Phases extra
Work and Discuss with the class where they can find job
money
Lesson 1
Aims
To learn work collocations.
To read an article about the best job in the world
and do comprehension work.
To be engaged in pair work activities.
Initial phase
Write these jumbled words on the board: ‘tge’ (get),
‘ese’ (see), ‘iegv’ (give), ‘wolofl’ (follow), ‘etll’ (tell),
‘jyneo’ (enjoy), ‘dael’ (deal/lead), ‘ekam’ (make),
‘kolo ofr’ (look for), ‘elef’ (feel). Pair up students
and have them order the words on the board.
Once they have finished, invite them to find some
collocations with the words discovered, eg: ‘tell a
story’, ‘tell the time’, ‘give a party’, etc. Check the
answers orally.
Core
Vocabulary 1
Work collocations 1
1 Have the class match pictures 1–4 with some
of the phrases in the box. Discuss the answers
orally.
Answers
1 fill in an application form; 2 see a job advertisement;
3 pay expenses; 4 sign a contract
2 1.40 Play the track for students to listen
and repeat. Correct pronunciation if necessary.
Pay special attention to the vowel quality in
‘bonus’ and ‘allowance’, and to stress pattern
in ‘advertisement’.
3 Ask students to read the email and choose
the correct phrases. Check the answers orally.
Answers
1 saw the job advertisement; 2 apply for the job; 3 filled
in an application form; 4 signed a contract; 5 get a bonus
48
advertisements, what information they should
complete in an application form, at what age they
can sign a contract in their country, and what they
can do to get work experience.
4 Give the class a few minutes to read and
complete the sentences with the words in
the box. Have a student read out the example.
Give them a few minutes and check the
answers orally.
Answers
1 expenses; 2 allowance; 3 promotion; 4 pay rise; 5 experience
Phases extra
Organize the class into four groups and invite
two of the groups to list advantages of having a
monthly or weekly allowance, while the other two
groups list the disadvantages parents may find in
giving their children a regular allowance.
Give the class a few minutes and invite them to
debate using the ideas on their lists.
5 1.41 Play the track for students to listen to James
and Rachel and say if she gets an allowance and
what she spends it on.
Audioscript
James Hey, Rachel, can I ask you a question?
Rachel Yeah, of course.
James Do you get an allowance from your parents?
Rachel Yeah. I get pocket money every month.
James How much do you get?
Rachel £50.
James Wow. That’s generous!
Rachel Yes, but I have to buy all my clothes and pay for my
mobile phone with that. How much do you get?
James Only £10. I have a part-time job though.
Answers
Yes, she does. She spends it on clothes and a mobile phone.
Phases extra
Invite volunteers to role-play the conversation
between James and Rachel. Play the track once
more for them to remember their lines.

6 Have students work in pairs to ask
and answer the questions as in the example.
Model the example with a student first. Walk
around and monitor their work.
Workbook page 35
Reading 1
The best job in the world
7 1.42 Pre-reading: Work on the paratext. Draw
students’ attention to the pictures and the title.
Have them predict what kind of job they will
read about. Elicit place of work, obligations,
timetables, salary, etc. Accept all answers.
Then read out the introductory paragraph
and elicit what it is about. Thirdly, play the track,
if possible with books closed, and check global
comprehension. Ask students to complete as
many sentences as possible.
Check orally but avoid correcting much. Then
play the track a second time for the class to read,
listen and check their work again.
Answers
1 Australia; 2 write a blog post; 3 six months; 4 the UK; 5 47
Note: In the text it should say `Great’ instead of ‘Grand
(Barrier Reef)’. This mistake will be corrected when the
Student’s Book is reprinted for the first time.
8 Have the class read the text again if necessary
and correct the wrong information. Discuss
the answers orally.
Answers
1 You can’t apply for a job as a film star. You have to be
talented. 2 People from all over the world had the chance
to apply for ‘the best job in the world’. 3 The job included
technological work (blog posts, video diary). 4 Only 16 people
were interviewed, but over 30,000 applied for the job. 5 Ben
still gets a good salary now.
Phases extra
Practise reading aloud in pairs: invite a pair to
read aloud for thirty seconds and a second pair
for the next thirty seconds and so on. Remind
students they should read coherently and
cohesively, that is to say they should respect
punctuation marks and units of meaning.
9 Ask students to answer the questions. Check
the activity orally.
Answers
1 The Australian State of Queensland advertised it. 2 It was
created to promote tourism. 3 Because it included sunbathing,
walking on the beach and cleaning the swimming pool./
Because it meant living in a multi-million dollar beach house
and getting a good salary./Because it was a job with excellent
working conditions. 4 It implied working 19 hours a day,
seven days a week. 5 He’s Queensland international tourism
ambassador.
Reading is a skill and, as such, it should
Teaching
be practised and improved on. This is
why it is certainly not enough to just
ask a few questions to check whether
students have understood a text. We
should develop different strategies: we
should teach students to read for gist,
to read for specific information without
necessarily reading every single word in
the text, to read for detail, to infer from
the information they read in the text,
to get to know the meaning of words
from context, etc.
Phases extra
Have students close their books while you write
these figures on the board: ‘2009 – 30,000 – 34 –
73,000 – 19 – 90 – 47 – 250 – 75,000 – 60 – 75,000 –
2,000 – 730’.
Invite students to work in pairs and give them one
minute to try and remember what those figures
refer to in the text. Discuss the answers orally.
Answers
2009: the year when the advertisement was published;
30,000: people who filled in the application form;
34: the charity worker’s age; 73,000: his salary in Euros;
19: number of hours Ben had to work per day; 90: number
of exotic locations he visited; 47: number of video diaries
he made; 250: number of media interviews he gave;
75,000: the number of words he wrote in the blog posts;
60: number of blog posts he uploaded; 2,000: number of
photos he uploaded; 730: number of tweets he wrote
10 This may be conducted in pairs or as a
whole class activity. Discuss what students think
the best job in the world is and why.
49

If your class is not so independent in
terms of language production, you
may just list seven or eight jobs for
them to rank them from the best to
the worst, and you may even elicit
and write a few adjectives describing
jobs. In this way, you are making the
speaking task above more guided.
Example: Jobs: English teacher,
business executive, clothes designer,
international pilot, tour guide, film
star, football star; Adjectives: boring,
exciting, demanding, unusual, creative,
original, monotonous, fun, hard, easy,
difficult, attainable, unattainable,
stressing
Closing phase
Organize the class into small groups and give them
four or five minutes to make up a story about one
of the pictures in the Phases Writing generator
using five of the verbs in the vocabulary box in
exercise 1. Invite each group to share their story
with their classmates.
Lesson 2
Aims
To revise first conditional sentences.
To use second conditional for hypothetical
situations about the present.
To do listening comprehension work based on
a radio programme about part-time jobs.
Initial phase
Write these beginnings on slips of paper: ‘If our club
wins the next match, …’ ‘If we go on using so much
water, …’ ‘If we don’t learn how to write a CV, …’
‘If I get a summer job, …’ ‘If my parents increase
my monthly allowance, …’ ‘If I see an interesting
job advertisement in next Sunday’s newspaper, …’
‘If you never tell the truth, …’ ‘If somebody offers
me an interesting job, …’ ‘If the weather is fine
next weekend, …’ Write on the board: ‘go – picnic’,
‘nobody – believe’, ‘buy – shoes’, ‘take – it’, ‘save –
money’, ‘be – champions’, ‘never – have – interview’,
‘not have – drink’, ‘send – CV’.
50
Invite a student to pick a slip of paper and read
the beginning for a second student to choose
from the endings on the board and complete the
conditional sentence conjugating the verbs in their
correct form. Model first, eg: Student A: ‘If our club
wins the next match, …’ Student B: ‘If our club wins
the next match, we will be champions.’
Core
Grammar 1
First and second conditional
1 Refer the class to the introductory paragraph
in the article about the best job in the world
on page 41 and ask them to underline two
sentences with ‘would’. Have students read
out the sentences and write one on the
board. Draw their attention to the verb forms
and elicit the formula: ‘If + past simple +
conditional’. Then draw their attention to
the grammar tables and have them look at
the sentences to choose the correct words.
Check orally.
Answers
a present and future; b present and future; c probability;
d hypothetical situation
If you consider it appropriate, elicit a few
examples and ask the class to copy a short
summary into their folders under the title
‘Second conditional: hypothetical situations’.
Remind students that we use this type of
conditional sentences when we talk about
unreal or improbable situations now or in
the future.
2 Ask students to complete the conditional
sentences, first and second type, with the
correct form of the verbs in brackets. Check
orally and write the answers on the board
to avoid mistakes.
Answers
1 ’ll get; 2 sang; 3 ’ll improve; 4 were; 5 doesn’t lend; 6 got
Note: In the rubric the word ‘first’ should be removed.
This mistake will be corrected when the Student’s Book
is reprinted for the first time.

It is really important to keep students
Teaching
focused. One simple way of doing this
is to target your questions, paying
special attention to those students
that you notice are about to use their
mobile phone or are looking through
the window. Also, when one student is
asked to answer, have a second student
correct his/her partner’s answer or
enlarge it.
3 Give the class a few minutes to match
beginnings and endings. Check the answers
orally.
Answers
1 c; 2 d; 3 b; 4 a
Phases extra
Invite students to provide other endings for the
same beginnings above. Write some of the new
exponents on the board for class discussion.
4 Ask students to read the text and choose the
correct words. Correct orally and write the
answers on the board.
Answers
1 ’ll; 2 ’d; 3 want; 4 ’ll; 5 ’ll; 6 had; 7 saved
Pronunciation
Sentence stress and contractions
a 1.43 Invite the class to read the sentences silently
and underline the syllables they think should be
stressed. Then play the track for them to listen
and check their work. Discuss which syllables
carry the main stress and why.
Answers
If she’s late for work, she’ll lose her job.
If I tell you the truth, you won’t believe me.
If he liked the car, he’d buy it.
b 1.44 Play the track for the class to listen and
repeat the sentences. Then ask them how many
words each sentence has and how many of
these are stressed. If you wish, invite students to
provide new exponents and say which words in
the new exponents carry a strong stress. Discuss
the answers orally.
Audioscript
1 If they lend you the money, there won’t be a problem.
2 If I went to live in Britain, I’d need a new job.
3 If I go, I’ll spend all my money.
4 If she travelled by plane, she’d be there in ten hours.
Answers
1 11 words, 3 stressed; 2 12 words, 4 stressed; 3 8 words,
3 stressed; 4 11 words, 4 stressed
5 Revise first conditional questions. Provide
this situation and have the class make you
questions, the answers to which you will invent:
‘I have a wedding party next Saturday. It will be
on a farm!’ Elicit one question as an example:
‘What will you wear if it is too hot?’ Write the
formula on the board: ‘Will + subject + main
verb + if + subject + verb in the present simple’.
Also revise who questions.
Then draw students’ attention to the grammar
table and give them a few minutes to look at
the questions and answer how we form second
conditional questions: ‘Would + subject + main
verb + if + subject + verb in the past simple’.
Write the formula on the board. If you consider
it suitable, write an example of each with the
corresponding answer and invite the class to
copy the summary into their folders under the
title ‘First and second conditional questions’.
The stage in which we lead students
Teaching
into discovering the grammar rule,
is called systematization. It should
be clear and concise and should be
accompanied by effective use of the
board. Although students will find
all the material they need in Phases
Student’s Book, more precisely in the
grammar tables and the Language
database, the systematization stage
is rounded up when students copy a
summary into their folders. This helps
them visualize and internalize the
grammar they are focusing on.
51

Phases extra
Write these sentences on slips of paper: ‘You
receive an anonymous phone call saying you
have won a car.’ ‘You open the door and find an
envelope with an invitation to participate in a
reality show.’ ‘Your best friend calls you asking
for help.’ ‘You have a very difficult test tomorrow
and the lights go out.’ ‘You are alone at home and
hear strange noises in the bathroom.’ ‘You come
to school and find out that all your classmates are
absent.’
Invite different students to pick a slip of paper
and tell their classmates what they would do in
those situations. Have them ask other classmates
what they would do, eg: Student A: ‘If I received
an anonymous phone call saying I have won a
car, I would ignore it. What would you do, Peter,
if you received an anonymous phone call saying
you have won a car?’ Peter: ‘If I received an
anonymous phone call saying I have won a car,
I would hang up.’
6 Ask students to order the words to make
questions. Then check the questions orally.
Answers
1 Where would you live if you didn’t live in your town?
2 What will you study if you go to university? 3 Who will
you see if you go out this weekend? 4 Who would you meet
if you could meet someone famous? 5 What job would you
choose if you started work tomorrow? 6 What would you do
if you had one million euros?
7 Ask students to work in pairs and take
turns to ask and answer the questions in
exercise 6. Model with a student and then
circulate monitoring their work.
To help less fluent students, make them
read out the questions as naturally as
possible. If they find pronunciation
difficulties, backward build-up may
be useful, eg: Teacher: ‘if you go to
university?’ Student: ‘if you go to
university?’ Teacher: ‘you study if you
go to university?’ Student: ‘you study
if you go to university?’ Teacher: ‘What
will you study if you go to university?’
Student: ‘What will you study if you
go to university?’
Workbook pages 36 & 37
For further detail and practice, refer students
to the Language database on pages 121–122.
52
Listening
Part-time jobs
8 Pre-listening: Draw students’ attention to
pictures 1–3 and the phrases in the box.
Discuss what tasks they think the people in
the pictures do at work.
9 1.45 Invite the class to read the two columns
(speakers and jobs). Then play the track for
them to listen to part of a radio programme
and match the speakers with the jobs. Discuss
the answers orally.
Audioscript
Presenter Hello and welcome to the ‘Shout Show’! Today
we’re talking about money. With me in the studio
are Jimmy, Charlotte and Rob.
Teens Hello.
Presenter My guests are all 16 and still at school, but they
also have part-time jobs. So, let’s find out what
they do. What’s your job, Jimmy?
Jimmy I’m a DJ.
Presenter Wow. Where do you work?
Jimmy I usually play at my friends’ birthday parties, so it
depends where they are. I also have to prepare at
home before the parties, of course.
Presenter So what exactly do you do?
Jimmy First, I use my computer to make a playlist of cool
songs. Then at the party, I’m in charge of playing
the music and making sure people want to dance!
Presenter OK, so how do you make money?
Jimmy My friends hire me for their parties. I usually earn
£50 a night, but I get to go to the party with my
mates too, so I think it’s a pretty good job.
Presenter Great, thanks Jimmy. What about you, Charlotte?
Charlotte I work in a café every Saturday. I make coffee,
serve customers, clean the tables and do the
washing up. I do everything, in fact!
Presenter And how much do you get paid?
Charlotte Not much. I earn £3.50 an hour but I work for
eight hours every Saturday.
Presenter What do you spend the money on?
Charlotte I buy clothes and go out with my friends. I don’t
like asking my parents for an allowance – I prefer
to be independent and earn my own money.
Presenter And is the job fun?
Charlotte It’s OK. The conditions are quite good – I get
free food! Usually some of my friends come in
and have a coffee, so I get to see them even
though I’m working. And the customers are really
friendly.
Presenter And what about you, Rob? Tell us about your job.
Rob Well, I work in a music shop every Saturday.
We sell everything to do with music – CDs, music
magazines and instruments. My favourite part of
the job is helping customers to buy guitars. I give
them advice about different models.
Presenter It sounds like you enjoy your job. How much do
you earn?
Rob Nothing.
Presenter What?
Rob A few months ago I really wanted a new guitar
but it was too expensive. So my boss gave me the
guitar and I have to work for him for six months
for free.
Presenter Wow! It’s lucky that you like your job then, if you
don’t actually get paid.
Rob Yeah, it’s great – I can listen to music all day and
play the guitar. My boss is a really nice guy too.
And he’s going to pay me after six months!
Presenter Great! Well, you’ve heard about three different
jobs, now we’d love to hear from our listeners –
do any of you have a part-time job? Next, we’re
going to ...
Answers
1 b; 2 c; 3 a
10 Play the track again for students to listen and
choose the correct words. Check the answers
orally.
Answers
1 at parties; 2 £50; 3 Saturday; 4 doesn’t like; 5 helping
customers
11 Give the class a few minutes to try and write
‘true’ or ‘false’. Then play the track once again
for them to check the answers. Discuss them
orally.
Answers
1 true; 2 false; 3 false; 4 true; 5 false
Phases extra
Invite students to imagine what a typical day
in the life of each of the three speakers is like
and describe it to their classmates. Have them
include unexpected problems they think the three
speakers might face and what they would do in
those situations.
12 Ask students to work in pairs and take
turns to ask and answer the questions as in the
example. If you wish, this may be conducted as
a whole class activity.
Upgrade
This activity may be done by fast finishers once
they finish any of the exercises in the lesson
while the rest of the class do it as homework.
Alternatively, it may be done by the class as a
whole. Have students read the situations and
complete the sentences with the correct form
of the verbs in brackets. Elicit the first as an
example.
Answers
1 didn’t live, would live; 2 had, would call; 3 save, ’ll buy;
4 keeps on, ’ll pass; 5 would pass, weren’t; 6 wins, ’ll be
Closing phase
Divide the class into two teams and explain the
rules. One student from team A will come out to
the front and you will whisper an action into his/
her ear. This student will mime the action for team
B to guess. Team B will ask team A a conditional
question using the action they have just guessed.
Team A answers in a complete sentence. Model
an example: Student A mimes ‘Find blood at your
door.’ Student B guesses that action. Student C asks,
‘What would you do if you found blood at your
door?’ Student D answers, ‘If I found blood at my
door, I would phone my brother for help.’
Invite students from each team to take turns to
ask and answer what they would do in different
situations. Give each team one point for each correct
answer and another point for each correct question.
When you do fun activities, it is very
Teaching
important to involve as many students
as possible. This will keep them
focused.
Lesson 3
Aims
To learn work collocations.
To read an article about trying an apprenticeship.
To learn the use of gerunds and infinitives after
certain verbs.
Initial phase
Ask the class to look at the back side of the Phases
Writing generator and discuss the pros and cons
of being a firefighter, a member of a rescue team,
a pilot or flight attendant and a shop assistant.
Accept any ideas that may crop up. Do not
overcorrect at this stage.
Core
Vocabulary 2
Work collocations 2
1 Draw students’ attention to the three pictures
and invite them to match them with the
phrases in the box. Make sure they understand
the meaning of all the phrases. You may use
definitions to explain the ones that are not in
the pictures. Discuss the answers orally.
53
 Answers
1 do an apprenticeship; 2 lose a job; 3 serve customers
2 1.46 Play the track for the class to listen
and repeat.
3 Ask students to match beginnings 1–6 with
endings a–f. Check the answers orally.
Answers
1 c; 2 f; 3 b; 4 e; 5 a; 6 d
Phases extra
Practise reading the previous exercise aloud as a
text and have students ask and answer questions
on it. Check orally. Invite some of the students
to write the questions on the board for class
correction.
4 Have the class read the text and write six
missing verbs in the correct place. Check
the answers orally.
Answers
George Simmons used to work full-time in a department store
in London. He earned a good salary and the customers said he
was a polite man. George worked hard. He learned new skills
and got two promotions but one day, a new manager was
appointed. His name was Robert Gums. Mr Gums was always
in a bad mood and didn’t like George and George knew it,
so he made a great effort not to lose his job. But one day,
George made a mistake. He sold a bookcase that cost £590
but he charged £59! That was the perfect excuse. Mr Gums
fired George immediately and now George is unemployed.
Phases extra
Give the class a few minutes to write three
questions they would like to ask Mr Gums and
three they would like to ask George. Remind them
that the answers to those questions should not
be in the text. Elicit an example: Student A to Mr
Gums: ‘Have you worked as a manager before?’
Then have students work in pairs and take turns
to ask and answer the questions. Walk around and
monitor their work.
Activities like the one suggested above
Teaching
help students develop their inference
capacity as well as their speaking skills,
and because it is pair work, it increases
students’ talking time!
Workbook page 38
54
Reading 2
Try an Apprenticeship
5 Pre-reading: Draw students’ attention to
the pictures in the reading text and elicit
what the teenagers are doing. Invite the class
to predict the connection between the pictures
with the title and the caption at the bottom.
Ask where they think they can find a text like
this. Accept all answers at this stage.
Answers
They are learning a job./They are doing an apprenticeship.
6 1.47 Play the track, if possible with books
closed, and check global comprehension – ask
what students have understood. Then invite
the class to follow the reading and play the track
a second time for them to listen, read and then
answer the questions. Check the answers orally.
Answers
1 You can learn new skills, such as computer programming
or hairdressing. 2 Sports coach and baker. 3 You must consider
the skills you want to learn and what type of jobs you might
enjoy. 4 She learned how to make bread and cakes. 5 Yes, she
says it was a great experience. Because she might possibly
apply for a job as a baker when she leaves school and through
this experience she learned how to do the job.
Phases extra
Give the class two minutes to scan through the
text and underline the work collocations they find.
Divide the class into two teams and have students
from one team read the collocations for the
ones in the other to make sentences with those
collocations. Students use the work collocations
in sentences referring to them, their friends or
relatives.
Invite students to read the two
sentences in the Language Tip box
and explain they express a remote
possibility. Elicit further examples in
connection with work about them.
Make sure everybody understands that
the modal verb ‘might’ is followed by
a bare infinitive form.
Grammar 2
Gerunds and infinitives
7 Have students read the text and find verbs
followed by a ‘to infinitive’ form. Then do
the same for gerunds. Have the class read the
sentences in the grammar tables and complete
the rules. Discuss orally. Ask the class if they can
add more verbs to the two lists.
Answers
a to infinitive (other verbs: make up one’s mind, refuse,
choose, offer, ask, etc); b gerund (other verbs: miss, avoid,
can’t help, enjoy, practise, etc)
8 Ask students to read the sentences and choose
the correct words. Check the answers orally.
Answers
1 to do; 2 to do; 3 working, getting; 4 giving; 5 getting;
6 to buy; 7 talking
Phases extra
To personalize, elicit further examples about
students themselves using the verbs in exercises 7
and 8.
9 Have the class complete the sentences with
the correct form of the verbs in brackets. Check
orally and write the answers on the board to
avoid mistakes.
Answers
1 to apply; 2 to get; 3 to learn; 4 to buy; 5 getting; 6 to repair
Draw students’ attention to the
Loading box and remind them that
prepositions are always followed by
an -ing form. ‘Before’, ‘after’ and
‘without’ are prepositions and so are
‘in’, ‘of’, ‘about’, ‘at’, etc.
Prepositional verbs such as ‘be
interested in’, ‘be keen on’, ‘be accused
of’, ‘be in charge of’, ‘be responsible
for’, ‘apologize for’, ‘complain about’,
‘worry about’, ‘think of’, ‘specialize
in’, ‘quarrel about’, ‘object to’,
‘know about’, ‘forget about’, etc, are
followed by a gerund, eg: ‘She never
worries about getting to school on
time.’
Phases extra
Invite students to work in pairs and add an ending
to the story in exercise 9 using at least three verbs +
preposition + -ing. Give them five minutes to do so
and check the work orally.
Possible ending:
‘So she emailed an application form to a plumbing
company in central London explaining that she was
really keen on learning new skills as she was seriously
thinking of becoming a plumber. Fortunately, a few
hours later, she got an answer. The personnel manager
suggested meeting the following day to walk around
the company and discuss the possibilities of joining it.
Of course, Vera agreed but the following morning, when
she left home to go to the company, she missed the
train. When she finally arrived, she apologized for being
late; however, the manager told her that was not a good
start because they were looking for a really responsible
person.’
10 Ask students to match beginnings 1–5 with
endings a–e. Check the questions orally.
Answers
1 c; 2 e; 3 b; 4 d; 5 a
11 Invite students to work in pairs and
take turns to ask and answer the questions in
exercise 10. As they do so, circulate monitoring
their work.
Workbook pages 39 & 40
For further detail and practice, refer students
to the Language database on page 122.
Closing phase
Divide the class into two teams and the board into
two parts. Then invite students from each team
to take turns to come out to the board and write
in one minute as many infinitives and gerunds as
possible, eg ‘to go’, ‘going’, ‘to visit’, ‘helping’, ‘to
travel’, ‘staying’, etc.
Explain the rules of the game: Read sentences
for them to complete with either a ‘to infinitive’
form or a gerund. Each team will use the verbs in
their side of the board to complete the sentences.
Read the beginning and ending of each sentence
and when a student thinks he/she knows how to
complete it, he/she should raise his/her hand. Each
student that provides a complete sentence with
the correct form of the verb scores five points
for their team. Provide an example: Teacher:
‘Mary enjoys … her holidays in the Caribbean.’
Student A: ‘Mary enjoys spending her holidays in
the Caribbean.’ (‘spending’ should be one of the
55
 verbs on the board) If the verb that completes the
sentence is not on the board, students should say,
‘Skip it!’ If a student gives a wrong answer, the
team loses five points.
Read out these sentences: ‘My sister forgot … the
front door and a thief stole our TV set.’ (to lock);
‘Are you planning … on holiday this year?’ (to go);
‘Are you interested in … a new MP5 player?’ (buying);
‘What course have you decided … at university?’ (to
do); ‘Who is responsible for … the school when all
the students have left?’ (cleaning); ‘Has any of your
friends ever been accused of …?’ (stealing); ‘Studying
English involves … words up in a dictionary.’ (looking);
‘Have you ever thought of … Egypt?’ (visiting); ‘Are
teenagers keen on … classical stories?’ (reading);
‘Have you already made up your mind what … after
leaving school?’ (to study); ‘I can’t help … sad when
I see people begging in the street.’ (feeling); ‘Would
you mind … me your new T-shirt?’ (lending); ‘My
best friend refused … with me to the One Direction
concert next Saturday.’ (to go); ‘Students generally
promise … hard during the year but they never keep
their promise.’ (to study); ‘Do you usually complain
about … too much homework?’ (having)
Lesson 4
Aims
To develop speaking skills: At work.
To read an article about famous financial
institutions and do comprehension work on it.
To write a letter of application.
Initial phase
Use the sentences in the Upgrade section to work
orally in a game-like fashion. Divide the class into
two teams and explain the rules: students from
each team take turns to read out the beginnings
and complete the sentences with as many endings
as they can think of. They have thirty seconds to
do so. When a student fails to provide an ending,
the opposite team starts with a new sentence. Each
correct ending gives the team five points. Provide
an example: Student A from team A: ‘I really don’t
mind getting up early.’ Student A from team B: ‘I
really don’t mind coming to school in the morning.’
Student B from team A: ‘I really don’t mind having a
lot of homework.’ The winner is the team with the
best score.
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Core
Speaking
At work
1 1.48 Draw students’ attention to the picture
and invite them to predict what they think David
and Rachel can be talking about, associating the
picture and the title. Then play the track for the
class to listen to the first part of the conversation
and answer what David has been doing.
Audioscript
Rachel Hi, David!
David Hi, Rachel. How are things?
Rachel Great. You look really tired. How was your first day
at work?
David It was OK. I’m so tired though.
Rachel Is it a good job?
Answer
He has been working.
2 1.49 Play the second part of the track for students
to listen to David and Rachel’s conversation and
tick the parts of the job that David likes and
dislikes. Discuss the answers orally.
Audioscript
David Well, it’s got good and bad aspects really.
Rachel What do you mean?
David On the upside there are my colleagues – they’re really
friendly.
Rachel That sounds great. What else do you like about it?
David Well, the best thing is definitely the food. The pizzas
are great.
Rachel Excellent! I’ll have to try one. So, what’s the downside?
David I don’t like working long hours. But the worst
thing is …
Rachel Yes, what’s the worst thing?
David Being a waiter is actually quite boring!
Answers
likes: his colleagues, the food
doesn’t like: the hours, the work
3 Play both the first and second part of the
conversation again and give students time to
practise and act out the dialogue. If necessary,
you may go through the text bit by bit asking
students to repeat the sentences first.
Speaking task
4 Invite students to work in pairs, choose a job and
prepare a similar dialogue with a friend. Give
them a few minutes to prepare the conversation
and then invite them to act it out. Monitor their
work but avoid interrupting to correct. If there
are important mistakes, just write them down
and comment on them once the activity is over.
 It is not easy to develop students’
Teaching
speaking skills as they very often
just get stuck and produce one-word
sentences. To avoid this, try to give
very clear instructions and time all
your speaking activities carefully,
remembering that every lesson should
be balanced and speaking tasks should
not take too long so that students do
not run out of ideas.
Diversity
Famous financial institutions
5 1.50 Discuss what students think a financial
institution is and if they know any in their
country. Then play the track for the class to
read, listen and answer the questions. Give them
a few minutes and check the answers orally.
Answers
1 Possible answer: Because London is one of the most
important cities in the world. 2 It is in the heart of the City
of London. 3 Because the building is famous. 4 It makes new
coins or notes. 5 No, it isn’t. 6 It has been there since 1968.
Phases culture
A financial institution is an institution that
provides financial services for its clients or
members. Basically, these institutions include
banks, insurance companies and pension funds
among others.
Phases extra
Ask students to write five false statements about
the text in exercise 5. Have them exchange their
sentences with a partner for him/her to correct
them. Discuss some of the sentences orally.
6 ABOUT YOU Ask the class if they know
what the most important bank in their town/
country is and what information they can find
in their website. This activity may also be set as
homework with students visiting the websites
of different banks. You may also invite the class
to visit the website of the Bank of England
(bankofengland.com.uk) and compare.
Writing
A letter of application
7 1.51 Discuss what a letter of application
is and what information it should include:
personal data, qualifications, past experience,
expectations, reasons why the applicant
considers himself/herself suitable for the job,
availability, etc. Then invite students to read
Louise’s letter and use the phrases in the box
to complete it. Give them three or four minutes
to do so and play the track for them to listen
and check their answers.
Answers
1 writing to apply; 2 plan to continue studying; 3 have been
interested in computers; 4 learning to write; 5 a hard-working
and responsible person; 6 send me more information; 7 to
hearing from you
Ask students to read the box silently
and make sure they understand the
meaning of the phrases given. Elicit
other ways of expressing the same, eg
‘I am writing in reference to … / with
regard to …’ ‘I would appreciate it if
you could …’ ‘Looking forward to a
positive answer …’
8 Ask students to read the letter again and
answer the questions orally.
Answers
1 She wants to study Business Studies at university. 2 She
has been interested in computers since she was eight years
old. 3 She can use Word, PowerPoint and Excel, and she is
also learning to write computer programs. 4 She is a hard-
working and responsible person. 5 She is sending her CV and
a reference from her ICT teacher.
9 Have the class order the words to make
sentences. Check the sentences orally.
Answers
1 I look forward to hearing from you. 2 I am writing to apply
for a job in your café. 3 I would be very grateful if you could
send me some information. 4 I am enclosing my CV. 5 I am
available to attend an interview.
10 Ask students to write a letter applying for a
work experience position at a company in their
town following the three steps given. Read
step by step discussing possible answers to each
question. Give the class time to write the letter
either individually or in pairs. Step 1: Have
students decide what company they want to
write to and why. Tell them to highlight their
skills and think of what information to send
with the letter. Step 2: Have students write
their first draft including as much personal
information as possible. Tell them to make it
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 clear that they are applying for a job so that
their work experience and their skills are to
be mentioned. Point out the use of some of
the formal phrases in their letter. Step 3: Ask
students to edit their work carefully bearing
in mind the use of tenses, linkers and paying
attention to vocabulary range. Finally, ask them
to write the final copy.
Learning to write is a complex process,
Teaching
so we should try to make it simpler to
guarantee better and faster results.
We should work on the preparation
stage, that is to say, making sure
students receive enough linguistic
input before they actually set onto
writing. Secondly, we ought to make
students aware of the importance
of the editing stage. This should be
done gradually, starting from simple
sentences. Finally, we should remember
that positive, encouraging feedback is
essential as well as inviting students to
display their work in the classroom and
share it with their classmates.
Workbook page 42
Closing phase
Invite volunteers to read out their letters and
discuss mistakes with the whole class. Write some of
the mistakes on the board for class correction.
Lesson 5
Aims
To learn factual information about famous
financial crisis.
To read about the Great Depression in the USA.
To investigate and write an article about critical
financial periods.
To integrate what students have learned so far
on a project about an important financial crisis
and do a progress check.
Initial phase
Write the word ‘economy’ on the board and
brainstorm what students can associate with it, eg
‘money’, ‘investment’, ‘dollars’, ‘pounds’, ‘losses’,
‘companies’, ‘risks’, ‘inflation’, etc. If possible, as you
write down the words students mention, organize
them into categories: nouns, verbs, etc, or actions,
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people, objects, etc. Write ‘stock market’ and ask
what they know about it.
Read out the text below and check comprehension
through these questions, which you may write on
the board so that students focus their attention on
them: ‘What is the stock exchange?’ ‘Why do big
companies sometimes sell shares?’ ‘When do you
become a shareholder?’ ‘Why is the Dow Jones so
important?’
‘We often watch in the news on TV or hear on
the radio that the stock market had a great
performance or that the Dow Jones went
down and economists are worried. What does
all this mean? The stock market is an everyday
term we use to talk about a place where
stocks and bonds are bought and sold. This
may be a way of investing money or a way
of speculating. The main aim is to buy shares
and sell them after some time for a higher
price. Big companies often sell their shares
for different purposes, for example, they may
sell some shares to develop a new product, to
enlarge their offices, etc. When a person or
company buys shares, they hope to make more
money by selling the shares they have bought.
However, they may lose money if those shares
go down instead of up. The moment you buy
shares you become a shareholder, so you own
a small part of the company whose shares you
have bought.
Some rich people just buy shares of
companies that have financial difficulties,
so they pay a very low price for the shares
and when the company gets better, the
people sell the shares at a much higher price.
This is called speculation.
The stock index that people around the world
watch to see if the shares are going up or
down is the Dow Jones. Why is the Dow Jones
so important? Because it shows how the most
important companies in the world have traded
during a standard session in the stock market.’
Discuss what students think about people who invest
in the stock market, if they know anybody who does,
if they think this is positive for the country, if they
are interested in this or not at all, etc.
Core
Culture: About famous
financial crisis
Draw students’ attention to the pictures and
elicit a description. Ask what they think the big
background picture shows: the stock market screen
showing the shares day’s quote.
Invite the class to read the text and as they do
so, write these questions on the board to check
comprehension:
1 What is a stock market crash?
2 Why are investors afraid of a crash?
3 What was Black Tuesday?
4 What was the great consequence of this
crash?
5 What do you understand by a period of
economic depression?
Possible answers
1 It’s a financial collapse in which stock prices fall quickly and
people lose a lot of money. 2 Because they run serious risks
of losing all the money they have invested. These are usually
important amounts. 3 It was the day when Wall Street collapsed
on 29th October 1929, and a lot of Americans lost a lot of
money. 4 First, a lot of Americans lost a big amount of money
and had important debts. Many people no longer trusted
their banks so banks had no money. Because banks often have
branches in different countries, the crises extended to other
countries, causing a long period of economic depression. 5 A
period in which people do not have cash and so avoid buying
unnecessary things, which brings about unemployment, poverty,
the youngest members of the family usually leave their homes
looking for better working conditions, etc.
Remember that the main aim of this
Teaching
section is to learn factual information
about great events in history as well as
using specific vocabulary, which in this
case is about economy. This is why it is
important to let students use the new
words as much as possible to help them
remember them.
History: The Great
Depression in the USA
Pre-reading: In order to activate
students’ schema, read these sentences
for the class to say which ones they think are true
about the Great Depression in the USA:
1 A lot of people got very good jobs in
Washington. (False: Many people lost
their jobs.)
2 Some factories reduced their workers’
hours and wages.
3 No factories closed down. (False: A lot did.)
4 Those people who cultivated the land
could eat what they produced.
5 Many people couldn’t afford to pay their
bills.
6 Many people bought new houses on the
coast. (False: People lost their houses if
they had loans that they couldn’t pay.)
7 The Great Depression ended with the
beginning of the Second World War,
when the USA had to build a lot of ships,
airplanes and weapons quickly.
Have the class read the text and check their answers
to the questions above. Discuss their work.
Post-reading: Invite the class to work in pairs and
summarize the text about the Great Depression in
the USA in three sentences. Discuss orally. Ask the
class what new words they have learned.
Phases culture
Herbert Hoover (1874–1964) was the American
president when the Great Depression began.
He declared in March 1930 that the USA had
‘passed the worst’ but the crisis had just begun
and would last until the outbreak of the Second
World War (1939).
The causes of the Great Depression include
a weak banking system, overproduction, a
bursting credit bubble, the fact that farmers
and industrial workers had not shared in the
prosperity of the 1920s, among others. During
the worst years of the Depression (1933–1934)
the overall jobless rate was 25% (1 out of 4
people) with another 25% taking wage cuts or
working part-time.
Closing phase
Give students two minutes to go through this unit
in their books and then ask them to mention one
thing they have learned or they remember from
the unit, eg ‘Doing an apprenticeship can be a
good opportunity to learn new skills and get work
experience.’
Projects
An important financial crisis
Step 1
Explain to the class they will write an article on
critical financial periods in their country. To do this,
they will investigate individually to find out what
happened and when, the causes and effects of the
crises, how the country recovered, etc. This ought
to be set as homework. Remind them to get charts
and pictures to illustrate their work.
Step 2
Once they bring the information to class, organize
students into groups and invite them to compare
the information they have gathered. Ask them
to choose two critical periods and write two
paragraphs about them using the vocabulary
they have learned in the unit. Remind them that
they ought to write an article, so they should
also provide a suitable title.
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 Step 3

Have the class edit their work carefully before

writing the final copy. Finally, invite the groups to
share their articles with their classmates. To round
up, invite the class to vote for the most insightful
and informative article.

Progress check
Answers
1 1 expenses; 2 bonus; 3 pension; 4 promotion;
5 advertisement; 6 contract
2 1 B fired, is; 2 learn, do; 3 lost; 4 serving; 5 earning
3 1 become; 2 would be; 3 don’t apologize; 4 would, do;
5 ’ll lend
4 1 I always look forward to playing with my best friend.
We always have a great time. 3 I’ve arranged to meet
Monica at 7 pm today. 4 Mary has decided not to do
a degree in psychology. She has discovered that she is
more interested in chemistry. 5 Do you mind opening
the window, please? It’s too hot here. 6 I don’t really
want to go out. I prefer staying at home. 7 My boss has
promised to give me a pay rise at the end of next month.
5 1 has; 2 about; 3 to; 4 working; 5 want; 6 retiring; 7 would;
8 don’t

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