Unit 5 Holidays

Reading and writing Vocabulary

• skimming for gist • words to describe holidays
• scanning a text to find specific and travel
information • collocations
• reading to infer information • words which signal relative clauses
• identifying a writer’s attitude • connecting and linking words
• matching beginnings and endings
of sentences 21st Century Skills
• writing a description of a holiday
• analyzing and rewriting argumentative Study Skills:
texts, using link words as appropriate • Completing tables

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• Identifying relevant information in a text
Listening and speaking • Scanning for information
• listening to identify topics
• talking about previous events Communication Skills:
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• describing a holiday
• asking and answering questions
• Matching relevant information
• Retelling information
• describing a process
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• practising and extending dialogues with Life Skills:
a partner • Collaboration
• practising grammar in meaningful • Critical thinking
situations
Media Literacy:
G

Structure and language • Predicting information based on

• compound nouns headings and visuals
• reviewing present perfect simple and
continuous:
• with adverbs such as ever and never
• with for and since
• with How long …?
• reviewing simple/continuous and present
perfect tenses
• reviewing the past perfect tense
• reviewing relative clauses

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Key Words
achieve (v) – /əˈtʃiːv/
anything to declare –
/ˈenɪθɪŋ tu dɪˈkleə(r)/
atmosphere (n) – /ˈætməsˌfɪə(r)/
board (v) – /bɔː(r)d/
boarding card (n) –
/ˈbɔːdɪŋ kɑː(r)d/
brochure (n) – /ˈbrəʊʃə(r)/
car hire (n) – /kɑː(r) ˈhaɪə(r)/
cheat (v) – /tʃiːt/
compound (n) – /ˈkɒmpaʊnd/
considerably (adv)–
/kənˈsɪd(ə)rəbli/
considering (adv) – /kənˈsɪdərɪŋ/
consist of (phrasal verb) –
/kənˈsɪst ɒv/
display (n) – /dɪsˈpleɪ/
entertainment (n) –
n physical (adj) – /ˈfɪzɪk(ə)l/
/ˌentə(r)ˈteɪnmənt/
eventually (adv) – /ɪˈventʃuəli/
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G
exceptionally (adv) –
/ɪkˈsepʃ(ə)nəli/
excursion (n) – /ɪkˈskɜː(r)ʃən/
extend (v) – /ɪkˈstend/
five-star hotel (n) –
/faɪv stɑː(r) həʊˈtel/
flavour (get a ~ of) (n) –
/ˈfleɪvə(r)/
heart attack (n) – /hɑː(r)t əˈtæk/
luxurious (adj) – /lʌɡˈzjʊəriəs/
mint (n) – /mɪnt/
et
nervous (adj) – /ˈnɜː(r)vəs/
operate (v) – /ˈɒpəreɪt/
package deal (n) – /ˈpækɪʤ diːl/
packed lunch (n) – /pækt lʌnʧ/
personal (adj) – /ˈpɜː(r)s(ə)nəl/
relationships (n) – /rɪˈleɪʃənʃɪps/
research (n) – /rɪˈsɜː(r)tʃ/
routine (n) – /ruːˈtiːn/
Unit 5 Holidays
seafront (n) – /ˈsiːˌfrʌnt/
self-catering apartment (n) –
/self ˈkeɪtərɪŋ əˈpɑː(r)tmənt/
self-service (adj) – /self ˈsɜː(r)vɪs/
sightseeing (n) – /ˈsaɪtˌsiːɪŋ/
ski resort (n) – /skiː rɪˈzɔː(r)t/
speciality (n) – /ˌspeʃiˈæləti/
spectacular (adj) –
/spekˈtækjʊlə(r)/
surroundings (n) – /səˈraʊndɪŋz/
thoroughly (adv) – /ˈθʌrəli/
throughout (adv) – /θruːˈaʊt/
transfer (v) – /trænsˈfɜː(r)/
travel agency (n) –
/ˈtræv(ə)l ˈeɪʤ(ə)nsi/
two-storey (adj) – /tuː ˈstɔːri/
unbelievably (adv) –
/ˌʌnbɪˈliːvəbli/
variety (n) – /vəˈraɪəti/
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Unit 5 Holidays

Unit 5 Lesson 1: B Make compound nouns by matching

the words in the two columns.
Travelling Abroad 6 mins

• Choose one compound noun from the students’

Objectives: Expand the students’
vocabulary for discussing
holidays.
Develop understanding of
compound nouns.
Language: Compound nouns
Vocabulary: package deal, boarding
card, five-star hotel,
travel agency, packed
lunch, ski resort, car hire,
self-catering apartment,
sightseeing, seafront,
suggestions in Exercise A and write it on the
board. Highlight the fact that in English, some
words are made from two nouns or adjective +
noun.
• Introduce the word-matching activity. Tell the
students to match the words from both columns
to make compound nouns.
• Focus on the stress patterns in compound nouns
– the first word normally carries the main stress
in noun–noun compounds (e.g., travel agency).
• Point out which words are written as two
separate words and which as a single word.

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compound, anything to • The main stress is shown below in bold. Five-
declare?, perfume star hotel and self-catering apartment have two
21st Century Skills: Media Literacy – Inferring equal stresses.
information
Answers
Reference: Course Book pages 50
1 boarding card
and 51, Workbook pages
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72 and 73, Grammar and
2 travel agency
3 five-star hotel
Functions page 93
4 package deal
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5 packed lunch
Warm up 5 mins 6 ski resort
7 car hire
• Discuss where students went on their last 8 self-catering apartment
holiday. For those who stayed in Libya or at 9 sightseeing
home, show an interest in what they did. 10 seafront
G

• Elicit vocabulary items related to holidays, for

example, different types of holidays, where you
can stay, what you can do, things you need to C Match some of the compound
take when you travel, etc. Try to elicit some words above to pictures a to f in
of the vocabulary on pages 50 and 51 of the Exercise A. 6 mins
Course Book.
• Ask students to find which of the compound
nouns are in the pictures.
A Work in pairs. Describe the pictures
Answers
below, saying what they show and
a sightseeing
how each picture is connected with
b packed lunch
travelling. 10 mins
c ski resort
d car hire
• Elicit what the students can see in the pictures.
e seafront
Clarify what each image represents, using
f boarding card
the appropriate compound noun. Ask students
to explain how each picture is connected
with travelling.

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 Unit 5 Holidays

D Read the dialogue in the picture WB B Match the questions and

above. Find the compound noun. responses. Then write one more line
6 mins for each conversation.

• Tell the students to look at the picture (there
are two very large bottles of perfume in the
bag) and read the conversation.
• Elicit a reply from the customs officer.
For example: Two small bottles would be
OK, madam.
• Ask the students if they noticed the compound
noun – travel agency.
E Now do Exercises A to C on
pages 72 and 73 of the Workbook.
22 mins
• Introduce Exercise B. Do the first one as a class.
Get the students to write it in their books.
• Tell the students to match the other two-line
dialogues in the same way.
• Elicit a possible third line for the first dialogue,
for example, I’m sorry, madam. I’ll send
someone to fix them immediately. Then get the
students to work in pairs and complete the rest.
• Elicit the compound nouns: exchange rate,
check-in, air conditioning.
Answers
1b; 2c; 3a

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• Refer students to pages 72 and 73 of the WB C Practise the conversations
Workbook. in pairs.

• Tell students to practise the dialogues in pairs.

WB A Complete the sentences with
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the compound nouns on page 51 of the
When the conversations have been practised
once, ask students to switch roles.
Course Book.
• Then ask pairs to demonstrate the conversations
in front of the rest of the class.
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• Tell the students to complete the sentences
using compound nouns.
• Quickly test the students by giving them the
first part of the compound noun and asking

•
them to supply the second part.
Tell the students to read the Functional
Unit 5 Lesson 2:
G

Grammar box and check their understanding

of compound nouns.
Adventures
Answers
Objectives: Discuss holiday
1 self-catering apartment
experiences.
2 package deal
Review and practise
3 boarding card
present perfect simple.
4 seafront
Create short dialogues.
5 travel agency
Language: Present perfect simple +
6 packed lunch
ever/never/just/already/yet
7 sightseeing
Vocabulary: cheated, unbelievably,
8 car hire
luxurious
21 Century Skills: –
st

Reference: Course Book page 52,

Workbook pages 73 to
76, 14, Grammar and
Functions page 93

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Unit 5 Holidays
Warm up 5 mins
• Ask the students if they have ever stayed in an
unusual hotel. If so, ask when and what it was like.
• Elicit examples of interesting, new or bad
experiences you can have on holiday, e.g., eat
unusual food. You might want to elicit some of
the experiences on page 52 of the Course Book,
but do not focus on the quiz at this stage.
A Choose the correct ending for each
quiz question. 8 mins
• Ask the students to look at the pictures and say
what they can see. Elicit questions to go with
the pictures.
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• Tell the students to complete the quiz by
matching the beginnings of the questions with
the endings.
Answers
1d; 2g; 3c; 4f; 5b; 6h; 7e; 8a
n •
B Work in pairs. Take turns asking
and answering the quiz questions.
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10 mins
• Choose one student and ask him/her to ask you
one of the questions. Respond.
• Ask some of the students a couple of the
G
questions. Make sure you receive at least one
‘never’ response. Ask one follow-up question
requiring the past simple for each: Did you
enjoy it?
• Ask the students to read the example exchange.
• Put them in pairs and tell them to take turns
asking and answering the questions in this way.
They should add one piece of information each,
as in the example.
Example exchanges
Have you ever camped on a beach? No, I
haven’t. But I’ve camped in a forest and next
to a lake.
Have you ever flown in a helicopter? Yes, I
have. It was incredible. I flew over Fox Glacier
in New Zealand.
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What’s the strangest food you’ve ever eaten
abroad? Well, in Thailand I ate deep-fried
crickets and in Laos I drank snake juice!
C Now do Exercises A to D on pages
73 to 76 of the Workbook. 22 mins
• Tell students to turn to page 73 in
their Workbooks.
WB A 14 Listen to different people
talking about points related to
holidays. Match them to the topics
below. Write the correct number in
each box.
• Elicit the meaning of the seven topics in
Exercise A. Tell the students they are going to
hear people talking about different things related
to the topics. Ask them to listen and match the
speakers and the topics from the list.
Play the first speaker and elicit the answer as a
class. Then play the other six speakers straight
through. Let the students try to match the
speakers to the topics. Play a second time so they
can check their answers.
• Ask extra questions: How long was the flight?
What was in the brochures? What excursions
does the speaker talk about? What did one
waiter do? Why was the atmosphere good?
Which sports were possible?
• Ask the students if they have ever been on
a really long flight, been on an interesting
excursion, had terrible service or played golf.
 Track 14
Listen to different people talking. Match.
1
Girl: It took six hours from London to
Washington. The food was awful,
but the films were OK. I watched
two and slept the rest of the time.
2
Boy: Have a look at them. They’re full
of colour photos of luxury hotels
on the beach and beautiful places
to visit in the area.

3 example sentence with ridden, e.g., I have never
Girl: On the first day there’s a jeep trip
to the desert. On the second day
there’s a bus trip to a souq. On
the third day there’s a trip to the
camel races.
4 •
Boy: The waiters were terrible. They
were really slow and one of them
spilt soup on my shirt.
5 2 I’ve never played a game on a computer.
Girl: There are candles and flowers
everywhere and the music is
amazing. The people there are
always really friendly and cheerful.
It’s a place where you always
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feel good.
6
Boy: There’s plenty to do there – golf,
tennis, windsurfing, walks.
Girl:
7
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What shall I book for next
week – a hotel or a self-catering
apartment?
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Answers
a7; b6; c5; d2; e3; f1; g4
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WB B Write true sentences with
never about you, your family and your
friends. Write about:
• Write a sentence from one of the students’
exchanges in Course Book, Exercise B on the
board. It should be present perfect with never.
Elicit the question and ask where to put the
word ever.
• Read through the Functional Grammar box on
page 74 of the Workbook. Ask if we can use ever
in the positive form.
Answer: no – only in the question form.
• Ask the students to look at Exercise B in their
Workbooks. Tell the students that they are going
to write some true sentences about themselves,
their families and friends. Ask them to look
at the prompts for Question 1. Give them an
Unit 5 Holidays
ridden a horse. Elicit examples of what they
have/haven’t ridden.
• Tell the students to write sentences using the
remaining prompts. Ask them not only to write
about themselves but also about friends and
family members.
Check answers.
Possible answers
1 I’ve never ridden an elephant.
My sister has never held a scorpion.
My brother never lets me play a game on his
Nintendo.
3 I never make my own food.
My parents never eat food at restaurants.
4 I’ve never been to an uninteresting place.
My cousin never visits that place.
5 I never do any sports that involve running.
My friend Sarah never swims in the sea.
WB C Write one word in each gap,
then write the conversation in the
correct order.
• Write Have you ever camped on a beach? On
the board.
• Write another sentence on the board next to the
question: I camped on the beach last year. Ask
why this is in the past simple. Answer: because
we are talking about an event at a specific time.
• Introduce Exercise C. Tell the students the
dialogue is in the wrong order. Ask them first to
read it and write one word in each gap.
• Then ask them to work in pairs to put the lines
in the correct order.
• Ask one pair to read out the correct conversation.
Answers
A: Have you ever camped in the desert?
B: Yes, I have.
A: Lucky you. I’ve never done that, but I’d like
to. When did you go?
B: Two years ago, Karim organized a trip on
his birthday.
A: Oh, I remember. I wanted to go on that, but
I couldn’t. What was it like?
B: It was great. We made a fire and we cooked
a whole sheep. I really enjoyed it.
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Unit 5 Holidays

WB D Complete the responses, Warm up 8 mins

using just/already/yet and an
appropriate verb.
• Tell the students that there are other words that
will help them know when to use the present
perfect. Introduce the Functional Grammar box
on page 75 of the Workbook about the present
perfect and just, already and yet.
• Tell students to complete the responses using
just, already and yet.
Example answers
1 I’m sorry, I haven’t told her yet.
2 Thanks for asking, but I’ve already seen it.
3 Here you are. I’ve just finished it.
4 I know, I’ve already seen it.
5 He can come. I’ve already asked him.
• Write on the board:
Yes, I have.
No, I haven’t.
No, I haven’t … yet.
• Ask the students if they have done their
homework. Elicit different answers. Point out
that if they say No, I haven’t, it does not indicate
that they will. If they say No, I haven’t yet, it
indicates that they intend to do it at some point.
• Tell the students your favourite places in Libya.
After each place, ask students if they have been
there. Elicit answers using the above: Yes, I have.
No, I haven’t been there yet, etc.
• Ask the students if they like reading travel
articles, what places they like reading about

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and if they have read about any interesting
places recently.

Unit 5 Lesson 3: A Read the article and answer the

A Happy Tourist
n questions. 10 mins

• Refer the students to the pictures and ask them

to identify the places shown. What do they think
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Objectives: Read an article for specific the article is going to be about?
information. • Tell the students to read the questions. Ask them
Extend knowledge of what Safar Tours is. Ask the students to scan the
collocations. article to find how many times Safar Tours
Review the present perfect is mentioned.
simple and continuous.
G

• Then ask them to read the article and find the

Language: Present perfect simple/ answers to the questions.
continuous + for/since
Vocabulary: extend, excursion, Answers
considerably, thoroughly, 1 Since 2009.
achieve, considering, 2 Fifteen times.
wouldn’t hesitate to 3 For over 30 years.
recommend, live up to my 4 For three years.
expectations 5 Since last July.
21st Century Skills: Communication Skills – 6 For eight days so far on this visit.
Rephrasing information 7 He has been going on tours around the
Reference: Course Book page 53, country since finishing his business.
Workbook pages 76 to 80,
Grammar and Functions
page 93
B Now do Exercises A to E on pages
76 to 80 of the Workbook. 27 mins

• Tell students to turn to page 76 in

their Workbooks.

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 Unit 5 Holidays

WB A Find the collocations for the • Ask: How long have they been married? And
following words in the text on page 53 point to 10 years. Elicit For ten years. Point
of the Course Book. to 2003 and ask: How long have they been
married? Elicit Since 2003. Ask: Are they still
• Remind students of the compound nouns they married? Will they be married tomorrow? Elicit
studied in Lesson 1. Elicit some of these from Yes in both cases.
the students. Explain that these are examples of • Ask the students to look at Exercise B. Tell them
words or phrases that we often find together. to complete the phrases using either for or since.
• Now establish that there are also verbs and other Answers
types of words that are often found together. 1 since
We call these collocations. Give the example of 2 since
the verb perform. We perform a play; a surgeon 3 since
performs an operation. We do not perform 4 for
a discussion or a lecture, for example. So we 5 for
can say that perform a play and perform an 6 since
operation are collocations. Collocations can be 7 for
verb + noun, noun + noun, adjective + noun, etc. 8 since

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Students should learn collocations so that their
English will sound more natural.
• Go through the words in Exercise A and elicit
what words the students think come after each
one. If they make any errors, do not correct them
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at this point. The aim of this activity is to get
them interested in the idea of collocations.
• Tell the students to scan the text on page 53
of the Course Book and find the words in
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Exercise A and the words that follow them.
Answers
1 enjoy
2 say
3 expectations
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9 since
10 since
11 for
12 for
WB C Work in pairs. Take turns
asking and answering the questions.
Then make up five more questions
and ask and answer them.
• Introduce Exercise C. Tell the students they are
going to ask and answer questions about how
long they have done or had something. Put them

4 few in pairs. Look at the example question and ask

WB B Complete the phrases with for
or since.
• Ask the students to think about the answers to
the questions in the Course Book on page 53 and
tell you what they all talk about – time. Elicit the
usual way we ask about time: How long …?
• Tell the students to read through the
Functional Grammar box on page 77 of the
Workbook. While they read, draw the following
on the board:
NOW
10 years
2003
them if the answer is true for them. Ask them to
ask you some of the questions.
• Tell them to take turns asking and answering
the questions.
• Tell them to then invent five more questions to
ask and answer.
• Check by asking round the class for examples.
Example dialogues
How long have you known your best friend? For
8 years. / Since 2010.
How long have you studied English? For 2 years.
How long have you been able to sing? For a very
long time.
How long have you been interested in art? Since
I was at school.

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Unit 5 Holidays

WB D rewrite the second sentences

so they have a similar meaning to
Unit 5 Lesson 4:
the first sentence. Use the word in
brackets.
Planning a Trip Abroad
• Ask the students to look at the examples and Objectives: Clarify the contrast
point out how the second sentence means the between past simple and
same as the first (It uses the present perfect.). present perfect.
• Tell the students to do the same with the Analyze the difference
sentences in the exercise. between been and gone.
• Check answers. Revise past participles of
irregular verbs.
Answers
Language: Present perfect/past simple
1 We’ve known them since July.
Vocabulary: brochure, research, flavour
2 He’s had that motorbike for a long time.
(get a flavour of), in the
3 She hasn’t been to the dentist
long run
since September.
21st Century Skills: Information Literacy –
4 We haven’t eaten there since July.

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Transferring information;
5 He’s been angry since lunchtime.
Communication Skills –
6 He hasn’t been in touch for six months.
Listening for detail
Reference: Course Book page 54,
Workbook pages 80 to
WB E Read the Functional Grammar
82, 15, Grammar and
n
box. Then use the information to
complete the exercise below.
Functions page 93

• Introduce the Functional Grammar box on

ar
Warm up 5 mins
page 79 of the Workbook. Explain that this is
an extension of the grammar in the Functional
• Books open, elicit what the students can see in
Grammar box on page 77.
the picture. Ask what they think the women are
• Tell the students to read the explanation and
doing. Remind the students of brochure and
look at the example. They should complete the
present the word research.
G

questions and answers for homework. They

should answer some questions with for and some
with since.
Example questions
1 How long have you been learning Japanese?
2 How long have you been a pilot?
3 How long have you been writing?
4 How long have you known her?
5 How long have you been cooking?
• Go through the first two lines of the
conversation with the class to establish what is
happening. Elicit different possibilities for words
that could go in the first two gaps (brochures
and been). Tell the students to look at the other
seven gaps and guess what might go in them.
• Ask the students to summarize what they think
the conversation is about.

Note: The present perfect tense is one that A 15 Listen to the dialogue and fill
the students will take a long time to fully in the gaps with the correct words.
understand. The purpose of the explanations and 10 mins

activities is to help focus attention on one area

of the present perfect in an attempt to move on
their understanding. Whether or not you explain
the second Functional Grammar box in the
class, the students will still not be able to fully
understand and use the tense correctly.
96
• Tell the students to listen to the conversation and
complete the gaps in the text. Play it a second
time so they can check the answers.
• Ask questions to check their understanding of
the conversation. For example:

Where does Muna want to go on holiday?
Has Katie been to Thailand before?
Who did she go with? Where did they go?
Why does Katie say a package deal is a
good idea?
Where did Katie stay in Bangkok?
Has Katie tried Thai food?
What did she think of it?
How about Muna?
 Track 15
Listen to the dialogue and fill in the gaps.
Katie: Hi, Muna. What are you doing with all
those holiday brochures?
Muna: Oh, I’m just doing a bit of research on
holiday deals in Thailand. Have you ever
been there?
et
Katie: Yes. We had a family holiday there a
couple of years ago.
Muna: So, which places did you go to?
Katie: Well, we spent a week in Bangkok to get a
flavour of the city life and then two weeks on
n
the beach in Phuket.
Muna: I’m sure that was beautiful!
Katie: It was amazing! I really enjoyed it. Well, we
all did. There was something for everyone.
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Muna: We’re looking for a package deal.
Katie: That’s a good way to do it. At least you
know where you’re going and what you’re
doing. And it often works out cheaper in
the long run. Have you found one yet?
G
Muna: No, but there are two or three that look
really good. Which hotel did you stay at in
Bangkok?
Katie: We stayed at the Golden Palace for the
first two nights. Then we moved on to the
Marriott. The service was excellent in both
of them.
Muna: And what did you think of Thai food?
Katie: Oh, it’s delicious. Haven’t you ever tried it?
Muna: I had green curry once. I really didn’t like it.
Katie: Why not?
Muna: It nearly burnt a hole in my mouth!
Answers
1 brochures 6 package
2 been 7 cheaper
3 couple 8 excellent
4 beach 9 mouth
5 everyone
Unit 5 Holidays
B Underline examples of the present
perfect in the conversation. Circle
examples of the past simple. 8 mins
• Ask the students to find and underline examples
of the present perfect and circle examples of the
past simple in the conversation.
• Elicit which tense was used more (past simple).
• Elicit the two key words used in the examples
of the present perfect, ever and yet. Remind the
students that the past simple is used for a point
in time and the present perfect for a period
(ever = the period of your life, yet = the period
until now).
Answers
Present perfect:
Have you ever been there?
Have you found one yet?
Haven’t you ever tried it?
Past simple:
We had a family holiday there …
So, which places did you go to?
Well, we spent a week in Bangkok …
I’m sure that was beautiful!
I really enjoyed it.
Well, we all did.
There was something for everyone.
Which hotel did you stay at in Bangkok?
We stayed at the Golden Palace …
Then we moved on to the Marriott.
The service was excellent …
And what did you think of Thai food?
I had green curry once.
I really didn’t like it.
It nearly burnt a hole in my mouth!
C Now do Exercises A to D on pages
80, 81 and 82 of the Workbook.
22 mins
• Tell students to open their Workbooks at
page 80.
• Draw two squares on the board and label them
Kamal’s house and the bank.
• Say Kamal has gone to the bank. Point to the
bank and say He’s here. Then say Kamal has
been to the bank. Point to his house and say
He’s here.
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Unit 5 Holidays

• Elicit the difference between He’s gone and • Tell the students to complete the dialogue in
He’s been. Exercise C, putting the verbs in the past simple
• Tell the students to read the Functional or the present perfect simple. They should refer
Grammar box in the Workbook. to the Functional Grammar box on page 81 of
• Check understanding by saying He’s gone to the the Workbook to help them decide which tense
bank. Where is he? (at the bank). He’s been to to use.
the bank. Where is he? (in his house).
Answers
1 Have you bought
2 have
WB A Write the past participle of
3 bought
these irregular verbs.
4 Have you booked
5 haven’t
• Tell the students to write the past participle form
6 have just written
for each verb (not the past simple form). The
7 Have you bought
students should know these.
8 have
Answers 9 I bought
be – been

et
buy – bought
do – done WB D Practise the dialogue in pairs a
find – found few times until you can do it without
go – gone reading it from the book.
leave – left
meet – met
see – seen
n • When the students have completed Workbook
Exercise C, ask them to practise reading it in
spend – spent pairs. Ask pairs to demonstrate to the class.
ar
WB B Complete the sentences with
the correct form of the present
perfect. Choose an appropriate verb Unit 5 Lesson 5:
in each case.
Travel Trouble
G

• Tell the students to do Exercise B. Point out that

they should use been or gone where appropriate.
Objectives: Review the past perfect.
• The students can use full forms or contractions.
Clarify the difference
Answers between the past simple
1 have seen and the past perfect.
2 have found Write a paragraph using
3 have bought the past perfect and
4 have been past simple.
5 have left Language: Past perfect
6 has gone Vocabulary: –
21 Century Skills: –
st

Reference: Course Book page 55,

WB C Complete the dialogue with Workbook pages 82 to 84,
the correct present perfect or past Grammar and Functions
simple form of the verbs in brackets. page 94

• Elicit the rules the students know about when

to use the present perfect and when to use the
past simple.
98
 Unit 5 Holidays

Warm up 5 mins C Now do Exercises A to D on pages

82, 83 and 84 of the Workbook.
26 mins
• Tell the students to look at the pictures on
page 55 and discuss what is happening with
their partner. • Tell students to turn to page 82 in
• Elicit ideas from the whole class. their Workbooks.

A Write the number to match the WB A Read the Functional

sentence halves. 8 mins Grammar box.

• Introduce the matching activity using the example
1h (We couldn’t get a room because we hadn’t
booked.). Tell the students to match the rest of the
sentence halves to make complete sentences.
• Check answers with the whole class.
• Focus on the main stresses in the sentences. For
• Read through the Functional Grammar box in
the Workbook with the students. Make sure they
can see the difference between: I had breakfast
and then I went to school (past simple/past
simple) and I went to school after I had had my
breakfast (past simple/past perfect). The second

et
example: We couldn’t get a room because we
hadn’t booked.
• Point out that each sentence half has a stressed
word. Get the students to practise as a class.
Try to get them to feel they are explaining to
n
someone. Point out they should feel disappointed
in 1, 2 and 7, neutral in 3 and 5, assertive in 4
and 6 and surprised in 8.
• Get the students to practise saying the sentences
ar
in pairs.
Answers
1h; 2b; 3g; 4d; 5a; 6e; 7c; 8f
G
sentence uses the past perfect because the first
action mentioned is in the past simple. When we
look back in time from that past point, we use
the past perfect.
WB B Complete the text with the
correct past simple or past perfect
form of the verbs in brackets.
• Tell the students about a place you returned to
later which had changed. Ask if they have ever
been back somewhere that had changed a lot.
What sort of changes had happened?
• Ask the students to read through the text

B Match five of the sentences from and put the verbs in either the past simple or
Exercise A to the pictures below. past perfect.
6 mins
Answers
• Tell students to look at the pictures. What can 1 had changed
they see? Ask them to match five of the sentences 2 wasn’t
to the pictures. 3 had grown
• Elicit any situations that are familiar to the 4 had built
students. Encourage additional comments. 5 looked
6 had made
Answers 7 had closed
a3; b6; c4; d8; e2 8 was
9 had become
10 had moved
11 hadn’t planted
12 was

99
Unit 5 Holidays
WB C Work in groups. Choose one
of the situations below. Take it in
turns to say one sentence each on the
chosen situation.
• Tell the students they are going to talk about
some imaginary situations.
• Read through the situations with the students.
Elicit one example for each situation.
• Ask the students to work in small groups.
Ask them to choose a situation. In their groups,
they should then take it in turns to say one
sentence each using the past perfect for this
imaginary situation.
• In open class, ask for examples from each
group. Ask if the students have ever been in a
similar situation or know anyone who has.
et
What happened?
WB D Write about one of the
situations in Exercise C, using the past
perfect and past simple. Write 100 to
n
120 words. Start like this:
• Tell the students to choose one of the situations
ar
and write about it. They can use examples from
the group activity. They should write 100 to 120
words and follow on from one of the three first
sentences given.
• Tell the students to focus on the past perfect,
although they can also use the past simple
G
where appropriate.
WB E When you have finished your
draft, swap with a partner and give
feedback on each other’s drafts. Use
the rubric provided.
• Ask students, What changes can you make to
make them clearer and stronger? Tell them to
proofread for spelling, grammar and punctuation.
• Now tell students to exchange paragraphs
back with a partner. Ask, Do you have any
questions about your partner’s corrections to the
paragraphs? What is good about your partner’s
paragraphs?
• Ask volunteers to read their paragraphs to
the class.
100
Sample paragraph
I got home from the shops yesterday and found
my family had organized a surprise party
for me. They had turned off all the lights
so I thought no one was at home. Someone
had blown up some colourful balloons in the
living room, so I knew something special was
happening. My mum had brought out a cake
with candles on it and some of my favourite
music played. When my dad turned on the
lights, I saw that my family had invited all of my
friends. Everyone shouted ‘surprise!’ I was really
surprised and happy. They had also printed lots
of photos of me and my friends in a book for me
as a present. It was a great birthday.
Unit 5 Lesson 6:
Trip Review
Objectives: Read and understand a
text about a holiday.
Extend vocabulary related
to holidays.
Describe a holiday orally
and in writing.
Language: –
Vocabulary: transfer, two-storey,
atmosphere, board (v),
exceptionally,
self-service, speciality,
spectacular, variety, consist
of, mint, entertainment,
display (n), overlook, set
in, regional, octopus
21st Century Skills: Study Skills – Scanning a
text for specific information
Reference: Course Book page 56,
Workbook pages 85 to 87
Warm up 8 mins
• Ask the students to talk about these questions
with a partner:
What is a travel magazine?
What can you read about in a travel magazine?

Have you ever read a travel magazine or written
a letter to one?
What do you think people write about in
magazines like this?
What would you like to read about? Why?
• Ask the students to tell you what they discussed.
A Scan the text about a holiday in
Tunisia. Find one piece of information
about each of the following: 9 mins
• Tell the students to scan the text quickly to find
the information. Set a time limit of one minute.
• During the feedback try to find different things
the students have found. This is a chance for them
to give their own responses to the questions.
et
Possible answers
The journey – this included a flight, bus transfers
and ferry rides.
The food – this was exceptionally good and you
could have almost anything you wanted.
n
The hotel – it was not very luxurious but had its
own swimming pool and tennis courts.
The activities – there was a lot to do, including a
camel ride and surfboarding.
ar
B Now do Exercises A to F on pages 85,
86 and 87 of the Workbook. 28 mins
G
• Tell students to open their Workbooks at page 85.
WB A Scan the text on page 56 of the
Course Book to find the answers to
these questions.
• Ask the students to scan the text in the Course
Book to answer the questions in Workbook
Exercise A.
• Check answers.
Answers
1 Kerkennah Islands
2 two weeks/a fortnight
3 £180
4 Sfax
5 swimming pool, tennis courts
6 octopus
7 On a tour of the island.
Unit 5 Holidays
WB B Read the text carefully and
answer these questions.
• Ask the students to read the text carefully to
answer the next set of questions.
• Ask the students to compare their answers.
Example answers
1 flight/accommodation/transfers/ferry/
breakfast and dinner/entertainment
2 Very close/A short walk.
3 The peaceful atmosphere.
4 They went to the Roman theatre, they
went on a donkey cart ride, they toured the
island in a taxi, they went for a camel ride,
they learnt to windsurf
5 They watched the free entertainment at
the hotel.
WB C Find words in the text on page
56 of the Course Book that match the
definitions below.
• Ask the students to scan the text to find words
for the definitions.
• Ask them to compare answers. Check answers.
• Elicit the following: names of places the students
know that you can get to by ferry, any luxurious
hotels they can name, the most spectacular view
they have seen, an interesting display they have
seen and the names of some Libyan specialities.
Answers
1 ferry
2 luxurious
3 spectacular
4 speciality
5 hospitality
6 display
WB D Talk about these questions with
a partner.
• Ask the students to look at the questions and
talk about them with a partner. They can make
a few notes first.
• Ask for some opinions in open class.
101
Unit 5 Holidays
WB E Work in pairs. Give your
partner a brief description of a holiday
you have been on. Ask your partner
questions to get more information
about the holiday.
• Tell the students they are going to tell a partner
the details of a holiday they have been on. Elicit
what Anna included in her account: place, cost,
journey, hotel, facilities, food, holiday activities.
• Put the students in pairs to describe their
holidays.
• Ask them to tell the class one interesting detail
about their partner’s holiday.
WB F Now write a brief description of
et
the holiday. First, make notes about
the points below. Then write your
description. Write 100 to 120 words.
• Tell the students to write a short description of
•
n
the holiday in about 100–120 words.
Ask them to make notes about the points in the
questions to help them.
Sample paragraph
ar
My mum and I have recently returned from a
week in Santorini. We stayed in a luxury hotel
with a beautiful swimming pool. Our room
was very big and had a view of the sea. In the
day, we went swimming or went on boat rides
G
to different Greek islands. In the evening, we
ate delicious dinner at the hotel restaurant, and
listened to the musicians playing traditional
Greek music. The best thing about the holiday
was when we had a tour of the island and saw
some ruins. The worst thing about the holiday
was when I spent too long in the sun and got
sunburnt. It was my favourite holiday ever!
WB G Assess your own work. Did you
find answers to all of the questions?
• Ask students to review their work and feedback
to the class.
102
Unit 5 Lesson 7:
A Medical Tourist
Destination
Objectives: Review defining and non-
defining relative clauses.
Analyze the punctuation
used with relative clauses.
Language: Defining and non-defining
relative clauses
Vocabulary: medical tourism
21st Century Skills: –
Reference: Course Book page 57,
Workbook pages 88 to 93,
Grammar and Functions
page 94
Warm up 5 mins
• Ask the students what they can remember
about Kerkennah from the previous lesson.
Ask specifically about which villages Anna and
her cousin saw. Elicit and write on the board:
Anna saw the villages where the fishermen catch
octopus. Ask: Which villages? Elicit: The villages
where the fishermen catch octopus.
• Highlight the relationship between the parts of
the sentence as follows: Anna saw the villages
where the fishermen catch octopus.
• Remind the students that the part of the sentence
which gives more information about the village
is called a relative clause. Relative clauses are
signalled by words such as that, which, where
and who.
A Read these sentences and underline
the part of the sentence that gives
you more information. 6 mins
• Ask the students to look at the pictures on the
web page on page 57 of the Course Book and
guess what sort of information the web page will
contain. Elicit a few ideas.
• Elicit the meaning of the rubric; if necessary you
can refer back to the Warm up. Students should
underline the relative clause in each sentence.
 Unit 5 Holidays

You can help them by eliciting the word that
gives them a clue in each sentence (the word
which signals the presence of a relative clause,
such as who, that or which). If necessary, you
can also help them by telling them that the
relative clause is sometimes in the middle of the
sentence, rather than at the end.
Answers
See answers to Exercise B.
B What type of information do the
phrases you underlined give –
essential information (defining) or
non-essential information (non-
defining)? 6 mins
The city has around 11,500 doctors who have
trained internationally. (D)
Treatment that is organized by services such as
Cedarmed and Medical Tourism Lebanon can
include travel, treatment and recovery. (D)
The most popular procedures people travel to
Beirut for are plastic surgeries, which are 70% of
all its medical tourism. (ND)
Beirut is chosen by patients who want to
combine a holiday with treatment, to rest and
recover. (D)
C Now do Exercises A to I on pages
88 to 93 of the Workbook. 28 mins
• Tell students to open their Workbooks at

et
page 88.
• Ask students if they can see a piece of
punctuation that comes before some of the
relative clauses. (The answer is a comma, which
WB A Read the Functional Grammar
appears in the first and fourth sentences.)
box and think of four more examples.
• Explain that the comma signals a different kind
n
of relative clause called non-defining. Explain
that this is when the clause gives non-essential
• Tell the students to read through the Functional
Grammar box to clarify their understanding of
information, rather than information essential to
the rules.
the first part.
ar
• Check understanding by asking checking
• Discuss the first two sentences together. In the
questions, for example: Which give essential
first sentence (which has a comma), the relative
information? Which give non-essential
clause introduces information which is non-
information? Which use a comma? etc.
essential – the first part of the sentence would
• Tell the students to think of four more sentences
make the same point if the relative clause was
and write them down. Two should have defining
G

missing. So this is a non-defining relative clause.

But in the second sentence (which doesn’t have a
comma), the relative clause introduces essential
information: the first part of the sentence would
have a completely different meaning without the
relative clause. Try to elicit the two meanings
of the sentence, with and without the defining
relative clause.
• Ask students to write ND next to the first
sentence and D next to the second. Then get
them to work through the other three sentences,
marking them in the same way.
• In pairs, let the students discuss their answers.
Answers
Beirut is famous for its hospitals, which provide
high-quality and affordable healthcare. (ND)
relative clauses and two non-defining.
• Elicit sentences from the students and discuss.
Example sentences
The car that I drive is black.
The man who manages our company is very kind.
My mother, who loves gardening, spends as
much time as possible outside.
America, where I’m originally from, is getting
more and more expensive to visit.
WB B Combine these sentences with
who, that or where.
• Introduce Exercise B. Ask the students to
complete the sentences with defining pronouns
to form defining relative clauses.

103
Unit 5 Holidays
• Check answers.
Answers
1 The lady who I spoke to on the phone told
me to call back later.
2 They’ve knocked down the restaurant
where we had a meal last year.
3 The garage that I always go to for
repairs/where I always go for repairs
was closed today.
4 The car that he bought last month has
broken down.
5 The textbook that had the information I
wanted was missing.
WB C Complete the sentences
with who, which, where or whose and
et
add commas.
• Introduce the activity. Make sure the students
know they should add commas in the
appropriate place.
• Check answers.
n different sections.
Answers
1 Riverside Cinema, where the tickets only
ar
cost £6 for students, usually has good
foreign films.
2 Beirut, which is full of good cafés and
restaurants, is a really interesting city.
3 My cousin Mike, who loves skiing, is going
to buy a holiday home in the Swiss Alps.
G
4 My sister, whose favourite food is pizza,
is having her birthday party at an Italian
restaurant.
5 Fatima, whose article was in the science
magazine yesterday, is a very talented girl.
WB D Use the correct relative
pronoun to make one sentence.
The sentence in brackets ( ) becomes
the relative clause. Add commas
where necessary.
• Introduce the activity by going over the
examples.
• Let the students check answers in pairs before
checking as a class.
104
Answers
1 Salwa, who has a biology degree,
wants to work with animals.
2 The Tigris Hotel has a fabulous pool
that/which opened two months ago.
3 Bashir, who passed his driving test last
week, is going to buy a car very soon.
4 The Star Restaurant has a lovely
garden where you can have a meal
on summer evenings.
WB E It is easier to think of ideas
when you are in a group. Practise with
the following essay title. One person
should be the secretary and write
down the ideas.
• Ask the students what they do first when they
read an essay title. Are they good at coming up
with ideas?
• Read through the advice in the box. Add that
it is also a good idea to divide the ideas into
• Put the students in small groups and ask them to
brainstorm ideas for the essay: What would you
recommend a visitor to do for a week in Libya?
• Tell them to look at the three points under
the essay title. These might correspond to the
sections or paragraphs of the essay.
• Ask the students to brainstorm more ideas for
the three sections.
• Ask for ideas from the groups. Ask if you
could use all these points in a 100- to 120-
word essay (probably not). Point out that after
brainstorming/writing down ideas, they should
prioritize and choose the best ideas for an essay.
WB F Now read the notes for this essay
title: ‘The future of tourism in Libya’.
Work in pairs and add three or four
suggestions on what you think tourism
in Libya will be like in the future.
• Tell the students that sometimes essay titles are
more abstract. They need to think what the title
is asking.
• Workbooks closed. Write the title The future of
tourism in Libya on the board. Elicit what sort

of things the students would write about. They
should think about what tourism is like at the
moment and what changes might happen. What
sections would they have?
• Tell the students to look at the sections given
in their Workbooks. Are they the same as their
ideas or different?
• Put the students in pairs and ask them to add
ideas about the future of tourism in Libya.
• Ask different pairs for examples. Do the
others agree?
Sample suggestions
More desert activities
Camel rides
Day trips to Gaberoun
Tour buses
UNESCO world heritage sites; Roman ruins
et
Beach resorts
Homestay holidays to help you learn about
Libyan life
Water sports
n
WB G Work in pairs. Look at the
brainstorming ideas for this essay
title: ‘What can make a good
ar
holiday?’ Add specific examples for
Accommodation, Money, Meeting new
people and Learning about a different
culture. Then write two more general
answers with specific examples.
G
• Tell the students that it is a good idea to give
examples of the different points you make in an
essay. They make your argument much stronger.
However, the examples need to be relevant and
part of the answer.
• Write What can make a good holiday? on
the board and elicit different sections or
general answers.
• Ask the students to look at the general answers
in Exercise G and see if their ideas are there.
Then they should look at the specific examples
given. Can they give other examples for the
first two?
• Put the students in pairs and ask them to add
specific examples for the remaining sections.
They should then decide on two more general
answers to add to the list and give specific
examples for these, too.
Unit 5 Holidays
• Ask different pairs for their examples. Do the
others agree they are relevant?
WB H When you write essays you
should use connectors to link your
ideas. Which of these connectors
are used a) for adding information?
b) for contrasting?
• Write two sentences on the board: We should
organize more tours. We should build more
hotels. Ask what is wrong with writing like this.
Elicit that the sentences should be linked. For
example: In addition to organizing more tours,
we should build more hotels.
• Refer the students to Exercise H and ask them
to categorize the connectors according to
whether they are for a) adding information or
b) contrasting.
Answers
Adding information: in addition (to this), also,
as well as, too
Contrasting: but, however, although
WB I Choose one of the essays in
Exercises E, F or G. Write 100 to
120 words.
• Tell the students they are going to choose one
of the essay titles in this lesson and write 100 to
120 words on it.
• Remind them to choose the best ideas and not to
try to write about everything discussed.
• Also remind them to plan their essay and group
their points logically, including examples.
• Encourage them to use connectors to link ideas.
• When they have finished, they should read and
check for mistakes. If appropriate, they can look
at the essay with a partner to check for mistakes.
Sample essay
What can make a good holiday?
There are lots of things to think about when you
are planning your holiday. What kind of holiday
do you want? If you want a relaxing beach
holiday, make sure you go with someone who
also wants to relax. However, if you want lots of
variety, you should go to the city where you can
105
Unit 5 Holidays

see lots of shops, museums and people. If you
want some luxury, go to a hotel, or if you want
to meet other travellers as well as save money,
you can stay in a hostel. Also, if you want to
learn about a new culture, you should go to the
tourist office and ask if there are tours by local
people. Think about these things and you will
have a great holiday.
A Work in groups. Discuss the title
and picture. What do you think the
text will be about? 8 mins
• Tell the students to follow the instructions.
They should discuss the title of the text and
picture and predict what the text will contain.
Encourage them to come up with as many ideas
as possible.
• Elicit information from each group.

Unit 5 Lesson 8: B Skim the text and match the

headings to the correct paragraphs.
Happy Holidays 8 mins

• Tell the students to read through the paragraph

Objectives: Read a text for general and

et
headings and then read the text quickly to
detailed understanding.
match headings and paragraphs.
Identify the writer’s
• Ask them to compare answers with others in
attitude.
their groups. Why did they choose these answers?
Give your own opinion.
• Did the text contain what they had predicted?
Language: –
n
Vocabulary: ensure, sufficient,
physical, stroke, heart
Answers
1B; 2E; 3D; 4A; 5C
attack, on the move,
indefinitely, eventually,
ar
workaholic, cannot bear, C Now do Exercises A to D on pages
personal, relationships, 94 and 95 of the Workbook. 21 mins
trekking, routine, vital
21 Century Skills: Study Skills – Skimming
st
• Tell students to turn to pages 94 and 95 in
a text for general their Workbooks.
G

information
Reference: Course Book pages 58
and 59, Workbook WB A Read the text on page 58
pages 94 and 95 of the Course Book and circle the
correct answer.

Warm up 8 mins • Tell the students to read the text again to do

• Ask students what they do to relax when they
are stressed because of work. Ask, Do you stay
at home, or do you try to get away? What might
be some of the benefits of going away for a
short period of time?
the next task. They should read each sentence
and choose the correct answer.
• Remind the students that the answers are not
directly stated in the text. They have to infer.
• They should compare their answers in pairs.
Answers
1b; 2a; 3b; 4c; 5b

106
 Unit 5 Holidays

WB B Answer this question. Round up

• Tell the students to write down the answer to • Go through the Round up page with students
the question and then discuss in pairs. quickly. Ask students to remind themselves
of the language they have learnt in this unit
Answer
by discussing each item with a partner. Ask
This answer is for discussion, but points that
students to take turns giving additional
could be raised by students are as follows:
examples for each item.
• Life is fast and most people spend a lot of
time working.
• The stress of life and work in particular can
cause health problems.
• Everyone, including people who work, need
a change of scene and pace of life; both
brain and body need a break.

WB C Find words or phrases in the

et
text on page 58 of the Course Book
that mean the same as the words and
phrases below.

• Ask the students to try to find synonyms for

•
n
the words and phrases in the text.
Ask them to compare answers with the group.
• Tell the students to check any other unfamiliar
words in a dictionary.
ar
Answers
1 ensure
2 indefinitely
3 deadline
4 around the corner
G

5 snatched
6 well-being
7 vital

WB D Discuss these questions with

a partner.

• Ask the students to work in pairs to discuss the

questions in Exercise D. Go round and listen to
students’ discussions. Ask pairs with exemplary
ideas to share them with the rest of the class.

107
Unit 6 Money Matters

Reading and writing 21st Century Skills

• reading for gist
• reading to understand detailed Communication Skills:
information • Formal emails
• reading to predict information • Inferring information from context
• editing written work for mistakes • Matching relevant information
• summarizing information
• sending an email of complaint Information Literacy:
• Identifying information in a
Listening and speaking bank statement
• listening to infer specific information • Making predictions

et
• listening to complete information
• role-playing a real-life situation
• summarizing and retelling information
• talking about events in the past
Study Skills:
• Inferring Information from a text
• Summarizing information

unit topics
n
• contributing to discussions about
Life Skills:
• Critical thinking
ar
Structure and language
• reviewing active and passive sentences
• reviewing zero conditional (facts or
things that are generally true), first
conditional (talking about possibilities in
G

the present or future), second conditional

(talking about unreal situations) and
third conditional (unreal situations in
the past)

Vocabulary
• words used in banking and finance
• guessing meaning from context
• formal and informal expressions

108

Key Words
account (n) – /əˈkaʊnt/
advise (v) – /ədˈvaɪz/
approve (v) – /əˈpruːv/
ATM (n) – /ˌeɪ tiː ˈem/
attract (customers) (v) – /əˈtrækt/
balance (n) – /ˈbæləns/
bank card (n) – /bæŋk kɑː(r)d/
bank online (v) – /bæŋk ˈɒnˌlaɪn/
bank statement (n) –
/bæŋk ˈsteɪtmənt/
bill (pay a ~) (n) – /bɪl/
branch (bank ~) (n) – /brɑːntʃ/
cancel (v) – /ˈkæns(ə)l/
cash (n) – /kæʃ/
charge (~ a fee) (v) – /tʃɑː(r)dʒ/
cheque (n) – /tʃek/
n
cheque book (n) – /ˈtʃekˌbʊk/
convince (v) – /kənˈvɪns/
credit card (n) – /ˈkredɪt kɑː(r)d/
credit limit (n) – /ˈkredɪt ˈlɪmɪt/
ar
G
currency (n) – /ˈkʌrənsi/
current (account) (n) – /ˈkʌrənt/
deposit (n, v) – /dɪˈpɒzɪt/
disappoint (v) – /ˌdɪsəˈpɔɪnt/
exchange rate (n) –
/ɪksˈʧeɪnʤ reɪt/
expert (n) – /ˈekspɜː(r)t/
expired (v) – /ɪksˈpaɪə(r)d/
fee (n) – /fiː/
handbag (n) – /ˈhæn(d)ˌbæɡ/
instalments (n) –
et
/ɪnˈstɔːlmənts/
insurance (n) – /ɪnˈʃʊərəns/
interest (n) – /ˈɪntrəst/
investment (n) –
/ɪnˈves(t)mənt/
keep in touch (v) – /kiːp ɪn tʌʧ/
knowledgeable (adj) –
/ˈnɒlɪdʒəb(ə)l/
loan (n) – /ləʊn/
Unit 6 Money Matters
misspelt (n) – /ˈmɪsˈspelt/
open (an account) (v) – /ˈəʊpən/
overdraft facilities (n) –
/ˈəʊvə(r)drɑːft fəˈsɪlətiz/
owner (n) – /ˈəʊnə(r)/
password (n) – /ˈpɑːsˌwɜː(r)d/
pay (fees) (v) – /peɪ/
pay back (v) – /peɪ bæk/
PIN (n) – /pɪn/
rate (interest ~) (n) – /reɪt/
satisfying (adj) – /ˈsætɪsˌfaɪɪŋ/
savings (account) (n) – /ˈseɪvɪŋz/
tip (v) – /tɪp/
transaction (n) – /trænˈzækʃ(ə)n/
traveller’s cheques (n) –
/ˈtræv(ə)ləz ʧeks/
valid (adj) – /ˈvælɪd/
value (n) – /ˈvæljuː/
withdrawal (n) – /wɪðˈdrɔːəl/
109
Unit 6 Money Matters

Unit 6 Lesson 1: • Tell the students to listen and write numbers

beside the parts they have underlined to

Bank Statements show the order of the information. Play the

Objectives: Listen for specific
information.
Extend knowledge
of vocabulary related
to banking.
Understand the benefits of
recording new vocabulary.
Language: Revision: non-defining
relative clauses
Vocabulary: ATM, bank card, bank
statement, account,
balance, cheque,
audio again.
• Ask which students receive bank statements.
Ask if they always check them carefully.
Why/Why not?
 Track 16
Listen to two brothers talking.
Underline the items on the bank statement
that they talk about.
Aziz: Hi, Rami. What are you doing?
Rami: I’m trying to understand something
I got from my bank. I’m not sure
what it is.
Aziz: Let me see. Oh, that’s your bank

et
transaction, withdrawal, statement. This is a paper that
deposit (n and v), cash, you’ll get every month from your
PIN, credit card bank. It’s really important because
21 Century Skills: Study Skills – Listening for
st
it shows you how much money
key words went in and came out of your
Reference: Course Book page 62,
n
Workbook pages 96 and
account every month. You
should look at it carefully and
97, 16 and 17 check it to make sure there aren’t
any mistakes.
ar
Rami: Can you help me figure out what
Warm up 5 mins
it all means?
Aziz: Sure. Look, to the left of the
• Ask the students where most people keep their
title ‘bank statement’ is the
money: in a bank account. Elicit the names of
name of your bank. Then there’s
any big banks they know.
G

information to identify the bank

• Ask how banks give us information about our
account. Your name is on the left.
bank accounts: They send us a statement. Elicit
Your account number, which is an
what information a bank statement gives us.
eight-digit number, appears
on the top right. That’s
straightforward, right?
A 16 Listen to two brothers talking. Rami: Sure, that’s easy.
Underline the items on the bank
Aziz: A transaction is an activity in
statement that they talk about.
your account. So the second
10 mins
column is where the bank says
what happened in your account
• Tell the students they are going to listen to
during the month, if you wrote
Rami and his brother Aziz talking about a bank
a cheque or deposited money,
statement. Tell them to listen to the conversation
for example. The date when that
and underline the different things on the bank
transaction happened is on the left.
statement that the brothers talk about.
Rami: And what does ‘balance’ mean?
• Play the audio. Ask the students to listen and
complete the activity.

110
 Unit 6 Money Matters

Aziz: The balance is the total that is B Now do Exercises A to E on pages

left in your account after each
transaction. The first entry, which
says ‘opening balance’, shows the
amount that was in your account
at the beginning of the month.
Rami: And under that it says cheque
number 001. That must be a
cheque I wrote.
Aziz: Yes, and further down there are
more cheques. See? Numbers 002,
003 and 004. You wrote a lot of
cheques last month!
Rami: Yes. I remember no. 001 was to
my dentist. The others are on the
same day. Those must be from the
day I went to the mall. I bought
96 and 97 of the Workbook. 30 mins
• Tell students to turn to pages 96 and 97 in
their Workbooks.
WB A Match the words and the
definitions. Look back at the bank
statement on page 62 of the Course
Book to help you.
• Tell the students to match the words to the
definitions. They can look at the bank statement
on page 62 of the Course Book to help them.
• Let them look at the new words for a short time
and then give them a quick oral test by giving

et
some CDs, some clothes and the definitions and asking for the words.
some computer games by cheque
Answers
that day.
1b; 2c; 3e; 4f; 5d; 6a
Aziz: Oh, can I see your games?
Rami: Sure, but can you help me with the
rest first?
Aziz:
n
Yes, well, cash withdrawal means
WB B Look at the example from
the conversation.
you took money out of your
account, probably at an ATM.
• Read the example with the class and ask
ar
Rami: Yes, I did.
the students if the sentence will still be
Aziz: And deposits are transactions when
understandable if you take out the clause – yes,
you put money into your account.
it is. Elicit what we call this type of clause (non-
Rami: Yes, that was my first pay cheque
defining relative clause) and remind students that
from my new job.
these clauses add extra information.
G

Answers • Tell the students to complete the sentences with

1 CCB (= name of bank) the non-defining relative clauses from the box.
2 Rami Adam (= name) • Ask the students if they can think of other short
3 Account number relative clauses that could go in the same places,
4 Transaction e.g., 1, which tells you what is in your account.
5 Date
Answers
6 Balance
1 Your bank statement, which you’ll get every
7 Opening balance
month, is very important.
8 Cheque n. 001
2 Aziz, who is Rami’s brother, is very helpful.
9 Cheque n. 002
3 The mall, where I sometimes buy clothes, has
10 Cheque n. 003
fabulous shops.
11 Cheque n. 004
4 The computer games, which I played
12 Cash withdrawal
yesterday for the first time, are really great.
13 Deposits
5 Don’t forget to check your bank balance,
which is in the column on the right.
6 The cheque, which I deposited on the 10th,
was for 450 pounds.

111
Unit 6 Money Matters

WB C 17 Complete the definitions.
• Tell the students to work in pairs and complete
the short definition for each item.
• Play the audio and tell the students to listen
and repeat for pronunciation practice.
I forgot my PIN, but luckily I had written
it down in my diary!
I wrote a cheque for my sister as a
birthday present.
I paid for my graduation clothes with my
credit card on the internet.

 Track 17 WB E Complete the paragraph with

Complete the definitions.
Bank card: A piece of plastic you can use to
pay for things or get money in
the street.
ATM: Somewhere you can get money
using a bank card.
PIN: A secret number you can use with
a bank card to stop others using it.
Cheque: A piece of paper you can use to
words and phrases from the lesson.
• Tell the students to complete the paragraph
with words or phrases from the lesson.
Example answer
I opened a bank account last month. Now I’ve
got a bank card, which I can use to get money
out of the ATM/account. Yesterday, I made a

et
pay for things. withdrawal of 35 Libyan dinars to go to the
Credit card: A piece of plastic you can use to cinema and buy some juice. I need to remember
buy things and pay for them later. to write down how much I spend – it’s easy to
spend too much money! I should get a bank
Possible answers statement very soon, which will show me
n
Bank card: a piece of plastic you can use to pay how much money I’ve still got in my account.
I haven’t got a credit card yet, so I pay for
for things or get money in the street
ATM: somewhere you can get money using a everything by cash or by cheque.
ar
bank card
PIN: a secret number you can use with a bank
card to stop others using it
Cheque: a piece of paper you can use to pay
for things
Credit card: a piece of plastic you can use to buy
G

things and pay for them later

WB D Write five sentences using

new words.

• Ask the students for examples of how to record

new vocabulary.
• Point out that it is important to write sentences
using the new words to show the meaning and
how they are used. Ask if they can remember
the last five words they recorded.
• Tell the students to write sentences with five
new words from this lesson.
Possible answers
I paid for the meal with my bank card.
I got some money yesterday from an ATM
on my street.

112
 Unit 6 Money Matters

Unit 6 Lesson 2: WB A Read the information on

page 63 of the Course Book. Answer
Opening an Account the questions.

• Tell students to answer the questions based on

Objectives: Practise scanning a text to what they have just read. Check answers.
find specific information.
Answers
Practise and extend
1 A savings account
knowledge of vocabulary
2 A children’s account
related to bank accounts.
3 A current account
Listen for specific
4 A current account
information.
5 A university student account
Language: Revision: the passive
Vocabulary: current (account), cheque
book, savings (account), B 18 Listen to the conversation
open (an account), fee, between the customer and a banker
interest, charge (a fee), and tick (✓) the things they talk

et
pay (interest), overdraft
facilities, rate (interest~),
maintain (a minimum
balance)
21st Century Skills: Study Skills – Listening
for key words;
n
Communication Skills–
Information exchange
Reference: Course Book page 63,
ar
Workbook pages 98 to
101, 18, Grammar and
Functions page 95
Warm up 5 mins
G
about. 10 mins
• Tell the students they are going to hear a
conversation between a girl and a woman banker.
• Read through the ten topics on page 63 of the
Course Book and check understanding. Then tell
the students to listen and tick which of the ten
items the girl and the banker discuss.
• Check answers.
 Track 18
Listen to the conversation between the
customer and a banker and tick the things
they talk about.

Customer: Good morning. I’d like some

information about opening
• Elicit what different types of accounts you can
an account.
get at a bank and list the students’ suggestions
Banker: Of course. What kind of account
on the board.
would you like to get?
Customer: Well, I’m not really sure. What
kinds of accounts do you have?
A Read the information about the
Banker: Well, first of all, are you over 17?
bank accounts. Use the glossary in
Customer: Yes, I’m 18. Why?
the middle of the page to help you.
Banker: Well, we have special accounts
Then do Exercise A on page 98 of
for people under 17. But if you’re
the Workbook. 10 mins
18, you have different accounts to
choose from. If you get a savings
• Introduce the task. Tell the students to read the
account, you get an ATM card.
questions in the Workbook and then scan the
The interest is paid by the bank
texts on page 63 of the Course Book to find the
every six months.
answers. Ask them to look at the glossary and
Customer: That sounds like a good account.
suggest they use this to help.
Can I get a cheque book? I think
I’ll need a cheque book to pay bills.

113
Unit 6 Money Matters

Banker: No. Cheque books aren’t provided
with a savings account. But you
get a free cheque book if you open
a current account.
Customer: And can I get an ATM card, too?
I want to be able to get cash easily.
Banker: Yes. The cards can be used at any
ATM machine in the country. You
can also make withdrawals all
over the world if you need money
while you’re travelling.
Customer: What do I need to do to open
an account?
Banker: You need to have an identity
card and to deposit 400 Libyan
dinars. If you have less than 200
Libyan dinars in your account,
WB B Match the verbs and nouns
to make collocations.
• Remind the students about collocations (see
Unit 5, Lesson 3).
• Introduce Exercise B. Tell the students to
match the verbs with the nouns to make new
collocations.
• Check answers.
• Then ask the students to test each other in pairs.
Answers
1c; 2a; 3d; 4e; 5b
WB C 18 Listen to Track 18 again
and complete these sentences from
the conversation.

et
we charge a fee of 50 Libyan
dinars per month.
• Write two sentences on the board: We pay rent
Customer: That’s a lot of money. I haven’t got
every month. Our rent is paid every month. Elicit
a job. I’m a student, I’m starting
which is passive and which is active.
university next autumn.
• Play 18. Tell the students to listen and
Banker: Oh, then you should get a
n
University student account.
complete the sentences in Exercise C with words
from the conversation.
You don’t have to maintain a
• Check answers and ask the students to tell you if
minimum balance.
these are active or passive sentences.
ar
Customer: Do you have a branch near
• Ask the students to give you the active forms of
the university?
these sentences.
Banker: Yes, we do. It is being renovated,
• Highlight the difference in form and focus on
but it will open again next month.
how passive sentences are formed.
Customer: That’s great. I think I’ll open a
• Read through the Functional Grammar box on
student account then.
G

page 99 of the Workbook to clarify use of the

passive. Check understanding by asking questions
Answers
like: What is the subject? (who or what did the
1, 2, 3, 4, 6, 9, 10
action), Who deposited the money in the example?
(the uncle), What is a process? (something you do
step by step), How do you say ‘The statement will
C What kind of account does the
show the cash withdrawal’ in the passive?
customer decide to get? 3 mins
Answers
• Elicit the answer to the question from the whole 1 provided
class – the customer opens a student account. 2 used
3 being

D Now do Exercises B to F on pages

98 to 101 of the Workbook. 17 mins

• Tell students to turn to page 98 in

their Workbooks.

114
 Unit 6 Money Matters

WB D Unscramble the words to make 6 My bedroom is being painted, so I’m

passive sentences. sleeping in the living room.
7 My ATM card was stolen yesterday, so I
• Tell the students to read the active sentences have to get a new one.
and then unscramble the corresponding passive 8 Bank statements are sent at the end of
sentences in brackets. each month.

Answers
1 My wallet was stolen last week.
2 The bank was robbed yesterday.
3 The bill will be paid tomorrow.
4 These coins are used in Egypt.
Unit 6 Lesson 3:
Meet a Banker
WB E Work in pairs and role-play
the situation. Objectives: Develop the reading skills
of prediction, reading for
• Tell the students to work in pairs. Student A gist and reading for detail.

et
should ask questions to get information about Develop an understanding
bank accounts. Student B should answer the of paragraph structure.
questions with the information in the table. Discuss the issues raised
Read through the beginning of the conversation in the text.
with them. Language: Revision: the passive
•
n
When they have finished, Student A should read
the information back to Student B, who should
Vocabulary: convince, attract
(customers), branch
correct any mistakes. (bank ~), advise,
• Monitor and give help where necessary. responsibility, approve,
ar
• Ask a strong pair to act out their role-play for disappoint, knowledgeable,
the class. satisfying, expert, loan
21st Century Skills: Study Skills –
Understanding text
WB F Complete the sentences using structure
G

the verb in brackets. Reference: Course Book page 64,

Workbook pages 101
• Tell the students to complete the sentences in to 104
the Workbook with the passive form of the
verb in brackets.
• Refer them to the Grammar and Functions Warm up 8 mins

section on page 95 of the Course Book.

• Discuss the following questions with
Answers
the students:
1 The cheque was signed last week.
What do you think the job of a banker is like?
2 A fee will be charged if you don’t have
What do you think a banker has to do?
enough money in your account.
What sort of qualifications or skills does a
3 This letter was written by my father.
banker need?
4 The magazine is published every month.
5 I used my father’s car while my car was
being repaired.

115
Unit 6 Money Matters
A Skim the text. What is the main
topic? Tick (3) the best description.
8 mins
• Tell the students to read the text on page 64 of
the Course Book quickly and choose the best
description from the three at the top of the page.
• Then ask them to compare their predictions
about the job of a banker with the information
in the text.
Answer
3 What a banker’s job is like.
B Now do Exercises A to E on pages
101 to 104 of the Workbook. 29 mins
et
• Refer students to pages 101 to 104 of
the Workbook.
WB A Decide if these statements
n
about the text on page 64 of the
Course Book are true (T) or false (F).
Underline the parts of the text that
helped you find the answer.
ar
• Check the meanings of possible unfamiliar
words: convince – persuade, suitable – right for
them, extend – make bigger, a range of – a lot of,
requires – needs, assess – judge.
G
• Ask the students to read the text again carefully
and answer the true/false questions in the
Workbook. Ask them to underline the parts of
the text that give them the answers.
Answers
1 F: No two days are ever the same.
2 F: … we can attract students by offering
special student accounts …
3 T: It is often up to me to decide whether the
business is a good idea or not …
4 T: Unfortunately, I cannot always approve
a loan.
5 F: … you have to be quite knowledgeable
about many different subjects.
6 F: Another important skill is being able to
work with other experts …
116
WB B Choose which of the
following sentences give supporting
information for the main idea, The
variety of a banker’s job. Tick (3) the
ones you choose.
• Elicit the fact that texts are divided into
paragraphs and that these have a structure.
Tell the students you are going to look at how
paragraphs are structured.
• Explain that most paragraphs have a main
idea and several details that support this main
idea. Write on the board examples/reasons/
explanations and say that these are what the
supporting details can include.
• Elicit the instructions for Exercise B. Then
ask the students to tell you the main idea of
paragraph 1.
• Tell the students to study the statements in
Exercise B and choose which ones give the
supporting details. Ask the students to discuss
their answers with a partner and be prepared to
•
explain them.
Check answers as a class.
Answers
1, 2 and 4 (because they give more information
about what a banker does)
WB C Look at the other three
paragraphs in the text on page 64
of the Course Book. Choose the
main idea and supporting details for
each paragraph.
• Tell the students to continue in pairs with
Exercise C. Ask them to find the main idea
and the supporting details for each of the
remaining paragraphs of the text on page 64 of
the Course Book.
Answers
Para 2: Main idea a), supporting details a) and c)
Para 3: Main idea b), supporting details a) and c)
Para 4: Main idea b), supporting details a) and b)
• Ask the students whether they think being a
banker is a good job and why/why not. Would
they like a job like this? Why/Why not?
 Unit 6 Money Matters

• Get them to discuss this in pairs or groups and
then listen to their ideas in open class.
WB D Complete the sentences with
the passive or active form of the verb
in brackets.
• Ask the students to find an example of a verb in
the passive form in paragraph 3 of the text: …
you have to understand how the products are
made and used.
• Introduce Exercise D. Tell the students to
complete the sentences with the passive or active
form of the verb in brackets.
Answers
1 The money in a bank account is used
Unit 6 Lesson 4:
to decide whether or not to give out loans
to people or businesses. Loans are used for
expensive purchases, like buying a house or
starting a business. Sometimes they cannot
approve loans, but can give advice. Bankers
can choose to work with big companies or
small businesses. You need skills in maths
and research to be a banker. You also have
to be a good communicator, because people
trust someone who communicates well. Also,
bankers must be able to explain complicated
things to people easily, to help them make
decisions about money.

et
in many ways.
2 The machine is being repaired at
the moment. Money Matters
3 The loan is paid back with interest at
the end of the year. Objectives: Extend knowledge of
n
4 The decision will be made tomorrow by
the bank manager.
vocabulary related to
personal banking.
5 Fatima got a loan last week to buy her flat. Develop gist listening
6 The business was started two years ago by by matching conversations
ar
two brothers. to situations.
7 Bankers usually like helping their customers. Develop the skill of
8 Was the information sent to you by mail guessing the meaning
last week? of words from context.
Review conditional
G

sentences.
WB E Summarize the text. Write Language: Zero, first, second and
100 to 120 words. third conditionals
Vocabulary: cancel, credit limit,
• Ask the students how much they can expired, valid, handbag
remember about the text and what the job of 21st Century Skills: Communication –
a banker is like. In pairs they can note down Interpreting conversations
the points. Elicit sentences about the text from Reference: Course Book page 65,
different students. Workbook pages 104
• The students can check their points against the to 107, 19
points in Exercise C in the Workbook. They
should now write a summary of the text. They
can use the points to help them. Warm up 5 mins

Sample summary
A banker has lots of responsibilities. Their • Elicit the sort of problems you can have with bank
job is to make sure people use the bank by cards and credit cards. Write these on the board.
creating discounts and offers. They also have

117
Unit 6 Money Matters

A What kinds of problems are these Cashier: Well, if you go to the bank in the
people having? 19 Listen to the next street, you could get cash from the ATM.
conversations and match them to Customer: Thank you very much.
the pictures. 10 mins
Conversation 3
Waiter: I’m sorry, sir. Your credit card
• Tell the students to look at page 65 of the
isn’t working.
Course Book and guess what problems the
Customer: Could you try it again, please?
people in the pictures are having.
It worked yesterday.
• Tell the students that they are going to listen to
Waiter: I’m sorry, it still isn’t working.
four conversations about different problems.
Sometimes if you put in the wrong
They should match the conversations and
number several times, it gets
the pictures.
blocked. Or you may have reached
• Play the audio and ask the students to match
your credit limit. Would you like to
the conversations and the pictures.
pay by cheque instead?
Customer: Yes, that’s a good idea.
 Track 19
Listen to the conversations and match them Conversation 4

et
to the pictures. Customer: Good morning. Can you help me?
Conversation 1 My bank card didn’t come out of
Banker: Good morning, National Bank. the ATM.
Can I help you? Banker: Of course. Can you give me your
Customer: Yes, I don’t know what to do. I’ve account number? I’ll check your
n
lost my handbag. My wallet, with
all my money and bank cards, was Customer:
account.
Yes, it’s 92671098. Does this mean
in it. there’s no money in my account?
Banker: Are you sure you’ve lost it? Banker: No. If there was no money in your
ar
Couldn’t you have just left it account, the machine would still
at home? give you your card back. I see the
Customer: No. I definitely had it when I was problem. Your card has expired.
at the café. I was talking to my Customer: It has?
friend when we left and I think I Banker: Yes. Today is 5 April and your card
G

left it on the table. was valid until 4 April. We sent

Banker: Did you go back to look for it? you a new card two weeks ago.
Customer: Yes, it wasn’t there. If I hadn’t been Customer: I never received it.
in such a hurry, I wouldn’t have Banker: We’ll cancel that one and send
left it there! you a new one, then. You should
Banker: Don’t worry. If we cancel your receive it in three or four days.
cards now, no one else will be able Answers
to use them. New ones will be sent 1c; 2b; 3d; 4a
to you very soon.

Conversation 2
B Now do Exercises A to D on pages
Customer: Do you take credit cards?
104 to 107 of the Workbook. 30 mins
Cashier: I’m sorry, we don’t.
Customer: Can I pay by cheque?
• Refer students to pages 104 to 107 of
Cashier: No, we only take cash.
the Workbook.
Customer: I didn’t know that.
Cashier: Look, it’s on the sign.
Customer: Oh, no. If I’d known that, I would
have brought cash.

118

WB A 19 Listen to and read
the conversations. Decide if these
statements are true (T) or false (F).
• Play the audio again and ask students to read the
conversations in the Workbook.
• Ask them to work in pairs to decide whether the
statements about the conversations are true or
false. They should also be prepared to say why
they made their decisions.
Answers
1T; 2T; 3F; 4T; 5T; 6T; 7F
• Put the students in pairs and tell them to find
these words in the conversations: cancel, credit
limit, expired, valid. (The words are in bold in
et
the conversations.) They should try to guess the
meanings of the words from the context of the
conversations. Encourage students to read the
sentences before and after a sentence containing
an unfamiliar word.
• Elicit what the students think the meaning is.
n
Encourage them to express the meaning in their
own words.
• During feedback, try to use words the students
ar
already know. However, you might want to
clarify the meaning of valid in Arabic, as can be
used only gives the meaning in this situation.
The word acceptable may be more appropriate.
Possible answers
G
cancel: stop something working
credit limit: the amount of money you
can borrow
expired: come to an end
valid: can be used
WB B Find conditional sentences
in the conversations. Read the
Functional Grammar box and identify
what type they are.
• Elicit examples of conditionals from the
conversations. Choose and write on the board
one example of each type, zero to
third conditional.
Unit 6 Money Matters
• Use concept questions to check meaning: If you
put in the wrong number several times, it gets
blocked. (Does this always happen? – yes) If we
cancel your cards now, no one else will be able
to use them. (Will no one else be able to use the
card? Only if it is cancelled.) If you go to the
bank in the next street, you could get cash from
the ATM. (Is this going to happen? – maybe) If
I’d known that, I would have brought cash. (Did
she bring cash? – no)
• Ask the students to check the Functional
Grammar box and classify the examples on the
board as zero, first, second or third conditional.
• Tell the students to find the other two examples
in the conversations and classify them. (If I
hadn’t been in such a hurry, I wouldn’t have
left it there. and If there was no money in your
account, the machine would still give you your
card back.)
• Elicit more examples using the following
situations:
My friend sometimes borrows money from me,
but he always pays me back quickly. (If my
friend borrows money from me, he pays me
back quickly.)
I might be late, and then my teacher will be
angry. (If I’m late, my teacher will be angry.)
I didn’t hear the alarm clock this morning and I
was late for work. (If I’d heard the alarm clock,
I wouldn’t have been late for work.)
I’m not very rich. I can’t buy the Ferrari. (If I
were very rich, I’d buy the Ferrari.)
WB C Choose the sentence with
the same meaning and match each
sentence to the statement that best
describes it.
• Tell the students to read the conditional
sentences and choose which sentence, a or b,
is closest in meaning to it.
Answers
1a (third conditional) A
2a (second conditional) B
3b (first conditional) D
4a (zero conditional) C
119
Unit 6 Money Matters

WB D Tell your partner about a time
when you lost or forgot something.
• Tell the students about a time when you forgot
or lost something important. The students
listen. Ask them: What did I lose/forget? When
and where did I forget/lose it? Why did this
happen? Did I get it back? What were
the consequences?
• Tell the students that now it’s their turn.
They are going to tell their partner about a
time when they lost or forgot something.
• They should use the ideas in the Workbook to
help them and take two minutes to prepare
what they’re going to say. They can make notes
if they wish.
• Then the students tell each other their stories
A Read the email and do Exercise
A on page 108 of the Workbook.
Then use the context to help you
match the words in bold with these
pictures. 12 mins
• Tell students to read the email and check how
many of their suggestions are mentioned.
• Ask some quick questions about the email.
When does Hazem’s plane leave? What is he
taking in his suitcase? Why can’t he take the
Underground? What is the exchange rate?
WB A Reread the email on page 66
of the Course Book and answer
the questions.

et
and ask each other questions about them.
• Ask some students to retell their stories to • Tell the students to read the email again and
the class. answer the questions in Exercise A on page 108
of the Workbook. They can write short answers.
Answers
n 1 Packed. Bought some new clothes and some
guidebooks. Got some traveller’s cheques.
Unit 6 Lesson 5: 2 By taxi, Underground and bus.

The Big Day 3 By email from an internet café.

ar
• Ask the students to use the context to guess
Objectives: Read an email for detailed the meanings of these words from the email:
understanding. traveller’s cheques, currency, pounds,
Understand and use basic exchange rate
G

conditional sentences in • Elicit the difference between regular cheques and

both controlled and freer traveller’s cheques. Ask if they know what the
situations. exchange rate is at the moment.
Language: Zero, first, second and • Ask the students if they think Hazem’s idea
third conditionals about taking traveller’s cheques is a good one.
Vocabulary: traveller’s cheques, Why/Why not? Elicit how they, or members of
exchange rate, currency, their family, usually take money when travelling.
tip (v) Answers
21st Century Skills: – traveller’s cheque: a special cheque that can be
Reference: Course Book pages 66 and used in any bank (top left picture)
67, Workbook pages 108 currency: money or a system of money (bottom
and 109 right picture)
pounds: the currency used in the UK (top right
picture)
Warm up 5 mins
exchange rate: the amount of money you get
when changing from one currency to another
• Ask the students what they think people do to
(bottom left picture)
prepare for a holiday. Write their suggestions on
the board.

120
 Unit 6 Money Matters

B Work in pairs. Match the currencies WB C Continue the event chain,

and their names. 8 mins using the first conditional for as long
as you can.
• Elicit as many currencies as you can from the
students and write them on the board. • Ask the students to work in pairs to continue the
• Tell the students to work in pairs to match the event chain in Exercise C for as long as they can.
currencies and their names. Each conditional depends on the one before. Go
through the examples with the students and elicit
Answers
the ending of the second sentence with them.
1f euro
Make sure they are familiar with the form of the
2a US dollar
first conditional.
3b Japanese yen
• Check answers and listen to several possibilities
4h Syrian pound
from different pairs.
5d Chinese yuan
6e Indian rupee Possible answers
7i Saudi riyal 1 If I go to town, I’ll spend a lot of money.
8g Libyan dinar 2 If I spend a lot of money, I won’t be able to
9c Australian dollar buy new shoes.

et
10j UAE dirham 3 If I don’t buy new shoes, I won’t be able to
go running.
4 If I don’t go running, I won’t be as healthy.
C Now do Exercises B to F on pages 5 If I’m not healthy, I will feel very tired.
108 and 109 of the Workbook. 6 If I feel very tired, I won’t be able to work
20 mins
n as efficiently.

• Refer students to pages 108 and 109 of

the Workbook. WB D Continue the regret chain,
ar
using the third conditional as long as
you can.
WB B Match the clauses to make
meaningful sentences. • Ask students to do the same as Exercise C
with the regret chain in Exercise D. Make sure
G

• Quickly review the four types of conditional
from the previous lesson. Elicit answers as
complete phrases: If you travel by bus, what do
you need? (You need cash.)
If Hazem wants to go sightseeing, what will he
use? (He will use his guidebooks.)
If he arrived at the airport at 3.30, what would
happen? (He would miss the plane.)
• Introduce the Workbook Exercise B matching
task. Tell the students to complete the matching
task and then compare their answers.
Answers
1b; 2d; 3a; 4e; 5c
they are familiar with the form of the third
conditional. Explain that each condition leads to
another action and regret. Get feedback in the
same way.
Possible answers
1 If my alarm clock had gone off this morning,
I wouldn’t have overslept.
2 If I hadn’t overslept, I wouldn’t have missed
the bus.
3 If I hadn’t missed the bus, I wouldn’t have
been late for my interview.
4 If I hadn’t been late for my interview, I
would have got the job.
5 If I had been given the job, I would have
been able to get a pay rise.
6 If I had been given a pay rise, I would have
been able to pay my rent this month.

121
Unit 6 Money Matters

WB E Complete the sentences

with the correct form of the verb
Unit 6 Lesson 6:
in brackets. A Car Loan
• Ask the students to use the correct forms of the
verbs in brackets to complete the sentences in Objectives: Listen and read for specific
Exercise E. Explain that the sentences use all information.
four types of conditionals. Extend knowledge of
• Ask the students to compare answers. vocabulary related to
• Check answers and concept check each sentence banking and finance.
to make sure they understand the meanings. Practise using conditionals.
Language: Zero, first, second and
Answers
third conditionals
1 If my plane doesn’t leave on time, I’ll miss
Vocabulary: down payment,
my connection this afternoon.
instalments, pay back,
2 If you hadn’t renewed your passport last
investment, value,
month, you wouldn’t have been allowed
insurance, owner
to travel.

et
21st Century Skills: Study Skills – Listening for
3 If I don’t bring some books, I usually get
key words
very bored on the plane.
Reference: Course Book page 68,
4 If I have any currency left over after the trip,
Workbook pages 110 and
I’ll keep it for my next visit.
111, 20, Grammar and
5 If they didn’t have duty-free shops at the
Functions page 92
n
airport, people wouldn’t be very happy.

Warm up 5 mins
WB F Complete the sentences with
ar
your own ideas. • Elicit which students drive and have cars, what
cars they have or would like to have. Discuss the
• Tell the students to complete the sentences in
advantages and disadvantages of buying a used
their Workbooks with their own ideas. Do one
car over a new car.
sentence with them as an example: If you hadn’t
G

come with me, I would have got lost.

Possible answers A 20 Read and listen to
1 If you hadn’t come with me, I would have the conversation. 8 mins

got lost.
2 If they hadn’t run out of petrol, they
wouldn’t have missed their flight.
3 If I hadn’t seen you at school, I would have
thought you’d graduated.
4 If I went to London, I would visit the Houses
of Parliament first.
5 If I had a bank account, I could pay with a
card instead of cash.
6 If I didn’t know the word, I would have
looked it up.
• Tell the students to scan the conversation on
page 68 of the Course Book and find and
underline all the questions.
• Elicit the questions. Clarify the new vocabulary:
down payment and monthly instalments. With
the question: What are they? make sure the
students understand that it means: What are the
monthly instalments?
• Tell the students to listen and read. They
should pay particular attention to the answers to
the questions.

122

B Now do Exercises A to D on pages
110 and 111 of the Workbook. 32 mins
• Tell the students to turn to page 110 of
the Workbook.
WB A Read the conversation on
page 68 of the Course Book and
answer the questions.
• Tell the students to answer the questions.
• When you have checked answers, ask: Why is
Nour glad the loan includes free car insurance?
• Ask what other things people get loans for. What
do we call a special loan for buying a house?
A mortgage. What other sorts of insurance
et
can we get?
 Track 20
Read and listen to the conversation.
Ahlam: Wow! Is that your car?
Nour:
n
Yes! Nice, isn’t it? I bought it
yesterday. Do you want to go for a
drive? We could go to the beach.
Ahlam: Sure, that’s a great idea. I’d love a
ar
car like this one. How did you pay
for it?
Nour: I got a car loan.
Ahlam: That’s a good idea. Maybe I should
do that. If I got a car loan, would I
G
have to make a big down payment?
Nour: No. I didn’t pay any money in
advance at all. I just have to pay a
certain amount every month.
Ahlam: That’s even better! But the monthly
instalments must be pretty high.
What are they?
Nour: About 800 Libyan dinars. It wasn’t
that expensive, because it isn’t a
new car.
Ahlam: It looks new!
Nour: The owner took really good care of
it. It’s actually three years old.
Ahlam: How long do you have to pay
it back?
Nour: Five years.
Ahlam: That’s a long time. Won’t it cost
you a lot in interest?
Unit 6 Money Matters
Nour: Yeah. But it’s worth it. This sort of
car is a real investment. It won’t
lose money. In fact, it may even go
up in value.
Ahlam: Well, I suppose it’s more enjoyable
than investing your money in a
business bank and waiting for it
to make a profit! Maybe I should
make an investment like this.
Nour: Here we are. The beach. Do
you think I can fit into that
parking space?
Ahlam: Sure. Uh, no, maybe not. Oh, no. I
think one of your lights is broken.
Nour: Luckily, the loan also includes free
car insurance!
Answers
1 With a car loan.
2 No, he didn’t.
3 800 Libyan dinars.
4 Five years.
5 Because it’s not a new car.
Final question: Because he’s just broken
a light.
WB B Read the conversation again on
page 68 of the Course Book. Look at
the words in bold. Write the meaning.
• Tell the students to read the conversation,
focusing on the words in bold.
• Let them discuss in pairs before writing a
definition in Exercise B.
• Check answers. Ask the students: What other
things can you buy by making a down payment
and monthly instalments? What do you think
would be a good investment today? What else
can go up in value?
Possible answers
1 Part of the total cost that is paid first.
2 Part of the total cost that is paid
every month.
3 Something you buy that makes money.
4 The amount you can sell something for
increases.
5 Money you pay to a company so you can
get money if your car is lost or damaged.
123
Unit 6 Money Matters

WB C Read the first sentence in each

item. Then complete the gaps to
Unit 6 Lesson 7:
make conditional sentences with the
same meaning.
Emails
• Tell the students to complete the sentences using Objectives: Read emails for gist and
conditionals so that they have the same meaning. specific information.
Do the first one with them, then let them work Extend knowledge of
on their own. common expressions used
• Refer them to the Grammar and Functions in letters/emails.
section on conditional sentences on page 92 of Identify formal and
the Course Book if they need help. informal language in
• Feed back as a class. letters/emails.
Language: Expressions used in letters/
Answers
emails
1 If the car was new, Nour would have to pay
Vocabulary: password, please find
big instalments.
enclosed, misspelt,
2 If Nour pays monthly instalments, he will

et
inconvenient, bill (pay a ~),
finish paying in five years.
bank online
3 If the owner hadn’t taken good care of the
21st Century Skills: –
car, Nour wouldn’t have bought it.
Reference: Course Book page 69,
4 If Nour had parked his car carefully, he
Workbook pages 112
wouldn’t have broken a light.
to 114
n
5 If Nour didn’t have car insurance, he would
have to pay for the broken light.
Warm up 5 mins
ar
WB D Complete the letter with words
from the box. • Ask the students how often they write
letters and/or emails. Then discuss the
following questions:
• Tell the students to read the letter and think
Who do you write to?
about the words that could complete the gaps.
What sort of letters and emails do
G

• Check general understanding by asking questions

you receive?
such as:
Why do you think people sometimes
Who was Tom writing to?
write letters rather than send emails?
Why did he buy a car?
How do letters and emails differ from texts?
Was it new?
How long is the loan for?
Is he a careful driver? Note: Make sure students know how to add
• Then tell the students to complete the letter using titles when writing emails. Check that they
the words in the box. know Mr stands for Mister and Mrs stands
for Missus (for married women). remind
Answers them that we use the title and the surname,
1 salary e.g. Mr Wilson, Mrs Smith. We can use titles
2 loan with full names (Mr Carl Wilson), but it is
3 banker less common.
4 owner
5 down payment
6 instalments
7 insurance

124
 Unit 6 Money Matters

A Read the emails. Which is an email
of thanks? Which is an answer to a
request for information? 8 mins
• Tell the students to read the questions in
Exercise A, then skim-read the emails to find
the answers.
the expressions and write F or I to identify
the expressions as formal or informal. Some
expressions can be used in both formal and
informal pieces of writing and students should
mark these F/I.
• Go through the information in the box on page
113 of the Workbook with the students.

Answers Answers
Email of thanks: 2 Addressing the letter/email:
Answer to a request for information: 1 Dear Mr Smith, F
Dear Rashid, I
Dear Sir, F
B Now do Exercises A to D on pages Starting the letter/email:
112, 113 and 114 of the Workbook. This letter/email is to inform you ... F
32 mins Thank you for your letter/email of … F
Thanks for your letter/email. I
• Refer students to pages 112 to 114 of I am writing to … F

et
the Workbook.
Making a request:
Would you …? F/I
WB A Read the emails on page 69 Could you …? F/I
of the Course Book and answer Can you …? I
the questions.
n Saying you are sorry:
• Tell the students to read the emails on page 69 of I’m sorry I … I
the Course Book again and answer the questions I apologize for … (~ing) F
ar
in Exercise A.
Answers To say you are sending something with the
1 10 April, 2019. letter/email:
2 Three days after opening an account. Please find enclosed/attached … F
3 He would have taken some pictures, too. Here’s … I
G

4 Buy him a waterproof phone case like his. I enclose/attach … F

Closing the letter/email:

WB B Which expressions can we use Yours sincerely, F
in formal letters or emails? Which can Yours faithfully, F
we use in informal letters or emails? Best wishes, I
Write F, I or F/I in the boxes. See you soon. I

• Ask the students to cover the emails and see if

they can remember the following:
What greetings did the writers use?
How did the emails start?
How did they finish?
• Ask the students how well they think the writers
know the people they are writing to. Are there
any differences in the styles of the two emails?
• Tell the students to look at the expressions
in Exercise B. Then tell them to go through
WB C Look at the email Samira sent
complaining to her bank and put it in
the correct order. Then answer the
questions after the email.
• Introduce the task. Tell the students they are
going to read an email about a problem, but the
sentences are in the wrong order. Tell them to
reorder the sentences.

125
Unit 6 Money Matters

• Elicit what Samira’s problem was and what she

asked her banker to do.
Unit 6 Lesson 8:
• Tell the students to write the answer in the space
provided in the Workbook.
Making Money
Answers
Objectives: Develop reading skills:
a6; b4; c3; d2; e1; f5
prediction, gist and
Possible answer inference.
Samira’s name was misspelt in her cheque book. Extend knowledge of
She asks Mr Saleh to send her a new cheque collocations and compound
book and some information about nouns.
online banking. Discuss topics related to
money.
Language: –
WB D Complete Mr Saleh’s reply to Vocabulary: put aside, pension plans,
Samira. Use words or phrases from regular savers, fixed sum,
Exercise B. financially minded, a risky

et
business, major players,
• Tell the students to complete Mr Saleh’s letter of break even, realize a profit
reply. They should refer to the list of expressions 21st Century Skills: Communication Skills –
in Exercise B. Information exchange
Answers Reference: Course Book pages 70 and
71, Workbook pages 115
1 Dear
n
2 Thank you for your email and 116
3 apologize
4 enclose
ar
5 Yours sincerely, Warm up 5 mins

• Books closed. Ask students to suggest different

ways of making money apart from working a
normal job. For example, buying a property
and renting it out, etc. Write their suggestions
G

on the board.

A Work in pairs. Read the title of the

text then talk about what points
you think might be mentioned in
the text. 6 mins

• Ask the students to look at the title of the text on

page 70 of the Course Book and discuss in pairs
what they think the text is going to be about. Go
round and listen to their suggestions.

126
 Unit 6 Money Matters

B Now read the first sentence of each WB C Find the words in the text that
paragraph and check your ideas. complete the following phrases.
3 mins

• Ask the students to try to complete the phrases

• Tell students to read the first sentence of each with words from the text. They should then
paragraph to check their ideas. Ask students to compare answers in pairs.
tell you how their ideas compared to the text. • Tell the students to check any other unfamiliar
words in a dictionary.

C Now do Exercises A to D on pages Answers

115 and 116 of the Workbook. 31 mins 1 put some aside
2 pension plans
• Tell students to turn to pages 115 and 116 of 3 regular savers
the Workbook. 4 a fixed sum
5 financially minded
6 a risky business
WB A Match the paragraph headings 7 major players
with the paragraphs of the text on 8 break even

et
page 70 of the Course Book. 9 realize the profit

• Tell the students to read through the paragraph

headings in the AB and then read the text WB D Discuss these questions in
quickly to match headings and paragraphs. small groups.
•
n
Ask them to compare answers in pairs. Ask why
they chose these answers. • Ask the students to discuss the questions in
• Elicit whether the text contains what they small groups
• When they have finished, discuss the questions
ar
had predicted.
as a class. Elicit from different groups which
Answers
were the most interesting questions.
1 Para 2
2 Para 4
3 Para 1 Round up
4 Para 3
G

• Go through the Round up page with students

quickly. Ask students to remind themselves of
WB B Read the text on page 70 of
the language they have learnt in this unit by
the Course Book and circle the
discussing each item with a partner. Ask students
correct answer.
to take turns giving additional examples for
each item.
• Tell the students to read the text again to answer
the multiple-choice questions. Remind them that
the answers are not directly stated in the text.
They have to infer.
• They should compare their answers with the
rest of the class and discuss why they chose one
answer over the others.
Answers
1b; 2c; 3c; 4b

127
Unit 7 Further Education

Reading and writing 21st Century Skills

• matching words with definitions
• scanning a text to find specific
information
• reading to infer information
• reading to identify main ideas
• writing to express opinion
• writing a dialogue
• writing an essay describing advantages
and disadvantages
Communication Skills:
• Contributing to discussions
• Matching relevant information
• Retelling information
Study Skills:
• Completing tables
• Preparing for a talk

et
Listening and speaking Life Skills:
• listening for specific information • Critical thinking
• listening for detailed understanding
• listening to a partner’s spoken work to Career Skills:
identify ideas
n
• talking about favourite things
• Volunteering

• speaking in front of a group Media Literacy:

ar
• discussing ideas with a partner • Inferring information from context

Structure and language

• reviewing future tenses
• future in the past
G

Vocabulary
• words used in education
• learning about word families
• linking words and phrases

128

Key Words
admit (on a course) (v) – /ədˈmɪt/
charity (n) – /ˈtʃærəti/
chat (v) – /tʃæt/
conference (n) – /ˈkɒnf(ə)rəns/
connection (internet ~) (n) –
/kəˈnekʃ(ə)n/
convenient (adj) – /kənˈviːniənt/
crafts (n) – /krɑːfts/
efficient (adj) – /ɪˈfɪʃ(ə)nt/
enhance (v) – /ɪnˈhɑːns/
enrol (v) – /ɪnˈrəʊl/
n et
ar
G
graphic design (n) –
/ˈgræfɪk dɪˈzaɪn/
intensive (adj) – /ɪnˈtensɪv/
job prospect (n) –
/ʤɒb ˈprɒspekt/
librarian (n) – /laɪˈbreəriən/
management (n) – /ˈmænɪdʒmənt/
medical (adj) – /ˈmedɪk(ə)l/
register (for a course) (v) –
/ˈredʒɪstə(r)/
Unit 7 Further Education
responsibility (n) –
/rɪˌspɒnsəˈbɪləti/
self-disciplined (adj) –
/self ˈdɪsɪplɪnd/
shift (work ~) (n) – /ʃɪft/
spreadsheet (n) – /ˈspredˌʃiːt/
support (v) – /səˈpɔː(r)t/
venue (n) – /ˈvenjuː/
web design (n) – /web dɪˈzaɪn/
129
Unit 7 Further Education

Unit 7 Lesson 1: WB A Write down ideas from

your discussion. Then read the speech
What can I study? bubbles on page 75 of the Course
Book and add more ideas to your lists.

Objectives: Discuss learning after
leaving school.
Extend vocabulary related
to learning.
Develop the skill of
guessing the meaning of
words from context.
Language: Word building
Vocabulary: enhance, enrol, admit
(on a course), conference,
register (for a course),
efficient
• Tell the students to write their ideas from their
discussions in Exercise A in the Workbook. They
then read the speech bubbles on page 75 of the
Course Book and add more ideas to their lists.
C Read what these people are saying
and add more information to your
lists. 6 mins
• Refer the students to the five characters on
page 75 of the Course Book. Ask them if they

et
21st Century Skills: Study Skills – Using word know any people like these.
families • Tell the students to read the speech bubbles
Reference: Course Book pages 74 and and add ideas from this information to what
75, Workbook pages 117 they have already written in Exercise A of
to 119 the Workbook.
n • Ask the students to read out examples of what
they have written.
Warm up 5 mins
ar
• If appropriate, tell students what you studied D Now do Exercises B to D on pages
after you left school. What other jobs did you 118 and 119 of the Workbook. 20 mins
do? Ask students to tell you what they are
thinking of doing when they leave school. • Ask students to turn to pages 118 and 119 in
their Workbooks.
G

A Work with a partner. Discuss the

three questions below. Use the WB B Match the following definitions
pictures to prompt your discussion. to the words in bold on page 75 of the
8 mins Course Book.

• Ask the students for examples of what people
can study after they have left full-time education
and why. Give an example of something extra
you have studied if this is appropriate.
• Tell the students to read the questions on page 74
of the Course Book and discuss the questions
with a partner. Elicit ideas from the class.
B Write your ideas in Exercise A on
page 117 of the Workbook. 6 mins
• Ask students to turn to page 117 in
their Workbooks.
130
• Point out that the students will have already
tried to guess the unfamiliar words from the
context they are in. Ask them to match the
words in bold in the speech bubbles on page 75
of the Course Book to the definitions in
Workbook Exercise B to check understanding.
• Tell the students to discuss their answers with
a partner by using the explanations instead of
the words on page 75. Use the first one as an
example: I need to learn new skills to make my
chances of getting a good job better.
• Point out that the students will need to do more
than just substitute words.
 Unit 7 Further Education

Note: The students might make mistakes in this WB D Complete each sentence with
activity, but it is important to give them a chance a word from the box.
to experiment with language.
Answers • Tell the students to complete the sentences with
1 register a word from the box.
2 conference Answers
3 workshop 1 enhance
4 application 2 application
5 efficient 3 conference
6 enrol 4 admitted
7 enhance 5 register
8 admitted 6 qualifications

WB C Making word families can help

you remember vocabulary. Use the
suffixes to help you complete the Unit 7 Lesson 2:

et
words in the box. Note the following:
A Language School
• Elicit the six words from Exercise C. Point out
that these are part of a word family. Prompt the
students to guess what this is. Objectives: Read and understand a
•
n
Tell the students to look at the suffixes in
Exercise C and find one example in the chart
brochure.
Extend vocabulary related
– application. Elicit the verb that comes from to learning after leaving
application. school.
ar
• Point out that there are sometimes modifications Develop the skill of
to the root word when they are given suffixes. guessing the meaning of
Go through the rubric in Exercise C. words from context.
• Tell the students to complete the chart using the Listen and understand a
suffixes given. conversation.
Review tenses used to talk
G

• Encourage the students to notice any changes

in spelling. Point out that being able to notice about the future.
such things is the best way to see patterns and Language: Future forms
improve spelling. Vocabulary: job prospect, intensive,
placement test, mandatory
Answers 21 Century Skills: Study Skills – Making
st

Verb Noun inferences ; Study Skills

enhance enhancement – Assessing written
enrol enrolment information
apply application Reference: Course Book page 76,
admit admission/admittance Workbook pages 119 and
attend attendance 120, 21, Grammar and
register registration Functions pages 95 and 96

Note: Admittance and admission (as in gain

entry) mean the same thing, although one is
sometimes more appropriate than the other.

131
Unit 7 Further Education
Warm up 5 mins
• Ask the students to imagine they are going
to enrol on a language course. Elicit what is
important when choosing the right course. Write
suggestions on the board, for example, cost of
course, number of students in a class, etc.
A Read the brochure. Does it give you
the information you need to choose
a course? 5 mins
• Tell the students to read the information from
the brochure on page 76 of the Course Book and
see if it can tell them what they need to know.
• Discuss the reasons given for learning a
et
language. Are they good reasons? Are there any
other reasons the students can think of?
B Now do Exercise A on page 119 of
n
the Workbook. 6 mins
• Ask students to turn to page 119 in their
Workbooks.
ar
WB A Complete the sentences using
the words in bold in the brochure on
page 76 of the Course Book.
G
• Refer the students to the words in bold in the
brochure on page 76 of the Course Book.
• Discuss the first word, maximum, as a class.
Prompt the students to identify clues to help
them guess – the brochure is highlighting small
classes, so ten students is likely to indicate the
highest number.
• Then tell the students to use the words to
complete the sentences in Exercise A.
Answers
1 placement test
2 intensive
3 maximum
4 course fees
5 mandatory
132
C Read the Functional Grammar box
and complete the rules with the
phrases from the box. 5 mins
• Ask students to read the Functional Grammar
box discussing future tenses and complete the
rules using the phrases in the box on the left.
For further information, refer to the Grammar
and Functions section on pages 95 and 96 in the
Course Book.
Answers
Use the present continuous for fixed
arrangements.
Use the future continuous for a fixed time in the
future where the focus is on the action.
Use the present simple for schedules.
Use going to + infinitive for plans and intentions.
Use the future simple for predictions.
D Now do Exercises B to D on pages
119 and 120 of the Workbook. 24 mins
• Ask students to reopen their Workbooks at
page 119.
WB B Hasan is taking English lessons.
21 Listen to a conversation between
Hasan and his friend, Zaid. Then
decide if these statements are true
(T) or false (F).
• Introduce the conversation between Hasan and
his friend, Zaid. Explain that Zaid discovers
that Hasan is learning English and so asks him
questions about it. Elicit the kind of questions he
might ask.
• Introduce the task in Exercise B.
• Tell the students to listen and complete the true/
false exercise.
 Unit 7 Further Education

 Track 21 3 T
Listen to a conversation between Hasan 4 T
and his friend, Zaid. 5 F: It’s hard work.
Zaid: Hi, Hasan. I’m meeting Abdulla at 6 F: He just wants to relax after work.
7.00 to watch the football game.
Why don’t you come with us?
Hasan: Hi, Zaid. Thanks. I’d love to, but
WB C Read sentences 1–5. Decide
I’m afraid I can’t. At 7.00 I’ll be
what type they are. Write letters
sitting in an English class, listening
a–e in the boxes.
to my teacher!
• Reassure the students that learning how to use
Zaid: You’ll be at school? I thought you
the future tense takes place over a period of time.
had a job.
Point out that they have already studied the five
Hasan: I do. But I’m also studying at a
forms discussed and that this exercise will help
special language school to improve
them remember how they are used.
my English. Classes start at 6.00,
• Explain that there are two main areas of
so people can take them even if
language learning:
they work. It suits me perfectly.

et
– knowledge of the language and its rules
Zaid: But your English is really
– ability to use the language fluently
good now.
and accurately
Hasan: Not good enough. The company
• Point out that the first is the one they make
I work for needs people whose
most use of in the exams, so they need to learn
English is fluent so that they can
the rules.
n
go on business trips to other
countries. I’m going to work on
• Tell the students to read the five sentences in
their Workbooks and decide which type they are.
my English a lot this year. I’d really
They can refer back to the Functional Grammar
like the opportunity to travel with
ar
box on page 76 of the Course Book if necessary.
my job.
• Elicit ideas from the class. Clarify the idea
Zaid: It must take up a lot of your time.
behind each one if necessary.
Hasan: It does. I spend four hours a week
in class, and when I get home I Answers
have to do a lot of homework. 1e; 2c; 3b; 4d; 5a
G

Zaid: I couldn’t do that. When I get

home from work I don’t want to
do anything. I just want to relax!
Hasan: I know. It’s hard work and pretty
tiring, but it’s worth it if my
English improves. I’ll get a better
job really quickly.
Zaid: Are the classes expensive?
Hasan: Well, yes. They cost 400 Libyan
dinars. But the classes are fun.
And speaking better English will
help me when I’m on holiday in
other countries. I’m actually quite
enjoying studying again, too!
Answers
1 F: He’ll be having an English lesson.
2 F: He has a job.
WB D Write five different types of
future sentence. Use the correct verb
form in each case.
• Point out that the students should write five
different types of future sentence with the
corresponding verb form, as in the Functional
Grammar box on page 76 of the Course Book.
They can write about their own lives and
arrangements/plans/intentions.
• The students may also refer to the Grammar
and Functions section on pages 95 and 96 of the
Course Book.

133
Unit 7 Further Education

Sample answers Revising future forms from last lesson, ask

Schedules: I work on Mondays and Tuesdays.
Fixed arrangements: I am meeting a friend for
lunch on Thursday.
Plans and intentions: I am going to apply for
a new job.
Predictions: I will go to the supermarket later.
Fixed time in the future with focus on the
action: This time next year I will be living in
Hong Kong.
Unit 7 Lesson 3:
Improving Your
students in pairs to predict how the world of
work might change in another 50 years.
A Work in pairs. Discuss the kind
of computer skills you feel it is
important to learn. 8 mins
• Ask the students how important it is to have
good computer skills for working today. Ask
them which skills are most important to help
in a job.
• Tell them to discuss this in pairs.
B Read the article below and
see which computer skills are

et
Computer Skills mentioned. 8 mins

• Now tell the students to read the article and see

Objectives: Read and understand an
which of their ideas are mentioned. Elicit any
article.
new ones.
n
Extend vocabulary related
to learning after leaving
• Write on the board programme and program.
Elicit the difference – the first is a list of activities
school.
such as a university programme and the second
Develop the skill of making
ar
is a piece of software, as in computer program.
inferences.
Point out that in American English both words
Review and practise tenses
are spelt program. Highlight the fact that the
used to talk about the
first syllable is stressed.
future.
Language: Future forms
G

Vocabulary: graphic design, job seeker, C Now do Exercises A to F on pages

spreadsheet, web design,
121, 122 and 123 of the Workbook.
self-disciplined, continuing 24 mins
education
21 Century Skills: Study Skills – Making
st
• Refer students to pages 121 to 123 of
inferences
the Workbook.
Reference: Course Book page 77,
Workbook pages 121
to 123 WB A Match the words and phrases
in bold on page 77 of the Course Book
with the definitions below.
Warm up 5 mins

• Ask the students to look at the definitions in

• Ask students to look at the title of the article,
Exercise A and match them to the words and
‘Work Today’ on page 77 of the Course Book.
phrases in bold in the article.
Ask them to tell you how they think the world
• Compare answers with a partner before checking
of work might have changed from 50 years
as a class.
ago. Try to elicit people use computers today.

134

Answers
1 self-disciplined
2 spreadsheet
3 job seeker
4 web design
5 graphic design
WB B Reread the article on page 77
of the Course Book and answer the
following questions.
• Introduce the questions in the Workbook. Tell
the students to read and write short answers.
• Let the students check answers in pairs.
Answers
1 To improve job prospects./To help find a
et
new career.
2 Because they can show information in table
form./Because they are good for showing
financial information.
3 A publisher, advertising agency or
TV station.
n
4 Because you can study whenever you want.
5 On a course, online or from an app.
ar
WB C Read the Study Tip about
making inferences.
• Write Reading skills and Inferring on the board.
G
Ask the students what they can remember about
inferring answers to questions.
• Read through the information box in the
Workbook with them and do the activity as
a class.
WB D Choose a or b to say which
inference you can make from the
article on page 77 of the Course Book.
Underline the sentence or sentences
that helped you decide.
• Tell the students to work on their own and
choose the right answer, a or b.
• Let the students discuss their answers in pairs.
• Check answers as a class. Use the opportunity to
clarify how the inferences are made.
Unit 7 Further Education
Answers
Paragraph 2:
a If you are a banker, you should learn to
use spreadsheets.
Paragraph 2:
b More and more companies have websites.
Paragraph 3:
b Many universities offer classes for people
who work.
Paragraph 3:
a Some online classes won’t help you get a
better job.
Paragraph 3:
a Teaching yourself with an app is not easy.
WB E Complete the sentences
with the correct future form of the
verb in brackets. Use the present
simple, present continuous or going
to + infinitive.
• Tell the students to put the verb in brackets
in the correct form, using the present simple,
present continuous or going to + infinitive.
• During feedback, get the students to tell you why
they made their choice.
Note: The alternative answers in brackets are
also correct usage.
Answers
1 is going to take
2 starts (is starting)
3 ’s going to tell
4 ’re leaving (leave)
5 ’re having (’re going to have)
6 begins
WB F Use the phrases in the box to
make sentences about the future.
• Tell the students to use the phrases in the box to
make sentences about the future. They should
use an appropriate future form for the type
of sentence. They may refer to the Functional
Grammar box on page 76 of the Course Book
and/or the Grammar and Functions section on
pages 95 and 96 of the Course Book.
135
Unit 7 Further Education

Sample sentences A Read the catalogue to find the

Next year I am going to go to Spain.
My class starts tomorrow at 3.00.
In the summer I will be working at a
summer camp.
I would like to get a dog some time soon.
While you are at work, I will go to the library.
Unit 7 Lesson 4:
Summer Courses
Objectives: Read and understand
a course catalogue.
answers to Exercise A on page 124
of the Workbook. 9 mins
• Give the students 30 seconds to skim-read the
catalogue page in the Course Book and
ask them:
How many courses are mentioned? (4)
Are they all about computers? (no)
What sort of information is given about each
course? (place/time/suitable for whom)
WB A Scan the course catalogue
on page 78 of the Course Book and
answer the questions.

et
Listen for specific
information.
Discuss a favourite class/
course.
Introduce and practise
n
future in the past.
Language: Future in the past: I
thought I would learn … /
I decided I was going to
ar
study …, etc.
Vocabulary: venue, prior knowledge
21st Century Skills: Communication Skills
– Preparing and sharing
• Tell the students to scan the course catalogue to
find answers to the questions in the Workbook.
Answers
1 Basic web design
2 English for work
3 Basic web design
4 Protecting our environment
5 a where something takes place
6 a improve them
B 22 Listen to Nisrin talk about her
plans. 5 mins

information
G

Reference: Course Book page 78,

Workbook pages 124 C Read the Functional Grammar
and 125, 22, Grammar box. Then do Exercises B to D on
and Functions pages 95 pages 124 and 125 of the Workbook.
and 96 26 mins

• Play the audio and ask students to listen to the

Warm up 5 mins talk then to read the Functional Grammar box
before they go on to do the Workbook exercises.
• Ask the students what sort of course they • Refer students to pages 124 and 125 of
would like to study for a short time if they the Workbook.
had the opportunity.

WB B 22 Listen again to Nisrin

talking about her summer class. Tick
(✓) the reasons she liked her class.

• Tell the students they are going to listen to a

woman talking about a class she took during

136

the summer. Ask them to read through the list of
reasons why she liked her class in the Workbook.
Tell them to listen to the audio and tick which of
the reasons they hear.
 Track 22
Listen to Nisrin talking about her summer
class.Tick the reasons she liked her class.
Nisrin: I took a class in secretarial skills last
summer, and I’m very glad I did.
When I finished school in June, I just
didn’t know what I wanted to do. I
thought I’d study history and become
a teacher, but I wanted time to think
about it. I decided to get a job, so I
enrolled in the class on secretarial
skills. I enjoyed it a lot because I
et
learnt so many new things. I knew a
little about computers when I started,
but in the class I learnt about all sorts
of new programs, and I learnt to type
much faster. The classes were never
n
boring. Our teacher was great and
explained everything very clearly. She
was also very kind and sometimes
stayed after class if someone had more
ar
questions. We usually did!
Another reason I liked the class is that
we had very modern equipment, just
like the equipment we would be using
in our jobs. I liked the other students,
G
too. The class was not too big, so we
got to know each other quite well.
Everybody was very motivated to
learn, and we all helped each other. If
one of us was going to be absent, she
told the others so that we would make
copies of the class notes for her. The
best thing about the course is that it
helped me find a job very quickly.
I use all the skills I learnt on the
course. Next, I think I’ll study
business. Until then, I have a job as a
secretary that I enjoy very much.
Answers
3, 4, 6, 7, 9, 10
• Ask the students:
Unit 7 Further Education
What subject did Nisrin think about studying
when she finished school in June? (history)
Did she go on to study this? (no)
What did she study? (a secretarial skills course)
What does she want to study next? (business)
• Tell the students to look at the first pair of
examples in the Functional Grammar box in
the Course Book on page 78. Ask them which
sentence refers to what she used to think. Point
out that people are always changing their minds.
This is one way of expressing a change of plan.
Write I was going to study history on the board
and emphasize that this is another way of
talking about the future from the point of view
of the past.
• Tell the students to think about their current
plans and how they have changed. Write on
the board:
I think I will …
I thought I would …
• Elicit pairs of sentences expressing past and
current plans from different students.
WB C Match the beginnings and
endings of the sentences.
• Refer students to Exercise C in the Workbook.
• Tell the students to match the beginnings and
endings to make complete sentences.
• Listen to their answers and make sure they
are correct.
• Ask students to mark sentences that talk about
the future in the past (1, 4, 5, 6, 8).
Answers
1 When I was ten, I thought I would be a pilot.
2 I can’t stay long because I’m meeting my
brother at 6.00.
3 Next semester we will be studying biology
at school.
4 They didn’t stay for dinner because they
were having dinner with a friend.
5 She felt sleepy and decided she was going to
get to bed early.
6 She studied English because she knew she
would be travelling for work.
7 If you leave now, I think you will get there
on time.
8 When I read the catalogue, I saw that classes
started in June.
137
Unit 7 Further Education
WB D Speaking: Take two minutes
to prepare to tell a partner about a
class/course you’ve enjoyed. You can
take notes if you want. Talk about:
• Tell the students about a course you enjoyed. Use
the headings in Exercise D as a framework.
• Explain that you want them to give a similar
talk to Nisrin’s about a class or course they have
enjoyed. Point out that they can use the framework
in Workbook Exercise D to help them. They
should take two minutes to prepare what they’re
going to say. They can make notes if they wish.
• Organize the students in pairs to give their talk.
Encourage the partners to ask questions when
the first student has finished speaking.
• Ask one or two students to repeat their talk for
et
the class, if appropriate.
Unit 7 Lesson 5:
n B Read the three paragraphs and
Volunteers at the
Hospital
ar
Objectives: Discuss voluntary work.
Identify the functions of
linking words in a text and
G
use them in context.
Write a short text giving an
opinion.
Practise future in the past.
Language: Future in the past
Linking words, e.g., for
instance, as a result, as
soon as, whereas
Vocabulary: librarian, medical,
supervise, management,
shift (work ~), support,
charity
21st Century Skills: Study Skills – Making
notes
Reference: Course Book page 79,
Workbook pages 126
to 129
138
Warm up 5 mins
• Write the word volunteer on the board and ask
the students what it means: someone who works
for no money, usually to help other people. Ask
the students if anyone in the class volunteers
anywhere. Why is volunteering important? Who
does it benefit?
A Work in pairs. Discuss the questions
below. 8 mins
• Give them the adjectival form of the word –
voluntary. Write this underneath volunteer on
the board.
• Contrast the stress patterns in the two words:
volunteer; voluntary.
• Ask for examples of types of voluntary work.
• Discuss the questions at the top of page 79 with
the class.
make notes in Exercise A on page
126 of the Workbook. 10 mins
• Tell the students they are going to read about
the experiences of three volunteers working in
a hospital. Ask what sorts of jobs they might
do there.
• Then tell students to open their Workbooks at
page 126.
WB A Read the paragraphs on page
79 of the Course Book. Make notes
about the questions you discussed.
• Tell students to read the paragraphs and note
down what the volunteers say in response to the
questions the students discussed in Exercise A.
Suggested answers
A volunteer is someone who works without
being paid.
You can find volunteer work:
by looking at websites that have information
on volunteer opportunities.
at a local hospital.
 Unit 7 Further Education

The volunteers in the Course Book wanted to: … you have to enjoy working with people,
help other people. whereas to write articles you have to be able to
learn more about a possible career. work on your own. (comparison or contrast)
take care of children.
The volunteers learnt: • Ask for answers from the students. For practice,
to handle greater responsibilities. ask them to complete these sentences:
about a nurse’s job. 1 I didn’t do my homework, and as a result …
new skills. 2 Unlike my friend, I …
3 As soon as I got home after school, I …
4 I often make mistakes with my English
C Now do Exercises B to E on pages grammar. For example, I …
126 to 129 of the Workbook. 22 mins

• Refer students to pages 126 to 129 of

WB C Complete the text with linking
the Workbook.
words from the box.

• Tell the students to complete the gapped text

et
WB B Read about linking ideas in using some of the words in the box.
a paragraph. • Check the answers in open class.
Answers
• Tell the students that we can make our writing 1 Once
more interesting by linking different ideas. Write 2 However

I’m a nurse.
n
three short sentences on the board in this format: 3 for instance
4 Unlike
I work in a hospital. 5 so
I’m not a nurse.
ar
• Ask the students how to link the two statements
on the left with the statement on the right (using WB D Underline the correct form of
and and but). the verb.
• Write the headings from the information box on
the board. Go through what they mean and ask • Remind the students how we use the future in
G

for some examples. the past.

• Read through section A of the box with the • Tell them to complete the sentences by choosing
students and ask them to find an example from the correct verb in each pair. Point out that some
the first paragraph in the Course Book. Get them of the sentences may not refer to the future in
to underline all the examples given. the past.
• Read through the remaining sections and tell • Check the answers in open class.
them to work in pairs to find and underline the
Answers
relevant part of the sentence.
1 was going to become
Note: Point out that they should underline both
2 would like
parts of the sentence in D, because the word
3 is starting
whereas contrasts two ideas.
4 had
Answers 5 will be sleeping
1 … such as playing with the children, ... 6 started
2 As a result, I’m getting a very good idea of 7 would be
what a nurse’s day is like.
3 After that, I got a different volunteer job …
(time order)

139
Unit 7 Further Education
WB E Some people do volunteer
work in different countries. They
can build houses or teach children to
read. Do you think this is a good idea?
Write 100 to 120 words explaining
your opinion.
• Ask the students if they know anyone who has
done volunteer work in another country.
• Ask what disadvantages there might be in doing
this. Write any suggestions on the board.
• Tell the students to look at the points listed in
their Workbooks. Which are advantages and
which are disadvantages? Why?
• Tell the students to write a short text giving their
opinion about the subject. They can talk about
these points and they should try to use some of
et
the linking words and phrases they have looked
at in this lesson.
• Review some expressions for giving your opinion
and introducing different points: I think this is a
really good idea because … It is also useful to …
n
Another point is … It can be quite difficult to …
However, in general I think …
• If the students do not finish in class, they can
complete the writing for homework.
ar
Possible answer
I think it is a really good idea to volunteer to
work in different countries because it is good to
think about other people. There are lots of things
we can do to help, such as build houses and
G
schools. It is also useful to help with teaching
children to read.
I think it can be quite difficult to be away
from home for a long time, and the language
differences might cause problems. However, in
general I think it would be very useful for me
to learn new skills and meet new people. At the
same time, I could help people who have less
than me.
F Reflect on your writing using the
rubric below.
• Ask students, What changes can you make to
your work to make it clearer and stronger? Tell
140
them to proofread for spelling, grammar and
punctuation and to make any changes they feel
will improve their work.
• Ask volunteers to read their paragraphs to
the class.
Unit 7 Lesson 6:
Learning Experiences
Objectives: Listen for general and
specific information.
Review future in the past.
Practise language for
giving advice/persuasion.
Role-play a conversation.
Language: Future in the past
should, shouldn’t, etc.
Vocabulary: crafts, removals
21st Century Skills: –
Reference: Course Book page 80,
Workbook pages 129 and
130, 23
Warm up 5 mins
• Review: Ask the students what sort of training
courses people can go on while they are working
to help them get better jobs.
A 23 Listen to five people talking
about their learning experiences.
Find the name of each speaker.
12 mins
• Tell the students that they are going to listen to
five people talking about their jobs and learning
experiences. Present the new words crafts and
removals, using the pictures on page 80 of the
Course Book where possible.
• Play the audio and ask the students to match the
pictures to the speakers.
• Ask these questions about each person: What did
he or she learn? What made him or her decide to
do some training?

 Track 23
Listen to five people talking about their
learning experiences.
1 job at the bank I stopped drawing
Sarah: I work for a large company that
buys crafts in many countries
throughout the world. Then we
sell these products all over Great
Britain. I worked as a secretary
at the company for many years.
I liked my job at first, but then I
decided I wanted to have more
responsibility. I knew a lot about
the company and the products we
buy, but I couldn’t get a better job
because I couldn’t speak any other
languages. Our company does a
et
lot of business with the Middle
East, so I decided I was going to
learn Arabic. I found a language
school that offered Arabic classes
in the evening, and I went there
n
twice a week after work. It took a
long time, but it was great fun and
really interesting, and now I have
a more exciting job. I travel to the
ar
Middle East once a month and
meet the craftsmen. My job is to
help decide what products we buy.
2 and I was surprised how much I
Ahmad: I work for a company that makes
G
and sells petroleum products.
To make sure that our products
are high-quality, we analyze
them in our laboratory. When
I started at the company, I was
a laboratory technician and I
helped the scientists by measuring
the products and operating the
machines. I was a good worker,
so my employer said the company
would give me on-the-job
training. I learnt much more
about laboratory procedures, and
now I supervise a team of
laboratory technicians.
Unit 7 Further Education
3
Joe: Art was always my favourite class
at school, but when I started my
and painting. Then one day I
had lunch with a friend who is a
banker, too. I found out he was
going to a painting class that
evening. I went with him to see
what it was like, and I enjoyed it
so much I enrolled immediately.
Now I go to my painting class once
a week, and I also paint at home at
weekends. It’s really relaxing and
who knows, I might sell some of
them one day!
4
Layla: When I left school, I had trouble
finding a job. My father said I
should take a class in web design,
but I didn’t really want to. I knew
the classes started in the summer,
and I wanted to go on holiday with
my friends. And I didn’t know a
lot about computers. I was more
interested in fashion, and I thought
the classes would be boring. But
in the end, my father convinced
me and I enrolled. I learnt a lot
enjoyed the class. Now I maintain
the website of a famous clothing
company and I love my job.
5
Tareq: I worked for a removals company
for a year. I liked the work, and
I was very disappointed to learn
the owner would be closing the
company in the autumn, so I
decided to start my own company.
My friends didn’t think it was a
good idea. They said I would have
to work harder than if I worked
for somebody else. And they were
right. It was very difficult at the
beginning. I had to spend all
141
Unit 7 Further Education
the money I had saved on office
equipment and a removals van.
I couldn’t afford to pay many
employees, so I did most of the
work myself. That meant I couldn’t
spend much time with my family
and friends. And if there was a
problem, it was my responsibility
to fix it. I was tired and worried all
the time. But it was worth it. My
company is doing well now, and I
am very proud of my work. I enjoy
making all the decisions, and the
best thing about running my own
company is that I don’t have to do
what someone else tells me to do.
I choose who I want to work with,
et
too, so I get along with everybody.
Answers
Speaker 1: Sarah
Speaker 2: Ahmad
Speaker 3: Joe
Speaker 4: Layla
Speaker 5: Tareq
n Answers
ar
B Now do Exercises A to C on pages
129 and 130 of the Workbook. 28 mins
• Ask students to turn to pages 129 and 130 in
their Workbooks.
G
WB A Rewrite the sentences using
the future in the past. 23 Then
listen to Track 23 again and check
your answers.
• Write a sentence on the board: I’ve decided I’m
going to have chess lessons. Ask the students:
Imagine it’s tomorrow. What did I decide
yesterday? (You decided you were going to have
chess lessons.)
• Tell the students to change the sentences from
the future to the future in the past, then listen to
the audio again and check their answers.
Answers
1 I decided I was going to learn Arabic.
2 My employer said the company would give
me on-the-job training.
142
3 I found out he was going to a painting class
that evening.
4 I knew the classes started in the summer.
5 I was very disappointed to learn the
owner would be closing the company
in the autumn.
WB B 23 Listen again to the last
speaker and make a list of advantages
and disadvantages of having your
own business.
• Ask the students what the last speaker (Sultan)
did. Was it easy for him?
• Tell the students to look at Exercise B. They
should listen again to Sultan and list the
advantages and disadvantages of having your
own business.
• Ask the students if they can think of any
more good or bad points about having your
own business. Do they think it’s worth it?
Why/Why not?
Advantages:
You can be proud of your company.
You make all the decisions.
You don’t have to do what someone else says.
You can choose who you work with.
Disadvantages:
You have to work harder.
It’s difficult at the beginning.
You have to spend your own money.
You have to do a lot of the work yourself.
You can’t spend much time with your family
and friends.
Everything is your responsibility.
WB C Work in pairs and
role-play a conversation for the
following situation.
• Put the students in pairs. Tell the students to
imagine that one of them wants to start his/her
own business. The other one thinks this is a bad
idea and tries to persuade his/her friend not to
go ahead. The students use the points in
Exercise B and can add any extra ideas that they
think of.
 Unit 7 Further Education

• Remind the students of useful language for A Read about essays that express
giving advice and persuasion. Elicit some of these opinions in Exercise A on page
expressions and write them on the board: 130 of the Workbook. What
But what if … information is presented in the
That’s not a good idea … body of the essay? 10 mins
The problem is …
I think you should … • Tell students to read the information box on
I’d rather … page 130 of the Workbook.
It’s better to …
• Tell the students to role-play the situation.
• If there is time, choose one or two pairs to repeat WB A Read about opinion essays.
their role-play for the class.
• After students have read the information
box, ask these questions: As well as saying
what you think, what else must you say in an
opinion essay? Why? What do you say in the
Unit 7 Lesson 7: introduction? What do you do if there are two

et
sides to a question? Where do you give your
Books and the Internet own opinion?

Objectives: Analyze the organization B Now do Exercises B to E on pages

of an essay expressing 131 and 132 of the Workbook. 30 mins
Study and practise
n
opinion.
• Tell students to turn to pages 131 and 132 of the
using linking words and Workbook and complete Exercises B to E.
discourse markers.
ar
Read for general
understanding (gist) and WB B Read the essay on page 81
detailed understanding. of the Course Book and put the
Language: Linking words: although, paragraphs in order below.
but, in addition, unlike
G

Vocabulary: connection (internet ~), • Ask the students to take a quick look at the
chat essay on page 81 of the Course Book. Elicit what
21st Century Skills: – points the writer might make in the essay.
Reference: Course Book page 81, • Tell them that the essay is not in the right order.
Workbook pages 130 to 132 They should read it more thoroughly this time
to reorder it. They should write the paragraph
letters next to their description in Workbook
Warm up 5 mins
Exercise B.

• Elicit what the students would expect to see in Answers

an essay expressing opinions. Elicit examples of 1 Introduction: C
the type of things they might express opinions on 2 Body: D and B
in an essay. 3 Conclusion: A
• See if they can remember the general framework
of an essay: introduction, main body, conclusion.
WB C Read the essay again and
answer the questions.

• Tell the students to read the essay again and

answer the questions in Exercise C.
143
Unit 7 Further Education

Answers
1 It is convenient. There are many sources of
Unit 7 Lesson 8:
information.
2 The information is not always reliable.
Using the Library
3 The information is more reliable. You
can find more in-depth information. The Objectives: Read a text for general
ideas are better developed. They are more understanding (gist) and
convenient (you can take them with you). detailed understanding.
You can buy them easily (online). Develop the ability to
4 The internet is fine for general information, deduce meaning from
but books help you learn better. context.
Discuss the points raised
in the text.
WB D Look at how the words in Language: –
brackets are used in the essay. Use Vocabulary: catalogue, astounded, job
them to rewrite these sentences. offer, body language,
21st Century Skills: Study Skills –

et
• Tell the students to study the way the underlined Re-presenting written
words are used in the essay. information
• Look at the first pair of sentences in Exercise D Reference: Course Book pages 82 and
with the students and elicit how to connect them. 83, Workbook page 133
• Tell the students to combine the rest of the
sentences using the words in brackets.
•
n
Listen to their answers in open class and make Warm up 5 mins

sure they are correct.

• Draw the students’ attention to the lesson title.
Model answers
ar
Ask what experience students have of using a
1 Unlike computers, books can be
library, either in the school or elsewhere.
used anywhere.
2 In addition to reading information on the
internet, you can also listen to the news.
A Read the text and choose the
3 Buying books can be expensive, but using
best title. 8 mins
G

the internet can be cheaper.

4 Although using the internet is sometimes
dangerous, you can’t get a virus from
reading a book.
WB E Work in pairs. Do you agree
with the essay? Say why or why not?
How do you prefer to get information?
• Tell the students to work in pairs and discuss
whether they agree with the points made in the
essay or not, and why.
• Ask them how they prefer to get information.
• Tell the students to skim the text and choose
which of the three titles is the best.
Answer
b A new career
B Read one paragraph and then
explain the content in your own
words. 10 mins
• Tell the students to work in groups of four.
Allocate one paragraph to each student. Tell
them to read in enough detail to be able to
explain what their paragraph is about.
• Get the students in each group to summarize
their paragraphs.

144
 Unit 7 Further Education

C Now do Exercises A to C on page Round up

133 of the Workbook. 22 mins
• Go through the Round up page with students
• Tell students to open their Workbooks at quickly. Ask students to remind themselves of
page 133. the language they have learnt in this unit by
discussing each item with a partner. Ask students
to take turns giving additional examples for
WB A Read the text on page 82 of each item.
the Course Book. Decide if these
statements are true (T) or false (F).

• Tell the students to decide if the statements are

true or false.
Answers
1F; 2T; 3T; 4F; 5F

et
WB B What do these words mean in
the text? Circle the correct answer.

• Tell the students to use the context to match the

words in bold with the correct answers.
Answers
n
1b; 2a; 3c; 4b
ar
WB C Complete the sentences about
the text.

• Tell the students to complete the sentences about

the text.
G

Possible answers
1 … he then decided it wasn’t what he wanted
to do for the rest of his life.
2 … what skills or qualifications you need to
do a new job.
3 … has practice books to help people prepare
for examinations.

145
Unit 8 Fun with English 2

• Revision and practice of skills, grammar 21st Century Skills

and lexis from Units 5 to 7
Study Skills:
• Guessing meanings of words based on
root form
• Preparing for a talk
• Transferring information from text
to table

Information Literacy:
• Inferring information from charts

et
• Matching and inferring
relevant information

Media Literacy:
n • Predicting content through visuals

Career Skills:
ar
• Environment and science

Life Skills:
• Critical thinking
G

146

Key Words
bury (v) – ˈberi/
capture (v) – /ˈkæpʧə/
complex (adj) – /ˈkɒmplɛks/
concentrate (v) – /ˈkɒns(ə)nˌtreɪt/
crops (n) – /krɒps/
creatures (n) – /ˈkriːʧəz/
drip (v) – /drɪp/
enforce (v) – /ɪnˈfɔː(r)s/
n et
ar
G
fundamental (adj) – /ˌfʌndəˈmɛntl/
landfill (n) – /ˈlæn(d)ˌfɪl/
limit (v) – /ˈlɪmɪt/
mismanage (v) – /ˌmɪsˈmænɪʤ/
precise (adj) – /prɪˈsaɪz/
redirect (v) – /ˌriːdɪˈrɛkt/
regulations (n) –
/ˌreɡjʊˈleɪʃ(ə)nz/
Unit 8 Fun with English 2
renewable (adj) – /rɪˈnjuːəb(ə)l/
replace (v) – /rɪˈpleɪs/
separate (v) – /ˈsepəreɪt/
uplands (n) – /ˈʌpləndz/
wisely (adv) – /ˈwaɪzli/
147
Unit 8 Fun with English 2

Unit 8 Lesson 1: C Skim the texts and match each

paragraph to the most appropriate
Our Natural Resources picture. 6 mins

• Introduce the task. Tell the students they are

Objectives: Read for general going to read three texts about natural resources
understanding and for and match the photographs to each of the texts.
detailed understanding. • Set a time limit of one minute for the task.
Extend vocabulary related • Check answers as a class. Ask check questions
to natural resources. such as: What can’t we live without? What
Develop understanding of examples of renewable and non-renewable
prefixes and suffixes. resources are given? How can we protect
Language: Prefixes and suffixes the environment?
Revision: future forms
Answers
Vocabulary: limit, renewable, replace,
Paragraph a: 3
concentrate, potentially,
Paragraph b: 1
disastrous, deforestation,
Paragraph c: 2

et
deoxygenation, plentiful,
logging, wisely
21st Century Skills: Media Literacy – Predicting
D Now do Exercises A to D on pages
information ; Study Skills –
134 and 135 of the Workbook.
Matching texts and images
20 mins
Reference: Course Book page 86,
n
Workbook pages 134
• Tell students to turn to pages 134 and 135 of
and 135, Grammar and
their Workbooks.
Functions pages 96 and 97
ar
Warm up 5 mins
WB A Match these words from the
texts on page 86 of the Course Book
with their definitions.
• Books open, elicit the title. Explain that
resources are things you can use. Show the class
G

• Ask the students to match the words with

the resources you have for teaching: whiteboard,
their definitions.
books, CD player, etc.
• Check answers.
Answers
A Look at the pictures. Which are 1c; 2d; 3a; 4b
natural resources? 6 mins

• Ask the students to look at the pictures and WB B Read the texts again and
decide which ones are natural resources. Point answer the questions.
out that all the items except soda are natural.
• Read through the questions with the students
and elicit possible answers.
B Work in pairs. Discuss the questions
• Tell the students to reread the texts and check/
below. 8 mins
answer the questions in their Workbooks.
• Tell the students to compare their answers with
• Tell the students to work in pairs or small groups
a partner.
and discuss the rest of the questions.
• When they have finished, elicit ideas from
different pairs.

148

Answers
1 Because we use them for many things,
such as food, water and energy.
2 Renewable resources don’t disappear
when they are used. Non-renewable
resources will eventually disappear.
3 Renewable: trees, energy from the Sun.
Non-renewable: petrol.
4 Greenhouse gases contribute to
global warming.
5 Deforestation happens when large
numbers of trees are cut down and they
cannot be replaced. It endangers plant
and animal habitats.
WB C Guess the meanings of the
following words.
et
• Write disappear and plentiful on the board.
Ask the students to tell you what the prefixes
or suffixes are in these words.
• Elicit any other prefixes or suffixes they
can remember.
n •
• Remind them that knowing different prefixes
and suffixes can help them understand
ar
unfamiliar words.
• Write de~ and ~ation on the board. Ask them
to find a word in the text beginning and ending
with these – deforestation. Can they guess what
the prefix and suffix tell us about the word?
• Read through the information box with them.
G
• Ask the students to guess the meanings of the
words in their Workbooks and then check the
meanings in a dictionary.
• Ask for answers from the class.
Answers
1 removing the oxygen from something
2 reducing the population of an area
3 reducing the value of something
Unit 8 Fun with English 2
WB D Read the conversation between
two friends about a trip to South
America. Complete the questions.
• Review forms used for talking about the future
by asking some simple questions: What are you
going to do after school? Are you doing anything
at five o’clock? What do you think will happen if
we don’t protect the environment? etc.
• Tell the students that they are going to read one
half of a dialogue which gives answers to a series
of questions. Tell the students to work in pairs
and write possible questions in pencil. Point out
that by discussing the questions in pairs, they
will gain a better understanding of the use of
future tenses.
• Discuss the answers as a class, but don’t let
the students write the answers yet. Use this as
an opportunity to talk about different ways
of expressing future time. Tell the students to
complete the questions in pen, making any
necessary changes to what they wrote originally.
Ask one or two pairs to read their dialogues to
the class.
Answers
Q: Where are you going?
A: I’m going to South America.
Q: What are you going to do there?/
Why are you going there?
A: I’m going to study the disappearance
of animal habitats.
Q: Are the animals endangered?
A: Yes, many animals are endangered
because of deforestation.
Q: Do you think the forests will
disappear completely?
A: No, I don’t think the forests will
disappear completely, because more
and more people are becoming aware
of the problem.
Q: When are you leaving?
A: I’m leaving on Monday.
Q: When does your plane leave?
A: My plane leaves at 9.00.
Q: How long will you be staying in
South America?
A: I’ll be staying there for six months.
149
Unit 8 Fun with English 2

Unit 8 Lesson 2: • Elicit who had the right answer. Then write: No,
I thought it was … on the board. Ask the others:

Recycling Waste Did you think it was what they were made from?
and elicit their answers prompted by the sentence
on the board.
Objectives: Read to confirm
predictions.
Study vocabulary related to C Do Exercise A on page 136 of the
recycling waste. Workbook. 24 Then listen to a
Listen for specific description of how waste can be
information. recycled. Complete the flow chart
Practise writing passive below with the correct words from
sentences. the box in the passive form. 10 mins
Language: Revision: the passive
Vocabulary: buried, separate • Tell students to open their Workbooks at
21 Century Skills: Career Skills – Transferring
st
page 136.
information ; Study Skills

et
– Completing a flow chart;
Study Skills – Interpreting WB A Match the words and the
a flow chart definitions.
Reference: Course Book page 87,
Workbook page 136, • Ask the students if they know the meanings
24 of the words in Exercise A.
n • Tell them to match the words with the definitions.
• Check answers.
Warm up 5 mins
Answers
ar
1c; 2b; 3a; 4d
• Ask students how many try to recycle at home.
Ask, Why is recycling important? Which
• Tell students they are going to listen to a
countries do you think are good at recycling?
description of the waste recycling process.
• Tell them to look at the flow chart on page 87 of
G

the Course Book and read the different stages in

A Work in pairs. Look at the pictures
the process. Point out the words in the box and
and discuss what they have in
check they understand the meanings.
common. 8 mins
• They should listen to complete the chart with
words from the box.
• Ask the students to look at the pictures and
guess what they have in common. Explain
that the same thing can happen to all of these
products. Tell the students to guess what all the
products have in common and write it down.
Encourage them to write something even if they
are not sure.

B Read the text and check your

predictions. 6 mins

• Ask students to read the text to check if they

were right – they can all be recycled.

150
 Unit 8 Fun with English 2

 Track 24 process. They should use the information from

Listen to a description of how waste can
be recycled. Complete the flow chart with
words from the box.
The recycling process has several stages.
First, the waste is sorted at home. The main
types of waste are food waste, glass and glass
products, paper and plastics. There are also
some items (for example, batteries) that cannot
normally be recycled. The waste is then placed
in different bags, one for food waste, another
for glass, another for paper, and so on. These
bags are then placed outside the house, where
they are collected by the refuse lorry and taken
to the waste treatment plant. At the waste
treatment plant, all waste is separated into
different types. Then it is carefully checked, and
the completed flow chart.
• Point out the words we use in describing stages
in a process: first/then/next/after that/once it
has been …
Answers
1 First, the waste is sorted at home.
2 Then, it is placed in different bags.
3 Next, it is collected by a refuse lorry.
4 After that, it is taken to a waste
treatment plant.
5 In the waste treatment plant, it is separated
into different types.
6 Then, it is cleaned in special machines.
7 Finally, glass, paper and plastic can be
used again.

et
any waste which cannot be recycled is removed.
The waste is then cleaned in special machines.
Finally, it is taken to different factories, where
it is treated. Products like glass, plastic and
paper can all be used again.
WB C Look only at the flow chart on
page 87 of the Course Book. Retell
the process to a partner, using the
verbs in the passive form.

Answers
n • Tell students to close their Workbooks and look
1 placed only at the flow chart in their Course Books.
2 collected • Tell them to use this information to retell the
ar
3 taken process to a partner, using passive forms.
4 separated
5 cleaned
6 used
G

D Now do Exercises B and C on page

136 of the Workbook. 16 mins

• Tell students to reopen their Workbooks at

page 136.

WB B Look at the flow chart on page

87 of the Course Book and complete
the sentences about the recycling
process, using the passive form.

• Ask what verb form is used to describe the

process (passive).
• Tell the students to complete the sentences
in their Workbooks to describe the recycling

151
Unit 8 Fun with English 2

Unit 8 Lesson 3: Answers

1d; 2c; 3b; 4a

Careers and the

B Match the pictures of the jobs
Environment above to the job descriptions.
6 mins

Objectives: Read for detailed

understanding. • Tell the students to match the jobs with the
Listen for specific job descriptions.
information. Answers
Discuss environmental Pictures: b, d, c, a
problems and possible
answers.
Language: Revision: future in the C 25 Listen and check your
past (including reporting answers. 8 mins

intentions)
• Tell the students to listen to the people talking

et
Vocabulary: enforce, park ranger,
regulations, landfill
21st Century Skills: Media Literacy – Predicting
information ; Study Skills –
Matching texts and images
Reference: Course Book page 88,
n
Workbook pages 137 and
138, 25
ar
Warm up 5 mins
about their jobs, and compare what the people
have to do with the ideas elicited in Exercise A.
• Ask what sort of animals a park ranger protects.
Ask what health and safety rules must be
followed at an oil refinery. Ask how we can
divide our rubbish for recycling. Ask what can
cause water pollution.
• Ask which of these jobs the students would
prefer to have and why.

 Track 25
• Ask the students if they would like to have a Listen and check your answers.
job connected with the environment and why/ Park ranger
why not. I’ve been working as a park ranger for five
G

• Elicit examples of jobs they know of that are
connected with the environment (e.g., air quality
coordinator, waste manager). Write them on the
board. Elicit what these different people have
to do.
A Match the jobs to the pictures.
6 mins
• Ask the students to look at the list of jobs
on Course Book page 88. Elicit what the
students think these people do. Write their
ideas on the board.
• Tell the students to match the jobs to the
pictures. Then discuss whether any of these are
on the list of jobs they have provided.
years. I love this job because I love animals.
I spend a lot of my working hours outdoors,
collecting information about animals – where
they are, what they are eating, if they are
healthy. I also make sure that people respect the
rules for protecting them. I don’t allow hunters
in the park, and remind visitors not to leave
rubbish that can hurt the wildlife.
Health, safety and environment manager
I work in a petrol refinery. I’m the health,
safety and environment manager. Petrol is an
important natural resource, but so are the
air and water. There are lots of rules that we
have to follow to make sure that our refinery
doesn’t damage the environment. I also make
sure that the people at the refinery work in safe
conditions. It’s an important job, and I’m glad
that I can help keep people safe.

152

Recycling coordinator
As the recycling coordinator for my city, I
make sure that everybody understands the
importance of recycling. I give talks to school
groups and send people brochures with
recycling information, such as which products
to put in the different coloured recycling bins.
When people realize that recycling helps keep
the Earth clean for future generations, they
usually want to participate in the recycling
programme. I like to feel I’m making a
difference in the quality of our environment by
helping people reduce the amount of rubbish
we put in landfill sites or incinerate.
Water quality planner
A water quality planner has an important job,
because water is so important in our lives. We
et
drink it, wash in it, cook with it and use it to help
plants grow. That’s why our water must be as clean
as possible. I am in charge of a team that collects
water samples and makes sure that the water is
clean. If there is a problem with the water, I help
n
identify the reason and look for solutions.
D Now do Exercises A to C on pages
ar
137 and 138 of the Workbook.
20 mins
• Tell students to turn to pages 137 and 138 in
their Workbooks.
G
WB A 25 Listen to Track 25 again
and decide if these statements are
true (T) or false (F).
• Tell the students to listen again and mark the
statements true or false, and then correct the
false statements.
Answers
1F; 2T; 3T; 4T; 5F; 6T; 7T
Unit 8 Fun with English 2
WB B Read what the teens said about
how they can help the environment.
Then complete the sentences using
the information underlined.
• Ask the students what people like us can do to
help the environment.
• Write on the board: I’m going to recycle my
bottles. Last year I decided I was going to
recycle my bottles. Review future in the past.
• Tell the students to read the comments of
the teens.
• Tell them to complete the sentences about each
person using forms to express future in the past.
Answers
Ibrahim decided he was going to work in a
petrol refinery.
Nabeel thought she would be more careful about
sorting and recycling her rubbish in the future.
Hazem decided he would take a big bag to put
their rubbish in.
Amal had to hurry because the library was
closing in half an hour.
WB C With a partner, talk about why
one of these problems is important.
Discuss what you think can be done
about it. Make some notes. Then tell
the class what you have talked about.
Does everyone agree with you?
• Tell students they are going to talk about
environmental problems. Discuss each topic,
Air pollution, Water pollution and Rubbish, as
a class. Prompt the students with information,
depending on what they know already.
• Put the students in pairs (or small groups) and
give one problem to each pair.
• Ask them to talk about this problem and note
down ideas. They should think about why this
problem is important and how we can try to
solve it.
• Ask the students from the different pairs to
talk about their ideas in open class. The other
students should agree or disagree and give
their comments.
• Ask the students to decide which problem is the
most important.
153
Unit 8 Fun with English 2

Note: Teachers will need to do some research on B Read the article and check your
the topics in preparation for the class discussion. answers to Exercise A. Then write
a heading for each section. 9 mins

• Tell the students to skim the article to see if they

can confirm any of their predictions.
Unit 8 Lesson 4: • Tell the students that they are going to write
headings for the paragraphs.
Irrigation – A case • They should read the paragraphs carefully to
understand the main idea of each one. From
Study this, they should make up a heading for each.
The students can work in pairs for this activity.
Objectives: Read an article for • Check answers. Ask why the students chose
general understanding. these headings.
Scan an article for Possible answers
specific information. 1 Watering the crops / Making crops grow
Compare information. 2 Moving water from pace to place / How to

et
Language: – move water
Vocabulary: capture, complex, 3 Developments in irrigation
creatures, crops, drip, 4 A serious mistake
fundamental, mismanage,
precise, redirect, uplands
st
n
21 Century Skills: Information Literacy –
Predicting information
C Now do Exercises A to C on page
139 of the Workbook. 25 mins
Reference: Course Book page 89,
Workbook page 139 • Tell students to open their Workbooks at
ar
page 139.

Warm up 5 mins

WB A Read the article on page 89

• Ask students to work in groups to brainstorm of the Course Book and decide if these
G

the different uses for water. Invite groups to statements are true (T) or false (F).
share their ideas with the class. As a class, ask Correct the false statements.
students to suggest what would happen if the
world’s seas started to dry up. • Tell the students to look back at the article to
complete the fact file in their Workbooks.
• They should compare their answers with
A Look at the pictures. What do you a partner.
think the article will be about?
6 mins
Answers
1 T
2 T
• Ask the students to look at the title of the
3 F Humans have been irrigating the land for
lesson and the pictures and briefly discuss what
thousands of years.
information they think the text will contain.
4 F Irrigation systems are complex and
Elicit that the article is going to be about the
very advanced.
a place called the Aral Sea. Ask the students
5 T
what they know about the sea and write any
6 F In the 1960s, an irrigation system was
information on the board. They may not know
built to redirect water from the sea.
the sea at all, in which case ask students to
name the seas they do know.

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 Unit 8 Fun with English 2

WB B Find words in the text that WB D Work with two other students.
have the following meanings. You may Tell them what you learnt and listen
need to change the form. to what they learnt.

• Tell the students to find the words in the article • Put the students into groups of three.
to match the meanings in their Workbooks. • The students tell each other what they learnt
• Check answers. about The Aral Sea. Encourage them to retell
what they learnt from memory, but they can
Answers
refer to their fact file if necessary. They can ask
1 fundamental
each other questions.
2 crops
3 creatures
4 uplands
5 capture
6 redirect
7 complex
8 drip
9 precise

et
10 mismanage

WB C Do some research on The Aral

Sea online. Fill in the fact file.

Possible Answer
n
Name Aral Sea
Type of feature lake
ar
Location Kazakhstan and Uzbekistan,
in Central Asia
Rivers Syr Darya and the Amu Darya
Size in 1960 67,000 square km
Size in 1996 30,000 square km
G

Problem Lake is shrinking. Water is

getting saltier, so fish are dying.
Fishermen have no jobs and
local people have nothing to
eat. Way of life in area has
been destroyed.
Reasons Redirection of water for use
in irrigation, farming etc;
global warming.
Possible solutions A dam was built in 2005. Water
levels a rising and salt levels are
falling. Fish are returning.

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