Speaking
focusing attention on the expressions in the box. Allow
Too and enough
Students can use the QR code to access Grammar On the
Move, a short, animated video with explanations and
examples of the grammar focus of this unit. If you wish, you
can ask students to watch the video before the lesson or
it could be used as a follow-up for reinforcement or extra
practice. Students do not need to have seen the video in
order to do the tasks in the book.
1 With a weaker group it may be helpful to do this exercise
as a class, otherwise allow a few minutes for students to
complete the extracts from the recording. If students
did the further practice task after the listening and have
a photocopy of the recording script, they can look for
the answers in pairs. Then go over the questions with
the class. Encourage them to try to answer using the
example sentences a–e. Refer them to the Grammar
reference on page 104 for more explanations.
Answers
a too b too c too d enough e enough
1 before, no 2 after, before 3 to + infinitive
2 Point out that this is another area in which students
often make mistakes. Allow a few minutes for students to
correct the sentences before checking answers.
Answers
1 too many people 2 too lazy 3 very bad news
4 enough leisure time 5 The streets here are too narrow
6 early enough
3 Go over the examples with the class and check
understanding. Students complete the exercise
individually before checking answers with a partner.
Answers
2 The DVD was too expensive for me to buy.
The DVD wasn’t cheap enough for me to buy.
3 It was too dark for us to see what was going on
It wasn’t light enough for us to see what was going on.
4 There were too many meetings for me to finish my project.
There wasn’t enough time to finish my project because I
had so many meetings.
5 The hotel was too noisy for me to sleep in last night.
The hotel wasn’t quiet enough to sleep in last night.
Part 4
STARTER
Elicit what students know or remember about Speaking Part
4. Elicit or provide information using questions, e.g. How long
is Part 4? (4 mins), Who asks the questions? (the examiner), Is
Part 4 connected in any way to Part 3? (the topic is similar; in
Part 4 the questions are more open), What type of question
do you have to answer? (questions asking for opinions and
evaluations). Explain that students should answer together if
the interlocutor demands this but shouldn’t interrupt if their
partner has been asked to address a question alone.
4 Read through the Quick steps with the class before
time for students to categorise the expressions in pairs.
Check answers as a class, then encourage students to
add other expressions to each of the lists.
Answers
1 Asking for opinions: What’s your opinion?, What do you
think?, What are your feelings about this?, How do you feel
about … ?
2 Asking for reasons: Why do you think so?, Is that
because … ?, Could you tell me why?, Any particular reason?
3 Giving reasons: because … , for one thing … , so … , The
main reason is that …
4 Giving examples: for example … , for instance … , like … ,
such as …
5 08 Read through the instructions and the questions
with the class before playing the recording. Encourage
students to identify some examples of what Anna does
better, repeating the recording if necessary.
Answers
The teacher asks questions 1, 3 and 6. Anna does this part of
the Speaking test better because she gives fuller answers,
responding to what Raffaele says in her comments, giving
reasons and examples. She also asks her partner for his
opinions, and the reason for them.
6 08 Refer students back to the expressions and ask
whether they heard Anna or Raffaele use any of them.
Then play the recording again to check answers. If
necessary, pause the recording each time Anna uses one
of the expressions in the list.
Answers
because …, The main reason is that …, Could you tell me
why?, So …, What do you think?, For instance …, What’s your
opinion?
Recording script
Teacher: Raffaele, how important do you think it is to have a lot of
free time?
Raffaele: Err, it’s important because you can do many things, like
go to the cinema, or look at things on the internet. But
you can also get quite bored if there isn’t much to do, and
maybe spend too much time watching TV.
Anna: Yes, you can waste your time, especially if you don’t plan
your free time well. But everyone needs to have leisure
time because often they do too much work and it’s not
good only to work or study all the time. You can use it to
learn to do new things, too.
Teacher: If you had more free time, what would you do with it,
Anna?
Anna: I’d take up dancing, salsa dancing. I’ve been thinking of
doing that for years. The main reason is that it’s pretty
simple to learn, and it’s lots and lots of fun. Salsa music is
fantastic, too. Actually, I’ve just downloaded some onto
my phone.
Teacher: And what would you most like to do, Raffaele?
Raffaele: I’d like to go rock climbing. It looks exciting, but I haven’t
tried it yet …
Anna: Could you tell me why?
UNIT 4 GETTING CREATIVE 29