0

UNIT OBJECTIVES

T 1
UNaInd now
At the end of this unit, students will be able to:
understand information, texts and conversations about
the home, phones and people’s current activities
exchange and convey information and opinions about
the home, phones, and people’s current activities
understand conversations in which people ask for travel
information and do so themselves

Here
write a message to a friend asking for information

UNIT CONTENTS a 4.2 Use the picture to elicit room. Put students
into pairs to look at the picture and answer questions
G  GRAMMAR 1–5. Monitor and notice whether students use the present
Present continuous: positive continuous and any home vocabulary, but don’t correct
Present continuous: negative and questions any errors at this stage. Take feedback as a class and
write students’ suggested answers on the board. If you
V  VOCABULARY wish, give students information from the Culture notes.
The home: bathroom, bedroom, dining room, door, floor,
garden, kitchen, living room, wall, window Play the recording for students to listen to other people
Place phrases with prepositions (in): in a café, in a hotel, talk about the picture. Do the speakers give any of the
in a restaurant, in a taxi, in bed, in the car; (at): at a party, answers on the board? Check answers as a class, ticking
at home, at school, at the airport, at the bus stop, at the any answers the speakers give.
cinema, at the station, at work; (on): on a bus, on a plane, Audioscript
on a train, on holiday MAN Right, so what room are the M That’s a nice idea. That’s why
Language Plus: in / on people in? all the other people look happy
P  PRONUNCIATION WOMAN Well, I think it’s the living too. They are all going on a trip
Sound and spelling: /tʃ/ and /θ/ room. to see their family.
M Yes, you’re right. W Yes. Do you have a computer at
Sentence stress
W And what are they doing? home?
Sound and spelling: /ə/
M They’re using the computer, M Yes, I have a laptop. I use it in
Main stress in questions maybe talking to someone they the living room, or sometimes
Sound and spelling: /ɪə/ and /eə/ know. in the dining room when I’m
C  COMMUNICATION SKILLS W Yes, family maybe. working from home.
M Yeah. And how often do you W And do you speak to family and
Talking about your home
think they do this? friends on the Internet?
Asking where people are and what they’re doing
W Not often. The people standing M No, never. My brother is working
Asking for travel information
up look like they’re doing in Qatar and he is always asking
Writing a message asking for information something new. me to do it, but I like sending
Writing Plus: Word order in questions M Do you think so? emails. Do you speak to your
W Yeah. But if they’re talking to family on the Internet?

GETTING STARTED family, maybe they do that a

lot.
W Yes, if I’m working away from
home, I speak to my children on
M Yeah, I think he’s talking to his the Internet before they go to
OPTIONAL LEAD-IN … brother. Maybe his brother bed.
Books closed. Write these time expressions on the board: lives in another country. M That’s nice.
W What do you think he’s saying? W Yeah, that’s the good thing
every day, once or twice a week/month/year, once every two or M Emm … he’s giving some good about it: for people who travel
three years, never. news. They all look happy. a lot, you can talk to your family
Write the following words on the board: husband, wife, W Maybe they have tickets to go and see them at the same time.
brother, sister, father, mother, son, daughter. Remind and visit them. The first time for
students about Megan, Sophia and James in the story and a very long time.
elicit or teach cousin. Add it to the list of family members.
Ask: How often do you see different members of your family?.
Demonstrate by talking about one of the family members
on the board, using time expressions. For example: I see my
daughter every day. I see my brother once or twice a month,
but I see my cousins once every two or three years. I never see
my sister – she lives in New Zealand. Put students into pairs
or small groups to discuss the question for a minute or two.
Take feedback as a class.

112 UNIT 10 Here and now

 EXTRA ACTIVITY CULTURE NOTES
Elicit or teach laptop. Write this task on the board: The photo shows a Moroccan man in his brother’s home in
Who … ? the old city of Fez, Morocco. He’s talking over the Internet to
Moroccan relatives living in Miami, USA.
1 … thinks the people are doing something new
Skype, which was created in 2003 by Niklas Zennström from
2 … thinks the man is talking to his brother
Sweden and Janus Friis from Denmark, offers free basic
3 … thinks the man is giving good news phone service (including long-distance and international
4 … thinks they have tickets to visit their family calls) through the Internet.
5 … uses a laptop at home
b In pairs, students answer the questions. Monitor
6 … likes sending emails and notice how much house vocabulary the students
7 … speaks to their children on the Internet can produce and whether they attempt to use any in/
on/at + place phrases. Take feedback as a class, asking
Play the recording again for students to listen and write
students to report back one new thing they learned
M (the man) or W (the woman) for each sentence. Check
about their partner.
answers as a class, pausing the recording after each of the
sentences (1 W, 2 M, 3 M, 4 W, 5 M, 6 M, 7 W).

10A I’m sitting in my At the end of this lesson, students will be able to:
• use a lexical set correctly to talk about the home

flat •
•
understand someone talking about their flat
understand short text messages
• use present continuous positive statements correctly
• talk about a room in a home

OPTIONAL LEAD-IN
Books closed. Ask each of the following questions and ask
students to put their hand up each time the answer is ‘at Answers
home’: a living room b bedroom c kitchen d dining room
Where do you prefer to … e bathroom f garden
• watch TV – at home or at a friend’s house? 4.4 Students complete the exercises in Vocabulary
b
• have breakfast – at home or in a café? Focus 10A on SB p.150. For exercise a, give students
• listen to the radio – at home or in the car? one minute to look at the picture of the house and
• study – at home or at school? find the six objects. Put students into pairs to ask and
answer where the objects are. Make sure they’re using
• sleep – at home or in a hotel? in the + (room) in their answers. Students do exercise
• listen to music – at home or a concert? b individually. Play the recording for students to check
Encourage students to give reasons for their choices. Notice their answers. Students do exercise c individually. Check
whether students are attempting to use any vocabulary for answers as a class. Tell students to go back to SB p.80.
parts of the home (e.g. bedroom, kitchen), but don’t correct Answers (Vocabulary Focus 10A SB p.150)
at this stage. a
1 It’s in the living room. 2 It’s in the bathroom.
If there’s plenty of space in the classroom and you have the
3 It’s in the dining room. 4 It’s in the garden.
time, you could prepare a large piece of paper with the words 5 It’s in the kitchen. 6 It’s in the bedroom.
at home on it and put it at the opposite end of the classroom b
from the board. Before asking each question, write the a window b floor c door d wall
alternative answer on the board. Then, ask students to get c
up and walk to the correct answer (on the board or on the 1 dining room 2 garden 3 window 4 floor 5 wall
paper) instead of putting their hands up. Students in the 6 living room 7 bathroom 8 doors
same area can then talk briefly about why they chose that
answer. Take feedback as a class.
c Sound and spelling /tʃ/ and /θ/
4.5 For exercise 1, play the recording for students to

1 VOCABULARY The home listen and practise saying the sounds and words. Make
sure students are putting their tongue behind their
a 4.3 Individually, students match the words with the upper teeth for /tʃ/ and between both their upper and
pictures. Play the recording for students to listen and check lower teeth for /θ/.
their answers. Check answers as a class. Drill the words.

UNIT 10 Here and now 113

 4.6 For exercise 2, play the recording for students to   CULTURE NOTES
listen and put the words in the correct place in the table.
Students compare answers in pairs. Check answers as a In many countries, there’s a trend towards houses and flats
class. becoming smaller. There are several reasons for this. Firstly,
more people are living in big cities, so there’s a need for more
Answers
homes in one place. Also, since the financial crisis of 2007–8,
Sound 1  /tʃ/ Sound 2  /θ/ people have less money to spend on big homes, and as
cheese, chips, March, question, month, birthday, thanks, both, people are living longer, there’s a greater demand for small
watch three homes with no stairs. Finally, an increasing number of people
have a greener worldview, and want to minimise the impact
For exercise 3, discuss the question as a class and write of their home on the environment. Smaller homes take
the answers on the board. less energy to build, less energy to heat or cool, need fewer
Answers furnishings and take less time and money to maintain.
/tʃ/ tch, ch, ti Here are some average home sizes around the world (2009):
/θ/ th
250
For exercise 4, put students into pairs to 200
practise saying the words. Monitor and check they’re
150
pronouncing them correctly. m2

214

201
100
d Give students one minute to read the questions and
think about their answers. Put them in pairs to ask and

109
50

97

95

81

76
answer the questions. Take feedback as a class.

57
0

LISTENING AND SPEAKING

Australia

USA

Germany

Spain

Japan

Italy

Russia
UK
2
a 4.7 Point to the three pictures of Mimi’s flat on SB
p.81. Play the recording for students to listen for general
meaning and put the rooms in the order that Mimi talks
c Put students into pairs to discuss the question. Tell
them to consider things like the size (it’s small), where
about them.
it is (in the city centre), the colour of the walls, etc.
Answers Take feedback as a class.
Picture 1  Picture 2  Picture 3
  EXTRA ACTIVITY
Audioscript
Write this question on the board: What’s important for you in
MIMI  I really love my flat – it’s great! But it’s very small and I need
a home? Then write these points:
to think about how I use the space. One really good thing is the
windows. I have really big windows, so lots of light comes into the • where it is
flat – the place doesn’t feel very small. Everything is in one big room. • light
The living-room area has a TV, a small table and two chairs. There’s
also a small kitchen area in one corner. I don’t have a dining room.
• big kitchen
I have a table where I eat my meals and I do all my work on my • big bedrooms
computer. It’s next to the kitchen. Then the bedroom has, well, a • big living room
bed, of course … and a small lamp on a table. So I don’t have a big
flat, but I live in the city centre – the city is my home! • big dining room
• colour of the walls
b 4.7 Give students time to read the sentences. Check • garden
they understand light by pointing to an area of the room
that has lots of light and contrasting it with an area that Give students one minute to decide how important each of
doesn’t have so much light. Play the recording again for the points is to them. Put students into pairs to compare
them to choose the correct answers. Students compare opinions for one minute. Encourage them to give reasons if
answers in pairs. Check answers as a class and ask they can. Join pairs with other pairs for another minute or
students to correct the false statements. Ask: Does Mimi two to see if they agree on three important things. Monitor,
like her flat? (yes). If you wish, give students information but don’t interrupt fluency. Take feedback as a class. What
from the Culture notes. things are important? What aren’t so important?
Answers
1 T Language Plus  in / on
2 T
3  F (There are two chairs.) Go through the information with the class about how we
4  F (There isn’t a dining room.) use in and on. Check understanding of the rule by asking
5  F (She uses her computer in the kitchen.) about things in the classroom: Where’s the clock? (on the
wall) Where are your bags? (on the floor). Then ask about
the pictures on SB p.80: Where’s the big table? (in the dining
room) Where’s the small table? (in the living room).

d Give students one minute to make notes about

what they will tell their partner about their home and
the rooms it has. Then put students into pairs. Give them

114  UNIT 10  Here and now

 up to three minutes to talk together. Take feedback as a b Discuss the rule as a class and write the form on the
class. Ask: Are your homes similar or very different? board.
e Give students one minute to think about some Answer
of the objects in one room in their home. They might Present continuous positive (+):
find the words in Vocabulary Focus 2B and 7A on SB I / you / he / she / it / we / they + be + verb + -ing
p.133 useful. Give students about three minutes to talk
together. Take feedback as a class. Ask: Do you and your
 CAREFUL!
partner have the same objects in each room?
Learners at this level tend to avoid using the present
3 READING continuous, using the present simple instead, e.g. I write
to tell you about my new house. (Correct form = I’m writing
a Students read the text messages quickly and find out if to tell you about my new house.). They might also omit the
they are for people who are near or far away. Check the auxiliary be, e.g. She sitting in the car. (Correct form = She’s
answer as a class. sitting in the car.).
Answer
near
c 4.8 Pronunciation Play the recording for students
to listen for the stressed words. Check the answer as a
b Give students two minutes to read the messages more class. Drill the sentence.
carefully and decide where each writer is. Point out that Answer
there is sometimes more than one possible answer. We’re watching the game.
Suggested answers
1  in the living room
d Give students one minute to find and underline more
2  in the bedroom, garden, living room or dining room examples of the present continuous in the messages in 3a.
3  in the living room Answers
4  in the car 1  I’m studying  2  Steve’s talking   3  I’m sitting  4  I’m cooking
5  in the kitchen
e 4.9 Students read the information in Grammar
c Put students into pairs to discuss the question. Take
Focus 10A on SB p.126. Draw attention to the spelling
feedback as a class.
of having (NOT haveing) and sitting (NOT siting) and
to the use of contractions (I’m, she’s, etc.). Play the
4 GRAMMAR  recording where indicated and ask students to listen and
Present continuous: positive repeat. Students complete exercise a on SB p.127. Check
answers as a class and write the words on the board
a Write the following gapped sentence and word in so students can check the spelling. Students complete
brackets on the board: We ___________ the game. It’s Brazil and exercise b. Monitor and check students are using
Germany. (watch). Elicit and/or write in the missing verb contractions and -ing forms correctly. Check answers as
form (’re watching). Discuss the question in 4a as a class. a class. Tell students to go back to SB p.81.
Answer Answers (Grammar Focus 10A SB p.127)
now a
1 eating  2 cooking  3 talking  4 listening  5 getting
6 having  7 wearing  8 going
LOA TIP CONCEPT CHECKING b
1  I’m wearing jeans and a T-shirt.
Timelines are useful tools for showing students how tenses 2  We’re listening to Coldplay’s new song.
relate to time. Using concept-checking questions as you build 3  Lisa’s studying in her bedroom.
the timeline on the board engages students as well as checks 4  They’re having dinner at the moment.
5  Lisa and Matt are playing football in the park.
understanding. Draw this timeline on the board:
6  He’s watching a film in the living room.
7  Our children are cooking dinner for us.
PAST NOW 8  I’m writing this email at work.
Say: We’re sitting in the classroom. Hover your pen below the
timeline before, on and after the word ‘now’ and ask: When
  FAST FINISHERS
does this activity start? (before now). Put your pen on the
board below the timeline and before ‘now’ and start drawing Ask fast finishers to write the -ing forms of the daily routine
a wavy line. Ask: When does ‘sitting in the classroom’ finish? expressions in Vocabulary Focus 6B on SB p.137 (waking up,
Now or after now? (after now). End the wavy line after ‘now’ getting up, etc.) and the -ing forms of the transport verbs in
and write sitting in the classroom below it. Vocabulary Focus 9A on SB p.153 (going, getting, flying, etc.).

PAST NOW
f Read through the example message with the class and
ask students to think of their own ideas for 2 pm on
sitting in the classroom a Sunday. Give them up to five minutes to write their
message. Monitor and help as necessary.
Say to students: We’re studying English. Repeat the
questioning technique with this new sentence and mark g Each student reads their message to the class. Ask
another wavy line under the one on the board (or invite other students to listen carefully and listen for who is
a student to the board to draw it and ask the class if they doing the same things as them. Take feedback as a class.
agree). Write studying English below this second wavy line.

UNIT 10  Here and now  115

 5 SPEAKING the activity, this time choosing picture 4 or 5 (Student
A) and picture 1 or 3 (Student B). Monitor, but don’t
Tell students that they can now practise using all interrupt fluency. Note down any common mistakes
the language from the lesson with a partner. Divide the with the target language to deal with during feedback.
class into pairs and assign A and B roles. Student As Close the lesson by asking some students to say what
look at the pictures on SB p.107 and think about what they are doing now (e.g. I’m sitting in the classroom. I’m
the people are doing, especially in picture 2. Student listening to other students. I’m speaking English.).
Bs do the same on SB p.112, focusing on picture 6.
Without saying the picture number, Student A uses the
notes to describe what he/she is doing in picture 2.
ADDITIONAL MATERIAL
Student B listens and identifies the picture. They then Workbook 10A
swap roles, with Student B talking about picture 6 and
Student A identifying the picture. The pairs then repeat Photocopiable activities: Grammar p.156, Vocabulary p.163

10B Are you working? At the end of this lesson, students will be able to:
• understand a text about when and where people use
their phones
• use place phrases with prepositions (in, on and at)
correctly
• use the present continuous in negative statements
and questions correctly
OPTIONAL LEAD-IN • ask and talk about where people are and what
Books closed. Mime driving a car and ask: What am I doing? they’re doing
(You’re driving a car.) Elicit that the verb form is the present
continuous because it’s happening now. Mime the following:
sleeping
watching a film c Teach or elicit on / off by turning the classroom light on
having lunch and off. Then teach turn it on / turn it off. Point to the
people in pictures a–e and ask: Are their phones on or
talking on the phone off? (on).
cooking
Ask students to read the first paragraph of the text and
reading a newspaper ask: Which three places does the writer talk about? (café,
Encourage students to think of their own actions to mime to car, bed). Give students two minutes to read all the
their partners. Take feedback as a class. comments and answer the questions. Students compare
answers in pairs. Check answers as a class.
1 READING Answers
1 Kevin, Branko, Sam 2 Kevin, Sam
a Individually, students match the phrases with the
pictures. Check answers as a class. Drill the phrases.
Answers EXTRA ACTIVITY
a on a mountain b in a restaurant c at the cinema Write these gapped sentences on the board. Ask students to
d in the car e in bed look again at the comments and find the missing words.
1 I have my phone at night. (Kevin)
b Put students into pairs to discuss the questions.
Check the answer to question 1 and elicit students’ 2 I never have my phone me in a restaurant.
opinions about question 2. Encourage them to give (Yasmin)
reasons for their opinions. Do students agree or disagree? 3 I turn my phone at night. (Branko)
Answers Check answers as a class (1 on, 2 with, 3 off ).
1 a phone 2 Students’ own answers
d Give students time to think about their answers,
then put them into pairs to discuss. Take feedback as a
class. If you wish, give students information from the
Culture notes.

116 UNIT 10 Here and now

 Answers (Vocabulary Focus 10B SB p.149)
  CULTURE NOTES
b
The rules and etiquette around the use of mobile phones 1  It’s 10.00, but he’s still in bed.
generally relate to safety and consideration for other people. 2  I’m waiting for the plane at the airport.
Rules about using phones on planes vary from airline to 3  I can’t talk now. I’m in the car. I’m driving home.
4  Are you at home or are you at work?
airline. In the USA, passengers must turn off their phones on
5  I’m having a coffee in a café.
planes at all times, in case transmission signals interfere with 6  John isn’t here. He’s still on holiday.
the plane’s equipment. In other parts of the world, this rule
only applies to take-off and landing. d Sound and spelling /ə/
For safety reasons, using a hand-held phone while driving is 4.11 For exercise 1, play the recording for students
banned in most countries, but it isn’t the case everywhere. to listen to the sound /ə/ in the words. Discuss the
In some countries, for example, the ban only applies in the questions as a class. Point out that this sound appears in
capital cities. a many English words.
What about the use of phones in public places? Talking on Answers
your phone in cinemas and theatres is not usually forbidden short, unstressed
by law, but it is usually discouraged as it can be distracting
for other people. Similarly, some trains have ‘quiet carriages’ 4.12 For exercise 2, play the recording for students to
where people aren’t allowed to talk on their phones. listen and underline the /ə/ sounds in the words. Play the
Using phones as cameras can be subject to rules, too. In recording again if necessary. Check answers as a class.
many cities around the world, some high-profile tourist sites Answers
and museums have recently banned selfie sticks (gadgets dinner England garden television waiter breakfast
that allow people to take wide-angle self-portraits), for fear listen driver
of them causing damage to artwork and other exhibits.
In pairs, students practise saying the words in
e Give students up to five minutes to write a comment for exercise 3.
the website about their own phone habits. Monitor and
help as necessary.   EXTRA ACTIVITY
f In pairs, students read out their comment and Books closed. Draw this table on the board:
listen to their partner’s. Are they the same? Take
feedback as a class. the car a taxi the station
the airport home a plane
2 VOCABULARY Place phrases with a train a bus stop a bus

prepositions Divide the class into two teams, noughts (0) and crosses (X).
Teams take turns to choose a player to say a sentence with I’m
a Individually, students look at the website again to find in/on/at + a word/phrase from the table (e.g. I’m on a plane!).
the in/on/at + noun phrases and add them to the table. If they use the correct preposition, they win the right to draw a
Check answers as a class, making sure students use the nought or a cross in the relevant square and that square can’t
right article (a / the) or no article at all, e.g. at home. be used again. The first team to make a horizontal, vertical or
Drill the phrases.
diagonal line of three squares wins the game. Play the game
Answers once or twice more, using the same items or different ones
in on at from Vocabulary Focus 10B on SB p.149.
in the car, in bed, in on a plane, on a at the airport, at
a restaurant train work, at the cinema,
at home
3 LISTENING AND GRAMMAR 
Present continuous: negative and
b Demonstrate how this guessing activity works by questions
saying I’m eating lunch. I’m looking out of the window. I’m
travelling to a different country. until students guess the a 4.13 Ask students to look at pictures a–e. Tell them

place, using a preposition (on a plane). Put students into the woman’s name is Lou. Ask about each picture:
pairs or small groups to play the game together. Monitor Where is she? (in the kitchen, in bed, at the bus stop, in a
to make sure they are using a preposition (in, on, at) as café, in the living room). Play the recording for students
well as the place. to listen for the general meaning and put the pictures in
the correct order. Play the recording again if necessary.
c 4.10 Students complete the exercises in Vocabulary
Check answers as a class.
Focus 10B on SB p.149. In exercise a, play the recording
Answers
for students to listen and repeat the phrases. Students
1 d  2 c  3 a  4 e  5 b
complete exercise b individually. Check answers as a class.
Put students into pairs to do exercise c. Check answers as
a class. Tell students to go back to SB p.82.

UNIT 10  Here and now  117

 Audioscript Answers
CONVERSATION 1 CONVERSATION 4 1  What are you doing?
LOU  Hello. LOU  Hi, Dan. 2  Are you working?
DAN  Hi, it’s Dan. How are you? DAN  Hi, it’s me again. Can you talk 3  Oh, what are you watching?
L Fine. Look, Dan, I’m busy. I can’t now? Or are you having dinner?
talk now. L No, I’m not having dinner. I’m
LOA TIP DRILLING
D Are you working? I can hear a lot watching a film.
of people there. D Oh, what are you watching? Is it
L Well, no, I’m not working. I’m good? Use backward drilling to help students focus on the main stress
in a café. I’m with some people L Yes ... it’s just a film. I can’t talk in the questions.
and they’re talking. I’ll call you now. Maybe later … OK? Say: working? Students repeat: working?
later, OK? D OK.
D OK. CONVERSATION 5
Say: you working? Students repeat: you working?
CONVERSATION 2 LOU   Hello. This is Lou. I’m sorry, Say: Are you working? Students repeat: Are you working?
LOU  Hi. I’m not here at the moment. Make sure you keep the stress and intonation consistent as
DAN  Hi, it’s Dan again. What are Please leave a message.
you drill. When you add you and are you to the questions, it’s
you doing? DAN  Hi, this is Dan. Um, well
important to pronounce them as the weak/unstressed forms
L I’m at the bus stop. I’m going I guess you’re sleeping, so
home. … er, I’ll call you tomorrow. /j/ and /əjə/ (NOT /juː/ and /ɑː juː/) and to keep stressing
D Oh, OK. Look, do you want to go Tomorrow morning. OK? Maybe the -ing verb. Make sure, too, that you always pronounce the
out this evening? we can go out together. Yeah. -ing verb in these questions with a falling intonation at every
L I don’t know. Look, I can’t talk Bye. step of the drill.
now. My bus is coming. Do a second drill.
D Oh. I’ll call you later, then.
CONVERSATION 3
Say: doing? Students repeat: doing?
LOU  Dan … Hi. Say: you doing? Students repeat: you doing?
DAN  Hi, Lou. Are you at home
Say: are you doing? Students repeat: are you doing?
now?
L Yes. Look, I can’t talk now. Say: What are you doing? Students repeat: What are you doing?
D Are you working?
L No, I’m not working. I’m f 4.17–4.19 Students read the information in
cooking dinner. Grammar Focus 10B on SB p.128. Play the recording
D Oh, OK. Look, what about this where indicated and ask students to listen and repeat.
evening? Students complete exercise a on SB p.129. Check
L No, sorry, I’m too tired. Let’s talk answers as a class. Elicit some more negative sentences
later, OK? by saying: He’s working. (➔ He isn’t working.), You’re
looking. (➔ You aren’t looking.), She’s listening. (➔ She
b Students discuss the questions in pairs. Check and
isn’t listening.), We’re playing football. (➔ We aren’t
discuss answers as a class.
playing football.). Students complete exercise b. Check
Suggested answers answers as a class. Individually, students complete
1 Yes, he does. He rings her five times in one day and wants to go exercise c. Monitor and help as necessary. Put students
out with her. into pairs to ask and answer their questions. Tell
2  No, she doesn’t. She doesn’t want to talk to him. students to go back to SB p.83.

c 4.14 Individually, students complete the table. Play Answers (Grammar Focus 10B SB p.129)
the recording for them to listen and check their answers. a
2  aren’t having  3  ’m not working  4  isn’t playing
Elicit more negative sentences: point to the picture of
5  aren’t staying  6  aren’t eating
the man in picture e, then point to yourself and shake
b
your head to elicit: I’m not sleeping. Do the same with 1  Why are you wearing a coat?  2  Is she working?
the first picture of Lou and elicit I’m not cooking. 3  What are you doing?  4  Where are you going?
Answers 5  Who is she phoning?  6  Is he playing a computer game?

+ –
I’m working. I’m not working.   FAST FINISHERS
I’m having dinner. I’m not having dinner. Put fast finishers into pairs to ask and answer the question
What’s he/she doing? or What are they doing? about the
d 4.15 Individually, students complete Dan’s questions.
people in the photos on SB pp. 82 and 83.
Play the recording for them to check their answers.
Check answers as a class by playing the recording again g Divide the class into pairs and assign A and B roles.
and pausing it after each question. Student As look at the pictures on SB p.107 and make
Answers
notes on what the people are doing. Student Bs do the
same on SB p.112. Explain that there are five small
1  are you  2  Are you  3  are you
differences between Student A’s picture and Student B’s
e 4.16 Pronunciation Play the recording for students picture. In their pairs, they ask and answer questions
to listen for the main stress in the questions. Play to find the differences. Monitor, but don’t interrupt
the recording again, pausing after each exchange so fluency. Note down any common mistakes/errors with
students can listen and repeat. the target language to deal with during feedback. Take
feedback as a class, identifying the five differences. Tell
students to go back to SB p.83.

118  UNIT 10  Here and now

 Answers
In Student A’s picture Clara is reading a newspaper, but in Student
4 SPEAKING
B’s picture she’s reading a book. a Tell students that they will now practise using all the
In Student A’s picture Ed and Frieda are drinking, but in Student B’s language from the lesson. Go through the task with
picture they’re eating. the class. Remind students how they started the phone
In Student A’s picture Dani is talking on the phone, but in Student conversation in Unit 9C exercise 5a.
B’s picture she’s sleeping.
In Student A’s picture Ben is sitting on a chair, but in Student B’s Give students two minutes to prepare what they’re going
picture he’s sitting on the floor. to say. Monitor and help as necessary.
In Student A’s picture Ali is cooking, but in Student B’s picture he’s
making a drink. b Go through the example conversation with the
class. Give students time to think about questions they
will ask their partner. Put students into pairs to have
EXTRA ACTIVITY the conversation. Monitor to check if students are using
Draw a smiley face on the board and write on the board: I’m language from the lesson correctly, but don’t interrupt
happy I’m not … and finish the sentences in these two ways: fluency. Students then swap roles and repeat the
conversation.
I’m happy I’m not working.
I’m happy I’m not in hospital. ADDITIONAL MATERIAL
Give students two minutes to complete the sentence in as
many ways as possible, using the present continuous or Workbook 10B
in/on/at + place. Tell students to think of simple reasons for Photocopiable activities: Grammar p.157, Vocabulary p.163,
their answers, e.g. I’m happy I’m not working because I’m Pronunciation p.170
really tired today or I’m happy I’m not in hospital because I
don’t like doctors. In pairs, students compare their sentences.
How many do they have the same? Are their reasons the
same or different? Take feedback as a class. Encourage
students to use both when they talk about themselves and
their partner, e.g. We’re both happy we’re not on a bus. I think
they’re very slow and Jeanne thinks they’re dirty.

10C
Everyday English At the end of this lesson, students will be able to:
• understand conversations in which people ask for
What time’s the next train travel information
• recognise the sounds /ɪə/ and /eə/ and how they can
to London? be spelled
• ask for travel information at a train station
• use word order in questions correctly
OPTIONAL LEAD-IN • write a message asking for information
Books closed. Write the following on the board:
Think of something you bought on your last holiday.
What did you buy?
How much did it cost? Video/Audioscript (Part 1)
SOPHIA Oh, this clock! S Thanks. Thank you very much.
Do you still have it?
TAXI DRIVER Eight pounds fifty, TD Oh, thank you!
Was it a good idea to buy it? please. M It is really heavy! Shall we carry
Give students a few minutes to discuss their answers in pairs. S Mm … OK … just a minute. it together?
MEGAN Hey! Let me. S OK! Why did I buy it? I’m so glad
Take feedback as a class.
S No, no! James can meet us in London.
M Please! M Yeah, James is really kind.
1 LISTENING S No! I’ll get it. Could you take the S So, what time’s the train?
clock, please? M I don’t know! We need to check.
a In pairs, students look at the picture and answer
M Sure!
the questions. Elicit some ideas as a class but don’t
confirm the correct answers at this stage.
c 4.20 Play Part 1 of the video or audio recording again
b 4.20 Play Part 1 of the video or audio recording for for students to listen and answer the questions. Check
students to check their ideas. Check answers as a class. answers as a class.
Answers Answers
1 tired 2 pay for the taxi 1 He’s really kind.
2 No, they don’t.

UNIT 10 Here and now 119

 2 PRONUNCIATION  b 4.23 Play Part 2 of the video or audio recording

Sound and spelling: /ɪə/ and /eə/ for students to check if Megan and Sophia ask any of
the questions on the board. Students compare answers
a 4.21 Play the recording for students to listen and in pairs. Play the recording again if necessary. Check
decide which word has a different sound. Check the answers as a class.
answer as a class.
Answers
Answer What time’s the next train to London?
yeah What time is it now?
Which platform is it?
b 4.22 Drill the words here and really and write /ɪə/
on the board. Drill yeah and write /eə/on the board. Video/Audioscript (Part 2)
Individually, students write the words in the correct SOPHIA  Excuse me. MEGAN  The train leaves in three
place in the table. Play the recording for students to STATION OFFICIAL  Yes? How can I minutes! Quick! Let’s go!
check their answers. Check answers as a class. help? S Sorry, which platform is it?
S What time’s the next train to SO It’s Platform 3. It’s across the
Answers
London? bridge and down the stairs.
Sound 1 /ɪə/ Sound 2 /eə/ SO The next train is at … 4:35. M Thanks!
hear, real, near, clear, meal chair, care, hair, there, pair S What time is it now? SO Would you like some help with
SO What time is it now? What does the clock? I can carry it if you
c 4.22 Play the recording, pausing after each word it say on your clock? 12:30. Well, like.
for students to listen and repeat. Monitor and correct that’s not right. How much did S No thanks, we’re fine.

students’ pronunciation as necessary. You could repeat you pay for that clock? Anyway,
the activity by saying the first group of words and it’s 4:32 now.
getting students to repeat after you. Then repeat for the
second group. c 4.23 Play Part 2 of the video or audio recording again
for students to listen and note down the three pieces of
information. Students compare answers in pairs. Play
3 LISTENING the recording again if necessary. Check answers as
a Use the pictures on SB pp.84–85 to pre-teach ticket a class.
office, station official, passenger and platform. In pairs, Answers
students think about the questions Megan and Sophia 1  Time of next train 4:35  2  Time now 4:32  3  Platform 3
ask the station official. Elicit students’ suggestions
and write any acceptable and correct suggestions on d In pairs, students discuss the question. Take
the board. Don’t only try to elicit the questions that feedback as a class. Encourage students to give reasons
you know Megan and Sophia actually ask. Leave the for their opinions.
questions on the board for the next listening activity.

LOA TIP ELICITING   EXTRA ACTIVITY

Say: Tell me how Megan and Sophia travel from Henley to
Usually when we elicit, we have a very specific word, phrase Sophia’s flat and elicit By taxi, train and then James’s car.
or sentence in mind that we want to know if the students Teach the word journey and ask: Why is their journey difficult?
can produce. On other occasions, like in exercise 3a, we elicit (because of the heavy clock). Elicit other reasons why
more broadly, inviting suggestions and being open to what journeys are difficult (bad roads, slow trains, long distance,
students might offer. In this case, we have to make an on- lots of changes, etc.). Individually, students make a rough
the-spot decision about how to help a student say what they map of a difficult journey they often do, or a difficult journey
want. This usually requires some degree of error correction. they did in the past. They show their map to a partner and
We can give students the opportunity and guidance to self- talk about the journey.
correct or we can ask other students to help. For example:
Teacher: So, what questions do Megan and Sophia ask the
station official? What do you think?
Gregor: Which number … place … for the train?
Teacher: OK. [Indicates with a gesture that it’s a good idea for
a question but not correctly formed.] What do we call
the places for trains at the station?
Ahmed: Platforms!
Teacher: That’s right. Platform 1, Platform 2, … So, what
question do we ask?
Karl: What number platform is it?
Teacher: You don’t need ‘number’.
Gregor: What platform is it?
Teacher: Good, that’s it. (Writes the question on the board.)

120  UNIT 10  Here and now

 4 USEFUL LANGUAGE  5 SPEAKING
Asking for travel information Tell students that they can now practise using all the
language from the lesson with a partner. Divide the class
a Elicit or pre-teach passenger (a person who is travelling
into pairs and assign A and B roles. Student As look at
in a car, bus, train or plane, but not driving or flying
the travel information role cards on SB p.106. Student
it). Individually, students decide whether a passenger or
Bs do the same on SB p.111. Student A asks Student B
station official says each expression. Students compare
about trains to Manchester and Student B replies. They
answers in pairs. Don’t check answers as a class at this
then swap roles and Student B asks Student A about
point.
buses to Oxford. Monitor, but don’t interrupt fluency.
b 4.24 Play the recording for students to check their Make sure students are using the expressions for asking
answers to 4a. Check answers as a class. Check students for travel information correctly. Note any common
understand the meaning of direct train by writing on mistakes/errors to deal with during feedback. Take
the board: There ____ a direct train to London. You change feedback as a class. Ask: Was your partner helpful? Why
at Bristol. and asking students to say the missing word not? Tell students to go back to SB p.85.
(isn’t). Play the recording again, pausing after each
phrase for students to listen and repeat. Monitor and
check students are pronouncing the phrases correctly.
6 WRITING
Correct as necessary. a Give students one minute to read Amelia’s message to
Megan and answer the questions. They compare answers
Answers
in pairs. Check answers as a class.
1 SO  2 P  3 P  4 SO  5 SO  6 SO  7 P  8 P  9 SO
Answers
c 4.25 Students look at the two sentences and add the 1  She’s travelling to Paris on the train.
missing prepositions. Play the audio for students to 2 Where do I find a taxi at the station?
How much is it from the station to the hotel?
listen and check their answers.
Check understanding of the rule by asking: Do we b Students go to Writing Plus 10C on SB p.158.
use ‘in’ with a time (point to your watch or a clock) or Go through the information in exercise a as a class.
when we say how much time (use your hands to indicate Individually, students do exercises b and c. Check
quantity)? (how much time). Write these gapped answers as a class. Tell students to go back to SB p.85.
phrases on the board and elicit the missing prepositions: Answers (Writing Plus 10C SB p.158)
____ half past six, ____ five minutes, ____ two hours, ____ 6:45 b
(at, in, in, at). 1  are you  2  is that  3  Did you use  4  Can you  5  were there
Answers 6  is your sister watching  7  Is there  8  often do you
c
1 in  2 at
1  Where is the bus stop?  2  When do you start work?
3  Did you buy the tickets?  4  Can you buy some bread?
d 4.26 Give students up to two minutes to put the
5  What are you doing?  6  What time is the film?
conversation in the correct order. Play the recording for
them to check their answers. Check answers as a class.
Answers
  FAST FINISHERS
A Ask fast finishers to write more questions about travel. Each
5, 9, 3, 1, 7 question should start with a different word, e.g. Is, Does,
B Where, What, When, How, Can (e.g. Can you buy the tickets?
4, 8, 10, 2, 6 Where’s Platform 7?).

Audioscript c Give students ten minutes to write a message to a friend,

A Excuse me. B No, you change at Birmingham. using the ideas given. Remind them to use the present
B Yes? How can I help? A OK, and which bus stop is it? continuous where possible, and correct word order in
A What time’s the next bus to B It’s stop 7, near the ticket office. questions. Monitor and help as necessary.
Cambridge? Great! Thanks for your help.
A
d Put students into pairs. Students read their
B The next bus leaves in 20 B No problem.
partner’s message and try to answer the questions. Take
minutes.
feedback as a class. Ask: Did you answer your partner’s
A So, at 5:15. And is that a direct
questions? Which question(s) did you answer?
bus?

e Put students into pairs to practise the conversation ADDITIONAL MATERIAL

in 4d. They then swap roles, changing the kind of
transport and the details. Monitor and help as necessary. Workbook 10C
Invite one or two stronger pairs to perform one of their Unit Progress Test
conversations for the class.
Personalised online practice
Photocopiable activities: Pronunciation p.170

UNIT 10  Here and now  121

UNIT 10 2 VOCABULARY
Review a Students look at the picture and write the rooms. Check
answers as a class by saying a number and asking
students to say the rooms. Monitor and correct their
pronunciation if necessary.
1 GRAMMAR Answers
1 bedroom  2 bathroom  3 kitchen  4 dining room
a Books closed. Write the example sentence on the board 5 garden  6 living room
and elicit the correct form (Carmen’s wearing a yellow
T-shirt). Books open. Individually, students correct the b Individually, students complete the questions with in, on
sentences. Check answers as a class. Check the spelling or at. Check answers as a class.
of getting, writing and having.
Answers
Answers 1 in  2 on  3 in  4 at  5 at  6 at  7 on  8 on
1  You’re wearing my shoes!
2  They’re getting a taxi.
3  I’m writing to Mimi.   FAST FINISHERS
4  The lesson is starting.
5  She’s having lunch. Ask fast finishers to change parts of the questions in 2b.
6  We’re waiting. This could be the verb, the place phrase or the time phrase,
e.g. Do you listen to music in the car? In bed? Do you sleep on
trains? And do you to talk to people on trains? Every question
  EXTRA ACTIVITY must still include a place phrase with a preposition. Students
Say: Two women and a man are sitting in a meeting. They’re can then use these extra questions in 2c.
talking about a photograph. The man’s wearing a pale blue
shirt. Can you find the picture? Go! (It’s on SB p.64.) In pairs, c In pairs, students ask and answer the questions in
students choose a different picture with people in it from 2b. Take feedback as a class. Ask students to tell the
the Student’s Book. Give them two minutes to write as many class one or two things they learned about their partner.
sentences as they can about their picture using the present
continuous. You could write some verbs on the board as 3 SOUND AND SPELLING
prompts (e.g. wear, sit, stand, talk, walk, look). Monitor and a Students study the three sounds and spellings. Ask:
help as necessary. A student from each pair reads out their Which of the three sounds can be spelled in different ways?
sentences to the class. Which pair can find the picture first? (/tʃ/). Monitor and check that students are pronouncing
the sounds correctly.
b Individually, students put the words in the correct order
to make questions. Check answers as a class. b 4.27 Play the recording for students to listen and
write the words in the correct place in the table
Answers
according to the sound of the marked letters. Play the
1  Where are you sitting?
2  Are you wearing black shoes?
recording again if necessary. In pairs, students practise
3  Is it raining? saying the words.
4  Are you using a computer? Answers
5  Why are you studying English?
6  What are your friends doing? /tʃ/ /θ/ /ð/
change, kitchen, bathroom, birthday, mother, the, weather
c In pairs, students ask and answer the questions in question thanks
1b.
c 4.28 Write the words here, there, and the sounds /eə/
d Give students one minute to read the conversation and /ɪə/ on the board. Ask students to match the sounds
(without completing the grammar task yet) and answer
with the underlined parts of the words (here /ɪə/, there
the following questions: Where’s Cathy? (on the train),
/eə/). Drill the phrase here and there a few times. Play
Where’s Matt? (at home/in the kitchen), What does
the recording for students to listen and identify whether
Matt say the weather is like? (snowy/cold/It’s snowing).
the two marked sounds in each sentence are the same or
Individually, students complete the conversation. Check
different. Check answers by playing the recording again
answers as a class. Students read the conversation in
and pausing it after each sentence. In pairs, students
pairs.
practise saying the sentences.
Answers
Answers
1  are you doing
1 S  2 S  3 D  4 D  5 S  6 S
2  ’m cooking
3  are you listening to
4  ’m talking LOA REVIEW YOUR PROGRESS
5  ’s raining
6  isn’t raining
7  ’s snowing Students look back through the unit, think about what
8  are they doing they’ve studied and decide how well they did. Students
9  ’re making work on weak areas by using the appropriate sections of the
Workbook, the Photocopiable activities and the Personalised
online practice.

122  UNIT 10  Here and now