary.Go through the first example with the class and put
students into pairs to continue the activity. Remind students
they can use their dictionaries or lrregular verbson >>p.148.
Monitor and help as necessary.
To check answers, ask for volunteers to read the full sentences
and check the class agreesbefore giving feedback.
2 had. been 3 said,have 4 would, hadn't
5 have.had 6 hadn't. would

T122

Ask studentsto read sentencesr-3 and checkvocabulary.

Monitor and encouragestudentsto ask for help if necessary
as they continue the exercise.Ask different volunteersto tell
the classabout their schooldays and seeif anyone had similar
experiences.
Readthe instructions and go through the example to check
students understand the activity. Elicit a secondexample for
the oppositesituation, e.g.If I had beengood at maths,I would
havepassedthe exams.Monitor and checkfor accurateuse of
the negative.
Extra activity
Studentsswap sentencesand checkeachother'swork for
accuracy.
12DJReadthe instructions and play the audio,pausing after
each item for studentsto repeat.Monitor and checkstudents
run the words together,and give extra practice as necessary.
Ixtra help
Backchaindrill. Usethe sentenceI wouldhavedonethe same.
to help studentspractisepronouncingsayingwouldhave
iw:. ii:r', in context. T sameSSsameT the sameSSthe same
T donethe sameSSdone the sameT would have lwa Ce',rdane
the sameSSwould havedonethe sameT I would havedonethe
same.SSI would havedonethe same.Repeatthe activity, using
another sentencefrom exercise9, if necessary.
10 Readthe instructions and put students into pairs to talk about
ExtremeDecisions.
Monitor and help with for pronunciation if
necessarv.Ask for volunteersto sharetheir ideaswith the class.

13 Go through the instructions and read the example sentence.

Do the activity as a class,eliciting sentencesabout her
decisions.Monitor for accurateuse of the 3rd conditional.
Extra activity
Put studentsinto pairs to test a partner.StudentA pointsto r.
picture. Student B makes a sentenceabout what would have
happenedif shed done something differently. Studentsswap
roles.

,3C Put it all together

14 Go through the instructions and ask studentsto note three
or four important decisionsor moments in their life. Give
some examplesif necessary(a dificult exam,an accident,a
relationship).
Ask studentsto make a note of key words and to rehearse
using these to make sentencesabout how their life might have
been different.
15 Readthe instructions and put students into pairs or small
Broupsto talk what would have happenedif they d made the
oppositedecision.
Student performance
Studentsshould be ableto hypothesizeabout the past.
You can use this checklist to monitor and give feedbackor to asses
students'oerformance.
abouta varietyofdecisions?
Dostudentstalks
13
exercise

G
listen for detail
It
In this section,students listen to a descriptionand identify a route
in a diagram.
Teaching tip
Going through as many of the possibilitiesas possible,before
students listen to the audio,will help familiarize them with
some of the content of the text. This will give students a
greatersenseof achievementand help with overall listening
motivation.
U Direct studentsIo Karen'sLifeMap on >>p.r22and go through
the example.Set a short time limit to maintain paceas
students continue the activity in pairs. Elicit suggestions
around the classand ask studentsto explain their answers.
suggestions:was a successfulactress,left her job in the fiim
company,married Martin, etc.
12 12D.2Readthe instructions and check students understand the
activity. Play the audio,pausing occasionallyto give students
time to mark Karens route Ask studentsto comparein pairs
and play the audio a secondtime if necessary.
Elicit answers around the class,using sequencingadverbs,
e.g.first, next,then,afier that. Checkstudents agreebefore
giving feedbackand ask students to make correctionsto their
route if necessary.
travelledto America,met Martin, got married,movedto
LosAngeles,got a job in a fllm company,offereda part in a
movie,becamean actor

T12312D

Dostudents
try to pronounce
wouldhoveandwouldn't
hoveasoneword
whenappropriate?
exercise
9
I can talk about important decisions.
Studentstick on my own if they have talked about two or three
decisionswithout looking at the grammar box in exercise5.They
tick with somehelp if they looked at the grammar box more than
once.
Early finishers
Studentslook through the book and exchangeideasabout how
things would be different if they hadn't learnt certain grammar,
vocabulary or pronunciation, or read certain articles,etc.

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Orientation

funtext and Language

-:. this iesson,studentspractiseusing paragraphstructure to write
: story with a moral. Storymorals are often well-known sayingsor
:roverbswhich have been passedon from generationto generation
ind give somekind of adviceabout how peopleshouldbehave,e.g.
)on't bite the hand thatfeedsyou. Sayingsand proverbsare usually
:asedon collectivefolk-wisdom,e.g.An applea day keepsthe doctor
:eny, A watchedpot neverboils.

Ask studentsto coverthe story in exercise3. Seta short time

limit for students,in pairs,to add any key words and phrases
from the story.Give studentstime to look again at the story
beforeeliciting answersaround the class.
para 1: not strong,window frames,couldn'taffordto,
wantedto sell,wantedto move
para 2: upstairsnot used,decidedto rent,earn cash,
advertised,shavedhead,torn leatherjacket,brokennose,llke
a criminal
para 3:three monthslater,Hilary visited,housebeautiful,
window framespainted,Mick cutting grass

words:baby,bite,bed,bird,book,broken,
cover,
criminal,egg,
judge,lottery,nose,
politician,rooms,
enough,
hand,houses,
shaved,
surprised,
i rs,valuables
upsto
grammar:
because,
so,(inorder)to;
3rdconditional
words:bothwater,
basket,
corrupt, daughter,
fi lthy,honifed,
invest,stones,
torn,window
fromes
phrases:
oford to,couldn'tbelieve
hereyes,
cuttingthegrass,
goodcondition,
rent(it)out
for certain,

Readthe instructions and checkvocabularyin the stories.

Gothrough the first story with the classto demonstratethe
activity. Elicit or point out that the paragraphorder is the same
as that in A Heart oJGoId.Studentscontinue in pairs, using
dictionariesas necessary.
Elicit answersaround the class.
Monitor and help as studentscontinuewith the other story
outlines.Ask for volunteersto tell their ideasto the class.

Endproduct
-n Puf it all together,studentswrite a story with a moral. They
:eadtheir storiesto the groupfor othersto guessthe moral. Their
-,vritingis basedthe paragraphstructure in exercise5.

Suggestedanswers
1 Thewoman lost everything. 2 Thepolicefound that the
politicianwho had complainedwas corrupt. 3 He couldn't
flnd anotherjob.

Warmer
:licit or remind studentsof weather sayingsfrom lesson9A,
=.g.Redsky at night, sailor'sdelight.In pairs, studentsdiscussother
-.ayingsin their own language.Ask for volunteersto tell the class
aboutthe sayingsand what they mean.
iVrite How to write a story with a moral on the board.

fl Reada story with a moral

-r this section,studentsreadfor gist and detail in sayingsand a
-.hortstory.
I

Ask studentsto read sayingsr-6 and checkvocabulary.Go

through the instructions and the first example.Elicit or explain
that they shouldchoosea word which is connectedto the
topic ofthe sentence.Tell studentsthey will think about the
meaningin the next exercise.
Put studentsinto pairs and monitor and help as necessary.Ask
for volunteersto give answersand seeifthe classagrees.
2 hand 3 eggs 4 houses 5 baby 6 book
Readthrough questionsr and z beforeasking studentsto read
meaningsa-f. Checkvocabularyand go through the example.
Monitor and help as studentscontinue in pairs.Checkanswers
beforeasking studentsto tell the classabout sayingswith
similar meaningsin their language.
a6 b3

c 2 e4 f 5

Gothrough the instruction and direct studentsto A Heart of

Gold.Ask studentsto readthe story,ignoring new vocabuiary.
Studentscompareanswersin pairs beforecheckingas a class.
Encouragethem to explain why the moral matchesthe story
and help them get their ideasacross.

Think about paragraphstructure

AB Put it all together

7

Gothrough the instructions.Studentscompletethe activity in

pairs.Remindthem they can usethe story outlines in exercise
6, write a story for another moral in exerciser, or think of
another story to end with a moral from their own language.
8 Ask studentsto write their storiesbut remind them not to
include the moral at the end.Remindstudentsto use because,
so,and (in order)to to join clauses,and -ing and -edciauses
when the subjectof two short sentencesis the same.
9 Put studentsinto groupsto read and guessthe moral.
Studentperformance
Studentsshouldbe abieto write a detailednarrative with a moral.
You can use this checklistto monitor and give feedbackor to assess
students'performance.
Cont.rd

Havestudentsgivensuffcientdetailto explainthe events

ofthe storv?

Have
students
followed
theparagraph
structure?
',,,fi1''tl
(in
Havestudentsusedbecause,
so,and ordedto to link
0b(ogre'

Ugt{ffiiorl

clauses?

I can write a story with a moral.

Studentstick on my own if they can write their story without
lookingat the grammarareasin lessonsrzA and C beforejoining
clauses.They can tick with somehelpif they needto look at 12Aor
rzCagainbeforejoining clauses.
Early frnishers
Studentsreadtheir text againand checkgrammarand vocabulary.

Moral: 6 Neverjudgea bookby its cover.

Readsentencesr-5 with the classand checkvocabulary.Do
the examplewith the class.Monitor and help,encouraging
studentsto usetheir dictionariesonly when they needto.
Studentscompareanswersin pairs beforecheckingas a class.
2 ...shedecidedto rent it out to somebody. 3 ...find somebody.
4 ...shethought Mick Iookedlike a criminal. 5 ...the next
time shevisited,Iots of work had beendoneto the houseand
garden.

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121 T'124

Warmer

Rememberthe story

Warm-up:Write I ate thefsh. on the board.Elicit examplesof

sentencesabout the oppositesituation beginning with If I hadn't
eatenthefish ....
Set-up:Remind studentsto think about positive and negative
clauses.

Write the following story titles on the board:A DesertIslandloke;B

SweeneyTodd;C TheShapeof Thingsto Come;D TheCoveredWagon;
E King Solomon'sMines;F TheBreadSeIIer'strick; G TheSmellof Soup;
H Basiaand her daughter;I Thecruellandlord;I Karen'slife.
Saysentencesr-ro below for studentsto call out the story letter.
t Thisbookwaswritten in ryy and isfuII oJpredictions.z Oneof the
charactersin this storyfnds a bottle. 3 Thismurderstory takesplace
in a barber'sshop. 4 Thisstory is about a womanwho wantedsome
meat. 5 In this W story,the womanbecamean actress.6 In this
romance,MoIIy leavesKansasto fnd a new life tn the west. 7 This
story involvesthe murderof a cruellandlord. I In this story,a woman
savesherdaughterJromprison.9 Thisis an adventureabout an
Englishhunter living in Africa. to Thisstory is about a woman who
beata person'sshadow.
1 C 2A 3B 4F 5 J 6 D 7 T 8 H

9E 10G

?td.conditional 12Dexercise5

2 ...i wouldn't have bought it.

3 ...raining, we wouldn't have goneout.
4 If I hadn't hearda noise,I wouldn't havephonedthe police.
5 If they had studied,they wouldn't havefailed the test.
Follow-up:Studentwrite flve statementsabout somethingthey
have done.They swap with a partner,who writes or talks about
the oppositesituation,beforeswappingback and decidingif they
agreewith what their partner says.

!
5

Vocabulary
wish,hope,beglad 12Bexercise2

fl Grammar

Warm-up:Usethe cuesin exercise3, >>p.r19to ask studentsabou:

their feelings,hopes,and wishes.

(inorder) fo 12Aexercise6
so,because,
Warm-up:Write the words tired,sleepwell,and reston the board.
Ask studentsto write three sentences,
using the words so,because,
and,in order to.

Set-up:Point out that item z is a dialogue.

Follow-up:Studentswrite a similar exercisefor a partner.

Set-up:Ask studentsto readitems r-6 and checkvocabulary.

2 so 3 because 4 (in order)to 5 (in order)to 6 so

Follow-up:Studentslook again atAfrican Sforfesand write five
gap-f,ll sentencesfor so,because,
and in orderto. They swap with a
partner and completethe sentences.
2

wish 12Bexercise11

Warm-up:Seta short time limit of about two minutes for students

to write sentencesabout Shorty and lofty using wish.
Set-up:Ask studentsto readthe text and flnd four topics (placeto
Iive,money,speaklanguages,world,peace).
2 didn't live 3 was/were 4 didn't have 5 couldspeak
6 would communicate
Follow-up:Studentslook at >>p.133and write their own desert
island Wrshbox.Theytell a partner about their wishes and explain
why.
3 -ing and.-edclauses12Cexercise8
Warm-up:Write the following words on the boardfor students
to make a sentencewith two clauses:owner,man, the,is,called,
he,a, is,Todd.Tell them there are two words that they
Sweeney,
Todd.)
don't need.(Theowneris a man calledSweeney
Set-up:Go through the exampleand point out that the verb at the
end is usedtwice.
2 called,calling 3 written, writing 4 covering,covered
Follow-up:In pairs, studentswrite a short text about a book or a
film they know. Eachsentenceincludesan -edor -ing clause.They
swap with another pair and check.

T't25Rtz

2 I hope 3 I wish 4I wish 5 I hope 6 I'm glad

Stories,books,fiction 12Cexercise3

Warm-up:Seta short time limit for studentsto remember

vocabularyto describethe bookscoverson >>p.12o.Direct studem:
to exercise3 on >>p.r2rto check.
Setup: Ask studentsto readthe cluesand checkvocabularyas
necessary.
Across4 plot 6 adventure 8 set 9 character10story
11romance 12bestseller
Downl collection2 murderer 3 science5 western Ttreasure
Follow-up:In pairs, studentswrite sentencesto describea famous
book or fllm. Theytell another pair, who guessthe name.
Early finishers
Studentsfind ten wordsconnectedwith stories,books,and fictior.
that they want to remember.Theywrite a sentencewith eachone

Grammar Bank Key

-4.. .

Unit I

Unit 3

1.1 1 object 2 subject 3 subject

4 subject 5 object 6 object
7 subject 8 subject

3.1 1 usedto wear

1.2 l Where
4 Which

2 Why 3 What
5 When 6 Who

1.3 1/
5, /
2 myself
6 yourself
7 herself
3 himself
4 ourselves
8 each other
1.4 1 Iove 2 's studying 3 don't see
4 has 5 sometimes spend
6 're having 7 'm sittlng
8 are standing 9 do your cousins live
10 is shining 11 are you wearing
12 don't know

Unit 2

,,-^l
+^ l^,,^L
UJCU LU rdu6,rr

3
4
5
6

used to shout
Did he use to teach
Did you use to go
didn't use to get

3. 27 a /
4 a/

b,/
b,/

2 al
5 a/

3.3 l met
2 hasn't talked
?

nrrf

nn

4 took
5 's grown
6 have been

T
8
9
10
11
12

Guns were used by the robbers.

The customers were tied up.
One woman was hurt.
The cashiersfilled bags with money
The robbers escapedwith the bags o:
money.
6 The robbers have been arrested.

bX
bX

3 a/

bX

left
haven't had
've cieaned
's done
've achieved
's enjoyed

3.4 1 We didn't have a test this week.

2 He's passed all of his exams this
vear.
3 ihe lesson finished a few minutes
ago.
4 Have you learnt a lot since the
course started?
5 The school was closed last week.
6 Have they had a maths lesson today?

5.41 stopped 2 hit 3 stole 4 called

5 was taken 6 examined
7 wasn't badly injured 8 have sent
5.5 t had seen/had put
2 became/had wanted
3 returned/had spent
4 took/had killed
5 continued/had murdered
6 confessed/had ordered
5.5 l after 2 while 3 after
4 and then 5 while 6 after

Unit 6

2.1 I The highest mountain in Africa is

Mount Kilimaniaro.
2 The United Arab Emirates and India
are countries in Asia.
3 They crossedthe Sahara on foot.
4,/
5,/
6 Paris is on the River Seine.
7 My sister is working in the Far East.
8 Cuba and the Bay Islands are in the
Caribbean.
2.2 1 They often go to Spain on their
holidays.
2 I've never been to South America.
3 He rarely enjoys sightseeing.
4 We hardly ever visit museums when
we go abroad.
5 Tourists sometimes sav that Britain
is expensive.
6 The trains to London are ouite often
late.
7 The weather is usually good in July
and August.

4.1 1 worried

2.3 7 A kilt is a kind of skirt which is

sometimes worn bv Scottish men.
2 The floors in the house are covered
with carpet to keep the rooms
warm.
3 DVDs Iook iike CDs,but you can
store more information on a DVD.
4 These books are used for teaching
English.
5 I onlv wear shoesthat are made of
Ieather.
6 Nowadays, the Internet is often used
as a way of sending messagesto
people.

4.5 l who 2 where 3 where 4 which

5 where 6 which 7 that

6.5 1 My new neighbours are friendly.

However, they've got a big dog.
2 We've just moved house. By the wa1'
did I tell you I met Susan last week?
3 I've joined a gym. However, i've onl.,'
been twice.
4 He plays his music very loudly.
Anyway, I can't really say anything
becauseI practise my trumpet everroav.
5 W6 bought a new car, although we
couldn't really afford it.

Unit 5

Unit 7

5.1 7 X The head of state is the Queen.

2 X Do you know where the
headquarters of the UN are?
3 I The government is worried about
the rate of inflation.
4 X GeorgeWashington was the flrst
president of the USA.
5 X Britain, the Republic of ireland,
and Denmark joined the European
Union in 1973.
6/

7.1 1 Does she know when the shops

close?
2 They know where to buy cheap
clothes.
3 Do you know how much this dress
is?
4 I don't know why I bought this suit
5 Do you know which colours are
fashionable?
6 We know how to dress well.
7.2t how 2 where 3 when 4 hor,t'
5 which

2.4 1
2
3
4
5
6
7

living
invited
arrived
were waiting
was wearing
started
was

8
9
10
11
12
13
14

didn't know
was sitting
noticed
were looking
were trying
explained
was holding

2.51 during 2 before 3 first 4 then

5 After 6 for a while 7 in the
morning 8 when 9 In the end

160

1
4

5.3 1
2
3
4
5

3.5 1 Hurry up! 2 turn up the radio

3 wake me up 4 put on
5 take off 6 turn it off

6
-

Unit 4
I

{ ^ - - ;n ^ +;n ^

3 amazing

4 annoved
c
, disgusting
6 excited

4.2 1 noisierthan 2 the biggest

3 quieter 4 the worst
5 the most unusual 6 the best
4.3 l worst 2 harder 3 carefullv
4 earlier 5 loudest
4.4 1 Tom ate as much as Mike.
2 The cafeteria isn't as expensive as
the restaurant.
3 The Italian restaurant is as busv as
the Chinese restaurant.
4 The strawberries aren't as fresh as
the melons.
5 Thai curries aren't as hot as Indian
curries.

5.2 1 don't have to

2 must
3 have to

5.11
5
5.2 l
2
3
4
5

4 don't have to
5 can't
6 mustn't

so 2 so 3 such 4 such
such 6 so
spending
7 driving
to feed
8 getting
visiting
9 to see
finishing
10 lookingafter
lookingafter 11 to leave
qeffino
---'^_'o

nff
-__

5.3 1 He says our children are badly

behaved.
2 She says she doesn't like them.
3 He says we should move.
4 She says my music is too loud.
5 He says he can hear them arguing.
6 She says they can't sleep at night.
5.4 1 would give 2 told 3 she d lost
4 didn't know 5 said 6 lived

?3 L

Pauland Terryare visiting ...

) I think I'll stayin ...

3 Is Tom coming to the party?

What are you goingto do ...?

Who are Italy playing tonight?
We aren't going out. We'retoo tired.
I'm goingto
t 'm seeing
J
Are you doing/goingto study
4 aren't going to go
5 are you meeting/aren'tmeeting
6 'll pay
)-t
b 2 a 3a4a5b

4
5
6
'4 1

Unit 8
8.1 1
3
5
8.2 1
2
3
4
5

call back 2 hang up

hand vou over 4 cut off
put mi through 6 you hang on
Tobywas ableto walk when he was
ten months old.
My dog can walk on his backlegs.
We might be ableto win the
competition.
I1l b; ableto go to university next
year.
Shemanagedto arrive on time for
t h e m ce ti n o

6 We were ableto finish our

homework last night.
8.3 1 Shemanagedto complete...
2 We might be ableto come ...
3 My mum could dancevery well ...
4 He'snever been ableto learn Greek,...
5 Hollandmanagedto scorethree ...
6 Shecan cookvery well ...
8.4 1 ...to know my address.
2 ...me where I camefrom.
3 ...what my professionis/was.
4 ...when I left the USA.
5 ...why I moved to Australia.
8.51 ...where I went to school.
2 ...me if I was a goodstudent.
3 ...me what my favourite subjectwas.
4 ...if I spokeany foreignlanguages.
4 to turn off
8.6 1 to give
5 not to smoke
2 to show
6 to help
3 not to leave

Unit 9
4 don't they
aren't they
is it
5 doesn'tit
6 isn't it
do we
will have lost
will have run
won't havepassed
wont havedone
will have been
will have driven
If they dont give us a safetyleaflet,
we won't know what to do.
2 What will he do if there'san
emergency?
How will they find their way to the
campsiteif it's dark?
4 You'il get lost if you don't take a
map.
She'llmake a camp fire if it's very
cold.
6 If you leavefood near the tent, it
will attractthe bears.

9.1 1
2
3
9.2 1
2
3
4
5
6
9.3 1

9 ,4 2
9.5 1
2
3
4
5
6

c 3 f 4 e 5 d 6 b
A buy/had
didn't have/couldgo out
will belpass
had/wouldn't need
would you dolweren't
worked/ d get

Unit 10
10.1 1 a n 2 an3the4the5The
8an9a10the
6 th e Tthe
11 the 12 an 13 a 14 the
10.2 1 many 2 alittle 3 much
4 a few 5 a lot of 6 many
10.3 1 e n o ugh2few 3few
4 lot of 5 much 6 too much
10.4 1 've beenreading
havent beenworking
3 has Tom been going out
4 've been playing
5 hasn'tbeenraining
10.5 1 haven't been waiting
a 've written
3 Has he oassed
4 haveyou beenstudying
5 haven'tseen
10.5 I I'll leaveas soonas I flnc ...
z Dont buy it unlessyou'resure...
f
You don't pay until you leave.
4 They'll replacethe cameraas long
as you show ...
5 She'llorderthoseshoeswhen she
gets paid.

Unit 12
5 so
12.1 I in orderto
6 so
2 because
7 in orderto
3 so
8 because
4 in orderto
12.2 1 I'm glad I don't sharea room ...
2 I wish the footballwasn't over.
3 i wish her friendswould stoP...
4 I'm glad we didn't go out.
5 I hopethey might buy ...
6 I'm glad it isn't raining.
7 I wish I couldflnd a nice boyfriend
8 I hopeour kids might stop ...
4 talking
12.3 1 directed
2 called
5 injured
6 reading
3 taking
12.42e3f4c5d6a
12.5 1 If I hadnt studied,I wouldn't have
donewell in my course.
2 If I hadn't savedsome/any money,
I wouldn't have spent a year
travelling around Africa.
3 IfI hadnt stoppedin Egypt,I
wouldn't have seenthe Pyramids.
4 If I'd goneto Kenya,I would have
climbedMount Kilimanjaro.
5 If I hadn't got a job in Botswana,I
wouldn't have met my husband.
6 If I hadn't written a book,I
wouldn't have becomefamous.
7 If I hadn't earned a lot of moneY,I
wouldn't havebought a big house.
8 If my wife had been happy,she
wouldn't have left me.

Unit 11
11.1 1 Couldyou tell me where the tourist
information office is?
2 Do you know if we can take photos
inside the theatre?
3 Couldyou tell me if this is Bridge
Street?
4 Do you know how old that building
1 >!

5 Can you tell me when the library

closes?
11.2 1 Theyhad the houseredecorated.
2 Theyhad the heatingrepaired.
3 They'vehad an alarm systemPut
in the house.
4 They'vehad a new garagebuilt.
5 They'rehaving the new carPets
fitted today.
6 They'rehaving new curtainsmade
for all the rooms.
11.3 1 You'llneedto packsomewarm
clothes.
2 Is there anything which I shouldn't
put in my suitcase?
3 Youneedn'ttake your hairdryer.
4 PerhapsI shouldordera taxi.
5 Whendo we haveto checkin?
6 Youneedto relax.
11.4 1 Therewas a long traftc jam, which
meant I was late for work.
2 Shemet her husband17years ago,
when shewas working in Paris.
3 Anna, who is teachingme Arabic,is
coming to visit me.
4 I was on my way to Rome,where I
usedto live.
5 Alain, whose apartment I share,
lovesanimals.

Gra,mrnar Bank Key

161

Unit 1 Test Peopleand communication Date:

Vocabulary

Grammar
I

Subjectand object questions Lookat eachstatement.

Completethe questionsabout Sally.
Example Sallymarriedsomeone.
?
Who did SaIIymarry
Sally loves someone.
Who
Someone phoned Sally.
Who

3 Sallyvisitedsomeone.
Who

4 Ways of greeting Completethe way of greeting in

eachsentence.
Example I always kiss my sisteron the c h e s L s
when I go home.
1 Only my girlfriendkissesme on the l---.

When I meet someonefor the first time I usually

s
hands with them.
to mv friends when I seethem.
3 Iw
to their teacher.
4 My Japanese
friendsb-parents
when I comebackfrom
5 I h-my
a

holiday.

4 Someone likes Sally.

Who
5 Someone took Sally for a meal.

myself each other himself

lte+self eachother yourself

every day.
My best friend and I speakto
. Do you like it?
I paintedthis
again!
My brother'stalking to
Sally and Joenever understand
Do you go to your Englishclassby

Presentsimple and presentcontinuous Completethe

email with the correctform of the verbs.

tr
HiJeremy,
foryouremail.
Yes,
I d loveto meetyourfriendfrom
Thanks
at
Spanish
Mexico.
Didyouknowthatl'mstudying(study)
(do)a
goodcourse.
Wetlt'sa really
themoment?
practice
every
week,
somyspeaking
lotof conversation
(eet)muchbetter.
2
a
Everv
dav.I understand
3(talk)to
me.The
lotmorewhenmyteacher
(speak)
isgreat.
She's
British,
butshe+teacher
I
really
well.I can'twriteanymorenowbecause
Spanish
(do)mySpanish
homeworkl

Seeyou
soon,
Myra

[E

162

People in my life Choose the correct answer a, b, or c

Who

Reflexivepronouns and eachother Completethe

dialogueswith a reflexivepronoun or eachother.
Example A Doesyour mother know a lot of people?
B Yes,shealways introduces herseVto
peopleat parties!

1
2
3
4
5

fE
My fa-,ly anA frienAs
I
AivorceA five yeorr ago anAmy
I My parents
again
lasl year. Hiswife's name is
dad
marrieA
I
when he
I Olqa. She was one of DaA'sra
allhebank.She's
work"A
quife
nicez
I
on DaA
\ anAI l ;ke l ;vi nqthere.' The 3
\1
anA Olga's strlet are all really f rienAly,loo. Mr
I Robron is the besf. fl'r w;fe Aied a lew years
4-.
f)e co-et for dinner
I a9o so fis'ga
anA
he
always
lells interesting
.very
week
|
sEmily.
is
She Aoesn't
sfories.lly
I
on
l
he
l
i
ve
tal
k
phoneor e m ail
w
e
nerr
me,6ut
I
Aay.
every
She's
greal!
I

Example a neighbours b cousins c pareftts

1
2
3
4
5

a colleagues b cousins c widows

aneighbour bstep-mother caunt
a acquaintances b step-fathers c neighbours
auncle bnephew cwidower
a acquaintance b best friend c flatmate

Pronunciation
5 The alphabet Think about the sound ofthese letters
of the alphabet.Circlethe letter which sounds
different.
ExampleQ!) B C
lIYt
2THV
3PQU

4DEF
5GKJ

Photocopiable @Oxford University Presszoog

Reading and Writing

A self-introduction email
I

Readthe emails of self-introductionon a friendship

websiteand completethe table below.

Readthe text. Choosea title for each paragraph.

a Advice for making friends _
b Other ways to meet people on the Internet _
c Making friends - the old way and the new way
d Don't foreet the real world
e Using Internet websites to meet friends _

Thetraditionalwayto
makenewfriendsis
by meetingpeople
who areyourfriends'
friends.Inthe 21st
century,we have
anotheroption- we
canusethe Internet.
WebsiteslrkeMySpaceandFacebook
all work in the
sameway.A friendemailsyou and invitesyou to
join.Yousenda description
ofyoursellandthen
you cancommunicate
with yourfriends.
Therearealsolotsof discussion
groupson the
Internet.Youcanjoin oneandcommunicate
with
peoplewho havesimilarinterests
to you.
Decidewhichtype of websiteyouwantto use
andfollowtheseguidelines.
Alwaysreadother
members'comments
beforeyou write.Youcan
seewhichtopicstheyareinterested
in andwhat
styletheywrite in. Don'tgivetoo muchpersonal
informationaboutyourself,likeyourhomeaddress
andt elephon n
e u mb e r.
TheInternetisonewayto makefriends.Remember,
you stillneedto go to realclubsand parties.
You
neverknowwhereyou'llmeetyournextfriend!

Readthe text again.Write T (true)or F (false)for

sentences
r-6.
Example The articleis aboutfamilies.

1 Thetext was written to advertise.

2 Membersintroducepeopleon Facebook.
3 Discussiongroupsare a goodway to find old
friends.
4 'one'(line t4) refersto a discussiongroup.
5 'they' (line zo)refersto topics.
6 Youcan only make friendsby goingto clubs.

tr
Hi everyone,
l'm Francesca.
l'm25,l'msingleandl'ma musicteacher
in
a bigschool.
I reallylovemyjob andthe students
aregreat.
Theotherteachers
arenicetoo,but mostofthemareolder
thanme,l'dreallyliketo makenewfriendswhoarethe same
ageasme.
I livewith mycolleague
Meg.She's
fromthe northof
London,
butwe livein a smallflatinthe middleof the city.
Weoftengo out to the cinemaor to concerts.
Musicis my
mainhobby,
but I alsoloverunning.
I runin thecityparks
almosteverynight.
- butwho knows?
l'm looking
for friendship
onthiswebsite
Perhaps
I willfindsomeone
special
here.lsthatyou?Why
notsendmeanemailandintroduce
vourself?
Francesca

X
!
HiFrancesca,
Myname's
Anthony.
I'm28andl'msingle.
I haven't
gotajob
atthemoment,
butl'mstudying
HotelManagement.
I live
withmycousin
inBrighton.
Carlos
Ourhouse
isbehind
the
trainstation
soit'squitenoisy,
butI likeit!
You're
a music
teacher
andl'mlearning
to playtheguitar
atthemoment.
l'mteaching
myself
sol'mmaking
slow
progressl
Whatmusical
instruments
Andwhat
doyouplay?
sortoffilmsandmusic
doyoulike?
Writesoon,
Anthonv

Francesca

age
job or
studies

Anthony

I music_

6studvi ns
Management
I hi s

liveswith 2her_
lflat in the
8house
livesin
t he
of London
trainstation
hobbies q l i kes
fi l msandmusi c; s learning
to playthe
i n ci tvoarks

[E
Write an email of self-introduction
for a friendship
website.Write 8o-roo words.

[Iq

fE

Photocopiable@Oxford University Presszoog

163

Unit 2 Test People,placesand cultures Date:

Grammar
I

the before geographicalnames Write fhe or 0

(no article) in the gaps.
Example The SaharaDesertis in -@-North Africa
1 The Chalk Mountains are in _
United
States.
2 EasterIsland is in the PacificOcean.
3 Mount Fuji is in
Japan.
4 CanaryIslandsare north west of Africa.
United Kingdom is in Europe.
5 -

2 Adverbsof frequency Rewritethe sentencesusing

the adverbsof frequency.
Example Borisreadsguide books.(never)
Borisneverreadsouidebooks
1 The waiters here are very friendly. (usually)
2 We buy souvenirson holiday.(rarely)
3 Kevin takes photoson holiday. (hardly ever)
4 I visit museumswhen I'm on holiday.(quite often)
5 lason'sreally interestedin local food. (always)

D
Pastsimple and past continuous Completethe story
with the correctform of the verb in (brackets).

Vocabulary
4 Peopleand places Match r-6 with a-f.
1 Brazil,Tanzania,Canadal
a part ofcontinent/
2 man, woman
region
\
3 Muslim, Jewish,Christian
b ethnic background
\
\c country
4 TheMiddle East,Central
America,North Africa
d gender
5 mountain, desert,lake
e environment
6 Bedouin,Berber,Maori
f religion

fE
Words and phrasesfor describingobjects Complete
the descriptionof an objectwith thesewords.
madeof usedfor usedas kindof frc,m lookslike

A'kotatsu'
playgames,
Witha 'kotatsu'you
canhavedinner,
doyour
homework
- andkeepwarmatthesame
time!Whatisit?
A'kotatsu'is
a piece
of furniturefromJapan.
lt'sa
table.Whenyoufirstlookat it,it
a normaltable.
lt'sa lowandflatwith
r
fourlegs,
andit'susually
Butthistableisalsoa
keeping
thelegsand
feetwarm.Under
thetopofthetablethereisanelectric
heater.
'kotatsu'
A special
blanket
isusedwiththetableforextra
warmth.
Soa 'kotatsu'is
a oiece
offurniture
thatis
atableandalsoa heater.

[E
Pronunclation

Thishappened
to mewhen
I wasworking(work)in
Hungary.
OnedayI
t-(walk)
to work.lt wasveryearlyand
thecitywasquiet.I cameto
a streetthatI needed
to
cross.
Thetrafficlightswere
ongreen,
butI couldn't
seeanycarsso| 2
(start)
(cross)
to cross
theroad.
As| 3
the
(see)
road,
a police
offcera_
me.
Hecameandspoke
to me.'Youcrossed
whenthelightswere
red,'hesaid,
andhetoldmeto payhimsomemoney.
'Butthereweren't
anycarsontheroad,'
I said.He
s(notagree)with
me,soI paidthe
monev
andwentto work.

5 c andg Thinkaboutthe soundof c andg underlined

in thesewords.Tick/ the correctsound.
Examplegountry lkl Z
lsl f
1
2
3
4
5

Mongolia
gity
religion
Afriga
gender

tst
tkt
tgt
tk/
tsl

I
a
Z
a
Z

t4/
tst
t4/
/s/
/4t

Z
I
l
I
a

r
164

Photocopiable @Oxford University Presszoog

Reading and Writing

An intercultural experience

Readthe text. Write T (true),F (false),or DS(doecn't

say)for sentencesr-7.

1 Readthe text and answerthe ouestions.

c3
TheGoldMuseum(ElMuseodelOro)

Last
yearI wentto Malaysia
onbusiness.
Myhostswere
veryfriendlyandmostevenings
theytookmeto diferent
restaurants
foodfor me.However,
oneevening
andordered
I wentoutalone.
I wanted
to trythelocalfood.I founda
osrestaurant
with a wonderful
aromaof spicyfoodsoI decided
to try it.Ofcourse,
and
themenuwasallwritteninMalaysian
I didn'tunderstand
anything.

Bogoti,Colombia
pieces
Therearemorethan33,000
of pre-Hispanic
things
madeof goldintheColdMuseum,
Bogotd,
Colombia.
TheBankofthe Republic
boughtthefirstpieceof goldin
1939.
Themuseumnowcontains
in
the biggest
collection
theworld.Eachpieceisbeautiful,
andthe museum
isan
placeto visit.
unforgettable

interesting.
Themanatthenexttablewaseating
something
I called
pointed,
thewaiter,
andmadeeatinggestures
to show
rothatI wanted
thesamething.Thewaiterandthemanatthe
nexttablelaughed
Thewaiterbrought
me
andI felthappy.
thefood,a fruitjuiceanda bowlof water.

Whatto see
. ThefamousQuimbaya
poporowasthefirst piecein the
whichareused
collection.
Poooros
aresmallcontainers
for holding
poporo
things.Thedesign
of theQuimbaya
issimpleandit lookslikea modernobject.However
it isactually
yearsold.lt isa national
2,300
symbolin
Colombia,
andit'susedon coinsandbanknotes.
. TheMuisca's
GoldenRaftisa tinyboatmadeof gold
withfigureson it.Thissmallandincredibly
beautiful
objectcomesfromtheMuisca
cultureof Colombia,
which
existed
600yearsago.lt represents
an important
tradition
in Indianculture.
Thefamousstoryof ElDorado
comes
fromthistradition.
. TheSalonDoradoisa soecial
roomonthethirdfloorof
worksof gold
the museum.
8,000of the mostimportant
inthe museum
allowjusta few
arekepthere.Twoguards
visitors
the heavydoors
at a timeto enter.
Youwalkinside,
closebehind
you,andthenthe lightscomeon.Youare
gold.
surrounded
byspectacular
shining
Practical
information
ThemuseumisopeneverydayexceptMonday,
from 9.00
a.m.to 7.00p.m.and 10.00
a.m.to 5.00p.m.on Sundays.
Example How many pieces of gold are on display in
the museum? more than 33.ooo
r When did The Bank of Republic start the collection?

Themealwasexcellent.
Themannextto mewaseating
withhisrighthand,
to
soI didthesame.
WhenI needed
I usedthesmallbowlof water.
lmmediately
rswashmyfingers,
mea newwaterbowl.This
thewaitercameandbrought
happened
several
times.
Whenit happened
forthefifthtime,
heputthebowlon mytablewitha bang.
I noticed
the
thatthemanatthenexttablewasn'tusing
- hewasdrinking
it.lfeltvery
20waterto washhisfingers
I wassorrythatthewaiterwasangry,
butI didn't
stupid.
knowhowto saythat.I gavehimsomeextramoney
whenI
paidformymeal.
I Robertwent to the samerestaurant
His hosts usually chosehis food.
3 When he went out alone he wanted European food
L

4
5
6
7

He went to the restaurant becauseit was cheap.

He was happy when he ordered his meal.
He washed his fingers in the wrong bowl
He didn't go to the restaurant again.

[E
Readthe text again and answer the questions.
Example When did Robert go to Malaysia? last year
1 Why did Robert go to Malaysia?

Why didn't he understandthe menu?

3 What three thines did the waiter take to his table?
1

z How old is the Quimbaya poporo?

Which famous story is connected to the Muisca
Golden Raft?

4 Wherein the museumis the SalonDorado?

5 How many piecesare in the Salon Dorado?
6 Which day is the museum closed?

4 Which hand did he eat with?

5 How did he feel about his mistake?

[E
Imagine you are the waiter in 'WaterMix-up'.Write
the samestoryfrom your point of view Write 8o-roo
words.

rq

[E
Photocopiable @Oxford University Presszoog

165

Unit 3 Test Educationand achievement Date'

Grammar
I

Usedto Replacethe bold words with phraseswith

usedto where possible.If it is not possible,write I.
Whenl was a teenager...
.
.
.
.
.
.

usedto ask
my parentsas*ed me to jobs around the house.
my mother always'cleanedmy bedroom.
I 'had a big party when I was 16.
I : didn't pay for my clothesand shoes.
my father only agot very angry with me once.
When you were a teenager...5wereyou happy?

fE
2 Presentperfect and past simple Readthe text and
underline the correctform of the verb.

MoreHomeworkforVicky
VickyPhillips
isthirteen.
Inmanywaysshe's
atypical
teenager.
However,
there's
onethingaboutVicky
that'sverydifferent
never
fromherfriend
s.She
wentf 'snever
been
to school.
Vicky
rtaughtI havetaught
isa 'homeschool'
student
- herparents
herat homesince
shewasfive.When
Vicky
wasyoung
her
parents
didn'tbelieve
thatthelocal
school
wasthebestplace
Instead,
forhereducation.
thevchose
herthemselves
toteach
zstudied
happily
andYicky
at homefor eight
I hasstudied
3were
parents
5ofar,Vicky's
forevery
f havebeenherteachers
fromScience
subject,
to Physical
Education.
However,
recently,
theyadecided
to employa mathsteacher.
I havedecided
'Vicky's
mathsisexcellent.
Shetgot
I hasgot99%inanexam
push
lastmonthandnowsheneeds
ateacher
whocanreally
her.Wesimply
can'tdothatanymore!'they
said.

[E
Phrasalverbs Rewrite the sentencesreplacingthe
underlined words with it.
Example I made up the storv. I madeit up.
1 Put your book away.
2 Canyou turn on the TV?
3 He turned up the music.

Vocabulary
4 Education Match r-6 with a-f to completethe
sentences.
t @ He teachesin the Geography-.
2 II learnt Frenchat evening 3 ll I'm studying maths at night
+ ! fhe Musicdepartmentis in the Arts
S l-l t reallv liked mv first school
O ! Shewants to be a university
a teacher
b classes
c professor
d department.
e school
f Faculty

TE
Achievement Completethe dialoguewith these
words and phrases.Thereis one extra phrase.
passed succeededfailed managedto
achievementgiveup keeptrying
Chris How is your Italian coursegoing?
Rich Not bad thanks. I passed my exam last week.
How'syour Frenchcoursegoing?
Chris TerriblelI think I might'_.
It's very
difficult for me.
Rich Really?I thought you were enjoying it.
Chris I don't know. I've got a big exam next week.
I'the practicetest last week,so I
don't feel very good about it all.
Rich But exams aren't the only important thing.
I 3understandmost of an Italian
film last night. It was a great
Chris Yes,I know you're right really.I'll s
with my French.

[E
Rhythm Think about the rhythm of thesephrases.
Write the phrasesin the correctcolumn.
get it wrong makemistakes
use##
lastweek teacher'spet front of the class

ao
4 Takeoffyour hat.
5 Put your iacketon.

OoO

O..O

usedto sit

fE

r
166

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Reading and Writing A CV

I

Readthe text and choosethe correctanswer a, b, or c.

2 Readthe email. Write T (true),F (false),

say)for sentencesr-7.

a
H i C harl i e,
I wonderif youcouldgivemesomeadvice?
l'mtryingto decide
whatto dowith mycareer.
WhenI wasyoungI usedto wantto
bea racing
Well,l'vegotmyAdvanced
driver.
Driver's
Licence
now- but I'mstilla taxidriveraftersixyears.
It'snotthatI haven't
enjoyed
thejob,but l'mgettingborednow.
I leftschoolat sixteen
andI didn'tgetgoodqualifications.
Theonlysubject
I didwellin wasArt.I gotCin Historyand
Geography,
butonlya D in Maths.
guardinthe
Before
workingfor CityCarsI workedasa security
Carlton
ArtCallery.
Whataneasylife!| stilllikedrawing,
and
- whata greata sense
lastweekI soldoneof mypictures
of
achievement!
50,l'llapplyto art college.
However,
yesterday
I sawanadvertisement
for ajob asa city
tourguide.I thinkl'vegottheskills
for it. I certainly
knowthecity
verywell- l'vedrivenon everystreet.I'velearnta lot aboutthe
historyof Liverpool
andI enjoytalkingto people.
Well,you'veknownmesincewewereat school.
WhatshouldI
do- goto art college
ortry to bea tourguide?
Thanks!
Nathan

Learning
usedto besimple.
Youwentto schoolandthenyou
wentto college
or university.
Youlearntmostof whatyou
needed
beforetheageof 21.Thenyougotajobfor lifeoryou
stayedat homewiththechildren.
years,
Inrecent
society
osandtechnology
havedeveloped
rapidly.
Asourworldkeeps
changing,
we needto keeplearning,
at homeandinthe
just neverstopsl
workplace.
Learning
Janice
Eagles,
29,hasworkedfor aninternational
drinks
'l've
company
forthreeyears.
Sheenjoysherwork,andsays,
to learntsomuchinthisjob- morethanI learnt
at university!
l'vedonea timemanagement
course
andlearntto usetwo
newcomputer
systems.
l'veevenhadfreeSpanish
lessons
because
I sometimes
travelwith myjob.'
Andit'snotjustpeople
of working
agewhoarelearning
for life.
r 73-year-old
Russell
Leach
hasbeenretiredforeightyears.
He
usedto bea busyengineer,
andnowhasa lotof spare
time.He
spends
a lotof it studying
withtheUIA- TheUniversity
of the
ThirdAge.Thisisn'tactually
a university,
butaninternational
learning
organization
for people
whonolonger
work.
20U3Agroups
offercourses
suchascomputing,
science,
art,
history,
andlanguages
Therearenoexams,
to olderpeople.
so
people
whofollowthesecourses
don'tgetqualifications.
They
arejustforpeople's
interest
andpersonal
development.'lt's
nevertoo lateto learn'the U3As websitesays.
lt seems
that
r forallofus.thosewords
havenever
beenmoretrue!

Example What is this text?

d an advert (b )an article c a story
1 Why doeslearning'neverstop'thesedays?
a Peoplestudy longerat school.
b Peopleneed more skills.
c More peoplego to university.
2 Where did lanice study time management?
a at work b at home c at university
3 Vt/hydid Janicestudy Spanish?
a for a holiday
b for her job
c for an exam
4 What does'retired'(line15)mean?
a ill
b looking for a job
c stoppedworking
5 How was Russell'slife different beforehe retired?
a He taught with the U3A.
b He studiedwith the U3A.
c He didnt have much sparetime.
6 What does'They'in line zz referto?
a exams b courses c qualifications

re

Photocopiable @Oxford University Presszoog

Example Nathan is writing about his new job.

L
2
3
4
5
6
7

He wanted to be a racing driver.

He has always hated being a taxi driver.
He has donethe samejob for three years.
He wasn't a goodMaths student.
His job in the Art Gallery was difficult.
He sold one of his picturesfor fr5o.
He saw ajob advertinthe paper.

fE
Read the email again and complete Nathan's CV.
Personaf
Profile:Experienced
taxi driverwith
t_
Driver's
Licence
2
andreliable

Education:
1994n999
Catacre
Comorehensive
5chool
History'_
GCSEs:
ArtA
Geography
C a

Workexperience:
Taxidriver,
2002to present:
CityCars
1999-2002:5
Security
Carlton
Art
Callery
_:
andpainting,
localT

[E
Choosea job you would like and write your CV.

[Iq
167

Unit 4 Test Freetime activities

Vocabulary

Grammar
I

Subjectand objectrelative clausesCompletethe

sentenceswith the words below.
you which that who where who
Example Tom is the man who taught me French.
1
2
3
4
5

The review
That'sthe caf6
That'smv friend
Is that the film
I like films -

Date:

I wrote is in today'spaper.
I met my friend earlier.
met KateWinslet.
saw last week?
tell a true storv.

2 -ed and.-ing adjectives Underlinethe correctword to

completethe conversation.
Carly I'm meeting Jamesagaintonight.
Ana Oh,that's excitinq/ excitedlHe seemsreally nice.
Carly I'm ablt'worried / worryingabout it. We didnt
have a very goodtime at the concertlast week.
Ana Why not?
Car$ It wasz boring/ bored.All the songswere the
same.
Ana Oh,that's a pity.
Carly Then he wanted to dance.It was very
1embarrassing
/ embarrassedl
Ana Sowhat are you doing tonight?
Carly We'regoingto the GreenTreeresturant.
Ana I don't think that's a goodidea.I went there
a few weeksago.Thefood was t disgusting/
disgustedand I couldnt get my money back.
I was very sannoying/ annoyed.

fE

Comparativeand superlativeadjectives;comparisons
with as Completethe text with the correctform of
the adjectivesin (brackets).
REVIEW:
PINNOCCHIO'S
RESTAURANT
PIZZAS
A newltalianrestaurant
opened
onSouthStreet
lastweek.
Wewentto visitandhere's
whatwethought.
Pizzas.
Themenuisthelongest(long)
At Pinnochio's
onel've
(big)asyougetin
Thepizzas
everseen!
aren't1buttheyarefreshandtasty.
otherrestaurants,
z(good)
io'sPizzas?
What's
thingaboutPinnocch
youcanlisten
to livejazzmusic
whileyoueatyour
Well,
3-(crowded)on
pasta.lt's
Saturdaythan
it ison
sogoearlyif youwantto getatable.
There's
always
Sunday,
a
greatatmosphere
attheweekend.
a(expensive)
Pinocchio
Pizzasis
thanotherltalian
resturants
intown.
s(entertaining)
It'scertainly
ltalianrestaurant
in

4 Music Completethe music word in eachsentence.

Example She'splaying a Mozart s y m p h o n ywlth
the orchestra.
1 I love listening to my
M
on the bus.
2 Lastnight'sj--concertwas great.
3 Theguitars---was
excellent.
4 My favourite Beatles
t--isYesterday.
5 Morethan 4o,ooopeople
went to the rock concertin
thes---last
night.

D
Expressinglikes and dislikes Completethe
conversationwith thesewords.
adore stand keen mind like lve
Maria What do you in your free time?
Eric
I love being outdoors- swimming in the sea,
walking in the mountains.How about you?
Maria Well, I read a lot of books,and I absolutely
music and modern art
Eric
I listen to music a lot, but I cant "modern art. I just don't understandit!
Tennis,skiing, football - they're my favourite
activities.
on sport really.
Maria Oh,I'm not 3Eric
being outdoors?
But do you 4walking in the
Maria Oh yes,I don't 5park or on the beach.

Pronunciation
6 -ed endings Think about the sound of the -edending
in thesewords.Write the words under the correct
sound.
bored disgusted embarrassed
fascinated amazed iffi
-d

-t

-id

interested

fE

Opens
6.00pmtillmidnight

168

Photocopiable @Oxford University Presszoog

Reading and Writing

A description of a film or book
I

3 Readthe text and answerthe ouestions.

c3
Twofilms,onelovestory

Readthe text and choosea title for each paragraph.

A

'lt's not perfectbut I'm in somefilms!'

B 'I can watch films while I work.'

(1995)
(2004)aretwo
BeforeSunrise
andBeforeSunset
romantic
dramas
setin Europe.
TheystarEthanHawkeand
JulieDelpyasJesse
andCeline.
InBeforeSunrise,the
couple
spendjust onedayand nighttogether.ln BeforeSunset,they
havejustoneday.

'It's hard work but very exciting.'

D 'I don't evenmind the cleanine!'

[E
Manypeople
lovefilmsanddream
ofworking
inthefilm
industry
oneday.
Twoyoung
people
whodream
ofafuturein
filmstoldushowtheyarestarting
out.
1 iames(17)
loves
filmsandwantsto beafilmdirector.
Every
weekend
heworks
asa cinema
attendant.
Hechecks
people's
tickets
astheyarrive
andhelps
themfindseats.
Afterthat,I sitattheback
ofthecinema
andwatchthe
film.Lastweekend
I watched
thesame
science
fiction
film
sixtimes!
Myfriends
thinkthat'sreally
boring,
but| findit
fascinating!
| likemostkinds
offilms,butl'mnottookeen
onmusicals
orromances!'
2 'When
everybody
leaves
attheendofthefilmI tidythe
cinema.
lt'samazing
people
howmuchrubbish
leave
under
- sometimes
theirseats
it'sreally
disgusting.
ButI don't
job'sjustrightformeatthemoment.'
mind.
This
(20)
3 Annabel
worksina restaurant.
Inherfreetimeshe
isafilmextra- anactorwhoappears
inthefilm,but
doesn't
usually
Mostextras
don'tgetmuchmoney,
speak.
butAnnabel
isa dancer
soshecanearnslightly
more.
Sometimes
inafilm,andthese
extras
speak
a fewlines
are
'l'mnotfamous,
paidthemost.
says
Annabel,
of course,'
'butI have
appeared
inafewfilms.'
people
4 'Some
dothisworkforthemoney,
butformeit's
I adore
a hobby.
films,
andld loveto actina comedy
one
day.
A dayworking
thana dayin
asanextraismuchlonger
therestaurant.
lt'sveryhardworkandisn'twellpaid.
I never
getbored
likewatching
howtheactors
asI really
anddirector
worktogether.
lt'sfascinating.'

ln Before
Sunrise,
Jesse
andCelinemeeton a train.Jesse
is
goingto Vienna
to fly hometo the USAthe nextmorning.
Celine
isreturning
to France
aftervisitingBudapest.
The
couplestarttalking,andJesse
convinces
Celineto getoff
thetrainin Vienna.
Theyspendtheirtimewalkingaround
thecityexchanging
theirideasandopinions
aboutlife.A
romance
develops
betweenthem.
Viennaisanamazing
location
forthefilmandHawkeand
Delpyarebothexcellent
actors.However,
the bestthing
aboutBefore
Sunlseisthe dialogue.
Thecoupletalkabout
everyday
topics,buttheirconversation
isneverboring.
ln Before
Sunset
Jesse
andCelinemeetagainnineyearslater
(nowanauthor)istalkingabout
in a bookshop
in Paris.
Jesse
hisbook.Before
Sunset
isa goodfilm, but it isn'tasspecial
asBefore
Sunrise
andthe dialogueisn'tasinteresting.
Before
Sunriseis
a moreunusualfilm
andalsomuchmoremagical.
Infact,it'soneof the mostromanticfilmsyoucansee.

Example What kind of films areBeJoreSunriseand

BeforeSunset?romanticdramas
1 How long are the coupletogetherin BeforeSunrise?
2 How long are the coupletogetherin BeforeSunset?
3 Where does Jesselive?
4 Where does Celine live?
q

In Before Sunrise,where do Celine and Jessemeet?

In BeforeSunset,
where do the couplespendtheir
day?
7 What does the writer like about BeforeSunrise?

Write T (true), F (false),or DS(doesn'tsay)for

sentences
1-7.
Example JamesdoesFilm Studiesat college.DS
1 James'sfriends don't know why he likes his job.
2 Jamesloves all kinds of films.
The cinema is usually dirty at the end of a film.
4 Annabel works three days a week. _
\ Annabel was an extra in a fantasy film.
6 Annabel earns more money as an extra because
she can also dance.
Annabel has met some famous actors.
t

8 In Before Sunset,where do Celine and Jessemeet in

Paris?
9 Which film does the writer prefer?

[E
Write a descriptionof a film or bookthat you like.
Includethe informationbelow.Write 8o-roo words.
. the setting and main characters . how the story
begins . the bestthing aboutthe film or the book

[E
Photocopiable@Oxford University Presszoog

169

Unit 5 Test Power,law, and crime

Grammar
I

the or no article in names of institutions Write the or

@(no article) in the gaps.
Example SheikhKhalifa is the Presidentof the
United Arab Emirates.
Indira Ghandi was the Prime Minister
1 of India for fifteen years.
British
2 When will PrinceWilliam be King?
Liberal Party?
3 Who is the leaderof King Juan CarlosI.
4 The King of Spain is
United
5 Who is the SecretaryGeneralof Nations?

E
2 Active and passive Rewrite the news in the passive.
PAIilINGFOUilD
in Bristol.
havefoundafamouspainting
in a house
Police
fromtheCarlton
Museum
stole
thepainting
three
Someone
yearsago.Thepolice
havearrested
two womeninconnection
withthecrime.
Afamouspaintingthasbeenlound ina housein
z
fromthe
Bristol.
Thepainting
threeyears
Carlton
Museum
ago.Twowomen
3
inconnection
withthecrime.
AITACI(
TOWTCEilTNE
attacked
two meninthecitycentrelastnight.
Someone
Someone
hasgivena
Afriendtookoneofthemento hospital.
to thepolice.
description
of oneoftheattackers
inthecitycentrelastnight.
Twomen4
to hospital.
Oneofthemens
of oneof the men6
to
A description
police.

r
Modals of obligation Underline the correctword or
phraseto completethe text.
Why do laws exist?
All societieshave laws - but why do different laws
exist?
Most laws are made to keep peoplesafe.For example,
yoll mustn't/don't haveto /can kill or hurt another
person.On the road,you ldon't haveto/ can't drive too
fast.
Thereare also many laws to organizesociety.You
zhaveto / mustn't/ can drive on the same side of the
road.You zhaveto /mustn't f can steal or damage
anotherpersonspossessions.
Other laws educatepeopleto do the right thing. In
somecountries,everybodyccan/must/doesn'thave to
vote in an election.
170

Date:

And finally, most countries give people'freedom of

speech- peoplesmust/have to / can say or write their
opinions freely.

fE
Vocabulary
4 Countriesand government Match the definitions r-6
with words a-f.
The city where the main
political buildings are.
2 president
A country with no king or queen.
Socialist
A head of state who is not a
king or queen.
elections
The event when peoplevote to
choosepeoplein government.
A right-wing political party.
5 republic
A left-wing political party.
6 capital

[E
the correctword to completethe
Crimeverbs Choose
text.
Yesterday
two men robbed a bankin the city centre.
TheY t
2

the security guard and

one of the bank workers in the leg.
more than f,ro.ooo.Police
The thieves 3
one man who they believe
have a
is connectedwith the crime. One bank worker said
afterwards, 'I was terrified. I thought they were going
tos
someone.'
Example a stole @)robbed c attacked d shot
L astole bhijacked carrested dattacked
2 akidnapped bkilled cmurdered dshot
3 arobled bstole cshot dhijacked
4 aarrested battacked chijacked dkidnapped
5 asteal barrest ckill drob

Pronunciation
5 Stressin two-syllable nouns and verbs Think about
the sound of thesewords. Underline the stressed
syllable.
Example pewer
1 complete
2 battle
3 shoulder

4 happen
5 return

Photocopiable @Oxford University Press2oo9

Reading and Writing Narrating a story

1 Readthe webpageand choosethe best answer.

FIAGFACTS
Flags
powerful,
arecolourful,
andsymbolic
objects.
They
represent
countries,
institutions,
history,
andorganizations.
llationalflagr
Themostcommoncolours
usedon nationalflags
areblue,
yellow,red,green,
white,andblack.

Readthe text and match the titles to the sections.

1 Checkyour car is lockedwhen you park-f]
2 Neverleaveyour keys in the car.f__l
3 Know the history of a car when you buy it. L_l_
4 Don't leavethings where peoplecan seethem. f__l
5 Jenny'sstory !!l

[E

Mostflagsarerectangular.
However,
the SwissandVatican
Cityflagsaresquare.
Allthe sidesarethe samelength.

Jenny's
carwasstolenandshedidn'thavemuchmoney
to buya newone.Eventually,
shefounda cheaponeand
boughtit. Threeweekslater,the problems
started.Firstit
wasthe oil.Then,muchmoreseriously,
the brakes
stopped
working.

TheLibyan
flagistheonlyonewith onecolour,
green.
Theflagsof MonacoandIndonesia
areidentical.
Theyarered
andwhiteandhavethe samedesign.

Jenny
tookit to a garage
andwasshocked
whentheytold

Whenflagsfrom differentcountries
areflowntogether,
they
mustbethe samesizeandbeflownat the sameheight.

hershehadbeen
Her'new'car
thevictimof a serious
crime.
hadoriginally
been
twocars- partsoftwooldcarshadbeenl
used
to make
a newone.
I

Internationalflagr
TheUnitedNations
flagwasdesigned
about50yearsago.
It hasa whitemapof theworldon a lightbluebackground.
Thecolours
of
anddesignof theflagaresymbols
peace.
international

Adrian
boughta newcar.Hewentto thepostoffceto pay I
hiscartax.Theassistantchecked
onthecomputerand
told I
Adriantherewasa problem.
Hisnewcarwasa stolencar.
Sheadvised
Adrianto contactthe police.
JustlikeJenny,
Adriandidn'tknowthetruestoryabouthiscar'spastwhen
he boughtit.

Theofficialflag
of the Olympic
Cameswasdesigned
by
Pierre
ringson a
deCoubertin
in 1911.
lt hasfivecoloured
whitebackground.
Theringsareblue,yellow,red,green,
and
black.
Withthe whitebackground,
theseformthe sixcolours
whichareseenon mostnational
flags.

got intohercarandput herhandbag

Karen
onthe passenger
seat.lt wasa hotdaysosheopened
thewindows.
Whenshe
intothe car
stopped
at sometrafficlights,someone
reached
andstoleherhandbag.

Example This text is about

Jimfilledhiscarwith petrolat thegarage.

Whenhewent
inside
to pay,he leftthe keysinthe car.Someone
stolehis
carwhilehewaspaying
for the petrol.

a countries b history @)flags

The writer wrote this text to
a tell a story b give information
c give an opinion
NationalflagsDON'Toften usethe colour
a yellow b orange c black
The Swiss and Vatican City flags are
a square b round c rectangular
The Libvan flae is
a green b light and dark green

c green and white

Theflagsof Indonesiaand Monacoare the
same_.
a colour b design c colourand design
When two nationalflagsareflown togetherthey
must be the same
a size b colour c design
TheUnitedNationsflag is
a blue b white c blue and white
When was the Olympicflag designed?
a About 50 yearsago. b In r9r3. c In 1945.
How many colourshas the Olympic flag?
a four b five c six

D
Photocopiable O Oxford University Presszoog

parkedhercaroutsideherhouseoneevening.
lt had
Beverly
beena hotdayandBeverley
hadopened
thesunroof.
She
checked
thedoorsandwindowswereclosed,
butsheforgot
thesunroof.
Duringthe nightthieves
stolethecarstereo.
Readthe text again and answer the questions.
Example Whose car was stolen? lenny's
1 Why did Jenny have to buy a new car?
2 What two problems did she have with her new car?
and _
3 What was the problem with Adrian's car?
A
Where did Karen put her handbag?
What was Jim doing when someone stole his car?
6 When did thieves steal Beverlv'sstereo?

E
Chooseone of the four stories,or anotherone.Tellit
in a more exciting way. Write 8o-roo words.

fE
171

Unit 5 Test Feelingsand behaviour

Grammar
I

5o and such Completethe sentencesby putting so or

suchin the correctplace.
Example I'm so sorry about that. (so)
1
2
3
4
5

That is goodnews! (such)

That'sa stupid idea! (such)
I'm a fool. (such)
I'm angry with her. (so)
He was driving badly! (so)

2 Infinitive and gerund Underlinethe correctwords to

completethe conversation.
Judy I'm going now, Nick. It's been an excellentparty.
Thanks for invitinq / to invite me.
Nick You'rewelcome.I'm glad you could come.
Judy It was greatto meet your sister.I really enjoyed
ltalking/ to talk to her.
Nick That'sgood.I didn't expeclher 2comingf to come
- shedoesnt usuallylike parties.
Judy Really?Sheseemedvery happy when I saw her
3leaving/ to leave.
Nick Good.NoW how are you going to get home?
Judy It's too late'getting / to get a bus.I'lI walk.
Nick Are you sure?Why dont you take a taxi?
Iudy No,it's not far. I dont mind'walking/ to walk.

Tensesin reported speech Complete

the reportedspeechsentences.
Example Jamestook someflowers
from the neighbour's
garden.He said to his
mother, 'I bought them in
a shop.'
He told his mother he hadbought them in a
shoP.
1 I told the doctorI felt ill. Shesaid,'You'llbe fine.'
Shesaidl-flne.
2 I met a man on the train yesterday.He said,'I'm a
famous actor.'
He told me he
a famous actor.
Ryan said,'I dont feel very well.'
Ryantold me he
very well.
'I'll help you paint the kitchen,' said Katy.
Katy said she
me paint the
kitchen.
5 Mia said,'I got the job!'
Shetold me she
the job.

Date:

Vocabulary
4 Behaviour Orderthe letters to make words.
Example Miss Baxter is very#F*
friendly . When
I seeher she always says'Goodmorning'.
1 The peoplewho live next door are very
They shout all the time.
re-.
2 I think Mrs Vealeaskstoo many personal
questions.She'sveryffi
3 The children at number 29 arc terrible. They're

realyffi.]*
4 Mr Robson?He'slovely.He'svery ffi
if you have a problem.
5 A lot of the neighbourshave cats.They oftenffiffi
at night - it's horrible.

5 Extremeadjectives Completethe dialogueswith

thesewords.
enormous furious exhausted
terrified awful wo,nde#ul
Example A Davina told me you had a goodholiday.
B It was wonderful ! Greathotel, good
food, perfect weather ...
1 A
B
2 A
B
3 A
B
4 A
B
5 A
B

You seemtired.
I'm -.
I've worked really hard today.
Wasthe film good?
No, it was -.
I left beforeit finished.
Wereyou afraid when he shoutedat you?
Yes,I was _
Otto'snew houseis _!
I know. lots of really big rooms and a big garden.
What's the matter?
Someone'sstolenmv new bike. I'm
!

r
Pronunciation
6 Spelling and pronunciation gh Think about the
sound of thesewords.Is gh not pronouncedor is it
pronouncedas the consonantsound/f/?Write NP
(not pronounced)or F.
Example naughty NP
1 rouph
Z neighbour3 fight _

a daushter
s enoueh

[E
172

Photocopiable @Oxford University Presszoog

Readingand Writing
Exchangingnews in a personalletter
I

Readthe article. Choosea title for eachparagraph.

I Takecareof vour home
3 Befriendly _
2 Politeparkinp
4 Be quiet _

Readthe emails.Write T (true),F

say)after sentences1-1o.
Dear Robin,
llow are yov? I'n OK,bull couldbebetter!
llere'slhe goodnews.fve gota newdog! t1e'scalled llenry
anAhe's great! lle's lull ol energyanA really svteel,allhough
oshe is a bit naughtytoo. he's alreaAyeatenmy shoesanA
r ui ned f h e gard en! We' re g elli ng I otsol ex e rcite faki ng hi m
lo r walksevery mor ni ngandevening.

E
Being
agoodneighbour
yourlifemorepeaceful.
helps
make
It canalsomake
yourareaa saferplace
to livein.Follow
this
advice
to avoidproblems
withyourneighbours.
A Whenyoumoveto a newhome,
introduceyourself
os andaskquestions
to learn
aboutthelocalarea.
Smile
andsayhellowhenyou
seeyour
neighbours.
Offerto
helpthemifyoucan,
B Noise
isa common
reason
forcomplaints
by
neighbours.
lfyoulisten
to loudmusic,
thinkcarefully
rc aboutwhereyou
putyourmusic
Your
system.
probably
neighbour
won'tbeveryhappy
if youputit
against
theirbedroom
wall.Tellthemifyouaregoing
to havea partyorinvitethemto cometoo.
C Yourhomebelongs
toyou,butdon'tforgetthatyou
rs arealsopartof af
Tryto keeptheoutside
of
yourhometidy.Yourneighbours
maycomplain
ifyou
leave
rubbish
outsidefortoo
long.Fences
andwalls
between
houses
canalsobeareas
fordisagreement.
lf a
fence
orwallnearyour
homeisbroken,
check
ifyouare
forit.lfyouare,repair
it assoonaspossible.
20 responsible
D Don'tleave
yourcarinfrontof someone
house
else's
andparkquietlyif youarrivehomeearlyinthe
morning
orlateat night.
Readthe article again and choosethe best answer.
Example This article _.
a tells funny stories (b)gives advice
c givesthe resultsof dlurvey
1 Being a good neighbouris _.
a agoodidea b aproblem c safe
2 Ask about local things to _.
a offer help b find information c say hello
3 The article givesadviceabout noisefrom _.
a children b animals c music
4 Beforehaving a party, ask if neighbours_.
a are happy about it b would like to come
c will be at home
5 A tommunity' (line 15)is a group of in a town
or city.
a people b streets c houses
6 If a wall or fencenear you is broken,you should
a repair it b seewho owns it
c ask a neighbourto fix it

AnA nowthebaA news-I'vebroken my{oot.lwas

deco r ali ng the kiicl'en a nA SlooA on a ch ai r lo get
10 somefhing.tlenryco^e inthe rcom andbarkedloudly.lle
me andllell off the chair!
surpriseA
Itwas svch a slvpidthingto hayTenandl couldn't believeif
when lhe doclorssail it wasb roken.lt was poinlul soI knew
I' d hurtitbaAly,bvt not sobaily. Anywaytatleasll don't
15 havelo go to work{or a monfh, tol've gotlime lo wrile
letterslo myfriends!
O{ courte,l can'tfake llenry oulf orwalks atthe moment.
torfunaiely, Paul'gvery hapyyto Ao lhaifhe onelhing he
wontl do, however,isfinish Aecoratingthekitchen. Didl
zo tell you Paul'sgol a newjob? He wasvery vnhaTpyinthe old
one- verr/boring,loomuch work, anAnot enovghmoney.lle
aclo ally e iloys 9oing to vtork novt!
So,whal ab^ovtyournews?llow's everyoneinyourlanily
thesedaysl Lasllime you wroleyou were talkingaboul
n stu.dyhgChi^ete. Haveyov starleA classesyef, llovt's il
gotagl
Lovefrom Lavraxx
PSNy sisfertsgoinglo have ababy nexlyear.l'm goingtobe
an aunl! Iffeelr brillianfl
30 PPSDo you {ancy comingto slaylor a weekend?| need
visilors

Example:Laurais writing a letter of complaint. F

1 Laurawrites about good and bad news._
2 'We' (Iine z) is Robinand Laura.
3 The dog is very young. _
4 Lauradoesnt like Henry.5 Henry goesout for walks twice a day._
6 The kitchen chair'sbroken.7 Laurasoff work for a week._
8 Paul'staking Henry for walks. 9 Paul doesnt like his new job. _
10Laurassister'shaving a baby in May. _

EO
You are Robin.Write a reply to Laura.Add news about
yourself and peopleyou know. Write 8o-roo words.

E9

E
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173

Unit 7 Test Appearanceand lifestyle

Grammar

Vocabulary

wh clausesAdd three words to the secondsentenceso

that it meansthe sameas the flrst two sentences.
Example How tall is he?I can't remember.
I cant rememberhow taII he is

4 Looksand character Completethe descriptionswith

the words below.Thereare two that you dont need.
bushy round nervous imaginative
Einger confident active ambitious

1 Where doeshe buy his shoes?Id like to know.

Id like to know
his shoes.
When'sher birthday?Do you know?
Do you know when
Why did she saythat? I don't understand.
I dont understand
that.
Who gave me this ring? I've forgotten.
I've forgotten
this ring.
5 What colour doesshewant? I don't know
I don't know what

Example Amelia likes having ginger hair, but her

sisterdoesnt.

Future intentions Underlinethe correctfuture forms

in this conversation.
Mia Have you got any plans for tomorrow?
Tom Well, \I'm having/ I wiII havea 'style makeover'.
Mia Really?I think 2I'mgoing to come/ I'II come and
watch. Id like to seewhat they do to you!
Tom Ive decided3I'mgoing to teII/ I'm telling
them exactly what I want. I dont want a stupid
hairstyle with strangecoloursin it.
I a'm meeting/ I wiII meetsomeimportant
colleagueson Monday.
Mia Sowhy sareyou having/ wiIIyou havethis
makeover?
Tom It's a presentfrom my girlfriend!

I Evahopesto do well in her exams.She's

2 Alan never gets angry or worried. He lookedvery
and relaxedafter the interview.
3 Stefan'sgot big
eyebrowsand looks like his
dog.
4 Bethanyhas lots of good ideasfor storiesand
poems.She'svery
5 Nick lovesplaying football and cycling.He's
alwavs

D
Compoundadjectives Completethe compound
adjectivesin the text with thesewords.Thereis one
word you don't needto use.
fitting looking consciousshaven
fashioned o# dressed
Ae and-Tom
Tom anA I are good f rienls bul wetre completely
di{furent.Tom" a stuAenl aad he does,t'l have.mvch
mo^ey.l've got a good job andl'm quite well- aE.
People say f o^'s very lgood--:
he's tall, with Aark
hair anA brown eyes.I'm short with blond hair.The
biggest Ai{ference is our clothet.l feel comfortable
in2loote'clolhes, anAI don't mind wearilq3olA-things.Tom hatn't got mvch mot\eft but he is v2ry
4ashion'-.
What's his secrel? he studies clofhes
in slyle magazines anA bvys things that look the same,
bul costless.As he says,'You doo't have lo be rich to
be swell--.'

E
Modals of deduction Underlinethe correctword to
completeeachconversation.
Example A Let'stake a look at those designert-shirts.
B They miqht / must /can't be really
expensive.How much are they?
1 A
B
A
B
A
B
A
B
A

Do you think that woman is a doctor?

Maybe.Or shemight / must/ can'tbe a dentist.
She'sfrom Switzerlandso shemust speakItalian.
Well, shemight / must f can't speakFtench.
I think Frank is about fifty.
No, he might / must / can'tbe! He looksforty!
Shespendsabout 5oo on clothesevery month.
Yes,shemight / must / can't be really rich.
That man wears sunglasseseven when it's
raining.
B He might / must/ can't be someonefamous.

fE
174

Date:

Pronunciation
6 Contrastivestress Think about the soundsin each
reply.Underlinethe stressedword in eachreply.
ExampleHas she got short grey hair? No, long grey hair.
1
2
3
4
5

Is she in her early fifties? No, late fifties.

Has he got big blue eyes?No, big greeneyes.
Has shegot wavy fair hair? No,wavy dark hair.
Is he in his early twenties?No, ear$ thirties.
Has he got curly hair? No, straight hair.

fE
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Reading and Writing A letter of application

1

Readthe advert. Choosea title for each paragraph.

1 What happens on the show
2 How to applv
3 Appear on TV and change your life
4 The prizes _

E
CHANNEL
T21islooking
forten people
to takepartin
a newmakeover
competition
, Look6ood,FeelCood.
Weneedinteresting
of different
candidates
ages,
appearance
andpersonality.
lfyouwantto change
the
wayyoulookandfeelthenthisistheshowforyou!
Thetensuccessful
willgoto Scotland
candidates
wherethey'llstayin a hotelinthe country
for six
weeks.
They'llbefilmedeverydayastheycomplete
physical
exercises
to improve
health,
fitness,
and
waysof thinking.
Candidates
will learnLatinAmerican
dancing
yogarelaxation
andpractise
techniques.
Thereisa f10,000prizefor the person
whochanges
mostin sixweeksandtherearesomegreatsmaller
prizes
for weeklywinners
too.Theseinclude
mountain
bikes,
holidays.
clothes,
andweekend
Eachweek,
viewers
willdecide
who hasmadethe mostprogress
in seven
days.At the endofthe programme,
theyvote
for anoverall
winner- the person
who'schanged
the
most.
Wantto apply?
lettertellingusa
Senda handwritten
bit aboutyourlifestyle,
appearance,
andpersonality.
Describe
yourself
in 80-100words,andexplain
why
youwantto beonthe show.Enclose
threerecent
photosof youdoingsomething
typicalinyourfree
t im e.
Readthe advert again and choosethe best answer.
Example How pqany people will appear on the show?
a 6 ( b) ro c 2 t
1 What does'take part in' (line t) mean?
a appear on the show b apply for the show
c watch the show
2 What does 'where' (line 7) refer to?
a a secret location b a hotel c Scotland
3 Who learns Latin American dancing and yoga?
a all the candidates b the ten successful
contestants c the winner
Who decidesthe winner of Look Good,FeeIGood?
a The experts b Channel Tzr c TV viewers
What are'These'(line t4)?
a prizes b mountain bikes c clothes
6 How should you contact the organisers?
a by letter b by phone c by email

Read the letters of application from Adam and Myra

Complete the table with one word in each gap.
>EAY .SLT AY M Ad,AT '^,

t',ra.,trLlLw2la anFLALc apTeal

4c.d, FeeL4ctd.
t 't r n A c L s l ar L t aw , bu , l t 've L L e
v d t w e w , ? / - ) i ; , , . . . "- -.'- ,'
"
t)o0t:,.
./'I'
..\PrtLc-,/
0,'a^:
,,'...1
:. .
- ) " '- ^"41)
a ) - - - " " - '- "
^i.','./,--:
,rtLth
t'r/r'"
5L, taLL,
veru shcrL haLr.scw-e re:tl-, :t ,, '
LccQ.aa2ressLve,ball',ra. aclv-aLLuvery4 caLrr-2/-?. 2.. .a
t'n/,a ',eL+-evv"pLoged
archLtect.
l't/wa bLl '.nuqal:tLw.esawd Ln rt-u f rU LLwreI it a:tt .: ?:
ihLwc'- aLcie, su"chas readLwo,LisLewLwqLc
n-t'-t"c,,..-':
i oq o L w q . l , u ov - L dr t . a L t uL L t zL. ec . h a w q e t h e '/ / 0 ). t - ..,"' a i i + eit. Appear Lwo ol lh e pr r r, o r^i^
e,n,cr,Li ae a t', . 7-.
chawc?lc do LnLs.tl:r,tou"Ld,
heLr:vweto be v.r-cre
cow{-J.:,',vthemI w.eelwe'rtpecpLe.I rp.alsuhapeq:.,,.,ttLt"cffer i.,.:
a t L a c ea w d t L c c 'ef o r w a r d t : h V a r t n q - {r . n / ,t 4 0 ^ sr r /,.
ycars faLt"r,{tJlu,
Adavw ce'rtLg
Dear Sir or llaAam,
I s a wy o v r a A v e r f i t e m e n t i n T i m e O f f m a g a z i n e a n d
woulJliketo agTlylobe a conletlanl o^lle show.
I'm an arl tludenl{rom Dublin,?S and single.Next
y e a r , 7 h o p e l o s l a r l w o r k a t a ^ i n t e r i o r A e s i g n e r .l l o o k
v e r y a r t i s l i c a n d l w e a r , n u t u a l c l o l h e s . l 'v e g o tl o n g
. u ily h o; r. I' m liv ely a n d o ulgoi n g. I e nj oy .co oii n 9,
g o t n g f o n i g h f c l u b s ,a n d c l o l h e t s h o T T i n g !
I i r '; n k I ' I b e a a r e a t c a n d i A a l e {o r v o v r p r o e r a m m e .l
inAepeiAenf.T flink you,
needlo 9et {1f, lnd be
v i e w e r t w o u l d e n j o y w a-ore
lching me.
f 6'r7ef aith{ully,
lu\yra l)oAen

Myra

Adam

background Australian,
architect

D ubl i n,6
student

marital
status married,
threechildren,si ngl e,
25
t_
andage
aPpearance tal l 2, personality cal m.'

hair

, shv

l ong

hair

livelv.t

hobbies

readi ng,
musi c

cooki ngnight
,
clubs,
e
buvi ne

reasons
for
applying

bemore
;

get ro

. be
more independent

I]g
Imagineyou would like to appearon the programme.
Write a Ietter of applicationof about9o-1oowords.

[IO

[E
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175

Unit 8 Test Communication

Grammar
1 Reportedimperatives and requests Rewritethe
sentencesin reportedspeech.
Example I / her 'Dont worry.' I told her not to worry

Date:
5 A \ /hat happenedat the end of the interview?
B Thev wanted to know
I had anv
questions.

fE

1 She/ him 'Openthe door!'

2 | /you 'Dont call me at workl'
3 He / them 'Pleasecan you not shout?'
4 She/ me 'Couldyou closethe windoW please?'
5 He / me 'Be careful!'

r
Ability: can,could,be ableto, managefo Underline
the best word or phraseto completeeach
conversation.
Example I managedto / coulL/ 'II be ableto ski when
I was younger,but I'm too old now.
I I can't / didn't manageto / couldn'tsing.
2 I'm sure we can / could/ 'II be ableto communicate
with animals in the future.
3 My friend's got a dog and it'II be ableto / could/
can danceto music!
4 lwas ableto / wiII be ableto / couldfind the
information for the report on the Internet.
5 I found a bag on the train last week. I gaveit to the
policeand they could/ managedto / canfind the
owner.

t-E
Reportedquestions Completethe conversationsabout
job interviews with the words below.
would him t"hy could did were if
Example A Did they askAnna about her current job?
B Yes,they askedher why shewanted to
leave.
1 A
B
2 A
B
3 A
B
4 A
B

't76

Did you feel nervousin the interview?

Yes.I askedif I have a glassof water.
How did you begin the interview with Sarah?
We askedher what her goodpoints
Did the interview go well?
Yes,they askedif I be ableto start
soon.
Did they askJohn any strangequestions?
Yes,they asked
which star sign he
was.

Vocabulary
4 Telephonewords and phrases Usethe words below
to completethe phoneverbs.
off th,th over up through back
Example 'Ive tried to call David about six times this
morning, but I just can't get through ;
1 'Listen,I know youre angry but we needto talk.
Simon,dont hang
, please!Hello?'
2 Millie's got someexciting news for you! Just a
minute, I'll hand her _
to you.'
3 'Hello,can you help me?I was talking to someone
calledAnne, but I got cut _.'
4 'Hello,could you put me
to the sales
departmentplease?Thank you.'
5 'I'm really sorry,but I'm busy at the moment. CanI
ring vou
in fi.veminutes?'

5 Reportingverbs Match r-6 with reportedspeecha-f.

r 'I'll go,I promise.'f
z 'I'll go,if you want.'f]
3 'Youshouldnt go.'E
4 'No,ok, I wont go.'E
5 'No.I'm absolutelynot going.'I
6 'Wouldyou like to go?'!
a
b
c
d
e
f

He invited me to go.
I refusedto go.
Sheofferedto go.
We advisedthem not to go.
He agreednot to go.
Shepromisedto go.

[E
Pronunciation
6 Stressin words ending -fty Think about the sound of
thesewords.Underlj4gthe stressedsyllable.
Example ability
1 popularity
2 curiosity
3 reality

4 possibility
5 activity

fE
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Reading and Writing A report

I

Read the text. Choosethe best title for each paragraph.

1 Becomins an inventor
2 Family life
3 Helping students to communicate
4 An early experiment in communication

Readthe emails. Write T (true),F (false),or DS(doesn't

saY)'

Hi everyone,
Canyouhelpmewithsomething?
| haveto writea short
reportfor homework.
I needyouto answer
thequestion:
Whichanimalisthe mostintelligent?
youranswer
Why?Email
quickly.
I haveto handit intomorrowmorning.
Thanksl
Orla

D4

H i Orl a,
That's
easy!Dogsarethe mostintelligent
because
animals
theycanunderstand
everything.
WhenI tellmydogto geta
ball,healwaysdoesit.
Bye,Jake

Alexander
Bellisfamous
forinventing
Craham
the
telephone.
Bellwasbornonthe3rdof March,
1847.
His
mother,
Eliza,
wasalmost
completely
deafandcouldonly
heara fewloudsounds.
Shehadn'tbeenableto hearsince
theageof four.Amazingly,
despite
beingdeaf,shecouldplay
thepianoincredibly
well.WhenhewasthirtyBellmarried
MabelHubbard,
whowasalsodeaf.

IM

D earOrl a,
That'sa difficultquestion!
mean?
Whatdoes'intelligent'
Animals
areintelligent
in different
ways.Somemonkeys
can
communicate
Therearealsosomebirdswhich
with humans.
can talk- that'squiteclever!
Dogsareveryintelligent
too.
Police
dogsandfarmdogsdojobsthat humans
can't.Yes,I
thinkdogsarethe mostintelligent.
Seeyouon Thursday,
Sheryl

Bellcouldreadandwritewhenhewasveryyoung,
andhe
hada clearspeaking
voice.
Hefirstlearnt
to communicate
withhismotherusinghisfingers.
However,
hereally
wanted
to speak
to her.Heusedto speak
veryclose
to herheadin
a deepvoiceandshewasableto hearhim.Bellunderstood
thatthiswasbecause
of hisvoice.
ofthevibrations
In1863
Firsthetaughtmusic
Bellbecame
a teacher.
and
language,
working
ina school
thenhestarted
fordeaf
children.
Bell's
deafstudents
communicated
withsign
language.
However,
hebelieved
thatdeafpeople
should
speak
likeeverybody
Hetaughthis
else,
using
theirvoice.
'Visible
students
Speech'.
a special
alphabet
called
20D

Bellstarted
to become
moreinterested
inthescience
of
the humanear,andbetween
1872and
1874
heworkedat
different
universities.
ln1874
hefirsthadtheideaforthe
telephone.
Twoyears
later,
March,1876,
Bellspoke
on'lOth
someone
onthetelephone
forthefirsttime.Hephoned
his
Thomas
Watson.
intheroomnextdoor.
Another
assistant.
inventor,
invented
at aboutthesame
Cray,
thetelephone
timeasBell.
However,
Bellregistered
hisinvention
first.Bell
hisdeathin 1922,
invented
manydifferent
thingsbefore
but
healways
remained
fascinated
bycommunication.

Readthe text again and answer the questions

Example Bell was born in 1847 .

1 Bell'swife had been deaf from the age of

His mother was deaf, but could play the

3
4
5
6
7

He sot marriedwhen he was

Bellfirst talkedto his mother using his _
Belltaught languageand _.
Belltaught his studentsan alphabetcalled
In t872,Bell was interested in the scienceof the

B
H i Orl a
I don'tknow.I readsomewhere
thatcatsareveryclever
andhavegoodmemories.
Also,
and
theylikeexperimenting
enjoyfindingsolutions
to problems.
Allthe best,Ben

E
H i Orl a,
AAnc f npnnl c ur i l l en<r r r er 'dno( '

I hel i pv p i h2f dnl nhi n q

morei ntel l i gent

thanal lotherani malA
s.dol phi n
b r ainis
bigger
thanthe humanbrain.
Also,scientific
testsshowthat
theycanunderstand
complicated
ideas.
Coodluck!Megan

Example Orla wants help with her homework. I

1
2
3
4
5
6
7

Jake'sdog can understandinstructions.

Sherylsays'intelligent'hasdifferentmeanings.Policedogshavemore abilitiesthan farm dogs.Benhas eot a pet cat.
Catscan rememberthings and experiment._
Meganthinks dogsare the most intelligent._
A dolphinbrain weighsaboutzkg._

E
Imagine you are Orla. Write a report called Animal
intelligence' in about 9o-11o words.

flo
8 In 1876,Bell invented the -.
9 Bell registeredhis invention before

[E
Photocopiable@Oxford University Presszoog

't77

Unit 9 Test Scienceand nature

Date:

Grammar

Vocabulary

1 Tag questions Add the correcttag questionto each

sentence.
Example lt's cold today, rsn'tit ?

4 Weather Choosethe correctword to completethe

weather forecastfor the coming week.

1 Therearent any studentstoday,

2 Youve got a mobile phone,
3 They live in Mexico,

4 The mountains are beautiful.

5 He isn't very old,

[E
rst conditional; r,fclauses Choosethe correctwords to
completethe fire safety advice.

ln a fire
lf youareI were
building,
/ willbeina burning
to thefloor.
stayclose
Escape
youtshould
lfyouleave
a burning
building,
lwillI
you.lfyouclose
wouldclose
alldoorsbehind
the
doors,
thefirezdoesn't
I wouldn't
I won'tspread
through
thebuilding.
soquickly
Kitchen
pan,youtwillI wouldn't
lf youhaveafireina cooking
I don't
putwateronit.Cover
thefirewitha wetcloth.
Clothes
+cotch
lf yourclothes
totheground
lwill catch
lcaughtfrre,fall
androll.lfyourun,thefiresshould
will
would
burn
faster.
I
I

fE
znd conditional Write the correctform of the verb in
(brackets).
Example A Id love to have a really big garden.
B Really?lt wouldneed a lot of work. (need)
1 A Would you pay more than 8o for a meal in a
restaurant?
B Yes,if I more money! (have)
2 A My friend has left her job to travel the world.
B Luckv her! If I did that. I
to po back to
(not
work again.
want)
3 A Would your life be different if you were rich?
happier.(be)
B Yes,I think I
4 A Would you like to have a pet?
B Yes,maybe- if I
children. (not have)
you 5o,ooo.
5 A Imagineif someone
(give)
B I know...I could buv a houseand a car.

it willbe dry in mostpartsofthecountry,

OnMonday
with
justa fewt- intheeast.
Tuesday
willbeweteverywhere
z
inthemorning,
withsome
veryheavy
inthenorth.
Overnight
it willbestormy,
with3- andlightning
in many
places.
Wednesday
Thesunwillshine
willbea better
day.
in
mostplaces
andit willbe+- Unfortunately,
theclouds
returnonThursday
andFriday,
andalsoverystrong
winds.
In
fact,therewillprobably
bes- everywhere
attheendofthe
week,
sostayat homeif possible.
Example a heat wave b soaking OUtt d gales
L afloods bshowers cshining dwindy
2 arain bblowing cmild dcold
3 apouring bcloud csnow dthunder
4 alightning bmild cfreezing dwet
5 asun bhot cgales dblowing

5 Compoundnouns Put the words in the correctplace

to completeeachconversation.Thereare two extra
words.
laptop book science eo4?nptrter
addressservice call club
Example A What's Millie's job?
B I think she'sa computer programmer.
1
2
3
4
5

I'm eoineto ioin a book

CouldI have an alarm
in the morning?
Is Dean'sphonenumber in the
book?
How much is the charge?
I watch DVDson my when I'm travelling.

D
Pronunciation
5 Stressedand unstressedwords Think about the
stressedand unstressed
words in thesesentences.
Underlineone more stressedword in eachsentence.
Example She'llhave passedthe exam.
i
2
3
4
5

My body will have changeda lot.

I'll have found a job.
Lucywill have cookedthe dinner.
They won't have grown much.
He'II have cut his hair.

r78

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Readingand Writing An opinion

1 Readthe safety leaflet. Choosethe best headingfor
eachparagraph.
1 Where not to stand in a thunderstorm
2 Beautiful but dangerous
3 Get your body in a safeposition _
4 The home can be dangeroustoo _
5 The'3o-3o'rule

[E
Thunderstorms
rainisheavy,
canbeveryexciting-the
thethunder
isloud,
andthelightning
canbefascinating
to watch.However,
strongwindsandfloodscancause
problems
lt hurtsandkills
andlightning
canbedangerous.
thousands
year.So,whatshould
youdoif
of people
every
youareoutside
inathunderstorm?
First
ofall,findouthownearthestormisbycounting
the
timebetween
thelightning
andthunder.
lf it isless
than
30seconds,
thestormisverynearyou.
Youshould
find
somewhere
safeto waituntilthestormpasses.
Afterthe
lastflashof lightning,
wait30minutes
your
before
leaving
safeplace.
lfyouareoutside
inathunderstorm,
dontstandinanopen
fieldorontopofa hill.Don'tstandnearatowerora single
tree.Youshould
alsostayawayfromlakes,
rivers,
andthe
beach.
lfthebeach
iswetandthelightning
strikes
thesea,
theelectricity
willtravel
along
thebeach.
Tryandmake
yourself
assmall
aspossible,
sothereisless
your
chance
thelightning
willhityou.Putyourfeettogether,
yourknees
headbetween
overyour
andyourhands
ears.
Cetyourwholebodyasclose
totheground
asyoucan.lf
youarewitha groupof people,
stay6mapartfromeach
other.
Then,
if lightning
doesstrike
a person,
it won'tbeable
to travelto othersinthegroup.
Thebestplace
isinside.
However,
if
to beinathunderstorm
youareat homeanda lightning
stormisnearhere's
some
- don'tusethephone,
useful
advice
thecomputer,
ortheTV
anddon'ttakea bathorhavea shower.
Mostimportantly,
don'tgooutside
to watchthelightning!
Readthe text again.Write T (true),F (false),or DS
(doesn'tsay)for sentencesr-5.
Example Lightning kills three peopleevery year. F
1
2
3
4

Most thunderstormsoccurin hot weather._

Thunder is more dangerousthan lightning.
Ifyou are in the sea,go to the beachfor safety.Lightning can hit more than one personif they
standtogether._
5 Lightning can hit you if you are in the bath.

Photocopiable @Oxford University Presszoog

3 Readthe article. Choosea heading for

I Foodmodification3 Design
2 Weathercontrol _
4 Bodyperfection?-

rE
Newtechnology
andprogress?
Astechnology
advances,
wefindmorewaysto change
the
worldwelivein.Forsomepeople,
development
isprogress.
Forothers,
using
science
andtechnology
nature
is
to change
wrong.Inthisarticle,
Dr.Nollagivessomeexamples
of new
developments.
progress
A Wearemaking
because
doctors
todaycanhelp
babies,
evenbefore
health
theyareborn.Theycandiscover
- theycanevenresolve
problems
and- sometimes
them.
Parents
canalready
choose
to havea boyora girl,and
soonthey'llbeableto choose
theirbaby's
eyeandhair
colour.
Some
scientists
a
thinkwemightbeableto choose
personality
andlevel
of intelligence
forourchildren.
B Another
wayinwhichmedical
people
is
science
ishelping
withcosmetic
surgery.
Doctors
canchange
mostpartsof a
person's
faceor bodyandthisisveryimportant
for people
whohavebeeninaccidents.
Peoole
canalsousecosmetic
surgery
to make
themlookexactly
howtheywantto.Inmy
opinion,
thiswillmake
evenmorepeople
unhappy
C Scientists
usechemicals
to change
theweather
andwe
cannowcreate
raininsomeareas,
andstopit inothers.
Controlling
theweather
forsporting
isgreat.
Making
events
rainincountries
withoutwatercanhelpmillions
of people
withnothing
to drink.
D CMtechnology
growbetter.
Many
makes
riceandpotatoes
people
believe
thatthiswillchange
thenatural
environment.
However,
thiscanalsohelppeople
withnofood.
Readthe articleand answerthe questions.
Example What can doctorsfind out about babies
beforethey are born? healthproblems
1 Which two things can peoplechoosefor their babies?
and

2 Accordingto Dr Nolla,who is cosmeticsurgery

goodfor?
3 How doesDr Nolla think peoplewho have cosmetic
surgerywill feel?
4 What do scientistsuseto changethe weather?
5 What'sthe name of the way of making some
plants grow better?

E
Chooseone of the topics (A-D) in the article. Write a
paragraphgiving your opinion in 9o-rro words.

Eq

179

Unit 10 Test Buying and selling

Grammar
I

Time and conditional clausesCompleteeach

sentencewith a word or phrasefrom below.
until as longas assoonas won't ffilss unless
Example Youwon't have any money unless you get
a job.
you pay for it.
1 I'll do the shopping
go home until I find somenew
2 Isnoes.
3 Peoplewill stop using the Iocal shops
the shoppingmall opens.
I find a dress.
4 I won't stop looking
it's reduced.
5 I wont buy that camera

Date:

Vocabulary
4 Packaging Match r-6 with a-f to make the namesof
things you buy.
1
2
3
4
5
6

a tin of_a
a jar of
a tub of
a tube of
a pot of
a packetof

b
c
d
e
f

tomatoes
margarine
coffee
toothpaste
biscuits
yoghurt

D
Wordsconnectedwith buying and selling Complete
eachsentencewith a word or phrasefrom below.
buy price pay spend reducedreceipt

l-E
2 Articles the,a, an Completethe conversationwith
the,a, and an.
Tony How are you feeling?
Freda Not great.Are you going into the town
centre?
post offce.
Tony No, I'm just going to 'ice-cream.
FredaOh,Id really like 'Tony Well, I can go to :supermarket,if you
want.
Freda Thanks!Canyou get me the new book by Ted
Olsen,too?
Tony I don't think I can get that in town.
bookshopon the
Freda Yes,you can.There's
High Streetnear s_
bank.

Quantifiers Choosethe correctword to completeeach

conversation.
Example A How much rubbish do you throw away
eachweek?
a little b few c mueh d many
1 I always take bagswith me when I go
shopping.
aalittle blittle cafew dfew
2 A Do you drink bottled water?
B Yes,but I don't buy bottles.
amany bmuch cany dalittle
packagingnow.
You can recycle
a too much b a lot of c a few d hardly any
peopleuse the new supermarket.
Very aalittle blittle cafew dfew
A There'sno milk for my coffee.
B I think there's
milk in the fridge.
afew bafew
clittle dalittle

r
180

yougoshopping?
Doyouspend toomuchmoneywhen
Hereissomeadvice
to helpyoustop.
yougo.Decide
- Makea listbefore
howmuchyouwantto
foreachitemonthelist.
youareattheshops,
- When
onlyz_
things
that
list.
areonyourshopping
- lfyoulikesomething,
you
check
the3before
loveandmusthaveit!
decide
thatyouabsolutely
Youmightfindit ina
- Forbigger
items,
visitdifferent
shops.
saleataa
orice.
- Remember,
youcanalways
takesomething
backif you
yourmind.
youbuysomething,
putthe
change
When
sina safeplace.

fE
Pronunciation
5 When to stressthe auxiliary have/ has Think about
If it is
the sound of have/ hasin these sentences.
stressedwrite S.If it is unstressed,write U.
Example We'vebeenworking. U
1 They haven't been sleeping.
2 Has shebeenwaiting?
3 I've been thinking.

4 It hasn't been raining.

5 Have they been talking?

fE
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rF+
Reading and Writing A letter of complaint
1 Readthe text. Write T (true),F (false),or DS(doesnt
say)for sentencesr-6.

Youbought
a newtoyforyourchild
andyou've
been
trying
to openit fortwentyminutes.
You've
usedyourteethand
a knife,buti* toostrong.
Yourchildstarts
Yougetangry.
to cry.
osYouareexperiencing'packaging
rage'-the
anger
created
by
packaging
thatseems
impossible
to open.
Overthelastten
years,
manufacturers
havebeenusingincreasing
amounts
of packaging
onallproducts.
Manypeople
alsofeelangry
abouttheeffects
ofthisontheenvironment,
ro So,whatkindsof products
packaging
cause
rage?
CDcases
wrapped
in plastic
areoneexample.
Inthebathroom,
it's
bottles
powder.
of medicines
andboxes
of washing
Inthe
kitchen,
it'scartons
of milk,tinsoffoodandpackets
of
biscuits.
Even
littlelabels
onapples
canmakepeople
angry.
t5Thismayallseemseemlikeajoketo somepeople,
but
packaging
ragedoeshavea serious
Olderpeople
side.
can
haverealproblems
tryingto openfoodandmedicines.
Trying
to openstrongpackaging
withyourteethcan
bedangerous
too.lf youusea knifeandit slipsonthe
zopackaging,
it cancause
serious
cutsorotherinjuries.
Around
people
60,000
British
ayearneedhospitaltreatment
for
injuries
caused
whentiey weretryingto openthings.
Example The writer bought a toy for his child. 7
I Thewriter tried different ways to open the toy. _
2 Manufacturersuse more packagingnow than ten
vearsaso.
3 Somepeoplefind jars of jam difficult to open._
4 It's safeto open packagingwith your teeth. 5 5o,ooopeoplein Britain hurt themselveson
packagingevery year._
Somemanufacturershave oromisedto make
changesto their packaging._

E
Readthe article again. Choosethe best answer.
Example What does'it' refer to (line 3)?
a the knife b the scissors@ttre packaging
1 Peoplefeel angry becausepackagingis _.
a difficult to throw away
b bad for the environment c expensive
What does'it' (line 13)refer to?
a products b cartonsof milk c packagingrage
'This' (line r5)refersto -.
a anapple b packagingrage c ajoke
'they' (line zz)refersto _.
a old people b children c British people

Readthe emails and

HiVernon,
Youknowthoseshoes
I ordered
ontheInternet?
l'vebeen
having
someproblems
andlUlikeyouradvice.
I ordered
size39andtheyanivedafewdayslater.I wore
themto workandtheyseemed
a bitsmall.
I checked
thesize
- theyweresize38,not39.
First,
I sentanemailto thecompany,
buttheydidn'tanswer.
ThenI phoned
thecompany.
I explained
thesituation
and
asked
themto exchange
theshoes
forthecorrect
size.
They
saytheycan'tbecause
l'vewornthem.l'msoangry.
lt'stheir
mistake,
buttheysayit'smyfault.l'vespentf60 ona pairof
I can'twear!
shoes
WhatdoyouthinkI should
do?Should
I make
a complaint?
Byefor now,
Tess
PSl'mgoingto localshops
fromnowon!

tr
HiTess,
Yes,you
should
definitely
made
a
complainlThe
company
mistake
whentheysentyouthewrongsize.
lf I wereyou,lU
writea letter.
lt'smoreformalthan
anemail.
I knowwhatyoumeanaboutusing
thelocal
shops.
Butthen
I hada badexperience
inthelocalbookshop.
Seems
likeyou
can'twinwherever
youshopthesedays!
Coodluck!
Vernon
Example Where did Tessbuy the shoes?
on the Internet
1 What sizeshoesdid she order?
2 What size shoes did she receive?
3 Where did she wear the shoes?
4 Why did shethink the shoesfelt small?
5 What did she do beforephoning the company?6 Why wont the companychangethe shoes?
7 How much did Tesspay for the shoes?
8 Where will Tessshopin the future?
9 What doesVernonthink Tessshoulddo?10 In which shop did Vernonhave a problem?

rc

Imagine you are Tess.Write a letter of complaint to

the shoecompanyin 9o-rro words.

flo

E
Photocopiable @Oxford University Presszoog

't81

Unit 11Test Travel and holidays

Grammar
I

Have somethingdone Addthree words to the second

sentenceso that it meansthe sameas the first.
Example Someonewashesour clothesevery day.
We haveour clothes washedevery day.
1 Let'sask receptionto bring dinner outsidel
Let's
outsidel
2 Someonecleanedour houseyesterday.
We had
yesterday.
3 Paysomeoneto cut your hair!
cutl
4 Someoneis translating our documents.
We'retranslated.
5 My neighbour'srepairing my car tomorrow.
I'm repaired
tomorrow

fE
Have to, needto, should,oughtto Choosethe correct
word or phraseto completeeachconversation.
Example A I'm only going to drink bottled water
when I'm on holiday.
B Yes,and you needto / don't needto /
shouldn'thave any ice in your drinks.
1 Youshould/ shouldn't/ don't needto take a bus.The
hotel'sonly roo metresfrom here.
2 A I've got a really bad stomachache.
B Youought to / haveto / don't needto stay in bed.
3 A What time shall we go to the airport tomorrow?
B I think we haveto / don't haveto / shouldn't
checkin three hours beforethe flight leaves.
4 A I cut my leg when I was swimming on holiday.
B Oh no! Was it a very bad?
A Yes.I ought to / had to / shouldgo to hospital.
5 A Will I be safein the city centre?
B Yes,but you shouldn't/ don't needto / don't have
to walk near the station at night.

Non-defining relative clausesChoosethe correct

word below to completeeachconversation.
where when whieh which whose who
Example A I heard about your trip to China!
B Yes,it was an amazing experience,
which I'll never forget.
1 A Are you going on holiday this summer?
B Yes,to the village in France,_
we
usually go.
2 A Did you go to India alone?
B No, I went with Billy, _
I've known for
many years.

182

3 A
B
4 A
B
5 A
B

Date:

Did you stay in a flat in New York?

Yes.But I didnt seeGina,
flat it is.
When do you usually go on holiday?
In June,
the weather isnt too hot.
Did you have a goodtrip?
No.I lost my suitcase,
was full of
presents.

fE
Vocabulary
4 Travel problems Match r-6 with a-f.
1 get ---------__
a your plane
\2 run out of
b stoppedfor speeding
3 miss
c your way
4 lose
d an accident
5 have
e petrol
6 have
f. a flat tyre

5 The street Completethe words in eachconversation.

Example A We'll never get acrossthis road!
B There'sab r i d g e overthere.Let'suse
that.
1 A
B
2 A
B
3 A
B
4 A
B
5 A
B

The city is built on water, isnt it?

Yes.Our hotel was on a c _ _
Is there much traftc in the city centre?
Yes,but there are lots of p - - _ _ streets.
Oh,the last bus has gone.Shall we get a taxi?
There'sa taxi r _ _ _ over there.Comeon.
Whatdoldowhenl gettothe c_
______ ?
Just go straight on. Dont turn left or right.
Excuseme! Is this the road to the station?
Yes,but there'sa quickerway for bicycles.Take
that p _ _ _ . It goesstraight to the station.

Pronunciation
6 The main stressin a sentenceThink about the
\r1/here
sound of these sentences.
is the main
stress?Underlinethe word in eachsentence.
Example Can I drink the waterhere?
1
2
3
4
5

What do we do in an emergency?
Haveyou had your injectionsyet?
Haveyou got your passport?
What pills do I needto take?
How much is the insurance?

&

tI

Photocopiable @Oxford University Presszoog

II

Reading and Writing

A website recommendation
I

Readthe email. Write T (true),F false), or DS(doesn't

say)for sentences
z-ro.

Readthe text. Choosethe best title for each problem

1 Too much sun _
3 Insects bit me _
2 Not enough money _
4 A bad cold

DearLee,
l'vejustcomebackfroma luxurycruise
in theAdriatic
Sea.
- wasver y
Theshi pw asdel i ghtful
. room- | meancabi nl
Our
comfortable
andthe staffwere
friendly
andeffcient.We
I hadmy
hadbreakfast
servedin ourcabineverymorning.
haircutandJohnhadhisfeetmassagedl
Therewereseveral
islands
dayexcursions
to the Croatian
andmainland.
Thebestonewasto KrkaNational
Park,
which
isanareaof lakesandwaterfalls.
Weeachpaid45kunas
(about6)to go in,butthereislotsto seeonceyou'reinside.
First,
we wentto LakeVisovac
inthe middleof the park.
There's
a smallisland
onthe lakewhichyoucanvisitby boat.
At theendof thedaywe swaminthe lake.lt wasbeautiful.
Unfortunately,
lotsof otherpeople
wereswimming
there
too,but it wasstilla goodexperience.
Anyway,it'sbackto worktomorrow.College
begins
agai nandthenewstudents
to
arearri vi ng.
l ' mpl ann ing
takea groupon a tripto yourpartofthecountrynext
summer.
I needto plansomeexcursions
inthearea.Can
yourecommend
anyplaces
we couldvisit?lt couldbe
somewhere
in thecountryside,
or a town,or city.I wantto
putthe information
for students
to
onthecollege
website
readin advance.
I lookforwardto yourreply
H arri et
PSWe'rehaving
the housedecorated
at the moment.I
thoughtthe painters
wouldfinishthejobwhilewewereon
holiday.
Butno- they'restillhere.I needanotherholiday!

[E
Areyourfriendsgoingon holiday
whileyou'restillworking?
Don'tworry,lifeisn'talways
easywhenyou'reon holiday!
Herearesomeholiday
stories
to makeyoufeelbetter.
(19)MyfriendandI wentto Venice,
A Hannah
ltalyfor a
week.lt'sa magnificent
ciiy,andwe lovedthe canals
and
gettinglostin allthe beautiful
enjoyed
backstreets.
However,
we ranout of moneyafterthreedays.Wehad
to leaveourelegant
hotelandstayin a reallycheapone.lt
wassofrustrating
notto beableto go shopping
or eatin
the nicerestaurants.
Wejust atepizzaoutsideeverydayl
B James(30)| wentto Maltafor a week.Thefirstday
wasgreat.I wentto the beachandintheevening
I ate
somedelicious
foodin a seafront
restaurant.
Thenext
morningI wokeupcovered
in mosquito
bites!They
weresouncomfortable,
andtheywereallovermyface.I
boughtsomeinsectrepellent
forthe nextnight.l'lltakea
mosquito
netif I goagainl
C Hugh(25)| dida reallystupidthingwhenI wason holiday
in Spain.
I founda small,
secluded
beachnearthe hotel,
soltookmyclothes
withoutanysunblock
off.I fellasleep
on.Of course,
My backandlegs
I got reallybadsunburn.
wereincredibly
redandsore.I hadto spendthefirstfew
daysinsideuntilmyskinwasbetter.
D Alice(33)| hadn'thada holiday
for ages,
soI wasreally
in Egypt.
MyfriendandI had
excited
aboutthisholiday
planned
lotsof divingtripsinthe RedSea.Onthesecond
I wasprobably
getting
day,I hada blocked
nose.I realized
a badcold.ThenextdayI couldn't
do anydivingbecause
I couldn't
swimunderwater
with mycold.ljust layonthe
beachrestoftheweek.I guessI caughtit onthe plane.
Readthe text again and answer questions r-7.
Example How long did Hannah go to Venice for? t
week
1
2
3
4
5
6
7

What did Hannah eat in Venice every day?

Where was Jamesbitten?
What did Jamesuse on the secondnight?
What should Hugh have used on the beach?
Which word in Hugh's story means 'painful'?
What did Alice have on the second day?
Where does Alice think she got her coid?

[E
Photocopiable@Oxford University Presszoog

Harriet went on a cruise in the Mediterranean Sea.

Harriet was pleasedwith the service on the cruise.

3 The Krka National Park is about rookm'. A

It costs about 6 to visit the National Park.

5 You have to swim to get to the island on Lake
Visovac._
Harriet and John were the only people in the iake.
7 Harriet works at an art school._
8 Harriet wants suggestionsfor excursions near
where Lee lives.
9 She'll put the information on a noticeboard.
10 The painters haven't finished decorating Harriet's
house.

E
Imagine someone is planning a holiday in your
country. Write a letter, suggesting placesfor them to
visit. Write 9o-11o words.

flo
183

Unit 12Test Booksand stories

Grammar
t

so,because,(in ord.er)to Choosethe correctanswer.

Example I'm sad
my friend is in hospital.
a so b in orderto @because
1 I neededa book
to the library.
a in orderto go b so I went c becauseI went
2 Deniseworked hard a lot of money.
a in orderto make b becauseshehad
c so sheneeded
3 Jameswent to the city
look for a job.
a because b to c so
4 They were thirsty
there was no water.
a so b to c because
5 The breadsmelt very good _
it.
a so I ate b in orderto eat c becauseI ate

2 -ing and -ed clausesUnderlinethe correctword to

completethe story.

Date:

Vocabulary
4 Stories,books,fiction Readthe descriptionsand
match them with booksa-f.
a romance b fantasy c western
ffiitt*tc
e science
fiction f murdermystery
Example @ CarlHeller is hunting for an ancient city
in the jungle, when his plane crashes.
f !
Z !
f !
+ I
5 I

fhree woman are dead.DetectivePearsonmust

find the killer fast.
tn a universefar away,an evil ruler plans to
destroyother worlds from his spaceship.
It's 1876.Ned and his young wife face many
diffculties as their wagon travels through the
desertsof Arizona,USA.
a new doctorhasjust arrived at the hospital.
Nina thinks she'sfalling in love again.
A family spenda week in a remotehouse.Tim
meetsa mysteriousman who takeshim to a
magicalworld.

TheHouse
intheWoods

fE

Aboycalled
iswalking
inthewoods.
Hefinds
lcallingRalph
tdestroyed
theruinsof house
Hehears
a
I destroyingbyfire.
Hedecides
childzcried
to goinside.
Hesees
ayoung
/cryinq.
boywithblackhai3worn
strange
clothes.
Ralph
lwearing
speaks
buttheboydoesn't
answer.
Later,
Ralph
meetsanoldwomanqwaked
lwolkinginthe
woods.
Hetellsherabout
thehouse
andtheboy.Shesays,
'Come
to myhouse.
I wantto showyousomething.'
'Look
5hesays,
atthispicturespainted
bymy
I painting
father.
lsthistheboyinthehouse?'
'Yes,'
saidRalph.'That's
him.'

Wish,hope,beglad Completethe sentenceswith the

correctform of wish,hope,or beglad.
Example I'm glad I work in a shop.I really like it.
1
2
3
4
5

It's raining! I I had a car to drive you home.

Seth'sworried.He he'll find a job soon.
you enjoy the book.I thought it was great.
INow sheshed movedto the city.
II bought that new computer.My old one
was so slow!

'Frances
wasmybrother.
Hedied70years
agotoday.'

r
3rd conditional Choosethe correctword to complete
eachsentence.
have youd had hadn't lvould wouldn't
Example A My friend found froo in the street.
Shetook it to the police.
B Really?I would have kept it.
1 If I studiedFrench,I wouldnt be a
Frenchteachernow
2 What would you done if youd seenit?
3 Ifshedseenyou
havebeenintrouble.
4 If he
stayedin London,he would have
missedthe party.
5 If IA known shewas rich, I _
have given
her that money.

r
't84

Pronunciation
5 Contrastivestress Think about sentencestressin
speakerB'sreplies.Which word hasthe main stress?
Underlineit.
Example A I wish I was younger.
B Really?I wish I wasn'tso young!
1 A I wish he would talk more.
B Really?I wish he would listen more!
2 A I hope one day I have a lot of money.
B I wish I had a Iot of money now!
3 A I'm glad I've got a mobile phone.
B Really?I wish I didnt have a mobile phone!
4 A I wish I couldspeakItalian.
B Really?I wish I could speakSpanish.
5 Alwishlhadadog.
B Really?I'm glad I haven't got a dogl

Photocopiable @Oxford University Presszoog

Reading and Writing A story with a moral

I

Readthe book reviews and choosethe best answer.

Read the reviews again and answer the quefionsExample Which word rneans'popular'? besttselling

1 Which word means'a true storv'?

2 Which word means 'how things work'?
Thisweekwe reviewtwo bestselline
stories
of real-life
adv ent urand
e d ra ma .

a
A

Theextremesituations
experienced
bythe menand
womeninthesetwo booksaredescribed
in vividdetail.
The
osaut hortsak ey o ui n s i dth
e k i ng
l i feor
e e mi n d so f p e o p l ma
deathdecisions.
leave
youthankfulto bealive.
These
stories

6
7
8
9

(1999)
II{TOTHINAIRbyJonKrakauer
Thisisanaccount
of a disaster
on MountEverest,
writtenby
oneof the peopleinvolved.
isa journalist
Krakauer
working
rofor Outside
magazine.
Hewantsto writea storyabout
thetourcompanies
Hejoinsa
workingon MountEverest.
climbing
tourwith a company
sohecanfindout abouthow
theyoperate.

Krakauer
isanexperienced
However,
manyof other
climber.
Theclimb
rs peopleinthegrouphavelittleor noexperience.
to thetop of Everest
issuccessful.
However,
onthedescent,
theyarehit bya stormandeightof theclimbers
die.Some
manyyears.
of thosewhodiedhadbeenclimbingfor
Thebookdescribes
At the
the horroroftheexoerience.
zosametimeit considers
madeby
thedecisions
andmistakes
theclimbers
andandthetourcompany.
ADABIACKIACK
byJenniferNiven(2003)
Thisisthetruestoryof a womanwhosurvived
fortwo
yearson anArcticislandinthe1920's.
z sF ourCanadian
, aska,
a n dA m e ri c am
n e nl i v i n gi n N o meAl
plana tripto Wrangel
Theyaregoingto live
lsland,
Russia.
to survive
inthe
therefor a yearto showthat it'spossible
Arctic.
for r
Theycan'tcookor makeclothes,
sotheyadvertise
someone
to accompanythem.
AdaBlackjack,
a 23-year-old
n h oa p p l i e S
r oI nuitE s k imwo
o ma ni,sth eo n l yp e rs ow
s.hei s
hiredto cookfor the menandto repair
theirclothes.
Afterseveral
the groupfaceserious
monthsonthe island,
problems
the island
to findhelp.
sothreeof the menleave
Theyneverreturn.
Themanleftwith Adadies,sosheisleft
ls to survive
alone.
Example Krakauer goesto Mount Everest_.
a for work b to learn how to climb
A.
(9lor a no[oay
Eight climbers die on Everestbecausethey have -.
a no experience b bad weather
c the wrong clothes
In Alaska, four men make a difficult journey
a for work b for survival c to write a story
Ada Blackjackgoes on the trip
a to work b to write c for adventure
Three of the men leave the island because
a they need help b Ada is ill c one dies

Which word means'the iournev down'?

What does'they' (line r7)referto?

What does 'it' (line zo) refer to?
What does 'there' (line z7)refer to?
Which word means 'eo with'?
Which word means 'bright, strong, and clear'?Which word means 'happy'?

3 Readthe text and complete the summarv below.

It hadbeena successfulyear
in hisvillage.
Theweatherhad
beengood,thewheatandcornhadgrownwell,andthecows
andtheanimals
werefat.Thevillage
chiefdecided
to have
a partyto celebrate
andinvitedeveryone.
Hesaidhewould
provide
meat,bread,
andcakes,
andasked
eachguesttobring
somewineto put intothe bigpot.
Onemanwantedto goto the partybuthehadnowine.He
thought,'Whyspendmoneyonwineinorderto goto a party
whichisfree?lt wouldbebetterto buynewclothes
forthe
party.'Then
hehadanidea.
Hewouldtakeajarof waterbecause
nobody
wouldnoticea littlebitof waterin sucha lotof wine.
putontheirbestclothes
0n thedayofthe party,everybody
meat,
andwentto thechief'shome.Ontableswerethe bread,
the
andcakes
thatthechiefhadpromised.
Eachguestpoured
contents
oftheirjarintothe bigpotastheyarrived.
Thechiefordered
hisservants
somewine
to giveeveryone
and,w henhesi gnal l ed,
everybody
tookthei rcupsa nddr ank.
Totheirsurprise,
it was...WATERI
IIORA: Dowhat'sbestforthegroup,
andnotwhat'sbestforyou.
situation: A villaae chief decidesto have a party to
celebrate the good t
of his village. He
says he'll provide meat, bread, and 2

He asksthe gueststo bring the :

One man doesn't want to spend 4
wine for the party
action: He decidesto buy new s
to
for the party instead and takes
put in the wine pot.
result: When the servants fill the cups from the wine

pot, it is water.
moral: Do what is bestfor 7

Write a short story of a bookor film you know, or

invent your own. Write 9o-rro words.

Eg

E
PhotocopiableO Oxford University Presszoog

185

Testskey
Unit I

Unit 2

Unit 3

Grammar
I I doesSallylove
2 phonedSally
3 did Sallyvisit
4 IikesSally
5 took Sallyfor a meal

Grammar
1 l th e 2@ 3@ 4The 5The

Grammar
1 1 usedto clean
2X

I ...are usually very friendly.

2 We rarelybuy...
3 ...hardly evertakes...
4 I quite often visit ...
5 ...'s always really interested...

2 1 eachother
2 myself
3 himself
4 eachother
5 yourself

Vocabulary
4 2d

3 f

4 a 5 e 6 b

5 1 kind of 2 looks like

4 used for 5 used as

Vocabulary
4 i l i p s 2s hak e 3w a v e
4 bow 5 hug
2 b 3c 4c

t have taught
2 has studied
3 havebeen
4 have decided
5 got

1 was walking
2 started
3 was crossing
4 saw
5 didn't agree

31do
2's / is getting
3 talks
4 speaks
5 'm / am doing

5la

3 didn't use to pay

4X
5 Did you useto be

3 made of

I Put it away.
2 Canyou turn it on?
3 He turned it up.
4 Takeit off.
5 Put it on.
Vocabulary
4 2b 3 e 4f

Pronunciation
5 1,tgl 2ls/ 3 l4l 4 tkt 5 l$l

5a 6c

5 1 give up 2 failed 3 managedto

4 achievement 5 keeptrying

5b

Readingand Writing
Pronunciation
5 1 r 2H 3P 4F s G
Reading and Writing
L l ,c 2 e 3b 4a 5 d
2 l Fa ls e 2T r ue 3F a l s e 4 T ru e
5 False 6 False
3 1 teacher 2 colleague 3 middle
4 run(s)/ running 5 28 6 Hotel
7 cousin 8 behind 9 guitar
4 Students'ownanswers.
Marking uidelines
Task

Cra m m a r

m a r KS

Task
A

Cr a mmar

Reading and Writing

t l b 2a 3b 4 c 5c 6b
I lrue z false J False
4 True 5 False 6 Doesntsay
7 Doesntsay
I Advanced 2 Hard-working 3 C
4 Maths 5 guard 6 Drawing
7 history

1 work or business
2 written in Malaysian
3 food,fruit juice, bowl of water
4 right
5 stupid

gui del i nes

M a r ki ng

Vocabulary Havestudentsspeltwords 2
for hobbiesaccurately?
Havestudentsusedcapital
lettersaccurately?

186

2 I False 2 True 3 False 4 Doesn'tsay

5 True 6 True 7 Doesntsav

Students'own answers.

Havestudentsincluded
allthe information?
Have
studentsorganized
their
ideaslogically?
Havestudentsused
t p lea n d
t h ep r e s ensim
continuousaccurately?
Havestudentsjoined
s i m p l es e n te n ce s
accurately?

Pronunciation
6 oo l astw eek
. o o Betit wrong, make mistakes,
teacher'spet
oooo frontofthecl ass

I 1 1939
2 2,300(years)
3 (the story of) EI Dorado
4 (onthe) third / 3rd floor
5 8,000
6 Monday(s)

Student'sown answers.
marks

Havestudentsincluded
Have
allthe information?
studentsorganized
their
ideaslogically?
Havestudentsusedthe
4
pastsimpleandpast
appropriately?
continuous

Vocabulary Havestudentsgot enough 2

vocabulary
to express
their
ideasclearly?

gui del i nes

Marki ng

marK s

Task

Havestudentsincluded
allthe sections?
Have
theywrittenrelevant
information?

C rammar

Havestudentsusedcapital 4
letterscorrectly?

Vocabulary Havestudentsuseda
2
varietyof wordsto describe
themselves
andtheir
interests?
Havestudents
speltwordsconectly?

Unit 4

Unit 5

Itlif

Grammar
l lth a t 2wher e 3who
4 you 5 which

Grammar
| 1 .4 2 th e 3the 4@ sthe

Gramnar
I I That rs rr:. g:ff lrFE
2 That's suci' r r'4r[ ''*'
3 I'm sucha:aci
4 I'm so angry r,'.-::-:e
5 He was dnvrng s =:r

2 2 was stolen 3 have been arrested

4 were attacked 5 was taken
6 has been given

2lwo rri e d 2bor ing

3 embarrassing4 disgusting
5 annoyed
3 I a sb i g
2 the best
3 more crowded
4 more expensive
5 the most entertaining
Vocabulary
4 I MP3 player 2 jazz 3 solo
4 track 5 stadium

Pronunciation
6
-d
amazed
bored

-t

-id

embarrassed disgusted

fascinated

L 7 8 2 D 3A 4C
2 lTru e 2F als e 3T r ue
4 Doesn'tsay 5 Doesn'tsay
6 True 7 Doesn'tsay

5 Students'own answers.

G ramm ar

marKs

Havestudentsincluded
the 4
mainpoints?
Havestudentsused
presenttenses
appropriately?
Have
studentsusedpresent
tensesaccurately?

Vocabulary
4 2c 3f 4d

5 b 6a

3 l would /'dbe 2 was 3 :r:-:;4w oul d/dhel p 5had i g-

5 7d 2 d 3b

4a

5c

Vocabulary
4 l noi sy 2nosy 3naughty
4 helpful 5 fight
5 1 exhausted 2 awful 3 terrified
4 enormous 5 furious
Pronunciation
6 \F 2 N P 3N P 4N P 5F

Reading and Writing

1 1 b 2 b 3a 4a 5c
6a 7 c 8 b 9 c

Reading and Writing

I 1C 2D 3A 4B

2lE

2l a

2 D 38

4C

Markingguidelines

marks

Task

Havestudentsincluded
allthe information?
Have
their
studentsorganized
ideasto keeptheirreader
interested?

Crammar Have
students
useda
variety
of pasttenses
appropriately?

VocabularyHavestudentsgot enough 2
vocabulary
to express
Havestudents
theirideas?
speltinegularpasttenses
correctly?

2b

3c 4 b 5a 6b

3 1 True 2 False 3 Doesn'tsay

4 False 5 True 6 Doesn'tsay
7 False 8 True 9 False
l0 Doesntsay
4 Students'ownanswers.
marKs

Markingguidelines

Students'ownanswers.

3 lad a ya ndnight 2ada y

3 (the)US(A) 4 France
5 (on)(a)train 6 in a bookshopin Paris
7 more unusual and magical
8 (in) (a)bookshop 9 BeforeSunrise

Task

2 1 talking 2 to come 3 .rsq

4 to get 5 walking

1 (her)Iast carwas / had beenstolen

2 (the)oil (and)(the)brakes
3 it was / had been stolen
4 on the passenger
seat
5 (he was) paying for petrol
6 (in the / at / during the) night

Reading and Writing

Markingguidelines

3 1 can't 2 haveto 3 mustn't

4 must 5 can

Pronunciation
6 1 comple'ls
2 battle
3 shoulder
4 happen
5 return

5 lad o re 2s t and 3k een

4like 5 mind

tas K

Havestudentsresponded 4
to Laura's
news?Have
ideas
studentsconnected
accurately?

C rammar

Havestudentsused
4
questionformsaccurately?
Havestudentsused
in the correct
adjectives
position?

used
VocabularyHave
students
phrases
conversational
correctly?

Vocabulary Havestudentsuseda
varietyof adjectives?

lbltrKey

187

Testskey
'::;"

Unit 7

Unit 8

Unit 9

Grammar
I 1 where he buys 2 her birthday is
3 why she said 4 who gaveme
5 colour shewants

Grammar
I 1 Shetold him to openthe door.
2 I told you not to call me at work.
3 He askedthem not to shout.
4 Sheaskedme to closethe window
5 He told me to be careful.

Grammar
I 1 are there 2 haven't you
3 don't they 4 aren't they 5 is he

2 1 can't 2 'll be ableto 3 can

4 was ableto 5 managedto

3 t had 2 wouldn't want

3 d / would be 4 didn't have
5 gave

2 1 I'm having 2 I'll come

3 I'm going to tell 4 I'm meeting
5 are you having
3 1 might 2 might 3 can't
4 must S mi o h f

3 l c o u ld 2w ere 3w oul d
4him 5 if

Vocabulary
4 1 ambitious 2 confident 3 bushy
4 imaginative 5 active
5 llooking 2f,tting 3fashioned
4 conscious 5 dressed

5b

6a

Pronunciation
6 lpopularity 2curiosity 3reality
4 possibility 5 activity

Reading and Writing

I AAppearon TV and changeyour life
B What happenson the show
C Theprizes
DHow to apply

2 1 four (4)
2 piano
3 thirty (30)
4 flngers
5 music
6 Visible Speech
7 human ear
8 telephone
9 Gray

2 1 .a

2c

Reading and Writing

11D
2A 3C 4B

3a 4 c 5 a 6 a

4 Students'ownanswers.
Markinguidelines
l asK

m a r Ks

Havestudentsincluded
4
information?
appropriate
Havestudentsused
appropriate
openings
and
closings?
Havestudentsuseda
varietyoftenses?

Vocabulary Havestudentsused
a varietyof /ooksand
characteradjectives
appropriately?

Cr a m m a r

4b

5c

5 l cl ub 2cal l 3addre ss
4 service 5 laptop

Pronunciation
6 1 No, late fifties.
2 No,big greeneyes.
3 No, wavy dark hair.
4 No, early thirties.
5 No, straight hair.

3 1 51 2 short 3 quiet 4jogging

5 confident 6 art 7 curly
8 outgoing 9 clothes 10 fit

188

Vocabulary
4l .b 2 a 3d

Vocabulary
4 1 u p 2over 3off
4 through 5 back
5 2 c 3 d 4e

2l shoul d 2w on' t 3don't

4 catch 5 will

Pronunciation
5 l body 2j ob 3Lucy
4 won't 5 cut
Reading and Writing
r 1c 2A 3D 4E 5B
2 1 Doesntsay 2 False 3 False
4 True 5 True
31D

2C 3A

4 t boy or girl and eye and hair colour

2 people(who have been)in accidents
3 unhappy
4 chemicals
5 GMtechnology
5 Students'own answers.

3 1 True 2 True 3 Doesntsay

4 Doesn'tsay 5 True 6 False
7 Doesntsay

gui del i nes

Marki ng

marks

Task

Havestudentsuse
paragraphs
accurately?
Havestudentssupported
theirpointof view?

C rammar

Havestudentslinked
simplesentences
appropriately?
Have
studentsuseda varietyof
verbtenses?

4 Students'ownanswers.
gui del i nes
M a r ki ng

marks

Task

Havestudentsincluded
all 4
the necessary
information?

Cr a mmar

Havestudentsuseda
varietyoftenses?Have
studentsusedreported
speechaccurately?

Vocabulary Havestudentsuseda
varietyofwordsto talk
aboutabi l i ty?

4B

Vocabulary Havestudentsused
2
adverbs
of attitude
appropriately?
Have
studentsuseda varietyof
topic-related
vocabulary?

Unit 1O

Unit 11

Grammar

Grammar
I t have dinner brought
2 our housecleaned
3 Haveyour hair
4 having our documents
5 having my car

1 1 as long as 2 won't
3 as soonas 4 until 5 unless
2 l th e
3lc

2 an 3t he 4a
2 a 3b

4d

Vocabulary
4 2 c 3 b 4d

5f

5 th e

sd
6e

Vocabulary
4 2 e 3 a 4c

313 9
238
3 to work
4 (because)
they were new
5 (sentan) email
6 She/ Tesshasworn them
7 f.60
8 (the)local shops
9 write a letter (to complain/ of
complaint)
10 bookshop

Task

Havestudentsspelt
vocabulary
correctly?

6d

m ar KS

Task

Havestudentsgiven
thei rreader
enough
information?
Have
students
organi zed
thei r
l etteri ntoparagraphs?

Havestudentsusedverb
tensesaccurately?

VocabularyHavestudentsa varietyof
wordsfor places
to visit?

Readingand Writing
1 1b

2b

3a

4a

2 1 (an) account
2 operate
3 (the) descent
4 the group / the climbers
5 the book
6 Wrangel Island (Russia)
7 (to) accompany
8 vivid
9 thankful
3lfortune
2cakes 3wine
4 money 5 clothes 6 water
7 (the) group

guidelines
Marking

M a r kin g u idel i nes

Cr a m m a r

5b

4 Students' own answers.

4 Students'own answers.

4a

Pronunciation
6llisten
2 n o w 3 d i d n 't
4 Spanish 5 haven't

3 2 True 3 Doesn'tsay 4 True

5 False 6 Doesn'tsay 7 False
8 True 9 False 10 True
m a r KS

e 3c

51wish
2hopes 3hope
4 wishes 5 'm glad

2 1 pizza 2 face 3 insect repellent

4 sun block 5 sore 6 blockednose
7 (onthe) plane

guidelines
M ark ing

Vocabula
ry

4lf.2

Reading and Writing

L 1 ,C 2 A 3B 4D

4 Students'ownanswers.

Havestudentsusedpast
tensesaccurately?

Vocabulary

Pronunciation
5 1 What do we do in an emergencv?
2 Haveyou had your iniectionsyet?
3 Haveyou got your passport?
4 What pills do I needto take?
5 How much is the insurance?

4c

G ram ma r

31hadn' t 2have 3you' d

4 had 5 wouldn't

5 l c a n a l 2pedestri an 3rank
4 crossroads5 path

Reading and Writing

1 1 True 2 True 3 Doesn'tsay
4 False 5 False 6 Doesn'tsay

Havestudentsincluded
the
informationa readerwould
expect?Havestudents
paragraphs
organized
appropriately?

5f

2a 3b 4 c 5a

2 1 destroyed 2 crying 3 wearing

4 walking 5 painted

3 l w h e re 2 w ho 3w hose
4 when 5 which

Pronunciation
61S 2 U 3U 4S 5U

3b

Grammar
| \b

2 1 don't needto 2 ought to

3 haveto 4 had to 5 shouldnt

5 l p a y 2buy 3pr ic e
4 reduced 5 receipt

2 7b 2a

Unit 12

marKs

Iask

Havestudentsused
4
paragraphs
logically?
Have
studentsgivenenough
informationT

C rammar

Havestudentslinked
4
clausesusingbecouse,so,
and(inorderlto accurately?
Havestudentsuseda
varietyoftenses?

Vocabu
lary

Havestudentsgot enough 2
vocabulary
their
to express
i deas?

TestsKey 189

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Cartwight stiu-life), 106 (William Shakespeareportraitpictorial
PressLtd), 108 (Cumbria seafiont/travelibuK), 110 (glassofwater
from tap/David R Fruier Photolibmry, Inc.), 110 (tablets/?HOIOIAKE
Inc.), 110 (travel lnoculation/Woodystock), 110 (mosquito spray/
Niall McOnegal),110 (fi$t aid kir/PHOTOTAKEInc.), 114 (Samuia
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preparing food/Robert Estall photo agency),118 (child's drawing/
Tallulah Tomey), 118 (child's drawingPurestock), 120 fwestem
artwork/Mary Evms Picture Library), 120 (Sweeney Todd coverMary
Evms Picture Library), f 20 (King Solomon's Mines/Mary Evans
Picture Library), 120 (H.GWells coverMary Ems Pictm Library),
127(nail clipprsMode Images Limited), 127 (Cordlesselectric
drill/DavidJ. Green - studio), 127 (tape mesure/Mode Images
Limited), 127 (cm opener/CabePalmer), 127 (scissors/D.Hurst),
127 (glasslemon squeezer/AndrewTlvort), 127 (paintbrush/Jon
Helgason),127 (disposablerazor/Andrew Paterson),127 (Icecubes
in trayicarol and Mike Wemer), 129 (Portmit of man/avatra
images), 129 (Businessmanflt4ode
Images Limited), 129 (Happy
old mm/AndEs Rodriguez), 130 (Messyteenager's room/Janine
Wiedel Photolibrary), 133 (Ttaditional Russim samovar/Clive
Tully), 134 (Nicole Kidmanl-u.Foto); BBCstills p80 (Cuy C{ma
being intewiewed) Bridgeman Art Library Ltd p52 (ThePrinces
Edwud and Richard in the Tower, 1878(oil on cuvas), Millais,
SirJohn Everett (1829-96)Eoyal Holloway, University of London);
Corbis pp12 (Man and woman talkingA,I Thomsen/zefa),17
(Cheerfirl man/Pinto/Zefa),36 (Smiling man with backpack/Jason
Hosking/zefa),38 (Opera singer8obbieJack), 38 (ceorge Sffait/
Reuters),40 (Cmks preptring pizzas/Owen Franken), 40 (Restaumt/
Dan Forer/Seateworks),62 (Counterfeiter Victor Lustig/Bettmm),
62 (Deputiesescorting Victor Lustigtsettmm), 62 (Alcatraz/
Bettmann), 90 (Avalanche/GalenRowell); Getty Images pp6 (girl
with op/LwAyfhe Image Bank), 6 (woman/Pam Frmcis/X.iser), 6
(mm with mug/Michael CogliantryEhe Image Bank), 6 (couple/Seth
Kushnerfhe Image Bank), 6 (boy with tmpet/l.ussell
Underuood/
fuser), 6 (mm in red sweater/Dima Kftnigsberg), 6 (couple with car/
Nick Dolding/Photographer's Choice), 8 (buiness/David Woolley/
Stone+),9 (woman in vineyard/Christopher Robbins), 1O(Las
Meninas, detail ofthe lower halfdepicting the family ofPhilip tV
(1605-65)ofspain, 1656 (oil on canvas)Diego Rodriguez de Silva
y Velasquezffhe Bridgeman Art Library), 12 (crossword puzzleilisa
Spindler Photography Inc.), 16 (Bedouin boy/NevadaWier/X.iser),
16 (Berber male/Hugh Sitton^iser), 16 (Aynara lndian woman/
Angelo Cavalli/Riser),16 (Wodaabeman/JasonDewey/Stone),16
(Guatemalan girlAaul Touzonfi.,lational Geoglaphic), 16 (Ymomamo
Indian/Ed George/NationalGeographic),16 (Inuit hunter/Gordon
Wiltsie/National Geogaphic), 15 (Huli man/Stefano Scara/Riser),
20 (baseballmittlDavies md Stm/Stone), 24 $oug businesswomm/
Tony Andemon), 28 (Kenym student Kimai Ng'mg'a/Stm Honda),

30 (Teenagersat house party/LisaPeardon),32 (studentswall .

West Rock), 33 (youngbusinessman/SethJoel),36 (sudoku
competitiorvNico Casanassima),38 (singer Ky-mani Marlel '.\.
40 (waiter carrying dishes/KerenSu),49 (Dogsin prison costu:
Pam Francis),59 (open hmdbagMark Weiss),60 (senior coup:r
windoqDan Kenyon), 66 (portrait mature woman/X.ogerWrir
66 (Border collie puppy/RonaldWittek), 72 (Van Gogh's Bedrc
at Arles 1889/Vincentvan Cogh|Ihe Bridgeman Art Library). -(bedroom/R.osameOlson/Stone),76 (man in car/Antonio Mo,T76 (pilents with new bomlttlms Neleman), 76 (womm with heilu.
CharlesThatcheristone),78 (lrene Pepperberg/fime & life Picru:
82 (train station/PanoramicImages),86 (weather/Shape&Con(.
Stock Illustration Source),86 {scarecrowiJamesNelsoniStonet.(sunset/PatFridelvlllustration Works), 88 (woman morphing irl
mother's image/Xent Mathews),88 (girlEric McNatt/Stone+).S'
(teen girlKaran Kapoor/Stone), 92 (personal helicopterAlillenn rJet), 92 (memory prctog.p/Accenture T(hnolos/ Iabs), 92 (mot'r
robovYoshikuu Tsmo/AFP), 92 ('Dream Factory'lYoshikuu Tsrur,
AIP), 92 (EEGinvention/John MacDougalryAFP),97 (youg woman
witing/Erik Dreyer),98 (shopping basketA.oyBotterelvstone r.
110 (hotel room/Wonderlust lndustries), 110 (sunscreen/Doug.,
Waters),122 (life/deathbuttons/Christian Michaelsphotographe
Choice), 122 (chalk outline/Laurence Dutton/Stone), 126 (famil!
remion/Yellow Dog Productions),129 (young man wearing ll.r.
shirt/Catherine Ledner), 130 (Selfportnit, 1889/VicentVan Go!
130 (BedroomA.obertWanen); Jupiter lmages pp20 (wine flask
Hemera Technologies),69 (teen girvPolka Dot Images):Kobal
Collection pp42 (TheLordofthe RingslNewLine/SaulZaentz,{Vir:
Nut), 42 (TheMotrixlvmer Brothes),42 (BridgetJones'sDiarl
(The Queen/Miramil), 42 (Mirsion:Inilt i
Mirmaduniversal),42
3/Paramount Picturesl,42 (Mmma Mialluniversat),,14(Iaws,19;1
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Picture Library p62 (Eiffel Tower c1908);M syndication p80 lC,.
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Ingrm),74 (Por$ait of a yougwommphotodisc), 85 (telephoI
Photodisc),OUPp96 (lakeside Retail Park/Hufton + Crow): oL l
p127 (teaspoon/Stockbyte):PAPhotos pp58 (RayHeliwagen u r:
W\MI wallet/Amanda Stratford/AP),58 (soldier photo/Amand.l
Stratford/AP):Photolibrary pp8 (Woman greeting each other \
Steele),8 (Businesspeople shaking hmds/Radius Images),9 rcri
with barbeile/Ale VentLra), 12 (classroom/3lend Images). 12 : :
milket stalvsteila),14 (womu holding camera/?hotodiscj. 16
(Friendsdoing karaokelmage Source),36 (woman smiling
Medioimages),36 (smiling businessman/AdrianWeinbrecht
40 (Home Sweet Home Painting/SteveTaylor),48 (skunk/Co::
64 (Moving boxes in living room/Photodisc),66 (man shourj: Charlie Schuck),77 (car mechanic/JuiceImages),84 (studen:
mobile phone/i love images),84 (girl with mobile phone r. E=
(young woman with laptop), 93 (collegestudents in libran : :
Olsson),102 (salesman/R.adius
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lmages),110 (medical team/Creatas),110 (doctor/lmage So::
126 (Sponan/Photodisc),127 (handsaqPhotodisc), 127 LAC:..
bandage/Photodisc),127 (Paperclip/Corbis),127 (Corkscreh
Iconotec), 127 (Hairdryer/Photodisc),127 (Hole punch,/PhL-:
129 (Portrait ofman/Radius Images),129 (portait ofman
'r'Image Source),129 (middle aged man/moodboard), 129 r..
man smiling/Digital Vision): Picturetank pp58 (The Congi ...
SapeFldctor Mediavilla), 68 (The Congolese Sape/tldctor U{.
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with bumy ears/Valueline),8 (couple hugging each orhe:
Bananastock),8 (Asian woman/DAJ),9 (Smiling kids hua: _
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22 lman with coldfstop), 22 (ricefoodcollection), 38 lu'on-.-..
listening to music/BrandX Pictures),38 (man doing air g.::'
image100),48 (puppylvlrxA), 48 (chick/Stdkbyte), 76 (cou:
Digital Vision), 76 (mm bycil/DigitalVision), 76 (broken di .
Comstock),82 (man with glasses/DigitalVision), 86 (man ',..:
umbrella hat/Creatas),88 (man with guitar/Digital Vision . '
(hotel omer/Digital Vision), 90 (lighming/Comstock). r It
man making face/Digital Vision), 129 (Youngman with t l
hairPhotodisc), 129 (Portrait of manPhotodisc): Reurersi:.
pp50 (Upholstered taxilvan Alvarado), 78 (Border collie \, :
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restaurant/Alex Segre), 42 (Mr Bean'sHokdoyfilmflJnive rs;.
Everett): StockFoodtJK p22 (Finger bowls with lemon/Jar..
Westemann); The Royal Collection Picture Library p52 ,F...
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MP3 playerPhotoslndia.com LLC),172 (Tulips/Photodisc. : (fire extinguisherfln$am), 180 Uewellery shop windo\t' C
182 (Doctor with syringe/?hotodisc).
Cmnissionedphotographyby:Gareth Boden pp30, 31, 100.
MM Studios(GrahamAlder) p112
'lllrc Publisher and Authtrs are verygratefulto theJollowif,gfor :.
persml photograpls: Doug and Vickie Schmift and Natalie a
p58 (university ID card and photo ofcouple)
ThePublishersand Authffi wouw psrtiilIarly like to thank the.f| .
readrs ond teachm for their helpwith the initiol researchand ],i,
SandraMaria Andrin, Maggie Baigent,Jo Cooke, Rachel G(,.
AmandaJeffoies,Marisa Perazzo,craham Rumbelow, End: '
Joanna Sosnowska,Carol Tabor,Michael Terry.
Recudingsdirectedby: Leon Chambers
Engineered W : W ilfredo Acosta
Wordsffid muic in songsby: Mark Hancock
Musicalorangments by: Phil Chmbon
Vocalsin songsW: Cina Muray and Jo Setri

EnslishkSUIt
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