5 Family and friends

Unit at a glance 5A  The people in my life 

Students will pp56–59
• talk about friends and family members
Information about the photo
• learn how we greet the people in our lives
• read about how people celebrate life’s changes The three friends in the photo are members of the
performance group WAFFLE, started by Andrew Saunders
• watch a TED Talk about why we laugh
(Goofy), Yushon Stroughn (Sonic) and Joel Leitch
• make and describe plans for a party (Aero Ace). They all share a love of music and dance,
5A Vocabulary and started WAFFLE (We Are Family For Life Entertainment)
How’s it going?, e.g. hug, shake hands, stranger in New York City, where they frequently entertain
Listening commuters on the subway with their acrobatic moves. The
A podcast about how people greet each other trio has also performed in other places in the United
around the world States, and around the world, including the United
Grammar Kingdom, Turkey and Argentina.
Present perfect and past simple
Pronunciation LEAD IN
Past form endings • Books closed. Say the unit title aloud: Family and friends.
5B Vocabulary building Ask students to think about their family and friends and to
Suffix -al, e.g. personal, historical, emotional discuss these questions with a partner: Who is your closest
Reading friend? How did you meet? What things you do have in
From child to adult – in one day common? (Students can answer with We both like …) In
your family, who are you closest to? Why? Then ask volunteers
5C Grammar to share their ideas with the class.
Present perfect with for, since, already, just and yet • Have a quick class brainstorm to revise the names of family
5D TED Talk members: ask students to call out family members and write
Why we laugh, Sophie Scott them on the board as they do so. Students will work with
Authentic listening skills some of these in Exercise 3, but they may also know the term
Dealing with fast speech step-, e.g. stepfather, stepsister and in-law, e.g. brother-in-law.
Critical thinking Explain any terms some of the students don’t know, or ask
Recognize supporting evidence the students who offered them to explain them.
5E Speaking • Books open. Focus students’ attention on the photo on
Talking about availability, accepting and saying page 56 (or project it using the CPT) and ask them to read
no to an invitation the caption. Explain that subway is the American English
Writing word for underground/metro. Make sure they understand the
Informal invitations and replies meaning of the word perform (to do something, like sing or
Writing skill dance, in front of other people, usually to entertain them).
Politely making and replying to invitations
VOCABULARY  How’s it going?  p57
1

• Tell students to look at the questions and also ask them how
they think the people in the photo might know each other.
• Give students a few minutes to discuss the questions and
then ask volunteers to share their ideas with the class.
2

• Optional step. To help students organize their ideas,

project or write the table at the top of page 82 on the
board, and tell students to copy it. Go over the example
with the class. Then tell students to complete the chart with
their ideas.

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 Which friend or
family member do Person Reason
you talk to …
about difficult things?
when you need
advice?
when you want to
have fun?
when you want to my dad When I need help with
learn about my maths homework,
something? I usually ask my dad.
He’s great at maths!
• Tell students to take turns to ask and answer the questions
with a partner. Then ask different students to share one of
their answers with the class.
3
• Go through the first three words (aunt, best friend, bow) with
the class, and ask students which category each goes in.
(aunt = family; best friend = other people; bow = greetings)
• Tell students to work on their own or in pairs to categorize
the other words in the list. Remind them to add one or two
ideas of their own to each category. For ‘Other people’ tell
them to think about people that they see regularly who
aren’t family members, e.g. teachers.
• Write the table on the board and ask individual students to
come and write the words in the correct column, including
their extra words at the end.
Answers
(possible extra entries in brackets)
Family: aunt, brother, cousin, grandfather, grandmother,
sister, uncle (mother, father, son, daughter, husband, wife,
great grandmother/father, stepmother/father/brother/
sister, brother/sister-in-law, niece, nephew)
Other people: best friend, classmate, friend of a friend,
neighbour, partner, stranger, teammate (girlfriend/boyfriend,
teacher, sports instructor, friends’ parents, colleague)
Greetings: bow, hug, kiss, say hello, shake hands, wave
(smile, nod head, high-five, fist bump)
• Language notes. A friend of a friend can also be referred
to as an acquaintance. This is a person you know, though
not well, and may see sometimes at school, a party or
other event. In an educational or workplace setting, your
partner is the classmate or colleague you collaborate with
on something. The word partner can also be used to refer
to the person you are married to, i.e. your husband or wife,
or are dating, i.e. your boyfriend or girlfriend.
82  Unit 5  Family and friends
PreInt_TG_97363_081-098_U05_BrE_ptg01.indd 82
4
• Go through steps 1–3 with students, modelling for them
what to do. Then tell them to go through the steps on their
own. Give students a few minutes to do this, and tell them
that they can choose just three or four people for step 3.
Go round the class, helping where necessary.
• When they have finished, tell students to explain their ideas
to a partner. Check students’ ideas around the class.
5
• Read the instructions and the sample dialogue aloud
with the class. Then put students into (different) pairs to
do the exercise.
• You could ask a few individual students to describe a
person to the class, with any student asking questions
to find out who it is.
Extension
• Introduce these expressions used to greet people you
know.
Formal: Hello./Good morning/afternoon./How are you
(today)? – (I’m) fine thanks, and you?/Nice to see you (again). –
Nice to see you too. (This last one is often used when the
people haven’t seen each other for a while.)
Informal: Hi./Hey./How’s it going? – Fine./Good./OK, thanks./
How are you doing? – (I’m) fine/OK, thanks. How about you?
• Put students in A/B pairs and tell them to create a role play
of five to six lines in which Student A is him/herself and
Student B is a person from Exercise 3, e.g. A’s best friend,
a neighbour. Students can choose their roles or you can
assign them. Students should greet each other using the
expressions above. They can also use one of the gestures
from the Greetings column in Exercise 3, e.g. a handshake, a
bow. Students do their role play for another pair. At the end,
listeners should answer these questions (which you’ve
written on the board): How do the two people know each
other? Did they greet each other formally or informally?
LISTENING  p58
6
• To revise the necessary vocabulary, go through the
different ways of greeting a person when you see them or
first meet them. Act out the words hug, kiss, shake hands,
bow, wave and say hello while your students call out the
answers.
• Write or project the following words on the board:
common/uncommon, normal, typical, unusual. Ask students
to make sentences using the adjectives and the different
ways of greeting, e.g. It’s normal to _______ when you
see your neighbour. It’s common for friends to _______.
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 Pre-teach the expression to show respect by asking your
students How do you show respect when you first meet
someone? Elicit answers from your students.
• Explain to students that they are going to listen to three
people talking about how they greet people in their own
cultures. Go through the left-hand column of the table in
their books and revise the different greetings for each
category. Explain that they need to match each column
with one of the speakers.
• 30   Play the recording for students to write their
answers. Check as a class.
Audioscript  30
Presenter We asked students from around the world to tell us
about their families and friends. This is what they said:
1 My name is Chen. I’m from China. In my family, we never hug
or kiss. I’ve never hugged my dad. Hugging and kissing your
family is kind of unusual in my country. Respect is more
important – I show my parents and my grandparents respect
by being polite and by doing as they wish. They show me
their love by taking care of me – they don’t need to say ‘I love
you’ because they show it. They’ve always given me the
things I need. It’s the same with my aunts and uncles. We
have a lot of fun together, but we don’t touch each other.
When I see my best friends, I usually just say hello. We
sometimes do a little bow, just a friendly wave. Friends don’t
hug and kiss. At school, we always greet our teachers by
bowing. We show respect to any kind of teacher by bowing.
2 My name is Luiza. In my country – Brazil – everybody kisses.
When I meet someone for the first time, we say hello with a
kiss. When I say hello or goodbye to my classmates, we kiss
on the cheek – or when we are in a hurry, we just make a
kissing sound. With good friends, we give a kiss on the cheek
when we say hello or goodbye. We like to hug our friends,
too. And of course we hug and kiss our friends and family –
cousins, aunts and uncles, grandparents … and my sister,
too, of course. Men shake hands and hug when they meet
other men, but people my age don’t really shake hands. I’ve
met people from other countries. They sometimes seem
surprised that we Brazilians hug and kiss so much! When she
first arrived from Japan, my friend Yuki was uncomfortable
with all the kissing and hugging. But she’s learned to hug
and kiss like a Brazilian now!
3 I’m Hugh, from Manchester, in England. Probably the most
common greeting in England is shaking hands, the first time
you meet someone. I shake hands and hug with my uncles
and my male cousins when I see them – but of course I give
my parents hugs and kisses. And my grandparents, too.
Sometimes I just wave when I see my friends. But my best
friends and I hug each other, too. And girls often greet each
other with a kiss on the cheek. When I see my sister, well, we
don’t hug or kiss. We just say hello. I take tennis lessons, and
every time we start a lesson, I shake everyone’s hand – all of
my teammates – and also the coach’s. When I meet a
stranger – a friend of a friend – we usually shake hands.
That’s normal. I definitely wouldn’t kiss a stranger the first
time we met!
PreInt_TG_97363_081-098_U05_BrE_ptg01.indd 83
Answers
From left to right: Speaker 2 Luiza, Speaker 3 Hugh,
Speaker 1 Chen
7
Exam tip
Predicting answers
Listening texts in exams are often about general topics
which students may have some awareness of. Before they
listen, they should always read through the questions,
both to get an idea of the topic but also to try to predict
the answers to any questions where they might have some
knowledge, or where the answer might seem like
common sense. Then, when they listen, part of the task is
checking, which is often easier than listening with no
expectation of what is to come.
• Ask students to read through items 1–7 and guess the
answers. They already have some background knowledge
on the topic and so may be able to get some of the
answers before they even listen.
• 30   Play the recording again for students to choose
their answers.
• Go over the answers as a class with a show of hands.
Answers
1  is more important than  2  show  3  respect
4  she’s in a hurry  5  kisses  6  hugs  7  tennis coach
8 / 9
• Students are now going to make a chart about their own
greeting habits, similar to the one in Exercise 6. When they
have written down the ‘People’ column, give them some
time to think about how they greet each type of person and
write down their answers. Encourage them to write as
much detail as possible.
• Put them in small groups to compare their tables and
decide who they are most like and whether everyone in the
group is similar.
• Ask students around the class which of the speakers from
the listening they are most like.
GRAMMAR  Present perfect and past
simple  pp58–59
To prepare for teaching the following exercises, see Grammar
reference on page 136.
10
• Language note. Both the past simple and the present
perfect are used to discuss past events, so it is important
that students understand the differences in their usage.
One helpful distinction to explain to your students is that
we often use the present perfect for events in the past that
we want to connect to the present. Perhaps the event
Unit 5  Family and friends  83
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 finished in the past and has an impact on the present, e.g.
I’ve broken my leg so now I have to use a wheelchair to get
around, or sometimes the event is still continuing to this
day, e.g. We’ve lived in this house since I was five years old. You
can also use the present perfect to describe an event that
happened at an unspecified time in the past; it’s either not
known or not important when it happened, but it could
happen again, e.g. I’ve swum in the ocean with dolphins. In
this last sentence, if you used the past simple, it would be
with reference to a specific event, e.g. I swam in the ocean
with dolphins when I was in the Maldives last year.
• Ask students to read through the examples in the Grammar
box and, working alone, match each sentence with a
description 1–4. Go over the answers as a class.
Answers
a  2  b  3  c  4  d  1
Grammar reference and practice
Ask students to do Exercises 1–4 on page 137 now, or set
them for homework.
Answers to Grammar practice exercises
1 1  has travelled  2  has had  3  have returned
1  been  2  Has, taken  3  Has, seen  4  Has, played
5  Have, kissed  6  Have, met
2 Extension
a  hasn’t  b  have, 5  c  have, 1  d  haven’t, 6  The present perfect is often used to talk about personal
e  has, 4  f  hasn’t, 3
3 to write a short biography of a famous person. To get them
1  ever  2  have  3  went  4  never  5  Have
6 have/has*  7  haven’t  8  has
* Either is possible: my family has = the speaker is thinking
of the family as a unit, therefore singular; my family have =
the speaker is thinking of the family as a number of
individuals, therefore plural.
4
2  didn’t ever go ‡ have never/haven’t ever been
3  They never met ‡ They’ve never met 4  Has he
enjoyed ‡ Did he enjoy 5  We’ve missed ‡ We missed
6  she learned ‡ she’s learned
11
• Go over the use of the present perfect if necessary with
students and then give them a couple of minutes to
choose the correct options. Check around the class.
Answers
1  have taken  2  been  3  always  4  We’ve  4 wanted (specified time – at first)
5  we met  6  haven’t travelled
• Language note. Students should know the use of been in
item 2, but they might think that been is the past participle
of be here. Tell them that the verb go has two possible past
participles: gone and been. We use have been when the
84  Unit 5  Family and friends
PreInt_TG_97363_081-098_U05_BrE_ptg01.indd 84
person has gone somewhere and come back, but has gone
when the person is still there. Give them these examples:
Where’s Mum? She’s gone to the dentist. / What’s wrong with
Mum’s face? She’s been to the dentist.
12
Background information
Emily Ainsworth is an anthropologist and documentary
photographer. She has done field work in India, China,
Mongolia and Mexico. She is fascinated by the different
cultures of the world.
• Optional step. Write these verbs on the board: be, have,
perform, return, travel, welcome. Point to different verbs in
the list as you call on individual students to call out the past
participle of each one. As the student gives the answer,
erase the verb from the board.
• Give your students time to complete the article with the
present perfect. Ask them to go over their answers with a
partner before you review the answers as a class by getting
individual students to write their answers on the board.
Answers
4  has been  5  have welcomed  6  has performed
experiences or achievements. Tell students that they are going
started, give them the following sentence: This person is a
famous _______ from _______. Tell them to add two or three
sentences about the person using the present perfect. Once
they have finished, put them into small groups to read their
biographies while others in their group try to guess who it is.
13
• Tell students they are going to read some more about Emily
Ainsworth. Give them a few minutes to read through the
text and choose their answers.
• Go over the answers as a class. Where possible, ask your
students to explain why they chose the present perfect
over the past simple, and vice versa.
Answers
1 went (a specific time is given)
2 has been (unspecified times in the past)
3 has taken (unspecified time, and she still has the
photos)
5 has built (continues to present)
6 has won (unspecified time, and she could win more
awards)
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 14   PRONUNCIATION  Past form endings Answers
• 14a  31   There are three different ways to pronounce 1 Have you met anyone from another country?
the -ed endings of regular verbs in the past tense. Rather 2 How did you celebrate on the last day of primary
than memorizing lists of verbs under each of the headings, school?
students can learn the rules of this pronunciation point. 3 Have you ever been to a theme park with your friends?
Write the three verbs on the board from the Pronunciation 4 What events have you celebrated with friends?
box: tried, wished and wanted and play the information only. 5 What did you do last weekend?
Ask students to repeat the verbs and touch their throats as
they say each verb aloud. When the last sound before the ed • 14c  Put students into pairs to ask and answer the
is voiced (meaning it makes your throat vibrate), then the ed questions, including the ones they have written. Ask them
ending is pronounced as /d/ (tried). When the last sound to use full sentences in their answers. Go around the class
before the ed is voiceless (your throat doesn’t vibrate), then and check that they use the correct pronunciation for the
the ed ending is pronounced /t/ (wished). Finally, when the endings of regular verbs.
last sound before the ed is a /t/ or /d/ sound, then the ed
ending is pronounced as a /ɪd/ sound (wanted). Extension
• Ask students to read through the six sentences, looking up To give students practice with Have you ever questions, write
any words they don’t know (such as celebrated). Then ask or project these prompts onto the board:
them to focus on the verbs themselves, touching their 1  visit a different country
throats as they say them for voiced or voiceless consonant 2  watch a film more than once
endings, and ticking the correct column. 3  camp overnight in a tent
• Play the exercise recording for students to listen and check 4  practise speaking English outside the classroom
their answers. Then go over the answers as a class. 5  leave something on the bus/train
6  take a selfie in a public place
Answers
First, ask students to change the main verbs into the correct
1  /ɪd/  2  /t/  3  /d/  4  /d/  5  /ɪd/  6  /t/
form (Have you ever visited, etc.). Then tell them to circulate
around the classroom to find at least one person that answers
• Optional step. Write the three phonetic symbols at three yes to each question. They write down the names, and then
different places on the board. Ask two students to come to you can ask students to report back at the end, e.g. Pietro has
the board to compete against each other. As you write a visited France several times.
verb on the board, e.g. decided, the two students should
race to stand next to the correct symbol on the board, i.e.
Homework
/ɪd/. The student should then say the verb aloud. If he/she
• Set Workbook Lesson 5A exercises on pages 50–53 for
pronounces it correctly, the other student loses and must sit
homework.
down (as another student steps up for the next round). Here
are some verbs you can use for the game: /d/ changed, • For further practice of the present perfect, students
closed, learned, played, showed; /t/ liked, looked, stopped, could write a paragraph about what they have achieved
walked, worked; /ɪd/ decided, ended, needed, tasted, waited. in their lives so far, and also about what a member of
their family has achieved.
• 14b  Language note. If necessary, quickly review the
interrogative form of the present perfect. (Students have
seen it in the Grammar reference.) Remind your students
that the subject and the auxiliary have/has switch places in
statements and questions:
She has been to Italy. � Has she (ever) been to Italy?
We use the word ever in questions to mean ‘at any time in
your life’. We can answer a Have you ever …? question
simply with Yes, I have or No, I haven’t.
• First, ask students to decide whether each sentence refers
to an event that happened at a specific time or something
that happened in general and write S for specific or G for
general next to each sentence. For the S sentences, they
should make questions in the past simple. For the G
sentences, the questions should use the present perfect.
• Students can either formulate the questions in their heads
or in writing. After they have finished, check the questions
as a class with students reading them out.
• Ask the students to write another two or three questions.

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 5B  Coming of age  pp60–61
Background information
In many cultures, a certain birthday traditionally marks the
point at which a child comes of age, or becomes a young
adult. This birthday is often celebrated with a special
ceremony and/or a party to mark the occasion. In some
cultures, this birthday may coincide with a person also
becoming a legal adult (at which point they may do things
like vote, marry, etc.). In other cultures, the coming-of-age
ceremony, e.g. the American ‘Sweet Sixteen,’ may be
celebrated a few years before a person is a legal adult.
VOCABULARY BUILDING  Suffix -al  p60
1 out what part of speech it is, and then they can see how it
• Go through the information in the Vocabulary building box
with the students. Tell them to look up from or close their
books and call out any adjectives ending in -al that they
can think of, apart from national, e.g. personal, classical.
• Then tell students to do items 1–4 on their own. Check
answers as a class.
Answers
1  d  2  a  3  c  4  b
Teaching tip
Working with cognates
For some students, such as Spanish speakers, the
adjectives in Exercises 1–3 will be cognates (similar words)
in their native language, e.g. English international =
Spanish internacional. These learners can use cognates as a
bridge to understanding and communicating with others,
but they should also be aware that not all words that look
the same have the same meaning, e.g. German sensible =
English sensitive, not sensible. They should also be aware of
important differences. In some cases, spelling will be
different, and with almost all words, pronunciation
(especially syllable stress) will be, too. You may want to do
exercises that focus on raising students’ awareness of both.
One simple and fun way of doing this is to play a game of
Hangman in which students must spell and pronounce a
given word correctly to win a round.
2 main idea is what it is saying about the subject. The aim of
• Say the four adjectives in the box aloud with the class. Point
out the meaning of the word cultural, i.e. related to one’s
culture. Give an example or two of how this adjective might
be used, e.g. an important cultural event.
• Then guide students to notice the parts of the other three
words: emotion + al = related to emotions and strong
feelings, e.g. an emotional person, traditional + al = related
to a tradition or a custom, e.g. a traditional New Year’s
custom, type + al � typical = having certain qualities that
make an item a good example of something, e.g. a typical
86  Unit 5  Family and friends
PreInt_TG_97363_081-098_U05_BrE_ptg01.indd 86
Japanese home). Point out to students that here the e is
dropped and ic is added to form the adjective.
• Tell students to read items 1–4 and complete each with
the correct word.
Answers
1  traditional  2  typical  3  emotional  4  cultural
Exam tip
Completing gaps with given words
In some exams, students are asked to complete sentences
in a short text using a list of words provided. Some of the
words on the list may be unfamiliar to students. If this
happens, encourage them to try studying the parts of the
word, e.g. emotion + al, which will also help them to work
fits in the text in terms of both grammar and meaning.
3
• Students can do this exercise on their own or in pairs. When
they have finished, ask a volunteer to write the answers on
the board. Check that all of the answers are correct and
then say the words with the class.
Answers
central musical natural political professional
• Optional step. Tell students to use each word in a sentence
that they write in their notebooks. Ask volunteers to share
their answers with the class.
Reading p60
4 MY PERSPECTIVE
• Tell students that a celebration is a special event,
e.g. a wedding, a graduation, a birthday party. Give them a
few minutes to answer the questions in pairs. Then discuss
the questions with the class. Do they all agree about the
second one?
• Ask students what kind of celebration is happening in the
photo: a wedding, a graduation, a birthday party?
5
• Explain that the topic of a text is the overall subject, and the
this exercise is to understand what the reading is mainly
about, something students have already practised doing in
earlier units.
• Tell students to read items 1 and 2. Then tell them to read
the title of the passage and skim the rest of the text. Give
them a minute or two to do this and choose their answers
to 1 and 2. Don’t check the answers yet.
• 32   Then tell students to read the article more carefully.
They should do so at a steady pace, but there’s no need to
worry about unfamiliar words or to read closely for every
12/18/17 6:37 PM
 detail. Time students so they have to move steadily through
the passage. When the time is up, tell them to check their
answers to 1 and 2 and change them if necessary.
Answers
1  b  2  c
• If necessary, model the pronunciation of the Spanish
phrases in the article: fiesta de quince años = fee es ta
de keen say ahn yos /fi:estə de kınse ænjɒs/ and
quinceañera = keen say un yerah /kɪnseænjeərə/.
Background information
The Aztecs were a group of people with a powerful empire
that spanned most of Mexico and parts of Central America.
They ruled from the city state of Tenochtitlan, which is
modern-day Mexico City, until the Spanish conquest
in 1521.
Latin America is often used to refer to countries in Central
and South America and the Caribbean where Spanish,
Portuguese or French is the official language.
In the United States, the term Latino is often used to refer to
a person of Latin American descent. For example, a person
from Colombia who lives in the United States might be
referred to as Latino (or Latina if the person is a woman).
6 students to scan the passage to find the supporting
Exam tip
False versus Not given
In many exams, students are required to work with not
only true and false, but also differentiate between false
and not given. You can check that students are fully aware
of what each means.
True = the information in the test item is stated directly or
is paraphrased (said in a similar way) in the reading. For
example, a test item might say A girl has her fiesta de quince
años when she turns fifteen. The text says The fiesta de
quince años – a girl’s fifteenth birthday celebration – is a
huge social occasion.
False = the test item states something different from the
information given in the reading. For example, the test
item might say A girl has her fiesta de quince años on her
seventeenth birthday. In this case, the text mentions the
birthday, but seventeenth is the wrong age.
Not given = the test item states something that is not
mentioned at all in the reading. For example, the test item
might say It’s common for the girl to wear a tiara (a small
crown). This information is not discussed in the text at all.
• Read the instructions and check that students understand
the difference between false and not given.
• Do the first item with the class. Tell students to read item 1
and then to scan the passage to find the answer: is the
statement true, false or not given? When they have
finished, call out true, false, not given, and tell students to
raise their hand when they hear their choice. The correct
PreInt_TG_97363_081-098_U05_BrE_ptg01.indd 87
answer is not given. The reading does not talk at all about
the country in which the largest fiestas are held.
• Tell students to do items 2–6. Tell them to write T (for true),
F for (false) or NG (for not given) next to each sentence,
and underline the part of the text that helped them
choose their answer. Set a time for students to complete
this exercise.
• Check answers as a class. If a sentence is false, ask students
to make it true.
Answers
1 NG
2 F (lines 11–12 – … the celebrations are now ‘bigger than
the weddings I do …’)
3 T (lines 15–16– Families have held special celebrations for
fifteen year olds for at least 500 years …)
4 NG
5 NG (This is not clearly stated, although Ed Hassel
suggests that they last an evening – line 13.)
6 T (lines 43–45 – It means that … leaves the party as a
young woman.)
7
• Tell students that sentences 1–5 are all true. They need to
find information in the reading that supports this.
• Do the first one with the class. Read sentence 1 and tell
information. When they find it, they should underline it in
the passage. Ask a volunteer to share their answer.
• Tell students to do sentences 2–5. Set a time for students to
complete this exercise, then check answers as a class.
Answers
1 Ed Hassel is in New York (lines 9–10); … the tradition
has become international … (line 24); Central and
South America are mentioned (line 25); the celebration
is popular in the US and Canada (lines 26–28); a
traditional Mexican celebration is described
(final paragraph).
2 … a girl’s passing from childhood into the adult world
(lines 7–8); girls became women with adult rights and
duties (lines 18–19); the person who walked into the
party as a girl leaves the party as a young woman (lines
43–45).
3 In the past, parties were usually small, with a few friends
and family members (lines 20–21); Nowadays, big
celebrations are hugely popular with the nearly 60
million Latinos in the US and Canada (lines 26–28).
4 ‘bigger than the weddings I do’, (lines 11–12);  ‘And
they’re taking Saturday night, my most expensive night’
(lines 12–13).
5 Families have held special celebrations for fifteen year
olds for at least 500 years – since the time of the Aztecs
in Mexico (lines 15–17).
Unit 5  Family and friends  87
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 8

• Tell students to read the comments from the three

students. Then ask In China, what birthdays are important?
How about in Poland and Japan?
• Tell students to write their own comment. To help them
get started, project or write these questions on the board
so that students can answer them: In our/your country,
what is an important birthday? Does this birthday have a
name? Why is it important? What do people do on this day?
Tell students to use their answers to write their own
comment, similar to the models on the page. When
students have finished, tell them to exchange papers with
a classmate, and check their partner’s ideas. (This could be
done for homework – see below.)
9 or project these sentences on the board:
• Put students in pairs or small groups to do this exercise.
To get them started, brainstorm a list of different kinds of
parties with the class, e.g. a birthday party, end-of-term/
year party, pool party. Put all ideas on the board.
• Then project or write these questions and prompts on the
board: Who are the hosts? (Write your names.) What kind of
party is it? When is it? (Give the date and start and end times.)
Where is the party? What will happen at the party? (For example:
There will be food/drinks/a DJ/games/a swimming pool).
Fast finishers
Students who finish the discussion quickly can use their
answers to the questions to design an invitation to their
party. When they have finished, they swap their invitation
with another pair who has finished. Each pair should read
the invitation they get and take notes on it. When they’ve
finished, they should give back the invitation to the owners.
They repeat the above steps with three different pairs as
more and more students finish the discussion. At the end,
each pair should choose one party to go to, and tell the
class their choice.
• Language note. Collocations with party. Introduce
some collocations used with party for students to use in
their discussion and invitations: have a party (We’re having
a party!) invite someone to a party (You’re invited to our
pool party!) go/come to a party (Do you want to go to
the pool party?)
5C  Stop me if you’ve
already heard this one  pp62–63
GRAMMAR  Present perfect with for, since,
already, just and yet  pp62–63
To prepare for teaching the following exercises, see Grammar
reference on page 136.
1
• You could introduce the meaning and sentence position
of the adverbs to start the lesson, or do this as a recap
after students have read the Grammar reference. Write
We’ve been in class for ten minutes. (For this sentence and
the next one, use a time that is accurate in that moment.)
We’ve been in class since 9:00.
We’ve already started the class.
We’ve just started this grammar lesson.
We haven’t finished yet.
• Explain the meaning/usage of for (used for a period of
time that an action has been continuing), since (used for a
specific event or point in time when the action started),
just (used for an action that has recently been completed),
yet (used for an event that hasn’t happened, but you
expect to happen) and already (used for an event that has
happened). You can point out that already usually comes
between the auxiliary and main verbs, but it can come at
the end of the sentence, especially in American English.
Just comes between the auxiliary and main verb, and
yet usually comes at the end of the sentence (negative
or question).
• Read the sentences in the Grammar box with the students.
Then give them time to choose their answers in the
sentences below. Go over the answers as a class.
Answers
a  a period of time  b  past  c  in the recent past
d  has not  e  but we don’t know

Homework
• Set Workbook Lesson 5B exercises on pages 54–55 for
homework.
• Students write their comments (see Exercise 8) for
homework. In the next lesson, give them a few minutes
at the beginning to compare their comments in small
groups to see how similar they are.

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 Grammar reference and practice 3

Ask students to do Exercises 5–8 on page 137 now, or set • Language note. The present perfect is often used to
them for homework. describe an event in the past that we want to connect to
the present, often an event occurring over a period of time.
Answers to Grammar practice exercises Because how long is used to ask about periods of time, it is
5 often used with the present perfect.
1 Sarah has just gone out. • For this exercise, your students are going to make questions
2 We’ve known each other since primary school. with how long and then ask and answer the questions with
3 I haven’t seen Jaime yet. a partner. Give students time to read through the questions
4 It hasn’t rained for three weeks. and write the verbs in the correct form.
5 We’ve already seen that film. • Put students into pairs to ask and answer the questions.
6
1  for  2  for  3  since  4  since  5  for  6  since Answers
1  have you known  2  have you lived 3  have you studied
7
4  have you attended
1  has lived, for  2  have known, since  3  have been,
since  4  have had, for  5  haven’t seen, since
6  have met, for • Note: if you think students are going to have the same
answers for some of the questions, or if you want to provide
8 more practice, then you can substitute some other items for
1  A already B yet  2  A just B yet  this exercise, e.g. How long _______ (have) your mobile
3  A already/just B just/already  4  A yet B just phone? How long _______ (be awake) today?
4
2

• Write or project these time expressions on the board. Mix Background information
up the order and ask the class whether each one is
Gad Elmaleh is a stand-up comedian and actor who has
preceded by for or since. Then ask for volunteers to make
appeared in several films. He was born in Morocco and
sentences using the time expression.
speaks Moroccan Arabic, Hebrew, English and French.
for since Outside of Morocco he has lived in Montreal, Paris and
ten minutes 2016 New York, and he performs his comedy around the world.
a day last April
the summer 2:00pm Ask students to read the text and complete it with just,
two years I was a child already or yet. They should compare their answers with a
a long time partner before you check them as a class by asking a few
my whole life students to read out a sentence each.
• Ask students to complete the exchanges with for and since
and go over the answers together.
Answers
Answers 1  yet 2  already 3  just 4  just 5  already 6 yet
1  A since B for  2  A for B since  3  A for B since
Extension
Fast finishers
Ask your students to think of a famous person and write three
Students can work in pairs to choose one of the exchanges sentences using just, already and yet. For example, for a singer
and extend it by three or four sentences. They should include they might write something like He/She has just finished a big tour.
at least one more adverb and one more example of the / He/She has already dated a lot of celebrities, like _______ and
present perfect. _______. / He/She hasn’t got married yet. Based on the sentences,
other students should guess who the famous person is.
Teaching tip
Quickfire drills 5
Some grammar points lend themselves to very quick drill- • Ask students to read the short conversation and put the
type practice, which can be done in two or three minutes. For adverbs in the correct place in each sentence. After they
example, with for and since, you can provide a basic sentence have done that, ask different pairs of students to read the
stem such as I’ve lived here . . . and then call out periods or conversation aloud.
points in time, such as those listed above. Students have to
change the preposition/conjunction according to the time,
so if you say two years, the student you indicate has to say I’ve
lived here for two years. If you say last April, then the student
has to say I’ve lived here since last April.

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 Answers
1 I’ve just heard a really funny joke.
2 I’ve already heard that one.
3 OK, here’s one you probably haven’t heard yet.
4 My brother has already told me that one!
Note that it is also possible to put already at the end of the
sentence: I’ve heard that one already. My brother has told me
that one already. This is more common in American English
than the mid-sentence position.
• Ask if students understand the jokes. Do they think they are
funny? Do your students know any other jokes in English?
Extension
• To give your students more practice with how the adverbs
work together in conversation, give them the following
telephone conversation between two friends. Copy and cut
the gapped dialogue into strips of paper so that each strip
of paper has one line on it. Mix up the strips and give each
pair of students a set of strips. Tell them to assemble the
conversation by putting the sentences in order and filling
the gaps with the relevant adverbs. Then they can practise
reading it.
A: Hello?
B: Hi Maria, it’s José.
A: Hi José, how are you?
B: Good, thanks. Listen … do you want to see a film this
afternoon?
A: Perfect timing. I’ve _______ finished my homework!
B: Great! How about Wonder Woman 2?
A: Sorry, I’ve _______ seen that one.
B: How about Space Wars. Have you seen it _______?
A: No, I haven’t. And it’s starring King Kahn. I’ve loved him
_______ I was a kid.
B: Me, too. I’ve been a big fan _______ at least five years.
The answers (in order) are just, already, yet, since and for.
• If you have time, get your students to make their own
dialogue like this one. They can substitute in their own film
titles, actor’s names, etc.
6
• Tell students they are going to write about things they have
achieved (both recently and over a long period of time) as
well as things that they hope to achieve. They should use
the examples to guide them: for item 1, they write a
sentence using already and another using just. For item 2,
they write a sentence using for and another using since.
For item 3, their answers should contain the word yet.
• Give students time to write their answers and then share
their sentences with a partner.
90  Unit 5  Family and friends
PreInt_TG_97363_081-098_U05_BrE_ptg01.indd 90
Exam tip
Talking about personal achievements
What is one achievement that you are proud of ? is a
question that can appear in exams as well as in college or
job interviews. It will be beneficial if students have a
strategy for answering this question. Give your students
these three tips for talking about their own achievements:
1) First set the context. Describe the situation and why
the achievement is important: I wanted to study overseas.
I needed to get a good grade on the IELTS exam to do so.
2) Explain what you did to achieve your aim: To achieve
this aim, I studied every day for three hours after school.
I also studied at the weekends.
3) Finally, explain the result: I’m proud to say that my hard
work has paid off. I’ve just passed the exam. I hope to study
abroad in the near future.
Extension
If you have the time, put students in pairs for a role play.
Student A is applying for college and talks about his or her
achievements.
Student B is the college representative and asks Student A
about his or her achievements, e.g. Tell me about an
achievement that you are proud of. Student B should also
ask follow-up questions. After two or three minutes of
role-playing, clap your hands and students swap roles.
7 CHOOSE
The idea is for students to make their own choice of activity
here. However, you might want to make the decision for
them, in which case explain why. Alternatively, you may
decide to let students do more than one task. You could
divide the class into groups and have each group do a
different task – or you could have a vote on which task the
whole class should do. For the vote:
• put students in pairs or groups to decide which they prefer.
• take a vote on each task.
• if the vote is tied, ask one student from each side to explain
which is best and take the vote again. You can decide if
there is still no change.
Instructions for each activity:
• Option 1 – pair work. Put students into pairs. In turn, they
tell their partner about one of the achievements they
described in Exercise 6, and their partner asks as many
questions about it as possible. You could follow this up with
a full class activity where you select students to tell the class
about one of their partner’s achievements.
• Option 2 – writing. Students select one of the things they
described in Exercise 6, thinking about something they
would like to achieve in the future and what they have
already done to work towards it. They should write out their
aim as a sentence, such as I want to become a professional
footballer or I want to study in another country.
12/18/17 6:37 PM
 Next, they write sentences under their aim using the different
adverbs. They should think about things they have achieved 5D  Why we laugh  pp64–65
at an indefinite time in the past and things they have recently
achieved. They can also include things they have yet to
LEAD IN
accomplish. Here are some examples:
• The following words and collocations all come up in the
talk. Project or write them on the board:
I want to play football I want to study in another
professionally. country. verb: laugh; collocations: laugh at (something), laugh hard,
make someone laugh, burst out laughing
I’ve loved football since I was I’ve been interested in other
five years old. countries for a long time. noun: laughter; collocation: scream with laughter.
I’ve played football almost I’ve studied English since • Find photos or emojis for laugh and laugh hard. Show the
every day for the past five 2014. class the first one, and project or write on the board: He’s
years. laughing. Show the class the second one, and project or
I’ve already mastered most of
write on the board: He’s laughing hard/screaming with
I’ve already joined the school the basic grammar.
laughter. Point out to students that laugh hard and scream
football team. I haven’t taken the college with laughter mean the same thing.
I’ve just learned how to do a entrance exam yet.
• Project or write this prompt on the board: I usually laugh
bicycle kick.
when … Ask students to suggest ways of finishing the
I haven’t played in a prompt, e.g. I hear a funny joke, someone tickles me, I’m
championship game yet. nervous or stressed. You will probably have to help them
with some vocabulary, e.g. joke, tickle, stressed, which come
• Option 3 – presentation. Students work independently
up in the talk.
to prepare a short presentation about one of their
achievements. They should aim to talk for a minute, and • Tell students they are going to watch a TED Talk about
should use notes rather than just reading a prepared laughter. Point to the woman in the photo and say: This is
paragraph. You could limit the time they have to prepare Sophie Scott. We are going to listen to her talk ‘Why we laugh’.
in order to prevent them writing their presentation in full. • Point to the quote and ask if students thought of these
If they have any visual aids, such as photos or medals, reasons for laughing. They will hear more about them
they can include them. Students can present to the class, in the talk.
or in larger classes, you could put them into groups of • 5.0   Tell students they are going to see a short text on
five or six for their presentations. the DVD to introduce the talk and the speaker, and play the
About the speaker section. Then do the vocabulary exercise.
Homework TED Talk About the speaker 5.0  
• Set Workbook Lesson 5C exercises on pages 56–57 for
homework. Sophie Scott is a neuroscientist. She studies communication,
which includes the way people vocalize their emotions. In her
• You might want to tell students to watch the track called
TED Talk, she shows us that laughing can be a very primitive
Unit 5 TED Talk on the Perspectives website before they
sound – sometimes more like an animal noise than a human
come to the next class.
one.
She also proves that it’s contagious by showing us that the
best way to make someone laugh is to show them someone
else laughing. But perhaps her most important message is
that laughter is social.
We laugh to show people that we understand them, and that
we like or even love them, to help us make and keep social
bonds.
Sophie Scott’s idea worth spreading is that laugher is an
ancient behaviour that we use to benefit ourselves and others
in complex and surprising ways.

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Answers to About the speaker
1 neuroscientist = b (an expert on the science of the
brain)
2 vocalize = a (make a sound with the voice)
3 primitive = a (belonging to an early time in the
development of humans)
4 contagious = b (easily passed from person to person)
5 laughter = c (the act of laughing)
6 bonds = b (connections)
• After they finish, write the key words from the About the
speaker section on the board and ask students to retell it
aloud, or ask them to write as much of what it said as they
can. Correct as necessary.
AUTHENTIC LISTENING SKILLS  Dealing with
fast speech  p64
As well as teaching aspects of phonology and listening skills,
these tasks also:
• allow you to pre-teach some vocabulary.
• allow students to read and hear new language before they
listen to the whole text.
• allow students to tune in to the speaker’s voice and style.
1 / 2
• Read the information in the Authentic listening skills box.
Some of these ideas have already come up in earlier units,
where students practised listening for familiar words, trying
to identify the speaker’s main ideas and not worrying about
understanding every word.
• Warn students that Sophie Scott speaks very quickly, and
the next exercises will help them to work out a way of
understanding her. Tell them to read the questions.
• 33   Play the extract while students listen. Remind them
that the aim is to focus on the words they hear Sophie
repeating. Play the extract a second time and ask students
to answer the questions with a partner.
Answers
1 (in bold in extract below)
2 … when I was a little girl. I would’ve been about six.
3 (suggested answer) a time when she was a little girl
and she heard her parents laughing about something
Audioscript  33
Hi. I’m going to talk to you today about laughter, and I just
want to start by thinking about the first time I can ever
remember noticing laughter. This is when I was a little girl.
I would’ve been about six. And I came across my parents
doing something unusual, where they were laughing. They
were laughing very, very hard. They were lying on the floor
laughing. They were screaming with laughter. I did not
know what they were laughing at, but I wanted in. I wanted
to be part of that, and I kind of sat around at the edge going
‘Hoo hoo!’
92  Unit 5  Family and friends
PreInt_TG_97363_081-098_U05_BrE_ptg01.indd 92
• Ask students to read the options a–c and see if they can
identify the point of the story. Then play the extract again
for them to check.
Answer
b
WATCH  pp64–65
If you are short of time, or want a different approach to the
video, you may want to watch the whole talk all the way
through with only some brief checking questions. A version
of this is on the DVD and is labelled as TED Talk with activities.
At the end of each section, there is a short gist question(s).
Pause after each question on screen so students can give their
answers, then play the answer.
Answers to gist questions on DVD
Part 1
Which two of these things do you hear?
a a story from Sophie’s childhood
c recordings of people laughing
Part 2
What two things does Sophie not talk about in Part 2?
b age differences in how people laugh
d chimpanzees that know if a person’s laugh is real or fake
Part 3
According to Sophie, which statement about laughing is
true?
b We laugh for many different reasons.
3
• Tell students they are going to watch Part 1 of the talk and
summarize it for them: Sophie is going to talk about laughter,
and she’s going to play three examples of it. Tell students to
read the sentences and to ask about anything they don’t
understand.
• 5.1   Play Part 1 of the talk. Tell students to watch/listen
once through.
• Play Part 1 a second time. Remind students that they don’t
have to understand everything. They just have to answer
1–4. If necessary, pause the talk at key points to help
students write the correct answers. Also, encourage students
to work collaboratively (as they learned to do in Unit 3).
• If you wish, play Part 1 a third time for students to check
their answers. At the end, tell them to change any false
sentences to make them true. Take answers from the class,
repeating the parts of the talk that clarify the answers. Turn
on the subtitles if needed.
Answers
1 T
2 F (It’s two people laughing.)
3 T
4 F (It’s a human female.)
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 TED Talk Part 1 script  5.1  
Hi. I’m going to talk to you today about laughter, and I just
want to start by thinking about the first time I can ever
remember noticing laughter. This is when I was a little girl. I
would’ve been about six. And I came across my parents doing
something unusual, where they were laughing. They were
laughing very, very hard. They were lying on the floor
laughing. They were screaming with laughter. I did not know
what they were laughing at, but I wanted in. I wanted to be
part of that, and I kind of sat around at the edge going ‘Hoo
hoo!’ Now, incidentally, what they were laughing at was a
song which people used to sing, which was based around
signs in toilets on trains telling you what you could and could
not do in toilets on trains. And the thing you have to
remember about the English is, of course, we do have an
immensely sophisticated sense of humour.
At the time, though, I didn’t understand anything of that. I just
cared about the laughter, and actually, as a neuroscientist,
I’ve come to care about it again. And it is a really weird thing
to do. What I’m going to do now is just play some examples of
real human beings laughing, and I want you to think about
the sound people make and how odd that can be, and in fact
how primitive laughter is as a sound. It’s much more like an
animal call than it is like speech. So here we’ve got some
laughter for you. The first one is pretty joyful.
Now this next guy, I need him to breathe. There’s a point in
this where I’m just, like, you’ve got to get some air in there,
mate, because he just sounds like he’s breathing out.
This hasn’t been edited; this is him.
And finally we have – this is a human female laughing. And
laughter can take us to some pretty odd places in terms of
making noises. She actually says, ‘Oh, my God, what is that?’
in French. We’re all kind of with her. I have no idea.
4
• Tell students they are going to watch Part 2 of the talk and
summarize it for them: Sophie is going to talk about when
people laugh. She is also going to talk about two types of
laughter: voluntary laughter and involuntary laughter. Sophie
will explain these two terms in the talk. She will also show
examples. Tell students to read sentences 1–6 and to ask
about anything they don’t understand.
• 5.2   Play Part 2 of the talk. Tell students to watch/listen
once through, and encourage them to write down any
words they hear. If necessary, play the talk a second time,
pausing at key points for students to choose the correct
options.
• At the end, take answers from the class, repeating the parts
of the video that clarify the answers. Turn on the subtitles if
needed.
Answers
1  c  2  a  3  b  4  c  5  a  6  b
PreInt_TG_97363_081-098_U05_BrE_ptg01.indd 93
TED Talk Part 2 script  5.2  
Now, in terms of the science of laughter, there isn’t very much,
but it does turn out that pretty much everything we think we
know about laughter is wrong. So it’s not at all unusual, for
example, to hear people to say humans are the only animals
that laugh. Nietzsche thought that humans are the only
animals that laugh. In fact, you find laughter throughout the
mammals. It’s been well described and well observed in
primates, but you also see it in rats, and wherever you find it –
humans, primates, rats – you find it associated with things
like tickling. That’s the same for humans. You find it associated
with play, and all mammals play. And wherever you find it, it’s
associated with interactions. So Robert Provine, who has done
a lot of work on this, has pointed out that you are thirty times
more likely to laugh if you are with somebody else than if
you’re on your own, and where you find most laughter is in
social interactions like conversation.
So if you ask human beings, ‘When do you laugh?’ they’ll talk
about comedy and they’ll talk about humour and they’ll talk
about jokes. If you look at when they laugh, they’re laughing
with their friends. And when we laugh with people, we’re
hardly ever actually laughing at jokes. You’re laughing to
show people that you understand them, that you agree with
them, that you’re part of the same group as them. You’re
laughing to show that you like them. You might even love
them. You’re doing all that at the same time as talking to
them, and in fact the laughter is doing a lot of that
emotional work for you. Something that Robert Provine has
pointed out, as you can see here, and the reason why we
were laughing when we heard those funny laughs at the
start, and why I was laughing when I found my parents
laughing, is that it’s an enormously behaviourally contagious
effect. You can catch laughter from somebody else, and you
are more likely to catch laughter off somebody else if you
know them. So it’s still modulated by this social context. You
have to put humour to one side and think about the social
meaning of laughter because that’s where its origins lie.
Now, something I’ve got very interested in is different kinds
of laughter, and we have some neurobiological evidence
about how human beings vocalize that suggests there
might be two kinds of laughs that we have. So it seems
possible that the neurobiology for helpless, involuntary
laughter, like my parents lying on the floor screaming about
a silly song, might have a different basis to it than some of
that more polite social laughter that you encounter, which
isn’t horrible laughter, but it’s behaviour somebody is doing
as part of their communicative act to you, part of their
interaction with you; they are choosing to do this. In our
evolution, we have developed two different ways of
vocalizing. Involuntary vocalizations are part of an older
system than the more voluntary vocalizations like the speech
I’m doing now. So we might imagine that laughter might
actually have two different roots.
So I’ve been looking at this in more detail. To do this, we’ve
had to make recordings of people laughing, and we’ve just
had to do whatever it takes to make people laugh, and we
got those same people to produce more posed, social
laughter. So imagine your friend told a joke, and you’re
Unit 5  Family and friends  93
12/18/17 6:37 PM
 laughing because you like your friend, but not really because
the joke’s all that. So I’m going to play you a couple of those.
I want you to tell me if you think this laughter is real
laughter, or if you think it’s posed. So is this involuntary
laughter or more voluntary laughter?
What does that sound like to you?
Audience: Posed.
Sophie Scott: Posed? Posed. How about this one?
I’m the best.
5
• Tell students to read through the summary and complete it
with the words in the box. You may need to explain these
words first: mammals (animals like humans, monkeys, dogs
and others that have live babies and feed them with milk
from their bodies), fake (not real, false).
• 5.3   Optional step. Play Part 3 of the talk. Tell students
to watch/listen once through, and encourage them to try to
write down any suitable words they hear in the summary.
• Ask students to complete the summary with words from
the word pool, using their notes from listening if you have
done the Optional step.
• Play Part 3 and tell students to check their answers. At the
end, check answers as a class by asking a volunteer to read
the summary aloud.
Answers
1  Humans  2  animals  3  laughs  4  sounds
5 bonds  6  emotions
TED Talk Part 3 script  5.3  
Not really. No, that was helpless laughter, and in fact, to
record that, all they had to do was record me watching one
of my friends listening to something I knew she wanted to
laugh at, and I just started doing this.
What you find is that people are good at telling the difference
between real and posed laughter. They seem to be different
things to us. Interestingly, you see something quite similar
with chimpanzees. Chimpanzees laugh differently if they’re
being tickled than if they’re playing with each other, and we
might be seeing something like that here, involuntary
laughter, tickling laughter, being different from social
laughter. They’re acoustically very different. The real laughs
are longer. They’re higher in pitch. When you start laughing
hard, you start squeezing air out from your lungs under much
higher pressures than you could ever produce voluntarily. For
example, I could never pitch my voice that high to sing. Also,
you start to get these sorts of contractions and weird
whistling sounds, all of which mean that real laughter is
extremely easy, or feels extremely easy to spot.
In contrast, posed laughter, we might think it sounds a bit
fake. Actually, it’s not, it’s actually an important social cue. We
use it a lot, we’re choosing to laugh in a lot of situations, and
it seems to be its own thing. So, for example, you find nasality
in posed laughter, that kind of ‘ha ha ha ha ha’ sound that
94  Unit 5  Family and friends
PreInt_TG_97363_081-098_U05_BrE_ptg01.indd 94
you never get, you could not do, if you were laughing
involuntarily. So they do seem to be genuinely these two
different sorts of things.
I’m coming to see that actually there’s even more to laughter
than it’s an important social emotion we should look at,
because it turns out people are phenomenally nuanced in
terms of how we use laughter. There’s a really lovely set of
studies coming out from Robert Levenson’s lab in California,
where he’s doing a longitudinal study with couples. He gets
married couples, men and women, into the lab, and he gives
them stressful conversations to have while he wires them up
to a polygraph so he can see them becoming stressed.
So you’ve got the two of them in there, and he’ll say to the
husband, ‘Tell me something that your wife does that irritates
you.’ And what you see is immediately – just run that one
through your head briefly, you and your partner – you can
imagine everybody gets a bit more stressed as soon as that
starts. You can see physically, people become more stressed.
What he finds is that the couples who manage that feeling of
stress with laughter, positive emotions like laughter, not only
immediately become less stressed, they can see them
physically feeling better, they’re dealing with this unpleasant
situation better together, they are also the couples that report
high levels of satisfaction in their relationship and they stay
together for longer. So in fact, when you look at close
relationships, laughter is a phenomenally useful index of how
people are regulating their emotions together. We’re not just
emitting it at each other to show that we like each other, we’re
making ourselves feel better together.
Everybody underestimates how often they laugh, and you’re
doing something, when you laugh with people, that’s actually
letting you access a really ancient evolutionary system that
mammals have evolved to make and maintain social bonds,
and clearly to regulate emotions, to make ourselves feel better.
It’s not something specific to humans – it’s a really ancient
behaviour which really helps us regulate how we feel and
makes us feel better.
In other words, when it comes to laughter, you and me, baby,
ain’t nothing but mammals.
Thank you.
6 VOCABULARY IN CONTEXT
• 6a  5.4   Tell students that they are going to watch
some clips from the talk which contain new or interesting
words or phrases. They should choose the correct meaning
for each one. Play the Vocabulary in context section. Pause
after each question on screen so students can choose the
correct definition, then play the answer.  If you like, you can
ask students to shout out the answers. If helpful, either you
or the students could give an additional example before
moving on to the next question.
Answers
1 weird = b (strange)
2 odd = c (strange)
3 silly = b (funny, stupid)
4 origins = a (beginnings)
5 roots = c (causes)
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 • 6b  After students have watched, put them in pairs and
give them a few minutes to complete and discuss the
sentences. Go around and help students by correcting
or giving them the English they need.
• When students have finished, ask volunteers to share their
answers with the class. Give feedback about new language
that came up, and correct any errors.
Suggested answers
1 … spending hours at the gym / that new TV
programme …
2 … I went abroad for the first time / I visited my
grandmother in hospital.
3 … my little brother / crying over sad films …
4 … modern art / life on Earth.
5 … my language / rock music.
CHALLENGE
• Assign the task for homework. Prepare students by
projecting or writing the following questions for students to
copy. Tell students to listen for at least three examples of
laughter over the next two days, and to make notes to
answer the questions. Put aside some time in class in the
next two or three days to discuss this.
Who was laughing?
What was the person laughing at?
Was the person alone or with others?
Was the laugh voluntary (V) or involuntary (I)?
• In class, tell students to work in small groups to share
their findings. Ask them to discuss these questions: Was it
easy for you to tell the difference between voluntary and
involuntary laughter? What kind of laughter did you hear
most often? Then discuss their findings as a class.
9

CRITICAL THINKING  Recognize supporting • Give students a few minutes to discuss the questions.
Go around the class helping with language as necessary,
evidence  p65
and making notes for feedback.
7 • When students have finished, ask a few volunteers to share
• Read the quote (‘laughter is an ancient behaviour …’) aloud, their answers with the class. Then address any new language
and make sure that students understand the words ancient or problems they experience in a feedback session.
(very old) and benefit (help). Paraphrase the quote if it
makes it easier for students to understand: Laughter is a very Homework
old way of communicating. We use laughter to help ourselves • Set Workbook Lesson 5D exercises on page 58 for
and others. homework.
• Explain that Sophie made this statement during her talk. • Set the Challenge activity as described above and give
Then she used the examples (1, 2 and 3) to support her students a deadline by when they should complete it
statement. and bring their results into class.
• Do the first one with the class. Ask how playing examples
of real humans laughing in Part 1 of the talk supports
Sophie’s statement that laughing is an ancient behaviour.
• Then put students in pairs to discuss how Sophie used 2
and 3 to support her statement. Ask volunteers to share
their ideas with the class.

Answers
1 This supports the idea that laughter is ancient, animal
behaviour because it sounds like animals.
2 Laughter is social and contagious. It brings people
together. This benefits us.
3 There are two different roots of laughter – polite
laughter is social, part of communication; involuntary
laughter is more of an animal response – raw emotion.
This shows that laughter is complex and surprising. We
don’t laugh only when we hear a joke.

• Students work in pairs to answer the questions. To help

them answer the second question, tell them to look back
over their answers in Exercises 3, 4 and 5.

Unit 5  Family and friends  95

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 5E  Invitations  pp66–67
SPEAKING  p66
1 Boy No, not yet.
Ask students to look at the photo. Ask Who are these people?
(students.) How do they know each other? (They study at the
same college.) What are they celebrating? (their graduation)
How do you know that? (Because they are wearing gowns and
holding diplomas.)
2 / 3
Teaching tip
Working with a transcript
Give your students a copy of the audioscript (below) with
every tenth word removed. (Depending on the level of your
students, you can increase or decrease the number of words
you remove.) This technique will get your students to really
pay attention to each word and how they all fit together.
Before they listen, tell them to read through the transcript
and write in as many words as they can. This can be a
confidence boosting exercise as students will often realize
that they can fill in quite a few of the missing words, based
on context. Finally, play the recording and have students
check their guesses as well as fill in the missing words.
• Explain to students that they are going to hear a
conversation between a teacher and a student about
a celebration. Tell them to listen for the event.
• 34   Play the recording once and ask a volunteer for
the answer.
Answer and audioscript  34
Answer in bold
Teacher How is the preparation for the graduation party
going?
Boy It’s going OK. Sarah has ordered the food and
drinks.
Teacher When will they be here?
Boy They should be here by Friday afternoon at four o’clock.
Teacher Friday at four? That’s good. That gives us plenty of
time to get everything organized. Have you sorted
out the music yet?
Boy No, I haven’t done that yet. I need to talk to Mister
Khan in the music department. He said we can use
some of their speakers, but we need to talk about
when we can set it up. I can talk to him this
afternoon.
Teacher What about the invitations? Have you sent those
out yet?
Boy Thomas has just done that.
Teacher When?
Boy He sent them out about two hours ago, by email.
Teacher Oh, OK, good. Has anyone bought the balloons yet?
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PreInt_TG_97363_081-098_U05_BrE_ptg01.indd 96
Boy Yes, Davina bought them last week. But we
haven’t made any plans for decorating the room.
Teacher Right. We need to talk to Davina about that. Have
you scheduled a meeting with her?
Teacher Let’s try to meet her tomorrow at lunchtime. I’ll
write her a note.
Boy And what about games? I think we should have a
couple of games or contests – something fun.
Teacher Great idea. Let’s talk more about that.
• Ask students How do you prepare for a graduation party?
What do you need to do? Give them a couple of minutes to
brainstorm a list. Come back together and ask volunteers
to tell you some of their ideas. Write them on the board.
Pre-teach any vocabulary that comes up naturally, such as
order or decorate.
• Then focus attention on the list in Exercise 3 and tell
students to listen again and tick the things that the
students have done. Play the recording.
Answers
Students should tick 1, 3 and 4.
Sentences:
1 They have already ordered the food and drinks.
2 They haven’t sorted out the music yet.
3 They have just sent out the invitations.
4 They have already bought the balloons.
5 They haven’t decorated the room yet.
6 They haven’t scheduled a meeting with Davina yet.
• Tell students to make sentences about what has and
hasn’t been done as in the example. You can also get
them to practise the present perfect with adverbs. Go over
the answers as a class.
4 / 5
• Put students into pairs. Tell them that they are going to plan
a party to welcome a new student, Delia. (You can make
her an exchange student if you like.) Put these headings on
the board and tell each pair to complete them with details
of the party. You can also add extra categories like
decorations and games, if you want.
Day and time of party:
Location:
Food:
• Go over the expressions in the Useful language box: first,
go through the questions at the top that are used to invite
someone to a party or other event. Next, skip down to the
‘Accepting an invitation’ and ‘Saying no to an invitation’
sections and go through them with your students.
• The middle section (‘Saying if you are available or not’) lists
expressions that we use when we can’t accept or refuse an
invitation right at that particular moment. These expressions
are a polite way of saying I’m not sure right now. For the second
12/18/17 6:37 PM
 one (It depends), students will need to follow that up with
some more information: It depends on the time or It depends.
I don’t know if I can finish my homework or not. The same is true
for I’m not sure. Tell your students when they use these
expressions, it’s important to conclude by saying something
like I’ll get back to you (tomorrow) so that the person knows
when they can expect an answer one way or the other.
• Practise the expressions briefly with students in front of the
class: write, e.g. Friday evening / cinema on the board, and
the question stems Would you like to …? / Do you want
to …? and Can you …? Invite two students to the front and
label them A and B. A uses the prompts on the board to
invite B, e.g. Can you come to the cinema on Friday evening?
B responds positively or negatively, using expressions from
the Useful language box. Change the prompts on the
board and invite another pair to act out the dialogue.
• Put students into pairs for them to take turns inviting
each other to their parties. Make sure they get practice
in accepting, refusing and postponing an answer to
the invitation.
WRITING  Informal invitations and replies  p67
6
• Put students into groups of three and ask them to choose A,
B and C labels. Refer them to page 150 and ask them to
read only the note relating to their number and match it
with 1–3. When you go over the answers, first ask Who read
note A? and ask these students to put up their hands. On a
count of three, they tell you which purpose it matches.
Answers
1  A  2  C  3  B
7 • Read through the Writing strategies box with your students,
• Students are going to now analyze the notes a little more
deeply. Ask them to read all three notes and underline the
expressions used for inviting, accepting and refusing an
invitation.
• When they have finished, ask some students to come
to the board and write out their answers. Keep this
information on the board so students can refer to it.
Answers
A  (I’m having a birthday party) ... Can you make it?  to read out their sentences. This works well in groups of
B  I’d love to come.  C  I’m sorry, but I can’t make it.
8 10 / 11
• Explain that an abbreviation is a short way of writing
something, e.g. St for Street or UK for United Kingdom.
• Optional step. Before students do this exercise, hand out
or write/project this party invitation on the board. Tell
students to find and circle all the abbreviations and try
to work out what they mean.
PreInt_TG_97363_081-098_U05_BrE_ptg01.indd 97
Please join us for the English Dept’s holiday party
Date: Dec 15 Time: early evening (exact time TBA)
Location: Rm 22, Willow Hall, 160 Court St.
RSVP to party @englishdept
Hope to see you there!
Prof Willis
PS Feel free to bring a friend!
(Answers: Dept = Department, Dec = December, TBA =
to be announced, Rm = Room, St = Street, RSVP = please
respond, Prof = Professor, PS = post script/addition/ I
also want to say)
• Ask students to find the abbreviations in the notes on
page 150 and match them with their meanings.
Answers
1  RSVP  2  ASAP  3  PS
Background information
The abbreviations have different origins. RSVP, in note A, is
short for Répondez s’il vous plaît, i.e. the French for ‘please
respond’. This dates back to when French was used in
aristocratic circles in the UK. The writer is requesting a
response to his or her invitation. You can accept or refuse
the invitation, but it is considered rude not to respond at all.
ASAP, in note B, is exactly as item 2 suggests; it is the initial
letters of as soon as possible.
PS, in note C, is the abbreviation of the Latin post scriptum
(= after writing). It is used at the end of something written
to indicate that you have one more thing to say.
9   WRITING SKILL  Politely making and replying
to invitations
or ask individual students to read each part aloud. Ensure
they understand everything.
• Put students into pairs, or groups of three as in Exercise 6.
Together, they write one sentence each expressing an
invitation to a celebration, an acceptance and a refusal. Tell
them they can use the information they discussed in
Exercise 4, and they can use some of the spoken
expressions in their responses.
• Give the pairs/groups about ten minutes, then invite them
three, with one student accepting and the other refusing
the invitation.
• Explain the task. Tell students to refer to model Text A on
page 150 for help. Remind them of the structure of the
model by reading out the advice at the back of the book
and reminding them of the language they have studied.
• If you are going to give students a mark, tell them it will be
higher if they organize the invitation in a similar way to the
model and use language they have learned.
Unit 5  Family and friends  97
12/18/17 6:37 PM
 • Put students in pairs but tell them that they are going to
work individually first. Each student independently thinks
of a celebration and notes down details about it, and then
writes an informal invitation to their partner, using
abbreviations.
• When they have finished, tell them to exchange their
invitations with their partner, read the invitation and think
of a response. Tell them they can accept or say no, but in
both cases, they should add a little information. For
example, if they accept, they could include one or more
of the following: What should I wear? Can I bring a friend?
Can I bring anything? I might be a bit late. Is that OK? and they
should close it appropriately, e.g. I’m looking forward to it! /
Can’t wait to see you! If they don’t accept, they should use
one of the expressions in the Useful language box on page
66, and give a reason for not accepting. Also tell students to
refer to model texts B and C on page 150 for help.
• Give students a few minutes to write their responses.
Fast finishers
Pairs who finish quickly could find new partners. They give
their new partner their invitations and this time each student
should write a different response from before, i.e. if they
accepted before, they should reject the invitation now, and
vice versa.
12

• Tell pairs to work together to look at all of their invitations

and responses. They should make sure that their partner’s
notes include polite expressions, abbreviations and all the
relevant information.

Homework
• Set Workbook Lesson 5E exercises on pages 59–60 for
homework.
• If you are short of time, students could write their
invitations for homework and then exchange them in
the next class and write the responses then.

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