UNIT

9 Education, education!
LANGUAGE past simple: questions ■ school subjects and education

9A School days
1 Do you have these types of school in your country? In pairs, discuss the ages when you start
and finish each type of school.
We start nursery school when we’re four and finish when we’re six.
• kindergarten • primary school
• nursery school • middle school
• infant school • secondary school
• elementary school • high school

2 A Read the text. Do South Korean students study more or less than students in your country?
B Read the text again and answer the questions.
1 What is a Hagwon?
2 What do South Korean high school students say you can do if you sleep for three hours?
3 What do they say you can do if you sleep for six hours?
4 What lessons do primary school students have?
5 What is Hanja?

3 Find five school subjects in the text.

School system in

South Korea
Nursery and infant school (ages 0–6)
Students can start going to school from a very young age.
Playing games is an important part of lessons.

Education is very important

Primary school (ages 6–12)
in South Korea. School days
As well as subjects like Geography and Maths, students have
are long – students are often
lessons about how to be sensible, how to enjoy life and how
at school for eight hours.
to have good morals.
A lot of parents also send
their students to a Hagwon, a
private school where they have Middle school (ages 12–15)
extra lessons, before or after At this age, students start learning to write Hanja, the
their normal school. Teachers Chinese characters that are used in the Korean language.
give a lot of homework, too. All these hours, weeks and years of
study decide if a student gets good exam results and can go to a good High school (ages 15–18)
university, which is very important in South Korean society. High There are different types of high school, for example,
school students in their last year have a saying: sleep three hours and Science high schools, Foreign Languages high schools and
go to a top university. Sleep six hours and forget about university. Art high schools.

Go to Vocabulary practice: school subjects and education, page 151

4 A 9.3 Listen to Ji-hoon. Are the sentences true (T) or false (F)?
1 He started nursery school when he was two years old.
2 He went to a Hagwon at middle school.
3 He was good at English.
4 He went to an Arts high school.
5 He went to the library after school.
6 He didn’t go to university.

76

164 EXTRA PRACTICE  Workbook page 50; photocopiable activity 9A Vocabulary

 UNIT

Education, education! 9

UNIT
UNIT 9 OVERVIEW:  This unit looks at education. Sts read about the school system in South Korea, and read
a text about people who studied and learned in unusual ways. They talk about their own experiences of
education, and discuss the advantages and disadvantages of home schooling. Sts read about some new apps
that can help you make changes in your life, and discuss things they would like to do one day. Finally, sts
learn how to talk about problems, and practise sounding sympathetic and making suggestions.

LANGUAGE SKILLS
Grammar Vocabulary Pronunciation Reading Speaking
Past simple: questions; verb School subjects and Intonation in Understanding words Making suggestions;
patterns: verb + to + infinitive education; resolutions questions; ‘d like and that you don’t know; sounding
like because and so sympathetic

LANGUAGE 9A
9A School days
Sts read about the education system in South Korea and listen to an interview with a young person from South Korea.
They then talk about their own experiences of education.

Grammar Vocabulary Pronunciation Communication

Past simple: School subjects and education (Art, Biology, Chemistry, Geography, Intonation in Talking about
questions History, IT, Literature, Maths, Modern Languages, Music, PE, Physics, questions education
Science, Social Studies, Technology; do (homework/a test/an exam),
get into (university), go to (school), pass, fail, take (an exam); college,
elementary school, high school, infant school, kindergarten, middle
school, nursery school, primary school, secondary school, university)

WARMER 3 Sts look at the text again and find five school subjects.
Write the word education on the board. Ask: What words Check answers.
come into your head when you see this word? Elicit a few ideas,
and discuss who in the class has a positive and negative view Answers
Geography, Maths, Science, Foreign Languages, Art
of education. Ask sts individually to write three words that
sum up education for them. Tell them the words can be a
sentence, e.g. I love it! or they can be three individual words, Go to Vocabulary practice: school subjects and
e.g. boring, necessary, hard. Ask sts in turn to read their three education, SB page 151/TB page 315.
words to the class and explain why they chose them. Sts will find more language presentation and practice for
schools subjects and education vocabulary here. Do these
1 Read through the types of school. Sts work in pairs to exercises with the class, or set them for homework, before
discuss which types they have in their country, and when continuing with exercise 4A of lesson 9A.
they start and finish each type. Ask some sts to tell the
Remind sts to go to the app for further self-study
class something they learned from their partner.
vocabulary practice of school subjects and education
2 A Elicit what sts know about South Korea. Sts read the vocabulary.
text and answer the question. Ask for their answers.
B Sts read the text again and answer the questions. 4 A 9.3   Allow sts time to read through the sentences.
Check they understand library. Play audio track 9.3. See
TB page 362 for audio script. Sts listen and decide if the
Answers
sentences are true or false. Check the answers.
1 a private school where children can have extra lessons
2 go to a top university
Answers
3 forget about university
1 F  2 T  3 F  4 F  5 T  6 F
4 usual subjects like Geography and Maths, and also how
to be sensible, how to enjoy life and how to have good
morals
5 the Chinese characters that are used in the Korean
language

165
 past simple: questions ■ school subjects and education LANGUAGE 9A
7A
B 9.3 Listen again and complete the questions.
1 When you school? 4 you good at English?
2 you school? 5 you a lot of homework?
3 What your best subject? 6 you into university?

5 Look at the questions in 4B and complete the rules. Then read the Grammar box.
1 For the verb be, we make past simple questions with (question word) + /
+ subject.
2 For other verbs, we make past simple questions with (question word) + + subject + infinitive.

Grammar past simple: questions

Verb be: Other verbs:

Were you a good student? Did you enjoy school?
Was English your favourite subject? Did your school have a swimming pool?
Who was your teacher? What subjects did you study at high school?
What were your worst subjects? Where did you go to university?

Go to Grammar practice: past simple: questions, page 128

6 A 9.5 Pronunciation: intonation in questions Listen to the questions. Do they have
rising ⤴or falling ⤵intonation at the end?
1 Did you enjoy school? 4 Where did you go to university?
2 Were you a good student? 5 What was your favourite subject?
3 Did you study Music at school? 6 Why did you study Russian?
B Match the beginnings of rules a–b with the endings.
⤴
a We use rising intonation for … questions with a question word.
⤵
b We use falling intonation for … questions with a yes/no answer.

7 9.5 Say the questions from 6A. Listen, check and repeat.

8 Complete the questions with did, was or were. Then ask and answer the questions in pairs.
1 What subjects you study at high school?
2 What your favourite subject?
3 there a lot of homework?
4 What subjects you good and bad at?
5 When you start and leave secondary school?
6 you get good exam results at school?
Go to Communication practice: Student A page 164, Student B page 173
9 A Look at the sentences. Decide what questions you need to ask.
1 Did you do homework before school?

Find a classmate who … Name:

1 did homework before school.
2 studied until ten in the evening.
3 was the best student in his/her class at school.
4 had lessons on Saturdays.
5 was very good at Maths.
6 played sport for his/her school.
7 learned a musical instrument at school.
8 didn’t enjoy school.

B Ask different classmates the questions. Try to find someone different for each sentence. Give more
information when you answer the questions.
A Did you play sport for your school? B Yes, I did. I was in the school basketball team!

Personal Best Find someone who went to school in another town or city. Ask him/her five questions about his/her school. 77

166 EXTRA PRACTICE  Workbook page 50;

00; photocopiable activity 9A Grammar
 LANGUAGE 9A
B 9.3   Allow sts time to read the questions, then Answers
play audio track 9.3 again. Sts listen and complete the 1 rising  2 rising  3 rising  4 falling  5 falling 
questions. Check the answers. 6 falling

Answers
1 did, start  2  Did, enjoy  3 was  4 Were  5  Did, have
6 B Sts match the beginnings of the rules with the endings.
6 Did, get
Answers
a We use rising intonation for questions with a yes/no
3 x PRACTICE  SB page 77, exercise 4A/B answer.
b We use falling intonation for questions with a question
1 Do exercise 4A as normal. To check answers, read word.
out each sentence in turn and ask: True or false? How
do you know? Elicit the answers, and what sts can 7 9.5   Sts work in pairs saying the questions from 6A.
remember from the audio. Ask sts to correct the false Play the audio again for sts to listen and repeat.
sentences. Do exercise 4B as normal.
2 Ask sts to cover exercise 4B. Write prompts on the 8 Sts complete the questions with the correct words. Check
answers, and model pronunciation of the questions. Allow
board for the six questions, e.g. start school, enjoy
sts time to prepare their answers individually. They then
school, etc. Sts work in pairs and try to remember the
work in pairs to ask and answer the questions.
questions. They can look at their books again to check.
3 Read out each question in turn and ask: What can you Answers
remember about Ji-hoon’s reply? Elicit some ideas, then 1 did  2 was  3 Was  4 were  5 did  6 Did
play the audio again for sts to listen and check. In pairs,
sts can role play the interview with Ji-hoon.
Go to Communication practice
Divide the class into Student A and Student B. All ‘Student
5 Sts look at the questions in exercise 4B again and A’ sts should go to SB page 164. All ‘Student B’ sts should go
complete the rules. Check the answers. to SB page 173. Go to TB page 341 for the teacher notes. Do
the activity, then continue with exercise 8A of lesson 9A.
Answers 9 A Sts look at the prompts and write the questions they
1 was, were  2 did need to ask. Check the answers.

Grammar Answers
1 Did you do homework before school?
Read the Grammar box with sts about past simple
2 Did you study until ten in the evening?
questions. Point out the word order in the questions
3 Were you the best student in your class at school?
with be: Were you a good student? NOT You were a good
4 Did you have lessons on Saturdays?
student? Point out the word order in the questions with
5 Were you very good at Maths?
did: Did you enjoy school? NOT You did enjoy school?
6 Did you play sport for your school?
Point out that we use the infinitive form of the verb,
7 Did you learn a musical instrument at school?
NOT the past simple. Ask questions to check concept.
8 Did you enjoy school?
Concept check questions:
You were happy – can you make this a question? (Were
you happy?). When you did finish school? – correct or B Ask two sts to read out the example question and
incorrect? (incorrect – When did you finish school?). answer. Sts then move around the classroom asking their
Did you enjoyed music? – correct or incorrect? (incorrect questions. Stop the activity when someone has found a
– Did you enjoy music?). Why? (We use the infinitive student for each category. Ask some sts to tell the class
in past simple questions). He enjoyed school – can you something about one of their classmates.
make this a question? (Did he enjoy school?).
PERSONAL BEST
Go to Grammar practice: past simple: questions, SB page
Sts can practise asking questions in the past simple further.
128/TB page 269.
They think of five questions to ask someone who went to
Sts will find more language reference, presentation and
school in another town or city. When sts have prepared their
practice for past simple questions here. Do these exercises
questions, they move around the classroom again and find
with the class, or set them for homework, before continuing
someone to ask their questions to. Ask some sts to tell the
with exercise 6A of lesson 9A.
class something they learned about their classmates.
Remind sts to go to the app for further self-study
Weaker sts could work in pairs and think of three more
grammar practice of past simple questions.
questions to ask their classmates about education, e.g. Did
you have a lot of exams? Did you get good exam results? Did
6 A 9.5   Play audio track 9.5. See the SB page opposite
you study any unusual subjects? Put pairs together into groups
for audio script. Sts listen and decide if the questions have of four to ask and answer their questions. Ask some sts to tell
a rising or falling intonation. Check the answers, playing the class something they learned about their classmates.
the audio track again for sts to hear the correct intonation.

167
 97 SKILLS READING understanding words that you don’t know ■ because and so

9B Lifelong learning
1 A Look at the skills. Tick ( ) the ones that you can do now. Cross (X) the ones that you can’t do.
• drive a car • speak German • sail a boat
• ride a bike • play a musical instrument • create a website
B Discuss how you learned to do each skill in pairs.
I had driving lessons when I was eighteen.

2 Read the introduction to each section in the text. Match the headings with the sections.

Adult learning Home schooling Self-study

3 Work in groups of three. Read one of the interviews each. Close your books and tell your group
about the person in the interview.
I read about Ana. She had home schooling because …

Skill understanding words that you don’t know

When you read a text, don’t worry if there are words you don’t understand. First, read the whole
text to understand the main idea. Then look at the new words. Ask yourself these questions:
• Are they verbs, nouns or adjectives?
• Do they look similar to words in your language?
• Does the topic or sentence help you to understand the meaning?

4 A Read the Skill box and look at the sentences from the text. Are the bold words verbs, nouns
or adjectives?
1 Some of the world’s most successful people had home schooling.
2 I didn’t enjoy it at first because I missed my friends.
3 He co-founded WhatsApp, the world’s most popular messaging app, with Brian Acton.
4 Do you have any advice for people who want to teach themselves something?
B In pairs, discuss what you think the words mean. Use the text to help you. Check in a
dictionary to see if you are right.

Text builder because and so

We use because to give a reason:

I didn’t enjoy it at first because I missed my friends.
We use so to give a result:
The lessons were really easy for me, so my parents decided to teach me at home.

5 A Read the Text builder. Underline more reasons and results with because and so in the text.
B Match the sentence halves and include because or so to complete them.
1 I found Maths difficult a I wanted to earn a lot of money!
2 My granddad is doing a part-time degree b he didn’t go to university when he was younger.
3 There are lots of self-study videos online c I went to evening school to have extra classes.
4 I wanted to be a lawyer when I was younger d I left my job to teach them.
5 I wanted my children to have home schooling e it’s really easy to learn a new skill.

6 Discuss the questions about home schooling, self-study and adult learning in pairs.
1 What are the good and bad things about home schooling?
2 Are you learning something by yourself at the moment or would you like to? What
activity or subject is it?
3 Would you like to go back to school or university when you’re older? Why/Why not?

78

168 EXTRA PRACTICE  Workbook page 51; photocopiable activity 9B Skills

 SKILLS 9B
9B Lifelong learning
Sts read about some successful people who learned in unusual ways. They then discuss the advantages and disadvantages
of home schooling.

Reading Skill Text builder

A text about successful people who learned in unusual ways Understanding words that you don’t know because and so

WARMER Answers
Ask: Is school the best way for children to learn? What are the 1 doing well and achieving good results
disadvantages of learning at school? Elicit a range of answers, 2 felt upset because my friends weren’t there
then ask: What other ways are there to learn? What about 3 started a company with someone else
studying at home? What about studying when you’re older? Do 4 suggestions that could help someone
you know anyone who has studied or learned something outside
school in this way? Hold a brief class discussion. Text builder
1 A Read through the skills with the class. Sts tick the Read the Text builder box with sts about because and
things they can do and cross the ones they can’t do. so. Explain that we use because to give a reason, e.g. He
was unhappy because he didn’t have any friends, and we
B Sts discuss in pairs how they learned to do each use so to give a result: He didn’t have any friends, so he
skill. Get feedback on their answers. Is there a skill that was unhappy. Ask questions to check concept.
everyone in the class can do/that no one can do? Concept check questions:
2 Point out the introduction to each section in the I was late because I missed my train – does ‘because’
text, before the questions and answers. Sts read the introduce a reason or result? (a reason). What was the
introductions and match each heading with a section. reason why I was late? (because I missed my train).
Check the answers. Ask: Which section are you most The weather was bad, so we couldn’t go out – does ‘so’
interested in reading? Why? introduce a reason or result? (a result). Was the weather
bad? (yes). What was the result of this? (we couldn’t go
Answers out). Can you say the same idea using ‘because’? (yes –
1 Home schooling  2 Self-study  3  Adult learning We couldn’t go out because the weather was bad).

3 Put sts into groups of three and ask them to decide in 5 A Sts look at the text again and underline the reasons and
their groups who will read each interview. Sts read their results. They could work in pairs for this, or sts could each
interviews and then report back to their classmates in read the section of text that they read in exercise 3, then
their groups. Ask: Which way of learning do you think is the report back to the class. Check the answers.
most difficult? Why?
Answers
Skill … the lessons were really easy for me … So my parents
decided to teach me at home.
Read the Skill box with sts about understanding words I didn’t enjoy it at first because I missed my friends.
that you don’t know. Remind them that when they read They only had one computer in the whole school, so I
a text for the first time, it is often a good idea to skim taught myself to program from books.
it and not worry about words they don’t understand. It can be hard without a teacher, so you need to love the
Explain that when they read it in more detail, they subject that you’re learning.
can often use the context to work out what unfamiliar I started going to evening school because I wanted to
words mean. Tell them not to stop and think about all learn a foreign language.
new words, as this would take too much time. They
should try to identify the important ones and think B Sts match the sentence halves and join them using so or
about those. because. Check the answers.

4 A Sts could work in pairs for this. Check the answers, Answers
and ask in each case: How do you know it is a noun/verb/ 1 c so  2 b because  3 e so  4 a because  5 d so
adjective?
6 Allow sts time to prepare their answers individually. Sts
Answers then discuss the questions in pairs. Ask some sts to tell
1 adjective  2 verb  3 verb  4 noun the class something they and their partner agreed on, and
something they disagreed on.
B Sts discuss in pairs what the words might mean.
Encourage them to read the context around each word
carefully, and think about whether the word is similar to
any words in their language. Sts can check their ideas in a
dictionary. Discuss the meaning of each word with them.
169
 understanding words that you don’t know ■ because and so READING SKILLS 7D
9B

DIFFERENT PATHS
1
In the USA, about 2.5 million young people have their lessons
at home. Some of the world’s most successful people had home
schooling: the scientist Michael Faraday, the singers the Jonas
Brothers and Soichiro Honda, who started Honda cars.

Ana, why did you have lessons at home?

At primary school, the lessons were really easy for me – I helped the teacher! So my
parents decided to teach me at home.
Did your mother or father teach you?
My mother taught me Maths and Science, and my father taught me the Humanities:
Geography, History and Politics.
Did you like learning at home?
I didn’t enjoy it at first because I missed my friends. But I really enjoyed studying with
my two brothers.
Ana, 25, researcher

2
A lot of successful people learn their skills themselves. David
Karp, who started the photo blog website Tumblr, taught
himself to program. Jan Koum is another programmer who
learned through self-study. He co-founded WhatsApp, the
world’s most popular messaging app, with Brian Acton.

Ralph, why did you become interested in programming?

I loved making things and solving puzzles when I was a child. With programming, you
can do both.
Did you learn programming at school?
No! I went to school in the 1980s. They only had one computer in the whole school, so
I taught myself to program from books.
Do you have any advice for people who want to teach themselves something?
It can be hard without a teacher, so you need to love the subject that you’re learning.
Ralph, 45, businessman

3
A lot of people go back to school or university later in life.
In 2007, singer Shakira took a college course in the History
of Western Civilization. Basketball star Shaquille O’Neal left
university to play in the NBA. He went back to university in
2000 and, by 2012, he was Dr O’Neal. Next on his list?
Law school.

Eva, when did you leave school?

I left school at 16. I got married and had four children. I worked part-time.
Why did you start to study again?
I started going to evening school because I wanted to learn a foreign language.
I chose French.
When did you go to university?
When I retired, I went to university to study French. I graduated when I was 73!
Eva, 73, retired secretary

Personal Best Describe what type of student you are. Do you find learning new things easy? 79

170 EXTRA PRACTICE  Workbook page 51

 SKILLS 9B
PERSONAL BEST
Sts can practise talking about education further. They think
about what kind of student they are and whether they find
it easy to learn new things. They then work in pairs and
describe their learning style to their partner. Encourage them
to give examples of the kinds of things they find easy and
difficult to learn. Ask some sts to tell the class in what ways
they and their partner are similar or different.
Weaker sts can make a list of three things they find easy to
learn and three things they find difficult to learn. Sts can
compare their lists in small groups and discuss what things
they all find easy or difficult to learn. Get feedback on their
discussions.

EXTRA PRACTICE
Ask sts to cover the text on page 79. Write prompts for the
questions in the text on the board, e.g. :
why / you / lessons / home
mother / father / teach / you
you / like / learning / home
Sts work in pairs and try to write the past simple questions
from the prompts. They can look at the text again to check
their answers. Discuss with the class what aspects of the
question formation they found difficult. Revise the rules if
necessary. For extra practice, sts could work in pairs and write
two or three more questions they would like to ask the people
in the text.

EXTRA PRACTICE
Say: Sometimes it’s difficult to learn when no one is teaching
you. Ask: Which person in the text might say this? (Ralph)
Point out that the sentence doesn’t use exactly the same
words as the text. Put sts into pairs and ask them to write
two things that each person in the text might say about their
education. Encourage them to use information from the text,
but reword it using different words. Put pairs together into
groups of four to read their sentences to each other and guess
the people. Point out to sts that being able to understand
paraphrases like this is a useful skill that they can use when
they do reading tasks or exams in the future.

171
 97 LANGUAGE verb patterns: verb + to + infinitive ■ resolutions

9C Change your life

1 A Read the introduction to the text. Did you make a New Year’s resolution this year?
Did you keep it? Discuss in pairs.
B Complete the text with the phrases in the box.

get fit save money improve your diet get a new job be more organized

Apps
TO CHANGE YOUR LIFE
MYWELLNESS
This app helps you to 1 . If you join a
gym and scan the code on the machines, it records all the exercise
that you do. It also helps you to plan your exercise goals.

ALLRECIPES
On 1 January every year, You can get bored eating the same food every day. You tell Allrecipes
millions of us make New Year’s what’s in your cupboard and fridge, and it gives you some new and
resolutions – things that we healthy recipes. It’s a great way to 2 .
want to change in our lives.
But only 8% of us are TOSHL FINANCE
successful! Here are some top This app helps people to 3 . It shows
apps that can help you to keep you how you spend your money and gives you ideas about how to
your resolutions. save.

EVERNOTE
This is a great planning app for students who want to
4 . It organizes your study plans and gives
you to-do lists. It can help you to get good grades and pass exams.

SWITCH
This app can help you to 5 . If you see a
job you like, you can contact the company. They see your profile
but not your name, so you can keep it a secret from your manager!

2 In pairs, look at the apps again. Tell your partner which apps you think are good for you and why.
I think Allrecipes is a good app for me. I usually eat the same food every day.

Go to Vocabulary practice: resolutions, page 152

3 A 9.7 Listen to people talking about the changes they want to make. Match the people with
the apps from the text.
1 Megan 3 Tatyana 5 Raymond
2 Rehab 4 Marìa

B 9.7 Listen again. Complete the sentences with the verbs in the box.

need (×2) ’m planning want ’d like hope

1 I to learn how to cook some new things.

2 I to save money for my holiday.
3 I to get a new job this year.
4 I to lose six kilos before the summer.
5 I to go to university next year, so I to get good grades and pass my exams.

80

172 EXTRA PRACTICE  Workbook page 52; photocopiable activity 9C Vocabulary

 LANGUAGE 9C
9C Change your life
Sts read about some apps that can help people to make changes in their life. They then discuss what changes they would
like to make, and what things they would like to do in the future.

Grammar Vocabulary Pronunciation Communication

Verb patterns: Resolutions (be (more) organized, buy a car, do (more) exercise, earn ‘d like and like Talking about
verb + to + (more) money, get a (new) job, get fit, have an interview, improve your things you would
infinitive diet, improve your relationship, join a gym, lose weight, make (new) like to do
friends, meet someone new, run a marathon, save (more) money)

WARMER Go to Vocabulary practice: resolutions, SB page 152/TB

page 317
Ask: Are you happy with your life? Do you enjoy your job? Do Sts will find more language presentation and practice for
you have a nice place to live? What things would you like to vocabulary for resolutions here. Do these exercises with
change to make your life better? Elicit a few ideas, then ask the class, or set them for homework, before continuing
sts to write down three changes they would like to make in with exercise 3A of lesson 9C.
their lives. Sts can compare their ideas in small groups. Get
feedback on their discussions and see what kind of changes Remind sts to go to the app for further self-study
most sts would like to make. practice of vocabulary for resolutions.

1 A Read the questions with the class and explain New 3 A 9.7   Read through the task with the class, then play
Year’s resolution if necessary. Focus on the text and check audio track 9.7. See below for audio script. Sts listen and
that sts understand apps. Sts read the introduction to the match each person with one of apps. Check the answers,
text and discuss the questions in pairs. Get feedback on asking sts to give reasons to support each answer.
their answers.
B Read the phrases with the class and pre-teach if 9.7   Audio script
necessary. Sts read the text and complete it with the Megan I like cooking, but I don’t have many new ideas
correct phrases. Check the answers. about things to cook. I’d like to learn how to cook
some new things.
Answers Rehab Oh no! Look at my credit card bill! What do I spend
1 get fit all my money on?! I need to save money for my
2 improve your diet holiday.
3 save money Tatyana I really don’t like my job. My boss is terrible and my
4 be more organized work is boring. I’m planning to get a new job this
5 get a new job year.
María I eat quite healthy food, but I never do any exercise.
I hope to lose six kilos before the summer, but I find
3 x PRACTICE  SB page 80, exercise 1B the gym so boring. I never know what machines to
1 Do exercise 1B as normal. To check answers, elicit a use.
summary of what each app does in turn, then ask: Raymond Last year, my grades weren’t very good. I want to go
Which phrase matches this? Why? to university next year, so I need to get good grades
and pass my exams in the summer.
2 Ask sts to turn their books over. Write the final word
from each phrase on the board. Sts work in pairs and
try to remember the phrases. They can look in their Answers
books again to check. 1 Allrecipes  2  Toshl finance  3 Switch  4 Mywellness
3 Say: I want to buy a new phone, but I don’t have any 5 Evernote
money. What can I do? Elicit the answer: You should
save money. Sts work in pairs to imagine three B 9.7   Read through the verbs with the class and
situations in which people might make the resolutions pre-teach if necessary. Sts read the gapped sentences and
in exercise 1B. They then work in small groups to tell complete them with the correct verbs. Allow sts time to
their classmates the situations. Their classmates give compare their answers in pairs, then play audio track 9.7
advice using the correct phrases. again. Sts listen and check their answers. Check answers
with the class.
2 Allow sts time to prepare their ideas individually. Sts then Answers
work in pairs to discuss which apps are good for them and 1 ‘d like  2 need  3  ‘m planning  4 hope 
why. Get feedback on their discussions, and see which 5 want, need
apps overall sts think are the most useful.

173
 verb patterns: verb + to + infinitive ■ resolutions LANGUAGE 9C
4 Complete the rule. Then read the Grammar box.
After verbs like want, need, hope and plan, we can use + .

Grammar verb patterns: verb + to + infinitive

I want to improve my diet. I’m planning to save more money this year.
I need to do more exercise every week. I’d like to get a new job.
Look! ’d like is the contracted form of would like. It means want, not like.
I’d like to join a gym this year. BUT I like going to the gym.

Go to Grammar practice: verb patterns: verb + to + infinitive, page 129

5 A 9.9 Pronunciation: ’d like and like Listen and repeat.
I’d like I would like I like
you’d like you would like you like
we’d like we would like we like

B 9.10 Say the sentences. Listen, check and repeat.

1 I’d like to speak French. 4 We like doing sport.
2 I like speaking French. 5 They’d like to go on holiday.
3 We’d like to do more sport. 6 They like going on holiday.

6 A Match the halves to make complete sentences.

1 I didn’t do any exercise last week. I need a to make some new friends.
2 I want to get a job in another country, so I need b to start a new hobby.
3 I’m living in a new city. I hope c to improve my English.
4 I have a test next week. I’m planning d to go to the gym this week.
5 I have a lot of free time. I’d like e to improve my skills.
6 I want to get a better job, but I need f to study every evening.
B Which of the sentences are true for you? Tell your partner.
I need to improve my English because I want to work in Canada one day.

Go to Communication practice: Student A page 164, Student B page 173

7 A Think of one idea for each option. Write your answers in the shapes.
• a person that you’re planning to visit next week
• a place where you hope to go on holiday one day
• a language that you’d like to learn
• a person that you want to speak to today
• a place where you’d like to live one day
• something that you’re planning to buy this year

B Show your partner your answers. Ask each other questions about them and explain
why you wrote them.
A Why did you write ‘Barcelona’?
B Because I’d like to live in Barcelona one day. I think it’s a really cool city.

Personal Best Plan a new app to help people change their lives. What does your app do? Think of a name for it. 81

174 EXTRA PRACTICE  Workbook page 52; photocopiable activities 9C Grammar

 LANGUAGE 9C
4 Sts look at the sentences in exercise 3B again and 7 A Explain to sts that they should think of an idea for each
complete the rule with the correct words. They could work of the options, and write their answers in the shapes in
in pairs for this. Check answers. a random order. Give one or two examples of possible
answers, e.g. my grandma, Spain.
Answer
to + infinitive
B Ask two confident sts to read out the example answer.
Sts then work in pairs to ask and answer questions about
their answers. Ask some sts to tell the class something they
Grammar learned about their partner.
Read the Grammar box with sts about verb patterns.
Point out the use of ’d like or would like meaning ‘want’: PERSONAL BEST
I’d like to lose weight. Point out that like on its own uses
a different pattern (I like singing) and has a different Sts can practise talking about resolutions further. They plan
meaning (= to enjoy something). Ask questions to check an app to help people change their lives. Tell them they
concept. should think of a name for the app and explain what it does
Concept check questions: and how it can help people. They could work in pairs or small
What pattern do we use after want, need and plan? groups for this. Ask sts in turn to present their new app to the
(to + infinitive). I want earn more money – correct or class. Ask other sts which apps would be the most useful for
incorrect? (incorrect – I want to earn more money). them.
I like doing exercise – is this something I enjoy or With weaker sts, write the following sentence beginnings on
something I want to do? (something I enjoy). I’d like to the board:
join a gym – something I enjoy or something I want to I like ...
do? (something I want to do). do more exercise – like or
would like? Can you make a sentence? (would like – I’d Next year I’d like to ...
like to do more exercise). This evening I want to ...
Next weekend I need to ...
Go to Grammar practice: verb patterns: verb + to + In the summer, I’m planning to ...
infinitive, SB page 129/TB page 271.
Sts will find more language reference, presentation and Sts complete the sentences with their own ideas. They can
practice for verb patterns with to + infinitive here. Do these then compare their sentences in pairs. Ask some sts to tell the
exercises with the class, or set them for homework, before class something they learned about their partner.
continuing with exercise 5A of lesson 9C.
Remind sts to go to the app for further self-study
grammar practice of verb patterns with to +
infinitive.

5 A 9.9   Play audio track 9.9. See the SB page opposite

for audio script. Sts listen and repeat the verbs. Point out
that the difference in pronunciation between I like and
I’d like is quite small, so it is important to make sure it is
clear, to get across the correct meaning.
B 9.10   Sts work in pairs and practise saying the
sentences. Then play the audio for sts to listen, check and
repeat. See the SB page opposite for audio script.
6 A Sts match the two halves to make complete sentences.
Check the answers.

Answers
1 d  2 c  3 a  4 f  5 b  6 e

B Allow sts time to prepare their ideas individually. They

then work in pairs to tell their partner which sentences are
true for them. Encourage them to give reasons for their
answers. Ask some sts to tell the class something they
learned about their partner.
Go to Communication practice
Divide the class into Student A and Student B. All ‘Student
A’ sts should go to SB page 164. All ‘Student B’ sts should
go to SB page 173. Go to TB page 341 for the teacher
notes. Do the activity, then continue with exercise 7A of
lesson 9C.

175
 37
9 SKILLS
SKILLS SPEAKING making suggestions ■ sounding sympathetic

9D What’s the problem?

Learning
Curve 1 A Match problems 1–5 with pictures a–e.
1 I’m stressed at work. 4 My exams aren’t going well.
2 I’m always tired. 5 I’m having problems with my
3 I’m homesick and I miss my family. boyfriend/girlfriend.

a b c d e

B Do you sometimes have these problems? Discuss in pairs.

I don’t sleep well and I'm always tired.

2 9.11 Watch or listen to the first part of Learning Curve. What’s Marc’s
problem? Choose the correct option.
a He didn’t finish his university exam.
b He arrived late for his exam.
c He thinks he failed his exam.

3 9.11 Watch or listen again. Are the sentences true (T) or false (F)?
1 Marc studied hard for this exam.
2 He has two jobs.
3 He’s stressed and he’s always tired.
4 His sister sent him some sweets for good luck.

4 A Look at Penny’s text message to Marc. What two suggestions does she make? How
does Marc respond?

B Complete the sentences to make two more suggestions for Marc.

1 Why don’t you …
2 How about …

Conversation builder making suggestions

Making suggestions: Responding to suggestions:

Why don’t you talk with your family now? I’m not sure I should.
What/How about visiting your parents later That’s a (really) good idea.
this month?
Can you take some time off work?
Let’s do something quiet tonight.

82

176 EXTRA PRACTICE  Workbook page 53

 SKILLS 9D
9D What's the problem?
Learning
Curve Sts watch or listen to people talking about problems that they have. They then practise responding to other
people’s problems by sounding sympathetic and making suggestions.

Speaking Skill Conversation builder

Sts watch a video or listen to a conversation in Sounding sympathetic Making suggestions
which people talk about their problems.

WARMER 4 B Sts complete the sentences to make two more

Ask: Who do you usually talk to when you have a problem? suggestions for Marc. They could work in pairs for this.
Why do you talk to this person? What do they do to help you? Get feedback from them and ask which suggestions they
Elicit a few answers from individual sts. Ask: How can you think are the best.
help when a friend has a problem? Elicit a range of answers
Conversation builder
from individual sts.
Read the Conversation builder box with sts about
1 A Read out the five problems and check understanding. making suggestions. Point out the use of an -ing form
Pre-teach as necessary. Sts look at the pictures and match after What/How about ... . Point out that we use That’s
the problems with the pictures. Check answers. a good idea to respond in a positive way to suggestions,
and I’m not sure to respond in a negative way. Ask
Answers questions to check concept.
1 b  2 c  3 a  4 e  5 d Concept check questions:
Why don’t you talk to him – what am I doing? (making
a suggestion). Let’s go out / Shall we go out? – same
B Sts work in pairs to discuss which problems they meaning? (yes). Can you go to bed earlier? – correct?
sometimes have, and which they never have. Ask some sts
(yes). What about go to bed earlier? – correct? (no –
to tell the class something about their partner.
What about going to bed earlier?). I’m not sure – do I like
2 9.11   All the D lessons in this level which focus on this suggestion? (no).
speaking skills are accompanied by video (i.e. an episode
of Learning Curve). In this lesson, Marc, Ethan and Penny
talk about problems they have experienced. Allow sts time
to read the sentences. Pre-teach the following words from
the video: a graduate, to plan something, to be stressed and
sticky (food). Play video/audio track 9.11. See TB page
363 for video/audio script. Sts watch/listen and decide
what Marc's problem is. Check answers.

Answer
c

3 9.11   Sts read the sentences. Play video/audio track

9.11 again. Sts watch/listen and decide if the sentences
are true or false. They can compare their answers in pairs.
Check answers.

Answers
1 F  2 T  3 T  4 F

4 A Sts read Penny's message to Marc and his reply, and

then answer the questions.

Answers
Penny suggests that Marc takes a break, and that he
meets her and Ethan for a coffee.
Marc likes the idea, thanks Penny, and agrees to meet
them.

177
 making suggestions ■ sounding sympathetic SPEAKING SKILLS
SKILLS 9D
7D
5 Read the Conversation builder. In pairs, make suggestions for the problems in Exercise 1,
and respond.

6 9.12 Watch or listen to the second part of the show. Which

problem from exercise 1 does Penny have? What two suggestions
does Ethan make?

7 9.12 Watch or listen again and complete the extracts with the
words in the box.

awful sorry shame poor

Penny My parents can’t come to New York on holiday until next spring.
Ethan Oh, I’m 1 to hear that.
…
Penny I’m homesick!
Ethan Oh! 2 you!
…
Marc I couldn’t remember the answer to one of the Math problems. I was too tired.
Penny That’s a 3 .
…
Marc I was so tired I fell asleep on the train. I almost missed my exam!
Penny How 4 !

Skill sounding sympathetic

If someone has bad news or feels unhappy, we can show that we are sympathetic.
⤵ ⤵ ⤵

• Use falling intonation: Poor you! That’s a shame! How awful!
⤵ ⤵
• Say you’re sorry to hear his/her news: Oh no! I’m sorry to hear that.
• Show you understand that the situation is bad/difficult: I’m sure it’s difficult to (be so far away
from your family).

8 A 9.13 Read the Skill box. Listen and repeat the expressions of sympathy when you hear
the beeps.

B In pairs, take turns to say sentences 1–6 and respond with sympathy. Use intonation
to sound sympathetic.
1 I don’t sleep well because my neighbours are very noisy.
2 I can never find the time to study because I have two jobs.
3 My girlfriend/boyfriend isn’t speaking to me.
4 I missed my nine o’clock class again and the teacher wants to speak to me.
5 I have a $2,000 credit card bill!
6 I didn't get into college last year.
Go to Communication practice: Student A page 164, Student B page 173
9 A PREPARE Think of three problems you sometimes have or had in the past. Use the
following ideas and your own ideas.
• problems at work/with education • problems with your friends
• problems with your family or partner • problems with money
B PRACTISE In pairs, take turns to describe your problems. Show sympathy, make
suggestions and respond to the suggestions. Use a variety of phrases.

C PERSONAL BEST Repeat the activity with a different partner. Did they use different
phrases from the Conversation builder? Did they sound sympathetic? Who made the
best suggestions?

Personal Best Write a short conversation between two friends about a problem one of them has. 83

178 EXTRA PRACTICE  Workbook page 53

 SKILLS 9D
5 Read the Conversation Builder on page 82 with the class. 3
Ask sts to work in pairs, taking turns to make suggestions A: I was in a car accident last month.
for the problems in exercise 1 and respond to them. B: How awful!
Monitor while they are working and correct any errors in a 4
feedback session at the end. A: I failed my exams last year.
6 9.12   Explain to sts that they are now going to watch/ B:
5
Oh no! I'm sorry to hear that.
listen to the second part of the show and hear from Ethan,
Penny and Marc. They should watch/listen and decide A: I don’t have many friends here.
what problem from exercise 1 Penny has, and say what B: I’m sure it’s difficult to make new friends here.
two suggestions Ethan makes. Pre-teach homesick. Play
video/audio track 9.12. See TB page 363 for video/audio B Sts read through the sentences. Make sure they
script. Check answers. understand everything. Sts work in pairs and take turns
to say the sentences and respond with sympathy. Monitor
Answers while they are working, and encourage them to use
Penny’s problem is 3 – she is homesick and her parents intonation to sound sympathetic. Correct any errors in a
can’t come to New York until next spring. feedback session at the end.
Ethan’s suggestions: talk to your family now; visit your
parents later this month Go to Communication practice
Divide the class into Student A and Student B. All ‘Student
A’ sts should go to SB page 164. All ‘Student B’ sts should
3 x PRACTICE  SB page 83, exercise 6 go to SB page 173. Go to TB page 341 for the teacher
notes. Do the activity, then continue with exercise 8 of
1 Do the exercise as normal. To check answers, ask what lesson 9D.
Penny’s problem was and elicit how much sts can
remember about the details. Ask: When can Penny’s 9 Sts follow the steps to have a conversation about
parents come to New York? Why can’t Penny call her problems.
parents now? Ask what Ethan’s suggestions were, and if
Penny found them helpful or not, and why.
A PREPARE   Allow sts time to think of three problems.
With weaker classes, you could brainstorm some more
2 In pairs, sts try to remember the exact words Ethan ideas with the class first.
used to make suggestions. Play the beginning of track
9.12 again for them to check. B PRACTISE   Sts work in pairs and take turns to describe
their problems, then respond to their partner’s problems
3 Sts work in pairs and practise Penny and Ethan’s by expressing sympathy and making suggestions. Remind
conversation. Encourage them to use Penny and
them to use falling intonation to sound sympathetic,
Ethan’s exact words and then, when they are more
and encourage them to use a range of phrases from the
confident, to change some of the details in the
Conversation builder box to make suggestions.
suggestions, and in Penny’s responses.
C PERSONAL BEST   Sts repeat the role plays with a
different partner. They then give their new partner
7 9.12   Give sts time to read the four extracts and the feedback on the range of phrases they used, how
words in the box. Then play video/audio track 9.12 again sympathetic they sounded and how good their suggestions
for sts to watch/listen and complete the extracts with the were.
words in the box. Check answers with the class.

Answers PERSONAL BEST

1 sorry  2 poor  3 shame  4 awful
Sts can practise talking about problems further. They write
a conversation between two friends about a problem one
Skill of them has. They could work in pairs of this, each of them
Read through the Skill box with the class on sounding writing one part of the conversation. Then they could act out
sympathetic, and make sure they understand all the their conversation for another pair.
phrases. Remind sts that intonation in English is very Weaker sts could each write one problem on a piece of
important to help convey feelings such as sympathy, paper. Put sts into small groups, and ask them to put all the
interest or enthusiasm. Model the falling intonation on problems on the table. As a group, they discuss each problem
one or two of the phrases. in turn and try to think of the best suggestions for each one.

8 A 9.13   Play audio track 9.13. Sts listen and repeat the EXTRA PRACTICE
expressions of sympathy. See below for audio script.
Put sts into new groups of three. Two sts role play another
conversation in which one of them talks about a problem and
9.13   Audio script the other shows sympathy and makes suggestions. The third
1 2 student uses their phone to film the other two. Sts can swap
A: I’m really tired! A: I didn’t get the job. roles and practise again. Watching themselves on film will
B: Oh, poor you! B: That’s a shame! help sts to evaluate how sympathetic they sound and how
well they can make and respond to suggestions.

179