11A Guess what?

Vocabulary collocations (3)

Grammar Present Perfect for giving news
Student’s Book p86–p87 with just, yet and already

QuICK REVIEW This activity reviews conversations Reading and Speaking

in a shop. Put students into pairs and tell them that they
are in a clothes shop. Make one student a sales assistant 2 Focus students on the photo of Liz. Highlight her
and the other student a customer. Ask students to look
messages A–C around the edge of the photo.
at real World 10.1 and real World 10.2 on SB p148 to Students read the messages and answer questions
1–3. Check answers with the class.
remind themselves of the language they can use. Also tell
the customers to decide on two or three things they want to 1 He’s had a car accident.
buy. Students work in pairs and role-play their conversation. 2 He wants to know when he’s going to get
They then swap roles. Encourage students to continue each paid for some work he did last month.
conversation for two minutes. 3 Carrie.

HELP WITH GRAMMAR Present Perfect for

Vocabulary Collocations (3) giving news with just, yet and already
1 a Focus students on the verbs in A and the words/ 3 a Focus students on sentences 1–3 in bold in Liz’s
phrases in B. Focus students on the example and messages. Ask students which verbs are in the Present
check they understand that one verb goes with each Perfect and which verb is in the Past Simple. If
word/phrase in each set of three. Students do the necessary, remind students that we make the Present
exercise on their own, then check in Vocabulary 11.1 Perfect with subject + have/has + past participle.
SB p149. Check answers with the class.
Check students understand a bank account, have an Present Perfect: 1 He’s had a car accident;
3 Carrie’s lost her job.
operation and transfer money. Point out that we can
say give someone a call or give someone a ring. Past Simple: 2 He did some work for us last month.
Model and drill the complete phrases (have a car b–e Students do the exercises on their own or in
accident, book a holiday, etc.). pairs, then check in GraMMar 11.1 SB p150. Check
answers with the class.
book a holiday
get paid ● b We use the Present Perfect for giving news
give someone a call about things that happened in the past and are
get a message connected to the present. We don’t know or don’t
check your bank account say when they happened.
transfer money to someone’s account ● We use the Past Simple if we say when something
have an operation happened.
lose your job
● c We use just to say something happened very
b Students write four sentences about themselves or recently.
people they know, using the collocations in 1a. Tell ● We use yet to say something hasn’t happened, but
students these sentences can be in the Present Simple, we think it will happen in the future.
Present Perfect or Past Simple. If necessary, give some ● We use already to say something happened before
examples of your own before students begin: I’ve now (often sooner than expected).
never had a car accident., I always book a holiday ● d 1 a We usually use just and already in positive
online., I gave my friend a call last night., etc. sentences. b We usually use yet in negative
c Students work in pairs and take turns to tell each sentences and questions.
other their sentences. Encourage students to ask 2 a Just and already usually go between the
follow-up questions where possible, as shown in the auxiliary and the past participle. b Yet usually
speech bubbles. Ask students to share any interesting goes at the end of the sentence or clause.
sentences with the class. ● Point out that in American English we often use
the Past Simple with just, yet and already: Did
extra idea you do it yet? (US) = Have you done it yet? (UK)
● Remind students that the verb go has two past
● Students work in pairs and take turns to test each participles: been and gone. We often use been to
other on the collocations. One student says the word/ mean ‘go and come back’ and gone to mean ‘go,
phrase, for example a car accident, and his/her partner but not come back yet’.
says the whole collocation, for example have a car
accident.

114
 ● Also highlight that we often use the Present Carrie has checked her bank account, emailed
Perfect with this morning, this afternoon, etc., customers and looked for a holiday online.
when it is still that time of day. She hasn’t told Brian the news, phoned Phil Taylor
● For examples of all these grammar rules, see back or booked a holiday.
GraMMar 11.1 SB p150.
d Ask students to turn to Audio Script CD3 26 ,
extra idea SB p164. Play the recording again. Students listen and
underline all the examples of just, yet and already.
● Put students into three groups A, B and C. Ask each group Students check answers in pairs.
to look at the relevant message A, B or C on SB p86.
HELP WITH LISTENING
Students write two questions about their message using
Present Perfect or Past Simple
the Present Perfect with just, yet and already, for example:
A What has Alicia just heard? B What has George Webster This Help with Listening section helps students hear
the difference between the Present Perfect and the
just done? C Who has just talked to Carrie? Put students
Past Simple.
into pairs with a student from a different group. Students
take turns to ask and answer their questions. 7 a Focus students on the sentences and point out
the Present Perfect forms in blue and the Past Simple
forms in pink.
4 Focus on the examples and highlight that just, yet CD3 27 Play the recording. Students listen and
and already are always stressed. notice the difference between the two forms.
CD3 25 pronunciation Play the recording (SB p164).
Students listen and repeat the sentences. Check b CD3 28 Focus on the example. Play the fi rst
students copy the stress correctly. sentence on the recording (SB p164) She’s said
You can also ask students to turn to Audio Script goodbye to everyone (Present Perfect). Then play
CD3 25 on SB p164. They can then follow the stress the second sentence She said goodbye to everyone
as they listen and repeat. (Past Simple). Check students can hear the difference
between She’s said and She said.
5 a Students do the exercise on their own. Don’t check Play the rest of the recording. Students listen and do
answers yet. the exercise on their own, then check in pairs. Check
answers with the class.
b Students work in pairs and compare sentences.
Then focus students again on Liz’s messages.
2 PS 3 PP 4 PS 5 PP 6 PP
Students match sentences 1–6 in 5a with messages
A–C. Check answers with the class.
8 a Focus students on the example to highlight that
1 I haven’t been to visit him yet. 2 She’s just started they have to put the words in order and put the verb
writing her CV. 3 He’s already called the office three in the correct form of the Present Perfect.
times. 4 Has she phoned her husband yet? 5 I’ve Students do the exercise on their own, then check
already talked to his parents. 6 I’ve just transferred their answers in pairs. Check answers with the class.
the money.
1A 2C 3B 4C 5A 6B 2 I haven’t booked a holiday yet. 3 I’ve already been
on holiday this year. 4 I haven’t decided what to do
6 a Focus students on the photo of Carrie on SB p87 next weekend yet. 5 I’ve just found a new job.
and ask students what has just happened to her (she’s 6 I’ve already looked at the DVD-ROM for this
just lost her job). Tell students they are going to listen lesson.
to Liz talking to Carrie.
CD3 26 Play the recording (SB p164). Students
b Students work on their own and tick the sentences
in 8a that are true for them.
listen and decide if Carrie has got any good news.
Check the answer with the class. c Students then compare sentences in pairs.
Encourage students to ask follow-up questions
Yes, she has. Someone might have a job for her in where possible. Ask students to share interesting
Brighton. information with the class.

b Focus students on the things on Carrie’s ‘to do’ WritinG

list with the class and check they understand them.
Play the recording again. Students tick the things she Students write about things they have or haven’t done
has already done. this week, using the Present Perfect with just, already
and yet (for example, I’ve just been to the bank., I’ve
c Students compare answers in pairs and decide
already been out with my friends twice this week.,
what she hasn’t done yet. Check answers with the
class. I haven’t paid my rent yet.).

115
 Get ready … Get it right! c Focus students on the speech bubbles to
illustrate the language they need to do the tasks.
9 Put students into pairs, student A and student B. Students work in pairs and take turns to ask their
Student As turn to SB p102 and student Bs turn questions from b. While students are working,
to SB p108. Check they are all looking at the monitor and correct any mistakes you hear.
correct exercise. Finally, ask students to tell the class some of
a Tell students that Carrie got the job she the reasons why their partners haven’t done the
talked about on the phone and is now moving things on their list yet.
house with her husband, Brian. Check students
understand cancel the phone, freezer and hire
a van. extra idea
Tell student As they are Carrie and student Bs
that they are Brian. Students look at their own
● Begin the next class with a Grammar Auction (p25)
list (the top list on each page) and choose three based on correct and incorrect sentences with the
things that they have already/just done and three Present Perfect.
things that they haven’t done yet. Students then
think of a different reason why they haven’t done Further practice
these three things.
Ph Vocabulary Plus  11 Phrases with get p207
Ph
b Students work on their own and make Present
(instructions p196)
Perfect questions with yet about their partner’s
list. Focus students on the examples before they Extra Practice  11A SB p125
start. Self-study DVD-ROM  Lesson 11A
Workbook  Lesson 11A p55

11B Murder mystery Vocabulary crime

Grammar  relative clauses with
Student’s Book p88–p89 who, which, that and where

Quick review  This activity reviews Present Perfect Point out that rob, steal and burgle all mean the same
for giving news with just, already and yet. Give students thing, but we use them with different objects in a
a minute or two to think of four pieces of news about sentence: rob a bank, steal money, burgle houses, etc.
themselves and people they know, as in the example. Also point out that we can say I was burgled to mean
Students work in groups and take turns to tell each other my house/flat was burgled.
their news. Encourage students to ask each other questions Teach students the Past Simple and past participle
about their news, as in the example. Ask students to share of the irregular verbs steal (stole, stolen), break into
their most interesting news with the class. (broke into, broken into) and shoot (shot, shot). Point
out that the other verbs in the box are regular.
Highlight that we often use ‘crime verbs’ in the
passive: My car was stolen. A man was arrested., etc.
Speaking and Vocabulary  Crime Establish that we often use the verb commit with the
word crime: Have you ever committed a crime? not
1 Check students understand crime, novel and author. Have you ever done a crime?.
Students work in pairs and discuss the questions. Ask
Model and drill the words. Pay particular attention
any students who like crime dramas or novels to tell
to the pronunciation of burgle /b:gəl/ and murder
the class about their favourites.
/m:də/, and point out that the stress on suspect is
2 Tell students that all the words in the box are on the first syllable when it is a noun and the second
connected with crime. Students work in the same syllable when it is a verb.
pairs and say which words they know, then check in
Vocabulary 11.2 SB p149.

116
3 Check students understand that a criminal is a 1 Last night.
person who commits a crime. Students do the 2 In the Garden Centre.
exercise on their own or in pairs and then check in 3 Two weeks ago.
Vocabulary 11.3 SB p149.
4 He was shot.
Model and drill the words. Highlight the difference 5 Money (Barry said Jack was
in pronunciation between burgle, burglar /bglə/ stealing from him.)
and burglary /bgləri/; murder and murderer 6 Jack.
/mdərə/. Also teach students that the plural of thief 7 He robbed the local post office.
is thieves /θivz/. 8 Two weeks ago.

verb criminal crime

HELP WITH GRAMMAR Relative clauses
rob robber robbery with who, which, that and where
steal thief theft 7 a–c Students do the exercises on their own or in
burgle burglar burglary pairs, then check in GraMMar 11.2 SB p150. Check
murder murderer murder answers with the class.

● b To introduce relative clauses we use: a who or

4 Students do the exercise on their own. Check answers that for people. b which or that for things.
with the class. c where for places.
● Point out that it is more common to use who
1 robbed; stole; robbery 2 broken into; stolen for people (but that is also correct) and that for
3 murdered; arrested; suspects; murder things (but which is also correct).
4 burgled; stolen ● Also highlight that we don’t use what in relative
clauses: He’s the man that I told you about. not
Listening and Speaking He’s the man what I told you about. You can
teach students that we often use what to mean the
5 a Tell students that there has been a murder in a thing that: Is this what you’re looking for? = Is
village in England called Yately. Check students this the thing that you’re looking for?
understand garden centre (a large shop that sells
flowers, trees and other products for people’s 8 Tell students that sentences 1–6 are all about the
gardens). Give students time to read the names and Yately murder mystery. Remind students that in
descriptions of the people involved. some sentences more than one answer is possible.
CD3 29 Play the recording (SB p164–p165). Focus students on the example and point out that the
Students listen and match the people’s names to their answer to question 1 could be who or that.
descriptions. Students check their answers in pairs. Students do the exercise on their own, then check
Check answers with the class. answers in pairs. Check answers with the class.
Alice: the owner of the flower shop 2 where
Barry Clark: Jack’s business partner 3 who/that
Ellen: Jack’s wife 4 who/that
Jack Miller: the murder victim 5 that/which
Adam: Ellen and Jack’s son 6 where
b Focus students on pictures A–C. Students work in
pairs and decide who the people are in each picture. 9 a Students work in groups and make a list of
Check answers with the class. suspects. Each group should then decide who
they think murdered Jack, giving reasons for their
(from left to right) A Alice B Jack Miller, Barry answers. Encourage students to give reasons (I think
Clark C Ellen, Adam, Jack Miller it was … because … ).
b Students compare their ideas with the class. Don’t
6 Give students time to read questions 1–8 and check tell them the answer at this stage.
they understand all the vocabulary.
CD3 29 Play the recording again. Students listen extra idea
and answer the questions. Students check answers in ● Write a list of suspects on one side of the board.
pairs. Check answers with the class.
Elicit who each student or group thinks is the murderer
Note: do not ask students to look at Audio Script 
CD3 29 in the back of the book at this stage, as
and write their names next to the suspects. At the end
students might read the following Audio Script of the class you can check who was right.
CD3 30 and fi nd out who killed Jack Miller.

117
 Get ready … Get it right! b Write the three questions on the board
so students can refer to them while they are
10 Tell students they are now going to get more
listening and reading in the back of the Student’s
information about the murder. Put students into Book.
two groups, group A and group B. Students in Students look at Audio Script CD3 30, SB p165.
group A turn to SB p107 and students in group Play the recording again. Students read, listen
B turn to SB p113. Check they are all looking at and answer the questions. Students check their
the correct exercise. answers in pairs. Check answers with the class.
a Students work on their own and choose the Finally, point out that we can just see that the
correct words in each of their sentences. top button on Alice White’s coat is missing in
picture A on SB p88.
b Put students into pairs with someone from
the same group to check their answers. While How the murder happened:
students are working, monitor and correct any Alice White broke into Barry Clark’s house
mistakes. and stole his gun. She went to the Garden
Centre, shot Jack Miller, then went back to
A: 1 that 2 who 3 where 4 who/that Barry Clark’s house and put the gun back.
5 that  6 that/which
How the police caught the murderer:
B: a who  b that/which ​c where  d that; that/ The police found a button near the body.
which  e where f which/that Mary Barnes saw a picture of it in the paper
and told the police that it was from Alice
c Give students two or three minutes to White’s coat.
read the sentences again and memorise the Why the murderer did it:
information. Students then turn back to SB p89. Alice White murdered Jack Miller because
11 a Focus students on the picture. Put one student her flower shop was losing business to the
from group A with a student from group B. Garden Centre. She wanted the police to
Students take turns to point to things they think Barry Clark killed Jack Miller; then
recognise in the picture and tell their partner the Garden Centre would have to close.
what they know about them. Students should use
relative clauses, as shown in the speech bubbles.
If students can’t remember, they can turn back
to SB p107 or SB p113 to look at the information WRITING
again. Students imagine they are Mary, the new person in the
While they are working, monitor and correct village. They write a letter to a friend telling him/her
any mistakes you hear.
about the murder, using the language and information
b Students work in pairs or groups and decide from the lesson.
who they think the murderer is now. Students
also decide how and why he/she murdered Jack
Miller. Ask students to share their ideas with the Further practice
class, but don’t tell them the answer yet. Ph Class Activity  11B Crime crossword p188
Ph
12 a Tell students they are going to listen to a news (Instructions p145)
report about the murder trial. Check students Extra Practice  11B SB p125
understand find someone guilty of a crime. Self-study DVD-ROM  Lesson 11B
CD3 30  Play the recording (SB p165). Students
Workbook  Lesson 11B p56
listen and find out who the murderer is. Check
the answer with the class (Alice White).

118
 Vocabulary Vocabulary guessing meaning
11C and SkillS In the news from context
Skills Listening: the news;
Student’s Book p90–p91 Reading: an online article

QuICK REVIEW This activity reviews relative clauses b CD3 31 Play the recording again. Students listen
with who, which, that and where. Students work on their and check their answers. Check answers with the
own and write four definitions using relative clauses, as in class.
the example. If students need help with vocabulary, they
can look through the Language Summaries for suitable 1 D (the number of people who are now homeless)
words. Put students into pairs. Students take turns to say 2 B (the number of protesters)
a definition or guess the answer. Ask students to share 3 C (the car in which the wallet was found)
4 A (the number of tracks which were illegally
interesting definitions with the class.
downloaded in the UK last year)
5 C (this was found in the lost wallet)
6 D (these were destroyed by last week’s floods)
Listening and Speaking 7 A (the amount that illegal downloading costs the
British music industry each year)
1 Students work in groups and discuss the questions. 8 B (the number of arrests made by the police)
Ask students to share interesting answers with the
class. HELP WITH LISTENING
2 a Focus on headlines A–D. Check students Sentence stress: review
understand headline and all the words in the This Help with Listening section reviews sentence
headlines. You may need to teach illegal, damage, stress and reminds students that they can often
protests, spending cuts, aid and delayed. understand the general idea of a story by listening to
Ask students which they think is the most interesting the stressed words.
story, giving reasons for their answers. Alternatively,
you can ask students to discuss this in pairs before 5 a Students look at Audio Script CD3 31, SB p165.
sharing their opinions with the class. Tell students to focus on the stress marks.
CD3 31 Play the fi rst three news stories on the
b CD3 31 Play the recording (SB p165). Students
listen and put the headlines in order. Check answers recording again. Students read, listen and follow the
with the class. stressed words.
b Students look at the fourth news story (about the
1B lost wallet). Students work in pairs and decide which
2D words are stressed. Encourage students to mark the
3A stress over the correct syllable in each word.
4C While they are working, copy the paragraph onto
the board ready for checking.
3 Students work in pairs and decide which news c Play the fourth news story again. Students listen
stories the words/phrases appear in. Students can and check their answers.
check new words/phrases with you or look them Check answers with the class by playing the
up in a dictionary. Note that the aim is to highlight recording again, pausing after each sentence and
which words/phrases students need to understand in eliciting the stressed words from the students.
order to be able to do the exercises that follow. The
vocabulary is not in the Language Summaries in the Mark the stress on the board.
Student’s Book.
And in the USA, a man who lost his wallet fifty-five
Also check students understand relief effort (= work
done by aid agencies to bring help to victims of years ago received a surprise today when his wallet
disasters). Check answers with the class. was returned to him. Mr Goodlove, who is seventy-
five and lives in San Diego, lost his wallet behind
A: a track; a fan
the back seat of his 1946 Hudson car. It was found
B: a demonstration; a protester; march
C: the back seat; a classic car by two men from Idaho who collect classic cars.
D: the army; a disaster; medical supplies The wallet contained Mr Goodlove’s military ID, his
driving licence, several receipts – and a ten-dollar bill.
4 a Students work in the same pairs and try to match
two pieces of information from 1–8 to each headline
A–D. Students discuss how the information is
connected to the news stories.

119
 extra ideaS ● a nouns: goods; property
● Ask students to look at the whole Audio Script again verbs: contacted; logged onto; realised; recognised
and decide what kind of words are stressed and adjectives: remote; smart
unstressed. Check answers with the class. ● b 1b 2a 3a 4b 5b 6b 7a 8b
● Point out that goods is a plural noun and property
‘Content words’, such as nouns, names of is an uncountable noun.
people and places, main verbs, adjectives, ● Also highlight that sometimes we can’t guess the
negative auxiliaries, adverbs and numbers meaning of a word from the context, and that we
are usually stressed. ‘Grammar words’, such don’t always have to understand every single word
as positive auxiliaries, prepositions, articles, to understand a story.
the verb be, connecting words and relative ● Model and drill the words. Pay particular
pronouns (who, which, that) are usually attention to the pronunciation of remote /rIməυt/.
unstressed. Note that these are general rules,
and in some situations we do stress grammar 8 a Students work in pairs and think of three stories
words, for example, if we are contradicting they can remember from the week’s news. Students
someone or emphasising something. make notes about each story. While students are
working, monitor and help with any new vocabulary.
● Students work in pairs and practise reading the news
reports to each other, stressing the most important b Students work with another pair and take turns to
words. tell the other pair about their stories. Students then
decide which story is the most interesting. While they
are working, monitor and help with any problems.
Reading, Vocabulary and Speaking c Finally, ask each group to tell the class about the
most interesting story.
6 a Ask students to cover the newspaper article. Focus
students on pictures A–D on SB p91. extra idea
Students work in new pairs to predict the story and
try to put the pictures in the order that the events ● For homework, ask students to find an interesting
happened. news report in English, for example from an English-
b Students read the article and check their ideas. language newspaper or the internet. Students read the
Check answers with the class. report and find five words or phrases that they don’t
know. Students try to guess these words from their
1B 2C 3A 4D contexts, and then check their ideas in a dictionary.
At the beginning of the next class, put students into
c Check students understand fl at-screen TV and groups of three or four. Students take turns to tell their
roommate. Students read the article again and do the
partners about the news story they read. They can
exercise on their own.
then teach one another some of the words they have
d Students compare answers with their partner learned. You can display all the articles around the
from 6a. Check answers with the class. room for students to read during breaks.
2 ✓ 3F A friend of Kait’s contacted her because he
thought she was online. 4 ✓ 5F The two men were Further practice
friends of friends of one of Kait’s roommates. Ph Class Activity 11C The face2face newsroom p189
Ph
6 ✓ 7F The burglars were arrested the day after
Kait took their photos. (Instructions p145)
Ph Extra Reading 11 Famous art thefts p225
Ph
HELP WITH VOCABuLARY (Instructions p213)
Guessing meaning from context Extra Practice 11C SB 125
Self-study DVD-ROM Lesson 11C
7 a–c Go through the introductory bullet point with
Workbook Lesson 11C p58
the class and point out that guessing meaning from
context is a valuable skill when reading texts in
English. Also point out that we sometimes have to
guess the meaning of unknown words from context
in our own languages.
Students do the exercises on their own or in pairs,
then check in Vocabulary 11.4 SB p149. Check
answers with the class. Encourage students to tell the
class how they decided on their answers.

120
 rEAL
11D wORLD Did you?
Student’s Book p92–p93 Real World echo questions

QuICK REVIEW This activity reviews crime vocabulary.

● a We use echo questions when we are interested
Students work in pairs and write a list of all the crime
or surprised.
words they can remember. Set a time limit of two minutes. ● Point out that these questions are an invitation
Students compare lists with another pair and decide which for the other person to tell us more information
words are verbs, criminals or crimes. Encourage students about the topic.
to look back at Vocabulary 11.3 SB p149 to check their ● b We usually use the auxiliary in echo questions.
answers. ● We only use subject pronouns in echo questions.
● If the sentence is positive, the echo question is
positive.
● If the sentence is negative, the echo question is
1 a Focus students on the photos. Students work in
negative.
pairs and talk about where the people are and what
they remember about them. Check answers with the ● c 2 Does he? 3 Did they? 4 Don’t you?
class. 5 Have they? 6 Is it?
● Use sentences 1–3 to highlight that when we
Suggested answers: A Juliet and Carol are in the respond to a positive sentence in the Present
street. Juliet is a hotel receptionist. Carol works in Simple or Past Simple, we use do, does or did in
an office and is married to Matt. B Ben and Matt the echo question.
are at the recording studio. Ben works with Matt. ● Use sentence 4 to highlight that when we respond
Matt is married to Carol. C Jackie and Amy are at to a negative sentence in the Present Simple or
the restaurant. Jackie is the restaurant manager. Amy Past Simple we use don’t/doesn’t or didn’t in the
is a waitress at the restaurant and is Carol’s sister. echo question.
D David and Liam are at the office. Liam works with ● Use sentence 5 to highlight that when we respond
David and Carol. David is Carol’s boss. They are to a sentence in the Present Perfect, we use have/
organising a charity event. haven’t or has/hasn’t in the echo question.
● Use sentence 6 to highlight that when we respond
b Check students understand twins. to a sentence with the verb be, we use am, is/isn’t
VIDEO 11 CD3 32 Play the video or audio or are/aren’t in the echo question.
recording (SB p165). Students watch or listen and ● Also point out that we say Aren’t I? not Amn’t I?.
match the conversations A–D to the things the people
talk about. Students check answers in pairs. Check HELP WITH LISTENING Intonation (3)
answers with the class.
This Help with Listening section reminds students
A2 B4 C1 D3 that we know if people are interested or surprised by
how much their voices move up and down.
2 a Point out that the four questions in the box are 4 Tell students that they are going to listen to six short
called ‘echo /ekəυ/ questions’. conversations. Students listen to the echo question
Students fi ll in the speech bubbles with the questions. in each conversation and decide if the person is
They then match them to conversations A–D. interested or not interested.
b VIDEO 11 CD3 32 Play the video or audio Focus students on 1–6 and check students
recording again. Students watch or listen and check understand what I and NI stand for. Draw students’
their answers. attention to the example and point out that the
person sounds interested in conversation 1.
1 Doesn’t he? D CD3 33 Play the recording (SB p165). Students
2 Are you? C listen and do the exercise.
3 Didn’t you? B Play the recording again, pausing after each echo
4 Has she? A question to check students’ answers. Highlight that
in each interested echo question the person’s voice
REAL WORLD Echo questions movement is much greater than in the uninterested
3 a–d Check students remember the difference echo questions.
between a main verb and an auxiliary verb.
2 NI 3 I 4 I
Students do the exercises on their own or in pairs, 5 NI 6 I
then check in real World 11.1 SB p150. Check
answers with the class.

121
 5 Focus students on the example and point out that the /ə/ back of
/υ/
lips rounded
auxiliary in echo questions is always stressed. tongue up (a little)
CD3 34 pronunciation Play the recording (SB p166).
relaxed tongue
Students listen and repeat the echo questions. Check and lips
students copy the stress and intonation correctly. lips forward
Stress the importance of an interested intonation (a little)
pattern in echo questions to show the other person
that you are interested in or surprised by what they The sound /əυ/ moves from /ə/ to /υ/. We start with
said and want them to tell you more information the tongue and lips relaxed, then we move the back
about it. of the tongue up, and round and move the lips
forward a little.
6 a Students do the exercise on their own then check /a/ /υ/
back of lips rounded
answers in pairs. Check answers with the class. tongue up (a little)
wide open mouth
2 Hasn’t he? 3 Have you? 4 Aren’t they?
5 Did you? 6 Doesn’t he? 7 Do you? 8 Does she?
lips forward
(a little)
b Students work in pairs and take turns to say
the sentences and echo questions. While they are The sound /aυ/ moves from /a/ to /υ/. We start with
working, monitor and check that students are saying a wide open mouth, then we move the back of the
the echo questions with the correct intonation. tongue up, and round and move the lips forward a
little.
7 a Students work on their own and write six
interesting sentences about themselves or people they front of /ɔ/ lips very /I/
know. While students are working, monitor and help tongue rounded
down
with any problems or new vocabulary. front of
b Put students into new pairs. Students take turns tongue up

to say their sentences. Their partner responds with

lips forward
the appropriate echo question. Encourage students to jaw down
continue the conversation with follow-up questions
where possible. The sound /ɔI/ moves from /ɔ/ to /I/. We start with
the front of the tongue down, the lips forward and
While students are working, monitor and correct
very rounded and the jaw down. Then we move the
students’ intonation and grammar where necessary.
front of the tongue up slightly.
Finally, ask students to share some of the interesting
things they have found out about their partners with b Focus students on the words in 1a again. Students
the class. work on their own or in pairs and answer the
questions. Check answers with the class.
Further practice
We can say ow as /əυ/ and /aυ/.
Ph Class Activity 11D Echo questions dominoes p190
Ph We can spell the sound /ɔI/ as oy or oi.
(Instructions p146)
Extra Practice 11D SB p125 2 a Students do the exercise in pairs. Encourage
Self-study DVD-ROM Lesson 11D students to say the words out loud to help them
Workbook Lesson 11D p59 decide if the letters in bold are pronounced /əυ/, /aυ/
Workbook Reading and Writing Portfolio 11 p84 or /ɔI/.
Progress Test 11 p252 b CD3 36 Play the recording. Students listen and
check their answers. Check answers with the class.
HELP WITH PRONuNCIATION Play the recording again. Students listen and repeat
the words. Check they pronounce the sounds
/əυ/, /aυ/ and /ɔI/ correctly.
1 a Focus students on the phonemes /əυ/, /aυ/ and /ɔI/
and the words. 1 /əυ/: window; throw; show
CD3 35 Play the recording. Students listen and 2 /aυ/: towel; town; shower; crowded
notice the sounds and the words. 3 /ɔI/: avoid; destroy; annoying; toy; noisy;
Play the recording again. Students listen again and toilet; disappointing; employer
repeat the sounds and words. If students are having
problems producing the sounds, help them with the
mouth position for each sound. Point out that the
three sounds are all long sounds.

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3 Students work in pairs and complete the words with
the correct letter. Check answers with the class. continue2learn
Students then take turns to say the sentences.
Finally, ask students to say sentences. Check they Focus students on the continue2learn section on
pronounce the /əυ/, /aυ/ and /ɔI/ sounds correctly and SB p93.
praise good pronunciation. See p34 for ideas on how to exploit this section.

1 disappointing; annoying 2 enjoy; crowded; noisy

3 employer; avoids; town; snowing 4 boy; pointed;
window; cow 5 throw; toys; towel; toilet

Extra practice 11
See p35 for ideas on how to exploit this section.
progress portfolio 11
11A
1 2 get 3 have 4 check 5 give 6 book 7 lose 8 get ●  See p35 for ideas on how to exploit this section.
9 transfer
2 2 My sister has already found a new flat.
3 Have you booked your train tickets yet?
4 Alice has just gone to the supermarket.
5 We haven’t told anyone we’re engaged yet.
6 I’ve already read this book three times. / I’ve
read this book three times already.
11B
3 2 victim 3 shot 4 arrested 5 murder 6 burgled
7 burglars 8 broke into 9 stole 10 thief
11 robbed 12 robbery
4 2 where 3 that 4 where 5 that 6 which 7 where
8 who
11C
5 2a 3b 4b 5a 6b 7a 8a
11D
6 2 Haven’t they? 3 Do you? 4 Did you? 5 Is he?
6 Have they? 7 Didn’t you? 8 Has he?
9 Doesn’t she? 10 Wasn’t he? 11 Was she?
12 Did they?

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