Teacher’s Guide

Intermediate B1
+

1
 Lesson Title Pages In this lesson:

1 How About You? 4-7 Keep conversations going

2 Acting Your Age? 8 - 11 Discuss how things you like and do have changed

3 What Are You Excited About? 12 - 15 Find out about the people in your class

4 It’s a Kind Of… 16 - 19 Describe things from your culture

5 Animal Trouble 20 - 23 Retell a story

Skills

6 Stretching the Truth 24 - 27 Talk about lies and making things up

7 Friends and Neighbours 28 - 31 Tell people about a relationship in your life

8 I’m Sorry, What Was That? 32 - 35 Exchange and check information

9 I’ve Known Him a Long Time 36 - 39 Share information about your life

10 Hometown 40 - 43 Talk about a town that you know

Skills

11 Tough Customers 44 - 47 Tell people about a problem with something you bought

12 I’m Finding It Difficult… 48 - 51 Give advice

13 An Important Interview 52 - 55 Discuss different situations

14 How Are Things? 56 - 59 Ask and answer casual questions

15 After the Tone 60 - 63 Listen to and leave voicemail messages

Skills

16 Stereotypes 64 - 67 Discuss stereotypes

17 A New Project 68 - 71 Talk about a project

18 Looking Good 72 - 75 Exchange information and opinions

Discuss people who have had an effect on your life,

19 The Blame Game 76 - 79 or on the world

20 Dear Me 80 - 83 Choose good advice for a teenager

Skills

2
Language CD Tracks

Function Making conversation 01 - 03

Grammar Used to and past simple 04 - 07

Vocabulary Adjectives with prepositions 08 - 10

Function Describing and explaining what things are 11

Skills Extended listening and speaking 12 - 13

Grammar Structures with reporting verbs 14

Vocabulary Some uses of go and get 15

Function Checking and confirming information and making yourself clear 16 - 18

Grammar Present perfect simple and present perfect continuous 19 - 22

Skills Extended reading and speaking -

Vocabulary Phrasal verbs: come, go, bring, and take, with back 23

Function Expressing difficulty and giving advice 24 - 26

Grammar If, when, and unless with the zero conditional and first conditional 27

Vocabulary Some uses of thing 28 - 29

Skills Extended listening and speaking 30 - 37

Function Making generalisations and talking about stereotypes 38

Grammar Present continuous and going to for plans and intentions 39 - 40

Vocabulary Expressions with look 41

Function Giving credit and blaming 42 - 43

Skills Extended reading and speaking -

3
 1
LESSON
How About You?

1 
How About You?

LESSON
In this lesson - Keep conversations going
Core activities - 2-5, 7
Function - Making conversation Listening
2 Track 01 Track 02 Listen to two conversations.
Write letters to match the pictures below with
the conversations.

Introduction Conversation 1 Jim and Pam ........ picture ___

Conversation 2 Jenny and Ben ..... picture ___

1a
Go over the instructions and situations to check
understanding. You may like to elicit, from the class as a
whole, one or two ideas for one of the situations (e.g. for
two teenagers at a school: homework, music). In pairs,
learners make a note of three common conversation
Introduction
topics for each situation.
1a Work with a partner.
Make a note of three common conversation
Monitor and assist as necessary. topics for each situation below.
picture A
two teenagers at school

1b
Feedback. Learners share their ideas with the class.

Accept any reasonable answers. a married couple eating dinner at home

Listening two colleagues meeting at work after

a long holiday
2
Track 01 Track 02 Direct attention to the
picture B
pictures below activity 2 in the Student Book and elicit
what the situations are (picture A: two teenagers in a b Share your ideas with the class.
school; picture B: two work colleagues).
4 Lesson 1
Go over the instructions and check understanding.
Learners listen to two conversations and write letters to
match the pictures with the conversations.

Feedback in pairs and then as a class.

2 answers
Conversation 1 - Jim and Pam picture B
Conversation 2 - Jenny and Ben picture A

4 Lesson 1
 Track 01 (page 90, Student Book) 0:39
In this lesson: Keep conversations going Conversation 1 - Jim and Pam
Function: Making conversation
Jim - Hi, Pam! Did you enjoy the break?
Pam - Yeah. We went abroad, actually.
3a Write the words from the boxes into the correct spaces to complete the conversations from activity 2.
Jim - Where did you go?
Conversation 1 Jim and Pam Conversation 2 Jenny and Ben
Pam - We took the kids to Florida.
where how about you Jim - That sounds great! How long did you stay for?
how long
so do I
neither do I Pam - Just a week. What about you?
really
really
really
Jim - Two weeks in Italy.
sounds
what about you sounds cool Pam - Where did you stay?
where what Jim - Venice, mostly. We love it there.
who what kind of band
Pam - Yes, so do I. I went there about 20 years ago.
 Jim   Jenny 
Jim - Really? Who did you go with?
 Pam   Ben   Pam - With my parents. I was only a kid!
 Jim Where   Jenny 
 Pam   Ben  
 Jim   
 Jenny  
Track 02 (page 90, Student Book) 0:39

 Pam    Ben  Conversation 2 - Jenny and Ben
 Jim   Jenny  Jenny - Are you new here?

 Pam 
 Ben   Ben - Yeah. How about you?
 Jim 
 Pam  
 Jenny … Jenny - Oh, I’ve been here since year one.


 Ben  
Ben - Oh, really? So, what’s your name?
 Jim  

 Jenny - Jenny. What about you?
 Pam 
 Jenny 
Ben - Ben.
Jenny - Hi, Ben. Listen… you should come and see my band
b Track 01 Track 02 Listen again and check your answers to activity 3a. sometime.
Ben - Really? What kind of band?
4 Read the conversations in activity 3.
Circle the correct options to show if the statements below are true (T) or false (F).
Jenny - Mainly death metal. You know… loud guitars and
a Jim doesn’t like Venice. ....................................... T / F lots of screaming.
b Pam loves Venice. .............................................. T / F Ben - That sounds cool! I don’t like pop.
c Jenny plays in a band. .........................................
d Ben doesn’t like pop. ........................................
T / F
T / F
Jenny - Neither do I!
e Jenny likes pop. ................................................ T / F

Lesson 1 5
4
Go over the instructions and example to check
understanding. In pairs, learners read the conversations
in activity 3 and circle the correct options to show if the
3a statements are true (T) or false (F).
Direct attention to the scripts from the conversations
in activity 2. Go over the instructions and example to Monitor and assist as necessary.
check understanding. In pairs, learners write the words
from the boxes into the correct spaces to complete the Feedback as a class.
conversations.

Monitor and assist as necessary. 4 answers

a) Jim doesn’t like Venice. F
Feedback as a class, but don’t give any definite answers at b) Pam loves Venice. T
this stage – learners will listen to check for themselves in c) Jenny plays in a band. T
the next activity. d) Ben doesn’t like pop. T
e) Jenny likes pop. F
3b
Track 01 Track 02 Learners listen again and
check their answers to activity 3a.

Feedback as a class.
3b answers
See CD scripts for Tracks 01 and 02 - answers underlined.

Lesson 1 5
Language Focus Language Focus Practice
We can respond in various ways to what someone 5a Work with a partner. Write a suitable response
Go over the explanations and examples with learners. says in a conversation. with sounds + adjective for each of the
You may like to ask learners to look at the scripts in 1. We can use really as a short response to statements below.
show interest and surprise.
activity 3 to find further examples. 1 I went to the seaside.
A: I’ve passed my driving test.
B: Really?
You will be aware that so do I / neither do I can be used to A: Yeah, first time! 2 I fell off my bicycle.

talk about experiences, as well as opinions, that we have A: Tim and Fran are getting married.
B: Oh, really? 3 I’ve bought a new leather jacket.
in common with people we speak with. We can also use A: Yes, I heard yesterday.
other auxiliaries, and the main verb be, in this structure, 2. We can use (that) sounds + adjective to 4 I like rock climbing.
depending on the statement we respond to. comment on or sympathise with what
someone says.
E.g. A: I’m going to live in Colombia for a year. 5 I lost my keys.
A - I’ve never thought of that before. B: Really? That sounds exciting!
B - Neither have I. A: The plane was delayed and we had to wait
eight hours. b Choose one of the statements in activity 5a.
B: Sounds terrible! Write five follow-up questions for the
A - I’m exhausted. statement you choose.
3. We can use so do I and neither do I to say Use a different question word for each
B - So am I. that we feel the same way as the person we question you write.
are talking to.
So follows positive statements.
It is probably best not to go into this unless it is raised by Neither follows negative statements. 1

a learner. A: I love kung fu movies.

B: So do I! 2
A: I don’t like fish and chips.
B: Neither do I!

Practice We can use different kinds of question to encourage

people to speak.
3

4
5a
1. We ask follow-up questions to invite
someone to give more information.

Go over the instructions and statements to check A: Did you have a nice weekend?
5
understanding. In pairs, learners write a suitable response B: Yes, I went to the park.
A: Sounds nice. Who did you go with?
with sounds + adjective for each of the statements.
2. We ask how about you / what about you to
invite someone else to answer. c As a class, compare what you
Monitor and assist as necessary. Tom: Do you like jazz?
wrote in activities 5a and 5b.

Jane: No, I don’t. How about you?

Tom: I think it’s great.
5b Dara: Do you have a pet?
Go over the instructions and check understanding. In Simon: I’ve got two cats. What about you, Mary?

pairs, learners choose one of the statements in activity Mary: No. My flat’s too small for pets.

5a and write five follow-up questions for the statement 6 Lesson 1

they choose.
Highlight the fact that learners should use a different
question word for each question they write.

Monitor and assist as necessary.

5c
Feedback. Learners compare what they wrote in
activities 5a and 5b.

6 Lesson 1
 Sounding Natural Time to Talk
6a Track 03 Listen. What sound can you hear in the underlined parts of the sentences?

1 So do I.
7
2 Neither do I. Go over the instructions and example to check
b Track 03 Listen again and copy the pronunciation.
understanding. You may like to make comments yourself
on one or two of the topics, as further examples, and
elicit possible responses before beginning this activity,
Time to Talk
e.g. I don’t have a pet because my apartment is too small.
7 Work in small groups.
Take turns to make a comment on a topic from the table.
Other people in the group respond. Learners work in small groups, taking turns to make
Try to keep each conversation going for two minutes before you choose another topic.
You cannot use a topic more than once.
comments on topics from the table. Other people in the
group respond, trying to keep each conversation going
for two minutes.
a film I enjoyed a restaurant or café I like
Highlight the fact that learners cannot use a topic more
than once.
my journey to class today something that made me laugh recently
Monitor, but try to stay in the background as much as
possible during this activity.
something I like to read something I saw on TV
Feedback. Ask learners from each group to say briefly
what topics they discussed.
some news I heard recently a friend I saw recently Highlight good use of language and elicit corrections of
any problems you noted.
why I have / don’t have a pet something someone said to me

Homework
something I did last weekend something I do in my spare time
Highlight the homework reference at the bottom right of
page 7 of the Student Book. Ask learners to turn to page
example Anthony: I really like science ction.
94.
Barbara: Really? So do I. How about you, Jean?
Jean: I haven‛t really read any. Why do you like it?
Set Lesson 1 activities 1 and 2 for homework.
Homework 
Go over the instructions and example for activity 1.
Lesson 1 7
Make sure learners understand what to do for activity 2.

Homework Answers
Sounding Natural 1
a Arthur - How was your day?
6a f Fran - Yes, very important!
Track 03 Learners listen for the sound they can hear c Arthur - Really? What happened?
in the underlined parts of the sentences. b Fran - It was awful. I lost a lot of work.
e Arthur - Sounds terrible. Were they important?
6a answers d Fran - I deleted a lot of files on my computer
There tends to be a /w/sound between the two vowels in by accident.
connected speech.
This is an example of a linking sound.
2 suggested answers
Track 03 (page 90, Student Book) 0:13 Gary - I waited 40 minutes for a train today.
1) So do I. Ann - Sounds awful. What was the problem?
2) Neither do I. Gary - I think there was an accident.
Ann - Really?
6b Gary - Yes. And when the train did come, it was really
crowded.
Track 03 Learners listen again and copy the
Ann - I hate it when that happens.
pronunciation.
Gary - So do I.

Lesson 1 7
 2
LESSON
Acting Your Age?

2 
Acting Your Age?

LESSON
In this lesson - Discuss how things you like and do
have changed
Core activities - 1-4, 6
Grammar - Used to and past simple
Examples:
I used to go food shopping on Saturdays, but now I have
to work at weekends.
I didn’t use to enjoy tennis, but now I play every week.
He used to have a sports car, but he sold it a couple of
years ago.
Mike didn’t use to watch the news on TV, but he did use to
read the newspaper every day.
I didn’t use to drive to work.
I never used to drive to work.
He started school in 2010.

Introduction
1a
Introduction
Work with a partner.
Make a note of one important change that has
happened in the last ten years in each area below.

1a food and drink technology fashion

Go over the instructions and check understanding.

In pairs, learners make a note of one important change
that has happened in the last ten years in the areas of
food and drink, technology, and fashion.

Monitor and assist as necessary. b Discuss your ideas as a class.

8 Lesson 2
Feedback as a class.

1b
Learners discuss their ideas as a class.

Memo

8 Lesson 2
 Track 04 (page 90, Student Book) 0:21
In this lesson: Discuss how things you like and
Barry
do have changed
Grammar: Used to and past simple I used to hate sports when I was a kid, but I did use to love
kung fu movies. Five years ago, a friend invited me to try
Listening karate with him and I loved it. Now I train every day. I got my
2a Look at the photos and the sentences in the boxes.
black belt last year.
Who do you think says them? Write Barry, Gladys, or Katie above the sentences.

Track 05 (page 90, Student Book) 0:28

Gladys
I never used to like motorcycles or cars when I was young,
but I did use to ride my bicycle to work every day. Anyway,
after I retired, I got my motorcycle licence, bought a big,
red motor tricycle and went riding around Europe for six
Gladys Katie months. It was the best decision of my life!

A
Track 06 (page 90, Student Book) 0:26
1 I used to go to nightclubs every Friday or Saturday night. Katie
2 I got married.
3 I did use to enjoy clubbing. A few years ago, I used to go to nightclubs every Friday or
Saturday night with the girls, but then I got married and had
B
little Oliver. My life changed completely and, although I did
4 I never used to like motorcycles.
5 I did use to ride my bicycle to work every day.
use to enjoy clubbing, I’m now very happy to stay at home
6 I got my motorcycle licence. and relax with my family.

3a
C

7 I used to hate sports.

8 A friend invited me to try karate.
Barry Go over the instructions and example to check
understanding.
b Track 04 Track 05 Track 06 Listen and check your answers to activity 2a.
In pairs, learners read the sentences in activity 2 again,
3a Read the sentences in activity 2 again. Write numbers to answer the questions below.
1 Which sentences talk about a repeated action in the past that doesn’t
and write numbers to answer the questions. If the
happen now? 1 learners are unsure of the answers, encourage them to
2 Which sentences talk about something that happened only once in the past?
guess, and explain that they will check the answers for
3 Which sentences talk about a situation or state that was true in the past,
but is not true now? themselves in activity 3b.
b Read the Language Focus section on page 10 to check your answers.
Lesson 2 9 Monitor and assist as necessary.

3a answers
See 3b answers.
Listening 3b
Go over the explanations and examples in the Language
2a
Focus section on page 10 with learners and ask them to
Go over the instructions and check understanding.
check their answers to activity 3a.
Learners look at the photos, read the sentences in the
boxes and decide who they think says each set. Learners 3b answers
then write Barry, Gladys, or Katie in the correct spaces. 1) sentences 1, 5
2) sentences 2, 6, 8
Monitor and assist as necessary. 3) sentences 3, 4, 7
2a answers
See 2b answers.

2b
Track 04 Track 05 Track 06 Go over the
instructions and check understanding.
Learners listen and check their answers to activity 2a.

Feedback as a class.

2b answers
A – Katie
B – Gladys
C – Barry

Lesson 2 9
 Language Focus Language Focus Practice
We can use used to when we talk about things in 4 Rewrite the sentences below with used to,
As learners have already read this section to check their the past that are not true now. where possible.

answers to activity 3a, only go over anything that is still used to + base form of the verb a I owned a car, but then I sold it.
unclear. It can refer to:
I used to own a car, but then I sold it.

1. repeated actions b I never liked jazz, but I did go to

one concert.
She used to play tennis every weekend, but
now she just watches it on TV.

Practice 2. a situation or state

c My wife didn’t enjoy classical music, but
We used to live in a small flat, but we moved to
4a-i a house last year. now she loves it.

I didn’t use to like her, but now I think

Go over the instructions and example to check she’s great.

understanding. We can add emphasis by using did. d Diane loved summer holidays by the sea.

Learners rewrite the sentences using used to, where I didn’t use to drink a lot of milk, but I did use
to eat a lot of cheese.
possible.
We often use never + used to instead of e I never played basketball, but I did watch
didn’t + use to in negative sentences it on TV.
Monitor and assist as necessary. when speaking.

I didn’t use to enjoy horror films.

I never used to enjoy horror films.
Feedback as a class. We do not use used to when we refer to
f He visited his grandmother every Sunday.

something that happened only once. Instead

4a-i answers we use the past simple.
g My brother lived in America.
a) I used to own a car, but then I sold it. I played football every day.
I used to play football every day.
b) I never used to like jazz, but I did go to one concert. I joined the team when I was 14.

c) My wife didn’t use to enjoy classical music, but now she X I used to join the team when I was 14.
h I never went to the gym, until the doctor

loves it. told me to do more exercise.

d) Diane used to love summer holidays by the sea.

e) I never used to play basketball, but I did use to watch it i I didn’t eat vegetables, but I did eat a
on TV. lot of fruit.

f) He used to visit his grandmother every Sunday.

g) My brother used to live in America.
h) I never used to go to the gym, until the doctor told me to
do more exercise.
i) I didn’t use to eat vegetables, but I did use to eat a lot of
fruit. 10 Lesson 2

Memo

10 Lesson 2
 Sounding Natural Time to Talk
5a Track 07 Listen. Mark ( ) the two main stresses in each sentence.
6a
1 I never used to play basketball, but I did use to watch it on TV.
Go over the instructions and check understanding.
2 I didn’t use to eat vegetables, but I did use to eat a lot of fruit. Learners think about how things they like and do have
b Track 07 Listen again and copy the pronunciation. changed since they were younger. Learners use the table
to make notes.
Time to Talk Monitor and assist as necessary.
6a Think about how the things you like and do have changed since you were younger.
Use the table to make notes.
Don’t feedback at this stage.
in the past now

clothes
wore jeans every day wear a suit
6b
Go over the instructions and example to check
understanding. In pairs, learners talk about how things
food
have changed since they were younger.

music Monitor, but stay in the background as much as possible

during this activity.
hobbies
6c
Feedback. Learners tell the class about their partner’s
job
answers.

study Highlight good use of language and elicit corrections of

any problems you noted.
b Work with a partner.
Discuss how things have changed since you were younger.
example A: When I was a student I used to wear jeans every day, but now I work in an ofce
and I have to wear a suit.
B: Yeah, me too. It used to be much cheaper to wear jeans all the time.
Homework
c Tell the class about your partner’s answers. Highlight the homework reference at the bottom right
Homework 
of page 11 of the Student Book. Ask learners to turn to
Lesson 2 11 page 94.

Set Lesson 2 activity 1 for homework.

Go over the instructions and example for activity 1.
Sounding Natural
Homework Answers
5a 1
Track 07 Learners listen and mark the two main My taste in films has really changed. As a child, I used
stresses in each sentence. to love science fiction and I often used to dream about
flying in space. I never used to have much money, but I
Feedback in pairs, and then as a class. did use to have a part-time job on Saturdays, so I used
to save up every month to buy a cinema ticket. I once
5a answers queued for six hours to see Star Wars! These days, of
See CD script for Track 07 - answers in bold. course, I prefer a good thriller.

Track 07 (page 90, Student Book) 0:19

1) I never used to play basketball, but I did use to watch it
on TV.
2) I didn’t use to eat vegetables, but I did use to eat a lot
of fruit.

5b
Track 07 Learners listen again and copy the
pronunciation.

Lesson 2 11
 3
LESSON
What Are You Excited About?

3 
What Are You Excited About?

LESSON
In this lesson - Find out about the people in your class
Core activities - 1-5, 7
Vocabulary - Adjectives with prepositions Introduction
1 Work with a partner.
Write the adjectives from the box, next to the
correct meanings below.

Introduction interested
similar
risky
1 familiar
aware
Go over the instructions and example to check
understanding. In pairs, learners write the adjectives from wanting to know more
interested
the box, next to the correct meanings. about something

well-known, because you

Monitor and assist as necessary. have seen or experienced
it many times

Feedback as a class. Teach, drill, and board any unfamiliar very like something else,
items. but not exactly the same

1 answers knowing about something

interested - wanting to know more about something dangerous because there

is a chance that something
bad could happen
familiar - well-known, because you have seen or experienced
it many times 2 Complete the sentences below with the adjectives
from activity 1.
similar - very like something else, but not exactly the same a Please stop talking about work. I’m not
really interested .
aware - knowing about something b I’m sure I know him – his face is .
c How embarrassing! I wasn’t
risky - dangerous because there is a chance that something that they were vegetarians, and I cooked a
beef stew!
bad could happen d Our daughters are very and
they like a lot of the same kind of things.

2a-e e Skiing can be quite a sport.

Go over the instructions and example to check 12 Lesson 3

understanding. In pairs, learners complete the sentences
with the adjectives from activity 1.

Monitor and assist as necessary.

Feedback as a class.

2a-e answers
a) Please stop talking about work. I’m not really interested.
b) I’m sure I know him – his face is familiar.
c) How embarrassing! I wasn’t aware that they were
vegetarians, and I cooked a beef stew!
d) Our daughters are very similar and they like a lot of the
same kind of things.
e) Skiing can be quite a risky sport.

12 Lesson 3
 Listening
In this lesson: Find out about the people in your class
Vocabulary: Adjectives with prepositions
3a
Track 08 Direct attention to the picture of Andrew
and Mary. Explain the situation: Andrew is talking to Mary
about an idea that he has.
Go over the instructions and list of statements to check
understanding.

Learners listen to the conversation and underline the

correct options to complete the statements.

Feedback in pairs and then as a class.

3a answers
1) Andrew is thinking about changing his job.
2) Mary thinks Andrew’s idea is risky.
3) Andrew is aware that there could be problems.
4) Andrew knows about computers.
5) In the future, Andrew wants to do something similar.

Listening Track 08 - see page 14

3a Track 08 Listen to Andrew talk to Mary about an idea he has.
Underline the correct options to complete the statements below. 3b
1 Andrew is thinking about buying a new computer / changing his job.
Discuss the question as a class, as a way of rounding off
2 Mary thinks Andrew’s idea is risky / great.
3 Andrew is / isn’t aware that there could be problems. this section of the lesson.
4 Andrew knows / doesn’t know about computers.
5 In the future, Andrew wants to do something completely different / similar.

b What do you think about Andrew’s idea?

Lesson 3 13

Memo

Lesson 3 13
 Language Focus Language Focus
We often use prepositions after adjectives. The preposition we use depends on the adjective.
Go over the explanation with learners. Direct attention to 4a Work with a partner. Read Andrew and Mary’s conversation from activity 3, below.
activity 4a. Complete the conversation with the prepositions from the box.
You need to write some prepositions more than once.

4a
about as at from in of to with

Go over the instructions and example to check Andrew  Andrew 
 
 Mary 
understanding. In pairs, learners read the text of Andrew 

  
… about 
and Mary’s conversation from activity 3 and complete it 


with the prepositions from the box.   Mary 


Andrew … 
Highlight the fact that learners need to write some  Andrew 
prepositions more than once. 
 
 

  
  
Monitor and assist as necessary.  Mary 




Feedback as a class, but don’t give any definite answers at b Track 08 Listen again and check your answers to activity 4a.
this stage – learners will listen to check for themselves in c Read the conversation in activity 4a again.
the next activity. Tick ( ) the correct option to complete the rule below.

We can follow adjective + preposition combinations with...

4b the base form of the verb. ............................

a noun or the –ing form of the verb. .............

Track 08 Learners listen again and check their There is a list of common adjective + preposition combinations in
answers to activity 4a. the Language Reference section on page 109.

Practice
4a+b answers
5 Write numbers to match the beginnings of the sentences on the left with the correct endings on the right.
See CD script for Track 08 - answers in bold. a 1 to Indian elephants.
I’m not really interested 4
b I’ve never been abroad, so I’m 2 of politics because he never listens to
really excited the news.
Track 08 (page 90, Student Book) 1:09 c Football in America is not the same 3 as football in the UK.
d 4 in clothes.
Andrew – I’m thinking of leaving my job. e
I’m not very good
5 at sports.
She’s very different
Mary – Really? That sounds a bit risky. You’ve got a great salary f His company is in trouble, so he’s worried 6 about losing his job.
g 7
and, well, at your age… aren’t you worried about the future? I h
He isn’t really aware
8
with computers?
of living in London.
I’ll never be tired
mean, you might not get another job as good as this one. i African elephants are very similar 9 from her sister.

Andrew – I know, I know… I’m aware of the problems. But I’ve j Are you familiar 10 about going to New York.

14 Lesson 3
been in this job for 20 years now and, to be honest, I’m just tired of
it. I just can’t get excited about going into work these days.
Mary – But if you do decide to leave, what kind of job would you
want?
Andrew – Obviously something I’m interested in. I’m familiar
Practice
with computers, so perhaps something in I.T. I’m pretty good at 5a-j
managing networks. Go over the instructions and example to check
Mary – Well, I guess it could be a chance to change your whole life. understanding. In pairs, learners write numbers to match
Andrew – I don’t know about that. Anything very different from the beginnings of the sentences on the left with the
my current job might be too much of a change. I don’t want correct endings on the right.
something exactly the same as the job I do now, but I would like Monitor and assist as necessary.
something similar to it. Feedback as a class.
5a-j answers
4c
a) I’m not really interested 4 in clothes.
Do this activity as a class. Ask learners to look at the
adjective + preposition combinations in the activity 4a b) I’ve never been abroad, 10 about going to New
text again. Ask learners to underline the correct option in so I’m really excited York.
blue to complete the rule in their books. c) Football in America is not 3 as football in the UK.
the same
4c answers
d) I’m not very good 5 at sports.
We can follow adjective + preposition combinations with a
noun or the –ing form of the verb. e) She’s very different 9 from her sister.
f) His company is in trouble, 6 about losing his job.
Highlight the fact that there is a list of common adjective so he’s worried
+ preposition combinations in the Language Reference g) He isn’t really aware 2 of politics because he
section on page 109 of the Student Book. never listens to the news.
h) I’ll never be tired 8 of living in London.
i) African elephants are very 1 to Indian elephants.
similar
j) Are you familiar 7 with computers?

14 Lesson 3
 Sounding Natural Time to Talk
6a Track 09 Listen. What happens to the underlined letters when we speak naturally?

1 I’m not very good at maths.

7a
2 I’m excited about my trip.
Go over the instructions and check understanding.
3 She’s different from me. Learners work independently to choose five of the
sentences and complete them to make them true for
b Track 09 Listen again and copy the pronunciation.
themselves.

Time to Talk You may like to complete one or two of the sentences
7a Choose five of the sentences below and complete them to make them true for you. yourself as a model, before starting this activity.
• I think I’m quite good at .
Monitor and assist as necessary.
• One thing I’m worried about is .
7b
• I never get excited about . Go over the instructions and example to check
• I think is quite different understanding. In pairs, learners compare the sentences
from . they wrote in activity 7a.
• I’m very interested in . Highlight the fact that they should ask questions to get
• I’m not very aware of .
more information.
Monitor, but stay in the background as much as possible
• I never get tired of .
during this activity.
• I think is / are quite

7c
similar to .

• I’m not really familiar with .

Feedback. Learners tell the class about their partner’s
answers.
b Work with a partner. Compare the sentences you wrote in activity 7a. Highlight good use of language and elicit corrections of
Ask questions to get more information.
example A: I think I‛m quite good at dancing.
any problems you noted.
B: Really? What kind of dance do you do?

c Tell the class about your partner’s answers.

Homework
Highlight the homework reference at the bottom right
Homework 
of page 15 of the Student Book. Ask learners to turn to
Lesson 3 15 page 95.

Set Lesson 3 activities 1 and 2 for homework.

Go over the instructions and examples to check
Sounding Natural understanding.
Learners use Track 10 for activity 1.
6a
Track 09 Learners listen for what happens to the
Homework Answers
underlined letters.
1
6a answers See CD script for Track 10 - answers in bold.
The underlined letters tend not to be pronounced when
Track 10 (page 90, Student Book) 0:35
followed by a consonant. This is an example of elision.
a) worried
b) familiar
Track 09 (page 90, Student Book) 0:19 c) excited
1) I’m not very good at maths. d) different
2) I’m excited about my trip. e) interested
3) She’s different from me. f) similar
g) aware
6b
Track 09 Learners listen again and copy the 2
pronunciation. a) Are you ever worried about money?
b) I’m really tired of clubbing – I just can’t get excited
about it any more.
c) You need to be aware of politics, even if you aren’t
interested in it.
d) Once he becomes familiar with the job, I’m sure he’ll
be good at it.
e) The future is never the same as the past.
f ) I’m quite similar to my sister, but completely different
from/to my brother.
Lesson 3 15
 4
LESSON
It’s a Kind Of…

4 …
It’s a Kind Of…

LESSON
In this lesson - Describe things from your culture
Core activities - 1-5, 7
Function - Describing and explaining what things are

Introduction 1 American football 2 eggnog 3 lacrosse

1a
Go over the instructions and example to check
understanding.
In pairs, learners use their own ideas to put the things in
4 Brussels sprouts 5 cherry blossom viewing 6 lassi
the pictures into four groups.

Monitor and assist as necessary. Introduction

1a Work with a partner. Use your own ideas to put the things in the pictures into four groups.
1b Group 1 Group 2 Group 3 Group 4
Feedback. Learners explain their ideas to the class. American football

2a
Go over the instructions and example to check
understanding. Learners unscramble the words and write
them on the lines.
b Explain your ideas to the class.

Monitor and assist as necessary. 2a Unscramble the words and write them on the lines.

aeocblenirts krnisd doof tropss

Feedback as a class. sports
1
2a answers
See 2b answers. b Write the numbers of the pictures into the correct boxes above.
c Compare the way you grouped the pictures in activity 1 to the way they are grouped in activity 2b.
Are they the same or different?
2b 16 Lesson 4
Go over the instructions and example to check
understanding. Learners write the numbers of the
pictures into the correct boxes in the table.

Monitor and assist as necessary.

Feedback as a class.

2b answers - in bold
2a answers – underlined

celebrations drinks food sports

5, 9, 11 2, 6, 7 4, 8, 12 1, 3, 10

2c
Go over the instructions and check understanding.
Learners compare the way they grouped the pictures in
activity 1 to the way they are grouped in activity 2b and
consider if they are the same or different.

Monitor and assist as necessary.

Feedback as a class.

16 Lesson 4
 Reading
In this lesson: Describe things from your culture
Function: Describing and explaining what things are
3a
Go over the instructions and check understanding.
Learners write names of things from activity 1 to
correctly complete the descriptions.

Monitor and assist as necessary.

7 champagne 8 gooseberries 9 a wedding

Feedback as a class.

3a answers
See 3b answers.
10 golf 11 a birthday 12 trifle

3b
Go over the instructions and check understanding.
Reading
In pairs, learners circle the words in the descriptions that
3a Write the names of things from activity 1 to correctly complete the descriptions below.
helped them to find the answers.
1 is a kind of celebration. It’s something that we
do in Japan in the spring. Monitor and assist as necessary.

2 are a sort of vegetable which we usually eat at Feedback as a class.

Christmas. They look a bit like small cabbages.

3b answers - underlined
3 is a kind of drink. People often have it when 3a answers - in bold
they eat curry. It’s made of yogurt and water, with salt or sugar. Sometimes it’s made
with mango.
1. Cherry blossom viewing is a kind of celebration. It’s
4 is a kind of team sport where players try to run something that we do in Japan in the spring.
with a ball over the other side’s line. It’s a bit like rugby.
2. Brussels sprouts are a sort of vegetable which we usually
eat at Christmas. They look a bit like small cabbages.
b Circle the words in the descriptions that helped you to find the answers.
3. Lassi is a kind of drink. People often have it when they
eat curry. It’s made of yogurt and water, with salt or sugar.
Lesson 4 17 Sometimes it’s made with mango.
4. American football is a kind of team sport where players
try to run with a ball over the other side’s line. It’s a bit
like rugby.

Memo

Lesson 4 17
 Language Focus Language Focus Practice
We can use different expressions to describe and 5a Work with a partner. Read the descriptions
Go over the explanations and examples with learners. explain what something is. below. Make a note of one thing that can fit
each description.
You will be aware that there is a subtle distinction We can say what kind of thing it is.
They’re
between made of and made with. kind of / sort of + general word
a kind It’s a place
He’s a kind of police officer.
We can use made of to talk about the basic materials It’s a kind of food.
of where you
musician. can have a
used in something, e.g. Lassi is made of yoghurt and water. It’s a sort of car.
barbecue.
We can use made with when we talk about one or more We can compare it to similar things.
It’s made
ingredient of something, basic or otherwise. Compare: (a bit) like + related word
with eggs. It looks
It’s like a frying pan. a bit like a
( ) Lassi is made with yoghurt and water. (basic ingredients) He’s a bit like my boss.
It tastes television.
It’s a bit like Christmas.
( ) Lassi is made of yoghurt and water. (basic ingredients) a bit like
We can use (a bit) like with verbs of sensation
( ) Lassi is sometimes made with mango. (taste, smell, look, etc.).
chicken. It’s something
(non-basic ingredient) which you do
It tastes a bit like steak.
It smells at the end of
(X) Lassi is sometimes made of mango. It smells like cheese.
It looks a bit like my gold ring.
like the year.
(non-basic ingredient) flowers.
We can give information with a defining
It is probably best not to go into this unless it is raised by relative clause (underlined in the examples). It’s made
a learner. something / general word + defining relative of plastic.
clause
It’s something that you do at New Year. Notes
4 It’s a drink which we make at Christmas.
He’s a little boy who has a robot cat.
Go over the instructions and check understanding. We can say what it’s made of / with.
Learners find and underline examples of the language It’s made of wood.
from the Language Focus section in the descriptions in It’s made with potato, milk and butter.

activity 3. You might want to do the first one as a class. 4 Find and underline examples of this language in the
descriptions in activity 3.

Monitor and assist as necessary.

Feedback as a class.

4 answers
1. Cherry blossom viewing is a kind of celebration. It’s
something that we do in Japan in the spring.
2. Brussels sprouts are a sort of vegetable which we b Share your ideas with the class.

usually eat at Christmas. They look a bit like small

18 Lesson 4
cabbages.
3. Lassi is a kind of drink. It’s something that people have
when they eat curry. It’s made of yogurt and water,
with salt or sugar. Sometimes it’s made with mango. Practice
4. American football is a kind of team sport where players
try to run with a ball over the other side’s line. It’s a bit 5a
like rugby. Go over the instructions and check understanding.
In pairs, learners read the descriptions and make a note
of one thing that can fit each description. Point out
that there are no specific answers, and that the learners
should give their own opinions.

5a possible answers
They’re a kind of musician. a guitarist
It’s a place where you can have a barbecue. a garden
It’s made with eggs. omelette
It looks a bit like a television. a computer monitor
It tastes a bit like chicken. rabbit
It’s something which you do at the end of the year.
go to parties / send greeting cards
It smells like flowers. perfume
It’s made of plastic. a Frisbee™

5b
Feedback. Learners share their ideas with the class.

18 Lesson 4
 Sounding Natural Time to Talk
6a Track 11 Listen. Do the underlined parts of the sentences sound the same or different?

1 They’re a kind of musician.

7a
2 It looks a bit like a television.
Go over the instructions and check understanding.
In pairs, learners make a note of three things from their
b Track 11 Listen again and copy the pronunciation. culture. These could be from the ideas given or ideas of
their own. Explain that learners should keep their ideas
secret, as they will work with another partner and try to
Time to Talk
guess each other’s ideas.
7a Work with a partner.
Make a note of three things from your culture.
They could be from the ideas below, or ideas of your own.
Keep your ideas secret.
7b
Go over the instructions and check understanding.
celebrations food places drinks sports Learners change partners. In their new pairs, learners
take turns to describe the things they made a note of and
guess what their partner describes. Highlight the fact that
learners should try to use expressions from the lesson.
Monitor and assist as necessary.

7c
Feedback. Learners tell the class how many things they
guessed correctly.

Homework
Highlight the homework reference at the bottom right of
page 19 of the Student Book. Ask learners to turn to
page 96.
Set Lesson 4 activities 1 and 2 for homework.
b Change partners. Take turns to describe the things you made a note of.
Try to use expressions from this lesson.
Go over the instructions and make sure learners
Guess what your partner describes. understand what to do.
c How many things did you guess correctly? Tell the class. Homework 

Lesson 4 19
Homework Answers
1
1
s
Sounding Natural 2
p e r s i m m o n
a
6a g
Track 11 Go over the instructions and check
understanding. h
Learners listen for whether the underlined parts of the e
sentences sound the same or different. 3
c a c t u s
Feedback as a class. t
4
i c
6a answers
The underlined parts sound the same. They are all b o
pronounced with a schwa /ə/ sound. 5
c o u r g e t t e s
l
Track 11 (page 90, Student Book) 0:15
6
1) They’re a kind of musician. o r c h a r d
2) It looks a bit like a television. g
7
f l a n n e l
6b
Track 11 Learners listen again and copy the e
pronunciation. 8
s e c a t e u r s
e
2
suggested answer
1. It’s a kind of pasta dish. It’s made with tomatoes, herbs,
mince, onions, and garlic.

Lesson 4 19
 5 Animal Trouble
LESSON

5 
Animal Trouble

LESSON
In this lesson - Retell a story
Core activities - 2-6
Skills - Extended listening and speaking Introduction
1a Work with a partner.
Write the words from the box into the correct places in the diagram.

Introduction pet chicken domestic farm seal wild

1a cat

Go over the instructions and example to check

understanding. In pairs, learners write the words from the pet
giraffe
box into the correct places in the diagram.
animal
Monitor and assist as necessary. sheep

Feedback as a class. Teach, drill, and board any unfamiliar

items.

1a answers
b Complete the diagram with your own ideas.

2 Read the words in the word cloud.

cat Circle the things in the word cloud that you can see in the picture on page 21.

learner’s
pet
answer climbed up
giraffe
learner’s
reghters roof garage
animal rushed outside
answer
seal wild animal domestic Claire Walters South Wales
sheep ladder re engine
learner’s
answer
unharmed
farm chicken

learner’s
answer 20 Lesson 5

1b
Go over the instructions and check understanding.
In pairs, learners complete the diagram with their own 2 answers
ideas. The following items can be seen in the picture:
firefighters
Monitor and assist as necessary. roof
ladder
Feedback as a class. fire engine

1b answers
Accept any reasonable answers.

2
Go over the instructions and check understanding. In
pairs, learners read the words in the word cloud. They
circle the things in the word cloud that they can see in
the picture on page 21.

Monitor and assist as necessary.

Feedback as a class. Teach, drill, and board any unfamiliar

items.

20 Lesson 5
 Listening
In this lesson: Retell a story
Skills: Extended listening and speaking
3a
Explain that learners are going to listen to a story about
Listening an animal.
3a You are going to listen to a story about an animal.
Go over the instructions and questions to check
Before you listen, discuss the questions below with a partner. understanding.
1 The words in activity 2 are all from the story. In pairs, learners discuss the questions.
What do you think happens in the story?
2 What kind of animal do you think the story is about?
Monitor and assist as necessary.
b Discuss your ideas with the class.

c Track 12 Listen to the story and check your ideas from activity 3a. 3b
Feedback. Learners discuss their ideas from activity 3a as
a class.
Accept and board any reasonable ideas, but don’t give
any definite answers at this stage – learners will listen to
check for themselves in the next activity.

3c
Track 12 Learners listen to the story and check their
ideas from activity 3a.

Feedback in pairs and then as a class.

Accept any reasonable ideas.
Explain that learners will listen again to further confirm
their ideas.

CD script for Track 12 - see page 23.

Listening Tip
Use Key Words to Retell Stories
Focus on key words when you listen to a story. Use these
Lesson 5 21
to retell the whole story in your own way.

Memo

Lesson 5 21
 4a
Highlight the Listening Tip box and go over the
explanation with learners.
Explain that learners are going to retell, in their own
words, the story they heard, but that they will have a Listening Tip

chance to listen again before they do so. Use key words to retell stories

Direct attention to the list of excerpts from the story. Focus on key words when you listen to a story.
Use these to retell the whole story in your own way.
Go over the instructions and check understanding.
In pairs, learners read the excerpts from the story 4a Work with a partner.
they heard in activity 3, and underline any words or Read the excerpts, below, from the story you heard in activity 3.
Underline any words or expressions you don’t know.
expressions they don’t know.
Monitor and assist as necessary. she suddenly heard .....................................
watching TV in her living room .................... 1

4b
pull up in the street .....................................
a crowd of people all looking upwards ........
As a class, learners discuss the meanings of the words terrified that her house was on fire ..............

and expressions they underlined in activity 4a. finally persuaded the animal .......................
a fire service spokesman said ......................
none the worse for its adventure ..................
Teach, drill, and board any unfamiliar items, e.g. later spotted eating a mouthful of grass .......

pull up – (said of a car or other vehicle) to stop

somewhere; a driver can also ‘pull up’ a car b As a class, discuss the meanings of the words and expressions you underlined in activity 4a.

persuaded – made someone (or something) do or c Track 12 Listen to the story again.

believe something by talking to them Number the excerpts in activity 4a in the order you hear them.

spokesman – someone who speaks (officially) for an

organisation
none the worse for – not be hurt or damaged by (an
experience)
spotted – (here a passive use) be seen or noticed by
someone

4c
Track 12 Go over the instructions and check
understanding.
Learners listen to the story again and number the
excerpts in activity 4a in the order they hear them.
22 Lesson 5
Feedback in pairs and then as a class.

4c answers
she suddenly heard 2
watching TV in her living room 1
pull up in the street 3
a crowd of people all looking upwards 5
terrified that her house was on fire 4
finally persuaded the animal 7
a fire service spokesman said 6
none the worse for its adventure 9
later spotted eating a mouthful of grass 8

22 Lesson 5
 Track 12 (page 90, Student Book) 0:54
Claire Walters was watching TV in her living room when she
5a Work with a partner. suddenly heard two fire engines pull up in the street outside
Write, in your own words, the story you listened to, but include all the excerpts from activity 4a.
You can also use the words from activity 2 to help you. her house. Terrified that her house was on fire, she rushed
outside and saw a crowd of people all looking upwards.
Claire also looked up and saw a sheep standing on her roof.
A fire service spokesman said that the sheep had got onto the
roof from a garage at the back of Claire’s house. Firefighters
climbed up a ladder and talked to the sheep for 40 minutes,
and finally persuaded the animal to climb back down.
The sheep was later spotted eating a mouthful of grass in its
field near the small town of Usk in South Wales. It seemed
unharmed and none the worse for its adventure.

Time to Talk
6
Go over the instructions and check understanding.
Learners work with a new partner and take turns to retell
the story without reading what they wrote.
b Work with another pair and compare your stories.
Make any changes to your story that you want to. Monitor, but stay in the background as much as possible
c Track 12 Listen again to the original story. Compare your story to it.
during this activity.
Make any changes to your story that you want to.
Feedback. Ask learners how similar or different the stories
they told were to each other’s.

Time to Talk Highlight good use of language and elicit corrections of

6 Work with a new partner.
any problems you noted.
Take turns to retell the story without reading what you wrote.
You may like to refer learners to Track 12 on page 90 of
the Student Book so that they can compare their versions
Homework  of the story with it.

Lesson 5 23
Highlight the fact, however, that the point of the activity
was not to reproduce a word-perfect copy of the script,
but to reconstruct a reasonably detailed and accurate
version of it.
5a
Go over the instructions and check understanding. In pairs,
learners write the story from activity 3 in their own words.
Highlight the fact that learners should include all the Homework
excerpts from activity 4a, and that they can also use
words from activity 2. Highlight the homework reference at the bottom right
Set a time limit of five minutes. of page 23 of the Student Book. Ask learners to turn to
page 97.
Monitor and assist as necessary. Ensure that both learners
in each pair make a copy of the story they are writing. Set Lesson 5 activities 1 and 2 for homework.
Go over the instructions and example for activity 1.
5b Learners use Track 13 for activity 2.
Go over the instructions and check understanding.
Learners compare their stories with another pair and make
any changes to their stories that they want to. Homework Answers
Monitor and assist as necessary. 1+2
See CD script for Track 13 - answers in bold.
5c
Track 12 Go over the instructions and check Track 13 (page 91, Student Book) 0:46
understanding. a) she suddenly heard
Learners listen again to the original story, comparing b) a crowd of people
their own story to it and making any changes to their c) pull up in the street
stories that they want to. d) her house was on fire
e) persuaded the animal
Allow some time after listening for learners to complete
f ) none the worse for its adventure
the changes they want to make.
g) eating a mouthful of grass
Feedback in pairs. Learners compare the changes they h) a fire service spokesman
have made.
Monitor and assist as necessary.

Lesson 5 23
 6
LESSON
Stretching the Truth

6 
Stretching the Truth

LESSON
In this lesson - Talk about lies and making things up
Core activities - 1a, 2-5, 7
Grammar - Structures with reporting verbs
Introduction
Examples:
1a Complete the phrases below with the verbs from the box, then draw lines to match the phrases with the
I thought that it was an awful film. meanings on the right. Use each verb only once.
tell make stretch take
She told me she likes me.
make the facts seem better than they
He asked when the wedding is. 1 tell a white lie a
really are

She asked if I ever go skiing. 2 the truth b

say something untrue to protect
someone’s feelings
We invited them all to have lunch with us next Tuesday. give an explanation or tell a story
3 somebody in c
I told him to work harder. that is not true

She asked them not to talk so loudly. 4 something up d

trick someone and make them
believe something that is not true

b Discuss the questions below as a class.

1 Is it OK to tell white lies? Why or why not?

Introduction 2 Is it ever OK to stretch the truth (e.g. when you apply for a job)?
3 Is taking someone in always bad?
4 Have you ever told a child that Father Christmas is real?
1a
Go over the instructions and example to check Reading
understanding. In pairs, learners complete the phrases 2a Read the title and first paragraph of the article on page 25 and look at the picture of Harry.
with the verbs from the box, then draw lines to match the What do you think Harry’s secret is?
b Read the rest of the article to check your ideas from activity 2a.
phrases with the meanings on the right. c Work with a partner.
Highlight the fact that each verb can be used only once. Write no more than three words from the article to show who said or thought the sentences below.
1 ‘He’s a likeable, clever 17-year-old.’ the teachers
2 ‘Come out with us.’
Monitor and assist as necessary. 3 ‘Leave me alone!’
4 ‘I prefer to stay at home and study.’

Feedback as a class. 5 ‘Where is your mother?’

6 ‘My mother is an opera singer.’
7 ‘Would you like to join us on a trip to Tenerife?’
Teach, drill, and board any unfamiliar items. 8 ‘Please show me your passports.’

3 Why do you think Harry did what he did?

1a answers 24 Lesson 6

1) tell a white lie b say something untrue to protect

someone’s feelings
Reading
2) stretch the a make the facts seem better than
truth they really are 2a
Direct attention to the article on page 25 and the picture
3) take somebody d trick someone and make them of Harry Speed.
in believe something that is not true You may like to point out that the article is based on a
true story.
4) make c give an explanation or tell a story
something up that is not true Go over the instructions and check understanding.
Learners read the title and first paragraph of the article,
1b look at the picture of Harry, and consider what Harry’s
Go over the questions and check understanding. secret is.
Discuss the questions briefly as a class.
Monitor and assist as necessary.
Feedback in pairs and then as a class. Encourage
speculation and accept any reasonable ideas.

2b
Learners read the rest of the article to check their ideas
from activity 2a.
Feedback in pairs and then as a class.

2a+b answers
Harry’s secret was that he was a 32-year-old man posing as
a 17-year-old teenager.

24 Lesson 6
 3
In this lesson: Talk about lies and making things up Take brief responses as to why learners think Harry did
Grammar: Structures with reporting verbs
what he did.
Direct learners to Harry’s story on page 89 of the
Student Book. Ask them to read this to check their ideas.

Harry’s Monitor and assist as necessary.

Feedback as a class.

High 3 answers
Harry did what he did in a desperate attempt to get back

School
into medical school, after he had failed to do so by other
means for ten years.

Secret
 







 




 









Lesson 6 25

2c
Go over the instructions and example to check
understanding.
In pairs, learners write no more than three words from
the article to show who said or thought each of the
sentences.

Point out that learners can reread the article as and if

they need to.

Monitor and assist as necessary.

Feedback as a class.

2c answers
1) ‘He’s a likeable, clever 17-year-old.’ the teachers
2) ‘Come out with us.’ the other kids / his classmates
3) ‘Leave me alone!’ Harry / Bill
4) ‘I prefer to stay at home and study.’ Harry / Bill
5) ‘Where is your mother?’ the other kids / his classmates
6) ‘My mother is an opera singer.’ Harry / Bill
7) ‘Would you like to join us on a trip to Tenerife?’ the other
kids / his classmates / some students
8) ‘Please show me your passports.’ the travel agent

Lesson 6 25
 Language Focus Language Focus Practice
We can use different verbs and structures when we 5 Write the words in the correct order to make
Go over the explanations and examples with learners. report what someone thinks or says. reporting sentences. You need to add one more
Point out that there are many other reporting verbs and We can report thoughts with think plus
a that-clause.
word to make each sentence. Sometimes more
than one answer is possible.
other structures, but that these are some of the most I thought that you were coming to the party.
a me / be / told / he / quiet
common. We can report statements with say or tell He told me to be quiet.
You may like to point out, if necessary, that the verbs in plus a that-clause.
b that / tired / said / he / not / he
If we use tell as the reporting verb, we mention
the reported clauses often, but not always, ‘move back’ a a person before the that-clause.
tense in reported speech. Whether or not this happens He said that he likes watching films.
I told them that I was tired.
will depend on the sense of what is being reported, and c invited / I / come / her
We often leave out that in informal speech.
its relation to the time when the report takes place.
He said he likes watching films.
I told them I was tired. d could / he / down / he / sit / asked
4 We can report wh-questions with ask plus a
Ask learners to work in pairs to read the article about clause beginning with a question word.
The word order is the same as for statements.
Harry Speed on page 25 of the Student Book again, and We don’t use question marks.
e that / happy / she / told / us / she

underline more examples of the verbs and structures She asked (me) where I live.

from the Language Focus section. We can report yes/no questions with ask plus f me / he / pay / asked
an if-clause.
We can use whether instead of if.
Monitor and assist as necessary. He asked (me) if I liked Indian food.
He asked (me) whether I liked Indian food. g brothers / asked / has / they / many / she

4 answers underlined and numbered in text as follows: We can report requests, invitations and
commands with ask, invite or tell
(1) reported thoughts / statements (think / say / tell plus person + to + base form of the verb.

(person) + that-clause) They asked me to help.

I invited him to come to the party.
(2) reported wh-questions (ask + clause beginning with We told them to be quiet.
question word)
4 Read the article on page 25 about Harry Speed
(3) reported yes/no questions (ask + if-clause) again. Underline more examples of the verbs and
structures above.
(4) reported requests, invitations and commands (ask,
invite, or tell + person + to + base form of the verb)

Reading text
Harry’s High School Secret
Harry Speed was one of the best students in Lyle High
School, Scotland. (1) The teachers all thought that he was 26 Lesson 6
a likeable, clever 17-year-old. He worked hard and got top
marks in his exams, but he never spent his free time with
the other kids. (4) They invited him to come out with them,
but (4) he told them to leave him alone. (1) He said that he
preferred to stay at home and study.
Practice
5a-g
He lived in a house on his own and did all his own cooking
Go over the instructions and example to check
and cleaning. When (2) Harry’s classmates asked him where
understanding.
his mother was, (1) he told them that she was an opera
In pairs, learners write the words in the correct order
singer and that she was touring around Europe.
to make reporting sentences.
Point out that learners will need to add one more word to
After they graduated from high school, (3) some students
make each sentence, and that sometimes more than one
asked Harry if he would like to join them on a trip to the
answer is possible.
sunny, Spanish island of Tenerife. They all went to buy their
tickets together, but Harry’s friends discovered something 5a-g answers - additional words in bold
shocking when (4) the travel agent asked them to show their a) He told me to be quiet.
passports. Harry showed his and they all saw that he was b) He said that he was / is not tired.
actually a 32-year-old man named Bill Ferguson! c) I invited her to come.
d) He asked if / whether he could sit down.
e) She told us that she was / is happy.
f) He asked me to pay.
g) They asked how many brothers she has.

26 Lesson 6
 Sounding Natural Time to Talk
6a Track 14 Listen. What happens to the underlined letters when we speak naturally?

1 I asked how many brothers they have.

7a
2 He asked me to pay. Go over the instructions and check understanding.
3 She asked where I live. Learners work independently to make a note of their
4 He asked if I liked Indian food.
answers to the questions.
b Track 14 Listen again and copy the pronunciation. You may like to board brief notes of your own answers to
the questions, as a model.
Allow learners time to think and write.
Time to Talk
7a Work on your own. Make a note of your answers to the questions below.
Monitor and assist as necessary.
Have you ever told a white lie?
Who did you tell it to? What did you say?
7b
Go over the instructions and check understanding.
In pairs, learners share their answers to the questions
in activity 7a. Highlight the fact that they should ask
Has anyone given you an answer that you didn’t believe?
questions to get more information.
What did you ask? What did they tell you?

Monitor, but stay in the background as much as possible

during this activity.

7c
Has anyone ever asked or told you to do something you didn’t want to do? Feedback. Learners tell the class about their partner’s
What did they ask? What did you think?
answers.
Highlight good use of language and elicit corrections of
any problems you noted.

b Work with a partner.

Share your answers to the questions in activity 7a.
Homework
Ask questions to get more information.

c Tell the class about your partner’s answers.

Homework  Highlight the homework reference at the bottom right
of page 27 of the Student Book. Ask learners to turn to
Lesson 6 27 page 97.

Set Lesson 6 activities 1 and 2 for homework.

Go over the instructions and example for activity 1.
Sounding Natural Make sure learners understand what to do for activity 2.

6a Homework Answers
Track 14 Learners listen for what happens to the 1
underlined letters when we speak naturally. a) She told / asked / said me to sit down.
b) They said / thought / asked that he was a great boss.
6a answers c) He asked if / that / whether she was married.
The underlined letters tend not to be pronounced in d) I asked that / what / if he wanted to eat.
connected speech. This is an example of elision. e) He told / said / asked us that he liked tennis.
f ) I said / invited / asked him to have lunch.
Track 14 (page 91, Student Book) 0:26
2
1) I asked how many brothers they have.
Learner’s own answers.
2) He asked me to pay.
3) She asked where I live.
4) He asked if I liked Indian food.

6b
Track 14 Learners listen again and copy the
pronunciation.

Lesson 6 27
 7
LESSON
Friends and Neighbours

7 
Friends and Neighbours

LESSON
In this lesson - Tell people about a relationship in your life
Core activities - 1a, 2-5, 7
Vocabulary - Some uses of go and get

Introduction
1a Introduction
Go over the instructions and example to check 1a Work with a partner.
understanding. Write go or get into the spaces below, so that the expressions on the left match the meanings on the right.
expressions meanings
In pairs, learners write go or get into the spaces, so that get a cold ....................................................... become ill with a cold
the expressions on the left match the meanings on the abroad ................................................... travel to a foreign country
right. into something ................................... become interested in something

grey ......................................................... start to have grey hair

Monitor and assist as necessary. halves ..................................................... share the cost of something with someone

into detail .............................................. include all the details in an explanation

Feedback as a class. Teach, drill, and board any unfamiliar on a date ................................................ have a romantic meeting somewhere with someone

items. on someone’s nerves ...................... annoy someone and make them angry

on well .................................................... have a good relationship with someone

1a answers out ............................................................. have a romantic relationship and date with someone

to know .................................................. slowly learn more about someone

expressions meanings on .............................................................. talk a lot about something and annoy people

into an argument ............................... begin having an argument

get a cold become ill with a cold
b Complete the sentences below with expressions from activity 1a.
Put the verbs into the correct form.
go abroad travel to a foreign country 1 My throat hurts and I’m sneezing. I think I’m getting a cold .
2 We need more information on this plan. Could you , please?
get into become interested in something 3 We’re tomorrow. First a movie, and then a meal in a restaurant.
4 We wanted to celebrate, so we on a bottle of champagne.
something 5 You need to take your passport when you .
6 She never stops talking about her boyfriend. She just about
go grey start to have grey hair how wonderful he is.
28 Lesson 7

go halves share the cost of something with

someone
1b
go into detail include all the details in an Go over the instructions and example to check
explanation understanding. In pairs, learners complete the sentences
with expressions from activity 1a. Highlight the fact that
go on a date have a romantic meeting learners should put the verbs into the correct form.
somewhere with someone
Monitor and assist as necessary.
get on annoy someone and make them
someone’s angry Feedback as a class. Teach, drill, and board any unfamiliar
nerves items.

get on well have a good relationship with 1b answers

someone 1) My throat hurts and I’m sneezing. I think I’m getting a
cold.
go out have a romantic relationship and 2 ) We need more information on this plan. Could you go
date with someone into detail, please?
3 ) We’re going on a date tomorrow. First a movie, and then
get to know slowly learn more about someone a meal in a restaurant.
4) We wanted to celebrate, so we went halves on a bottle of
go on talk a lot about something and
champagne.
annoy people
5 ) You need to take your passport when you go abroad.
get into an begin having an argument 6) She never stops talking about her boyfriend. She just goes
argument on about how wonderful he is.

28 Lesson 7
 2b answers - in bold
In this lesson: Tell people about a relationship in your life 4 answers - underlined
Vocabulary: Some uses of go and get
Reading text
Married for three years, but friends forever
Reading
2a Read the title of the article about Kenny and I have always been friends. I was born
Karen and Kenny on page 29 and next door to him, and I got to know him when we
look at their picture.
What kind of relationship do you think played together in the street as little kids. When
they have?
Tick ( ) an option below.
1 we were 16, we went to watch a movie together,
and on the way home we went for a coffee.
they are brother and sister Married for three years, I guess that was our first date. After that, we
they are married but friends forever started going out.
they are good friends

We got engaged when we were 19 and we got

3
b Read the article and number the

 married a year later, which was far too young.
paragraphs to put them into the 
correct order.
Check your ideas from activity 2a.
1 
 He was lovely. He wore these big, thick glasses
You have one minute. 

and he was really shy! He used to get so nervous
when he talked to me, but he always made me
c Read the article again.  2
Circle the correct options to show  feel happy. My mother absolutely loved him. She
if the statements below are
true (T) or false (F). 
always said that when we got older, we should


get married.
1 Karen and Kenny
are friends. ................................... T / F 

2 They met at high school. ...... T / F



We never stopped being friends, though. We’re
3 They watched a movie and both getting old and going grey now, and I
had a coffee on their 
first date. ..................................... T / F  couldn’t imagine my life without him. He still
4 Kenny used to become

 5 lives in the same street as me and we see each
nervous when he talked
to Karen. ........................................ T / F


other almost every day. I get on really well with
5 They married when  his girlfriend, and we all go out for a meal once a
they were 21. ............................... T / F
6 They are married today. ....... T / F  month. We even go dancing now and then!

7 They are too old to dance. ... T / F 
 Living together can be quite different from being
3 Do you think Karen and Kenny’s relationship 
. friends. We got on each other’s nerves. I wanted
is unusual? Why?
us to start a family, but he just wasn’t ready.
4
Lesson 7 29 We got into arguments nearly every day. Living
together wasn’t working, so we got divorced after
three years of marriage.

Reading 2c
Go over the instructions and example to check
2a understanding. In pairs, learners read the article again and
Draw attention to the article about Karen and Kenny on circle the correct options to show if the statements are true
page 29. (T) or false (F).
Learners read the title of the article and look at the picture,
then tick an option to show what kind of relationship they Monitor and assist as necessary.
think Karen and Kenny have.
Feedback as a class.
Encourage learners to speculate. Assure them that they will
be able to check their ideas in the next activity. 2c answers
1) Karen and Kenny are friends. T
2b 2) They met at high school. F
Go over the instructions and example to check 3) They watched a movie and had a coffee on their
understanding. Learners read the article quickly, number first date. T
the paragraphs to put them into the correct order, and 4) Kenny used to become nervous when he talked
check their ideas from activity 2a. Set a time limit of one to Karen. T
minute. 5) They married when they were 21. F
6) They are married today. F
Monitor and assist as necessary. 7) They are too old to dance. F
Feedback in pairs and then as a class.
3
Take brief responses to the questions as a way of
rounding off this section of the lesson.

Lesson 7 29
 Language Focus Language Focus Practice
We can use go in various ways, to talk 5 Use the words from the boxes to complete the
Go over the explanations and examples with learners. about activities. sentences below.
Put the verbs into the correct form and use to
go + -ing form of the verb for many general or a where necessary.
4 activities where we move about
adjectives
In pairs, learners read the article on page 29 again to find He went skiing last year.
She goes running every evening. cold
and underline more examples of the uses of go and get friendly
go + to + base form of the verb for activities with wrong
covered in the Language Focus section. a definite beginning and end tired
They go to watch the boat race every summer.
He’s gone to meet a friend. verbs
Monitor and assist as necessary. see
go (out) for a + noun for many fairly short, free
shop
time activities
marry
Feedback as a class. Do you want to go (out) for a walk?
We go for a meal every Friday. nouns
4 answers We can use get with past participles and many coffee
meal
Underlined in the Reading text in activity 2b answers. adjectives to describe a change of state.
It has a similar meaning to become. swim

You may also like to point out the following expressions with get + past participle
a She got tired of sunbathing,
go and get, introduced in activity 1a: How did the window get broken?
He quickly got dressed and left for work. so she went for in the sea.
I got to know him. (para 1) get + adjective
b We got last year - it

going out (para 1) I forgot my umbrella and got very wet.

was a lovely wedding.
c Drink your coffee before it gets
We got on each other’s nerves. (para 4) It gets dark quite early in the winter.
.
We got into arguments nearly every day. (para 4) We usually use go, not get, with colours and d We’re getting quite
many negative adjectives, such as bad, bald,
I get on really well with his girlfriend. (para 5) mad and wrong, but we use get with tired, old,
and we sometimes go for
before work.
sick, angry, bored, and ill.
e We both like clothes and we often go
Point out that we also use go and get in many idioms It’s autumn and the leaves are going red. together.
We planned the meeting really carefully, but
and phrasal verbs, and direct learners to activity 1a for everything went wrong.
f He lives quite far away, but I go
him when I have
some examples. Let’s stop – everyone is getting tired.
Bob quit his job after he got ill. the time.
g I didn’t want to cook, so we went out
4 Read the article on page 29 again. for .
Find and underline more examples of these uses
h We used to be good friends, but

Practice
of go and get.
something went and I
We also use go and get in many idioms and
never see her now.
phrasal verbs.
Look at activity 1a for some examples.
5a-h
Go over the instructions and example to check
understanding. In pairs, learners use the words from the 30 Lesson 7
boxes to complete the sentences.
Point out that learners will need to put the verbs into the
correct form, and use to or a where necessary.

Monitor and assist as necessary.

Feedback as a class.

5a-h answers
a) She got tired of sunbathing, so she went for a swim in
the sea.
b) We got married last year - it was a lovely wedding.
c) Drink your coffee before it gets cold.
d) We’re getting quite friendly and we sometimes go for (a)
coffee before work.
e) We both like clothes and we often go shopping together.
f) He lives quite far away, but I go to see him when I have
the time.
g) I didn’t want to cook, so we went out for a meal.
h) We used to be good friends, but something went wrong
and I never see her now.

30 Lesson 7
 Sounding Natural Time to Talk
6a Track 15 Listen. How do we pronounce the underlined parts of the sentences below?

1 We went for a walk.

7a
2 They went for a swim in the sea. Go over the instructions and check understanding.
3 Would you like to go for a drive? Learners work independently to think about
a relationship in their life and use the table to make some
b Track 15 Listen again and copy the pronunciation.
notes about it.

Time to Talk
Monitor and assist as necessary.
7a
7b
Work on your own. Think about a relationship in your life.
Use an idea from below or one of your own.

someone you met at school a colleague a friend a neighbour

Go over the instructions and example to check
understanding. In pairs, learners tell each other about the
Use the table below to make some notes about your relationship.
people they made notes on in activity 7a.
Who is the person?
Highlight the fact that learners should try to use
expressions with go and get.
Where / How did you meet?
Monitor, but stay in the background as much as possible
during this activity.
How do you get on?
7c
Learners tell the class about their partner’s relationship.
What do you do together?
Highlight good use of language and elicit corrections of
any problems you noted.
How has your relationship changed?

b Work with a partner. Tell each other about the person you made notes on in activity 7a.
Homework
Try to use expressions with go and get.
example A: I got to know Tony in primary school. We sometimes go scuba diving together. Highlight the homework reference at the bottom right of
B: When did you get into that? page 31 of the Student Book. Ask learners to turn to page 98.
c Tell the class about your partner’s relationship.
Homework 
Set Lesson 7 activities 1 and 2 for homework.
Lesson 7 31 Go over the instructions and examples to check
understanding.

Homework Answers
Sounding Natural 1
a) It was a terrible meeting. He went into detail and
6a everyone got X bored.
b) We went on a lovely date last night. We went for
Track 15 Learners listen for how we pronounce the
a meal in that nice Italian restaurant.
underlined parts of the sentences. c) Don’t pay the whole bill - we can go X halves.
d) I got X a cold last week, but I think I’m getting X better
6a answers
now.
The underlined parts of the sentences tend to be
e) We’re getting to know the new boss, and I think we’ll
pronounced as / fərə / in connected speech.
get on well.
f ) I go for a run after I get X dressed every morning.
Track 15 (page 91, Student Book) 0:20 g) They got X married and went X abroad for their
1) We went for a walk. honeymoon.
2) They went for a swim in the sea. h) She’s always going on about her work, and it really
3) Would you like to go for a drive? gets on my nerves.
i) I’m going X bald, but I’m still handsome!
6b 2
a) It’s getting rather hot in here - can I open the window?
Track 15 Learners listen again and copy the
b) It’s a lovely evening - let’s go for a walk.
pronunciation.
c) In the winter, we always go skiing for a week in the Alps.
d) The sky went black and then it started to rain. We got
really wet!
e) I got interested in flamenco last year, and now I go
dancing every week.
f ) It’s the autumn - the days are getting shorter and the
leaves are going red.

Lesson 7 31
 8
LESSON
I’m Sorry, What Was That?

8 
I’m Sorry, What Was That?

LESSON
In this lesson - Exchange and check information
Core activities - 2-6, 8
Function - Checking and confirming information and
making yourself clear

Introduction
1a
Go over the instructions and examples to check
understanding.
In pairs, learners make a list of situations where they
might need to ask someone to repeat what they said.
Introduction
Monitor and assist as necessary. 1a Work with a partner.
Make a list of situations where you might need
to ask someone to repeat what they said.

1b In a language classroom.

Feedback as a class. On the telephone.

In a restaurant.
Accept any reasonable ideas.

b Share your ideas with the class.

32 Lesson 8

Memo

32 Lesson 8
 3a-f answers
In this lesson: Exchange and check information Conversation 1
Function: Checking and confirming information and making yourself clear
a) Jessica
b) 060 768 49 8877
Listening c) Jones
2 Track 16 Track 17 Conversation 2
Listen to Mike making two phone calls. d) A Chinese restaurant.
Underline the correct answers to the
questions below. e) 7.30
Conversation 1 f) 7.15
What is Mike doing?
a Arranging a delivery.
b Asking to speak to someone. Track 16 (page 91, Student Book) 1:17
c Collecting a car.
Conversation 1
Conversation 2 Receptionist - Good morning, Custom Car, how can I help
What is Mike doing?
a Booking a hotel.
you?
b Arranging to meet a friend. Mike - Um, yes, good morning, could I speak to Jessica,
c Reserving a table at a restaurant. please?
Receptionist - I’m sorry, did you say, ‘Jessica’?
3 Track 16 Track 17
Mike - Yes, that’s right.
Listen to the phone calls again.
Write a word or a number to answer Receptionist - I’m sorry, but she’s on the other line. Could
each question.
I take a message?
Conversation 1
Mike - Oh, well could you ask her to call Mike Jones.
a Who does Mike want to speak to?
Receptionist - Yes, of course, sir. What’s your number?
b What is Mike’s telephone number? Mike - Er, it’s erm… oh six oh, seven six eight, four nine,
double eight, double seven.
c What is Mike’s surname?
Receptionist - Sorry, did you say, ‘Five, double eight, double
seven’?
Conversation 2
Mike - No, no, that’s nine, double eight, double seven.
d Where does Mike want to go?
A restaurant.
Receptionist - OK, so that’s oh six oh, seven six eight, four
e What time is the booking? nine, double eight, double seven.
Mike - That’s correct.
f What time are they going to meet?
Receptionist - I’m sorry, what was your name again?
Mike - It’s Mike… Mike Jones.
Lesson 8 33 Receptionist - OK, Mr Jones, I’ll ask her to call you as soon as
she’s available.
Mike - Thanks very much. Goodbye.
Listening Receptionist - Goodbye.

2
Track 17 (page 91, Student Book) 1:13
Track 16 Track 17 Go over the instructions and Conversation 2
check understanding. Mike - Hello?
Learners listen to Mike making two phone calls and Davina - Hi, Mike. How’s it going?
underline the correct answers. Mike - Oh, hey Davina. Fine, thanks.
Monitor and assist as necessary. Davina - So… where do you want to go on Friday?
Mike - Well, I really want to try the new Chinese place on the
Feedback as a class. high street.
2 answers Davina - Uh, I’m sorry, what did you say?
Conversation 1 Mike - I said, ‘The new Chinese restaurant on the high street’.
b) Asking to speak to someone. Davina - Oh, OK yeah. So, what time’s best for you?
Conversation 2 Mike - Did you say, ‘What time’?
b) Arranging to meet a friend. Davina - That’s right. What time shall I book it for?
Mike - Well, I dunno, er, how about 7.30?
3a-f Davina - Sorry?
Track 16 Track 17 Go over the instructions and Mike - Wait, I’ll just go inside for a minute. I said, ‘7.30’.
check understanding. Davina - Yeah, 7.30 sounds good. Let’s meet outside the
Learners listen to the phone calls again and write a word station about 15 minutes before.
or a number to answer each question. Mike - OK, so, do you mean meet at 7.15?
You may like to point out that learners can check the Davina - Yes, that’s right.
spelling of words afterwards. Mike - OK, see you outside the station at 7.15.
Davina - Yeah, see you there.
Monitor and assist as necessary.
Feedback as a class.

Lesson 8 33
 Language Focus Language Focus Practice
4 Track 16 Track 17 6a Work with a partner. Use expressions from the
4 Listen again to Mike’s phone calls.
Tick ( ) the expressions, below, that you hear.
Language Focus section and the Useful Language
box to role-play the telephone conversation below.

Track 16 Track 17 Go over the instructions and checking information Student A Student B

example to check understanding. Learners listen again

and tick the expressions in the table that they hear. I’m sorry, what was… (again)?
Answer the
phone and
Sorry, I didn’t catch that. say hello.
I’m sorry, what did you say?
Feedback as a class. Sorry? Ask to speak
to Jane.

4 answers Check who the

(I’m sorry,) did you say …? caller wants to
See 5 answers. So that’s… speak to.
Do you mean…?

5 confirming and
Confirm/make
clear what you
want.
Go over the instructions and check understanding. making yourself clear Jane isn’t in the
Learners complete the table with the headings from the office.
Tell them your
Offer to take a
box. What I mean is… message. name and
telephone
I said…
number. Ask
5 answers - underlined No, that’s… for Jane to call
you back.
Check the
confirming and making (Yes,) that’s right.
caller’s name
checking information That’s correct.
and telephone
yourself clear Yes, that’s it.
number. Confirm, or
repeat your
name and
asking someone to repeat making yourself clear 5 Complete the table in activity 4 with the
telephone
number if
headings from the box below. Say thank necessary.
I’m sorry, what was… What I mean is… you and
end the call.
confirming
(again)? I said… asking someone to repeat Say thank
Sorry, I didn’t catch that. No, that’s… making yourself clear you and
end the call.
I’m sorry, what did asking someone to confirm

you say?
b Change roles and practise again.
Sorry?
Useful Language
asking someone to confirm confirming asking for something making a suggestion ending a call
Could I… How about…? Thanks very much. Goodbye.
(I’m sorry,) did you say …? (Yes,) that’s right. Could you… What about…? Goodbye.

So that’s… That’s correct.

Do you mean…? Yes, that’s it. 34 Lesson 8

Monitor and assist as necessary.

Feedback as a class.

Practice
6a
Go over the instructions and check understanding.
In pairs, learners use expressions from the Language
Focus section and the Useful Language box to role-play
the telephone conversation.

Monitor and assist as necessary.

6b
Learners change roles and practise again.

Monitor and assist as necessary.

34 Lesson 8
 Sounding Natural Time to Talk
7a Track 18 Listen. What sound can you hear in the underlined parts of the sentences?
1 Could you say that again, please? 8a
2 Do you mean the red one? Go over the instructions and check understanding.
b Track 18 Listen again and copy the pronunciation. Learners are going to role-play two telephone calls.
Divide learners into two groups, A and B.
Time to Talk Ask Group A to read the information further down the
8a You are going to role-play two telephone calls. page and prepare for their role-plays.
Work in two groups, A and B.
Group A: read the information below and prepare for your role-plays.
Group B: go to page 85. Ask Group B to read the information on Student Book
page 85 and prepare for their role-plays.
Role-play 1
Monitor and assist as necessary.
Read the advertisement below.
Telephone a friend and arrange to go for lunch at the restaurant.
You can go anytime on Thursday, Friday, or Saturday.

Dino’s Italian Restaurant

15 Redmans Road
8b
Lunchtime Monday to Friday Learners work with a partner from the other group and
12.00 p.m. – 2.00 p.m.
Special set lunch menu with one drink – two people for £12 role-play the conversations.
Lunchtime Saturday
12.00 p.m. – 3.00 p.m.
Special set lunch menu with one drink – two people for £20 8c
Your partner will answer the phone. Feedback as a class.
example A: Hello?
B: Hi, Ben. How are you? How about going for lunch sometime?

Role-play 2 Homework
You ordered a new jacket from a shop. Telephone the shop and ask if your order is ready.
The order number is PBR5S. Highlight the homework reference at the bottom right
Ask your partner to confirm and repeat information where necessary. of page 35 of the Student Book. Ask learners to turn to
Your partner will answer the phone.
page 98.
example A: Good afternoon, Jack‛s Jackets. How may I help you?
B: Hi. I‛m calling about a jacket I ordered. Set Lesson 8 activities 1 and 2 for homework.
Go over the instructions and examples to check
b Work with a partner from the other group. Role-play the conversations. understanding.
c Tell the class what you arranged.
Homework 
Homework Answers
Lesson 8 35 1+2
1 answers underlined
2 answers in bold

Dialogue A
Sounding Natural A - Hi, John. Are you busy on Tuesday?
B - I’m sorry, what did you say? AR
7a A - I said, ‘Are you busy on Tuesday?’ M
Track 18 Go over the instructions and check B - No, I’m not. Why?
understanding. Learners listen for the sound they can A - I’ve got tickets for the football. Do you want to come?
hear in the underlined parts of the sentences. B - So that’s in the evening, right? AC
A - Yes.
7a answers
B - Yeah. Sounds good.
The underlined parts of the sentences tend to be
pronounced as /dʒ/. This is an example of assimilation. Dialogue B
A - Morning, Erica. Do you want to meet for lunch today?
B - Yes, sounds great. How about 12.30?
Track 18 (page 91, Student Book) 0:14
A - I’m sorry, did you say, ‘Half past 12’? AC
1) Could you say that again, please?
B - Yeah, that’s right. Where do you want to go? C
2) Do you mean the red one?
A - How about the café around the corner?
B - Do you mean Fred’s Café? AC
7b A - That’s the place. See you later.
Track 18 Learners listen again and copy the B - See you.
pronunciation.

Lesson 8 35
 9
LESSON
I’ve Known Him a Long Time

9 
I’ve Known Him a Long Time

LESSON
In this lesson - Share information about your life
Core activities - 1-4, 6
Grammar - Present perfect simple and present perfect
continuous
Examples:
I’ve been to Taiwan twice.
She’s lived here for ages.
We’ve been walking for an hour.
They’ve been dating since last year.
I’ve had this watch for a long time.
How many coffees have you had today?
How long have you been walking?

Introduction
1a
Go over the instructions and check understanding. In Introduction
pairs, learners complete the definitions with the words 1a Complete the definitions below with the words b Write A or S at the end of each sentence to show if

from the box. Encourage learners to read the examples for from the box.
Use the examples on the right to help you.
the underlined verbs describe actions (A) or states (S).
(Be careful: some verbs can describe both, depending
extra help. on context.)
an action a state
Monitor and assist as necessary. 1 We ran for the bus. ................................. A
2 We had a meeting. .................................
definitions examples
3 I have three cats. .....................................
Feedback as a class. Teach, drill, and board any unfamiliar We went to a great 4 We had a sandwich for lunch. ..........
items. is what something
party last night.
I’m studying quite
5 I come from Spain. .................................
or someone does. 6 She came to the meeting in
hard for the exam.
the afternoon. ...........................................
She’s really 7 Do you understand? ..............................
1a answers is the condition intelligent. 8 Do you make business suits? ...........
that something or He has lovely,
9 I don’t know her. ......................................
someone is in. brown hair.
definitions examples 10 They really like each other. ...............

36 Lesson 9
An action is what We went to a great party
something or someone last night.
does. I’m studying quite hard for 1b answers - in bold
the exam. 1) We ran for the bus. A
2) We had a meeting. A
A state is the condition She’s really intelligent. 3) I have three cats. S
that something or someone He has lovely, brown hair. 4) We had a sandwich for lunch. A
is in. 5) I come from Spain. S
6) She came to the meeting in the afternoon. A
7) Do you understand? S
1b 8) Do you make business suits? A
Go over the instructions and example to check 9) I don’t know her. S
understanding. In pairs, learners write A or S at the end of 10) They really like each other. S
each sentence to show if the underlined verbs describe
actions (A) or states (S).
Highlight the fact that some verbs can describe both,
depending on context.

Monitor and assist as necessary.

Feedback as a class. You may like to point out that there is

a list of common state verbs on page 115 of the Student
Book.

36 Lesson 9
 2c
In this lesson: Share information about your life
Grammar: Present perfect simple and present perfect continuous Track 19 Track 20 Track 21 Learners listen
again to check their answers to activity 2b.
Listening
Feedback in pairs and then as a class.
2a Track 19 Track 20 Track 21
Listen to three people talk about relationships they have.
Underline the correct option to show what kind of relationship 2b+c answers
each person talks about.
1) I’ve had him for ten years now. Ben
Ben: a relationship with a colleague / friend / pet 2) I’ve been working with Larry for five years. Chris
Mandy: a relationship with a colleague / friend / pet
3) He’s introduced me to golf. Chris
Chris: a relationship with a colleague / friend / pet
4) He’s been getting a bit old recently. Ben
b Read the statements below from activity 2a. 5) We’ve known each other since we were three years old.
Write Ben, Mandy, or Chris to show which person made each statement.
Mandy
1 I’ve had him for ten years now.
Ben 6) We’ve been playing every Sunday for the last year. Chris
2 I’ve been working with Larry for five years. 7) She’s asked me to be her bridesmaid. Mandy

3 He’s introduced me to golf.

Track 19 (page 91, Student Book) 0:20
4 He’s been getting a bit old recently. Ben
I’ve had him for ten years now, and I think he’s my best friend.
5 We’ve known each other since we were three years old.
He’s been getting a bit old recently, so I can’t take him for
6 We’ve been playing every Sunday for the last year. long walks any more. He can still chase the cats out of the
garden, though.
7 She’s asked me to be her bridesmaid.

Track 20 (page 91, Student Book) 0:21

c Track 19 Track 20 Track 21
Listen again and check your answers to activity 2b.
Mandy
Sally’s my best mate. We’ve known each other since we were
3 Read the sentences in activity 2b again. three years old. She’s getting married next month and she’s
Write a number in each space below to show which sentences
talk about… asked me to be her bridesmaid. Of course, I said yes! I hope
a completed actions in a period until now. 3 she’ll be mine when I get married.
b states which began in the past and continue now.

c actions which began in the past and continue or repeat Track 21 (page 91, Student Book) 0:21
until now.
Chris
Lesson 9 37
I’ve been working with Larry for five years now, and we really
get along well together. We see each other outside work, too.
He’s introduced me to golf, you see, and we’ve been playing
Listening every Sunday for the last year.

3a-c
2a Go over the instructions and example to check
Track 19 Track 20 Track 21 Go over the understanding. In pairs, learners read the sentences in
instructions and options to check understanding. In pairs, activity 2b again and write a number in the spaces to
learners listen to three people talk about relationships answer the questions.
they have, and underline the correct option to show what Monitor and assist as necessary.
kind of relationship each person talks about. Feedback as a class.

Feedback in pairs and then as a class. 3a-c answers

a) completed actions in a period until now – 3 7
2a answers b) states which began in the past and continue now – 1 5
Ben: a relationship with a pet c) actions which began in the past and continue or repeat
Mandy: a relationship with a friend until now – 2 4 6
Chris: a relationship with a colleague

2b
Go over the instructions and example to check
understanding. In pairs, learners read the statements from
activity 2a and write Ben, Mandy, or Chris to show which
person made each statement.

Monitor and assist as necessary.

Feedback as a class. Don’t confirm any answers at this
stage – learners will listen to check for themselves in the
next activity.
Lesson 9 37
Language Focus Language Focus Practice
We can use the present perfect to talk about time 4a Underline the correct options to complete the
Go over the explanations and examples with learners. until now. We use it to show the connection between sentences below.
the past and the present. Sometimes both options are possible.
You may like to ask learners to look at the sentences in present perfect simple (have + past participle)
1 I’ve known / been knowing my best
activity 2b to find further examples. 1. Completed actions in a period until now friend for most of my life.
I’ve finished the job! (so now I can relax)
She’s never been to China. (in her life until now) 2 I’ve had / been having this hairstyle
for two days now.
2. Actions or states that began in the past and
continue now 3 I’ve studied / been studying English
Practice He’s worked here for 20 years. (and he
continues to work here now)
for more than five years.
4 He’s slept / been sleeping for six hours.
I’ve been tired all morning. (and I’m still tired)
5 We’ve eaten / been eating at that
4a present perfect continuous (have been +
-ing form of the verb)
restaurant twice.
6 I’ve lived / been living in the same
Go over the instructions and example to check Emphasis on the continuation or repetition of
an action over a length of time until now house since I was born.
understanding. In pairs, learners underline the correct I’ve been waiting for two hours. (focus on
b Use how long or how many to write questions
options to complete the sentences. how long the waiting continued)
We’ve been going on holiday to France since I that match the sentences in activity 4a.
Point out that sometimes both options are possible. was a child. (focus on how long the action
was repeated)
Sometimes there is more than one possibility.

1 How long have you known your best

We use how many to ask about the number of
Monitor and assist as necessary. completed actions in the time until now.
how many + present perfect simple
friend?

2
How many times have you been to France?

Feedback as a class. We use how long to ask about the length of

time until now.
With confident learners, you may like to elicit whether how long + present perfect simple
3

each sentence is about a continuing state, or completed/ how long + present perfect continuous
How long has he worked here? 4
continuing actions. How long have you been waiting?

We often use for and since when we talk about

4a answers the length of time until now. We use for with a 5
period of time and since with a point in time.
1) I’ve known my best friend for most of my life. I’ve lived / been living here for 18 years.
(continuing state) (18 years = period of time)
I’ve lived / been living here since I was young.
6

2) I’ve had this hairstyle for two days now. (I was young = point in time)

(continuing state) When we focus on length of time, there is often

little difference in meaning between the simple
3) I’ve studied / been studying English for more than five years. and continuous forms, but we don’t normally
use the continuous form when we talk
(continuing action) about states.

4) He’s slept / been sleeping for six hours. He’s worked here for 20 years.
He’s been working here for 20 years.
(continuing action) I’ve liked him for months.
X I’ve been liking him for months.
5) We’ve eaten at that restaurant twice.
(completed actions) 38 Lesson 9

6) I’ve lived / been living in the same house since I was born.
(continuing action)

4b
Go over the instructions and example to check
understanding. In pairs, learners use how long or how
many to write questions that match the sentences in
activity 4a.
Point out that sometimes, as before, there is more than
one possibility.

Monitor and assist as necessary.

Feedback as a class.
4b answers
1) How long have you known your best friend?
2) How long have you had that hairstyle?
How many days have you had that hairstyle?
3) How long have you studied / been studying English?
How many years have you studied / been studying English?
4) How long has he slept / been sleeping?
5) How many times have you eaten at that restaurant?
6) How long have you lived / been living in the same house?

38 Lesson 9
 Sounding Natural Time to Talk
5a Track 22 Listen. How do we pronounce the underlined words when we speak naturally?
Divide learners into two groups, A and B.
1 How long have you known him?
2 How many times have you met? Ask Group A to look further down the page.
b Track 22 Listen again and copy the pronunciation.
Ask Group B to turn to page 86.

Time to Talk 6a
Work in two groups, A and B. Go over the instructions and check understanding.
Group A: read the instructions below. In their groups, learners make a note of questions with
Group B: go to page 86.
how many or how long that they can ask about the
6a In your group, make a note of questions with how many or how long that you can ask about the things in the list on their page.
things below.

books this year Monitor and assist as necessary.

the same hairstyle
foreign countries visited 6b
mobile phones owned
Go over the instructions and example to check
understanding. Learners work with a partner from the
studying English
other group and ask the questions they made a note of in
b Work with a partner from Group B. activity 6a.
Ask your partner the questions that you made a note of in activity 6a.
Answer your partner’s questions and find out how similar or different you are. Highlight the fact that learners should ask further
example A: How many books have you read this year? questions to find out how similar or different they are to
B: About six. How about you? each other.
c Tell the class what you discovered.
Monitor, but stay in the background as much as possible
during this activity.

6c
Take feedback from learners about how similar or
different they discovered each other to be.
Highlight good use of language and elicit corrections of
any problems you noted.

Homework
Homework 

Lesson 9 39

Highlight the homework reference at the bottom right

of page 39 of the Student Book. Ask learners to turn to
page 99.
Sounding Natural Set Lesson 9 activities 1 and 2 for homework.
Go over the instructions and examples to check
5a understanding.

Track 22 Learners listen for how we pronounce the Homework Answers

underlined words when we speak naturally. 1
Feedback in pairs and then as a class. a) We’ve played tennis all morning, but I haven’t won once.
b) They’ve always owned dogs to keep cats out of their
5a answers garden.
We tend to pronounce the underlined word as /əv/ in c) I’ve never eaten blue cheese.
connected speech (the /h/ sound tends to be elided and the d) They’ve dated for five years and now they’re going to
vowel pronounced in its weak form). get married.
e) I’ve lost my key, so I can’t get into my apartment.
f ) He’s hit the target three times, but it’s still standing.
Track 22 (page 91, Student Book) 0:14
g) We’ve been in the air for ten minutes now.
1) How long have you known him? h) I need a new jacket because I’ve torn the back of my
2) How many times have you met? old one.
i) I’ve studied really hard for this exam.
5b j) Have you drunk the milk? It wasn’t yours. It was for the
baby!
Track 22 Learners listen again and copy the
pronunciation. 2
a) We’ve been playing tennis all morning, but I haven’t
won once.
d) They’ve been dating for five years and now they’re
going to get married.
i) I’ve been studying really hard for this exam.
j) Have you been drinking the milk? It wasn’t yours.
It was for the baby!

Lesson 9 39
 10
LESSON
Hometown

10 
Hometown

LESSON
In this lesson - Talk about a town that you know
Core activities - 2-6
Skills - Extended reading and speaking Introduction Reading Tip
Use what you read to guess things that
1a What makes somewhere a good place to live? aren’t written
Write numbers to rank the ideas below from 1-3
(1 = the most important). You can use what you read to guess

Introduction good shops ................................. other information.

For example, you can guess:
friendly people ............................
• the writer’s opinion on a topic
lots of things to do .........................
1a
• the kind of person an article is
written for
b Is there anything else that you think is
Go over the instructions and options to check important? What? • the kind of person who would like
things that an article recommends
understanding. Reading
Learners write numbers to rank the ideas from 1-3, 2a Work with a partner. Look at the pictures in the 4a Read the article again.
in terms of how important they are for making article about a place called Skipton, on page 41. Circle the correct options to show if each
Write five nouns and five adjectives you think will statement below is true (T) or false (F).
somewhere a good place to live (1 = the most important). be in the article.
1 People with children would
like Skipton. ................................... T / F
Monitor and assist as necessary. 2 People who like living in cities
would like to live in Skipton. ........... T / F

Feedback. Learners briefly compare and discuss their b Share your ideas from activity 2a with the class.
3 Skipton is a good place to
go clubbing. .................................... T / F
ideas. c Read the article quickly to check your ideas from
4 People who like shopping would
activity 2a. You have one minute.
like Skipton. .................................... T / F

1b 3a Find and circle five adjectives in the article that

you didn’t write in activity 2a.
5 The author thinks that Skipton
is a good place to live. .................... T / F
Take brief responses to the questions. Try to circle one adjective in each paragraph.
b Write the adjectives you circled into the left
b Guess what kind of person the article about
column of the table below.
Skipton is written for. Tick ( ) an option below.
Reading Write what each adjective describes into the
column on the right.
adjective what it describes someone who is looking for
a good place to live
2a someone who is looking for
Direct attention to the article about Skipton on page 41. a good place to have a holiday

Go over the instructions and check understanding. In someone who is looking for
pairs, learners look at the pictures in the article and write a good place to study

five nouns and five adjectives they think will be in the

article. 40 Lesson 10

With less confident learners, you may like to use the

pictures to elicit adjectives and nouns from the class as 3a answers
a whole, and write these on the board. Answers will vary.
Monitor and assist as necessary.
3b
Go over the instructions and check understanding. In
2b pairs, learners write the adjectives they circled into the
Feedback. Learners share their ideas from activity 2a. left column of the table and write what each adjective
Accept and board any reasonable answers. describes into the column on the right.
Monitor and assist as necessary.
2c Feedback as a class.
Go over the instructions and check understanding.
Learners read the article quickly to check their ideas from 3b answers
activity 2a. Set a time limit of one minute. Answers will vary.
Monitor and assist as necessary. 4a
Highlight the Reading Tip box and go over the
Feedback in pairs and then as a class. explanation with the learners.

3a Reading Tip
Go over the instructions and check understanding. In Use What You Read to Guess Things That Aren’t Written
pairs, learners find and circle five adjectives in the article
that they didn’t write in activity 2a. You can use what you read to guess other information.
Ask learners to try to circle one adjective in each For example, you can guess:
paragraph. Set a time limit of two minutes. • the writer’s opinion on a topic
• the kind of person an article is written for
Monitor and assist as necessary.
• the kind of person who would like things that an article
Feedback as a class. recommends

40 Lesson 10
 4) People who like shopping would like Skipton. T
In this lesson: Talk about a town that you know (Paragraph 1 mentions a traditional market, and
Skills: Extended reading and speaking
Paragraph 5 talks about the many interesting shops
and restaurants.)
5) The author thinks that Skipton is a good place to live. T
THE POST (Although Paragraph 3 mentions some possible
negative points, the whole tone of the article,
News Culture Business Technology Lifestyle Travel especially in Paragraphs 1, 2, and 5, is positive.)
Lifestyle Locations follow
4b
share Go over the instructions and check understanding. In
…
pairs, learners discuss and guess what kind of person the
Skipton article about Skipton is written for, and tick an option.

The essentials: Monitor and assist as necessary.





Feedback as a class. Ask learners to say what parts of the
 article guided them to their choice.
Why it’s a great place:


4b answers

’
The article seems to be aimed at someone who is looking for
 a good place to live (the title is ‘Why don’t we live in Skipton’,
What’s not so great: and there are many details included, e.g. information about

 schools and transport links, that are useful for people
–
 thinking of living there, rather than visiting).
Transport

 Reading text (all adjectives underlined)
What to do: Why don’t we live in…

 Skipton

é
– The essentials:

Skipton is a pretty, historical town in the north of
England. It has a canal running through it, a beautiful,
Lesson 10 41 old castle and a traditional market that runs four times
a week. In 2014 a report by the Sunday Times newspaper
said that it was the best place to live in Britain.
Direct attention to the article again. Go over the
instructions and check understanding. In pairs, learners Why it’s a great place:
read the article again and circle the correct options to It’s fantastic for families. It’s quiet and safe with very little
show if each statement is true (T) or false (F). crime, and it’s located near some of the most beautiful
countryside in England. It also has some excellent
Point out that learners should underline the places in the schools. Skipton Girls’ High School is one of the finest in
article that help them to get the answers. the country.

Monitor and assist as necessary. What’s not so great:

Feedback as a class. With a population of 15,000, some people might think
it’s a bit too small. If you like nightlife, you’re out of luck –
4a answers it’s mostly traditional pubs. You’ll need to make a trip to
1) People with children would like Skipton. T Bradford or Leeds if you want to go clubbing.
(In Paragraph 2, the author talks about how it’s a
great place for families, how it’s quiet and safe, and Transport:
A railway line connects Skipton to the nearby cities of
how the schools are very good. People with children
Bradford and Leeds. Trains run about every 40 minutes.
would probably also like the fact that it’s near the
countryside.) What to do:
2) People who like living in cities would like to live in Skipton. F The High Street has many independent and unique
(You can infer this from the description of Skipton in shops, and you can spend hours just looking around
Paragraph 1. Paragraph 3 suggests that Skipton might them. There’s also a wide range of restaurants. Try the
be a bit small for some people.) delicious tea and cakes at Hettie’s Café on the High Street
3) Skipton is a good place to go clubbing. F – or have a pint at the Black Horse, a traditional pub next
(Paragraph 3 says that if you want to go clubbing, you to the canal.
have to go to Bradford or Leeds.)

Lesson 10 41
 5a
Direct attention to the pictures of Alison and Bob. Explain
that they were both born in Skipton.
Discuss the questions with learners, encouraging them
to speculate on the basis of what they have read in the
article about Skipton, and what Alison and Bob look like. Alison Bob

Accept any reasonable ideas.

5b
Divide the class into two groups, A and B.
Ask Group A to go to page 84 and read about Alison.
Ask Group B to go to page 87 and read about Bob.

Go over the instructions and check understanding. 5a Look at the pictures of Alison and Bob. Both of them were born in Skipton.

Group A reads what Alison says about Skipton and uses Who do you think moved away?
Who do you think continues to live there?
the table to make notes about what she says about the Why do you think so?

town. b Work in two groups, A and B.

Group B does the same for Bob. Group A: go to page 84 and read about Alison.
Group B: go to page 87 and read about Bob.

Monitor and assist as necessary.

5c
Learners work with a partner from the other group, and
tell each other about the people they made notes on in
activity 5b.

Monitor and assist as necessary.

5d
Feedback. Ask learners to briefly say if their guesses in
activity 5a, about Alison and Bob’s attitudes to Skipton,
were correct or not.
42 Lesson 10

Memo

42 Lesson 10
 Time to Talk
Time to Talk 6a
6a Work on your own. Use the table below to make notes about a town where you have lived in the Go over the instructions and check understanding.
past or the place where you live now.
Learners work independently and use the table to make
The name of the place: notes about a town where they have lived in the past, or
Do you live there now? about the place where they live now.

Monitor and assist as necessary. Allow learners time to

How would you describe the place? think and write.

What can you say about the following things?

6b
• people
Go over the instructions and check understanding. In
pairs, learners tell each other about the places they made
• shops notes on in activity 6a. Point out that they should ask
• things to do
questions to get more information.

Monitor, but stay in the background as much as possible

How have your feelings about the place changed?
during this activity.

Any other information: 6c

Feedback. Learners tell the class about the place their
partner talked about.
b Work with a partner.
Highlight good use of language and elicit corrections of
Tell each other about the place you made notes on in activity 6a. any problems you noted.
Ask questions to get more information.

c Tell the class about the place your partner talked about.

Homework
Highlight the homework reference at the bottom right
of page 43 of the Student Book. Ask learners to turn to
Homework 
page 100.
Lesson 10 43
Set Lesson 10 activity 1 for homework. Make sure
learners understand what to do.

Homework Answers
1
Learner’s own answers.

Lesson 10 43
 11
LESSON
Tough Customers

11 
Tough Customers

LESSON
In this lesson - Tell people about a problem with
something you bought
Core activities - 1-5, 7 Introduction
Vocabulary - Phrasal verbs: come, go, bring, and take, 1 Use the words from the box to complete the
explanations below.
with back
change
delivery
discount
Introduction exchange
faulty

Direct attention to the lesson title and elicit/explain the on offer

overcharged
meaning of tough customer (literally, ‘a customer who is refund
strong and not easily beaten’, but often used to refer to sell-by date
any person who has these qualities).
a If you give 20 pounds to buy something that

1a-i costs 15 pounds, you should get five

pounds change .
Go over the instructions and example to check b If a shop gives you a , they

understanding. In pairs, learners use the words from the ask you for less than the normal price.

box to complete the explanations. c If you are , you are asked to

pay more for something than its real price.

d A is money that a shop

Monitor and assist as necessary. returns to you because you are unhappy with
something you bought.
Feedback as a class. Teach, drill, and board any unfamiliar e Shops things when they
items. take something you bought and give you
something else instead.

1a-i answers f If you ask for , you ask a

shop to send something to somewhere for you.
a) If you give 20 pounds to buy something that costs 15 g If something in a shop is ,
pounds, you should get five pounds change. it has a special, low price.

b) If a shop gives you a discount, they ask you for less than h Food is past its when it is
too old to sell.
the normal price.
i If you buy something that is ,
c) If you are overcharged, you are asked to pay more for it is damaged or does not work properly.

something than its real price. 44 Lesson 11

d) A refund is money that a shop returns to you because

you are unhappy with something you bought.
e) Shops exchange things when they take something you
bought and give you something else instead.
f) If you ask for delivery, you ask a shop to send something
to somewhere for you.
g) If something in a shop is on offer, it has a special,
low price.
h) Food is past its sell-by date when it is too old to sell.
i) If you buy something that is faulty, it is damaged or does
not work properly.

44 Lesson 11
 2. You buy a television from a local shop, but you discover
In this lesson: Tell people about a problem with
that it is faulty after you take it home. You (3) return to
something you bought
Vocabulary: Phrasal verbs: come, go, bring, and take, with back the shop and complain. The shop assistant asks you to
return to the shop in a month because the owner is
on holiday. What do you do?
Are You a Tough Customer?
a) Threaten to call the police - these people are
Take our quiz and find out. Decide what you would do in each situation.
obviously criminals.
1  3 
 
b) Refuse to go until you speak to someone who can
 
    help you.
   1return the plate  

   
  
c) Say that you will (4) return in a month.
   2return with
       
       5Return to the shop with the scarf. 3. You buy a scarf that is on offer in a sale. At home, you
   


   
       decide that you don’t really like the colour. What do
      
you do?
2  4 
a) Return to the shop and complain. Refuse to leave
    until they give you a refund.
 
 3return
    b) (5) Return to the shop with the scarf. Explain the
  

 

problem and politely ask them to exchange it.
 

  
  c) You don’t do anything – it was your fault!
   


  
  
    4. You buy a beautiful, old chair in a small shop. The shop
    

  
  
owner says you don’t have to pay for delivery - he has
   4return
    a van and will do it for free. When he brings it to your
home, you see that the chair has a small scratch on it
Reading
How to score
a
- you are sure it wasn’t there in the shop. What do you do?
2a Work with a partner. Do the quiz above together
b
c
a) Refuse to accept the chair and ask for a refund.
and add up your results.

b) Accept the chair, but ask for a discount.
b Share your results with the class.
10-12 points:  c) Say nothing - it’s only a small scratch, and the shop
3 Read the bolded words and phrases in the quiz.
Write numbers to show which expressions, below,
     owner is so nice.
    
they can be replaced with.

a take the plate back ........................... 1

 7-9 points: How to score
    
b come back ....................................... Give yourself three points for every a answer, two points
 4-6 points:
c
d
bring back ......................................
go back ..........................................      for every b answer and one point for every c answer.
e take the scarf back to the shop ........ What your score means:
Lesson 11 45 10-12 points:
You are a real tough customer. For you, the customer is
always right.
7-9 points:
Reading You know your rights, but you are prepared to
compromise.
2a 4-6 points:
Direct attention to the quiz. Go over the instructions and You are a bit too nice. People may take advantage of you.
questions to check understanding. Ask learners not to
worry about the numbering and bolding of some of the 3a-e
words in the quiz for now. Go over the instructions and example to check
In pairs, learners do the quiz and add up their results. understanding. In pairs, learners read the bolded words
Monitor and assist as necessary. and phrases in the quiz and write numbers to show
which expressions they can be replaced with.
2b
Learners share their results with the class. You may like to Monitor and assist as necessary.
have learners decide who is the toughest customer in the
class. Feedback as a class.
Reading text 3a-e answers
Are you a tough customer? a) take the plate back 1
Take our quiz and find out. b) come back 4
Decide what you would do in each situation. c) bring back 2
1. You order a rare steak in a restaurant, but the waiter d) go back 3
brings a well-done steak to your table. What do you do? e) take the scarf back to the shop 5
a) Ask the waiter to (1) return the plate to the kitchen
and to (2) return with the correct order.
b) Eat the steak, then ask the waiter to come to your
table and tell him that you want a discount.
c) Eat the steak and say nothing.

Lesson 11 45
 Language Focus Language Focus
We can use come to talk about movement towards the speaker or listener.
Go over the explanations and examples with learners. You must come to dinner with us sometime. (towards the speaker)
You will be aware that when we talk about a third party A strange man came into our shop yesterday. (towards the speaker)
I’ll come to your place after I’ve finished work. (towards the listener)
(i.e. neither the speaker nor the listener) moving towards Did a lot of people come to your party? (towards the listener)
neither the speaker nor the listener, both come and go We can use go to talk about movement away from the speaker or listener to another place.
are possible, depending on how we look at the situation. It was a lovely day, so I went to the beach. (away from the speaker)
E.g. Where did you go after work yesterday? (away from the listener)

John came to the boss and asked for a pay rise. We can use bring and take in a similar way to come and go.
We can use bring to mean carry something with you when you come somewhere.
(looked at from the boss’s point of view)
Could you bring me the bill, please? (towards the speaker)
John went to the boss and asked for a pay rise. I’ve brought some wine. Shall I put it in the fridge? (towards the listener)

(looked at from John’s point of view) We can use take to mean carry something with you when you go somewhere.

We made some sandwiches and took them to the park. (away from the speaker)
Don’t forget to take your mobile phone when you go. (away from the listener)
The same point applies to bring and take.
We can use back with these verbs to add the meaning of return.
E.g. He’ll come back tomorrow. (He’ll return tomorrow.)
Little Red Riding Hood brought some cakes to her I went back to the shop. (I returned to the shop.)

grandmother. OK, you can borrow it, but can you bring it back tomorrow? (Can you return it tomorrow?)
He took the soup back to the kitchen. (He returned the soup to the kitchen.)
(looked at from the grandmother’s point of view)
4 Look at the last two examples in the Language Focus section.
Little Red Riding Hood took some cakes to her Underline the correct option in blue to complete the rule below.

grandmother. With bring back and take back, the object usually comes

(looked at from Red Riding Hood’s point of view) between the verb and back / after back.

It is probably best not to go into this unless it is raised by

Practice
a learner.
5 Underline the correct options to complete the sentences below.

4
a Could you take / bring this book back to the library when you come / go there today?
b He’s so romantic. He often takes / brings me flowers.
Do this activity as a class. Ask learners to look at the last c I waited all day for the delivery, but they took / brought the wrong thing, so I asked them
to take / bring it back to the shop.
two examples in the Language Focus section. Elicit the d I think you took / brought my scarf by mistake when you left last night.
answer and have learners underline the correct option in Could you take / bring it back when you come / go here tomorrow?

blue to complete the rule in their books. e We came / went here for a two-week visit, but we’re coming / going back home tonight
because of the bad weather.
f This is an awful meal, let’s come / go now. I’m never coming / going back to this restaurant again!
4 answer
With bring back and take back, the object usually comes 46 Lesson 11

between the verb and back.

Extension Practice
You may like to ask learners to find and underline examples
in the quiz of come, go, bring, and take, used without back. 5a-f
Go over the instructions and example to check
answers understanding. In pairs, learners underline the correct
Question 1: …the waiter brings a well-done steak to your options to complete the sentences.
table… Monitor and assist as necessary.
Question 1 option b: …ask the waiter to come to your
table… Feedback as a class.
Question 2: You buy a television from a local shop, but you
discover that it is faulty after you take it home. 5a-f answers
Question 2 option b: Refuse to go until you speak to a) Could you take this book back to the library when you go
someone who can help you. there today?
Question 4: When he brings it to your home… b) He’s so romantic. He often brings me flowers.
c) I waited all day for the delivery, but they brought the
wrong thing, so I asked them to take it back to the shop.
d) I think you took my scarf by mistake when you left
last night. Could you bring it back when you come here
tomorrow?
e) We came here for a two-week visit, but we’re going back
home tonight because of the bad weather.
f) This is an awful meal, let’s go now. I’m never coming back
to this restaurant again!

46 Lesson 11
 Sounding Natural Time to Talk
6a Track 23 Listen and mark ( ) the main stress in the words below.

1 a delivery
7a
Go over the instructions and check understanding.
2 a discount
Learners think about a problem they had with something
3 exchange
that they bought and use the table to make notes
4 faulty
about it.
5 on offer

6 a refund

7 overcharged
7b
Go over the instructions and check understanding. In
b Track 23 Listen again and copy the pronunciation.
pairs, learners tell each other about the problem they
made notes on in activity 7a.
Time to Talk
7a Think about a problem you had with something that you bought.
Use the table to make notes about it. Monitor, but stay in the background as much as possible
What was the thing you bought?
during this activity.

7c
Where and when did you buy it?
Feedback. Learners tell the class about their partner’s
answers.

Highlight good use of language and elicit corrections of

What was the problem?
any problems you noted.

What did you do about the problem?

Homework
Highlight the homework reference at the bottom right
What happened in the end?
of page 47 of the Student Book. Ask learners to turn to
page 100.
b Work with a partner. Tell each other about the problem you made notes on in activity 7a.
Set Lesson 11 activities 1 and 2 for homework.
Ask questions to get more information.
Homework 
Go over the instructions and examples to check
c Tell the class about your partner’s answers. understanding.
Lesson 11 47

Homework Answers
1
Sounding Natural a) It’s on offer. If you buy it today, we can give you
a half-price discount.
6a b) The delivery was a day late, and the driver damaged
Track 23 Go over the instructions and example to my car!
check understanding. c) This phone doesn’t work. I think the battery is faulty.
Learners listen and mark the main stress in the words. d) I don’t really like the colour. Can you exchange it?
e) I’m really not satisfied with this – I’d like a refund, please.
Feedback in pairs and then as a group.
f) I think they overcharged me – I saw the same thing
6a answers in another shop for half the price.
1) a delivery g) I think you’ve given me the wrong change. I gave you
2) a discount five pounds, so you should have given me four pounds
3) exchange fifty.
4) faulty
5) on offer 2
6) a refund a) Can I borrow these CDs? I’ll bring them back tomorrow.
7) overcharged b) You must come to dinner at our house sometime.
c) I’m always quite busy, so I usually take my shirts to the
Track 23 (page 91 Student Book) 0:36 cleaner’s.
1) a delivery d) Are you going anywhere special after work?
2) a discount e) The dress was too small, so I took it back to the shop.
3) exchange f) I rented these DVDs last Saturday and I have to take
4) faulty
them back tonight.
5) on offer
6) a refund
7) overcharged
6b
Track 23 Learners listen again and copy the
pronunciation.

Lesson 11 47
 12
LESSON
I’m Finding It Difficult…

12 …
I’m Finding It Difficult…

LESSON
In this lesson - Give advice
Core activities - 1-4, 6
Function - Expressing difficulty and giving advice

Introduction
1a
Go over the instructions and check understanding.
In pairs, learners read the list of different changes that
people can make in their lives, and note two problems
they think people may have with each.
Introduction
Monitor and assist as necessary. 1a Work with a partner.
Read the list of different changes, below, that people can make in their lives.
Make a note of two problems you think people may have with each change.
1b move to a new school
Learners share their ideas from activity 1a with the class.

move to the countryside

Listening
go abroad to study
2a-c
Track 24 Go over the instructions and problems to get married
check understanding.
Learners listen to Jenny talking to someone on the phone,
start a new job
write numbers to put the problems in the order they hear
them, then answer the question underneath.
b Share your ideas from activity 1a with the class.

Monitor and assist as necessary.

Feedback in pairs and then as a class. 48 Lesson 12

2a-c answers
a) I have a bit of a problem with the food because it’s so 3a
different here. 3 Go over the instructions, pieces of advice and example
b) I’m finding it really hard to make any friends over here. 1 to check understanding. In pairs, learners write letters to
c) I have difficulty understanding what people say. 2 match the problems in activity 2 with the advice.
Answer
She has gone abroad to study. Monitor and assist as necessary.

Feedback as a class, but don’t confirm any answers at this

Track 24 (page 92, Student Book) 0:49
stage – learners will listen to check for themselves in the
Jenny - Hiya…
next activity.
- pause -
Jenny - No, I’m… I’m all right, really… it’s just… 3a answers
- pause - See 3b answers.
Jenny - Well, I’m finding it really hard to make any friends
over here. 3b
- pause -
Track 25 Go over the instructions and question to
Jenny - Well, I’ve tried that, but I have difficulty
understanding what people say. Spanish in real life is very check understanding.
Learners listen to both sides of the conversation, check
different from what you learn in books, you know.
their answers to activity 3a, and underline an option to
- pause - answer the question.
Jenny - Yeah, I suppose that would help.
- pause - Feedback in pairs and then as a class.
Jenny - Well, yeah, but I have a bit of a problem with the
food because it’s so different here.
- pause -
Jenny – Maybe you’re right.

48 Lesson 12
 Track 25 (page 92, Student Book) 1:19
In this lesson: Give advice Mother - Hello?
Function: Expressing difficulty and giving advice
Jenny - Hiya…
Mother - Oh, hello. Are you all right my love? You sound
Listening awful.
2 Track 24 Listen to Jenny talking to someone on the phone Jenny - No, I’m… I’m all right, really… it’s just…
about the problems below.
Write numbers to put the problems in the order you hear them,
Mother - What?
then answer the question underneath. Jenny - Well, I’m finding it really hard to make any friends
a I have a bit of a problem with the food because over here.
it’s so different here.
Mother - Well, you’ve only been there two weeks. It’s bound
b I’m finding it really hard to make any friends
over here.
to take a bit of time. Look, why don’t you go to the pub?
c I have difficulty understanding what people say.
You’re bound to meet some people.
Jenny - Well, I’ve tried that, but I have difficulty
What change from activity 1 has Jenny made in her life?
understanding what people say. Spanish in real life is very

3a Write letters to match the problems in activity 2 with the

different from what you learn in books, you know.
advice below. Mother - Yes, but that’s why you went there to study, isn’t
it? You could do extra language study. Or how about taking
How about taking extra lessons? ..................... c
extra lessons?
Why don’t you go to the pub? You’re bound to
meet some people. .........................................
Jenny - Yeah, I suppose that would help.
You could do extra language study. ................
Mother - Good. Now… are you eating OK?
You should cook at home. ...............................
Jenny - Well, yeah, but I have a bit of a problem with the
food because it’s so different here.
Mother - Well, you should cook at home and invite some
people to dinner.
b Track 25 Listen to both sides of the conversation.
Check your answers to activity 3a, and underline an option Jenny - Maybe you’re right.
to answer the question below.

Who is Jenny talking to? Her teacher.

Her mother.

Her boss.

Lesson 12 49

3b answers - in bold
3a answers - underlined
How about taking extra lessons? c
Why don’t you go to the pub? You’re bound to meet some
people. b
You could do extra language study. c
You should cook at home. a

Jenny is talking to her mother.

This can be inferred from the tone of the other speaker’s
voice, and some expressions that she uses (Are you all
right my love?).

Lesson 12 49
Language Focus Language Focus
We can use various expressions to express difficulty.
Go over the explanations and examples with learners.
I’m finding it hard to / difficult to + base form of the verb
I’m finding it hard to save money.
I’m finding it difficult to buy all the ingredients.

Practice I have difficulty / trouble + -ing form of the verb

I have difficulty driving in this country.
I have trouble waking up early in the morning.
4a I have a problem with + noun / -ing form of the verb
Go over the instructions and example to check I have a problem with my lock. It’s broken.
understanding. I have a problem with buying clothes my size.

In pairs, learners cross out the words that are not possible We can use various expressions to give advice.

in each sentence. Highlight the fact that sometimes more (I think) you should + base form of the verb
I think you should buy a new tie before the interview.
than one answer is possible. You should get a new job.

Why don’t you + base form of the verb

Monitor and assist as necessary. Why don’t you move to a bigger house?

You could (always) + base form of the verb

Feedback as a class. You could always get a taxi.
You could do extra work.

4a answers How about + -ing form of the verb

1) I’m finding it hard / difficult to make new friends. How about talking to her?

2) I have a problem with choosing food in restaurants.

3) I have trouble / difficulty learning new words. Practice
4) I have a problem with vocabulary. 4a Work with a partner. Cross out the words that are not possible in each sentence.
Sometimes more than one answer is possible.

4b 1 I’m finding it hard / trouble / difficult to make new friends.

2 I have a problem / trouble / difficulty with choosing food in restaurants.
Go over the instructions and check understanding. 3 I have trouble / problem / difficulty learning new words.
In pairs, learners use the prompts to write one piece of 4 I have a trouble / problem / difficult with vocabulary.
advice for each problem in activity 4a. b Use the prompts to write one piece of advice for each problem in activity 4a.

1 I think you should

Monitor and assist as necessary. 2 Why don’t you

3 You could
Feedback as a class. 4 How about

4b possible answers 50 Lesson 12

1) I think you should join a club.

2) Why don’t you ask someone to choose for you?
3) You could try to learn two new words every day.
4) How about keeping a vocabulary notebook?

Memo

50 Lesson 12
 Sounding Natural Time to Talk
5a Track 26 Listen. What happens to the underlined parts of the sentences?

1 I’m finding it hard to study every day.

6a
2 I’m finding it difficult to remember new words.
Go over the instructions and check understanding.
In pairs, learners choose one life change, keeping it
b Track 26 Listen again and copy the pronunciation.
secret from the rest of the class, and make a note of three
problems a person in that situation might have.
Time to Talk
Monitor and assist as necessary. You may like to ensure
6a Work in pairs.
Choose one of the life changes below and make a note of three problems a person in that situation that each pair chooses a different situation.
might have. Keep your choice secret from the rest of the class.

You’ve You’ve moved You’ve started 6b

from the countryside to learn a Staying in their pairs, learners make a note of what advice
retired.
to the city. new language.
they could give for each of the problems they noted in
You‛ve
moved
You’ve become a You’ve started activity 6a.
vegetarian. a new job.
house.

You’ve You’ve moved You’ve moved You‛ve

In pairs, learners role-play a conversation between
started abroad to study from the city to changed a person who made the life change they chose and
a diet. a foreign language. the countryside. schools. a friend.
life change

problems pieces of advice Monitor and assist as necessary.

6c
Go over the instructions and check understanding.
In pairs, learners perform their role-play for the class.
Highlight the fact that learners mustn’t mention what life
change is being referred to in their role-play.
b Make a note of what advice you could give for each of the problems you wrote in activity 6a.
Role-play a conversation between a person who made the life change you chose and a friend.
Monitor, but stay in the background as much as possible
example A: Hi. How‛s it going?
B: Not so good, actually. I‛m nding it difcult to talk with my colleagues
during this activity.
- they‛re all so unfriendly.

c Perform your role-play for the class, but don’t mention what the life change is.
Ask the class to guess what life change is being referred
Can the class guess what life change you chose?
Homework 
to in each role-play.
Highlight good use of language and elicit corrections of
Lesson 12 51 any problems you noted.

Sounding Natural Homework

5a Highlight the homework reference at the bottom right
of page 51 of the Student Book. Ask learners to turn to
Track 26 Go over the instructions and check
page 101.
understanding. Learners listen for what happens to the
underlined parts of the sentences.
Set Lesson 12 activities 1 and 2 for homework.
5a answers Go over the instructions and example for activity 1.
The underlined letter tends not to be pronounced Make sure learners understand what to do for activity 2.
in connected speech. This is an example of elision.
Homework Answers
Track 26 (page 92, Student Book) 0:16 1
1) I’m finding it hard to study every day. a) I want to get fit, but I’m finding it difficulty to do
2) I’m finding it difficult to remember new words. exercise. difficult
b) I have a problem with choose new clothes when I’m
5b shopping. choosing
c) I’m finding it hard to getting up early. get
Track 26 Learners listen again and copy the d) I have a problem with relaxed. relaxing
pronunciation. e) I’m finding it hard with finish work on time. to
f ) I have difficult sleeping at night. difficulty
g) I have a trouble with my computer. problem
2
Learner’s own answers.

Lesson 12 51
 13
LESSON
An Important Interview

13 
An Important Interview

LESSON
In this lesson - Discuss different situations
Core activities - 2-4, 6
Grammar - If, when, and unless with the zero Introduction
conditional and first conditional 1a Use the words on the left to complete the phrases b Write the phrases from activity 1a in a logical
Examples: on the right. Use each word only once. order below.

If you put ice in water, it floats. apply be unemployed 1 be unemployed

When you put ice in water, it floats. employment for a job 2

If you come for a visit, I’ll take you to a restaurant. interview be a job 3

When you come for a visit, I’ll take you to a restaurant. offered go for an 4
look for
I won’t come unless you want me to. unemployed 5

Introduction
1a
Go over the instructions and example to check
understanding. In pairs, learners use the words on the
left to complete the phrases on the right. Highlight the
fact that each word should be used only once.

Monitor and assist as necessary.

Feedback as a class. Teach, drill, and board any unfamiliar

items.

1a answers
be unemployed
apply for a job
be offered a job
go for an interview 52 Lesson 13
look for employment

1b
Go over the instructions and example to check
understanding. In pairs, learners write the phrases from
activity 1a in a logical order.

Monitor and assist as necessary.

Feedback as a class.

1b suggested answers
1) be unemployed
2) look for employment
3) apply for a job
4) go for an interview
5) be offered a job

52 Lesson 13
 2b answers
In this lesson: Discuss different situations 1) Colin went for an interview yesterday. T
Grammar: If, when and unless with the zero conditional and first conditional 2) Colin thinks unemployed life is easy. F
3) Colin is sure he has got the job. F
4) Fisher-Wright are going to send a letter to Colin. T
Colin Woods, 22, has been unemployed since he graduated eight months ago.
Yesterday he went for an interview with the engineering company,
5) Colin would like to thank his parents for their support. T
Fisher-Wright. We asked him about it.

Reading text
12
 (2a answers - in bold)

Colin Woods, 22, has been unemployed since he graduated
eight months ago. Yesterday he went for an interview with

3 the engineering company, Fisher-Wright. We asked him

about it.
3) How do you feel about being unemployed?
4
 I really don’t like it. (1) If you’re unemployed, life is hard.
(2) You can’t do anything unless you have money. My mum
Reading and dad have been really supportive, though.
2a Read the article above about Colin, a young, 3a Read the underlined sentences in the 1) Do you think that you got the job?
unemployed man in the UK. article again.
Write the questions below into the correct Write numbers to complete the I think the interview went well, but I can’t be sure that I’ve
spaces in the article. statements below.
got the job, of course. Fisher-Wright say that they will write
1 Do you think that you got the job? Sentences 1 and talk about
things that are generally true.
to me in three days’ time. (3) When that letter arrives, I’ll
2 What do you want to do with your
first month’s pay? know their decision.
Sentences and talk about the
3 How do you feel about results of possible future events. 2) What do you want to do with your first month’s pay?
being unemployed?
In sentence , you can replace if with
(4) I’ll be so happy if I’m successful! If I get the job, I’ll take
b Read the article again and circle the correct
when and keep a similar meaning. my parents out for a meal with my first month’s pay to say
option to show if each statement below is
true (T) or false (F).
In sentence , you can’t replace if thank you for all their help.
with when and keep a similar meaning.

3a
1 Colin went for an interview
yesterday. .................................... T / F b Underline the correct option to answer the
question below.
2 Colin thinks unemployed life
is easy. ......................................... T / F In sentence 2 of the article above,
Go over the instructions and example to check
3 Colin is sure he has got the job. ... T / F what does unless you have mean? understanding. In pairs, learners read the underlined
4 Fisher-Wright are going to send if you don’t have / if you have sentences in the article again and write numbers to
a letter to Colin. .......................... T / F
5 Colin would like to thank his
complete the statements in their books.
c Read the Language Focus section on page 54.
parents for their support. ............ T / F Check your answers to activities 3a and 3b.
Monitor and assist as necessary.
Lesson 13 53
Feedback as a class, but don’t confirm any answers at this
stage. Learners will check for themselves in activity 3c.

Reading 3a answers
Sentences 1 and 2 talk about things that are generally true.
Sentences 3 and 4 talk about the results of possible future
2a events.
Direct attention to the article on page 53. Explain that it is In sentence 1, you can replace if with when and keep a
about Colin, a young, unemployed man in the UK. Go over similar meaning.
the instructions and questions to check understanding. In sentence 4, you can’t replace if with when and keep a
Learners read the article and write the questions into similar meaning.
the correct spaces in the article. Set a time limit of one
minute. 3b
Monitor and assist as necessary. In pairs, learners consider the question and underline the
correct option to answer it.
Feedback in pairs and then as a class.
Monitor and assist as necessary.
2a answers Feedback as a class, but don’t confirm any answers at this
See Reading text. stage. Learners will check for themselves in activity 3c.

2b 3b answers
Go over the instructions and example to check In sentence 2 of the article, what does unless you have
understanding. In pairs, learners read the article again mean?
and circle the correct option to show if each statement is if you don’t have
true (T) or false (F).
3c
Monitor and assist as necessary.
Go over the explanations and examples in the Language
Feedback as a class. Focus section on page 54 with learners and ask them to
check their answers to activities 3a and 3b.

Lesson 13 53
 Language Focus Language Focus
We can use the zero conditional to talk about things that are generally true in certain conditions.

As you have already covered this section with learners if-clause (condition) main clause (what is generally true)

when they checked their answers to activities 3a and if + present simple, present simple

3b, only go over anything that is still unclear. If you don’t have money, life is hard.

In the zero conditional, we can usually replace if with when and keep a similar meaning.

If you don’t have money, life is hard. (this is generally true in these conditions)
You will be aware that continuous forms are possible When you don’t have money, life is hard. (this is generally true in these conditions)
in the if-clauses and main clauses of both these kinds We can use the first conditional to talk about the results of possible future events.
of conditionals, e.g. (if-clause, zero conditional) If you’re if-clause (possible future event) main clause (result)
trying to lose weight, you feel hungry all the time. (main if + present simple, will + base form of the verb

clause, first conditional) If you call me at eight, I’ll be If he gets a job, he’ll be happy.

having a bath. It is probably best not to go into this In the first conditional, we can’t replace if with when and keep a similar meaning.

unless it is raised by a learner. If he gets a job, he’ll be happy. (I am unsure if he will get a job)
When he gets a job, he’ll be happy. (I am sure that he will get a job)

We can put the main clause first in both the zero conditional and first conditional.
When we do this, we don’t need a comma between the clauses.

Practice Life is hard if you don’t have money. (zero conditional)

He’ll be happy if he gets a job. (first conditional)

We often put the main clause first in questions.

4a Is life easy if you don’t have money? (zero conditional)
Go over the instructions and example to check How will he feel if he gets a job? (first conditional)

understanding. In pairs, learners underline the correct We can use unless instead of if with the zero conditional and first conditional. It means if… not.
options to complete the sentences. Highlight the fact Unless you have money, life is hard. (= if you don’t have money, life is hard - zero conditional)
that sometimes more than one option is possible. He won’t be happy unless he gets a job. (= he won’t be happy if he doesn’t get a job - first conditional)

Monitor and assist as necessary. Practice

4a Underline the correct options to complete the sentences. Sometimes more than one option is possible.
Feedback as a class. 1 What will you do if / when / unless it’s sunny this weekend? 1
2 If / When / Unless you visit the USA, you need an entry permit.
4a answers 3 You won’t make many friends if / when / unless you’re more polite.

See 4b answers. 4 She always does overtime if / when / unless the boss asks her.
5 If / When / Unless it stops raining, we’ll get really wet.
6 I’ll call you if / when / unless I finish lunch.

4b 7 He usually arrives early if / when / unless the train’s late.

Go over the instructions and example to check b Write a zero (0) next to the zero conditional sentences in activity 4a.
Write a one (1) next to the first conditional sentences.
understanding. In pairs, learners write a zero (0) next to 54 Lesson 13
the zero conditional sentences in activity 4a and a one (1)
next to the first conditional sentences.

Monitor and assist as necessary.

Feedback as a class.

4b answers - in bold
4a answers - underlined
1) What will you do if it’s sunny this weekend? 1
2) If / When you visit the USA, you need an entry permit. 0
3) You won’t make many friends unless you’re more polite. 1
4) She always does overtime if / when the boss asks her. 0
5) Unless it stops raining, we’ll get really wet. 1
6) I’ll call you when I finish lunch. 1
7) He usually arrives early unless the train’s late. 0

54 Lesson 13
 Sounding Natural Time to Talk
5a Track 27 Listen. What sound can you hear in the underlined parts of the sentences?

1 What will you do if it’s sunny this weekend?

6a
2 What do you do if you’re late for work? Go over the instructions and the incomplete sentences to
b Track 27 Listen again and copy the pronunciation.
check understanding.
Learners work independently to complete four of the
sentences with their own ideas.
Time to Talk
6a Work on your own.
Complete four of the sentences below with your own ideas. Monitor and assist as necessary.

If I want to relax… 6b
Go over the instructions and example to check
When this class finishes…
understanding. In pairs, learners tell each other what
I never… unless… they wrote in activity 6a.
If it rains next weekend…
Highlight the fact that learners should ask questions to
I’ll… unless… get more information.
I’ll… if…
Monitor, but stay in the background as much as possible
If I want to eat out, I often… during this activity.
I always… if…
6c
Learners tell the class about their partner’s answers.
b Work with a partner.
Tell each other what you wrote in activity 6a.
Ask questions to get more information. Highlight good use of language and elicit corrections of
example A: If I want to relax, I go for a haircut. any problems you noted.
B: Why?

c Tell the class about your partner’s answers.

Homework
Homework 
Highlight the homework reference at the bottom right
of page 55 of the Student Book. Ask learners to turn to
Lesson 13 55 page 102.

Set Lesson 13 activities 1 and 2 for homework.

Go over the instructions and examples to check
Sounding Natural understanding.

5a Homework Answers
Track 27 Learners listen for the sound they can hear 1
in the underlined parts of the sentences. a) Unless you order by six o’clock today, you’ll miss the
special offer.
5a answers b) We’ll take a taxi if the bus doesn’t come in the next five
There tends to be a /w/ between the two vowel sounds minutes.
in connected speech. This is an example of a linking c) I can’t drive there unless I get my car fixed.
sound. d) When I get home from work, I always shower
immediately.
e) If I lose the next game, I’ll be out.
Track 27 (page 92, Student Book) 0:16 f ) If you don’t leave, I’ll call the police.
1) What will you do if it’s sunny this weekend? g) I’ll visit you on Sunday unless you have another plan.
2) What do you do if you’re late for work? h) He’ll leave home when he gets older.
2
5b 1) f
Track 27 Learners listen again and copy the 2) b
pronunciation. 3) d
4) g
5) a
6) c
7) e

Lesson 13 55
 14
LESSON
How Are Things?

14 
How Are Things?

LESSON
In this lesson - Ask and answer casual questions
Core activities - 1-4, 6-7
Vocabulary - Some uses of thing

Introduction
Introduction 1 Discuss the questions below as a class.
a Where do you usually talk with
your friends?
1 b What do you usually talk about

Discuss the questions briefly as a class, as a way to with your friends?

introduce the reading section.

Reading Reading
2 Read the conversation on page 57. 3a Track 28 Read Claire and Laura’s

2a-d Underline the correct option to answer each

question below.
conversation again and listen at the same time.
Underline ten places where the words are
Direct attention to the picture of Claire and Laura on a Where are Claire and Laura?
different from what you hear.

page 57. 1 at work

b Work with a partner.
2 in a restaurant Read the words in the box below.
Elicit some ideas as to where they are, what their 3 in a shop Write them above the places you underlined in
relationship is, etc. the conversation on page 57, to show what
b What is the relationship between Claire and Laura? Claire and Laura really say. Some words can be
Go over the instructions and example to check 1 They don’t know each other.
used more than once.

understanding. In pairs, learners read the conversation on 2 They’re friends.

thing
page 57 and underline the correct option to answer each 3 They’re mother and daughter.
a thing
question. c What does Laura say about her new job? things
1 She’s really busy. thing for him to do

Monitor and assist as necessary. 2 It isn’t difficult.

you poor thing
3 She doesn’t like it.
lucky thing

Feedback as a class. d Which topic do Claire and Laura not talk about? that sort of thing
1 something they watched on TV

2a-d answers 2 Claire’s trip to France.

3 what to eat
c Track 28 Listen again and check your
answers to activity 3b.
a) Where are Claire and Laura? 56 Lesson 14
2 – in a restaurant
b) What is the relationship between Claire and Laura?
2 – they’re friends
c) What does Laura say about her new job? 3a answers - underlined
2 – it isn’t difficult Reading text
d) Which topic do Claire and Laura not talk about? Claire - Laura! Hi! How are you?
1 – something they watched on TV Laura - Hi, Claire. Not so bad… Pretty good actually.
I started my new job last week.
3a Claire - Oh really? What kind of work do you do?
Laura - I answer the phone, um… take messages, input
Track 28 Go over the instructions and example to
data, etc.
check understanding. Learners read the conversation
Claire - I feel sorry for you! That doesn’t sound like much fun!
again, listen at the same time and underline ten places
Laura - It’s pretty easy, really. In fact, sometimes it’s so quiet,
where the words are different from what they hear.
I don’t have anything to do!
Claire - Can’t complain, then. Anyway, what would you like
Feedback in pairs and then as a class.
to eat? They’ve got lots of tasty food here.
Laura - Oh, I don’t know… What’s that Greek dish we had
the last time?
Claire - Moussaka.
Laura - All right, I’ll have that. It’s the best dish they do.
Claire - Anyway, guess what! Bob and I are flying to Paris
this weekend. He surprised me with the tickets last night.
Laura - Ooh, that’s such a nice surprise. You are so lucky!

56 Lesson 14
 In this lesson: Ask and answer casual questions Track 28 (page 92, Student Book) 1:07
Vocabulary: Some uses of thing
Claire - Laura! Hi! How are things?
Laura - Hi, Claire. Not so bad… Pretty good actually.
I started my new job last week.
Claire - Oh really? What kind of things do you do?
Laura - I answer the phone, um… take messages, input
data, that sort of thing.
Claire - You poor thing! That doesn’t sound like much fun!
Laura - It’s pretty easy, really. In fact, sometimes it’s so quiet,
I don’t have a thing to do!
Claire - Can’t complain, then. Anyway, what would you like
to eat? They’ve got lots of tasty things here.
Laura - Oh, I don’t know… What’s that Greek thing we had
   things
Claire 
the last time?
  

 Laura … 

Claire - Moussaka.
 Laura …
Laura - All right, I’ll have that. It’s the best thing they do.
Claire   Claire - Anyway, guess what! Bob and I are flying to Paris
 Claire  this weekend. He surprised me with the tickets last night.
Laura … Laura  Laura - Ooh, that’s such a nice thing for him to do. You
  lucky thing!
 Claire  Claire 

 

Laura  

  Laura

 Claire  

Lesson 14 57

3b
Go over the instructions and words in the box to check
understanding. In pairs, learners write the words from the
box, above the places they underlined in the conversation
on page 57, to show what Claire and Laura really say.
Highlight the fact that some of the words can be used
more than once.

Monitor and assist as necessary.

Feedback as a class, but don’t confirm any answers at this

stage – learners will listen to check for themselves in the
next activity.

3c
Track 28 Learners listen again and check their
answers to activity 3b.
Feedback in pairs and then as a class.

3c answers
See CD script for Track 28 - answers underlined.

Lesson 14 57
 Language Focus Language Focus
The word thing is very common in casual, spoken English. We can use it in various ways.
Go over the explanations and examples with learners.
We can use it to refer to physical objects. We can use things (in the plural) to refer to a
If learners haven’t already noticed, you may like to point general situation.
They’ve got lots of tasty things here.
out that all the examples are taken from Claire and What’s that Greek thing we had the last time? How are things?

Laura’s conversation in activity 3. We can use it to refer to ideas, actions We can use a thing in statements, instead
and events. of anything.

What kind of things do you do? Sometimes it’s so quiet, I don’t have a thing
That’s such a nice thing for him to do. to do!

Practice We can use that sort / kind of thing to avoid We can use thing after adjectives when we talk
giving too many details. about people and show how we feel about them.

4a-j I answer the phone, um… take messages, input

data, that sort of thing.
You poor thing! That doesn’t sound like
much fun!
Go over the instructions and example to check You lucky thing!

understanding. In pairs, learners read the sentences,

underline the words in each sentence which can be Practice
replaced by an expression using thing, and write the 4 Work with a partner. Read the sentences below.
expression above the words they underline. Underline the words in each sentence which can be replaced by an expression using thing.
Write the expression above the words you underline.
thing
Monitor and assist as necessary. a What’s that strange object over there?

b I’ve got lots of jobs to do today.

Feedback as a class.
c I’m so hungry. I haven’t had anything to eat!

4a-j suggested answers d Could you wash up the breakfast dishes, knives, spoons, etc. after you’ve finished?

(expressions using thing in parentheses, next to the e I like camping and hiking and activities like that.
underlined words)
a) What’s that strange object (thing) over there? f Don’t worry about anything – I’ll deal with it.

b) I’ve got lots of jobs (things) to do today. g A: I did a bungee jump yesterday.
c) I’m so hungry. I haven’t had anything (a thing) to eat! B: You brave person – I could never do that!
d) Could you wash up the breakfast dishes, knives, spoons,
etc. (things) after you’ve finished? h He’s lost his job and the situation is really difficult for him at the moment.

e) I like camping and hiking and activities like that (that i We’re going to the beach, so bring your swimming costume, towel, etc.
sort /kind of thing).*
j The worst point about my job is that we have to work very long hours.
f) Don’t worry about anything (a thing) – I’ll deal with it.
g) A - I did a bungee jump yesterday.
58 Lesson 14
B - You brave person (thing) – I could never do that!
h) He’s lost his job and the situation is (things are) really
difficult for him at the moment.
i) We’re going to the beach, so bring your swimming Sounding Natural
costume, towel, etc (things).
j) The worst point (thing) about my job is that we have to 5a
work very long hours. Track 29 Learners listen and mark the main stress in
* N.B. …and activities (things) like that is also possible each sentence.
in e. Feedback in pairs and then as a class.
5a answers
See CD script for Track 29 - answers underlined.

Track 29 (page 92, Student Book) 0:14

1) You poor thing!
2) You lucky thing!

5b
Track 29 Learners listen again and copy the
pronunciation.
Extension
You may like to try a substitution drill here, using other
adjectives, e.g. brave, silly, etc.

Teaching Tip – Substitution Drill

Teacher says a word or phrase. Learners respond
by fitting this into a longer item using appropriate
intonation.
Teacher - Brave.
Learner - You brave thing!
Teacher - Silly.
Learner - You silly thing!
Etc.
58 Lesson 14
 7a
Sounding Natural
Go over the instructions and example to check
5a Track 29 Listen. Mark ( ) the main stress in each sentence below.
understanding.
1 You poor thing!
Make sure learners understand that they should ask the
2 You lucky thing!
questions they made a note of their answers for, as well
b Track 29 Listen again and copy the pronunciation. as the questions they wrote themselves.
In pairs, learners ask and answer the questions from
Time to Talk activity 6.
6a Work on your own. Make a note of your answers to the questions below. Monitor, but stay in the background as much as possible
1 How are things at work / home at moment? during this activity.

7b
2 What’s the best thing that’s happened to you this week?
Feedback. Learners tell the class about their partner’s
answers.
3 What kind of things do you like to eat?
Highlight good use of language and elicit corrections of
any problems you noted.
4 Do you have a lot of things to do next weekend?

5 What’s the best thing about studying English?

Homework
Highlight the homework reference at the bottom right
b Write three more questions for a partner, with expressions using thing.
of page 59 of the Student Book. Ask learners to turn to
page 102.

Set Lesson 14 activities 1 and 2 for homework.

Go over the instructions and examples to check
understanding.
7a Work with a partner. Ask and answer the questions from activity 6.
Ask questions to get more information.
example A: How are things at work at the moment? Homework Answers
B: Terrible. I‛ve worked late every night this week.
A: You poor thing! Why?
1
b Tell the class about your partner’s answers.
Homework  Conversation 1
Lesson 14 59
a) How are things at work?
b) Not so good actually. I’ve got too many things to
do and not enough time.
c) Don’t your colleagues help?
Time to Talk d) No, they don’t do a thing.
e) Lazy things! That’s terrible.
6a
Go over the instructions and questions to check Conversation 2
understanding. f ) I saw a great thing on TV last night.
Learners work independently to make a note of their g) What was it about?
answers to the questions. h) Oh, history and culture and that kind of thing.
Make sure learners understand that they should be i) I didn’t know you like that sort of thing.
making a note of their answers, rather than writing these j) Well, there are lots of things you don’t know
out in full. about me.
2
Monitor and assist as necessary.
a) subject / topic h i
b) situation a
6b c) programme f
Go over the instructions and check understanding.
d) facts j
You may like to elicit, from the class as a whole, one or
e) colleagues e
two possible questions with expressions using thing,
f ) anything d
before asking learners to start this activity.
g) jobs b
Learners work independently to write three more
questions for a partner, with expressions using thing.

Monitor and assist as necessary.

Lesson 14 59
 15
LESSON
After the Tone

15 
After the Tone

LESSON
In this lesson - Listen to and leave voicemail messages
Core activities - 2-6
Skills - Extended listening and speaking Introduction
1 Discuss the questions below as a class.
a How often do you use voicemail? When did you last get a voicemail message?
b If you call someone and get a voicemail greeting, do you leave a message or call back later? Why?

Introduction c Have you ever left a voicemail message in English?

2a How do you say these telephone numbers, dates and times in English?
Sometimes there is more than one way of saying them.
1a-c 1 14 September
Discuss the questions briefly as a class, as a way to 2 Tuesday 14th

introduce the topic of the lesson. 3 090 7643 6521

4 5.00
5 1 p.m.
2a 6 extension 455

Direct attention to the list of telephone numbers, dates 7 6.20

8 5.15
and times. Elicit ideas on how they are said in English. 9 Saturday 31st
Highlight the fact that sometimes there is more than one b Track 30 Listen and check your ideas from activity 2a.
way of saying them.
3a Work on your own. Complete the left column of the table below.

2b you
two dates in your life (e.g. a birthday, two dates
your partner

a meeting you have next week)

Track 30 Learners listen and check their ideas from
activity 2a.
Remodel and drill items as necessary. two times in your life (e.g. the time you get up) two times

2a+b answers
See CD script for Track 30. two telephone numbers you know two telephone numbers

Track 30 (page 92, Student Book) 1:27

1) the fourteenth of September; September the fourteenth;
b Work with a partner. Read out the dates, times and telephone numbers you wrote in activity 3a.
September fourteenth; September fourteen Listen to your partner and complete the right column of the table.
2) Tuesday the fourteenth
3) oh nine oh, seven six four three, six five two one; zero nine 60 Lesson 15

zero, seven six four three, six five two one

4) five; five o’clock
5) one p.m.
6) extension four five five; extension four double five
7) six twenty; twenty past six
8) five fifteen; a quarter past five
9) Saturday the thirty-first

3a
Go over the instructions and check understanding.
Learners work independently to complete the left
column of the table.
You may like to suggest that learners make up telephone
numbers if they wish, to maintain privacy.

Monitor and assist as necessary.

3b
Go over the instructions and check understanding.
In pairs, learners read out the dates, times, and telephone
numbers they wrote in activity 3a, listen to their
partners and complete the right column of the table.

Monitor and assist as necessary.

Feedback in pairs. Ask learners to compare the numbers

they wrote and to check that they correctly recorded the
information that their partners read out.

60 Lesson 15
 Track 31 (page 92, Student Book) 0:18
In this lesson: Listen to and leave voicemail messages Greeting 1
Skills: Extended listening and speaking
Hi, John Jenkins speaking. I can’t take your call right now,
but if you leave your name and number, I’ll get back to you
Listening after three this afternoon.
Listening Tip
Listen for the information you need
Track 32 (page 92, Student Book) 0:20
You don’t need to listen carefully to everything. Decide on the information you need
and focus on that.
Greeting 2
You’ve reached Big Pig PLC on oh five oh, five seven two
4a Track 31 - Track 34 Listen and write names, b Write the underlined expressions from the
three, six five one two. Please leave a message after the
telephone numbers, dates or times in the spaces to voicemail greetings in activity 4a into the correct
complete the voicemail greetings below. places to answer the questions below. tone.
Greeting 1 What are two ways to say who is speaking?
John Jenkins  John Jenkins speaking.
 Track 33 (page 92, Student Book) 0:33
 Greeting 3
 
What are two ways to say ‘I will call you later’? Hello. This is Jo Alexander. I’m sorry I can’t come to the
Greeting 2 phone, but I’m out of the office until Thursday the 13th.
 
  If it’s urgent, you can call Petra White on extension 546.

What are two ways to say ‘I can’t answer
If it can wait, please leave your details after the tone, and I’ll
Greeting 3 the phone’? return your call as soon as I can.
 

  Track 34 (page 93, Student Book) 0:24
 
  What are two expressions that describe the
Greeting 4
 sound that tells you when to speak? Thank you for calling Dark Star Digital Solutions. There’s no

one in the office at the moment. Please call back during office
Greeting 4 hours – nine a.m. to five p.m., Mondays to Fridays – or
  leave a message after the beep.


4b

– 
   Go over the instructions and example to check
 –
understanding.

In pairs, learners write the underlined expressions from
the voicemail greetings in activity 4a (underlined in
Lesson 15 61 Tracks 31-34) into the correct places to answer the
questions.

Feedback as a class.
Listening
4b answers
4a What are two ways to say who is speaking?
Highlight the Listening Tip box and go over the John Jenkins speaking.
explanation with learners. This is Jo Alexander.
What are two ways to say ‘I will call you later’?
Listening Tip I’ll get back to you.
Listen for the Information You Need I’ll return your call.
You don’t need to listen carefully to everything.
Decide on the information you need and focus on that. What are two ways to say ‘I can’t answer the phone’?
I can’t take your call right now.
Direct attention to the written voicemail greetings and I can’t come to the phone.
elicit what kind of information learners need to listen for What are two expressions that describe the sound that tells
in order to complete them. you when to speak?
the tone
Track 31 - Track 34 Go over the instructions
the beep
and example to check understanding. You may like to
tell learners that they should not worry too much about
spelling – they should record the information they need
as best they can, and check later.
Learners listen and write names, telephone numbers,
dates, or times in the spaces to complete the voicemail
greetings.
Feedback in pairs and then as a class.

4a answers
See CD scripts for Tracks 31-34 - answers in bold.

Lesson 15 61
 5a
Track 35 Track 36 Go over the instructions and 5a Track 35 Track 36 Listen to two people leaving voicemail messages.
Complete the tables below with the correct details.
example to check understanding. Call 1

Learners listen to two people leaving voicemail messages caller’s name Steve Jacobs

and complete the tables with the correct details. who the caller wants to speak to

time of the call

reason for the call

Feedback in pairs and then as a class. caller’s phone number

Call 2
5a answers
caller’s name

who the caller wants to speak to

Call 1
time of the call

caller’s name Steve Jacobs reason for the call

caller’s phone number

who the caller wants to Les Black b Use your notes from activity 5a and the words in the boxes, to rewrite the voicemail messages
speak to from activity 5a.
Call 1

time of the call (about) 10.30 a.m. Oh hi, this is Steve Jacobs calling for
That’s
Could you call me back on
reason for the call to check if Les received I’m calling to see if you received

the delivery It’s about

Oh hi, this is
right now.
caller’s phone number 050 9972 3518 Thank you.

Call 2
Call 2 I’ve left my mobile phone at home
Hi, John, it’s
caller’s name Tina It’s about
now

who the caller wants to John Listen, John, how about

so could you call me on
speak to That’s
Talk to you later.

time of the call (about) 12.30 c Track 35 Track 36 Listen again and check your answers to activity 5b.

reason for the call to ask if John wants to go

for dinner 62 Lesson 15

caller’s phone number 09735 98556

5b
Track 35 (page 93, Student Book) 0:50
Go over the instructions and example to check
Call 1
understanding. In pairs, learners use their notes from
Greeting - You’ve reached Big Pig PLC on oh five oh, five
activity 5a and the words in the boxes, to rewrite the
seven two three, six five one two. Please leave a message after
voicemail messages from activity 5a.
the tone.
Message - Oh hi, this is Steve Jacobs calling for Les Black. It’s
Monitor and assist as necessary.
about 10.30 a.m. right now. I’m calling to see if you received
the delivery. Could you call me back on zero five zero, double
Feedback as a class, but don’t confirm answers at this
nine seven two, three five one eight? That’s zero five zero,
stage – learners will listen to check for themselves in the
double nine, seven two, three five one eight. Thank you.
next activity.

Track 36 (page 93, Student Book) 0:45

5c Call 2
Track 35 Track 36 Learners listen again and Greeting - Hi, John Jenkins speaking. I can’t take your call
check their answers to activity 5b. right now, but if you leave your name and number, I’ll get
Emphasise that learners should check if the information back to you after three this afternoon.
they noted was correct, rather than if they wrote down Message - Hi, John, it’s Tina. It’s about 12.30 now. Listen,
the exact words. John, how about going out for dinner tonight? I’ve left my
mobile phone at home, so could you call me on zero nine
5c answers seven three five, nine eight double five six? That’s zero nine
See CD scripts for Tracks 35 and 36. seven three five, nine eight double five six. Talk to you later.

62 Lesson 15
 6c
Time to Talk
Ask learners to prepare for Role-play 2.
6a You are going to role-play listening to and leaving voicemail messages.
Work in two groups, A and B. Monitor and assist as necessary.
Group A: read the information below and prepare for Role-play 1.
Group B: go to page 88.

Role-play 1 Role-play 2
6d
• You are Jay Walton. • You are Jay Walton.
With the same partners as before, ask learners to do
• Call your friend, Pat Brown. • You have to go to a meeting for two hours. Role-play 2.
• You want to meet for a coffee this • Write a voicemail greeting and ask
evening at 6.00. callers to leave a message after the beep.
• Unfortunately, Pat can’t answer the phone,
so leave a message on the voicemail.
Monitor, but stay in the background as much as possible
• Ask Pat to call you back at your office during this activity.
to confirm.
• Leave your office number.
Use the table below to plan your message.
6e
your name Feedback. Ask learners in their pairs to compare the
information they noted, check if it is accurate and report
who you want to speak to
• Someone calls your phone. Read them
to the class.
your voicemail greeting.
time of the call • Listen to the caller’s message.
Use the table below to make a note of

reason for the call

what they say.
Homework
caller’s name

your phone number Highlight the homework reference at the bottom right
who the caller wants to speak to of page 63 of the Student Book. Ask learners to turn to
b Work with a partner from the other group page 103.
and do Role-play 1. time of the call

c Prepare for Role-play 2.

reason for the call
Set Lesson 15 activities 1 and 2 for homework.
d With the same partner as before, do Role-play 2. Go over the instructions and examples for activities 1a
e With your partner, compare the information you
caller’s phone number and 1b.
noted. Is it accurate? Learners use Track 37 for activity 2.

Homework 
Homework Answers
1+2
Lesson 15 63
1) I can’t take your call right now.
2) Leave your name and number.
3) I’ll get back to you.
4) I’m sorry I can’t come to the phone.
5) Please leave your details after the tone.
Time to Talk 6) I’ll return your call as soon as I can.
7) Leave a message after the beep.
6a
Divide the class into two groups, A and B.
Ask Group A to read the information further down the Track 37 (page 93, Student Book) 0:44
page. 1) I can’t take your call right now.
Ask Group B to go to page 88 in the Student Book and 2) Leave your name and number.
read the information there. 3) I’ll get back to you.
4) I’m sorry I can’t come to the phone.
Explain that learners are going to role-play listening to 5) Please leave your details after the tone.
and leaving voicemail messages, and that they should 6) I’ll return your call as soon as I can.
work in their groups to read the information on their 7) Leave a message after the beep.
respective pages and prepare for Role-play 1.

Monitor and assist as necessary.

6b
Put learners into pairs with partners from the other group
to do Role-play 1.
You may like to tell learners that, as with real voicemail,
they can ‘replay’ the messages they listen to (ask their
partner to repeat exactly what they said).

Monitor, but stay in the background as much as possible

during this activity.

Lesson 15 63
 16
LESSON
Stereotypes

16 
Stereotypes

LESSON
In this lesson - Discuss stereotypes
Core activities - 1–5, 7
Function - Making generalisations and talking Introduction Reading
about stereotypes 1a Work with a partner. Read the adjectives 2 Read the article on page 65. Underline the correct
below for describing people. option to complete each statement below.
Write P next to the adjectives that have a The article is mainly .
a mainly positive meaning. serious / educational / humorous
Write N next to the adjectives that have
b The author is .

Introduction
a mainly negative meaning.
American / British / Canadian
Write a question mark ( ? ) next to the
adjectives that have neither a positive nor c The author mainly gives .
a negative meaning. advice / his opinions / facts

1a friendly P loud
d The author generally
likes / dislikes / doesn’t care about
Americans.

Write on the board an example of an obviously incorrect clever

suspicious
polite
powerful
but not too offensive stereotype (e.g. All Englishmen are cruel
pushy
3a Work in two groups, A and B.
cultured Group A: read the article again and make notes
gentlemen.) and elicit/teach that these kinds of ideas are embarrassed respectful in the left column of the table below.
called stereotypes (‘set, often incorrect, ideas that people good-natured
humorous
sophisticated Group B: read the article again and make notes in
the right column of the table below.
apologetic
have about what a particular type of person is like’). Group A Group B
b Write three adjectives from activity 1a
What the author What the author
into each space in the table below.
says on… says on…
You may like to elicit one or two more examples of You can use adjectives more than once.
how the British generally what he thinks about
stereotypes from learners. what people normally think about… feel about Americans Americans
Americans
a bit suspicious of most are really nice

Go over the instructions and example to check them

understanding.
the British American politeness British politeness
Ask learners not to worry too much about words they
don’t know – they should pass over these and go on to
the next.
people from my country
In pairs, learners read the adjectives for describing people
and write P next to those with a mainly positive meaning, American humour British humour

N next to those with a mainly negative meaning, and a

question mark (?) next to those with neither a positive nor c Share your ideas from activity 1b with the
class, then discuss the questions below.
a negative meaning. 1 Is what people normally think about
Americans and the British true? b As a class, compare the notes you made in activity 3a.
Does anything the author says match your ideas
Monitor and assist as necessary. 2 Is what people normally think about
people from your country true? in activity 1b?

64 Lesson 16
Feedback as a class. Teach, drill, and board any unfamiliar
items. You may like to check the following:
apologetic – showing that you feel sorry
clever – quick to learn and understand things friendly P embarrassed ? powerful ?
cruel – unkind, unpleasant and causing pain clever P good-natured P pushy N
cultured – having a good education and knowing a lot suspicious N humorous P respectful P
about art, music, literature, etc. cruel N loud N sophisticated P
embarrassed – feeling ashamed or shy cultured P polite P apologetic ?
good-natured – pleasant and friendly
humorous – funny; making you laugh 1b
loud – (in this context) talking, laughing and demanding Go over the instructions and check understanding.
attention in a noisy way In pairs, learners write three adjectives from activity 1a
polite – not rude into each space in the table, to say what people normally
powerful – having a lot of power think about Americans, the British, and people from their
pushy – trying too much to get something / make own countries.
someone do something
respectful – showing politeness, especially to older and Highlight the fact that adjectives can be used more than
more important people once.
sophisticated – knowing a lot about how people act, and
knowing how to choose good clothes, food, etc. Monitor and assist as necessary.
suspicious – not trusting
1a suggested answers 1c
(There is obviously a degree of subjectivity involved here. Learners compare their ideas from activity 1b and
Accept any answers that learners can justify.) discuss the questions.

1b+c answers
Learners’ own ideas.

64 Lesson 16
 3a
In this Lesson: Discuss stereotypes
Function: Making generalisations and talking about stereotypes Put learners into two groups, A and B.
Go over the instructions, sections in the table and
examples to check understanding. Highlight the fact

Our Nice that learners are making notes, not writing out whole
sentences.
American Ask Group A to read the article again and make notes in
Friends the left column of the table.
 Ask Group B to read the article again and make notes in

 the right column of the table.


We Monitor and assist as necessary.

They
we
 Feedback in groups and then as a class.


 3a suggested answers


1 They are More Polite Than We Are Group A Group B


 What the author says What the author says
our

on… on…


 how the British generally what he thinks about
–

feel about Americans Americans
2 They Have a Better Sense of Humor • a bit suspicious of them • most are really nice

 • not sure if they trust them • polite

 • think that they are better • respectful

 than Americans • friendly

nice • loud and pushy • want to be nice


–
• powerful

American politeness British politeness

Lesson 16 65
• polite and respectful • not polite, just apologetic
• call people ‘Sir’ and • always saying sorry
‘Ma’am’
Reading
2a-d American humour British humour
Direct attention to the article and the pictures in it, on • more good-natured than • rather cruel
page 65. British humour • always making fun
Go over the instructions and statements to check of people
understanding. In pairs, learners read the article and
underline the correct option to complete each statement. 3b
Monitor and assist as necessary.
As a class, learners compare the notes they made in
activity 3a.
Feedback in pairs and then as a class.
Take brief responses to the question of whether anything
2a-d answers the author says matches learners’ own ideas in activity
a) The article is mainly humorous. 1b.
b) The author is British. See activity 4 answers for the full Reading text.
c) The author mainly gives his opinions.
d) The author generally likes Americans.

Lesson 16 65
 Language Focus Language Focus
We can use various expressions to soften generalisations.
Go over the explanations and examples with learners. almost all + subject
Almost all British people love tea.

4 on the whole + clause

Go over the instructions and check understanding. You On the whole, Italian food is very healthy.

tend to + base form of the verb

may like to find and underline the first example as a class
Americans tend to be friendly.
(On the whole – in the first sentence). I think (that) most + subject
In pairs, learners find and underline an example in the I think most Japanese people like rice.
article on page 65, of each of the expressions introduced We can use the following expressions to talk about stereotypes:
in the Language Focus section. subject + are supposed/said to + base form of the verb
The British are supposed to be quite polite.
Librarians are said to like books.
Monitor and assist as necessary.
people say (that)/think (that)
People say that footballers are paid too much.
Feedback as a class. People think that the French are quite fashionable.

We can use but actually when we disagree with a stereotype.

4 answers - in bold and underlined. People say that the Swiss are boring, but actually they’re a lot of fun.

4 Find and underline an example of each of the expressions above in the article on page 65.
Reading text
Our nice American friends by Jim Black
Practice
On the whole, we British are a bit suspicious of Americans. 5 Each sentence below has one word missing.
We’re just not sure if we trust them. Sure, they speak our Mark ( ) where the word is missing from each sentence and write the missing word.
is
language, but they spell it in a funny way. Also, we tend to a I think most modern music awful.

think that we are better than them. We are supposed to b Boys tend be louder than girls.
be sophisticated, humorous and polite. Americans, on the
other hand, are said to be loud and pushy. They may be c On whole, girls are quite bad at sports.

powerful, but we are cultured. d Americans are supposed be a bit pushy.

But are we really better than the Yanks? Some of my British e People think that the French a bit rude.

friends and family may never speak to me again, but I think f Almost politicians are honest.
most Americans are really nice - much nicer than Brits.
Why? Let me give you two reasons. g Cat owners are said be a little crazy.

66 Lesson 16

1/ They are politer than we are

People think that the British are polite, but actually we
aren’t polite, we’re just apologetic. If we step on someone’s
foot, we say sorry. If someone steps on our foot, we say sorry. Practice
We’re always saying sorry! On the other hand, almost all
Americans I’ve met have been polite and respectful. When 5a-g
I travelled in America, people were always calling me ‘Sir’ Go over the instructions and example to check
and calling my wife ‘Ma’am’ – not just shop assistants but understanding. In pairs, learners mark where the word is
ordinary people we met on the street. missing from each sentence and write the missing word.

2/ They have a better sense of humour Monitor and assist as necessary.

This will really get me in trouble! People say that the British
have a good sense of humour. In Britain, we are very proud Feedback as a class.
of our TV comedy and our ability to laugh at ourselves. But
actually, British humour tends to be rather cruel. We are 5a-g answers
always making fun of people. On the whole, American a) I think most modern music is awful.
humour is more good-natured than British humour. You see, b) Boys tend to be louder than girls.
almost all Americans are basically just really friendly. They c) On the whole, girls are quite bad at sports.
want to be nice. A lot of British people don’t like that, though. d) Americans are supposed to be a bit pushy.
We get uncomfortable and embarrassed if people are too e) People think that the French are a bit rude.
friendly – it just doesn’t seem right to us. f) Almost all politicians are honest.
g) Cat owners are said to be a little crazy.

Extension
You may like to ask learners which of the stereotypes and
generalisations in activity 5 they think are true.

66 Lesson 16
 Sounding Natural Time to Talk
6a Track 38 Listen to the sentences below. Mark ( ) the stressed syllable in the underlined words.
7a
1 The British are supposed to be quite polite, but actually they’re rather rude. Go over the instructions and check understanding.
2 People think that all boys like sports, but actually some of them don’t.
Learners work independently, think about the place that
they come from in their country and make a note of three
3 Girls are said to be interested in clothes, but actually many of them aren’t.
stereotypes about the people from that place.
b Track 38 Listen again and copy the pronunciation.

You may first like to note some stereotypes about people

from the place you come from, as a model.
Time to Talk
7a Work on your own.
Monitor and assist as necessary.
Think about the place that you come from in your country.
Make a note of three stereotypes about the people from that place.

7b
Go over the instructions and example to check
understanding.
In pairs, learners tell their partners about the stereotypes
they made a note of in activity 7a, and say which ones
they agree or disagree with.
Highlight the fact that learners should ask their partners
questions to get more information.

Monitor, but stay in the background as much as possible

during this activity.

7c
Feedback. Learners tell the class about the stereotypes
b Work with a partner. they discussed.
Tell your partner about the stereotypes you made a note of in activity 7a, and say which ones
you agree or disagree with.
Ask your partner questions to get more information. Highlight good use of language and elicit corrections of
example A: People from London are supposed to be unfriendly, but actually they aren‛t. any problems you noted.
B: Why do you say that?
c Tell the class about the stereotypes you discussed Homework 
with your partner.

Lesson 16 67 Homework
Highlight the homework reference at the bottom right
of page 67 of the Student Book. Ask learners to turn to
page 104.
Sounding Natural
Set Lesson 16 activities 1 and 2 for homework.
6a Go over the instructions and examples for activities 1
Track 38 Go over the instructions and check and 2.
understanding.
Learners listen to the sentences and mark the stressed Homework Answers
syllable in the underlined words. 1
Feedback in pairs and then as a class. 1
s
2
h u m o r o u s
6a answers (stressed syllables in bold)
3 4
c p p
1) The British are supposed to be quite polite, but actually l o
5 6
h
e l a l i
they’re rather rude. 7 8
v i s u s p i c i o u s e
2) People think that all boys like sports, but actually some of e t o u t m
them don’t. 9
r e
10
s p e c t f u l d i b
3) Girls are said to be interested in clothes, but actually many u o c a
of them aren’t. s
11
c
12
g o o d - n a t u r e d
h r e t r
Track 38 (page 93, Student Book) 0:30
13
y c u l t u r e d e a
1) The British are supposed to be quite polite, but actually e i d s
l c s
they’re rather rude. 14
p o w e r f u l
2) People think that all boys like sports, but actually some of d
them don’t.
3) Girls are said to be interested in clothes, but actually
many of them aren’t. 2
Learner’s own answers.
6b
Track 38 Learners listen again and copy the
pronunciation.

Lesson 16 67
 17
LESSON
A New Project

17 
A New Project

LESSON
In this lesson - Talk about a project
Core activities - 2-5, 7
Grammar - Present continuous and going to for plans
and intentions
Examples:
I’m going to study French at university next year.
I’m going to be a teacher after I graduate.
I’m studying French at university next year.

Introduction
1a
Go over the instructions and places in the box to check
understanding. Learners work independently to choose
one of the places and make a note of two ways it could
be improved.
Introduction
You may first like to give some examples of your own,
1a Choose one of the places in the box and
as a model. make a note of two ways it could be improved.

your home
Monitor and assist as necessary. your garden
your office

1b your school
your local area
In pairs, learners discuss what they made a note of in
activity 1a. b Work with a partner. Discuss what you
made a note of in activity 1a.

c Tell the class about your partner’s answers.

Monitor and assist as necessary.

1c
68 Lesson 17
Feedback. Learners tell the class about their partner’s
answers.

3
Listening Track 39 Go over the instructions and sentences to
check understanding.
2 Learners listen again and circle the correct option to
show if Raj (R) or Meena (M) says each sentence.
Track 39 Go over the instructions and check
understanding.
Feedback in pairs and then as a class.
Direct attention to the pictures on page 69 and
encourage speculation as to what Raj and Meena’s new
3 answers
project is.
a) I’m taking Deepak to look at the chickens on Tuesday. M
b) I’m going to clear a space for the chicken house in the
Learners listen to the interview and answer the garden tomorrow. R
questions. c) We’re all going to work hard. R

Feedback in pairs and then as a class.

Track 39 (page 93, Student Book) 1:31
2 answers Interviewer - Today I’ve travelled to Glossop to meet Raj and
a) Raj and Meena’s new project is to keep chickens in their Meena Mistry, and their little boy Deepak, and talk to them
garden. about their new project. So, Meena, I’ve been told that you’ve
b) The project hasn’t started yet.
c) They feel excited about the project. decided to start a new project.
d) Learners’ own opinions. Meena - That’s right… we’re going to keep chickens in our
garden!
Interviewer - Keep chickens? How do you organise that?
Raj - Well, I found a service on a website, registered my
interest and they called us back the same day. It’s great – we

68 Lesson 17
 4a
In this lesson: Talk about a project Do this activity as a class. Go over the instructions and
Grammar: Present continuous and going to for plans and intentions
example to check understanding.

Ask learners to read the sentences in activity 3 again.

Elicit answers to the questions and ask learners to write
letters in the spaces to answer the questions.

4a answers
1) Which sentences talk about future plans? a b
2) Which sentence talks about an intention? c
3) Which sentences use going to + base form of the verb?
bc
Listening 4) Which sentence uses the present continuous? a
2
4b
Track 39 Listen to an interview with Raj and Meena Mistry about their new project.
Answer the questions below.
a What is Raj and Meena’s new project? Go over the instructions and questions to check
b Has their project started?
c How do they feel about the project?
understanding.
d Would you like to start a similar project? Why or why not? Discuss the questions as a class.
3 Track 39 Listen again. Circle the correct option to show if Raj (R) or Meena (M) says each sentence below.
You may like to rewrite sentence a on the board
a I’m taking Deepak to look at the chickens on Tuesday. ...................................... R / M using going to + base form of the verb, and rewrite
b I’m going to clear a space for the chicken house in the garden tomorrow. ......... R / M sentences b and c using the present continuous, and
c We’re all going to work hard. ............................................................................. R / M
ask learners to compare these with the sentences in
4a Read the sentences in activity 3 again. Write letters to answer the questions below.
activity 3.
1 Which sentences talk about future plans? a
2 Which sentence talks about an intention?
3 Which sentences use going to + base form of the verb? Encourage discussion, but don’t give any definite
4 Which sentence uses the present continuous?
answers at this stage - learners will check for themselves
b Underline the correct option to answer each question below, about the sentences in activity 3.
in the next activity.
1 Could you use going to + base form of the verb in
sentence a and keep a similar meaning? ............................. Yes / No
2 Could you use the present continuous in 4b answers
sentence b and keep a similar meaning? ............................. Yes / No
3 Could you use the present continuous in
See 4c answers.
sentence c and keep a similar meaning? ............................. Yes / No

c Read the Language Focus section on page 70 to check your answers to activity 4b.
4c
Lesson 17 69
Learners read the Language Focus section to check
their answers to activity 4b.

can even choose the chickens that we like. Monitor and assist as necessary.
Meena - I’m taking Deepak to look at the chickens on 4c answers
Tuesday. 1) Could you use going to + base form of the verb in
Raj - And I’m going to clear a space for the chicken house in sentence a and keep a similar meaning? Yes
the garden tomorrow. (This sentence expresses a plan.)
Meena - After that, the company is coming round to set 2) Could you use the present continuous in sentence b
and keep a similar meaning? Yes
everything up. We’re all really excited, especially Deepak! We
(This sentence expresses a plan.)
can’t wait to get fresh eggs! 3) Could you use the present continuous in sentence c
Interviewer - That does sound good, but… isn’t it a bit and keep a similar meaning? No
unusual to keep chickens in a garden these days? (This sentence expresses an intention.)
Meena - Well, we already grow lots of vegetables in the
garden, you see, and now I want to teach Deepak how to
look after animals. I think it’s important for kids to learn how
to take care of them.
Raj - Yes. We’re all going to work hard, really hard, to make
sure this project is a success.
Interviewer - Well, good luck with everything. I’m sure you’ll
have lots of fun, and we’ll be back in 12 months to see how
you and the chickens are getting on.

Lesson 17 69
 Language Focus Language Focus
We can talk about plans and intentions with going to.
As learners have already read this section to check their be + going to + base form of the verb
answers to activity 4b, only go over anything that is still We’re going to meet the bank manager tomorrow. (plan)

unclear. If we get the loan, we’re going to do our best to make it a success. (intention)

We can also talk about plans with the present continuous.

be + -ing form of the verb
We’re meeting the bank manager tomorrow. (plan)
Practice We cannot use the present continuous to talk about intentions.
X If we get the loan, we’re doing our best to make it a success. (intention)

5a
Go over the instructions and example to check Practice
understanding. 5a Use going to and the verbs from the box to complete the sentences below.

In pairs, learners use going to and the verbs from the box do buy meet ask cook

to complete the sentences. 1 I ‛m going to cook dinner tonight.

If necessary, remind learners that they will need to use 2 I Mary to marry me.
a form of be in each sentence. 3 We in front of the restaurant at five p.m.

4 They a house next year.

Monitor and assist as necessary. 5 Tomorrow’s match is really important, so we our best.

Feedback as a class. b Tick ( ) the sentences in activity 5a where you could use the present continuous and keep a similar meaning.
Rewrite them below using the present continuous.

5a answers
1) I’m going to cook dinner tonight.
2) I’m going to ask Mary to marry me.
3) We’re going to meet in front of the restaurant at five p.m.
4) They’re going to buy a house next year.
5) Tomorrow’s match is really important, so we’re going to
do our best.

5b
Go over the instructions and check understanding.
In pairs, learners tick the sentences in activity 5a where
they could use the present continuous and keep a similar
70 Lesson 17
meaning, then rewrite them in the space provided, using
the present continuous.
Monitor and assist as necessary.
Feedback as a class.

5a answers (sentences numbered as they are in activity 5a)

1) I’m cooking dinner tonight.
2) This expresses an intention, so can’t be rewritten.
3) We’re meeting in front of the restaurant at five p.m.
4) They’re buying a house next year.
5) This expresses an intention, so can’t be rewritten.

70 Lesson 17
 Sounding Natural
Time to Talk
6a
7a
Track 40 Listen. How are the underlined words below pronounced?

1 I’m going to look for a new job.

2 He’s going to meet me at five o’clock.
Go over the instructions and examples to check
3 We’re going to save money each week. understanding.
b Track 40 Listen again and copy the pronunciation.
Learners work independently to think of a project they
would like to start in the future, using one of the ideas
given, or an idea of their own. They then imagine that
Time to Talk they are planning the project and use the table to make
7a Think of a project you would like to start in the future.
notes about it.
It can be in one of the places below, or one of your own ideas.

your office your garden your school your local area your home Monitor and assist as necessary.
Imagine that you are planning the project.
Use the table below to make notes about it.
7b
What are you going to do?
Go over the instructions and example to check
make our local beach clean
understanding. In pairs, learners tell each other about the
How? projects they made notes on in activity 7a.
start a group
Highlight the fact that learners should ask questions to
With whom? get more information.
Monitor, but stay in the background as much as possible
Where?
during this activity.

For how long?

7c
Feedback. Learners tell the class about their partner’s
Why? project.
Highlight good use of language and elicit corrections of
When are you starting?
any problems you noted.

b Work with a partner. Tell each other about the projects you made notes on in activity 7a.
Ask questions to get more information.
example A: I‛m going to make our local beach clean.
Homework
B: How?
c Tell the class about your partner’s project. Homework  Highlight the homework reference at the bottom right
Lesson 17 71
of page 71 of the Student Book. Ask learners to turn to
page 105.
Set Lesson 17 activities 1 and 2 for homework.
Go over the instructions and examples to check
Sounding Natural understanding.

6a Homework Answers
Track 40 Learners listen for how the underlined 1
words are pronounced. a) I’m going to take / taking my driving test next week.
b) One day he’s going to learn how to dance!
6a answers c) I can’t see you tomorrow because I’m going to meet /
The underlined words tend to be pronounced as /tə/ (with meeting Mary.
the weak form of the vowel) in connected speech. d) I’m going to wash / washing the car at the weekend.
e) Paul said that he’s going to say sorry when he sees her.
Track 40 (page 93, Student Book) 0:21 f ) That cake looks delicious – I think I’m going to eat some!
g) We’re going to have / having a party on Saturday.
1) I’m going to look for a new job.
Can you come?
2) He’s going to meet me at five o’clock.
h) If she gets the chance, she’s going to live abroad.
3) We’re going to save money each week.
2
6b A holiday in France
Track 40 Learners listen again and copy the I’m really excited because I’m travelling to Brittany in
France this Saturday. I went alone last year and it was a
pronunciation.
bit boring, so this time my friend, Stan, is coming with
me. We’re catching the train to Portsmouth really early
in the morning, and from there we’re getting the first
ferry to Cherbourg. From there, Stan’s driving us to
Carnac. Stan just loves French food and he says that he’s
going to eat a lot of it! We’ve both been taking French
lessons, so we’re going to talk to everyone we meet.

Lesson 17 71
 18
LESSON
Looking Good

18 
Looking Good

LESSON
In this lesson - Exchange information and opinions
Core activities - 1-4, 6
Vocabulary - Expressions with look
Introduction
1a Read the sentences below and write numbers to b Complete the sentences below with the correct
answer the questions. form of watch or look at.

Introduction 1 I looked at some old family

photographs last night.
1 I watched
last Tuesday.
a ballet on my birthday

2 I was watching a film in the cinema 2 When I a football

1a when my phone rang. match, I get really excited.

Go over the instructions and check understanding. a Which sentence talks about
3 Do you mind if we
the TV?
In pairs, learners read the sentences and write numbers paying attention to
something that is moving? ........... 4 I the train
to answer the questions. b Which sentence talks about timetable and then bought my ticket.
paying attention to something
5 A: Where are we?
Monitor and assist as necessary. that isn’t moving? ........................
B: the map.
c Which sentence uses watch as a

Feedback as a class. main verb? ................................... 6 A: What did you do yesterday?

B: I a house that I
d Which sentence uses look as a
main verb? ................................... want to buy.
1a answers
a) Which sentence talks about paying attention to
something that is moving? 2 Reading
b) Which sentence talks about paying attention to 2a Read the email on page 73 quickly and underline the correct option to complete each statement below.

something that isn’t moving? 1 1 Luke is an office worker / a teacher / a student.

c) Which sentence uses watch as a main verb? 2 2 Karen is Luke’s mother / sister / grandmother.

d) Which sentence uses look as a main verb? 1

b Read the email again. Circle the correct option to show if each sentence below is true (T) or false (F).

1b 1 Luke and his nephews have a similar appearance. ................................ T / F

2 Luke thinks his sister seemed healthy in the photograph. ..................... T / F

Go over the instructions and example to check
3 Luke doesn’t like the decorations in the student bar. ............................. T / F
understanding. Learners complete the sentences with the
4 Luke will probably catch the early train on the 15th. .............................. T / F
correct form of watch or look at.
5 It may snow on the 15th. ........................................................................ T / F

Monitor and assist as necessary. 6 Luke thinks his friends were jealous of the food that he received. ......... T / F

Feedback as a class.
72 Lesson 18

1b answers
1) I watched a ballet on my birthday last Tuesday.
2) When I watch a football match, I get really excited. 2b
3) Do you mind if we watch the TV? Go over the instructions and example to check
4) I looked at the train timetable and then bought my ticket. understanding. Learners read the email again and circle
5) A - Where are we? the correct option to show if each sentence is true (T) or
B - Look at the map. false (F).
6) A - What did you do yesterday?
B - I looked at a house that I want to buy. Monitor and assist as necessary.

Feedback in pairs, and then as a class.

Reading 2b answers
1) Luke and his nephews have a similar appearance. T
2a 2) Luke thinks his sister seemed healthy in the photograph. F
Go over the instructions and check understanding.
3) Luke doesn’t like the decorations in the student bar. F
Learners read the email on page 73 quickly and
4) Luke will probably catch the early train on the 15th. T
underline the correct option to complete each
5) It may snow on the 15th. T
statement.
6) Luke thinks his friends were jealous of the food that
Monitor and assist as necessary. he received. T
Feedback as a class.

2a answers
1) Luke is a student.
2) Karen is Luke’s sister.

72 Lesson 18
 Reading text
In this lesson: Exchange information and opinions Hi Mum, hi Dad,
Vocabulary: Expressions with look
Well, I can’t believe my first term is nearly over and I’ll be
coming home in a couple of weeks! I’ve been studying
a lot these last few weeks… and maybe partying a little,
Hi Mum, hi Dad, too.
Well, I can’t believe my first term is nearly over and I’ll be coming home in a couple of
weeks! I’ve been studying a lot these last few weeks… and maybe partying a little, too. I’m really looking forward to coming home for Christmas
I’m really looking forward to coming home for Christmas and especially to seeing the and especially to seeing the twins for the first time. I hear
twins for the first time. I hear my new nephews look like me. Is it really true? Anyway, my new nephews look like me. Is it really true? Anyway,
I guess if I keep studying hard, I can be someone they can look up to in the future. Karen
must be really busy looking after them. How is she? In the last photo I saw of her with the
I guess if I keep studying hard, I can be someone they
twins, she didn’t look very well. Is she feeling better now? I’m also looking forward to the can look up to in the future. Karen must be really busy
university Christmas party next week. It’s going to have live bands and hot mulled wine, looking after them. How is she? In the last photo I saw
and the decorations in the student bar look amazing.
of her with the twins, she didn’t look very well. Is she
Anyway, it looks like I can get the early train on the 15th, so could someone please
pick me up from the station at 2 pm? It looks like snow on the 15th, but I’ll send you a feeling better now? I’m also looking forward to the
message if there’s a problem. Oh, and thanks for the parcels of Christmas food you sent.
My friends looked very jealous when I opened them. university Christmas party next week. It’s going to have
Love, live bands and hot mulled wine, and the decorations in
Luke
the student bar look amazing.
3a Find and circle examples of the three phrasal verbs below with look, in Luke’s email.
Anyway, it looks like I can get the early train on the
Draw lines to match the phrasal verbs on the left with the definitions on the right. 15th, so could someone please pick me up from the
station at 2 pm? It looks like snow on the 15th, but I’ll
feel excited about something that is
1 look after someone or something a
going to happen send you a message if there’s a problem. Oh, and thanks
for the parcels of Christmas food you sent. My friends
2 look up to someone b take care of someone or something looked very jealous when I opened them.
Love,
3 look forward to something c admire someone

Luke
b Underline three more different expressions with look in Luke’s email.

- Find one that is followed by an adjective.

3b
- Find one that is followed by like and a noun. Go over the instructions and check understanding.
- Find one that is followed by like and a clause. Learners underline three more different expressions with
look in Luke’s email: one followed by an adjective, one
Lesson 18 73 followed by like and a noun, and one followed by like
and a clause.
3a Monitor and assist as necessary.
Go over the instructions and check understanding.
Learners find and circle examples of the three phrasal
Feedback as a class.
verbs from the table with look, in Luke’s email.
Learners then draw lines to match the phrasal verbs with 3b possible answers – below and bolded in the Reading
the definitions in the table. text.
look followed by an adjective
Monitor and assist as necessary.
(didn’t) look very well, look amazing, looked very
jealous
Feedback as a class.
look followed by like and a noun
3a answers – below and underlined in the Reading text. look like me, looks like snow
1) look after someone or something b) take care of look followed by like and a clause
someone or something (it) looks like I can get the early train.
2) look up to someone c) admire someone
3) look forward to something a) feel excited about
something that is going to happen

Lesson 18 73
 Language Focus Language Focus Practice
We can use look to give information about 4a Complete the descriptions with the correct
Go over the explanations and examples with learners. the subject. form of look or look like and words from
It has a similar meaning to seem or appear. the box. Use any other words you need.
look + adjective
a football going to rain
You look terrible, are you all right?

Practice
a businesswoman tired
That looks fun!
angry wanted to go home
We can use look like in a similar way.

4a
1 It’s cloudy, and I can hear thunder.
look like + noun
It looks like it‛s going to rain.
She looks a bit like Betty Grable.
Go over the instructions and example to check That looks like hard work!
2 She couldn’t keep her eyes open.
She
understanding. look like + clause (underlined in the examples) 3 My present under the Christmas tree is
In pairs, learners complete the descriptions with the She looked like she was going to cry. big and round.
It
It looks like it’s going to rain.
correct form of look or look like and words from the box. It looks like he’s eaten everything. 4 A: Who is it?
Highlight the fact that learners should use any other B: I don’t know, but she’s wearing a suit.
She
We also use look in many phrasal verbs,
words they need to complete the sentences. e.g. look up to, look after, and look forward to. 5 He put on his coat and waited next to the
Helen really looks up to her boss. front door.
(Helen really admires her boss.) He really
Monitor and assist as necessary. I look after my friend’s dog every Tuesday. 6 He and shouted
(I take care of my friend’s dog every Tuesday.)
at everyone.
My mum is really looking forward to her
Feedback as a class. birthday party next week.
(My mum is really excited about her birthday
b Complete the sentences with the correct form of
look and any words from the box that you need.
party next week.) Some words can be used more than once.
4a answers
1) It’s cloudy, and I can hear thunder. after
forward
to
up
It looks like it’s going to rain.
1 He thought his father was a hero and
2) She couldn’t keep her eyes open. really him.
She looked tired. 2 I’m seeing
3) My present under the Christmas tree is big and round. Mary tomorrow so much!
It looks like a football. 3 I’m staying at home all day tomorrow to

4) A - Who is it?
B - I don’t know, but she’s wearing a suit. my daughter.

She looks like a businesswoman.

5) He put on his coat and waited next to the front door.
He really looked like he wanted to go home.
6) He looked angry and shouted at everyone.

4b 74 Lesson 18

Go over the instructions and check understanding.

In pairs, learners complete the sentences with the correct
form of look and any words from the box that they need.
Highlight the fact that some words can be used more
than once.

Monitor and assist as necessary.

Feedback as a class.

4b answers
1) He thought his father was a hero and really looked up to
him.
2) I’m looking forward to seeing Mary tomorrow so much!
3) I’m staying at home all day tomorrow to look after my
daughter.

74 Lesson 18
 Sounding Natural Time to Talk
5a Track 41 Listen. Mark ( ) the main stress in the underlined phrases.

1 I’m looking forward to seeing her tonight.

6a
Go over the instructions and check understanding.
2 He really looks up to me.
Learners complete the sentences with their own ideas.
3 Could you look after the children?

b Track 41 Listen again and copy the pronunciation.

Monitor and assist as necessary.

6b
Time to Talk Go over the instructions and example to check
6a Complete the sentences below with your own ideas. understanding.
In pairs, learners take turns to tell each other what they
I’m looking forward to
wrote in activity 6a and ask questions to get more
looks like information.
I really look up to
Monitor and assist as necessary.

looks after

looks Homework
Highlight the homework reference at the bottom right
of page 75 of the Student Book. Ask learners to turn to
b Work with a partner.
Tell each other what you
page 106.
wrote in activity 6a.
Ask questions to get
more information.
Set Lesson 18 activities 1 and 2 for homework.
example A: It looks
Go over the instructions and examples to check
like I have understanding.
to work late tomorrow.
B: Oh dear. Why?
Homework Answers
1
a) I looked at 2 the street sign and realised we were lost.
Homework  b) I watched 3 the tennis last night.
c) Look at 1 this computer – I think it’s broken.
Lesson 18 75
d) Don’t look at 5 the sun or you’ll hurt your eyes.
e) I watch 4 films on my phone all the time.
2
Sounding Natural a) Simon looks really upset.
b) I’m looking after my nephew tomorrow.
5a c) John looks like his brother.
d) I really look up to my grandfather.
Track 41 Go over the instructions and check
e) Jenny’s looking forward to going to a new school.
understanding. Learners listen and mark the main stress
f ) It looks like Emma has forgotten her key.
in the underlined phrases.

Feedback in pairs and then as a class.

5a answers
See CD script for Track 41 - answers in bold.

Track 41 (page 93, Student Book) 0:20

1) I’m looking forward to seeing her tonight.
2) He really looks up to me.
3) Could you look after the children?

5b
Track 41 Learners listen again and copy the
pronunciation.

Lesson 18 75
 19
LESSON
The Blame Game

19 
The Blame Game

LESSON
In this lesson - Discuss people who have had an effect on
your life, or on the world
Core activities - 1b-5, 7
Function - Giving credit and blaming

Introduction
1a
Go over the instructions and example to check
understanding. In pairs, learners write pronouns
to complete the table.
Monitor and assist as necessary.
Feedback as a class. Introduction
1a Work with a partner. Write pronouns to complete the table below.
1a answers
subject object reflexive

subject object reflexive I me myself

you you
singular he
I me myself herself
it
you you yourself we
plural you you
singular he him himself them

b Underline the correct options to complete the sentences below.

she her herself 1 How did you cut you / yourself?
2 Could you pass me the salt, please? I can’t reach it I / me / myself.
it it itself 3 She lives by she / her / herself in a small flat.
4 Did you two enjoy you / yourself / yourselves at the party last night?
5 My father and I / me / myself live by we / us / ourselves.
we us ourselves 6 Charles met Laura and I / me / myself at the station.

plural you you yourselves 76 Lesson 19

they them themselves

1b Listening
Go over the instructions and example to check
understanding. In pairs, learners underline the correct 2
options to complete the sentences.
Track 42 Direct attention to the picture of Paul
Monitor and assist as necessary. and Yolanda.
Feedback as a class. Go over the instructions, statements and example to
check understanding.
1b answers Learners listen to Paul and Yolanda talk about someone,
1) How did you cut yourself? and correct one word in each of the statements to make
2) Could you pass me the salt, please? I can’t reach it myself. them true.
3) She lives by herself in a small flat. Monitor and assist as necessary.
4) Did you two enjoy yourselves at the party last night? Feedback in pairs, and then as a class.
5) My father and I live by ourselves.
6) Charles met Laura and me at the station. 2 answers
incorrect word - underlined
correction - in bold
a) Yolanda (Paul) talks first.
b) Paul and Yolanda are talking about a colleague (teacher).
c) Yolanda thinks that Mr Masters had a generally bad
(good) effect on her life.
d) Paul thinks Mr Masters was great (terrible / awful /
boring).
e) Yolanda thinks that what Paul says about Mr Masters is
fair (unfair).

76 Lesson 19
 Track 42 (page 93, Student Book) 1:02
In this lesson: Discuss people who have had an
Paul – Who was your favourite teacher in school?
effect on your life, or on the world
Function: Giving credit and blaming Yolanda – High school?
Paul – Yeah.
Listening Yolanda – Mr Masters.
2 Track 42 Listen to Paul and Yolanda talk about someone they both know.
Paul – The maths teacher?
Correct one word in each of the statements below to make them true. Yolanda – Yes. He was one of the best teachers we had.
Paul
a Yolanda talks first. I give him credit for the good grades I got in my exams.
b Paul and Yolanda are talking about a colleague.
Paul – But he was awful – a terrible teacher.
c Yolanda thinks that Mr Masters had a generally bad effect on her life.
Yolanda – Why?
d Paul thinks Mr Masters was great.
Paul – Well, he was really boring. He could have made his
lessons more interesting, but he didn’t. He’s the reason why
e Yolanda thinks that what Paul says about Mr Masters is fair.
I still hate maths today. I blame him for my bad exam
3a Circle P (Paul) or Y (Yolanda) to show who says each sentence below.
results.
1 I give him credit for the good grades I got in my exams. .................. P / Y
Yolanda – That’s not fair. It’s your fault that you got bad
2 He could have made his lessons more interesting, but he didn’t. ...... P / Y
results. You should have worked harder. You’ve only got
3 He’s the reason why I still hate maths today. ...................................... P / Y yourself to blame.
4 I blame him for my bad exam results. ................................................ P / Y Paul – Oh yes?
5 It’s your fault that you got bad results. ................................................ P / Y Yolanda – Yes. I was really bad at maths. Mr Masters could
6 You should have worked harder. ........................................................ P / Y have given up on me, but he didn’t – he was just so patient
7 You’ve only got yourself to blame. ..................................................... P / Y and explained things so carefully. He’s the reason why
8 Mr Masters could have given up on me, but he didn’t. ...................... P / Y I decided to study maths at university.
9 He’s the reason why I decided to study maths at university. ............. P / Y

b Track 42 Listen again and check your answers to activity 3a.

4a
Go over the instructions and example to check
4a Work with a partner. Read the sentences in activity 3a again. understanding. In pairs, learners read the sentences in
Tick ( ) the sentences where Paul or Yolanda give credit to someone for something. activity 3a again, tick ( ) the sentences where Paul or
Underline the expressions they use to do this.
Put a cross (X) next to the sentences where Paul or Yolanda blame someone for
Yolanda give credit to someone for something, put a
something. Underline the expressions they use to do this. cross ( x ) next to those where Paul or Yolanda blame
someone for something, and underline the expressions
b Circle the correct option to complete the statement below.
the speakers use to do these things.
In activity 3a, the expressions in sentences 2, 3, 8, and 9 can / can’t be
used to both blame and give credit.
Monitor and assist as necessary.
Lesson 19 77 Feedback as a class.

4a answers - underlined
3a+b answers in bold
3a 1) I give him credit for the good grades I got in my exams. Y
Go over the instructions and example to check 2) He could have made his lessons more interesting, but he
understanding. In pairs, learners circle P (Paul) or Y didn’t. P x
(Yolanda) to show who says each sentence. 3) He’s the reason why I still hate maths today. P x
4) I blame him for my bad exam results. P x
Feedback as a class, but don’t give any definite answers at 5) It’s your fault that you got bad results. Y x
this stage – learners will listen to check for themselves in 6) You should have worked harder. Y x
the next activity. 7) You’ve only got yourself to blame. Y x
8) Mr Masters could have given up on me, but he didn’t. Y
3b 9) He’s the reason why I decided to study maths
Track 42 Learners listen again and check their at university. Y
answers to activity 3a.
Feedback in pairs, and then as a class. 4b
Do this activity as a class. Ask learners to look again at the
3a+b answers expressions in sentences 2, 3, 8, and 9 in activity 3a. Elicit
See 4a answers. the fact that the same expressions in these sentences –
(he) could have and (he)’s the reason why – are used to
both blame and give credit. Ask learners to circle the
correct option to complete the statement in their books.

4b answers
In activity 3a, the expressions in sentences 2, 3, 8, and 9 can
be used to both blame and give credit.

Lesson 19 77
 Language Focus Language Focus Practice
We can use different expressions to give credit 5a Work with a partner. Complete the sentences
Go over the explanations and examples with learners. and say that someone is responsible for below with blame, credit, fault, or reason.
You may like to highlight the use of reflexive pronouns in something good.
1 You’ve only got yourself to blame
give (someone) credit for (something)
some of the examples. I give him credit for the good grades I got in
for the crash.

my exams. 2 My mother’s the why I’m

You should give yourself credit for all the hard such a bad cook.
work you’ve done.

Practice
3 I my brother for my
(someone) is the reason why + clause broken leg.
He’s the reason why I decided to study maths
4 It’s Mary’s that we don’t
at university.
5a We can use different expressions to blame
have a table.

Go over the instructions and example to check and say that someone is responsible for 5 I give Steve
the race.
for completing
something bad.
understanding. In pairs, learners complete the sentences blame (someone) for (something)
with blame, credit, fault, or reason. I blame him for my bad exam results.
b Write numbers to match each sentence below
with a sentence in activity 5a.
it’s (someone’s) fault that + clause
1 She could have taught me, but
Monitor and assist as necessary. It’s your fault that you got bad results.
she didn’t. 2
Feedback as a class. (someone) is the reason why + clause 2 He shouldn’t have taken
He’s the reason why I still hate maths today. me skiing.

5a answers We can use myself, yourself, etc. with have 3 You should have driven
only got… to blame to emphasise that no one
1) You’ve only got yourself to blame for the crash. else is responsible for something bad happening.
more carefully.

4 He could have given up, but

2) My mother’s the reason why I’m such a bad cook. I’ve only got myself to blame.
he didn’t.
You’ve only got yourself to blame.
3) I blame my brother for my broken leg. 5 She should have booked.
We can use should have when we criticise
4) It’s Mary’s fault that we don’t have a table. someone’s actions in the past.
5) I give Steve credit for completing the race. should / shouldn’t have + past participle
It’s Michael’s fault that we missed the train. He

5b
should have been on time.
She’s only got herself to blame. She shouldn’t
have argued with her boss.
Go over the instructions and example to check
understanding. In pairs, learners write numbers to match We can use could have to talk about
alternatives to the (good or bad) actions
each sentence with a sentence in activity 5a. someone took.
could have + past participle

Monitor and assist as necessary. He could have given up on me, but he didn’t.
She could have smiled sometimes, but she
Feedback as a class. never did.

5b answers
1) She could have taught me, but she didn’t. 2 78 Lesson 19

2) He shouldn’t have taken me skiing. 3

3) You should have driven more carefully. 1
4) He could have given up, but he didn’t. 5
5) She should have booked. 4

Memo

78 Lesson 19
 Sounding Natural Time to Talk
6a Track 43 Listen. What sound can you hear in the underlined parts of the sentences?

1 She’s the reason why I’m so bad at sports.

7a
2 He’s the reason why I love classical music.
Go over the instructions and check understanding.
3 They’re the reason why I’m studying English. Learners work independently to think of someone who
has had a big effect on their life, or on the world, and
b Track 43 Listen again and copy the pronunciation.
make notes to answer the questions in the table about
this person.
Time to Talk
7a Think of someone who has had a big effect on your life, or on the world.
You may like to make some notes of your own on the
Make notes to answer the questions about this person, in the table below. board, about a person you choose, as a model.
name of the person Monitor and assist as necessary.
What do you give them credit for? Why?

7b
Go over the instructions and example to check
understanding. In pairs, learners discuss the people they
chose in activity 7a. Highlight the fact that learners
should ask questions to get more information.
Monitor, but stay in the background as much as possible
Is there anything you blame them for? What? Why?
during this activity.

7c
Feedback. Learners tell the class about the person they
discussed with their partner.
Highlight good use of language and elicit corrections of
b Work with a partner. Discuss the people you chose in activity 7a. any problems you noted.
Ask questions to get more information.
example A: I chose my father. He‛s the reason why I don‛t like sports.
B: Why do you say that?

c Tell the class about the person you discussed with your partner. Homework
Homework 
Highlight the homework reference at the bottom right
Lesson 19 79
of page 79 of the Student Book. Ask learners to turn to
page 106.

Set Lesson 19 activities 1 and 2 for homework.

Sounding Natural Go over the instructions and example for activity 1.
Make sure learners understand what to do for activity 2.
6a
Track 43 Learners listen for the sound they can hear Homework Answers
in the underlined parts of the sentences. 1
Feedback in pairs, and then as a class. a) Did you learn from an instructor, Peter, or did you
teach yourself?
6a answers b) Terry hurt himself when he was climbing in Nepal.
There tends to be a /j/ sound between the two words in c) Excellent work, everyone! Give yourselves credit for
connected speech. a job well done!
This is an example of a linking sound. d) Let’s stop at a café and buy ourselves a coffee.
e) I looked at myself in the mirror and found my glasses
on my face!
Track 43 (page 93, Student Book) 0:23 f ) Have you ever asked yourself what the most
1) She’s the reason why I’m so bad at sports. important thing in your life is?
2) He’s the reason why I love classical music. g) Vanessa’s party was a great success, but she just won’t
3) They’re the reason why I’m studying English. give herself any credit for it.
h) This robot car is amazing. It can even wash itself!
6b i) They’ve only got themselves to blame for the
problems they have.
Track 43 Learners listen again and copy the
pronunciation. 2
Learner’s own answers.

Lesson 19 79
 20
LESSON
Dear Me

20 
Dear Me

LESSON
In this lesson - Choose good advice for a teenager
Core activities - 1-6c, 7b
Skills - Extended reading and speaking Introduction
A letter
1a Work on your own. Choose one of the questions
to
below and make a note of your answer to it.
1 When was the last time you gave advice myself
Introduction
to someone? What was it about?
2 What’s the best piece of advice you’ve
ever received?

1a 3 Who do you usually go to for advice? Why?

4 Have you ever received good advice that
Go over the instructions and list of questions to check you didn’t take? What happened?

understanding. Use this as an opportunity to highlight b Work with a partner.

and board collocations with advice: Discuss your answers to the questions you chose
in activity 1a.
give/receive/take advice
c Tell the class about your partner’s answers.
a piece of advice
go to someone for advice
Reading
Elicit/explain the difference between receive advice (‘get
Reading Tip
advice from someone’) and take advice (‘act on advice Preview and predict
you receive’). Read titles and look at photos and
illustrations before you read, to get an idea

Learners work independently to choose one of the of what an article is about. Try to predict the 3a Work with a partner. Read the list of topics below.
content. This will help you to understand Underline three topics in the list which you think
questions and make a note of their answer to it. better when you read the article. will definitely be talked about in the article.

beauty friendship
Monitor and assist as necessary. 2a You are going to read an article about someone
and looks
romance
giving advice. body
and health money
First, look at the pictures and read the title of the
1b article, then discuss the questions below. career
personality
and character

Go over the instructions to check understanding. In pairs, 1 What kind of person is giving the advice family travel
(e.g. is it a man or a woman, young or old)?
learners discuss their answers to the question they chose b Share your ideas from activity 3a with the class.
2 Who are they giving the advice to? How?
in activity 1a. c Read the rest of the article quickly to check your
b Read the introduction of the article and check ideas from activity 3a. Write numbers to match
your ideas from activity 2a. the paragraphs in the article with topics in the list
Monitor and assist as necessary. in activity 3a (not all the topics are talked about).

1c 80 Lesson 20

Feedback. Learners tell the class about their partner’s

answers. 2a answers
Encourage discussion and accept any reasonable
suggestions, but do not confirm any answers at this stage -
Reading learners will read to check for themselves in the next activity.

2a 2b
Direct attention to the article on page 81. Explain that Learners read the introduction of the article and check
it is an article about someone giving advice, and that their ideas from activity 2a.
learners are going to read it.
Monitor and assist as necessary.
Go over the information in the Reading Tip box with Feedback in pairs and then as a class.
learners.
2a+b answers
Reading Tip 1) An adult woman is giving the advice.
Preview and Predict 2) She’s giving the advice to herself, in a letter.
Read titles and look at photos and illustrations before
you read, to get an idea of what an article is about. Try Extension
Before moving on to activity 3a, you may like to ask
to predict the content. This will help you to understand
learners to predict what kind of topics Diane will talk
better when you read the article. about in her letter.
Ask learners to look at the pictures and read the title of
the article, then discuss the questions as a class.
3a
Go over the instructions and check understanding. In
pairs, learners read the list of topics and underline three
which they think will definitely be talked about in the
article.
Monitor and assist as necessary.
80 Lesson 20
 In this lesson: Choose good advice for a teenager
4
Skills: Extended reading and speaking Go over the instructions and example to check
understanding. You may like to inform learners that the
column of words in the table are in the same order as
I f you could send a letter back through time to your
younger self, what would you say? We asked our
readers to send us the letter they would write.
Today we publish a letter from Diane Roberts,
46, to her 16-year-old self. they appear in the article.
In pairs, learners find and circle, in the article, the words
 Dear younger me,
Here are some things you should know:
from the left column of the table, read the sentences the
1 Firstly, don‛t worry so much about how you look. Don‛t worry so much about your hair, or
the clothes you wear. Trust me, you are beautiful. In 20 years‛ time you will look at photos of
words are in, then draw lines to match the words in the
how you are now and realise just how wonderful you really looked. table with the correct meanings on the right.
2 Anyway, image really isn‛t the most important thing. Read as much as you can. Study
hard. Develop your mind and your character. The important people in your life will value
these things, not your looks.
Monitor and assist as necessary.
3 Enjoy your body and look after it. It is the most fantastic thing that you will ever own, so
eat well and get enough exercise. And don‛t forget to dance. Dance and sing, even if it‛s only
when you are alone in your room.
Feedback as a class.
4 Look after your friends. Hold onto them and keep them close. But don‛t hold them too tight
– they need their freedom, just as you need yours. Hang out with the best, not just the
coolest, and don‛t hang out with anyone who doesn‛t understand how wonderful you are. 4 answers
5 Get to know your parents. They will be gone from your life sooner than you think. I know
you don‛t like taking advice, but take your mum‛s advice. She knows you almost as well as I do.
She loves you and wants the best for you. words meanings
Be good to others. Be good to yourself.
Your older self,
Diane a) back through time into the past

b) your younger self you when you were younger

4 Find and circle, in the article, the words from the left column of the table below.
Read the sentences the words are in, then draw lines to match the words in the table with the correct
meanings on the right.
c) realise understand
words meanings
a back through time you when you were younger
d) image how something looks
b your younger self understand
c realise into the past e) mind the part of you that thinks,
d image the part of you that thinks, feels emotion, understands, etc. feels emotion, understands,
e mind how something looks etc.
f value spend time
g hold onto think that something is important
f) value think that something is
h tight keep
i hang out strongly
important

g) hold onto keep

Lesson 20 81

h) tight strongly
3b i) hang out spend time
Feedback. Learners share their ideas from activity 3a
with the class.

3c
Go over the instructions and check understanding.
Highlight that not every topic in the list will be matched
with a paragraph.
Learners read the rest of the article quickly to check their
ideas from activity 3a and write numbers to match the
paragraphs in the article with topics in the list. Set a time
limit of a minute and a half.

Monitor and assist as necessary.

Feedback in pairs and then as a class.

3c answers
beauty and looks 1
body and health 3
career
family 5
friendship 4
romance
money
personality and character 2
travel
Lesson 20 81
 Reading text
(words from activity 4 in bold, pieces of advice
underlined)
A letter to myself
If you could send a letter back through time to your
younger self, what would you say? We asked our readers
to send us the letter they would write. Today we publish a
letter from Diane Roberts, 46, to her 16-year-old self.
Dear younger me,
Here are some things you should know: 5 Read the article on page 81 again. Underline all the pieces of advice you can find,
then discuss the questions below.
1) Firstly, don’t worry so much about how you look. Don’t
a What is the form of the main verb in the pieces of advice you underlined?
worry so much about your hair, or the clothes you wear. b Why is the verb in this form?
Trust me, you are beautiful. In 20 years’ time you will
look at photos of how you are now and realise just how
wonderful you really looked.
2) Anyway, image really isn’t the most important thing.
Read as much as you can. Study hard. Develop your mind
and your character. The important people in your life will
value these things, not your looks.
3) Enjoy your body and look after it. It is the most
fantastic thing that you will ever own, so eat well and get
enough exercise. And don’t forget to dance. Dance and
sing, even if it’s only when you are alone in your room.
4) Look after your friends. Hold onto them and keep
them close. But don’t hold them too tight - they need
their freedom, just as you need yours. Hang out with
the best, not just the coolest, and don’t hang out with
anyone who doesn’t understand how wonderful you are.
5) Get to know your parents. They will be gone from your
life sooner than you think. I know you don’t like taking
advice, but take your mum’s advice. She knows you 82 Lesson 20
almost as well as I do. She loves you and wants the best
for you.
Be good to others. Be good to yourself. Don’t forget to dance.
Your older self, Dance and sing, even if it’s only when you are alone in your
Diane room.
Look after your friends.
5 Hold onto them and keep them close.
Go over the instructions and check understanding. In Don’t hold them too tight.
pairs, learners read the article on page 81 again and Hang out with the best, not just the coolest.
underline all the pieces of advice they can find.
Don’t hang out with anyone who doesn’t understand how
wonderful you are.
Monitor and assist as necessary.
Get to know your parents.
Take feedback on the pieces of advice learners found and Take your mum’s advice.
underlined, before going on to discuss the questions as a Be good to others.
class. Be good to yourself.
5 answers a) The main verb in each piece of advice is in the base form
The pieces of advice (underlined in the Reading text) are as (this is clearest in the pieces of advice where be is the main
follows: verb).
Don’t worry so much about how you look. b) The reason for this is that the advice is all given in
Don’t worry so much about your hair, or the clothes you imperative sentences or clauses. Imperatives are used in
wear. advice, instructions, requests, and commands. These
Read as much as you can. sentences/clauses have no explicit subject (it is understood
Study hard. to be ‘you’).
Develop your mind and your character. You may like to point out that we often avoid using
Enjoy your body and look after it. imperatives in instructions, requests and commands
Eat well and get enough exercise. because it can sound rude.

82 Lesson 20
 Time to Talk
6a
Go over the instructions and check understanding. In
pairs, learners choose their five favourite pieces of advice
from the article and write them in the space provided.
Time to Talk
6a Work with a partner.
Choose your five favourite pieces of advice from the article and write them below. Allow learners time to think and discuss.

Monitor and assist as necessary.

Do not feedback at this stage.

6b
Go over the instructions and check understanding. In
pairs, learners write two more pieces of advice that they
think would be good to give to a teenager and add these
b With your partner, write two more pieces of advice that you think would be good to give to a teenager. to the list they made in activity 6a.
Add them to the list you made in activity 6a.

c Write numbers to rank the pieces of advice on your list from 1-7 (1 = the most important).
Monitor and assist as necessary.
7a Change partners. Compare the lists of advice you made.
Choose the three most important pieces of advice.

b Share your ideas with the class.

6c
Go over the instructions and check understanding. In
their pairs, learners write numbers to rank the pieces of
advice on their lists from 1 to 7 (1 = the most important).

7a
Go over the instructions and check understanding.
Learners change partners, compare their lists of advice,
and choose the three most important.
Homework 

Monitor and assist as necessary.

Lesson 20 83

7b
Feedback. Learners share their ideas with the class. You
may like to ask learners to decide, as a class, on the three
most important pieces of advice for a teenager.

Extension
You may like to ask learners to consider whether advice
for girls and boys should differ.

Homework
Highlight the homework reference at the bottom right
of page 83 of the Student Book. Ask learners to turn to
page 107.

Set Lesson 20 activities 1 and 2 for homework. Make

sure learners understand what to do.

Homework Answers
1
Learner’s own answers.
2
Learner’s own answers.

Lesson 20 83